giao an anh 8 trường thcs quảng tùng

- General capacity: identification, analyzing, communication, discussion - Own capacity: individual / pair/ group work.. II.[r]

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Period 1: REVISION

Preparing date:25/8/2018

Teaching date: 28/8/2018

A Aims:

1 Knowlege: By the end of the lesson, ss will be able to review the main grammar

points and vocabulary of English 7

1 Teacher: lesson plan

2 Students: review all the grammar points and vocabulary in English 7 program

C Procedures :

Teacher’s activities Students’ activities

I / Warm up:(5 mins)

- T asks Sts some questions:

? Can you tell me what you’ve learned in english 7?

- Past progressive tense

=> Ask Ss to repeat the uses and forms of each tense

III Practice (25 mins)

Exercise 1 : Change these sentences into other

tenses ( Present simple , Present progressive , Present

perfect tense, near future , Simple future and Past

simple, Past progressive tense) and add appropriate

adverbs of time

1 She is in Grade 8

2 They are playing soccer

3 She went to Ha Noi last week

4 I will visit my sister next week

- Answer the T’s questions

- Listen and repeat the uses and forms of them

- Copy down

- Work in pairs to practice changing these sentences into other tenses

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5 Mai is going to build a new house

- Ask Ss to work in pairs

- Call some pairs to demonstrate in front of class

- Give feedback

Exercise 2 Supply the correct tense of the verbs in

brackets

1 Mary and John (be) _ neighbors They

(know) _ each other for a long time Mary

(move) _ into her house in 1990, and John

(live) _ next door since he (come)

_ to the area in 1988

2 Today (be) _ Sunday Nga (not go)

_ to school She (stay) _ at home

She (do) _ her homework now She (do)

_ it for two hours

3 I (be) _ in New York I (come)

_ here two years ago My friend, Nancy

(live) _ here since 1982 So she (know)

_ the area very well

4 Trung usually (go) _ to the library three

times a week

5 Yesterday I (be) _ busy, so I (not have)

_ time to phone you

6 Mrs Trang (not go) _ to work last week

She (not be) _ feeling well

- T calls some Sts to write their answers on the board

-and has other students to give remarks

- Give the right answers

IV/ Homework : (5 mins)

- Learn by heard all the uses and the forms of the

1 are/ have known/ moved/ has lived/ came

2 is/ doesn’t go/ stays/ is doing/has done

3 am/ came/ has lived/ knows

4 goes

5 was/ didn’t have

6 didn’t go/ wasn’t

- Do as the T asks

- Write down

Period:2 Unit 1: leisure activities

Lesson 1: Getting Started

P:25/8/2018

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T: 29/8/2018

I Teaching points:

- By the end of the lesson Ss can understand “ It ‘s right up my street ”, review vocabs about leisure activities

- Training listening, reading, speaking, writing skills

* Teaching aids: - Pictures, posters, photos, cassette & tape

II Teaching steps.

Warm up

(Network)

- Have Ss work in 2 teams

- Get Ss to write down vocabs about leisure

activities

A WARM UP (Network)

Reading books

- Present new words

- Check: Rub out and Remember

1 Listen and Read

Look at the picture

What can you see in the picture?

Why do you think Mai, Nick, Phuc are

there?

What are they holding in their hands?

What are they talking about?

? Can you guess what Mai, Phuc, and Nick

like doing in their free time?

1.a Ss work individually to circle the correct

answer

1.b Go through the list of activities

mentioned Encourage Ss to explain what they

are and to give examples Ask Ss if they have

done any of these activites, or if they know

anyone who does these in their free tim

1.c Draw Ss’ attention to the contexts when

1.Listen & Read 1.a Circle the correct answer

Key: 1 bookstore 2 book 3 dog

4 craft kit 5 folk music 6.Vietnamese

1.b Which leisure activities do you think Phuc, Mai, and Nick have? Tick () the boxes Then find the information from the conversation to

explain your choice.Key:

Ph uc

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Mai said ‘Check out this book’ and Phuc said

‘It’s right up your street!’ Together with Ss

elicit the meaning of these two expressions

2 Ss work in pairs to match the words/phrases

in the box to the photos, then they listen

together to check their answers

3 Ss work individually to do the task them

compare their answers with a partner Tell Ss

they need to look for the surrounding key

words in order to complete tha task Note that

‘good’ and ‘sastified’ fit both items 1 and 5

Acknowledge this point with Ss who have

them the other way round

4 This game can be done in groups of four or

six, or as a mingle activity

If your classroom is large enough, ask Ss to

stand in two lines facing each other Each pair

will talk about one activity for one minute

When the time is up and T calls outs

‘Change!’, they will move one step to the

left/right to meet a new partner and talk about

another activity

4 Listening to music



5 Learning languages



7 Helping parents with DIY projects

1.c Answer the questions.

