Date of planning: 05/03/2015 Date of teaching: 13/03/2015 Grade: UNIT8 CELEBRATIONS Period: 53 Lesson: Language focus I Objectives By the end of the lesson, students will be able to Recognize and distinguish relative clauses Know how to use them in various situations II.Language contents: Grammar: + Relative clauses + Adverb clauses of concession Language skills: Practice writing skill III Teaching aids Textbook, teaching plant, handouts on additional exercises IV Procedure Teacher’s activities Warm up 5’ Relative clause completion Ask Ss to work in groups Say the first clause of complex sentence Call at random on members of the groups to complete the sentences Students with no reaction (no answers) in less then seconds will be the loser - Work in groups Can use their own ideas but they have to make sense Sentences need to be completed Presentation 10’ * Relative clauses with relative pronoun WHICH: Presentation dialogue: - T explain: + “which occurs in late Contents Student’s activities New year’s Eve is the night when… Give the result April fools’ Day is a day when Key: is on December 31 is always celebrated on April 1st I Relative clauses: 1.Relative clauses with WHICH: E.g: - Tet is a festival which occurs in late January or early February - Family members who live apart try to be together at Tet Listen carefully and write down January or early February” is a relative clause It tells us which thing (what kind of thing) the speaker means + WHICH is a relative pronoun It is used in relative clause when we are talking about things -T explain: +“Who live a part” is a relative clause It tells us which person the speaker means + WHO is relative pronoun It is used in a relative clause when we are talking about people (not thing) (We use WHO instead of HE / SHE / THEY) Practice: (28 minutes) Join the sentences Use relative clauses Ss: Do exercise and compare the answers with a Teacher asks students to Example: work in group Tet is a festival Tet occurs in late January or early February -> Tet is a festival which occurs in late January or early February * Answers a Auld Lang Syne is a song which is song on New year's Eve b This watch is a gift which was given to me by my aunt on my 14th birthday c My friend Tom, who sings western songs d We often go to the town cultural house, which always open on public holidays e We like reading books which tell about different people and their cultures f On my mom's birthday my dad gave her roes, which were very sweet and beautiful Students join the sentences, using relative clauses g Judy likes the fall moon festival, which is celebrated in mid fall, very much h Tomorrow I'll go to the air port to meet my friends, who come to stay with us during Christmas Describe each of the people in the pictures Eg: - I am the boy who is wearing a while T - Short - My aunt Judy is the woman who is holding Jack Teacher uses the pictures * Suggested answers on page 71 to ask - Mom is the woman who is sitting in a students to practise armchair receiving a gift from the little T ask Ss to study the girl picture in the book and - Dad is the man who is standing use the relative clauses to behind my sister describe each of the - Linda is he girl who is wearing a pink people in the pictures dress/ giving a gift to mom Follow the example in - Grandmother is the woman who is the book wearing a violet blouse/ giving a gift to Call on some Ss to read the baby their answers - Uncle John is the man who is wearing - Give suggested answer a pink jumper - Jack is the little boy who is sitting on his mother's Lap: Join the sentences - Though, although, even though (mỈc dï, dï)+ clause Explain the meaning of -> These express the opposite ideas "though, although, even Eg: Thu Ha is not satisfied with her though + clause, and the preparations for Tet even though she examples has decorated her house and made Have Ss done exercise plenty of cakes join the sentences, use Answers: the words in the brackets b Although we don't have a mother's Call on some Ss to read Day in Vietnam, Dad and I have special their answers in front of gift and parties for my Mom very year the class on the 8th of March c we went to Hanoi to watch the parade on the National Day last year even though we live in Nam Dinh d Many tourists enjoy festivals in Vietnamese culture very much Look at the example and exercise in individual - Compare the answers with a partner Students join the sentences, using the words in brackets (Even though/ although/ though) - work in pairs - Compare the sentences with a friend Tell Ss to exercise look at the picture and complete the sentences by using "Thought, although, even though" use the correct tense of the verbs and the information Let Ss check the answer for each other Production: (10 minutes) Teacher asks students to work in pair Then, teacher invites students to write on board Homework: (2 minutes) Teacher read e Event though in Australia Christmas season is in summer, Australian enjoy Christmas as much as people in European countries f Although Jim came to the show late due to the traffic jam, he could see the main part of the show Complete the sentences Use the correct tense