period 6 unit 2 personal experiences period 6 unit 2 personal experiences date section reading objective by the end of the lesson sts are going to improve their reading skill as well as way to guess

Bạn đang xem bản rút gọn của tài liệu. Xem và tải ngay bản đầy đủ của tài liệu tại đây (227.06 KB, 23 trang )

(1)<div class='page_container' data-page=1>

Period: 6 UNIT 2: PERSONAL EXPERIENCES
Date: Section: Reading

Objective: By the end of the lesson, Sts are going to improve their reading skill as well as way to guess meaning of
new words.

Skills: reading, speaking, listening
Teaching aids: pictures, posters, cards.
Procedure:

Time Content T and Ss’ activities

3’

10’

22’

I.WARM-UP: Ordering pictures

II.PRE-READING
* Pre-teach vocabulary:

- embarrassing (a) = confused (a):
lúng túng, bối
rối

- to glance at: liếc nhìn

- sneaky (adj): lén lút,vụng trộm
- to make a fuss: làm ầm lên

*Checking: Rub out and remember.
* Suggested questions:

1. Who do you think they are?
2. Where are they?

3. What are they doing?
III.WHILE-READING
*Task 1: Gap-filling

Answer key

1. glanced 4. idols 5. sneaky
2. making a fuss 3. embarrassing
* Task 2: Ordering pictures

Answer key: d-b-f-e-a-c

* Task 3: Multiple choice + Lucky
Stars

1) The girl wish to have______ when
she was in grade 9.

a. a new schoolbag b. a new shirt
c. a red floppy hat d. a new bike
2) Her father gave her some money on
her birthday ________.

a. to buy the hat she liked

b. to buy an ice-cream

c. to travel d. to buy a new computer
3) She saw ______in the boy’s bag.
a. an interesting picture book
b. a beautiful pen

c. a mobile phone

d. a wad of dollar notes like hers
4) She decided to take the money from
the boy’s bag without saying anything
about it because_______.

a. she hated him. c. she liked him.
b. she didn’t want to make a fuss.

- Gets Sts to order the pictures, then guess what is
happening with people in each picture.

- Leads Sts to new lesson.
-Listen

-Work individually

- Reads twice as model.

-Gives Sts some questions, then gets them to work in pairs
guess details in a story they are going to read.

- Asks Sts to read the story carefully, then do task 1.
- Pair worktalk about each picture.

-Present in front of class. -Silent reading
-Do task 1 (p.24).

-Compare the answers in pairs.
- Corrects.

- Checks + corrects.

-Divides Sts into 2 groups, asks them to play the game
“Lucky stars” by answering the questions in task 3.

</div>
(2)<div class='page_container' data-page=2>

8’

2’

5) She bought ______ for herself with
the money she took from the boy’s bag.
a. the hat b. the shirt

c. the book d. the dictionary
Answer key:1c -2a -3d -4b -5a
IV.POST-READING

* Suggested phrases:

Put up a notice at the school board /
get on the same bus the next day and

look far the boy to return the money to
him / keep it as a secret / tell her father
and ash him for advice………

V. HOMEWORK

- Learn new words by heart.

-Write a short paragraph to summarize
the story (about 100 words

-Gives marks + corrects  tells which group is the winner.
- In groups of four, asks Sts to find out the solution for the
situation in the story using the prompts.

-Listens + comments.
- Gives tasks.

Period: 7 UNIT 2: PERSONAL EXPERIENCES
Date: Section: Speaking

Aim: Students talk about past experiences and how they affected one’s life.
- Lexical items: words/ phrases talk about past experiences.

- Structures: useful structures used to talk about past experiences
Method: Communicative approach

Teaching aids: textbook, posters, pictures.
Procedure:

T Stages & Content T and Ss’ activities

4’
12

I. WARM UP: Question

How do the people in the photos feel?

- happy/ angry/ frightened/ relaxed/ excited/ bored
II. PRE- SPEAKING:

* Task 1: Work in pairs. Match the things you might have
done or experienced in box A with how the experience might
have affected you in box B (p 25)

 Answer key: 1d 2c 3a 4b 5e
II. WHILE-SPEAKING:

* Task 2: Work in pairs. A student is talking to her friend
about one of her past experiences and how it affected her. The
lines in their conversation are

jumbled. Put them in the correct order, then practise the
dialogue.

Answer key:

1b 2d 3h 4a 5e 6g 7c 8f
- Hỏi về kinh nghiệm đã trải qua:
Have you ever …?

- Hỏi vể chi tiết kinh nghiệm đó:
How did it happen?

- Hỏi về tác động của kinh nghiệm đó:
How did the experience affect you?

* Task 3: Work in pairs. Underline the structures used to talk
about past experiences in the dialogue in Task 2, then use the
structures and the ideas in Task 1 to make similar dialogues
IV. POST-SPEAKING:

- Ask

- Introduce the lesson
- Ask sts to match A with B
- Correct

- Ask sts to put in the correct order

- Guide sts how to use tenses
- Simple past

- Past continuous

</div>
(3)<div class='page_container' data-page=3>

1’

 Useful structures:
- Have you ever …?
- How did it happen?
- When did it happen?

- How did the experience affect you?
V. HOMEWORK:

Write a short paragraph about 80 words about your past
experience

- Give tasks
- Ss practise
- T gives feedback

T asks
Ss copy

Date: 8 UNIT 2: PERSONAL EXPERIENCES

Period: Section: Listening
Objectives: - By the lesson ss understand family is more important than things
- They are no longer selfish

Teaching aids: Textbook, posters, tape, cassette player
Procedure:

T Stages & Content T’s activities

4’

5’

12’

I.WARM-UP: Kim’s game

Some words: shout, help, telephone, water, cry, selfish,
gas, protect, unforgettable, experience, rescue, fire, family,
things, terrible

II. PRE- LISTENING:
* Vocabulary:

- Memorable (adj.) translate
- Scream (v picture

- Embrace (v) action and explain
- Protect (v)explain or may be translate
- Terrified: picture and translate

- Escape (v) picture, explain or translate
* Ordering words

+ When you see the fire, what do you do?

