Giáo án Tiếng Anh 6 học kỳ 2 (sách thí điểm)

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Giáo án Tiếng Anh 6 học kỳ 2 (sách thí điểm)

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Chủ đề: Giáo án Tiếng Anh 6 146 tài liệu

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Date of planning: 13/8 /2017 Date of teaching:6A,D,E :17 /8 /2017
Unit 7: TELEVISION
Lesson 1: Getting started
I. Aims
By the end of the lesson, ss will be able to listen and read for specific
information then practice listening and speaking with the lexical items related to
the topic "Television".
II. Objectives
- Vocab: TV programmes, people and things.
- Grammar: Conjunctions: and, but, so, because, although, Wh-question
words.
III. Materials
- Text book
- Board, chalk, ...
- A cassette and an audio compact disk.
IV. Anticipated problems
There may not be enough time for all the activities.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
Network
- Individual work
- Teacher – Whole class
- Pair works
3. New lesson
Teacher’s activities
Students’ activities
I. Presentation
1. Vocabulary
- Teacher uses different
techniques to teach vocab
(situation, translation, pictures)
- Follow the seven steps of
teaching vocab.
* Checking vocab: Matching
(A2 P.7)
2. Listen and read
* Set the sences:
- cartoon
(n) Phim hoạt hình
[kɑ:'tu:n]
comedy
(n):
Phim hài
- local television
(n):
Truyền hình địa
['loukəl 'teliviʒn]
phương
- channel ['t∫ænl]
(n) Kênh TV
-funny (adj Hài hước
)
-
programme
(n):
Chương trình
- game show
(n):
Buổi truyền hình
giải trí
- stupid ['stju:pid]
(adj
Đần độn
)
? Look at the picture on page 6
? Who are they?
- educational
[,edju:'kei∫ənl]
(n) mang tính giáo dục
? What is Phong doing?
? What are they talking about?
- Now we are going to listen
and read a dialogue about
Phong and Hung to see what
they are talking about
- Play the recording twice.
? Listen and read then check
your answer for the last
question.
II. Practice
1. Comprehension questions
(1a)
? Work individually.
? Share answers with your
partner.
- Teacher gives feedback.
2. Find the adjectives (1b P.7)
- individual work
3. Adjectives to describe TV
programmes (1c P7)
- Divide the class into groups
- work in groups.
4. Gap fill (3 P7)
? Read the sentences carefully.
@ It makes me laugh..:
Individual work - Compare in
pairs
T gives feedback.
III. Production 4. (P7)
? Write down two things you
like and dislike about TV.
? Talk to others in your groups.
Note: Ss don’t have to say “I
like..../don’t like...” They can
use other structures instead.
- Repeat in chorus and individually
- Copy all the words
- Answer the questions individually.
- They are Phong and Hung.
- He is talking with Hung.
- Listen and read
1. Laughing Out Loud
2. VTV3 3. No, they aren’t
4. Because he is awful.
5. Tom is stupid, but funny.
Mr. Bean: funny, awful
Tom: stupid, funny
Jerry: Intelligent
Possible answer:
No: beautiful, small
- “There are not enough programmes for
children.”
- It wastes time.
4. Consolidation
- Teacher gets students to retell the aims of the lesson.
5. Homework
- Prepare for the next lesson: Unit 7: Closer look 1.
- Do exercise B3 (P.5) (Workbook). Learn by heart all new words
Key:
1. National 2. comedy 3. channels
4. competition 5. cartoons
6. educational
Unit 7: TELEVISION
Lesson 2: A closer look 1
I. Aims
By the end of the lesson, ss will be able to:
- Pronounce correctly the sounds / θ / and / ð / in isolation and in
context; Practise some words about TV programme.
- Improve their listening skill, writing skill and pronunciation.
II. Objectives
- Vocab: TV programme lexical items
- Phonetics: Practise the sounds: / θ / and / ð /.
III. Materials
- Text book
- Board, chalk,...
- A cassette and an audio compact disk.
IV. Anticipated problems
Students may get confused when practicing the sound / θ / and / ð /.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
- Teacher checks students’ homework:
+ Write new words
+ Read the dialogue
3. New lesson
Teacher’s activities
Students’ activities
I. Vocabulary
1. Teaching vocab
- Teacher uses different
techniques to teach vocab
(situation, realia)
- Follow the seven steps of
teaching vocab.
* Checking vocab: Matching
(Ex 1 P.8)
- T plays the recording for Ss
to listen and check their
pronunciation.
- MC
(n):
Người dẫn CT
- viewer
(n):
Người xem
TV schedule
(n):
Lịch truyền hình
-weatherman
(n):
Người thông báo tin
thời tiết
newsreader (n):
Người đọc bản tin
Remote
(n):
Bộ điều khiển TX
control
- Repeat in chorus and individually
- Copy all the words
2. Gap fill (2 P8)
? Ss work individually then
compare in pairs.
? Teacher gives feedback.
3. Game (3 P8)
? Get Ss to read 2 again to see
how a word is defined.
- A person who..... người mà...
- A programme which.......
Chương trình mà.......
- Ss work in groups
II. Pronunciation
1. / θ / and / ð / (4 P8)
- Explain how to make the two
sounds.
? Listen and repeat. Pay
attention to the sounds / θ / and
/ ð /
2. Listen and group the words
(5 P8)
- Play the tape twice
? Work individually to put the
words into two groups.
? Check your answers in
groups.
- Have two students write on
the board.
III. Production
? Ss take turn read the sentence
quickly and correctly 6 P8
- Listen and repeat chorally and individually
Keys: 1. weatherman 2. newsreader
3. remote control 4. MC
5. volume button 6. TV viewer
Suggested key:
Comedian: A person whose job is to make
people laugh by telling jokes and funny stories.
.......
- Listen and repeat
- Do the task individually
“The thirty-three thieves are thinking of how to
get through the security.”
4. Consolidation
Teacher gets students to retell how to make sound / θ / and / ð /.
5. Homework
- Prepare for the next lesson: Unit 7: Closer look 2.
- Learn by heart all the new words
- Do Ex A1,2 P4, B1,2 P5 (WB)
Unit 7: TELEVISION
Unit 3: A closer look 2
Key:
Sound / θ /: theatre, Thanksgivings, earth,
both, through. Sound / ð /: there, them,
neither, weatherman, than, feather
I. Aims
By the end of the lesson, ss will be able to use conjunctions (and, but,
because...) and question words (where, who, why...).
II. Objectives
- Vocab: Lexical items related to television.
- Grammar: conjunctions and question words.
III. Materials
- Text book
- Board, chalk,...
IV. Anticipated problems
The lesson may take time.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
- Teacher checks students’ homework:
+ Write new words
+ Practice reading the words in exercise 4 P.8 concentrate on the sound /θ/ and
/ð/.
3. New lesson
Teacher’s activities
1. Teaching vocab
- Teacher uses different
techniques to teach vocab
(situation, realia)
- Follow the seven steps of
teaching vocab.
* Checking vocab: Slap the board
2. Presentation text (1 P9)
? Read the conversation and
underline the question words.
? Work individually.
? Share the answers with your
partner.
Remember!
- Explain the use of question
words.
3. Gap fill
? Look at the answer
in
the
dialogue to choose
the
correct
- cute
(adj
)
Xinh xắn
- manner
(n):
Phong cách
- reason
(n):
Lý do
- series
(n):
Phim dài tập
- penguin
['peηgwin]
(n):
Chim cánh cụt
- although
conj
Mặc dù
- though
conj
Mặc dù
question word.
- T plays the recording, Ss look at
the conversation as they listen to
check their answers.
4. Gap fill
- Get Ss to look at the answers to
find the question words
Remember
? T gets Ss to read the remember
box. T explains it to Ss.
1. Gap fill (4 P10)
? Get Ss to read the questions
carefully and decide what the
relationship between the two ideas
is so that they can find the correct
conjunction for each question.
2. Matching (5 P10)
? Ss
work
individually then
correct in pairs.
- T give feedback.
3. Discussion (6 P10)
Ss work in group, discuss and
make questions for each
information given.
Ask Ss to be careful when
choosing question words.
III. Conjunctions
Key: 1. and 2. but 3. Although
4. because 5. so
1-c 2-a 3-e 4-b 5-d
Key:
- What is the name of the national TV channel?
- How many hours does it broadcast?/How
long is it on?
- What are the names of TV programmes for
children?
- How much does cable TV cost per month?
- Who is your favourite TV person?
4. Consolidation
Teacher gets students to the aims of the lesson.
5. Homework
- Prepare for the next lesson: Unit 7: Communication.
- Learn by heart all the new words
- Do Ex B4, B5, B6, B7 (WB)
Unit 7: TELEVISION
Lesson 4: Communication
I. Aims
By the end of the lesson, ss will be able to talk about television and TV
programmes.
II. Objectives
- Vocab: TV programmes.
- Practise speaking skills.
III. Materials
- Text book
- Board, chalk,...
IV. Anticipated problems
Students may find it difficult to use English to express their idea.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
- Teacher checks students’ old lesson.
o Name the question word you learnt. How do you use them?
o Name and talk about the use of the conjunctions you learnt.
3. New lesson
Teacher’s activities
Students’ activities
I. Pre-Speaking:
* Preteach the vocab
- Teacher uses different
techniques to teach vocab
(situation, explanation)
- Follow the seven steps of
teaching vocab.
* Checking technique: Slap the
board
* Gap fill: Ex1 P. 11
- Ss work in pairs.
II. While speaking
* Discussion:
- Teacher lets Ss to talk freely,
I. New words
- clumsy (adj): vụng về
- entertain [,entə'tein](v): giải trí
- mini-series (n): A miniseries (also mini-
series) is a television show that tells a single
story in a limited number of episodes.
- human (n): con người
- educate ['edju:keit] (v): giáo dục
+ education (n)
- Repeat in chorus and individually
- Copy all the words
Key: 1. Japan 2. Viet Nam
3. Iceland 4. The USA 5. Finland
6. Britain.
- groups work of 4 each.
4. Consolidation
Teacher retells main points of the lesson.
5. Homework
- Prepare for the next lesson: Unit 7: Skills 1.
- Learn by heart all the new words
- Do Ex C1, 2 (WB)
Unit 7: TELEVISION
Lesson 5: Skills 1
I. Aims
By the end of this lesson students can:
+ Read a TV schedule and descriptions of famous children's programmes for
specific information
+ Talk about a favorite TV programme.
II. Objectives
- Vocab: TV programmes.
- Practise reading and speaking skills.
III. Materials
do not correct Ss’ answer.
* Reading: Ex 3a
- Teacher asks Ss to return Ex2
and see if they want to change
any of their previous answers.
- Ex 3b: Let Ss read the text
while they answer the
questions.
- Teacher gives feedback.
III. Post speaking
* Work in group
- Teacher allow Ss 3 minutes to
choose the programme they
prefer and prepare for their
speaking
- Ss read individually.
Educational vs educate?
Small children vs kids?
Child: a boy or girl from the time of birth
until he or she is an adult, or a son or
daughter of any age.
Kid: (informal) a child.
- Ss read about the two programmes and tell
their group which one they prefer and why.
- Text book
- Board, chalk,...
IV. Anticipated problems
Weak students may find it difficult to catch up with whole class.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
1. Chatting:
What do you often do in your free time?
Do you like watching TV?
What kind of programmes on TV do you often watch?
Do you kike cartoon?
What about Tom and jerry?
I think it is an interesting film. Do you agree with me?
2. Checking the old lesson
- Write vocabulary.
- Read about two famous TV programmes for children again.
3. New lesson
Teacher’s activities
Students’ activities
1. Presentation
- T asks Ss reads part 1 and find out new
words
T explains the new words
- Ss read all new words
- Have some Ss read in front of the class.
- T asks Ss to read the part one again
- T asks some questions and Ss answer
+ What time does the animal start?
+ What is the content of the animals
programme? Or What is the animals
about?
What time does the sport start?
What is the sport about?
What time does the game show start?
What is the game show about ?
What time does the science start?
What is the science about?
I. Reading
1. Read the schedule for the World!
* New words
- documentary (n) [,dɔkju'mentəri]
- Pacific Ocean (n) [pə'sifik'ou∫n]
- race (n)
- test (v)
- universe (n) ['ju:nivə:s]
It starts at 8.00
It is about life in the Water
It starts at 11.30
It is about Wheelbarrow Races
It starts at 11.00
It is about Children are always right
It starts at 12.15
It is about Journey to Jupiter
What kind of programme do you like
best? Why?
Do you often watch this programme ?
When?
Who do you watch with?
2. Practice
- Ss do this task in pairs
- Check in pairs
- Have some pairs of Ss ask and answer
before the class.
1.What is
the
event in
the
Sports
programme today?
2. What’s the name of the comedy?
3. Can we watch a game show after 10
o’clock?
4. What is the content of the Animals
programme?
5. Is Jupiter the name of a science
programme?
- T corrects
- Have two Ss write the answer on the
board again
- Another Ss copy in notebook
* T asks Ss to read the information in part
3
- Ss find out information and underline
them.
- Have some Ss do in front of the class.
- Ss remarks and T give correct key.
T asks Sts:
Do you like TV?
What do you often watch on TV?
What is your favourite programme?
Why do you like it?
- T gives a topic:
"Tell your group about your favorite TV
programme." Your talk should include the
following information:
the name of the programme
2. Answer the following questions
about the schedule
+ Wheelbarrow
+ The Parrot Instructor
+ Yes, we can
+ A documentary about the colorful
living world in the Pacific
+ No, it isn't.
3. Read the information about the
people below and choose the best
programme for each.
a. Phong: Science: Journey to
Jupiter
b. Bob: Comedy: The Parrot
Instructor
c. Nga: Game show : Children are
always right
d. Minh: Sports: Wheel barrow
Races
e. Linh: Animals: Ocean life
II. Speaking:
* Work in groups
Tell your group about your favorite
TV programme. Your talk should
include the following information:
the name of the programme
the reason you like it
the content of the
programme
the content of the
programme
the channel it is on
the channel it is on
the reason you like it
- Teacher asks Ss to work in pairs
- One S asks and one S answer
- Have some Ss talk in front of the class.
- T can write on the board the name of
each S's favorite programme
3. Consolidation
-Talk about a favorite TV programme.
The name of the programme->the channel
it is on -> the content of the programme->
the reason you like it
4. Consolidation
Teacher retells main points of the lesson.
5. Homework
- Prepare for the next lesson: Unit 7: Skills 2.
- Learn by heart all the new words
- Do Ex D1, 2, 3 (WB).
Unit 7: TELEVISION
Lesson 6: Skills 2
I. Aims
To help students develop writing skill, listening skill.
II. Objectives
By the end of the lesson students will be able to:
- Listen for specific information from a recommended TV schedule.
- Write a short guided passage about one’s TV-watching habits.
III. Materials
- Text book
- Board, chalk,...
- A cassette and an audio compact disc.
IV. Anticipated problems
It is rather difficult for weak Ss to express their ideas.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
3. New lesson
Teacher’s activities
Students’ activities
Pre teach
- Teacher uses different
techniques to teach vocab
(situation, explanation)
- Follow the seven steps of
teaching vocab.
* Checking technique: Slap the
board
Listening.
- Give Ss 2-3 minutes to read
the schedule. Ask Ss to read
aloud to check on their
pronunciation.
- Play the disc twice. Ss listen,
focus only on the information
they need, and tick.
- Teacher give feedback.
- Let Ss read the sentences
first.
- Play the recording again,
pause the recording after each
sentence. Ss listen carefully to
do the exercise.
- Teacher give feedback.
Writing.
-Let Ss read the questionnaire
I. New words
- giraffe [dʒi'rɑ:f](n): Hươu cao cổ
- squirrel ['skwirəl](n): Con sóc
- spotted ['spɔtid](adj): lốm đốm
- compare [kəm'peə] (v): So sánh
- habit ['hæbit](n): thói quen
- comment ['kɔment](n,v): Bình luận
II. Listening
1. Listen and tick.
2. True or False?
1F 2T 3F 4T 5F
III. Writing
3. What are your TV-watching habits?
Suggested writing:
Chatting
? Do you like watching TV?
? How many hours a day do you watch
TV?
? Do you watch TV when you are eating?
Learning lessons?
? What kind of programme do you watch
most?
? Do you leave your TV on when you are
not watching it?
- Teacher - Students.
Music: Green Gree Summer
✓
Cartoon: The Red Spotted
Squirrel
✓
Film: The Lonely Giraffe
✓
Home and Garden: How to
Make a Dog House
✓
Our World: The old Town of
Inca
✓
4. Consolidation
-Summarize the main point of the lesson.
5. Homework
- Prepare for the next lesson: Unit 7: Looking back & Project.
- Do Ex E1, 2 (WB)
Unit 7: TELEVISION
Unit 7: Looking back & project
I. Aims
To help students produce the language from the previous sections and link
with the topics.
II. Objectives
By the end of the lesson students will be able to:
- Revise and make the use of all the target knowledge in unit 7.
- Do a project about the importance of TV.
III. Materials
- Text book
- Board, chalk,...
IV. Anticipated problems
It is rather difficult for Ss to make use of all the content of this unit.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
Brainstorming:
-Have Ss work in 2 teams.
TV
viewer
and choose the most
appropriate answer for him/her.
- Check on Ss’ answers.
- T helps Ss organize their
ideas for writing then asks
them to look at the suggested
structure for the writing.
I do not watch much TV. I only spend
one or two hours a day watching TV. I spend
most of my free time on outdoor activities. I
usually watch the VTV news on VTV1
channel. I usually turn off the TV when I do
not watch it. I think I have good TV watching
habits.
3. New lesson
Teacher’s activities
Students’ activities
I. Vocabulary.
-Ask Ss write the words in the
right column.
- Correct mistakes.
-Repeat the words.
Ask Ss to read the text and fill
in the gaps.
-Correct
II. Grammar.
- Get Ss to name some question
words they learnt.
-T asks Ss to look at the
answers and decide which
question word is to be used.
-Give feedback and the correct
answers.
- Get Ss to do the exercise
individually.
-Ss do Ex individually.
- call some Ss to do it on the
board.
- Correct.
- T gets Ss to do this task
individually then compare the
answers in pairs.
- T checks and give feed back.
1. Put the words in the correct column.
People
Programme
Kinds of film
Newsreader
Cartoon
Documentary
Weathergirl Game show Romance
Writer
Animals
MC Home and
garden
2. Gap fill.
1. national 5. relax
2. viewers 6. game shows
3. 7 o’clock news 7. educational
4. Comedies 8. writers
II. Grammar.
3. Make question for each answer.
1. How many
2. What
3. Why
4. Who
5. When
4. Connect sentences.
1. Ocean Life is on at 7.30 and Laughing out
Loud will follow at 8.00.
2. I have watched The Seven Kitties many
times because I like the film so much.
3. BBC One is a British channel but VTV6 is
Vietnamese channel.
4. Although Along The Coast is a famous
TV series, I have never watched it.
5. I have a lot of homework to do tonight, so
I can’t watch Eight Feet Below.
III. Communication
5. Rearrange sentences to have a complete
conversation.
Key: A-C-B-D-F-H-G-E-I-K
-Ss write as many words as possible
4. Consolidation
-Summarize the main point of the lesson.
5. Homework
- Prepare for the next lesson: Unit 8: Getting started.
UNIT 8: SPORTS AND GAMES
Lesson 1: Getting started
I. Aims
By the end of the lesson, ss will be able to listen and read for specific
information then practice listening and speaking with the lexical items related to
the topic "Sports and Games".
II. Objectives
- Vocab: Sports and games
- Grammar: The past simple, imperatives.
III. Materials
- Text book
- Board, chalk,...
- A cassette and an audio compact disk.
IV. Anticipated problems
There may not be enough time for all the activities.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
- Ask Ss to practice the
conversation in pairs.
- Ss use the target language
they have learnt and the
conversation in 5 to make their
own conversation.
**PROJECT
-Ss work in groups, interview
their friends using the given
questions.
- Ss report their result to the
class.
6. Make a conversation:
HOW IMPORTANT IS TV TO YOU?
Chatting
- Teacher asks whether students have any
questions about the exercise in the
workbook or not.
+ Do you like sports?
+ Which sport do you like best?
+ When do you usually play it?
+ Which channel do you usually watch it
on TV?
+ Who do you play it with?
3. New lesson
- Ask the teacher any difficult
questions that they can’t answer.
- Listen and answer.
Teacher’s activities
Students’ activities
I. Presentation
- T asks Ss to look at the picture
and asks:
+ Who do you see in the picture?
+ Where are they?
+ What do you think they are
talking about?
- T plays recording
- Ss listen to the tape and find out
new words
- Teacher uses different techniques
to teach vocab (situation, realia)
- Follow the seven steps of
teaching vocab.
* Checking vocab: R0R
II. Practice
- T asks Ss work in pairs ( 3
minutes)
- Have two Ss write the answers
on the board.
- T corrects.
* T gets Ss refers Ss to the
conversation to find the phrase
- Practise saying them together.
- T explains the meanings to the Ss
+ Wow : used to express surprise.
+ Congratulations: used to
congratulate sb/ st to tell sb that
you are pleased about their success.
+ Great:
it
is used
to
show
admiration.
+ See you then: used when you say
I. New words
- gym [dʒim]
n Trung tâm thể
dục
-
congratulations
n Xin chúc mừng
[kən,grætju'lei∫nz]
- fit adj Khỏe mạnh
- equipment
n Thiết bị, dụng
[i'kwipmənt]
cụ
-volleyball
n Bóng chuyền
['vɔlibɔ:l]
- skiing
n Môn trượt tuyết
-
(be) good at adj Giỏi về
- Repeat in chorus and individually
- Copy all the words
- Answer the questions individually.
II. Getting started
1a. Answer the questions
+ Duong can play table tennis
+ Mai is going to learn karate.
+ Because the equipment is morden and the
people are friendly.
+ At the karate club.
1b. Find these expresssions in the
conversation. Check what they mean.
+ wow
Eg:
+ S1:This is my new school.
S2: Wow! This school is great!
+ Congratulations
Eg:
+ S3: Last week, I got a lot of good marks in
Math.
S4: Congratulations. You are a good
goodbye.
- T plays the recording. Ss listen
and repeat.
-
T
checks and corrects their
pronunciation.
- T gives Ss the meaning of the
words.
Matching
- Teacher gives feedback.
* Watch out
- T help Ss differentiate between a
sport and a game.
* T asks Ss to read the words in
part 2 again.
Ss work in pairs
- T asks Ss to put the words from 2
in the correct groups.
- Have some Ss write on the board.
- T corrects
* Ss do this task individually.
- Have some Ss do in front of the
class.
- Some Ss may write the answers
on the board.
- T gives them the correct answers.
- T calls some Ss to read this task
again.
III. Production
* Let Ss work in pairs asking and
answering the questions
- Encourage Ss who finish early to
think of more questions that could
be on the quiz.
- Some of the groups may report
their results before the class.
- T may want to find out how
sporty the class is and write the
results on the board.
student.
+ great
+ See you then
Eg:
+ S5: Hello. How are you
S6: I'm fine , thank you.
S5: This weekend is free. Would you like to
go to the cinema with me?
S6: Ok. What time?
S5: At 7.30 in front of the cinema.
S6. Great. See you then
2. Listen and repeat these words and phrases
3. Using the words in 2, name these sports and
games.
1. cycling 2. table tennis 3. running
4. swimming 5. chess 6. skiing
+ A sport: an activity that you do for your
pleasure and that needs physical exercise
+ A game: an activity or a sport with rules in
which people or teams compete against each
other.
4. Put the words from 2 in the correct groups.
- Play: chess, table tennis, volleyball, tennis.
- Do: boxing, aerobics, karate.
- Go: fishing, cycling, swimming, running,
skiing
5. Complete the sentences with the verbs: play,
do, go, watch, like.
1. do
2. is watching
3. goes
4. likes
5. played
6. Work in pairs. Ask and answer the
questions.
* Note
- If your answers to the questions mostly “A”,
you are sporty. If your answers mostly “B”, do
more sport and try to be more attractive.
4. Consolidation
- Teacher gets students to retell the aims of the lesson.
5. Homework
- Prepare for the next lesson: Unit 8: Closer look 1.
- Learn by heart all new words
UNIT 8: SPORTS AND GAMES
Lesson 2: A closer look 1
I. Aims
By the end of the lesson, ss will be able to pronounce correctly the sounds
/eə/ and /iə/ in isolation and in context; Use the lexical items related to the topic
“Sports and games”.
II. Objectives
- Vocab: sports and games.
- Grammar: Use the combination: go, play, do + N/V-ing.
- Pronunciation: / eə, iə /.
III. Materials
- Text book
- Board, chalk,...
- A cassette and an audio compact disk.
IV. Anticipated problems
There may not be enough time for all the activities.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
* Check old lesson
- T gets one student to go to the board to
write new words
- T gets the other student to read the
- Make comment
- Make comment
2. Revision
3. New lesson
Teacher’s activities
Students’ activities
- Teacher uses different
techniques to teach vocab
(situation, realia)
- Follow the seven steps of
teaching vocab.
* Checking vocab: R0R
* T plays the recording (Activity
1). Ss listen and repeat.
- Ss work individually then
compare in pairs. T checks then
gives feedback.
- Ss work individually then
compare in pairs. T checks then
gives feedback.
T notices the way to read the
sounds.
- T plays the recording. Ss listen
and repeat.
- Ss work individually then
compare in pairs. T checks then
gives feedback.
- Get Ss to read in chorus
T plays the recording. Ss listen
and repeat sentence by sentence.
Ss recognize the two sounds the
underline the word in the
sentences.
I. Vocabulary
1. Vocabulary
-goggle (n) ['gɔgl]: Kính (bể bơi)
- racket (n) ['rækit]: cái vợt
- skateboard (n,v) ['skeitbɔ:d]:
Ván trượt; trượt ván
- boat (n): con thuyền
- feather (n) ['feđə]: lông vũ
- Sphere (n) [sfiə]: hình cầu
- Repeat in chorus and individually
- Copy all the words
2. Matching (Act 2 P.18)
- Key: 1. bicycle 2. a ball
3. sports shoes 4. skis 5. a boat
6. a racket 7. a skateboard
8. goggles
3. Matching ( Act 3 P.18)
Key:
1c - 2d - 3a - 4e - 5g - 6h - 7b - 8f
II. Pronunciation
/eə/ and /iə/
Practise sounding out the sounds /eə/ and
/iə/ together.
4. Listen and repeat.
5. Listen again and repeat the words.
Key:
1A - 2C - 3B - 4A - 5B - 6A
6. Listen and repeat. Pay attention to the
bold-typed parts of the words.
1. fair 2. hear 3. idea
4. square 5. nearly 6. cheered
dialogue and answer the questions.
4. Consolidation
- Teacher gets students to retell the aims of the lesson.
5. Homework
- Prepare for the next lesson: Unit 8: Closer look 2.
- Do exercise A1, 2 (p.10), B1, 2, 3, 4 (P.10, 11) workbook.
UNIT 8: SPORTS AND GAMES
Lesson 3: A closer look 2
I. Aims
By the end of the lesson, ss will be able to:
- Use the past simple tense to talk about a finished action in the past.
- Use imperatives to tell somebody to do something or to give direct order.
II. Objectives
- Grammar: The past simple, imperatives
- Structure: Imperatives....
III. Materials
- Text book
- Board, chalk,...
