By the end of the lesson, students will be able to:1.Knowledge: 3 basic levels: recognition, comprehension, application Vocabulary: read, write, understand key words or phrases related
Trang 1By the end of the lesson, students will be able to:
1.Knowledge: (3 basic levels: recognition, comprehension, application)
Vocabulary: read, write, understand key words or phrases related to the topic gender
equality and do tasks: True-False exercise and questions and answers
- Language:
2.Skills: use the skill(s) corresponding to each part of the lesson to do follow-up tasks:
3.Attitude and competences
- Have a positive attitude towards what they have learnt
- Understand and actively respond to relevant matters or situations
- The whole lesson: Integrated, mainly communicative
II/ Preparations:
Teacher: (Eg Handouts, OHP, cassette, laptop, pictures)
Students: (Eg text books, pencils, pics, blank papers, etc.)
III/ Anticipated problems and solutions:
Some weak ss may have difficulty in some new words, so T should help them
IV/ Procedure:
Warm-up(8’)
- Ask Ss to discuss the questions:
1 Why do some couples prefer a son to a girl?
2 Do you think so? Why? Why not?
- Ask some Ss to give their opinions
-Lead in the new lesson: Gender Equality.
Unit 6: Gender Equality Lesson 1: Getting started
New lesson:
Task 1(7’): Answer the questions
- Get Ss look at the picture page 6 then answer
some questions:
- T plays the recording
- Ss listen and read the conversation at the same
time
- Get Ss in pairs read the dialogue again/ then ask
two pairs to act out the conversation
Task 2(7’):
-Make sense of the sentences in the text
- Have Ss find out the answers for the questions
individually
- Go round and give help if needed
- Check Ss by calling some Ss to read sentences
aloud and decide if the statements are true, false
or not given, the other Ss give comment
- Ask Ss to refer back to the conversation to get
necessary information
Task 1: Answer the questions
1 Who do you see in the picture?
2 Where do you think they are?
3 What are they doing?
Trang 2- Provide final feedback and correction.
Task 3(20’): Answer the questions
- Ask Ss to read the conversation again and think
of the answers to the questions
- Have Ss work with a partner and switch roles to
ask and answer
- Check the answers and provide the correct ones
Consolidation(2’)
- Summarize the main points of the lesson
Homework(1’)
- Ask students to write a passage about Gender
Equality in their village (50 words)
Feedback:
+ Understand and use the passive voice with modals
+ Pronounce two-syllable words with stress on the first or second syllable in isolation and in context
+ Use some lexical items related to the topic Gender Equality.
2 Skills: use the skill(s) corresponding to each part of the lesson to do follow-up tasks:
3 Attitude and competences:
- Have a positive attitude towards what they have learnt
- Understand and actively respond to relevant matters or situations
II/ Preparations:
Teacher: (Eg Handouts, OHP, cassette, laptop, pictures)
Students: (Eg text books, pencils, pics, blank papers, etc.)
III/ Anticipated problems and solutions:
Some weak ss may have negative attitude towards to the lesson, so T should control them
IV/ Procedure:
Trang 3Warm up (5 minutes)
- T asks Ss to tell the whole class about their
opinions about Gender Equality
- T listens and gives marks
Unit 6 : Gender equality Lesson 2:
Language
New lesson:
A Vocabulary:
Task 1(6’): Matching
- Ask Ss to work individually, read the words and
phrases in the box, then discuss and find the
meaning for each of them
- T checks some Ss
- Check answer as a class
Task 2(7’):
- Ask Ss to work individually in 5 minutes then
have them compare their answer with their
partner
- Check Ss' answers and give explanation if any
- Exchange the answers with their partner
- Make sure that Ss have the right answers by
going over all the answers in class Allow Ss to
look up the words in the glossary, if necessary
B Pronunciation
Task 1(3’): Listen and repeat
- Play the recording and let Ss listen and repeat
- Play it again with pauses for Ss to repeat each
word chorally
- Have Ss work in pairs
- Invite two or three Ss read again and then give
comment
- Give the meaning of the words if necessary
Help Ss distinguish two-syllable words with
stress on the first or second syllable
- Ask Ss to work in pairs and take turns reading
the words
Task 2(3’): Listen and mark
- Play the recording and ask Ss to put a mark (’)
before the stressed syllable in each word
- Ask Ss to take turns reading the words
- Invite some Ss to read the sentences in front of
the class Correct mistakes if any
Task 3(4’)
- Have Ss work individually to put the words in
the right box according to their stress patterns
- Exchange the answers with their partner
Task 2: Listen and mark
Task 3 Stress on the first syllable Stress on the second syllableWoman, gender,
treatment, household, equal, college
Enroll, perform, agree, allow, promote
Trang 4Activity 1(5’):
- Explain to Ss that modal verbs are special
verbs that behave differently from other verbs
They are used to express ability, advice, duty,
permission, possibility, prohibition or request
- Ask Ss to read the sentences, check if they
understand
- Ss work individually first and pay attention to
all modal verbs used in the sentences
- Ask Ss to work in pairs to check the answer
- Go over all the answers in class
Activity 2(5’):
- Ask Ss to read the sentences Have them
underline the passive voice with modals Let
them work with a partner before checking
answers as a class
Activity 3(4’):
- Have Ss work in pairs first, and then write
down the correct answers Observe and offer help
if necessary
C GrammarActivity 1:
Should, ought to Advice or duty
1 may be kept
2 might be forced
3 shouldn’t be allowed
4 should be eliminatedActivity 3:
1 Lan might be chosen (by our class) to represent us in the School Youth Union
2 Will Korean be taught in our school nextyear?
Consolidation (2’)
- Ask Ss to consolidate the main contents
- Give feedback
Homework(1’)
- T asks Ss to do exercises again at home
- Prepare for the next lesson
Feedback:
Preparing date: 3/12/2017
Trang 5Teaching date: Class: 10C1
Period: 57
Unit 6 : Gender equality Lesson 3: ReadingI/ Objectives
By the end of the lesson, students will be able to:
1 Knowledge: Read for general ideas and for specific information about gender equality in employment and answer the questions and decide whether the sentences are true, false or not given
2 Skills: use the skill(s) corresponding to each part of the lesson to do follow-up tasks:
3 Attitude and competences:
- Have a positive attitude towards what they have learnt
- Understand and actively respond to relevant matters or situations
II/ Preparations:
Teacher: (Eg Handouts, OHP, cassette, laptop, pictures)
Students: (Eg text books, pencils, pics, blank papers, etc.)