2 Find words/phrases in the box to describe the photos Then listen to check your answers.

Key: 1 playing computer games

2 playing beach games

Key: 1 satisfied 2 relaxing, exciting

3 fun 4 boring 5 good

Homework

-Sumarize the main points of the lesson

-Asign home work

C HOME WORK

- Learn vocabulary by heart Practice reading “Listen and read”-Prepare the new lesson: A closer look 1

Period: 3 Unit 1: leisure activities

Lesson 2: a closer look 1

P: 26/8/2018

T: 30/8/2018

I Teaching points:

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By the end of the lesson, Ss will be able to:

- Pronounce words containing the clusters /br/ and /pr/ correctly in isolation and

in context

- Use the lexical items related to leisure activities

*Teaching aids: cassette, poster.

III Teaching steps

Teacher & Students Board & contents

- Have Ss work in 2 teams

- Get them to write the activities they

have relaxed in their free time

- Give feed back

A WARM UP playing sports

Watching TV

- Ask Ss to work in pairs

If necessary, T may elicit information by

asking questions such as:

1.

Alternatively, this task can be done as a

mingle activity Have Ss write down how

much time they spend on leisure on an

average day, and the three activities they

do the most Ss move around and talk

with at least three other classmate to find

out who spends most time on leisure and

what the most popular activities in the

class are

2 Have Ss work individually to complete

the task

3 For a more able class, ask Ss to cover

the category labels Have Ss look at the

words and try to guess what these words

have in common

4 Have Ss work in small group

5 Have Ss work individually to complete

this task Ask Ss to add more words

B NEW LESSON

I VOCABULARY

1 Look at the following pie chart on leisure activities in the US and answer the questions.

Key:1 In 2012, people in the US spent 5.1

hours a day on sport and leisure activities

2 The main activities they did includewatching TV, socialising andcommunicating, reading, participating insports, exercise and recreation, usingcomputers for leisure, relaxing andthinking

RelaxthinkusedowatchreadsocialisecommunicateRelaxing

activities

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which contain these clusters For a more

able class, Ss may make sentences with

these words and practise saying them

6 Have Ss practise the words with the

clusters first

3 Look at the words Match them to the category labels.

Now add more words to each category.

Key: 1.e 2.b 3.f 4.a 5.d 6.h 7.c 8.g

II.Pronunciation Clusters: /br/ and /pr/

5 Complete the words under the pictures with /br/ or /pr/ Listen to check your answer and repeat.

Audio script: 1 apricot 2 bridge

3 bracelet 4 bread 5 princess

6 president 7 present 8 broccoli

6 Listen and repeat

-Learn by heart new words

-Practice the sounds /br/ and /pr/.

-Do Ex…in Ex book

Tổ CM ký duyệt

Tổ phó

Phạm Phương Loan

Period: 4 Unit 1: leisure activities

Lesson 3: a closer look 2

P: 1/9/2018

T:

I Teaching points: By the end of the lesson, Ss will be able to:

- Use the verbs of liking that are followed by gerunds

- Use the verbs of liking that are followed by to-infinitives

* Teaching aids: posters,cassette and tape.

II Teaching steps:

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-Ask 3 Ss to go to the board and write

sentences

-correct, give marks

A OLD LESSON

Ask some Ss to write their own sentences

Eg: I like watching / to watch TV.

T checks the meaning , use ,and form of

the structure

-Explains and gives examples

1 Remind Ss of the concept of the

gerund from A CLOSER LOOK 1.

Ask them how the gerund is formed and

how it functions grammatically Draw

Ss’ attention to ‘love to watch’ and

‘enjoy listening’ which appear in the

text in GETTING STARTED:

- I love to watch him

- But I think I’ll enjoy listening

Explain that in English if we want to

follow a verb with another action, we

must use a gerund or an infinitive There

are certain verbs that can only be

followed by one or the other, and these

verbs must be memorised

Read or play the recording in

GETTING STARTED for Ss to listen

and ask them to underline the verbs of

liking followed by gerunds or

to-infinitives that they find in the text For

a more able class, T may ask Ss to cover

the text and just listen to identify these

verbs

Go through the Look out box with Ss.

Tell Ss that verbs of liking/disliking are

B NEW LESSON.

Grammar Verbs of liking + gerunds Verb of liking + to-infinitives

If we want to follow a verb with another action, we must use a gerund or an infinitive.

1 Read the conversation on Getting Started again Underline verds that are followed by a gerund.

Key: love (to watch), enjoy (listening), liked

(reading)

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often followed by gerunds, but verbs

such as love, like, hate, start and prefer

may go with gerunds or to-infinitives

with almost no change in meaning

Give some examples for both cases

Encourage Ss to give their own

examples

Introduce Ss to the Learning tip box,

where they can differentiate the

difference in terms of degree these verbs

of liking/disliking/ Alternatively, T may

write these verbs on the board with a

really happy smiley face at the top of the

board and a really unhappy smiley face

at the bottom and then ask Ss to

rearrange them in a particular order

without looking at the Learning tip

box

2 Ss work individually and then

compare the answer with their partners

Then play the recording for Ss to check

followed by both gerund and to-infinities

1 I love eating spicy food

I love to eat spicy food

2 Jane enjoys running

3 Phong detests doing DIY

4 I prefer reading poetry

I prefer to read poetry

5 Do you fancy watching TV

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3 Ss work in pair to complete this task,

then T gives feedback to Ss as a class

4 This task can be done in groups of

five or six Give Ss time to work

individually at first and write each

sentence on a strip of paper, then in their

group mix up the strips Each student

picks up and reads out a sentence, then

they guess who write that sentence

5 Have ss quickly familiarise

themselves with the e-mail by asking:

Who wrote this e-mail? To whom? What

is it about? Have Ss scan the e-mail to

find the answer

a Ss work individually and compare

their answers with a classmate

3 Write the correct form of the verbs.

Key: 1 making 2 to watch/watching

3 skateboarding 4 to learn/learning

5 sitting

4 Write sentences about what you like or don’t like doing in your free time, beginning with the following Then share what you have written with your partner.

