giáo án Anh8 HKII

do in these situations in groups T corrects and gives marks T presents new words Ss repeat and say meaning Ss copy Ss play the games to check vocabulary T hangs the chart with the p

Unit 9: A first- aid course

Period: 55 Teaching day:……….

Unit 9: Lesson 1 Listen & Read

I Objectives:

By the end of the lesson, Ss can know what they would do in the situations which require first- aid

II Language contents:

1 Vocabulary: ( n ) ambulance , emergency, bleeding,

(adj ) unconcious , concious , bleed ( v)

2 Grammar: Simple future

III Techniques : Slap the board, Kim's game

IV Teaching aids: Pictures, cassette , gap fill chart

V Procedures:

Tell Ss these things are often used for

first- aid

Divide the class into two groups

Ask Ss to write the names of the things

they've just seen from memory

( in English or Vietnamese)

T corrects

Ss discuss and write what they would

1 Warm up: / marks ( 5')

Kim's game

Answer key

1 emergency room 4 ice

2 sterile dressing 5 water pack

3 medicated oil 6 alcohol

do in these situations ( in groups )

T corrects and gives marks

T presents new words

Ss repeat and say meaning

Ss copy

Ss play the games to check vocabulary

T hangs the chart with the paragraph on

the board

Ask Ss to complete in the gaps

Students listen to the tape

Then check the predictions are right or

not

Students practice the dialogue

+ Possible answer + A girl has a burn on her arm -> Use cold water/ ice to ease the pain

+ A boy has a bad cut on his leg-> Use alcohol/ medicated oil/ sterile dressing.

+ A girl has a nose bleed -> Use a handkerchief to stop the bleeding/ tell her

to lie down + A boy has a bee sting -> Use medicated oil

II Gap fill prediction

"There was an emergency at Lan's school.

A student off her bike and hit her head on the road She was _ but she cut her head and the was badly Lan telephoned Bach Mai Hospital

and asked the nurse to send an

to Quang Trung School Lan was asked to keep the student _while waiting for the ambulance"

Ask Ss to answer the questions

Students read the dialogue again and

select the topics covered in the dialogue

Work in groups

T corrects

Ss play the roles to demonstrate the

dialogue

Answer key

a, b, c, e, f

4 Consolidation (10' )

5 Homework (2' )

- Do exercises in workbook

- Learn by heart new words

- Prepare next lesson L 2 speak + Focus 2,3,4

REMARKS

LESSON PLAN Period: 56 Teaching day:……….

I Objectives:

By the end of the lesson, Ss can make and respond to requests, offers, and promises.

II Language contents:

1 Vocabulary: none

2 Grammar: Offer, request, promise sentences and responses.

III Techniques : Net work, Matching

IV Teaching aids: Pictures, posters

V Procedures:

T asks Ss to play net work.

Call one or two Ss to do this game.

1 Warm up: / marks ( 5')

+ Net work have a bee sting

Situation which require first-aid

T corrects and give mark

T asks Ss questions to elicit the models.

Ss repeat 2 or 3 times.

T emphasizes the underlined words

T elecits Ss to make some more phrases

with the same use

Ss copy and notice these phrases.

1 Will you (please) get me a bandage?

2 Would you like to come to my party?

3 I promise I'll finish my homework before bedtime.

+ Structures

1 To make a request Will/ would/ could/ can + you (please) + bare infinitive ?

-> Sure/ OK/ All right I'm sorry I can't / I'm afraid not.

2 To make an offer Will / won't you Shall I + bare infinitive Can I

Would you like + to inf .?

What can I do / get for you?

Can I get you ?

-> Yes, please / That would be nice

No, thank you.

T asks Ss to look at the pictures on page

82 and match the situations with the

Students practice in pairs.

T corrects and Ss write these questions

on the board

Students listen to the dialogue and

repeat if they think the sentence is right

and keep silent if the sentence is wrong.

T corrects the answer.

Ss fill in the gaps with the right words.

T corrects the answer

T asks some pairs to play the roles in

front of the class.

T asks Ss to do L Focus 4 then practice

speaking with a partner.

T corrects

3 While- Speaking: ( 10')

+ Matching

1 The girl has a burn on her hand.

2 The girl has a bad fever.

3 The boy has just broken the vase.

4 The boy has a headache.

5 The boy has a snake bite Answer key

1 a 2 d 3 e 4 b 5 c a-> request

b-> offer / request c-> offer / request d-> offer

e-> promise Ex: Could you give me one tablet?