III/ Anticipated problems and solutions:
Some weak ss may have difficulty in reading some new words, so T should help them
- Focus Ss’ attention on the heading of the section
Gender equality in employment Ask Ss to guess what
the text about
- Inform the class of the lesson objectives: Read for
general ideas and for specific information about gender
equality in employment
- T elicits the answers and leads Ss in the lesson
Unit 6: Gender equality Lesson 3 Reading
Gender equality in employmentActivity 1:
They are the symbols of genders, gender equality and gender discrimination
New lesson
Activity 2(7’):
- Ask Ss to match each of the words with its meaning
- Have Ss work individually first, and then check with a
partner Let Ss use a dictionary, if necessary
- Go over all the answers to make sure they have the
correct answers
Activity 3(7’):
- Ask Ss to read the text quickly and find the repeated
words and their collocations (e.g firefighter,
firefighter’s, female, women, women’s, male, man’s,
gender, discrimination, gender differences)
- Explain to Ss that repeated vocabulary in the text may
imply its main idea or title
- Have Ss skim the text to choose the best title
Trang 6statements are true, false or not given.
- Ask Ss to underline the key words in the statements and
relevant words/ phrases in the text
- Check Ss' answer and give feedback
Activity 5(10’):
- Ask Ss to scan the text to find answers to the questions
- Let them highlight the key words both in the questions
and in the text
- Have Ss take turns asking and answering in pairs
- Check answers as a class
3 They became the targets of laughter and anger from the co-workers and local people They were unwelcomed at meals, faced
loneliness and even violence
4 They had to do exactly the same jobs as all other male firefighters
+ Express their opinion (agreements or disagreements) about equal job opportunities for
+ Perform their viewpoints to other people in real life
2 Skills: use the skill(s) corresponding to each part of the lesson to do follow-up tasks:
integrated, mainly communicative
3 Attitude and competences:
- Have a positive attitude towards what they have learnt
- Understand and actively respond to relevant matters or situations
II/ Preparations:
Teacher: (Eg Handouts, OHP, cassette, laptop, pictures)
Trang 7Students: (Eg text books, pencils, pics, blank papers, etc.)
III/ Anticipated problems and solutions:
Some weak ss may have difficulty in speaking, so T should model as the first, then asks them
to repeat and practice
- Lead in the new lesson
- T informs Ss of the lesson objectives: Exchanging
opinions about equal job opportunities for men and
women
New lesson:
Task 1(7’):
- Write Equal job opportunities on the board Give Ss
time to read through the useful expressions
- Let Ss work in pairs
- Go round and help if necessary
- Have them compare the answer with others
Check Ss' answers
- Call on individual Ss to read aloud these activities and
the reasons why they are important
Task 2(13’):
- Have Ss in pairs read the example, and then ask all Ss
to share their opinions
- Guide Ss to prepare the ideas to support their reasons
- Invite some students to perform their opinion in front
of the class
- Give feedback
Task 3(14’):
- Ask one student to read out loud the opinion Married
women should not pursue a career and explain the
activity to the class
- Divide Ss into groups of three/ four Ss
- Ask one group to model the activity using the example
conversation Then ask all Ss to discuss and note down
their group’s discussion
- After 3-4 minutes, have some Ss from different groups
report the results of their group work back to the class
- Ask students to learn by heart the expressions
- Prepare for the next lesson
Feedback:
Trang 81 Knowledge: listen for specific information about wage discrimination and talk about
gender equality/ inequality in wages and employment
2 Skills: use the skill(s) corresponding to each part of the lesson to do follow-up tasks:
integrated, mainly communicative
3 Attitude and competences:
- Have a positive attitude towards what they have learnt
- Understand and actively respond to relevant matters or situations
II/ Preparations:
Teacher: (Eg Handouts, OHP, cassette, laptop, pictures)
Students: (Eg text books, pencils, pics, blank papers, etc.)
III/ Anticipated problems and solutions:
Some weak ss may have difficulty in listening, so T should help them
IV Procedure:
Warm-up(5’)
- Inform Ss of the lesson objectives: Listening for
specific information about wage discrimination
- Ask Ss to explain “Same work-same pay ?”
- Explain “Same work-same pay ?”
Unit 6 Gender equality Lesson 5: Listening
New lesson(37’)
Task 1:
- Let Ss look at
Task 3:
- Tell students that they are going to listen to the
announcement by the director of Heart to Heart Charity
and decide whether the statements are true (T) or false
(F)
- Have students guess their answers before listening
- Play the recording and let students do the activity
Possibly play the recording again
- Check students' answers and comments
Trang 9Task 4:
- Ask Ss to read the instruction and the sentences 1-4
Make sure that they understand the sentences
- Provide help with the new vocabulary, if necessary
- Play the recording once or twice again for Ss to fill
the gaps
- Ask Ss to work with a partner to compare their
answer
- Check students' answers and comments
Task 4:
2 paid more
4 own 1%
5 encourage women
6 like nursing Consolidation(2’) - Ask Ss to consolidate the main contents - Give feedback - Summarize the main points of the lesson Homework(1’) - Prepare for the next lesson Feedback:
Preparing date: 6/12/2017
Period: 60
Unit 6 : Gender equality Lesson 6: Writing I/ Objectives: By the end of the lesson, students will be able to:
1 Knowledge: write about the advantages and disadvantages of being a working mother
2 Skills: - use the skill(s) corresponding to each part of the lesson to do follow-up tasks
- develop the writing skills in general and build up vocabulary supported for writing
3 Attitude and competences:
- Have a positive attitude towards what they have learnt
- Understand and actively respond to relevant matters or situations
II/ Preparations:
Teacher: (Eg Handouts, OHP, cassette, laptop, pictures)
Students: (Eg text books, pencils, pics, blank papers, etc.)
III/ Anticipated problems and solutions:
Some weak ss have difficulty in writing, so Tshould have model writing
IV Procedure:
Warm up-(7 minutes)
Trang 10- Inform Ss of the lesson objectives: Writing a
short text with detailed explanations as supporting
- Write the phrase Working mothers on the board.
- Focus on the pictures and the instructions
- Elicit Ss’ opinions about the pictures Give
suggestions if necessary by asking questions like:
- Ss can talk about the good sides/ advantages as
well as the bad sides/ disadvantages of being a
working mother
Task 2:
- Ask Ss to read the sample writing again and
complete the outline Help Ss analyse the structure
of the text
- Call on some students to answer and give
feedback
Task 3:
- Tell students to read the letter again and discuss
the words in pairs - Offer help if Ss cannot give
the answer
- If necessary, explain to students
Task 4:
- Focus on the instructions and the pictures Give
Ss time to read the suggestions
- Call on some Ss to say what they will write as the
topic sentence, supporting ideas 1, 2, 3, and
concluding sentence
- Tell Ss to write a draft first, then write a short
text about the disadvantages of being a working
mother
- Have Ss write the text in class When they finish,
ask them to exchange it with partner for peer
comments/ correction
- Walk around and offer help if necessary
- Get students' answers and comments
- Get some outputs to highlight and comment and
correct the possible mistakes of students
Task 1:
Who are these people in the pictures? What are the women doing?
