Giáo án Tiếng Anh 9 thí điểm HK2 (CV 5512) phát triển năng lực, phẩm chất theo các hoạt động, 4 bước by Dạy Kèm Quy Nhơn Official

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Giáo án Tiếng Anh 9 thí điểm HK2 (CV 5512) phát triển năng lực, phẩm chất theo các hoạt động, 4 bước (Transfering the learning task, Performing the task, Discussion, Conclusion) (2 cột) Năm học 2020-2021 WORD VERSION | 2021 EDITION ORDER NOW / CHUYỂN GIAO QUA EMAIL TAILIEUCHUANTHAMKHAO@GMAIL.COM

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C iáo án soạn theo cv 5512 U N IT 7: R E C IP E S AND E A T IN G H A B ITS Lesson 2: A closer look 1 I. OBJECTIVES 1. K now ledges: By the end o f the lesson, the Ss will be able to: - Learn some more words related cooking verbs - Remember the instructions on how to make a pizza - Identify the tone in statements used as questions and say these sentences correctly. 2. Competences: - Co- operation: work in pairs, groups - Self- study: work individually. - Creativeness: talk about R E C IP E S AND E A T IN G H A B ITS - Using language to do exercises 3. Q uality: Ss are interested in doing exercises, n . TEACHING AIDS T : Textbook, lesson plan, English room. Ss : Learn the old lesson, prepare U nit 7: A closer look 1.

m . PROCEDURE 1. W ARM UP (S’) * Organization (1’) 9A:........................

9B:.............................. 9C:.............................

a. Goal: Review the vocabulary related to dishes, preparing and cooking. b. CONTENTS: Ss write the words related to dishes, preparing and cooking. c. Expected results: Ss can remember the words related to the topic.

d. Performance: TEACHER AND STUD EN TS’ CONTENTS ACTIVITIES - Elicits the topic from students

W ord webs

? W ork in two teams

* Suggested answer:

? Brainstorm all the words related to the D ishes: Cobb salad, sushi, steak pie, topic: dishes and preparing/ cooking

fajitas, lasagne, mango sticky rice, beef

- Encourage them to call out as many

noodle soup, curry...

words as possible.

Preparing and cooking: wash, boil, combine, chop, peel, drain, mix, add...

2. PRESENTATION (S’) a. Goal: Provide Ss necessary vocabulary related to the topic. b. CONTENTS: Ss learn vocabulary. c. Expected results: Ss can read and remember the vocabulary related to the topic. d. Performance: TEACHER AND STUD EN TS’ CONTENTS ACTIVITIES Step 1: Transferring the learning task

1. Vocabulary

- Teacher elicits the words from students.

- whisk

(v):

dânh (trurng)

- Follow the seven steps of teching vocab.

- grate

(v):

nao

Step 2: Performing the task

- spinkle

(v):

ràc

- Ss repeat in chorus

- m anirate

(v)

irôrp

- Copy all the new words

- spread

(v):

phêt

Step 3: Discussion

- simmer

(v):

- Ss guess the meaning, then discuss with

- paster

(n):

mi ông, mi soi

their partner

- batter

(n):

bot (nhào) làm bânh

Step 4: Conclusion T make sure that all the students understand the meaning o f the vocabulary and pronounce correctly 3. P R A C T IC E (20’) a. Goal: Revise the vocabulary. b. CONTENTS: - Write a food preparation verb from the box under each picture. - Complete the sentenceswith the correct form of the verbs. - Match each cooking verb with its definition. c. Expected results: Ss can understand using and meaning of the vocabulary. d. Performance:

TEACHER AND STUD EN TS’ CONTENTS ACTIVITIES Step 1: Transferring the learning task

Ex 1: W rite a food preparation verb

Ex 1:

from the box under each picture.

- T asks Ss to match the verbs in the box

A .chop

B. slice

with the pictures.

C. grate

D. marinate

Ex 2.

E. whisk

F. dip

- T ask Ss to work in pairs.

G. sprinkle

H .spread

? Use the correct form of the verbs in 1 to

Ex 2. Complete the sentenceswith the

complete the sentences.

correct form of the verbs in 1.

Step 2: Performing the task

1. chop, Slice

2. grates, sprinkles

- Ss follow T eacher’s requirement

3. Marinate

4. whisk

Step 3: Discussion

5. Dip

6. Spread

- Ss work individually or in group depends on the task Step 4: Conclusion - T gives comment for each task, correct the answer if necessary Ex 3: M atch each cooking verb in A

Ex 3: M atch each cooking verb in A

with its definition in B.

Step 1: Transferring the learning task

2. f

- T runs through all the cooking verbs.

3. h

4. c

T ask Ss to read the definition and 5. e

6. a

match a cooking verb in A with its 7. d

8. b

definition in B. Step 2: Performing the task - Ss follow T eacher’s requirement - W ork individually Step 3: Discussion - Call one student to write answer on board, other students compares the

answer Step 4: Conclusion - T gives comment for the task, correct the answer if necessary Ex 4.a. W hat can you see in the pictures? Do you know what dish these Ex 4.a. W hat can you see in the ingredients are used for?

pictures? Do you know what dish these

Step 1: Transferring the learning task

ingredients are used for?

- T ask Ss to look at the picture and - tomato sauce, onion, cheese, apple, answer the two questions:

bacon, pizza base - > pizza

+ What can you see in the pictures? +

you

know

what

dish

these

ingredients are used f o r ? ? P air compare - Elicit their answers ? Have you ever eaten or made a pizza ? ? I f so, do you like the dish ? ? Describe the process o f making one briefly. 4b. Complete the instructions below with the verbs in 1 and 3. One verb is used twice. - T ask Ss to look at the pictures and

4b. Complete the instructions below'

complete the instructions individually.

with the verbs in 1 and 3. One verb Is

Step 2: Performing the task

used twice.

4a. -A nsw er the question

1. Chop

4b.Coomplete the instruction

2. Grate

Step 3: Discussion

3. Spread

? Then compare the answer with a

4. Sprinkle

partner.

5. Spread

Step 4: Conclusion

6. Bake

- T Checks the answer with class. - T ask one more question ? Can you make a pizza after reading the instructions. 4. PRODUCTION (13’) a. Goal: Ss can understand tones in statements used as questions. b. CONTENTS: Listen to and PRACTICE the conversations. Complete the mini- dialogue with suitable statement questions. c. Expected results: Ss can PRACTICE tones in statements used as questions correctly. d. Performance: TEACHER AND STUD EN TS’ CONTENTS ACTIVITIES Step 1: Transferring the learning task

2. Pronunciation

T asks Ss some question

* Tone in statem ent used as questions

? What is a statement?

- A statement can be used as a question

- a telling sentence that ends with a full

to check that the information we have is

stop.

correct.

? What is a statem ent question?

When we pronounce a statement

- used to check information has the order question, our voice goes up at the end. of a statement but ends with a question mark. - T plays the part of the conversation in GETTING STARTED which includes a statement question. Step 2: Performing the task -Ss

listen

intonation

and

pay

attention

the

sentences,

comment. Step 3: Discussion ? Read the REM EM BER box.

the give

Step 4: Conclusion - M ake sure students understand the information Ex 5: Listen to the conversation. Listen ^ [Tk> and draw or at the end o f

and draw

each line. PRAC TIC E the conversation

each line. PRACTICE the conversation

with a partner.

Step 1: Transferring the learning task

1. A: What do we need to make a pizza?

Ex 5: Listen to the conversation. Listen

UX>

at the end of

- T asks Ss to listen to the conversations and

draw

correct

symbol

for

the B: A pizza base, some cheese, some

intonation of each sentence. -

bacon, an onion, and an apple rv.

Play the recording as many times as A: An apple

necessary.

B: Yes, an apple

Step 2: Performing the task

2. A: W hat’s for dinner ^ 7

- Ss do as requested

B: W e’re eating out to n ig h tr>.

? PRACTICE the conversations with a

A: W e’re eating out °*?

partner.

B: Right

Step 3: Discussion

3. A: I can’t eat this dish

Step 4: Conclusion

B: Why not ° '?

T listens and then correct Ss’s

A: I’m allergic to prawns rv.

pronunciation

B: Allergic to prawns *■*? A: Yes, my skin turns red when I eat them rv. Ex 6: W ork in pairs. Complete the

Ex 6: W ork in pairs. Complete the

mini- dialogue with suitable statement

questions.

questions

* Suggested answers:

Step 1: Transferring the learning task - T asks Ss to work in pairs to complete the

mini-

dialogues

statement questions.

with

1. You don’t like paster?/ Don’t like

suitable paster? 2. Add some salt?

Step 2: Performing the task - W ork in pair Step 3: Discussion -

T Call on some pairs to write their

answers on the board. Step 4: Conclusion - Give comment when needed. * HOM EW ORK (2’) - Learn by heart new words - Complete all the exercises in the notebook. - Prepare Unit 7: A closer look 2

UNIT 7: RECIPES AND EATING HABITS Lesson 3: A closer look 2 I. OBJECTIVES 1. Knowledges: By the end o f the lesson, the Ss will be able to use: - Quatifiers (review) - Modal verbs in conditional sentences type 1 2. Competences: - Co- operation: work in pairs, groups - Self- study: work individually. - Using language to talk about dishes 3. Quality: Ss are interested in using Quatifiers, Modal verbs in conditional sentences type 1. II.

TEACHING AIDS T : Textbook, lesson plan, English room. Ss : Learn the old lesson, prepare Unit 7: A closer look 2.

III. PROCEDURE 1. W ARM UP (5’) * Organization (1’) 9A:........................

9B :............................. 9C :..............................

a. Goal: Help Ss to remember quantifiers. b. CONTENTS: Ss go to the board and write all the quantifiers they know. c. Expected results: Ss can write the quantifiers. d. Performance: - Ask Ss to go to the board and write down all quantifiers they know in two minutes. - T calls some Ss comm ent and correct. 2. PRESENTATION (10’) a. Goal: Ss can memorize quantifiers and knowledge form and usage of modal verbs in conditional sentences type 1. b. C O N TE N TS: Ss learn grammar. c. Expected result: Ss can remember quantifiers and understand modal verbs in conditional sentences type 1. d. Performance: TEA C H ER ’S AND STUD ENT’S

CONTENTS

ACTIVITIES Step 1 : Transfer o f duties

* Grammar

1. Quantifiers: review

T Ask Ss what a quantifier is. If needed, briefly explain to them that a quantifier is a word or phrase that expresses quantity or amount. Tell Ss that they have already learnt, and know, quite a few quantifiers. Elicit examples from Ss. -

T may organise a short W ARM UP

activity with this CONTENTS. Ss work in pairs to write down all quantifiers they know in two minutes. The winter is the 2. M odal verbs in conditional sentences

Ask

about

the

use

of four 4. some/any

quantifiers. Make any necessary. Have Ss 7. an

5. a

6. some

8. any 9. some

do this exercise individually and then compare their answers in pairs. - Tell Ss that when talking about recipes people usually use food quantifies and that the Look out! box contains the most common ones. -

Have Ss read the information in the

Look out! box. Explain any unclear points. If time allows, ask Ss to give examples with the quantifiers. Ss may also add some more food qualifiers they know to the list. Step 2: Performing the task - Ss follow T eacher’s requirement Step 3: Discussion -T calls one student to write answer on board, other students compares the answer Step 4: Conclusion - T gives comment for the task, corrects the answer if necessary Ex 2: M atch the food quantifiers with the nouns.

Ex 2: M atch the food quantifiers with

Step 1: Transferring the learning task

the nouns.

- T Have Ss do the exercise individually

l.a , g

2.a

3. f, g

4.c

Step 2: Performing the task

5. h

6. b. h

7. e, f

8. b

- Ss work individually Step 3: Discussion - Ss compare their answers with a

Ask

about

the

use

of four 4. some/any

quantifiers. Make any necessary. Have Ss 7. an

5. a

6. some

8. any 9. some

Have Ss read the information in the

Ex 2: M atch the food quantifiers with

Step 1: Transferring the learning task

the nouns.

- T Have Ss do the exercise individually

l.a , g

2.a

3. f, g

4.c

Step 2: Performing the task

5. h

6. b. h

7. e, f

8. b

- Ss work individually Step 3: Discussion - Ss compare their answers with a

partner. Step 4: Conclusion - T remind Ss that some quantifiers can go with more than noun. - Check the answers as a class. Ex 3. Step 1: Transferring the learning task a. - Have Ss work in pairs to read the instructions to make a chicken salad and

Ex 3.a. Read the instructions to make a

to fill each blank with a word/phrase

chicken salad. Fill each blank with a

from the box.

word/phrase in the box.

b. - Ask Ss to work in pairs, and think

1.200gram s

2. an

about a simple salad thay know. Together 3. tablespoons 4. teaspoon Ss write the instructions to make it. Call on

some

instructions.

pairs

Other

read Ss

aloud listen,

make make it using the quantifiers and cooking verbs you have learnt.

T may also organise a competition.

Have Ss work in groups to write the instructions to make a salad on a big piece of paper. Once they have finished, each group stick their instructions on the board.

board

examiners.

This

of five board

act

reads

as the

instructions and gives each goup a mark. Step 2: Performing the task - Ss do as requested Step 3: Discussion - Ss work individually or in group depends on the task Step 4: Conclusion

6. some

their 3.b. W rite the instructions on how to

comments, and vote for the best salad. -

5. teaspoon

- T gives comment for each task, correct the answer if necessary

3.2. M odal verbs in conditional sentences type 1. a. Goal: Help Ss understand modal verbs in conditional sentences type 1. b. CONTENTS: Match the first half of the sentence with the second half. Rewrite the sentences in these situations using suitable modal verbs in conditional sentences type 1. c. Expected result: Ss can do exercises about modal verbs in conditional sentences type 1exactly. d. Performance: T EA C H ER ’S AND STUD ENT’S

CONTENTS

ACTIVITIES Step 1: Transfer og duties

Ex 5: M atch the first half of the

Ex 5:

sentence in A with the second half in B.

Have Ss do the exercise individually

and then compare their answers in pairs. -

1. c

2. e

3. a

4. b

5. f

6. d

Ask some Ss to read out loud the

complete sentences. Ex 6: W hat will you say in these

Ex 6: W hat will you say in these

situations? Use suitable modal verbs in

conditional sentences type 1.

* Suggested answers:

Have Ss work in pairs to read the

situations

and

write

appropriate

if-

1. If you want to have good health, you

sentences.

must reduce the amount o f salt in your

Step 2: Performing the task

food

- Ss do as requested

2. If my brother is hungry, he can eat

Ss work invidually or in pair depends three bowls of rice

on each task

3. You can take a cooking class if it is at

Step 3: Discussion

the weekend

Call on some Ss to write the their 4. If I eat this undercooked pork, I may

sentences on the board.

have a stomachache

Step 4: Conclusion

5. You should whisk the eggs for 10

T gives necessary correction.

minutes if you want a lighter cake.

4. PRODUCTION ( 5’) a. Goal: Ss can practise more about the quantifiers and modal verbs in conditional sentences type 1. b. CONTENTS: Make sentences with the quantifiers and modal verbs in conditional sentences type 1. c. Expected result: Ss can make sentences about the quantifiers and modal verbs in conditional sentences type 1exactly. d. Performance: - Asks Ss to make sentences with the quantifiers and conditional sentences type 1. - Call 3 Ss to go to the board their sentences. - Call other Ss to comment. - T. corrects. * HOM EW ORK (2’) - Learn by heart all the structures - Complete all the exercises in the notebook. - Prepare: Unit 7. Communication

UNIT 7: RECIPES AND EATING HABITS Lesson 4: Communication I. OBJECTIVES 1. Knowledge: By the end of the lesson, the Ss will be able to: - Discuss the recipe for a dish. - Grammar: Quatifiers, Modal verbs in conditional sentences type 1

- Vocabulary: words related to dishes. 2. Competences: - Co- operation: work in pairs, groups. - Self- study: work individually. - Using language to talk about recipes and eating habits. 3. Quality: Ss are interested in recipes and eating habits. II.

TEACHING AIDS T : Textbook, lesson plan, English. Ss : Learn the old lesson, prepare Unit 7: Communication.

HI. PROCEDURE. 1. W ARM UP: ( 5 ) - Organization (1’) 9A :.........................

9B :................................

9C :.............................. a. Goal: To attract Ss’ attention to the lesson and to lead in the new lesson. b. CONTENTS: Ss answer the questions. c. Expected result: Ss can understand and answer the questions about themselves. d. Performance: - Ask Ss to answer some questions: + What do you often do at home? + Do you help your mother cook for family? + Can you cook well? + Can you tell me some dishes you know? - Ss answer. 2. PRESENTATION (10’) a. Goal: Help Ss understand the meanings of the words in the Extra Vocabulary and guess the name/ the ingredients of the dish in the picture. b. C O N TE N TS: Ss learn vocabulary and answer the questions. c. Expected result: Ss can remember vocabularies and guess the name/ the ingredients of the dish in the picture exactly. d. Performance: T E A C H E R ’S AND S T U D E N T ’S

CONTENTS

ACTIVITIES Step 1: Transferring the learning task - T asks ss to guess the meaning o f the words

* Vocabulary -

puree: make fruit or vegettable in a

thick, smooth sauce, usually in a blender. - garnish: decorate a dish of food with a

Step 2: Performing the task

small amount of another food.

- Listen to the teacher’s explaination.

- tender: soft or easy to chew

- Repeat

E.g:

- Stress

“My grandm other can only eat beef if it

- Copy

is tender, so my m other has to stew it for

Step 3: Discussion

one hour.”

- T calls on one student to write answer on the board, the other students compare and give comments Step 4: Conclusion - Teacher monitors and gets feedback Ex 1:

Ex 1: Look at the picture. A nswer the

Step 1: Transferring the learning task

questions.

T asks Ss to look at the picture and Ex 2.a: Listen to the first part of a talk answer the questions: ... Check your answer. 1. Can you guess the name of the dish in

1. Pumkin soup

the picture?

2. pumpkin, celery, shallots, butter, salt,

2. What do you think the ingredients are cream for the dish? - Quickly elicit their answers and write them on the board. Do not confirm the correct answers now. - Play the first part of the recording for Step 2: Performing the task - Ss do as requested to complete the task Step 3: Discussion

- Ss do as requested to complete the task Step 3: Discussion - Call on two Ss to write their answers on the board. Step 4: Conclusion - Teacher monitors and gets feedback Ex 3: Read the steps to make the dish. Rearrange them into the correct order.

Ex 3: Read the steps to make the dish. Rearrange them into the correct order. l.b

2.e

3.f

4.c

5.a

6.d

Step 1: Transferring the learning task - T asks Ss to read the steps to cook the

* Benefits of the soup:

soup and try to rearrange the steps.

- a good source o f fibre, minerals, and

- Ask some Ss to write their order on the vitamins, especially vitamin A. board.

improve your eyesight and protect

- Play the recording for Ss to check their yourself from certain cancers answers. - Ask Ss to comm ent on the orders on the board. - If there are any unclear points, play the recording a second time. -

W ithout playing the recording again,

ask Ss about the benefits of the soup. - If Ss are not sure about any points, play the recording again. -

Have

one

student

talk

about

the

benefits. Step 2: Performing the task - Ss do as requested to complete the task Step 3: Discussion - Report the result to the class

Ex 3: Read the steps to make the dish. Rearrange them into the correct order. l.b

2.e

3.f

4.c

5.a

6.d

Step 1: Transferring the learning task - T asks Ss to read the steps to cook the

* Benefits of the soup:

soup and try to rearrange the steps.

- a good source o f fibre, minerals, and

- Ask some Ss to write their order on the vitamins, especially vitamin A. board.

improve your eyesight and protect

W ithout playing the recording again,

ask Ss about the benefits of the soup. - If Ss are not sure about any points, play the recording again. -

Have

one

student

talk

about

the

benefits. Step 2: Performing the task - Ss do as requested to complete the task Step 3: Discussion - Report the result to the class

- Other students listen to the answer and give comment Step 4: Conclusion - T gives comment and adds on to the answer if necessary

4. PRODUCTION (8 ) a. Goal: Help Ss know how to cook a dish they like. b. CONTENTS: Discuss its ingredients, how to prepare and the steps to cook it. c. Expected result: Ss can know some ingredients, preparation, steps and benefits of a dish they like. d. Performance: T EA C H ER ’S AND STUD ENT’S

CONTENTS

ACTIVITIES Ex 4. W ork in groups. Choose a dish

Ex 4. W ork in groups. Choose a dish

you like. Discuss its ingredients, how to

prepare it and the steps to cook it.

W rite your ideas on a large sheet of

paper.

Have Ss work in groups to discuss a * How to cook a dish you like.

dish they like.

Name o f the d is h :........................

- Ask Ss take notes of the ingredients, In gred ien ts:................................... how to prepare the dish, and the steps to P rep aration :.................................. cook it on a big piece of paper. Move S te p s :............................................. around to provide any necessary help. - Ask groups to stick their answers on the walls around the class. Ask other Ss to move around to each group and listen to the group's PRESENTATION about the dish. Have Ss vote for the best dish

Benefits o f the d is h :...................

3. Qualities: -

Study hard, self- study spirit, enthusiastically participate in activities in the

classroom. - Be interested in recipes and eating habits. II. TEACHING AIDS T : Textbook, lesson plan, English room. Ss : Learn the old lesson, prepare Unit 7: Skills 1. HI. PROCEDURE 1. W ARM UP - Organization (1’) 9A :......................

9B :............................. 9C :...........................

a. G oal: Ss identify the food in each picture. b. CONTENTS: Ss answer the questions. c. Expected result: Ss can tell the names of the food in each picture. d. Performance: TEA C H ER ’S AND STUD ENT’S

CONTENTS

ACTIVITIES -

Have Ss work in pairs to discuss the Suggested answers:

questions.

Picture A: different types o f sushi

- Guide and elicit their answers (because

Picture B: miso soup

it is an open activity, accept different Picture C: abowl of rice answers.)

Picture D: sliced cucumber/ pickled

- Give Ss two minutes to give the

cucumber

answer. - Call some Ss to answer. Other Ss comments and give the another answer (if necessary) -

T.comments and give the suggested

answers.

2. PRESENTATION (Pre- reading) a. Goal: help Ss understand more about the eating habits of Japanese people.

3. Qualities: -

Study hard, self- study spirit, enthusiastically participate in activities in the

9B :............................. 9C :...........................

a. G oal: Ss identify the food in each picture. b. CONTENTS: Ss answer the questions. c. Expected result: Ss can tell the names of the food in each picture. cl. Performance: TEA C H ER ’S AND STUD ENT’S

CONTENTS

ACTIVITIES -

Have Ss work in pairs to discuss the Suggested answers:

questions.

Picture A: different types o f sushi

- Guide and elicit their answers (because

Picture B: miso soup

it is an open activity, accept different Picture C: abowl of rice answers.)

Picture D: sliced cucumber/ pickled

- Give Ss two minutes to give the

cucumber

answer. - Call some Ss to answer. Other Ss comments and give the another answer (if necessary) -

T.comments and give the suggested

answers.

2. PRESENTATION (Pre- reading) a. Goal: help Ss understand more about the eating habits of Japanese people.

b. CONTENTS: Read an article about Japanese eating habits and matching the headings with the paragraphs. c. Expected result: Understand the eating habit o f Japanese people and matching the headings with the paragraphs exactly. d. Performance: TEA C H ER ’S AND STUD ENT’S

CONTENTS

ACTIVITIES Step 1: Transferring the learning task - Ask Ss to read the headings quickly.

a. 3

Make sure they understand the meaning

b. 2

of each heading.

c. 1

Ask Ss to answer (ask them to give

evidence when giving the answers.) Step 2: Performing the task - Ss read the paragraphs and match them with the headings. Step 3: Discussion - T calls some Ss to comment. Step 4: Conclusion - T. corrects and gives feedback. 3. PRACTICE (W hile- reading ) a. G oal: help Ss understand more about the eating habits of Japanese people. b. CONTENTS: Read an article again and answer the questions. c. Expected result: Ss can answer the questions correctly. d. Performance: TEA C H ER ’S AND STUD ENT’S

CONTENTS

ACTIVITIES Step 1: Transferring the learning task -

1. They like raw food and do not use

T has Ss read the passage again to sauces with a strong flavour

answer the questions.

2. They cut fresh fish

Step 2: Performing the task

3. Both can be served with soy sauce

- Ss can underline parts of the test that 4. There are four (rice, soup, main dish, help them with the answers.

pickles)

- W ork in pairs

5. Rice is the staple food and is very

Step 3: Discussion

mutritious

- Ss compare their answers before giving

6. Because the dishes are presented in

the answers to T.

different

bowl

- Ss have to give evidence when giving

arranged

carefully

the answers.

traditional pattern.

and

plates,

and

according

are

Step 4: Conclusion - T. corrects and give feedback.

4. PRODUCTION (SPEAKING ) a. G oal: help Ss understand more about the eating habits of Vietnamese people. b. CONTENTS: Discuss the eating habits o f Vietnamese people. c. Expected result: Ss can understand and talk about the eating habit o f Vietnamese people. d. Performance: TEA C H ER ’S AND STUD ENT’S

CONTENTS

ACTIVITIES Step 1: Transferring the learning task

Suggested answers: Vietnamese eating habits

- T has Ss work in groups to discuss the Vietnamese

food

varied

and

eating habits of Vietnamese people. Ss distinctive. It is considerably low fat and use the questions provided as cues. hing

carbohydrates.

Traditional

- M ove around the class to provide help. Vietnamese cooking usually uses ferh - Ask the groups to organise their ideas ingredients,

little dairy and oil, and

to prepare for a short PRESENTATION. various herbs and vegetables. Different - Ask the groups as competions. sauces such as fish sauce, shrimp paste, Step 2: Performing the task

and soya sauce are quite popular in

- Ss do as requested

various dihes: main dish (meat, fish, egg or tofu), vegetable, soup and rice. Rice is

- Form ability of creating, solving the problem, studying and controling themselves, communicating, cooperating, using languages - PRACTICE and develop listening and W RITING skills. 3. Quality: Students are interested in healthy eating habits. II.

T E A C H IN G AIDS

T : Textbook, English room. Sts : Textbook, workbook, notebook, pen.... H I. P R O C E D U R E S. 1. W ARM UP. (5’) Organization: 9A: V ...............................

9B: V .................................

a. Goa I: WARM UP students and lead to the lesson. h. CONTENTS', chatting with sts about what they usually have for breakfast. c. Expected result: Students tell what they usually have for breakfast. d. Performance: - T asks: ? Did you have breakfast this morning? ? What do you often have for breakfast? - T calls some sts answer. 2. PRESENTATION. (5’) a. G oal: Set the scene the listening. b. CONTENTS: Ask sts to look at 2 pictures about breakfasts and find out the differences. c. Expected result: They can show the contrast between healthy eating and unhealthy eating. d. Performance: TEACHER S & SS* ACTIVITIES

CONTENTSS

I. Listening

1. W ork in pairs, describing

1. W ork in pairs. One o f you looks at

pictures.

Picture A, and other looks at Picture B on

Step 1: Transferring the learning

page 17. Ask each other questions to find out the differences between your pictures.

T E A C H IN G AIDS

T : Textbook, English room. Sts : Textbook, workbook, notebook, pen.... H I. P R O C E D U R E S. 1. W ARM UP. (5’) Organization: 9A: V ...............................

9B: V .................................

a. Goa I: WARM UP students and lead to the lesson. b. CONTENTS', chatting with sts about what they usually have for breakfast. c. Expected result: Students tell what they usually have for breakfast. d. Performance: - T asks: ? Did you have breakfast this morning? ? What do you often have for breakfast? - T calls some sts answer. 2. PRESENTATION. (5’) a. G oal: Set the scene the listening. b. CONTENTS: Ask sts to look at 2 pictures about breakfasts and find out the differences. c. Expected result: They can show the contrast between healthy eating and unhealthy eating. d. Performance: TEACHER S & SS* ACTIVITIES

CONTENTSS

I. Listening

1. W ork in pairs, describing

1. W ork in pairs. One o f you looks at

pictures.

Picture A, and other looks at Picture B on

Step 1: Transferring the learning

page 17. Ask each other questions to find out the differences between your pictures.

task

P k tu r« A

- Teacher shows two pictures and have students work in pairs. They ask each other questions to find out the differences between the two pictures.

Picture B

- Elicit the answer from students. - Ask them to describe underlying meaning of the pictures.

Suggested answers:

Step 2: Perform ing the task

- Picture A: A boy is eating chocolate. On

- Ss follow teacher’s requirements

the table there are junk foods such as crisps,

Step 3: Discussion

a hamburger, soft drinks and sweets. The boy looks fat.

- One student answers , other students give additional comment

- Picture B: A girl is having rice. On the table we can see soup, fish, vegetables and

Step 4: Conclusion

watermelon. The girl looks slim and fat.

- T gets feedback

- M eaning: They show the contrast between healthy eating and unhealthy eating.

3. PRACTICE. (15’) a. G oal: PRACTICE listening for general and specific information about two students’ eating habits. b. CONTENTS: Listening for general and specific information about two students’ eating habits. Then decide if the statements are T or F and complete the table with no more than three words. c. Expected result: Students listen and do exercises 2 + 3 (p. 15) well. d. Performance: TEACHER S & SS* ACTIVITIES

CONTENTSS

2. 4 Teen Radio is asking two students

Step 1: Transferring the learning

about their eating habits. Listen to what

task

they say and decide if the statem ents are

- T introduces the listening, run

true or false.

through the statements

Key:

- T asks sts to guess the statements T

l.T

or F?

2. F

- T plays the tape twice.

3.T

Step 2: Perform ing the task

4. F 5.T

- Sts listen and do the excercise 6. F individually. Step 3: Discussion - Sss compare with a partner. Some sts report the result. Step 4: Conclusion - T corrects. 3. Listen again and complete the 3. Listen again and com plete the table. table. Use no m ore than three Use no more than three words for each words for each blank. blank. Step 1: Transferring the learning

Key:

task

1. biscuits

2. hamburger

- T plays the tape again

3. crisps

4. fried beef

- Play the recording one last time to

5. vegetables

6. cereal

confirm the answers for both 2 and 3

7. a banana

8. slices of bread

Step 2: Perform ing the task

9. boiled egg

10. steamed fish.

- Ss complete the table by filling each blank with no more than three words. Step 3: Discussion - Have ss compare their answers with a classmate

Step 4: Conclusion - T gives the correct answers.

4. P R O D U C T IO N ^ ’) a. Goal: PRACTICE WRITING about one’s eating habits. b. CONTENTS: Ask and answer questions about a partner’s eating habits. Then write about it. c. Expected result: Students can write about a partner’s eating habits . d. Performance:

TEA C H ER ’S AND STUD ENT’S

CONTENTS

ACTIVITIES II.

W RITING

II. W riting

4. W ork in pairs. Ask and answer

questions about each other’s eating

questions about each other's eating habits.

habits. Take notes o f your partner's

Take notes of your partner's answers in

answers in the table.

the table.

Step 1: Transferring the learning task - T asks Ss to work in pairs to ask and answer questions about each other’s eating habits - Give sts a few minutes to read their notes again to answer the questions provided. - T moves around to give comments as there may not be enough time for checking with the whole class. Step 2: Perform ing the task

Name

Breakfast Lunch

D inner

- Ss work in pair Step 3: Discussion - T call one pair to perform in front of class - The rest o f pairs listen to the one pair Step 4: Conclusion - T gets feedback 5. W rite about your partner eating habits. 5. W rite about your partner eating

Include information about his/her meals,

habits. Include information about

your opinion about his/her eating habits

his/her meals, your opinion about

and possible changes.

his/her eating habits and possible

Sample writing.

changes.