5 Look at the following e-mail that Minh Duc wrote to a new penfriend.

a There are six grammar mistakes in his mail Can you find and correct them?

e-Key:

Hi, my name’s Duc

How are you? This is what I like do in myfree time I often play video games or watch

TV Or I go to the park and play football with

my friends I enjoy do this very much! Isometimes help my parents too If I havehomework, I’ll try to finish it first before I doanything else But I don’t like have lots ofhomework! I don’t mind to do homework but

I hate spend all evening on it! On Saturday orSunday, I love eat out with my family Thefood is delicious!

What about you?

Best,Duc like do → like to do/ like doingenjoy do → enjoy doing

don’t like have → don’t like to have/ don’tlike having

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b Ask Ss to read the e-mail again and

answer the questions

6 Ss work individually to write the

e-mail then exchange it with their partners

and check for mistakes If there is time,

have them ask and answer about the

e-mails afterwards, using the questions in

5b as a guide If there is not enough

time, this task can be done as a

group-writing task

don’t mind to do → don’t mind doinghate spend → hate to spend/ hate spendinglove eat out → love to eat out/ love eating out

b Answer the questionsThe activities Duc

mentions in his e-mail is: playing videogames, watching TV, going to the park,playing football, helping his parents, doinghomework, and eating out with his family

6 Write a similar e-mail to tell your friend about your free time, using the verbs of liking + gerunds or verbs of liking + to- infinitives Swap your work with a partner and check for mistakes.

-Summarize the main points of the

2 New lesson: Communication

Period:5 Unit 1: leisure activities Lesson 4: COMMUNICATION

P: 1/9/2018

T:

I.Teaching points: By the end of the lesson, Ss will be able to:

- Develop speaking skill and communicate with their friends

*Teaching aids: - Pictures, posters.

II teaching steps

Warm up

Hang man

Have Ss play the game

- Get them to listen to the eliciting and

guess the word

A WARM- UP

Hangman _ _ _ _ _ _ _

(1)

(2)  (3)

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- Ss try to find out the letter building the

word

- T gives feed back and decide which

is the winner of the game

Pre Present new words Tell Ss that these

vocabs will appear in the task that

follow

- Ss listen and answer to find out

the meaning of the words

- Note down

Have Ss play game: ROR

1 Explain to Ss that they are going to

read about some activities teenagers do

in their spare time

2 Ask Ss if they notice any other

particular features of the text

3 Have Ss work in pairs or small

groups to complete the table Allow Ss

to read the text more closely to fill in

3 Find information in the text to conplete

the table Keys:

Who? What activity is

mentioned?

What does he/she think of it?

Emily -hanging out

with friends (window shopping)

- working as a volunteer

She loves it

Hang - cloud watching She

adores it It’s easy.Linn - going to

community centre, painting, dancing, doing drama

She loves it

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4 Have Ss work in pairs to put the

leisure activities in the text in order

from the most interesting to the most

boring

football

- helping his aunt in running cooking classes

it

It’s fun

Manuel - playing

computer games-doing judo

He’s addicted

to it It’s OK

4 Work with your partner and put the activities in 3 in order from the most interesting to the most boring Then compare your ideas with other pairs.

- Summarize the main point of the

lesson

- Assign home work

4 Home work

- Learn by heart new vocabs

- Do exercises in work book

- New lesson: Skill 1 (reading + speaking)

1 Knowledge: By the end of the lesson, students will be able to:

- Reading for general and specific information about the positive and negative effects ofusing computers (Scanning, skimming)

- Practice speaking by giving fact or opinion about using computers and mobile phone forleisure activities

- Revise tenses of verbs; asking/ giving for an opinion

2 Skills: read and write

3 Attitude: For better understanding of how to spend time for leisure activities.

4 Develop students’capacity

- General capacity: identification, analyzing, communication, discussion

- Own capacity: Practice doing exercises in Group work/ pair work/ individual

II Preparation

1 Teacher: Teaching plan, textbook, workbook, Tv

2 Students: Books, notebooks, pens

III Procedure

1 Checking the previous lesson:

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Check Act 2 –Communication (a weak ss, a strong ss)

2 New lesson

1 Purpose (chatting/ task 1)

- This activity focuses students

on discussing the benefits of

using computer/ mobile phone

for leisure activities

2 Instruction:

- You try to answer some

questions: Do you have a

computer at home?

What do you use the computer

for? What do you use the mobile

phone for? What are the benefits

of using computer or mobile

phone? What are the harmful

things it may bring us?