Are they busy?
Are they housewives?
B 2 They discover strengths and
knowledgeable and look for good ways to educate children.
C 1 Children see parents work hard and share domestic responsibilities, and they learn from them.
Trang 11- Write the text again at home.
Feedback:
2 Skills: - use the skill(s) corresponding to each part of the lesson to do follow-up tasks
3 Attitude and competences:
- Have a positive attitude towards what they have learnt
- Understand and actively respond to relevant matters or situations
II/ Preparations:
Teacher: (Eg Handouts, OHP, cassette, laptop, pictures)
Students: (Eg text books, pencils, pics, blank papers, etc.)
III/ Anticipated problems and solutions:
Some weak ss may have negative attitude toward to the lesson, so T should control them
- Focus on the instructions and pictures Inform Ss
that they will have more chances to practice
speaking
- Give them some time to read about the
achievements Viet Nam has made in addressing
gender equality
- Give Ss more freedom by allowing them to add
more achievements from reliable sources
Activity 2: Exchange your opinion
Lesson 7: Communication & culture
Activity 2: Exchange your opinion
Trang 12- Have students work in pairs to talk about
achievements in addressing gender equality in Viet
Nam, using the information given in Activity 1 and
from other sources
- Have two Ss model the example
- Ss work in pairs to exchange their points of view
based on the example
- Go around to offer helps and comments
- Check answers with the whole class
2 Culture (18’):
Gender equality in the United Kingdom
Activity 1:
- Focus on the instructions and pictures Elicit
answers from Ss by asking the class questions like:
Activity 2:
- Tell the students to read a text and answer the
questions
- Give Ss time to read the text Pre-teach some words
that might be new to Ss
- Walk round to monitor the class and offer help, if
necessary
- Read the text on their own, find information to
answer questions, and compare with other students
- Take notes if necessary
- Check students' answers and comments
2 Culture: Gender equality in the United Kingdom
Activity 1:
Who do you see in the pictures?
What is the man doing?
Are there many man teaching young kids?
What is the woman doing?
Is her job popular with women?
Activity 2:
* Key:
1 Girls perform better than boys at all levels of education in the United Kingdom
2 Women make up 47 per cent of the British workforce
3 Millions of women and girls still experience domestic violence, and the gap in full-time wage between men and women is 10 per cent and most of the people in low-paid jobs are women
Consolidation(2’)
- Ask Ss to consolidate the main contents
- Give feedback
Homework(1’)
- T asks Ss to learn the structures and vocabulary
- Prepare for the next lesson
Feedback:
Trang 13
Preparing date: 8/12/2017
Period: 62
Unit 6 Gender equality
Lesson 8:Looking back and project
I Objectives: By the end of the lesson, students will be able to:
1 Knowledge:
+ Pronounce correctly two-syllable words with stress on the first or second syllable
in isolation and in context related to the topic Gender Equality
+ Use some key words of the same topic and the passive voice with modals
2 Skills: - use the skill(s) corresponding to each part of the lesson to do follow-up tasks
3 Attitude:
- Have a positive attitude towards what they have learnt
- Understand and actively respond to relevant matters or situations
- Ask students to recall what they have learnt in Unit 6
- Speak out their ideas and opinions, knowledge that they
have learnt in Unit 6
Unit 6 Gender equality Lesson 8:Looking back and project
Pronunciation(7’):
Activity 1:
- Ask Ss to put the two-syllable words in the box in the
correct columns according to their stress patterns
- Help Ss review the stress patterns of two-syllable words
Pronunciation:
Activity 1:
Stress on thefirst syllable
Stress on the second syllablesymbol,
letter, healthcare, challenge, income, workforce,
complete, infect, suggest, improve, become
Trang 14- T has Ss work in pairs, read the sentences carefully and
choose the words to complete the sentences
- T goes around and gives helps if necessary
- T checks with the class by saying the number
Grammar(20’):
Activity 1:
- Remind Ss to use the forms of the passive voice
- Give time for Ss to make their own choice
- Have them check in pairs
- Call on some Ss to read their sentences for the class to
comment
- Correct the errors, if necessary
Activity 2:
- Remind Ss to use the forms of the passive voice
- Ask Ss to work in individually first
- Elicit the answers and correct the answers
- Give explanations, if necessary
Project:
Students do the survey in PROJECT in groups at break
time Teacher design the form and students hand in the
result in written form as assignment
1 An essay on gender equality must
be written (by each student)
2 This exit door can be opened in case of emergency
3 Men and women should be given equal pay for equal work
4 My mother might be given an award
5 More progress will be made (by theVietnamese government) in gender equality
6 Obesity may be considered as serious health problem
Trang 15Preparing date: 9/12/2017
Period: 63
Unit 7 Cultural diversity
Lesson 1: Getting startedI/ Objectives: By the end of the lesson, students will be able to:
1 Knowledge:
+ Use some lexical items related to the topic Cultural Diversity.
+ Make simple dialogues using the given expressions
2 Skills: - use integrated skill(s) corresponding to each part of the lesson to do follow-up tasks
3 Attitude and competences:
- Have a positive attitude towards what they have learnt
- Understand and actively respond to relevant matters or situations
- The whole lesson: Integrated, mainly communicative
II/ Preparations:
Teacher: (Eg Handouts, OHP, cassette, laptop, pictures)
Students: (Eg text books, pencils, pics, blank papers, etc.)
III/ Anticipated problems and solutions:
Some weak ss may have negative attitude toward to the lesson, so T should control them
IV Procedure:
Warm-up(8’)
- Ask Ss to compare the two photos of a traditional
wedding and a modern one
- Elicit more ideas from Ss’ background knowledge
- Elicit any topic-related words that Ss may know: ritual,
costumes, decorations…
- Encourage and accept different comments and opinions
Unit 7 Cultural diversity Lesson 1: Getting started
Wedding: rituals, costumes,decorations, bride, groom…
New lesson
Task 1(7’): Listen and read
- Have Ss predict what Kelvin and Maria are talking
about
- T plays the recording
Task 1:
Trang 16- Ss listen and read the conversation at the same time.