M y friend, Trang, doesn't have healthy eating

Step 1: Transferring the learning habits. She sometimes skips breakfast. When task she has it, she usually buys a hamburger and - Ask ss write about their partner's a soft drink fro m a cafe near our school. For eating habits.

lunch, her favourite is frie d rice and deep

Step 2: Perform ing the task

fr ie d chicken. The good thing is that she

- Ss work individually to complete

prefers to have dinner at home. H owever she

the task Step 3: Discussion When Ss have finished, Ss exchange their W RITING to spot any mistakeswith the whole class.

likes eating a lot o f rice and fa tty pork fo r dinner. She rarely eats vegetables but loves fuits. 1 think Trang should change her diet. First, if she wants to have more energy fo r the day,

Step 4: Conclusion

she should never skip breakfast. Second she

T may collect some Ss’ work to mark

must reduce the amount o f fa s t fo o d she eats.

at home or T may ask them to rewrite

Also, eating more vegetables would be good

the excercise as their HOMEWORK.

fo r her. She should also eat less rice fo r dinner. These changes will defintely keep her fit-

* HOM EW ORK - Ask sts to complete the W RITING on their notebook. - Prepare Language focus at page 16.

Week Period

Planning: /1/2021 Teaching: /1/2021

UNIT 7 : RECIPES AND EATING HABITS LESSON 7: LOOKING BACK AND PROJECT

A. OBJECTIVES: 1.Knowledge By the end o f the lesson, Ss will be able to revise the vocab. , grammar they’ve learnt in Unit 7 make the PRESENTATION about eating habit Language CONTENTS - Quantifiers, conditional type 1. - Words related to recipes. 2.Competences: form ability of creating, solving the problem,studying and controling themselves, communicating, cooperating, using languages 3.

Quality: Students revision the words and grammar in unit

B. TEACHING AID: T textbook, cassette, pictures , computer S: book, exercisebook C. PROCEDURE: 1. W ARM IJP(8 ): ACTIVITY 2/16 - O rganization(r) 9 A ................. 9 B .................. a.Goal: Write a verb for a cooking method under each picture b.CO NTENTS: s can write a verb for a cooking method under each picture

c. Expected result: s can tell the cooking method d. Performance T gives s some pictures and ask them: How many pictures are there? What can you see in the pictures? Ss: about cooking method T lets s see pictures o f cooking method, guide ss to write a verb for cooking method under each picture. The rirst letter has been provided. Ss can writte vebs from it. - A nswer key: A. steam D. bake

B. deep- fry F. grill

C. stir- fry G. simmer

H. stew

2. PR E SE N T A T IO N 20’)

Activity 1/16: a.Goa I: know the cooking method and their description. b.CO NTENTS: s can match the cooking method and their description. c.

Expected result: s can understand the cooking method

d. Performance

TEA C H ER ’S AND SS’ ACTIVITIES

CONTENTSS

Step 1: Transferring the learning task

- W hole class

- T introduces some verbs in column A with

1. M atch the words in A with their

their description in column B and guide ss to description or definition in B. match

- work individually

Step 2: Perform ing the task

Key.

- Ss work individually and then compare

their answers with a partner.

Step 3: Discussion - T calls one ss to read out loud the answer. - The other students listens and give comment Step 4: Conclusion - T gives feedback and correct

2e 7h

4b 8f.

Activity 3/ page 16 a.Goal: Choose the correct words and complete the passage. b.CO NTENTS: s can Choose the correct words and complete the passage about the keep fit. c.

Expected result: s can understand the passage and know how to keep fit.

d. Performance T EA C H ER ’S AND SS’ ACTIVITIES

CONTENTSS

Step 1: Transferring the learning task - Ask Ss to look at the pictures and the

3. Fill each blank with a word/ phrase

words in the box

in the box. There is one extra words.

- Guide ss to choose the correct words in the box to fill each blank. There is one

1. hamburger

2. sushi

3. deep- fry

extra word. - Ask ss do individually

4. steam

5. stew.

- Move around the class and help Ss Step 2: Perform ing the task - Ss work individually to do the task Step 3: Discussion - T calls on some Ss to write answer on the board. Step 4: Conclusion - T gives feedback, corrects some word before the class if necessary

Activity 4 /1 6 a. Goa I: understand and circle the correct answer. b.CO NTENTS: s can understand and circle the correct answer c.

Expected result: s can understand and choose the food quantifiers

d. Performance T EA C H ER ’S AND SS’ ACTIVITIES

CONTENTS

Step 1: Transferring the learning task

4. Circle the correct answer.

- T asks ss to work individually.

1. slice

2. sticks

Step 2: Perform ing the task

4. bag

5. clove

3 any- some 6.bunch

- Ss work individually to do the task Step 3: Discussion - T has 2 ss write on the board. - The other ss give comment Step 4: Conclusion - T corrects the sentences if necessary.

Activity 5/ 16 a.Goal: understand and write the conditional sentence type 1 with yours ideas, use the modal verbs provided b.CONTENTS: ss write the conditional sentence type 1 with yours ideas, use the modal verbs provided c.

Expected result: s can understand write the conditional sentence type 1 with yo

ideas, use the modal verbs provided d. Performance TEACHER S AND SS’ ACTIVITIES

CONTENTSS

- ask ss to work individually.

5. Complete the sentences with your

Game: Chain game

own idea. Use the modal verbs

Step 1: Transferring the learning task

provided.

T asks one ss make a conditional

- work individually and write

sentence the next use the main clause as

Sample answers.

the if- clause in the new sentence,

1. If you keep eating fast food, you

continue until the T says :stop

might became overweight.

Step 2: Perform ing the task

2. If you promise to finish your

- ss work in groups to ask ss in other

HOM EW ORK tonight, you can go to

classes about their eating habits.

the cinem a with your friends

Step 3: Discussion

3. He should eat less sweets if he doesn’t

- Groups present their findings to the

want to have toothcahe.

class.

4. She must eat less rice and bread if she

Step 4: Conclusion

wants to loose weight.

- Ss and T conclude whether the Ss at

5. If you join this cooking lesson, you

the school have healthy eating habits.

can cook many delicious dishes.

3.PR A C T IC E /A pplication: 15’

Activity 6/17 ( 6’) a.Goal: Understand and rearrange the lines to make a complete conservation b.CONTENTS: rearrange the lines to make a complete conservation c.

Expected result: s can understand rearrange the lines to make a complete

conservation and read the dialogue. d. Performance TEACHER S AND SS’ ACTIVITIES

CONTENTS

Step 1: Transferring the learning task - Ask ss to arrange individually.

A nswer key: IB

- Call on some ss to read the

6. H 7. J 8. C 9.G 10.D

conservation. Step 2: Perform ing the task - Ss work individually to complete the task Step 3: Discussion - T calls on some Ss to give answer on the board. Step 4: Conclusion - T gives feedback, correct some word before the class if necessary Finished ! - Ask Ss to complete the selfassessment. Indentify any difficulties

2.E 3. F 4.1

5. A

and weak areas and provide further PRACTICE.

4. PRODUCTION - PROJECTOR (9 ’) a.Goal: Ask and answer about eating habits b.CONTENTS: Go to other classes and ask different student about eating habits. c.

Expected result: s can ask different students student about eating habits and tal

about their eating habits. d. Performance CONTENTSS

T E A C H E R ’S AND SS’ ACTIV IT IE S A survey on eating habits

Step 1: Transferring the learning task - T Asks ss to work in groups o f four or

Q U E ST IO N

five.

l.H ow often

Step 2: Perform ing the task

do you eat

- They go to other classes and ask

fast food?

different ss about eating habits

2. How often

- Group members meet together and

do you eat

organise the answer in the form of

homemade

answer to each question

food?

Step 3: Discussion

3. how many

- T calls on some ss to read their survey

meals do

- The other ss give comments on the

you have per

other groups.....

day?

Step 4: Conclusion - Give feedback, correct some word before the class if necessary

* HOM EW ORK 2’

ST1

ST2

ST3

ST4

- Revise the unit - Prepare unit 8. Getting started

Planning: Teaching : PERIOD 61: UNIT 8.TOURISM Lesson 1. GETTING STARTED S u b je c t: English 9 Times : 45 minutes A. OBJECTIVES. 1. Knowledge: By the end of this Unit, students will be able to •

Get the general idea o f some idioms in the text such as “be into”, “picture” ....

•

Distinguish some collocations about tourism.

•

Know some new vocabulary o f the topic “tourism ” in the text.

+ Grammar: Idioms. 2. Competences: + Develop communicative competence, cooperation compentence and thinhking compentence. + Use the lexical items related to “Tourism ”. + Using language to talk about tourism 3. Quality: M ake students be proud of the scenic beauty of Viet Nam B. TEACHING AIDS. T : Textbook, lesson plan, a projector, a laptop Ss : Learn the old lesson, prepare Unit 8: Getting started. C. Procedure 1. W ARM UP: ( 5 ) - Organization (1’) 9A :.........................

9B :................................

9C :.............................. a. Goal: Introduce the lesson and the topic o f the lesson, h. CONTENTS : Some places o f interest. c. Expected result: Ss can fe e l more interested in the theme “tourism

- T asks sts to guess what the conversation is about. - T plays the recordings and asks sts to check

Correct answers:

their answer and give a correct answer about

- Nick and Chau are talking about

the CONTENTS of the text.

their choices o f holiday

- T introduces the listening part: Today, we are going to hear a conversation between Chau and Nick about their choices of holiday. Step 2: Perform ing the task - Ss answer the question after listening the conversation Step 3: Discussion - T calls on one student to answer the question, the other students

listen and give

comment Step 4: Conclusion - T gives a correct answer about the contents of the text

3.1 PRACTICE 1: (10v) a. Goal: Ss are able to guess the meaning o f new words and learn some more words in the text with the help o f tea ch er. b. CONTENTS: New words in the text c. Expected result: Ss can get the general idea o f the new words in the text and understand the text. d. Performance: TEACHER & SS* ACTIVITIES

CONTENTSS

F in d a word/phrase in the

- Listen

conversation that m eans.

- Answer the questions as a class.

Step 1: Transferring the learning

( Students’ answer)

task

Ss may read the conversation again, and

- T asks sts to guess what the conversation is about. - T plays the recordings and asks sts to check

Correct answers:

their answer and give a correct answer about

- Nick and Chau are talking about

the CONTENTS of the text.

their choices o f holiday

listen and give

comment Step 4: Conclusion - T gives a correct answer about the contents of the text

CONTENTSS

F in d a word/phrase in the

- Listen

conversation that m eans.

- Answer the questions as a class.

Step 1: Transferring the learning

( Students’ answer)

task

Ss may read the conversation again, and

- Play the recording twice or more if then do the exercise individually. necessary.

Key:

Step 2: Perform ing the task

1. made up your mind

- Ss work individually to complete

2. narrowed it down

the task

3. a package tour

Step 3: Discussion

4. explore

- T may call on some students to give

5. not my cup of tea

the answers, the others listen and give

•

comment

Picture (v) imagine

Step 4: Conclusion

Speciality (n) đặc sản

Vocabulary:

- Explain to Ss the meaning and use the three expressions

in the Watch

outlbox. Ask Ss to locate them in the conversation, and give examples if time allows. - Teacher gets feedback - T introduces some more new words

3.2. PRACTICE 2 : (20’) a. Goal: Help Ss to practise the conversation and understand it h. CONTENTS : Ss practise the conversation in pairs and in fro n t o f the whole class.Ss do some tasks to understand the conversation. c. Expected result: Ss can practise the conversation fluently.Ss understand the conversation. d. Performance: TEACHER & S S ’ ACTIVITIES Step 1: Transferring the learning task la . Practising the con versation - T gives sts 3 mins to practise in pairs - T calls some pairs to practise in front of the class.

CONTENTSS The conversation

lb /T ick True or False.

Ss work in pairs to complete the

- Tell them to refer back to the conversation

task.

when necessary.

lb . Key:

- Explain anything difficult. T may need to

l.F

2.T

explain to Ss that although some people don't 4. F

3. T

5.F

like the thought of eating snails and frogs’ legs, they

are

considered

specialities

France (so Chau is teasing Nick about eating them).

Ss work in pairs to complete the

l c / Answ er the questions

task.

? Run through the questions.

lc.Key:

Step 2: Perform ing the task

1. It means Nick's parents are

la . W ork in pair to complete the task

relaxed and open- minded

lb . Do as requested

2. It's quite warm (W armer than in

lc . Ss read the conversation again to answer Britain) the questions.

3. Visit a the Alps and Mont Blanc,

- Ss exchange their answers with a classmate.

explore Paris, and go sightseeing in

Step 3: Discussion

Versailles

la . - Some pairs practise in front of the class.

4. Eat frogs’ legs and smails

lb & lc. Call on some Ss to write their

5. She says 'Lucky you" when Nick

answers on the board.

says he can make his own decisions.

Step 4: Conclusion

- Ss work in pairs first. Check their

T check Ss' answers, corrects

and give

work,

then

let

them

read

feedback.

remember each collocation.

2. Collocation: Which word goes with which

2. Key:

list below.

1. holiday

2. resort

3. tour

4. Trip

This

activity

aimed

giving

the

and

collocations of common words related to the - Ss work individually topic of travelling and tourism.

3/ Fill each blank with a word/phrase fro m

3.Key:

the list.

1. seaside resort

2. souvenirs

Step 1: Transferring the learning task

3. destination

4. in advance

T Asks Ss to fill each blank with a 5. delayed word/phrase to revise them from previous

6. luggage

7. accommodation

8. price

lesson. Step 2: Perform ing the task - Ss do as requested Step 3: Discussion - some Ss to the answers on the board and one St to read a loud the passage. Step 4: Conclusion - Check S s’ answers

4. PRODUCTION: ( 5’) a. G oal: Help Ss to have more knowledge o f tourism and attractions in the world h. CONTENTS: Ss do a quiz c. Expected result: Ss can have more interest in tourism. d. Performance: TEACHER & SS' ACTIVITIES

CONTENTSS

Step 1: Transferring the learning task

Key:

- For l,2,and 3: let Ss do them individually

1. Da Nang city

- For 4,5, and 6: Let Ss work in groups

2. The great Wall of China

Step 2: Perform ing the task

3. Jeju Island

- Ss work individually or in groups depends on each 4. 5, 6: Students' answers task Step 3: Discussion

Listen and take notes the

For 1,2,3 If time allows, or for more able Ss, assignments. encourage each student to make a similar quiz for their partner to do. T may pick up any interesting question and give them to the whole class. Praise goood ideas. - For 4,5,6 W hen Ss finish, T asks some Ss to give their groups' answers to the class.

Step 4: Conclusion - T checks and gives comments.

* HOM EW ORK - Find out some information about Jeju Island and the Great Wall of China. - Do the exercise into notebooks. - Prepare: Unit 8: Lesson 1. A closer look 1

Period: 62 Prepare: 12/1/2021 Teach:

/01/2021

UNIT 8: TOURISM A closer look 1

A. OBJECTIVES: - Knowledge: By the end of the lesson, students will be able to identify tones in asking for information with the and ask question for information with the correct intonation - Skills: Listening, SPEAKING , reading and W RITING skills. - Attitude: Loving traveling, SPEAKING English in right tones in daily life. - Quality: Kindness, hardworking, honest, responsibility B. TEACHING AIDS: Teacher: Text book, workbook, English room Students: Textbook, workbook C. PROCEDURE 1. W ARM UP: ( 5 ) Guessing words: Topic: Traveling and tourism. a. G oal: Students review vocabulary and check pronunciation and lead in the right tones. b. Content - Teacher gives 7 boxes o f tourist on board. - Teacher asks Ss to guess the LETTER in each boxes.

c. Expected result: - Students give Answer keys with the letters of tourist and T use it for introduce the lesson. T check SS’tone when they pronounce it and lead in. d. Performance - Teacher asks Ss to guess the LETTER in each boxes. - SS do in the whole class and raise their hands for the answer. - T and other SS congratulate and give points. 2. PRESENTA TIO N : a. G oal: Student can know the meaning o f some vocabularies about tourism and use compound nouns. b. Content: - Exercises 1, 2, 3. TB 1. Match each word/phrase with a definition. 2. Fill each blank with a word from the list. There are two more extra words. 3. Compound nouns c. Expected result: - SS understand the meaning of the vocabulary o f tuorism and the compound nouns. d. Performance TEACHER S & STUD ENTS’ ACTIVITIES

CONTENTS

Step 1: Transfering the learning task

1. M atch each word/phrase with

- Tell Ss that the words and phrases in this unit

a definition.

are connected with traveling and tourism, and that Key: many of them are nouns and compound nouns 1. tour Step 2: Perform ing the task

2. resort 3. travel

Ss work individually, then compare their 4. tour guide answers with a partner's. Ask some Ss to time their 5. trip answers on the board. Check their answers as a 6. expedition class. Have them make sentences with the words if 2. Fill each blank with a word necessary. from the list. There are two Step 3: Discussion

more extra words.

- Ss work in pairs to do the task. Call on some Ss

Key:

to write the answers on the board. Correct as a

1. travel

class. Then T may ask Ss to answer some

2. book

questions about the passage:

3. visit

- First, give examples o f the compound nouns Ss 4. environment already

know:

blackboard,

swimming

pool. 5. guides

haircut, tablespoon,...Ask them to give somr more.

6. holiday

- Then help Ss study the gram mar box, and the 7. resonable Look out! box. Tell them to look up the spelling

8. Pleased

of words in the dictionary if they are not sure.

3. Compound nouns

Let Ss work individually. Tell them to look at Key:

the words given and think which of them can go

1. tour

with which one in each definition.

2. resort

Play the recording once for Ss to listen, then 3. travel play it gain sentence by sentence for them to 4. tour guide -

repeat. Have Ss repeat the questions as many times

5. trip

as necessary.

6. expedition - Student can write all the

Step 4: Conclusion vocabularies and their meaning Correct their pronunciation and intonation. After and read them aloud that, have Ss mark the question with a falling or - tour (chuyến du lịch) falling- rising tone. Check as a class. - resort (khu nghi dường) nghi. - tour guide (huớng dẫn viên du lịch) - trip (chuyến đi) - expedition (chuyến thám hiểm) - book (v): đặt chồ - pleased (adj): hài lòng với ... - reasonable (adj): hợp lý

Step 4: Conclusion - T checks the answer

4. APPLICATIO N (10’) a. Goal: Students can question for the information using the vocabulary with their meanings and tone b. Contents: Exercise 5 and base it for free talk c. Expected result: d. Performance TEACHER S & STUD ENTS’ ACTIVITIES

CONTENTS

Step 1: Transfering the learning task

1. A: W here would you like to

T asks SS to ...

go sightseeing '*?

- Let Ss work in pairs to read the conversation,

B: I’d like to ao to Australia

and mark the questions with or falling- rising

most of all.

arrows. Call on some pairs to read aloud to the

2. A: What do you think o f the

class. Do not correct their mistakes yet. Play the

newlv discovered cave rv?

recording. Ss listen and check.

B: Oh, fantastic.

If time allows, have them work in pairs and make

3. A: Have you been

a mini- talk in which there is a finding out

sightseeing all day ^ v-*?

question and a making sure question

B: Yeah. W e’ve been to the old

- A making sure question can be a statement. This

pagoda, the orchid sarden. and

statement question usually ends with a rising tone

the open- airmarket.

Step 2: Perform ing the task

4. A: Is Esvpt a famous tourist

- Listen and complete the exercise

attraction ^ B: Yes. Millions of people eo

- Ss answer the questions as a class Step 3: Discussion - SS work in pairs Step 4: Conclusion - Teacher controls and corrects mistakes

there every year.

Step 4: Conclusion - T checks the answer

CONTENTS

Step 1: Transfering the learning task

1. A: W here would you like to

T asks SS to ...

go sightseeing '*?

- Let Ss work in pairs to read the conversation,

B: I’d like to ao to Australia

and mark the questions with or falling- rising

most of all.

arrows. Call on some pairs to read aloud to the

2. A: What do you think o f the

class. Do not correct their mistakes yet. Play the

newlv discovered cave rv?

recording. Ss listen and check.

B: Oh, fantastic.

If time allows, have them work in pairs and make

3. A: Have you been

a mini- talk in which there is a finding out

sightseeing all day ^ v-*?

question and a making sure question

B: Yeah. W e’ve been to the old

- A making sure question can be a statement. This

pagoda, the orchid sarden. and

statement question usually ends with a rising tone

the open- airmarket.

Step 2: Perform ing the task

4. A: Is Esvpt a famous tourist

- Listen and complete the exercise

attraction ^ B: Yes. Millions of people eo

- Ss answer the questions as a class Step 3: Discussion - SS work in pairs Step 4: Conclusion - Teacher controls and corrects mistakes

there every year.

Planning: 22.1.2021 Teaching: 29.1.2021

PERIOD 63: UNIT 8.TOURISM Lesson 3. A closer look 2 S u b je c t: English 9 Times : 45 minutes A. OBJECTIVES. 1. Knowledge: By the end of this Unit, students will be able to •

Use a / an / the / and zero article.

•

Use some common phrasal verbs correctly and appropriately.

+ Grammar: Articles (other uses) 2. Competences: + Develop communicative competence, cooperation compentence and thinhking compentence. + Use the lexical items related to “Tourism ”. + Using language to talk about tourism 3. Quality: M ake students be proud of the scenic beauty of Viet Nam B. TEACHING AIDS. T : Textbook, lesson plan, a projector, a laptop Ss : Learn the old lesson, prepare Unit 8: A closer look 2. C. Procedure 1. W ARM UP: ( 5 ) - Organization (1’) 8A :.........................

8B:................................ 8C:..............................

a. Goal: Review some uses o f the articles Ss have already learned h. CONTENTS : Ss review the articles in English 8 c. Expected result: Ss can give some examples related to “ Tourism ”.

d. Performance - T. gives some information about Dominican Republic and asks Ss to refer back to the conversation in GETTING STARTED and find the special uses of THE - Ss find the special uses of THE - T gets feedback 2. PRESENTATION:

(10’)

a. Goal: Ss can review articles and learn some more the uses o f them h. CONTENTS: Articles other uses c. Expected result: Know how to use articles d. Performance: TEACHER & SS' ACTIVITIES

CONTENTSs

Step 1: Transfering the learning task

Grammar: Articles other uses

1. The

Ss have already learnt some uses of the

articles a, an. Help Ss recall these and have 2. A , An them give some examples. Their sentences 3. Zero articles. should be related to the topic o f traveling and tourism. In this unit some more uses of a, an,

We use the with the name o f a few

and the are introduced. In addition, the uses of

countries: The UK, The USA, The

zero article are added and studied.

Netherlands, The Philippines.

- Explain carefully the uses of a, an, the and We

also

use

the

with

islands

REM EM BER box. Give more examples if

groups, mountain ranges, oceans

need be.

and

- Introduce the special use o f the in the look

Thames,

out! Box. Refer back to the conversation in

Amazon, The Danube.

GETTING STARTED and ask Ss to find the special use of the ( the Alps) Step 2: Perform ing the task - SS pay attention Step 3: Discussion - Listen and take notes

names

The

rivers.:

The

Pacific,

The

Step 4: Conclusion - T makes sure that Ss can have a grasp of articles other uses: The, A, An, zero articles.

3. PRACTICE 1: (10’) a. Goal: Ss are able to do an exercise using a/an, the o r zero article. b. CONTENTS: Using the articles suitably c. Expected result: Ss can complete the text with a/an, the or zero article. d. Performance: TEACHER & SS' ACTIVITIES Step 1: Transferring the learning task

CONTENTS 1. Complete the text with a/an,

- T may give ss the information about the the or zero article. Dominican Republic

KEY:

Step 2: Perform ing the task

I. the

- Ss do as requested to complete the task Step 3: Discussion - Ss work individually to complete the task. Then have them compare their answers with a partner's

2. The

3. the

4. the

9 .0

10.

13. the

14.

5. the 6 .0

7. the

8 .0

The II.0

1 2 .0

Step 4: Conclusion - Teacher monitors and gets feedback

4. PRACTICE 2 : (10’) a. Goal: Help Ss to study the proper nam es in the list b. CONTENTS : Ss ask and answer the questions c. Expected result: Ss can chooses one item in 2a and says what they know about it as a tourist attraction d. Performance: TEACHER & SS* ACTIVITIES

CONTENTS

2a. Ask and answer the questions.

a. Ask and answer the questions. Choose

Choose from the list

from the list

KEY:

Step 1: Transferring the learning task

1. the Forbidden city

2. The

- T asks Ss to work in groups to do the Thames task, try to agree on which o f these names

3. Lake Baikal

have before them.

Bay

Step 2: Perform ing the task

5. Son Doong cave

Some ss write their answers on the

4. Ha Long

6. the Statue of

Liberty

board. Step 3: Discussion - Other students listen to the answer and give comment Step 4: Conclusion - T may ask ss to give explanations if necessary. b. Choose one item and say what you know about it as a tourist attraction. Step 1: Transferring the learning task - T tells ss that each of them chooses one item in 2a and says what they know about it Step 2: Perform ing the task - Ss do as requested to complete the task Step 3: Discussion - Ss work in groups Step 4: Conclusion - Teacher monitors and gets feedback 3. a. W rite answers to the questions

b. Choose one item and say what you know about it as a tourist attraction.

Step 1: Transferring the learning task M ake sure they understand fully that they have to write down in their notebooks the answer to the questions, using articles in each answer. Step 2: Perform ing the task Ss do as requested to complete the task

3. a. W rite answers to the questions It’s red

Step 3: Discussion Ss work individually. Step 4: Conclusion - T gives comment and adds on to the answer if necessary b.

In the mountain

In China

In the fall

No, I haven’t

Tell your answer to a partner and ask

him /her to guess which answers are not true? Step 1: Transferring the learning task After finish 3a, let them form pairs and swap their answers. Each of them has to read carefully and guess which ones of their partner's answers are true, and which are not. Step 2: Perform ing the task - Ss do as requested to complete the task Step 3: Discussion - Report the result to the class Step 4: Conclusion - Teacher monitors and gets feedback

5. Production: ( 10") a. G oal: Help Ss to practice m ore articles

b. Tell your answer to a partner and ask him /her to guess which answers are not true?

b. Contents: Ss make fu ll sentences fro m the w ords/ phrases c. Expected result: Ss can write the w ords/phrases down and know which sentence is True or False d. Performance: TEACHER & S S ’ ACTIVITIES

CONTENTSs

4. Complete the sentences

Step 1: Transferring the learning task

KEY:

- T asks ss complete the sentenses

1. The original name of Ha Noi was

- Then they work in pairs to check each

Phu Xuan.

other’s work, and discuss which o f the

sentences are true, and which are false.

pyramids are found at Giza in Cairo.

Step 2: Perform ing the task - Ss work individually to make full sentences from the words/ phrases and write them down. - Tell Ss to pay attention to the use o f articles in their sentences. Step 3: Discussion - Report the result to the class - O ther students listen to the answer and give comment

The

most

famous

Egyptian

3. There is a city called Kiev in America. 4. My Son, a set o f ruins from the ancient Cham Emprire, is a Unesco World Heritage. 5. English is the first language in many countries outside the UK. * Mark them as true (T) or false (F). 1. F

2. T

3. F

4. T

5. T

* REFERENCE: Step 4: Conclusion

- Phu Xuan: a historic place in Hue,

- Teacher monitors and gets feedback

the capital of the Nguyen Lords, the

- Kieu: the capital and largest city of Ukraine

Tay Sown Dynasty -

Giza: (of the Cairo metropolis in

Egypt): The site of the most famous Egyptian pyramids, and a number of other pyramids and and temples

* HOM EW ORK

- Find out some information about 2 or 3 countries among the 10 countries in the box in 2 on page 25. - Do the exercise into notebooks. - Prepare: Unit 8: Lesson 4. Communication

Week 22

Planning:

Period 64

Teaching: UNIT 8: TOURISM Lesson 4: Communication

I. OBJECTIVES. 1. Knowledge: By the end of the lesson, the Ss will be able to discuss a place/ country you would like to visit on holiday. 2. Competences: - Co- operation: work in pairs, groups - Self- study: work individually. - Using language to talk about tourism. 3. Quality: Ss are interested in tourism and more responsible for protecting and preserving places which they travel. II. TEACHING AIDS T: Textbook, lesson plan, English room. Ss: Learn the old lesson, prepare Unit 8: Communication. III. PROCEDURE. 1. W ARM UP: ( 5’) - Organization (1’) 9A :.........................

9B :................................

9C :.............................. a. G oal: To attract Ss’ attention to the lesson and to lead in the new lesson. b. CONTENTS: Talk about the famous landscapes/ places of Viet Nam that foreign tourists would like to visit most. c. Expected result: Ss know about the famous landscapes/ places o f Viet Nam. d. Performance:

T E A C H E R ’S AND ST U D E N T ’S

C O N T EN T S

A C T IV IT IE S - Teacher asks Ss to brainstorm the

♦C hatting.

landscapes/ places of Viet Nam that foreign

Ex: Ha Long Bay/ W orld Heritage Site/

tourists would like to visit most, and ask

UNESCO

them why. - Teacher gives them some cues if needed.

2. PR E S E N T A T IO N (5’) a. G oal: Help Ss to know some vocabularies. b. CONTENTS: Ss learn vocabulary. c. Expected result: Ss understand the meanings o f the words in the Extra Vocabulary. d. Performance: T EA C H ER ’S AND STUD ENT’S

CONTENTS

ACTIVITIES Step 1: Transferring the learning task -

*Extra vocabulary.

Teacher writes the words and phrase - breathtaking (adj.): very surprising,

from the Extra vocabulary on the board.

exciting and impressive

- Teacher asks more able Ss to explain

- affordable (adj. from the verb afford):

them, or give the Vietnamese equivalent.

not expensive, cheap enough for you to

Otherwise, explain them yourself.

buy

Step 2: Performing the task

- not break the bank: an idiom used to

- Ss find

out the extra words and

underline them. - Ss guess the meaning from the context. - Ss listen to the teacher’s explaination. Step 3: Discussion - Ss repeat, stress and copy. Step 4: Conclusion - T makes sure that Ss can have a grasp

say that sth w on’t cost a lot o f money, or more than you can afford: We can go to Thailand for a holiday if you want - that w on’t break the bank!

o f vocabulary

3. PRACTICE (25’) a. Goal: Help Ss to discuss about famous places/ things in the world that many people visit for a holiday. b. CONTENTS: Discuss the visitors’ opinions in the text and complete the table about one or two famous things that visitors can see or do in each country. c. Expected result: Ss can know about famous places/ things around the world. d. Performance: TEACHER S AND STUDENT’S

CONTENTS

ACTIVITIES 1. a. Read the following information

1. a. Read the following information

about tourism in Viet Nam.

Step 1: Transferring the learning task Teacher asks Ss quickly

read

the

information about tourism in Viet Nam. -

Then teacher tell them to look at the

pictures and read what

these foreign

visitors say about their choice of Viet Nam as a holiday destination. Step 2: Performing the task Step 2: Performing the task - Ss do as requested to complete the task Step 3: Discussion - Report the result to the class Step 4: Conclusion - Teacher monitors and gets feedback

b. W ork in groups. Discuss the

visitors’opinions above. Do you agree?

Add two more reasons to the list.