of the verbs and the information Answers: a although Mrs Thoa was tired, she helped Tuan with his homework b Even though Liz has an examination tomorrow, she is still watching TV now c It rained yesterday although the weather bureau predicted the weather would be fine d Ba ate a lot of food although he wasn't hungry e Even though the keyboard wasn't working well, Mary tried to finish letter Write sentences Use relative clause and adverb clauses of concession Review grammar: Relative clauses and Adverb clause of concession Prepare unit 9: Natural disasters Teacher read Do exercise Work in pair Write down PERIOD 72 / WEEK 24 UNIT 9: ENGLISH IN THE WORLD Lesson : GETTING STARTED – ENGLISH CLUB I OBJECTIVES: By the end of the lesson, Ss will be able to • use the lexical items related to languages and language use and learning II PREPARATION: sub -board, pictures, cassette III PROCEDURES: T’s & Ss’ Activities *Warm –up review the previous unit by asking two Ss to go to the board, each writing we compound nouns they have learnt/known Give comments and correct any mistakes if needed CONTENT Getting started: chatting Listen and read Vocabulary Nouns are often formed by adding suffixes to adjectives Two suffixes which are often added to adjectives to form nouns are -ness and -ity Example: open → openness similar → similarity *Activity a Tell Ss to refer to the conversation to find Exercise the nouns of the adjectives simple and a Key: simplicity - flexibility flexible Ask them to pay attention to how to form the nouns from these adjectives b Ask Ss to convert the adjectives given into Exercise b: nouns Remind them to use a dictionary to Adjective Noun check sad sadness dark darkness stupid stupidity popular popularity happy happiness punctual punctuality c First, have Ss work independently Then c Key: allow them to share answers before B C A C B discussing as a class Call on some Ss to give explanations for their answers Exercise c: Answer key: Veronica wishes her parents could put themselves in her situation to better understand her Exercise 2: Ss work independently, and then share their answers with one or more partners T may ask for translation of the words/phrases in the table to check their understanding With a stronger class, T may wish to ask Ss to find some examples in real life with the words/phrases in the table Exercise 3: Have Ss work independently and then share their answers with one or more partners T may help with the words/ phrases that Ss not know the meaning of in the sentences If time allows, have some Ss read out loud the sentences IV- HOMEWORK: -Practice reading the dialogue -Write new words then learn them by heart -Copy the exercise into notebooks -Prepare for A CLOSER LOOK Exercise 2: Key: c e b a d Exercise 3: Key: Key: f c a b e d PERIOD 73 / WEEK 25 UNIT 9: ENGLISH IN THE WORLD Lesson : A CLOSER LOOK I OBJECTIVES: By the end of the lesson, Ss will be able to • identify the correct tones for new and known information and say sentences with the correct intonation II PREPARATION: sub -board, pictures, cassette III PROCEDURES: T’s & Ss’ Activities Vocabulary Ss work independently and then share their answers with a partner T may ask for translation of the words/ phrases in the first column to check their understanding With a stronger class, T may wish to ask Ss to make sentences with the expressions a Ss the exercise individually Check their answers as a class Confirm the correct answers b Ss write sentences with the phrases from 2a Ask some Ss to say their sentences in front of the class Other Ss give comments If time allows, call on two Ss to write their sentences on the board Other Ss give comments Confirm the correct sentences Exercise 3: a First, have Ss work individually to match the words/phrases Then allow them to share their answers before checking with the whole class T may ask for translation of the phrases in the box to check their understanding With a stronger class, T may wish to ask Ss to make some example sentences with the words/ phrases b Ss work independently to complete CONTENT VOCABULARY: Exercise 1: Key: b e a d f c Exercise 2: Key: at by in of bit up Exercise 3: Key (suggested): Key: e h g b a c f d Key: know guess look up have the passage Check the answers as a class imitate make correct translate Pronunciation: Pronunciation Tones in new and known information Play the recording and ask Ss to listen and repeat the sentences, paying attention to whether the voice on the underlined word in each sentence goes up or down T may play the recording as many times as necessary Explain the rule in the REMEMBER! box and ask some Ss to give some more examples Play the recording and ask Ss to listen to the conversation, paying attention to whether the voice of each second sentence goes up or down Ask some Ss to give their answers and then play the recording again for Ss to listen, check and repeat T may play the recording as many times as necessary First, ask Ss to work in pairs to practise reading aloud the conversation and identify whether the voice on the underlined word in each sentence goes up or down Then play the recording Ss listen and draw suitable