*Teaching Aids: Textbooks, posters… *Procedure: Time Contents Teacher’s &Ss’Activities -T divide the class into 2 big 5’ WARMER: Jumbled Words groups, then show the poster of 8 jumbled w[r]
Trang 1
*Objective: At the end of the lesson, Ss are expect to know more about the different ways and the importance
of reading as well as improve their ability of guessing meaning from context and deciding on True/False statements
*Teaching Aids: Textbooks, posters…
*Procedure:
5’ WARMER: (Jumbled Words)
2 TICFION FICTION
3 SCECIEN SCIENCE
4 PHYGRABIO BIOGRAPHY
5 CEMANRO ROMANCE
8 LERTHRIL THRILLER
-T divide the class into 2 big groups, then show the poster of
8 jumbled words and asks Ss to reorder the letters to make meaningful ones
-After 2 minutes, T gets Ss to take turns to write the words on the board The group with more correct words will be the the winner
-T checks the words with Ss’ cooperation, then declares and congratulates the winner
*Introduce the lesson (Using
the pictures on page 118)
*Vocabulary:
-hard (adj) : khó
hard (adv) : khó, vất vả, chăm chỉ
hardly (adv) : hầu như không
-(to) pick up : cầm lên
(to) pick s.o up : đón, rước
-source (n) : nguồn
*Open Discussion:
1 Do you often read books?
2 What kinds of books do you enjoy reading most/least?
3 How do you read books?
There are different ways of reading.
-Telicites the words by:
+Synonym +Mime +Translation -T checks stress -T consolidates the words by saying them in Vietnamese, then the Ss will give the English equivalents
-T asks different Ss for each question
PERIOD 66: LESSON A READING
Trang 213’
7’
*Match the words in column A with the Vietnamese equivalent in
column B
1 swallow
2 dip into
3 taste
4 digest
5 chew
a đọc và suy nghĩ
b nghiền ngẫm
c đọc ngấu nghiến
d đọc thử
e đọc qua loa, lướt qua
Keys: 1-c ; 2-e ; 3-d ; 4-a ; 5-b
+ (to) swallow : đọc ngấu nghiến (nuốt)
+ (to) dip into : đọc qua loa, lướt qua (chấm vào)
+ (to) taste :đọc thử (nếm)
+ (to) digest :đọc và suy nghĩ (tiêu hóa)
+ (to) chew :nghiền ngẫm (nhai)
** Decide whether the following statements are true (T), false (F)
or not mentioned (NM) in the reading passage
_1 You can’t read different type of books in the same way
_2 Books with good stories are often described as
“hard-to-put-down”
_3 Many people only have time to read when they are
travelling _4 Television has replaced books altogether
_5 Books can bring you all the information and stories with
colour, picture and action
_6 A book can be kept forever and read many times
Keys: 1-NM; 2-T; 3-NM; 4-F; 5-F; 6-T
to do the matching in pairs in 5 minutes
-T have Ss give their answers
on the board and asks them for explanation
*For each word, T gives its original meaning
-T helps Ss to pronounce the words corectly
-T shows the poster, runs through the statements, then asks Ss to work in pairs in 10 minutes
-T asks some Ss to give the answer and explanation orally for each statement, then gives them the answer key
POST-READING:
*Discuss the following question:
“Which do you prefer, watching TV or reading books? Why?
-T writes the answer on the board and have Ss discuss it in groups of 4
-T calls some Ss to present their groups’ ideas
3’
HOMEWORK:
-Learn the vocabulary
-Do the exercise of “after you read” (page 121)
-Prepare the vocabulary for Speaking Lesson
-Choose one short story to read
Trang 3*Objective: At the end of the lesson, Ss are able to ask and answer about the reading habit as well as the the
main characters in the book being read
*Teaching Aids: Textbooks, handouts, posters…
*Procedure:
7’ WARMER: (Jumbled Sentences)
1 you/ do/ reading/ books/ of/ kinds/ like/ what/ ?//
What kinds of books do you like reading?
2 you/ do/ books/ when/ usually/ read/ ?//
When do you usually read books?
3 you/ often/ do/ how/ books/ read?//
How do you often read books?
4 book/ are/ reading/ which/ you/ ?//
Which book are you reading?
5 the/ character/ who/ is/ main/ ?//
Who is the main character?
6 he/ like/ what/ is/ ?//
What is he like?
-T divide the class into 2 big groups, then show the poster of
6 jumbled sentences and asks
Ss to reorder the words to make meaningful ones
-After 2 minutes, T gets Ss to take turns to write the sentences on the board The group with more correct sentences will be the the winner
-T checks the sentences with Ss’ cooperation, then declares and congratulates the winner -T helps Ss to read the questions apprpriately
*Introduce the lesson (“What
do we use these question for?”)
13’
PRE-SPEAKING:
*Match the questions with the apropriate answers
1.What kinds of books do you
like reading?
2.When do you usually read
books?
3.How do you often read
books?
4.Which book are you
reading ?
5.Who is the main character?
6.What is he like?
a I read books whenever I have free time
b He is brave, witty and very kind to other people,
c I like reading all sorts of books – Short stories, science fiction, etc
d I’m reading “The Chamber
of Secret”, one of Harry Potte books
e A young boy, Harry Potter, who is trained to be a wizard in wizard school
f I often read through the
-T delivers the handouts and asks Ss to do the matching in pairs in 5 minutes
-T have Ss give their answers
on the board and asks them for explanation
PERIOD 67: LESSON B SPEAKING
Trang 47’
books quickly first
Keys: 1-c; 2-e; 3-f; 4-d; 5-b; 6-a
** Practise reading the conversation using the question and
answers above
-T reads and asks Ss to repeat the conversation sentence by sentence, then have them practise it in pairs
WHILE-SPEAKING:
*Ask your friend about their reading habit and the book they are
reading or have read, using the questions above
-T gives instructions, then goes around to monitor the class, encourage the Ss to speak as well as offer help when necessary
POST-SPEAKING:
*Report the results to the class
-T calls some Ss to present their partner’s reading habit and the book (s)he is reading
or has read
3’
HOMEWORK:
-In pairs, continue to practise the conversation made in class
-Write a short paragraph about you reading habit and the book
you are reading or have read
-Prepare the vocabulary (Listen and repeat-page 123) for
Listening Lesson
PERIOD 68: LESSON C LISTENING
Trang 5*Objective: At the end of the lesson, Ss are able to understand the monologue about a book which has been
read through multiple choice exercises and gap-filling
*Teaching Aids: Textbooks, handouts, posters…
*Procedure:
5’ WARMER: (Network)
… Bambi 101 Spotted Dogs
Wait and See Mickey Mouse
Unit 11: BOOKS Listening—
-T divides class into 2 groups
& draws the nets on 2 parts of the board.Then T controls the class playing network game
(The members of each group
take turn to write out the Stories/ Films about animals The group has more correct answers will be the winner)
-T check the result with the whole class, then declares and gives congratulation on the winner
*Introduce the lesson (“We
will listen to another animal story”)
7’
10’
PRE-LISTENING:
*Listen and repeat
-incredible
-wilderness
-fascinating
-unnoticed
-journey
-personality
-survive
-reunited
-T asks Ss to open the books, page 123, then runs through the words by asks Ss to give Vietnamese meaning orally -T helps Ss to pronounce the words correctly
*T introduce the listening text:
”Listen to the woman talking
about the book that she has just read and do the task that follow”.
WHILE-LISTENING:
*Circle the correct answer A, B or C
1 The title of the book is
A Canadian Wilderness
B The Incredible Journey
C Sheila Burnford
2 The book is about
A a Canadian family
B three Canadian friends
C three animal friends
-T asks Ss to do Task 1 on textbook, page 123.
+Run through the questions +Read and ask Ss to repeat the question
+Play the tape twice -Give feedback (Ss say their choice, then T plays the tape and pauses after the answers to check)
Stories/ Films about animals
Trang 610’
3 Where does the Canadian family go?
A To visit a friend who lives 300 miles away
B To England for a long journey
C To the Canadian wilderness
4 Why do the animals leave the friend’s house?
A They want to find their owners
B They want to know how to survivelife in the wilderness
C They were not well-treated by the friends
5 What is the central theme of the books?
A How the animals can survive life in the wilderness in order
to get home
B How to resolve an animal problem
C How to take care of other people
Keys: 1-B; 2-C; 3-B; 4-A; 5-A
**Listen again and fill in the gaps in the passage
Each animal has a distinct personality, but they care for one another asmost as if they were a (1) _ The most
impressive of them is the old dog The journey was the most
difficult for him, but amazingly he found the (2) to make
it
The author didn’t try to turn the animals into people, speaking and acting (3) _ Instead, she was faithful to her
charecters as animals ans showed us their (4) _ through
animal eyes That made the books interesting and unbelivable
I would recommend the books to anyone who likes animals I think that anyone who has ever had a (5) _ or
wanted one would enjoy it
Keys: 1 family 2 strength
3 humans 4 journey
5 pet
T asks Ss to do Task 1 on textbook, page 123.
POST-LISTENING:
*Would you like to read the books? Why (not)?
-T has Ss discuss the question
in groups of 4, then calls some
Ss to present their groups’ ideas in front of the class
*Read the book “Frankenstein by Mary Shelly , then answer the
questions on textbook, page 125.
- T introduces the book, then asks Ss to read it and do the task in groups of 6
*Objective: At the end of the lesson, Ss are able to write a report on the books they have read.
PERIOD 69: LESSON D WRITING
Trang 7*Teaching Aids: Textbooks, handouts, posters…
*Procedure:
7’ I WARMER: (Guessing Words)
The author The title Type of book
Your opinion
Main charecter
The plot of the story
-T introduces the game -T uses pictures, drawings or realia to elicite the words
“ruler, teacher, eraser, rain,
pen, orange”
-From the initial letters of the words, Ss will reorder them to make a meaningful word
Report
*Introduce the lesson (use a
book with the title of Frankenstein by Mary Shelly)
5’
10’
II PRE-WRITING: (Matching)
* Below are questions you have to answer when writing a report
on a book, but they are jumbled Work with a partner Put the
questions under the correct headings
Questions to be answered:
1 What was your opinion of the book?
2 Where is the book set?
3 Would you recommend the book?
4 Who is the author?
5 What is the main theme of the story?
6 Who are the main charecters?
7 What is the title of the book?
8 What is the plot of the story?
9 What type of book is it?
HEADINGS:
-General introduction: ………
-Summary of the book’s content: ………
-Conclusion: ………
Keys:
HEADINGS:
-General introduction: 7, 4, 9
-Summary of the book’s content: 2, 5, 6, 8
-Conclusion: 1, 3
**Answer the above questions about the book you have just read
Possiple answer:
1.What is the title of the
book?
2.Who is the author?
3.What type of book is it?
-Frankenstein
-Mary Shelly -A horror story
-T asks Ss to open the books, page 125, then asks them to do task 1
-Give feedback
-T asks Ss to give the answers
to the questions on their groups’ posters, then has some good posters sticked on the board
BOOK R E P O R
T
Trang 88’
4.Where is the book set?
5.What is the main theme
of the story?
6.Who are the main
charecters?
7.What is the plot of the
story?
8.What was your opinion
of the book?
9.Would you recommend
the book?
-Geneva -Life of Frankenstein, a monster -Frankenstein
-A student from Geneva discovers the secret of life He constructs a creature more like a monster The monster feels lonely It attacks and kills Frankenstein’s friend and his brother Frankenstein determines to kill the monster; He
is killed first by the monster, then
it kills itself
-interesting/ horrible
- Yes/ No
-T gives coments on the posters
-T delivers the handouts of possiple answers to each group
III WHILE-WRITING: (Write it up)
*Write the report on the book “Frakenstein” base on the
information on the handouts
-T asks Ss to work in groups of
6 again to write the book report
on the posters
- T reminds Ss to combine the sentences on the plot of the story
- T goes around to give help when necessary
IV POST-WRITING: (Exhibition & Correction)
*Stick your reports on the board
-T asks Ss to stick the posters
on the board for the Ss to see, then chooses the best report to give quick correction
1’
V HOMEWORK:
*Finish the final draft of the book report on your exercise books
**Review the rhythm & Modals in the Passive Voice to prepare
for Language Focus lesson
*Objective: At the end of the lesson, Ss are able to understand the monologue about a book which has been
read through multiple choice exercises and gap-filling
*Teaching Aids: Textbooks, handouts, posters…
PERIOD 70: LESSON E LANGUAGE FOCUS
Trang 9Check up the old lessons
-T just call some Ss to check the old lesson
- Continue the lesson
12’
10’
PRONUNCIATION: (Rhythm)
*Listen and practise reading the following sentences, paying
attention to the stress syllables
1 Why did you behave like that?
2 Come for a swim
3 I think it will be fine
4 She’s gone for a walk in the park
5 I wonder if he’ll ever come back
**Mark the primary stress over the main stress syllables, then
practise reading the sentences
1 Peter’s coming in a minute if he can
2 Come and see us at our new appartment
3 Where’s your new appartment? Is it in another district
4 Why has he trying to embarrass me?
5 Probably he wanted you to notice him
- T reviews the rhythm quickly, then asks Ss to open the books, page 126 and do the 2 tasks -T read each sentence and asks
Ss to repeat
-T calls some good Ss to read
in front of the class
-T asks Ss to read the sentences and mark the primary stress
-T reads the sentence for the
Ss to check their mark
-T asks Ss to practise in pairs
& goes around to give help
GRAMMAR: (Modals in the Passive)
I Presentation:
Ex: You should water the flower.
The flower should be watered.
You shouldn’t put the flower in such sunny place.
The flower shouldn’t be put in such sunny place.
*Form:
** Some modals and the equivalents:
- Can : be able to
- May : be possiple to, be allowed to
- Will/ Shall : be going to
- Must : have to
Ex: They are going to build a new house.
A new house is going to be built.
*** Some verbs having passive forms as modals:
-T elicites the 2 example from the Ss by using the pictures of
2 flowers
-T asks ss about the equivalents of modals and write them on the board
-T gives the sentence in active voice and asks Ss to turn it into the passive one
(Pay attention to the forms of
“be/have”)
-T offers Ss with some verbs
S + modal (not) + Vo + O …
S + modal (not) + be + Ved3 + … + (by O)
Trang 1010’
- be certain to - be sure to
Ex: They used to use oil lamp.
Old lamp used to be used.
II Practice:
*Rewrite the sentences in the passive
1 You can buy toothpaste at the drug store
Toothpaste can be bought at the drugstore.
2 You mustn’t use this machine after 5.30 p.m
This machine mustn’t be used after 5.30 p.m.
3 They are certain to interview the applicants
The applicants are certain to be interviewed.
4 You have to do this exercise before class
This exercise has to be done before the class.
5 Nobody can solve the mystery.
The mystery cannot be solved.
**Following is a conversation between two charecters in a
science fiction about space travel Complete it with the suitable
passive form of the verbs in brackets
Naomi: Dr Kay, I’d like to ask how meals (1 will/prepare) _ in
the Space Station _ food (2 be going to /cook) _ on
board or taken in the form of tablets?
Dr Kay: Neither Gourmet meals (3 will/pre-package) _ on
earth then they (4 can/warm up) _ on board
Naomi: But the tourist will be from different parts of the world
How _ food (5 should/choose) _ to suits everyone’s
taste?
Dr Kay: An international menu (6 have to/offer) _ Food (7
could/select) _ from food preference forms that tourists
completed before the trip And meals (8 ought to/make) as
pleasant as possiple
having passive forms as modals on the board
-T gives the sentence in active voice and asks Ss to turn it into the passive one
(Pay attention to the forms of
“be”)
-T shows the poster and ask Ss
to do the exercise inpairs in 5 minutes
-T calls 5 Ss to write their answer on the board, then checks the answers with the whole class
Pay attention to some negative
subject.
-T asks Ss to do Exercise 2, page 127
Keys:
1 will be prepare
2 Is food going to be cooked ?
3 will be pre-packaged
4 can be warmed
5 should food be choosen…?
6 has to be offered
7 could be selected
8 ought to be made -Give feedback
1’ HOMEWORK:-Do the rest of Exercise 1, page126, 127
-Prepare vocabulary for the reading lesson of unit 12- Water Sport