GIÁO ÁN TIẾNG ANH 8 PHÁT TRIỂN NĂNG LỰC THEO CÁC HOẠT ĐỘNG (CHƯƠNG TRÌNH MỚI) (HỌC KÌ 1) (2 CỘT) by Dạy Kèm Quy Nhơn Official

GIÁO ÁN TIẾNG ANH PHÁT TRIỂN NĂNG LỰC

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GIÁO ÁN TIẾNG ANH 8 PHÁT TRIỂN NĂNG LỰC THEO CÁC HOẠT ĐỘNG (CHƯƠNG TRÌNH MỚI) (2 CỘT) NĂM HỌC 2021-2022 WORD VERSION | 2022 EDITION ORDER NOW / CHUYỂN GIAO QUA EMAIL TAILIEUCHUANTHAMKHAO@GMAIL.COM

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

WEEK 1 Period 1 Preparing date : 15/8/

Teaching date:

Class SA: 22 /8 / Class SB: 2 3 /8 / Class 8C :23/8 /

INTRODUCE ABOUT ENGLISH SUBJECT L/OBJECT1VES: 1- Knowledge. By the end of the Ss will uc be able to: UIC C uu U. me lesson, os iu. - Know about the English 8 student's book and the workbook - Know how to learn English 8 effectively 2. Skills. - Communication 3* Altitudes. 4^ - Students have serious attitude in learning. - Ss are interested in learning English. 4. Competence. - Co-operation - Self- study - Using knowledge to do exercises

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HJ PREPARATIONS, 1- Teacher :- Text book, pictures, extra board, laptop. 2 - Students ; - Notebook, textbook. I I I . / TEACHING METHODS* - Group work, pairwork, games, communication approach. IV./PROCE1 le a d ti and students' activities

Contents

LAW arm up : R im ’s game ¿ J lo o k through all the names of the 6 Unit in the Student's book in 10 ^fcconds and try to remember as many names as possible.

- Teacher divide the class into two teams.

- Look at the names of the units only

- Work in groups

? Go to the board and write the - Write on the board. words - Teacher gets feedback 2. Presentation.

1. Introduce the time to leant 1

- T asks, Ss some questions. - Ss answer the questions and take notes ? How many weeks are there in a -3 7 weeks school year? - 19 weeks ? How many are there in the first terms?

- English 8, Student's book is the third o f four levels English language textbooks for Vietnamese students in lower secondary school learning English as a foreign language. It focuses on the use of language (pronunciation, vocabulary, and grammar) to develop the four language skills (listening, speaking, reading and writing)

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? How many units are there in the first terms? 3. Introduce about English

..* T ,The content o f the text booL - There are 6 topic-based units in term 1:

- There are two mains themes: Our Unit Communities and Our Heritage Unit - After each ach theme is ai review Unit - There are two 45-minute tests: Unit

1: Leisure activities 2: Life in the countryside 3: People of Viet Nam 4: Our customs and traditions

Unit 5: Festivals in Viet Nam one after unit 3 and another after Unit 6: Folk tales u.mt li*

ttroduce the workbook.

What is the Workbook about?

Study the workbook quickly then answer the ? Study the Workbook quickly then question answer the question - The workbook mirror and reinforces the content of the Student's book. + Further practice of the language and skills taught in class 2

+ Four additional tests students’ self-assessment.

for

'How to leant hnglisft 8 3. How to learn effectively ? Discuss in groups o f 3 or 4 about "How to learn English 8 Discuss and tell the class effectively?" - Prepare the lesson carefully before each period - Learn by heart all the new words and structures - Do exercises regularly

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- Practice the four skills 4, F urth er practice

- Reading the text and doing exercises before going to class.

? Recall how to learn English 8 effectively? - Ss need to learruby heart vocabulary and their usage in each unit. - Review the lesson everyday. - English is not too difficult but it requires you to work hard. - Learn English everyday. - Answer teacher's questions. 5. Productions.

4. Homework

Prepare: Unit 1: Getting started ? Prepare some pictures about some popular leisure activities.

- Say out the words - Take note

WEEK 1 Period 2 Preparing d a t^ ^ È /8 /

Teaching date

Class 8A:23/8f Class SB: 25 /8 / Class 8C:25 /8 /

U N IT 1: L E IS U R E A C T IV IT IE S L e sso n l : G e t t i n g s t a r t e d .

SU O

U O B JE C T IV E S : 1, Knowledge. By the end of the lesson, Ss will be able to : - Listen and read for specific information about different leisure activities - Practice listening and speaking with the lexical items related to the topic - Vocab: - Use the lexical items related to the topic” leisure activities" - Grammar: Use verbs of liking that are followed by gerunds and to infinitives. 3

2. Skills. - Students develope listening, speaking, reading and writing skills.

3. Attitudes. - Students have serious attitude in learning. - Ss are interested in learning English. 4. Competence. - Develop listening, reading comprehension skills, language, spoken interaction.

IL/ PREPARATIONS. 1- Teacher : - Text book, pictures, extra board, laptop.. 2 - Students ; - Notebook, textbook. III./ TEACHING METHODS. Groupwork, pairwork, games, communication approach.

IVJPROCEDURES

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Contents

Teacher and students1 activities 1- W arm up: Chatting: - Ask Ss to open their books to the picture. - Introduce Mai, Phuc and Nick. - Ask Ss to guess " Where they are and what they are doing?". For more able classes^ brainstorm questions with Ss and write them on the board. Questions may include: What can you see in the ph :ture? Why do you tkitik Mai, Phuc and Nick are there? What are they holding in their h a n d $ % \fs What are they talking about? Can you guess what Mai, Phuc and Nick like doing in their free time?

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I. Listen and read. Getting started 1.1. Vocabulary -Present new words. (n): hoat dông thu gian nghi - Teacher use different techniques to - leisure activity ngoi teach vocabulary (situation, realia) (n): tro lira g a t hoat dong - Follow the seven steps of teaching - trick vocabulary khéo tay - Repeat in chorus and individually - craft kit (n): bô dô dùng làm thù công - Copy all the words * Checking vocab: Recall_________ 4

- beads

(n):

hạt chuôi

- sticker

(n):

nhãn dính

- savings

(n):

tiền tiết kiệm

- melody

(n):

Giai điệu

- it’s

Đúng vị của bạn

your street - Look at the picture on page 6 Ỉ.2. Set the scene ? What can you see in the picture? ? Why do you think Mai, Phttc and Nick are there? ? What are they holding in their hands? ? What are they talking about? ? Can you guess what Mai, Phuc and Nick like doing in their free time? - We are going to listen and read a dialogue about Nick's, Phuc's and Mai's leisure activities - Play the recording twice /our ? Listen and read then check yo answer for the last question. - Accept all possible answers from Ss without any correction.________ 3. Doing a. Circle the correct answer (la P7) - Run through the statements. Key: - Work individually. 1. Bookstore 2. Book 3. dog - Read one by one sentence. 4. craft kit 5. Folk music - Decide if they are true or false. 6. Vietnamese

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Share the answers with your pann partner. eacher gets feedback - Go through the list of activities bJ Grid (lb. p 7) mentioned - Refer back to the conversation to tick the boxes. 1. Pet training

Phuc

Mai

~7~

Nick

2. Making 3. Reading 5

~v~

~7~

4. Listening to music V"

5. Learning languages 6. Playing sports

7. Helping parents with DlYprojects

~7~

________

- Draw Ss’ attention to the contexts when Mai said ‘Check out this book’ and Phuc said 'It’s right up your street!’. Together with Ss elicit the meaning o f these two expressions.

cJ Answer the questions (P 7 J^ ^ k \ 1.To clieck out something means to examine something or get more information about it in order to be certain that it is suitable (or true, or false ). 2. Right up one’s street: If something is right up your street, it is the type of thing that you are interested in or that you enjoy doing. E x This ioKseems right up your street. and match the words /phrases ox to the photos:

- Ss work in pairs to match playing computer games words/ phrases in the box to the 2. playing beach games photos, then they listen together to 3. doing D1Y check their answers. 4. texting 5. visiting museum 6. making crafts ______________________c

? Work in< to do the task then coi ir answers with a partner. Note that 'good’ and ‘satisfied’ fit both items 1 and 5. Acknow ledge this point with Ss who have them the er way round.

3. Complete the sentences (3 P7) Key: 1. satisfied 2. relaxing, exciting 3. fun 4. boring 5. good

4. F urther practice. Game: Changing partners - Choose one leisure in 2 or 3 - Work in groups of four or six to talk about it. Try to keep going for one minute.

4* F urth er practice.

- When the time is up and T calls out ‘change!’, they will move meet a new partner and talk about another activity 5. Production.

Period 3 Planning date : 18/S/

Class SA:26 /8 / Class S8 :2 6 /8 / Class 8C:26 /8 /

UNIT 1: LEISURE ACTIVITIES Lesson 2: A closer look 1, L/OBJECTIVES: 1- Knowledge. - By the end o f the lesson, ss will be able to: - Use the [cal items related to the topic" leisure activities’1 liking that are followed by gerunds/ to -infinitives words containing the clusters /br/ and pr/ correctly in isolation

- Listening, speaking, reading and writing skills. ¡tiidcs. - Students have serious attitude in learning. - Ss are interested in learning English. - Ss love leisure activities. 4. Competence. - Develop listening, speaking skills, pronunciation , self-learning capability, creative capacity, ability to use of language....... U J PREPARATIONS, 1Teacher > Text book, pictures, extra board, word cards,cassette & tape. 2 - Students : - Notebook, textbook. I I I ./ TEACHING METHODS. 7

Groupwork, pairwork, games, communication approach. I W P R O C EDUKE s Contents

Teacher and students* activities 1. W a rm up : Kbit's game. ? Look at the pie chart on page 8 in 20 seconds and try to remember as many words as possible. - Teacher divide the class into two teams. ? Go to the board and write the words - Teacher gets feedback -> Today we are going to learn some more leisure time on an average day in the LIS

2.Vocabulary, - T. elicits vocab by using pictures or real items. - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teachin g vocabulary

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‘ Vocabulary ĩĩQ -apricot - bracelet

(n): (n):

Trái mo Vòng đeo tay

-princess

(n):

Công chúa

-1broccoli president

(n):

Súp lơ hoa xanh

(n):

Chủ tịch, tồng thống

-present

(n):

Món quà

-origami

(n):

- socialize

(v):

nghệ thuật xép giấy Nhật Ban xã hội hóa, tỏ chức theo phương thức XHCN

Checking vocab: Slap the board _____

Before starting the lesson explainh Questions and answers (Ị PS) what af pie chart’ is and how each slic^ can be calculated as a percentage of the whole. - Give Ss some simple statistics and make a pie U^chart w ith them as a class. ? Work in pairs to examine the pie chart closely in order to understand its contents, including the heading, subheadings, figures, color codes, Key: source and notes. 1. In 2014, people in the USA spent 5.1 ? Answer the questions that follow hours a day on sport and leisure activities. the chart. 2. The main activities they did include If necessary, T may elicit information watching TV, socializing and by asking question such as:_________ communicating, reading, participating in

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What is the pie chart about? Where can you fin d the information? -What do the different colored sections o f the chart refer to? -How are theae sections calculated? -What does the ‘N ote 1 tell you? - What does the ‘Source ’ tell you?

sports, exercise and recreation, using computers for leisure, relaxing and thinking. 3. The three most common activities were watching TV, socializing and communicating and using computers for leisure.

? Work individually to complete the task. - After giving corrective feedback, draw their attention to the parts of speech of the words mentioned - Then introduce the concept of gerund - Give Ss some examples where a gerund is transformed from a verb and used as a noun.

2 / Complete the table(2 PS) e.g. relaxing comes from th w ith -ing added, and it refe activ ity - a noun made fro by adding -ing Key. Name of activity_________ Verb Relaxing Relax Thinkin Think Using Use Doing Do Watching Watch Reading Read Socializing Socialize communicating Communicate

3 J Matching (3 P8) - Look at the words ariH try to guess what these words have in common. Ex. B. Reading: a novel, poetry, - What is the common verb we often use with these? 1 2 3 4 5 6 - How c a f u ^ m e this verb to escribe e B f a d h the activity? - Who do we often do these with? - Where do we often do these? Etc■, - Do not give correction at this step. - Work in pairs to complete the task. - Once they have finished and T has given corrective feedback - Add more words in each category. 3. Pronunciation. - Have Ss work individually to complete this task. Once they have finished, Ss work in pairs to compare their answers.

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* Pronunciation. Cluster: fbrl and /pr/ /hr/ : bridge, bracelet, bread, broccoli, .. .. / pr/ : apricot, princess, president, p re s e n t.._____________________________

- Play the recording for Ss to check 4. Complete the words»..(5 P9) and then repeat. Pause the recording 1. Apricot 2. Bridge to drill difficult items. 3. Bracelet 4. Bread 5. princess 6. President 7. President 8.broccoli

Have Ss practice the words with the clusters first. Then ask them to repeat the whole sentences.

5. Listen and repeat. (6 P9) Auto script: I .She loves making apricot jan r 2.My dad likes making bread in his free fr time. 3.Hien is our club president. 4.Mai keeps all her bra lets in a beautiful box. ^ 5.You w ill need a brush if you want to paint your room. 6.This is a wonderful present.Thanks so much.

Speaking (4 P8) 4.F u rth er practice. - Work in small groups. _ - Think about what your average d a ^ _ We don't have music today, may look like (including study and work) and how much time is spent on leisure activities. - If there is plenty of time, encourage them to calculate these times as percentages and put them in a simple pie chart similar to I 5. Prod

7J Homework* - Learn by heart newr words. - Practice the sounds fbrf and fpr/, - Do Ex. ..in Ex book

WEEK 2 Period 4 Preparing : 2 1 /8 /

Teach ing :

2 9 /8 /

U N IT 1: L E IS U R E A C T IV IT IE S L e s s o n 3: A c lo s e r lo o k 2 I-OBJ ECTIVES 10

1. Knowledge. By the end of the lesson, Ss will be able to: - Use the lexical items related to the topic11 Leisure activities" - Know how to use verbs o f linking + gerund and verbs of linking + toinfinitives and doing exercises well. - Read Minh Due's email to find grammar mistakes. 2. Skills. - Practicing doing exercise skills (Listening, speaking, reading and writing skills). 3. Attitudes. - Students have serious attitude in learning and love learnin - Ss are interested in doing exercises and making sentenc structures, 4. Competence. - Develop doing exercise skills themselves - Co-operation - Ability to use of language.......

II- PREPARATIONS 1- Teacher :- Text book, pictures, extra board, planning ling, laptop 2 - Students : - Notebook, textbook. III- TEACHING METHODS. - Groupwork, pairwork, games,, communica ication approach. IV- PROCEDURES Teacher and students' activities I.Warm up. Game:

Contents

* Network.

(Network)

-Have Ss work in 2 teams -Get Ss to write down the verbs express hobl -Give feed back and decide which is the winn er of the game. -Provide some more verbs about hobbies.

o '* 2. G ra m m a r 1: (Presentation)

Verbs express hobbies

love Suggested answers: - like, love, enjoy, prefer, adore,fancy - x hate, dislike, don’t lik e,..

* Vocab* Adore

(V)

yêu thích

- fancy

(V):

ưa thích

- Remind Ss of the concept of the gerund from A closer look I. ? How is the gerund formed and how it functions grammatically'? - Draw Ss’ attention to love to watch’ and 'enjoy listening’ which appear in the text in GETTIN G STARTED: - Play the recording in GETTIN G STARTED for Ss to listen. ? Underline the verbs of liking followed by gerunds or toinfinitives that they find in the text. ? Go through the Look out box with Ss. - Introduce Ss to the Learning tip box

*Answer the questions -I love to watch him... -But I think I'll enjoy listening.

I. Underline verbs that are followed hy a gerund (in getting started): * G ram m ar: Verbs o flik in g + gerunds/ to v

( I f we want to follow a verb with another action, we must use a gerund or an infinitive// some verbs are follow ed by only gerunds: enjoy; fancy; detest. J ex. She loves going out with her friends. = She loves to go out with her friends. Text Ss that verbs o f liking/disliking are oftetL followed by gerunds, but verbs such as love, like, hate, start and prefer may go with germ ds or to-infinitives with almost no change in meaning.

2/Tick { / ) the appropriate box. T hen 3. G ra m m a r 2.(Practice,) ? Work individually and then Listen and cheek (2 P9) compare the answers with their partners. Followed by Followed by both Then play the recording for Ss to gerund only gerund and tocheck their answers infinltive I . love 2. enjoy 3. detest 4. prefer 5. fancy 3. W rite the correct form of the verbs W o rk in pairs - Ss work in pairs to complete this (3P10) Key: task. I. making 2. to watch/watching - T gives feedback . 3. skateboarding 4. to learn learning 5. Sitting

? W ork in groups o f five or six. - Give Ss time to work individually at first and write each sentence on a strip of paper. ? Mix up the strips in groups. ? Each students picks up and reads out a sentence,, then they guess who wrote that sentence.

4. Write sentences about what you like or don't like doing in your free tune , beginning wiih the following .Then share what you have written with your partner (4P19) 1.1 ad o re........ 2. [ lo v e .......... 3. [ fan cy .......... 4. [ don't m in d.......... 5. [d o n 't lik e ............ 6. [ detest................

- Have Ss quickly familiarize themselves with the e-mail by asking: ? Who wrote this e-mail? To whom? ? What is it about? ? Scan the email to find the answers.

5. Look at the following e-mail that Mình Due wrote to a new penfriem i {5 PIO) aJFind 6 mistakes - correct 1. like do =>like to do/ like doing 2. enjoy do=>enjoy doing 3. like have=> like to have/ like having 4. mind to doS> mind doing 5. hate spend=> hate to spend hate spending 6. love eat=> love to eat / love eating -Ask Ss to read the e-mail again bJAnswer the questions Ỉ and answer the questions 1. The activities Due mentions in his e-mail are ; playing video games , watching TV , going to the park , playing football „ helping his parents , doing homework and eating out with his family

2.The two activities he enjoys the most are playing football with his friends and eating out with his family 4 .F u rth er practice. 6.W rite a similar e-mail to tell your friend ?tVork individually to write the e about your free tim e , using the verbs of mail then exchange it with their liking +geruntls or verbs of liking + topartners and check for mistakes. inflnitivcs .Swap your w o rk with A p artn er and check for mistakes 5. Production.

7.Homework. - Learn by heart vocabulary and structures. - Write a similar e-mail to tell your friend about your free time , using the verbs of liking +gerunds or verbs of liking + to-Prepare “Communication 13

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WEEK 2 P eriods eparing : 22/8/

Teaching :

3 0 /8 /

U N IT 1: L E IS U R E A C T IV IT IE S Lesson 4: Communication I-OBJECTIVES: 1. Knowledge. By the end of the lesson, Ss will be able to: Read some articles on the 4T website for general and specific information ab o u t. 14

- Understand some abbreviations and talk how they spend their free time. - Vocab: - Use the lexical items related to the topic” leisure activities" - Grammar: Use verbs of liking that are followed by gerunds and to infinitives. 2. Skills. - Students develop listening, speaking, reading and writing skills. 3. Attitudes. - Students have serious attitude in learning and love learning English. is h - Ss are interested in taking part in leisure activities. 4. Competence. - Student develop their communication, confident, - Ability to use of language.......

H- PREPARATIONS. 1- Teacher :- Text book, pictures, extra board, chalk, laptop«.. 2 - Students : - Notebook, textbook. I N - TEA C H IN G METHODS. Communicative approach, work in pairs , play as a character, teaching methods with gam e,, teaching methods by practisiii§jfliscussion group, ...

IV- PPROCEDURES Teacher and student!»' activities I.W arm up. Chatting. - Teacher asks and students a ¡met some questions.

2. Communication

Contents icstions: +Do you like reading in your 'ree time ? +What kind do you like best ? +Do you often read articles on the magazine ?__________________________ I. Vocabulary

T. elicits Vocabs by using pictures or real items - Listen and repeat

Check: Rub out and remember. T. calls a student to the board and write al the words in English.

- Extra vocabulary - window shopping = hang o u t: đi choi vói ban bè ngắm đỏ bầy bán ó cứa hàng. - to he hooked on sth: bị mắc vào.., ham mè vào, yêu thích vào .. - to be addicted to sth: bị nghiện làm ...

- to sound + adj ( weird /s tr a n g e / challenging...): nghe có vé kì lạ - netiingo (nỳ: ngôn ngữ dùng đê giao tiếp tren

* Set the scene: You are going to read about some activities teenagers do in their spare time. ? Cover the text and just look at the photos ( with name and country ). - Encourage Ss to guess what these

I. Read the following article on the magazine 4 Teen website

students in the photos like doing as leisure activities. - Then set a reading time limit ? Close books and play a memory game in competing groups. ? Tell how much information you can remember from the text. - Motivate Ss by counting every detail they remember without any checking comprehension

r 2. Study the abbreviate 3. Communication 2: - Ask Ss if they notice any other particular features of the text. norrow_____ 2 moro - Drawing their attention to the form WBU lat about your of the text (e.g. its layout and the J4F Just for fun abbreviation). Explain that this is DYL1 Do you like it? from a webpage and that these EZ easy = abbreviations are informal language Just for fun that is used online and in texting ig G old ’ messages. and - Introduce the first abbreviation. I NUFF enough ? Work in pairs to complete the t S P are ? Add to the dictionary with any ur your other abbreviations you know that are w/ with used online. What about you? WBY7 ? Work in pairs to create your own WF mini dictionary, then ask other pair to Nolc: These abbreviations are informal guess the mean language that is used on line and in texting message. - add some more abbreviations you knowr, then write a short text or message in which you use your abbreviations & send to each other - if time left

Have Ss work in pairs or small 3, Complete the table W ho? W hat activity is groups to complete the table. Allow m entioned? Ss to read the text more closely to fill in the table. Em ily

Hang

-hanging out wilh f riends ( window shopping) -working as a volunteer Cloud watching

W h at iloe* he/she thick u f it? She loves it.

She adores it. It s easy

Linn

Minh

Manuel

G oing to com m unity centre, painting, dancing, doing drama -playing football -helping his aunt in running cooking class -Playing computer gam es -doing judo

She loves it

He likes it. H e's fun.

He’s addicted to ;;,o ,

4. F u rth er practicc ? Work in pairs to put the leisure activities in the text in order from the most interesting to the most boring. - Once they have their list, form a bigger group of four and each pair shares their list with the other. ? Discuss, give opinions, and negotiate with each other in order to agree on a mutual list. -With class 8C Encourage^&s« speak in front of the class. 5. Production

5. Homework. ? Learn by heart all the newr words and structures ? Do C l, 2, Dl P 6-7 (SBT) - Prepare next lesson. Unit 1. Lesson 5 Skills 1

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WEEK 2 Period 6 Preparing ; 24/8/

Teaching :

01 /9 /

L E IS U R E A C T IV IT IE S Lesson 5: Skills 1 I-OBJ ECTIVES ÏCTIVES: 1. Knowledge. U By the end of the lesson, Ss will be able to: - Read for general and specific information about the positive and negative effects of using computer. - Practice speaking by giving fact or opinion about using computers and npbile phone for leisure activities. - Revise tenses of verbs; asking.' giving for an opinion. 2. Skills. - Develop reading,writing and speaking skills. 3. Attitudes. - Students have serious attitude in discussion . - Positive about the school - Ss are interested in finding how to spend time for leisure activities. 18

4. Competence. Develop language, communication, speaking, reading skills H - PREPARATIONS. 1- Teacher Ss5 books, text book, posters, pictures, laptop .. 2 - Students : - Notebook, textbook. IIJ- TEACHING METHODS. Groupwork, pairwork, asking and answering, communication approach, discussion, role play.,. IV- PPROCEDURES Teacher and students' activities l.W a rm up: Discussion Listing - Divide the class into two teams ? Discuss and make a list of benefits of using computer or mobile phone for leisure activities ? Take turns to write on the board - Get feedback. ? What are the harmful things of using computer or mobile phone for leisure activities? 2. Reading 2.1/ Pre- reading.