- Get Ss in pairs read the dialogue again/ then ask two
pairs to act out the conversation
Task 2(8’):
_ Have Ss discuss their answers in pairs
- Check the answers
Task 3(10’): Answer the questions
- Ask Ss to read the conversation again and think of the
answers to the questions
- Have Ss work with a partner and switch roles to ask and
answer
- Check the answers and provide the correct ones if
necessary
Task 4(9’):
- Ask Ss to work in small groups
- Ask Ss what they know about Vietnamese weddings,
based on the conversation and their background
knowledge as well
- Encourage Ss to take notes and plan a short report
- Ask one or two groups at random to present their report
to the whole class
- Give feedback on Ss’ presentations
Task 2:
a The Vietnamese weddings
Task 3: Answer the questions
1 Because he is preparing for his presentation about the similarities and differences between a
traditional Vietnamese wedding and a modern one
2 They follow the same core procedure which consists of the proposal ceremony and the wedding ceremony
3 The modern weddings are less complicated
4 Yes, they get some help from their parents and the attending guests
1 Knowledge:
+ Understand and use the comparative and superlative adjectives
+ Pronounce two-syllable words with stress on the first or second syllable in isolation and in context
+ Use some lexical items related to the topic Cultural Diversity
Trang 172 Skills: - use integrated skill(s) corresponding to each part of the lesson to do follow-up tasks
3 Attitude and competences:
- Have a positive attitude towards what they have learnt
- Understand and actively respond to relevant matters or situations
II/ Preparations:
Teacher: (Eg Handouts, OHP, cassette, laptop, pictures)
Students: (Eg text books, pencils, pics, blank papers, etc.)
III/ Anticipated problems and solutions:
Some weak ss may have difficulty in doing exercises, so T should help them
IV Procedure:
Warm-up(3’)
- T asks Ss to tell the whole class about their
opinions about weddings in Viet nam
- T listens and gives marks
New lesson
A Vocabulary:
Task 1(7’): Matching
- Ask Ss to work individually, read the words and
phrases in the box, then discuss and find the
meaning for each of them
- T checks some Ss
- Check answer as a class
Task 2(8’):
- Ask Ss to work individually in 5 minutes then
have them compare their answer with their partner
- Check Ss' answers and give explanation if
necessary
- Exchange the answers with their partner
- Make sure that Ss have the right answers by
going over all the answers in class
2 Pronunciation
Task 1(5’): Listen and repeat
- Play the recording and let Ss listen and repeat
- Play it again with pauses for Ss to repeat each
word chorally
- Have Ss work in pairs
- Invite two or three Ss read again and then give
comment
- Give the meaning of the words if necessary Help
Ss distinguish two-syllable words with stress on
the first or second syllable
- Ask Ss to work in pairs and take turns reading the
words
Task 2(5’): Listen and mark
- Play the recording and ask Ss to put a mark (’)
before the stressed syllable in each word
Task 2: Listen and mark
Trang 18- Ask Ss to take turns reading the words.
- Invite some Ss to read the sentences in front of
the class Correct mistakes if any
2 Grammar
Activity 1: Comparative and superlative adjectives
- Firstly ask Ss to look at the examples and revise the
comparative and superlative form of the adjectives
- Ask Ss to tell the T the comparative and superlative
form of the adjectives
- Listen to the S and give remarks
- Notes:
Task 1:
- Explain the activity
- Ask Ss to read through the six statements
- Help them to understand the meaning of these
statements Explain any new words that they don’t
know
- Ask Ss to work in groups to discuss whether or not
they agree with these statements Ss are encouraged to
speak their minds Tell Ss that there are no right or
wrong answers here
- Call on some groups at random to report their
opinions
- Ask Ss to study words or phrases in italics and work
out the rules for comparative and superlative adjectives
- Go through the examples in Do you know…? box and
provide any explanations
Task 2:
- Explain the activity: write five sentences comparing
the two weddings
- Ask Ss to work in groups Give each group a large
size piece of paper to write down their sentences
- Set a time limit for this activity When time is up, ask
all the groups to stick their paper on the board or
around the classroom
- Give Ss time to look at other groups’ sentences to see
if they have interpreted and presented the information
from the table in the same way
- Check all groups’ sentences and encourage Ss to
come up with sentences using other comparatives in
addition to the suggested answers
- Give Ss time to write the correct sentences into their
notebook
Activity 2: Articles
* Presentation:
+We use a/an with c countable noun when we first
mention it and the after that
Eg: He is planning a wedding reception
He has invited 100 people to the wedding reception
+ We use the when it is clear in the situation which
thing or person we mean
Eg: The bride looks very happy
- Tell Ss that in this activity they are expected to
2 Grammar
Activity 1:
E.g: My house is smaller than your house.
My house is the smallest in this street Exercise 1 is more difficult than exercise 2.
Exercise 1 is the most difficult in this book.
Form :
Adjectives Comparatives Superlatives Short adjs .- er the - est long longer the longest hot hotter the hottest Long adjs more the most
expensive more expensive the most ex
- Notes:
Irregular adjs good => better => the best bad => worse => the worst far =>further/farther =>the furthest/farthest
Trang 19choose the correct articles from the ones given in
brackets
- Let Ss work individually first Set a time limit for this
activity and assist Ss if they have any problems
understanding the information from the text
- Ask Ss to check with a partner to see if they have the
same answers If they have different answers, ask them
to explain their choices
- Check the answers with the whole class and ask Ss to
refer to Do you know… ? box for further explanation
+ Use comparative and superlative adjectives in a meaningful way + Distinguish the articles a/ the and use
them correctly
Homework(1’)
- T assigns homework - do exercises again at home.- Prepare for the next lesson
- Complete Exercises in workbook
Feedback:
I/ Objectives: By the end of the lesson, students will be able to:
1 Knowledge: - read for general ideas and for specific information about superstition in
Vietnam and choose the best answers
- get more about some superstitious beliefs of Vietnamese people and the rituals
during Tet holiday in Vietnam
2 Skills: - use integrated skill(s) corresponding to each part of the lesson to do follow-up tasks
3 Attitude and competences:
- Have a positive attitude towards what they have learnt
- Understand and actively respond to relevant matters or situations
II/ Preparations:
Teacher: (Eg Handouts, OHP, cassette, laptop, pictures)
Students: (Eg text books, pencils, pics, blank papers, etc.)
III/ Anticipated problems and solutions:
Trang 20Some weak ss may have difficulty in pronouncing some new words, so T should instruct them carefully.
IV Procedure:
Warm-up(8’)
* Ask Ss to look at the picture and describe it
- Ask some guiding questions to facilitate them
(?) Is this an altar?
(?) How do you know that?
(?) Can you see the peach blossoms?
(?) What is it laid on the altar?
New lesson
Activity 1(12’):
Are you superstitious?
Are the following statement true for you?