Arrange the correct order of the words from the first
to the end: help people to rebuild their house, call the
firemen, manage to put out the fire, run to the place where
there is a fire, ask someone to help, escape, scream

III. WHILE- LISTENING:

+ Task 1: Christina is being interviewed about the most
unforgettable experience in her life. Listen to the interview,
and then decide whether the statement are true (T) or false
(F).

Answer

1. T 2. F 3. F 4. F 5. T

+ Task 2: Listen to the second part of the dialogue and fill
in the gaps in the summary of Christina’s story below.

Answer
1. small 2.everything
3.family 4.replaced
5.took 6. appreciate

- Explain the way of playing the game
- Start the game

- T controls and decides the

winner

-- Apply the techniques of teaching new
words reasonably

- Ask ss look at the posters on the
blackboard to answer the question
- Ask ss work in group

- Don’t correct their answers

- Ask ss to read the instruction
- Run through the task

- Ask ss to predict
- Play the tape (1 or 2)
- Ask ss for answers

- Ask ss give the correct information of
the false sentences

- Give feedback and correct the answers
- Ask ss to read the instruction

- Run through
- Ask ss to guess

- Get feedback and play the tape(1 or 2)

- Ask ss give answers

</div>
(4)<div class='page_container' data-page=4>

7’

1’

IV. POST- LISTENING:

What do you think about the sentence: “Family is more
important than things”?

- Exchange your ideas with a partner
V. HOMEWORK:

- Learn by heart the lesson

- Rewrite your opinion about the sentence: “Family is more
important than things”

- Prepare the lesson for the next period: “WRITING”

- Ask ss work in pairs
- Go around to help

Call some ss give their own answers
-Correct if they have serious mistakes
- Say and write on the board

Date: UNIT 2: PERSONAL EXPERIENCES
Period: Section: Writing

Objective: Writing a personal letter describing a past experience
Method: Communicative approach

Teaching aids: textbook, poster

Time Content Teacher and Ss’ work
4’

15’

I.WARM UP: Complete the following sentences, using the
adjectives in the box.

1. He was very --- when someone stole his money.

2. He was very --- when his father appeared on TV with
the Prime Minister.

3. He was very--- when he saw those big dogs running
toward him.

4. He was very---when he heard that he got bad marks.
+ introduce the new lesson: Writing an embarrassing experience
in our life

II. PRE-WRITING

* Read the following letter and complete the chart below.
Dear Helen,

Last year I had a scary dream, I was walking along an empty
street late at night. Suddenly a lion appeared at the end of the
street. He ran toward me with his big mouth open and sharp
teeth. He roared and jumped upon me. I screamed loudly and
awoke. I’m still frightened now. By the way, how are you? Do
you still have a nightmare as before? I think we have similar
problems now. Write to me as soon as possible.

Your friend,
Daisy

Name of experience 1.

when it happened 2.

where it happened 3.

how it happened 4.

how the experience
affected you

5.
Notes:

- embarrassed / embarrassing (adj)
- a / an ….thing happened to me…..
- I felt extremely …..

- It was a really…. experience.
→ elicit: Tenses (past)

- Ask sts to complete them

- Get feedback
- Give the answer

- Ask ss to do the task

-Run through Voc.
-Model

</div>
(5)<div class='page_container' data-page=5>

15’

10’
1’

Form (5 parts)
* Main points

- when it happened - where it happened - how it happened -
who was involved

- how the experience affected you
III. WHILE - WRITING

Write a letter to tell your friends the most embarrassing
experience in the same way

IV. POST-WRITING
Correction

V. HOMEWORK
- Rewrite your letters
- Prepare the next part

- Ask sts to write a letter to tell
their friends the most
embarrassing experience

- Go around to give sts some
help

- Ask 2 sts to write on the board
- Correct sts’ mistakes

- Give homework

Date: UNIT 2: PERSONAL EXPERIENCES
Period: 10 Section: Language focus

Aim: After the lesson, ss will be able to:

-Pronounce the sounds: / m /, /n /, / n / correctly.

-Use the correct tenses of the verbs: s.present, s.past, past progressive, past perfect.
Structures: s.present, s.past, past progressive, past perfect.

Teaching aids: cards, book, posters……..

Procedure

Time Content Teacher and Ss’ activities
3’

* Warm-up: Kim’s game

may wrong running make nose
home snow seven sing
summer nine morning money
I.PRONUNCIATION:

* Listen and repeat:

/ m / / n / / n /
may nose wrong
make nine running
summer money bring
*Practise reading the sentences:

1. Good morning. I want an apartment in central London.
2. We have an expensive apartment in Northern Avenue
3. I remember meeting him on a nice summer afternoon.
II. GRAMMAR:

A. Present simple tense:

1. Ex: Nam and Phong live with their parents. Nam works for a big
company. Phong is a student. He does his exercises everyday.



Form:

To Be: am / is / are



Use: We sometimes use the present simple tense to tell a story
happened in the past.

-Give instructions

- Divide the class into 2 groups
- Praise the winner

- Model.

- Correct ss’ mistakes.
-Model

-Ask ss to underline the words
having these sounds.