arrows T may pause after each sentence and ask them to repeat chorally Correct their pronunciation if necessary IV- HOMEWORK: -Practice reading the dialogue -Write new words then learn them by heart -Copy the exercise into notebooks -Prepare for CLOSER LOOK underlined word in each sentence goes up or down PERIOD 74 / WEEK 25 UNIT 9: ENGLISH IN THE WORLD Lesson : A CLOSER LOOK I OBJECTIVES: By the end of the lesson, Ss will be able to • use conditional sentences type correctly and appropriately • use relative clauses correctly and appropriately II PREPARATION: sub -board, pictures, cassette III PROCEDURES: T’s & Ss’ Activities Grammar Conditional sentences type 2: review a Ask Ss to study part of the conversation Draw Ss’ attention to how conditional sentences type are formed and used by analysing the underlined part of the sentence Draw Ss’ attention to the notes and the examples in the Look out! box Then ask some more able Ss to give some examples to illustrate b First, have Ss work independently, then ask them to share their answers with one or more partners Ask some Ss to say their answers aloud Give comments, and make any correction if necessary CONTENTS Grammar Exercise : Key: Key: No Yes No No No Key: My parents told me they would visit me that week Our teacher asked us what we were most worried about Phuong told me she was so delighted because she had just received a surprise birthday present from her sister Tom said Kate could keep calm even when she had lots of pressure She told her mother she had got a very high score in her last test The doctor asked him if he slept at least eight hours a day Have Ss work independently to write Exercise 2: the sentences If there isn’t much time or Key: Ss are not so strong, If my English were/was good, I would allocate one or two sentences per student Then ask them to share their answers with a partner Ask some Ss to write their sentences on the board and discuss as a class Give comments and make any corrections Relative clauses a Ask Ss to read part of the conversation from GETTING STARTED, paying attention to the underlined clause Then have Ss read the REMEMBER! box and explain to Ss the words that are used to introduce a relative clause Ask Ss to make some examples to illustrate b Ask Ss to study the rules in the grammar box Draw Ss’ attention to the use of relative clauses by analysing the examples in the grammar box in 3b Ask Ss to the exercise individually Remind them to look back to the REMEMBER! box and the grammar box in 3b Then have Ss compare their answers in pairs before checking with the whole class Before allowing Ss to Exercise 6, ask them to study the rules in the Look out! box Then have Ss work independently Ask them to share their answers with a partner Ask some Ss to say their answers aloud Give comments, and make any corrections IV- HOMEWORK: -Practice reading the dialogue -Write new words then learn them by heart -Copy the exercise into notebooks -Prepare for COMMUNICATION feel dent at interviews If Minh had time, she would read many English books If I were you, I would spend more time improving my pronunciation If Mai didn’t have some friends who were/are native speakers of English, she wouldn’t be so good at the language If you could speak English, we would offer you the job Exercise 3: Exercise : Key: who/that where whose when/that whom/who why Key: Parts of the palace where/in which the queen lives are open to the public English has borrowed many words which/that come from other languages I moved to a new school where/in which English is taught by native teachers There are several reasons why I don’t like English The new girl in our class, whose name is Mi, is reasonably good at English PERIOD 75 / WEEK 25 UNIT 9: ENGLISH IN THE WORLD Lesson : COMMUNICATION I OBJECTIVES: By the end of the lesson, Ss will be able to • discuss experiences in learning and using English II PREPARATION: sub -board, pictures, cassette III PROCEDURES: T’s & Ss’ Activities Before Ss open their books, ask them to work in groups to discuss the question ‘What you think are the best ways to master English?’ and ‘What are the things that you like and don’t like about the English language?’ Elicit Ss’ answers Remember that this is a fluency stage of the unit with a primary goal of communication Do not focus on accuracy at this time Reward successful attempts at communication Give Ss about 10 minutes to work independently, making notes about themselves by answering the questions in the table in Now ask Ss to work in pairs, taking turns to ask and answer the questions in Remind them to make notes on what their partners say in the CONTENT Warm up: Knowledge about the use of English Exercise 1: Make notes about yourself 1.How long have you been learning English? 2.What you remember about your first English classes? 3.What exams have you taken in English? 