TA9. unit8,9(3 cot)

Teaching aids Book , board and charts, tape, cassette IV.. *Discussion : “Which celebrations do you like best?/Why?” - Asks Ss to write their answer in their books Group work Adjust

B date: 21.2.10 T date: 27.02.10

Unit 8 Celebrations Period: 49 Section: Getting started + Listen and read

I Objectives

By the end of the lesson, Ss will be able to know more about celebrations in

Vietnam and other country

II Language content

1 Vocabulary

2 Relative pronounce

III Teaching aids

Book , board and charts, tape, cassette

IV Procedures

1 Warm up

2 Presentation

3 Practice

*Getting started

- Asks Ss to look at the pictures and guess “ When do we see it?”

*Pre teach vocabulary.

occur (v) decorate (v) freedom (n) (antonym)

slavery (n) (explanation)

Jewish (n)

*Checking technique: Matching

*Introduction: Relative pronoun “ Who/Which”

ex: -Mrs Thanh, who teaches at Dong Tien school, is my teacher.: indefinite clause -Banh Chung is a kind of food which is popular at Tet holiday.: definite clause

*Work map

Celeb-ration When Activities Food Country Tet

( Lunar New year )

In late January

or early February

Cleaning and decorating homes and enjoying special food

Sticky rice cakes

Viet Nam

Passover In late

March

or early April

Eating special meal

Special meal called

Seder

Israsel

Easter Around

the same time as Passover

Watching colorful parades Choc-olate,

sugar egg

In many coun-tries

*Questions

1 How many celebrations are there in the text?

Names of them?

2 What do Vietnamese people often do at Tet?

Individual

Whole class

Group work

Pair work

4 Production

5 Homework

3 When does Passover/Easter occur?

4 In Passover, for what do people celebrate?

*Discussion :

“Which celebrations do you like best?/Why?” - Asks Ss to write their answer in their books Group work Adjustments :………

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B date: 23.2.10 T date: 01.03.10 Unit 8 Celebrations Period: 50 Section: Speak + Listen I Objectives By the end of the lesson, Ss will be able to give and respond the compliment and complete the song II Language content Vocabulary III Teaching aids Book , board and charts, tape, cassette IV Procedures Stages/Time Contents Activities 1 Warm up 2.1 Pre-speaking 3.1 While-speaking *Brainstorming well-done good

congratulation thanks *Pre teach vocabulary active (a) activist (n) nominate (v) nomination (n) charity (n) (explanation)

*Checking vocabulary: W & W

*Introduction Compliment:

-Set the scene: Trang has just won the fist prize

in the English speaking contest What does Trang say to pay Trang a compliment?

-Asks Ss to read the situation on p.67, then give and respond to compliments

*Role-play

-Asks Ss to work in group to give situation, then

Individual

Whole class

individual

pair work

group Complimen

ts

4.1

Post-speaking

2.2 Pre-listening

3.2

While-listening

4 Post–listening

5.Homework

others groups to make compliment

- Asks Ss to give compliment and respond

*Pre teach vocabulary

due to bureau (n) acquaintance (n)

trusty (a)

*Checking technique: Slap the board *Introduction the song : Auld Lang Syne named of the other song ‘The Good Old Day’ - Gets Ss to guess the missing words in the song before listening - Let Ss listen to the tape twice and check their prediction *Gap-fill -Has Ss listen to the tape once more and fill in the gap Answer key: a, days b, take c, mind

d, hand e, kindness - Ask Ss to sing the song if they can Asks Ss to learn the song by heart work pair work Whole class individual individual individual group work Adjustments :………

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B date: 2.3.10 T date: 08.03.10

Unit 8 Celebrations Period: 51 Section: Read

I Objectives

By the end of the lesson, Ss will be able to know more about the opinions, feelings and memories of children about their father on Father’s day in The USA and in Australia

II Language content

1 Vocabulary

III Teaching aids

Book , board and charts, tape, cassette

IV Procedures

1 Warm up *Brainstorming Days of celebrations:

2 Pre-reading

3

While-reading

4

Post-reading

5.Homew

ork

Women’s day, Teacher’s day, Vietnam Independence’s day, Eight of March, November 20, Children’s day, May day, Christmas day

*Pre teach vocabulary

hug (n) considerate(a) generous (a) priority (n) terrific (a) sense of humor distinguish (v)

*Checking technique: Slap the board

*Prediction

-Set the scene : “On Father’s day in Australia and the USA, children show their love to their fathers by giving their fathers presents, cards Think of the adjectives that children use to talk about their father

Answer key: strong, generous, considerate, handsome,

humorous, healthy, great, terrific

- Asks Ss to read the cards of children in Australia and USA on Father’s day’

