E6 Review 3 - Unit 10.Docx

Date of planning 12/03/2023 Date of teaching 15/03/2023 Period 76 REVIEW 3 Lesson 1 LANGUAGE I OBJECTIVES By the end of this lesson, students will be able to gain the following things 1 Knowledge To r[.]

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Date of planning: 12/03/2023

Date of teaching: 15/03/2023

Period 76 :

REVIEW 3 Lesson 1: LANGUAGE

I OBJECTIVES: By the end of this lesson, students will be able to gain the following things :

1 Knowledge:

- To revise the language and skills they have learnt in Unit 7-8-9

a) Vocabulary: Ss revise words and phrases about TV programme; Sports and games; Cities and landmarks

b) Grammar : - Review : Wh- Questions; Conjunctions in compound sentences: and, but, so; Past simple, Imperatives; Possessive adjectives, possessive pronouns;

c) Writing : - Writing a paragraph about TV-viewing habits; Writing a paragraph about a sport / game; Writing a holiday postcard

d) Speaking: Asking for and giving information about TV programme; Expressing and responding tocongratulations; Exclamations with What + (a/ an)+ adj + Noun(s)!

2 Competence:Students will be able to revised the language they have learnt and the skills they

have practised in Units 7, 8, 9 They have learnt so far in terms of language and skills Practising doing exercises

3 Quality/ behavior : Having the serious attitude toward studying and the love of cities and

landmarks… The love of doing sports/ games SS are hard- working ; cooperative; sociable; good communication

II TEACHING AIDS:

- Teacher: Text book, laptop, louspeaker, projector…

- Students : Text books, studying equipments…

- Work Arrangements: T_Ss , group works; individual ……

III PROCEDURE:

1 WARM UP Aims: Introduction

- By the end of this review, students will have revised the language they have learnt and the skills they have practised in Units 7, 8, 9

- Ask Ss what they have learnt in terms of language and skills Summarise their answers in notes and write them In a top corner of the board Briefly revise some important / difficult items before starting with the review

* Content: Review the previous leson or have some warm-up activities to creat a friendly and

relaxed atmostphere to inspire Ss to warm up to the new lesson

* Output: Having a chance to speak English and focus on the topic of the lesson

* Organisation :Teacher’s instructions…

+ Greeting

+ Review the old lesson + Greeting + T _ Ss

Giaoandethitienganh.info

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- Teacher (T) asks Ss some questions about

them and class

- Ask Ss to open their book and introduce what

they are going to study…

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

- Open their book and write

2 PRESENTATION PRACTICE EXERCISES

A LANGUAGE:

 Pronunciation

ACTIVITY 1:

Aim: To help Ss review the pronunciation of the sounds learnt in Units 7-9.

* Content: Revision on the pronunciation of the sounds learnt in Units 7-9.

* Output: Remember how to pronounce these sounds.Circle the correct word.

* Organisation : Teacher’s instructions…

Teacher’s & Student’s activities Content

1 Circle the word with the different

underlined sound Listen and check

- Write the three pairs of sounds on the board:

/ / and / /; /e/ and /æ/ ; / әu / and / au /

- Write one word containing the sound

underneath each of them Ask Ss to read the

words aloud

- Ask Ss to do the task by reading aloud each

group and circle the odd one out

- Play the recording for Ss to listen and check

their answers

- Check Ss' answers as a class

- Play the recording again for Ss to listen and

repeat in chorus and Individually

- Check and confirm the correct answers

1 Circle the word with the different underlined sound Listen and check

- Answer the teacher’s questions and enquirements

- T _ Ss

* Key :

1 C 2 A 3 A 4.C 5 B

Audio script:

1 A tower B how C snow

2 A symbol B opening C postcard

3 A farther B earth C both

4 A Saturday B racket C game

5 A tennis B prepare C.chess

ACTIVITY 2: Vocabulary

Aim: To test Ss' ability to choose the correct word to be used in context.

* Content: Revision on the vocabulary they have learnt Choose the words and fill the gaps.

* Output: Ss can fill the gaps with the correct word Having anability to choose the correct word.

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

passage

- Have Ss do this task separately or in pairs

- Ask Ss to read the passage carefully and pause

at each blank to decide which word is the best

answer

- Guide Ss to look for clues for their answers

E.g In sentence 1, we have when the weather is

good It means that these activities depend on

the weather Therefore, the answer must be

outdoor

- Ask Ss to exchange their answers with their

partners

- Observe and help when and where necessary,

and correct Ss'pronunciation and intonation

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

Aim: To help Ss review the words / phrases learnt.