- cultural diversity

Step 1: Transferring the learning task

- beautiful beaches

- Teacher puts Ss in groups of five or six.

- easy and various means of transport

and discuss the visitor's opinions in la.

- traditional festivals

Ss may or may not agree with these - natural beauty

oponions. - Teacher asks for the class's agreement by a show of hands for each tourist’s opinion. If any Ss do not agree, ask them to explain why. - Then teacher lets each of the Ss two more reasons to the list. T may give some cues Step 2: Performing the task - Ss do as requested to complete the task Step 3: Discussion - Have Ss compare their answers Step 4: Conclusion - Teacher monitors and gets feedback

2. These are the top- ten most visited

2. These are the top- ten m ost visited

countries

according

the

figures published published by the United Nations W orld W orld Tourism Organisation (UNW TO).

according by

the

Tourism

the

United

figures Nations

Organisation

(UNW TO).

W ork in pairs. Complete the table by W ork in pairs. Complete the table by W RITING one or two famous things that W RITING one or two fam ous things visitors can see or do in each country.

that visitors can see or do in each

Step 1: Transferring the learning task

country.

- Teacher has Ss read the facts about the

* Possible answer:

top- ten most visited countres.

2. Visit the Statue of Liberty, visit the

- Ss work in pairs and complete the table Grand Canyon, shop in New York, go by W RITING one or two famous things that

surfing in Hawaii

visitors can see or do in each country (but

3. Tour Madrid, visit the legendary land

the more the better).

of Don Quixote, visit the Olympic Ring

- Teacher asks them write on a large sheet

in Barcelona

o f paper.

4. Climb the Great Wall, tour Beijing

- As Ss have already prepared for this, it National Stadium (B ird’s Nest), tour the will not take much time, so give them them

Forbidden City, visit the Stone Forest

a few minutes only.

5. Visit the Vatican City, visit famous

- A fter each pair finishes, they swap pairs.

museums, tour Florence, tour Venice

Continue until they have filled all the ten

6. Enjoy Turkish cuisine in Istanbul, go

countries.

sightseeing in the Bosphorus (the strait

Step 2: Performing the task

separating two continents - Europe and

- Ss do as requested to complete the task Step 3: Discussion - Report the result to the class

Asia), visit Buyuk Ada (Big Island in Prince’s Islands) 7. Visit the ‘ Jewel o f the Middle A ges’ Rothenburg

Step 4: Conclusion - Teacher monitors and gets feedback

der

Tauber

Rothenburg above the Tauber), visit the famous ‘ Cinderella C astle’ , go up the Berlin Tower, take the Berlin Segway Tour 8.

sightseeing

London,

visit

Stonehenge, visit Liverpool, home of The Beatles. 9. Tour Moscow (the Kremlin, Red Square, Moscow Metro ...), visit St. Petersburg: Hermitage Museum, cruise on Neva River, experience the white nights. 10. Visit the UNESCO World Heritage Site of Antigua, have a boat tour on the water in Rio Dulce, try the delicious local

speciality

tapado

seafood

coconut soup), climb some of the tallest

2. Competences: - Form ability of creating, solving the problem, studying and controling themselves, communicating, cooperating, using languages. - PRACTICE and develop reading and SPEAKING skills.

3. Quality: -

Study hard, self- study spirit, enthusiastically participate in activities in the

classroom. - Make students be proud o f the scenic beauty o f Viet Nam and be interested in tourism.

II. TEACHING AIDS. T: Textbook, English room. Ss: Textbooks, notebooks, prepare the lesson at home.

HI. PROCEDURE 1. WARM UP: (5’) a. Goal: warm up students and lead to the lesson. b. CONTENTS: Have sts work in groups and name some famous caves in Viet nam and in the world. c. Expected result: Name some famous caves in Viet nam and in the world. d. Performance: TEACHER S & SS' ACTIVITIES la . W ork in groups and name some

CONTENTSS la . W ork in group and name som e famous

fam ous caves in Viet Nam and in the caves in Viet Nam and in the world world.

Suggested answers:

Famous caves in Viet Nam:

T asks sts to work in groups and

name some famous caves in Viet Nam

- Phong Nha Cave

and in the world in 3 minutes.

- En Cave (hang en)

- The leaders of the groups write down

- Thien Duong Cave

the results on the board.

- Sung Sot Cave (hang Sung Sot - Ha Long

- T corrects and give some more caves.

Bay)

(T can prepare the pictures o f the - Tam Coc - Bich Dong (Ninh Binh) caves)

2. Competences: - Form ability of creating, solving the problem, studying and controling themselves, communicating, cooperating, using languages. - PRACTICE and develop reading and SPEAKING skills.

3. Quality: -

Study hard, self- study spirit, enthusiastically participate in activities in the

classroom. - Make students be proud o f the scenic beauty o f Viet Nam and be interested in tourism.

II. TEACHING AIDS. T: Textbook, English room. Ss: Textbooks, notebooks, prepare the lesson at home.

CONTENTSS la . W ork in group and name som e famous

fam ous caves in Viet Nam and in the caves in Viet Nam and in the world world.

Suggested answers:

Famous caves in Viet Nam:

T asks sts to work in groups and

name some famous caves in Viet Nam

- Phong Nha Cave

and in the world in 3 minutes.

- En Cave (hang en)

- The leaders of the groups write down

- Thien Duong Cave

the results on the board.

- Sung Sot Cave (hang Sung Sot - Ha Long

- T corrects and give some more caves.

Bay)

(T can prepare the pictures o f the - Tam Coc - Bich Dong (Ninh Binh) caves)

Famous caves in the world: - Deer Cave (Borneo, Malaysia) - Onondaga Cave (Misouri, USA) - Gouffre Berger Cave (France) - Reed Flute Cave (Guilin, China) - Fingal's Cave (Scotland) - Cave o f Crystal (Mexico)

2. PRESENTATION - PRE - READING (5’) a. Goal:help students prepare for reading to a text about Son Doong Cave. b. CONTENTS: Answer the questions about Son Doong Cave. c. Expected result: Sts may answer the questions about Son Doong Cave correctly. d. Performance: TEACHER S & SS' ACTIVITIES

CONTENTSS

lb . A nswer the questions with your own

lb . Answer the questions with your

ideas.

own ideas.

Step 1: Transferring the learning task

1. W here is the Son Doong Cave

Let Ss work in pairs and answer the located? questions

with

their

own

ideas.

(It is in Quang Binh province.)

important that Ss not be allowed to read the 2. W hen was it discovered? passage yet. Step 2: Perform ing the task - Ss do as requested to complete the task Step 3: Discussion - Report the result to the class Step 4: Conclusion T doesn’t need to check their answers and correct mistakes at this stage in the lesson.

3. P R A C T IC E -W h ile Reading (15’)

(It was discovered in 1991.) 3. How long is the cave? (It is nearly 9km.)

a. Goal: Students both PRACTICE reading skills and get the knowledge about Son Doong Cave. b. CONTENTS: Read the passage again and answer the questions, or choose the correct answers. c. Expected result: Ss can know the facts about Son Doong Cave. d. Performance: TEACHER S & SS* ACTIVITIES

CONTENTSS

2. Read the passage again and answer the

Read

the

passage

again

and

questions, or choose the correct answers.

answer the questions, or choose the correct answers.

Step 1: Transferring the learning task

1. W hat happened in M ay in 2015?

- T may have Ss read the passage in chorus

(The American Broadcasting Company

first, paying special attention to new words.

(ABC)

Explain and clarify anything difficult.

(featuring the magnificence of Son

- Then allow Ss time to read the passage

Doong) on "Good M orning America".

individual

silently

choose

the

live

programme

correct 2. How was the Son Doong Cave

answer. -

aired

formed?

Call on some individuals to report the (By river water eroding away the

answers aloud to the class.

limestone underneath the mountain.)

Step 2: Performing the task

3. W hen can tourists explore the

- Other students listen to the answer and give comment Step 3: Discussion - Some ss report the result to the class Step 4: Conclusion

cave? They

can

explore

the

cave

from

February to August. 4. C 5.D

T corrects the answers.

4. SPEAKING (20’) a. Goal: Help students develop comm unicative efficiency in persuading others to join activities on holiday.

Tell them

to study the example

carefully as model.

featuring its magnificence. Therefore, we feel proud o f our country’s nature.

- Give them some time before each group member shares his/her choice of holiday - While Ss are talking, T goes around to give assistance if necessary. Step 2: Perform ing the task - Ss do as requested to complete the task Step 3: Discussion - When Ss have finished, one or two of them present to the class. The class can give coments. Step 4: Conclusion - Praise them for their efforts.

* HOM EW ORK: - Translate the text into Vietnamese. - Prepare Unit 8: Skills 2

Week :

Planning:

Period: 66

Teaching : UNIT 8: TOURISM Lesson 6: Skills 2

I. OBJECTIVES. 1. Knowledge: By the end o f the lesson, ss can: - Listening for general and specific information about benefit of tourism - Write a paragraph about the negative affects of tourism on an area/ country 2. Competences: - Co- operation, self- study

Tell them

to study the example

carefully as model.

featuring its magnificence. Therefore, we feel proud o f our country’s nature.

* HOM EW ORK: - Translate the text into Vietnamese. - Prepare Unit 8: Skills 2

Week :

Planning:

Period: 66

Teaching : UNIT 8: TOURISM Lesson 6: Skills 2

- Using language to write a paragraph about the negative affects of tourism on an area/ country 3. Quality: Students are interested in tourism in Viet Nam. II.

TEACHING AIDS.

T : Textbook, lesson plan, computer, projector. Ss : Textbook, workbook, notebook, pen.... m . PROCEDURE 1. W ARM UP: (5 ) Organization: 9A: V ...............................

9B: V ..................................

a. Goal: W ARM UP students and lead to the lesson. b. CONTENTS: chatting with sts about the importance o f tourism to Viet Nam. c. Expected result: Students tell about the importance of tourism to Viet Nam. d. Performance: TEACHER S & SS' ACTIVITIES

CONTENTSS

Discussion - Teacher transfers the task.

The importance of tourism to Viet Nam

- Students work in pairs. - Students think about the importance of tourism to Viet Nam. - Teacher elicits as many ideas from them as possible -> Today we are going to listen, and write about tourism to Viet N am .

2. PRESENTATION - P R E - LISTENING (8’) a. Goal: Can predict the information about the lecture. b. CONTENTS: Listen to the lecture and tick true(T) or false (F). c. Expected result: Students tick true (T) or false (F). d. Performance: TEACHER S & SS' ACTIVITIES 1. True or false (2 P27)

CONTENTSS Listening

Step 1: Transferring the learning task

1. True or false (2 P27)

- Teacher transfers the learning task

1. T

Ask students to run through all the 2. T statements in 2 P27 individually.

3. F

- Students predict if they are true or false.

4. T

Teacher plays the recording one or two 5. T

times.

6. F

- Teacher clarifies anything which is unclear or difficult. Step 2: Performing the task -

Students listen carefully and tick T/F as

you hear answers in the lecture Step 3: Discussion - Ss to give comment Step 4: Conclusion - Teacher give the remarks to their doing the task.

3. PRACTICE - W hile listening (10")

a. Goal:

Can listen and choose the correct answer.

b. CONTENTS:

Listen and choose the correct answer A, B or C.

c. Expected result: Students listen and know the negative effects of tourism in Viet Nam.

d. Performance: TEACHER S & SS* ACTIVITIES Choose the correct answ er (3 P27)

CONTENTSS Choose the correct answ er (3

Step 1: Transferring the learning task

P27)

- Teacher transfers the learning task.

Answer: C

- Ask students to run through all the statements in 3 P27 individually.

- Teacher plays the recording again. Step 2: Perform ing the task - Students do the task. - Teacher guide ss to pay special to the last sentence of the lecture. Then choose the correct answers as required. Step 3: Discussion - Report the result to the class Step 4: Conclusion - Teacher corrects as class.

4. W RITING (20’) a. Goal: Can talk about the negative effects o f tourism on a region or country b. CONTENTS : Talk and write about the negative effects o f tourism on a region or country c. Expected result: Write about the negative effects o f tourism in Viet Nam d. Performance: TEACHER S & SS' ACTIVITIES

CONTENTSS

1. Talk about the negative effects of

tourism (4 P27)

Step 1: Transferring the learning task

Example:

Teacher transfers the learning task.

- Natural environment is damaged.

Step 2: Performing the task

- Natural beauty is spoiled.

Students do the task. Students work in groups and discuss the negative effects of tourism on their locality (if possible), or on our country. Step 3: Discussion Students study the prompts given, and give some more if possible.

Traditional

ways

o f life

effected. - Social problems may arise.

are

Week

Planning: /1/2021

Period

Teaching: /1/2021

UNIT 8. TOURISM Lesson7: Looking back + Project A. OBJECTIVES: 1. Knowledge: By the end of the lesson, students will be able to + recycle the language from the previous sections and link with the topics. + practise doing some exercises to consolidate and apply what they have learnt in Unit8. + Use compound nouns, articles to talk about tourism. + Use words related to tourism. 2. Competences: T- WC, group work, individual work to talk about ‘tourism ’ 3. Quality: have good attitude towards loving and preserving natural beauty spots. Students revision the words and gram mar in unit 8. B. Teaching aid: T textbook, cassette, pictures , computer S: book, exercisebook C. Procedure: 1. W A R M UP (5 ): - Organization 9A:

9B:

9C:

a.Goal: Write a word web of the vocabulary related to tourism in unit 8. b.CONTENTS: s can write a verb, an adjective, a noun related to tourism in Getting started or any lesson of Unit 8. c.

Expected result: s can revise some new words of the unit.

d. Performance - T. aks sts to brainstorm and give some words of tourism - T completes the wordweb with the clues given by students

Week

Planning: /1/2021

Period

Teaching: /1/2021

9B:

9C:

a.Goal: Write a word web of the vocabulary related to tourism in unit 8. h.CO NTENTS: s can write a verb, an adjective, a noun related to tourism in Getting started or any lesson of Unit 8. c. Expected result: s can revise some new words of the unit. d. Performance - T. aks sts to brainstorm and give some words of tourism - T completes the wordweb with the clues given by students

- Correct as a class.

Activity 2/ page 28 a.Goal: Sts get the general ideas o f forming compound nouns and their meanings. b.CO NTENTS: s can form the right compounds and fill in the blanks. c.

Expected result: s can understand the meanings o f the compounds

d. Performance TEACHER S AND SS’ ACTIVITIES

CONTENTSS

Step 1: Transferring the learning task

1.2. Form compound nouns and

? Look at the 12 elements and try to from

fill in the gap

compound nouns from them.

1. jet lag

? Read the sentence and fill the gaps and do it

2. checkout

again.

3. stopover

Step 2: Perform ing the task - Ss do as requested to complete the task Step 3: Discussion

4. sunglasses 5. holidaymaker 6. take- offs

- Report the result to the class Step 4: Conclusion - Check as a class.

Activity 3/ 28 a. Goa I: understand and use compound nouns correctly. b.CO NTENTS: s can form the compounds and make sentences with them. c.

Expected result: s can make right compounds and sentences.

d. Performance TEACHER S AND SS’ ACTIVITIES

CONTENTSS

- Correct as a class.

Activity 2/ page 28 a.Goal: Sts get the general ideas o f forming compound nouns and their meanings. b.CONTENTS: s can form the right compounds and fill in the blanks. c.

Expected result: s can understand the meanings o f the compounds

d. Performance TEA C H ER ’S AND SS’ ACTIVITIES

CONTENTSS

Step 1: Transferring the learning task

1.2. Form compound nouns and

? Look at the 12 elements and try to from

fill in the gap

compound nouns from them.

1. jet lag

? Read the sentence and fill the gaps and do it

2. checkout

again.

3. stopover

Step 2: Perform ing the task - Ss do as requested to complete the task Step 3: Discussion

4. sunglasses 5. holidaymaker 6. take- offs

- Report the result to the class Step 4: Conclusion - Check as a class.

Activity 3/ 28 a. Goa I: understand and use compound nouns correctly. b.CONTENTS: s can form the compounds and make sentences with them. c.

Expected result: s can make right compounds and sentences.

d. Performance TEACHER S AND SS’ ACTIVITIES

CONTENTSS

Step 1: Transferring the learning task

Individual work a n d group work

? Form compound nouns from the words

1.3. Form com pound nouns a n d m ake

given.

sentences

- T checks the compound nouns

1. Package tour, return ticket, software.

? Write sentences in your note- nooks - at

round trip

least one sentence with a compound noun.

Example: tour operator

and share with a partner.

If there are any problems, you should

Step 2: Performing the task

contact your tour operator.

- Individual work and group work

Step 3: Discussion - Report the result to the class

Step 4: Conclusion - Teacher monitors and gets feedback

Activity 4/ 28 a.Goal: Sts rem em ber the use of articles in sentences. b.CO NTENTS: ss find and correct mistakes related to articles. c.

Expected result: s can correct and explain their answers with the gram mar rule

articles d. Performance TEACHER S AND SS’ ACTIVITIES

CONTENTSS

Step 1: Transferring the learning task

2. Grammar

? Review the articles a, an, the and zero

2.1. F ind and correct mistakes

article you have learned.

1. - the sun, the UK

? Do the task individually and write down

2. - The brain works

your answers in their notebooks.

3. - The bicycle

Step 2: Performing the task - Ss do as requested to complete the task Step 3: Discussion - Report the result to the class

4. - an/the expedition, the interior 5. a long trip 6. - in history, the history of

Step 4: Conclusion - Correct their answers as a class.

Activity 5/ 28 a.Goal: Sts can form grammatically correct sentences. b.CONTENTS: ss rewrite sentencess. c.

Expected result: s can write sentences correctly

d. Performance TEACHER S AND SS’ ACTIVITIES

CONTENTSS

Step 1: Transferring the learning task

2.2. Rewrite the sentences

? Use the gram mar and vocabulary you have

1. What a terrible journey (it was)!

learned in the unit to rewrite sentences.

2. We stayed at a lovely hotel be

- T may have some Ss write sentences on the board.

the sea

Step 2: Perform ing the task

3. The programmer I watched

- Ss do as requested to complete the task

yesterday was interesting 4. My friend has just bought an old

Step 3: Discussion - Report the result to the class

guitar 5. She needs to go on a business

Step 4: Conclusion - Let other Ss give comments. Then check as a

trip to Kyoto.

class

4. PRODUCTION/APPLICATION: 17’ Activity 6/ 29 ( 6’) a.Goal: Use the vocabulary and grammar in the lesson to talk about one’s favourite holiday and activities. b.CONTENTS. free talks about what one would like or w ouldn’t like to do on holiday. c.

Expected result: s can talk about their holiday fluently.

d. Performance

T EA C H ER ’S AND SS’ ACTIVITIES

CONTENTSS

Step 1: Transferring the learning task

3. Communication

3.1. Things you like to do most on holiday

3.1. Things you like to do

? Read the things one can do on holiday, and tick the most on holiday three things you would most like to do, then share your ideas with a partner. 3.2. Things you don't like to do on holiday ? W ork in pairs, read example and think of the three things they do not like to do on holiday T may give prompts: - Do homework - W ash clothes

3.2. Things you don't like to

- Do the washing up

do on holiday

- Be online - Play sports - Write postcards...

5. PROJECTOR (11’) a.Goal: make an advertisement for a tourist attraction. b.CONTENTS: Sts make a poster about a tourist destination and advertise it. c.

Expected result: s can make a poster well and present about a tourist destinatio

d. Performance TEA C H ER ’S AND SS’ ACTIVITIES

CONTENTSS

? T asks sts to tell about good ways to write an

Good

ways

advertisement.

write

- Have some group present their advertisement - create a striking headline - Ask other students give comment.

- keep your ad brief

- Teacher check as a class.

- try to attract attention - give the main features

* HOMEW ORK (2’) Ask Ss to: - learn by heart the grammar point above. - do exercises E l + E2 (9A) in workbook - get Unit 9 ready

W e e k : 22

Planning:

Period: 69

T eaching: T6, 05.02.2021

29.1.2021

UNIT 9: ENGLISH IN THE W ORLD Lesson 1: Getting started I. OBJECTIVES. 1. Knowledge: By the end o f the lesson, students can: - Know some information about English language - Learn some more about a global language and experiences in learning and using English - Grammar: Conditionals type 2, Relative clauses correctly and appropriately - Vocabulary: words related to learning English 2. Competences: - Co- operation - Self- study - Using language to do exercises - Using language to talk about English as a global language and experiences in learning and using English 3. Quality: - Positive about a global language. - Students know how to learn English in right way. - Ss are interested in doing exercises.

- Ss are interested in English as a global language and experiences in learning and using English

II. TEACHING AIDS. 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks IH.

PROCEDURE.

1. WARM UP. (5’) a. Goal: Review the previous unit by asking two Ss to go to the board, each WRITING we compound nouns they have learnt/known b. CONTENTS: c. Expected result: Ss can write compound nouns on the board d. Performance: Write the Unit title on the board: English in the world. Elicit any information Ss know about the language by asking what they know about the charateristics of the English language. Give comments and correct any mistakes if needed. Let Ss open their books.

2. PRESENTATION. (10’) a. Goal: Ss know how to read new words, identify their meanings and use them to make sentences and know what they are going to listen and read. b. CONTENTS: Vocabulary' c. Expected result: Almost all the students know new words and what they are going to listen. d. Performance: TEACHER & SS ’ ACTIVITIES

CONTENTSS

Step 1: Transferring the learning task

New words :

- Teacher elicits the words from students.

- sim plicity (n): sự đon gián

- Follow the seven steps of teching vocab.

- to sim plify: đon gián hóa

Step 2: Perform ing the task

- to operate: đóng vai rò

- Ss repeat in chorus

- dialet (n): tiếng địa phuơng

- Copy all the new words

- accent (n): giọng điệu

Step 3: Discussion

- variety (n): thể loại

- Ss guess the meaning, then discuss with their partner Step 4: Conclusion T make sure that all the students understand the meaning

the

vocabulary

and

pronounce

correctly

3. PRACTICE. (20’) a. G oal: Ss get the CONTENTS of the conversation among the four people and then complete the exercises. b. C O N TE N TS: Do exercises 1,2,3 in textbook c. Expected result: Almost all the students can understand the conversation and complete the exercises. d. Performance: TEACHER & SS’ ACTIVITIES

CONTENTSS

* Set the sence: - Ask Ss questions about the pictures:

E.g. W here are Duong and Vy?

- Ask Ss to guess what the topic o f the

W ho is standing at the board?

conversation is and where it takes place. T

W hat are they talking about?

may also ask 5s to tell about the English club they have taken part in: - Play the recording and have Ss follow along. A fter that, Ss can compare their ideas with the information in the

Do you take part in an English club?

converation.

W hen is it? W here is it?

E xl:

W hot is special about it?

Step 1: Transferring the learning task

E x l: a. Read the converation again and

a. Read the converation again and find

find the nouns o f the adjectives simple

the nouns o f the adjectives sim ple and

and flexible.

flexible.

a . Key: simplicity - flexibility

- Tell Ss to refer to the conversation to find the nouns of the adjectives simple and flexible. - Ask them to pay attention to how to form the nouns from these adjectives. b. Convert these adjs into nouns. You

b. Convert these adjs into nouns. You

may use a dictionary.

- Ask Ss to convert the adjectives given

Adjective

into nouns. Remind them to use a

sad

sadness

dictionary to check.

dark

darkness

stupid

stupidity

popular

popularity

happy

happiness

punctual

punctuality

Noun

c. Read the conversation again and

choose the correct answer.

First, have Ss work independently. Then

Key:

allow them to share answers before

1. B

2. C

3. A

4. C

5. B

discussing as a class. - Call on some Ss to give explanations for their answers. Step 2: Performing the task - Ss follow T eacher’s requirement Step 3: Discussion - Ss work individually or in group depends on the task Step 4: Conclusion - T gives comment for each task, correct the answer if necessary Ex2: M atch the w ords/phrases in

Ex2: M atch the w ords/phrases in

colum n a with the definition in colum n B colum n a with the definition in colum n B

Step 1: Transferring the learning task

Key:

- T asks Ss to work independently, and

1. c

then share their answers with one or more

2. e

partners. T may ask for translation

3. b

of the words/phrases in the table to check

4. a

their understanding. With a stronger class,

5. d

T may wish to ask Ss to find some examples in real life with the words/phrases in the table. Step 2: Perform ing the task - Ss follow T eacher’s requirement Step 3: Discussion - Call one student to write answer on board, other students compares the answer Step 4: Conclusion - T gives comment for each task, correct the answer if necessary Ex3: M atch the beginning o f each

Ex3: M atch the beginning of each

sentence (1- 6) to its ending (a- f).

Step 1: Transfer of the duties

Key:

- Have Ss work independently and then

l.f

share their answers with one or more

2. c

partners.

3. a

Step 2: Perform ing the task

4. b

- Ss follow T eacher’s requirement

5. e

Step 3: Discussion

6. d

- Call one student to write answer on board, other students compares the answer Step 4: Conclusion - T may help with the words/ phrases that Ss do not know the meaning of in the

sentences. If time allows, have some Ss read out loud the sentences

4. PR O D U CTIO N 10’) a. Goal: - Help Ss know more about English in the world. b. CONTENTS: Ex4. W ork in pairs. Ask and a n sw er...... c. Expected result: Almost all the students can talk about the English language. d. Performance:

TEACHER & SS* ACTIVITIES

CONTENTSS

First, model this activity with a more

Work in pairs. A sk and answer questions

able student. Then ask Ss to work in

about the English language using the

pairs. Go around to provide help. Call

information fro m 3.

on some pairs to practise in front of the class.

* HOM EW ORK: - Learn new words by heart. - Read the conversation again. - Translate the conversation in Getting started into Vietnamese. - Prepare: U NIT 9: A closer look 1 - P33- 34 - textbook.

Week: 22

Planning:

Period: 70

Teaching :

U NIT 9. ENGLISH IN THE W ORLD Lesson 2. A closer look 1

I. OBJECTIVES 1. Knowledge: By the end of this Unit, students will be able to

- Use lexical items related to languages and language use and learning - Identify the correct tones for new and known information and say sentences with the correct intonation - Vocabulary: Languages and language use and learning - Pronunciation: Tones in new and known information. 2. Competences: - Co- operation: work in pairs, groups - Creativeness: talk about English language. - Using language to do exercises and talk about learning English 3. Quality: M ake students be interested in learning English II.

TEACHING AIDS T : Textbook, lesson plan, a projector, a laptop Ss : Text book.

HI. PROCEDURE 1. W ARM UP: ( 5 ) Guessing words Topic: Languages : a. Goal: Students review vocabulary and check pronunciation and lead in the right to n e s . b. Content - Guess the LETTER in the word: Languages . c. Expected result: Topic: Languages - Students give Answer keys with the letters of learning language and T use it for introduce the lesson. T check SS’tone when they pronounce it and lead in. d. Performance:

TEACHER S & SS* ACTIVITIES

CONTENTSS

Step 1: Transferring the learning task - Teacher transfers the task.

The word:

- Teacher gives 9 boxes of tourist on board and

Languages

asks Ss to guess the LETTER in each boxes.

Step 2: Performing the task

- Students in the whole class think about the letters and raise their hands for the answer. - Teacher elicits as many ideas from them as possible Step 3: Discussion - Report the result to the class Step 4: Conclusion - T and other SS congratulate and give points.

2. PRESENTATION (15’) a. Goal: Student can know the meaning o f some vocabularies about language learning b. CONTENTS: 1. Match each word/phrase with a definition. 2. Choose the correct words in the following phrases about language learning. 3. Match the words/phrases in column A with the words/phrases in column B to make expressions about language learning c. Expected result: SS understand the meaning of the vocabulary about language learning d. Performance: TEACHER S & SS' ACTIVITIES

CONTENTSS

1. M atch the words in A with their description or

1. M atch the words in A with

definition in B.

their description or definition in

Step 1: Transferring the learning task

- Teacher transfers the task. T asks Ss to work

l.b

individually

2.e

- T asks some Ss to write their answers on the board

3. a

Step 2: Perform ing the task

4. d

- Ss do as requested to complete the task Step 3: Discussion

5. f 6. c

- Ss work individually, then compare their answers with a partner's Step 4: Conclusion - T checks their answers as a class. Have them make sentences with the words if necessary. 2a. Choose the correct words in the following phrases about language learning. Step 1: Transferring the learning task

2a. Choose the correct words in the

following

phrases

about

language learning.

- Teacher transfers the task. T asks Ss to work individually - T asks some Ss to write their answers on the board

2. at 3. by 4. in

Step 2: Perform ing the task

5. of

- Ss do as requested to complete the task

6. bit

Step 3: Discussion

7. up

- Ss work individually, then compare their answers with a partner's Step 4: Conclusion - T checks their answers as a class. Have them make sentences with the words if necessary.

3. PRACTICE (15’) a. Goal: Student can use the vocabulary above to make make sentences about yourself or people you know complete the open passage. b. CONTENTS: - M ake sentences about yourself or people you know using the words in 2a. - Fill in the blanks with the verbs in the box. c. Expected result: - Ss can write sentences with the phrases from 2a. - SS can Fill in the blanks with the verbs in the box d. Performance: TEACHER S & S S ’ ACTIVITIES

CONTENTSS

2b. Choose the phrases from 2a to make

2b. Choose the phrases from 2a to

sentences about yourself or people you know.

make sentences about yourself or

Step 1: Transferring the learning task

people you know.

- Teacher transfers the task. Let Ss work

l.b

individually to make make sentences about 2.e yourself or people you know

3. a

If time allows, call on two Ss to write their 4. d sentences on the board. Other Ss gve comments. Step 2: Perform ing the task

5. f 6. c

- Listen and complete the exercise Step 3: Discussion - Ss work individually then say their sentences in front o f the class. Step 4: Conclusion - T checks their answers. Confirm the correct sentences. 3a. M atch the words/phrases in colum n A

3a. M atch the words/phrases in

with the words/phrases in colum n Bto make

colum n A with the words/phrases in

expressions about language learning.

colum n Bto make expressions about

Step 1: Transferring the learning task

language learning.

- Teacher transfers the task. T asks Ss to work

l.e

individually

2. h

Step 2: Perform ing the task

3- g

Ss work individually, then compare their 4. b answers with a partner's

5. a

Step 3: Discussion

6. c

- Ss write their answers on the board

7. d 8.f

Step 4: Conclusion - T checks their answers as a class. Have them

make sentences with the words if necessary.

4. PRODUCTION (8’) a. Goal: Students can tone in new and known information b. CONTENTS: Tone in new and known information c. Expected result: Ss can know and PRACTICE toning in the mew and kmown information d. Performance: TEACHER S & SS' ACTIVITIES

CONTENTSS

4. Listen and repeat, paying attention to the

4. Listen and repeat, paying

tones

attention to the tones of the

the

underlined

words

each

conversation.

underlined words in each

Step 1: Transferring the learning task

conversation.

- Teacher transfers the task. Play the recording

Tone in new' and known information

and ask Ss to listen and repeat the sentences,

In conversation, we often

refer to

paying attention to whether the voice on the something which has been m entioned underlined word in each sentence goes up or before. This is known information, and down.

the voice usually goes up at the end.

We also tell the listener things we

T may play the recording as many times as

necessary.

Explain

the

ruke

the havenot m entioned before. This is new

REM EM BER! box and ask some Ss to give

information and the voice usually goes

some more examples.

down at the end.