1 Purpose (reading: task 2, 3)

on practicing reading skills

2 Instruction:

- You look at the picture &

guess what you are going to

read (a student named Quang) &

try to guess what is Quang’s

story about

1 Purpose (speaking: task 4, 5)

on practicing speaking skills:

asking/ giving an opinion

2 Instruction:

- You answer the questions:

What do you think about

playing computer games? (I

think computer games train my

mind and memory)

? Do you agree with your

friend? (I agree, but you

shouldn’t spend much time on

it.) …………

Activity 1

Task :- individually work/ GW

- a fast and convenient way toget and send information

- For entertainment, communication, education

- It’s harmful to your eyes

- You feel tired and dizzy / You are short sighted/

neglect your study / play truant/

- ban – ned (v): cấm (~ sb from doing sth / sth)

- rely on (v): dựa vào (~ sth / doing sth)

- exist – ed (v): tồn tạiKey: 1 B 2 C

Exe3 Write the qs for the answers based on …

1 Is Quang’s garden real?

2 What is the problem with using technology in yourfree time?

3 What leisure activities do teenagers do these days?

4 What are the benefits of using the computer?

Activity 3

Task :- Work in pairs/ groups work

* Give the ideas or opinion.

- I think/ My opinion is that / As far as I'mconcerned…

Speaking for myself … In my opinion…/ Personally,

I think… I'd say that…

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3 Consolidation

Teacher gets students to retell what they have learnt

4 Homework.

- Learn new words, workbook: C Speaking

- Prepare for the next lesson: Skill

Draw experience

TP: Phạm Phương Loan Date of preparing:

Date of teaching:

LESSON 6: SKILLS 2

I Objectives:

- Practice writing to discuss an opinion about leisure activities

- Practice listening for specific information about way of spending time with friends

- Language practice: Organizing one’s ideas…

2 Skills: listen and write

3 Attitude: For being aware of spending time on leisure activities

II Preparation

1 Teacher: Teaching plan, textbook, workbook,Tv

- This activity focuses students on

retelling the benefits/ affects of using

computer/ mobile phone for leisure

activities

Activity 1

Task : individually work

Exe1 What do you usually do with your friends in your free time?

- We play badminton/ football/ listen to music…

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2 Instruction:

- You say aloud the benefits/ affects of

using the Internet/ mobile phone

- You answer the question in 1

1 Purpose (Listening: task 2, 3)

practicing listening skills

2 Instruction:

- You read the 2 questions, underline the

key words before listening

- You listen again & complete the table

1 Purpose (writing/ task4, 5)

- This activity focuses students on writing

I believe the best leisure activity for

teenagers is any group activity This

could be a hobby group or even

volunteering

Firstly, teenagers like to feel that they

belong to a group

Secondly, being part of a group helps

teenagers make friends Friendships are

very important to teenagers

In addition to, they will make friends with

people who have the same interests as

them

For these reasons, I think group activity is

the best for teenagers

- I hang out/ go window shopping/ eat out with friends…

Activity 2

Task :

- individually work-compare- say aloud

Exe2 Listen to the radio programme and answer the questions.

* Voc.

- suggest – ed (v): gợi ý

- basically (adv): về cơ bản, cơ bản

- physical health: sức khỏe thể chất

Exe3 Listen again and complete the table.

*Key: 1 movies 2 cinema

- individually work/ small groups

*Writing to give an opinion.

Organizing your ideas.

- Introducing your opinion: In my opinion, I

believe

- Explain your opinion: Firstly, secondly ,

thirdly… , finally

- Concluding / summarizing your opinion:

For these reasons, …/ In short,… / As I havenoted,…

Exe4 Complete the following paragraph with the words in purple box.

Key: 1 In my opinion,/ I believe 2.

Firstly 3 Secondly

4 Besides/ Also / In addition

5 For these reasons/ In short / As I have noted

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3 Consolidation

4 Homework.

- Learn new words, workbook: C Speaking

- Prepare for the next lesson: Looking back

Draw experience

Date of preparing:

Date of teaching:

LESSON 7: LOOKING BACK

I Objectives:

1 Knowledge: By the end of the lesson, students will be able to: Revise the knowledge

they’ve learnt about the topic “Leisure activities”

2 Skills: reading, speaking & writing (Ind PW, GW)

3 Attitude: For beingaware of spending time on leisure activities

II Preparation

1 Purpose (feedback ss’ writing)

- This activity focuses ss on their

homework & telling aloud how they

spend their free time

2 Instruction:

- You read aloud your writing (strong ss)

- Others try to give your ideas

1 Purpose (Vocabulary: Task 1, 2)

- This activity focuses ss on vocabularies

related to the topic

2 Instruction:

- You retell as many words related to the

topics as possible (weak ss)

Activity 1

- individually work

Activity 2

- individually work, then compare

Exe1 Which one is the odd one out?

1 DJY 2 hanging out 3 hospital

4 detest 5 boring 6 computer

Exe2 Rearrange the letters to find the name of the activities.