* Content: Review the words/ phrases Complete the sentences.

* Output: Having an ability to choose the correct word Complete the sentences.

3.Complete the sentences with the words/

phrase in the box.

- Ask Ss to read each sentence carefully and

choose the correct word / phrase

3.Complete the sentences with the words/ phrase in the box

- T _ Ss

- Listen to the instructions clearly

- Fulfil the tasks

- Copy

*Key:

1 landmark 2 football 3 television

4 city 5 Summer sports

3 PRACTICE EXERCISES

ACTIVITY 4: Grammar

Aim: To help Ss revise grammar elements mentioned above.

This is a revision of grammar point taught in the three units: wh-questions, conjunctions, possessive adjectives, possessive pronouns, the past simple and imperatives

* Content: Revision of grammar points taught in the three units; Choose the correct answer.

* Output: Remember the grammar points taught in the three units Choose the correct answer.

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4 Choose the correct answer A, B or C.

- Have Ss do the task individually or in pairs

- Check Ss'answers as a class Explain to them

howto find the answers

- Have Ss compare their answers with a

classmate

4 Choose the correct answer A, B or C.

- T _ Ss

- Do the task individually.

- Listen to the teacher’s instructions carefully

Aim: To help Ss revise the use of question words.

* Content: Revision on the use of question words; Correct the questions.

* Output: Ss can choose the correct Wh-Q and correct the underlined questions if needed.

5 Correct the underlined question word(s) if

needed.

- Ss should be familiar with and good at using

question words

- T may revise by writing a long sentence on the

board (E.g Yesterday, / went to the cinema and

watched The Dolphins with my cousins.) Then

underline some words and ask Ss what question

word they use to get the answers, which are the

underlined words

- Ask Ss to open their books to page 36 and do

the task individually

- Check their answers as a class For the wrong

one(s), explain why it is / they are incorrect

- Check Ss'answers Ask them for explanation if

necessary

5 Correct the underlined question word(s) if needed.

- T _ Ss

- Do the tasks Prepare the at home beforehand

- Give the answers

*Key:

1 What 2 Correct 3 Why

4 How 5 Where

4 HOME WORK

* Summarise the main points

- Ask Ss what they have learnt so far Have them recall the important elements:

- Read again the conversation

- Do more exercises in workbook

- Make more sentences using adverbs of frequency

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I OBJECTIVES:By the end of this lesson, students will be able to gain the following things :

1 Knowledge:

- To revise the skills they have learnt in Unit 7-8-9 Reading : Strange sports; Listening to a talk

about Singapore and do the tasks

a) Vocabulary: Ss revise words and phrases about TV programme; Sports and games; Cities and landmarks

b) Grammar : - Review : Wh- Questions; Conjunctions in compound sentences: and, but, so; Past simple, Imperatives; Possessive adjectives, possessive pronouns;

c) Writing : - Writing a paragraph about TV-viewing habits; Writing a paragraph about a sport / game; Writing a holiday postcard

d) Speaking: Asking for and giving information about TV programme; Expressing and responding tocongratulations; Exclamations with What + (a/ an)+ adj + Noun(s)!

2 Competence:Students will be able to revised the skills they have practised in Units 7, 8, 9 They

have learnt so far in terms of language and skills Practising doing exercises

3 Quality/ behavior : Having the serious attitude toward studying and the love of cities and

landmarks… The love of doing sports/ games Ss are hard- working ; cooperative; sociable; good communication

III PROCEDURE:

1 WARM UP Aims: Introduction

- By the end of this review, students will have revised the language they have learnt and the skills they have practised in Units 7 – 9

- Ask Ss what they have learnt so far in terms of language and skills Summarise their answers andadd some more information if necessary

* Content: Review the previous leson or have some warm-up activities to creat a friendly and

* Output: Having a chance to speak English and focus on the topic of the lesson

+ Greeting

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- Teacher (T) asks Ss some questions about

them and class

2 PRESENTATION PRACTICE EXERCISES - SKILLS

ACTIVITY 1 : Reading

Aim: to help Ss practise reading for general information

* Content: Reading strange sports Choose the correct titles.

* Output: Developing reading skills.Choose the correct titlemfor each description of strange

sports

* Organisation : …

1 Read the two descriptions of strange sports

and choose titles for them.

*) Pre- teach vocabulary:

- Teacher uses different techniques to teach

vocabulary (situation, realia, translation ) if

have

- Repeat in chorus and individually

* Vocabulary

- strange sport (n) Môn thể thao kì lạ

- cheese (n) pho mai

- catch (v) bắt

- lock (v) khóa

- toes (n) ngón chân

- push (v) đẩy ….