OK, wait for me a minute

4 Post: (10 minutes )

L Focus 2 Complete the dialogue, use the

correct word or short form

Answer

1 will 2 will 3 won't

4 shall 5 will 6 'll

L Focus 3 Look at the pictures and

complete the sentences Use the words under each picture and will

Ex: Are you hot, Grandma?

Yes, will you open the window, please, Nga?

+ Answer key

b) Will you give it to me, please?

c) Will you answer the telephone, please? d) Will you turn on TV, please?

e.f

+ L Focus 4

+ Answer key

b) Will you paint the door, please?

c) I promise I'll study hard next semester d) Shall I carry the bag for you?

e) Will you hang the clothes, please?

f) I promise to cut the grass in the garden.

5 Homework (2' )

- Do exercises in workbook

- Learn by heart some phrases of offer, request, promise

- Prepare next period

REMARKS

LESSON PLAN Period: 57 Teaching day:……….

Unit 9: Lesson 3 Listen

I Objectives:

Help students to know how to listen for details

II Language contents:

1 Vocabulary: (n) paramedic, eye chart, wheel chair, stretcher, crutches

2 Grammar: Present continuous, past tense

III Techniques : What and where, prediction, Matching

IV Teaching aids: Pictures on page 82, cassette, a chart

V Procedures:

1 Warm up: / marks ( 5')

T asks Ss to look at the picture and

write out all the verbs describing the

actions of the people in it.

Ss work in groups.

T corrects and gives marks

T presents new words

Ss listen, copy

T explains the words by using simple

English.

T has Ss repeat the words in chorus

T checks

T holds class to play the game what and

where

T asks Ss to look at the pictures in their

books again and match the letter A, B,

C, D, E, F to the correct words in the

box.

Ss will listen to a paragraph about the

activities taking place in an emergency

room which contains the words on the

table.

Ask Ss copy and guess first

Play the tape and ask Ss to listen

Guess from context

- What actions?

Answer key

to drive/ wheel / move / push / weigh / wait / lie / stand / lean

2 Pre- Listening ( 18 ' )

I Pre- teach vocab.

- eye chart (n) (picture) -> eye sight

- paramedic: (He takes care of patients but

he isn't a doctor nor a nurse.)

- wheelchair (n) (picture)

- to wheel ( to push a wheelchair)

- stretcher (n) (picture)

- crutch(es) (n) (picture)

+ What and where

II Matching

Answer key

A -> ambulance D -> eyechart

B -> wheelchair E -> scale

C -> crutches F -> stretcher

3 While- listening: ( 15')

I Order prediction

You guess On tape ambulance 3

wheelchair 2

crutches 6

eye chart 4

scale 5

stretcher 1

Ask Ss to give their answers and

correct

Ask Ss to read the statements carefully

and decide which of the statements is

true and which is false.

(Works in pairs).

Ss listen to the tape again (2 or 3

times).

Ss give answers and T corrects.

T asks Ss to write the story about the

activities in the picture, using the

present continuous.

Then maybe using the past tense.

II True/ False Statements

1 A doctor is wheeling a patient into the emergency room.

2 The patient's head is bandaged.

3 A nurse is pushing a wheelchair with a patient sitting on it.

4 The eye chart consists of 28 letters ranging in the different size.

5 The baby's mother is trying to stop the nurse from weighing her baby.

5 False ( stop her baby from crying)

4 Post - Listening: (5 minutes )

Period: 58 Teaching day:……….

I Objectives:

At the end of the lesson , Ss can use the instructions about some more situations requiring first- aid

II Language contents:

1 Vocabulary: lie flat ( v ), elevate ( v ), victim ( n ), overheat ( v)

tissue damage ( n ), ease ( v ).

2 Grammar: none

III Techniques : Bingo, net work, matching, grid.

IV Teaching aids: chart, picture

V Procedures:

T holds class to play "bingo"

Asks Ss to give nouns for

emergencies which require first-aid.

T presents new words.

Ss listen, copy.

T explains the words by using

simple English, guesture.

T has Ss repeat the words in chorus

T checks

T has Ss play "Rub out and

Remember"

T has Ss play net work

Ask Ss to think of what to do in

these emergency cases.

Ss read the instructions and add the

- victim ( adj ) ( person who needs first-aid)

- overheat ( v ) ( make s.th too hot )

- tissue damage ( n )

- ease = stop ( v ) + Rub out and Remember + Net work

T asks Ss to read the statements on

page 84 and match three Leading A,

B, C to them.

T asks Ss to read the instructions

again and fill in the information.

Call some Ss to the board to write

their answers.

T has Ss copy the grid in their

notebook.

T asks questions to elicit the

answer

T corrects.

