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* Language content: To help students remind all the words relating to country and city life?. * Language function: To enable the students to brainstorm and improve speaking skill2[r]
(1)UNIT: COUNTRY LIFE AND CITY LIFE.
Period: 46 LESSON: GETTING STARTED& LISTEN AND READ
Date of preparation:, December 16th, 2006. Date of teaching: December 18th, 2006.
I Aims and ojectives:
* Language content: To introduce some news words relating to country and city life
To help them widen their vocabulary
* Language function: To enable the students to express their ideas of cities, countries
* Educational aim: By the end of the lesson, students have a sense of country and city life
1 Language:
a Vocabulary: Relatives / permanently / medical facilities / accessible / changes for the better
b Structures: The present progressive shows changes Life in the provinces is definitely changing for the better
Many remote areas are getting electricity Things are changing in the countryside
2 Skills: Integrated skills:
3 Education factor: The students have a sense of changes of country life and
effects of city life
II Teacher and Students’preparation:
1 Method: Communicative approach:
2 Techniques: Explanations, answering the questions, pair work
3 Materials needed: Text book, tape, cassette player
4 Students’ preparation: Listen to the tape at home and answer the questions
Previous exercises: The teacher’s keys to the last exercises
III Procedure in class:
1 Stabilization: (3ms) a Warm – up : Greeting
b Checking absence: Who’s absent today?
2 Checking up previous knowledges: Time needed: (5ms)
* Questions: Do exercises of the present perfect tense * Keys to questions: Do exercises
3 Presentation of the new materials:
Time Teacher’s Student’s The content of the lesson
I LEAD-IN:
- “As you know our topic - Listen to the
UNIT:
(2)5ms today is the country and city life Now you work in small groups, make lists of things in the city and things in the country Besides the words in the book, the group with the longest list will be the winner”
teacher and play game (making a list) in the small groups
Lesson:1 GETTING
STARTED& LISTEN AND READ.
I GETTING STARTED:
Make a list of the
differences between the countryside life and city life
CITY: noisy, tall buildings,
kinds of goods,
entertainment, traffic jam, pollution, busy, crowded, sport, cultural,
COUNTRYSIDE: beautiful views, fresh air, friendly, fresh pods, quiet / peaceful, field, villages, boring
10ms II PRE-PRACTICE: - Plays the tape once - Explains the new words
Relatives (n) (expl)
Permanently (adv)
Medical facilities
(n)
Accessible (adj)
Changes for the
better
- Asks sts’ to repeat and play the game “slap the board” to check their comprehension
- Gives some guiding questions:
+ What are they talking about?
+ Who likes the country life? the city life?
- Listen to the tape
- Listen and
write down
- Repeat and “Slap the board”
- Listen and ready to answer
I NEW WORDS:
Relatives (n) (expl)
Permanently (adv)
Medical facilities (n)
Accessible (adj)
Changes for the better
II LISTEN AND READ: 1 Practice with a partner: 2 Answer the questions:
a Na has been to the countryside (Kim Lien village)
b She was ther for the weekend (one day) c The countryside is peaceful, quiet and there nothing to
12ms III.WHILE-PRACTICE:
- Plays the tape twice - Asks the Ss to work in pairs to practice the dialogue
- Circles to correct the pronunciation
- Listen to the tape - Work in pairs
(practice the dialogue) - Ask for help
d There are no
entertainments (no cinemas, no supermarkets, no zoos, …)
(3)Time Teacher’s Student’s The content of the lesson
- Calls on some pairs to demonstrate, others gives comments
- Corrects some mistakes in pronunciations
- Asks to them answer the task
- Calls on some Ss to read the questions
- Explains: mention (n); opinion (n)
- Asks them to work individully
- Asks them to compare with each other
- Calls on some Ss to read aloud
- Gives keys
- Some pairs demonstrate
- Listen and take notes - Answer
- Read - Write down
- Work individually - Compare
- Read aloud - Take notes
refrigeration, TV and medical facilities are more accessible
f Sts’ answer
5ms
IV POST-PRACTICE:
- Divides the class into groups Two groups include Ss who prefer the city life and the other include the Ss who prefer the country life
- Asks the Ss to work in groups to answer the questions:
+ Do you prefer the city or the country life? Why? - Asks pioneers from groups to show their ideas before the class
- Work in groups
- Answer the questions
ms V CONSOLIDATION:
- Reminds the content of the lesson and asks the Ss: + Do you prefer the city life or the country life?
- Listen, remember and answer
4 Homework: (1m)
- Asks the Ss to learn the new words and write all the words they know about country and city
(4)
UNIT: COUNTRY LIFE AND CITY LIFE
Period: 47 LESSON: 2 SPEAK
Date of preparation: December 18th, 2006. Date of teaching: December 20th, 2006.