Step 2: Perform ing the task - Ss work in the whole then say their sentences in front o f the class, pay attention to whether the voice on the underlined word goes up or down Step 3: Discussion - Report the result to the class Step 4: Conclusion - Teacher monitors and gets feedback

UNIT 9. ENGLISH IN THE W ORLD Lesson 3. A closer look 2 I. OBJECTIVES. 1. Knowledge: By the end of the lesson, students will be able to use: - Conditionals type 2: review - Relative clauses correctly and appropriately. 2. Competences: - Co- operation: work in pairs, groups. - Self- study: work individually. - Creativeness: talk about English language. - Using language to do exercises and talk about learning English. 3. Quality: Ss are interested in using conditionals type 2 and relative clauses correctly and appropriately. II. TEACHING AIDS T: Textbook, lesson plan, English room. Ss: Learn the old lesson, prepare Unit 9. A closer look 2. III. PROCEDURE. 1. W ARM UP ( 5 ) - Organization (1’) 9A :.........................

9B :................................

9C :.............................. a. G oal: Help Ss remember the form o f conditional sentences type 2. b. CONTENTS: Make sentences with conditional sentences type 2. c. Expected result: Ss can remember the form of conditional sentences type 2. d. Performance:

TEAC HER’S AND STUDENT’S

CONTENTS

ACTIVITIES Group work:

Eg:

- Divide the class into two teams.

If I were you, I would study harder

- Ask each team to make sentences with conditional sentences type 2. - Time: 2 minutes

9B :................................

TEACHER’S AND STUDENT’S

CONTENTS

ACTIVITIES Group work:

Eg:

- Divide the class into two teams.

If I were you, I would study harder

- Ask each team to make sentences with conditional sentences type 2. - Time: 2 minutes

2. PRESENTATION (10’) a. G oal: Help Ss review conditional sentences type 2 and know how to use relative clauses. b. CONTENTS: Conditional sentences type 2 and relative clauses. c. Expected result: Ss can understand conditional sentences type 2 and relative clauses. d. Performance: TEACHER S AND STUDENT’S

CONTENTS

ACTIVITIES 1. Conditional sentences type 2

1. Conditional sentences type 2: review

Step 1: Transferring the learning task

D uonz. Yeah, if there w eren’t so manv

- T asks Ss to read this sentence from

words, it would be easier for us to master

the conversation in Getting started. Do

it!

you rem em ber when we use conditional sentences type 2? - T retells the way to use and form by analysing the example. - Draw Ss’ attention to the notes and the examples in the Lookout! box. - Then T asks some Ss to give some examples to illustrate their understanding. Step 2: Perform ing the task - Ss listen and copy. - Ss give some examples. Step 3: Discussion - Report the result to the class Step 4: Conclusion - Teacher monitors and gets feedback

2. Relative clauses

Step 1: Transferring the learning task

Teacher: Question one: Is English the

- T asks Ss to read part of the

language which is spoken as a first

conversation from Getting started. Pay

language by most people in the world?

attention to the underlined part.

- We use relative clauses to give extra

- T explains and draws Ss’ attention to

information about som ething/ someone or

the use o f relative clauses by analyzing

to identify which particular thing/ person

the examples in the gram mar box in 3b.

we are talking about.

- Then ask the more able Ss to give

* Rules of using relative clauses

some further examples.

- Which (for things and animals)

Step 2: Perform ing the task - Ss do as requested to complete the task Step 3: Discussion - Report the result to the class

- Who (for people) - W hom (for people as the object o f the relative clause) - When (for time) - Where (for places)

Step 4: Conclusion - Teacher monitors and gets feedback

- Why (for reasons) - W hose (for possession) - That (for people, things, animals and times)

Eg: The book which I liked was the detective story.

3. PRACTICE (20’) a. G oal: Help Ss review conditional sentences type 2 and know how to use relative clauses. h. CONTENTS: - Write Yes or No to answer the question abut each sentence. - Rewrite the sentences using the conditional sentences type 2. - Circle the correct word. - Rewrite the sentences as one sentence using a relative clause.

c. Expected result: Ss can do exercises correctly. d. Performance: TEACHER S AND STUD ENT’S

CONTENTS

ACTIVITIES 1.b. W rite Yes or No to answer the question

1.b. W rite Yes or No to answer

abut each sentence.

the question abut each sentence.

Step 1: Transferring the learning task

1. No

- T asks Ss to do exercise 1.b

2. Yes

- First, have Ss work independently, then ask

3. No

them to share their answers with one or more

4. No

partners.

5. No

- T asks some Ss to say their answers aloud. Ss work independently, then ask them to share their answers with one or more partners. Step 2: Performing the task - Report the result to the class - O ther students listen to the answer and give comment Step 3: Discussion - T gives comments, and make any correction

2. Rewrite the sentences using

if necessary.

the conditional sentences type 2.

2. Rewrite the sentences using the

1. If my English were/was good, I

conditional sentences type 2.

would feel con dent at interviews.

Step 1: Transferring the learning task

2. If Minh had time, she would

- T asks Ss work independently to write the

read many English books.

sentences. If there isn’t much time or Ss are

3. If I were you, I would spend

not so strong, allocate one or two sentences per

more time improving my

student. Then ask them to share their answers

pronunciation.

with a partner.

4. If Mai didn’t have some friends who were/are native speakers of

Step 2: Performing the task English, she w ouldn’t be so good

- Ss do as requested to complete the task

at the language.

Step 3: Discussion

5. If you could speak English, we

- Ss write their sentences on the board and

would offer you the job.

discuss as a class. Step 4: Conclusion - T gives comments and make any corrections 4. Circle the correct word. Som etim es more than one answer is possible. Step 1: Transferring the learning task - T asks Ss to work independently to circle the correct word, then ask them to share their answers with one or more partners. - T asks some Ss to say their answers aloud.

4. Circle the correct word. Sometimes m ore than one answer is possible. 1. who/that 2. where 3. whose 4. when/that 5. whom/who

Step 2: Performing the task

6. Why

- Ss do as requested to complete the task Step 3: Discussion - Report the result to the class Step 4: Conclusion - T gives comments, and make any correction if necessary.

6. Rewrite these sentences as

6. Rewrite these sentences as one sentence

one sentence using a relative

using a relative clause.

clause.

Step 1: Transferring the learning task

2. Parts of the palace where/in

- T asks Ss to work independently to rewrite

which the queen lives are open to

these sentences as one sentence using a relative

the public.

clause.

3. English has borrowed many

- T asks them to share their answers with a

words which/that come from other

partner. Ask some Ss to say their answers

languages.

aloud.

4 . 1 moved to a new school

Step 2: Performing the task

where/in which English is taught

- Ss do as requested to complete the task

by native teachers.

Step 3: Discussion

5. There are several reasons why I

- Report the result to the class

don’t like English.

Step 4: Conclusion

6. The new girl in our class,

- T gives comments, and make any

whose name is Mi, is reasonably

corrections.

good at English.

4. PRODUCTION (8 ) a. G oal: Help Ss to PRACTICE more relative clause. b. CONTENTS: Write sentences about yourself. c. Expected result: Ss can write sentences about yourself. d. Performance: TEACHER S AND STUD ENT’S

CONTENTS

ACTIVITIES 5. W rite true sentences about yourself. Then

5. W rite true sentences about

share them with your partner. How many

yourself. Then share them with

things do you have in common?

your partner. How many things

- T asks Ss to write sentences about yourself.

do you have in common?

- Ss write sentences about yourself. - T corrects and remarks.

* HOM EW ORK. (2’) - Learn by heart all the grammar: conditional sentence type 2 and relative clauses. - Complete all the exercises. - Prepare: Unit 9. Communication.

Week

Planning:

Period 72

Teaching: UNIT 9. ENGLISH IN THE W ORLD Lesson 4. Communication

d. Performance: TEA C H ER ’S AND STUD ENT’S

CONTENTS

ACTIVITIES 1. Make notes about yourself.

1. Make notes about yourself.

Step 1: Transferring the learning task - T asks Ss to work independently, making notes about themselves by answering the questions in the table in 1. Step 2: Perform ing the task - Ss do as requested to complete the task Step 3: Discussion - Report the result to the class Step 4: Conclusion - Teacher monitors and gets feedback

3. PRACTICE (15’) a. Goal: Help Ss interview to build up an English learner profile. b. CONTENTS: Make notes about your partner. c. Expected result: Ss can interview to build up an English learner profile. d. Performance: TEACHER S AND STUD ENT’S

CONTENTS

ACTIVITIES 2. W ork in pairs. Take turns to ask and

2. W ork in pairs. Take turns

answer the questions in 1. M ake notes about to ask and answer the your partner. How many things do you have in

questions in 1. Make notes

common?

about your partner. How

Step 1: Transferring the learning task

many things do you have in

- Now T asks Ss to work in pairs, taking turns to

common?

ask and answer the questions in 1. Remind them to make notes on what their partners say in the

d. Performance: TEA C H ER ’S AND STUD ENT’S

CONTENTS

ACTIVITIES 1. Make notes about yourself.

1. Make notes about yourself.

CONTENTS

ACTIVITIES 2. W ork in pairs. Take turns to ask and

2. W ork in pairs. Take turns

answer the questions in 1. M ake notes about to ask and answer the your partner. How many things do you have in

questions in 1. Make notes

common?

about your partner. How

Step 1: Transferring the learning task

many things do you have in

- Now T asks Ss to work in pairs, taking turns to

common?

ask and answer the questions in 1. Remind them to make notes on what their partners say in the

table in 1. Then ask each of them to identify how many things they have in common with their partners. - For a change, have Ss role- play in pairs. One student is a reporter, and the other is a student. The reporter is gathering

information about

learners o f English. Ask for volunteer pairs to role- play in front of the class. In this case, Ss should focus on only three of the questions from the survey. Make sure Ss don’t simply read from their books - they should be in character. Give them lots of encouragement. Step 2: Perform ing the task - W ork in pairs - Ss do as requested to complete the task Step 3: Discussion - Report the result to the class Step 4: Conclusion - T gives comment and adds on to the answer if necessary

4. PRODUCTION (13’) a. G oal: Help Ss interact real situation. b. CONTENTS: Tell your group the things that you and your partner have in common. c. Expected result: Ss can tell your group the things that you and your partner have common. d. Performance: TEA C H ER ’S AND STUD ENT’S ACTIVITIES

CONTENTS

Step 1: Transferring the learning task

3. W ork in groups. Tell your

- Now put two pairs together to work in groups

group the things that you

o f four, reporting on the things that they and their

and your partner have in

partners have in common. T moves around the

common.

class to listen to the discussions and provide help

Ex:

only if necessary.

‘One thing we have in

Step 2: Perform ing the task

common is that we both want to study English at an overseas

- Ss do as requested to complete the task

university. I’m interested in

- W ork in groups

going to Australia and Mi is

Step 3: Discussion - 1 or 2 Ss to present their findings in front of

interested in the U S.’

the class. W hole - class discussion. Step 4: Conclusion - T gives comment and adds on to the answer if necessary

* HOMEWORK. (2’) - List of ways to improve your English. - Prepare: Unit 9. Skills 1.

Week

Planning:

Period 73

Teaching: U NIT 9. ENGLISH IN THE W ORLD Lesson 5. Skills 1

I. OBJECTIVES. 1. Knowledge: By the end of the lesson students will be able to: - Read for general and specific information about English as a means of international communication. - Discussing experiences in learning and using English.

2. Competences: - Co- operation - Self- study - Creativeness: talk about learning English - Using language to talk about how to learn English well 3. Quality: Ss are interested in learning English. H. TEACHING AIDS T: Textbook, lesson plan, English room. Ss: Learn the old lesson, prepare Unit 9. Skills 1. IH. PROCEDURE. I. W ARM UP ( 5 ) - Organization (1’) 9A :.........................

9B :................................

9C :.............................. a. Goal: To attract Ss’ attention to the lesson and to lead in the new lesson. b. CONTENTS: Discuss the questions c. Expected result: Ss can understand more English in the world. d. Performance:

TEACHER S AND STUDENT’S

CONTENTS

ACTIVITIES - Before Ss open their books, T asks them to work in groups to disscuss either of these questions: - W ork in groups. - Ss may look somewhat confused by this question. If so, give them more guidance: ’Which countries Speark English around theworld?'."Does the English language belong to England? If not, w hynot?'.”Is the English language chaning? If so how?' - The aim is to get Ss to realize that english is global now and that there isn’t one "correct" from

1. Who owns English ?

o f English anymore, but many varieties of English. If necessary, explain that this is a blend of Vietnamese ans English. Give some guidance:’

2. Does "Vietlish” exist?

Can you think o f any words or phrases which blend the two languagea?7Is this increasing in Viet Nam? If so, why?',’ Can you invent some new "Vietlish" words or expressions?’

2. PRE - READING (5’) a. G oal: Help Ss to know some vocabularies. b. CONTENTS: Ss learn vocabularies. c. Expected result: Ss understand the meanings o f the words in the text. d. Performance: TEACHER S AND STUD ENT’S

CONTENTS

ACTIVITIES 1. Read the following text about

1. Read the following text about

English as a means o f international

English as a m eans o f international

com m unication. Look at the words in

the box, then find them in the text and

underline them. W hat do they mean?

Step 1: Transferring the learning task

- settlement (n) = the process of people

- Now T asks Ss to open the books and

making their homes in a place

scan the text to find the words:

- immersion (n) = the language teaching

settlement, immersion, derivatives,

method in which people are put in

establishment, dom inant and underline

situations where they have to use the new

them.

language for everything

Step 2: Perform ing the task

- derivatives (n) = words that have been

- Ss do as requested to complete the task - Ss guess the meaning from the

developed from other words - establishment (n) = the act o f starting or creating something that is meant to last

context.

for a long time

Step 3: Discussion

- dominant (adj) = more important,

- Ss listen to the teacher’s explaination.

powerful or noticeable than other things

- Repeat - Stress - Copy Step 4: Conclusion - T checks the answer 3. P R A C T IC E -W h ile Reading (15’) a. G oal: Help Ss read for general and specific information about English as a means of international communication. b. CONTENTS: Read the text again and: - Match the headings (a- c) to the paragraphs (1-3). - Answer the questions. c. Expected result: Ss can read for general and specific information about English as a means o f international communication and do exercises correctly. d. Performance: TEACH ER’S AND STUD ENT’S

CONTENTS

ACTIVITIES 2 a. Read the text again and match the

2a. Read the text again and match the

headings (a- c) to the paragraphs (1- 3).

headings (a- c) to the paragraphs (1 -3 ).

Step 1: Transferring the learning task - First, have Ss work independently, reading through the text and choosing a suitable heading for each paragraph. Then allow them to share their answers before checking with the whole class. Step 2: Performing the task Ss work independently - Ss do as requested to complete the task

l.b

2. c

3. a

Step 3: Discussion - Report the result to the class Step 4: Conclusion - Teacher monitors and gets feedback b.

Read the text again and answer the

questions.

questions. Step 1: Transferring the learning task - T may set a longer time limit for Ss to read

the

b. Read the text again and answer the

text again

and

answer the

questions. Ask Ss to note where they found the information that helped them to answer the questions.

1. It is the export of the English language and the great growth of population in the United States that has led to its dominance in the world today. 2. Mass immigration. 3. They do all their school subjects and everyday activities in English.

Step 2: Performing the task - Ss answer the questions as a class

4. It is a blend of English and Hindi words and phrases.

- Ss can compare their answers in pairs 5. They are being invented every day all before discussing them as a class. over the world due to the free admissions Step 3: Discussion

o f words from other languages and the

- Report the result to the class

easy creation o f compounds and

Step 4: Conclusion

derivatives.

- Teacher monitors and gets feedback

4. PRODUCTION - SPEAKING (18’) a. G oal: Help Ss talk experiences in learning and using English. b. CONTENTS: - Put the list of ways to improve your English in order of importance for you. - W ork in groups. Compare your lists. Explain your order. - W ork in pairs. Take one of the ideas from 3 and think about how you can achieve

c. Expected result: Ss can tell about the ways to improve your English and explain them.

d. Performance: TEACHER S AND STUDENT’S

CONTENTS

ACTIVITIES 3. Put the list o f ways to im prove your

3. Put the list o f ways to improve

English in order of im portance for you.

your English in order of

Step 1: Transferring the learning task

im portance for you.

- T asks Ss to list of ways to improve your

* List of ways to improve your

English.

- Ss list o f ways to improve your English.

- Taking tests

Step 2: Performing the task - Ss answer the questions as a class Step 3: Discussion

- Listening to songs in English - Reading English book - W atching English film

- Report the result to the class Step 4: Conclusion - Teacher monitors and gets feedback

4. W ork in groups. Compare your

4. W ork in groups. Compare your lists.

lists. Explain your order.

Explain your order. Step 1: Transferring the learning task - Now in small groups, Ss compare their lists and explain their order to group members. - T goes around to provide help. Step 2: Performing the task - W ork in groups - Ss answer the questions as a class Step 3: Discussion - T calls on some Ss to present their top three methods and the reasons for it. Other groups listen and give comments.

Step 4: Conclusion 5. W ork in pairs. Take one of the

- Teacher monitors and gets feedback

ideas from 3 and think about how

5.W ork in pairs. Take one of the ideas

you can achieve it.

from 3 and think about how you can

Eg:

achieve it.

A: I think we should try to imitate

Step 1: Transferring the learning task

English pronunciation.

- T asks Ss to work in pairs. Take one of the

B: So then we should watch English

ideas from 3 and think about how you can

videos online.

achieve it.

A: Good idea. We can pause the

- T goes around to provide help.

video and repeat. Step 2: Performing the task

B: We can even record ourselves and

- Ss do as requested to complete the task

play it back

- Ss work in pairs. Step 3: Discussion - T calls on some Ss to present their top three methods and the reasons for it. Other groups listen and give comments. Step 4: Conclusion - Teacher monitors and gets feedback

* HOM EW ORK. (2’) - Complete all the exercises in the notebook. - Prepare: Unit 9. Skills 2.

Week

Planning:

Period 74

Teaching: U NIT 9. ENGLISH IN THE W ORLD Lesson 6. Skills 2

I. OBJECTIVES.

1. Knowledge: By the end of the lesson, students can: - Listen for general and specific information about students' experiences in learning and using languages. - Write a paragraph about the uses of English in everyday life. 2. Competences: - Co- operation - Self- study - Creativeness: write about the uses of English in everyday life. - Using language to write about the uses of English in everyday life. 3. Quality: Ss are interested in learning English. II. TEACHING AIDS T: Textbook, lesson plan, English room. Ss: Learn the old lesson, prepare Unit 9. Skills 2. III. PROCEDURE. 1. W ARM UP ( 5 ’) - Organization (1’) 9A :.........................

9B :................................

9C :.............................. a. G oal: Help Ss talk about the benefits when we can use English fluently. b. CONTENTS: Benefits when we can use English fluently. c. Expected result: Ss can talk about the benefits when we can use English fluently. d. Performance:

TEA CHER’S AND STUDENT’S

CONTENTS

ACTIVITIES - T asks Ss to talk about the benefits

*Chatting.

when we can use English fluently.

Ex: - W ork with foreigners

2. PRE - LISTENING (5 ) a. G oal: Help Ss listen for general and specific information about some students’ experiences in learning and using languages. b. CONTENTS: Match the summaries (A- E) to the speakers (1-4).

c. Expected result: Ss can listen and match correctly. d. Performance: TEACHER S AND STUD ENT’S

CONTENTS

ACTIVITIES 1. Listen to four different people talking

1. Listen to four different people

about SPEAKING and learning

talking about SPEAKING and

languages. M atch the sum m aries (A- E)

learning languages. M atch the

to each speaker. There is one extra

sum m aries (A- E) to each speaker.

sum mary.

There is one extra summary.

Step 1: Transferring the learning task

Speaker 1 : E

- T asks Ss to read the instruction carefully.

Speaker 2: A

Have Ss read the summaries and underline

Speaker 3: B

the key words in each.

Speaker 4: D

- T plays the recording and ask Ss to match the summaries to the speakers. Then ask two or three Ss to write their answers on the board. - T plays the recording again for Ss to check the answers. Step 2: Perform ing the task - Listen and complete the exercise Step 3: Discussion - Report the result to the class - Other students listen to the answer and give comment Step 4: Conclusion - Teacher monitors and gets feedback

3. PRACTICE - W hile listening(lO’)

a. G oal: Help Ss listen for general and specific information about some students’ experiences in learning and using languages. b. CONTENTS: Answer the questions. c. Expected result: Ss can listen and answer the questions correctly. d. Performance: T EA C H ER ’S AND STUD ENT’S

CONTENTS

ACTIVITIES 2. Listen to the extracts again and

2. Listen to the extracts again and

answer the questions.

Step 1: Transferring the learning task

1. He went to Rome.

- First, T asks Ss to work in pairs to

2. She can have a conversation in Italian,

answer the questions from the

but it’s a bit rusty.

information they have heard in 1.

3. He used to be quite bad at English.

- Then T plays the recording again and

4. He picked up enough words and

allow Ss to check if their answers are

phrases to get by.

correct.

5. She thinks that she has learned a lot

Step 2: Perform ing the task

since she started an English course at an

- Ss answer the questions as a class

English centre.

Step 3: Discussion - Report the result to the class Step 4: Conclusion - Teacher monitors and gets feedback

4. PRODUCTION - W RITING (23’) a. Goal: Help Ss write a paragraph about what you use English for in your daily life. b. CONTENTS: Write a paragraph about what you use English for in your daily life. c. Expected result: Ss can write a paragraph about what you use English for in your daily life. d. Performance:

TEACHER S AND STUDENT S

CONTENTS

ACTIVITIES 3. M ake notes of four uses o f English in

3. M ake notes of four uses of English

your daily life and give an

in your daily life and give an

explanation/exam ple for each o f them. Then

explanation/ example for each of

compare your list with a partner.

them. Then compare your list with a

Step 1: Transferring the learning task

partner.

- T asks Ss to work individually making notes

What I use

of up to four uses o f English in their daily life

English for?

Explanation

and giving an explanation/ example for each of 1 them in the given table. Remind them that they do not have to write full sentences and they can use abbreviations and note- form.

2 3

- T asks Ss to share their notes with their partners.

- T may ask some more able Ss to read out their notes to the whole class. Step 2: Performing the task - Ss do as requested to complete the task Step 3: Discussion - Report the result to the class Step 4: Conclusion - Teacher monitors and gets feedback 4. Use your notes in 3 to write about what you use English for in your daily life. Step 1: Transferring the learning task - T sets up the W RITING activity. Brainstorm the language necessary for their WRITING with Ss: an introduction paragraph, organising ideas using connectors - Firstly, Secondly, Finally, providing examples to illustrate the

4. Use your notes in 3 to write about what you use English for in your daily life. Sample writing: I use English for different purposes in my everyday life. Firstly, English helps me communicate with people all over the world. I have made friends

points.

with some students from the UK and

- T asks Ss to write the draft first and then

Australia. I use English to chat with

swap their W RITING with a partner. Based on

them about many things. Secondly,

the comments, have them write their final

English helps me get information and

version in class or at home. If they write in

improve

class, they can also do it in pairs or groups

Because almost any information is

on big pieces o f paper.

available in English, it is easy for me to

get

access

knowledge.

all

sources

Step 2: Performing the task

information with my English. Finally,

- Ss do as requested to complete the task

English is useful when I want to go

Step 3: Discussion

abroad to study. A lot of schools and

- T may display all or some o f the leaflets on universities in different countries which provide scholarships and the wall/notice board. courses in English. I am

Step 4: Conclusion

learning

English hard to get an IELTS score of

- T gives comments. Ss edit and revise their

6.5 so that next year I can go to

WRITING as HOMEW ORK.

Australia

study.

conclusion,

English is useful for me in various ways.

* HOMEW ORK. (2’) - Complete the writing. - Prepare: Unit 9. Looking back + Project.

W eek

P lanning:

P eriod 75

Teaching: UNIT 9. ENG LISH IN THE W ORLD Lesson 7: Looking back + Project

I. OBJECTIVES. 1. Knowledge: By the end of the lesson students will be able to: - PRACTICE vocabulary and gram mar points they have learnt in this unit. - PRACTICE making communication, project. 2. Competences: - Co- operation - Self- study - Using language to do exercises 3. Quality: Ss are interested in learning English. II. TEACHING AIDS T: Textbook, lesson plan, English room. Ss: Learn the old lesson, prepare Unit 9. Looking back + P ro ject. III. PROCEDURE.

1. WARM UP ( 5’) - Organization (1’) 9A :.........................

9B :................................

9C :.............................. a. G oal: To attract Ss’ attention to the lesson and to lead in the new lesson. b. CONTENTS: Answer the questions c. Expected result: Ss can understand and answer the questions. d. Performance: - T asks Ss to answer some questions about the topic English in the world: + Which language is most spoken as a first language in the world? + How many countries around the world use English as their first language? + How long have you been learning English? + Do you like English? Why? + Can you tell me some ways to improve your English? - Ss answer the questions. - T comments.

2. PRESENTATION (7’) a. G oal: Help Ss review some vocabularies related to the topic English in the world.

b. CONTENTS: Underline the correct word in each sentences and fill each blank with a phrase in the boxes. c. Expected result: Ss can understand the CONTENTS and do exercises correctly. d. Performance: T E A C H E R S AND S T U D E N T ’S A C T IV IT IE S

C O N T EN T S

1. U nderline the c o rre c t w ord in each sentence.

1. U n d erlin e th e c o rre c t w ord

Step 1: T ra n sfe rrin g the learn in g task

in each sentence.

- T asks Ss to underline the correct words in each

1. first

sentences.

2. accent

3. dialect

T calls some Ss to choose the answer and

translate them. Step 2: P erfo rm in g th e task

4 . second 5.

official

- Ss work individually. Then they can check their answers with a partner before discussing the answers as a class. Step 3: D iscussion - Report the result to the class Step 4: C onclusion - T checks and confirm the correct answers. 2. R ead w hat th re e people say ab o u t SPE A K IN G languages. Fill each b lan k w ith a p h ra se in the boxes. Step 1: T ra n sfe rrin g the learn in g task - T asks Ss to read what three people say about SPEAKING languages. -

T calls some Ss to choose the answer and

explain them.

2. R ead w hat th re e people say ab o u t SPE A K IN G languages. Fill each b la n k w ith a p h rase in the boxes. 1. am reasonably good 2. can also get by 3. picked up 4. am bilingual 5. also - fluent in 6. can have a conversation

Step 2: P erfo rm in g th e task

7. it’s a bit rusty

- Ss do as requested to complete the task

8. am quite bad at

Step 3: D iscussion

9. know a few words

- Report the result to the class

lO.can’t speak a word

- Ss fill each blank with a phrase in the box.

Step 4: Conclusion - T checks as a class

3. PRACTICE (13’) 3.1. Vocabulary a. G oal: Help Ss review some vocabularies related to the topic English in the world. b. CONTENTS: Rewrite these sentences using the words/ phrases in brackets. Use the words from the box to complete the sentences. c. Expected result: Ss can understand the CONTENTS and do exercises correctly. d. Performance: TEACHER S AND STUDENT’S

CONTENTS

ACTIVITIES 3. Rewrite these sentences using the words/

3. Rewrite these sentences using

phrases in brackets.

the words/ phrases in brackets.

Step 1: Transferring the learning task

1 .1 can’t speak a word o f French.

- T asks Ss to rewrite these sentences using

2 . 1 picked up a few words of

the words/ phrases in brackets.

English on holiday.

Step 2: Performing the task

3. My brother is fluent in English.

- Ss do as requested to complete the task

4 . 1 am bilingual in English and

Step 3: Discussion

French.

- Ss work individually. Then they can check

5 . 1 can get by in German on

their answers with a partner.

holiday.

Step 4: Conclusion

6. My Russian is a bit rusty

- T asks some Ss to write their sentences on the board and give necessary correction.

4. Use the words from the box to complete the sentences.

4. Use the words from the box to complete the sentences. 1. accent 2. imitate

Step 1: Transferring the learning task

3. guess

- T asks Ss to complete the sentences with the

4. look up

words given.

5. translate

- T calls Ss to give the answer. Other Ss give

6. mistakes

feedback.

7. corrects

Step 2: Performing the task

8. communicate

- Ss answer the questions as a class Step 3: Discussion - Ss work individually. Then they can check their answers with a partner. Step 4: Conclusion - T corrects.

3.2. GRAM MAR a. Goal: Help Ss review the relative pronoun. b. CONTENTS: Put the correct relative pronoun in each sentence. c. Expected result: Ss can remember the usage of relative pronoun and do the exercise correctly. d. Performance: TEA C H ER ’S AND STUD ENT’S

CONTENTS

ACTIVITIES 5. Put the correct relative pronoun in

5. Put the correct relative pronoun in

each sentence.

Step 1: Transferring the learning task

1. Those are the stairs where I broke my

T asks Ss to put the correct relative arm.

pronounce in each sentence.

2. There’s a shop where you can buy

Step 2: Performing the task

English books and CDs.

- Ss work individually. Step 3: Discussion

3. The English couple who/that live next to us can get by in Vietnamese. 4. There’s a shop near my house

- T calls some Ss to write the answers on which/that sells cheap DVDs. the board.

5. Look up the new words in the

- Other Ss give feedback.

dictionary which/that has just been

Step 4: Conclusion

published by Oxford University Press.

- T corrects.

4. PRODUCTION (18’) 4.1. Communication a. G oal: Help Ss PRACTICE making communication. b. CONTENTS: Choose A- E to complete the following conversation. Practise the conversation with your partner. c. Expected result: Ss can complete the conversation and practise it with their partner. d. Performance: TEACHER S AND STUDENT’S

CONTENTS

ACTIVITIES 6. Choose A- E to complete the following

6. Choose A- E to complete the

conversation. Practise the conversation with

following conversation. Practise

your partner.

the conversation with your

Step 1: Transferring the learning task

partner.

- First, T asks Ss to do the task individually to

1. D

choose sentences (A- E) to complete the conversation. - Then T checks their answers as a class. - Finally, T asks Ss to practise the conversation with their partners and call on some pairs to act out the conversation in front o f the class. Step 2: Perform ing the task - Listen and complete the exercise

2. C

3. A

4. E

5. B

- Ss answer the questions as a class Step 3: Discussion - Report the result to the class - Ss practise the conversation with their partners Step 4: Conclusion - T gives comment and adds on to the answer if necessary

4.2. Project a. Goal: Help Ss know about differences between varieties o f English. b. CONTENTS: - Read the chart and fill the blanks with the words from the box. - Choose two varieties of English. W rite a similar chart showing the differences in vocabulary between them. - Organise an exhibition of the charts you have made among your group or class members. Vote for the best. c. Expected result: Ss can understand more about English in the world. d. Performance: TEACHER S AND STUD ENT’S

CONTENTS

ACTIVITIES 1. Read the chart and fill the blanks with

* Project: Differences between

the words from the box.

varieties of English

Step 1: Transferring the learning task

1. Read the chart and fill the

- First, T asks Ss to read the chart showing

blanks with the words from the

the differences in vocabulary between British

box.

English and American English and fill the

1. sweets

blanks with the words from the box. Then

2. soccer

allow them to share their answers before

3 . nappy

checking with the whole class.

pavement

at all the charts and discuss them. Finally, ask the whole class to vote for the best one. Step 2: Performing the task - Ss do as requested to complete the task Step 3: Discussion - Report the result to the class - Other students listen to the answer and give comment Step 4: Conclusion - Teacher monitors and gets feedback

* HOM EW ORK. (2’) - Review vocabulary and gram mar in Unit 9. - Complete all the exercises. - Prapre: Review 3.