- Ask Ss to look at the photos and the names of

the sports and ask if they know anything about

these sports If they don't, ask them to guess

- Have Ss read the passages individually and do

the matching Ask them to underline 2 - 3 key

words for their quick answers

- Confirm the correct answers

1 Read the two descriptions of strange sports and choose titles for them.

- T _ Ss + Students (Ss) listen to the instructions

carefully and learn how to do the tasks

* Key: 1 B 2 A

ACTIVITY 2 :

Aim: To help Ss practise reading for specific information.

* Content: Reading for specific information read again the two descriptions Tick the correct box.

* Output: Develop reading skills Ss read and tick the correct box.

2 Use the information from the passages

above to tick (✓) the correct box 2 Use the information from the passages above to tick (✓) the correct box.

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- Ask Ss to read the questions and the passages

again carefully for details for their answers

- Ask Ss to swap their answers with their

partners and show where they find the

information for their answers

- Observe and help when and where necessary,

and correct Ss'pronunciation and intonation

- Ss work individually first then work in pairs ask and answer the questions

- Do the tasks

- Share the answers

* Key:

1 Cheese Rolling 2 Toe Wrestling

3 Cheese Rolling 4 Cheese Rolling

5 Toe Wrestling

ACTIVITY 3 : Speaking

Aim: To help Ss practise asking about their likes for cities, sports, and TV programme.

* Content: Group works Interview their classmates Take notes.Report it.

* Output: Ss can answer the questions correctly and report to the class.

3 Work in groups Interview your classmates

about their likes Take two notes of their

answers and report to the class.

- This section, again, revises the vocabulary and

grammar items learnt in a more dynamic form:

interviewing and reporting the results

- Ask Ss to take turns to ask the questions and

take notes of their partners' answers Encourage

them to add more questions with Why, Where,

With whom, etc

- Go round and offer help if needed

- Call on some groups to report their results to

the class

3 Work in groups Interview your classmates about their likes Take two notes of their answers and report to the class.

Aim : To help Ss practise listening for specific information ( gap-filling)

* Content: Listen and do the filling.

* Output: Ss can fill the missing information.

4 Listen to a talk about Singapore and fill

the missing information.

- Ask Ss to look at the pictures and read the

phrases underneath Ask them if they know

what they are Make sure they pronounce the

phrases correctly (which helps make the

listening easier)

Note: Ss have learnt about Merlion Park in Unit

9 already

- Now ask Ss to read the sentences and

4 Listen to a talk about Singapore and fill the missing information.

- T _ Ss

- Check the answers

- Give the answers

* Key:

1 visitors 2 slowly 3 35 4 30 5 little Audio script:

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determine what information is needed for the

blanks

- Play the recording as many times as needed

Allow Ss some time to write the answers

- Play the recording again and pause when the

answers appear if needed

- Compare their answers

Singapore is a small island city-state It

attracts millions of visitors every year A good way to see the city is by taking a hop-on hop-off bus The bus goes slowly around the city It stops at different attractions like Chinatown and Merlion Park You can get off the bus at any place, and then get on the next bus The tour costs 35 dollars, and there is a bus every 30 minutes This kind of sightseeing is good for people with little time in the city.

ACTIVITY 5 : Writing

Aim: To help Ss write a paragraph describing a visit to a touristy city, based on the

information provided.

* Content: Write a paragraph describing a visit to a city, based on the information provided.

* Output: Ss can write a paragraph completely.

5 Look at the information on Mark’s visit to

India last summer Write a paragraph of

about 50 words about his visit.

- - Ask Ss to read the information in the table

carefully

- Ask them what tense they shoule use for their

writing

- Have Ss write Go round and offer help if

needed Ss might want to change some details

from the table or the order the information

appears Encourage them to do so

* Post writing.

- Call on one or two volunteers to read aloud

their answers Call for other Ss'comments

- Collect some writing to correct at home

- Get feedback

5 Look at the information on Mark’s visit to India last summer Write a paragraph of about 50 words about his visit.

- T _ Ss

- Do the tasks Compare the answers

Sample answer:

Last summer, Mark visited Delhi in India.