T asks Ss to do an exercise in their

notebook

Answer key

A -> a, c, e B -> b C -> d + Grid

Case Do Don't

Fainting leave the Don't force patient him/her to sit

lying flat or stand

Shock Give him/her a Don't cup of tea when overheat the he /she revives victim with blankets or coats

Don't give the victim any food or drink or drug Burns Cool the burn

immediately to minimize the tissue damage Ease the pain with ice or cold water pack 4 Post-Reading ( 10 ' ) **Put the words in the box into four groups Headache heart leg nose scale revive stretcher toothache wheelchair AIDS ambulance arm bleed cold crutches ease elevate fall flu head Necessities for patients :

Parts of body :

Illnesses / diseases :

Verbs :

2 Pre- teach (15’)

T presents new words.

Ss listen, copy.

T explains the words by using

simple English

T has Ss repeat the words in chorus

T asks questions to elicit the

T gives the form and how to use

T explains the demand of this

exercise and does an example.

Ask Ss to do this exercise.

T corrects.

Ss work in pairs

Pre- teach vocabulary

anxiety (n) entrance exam (n) inform (v)

Ex: I always keep the window open in order to /

so as to let fresh air in

Key answer

2 Mary wrote a notice on the board in order to /

so as to inform her classmates about the change

in schedule

3 Mr Green got up early this morning in order

to / so as to get to the meeting on time.

4 My elder brother studies hard this year in order to / so as to pass the entrance exam to the university.

5 People use first-aid in order to /so as to ease the victim's pain and anxiety.

6 You should cool the burns immediately in order to / so as to minimize tissue damage.

4 Post (10’)

A/ Combine each pairs of sentences, using in

order (not ) to / so as (not) to

a/ He always drives carefully He doesn’t want to cause accidents

In order to check Ss’ knowledge , T

gives some exercises

Ss work individually

T corrects and gives marks

b/The boys stood on the beaches They wanted

to get a better view c/ I went to the college I wanted to see Professor Taylor

d/ She wore warm clothes She didn’t want to get cold

B/ Simple future or Simple present

1 We (go) out when the rain ( stop)

2 She ( not come) until you (be) ready

3 I ( come) and (see) them before I leave here

4 We ( phone) you as soon as we ( arrive) in Hanoi

5.When I (see) Mr Pike tomorrow, I ( give) him your message

Period: 59 Teaching day:……….

Unit 9 : Lesson 5 Write

I Objectives:

By the end of the lesson, Ss know how to write a thank- you note.

II Language contents :

1 Vocabulary: Thanks s.o for s.th, cheer s.o up, come over

2 Grammar: Simple Past, Simple future, format to write a thank- you note.

III Techniques : Slap the board, predictions, W.h questions

IV Teaching aids: sub-board, colored chalk.

V Procedures:

1 Warm up: / marks ( 5')

T asks Ss some questions.

Ss answer.

T presents new words

T gives an example with a gap.

Eg: She thanked me helping her.

Ss copy, read loudly.

T checks.

T has Ss play " Slap the board"

T sets the scene: Nga was sick and she

had to go to hospital After she left the

hospital, she wrote a thank you note to

Hoa Why and what did she write?

T hangs the poster and ask Ss to predict

these statements.

T corrects and answer

Ask Ss to read the whole letter and check

their answer.

- Have you ever written a thank you note?

- What's for?

2 Pre- writing ( 18 ' )

Pre- teach vocab.

- to thank ( s.one) for s.th

- cheer s.one up ( v ) to make s.one feel happier

- come over ( v ) + Slap the board

Cảm ơn ai về điều gì khích lệ động viên nạn nhân

nâng lên Bảng đo thị lực

+ True/ False Predictions

1 Nga writes to thank Hoa for some candy.

2 Hoa's gift cheered Nga up.

3 Nga'd like Hoa to see her at the hospital

4 Nga is very bored now.

5 Nga writes the letter at the hospital.

T asks Ss to complete the thank you note.

T corrects the answers.

T tells Ss to write a thank you note to a

friend and write him/her to go on a picnic

with them Before writing, answer these

questions (practice in pairs ) Then T asks

Ss to join these sentences into a paragraph

to make it a thank you note

Ss write their letters.

T corrects.

T asks 4 groups to write 4 letters on the

sub-board Then paste on the board,

correct them.

T gives feed back and corrects.

3 While writing ( 10 ' )

+ Answer key

1 was 2 were 3 helped

4 came 5 am 6 will phone

+ Questions in text book on page 85.

4 Post-Reading ( 10 ' )

+ Answer key

Dear Phuong , Thank you very much for the books you sent me while I treated my disease at home They were very interesting and helped me relax a lot I loved reading them very much Now I have got over and felt very sad I want to go out to enjoy the fresh air Do you want to go on a picture with me this Sunday? If yes , I'll come and pick you up.