W eek:

P lanning:

Period: 76

Teaching : REVIEW 3 Lesson 1: Language

I. OBJECTIVES. 1. Knowledge: By the end of the lesson, students can revise the vocabulary, gram mar they've learnt in Unit 7, 8, 9. 2. Competences: - Form ability of creating, solving the problem, studying and controling themselves, communicating, cooperating, using languages. - PRACTICE and develop 4 skills. 3. Quality:

* HOM EW ORK. (2’) - Review vocabulary and gram mar in Unit 9. - Complete all the exercises. - Prapre: Review 3.

W eek:

P lanning:

Period: 76

T e a c h in g : REVIEW 3 Lesson 1: Language

- Study hard, self-study spirit, enthusiastically participate in activities in the classroom. - M ake students be interested in English. H. TEACHING AIDS. T: Textbook, English room. Ss: Textbooks, notebooks, prepare the lesson at home. IH.

PROCEDURE

I. Pronunciation: (10’) a. Goal: Sts tone in statements, questions correctly. b. CONTENTS: Have sts mark the questions with falling, rising, or falling- rising arrows and mark the sentences with falling or rising arrows. c. Expected result: Sts tone sentences and questions in exercises 1(42) correctly. d. Performance: TEACHER S & SS' ACTIVITIES

CONTENTSS la . M ark the questions with falling, rising

la - lb : M ark the questions with arrows. Then listen, check, and repeat. failing, rising arrows. Then listen,

check, and repeat.

A: What are you doing ? Are you baking ?

Step 1: Transferring the learning

B: Yes. I'm trying a recipe for Japanese

task

cotton cheesecake.

? Read and mark the questions with A: Japanese cotton cheesecake ? Sounds falling or rising arrows.

strange.

B: Right, but my friends say it’s really

T plays the recording and students

listen, check and

repeat.

Play

the delicious. ^

recording as many times as necessary.

A: Do they^ell that kind of cake in bakeries ?

Pause and correct Ss’ pronunciation.

B: Yes. But I want to make it myself,

Step 2: Perform ing the task

lb .

- Listen and complete the exercise Step 3: Discussion - Ss listen, check and repeat

M ark the sentences with falling or

rising arrows. Then listen, check, and repeat. A: This tour is cheap. B: That tour is ch eap er.-^

Step 4: Conclusion - Teacher correct Ss pronunciation.

A: Lel's book lhal lour ,oday- > B: But the travel agent is closed today. A: Tomorrow is fine.^>

2. Vocabulary (15’) a. Goal: Students revise vocabulary which they have learnt in unit 7,8,9. b. CONTENTS: Fill each blank with a word/phrase from the box or with the correct form o f the word given. c. Expected result: Sts may do exercise 2,3 (p.42) correctly. d. Performance: TEACHER S & SS' ACTIVITIES

CONTENTSS

2. F ill each blank with a word/phrase fr o m the

2. F ill each blank with a

box

word/phrase fr o m the box ( P.42)

Step 1: Transferring the learning task

1. marinate; tender

? W ork individually to fill each blank with a word/ 2. garnish phrase from the box to complete these sentences.

3. stew

? Compare with your partner.

4. jetlag

Step 2: Perform ing the task - Ss do as requested to complete the task Step 3: Discussion - Report the result to the class

5. excursion 6. full boar 7. bilingual 8.official language

Step 4: Conclusion - Teacher checks as a class.

3. F ill each blank with the

3. F ill each blank with the correct fo r m o f the

correct fo r m o f the word given.

word given.

(P.42)

Step 1: Transferring the learning task

1. guide

? Run through all the words in capital.

2. reasonable

? Fill in each blank with the correct form of the 3. rusty word given to complete these sentences. -

4. fluent

Teacher has some students the words on the 5 . season

board.

6. Grated

Step 2: Performing the task

7. steam 8. passer

- Ss do as requested to complete the task

Step 3: Discussion - Report the result to the class

Step 4: Conclusion - T checks the answer

3. PRACTICE -GRAM M AR ( 15) a. Goal: Students revise quantifiers; articles; conditional sentences type 1, type 2; relative clauses. b. C O N TE N TS: Find and correct mistakes in the sentences; write sentences by using conditional structures or relative pronouns. c. Expected result: Sts may do exercise 4,5,6 (43) correctly. d. Performance: TEACHER S & S S ’ ACTIVITIES

CONTENTSS

4. There is one mistake in the

4. There is one mistake in the underlined

underlined words in these sentences.

w ords in these sentences. Find and

Find and correct it.

correct it. ( P.43)

Step 1: Transferring the learning task

1. B. the Lake Hudson —>Lake Hudson

- Find and correct a mistake in each

2. C. bunches —>cloves

sentence.

3. D. will be —> would be

- Call some Ss to go to write their 4. B. the breakfast —> breakfast answers. Other Ss comment. 5. C. have —» has Step 2: Performing the task

6. D. the Vietnamese American —> a Vietnamese

- Ss answer the questions as a class Step

American /Vietnamese American.

3: Discussion - W ork individually and compare your answers with a partner.

Step 3: Discussion - Have Ss compare their answers - Report the result to the class Step 4: Conclusion - After checking their answers, ask one or two pairs to act out the dialogues.

4. PRODUCTION - EVERYDAY ENGLISH (5’) a. Goal: Learn more about the vocabulary and grammar they need to know when using English everyday. b. Contents: Complete each short dialogue with a sentence in the box. c. Expected result: Sts may do exercise 7 (P.43) correctly. d. Performance: TEACHER S & SS' ACTIVITIES

CONTENTSS

7. Complete each short dialogue with a

7. Complete each short dialogue

sentence in the box

with a sentence in the box (p.43)

Step 1: Transferring the learning task

1.C

- Run through all the sentences in the box in 7

2. A

P43.

3. E

Step 2: Perform ing the task - W ork in pairs, complete each short dialogue with a sentence in the box. Step 3: Discussion - Report the result to the class Step 4: Conclusion - Teacher monitors and gets feedback

* HOM EW ORK: - Redo all the exercises in Review 3: language - Prepare: Review 3: language

4. B 5. D

Step 3: Discussion - Have Ss compare their answers - Report the result to the class

Step 4: Conclusion - After checking their answers, ask one or two pairs to act out the dialogues.

CONTENTSS

7. Complete each short dialogue with a

7. Complete each short dialogue

sentence in the box

with a sentence in the box (p.43)

Step 1: Transferring the learning task

1.C

- Run through all the sentences in the box in 7

2. A

P43.

3. E

* HOM EW ORK: - Redo all the exercises in Review 3: language - Prepare: Review 3: language

4. B 5. D

Week :

Planning:

Period: 77

Teaching : REVIEW 3 Lesson 2: Skills

I. OBJECTIVES. 1. Knowledge: By the end of the lesson, students can revise the vocabulary, gram mar they've learnt in Unit 7, 8, 9 by PRACTICE 4 skills. 2. Competences: - Form ability of creating, solving the problem, studying and controling themselves, communicating, cooperating, using languages. - PRACTICE and develop 4 skills. 3. Quality: -

Study hard, self- study spirit, enthusiastically participate in activities in the

classroom. - M ake students be interested in English. II. TEACHING AIDS. T: Textbook, English room. Ss: Textbooks, notebooks, prepare the lesson at home. III. PROCEDURE 1. W ARM UP - READING: (10’) a. Goal: PRACTICE and improve reading skills. b. CONTENTS: Read M i’s email to Nick and decide if the statements are true (T)/ false (F) then answer the questions. c. Expected result: Sts may do exercise 1 (p.44) correctly. d. Performance:

TEACHER S & SS* ACTIVITIES

CONTENTSS

la. Read Mi's email to Nick and la. Read Mi's email to Nick and decide if

decide i f the statements are true (T) / the statements are true (T) / false (F).(P. false (F).

44)

? Run through the statements.

l.T

? Read Mi's email once or twice.

2. F (Nam, their classmate, also joined the

T clarifies anything they do not camp)

understand fully.

3. F (They played the games before lunch.)

? Do the task individually, then check 4.T with a partner.

5. F (they let all the fish go)

- T corrects.

l.b. Answer the question

1. They drew lots

Step 1: Transferring the learning 2. She comes from a school in Tokyo / task

from Tokyo

Run through all the questions.

3. They won the first prize.

Read the email again the n answer the 4. It's for non - native English SPEAKING questions.

students.

Step 2: Perform ing the task

5. It's about his tips on how to learn

Ss answer the questions as a class

English.

Step 3: Discussion Ss do the exercises in pairs. Step 4: Conclusion T corrects as a class.

2.PRESENTATIO N - SPEAKING (15’) a. Goal: PRACTICE and improve SPEAKING skills. b. CONTENTS: W ork in groups and discuss the questions about joining an English SPEAKING camp. c. Expected result: Sts may do exercise 2 (P.44) well. d. Performance: TEACHER S & SS* ACTIVITIES

CONTENTSS

2. Work in groups and discuss the 2. Work in groups and discuss the

questions ( P44)

questions( P.44)

Step 1: Transferring the learning

1. Have you ever joined an English

task

SPEAKING camp? If yes, share your

- Teacher asks ss discuss the question

experience with your friends. If no, tell

- Teacher goes round to help them or your friends about the class excursion you give the modals.

liked best.

Step 2: Perform ing the task

Eg:

- W ork in groups of four to discuss the questions. Step 3: Discussion - Some groups report in front o f the class.

haven’t

SPEAKING

joined

any

English

camp yet but the class

excursion I liked best is when my class went to history museum to get information in history lesson. We saw many artefacts and were provided a lot of interesting historic myth, stories and facts by the

Step 4: Conclusion - T corrects if necessary.

guilder in the museum. Therefore, we understood more about the past events that we had learned before in history and liked this subject more. 2. Do you think it is a good idea to take part in an English SPEAKING

camp?

W hy/ W hy not? Eg: I think participating in an English SPEAKING to

camp serves a good chance

PRACTICE

SPEAKING

English

naturally as well as to experience new things. M oreover, during the camp, it is easy to make new friends through exciting activities.

3. PRACTICE - LISTENING (10’) a. Goal: PRACTICE and improve listening skills.

b. CONTENTS: Listen to a PRESENTATION how to learn English well and complete the notes. c. Expected result: Sts may do exercise 3 (45) well. d. Performance: TEACHER S & SS’ ACTIVITIES

CONTENTSS

3. Listen

3. Listen to Hung g iv in g .....(P45)

H ung

Step 1: Transferring the learning PRESENTATIO N

learning English

task

- Have students some minute to read listener's

notes.

giving

tips

fo r

his

well.

Complete the

Use no

more than

the tips.

THREE words fo r each blank. (P45)

- Play the recording once or twice.

1. Storied and books

2. vocabulary

? Listen and complete the listener's

3. correctly

4. gram mar books

notes. Use no more than three words

5. international project 6. different cultures

- Play the recording again for Ss to 7. self - confident

8. activities

check their answers. Explain the new words

anything

difficult

necessary. Step 2: Perform ing the task - Listen and complete the exercise Step 3: Discussion - Report the result to the class Step 4: Conclusion - Teacher monitors and gets feedback 4. PRODUCTION - W RITING (10 ) a. Goal: PRACTICE and improve W RITING skills. b.CONTENTS : Write a paragraph about “What are your tips for learning English w ell?” and “ What do you think you can learn from other countries’foods?”. c.

Expected result: Sts may do exercise 4 (P.45) well.

d. Performance: TEACHER S & SS* ACTIVITIES

CONTENTSS

Choose one o f the topics and

4. Choose one of the topics and write

write paragraph about it.(45)

paragraph about it.(P.45)

Step 1: Transferring the learning

1. What are your tips for learning English

task

well?

- Choose one of the topics in 4 P45

2. What do you think you can learn from

and write a paragraph about it.

other countries’foods?

Step 2: Perform ing the task - Write individually Step 3: Discussion - T collect their papers to check

Eg: Here are some of my tips for learning English well. The first good way to learn English is W RITING several times the new words and structures we learn. I usually write each new word five or ten times. The

Step 4: Conclusion - Teacher monitors and gets feedback

second good way to learn and practise our English is talking with our friends or teacher in class. This way we can practise new vocabulary and at the same time we learn with the mistakes that we might say during our speech. The next advice is to read more, not only books but newspapers and magazines as well. There is so much good and new vocabulary in a book that we have no idea. Last but not the least, I would recommend all people learning English to watch films, cartoons, TV shows and certain TV channels like BBC or Sky news. In short, you can improve your English in the ways you like.

* HOM EW ORK: - Complete the W RITING in the notebooks. - Prepare for test 45 minutes.

W eek:

Planning:

Period: 79

T e a c h in g : UNIT 10 : SPACE TRAVEL Lesson 1: Getting started

I. OBJECTIVES. 1. Knowledge: By the end of the lesson, students can - Use the lexical items related to astronomy and space travel. - Grammar: relative clause, past perfect. - Read for general and specific information about space travel 2. Competences: - Form ability o f creating, solving the problem, studying and controling themselves, communicating, cooperating, using languages. - PRACTICE and develop 4 skills. 3. Quality: -

Study hard, self- study spirit, enthusiastically participate in activities in the

classroom. - Sts are encouraged to love exploring the space and universe. II. TEACHING AIDS. T: Textbook, English room. Ss: Textbooks, notebooks, prepare the lesson at home. III. PROCEDURE 1. W ARM IJP.(5 ) a. Goal: Introduce the lesson and the topic of the lesson. h. CONTENTS: aks sts to name our solar systerm, with the sun and eight plannets. c. Expected result: Ss can feel more interested in the theme “space travel” d. Performance:

TEACHER S & SS* ACTIVITIES - T shows a picture o f our solar systerm,

with

the

sun

and

eight

CONTENTSS Name the planets of our solar systerm.

plannets and ask sts to name them. - T shows a period o f films about space

(the

martian,

Apollo

13,

Gravity). Discuss briefly with the class the CONTENTS of the films and try elicting some key words.

2. P R E S E N T A T IO N .^ ’) a. Goal. Ss can understand the situation and the context of the conversation between Nick and Phuc and get some vocabulary. b. CONTENTS .Listen to the conversation and present some vocabulary. c. Expected re suit: sts can pronounce, get the meaning of some vocabulary and understand the conversation briefly. d. Performance: TEACHER S & SS* ACTIVITIES

CONTENTSS

la . Listen and read then draw lines.

1. Listen and read.

Step 1: Transferring the learning task

a. Draw lines to match the

Before Ss start reading the getting started

words with the definitions.

conversation, introduce the chractes Phuc and

l.d

Nick and provide context: Nick ia visiting Phuc, 2.e and they are now talking in Phuc's room. Ask

3.f

Ssto forcus on the heading "A mission to M ar”. 4.c Ask questions:

5.b

What do you think Phuc and Nick are talking

6.a

about? What else can you see in the room ? What do you think Phuc is interested in ? Why do you think so? Do not provide corrective feedback at this stage. - Tell Ss to look at the text of the conversation. Play the recording and have Ss follow along.

Ask

the

class

revise

their answers

necessary. Step 2: Perform ing the task - Listen and complete the exercise Step 3: Discussion - Ss worlk in pairs to do the matching exercise. Step 4: Conclusion - T checks the answer 2. Find a word in the box to match the 2. Find a word in the box to picture in each description.

match the picture in each

Step 1: Transferring the learning task

description.

Ask them to pay attention to the photos and the

1. satellite

key

worlds/

CONTENTS

worlds

the 2. telescope

sentences.

3. universe

Have Ss then compare their answers with a 4. meteorite partner.

5. rocket

Step 2: Perform ing the task

6. Spacecraft

- Ss work individually for this exercise. Step 3: Discussion - Have Ss compare their answers - Report the result to the class Step 4: Conclusion T checks the answer

3. PRACTICE (12’) a. G oal: Understand details the conversation. b. Contents: read the conversation, answer the questions and understand some words. c. Expected result: Do exercise lb and 2 correctly. d. Performance:

TEACHER S & SS' ACTIVITIES lb . Listen and read then answer the

CONTENTSS lb . Answer the questions. Ss work in pairs to answer the

questions. Step 1: Transferring the learning task

questions.

Have Ss continue to work in pairs and

1. Phuc was crazy about space.

answers the questions.

He had learnt about the universe

Ask Ss to say where in the conversation they and had collected books about space. found the answers to the questions.

3. To show that there are more things

Step 2: Perform ing the task

in the list but that it's not necessary to

- Listen and complete the exercise Step 3: Discussion - Other students listen to the answer and give comment

list everything. 4. He wasn't very impressed because he thought the mateoritte was like an ordinary piece o f rock. 5. By scuba diving in a flight suit and

Step 4: Conclusion Give feedback as a class.

taking a parabolic flight to experience microgravity. 6. He compares it to a ride on a rollercoaster.

c. W ho is keener on space travel- Phuc or c. W ho is keener on space travelNick?W hy do you think so?

Phuc or Nick?W hy do you think

Step 1: Transferring the learning task

so?

T has Ss discuss the question: "Who is Phuc seems keener on space travel keener on space travel - Phuc or Nick? Why than Nick. He was crazy about space do you think so?

when he was young. Phuc knows

T Asks Ss to give as much inforrmation in more about space and astronauts. He the text to support their answers as possible.

says he'd astronauts. He says he'd love

Step 2: Perform ing the task

experience

- Ss do as requested to complete the task

Nick

Step 3: Discussion

scary

- Report the result to the class

microgravity, whese as

thinks

microgravity

sonuds

Step 4: Conclusion - Teacher monitors and gets feedback

4. PRODUCTION (8 ) a. Goal: Develope ability of creating, solving the problem, cooperating, using languages. b. CONTENTS: play the game: Space bingo c. Expected result: Sts use the words that they have just learnt to play the game successfully. d. Performance: TEACHER S & SS' ACTIVITIES 3. Game: Space bingo - Ask Ss to work in small groups for this game. Give Ss the following instructions. T may draw a bingo card on the board and fill in the first word as a demonstration. - First, create a Bingo card of nine squares by drawing two horizontall lines and two vertical lines. Write "Bingo” in the middle square to from a "free space". Second, create a vocabulary list that contains eingt new words that Ss have learnt in this lesson. - Third, each player fills in his or her Bingo card with the worlds from the list. Each player should have his or her world in different squares for the game to work. - Write the eingt vocabulary words on small pieces of paper, shuffle the paper, and keep them face down. Then, one paper one by one,

and calls out either the actual worlds or the definitions. (See the illustratinon beside). - Players find the worlds in their grid as they are called, and mark them off. When a player has marked three boxex down, acrooss, or diagonally (counting the 'free space'), he or she calls out 'Bingo' and wins the round. Ss can play several rounds with the same card. Use a different symbol to mark the card for each round.

* HOM EW ORK: - Learn by heart all the new words in exercise lb + 2 - Find information about the solar system. - Prepare: Unit 10. A closer look 1

Week :

Planning:

Period: 80

Teaching : UNIT 10 : SPACE TRAVEL Lesson 2: A closer look 1

I. OBJECTIVES. 1. Knowledge: By the end of the lesson, students will be able to - Use the lexical items related to astronomy and space travel. - Identify continuing or finishing tones and say sentences with the correct intonation. 2. Competences: - Form ability of creating, solving the problem, studying and controling themselves, communicating, cooperating, using languages. - PRACTICE and develop 4 skills. 3. Quality:

Study hard, self- study spirit, enthusiastically participate in activities in the

classroom. - Sts are encouraged to love exploring the space and universe. II. TEACHING AIDS. T: Textbook, English room. Ss: Textbooks, notebooks, prepare the lesson at home. HI. PROCEDURE 1. W ARM U P.(5’) a. Goal: Get some vocabulary about space travel and revise the forms o f verb. b. CONTENTS: Fill in the gaps with the verbs provided. M odify the verb with the correct form. c. Expected result: Sts may do exercise 1(P49) correctly. d. Performance: TEACHER S & SS* ACTIVITIES 1. Fill in the gaps with the verbs provided. M odify the verb if necessary.

CONTENTSS 1. Fill in the gaps with the verbs provided. M odify the

Have Ss work individually to complete the verb if necessary. (p49) exercise. Remind them to modify the verbs where necessary. They then compare their answers in pairs.

1. orbit

For a more able class, apter Ss have finished, ask 2. experienced them which world(s) can be used as a nound as

3. launched

well. Give feedback: orbit, experience launch.

4. landed

Ask Ss to make sentences with these nouns.

5. trained

Step 2: Perform ing the task - Ss work individually to complete the exercise. Step 3: Discussion - Report the result to the class Step 4: Conclusion - Teacher monitors and gets feedback

2. PRESENTATION (10’) a. Goal: Revise and get some vocabulary about astronomy and space travel. b. CONTENTS: Choose a word/phrase in the box to fill in each blank. c. Expected result: Sts may do exercise 2(P49) correctly. d. Performance: TEACHER S & SS' ACTIVITIES

CONTENTSS

2. Choose a word/phrase in the box to fill in

2. Choose a word/phrase in

each blank.

the box to fill in each blank.

Step 1: Transferring the learning task

(P49)

For this exercise, remind Ss of some worlds about space they have

learnt earlier, for

example: astronaut, jet pilot, weightlessness, w ater tank laboratory, microgravity. Then have Ss word individually to complete

1. good health 2. a flight suit 3. parabolic flights 4. operate 5. space walks

the gaps. Ask Ss to play attention to the key worlds to understand the text, as well as to the part o f speech of the missing worlds. Step 2: Performing the task - Ss do as requested to complete the task Step 3: Discussion - Ss word individually to complete the gaps - Report the result to the class Step 4: Conclusion - Teacher monitors and gets feedback

3. PRACTICE (20’) a. G oal: practice the vocabulary about astronomy and space travel. b. Contents: Match the space- related idoms to their meanings and play game about planets of the solar system.

4. Game.

Which p lanet in our solar

This game can be played in small groups in

system is being described in

two rounds.

each sentences?

In the first rounds, all groups will read the

1. Venus

difinition to guess the planets. The game will

2. Mercury

be timed.

3. Jupiter

The group who is quickest to have all coreect 4. Mars answers is the winner.

5. Neptune

If time allows, have Ss play the second round,

6. Earth

T writes the names o f some o f the planets on

7. Saturn

the board (one by one). In 30 seconds, each

8. Uranus

group has to write on a piece of paper one fact they know about these planets, without looking at the textbook. The papers will then be cross checked by groups to and the group which has the most correct answers

4. PRONUNCIATION (10’) a. Goal: Identify continuing or finishing tones and say sentences with the correct intonation. b. CONTENTS: Practise saying the statements and short dialogues, then listen to the recording and check c. Expected result: Sts may pronounce sentences in exercise 5(49) correctly. d. Performance: TEACHER S & SS' ACTIVITIES

CONTENTSS

5. Practse saying the statements and

5. Practise saying the statem ents and

short dialogues, then listen to the

recording and check your

pronunciation

Ask Ss to work in pairs to practise the (p49) statements. Play the recording and have

1. - Wow, your backpack is heavy!

4. Game.

Which p lanet in our solar

This game can be played in small groups in

system is being described in

two rounds.

each sentences?

In the first rounds, all groups will read the

1. Venus

difinition to guess the planets. The game will

2. Mercury

be timed.

3. Jupiter

The group who is quickest to have all coreect 4. Mars answers is the winner.

5. Neptune

If time allows, have Ss play the second round,

6. Earth

T writes the names o f some o f the planets on

7. Saturn

the board (one by one). In 30 seconds, each

8. Uranus

CONTENTSS

5. Practse saying the statements and

5. Practise saying the statem ents and

short dialogues, then listen to the

recording and check your

pronunciation

Ask Ss to work in pairs to practise the (p49) statements. Play the recording and have

1. - Wow, your backpack is heavy!

Ss contunue to practise saying these lists.

Well, I didn’t put much in it. Just

two T- shirts, one pair of jeans, a telescope, and my rock collection!

* HOM EW ORK: - Learn by heart all the new words in exercise 1 + 2 - Revise: Past simple and past perfect. - Prepare: Unit 10. A closer look 2

W eek:

Planning:

Period: 81

Teaching: UNIT 10 : SPACE TRAVEL Lesson 3: A closer look 2

I. OBJECTIVES. 1. Knowledge: By the end of the lesson, students will be able to - Use the past perfect with confidence - Use defining relative clauses correctly and appropriately. - Revise the words related to space travel 2. Competences: - Form ability o f creating, solving the problem, studying and controling themselves, communicating, cooperating, using languages. - PRACTICE and develop 4 skills. 3. Quality: -

Study hard, self- study spirit, enthusiastically participate in activities in the

classroom. - Sts are encouraged to love exploring the space and universe. II.

TEACHING AIDS.

T: Textbook, English room. Ss: Textbooks, notebooks, prepare the lesson at home.

III. PROCEDURE 1. W ARM U P.(5’) a. Goal: warm up sts before the lesson. b. Contents: Read the “Space Travel Tim e” in 2 minutes and remember the time for each event. Then teacher checks. c. Expected result: Sts are intersted in the lesson. d. Performance: TEACHER S & SS* ACTIVITIES

CONTENTSS

Sts read the “Space Travel Tim e” in

W hich event happened first?

2 minutes and remember the time for

Yuri Gagari became the first human in space

each event. Then teacher read out any

or The Russian space dog Laika became the

two of the events on the timeline, and

first animal to orbit Earth?

asks sts which event happened first.

2. PRESENTATION.(IO’) a. Goal: Review the past simple, past perfect and defining relative clauses. b. Contents: Repeat the structures, the note and uses o f the past simple, past perfect and defining relative clauses. c. Expected result: Sts grasp the knowledge of the past simple, past perfect and defining relative clauses. d. Performance: TEACHER S & SS’ ACTIVITIES Step 1: Transferring the learning task - T asks sts to give the rule and use of the past simple tense. - T corrects and explains to sts that many English words have an irregular past form. Give them examples. - Remind them about adverbs and uses.

CONTENTSS 1. The past sim ple tense * Structure. (+) S +

V 2 /V -e d )...

( - ) S + didn’t + V (?) Did + S +V Wh - did + S +V * Adverbs: - Yesterday

Step 2: Performing the task

- This morning

? 9

- Ss pay attention

- In 2005

Step 3: Discussion

- In the past

- Ss copy

- last......

Step 4: Conclusion

- .... ago * Use: we use the past simple tense to

- T makes sure that Ss can have a grasp of

talk about a finished action in the past.

The past simple tense 2. The past perfect tense. Step 1: Transferring the learning task

2. The past perfect tense.

- T asks sts to give the rule and use of the

* Structure.

the past perfect tense.

+ S + had + P 2 ...

- T corrects and explains to sts that many

S + hadn’t + P 2......

English words have an irregular past form.

? Had + S + P 2.........?

Give them examples.

W H- Had + S + P 2....?

- Remind them about adverbs and uses.

* Adverbs: after; before

Step 2: Performing the task

* Use: We use the past perfect to

- Ss pay attention Step 3: Discussion

describe an action before a started time in the past and an action that happened before another action in the past.

- Ss copy Step 4: Conclusion - T makes sure that Ss can have a grasp of The past perfect tense. 3. Defining relative clauses.

3. D efining relative clauses.

Step 1: Transferring the learning task

W H O : w ho là dại từ quan hệ chỉ nguời,

- T explains to ss that a defining relative clause give essential in formation about someone or something we are talking about. This is the information that we need in order to understand what or who is being

đứng sau danh từ chi nguời để làm chú ngừ (subject) hoặc tân ngừ (object) cho động từ đứng sau nó. W H O M : Whom là đại từ quan hệ chỉ nguời, đứng sau danh từ chỉ nguôi để làm tân ngừ (object) cho động từ đứng

referred to. Step 2: Performing the task - Ss pay attention Step 3: Discussion

sau nó. W H IC H : W hich là đại từ quan hệ chỉ vật, đứng sau danh từ chi vật để làm chủ ngừ (Subject) hoặc tân ngù(object) cho động từ đứng sau nó.

- Ss copy

Which làm tân ngừ có thế luợc bo trong

Step 4: Conclusion

mệnh đề quan hệ xác định (defining

- T makes sure that Ss can have a grasp of

relative clause).

defining relative clauses.

T H A T : Thatìầ đại từ quan hệ chi cả người lẫn vật. That có thể đuợc dùng thay cho who, whom, which trong mệnh đề

quan

hệ

xác

định

(defining relative clause)

That luôn đirợc dùng sau các tiền tố hồn hợp (gồm cả nguời lẫn vật), sau các đại từ eveything, something, anything, all,

little, much, more và sau dạng so sánh nhất (superlative) W H O S E : w hose là đại từ quan hệ chỉ sở hừu. Whose đứng sau danh từ chỉ người hoặc vật và thay cho tính từ sở hừu truớc danh từ. Whose luôn đi kèm với một danh từ. W H E N : When là đại từ quan hệ chỉ thời gian, đứng sau danh từ chi nguời hoặc vật và thay cho tính từ sở hừu truớc danh từ chỉ thời gian. When đirợc dùng thay cho at/on/ in which, then. W H E R E : w here là trạng từ quan hệ chỉ noi chốn, đứng sau danh từ chỉ nơi chốn. Where đirợc dùng thay cho cit/ in/

2. Had

Step 1: Transferring the learning task

happened when the following people

Ask Ss to complete the box with T's year or birth and their own year of birth. Then Ask Ss to check where the dates fit the timeline. Ss can write out the dates and events from the timeline a long a line drawn on a piece of paper. They cam then add in this task four additional dates. Have Ss now work in pairs to talk about these events. Remind them to use the

provide help if necessary. Call on some

m om ents

already

were born? Add the m issing dates of birth to the box, then choose an event from the timeline. Ask and answer questions about that event with a partner.(p51) Mr Phuong, born in 1941 Thu, born in 1997. Your teacher, bom i n __ You, bom i n ______ . A r

world already. Walk around the class and

these

p / « r

Mnd Ortyrtrln Alre nd y trn w llo d In t o fep<ic« w h «»n T h u w n * b o r n ? Had H im «• »■ • *t t o u r l» l D w nnl* Tito n lro n d y flo w n In t o apncn w h o n o u r t«»nch«»i w a • b o rn ?

pairs to give theie questions and answers in front of the class. Step 2: Perform ing the task - Ss do as requested to complete the task Step 3: Discussion - Report the result to the class - Ss work in pairs to talk about these events Step 4: Conclusion - Teacher monitors and gets feedback 3. Step 1: Transferring the learning task

3. Complete the following sentences

Draw Ss attention to the grammar box and

with/without a relative pronoun.

look out! box. Give more examples if

1. who/that

necessary. Ensure Ss have understood the 2. where rules before moving on.

3. which/that/

Have Ss work individually to complete the 4. which/that

2. Had

Step 1: Transferring the learning task

happened when the following people

provide help if necessary. Call on some

m om ents

already

world already. Walk around the class and

these

p / « r

3. Complete the following sentences

Draw Ss attention to the grammar box and

with/without a relative pronoun.

look out! box. Give more examples if

1. who/that

necessary. Ensure Ss have understood the 2. where rules before moving on.

3. which/that/

Have Ss work individually to complete the 4. which/that

exercise and then compare their answers

5. which/that/

with a partner. Remind Ss that a relative

6. when

pronoun may not be required to complete the sentences (indicated in the key with a cross). Step 2: Perform ing the task - Ss work individually to complete the exercise and then compare their answers with a partner Step 3: Discussion - Report the result to the class Step 4: Conclusion - T checks the answer

4. PRODUCTION(IO’) a. Goal: Further PRACTICE about defining relative clauses. b. CONTENTS: Combine each pair of sentences into one, using relative pronoun. Play guessing game. c. Expected result: Sts may do exercise 4,5 (P51) correctly. d. Performance: TEACHER S & S S ’ ACTIVITIES 4.