- Set the scene
- Give example
- Model

- Ask questions & give the form on
the board

- Give instruction
-Ask ss to work in pairs
- Check

Key: 1. invites
-I, You, We, They + Vo

</div>
(6)<div class='page_container' data-page=6>

7’

7’
7’
1’

2. Practice: Use the correct present tense forms of the verbs in
brackets:

The story is about a girl called Little Red Riding Hood who (0.live)
lives with her mother. Little Red Riding Hood’s grandmother (1.
invite) ____ her to her cottage, so one fine day she (2. set) ____ off to
visit her. The little girl (3. get) _____ ready, (4.wave) ______
goodbye to her mother and (5. promise) _____to be careful. On her
arm she (6. carry) _____ a basket which (7. contain) _______a cake

her mother (8. bake) _____specially. It (9.be) _____ a lovely spring
morning, the sun (10.shine) ______ and the birds (11. sing) ____,
happy that the winter (12.be) _____ over.

B.Past simple, past progressive & past perfect tense:

1. Ex: a. Last night, while I was doing the exercises, the phone rang.
 b. After I had done the exercises, I went to bed.



Form:

* Past simple:

* Past progressive:
 * Past perfect:



Use:

a. The Past simple expresses an action that happened and completed at
a point of time in the past.

b. The Past progressive expresses an action happening in the past
Exercise2.

Exercise3

Homework

2.sets 3.gets

4.waves 5.promises 6.carries
7. contains

8. has baked 9. is
10. is shining
11. are singing
12. is

-Set the sence
- Give model

-Ask ss to listen & repeat
- Ask questions

- Write the forms on the board

- Ask & explain about the use

Do tasks at home
S + V2 / Ved

S + was / were + V-ing

</div>
(7)<div class='page_container' data-page=7>

Date: UNIT 3: A PARTY
Period: 13 Section: Reading

Aims: - To help ss scan for specific information about party, identify and correct false information.
- To help them improve reading skill.

Objective: - By the end of the lesson, ss can scan for specific information about party, identify and correct false
information as well as improve reading skill.

Teaching aids: Textbook, blackboard, poster…
Estimated: 45 ms.

Time
3

Content
* Warm - up: Pre – questions:

1. What is the relationship between the people in the pictures?
2. What are they celebrating?

3. How do they look?

Answers

1. The people in both pictures belong to a family.

2. The people in picture 1 are celebrating a birthday and the
people in picture 2 are celebrating the 50th wedding

anniversaries.
3. They are happy.
I. PRE – READING:

Pre – teach Vocabulary:

1. Anniversary (n): ngày kỉ niệm, lễ kỉ niệm.
2. Celebrate (v): làm lễ kỉ niệm.

3. Candle (n): ngọn nến.

4. Milestone (n): sự kiện quan trọng, cột mốc quan trọng.
Checking: Rub out and remember.

* Task 1: True / False Prediction.
1. Lisa is celebrating her birthday.

2. In the USA, only young people celebrate birthday.
3. Rosa and Luis are having a birthday party, too.
4. In the USA, most married couples celebrate wedding
anniversaries every year.

Keys

1. T 2. F 3. F 4. T
II. While – Reading:

* Task 1: Decide which of the activities below takes place at a
birth party or at a wedding anniversary party or both.

Key

1. Birthday party. 2. Both. 3. Both.
4. Wedding anniversary party.

5. Wedding anniversary party.
6. Wedding anniversary party.
7. Birthday party.

* Task 2: Underline the wrong word and provide the correct
one.

Keys
1. eighth → seventh.
2. makes → eats.
3. food → presents.
4. anniversaries → ages.

T and Ss’ activities
Gives instructions

- Controls the game.
- Gives feedback.

- Explanation.
- Explanation.
- Situation
- Explanation.

* Reads out the words; gets ss to repeat
and copy.

- Gives questions andgets ss to answer.
- Then gets them to do the task.

- Gets ss to practice in pairs.
- Monitors.

- Gets ss to present.
- Takes notes.
- Gives feedback.

</div>
(8)<div class='page_container' data-page=8>

5. months → years.
6. 5th → 50th.
7. silver → golden
III. POST – READING:

Answer the following questions.

1. Where do you prefer to celebrate your birthday, at home or
in the restaurant? Why?

2. Do your parents celebrate their wedding anniversaries?
3. Are you going to celebrate your weeding anniversaries in
the future? Why (not)?

* Homework:

- Learn Vocab. - Read the text again at home.
- Prepare for new lesson: Speaking

- Gets ss to speak out.
- Takes notes.

- Gives feedback.
.

Date: UNIT 3: A PARTY
Period: 14 Section: Speaking 
Aims: - To help ss talk about parties and how to plan parties.
- To help them improve speaking skill.

Objective: By the end of the lesson, ss can talk about parties and how to plan parties as well as improve speaking
skill.

Teaching aids: Textbook, blackboard, poster…
Estimated: 45ms.

T Content Teacher’s act Students’ act

* Warm – up: Brainstorming
Birthday party

Types of
party
I. Pre – speaking:

Pre – teach Vocabulary::
1. Host (n): chủ nhà (nam)
→ Hostess (n): chủ nhà (nữ).

2. Decorate (v): trang hoàng, trang trí.

→ Decoration (n): sự trang hồng, sự trang trí.
3. Budget (n): ngân sách.

Checking: Rub out and remember
* Task 1:

1.Do you often go to parties?

2. When and where did it take place?

3. How do you feel?

Talk about a party you have been to, using the 
cues below.

II. While – speaking:
* Task 1:

* Task 2: Tell your partner about the party.

- Gives instructions
- Controls the game.
- Gives feedback.

- Explanation.
- Explanation.
- Situation
- Explanation.

* Reads out the words;
gets ss to repeat and
copy.

- Gives questions
andgets ss to answer.
- Then gets them to do
the task.

- Gets ss to practice in
pairs.

- Monitors.

- Listen and play
game in groups.

- Repeat and
copy.

- Listen and

answer the

questions.
- Practise.