1 socializing with friends

2 relaxing

3 communicating with friends

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3 Consolidation

4 Homework

- Do ex in workbook: E1,2 (whole class), E3 (strong ss)

- Prepare for the next lesson: U2: G.started

Draw experience

Date of teaching:

LESSON 1: GETTING STARTED

I Objectives:

- Use the lexical items related to the topic" life in the countryside"

- Listen and read for specific information about life in the countryside

2 Skills: reading, listening

3 Attitude: Co-operation & aware of life in the countryside

- Own capacity: Practice listening and speaking with the lexical items related to the topic

II Preparation

1 Teacher: Teaching plan, textbook, workbook, activeboard, computer.

Ss act out some leisure activities in the

country The class makes a guess

Activity 1

- Listen carefully, observe the picture &answer the questions

- Work individually Suggested questions:

What can you see in the picture? What are they talking about? Can you guess what leisure activities are mentioned?

(weak ss)

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- Learn new words, do exs in workbook B1,2 (whole class), B3 (strong ss).

- Prepare for the next lesson: U2: A closer look 1

Draw experience

Tổ phó

Phạm Phương Loan

Date of teaching:

LESSON 2: A CLOSER LOOK 1

I Objectives:

- Use the lexical items related to the topic "life in the countryside"

- Pronounce words containing the clusters /bl/ and /cl/ correctly in isolation and in context

2 Skills: listening, pronunciation

- Own capacity: Practice listening and speaking with the lexical items related to the topic

II Preparation

1 Teacher: Teaching plan, textbook, workbook, TV

III Procedure

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- Weak ss: rewrite new words

- 2 Strong ss: read and translate the dial

2 New lesson

1 Purpose : (INTRODUCTION)

reviewing activities in the

studying some words to describe the

countryside

2 Instruction:

? How many words are there? What

type of words is this?

- what are they used for?

(weak ss)

1 Purpose (Task 3, 4)

practicing more about the part of

speech of the words the category

practicing the clusters /bl/ & /cl/

2 Instruction:

- Look at the words then listen and

repeat

Activity 1

- Listen carefully, repeat new voc

- Work in chorus/ individually

Activity 2

- Listen carefully, repeat new voc

- Work in chorus/ individually

- Elicit ideas from Ss Say, for example, ‘Give

me an example of something vast.’Go throughall the words in this way to make sure everyoneunderstands them

1 slow 2 colourful 3 friendly 4.hard

6 boring inconvinient 8 vast 9 peaceful

2 Activity 2 Key: To describe:

- people: friendly, brave, boring, nomadic,colourful

- life: slow, hard, boring, inconvenient,peaceful, nomadic, colourful

- Scenery: colourful, vast, peaceful

Ex4 Gap - filling

Key: 1.picking 2.inconvenient,collect3.herd 4.ridden, brave

5 peaceful 6.Nomadic 7 vast

8 put up, hard

Activity 4

- You listen carefully on how to pronounce the

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3 Consolidation

Ss practice saying as many words about leisure activities as possible

Ex playing board games/ reading…

4 Homework

- Do ex in workbook: A1,2 (whole class)

Draw experience

Date of teaching:

I Objectives:

- Review comparative of adj./ adv & use comparative form of adv of manner

- Practice doing exercises with adjectives/ adverbs of manner

2 Skills: write and doing exercises

- Own capacity: Practice doing exercises with the lexical items related to the topic

II Preparation

III Procedure

- Weak ss: rewrite new words

- 2 Strong ss: read and translate the dial

2 New lesson

1 Purpose : (chatting)

chatting about the differences

between the life in the countryside &

the city

2 Instruction:

- You use adj./ adv to compare the

life in the countryside & the city

1 Purpose : (Grammar: task 1, 2)

reminding them of comparative form

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3 Consolidation

- Ss retell form of comparative of Adj./ Adv

- Ss make sentences with adj./ adv

4 Homework

- Do ex in workbook B4,5,6 (whole class), B7 (strong ss)

- Prepare for the next lesson: U2: Communication

Draw experience

- Read the posts on “Holidays in the countryside.”

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- Discuss and share their replies with friends.

2 Skills: read and speak

3 Attitude: Have good aware of life in the countryside

- Own capacity: individual / pair work

II Preparation

1 Teacher: Teaching plan, textbook, workbook, TV

III Procedure

- Weak ss: rewrite the Comparative forms of advs

- 2 Strong ss: Do ex B5, 6

2 New lesson

1 Purpose : (chatting)

chatting something about the life in

the countryside & the city

2 Instruction:

- You answer some questions

1 Purpose : (Task 1)

- This activity focuses ss on

practicing reading skills

2 Instruction:

- You read the online posts & then

answer the questions

Activity 1

- Work individually (as many sentences as possible)

Questions: Have you ever had a holiday in the

countryside? What did you do there?

When? How did you feel? Do you wish you could come back some day? Which place is more peaceful, the city or the countryside?