Have

complete

Ss the

work

individually

exercise

and

CONTENTSS to 4. Combine each pair o f sentences into

then

one, using the prompts provided.

compare their sentences with a partner

1. The film which/that/the class watched

remind Ss that a relative pronoun may

yesterday was about the Apollo 13 space

not

required

complete

the mission.

sentences - this in indicated in the key

2. We read about an astronaut who travel

with a cross.

led into space in 1961. 3. This is the man who works for Nasa 4. The team who/that plays on the left has

never won the championship. 5. The ground -

breaking space mission

which/that/this article describes is called Rosetta. 6. The task which/that/the Rosetta mission has is comparable to fly trying to land on a 5. This activity can be done as pair work or a game between two big groups. One student or group describes the object/person/event using defining clauses for the other student or group to guess.

speeding bullet. 5. Game: Guessing game. Eg: S I. She is the girl who is the tallest in our class. S2. She is mai. S3

* HOM EW ORK: - Learn by heart all the structures and their notes. - Prepare: Unit 10. Communication.

Week

Planning:

Period 82

Teaching:

UNIT 10: SPACE TRAVEL Lesson 4: Communication I. OBJECTIVES. 1. Knowledge: By the end o f the lesson, the Ss will be able to know about the words related to space travel - Review Past simple and Past perfect; defining relative clauses. 2. Competences: - Co- operation: work in pairs, groups

- Self- study: work individually. - Using language to talk about tourism. 3. Quality: - Ss are interested in space travel II.

TEACHING AIDS T: Textbook, lesson plan, English room.

Ss: Textbook, workbook. HI. PROCEDURE. 1. W ARM UP: ( 5 ) - Organization (1’) 9A :.........................

9B :................................

a. Goal: To attract Ss’ attention to the lesson and lead in the lesson. b. CONTENTS: Some questions. c. Expected result: Ss know about the astronauts live on the ISS. d. Performance: TEA C H ER ’S AND STUD ENT’S

CONTENTS

ACTIVITIES Teacher write 'International Space - The photo of the ISS on the top ring Station - ISS' on the board and ask if Ss com et of page 53 know anything about it. Then show Ss the photo of the ISS on the top ring cornet of page 53. - Teacher explains that Ss are going to read about life aboard the ISS. As a class, create a list of as many questions as possible Ss may have about how they think astronauts live on the ISS. - SS write the list on the board. - Teacher gives the marks to their doing task.

2. PRESENTATION (10’) a. Goal: To attract Ss’ attention to the tittle about ISS.

b. CONTENTS: Put a tick and a cross the pictures. c. Expected result: Ss understand the the things ISS astronauts do and the thing they don’t. d. Performance: TEACHER S AND STUD ENT’S

CONTENTS

ACTIVITIES Exercise 1: Put a tick under the things you

E x l: Put a tick under the things

think ISS astronauts do and a cross under

you think ISS astronauts do and a

the things they don’t. Then read the text cross under the things they don’t. and check your answer.

Then read the text and check your

Step 1: Transferring the learning task

answer.

- Teacher asks Ss to work in pair to complete the exercise affter they have looked at the pictures (taking a shower, sleeping in a sleeping bag, listening to music, pouring salt) -

Teacher accept all answers from Ss and

rem em ber to

ask them

to explan

their

decisions. Do not give corrective feedback at this point. - Teacher asks Ss to read the text. Tell them to pay special attention to any inforrmation that

helps

them

check

their

earlier

answers. Tell them to notice any new worlds as well. Step 2: Perform ing the task - Ss do as requested to complete the task Step 3: Discussion - Ss listen to the teacher’s explaination. Step 4: Conclusion - Teacher gives feedback...

Key: 1.x 2. v 3. v 4.v

3. PRACTICE (20’) a. G oal: To help sts practice doing more exercises with and know activities on an ISS b. Contents: Match the subheadings with the paragraphs of the text in 1 c. Expected result: Ss can know the pictures. d. Performance: TEACHER S AND STUD ENT’S ACTIVITIES

CONTENTS

2. Life on the ISS. M atch the subheadings with

Ex2: Life on the ISS. M atch the

the paragraphs o f the text in 1.

subheadings

Step 1: Transferring the learning task

paragraphs of the text in 1.

- Teacher has Ss work individually and then in pairs for this task. A fter Ss have finished, ask them to study the three photos o f the textbook and connect these photos with the information in the text. If time allows, T may provide some of the latest photos and blog posts produced by astronauts who are living aboard the ISS. They are available at www.blogs.nasa.gov Now ask Ss to come back to the questions list which has been created earlier on the board and try to answers them with the inforrmation from this lesson. If there are some questions that cannot be answers with the text, encourage Ss to find more about them by themselves (using the Internet, books, stc.). T may provide the NASA blog URL above as an additional resource. Step 2: Perform ing the task - Ss do as requested to complete the task

with

1. D

Sleeping in space

2. E

M orning roitine in space

3. B

W orking in space

4. C

Eating in space

5. A

Time off in space

the

Step 3: Discussion - Report the result to the class Step 4: Conclusion - Teacher monitors and gets feedback 3. W ork in groups. Im agine that you are going to spend one month abroad the ISS. Discuss and agree on three things that your team will bring to the ISS to meet each need in 2 Step 1: Transferring the learning task - Teacher organises this activity as a debate. - Teacher asks Ss work in small groups and agree on the three items they will bring to the ISS for each need in 2. When all groups are ready with their list, the class gets together and decides on a new three - item list. Each groups has to persuade the others that their items should be on this list, rather than those of the other groups. Step 2: Perform ing the task - W ork in groups - Ss do as requested to complete the task Step 3: Discussion - Report the result to the class Step 4: Conclusion - Teacher gives remark.

4. PRODUCTION (8 )

a. Goal: Ss can imagine and give their own answers about things they will take with on the ISS. b. CONTENTS: Write on a piece o f paper one thing things they will take with on the ISS. c. Expected result: Ss can talk about what the students wrote. d. Performance: T EA C H ER ’S AND STUD ENT’S

CONTENTS

ACTIVITIES Step 1: Transferring the learning task - Teacher transfer the learning task. - Teacher asks Ss to work in pairs to share what they have written. Ss need to explain to their partner why this item is so important to them Step 2: Perform ing the task - Ss work individually and write down a personal thing they will take with on the ISS because they cannot live without it. Step 3: Discussion - Report the result to the class Step 4: Conclusion - Teacher gives remark

* HOM EW ORK. (2’) ? Learn by heart all the structures ? Do exercises in W orkbook ? Prepare: Unit 10: Skills

W ork individually and write on a piece of paper

W eek

P lanning:

Period 84

Teaching : UNIT 10: SPACE TRAVEL Lesson 5: Skills 1

I. OBJECTIVES. 1. Knowledge: By the end of this Unit, students will be able to - Talk about space travel history and life on a space station. - Read for specific inforrmation about two famous astronaut's space travel. Language CONTENTS - Use the past perfect with confidence - Use defining relative clauses correctly and appropriately. 2. Competences: - Talk about space travel history and life on a space station. - Read for specific inforrmation about two famous astronaut's space travel. 3. Quality: M ake students talk about space travel II.

TEACHING AIDS

T : Textbook, lesson plan, a projector, a laptop Ss : Textbook, workbook. HI. PROCEDURE 1. W ARM UP: ( 5’) - O rg an izatio n (1’) 9A :.........................

9B :................................

a. Goal: To attract Ss’ attention to the lesson and lead in the lesson h. CONTENTS : Some questions. c. Expected result: Students answer the questions d. Performance

TEACHER & SS’ ACTIVITIES - Ask sts questions about the astronausts they know:

CONTENTSS Who is the first person who travel to the space?

- Ss give their answers

Where is he from?

- T gets feedback

Who is the first person who travel to the

- Teacher gives remark.

moon?

What is his nationality? Give their guess about the photos

2.PRESENTATIO N- PRE - READING:

(5’)

a. Goal: Ss can know about the tittle of reading passage and the main character o f the passage. b. Content: The photos about the astronauts. c. Expected result: Students answer the questions about the astronauts. d. Performance: TEACHER & SS' ACTIVITIES Step 1: Transferring the learning task - Teacher asks Ss to work in pairs. - Teacher ask Ss to focus on the photos and

CONTENTSS - Give their guess about the photos - Give some information about Pham Tuan

identifying the Vietnamese astronaut (Pham Tuan). Ask if they know anything about Pham Tuan. Paris can share what they already know about Pham Tuan. Step 2: Perform ing the task - SS work in pairs. Step 3: Discussion - SS give some information about Pham Tuan Step 4: Conclusion - Teacher gives remark.

3. PRACTICE - W HILE - READING: (13’) a. Goal: Ss can know deeply about passage and the main character of the passage to do exercises 2a,2b b. CONTENTS: Place these sentences in appropriate paragraphs. Answer the questions

c. Expected result: Ss can understand the Vietnamese astronaut. cl. Performance: TEACHER & SS' ACTIVITIES

CONTENTSS

Exercise 1. Do you recognise the Vietnamese astronaut. Discuss with a partner what you know

about him. Then

turn

the page

around and read the Quick facts box. Step 1: Transferring the learning task -

Teacher asks Sts to turn the page upside

down and read the Quick facts box, then they tell each other some more information about Pham Tuan in full sentences. - Teacher asks Ss to work in pairs. Ask Ss to focus

the photos

and

identifying

the

Vietnamese astronaut (Pham Tuan). - Teacher asks ss if they know anything about Pham Tuan. Paris can share what they already know about Pham Tuan. - After that, have Ss turn the page upside down and read the Quick facts box. Step 2: Perform ing the task - Ss do as requested to complete the task Step 3: Discussion - Ss tell each other some more inforrmation about Pham Tuan in full sentences. Step 4: Conclusion - Teacher gives remark. Exercise 2. a. Place these sentences in

2.a. Place these sentences in

appropriate paragraphs

Step 1: Transferring the learning task

Key : Exercie

- Teacher transfers the learning task.

l.c

2.a

3.b

- Teacher asks Ss to guess what they think the two astronauts will talk about. - Have Ss then read the text and do the exercise individually. Step 2: Perform ing the task - SS are going to read a text about two famous astronauts talking about their space travel experience. - Do the excercise individually Step 3: Discussion - Teacher discusses the answers with the class but remember to ask Ss to explain their decisions. Why do you think this quote should go in this paragraph? Step 4: Conclusion - Teacher corrects as class b. A nsw er the questions

2.b. Answer the questions Key: Exercise 2 1.

Step 1: Transferring the learning task

Pham

Tuan

VietNam’s

first

astronaut, and Christer Fuglesang is

- Teacher asks Ss to work in pairs to complete

Sweden's first astronaut.

the exercise.

2. He found that the Earth didn’t look

Step 2: Perform ing the task

as big he thought, and he thought we

- SS do the task.

should cooperate to take care o f it.

Step 3: Discussion

3. It seemed he didn't enjoy it much

Ss report the result to class

since it wasn't fresh.

Step 4: Conclusion

4. They talked to him when he was in

- Teacher gives feedback.

space and that made him happy.

- Teacher asks Ss to give further information

5. They think the chance to fly into

in the text to back up their answers.

space is equal for everyone.

6. He thinks teamwork, social skills, and language skills are important for an astronaut.

4. PRODUCTION - SPEAKING : ( 20’) a. G oal: Ss can give their opinion about what an astronaust have and how they feel and what they do on the space b. CONTENTS: Discuss with your partner the qualities and skills that you think are necessary for an astronaut today. c. Expected result: Ss can present their decisions and the class chooses the best solutions d. Performance: TEACHER & SS' ACTIVITIES 3.

Discuss

with

your

partner

CONTENTSS the A nswer For example : a love for nature, can

qualities and skills that you think are eat packaged food for a long time, etc necessary for an astronaut today. You Key: (suggested) may look again at A CLOSER LOO K 1, One

crew

mem ber

feels

extremely

Activity 2 for more ideas

homesick: She/He can make phone calls to

Step 1: Transferring the learning task

family and friends on Earth. She/he can

- Techer ask Ss to work in pairs for this

play some game. O ther crew member can

task to discuss the qualities and skills. - First, ask Ss to look at the reading text in 2 again and try extract the necessary characteristics/

qualities/

kills

for

astronauts from the things Pham Tuan and Christer Fuglesang said. -

Ss can look at A CLOSER LOOK 1,

Activity 2 for more ideas.

exercise, read a book, listen to music, or

talk to her/him, or together they can do something fun in their time, for example having a 'space party'. When looking at the monitoring system you discover

- SS do as requested

strange

object

approaching

Earth: The crew can contact the Mission Control Centre for help. They can start watching

Step 2: Performing the task

theo

object,

reacord

movements anf report back to Earth.

its

Step 3: Discussion Pairs get together to exchange their ideas. Then as a class, Ss build up a list of qualities

and

skills

needed

astronaut. Step 4: Conclusion - Teacher gives remark. 4. W orking harm oniously...... Step 1: Transferring the learning task - Teacher transfers the task - Teacher asks Ss to work in groups for this role play and solve the problems. There are no wrong answers here. - Teacher encourages Ss to be creative with their ideas. -

Teacher asks Ss to share with other

groups. Step 2: Performing the task - Ss do as requested to complete the task Step 3: Discussion - SS present before class. Step 4: Conclusion - Teacher gives the remark to their doing the task.

* HOM EW ORK. (2’) - Complete all the exercises. - Prepare: Unit 10: Skills 2

W eek

P lanning:

possible - >Today we are going to listen, and write about advertisements.

2. PRESENTATION - PRE - LISTENING(8’) a. Goal: To attract S s’ attention to the tittle o f the listening part and have the general information o f listening part. b. CONTENTS: Look at the pictures and discuss what is happening in them . Guess what the recording is about. Listen and check. c. Expected result: Guess what the recording is about. d. Performance: TEACHER S & SS' ACTIVITIES 1. Look at the pictures and discuss with your partner

CONTENTSS Guess what the

what ishappening in them . Guess what the recording recording is about is about. Listen and check Step 1: Transferring the learning task - Teacher draws Ss' attention to the pictures. - Teacher asks ss to find interesting about them? (a person relaxing on a person relaxing on a planet in a spacesuit, people pulling suitcases for holidays in the universe, ect.) - Teacher have ss guess what we are going tom listen today. - Teacher ask sts to listen to check. Step 2: Perform ing the task - Ss do as requested to complete the task Step 3: Discussion - SS gives their guess. Step 4: Conclusion - Teacher gives remark.

possible - >Today we are going to listen, a n d write about advertisements.

CONTENTSS Guess what the

3. PRACTICE - W hile listening(lO’) a. Goal: Ss can listen and understand the request for 2 exercises and then finish exercises after listening b. Contents: Listen again then answer the questions with no more than three words. Match the number to their references, then listen and check your answer. c. Expected result: Students listen and know the space tourism. d. Performance: TEACHER S & S S ’ ACTIVITIES

CONTENTSS

2. Listen again then answer the questions with no

Listen again then answer the

more than three words.

questions with no m ore than

Step 1: Transferring the learning task

three words. Keys

- Teacher transfers the task.

1. recreational, leisure, business

- Run through all the questions

2. Information Space Station

- Play the recording one or two times.

3. “Spacewalk”

Step 2: Perform ing the task

4. “manned spaceflight”

- Ss listen carefully and answer the questions. - You can only write no more than three worlds to answers the questions. Step 3: Discussion - Report the result to the class Step 4: Conclusion - T checks the answer 3. Listen and match (Activity 3 P55)

Step 1: Transferring the learning task

(Activity 3 P55)

- Teacher plays the recording again, challenge Ss to

1.D

match the number to their references with what they

2.C

rem em ber from the last listening.

3.A 4.E

Step 2: Perform ing the task 5.B

Keys. Listen and match

- Ask ss to listen and do the task. Step 3: Discussion - Ss listens again and check. Step 4: Conclusion - Teacher corrects as a class..

4. PRODUCTION - W RITING (20’) a. Goal: Ss can use the information and their background knowledge to write an advertisement. b. Contents: Look at these advertising examples from the websites, underline the words or phrases that you think make the advertisementsound more persuasive. W rite a short ad to advertise these products c. Expected result: Write about the advertisement. d. Performance: TEACHER S & S S ’ ACTIVITIES

CONTENTSS

1. Look at the advertising exam ples from the

Act 4: Find the words

websites, underline the words or phrases thet

'Become a lunar explorer. Join the

you think make the advertisementsound

greatest private expedition of our

more persuasive

time.'. 'An amazing, life - changing

Step 1: Transferring the learning task experience T asks Ss to answer some questions: - H ow are advertisements written? - In a special way to persuade customers to buy or use a product or service. - Teacher analyses the first advertisement and underline the words or phrases that make it sound more persuasive. Step 2: Perform ing the task - SS work in pairs to analyse the last two

'Readv To Become An Astronaut'?

advertisements. Step 3: Discussion - Report the result to the class Step 4: Conclusion - Teacher gives comments 2. Language skills

2. Language skills

Step 1: Transferring the learning task

To highlight the good qualities of a

- Teacher ask ss How is the language used in advertising. - Ask ss to make a list of useful adjectives for advertisement.

product/service, persuade advertising language often uses: - short but powerful, easy- toremember words or phrases - active forms of the verbs

Step 2: Perform ing the task

- strong emphasis on the reader by

- SS do the task.

using ‘you’, the imperative, or

Step 3: Discussion

questions

- Report the result to the class

- M ake a list of adjectives

Step 4: Conclusion - T gives comment and adds on to the answer if necessary 3. Find the answer (activity 5 P55) Step 1: Transferring the learning task

Keys: Some useful adjectives for advertisements New

- Teacher ask ss to look out for hints in the worlds used in the advertisements. - Teacher give for example, 'shine' may go with 'shampoo', 'bar' with 'chocolate' etc. - Teacher ask ss to work individually. - Ask them to play attention to the way the advertisements are written. ? Do they use any o f the advertising techniques they have learnt so fa r?

good/better/best free

Fresh

great/greatest safe

Delicious

wonderful

special Unique

high/highest

leading Lifetim

w orld’s greatest

amazing

Which advertisements do you like the m ost, Keys: Find the answer (activity 5

and why?

P55)

Step 2: Perform ing the task

1. a bakery slogan

- SS work individually.

4. A fuel - efficient car 2. a shampoo product

- Ss do as requested to complete the task Step 3: Discussion - Report the result to the class

5. a tourism slogan 3. a coffee product 6. a chocolate product

Step 4: Conclusion - Teacher monitors and gets feedback

Keys: Write a short ad (activity 6

4. Write a short advertisem ent (activity 6 P55)

P55)

Step 1: Transferring the learning task

Suggested answers:

1.We will see the changes in the roles of

check if their answers in 1 are right or men and women in society. wrong.

2. More women will go out to work, and

- Ask Ss to correct their friends’ answers men will share the housework with their according to the text. -

wife.

Ask Ss to answer (ask them to give 3. The increasing involvement of women

evidence when giving the answers.)

in public life will affect the sector service

Step 2: Performing the task

and other aspects o f society.

- Ss answer the questions as a class Step 3: Discussion - Other students listen to the answer and give comment Step 4: Conclusion

Vocabulary: - witness (v) - doubt (n) - sole (adj) - burden (n)

- T. corrects and give feedback. * Vocabulary: - T. preteaches vocabulary. - Ss listen and repeat then copy down. 2 a. Read the passage and match the underlined words or phrases in the passage with their definitions.

2 a. Read the passage and match the underlined words or phrases in the passage with their definitions.

Step 1: Transferring the learning task - T asks sts to read the text and guess the meanings of the underlined words in context. -

T gives some suggestions or help if

necessary. Step 2: Performing the task - Ss do as requested to complete the task Step 3: Discussion - Ss work individually, then compare the answers in pairs.

l.d

2. e 3. b 4. f 5. a 6. c

Step 4: Conclusion -

T calls sts to give the answers, then

correct and give feedbacks.

3. P R A C T IC E - W H IL E - R E A D IN G (10’) a. G oal: help Ss understand more about the details of the text. b. CONTENTS: Read the text again and answer the questions. c. Expected result: Ss can answer the questions correctly. d. Performance: TEA C H ER ’S AND STUD ENT’S

CONTENTS

ACTIVITIES Step 1: Transferring the learning task -

Have Ss read the passage again to

answer the questions. - Ss can underline parts of the test that help them with the answers.

The ever increasing involvement of

women in education and employment. 2. The socio- economic picture o f these countries. 3.

Their

financial burden will be

reduced. However, they will no longer be Step 2: Performing the task

the dominant

gures and will learn to

- W ork in pairs

share decision- making and housework.

- Ss do as requested to complete the task

Step 3: Discussion

independent.

They

will

learn

- Ask Ss to compare their answers before 5. The service sector. giving the answers to T. asks them to 6. It will develop. give evidence when giving the answers. Step 4: Conclusion - Teacher monitors and gets feedback

4. POST- READING (SPEAKING) (20’) a. Goal: help Ss understand more about the changing roles o f males and females in the future.

b. Content: Discuss the predictions about the changing roles o f males and females and the effects o f these changes on society . c. Expected result: Ss can understand and talk about the changing roles in society. d. Performance: TEA C H ER ’S AND STUD ENT’S

CONTENTS

ACTIVITIES 3. a.

Here are some predictions about the 3. Here are som e predictions

changing roles o f males and females in the about

the

changing

roles

future. Tick ( S ) the one(s) you agree with.

males and females in the future.

Step 1: Transferring the learning task

Tick ( S )

- T asks ss to read the predictions and tick the

with. - Ss can begin with “ I agree with

one(s) they agree with. -

the one(s) you agree

T asks Ss to give their choices and back up

the idea th a t....” because.... For e x am p le,....

their choices with reasons and examples. Step 2: Performing the task - Ss work individually Step 3: Discussion - Report the result to the class Step 4: Conclusion - Teacher monitors and gets feedback 3.

work

groups.

the

predictions you agree with in 3a in the 3. b. Ss work in groups. Share group.

Discuss

groupm ates’

if you

choices.

agree Give

with your the predictions you agree with in

reasons

and 3a in the group. Discuss if you

exam ples to support your opinion

agree

with

choices.

your

Give

groupm ates’ reasons

and

Step 1: Transferring the learning task exam ples Have Ss work in groups to discuss the choices. - M ove around the class to provide help.

opinion

support

your

Ask the groups to organise their ideas to

prepare for a short PRESENTATION. Step 2: Performing the task - Ss do as requested to complete the task Step 3: Discussion - Have one group of Ss act as examiners and other groups as competitors. The groups take turns to present their ideas. If there is not much time left, allow about two or three groups to present. Step 4: Conclusion - Invite comments from the examiners. 4. W ith m ore wom en having well- paid jobs, what changes will we see in the service sector? Make a list, and present it to the class.

4. W ith m ore women

well- paid jobs, what changes will we see in the service sector? Make a list, and present it to the class.

Step 1: Transferring the learning task - Ask sts to brainstorm the areas of the service sector which are most likely to be affected by having more women go out to work. - Write the list of ideas on the board. - Allow Ss some time to discuss in groups the changes which may happen. M ove around the classs to facilitate the discussions. Step 2: Performing the task - Ss do as requested to complete the task Step 3: Discussion - Each group presents their ideas to the class. - Encourage responses from the class as they

having

listen to the predictions. Step 4: Conclusion - Teacher monitors and gets feedback

* H O M E W O R K (2’) - Complete exercise 3 in the notebook. - Talk about the changes in roles of men and women in society. - Prepare Unit 11: Skills 2

Week : 31

P lanning:

Period: 92

Teaching :

UNIT 11. CHANGING ROLES IN SOCIETY Lesson 6: Skills 2 I. OBJECTIVES. 1. Knowledge: By the end o f the lesson, ss can: - Listening for general and specific information about some changess in the roles of women in Kenya. - Write a paragraph about the changes in the roles of teenagers in the future. 2. Competences: - Co- operation, self- study -

Using language to write a paragraph about the changing roles of teenagers in

society. 3. Q uality:Students are interested in social changes and their changing roles. II. TEACHING AIDS. T : Textbook, lesson plan, computer, projector. Ss : Textbook, workbook, notebook, pen.... III. PROCEDURE 1. W ARM UP: (5 ) Organization: 9A: V ...............................

9B: V ................................. 9C: V ........

a. Goal: W ARM UP students and lead to the lesson.

b. CONTENTS /chatting with sts about the roles o f women in developing and underdeveloped countries. c. Expected result:Students tell about the roles o f women in these countries. d. Performance: TEACHER S & SS’ ACTIVITIES

CONTENTSS

Discussion - Teacher transfers the task.

The roles of women in developing countries.

- Students work in pairs. -

Students think about the roles of

women -

Teacher elicits as many ideas from

them as possible.

2. PRESENTATION - PRE- LISTENING (8 ) a. Goal: Can predict the information about the listening text. b. Content: + Look at the map and find the country Kenya and talk about the country. + Learn some new words in the lesson. c. Expected result: Students can talk about Kenya. d. Performance: TEACHER S & S S ’ ACTIVITIES

CONTENTSS

1. Look at the maps. Where is Kenya 1. Look at the maps. Where is Kenya located? What do you know about this located? What do you know about this country?

country?

Step 1: Transferring the learning task - Teacher asks Ss to locate Kenya on the larger map. If Ss are having problems, suggest they focus on the shape o f the country. -

Ask students to talk about what they

Kenya is in the east o f Africa, about halfway up the map. The capital is Nairobi. The main economy is agriculture. A lot o f people are poor because of corruption.

know about this country. Step 2: Perform ing the task - Ss do as requested to complete the task Step 3: Discussion - Report the result to the class

There are a lot of elephants/ lions/ cheetahs, rhinos. Vocabulary - dominate (v) chế ngự, chiếm iru thế - male- dominated (adj) nam giới thống trị - in charge of: phụ trách

Step 4: Conclusion

- reliable (adj) đáng tin

- Teacher monitors and gets feedback

- percentage (n) phần trăm

* Vocabulary:

- financially (adv) về mặt tài chính

- T preteaches vocabulary. - Ss listen and repeat then copy down.

3. PRACTICE - W hile listening(lO’) a. Goal:

Ss can listen and understand some specific details o f the listening text.

b. CONTENTS : + Listen and decide if the statements are true (T) or false (F). + Listen and fill the blanks with the correct information. c. Expected result: Students listen and know the changes in the roles of women in Kenya. d. Performance: TEACHER S & SS' ACTIVITIES

CONTENTSS

2. Listen to the description o f som e changes 2. Listen to the description of in the roles of women in Kenya. Decide if som e changes in the roles of the statem ents are true (T) or false (F).

women in Kenya. Decide if the

Step 1: Transferring the learning task

statem ents are true (T) or false

- Have Ss read the statements first.

(F).

Encourage Ss to make a guess if the statements are true or false before they listen. - Play the CD twice.

1.T 2. T 3. T

- Ask sts to listen and tick the right column

4. F

individually, then check the answers in pairs.

5.F

Step 2: Perform ing the task - Ss do as requested to complete the task Step 3: Discussion - Ss give the answers and explain. Step 4: Conclusion - T checks the answer

3. Listen to part 2 again and fill

3. Listen to part 2 again and fill the blanks the with the correct information.

blanks

with

the

correct

information.

Step 1: Transferring the learning task - T runs through the task.

1. 1995: 65%

- T asks Ss to pay attention to the way numbers

2.2010: 47%

are read.

3. 2025: 30%

- T plays part 2 o f the recording twice.

4. 1995: 22%

Step 2: Perform ing the task

5.2010: 36%

- Listen and complete the exercise

6. 2025: 48%

Step 3: Discussion - Ss listen and do the task individually then exchange their answers in pairs. Step 4: Conclusion - T corrects and gives feedback.

4. PRODUCTION - W RITING (20 ) a. Goal: Ss can write about the changes in the roles of teenagers in the future. b. Contents: + Brainstorm a list o f possible changes in the roles of teenagers in the future in groups. + Write a short paragraph about one of the changes.

c. Expected result: Write a short paragraph about one o f the changes in the roles of teenagers in the future well. cl. Performance: TEACHER S & SS* ACTIVITIES

CONTENTSS

4. W ork in groups. How do you

4. W ork in groups. How do you think the

think the roles o f teenagers will

roles o f teenagers will change in the

change in the future? Brainstorm

future? Brainstorm and make a list of

and make a list of possible

possible changes.

changes. - Teacher transfers the learning task.

Example:

- Students do the task.

- be more in charge of their study.

- Students work in groups and discuss

- can make their own decision.

the changes in the roles of teenagers in

- can have their own personal space at

the future.

home.

Students study the prompts given,

and give some more if possible. - Students to give comments. - Teachers give the remarks to their doing the task. 5. Choose one o f your group’s ideas,

5. Choose one of your group’s ideas,

and write a short paragraph about

and write a short paragraph about it.

it.

Sample writing:

- Teacher transfers the learning task.

Iti5Mf thatteenagersintlietoredl teircreinchargeoftherstjfeThereareattesttwo reasonsfartnsFirstly,thereistheriseoffieirternetwh'diprovidesteerd3=rswithvar'asrdisW e sarces(rfinformation,ftasoaJlo^teexjgerstode<ei^iaarcesaalretworkwththe'r(xers.I^y canWye setah «change,anddiscusshtaatai incrde'topbntherstales,tody, thefactthattheystartschooleart)’2ndspendalotoftirob)’t^rrsefieswheitheirparentsgoo»Jtto woima<esthemrT>yehiepsnciirt.Decsion-rratingwiltxcomeala'gerpart theirii^Jeenswll makedeciscrsconcernngtherovnives,insteadirfteingtoldwhattodoandhowto6dithshort, thesearethetworeascrswhyteerage-sw1Kcomeircreresponsibfefortheirstidies.

- Students do the task. - Studentschoose one change that you have discussed

in 4 and write a

paragraph of about 100 - 120 words about it. - Students swap their W RITING and check each other's work. Teachers may collect some Ss'

W RITING papers. - Teachers give the remarks to their doing the task to the class.

* H O M E W O R K (2’) - Do exercises D3, E l P I 8- 19 (workbook) - Prepare for your W RITING for the project. (P69) - Prepare: Unit 11: Looking back + Project

Period 93

Planning: Teaching:

/2021 /2021

UNIT 11. CHANGING ROLES IN SOCIETY Lesson 7: Looking back + Project A. OBJECTIVES: 1. Knowledge: By the end of the lesson, students will be able to + Read for specific information about the changing roles o f women in society and its effects, and talk about roles in future + Use compound nouns, articles to talk about tourism. + Use words related to tourism. 2. Competences: Using language, self study, pairwork, group work, do exercises 3. Quality: Ss are interested in helping to lessen gender gap and enhance equality in society. B. Teaching aid: T textbook, cassette, pictures , computer S: book, exercisebook C. Procedure: 1. W ARM UP (5’): - Organization: 9A:......................... - Chatting

9B :................................ 9C :..............................

a. G oal: Remind ss about the knowledge leamnt in unit 11 and activate them. b.CO NTENTS: Encourage Ss to complete the LOOKING BACK section without referring to the previous sections in the unit. Ss should record their results for each, exercise in order to complete the final Finished! self assessment box and identify areas for review. c.