T uses some tec new words Check

Contents

—

pu 1er or Benefits of using compui phone for leisure activities

mobile

E- g: - Means of e-mail or chatting - A source of information (news, articles, the weather forecast.,..} - A source entertainment (music, movies, gai ’

I. Reading.

1. Vocabs

present

- virtual - effect - mind - exist - rely - ban - play hooky/ truant

(n): (n):

(n): (v) (v)

thirc sir sur ành hirong, hàu quà tâm tri, tri tug ton tai, hiên cô dua vào câm trôn hoc di choi

*Pre- question * Set the scene: ? Look at the title and the picture - We are going to read about a student named and predict what you are going to Quang. read. - Encourage Ss to develop their ideals by guessing what Quang’s story is about.__________________ 19

2.2 J While reading. - Ask Ss to work in groups o f 4 to read the text and choose the correct answer. - Give feedback

2. Read and choose the correct answer)

? Look at the keywords in the responses in order to find out the questions. ? Work individually then compare their answers w ith a partner. - Give feedback

5. Write the qs fo r the answers based on information front the text Key: 1. Is Quang’s garden real? 2. What is the problem with using technology in your free time? 3. W hat leisure activities do teenagers do these days? 4. W'hat are the benefits of usiing the computer9 I 1 II. Speaking

Key:

I B

2. c

3J, Speaking ? Study the language in the / S A Language notes box. ? How do you give an opinion? Giving an opinion: \ think that........... ? How do you ask for an opinion? fl^my opinion......... - Work in pairs sk for an opinion - W'hat do you think0 - How do you feel about that? Agreeing: 1 agree with you./ That’s so true./ Exactly Disagreeing: I'm afraid I don't agree. I don't think so. A; In my opinion, computer games train your mind and your memory ■, B . That so true./1 'm afraid I don’t agree■,

plain to Ss that these speech 4. (Exervise 4 PI 2) y b u bbles are from Quang and his Key: parents. pal - Students practice speaking skills: asking/ giving an opinion - Ss answer the questions: What do you think about playing computer games? (I think Quang’s parents computer games train my mind and memory) _ / I’ve m&df lot« of friends fruin

thf game

Quang M y English is m u ch better

? Do you agree with your friend11 (1 agree, but you shouldn't spend much time on i t.) ................. Quang

4. F u rth er practice, . Role play: - Arrange Ss into three groups: Group 1: plays Quang Group 2: plays Quangos parents Group 3: plays his teacher. ? Brainstorm how you are go inf to express your opinions. - When they are ready, put Ss into new groups which contain Quang, Quang’s parents, and Quang’s teacher. - Tell ^ s j can use the language in 4 for their role-play, and empha; ;e in the Study skill box shouli be used in their discussion. - Call on two or three groups to eat their role-play for the class 5. Production. 5.1

III. Furt 5. Ro Q: Rjbetic

tice. (it's the solution? that my E is much better because Internet. rents : I don't agree with you. Go out play with your friends is much better. Teachcr: I agree w ith you Q. However, you shouldn’t spend much time on surfing the Net. It’s not good for your eyes

IV. Homework. - Learn by heart all the newr words - Do Ex 0 1 , 2 , 3 (WB) - Prepare for the next lesson: Unit 1: Skills 2.

WEEK 3 Teaching:

Period 7 Planning : 28/8/

/9 /

U N IT 1; L E IS U R E A C T IV IT IE S Lesson 6: Skills 2 I-OBJECTIVES; 1. Knowledge. By the end of the lesson, Ss will be able to : - Listening for specific information about ways of spen ^ ending tuime with friends - Write to discuss an opinion about leisure activities 2. Skills. - Develop students' listening and writing skills. 3. Attitudes. - Students have serious attitude in learning ? ^ v e learning 1 English. 4. Competence. - Develop language, communication, listening and writing skills, co operation, self- study. ~ X .X

II- PREPARATIONS. / - Teacher :- Ss1 books Vext books, posters, laptop, projector 2*Students: books, notebooks IN- TEACHING METHODS. - Group work, pairwork, games, asking and answering, communication approach^ IV- PROCEDURES

acher and students' activities Contents. arm up : 7- What do you usually do with your sking and answering friends in your free time? ? Share some of the things you often enjoy doing with friends in your free time. ? Then tell each other what you usually do w ith your friends. - Ask some pairs to volunteer to tell the class if they find each other's answers interesting.._______

2. Listening. 2. Listen to the radio programme and answer the questions 1. Pre questions * Set the scene: You are going to a Key:__________________________________ radio programme. 1. The topic of this wreek’s programme is ? Run trough the questions in 2 hanging out with your friends. P13 and underline the key words. 2. There are two main ways: hanging ? Think of the answers first. indoors or outdoors. - Teacher gets Ss' prediction and write on the board. - Read the questions and think of the answers ? Listen and check your prediction. 3. Listen and eo - Play the recording as many times as needed. Ss work individually Key: then compare answers with their partner. ? Listen and choose the correct answer._______________ 3. Writing. - W ork in groups

1. movi sical health Itural centres

2. cinema 4. sports 6. people

atching game:

Introducing your opinion Explaining your opinion 23

B For these reasonst In short,... As I have noted,... in my opinion, I b elieve ........

? Cover the box and write some of 4. Complete the paragraph (Activity 4 PI 3) these words/phrases on the board. ? Where in a paragraph they often see these words? Key I. In my opinion/1 believe ? What could be the purpose for 2. Firstly using them. 3. Secondly ? Work individually to complete 4. Besides/also/in addition the task, and discuss their answers 5. for these reasons/in short/as I have with a partner. noted - Remind Ss that for some gaps there is more than one correct answer

? Work in small groups where each chooses one question . - Then agree on an opinion and work together to brainstorm the ideals to argue for your points. - Each member will need to write his/her own piece. ? Remember to use the connectors you have earlier in order to better organize your ideals. - Let some students read their writing.

<*s

r s s 5. W rite a short passage about giving an opinion Sample: I believe the Vest leisure activity for teenagers is any group activity. This could be a hobby group or even volunteering. Firstly, teenagers like to feel that they belong t a group. Viccondly, being part o f a group helps teenagers make friends. Friendships are very important to teenagers. In addition to. they will make friends with people who have the same interests as them. For these reasons, 1 think group activity is the best for teenagers .

4. F u rth er practicc, H owtto write a w ebpage about schoolN 5 , Production. ♦

6. Homework. ? Do E l,2, 3 P S (Workbook) ? Prepare: Looking hack

WEEK 3 Period 8 Planning : 30/8/

Teaching:

0 9 /9 /

U N IT 1: L E IS U R E A C T IV IT IE S Lesson 7: Looking back and Project I-OBJECTIVES: 1. Knowledge. By the end of the lesson, Ss will be able to - Recycle the language from the previous sections and links with the topics. - Practice doing some exercises to consolidate and apjÿ^what they have learnt in Unit I. - Vocab: - Use the lexical items related to the topic” Leisure activities" - Grammar: Use verbs of liking that are followed by gerunds and to infinitives. 2. Skills. - Practice all skills. 3. Attitudes. - Students have serious altitude in learning , love learning English. - Positive about the leisure activities. - Ss are interested in doing exercises. - Ss are interested in choosing the leisure activities. 4. Competence. - Develop language, communication, speaking, reading skills, co-operation, IO N S . :- Ss’ books, text books, posters, laptop, projector i2.Students : - Books, notebooks TEACHING METHODS. - Communicative approach, group Ss and T ’s activities, play as a character, tea,ching methods with game, teaching methods by visual, teaching methods by n m practising, discussion group, technical present. .. IV- PROCEDURES Contents What are you going to join your leisure activity?

Teacher and Students’ activities l/.W arm up: Game: Network

2. Looking h a c k .

VOCABULARY - Ss complete this exercise individually. Once they have finished they should be able to explain their answers as well. Accept different answers if Ss explain their decisions logically._______________ - Ask Ss to work in pairs to Rearrange the letters to find the name of the activities. - T calls Ss to give the answers. - Give feedback and the correct answers.

GRAMMAR. - Ask Ss to remind the use of verbs of liking & howr to organize their ideas when giving arguments - Retell how to use verbs of liking/

- Ask Ss work in groups exercise. If time allows swap their work wi correction.

lete the may ask Ss to er for peer

- Have Ss complete the sentences using their own ideas. nds them to use gerunds or toitives. ave some Ss read out their sentences. Accept all answers as long as they make sense.

/. Vocabulary. 1. Which one is the * Key. 1. DIY 3.hospital 5. boring

odd one out 2.hanging out 4.detest 6.computer

2. Rearrange the letters to fin name o f the activities * Key: 1 socialising 2.relaxing 3.communicating wiih friends 4.doing DIY 5.using com puter^ 6.making crafts II. G ra m m a r liking + V-ing (lore, mind, fancy.. + Ving) ’bs o f liking + V -in g/to V ia f. *. !ike, love, hate,prefer V in g/to Vinf) 3. Fill in the gaps with the correct form o f the verbs. Key: 1. working 2. to learn/ learning 3. seeing 4. doing 5. meeting__________ 6. playing to play 4. Complete the following sentences with your own ideas. 1. My best friend doesn’t mind cooking and doing the housework. 2. Do you fancy making crafts in your free time? 3. My father used to hate driving in busy street but now he likes doing it. 4.1 love caring fo r trees and flowers in the garden. 5. My cousin detests going out on cold days.

- Work individually then compare with a partner. - T may explain to them that they can register as a user on the website www. thinkuknow co.uk in order to be protected when they go online.

-Allow Ss plenty of time to do this task For each activity they choose , they should be able to give at least one reason to be protected when they go online Finished! - T asks Ss to complete the self assessment. Have Ss discuss as a class what difficulties remain and what areas the Ss have mastered. 3. Project* Ask Ss to practice speaking about different leisure activities in this &discussing how to make a poster to promote a group leisure activity - For each activity you thoose, you should be able to give at least one reason - Ss make a poster: Plan a trip to the countryside/ Prepare for a picnic to Mau Son Mountain/ Visit a museum... -

5. Read this paragraph from www.thinkuknow.co.uk by CE O P, the UK govement agency that helps protect children from harm online and offline in the UK and internationally .Choose the most suitable words / phrases to fill the gaps Keys : 1 Firstly 7 3.Thirdly 5.In short III. Communicati activities in 6. Choose from this Unit .Expi you think so .Then exchange 'ur ideas with a partner

. Project *Project: Join our leisure activity. (free doing - Can do as homew ork)

- Work in jtftjups exchange their ideas.________

4. F urth er practice. ? Work in groups to introduce your p r o je o ^ - Practice speaking in front of the class. Production

V- Homework. - Learn by heart Vocabulary.

- Prepare for the next lesson: Unit 2: Getting started.

WEEK 3 27

Period 9 Planning : 31/8/

Teaching :

/9 /

UNIT 2: LIFE IN THE COUNTRYSIDE Lesson 1: (jetting started I-OBJECTIVES: 1. Knowledge. By the end of the lesson, Ss will be able to: Listen and read for specific information about an unu sual lifest;tyle and changes in the countryside Co untr - Use the .exica, i,emS related to the topic of life in the counttystde - Use comparative forms of adverbs of manner and adjectives. 2. Skills. - Practice all skills.

3. Attitudes; - Students have serious attitude in lea^ live learning English. - Positive about life in the countrysf - Ss are interested in doing exer - Ss are interested in discovering S in the countryside. 4. Competence. - Develop listening, reading and speaking skills, spoken interaction - Develop language, co-operation, self- study. II- PREPARATIONS. 1- Teacher Ss5 books, text books, posters, laptop, projector 2.Stuilents : - Books, notebooks I I I - TE METHODS. Groupwork, pairwork, games, asking and answering, communication approach, pîay as a character, teaching methods by visual, teaching methods by practising... PROCEDURES Teacher and Students1’ activities l.W a rm up:

Contents

Brainstorming; - Divide the class into 2 teams. - Ask Ss to go to the board to write the activities.

Play hid&and seek Play nibble

Activities in the countryside

Which team writes more activities and correctly is winnwer. "Fly a kite

*Vocab: 2. Getting started. - Teacher use different techniques to - harvest time teach vocabulary (situation, realia, -buffalo examples) draw n cart - Follow the seven steps of teaching - herd vocab. - envious * Checking vocab : Slap the board - paddy Held - transport - load - truck * Set the sences: I. List - T asks Ss to look at the title of the conversation and the picture and ask them some prediction questions about what they are going to read. The questions may be: ? What is the conversation about? ?Which season is harvest time in? /side ?What do you think the«ountrys ’ is like at harvest time? ?What do the farmers dt ?What do the c h i l d r e n ^

(n) (n)

mùa gât trail keo c h à n ,dat )

£hen lj dông lua vân chuyên chât lên x t tàî

- Ss answer fli^^uestions. T then plays the dialogue and has the Ss follow along. Ss may track the [logiV with their fingers as they to the recording. T: elicits some newr words Ask Ss work independently. - Ask them to read the sentences and decide if they are true or false. - Ss compare answers with a partner. Have Ss correct the false sentences. T writes the correct answers on the board.

1/a.Are these sentences true(T) or false (F) I T

2.F ;Nguyen joins the boys in herding the buffalloes 3.F :rice is transported home on buffallodrawn carts 4.T 5.T 29

3, Doing. ? Work independently in T. - Ask Si to share their answers with their partners. - Ask students to give their answers.

lb.Answer the questions. Key: l .He’s in the countryside. 2.Right on his first day there 3.It's a big and colourful 4.His grandfather. 5. Yes, he does

- Ask Ss to look at the words in the 1c. Complete th c sen ten ces.. 2. move slowly box and make sure they understand Key: 1. colourful 3. harvest time 4. paddy field their meaning. If they do not, ask 5. herding 6. buffalo-drawn cart them to refer to the conversation and have a guess. Then ask them to do the exercise. When they finish, ask them to check their answers with their partner. - Run through the sentences -Have ss work in small groups to discuss and tick the correct box and loot for expression(s) to support their answer.

1/d. In group , discuss and find how Nguyen feels about his stay in the countryside?. Tick the appropriate box Id. Suggested answers: He likes it. ' ...it’s more exciting than 1 expected/ “It (the kite) looks great up there in the sky”. Tt live more happily here, and there’s still a lot more to explore’.

Ss work independently to label the 2. Match the activities with the pictures. pictures. Have them compare their Key: l.e 3.f 3.a answers with a partner. 4.c 5.6 6.b - T writes the correct answers on the board. Ss work in pairs to brainstorm some more countryside activities. Give them a time limit, for example, two minutes to make their lists. Call on each pair to share their list with the class. T writes the combined list of activities on the board and leaves it there to be used in the next activity. Before moving on, T makes sure everybody understands all the vocabulary on the board.

3. Make a list. Example: - They climb trees. - They go swimming in the river

4. F urth er practice 4 Game; Countryside charades Game: T divides the class into two ( If time allows. T divides the class into two teams for this game. They can give teams for this game.) themselves a relevant team name such as the ‘horses' and the "buffaloes’. Play charades with the countryside activity vocabulary from Activity 2 and the Ss’s list on the board. To increase the fun element, give the teams a time limit of 10 seconds to guess the activity before it moves to the other team. T keeps score on the board and announces the winning team at the end. 5. Production.

5. Homework. - Learn by heart all the new words.- Guide ss how to do Exs (Workbook) Closer Look 1

EEK4 Period 10 Planning date : 07/9/

Teach tng date : 15 /9 /

IIT 2: ]LIFE IN THE COUNTRYSIDE Lesson 2: A closer look 1. U O W E C T .V E .S, L Knowledge. By the end of the lesson, ss will be able to: - Use the lexical items related to the topic of life in the countryside - Pronounce correctly words containg the clusters !bV and / c l / . 2. Skills. - Listening, speaking, reading and writing skills.

3* Attitudes* - Students have serious attitude in learning. - Ss are interested in learning English. - Ss love life in the countryside. 4. Competence.

- Develop listening, speaking skills, pronunciation , self-learning capability, creative capacity, ability to use of language....... I I J PREPARATIONS. 1- Teacher :- Text book, pictures, extra board, word cards,cassette & tape. 2 - Students : - Notebook, textbook. U U TEACHING METHODS. - Groupwork, pairwork, games, communication approach. IV./PROCEDURES Teacher and students'* activities 1. W arm up : Game: Brainstorming

Contents

- Divide the class into 2 two teams -Ask Ss from 2 teams turn by turn go to board to write adjectives about life in the countryside - In 3 minutes the team with more right words is the winner. - Introduce the new lesson

¡/.Vocabulary, 2. Vocabulary* - T. elicits vocab by using ^ctu N s or real items. -brave - Teacher use different techniques to -nomadic teach vocabulary (situation, realia) -vast - Follow the seven steps of teaching -blackberry vocabul; -hay -bloom

(adj) (adj) (adj) (n) (n) (n) (v)

'kecking vocab: R. O.R

- inconvenient - scenery - pole - camel - cattle

(adj) (n) (n) (ti) (n)

dùng cam co tinh du mue Rông Ion qua mâm xôi Co khô sur ra hoa no hoa không tien nghi cành vât coc con lac dà gia sue

1.Listen and repeat the words (PIS) - Ask Ss to listen to the recording and I.slow 2.colourful repeat the words. 3. friendly 4. hard - Make sure that they pronounce the 5.brave 6.boring words with the correct stress partners. 7. inconvenient 8. vast

- Now check understanding o f these words. Elicit ideas from the Ss.Say. for example, “Give me an example of something vast”. - Go through all the words in this way to make sure understands them.

- Get Ss to w ork in groups. - Ss compare their answers with a partner and then discuss as a class. - There may be some variations in the answers. For a more able class, encourage Ss to explain why they choose that word for the category.

9.peaceful

lO.nodamic

2. Put the words in 1 into the appropriate category. Some words can be used in more than one category (p i Key: 1 To describe People

brave, boring, ic, colourful Slow,hard, boring, nconvenient, peaceful, nomadic, colourful Colourful vast, peaceful

-Make sure Ss understand the Match the nouns/noun phrases in the meanings of the verbs first. There ox with each verb(3/ PIS) may be some confusion about th a horse difference between pick’ Key: up’. -Explain that 'pick; is the specific verb used for collecting fruit, a camel vegetables or flowers through the action is the same as the more general term ‘pi«: up’. - Ask Ss to w ork in pairs. When collect herd they have finished, let them exchange their answers w ith a partner/ another hay water / hen T elicits the correct answer. the buffaloes the cattle

wild floweiS-

p i c k j )

'apples - Ask Ss to work in groups - Look at the sentences and decide if an adjective or a verb is missing.

4. Use the words from 1 and 3 to complete the sentences. Remember to use the correct form o f the verbsf PIS)__________ 33

-This narrows down the areas of words they need to refer to. -Have Ss then complete the sentences by themselves. - Check the answers as a class.

Key: 1. picking 2. inconvenient, collect 3. herd 4. ridden, brave 5. peaceful 6. nomadic 7. vast 8. put up, hard

3. Pronunciation. -Ask Ss to listen and repeat. -Pause the recording to drill difficulty items. -Have Ss say the words individually

11/. Pronunciation. S ./b l/a n d / cl/ ( P19) 1.blackberry 2.dothifig 3.climb 4 _ b lin a \ 5. click 6xlay 7.bloom 8.blossom 9.clock 10.clear

6. Misten and circle the word you hear. -Have Ss listen and circle the words. - Have Ss do the activity in pairs and challenge each other to choose the correct words

4.F u rth er pra c e . -Have Ss look ai sentences and s with clusters hi. underline the w and /cl first. -Play the tape - Have Ss then listen and repeat Production.

K ey; blame blasts 3. blue 4.clock 5.close 7. Listen to the sentences and repeat

III./ Homework. - Learn by heart new words. - Practice the sounds /blf and icli. - Do Ex. . .in Ex book - Prepare unit 2- Lesson3: A closer look 2.

o s<< WEE Period 11 Preparing : 07/9 /

K^ 0 Teaching:

/9 /

UNIT______ 2: LIFE E I IN N TTHE COUNTRYSIDE l e s s o n 3: A closer look 2 I-OBJECTIVES 1. Knowledge. By the end of the lesson, Ss will be able to: - Use comparative forms of adverbs of manner and adjectives. - Use the lexical items related to the topic of life in the countryside - Practic^doing exercises with forms of adverbs of manner and adjectives. 2. Skills. - Practicing doing exercise skills (Listening, speaking, reading and writing skills). > . . .

- Students have serious attitude in learning and love learning English. - Ss are interested in doing exercises and making sentences with new structures, 4. Competence. - Develop doing exercise skills themselves. - Co-operation - Ability to use of language....... II- PREPARATIONS 1- Teacher :- Text book, pictures, extra board, planning, laptop... 2 - Students : - Notebook, textbook. 35

III- TEACHING METHODS. - Ask and answer, groupwork, pairwork, games, communication approach, ... IV- PROCEDURES

Contents

Teacher and students' activities l.W a rm up. Recall - T calls 2 ss to the board{ one is tall, one is short) - Ask ss to look at them and make sentence to compare their height - Ask ss to use real things in class to make sentences of comparative Eg: The white ruler is longer than the blue ruler - Introduce the new lesson

Eg: Mai is taller then Thuy Or Thuy is shorter than Mai

2 Grammar 1:

1. C om parative forms of adjectives.

Remind Ss of comparative forms of adjectives learnt in previous lessons by asking questions like: - Which river is longer, the Mekong or the Red river?’ - Who is the tallest boy in our c la s s ? ^ ^ - Ask Ss to work in groups to do exercise I . - Go around and help Ss if necessary. Ss exchange their answers. - Check as a class and write the answers on the board^tfith the full forms of comparison- Keep th en ^frv for later lal reference when mar parative alive of I adverbs is taught the comparative

3, G ram m ar 2; -T T first Ũ revises the different use of an adjective and an adverbs. For example, T writes: “Life tit the city is slow/slowly ’ - The comparative form of adverbs by changing the second sentence to: “ He is moving more slowly than before”. - Elicit the form of comparative from Ss before letting them read number I in

1.Complete the passage below with a suitable comparative form o f the adjectives provided

Key: I higher 2.easier 3 .bet ter 4.more exciting 5.more convenient 6.happier 7.more friendly 8.fast 9.safer 10.best II. Com parative forms of adverbs. * Form 1. more/less + adverb + (than) is the form of comparative for almost all adverbs of manner ending in ly. Eg: Can you walk more slowly? Hanh acts less responsibly than anyone here. 2. adverb + e r + (than) is the form of comparative for adverbs of manner with the same form as adjectives.___________

the table. -T then introduces comparatives of irregular adverbs like fast, hard, late, early and badly. -Let Ss read number 2 and 3 in the table.

Fast - Faster early - earlier Hard - Harder late - later Eg: The rain is oming. Let’s run faster 3. Some irriguiar form o f adverbs o f manner Good /Well - better Bad/ Badly - worse Much/many - more Little - less Far - farther/further . .

- Ran through the adjectives in the box - Ask Ss to work individually to do the exercise then share their answers with their partner. - Ask 2 Ss to write the answers on the board then others give comments - T corrects

2. Complete the sen comparatives fori the box ( p 20) Key : I more slowl 2. more 3.less traditionally nerously healthily

- Ask Ss to work in pairs to do the exercise . - Ask 2 Ss to write the answers on board then others give comments - T corrects

Finish the sentences below with a suitable comparative form o f: hard, early, Hate, fast, well and badly. Key : I better 2.faster 3.later 4. harder 5. worse 6.earlier

KCT -----------------------------------------------------------

-Have Ss do this exercise independently -"T then checks the answers as a class

4 .Further practice. -Have Ss do this exercise

suitable the adjectives in

4. Underline the eorreet comparative form s to complete the sentences Key : I .more optimistically 2.more popularly 3 .less densely populated 4.more quickly 5.more easily 6.better 5. Write the answers to the questions below Key: 37

independently -Walk around and help Ss who have difficulty wrting the answer. - Get Ss to check their answers w ith a partner. -Check as a class and write the correct sentences on the board, underlining the comparatives. - Ask Ss to practice asking and answering.

1 The countryside is more peaceful(than the city) 2.A computer works faster at calculus(than a human being) 3.Life in a remote area is harder(than that in a modern town) 4.Ho Chi Minh City is more expensive(than Hue). 5.A buffalo can plough better(than a horse)

5. Production.

11[.Homework. - Learn by heart vocabulary and structures. - Make sentences w ith them. -Prepare NComm un icat ion

WEEK 4 Period 12 Preparing : 09/ 9/

Teaching :

UNIT 2: LIFE IN THE COUNTRYSIDE Lesson 4: Communication I-OBJ ECTIVES: 1. Knowledge. By the end of the lesson, Ss will be able to: for spesific information about an unusual lifestyle in the countryside u gh \isito rs’ eyes - Practice talking about what they like or dislike about life in the countryside - Vocab: - Use the lexical items related to the topic of life in the countryside. - Grammar; - Use comparative forms of adverbs of manner and adjectives. 2. Skills. - Students develop listening, speaking, reading and writing skills. 3. Attitudes. - Students have serious attitude in learning and love learning English. - Ss love life in the countryside. 4. Competence. - Students develop their communication, be self - confident, 38

- Ability to use of language....... H - PREPARATIONS. 1- Teacher Text book, pictures, extra board, chalk, laptop. .. 2 - Students ; - Notebook, textbook. Ill - TEACHING METHODS. - Communicative approach, work in pairs , play as a character, teaching methods with gam e,, teaching methods by practising, discussion group, ... IV- PPROCEDIIRES Contents Teacher and students' activities l.W a rm up. Test 15 minutes * 1. Put the words in the correct column* according to the sount underlined parts.(IP} bloom

climb

dass

cluster

fhli

2. Choose the best option to complete ea

. Circle A, B or C.(4,5ps)

1. Which i s ____________flying a kite

a cart?