He spent seven days there During his holiday,

he went sightseeing around the city He watched a snake performance, visited some temples, and ate street food The people he met were friendly and helpful The only thing he didn't like was the weather It was very hot

4 HOME WORK

*Summarise the main points

- Ask Ss what they have learnt so far Have them recall the important elements:

+ Words / phrases and combinations related to friends…

- Read again the conversation

- Make more sentences using adverbs of frequency

IV EVALUATION

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BÀI KIỂM TRA GIỮA KỲ II

I OBJECTIVE:By the end of this lesson, students will be able to:

- To help Ss stop and test what they have learnt in the Unit 7,8,9

- To recycle the language from the previous sections To help Ss consolidate and apply what they have learnt in the unit Ss can evaluate their performance and provide further practice Do some practice exercises

- By the end of the lesson, Ss will be able to revise, do exercises Check how progress they have achieved , what they have learnt in the previous lessons

II LANGUAGE CONTENTS :

* Vocabulary:

- use the words related to TV programme

- use the words for sports and games

- use the words for cities and landmarks

* Grammar :

UNIT 7 : Television

- Wh- questions

- Conjunctions in compound sentences: and, but, so.

UNIT 8 : Sports and games

- Past simple

- Imparative

UNIT 9 : Cities of the world

- Possessive adjectives; Possessive pronouns

* Writing: - write a paragraph about one’s school.

- write a paragraph about a sport and game

- write a holiday postcard.

III TEACHING AIDS:

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Part 1 Listen and Tick () the box (A, B or C).You will hear conversation TWICE.(1 pt)

1 Which is May?

2 Which is Nick’s favorite ice cream?

3 What’s Ben doing?

4 Where’s Kim’s doll?

5 What’s Dad doing?

Part 2 Listen and look There is one example Listen and fill in the missing words You will hear the information twice (1pt).

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pSPORT CLUB

Expensive? Free for school children

1 Where is it? Next to the ……….…… factory

2 On Which days? From ……….……….… to Tuesday

B LANGUAGE FOCUS

* Choose the best answer A, B or C to complete each sentence below.( 2pts )

1 Nick _ to the cinema last week.

2 We _ noodles for dinner yesterday.

3 In England, children go to school between the ages of 6 and 18 It is compulsory.

4 They cancelled their picnic _ the weather was bad.

5 John: _ have you been since yesterday?

Amy: Just stay at home watching TV

6 _ play video games too much It’s not good for you.

7 My father love watching sports, _ he can’t play any sports.

8 _ you visit any landmarks in our city two years ago?

9 Amsterdam is one of _ cities in the world.

A the most peaceful B most peaceful C more peaceful

10 _ does the movie start? – At 9 o’clock.

programmes are showing on which channel, and at what time on a day

Many programmes on television are episodes They are parts of a series These episodes usually

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last for either 30 minutes or a full hour At the weekend there are interesting films You can watch them instead of going to the cinema.

1 When was the first Australian TV broadcast?

A In 1986 B In 1956 C In 1965

2 How were the pictures on a TV then?

3 Are there any TV channels in Western Australia?

A Yes, there is B Yes, there are C No, They aren’t

4 Where can you find out the time of your favourite TV show?

5 How long do episodes on TV usually last for?

A an hour B 30 minutes or a full hour C a day

Part 2 : Use the given words to complete the following paragraph (1.0 pt)

comedies educational national viewers exciting

VTV1 is a (1) television channel in Viet Nam It attracts millions of (2)

because it offers many different interesting programmes The 7 o’clock news

tells people what is happening in Viet Nam and the rest of the world (3) bring a lot of laughter and help people relax after a hard working day The most (4) programmes are game shows They can be both entertaining and (5) .

5 I have never been to a real football match before.

=> This is the first time I ………

Part 2 (1,5 pts): Imagine that you are on your holiday in Da Nang with your family Write a postcard of about 40 – 60 words to one of your friend to tell about it

You can use some suggested cues below and add more suitable ideas.

* How is the place?

* What is the weather/ food/ hotel like?

* What have you done and seen there?

* What are you doing tomorrow?

=== The end===

HƯỚNG DẪN CHẤM

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A LISTENING (2 pts)

Part 1 (1pt: (0.2pt / each correct answer): 1 A 2 B 3 B 4 C 5 A

Part 2 (1pt: 0.2pt/ each correct answer):

1 chocolate 2 Friday 3.9: 15 (nine fifteen) 4.HURLEY 5 400319

B LANGUAGE FOCUS (2pts: 0.4pt/ each correct answer):

2 B didn’t eat 7 B but

4 B because 9 A the most peaceful

5 C Where 10 A What time

C READING (3pts)

Part 1 (2,0 pts: 0 4pt/ each correct answer):

1 B 2 C 3 B 4 A 5 B

Part 2 (1.0 pts: 0.2pt/ each correct answer):