I'm looking forward to hearing from you Your friend,

III Teaching aids: posters, a chart, cassette

IV Techniques: Jumbled words, True/False prediction, Brainstorm…

V Procedures:

Asks Ss to think of ways to reduce the

amount of garbage they produce.

Deliver posters to Ss , dividing them into 4

groups.

Tell Ss to put the posters on the board

after they finish and the team having the

most ideas is the winner.

I presents the new words to Ss.

Ss repeat then say the meaning

Ss repeat and copy

Stick 6 flashcards with jumbled words on

the board

Ask Ss to rewrite the words in the right

order

Set the scene: A representative from

Friends of the Earth, Miss Blake, is

talking to the students of Quang Trung

school Friends of the Earth shows people

how to protect the environment and save

natural resources

Put the chart with the statements on the

board

Ask Ss to work in pairs to decide if the

Statements are True or False.

Write the Ss’ guesses on the board

things, make garbage into fertilizer, make vegetable matter into animal food…

 Presentation(10’) New words

-representative (n) người đại diện, đại biểu -protect (v) = keep someone/sth safe danger -natural resource (n)

(coal mines, oil/gold/mineral deposits) -recycle (v) = to make something already used able to be used again)

-contact (v) = communicate with someone by telephone or letter …

3 things: reduce, reuse, recycle.

3/ Reduce means buying the products which are operpacked.

4/ We can not reuse things like envelopes, glass, plastic bottles, old plastic bags.

5/ Miss Blake says that we should use cloth bags and shouldn’t use plastic bags at all 6/ Recycling means not just throwing things away but trying and finding another use for them

Ask Ss to open their books, listen to the

tape while reading the dialogue.

Call on Ss to correct the False statements

Ss practice the dialogue

Ask Ss answer the question on page 90

Ss work in pairs

Teacher calls some pains to ask and

answer the questions

T corrects

Write the topic on the board

“How to protect our envirnment ?”

Ask Ss to express their opinions/ideas

Write their ideas on the board

T corrects and has Ss copy

Answer key

1 False  … an organization to help people protect the environment and save natural resources

2 True

3 False  Reduce means not buying…

4 False  we can reuse things …

5 True

6 True

* Comprehension questions a/ Reduce means not buying product which are overpacked

b/ We can reuse things like envelopes, glass, plastic bottles and old plastic bags

c/ Recycle means not just throwing things away Try and find another use for them d/ We can look for information on recycle things by having a contact with an organization like Friends of the Earth, going

to the local library, or asking your family and friends or scientific society.

e/ (Possible answer) Miss Blake tells Lan that

we shouldn’t use plastic bags at all because plastic bags are difficult to be destroyed, so the amount of garbage increases.

Remarks:

LESSON PLAN

Period: 61 Teaching day:……….

Unit 10 : Lesson 2 Speak+ Listen

I Objectives

This lesson helps Ss practice in giving and responding to instructions

II Language contents

1 Grammar: none

2 Vocabulary: fertilize (v) fabric (n)

III Teaching aids: picture (copied from Textbook,sub- board

IV Techniques: Kim’s game, Bingo, Dictation List, Mapped dialogue

V Procedures

Show the picture to the Ss and ask them to

observe it carefully, let them look at the

picture for about 20’’ then put it away

Ask Ss to go to the board and write as

many words showing things in the picture

as possible

T corrects

Elicit words

T presents some new words

T can explain some words in English or

use the picture

Ss say the meaning

Ss repeat and copy

1

Warm up (5’)

Memory game (Kim’s game)

Possible answer Used paper, old newspapers, books, cardboard, boxes, bottles, glasses, jars, plastic bags, food cans, drinking tins, vegetable matter, clothes, shoes, schoolbags,…

2 Pre-speaking (10’)

-fertilizer (n) (farmers often use this thing

to make their plants or trees grow well What is it)  fertilize (v)

-Compost (n) phân trộn (What do you call the fertilizer made from spoiled food, leaves, vegetable matter …) -fabric (n) (realia: clothes)

(What are these clothes made of ?)

Get Ss to brainstorm a list of about 10

words

Ask Ss to choose 4 words and copy into

their papers.

Call out the words until a/student (s)

has/have ticked all of their words and

shout “Bingo” and they win

Tell Ss they are going to listen to the

words for items and put them into the right

groups.

Draw the table on the board and ask Ss to

copy it.

Tell Ss to listen to the words and put them

in the right columns

Model some words

Put the mapped dialogue chart on the

board

Elicit the exchanges from Ss

Have some pairs practice each exchange

before going on to another exchange.