A. interesting B. more in te re s tin g 2. This is th e ____________paddy A. bigger

lost interesting

D. the most interesting

11 ve ever seen

B. bigest

C. biggest

D. big

3. Loading the rice i s ____________than 1 expected. A. easier

B. much difficult

4. A big city is A. densely

D.easy

populated than a village, lore densely

C. most densely

D. denselier

to ride this buffalo-drawn cart

5. Youlmust try a A.

C. more easily

hardly

B. more hardly

C. harder

D. more harder

3. Choose the best option to complete each sentence. Circle A, B or C.(4,5ps) I like listening to 1

A. the radio

2. Visiting___ A. museums

B. movies

. The melodies are so sweet! C. folk songs

D_ news

_____ increases my knowledge about cultures in the past. B. cinemas

C. hometown

□ c[jy

3. Yesterday evening I watched a _____ . It was so scary that I couldn’t sleep at night.

A. comedy

B. thriller

C. news

D film

4. Sitting in front of the computer for too long may lead to A. fat

B. obesity

C. overweight

5' Spending too much time in the life. A.real

B. present

Dthin

world may negatively affect your

c. virtual

Brainstorming. - Divite the class into 2 teams. - Answer the question: “ How do you fe e l about life in the countrysde? -T im e: 3 minutes - Which team writes more adjectives to discribe life in the coutryside exactly is w inner._________________ 2. Communication 1: {Presentation)

D. old Life in the countryside.

Positive fresh air peaceful exciting... ■■

^ Negative r boring...

1. Vocabulary' Làm phiên (V) T pre-teaehes the vocabulary in the -disturb -beehive TÔ ong (n) Extra Vocabulary Box - T refers to the words in the Extra -experience Trai nghiệm (n) vocabulary' box. Ask Ss if they know -urbanisation Sụ đô thị (n) their meanings. If they don’t, wait -positive Tích cực (adj) until Ss have done the readi -negative Tiêu cực (adj) - Ss read vocabulary indivii -neutral Trung lạp (adj) * Check : What anil -Introduce the new We are going to read some and reply to them. -Posts a ft common features of social media sites. They allow people to review things or give their opinions about things. They also allowr others to respond to the posts with their own op opinions. As such, an online dialogue V ot:curs. The writing style of online jiosts is usually short, informal and honest or direct. I. Read the posts o i l “ H olidays in the * Set the scene; Pre questions ? Where do these people live? couIltrysidc,,' ? Do they have the same opinion o f Key: -They live in big cities staying in the countryside? -Ask Ss to read the posts individually - No, they don’t to answer the questions____________ r p

1*1

2. What are the attitudes o f these, people towards their experiences. Tick the box: - Ask Ss to look through the table and make sure that Ss understand the requirement -Have Ss work individually to do the exercise then Ss can compare their answers with partner and discuss any differences. -Check the answers as a class.

3. (O m ni unit a tion 2: (Practice) - Ask Ss to have a change to reply post with their own opinions Ss into groups of 4 Ss. Hand out ^e of blank paper for each post. Have the groups write the name of each post at the top. Eg: Bob from London. - Have each student writes a short reply to a post and then passes the paper to the person on their left. They take the next paper from the person on their right. They read the reply and then add their own.

3. Work in groups. Reply to the posts in I. Write down your replies (P 21) -Bob : In my opiniom ,the countryside has benefits that a boring person would never discover -Bob ; I think this is one of the reasons for urbanisation

4. F urth er practice -Continue passing the papers around until everyone has replied to every post. Ss refer to the examples as models for their answers. -Ask each group to read out one of their reply chains to a post and discuss it as a class.

4. Speaking.

5. Production

5. Homework. ? Learn by heart all the new words and structures ? Do C l, 2, D1 P 6-7 (SBT) - Prepare next lesson. Unit 2. Lesson 5 Skills 1

,s p

\ Period 13 Preparing : 14/9/

Teaching :

/9 /

U N IT 2: LIFE IN THE COUNTRYSIDE Lesson 5: Skills 1

I-OBJ ECTIVES: 1. Knowledge. By the end of the lesson, Ss will be able to: -Read for specific information about an unusual lifestyle in the countryside - Talk about what they like or dislike about life in the countryside - Vocab: in the countryside lexical items - Grammar: Simple present 2. Skills. d e v e l o p reading and speaking skills. iturfes. - Students have serious attitude in discussion . - Positive about the school - Ss are interested in life in the countryside. 4. Competence. - Develop language, communication, speaking, reading skills IIPREPARATIONS. 1- Teacher Ss1 books, text book, posters, pictures, laptop .. 2 - Students : - Notebook, textbook. III- TEACHING METHODS. 42

Groupwork, pairwork, asking and answering, communication approach, discussion, role play... IV- PPROCEDURES Teacher and students' activities 1.W arm up: Brainstorming - T shows Ss some picture of Mongolia -T writes the word Mongolia on the board. - Have Ss brainstorm what they know about this country and its people ( they can express in Vietnamese some words that they can’t express in English) - Keep it to the end o f the period -Introduce the new lesson 2. Reading 2.1/ Pre- reading.

Contents.

ve in houses

(n) (adj) T uses some techniques to presen new words Check: R.O.R.

(n) -pasture -grassland -circular -permanent

(n) (n) (adj) (adj)

Dân du mue Co tinh du mue Sir san xuât bo sûa Dông co Dông co trôn Lâu dài

*Pre- question es do nomad move

2.2J While reading. J. Quickly read the passage and choose the most suitable heading A JtfC fo r each paragraph -Ask Ss to read the headings first and make sure they understand their meanings. - Ask ss to work individually to read each part of the passage and choose the correct heading for it. Have Ss exchange their answers

I. Read and choose the correct heading fo r it. Key: 1. The importance of cattle to the nomads 2. The nomads’ho me 3. Nomadic children’s lives

-T checks the answers as a class. - Have ss go through the table 2. Match the descriptions with the words and -Ask Ss to read the passage again phrases from the passage and underline the words (a-e) then try to guess the meanings of these Key: words, based on the context. -Ss complete the task independently. l.b 2d 3.e 4.a - Have ss write the answers on the board - T corrects

■'s?

- Ask ss to read the sentences and do the exercise independently. - T may guide Ss to look for key words which can help them find the part of the passage w here the information for the answers is given. -T gets feedback and corrects 3./* Speaking - Make sure that ss know how to do the exercise - Ask ss to read the example '■ - Have ss work in pairs t practise -Encourage them to follow up talk about as many fferent details as possibfc^ -T can ask some pairs to report on their likes and dislikes. -T can make two lists of their likes and dislikes on the board and see whicli L ich ideas are the most common.

3. Read the passage again and m d choo choose the best answer A,B, C,D Kev : l.A 2.C > S iv X 4 .B 5.C 6. D

caking

£ Wi'ark in p a irs. Interview your partner to see ee if she/he like or dislikes Mogolia nomadic life

-Work in pairs to practise

- Have ss think about the life in ___e countryside in Viet Nam. - Get Ss to work in pairs, discussing which two things they both like and which two things they both dislike.

5. a. Work in pairs. Discuss and fin d

- Have ss read the example and report their findings to the class

b. Report your findings to the class

4. F urth er practice. ? List things that you know about Mongolia after reading the passage . Check with the prediction at the beginning of the period.

III. F u rth er practice.

5. Production.

IV. Homework. - Learn by heart all the newr words - Do Ex D 1 ,2 ,3 (WB)

- Prepare for the next lesson: Unit 2: Skills 2.

WEEK 5 Period 14 Preparing : 15/9/

Teaching :

/9 /

U N IT 2: LIFE IN THE UNTRYÉ RYSIDE Lesson 6: Skills 2

I-OBJECTTVES: 1. Knowledge. By the end of the lesson, Ss will be ie able to : - Use lexical items related to the topic life in the countryside - Listen to get specific information about changes in the countryside - Write a paragraph about changes in the countryside - Vocabulary: Vocabulary about life in the countryside - Grammar: Simple present, simple continuous

2. Skills. - Develop in d en ts' listening and writing skills. 3. Attitudes. - Students have serious attitude in learning, love learning English. 4. ^Competence. - Develop language, communication, listening and writing skills, ^co-operation, self- study. «g<

PREPARATIONS. 1- Teacher :- Ss’ books, text books, posters, laptop, projector 2.Students: books* notebooks III- TEACHING METHODS. Groupwork, pairwork, games, asking and answering, communication approach. 45

IV- PROCEDURES Teacher and students1 activities I.W arm up : ( Whisper) - Teacher divides ss into 2 teams - Call on 5 ss from each team to make 2 lines. Ss in each line number ss from I to 5 and the distance from one to one is I meter - T whispers one sentence to the number 1 of two teams. They must whisper to the next . The fifth student from each team write the sentence on the board. - Take turn - The team with more correct sentences is the winner - Introduce the new lesson 2. Listening. 1. Pre questions * Set the scene: - Make sure that ss understand th, meanine o f some w ords

---------------------- "

- Have ss to go through the sentences from A to F and guess which sentences theooy mentions -Collect - Have g lis te n to tlthe recording and check the prediction - Have ss compare the answers with their partners 4^ m e t feedback

Contents. - Sentences : - I live in a beautiful house in the countryside - 1 like living in the countryside because it is so peaceful - There are a lot of changes in my village

istemng. I.L fttc * Voca - equip(v): trang bi il lamp(n): đèn dâu -îtl -stream{n): dòng suổi /. Listen to a boy talking about changes in his village ami tick the changes he mentions Key: A ....... .The roads in the village B.. V...Electrical applicances in the homes C . T, S ... Means of transport D ...........Entertainment E.. y ... School F . . y . ..Visitors 2. Listen again and say i f the sentences are true or false Key: IF 2.T 3.F 4.T 5.T

-Give Ss to read the sentences. -Have ss Ss listen to the recording again ( as many times as needed of if time allows) and complete the exercise. -T checks their answers as a class -Ask Ss to read the questions first to 3* Listen again and answer the questions in no more than four words__________ see what kind of information they 46

need to find. Some Ss might be able to answer some questions without listening to the recording again. -T plays the recording.Ss listen and decide what word/phrase to write down for the answers. They can compare their answerswith a partner. - T calls on some ss to write the Answers on the board. - Ask other ss to give comments - T confirms the right answers Note: Some Ss may not be familiar with short answers. You may allow them to answer the questions in full first and see what they can do to shorten their answers to within four words. Ask them to focus on the key words. 3. Writing. -First, remind Ss of the changes in the village from the listening passage. -T can help by writing the changes in brief on the board as a guide for the writing exercise. Fo^example: -earthen houses -> brick houses -Ss can use this information and the example givenfcn 4 t o write their opinions aboftii the changes________

Key: I .His parents . 2. Life outside their village. 3. Nearby/Near the village . 4. The way of life.

< r c>x & //. Writit 4. What do you think? Which change(s) in the Listening do you see as passive? Which do you see as negative? Support your opinion with a reason. Write it out Example: It's good for the village to have TVs. they can now have more fun and learn more about different people and different places

-Place Ss into small groups o f three 5. Work in groups. Discuss and fin d some or four. Ss in each group work changes in a rural area. Make note o f the together to decide which rural area changes they will talk about. They then

disi

cuss

and

note

down

some

changes they can find in this area. -Ss use their notes about the changes in a rural area to write a paragraph 6. Write a short paragragh describing the changes.f changes -T can guide their writing by providing them with some key words/phrases like T h e first change is.T/ or “ The change we are most 47

about the

interested in is... " 4. F urth er practice. - Sum up the main content of the lesson. 5 , Production.

III. F u rth er practice

IV. Homework. - Learn by heart vocabulary and structures. - Complete the paragragh at home - Ex in workbook - Prepare next lesson. Unit 2* Lesson 7: Looking back

WEEK 5 Period 15 Preparing : 16/9/

Teach

U N IT 2: LIFE IN THE COUNTRYSIDE Lesson 7: Looking back and Project I-OBJECTIVES:

1. Knowledge. By the end of the lesson, Ss will be at is sections, - Recycle the language from tl - Consolidate and apply what the^ lave learnt in Unit 2 by doing various activities and exercises. - Lexical items related to life in the countryside. - Comparative forms o f adverbs of manner. 2. Skills. - Practice all skills.

- Students have serious attitude in learning Tlove learning English. - Positive about life in the countryside. - Ss are interested in the countryside. 4. Competence. - Develop language, communication, speaking, reading skills, co-operation, f- study. PREPARATIONS. 1- Teacher Ss1 books, text books, posters, laptop, projector 2.Students : - Books, notebooks III- TEACHING METHODS. - Communicative approach, group Ss and T ’s activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present.... IV- PROCEDURES 48

Teacher and Students' activities l/AVarm up: Check the old lesson - Ask ss to swap their writing which they completed at home - T checks some and gives comments

Contents

2. Looking h a c k . VOCABULARY

/. Vocabulary. . 1. Use the words and phrases in the box to describe the pictures. A word/ - Ask ss to look at the pictures and go phrase m ay be used fo r more than one through the words picture Key: Picture a: peaceful, vast, quiet, pasture, - Have ss to work individually to do paddy field the exercise. Picture b: quiet, colourful, paddy field, - T checks as a class harvest Hime, rice Picture e: peaceful vast, quiet, nomadic nvenient, ger, pasture, cattle,

-Ss look at each picture, then at the that goes with it. Ask them write sentences in their full forms. -T goes round while Ss are writing and helps them with any difficulties. When Ss have finished, T can choose some sentences and asks Ss to write them on the board. - T gives feedb; rk. i f a sentences is incorrect, ask S to correct it.

2. Look at each picture and write a sentence describing what each person is doing. Use the verbs in brackets

GRAMMAR. Have Ss complete this task in dependently. They can then exchange their answers with a partner. - Call on some ss to write their answers on the board - T confirms correct sentences

II. G ra m m a r 3. Look at the pictures and complete the sentences. Use suitable comparatives o f the adverbs in brackets 1 faster than 2.earlier than 3.better-than 4.more skillfully than 5.more beautiful Iv-than_______________

Suggested answers : 1. A boy is riding a horse 2. A man is herding his cattle/sheep. 3. A girl is picking apples (from an apple tree). 4. A boy is flying a kite. 5. The children are running around in the fields/countryside. 6. A woman is collecting water from the river.

- Ask Ss to read the situations carefully and decide which two things are being compared. - Have Ss complete the exercise independently and then compare their answers w ith a partner. T checks as a class. - Call on 4 ss to write their sentences on the board - Ask others to give comments - T corrects C o m m un icatio n. -Have Ss work in groups. They take turns to ask the questions and note down the answers. -The group then assigns a group representative to report their findings to the class.

4. Read the situation below and complete the sentences with suitable form s o f the adverbs in brackets Key: 1.. .faster than a camel. 2 ...more happily than those in th^city. 3... more heavily on the wei people in many other jobs 4 ..worse than 1 do

m , Communici 5. Work in groups. You are planning a trip to the countryside. Work together and answer the question: What will you do during the trip? nswers in the table

Finished \ -Ask Ss to complete the self-ass Identify any difficulties and weak and provide further practi 3. Project* - T guides Ss how ti at h o m e .

IV. Project ire the project

4. Furthei ? Wort introduce your projt -practice speaking in front of the class. practice speaking. ’rod notion

VHomework. - Learn by heart vocabulary and structures. - Complete the project of Unit 2. - Prepare next lesson: Unit 3- getting started .

o W E E K :6 Period: 17

UNIT 3: PEOPLE OF VIET NAM Lesson l:G ctting-startcd

Writing date: Teaching date:

LL O BJECTIV ES 1- Know ledge: By the end of the lesson, students will be able to listen and read for specific information about cultural groups o f Viet Nam, practice listening and speaking with the lexical items related to cultural groups of Viet Nam - Vocab: cultural groups o f Viet Nam - Grammar 2. Skills: Speaking, listening, reading, writing. 3. Attitude: - Positive about people of VietNam. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language___ » ^ P R E P A R A T IO N : 1, Teacher: book, planning, picture, laptop, projector 2, Students: books, notebooks HL/. TEACHING METHQDS:_Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present.... IV./. PRO CED U RE _____ Teacher and stu dent’s activities_________________ Content 1. W arm un i5'^: Describe pictures - Review the previous unit by asking Ss to _ \n gr0upS solve a crossword puzzle. Draw the KFY’ 51

crossword on a big piece of paper. Tell Ss that the red word is the key word of the new lesson. Divide the class into two teams. Ss from each team take turns to solve the puzzle. The game finished when a student guesses the red word correctly. - Solve the crossword puzzle belowr. 1.1 like to....... buffaloes in the pastures. 2.The farmers are very busy during harvest..... 3 . Have you ever ridden a....? You have to be brave to do it. 4.People in the countryside are often open a n d ... 5 __ was loaded onto a cart and transported home. 6.1 think__life is more interesting than city life. - Write the unit title on the board. Write th words, phrases *ethnic’, ethnology’, and Ss to guess their meaning. T may also sht picture of a typical costume and talk ab(* with the Ss. 2. Presentation (Ifl1) 2.1. Vocabulary - Teacher use different techniques to teach vocabulary (situation, realia) - Follow theèkseveïr steps of teaching vocabulary

Jtd

* Checking Toe ocab: Recall

1 Herd 2.Time 3. Horse 4.Friendly 5. Rice 6.Country

- curious (a) - account for (v) - cthnic (a) - minority (n) - region (n) - custom (n) -awesome (a) - terraced field (n) - heritage site (n)

- Repeat in chorus and ind ividually - Copy all the words 2.2. Listen and read * Set the scenes:

Ss answer questions as a class. 52

Ask Ss to open their books to the lesson. T can ask Ss prediction questions. For more able classes, T can brainstorm questions with Ss and write them on the board. Questions may include:

T plays the recording and has Ss follow along. T may want to ask Ss to track the dialogue with their fingers as they listen to the recording. Then come back to

*What can you see in the picture? *What can you in the picture? •What can you in the picture? *Do you know these characters? * Where are they now? *What are they talking about? 3.Practicc f20tf) 3.1. Find the opposite o f these words in the con versation - Ask Ss to the read the conversation again and do the exercise in pairs or in groups. T writes the correct answers on the boards. ? Work individually. ? Share answers with your partner. - Teacher gets feedback 3.2. Read the conversation again and answer the questions - Go through the questions mentioned - Have Ss work individually to answer the questions. Ss compare answers with a partner and then discuss as a class. Then correct the answers.

- (c)Tell Ss to refer back to the conversation to find the expessions. Together with the Ss, cit the meaning of these four expressions, n give examples. For more able classes, avt the Ss provide the examples of when ese expressions would be used.

1 interesting rgest 3. minority southern

Key: 1. They are in the Museum of Ethonology. 2. They want to know about the ethnic groups o f Viet Nam. 3. There are 54 ( ethnic groups ). 4. The Viet (or Kinh) have the largest population. _________5. Yes, they do.______

Key 1.Used as a reply, agreeing with what sb has just said,or emphasizing that it is correct. 2. How + adjfadv : used to show a strong reaction to sth 3. Used to showr you understand what someone said 53

3.3. W ork in pairs. - Ask Ss to role-play the example conversation in pairs before creating their short role-plays. More able Ss can try to extend the conversation. Encourage Ss to use How + as many adjectives as possible.

3.4. Use the words and phrases in the box.. (2P27) - Ss work in pairs and label each picture. Then let Ss read each word/phrase correctly. Check and correct their pronunciation.

3.5. Complete the sentences (3 P27) ? Work individually to do the tasl compare their answers with a partne - Ss do the task by themselves. After that they swap their answers with a partner. T corrects as a class. Then let therrtteepeat the words/phrases in c h / n 3 ^ ^ ^ 4. Praciec ( 6r} Game: Quick quiz

Ask ss to w odoskpairs. Ask and answer, using theE^uei» Ss work in pairs to ask and answer the questions. T gives correction. T may call on some pairs to talk before the class.

5. Production: (2r) ? Learn by heart all the new words. ? Do Ex (Workbook) ? Prepare: Closer Look 1 - Collect pictures,, songs, clips talking about 54

4. Used to show that you think something is great___________ Look out! Help Ss distinguish the two words. ‘people’ is used as the plural of ‘person’ to refer to men women, and children ‘people’: ethnic groups people who belong to a ^ particular country, race, or area Key: 1. fiv red stic key rice 2. Helds 3. festival 4. folk dance en-air market ical instrument stume stilt house

Key: 1 ethnic 2.heritage site 3.stilt houses 4.festivals 5. member 6.terraced fields Key: 1. Which ethnic group has the smallest population? 2. Do the Hmong have their own language? 3. Where do the Coho live? 4. What colour is the Nung's clothing'1 5. Which group has a ;arger population, the Tay or the Thai? 6. Whose arts are displayed at a museum in Da Nang?

- Take note

people o f Viet Nam

............» — (giQ(g)-»-^-^........................ W EEK :6 Period: 17

U N I T 3: P E O P L E O F V I E T N A M Lesson 2: A closer look 1

Writing date: Teaching date.

I./. O BJECTIV ES 1. Knowledge: By the end of the lesson, ss will be able to: - Pronounce words containing clustes /sk//sp/, and /si/ and context - Use the lexical items related to cultural groups - Vocab: cultural groups of Viet Nam - Grammar: Simple present 2.. Skills: Speaking, listening, use o f English 3. Attitude: - Positive about people of VietNam. - Students knowr how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language___ 1IJ.P REPARATION: 1. Teacher: book, planning, pictufl^ laptop, projector 2. Students: books, notebooks >• III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. .. IV./. PROCEDURE Teacher and student's activities LW arm unfS'): Brainstorming - Divide the class into 2 two teams -Ss brainstorm the names of the ethnic groups they know where they live, their costumes, their way of life, culture, folk Y ^ i m g s.. Encourage them to guess and ^ \ c a l l out as many words as possible- In 4 minutes the team writh more right words is the winner. - Introduce the new lesson The new leson 2.1 ocubularv QO'l * Teaching vocabulary? - Teacher use different techniques to

Content

- Take part in the game in 2 teams

-developed (a) - insignificant (a) -complicated (a) -m m M

....................................................

teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary * Checking vocab: Slap the board 2.1. Match the adjs in A with their opposites in B (P28) - T may explain and give examples of adjectives. Ask Ss to give some more - Check understanding of these w ords. -Elicit ideas from the Ss. Say. for example, - Go through all the words in this way to make sure understands them. - If there is time, advanced Ss can write the wo rds in sen tences (or ho me wo rk)L 2.2. Use some words from 1 to complete the sentences (p28) -Get Ss to work individually. - Ss compare their answers with a partner and then discuss as a class. - There may be some variations in answers. For a more able class, encourage Ss to explain why th< choose that word for the cat< - Check their answers. 2.3. Work in pairs. Discuss what the word is fo r each p ic titr e \..(p 28) - Ask Ss work in p a irs^ ^ ie n they have finished, let them exchange their answers with a partner/ another pair. - Check the answers w ith the class. For more^ible S s ^ s k them to give other ¡rds they know which are related to life o f ethnic minority people.

:n T elicits the correct answer.

-minor (a) -basic (a) - Repeat in chorus and individually - Copy all the words

-Ss work in pairs to match the adjectives with their opposite? the answers from the class

lividually to do the task. iay write the answers on the

1.written .trasitional 3.important 4.simple, basic 5.rich

-Ss work in pairs and discuss what the words is for each picture____________ Key: I ceremony 2.pagoda 3.temple (Ly Son) 4.waterwheel (in the north) 5.shawl (of the Thai women) ______ 6.basket (of the Sedang)

...♦ ...................................................................................

P r o n u n c i a t io n {15 " )

Clusters: /ski, /sp/, and /st / 3.4. Listen and repeat the wo rds ( P28) -Ask Ss to listen and repeat. -Pause the recording to drill difficulty items. -Have Ss say the words individually

-Listen and repeat Audio script: skateboard stamp speech display first station Instead crisp school basket space task_____________ 56

3.5. Listen again and pu t them in the right... (P28) - Play the recording again. Ss listen carefully and put the words in the right columns. Note that ‘school’ may cause some confusion because the sounds of /sk' are spelled with the letters ‘s c h \ Ask Ss to give other words which contain these clusters.

- Do the task individually Key /sk/ /sp/

3.6. Listen and read...... - Play the recording two or three times (or more if necessary). Help Ss recognize all the words with /sk/,/sp/,or /st7, then underline them as assigned.