1 national 2 viewers 3 comedies 4 exciting 5 educational

D Writing

Part 1 (1,5pts: 0.3pt/ each correct answer)

1 Hung is the tallest ( boy, student, person ) in my class

2 Where did Jack go last summer vacation?

3 Although the game show was boring, my mother stayed up late to watch it till the end

4 Don’t play football in the street

5 This is the first time I have been to a real football match

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Date of planning: 18/03/2023

Date of teaching: 22/03/2023

Peroid 79 :

UNIT 10: OUR HOUSES IN THE FUTURE

Lesson 1: GETTING STARTED

MY FUTURE HOUSE

I OBJECTIVES:

* By the end of this unit, students will be able to:

- use the words related to types of houses and appliances in the house;

- pronounce the two-syllable words correctly;

- use future simple and might for future possibility; expressing surprise;

- read for specific information about houses and appliances in the future;

- talk about different houses in the future;

- listen for specific information about dream houses;

- write a paragraph about a dream house

1 Knowledge:

- To introduce topic of the lesson houses and appliances in the house To teach listening and reading

about future house

+ Vocabulary: Using the words related to types of houses and appliances in the house;

- Stress in the two-syllable words;

+ Grammar: - The usage of future simple and might for future possibility; expressing surprise;

2.Skills:

- Reading about houses and appliances in the future

- Talking about different houses in the future

- Listening to about dream houses

- Writing a paragraph about dream house

Everyday English

Expressing surprise

2 Competence: By the end of the lesson students will be able to pratice reading and listening the

conversation between Nick and Phong about Phong’s house in the future

3 Quality/ behavior : The love of their own houses and appliances in the house Having serious

attitude to imagining the houses in the future ; Having serious attitude to working in groups,individual work, cooperative learning and working

III PROCEDURE:

I WARM UP

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- To create an active atmosphere in the class before the lesson;

- To lead into the new unit.

* Content: Review the previous lesson Brainstorm the types of houses

* Outcome: Having a chance to speak English and focus on the topic of the lesson

+ Greeting

+ Brainstorming

- Teacher (T) asks Ss some questions about the

previous lessons,

- T may introduce some warm-up activities to creat

a friendly and relaxed atmostphere to inspire Ss to

warm up to the subject and new class…

- T encourages Ss to brainstorm the types of houses

they have known Elicit from Ss

+ Lead to the first unit of the new school year

- Write the title of the unit Houses in the Future on

the board Have Ss say something about the houses

they are living in and the furniture or appliances

they have got

- Tell them to think about the houses and appliances

they want in the future

+ Greeting + T_ Ss

- (Ss) listen and learn how to do it

2 PRESENTATION

ACTIVITY 1:

Aims: - To set the context for the introductory text;

- To introduce the topic of the unit.

* Content: Listen and read conversation to get used to the vocabulary; new grammar points.

* Outcome: Reading practice Finding out new words; Ss soon become familiar with the new

language items

1 Listen and read T_ Ss

vocabulary (situation, realia, translation )

+ Teacher may introduce the vocabulary by:

- providing explanations of the words;

- showing picture illustrating the word

+ Follow the steps to teach vocabulary

+ Check vocabulary

* Have Ss look at the picture Have them answer

some questions, e.g Who are they? What is Phong

1 Listen and read.

* Vocabulary

- UFO (Unidentified Flying Object)

- solar energy (n) năng lượng măt trời

- appliance (n) thiết bị

- smart (adj) thông minh

- ocean (n) đại dương

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doing? What are they talking about?

- Focus on some main information about the

conversation (They are Phong and Nick Phong is

painting a UFO They are talking about Phong's

house in the future.).

- Play the recording for Ss to listen to the whole

conversation once

- Play the recording again, sentence by sentence,

for them to listen and repeat Have them listen and

repeat the conversation more than once, if

necessary, until they feel confident

- Have Ss read the conversation in pairs

- Draw Ss' attention to the uses of will (for future)

and might (for future possibility) by underlining the

sentences with will and might

- Go around and offer help if necessary

- Get some pairs to read the conversation in front of

the class

- Check their pronunciation, if necessary

* Answer the teacher’s questions.

- Find out the words related to the topic

- Complete the tasks

3 PRACTICE

ACTIVITY 2:

Aim: To help Ss understand the conversation.

* Content: Read again the conversation write down the words or phrases.

* Outcome: Ss get more information and undertand more the conversation.