I Aims and ojectives:
* Language content: To help students remind all the words relating to country and city life
* Language function: To enable the students to brainstorm and improve speaking skill
* Educational aim: By the end of the lesson, students have a common sense of country and city life
1 Language:
a Vocabulary: Traffic jam / entertainment / beautiful view / …
b Structures: The town is becoming busier (preprog sirows changes with “become”)
There are more beautiful views in the city (comparatives) 2 Skills: Integrated skills:
3 Education factor: The students have a sense of country life and city life
II Teacher and students’preparation:
1 Method: Communicative approach:
2 Techniques: Explanation, substitution, creation
3 Materials needed: Text book, pictures
4 Students’ preparation: Observe the picture, think about country life and city life
Previous exercises: The teacher’s keys to the last exercises
III Procedure in class:
(5)b Checking absence: Who’s absent today?
2 Checking up previous knowledges: Time needed: (5ms)
* Questions: Asks the Ss to read the dialogue, answer the questions and write some new words
* Keys to questions: According to each Ss’ideas
3 Presentation of the new materials:
Time Teacher’s Student’s The content of the lesson
ms
I LEAD-IN:
- Asks some questions: + Where you live?
+ Do you want to live in the city or in the country? Why? - Introduces the new lesson “ compare between city life and country life”
- Listen and answer the questions:
- Listen
UNIT: 8
COUNTRY LIFE AND CITY LIFE.
Lesson:2 SPEAK.
10ms
II PRE-SPEAKING: - Explains some new words
Traffic jam (expl)
Entertainment (n)
Beautiful views (n)
- Asks them to look at the two picture and asks: + + +
+“What you see in two pictures?”
Picture 1: small houses, bicycles, narrows reads
Picture 2: high buildings, cars, bikes, taxis, long and wide roads
- Asks them to work in pairs and compare the two pictures using comparative and
get/become to talk about the changes
- Revises the comparisons
- Focus on the
teacher’s explanation and write down - Observe and answer
- Work in pairs - Listen and remember
II SPEAK:
Works with a partner Look at the pictures and talk about the changes of the town The word prompts in the box with help
Example: busy;…
The town is becoming busier.
+ Traffic is getting busier + There are more tall buildings and houses + The town is becoming more beautiful
+ There are more green trees
+ The streets are becoming cleaner /longer,…
+ The parks are more beautiful
III WHILE-SPEAKING:
- Asks the Ss to discuss as guided
- Calls on some Ss to talk
- Discuss
(6)
12ms corrections
+ Traffic is getting busier + There are more tall buildings and houses
+ The town is becoming more beautiful
+ There are more green trees + The streets are becoming cleaner /longer,…
+ The parks are more beautiful
notes
ms
IV POST-SPEAKING: - Asks the Ss to talk about the changes of the city or town they are living
- Calls on some Ss to talk freely
- Gives suggestions
- Talk about their city’s changes - Some demonstrate - Take notes
ms II CONSOLIDATION
- Reminds the topic and the new words
- Asks the Ss:
+ you live in the city or the country? Why?
- Listen and remember
4 Homework: (1m)
- Asks the Ss to learn the new words and write the sentences about the pictures using the words prompts in the box
5 Preparation for the next lesson: (2ms)
- Asks the Ss to prepare for next period: unit “ Listen” 6 Self – evaluation:
UNIT: COUNTRY LIFE AND CITY LIFE.
Period: 48 LESSON: LISTEN
(7)Date of teaching: December 25th, 2006 I Aims and ojectives:
* Language content: To present the languages of speaking on line To help the sts to make the phone call
* Language function: To enable the students to speak on the phone
* Educational aim: By the end of the lesson, students learn to listen for filling missing words
1 Language:
a Vocabulary: (words relating to language on line) b Structures: We are coming to visit you next week
(The present progressive tenses - shows future plan) 2 Skills: Integrated skills: listening (filling)
3 Education factor: knowing to visit relatives
II Teacher and Students’preparation:
1 Method: Communicative approach:
2 Techniques: guessing, comparing
3 Materials needed: Text book, tape, cassette - player
4 Students’ preparation: Listen to the tape at home
5 exercises: Work all the words they know about country and city.
III Procedure in class:
1 Stabilization: (3ms) a Warm – up : Greeting
b Checking absence: Who’s absent today?
2 Checking up previous knowledges: Time needed: (5ms)
* Questions: Work all the words they know about country and city * Keys to questions: According to each Ss’ideas
3 Presentation of the new materials:
Time Teacher’s Student’s The content of the
lesson
5ms
I LEAD-IN:
- Asks the Ss some questions:
+ Did you travel anywhere in the summer?
+ Did you telephone your parents when you were away from home?
- Answer the questions: + Yes, I did
UNIT: 8
COUNTRY LIFE AND CITY LIFE.