- Listen and rep>

/st/

skateboard

Speech

Stamp

School

Display

First

Basket

Crisp

Station

task

Space

Instead

Key: I. The Hmong people I met in Sa Pa speak English very well 2. You should go out to play instead of staying here. stay local speciality is not very 3 . This * spicy S l 4.. Many W ethnic minority students are studying at boarding schools. 5. Most children in far-away villages can get schooling.__________________

4. F u rth er practice (3jj -Ask ss to find somi ne more ]Fords that - Answer teacher's questions. have these clusters:: /sk/, / \ z , /sp/f /s and /st/ - Say out the words 5. Production (2*) - Learn by heart all the new words. - Take note - Guide ss ho^ m do Exs (workbook) - Prepare: Unit 2: Closer Look 2 ollect pictures, songs, clips talking ab |u t people of Viet Nam____________ -(ä)Q(äW EEK :6 Period: 18

UNIT 3: PEOPLE OF VIET NAM Lesson 3: A closer look 2

Writing date: Teaching date:

U . O BJECTIV ES 1. Know ledge: By the end of the lesson, students w ill be able to: •Use the lexical items related to cultural groups of Viet Nam -Ask and answer different question types 57

•Use articles a, an, the 2. Skills: Use of English 3. Altitude: - Positive about people of VietNam. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language___ IL/.PREPARATIQN: 1* Teacher; book, planning, picture, laptop, projector 2. Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual visual, teaching methods by practising, discussion group, technical present. IV./. PROCEDURE

s<<

Teacher and student's activities L Warm up J5ffr:_______ Introduction Ss have already learned Yes/No questions^ and Wh-questions. Tell Ss that this is a reviewr section. T may help Ss recall all types of questions and question words they have learned so far. - Introduce the new lesson 2. Grammar I Questions: review 2.1. Read the passage(5') - Give Ss about five minutes to read the lU on some Ss to read Correct their intonation and stress, and t_____ _ I T explanation w give if necessary. 2.2. N( A W write questions for these answe r(7’) ^ - H a ve Ss work in groups or in pairs and wril write questions for the answers given. To check the work, have some Ss come up and write their questions on the board. Accept all question variations that are grammatically correct. T gives correction as a class.

Content

- Listen to the teacher and take notes

-Work individually Suggested answers: I .W ho is living in the house? 2.How many children do they have? 3.Do the grandparents stay at home? 4.How often does Mrs Pha go shopping? 5.How far is Vang's boarding school?/'How far is the town? 6.When does Vang go home (every week) ? 7. How do they live? 8.Would they like to live( in a

2.3. Complete the questions.... ( 5f) - Run through the questions - Ask ss to work individually to do the exercise then share their answers with their partner. - T corrects 2.4. Work in pairs.....(13r) - Let Ss work in pairs. This should he a speaking activity, so encourage Ss to talk with fluency and accurary, and as naturally as possible. While Ss do their task, T goes aroud to monitor the whole class. - T corrects

3. Grammar 2 Articles: a,an and the >x, then - T asks Ss to read the gra les, going explains these uses of th le box. To through the example the usage, ask check Ss’ understan sentences using Ss to make othe am e way. the articles i Draw Ss’attention o the Look out! Box. Read out the sentences to show that sounds are what determines whether ‘an ’ is used. See if Ss can come up with other examples o f words like these. ^¡Jnderline. (S ’) work individually to do the task. Then Ss swap their books with a partner to check the answers. Finally check the answers as a class. Discuss the reasons for the article usage in each sentences. Insert..... (5*) - First, have Ss read the passage without paying attention to the blanks. Then as a class, check any unfamiliar vocabulary so 59

modern flat) in the city11 -Ss work individually to complete the task. Then Ss compare their answers with a partner.__________ Key: 1/Who 2. Which 3.Which 4.Which 5.What - pair work Questions: 1 Who does the shopping family? 2. Who is the principal of our school? 3.'Which subject do you like better, English or maths9 4.What is the most important festival in Viet Nam? 5.W'hich ethnic group has a larger population, the Khmer or the Cham? Answers: 1-2-3: (Ss7s own answers) Lunar Newr Year The Khmer:1,260,600 (The Cham: 171,700)________________________

-Work individually Key: 1a 2.the 4.the 5.the 6.a

3.the

Key: l.a 2.a/the 3.the 4.an/the 5.the 6.an

that wverybody understands the meaning of the text. Now focus on the grammar point. Ss work individually to do the task. Ask some Ss to read the passage sentence by sentence. T correct as a class. Discuss the reasons for the article usage. 4. F urth er practice (31) - Use o f articles, questions and answers - Answer teacher's questions. 5. P ro d u c tio n (2*1

- Learn by heart all the new words and structures - Guide ss to do exs ; ( Work book) - Prepare: Unit 2: Communication - Collect pictures, songs, clips talking about people of Viet Nam

.......... m

Kiêm tra ngày

thánì

- Take note

WEEK:7 Period: 19

UNIT 3: P E O P L E O F V IE T NAM Lesson 4: Comm animation

Writing dale:3 0 /9 /J 7

Teaching

IJ. OBJECTIVES 1. Knowledge: By the end of the lesson, students wi ll be able •Use the lexical items related to cultural groups of V -Talk about some of the ethnic groups of Viet Na 2. Skills: Speaking, listening, reading, use of English 3. Altitude: - Positive about people of VietNam - Students know how to learn Eng ht w ay . ility, creative capacity, ability 4. Competcncc: Communication, self-learn to use of language___ IL/.P REPARATION: 1.'Teacher: book, planning, pictureSj^i ), projector 2 .Students: books, notebooks III./. TEACHING METHODS: Communicative approacl approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present ... IV./. PRO CED LR 1 t’s activities hatting

Content

e something about ethnic Viet Nam?

Answer the questions

itroduce the new lesson The jic>\ lesson -Introduce the new lesson: We are going to explore some ethnic groups of Viet Nam 2. Commiiniclion I: 2.1. Quiz: What do you know about the ethnic groups o f Viet Nam - Ss work in pairs to do the quiz. T checks 61

Key:

Pair work IB

2. A

3. C

5. c

6. A

and gives explanation.

4. B

2.2. Where do these ethnic groups mainly live?«. - Ss work in groups. Let them discuss and then write down the ethnie groups in the correct boxes. Encourage them to add other ethnic groups they know of to the lis t T moves around the groups and gives assistance where needed.

- Group work - Key : -Northwest region: Viet, Hmong, Lao -Northeast region: V iet Hmong, Tay, Nung -Red River Delta: Viet -The central Highland: Viet, Bahnar, Brau, Ede, Ciiarai, Sedan -Mekong River Delta: V| Khmer

3. Cominuniction 2: Choose one group and talk about them - Bring the class back together. Write on the board subjects that Ss can talk about in relation to these groups. Elicit these subjects if possible: -location -lifestyle -costumes -foods -festivals/ceremonies -marriage/weddings... T may give some facts andor show pictures to facilitate the activity. Give Ss time to prepare, and then let them talk in groups. Notes: ^ Geographical location o f some ethnic groups: ( X ■The Viet: alléaver the country ■The Tay, the NIung: North and Northeast province ■The Muong: Hoa Binh 0Phu Tho, Son La, Thanh Hoa ■The Hani: Lai Chau, Lao Cai *The Hmong: Northern mountainous ■ An regions, -Nghe The Pathen: Ha Giang, Tuyen Quang The Thai: Son La, Lai Chau, Yen Bai, Thanh Hoa, Nghe An . . ■The Bahnar: Gia Lai, Kon Tum, Binh Dinh, Phu Yen ■The Ede: Dak Lak, Gia Lai, Phu Yen, Khanh Hoa ■The Giarai: Gia Lai, Kon Tùm, Dak Lak 62

■The Brau: Kon Tum ■The Khmer; Mekong Delta provinces •The Cham: Ninh Thuan, Binh Thuan, Tay Ninh, An Giang

■The Sedang: Kon turn, Quang Ngai,Quang Nam 4. Further practice (31) - Sum up the main content of the lesson >. Production (2f| -Learn by heart all the new words and structures - Guide ss how to do exs (Work book) - Prepare: Unit 3: Skills I - Collect pictures, songs, clips talking about people of Viet Nam______

- Answer teacher's questions.

- Take note

—

— WEEK:7 Period: 20

UNIT 3: PEOPLEIGOF F VI M ET NAM Lesson 5 : Skills I

Writing date: 30/9/] 7 Teaching date;

LL OBJECTIVES L Knowledge: By the end of the lesson, students will be able to: Read a passage about the life of ethnic group •Talk Talk aabout the life of ethnic groups - Vocitb: life of ethnic group lexical items mmar: Simple present 2. Skills: Speaking, reading, use of English 3 . A ttitude: - Positive about people of VietNam. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, abili to use o f language....... V ' îIM f /PR E PA R A T IO N : l.Teachcr: book, planning, picture, laptop, projector 2.Stu(lents: books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present.... IV./. PROCEDURE 63

Content

Teacher and student's activities

& 6

A O 64

'$y c>x <F

1. Warm up (5f): Brainstorming - T shows Ss some picture of the Thai -T writes the word Thai on the board. - Have Ss brainstorm what they know about this country and its people { they can express in Vietnamese some words that they can’t express in English) - Keep it to the end of the period -Introduce the new lesson The new lesson * Teaching vocabulary - Teacher use different techniques to teach vocabulary (situation, realia) - Follow' the seven steps of teaching vocabulary

Live in stilt house cloth -

dig (v) canal (n) burnt- out 1 poultry unique (r t (n) hip (v) cestor (n)

* Checking vocab: R&R 2. Reading ? Pre-question How many times do nomad move 2.1. W'ork in pairs. Answer the questions. - Give Ss time to discuss the two questions in pairs and then as a^lass. Encourage Ss to make guesses if thay & not sure. - Then call on Ss to read the questions from exercise 3 aloud. As the Ss read the questions aloud, T reminds the rest of the Ss to think about what the answer w ill be, iout looking at the text, k Ss to read the text and underline any they don’t know. T may let Ss read horus once. Then, call on some individuals to read aloud to the class. Check their pronunciation and intonation. Explain the new words and clarify anything difficult. 2.2. Complete each sentences, using a word from the text - T ask Ss to read the passage again and do the task. T checks the answers as a class. 65

Key: - They live in big cities -No, they don’t -Work in pairs - Do as required

- individual work - Key: 1 farmers/ 2.bamboo/ 3.stilt/ 4.songs/ 5.ceremonies

2.3. Answer the questions: - Ask sis to read the passage again and answer the questions - T checks the answers as a class 3. Sneaking 3.4. Read some facts about the Bril- Van Kieu people and Khmer people - Divide the class into two groups, each preparing to talk about one ethnic group. Otherwise, Ss may work in pairs; each of them talks about one ethnic group. - T goes around to assist if necessary. Then ask some volunteers to present to the rest of the class. 3.5. Talk about YOUR own group - Let Ss talk about their own ethnic group. T may ask them to focus on one or two aspects such as clothing, food, ways of living, customs and traditions, festival; beliefs, etc. T can also encourage Ss t? about changes in the life if their pe< over time. 4. Further practice (3'^ < ? List things that you know after reading the passage. Check with the prediction at the beginning o f the period . 5. Production (2^ -Learn by heart all the new words and structures - Guidefc^how to do exs (Work book) - Prepare: Unit 3: Skills 2 - Colh ollect pictures, songs, clips talking about it people of Viet Nam______________

WEEK:7 Period: 21

- pair work_________________ Key: I. Yes, they do 2. Their main food is rice. 3. It is well-known for being unique, colourful and strong. 4. Thai women do. 5. They worship their ancestors.

- group work

ider from each group stand is to talk about their own roup

- Answer teacher's questions.

- Take note

(6)0(5

UNIT 3: PEOPLE OF VIET NAM Lesson 6: Skills 2

I./. OBJECTIVES 1. Know ledge: By the end of the lesson, Ss will be able to: •Listen for specific information about a traditional dish 66

Writing date: 30/9/1 7 Teaching date:

-Write the recipe for a traditional dish 2. Skills:Listening, writing, use o f English 3. Altitude: - Positive about people of VietNam. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language___ IL/.PREPARATION: 1 .Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. IV./. PRO CED U RE Teacher and S’s activities 1, Warm up (51) f Whisper) - Teacher divides ss into 2 teams - Call on 5 ss from each team to make 2 lines. Ss in each line number ss from to 5 and the distance from one to one is 1 meter - T whispers one sentence to the number 1 of two teams. They must whisper ra^the next . The fifth student il from each eac team write the sentence on thie board. - Take turn - The team with m o t correct sentences is the winner - Introduce the new lesson The new lesson 2. Listening (17’) - Set the scene - Make sure that ss understand the meaning of some words .Answer the questions - ^Ss discuss the two questions in pairs. Then tell Ss to look at the picture and say what they know about that dish. - Get feedback - Play the recording once to check - T confirms the correct sentences 2.2. Listen and tick T/ F - Play the recording once or twice. Ask Ss 67

itences The Thai have a population of about ind a half million people living in the province of Lai Chau. - The Thai also grow other crops on burnt- out land. They also make bamboo items, and weave cloth.

* Vocab: - represent (v): - element (n): -harmony (n): -turmeric (n) -shredded coconut (n)

- Work in pairs

to listen carefully and tick True or False according to what they hear in the passage.

- work individually Key: if 2.F 3.T

2.3. Listen again and complete the sentences - Play the recording again. Ss write down the words as they listen. Play the recording again for them to check. T correct as a class.

- work individually Key: I.mountainous 3.natural ______ 4.p]ants

3. Writing f m 3.4. Read the notes.... - Tell Ss to read the notes carefully 3.5. Change the notes into.... - Have Ss write full sentences to show the steps to cook the rice. Make sure that they use proper connectors first/firstly, second/secondly...and pay attention to spelling and punctuation. T may collect some Ss’ writing papers and mark them, then give comments the class. T may ask Ss to write a paragraph as homework{ in the form of a letter to a pen friend, for example) if thiere isn’t enough time

4.F

5.F

2.purp]ị 5.

- Pair worl Sample cooking steps: This delicious dish is really easy to irst, you need to soak the rice in fo r at least five hours. Then rinse rice and drain it w ell Next, add the turmeric extract and mix it w ell Then wait fo r 10 minutes. After that, add the coconut and salt. Remember to mix it w ell Finally, steam the rice fo r 30 minutes. Check that it is fu lly cooked . You can serve this dish with chicken

4. F u rth er practice - Remember - Sum up the main content of the lesson. 5. Production (2f) - Learn heart vocabulary and - Listen and take note the assignments structures. - Complete the paragragh at home - Ex in workbook - Prepare next lesson. Unit 3. Lesson 7: c o k in g hack - Collect pictures,, songs, clips talking abc people of Viet Nam______________ about

<$ị

Kiểm tra ngày

tháng

năm

W EEK :« Period : 22

U N I T 3: P E O P L E O F V I E T N A M Lcsson7 : Looking hack and project

Writing date: 7/10/11 Teaching date:

1./. OBJECTIVES L Knowledge: By the end of the lesson, Ss will be able to: - Recycle the language from the previous sections. - Consolidate and apply what they have learnt in Unit 3 by doin^ ig van ou activities and exercises 2. Skills: Speaking, listening, reading, writing, use o f English 3. Altitude: - Positive about people of VietNam. - Students know howr to learn English in right waj 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language___ _ \ »/P R E P A R A T IO N ; 3. Teacher: book, planning, picture, laptop, projector 4. Students: books, notebooks III./. TEACHING METHODS: Communicat ive approach, group activities, play as a character, teaching methods with gffrnp? teaching methods by visual, teaching methods by practising, discussion group, technical present ... IV X PROCEDURE

Teacher and student’s activities I, Vocabulary - 10'1 X 1.1. Activity 1 P34 Complete the sentences Let Ss repeat the words as a class to practice pronunciation. Next, Ss can complete this exercise individually. Less advanced classes can complete this exercise in pairs. 1.2.A ctivity 2 P34 ? Do the task by yourself - teacher correct as a class ? Read the sentences aloud. 2. Grammmar - 15' 2.1. Activity 3 P34 Let Ss read the passage aloud. Clarify any difficulties. Ss do the

Content

Key: 1. cultural groups 2 . communal, activities 3. costumes, diverse 4. ethnic 5. unique

Key:

1. cultural 2. peaceful 3. richness 4. diversity 5. traditional

Key: I. What are these houses built on? 69

task in pairs or individually.

2. W'here is the entrance9 3. Which house is the largest, tallest and most elaborate building in the village? 4. W'hat is it used for? 5. Who can sleep in this house?

2.2. Activity 4 P34

2 .a->the Kev: 1 a->the 3.an->the 4.the semi-nomadic life->a nomadic life 5. an->the

Tell Ss to read the sentences carefully and try to find the error relating to articles in each sentence. Ss can work in pairs or individually.____________________ 2.3. Activity 5 P34 ? Work individually to do this exercise. T gives correction.__________ 3. Communication - 15*

1 . an 4. the

2 .a 5

semi-

> î. the 6. the '

3.1. Activity 6 P35 Came: cultural Knowledge Challenge 2. Activity 7 P36 Ss work in pairs. Let them recall is the population of the largest what they have learnt about mic group? cultural groups of Viet B: About 74 million. It’s the Viet or Kinh. take turns to ask’ eac each questions about the The A: Very good. Your turn. person asking can lo ook. B: Ok. What is the population of the The first person to get fi correct smallest ethnic group? answers is the winner. A: It's the Odu group. diich partners B: Exactly. If time allows and play again

S&t

Finished' Ask S% to complete the selfassesisment. Discuss as a class what difficulties remain and what areas the Ss have mastered. are: Provide further practice on the weak areas o f the class.

- work individually Notes: 54 ethnic groups of Viet Nam l .Bahnar 15. Ede 29. Lao 43. Romam 2. Bo Y 17. Giarai 30. Lolo 44. Sanchay 3. Brau 17. Ciiay 31. Lu 45. Sandiu 4.Bru-VanKieu 18.Gie-Trieng 32.Ma 46. Sila 70

5. Cham 19. Hani 33. Mang Taoi 6. Choro 20. Hoa 34. Mnong 48. Tay 7. Choru 21. Hmon 35. Muong Thai 8. Chut 22. Hre 36. Ngai

47.

49. 50.

Th0 I t s37.N Nung / 9. Co 23. Khang 51. Viet 10. Cong 24. Khmer 38. Odu 52. Shinhmun 11.Coho 25.Khmu 39-Pathen (Xinhmun) 12 Colao 26. Lachĩ 40.Phula 53. Sedang 13. Cotu 27. Lanỉr 41. Pupeo (Xedang) 14.Yao S c^L ahu 42. Raglai 54. Stieng (Xtieng)_________________________ 4.Projcct Ethnic Fashion Show! Group work I Ss work in groups. Give Ss about five minutes to discuss the question. Wok individually 2 Ss work independently. Encourage them to use imagination and make their own^Costume designs ( at ho' or in class if possible, £ the materials available them to be creativ ive. 3 In the next class, help Ss organize ant exhibition of the designs the^ bhave a v e made m a d e iimrme among the orniin group or d as Y members Let them talk abou dgsigns.________________________ 5« Production (2') ? Do Test yourself 1 - Take note ? Prepare: Review 1 - Collect pictures, songs, clips talking about people of Viet Nam

¿3

W EEK :8 Period: 23

REVIEW 1

Writing date: 7/10/i 1 Teaching date:

I./. O BJECTIV ES 1. Knowledge: By the end of the lesson, ss will be able to: + Revise the language Ss they have practised since Unit 1-3 -i- Practice doing some exercises in Pronunciation and Gra 2. Skills: Use of English 3. Altitude: - Do the exercise well. - Students know how to learn English in ri ative capacity, ability 4. Competence: Communication, self-learning capabil v to use of language....... IL/.PKKPAK VI I O V 1 /Teacher: book, planning, picture, laptop, projector 2 .Students: books, notebooks III.L I KA( H IM ; METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion grou^f*technical present.... IV./. PROCEDURE Content Teacher and student’s activities Introduction - 5' T may ask Ss|^what they have learnt so far in terms of language and skills. Summarise their answers and Jadd some more information if necessary. Encourage Ss to recall and speak out as much as possible. 1, Pronunciation - 15' 7 N . Activity 1 P36 1 T plays the recording and Ss Key: repeat. Play the recording as many 1.1 used to climb trees when 1 was small. times as necessary. Pause and 2. How can we improve our speaking correct Ss’ pronunciation. skills? 2*2 Play the recording two or more 3. How annovina, the stadium has closed! times, if necessary. Help Ss 4.1 want to buv a blue skirt for mv mother. recognise all the words with /ski, 5.‘ On a dark day, 1 saw a witch riding a /sp/, /st/, /br/, /pr/, bl/ and /cl/ then broom in the sky. 72

underline them as instructed. T may sk Ss to read the sentences as a class, or individually. Check pronunciation and intonation.

2 .Vocabularv - 15* 2.1. Activity 3 P36 ? Do this individually and then share their answers with a partner. ? Write the answers on the board. - Check Ss’ answers.

2.2. Activity 4 P36 Ss do this exercise individually. T may ask some Ss to write their answers on the board. T corrects as a class.

Key: peaceful - noisy hard - easy boring - exciting forget - remember traditional - modem country life - city life love - hate "ty - minority Key

1 , like/enjoy, list 2 . forget ^ 4. mind, t 5.

3. G ram m ar- 15f 3.1. Activity 5 P36 Ss do this individually and compare their answers withli ^i? partner. Call some Ss to go to write ifite their answers. Other Ss comment. T corrects as a class. 3.2. Activity 6 P36 Ss do the task individually. T checks. Call some Ss tofead the whole passa 4. Kverv 4.3■ Activity 7P36 Ss do the task individually. Then they practice in pairs. After checking their answers, ask one or o pairs to act out the dialogues. Production 0 ? Do Test yourself 1 (1,2,3,4) P2223 ? Prepare: Review 1____________

W E E K :8

playing/

isiting to fly

ptay

Key: 1 . later lat' 2 . more fluen tly 4. better 6. faster 5.. more me simply 7 more carefully

Key:

l a 2. an 3. the 4. the 5. the 6.a

Key:

2.e

3.a

4.c

3. more

5.d

- Take note

REVIEW l(CONT)

Period: 24

Writing date: 7/10/11 Teaching date:

1.1. O BJECTIV ES 1, Knowledge: By the end of the lesson, ss will be able to: + Revise the language Ss they have practised since Unit 1-3. -t- Practice doing some exercises in Skills 2. Skills: Speaking, listening, reading, writing 3. Altitude: - Do the exercise well. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity^ability to use of language,___ 1 IM P R E P A R A T IO N : I.'Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, h, group &roi activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical Dresent. IV./. PROCEDURE Teacher and student's activities Content v / \ 1AVanner- 5’ Speaking ? Talk about one of the ethnic groups you like best 2, Reading - IQ1 2.1. Activity 1 P37 Ss read the letter oi clarifies anything understand fully a Ss do. individually, Key: IT 2 .T then eh partner. T 3.F 4.T 5.F correct: 1. Which museum does Kim love to visit on 3 diN he exercises in pairs. T Saturday afternoon? ;cts as a class. 2. How many (clay and store) objects are on display at the museum? 3. What can you learn in this museum/Da Nang Museum?_________________________ Sneaking- 10f Activity 2 P3 7 Ss work in pairs and talk about Example: what their family members like to - My dad likes to play chess with his do in their free time. Encourage neighbours. them to talk as much as possible, - My mum likes making special food and 74

using the verbs of liking they have learnt. After some time, T may let Ss swap pairs and continue to talk. T goes round and gives assistance if necessary.____________________ 4. Listening - 10' Activity 3 PS7 Play the recording once or twice. Ss listen and choose their answers. Play the recording again for Ss to check their answers. Explain the new words or anything difficult if necessary.______________________ W riting - T Activity 4P37 Before writing, have Ss brainstorm ideas about life in the countryside: advantages, disadvantages^ what they like and dislike, etc... Then explain the writing task. Also have them brainstorm words and phrases they may need for writing Give Ss time to do the writing task. Then collect their papers to check out of class. 5. Production ị v ỵ ? Do Test yourself 1 ? Review for the test

cakes for us. She hates sitting around.

Key: 1-B 2.A 3.A 4.C 5.B

Sample writing: In m y opinion , life in the countryside has many good points. Firstly, country fo lk are friendlier than city folk. Secondly, life is slower ami simpler than in the city. The food r and the air is cleaner. Finally, lots o f traditional activities that we n do in the countryside such as horseriding, swimming in the river or kite-flying. For these reasons, I like country’ life.______________ - Take note

Kiêm tra ngày

c>x

tháng

năm

TT: Nguyễn Thị Thuỷ Ly

W EEK :9 Pcriod: 25

T E S T 45*

Writing date: Teaching date:

I ■/■ O BJECTIVES L Knowledge: - To check sis' knowledge of grammar and vocabulary from unit I to unJt - Help sts improve their English 2. Skills: Speaking, listening, reading, writing, use o f English 3* Attitude: - Do the test well. - Students know howr to learn English in right wa 4. Competence: Communication, self-learning capability, creative capacity, ability to use o f language....... IM P R E P A R A T IO N : LTeacher: Test 4 5 ’ 2 .Students: III./. TEACHING METHODS: teaotiW methods by practising IV./. PRO CED U RE -r V 1. MATRIX

Tupics/

K now ledge

ComprehcnKÎnn

Liin«ua"t' & skills

A pplication

T otal

Objective

Subjceti

Objective

Subjective

Low

High

vc Which activities does each person enjoy doing now? L isten and correct answer 4 ill-ms 2 puints

I - L ist e n in g

Topic 2 (20 % )

I I - (¡¡rum m ur a n il V o e u b

Topic 1-3

(30%)

4 items

2 points 20%

1. Write the uofirfi in the correct boxes 2. Circle the beat option A, B, Cor D to complete each o f the fo i towing sentences

] 0 items 3p»ints 30%

III ¡turns 3 points

Read the passage and tick ( **) True or False

I Il-fte ad Ln g

Topic 1-3

4 items

( 30%)

3 points 3(1%

IV- Writing

insert a questions word to complete each o f the following questions

Topic i- S

(20%)

3 items

3 item 5 2 points

20%

2 points

Tutül

10 items

K items

3ilems

21 items

3.0 puints

5.0 puints

2.0 points

10 points

30%

50%

2m,

100%

Bao Khe Secondary School Class: 8 ......... Student's name : ................