2 Read the conversation again Find and write

down the words or phrases…

- Write on the board Type of house, Location and

Appliances in the house Explain the meaning of

the words: type, location and appliances Have

them listen and repeat the words several times

- Work in groups, have Ss read the conversation

again and find the words or phrases to show type of

the house, the location of the house and its

appliances Then have some Ss say the words and

phrases in front ofthe class Explain UFO

(Unidentified Flying Object)

if Ss do not know

If there is enough time, ask one student to go to the

board and write the words / phrases

- Check the answers as a class

2 Read the conversation again Find and write down the words or phrases…

- T_ Ss

- Follow the teacher’s instructions

- Give the answers and check

* Key:

- Type of house: UFO

- Location: in the mountains

- Appliances in the house: some smart TVs and ten robots

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ACTIVITY 3:

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

* Content: : Read again the conversation and tick T/ F.

* Outcome: Ss get more information and undertand more about the house and appliances.

3 Read the conversation again and tick (✓) T

(True) or F (False).

- Give time for Ss to read the conversation

independently again and tick (✓) true or false next

to the statements

- Ask them to share their answers in pairs before

discussing in groups

- Encourage them to correct the false statements

- Select one student to give his or her answers in

front of the class

- Praise them when they give the correct answers

- Ss share their answers and discuss

- Check their answers as a class

- Write the correct answers on the board

- T gives correct answer

3 Read the conversation again and tick (✓) T (True) or F (False).

Aim : To help Ss make phrases about places

* Content: Order the words to make a phrase about a place.

* Outcome: Ss cam make sentneces using the given words/ phrases.

4 Order the words to make a phrase about

places Each group has one extra word.

- Explain that Ss have to order the words to make

phrases about places Remind them that each group

has one extra word

- Get them to look at the example to Identify how to

do the activity

- Have Ss work Individually Ask them to share

their answers In pairs before discussing it

- In groups Go around and offer help If necessary

- Then call on some Ss to write their answers on the

board Check their answers and give explanation if

necessary

- Allow them to discuss in pairs or groups

4 Order the words to make a phrase about places Each group has one extra word.

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* Content: To describe to the classmates the future house Guess where the house is

* Outcome: Ss can describe to the classmates the future house Other students guess the location of

houses

5 In group, describe to your classmates what

you can see outside the window of your future

house.

- First, ask Ss to read the example and explain how

the task is carried out: Ss work in groups One

group member describes to his / her group what he /

she can see outside the window of his / her future

house The other group members try to guess where

his / her house is

- Before doing the task, ask one pair of Ss to read

aloud the exchange in the example as a model

- Give Ss time to do the task In groups.Then call on

some groups to perform the task In front of the

class Ask the class to listen and comment

- This activity can be organized as a competitive

game The class is divided into teams A and B

Team A describes and Team B tries to guess If the

guess is correct, they get one point Then change

roles The group with the most points is the winner

- Show the winner

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

- Work in two teams

- Do the tasks

Eg :

A outside my window I can see the beach

and the water.Where’s my house?

B It’s in the sea.

A Correct.

5 HOME WORK

* Ask one or two Ss to tell the class what they have learnt

- Ask Ss to say aloud some words they remember from the lesson

- Read again the conversation on page 26

- Prepare new lessons

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Lesson 2 : A CLOSER LOOK -1

I OBJECTIVE:By the end of this lesson, students will be able to gain the following things :

1 Knowledge:

- To introduce topic of the lesson houses and appliances in the house To teach some new words

about rooms and names of appliances in the house Learning how appliances can help To learn how

to identify the stress two-syllable words

+ Vocabulary: Using the words related to types of houses and appliances in the house;

- Stress in the two-syllable words ;

+ Grammar: - The usage of future simple and might for future possibility; expressing surprise;

2 Skills:

Expressing surprise

2 Competence: By the end of the lesson students will be able to learn how to use some new words

about rooms and names of appliances in the house Learning how to pronounce two-syllable words which have the first syllable stressed

III PROCEDURE:

1 WARM UP Aim: Vocabulary

- To revise/ teach the names of the rooms in the house.

* Content: Review the previous lesson Guessing game

+ Greeting

+ Playing game: Guessing game

Revising phrases relating to localtions of houses,

Eg In the sea, in the city; in the counryside…

- Teacher (T) asks guides, gives instructions how

to play guessing game

- T confirms the answer: Yes/ No

+ Greeting + Playing game : Guessing game

- T_ Ss

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

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they are going to study… - Open their book and write

2 PRESENTATION

ACTIVITY 1:

- Aim : To help Ss say the words/ phrases correctly and put them in appropriate column.

* Content: Teach some new words Put them in the correct columns Use more than ONCE

* Outcome: Ss know more new words Learn how to use them Put them in the columns correctly.