- Ask Ss to read the statements and help them to
understand the meaning
- Ask Ss to work in groups and exchange their answers
- Encourage Ss to give explanations or reason for their
behaviour
- Elicit answers from the whole class Encourage
different viewpoints and explanations
- Tell Ss that they will read a text on a topic related to the
things they have just discussed
Unit 7 Cultural diversity Lesson 3: Reading
Activity 1:
*) Vocab:
+ superstition (n) sự mê tín, dị đoan
+ superstitious (a) mê tín + mystery (n) bí ẩn + legend (n) truyền thuyết + ritual (n) lễ nghi + prestigious (a) có uy tín + fortune (n) vận may + ancestor (n) tổ tiên
Activity 2(12’):
- Ask Ss to read the questions Help them to understand
the questions if necessary
- Get Ss to look at the options and predict the answers
based on the answer options given and Ss’ background
knowledge
- Set a time limit for Ss to read the text and answer the
questions
- Ask Ss to exchange their answers in pairs or groups and
encourage them to discuss the reasons for their options if
necessary
- Ask Ss to read the text again to see if they still find it
difficult to understand any part of the reading text and
assist them if necessary
- For stronger class, ask Ss to summarize the main
content of the reading and present their summaries to the
whole class
Activity 3(10’):
* The aim of this activity is for Ss to reflect on their
experience and express
- Tell Ss to work in pairs
- Have Ss read the questions and practice asking and
answering them
- Encourage Ss to give reason to support their opinions
Activity 2:
1.C2.B3.D4.A
Activity 3:
Trang 21- Ask several Ss to report what they learn about their
partners from their discussion in pairs
1 Knowledge: - talk about traditions and customs in the UK, Russia and Vietnam
- know more about traditions and customs in the UK, Russia and can give a mini-talk about some cultural aspects of Vietnam
2 Skills: - use integrated skill(s) corresponding to each part of the lesson to do follow-up tasks
3 Attitude AND COMPETENCES:
- Have a positive attitude towards what they have learnt
- Understand and actively respond to relevant matters or situations
II/ Preparations:
Teacher: (Eg Handouts, OHP, cassette, laptop, pictures)
Students: (Eg text books, pencils, pics, blank papers, etc.)
III/ Anticipated problems and solutions:
Some weak ss may have in speaking, so T should let them practice more times
IV Procedure:
Warm-up(8’)
- Ask Ss to look at the pictures and elicit any words
related to the topic
Unit 7 Cultural diversity
Lesson 4: Speaking
Trang 22*Expected answer:
+ Pic 1: Superstitions about black cats,
+ Pic 2: samovar – a traditional way of making tea.
+ Pic 3: skating – a national sport
+ Pic 4: fish and chips – a traditional food, figure
- Lead in the new lesson
New lesson
Task 1(8’):
- Ask Ss to do the quiz individually
- Go round and help if necessary
- Have them compare the answer with others
Check Ss' answers
Task 2(7’):
- Ask Ss to work in groups
- Ss note down the most interesting things about the
country that they read and then share the information
with other members of the group
Task 3(13’):
- Ask Ss to work in pairs
-Ss talk about the traditions and customs of either the UK
or Russia
- After 3-4 minutes, have some Ss to present in front of
the class
Task 4(6’):
- Ss work in 4 groups Each group will cover one
category: Food, Drinks, Sports or Festivals
- Call each group to report their ideas
Task 1:
1.b2.a3.b4.a
+Give a mini-talk about some cultural aspect of Vietnam
Trang 23Lesson 5: Listening
A Objectives:
- To teach Ss listen for specific information about wage discrimination
- To teach Ss about wage discrimination against women
- By the end of the lesson, students will be able to:
+ Listen and do the tasks
+ Develop the listening skills for specific details
+ Talk about gender equality/ inequality in wages and employment
- Inform Ss of the lesson objectives: Listening for
specific information about the wedding traditions of a
small community in the USA
- Ask Ss to look at the photo of an Amish wedding and
elicit Ss’ impression about this community
- Ask Ss to read a number of statements about the
Amish community
- Help Ss to understand these statements if necessary
- Ask Ss to work in pairs and exchange their
+ newly-wed (n) cặp vợ chồng mới cưới
+ signify (v) báo hiệu
Task 1:
- Let Ss look at
Task 3:
- Tell students that they are going to listen to the
announcement by the director of Heart to Heart Charity
and decide whether the statements are true (T) or false
(F)
- Have students guess their answers before listening
- Play the recording and let students do the activity
Possibly play the recording again
- Check students' answers and comments
Trang 24- Ask Ss to read the instruction and the sentences 1-4
Make sure that they understand the sentences
- Provide help with the new vocabulary, if necessary
- Play the recording once or twice again for Ss to fill
the gaps
- Ask Ss to work with a partner to compare their
answer
- Check students' answers and comments
- Ask Ss to consolidate the main contents
- Give feedback
- Summarize the main points of the lesson
Feedback:
- To teach Ss to write about the disadvantaged of being a working mother
- By the end of the lesson, students will be able to:
+ Learn about the disadvantaged of being a working mother
+ Write about the disadvantaged of being a working mother
+ Develop the writing skills in general Build up vocabulary supported for writing
Trang 25short text with detailed explanations as supporting
ideas
New lesson
Task 1(6’):
- Write the phrase Working mothers on the board.
- Focus on the pictures and the instructions
- Elicit Ss’ opinions about the pictures Give
suggestions if necessary by asking questions like:
- Ss can talk about the good sides/ advantages as
well as the bad sides/ disadvantages of being a
working mother
Task 2(6’):
- Ask Ss to read the sample writing again and
complete the outline Help Ss analyse the structure
of the text
- Call on some students to answer and give
feedback
Task 3(10’):
- Draw Ss’ attention to the instructions, the photos,
and the fact files
- Point out to Ss how to write a biography
- Pre teach the key words/ phrases
- Have Ss pay attention to punctuation, structure
elements and liking words
- Ask Ss to write paragraphs about early years and
typical works
- T goes around and gives help, collects common
mistakes for later correction
- Collect 5 paragraphs to mark in class so that all
Ss feel the need to do the task
- Give feedback on these papers
Task 4(15’):
- Focus on the instructions and the pictures Give
Ss time to read the suggestions
- Call on some Ss to say what they will write as the
topic sentence, supporting ideas 1, 2, 3, and
concluding sentence
- Tell Ss to write a draft first, then write a short
text about the disadvantages of being a working
mother
- Have Ss write the text in class When they finish,
ask them to exchange it with partner for peer
comments/ correction
Task 1:
Who are these people in the pictures? What are the women doing?
Are they busy?
Are they housewives?
Do they work?
Answer: 1b 2 c 3 aTask 2:
A 2 Life is getting expensive, so women’s salaries are becoming important.