</div>
(9)<div class='page_container' data-page=9>

* Given speaking:

S1: Have you ever been to a party?

S2: Yes. I have just been in a party last Sunday.
S1: Whose party was it?

S2: It was my cousin’s.
……….
………..

*Task 3: You are going to take part in a

competition to organize the best party. Decide on
the following cues for your party:

- Budget.
- Date and time.
- Who to invite.

- Formal or informal dress.
- Decorations.

- Entertainment (music, game …).
- Food and drink.

III. Post – speaking:

* Task 4: Tell the rest of the class about your
party. Try to convince them to come.

* Given speaking:

Hello every one! I am going to organize a party
to celebrate my birthday. It will take place on
September 15th 2007.

………
………

* Homework:
- Learn Vocab.

- Practise speaking at home.
- Prepare new lesson: Listening

- Gets ss to present.
- Takes notes.
- Gives feedback.

- Gets ss to work in
groups.

- Monitors.

- Gets ss to speak out.
- Takes notes.

- Gives feedback.
.

- Work in groups.

- Present.

Date: UNIT 3: A PARTY
Period: 15 Section: Listening

Aim: By the end of the lesson, students will be able to talk about Mai’s birthday party
Skill: listening

Visual aids: poster, book, casset, tape….

T Content Teacher’ s acts

5’

4’

13’

I. Warm up:

What do a birthday party often have?

( flowers, candies, candles, birthday cake…..)
II. Pre- listening:

Pre teach vocabulary:
- Decorate (v):
- Retaurant (n):
- Slice (n):
- Clap (v):

Task 1: True or False:
Keys:

1. F
2. F
3. F

4. T

- Ask students to work in group to
answer

- Ask students to guess T or F
(work in pairs)

</div>
(10)<div class='page_container' data-page=10>

15’

7’
1’

5. F

III. While- listening:

Task 2: Listen and answer the following questions:
Keys:

1. She was 16 years old.

2. Because it is noisy and expensive.

3. She served them sorf drinks and biscuits at the beginning
of the party.

4. The birthday cake was brought out at about four thirty.
5. It was beautifully decorated with pink and white icing.
6. They clapped their hands eagerly and sang” Happy

birthday.”

7. at about six in the evening.
IV. Post- listening:

Talk about Mai’s birthday party.
V. Homework:

Learn by heart new words
Practise listening at home

- Ask students to work in pair again
to listen and answer the following
questions

- Play the tape 3 times

- Correct students mistakes

- Ask students to work in group to
talk about Mai’s party.

- Ask some students to talk about
Mai’s party in front of the class
- Correct students mistakes

Ask students to do at home
Date: UNIT 3: A PARTY

Period: 16 Section: Writing

Aim: By the end of the lesson, students can write a letter of invitation
Skill: writing

Visual aids: poster, book, board…….
Planning date:

T Content Teacher’s acts

I. Warm up: Magic hat

I N V I T A T I O N
II. Pre writing

Task 1 : Questions

1. On what occasions are parties held?

2. What kind of clothes do people often wear at a
party?

3. What kind of presents do people often bring to a
party?

Task 2: Complete the letter of invitation
Key

1. at my house
2. to come
3. refreshments

4. to cook
5. winners
6. by Monday

Task 3: Write a letter of invitation
II. While writing:

IV. Post writing:
Correction

V. Homework:

- Asks ss to guess

- Asks ss to work in group and answer
- Corrects ss’ mistakes

- Asks ss to work in groups to do this
exercise

- Corrects ss’ mistakes
- Runs through the questions

- Helps ss what they don’t understand
Asks ss to work in group to write a letter
of invitation

-Goes around to help ss when it is
necessary

-Ask some students to write the letter on
the board

-Correct their mistakes

</div>
(11)<div class='page_container' data-page=11>

Learn by heart new words

Date: UNIT 3: A PARTY
Period: 17 Section: Language Focus
Aim: - Pronunciations: /l/, /r/, /h/.

- Infinitive and gerund.

- Passive infinitive and gerund.

Teaching aids: blackboard, textbook, posters …
Times: 45 ms

T Content Teacher’s activities Ss’ activities

3 * Warm – up: Order these words in correct column
of /l/, /r/, /h/:

Lunch, glass, lovely, house, parent, husband,
restaurant, holiday.

Keys

/l/ /r/ /h/

Lunch, glass,
lovely,

Parent,
restaurant

Husband,
house, holiday
* Practice the words and sentences:

I. Task 1:

 Example:

 He wants to become a teacher.

 They pratise speaking English every day.
 Form:

S + want / agree / hope …... + to_ Verb

S + practise/ keep / mind …… +
V_ing

Exercise 1: (p.40)

Keys
1. having 2. getting

3. to tell 4. practising 5. to see
II. Task 2:

 Example:

 When I told Tim the news, he seemed to be
surprised.

 Form:

S + want / agree /hope + to be + V3ed
* Exercise 2: (p.40)

Keys

1. B 2. A 3. B 4. B 5. A
III. Task 3:

 Example:

 Instead of being excited about the good news,
Tom seemed to be indifferent.

 Form:

S + prastise / keep / mind + being + V3ed

Exercise 3: (p.41)

Keys

1. D 2. C 3. B 4. B 5. C
* Homework:

- Get ss to order.

- Get them to write on the
board.

- Correct.

- Lead to the new lesson.
- Model and get ss to
repeat.

- Give example.
- Elicit the form.

- Get ss to do the exercise.
- Correct.

- Give example.
- Elicit the form.

- Get ss to do the exercise.
- Correct.

- Give example.
- Elicit the form.

- Get ss to do the exercise.
- Correct.

- Order.

- Listen and
repeat.

- Listen and
answer.

- Do the
exercise.