1 Listen and repeat the words/ phrases in the

box Then put them in the appropriate

columns.

vocabulary (situation, realia, translation )

+ Teacher may introduce the vocabulary by:

- providing explanations of the words;

- showing picture illustrating the word

+ Follow the steps to teach vocabulary

- wireless (adj) không dây.

+ Check vocabulary

+ Take note

- Have Ss look at the words and phrases in the

box

- Check that Ss understand the meanings of all

words / phrases If not, T may show pictures, give

definitions or the Vietnamese equivalents

- Play the recording and have Ss listen to the

words and phrases

- Play the recording again with pauses for them to

listen and repeat each word or phrase

- Then ask some Ss to read the words and phrases

in front of the class Have class listen and give

comments

- Have Ss work in pairs to put the words / phrases

in the appropriate columns Explain to Ss that they

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

columns.

- T_ Ss + Students (Ss) listen to the instructions carefully

and learn how to do the tasks

Key : Suggested answer:

living room bedroom kitchen

wireless TV wireless TV electric cookerelectric fan smart clock fridge

smart clock computer dishwasher

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may use some words more than once Ask them to

share their answers in pairs before discussing

them in groups

- If there is enough time, select one student to

write his / her answers on the board

- Give the comments

electric fan computer smart clock

3 PRACTICE

ACTIVITY 2:

Aim: To help Ss make phrases about how appliances can help us.

* Content: Do the matching Make phrases about how appliances can help us.

* Outcome: Ss can make phrases correctly Learn how appliances can help us.

2 Match the appliances in A with what they

can help us to di in B.

- Tell Ss to look at the two columns and explain

what they can see (e.g They can see words and

phrases relating to appliances in the first column,

and words and phrases relating to what each of the

appliances can help us to do in the second

column)

- Have Ss do the task individually, by matching

the appliances in A with what they can help us to

do in B

- Ask them to share their answers in pairs before

checking the answers as a class Then encourage

them to make sentences with matched phrases,

e.g An electric cooker can help us to cook rice

- Call on some Ss to write their sentences on the

board Correct if necessary

2 Match the appliances in A with what they can help us to di in B.

Aim : To help Ss ask and answer questions about how appliances can help us.

* Content: Ask and answer about appliances.

* Outcome: Ss can answer the questions correctly: What can electic cooker help us to do? It can help

us to cook rice

3 work in pairs Ask and answer questions

about appliances, using the information in 2.

- Ask Ss to read the example first Ensure that

they know what to do Then have some pairs

role-play the exchange In front ofthe class

- Check pronunclation If necessary

3 work in pairs Ask and answer questions about appliances, using the information in 2.

- Ss to work in pairs

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- Have them work in pairs, one points to the

appliance in 2 and asks the question, and the other

gives the answer about the appliance, using the

information in 2.

- Call on some pairs to role-playthe exchanges In

front ofthe class

- T and other Ss give comments

- Ss do themselves

- Copy them

II PRONUNCIATION

ACTIVITY 4: Stress in two-syllable words

Aim : Stress in two-syllable words which have the first syllable stressed

* Content: Listen and repeat the word to pay attention to the stress in two-syllable words.

* Outcome: Ss can learn that that most two-syllable nouns and adjectives have stress on the first

syllable (e.g ‘ pre tty, ‘ fa mous….) ; The words are all two-syllable nouns The first syllable of these

words is stressed which means it should be pronounced with a louder voice ‘ fa ther, ‘ bro ther, etc.)

4 Listen and repeat the words.

- Explain that most two-syllable nouns and

adjectives have stress on the first syllable (e.g

‘ house work, ‘ fa ther, ‘ bro ther, ‘ pre tty, ‘ fa mous,

etc.)

- Give Ss a few minutes to look at the words

- Explain that these words are all two-syllable

nouns.The first syllable of these words is stressed

which means it should be pronounced with a

louder voice

- Draw their attention to the stress mark on the

first syllable

- Play the recording several times If necessary, for

Ss to listen and repeat the words

- To reinforce pronunciation, ask them to clap

when they say the stressed syllable in the words

- Have Ss practise saying the words in pairs or

groups Go around to offer help or correct

pronunciation, if necessary

- Call on some Ss to say the words In front ofthe

class

- Check their pronunciation If necessary

- Call on some Ss to read the words aloud

4 Listen and repeat the words.

- T_ Ss

- Listen carefully

- Check the answers

- Listen and repeat

Aim: To help Ss say the sentences with the two-syllable words in which the first one is stressed.

* Content: Pratice saying the words pay attention to the stress.Listen and repeat.