(8)- Now, whole class work in groups and put the words in the right order a speaking/ is/ who? b are/ where/ from/ phoning/ you?
c we/ to/ next/ coming/ visit/ are/ you/ weekend d I/ talk/ to/ your/ want/ to/ mom
- You can have only three minutes to this
- Introduces the new lesson: “ Listen about a telephone call”
- Work in groups
a Who is speaking?
b Where are you phoning from?
c We are coming to visit you next weekend
d I want to talk your mom
- Groupwork - Listen
7 ms II PRE - LISTENING:
- Hangs the conversation on the board and
introduces the situation: “ Aunt Hang is talking to Lan on the phone She is coming to visit Lan in HaNoi”
- Asks the Ss to listen and repeat the open dialogue - Has the Ss look at the open-dialogue and guess the words in the blanks
- Look at the open
dialogue and listen to her carefully
- Repeat after the open-dialogue
- Look at the open dialogue and guess the words in the blanks Ex: that this 13ms
III WHILE-LISTENING:
- Plays the tape times - Asks the Ss to give feedback after writing on the board
- Plays the tape third time - Checks again the
feedback and corrects mistakes if necessary - Has the Ss practice in pairs the dialogue
- Listen to the tape - Answer the feedback
- Listen to the tape
- Checks again and correct the mistakes
- Practice in pairs
* Key of the exercise:
(9)Time Teacher’s Student’s The content of the lesson
- Calls on some pairs to practice before the class - Calls on some pairs to practice the class without looking at the book - Gives remarks and marks
- Practice before the class - Practice without looking at the book
- Listen and take notes 5ms IV POST-LISTENING:
- Asks the Ss some questions:
1 Who is phoning to Lan? Where is Aunt Hang phoning from?
3 Where is Aunt hang going to come next week? When is Aunt Hang arriving to visit Lan? Does Aunt Hang want to speak to Lan mom? - Asks the Ss to work in pairs after calling on some pairs to practice
- Answer the questions: Aunt Hang is phoning to Lan
2 She is phoning from Hue
3 She is going to visit lan next week
4 On Thursday Yes, she does
- Work in pairs
ms
V CONSOLIDATION
- Asks the Ss some questions:
1 Is Aunt Hang away from home?
2 Does Aunt Hang telephone to Lan?
3 Is Aunt Hang going to visit Lan’s family on Saturday?
4 Why does Aunt Hang telephone to Lan?
5 Do you telephone your family when you are away from home?
- Yes, you should be interested in your parents when you are away from
- Answer the questions: Yes, she is
2 Yes, she does
3 No, she isn’t She is going to visit Lan’s family on Thursday
4 Because she misses Lan’s family
(10)home for a long time
4 Homework: (1m)
- Asks the Ss to write sentences about the changes of the country / city You are living
5 Preparation for the next lesson: (2ms)
- Asks the Ss to Prepare “Read”
6 Self – evaluation:
(11)
Date of preparation: December24th, 2006. Date of teaching: December 25th, 2006
I Aims and ojectives:
* Language content: To introduce some new words of problems of cities To help the sts’ to express their ideas of true life
* Language function: To enable the students to read and fill missing information
* Educational aim: By the end of the lesson, students have a sense of effect of cities
1 Language:
a Vocabulary: will paying / rural fur ban / plentiful / typhoon / flood / drought / strain
b Structures: The present progressive tenses talk about future plan
Governments all over world are trying to provide facilities
2 Skills: reading (filling missing words and finding synonym)
3 Education factor: knowing to express their ideas of cities’ problems
II Teacher and Students’preparation:
1 Method: Communicative approach:
2 Techniques: explanation, brainstorm, game
3 Materials needed: Text book, tape, cassette - player
4 Students’ preparation: prepare new words
5 Previous exercises: write sentences of changes of city
III Procedure in class:
1 Stabilization: (3ms) a Warm – up : Greeting
b Checking absence: Who’s absent today?
2 Checking up previous knowledges: Time needed: (5ms)
* Questions: write sentences of changes of city * Keys to questions: According to each Ss’ideas 3 Presentation of the new materials:
Time Teacher’s Student’s The content of the
lesson
ms
I LEAD-IN:
- Organizes the game ”Lucky Numbers”:
+ “Do you live in the city or country?
+ What you like about the city? The country?
- Play the game with the teacher’s guiding
- Listen to her
UNIT: 8
(12)- Today you will know about the effects of city, about migrants to cities?”
10ms
II PRE - READING:
- Organizes “brainstorming” of the effect of cities
CITIES => noisy, crowded,
many houses, pollution, …
-Asks sts: What is the most
urgent problem?
-Introduces the purpose of the
lesson: one of the most pressing issues in the city is the
overcrowding
-Plays the tape one time
-Supplies some new words:
+ Rural area ≠ urban area + Well-paying job (n) + Plentiful (a)(explanation) + Typhoon (n)= synonym(storm) + Flood (n)
+ Drought (n)(explanation) + Strain (n)(translation) + struggle(v)(translation) + migrant (n)(explanation) - Asks the Ss to read the new words
- Checks understading of the new words, using “Slap the board”
- Brainstorm
- Answer - Listen
- Listen to the tape - Focus on the
teacher’s explanation and write down
Read the new words - Play the game with the teacher’s helping
I NEW WORDS:
Rural area ≠ urban
area
Well-paying job (n)
Plentiful (a)
Typhoon (n)
Flood (n)
Drought (n)
Strain (n)
+ migrant (n) II READ
1/ Complete the summary, use the information from the passage: leaving home city rural city problems schools hospitals problem 10.world
2/ Fill the word in the passage that means: a rural b plentiful c inscrease d strain e tragedy f urban 12ms
III WHILE – READING:
- Plays the tape again
- Asks the Ss to read the passage and complete the summary by filling the missing information - Explains more if necessary
- Listen to the tape - Read
-Complete the
(13)Time Teacher’s Student’s The content of the lesson
- Asks the Ss to compare with their partner
- Calls on some Ss to read aloud - Gives keys
- Continues asking them to read and answer
- Explains: pressure event - Calls sts to read aloud - Asks them to point out - Gives keys
- Listen
- Compare with their partner
- Read aloud - Look at
- Read again to answer
- Listen to her - Read aloud - Show “Why?” - Look at
ms IV POST – READING:
- Plays “Rub out and remember” - Well paying / plentiful /
unpleasant / typhoon / drought / destroy/…
- Play game
ms V CONSOLIDATION
- Asks the Ss some questions: Do the farmers leave from the countryside moving to the city? why?