</div>
(12)<div class='page_container' data-page=12>

- Do the exercise again and prepare the next

Date: UNIT 4: VOLUNTEER WORK
Period: 19 Section: Reading

Aim: By the end of the lesson, Ss will be able to:
- scan read for specifies information
- understand volunteer work
Teaching aids: charts, pictures

Procedures:

T Stages & Content T’s activities Ss’ activities

2
12

I. WARM-UP: Describing pictures

- What are the people in the pictures doing?
II. PRE-READING

* Pre-teaching vocabulary
- volunteer (n) (v)

- voluntary (a)
- orphanage (n)
- mow (v)

- handicapped (a)
- remote (a)

* Checking: Rub out and remember
* Gap-fill (Task 1, p.48)

III. WHILE-READING

* Multiple-Choice (Task 2, p.48)
Answers

1. A moving the lawns, doing shopping and
cleaning up their houses

2. D an organization for boys who no longer
have fathers

3. B. can understand the problems of younger
boys and girls

4. D bringing happiness to others makes them
the happiest people

5. B Voluntary Work in the United States
* Answer the questions (Task 3, p.49)

1. They usually visit these places. They read
books to people there play games with them
or listen to their problems.

2. They give care comfort to them and help
them to overcome their difficulties.

3. During summer vacations, they volunteer to
work in remote or mountainous areas to
provide education for children.

IV. POST-READING
* Discussion

1. What kind of volunteer work do you
usually do at school?

2. What do you usually do in each kind of
volunteer work?

V. HOMEWORK

- Ask ss to write a short paragraph, answering
the question” Why do people do volunteer
work?”

- Show some pictures and
ask question

- Follow the steps to present
new words

* Reads out the words; gets
ss to repeat and copy.
- Run through

- Put Ss into pairs

- In pairs, ask them to
choose the best answer from
A, B, C, D for each of the

sentence.

- Call on some SS to give
the answers

- Make corrections

- Ask Ss to work in groups
- Read the question and
answer

- Correct

- Ask Ss to work in groups
discuss the following
questions

- Call some representatives
to report their group’ ideas
- Write the homework on the

board

- Look at
- Answer

- Guess the new words
- Read

- Copy

- The whole class

-Think and answer

- Work in pairs

- Answer

- Work in groups
- Answer

- Discussion

</div>
(13)<div class='page_container' data-page=13>

Date: UNIT 4: VOLUNTEER WORK
Period: 20 Section: Speaking

Aim: By the end of the lesson, Ss will be able to:
- identify types of volunteer work.

- Talk about volunteer work.
Teaching aids: Textbook, charts, pictures

T Stages & Content T’s activities Ss’ activities

5
15

I. WARM-UP: Game

Word grid
II. PRE-SPEAKING:
* Pre-teach vocabulary
- invalid (n)

- martyr (n) : lieät só
- intersections (n) : giao lộ
- disadvantaged (a) : bất hạnh
* Checking: Matching

* Reading and Distinguishing (Task 1, p.49)
Answer

- Helping people in remote or mountainous
areas.

- Giving care and comfort to the poor and the
sick.

- Providing education for disadvantaged
children.

- Joining the Green Saturday Movement.
III. WHILE-SPEAKING

* Role-play (Task 2, p.50)

A: What kind of volunteer work are you
participating in?

B: We’re helping people in mountainous areas.
A: What exactly are you doing?

B: We’re teaching the children to read and
write.

A: Do you enjoy the work?
B: Yes, I like helping people.
IV. POST-SPEAKING
* Group Discussion

“What should you do to help children in poverty
in your hometown”

Answer
- saving pocket money
- raising money

- collecting old clothes

- collecting old textbooks and toys.
V. HOMEWOKR

-Write the answer in their notebooks

- Prepare the next period

- Follow the steps to
present new words

- Ask Ss to match the
words with their
Vietnamese meaning
- Ask Ss to read the
activities and decide
which of them are
volunteer work.

- Call on some Ss to give
the answers

- Ask Ss to work in pairs
to practise speaking the
dialogue.

- Go around the class to
help Ss with difficulties
- Call on some pairs to
role play in front of the
class

- Put Ss into groups of
four

- Ask them to discuss the

question

- Call on some groups to
report their ideas

- Give feedback

- Ask students to do at
home

- Guess the new words
- Read

- Copy

- The whole class

- Matching the words
with their Vietnamese
meaning

- Read the activities and
decide which of them
are volunteer work.

- Work in pairs to
practise speaking the
dialogue.

- Work in groups

- Discussion the
question

- Report ideas
- Listen

</div>
(14)<div class='page_container' data-page=14>

Date: UNIT 4: VOLUNTEER WORK
Period: 21 Section: Listening

Aim: By the end of the lesson, Ss will be able to:
- listen for specific

- know more about volunteer work
Teaching aids: Textbook, CD player, posters

T Stages & Content T’s activities Ss’activities

4
10

I. WARM-UP: Game

Finding One’s Other Half

II. PRE-SPEAKING:

* Pre-teaching vocabulary
- co-operate (v)

- fundraising (n): hoạt động gây
quỹ

- sponsor (n): nhà tài trợ

* Checking: Vietnamese equivalent

III. POST-LISTENING:
* Gap-fill (Task 1, p.51)

Answer
1. informal

2. 30 street children

3. 250 children (with special
difficulties)

4. 1998

5. volunteer, June

* Questions &Answers (Task 2, p51)
1. It provides classes to disadvantaged
children in Ho Chi Minh City.

2. Dance, theatre, singing, singing and
folk music classes were set up in 1999.
3. Because they need money to
continue their English & Performance
Arts classes.

4. They dance, sing and play music at
one of the largest hotels in HCM City
5. They are needed because the school
needs helps to organise the dinner held
annually in June.