- home- made products (n)

- dig – dug- dug (v)

*Questions: (weak ss)

What could Dennis do? Is this the most interesting vacation Julie has ever had? What did she do? Why can’t Phirun stay in the countryside any longer? Why will Lan always remember her trip to the countryside? How doesBob feel about the countryside? …

Activity 3 Complete the table

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3 Consolidation

- Rewrite new words on the board

- Retell content of the lesson

4 Homework

- Do exs in workbook C1,2 (whole class)

- Prepare for the next lesson: U2: Skills 1

Draw experience

- Reading for general and specific information about the Nomadic life on the Gobihighlands (Scanning, skimming)

- Practice speaking by discussing about life of the nomads and life in the countryside

- Revise tenses of verbs; asking/ giving for an opinion

2 Skills: read and speak

3 Attitude: Have good aware of life in the countryside

- Own capacity: individual / pair/ group work

II Preparation

III Procedure

- Weak ss: S1: rewrite new words; S2: Do ex C1

- Strong ss: Do ex C2

2 New lesson

thinking of Gobi highland and

Mongolia

2 Instruction:

- You try to answer some questions: Do

you know Gobi highland? Where is it ?

Activity 1

- T – whole class/ GW

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3 Consolidation

- Translate the text

- Retell content of the lesson

4 Homework

- Do exs in workbook D1,2 (whole class)

Draw experience

- Practice listening for specific information about changes in the countryside

- Practice writing a short paragraph about changes in an rural area

- Language practice: Organizing one’s ideas…

2 Skills: listen and write

3 Attitude: Having aware of positive or negative changes about life in the countryside

II Preparation

thinking of the changes in the

Activity 1

T- whole class - individually work

=> Suggested answer:

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4 Homework

- Do exs in workbook E (whole class)

- Prepare for the next lesson: U2: Looking back

Draw experience

Date of teaching:

LESSON 7: LOOKING BACK

I Objectives:

1 Knowledge: By the end of the lesson, students will be able to: Revise the knowledge

they’ve learnt about the topic “Life in the countryside”

2 Skills: Practice reading, speaking & writing skills

3 Attitude: Co-operation & aware of the life in the countryside

II Preparation

1 Purpose (feedback ss’ writing)

- This activity focuses ss on their

homework & telling about the changes

in a rural area

2 Instruction:

- You read aloud your writing

- Others try to give you comments

1 Purpose (Vocabulary: Task 1, 2)

- This activity focuses ss on

vocabularies related to the topic

- individually work, then compare

Ex1 Describe the pictures.

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Draw experience

Date of preparing: 22/9/2017

Date of teaching: 25/9/2017

LESSON 1: GETTING STARTED

I Objectives:

Listen and read for specific information about cultural groups of Viet Nam, practise

listening and speaking with the lexical items related to cultural groups of Viet Nam and know more about the Viet group and 53 others

2 Skills: listening, speaking

3 Attitude: love cultural groups of Viet Nam

II Preparation

III Procedure

1 Checking the previous lesson: No checking

2 New lesson

- Review the previous unit by asking Ss to

solve a crossword puzzle Draw the

crossword on a big piece of paper Tell Ss

that the red word is the key word of the

new lesson Divide the class into two

teams Ss from each team take turns to

solve the puzzle The game finished when

a student guesses the red word correctly

- Write the unit title on the board Write

Activity 1

* Puzzle

- Solve the crossword puzzle below

1 I like to……buffalo in the pastures

2 The farmers are very busy during harvest…

3 Have you ever ridden a….? You have to

=> Answer key: 1 Herd 2.Time

3 Horse 4 Friendly 5 Rice 6 Country

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3 Consolidation

- Ss retell content of the lesson

4 Homework

- Do exs in workbook: B1 (whole class)

Draw experience

Tổ phó: Phạm Phương Loan

Date of teaching

I Objectives:

1 Knowledge: By the end of the lesson, students will be able to: Pronounce words

containing clustes /sk/,/sp/, and /st/ correctly in isolation and context, they can also use thelexical items related to cultural groups of Viet Nam

2 Skills: listening, speaking, reading, writing

3 Attitude: Educate the students to have sentiment among 54 groups.

II Preparation

III Procedure

- 3 weak ss: play in role to read the dial again.

- Strong ss: Write down new words

2 New lesson

- Divide the class into 2 two teams

Activity 1 Brainstorming

- Ss brainstorm the names of the ethnic groups they know where they live, their costumes, their way of life, culture, folk songs…Encourage them to guess and call out as many words as possible

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3 Consolidation

- Ask ss to find some more words that have these clusters: /sk/, /sp/, and /st/

4 Homework

- Learn by heart all the new words

- Do exs in workbook: A1,2 (whole class)

Draw experience

Date of teaching:

I Objectives:

- Use the lexical items related to cultural groups of Viet Nam to ask and answer differentquestion types about ethnic people in viet Nam

- Use articles a, an, the

2 Skills: speaking, reading, writing

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II Preparation

III Procedure

- Weak ss: Write down new words

- 2 Strong ss: Do ex A1, A2

2 New lesson

Students have already learned Yes/No

questions and Wh-questions Tell Ss that

this is a review section T may help Ss

recall all types of questions and question

words they have learned so far

- Introduce the new lesson

- Give Ss about five minutes to read the

passage T may call on some Ss to read

aloud to the class Correct their

pronounciation, intonation and stress, and

give explanation if necessary

- Have Ss work in groups or in pairs and

write questions for the answers given To

check the work, have some Ss come up

and write their questions on the board

Accept all question variations that are

grammatically correct T gives correction

as a class

- Run through the questions

- Ask ss to work individually to do the

exercise then share their answers with

their partner

- T corrects

- Let Ss work in pairs This should be a

speaking activity, so encourage Ss to talk

with fluency and accurary, and as

Activity 2

I Grammar: Questions review

1 Read the passage

2 Now write questions for these answer

Suggested answers:

1 Who is living in the house?

2 How many children do they have?

3 Do the grandparents stay at home?

4 How often does Mrs Pha go shopping?

5 How far is Vang’s boarding school? /How far is the town?

6 When does Vang go home (every week)?

7 How do they live?

8 Would they like to live (in a modern flat)

in the city?

3 Complete the questions

Key: who – which - which – which – what

4 Work in pairs

Questions:

1 Who does the shopping in your family?

2 Who is the principal of our school?

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3 Consolidation

- Ask ss to put a, an, the before some words.

4 Homework

- Do exs in workbook: B2,3,4,5 (whole class), B6 (strong ss)

- Prepare for the next lesson: U3: Communication

Draw experience

Tổ phó :Phạm Phuong Loan

Use the lexical items related to cultural groups of Viet Nam to ask and answer differentquestion types about ethnic people in Viet Nam

2 Skills: listening, speaking, reading, writing

Trang 31

II Preparation

- T checks and gives explanation

- Let them discuss and then write

down the ethnic groups in the correct

boxes Encourage them to add other

ethnic groups they know of to the list

T moves around the groups and gives

assistance where needed

(some strong ss, some weak ss)

- T may give some facts and/or show

pictures to facilitate the activity

Give Ss time to prepare, and then let

them talk in groups

* Peoples of Viet Nam

Students take turn to write names of peoples

of Viet NamViet, Bahna, Ede, Brau, Giarai, Sedang, Hmong, Tay, Yao, Cham, Khmer…

-The central Highland: Viet, Bahnar, Brau, Ede, Giarai, Sedang

-Mekong River Delta: Viet, Cham, Khmer

Activity 3

3 Choose one group and talk about them

- Bring the class back together Write on the board subjects that Ss can talk about in relation to these groups Elicit these subjects ifpossible:

+ location lifestyle costumes foods festivals/ceremonies marriage/weddings…

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3 Consolidation

- Sum up the main content of the lesson

- Where do the Hmong live most?

4 Homework

- Do exs in workbook: C1,2 (whole class)

1 Knowledge: By the end of the lesson, students will be able to: read for gist and for

specific imformation about The Thai group and they can use vocabulary to talk about one

of the two ethnic groups: The Bru-Van Kieu peopl and The Khmer people

2 Skills: speaking, reading

II Preparation

- T shows pictures of Thai peoples and

ask

- Ask them to read the pre questions:

- Ask students to read the text for the first

time

- Ask them to discuss to give answers

Activity 1 Chatting : The Thai peoples

? What ethnic minority is this ?

Do you know anything about them ?Where do they live?

What is their population?

What is their main food?

Activity 2

I Reading Ex1

1 Where do the Thai people live?

2 What is their population?

1 They live in the provinces of Lai Chau, Son La, Yen Bai, Hoa Binh, Thanh Hoa

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3 Consolidation

- Sum up the main content of the lesson

4 Homework

- Learn by heart all the new words and structures

- Do exs in workbook: D1,2 (whole class)

Draw experience

Listen for gist and for specific imformation about a traditional dish: five coloured stickyrice And after the lesson, students can write the recipe for a traditional dish

2 Skills: listen, write

List things that you know about Thai after reading the

Trang 34

II Preparation

- Teacher divides ss into 2 teams

- Call on 5 ss from each team to make 2

lines Ss in each line number ss from 1

to 5 and the distance from one to one is

1meter

- T whispers one sentence to the number 1

of two teams They must whisper to the

next The fifth student from each team

write the sentence on the board

- Set the scene

- Make sure that ss understand the

meaning of some words

- Then tell Ss to look at the picture and

say what they know about that dish

(strong ss)

- Gives feedback Play the recording once

to check

- T confirms the correct sentences

- Play the recording once or twice Ask Ss

to listen

carefully and tick True or False according

to what they hear in the passage

- Play the recording again Ss write down

the words as they listen Play the

recording again for them to check T

Activity 1 Chatting : Whispering

- Take turn, the team with more correct sentences is the winner

Sentences :+ The Thai have a population of about one and a half million people

+ The Thai also make bamboo items, and weave cloth

Ex1 Answer the questions

- Ss discuss the two questions in pairs

Ex2 Listen and tick T/ F Key: 1.T 2.F 3.T

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3 Consolidation

4 Homework

- Complete the paragragh at home

Draw experience:

Tổ phó :Phạm Phuong Loan

Date of teaching:

LESSON 7: LOOKING BACK + PROJECTS

I Objectives:

- Produce the language and the grammar from the previous sections and link with the topic:Peoples of Viet Nam