2 Do they always truggle with nature at home on the farm? Does the population increase in the city?
- Yes, the government should be interested in the country life
- Answer the questions:
1 Yes, they Because they believe that well-paying jobs are plentiful in the city
2 Yes, they yes, it does
4 Homework: (1m)
- Asks the Ss to learn the new words and write the problems of migrant to cities (4-5 sentences)
5 Preparation for the next lesson: (2ms)
- Asks the Ss to prepare for the next period: “ Write” 6 Self – evaluation:
(14)
Date of teaching: December 27th, 2006. I Aims and ojectives:
* Language content: To introduce a structure of informal letter
To help the students express their ideas of country & city life
* Language function: To train the students to use words with the topic: country & city life
* Educational aim: By the end of the lesson, students are able to write a letter telling about their family or city or country life
1 Language:
a Vocabulary: (Words relaxing to country life, city life) b Structures: A structure of informal letter
Heading / Opening / Body of the letter / Closing
2 Skills: Integrated skills: writing informal letter
3 Education factor:
The students learn to think and observe the life around them
II Teacher and Students’preparation:
1 Method: Communicative approach:
2 Techniques: Explanation, finding, error
3 Materials needed: Text books, letter cut into pieces
4 Students’ preparation: Write a letter of their city, country at home
5 Previous exercises: Writeproblems of migrants to cities
III Procedure in class:
1 Stabilization: (3 ms) a Warm – up: Greeting
b Checking absence: Who’s absent today?
2 Checking up previous knowledges: Time needed: (5 ms)
* Questions: Asks the Ss to read the text, answer the questions and write some new words
Do the farmers leave from the countryside moving to the city? Why? * Keys to questions: According to each Ss’ideas
3 Presentation of the new materials:
Time Teacher’s Student’s The content of the
lesson
5ms
I LEAD - IN
- Organizes a game arrange a letter cut into many pieces -Asks students to words in pairs , arrange a letter
- Play game with the teacher’s guiding
- Working pairs arrange a letter
UNIT: 8
COUNTRY LIFE AND CITY LIFE. Lesson: WRITE.
(15)Time Teacher’s Student’s The content of the lesson
-Gives keys
-Says “We have just revised the structure of an informal letter
- Today we will learn more about their formal letter by writing the letter to a friend telling him or her about your country or city life
- Listen and observe - Listen carefully
informal letter.
1) Heading _ writer’s address
2) Opening 3) Body of letter 4) Closing
7ms
II PRE – WRITING
- Introduces the students to write by using the given questions and the letter’s structure
- Reads all the questions - Explains difficult questions - Reminds structures What … look like?
kind (n) facilities (n)
- Asks them to follow a structure of letter
- Listen carefully to write a letter telling his/her friend about the country or city life - Listen to her - Listen to her - Remember some structure to write
- Follow the structure of the letter
II Write to friend about your
neighborhood 140 Truong Chinh street, Hanoi July 9, 2004 Dear long ,
I live in a house in Hanoi It is not a big house with rooms : living room, kitchen, my parents’ room and my room Outside the window of my room is a park The park has a lot of tree and flowers My house is about km in Is
15ms III WHILE – WRITING - Asks the students to write individually
- Circles to choose good writers or bad ones
- Asks students to exchange their papers and correct mistakes
- Calls on some students to read aloud their letters - Gives suggestion
-Write individually
- Exchange correct mistakes
- Read aloud the letter - See and make a reference
from school so I go to school by bicycle In my neighborhood, there is a swimming pool and a stadium In the summer, we always play football the stadium and then swim in the pool because the swimming pool is near the stadium But the things I like best in my
(16)only read books and study there but also watch videos and use computers to access to Internet
ms
IV POST _ WRITING:
- Organizes game “Error
Hunter “
- Gives a letter with no mistakes, students will have to find out and correct in minutes, who finds fastest and correctly will be the winner
- Play game
- Listen to the rule of game
there a library in your neighborhood, long? What things in your neighborhood you like best? Write to me I have to stay goodbye now I’m looking
forward to hearing best regards
Yours truly, 2ms V.CONSOLIDATION :
-Revises the structure of letter + Heading:
- writer’s address - date
+ Opening : Dear……, + Body of letter : + Closing :
Listen and remember
4 Homework: (1m)
- Asks the Ss write a letter to tell about your family or your city, country
5 Preparation for the next lesson: (2 ms)
- Asks the Ss to prepare for the next period: “ language focus” 6 Self – evaluation:
(17)UNIT: 8 COUNTRY LIFE AND CITY LIFE
Period: 51 LESSON: LANGUAGE FOCUS Date of preparation: December 25th, 2006.
Date of teaching: December 27th, 2006.
I Aims and ojectives:
* Language content: To review some grammatical points
To help the students understand more the present progressive tense and comparison in use
* Language function: To teach the students to speak English correctly in grammar
* Educational aim: By the end of the lesson, students are aware of usage in grammar points and they express their ideas exactly in English
1 Language:
a Vocabulary: ship name / destination / departure / arrival / status / delayed / revised time / origin
b Structures: Present progressive tense
- Shows changes with get / become + The boys are getting taller
- Talks about the future
+ Is the boat to Quy Nhon leaving at 11:30 ?
Skills: Integrated skills: writing, speaking
3 Education factor: The students know to use English correctly, grammatically
They can master the comparison
II Teacher and Students’preparation:
1 Method: Communicative approach:
2 Techniques: Explanation, substitution, creation
3 Materials needed: Text books, workbook
4 Students’ preparation: Do exercises before hand
5 Previous exercises: Write a letter to tell about your family or country or city
you’re living
III Procedure in class:
1 Stabilization: (3 ms) a Warm – up: Greeting
b Checking absence: Who’s absent today?
2 Checking up previous knowledges: Time needed: ( ms)
* Questions: Read the letter they wrote at home * Keys to questions: Student’s reading letter Presentation of the new materials:
Time Teacher’s Student’s The content of the lesson
I LEAD - IN
(18)ms grammar point: present progressive tense shows changes with get and become, talks about future and revise comparison (comparative and superlative)
CITY LIFE.
Lesson: 6
LANGUAGE FOCUS.
12ms II ATIVITY 1:
- Asks students to look at shipping information - Explains:
+ ship name + Destination
+ Time of departure + Status
+ Delayed + Revised time + Origin
+ Time of arrival - Asks the students to practise the dialogue with a partner
- Calls on some pairs to present
-Asks them to the same with similar dialogues - Calls on some pairs to present
- Gives suggesting -Asks the Ss to
exercise (2+3) by use pres prog to express an
arranged action that will happen in the future - Calls on some Ss to read aloud
- Gives keys
- Look at shipping information
- Write down
- Practice the dialogue with a partner
- Present
- Make up similar dialogues
- Present - Listen
- Do exercise 2,3
- Read aloud
- Listen and copy down
1 Read the dialogues:
a Read
b New words: - Ship name - destination
- Time of departure - Status (n)
- Delayed (adj) - Revised time (n) - Time arrival - Origin
c Make similar dialogues use the shipping in
formation
2 Complete the dialogues Use the verbs in the present progressive tense
(1) Are doing (2) Am watching (3) Am going (to) (4) Are cleaning (5) Am having
3 Complete the sentences:
Use the verbs and adj in the boxes
Get better
Become cleaner/colder darker/taller weaker
a) The boys are getting taller
b) The old man is getting weak
12ms III ACTIVITY 2: -Guides them to exercise 4,(5)
-Do exercise
c) We should go home It is getting dark
(19)Time Teacher’s Student’s The content of the lesson
-Reminds formation of comparative & superlative S be adj + er (than S’) S be the most adj
good the best
bad worst
-Asks them to work in pairs
-Calls sts to read aloud -Gives keys
-Explains the exercise -Asks some Ss to demonstrate
-Asks the Ss to similar -Gives keys
-Remember - Write down
- Read aloud the letter - Work in pairs
- Read aloud
- Listen and copy down - Listen to her
-Demonstrate - Do similar - Listen
cold
e) The students are getting better
f) The school yard is becoming cleaner
4) Make comparisons between
The city and the country about the things
Food in the city is more expressive than in the country
Food in the city is better than in the country
5) Look at the
advertisements, compare
5ms
IV POST-PRACTICE:
- Gives a game “ Noughts and crosses”
Old Expensive big
Small Expensive hot
Big Beautiful old
- Play the game with the teacher’s guiding
the house, apartment and the villa
Expensive / old / small / big / beautiful / hot The villa is the most expensive
The apartment is the cheapest
2ms V CONSOLIDATION: - Summaries and asks the Ss what they have just learnt in the lesson
- listen and remember
Homework: (1 m)
- Asks the Ss to learn the grammar notes and review from unit 1 for coming first
semester test
5 Preparation for the next lesson: (2ms)
- Asks the Ss to prepare for “ Revision” 6 Self – evaluation:
(20)Period: 52 REVISION (Unit 4)
Date of preparation: January10th, 2007 Date of teaching:January11th, 2007
I Aims and ojectives:
* Language content: To review all from unit
* Language function: To enable students to remember from unit
* Educational aim: By the end of the period, students have a common sense of what they have learnt
1 Language: a Vocabulary: (from unit 4)
b.Structures: (from unit 4)
Enough
Preposition of place/ time Tenses (simple) present + past Be going to
Why – Because Reflexive pronouns 2 Skills: Integrated skills:
3 Education factor: The students master the key points from unit
II.Teacher and Students’preparation:
1.Method: Communicative approach: 2.Techniques: Explanation, brain storming 3.Materials needed: Text book, work book
4.Students’ preparation: Do exercises from unit
5.Previous exercises: Review key points from unit
III.Procedure in class:
1.Stabilization: a.Warm – up: Greetings
b.Checking absence: Who’s absent today?
2.Cshecking up previous knowledges: Time needed:
* Questions:
* Keys to questions:
3.Presentation of the new materials:
Time Teacher’s Student’s The content of the lesson
ms
I LEAD – IN:
- Says: “Today, you’ll review all important things
from unit You’ll
have to master them
- Listen
UNIT: REVISION
(From unit 4)
(21)Time Teacher’s Student’s The content of the lesson
12ms
14ms
because it will help you speak English fluently, correctly
II ACTIVITY 1:
- Divides class into groups Two groups will list important things in unit 1, two groups for unit 2, two groups for unit 3, and the last for unit
- Asks students to stick their charts on board - With students, checks the out line of groups
- Asks students to give comments and give correction or suggestion - Asks students to give examples on their charts, too
III. ACTIVITY :
- Asks students to have any questions
- Replies
- Gives examples and asks them to more exercises - Asks them to work individually
- Circles
- Asks them to exchange and compare
- Gives keys
- Asks them to write about themselves about
sentences
- Circles to choose good or bad writing
- Calls on students to read aloud
- Gives suggestion
IV.COSOLIDATION :
- Reminds the content of the lesson
- Work in groups discuss what are important points in each unit
- Stick their answer on board
- Give comment - Copy down - Give examples
- Raise questions or doubts
- Listen
- Do exercises - Work individually - look at
- Exchange compare - Copy down
- Write about themselves - Listen - Read aloud
- Look at and write down
- Listen to her
1 Competencies:
- Introduce people (p.12) - Respond to introduction (p.12)
- Describe people (p.11) - Write about oneself and other people (p.15) + exercises 7/p.11 (SBT) 2 Language focus:( p.16) a Simple tenses:
b Present simple to talk about general truths (The earth circles the sun once 365 days)
- The sun rises in the east and sets in the west
c (not) adj + enough + to – inf
exercise book:5,6/ (9+10)
II/ Unit 2:
- Be going to ( ex: 1,2,3 –
WB) talk about
intentions
- Use the telephone to make and confirm arrangements (ex – WB)
- Adverbs of place (ex – WB)
III/ Unit 3:
- Describe places (p.28) - Ask for and give reasons (why – Because) (Ex 5,6 – WB)
- Reflexive pronoun (p.35) (ex 3,4 – WB)
- Modals: have to / must/ ought to
- Write a descript of room (p.32)
IV/ Unit 4:
(22)5ms - Asks students to remember and try their best to exercises
- Remember Did … use to ?) (4,5,6 WB)
- Write an imaginary story (p.42)
4.Homework(1m)
- Asks the Ss to: Learn key points Practice writing
Do exercises for more training 5.Preparation for the next lesson(2ms)
- Asks the Ss to prepare the outline from unit 5
6.Self – evaluation:
(23)Period: 53 UNIT: REVISION (Unit 8)
Date of preparation: January10th, 2007. Date of teaching: January11th, 2007.
I Aims and ojectives:
* Language content: To review all from unit 5
* Language function: To enable students to remember from unit 5
* Educational aim: By the end of the period, students have a common sense of what they have learnt
1 Language:
a Vocabulary: From unit 8
b Structures:
Should
Adverbs of manner
Reported speech
Gerund
- Present tense ( simple)
- Present tense ( progressive)
- Present perfect ( since/ for/ How long)
- Comparison (comparative superlative)
2 Skills: Integrated skills:
3 Education factor: The students master the key points from unit to unit
II.Teacher and Students’preparation:
1.Method: Communicative approach: 2.Techniques: Explanation, brain storming 3.Materials needed: Text book, work book
4.Students’ preparation: Do exercises from unit 5
5.Previous exercises: Review key points from unit 5
III Procedure in class:
1.Stabilization: (3ms) a Warm – up: Greetings
b Checking absence: Who’s absent today?
2 Checking up previous knowledges: Time needed: (5ms)
* Questions:
* Keys to questions:
3.Presentation of the new materials:
Time Teacher’s Student’s The content of the lesson
I LEAD – IN:
(24)ms
12ms
13ms
5ms
from unit 5 You’ll
have to master them because it will help you much in daily speaking.”