IV. POST-LISTENING
* Speaking

V. HOMEWORK

- Summarize the story about Spring
School

- Prepare the next period

- Follow the steps to present new
words

- Say an English work and ask Ss to
speak out its Vietnamese
equivalent. – Say the Vietnamese
meaning of a word and ask Ss to

speak out the English word

- Play the tape and ask Ss to listen
and fill in the missing information
- Call on some Ss to give the
answers

- Make corrections when needed

- Let Ss to listen to the passage
again and find the answers to the
questions

- Ask them to compare the answers
in pairs

- Ask Ss to work in pairs to tell
about Spring School, using the
following suggestions:

- Ask students to do at home

- Guess the new words
- Read

- Copy

- The whole class

- Speaking out its

Vietnamese

- Speaking out the
English word

- Listen and fill in the
missing information
- Give the answers
- Take notes

- Listen to the passage
again and find the
answers to the questions

- Compare the answers
in pairs

- Work in pairs to tell
about Spring School,
using the following
suggestions:

</div>
(15)<div class='page_container' data-page=15>

Date: UNIT 4: VOLUNTEER WORK
Period: 22 Section: Writing

Aim: By the end of the lesson, Ss will be able to write a formal letter expressing gratitude.
Teaching aids: Textbook, charts, regalia

Procedures:

T Stages & Content T’activities Ss’activities

15
10

I. WARM -UP: Jumble Word
STANHK
THANKS
* Lead in

II. PRE-WRITING:
* Pre-teaching vocabulary
- amount (n): số tiền

- donation (n): vật tặng, sự đóng
góp

- issue (v): phát haønh
* Checking: ROR

III. WHILE-WRITING:
* Task 1 page 52

Answer
- Dear Sir or Madam

- I am very happy to receive a donation of
$500 from you company some days ago.
- the money will help us to repair the old
school building and build a new block of
flats for the handicapped students.

- We will certainly issue a receipt as soon
as possible.

- I would like to express our thanks for
the donation from your company.

- I look forward to hearing from you
soon. Yours faithfully

* Task 2 page 53:

Write a thank you letter
IV. POST-WRITING:

* Correction

V. HOMEWORK:

- Write a letter of thank for a birthday
present

- Ask Ss to work out anagram of
the following

-Ask: When do you say “thanks?”
- Follow the steps to present new
words

- Rub out the word and leave the
Vietnamese meaning on the board
-Point at each Vietnamese
equivalent & have Ss say the
English word. - Ask Ss to write
the English words again

- Ask Ss to read the letter and
underline the sentences that
express the following points:
. the opening of the letter
. the way(s) the money is used

. the gratitude to the donor

. the donated amount

. the way the receipt is issued
. the closing of the letter

- Ask Ss to read the situation in
task 2 page 53 and then write a

letter to thank for the donation
- Choose one writing and ask a
student to write it on the board.
- Give comments

- Ask Ss to write a letter of thank
for a birthday present

- Work out anagram of
the following

- When someone gives
you a present/favor…
- Guess the new words
- Read

- Copy

- The whole class
- Say the English word.
- Write the English
words again

- Read the letter and
underline the sentences
that express the
following points:

. the opening of the letter
. the way(s) the money is

used

. the gratitude to the
donor

. the donated amount
. the way the receipt is
issued

. the closing of the letter

- Read the situation in
task 2 p 53 & then write
a letter to thank for the
donation

- Write it on the board
- The whole class to
correct the mistakes
- Take notes

- Do it at home

Date: UNIT 4: VOLUNTEER WORK
Period: 23 Section: Language Focus

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

</div>
(16)<div class='page_container' data-page=16>

Teaching aids: Textbook, handouts
Procedures:

T Stages & Content T’activities Ss’activities

10
12

I. WARM-UP:

* Introduce the sounds /w/ and /j/
II. PRESENTATION:

1. Activity: Listen and repeat

2. Activity: Practice reading the 
sentences

III. GRAMMAR:

1. Gerund and Participle
2. Perfect gerund and perfect 
participle

IV. PRACTICE:
1. Exercise 1 page 54

Answer

1. hearing 2. bending
3. behaving 4. meeting
5. spending 6. waiting
7. starting

2. Exercise 2 page 54
Answer

1. burning, rising 2. reading
3. behaving 4. meeting
5. spending 5. preparing
6. trying 7. modernizing
2. Exercise 3 page 55

1. having made 2. Having been
3. having been 4. Having tied
5. having taken

V. HOMEWORK:

Do exercise in the exercise book

- Bring along a yardstick & whistle to
show to Ss and ask them what the
things are.

- Ask Ss to give the initial consonant
sounds of the words

- Read the sounds and the words
- Ask Ss to repeat

- Call on some Ss to read

- Ask Ss to work in pairs to practice
reading the sentences

- Elicit and give a presentation of the
grammatical point

- Ask Ss to do the exercise 1 on p 54
- Call on some Ss to give the answers
- Ask Ss to do the exercise 2 on p 54
- Call on some Ss to give the answers
- Ask Ss to do the exercise 3 on p 55
- Call on some Ss to give the answers
- Give the assignment

- Read the words aloud
- Give the initial consonant
sounds of the words

- Repeat
- Read

- Work in pairs to practice
reading the sentences
- Listen

- Do the exercise 1 on p 54
- Give the answers

- Do the exercise 2 on p 54
- Give the answers

- Do the exercise 3 on p 55
- Give the answers

</div>
(17)<div class='page_container' data-page=17>

Date UNIT 5: ILLITERACY
Period: 26 Section: Reading

Aim : Students can read and understand about “Universalisation of primary Education” and “Illiteracy Eradication” in
Vietnam.