Expected result: s can be ready to review the languages of the unit.

d. Performance - T. asks sts the questions about the langguuages of unit 11 - Ss answer T and show out the main languages learnt in unit. 2. P R E SE N T A T IO N 20’)

Activity 1/28: a.Goal: revise the new words and learn more about the words related to unit. b.contents: Ss can fill the blanks with the right words. c.

Expected result: s can understand the meaning of the words in brackets and the

text. d. Performance T EA C H ER ’S AND SS’ ACTIV ITIES

CONTENTSS

Individual work

Step 1: Transferring the learning task

I. Vocabulary.

- T asks to complete the sentences with

1. Complete the sentences with the

the words from the box.

words from the box.

Step 2: Performing the task

Key:

- Ss complete this exercise individually. Step 3: Discussion - Report the result to the class - Other students listen to the answer and

1. male - dominated 2.individually - oriented 3. hands - on

4. responsive to

5. financially

6. facilitators

give comment Step 4: Conclusion - Check their answers as a class. 2.

2. Use the words in the correct form

Step 1: Transferring the learning task

to complete the sentences.

- T Asks ss to determine that form of Key: world missing from each sentence (a

1. supports

verb, a noun, or an adjective) and then Ss

2. provider

work out the correct answers to complete

3. predicting

the sentences..

4. tailored

Step 2: Performing the task

5. evaluate

- Pay attention to the common

6. witnesses

collocations related to the topic of the unit. - Ss work individually. - Ss do as requested to complete the task Step 3: Discussion Ss can then double check the answers with their partner Step 4: Conclusion Confirm the correct answers.

Activity 2 a.Goal: Sts get the general ideas of the use of relative pronouns and their meanings. b.CONTENTS: s can choose the correct answer and combine the sentences using relative clause. c.

Expected result: s can understand the use of relative pronouns and their meani

d. Performance TEACHER S AND SS’ ACTIV ITIES

CONTENTSS

II. Grammar

3. Choose the correct answer

- Ss complete this task individually or in pairs.

- recall the use o f relative

- Check as a class.

pronounce.

Key:

Step 1: Transferring the learning task

l.C

- Have Ss complete the activity individually.

4. Combine the sentences using

Have them double check their answers. Call on

relative clause.

two Ss to write their sentences on the board.

- 2 ss come to the board and do.

Comment and confirm the correct sentences.

Key:

- Ask ss to recall the step of this kind of

1. Many tourists visit Liverpool,

exercise.

which is the home of The Beatles.

Step 2: Performing the task

2. The rown hasn't got any parks

- Ss do as requested to complete the task - Ss complete the activity individually. Step 3: Discussion - Report the result to the class - Other students listen to the answer and give

2. A

4.B

5.C

6.D

where people can go and relax. 3. My son took part in the Beyond 2030 forum, which invited people to share their vision of the future. 4. Baron Pierre de Coubertin, who was the

comment

3.B

founder of the modern

Olympic Games, was not in favour Step 4: Conclusion - T gets feedback.

women

participating

the

Games.

Activity 3 a.Goal: use the future to make statements and response them. b.CONTENTS: s can match each prediction with two responses and have project. c.

Expected result: s can make statements and response them and report their pro

d. Performance TEA C H ER ’S AND SS’ ACTIVITIES

CONTENTSS

III. Communication

Step 1: Transferring the learning task

5. M atch each prediction with two

- T asks ss t match each prediction with two

responses.

Key:

- Then Ss can PRACTICE reading aloud the

l.C , H

2.A,F

3.B,G

4.A,E

statements and responses with their best

• Project(15’)

pronunciation and fluency. Call on some Your vision o f the future pairs to act them out in front of the class.

• What your vision of the future is

- This project aims to encourage Ss to work

• how the world will be different to to

out what they think the world in the future day's world will be like.

• what bring about the change(s)

- T Divided Ss into groups of four of five • how you feel about it and instruct them on what they have to do. - in groups ss present the ideas in front Since this is a board topic, it may be helpful o f the class if each group chooses an area which they - vote for the best PRESENTATION. can

focus

(technology,

education,

medicine, etc.). Encourage every member member o f the group to actively participate in the project. Tell them their project has to answers the questions Step 2: Perform ing the task - Ss work in groups

to complete the

exercise. - Ss answer the questions as a class Step 3: Discussion - Have Ss compare their answers - Report the result to the class Step 4: Conclusion - Check the answers as a class.

* HOM EW ORK (2’) Ask Ss to: - learn by heart the gram mar point above. - do exercises in workbook - get ready for Review

Period: 95

Planning:

.2021

Teaching:

.2021

U NIT 12. M Y FURTURE CAREER Lesson 1: Getting started I. OBJECTIVES. 1. Knowledge: By the end o f the lesson, students can use lexical items related to jobs and career and talk about choosing future jobs. 2. Competences: - Using language to do exercises, using language, self study, pairwork, group work to related to jobs and career - Co- operation and self- study 3. Quality: - Students have good guidelines for future career. - Ss are interested in guidelines for future career. II. TEACHING AIDS. 1. Teacher: book, planning, picture, laptop, projector 2. Students: books, notebooks III. PROCEDURE. 1. W ARM UP. (5’) - Organization: 9A :.........................

9B :................................ 9C :..............................

a. Goal: Learning the jobs in the publlic h. CONTENTS: Network of jobs c. Expected result: Ss can write jobs they kwow on the board d. Performance: Make the netwok of jobs, be aware of the jobs in the public. Give comments and correct any mistakes if needed. Let Ss open their books.

2. PRESENTATION. (10’)

a. Goal: Ss know how to read new words, identify their meanings and use them to make sentences and know what they are going to listen and read. b. CONTENTS: Vocabulary' c. Expected result: Almost all the students know new words and what they are going to listen. d. Performance: TEACHER & SS* ACTIVITIES

CONTENTSS

Step 1: Transfer of duties

New words :

- Teacher elicits the words from

+ Approach (n):

students.

+ Vocational (a) huớng nghiệp

- Follow the seven steps of teching + Housekeeper (n) quán gia vocab.

+ Staff (n) nhân viên

Step 2: Perform the duties

+ Qualification (n) chất luợng

- Ss repeat in chorus

+ Suffer from (v) chịu đựng thứ gì

- Copy all the new words Step 3: Discussion -Ss guess the meaning, then discuss with their partner Step 4: Conclusion T make sure that all the students understand

the

meaning

the

vocabulary and pronounce correctly

3. PRACTICE. (20’) a. G oal: Ss get the CONTENTS of the conversation and then complete the exercises. b. Content: Do exercises 1,2,3 in textbook c. Expected result: Almost all the students can understand the conversation and complete the exercises. d. Performance: TEACHER & SS* ACTIVITIES

CONTENTSS

- Listen to the tape

l.a . Put a word/phrase from the

- PRACTICE the dialogue in pairs.

box under each picture.

1. Step 1: Transferring the learning task

Key:

- Ask Ss what job a career they want to do

1 . lodging manager

in the future. Then ask them on other 2 . event planner question. -

3. customer service staff

Do you have to choose some specific 4. housekeeper

subjects to focus on if you want to do that

5. tour guide

job in the future.

6. biologist

- Elicit answers from Ss. Now, tell them to

l.b . Find a word/phrase in the

look at the pictures and the heading 'What

conversation that means:

subjects' will you choose? and ask them Key: these questions:

l.G C S E

- Who can you see in the pictures?

2 . vocational subjects

- Where do you think they are?

3. academic subjects

- What do you think they are talking about ? 4. applied approach Have Ss answers as a class.

5. tourism

Play the recording and have Ss follow along.

6. leisure

After that, Ss can compare their answers

c. Tick True or False.

with the information in the conversation.

- read the conversation again and

a. Ss work in pairs to label the pictures with

do the exercises.

the worlds given. Allow pair to share their Key: answers before asking them to discuss as a

1. T

class. Then ask some Ss to read the worlds

2.F

aloud and correct their pronunciation if 3. F necessary.

4.NG

b. Have Ss work individually. Ss find the 5.T worlds/phrase with the give meaning in the 6.F conversation. Then have Ss share their answers with a partner before asking them to discuss as a

class. c. Have Ss read the conversation again to tick true (T). false (F), or not given (NG). Remind Ss that they can answers NG (not given) if they don’s think information was given

part

of the conversation.

exchange their answers with a classmate. Ask

for Ss' answers as

well as their

explanation for their choices. Write the correct answers on the board. Step 2: Perform ing the task a. Ss do as requested to complete the task b. Ss answer the questions as a class L.

- Ss do as requested to complete the task - Ss read the conversation again to tick true (T). false (F), or not given (NG) Step 3: Discussion a. - Ss work in pairs b. - Ss work individually. c. - Ss exchange their answers with a classmate Step 4: Conclusion - Teacher monitors and gets feedback - T checks the answer 2a.

2.a. Look at the phrases and

Step 1: Transferring the learning task

cross out any noun/phrase that

- Have Ss work in pairs to read the phrases

doesn't go with the verb.

and complete the task.

Key:

Step 2: Perform ing the task

l.a job

- Ss do as requested to complete the task

2 . leisure time

Step 3: Discussion

3. a job

- Report the result to the class

4. a living b. Complete each o f the following

Step 4: Conclusion

sentences with a collocation in

- Check the answers as a class.

2 a ...

2b.

Key:

Step 1: Transferring the learning task - Ask Ss to work individually to complete

1. take/do (an English) course

2 . doing a nine - to - five job

the sentences with the right collocations.

3. work flexitime Step 2: Perform ing the task

4 earns money/earns a living

- Ss do as requested to complete the task

5. did course/ took a course

Step 3: Discussion

6. work overtime

-Ss share their answers with a partner. Step 4: Conclusion - Finally, check the answers as a class.

4. PRO DUCTIO N( 10 ) a. Goal: - Help Ss know more about the jobs. b. C O N TE N TS: Ex4. W ork in pairs. Ask and answer c. Expected result: The students can join in Game: W hat’s my job? Game: W hat’s my job? d. Performance: TEACHER & S S ’ ACTIVITIES

CONTENTSS

3. Ask Ss to work in groups of four. Ss

Work in pairs. A sk and answer questions

take turns thinking o f a job. The other ask

about the jo b s

Yes/No questions to find out information, and guess what the job is. The aim is to have Ss ask many questions as possible. T can tell them that they may ask questions

about necessary qualifications, skills, likes, dislikes, working conditions, salary, colleagues, or people they are working with.

* HOM EW ORK: - Learn new words by heart. - Read the conversation again. - Translate the conversation in Getting started into Vietnamese. - Prepare: UNIT 12: A closer look 1

P lanning: Period: 96

Teaching : U NIT 12. M Y FURTURE CAREER Lesson 2. A closer look 1

I. OBJECTIVES 1. Knowledge: By the end of this Unit, students will be able to - Use lexical items related to languages and language use and learning - Identify the correct tones for new and known information and say sentences with the correct intonation - Vocabulary: Languages and language use and learning - Pronunciation: Tones in new and known information. 2. Competences: - Co- operation: work in pairs, groups - Creativeness: talk about the job. - Using language to do exercises and talk about the job 3. Quality: M ake students be interested in the job in the future II.

TEACHING AIDS

T : Textbook, lesson plan, a projector, a laptop

Ss : Text book. HI. PROCEDURE 1. W ARM UP: ( 5 ) - Organization: 9A :.........................

9B :................................ 9C:..............................

a. Goal: Students review vocabulary o f the jobs and check pronunciation and lead in the right tones . b. CONTENTS: The jobs they like. c. Expected result: - Students give Answer keys with the letters of learning language and T use it for introduce the lesson. - Tell the jobs they like d. Performance: TEACHER S & SS’ ACTIVITIES

CONTENTSS

- Teacher transfers the task. And gives out some jobs and questions

A nswer T

- Students in the whole class think about What job do you like? some jobs and raise their hands for the answer.

Why do you like it?

- Teacher elicits as many ideas from

»»»»»*

them as possible - T and other SS congratulate and give points.

2. PRESENTATION (15’) a. Goal: Student can know the meaning o f some vocabularies about language learning b. CONTENTS: - Put the word/phrase under each picture. There is one extra word. - Fill each blank with a suitable job from 1. - Match a word/phrase in the left column with its meaning in the right one. - Fill each gap with a word/phrase in 3a

c. Expected result: SS understand the meaning of the vocabulary about language learning d. Performance: T E A C H E R S & SS' A C T IV IT IE S

C O N T E N T SS

1. P u t th e w o rd /p h rase u n d e r each picture.

I. V o cab u lar\(2 0 '')

T h e re is one ex tra w ord.

1. P u t the w o rd /p h rase u n d e r each

S tep 1: T ra n sfe rrin g th e learn in g task

p ictu re. T h e re is one e x tra w ord.

- Teacher transfers the task. T asks Ss to work individually

- work in pairs to identify the picture.

S tep 2: P erfo rm in g the task - Ss work individually to do the task

Key:

S tep 3: D iscussion

1 . craftsman

- Ss then compare their answers with a

3. opera singer

partner's

5. pharmacist

2 . physics

7. businesswoman

4. fashion designer

6. architect 8. Mechanic

- T asks some Ss to write their answers on the board S tep 4: C onclusion - T checks their answers as a class. Have them make sentences with the words if necessary.

2. Fill each b la n k w ith a suitable

2. Fill each b lan k w ith a suitable jo b from 1.

jo b fro m 1 .

S tep 1: T ra n sfe rrin g th e learn in g task

Key:

- Teacher transfers the task. T asks Ss to work individually

1 . physics

2 . mechanic

3.pharmacist

4. fashion designer

6. architects

S tep 2: P erfo rm in g the task

5. opera singer

- Ss work individually to do the task

7. businesswomen and men

S tep 3: D iscussion

8. craftsmen and women

- Ss then compare their answers with a

3a. M atch a w o rd /p h rase in the left

partner's

colum n w ith its m eaning in the

- T asks some Ss to write their answers on the

rig h t one.

board

Key: l.D

2.B

3.A

4.C

Step 1: Transferring the learning task Have Ss silently read the information and examples in the box. Ask some Ss to summarise the rules and read out examples in the box or to give their own examples. Ensure that Ss have understand the ideas before proceeding. Inform Ss that negative adjectives (awful, terrible) can be affected by tone in the same way as positive ones (excellent, brilliant). Step 2: Perform ing the task - Listen and complete the exercise Step 3: Discussion - Report the result to the class - Other students listen to the answer and give comment Step 4: Conclusion - Teacher monitors and gets feedback 4. Listen to the conversations between Jenny and Tom. Notice how Tom uses high tones in his replies. Then PRACTICE the conversation with a partner. Step 1: Transferring the learning task Play the recpreding for Ss to listen. Ask them to draw to illustrate Tom ’s tones. Play the recording again for Ss to repeat the short dialogues playing attention to the tones. Step 2: Perform ing the task - Listen and repeat the short dialogues Step 3: Discussion

4. Listen to the conversations between Jenny and Tom. Notice how Tom uses high tones in his replies. Then PRACTICE the conversation with a partner.

- T calls on some pairs to act out the short dialogues. Step 4: Conclusion - T gives comment and adds on to the answer if necessary

CONTENTSS

5. The responses to the pairs of sentences are the same but

5. The responses

the speakers have opposite attitudes. Listen, draw arrows

to the pairs of

to show the tones, then repeat.

sentences are the

- Teacher transfers the task. Play the recording and ask Ss to same but the listen and repeat the sentences, paying attention to whether the speakers have voice on the underlined word in each sentence goes up or opposite down.

attitudes. Listen,

- Have Ss work in pairs to draw arrows to show the tones

draw arrows to

before reading out. Then play the recording. Ask the pair to

show the tones,

listen and check their lines show the tones. Confirm the correct

then repeat.

answers. Ask some pair to PRACTICE the saying the pair of dialogues. - Teacher controls and corrects mistakes

* HOM EW ORK. (2’) - PRACTICE the dialogues in the pronunciation at home - Learn by heart the new words and structures. - Prepare: Unit 12 : A closer look 2

Period 97 T e a c h in g :

Planning:

.2021

.2021 U NIT 12. M Y FURTURE CAREER Lesson 3. A closer look 2

I. OBJECTIVES. 1. Knowledge: By the end of the lesson, students will be able to use the structures Verb + to - infinitive / verb + V - ing correctly and vocabulary: words related to career 2. Competences: + Develop communicative competence, cooperation compentence and thinhking compentence. + Using language, self study, pairwork, group work. 3. Quality: Students raise the awareness o f studying and have good guidelines for future career. II. TEACHING AIDS T : Textbook, lesson plan, a projector, a laptop Ss : Textbook, workbook III. PROCEDURE

1. WARM UP: ( 5’) - Organization: 9A :.........................

9B :................................ 9C:..............................

a. Goal: Know the coming knowledge h. CONTENTS : The Remember and the take- notes c. Expected result: Ss can give some knowledge in the lesson. d. Performance - T. gives ss read through the Remember and the take- notes - Ss find the knowledge - T gets feedback and lead in

2. PRESENTATION:

(12’)

a. Goal: Ss can learn about despite and in spit o f V to V and V Ving b. CONTENTS: - Complete each second sentence so that it has a similar meaning to the first. Write no more than THREE words. - Circle the correct words or phrases in bold. Sometimes both options are correct. Verb + to - infinitive/Verb + V- ing c. Expected result: Distinguist despite and in spit of, V to V and V- ing d. Performance: TEACHER & SS* ACTIVITIES 1. Complete each second sentence so that it

CONTENTSS 1. Complete

each

second

has a sim ilar m eaning to the first. W rite no sentence so that it has a more than THREE

sim ilar meaning to the first.

Despite/In spite of: review

W rite no m ore than THREE

Step 1: Transferring the learning task

words.

Have Ss read the Remember! box, then ask one Despite/In spite of: review or two Ss summarise the rules. T can write the

Despite

example sentences on the board. Ask Ss to give + N /V - ing further examples. M ake it clear to Ss that these

In spite of

expressions can be used interchangeably. They Key: both work with all the from: before a noun, a

1. loving maths

noun phrases, or an - ing form.

2. studying hard

Step 2: Perform ing the task

3 . laziness

- Ss do as requested to complete the task Step 3: Discussion

4. being short 5. poor health

- Report the result to the class Step 4: Conclusion - T checks the answer 2. Circle the correct words or phrases in 2. Circle the correct words bold. Sometimes both options are correct.

Step 1: Transferring the learning task

Som etim es both options are

phrases

bold.

T Ask Ss to read the bubble quoted from the correct. GETTING STARTED conversation, then have Verb + to - infinitive /Verb + them read the structures and example in the V- ing grammar box carefully. Help them with the Key: meanings o f the verbs if necessary.

1 . to give

Divide the board into four colums. write Verb + 2 . to pass to -

infinitive/Verb + V -

infinitive, or + V -

ing, Verb + to - 3. choosing

ing with no change in 4. taking

meaning in each column, and a comlumn for 5. to employ Verb + to - infinitive, or + V- ing with change 6. to talk/talking in meaning. Ask four Ss to come to the board to write the verbs mentioned in the gram mar box in the approptirte culumn. Ask other Ss to give examples with these verbs. Step 2: Perform ing the task - Ss do as requested to complete the task Step 3: Discussion - Ss work individually to fill in the gaps. - Report the result to the class Step 4: Conclusion - Check the answers as a class.

3. PRACTICE: (20") a. Goal: Help Ss to PRACTICE despite and in spite of, V to V and V Ving b. C O N TE N TS: - Choose the correct answer(s). - Complete the sentences using the ideas in the pictures and the correct form of the verbs in brackets. c. Expected result: Ss can use despite and in spit of, V to V and V Ving d. Performance:

TEACHER & SS' ACTIVITIES

CONTENTSS

3. Choose the correct answer(s).

Step 1: Transferring the learning task

1. A

- Teacher transfers the task. T asks Ss to work 2. A individually

3. C

Step 2: Perform ing the task

4. C

- Ss do as requested to complete the task - Students are allowed to share with partners

5. A&C

6. B

Step 3: Discussion - Ss write their answers on the board. Step 4: Conclusion - T checks their answers as a class. Have them make sentences with the words if necessary. 4. Complete the sentences using the ideas in

4. Complete the sentences using the

the pictures and the correct form o f the

ideas in the pictures and the correct

verbs in brackets.

form

Step 1: Transferring the learning task

Key 4

- Firstly, have Ss work in pairs to describe

1 . to lock

what is happening in the pictures. Then Ss can

2 . meeting

attempt to complete the sentences using the

3. to contact

ideas and actions from the pictures.

4. to send

Step 2: Perform ing the task

5. working

- Ss do as requested to complete the task

6. talking

Step 3: Discussion

7. posting

- Ss work in pairs

8. to answer

- Report the result to the class Step 4: Conclusion - Check the answers as a class.

4. PRODUCTION: (8 ')

the

verbs

brackets.

a. Goal: Help Ss to PRACTICE more despite and in spite of, V to V and V Ving b. CONTENTS: - Complete each second sentence using the right form o f the word given so that it has a similar meaning to the first. Write between two and five words c. Expected result: Ss can apply despite and in spite of, V to V and V Ving in the sentences d. Performance: TEACHER & S S ’ ACTIVITIES 5. Complete

each

second

CONTENTSS 5. Complete each second sentence using

sentence using the right form of the right form of the word given so that it the word given so that it has a has a sim ilar m eaning to the first. Write similar W rite

m eaning between

to two

the and

first. between two and five words. five Key 5:

words.

1. The boy finally managed to deal with his

- Teacher transfers the task. T asks peers at the vocational school. Ss to work individually

2. She attempted to cooperate with the other

- Allow them to share their answer in the team to finish the work. with a partner. -

3. He wasn't promoted in spite of/despite his

Call on some Ss to write their efforts.

answers on the board.

The

boss

denied

bullying

the

new

- T checks their answers as a class. employee. Have them make sentences with the 5. Despite being qualified for the job, he words if necessary.

wasn't accepted/Despite qualifying for the job, he wasn't accepted.

* HOM EW ORK - Learn the words and the models by heart. - Do the ex. in the workbook - Prepare: Unit 12. Communication

W eek

P lanning:

Period 98

Teaching: UNIT 12: MY FUTURE CAREER Lesson 4: Communication

I. OBJECTIVES: 1. K now ledge: By the end of the lesson, Ss will be able to talk about choosing future jobs and reasons for these choices - Knowledge students need to get after the lesson. + W iden the lexical items related to other jobs, careers and factors affecting career choice. + PRACTICE using: Despite/ In spite o f , Verbs+ to infinitive / Verbs + V- ing

2. C om petences: - Co- operation: work in pairs, groups. - Self- study: work individually. - Creativeness: talk about English language. - Using language to do exercises and talk about learning English. 3. Q uality. - Ss are interested in career and choosing career

II.

TEACHING AIDS

T : Textbook, lesson plan, a projector, a laptop Ss : Learn the old lesson, Textbook

m . PROCEDURE 1. W A R M -U P (5’) a.Goal: Check the old lesson and lead to new lesson. b.CONTENTS: - Do the Part 3 and 5 ( page 76) - Discuss in groups : WHAT JOB DO YOU WANT TO DO IN THE FUTURE? c.

Expected result: Ss can do the tasks well.

d. Performance: TEACHER & SS* ACTIVITIES -

CONTENTSS

Call 1 Student to do the part 3. Task 3: Choose the correct answer.

Two other Ss to do the part 5 on the

l.A

board.

2 .A

- SS do the parts on the board.

3.C

- Check the results with class.

4.C

5.A&C

Ask Ss to work in groups and

discuss

6.B

- Answer and check.

Task 5: Complete each second sentence

- W ork in groups

using the right form of the word given so

W HAT JOB DO YOU W ANT TO

that it has a sim ilar m eaning to the first.

DO IN THE FUTURE?

W rite

- Call some groups to say the jobs

1. The boy finally managed to deal with his

they want to do in the future and say

peers at the vocational school.

the reasons they choose the job.

2. She attempted to cooperate with the other in

- Say before the class.

the team to finish the work.

between

two

and

five

words.

3. He wasn't promoted in spite of/despite his efforts. 4. The boss denied bullying the new employee. 5. Despite being qualified for the job, he wasn't accepted/Despite qualifying for the job, he wasn't accepted

2. PRESENTATION (8’) a.Goal: Widen the lexical items related to other jobs, careers and factors affecting career choice to get general and specific information about choosing a career. b.CONTENTS: - Task 1 ( page 77) c.

Expected result:

- Know more words related to jobs, careers in these posts. d. Performance: TEACHER & SS' ACTIVITIES

CONTENTSS

Step 1: Transferring the learning task

+ enroll (v)

+ make a bundle (v)

Use

different

techniques

teach

vocabulary (situation, realia .... ) Step 2: Performing the task - Look, listen and repeat. - Copy Step 3: Discussion

+ architect (n) + flexitime (n) + curious (adj) + burn the midnight oil (v) + can’t stand (v) + Tu wants to become an opera

Step 4: Conclusion

singer.

- T check students' pronunciation

+ He can get much money and travel

* Checking vocab

around the world when being a singer.

Step 1: Transferring the learning task

+ Anh is going to be an engineer.

- Set the scene.

+ She like to work flexitime.

- Hang the sub- board with the statements + Duong plans to be a physicist. on + Dung wants to be a doctor. - Ask Ss to run through the sentences.

+ She can’t stand working at a

- Ask Ss to guess the statements T or F.

hospital.

- Call on Ss to read out loud the answer. Step 2: Performing the task - Ss work individually and then compare their answers with a partner. Step 3: Discussion - Report the result to the class - Other students listen to the answer and give comment Step 4: Conclusion - Give feedback and correct 3. P R A C T IC E (17’) a. Goal: Help Ss to get general and specific information about choosing a career in the posts.

- Help Ss to say the agreement or disagreement in the box. b. CONTENTSs: T askl: The 4Teen website has launched a forum for teens to discuss their career paths. Read these posts and underline the reasons for their choices. ( page 77) Task 2: Read the posts again. In groups, discuss and decide whose reasons for choosing/not choosing the job you agree with and whose you disagree with. Say why. You can start with the phases below (Page 77) c. Expected result: Ss can discuss and decide reasons for choosing/not choosing the jobs. d. Performance: TEACHER & S S ’ ACTIVITIES

CONTENTSS

Task 1:

Sample comments on:

Step 1: Transferring the learning task

Post from Tu:

- Ask Ss to read the posts and check the

I agree that if Tu can sing, he

statements

should

- Read the posts and check the statements

performing arts.

- Answer

enroll

school

Tu is right. A singer can make a

- Get feedback.

bundle.

- Have Ss to look at the title o f part 1 and

the pictures. Call 1 student to read the title.

every singer becomes famous.

- Call other Ss to say the task of part 1.

Have Ss skim individually and

for

try to

I can’t agree with T u ’s reason. Not

I don’t think every singer can travel

read the posts all over the world. remember the Post from Anh:

reasons each teen gives for their choice of

career.

meaningful job, because architects can

- Look, listen and read.

help improve people’s lives.

- S k im -read

I totally agree with Anh that it is a

I can’t agree with Anh that

- Ask Ss to work in pairs to compare the architects work flexitime. My dad is reasons that each o f them gives.

also an architect and he has to be at

- Then Ss can read the posts a second time work at 8 a.m. every day more slowly for details and check.

Post from Duong:

Duong is absolutely right. If he is

Step 2: Performing the task - Ss do as requested to complete the task Step 3: Discussion - Ss work in pairs - Report the result to the class

curious about the natural world, that job can satisfy him in many ways. - I’m sorry, I can’t agree with Duong. He

wants

become

physicist

because he is curious about the world, Step 4: Conclusion

but can he be sure that he is able to do

- Teacher monitors and gets feedback

the job? Is he good at physics?

Task 2:

P ost from D zung:

Step 1: Transferring the learning task

Exactly. What Dzung says is true.

- Put Ss in groups of four. Tell them that Student doctors do have to burn the they can look back at the posts and choose

midnight oil. They have to learn about

one post to discuss. Remind them that they everything

to their patients

can use the phrases to express agreeing or because their advice adisagreeing in the box. patients’ lives.

ects

the

- Explain the phrases.

- W ork in pairs and compare

it is very hard to work in hospitals. All

- Read the posts again and check.

around you are patients waiting for

- Answer

your help.

- Move around to observe and provide

I totally agree with Dzung because

Hold on... If everyone only thinks

help.

about the hardships, who will become

Step 2: Performing the task

doctors? Who will treat the patients,

- W ork in groups and discuss.

then?

Step 3: Discussion - Some groups to present their ideas to the class. Step 4: Conclusion - T listen and check. - Call other Ss to comment.

4. PRODUCTION(15’)

a. Goal: - Help Ss to express their opinions about the job they w ant/ do not want to do in the future. b. CONTENTSs: Task 3a.W ork in pairs. Tell your partner about a job you w ant/don’t want to do in the future. Remember to say why or why not. ( Page 77) Task 3b. Report your decisions to another pair or to the class. ( Page 77) c. Expected result: Example: I’m artistic, I want to become a fashion designer because I like fashion and I think It’s a creative job. - There are no wrong answers in the exercise. d. Performance: TEACHER & SS' ACTIVITIES

CONTENTSS

Task 3a.W ork in pairs. Tell your partner about

3a.

a job you w ant/don’t want to do in the future.

partner

Remem ber to say why or why not.

w ant/don’t want to

W ork

pairs.

about

Tellyour job

you in

the

- Have Ss work in pairs. Ask them to choose a future. Remember to say why or couple

example

careers,

either

from

why not:

elsewhere in the unit or from ideas o f their Group I:D o you have to choose own. -

some specific

Instruct Ss to figure out their own reasons subjects to fo cu s on i f you want to do

why they do or do not want the chosen careers.

that jo b

- Set a time limit of ten minutes.

in the future?

- Tell them that they can also note down group 2 : 'What subjects will you several key words/phrases related to their choose? ’ and ask reasons.

them these questions:

- Move around to observe and provide help

group 3 /W h o can yo u see in the picture? Where do you think they are? What do you think they are talking about? 3b.

Report

your

decisions

Task 3b)Report your decisions to another pair another pair or to the class

or to the class

Several pairs to report their

- Ask several pairs to report their decisions and

decisions and reasons to the whole

reasons to the whole class.

class.

- Have other Ss give comments. This is an open exercise and there are no wrong answers.

* HOMEW ORK. - Find out the reasons why you want / don’t want to do the job as much as possible. - Do exercise in workbook. - Prepare: Skills 1

W eek

P lanning:

P eriod 99

Teaching: UNIT 12: MY FUTURE CAREER Lesson 5: Skills 1

I. OBJECTIVES: 1. Knowledge: By the end of the lesson, Ss will be able to how to: - Use the lexical items related to changing -

roles in society.

Identify the rising or falling tones in agreement and disagreement sentences

correctly - Recognise non - defining relative clauses and use them correctly - Use the future passive correctly 2. Competences: - Co- operation, - Self- study, - Using language to do exercises 3. Quality - Ss are interested in careers and jobs II.

TEACHING AIDS

T : Textbook, lesson plan, a projector, a laptop

Ss : Learn the old lesson, prepare Review 4- Language HI. PROCEDURE 1. W ARM - UP (6’) a. Goal: SS think about their jobs in the future. Lead to the new lesson. b. CONTENTSs: Their job in the future c. Expected result: Ss may talk about their jobs in the future in front the class d. Performance: TEACHER & SS* ACTIVITIES

CONTENTSS

- Ask SS to think about theeir jobs in the future and talk about it.