IV. Anticipated problems
There may not be enough time for all the activities.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
- Teacher checks Ss’ homework.
+ One student goes to the board to write new words and practise reading
the two sound /eə/ and /iə/.
- Get one student to read the dialogue (Listen and read) by heart.
- Teacher check with students.
3. New lesson
Teacher’s activities
Students’ activities
- What did you do last Sunday?
- Teacher encourages Ss to talk
I. Grammar.
The present continuous tense for future.
* Grammar box (TB P.19)
about past actions.
- Teacher asks students to give
the rule and use of the past
simple themselves.
- Get Ss to study the grammar
box. Teacher explains what
students don’t understand.
- Let Ss work in pairs.
- Correct Ss’ mistakes.
- Let Ss work individually.
Teacher corrects their answers
and may call on some Ss to say
their answers for the class
separately.
- Teacher give explanations if
necessary.
- Divide Ss in to groups of 4.
- Teacher gets some advanced
students to report to the class
about one of their friends.
- Teacher tell the form and the
use of imperatives and give
some examples.
- Ss work individually.
-Go round and correct mistakes
or give help when necessary.
- Let Ss work in pairs taking
turns telling their friend what
to do and not to do at the gym.
+ Notes: The spelling rules of “-ed” form.
* Watch out !
- Irregular past form of English words:
Do - did be - was/were
Have - had eat - ate...
II. Practice
* Activity 1
1. were 2. was 3. was - did - was
4. Did - were - did - was
* Activity 2. Gap fill
1.wa
s
2.didn’t
do
3.sat
4.watch
ed
5.went
6.ha
d
7.did
8.visite
d
9.ate
10.sco
red
* Activity 3. Group work
(Ss take turns asking and answering about their
last weekend.)
Imperatives
- We use imperatives to tell someone to do
something or to give a direct order.
Negative: V!
Negative: Don’t + V!
Ex: Keep silent!
Don’t talk in class!
* Activity 4. Make imperative sentences
1. Take your umbrella.
2. Please don’t litter. 4. .don’t train too hard.
3. Please hurry up. 5. Put on your coat.
* Activity 5. Group work
Tell your friends what to do and what not to do
at the gym.
Pay your fee first!
Put on your sports shoes!
Listen to the instructor carefully!
Don’t litter!
Don’t eat or drink at the gym!
4. Consolidation
- Teacher gets students to retell the aims of the lesson.
5. Homework
- Prepare for the next lesson: Unit 8: Communication.
- Do exercise B5, B6, B7 (p.12) (Workbook).
UNIT 8: SPORTS AND GAMES
Lesson 4: Communication
I. Aims
By the end of this lesson students will be able to:
- Know more about the names and things of the sports
- Ask and answer about the sports
- Talk about the activities/ sports/ games they do in their spare time.
II. Objectives
- Vocab: Sports and games.
- Practise speaking skills.
III. Materials
- Text book
- Board, chalk,...
IV. Anticipated problems
Students may find it difficult to use English to express their idea.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
3. New lesson
* Chatting
- T gives a picture of the football players
in the stadium and asks some Ss
- Correct mistakes.
T: Who are they on the ground?
S1: They are football players.
T: How many people are there in this
picture?
S2: There are………
T: What colour are their clothes they
are wearing?
S3: They are wearing red shorts and
white T- shirts.
T: Where are they standing ?
S4: They are standing on the football
yard.
Teacher’s activities
Students’ activities
I. Pre-Speaking:
1. Pre-teach
Teacher
uses different techniques to
teach vocab (situation, realia)
- Follow the seven steps of teaching
vocab.
* Checking technique: Slap the board
- T asks Ss to look at the 5 interlocked
rings and asks them what they represent.
- T explains to them that the five rings
represent the five major regions of the
world( Africa, the America, Asia,
Europe and Oceania) and every national
flag in the world has at least one of the
five colours
( blue, yellow, black, green, and red)
II. While speaking
* Ex1 P.21
T models
the
conversation with an
advanced student.
- Have Ss work in pairs.
* Ex2 P.21
* T gives Ss plenty of time to work in
pairs to ask and answer the questions.
- T asks some questions
+ What sports do you play in your free
time?
+ What sports do you do at school?
+ Which sports do you like watching on
TV?
- Ss work in pairs
- Have some pairs of Ss do in front of
the class.
- T corrects their answers.
III. Post speaking
- T calls three Ss to talk in front of the
class. (Ex 3. P.21)
- If there is time, T chooses two Ss to
write on the board.
I. New words
- fit ( adj)
- last (v)
- marathon (n)
- ring (n)
- achievement (n)
- Repeat in chorus and individually
- Copy all the words
II. Practice
1. Sports quiz
1. There are 22 players ( 11 on each
side)
2. It lasts 90 minutes( divided into
halves)
3. They are held every four years
4. No, there weren't Olympic Games
in 2011 ( They were held in 2004,
2008, 2012)
5. A marathon is 42.195 kilometers
long ( 26miles and 385yards)
6. They were held in Olympia
7. Boxing does.
2. Pair work
In pairs, interview your partner using
the following questions. Ask for more
information.
1. I play badminton in my free time.
2. I play soccer at school.
3. I like watching soccer on TV
4. Yes, I do. I would like to plays
more sports
5. Yes, there is.
6. Hong Son, Lionel Messi, Cristiano
Ronaldo,...
3. Free talk
- Talk about a sportsman you like.
4. Consolidation
Teacher retells main points of the lesson.
5. Homework
- Prepare for the next lesson: Unit 8: Skills 1.
- Learn by heart all the new words
- Do Ex C1, 2 (WB)
UNIT 8: SPORTS AND GAMES
Lesson 5: Skills 1
I. Aims
Reading for information about famous sports people.
Talking about the activities/sports/games they do in their spare time.
II. Objectives
By the end of the lesson students will be able to:
- Read for information about famous sports people.
- Talk about the activities/sports/games they do in their spare time.
- Practise speaking and reading skills.
III. Materials
- Text book
- Board, chalk,...
IV. Anticipated problems
Weak students may find it difficult to catch up with the whole class.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
- Teacher checks Ss’ home work.
3. New lesson
Teacher’s activities
Students’ activities
Look at the picture, ask and
answer the questions
T: Who is this?
S: This is Pele.
S: Ask and answer the
questions in pair
T: get pairs of Ss to perform in
front of class, some students to
write the answer on the black
board.
I. READING
1. Work in pairs.
Questions:
a. Do you know Pele, the King of football?
What special about him?
b. Where does he come from?
c. What other things do you know about
him?
2. New words:
- career(n): = Job
S: Read the text in silence and
check the answers
S: Read the text in silence
S: Ask and answer the
questions in pairs
S1: When was Pele born?
S2: He was born on October
21, 1940
………………………………
S: Work individually and tick
the right column.
T: Get some Ss to give the
answer.
S1: Why do you often play
badminton?
S2: I often play badminton
because when I play it I can
make a lot of friends and I can
keep fit. It is easy to play.
- T moves around and checks.
4. Consolidation
-
regard(v): coi như là
3. Read and check.
Possible answers:
a. Pele is the best football player in the
world.
b. He comes from Brazil.
c. He was famous in the world.
d. He scored many goals
d. He is regarded as the King of football.
4. Comprehension question.
Questions and the answers:
a. When was Pele born?
He was born on October 21, 1940
b. Why was he famous in the world?
Because he is the best football player all the
time.
c. In 1999
d. How many goals did he score?
1,281 goals.
e. Yes, he is
II. SPEAKING
5. Grid. (Act 4 P.22)
6. Work in groups.
Discuss the question in group
What kind of sports/games do you do
most often? Why?
S3: Why do you often play soccer?
S4: I often play soccer because it is a
popular sport . I can play and watch it
everywhere. I can play it with many people.
…………………………….
7. Work in pairs.
Ask and answer the given questions.
S1: Do you like sport?
S2: Yes, I do
S1: Which sport do you play?
S2: I play football
………………………….
Teacher gets students to retell what they have learnt.
5. Homework
- Prepare for the next lesson: Unit 8: Skills 2.
- Do Ex D1, 2 (WB)
UNIT 8: SPORTS AND GAMES
Lesson 6: Skills 2
I. Aims
Listen to get information about the sports/games people play.
Write a paragraph about the sport/game they like.
II. Objectives
By the end of the lesson students will be able to:
- Listen to get information about the sports/games people play.
- Write a paragraph about the sport/game they like.
- Practise listening and writing skills.
III. Materials
- Text book
- Board, chalk,...
- A cassette and an audio disk.
IV. Anticipated problems
Weak students may find it difficult to catch up with the whole class.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
- Teacher checks Ss’ homework.
- Get one student to go to the board to read the text then answer teacher’s
questions.
3. New lesson
Teacher’s activities
Students’ activities
* Pre listening:
- Pre question:
+ T asks Ss to skim exercise 2
to make their predictions.
- Check the prediction:
I. LISTENING
Who are the passages about?
1. Exercise 1 (P.23)
+ Teacher plays the recording
once only for Ss to listen and
check their predictions.
+ Teacher plays the recording
again. While Ss listen, they
have to write down T or F.
+ Play the recording the third
time for students to fill the
blanks.
+ Ss share their answers with a
partner.
+ T plays the recording again
for Ss to listen and check.
- Brainstorm with Ss for
necessary language. Allow Ss
to refer to the reading and other
sections for useful language.
Note interesting expressions
and language on the board.
- Tell Ss to write a draft first.
- Ss write a paragraph of about
80 - 120 words.
- Tell Ss to pay special
attention to punctuation,
structural elements, linking
words...
- Teacher may collect some Ss’
writing papers and mark them,
then give comments to the
class.
4. Consolidation
- They are about Hai, Alice, Bill and
Trung.
2. T/F statements (Ex2 P. 23)
1F
2T
3T
4F
5T
3. Gap fill (Ex 3 P. 23)
1. club 2. play
3. watching 4. Bill
5. goes
II. WRITING
Write about a sport/game you like. Use
your own ideas and the following cue:
- Name of the sport/game.
- Is it a team or an individual sport/game?
- How long does it last?
- How many players are there?
- Does it need any equipment?
My name is Linh. I am not a very
sporty person but I love playing games,
especially intelligence games. Of all the
games I play, I love playing Chinese chess
the best. It is an individual game. One player
plays against the other. How long it lasts
depends on the two players. This game is
very popular in Asia especially in China and
Vietnam. It only needs a chessboard and
thirty-two chessmen. To play the game well,
you need a little intelligence and ruse.
Playing Chinese chess helps me improve my
intelligence....
Teacher gets students to retell what they have learnt.
5. Homework
- Prepare for the next lesson: Unit 8: Looking back & Project.
- Rewrite the paragraph.
- Do Ex E1, 2 (WB)
UNIT 8: SPORTS AND GAMES
Lesson 7: Looking back & project
I. Aims
To help students recycle the language from the previous sections and link
with the topic: Sports and games.
II. Objectives
By the end of the lesson students will be able to:
- Revise and make the use of all the target knowledge in unit 8.
- Use English to talk about some traditional games they play.
III. Materials
- Text book
- Board, chalk,...
IV. Anticipated problems
It is rather difficult for Ss to make use of all the content of this unit.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
- Teacher checks students’ homework.
- Collect some Ss’ writing to mark.
3. New lesson
Teacher’s activities
Students’ activities
Ss work individually to do
exercises.
Asks Ss to compare their answer
with their partner
Gives the answers
- As above, Ask Ss to work
individually to complete the
sentences.
- Let Ss to repeat the words. Check
their pronunciation. Tell Ss to write
the answers in their notebooks.
Then T corrects the mistakes.
I. Vocabulary:
1. Activity 1&2:
Activity 1.
Do the work individually and compare with
partner
Check the answer
Activity 2
Key:
1. cycling 2. football 3. boxing
4. table tennis 5. basketball
II. Grammar
Activity 3
Key:
1C
2A
3D
4C
5B
- Have Ss write their answers in
1. are
2. took
3. started
their notebooks. T checks their 4. are
answers. playing
5. did you do, cycled, watched
- Ss work in pairs or groups to Activity 4:
finish or write the sentences. T Key:
gives correction. 1. Please stop making noise.
2. Go out to play with your friends.
3. Don’t feed the animals.
4. Stand in line, boys!
5. Don’t tease the dog.
Activity 5:
- Ss do the task individually first.
Then they can check their answers
with a partner before discussing the 1. play 2. hear 3. games
answers
as a
class. T gives 4. sports 5. famous
correction.
- Have some Ss read the whole
passage aloud.
Others check
following. III. Communication
Activity 6.
1.a 2. e 3. b 4. c 5. d
- Ss read the questions and answers
once or twice then match them.
- Ss work in pairs and role-play the
questions and answers.
•
Project
-
Have Ss write all sentences in their
1. Read the passage about the game “Blind
notebooks.
man’s bluff”
- Have
Ss
read
the
passage
carefully. Explain new words and
anything difficult for Ss. Make sure
2. Write about the game you choose
they understand everything
thoroughly.
- Let Ss work in groups. Each group
chooses a game or sport. Let them
talk, then write about it.
4. Consolidation
-Summarize the main point of the lesson.
5. Homework
- Prepare for the next lesson: Unit 9: Getting started.
UNIT 9: CITIES OF THE WORLD
Lesson 1: Getting started
I. Aims
By the end of the lesson, ss will be able to listen and read for specific
information then practice listening and speaking with the lexical items related to
the topic "Cities of the world".
II. Objectives
- Vocab: Continents, countries, cities and landmarks.
- Grammar: The present perfect, superlatives of long adjectives.
III. Materials
- Text book
- Board, chalk,...
- A cassette and an audio compact disk.
IV. Anticipated problems
There may not be enough time for all the activities.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
3. New lesson
Teacher’s activities
Students’ activities
I. Presentation
1. Vocabulary
- Teacher uses different
techniques to teach vocab
(situation, translation, pictures)
- Follow the seven steps of
teaching vocab.
T use picture to present new
words
* Name the continents
* Check vocab
using
“the
pictures Ex3”
Ask sts to match
Ask sts to copy in note books
2. Listen and read
* Set the sences:
? What are Mai and Tom
I.Vocabulary.
1. continent ['kɔntinənt] ( n) : lục địa
2. country :( n):đất nước,quốc gia
3. Antarctica [æn'tɑ:ktikə](n): Châu Nam cực
4.Africa ['æfrikə] : châu phi
5.South America: (n) Nam Mỹ
6.North America:(n) Bắc Mỹ
7.Europe ['juərəp](n):Châu Âu
8.Asia ['eiʒə; ei∫ə](n):Châu Á
9.Australia [ɔs'treiljə](n):Châu Úc
5. photo (n) : bức ảnh (realial)
*Revise some adjs:
hot,
cold, clean, big,
modern, great….
II. The dialogue :
Ss name the cities in the photos. T asks them to
support their answers.
Task 1: T/F statements
Chatting
Have you ever been to Brazil?
Do you know about Rio de Janeiro capital?
Where is the Big Ben?
- Teacher – Whole class
2. Revision
doing?
? What are they looking at?
- Play the recording. Ss listen
and read.
Sts practise in pairs. Answer T
or F.
Asks to read the dialogue again and do part 2-
P27
- Asks sts to read the dialogue again to do the
the T/F . Practise saying them together
II. Practice
* Keys for part 2:
1.F( They are looking at…)
2.F (most of cities)
3.T
4.F(There are more modern..)
5.F( never been to NY)
-answer T’qs
- Do matching
Keys
a. Asia, Africa
b. Sweden, the USA
c. Hanoi, Nha Trang,…
d. Hanoi,Amsterdam
e. Ben
Thanh
Market, The
lourve
- get feedback
- check
- Work in group of 4
- Choose a country and ask
friends
Which continent is it?
What is its capital?
What are its major cities?
What is it famous for?
Task 2. Matching
T guides Sts to do ex
a.continent
b.coutry
c.city
d.capital
e. place of interest
III. Game
- give instruction
- guide st to do
- get feed back
1- Ha Noi
2- Nha Trang
3-Asia
4-Sweden
5-Ben Thanh Market
6-the Louvre
7-Amsterdam
8-Africa
9- the USA
10-Liverpool
4. Consolidation
- Teacher gets students to retell the aims of the lesson.
5. Homework
- Prepare for the next lesson: Unit 9: Closer look 1.
- Do exercise B1 (P.16) (Workbook). Learn by heart all new words
UNIT 9: CITIES OF THE WORLD
Lesson 2: A closer look 1
I. Aims
By the end of the lesson, ss will be able to pronounce correctly the sounds
/əu/ and /ai/ in isolation and in context; Use the lexical items related to the topic
“Cities of the world”.
II. Objectives
- Vocab: Continents, countries, cities and landmarks.
- Grammar: Superlatives of long adjectives.
- Pronunciation: / əu, ai /.
III. Materials
- Text book
- Board, chalk,...
- A cassette and an audio compact disk.
IV. Anticipated problems
There may not be enough time for all the activities.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
3. New lesson
Teacher’s activities
Students’ activities
- Teacher uses different
techniques to teach vocab
(situation, realia)
- Follow the seven steps of
teaching vocab.
* Checking vocab: R0R
- Ss work individually then
compare in pairs. T checks then
gives feedback.
- Ss work in groups. Encourage
Ss to give other adjectives. T
checks then gives feedback.
* Notes: Some adjective can’t go
with particular nouns. We can’t
say “long/short city” or “rainy
I. Vocabulary
1. Vocabulary
-common (adj) ['kɔmən]: Chung
- landmark (n) ['lændmɑ:k]: Danh thắng
- popular (adj) ['pɔpjulə]: Phổ biến
- playwright (n) ['pleirait]: Nhà soạn kịch
- chips (n) : Khoai tây chiên
- spaghetti (n) [spə'geti]: món mì ống
- Repeat in chorus and individually
- Copy all the words
2. Matching (Act 1 P.28)
- Key: old-new clean-dirty
Dangerous - safe ...
3. Word webs ( Act 2 P.18)
Key:
- City: beautiful, peaceful, exciting, modern,
big, polluted, safe,...
- People: nice, friendly, unfriendly, open,
noise, interesting, ...
II. Pronunciation
* Check old leson
- T gets one student to go to the board to
write new words
- T gets the other student to read the
dialogue and answer the questions.
- Make comment
- Make comment
2. Revision
people”.
- Food: delicious, awful, good,
tasty,...
- Weather: bad, rainy, hot, cold,
wet, ...
- Building: old, modern, tall, new,
...
- Teacher models the two sounds.
- Play the recording.
- Ss work individually then
compare in pairs. T checks then
gives feedback.
- Get Ss to read in chorus
- Have Ss practise the words in
bold identifying the sound /əu/ or
/ai/.
- T plays the recording as many
times as necessary. Ss listen and
repeat sentence by sentence.
/əu/ and /ai/
Practise sounding out the sounds //əu/ and
/ai/ together.
4. Act 3 (p.28).
5. Listen repeat. (Act 4 P.28)
III. Grammar
Superlatives of long adjectives
6. Activity 5 (P.29)
2. Oxford University
3. Shakespeare
4. fish and chips
5. tea
6. watching TV
- Ss have a quick look at all the
pictures. Ss work individually to
complete the fact sheet using one
of the picture provided.
- Have Ss work in pairs compare
the answers, ask Ss to discuss
whether they agree with each
other’s answers. Give the reason.
- Remind Ss of how to form the
superlatives of short adjectives.
- Write the form of the superlative
of long adjectives o the board.
- Ask Ss to read the text (Act 6,
P.29) to check their ideas above.
Get them to find the superlative
of long adj in the text.
4. Consolidation
- Teacher gets students to retell the aims of the lesson.
5. Homework
- Prepare for the next lesson: Unit 9: Closer look 2.
- Do exercise A1, 2, 3 (p.16), B 2, 3, 4 (P.16, 17) workbook.
/əu/
/ai/
Cold
Snow
Old
Clothes
Hold
Sky
Exciting
High
Fine
Flight
UNIT 9: CITIES OF THE WORLD
Lesson 3: A closer look 2
I. Aims
By the end of the lesson, ss will be able to understand and use the present
perfect tense.
II. Objectives
- Grammar: the present perfect tense.
III. Materials
- Text book
- Board, chalk,...
- A cassette and an audio compact disk.
IV. Anticipated problems
There may not be enough time for all the activities.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
Check old lesson:
- S1: write new words.
- S2: What is the form of the superlatives of adjectives? Give examples.
3. New lesson
Teacher’s activities
Students’ activities
- Get Ss to recall what Tom told Mai
about in the conversation in Getting
started.
- Provided the form of the present
perfect. Notice the past participle.
- Individual work - compare in pairs.
- Remind Ss that the present perfect is
used to describe one’s experiences. It
is not important to state the exact time
when they happened. Contrast this
with the present simple which
describes a repeated action, or a truth,
and adverbs of frequency when
something happened are often
mentioned.
- Elicit what there is in the photos by
Grammar.
The present perfect tense
• Grammar box (P.29)
Ss underlined all the verb in present
perfect tense. Use the grammar box to
explain that the present perfect is used to
show that one has had or has never had this
experience.
Activity 2 (P.30)
1. has been 2. has been 3. has visited
4. has been 5. hasn’t been
Activity 3 (P.30)
- Ss work individually then compare the
answers with their partners.
1. Have you seen.... I have seen...
2. go
3. have never been
4.
clean
5. takes 6. has eaten.
Activity 4 (P.30)
asking Ss questions. Ask Ss to provide
the verbs and their past participles.
- Have Ss write the sentences in full in
their notebooks then in pairs, take
turns talking about what Tom has done
this week.
- Ss go around the class asking the
survey questions.
1. He has read a book.
2. He has eaten “pho”.
3. He has played football.
4. He has got an A
+
.
5. He has washed his dog.
Activity 4 (P.30): Class survey:
Go around
the class asking
the survey
questions. Find out:
- One thing that everyone has done.
- One thing no one has done.
+ Have you ever........?
4. Consolidation
- Teacher gets students to retell the aims of the lesson.
5. Homework
- Prepare for the next lesson: Unit 9: Communication.
- Do exercise B5, B6, B7 (p.17, 18) (Workbook).
UNIT 9: CITIES OF THE WORLD
Lesson 4: Communication
I. Aims
Students will able to identify landmarks in cities around the world and
compare features of cities around the world.
II. Objectives
By the end of the lesson, Ss can review superlative adjectives and present
perfect to talk about landmarks in cities around the world.
III. Materials
- Text book
- Board, chalk,...
IV. Anticipated problems
Weak Ss may find it difficult to express their idea.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
- Check old lesson:
+ Write the form of the present perfect. What is it used for? Give examples.
3. New lesson
Teacher’s activities
Students’ activities
a. Pre – reading.
T: leads Students to the new
lesson.
T: Elicits pictures and asks
students to guess: - what are
they?
- Which country?
T: asks students to work in pairs
and match.
Ss: work in pairs and match.
( T goes around and manages)
T: calls students to stand up and
match.
Some students stand up and match.
T: checks and comment.
T: asks students to look at part 2.
Then introduce new words. Ss:
listen and write.
T: reads model. Then ask students
to read in chorus -> group->
individual.
Ss: read new words.
T: has a student work in pairs and
match words with the meaning.
Ss: work in pairs and matching.
T: checks and comments.
b. While – reading.
Ss: Guess and answer the questions.
1.Match words with the landmarks
a. Merlion b. Big Ben
c. Temple of Literature
d. Sydney Opera House
e. Eiffel Tower
2. Read about the landmarks. Can you
guess which landmark from 1 they are?
* New words:
• ( to) design (v)
• Symbol (n)
• Landmark (n)
• Creature (n)
• UNESCO World Heritage (n)
* Matching
( to) design (v) ◊ ◊ Di sản văn
hóa thế giới
Symbol (n)
◊ ◊
Thiết kế
Landmark (n)
◊ ◊
Sinh vật, tạo
vật
Creature (n) ◊ ◊ Biểu tượng
UNESCO ◊
◊ Danh thắng
World Heritage (n)
I. Practice
T: asks students to read the texts in
the book and guess which
landmark from 1 they are.
Ss: work in pairs and read.
T: Calls some students to read and
give answer.
Some students give answer.
T: listens, checks and gives correct
answer.
Ss: write down.
T: has students read the texts again
and then do exercise: write true or
false.
Ss: read the texts again and do
exercise.
T: calls some students to give
answer.
Some students give answer.
T: listens, checks and gives correct
answer.
Ss: listen and write.
c. Post-reading
T: controls students to play game.
( each group thinks of a city, a
country, or a landmark and give
clues to other guess)
T: gives model. Then manages
students to play game.
Ss: play game in group.
T: finds the winner and rewards.
1. Big Ben
2. Sydney Opera
House
3. Temple of Literature
4. Eiffel
5. Merlion
3. Write true (T) or false (F)
1F (The bell in the tower is the largest bell
ever made in England.)
2F (It was designed by a Danish architect.)
3T
4F (It is the most visited landmark in the
world.)
5F (Quoc Tu Giam is Viet Nam’s first.)
6F ( It has a lion’s head and fish’s body.)
II. Consolidation
Play game
4.Think of a city, a country, or a
landmark. Give clues.
Example:
A: It’s a city. It’s very hot and crowded.
B: Is it Tokyo?
A: No, it’s not. It’s in South America.
The people there love football.
B: Is it Rio de Janeiro?
A: Yes, it is!
4. Consolidation
- Teacher gets students to retell the aims of the lesson.
5. Homework
- Prepare for the next lesson: Unit 9: Skills 1.
- Do exercise C1, 2 (p.18) (Workbook).
UNIT 9: CITIES OF THE WORLD
Lesson 5: Skills 1
I. Aims
Reading for specific and general information in texts, including postcards.
Using the present perfect to talk about experiences.
II. Objectives
By the end of the lesson students will be able to:
- Read for specific and general information in texts, including postcards..
- Use the present perfect to talk about experiences.
- Practise speaking and reading skills.
III. Materials
- Text book
- Board, chalk,...
IV. Anticipated problems
Weak students may find it difficult to catch up with the whole class.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
3. New lesson
Teacher’s activities
Students’ activities
* Preteach the vocabulary
- T asks Ss to scan the blog to
find these words in the passage.
- T may help Ss find out the
meaning of the words in the
context.
* Checking technique: Slap the
board
T asks Ss to read the postcard
and answer the questions.
-T asks Ss to note where they
found the information that
helped them to answer the
questions.
-Ss can compare their answers
with their partners.
-T corrects the answers:
7. She will cycle to discover
the city.
8. Mai is feeling happy. She
used the words such as
“fantastic, perfect, amazing,
too beautiful” in her postcard.
- Ss read the text again,
I. READING
1. Vocabulary
purpose ['pə:pəs](n): mục đích
rent (v): thuê
for rent
discover [dis'kʌvə](v): khám phá
amazing [ə'meiziη] (adj): kinh ngạc, sửng
sốt
2. Answer the questions:
* Key:
1. Mai is in Stockholm.
2. She is there with her family.
3. The weather has been perfect.
4. in a hotel.
5. She has visited the Royal Palace and had
“fika” in the old town.
6. “Fika” (a Swedish word) means a leisure
break when one drinks tea/coffee and
perhaps has some biscuits with family and
friends.
3/ Matching:
1i 2c 3h 4b 5d
6g 7f
8e
9a
Oral:
T : Look at this postcard: (Ac 1 P.32).