4.Why are you interested in learning English now? table in Then ask each of them to identify how many things they have in common with their partners For a change, have Ss role-play in pairs One student is a reporter, and the other is a student The reporter is gathering information about learners of English Ask for volunteer pairs to role-play in front of the class In this case, Ss should focus on only three of the questions from the survey Make sure Ss don’t simply read from their books – they should be in character Give them lots of encouragement and praise for their communicative efforts Now put two pairs together to work in groups of four, reporting on the things that they and their partners have in common T moves around the class to listen to the discussions and provide help only if necessary If time allows, ask some groups to present their findings in front of the class This may lead to a natural, whole-class discussion If this happens, encourage it 5.Which English-speaking countries would you like to visit? 6.What you think is your level of English now? How can you improve your English outside class? 8.For what purposes would you like to use English in the future? 9.What you like about the English language? 10.What don’t you like about the English language? Exercise : Work in pairs Take turns to ask and answer the questions in Make notes about your partner How many things you have in common? Exercise 3: Work in groups Tell your group the things that you and your partner have in common Ex: You Your ‘One thing we have in common is that we both want to study English at an overseas university I’m interested in going to Australia and Mi is interested in the US ’ IV- HOMEWORK: -Practice reading the dialogue -Write new words then learn them by heart -Copy the exercise into notebooks -Prepare for SKILLS PERIOD 76 / WEEK 26 UNIT 9: ENGLISH IN THE WORLD Lesson : SKILLS I OBJECTIVES: By the end of the lesson, Ss will be able to • read for general and specific information about English as a means of international communication • talk about their choices of holiday II PREPARATION: sub -board, pictures, cassette III PROCEDURES: T’s & Ss’ Activities READING Before Ss open their books, ask them to work in groups to discuss either of these questions: Who owns English? Ss may look somewhat confused by this question If so, give them more guidance: ‘Which countries speak English around the world?’, ‘Does the English language belong to England? If not, why not?’, ‘Is the English language changing? If so, how?’ Does ‘Vietglish’ exist? CONTENT If necessary, explain that this is a blend of Vietnamese and English Give some guidance: ‘Can you think of any words or phrases which blend the two languages?’, ‘Is this increasing in Viet Nam? Now open the books and ask Ss to scan the text to nd the words: settlement, immersion, derivatives, establishment and dominant T may help Ss work out the meanings of these words out of the context a First, have Ss work independently, reading through the text and choosing a suitable heading for each paragraph b T may set a longer time limit for Ss to read the text again and answer the questions Ask Ss to note where they found the information that helped them to answer the questions Ss can compare their answers in pairs before discussing them as a class SPEAKING First, give Ss minutes to put their own list in order of importance Encourage Ss to think of the reasons for their order They may add other methods they use that aren’t on the list Now in small groups, Ss compare their lists and explain their order to group members Go around to provide help Call on some Ss to present their top three methods and the reasons for it Explain - settlement (n) = the process of people making their homes in a place - immersion (n) = the language teaching method in which people are put in situations where they have to use the new language for everything - derivatives (n) = words that have been developed from other words - establishment (n) = the act of starting or creating something that is meant to last for a long time - dominant (adj) = more important, powerful or noticeable than other things 2a Key: b c a Key: It is the export of the English language and the great growth of population in the United States that has led to its dominance in the world today Mass immigration They all their school subjects and everyday activities in English It is a blend of English and Hindi words and phrases They are being invented every day all over the world due to the free admissions of words from other languages and the easy creation of compounds and derivatives Other groups listen and give comments Ask Ss to work in pairs, taking one of the ideas in and discussing the way to achieve it Move around to provide help Call on one pai to present their ideas Ask other pairs to add to the list IV- HOMEWORK: -Practice reading the dialogue -Write new words then learn them by heart -Copy the exercise into notebooks -Prepare for SKILLS   PERIOD 77 / WEEK 26 UNIT 9: ENGLISH IN THE WORLD Lesson : SKILLS I OBJECTIVES: By the end of the lesson, Ss will be able to: • listen for general and specific information about some students’ experiences in learning • use languages write a paragraph about the uses of English in everyday life II PREPARATION: sub -board, pictures, cassette III PROCEDURES: T’s & Ss’ Activities Listening Ask Ss to read the instruction Key: carefully Have Ss read the summaries Speaker 1: E and underline the key words in each Speaker 3: B Play the recording and ask Ss to match the summaries to the speakers Then ask two or three Ss to write their answers on the board Play the CONTENT Speaker 2: A Speaker 4: D recording again for Ss to check the answers First, ask Ss to work in pairs to answer Key: the questions from the information they He went to Rome have heard in Then play She can have a conversation in Italian, the recording again and allow Ss to but it’s a bit rusty check if their answers are correct He used to be quite bad at English He picked up enough words and phrases to get by She thinks that she has learned a lot since she started an English course at an English centre Writing Sample writing: Ask Ss to work individually making I use English for different purposes in my notes of up to four uses of English in everyday life their daily life and giving an Firstly, English helps me communicate with explanation/example for each of them in people all over the world I have made the given table Remind them that they friends with some students from the UK and not have to write Australia I use English to chat with them full sentences and they can use about many things abbreviations and note-form Then ask Secondly, English helps me get information Ss to share their notes with their and improve my knowledge partners T may ask some more able Ss Because almost any information is available to read out their notes to the whole in English, it is easy for me to get access to class all sources of a+b Set up the writing activity information with my English Finally, Brainstorm the language necessary for English is useful when I want to go abroad their writing with Ss: an introduction to study A lot of schools paragraph, organising ideas using and universities in diff erent countries which connectors – Firstly, Secondly, Finally, provide scholarships and courses in English providing examples I am learning English hard to get an IELTS to illustrate the points score of 6.5 so that next year I can go to Ask Ss to write the draft rst and then Australia to study swap their writing with a partner Based In conclusion, English is useful for me in on the comments, have various ways them write their nal version in class or at home If they write in class, they can also it in pairs or groups on big pieces of paper T may display all or some of the lea- ets on the wall/notice board Other Ss and T give comments Ss edit and revise their writing as homework IV- HOMEWORK: -Practice reading the dialogue -Write new words then learn them by heart -Copy the exercise into notebooks -Prepare for LOOKING BACK   PERIOD 78 / WEEK 26 UNIT 9: ENGLISH IN THE WORLD Lesson : LOOKINH BACK & PROJECT I OBJECTIVES: By the end of the lesson, Ss will be able to • review of what they have learnt in Unit (English in the world ) II PREPARATION: sub -board, pictures, cassette III PROCEDURES: T’s & Ss’ Activities Vocabulary & Grammar For 1, 2, 3, and 5, First have Ss work independently Then they can check their CONTENT Vocabulary & Grammar first accent dialect second official answers with a partner before discussing the answers as a class However, tell Ss to keep a record of their original answers so they can use that information in their selfassessment For exercise 3, T may ask some Ss to write their sentences on the board and give necessary correction am reasonably good can also get by picked up am bilingual also fluent in can have a conversation it’s a bit rusty am quite bad at know a few words 10 can’t speak a word I can’t speak a word of French I picked up a few words of English on holiday My brother is fluent in English I am bilingual in English and French I can get by in German on holiday My Russian is a bit rusty accent imitate guess look up translate mistakes corrects communicate Those are the stairs where I broke my arm There’s a shop where you can buy English books and CDs The English couple who/that live next to us can get by in Vietnamese There’s a shop near my house which/that sells cheap DVDs Look up the new words in the dictionary which/that has just been published by Oxford University Press Communication First, ask Ss to the task individually Communication to choose sentences (A-E) to complete the Key: conversation Then check their answers as D C A E B a class Finally, ask Ss to practise the conversation with their partners and call on some pairs to act out the conversation in front of the class IV- HOMEWORK: -Practice reading the dialogue -Write new words then learn them by heart -Copy the exercise into notebooks -Prepare for REVIEW   ... clauses and Adverb clause of concession Prepare unit 9: Natural disasters Teacher read Do exercise Work in pair Write down PERIOD 72 / WEEK 24 UNIT 9: ENGLISH IN THE WORLD Lesson : GETTING STARTED...  PERIOD 78 / WEEK 26 UNIT 9: ENGLISH IN THE WORLD Lesson : LOOKINH BACK & PROJECT I OBJECTIVES: By the end of the lesson, Ss will be able to • review of what they have learnt in Unit (English... -Prepare for CLOSER LOOK underlined word in each sentence goes up or down PERIOD 74 / WEEK 25 UNIT 9: ENGLISH IN THE WORLD Lesson : A CLOSER LOOK I OBJECTIVES: By the end of the lesson, Ss will