- By the end of the lesson, students will be able to use the new words through speaking
Teaching aids: Textbook, Chalk, Cards, Posters …

Procedures:

T Stages Teacher’s act Students’ act

Warm-up: Guessing game and Shark attack the word 
“Illiteracy”

I.PRE-READING
1.Pre-teach vocabulary:
- a campaign (n) à (translation)
- ethnic minority (n) (explanation)
- voluntarily (adv) à (synonym)
- to decrease (v) à (antonym)
2. Going through the pictures:
* Questions:

a. Who comes to attend this class?
b. Where are they?

c. What are they doing?

d. What kind of textbook are they learning?

e. Is this class held in the day time/ the evening? Why?
3.Find the Vietnamese equivalent to the following
expressions:

- Feedback: Nought and crosses (3 lucky numbers)
Answers

1. Phổ cập giáo dục tiểu học
2. Vùng miền núi xa xơi
3. Xố mù chữ

4. Kỹ thuật canh tác
5. Kế hoạch hố gia đình

II.WHILE-READING

1. Which of the choices A, B, C, D most adequately
sums up the whole passage? (task 2)

- Answer: D (the fight against illiteracy)
2. Answer the questions (task 3)

1. 94% of the population

2. The campaign for illiteracy eradication
3. 1400 – one thousand four hundred

4. They voluntarily spent their vacations teaching
ethnic minority illiterate people to read and write
5. Illiteracy will soon be eradicated

Feedback:

III.POST-READING: Discussion
* Questions:

1. What do you think about literacy in the modern
world?

2. What should we do to help the illiterate people read
and write?

IV.HOMEWORK

-Write the answer in their notebooks
- Prepare the next period

- Instruct the game

- Follow the steps to
present new words

- Give the questions
- Run through

- Feedback

- Correct if necessary

- Ask sts to read the
text

- Get sts to read the
text again

- Run through the
new words

- Present the
questions

- Model

- Give the

- Work in pairs

- Guess the new
words

- Read
- Copy

- The whole class

-Think and answer
- Work in group
- Give the
Vietnamese

meaning

- Open their books
- Read and choose
the best answer
- Answer the
questions

</div>
(18)<div class='page_container' data-page=18>

assignment
Date UNIT 5: ILLITERACY

Period: 27 Section: Speaking

Objective: By the end of the lesson, sts can speak some difficult problems in their school and offer solutions.

Teaching aids: Pictures, Posters, text book

Procedures:

T Stages and Content Teacher’s acts Sts’ acts

7’ I. WARM UP

Guessing letters and jumbled word
Key: Problems

-T: gives a poster on the
the board

- shows the instructions to
play game -corrects

-sts: look at the poster
-listen carefully and
play a game

5’

7’

13’

II. PRESENTATION
1.Pre-teach

* Vocabulary

- (to) cheat (v) (at s.th)
- (to) enforce (v)
- solution (n)
- low – income (n)

2. Task 1 (Exercise in the text book)

Match each problem in A with its appropriate
solutions in B

Key
1

b & g
2
a & e

3
d & f

4
c & j

5
i & h
3.Task 2

Talk about your school problems and offer

solutions. Use the suggestions in task

Discussion

Think about some school problems and then
give some solutions.

- follows the steps for
teaching vob

-T introduces what she/he
is going to teach.

-T asks sts to work in pairs
and read Task1 to do it -T
give key

- T and two sts read model
sentences

- Tasks other groups read
again

- Tasks sts to work in
groups

- look at the board
- listen and repeat
- copy them

- Sts know what their
teacher says

- Sts work in pairs
- Sts do task 1

- Sts correct the
mistakes

- Sts read model
sentences with their
teacher.

-work in groups
* Useful expressions

-Have you thought about ….?

-What can be done to solve this problem?
-How about ….?/ what about …?

-It might be a good idea to …

T gives suggested useful
expressions on the board.
T explains some difficult
words if necessary

</div>
(19)<div class='page_container' data-page=19>

-Tell some problems
and solutions of their

school.

-sts pratise speaking
and use the information
of task 1, teacher’s
giving.

-Sts re-speak in front of
the class

Sts

-work in groups again
-think some ideas about
problems and solutions
of their class

-practise speaking with

suggested model

sentences (conservation
Sts go in front of the
class and retell

Sts correct the mistakes
10’

I think we should …

-Problems in school (in column A – Task 1)

- Offering solutions

1. School library should lend them books
2. Give some advice for them

3. Give some bicycles
Model

1. Example: in the text book
Task 3

Think of three or four problems your class is
experiencing, Talk about them and offer
solutions. You may use the cues below
Suggested words

-make too much noise
-forget doing homework
Model

A: What do you think about our class size?
Over 50 students so it’s difficult for teachers
to help each of us

B.Yes, but we don’t have enough teachers
and classrooms.

C.So what our school has to do is to have

more teachers and have more rooms built

T asks sts to tell problems
and solutions of their
school.

Tasks sts to use the
information of Task 1.
-T goes around and helps
sts.

-T asks them to pratise in
their groups.

-T calls some groups to
practise speaking in front
of the class

T asks sts to continue to
work in groups again.
-T asks them to give
problems and solutions in
their class.

-T gives them some words
-T asks them to practise.
T calls some groups to
retell their ideas

T checks sts’

pronunciation
3’ III. HOMEWORK

Practise speaking more time at home

Write the homework on
the board

Do it at home

Date UNIT 5: ILLITERACY
Period: 28 Section: Listening

Aim: Listening for specific information:
1. Basic knowledge: words & expression

2. Skill: listening skill

Teaching aids: cassette, posters, textbook.
Procedure: stages & activities.