KIÉM TRA 45 PHUT SO 1 - N Â M H Q C Môn: TIÉNC ANH - LOP 8 ThcYi gian làm bài: 45 phüt 77

PART I : LISTEN Which activities does each person enjoy doing now? Listen and correct answer. ( 2jitsl

■3r

1. Zachary A. Playing the guitar B. Playing in a band C. Playing the piano 2. Erica A. Collecting baseball cards B. Collecting comic books C. Gardening

3. Bradley v Danielle A. Watching videos A. Painting B. Hiking B. Writing children’s C. Playing video games 4. Evan eading arcus A. Collecting stamps B. Collecting paintings A. Reading the newspaper C. Collecting b^ehall B. Playing golf cards ^ V V ^ ■R ^ i n g books

vD VOCAB Y O< PART II: G RA M M A R AND L Write the words in the correct rrect boxes. ht (LQpt) clap

span

Cluster /sk/ /sp/ 4 < / M U V p r/N

programme

steak

break

blog

skate

Words

oose the best answer A, B, C or D to complete the folio wins sentences (

2m 1. They enjoy on Sundays. A. garden B. gardened C. gardening D. gardens 2.1 love the people in my village. They are s o _______ A. friendly B. vast C. slow D. inconvenient 3. For lunch I had _____ sandwich a n d ______apple. A. an - a B . an - an 78

and hospitable.

C. the - a D a - an 4. Among th e ________ „ the Tay people have the largest population. A. majorities B. ethenic minorities C. groups D. ethenic cultures 5. Most ethnic minority peoples are good_______ farming techniques. A. of B. in C. on D. at 6. We________ there tomorrow. A. will come B. came C. comes D. have come

PART IV: READ Read the passage carefully. MY VILLAGE I live in a village by Mekong River. Every day, like most of thy friends, 1 walk to school. It is three kilometres away. After class, I often help my mother to collect water from the river and feed the chickens. At the weekend, the villagers often gather at the community hall where there i s / i i V . The adults watch TV, but more often they talk about their farm work and%xchange news. The children run around, playing games and shouting merrily. Laughter is heard everywhere. My father sometimes takes me to the market town nearby where he sells our home products like vegetables, fruits, eggs... He then buys me an ice cream and lets me take a ride on the electric train in the town square. I love those trips. On starry nights, we children lie on the grass, looking at the sky and daring each other to find the Milky Way. We dream of faraway places. 1. Read the passage and tick (

True or False (h Opt)

Trite False 1/ TTildlpyhnelps his parents to collect water from the village well. i/C h e villagers gather at the community hall at the weekend.

nswer the following questions.(2ptsi 1/ Does the boy like riding on the electric train in the town square?

2/ What do the children do on starry nights? ........................................................................................

O □

l_J I I

PART IV: W RITE Insert a questions word to complete each o f the following attestions.f 2pts) 1/ ................... is a “long house” of the Ede people? - About 150 metres long. 2 / _____ ____ do the Odu people live? - Mainly in Nghe An Province. 3/ ....... ............ is this khan pieu (shawl)? - Sorry, it’s not for sale.

c>^

The end

DAP AN BAI KT 45’ SO 1- NAM HOC Mon: TIENC ANH - LOP 8 PART 1:0,5 p fo r each correct sentence. 1B

2/C

3/B

4/A

6/C

5/A

PART H:

1. 0,25 p fo r each correct sentences Cluster IM /sp/ /st/ /pr/

Words skate span steak programme

2. 0,25 p fo r each con

correct sentence.

1/ F 2 /T 0,25 p fo r each correct sentence.

1 . Yes, he does. 2. On starry nights, the children lie on the grass, looking at the sky and daring j ▼eich other to find the Milky Way. PART IV: 1. How long 2. Where 3. 3. How much

5 ,Hom ew ork: Prepare Unit 4

W EEK:9 Period :26

...............................(ftO(&)........................... Preparing date: Teaching date:

UNIT 4: OUR CUSTOMS AND TRADITIONS Lesson 1:Getting - started 1.1. OBJECTIVES L Know ledge: By the end of the lesson, students wi ll be able to listen and read a conversation between the teacher, Nick and Phong about customs and traditions Use the lexical items related to the topic customs and traditions> - Vocab: customs and traditions - Grammar: Present simple tense, should, shouldn’t, have tc 2. Skills: Speaking, listening, reading, writing, use of] 3. Attitude: - Positive about our customs and traditions - Students know howr to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language___ I U P REPARATION: LTeacher: book, planning, picture, lapFo^, projector l.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. .. IV./. PROCEDURE Content

L W arm up (5f): Brainstorming

-Ss work in two big groups A and B. A student from group A calls out the name of an ethnic group in Viet Nam, then points at one student from group B. This student has to call out the name o f another ethnic group. The game stops when a group cannot give out the name of any ethnic group or w hen time is up. The group with more ethnic groups wins. -Write this sentences on the board and ask Ss to complete it. -Yes, and they have their own ways of life, and..... and... - Introduce the new lesson The new lesson

V ocabulary^’) - Teacher use different techniques to teach vocabulary (situation, realia) - Follow' the seven steps of teaching vocabulary

* Checking vocab: R&R

- Take part in the game

- custom

- accept(v): công nhạn - generation(n): thế hệ -sharp(adj): chinh xác -table manner(n): cách ứng xư ờ bán ăn -presentation n): sự trình bày -similarity(n): sự tương đồng -compliment{n):lời khen ngợi -you’re kidding!( idĩom):bạn nói đùa the thôi - Repeat in chorus and individually - Copy all the words

Listen aa * Set the s c e n e ^ ' -Look at the picture on page 38 Who can you see in (he picture?

- Answer the questions

Pro- question:

What do you think (he people in the picture are talking about? -^T collects ssr ideas - Ask ss listen, read and check their prediction - Play the recording twice. - Check the prediction - Ask ss to practice the conversation in pairs

- Answer by predicting

Key: They are talking about the customs and traditions

a. Can you

find a

word/phrasethat

means: - Ask ss to work independently to find the words with the given meanings in the dialogue. -Allow them to share answers before discussing as a class. -Quickly write the correct answers on the board. -Have Ss look at the Watch out! Box and quickly read the information. - Ask if they knowr any expressions with the same meaning as ‘You're kidding*. Some other expressions are: You must be kidding!/ You 're joking!/You must be joking / b. Tick (V) true (T) or false(F) - Run through the sentences - Let as read the conversation again to do this exercise. Ask for Ss’ answers as well as the explaination for their choices - Write the correct answers on the boar - Ask ss to run through the questions them to work in pairs to ask an the question -Correct the answer as a cl c.Answer the questions

- Have Ss read the questions to make sure they understand them. - Ask them fi«tly to answer the questions without leading the dialogue. - Ss exchange their answers with a classmate. Nowr ask them to check their :rs^y reading the dialogue again some Ss to write their answers on the

E .

onfirm the correct answers.

d.Find these sentences in the conversation mid nil in the missing words - Let Ss do this in pairs. - Ask for Ss’ answers and their 84

-Work independently to find the words with the given meanings in the dialogue. Key: 1 .accepted 2 .generations 3.spot on 4. sharp 5.social 6.table manners

Key: IT 2.F( There are also social ones.) 3.T 4.F( There are a lot of customs for table manners in the UK) Key: l . l f s eating dinner at 7 p.m. sharp. 2 .He’s surprised. 3.'They both refer to doing something that develops over time. 4.A custom is something accepted. À tradition is something special and is passed down through the generations.

5.They should find information about a custom or tradition Key: I.Have to: It's an obiligation you have no choice

expiaïnations. Summarise the answer

2 .Should: It's a suggestion or advice - it would be best to follow it

3. Pacticc: 2.a Match the pictures with the custom s and traditions in the box(5')

- Have Ss look at the pictures. Ask them - Work in pairs w hat they see in each of them. - Now tell Ss that in the box are some customs and traditions of VietNamese people. -Ss read these and identify any new words Key: they do not knowr. l.g 2 .c - Explain the newr words so that Ss 7 understand the customs and traditions. Ss do 6.a this activity in pairs. h ‘ 3< - Call some Ss to give their answers and w'riie them on the board - Confirm the correct answers. b.W rite C (custom) or T(tradilions) under each picture in a. In pair, eo your answers

5.e

Suggested answers:

- Ask ss to work individually t6 decide if l.C the pictures show customs __tions and 5.C compare their answers in pai or T -Their answers may wers to the class - Have some Ss give and explain thei 4. Further p racticed ____________ hIICOIZ )

2. C or T 6.C

3. C 7. T

C am e: customs and traditions experts

- Ask saito work in groups of five or six Set a time limit of five minutes. -Ss write dowrn as many local customs and traditions as possible. -The group with the most customs and traditions is the w inner. The winning group presents their customs and traditions -. Other groups add more if they can.

- Take part in the game

5. Production (3^

- Learn by heart all the new words - Guide ss how to do ExsB 1,2,3 (Workbook).page 2 9 ........................................................................ - Prepare: Clqser L ook 1 _ ~

- Answrer individually

4.T 8. C

- Collect pictures,, songs, clips talking about our customs and traditions.

- Take note

-(50 (aW EEK :9 Period :27

Preparing date: Teaching date:

UNIT 4: OUR CUSTOMS AND TRADITIONS Lesson 2:A closer look 1 1./. O BJECTIV ES 1- Know ledge: By the end of the lesson, ss will be able to: - Pronounce words containing the clusters /spr/ and /str/ corre> > L i ,ation i and in context - Talk about customs and traditions - Vocab: customs and traditions - Grammar: Simple present „ Should 2. Skills: Speaking, listening, reading, writing, nglish 3. Attitude: - Positive about our customs ons. - Students know howr to learn in right way. 4. Competence: Communication, selfpability, creative capacity, ability to use of language___ IL/.PREPARATION: 1.Teacher: book, planning, picture laptop, projector 2.Students: notet ¿.Mudenis: books, notebooks III./. TE A C H IN G METHOI PS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. .. IV./. P R O C E D U R E

2^:

Teacher and Ss's activities LW arm un(5'): Brainstorming

( adjectives to describe life in the countryside) con îvide the class into 2 two teams -Ask - A s ss from 2 teams turn by turn go to board to write some customs and traditions they remember from the previous lesson. - In 3 minutes the team with more right words is the winner. - Introduce the new lesson -Tell them that in this lesson they are

Content

- Take part in the game in 2 teams

going to learn some expressions with the words custom and tradition’. These will help them vary their language when talking about customs and traditions

The new kson

-Christian

2.Vocabulary (20') * Teaching vocabulary - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary * Checking vocab; Slap the board -Draw Ss’ attention to the Watch out! Box. Explain to them the words "custom’ and tradition’ can be countable oruncountable_ 2 I. Match the first halves o f the sentences (A) with the second haives(B) - Flave Ss look at the table in the boot Make sure that they understand wh! do. -Ss complete the exercise individually and then compare their anwers with a partner. -Qall some Ss to give the answers. - Write them on the board.* Confirm the correct answers. - Flave Ss read the sentences again to see if the word N^istom’ or ‘tradition’ in each sentence is countable (C) or uncountable (U). Ask for Ss’ answers, 2.2. Read fu ll sentences in 1 itgain and complete the expressions below. ^ ^ f l a v e Ss read the sentences in 1 again . ajjid complete the expressions. Then Ss compare their answers with a partner. Call one or two Ss to write the complete expressions on the board

(n):

-sponge cake -break with -shake hand -espresso -spray

Nguoi theo dao co doc Bânh xôp

pha qua phi

- Repeat in chorus and individually - Copy all the words

plete the exercise individually 3.a

Key: 1 .custom 2 .tradition 3.according 4.tradition 5.with 6.of 7.doing

2.3. Read the following customs and traditions.Make sentences to say if you have these in your province or area, 87

5.b

using any o f the expressions in 2. Remember to change the verb tense if necessary -Run through the sentences -Ask Ss to work in groups to do this activity. - T prepare some pieces of big-size paper for the groups to write their answers on. When they finish, Ss stick their paper on the board. Ss read and comment on each other’ sentences. 2.4. Now, complete the following sen ten ceswith your own ideas - Ask ss to individually complete the sentences w ith their own ideas, then share their sentences with a partner. -Have some ss write the sentences on the board. - Other ss comment. -T confirms the correct answers 3. Pronunciation (15") . /s p r /a n d I sir/ 3.5. Complete the words under the pictures with spr and str. Then listen and repeat -Ask ss to work individually then compare with a p artiferM k for Ss’ answers and write them on the board. Don’t say if they arSright or wrong. -Play the recording for them to check the answer and repeat the words. Play the recording as many times as necessary. "^ .L isten and circle the words with ^ I/spr/ and underline the words with/str/. Then say the sentences -Play the recording for ss to do this exercise - Ask for ss 1 answers - Play the recording again for ss to repeat the sentences. -Ask some ss to read out the sentences

-Work in groups to do this activity.

-Work individually then compare with a partner.

-Listen and check Key: 1 str 2 .str 5. str 6.str

3.spr 7.spr

- Do the task individually

Key: 1 strictly 2 .strangers spread 3. streets 4.filmstrip 5-offspring______ 88

4.spr 8.spr

4. F ath er practice (3f) -Ask ss to 11nd some more words that have these two sounds/cl/ and /hi. 5, Production0 - Learn by heart all the new words. - Guide ss how to do Ex part A (workbook) -Prepare: Unit 2: Closer Look 2 - Collect pictures, songs, clips talking about our customs and traditions

- Answer teacher's questions. - Say out the words - Take note

W E E K :I0 Period:28

Preparing data ± Teaching date:

UNIT 4: OUR CUSTOMS AND TRADITIONS Lesson 3: A closer look 2 I J. O BJECTIV ES 1. Know ledge: By the end of the lesson, Ss will be able to; - Use the lexical items related to th e ^ p ic "customs and traditions' - Use should and shouldn’t correctly and appropriately to give advice - Express obligation and necessity using the correct form of have to - Lexical items related to customs and traditions' - words containing the clusters /spr/ and /str/ 2. Skills: Use of English 3. Attitude: - Positive about our customs and traditions. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language....... IMPREPARATION: LTeaeher: book, planning, picture, laptop, projector 2*Students: books, notebooks m HU , / , TEACHING METHODS: Communicative approach, group activities, play character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. .. met IV./. PROCEDURE Teacher and Ss’s activities I.Warm up - T Activity 1 P41: Gap fill ? Look at the pictures and quickly describe what you see.

Content

Kev: 1. should 3. should 89

2 . shouldn’t 4. shouldn’t

Have them complete the sentences and then compare the answers with a friend. Elicit students' answers. - Confirm the correct ones. 2. Grammar- 15f 2.1, Should and shouldn't to express advice a. Give a situation. - Your brother is going out with a friend\ The weather forecast says i t ’s a hot sunny day. Give him some advice. - Encourage Ss to express their advice freely. -> in this lesson we are going to review should shouldn’t to express advice about customs and traditions, b. Activity 2 P 41: Matching ? Read the situations in A to make sure you understand them. ? Work in pairs. - Ask for students' answers. - Ss can give some other at the situations. 2.2. Have to express necessity a. Give a situation -^RHI Ss that sometimes when they go to a place, it is obligatory that they follow its customs and traditions. ? Read the information about have to. - T may want to add that must is also used to express obligation. ? What are the differences between '\Tiave to and must? ? Read the Remember! box. h. Activity 3 P42 - Ss do this exercise individually, and then compare their answers with a classmate. Check students' answers and confirm the correct ones. 3. Practice - 10’

should

Listen

E g: We must clean the house before Tet because we think it will bring luck.

- One of the differences between have to and must is that must shows internal obligation, i.e., you make a decision about what you must do. Give one example:

Key: 1 . have to 3. has to 5. does. . .have to

2 . have to 4. had to, don’t have to 6 . didn’t have to

3.1. Activity 4 P42 Key: I B 2 .A ? Read the sentences given 3.A 4.B carefully ? Choose A or B to convey the meaning of the first one Shouldn’t give-> should give (reason: 3.2. Activity 5P40 ? Quickly read the e-mail. There are lots of confusing customs oms ? Do this exercise individually and and traditions in Japan, so Eri thinks then compare the answers with a she should give Mi advance) classmate. r V - Ask one or two Ss to write their Has to->have to (reaso^:Wie Aionoun answers on the board. ‘you’ goes with ‘ha - Have them explain their answers as well. 3. Shouldn’t wear->should wear {reason: Eri says that Mi should take off her shoes when gping inside, which means she should wear slippers) d n \ have to-> don’t have to : this sentence is in the present

Have use-> have to use{ reason: 'have to’ is the correct form)

6. Should worry->shouldn’t worry( reason: Eri says she’ll be there to help Mi, so Mi shouldn't worry) 4. F urther practice - 5' Pair work Activity 6 P42 ? Work in pairs to do this task. - Ask some pairs to wrrite their advice and i obligations on the 1 > board. Ss give comments and vote - Other S the best advice and obligations. Then The they can add some more. This is an open activity so encourage Ss to express their ideas as long as the advice and obligations are appropriate._______ 5. Production ? How do we use should (not) and have to?

Eg: - You should take things from adults w ith both hands.

Answer 91

? What are the differences between them? ? Do Ex B4,5 P30 ? Prepare: Unit 4: - Take note Communication - Collect pictures, songs, clips talking about our customs and traditions

W EEK: III Period:29

Preparing date: Teaching date

UNIT 4: OUR CUSTOMS AND TRADITIONS Lesson 4: Communication I./. O BJECTIV ES L Knowledge: By the end of the lesson, Ss wiWjbe able to: - Use the lexical items related to the topic ^customs and traditions’ - Listen and read about table manners in Be Nam.

nd talk about table manners in Viet

- Lexical items related to ‘custo - Table manners 2. Skills: Speaking, listening, reading, writing

3. Attitude: - Positive about our customs and traditions. - Students know howr to learn English in right way. 4. Competene^Communication, self-learning capability, creative capacity, ability to use o f ia n g u a ^ ___ ILAP RE PA RATION: L T ej^ncr: book, planning, picture, laptop, projector Student*»: books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching m et methods by practising, discussion group, technical present. IV./. PRO CED U RE Teacher and Ss's activities Content I.Warm up - 5f: Brainstorming - Teacher elicits the topic from Table manners in Viet Nam students Suggested answers: ? work in two teams to add more. - inviting the adults before eating 92

- Teacher monitors and gets feedback. -> In this lesson you will have the opportunity to explore the table manners in the UK and compare them with those in Viet Nam. 2.Extra vocabulary - T Activity I P43: ? Look at the pictures and in pairs Ss discuss the differences between them. - Encourage them to use the extra vocabulary.

3. Listening - 15* 3.1. Activity 2 P43: T/F statements prediction ? Read the sentences about table manners in England ? Work in pairs to decide if the statements are true or false. 3.2. Activity 3 P43 ? Listen to Nick giving a presentation on tables manners in Britain and check the answers. - Ss listen to the recording twice. If there are any incorrect answers, have Ss explain the sentences are false

- no talking while chewing - having meals on a mat

Some suggested differences are: - In the first picture, people the mat to have the meal. In picture, they are sitting arount table. - In the first picture, people arousing rice bowls and chopsticks. In the second picture, they are using cut O '

and guess

Key: 1. F (You hold the folk in the left hand and the knife in the right) 2. T 3. F (There is also a spoon and a fork for dessert.) 4. T 5. F ( You should never use your own cutlery to take more food from the serving dish spoon) 6. F ( You should break off the bread with your h an d s) 7. F ( Guests have to wait until the host or hostess starts eating.) 8. T

3.3. Activity 4 P43 - In pairs Ss discuss if they know Student 1 ideas. the same table manners in their family. They may add some more. Remember to set a time limit for I . We sit around a tray on a this activity. Some Ss present their 93

Folio w

Not folld

ideas. T may quickly write some of the Ss 1 extra table manners on the hoard.

3.4, Role play: Activity 5 P43 ? Work in pairs and role-play. ? Continue the conversation in the hook or make up their own. - After some time, call some pairs to act out the conversation in from of the class. Other Ss give comments. Give praise and feedback on Ss’ conversations. 4. F urth er practicc f3‘) ? Recall some table mai Britain and in Viet Nam 5. Production ? Do Ex B6 P30 ? Prepare: Unit 4: SI - Collect p ic tu ra ^ songs, clips talking a b o u r v n r customs and traditions.

mat to have meals 2. We use rice bowls and chopsticks.____________ 3. W'hen chewing food we shouldn't talk. 4. The host/ hostess invites everybody to start eating. 5. The host/ hostess offers to serve the food to the guess. 6. W'hen we have finished eating, we place our chopsticks on top o f our bowls.

Start the role like this: Minh: Hey Jessica! My family would like to invite you to dinner. Jessica: Oh, that's nice but... I don't know about Vietnamese table manners.

Answer - Take note

@ 0 (5 ) ..................................

EK:10 Period: 30

FEEDBACK ON THE TEST 1

I J. O BJECTIV ES 1. Knowledge: - Correct the test they have done. - Vocabulary: - Grammar: Correct students’ test. 2. Skills: Listening, reading, writing, use of English 3* Attitude: - Do the test wrell. 94

Writing date:2 1JO. 17 Teaching date:

- Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use o f language___ »¿PR EPA RA TIO N : I.Teacher: Laptop, projector, students7 test 2.Students: III./. TEACHING METHODS: teaching methods by practising IV./. PROCEDURE L]W ar in up: - Greeting - Chatting 2, Remark on the teste: -The number of the tests: +Exellent tests: +Good test -I-Average: -t~Under average: -The number of the tests: +Exellent tests: +Good test -I-Average: H inder average: -In general, all Ss have achieved the basi knowledge. -There are many exellent and good tests. - Some Ss 1 skill o f doing general test is not good. -The teacher shows some best and worst tests to correct before class: 3. Kc

- V

ÁP ÁN BÀI KT 45’ SO 1-NẢ M HOC Môn: TIÉNG ANH - LỚP 8

,5 pfo r each correct sentence. 4/A

5/A

PART n: 3. 0,25 p fo r each correct sentences Cluster fskl

Words skate

6/C

/sp/ /St/ /pr/

span steak programme

2. 0,25 p fo r each correct sentence. 1/C 2 / A 3 /D

4 /B

5/D 6/A

PART HI 1. 0,2 p f o t each correct sentence. 1/F 2 /T 4. 0,25 p fo r each correct sentence.

1. Yes, he does. ig at tht 2. On starry nights, the children lie on the grass, looking the sky and daring each other to find the Milky Way.

PART IV: 4. How long 5. Where 6. 3. How much 4.The wavs to over

-The teacher should help Ss more by concentrating on practice skills such as: listening and reading skills. -Especially, teacher should check their homework and orally more often. - Review all knowledge from the three units. - Prepare unit 4. _

Kiém tra ngay

tháng

WEEK: 11 Period:31

J !

UNIT 4: OUR CUSTOMS Lesson 5: SI I./. OBJECTIVES 1. Knowledge: By the end of the lesson, Ss will be able - Read for specific information about family customs and traditions - Listen to get specific information about a traditional dance of an ethnic 2. Skills: Speaking, reading 3. Attitude: - Positive about our customs and traditions. - Students know howr to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language___ IMPREPARATION: LTeacher: book, planning, picture, laptop, projector 2.Students: b o o k / notebooks III./. TEACHING METHODS; Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. .. IV./. PROCEDURE tTeacher and Ss's activities Contents 1A\ arm ud - 5’: Chatting Look at the pictures in 1 P44 and Suggested answers: Picture 1: A family is celebrating a birthday. Answer the questions in pairs. Picture 2: People are making Chung cake. - Elicit answers from Ss Picture 3: A family is at an amusement park 2. Reading- 15’ 2.1. Activity 1 P43: * Set the scene: - We are going to read Mi’s Guessing presentation on customs and traditions. 97

? Is she writing about her family or her society. Elicit the guessing answers from Ss. She’s writing about her family ? Read the passage and check your answer. 2.2. Activity 3 P44: Matching ? Read the sentences about table manners in England. ? Work in pairs to decide if the - Read and guess statements are true or false. ? Read the statements and underline the key words. ? Read through the passage quickly and locate the key words. ? Stop to read the part that includes the key words more carefully to make sure the information matches. - T may model with the first statement. ? Work individually then compare their answers with a classmate ite before giving the answers 2.3, Activity 4 P44: answer the questions r? Run \ rthrough the qluestions. ? Read the p a sia&e s a g ^ aaei g a in to answers. - ^ ^ A c o m p a r e the questions. S scan underline parts of the text that help them with the answers. 9 «Compare their answers before ig the answers to T. Ask them to give evidence w'hen giving the answers.

e.g. in statement 1 , the and 'Italian dish 1 - Read and match Key: l . C V 4. B 5. A

C>^

:yi words are 6‘name

3. C 6. B

Key: 1. They are: having lunch together on the second day of Tet, spending Sunday together, and celebrating her grandparents’ wedding anniversary on the first Sunday of October. 2. They usually go to the cinema or go for a picnic together. 3. They don't remember. 4. They made five-coloured sticky reice served with grilled chicken. 5. They live family customs and traditions because they provide a sense of belonging.