T: Postcard: photos on one side, short
texts on the other side. It can be sent
without envelope.
What is the picture on the postcard of?
What do you think is written on this
postcard?
What is the purpose of writing and
sending postcard while you are on
holiday?
- The photo is of Stockholm,
Sweden.
- The sender writes about his/her
stay in the city.
- We send postcard to tell our
family/friends that we are having a
good time, but we still miss them
and want to send some photos of
the place where we are so that,
although they can’t be with us
there, they can still see how
beautiful it is.
4. Consolidation
Teacher gets students to retell what they have learnt.
5. Homework
- Prepare for the next lesson: Unit 9: Skills 2.
- Learn by heart all the new words
- Do Ex D1, 2, 3 (WB)
UNIT 9: CITIES OF THE WORLD
Lesson 6: Skills 2
I. Aims
Listen for specific details including facts and figures.
Write a holiday postcard.
II. Objectives
By the end of the lesson students will be able to:
- Listen for specific details including facts and figures.
- Write a holiday postcard.
- Practise listening and writing skills.
III. Materials
- Text book
- Board, chalk,...
- A cassette and an audio disk.
IV. Anticipated problems
Weak students may find it difficult to catch up with the whole class.
V. Procedure
1. Warmer
matching the heading.
- T; How the postcard is
organized?
- T checks and corrects.
* Speaking.
- Ss can choose one of the
cities they have learnt in this
unit, or choose a city in
Vietnam they like. Ask Ss to
imagine they’ve just arrived in
that city and want to tell others
about it.
- T goes around to observe Ss
working. Make sure they speak
in full sentences now. Get Ss to
join another pair to work in
group.
II. SPEAKING
4/ Choose a city....:
Ss work individually answering the questions
in the form of notes, but not in full sentences.
5/ Pair work.
- Ss use the notes to tell each other about the
city they choose.
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
- Teacher checks Ss’ homework.
- Get one student to go to the board to write new words.
3. New lesson
Teacher’s activities
Students’ activities
- Pre-teach new words.
T ask Ss what they see in the photos
first. Ask if they know about Nobel
Prize. Ss can talk about this in
Vietnamese if they don’t have enough
vocabulary.
- T goes through the statements with
Ss. Ask Ss to underline the most
important information in each
sentence. Ask Ss to listen for main
ideas.
- Play the recording as many times as
Ss wish.
- Ss listen to exact details in the
recording. Ask them to identify the
kind of information they have to find
out: years, amount of money, number
of people, date,,,
- Play the recording.
- Write 5 Ws and 1 H on the board and
ask Ss to give examples.
Notes: Space for writing on postcards
is not big so people often write short
sentences which contain the most
important, and which can express what
they are feeling. Tell Ss that
I. Listening
1. New words
- award (n, v) [ə'wɔ:d]
- Nobel prize (n) :
- diploma (n) [di'ploumə] :
- palace (n) ['pælis] :
- medal (n) ['medl] :
- receive (v) [ri'si:v]
2. Look at the pictures. What do you see?
Nobel Prize, Royal Palace, museum, cafes,
restaurants, shops.
3. True or False?
1. T
2. F (The oldest, not the biggest)
3. F (Today, the Old Town is a place with
cafes, restaurants, shops and museums.)
4. F (All Nobel Prizes, except for the Nobel
Peace Prize)
5. F (It is presented by the Swedish King.)
4. Gaps fill
Key:
1. 14 2. 700 3. 3,000
4. 10 December 5. 10 million
II. WRITING
A holiday postcard
Study skills
(Draw Ss’ attention to the postcard in 2, page
28 in Student book. Have Ss make the
questions in full.)
5. Rearrange the words to make sentences.
1. Stockholm is fantastic!
contraction is often used in writing
postcards to make it short and
informal.
- Ask Ss to use the notes they have
made in Speaking 4, page 28 to write a
postcard to their family or friends.
Remind them how the 5 Ws and 1 H
are included in the notes.
- Ss swap and give feedback on each
other’s writing once they have
finished.
2. We’re in Da Lat!
3. We’re having a good time here!
4. I love Disneyland!
5. You must come!
6. I wish you were here!
6. Write a postcard.
July 2, 2014,
Dear......,
Sam Son is fantastic! The weather has been
perfect. It’s sunny. The hotel is OK. I like
sea food!
4. Consolidation
Teacher gets students to retell what they have learnt.
5. Homework
- Prepare for the next lesson: Unit 9: Looking back & Project.
- Learn by heart all the new words
- Do Ex E1, 2, 3 (WB)
UNIT 9: CITIES OF THE WORLD
Lesson 7: Looking back & project
I. Aims
To help students recycle the language from the previous sections and link
with the topic: Cities of the world.
II. Objectives
By the end of the lesson students will be able to:
- Revise and make the use of all the target knowledge in unit 9.
III. Materials
- Text book
- Board, chalk,...
IV. Anticipated problems
It is rather difficult for Ss to make use of all the content of this unit.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
- Teacher checks students’ homework.
- Collect some Ss’ writing to mark.
3. New lesson
Teacher’s activities
Students’ activities
Ss work individually to do
exercises.
Asks Ss to compare their answer
with their partner
Gives the answers
- Ask Ss to complete the
conversation individually. They
can share answers with a
partner, but they should record
their original answers to guide
their self-assessment.
- Go through the questions with
Ss. If they do not have any
information about a particular
question, stop and give at least 3
answer options for them to
consider. After they have
completed the fact sheet, have
whole class discuss about the
answers.
- Tell Ss for a reference they can
look at the text about Britain on
page 25 in Student’s Book.
- Ss can use the question from
the Class Survey in A closer
look 2, page 30 to help them.
- Get Ss to lengthen the dialogue
by asking some wh-question to
guess if their partners are telling
the truth or not.
I. Vocabulary:
Activity 1
Do the work individually and compare with
partner
Check the answer
1a,b
2a,c
3a,c 4a,b 5b,c
II. Grammar
Activity 2
Key:
1. Have you ever been 2. Have you been
3. have been 4. have been
5. Have you visited 6. have seen
Activity 3:
Key:
- Biggest city: Ho Chi Minh City.
- Oldest university: Quoc Tu Giam, Thang
Long - Ha Noi (1076)
- Most popular Vietnamese writer: Nguyen
Du, Nam Cao
- Most popular food: spring roll (Nem),
noodles (Pho)
- Most popular drink: tea, coffee
- Most common activity: Watching TV
Activity 4:
- Write a short paragraph about Viet Nam.
III. Communication
Activity 5.
Practise asking and answering “Have you
ever.....?” question.
A: Have you ever been on TV?
B: Yes.
A: When was that?
B: Last year.
A: Which programme were you in?
B: Erm...the Evening News.
A: Why were you there?
B: I don’t remember.
4. Consolidation
-Summarize the main point of the lesson.
5. Homework
- Prepare for the next lesson: Unit 9: Getting started.
I. Aims
REVIEW 3
This lesson will help students revise the language they have studied and the
skills they have practiced since unit 7.
II. Objectives
By the end of the lesson, Ss can review the language they have learnt
include: pronunciation, vocabulary and grammar they have learnt from unit 7-8-9
by doing exercises.
III. Materials
- Text book
- Board, chalk,...
IV. Anticipated problems
Weak students may find it difficult to catch up with the whole class.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
Brainstorming:
-Have Ss work in 2 teams.
-Teacher checks with whole class.
Present perfect
What you have learnt
in units 7-9?
`
Past simple
3. New lesson
-
Students
do the project as
homework.
A: Oh, you’re a liar!
PROJECT
Teacher’s activities
Students’ activities
- Ss work individually.
- T plays the recording. Ss
listen and check.
- Play the recording. Ss listen
carefully.
- Play the recording again.
Ss do this task separately and
share their answers later with a
partner.
- T checks with whole class.
- Ask Ss to look at the whole
sentence to decide what kind of
word is missing before
referring to the list of words
given.
- T elicits from Ss the use of
the verb tenses they learned.
- T focuses on the difference
between the simple past and
the present perfect tenses.
- Review the use of the
question words.
- Ss do the exercise, if a
question word is wrong, ask Ss
to explain why.
Ss do this task separately and
share their answers later with a
partner.
- T checks with whole class.
A. Pronunciation:
* Activity 1
Which underlined sound is pronounced
differently in each group?
1C 2A 3A 4B 5D 6D
* Activity 2
Listen to the recording and repeat the
sentences. Concentrate on the sound [θ] and
[ð].
B. Vocabulary:
* Activity 3:
1A 2B 3A
4A
5C
* Activity 4:
1. Paris 2. football
3. local television 4. country
5. remote control 6. Summer sports
C. Grammar:
Activity 5:
Activity 6:
1. what
2. When
3. Correct
4. How tall
5. Correct
Activity 7:
1. the most 2. the most popular
expensive
3. the most 4. the most
interesting colourful
5. the most
dangerous
D. Everyday English
Activity 8
do the task in pairs
1. started
2. play
3. had
4. is
5. bought
6. has worked
4. Consolidation
Teacher gets students to retell what they have learnt.
5. Homework
- Prepare for the next lesson: Review 3: Skills.
I. Aims
REVIEW 3
(cont.)
This lesson will help students revise the language they have studied and the
skills they have practised since unit 7.
II. Objectives
By the end of the lesson, Ss can review skills( reading, speaking, listening &
writing they have learnt from unit 7-8-9 by doing exercises.
III. Materials
- Text book
- Board, chalk,...
- CD record &cassettes.
IV. Anticipated problems
Weak students may find it difficult to catch up with the whole class.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
3. New lesson
Teacher’s activities
Students’ activities
- Ss do individually and check
their answers with a partner
before giving their answers to T.
T confirms the correct answers
- T checks Ss’s answers .
A. Reading
* Ex1+2 (individual)
KEY:
Ex1: 1B 2A
Ex2
1. Who’s faster
2. Putting your toes together
3. Who’s faster
- T checks Ss’ homework.
- Ask if Ss have any questions or not.
- T - Ss
1. e 2. a 3. c 4. b 5. d
4. Putting your toes together
- Have Ss take notes in the table
and report it to the class.
T plays the recording once for Ss
to listen. Play the recording again
for Ss to write down their
answers. Announce the answers
to Ss
Ask Ss to go through the
questions and determine what
information is needed for the
answer.
- Play the recording, ask Ss to
listen carefully for specific
information.
- Ask Ss to read the table and
decide what tense/sentence
structure to use for the writing
and how the information is
organized.
- Let Ss write a passage about
Mark and Tim visit last summer.
B.Speaking:
*Ex3. Ss work in groups interviewing their
friends about their likes.
Questions
Person
1
Person
2
1. What city/country
would you like to visit?
2. What sports/games do
you like playing?
3. What TV programme
do you like best?
C. Listening:
Have you ever...?
*Ex4. (individual)
KEY :
1. competition 2. skiing
3. country 4. Canada
5. cartoon
*Ex5. (individual)
1. running race
2. Thailand
3. Wait and see
D. Writing:
Last summer, Tim and Mark visited India.
The weather there is very hot. They visited
Madurai and the capital of India, Delhi.
They watched snake performance, visited
temples and historic buildings. They also ate
kebabs there. It’s very delicious. In India,
they met and talked a lot of people. The
Indian are very friendly. They love India.
Country
India
Cities
Delhi, Madurai
Activitie
s
Watch snake performance.
Visit temples and historic
building, eat kebas (thịt
nướng)
Date
No 18 - 25
People
Friendly
Weather
Very hot
4. Consolidation
Teacher summaries and review unit 7, 8, 9.
5. Homework
- Do the Test yourself 3.
- Prepare for the written test.
UNIT 10: OUR HOUSES IN THE FUTURE
Lesson 1: Getting started
I. Aims
This lesson will present the vocabulary and grammar items to be learned. Ss
then practice listening and speaking with the lexical items related to the topic "Our
houses in the future".
II. Objectives
- Vocab: types of houses and appliances.
- Grammar: “will” for the future, “might” for future possibility.
III. Materials
- Text book
- Board, chalk,...
- A cassette and an audio compact disk.
IV. Anticipated problems
There may not be enough time for all the activities.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
Chatting
- Let Ss review unit 2.
- Write on the board “Our houses in the
future”.
- T lets Ss say something about the
houses they are living in and the future
- Discuss in group.
they have got.
- T tells them to think about the houses
and the appliances they would like to
have in the future.
3. New lesson
Teacher’s activities
Students’ activities
Teacher sets the scene by asking
Ss about the picture
+ What is this?
+ What are Phong and Nick
doing?
+ What can you see in the
picture?
* Vocabulary checking : R.O.R
- Ss listen to the dialogue.
- Ss read the dialogue in silent.
- - Have some pairs of students
read the dialogue in front of the
class.
* T asks Ss read the table in part
a.
- T gives 2 minutes to Ss read it
and complete the table.
(T asks Ss to share their answers
before discussing in groups or the
whole class.
T corrects and gives the right
answers
* T tells Ss to read the
conversation again and find the
appropriation information to
complete the sentences
- Ask them to share their answers
in pairs or groups.
- Ss practise saying the answers
together.
- Ask Ss to pay attention to the
use of will and might .
* T asks Ss to read the words
- T explains new words if
Getting Started.
1. Vocabulary:
- UFO ( unidentified Flying object): vât. thể
bay, đĩa bay)
- solar ['soulə] energy (n): năng lượng mặt
trời.
- appliance [ə'plaiəns] (n): thiết bị, dụng cụ.
- wireless ['waiəlis](adj): vô tuyến điện
- space ['speis] (n): không gian vũ trụ
a. Complete the table
b. Read the conversation again. Complete
the sentences.
1. Phong's house will be in the mountains.
2. His house will be surrounded by many
old tall trees.
3. There will be twenty rooms in his house.
4. The house might have a wireless TV to
watch TV programs from other planets.
2. Match the words with the pictures.
Then ask your partner about them.
- space houseboat.
- motorhome
Type of house
UFO
Location
in the
mountains
Surroundings
many tall old
trees
Number of rooms
20
Appliances in the room
a wireless TV
necessary.
- Ss read all new words.
- Have some Ss to read before in
front of the class.
- T asks Ss to match the together.
- T corrects.
- T lets Ss ask and answer
questions about the pictures.
* T asks Ss to write the adjectives
that can be used to describe the
pictures and share the answers in
pairs.
- T can divide the class into
groups and ask each group find
the adjectives
- T calls some Ss to write their
answers on the board.
S1: Which house do you like
best?
S2: I like the palace.
S1: Why?
S2: Because it is big.
- Have some pairs of Ss to
practise.
* T asks Ss to read the phrases
aloud.
- T lets Ss tick where they want
their houses to be located and tell
the group about them.
- Have some Ss to write the
sentences on the board.
T divides the class into 4 groups
Each group tries to guess where
their house is located.
- Eg:
A: Outside my window I can see
the beach and the water. I see
children playing. Where's my
house?
B: It's by the sea.
A; Correct!
- skyscraper
1- c 2- a 3- e 4- b 5- d
3a. Work with a partner. What adjectives
can you think of to describe the houses in
2?
- big, beautiful, big, tall, nice, large....
- T gives some adjectives if necessary.
Eg: big, beautiful, tall, nice, large....
- Ss ask and answer before the class
3b. Ask and answer
S1: Which house do you like best?
S2: I like the palace.
S1: Why?
S2: Because it is big.
4. Read the phrases aloud. Tick the place
where you want your future house to be
located and write sentences.
5. Game: Outside my window
- Eg:
A: Outside my window I can see the beach
and the water. I see children playing.
Where's my house?
B: It's by the sea.
A: Correct!
4. Consolidation
- Teacher gets students to retell the aims of the lesson.
5. Homework
- Prepare for the next lesson: Unit 10: A closer look 1.
- Practise reading the dialogue fluently.
- Learn by heart all new words.
UNIT 10: OUR HOUSES IN THE FUTURE
Lesson 2: A closer look 1
I. Aims
By the end of the lesson, ss will be able to pronounce correctly the sounds
/dr/ and /tr/ in isolation and in context; Use the lexical items related to the topic
“Our house in the future”.
II. Objectives
- Vocab: Types of houses and appliances.
- Pronunciation: /dr, tr/.
III. Materials
- Text book
- Board, chalk,...
- A cassette and an audio compact disk.
IV. Anticipated problems
There may not be enough time for all the activities.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
- T checks Ss’ homework.
- Ask if Ss have any questions or not.
3. New lesson
Teacher’s activities
Students’ activities
- Teacher uses different
techniques to teach vocab
(situation, realia)
- Follow the seven steps of
teaching vocab.
* Checking vocab: R0R
- Play the recording, let SS listen
to the words. Play it again with
pause for them to repeat each
word. Teacher corrects their
pronunciation.
- Let SS work in pairs to put the
words in the column.
I. Vocabulary
1. Vocabulary
- automatic [,ɔ:tə'mætik](adj) tự động
- dry (v) làm khô, sấy khô
- hi-tech (adj): Công nghệ cao
- look after (v): Chăm sóc
- modern ['mɔdən](adj) : Hiện đại
- Repeat in chorus and individually
- Copy all the words
2. Put the words in the right column
- Living room: wireless TV
- Bedroom: Wireless TV, hi-tech robot
- Kitchen: modern fridge, automatic
dishwasher
- Bathroom: automatic washing machine
3. Matching
- Ss work individually.
- Ask Ss to read the example first.
Tell them to role-play the
conversation using the
information in 2
T notices the way to read the
sounds.
- Play the recording twice. Ss
listen and repeat the chants
sentence by sentence. Help Ss
recognize the two sounds then
practise them together.
Key:
1c 2d 3b 4e 5a
4. Role play
II. Pronunciation
/dr/ and /tr/
Practise sounding out the sounds /dr/ and
/tr/ together.
5. Listen and write the words with the
sound /dr/ and /tr/.
- Sound /dr/: drive, drop, drip, dripping
- Sound /tr/: countryside, travel, train,
tractor
6. Practise the sounds /dr/ and /tr/.
- Let Ss read the words in the
table again, ask them to pay
attention to the sounds /dr/ and
/tr/.
4. Consolidation
- Teacher gets students to retell the aims of the lesson.
5. Homework
- Prepare for the next lesson: Unit 10 : Closer look 2.
- Do exercise A1, 2 (p.26), B1, 2 (P.27) workbook.
UNIT 10: OUR HOUSES IN THE FUTURE
Lesson 3: A closer look 2
I. Aims
By the end of the lesson, ss will be able to:
- Use Will to talk about future action.
- Use might to talk about future possibility.
II. Objectives
- Grammar: The future simple.
III. Materials
- Text book
- Board, chalk,...
IV. Anticipated problems
There may not be enough time for all the activities.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
- Teacher checks Ss’ homework.
+ One student goes to the board to write new words and practise reading
the two sound /dr/ and /tr/.
- Get one student to read the dialogue (Listen and read) by heart.
- Teacher check with students.
3. New lesson
Teacher’s activities
Students’ activities
- Teacher explain how Will +
V is used and how it is formed.
- Get Ss to study the grammar
box. Teacher explains what
students don’t understand.
- Let Ss work in pairs.
- Correct Ss’ mistakes.
- Call some Ss to say out their
answers separately.
- Let Ss work individually.
Teacher corrects their answers
and may call on some Ss to say
their answers for the class
separately.
- Teacher give explanations if
necessary.
I. Grammar.
Will for future.
* Grammar box (TB P.41)
We used will + V to talk about actions we think
are likely to happen in the future.
II. Practice
* Activity 1
1. will 2. won’t 3. will 4. will
5. will 6. will
7.will
8.won’t
9.will 10. won’t
* Activity 2. Matching
* Activity 3. Group work
Ss discuss the question: What will appliances
1d
2f
3a
4g
5b
6h
7e
8c
- Divide Ss in to groups of 4.
- Teacher gets some advanced
students to report to the class.
- Teacher explain how Might +
V is used and how it is formed.
- Get Ss to study the grammar
box. Teacher explains what
students don’t understand.
.
- Play the recording and ask Ss
to listen and read the poems,
focusing on the rhythm and
intonation. Ask Ss to read the
poem individually and
underline all the phrases
“might + V”
- Ss share the answers with a
partner.
- Have Ss study the example
first. Then ask them to think
about what they might do or
have in the future. Finally, Ss
share their ideas with their
classmates. They may use the
ideas in 2 and/or 4.
do in the future? What won’t they do? Using
the phrases in 2.
Ex: Robots will cook the meals.
Robots won’t take care of children.
Might for future possibility
- We use might + V to talk about actions that
are possible in the future (We are not sure if
they will happen or not).
* Activity 4. Make imperative sentences
* Activity 5. Group work
Think about what you might do or have in the
future. Share your ideas with your classmates.
Ex:
I might have a smart phone to surf the Internet.
4. Consolidation
- Teacher gets students to retell the aims of the lesson.
5. Homework
- Prepare for the next lesson: Unit 10: Communication.
- Do exercise B3, 4, 5, 6, 7(p.27-28) (Workbook).
UNIT 10: OUR HOUSES IN THE FUTURE
Lesson 4: Communication
I. Aims
Students can use “simple future tense” or “might” to talk about things or
home in the future through communication activities.
II. Objectives
2T
4F
4F
5T
6F
Chatting
+ What might We do in the future?
Write sts’ answers on the board
quickly
Ask sts to give their discussion on
these answers
Ask them to read these answers aloud
Repeat the use of ‘ might/ will?
Sts take turn to answer the questions
2. Revision
By the end of the lesson, Ss can use “simple future tense” or “might” to talk
about things or home in the future through communication activities.
III. Materials
- Text book
- Board, chalk,...
IV. Anticipated problems
Weak Ss may find it difficult to express their idea.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
3. New lesson
Teacher’s activities
Students’ activities
Task 1
Ask sts to write the phrases on six
pieces of paper
Ask them to try to remember these
phrases
Ask them to play the game in two
teams : One st from each team
shows a piece of paper then sts
from other team have to guess the
phrase in that piece of paper . With
one correct answer, the team will
be added 1 point
Task 2
a/ Ask sts to read the questions and
answer them by ticking Yes/ No
Ask them to share the answers with
their partner
b/ Ask sts to work in pairs , using
the questions in “a” to interview
their partner
Ask them to read the model
example first
Ask them to work in pairs
Note them that they have to use “
Play game
Ex 1/
- go to school
- have telephones at home
- watch films in the cinema
- take pictures with our cameras
- go on holiday to the beach
- send postcards to friends
Sts work individually
Ex 2/
b/ Work in pairs
You: Hi, Hung. Will you have a lot of
trees and flowers around your house?
Hung: Yes, I will
You: Will your house be in the mountain?
Hung: No, I want my house by the sea
4. Consolidation
- Teacher gets students to retell the aims of the lesson.
5. Homework
- Prepare for the next lesson: Unit 10: Skills 1.
- Do exercise C1, 2 (p.28-29) (Workbook).
UNIT 10: OUR HOUSES IN THE FUTURE
Lesson 5: Skills 1
I. Aims
Reading for specific information about houses in the future and future
appliance.
Talking about houses in the future(types, locations, surroundings, rooms,
appliances).
II. Objectives
By the end of the lesson students will be able to:
- Read for specific information about houses in the future and future
appliance.
- Talk about houses in the future.
- Practise speaking and reading skills.
will, might” in their conversation
Ask sts to work in pairs aloud
Pay attention to their pronunciation
III. Materials
- Text book
- Board, chalk,...
IV. Anticipated problems
Weak students may find it difficult to catch up with the whole class.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
- Teacher checks Ss’ home work.
3. New lesson
Teacher’s activities
Students’ activities
Interaction between Ss & Ss
- T hangs another picture and
asks Ss to look at the picture
first.
S: Read the text in silence and
check the answers
T helps Ss master new words
One s tells the answer.
- T asks Ss to read the text
again
- T asks Ss to match the
phrases in A
with the correct ones in B.
* T asks Ss to read the passage
again in silence.
T asks 1 ss question (a) to
make example.
- Ss work in pairs for 2 mins.
- Have some pairs of Ss to ask
and answer in front of the
class.
- Others give remarks.
- T gives
out the
correct
answers.
I. READING
1. Look at the picture and discuss with a
partner.
+ What type of house do you think it is?
- It's a villa.
+ Where do you think the house is?
- On the ocean
+ What can you see around the house?
+ What can you see in the house?
- robots ….
2. Quickly read the text. Check your
ideas from 1:
+ helicopter (n)
+ solar energy (n)
3. Read the text and match the phrases in
A with the correct ones in B.
* Answer key:
1- a, e, c, 2- b, d, f, g
4. Read the passage again and answer the
questions.
* Suggested answer:
a. On the ocean
b. There will be a swimming pool in front
and a large flower garden behind the house.
c. No, it won't.
d. They will do the housework.
II. SPEAKING
5. Work in pairs. Draw your future
- Ss copy down.
- T: Please draw your future
house ( don’t show your
partner) and then describe it.
Eg: My house will be
- T asks Ss to work in pairs and
follow the instructions.
+ Ss describe their house to
their partner and the other will
draw the house.
- T asks Ss to draw the
appliances in their future
bedroom.
- Let Ss discuss their work as
given in the example.
- Have some pairs to talk in
front of the class.
- T can help, guide the class to
give their feedback.
- T has ss tell about things they
will have and what will it be
used to do.
4. Consolidation
house
Eg: My house will be on the Moon. It will be
large and comfortable.
There will be some big trees around it …
6. Work in groups. Draw the appliances in
your future bedroom then talk about them
to the groups.
* suggested ideas:
- solar energy...
- surf the internet...
- will help me (to) do…
- order food from...
Eg: I will have a smart phone to talk to my
friends on others planets.
Teacher gets students to retell what they have learnt.
5. Homework
- Prepare for the next lesson: Unit 10: Skills 2.
- Do Ex D1, 2 (WB)
UNIT 10: OUR HOUSES IN THE FUTURE
Lesson 6: Skills 2
I. Aims
To help students develop writing skill, listening skill.
II. Objectives
By the end of the lesson students will be able to:
- Listen to an interview about a house in the future.
- Write about a dream house.
III. Materials
- Text book
- Board, chalk,...
- A cassette and an audio compact disc.
IV. Anticipated problems
It is rather difficult for weak Ss to express their ideas.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
3. New lesson
Teacher’s activities
Students’ activities
A. Listening:
* Pre- listening:
- Ask sts to read the questions of
task 1
-T asks Ss to describe the house
which they like best
* While- listening:
- T asks Ss to read the task 1 in
their book.
- T can give some words before Ss
listen.
- Ask them to focus on the task
they have to do.
- T plays the recording twice.
- T asks Ss to listen and write the
speakers' names under the correct
pictures.
- T corrects their answers
- Ss listen again and check their
answers
- Ss copy in notebook
- T asks Ss to look at the
information in the first column.
- T plays the recording again
- T asks Ss listen and tick what are
important to Nick and Linda.
I. Listening
1. Listen to Nick and Linda talking
about their dream houses. Which house
would each prefer? Write their names
under the correct pictures.
- Ss look at the pictures and give the name
of them. ( Ss can guess the name of each
picture)
Eg:
+ type of house:
+ surroundings:
+ locations:
* New words:
- coast (n):
- view of the sea
- super cable TV:
Linda: P3: ( villa by the sea, with a
swimming pool and a flower garden)
Nick: P1: ( apartment in the city)
2. Listen to the conversation again.
What is important to Nick? What is
important to Linda? Tick the columns.