-Has them compare the adjectives they guess with the adjective Rita, Bob and Jane use

*Comprehension questions: Lucky numbers

-Gets Ss to answer the questions on p.69

*Write-it-up

-Asks Ss to write their feeling, opinions and memories about their fathers

-Asks them write in their books

Individual

Whole class

individual

pair work

pair work

group work

Adjustments :………

………

………

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B date: 4.3.19 T date: 11.03.10

Unit 8 Celebrations Period: 52 Section: Write

I Objectives

By the end of the lesson, Ss will be able to write a letter to a friend/ pen pal

to share their ideas

II Language content

Vocabulary

III Teaching aids

Book , board and charts

IV Procedures

1 Warm-up

2 Pre-writing

3 While-

writing

4

Post-writing

5 Homework

*Hangman

generous considerate

*Pre teach

enhance (v) support (v) nationwide have a day off

*Checking : W & W

*Ordering :

-Asks Ss to keep their books close, show in order outline and get Ss to put parts in the correct order

-Asks Ss to open their book and check their ordering

-Has Ss write individually to a friend to tell him/ her about why they want to celebrate Mother’s day or Father’s day in Vietnam and how to celebrate it

-Asks Ss to read out their writing to share their ideas

Key: In my opinion, it is essential to have a day to celebrate for our parents On these occasions,

children will have a special day to express their feelings , memories and love for their parents We have an opportunity to enhance family traditions

members of families can have a chance to get together, to know one another and to help one another

I think first Sunday of April is suitable Sunday

is a day of so everybody is free work or study April

-Asks them write in their books with correct writing which has been checked

Individual

Whole class

individual

pair work

Unit 8 Celebrations Period: 53 Section: Language focus

I Objectives

By the end of the lesson, Ss will be able to consolidate the target language of unit

8, further practice in: relative clause; adverb clauses of concession

II Language content

Vocabulary

III Teaching aids

Book , board and charts

IV Procedures

1 Warm up

Language

focus 1

Presentation

Practice

Language focus 2

Language focus 3

Presentation

*Shack attack

Who /Which

*Pre teach

compose (v) satisfy (v) jumper (n) lap (n)

- Has Ss retell about Relative pronouns: Who /Which -Asks Ss to do exercise 1 on p.70 and 80

Key: a, Auld Lang Syne is a song which is sung…

b, This watch is a gift, which was given …

c, My friend Tom, who sings Western folk song very well, can …

d, We often go to the town cultural house which always open …

e, I like reading books which …

f, On my Mom’s birthday my dad gave her roses which …

-Asks Ss to look at pictures to describe each of the people in the pictures using Relative clause

Key : a, Mom is the woman who is sitting …

b, Dad is the man who is standing …

c, Linda is little girl who is …

d, Uncle John is the man who is wearing … -Set the scene:

.Thu Ha is not satisfied with her preparations for Tet

Individual

Whole class

Individual

Individual

Individual

Language focus 4

4 Production

.Thu Ha has decorated her house and made plenty of cakes

-Asks Ss to combine 2 sentences above into one by using a connective “even though”

-Has Ss do exercise 3 on p.72

-Has Ss look at the picture on p.72-73 and

complete the sentences using the correct tense

of the verb -Has Ss play a game Divide class into 2 teams: one make sentence with “though”, one does the last

Pair work

Pair work

Group work

Adjustments :………

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………

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T date:

Unit 9 Natural Disaster Period: 54 Section: Getting started+ Listen and read

I Objectives

By the end of the lesson, Ss will be able to talk about the weather forecast

II Language content

Vocabulary

III Teaching aids

Book , board and charts

IV Procedures

1 Warm-up

2 Presentation

*Getting started

What’s the weather like today?

- Asks Ss to look at the pictures on p.74, give their remark, then match pictures with the right words

*Pre teach

Individual even though/ though/ although +

adverbial clause of concession

3 Practice

4 Production

5 Homework

turn up (v) expect (v) trust (v) delta (n) thunderstorm (n) .just in case

*Checking: R &R

*Model sentence: Relative clause

Definite and non-definite relative clause

*Open- prediction:

-Set the scene: Thuy is talking to her grandmother while they both are watching TV

What are they watching?

*Gap-fill

-Get Ss to listen to the tape, then fill the missing words in the gap

A, turn up/ weather forecast

B, raining

C, central highlands

D, have temperature

E, weather forecast/ watching them

*Comprehension questions:

1.Why does Thuy’s grandmother ask her to turn

up the volume?

2.Which city is the hottest today?

3.Where is Thuy doing?