3. Sneaking - 20* 3.1. Activity 5 P44: Ask and asnwer Example: - In pairs, Ss take turns to ask each A: What are the three customs and traditions other the three questions about you like most in your family? Describe them their own family customs and 98

traditions. in detail. - T can move about the class, B (Hoa): The three customs and traditions I facilitating where necessary and like most in my family are: having dinner assessing how Ss are doing. together on Sundays, going on holiday together in summer and visiting our relative together on the first dav o f Tet. A: How do you feel when you take part these . customs and traditions? Hoa: I feel so happy and excited. A: Why is it important to conti customs and traditions? B: Because they provide y with a sense of belonging 3.2. Activity 6 P44: Interview Example: - Now two pairs of Ss join together. One pair interviews the Question Q uest» other. 3 - One S interviews and the other notes down the answers in the table. Then, the second pair having happy and provide interviews the first pair. dinner excited. our together on family Sundays, with a going on sense ol holiday belongii together in g. summer and visiting our relative together on the first day of Tet. E g: Hoa likes having dinner together on Leport the findings to the whole Sundays, going on holiday together in summer and visiting our relative together on ►class. - Teacher monitors and gets the first day o f Tet. She feels happy. These customs and traditions provide her family feedback. with a sense o f belonging.________________ 4. Further practice (31) ? Sum up the main content of the Answer lesson. >. Production (2*) - Take note 99

? Do Ex C l 2, Dl P31-32 ? Prepare: Uni! 4: Skills 2 - Collect pictures, songs, clips talking about our customs and traditions. ■(a)

W EEK : 11 Period: 32

Preparing date: 27/10/: Teaching date:

UNIT 4: OUR CUSTOMS AND TRADITION Lesson 6: Skills 2 l.L O BJECTIV ES 1. Knowledge: By the end of the lesson, Ss will be able to: - Listen to get specific information about a traditional dance of an ethnic - Write a description of a traditional Japanese dance - Lexica] items related to 'customs and traditions’ - The xoe dance and the Obon dance 2. Skills: Speaking, listening, reading, writing, use o f English 3. Attitude: - Positive about our customs and traditions. - Students know how to learn English in right way. 4. Competence: Commtmication, self-learning capability, creative capacity, ability to use of language.___ IL/.PREPARATION: 1 .Teacher: book, planning, picture, laptop, projector 2.Students: booV, notebooks 111./. TEACH [N C METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. .. P ROCEDURE and Ss's activities Content ;___ Teacher i i. w arm up Activity 1 P45 ? Look at the picture ? What tradition do you think this - Listen and answer is. with a partner. - Share information - Elicit Ss’ answers and have them share as much information as possible. The xoe dance. 100

- Write the name of the traditional dance on the board 2. Listening- 15’ 2.1. Vocabulary - Listen and repeat - Teacher use different techniques - Copy all the words to teach vocabulary (situation, - express (v) : biêu lô, bày tô realia, examples . ) - reflect (v) : phán ánh - Follow the seven steps of - typical (adj) : tiêu niêu teaching vocabulary - honour (v) : ca ngoi, tl * Checking vocab: Matching ton kinh 2.2. Activity 2 P45: - Obnn festival(n) * Set the scene: - We are going to listen to Mai’s - reunite (v) presentation on the xoe dance. - conical hat (n) ? Listen and complete the table. - Play the recording once. Ask for Ss’ answers and write them on the board. - If all the answers are correct, wealthy move to the next activity. at he rings - If Ss are not sure about their answers, play the recording again e circle dance for Ss to check. social 6 . fire 7. the music 8. culture and lifestyle Trite or false? ? Run through all th tents in 2. F 3 4. T 5. T - Withouy the recording the sentences again, Ss d are true of fal__ - If they meet any difficulty doing this, play the recording again. Have Ss compare the answers for both 2 and 3. | 3. Writing - 20’ 3.L Activity 5 P44: Make complete sentences ? Work in pairs and make - Pair work sentences using the given Example: information. - T should move around to give - The Obon is the traditional Japanese comments as there may not be dance. - The dance expresses people's honouring to 101

enough time for checking with the whole class. ? Write the sentences on the board and check them with the whole class. - Then have Ss write the description at home and bring it back in the next lesson.

3.2. Activity 5 P45: Write a description o f Obon dance ? Ss write the description individually based on the sentences they have made, beginning with the given sentence. - Ss may also write this in groups on big pieces of paper.

their ancestors. - They peform the Obon dance in midAugust in many regions of Japan and in mid-July in other regions. - There are different Obon dance forms in different regions. - The most typical dance is circle dance. - They make a circle round a yagura, wooden stage, some dancer clockwise, and some counter- clocl - Because it is one o f the moiÉL it traditions. Lots reunite with their families during the Obon festival. Example: There is a ition in Japan that people perform t] dance during the Obon festival dance expresses people's honouring their ancestors. The Obon d; performed in mid-August in regions of Japan and in mid-July in regions. There are different Obon ince forms in different regions but the most typical dance is circle dance. In circle dance, people make a circle round a yagura, a high wooden stage, some dancer move clockwise, and some counter- clockwise. It’s necessary for Japanese to continue this tradition because it is one of the most important traditions. Lots of people come back to reunite with their families during the Obon festival.

P4 5 ■xchange your descriptions to - Exchange to spot any mistakes. iny mistakes.

reviewr the descriptions as homework. - In this case, remember to ask for Ss’ revised work in the next lesson. 4. F u rth er practicc (31) 102

? Sum up the main content of the Answer lesson. 5, P ro d u c tio n ^ 1') - Take note ? Do Ex D2,3, EIP33-35 ? Prepare: Unit 4: Looking back - Collect pictures, songs, clips talking about our customs and traditions. -@0(5)W E E K :1 1 Period: 33

Preparing date. 27/1 Teaching date:

& :

UNIT 4: OUR CUSTOMS AND TRADITIONS DITIOÏ Lesson 7: Looking hack and pi I ./. O BJECTIV ES 1. Knowledge: By the end of the lesson, Ss will he able - Recycle the language from the previous sections and links with the topics. - Practice doing some exercises to consolidate and apply what they have learnt in Unit 4. - Vocabulary: customs and tradition lexical items. - Grammar: should/ shouldn't, have 2. Skills: Speaking, listening, readinï^vriting, use o f English 3. Attitude: - Positive about our customs and traditions. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language.. .. IM PR E PA R A T IO N : 1 .Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a characrai^eaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present.... f A l PROCEDURE Teacher and Ss*s activities 1. Vocabulary - 10’ 1.1. Activity 1 P46: Complete the sentences ? Do this activity individually then compare your answers with a partner. - Ask some Ss to write their sentences on the board. T and other Ss give comments

Con tent

Key: I . respect 3. wrap 5. cutlery

103

2 . worshipping 4. host 6. generations.

1.2. Activity 2 P46 ? Write sentences about customs or traditions you know using the expressions in 2 . ? Do this activity individually, then compare your sentences with a partner. - Ask some Ss to write their sentences on the board. T and other Ss give comments.

1.3. Activity 3 P46 - Draw four wordwebs on the board ? Work in two teams to write down as many family and social customs and traditions in the wordwebs as possible. - Have two Ss write their answers on the board. - T and other Ss comment on the answers. Tnis is an open activity, so accept all the answers provided that they are right. 2.4G ra m m a r- 15' Activity 4 P46: Complete the mtences using should or shouldn 7. ? Work individually and then share the answers with a classmate. - Check their answers. 2.2. Activity 5 P46: fin d and correct mistakes ? Ss underline one mistake in each sentence and correct it. - Teacher encourages them to

Examples: 1. There is a tradition in Japan that people perform the Obon dance during the Obon festival. 2. According to tradition, Thai people perform xoe dance performed in both public and private gathering celebrations, festivals or family rei 3. The Bru-Van Kieu people fol[ tradition of growing rice on terd 4. Nowadays, a lot of young peopl with tradition by wearing shorts w going to the pagoda. 5. Many ethnic minorities in the northern mountainous regions have the custom of making five-coloured sticky rice at Tet, in festivals and ceremonies, on special occasiortS^land whenever the family has guests. Suggested answer: 1. Family customs and traditions: - Have dinner at 6p.m - Ask adults for permission before going out. 2. Social customs and traditions: - Go to the pagoda on Tet. - Don't wear colorful clothes at funeral.

Key: 1. shouldn’t wait 2. shouldn’t use 3. shouldn't break 4. should follow 5. shouldn’t touch

Key: 1. has to -> have to 2 . should -> shouldn’t 3. have to has -> have to have 104

explain their correction. - Elicit the answers from Ss. 3. Communication - 20' 3.1. Activity 6 P47: Game W H A T SHOULD YOU DO ? Work in groups to play the game. - One student is the group secretary. ? Take turns to choose one of the scenario for each other. - The secretary writes down the advice each member gives. ? Votes for the person giving the best advice. Finished! ? Complete the self-assessment. Identify any difficulties and weak areas and provide further practice. 4. F urth er practice (31) ? Sum up the main content of the lesson. 5. production (2’) ? Do Ex E2 P35 ? Prepare: Unit 5: Getting - Collect pictures, songi Xclips talking about our custoi s and traditions.

4. should to -> should 5. have avoid -> have to avoid

- Group work Example: A: I’ve been invited to dinner at a family. B: You should arrive on time. C: When you finish e a t m g ^ i J f r should place your knife and th the prongs upwards on your plate D: - complete th

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UNIT 5: FESTIVALS IN VIET Lesson 1: Getting - start* I./. OBJECTIVES L Knowledge: By the end of the lesson, students will be Jfrle to listen and read for specific information about ‘Festivals in Viet Nam1, practice listening and speaking with the lexical items related to ‘Festivals in Viet Nam’ 2. Skills: Speaking, listening, reading, writing. 3. Attitude: - Positive about festivals in Viet Nam. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language___ »/P R E P A R A T IO N : LTeacher: book, planning, picture, laptop, projector 2.Students: b o o l^ notebooks III./. TEACHING METHODS; Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. .. IV./. PROCEDURE Tcacher and student’s activities L Review - lflT - Teacher T< writes *‘Tet festival” on the board. ? Work in two groups - Group A writes what Vietnamese people should do and group B writes what Vietnamese people shouldn’t do during the Tet festival. - Teacher monitors and gets feedback.

Content “Tet festival” Examples: _ w e should make a w ish. _ We shou]dn,t seep ^ floor on the first day o f t he New Year,

Students. ideas 106

? Add any names of any other festivals in Viet Nam that you know or have been to. ? Which of the festivals you would recommend to foreigners and why? 2. Presentation (10f) 2.1. Vocabulary - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary

* Checking vocab: Recall

- oriental (a) - reunion (n) - royal court music (n) - ceremony (n) - regret(v) - recommend - carnival (n) - good fortune (n)

: nền văn hóa phương Đòng : cuộc họp mật - T : nhã ntoccến]g đình : ‘nghi lễ 'lổĩ tiếc ụới thiệu le hội hóa trang vận may

2.2. Listen an if read * Set the scenes: ? Look at the picture on page 48 and the heading "Which festival should I see?” answer questions as a class. - Ask them some questions: - Peter is in London and Duong is in Ha Where are Duong and Peter, What are they doing? N oi What might they be talking about? - They are talking on the phone. - Ss answer the questions as a - They might be talking about Jess rivals. class. T plays the recording and has Ss follow along 3. Practice- 20f 3 .1 ( L j\c k \r f 2.T 3.F 4.F 5.T - First^play the recording and have Key: 1-T Ssivork independently. sten again then do T/F rcises. Share your answers with a classmate before discussing as a class. - Teacher gets feedback 3. lb. Read the conversation again and answer the questions - First, ask Ss not to look at the

Key: I. In April. They can see a grand opening 107

conversation to answer the ceremony, ao dai fashion show, Deni questions, then have them open Phuong Dong or oriental night show, royal their books and check their court music performances , and sporting answers. activities. 2. Duong’s family prepares a five-fruit tray

3. Ic. Find these sentences ? Look at the dialogue again and underline the phrases. - Have Ss use the context to try to explain when they may use the phrases. Correct them if necessary..

3. Id. Make short conversations. - In pairs, have Ss role-play, practicing the phrases in c . - Call on a few pairss to perform to the class

month. 5. Because it’s near Ha s place is full of right after Tet holi traditional events Key: 1. Used as suggestion or to give advice 2. (It that) Sounds T Adj: used to give your first impression of what you hear 3. To stress that it is worth spending time or money doing something 4 V Jo % h o w surprise and to check that thing is really Ok to do. Examples: A: Why don’t you come with us to the Lim Festival? You won’t regret it. B: Sound great! Are you sure?

3.2. Label the p res matching the ? Work the pictures. words w - Then answers. Key: a. ceremony b. anniversary repeat the words c. reunion d. procession chorally. e. carnival f. performance - ^Correct pronunciation if essary. Ask for translation to che check their understanding if necessary. J.5. Matching ? Work independently, match the Key: l . d 2 a names o f the festivals with the 3. c 5. e 4. b appropriate pictures, then cross check with a partner. - Finally, check Ss’ answers. I OS

3.4. Match the festivals in 3 with their descriptions Kcy; x c 2 . b ? Run through all the descriptions. ? Work in pairs, matching the descriptions of festivals with their names. - Check Ss’ answers. 4. Further practicc (3'ï ? Sum up the main content of the Answer lesson. 5. Production (2^ ? Do Ex B 1,2,3 P37-38 ? Prepare: Unit 5: A closer look 1 - Take note - Collect pictures, songs, clips talking about festivals in Viet Nam.

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UNIT 5: FESTIVALS IN VIET NAM Lesson 2: A closer look 1 I.L O BJECTIV ES 1. Know ledge: By the end of the lesson, students w ill be able to: - Stress correctly multi-syllable words with -ion and -ian endings - Use lexica] items^elated to the topic ‘Festivals in Viet Nam’ 2. Skills: Speaking, listening, use of English 3. Attitude: - Positive about festivals in Viet Nam. i Students know howr to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language....... »./.PREPA R A TIO N : l.Tcsrcher: book, planning, picture, laptop, projector 2*Students: books, notebooks TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. .. IV./. PROCEDURE Teacher and s tu d e n ts activities_________________ Content * W ritten test - 15' (Next nagel lAVarm unf 15f): Brainstorming Suggested answers: - Divide the class into 2 two teams Verbs Nouns 109

? Write nouns and verbs related to festivals on the board. - They can draw two columns on the board, one for nouns and one for verbs. - Then check the answers with the whole class. 2. Vocabulary (10r) Vocabulary - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary * Checking vocab: Slap the board

perform produce compete

performance production competition

- p re s e rv e (v )

- hero (heroes) (n) - incense ( ) - ritual (n) - companion (n) - commemo rate

2.1. Match the words to meanings ? Run through all the given phrases in the second column. ? Work independently ? Share the answers with one or partners. - Then check Ss’s answers. Key: 1 . commemorate 2 . worship 2.2. Complete the se n te n c ei^ * ^ \ 3. preserve 4. ritual ? Look through al the words and 5. performance phrases ? Work individual 2.3. Match the nouns with each verb ? Work in pairs to match verbs with Key: I. WATCH...a ceremony, a nouns on a piece of paper then swap show the answers with another pair to check. 2. HAVE. ..(all can fit) 3. WORSHIP. ..a god, a hero - Afterward*, check Ss’ answers. 4. PERFORM,..a ritual, ceremony, a showr

Pronunciation- 10’ 3.4. Stress o f words ending -ion and ian Ask Ss to look at the word list. T asks What do you notice about the endings? How many syllables does each word have?. - Have Ss answer and sum up: ? Listen and repeat

K ey :

They are all words with more than two syllables They end with the suffix i o n o r -ian

110

- Model stress in different words with the ending -ion, and -ian. ? To look at the rules in the Remember! box. ? Discuss this rule with the class and elicit some pronunciations from Ss. 3.5. Listen and stress the words Competition Preservation Mu’sician

Commemo’ra tion Con’fusion Vege’tari;

,’cess ^ ç u om ’paj

3.6. Listen and mark the stress syiahie ? Work individually to markthestress Key: patterns. 1. Com’panion ? Then work in small groups to read j participation out the sentences. 3 attention ;ntion \ J - Go around to help Ss. Call some Ss to 4. hist practice in front of the class. Correct their pronunciation if necessary. ? Listen and repeat the sentences while listening to the recording. 4. Further practice (31) ? Sum up the main content oi f the Answer lesson. 5. Production (2*ï ? Do Ex A 1,2, B4,5 P36^88 - Take note ? Prepare: Unit 5: A closer look 2 - Collect pictures, songs, clips talking about festivals in Viet Nam

-faiQfa1WEE Perio lJ'ertofl;^&

Preparing date. Teaching date:

UNIT 5: FESTIVALS IN VIET NAM Lesson 3: A closer look 2 .. . OBJECTIVES 1* Know ledge: By the end of the lesson, students w ill be able to: - Write compound sentences using conjunctions and, but, or, yet, so and conjunctive adverbs however, nevertheless, moreover, therefore, otherwise - Write complex sentences using subordinates because, if, when, while, although, even though 2. Skills: Use of English 3. Attitude: - Positive about festivals in Viet Nam. I ll

2 . Vocahu biliary - Teacher use different techniques to teach vocabulary (situation, realia) - Follow' the seven steps o f teaching vocabulary O

' * Checking vocab: What and where

Content

Rule -

mple sentence ent clause.

one

- A compound sentence is two or more independent clauses joined together. They can be joined with conjunctions and , but, on, so, yet, or conjunctive adverbs however, nevertheless, moreovert therefore, otherwise. - mandarin tree (n) - legendary (adj) - invader(n) - defeat - gong(n) - nevertheless {prep) - otherwise (conj) thi

3. G ra m m a r- 10' 3*1 Ask Ss to work in pairs. Then have Ss answer before checking with the whole Key: 112

cây quýt : thuộc truyền 1 : kè xâm lược : đánh bại : cồng (nhạc CỊ : tuy nhièn, tuy : nểu không

class.

2. C 3. C 4. S

5. S

3.2. Connect each pair o f sentences Have Ss work individually and check with Key: another S. Finally, T check Ss’s answers 1. At the Mid-Autumn Festival we with the whole class. carry beautiful lanterns, so it’s a memorable childhood experience. 2. During Tet, Vietnamese pet buy all kinds o f sweets, make Chung cakes as w ^ \ X 3. The Hung King’s sons|offered him many special foods, but Lang Lieu just broughl^iirfi a Chung cake and a day c a k ^ ^ 4. To welcome Tet we decorate our house with peach blossoms, or we can buy a mandarin tree for a longer lasting display. Huong Pagoda festival is ^always crowded, yet we like to go ere to pray for good fortune and appiness. 3.3. Connect each pair o f sentences Ask Ss to look at the rules in the Look out! box. Tell them the u s e ^ f punctuation in formal language w h e^ ^d fe write a compound se n ten c ^ using conjunctive adverbs

A O 3.4

Tell Ss to read the grammar box 113

Key: 1. Chu Dong Tu and Giong are both legendary saints; however/n evertheless^ they are worshipped for different things. 2. Tet is the most important festival in Viet Nam; therefore , most Vietnamese return home for Tet. 3. Tet is a time for us to worship our ancestors; moreover, it is also a time for family reunion. 4. The Khmer believe they have to float lanters; otherwise, they may not get good luck. 5. The Hung King Temple Festival; nevertheless/ however, it has become a public holiday in Viet Nam since 2007. Key: I. Because

2. If

Complex sentences carefully. Go through the grammar point with the class to make sure everybody understands. Explain the meaning of the subordinators, transiting if necessary. If time allows, ask Ss to give examples using the grammar point. Then ask Ss to work individually to match the clause and check with one or more partners. Finally, T corrects as a class. 5. Have Ss work in pairs to complete the sentences. Ask Ss to swap their sentences with other pairs and cross- check. Have some Ss read out their answers. If the classroom has a projector, show some answers and check them with the whole class.

3. When 5. When though

4. W'hile 6. Although/Even

Suggested answers: 1 . _____________ , I ha^ there. 2 . _________ ’t miss it. 3 . _________ hould visit Giong Ter 4._______ 1 „ they take a lot of , they can enjoy the I scenery of the area

4. F urth er practice (3'i ? Sum up the main content o f the lessor 5. Production0 ? Do Ex B6,7 P39 ? Prepare: Unit 5: Communication - Collect pictures, songs(^K ps talking ’ T a k e note about festivals in Viet Ni __________ __________ tra ngày tháng năm

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UNIT 5: FESTIVALS IN VIET NA Lesson 4: Communication

c>x

1./. O BJECTIV ES 1- Knowledge: By the end of the lesson, students will be able to: - listen to an interview with a Khmer Festivfcl^ - role play about a local festival 2. Skills: Speaking, listening, reading, writi 3. Attitude: - Positive about festivals in Viet - Students knowr how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language II ./.PREPARATION I.Teacher: book, plannitag, picti ;ture, laptop, projector 2.Students: books, noteboc III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. .. IV./. PROCEDURE nd student's activities Content arm un i5'^: Chatting fore Ss open their books, ask them if - Listen and answer ey*have been to / seen a festival by the -> Today, we are going to listen to an interview with a Khmer Festival. ? What questions might the interviewer -Students1 answers: Suggested questions: ask? What is the festival called? Where is it held? Who do you worship at the festival? What do you do during the festival? 115

2. Extra vocabulary - T ? Run through all the words in extra vocabulary. ? Look at the pictures. a. What are the things in the pictures? Key: 2 . green ? Work in pairs and write the right words a 1 . bamboo archway rice flakes under the pictures. 3. potatoes 4. cocom 5. pia cake h. Do you know the festival at which hands they appear? 7. lanters boat race b Obon festival 3. Listening - 13’ 1 Listen and cheek ? Listen to an interview' between a TV reporter and a man about a festival to check your answers. 2. Complete the tables ? Listen to the interview again. ? Work in pairs, making full ques based on the given question words ? Giving as many answers as possible based on what you can remember from the previous listening. - Check the answers C T hole class.

iggcsted questions: Where is the festival held? 2. When is the festival held? 3. Who do the people worship at the festival? 4. What activities do people do at the festival?

Answer key:

A ss o

1. Soc Trang 2. 14Ji3 I5tfl evenings of the lO^1 lunar month 3. Moon God 4. have a worshipping ceremony 5. float paper lanterns 6. hold dragon boat races.

_ rther practice: Role r>lav j MV) - Before the role-play begins, give Ss a little time to decide which festival to talk about and assign roles. Note that Ss could also invent a festival. - Teacher may elicits from students or * Suggested information give some suggested information Festivals W orship. Giong Festival Giong Saint Huolng Pagoda Buddha 116

Festival Tet Ancestors Nha Trang Giving the history Carnival of Nha trang ? Use the example in 4 and the listening Example: in 3 as models. A: Good morning. Can 1 ask you some - When everyone has finished, ask some questions about this festival? groups to role-play in front o f the whole B: Yes, of course. class. A: What is the festival call B: It's.............. It's held i A: Who do you jw k # at the festival? B: We worship

? Call out some festivals you know. >, P ro d u c tio n ^ 1) ? Do Ex C l,2 P40 ? Prepare: Unit 5: Skills I - Collect pictures, songs, about festivals in Viet Nam

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f A

Viet Nam

Preparing date. Teaching date:

FESTIVALS IN VIET NAM Lesson 5: Skills 1

1.1. O B JE C T F , ^ 1. Knowledge: By the end of the lesson, students will be able to: - Read for specific information about Hung Kinh Temple festival and Hiimg Pagoda festival. - Talk about a festival they prefer to go to.. “ ”!kills: Speaking, reading, \ \ M AAttitude: - Positive about festivals in Viet Nam. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language....... IL/.P REPARATION: 1 .Teacher: book, planning, picture, laptop, projector 2.Studcnts: books, notebooks

117

D U T O A C H 1 N G M ETHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present ... IV./. PROCEDURE Teachcr and student's activities 1. Warm un (5f): Braistorming ? Work in two teams. ? What should you take if you have a trip to Hung Kinh Temple festival and Huong Pagoda Festival. -> Today, we are going to read about Hung Kinh Temple festival and Huong Pagoda Festival. 2. Reading - 20f 2.1. Vocabulary - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary * Checking vocab: R.O.R 2.2. Pre questions ? In small groups, look at the pictures and answer the question^ - Don’t check the answeN with the class. ? Skim the passage: and check your answers in 1 - Explain kirn, they must move e s ^ e r y quickly over the textlto a general idea of the subjec

Content

-Students 1 answ ers: Team A: Hung Kinh Temple festival - flowers, incense........ Team b: Huong Pagoda Féstim ^ - fruit, incense, t r a i n e t ^ ^ .