- I the fitu re I want to be a.... and I

- SS work individually

would

- T calls some ss to speak out in front the class

in................... with......

work

then correct the mistakes - Lead to the lesson

2. PRESENTATION- PRE - READING ( 12’) a. Goal: Ss know more words related to careers and jobs and the difference between jobs and careers. b. CONTENTSs: - Task 1: Discuss the questions + What is a jo b ? + What is a career ? + How different are they? c. Expected result: Ss may answer the questions above Suggest answer 1. A job is something people do to earn money. 2. A career is more than a job. It is an ongoing process of learning and development o f skills and experience. 3. Very different. (A job describes what you are doing now, a career describes your job choices over your working life, with the aim o f improving your quality of life.) d. Performance:

TEACHER & SS* ACTIVITIES

CONTENTSS + career path

Step 1: Transferring the learning task - Use different techniques to teach some new words. Then ask Ss to copy and repeat them - Hang a sub - board with three questions in part 1 on then ask Ss to work in pairs then discuss

answer

according

their

understanding.

+ take into account + alternatively + curriculum + peer - W ork in pairs and answer the Questions.

Step 2: Performing the task - Ss skim- read to check the questions. - Say the definitions o f jobs and careers, the differences between them. Step 3: Discussion - Some pairs to answer before class. Step 4: Conclusion - Check the words

3. PRACTICE- W HILE - READING ( 15’) a. Goal:- Help Ss to know general and specific information about future career. b. CONTENTSs: - Task 2: M atch the highlighted words/phrases in the article with their meanings. - Task 3: Decide if the statements are true (T) or false (F). c. Expected result: SS can do the tasks well, know some words, idetify

the

statements are true (T) or false (F). d. Performance: TEACHER & SS’ ACTIVITIES

CONTENTSS

Task2: M atch the highlighted ords/phrases

Task2:

M atch

in the article with their meanings

words/phrases in the article with

Step 1: Transferring the learning task

their meanings

1 . career path

the

highlighted

- Ask Ss to work in pairs and read again the

2. peers

article and do the exercise.

3. ongoing

- Get Ss to pay attention to highlighted words 4. alternatively in the text.

5. take into account

Step 2: Performing the task - Ss do as requested to complete the task Step 3: Discussion - Ss share the answers. Step 4: Conclusion - Check as a class. Task 3. Decide if the statem ents are true (T) or false (F).

Task 3. Decide if the statements are true (T) or false (F). 1.T 2. F

Step 1: Transferring the learning task

3. F

- Ask Ss to run though the statements in part 3.

4. T

- Explain the new words if necessary.

5. T

- Run through the statements.

6. T

- Ask Ss to guess thestatements T or F. - Have Ss read the article then decide the statements T or F. - Remind Ss to pay attention to key words in each statement. Step 2: Performing the task - Ss do as requested to complete the task Step 3: Discussion -

Ss share their answers before checking as a class.

Step 4: Conclusion - Get feedback by asking Ss to explain their answers.

4. PRODUCTION - POST - READING ( 12’) a. Goal: - Students can talk about skills and abilities to do the jobs they want to do in the future. b. Content: - Task 4: Think about the skills and abilities to do the jobs below,work together to make notes. - Task 5: Choose one job from 4 and present your group’s ideas. c. Expected result: - Talk freely about skills and abilities to do the jobs they want to do in the future. d. Performance: TEACHER & SS* ACTIVITIES

CONTENTSS

Task 4: Think about the skills and abilities

4. Think about the skills and

to do the jobs below. W ork together to abilities to do the jobs below. make notes.

W ork together to make notes.

- Have Ss work in groups. Each group should _ I would like a nurse in the future choose one job to discuss. Ideally each group

becau a nurse is a person who like

would have a different job. If you have more to take care of other people and can groups than jobs on the list, Ss can contribute

work in a team.

more jobs. - Ask them to make notes on a small poster,

5. Choose one job

using the example as a guide.

present your group’s ideas

- W ork in groups and discuss.

Example

- Set a time limit.

We think a nurse is a person who

- Go around and help Ss if necessary.

likes to take care o f other people

Task 5. Choose

one

job

from 4 and

from 4 and and can work in a team. We also

present your group’s ideas

think he or she shouldn't be afraid

o f medical matters, I like giving

Have each group present their ideas and

opinions on their chosen job to the class.

injections or doing stitches. Nurses

- Present their ideal and opinion to the class.

also have to be emotionally strong,

- Once they have finished, ask the rest of the since they see some pretty sad and class to say whether they agree with the points

upsetting

things

through

their

or not and whether they should add some other work. points.

* HOM EW ORK. - Ask Ss to choose another job that they didn’t work on this lesson and work at home. - Do exercises in D l, 2 (W orkbooks) - Prepare: REVIEW 04 (UNITS 1 0 -1 1 -1 2 )- LANGUAGE

W eek

P lanning:

Period 100

Teaching: REVIEW 04 Lesson 1. LANGUAGE

I. OBJECTIVES. 1. Knowledge: By the end o f the lesson, Ss will be able to: - revise what they have learnt in units 10, 11, 12. Students will further practise with areas that Ss find difficult. - Vocabulary: Review the vocabulary they have learnt in unit 10, 11,12. - Grammar: infinitive or - ing form, relative clauses 2. Competence: Teamwork, linguistic competence, cooperative learning and communicative competence. 3. Quality: Students are hardworking and attentive. II. TEACHING AIDS. 1. Teacher: Textbooks, teaching plan, teacher’s book... 2. Students: Textbooks, notebooks... III. PROCEDURE 1. W ARM UP: (5 )

a. Goal: To WARM UP the class and tell the overview of the three lessons. b. CONTENTS: Brainstorming about the main point from unit 10 to unit 12 c. Expected result: Ss can answer the questions correctly. d. Performance: TEACHER S & SS* ACTIVITIES -

CONTENTSS

Have Ss work in 2 teams, write Relative clause

what they have learned in these units ( 10- 12 ) on a poster. - Ss work in groups, take notes the

What you have learnt in units 10- 12?

main points - Ask Ss to show their answers - Teacher checks with whole class.

Past simple and pasi pcrfect

Tones

2. PRACTICE (40’ ) 2.1. Pronunciation^ 1(T ) a. Goal: Help Ss review the tones b. CONTENTS: Ss work individually to draw rising or falling arrows c. Expected result: Ss can PRACTICE saying the sentences correctly. d. Performance: TEACHER S & SS' ACTIVITIES

CONTENTSS

* Pronunciation:

A. Pronunciation:

* Activity 1

Step 1: Transferring the learning task - Review the rule of tones with Ss. Before listening to the recording, have Ss draw arrows to illustrate the appropriate tones. Play the recording. - Then ask Ss to listen and repeat. Step 2: Perform ing the task - Listen and complete the exercise

Draw rising or falling arrows to illustrate the correct tones, then listen

and

sentences.

practise

saying

the

Step 1: Transferring the learning task - Make sure Ss understand the meanings of the verbs provided. Then have them complete the exercise individually.

com plete the sentences Key:

1 . facilitators 2. development(s) 3. training

Step 2: Perform ing the task

4. launch

- Ss do as requested to complete the task

5. experienced

Step 3: Discussion

6.attendance

- Some Ss write their answers on the board.

7. evaluators

Step 4: Conclusion

8.participants

- Teacher monitors and gets feedback * Activity 4: Complete each sentence with

* Activity 4: Complete

a phrase in the box

sentence with a phrase in the

Step 1: Transferring the learning task

box Key:

Check if Ss rem em ber the meaning of the

phrases. - Ensure all the phrases are understood before moving on. Then have them work in pairs to complete the sentences.

1 . work flexitime 2 . sense o f direction 3. make a bundle 4. burn the midnight oil 5. once in a blue moon

Step 2: Perform ing the task

6. The sky’s the limit

- W ork in pair to complete the task

7. Sense of responsibility

Step 3: Discussion

8. mountains of work

- Report the result to the class Step 4: Conclusion - Check the answers as a class

2.3. Gram mar (2 0 ') a. Goal: Help Ss review the infinitive or - ing form, relative clauses b. C O N TE N TS: + Ss work individually to use the correct form of the verbs in brackets.

each

Step 1: Transferring the learning task - Make sure Ss understand the meanings of the verbs provided. Then have them complete the exercise individually.

com plete the sentences Key:

1 . facilitators 2. development(s) 3. training

Step 2: Perform ing the task

4. launch

- Ss do as requested to complete the task

5. experienced

Step 3: Discussion

6.attendance

- Some Ss write their answers on the board.

7. evaluators

Step 4: Conclusion

8.participants

- Teacher monitors and gets feedback * Activity 4: Complete each sentence with

* Activity 4: Complete

a phrase in the box

sentence with a phrase in the

Step 1: Transferring the learning task

box Key:

Check if Ss rem em ber the meaning of the

phrases. - Ensure all the phrases are understood before moving on. Then have them work in pairs to complete the sentences.

1 . work flexitime 2 . sense o f direction 3. make a bundle 4. burn the midnight oil 5. once in a blue moon

Step 2: Perform ing the task

6. The sky’s the limit

- W ork in pair to complete the task

7. Sense of responsibility

Step 3: Discussion

8. mountains of work

- Report the result to the class Step 4: Conclusion - Check the answers as a class

2.3. Gram mar (2 0 ') a. Goal: Help Ss review the infinitive or - ing form, relative clauses b. C O N TE N TS: + Ss work individually to use the correct form of the verbs in brackets.

each

+ Ss work individually to Rewrite the following sentences using relative clauses + Ss work individually to do the Everyday English. c. Expected result: Ss can understand the gram mar rules above and do grammar exercises correctly. d. Performance: TEACHER S & SS' ACTIVITIES

CONTENTSS

Activity 5: Put the verbs in brackets

C. Grammar

into the infinitive or - ing form

Activity 5: Put

Step 1: Transferring the learning task

brackets into the infinitive or - ing

Have a brief revision session with Ss if

necessary. Then have Ss work individually.

the

verbs

form Key: 1.eating 2.to play 3.to work/working

Step 2: Performing the task - Ss do as requested to complete the task

4.to be 5.doing 6.to share 7.floating

8.checking

Step 3: Discussion - Report the result to the class - Ss exchange their answers. Step 4: Conclusion - Check the answers as a class. Activity 6: Choose the correct voice to Activity 6: Choose the correct voice complete the sentences

to complete the sentences

Step 1: Transferring the learning task

Suggested answers:

- Have Ss write the sentences individually

1. My grandfather, who has been

on a piece o f paper.

retired for ten years now, used to be an astronaut.

Step 2: Perform ing the task 2. The spacecraft which/that took - Ss do as requested to complete the task Step 3: Discussion - T asks Ss to swap their answers with a partner. - T allows Ss time to discuss if there is any

Yuri Gagarin into space is called Vostok 3KA. 3.She likes the career which/that her father pursued all his life. 4.

admires

the

teacher

who

dierence between their answers.

initiated building the school library.

Step 4: Conclusion

5.1 work for a man whose farm covers

- Check the sentences as a class

thousands of acres.

6.Students will have to make their own learning decisions, which will be hard for many of them. Activity 7: Choose

the

most

suitable

D. Everyday English

expression to com plete each of the short Activity 7:

Choose

dialogues

suitable

Step 1: Transferring the learning task

each o f the short dialogues

Have Ss read the phrases and sentences

carefully. - Check that Ss understand the meaning of the phrases before moving on.

expression

the

1. No worries

2.1 am not so sure about that 4.Cool

Step 2: Perform ing the task - Ss do this exercise in pairs. Step 3: Discussion - Report the result to the class Step 4: Conclusion - Correct their answers and ask some pairs to act out the short dialogues.

* HOM EW ORK: - PRACTICE reading the dialogue. - Write new words then learn them by heart. - Do the exercise into notebooks. - Prepare. Review 04 ( Skills )

to complete

Key:

3.T hat’s not entirely true

5.Sounds interesting

most

Week

Planning:

Period 101

Teaching: REVIEW 04 (cont) Lesson 2. Skills

I. OBJECTIVES. 1. Knowledge: By the end of the lesson Ss will be able to PRACTICE 4 skills with the knowledge they have learnt in unit 10, 11 , 12 . - Vocabulary: Review - Grammar: Review 2. Competence:

self- studying, creative and communicating, using language

correctly. 3. Quality: Students are hardworking and attentive. II. TEACHING AIDS. Teacher: Textbooks, teaching plan, teacher’s book... Students: Textbooks, notebooks... HI. PROCEDURE 1. W ARM UP: (5’) a. Goal: To WARM UP the class and introduce the lesson. h. CONTENTS: the exercises in Workbook c. Expected result: Ss can dothe exercises in Wb correctly. d. Performance: TEACHER S & SS’ ACTIVITIES - T checks Ss’ HOMEWORK.

CONTENTSS Exercises in Wb

- Ask if Ss have any questions or not.

2. PRACTICE (40’) 2.1. Reading (10") a. Goal: Ss know how to do the reading comprehesion. h. CONTENTS: Ss work in pairs to read the following passage and march the heading the correct paraghraphs and decide the statements T or F.

c. Expected result: Ss can understand the passage and do reading exercises correctly. d. Performance: TEACHER S & SS* ACTIVITIES A.

Reading

CONTENTSS A. Reading

Activity l a

A ctivity la

Step 1: Transferring the learning task

Key:

- Have Ss work individually to skim- read the text to match the headings with the correct paragraphs.

l.C 2.A 3.D

Step 2: Perform ing the task

4. B

- Ss do as requested to complete the task Step 3: Discussion - Ss can compare their answers with a partner. - Report the result to the class Step 4: Conclusion - Check answers as a class Activity lb

Activity lb : T/F

Step 1: Transferring the learning task

Key:

- T asks ss read the text again and decide whether the

l.T

statements are true or false

2 .F

- Ask Ss to explain the reasons why an answer is false

3.F

Step 2: Perform ing the task

4. F 5. T

- Ss work individually. - Ss compare their answers with a partner. Step 3: Discussion Report the result to the class Step 4: Conclusion - Check the answers as a class.

2.2. SPEAKING (10’ )

a. Goal: help SS to PRACTICE SPEAKING about a dream job b. CONTENTS: Ss work individually to say their dream job c. Expected result: Ss can PRACTICE SPEAKING about the topic well. d. Performance: TEACHER S & SS* ACTIVITIES

CONTENTSS

Step 1: Transferring the learning task - Allow Ss time to get some ideas from Unit 10 to

Choose a dream jo b you would like to do. Say why

12 , or to come up with some ideas of their own. - Have some Ss/groups come to the front to present

you dream o f doing the jo b

their own choice and their reasons for the choice. Step 2: Perform ing the task - Ss do as requested to complete the task - Ss can work in groups. Step 3: Discussion - Report the result to the class Step 4: Conclusion - Teacher monitors and gets feedback

2.3. Listening (10") a. Goal: Help Ss know how to do the listening comprehesion. b. CONTENTS: Ss work individually to listen and answer two quetions c. Expected result: Ss can do listening exercises well. d. Performance: TEACHER S & SS* ACTIVITIES

CONTENTSS

Step 1: Transferring the learning task 3a. Answer the questions Firstly, ask Ss to read the questions carefully. Then play the recording. Ss listen and answer the questions.

3a.Answer the questions

1 . a hotel receptionist 2 . two weeks

Ask some Ss to give their answers. 3b. Complete the sentences

3b. Complete the sentences

- Have Ss read the sentences carefully and try to

1 . sociable

complete them without listening to the recording

2 . dealing with

again.

3. telephone manner

- Do not confirm any answers at this stage.

4. experience

- Tell Ss that they are going to listen a second

5. night shifts

time to check the answers for the questions in 3a and b. - Play the recording. - Ask some Ss to give answers. - Let Ss listen a third time if necessary to check their answers. Step 2: Perform ing the task - Listen and complete the exercise Step 3: Discussion - Report the result to the class - Write Ss’ answers on the board. Step 4: Conclusion - Confirm the correct answers as a class. - Teacher monitors and gets feedback

2.4.

W RITING (10’ )

a. Goal: Guide Ss to write a paragraph of about 120 words to express your opinion about jobs b. CONTENTSs: Ss work in pairs to discuss the question “In your opinion, what job will be the most popular in the next 10 years?” c. Expected result: Ss can write the paragraphs well. d. Performance: TEACHER S & SS* ACTIVITIES

CONTENTSS

Step 1: Transferring the learning

Over time,

the popularity

of different

jobs may change. In your opinion, what

task

Have Ss work in pairs to discuss job will be the most popular in the next 10 the question. Ask the pairs to brainstorm an outline of the main reasons why they

years? W rite a paragraph of about 120 words to express your opinion.

Remember to

think their chosen job will be the most discuss why you think so. popular. Have pairs do the WRITING

Sam ple writing:

together. T may read aloud one piece I think one of the most popupar jobs in the of W RITING and ask other Ss to

future

comment.

expensive spacecrafts. The

Step 2: Perform ing the task - Ss do as requested to complete the task - Ss work in pairs to discuss the question. Step 3: Discussion - Report the result to the class

can

be astronaut,

the

‘driver’o f

rst reason is

many people are dreaming of - ying into the space and are willing to pay for such ‘trips’ if the costs are not as high as they are now. In fact, this kind of space travel has attracted many w orld’s travel agencies to exploit, so hopefully it will be much cheaper to follow such journeys. This also means the demand for spacecraft drivers will be increasing.

Step 4: Conclusion

Secondly, astronauts will certainly be able

- T may also collect some o f the S s’ to make a bundle and the opportunities for paragraphs to correct at home

this job will be much higher. Moreover, those

astronauts

will

also

have

many

chances to travel between planets, and enjoy the spectacular views from outside the Earth. In short, because of the increasing demand

for

opportunities

space to

earn

travelling, money,

and

the the

interesting nature of the job, this job will likely be a favourite job for many people in

very near future.

♦HOMEWORK: - Retell the CONTENTSs of the lesson - Review all knowledge for the test. - Prepare for Unit 12 . Skills 2

W eek

P lanning:

Period 103

Teaching: UNIT 12: M Y FUTURE CAREER Lesson 6: Skills 2

I. OBJECTIVES. 1. Knowledge: By the end o f the lesson, students will be able to listen for specific information about the career in the future. + Vocabulary: behind the scenes, acquire, professional, adaptable. 2. Competences: - Co- operation - Self- study - Creativeness: write an advertisement 3. Qualitiy. Students are interested in career . II. TEACHING AIDS T : Textbook, lesson plan, computer, projector. Ss : Textbook, workbook, notebook, pen.... III. PROCEDURE 1. W ARM - UP (5’) a. Goal: Check the old lesson and lead to the new lesson. h. Contentss: - Ask Ss to talk about another job that they want or don’t want to do in the future with skills and abilities.

c. Expected result: - Talk freely and no wrong ideas. d. Performance: TEACHER & SS' ACTIVITIES - Ask Ss to talk before class about another job

CONTENTSS Ss’ PRESENTATION

that they want or don’t want to do in the future Talk before the class. with skills and abilities which they prepared at home. - Ask other Ss to add their ideas if they have. - Give comment. - Lead to new lesson.

2. PRE - LISTENING (12’) a. Goal: - Help Ss know more words related to jobs and careers. - Know the topic of the listening task. b. CONTENTSs: - New words. - Task 1: W ork in pairs and answer the questions below. c. Expected result: Ss can do the task well. d. Performance: TEACHER & SS* ACTIVITIES

CONTENTSS

* Vocabulary

Step 1: Transferring the learning task

+ behind the scenes (n) hậu trường

- Use different techniques to teach some new

+ acquire (v) dạt đuợc

words.

+ professional (adj) chuyên nghiệp

- Check the words.

+ adaptable (adj) có thể thích nghi

Ask Ss to work in pairs to answer the + emphathetic ( adj) questions.

+ adaptable ( adj)

- Set the scene: Phong is talking to Mrs.

+ dynamic ( adj)

W arner, N ick’s mother, about future jobs he and his friends want to do

Step 2: Performing the task - Ss listen, read, write and copy

Step 3: Discussion - Ask some pairs to share their ideas with the class.

Step 4: Conclusion - T check s s ’s pronunciation

3. P R A C T IC E - W hile listening (15’) a. Goal: Help Ss to understand the conversation between Phong

and Mrs. Warner,

N ick’s mother about future jobs. b. CONTENTSs: - Task 2: Phong is talking to Mrs. Warner, N ick’s mother, about future jobs he and his friends want to do. Listen to the conversation and fill in the blanks with no more than THREE words. - Task 3: Listen again and decide if the following statements are true (T) or false (F). c. Expected result: Ss can do exercises: 2 and 3 well d. Performance: TEACHER & SS* ACTIVITIES

CONTENTSS

Task 2: Listen and fill in the blanks with no Task 2. Listen and fill in the m ore than THREE words.

blanks

Step 1: Transferring the learning task

THREE words.

Ask Ss to read the information in part 2

carefully. - Tell Ss to listen carefully to find out the words/phrases from the recording needed to fill in the blanks. - Play the record twice. Step 2: Performing the task

with

1. mountains of work 2. work overtime 3. rewarding 4. sociable 5. applied skills 6. good with his

m ore

than

Listen and complete the exercise

Step 3: Discussion -

Call some Ss to write their answer on the

board. - Call other Ss to comment. Step 4: Conclusion - T confirms the correct answers by asking Ss to listen sentence by sentence. Task 3:T / F statements Step 1: Transferring the learning task - Run through the sentences

Task 3: T/ F statements 1.

2. T ^

- Have Ss work individually to underline the key words in the statements. - Play the recording again for Ss to check. - Pause at the sentences that include the

3. T

4. F 5. F /T T O.

information Ss need for the answer. Step 2: Performing the task -

Ss do as requested to complete the task

Step 3: Discussion - Report the result to the class Step 4: Conclusion - Confirm the correct answers.

4. PRODUCTION - POST - LISTENING (13’) a. Goal: -

Help SS to write a paragraph about three most important qualities a

person need to be able to do a job b. CONTENTSs: - Task4: Choose a job that you like. Discuss which three qualities would be necessary for people doing that job. You can use some of the ideas below. Remember to give reasons.

- Task5: Based on your discussion in 4, write a paragraph about the three most important qualities a person needs to be able to do a job well. Remember to give reasons and examples to support your opinion. c. Expected result: - Students’ writings d. Performance: TEACHER & SS* ACTIVITIES

CONTENTSS

Task 4: Choose the jobs that you like. 4. Choose the jobs that you like. Discuss which qualities would be necessary

Discuss which qualities would be

for people doing that job

necessary for people doing that

Step 1: Transferring the learning task

job

- First check that everybody understands the meaning o f the adjectives in the box. - If not spend some time explaining them. - Set a time limit for pairs to brainstorm the

Example: To be a business person, you have to be adaptable so that you can respond quickly to changes.

ideas and do the discussion. - Ask Ss to refer back to 2 and 3 as examples for useful language and ideas. Step 2: Performing the task - Ss do as requested to complete the task Step 3: Discussion -Some pairs present their ideas to the whole class. Step 4: Conclusion - Remind Ss that they should give examples and reasons to support their main points

5. W rite a paragraph about the

Task 5. W rite a paragraph about the three three most im portant qualities a most im portant qualities a person need to person need to be able to do that be able to do that jobs

jobs

Step 1: Transferring the learning task

To be a business person, you have

- Have Ss base on the discussion in 4. Then to be adaptable so that you can

work individuallyto get the ideas down on

respond

quickly

changes.

paper and check the accuracy of what they Besides, you also should he calm to deal with difficult problem s which

have written.

- Give them ten minutes to write and edit their can appear anytime and you can't predict.

work.

Lastly,

successful

- Swap their W RITING with a partner for peer businessman has to be creative to review, comments, and corrections.

think out new ideas and make new

Step 2: Performing the task

products to serve customers.

- Ss do as requested to complete the task Step 3: Discussion - T calls on one student to write answer on the board, the other students compare and give comments Step 4: Conclusion - Edit their work - Collect some writings then correct and mark

* HOM EW ORK: - Ask Ss to complete their WRITING at home if they don’t finish. - Learn the words and the models by heart. - Prepare: Unit 12- Looking back & project - Copy and do at home. - Listen and take notes the assignments.

W eek 35

P lanning: /5/2021

P eriod 104

Teaching: /5/2021

U NIT 12. M Y FURTURE CAREER Lesson 7: Looking back & Project

I. OBJECTIVES: 1. KNOW LEDGE: By the end of the lesson, Ss will be able to revise the vocab, gram mar they've learnt in Unit 12 Language CONTENTS - Verb + to - infinitive / verb + V - ing - Vocabulary: words related to career 2. Competences: - Co- operation, - Self- study, - Using language to do exercises 3. Quality: Ss are interested in careers and jobs II. TEACHING AID: T textbook, cassette, pictures , computer S: book, exercisebook III. PROCEDURE: 1. W ARM UP (5’): Matching a.Goal: Understand and know some jobs b.CONTENTS: Ss can match the jobs with its description c.

Expected result: 1. C 2. D 3. E 4. F 5. A 6. B

d. Performance

TEACHER S AND SS’ ACTIVITIES

CONTENTSS

- T gives Ss the table with some jobs in

1. M atch

column A and its description in column

d escrip tio n in B.

B then run through them.

Key.

- Have Ss work individually, match the

1 .C

jobs with its description.

2. D

3. E

have ss work individually and then

compare their answers with a partner.

4. F

- call on Ss to read out loud the answer.

5. A

- Give feedback and correct

6. B

th e jo b s in A w ith its

2. P R A C T IC E ( 20’) A ctivity 2: a.Goal: revise the vocabularies related to the jobs and V+ to inf

h.CO NTENTS: s can match the fragments 1- 8 with the fragments A- H, related to jobs and V+ to inf. c. Expected result', s can understand more about the jobs: 1. H 2. E 3. F 4. A 5. D

6. G 7. C 8. B d. Performance TEACHER S AND SS’ ACTIVITIES

CONTENTSS

Step 1: Transferring the learning task

2. M atch the fragments 1- 8 with the

- T introduces some words and guides Ss fragm ents A- H. to match the fragments 1- 8

with the Key.

fragments A- H.

l . H 2. E 3 .F 4. A

- Have ss work individually and share

5. D 6. G 7 .C 8. B

their answers with a partner. - Call on ss to read out loud the answer. Step 2: Perform ing the task - Ss do as requested to complete the task - Ss work individually Step 3: Discussion - Ss share their answers with a partner. - Report the result to the class Step 4: Conclusion - Teacher monitors and gets feedback - Give feedback and correct

Activity 3 a.Goal: Understand the words and complete the sentences with the correct words. h.CONTENTS: Ss can choose the correct words and complete the sentences about the jobs c. Expected result: Ss can know more about the jobs: 1. vocational

2. dynamic 3. empathetic 4. academic subjects

5.took into account

6. professional 7. burnt the midnight oil 8. make a bundle

d. Performance T E A C H E R ’S AND SS’ A C T IV IT IE S Step 1: T ra n sfe rrin g th e learn in g task - Ask Ss to look at the statements and the words

C O N T E N T SS 3. Fill each b lan k w ith a w o rd / p h rase in the box.

1 . vocational

in the box - Guide ss to choose the correct words in the box to fill in each blank. - Ss do individually - Move around the class and help Ss

2. dynamic 3. empathetic 4. academic subjects 5.took into account 6.

Step 2: P erfo rm in g the task - Ask ss do individually

professional

7. burnt the midnight oil 8. make a bundle

- Ss do as requested to complete the task Step 3: D iscussion - Some Ss to write answer on the board. Step 4: C onclusion -

Give feedback, correct some word before the

class if necessary

Activity 4 a.Goal: understand the form V- ing/ to- inf. b.CONTENTS: s can give the correct correct form o f the verbs and complete the sentences. c.

Expected result:

1. to lock 2. working 3. treating 4.to get 5. to nish 6. reading d. Performance T EA C H ER ’S AND SS’ ACTIVITIES Step 1: Transferring the learning task - Ask Ss to retell the rules o f the form o f the verbs (V- ing / To- inf)

CONTENTSS 4. Complete the sentences uing the correct form (Ving or To- inf). 1. to lock

- Guide ss to use the correct form of the verbs and

2 . working

complete the sentences.

3. treating

- Ask ss do individually

4.to get

- Move around the class and help Ss

5. to nish

Step 2: Perform ing the task

6. reading

- Ss do individually - Ss do as requested to complete the task Step 3: Discussion - Some Ss to write answer on the board. Step 4: Conclusion - Give feedback, correct some word before the class if necessary

A ctivity 5 a.Goal: Help Ss understand and write the conditional sentence type 1 with yours ideas, use the modal verbs provided b.CONTENTS: ss write the conditional sentence type 1 with yours ideas, use the modal verbs provided c.

Expected result: Ss can understand write the conditional sentence type 1

yours ideas, use the modal verbs provided d. Performance TEACHER S AND SS’ ACTIV ITIES

CONTENTSS

Step 1: Transferring the learning task

5. Correct the italicised phrares where

- Ask Ss to look at the statements and the words in italicised - Ask Ss to work in groups to find out the mistakes in italicied words where necessary. - Have groups present their answers to the class, and correct them.

necessary

1 .working hard —> to work hard 2 .promised to make —> no change 3.to

be —> being

4 . refused to attend —> no change 5.

mind to burn —> mind burning

6.managed getting —> managed to get

7. admitted to study —>no change

Step 2: Perform ing the task

8.0- er working —>o- er to work

- Ss work in groups

9 .prefer working —» preferring to work

- Ss answer the questions as a class

10.agreed to take —>no change

Step 3: Discussion - Report the result to the class - O ther students listen to the answer and give comment Step 4: Conclusion - Give feedback, correct some word before the class if necessary

3. PRODUCTION: (5’) Activity 6 a.Goal: Help Ss Understand and rearrange the lines to make a complete conservation b.

Contents: rearrange the lines to make a complete conservation

c. Expected result: Ss can understand rearrange the lines to make a complete conservation and read the dialogue. d. Performance TEACHER S AND SS’ ACTIVITIES

CONTENTSS

Step 1: Transferring the learning task - Have Ss work in pairs to think o f two things that are true o f the job they are assigned, and one thing that is not true

Example: We are farmers. It's a nine-to-five job. We grow vegetables and we know a lot about cultivation.

about the job. -

S S ’ answers

Give them seven minutes to work No... you are farmers

together.

so you grow vegetables and you

When the pairs have

finished

preparing, ask them to take turns to come

themselves

the and

front repeat

introduce the

three

know a lot about cultivation. But you don't do a nine-to-five job!

‘facts’. - The class will together decide which ‘facts’are true, and which is untrue. Finished ! -

Ask

complete

the

self-

assessment. Indentify any difficulties and weak areas and provide further PRACTICE. Step 2: Perform ing the task - Ss answer the questions as a class Step 3: Discussion - Report the result to the class - O ther students listen to the answer and give comment Step 4: Conclusion - T gives comment and adds on to the answer if necessary

4. PRODUCTION - PROJECTOR (15’) a.Goal: to encourage Ss to think about possible career paths they may want to follow. b.Content: Draw a picture of your imagined career path. Present it to your class and explain why c.

Expected result: s can draw a picture and express their feeling about their imagined

career path d. Performance TEA C H ER ’S AND SS’ ACTIVITIES My future career path - Divide Ss into groups o f four or five and instruct them on what they have to do.

CONTENTSS

Encourage them to think of a real path they might want to follow. Tell them to: • give reasons for the choice •

consider factors like quali cations,

skills, hobbies, personalities, practical issues, and even the employment market • think about who can give them good advice, and why -

Ask Ss to draw a picture o f their

career path. - Have them present their posters in the next lesson. - When all the groups have given their PRESENTATIONS, let the whole class vote for the best one.