- Revise and make the use of all the target knowledge in unit 3

2 Skills: speak, write

II Preparation

- Lets Ss repeat the words as a class to

practice pronounciation

- Lets advanced classes can complete this

exercise in pairs (a strong ss)

- Checks with the whole class and give

answer key

- Lets Ss do the exercise by themselves or

Activity 1

I Vocabulary

1 Complete the sentences

- Ss can complete this exercise individually

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3 Consolidation

- Ask Ss retell content of the lesson

4 Homework

- Do all exs in workbook again

- Prepare for the next lesson: Review 1

Review the language they have learnt include: pronunciation, vocabulary and grammar theyhave learnt from unit 1-2-3 by doing exercises

2 Skills: listen, speak, read, write

3 Attitude: Students are aware to practice the skills well.

II Preparation

III Procedure

1 Checking the previous lesson: No checking

2 New lesson

- Play the recording

- Play the recording as many times as

needed Ss listen and do the exercise

- Play the recording twice or more Help

Ss recognise all the words with /sk, sp, st,

br, pr, bl, cl/ then underline them as

1 I used to climb trees when I was small

2 How can we improve our speaking skill?

3 How annoying, the stadium has closed!

4 I want to buy a blue skirt for my mother

5 “On a dark day, I saw a witch riding a broom in the sky ”

KEY:

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3 Consolidation

- Ask Ss retell content of the lesson

- T feedback

4 Homework

- Do all exs 1,2,3 (p24,25) in workbook

- Prepare for the next lesson: Review 1 (cont)

Draw experience

1 Knowledge: By the end of the lesson, students will be able to review skills

(reading, speaking, listening & writing they have learnt from unit1-2-3 by doing exercises

2 Skills: listen, speak, read, write

3 Attitude: Students are aware to practice the skills well.

II Preparation

1 Teacher: Teaching plan, textbook, workbook, computer.

III Procedure

1 Checking the previous lesson

- Weak ss: Do Ex1 (workbook) ; Strong ss: Do Ex1

2 New lesson

- T checks Ss’s answers

- T checks as a class

(strong ss, a weak ss/pair)

- After some time, T lets Ss swap pairs

Activity 1

A Reading

- Ss do individually and check theiranswers with a partner before giving theiranswers to T to confirm the correctanswers

* Ex1a (individual)KEY:

1T 2T 3F 4T 5F

* Ex1b (pair work)

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4 Homework

- Do all exs 4,5,6 (whole class), 7,8 (strong ss) p25-27 in workbook

- Prepare for the next lesson: The written test

Date of preparing :19/10/2018

Date of teaching: 23/10/2018

Period 25 THE 1 ST WRITTEN TEST

I Objectives

1 Knowledge: By the end of the test, students will be able to apply their knowledge to do

the test well, then have a chance to test their knowledge of English from unit 1 to 3.Teacher will know each student’s comprehension and find out a better method to teach

2 Skills: listen, read, write

3 Attitude: Students are strict to do the test well.

- General capacity: identification, analyzing, discussion

- Own capacity: individual work

II Preparation

1 Teacher: Teaching plan, loudspeaker, test paper.

2 Students: knowledge, pens

III Procedure

1 Warm up: greeting and checking the attention of the students.

2 Hand out: deliver the test paper to each student

3 Observation

4 Hand in: ask ss to hand in the test paper when the time finishes.

5 Remark and give assigment

Matrix Chủ đề Nội dung Loại câu hỏi Nh Thô Vận VD Tổn Số câu Tỉ lệ %

Trang 39

ận biết

ng hiểu

điể m

Trang 40

*MCQs (TN): 30%;

*OTHER ITEMS (TL):

70%

Mã 1

LISTENING Listen to the passage and tick T ( for True statements) or F ( False statements)(1 point)

1.He lives in a village by Mekong River

2 He goes to school on foot

3 The adults talk about their farm work

4.The the adults run around, playing games and shouting merrily

Listen to the passage again and complete the sentences (1 pt).

Life in the English countryside

According to a recent survey by Country Life magazine, about 80 percent ofBritain’s population dream of (5)… … in the countryside In fact the countryside ofEngland today shows the wealth of landowners and those who can afford to escape thebusy and (6) ………… city life

English village communities are often small and close They are warm and usuallywelcoming Maggie, who lives in North Yorkshire, says: “Village life is (7)……… andsafe for the kids There is a great sense of community here It is more relaxing and youcan’t tell who has (8) ……… … and who doesn’t” People in the English countryside useprivate transport more, and the environment hasn’t been spoilt much

LANGUAGE FOCUS.

Pick out the word which has different sound in the underlined part in each line

(0,5pt)

10 A lived B populated C harvested D loaded

Choose the best answer to complete each of the following sentences (1,5pts)

11 My mother enjoys traditional food for our family, especially at Tet holiday

A cooking B to cook C cook D cooked

12 My father sometimes goes in the forests

13 Look! Some children are the buffaloes

A playing B picking C driving D herding

14 ethnic group has a larger population, the Tay or the Ede?

15 Is living in the city _ than living in the country?

A so convenient B as convenient C most convenient D more convenient

16 Among the ethnic minorities, Tay have the largest population

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