After finishing the dialogue, ask a good

pain to demonstrate the whole dialogue.

Ss work in pairs, replacing the information

(in brackets with the words in dictation

3 While-speaking (20’)

 Dictation List Answer key

Group ItemsPaper used paper (old

newspaper, books,cardboard boxes)

Glass bottles, glasses, jars Plastic plastic bags, plastic bottles Metal food cans, drinking tinsFabric Clothes (cloth bags,

material)Leather Shoes, sandals, school bagsVegetabl

e matter Fruit peels, (vegetables,rotten fruit

 Mapped dialogue/Marks

Which group (do clothes) belong to?  What can we do with (those clothes)? 

Are/Is (fruit vegetable matter)? 

What will we do

Put them in (fabric)

We can recycle them and make them into paper

or shopping bags

That’s right

T asks Ss to put these words in the correct

groups

-Elicit words

T presents some new words

T can explain some words in English or

use the picture

Ss say the meaning

Ss repeat and copy

T checks voc

Tell Ss they are going to listen to an

expert who gives the instructions to make

compost.

Ask Ss to open their books and read the

multiple choice question on page 91.

Check if Ss understand the questions

into compost and fertilize our field )

4 Post-speaking (5’)

Put these words into the correct groups

Aluminium cans –apple pie- car tires-old clothes-dictionary-waste paper- glassware-horror story-jam-magazines- newspapers-plastic toys-picture books-pork- vegetable matter-textbook-novels

*** Rub out and remember

 While- listening (20’)

Answer key

4 Post- listening (5’)

Play the tape 2 or 3 times Ss listen and do

the exercise.

Ss answer and T corrects

Ss choose true or false

T asks Ss to correct the false sentences

True or false statements

a/ The expert explains how to start a compost heap b/We can use meat or grain products to make compost

c/ We should find a place in our garden that gets a few hours of sunlight each day

d/ We shouldn’t use picks to turn the compost e/ If the weather is very wet , we should cover the heap with a sheet of strong plastic

5 Homework(5’)

-Do exercise in the workbook.

-Practice the dial with your partners replacing the information.

-Prepare : lesson 3 Listen

Remarks:

LESSON PLAN Period: 62 Teaching day:……….

Unit 10 : Lesson 3 Read

I Objectives

By the end of the lesson, Ss will be able to read for details about how things are recycled

II Language contents

2 Vocabulary: tire(n), pipe (n), deposite (n), refill (v), melt (v)

III Teaching aids: wordsquare chart, photocopied pictures (p.95), drawing…

IV Techniques: rub out and remember, Grid,…

V Procedures:

Put the wordsquare chart on the board

Tell Ss the topic is about the

environment and there are 14 hidden

words.

Divide the class into 4 groups.

Ask Ss to write their answer on a piece

of paper and hand in when they finish.

Tell Ss the group with the most right

words is the winner

T presents new words

Ss repeat and say meaning

Ss copy

Ss play the game to check Vocabulary

Draw the grid on the board and have Ss

Copy it.

Ask Ss to open their books and read the

text

Ask Ss to work in pairs to make a list of

recycling facts mentioned in the text

call on some Ss to write the information

in the grid on the board

 Warm up (5’) Revision : Wordsquare

Environment, garbage, pure, used paper, protect.

Envelope, dust, green tree, can, plastic paper bag, reduce, reuse, recycle

 Pre-reading (10’)

 Pre-teach Vocabulary -tire (n)

-pipe (n) -deposit (n) -refill (v): to fill something empty again -melt freeze

 Rub out and Remember

 While-reading (20’)

 Grid (Read 2) Answer:

Car tires Milk bottles Glass

are recycled to make pipes and floor recoverings are cleaned and refilled (with milk)

is broken up, melted and made into new

Ask Ss to work individually to wnswer

the questions on page 93.

Let Ss compare their answer with their

glassware are brought back for recycling

is made into compost

 Comprehension questions (Read 1) ->Answer key

a/ People cleaned and refilled empty milk bottles.

b/ The glass is broken up, melted and made into new glassware

c/ The Oregon government made a new law that there must be a deposit on drink cans The deposit is returned when people bring the cans back for recycling

e/ If we have a recycling story to share, we can call or fax the magazine at 5 265 456

 Model sentence: Passive Voice/Form Car

tires Glass S

are

is be

recycled

recycled past part

To make pipes and floor coverings into new glassware Concept checking

+ Form: Passive Form in the Present Simple

Subject+ am/is/are + Past Participle + Use: it is used when the subject is affected

by the action of the verb (Vietnamese can be used for weaker students)

 Change an active sentence to a passive one

Passive S + be + Vpp + by O

My parents sre loved by me

 Post-reading (8’)

 Homework (2’) -Learn by heart Voc + Passive Form -Do exercise in workbook

-Prepare: Lesson 5 write

Remarks:

LESSON PLAN

Period: 63 Teaching day:……….