B 2 They discover strengths and
knowledgeable and look for good ways to educate children.
C 1 Children see parents work hard and share domestic responsibilities, and they learn from them.
Task 3:
+ patriotic + occasional opera:
+ national assembly: + liberation movement:
+ child prodigy: thần đồng + uprising: nổi dậy
+ ballade: bài ca sử thi + technically demanding: yêu cầu kỹ thuật cao
Task 4:
Trang 26- Walk around and offer help if necessary.
- Get students' answers and comments
- Get some outputs to highlight and comment and
correct the possible mistakes of students
Consolidation(2’)
- Ask Ss: What have you learnt today?
What can you do now?
Expected answer:
- Understand the artists’ biography such as Van Cao, Luu Huu Phuoc and Federic Francois Chopin
- Write biographies with given
- To teach Ss about the present situation of gender equality in the United Kingdom
- To teach Ss to talk about Viet Nam’s achievements in addressing gender equality
- By the end of the lesson, students will be able to:
+ Understand and talk about the present situation of gender equality in the United
Trang 27- Show some pictures of gift-giving custom in some
celebrations and festivals
- Ask Ss on what occasions people often give and
receive presents Activity
Lesson 7 Communication and culture
- Pre teach some key words
- Ask Ss to read the text individually and, for each
occasion, highlight the similarities and differences
with the customs in Vietnam
- Give Ss enough time to read the text
*Practice:
- Have Ss study the sample conservation, assisting
them if necessary
- Ask Ss to work in pairs and role-play a
conversation, using the information that they have
highlighted
- Call on some pairs at random to perform their
conversations in front of the whole class
- Give feedback on their performance
Activity 2:
+ Ask Ss to work individually to put the jumped
words and phrases to make questions about giving
and receiving presents
- Call some Ss to read aloud or write on the board
those questions and correct any mistakes
+Have Ss take turns asking and answering these
questions in pairs
- Walk around to facilitate Ss when they need help
- Call on several Ss at random to report what they
have learnt about their partner, and then give
- Divide the class into two big groups Each group
will read one reading passage to get the main idea
- Ask one student from group A to work with one
student from group B to form a pair and exchange
the information that they have just read
- Have each pair find out the similarities and
1 Communication:
Activity 1:
Vocabulary:
+ stocking: (n) + symbolise: (v) tượng trưng + Santa Claus: (n) ông già Noen + Easter: (n) lễ tạ ơn + legally (adv) một cách hợp pháp
6 What presents do you normally get?
7 What is the best present you’ve ever received?
2 Culture Activity 1:
+ standard of living: (n) mức sống+ properous (a) thịnh vượng+ self-reliance (a) tự chủ+ respect (v) tôn trọng+ high-status (a) địa vị cao
Activity 2:
1 For the Americans, success means
Trang 28differences of the idea of success between these two
nations
- Ask several pairs to report their findings
providing their family with a decent standard of living and ending their career in a higher and more prosperous position than when they began it
Success is also the result of hard work and self-reliance.
2 For Vietnamese, success goes along with a high-status job with good income and respect at work.
3 Both the American and Vietnamese associate success with earning a lot of money.
4 The Americans rely more on themselves, while the Vietnamese expect more respect from other people.
Consolidation(2’)
- Ask Ss to consolidate the main contents
- Ask Ss: What have you learnt today?
What can you do now?
Expected answer:
+ Know more about gift-giving in the
UK + Communicate about giving and receiving gifts
+ Talk about the ideas of success for the Americans and for the Vietnamese
Homework(1’)
T assigns homework - T asks Ss to learn the structures and vocabulary
- Prepare for the next lesson
- do the exercises in workbook
Feedback:
Preparing date: 15/12/2017
Period: 70
Unit 7: Cultural diversity
Lesson 8: Looking back and project
A Objectives:
- To help Ss pronounce correctly two-syllable words with stress on the first or second syllable
in isolation and in context
- To teach Ss some lexical items related to the topic Cultural Diversity
- By the end of the lesson Ss are able to:
+ Pronounce correctly two-syllable words with related to the topic Cultural
Diversity.
+ Use some key words of the same topic and the passive voice with modals
Trang 29- Ask students to recall what they have learnt in Unit 7.
- Speak out their ideas and opinions, knowledge that
they have learnt in Unit 7
Unit 7: Cultural diversityLesson 8: Looking back and project
New leson
Pronunciation(17’):
- Ask Ss to tell the differences in stress patterns of the
words that have the same spelling, but belong to
different parts of speech
- Play the CD once and ask S to put the mark before the
stressed syllable in the words given
- Let them listen again if necessary
- Ask Ss to check their answer with other classmates
- Elicit answers from the whole class
- Let Ss listen again and pause to help them to notice
the stress of the target words
Vocabulary:
- Ask Ss to work on their own first
- Then ask Ss to compare answers with a partner to see
if they have the same answer
- After that, elicit answers from the whole class and
correct the wrong ones
- Ask Ss to read the text again and practice retelling the
story in pairs or groups if there is enough time
Grammar(20’):
Activity 1: Fill in the gaps with the correct form of the
adjective in brackets Add any other words if
- Ask Ss name the grammar point
- Ask them to do the activity to reinforce these
grammar points
- Check the answers with the whole class and explain
any points if necessary
Project
Students do the survey in PROJECT in groups at break
time Teacher design the form and students hand in the
Trang 30results in written form as assignment.
Consolidation(2’)
- Ask Ss to consolidate the main contents
- Ask Ss: What have you learnt today?
What can you do now?
Expected answer:
+ Learn more about cultural aspects
of Vietnam + Give presentation about those cultural aspects
Homework(1’)
- T asks Ss to learn the structures and vocabulary
Feedback:
- By the end of the lesson, students will be able to:
+ Revise all the language skills and grammatical points which they have studied and used inunits: 6 and 7
+ Improve their techniques of doing the simple tests
+ Improve their knowledge through the test
B Preparations:
- Teacher: Sheets of papers and written tests
- Students: Pens, erasers
- The passive voice with modals
- Comparative and superlative adjectives
Trang 31Part I Listening (2ps)
20%1.Listen and gap-
Part II Language
Choose the word whose underlined part is pronounced differently from the others:
9.A eliminate B violence C right D childcare
10.A enrollment B force C loneliness D control
Choose the word whose the main stress is placed differently from the others:
Choose the best answer A, B,C or D to fill in the blank.
Trang 3213.My sister is fond of music She is learning guitar.
A the/ the B 0 / the C the / 0 D 0/0
14.You ask a woman about her age It’s not polite
A must B need C mustn’t D needn’t
15.An international conference _ in Hanoi next week
A will held B will be hold C is going to hold D will be held
18
“ _ you like to play a game of tennis?” “I’d love to.”
19 _ Tom Cruise's last movie? Yes, I _ it three days ago
A Have you ever seen / saw B Did you ever see / have seen
C Had you ever seen / would see D Will you ever see / saw
20 The river Yamuna is _longest river of all
Put the given words in the correct form to fill in the gaps
21 Gender cannot prevent a person from pursuing a job DIFFERENT
22 She wasn’t aware of gender _ in favour of boys so she still applied for this job
Read the following passage and choose the correct answer to fill in the blanks
Janet got married to Pedro last Saturday, and we went to the wedding, which (25) …… place in a lovely little church in the country Janet, the bride, wore a beautiful white dress; it had a long train made of silk, and it was carried by a young (26) ……, who was the daughter of her elder sister At the start, her
husband-to-be, the groom was waiting for her at the front of the church She walked down the aisle to the front with her father, and after the (27) ……, she came back down again with her husband
Afterwards, people took photos outside the church, and all the guests were invited to a (28) …… in a hotelnearby, where we all had a meal During the meal, the best man, who was Pedro's oldest friend, made a lovely talk, and told everyone about how they had met, what it was like when they first started going out,and what Pedro had said when he had proposed Then a few hours later, they set off on their honeymoon,which they were going to spend in Bali
26 A bridesmaid B guest C best man D groom
27 A ceremony B party C celebration D custom
Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the questions
Being a country of different cultural races, there is a great variety of wedding styles in the United States.However, the majority of weddings nowadays still follow a number of traditions One of the traditions
which dated back to the nineteenth century is about what a bride should wear on her wedding day It is
commonly believed that on her wedding day, the bride should carry with her "something old, somethingnew, something borrowed, and something blue" This is because each of these things has a specialmeaning for the bride on this big day
When a bride wears "something old", it reminds her of her family and the past Thus, some brides maywear their mother’s wedding dress or a piece of her jewelry "Something new" that the bride wears meansgood luck and hope for a happy future with her husband This new item is usually a pair of new shoes, or
16 My house is hers
A cheap than B cheaper C more cheap than D cheaper than
17 Her office is away than mine
A father B more far C farther D Farer
Trang 33it can be a wedding dress or something else When the bride wears "something borrowed", it symbolizesthe help and support she gets from her friends and her family whenever she needs An example of
"something borrowed" can be a married friend's bridal veil or friend’s handkerchief "Something blue"means trust and faith between the bride and the groom Nowadays, some brides are creative with thisitem For example, they may have their fingernails painted blue Nevertheless, the most popular blue item
is the garter that the bride wears on her leg Things are changing fast; however, the rituals about what thebride should wear on her wedding day remain kept strictly by a lot of women in the USA
29 What might the bride wear to remind her of her family and the past ?
Part IV Writing
Change into passive voice
33 Government must eliminate hunger and poverty
Hunger
34 We should not discriminate gender
Gender _
Rewrite the sentences using the cues below.
35 This watch/ one/ expensive/ the store
36 This Beatles album/ good/ they ever made
The end
Trang 34Preparing date: 16/12/2017
Period: 72
Unit 8 NEW WAYS TO LEARN
Lesson 1: Getting startedI/ Objectives: By the end of the lesson, students will be able to:
1 Knowledge:
+ Get to know the topic New ways to learn
+ Use some lexical items related to electronic devices as learning tools
+ Use relative clauses with 'who', 'that', 'which', and 'whose'
+ Make simple dialogues using the given expressions
2 Skills: - use integrated skill(s) corresponding to each part of the lesson to do follow-up tasks
3 Attitude and competences:
- Have a positive attitude towards what they have learnt
- Understand and actively respond to relevant matters or situations
II/ Preparations:
Teacher: (Eg Handouts, OHP, cassette, laptop, pictures)
Students: (Eg text books, pencils, pics, blank papers, etc.)
III/ Anticipated problems and solutions:
Some weak ss may have negative attitude toward to the lesson, so T should control them
IV Procedure:
Warm-up(5’)
Ask Ss these questions:
1 Have you ever owned any personal electronic devices?
2 What are they used for?
- Leads in the new lesson
Unit 8 NEW WAYS TO LEARNLesson 1: Getting started
New lesson
- Introduce the topic of the lesson:
New ways to learn
Activity 1(8’): Listen and read
- Ask As look at the pictures and guess the topic of the
conversation
- Have Ss predict what they are talking about
- Encourage all kinds of predictions
- Tell Ss not to worry about new words or grammar points
because these will be dealt with later
- Play the recording
Activity 2(7’): True/ False
What is the conversation about?
- Go through the statements to make senses quickly
- Ask Ss do it individually in 5 minutes
- Encourage Ss to compare the answers with a partner
- Invite some Ss to give the answer and then explain their
choices
- Give feedback to Ss’ work
Activity 1: Listen and read
Activity 2: True/ False Answers:
1 F 2.F 3 NG 4 T
5 F 6 T
Activity 3:
Trang 35Activity 3(9’):
- Have Ss work in pairs to find the adjectives which describe
the devices used as learning tool then discuss the meaning in
five minutes
- Invite some Ss to give the words and the meaning
- Give feedback on Ss’ presentations
Activity 4(10’): Read the conservation again, and give
answers to the following questions
- Tell Ss to focus on the instructions
- Checks Ss' understanding of the questions
- Set time for this activity, base on Ss’ level proficiency
- Get Ss to work in pairs or groups to discuss the answers
- Call on different Ss to answer these questions
* Suggested answer:
1 personal: your own
2 electronic: having many smallparts that control and direct a smallelectric current
3 modern: relating to the presenttime or recent time
4 excellent: exceptionally good
5 useful: being of practical use
6 mobile: able to be moved easily
7 digital: showing information byusing figures
8 perfect: being complete &without weaknesses
9 great: superior in quality ordegree
Activity 4:
Key:
1 They are talking aboutsmartphones, laptops and tabletcomputers
2 They have changed the way welearn
3 They use them to take photos orrecord their work, which can belater shared with the class
4 because they can be used to storeinformation, take notes, writeessays and do calculations
5 He does his assignments and projects, and studies English
- Ask Ss to learn by heart the words or phrases related to
the personal electronic devices
- Prepare for the next lesson
Feedback:
Trang 36
+ Use relative clauses with 'who', 'that', 'which', and 'whose'
+ Pronounce three-syllable words with stress on the first or second syllable in isolation and in context
+ Use some lexical items related to the topic New ways to learn.
2 Skills: - use integrated skill(s) corresponding to each part of the lesson to do follow-up tasks
3 Attitude:
- Have a positive attitude towards what they have learnt
- Understand and actively respond to relevant matters or situations
II/ Preparations:
Teacher: (Eg Handouts, OHP, cassette, laptop, pictures)
Students: (Eg text books, pencils, pics, blank papers, etc.)
III/ Anticipated problems and solutions:
Some weak ss may have difficulty in doing exercises, so T should help them
IV Procedure:
Warm-up(3’)
- T informs the class of the lesson objectives: Getting
to know relative pronouns and relative clauses
Unit 8 NEW WAYS TO LEARNLesson 2 Language
1 Vocabulary(10’):
Activity 1: Matching
- Ask Ss to work individually, read the phrases(1-5)
then find the meaning for each of them (a-e) in 3
minutes
-Elicit Ss to use the context of the conversation to
choose the meaning for each phrase
Activity 2:
- Invite some Ss to check the answer
-Ask Ss to work individually first, then check with a
partner
- Check with the whole class and ask Ss if they have
ever used one of these devices and add more uses if
Trang 372 Pronunciation(10’)
Activity 1: Listen and repeat
- Play the recording for Ss to listen
- play it again with pauses for Ss to listen and repeat
- Ask some Ss to read the words again and give
comment on Ss’ pronunciation
- Invite individuals Ss at random to read the words
Correct them, if necessary
Activity 2:
- Focus on the stress patterns of three- syllable
adjectives and verbs
- Ask Ss to listen and practice saying them correctly
- Play the tape again Ask Ss to put a mark before the
stress syllable in each word
- Check with the whole class to make sure that every
student has done this exercise correctly
3 Grammar(14’): Defining and non-defining
relative clauses
Activity 1:
- Ask Ss to read the sentences taken from Getting
started underlined the relative pronouns and their
functions
- Revise the uses of the relative pronouns through
these sentences
- Help Ss to distinguish defining relative clause vs
non-defining relative clause
- Check Ss’ work and comment
- These pronouns are used to define or identify the
nouns preceding them
+ Defining relative clauses: 1,3,5
+ Non- defining R.Cs: 2,4
Activity 2:
- Have Ss work in pairs to match sentence part in A
with a suitable one in B in 4 minutes
- Check some Ss’ answer and comment
- Ask Ss to read watch out, check for comprehension
Activity 3:
- Let Ss do this exercise in 4 minutes
- Call some Ss at random to give the answer and then
give feedback to Ss’ work
Task 1: Listen and repeat
Task 2: Listen and mark
* Key:
‘concentrate ‘similar con’tribute
‘digital intro’duce ‘excellent
‘recognise Vietna’mese under’stand
‘personal ‘interest sym’bolic
2 GrammarActivity 1:
- T asks Ss to do exercises again at home
- Prepare for the next lesson
- Complete Exercises in workbook
Trang 38Preparing date: 17/12/2017
Period: 74
Unit 8 NEW WAYS TO LEARN
Lesson 3: Reading- Digital English I/ Objectives: By the end of the lesson, students will be able to:
1 Knowledge: - read for general ideas and for specific information about new ways to learn
English and choose the best answers
- get more about digital lessons and personal electronic devices to learn English
2 Skills: - use integrated skill(s) corresponding to each part of the lesson to do follow-up tasks
3 Attitude:
- Have a positive attitude towards what they have learnt
- Understand and actively respond to relevant matters or situations
II/ Preparations:
Teacher: (Eg Handouts, OHP, cassette, laptop, pictures)
Students: (Eg text books, pencils, pics, blank papers, etc.)
III/ Anticipated problems and solutions:
Some weak ss may have difficulty in reading some new word and understanding the reading text,
so T should instruct them carefully
IV Procedure:
Warm-up(8’)
- Ask two Ss to do the exercises with relative clauses
and then give comment and marks
New lesson:
Activity 1(6’):
-Let Ss look at the pictures and answer the questions
1 What are students doing?
2 What is the reading text about?
Activity 2(6’):
- Check if Ss know the meaning of the words on the left,
explain these words if necessary
- Have Ss match each of the words with its meaning
first then check with a partner
- Go over the answer to make sure Ss have done
Activity 2:
* Answer:
1 c 2.d 3 a
4 e 5 f 6.b
Trang 39Activity 3(7’):
-Make sense of the three options
-Ask Ss to read the text silently in 5 minute
-Have Ss choose the best title and give their explanation
for their choice
- Call one or two Ss to check the answer
Activity 4(7’):
- Ask Ss to scan the text to find the answer for the
question
- Have Ss in pairs ask and answer
- Check some pairs, give feedback to Ss’ answer
Activity 5(8’):
- Divide class into groups of 4 or 5 Ss and let them
discuss the question
- Walk round to monitor the class and offer help
- Invite two or three groups to report what they have
talked
- Give comment to Ss’ talks
Activity 3
* Key: b New ways to learn English
- Work in pairs to do this activity.-Take turns asking and answering
4 We can use them to record real life English speech, lessons, songs
or English language films
5 Because it will make learning English easier, faster, more effectiveand more enjoyable
Activity 5:
* Suggested answers:
Some Ss in my groups have smartphones and laptop We use these devices to look up new words, download and store digital lessons and practice These devices help us improve our pronunciation,
vocabulary and skills as well
Consolidation(2’)
Summarize the main points of the lesson
- Ask students to learn by heart the new words
- Prepare for the next lesson
Feedback:
Trang 40
Preparing date: 17/12/2017
Period: 75
Unit 8 NEW WAYS TO LEARN
Lesson 4: Speaking - Go digitalI/ Objectives: By the end of the lesson, students will be able to:
1 Knowledge: - talk about electronic devices in learning
- argue more about some most effective ways of using electronic devices
2 Skills: - use integrated skill(s) corresponding to each part of the lesson to do follow-up tasks
3 Attitude and competences :
- Have a positive attitude towards what they have learnt
- Understand and actively respond to relevant matters or situations
II/ Preparations:
Teacher: (Eg Handouts, OHP, cassette, laptop, pictures)
Students: (Eg text books, pencils, pics, blank papers, etc.)
III/ Anticipated problems and solutions:
Some weak ss may have difficulty in speaking, so T should help them carefully
IV Procedure:
Warm-up(8’)
Show several images of electronic devices on the screen,
ask sts to write the names and how do they help you
learn at school?
* Suggested answer:
Personal computer, laptop, smartphone, tablet, speakers
Unit 8 NEW WAYS TO LEARNLesson 4: Speaking - Go digital
Activity 1-8 minutes
- Give Ss time to read through the arguments in favour
of using electronic devices in learning and match
arguments 1-4 with explanations a-d
- Ask them to compare the answer with a partner
- Call on some Ss to check
- Ask Ss to exchange the answer with a partner