- Linda: sea view, swimming pool,
garden, quiet.
- Nick : park view, city view, cable TV
II. Writing
Brainstorming
- T asks Sts to work in groups to write all
the dream houses, then go to the board to
write down.
- T gives suggestions.
- palace - skyscraper - apartment
- UFO - motor home
- space houseboat - villa - flat
Your dream house
- Ss check their answers each other
- T calls Ss to give their answer to
the class and correct the mistakes
where necessary.
B. Writing:
* Pre-writing:
- T divides the class into six groups
- Each groups has to discuss their
dream houses
- T can give some suggested ideas
- Ss answer the questions in the
part 3
- Ss fill the table, using the main
information they have discussed in
3.
- T goes around the classroom and
check their answers
3. Work in pairs. Discuss the following
ideas about your dream house
- What type of dream house is it?
- Where is it located?
- What is there surrounding it?
- What is it like?
- Do you love your dream house?
4. Now fill in the table about your
dream house
Type of house
Location
Surroundings
Number of room
Things in the house and
what they will/ might do
for you.
Ss to write about the dream house.
* While- writing:
- T checks the writing of students
- T repeats some important
structures when writing about the
dream house.
4. Consolidation
-Summarize the main point of the lesson.
5. Homework
- Prepare for the next lesson: Unit 10: Looking back & Project.
- Do Ex E1, 2 (WB)
UNIT 10: OUR HOUSES IN THE FUTURE
Lesson 7: Looking back & project
I. Aims
To help students recycle the language from the previous sections and link
with the topic: Our houses in the future.
II. Objectives
By the end of the lesson students will be able to:
- Revise and make the use of all the target knowledge in unit 10.
- Use will to talk about their future appliance.
III. Materials
- Text book
- Board, chalk,...
IV. Anticipated problems
It is rather difficult for Ss to make use of all the content of this unit.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
- Teacher checks students’ homework.
- Get two teams to name appliances in the home.
3. New lesson
Teacher’s activities
Students’ activities
Ss work individually to do
exercises.
Asks Ss to compare their answer
with their partner
Gives the answers
- Ask Ss to work individually to
complete the table.
- Have Ss write their answer in
their notebooks
- asks Ss to do the exercise
individually. Check the answers
with their partners.
Checks with the whole class
- asks Ss to do the exercise
individually. Check the answers
with their partners.
- T checks with the whole class
I. Vocabulary:
1. Activity 1&2:
Activity 1.
Do the work individually and compare with
partner
Check the answer
a. robot b. automatic dishwasher
c. wireless TV
d. automatic washing machine
e. modern fridge
f. smart clock
Activity 2
1. Robot: clean our house, wash our
clothes
2. Automatic washing machine: wash and
dry our clothes
3. wireless TV: ...
II. Grammar
• Activity 3
1. won’t 2. will 3. will
4. won’t 5. will 6. won’t
* Activity 4: Gap fill
1. might 2. might 3. might not
4. might not 5. might, might
III. Communication
Activity 5.
4. Consolidation
-Summarize the main point of the lesson.
5. Homework
- Prepare for the next lesson: Unit 11: Getting started.
- What can you do to make our world greener?
REVIEW 4
I. Aims
This lesson will help students revise the language they have studied and the
skills they have practised since unit 10.
II. Objectives
By the end of the lesson, Ss can review the language they have learnt
include: pronunciation, vocabulary and grammar they have learnt from unit 10, 11,
12 by doing exercises.
III. Materials
- Text book
- Board, chalk,...
IV. Anticipated problems
- Ss read the conversation in the
example then role play, using
the information in 2.
- Have Ss write one of the
conversations in their notebooks.
Think about an appliance you
would like to have in the future.
Write details about the
appliance.
(Ss may do this at home)
Pair work
Example:
1. A: Will robots clean your house in the
future?
B: Yes, they will.
2. A: Will super cars run on water in the
future?
B: No, they won’t.
• Project: My future appliance
I will have a robot. It will help me take
care of the flowers in the garden.
Weak students may find it difficult to catch up with the whole class.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
3. New lesson
Teacher’s activities
Students’ activities
- Ss work individually.
- T plays the recording. Ss
listen and check.
Ss do this task separately and
share their answers later with a
partner.
- T checks with whole class.
- Ask Ss to do this exercise
individually.
- T quickly checks students’
answers.
- T elicits from Ss the form and
the use of will for future
prediction.
- Call a student to do the
exercise on the board while
other students do it.
- T elicits from Ss the form and
the use of conditional sentence
type 1.
Ss do this task separately and
share their answers later with a
partner.
- T checks with whole class.
A. Pronuciation:
* Activity 1
Which underlined sound is pronounced
differently in each group?
1A 2C 3B 4A 5A
B. Vocabulary:
* Activity 2:
1. Deforestation 2. Air
3. noise 4. soil
* Activity 3:
1. recognise 2. guards
3. make 4. do
C. Grammar:
Activity 4:
1. will be 2. will use 3. won’t be
4. won’t need 5. will bring
Activity 5:
1. If we continue to pullute the air, we will
have breathing problems.
2. If we (can) prevent deforestation, we will
help animals and the planet.
3. If we recycle more, we will save a lot of
materials.
Could
Brainstorming:
-Have Ss work in 2 teams.
-Teacher checks with whole class.
Conditional sentence type 1
Will be able to
What you have learnt
in units 10-12?
`
- T elicits from Ss the form and
the use of might. Ask Ss to tell
the differences between the use
uf will and might.
- Call a student to do the
exercise on the board while
other students do it.
- Ss do this task in pairs.
- T checks with whole class.
- Ask some pairs to act out the
short conversations.
D. Everyday English
Activity 7
do the task in pairs
1. a
2. c 3. b
Activity 6:
1. might meet
2. will leave
3. will go
4. might visit
5. might go
4. Consolidation
Teacher gets students to retell what they have learnt.
5. Homework
- Prepare for the next lesson: Review 4: Skills.
REVIEW 4
I. Aims
This lesson will help students revise the language they have studied and the
skills they have practised since unit 10.
II. Objectives
By the end of the lesson, Ss can review skills( reading, speaking, listening &
writing they have learnt from unit 10, 11, 12 by doing exercises.
III. Materials
- Text book
- Board, chalk,...
- CD record &cassettes.
IV. Anticipated problems
Weak students may find it difficult to catch up with the whole class.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
3. New lesson
Teacher’s activities
Students’ activities
- Ss do individually and check
their answers with a partner
before giving their answers to T.
T confirms the correct answers
- T checks Ss’s answers .
- Have Ss work in pairs,
discussing the questions in 3.
- T goes around to help weaker
Ss.
- Have Ss work in groups taking
turns to describe their future
house and try to persuade their
group members to live in it.
- Ask each group to choose the
student who has the best future
house.
T plays the recording once for Ss
to listen. Play the recording again
for Ss to write down their
answers. Announce the answers
to Ss
- Set up the writing activity. T
reminds Ss that the first most
important thing is always to think
about what they are going to
write. In this case, Ss may use the
ideas given in 5 or their own
ideas.
- Teacher brainstorms with Ss for
the language necessary for
writing and note some useful
expressions and language on the
A. Reading
* Ex1+2 (individual)
KEY:
Ex1: 1A 2B 3C 4D
Ex2: 1A 2B 3A 4A
B. Speaking:
*Ex3. Work in pairs. You are going to
design your future house. Discuss the
questions.
*Ex4: Work in groups. Take turns describing
your future house and try to persuade your
group members to live in it. Who has the
best future house in your group?
My future house is.......
C. Listening:
*Ex5. (individual)
KEY :
1 4
2 5
3 6
D. Writing: Write about what you
should do to improve the environment.
Use the ideas from 5 or your own ideas.
I think we can do many things to improve
the environment around us. Firstly, we
should recycle more rubbish such as glass,
paper, plastic,... Next, we should pick up
rubbish in parks or in the street. Then, we
can use reusable bags instead of plastic
bags. Finally, we should save energy. We
can turn off lights and TVs when we are not
using them.
- T checks Ss’ homework.
- Ask if Ss have any questions or not.
- T - Ss
4. Consolidation
Teacher summaries and review unit 10, 11, 12.
5. Homework
- Do the Test yourself 4.
- Prepare for the written second semester test.
UNIT 11: OUR GREENER WORLD
Lesson 1: Getting started
I. Aims
This lesson will present the vocabulary and grammar items to be learned. Ss
then practice listening and speaking with the lexical items related to the topic "Our
greener world".
II. Objectives
- Vocab: Things that can be reduced, reused and recycled, environmental
problems and their effects.
- Grammar: Conditional sentence type 1.
III. Materials
- Text book
- Board, chalk,...
- A cassette and an audio compact disk.
IV. Anticipated problems
There may not be enough time for all the activities.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
board.
- Have Ss write the draft first,
then ask them to write their final
version in class or at home.
Chatting
- Asks students to go to the board to
correct the homework.
- Who can tell me how to make our
world green?
S: plant trees
Collect paper/ bottles and cans/ ....
Reducing/ reusing / recycling
Give the correction( write a poster for
his/ her future appliance)
- Discuss in group.
3. New lesson
Teacher’s activities
Students’ activities
Introducing: using the picture in
the book on page 48 and asks
students to look at it then to
answer the questions:
+ What are they doing?
+ What is this?
+ What do you know about this
shopping bag?
- Pre-teach vocabulary
* Vocabulary checking : R.O.R
- Ss listen to the dialogue.
- Ss read the dialogue in silent.
- Have some pairs of students
read the dialogue in front of the
class.
* T asks Ss do exercise a
- T gives 2 minutes to Ss read it
and complete the table.
(T asks Ss to share their answers
before discussing in groups or the
whole class.
T corrects and gives the right
answers
* T tells Ss to read the column A
and B to make sure they
understand. Get Ss to give the
answers.
- Confirm the correct answers.
* T asks Ss to read conversation
- Students look at the picture then answer
the questions:
+ They are going to the supermarket.
+ It’s a shopping bag
+ (S/T) : It’s a reusable shopping bag. It’s
better than a plastic one because it’s made
of natural materials. So it doesn’t cause the
polluted environment.
Getting Started.
1. Vocabulary:
- reuse (v): Tái sử dụng
+ reusable [,ri:'ju:zəbl] (adj): Có thể dùng
lại được
- pollute [pə'lu:t] (v): Ô nhiễm
+ pollution [pə'lu:∫n] (n): Sự ô nhiễm
- deforestation [di,fɔris'tei∫n] (n): Sự phá
rừng
- cause [kɔ:z](v, n): Nguyên nhân; gây ra
- natural ['næt∫rəl](adj): tự nhiên
- environment [in'vaiərənmənt] (n): môi
trường
a. Gap fill
1. on a picnic 2. reusable, natural
3. the check-out 4. a/ a reusable
5. cycling
b. Matching.
1b 2c 3a
again to find the expression. Ask
Ss to guess the meaning. Explain
the meaning if necessary.
- Ss work in pairs.
Says to students about the
environmental problems today on
page 49. Then asks the students to
look at the picture and write each
problem in the box under the
picture.
+ Ask students to do exercise “2”
in the book in groups in 2
minutes. Saying about the
environmental problems today
and write the environmental
problems under the picture
+ Call students to go to the board
to do in 2 minutes
+ Call some others to stand up
and give the answers ( one by
one)
+ Give the correction if
necessary.
+ Teacher ask students to listen
carefully to check the answers
+ Teacher ask students to listen
again and repeat the answers.
+ Call some students to stand up
and read again
- Ask Ss to read the “Watch out”
box. T makes example of the two
structures.
- Ss work in pairs to complete the
exercise.
+ Ask a student to read the rule
on page 49
Divide the class into 2 teams to
write down as many effects of the
environmental problems today in
5 minutes
+ Teacher give out the remark.
c. Find the expressions
1. I understand.
2. used to introduce a new subject for
consideration or to give further information.
3. used to say “no” or “not” strongly (can
also be used to mean “No problem”)
d. Gap fill
1. I see 2. Not at all 3. By the way
2. There are a lot of environmental
problems today. Write each problem in
the box under the picture.
Key:
1. soil pollution
2. deforestation
3. water pollution
4. noise pollution
5. air pollution
3. Now, listen, check and repeat the
answers
4. Match the causes in column A with the
effects in column B
- to make sb do sth
- to cause sth
Key: 1b 2d 3e 4c 5a
5. Game: Which group is the winner?
+ student listen to the rule on page 49
- write down as many effects of the
environmental problems today in 5 minutes
- Make at least 5 sentences with 5 effects
using the structures in 4.
4. Consolidation
- Teacher gets students to retell the aims of the lesson.
5. Homework
- Prepare for the next lesson: Unit 11: A closer look 1.
- Practise reading the dialogue fluently.
- Learn by heart all new words.
UNIT 11: OUR GREENER WORLD
Lesson 2: A closer look 1
I. Aims
By the end of the lesson, ss will be able to:
- Pronounce correctly the sounds / ɑ: / and / æ / in isolation and in context;
Practise some words about things that can be reduced, reused and recycled.
- Improve their listening skill, writing skill and pronunciation.
II. Objectives
- Vocab: Things that can be reduced, reused and recycled...
- Phonetics: Practise the sounds: / ɑ: / and / æ /.
III. Materials
- Text book
- Board, chalk,...
- A cassette and an audio compact disk.
IV. Anticipated problems
Students may get confused when practising the sound / ɑ: / and / æ /.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
- Teacher checks students’ homework:
+ Write new words
+ Read the dialogue
3. New lesson
Teacher’s activities
Students’ activities
I. Vocabulary
1. Teaching vocab
- Teacher uses different
techniques to teach vocab
(situation, realia)
- Follow the seven steps of
teaching vocab.
* Checking vocab: Matching
(Ex 2 P.50)
- T plays the recording for Ss
to listen and check their
pronunciation.
2. Matching (1 P.50)
? Ss work individually then
compare in pairs.
? Teacher gives feedback.
- - Elicit the difference between
“recycling” and “reusing” from
Ss.
3. Put the words in 2 into
groups (3 P.50)
- Ss work in pairs. Get 3 Ss to
go to the board to write their
answers
- Elicit some more words for
each group from Ss
3. Listen to the “Three Rs”
song (4 P.50)
- Ss listen then sing along.
II. Pronunciation
1. / ɑ: / and / æ / (5 P.51)
- Explain how to make the two
sounds.
? Listen and repeat. Pay
attention to the sounds /ɑ:/ and
/ æ /
2. Listen and group the words
(6 P.51)
- Play the tape twice
? Work individually to put the
- reduce [ri'dju:s](v): Giảm bớt
- recycle [,ri:'saikl](v): tái chế
- bulb [bʌlb](n): Bóng đèn
- rubbish ['rʌbi∫](n): Rác rưởi
- glass [glɑ:s](n): thủy tinh
- bottle ['bɔtl](n): chai, lọ
- Repeat in chorus and individually
- Copy all the words
1. rubbish 2. plastic bag 3. glass
4. plastic bottle 5. can 6. noise
7. paper 8. bulb 9. water
10. clothes
Key:
- Listen and repeat
- Do the task individually
Key:
Sound / ɑ: /: fast, plastic, glass, dance,
answer, afternoon.
Reduce
Reuse
Recycle
Rubbish,
plastic bag,
noise, plastic
bottle, paper,
water
Electricity,
gas
Plastic
bag,
glass, plastic
bottle, can,
paper, bulb,
water, clothes
Envelope,
carton box,
old textbook
Rubbish,
plastic bag,
glass, plastic
bottle, can,
paper, bulb
Newspaper,
textbook,
plastic
container
words into two groups.
? Check your answers in
groups.
- Have two students write on
the board.
3. Read the conversation.
Write / ɑ: / or / æ / below
each underlined letter (7
P.51)
- Ss work individually then
compare the answer with a
partner.
III. Production
? Play the recording and pause
after each word which has the
underlined part. (8 P.51)
Sound / æ /: had, bag, apple, activity
Ss read the conversation. Write / ɑ: / or / æ /
below each underlined letter 7 P.51
Key:
Sound / ɑ: /: class, ask, father.
Sound / æ /: stand, have, that
- Ss listen to the conversation and check their
answers.
- Ss practise the conversation with a classmate.
4. Consolidation
Teacher gets students to retell how to make sound /ɑ:/ and / æ /.
5. Homework
- Prepare for the next lesson: Unit 11: Closer look 2.
- Learn by heart all the new words
- Do Ex A1,2 P32, B1,2 P33,34 (WB)
UNIT 11: OUR GREENER WORLD
Lesson 3: A closer look 2
I. Aims
By the end of the lesson, ss will be able to use conditional sentence type 1
correctly and appropriately.
II. Objectives
- Grammar: Conditional type 1
III. Materials
- Text book
- Board, chalk,...
IV. Anticipated problems
There may not be enough time for all the activities.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
- Teacher checks Ss’ homework.
+ One student goes to the board to write new words and practise reading
the two sound /ɑ:/ and / æ /.
- Get one student to read the dialogue (Listen and read) by heart.
- Teacher check with students.
3. New lesson
Teacher’s activities
Students’ activities
- Ask Sts to read the
conversation on page 47 while
listening to the tape
Ask them to pay attention to
the conditional sentence type 1
Ask them
to
look
at
the
Grammar box
Give the use and the form of
the conditional sentence type 1
If we all use this kind of bag,
we’ll help the environment.
- Teacher asks sts to give the
correct verb form.
Sts do the task individually
- Teacher calls one st to do on
the board then gives the correct
answers
- Teacher asks Sts to do the
task individually to match the
half sentences
- Call one st to do on the board
- Call others to remark
-
Teacher
gives
the
correct
answers
- Ask Sts to do the task
individually to combine each
pair of sentences
- Students do the task
individually.
- Teacher calls one st to do on
the board and others to remark
- Teacher gives the correct
answers
- Teacher asks Sts to do the
task individually to complete
the sentences then compare the
answers with their partner
-
Students
do the task
individually.
- Call some sts to write their
I. Grammar.
Conditional sentence type 1.
* Grammar box (TB P.51)
* The use: describes a thing which is possible
and likely to happen at present or in the future
* The form:
If + S + V ( present simple), S + will/ won’t +
V ( infi)
Eg: If you use less paper, you will save a lot of
trees.
II. Practice
* Exercise 2
1. is/ will plant
2. recycle/ will help
1. will save/ don’t waste
2. will have/ use
3. isn’t/ will be
* Exercise 3. Matching
- Students do the task individually. Then write
the answer on the board.
1- c 2- e 3- b 4- a 5- d
* Exercise 4.
(Ss take turns asking and answering about their
last weekend.)
1. If we pollute the iar, we will have
breathing problems.
2. If people pollute the water, a lot of fish
will die
3. If we cut down trees in the forest, there
will be more floods
.......................
* Exercise 5.
1. If you walk to school, there will be less air
pollution.
2. If you use recycled paper, you will save trees
in the forest.
3. If the earth becomes hotter, the ice will be
melt.
4. If parents teach their children about the three
Rs, they will protect the environment better.
5. If you want to save a lot of electricity, you
4. Consolidation
- Teacher gets students to retell the aims of the lesson.
5. Homework
- Prepare for the next lesson: Unit 11: Communication.
- Do exercise B3, B4, B5 (p.34, 35) (Workbook).
UNIT 11: OUR GREENER WORLD
Lesson 4: Communication
I. Aims
Students can use “conditional sentences – type 1” and questions to ask about
frequency to talk about ways to “go green”.
II. Objectives
By the end of the lesson, Ss can use “conditional sentences – type 1” and
questions to ask about frequency to talk about ways to “go green”.
III. Materials
- Text book
- Board, chalk...
IV. Anticipated problems
Weak Ss may find it difficult to express their idea.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
Chatting
- T: Our environment is polluting.
? What can we do to protect the
environment?
- T let sts to give students ‘answers
freely.
T says: If you do all of things, you
can make our environment green and
beautiful.
Ss answer: We can:
+ Reduce rubbish.
+ Reuse old bottles, can, paper…
+ Recycle broken glass, plastic bottles,
bags and cans, paper……
+ Plant more trees……
2. Revision
sentences on the board
- Call others to remark
- Teacher gives the correct
answers
will have to turn off your appliances when you
don’t use them.
3. New lesson
Teacher’s activities
Students’ activities
1. The 3Rs Club…..
*Extra vocabulary.
* Matching:
- T asks students to do the exercise
independently.
- T calls 1 student to do the exercise on
the board.
-T calls sts to remark.
- T gives correct answers.
- Students compare his/ her answers
with yours.
- T asks the whole class to read
vocabularies on the board.(2 times)
-T asks ss to give example sentences.
2. Survey:
- T says about 3Rs Club and explains.
- Students listen.
- T asks students to read the survey and
do this exercise.
- Students read silently and do these
sentences independently.
- T explains and asks students to
compare your answers with those on
page 57 and count the points.
- Students compare and count the point.
- Students work in pairs
14 – 16 points: You’re green!
10 – 14 points : Try to be “greener”!
1 – 5 points : You aren’t “green” at
all!
2. Interview a classmate……..
- T guides students to interview and
report your classmate’s answer to the
class.
- T interviews one student in front of the
class.
- Students practice in pairs.
- T guides students to compare .
? How many people have from 14to 16
1. The 3Rs Club…..
*Extra vocabulary.
1.Do a survey(v): tiến hành cuộc điều
tra.
2.Be in need (v): cần
3.Recycling bin (n): thùng rác
4.Breeze (n): cơn gió thoảng
5.Wrap (v): gói, bọc
6.Invite (v): mời
Ex1: We wrap our books very
beautifully.
Key:
1 - e
2 – a
3 – b
4 – f
5 – c
6 - d
2. Survey: How “Green” are you?
Answer the questions by choosing
A, B or C.
*Answers:
Q1: A(0)
B(2)
C(2)
Q2: A(1)
B(0)
C( 2)
Q3: A(0) B( 2) C(1)
Q4: A(0) B (2) C(0)
Q5: A(1)
B(0)
C(2)
Q6: A(0)
B(2)
C(0)
Q7: A(2)
B(1)
C(0)
Q8: A(2)
B(0)
C(2)
*Report:
Ex: If Mr/ Miss A find a beautiful
old glass, he/ she will………….
(Students practice in pairs in front of
the class.)
*Answers can
P1: Why do we destroy the forests?
P2: What do we have to do to reduce
Column A
Column B
1.do a survey
2.be in need
3. recycling bin
4. breeze
5. wrap
6. invite
a. cần
b. thùng rác
c. gói, bọc
d. mời
e.tiến hành cuộc
điều tra.
f. cơn gió thoảng
4. Consolidation
- Teacher gets students to retell the aims of the lesson.
5. Homework
- Prepare for the next lesson: Unit 11: Skills 1.
- Do exercise C1, 2 (p.35-36) (Workbook).
UNIT 11: OUR GREENER WORLD
Lesson 5: Skills 1
I. Aims
Reading for specific information about tips on how to be “green”.
Talking about ways to “go green”.
II. Objectives
By the end of the lesson students will be able to:
- Read for specific information about tips on how to be “green”.
- Talk about ways to “go green”.
- Practise speaking and reading skills.
III. Materials
- Text book
- Board, chalk...
IV. Anticipated problems
Weak students may find it difficult to catch up with the whole class.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
- Teacher checks Ss’ home work.
3. New lesson
Teacher’s activities
Students’ activities
- T gives some pictures
I. READING
Read the 3 Rs club poster about tips to
points?
? How many people have from 10 to14
points?
? How many people have from 1 to 5
points?
3. Work in groups:
- T asks students to work in groups to
find other questions to add to the survey.
-Students work in groups.
- T writes some questions of some
groups on the board.
-Students give questions.
- T guides students to vote for the best
questions.
air pollution?
P3: What do we have to do to reduce
soil pollution?
P4: What can we do to protect our
environment?
P5: Can you save energy?
- T introduces something about
3Rs club:
- asks Ss to talk something
about the environment
nowadays.
- asks Ss to read 10 sentences
about 3Rs.
T asks Ss to do exercise in part
1.
* concept check:
- meaning, pronunciation
- T asks sts to retell “these
words” in which sentences ?
- T corrects the mistakes.
- ask sts to work in groups to
do this exercise.
- ask sts match the words with
their meaning.
- T can explain some new
words if necessary.
T observes and helps sts when
necessary
- ask sts read the 3Rs again and
answer the questions.
- Ask sts to work in pairs.
- correct.
Let sts practice speaking about
discussing with your group and
put the tips in order from the
easiest to most difficult.
- Ask Ss to work in group to
read the 3Rs again and put
them in order from the easiest
to most difficult.
- Ask Ss to compare the answer
with other groups.
- Ask Ss to add more tips to the
list.
- T gives some idea.
- T asks Ss to use the items in
a,b,c to find creative way to
become “green”.
- watch the pictures
- listen to the teacher.
- read and answer T's asking
2. Find these words or phrases in the text
and underline them ( Page 54):
+ Charity ['t∫æriti](n): Lòng khoan dung; hội
từ thiện
+ recycling bin (n): Thùng rác
+ swap [swɔp](v): Trao đổi
+ creative (adj)
+ reusable (adj)
3. Match the words with their meanings
page 54.
1. creative - unique and interesting.
2. charity - giving things to people in need.
3. Swap - give something to a person and
receive something from him/her.
4. resable - can be used again.
5. recycling bins - containers for things that
can be recycled.
4. Answer the questions. page 54.
Keys:
1. We will try to put recycling bins in every
classroom.
2. We can swap our clothes with your friends
or cousins.
3. We can refillable pens and pencils.
4. We can turn the tap off ………
5. We should bring plastic bottles.
II. SPEAKING
5. Work in group.
- Discuss with your group and put the tips in
order from the easiest to most difficult.
2- 3- 4- 8 - 1 - 7- 5 - 6 - 10
( clean your school / clean the street/ talk to
other people about the importance to the
envirnment’s protection/ recycling the old
paper, glasses……………..)
6. The last tip tells you to find creative
ways to reuse items before throwing them
4. Consolidation
Teacher gets students to retell what they have learnt.
5. Homework
- Prepare for the next lesson: Unit 11: Skills 2.
- Do Ex D1, 2 (WB)
UNIT 11: OUR GREENER WORLD
Lesson 6: Skills 2
I. Aims
To help students develop writing skill, listening skill.
II. Objectives
By the end of the lesson students will be able to:
- Listen to get specific information about ways to make the school a “green”
place.
- Write a paragraph about ways to make the school a “green” place.
III. Materials
- Text book
- Board, chalk,...
- A cassette and an audio compact disc.
IV. Anticipated problems
It is rather difficult for weak Ss to express their ideas.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
- Teacher checks Ss’ homework.
- Get one student to go to the board to write new words.
- Help Ss with their homework if they have any problems.
3. New lesson
Teacher’s activities
Students’ activities
A. Listening:
* Pre- listening:
I. Listening
1. Gap fill
reuse them.
a. old envelopes?
b. used water bottles?
c. uesd texbooks?
- Ask Ss to work in group.
- T goes around the class to
help the groups.
- Ask groups to compere the
answers with the other groups.
away. Can you think of any creative ways
to reuse.
a.- recyling the old envelopes.
- using the old envelopes to wrap food.
b. - reusing the used water bottles.
- recyling them.
- using them to make small projects
c. used texbooks.
- using them to wrap food.
- recyling them.
Eg: I will have a smart phone to talk to my
friends on others planets.