Unit 10 : Lesson 4 Write

2 Vocabulary: soak (v), mash (v), wire mesh (n) , bucket (n)

III Techniques: Lucky numbers, slap the board, ordering, prediction

IV Teaching aids: drawing, mine, photocopied pictures (p.94)

V Procedures

Write 9 numbers on the board, from 1 to 9

Tell Ss each numbers is for a question but 3

of them are lucky numbers If Ss choose a

lucky number, they do not have to answer

any question but they get 2 points and they

 Warm up/Marks (10’)

 Lucky Numbers

1 Lucky Numbers

2 Say this sentence into the passive

“People speak English everywhere”

can choose another numbers

Divide the class into 2 teams

I remarks and give marks

I presents some new words

Ss repeat and say the meaning

Set the scene: Tell Ss they are going to read

a text about how to recycle used paper Put

the verbs on the board randomly in a flow

Ask Ss to open their books, read the text on

page 93 and fill in the verbs.

T corrects and Ss copy the exercise in their

notebooks

T asks Ss to close their books.

Write the sequencing on the board and

have Ss practise speaking first.

Call on Ss to say the sentences from

3 Say this sentence in the active

“Cartoons are liked by most children”

8 Passive: “Mr Han teaches Maths”

9 Passive:“Vegetarians do not eat meat”

 Pre-writing (5’) -Pre-teach Vocabulary -soak (v): put sth in liquid for a time so that it becomes completely wet

-mash (v) đánh nhừ, nghiền nát -wire mesh (n) lưới thép

-bucket (n) thùng, xô

 Slap the board

 While-writing (20’)

 Ordering prediction (write 1)

press mash

1 _ 2 _ 3

4 _ 5 _ 6

Answer key

4 pull out 5 press 6 dry

 Write 2

Answer key

1 use 2 mix 3 place 4 press

5 wrap 6 wait 7 dry

 Recall

Stick the photocopied pictures on the board

randomly (cảm tính, tùy ý)

Ask Ss to listen and work in groups to

rearrange the pictures according to the

instructions on how to prepare the

Finally, take the mesh out of the cloth and dry it in the sun.

 Post writing (8’)

 Ordering Pictures

a First take the used tea leaves from the tea pot

b Next scatter the tealeaves on a tray

c Then dry the leaves in the sun

d Finally, put the dry leaves in a pot for future use

 Homework (2’) -Write the instructions on how to make a thing you have ever made using the sequencing

-Do exercise in workbook -Prepare lesson 6 Language Focus

Remarks:

LESSON PLAN

Period: 64 Teaching day:……….

Grammar : Passive in Future simple / Passive in Present Simple

It + be + Adj + To- Inf / that clause

III Techniques: Ordering pictures , question game, Interview, gap fill, matching

IV Teaching aids: cardboards, posters, handouts

V Procedures :

Call on Ss to go to the board and give

him/her a job name.

Ask the rest of the class to guess the job by

asking yes No question or Pelmanism

T corrects and gives marks

Ask Ss to read the instructions and look at the

picture on page 95

Ask Ss to put the pictures in the correct order

according to the instructions.

After ask Ss to rewrite the sentences (L.F1)

in the Passive form.

Ss write on the board.

T corrects

 Warm up/Marks (5’) -Do you get a big salary ? -Do you wear uniform ? …

 Pelmanism 1 take a/ eaten

c/ The grass pieces are dried completely

Set the scene:

A famous inventor, Dr Kim, is going to build

a time machine One of his assistant, Hai, is

asking him questions about the invention He

wants to know when Dr Kim will start the

project How can he say the sentence in the

Passive ? (I can use Vietnamese for weaker

student)

T asks Ss to complete the sentences using the

Passive in Future Simple.

Ss complete the sentences.

T corrects

T prepares 2 separate large cardboards, one

for Dr Kim, one for Hai

Ask Ss to play role of Hai to interview Mr

* Pre-teach structures (L Focus 2)

Model sentences When will

will

the project S

be be

started? past participle

Concept checking

Use: Passive Form in the Future Simple

Form: will/shall + be + past participle + Fill in the gaps using the Passive

1 It to the public when it is finish (show)

2 it by the end of the year? (build)

3 It _before Tet (finish)

4 _it by you ? (make) Answer key

1.will be showed/shown 2.will…be built…? 3.will be finished 4.will…be made ?