*Discussion

“ The weather in Thanh Hoa/ Viet Nam recently”

-Asks Ss to write a weather forecast

Whole class

individual

individual

individual

pair work

Group work

T date:

Unit 9 Natural Disaster Period: 55 Section: Speak and Listen

I Objectives

By the end of the lesson, Ss will be able to speak what things need to prepare for

a typhoon and get some ideal on how to live with earthquakes by listening

II Language content

Vocabulary

III Teaching aids

Book , board and charts, tape, cassette

IV Procedures

1 Warm-up *Brainstorming

buy oil buy food check the roofs buy candles store water check the door

Individual Preparation

for a typhoon

2 Pre-speaking

3 While-speaking

4 Post-speaking

2.1.Pre-listening

3.1.While-listening

*Pre teach

bucket (n) leak (n) latch (n) available (a) ladder (n) (to) tie

blanket (n) (to) damage

* Checking : Bingo

*Open questions

Have you ever seen a typhoon?

What does it effect to our lives?

-Set the scene: with affects, what preparations you think should be made for a typhoon

-Asks Ss to use the idea in (a) with the idea in the box to talk about what Ss think and want to buy to prepare for a typhoon “What do we need to buy food?”/ Do we need rice?”

Answer key: buying candles/ matches/ a ladder/

filling all buckets with water/ fixing the leak in the roof/ checking all the window

*Exercise 3

-Asks Ss to use the expression p.77 when talking to another: I think… /what for/Yes, I think so

-Has Ss talk about what they think ,they want to buy and do to prepare for a typhoon

*Pre teach vacab

(to) block snout (n) eruption (n)

(to) strike hurricane (n) roller (n) cyclone (n)

* Checking : Slap the board

-Set the scene: An expert is going to talk on how to live with earthquake

-Has Ss look at the box and guess the words in the blanks from (1) to (9)

-Has Ss listen to the tape twice and check their prediction

Answer key : 1, bottom shelf of the bookshelf

2, fridge

3, washing machine

4, mirrors 5.a window

6 inside

7 under a strong table

8, door way

9, corner of a room

Whole class

individual

individual

individual

pair work

individual

Individual

Individual

5 Homework

-Divide the class into 4 groups and let them answer the questions

a, Where should we lace heavy books?

b, What should we block on the fridge and washing machine?

d, What should we check in the bathroom?

e, Should we go?

-Ask Ss to write a paragraph about what should we

do when having an earthquake

Group work

Adjustments :………

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T date: Unit 9 Natural Disaster Period: 56 Section: Read I Objectives By the end of the lesson, Ss will be able to get more information about natural disaster in world II Language content Vocabulary III Teaching aids Book , board and charts, tape, cassette IV Procedures Stages/Time Contents Activities 1 Warm-up 2 Pre-reading *Questions 1 Have you ever experienced any of natural disasters 2 What happened ? 3 How did you feel? *Pre teach tidal wave (n) shift (n) tornado (n) majority (n) abrupt (a) funnel-shaped (to) warm (to) suck up

Individual

Whole class

3 While-reading

4 Post-reading

5 Homework

*Checking: Slap the board

*T/F prediction

- Set the scene: There are 6 statements about the information of some natural disaster -Has Ss listen to the tape and check their predictions Answer key: 1 T 2.T 3F 4.T 5.F 6.T

3 A huge tidal wave traveled from Alaska to California

5 The eruption of Mount Pinatubo is the world’s largest volcanic eruption

*Gap-fill

Has S read the text and fill the missing words Answer key:

1 ….occur around the Pacific Rim 2… , many people were killed when office blocks and highways collapsed

3….there is an abrupt shift in the underwater movement of the earth

4……as a cyclone

5… the word “typhoon”

6….passes overland below a thunderstorm and suck

up anything that is in its path

*Retell

-Ask Ss to work in pairs to retell about which natural disaster they think it is the most dangerous

-Ask Ss to write their opinion in their books

individual

individual

individual

pair work

Adjustments :………

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………

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T date:

Unit 9 Natural Disaster Period: 57 Section: Write

I Objectives

By the end of the lesson, Ss will be able to write a story following the picture

II Language content

Vocabulary

III Teaching aids

Book , board and charts

IV Procedures

1 Warm-up

2 Pre-writing

3 While-writing

*Jumbled words

otnophy _ typhoon damotro _ tornado locanov _ volcano

*Pre-teach vocabulary

(to) behave (to) shelter all of sudden

*Checking : What & Where

*Picture story

-Set the scene: This is Lan’s family, they are at home

Picture 1: Who’s this? (It’s Lan)/ Where’s she? (She is in the garden)

What’s she doing? ( She is playing with her dog

Picture 2 : How is the dog?

Picture 3 : What’s on TV?

…

-Asks Ss to use the pictures and words cues to retell the story

-Has Ss write the story individually using past

Individual

Whole class

individual

individual