- Tell Ss that 3Rs Club is looking
for a new president. Quickly elicit
the necessary qualities of the club
president from Ss and write them
on the board.
- Have Ss read the advertisement
for this position. Ask them what
they will do if they become the
club president.
- Play the recording for Ss to check
their guess then compare the
answer with a partner.
- T gives feedback.
* While- listening:
- Write Ss’ answers on the board.
- Play the recording the last time to
confirm the answers for both
exercise 1 and 2
B. Writing:
* Pre-writing:
- Ask Ss to read the study skill box.
Teacher explain the use of
connectors to show sequence.
- Ss work in pairs and interview
each other to find out the three
things they will do if they become
the club president.
- Ask Ss to take note about each
other’s ideas.
* While- writing:
- Ss write their paragraph
individually based on the
suggestions in the book.
- Ask one student to write the
paragraph on the board. Other Ss
and teacher give comments on the
paragraph on the board.
- T collects some writing to correct
at home.
- Ss read the rubric of the first activity
then guess the word/number to fill in each
blank.
Key:
1. 6A 2. recycling
3. saving lights 4. book
5. 6E 6. bus
7. gardening 8. uniform
2. T/F statements.
- Ss do the exercise individually without
listening to the recording.
- Ss compare their answer in pairs.
Key:
1F
2F
3T 4F 5T
II. Writing
Study skill - writing
First - Next - Then - After that - Finally...
3. Interview a classmate...
Name:.....................................................
Idea 1:....................................................
Idea 2:....................................................
Idea 3:....................................................
4. Write about your classmate’s idea in
3. Do you think your classmate will be a
good club president?
1. His/her name and class
2. Idea 1 + explanation/examples.
3. Idea 2 + explanation/examples.
4. Idea 3 + explanation/examples.
5. Will he/she be a good club president?
4. Consolidation
-Summarize the main point of the lesson.
5. Homework
- Prepare for the next lesson: Unit 11: Looking back & Project.
- Do Ex E1, 2 (WB)
UNIT 11: OUR GREENER WORLD
Lesson 7: Looking back & project
I. Aims
To help students recycle the language from the previous sections and link
with the topic: Our greener world.
II. Objectives
By the end of the lesson students will be able to:
- Revise and make the use of all the target knowledge in unit 11.
- Use the conditional sentence - type 1 well.
III. Materials
- Text book
- Board, chalk,...
IV. Anticipated problems
Weak students may get confused with the conditional sentence - type 1.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
- Teacher checks students’ homework.
- Get two Ss to go to the board to tell about the conditional sentence type 1.
3. New lesson
Teacher’s activities
Students’ activities
Ss work individually to do
exercises.
Asks Ss to compare their answer
with their partner
Gives the answers
I. Vocabulary:
1. Activity 1, 2&3:
Activity 1.
Do the work individually and compare with
partner
Check the answer
Reduce:
electricity, paper,
gas,
rubbish,
water,..
Reuse: bottle, envelope, light bulb, can, ..
Recycle: book, can, newspaper, plastic bag..
Activity 2
Ss work in pairs asking and
answering questions about the
3Rs.
- asks Ss to do the exercise
individually. Check the answers
with their partners.
Checks with the whole class
- asks Ss to do the exercise
individually. Check the answers
with their partners.
- T checks with the whole class
- asks Ss to do the exercise
individually. Check the answers
with their partners.
- T checks with the whole class
- Have SS write on their
notebooks.
Ss work in group. One student
interview the other three group
members and note down their
answer. Ask Ss to report the
results to the class.
(Ss may do this at home)
A: Can we reduce water use?
B: Yes, we can.
A: How?
B: Don’t take a bath.
• Activity 3a
1. deforestation 2. air pollution
3. water pollution 4. noise pollution
5. soil pollution
• Activity 3b
1b 2e
3a
4c 5d
II. Grammar
* Activity 4: Gap fill
1. is - will rise 2. rise - will disappear
3. reduce - will have 4. don’t have, will be
5. are - will be
* Activity 5
1. If students recycle and use recycled
materials, they will save energy.
2. If we use the car all the time, we will make
the air dirty.
3. You will save electricity if you turn off
your computer when you don’t use it.
4. People will stop using so much energy if
they want to save the environment.
5. What will you do if you see a used can in
the road?
III. Communication
Activity 6.
Group work
• Project: My future appliance
I will have a robot. It will help me take care
of the flowers in the garden.
What will
you do if
you have
some used
plastic
bottle at
home?
If you
want to
save
electricit
y at
home,
what
will you
do?
If you
want to
reduce
rubbish
at home,
what will
you do?
Student
A
Student
B
Student
B
4. Consolidation
-Summarize the main point of the lesson.
5. Homework
- Prepare for the next written test.
UNIT 12: ROBOTS
Lesson 1: Getting started
I. Aims
This lesson will present the vocabulary and grammar items to be learned. Ss
then practice listening and speaking with the lexical items related to the topic
"Robots".
II. Objectives
- Vocab: Words to name everyday activities.
- Grammar: Could for past ability, will be able to for future ability.
III. Materials
- Text book
- Board, chalk,...
- A cassette and an audio compact disk.
IV. Anticipated problems
There may not be enough time for all the activities.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
Chatting
- Give a picture of “ robot”
-T writes " Robot" on the board.
- Ask Ss what " robot" means to them.
- T explains " robot"
- In this unit we are going to learn about
“ robot”
- T asks Ss open their books and start the
lesson.
- Teacher - Students.
3. New lesson
Teacher’s activities
Students’ activities
- Pre-teach vocabulary
* Vocabulary checking : R.O.R
- T introduces
+ Could for past ability and
Will be able to for future
ability by sentences in part 1
- In the past they had a minor
role. They could do very simple
things.
- They will be able to do many
things like humans.
They won’t be able to do things
like play football or drive a car
T: plays the tape and students
listen and read
- Ss listen to the recording( twice)
- Ss write the correct answers on
the board.
- T corrects.
- Asks sts to name the thing they
see
- T asks them to find out four
types of robots in the
conversation and write them
under the correct pictures
-Call 2 pupils to go to the board
and write
- Have some Ss to do in front of
the class.
- T corrects them.
-Have
Ss
quickly match each
activity with its picture.
- Ss play the recording for Ss to
check their answers,
- T corrects their pronunciation.
- T introduces the exercises 3 and
demonstrate the game to the class
first
- Asks a more able S to help you
Getting Started.
1. Vocabulary:
- Robot ['roubɔt](n) : người máy
- role (n): vai trò
- minor ['mainə] (adj): nhỏ, thứ yếu.
Minor role: vai trò thứ yếu.
- Human ( adj): con người
* Grammar:
+ Could for past ability
In the past they had a minor role. They
could do very simple things.
+ Will be able to for future ability.
Ex: They will be able to do many things
like humans.
They won’t be able to do things like play
football or drive a car.
a. Read the conversation again. Answer
the following questions.
1. They could only do very simple things.
2. Yes, they can
3. They will be able to do many things like
humans
4. No, they won’t
b. Find the four types of robots in the
conversation. Write them under the
correct pictures below
1. teaching robots
2. worker robots
3. doctor robots
4. home robots
2. Match the activities with the pictures.
Then listen, check and repeat the
phrases.
1. c 2.d 3. a 4. b.
3. Game: Miming
Work in groups. A student mimes one of the
Let pupils play in groups.
- T corrects.
- Asks the students repeat the
example in pairs.
- T can explain the meaning if
necessary.
- Teacher explains the use and
help ss remember the use of can
to talk about ability in the present
and have some ss give examples.
of modal “can”: We use can to
talk about ability in the present.
- Asks a more able to tell what
activities in the pictures he/ she
can or can’t do.
- Asks the pupils to do the
exercises.
Ss work in pairs.
- T goes around to help weaker ss.
- Asks Ss to move around and ask
different classmates different
questions
- Ss go around the class asking
the questions.
- Asks Ss to report the results.
- Counts the number of Yes
answers to each question and find
out which sports or games all Ss
can play….
activities in 2 and the others try to guess.
Then swap.
Example: A: what am I doing?
B: You’re doing the dishes.
A. Yes, that’s right/ No, try again.
4. Look at the pictures. Tell your partner
what you can or can’t do now
Example: I can draw./ I can’t swim.
a. I can play football /I can’t play
football.
b. I can climb a mountain./I can’t climb
a mountain./
c. I can play the guitar/I can’t play the
guitar.
d. I can sing an English song./ I can’t
sing an English song.
e. I can + V…./ I can’t+ V….
5.Class survey:
Teacher go around the class asking these
questions. Find out:
- The sports or games that all people can
play.
-The sports or games that some people
cannot play.
- The sports or games that no one can play.
4. Consolidation
- Teacher gets students to retell the aims of the lesson.
5. Homework
- Prepare for the next lesson: Unit 12: A closer look 1.
- Practise reading the dialogue fluently.
- Learn by heart all new words.
UNIT 12: ROBOTS
Lesson 2: A closer look 1
I. Aims
By the end of the lesson, ss will be able to:
- Pronounce correctly the sounds /ɔi/ and /au / in isolation and in
context; Practise some words about everyday activities.
- Improve their listening skill, writing skill and pronunciation.
II. Objectives
- Vocab: everyday activities...
- Phonetics: Practise the sounds: /ɔi/ and /au /.
- COULD for past ability.
III. Materials
- Text book
- Board, chalk,...
- A cassette and an audio compact disk.
IV. Anticipated problems
Students may get confused when practising the sound /ɔi/ and /au /.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
- Teacher checks students’ homework:
+ Write new words
+ Read the dialogue
3. New lesson
Teacher’s activities
Students’ activities
I. Vocabulary
1. Teaching vocab
- Teacher uses different techniques
to teach vocab (situation, realia)
- Follow the seven steps of teaching
vocab.
* Checking vocab: R0R
2. Matching (1 P.60)
? Ss work individually then compare
in pairs.
?Teacher gives feedback, play the
recording. Ss listen and repeat.
3. Put the words in 2 into groups (2
P.60)
? Ss work individually then compare
in pairs.
? Teacher gives feedback.
- lift [ri'dju:s](v): nhấc lên
- recognise ['rekəgnaiz](v): nhận ra
- guard [gɑ:d](v): canh gác
- shout [∫aut] (v): la hét
- boil [bɔil](v): sôi (nước)
- step [step](n, v): bước đi, dẫm lên
- Repeat in chorus and individually
- Copy all the words
1. c 2. a 3. b 4. e 5. d
- Write another word/phrase for each verb
Key:- make a cup of coffee, make a
cake...
- understand the lesson
- lift a suitcase,...
- recognize her sweet voice
Grammar
COULD
1. Mary could do sums at the age of 17.
* Grammar
- Get Ss to study the grammar box,
draw Ss’ attention to the form of
could.
3. Put the words in correct order (3
P.60)
Ss work individually then compare
in pairs.
? Teacher gives feedback.
4. Pairs work (4. P60)
- Read the information abot the
famous robot: Ongaku. Ask and
answer questions about what it
could/couldn’t do 2 years ago.
5. Writing
Ss work individually then compare
in pairs.
? Teacher gives feedback.
II. Pronunciation
1. /ɔi/ and /au
- Explain how to make the two
sounds.
? Listen and repeat. Pay attention to
the sounds /ɔi/ and /au /
2. Listen and group the words (6
P.60)
- Play the tape twice
? Work individually to put the words
into two groups.
? Check your answers in groups.
- Have two students write on the
board.
3. Listen and circle the word you
hear (7 P.61)
- Ss work individually then compare
the answer with a partner.
III. Production
? Play the recording and pause after
each word which has the underlined
part. (8 P.51)
2. Could you read and write when you
were 6
3. Robots could lift heavy things some
years ago.
4. Robots couldn’t move easily until
recent years.
Ex:
A: Could Ongaku lift heavy things 2 years
ago?
B: Yes, it could.
- Write 3 things you could do and 3 things
you couldn’t do when you were in
primary school.
- Listen and repeat
- Do the task individually
Key:
Sound / ɔi /: voice, boy, toy, noisy, boil
Sound / au /: down, house, around,
flower, shout
1. oil 2. cow 3. Ouch 4.
bow
- Ss then practice the chant. Notice the
sound /ɔi/ and /au /.
4. Consolidation
Teacher gets students to retell how to make sound /ɔi/ and /au /.
5. Homework
- Prepare for the next lesson: Unit 12: A closer look 2.
- Learn by heart all the new words
- Do Ex A1,2 , B1,2 (WB)
UNIT 12: ROBOTS
Lesson 3: A closer look 2
I. Aims
By the end of the lesson, ss will be able to:
- Talk about future ability.
- Practice doing exercises using modal verbs.
II. Objectives
- Vocab: everyday activities...
- Grammar: will be able to + V
III. Materials
- Text book
- Board, chalk,...
IV. Anticipated problems
Weak students may get confused with “be able to”.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
- Teacher checks students’ homework:
+ What could robots do in the past ?
+ What will robots be able to do in the future?
3. New lesson
Teacher’s activities
Students’ activities
I. Grammar
- Introducing new language” Will be
able to ….”
Using : We use Will be able to talk
about ability in the future
- Give an example
- Ask sts to give an example
II. Practice
Ask sts to read the ex1
- Do the 1
st
sentence
- Ask sts to read
- Ask sts to do Sentences 2,3,4 in
pair
- Call sts to read the correct
sentences
- Give the correct answer
Explain ex2
Help sts to do the example with
picture 1
Ask st to answer the question “Will
you be good at English when you
are in year 8”. With picture 2,3,4,5,6
I. grammar
Will be able to …
(Students study the grammar box page
60)
- Affirmative
- Negative
- Interrogative
-Short answers
II. Practice
Ex1. Put the words in the correct order.
1.Robots will be able to do many things
like humans in 2030
2. Will robots be able to talk to us then ?
3. Robots won’t be able to play football.
4. Will robots be able to recognize our
face?
Ex2.
Will you be good at English when you are
in year 8.
If yes :
I will be able to read an English book
when I am in year 8
If no:
Have sts to give the answer
Correct them
Ask sts to ask and answer the
questions about the activities in ex2
in pairs before the class.
- T controls the class.
Ex: Will you be able to read an
English book when you are in year
8?
Yes, I will/ no, I won’t
- Ask st to complete the table with
can, could, can’t, couldn’t, will be
able to, won’t be able to
Retell the usage of can, could, can’t,
couldn’t, will be able to, won’t be
able to.
Have st to do the ex4 and 5
Correct and give the correct answer
1.can recognize
2. will be able to make
3. couldn’t do
4. will be able to guard
I won’t be able to read an English book
when I am in year 8
….
Ex3 Work in pairs. Ask and answer the
questions about the activities in 2. Tell the
class about your partner.
Ex4: Fill the gaps with can, can’t, could,
couldn’t, will be able to or won’t be able
to.
present past future
Can Could -Will be able to
Can’t
Couldn’t -won’t be able to
1.couldn’t
2. will be able to
3. could/ can’t
4. won’t be able to
5. can
Ex5. Complete the sentences. Use will be
able to, can, could, and the verbs from the
box.
Ex6. Work in pairs. Look at the
information from the table below and tell
your partner what Kitty could do in the
past, can do now and will be able to do in
the future.
- Ask st to look at the information
from the table below and tell your
skill
past
now
futur
e
partner what Kitty could do in the
past, can do now, and will be able to
do in the future.
- ask st to go to the board and write
the answer
-Lift heavy things
-Make coffee
-Guard our house
-Understand what we
say
v
x
x
x
v
v
v
x
v
v
v
v
- give the correct answer
Ex. In the past, Kitty could lift heavy
things. Now, it can lift heavy things and in
the future it will be able to lift heavy
things
In the past, Kitty couldn’t make coffee.
Now, it can make coffee and in the future
it will be able to make coffee
4. Consolidation
Teacher gets students to retell the aims of the lesson.
5. Homework
- Prepare for the next lesson: Review 4.
- Learn by heart all the new words
- Do Ex B3,4,5,6 (WB)
UNIT 12: ROBOTS
present
past
future
Discussion
What skills do you like a robot to have?
- Ss work in group
2. Revision
Lesson 4: Communication
I. Aims
Students can use modal verbs to talk about robots’ skills.
II. Objectives
By the end of the lesson, Ss can use modal verbs to talk about robots’ skills.
III. Materials
- Text book
- Board, chalk,...
- A cassette and an audio disk.
IV. Anticipated problems
Weak Ss may find it difficult to express their idea.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
3. New lesson
Teacher’s activities
Students’ activities
1. Listening
*Extra vocabulary.
- teacher teaches Ss new words.
- Checking vocabulary: R0R
* set the scene: Today we are going to
listen to a television interview asking
some people around the world about
what skills they like their robots to have.
Please think: What skills would you like
a robot to have? And what skills do the
two robots Ongaku and Kitty have?
- Ss read the interview and look
carefully at the pictures of three robots
and guess the missing words.
- Play the recording, Ss listen and check
their guess.
- T checks with whole class.
2. Pair work:
- Ask Ss to move around and ask
different classmates what skills they
1. Listening
*Extra vocabulary.
- comb (v, n): chải tóc; cái lược
- bend over (v): cúi xuống, uốn cong
- garderning (n): việc làm vườn
- shout (v): la hét
1. words 2. shoes 3. first
4. school 5. water
2. Interview three people about
what skill they want their robots to
have.
want their robots to have. Note down the
Interviewee
What abilities
answer in the table in 2.
1. Chi
- Get Ss to practise reporting the result
2.
in groups.
3.
3. Work in groups:
- T chooses some of the Ss to report
3. Report the r
esult to the class:
their result in front of the whole class.
- T makes comment and correct any
errors.
Ex: The robot Chi has can.....
4. Consolidation
- Teacher gets students to retell the aims of the lesson.
5. Homework
- Prepare for the next lesson: Unit 12: Skills 1.
- Do exercise C1, 2 (Workbook).
UNIT 12: ROBOTS
Lesson 5: Skills 1
I. Aims
Reading for specific information about types of robots and their abilities or
skills.
Talking about different types of robots and what they will be able to do in
the future.
II. Objectives
By the end of the lesson students will be able to:
- Read for specific information about types of robots and their abilities or
skills.
- Talk about different types of robots and what they will be able to do in the
future.
- Practise speaking and reading skills.
III. Materials
- Text book
- Board, chalk,...
IV. Anticipated problems
Weak students may find it difficult to catch up with the whole class.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
- Teacher checks Ss’ home work.
3. New lesson
Teacher’s activities
Students’ activities
- Ask Ss to scan the passage
and underline the words “space
robots”, space stations”, “apart
from”, “types” and “planet” in
the passage. Help Ss work out
the meanings of these words
from the context.
- Ask for translation to check if
they understand.
- 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.
- Ask Ss to scan the passage
again and find the detailed
information to complete the
table. Ask Ss to note where
they have found the
information.
- Ss compare in pairs
- T checks the answers.
I. READING
1. Find the following words/phrases in the
text below. What do they mean?
- space robots
- space stations
- planet
- apart from
2. Comprehension questions
Key:
1. A robot show
2. Young people are (interested in home
robots)
3. The children like to see them.
4. There are worker robots, doctor robots, and
space robots.
3. Read the text again and fill the table
below.
Types of What they will do?
robots
Cook, make tea or coffee,
Home robots clean the house and do the
washing
Help children study,
teach
Teaching
them English, literature,
robots
maths and other subjects,
help children improve their
English pronunciation
Worker
robots
Build our houses, buildings
Doctor robots
Help sick people
- Remind Ss of the form and
use of will be able to. Ss may
refer to the Grammar boxes in
Space robots
Buildspace stations on the
Moon and other planets.
A closer look 2 and words and
phrases that they can use to talk
about robots’ skills in the
Getting Started, A closer look
1, A closer look 2 and
Communication.
- Ss work individually.
- T asks a more able S to
model this activity in front of
the class.
- Have Ss work in groups.
II. SPEAKING
4. Write what you think each type of robot
will be able to do in the future.
- Brainstorm ideas for additional everyday
activities that a robot can help with.
5. Work in groups. Take turns talking
about types of robots and what they will be
to do in the future. Can you think of other
types of robots?.
4. Consolidation
Teacher gets students to retell what they have learnt.
5. Homework
- Prepare for the next lesson: Unit 12: Skills 2.
- Do Ex D1, 2 (WB)
UNIT 12: ROBOTS
Lesson 6: Skills 2
I. Aims
To help students develop writing skill, listening skill.
II. Objectives
By the end of the lesson students will be able to:
- Listen for specific information about different opinions of what robots will
be able to do in the future.
- Write opinions about the role of robots in the future.
III. Materials
- Text book
- Board, chalk...
- A cassette and an audio compact disc.
IV. Anticipated problems
It is rather difficult for weak Ss to express their ideas.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
- Teacher checks Ss’ homework.
- Get one student to go to the board to write new words.
- Help Ss with their homework if they have any problems.
3. New lesson
Teacher’s activities
Students’ activities
A. Listening:
* Pre- listening:
- Ss work individually.
- Ss share with their partners.
* While- listening:
- Ask Ss to read the construction
carefully and remind them to
remember the names of the people
in the conversation they are going
to hear.
- Play the recording and ask Ss to
do the exercise.
- Ask Ss to study the statements
carefully. Ss may work in pairs to
discuss the answers from the
information they have heard in 2.
- Play the recording for Ss to do the
exercise.
B. Writing:
* Pre-writing:
- Ask Ss to read the paragraph and
the phrase above it carefully.
- Ss work individually, compare the
answers before discussing them as
a class.
* While- writing:
- Ss write their paragraph
individually based on the
suggestions in the book.
- Ask one student to write the
paragraph on the board. Other Ss
I. Listening
1. Do you agree or disagree with these
statements?
- Ss tick which statements about robots
they agree or disagree with.
2. Listen and find out which person says
what.
- Ss do the exercise individually.
- Ss compare their answer in pairs.
Key:
2. Duy 3. Mi 4. Phong 5. Mi
3. T/F statements
1F
2T
3T 4F
II. Writing
4. Gap fill.
1b 2a
3c
4d
5. Writing
- Write a paragraph to support the idea
that robots will be very useful in the
future.
- Ss may refer to the paragraph in 4 and
the reading in Skills 1 for useful language
and ideas.
4. Consolidation
-Summarize the main point of the lesson.
5. Homework
- Prepare for the next lesson: Unit 12: Looking back & Project.
- Do Ex E1, 2 (WB)
UNIT 12: ROBOTS
Lesson 7: Looking back & project
I. Aims
To help students recycle the language from the previous sections and link
with the topic: Robots.
II. Objectives
By the end of the lesson students will be able to:
- Revise and make the use of all the target knowledge in unit 12.
- Use “will be able to” and “won’t be able to” to talk about future abilities.
III. Materials
- Text book
- Board, chalk,...
IV. Anticipated problems
Weak students may get confused with “be able to” and “can”.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
- Teacher checks students’ homework.
and teacher give comments on the
paragraph on the board.
- T collects some writing to correct
at home.
I agree with the idea that in the future
robots will be very useful to us. There are
many types of robots. These robots can do
many things. Firstly, at home, home
robots can do all of our housework.
Secondly, in education teaching robots
can help children do their homework.
Also, in medicine, doctor robots will be
able to help sick people. Finally, robots
will be able to do all dangerous work for
us. For these reasons, I think that robots
will be useful in our future.
Teacher’s activities
Students’ activities
Ss work individually to do exercises.
Asks Ss to compare their answer with
their partner
Gives the answers
- asks Ss to do the exercise individually.
- Remind Ss that the words, phrases and
sentences around the blanks will provide
the context for them to choose the
correct verbs.
Check the answers with their partners.
- asks Ss to do the exercise individually.
Check the answers with their partners.
- T checks with the whole class
- asks Ss to do the exercise individually.
Check the answers with their partners.
- T checks with the whole class
- Have SS write on their notebooks.
- asks Ss to do the exercise individually.
- Teacher goes around to help weaker Ss.
- T checks with the whole class
- Have SS write on their notebooks
- Have Ss read the questions and answers
once or twice.
- Ask Ss to do the exercise individually
then compare in pairs.
(Ss may do this at home)
I. Vocabulary:
1. Activity 1, 2:
Activity 1.
Do the work individually and compare with
partner
Check the answer
1. cut 2. lift 3. tea
4. laundry 5. do
Activity 2
1. guard
2. make
3. understand
4. recognise
II. Grammar
* Activity 3: Gap fill
1. will be able to
2. won’t be able to
3 will be able to
4. will be able to
5. won’t be able to
* Activity 4
1. Will robots be able to make coffee in the
future?
- Yes, they will / No, they won’t.
2. Could he ride a bike when he was in Year
6?
- Yeas, he could / No, he couldn’t.
3. Can you do the dishes?
- Yes, I can / No, I can’t.
* Activity 5: Writing
- I could swim when I was 10.
- I can ride a bike now.
- I can speak English better when I finish
Year 6.
.....
III. Communication
Activity 6.
1c 2d 3a 4b
• Project: My future appliance
I will have a robot. It will help me take care
of the flowers in the garden.
3. New lesson
4. Consolidation
-Summarize the main point of the lesson.
5. Homework
- Review all the lessons.
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Tài liệu khác của Tiếng Anh 6

Preview text:

Date of planning: 13/8 /2017
Date of teaching:6A,D,E :17 /8 /2017 Unit 7: TELEVISION
Lesson 1: Getting started I. Aims
By the end of the lesson, ss will be able to listen and read for specific
information then practice listening and speaking with the lexical items related to the topic "Television". II. Objectives
- Vocab: TV programmes, people and things.
- Grammar: Conjunctions: and, but, so, because, although, Wh-question words. III. Materials - Text book - Board, chalk, ...
- A cassette and an audio compact disk.
IV. Anticipated problems
There may not be enough time for all the activities. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision Network - Individual work - Teacher – Whole class - Pair works 3. New lesson
Teacher’s activities
Students’ activities I. Presentation - cartoon (n) Phim hoạt hình 1. Vocabulary [kɑ:'tu:n] - Teacher uses different comedy (n): Phim hài techniques to teach vocab - local television (n): Truyền hình địa
(situation, translation, pictures) ['loukəl 'teliviʒn] phương - Follow the seven steps of - channel ['t∫ænl] (n) Kênh TV teaching vocab. -funny (adj Hài hước ) - programme (n): Chương trình * Checking vocab: Matching (A2 P.7) - game show (n): Buổi truyền hình giải trí
2. Listen and read
- stupid ['stju:pid] (adj Đần độn * Set the sences: )
? Look at the picture on page 6 - educational (n) mang tính giáo dục ? Who are they? [,edju:'kei∫ənl] ? What is Phong doing?
- Repeat in chorus and individually
? What are they talking about? - Copy all the words
- Now we are going to listen
and read a dialogue about
- Answer the questions individually. Phong and Hung to see what they are talking about
- They are Phong and Hung. - Play the recording twice.
- He is talking with Hung.
? Listen and read then check
your answer for the last question. II. Practice - Listen and read
1. Comprehension questions (1a) ? Work individually. ? Share answers with your 1. Laughing Out Loud partner. 2. VTV3 3. No, they aren’t - Teacher gives feedback. 4. Because he is awful.
2. Find the adjectives (1b P.7) - individual work 5. Tom is stupid, but funny.
3. Adjectives to describe TV Mr. Bean: funny, awful programmes (1c P7) Tom: stupid, funny
- Divide the class into groups Jerry: Intelligent - work in groups.