II. ACTIVITY: 1
- Divides class into groups: two groups will list important points in unit 5, two for unit 6, two for unit 7, and two for unit - Circles
- Asks students to stick their charts of listing key points in each unit on board
- Asks the class to observe and compare with each other, give comments - Asks representatives of each group to present and give examples, others can ask her, him Other
members in each group can help his/ her
representatives - Gives final keys
III ACTIVITY: 2
- Gives some more exercises or exercises left in the work book - Asks students to individually
- Asks students to compare with their partner
- Calls on some students to read aloud their answer, asks others if it is right or wrong
- Gives keys
V POST-PRACTICE:
- Directs the Ss to practice some exercises relating to these topic
- Work in groups
- Look at
- Stick charts on board - Observe, compare and give comments - Present and ask
- Listen to her - Do exercises - Do
individually - Compare with their partner - Answer
- Copy down - Do exercises
V/ Unit 5: (p.46)
- Should (advice) (ex – WB)
- Adverbs of manner (ex – WB)
oReported speech (ex7 – WB; ex 3,4 – Text book)
VI/ Unit (p.54)
Like
Love + gerund (5.6.7-WB)
Hate (v –ing) - Present tense (future meaning)
- Write a letter telling about a future plan (p.58)
VII/ Unit (p.63):
- Present perfect with ( for – since – How long)
- Write a notice (p.68) (all exercises in WB)
VIII/ Unit 8:
- Present progressive (future + change with get/ become) - Superlative + comparative the + adj _ est adj _er than
the most + adj more adj than
Good better the best
Bad worse the worst
All exercises in WB
(25)Time Teacher’s Student’s The content of the lesson
4ms
IV CONSOLIDATION:
- Reminds the key points - Listen and remember.
4.Homework(1m)
- Asks the Ss to review all lessons from unit
5.Preparation for the next lesson:(2ms)
- Asks the Ss to prepare for the first semester test 6.Self – evaluation:
(26)I. AIMS AND OBJECTIVES: * Language content:
To revise what they have learnt
To focus on what are important points
* Language function:
To enable them to pay more attention and correct themselves
* Educational aim:
1 Language:
a Vocabulary: From unit
b Structure: Enough/ ask S.O to sth/ comparative comparison/ ask for favors/ respond/ tenses/ reported speech
2 Skill: Integrated skills: Writing, reading
3 Education factor:
Knowing to study carefully
II. TEACHER AND STUDENTS’ PREPARATION:
1 Method: Communicative approach: Techniques: Explanation, reminding Materials needed: Photocopies of test Students’ preparation:
5 Previous exercises: III. PROCEDURE IN CLASS:
1 Stabilization:
a. Warm – up: Greetings
b. Checking absence: Who’s absent today?
2 Checking up previous knowledge: Time needed:
Questions:
Keys to questions:
3. Presentation of the new material:
Time Teacher’s Student’s The content of the lesson
5 ms I LEAD – IN:
Says, “You have just taken the first semester test You have studied hard and tried your best to it But some grammatical points
Listen REVISION
I Grammatical points:
1/ Adj + enough (multiple choice)
old enough
(27)Time Teacher’s Student’s The content of the lesson
you didn’t understand inside out So, today we’ll review them together”
II ACTIVITY 1:
- Asks students to look at the photocopies
- Calls students to correct the test
- Asks them to compare - Gives keys
- Draws out some important points of grammar
III. ACTIVITY 2:
- Lists some important grammatical points 1.Key points: + Old enough (U.1) + Ask SO to sth (U.5) + More + adj + than (U.8) + S adj_er + than
- A: Could you help me? A: Can you … ?
Ask for favors
- B: Reply to favors - Certainly
- What can I for you? (U.6/ p 55)
2 Revises tenses: + Present perfect with since/ for/ How long + Simple past (yesterday, last week)
+ Present simple (everyday/ always) + Future simple (tomorrow)
3 Reported speech:
She said to her son: “Go to bed early”
She told …
4 Another way of comparison
- Not as … as
Look at photocopy Do the test
Compare Copy down
Listen and take notes List or copy down Answer
Answer
Give example Copy down Give example
Go to black board to write it
Write on black board
The doctor asks the patients to go to bed on time
3/ Comparative comparison:
- S1 + be + adjer than + S2
- S1 + be + more (long) adj
+ than + S2
4/ U.6/ 55 (filling) a) Ask for favors Can you …? Could you …? Respond to favors:
Certainly/ of course/ sure/ no problem/ what can I for you? How can I help you?
I’m sorry I’m really busy b) Offer assistance:
- May I help you? Yes, thank you No, thank you
- Do you need any help? - Let me help you?