 Interview

Teacher (Dr Kim)

Student (Hai)

T can deliver hand-outs (same content as 2

cardboards) to the whole class and ask them

to do pair work

T corrects

Set the scene: Ba gives Nam a lot of directions

at a time so Nam find it difficult to follow Ba’s

directions What does he say to Nam?

T explain the model sentences

Set the scene: Nam passed the English exam

and his grandparents are delighted at it.

What did they write to him ?

T presents model sentence and explains

Ss copy the form

T asks Ss to read the letter on page 97 and

match the words

Call on some Ss to go the board to draw the

lines.

Ss copy the Voc

1.When/will/the project/start/ ? 2.Mary people /want / see/time machine/

3.will /it /build / by the end / year/ ? 4.will/it/make/by you?

5.Let’s begin tomorrow

1.very soon

2.yes/It/show/to the public/when/it/ finish/

3.I’m afraid not / but/ It/ finish/ before Tet/ 4.No/ I /need you/ build it when can you start?

* Pre-teach structures (L.Focus 3)(8’)

Ask Ss to work in pairs to complete the letter

using the words in the box

Ss answer

T corrects

mừng

2 congratulation (n) b trông chờ

3 look forward to (v) c xác nhận lại

 Post (8’)

Answer key

(5) am certain

 Homework (2’) -Rewrite the letter beginning with

” Nam’s grandparents are delighted that

Unit 11 : TRAVELING AROUND VIETNAM

LESSON PLAN

Period: 65 Teaching day:……….

Unit 11 : Lesson 1 Listen and read

I Objectives

By the end of the lesson, Ss will be able to use some expressions to express their interest

II Language contents

forty-minute drive

 It’s a 40-minute drive

III Techniques: Jumble words, Bingo

IV Teaching aids: cassette, 2 charts (jumbled words and pre-question), pictures

V Procedures

T puts the chart with jumbled words

on the board

T asks two groups to connect the

words to make the right phrase for

places of interest and write them on

the board as fast as possible

T asks Ss to open books and match

the names with the pictures

T corrects

T presents some new words

 Warm up/ Marks (5’)

Jumbled words

Answer key Ngo mon Gate, Ha Long Bay, The Temple literature, Nha Rong Harbor

a/ Ngo Mon Gate d/ Ha Long Bay b/ Nha Rong Harbor

c/ The Temple Literature

 Presentation (10’)

 Pre-teach Voc

Harbor Gate HaLong Nha Rong

Literature Bay

Ss repeat and say the meaning

Ss copy

T can give an example

T asks Ss to notice that a plural noun

must be changed to the singular form

when preceding the noun it modifies

in a noun phrase

T holds class to play “Bingo”

T sets the scene

T puts the chart with questions

Teacher gives Ss a few minutes to

think about the questions

T asks Ss to listen to the tape

Have Ss work in pairs to answer the

questions

Call on some pairs to give their

answers

T corrects

T asks Ss to work in pairs again and

choose true or false

Then work in groups to correct the

The drive takes 40 minutes

 It’s a 40-minute drive

 Bingo

 Pre-questions

1 Where does Hoa meet The Jones?

2 Is it the first time The Jones have visited Vietnam ?

3 How do they travel to Hanoi ?

4 What do they see along the road to Hanoi ?

5 What would Tim like to do ?

e F  Not only rice and corn but also sugar canes

are grown around Hanoi

 Consolidation (10’)

T aks Ss to discuss and pick out the

sentences containing the situations

…

 Homework (5’) -Learn new words by heart -Do exercises in workbooks -Prepare: Lesson 2 Speak + focus 3

Remarks:

LESSON PLAN

Period: 66 Teaching day:……….

Unit 11 : Lesson 2 SPEAK + FOCUS 3

2 Would you mind if I + Verb (in Past tense) …?

3 Do you mind if I+ Verb (in Present simple tense …)?

III Techniques: Card board Drill, Game: “What does it say?”,

Mapped Dialogue

IV Teaching aids: 4 card boards, a mapped dialogue chart

V Procedures

T chooses a student and ask him/her

to go to the front of class with his/her

back to the board.

Write the information on the board.

Ask the rest of the class try to help

the student guess what is written on

the board by asking question until he/

she says out the right word (s) on the

board

T sets the scene

Remind Ss of the exchanges

between Hoa and Mr Jones and

 Warm up / Marks (5’)

 Game: What does it say ? Ex: On the board: Yes, I do

Ss ask: Do you like your teacher ?

Or on the board: Everyday

Ss say: How often do you have a shower ?