4. Gap fill (3 P7) Possible answer:
? Read the sentences carefully. No: beautiful, small @ It makes me laugh..: Individual work - Compare in pairs Key: T gives feedback.
III. Production 4. (P7) 1. National 2. comedy 3. channels ? Write down two things you 4. competition 5. cartoons like and dislike about TV. 6. educational
? Talk to others in your groups.
Note: Ss don’t have to say “I
like..../don’t like...” They can
- “There are not enough programmes for use other structures instead. children.” - It wastes time. 4. Consolidation
- Teacher gets students to retell the aims of the lesson. 5. Homework
- Prepare for the next lesson: Unit 7: Closer look 1.
- Do exercise B3 (P.5) (Workbook). Learn by heart all new words Unit 7: TELEVISION
Lesson 2: A closer look 1 I. Aims
By the end of the lesson, ss will be able to:
- Pronounce correctly the sounds / θ / and / ð / in isolation and in
context; Practise some words about TV programme.
- Improve their listening skill, writing skill and pronunciation. II. Objectives
- Vocab: TV programme lexical items
- Phonetics: Practise the sounds: / θ / and / ð /. III. Materials - Text book - Board, chalk,...
- A cassette and an audio compact disk.
IV. Anticipated problems
Students may get confused when practicing the sound / θ / and / ð /. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision
- Teacher checks students’ homework: + Write new words + Read the dialogue 3. New lesson
Teacher’s activities
Students’ activities I. Vocabulary - MC (n): Người dẫn CT
1. Teaching vocab - viewer (n): Người xem - Teacher uses different TV schedule (n): Lịch truyền hình techniques to teach vocab -weatherman (n): Người thông báo tin (situation, realia) thời tiết - Follow the seven steps of newsreader (n): Người đọc bản tin teaching vocab. * Checking vocab: Matching Remote (n): Bộ điều khiển TX (Ex 1 P.8) control
- T plays the recording for Ss - Repeat in chorus and individually
to listen and check their - Copy all the words pronunciation.
2. Gap fill (2 P8) ? Ss work individually then compare in pairs.
- Listen and repeat chorally and individually ? Teacher gives feedback. Keys: 1. weatherman 2. newsreader 3. remote control 4. MC 3. Game (3 P8) 5. volume button 6. TV viewer
? Get Ss to read 2 again to see how a word is defined. Suggested key:
- A person who..... người mà...
Comedian: A person whose job is to make - A programme which.......
people laugh by telling jokes and funny stories. Chương trình mà....... ....... - Ss work in groups II. Pronunciation
1. / θ / and / ð / (4 P8) - Listen and repeat - Explain how to make the two sounds. ? Listen and repeat. Pay
attention to the sounds / θ / and / ð / - Do the task individually
2. Listen and group the words (5 P8) Key: - Play the tape twice
Sound / θ /: theatre, Thanksgivings, earth,
? Work individually to put the
both, through. Sound / ð /: there, them, words into two groups.
neither, weatherman, than, feather ? Check your answers in groups. - Have two students write on the board. “The
thirty-three thieves are thinking of how to III. Production
get through the security.”
? Ss take turn read the sentence quickly and correctly 6 P8 4. Consolidation
Teacher gets students to retell how to make sound / θ / and / ð /. 5. Homework
- Prepare for the next lesson: Unit 7: Closer look 2.
- Learn by heart all the new words - Do Ex A1,2 P4, B1,2 P5 (WB) Unit 7: TELEVISION
Unit 3: A closer look 2 I. Aims
By the end of the lesson, ss will be able to use conjunctions (and, but,
because...) and question words (where, who, why...). II. Objectives
- Vocab: Lexical items related to television.
- Grammar: conjunctions and question words. III. Materials - Text book - Board, chalk,...
IV. Anticipated problems The lesson may take time. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision
- Teacher checks students’ homework: + Write new words
+ Practice reading the words in exercise 4 P.8 concentrate on the sound /θ/ and /ð/. 3. New lesson
Teacher’s activities
Students’ activities
1. Teaching vocab I. New words - Teacher uses different - cute (adj Xinh xắn techniques to teach vocab ) (situation, realia) - manner (n): Phong cách - Follow the seven steps of - reason (n): Lý do teaching vocab. - series (n): Phim dài tập - penguin (n): Chim cánh cụt ['peηgwin]
* Checking vocab: Slap the board - although conj Mặc dù - though conj Mặc dù
2. Presentation text (1 P9) ? Read the conversation and II. Question words underline the question words. Key: What where how long ? Work individually. ? Share the answers with your partner. Remember! - Ss study carefully - Explain the use of question words. 3. Gap fill
Key: 1. How often, What ? Look at the answer in the 2. Who
dialogue to choose the correct 3. When, Where question word.
- T plays the recording, Ss look at
the conversation as they listen to check their answers. III. Conjunctions 4. Gap fill
- Get Ss to look at the answers to find the question words Remember
? T gets Ss to read the remember Key: 1. and 2. but 3. Although box. T explains it to Ss. 4. because 5. so
1. Gap fill (4 P10)
? Get Ss to read the questions carefully and decide what the
relationship between the two ideas 1-c 2-a 3-e 4-b 5-d
is so that they can find the correct
conjunction for each question.
2. Matching (5 P10) Key:
? Ss work individually then - What is the name of the national TV channel? correct in pairs.
- How many hours does it broadcast?/How - T give feedback. long is it on?
3. Discussion (6 P10)
- What are the names of TV programmes for
Ss work in group, discuss and children? make questions for
each - How much does cable TV cost per month? information given.
- Who is your favourite TV person? Ask Ss to be careful when choosing question words. 4. Consolidation
Teacher gets students to the aims of the lesson. 5. Homework
- Prepare for the next lesson: Unit 7: Communication.
- Learn by heart all the new words - Do Ex B4, B5, B6, B7 (WB) Unit 7: TELEVISION
Lesson 4: Communication I. Aims
By the end of the lesson, ss will be able to talk about television and TV programmes. II. Objectives - Vocab: TV programmes. - Practise speaking skills. III. Materials - Text book - Board, chalk,...
IV. Anticipated problems
Students may find it difficult to use English to express their idea. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision
- Teacher checks students’ old lesson.
o Name the question word you learnt. How do you use them?
o Name and talk about the use of the conjunctions you learnt. 3. New lesson
Teacher’s activities
Students’ activities I. Pre-Speaking: I. New words * Preteach the vocab - clumsy (adj): vụng về - Teacher uses different
- entertain [,entə'tein](v): giải trí techniques to teach vocab
- mini-series (n): A miniseries (also mini- (situation, explanation)
series) is a television show that tells a single - Follow the seven steps of
story in a limited number of episodes. teaching vocab. - human (n): con người
* Checking technique: Slap the - educate ['edju:keit] (v): giáo dục board + education (n)
- Repeat in chorus and individually - Copy all the words * Gap fill: Ex1 P. 11 Key: 1. Japan 2. Viet Nam - Ss work in pairs. 3. Iceland 4. The USA 5. Finland 6. Britain. II. While speaking * Discussion: - groups work of 4 each.
- Teacher lets Ss to talk freely, do not correct Ss’ answer. * Reading: Ex 3a
- Teacher asks Ss to return Ex2 - Ss read individually.
and see if they want to change
any of their previous answers.
- Ex 3b: Let Ss read the text while they answer
the Educational vs educate? questions.
Small children vs kids? - Teacher gives feedback.
Child: a boy or girl from the time of birth
until he or she is an adult, or a son or daughter of any age. III. Post speaking Kid: (informal) a child. * Work in group
- Teacher allow Ss 3 minutes to - Ss read about the two programmes and tell
choose the programme they their group which one they prefer and why. prefer and prepare for their speaking 4. Consolidation
Teacher retells main points of the lesson. 5. Homework
- Prepare for the next lesson: Unit 7: Skills 1.
- Learn by heart all the new words - Do Ex C1, 2 (WB) Unit 7: TELEVISION Lesson 5: Skills 1 I. Aims
By the end of this lesson students can:
+ Read a TV schedule and descriptions of famous children's programmes for specific information
+ Talk about a favorite TV programme. II. Objectives - Vocab: TV programmes.
- Practise reading and speaking skills. III. Materials - Text book - Board, chalk,...
IV. Anticipated problems
Weak students may find it difficult to catch up with whole class. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision 1. Chatting:
What do you often do in your free time? Do you like watching TV?
What kind of programmes on TV do you often watch? Do you kike cartoon? What about Tom and jerry?
I think it is an interesting film. Do you agree with me? 2. Checking the old lesson - Write vocabulary.
- Read about two famous TV programmes for children again. 3. New lesson
Teacher’s activities
Students’ activities 1. Presentation I. Reading
- T asks Ss reads part 1 and find out new 1. Read the schedule for the World! words * New words T explains the new words
- documentary (n) [,dɔkju'mentəri]
- Pacific Ocean (n) [pə'sifik'ou∫n] - Ss read all new words - race (n)
- Have some Ss read in front of the class. - test (v) - universe (n) ['ju:nivə:s]
- T asks Ss to read the part one again It starts at 8.00
- T asks some questions and Ss answer It is about life in the Water
+ What time does the animal start?
+ What is the content of the animals It starts at 11.30
programme? Or What is the animals It is about Wheelbarrow Races about?
What time does the sport start? It starts at 11.00 What is the sport about?
It is about Children are always right
What time does the game show start? It starts at 12.15 What is the game show about ?
It is about Journey to Jupiter
What time does the science start? What is the science about?
What kind of programme do you like best? Why?
Do you often watch this programme ?
2. Answer the following questions When?
about the schedule Who do you watch with? 2. Practice - Ss do this task in pairs + Wheelbarrow - Check in pairs
- Have some pairs of Ss ask and answer + The Parrot Instructor before the class. + Yes, we can
1.What is the event in the Sports programme today?
+ A documentary about the colorful
2. What’s the name of the comedy? living world in the Pacific
3. Can we watch a game show after 10 + No, it isn't. o’clock?
4. What is the content of the Animals programme?
5. Is Jupiter the name of a science programme?
3. Read the information about the - T corrects
people below and choose the best
- Have two Ss write the answer on the programme for each. board again a. Phong: Science: Journey to - Another Ss copy in notebook Jupiter
* T asks Ss to read the information in part b. Bob: Comedy: The Parrot 3 Instructor
c. Nga: Game show : Children are
- Ss find out information and underline always right them. d. Minh: Sports: Wheel barrow
- Have some Ss do in front of the class. Races
- Ss remarks and T give correct key. e. Linh: Animals: Ocean life II. Speaking: T asks Sts: Do you like TV?
What do you often watch on TV? * Work in groups
What is your favourite programme?
Tell your group about your favorite Why do you like it?
TV programme. Your talk should - T gives a topic:
include the following information:
"Tell your group about your favorite TV the name of the programme
programme." Your talk should include the following information: the channel it is on the name of the programme the channel it is on the content of the programme the content of the the reason you like it programme the reason you like it
- Teacher asks Ss to work in pairs - One S asks and one S answer
- Have some Ss talk in front of the class.
- T can write on the board the name of each S's favorite programme 3. Consolidation
-Talk about a favorite TV programme.
The name of the programme->the channel
it is on -> the content of the programme-> the reason you like it 4. Consolidation
Teacher retells main points of the lesson. 5. Homework
- Prepare for the next lesson: Unit 7: Skills 2.
- Learn by heart all the new words - Do Ex D1, 2, 3 (WB). Unit 7: TELEVISION Lesson 6: Skills 2 I. Aims
To help students develop writing skill, listening skill. II. Objectives
By the end of the lesson students will be able to:
- Listen for specific information from a recommended TV schedule.
- Write a short guided passage about one’s TV-watching habits. III. Materials - Text book - Board, chalk,...
- A cassette and an audio compact disc.
IV. Anticipated problems
It is rather difficult for weak Ss to express their ideas. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision Chatting ? Do you like watching TV?
? How many hours a day do you watch - Teacher - Students. TV?
? Do you watch TV when you are eating? Learning lessons?
? What kind of programme do you watch most?
? Do you leave your TV on when you are not watching it? 3. New lesson
Teacher’s activities
Students’ activities Pre teach I. New words - Teacher uses different
- giraffe [dʒi'rɑ:f](n): Hươu cao cổ techniques to teach vocab
- squirrel ['skwirəl](n): Con sóc (situation, explanation)
- spotted ['spɔtid](adj): lốm đốm - Follow the seven steps of
- compare [kəm'peə] (v): So sánh teaching vocab.
- habit ['hæbit](n): thói quen
* Checking technique: Slap the - comment ['kɔment](n,v): Bình luận board II. Listening Listening. 1. Listen and tick.
- Give Ss 2-3 minutes to read Music: Green Gree Summer ✓
the schedule. Ask Ss to read Cartoon: The Red Spotted ✓ aloud to check on their Squirrel pronunciation.
Film: The Lonely Giraffe ✓
- Play the disc twice. Ss listen, Home and Garden: How to
focus only on the information ✓ Make a Dog House they need, and tick. Our World: The old Town of - Teacher give feedback. ✓ Inca
- Let Ss read the sentences first.
- Play the recording again, 2. True or False?
pause the recording after each 1F 2T 3F 4T 5F
sentence. Ss listen carefully to do the exercise. - Teacher give feedback. III. Writing Writing.
3. What are your TV-watching habits?
-Let Ss read the questionnaire Suggested writing: and choose the most
I do not watch much TV. I only spend
appropriate answer for him/her. one or two hours a day watching TV. I spend - Check on Ss’ answers.
most of my free time on outdoor activities. I
- T helps Ss organize their usually watch the VTV news on VTV1
ideas for writing then asks channel. I usually turn off the TV when I do
them to look at the suggested not watch it. I think I have good TV watching
structure for the writing. habits. 4. Consolidation
-Summarize the main point of the lesson. 5. Homework
- Prepare for the next lesson: Unit 7: Looking back & Project. - Do Ex E1, 2 (WB) Unit 7: TELEVISION
Unit 7: Looking back & project I. Aims
To help students produce the language from the previous sections and link with the topics. II. Objectives
By the end of the lesson students will be able to:
- Revise and make the use of all the target knowledge in unit 7.
- Do a project about the importance of TV. III. Materials - Text book - Board, chalk,...
IV. Anticipated problems
It is rather difficult for Ss to make use of all the content of this unit. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision Brainstorming: -Have Ss work in 2 teams. TV viewer
-Ss write as many words as possible 3. New lesson
Teacher’s activities
Students’ activities I. Vocabulary.
1. Put the words in the correct column.
-Ask Ss write the words in the People Programme Kinds of film right column. Newsreader Cartoon Documentary - Correct mistakes. Weathergirl Game show Romance -Repeat the words. Writer Animals MC Home and garden 2. Gap fill.
Ask Ss to read the text and fill 1. national 5. relax in the gaps. 2. viewers 6. game shows -Correct 3. 7 o’clock news 7. educational 4. Comedies 8. writers II. Grammar. II. Grammar.
3. Make question for each answer.
- Get Ss to name some question 1. How many words they learnt. 2. What -T asks Ss to look at the 3. Why answers and decide which 4. Who question word is to be used. 5. When
-Give feedback and the correct answers. 4. Connect sentences.
- Get Ss to do the exercise 1. Ocean Life is on at 7.30 and Laughing out individually. Loud will follow at 8.00.
2. I have watched The Seven Kitties many
times because I like the film so much. -Ss do Ex individually.
3. BBC One is a British channel but VTV6 is
- call some Ss to do it on the Vietnamese channel. board.
4. Although Along The Coast is a famous - Correct.
TV series, I have never watched it.
5. I have a lot of homework to do tonight, so
I can’t watch Eight Feet Below. III. Communication
5. Rearrange sentences to have a complete
- T gets Ss to do this task conversation.
individually then compare the Key: A-C-B-D-F-H-G-E-I-K answers in pairs.
- T checks and give feed back. - Ask Ss to practice the conversation in pairs.
6. Make a conversation:
- Ss use the target language
they have learnt and the
conversation in 5 to make their own conversation. HOW IMPORTANT IS TV TO YOU? **PROJECT -Ss work in groups, interview their friends using the given questions.
- Ss report their result to the class. 4. Consolidation
-Summarize the main point of the lesson. 5. Homework
- Prepare for the next lesson: Unit 8: Getting started.
UNIT 8: SPORTS AND GAMES
Lesson 1: Getting started I. Aims
By the end of the lesson, ss will be able to listen and read for specific
information then practice listening and speaking with the lexical items related to the topic "Sports and Games". II. Objectives - Vocab: Sports and games
- Grammar: The past simple, imperatives. III. Materials - Text book - Board, chalk,...
- A cassette and an audio compact disk.
IV. Anticipated problems
There may not be enough time for all the activities. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision Chatting
- Teacher asks whether students have any - Ask the teacher any difficult
questions about the exercise in the
questions that they can’t answer. workbook or not. + Do you like sports? - Listen and answer.
+ Which sport do you like best?
+ When do you usually play it?
+ Which channel do you usually watch it on TV? + Who do you play it with? 3. New lesson
Teacher’s activities
Students’ activities I. Presentation I. New words
- T asks Ss to look at the picture - gym [dʒim] n Trung tâm thể and asks: dục
+ Who do you see in the picture? - congratulations n Xin chúc mừng + Where are they? [kən,grætju'lei∫nz] + What do you think they are - fit adj Khỏe mạnh talking about? - equipment n Thiết bị, dụng - T plays recording [i'kwipmənt] cụ
- Ss listen to the tape and find out -volleyball n Bóng chuyền new words ['vɔlibɔ:l]
- Teacher uses different techniques - skiing n Môn trượt tuyết
to teach vocab (situation, realia) - - Follow the seven steps of (be) good at adj Giỏi về teaching vocab.
- Repeat in chorus and individually * Checking vocab: R0R - Copy all the words II. Practice
- Answer the questions individually.
- T asks Ss work in pairs ( 3 II. Getting started minutes)
- Have two Ss write the answers 1a. Answer the questions on the board. + Duong can play table tennis - T corrects.
+ Mai is going to learn karate.
+ Because the equipment is morden and the people are friendly.
* T gets Ss refers Ss to the + At the karate club.
conversation to find the phrase
1b. Find these expresssions in the
- Practise saying them together.
conversation. Check what they mean.
- T explains the meanings to the Ss + wow
+ Wow : used to express surprise. Eg: + Congratulations: used
to + S1:This is my new school.
congratulate sb/ st to tell sb that
S2: Wow! This school is great!
you are pleased about their success. + Congratulations
+ Great: it is used to show Eg: admiration.
+ S3: Last week, I got a lot of good marks in
+ See you then: used when you say Math.
S4: Congratulations. You are a good goodbye. student. + great + See you then
- T plays the recording. Ss listen Eg: and repeat. + S5: Hello. How are you - T checks and corrects their S6: I'm fine , thank you. pronunciation.
S5: This weekend is free. Would you like to
- T gives Ss the meaning of the go to the cinema with me? words. S6: Ok. What time?
S5: At 7.30 in front of the cinema. Matching S6. Great. See you then - Teacher gives feedback.
2. Listen and repeat these words and phrases * Watch out
- T help Ss differentiate between a sport and a game.
3. Using the words in 2, name these sports and games.
1. cycling 2. table tennis 3. running
4. swimming 5. chess 6. skiing
* T asks Ss to read the words in part 2 again.
+ A sport: an activity that you do for your Ss work in pairs
pleasure and that needs physical exercise
- T asks Ss to put the words from 2 + A game: an activity or a sport with rules in in the correct groups.
which people or teams compete against each
- Have some Ss write on the board. other. - T corrects
4. Put the words from 2 in the correct groups.
* Ss do this task individually.
- Play: chess, table tennis, volleyball, tennis.
- Have some Ss do in front of the - Do: boxing, aerobics, karate. class.
- Go: fishing, cycling, swimming, running,
- Some Ss may write the answers skiing on the board.
- T gives them the correct answers.
- T calls some Ss to read this task 5. Complete the sentences with the verbs: play, again.
do, go, watch, like. III. Production 1. do
* Let Ss work in pairs asking and 2. is watching answering the questions 3. goes
- Encourage Ss who finish early to 4. likes
think of more questions that could 5. played be on the quiz.
- Some of the groups may report
their results before the class.
6. Work in pairs. Ask and answer the
- T may want to find out how questions.
sporty the class is and write the * Note results on the board.
- If your answers to the questions mostly “A”,
you are sporty. If your answers mostly “B”, do
more sport and try to be more attractive. 4. Consolidation
- Teacher gets students to retell the aims of the lesson. 5. Homework
- Prepare for the next lesson: Unit 8: Closer look 1.
- Learn by heart all new words
UNIT 8: SPORTS AND GAMES
Lesson 2: A closer look 1 I. Aims
By the end of the lesson, ss will be able to pronounce correctly the sounds
/eə/ and /iə/ in isolation and in context; Use the lexical items related to the topic “Sports and games”. II. Objectives - Vocab: sports and games.
- Grammar: Use the combination: go, play, do + N/V-ing.
- Pronunciation: / eə, iə /. III. Materials - Text book - Board, chalk,...
- A cassette and an audio compact disk.
IV. Anticipated problems
There may not be enough time for all the activities. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision * Check old lesson
- T gets one student to go to the board to - Make comment write new words
- T gets the other student to read the - Make comment
dialogue and answer the questions. 3. New lesson
Teacher’s activities
Students’ activities I. Vocabulary 1. Vocabulary - Teacher uses
different -goggle (n) ['gɔgl]: Kính (bể bơi) techniques to teach
vocab - racket (n) ['rækit]: cái vợt (situation, realia)
- skateboard (n,v) ['skeitbɔ:d]: - Follow the seven steps of Ván trượt; trượt ván teaching vocab. - boat (n): con thuyền
- feather (n) ['feđə]: lông vũ * Checking vocab: R0R
- Sphere (n) [sfiə]: hình cầu
* T plays the recording (Activity - Repeat in chorus and individually 1). Ss listen and repeat. - Copy all the words
- Ss work individually then 2. Matching (Act 2 P.18)
compare in pairs. T checks then - Key: 1. bicycle 2. a ball gives feedback. 3. sports shoes 4. skis 5. a boat 6. a racket 7. a skateboard 8. goggles
- Ss work individually then 3. Matching ( Act 3 P.18)
compare in pairs. T checks then Key: gives feedback.
1c - 2d - 3a - 4e - 5g - 6h - 7b - 8f
T notices the way to read the II. Pronunciation sounds. /eə/ and /iə/
Practise sounding out the sounds /eə/ and
- T plays the recording. Ss listen /iə/ together. and repeat. 4. Listen and repeat.
- Ss work individually then 5. Listen again and repeat the words.
compare in pairs. T checks then Key: gives feedback. 1A - 2C - 3B - 4A - 5B - 6A - Get Ss to read in chorus
T plays the recording. Ss listen 6. Listen and repeat. Pay attention to the
and repeat sentence by sentence. bold-typed parts of the words.
Ss recognize the two sounds the 1. fair 2. hear 3. idea underline the word in the 4. square 5. nearly 6. cheered sentences. 4. Consolidation
- Teacher gets students to retell the aims of the lesson. 5. Homework
- Prepare for the next lesson: Unit 8: Closer look 2.
- Do exercise A1, 2 (p.10), B1, 2, 3, 4 (P.10, 11) workbook.
UNIT 8: SPORTS AND GAMES
Lesson 3: A closer look 2 I. Aims
By the end of the lesson, ss will be able to:
- Use the past simple tense to talk about a finished action in the past.
- Use imperatives to tell somebody to do something or to give direct order. II. Objectives
- Grammar: The past simple, imperatives - Structure: Imperatives.... III. Materials - Text book - Board, chalk,...
IV. Anticipated problems
There may not be enough time for all the activities. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision
- Teacher checks Ss’ homework.
+ One student goes to the board to write new words and practise reading
the two sound /eə/ and /iə/.
- Get one student to read the dialogue (Listen and read) by heart.
- Teacher check with students. 3. New lesson
Teacher’s activities
Students’ activities I. Grammar.
- What did you do last Sunday? The present continuous tense for future.
- Teacher encourages Ss to talk * Grammar box (TB P.19) about past actions.
+ Notes: The spelling rules of “-ed” form.
- Teacher asks students to give * Watch out !
the rule and use of the past - Irregular past form of English words: simple themselves. Do - did be - was/were
- Get Ss to study the grammar Have - had eat - ate...
box. Teacher explains what II. Practice students don’t understand. * Activity 1 1. were 2. was 3. was - did - was - Let Ss work in pairs. 4. Did - were - did - was - Correct Ss’ mistakes. * Activity 2. Gap fill 1.wa 2.didn’t 4.watch - Let Ss work individually. 3.sat 5.went s do ed
Teacher corrects their answers 6.ha 8.visite 10.sco
and may call on some Ss to say 7.did 9.ate d d red
their answers for the class * Activity 3. Group work separately.
(Ss take turns asking and answering about their
- Teacher give explanations if last weekend.) necessary.
- Divide Ss in to groups of 4. Imperatives - Teacher gets some advanced
students to report to the class - We use imperatives to tell someone to do about one of their friends.
something or to give a direct order. Negative: V! Negative: Don’t + V!
- Teacher tell the form and the Ex: Keep silent! use of imperatives and give Don’t talk in class! some examples.
* Activity 4. Make imperative sentences 1. Take your umbrella. 2. Please don’t litter. 4. .don’t train too hard. 3. Please hurry up. 5. Put on your coat. - Ss work individually.
* Activity 5. Group work
-Go round and correct mistakes Tell your friends what to do and what not to do or give help when necessary. at the gym. Pay your fee first! Put on your sports shoes!
- Let Ss work in pairs taking Listen to the instructor carefully!
turns telling their friend what Don’t litter!
to do and not to do at the gym.
Don’t eat or drink at the gym! 4. Consolidation
- Teacher gets students to retell the aims of the lesson. 5. Homework
- Prepare for the next lesson: Unit 8: Communication.
- Do exercise B5, B6, B7 (p.12) (Workbook).
UNIT 8: SPORTS AND GAMES
Lesson 4: Communication I. Aims
By the end of this lesson students will be able to:
- Know more about the names and things of the sports
- Ask and answer about the sports
- Talk about the activities/ sports/ games they do in their spare time. II. Objectives - Vocab: Sports and games. - Practise speaking skills. III. Materials - Text book - Board, chalk,...
IV. Anticipated problems
Students may find it difficult to use English to express their idea. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision * Chatting
T: Who are they on the ground?
S1: They are football players.
- T gives a picture of the football players T: How many people are there in this
in the stadium and asks some Ss picture? - Correct mistakes. S2: There are………
T: What colour are their clothes they are wearing?
S3: They are wearing red shorts and white T- shirts. T: Where are they standing ?
S4: They are standing on the football yard. 3. New lesson
Teacher’s activities
Students’ activities I. Pre-Speaking: I. New words 1. Pre-teach - fit ( adj)
Teacher uses different techniques to - last (v)
teach vocab (situation, realia) - marathon (n)
- Follow the seven steps of teaching - ring (n) vocab. - achievement (n)
* Checking technique: Slap the board
- Repeat in chorus and individually
- T asks Ss to look at the 5 interlocked - Copy all the words
rings and asks them what they represent.