Yes That’s very kind of
you
IV. Tenses: (affirmative)
1/ Present perfect:
S + have/has + p.p (since/ for)
2/ Past simple:
S + Ved / V2 (did)
( yesterday, last…) 3/ Present simple: (everyday, always) S + V/ Vs, es (do/ does) 4/ Future simple:
(tomorrow)
S + will + Vo
V. Writing:
1 Reported Speech: (command)
said to = told
S said to O: “V…, please”
(28)- Different from - Like
IV.ACTIVITY 3:
- Asks them to have a look at schedule of the second semester
U.9: In order to/ so as to U.10:
Passive (Present
simple + Future simple)
It’s adj + to _inf
U.11: Do you mind (if) Would
Have a look S1 + be + not as adj S2
S1 be different from S2
S1 be the same as S2
S1 be like S2
4 Homework:
Asks them to exercises (hand out) on Reported Speech (This will be related to Unit 13) statement in past
5 Preparation for the next lesson:
Prepare for getting started, listen and read, U.9 6 Self – evaluation:
(29)Date of preparation: Jan 10th, 05 Unit:
Date of teaching: Period: 55 Lesson: REVISION (1 8)
VI. AIMS AND OBJECTIVES: * Language content:
-To help the sts review knowlegde from unit to
* Language function:
_ to help the sts some kinds of further exercises
* Educational aim:
- To make the sts aware of the imfortant of that they learn 1 Language:
c Vocabulary:
d Structure: Tag-question and Gerunds after some verbs 2 Skill: Integrated skills
3 Education factor:
- To encourage sts try their best to master their English so that they can pass their firt exam
VII. TEACHER AND STUDENTS’ PREPARATION:
1 Method: Communicative approach:
2 .chniques: Question and answer , Repetition pairwork and groupwork Materials needed: sub-board ,books ,pictures
VIII. PROCEDURE IN CLASS:
1 tabilization:
a. Warm – up: Greets the students
(30)Time Teacher’s Student’s The content of the lesson
10 ms
15ms
I Pre-practice :
1 Reviews the simple past with Wish - Ask the sts to remind the structure and then give the examples :
+ Wish is used when we want really to be different and exactly opposite of the truth expresse wishes in the present
+Form : I WISH+ S + PAST SIMPLE (Especially Were used fpr all persons ) II Revision of present ferfect tences : + Form
+ Note :
FOR+ a period of time SINCE + a point of time
III The Passive + Form
+ Note :
IV
Prepositions of time :
IN/ON/AT/FROM TO/FOR/BETWEE N AND
V Adverd clauses of result with ‘so’ -Gives example
Everyone felt tired , so they sad down under the tree and had a snack
Use:to express the result of the statement before
Meaning
II
CONTROLLED-PRACTICE :
-Cals some pairs to practice in the front
Play game
I’m short I wish I were taller
-Listen to the teacher
-Work in pairs -some
Unit5: MEDIA Lesson:
LANGUAGE FOCUS
I Revision of tag –question :
1 Possibble statement + Negative tag:
eg:It is very cold , isn’t it ?
They go to school by bus ,don’t they?
2/Negative statement + possible tag :
Eg: I shouldn’t this , should I?
They don’t like it , they ?
Notes : ta duøng
aren’t I không dùng am not I S + HAVE /HAS + PP
BE + PAST PARTICIPLE MODAL VERBS + BE +PP
(31)Time Teacher’s Student’s The content of the lesson
stens to them and correct if have
-Explains the exercise on page 45 and ask them to practice in pairs and then calls on some pairs to practice out
-Give a sample :
a Tuan like news , doesn’t he? Yes , he does
I Hanh and Tuan don’t like music ,do they?
N \o,they don’t -FREE-PRACTICE
-Calls some good pairs to the front and practice speaking
*Gerunds after some verds: I-PRE –PRACTICE :
-Sets the scence : “Hoa and Lan are talking about their favorite activities in their free time
-Shows the opened dialogueand asks them to build a complete dialogue :
Lan: (1) you(2) (3) soccer ? Hoa: No,I it
Lan : (5) (6) enjoy(7) TV? Hoa : Yes, I (8) it
Lan: (9) you (10) fíhing ? Hoa: I don’t know I’ve (11) tried (12) -Corrects and givens answers:
-Revises the gerund after some verbs:
Finish enjoy practice mind imagine appreciate fancy dislike like love hate a void consider delay postpone deny miss quit suggest risk keep on (continue) can’t help can’t stand(bear) III CONTROLLED – PRACTICE :
- Gets the sts to exercise on page 46 in pairs
-Calls on some pairs to practice a loud -Listen and corrects their maistakes:
Example:
Soccer :
A: Do you enjoy fishing ? B:Yes ,I
Fishing :
pairs
practice out -Do exercise
-Practice out -Pay
attention -Complete the dialogue
2.like 3.playing hate 6.you watching love 9.do 10.enjoy 11.never 12.it
pairwork
II Gerund afer some verbs :
Finish enjoy practice mind imagine
(32)A: Do you enjoy fishing ? B: No, I hate it
-Has the sts exercise on page 46
individually and then calls some to go to the b/b to write down
-Corrects their mistakes V- CONSOLIDATION
-Ask the sts to remind some verds that have gerund after
VI HOMEWORK
- Asks the sts to all the exercises at home
- Preparation : review all knowlegde that
they have learned for the first exam.
-Remind the verbs
7 Homewor
Asks them to exercises (hand out) on Reported Speech (This will be related to Unit 13) statement in past
8 Preparation for the next lesson:
Prepare for getting started, listen and read, U.9 9 Self – evaluation:
(33)