 Pre-speaking (10’) I/ Pre-teach structures

between Hoa and Tim in the last dial

and elicit the sentences from Ss

T writes the models on the board

Ss copy and notice the form of verbs

T sets the scene: You are a tourist on

vacation in HCM city You want to

visit a market This is a conversation

between you and the tourist officer

1 Would you mind/ Do you mind + V-ing ?

2 Would you mind if I + Verb (Past tense) …?

Do you mind if I + Verb (Present tense) …?

 Meaning: Xin bạn cảm phiền

 While-speaking (20’)

 Mapped dialogue

Excuse me I’d like to visit a market Would you mind suggesting one?

That sounds interesting

Thank you

Yes?

Not at all How about going

to Thai Binh Market? It opens from about 5 a.m

to 8 p.m You’re welcome

 Post (8’)

Open pairs: Ask some pairs to

demonstrate the dial

Closed pairs Have Ss open their

books and use the information on

page 101 to practice other dialogues.

Group 1: Markets

Group 2: Museums

Group 3: Restaurants

T prepares 4 cardboards with cues

including checks (v) and crosses (x)

T models the first cue 2 times

T calls 2 or 3 Ss to repeat it & correct

Ss: No, of course not

 Homework (2’) -Choose the information on p 101 and write down a complete dialogue, using your own words

-Do exercises in workbook -prepare: Lesson 3 Listen + Read 1

Remarks:

LESSON PLAN

Period: 67 Teaching day:……….

I Objectives

Ss will be able to get information from simple tourist adver tisements and know about the place direct ons and some places of interest in Vietnam

II Language contents

III Techniques: Quiz, Grid, Interview

IV Teaching aids: cassette, a route map, pictures of cities

V Procedures

Ask questions and call the student who puts

his/her hand up first to answer

Tell Ss each place consist of 3 questions, 3

points for the 1st question, 2 points for the 2nd

and 1 point for the 3rd

Then T sets the scene “the Jones family are

going around HaNoi and they are talking about

the directions to 5 places in the map”

T puts the map on the broad and asks Ss to

 Warm up/ Marks (5’) Quiz: What’s this place ?

*Dalat:

1 It is called the city of Eternal Spring

2 It has a lot of waterfalls and lakes

3 You can find the most kinds of flowers here

*Nha Trang

1 It’s a seaside resort

2 It has a very big monument of Buddha.

3 It has an Oceanic Institute

*Ha Long Bay

1 It is recognized as a World Heritage site by UNESCO

2 It has a lot of caves

3 It consists of a lot of islands

identify the places

Play the tape 2 or 3 times

T tells Ss to work in pairs to compare their

answers

T elicits words from Ss

Ss repeat words and say the meaning

Ss copy

T holds class to play “Bingo”

T asks Ss to read the advertisement about

the resorts and check (v) the topics

mentioned in the grid

Get Ss work in pairs to compare their answer

Ask Ss to give their answer

Ask Ss to work in pairs one plays the role of

Answer key a/ Restaurant b/ hotel c/ bus station d/ pagoda e/ temple

 Pre-reading (10’)

I Pre-teach vocabulary -accommodation (n) (a place to live, work or stay in)

-giant (a) = very big -tribe (n)  tribal (a)

 slope -slope (n)

-jungle (n) (a very thick forest) -limestone (n)

 Bingo

 While-reading 1 (15’)

 Grid (page 104) Answer key Nha Trang: flights to HN, railway, hotels, local transport, tourist actractions

Dalat: hotels, local transport, waterfall, tourist, attractions

Sapa: hotels, local transport, mountain slopes , tourist attractions, villages

Ha Long Bay: World Heritage, tourist attractions, sand beaches, railway, hotels, caves, local transport

Restaurants, types of food  no place

 Post-reading (10’)

 Interview

a tourist, and the other plays the roles of a

tourist officer to ask and give the information

about the tourist sites

Ss in pairs should be assigned to work on

only one topic

Group 1: Nha Trang

Group 2: Sapa

…

Monitor and help Ss with their work

-Would you mind

something about Nha Trang?

-Is there anything special?

-How about the accommodation

-How can I travel around the city?

-Thank you very much

Not at all It is

a seaside resort

Yes, you can visit (the giant Buddaha, the oceanic institute

as well as the offshores islands) There is a small selection of hotels here, so you have to book

it in advance) You can go to the northern and southern

destinations by bus or train

You’re welcome

 Homework (5’) -Learn words by heart -Rewrite the advertisements to make them into short paragraphs, like this

“Nha Trang is a wonderful seaside resort for summer holidays …

-Do exercises in workbooks -Prepare: Lesson 4: Read 2 + Focus 4

Remarks: