(A) light and encouraging (B) informative and scientific (C) humorous and sceptical (D) regretful and reminiscent Answers:
1 A 2 C 3 C 4 D 5 A
Period 2: SPEAKING
I. Objectives
By the end of the lesson, Ss will be able to:
– Express agreements and disagreements about entertainment activities and state the reasons
II. Materials
Textbook, handout III. Anticipated problems
Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help.
IV. Procedure
Time Steps Work
arrangement
8’ WARM-UP
Competition game- Word search (to revise words/phrases related to “camping”)
− T gets Ss to work in groups of 3-4 and then gives Ss the following word search handout.
− Ss work in groups to find all the words related to
“camping” in the puzzle. The group with the correct and quickest answer is the winner.
− A variant of this activity: T draws or prepares two big copies of the word search and hangs them on the board. T calls two pairs of Ss to go to the board and ask them find all the adjectives as quickly as possible. The pair with the quickest and most correct answers will be the winner.
− Before Ss work in groups T may elicit or explain quickly the meaning of some words:
+ shovel: xẻng
+ tarp: vải nhựa, vải dầu + latrine: nhà vệ sinh cơ động
Find the Camping words
The words go across, up, down, backward and diagonally.
Lantern Shovel Tent Tarp Latrine Flashlight Backpack Whistle Sleeping bag Compass
Group work &
whole class
Answer:
S Q F A Q B N V C O M P A S S O Z W U Y A J F N O J B Q K I U C L F S C Y L A T R I N E M F W P W A K L S L H T O W F L Z L C H X P E L T N N B X F Y M U A K D A V E W X E J T X R U O Q S D C O E S C T D K V E I C R N H K H P R W J T G L N P M Q M L L S I D Q U Y T R N R X O I S T I N O X K S Q R I A Q G C A T Z G E G I Q E N Z T R F Q L E F B H H I T M W Z X I X K B Z A A W T N C E F T X D N J M C O G X A M Q N H N F G B R S C X I L J H V A A Q
10’ TASK 1
Instruction: Look at the phrases used to express agreement or disagreement on page 157. Write A beside an expression of agreement and D beside an expression of disagreement.
– T gets Ss to work in pairs to read the expression on page 157 and decide which expressions show agreement and which expressions show
Pair work
& whole class
disagreement.
– T checks with the whole class and gives correct Answers:
1A 2D 3A 4A 5D 6A 7A
– T elicits more expressions to show agreement and disagreement from Ss and writes them on the board.
Suggested expressions:
Expressing agreements Expressing disagreements You’re absolutely right.
I agree I think so, too.
That’s true, and...
That’s right, and...
Well, maybe, but...
That might be true, but...
Well, my feeling is that...
Well, I don’t think so. I think...
13’ TASK 2 + 3
Instruction: Now practice the dialogue on page 157 and work in groups to continue the
discussion, using the suggestions on page 158.
– T asks the whole class to read the dialogue on page 157.
– Ss practice the dialogue in pairs.
– T calls on some pairs to practice the dialogue in front of the class and gives feedback.
– Now Ss work in groups to continue the
discussion. T reminds Ss that when they discuss with their group members they have to show their agreement or disagreement and give the reasons.
Ss should also use the expressions given in the previous activity.
– T encourages Ss to give out their own reasons and take notes of their discussion.
– T goes around to observe and offer help.
Pair work, group work &
whole class
12’ TASK 4
– T calls on some representatives to report their discussion to the whole class. Ss should present
Pair work
& whole class
the reasons why their group member agree or disagree about the camping trip and what their decision is.
– T elicits feedback from the class and gives final comments.
2’ WRAPPING UP
– T summarises the main points of the lesson.
– For homework, Ss learn by heart the expressions and do the exercises in the work book.
Whole class
EXTRA ACTIVITY
1. Read the following article and answer the questions.
2. Television watching tops leisure activities of labourers
TAIPEI, Taiwan -- Television watching is the favourite leisure activity of local blue-collar workers, according to the result of a survey released by the Council of Labor Affairs (CLA) yesterday.
The survey on the leisure activities was part of the CLA's survey on the lives and employment of labourers in 2007. The CLA collected 4,017 effective samples for the survey.
Lee Li-jen, director of CLA's Department of Statistics, said that
television watching was the most popular leisure activity of laborers at 65.2 percent, followed by domestic trips (42.5 percent), and Internet surfing (39.3 percent).
Rounding out the top five activities were book reading (34.2 percent) and window shopping (33.5 percent).
Lee said that compared with a survey in 2002, the largest increase was recorded in "surfing the Internet," up 9.1 percentage points, showing that surfing the Internet has become part of labourers' lives.
"Ball games" and "television watching" also recorded an increase of 5.2 percentage points and 4 percentage points, respectively. On the other hand, camping and barbecues, and domestic trips declined by 6.2 percentage points and 6 percentage points, respectively.
In terms of gender, female labourers prefer watching television, domestic tours and window shopping, while men labourers mostly engage in television viewing, Internet surfing and domestic trips.
1. What institution carried out the survey?
2. What was the third popular leisure activity?
3. Which activity is more popular: window shopping or book reading?
4. Did more people like camping in 2007 than in 2002?
5. What do male labourers like?
Answers:
1. The Council of Labor Affairs 2. Internet surfing
3. Book reading 4. No
5. They like television viewing, Internet surfing and domestic trips.
Period 3: LISTENING
I. Objectives
By the end of the lesson, Ss will be able to:
– Develop such listening micro-skills as intensive listening for specific information and taking notes while listening
II. Materials
Textbook, cassette tapes, handouts III. Anticipated problems
Students may not catch some information, so T should be ready to assist them.
IV. Procedure
Time Steps Work
arrangement
8’ WARM-UP
Competition (to revise the vocabulary related to the topic)
– T gets Ss to work in groups of 3-4 and then gives Ss the following handout.
– Ss discuss in their group and put the leisure activities in the appropriate column. The group with the correct and quickest answer is the winner.
Where do these activities belong?
surfing, scuba diving, playing video games, skiing, sunbathing, surfing the internet, building sand castles, hiking, swimming, horse riding, having a picnic,
bungee jumping, rollerblading (trượt patin), cycling, snowboarding, bird watching, watching TV,
playing chess
Indoor Outdoor
summer Outdoor
winter All season outdoor
– T asks the winner group to go to the board and write their answers. Other Ss observe and
comments.
– T checks and gives feedback.
Answers:
Indoor Outdoor
summer Outdoor winter All season outdoor Playing
video games
Surfing Scuba diving
Skiing Snowboarding
Building sand castles Hiking
Group work &
whole class
Surfing the internet Watching TV Playing chess
Sunbathing Swimming Horse riding
Having a picnic Bungee jumping Rollerblading Cycling Bird watching
8’ BEFORE YOU LISTEN
– T gets Ss to work in pairs to describe the two pictures. T may help Ss by giving them some questions:
+ Who are the people in the pictures?
+ What are they doing?
+ Where are they?
+ What is the weather like?
– After 3 minutes T calls on some pair to give the answers.
– T asks other pairs to add more ideas.
Pre-teaching vocabulary:
– Before eliciting/pre-teaching the new words, T helps Ss to pronounce the words given in the book.
T may read aloud first and ask Ss to repeat in chorus and individually.
– T elicits/ teaches some of these words and those taken from the listening passage:
+ campground (n):area for camping + depressed (adj):sad
+ solitude (n): state of being alone, remoteness(cô độc, hiu quạnh)
+ spectacular (adj):impressive, dramatic (đẹp, kỳ vỹ)
+ wilderness (n): natural uncultivated area (nơi hoang dã)
– T sets the scene: Now you are going to listen to
Pair work
& whole class
three student talk about how they would like to spend their holiday.
10’
10’
WHILE YOU LISTEN TASK 1
Instruction: You are going to listen to the talk and decide whether the statements on page 150 are true (T) or false (F). Put a tick (9) in the appropriate box.
– Before Ss listen and do the task, T asks them how to do the task. T might want to remind them of the strategies:
+ First, read through the statements to understand them and underline key words.
+ Listen to the tape and pay attention to the key words
+ Decide whether the statements are true or false based on what they can hear.
– T plays the tape once for Ss to do the task.
– T asks for Ss’ answers and writes them on the board.
– T plays the tape the second time for Ss to check their answers.
– T asks Ss to work in groups of 4 to compare their answers.
– T checks Ss’ answers by calling on some Ss and asks Ss to explain their answers.
– If there are a lot of Ss having the same wrong answer, play that point of the tape for Ss to check the answer again.
– T gives the correct Answers:
1. T 2. T
3. F (He used to be there in summer) 4. T
Individual work, group work &
whole class.
Individual work, pair
5. F (She doesn’t like it) 6. T
TASK 2
Instruction: You are going to listen to the passage again and answer the comprehension questions.
– T checks if Ss can answer the questions in Task 2 without listening again. If they cannot, T plays the tape for them to listen again but before doing this, T should encourage Ss to read through all the questions, identify the information they need to look for in each question (by finding the key words and the question word, e.g. “where”, “why’,
“when”, etc.) and if possible, predict the answers.
– Then T plays the tape again for Ss to listen and answer the questions. While Ss are listening, T should encourage them to note down the answers.
T should remind Ss to write down only the main points in note forms not full sentences.
– T gets Ss to check their answers with a partner.
Then T checks with the whole class. T should play the tape again and pause at difficult points if many Ss cannot complete the task.
Answers:
1. Riding their dirt bike in the desert, taking showers in waterfalls and swimming in lakes and rivers.
2. In sleeping bags or tents
3. Because more and more people are coming to these places and leave trash in the forests and take rocks and plants with them.
4. He thinks nature is also important in the world.
5. In cities
6. Because she can’t put up an umbrella tent in
work &
whole class
the wind or make a fire in the rain or carry a heavy backpack.
Tapescript:
Three American students are talking about how they would like to spend their summer holiday.
ANNA: It’s hot and humid in New York City in the summer and I often feel depressed then. So in July and August I often go out of the city to the west where there are some beautiful national parks and forests. I often go with my friends, and we spend about two weeks in a national park every year. We might stay at campgrounds in the park, but
wilderness areas are more fun. What we enjoy most is to ride our dirt bike in the desert, take showers in waterfalls and swim in lakes and rivers. And at night we sleep in our sleeping bags or tents and cook on our gas stove. It’s wonderful that we can live in nature and enjoy it.
TERRY: I used to go to the mountains, the desert, and other places with spectacular scenery in summer. I don’t any more, although I’m still attracted to the beauty of nature. But I do think these natural places aren’t as beautiful as they used to be. Now more and more people are going to these places. They leave trash in the forests, and take rocks and plants with them. They don’ care about nature. I believe not only people are important to the world- nature is important, too.
MARY: Like most other people I’m very fond of natural spectacular scenery, but when I travel. I spend most of my time in cities. Why I don’t want to live in nature and enjoy it? It’s the solitude of the wilderness. It’s for animals and plants, not for me. I hate camping, too. I can’t put up an umbrella
tent in the wind, I can’t make a fire in the rain, and a backpack is usually too heavy for me. So I’d better stay in the cities and enjoy the comfort they offer.
7’ AFTER YOU LISTEN
Note: T might want to change the activity in the book because in the speaking lesson Ss discussed the topic.
– T gets Ss to work in groups of 4 to discuss what campers/tourists should do to protect the
wilderness/the campgrounds.
– T goes around to check and offer help.
– T calls on the groups to present their ideas and other groups to add some more ideas.
– T gives corrective feedback.
Suggested ideas:
− They shouldn’t leave trash in the place.
− They shouldn’t cut trees or take plants home.
− They shouldn’t throw dirty things into the lakes and streams.
− Be careful with the fire.
− They shouldn’t take rocks or wild animals home.
Group work &
whole class
2’ WRAPPING UP
– T summarises the main points of the lesson.
– T asks Ss to learn by heart all new words and do the extra activity as homework.
Whole class
EXTRA ACTIVITY
You are going to join a writing contest organized by your teacher of English. Now write a paragraph of about 120 words to show the extent you agree or disagree with the following statement:
“Young people should not play chess. It is meant for old people.”
Period 4: WRITING
I. Objectives
By the end of the lesson, Ss will be able to:
– Describe a camping holiday II. Materials
Textbook, A0 papers III. Anticipated problems
Ss may not have sufficient vocabulary to write, so T should be ready to help them.
IV. Procedure
Time Steps Work
arrangement
8’ WARM-UP
Competition game- What should be prepared for a camping trip?
– T divides the class into small groups of 3-4
students. Then T explains the activity: Imagine that your class is going for a camping trip in Ao Vua, a place which is around 50 km from Hanoi and has many mountains, streams and waterfall. Now discuss in your groups to work out the things you should prepare before the camping trip. After 4 minutes, which group has the most suitable things will be the winner.
– T gives each group an A0 paper to write their answers.
– T goes around to observe.
– After 4 minutes, T asks the groups to stick their paper on the board and elicits the comments from the class.
– T gives final comments Suggested Answers:
Group work &
whole class
− Things to bring: food, drinks, tent, shovel,
flashlight, sleeping bag, blanket, whistle, mattress, tarp, compass, first aid kit, swimming suit, spare clothes, strong shoes, stove, cooker, guitar
− Things to do: hire a coach, hire the tent, buy necessary things, prepare some games and songs 12’ PREPARING SS TO WRITE
TASK 1
– T asks Ss to work in pairs to look at the pictures and activities given on page 159 and 160 of the book. Ss discuss to match the activities with the suitable pictures.
– T checks the answers with the whole class.
1g 2a 3b 4c 5f 6d 7h 8i 9e – T asks Ss to work in groups to brainstorm the ideas for the description. Ss should also work out the structure of the writing.
– Ss answer and T summarizes the main points:
+ Introduction: Ss write one or two sentences about the time and place of the camping trip.
+ Body: Ss describe the camping trip in details: the time they set up, what activities they did, and the time they came back from the campground.
+ Conclusion: Ss write about their feelings of the trip
– T reminds Ss of the verb tenses they can use in the description:
+ The past simple is used to talk about an event that happened and finished in the past
+ The past continuous is used to talk about an event that was in progress around a specific past time.
We often use the past continuous together with the past simple. The past continuous refers to a longer
Pair work, group work &
whole class
‘background’ action or situation; the simple past refers to a shorter action or situation that happened in the middle or interrupted it.
+ The past perfect is used to talk about an event that had happened before another event that happened in the past.
– T might also want to give Ss some relevant vocabulary and structures if necessary and ask Ss remember to use adverbials of time (after that, next, after lunch, etc.) in their writing.
15’ WRITING
– Now T gets Ss to write their description in 15 minutes, based on the suggestions given in Task 1 and the things T has revised. Ss should arrange the ideas in a logical way. With better students, T may encourage them to add more ideas.
– T calls two Ss to go to the board to write.
–T goes around to offer help.
A sample writing:
Last weekend our class went to Ba Vi for a two- day camping holiday. Our bus left the school very early, at 5 a.m. on Saturday morning so that we could have more time to play. When we
arrived at the campground, we quickly put up the two big umbrella tents. After that some of us went around to watch wildlife in the forest. Some of our classmates who had been in the place before went swimming in the lake. At around ten a.m., we gathered near the tent and cooked our food over the open fire. After lunch, we had a short rest. At about 3p.m., we went fishing in the hope that we could catch some fish for our dinner. Luckily, we caught three big fishes. We
Individual work
cooked and had dinner together happily. After that, we put up a big fire to prepare for the evening activities. We sang and danced around the camp fire. At 11 p.m., we went to sleep in the tents. The boys slept in the blue tent, and the girls stayed in the red one. We all slept soundly.
The next morning we woke up early. After a light breakfast, we organized some games with funny and surprising prizes. After lunch, some of us went around the place while others took a nap in the tents. We got on the bus to leave the campsite at 4 p.m. on Sunday afternoon.
The camping trip has had a great impression on us. After the trip, our classmates seem to
understand more about one another. We hope we can have another chance to go camping again.
8’ FEEDBACK ON SS’ WRITING
– T asks Ss to exchange their writing with another student for peer correction.
– T goes around and collects mistakes and errors.
– T asks the whole class to look at the writing on the board and elicits comments from Ss.
– T writes Ss’ typical errors on the board and elicits self and peer correction. T provides correction only when Ss are not able to correct the errors.
– Finally, T provides general comments on the writing.
Pair work
& whole class
2’ WRAPPING UP
– T summarises the main points of the lesson.
– For homework, T asks Ss to revise their writing according to their peer’s suggestions and submit for marking in the next lesson.
Whole class