- T explains to them that the five rings
represent the five major regions of the
world( Africa, the America, Asia,
Europe and Oceania) and every national
flag in the world has at least one of the five colours II. Practice
( blue, yellow, black, green, and red) 1. Sports quiz II. While speaking
1. There are 22 players ( 11 on each side) * Ex1 P.21
2. It lasts 90 minutes( divided into
T models the conversation with an halves) advanced student.
3. They are held every four years - Have Ss work in pairs.
4. No, there weren't Olympic Games
in 2011 ( They were held in 2004, 2008, 2012)
5. A marathon is 42.195 kilometers long ( 26miles and 385yards) 6. They were held in Olympia * Ex2 P.21 7. Boxing does.
* T gives Ss plenty of time to work in
pairs to ask and answer the questions. 2. Pair work - T asks some questions
In pairs, interview your partner using
+ What sports do you play in your free the following questions. Ask for more information. time?
+ What sports do you do at school?
1. I play badminton in my free time.
+ Which sports do you like watching on 2. I play soccer at school. TV?
3. I like watching soccer on TV - Ss work in pairs
4. Yes, I do. I would like to plays
- Have some pairs of Ss do in front of more sports the class. 5. Yes, there is. - T corrects their answers.
6. Hong Son, Lionel Messi, Cristiano Ronaldo,... III. Post speaking
- T calls three Ss to talk in front of the class. (Ex 3. P.21) 3. Free talk
- If there is time, T chooses two Ss to - Talk about a sportsman you like. write on the board. 4. Consolidation
Teacher retells main points of the lesson. 5. Homework
- Prepare for the next lesson: Unit 8: Skills 1.
- Learn by heart all the new words - Do Ex C1, 2 (WB)
UNIT 8: SPORTS AND GAMES Lesson 5: Skills 1 I. Aims
Reading for information about famous sports people.
Talking about the activities/sports/games they do in their spare time. II. Objectives
By the end of the lesson students will be able to:
- Read for information about famous sports people.
- Talk about the activities/sports/games they do in their spare time.
- Practise speaking and reading skills. III. Materials - Text book - Board, chalk,...
IV. Anticipated problems
Weak students may find it difficult to catch up with the whole class. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision
- Teacher checks Ss’ home work. 3. New lesson
Teacher’s activities
Students’ activities I. READING
Look at the picture, ask and 1. Work in pairs. Questions: answer the questions
a. Do you know Pele, the King of football? T: Who is this? What special about him? S: This is Pele. b. Where does he come from? S: Ask and answer the
c. What other things do you know about questions in pair him?
T: get pairs of Ss to perform in
front of class, some students to write the answer on the black 2. New words: board. - career(n): = Job - regard(v): coi như là
S: Read the text in silence and 3. Read and check. check the answers Possible answers:
a. Pele is the best football player in the world. b. He comes from Brazil.
c. He was famous in the world. d. He scored many goals S: Read the text in silence
d. He is regarded as the King of football. S: Ask and answer the
4. Comprehension question. questions in pairs Questions and the answers: S1: When was Pele born? a. When was Pele born? S2: He was born on October
He was born on October 21, 1940 21, 1940
b. Why was he famous in the world?
………………………………
Because he is the best football player all the time. c. In 1999
d. How many goals did he score? S: Work individually and tick 1,281 goals. the right column. e. Yes, he is T: Get some Ss to give the II. SPEAKING answer. 5. Grid. (Act 4 P.22) S1: Why do you often play badminton? 6. Work in groups. S2: I often play badminton Discuss the question in group because when I play it I can
What kind of sports/games do you do
make a lot of friends and I can most often? Why? keep fit. It is easy to play.
S3: Why do you often play soccer?
S4: I often play soccer because it is a
popular sport . I can play and watch it
everywhere. I can play it with many people. - T moves around and checks.
……………………………. 7. Work in pairs.
Ask and answer the given questions. S1: Do you like sport? S2: Yes, I do S1: Which sport do you play? S2: I play football
…………………………. 4. Consolidation
Teacher gets students to retell what they have learnt. 5. Homework
- Prepare for the next lesson: Unit 8: Skills 2. - Do Ex D1, 2 (WB)
UNIT 8: SPORTS AND GAMES Lesson 6: Skills 2 I. Aims
Listen to get information about the sports/games people play.
Write a paragraph about the sport/game they like. II. Objectives
By the end of the lesson students will be able to:
- Listen to get information about the sports/games people play.
- Write a paragraph about the sport/game they like.
- Practise listening and writing skills. III. Materials - Text book - Board, chalk,...
- A cassette and an audio disk.
IV. Anticipated problems
Weak students may find it difficult to catch up with the whole class. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision
- Teacher checks Ss’ homework.
- Get one student to go to the board to read the text then answer teacher’s questions. 3. New lesson
Teacher’s activities
Students’ activities I. LISTENING * Pre listening: - Pre question: Who are the passages about?
+ T asks Ss to skim exercise 2 to make their predictions. - Check the prediction: 1. Exercise 1 (P.23) + Teacher plays the recording
- They are about Hai, Alice, Bill and
once only for Ss to listen and Trung. check their predictions.
+ Teacher plays the recording 2. T/F statements (Ex2 P. 23) again. While Ss listen, they 1F 2T 3T 4F 5T have to write down T or F.
+ Play the recording the third time for students to fill the
3. Gap fill (Ex 3 P. 23) blanks. 1. club 2. play
+ Ss share their answers with a 3. watching 4. Bill partner. 5. goes + T plays the recording again for Ss to listen and check. II. WRITING
- Brainstorm with Ss for Write about a sport/game you like. Use
necessary language. Allow Ss your own ideas and the following cue: - Name of the sport/game.
to refer to the reading and other - Is it a team or an individual sport/game?
sections for useful language. - How long does it last?
Note interesting expressions - How many players are there? and language on the board. - Does it need any equipment?
- Tell Ss to write a draft first.
- Ss write a paragraph of about
My name is Linh. I am not a very
sporty person but I love playing games, 80 - 120 words.
especially intelligence games. Of all the
- Tell Ss to pay special games I play, I love playing Chinese chess attention to
punctuation, the best. It is an individual game. One player structural elements,
linking plays against the other. How long it lasts words...
depends on the two players. This game is
very popular in Asia especially in China and
- Teacher may collect some Ss’ Vietnam. It only needs a chessboard and
writing papers and mark them, thirty-two chessmen. To play the game well,
then give comments to the you need a little intelligence and ruse. class.
Playing Chinese chess helps me improve my intelligence.... 4. Consolidation
Teacher gets students to retell what they have learnt. 5. Homework
- Prepare for the next lesson: Unit 8: Looking back & Project. - Rewrite the paragraph. - Do Ex E1, 2 (WB)
UNIT 8: SPORTS AND GAMES
Lesson 7: Looking back & project I. Aims
To help students recycle the language from the previous sections and link
with the topic: Sports and games. II. Objectives
By the end of the lesson students will be able to:
- Revise and make the use of all the target knowledge in unit 8.
- Use English to talk about some traditional games they play. III. Materials - Text book - Board, chalk,...
IV. Anticipated problems
It is rather difficult for Ss to make use of all the content of this unit. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision
- Teacher checks students’ homework.
- Collect some Ss’ writing to mark. 3. New lesson
Teacher’s activities
Students’ activities I. Vocabulary: 1. Activity 1&2: Ss work individually to do exercises. Activity 1.
Do the work individually and compare with
Asks Ss to compare their answer partner with their partner Check the answer Gives the answers 1C 2A 3D 4C 5B - As above, Ask Ss to work individually to complete the sentences. Activity 2 Key:
- Let Ss to repeat the words. Check 1. cycling 2. football 3. boxing
their pronunciation. Tell Ss to write 4. table tennis 5. basketball
the answers in their notebooks.
Then T corrects the mistakes. II. Grammar Activity 3 Key:
- Have Ss write their answers in 1. are 2. took 3. started
their notebooks. T checks their 4. are answers. playing
5. did you do, cycled, watched
- Ss work in pairs or groups to Activity 4:
finish or write the sentences. T Key: gives correction. 1. Please stop making noise.
2. Go out to play with your friends. 3. Don’t feed the animals. 4. Stand in line, boys! 5. Don’t tease the dog. Activity 5:
- Ss do the task individually first.
Then they can check their answers
with a partner before discussing the 1. play 2. hear 3. games
answers as a class. T gives 4. sports 5. famous correction. - Have some Ss read the whole passage aloud. Others check following. III. Communication Activity 6. 1.a 2. e 3. b 4. c 5. d
- Ss read the questions and answers
once or twice then match them.
- Ss work in pairs and role-play the questions and answers. • Project
- Have Ss write all sentences in their 1. Read the passage about the game “Blind notebooks. man’s bluff” - Have Ss read the passage
carefully. Explain new words and
anything difficult for Ss. Make sure 2. Write about the game you choose they understand everything thoroughly.
- Let Ss work in groups. Each group
chooses a game or sport. Let them talk, then write about it. 4. Consolidation
-Summarize the main point of the lesson. 5. Homework
- Prepare for the next lesson: Unit 9: Getting started.
UNIT 9: CITIES OF THE WORLD
Lesson 1: Getting started I. Aims
By the end of the lesson, ss will be able to listen and read for specific
information then practice listening and speaking with the lexical items related to
the topic "Cities of the world". II. Objectives
- Vocab: Continents, countries, cities and landmarks.
- Grammar: The present perfect, superlatives of long adjectives. III. Materials - Text book - Board, chalk,...
- A cassette and an audio compact disk.
IV. Anticipated problems
There may not be enough time for all the activities. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision Chatting Have you ever been to Brazil? - Teacher – Whole class
Do you know about Rio de Janeiro capital? Where is the Big Ben? 3. New lesson
Teacher’s activities
Students’ activities I. Presentation I.Vocabulary. 1. Vocabulary
1. continent ['kɔntinənt] ( n) : lục địa - Teacher uses
different 2. country :( n):đất nước,quốc gia
techniques to teach vocab 3. Antarctica [æn'tɑ:ktikə](n): Châu Nam cực
(situation, translation, pictures)
4.Africa ['æfrikə] : châu phi - Follow the seven steps of 5.South America: (n) Nam Mỹ teaching vocab.
6.North America:(n) Bắc Mỹ
T use picture to present new 7.Europe ['juərəp](n):Châu Âu words
8.Asia ['eiʒə; ei∫ə](n):Châu Á * Name the continents
9.Australia [ɔs'treiljə](n):Châu Úc
* Check vocab using “the 5. photo (n) : bức ảnh (realial) pictures Ex3”
*Revise some adjs: hot, cold, clean, big, Ask sts to match modern, great…. Ask sts to copy in note books II. The dialogue :
2. Listen and read
Ss name the cities in the photos. T asks them to * Set the sences: support their answers. ? What are Mai and Tom Task 1: T/F statements doing?
Asks to read the dialogue again and do part 2- ? What are they looking at? P27
- Play the recording. Ss listen and read.
- Asks sts to read the dialogue again to do the
Sts practise in pairs. Answer T the T/F . Practise saying them together or F. II. Practice Task 2. Matching T guides Sts to do ex * Keys for part 2: a.continent 1- Ha Noi 1.F( They are looking at…) b.coutry 2- Nha Trang 2.F (most of cities) c.city 3-Asia 3.T d.capital 4-Sweden 4.F(There are more modern..) e. place of interest 5-Ben Thanh Market 5.F( never been to NY) 6-the Louvre -answer T’qs 7-Amsterdam - Do matching 8-Africa 9- the USA Keys 10-Liverpool a. Asia, Africa b. Sweden, the USA III. Game c. Hanoi, Nha Trang,… d. Hanoi,Amsterdam - give instruction e. Ben Thanh Market, The - guide st to do lourve - get feed back - get feedback - check - Work in group of 4 - Choose a country and ask friends Which continent is it? What is its capital? What are its major cities? What is it famous for? 4. Consolidation
- Teacher gets students to retell the aims of the lesson. 5. Homework
- Prepare for the next lesson: Unit 9: Closer look 1.
- Do exercise B1 (P.16) (Workbook). Learn by heart all new words
UNIT 9: CITIES OF THE WORLD
Lesson 2: A closer look 1 I. Aims
By the end of the lesson, ss will be able to pronounce correctly the sounds
/əu/ and /ai/ in isolation and in context; Use the lexical items related to the topic “Cities of the world”. II. Objectives
- Vocab: Continents, countries, cities and landmarks.
- Grammar: Superlatives of long adjectives.
- Pronunciation: / əu, ai /. III. Materials - Text book - Board, chalk,...
- A cassette and an audio compact disk.
IV. Anticipated problems
There may not be enough time for all the activities. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision * Check old leson
- T gets one student to go to the board to - Make comment write new words
- T gets the other student to read the - Make comment
dialogue and answer the questions. 3. New lesson
Teacher’s activities
Students’ activities I. Vocabulary 1. Vocabulary - Teacher uses
different -common (adj) ['kɔmən]: Chung techniques to teach
vocab - landmark (n) ['lændmɑ:k]: Danh thắng (situation, realia)
- popular (adj) ['pɔpjulə]: Phổ biến - Follow the seven steps of
- playwright (n) ['pleirait]: Nhà soạn kịch teaching vocab.
- chips (n) : Khoai tây chiên
- spaghetti (n) [spə'geti]: món mì ống * Checking vocab: R0R
- Repeat in chorus and individually - Copy all the words
2. Matching (Act 1 P.28)
- Ss work individually then - Key: old-new clean-dirty
compare in pairs. T checks then Dangerous - safe ... gives feedback.
3. Word webs ( Act 2 P.18) Key:
- Ss work in groups. Encourage - City: beautiful, peaceful, exciting, modern,
Ss to give other adjectives. T big, polluted, safe,... checks then gives feedback.
- People: nice, friendly, unfriendly, open,
* Notes: Some adjective can’t go noise, interesting, ...
with particular nouns. We can’t
say “long/short city” or “rainy II. Pronunciation people”. /əu/ and /ai/
- Food: delicious, awful, good,
Practise sounding out the sounds //əu/ and tasty,... /ai/ together.
- Weather: bad, rainy, hot, cold, 4. Act 3 (p.28). wet, ... /əu/ /ai/
- Building: old, modern, tall, new, Cold Sky ... Snow Exciting Old High
- Teacher models the two sounds. Clothes Fine Hold Flight - Play the recording.
- Ss work individually then 5. Listen repeat. (Act 4 P.28)
compare in pairs. T checks then gives feedback. - Get Ss to read in chorus III. Grammar
Superlatives of long adjectives 6. Activity 5 (P.29) 2. Oxford University
- Have Ss practise the words in 3. Shakespeare
bold identifying the sound /əu/ or 4. fish and chips /ai/. 5. tea
- T plays the recording as many 6. watching TV
times as necessary. Ss listen and repeat sentence by sentence.
- Ss have a quick look at all the
pictures. Ss work individually to
complete the fact sheet using one of the picture provided.
- Have Ss work in pairs compare
the answers, ask Ss to discuss whether they agree with each
other’s answers. Give the reason.
- Remind Ss of how to form the
superlatives of short adjectives.
- Write the form of the superlative
of long adjectives o the board.
- Ask Ss to read the text (Act 6,
P.29) to check their ideas above.
Get them to find the superlative of long adj in the text. 4. Consolidation
- Teacher gets students to retell the aims of the lesson. 5. Homework
- Prepare for the next lesson: Unit 9: Closer look 2.
- Do exercise A1, 2, 3 (p.16), B 2, 3, 4 (P.16, 17) workbook.
UNIT 9: CITIES OF THE WORLD
Lesson 3: A closer look 2 I. Aims
By the end of the lesson, ss will be able to understand and use the present perfect tense. II. Objectives
- Grammar: the present perfect tense. III. Materials - Text book - Board, chalk,...
- A cassette and an audio compact disk.
IV. Anticipated problems
There may not be enough time for all the activities. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision Check old lesson: - S1: write new words.
- S2: What is the form of the superlatives of adjectives? Give examples. 3. New lesson
Teacher’s activities
Students’ activities Grammar.
The present perfect tense
- Get Ss to recall what Tom told Mai • Grammar box (P.29)
about in the conversation in Getting
Ss underlined all the verb in present started.
perfect tense. Use the grammar box to
- Provided the form of the present explain that the present perfect is used to
perfect. Notice the past participle.
show that one has had or has never had this experience.
- Individual work - compare in pairs. Activity 2 (P.30) 1. has been 2. has been 3. has visited 4. has been 5. hasn’t been
- Remind Ss that the present perfect is Activity 3 (P.30)
used to describe one’s experiences. It - Ss work individually then compare the
is not important to state the exact time answers with their partners.
when they happened. Contrast this 1. Have you seen.... I have seen... with the present simple which 2. go
describes a repeated action, or a truth, 3. have never been
and adverbs of frequency when 4. clean 5. takes 6. has eaten. something happened are often mentioned.
- Elicit what there is in the photos by Activity 4 (P.30)
asking Ss questions. Ask Ss to provide 1. He has read a book.
the verbs and their past participles. 2. He has eaten “pho”.
- Have Ss write the sentences in full in 3. He has played football.
their notebooks then in pairs, take 4. He has got an A+.
turns talking about what Tom has done 5. He has washed his dog. this week.
- Ss go around the class asking the Activity 4 (P.30): Class survey: survey questions.
Go around the class asking the survey questions. Find out:
- One thing that everyone has done. - One thing no one has done. + Have you ever........? 4. Consolidation
- Teacher gets students to retell the aims of the lesson. 5. Homework
- Prepare for the next lesson: Unit 9: Communication.
- Do exercise B5, B6, B7 (p.17, 18) (Workbook).
UNIT 9: CITIES OF THE WORLD
Lesson 4: Communication I. Aims
Students will able to identify landmarks in cities around the world and
compare features of cities around the world. II. Objectives
By the end of the lesson, Ss can review superlative adjectives and present
perfect to talk about landmarks in cities around the world. III. Materials - Text book - Board, chalk,...
IV. Anticipated problems
Weak Ss may find it difficult to express their idea. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision - Check old lesson:
+ Write the form of the present perfect. What is it used for? Give examples. 3. New lesson
Teacher’s activities
Students’ activities
a. Pre – reading. T: leads Students to the new lesson.
Ss: Guess and answer the questions. T: Elicits pictures and asks students to guess: - what are they? - Which country?
1.Match words with the landmarks
T: asks students to work in pairs a. Merlion b. Big Ben and match. c. Temple of Literature Ss: work in pairs and match. d. Sydney Opera House ( T goes around and manages) e. Eiffel Tower
T: calls students to stand up and match.
Some students stand up and match. 2. Read about the landmarks. Can you
T: checks and comment.
guess which landmark from 1 they are? * New words:
T: asks students to look at part 2. • ( to) design (v) Then introduce new words. Ss: • Symbol (n) listen and write. • Landmark (n)
T: reads model. Then ask students • Creature (n)
to read in chorus -> group-> • UNESCO World Heritage (n) individual. * Matching Ss: read new words. ( to) design (v) ◊ ◊ Di sản văn hóa thế giới
T: has a student work in pairs and Symbol (n) ◊ ◊ Thiết kế match words with the meaning. Landmark (n) ◊ ◊ Sinh vật, tạo
Ss: work in pairs and matching. T: checks and comments. vật Creature (n) ◊ ◊ Biểu tượng UNESCO ◊ ◊ Danh thắng World Heritage (n)
b. While – reading. I. Practice
T: asks students to read the texts in 1. Big Ben the book and guess which 2. Sydney Opera landmark from 1 they are. House Ss: work in pairs and read. 3. Temple of Literature
T: Calls some students to read and 4. Eiffel give answer. 5. Merlion Some students give answer.
T: listens, checks and gives correct answer. Ss: write down.
3. Write true (T) or false (F)
T: has students read the texts again
and then do exercise: write true or 1F (The bell in the tower is the largest bell false. ever made in England.)
Ss: read the texts again and do
2F (It was designed by a Danish architect.) exercise. 3T
T: calls some students to give
4F (It is the most visited landmark in the answer. world.) Some students give answer.
5F (Quoc Tu Giam is Viet Nam’s first.)
T: listens, checks and gives correct 6F ( It has a lion’s head and fish’s body.) answer. Ss: listen and write. c. Post-reading II. Consolidation
T: controls students to play game.
( each group thinks of a city, a Play game
country, or a landmark and give clues to other guess) T: gives model. Then manages
4.Think of a city, a country, or a students to play game.
landmark. Give clues. Ss: play game in group. Example:
T: finds the winner and rewards.
A: It’s a city. It’s very hot and crowded. B: Is it Tokyo?
A: No, it’s not. It’s in South America.
The people there love football. B: Is it Rio de Janeiro? A: Yes, it is! 4. Consolidation
- Teacher gets students to retell the aims of the lesson. 5. Homework
- Prepare for the next lesson: Unit 9: Skills 1.
- Do exercise C1, 2 (p.18) (Workbook).
UNIT 9: CITIES OF THE WORLD Lesson 5: Skills 1 I. Aims
Reading for specific and general information in texts, including postcards.
Using the present perfect to talk about experiences. II. Objectives
By the end of the lesson students will be able to:
- Read for specific and general information in texts, including postcards..
- Use the present perfect to talk about experiences.
- Practise speaking and reading skills. III. Materials - Text book - Board, chalk,...
IV. Anticipated problems
Weak students may find it difficult to catch up with the whole class. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision Oral: - The photo is of Stockholm,
T : Look at this postcard: (Ac 1 P.32). Sweden.
T: Postcard: photos on one side, short
texts on the other side. It can be sent
- The sender writes about his/her without envelope. stay in the city.
What is the picture on the postcard of?
- We send postcard to tell our
What do you think is written on this family/friends that we are having a postcard?
good time, but we still miss them
What is the purpose of writing and and want to send some photos of
sending postcard while you are on the place where we are so that, holiday?
although they can’t be with us there, they can still see how beautiful it is. 3. New lesson
Teacher’s activities
Students’ activities I. READING
* Preteach the vocabulary 1. Vocabulary
- T asks Ss to scan the blog to purpose ['pə:pəs](n): mục đích rent (v): thuê
find these words in the passage. for rent - T may help Ss find out the
discover [dis'kʌvə](v): khám phá meaning of the words in the
amazing [ə'meiziη] (adj): kinh ngạc, sửng context. sốt
* Checking technique: Slap the board
2. Answer the questions:
T asks Ss to read the postcard * Key: and answer the questions. 1. Mai is in Stockholm.
-T asks Ss to note where they 2. She is there with her family.
found the information that 3. The weather has been perfect.
helped them to answer the 4. in a hotel. questions.
5. She has visited the Royal Palace and had
-Ss can compare their answers “fika” in the old town. with their partners.
6. “Fika” (a Swedish word) means a leisure -T corrects the answers:
break when one drinks tea/coffee and
7. She will cycle to discover perhaps has some biscuits with family and the city. friends.
8. Mai is feeling happy. She used the words such as
“fantastic, perfect, amazing, 3/ Matching:
too beautiful” in her postcard. 1i 2c 3h 4b 5d - Ss read the text again, 6g 7f 8e 9a matching the heading. - T; How the postcard is organized? - T checks and corrects. II. SPEAKING 4/ Choose a city....: * Speaking.
Ss work individually answering the questions
- Ss can choose one of the in the form of notes, but not in full sentences.
cities they have learnt in this
unit, or choose a city in
Vietnam they like. Ask Ss to 5/ Pair work.
imagine they’ve just arrived in - Ss use the notes to tell each other about the
that city and want to tell others city they choose. about it.
- T goes around to observe Ss working. Make sure they speak
in full sentences now. Get Ss to join another pair to work in group. 4. Consolidation
Teacher gets students to retell what they have learnt. 5. Homework
- Prepare for the next lesson: Unit 9: Skills 2.
- Learn by heart all the new words - Do Ex D1, 2, 3 (WB)
UNIT 9: CITIES OF THE WORLD Lesson 6: Skills 2 I. Aims
Listen for specific details including facts and figures. Write a holiday postcard. II. Objectives
By the end of the lesson students will be able to:
- Listen for specific details including facts and figures. - Write a holiday postcard.
- Practise listening and writing skills. III. Materials - Text book - Board, chalk,...
- A cassette and an audio disk.
IV. Anticipated problems
Weak students may find it difficult to catch up with the whole class. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision
- Teacher checks Ss’ homework.
- Get one student to go to the board to write new words. 3. New lesson
Teacher’s activities
Students’ activities I. Listening 1. New words - award (n, v) [ə'wɔ:d] - Pre-teach new words. - Nobel prize (n) : - diploma (n) [di'ploumə] : - palace (n) ['pælis] : - medal (n) ['medl] : - receive (v) [ri'si:v]
T ask Ss what they see in the photos 2. Look at the pictures. What do you see?
first. Ask if they know about Nobel Nobel Prize, Royal Palace, museum, cafes,
Prize. Ss can talk about this in restaurants, shops.
Vietnamese if they don’t have enough 3. True or False? vocabulary. 1. T
- T goes through the statements with 2. F (The oldest, not the biggest)
Ss. Ask Ss to underline the most 3. F (Today, the Old Town is a place with important information in
each cafes, restaurants, shops and museums.)
sentence. Ask Ss to listen for main 4. F (All Nobel Prizes, except for the Nobel ideas. Peace Prize)
- Play the recording as many times as 5. F (It is presented by the Swedish King.) Ss wish. 4. Gaps fill Key: 1. 14 2. 700 3. 3,000
- Ss listen to exact details in the 4. 10 December 5. 10 million
recording. Ask them to identify the
kind of information they have to find
out: years, amount of money, number of people, date,,, - Play the recording.
- Write 5 Ws and 1 H on the board and II. WRITING ask Ss to give examples. A holiday postcard Study skills
(Draw Ss’ attention to the postcard in 2, page
Notes: Space for writing on postcards 28 in Student book. Have Ss make the
is not big so people often write short questions in full.)
sentences which contain the most
important, and which can express what 5. Rearrange the words to make sentences.
they are feeling. Tell Ss that 1. Stockholm is fantastic!
contraction is often used in writing 2. We’re in Da Lat!
postcards to make it short and 3. We’re having a good time here! informal. 4. I love Disneyland! 5. You must come! 6. I wish you were here!
- Ask Ss to use the notes they have
made in Speaking 4, page 28 to write a
postcard to their family or friends. 6. Write a postcard.
Remind them how the 5 Ws and 1 H July 2, 2014, are included in the notes. Dear......,
- Ss swap and give feedback on each
Sam Son is fantastic! The weather has been
other’s writing once they have
perfect. It’s sunny. The hotel is OK. I like finished. sea food! 4. Consolidation
Teacher gets students to retell what they have learnt. 5. Homework
- Prepare for the next lesson: Unit 9: Looking back & Project.
- Learn by heart all the new words - Do Ex E1, 2, 3 (WB)
UNIT 9: CITIES OF THE WORLD
Lesson 7: Looking back & project I. Aims
To help students recycle the language from the previous sections and link
with the topic: Cities of the world. II. Objectives
By the end of the lesson students will be able to:
- Revise and make the use of all the target knowledge in unit 9. III. Materials - Text book - Board, chalk,...
IV. Anticipated problems
It is rather difficult for Ss to make use of all the content of this unit. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision
- Teacher checks students’ homework.
- Collect some Ss’ writing to mark. 3. New lesson
Teacher’s activities
Students’ activities I. Vocabulary: Activity 1 Ss work individually to do exercises.