- emperor (ry) - take plỉ - anni

(n) cpcession (n)

: đê chẻ : xây ra : hàng năm : nét đặc biệt : đấu vật : đám rước

Answer the questions in group * Suggested answer: 1 . In the first picture, they are taking part in a procession from the foot of the Nghĩa Linh mountain to the High Temple on the top of the mountain. In the second picture, they are offering incense and specialities to the Kings. In the third picture, they are traveling along Yen Stream by boat. 2. Because they want to show their respect and love for the King. 3. Because they worship the Buddha.

I. 3. Find words and phrases ? Scan the passages in one minute to find the words. Key: I - emperors - Ask Ss underline or circle the 3. joyful words they find with a pencil. 5 . hiking - T may help Ss work out the meanings of these words from the context. Then check with the whole 118

2 . features 4. from overseas 6. scenery

class. 2.4. Answer the questions ? Read the text again and answer the questions. - Ask Ss to note where they found the information that helped them to answer the questions. ? Compare with a partner before discussing them as a class.

Key: 1. The Hung King Temple festival takes place from the 8J) to 1 1 day of the third lunar month. 2. Incense, specialities such as Chung cakes, day cakes and five-fruit trays. 3. Because there are many joyful at including bamboo swings, lion wrestling and xoan singing performances. 4. People join in a procession and make offerings of incense, flow er^ fruit and candles. 5. Student’s own

3. S n e a k in g - 15*

3.1. Pair w ork ? Work in pairs, choosing one of the two places: Huong Pagoda or Hung King Temple to go to. - Remind Ss to give a reason for their choice like in Example. ? Think about what to take with them. - Ask them to use the suggestions in the pictures. Encourage them to add any other items they think necessary and give reasons. Go around to help Ss. 3.2. Report youk^decisions to the class. ? Report your decisions to the class and decide which location is more popular. - Remember to ask Ss to say wrhy chosen location is more frNCLopm urthcr practice (3M ? Recall bout the two festivals.

place do you prefer to go to? irefer to go to Huong Pagado because I [y want to travel alone Yen Stream bv >at. How about you? A: What things should you take with you? Why? ' B: I think I should take a bottle of water because we'll need it when we're climbing the mountain.

Answer

>. P r o d u c t io n (2f|

? Do Ex D1 P41 - Take note ? Prepare: Unit 5: Skills 2 - Collect pictures, songs, clips talking about festivals in Viet Nam.

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WEEK: 13 Period:39

Preparing date. Teaching date:

UNIT 5: FESTIVALS IN VIET NAM Lesson 6: Skills 2 l.L OBJECTIVES 1. Knowledge: By the end of the lesson, students will be able to: LCs S Utiv V iHa ^tlJI' - Read for specific information about Hung Kinh Temple fe nd Huong Pagoda festival. - Talk about a festival they prefer to go to. 2. Skills: Listening, writing 3. Attitude: - Positive about festivals in Viet Nam. - Students know how to learn English in right way. 4. Compctcncc: Communication, self-learning capability, eie^ivScapacity, ability to use of language....... »¿PR EPA RA TIO N : l J m b e r : book, planning, picture, laptop, proji 2 .Students: books, notebooks III./. TEACHING METHODS: Communicative roach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present....

,c>

IV ./. P R O C E D U R E

Content

T eacher and student' 1. W arm un Braistorm ing

- Write the word ‘hero’ on the board as the centre of a word web. ? Come up and add any words or phrases to the word web connected with the topic o f 'heroes’. - Accept all ideas and don’t correct anything. -> Today you are going to listen to ^ 3. passage about a Vietnamese hero. Reading - n r './. Vocabulary - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the seven steps of teaching vocabulary * Checking vocab: What and where

mythical (adj) giant (adj) invader (n) thanksgiving(n) motherland (n) preservation (n) 120

: thuộc thần thoại, hoang đường : không lồ, phi thường : ke xâm lược : sụ tạ an, sụ biêu hiện biết om : quẽ hưong, tô quốc : sụ giữ gìn, sự báo

defeat (v)

quản ; đánh bại

2.2. Describe the picture (1 P55) ? Work in pairs, describing the 1. He is a mythical hero. picture and then answer the 2. He defended the country from foreign questions. invaders- the An. 2.3. Listen and circle the correct answer. Tell Ss that they are going to listen to a tour guide giving information about the Giong Festival. ? Read the questions carefully and try to predict the answers based on what you know. - Remind them to pay attention to key words in the options. ? Circle the right answers. - Check their answers with the whole class. 2. 4. Answer the questions (3 P55) ? Underline key words in the s a mythical hero, why grew from a questions. :-year-old child into a giant overnight. ? Listen and write answers on a The preparations begin one month before piece of paper. the festival. - Elicit any correct ions^from the 3. A religious ceremony class as you write their answers on 4. There is a cheo performance the board. 5. This festival shows the love for our motherland and the preservation of our cultural heritage. Audio script: The Giong Festival is celebrated every year in Phtt Link Commune, Soc Son District, Ha Noi. This festival commemorates the hero , Saint Giong. He is considered a mythical hero because he grew from a three-year-old child into a giant overnight, He is worshipped fo r defending the country from foreign invaders- the An. Although this festival is held from the 6{h to the 12,h day o f the 4Ih lunar month „ people start preparing traditional clothing fo r the procession and fo r various performances one month beforehand. During the festival , the procession starts at the Mother Temple 121

and goes to Tkuong Temple where a religious ceremony is performed. When night fa lls , a cheo play is performed. Then the festivities end with a thanksgiving procession on the I2lh. This festival shows our love fo r the motherland and the preservation o f our cultural heritage. 3. W r i t in g {IS1)

3 .1. Brainstorming - Set a time limit for Ss to brainstorm ideas and write their notes, (use the web in 4 P55) - Move around, helping ss with ideas where necessary____________ 3.2. Write an article about the festival ? Refer back to the reading passages in Skills I for useful language and ideas, and note some necessary expressions and language as well as connectors . they may need on the board. ? Work individually to write a first draft. - Display all or some of the articles on the wall/ board. Other Ss and T give comments. Ss edit and revise the articles as homework. 4. Further practice (31) ? Sum up the main content of the lesson 4 5. Production (2*) ? Do Ex 0 2 - El ,2 P42-43 ? Prepare: Unit 5: Looking back - Collect pictures, songs, clips talking about festivals in Viet Nam.

c>x

- write note

Ớ

bout the th festival Write an article abo

Answer - Take note

Kiểm tra ngày

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UNIT 5: FESTIVALS IN VIET NAM Lesson 7: Looking back and project 1./. O BJECTIV ES 1- Knowledge: Bythe end of thelesson, ss will be able to: j - Use lexicalitems related to the topic “ Festivals in Viet Nam” - Practice doing same exercises to consolidate and apply what they have learnt in Unit 5 2. Skills: Speaking, listening, reading, writini^use o f English 3. Altitude: - Positive about festivals in Viet Nam. - Students knowr how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use o f language___ IL/.PREPARATION: LTeacher: book, planning, picture, laptop, projector 2>Students: books, notebooks IIL/. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. .. IV./. PROCEDURE Teacher mid student’s activities 1. Warm up - 5 ' - E 1/Page 56 - Divide the class into two teams. Ask ss in 4 minutes to come and write the correct words from the letters on the board. - The team with more correct words is the winner

123

Content

Key : I . incense 2 . offering 3. pray 4 . lantern 5. crowds 6. cheering

2 .Vocabularv - 10' E2. Complete the text about kate Festival with the words in the box - Run through the words in the box -Ask Ss to work individually, then check answers with a partner. -Check Ss’ answers. Ask some Ss to write answers on the board

E3 / Page 56. Choose the correct answer -Ask Ss to do them individually first. Then Ss 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 that they can use that information in their self-assessment

-Work individually Key:

1 . ethnic 2 . commemorates 3 . respect 4. ritual 5. ancient 6. procession 7. perform 8. performances

- Work individ Ss check the partner Key:

Then with

n though ecause ile .When E4/page 56. Use your own words/ Suggested answers: complete the sentences 1. When the Lim festival begins, people come to see the quan ho - Ask ss to complete the exercise singing performance. 2. Because we have many with a partner festivals in January, we call it - T corrects the month of fun and joy. 3. If you go to the Hue festival, you can enjoy an ao dai show. 4. Even though/ Although sticky rice is very tasty, it’s hard to eat it everyday. 5. While/ When we are boiling chung cakes, we ofen listen to our grandparents’ stories.

a ? j?

I .more 3. more Fewer

4. Communication - 10f E 5 / Page 56.Put the following things and activities in the correct columns Key: First, ask Ss to do the task individually to sort 124

2. More 4. less 5.

the words and phrases for the two festivals. Then check their answers as a class.

E 6/P age 57. Work in pairs, fin d out which festival your partner prefers. Which three things or activities does your partner like best in the festival he/she chooses ? why? -Ask Ss to interview each other about the 3 activities that they like best and give reasons. Encourage them to give as many reasons as possible.

New Year Mid festival Autumn festival Family Mooncakes reunion Visiting Lion dance relatives Firework Floating V displays lanterns Kumquat Welcomethe-raoon party The first- Hang Nga footer and Cuoi stories

>. Production: Project Talent show 1 First, ask Ss to work in grou answer the questions 2 Ask Ss to work in big project. Based on the result i f Ss’ answers to - Answer the questions question 3, rearrange the groups so that Ss who know how to sing these songs are distributed evenly among the groups. Ss read the instructions in the book. Answer Ss’ Take note question i f th e i^ ^ re any. Ss will probably need to| ^ T s a in e research outside o f class before making presentations and performances. Start the next lesson with the talent show. Have Ss perform, then ask the whole class to vote for the best performance - Collect pictures, songs, clips talking about I festivals in Viet Nam.

W E E K :I4 Period :41

Preparing date. Teaching date:

REVIEW I./. O BJECTIV ES 125

1. Know ledge: By the end of the lesson, ss will be able to: -i- Revise the language Ss they have practised since Unit 4-5. -i- Practice doing some exercises in Pronunciation and Grammar 2. Skills: Speaking, listening, reading, writing, use o f English 3. Altitude: - Positive about festivals in Viet Nam. - Students know howr to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, at to use of language___ IL/.P REPARATION: LTeacher: book, planning, picture, laptop, projector 2.StuiJents: books, notebooks III./. TEACHING METHODS: Communicative approach, /ities, play as a character, teaching methods with game, teaching meth isual, teaching methods by practising, discussion group, technical present. .. IV./. P R O C E D U R E

Teacher and student's activities 1. Pronunciation- 10' 1. Review the sounds /spr/ and /str/? 2. Stress words with endings"ion "ian"

Content 10 the words including these sounds individually. [: spring, stranger,..... - Ss find 10 the words including these two endings Eg: Canadian, celebration, musician,...

ocahnlarv- IS1 Divide the class into three groups

- Ss make sentences writh the phrases: * It’s the custom for sb to do sth * There's a custom +- that cl * According to tradition, + cl * Follow' the tradition of doing sth * Break w ith tradition by doing sth * Have the custom of doing sth 2. - Divide the class into groups of four * There's a custom of doing sth to brainstorm the words relating to Festival:

SHOULD

3. Grammar

3.1.

Review1

* Use: To give advice

- Divide the class into three groups ? Discuss and recall the use and forms of SHOULD and HAVE TO * _____ Form (+) S + should+ V-inF 126

HA'S * Use: To express necessity. * Form (+) S + have/

-Divide the class into groups o f three

(-} S 4- don’t/ (-) S + shouldn't + Vinf. to + V-inF (?) (Wh- ) H(?) (Wh-) + should +- S + have to + V-ir Vinf? - Ss make sentences using the Forms above SI: makes a positive sentence S2: changes it into negative S3: changes it into question

3.2. Review 2 - Divide the class into pairs to find out the connectors for the following sentences * Simple sentences * Compound sentences * Complex sentences Ex: Gap-filling

The Elephant Race Festival is held b the Mnong people in spring in Don Village ( l) TTTT... in the forests near Srepok River, Dak Lak Province (2 )........the space must be wide enough for around 10 elephants to race, villagers often choose a large, flat area. (3).. ...... the race is held in the forests, the area must b^without too many big trees. The elephants are led to the starting line, and the horn command is given^Ame race begins. The elephants are encouraged by the ^ g t n d s of drums, gongs and the cheering crowds (5).......... they are ing. (6)......... an elephant wins the race, it lifts its trunk above its head (7)._.... waits for its prize. (8)..... .. the prize is small, every rider is proud to be the race winner. 4.Further practice (3*) ? Sum up the main content o f the lesson.

* S +V * and, but^>r, r so, yt * when, while, because, although even though/ if

. Because 3. If 4. wrhen 5. wrhile 6. wrhen 7. and 8. Although

- Answer individually 127

5. Production (21} ? Learn by heart all the structures ? Redo all the exercises from Unit4-5 ? Prepare: Test 45’

WEEK:14 Period : 42

. j a]ie notes

W ritin tin g ddati a te :

TEST 45’

I ./. O BJECTIV ES 1. Knowledge: - To check sts' knowledge of grammar and vocabul nit 4 to unit 5 ibuiary n + vocabulary : from unit 4 to unit 5 + grammar: from unit 4 to unit 5 + Skills: reading, writing, listening - Help sts improve their English 2. Skills: Speaking, listening, reading, writing„ use o f English 3. Attitude: - Do the test wrell. - Students know how to learn English in right way. 4. Competence: Communication, jmcatio self-learning capability, creative capacity, ability to use of language IL/.PREPARATIO 1.'Teacher: Test 2.Students: ETHODS: teaching methods by practising III./. TEACH IV./. PROCE

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Khe Secondaty School Class: 8 .......... Student s ñam e: ................. KIÉM TRA 45 PHÚT SÓ 2 - NÁM HOC Man: TIÉNG ANH - LÓP 8 ThcVi gian lám bái: 45 phút

129

PART I : LISTEN /. Listen to an interview between a TV reporter and a man about a festival tc check your answer ( 2pt) False 1. The festival is called Ooc Bom Boc. 2. It’s held on the 14th and 15lKevenings of the 10th solar month. 3. Green rice flakes, coconuts, potatoes and pia cakes are the otYering in Ooc Bom Boc. 4. Beautiful paper lanterns are floated on the sea.

P A R T

II:

G R A M M A R

A N D

V O C A B

/. Mark the stressed syllable in each word

1 . magician

2 . processi'

3. companion

4. musician

//. Match the words/phrases with the pictures. 2pt) A* Do Son buffalo-fighting Festival

D. Lim festival

B. Wearing ao dai on special ocassions

E* Ghe Ngo races

C. Elephant Race festival

F. Giving children lucky money

rJl Jjj i

G h an a If you are a guest, when arriving at or leaving the house, you should greet all people present, even children and babies. Usually you should shake their hands. UK Simply say ‘hello’ when you meet a friend. If you meet someone for the first time, you can shake hands. In informal situations, you can give your friends a peck on cheek. Jap an Bowing to someone is the common greeting. When bowing, you express your appreciation and respect to the other person. The longer and deeper the bow, the more respect you are showing. Tibet When people meet in tibet, they poke out their tounge to greet each other. It is the customary way to welcome people. 1. Read the passage and choose the cor r e d answer to each questions below. (M & l 1/ When you meet your friends, you can gi\ e a peck on cheeek. A. Ghana B. Tibet C. UK ^ ^ a p a n 2/ You should greet all people, even babies. A. Ghana

B. Tibet

C. UK

D. Japan

2. Answer the following questions. (2pt) I/ How do people greet each other in Tibet?

.........................

2 /' do Lb ^you / e x ep r e s s your appreciation and respect to the other person by bowing ïwing in Japan?

PART IV: W RITE ' Complete the sentences in the correct order. (2pt) 1/ the Mid-Autumn Festival/ Children/ like/ many/ and / toys/ sweets/ they are given/ because

131

2/ shouldn’t You. when/ the pagoda going/ to/ shorts/ wear.

3/ Even though was/ Tien Dung a daughter/ the Hung Vuong King,/of she/Chu Dong Tu. married/a poor man

The end ĐÁP ÁN BÀI K T 45’ s o 2 - NÃM H OC -

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PART II: 1....... 0,25 p fo r each correct sentences 2. 0,25 p fo r each correct sentence. PART III

Ỉ. 0,2 p fo r each correct sentence. 1 „ „ „ 0 ,2 5 p fo r each correct sentence\

PART IV: 3 .Production: Prep

W E E K ilS Pcriod;43

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Preparing date: Teaching date: UNIT 6: F O L K T A L E S Lesson 1: Getting started

OBJECTIV ES 1. Knowledge: By the end of the lesson, ss w ill be able to: -i- use the lexical items related to the topic 1 Folk Tales’ + Listen and read the conversation about folk tales for detaikls +Vocab: items related to the topic 1 Folk Tales’ + Grammar: Past simple tense

2. Skills: Speaking, listening, reading, writing, use o f English 3. Attitude: - Positive about folk tales. 132

Teacher and student’s activities 1.Warmer - 5' ? Ss work in two big groups A and Axample B. - Each student calls out the name o f s 1 : Chu Do S2: Li a Vietnamese festival, then points at one student from group B. This student has to call out the name o f another Vietnamese festival. - The group with more names Vietnamese festival wins. ? W rite^ - Folk Tales the Unit title on the board Tales’ ou know ? Say out any in for ' about folk tales. - Talk individually Vocabulary- 8* - Teacher use different techniques to teach vocabulary (situation, realia) - Follow the'seven steps o f teaching vocabulary

* Cl Checking vocab: Matching lb P59

reply (v) legend (n) ¡able (n) genre (n) plot (n) origin (n) produce (v) Key: 1 . c 3.a

: trả lời : truyền thuyết : tuyện ngụ ngôn : loại, thê loại : cot truyện : nguồn gổc : sinh đé (con cải), sản xuất

2d 4.b

2. Listen and read - 15’ * introduction: ? Answer the questions - Have you ever read or bee n told a - Answer individually 133

fam ous Vietnamese legend? - What is its title? - What is it about? What are the main characters in it? * Set the scene; You are going to listen and read the conversation between Duong and Nick. ? What Vietnamese legend would Duong suggest for Nick’s project"? ? Listen and read and check your guessing. 2.1. a Read and choose the correct answer ? Work independently, Then ask them to share answers before discussing as a class. 2. L c. Complete the table - Again, ask Ss not to look at the book and try to remember the information about the legend of Lac Long Quan and Au Co, and complete the table. - Then ask Ss to open their books and check their answers.

CT 3. Practice - 12f 3. l.d. Exclamatory sentences ? Discuss the question in pairs. ? What does an exclamatory sentence express? Write the form.

o ? Complete these sentences. 1 . handsome man = 2 . interesting. game= 3. good. news= 4. lovely/dogs=

- Student's answer

Key: He suggested the legend of Quan and Au Co

Key:

T i t l ^ ^ ^ V Lac Long Quan, Au Co Genre Legend Main Lac Long Quan, Au Co, and characters sons The plot - Lac Long Quan married Au - Au Co gave birth to one hur baby boys. - Lac Long Quan missed the s - Lac Long Quan took fift their sons to the sea. - Au Co took the others tc mountains. REMEMBER! - Exclamatory sentences are used to express surprise or strong feelings. What -i- a/an + Adj + N(singular countable) 4- S +V! E g: What naughty boys they are! - We don't always use an adjective and a verb or a subject in exclamatory sentences. E g: What a day! Key: 1. What a handsome man{ he is )! 2. What an interesting game ( it is )! 3. What good news ( it is )! 134

5. brave/women=

4. What lovely dogs ( they a r e ) ! 5. What brave women ( they are )!

2. Listen and match - Have Ss quickly match the types o f Key: 1. C 2. D stories with their definitions. 3. B 4. A ? Listen and check. - Check them with the class. 3. Game: Guess the story a Have Ss work independently, filling in the table with the information of the legend, folk tale, fable or fairy tale they know. Genre Main characters The plot b First, model this activity with a Example: more able student. Then ask Ss to A: Whai work in pairs. T may go around to B: If help Ss. Call some pairs to practice in front of the class. 4. Further practicc (31) Howr to use exclamator - answer individually sentences? 5. Production (2') ? Learn by heart all the structures ? Ex A1,2 P44 - Take notes ? Prepare: 11nit 6: A closer look 1 Collect pic talking about

C S

W EEK: 15 Period:44

Preparing date: Teaching date: UNIT 6: F O L K T A L E S Lesson 2: A closer look 1

OBJECTIV ES , Knowledge: By the end of the lesson, ss will be able to: + use the lexical items related to the topic ‘ Folk Tales’ -i- use an exclamatory sentence with the correct intonation - Vocab: items related to the topic ‘ Folk Tales’

- Grammar: Exclamatory sentences 2. Skills: Speaking, listening, use of English 3. Attitude: - Positive about folk tales. 135

- Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language___ » ¿ P R E P A R A T IO N : 1 .Teacher: book, planning, picture, laptop, projector 2,Students: books, notebooks » L /. TEACHING METHODS: Communicative approach, group activities, piay as a character, teaching methods with game, teaching methods lods by visual, visu teaching methods by practising, discussion group, technical present. .. i n PROCEDURE Teacher and student’s activities C ontent L W a rm e r- Brainstorming - 5 f ? Ss work in two big groups A and B. - Work in two ? Write as many names o f popular characters in folk tales as possible. ? Look at vocabulary P60 and check. 2, Vocabulary- 20’ 2.1. N ew words utter (n) : tiêu phu use different techniques : hiêp si, ki si ht <n) vocabulary (situation, realia) ogre (n) : quÿ an thit ngiroi - Follow the seven steps of teae - hare(n) : tho rung vocabulary : xao quyêt, gian gia - cunning (adj) : hung dir, dû ton - fierce (adj) : xàu xa, dôc âc - wicked (adj) * Checking vocab: Matching lb F( doc âc - cruel Key: L G 2. C 2.2. M atching- IP € > ? Work independently. 3. E 4. B - Then, ask share their answers 5. H 6. A with one rtners. 7. D 8. F ? Call folk tales that include one aracters. If there is enough an ask them Ss to write their wers on the board. 2.3: Mutch the cfeatures with the Key: 1 G 2. C tures - 2P60 3. E 4. B - Have Ss work independently. ? Share 5. H 6. A their answers with one or more partners. 7. D 8. F - Then ask Ss to categorise the creatures into typically Lgood’ and bad’. 2.4. Put the adjectives in the correct column. Positive Nagative 3a. P 60 cheerful greedy ? Work in pairs to complete the table generous mean

136

kind brave

3h. P6Ô Describe some characters using these adjectives

evil cunning wicked fierce cruel

E g: There's a golf in Little Red Riding Hood. He's cunning and wicked.

3. Pronunciation - 10' 3.1. Listen and repeat - 4 P60 ? Listen and repeat the sentences, paying - Listen and repeat attention to the intonation of each sentence. - T may play the recording as many times as necessary. Remind Ss that they use falling intonation for exclamatory sentences. 3.2. Listen and repeat 5 P60 ? Listen and repeat the sentences, paying - Listei repeat attention to the intonation of eae ach sentence. - T may play the recording many times as necessary 4 F urth er practice (3^ 4, ? Sum up the main content o f the lesson. - answer individually 5. Production (2fï ? Learn by heart all the structures ? Ex B 1,2,3 P45 ? Prepare: Unit 6: À closer look 2 - Collect pictures, songs, clips talking ~ Take notes about folk | talcs, ________________________________

c>x

-(g) 0(5'-

WEEK: IS pi-iod:45

Preparhtg date. Teaching date: U N IT 6: F O L K T A L E S L esso n 3: A c lo se r lo o k 2

' i l OBJECTIVES . Know ledge: By the end of the lesson, ss w ill be able to: -use the past continuous tense correctly •distinguish between the past continuous tense and the simple past tense 2. Skills: Use of English, Speaking, listening, 3. Altitude: - Positive about folk tales. - Students knowr how to learn English in right way. 137

4. Competence: Communication, self-learning capability, creative capacity, ability to use of language___ IL/. PREPARATION: 1.'Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teacl methods by practising, discussion group, technical present ... IV./. PROCEDURE Teacher and student's activities Conter 1AVarmcr - review - 5' la Ask Ss to read part o f the conversation from GETTING Read and ans erf questions STARTED, paying attention to the underlined part. Either explain or elicit from Ss the form and use of the past continuous tense. 2. Grammar- 15* 2.1. Vocabulary >car (v) Teacher uses different techniques »own (n) : âo dài, dâm (mac vào dip teach vocabulary (situation, realia) biêt) - magician - Follow the seven steps of teachint : nhà ao thuât vocabulary (n ) - spin (n) : quay trôn, dan, det board : rung - woods (n) * Checking vocab: - heaven (n) : thièn dàng : gâm, rù - roar(v) : con giân, su giân - anger (n) 2.2. Moi - Teacher^fffcits any rules from The past continuous tense students. - We use the past continuous tense to 9 When do we use the past continuous describe an action that was in progress at tense? a stated time in the past. hen read the Grammar box. Drawr E.g: At 3:30 the tortoise was running Ss’ attention to the use of the past ahead of the hare. continuous tense by analyzing the - We use the past continuous tense to examples in the Grammar box. describe an action that was in progress ? Give some examples. when another shorter action happened (this shorter action is expressed by the simple past) Eg: She was crying when a fairy appeared. 138

A fairy appeared while she was crying. *Form: S + was/ w ere + Y -ing. 3. Practice- 20' 2 P61 ? Do the grammar exercise ¡¿cv: individually. i was wearing 2 . were you doing - Remind students to look back at the 3 was doing 4 ran Grammar box and use a dictionary if 5 was not/wasn-t waiting . W necessary. - Then have Ss compare answers in pairs before checking with the whole > class. 3a P61 ? Use the suggested words to write Key: sentences to describe what was 1. happening in each picture. e sd ^ annt ^T^ra v a s spinning in - Then have Ss compare answers in pairs before checking with the whole class. e girl was picking flowers by side of the road.