T Stages & Content T’s activities Ss’ activities

5’ . WARM UP: Kim’s game

- Guides

- Checks

- Memorize

- Go to the board &
write down the words
- Answer

Listen and repeat

</div>
(20)<div class='page_container' data-page=20>

10’

18’

10’

2’

II.PRE-LISTENING: 
* Pre- teach vocabulary:
- Imply: (v) ( situation)
- Weakness (n) ( antonym)
- Academic( adj) ( translation)
- Self – respect( n) ( example)
* Checking R & R

Before you listen ( p 60)
 Ask & answer the questions:

1. Have you ever done a survey?
2. Do you know where Perth is?
III. WHILE –LISTENING:
While you listen ( p 60 , 61)

Task 1:listen & choose the best option to complete 
the

sentences:
 Checking: lucky stars

Key: 1. D 2. B 3. B 4. B
 Task 2: listen & answer the questions

Key:

1. The survey took place in Perth.
2. 80 percent of the students

3. They think that they should be allowed to give
some

input into school decision making.
 IV. POST –LISTENING:

After you listen( p 61)
 Discussing:

Which do you think is more essential for better
learning –

good teachers or good textbooks?
 V. HOMEWORK:

Write a short paragraph about the discussion

- Reads

- Elicits
- Models
- Writes

- Asks

- Runs through
- Plays the tape
- Checks
- Elicits
- Runs through

- Check
- Elicits
- Models

-Assigns

- Listen
- Repeat
- Copy

- Work in pairs
- Listen and take
notes

- Work in pairs
- Listen to the tape
the first time.

- Answer and correct
- Listen

- Listen to the tape
the second time
- Work in groups
- Correct

- Listen

- Work in groups
- Listen and take

notes

Date: UNIT 5: ILLITERACY

Period: 29 Section: Writing
Aim: By the end of the lesson, sts can describe information in a table

Lexical items: words/ phrases used in illiteracy
Grammar: past & present tenses

Teaching aids: textbook, pictures, T's prompts
Procedure:

Time Content Teacher and Ss’ activities

5 I. WARM UP: Jumbled words
 - education (education)

- platoon (population)
- liliratecy ( illiteracy )

* set the scene

</div>
(21)<div class='page_container' data-page=21>

10
3’

II. PRE-WRITING
* Vocabulary

- rate (n)

- researcher = planner

- develop (v)- development (n)

- data (n)

- region = area(n)
* Task 1: Gap-fill (p. 61)

Key:

1 . varied

2. rise

3. declined

4. different

5. went up

6. dramatically

+ Notes

- structures
- form

III. WHILE WRITING
* Useful language (p. 62 )

+ Write a paragraph of about 100 words, describing the information
in the table.

(p .62)
IV. POST WRITING:

V. HOMEWORK:
Rewrite the paragraph

- eliciting sts to tell them
- writing them on bb
- modeling

- check (R.&.R)

- asking sts to read the passage and
fill in the gaps.

- correcting

- asking sts to look the text again and
pay attention to them

explaining clearly

- dividing class into 4 groups.
- asking sts to write a para.
- going around for help.

- feedback ( asking sts to tick their
posters on the board)

- giving task

Date: UNIT 5: ILLITERACY
Period: 30 Section: Language Focus

Objectives: Ss can distinguish and pronounce two consonants /pl /- /pr / -/bl/ &ø /br / in single words and sentence.



By the end of the lesson, Ss can be able to use reported speech with infinitives.
Teaching aids: Textbook, pictures

Procedures:

Time Content Teacher and Ss’ activities

3’

7’

I/WARM-UP: Picture

What does Tom say to Linda?

èHe says to Linda “Please, bring the pretty blanket back to me.”
FIntroduction: The pronunciation of / pl /,

/ bl /, / pr / & / br / diphthongs
II/PRONUCIATION:
* Task 1: Listen and repeat
1.Listen and repeat:

/pl/ /bl/ /pr/ /br/
play blue pride brother
plow blind proof brought
plug bleed practice bread

2. Reading aloud

+ Brian, God bless you and I’ll pray for you
+ I’m preparing for my pronunciation practice
III/GRAMMAR :

- Show the picture
- Ask ss question
- Model

-Ask ss to repeat
- Model

- Explain

- Read word by word

- Model
- Read

</div>
(22)<div class='page_container' data-page=22>

8’
2’

* Vocabulary:

- encourage (v) : khuyến khích
- remind (v) : nhắc nhỡ
- warn (v) : cảnh báo
- refuse (v) : từ chối
- agree (v) : đồng ý



Checking: R&R

Reported speech with to infinitives:



Presentation: Pictures
Picture 1

Q: What does John promise?
A: He promises to give Marry a gift
Picture 2

Q: What did he want?
A: He wants to be a doctor
Picture 3

Q: What did the teacher encourage the students?
A: She encouraged the students to study harder
Picture 4

Q: What did the doctor advise him?

A: The doctor advised him not to eat too much ice-cream


Practice:
Exercise 1: Keys :
1. to come back again

2. us not to swim too far from the shore
3. Peter to close the window

4. Eric to joint the football team
5. to give it to him the day after
6. Lan to become a doctor

7. me to lock the door before going to school
8. him to go home and rest for a while
Exercise 2: Keys:

1. He advised me not to drink too much beer
2. He invited me to come and see him
whenever I wanted

3. I asked him not to smoke in my car
4. She told me to give her my phone number
5. I reminded her to give the book back to Joe
6. John promises to to do it again

7. She agreed to wait for me.

8. He asked me to lend her some money.



Production : Pictures cues


Homework :

Do exercise in the exercise book

-Elicit

-Follow the step for presenting vob

- Elicit (picture)
- Ask

- Follow the step for presenting
structure

- Ask Ss to give the answer
- Correct

-Ask ss to write out the form
-Check & and ask ss to copy
- Ask Ss to do exercises in pair
- Correct