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* Outcome: Ss learn more about the stress in syllable words Make more sentences with

two-syllable nouns they know

5 Listen and repeat the sentences Pay

attention to the stress of the underlined words.

- Give Ss a few minutes to read the underlined

two-syllable words In the sentences

- Encourage some Ss to read aloud the words in

front of the class and ask the others to give

comments

- Play the recording, sentence by sentence, for Ss

to listen and repeat

- Draw their attention to the stress in the first

syllable of the underlined words

- Have Ss practise saying the sentences in pairs or

groups Go around to offer help or correct

pronunciation, if necessary

- Call on some Ss to read aloud the sentences In

front ofthe class Checkthelr pronunciation If

necessary

- If there is time, have Ss make more sentences

with two-syllable nouns they know Then ask

them to say their sentences in front of the class

- Comment on their pronunciation

5 Listen and repeat the sentences Pay attention to the stress of the underlined words.

1 The picture is on the wall of the bedroom

2 The robot helps me to do the housework

3 There's a very big kitchen in the palace

4 Their village is in the mountains

* Audio script

1 The picture is on the wall of the bedroom

2 The robot helps me to do the housework

3 There's a very big kitchen in the palace

4 Their village is in the mountains

5 HOME WORK

* Ask Ss to summarise what they have learnt in the lesson

- remember some adjectives describing the city

- Prepare new lesson

UNIT 10 : OUR HOUSES IN THE FUTURE

Lesson 3 : A CLOSER LOOK - 2

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I OBJECTIVE:By the end of this lesson, students will be able to gain the following things :

1 Knowledge:

- To teach future simple to talk about an action that happens in the future Modal verb Might to talk

about actions that are possible in the future To practice doing exercises using will/ might … in contexts

+ Vocabulary: - Using the words related to types of houses and appliances in the house;

- Stress in the two-syllable words ;

+ Grammar: - The use of future simple and might for future possibility; expressing surprise;

2 Skills:

Expressing surprise

2 Competence:Students will be able to learn how to use future simple to talk about an action that

happens in the future Modal verb Might to talk about actions that are possible in the future.

III PROCEDURE:

1 WARM UP Aims: To help Ss revise the use of Possessive adjectives.

* Content: Review the previous lesson or have some warm-up activities to creat a friendly and

+ Greeting

+ Playing game

- Give Ss a few minutes to play Pass the secret or

Simon says to revise two-syllable words.

- Have Ss look at the GETTING STARTED of

Unit 10 and find the two-syllable words and say

them aloud in front of the class

+ Greeting + Playing game

- T_ Ss

- Eg: picture; bedroom; robot; housewrok; mountain

2 PRESENTATION

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ACTIVITY 1:

Aims: To help Ss revise the use of Future simple

* Content: Form and use the use of Future simple.

* Outcome: Ss can how to form and use the use of Future simple.

Grammar : Future simple

(+) Positive

I / We / You / They / He / She / It + will + V

Examples:

- My father will travel on the Moon in a super car in the future.

- We' ll live in that cottage in the future ('ll is the short form of will)

( - ) Negative

I / We / You / They / He / She / It + will not + V

Example: We won't live in that cottage in the future (won't is the short form of will not)

(?) Questions and short answers

Will + I / we / you / they / he / she / it + V?

Yes, you / we will.

No, you / we won't.

Example: Will they live on the Moon?

Yes, they will./ No, they won’t

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

make the sentences true for you.

Future simple

* Remember!

We use the future simple to talk about an action

that happens in the future

Example:

- My faher will travel on the Moon in a super car

in the future

- We’ll live in that cottage next year (‘ll is the

short form of will)

- We won’t live in that cottage anytime soon

(won’t is the short form of will not).

- Will they live on the Moon? Yes, they will/ No,

they won’t.

- Have Ss read the instructions to understand how

to do the activity (fill the blanks with will ('ll) or

won't to make the sentences true for them)

- Have Ss read the example as a guide Then have

them read the sentences and fill the blanks to

make the complete sentences true for themselves

Go around and offer help, If necessary

1 Fill in the blanks with will (‘ll) or won’t to make the sentences true for you.

- T_ Ss + Students (Ss) listen to the instructions carefully

and learn how to do the tasks

* Key:

- Ss’ own answer

Tiêu đề	Review 3
Trường học	Giaoandethitienganh.info
Chuyên ngành	Language
Thể loại	Bài giảng
Năm xuất bản	2023
Thành phố	Hanoi

Định dạng
Số trang	50
Dung lượng	1,6 MB