< r &

Th the Th the

Th e knights were riding (their) horses to the castle. Ci nderella was dancing with the prince. 5. Sa int Giong was flying to heaven. The ogre was roaring w ith anger. 3hP6l Key: - First, model th is activity with a more 2. What was the girl doing? able student She was picking flowers by the side of ? Work it] pairs. the road. - T may go around to provide help. 3. What were the knights doing"? ^ " 1I some pairs to practice in front of They were riding ( their) horsesto the class. castle. 4. What was the ogre doing? It was roaring with anger. 5. What wras Saint Giong doing? He was flying to heaven. Look out! ? Read the Look out! box. Draw Ss’s _ Read the Look out! attention to this use of the past simple tense by analyzing the instruction and 139

examples in the G ra m m a r box. ? Give a comparison between the simple past tense and the past continuous tense. - Com pare the two tenses ? Give some examples. 4 P62 Kcv: ? Do the grammar exercise 1. individually. s walking, stopped, had - Remind Ss to look back at the G ra m m a r box and the Look out! s lying, heard, needed box. Then have Ss compare answers in 3. pairs before checking with the whole ard, was followiing, star* class. opped, ate

he dr we

re danci i was missing,missed, decided 5a P62 Key: - T may do the first sentence as an l.jtfaSfcftfcing 2 . was sleeping example for Ss. 4. were fying ent ? Do the exercise individually. ? TheL. ened 6. fell compare answers in pairs before checking w ith the whole class. 5h P62 ? Discuss the question in ask Ss some pairs to giv Suggested answer: Be happy/content to the whole cla: with what you have. comments or in v ite e other Ss. exercises what their E g: I think Minh was having breakfast at oing at the times on the 7a.m last Sunday. - Remind them to make a note of their esses. ! » P62 Now model this activity with a A: Were you having breakfast at 7a.m more able student. last Sunday? ? Then work in pairs. - T may go around to provide help. B: Yes, I was./ No, I wasn't. Call some pairs to demonstrate in front of the class. 4. F urth er practicc (31) ? How to use the past continuous 140

tense? - answer individually >. Production (2*) ? Learn by heart all the structures ? Ex 84,5,6 P46-47 ? Prepare: Unit 6: Communication - Collect pictures, songs, clips talking 'T a k e n°tes about folk tales. Kiêm tra ngày Ịháng năm

.............................. ...................................................... ................ .......

........................................................................................................................

xE K Ịị7 < WEEK; 17 Period:46 iod:4É

Preparing date. Teaching date:

UNIT 6: FOLK TALES Lesson 3 : A closer look 2 OBJECTIVES . Knowledge: By the end of the lesson, ss will be able to: -use the lexical items related to the topic e Folk Tales’ -read and retell a fairy tale (Little red Riding Hood) - Vocab: items related to the topic ‘ Folk Tales’ - Grammar: the past continuous and past simple tense

< ỷ 'f

2. Skills: Use of English

141

3. Altitude: - Positive about folk tales. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use o f language___ I L /P REPARATION: 1 .'Teacher: book, planning, picture, laptop, projector 2.StuiJents: books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, pi as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. .. IV./. PRO CED U RE Teacher and student's activities I.W arm un - 5': Brainstorming - Teacher elicits the topic from students: go to the board and write the name of the folk tale they know ? work in two teams to add more. - Teacher monitors and gets feedback. - Before Ss open their books, ask them what fairy tales they liked to read when they were

o f what information normally beginning, in the and at the end if a fairy tale. 2. Extra vocabulary Activity a. First h e lp ^ s understanding the meanings of Extra vocabulary by using pictures en have Ss work independently, ing at the pictures and putting parts of the tale in order. Tell Ss that the pictures are in the correct order but the text {a-h) is jumbled. C^ve Ss a time limit to keep a lively pace to the lesson. b. Allow Ss to work in pairs, comparing their answers and discuss any differences. Then discuss as a class. 3. Practice- 13’ Activity 2: Work in groups. In turn, retell the fairy tale to your group members in your own words. Choose the best storyteller in your 142

granny (n); bà scream (v): hét lên swallow (v): nuot

- Pair work Ss look at the pictures and put the part of the tale in order Key: 1 . h 2 . a 3. e 4. f 5.d 6.C 7b S-g

Group work

group - Ask Ss to work in groups of six, in turn retelling the fairy tale to their group members in their own words. Set a three- minute time limit per story and have one group member keep time. Then Ss can choose the best storyteller in their group. 4. F u rth er p ra c tic e 13’ Activity 3: Ask Ss to work in the same groups again, discussing and writing their won ending for the fairy tale. Encourage them to have fun and be creative. Choose a student from each group to read the ending to the whole class. After each student has finished, invite some comment from Ss in other groups. Then t makes comments and corrects Ss’s mistakes if there are any. Finally, T may have Ss vote for the best fairy tale ending. >. Production (2f| ? Do Ex in work book ? Prepare: Unit 6: Skills 1 - Collect pictures, songs, clips talking about folk tales.

W EEK: 17 Pcriod:47

Do as requested

Preparing date: Teaching date: FEEDBACK ON THE TEST

I./. O BJECTIV ES 1. Knowledge: — To correct the test number 2. Give comments to encourage the students to study hard. Discuss the ways to improve the test score. 2. Skills: Listening, reading, writing, use of English 3. Attitude: - Do the test well. - Students know howr to learn English in right way. 143

4. Competence: Communication, self-learning capability, creative capacity, ability

to use of language___ ILA PREPARATION: l.Teacher: Laptop, projector; students’ test. 2 .Students: IĨL/. TEACHING METHODS: teaching methods by practising IV./. PRO CED U RE L W arm up; - Greeting - Chatting 2. Remark on the tests; -The number of the tests:

-HExellent tests: -I-Good test -1-Average; -KJnder average: -The number of the tests:

-HExellent tests: HKjood test -I-Average: -t~Under average: -In genera], all Ss have achieved the basic ÌSÌC knowledge. kno -There are many exellent and good tests. - Some Ss' skill o f doing general test is not good. -The teacher shows some bàsl and worst tests to correct before class;

3. Key

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IT 1:0)5 1:0,5 p fo r each correct sentence PART PART II:

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0,25 p fo r each correct sentences

2. 0,25 p fo r each correct sentence.

PA ST n i 1. 0,2 p fo r each correct sentence. 2.0,25 p fo r each correct sentence. PART IV: 144

4.The wavs to overcome: -The teacher should help Ss more by concentrating on practice skills such as: listening and reading skills. -Especially, teacher should check their homework and orally more often. S.Productinn: - Review all knowledge from the three units. - Prepare unit 6.

W EEK: 17 Pcriod:48

Preparing date. Teaching date:

c>x

UNIT 6: FOLK TALES Lesson 5: Skills I./. O BJECTIV ES 1. Knowledge: By the end of the lesson, ss w ill be able to: -read for specific information in a fairy tale -talk about a legend folk tale/fairy tale, fable }its plot, main char ac ter s,etc.) - Vocab: items related to the topic^ Folk Tales’ - Grammar: the past continuous and past simple tense 2. Skills: Speaking, reading, a 3. Attitude: - Positive about folk tales. - Students know how to learn English in right way. 4. Competence: Communication, self-learning capability, creative capacity, ability to use of language.. .i. .. » ¿ P R E P A R A T IO N : LTeachcr; book, planning, picture, laptop, projector 2 .StudentsSbooks, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. .. IWL PROCEDURE Teacher and student's activities Content 1.Warm ud - 5': Chatting Free talk T- ss 2. R e a d m e -15' Activity 1;~ Ask Ss to scan the passage to Key: find where the words fortune, srarfruit fortune - a large amount of money tree, ripe, filled, load and repay are in the starfruit tree - tree with green fruit story. T helps Ss work out the meanings shapped like a star of these w ords from the context ripe - ready to be eaten

145

* Vocab: elicit fron Ss - fortune (n): gia sàn - starfruit tree (n): cay khe - repay (v): tra lai - ripe (a): chin - tortoise (n): con lua - hare (n): con tho

filled - put gold into the bag until there is no more space repay - pay back load - something that is being carried - Listen, repeat, copy - Individual work, then compare with their partners

- b o a s t (n): k h o e k h o a n g

- represent (v); tuong trung Activity 2:- T may set a longer time limit Key for Ss to read the story again and answer the questions. Ask Ss to note where they e gave his;> 5 ltfig e r only a found the information that helped them to starfruit trt answer the questions. Ss can compare he eagle promised to repay him answers before discussing them as a class. in gold. 3. red to swap his fortune for brother’s starfruit tree.

e filled a very large bag and all his pockets with gold. 5. He was dropped { by the eagle ) into the sea.

Activity 3:- First, have Ss independently, completing the detai the fa b le The Staifm ii Tn n allow discussing Key: 1. greedy th e m to s h a r e a n s w e r s ¿pefol 3 - fortune a s a class. 3. Sneaking- 20' 5. swapped Activity 4: First, ask Ss work individually to read every story summary. - Individual work T may help with any new vocabulary

Activity 5: Now ask Ss to work in pairs, asking and answering about the stories in - Pair work 4. T goes around to provide help if ^ necessary. After finishing, T may call Group w o rt some pairs to practice in front o f the class. Activity 6 Game: Who am I? First, remind Ss of the words to describe characters or creatures in fairy tales/legends/fables. Ss may refer to the words and phrases in A Closer Look 1. Then, ask Ss to play this game in groups -D o as requested of about five. Each member chooses a character in any of the stories in 4. The 146

2 . time 4. gold 6. dropped

others ask Yes/No questions to discover who that person is. For example, LAre you evil?’ Do you live in a castle? 1 Do you have long hair?’ T may go around to provide support if necessary. 4. F u rth er practice (31) Answer ? Recall the content o f the lesson. 5. P ro d u c tio n ^ 1) - Take note ? Do Ex in work book ? Prepare: Unit 6: Skills 2 - Collect pictures, songs, clips talking about folk tales. ........................................ (fi!0 (Si w

Kiem tra ngày

thang

W EEK Period:49

Preparing date. Teaching date:

U N IT 6: FOLKTALES Lesson 6: Skills 2

OBJECTIV ES 1. Know ledge: By the end of the lesson, ss w ill be able to: * listen for specific information in a fairy tale * write a narrative of a legend folk fairy/tale/ fable 2. Skills: Listening, writing 3. Altitude: - Positive about folk tales. - Students knowr how to learn English in right way.

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4. Competence: Communication, self-learning capability, creative capacity, ability to use o f language___ IL/. PREPARATION: 1 .'Teacher: book, planning, picture, laptop, projector 2 .S tu dents: books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaclhing methods by practising, discussion group, technical present. IV./. PRO CED U RE__________________ Content Teacher and student’s activities 1. W arm up - 5VChatting) -Ask Ss to look at the pictures and make - Answer the questions some guess about the fairy tale The Princess and The Dragon. Ask them: What/Who do you think may be the main characters in the fairy tale? What may happen in the fairy tale ? - Introduce the new lesson The new lesson 2. Listeninng - 15’ * Vocabulary: - Check vocab: R&R * Vocab. -ogre(n): yêu tinh -capture(v): bat giữ -rescure(v): giải thoát -dragon(n):con rông -anger(n): sự tức giận -castle(n): lâu đài 2 J . Pre-listening - breath(n) :hoi thớ E l / page to the fa iry tale The princess and the Dragon and correct the - Read the statements carefully and foilowing statements. guess the incorrect information ve Ss cover the right side of the page re the story is written out in the green -Read the questions and answer k Ss to read the statements carefully them by prediction guess the incorrect information - Collect the ss’ ideas 2.2. While listening - Ss listen to the recording and check their answers, guesses. - Play the recording twice and ask ss to Listen and correct statements check their answers Key : -Ask ss to share compare lOnce upon a time, there was

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14S

- Get feedback - T calls on 2 ss to write the answers on the board the confirms the correct answers E 2 /p a g e 65. Listen again and f t¡1 in the missing words -Ask Ss to read the story carefully and ask ss to work in pairs to discuss what may be missing by using the information they heard in 1 . -Play the recording again and have ss find the missing words as they listen. - Ask ss to share their answers with their partners. -Play the recording more times until Ss have chosen all their answers.

king, a queen and a princcss. 2 .Once night an orgc captured the princess and put her in his tower, 3.One day a dragon heard the princess cry for help. 4. At the end of the story, the dragon larried the princess

- Listen again and fill in the missing words Key: 1. castle 2 . give gold 3. with an 4. breath 5. strong b

3. Writing - 20’ E 3 / Page 65. Make notes itbout one your favourite fairy tales. You can inv. your own storyf ork in pairs. Discuss with your -Ask Ss to make notes about one o partner the festival in Vietnam that favourite fairy tales you like best. fairy tale. - Remind them that they have to write full sentences and ask them to read Remember E 4/P age 65. Use your notes in 3 to write the fairy tale. Use The he Princess and the Dragon as a model J v v -Ask them to read : Re Remember -Ask refer back to the reading iee in S passag^in Slills 1 for useful language and - Work individually ideas, and note some necessary expressions ^ and language on the board. -Ask Ss to work individually to write the first draft. T can display asome of the stories on the board. -Other Ss and T give comments. Ss edit and revise their stories as homework. 4. Consolidation (3fl - Sum up the main content of the lesson 5. Production (2^ Do EL2 149

- Collect pictures, songs, clips talking - Take note about folk tales.

....... ................ - —

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W EEK: 17 Period:50

Preparing date: Teaching date:

UNIT 6: FOLK TALES Lesson 7: Looking back and project I./. O BJECTIV ES 1. Know ledge: By the end of the lesson, ss w ill be able to: - Recycle the language from the previous sectioi s with the topics. y - Practice doing some exercises to consolidate and apply wrhat they have learnt in Unit 6. 2. Skills: Speaking, listening, reading, writing, use (^English 3. Altitude: - Positive about folk tales. - Students knowr howr to learn English in right way. 4. Competence: Communication, self-leaming capability, creative capacity, ability to use of language,___ » ¿ P R E P A R A T IO N : I.Teacher: book, planning, picture, Dture, lap laptop, projector 2.Students: books, notebooks III./. TEACHING METHODS ^Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion group, technical present. ..

cacher and student's activities 5f(Kimfs game) Activity 2 P66 Key: - Teacher shows the pictures in 2 P 66 I. witch ? Look at the pictures in 20 seconds and try 3. knight to remember as many words about 5. fairy characters in folk tales as possible. 7. giant ? Take turns to write the words on the board. - Teacher monitors and gets feedback. - Introduce the new lesson 150

Content

2 . hare 4. ogre 6. tortoise 8. dragon

2. Vocabulary - 10' 1. Activity 1P66 Suggested answers: Chung cakes and day 0 Think of as many examples of different Legend cakes, Lac Long Quan types of stories as possible. - Then ask Ss to say their examples in front and Au Co, The of the class. Adventures of Robin Hood.... Little Red Ridin Folk tale Fairy tale The Starfruit Cam Fable The tort

- The Adve 2. Activity 2 P66 - Ask Ss to do these exercises individually at first. ? Check your answers with a partner. th^rV - However, tell Ss to keepp a record of th ey can use that original answers so they information in their self- assessment.

C haracters ^ o o d S u tte r Witch Dragon Fairy Giant Hare Emperor Tortoise Knight Orge Eagle Budha

Personality Cruel Kind Generous Mean Wicked Cheerful Fierce Evil Cunning Brave greedy

3 . G ram m ar - 1

1. Activity 4 ? Recall tense - Fin

se the past progressive

Key: this activity with a more able 2. A Was Mrs. Lan doing the gardening? B: No, she wasn’t. She was cooking. around to provide help if 3. A: Was Mr. Hung writing a letter? B: No, he wasn’t. He was reading a Practice in front of the newspaper. class in pairs. 4. A: Were Hoa and Hai playing table tennis? B: Yes, they were. 5. A: Was Duong listening to music? B: No, he wasn’t. He was watching TV. 6. A: Was Mai doing her homework? 151

B: No, she wasn’t. She was sweeping the floor. 2. Activity 5 P66 - Teacher models Examples: ? Work in pairs to ask and answer about A: What were you doing at ten o'clock. your self. B: I was watching TV. 3. Activity 6 P66 ? Recall how to use exclamatory sentences Examples: ? Make exclamatory sentences about your - What a lovely shirt you're wearing! partner or other classmates. 4. Communication - 10f Activity 7 P67 ? Do the task individually to number the lines of the dialogue. - Then ask them to check their answers with the whole class. ? Practice saying the dialogue with their partners.

Finished! Finally ask Ss to complete the assessment - Identify any difficulties and weak aireas and provide further practice. 5. Production Project Project: Entries in my diary Entries in my diary 1 Ask Ss too read éthe tl fairy tale Sleeping Beauty. ? Make ________J notesî ab< ù ^ m t lthe main characters and the plotfafthe lotáafthe fa fairy tale. 2 Ask .sk each sti student to imagine he/she is of the characters and write two or more one ol entries ies in the diary from the point of view is character. ^ o f this >tudy the given example carefully. % ’? Use i of the past simple and the past continuous in the example. 3 When Ss have finished their entries, ask them to display their work on the wall/hoard. - T may choose some of the entries and ask Ss to read out and take questions from the class. Praise all attempts at creativity. 152

? Complete the project Prepare: Review 2

W EEK: 17 Period :51

- Take note ............................... (a>0(n;>......... Preparing date: Teaching date:

REVIEW 2 1.L O BJECTIV ES L Knowledge: By the end of the lesson, ss will be able to: r ; - Recycle the language in units 4 - 5 - 6 - Practice doing some exercises to consolidate and apply what they have learnt in those units. 2. Skills: Use of English % 3. Attitude: - Positive about folk tales. - Students know howr to learn English rignt way. 4. Competence: Communication, self-learning q ity, creative capacity, ability to use of language___ IL/.PREPARATIQN : 1 .'Teacher: book, planning, picture, laptq^,frfï>jector 2 .Students: books, notebooks III./. TEACHING METHODS: Com tnunicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teaching methods by practising, discussion technical present discussion group, î IV./. PRO CED U RE

¿0

Teacher and student's activities I. Pronunciation - flf 1. la. Clusters:/ spr/, /sir/ - Ask Ss to do this exercise individually, and then to share their answers with a partner before giving T the answers. - T writes the correct answers on the board. ltl.b . Practice saying the sentences V^W W ork in pairs: one student says the sentences and the other gives comments and even makes any corrections if possible. - T may around to provide help. 1.2. Odd one out ? Practice pronounce the words correctly ? do it in groups - Teacher encourages them to read the words out loud among themselves. 153

Content Key: 1. What fresh strawberries they are! 2. What lovely spring flowers they are! 3. What a cunning sprite it is! 4. What a brave instructor he is! 5. What a noisy street it is!

Key: I .A. bam’boo

2 .B . ‘cultural

3. A. com pe titio n

4. C. presentation

5. D. heritage

- Then T plays the audio and checks them as a class, encouraging Ss to repeat the words 2. Vocabulary - 10' 2.1. Activity 3 P68 ? Do this exercise individually and then share your answers with a partner. Key: l .A 2. B 3. C - T checks the answers with the whole 4. D 5. B 6.B class. 2.2. Activity 4 P68 - After Ss do this exercise individually, T Key: I. legend quickly checks Ss’answers. 3. ever 5. kind 3. Grammar - Evervtlav English- 15' 3.1. Activity 5 P68 ? Recall the form and use of have to, and should. - Ask Ss to tell the differences between the uses of don’t have to and mustn’t. ? Run through the notices ? Do the exercise on the board while othe Ss also do these. - Check Ss’ answers. Ask them for explanations if necessary. 3.2. Activity 6 P68 . - Elicit the use of some connectors in compound sentences and complex sentences. Key: 1. Although ? Tell the differences between the forms 3. While and uses of compound sentences and 5. however complex sentences. - T may ask a S to write his/her answers on the board. T checks the answers with the whole class.

ous

2. otherwise 4. Moreover

I Activity 7 P68 ? Recall the form and use of the past continuous tense. ? What are the differences between the use of simple past tense and the past Key: 1. were you doing continuous tense. 2 . was watching - T may call a S to do the exercise on the 3. was telling board while other Ss also do this. Check 4. happened Ss’ answers. Ask them for explanation 5. wrere setting off 154

necessary. 3.4. Evcrvdav English P69 Ask Ss to do this exercise in pairs. After Key: 1.C 2. A checking their answers, ask some pairs to 3. B 4. D act out the conversations. 5. E 4. F urth er practicc (31) - Sum up the main content of the lesson 5. Production^?1) 0 Do test youelf 2 Ex 1,2,3,4 ? Prepare: review 2: Skills

- Answer individually - Take note

Ki&tt tra ngày

Preparing date. Teaching date:

REVIEW 2(CONT) O BJECTIV ES Knowledge: By the end of the lesson, ss w ill be able to: - Recycle the language in units 4 - 5 - 6 - Practice doing some exercises to consolidate and apply wrhat they have learnt in those units. 2. Skills: Speaking, listening, reading, writing 3. Altitude: - Positive about folk tales. - Students know how to learn English in right way. 155

Communication, self-learning capability, creative capacity, ability to use of language___ IL/. PREPARATION: 1 . ' T e a c h e r : book, planning, picture, laptop, projector 2 . S t u d e n t s : books, notebooks III./. TEACHING METHODS: Communicative approach, group activities, play as a character, teaching methods with game, teaching methods by visual, teacl methods by practising, discussion group, technical present ... IV./. PROCEDURE

4. C o m p e te n c e :

T e a c h e r a n d

s t u d e n t ’s a c tiv itie s

1 Warmer: Listing - 5' ? Work in two big groups ? Make a list of festivals in Viet nam. ? Take turns to write on the board

2. R *

e a d in g

Set

the

S u g g e ste d

answer:Festivals in Viet

nam Vu Lan festival Mid-Autumn Festival I i .nr Tu and Tien Dung .^Stesl^val Huong Pagoda Festival Hung King Temple Festival Lim festival Giong Festival Elephant Racing Festival

- 8 f scen e:

oing to read a

text about Vu Lz ? Do you about festival? - Have student talk about Vu Lan Festival. ? Run through all the statements 9 Read the test and do them individually eck your answers with a partner confirm the correct answers.

Talk about Vu Lan festival

K ey:

IT 2. F 3. F 4. T 5. T

¡ p e a k i n g - 12* S p e a k

- Imagine a foreign tourist is coming to your country. ? Make a notes of six tips about the social customs, use the given ideas as well as their own ones. - Ask Ss to do this activity individually 156

S u g g e ste d

id eas

- Dress code: You should bring along warm clothes because it's very cold in winter. - Table manners: You have to invite adults before eating. - Things that might cause offence:

You shouldn’t travel during rush hours because you can be stuck in traffic jam. - Talking loudly in public: You shouldn't talk loudly in public. b Ask Ss to work in pairs, taking turns to tell each other their tips. They may discuss to choose the most appropriate tips. 4. L iste n in g - 5' 3

? Read the instruction in 3 P69. - Play the recording once or more for Ss to listen and choose their answers. Then check their answers. 5. W r i t i n g

Key:

- 10f

? Use the ideas you provided in the speaking section to write your letter. a lot for your letter - It was - T may brainstorm the language necess; to hear from you again and for writing and note some nece: eVe delighted you can come and expressions and language on the board. stay with us - Give Ss time to do the writing tas You should collect their papers to check out o f cIee ft. Production: - Sum up the main content ent of o f th the lesson - Answer individually 0 Do test yourself. ? Review for the firs 0 T ter test. - Take note

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