Do the work individually and compare with partner
Asks Ss to compare their answer Check the answer with their partner 1a,b 2a,c 3a,c 4a,b 5b,c Gives the answers II. Grammar Activity 2 - Ask Ss to complete the Key:
conversation individually. They
1. Have you ever been 2. Have you been can share answers with a 3. have been 4. have been
partner, but they should record 5. Have you visited 6. have seen
their original answers to guide their self-assessment. Activity 3:
- Go through the questions with Key:
Ss. If they do not have any - Biggest city: Ho Chi Minh City.
information about a particular - Oldest university: Quoc Tu Giam, Thang
question, stop and give at least 3 Long - Ha Noi (1076)
answer options for them to - Most popular Vietnamese writer: Nguyen consider. After they have Du, Nam Cao
completed the fact sheet, have - Most popular food: spring roll (Nem),
whole class discuss about the noodles (Pho) answers.
- Most popular drink: tea, coffee
- Most common activity: Watching TV Activity 4:
- Tell Ss for a reference they can - Write a short paragraph about Viet Nam.
look at the text about Britain on
page 25 in Student’s Book. III. Communication Activity 5.
- Ss can use the question from Practise asking and answering “Have you
the Class Survey in A closer ever.....?” question. look 2, page 30 to help them.
- Get Ss to lengthen the dialogue A: Have you ever been on TV?
by asking some wh-question to B: Yes.
guess if their partners are telling A: When was that? the truth or not. B: Last year.
A: Which programme were you in? B: Erm...the Evening News. A: Why were you there? B: I don’t remember. A: Oh, you’re a liar! PROJECT - Students do the project as homework. 4. Consolidation
-Summarize the main point of the lesson. 5. Homework
- Prepare for the next lesson: Unit 9: Getting started. REVIEW 3 I. Aims
This lesson will help students revise the language they have studied and the
skills they have practiced since unit 7. II. Objectives
By the end of the lesson, Ss can review the language they have learnt
include: pronunciation, vocabulary and grammar they have learnt from unit 7-8-9 by doing exercises. III. Materials - Text book - Board, chalk,...
IV. Anticipated problems
Weak students may find it difficult to catch up with the whole class. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision Brainstorming: Present perfect -Have Ss work in 2 teams.
-Teacher checks with whole class. What you have learnt in units 7-9? ` Past simple 3. New lesson
Teacher’s activities
Students’ activities A. Pronunciation: - Ss work individually. * Activity 1 - T plays the recording. Ss
Which underlined sound is pronounced listen and check. differently in each group? 1C 2A 3A 4B 5D 6D * Activity 2
- Play the recording. Ss listen carefully.
Listen to the recording and repeat the - Play the recording again.
sentences. Concentrate on the sound [θ] and [ð]. B. Vocabulary: * Activity 3:
Ss do this task separately and 1A 2B 3A 4A 5C
share their answers later with a partner. - T checks with whole class. * Activity 4: - Ask Ss to look at the whole 1. Paris 2. football
sentence to decide what kind of 3. local television 4. country word is missing before 5. remote control 6. Summer sports
referring to the list of words given. C. Grammar: Activity 5:
- T elicits from Ss the use of the verb tenses they learned. 1. started 2. play 3. had
- T focuses on the difference 4. is 5. bought 6. has worked between the simple past and the present perfect tenses. Activity 6: 1. what
- Review the use of the 2. When question words. 3. Correct
- Ss do the exercise, if a 4. How tall
question word is wrong, ask Ss 5. Correct to explain why. Activity 7:
Ss do this task separately and 1. the most 2. the most popular
share their answers later with a expensive partner. 3. the most 4. the most - T checks with whole class. interesting colourful 5. the most dangerous D. Everyday English Activity 8 do the task in pairs 1. e 2. a 3. c 4. b 5. d 4. Consolidation
Teacher gets students to retell what they have learnt. 5. Homework
- Prepare for the next lesson: Review 3: Skills. REVIEW 3 (cont.) I. Aims
This lesson will help students revise the language they have studied and the
skills they have practised since unit 7. II. Objectives
By the end of the lesson, Ss can review skills( reading, speaking, listening &
writing they have learnt from unit 7-8-9 by doing exercises. III. Materials - Text book - Board, chalk,... - CD record &cassettes.
IV. Anticipated problems
Weak students may find it difficult to catch up with the whole class. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision - T checks Ss’ homework. - T - Ss
- Ask if Ss have any questions or not. 3. New lesson
Teacher’s activities
Students’ activities A. Reading
- Ss do individually and check * Ex1+2 (individual)
their answers with a partner KEY:
before giving their answers to T. Ex1: 1B 2A
T confirms the correct answers Ex2 - T checks Ss’s answers . 1. Who’s faster 2. Putting your toes together 3. Who’s faster 4. Putting your toes together B.Speaking:
*Ex3. Ss work in groups interviewing their
- Have Ss take notes in the table friends about their likes. and report it to the class. Person Person Questions 1 2 1. What city/country would you like to visit? 2. What sports/games do you like playing? 3. What TV programme do you like best? C. Listening: Have you ever...? *Ex4. (individual) KEY : 1. competition 2. skiing
T plays the recording once for Ss 3. country 4. Canada
to listen. Play the recording again 5. cartoon
for Ss to write down their *Ex5. (individual)
answers. Announce the answers 1. running race to Ss 2. Thailand 3. Wait and see Ask Ss to go through the
questions and determine what D. Writing: information is needed for the answer. Country India
- Play the recording, ask Ss to Cities Delhi, Madurai listen carefully for specific
Activitie Watch snake performance. information. s Visit temples and historic building, eat kebas (thịt nướng) Date No 18 - 25
- Ask Ss to read the table and People Friendly decide what
tense/sentence Weather Very hot
structure to use for the writing Last summer, Tim and Mark visited India.
and how the information is The weather there is very hot. They visited
Madurai and the capital of India, Delhi. organized.
They watched snake performance, visited
- Let Ss write a passage about temples and historic buildings. They also ate
Mark and Tim visit last summer.
kebabs there. It’s very delicious. In India,
they met and talked a lot of people. The
Indian are very friendly. They love India. 4. Consolidation
Teacher summaries and review unit 7, 8, 9. 5. Homework - Do the Test yourself 3.
- Prepare for the written test.
UNIT 10: OUR HOUSES IN THE FUTURE
Lesson 1: Getting started I. Aims
This lesson will present the vocabulary and grammar items to be learned. Ss
then practice listening and speaking with the lexical items related to the topic "Our houses in the future". II. Objectives
- Vocab: types of houses and appliances.
- Grammar: “will” for the future, “might” for future possibility. III. Materials - Text book - Board, chalk,...
- A cassette and an audio compact disk.
IV. Anticipated problems
There may not be enough time for all the activities. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision Chatting - Let Ss review unit 2.
- Write on the board “Our houses in the future”.
- T lets Ss say something about the - Discuss in group.
houses they are living in and the future they have got.
- T tells them to think about the houses
and the appliances they would like to have in the future. 3. New lesson
Teacher’s activities
Students’ activities
Teacher sets the scene by asking Getting Started. Ss about the picture 1. Vocabulary: + What is this?
- UFO ( unidentified Flying object): vât. thể
+ What are Phong and Nick bay, đĩa bay) doing?
- solar ['soulə] energy (n): năng lượng mặt trời. + What can you see in the
- appliance [ə'plaiəns] (n): thiết bị, dụng cụ. picture?
- wireless ['waiəlis](adj): vô tuyến điện
* Vocabulary checking : R.O.R
- space ['speis] (n): không gian vũ trụ - Ss listen to the dialogue.
- Ss read the dialogue in silent. a. Complete the table
- - Have some pairs of students
read the dialogue in front of the class. Type of house UFO
* T asks Ss read the table in part Location in the a. mountains
- T gives 2 minutes to Ss read it Surroundings many tall old and complete the table. trees
(T asks Ss to share their answers Number of rooms 20
before discussing in groups or the Appliances in the room a wireless TV whole class.
T corrects and gives the right answers
b. Read the conversation again. Complete the sentences.
* T tells Ss to read the 1. Phong's house will be in the mountains.
conversation again and find the 2. His house will be surrounded by many appropriation information to old tall trees. complete the sentences
3. There will be twenty rooms in his house.
- Ask them to share their answers 4. The house might have a wireless TV to in pairs or groups.
watch TV programs from other planets.
- Ss practise saying the answers together.
- Ask Ss to pay attention to the use of will and might .
2. Match the words with the pictures.
Then ask your partner about them. * T asks Ss to read the words - space houseboat.
- T explains new words if - motorhome necessary. - skyscraper - Ss read all new words. 1- c 2- a 3- e 4- b 5- d
- Have some Ss to read before in front of the class.
- T asks Ss to match the together. - T corrects. - T lets Ss ask and answer questions about the pictures.
3a. Work with a partner. What adjectives
* T asks Ss to write the adjectives can you think of to describe the houses in
that can be used to describe the 2?
pictures and share the answers in - big, beautiful, big, tall, nice, large.... pairs.
- T can divide the class into - T gives some adjectives if necessary.
groups and ask each group find Eg: big, beautiful, tall, nice, large.... the adjectives
- Ss ask and answer before the class
- T calls some Ss to write their answers on the board. 3b. Ask and answer
S1: Which house do you like best?
S1: Which house do you like S2: I like the palace. best? S1: Why? S2: I like the palace. S2: Because it is big. S1: Why? S2: Because it is big.
- Have some pairs of Ss to 4. Read the phrases aloud. Tick the place practise.
where you want your future house to be
* T asks Ss to read the phrases located and write sentences. aloud.
- T lets Ss tick where they want
their houses to be located and tell the group about them. - Have some Ss to write the sentences on the board.
T divides the class into 4 groups
Each group tries to guess where their house is located.
5. Game: Outside my window - Eg: - Eg:
A: Outside my window I can see A: Outside my window I can see the beach
the beach and the water. I see and the water. I see children playing.
children playing. Where's my Where's my house? house? B: It's by the sea. B: It's by the sea. A: Correct! A; Correct! 4. Consolidation
- Teacher gets students to retell the aims of the lesson. 5. Homework
- Prepare for the next lesson: Unit 10: A closer look 1.
- Practise reading the dialogue fluently.
- Learn by heart all new words.
UNIT 10: OUR HOUSES IN THE FUTURE
Lesson 2: A closer look 1 I. Aims
By the end of the lesson, ss will be able to pronounce correctly the sounds
/dr/ and /tr/ in isolation and in context; Use the lexical items related to the topic
“Our house in the future”. II. Objectives
- Vocab: Types of houses and appliances.
- Pronunciation: /dr, tr/. III. Materials - Text book - Board, chalk,...
- A cassette and an audio compact disk.
IV. Anticipated problems
There may not be enough time for all the activities. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision - T checks Ss’ homework.
- Ask if Ss have any questions or not. 3. New lesson
Teacher’s activities
Students’ activities I. Vocabulary 1. Vocabulary - Teacher uses
different - automatic [,ɔ:tə'mætik](adj) tự động techniques to teach
vocab - dry (v) làm khô, sấy khô (situation, realia)
- hi-tech (adj): Công nghệ cao - Follow the seven steps of - look after (v): Chăm sóc teaching vocab.
- modern ['mɔdən](adj) : Hiện đại
- Repeat in chorus and individually - Copy all the words * Checking vocab: R0R
2. Put the words in the right column
- Play the recording, let SS listen - Living room: wireless TV
to the words. Play it again with - Bedroom: Wireless TV, hi-tech robot
pause for them to repeat each - Kitchen: modern fridge, automatic
word. Teacher corrects their dishwasher pronunciation.
- Bathroom: automatic washing machine
- Let SS work in pairs to put the words in the column. 3. Matching Key: - Ss work individually. 1c 2d 3b 4e 5a 4. Role play
- Ask Ss to read the example first. Tell them to role-play the conversation using the II. Pronunciation information in 2 /dr/ and /tr/
Practise sounding out the sounds /dr/ and
T notices the way to read the /tr/ together. sounds.
5. Listen and write the words with the
sound /dr/ and /tr/.
- Play the recording twice. Ss - Sound /dr/: drive, drop, drip, dripping
listen and repeat the chants - Sound /tr/: countryside, travel, train,
sentence by sentence. Help Ss tractor recognize the two sounds then practise them together.
6. Practise the sounds /dr/ and /tr/.
- Let Ss read the words in the table again, ask them to pay
attention to the sounds /dr/ and /tr/. 4. Consolidation
- Teacher gets students to retell the aims of the lesson. 5. Homework
- Prepare for the next lesson: Unit 10 : Closer look 2.
- Do exercise A1, 2 (p.26), B1, 2 (P.27) workbook.
UNIT 10: OUR HOUSES IN THE FUTURE
Lesson 3: A closer look 2 I. Aims
By the end of the lesson, ss will be able to:
- Use Will to talk about future action.
- Use might to talk about future possibility. II. Objectives - Grammar: The future simple. III. Materials - Text book - Board, chalk,...
IV. Anticipated problems
There may not be enough time for all the activities. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision
- Teacher checks Ss’ homework.
+ One student goes to the board to write new words and practise reading the two sound /dr/ and /tr/.
- Get one student to read the dialogue (Listen and read) by heart.
- Teacher check with students. 3. New lesson
Teacher’s activities
Students’ activities I. Grammar. Will for future.
- Teacher explain how Will + * Grammar box (TB P.41)
V is used and how it is formed. We used will + V to talk about actions we think
- Get Ss to study the grammar are likely to happen in the future.
box. Teacher explains what students don’t understand. II. Practice - Let Ss work in pairs. * Activity 1 - Correct Ss’ mistakes. 1. will 2. won’t 3. will 4. will
- Call some Ss to say out their 5. will 6. will 7.will 8.won’t answers separately. 9.will 10. won’t * Activity 2. Matching 1d 2f 3a 4g 5b
- Let Ss work individually.
Teacher corrects their answers 6h 7e 8c
and may call on some Ss to say
their answers for the class separately.
- Teacher give explanations if * Activity 3. Group work necessary.
Ss discuss the question: What will appliances
do in the future? What won’t they do? Using
- Divide Ss in to groups of 4. the phrases in 2.
- Teacher gets some advanced Ex: Robots will cook the meals.
students to report to the class.
Robots won’t take care of children.
Might for future possibility
- We use might + V to talk about actions that
- Teacher explain how Might + are possible in the future (We are not sure if
V is used and how it is formed. they will happen or not). - Get Ss to study the grammar box. Teacher explains what students don’t understand.
* Activity 4. Make imperative sentences . 2T 4F 4F
- Play the recording and ask Ss 5T 6F
to listen and read the poems,
focusing on the rhythm and
intonation. Ask Ss to read the poem individually and underline all the phrases “might + V”
- Ss share the answers with a partner.
* Activity 5. Group work
Think about what you might do or have in the
future. Share your ideas with your classmates.
- Have Ss study the example Ex:
first. Then ask them to think I might have a smart phone to surf the Internet. about what they might do or
have in the future. Finally, Ss share their ideas with their classmates. They may use the
ideas in 2 and/or 4. 4. Consolidation
- Teacher gets students to retell the aims of the lesson. 5. Homework
- Prepare for the next lesson: Unit 10: Communication.
- Do exercise B3, 4, 5, 6, 7(p.27-28) (Workbook).
UNIT 10: OUR HOUSES IN THE FUTURE
Lesson 4: Communication I. Aims
Students can use “simple future tense” or “might” to talk about things or
home in the future through communication activities. II. Objectives
By the end of the lesson, Ss can use “simple future tense” or “might” to talk
about things or home in the future through communication activities. III. Materials - Text book - Board, chalk,...
IV. Anticipated problems
Weak Ss may find it difficult to express their idea. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision Chatting
+ What might We do in the future?
Sts take turn to answer the questions
Write sts’ answers on the board quickly
Ask sts to give their discussion on these answers
Ask them to read these answers aloud
Repeat the use of ‘ might/ will? 3. New lesson
Teacher’s activities
Students’ activities Play game Task 1 Ex 1/
Ask sts to write the phrases on six - go to school pieces of paper - have telephones at home
Ask them to try to remember these - watch films in the cinema phrases
- take pictures with our cameras
Ask them to play the game in two - go on holiday to the beach teams : One st from each team - send postcards to friends
shows a piece of paper then sts
from other team have to guess the
phrase in that piece of paper . With Sts work individually
one correct answer, the team will be added 1 point Task 2 Ex 2/
a/ Ask sts to read the questions and b/ Work in pairs
answer them by ticking Yes/ No
You: Hi, Hung. Will you have a lot of
Ask them to share the answers with trees and flowers around your house? their partner Hung: Yes, I will
b/ Ask sts to work in pairs , using
You: Will your house be in the mountain?
the questions in “a” to interview
Hung: No, I want my house by the sea their partner Ask them to read the model example first Ask them to work in pairs
Note them that they have to use “
will, might” in their conversation
Ask sts to work in pairs aloud
Pay attention to their pronunciation 4. Consolidation
- Teacher gets students to retell the aims of the lesson. 5. Homework
- Prepare for the next lesson: Unit 10: Skills 1.
- Do exercise C1, 2 (p.28-29) (Workbook).
UNIT 10: OUR HOUSES IN THE FUTURE Lesson 5: Skills 1 I. Aims
Reading for specific information about houses in the future and future appliance.
Talking about houses in the future(types, locations, surroundings, rooms, appliances). II. Objectives
By the end of the lesson students will be able to:
- Read for specific information about houses in the future and future appliance.
- Talk about houses in the future.
- Practise speaking and reading skills. III. Materials - Text book - Board, chalk,...
IV. Anticipated problems
Weak students may find it difficult to catch up with the whole class. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision
- Teacher checks Ss’ home work. 3. New lesson
Teacher’s activities
Students’ activities I. READING
Interaction between Ss & Ss
1. Look at the picture and discuss with a - T hangs another picture and partner.
asks Ss to look at the picture
+ What type of house do you think it is? first. - It's a villa.
+ Where do you think the house is?
S: Read the text in silence and - On the ocean check the answers
+ What can you see around the house?
+ What can you see in the house? - robots ….
2. Quickly read the text. Check your ideas from 1: T helps Ss master new words + helicopter (n) One s tells the answer. + solar energy (n)
3. Read the text and match the phrases in
- T asks Ss to read the text A with the correct ones in B. again * Answer key: - T asks Ss to match the 1- a, e, c, 2- b, d, f, g phrases in A with the correct ones in B.
4. Read the passage again and answer the
* T asks Ss to read the passage questions. again in silence. * Suggested answer:
T asks 1 ss question (a) to a. On the ocean make example.
b. There will be a swimming pool in front
- Ss work in pairs for 2 mins.
and a large flower garden behind the house.
- Have some pairs of Ss to ask c. No, it won't.
and answer in front of the d. They will do the housework. class. - Others give remarks.
- T gives out the correct II. SPEAKING answers.
5. Work in pairs. Draw your future - Ss copy down. house
Eg: My house will be on the Moon. It will be
- T: Please draw your future large and comfortable.
house ( don’t show your There will be some big trees around it …
partner) and then describe it. Eg: My house will be
- T asks Ss to work in pairs and follow the instructions. + Ss describe their house to
6. Work in groups. Draw the appliances in
their partner and the other will
your future bedroom then talk about them draw the house. to the groups.
- T asks Ss to draw the * suggested ideas: appliances in their future - solar energy... bedroom. - surf the internet...
- Let Ss discuss their work as - will help me (to) do… given in the example. - order food from... - Have some pairs to talk in front of the class.
Eg: I will have a smart phone to talk to my
- T can help, guide the class to friends on others planets. give their feedback.
- T has ss tell about things they will have and what will it be used to do. 4. Consolidation
Teacher gets students to retell what they have learnt. 5. Homework
- Prepare for the next lesson: Unit 10: Skills 2. - Do Ex D1, 2 (WB)
UNIT 10: OUR HOUSES IN THE FUTURE Lesson 6: Skills 2 I. Aims
To help students develop writing skill, listening skill. II. Objectives
By the end of the lesson students will be able to:
- Listen to an interview about a house in the future. - Write about a dream house. III. Materials - Text book - Board, chalk,...
- A cassette and an audio compact disc.
IV. Anticipated problems
It is rather difficult for weak Ss to express their ideas. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision Brainstorming
- T asks Sts to work in groups to write all
the dream houses, then go to the board to Your dream house write down. - T gives suggestions.
- palace - skyscraper - apartment - UFO - motor home
- space houseboat - villa - flat 3. New lesson
Teacher’s activities
Students’ activities A. Listening: I. Listening
* Pre- listening:
1. Listen to Nick and Linda talking
- Ask sts to read the questions of about their dream houses. Which house task 1
would each prefer? Write their names
-T asks Ss to describe the house under the correct pictures. which they like best
- Ss look at the pictures and give the name
* While- listening:
of them. ( Ss can guess the name of each
- T asks Ss to read the task 1 in picture) their book. Eg: + type of house:
- T can give some words before Ss + surroundings: listen. + locations: * New words:
- Ask them to focus on the task - coast (n): they have to do. - view of the sea
- T plays the recording twice. - super cable TV:
- T asks Ss to listen and write the Linda: P3: ( villa by the sea, with a
speakers' names under the correct swimming pool and a flower garden) pictures.
Nick: P1: ( apartment in the city) - T corrects their answers
- Ss listen again and check their 2. Listen to the conversation again. answers
What is important to Nick? What is - Ss copy in notebook
important to Linda? Tick the columns.
- Linda: sea view, swimming pool,
- T asks Ss to look at the garden, quiet.
information in the first column.
- Nick : park view, city view, cable TV - T plays the recording again
- T asks Ss listen and tick what are
important to Nick and Linda. II. Writing
- Ss check their answers each other
3. Work in pairs. Discuss the following
- T calls Ss to give their answer to ideas about your dream house
the class and correct the mistakes - What type of dream house is it? where necessary. - Where is it located? B. Writing:
- What is there surrounding it? * Pre-writing: - What is it like?
- T divides the class into six groups - Do you love your dream house?
- Each groups has to discuss their dream houses
4. Now fill in the table about your
- T can give some suggested ideas dream house
- Ss answer the questions in the Type of house part 3 Location Surroundings Number of room Things in the house and what they will/ might do
- Ss fill the table, using the main for you.
information they have discussed in 3.
Ss to write about the dream house.
- T goes around the classroom and check their answers
* While- writing:
- T checks the writing of students - T repeats some important
structures when writing about the dream house. 4. Consolidation
-Summarize the main point of the lesson. 5. Homework
- Prepare for the next lesson: Unit 10: Looking back & Project. - Do Ex E1, 2 (WB)
UNIT 10: OUR HOUSES IN THE FUTURE
Lesson 7: Looking back & project I. Aims
To help students recycle the language from the previous sections and link
with the topic: Our houses in the future. II. Objectives
By the end of the lesson students will be able to:
- Revise and make the use of all the target knowledge in unit 10.
- Use will to talk about their future appliance. III. Materials - Text book - Board, chalk,...
IV. Anticipated problems
It is rather difficult for Ss to make use of all the content of this unit. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision
- Teacher checks students’ homework.
- Get two teams to name appliances in the home. 3. New lesson
Teacher’s activities
Students’ activities I. Vocabulary: 1. Activity 1&2: Ss work individually to do Activity 1. exercises.
Do the work individually and compare with partner
Asks Ss to compare their answer Check the answer with their partner a. robot b. automatic dishwasher Gives the answers c. wireless TV d. automatic washing machine e. modern fridge f. smart clock Activity 2
1. Robot: clean our house, wash our
- Ask Ss to work individually to clothes complete the table.
2. Automatic washing machine: wash and
- Have Ss write their answer in dry our clothes their notebooks 3. wireless TV: ... II. Grammar • Activity 3
- asks Ss to do the exercise 1. won’t 2. will 3. will
individually. Check the answers 4. won’t 5. will 6. won’t with their partners. Checks with the whole class * Activity 4: Gap fill
- asks Ss to do the exercise 1. might 2. might 3. might not
individually. Check the answers 4. might not 5. might, might with their partners. III. Communication
- T checks with the whole class Activity 5. Pair work Example:
- Ss read the conversation in the
1. A: Will robots clean your house in the example then role play, using future? the information in 2. B: Yes, they will.
- Have Ss write one of the 2. A: Will super cars run on water in the
conversations in their notebooks. future? B: No, they won’t.
• Project: My future appliance
I will have a robot. It will help me take
care of the flowers in the garden. Think about an appliance you
would like to have in the future. Write details about the appliance. (Ss may do this at home) 4. Consolidation
-Summarize the main point of the lesson. 5. Homework
- Prepare for the next lesson: Unit 11: Getting started.
- What can you do to make our world greener? REVIEW 4 I. Aims
This lesson will help students revise the language they have studied and the
skills they have practised since unit 10. II. Objectives
By the end of the lesson, Ss can review the language they have learnt
include: pronunciation, vocabulary and grammar they have learnt from unit 10, 11, 12 by doing exercises. III. Materials - Text book - Board, chalk,...
IV. Anticipated problems
Weak students may find it difficult to catch up with the whole class. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision Brainstorming: Conditional sentence type 1 -Have Ss work in 2 teams.
-Teacher checks with whole class. What you have learnt in units 10-12? Will be able to Could ` 3. New lesson
Teacher’s activities
Students’ activities A. Pronuciation: - Ss work individually. * Activity 1 - T plays the recording. Ss
Which underlined sound is pronounced listen and check. differently in each group? 1A 2C 3B 4A 5A B. Vocabulary:
Ss do this task separately and * Activity 2:
share their answers later with a 1. Deforestation 2. Air partner. 3. noise 4. soil - T checks with whole class.
- Ask Ss to do this exercise * Activity 3: individually. 1. recognise 2. guards
- T quickly checks students’ 3. make 4. do answers. C. Grammar: Activity 4:
- T elicits from Ss the form and
the use of will for future 1. will be 2. will use 3. won’t be prediction. 4. won’t need 5. will bring
- Call a student to do the
exercise on the board while Activity 5: other students do it.
1. If we continue to pullute the air, we will
- T elicits from Ss the form and have breathing problems.
the use of conditional sentence 2. If we (can) prevent deforestation, we will type 1. help animals and the planet.
Ss do this task separately and 3. If we recycle more, we will save a lot of
share their answers later with a materials. partner. - T checks with whole class. Activity 6:
- T elicits from Ss the form and 1. might meet 2. will leave
the use of might. Ask Ss to tell 3. will go 4. might visit
the differences between the use 5. might go uf will and might. - Call a student to do the exercise on the board while other students do it. - Ss do this task in pairs. D. Everyday English - T checks with whole class. Activity 7
- Ask some pairs to act out the do the task in pairs short conversations. 1. a 2. c 3. b 4. Consolidation
Teacher gets students to retell what they have learnt. 5. Homework
- Prepare for the next lesson: Review 4: Skills. REVIEW 4 I. Aims
This lesson will help students revise the language they have studied and the
skills they have practised since unit 10. II. Objectives
By the end of the lesson, Ss can review skills( reading, speaking, listening &
writing they have learnt from unit 10, 11, 12 by doing exercises. III. Materials - Text book - Board, chalk,... - CD record &cassettes.
IV. Anticipated problems
Weak students may find it difficult to catch up with the whole class. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision - T checks Ss’ homework. - T - Ss
- Ask if Ss have any questions or not. 3. New lesson
Teacher’s activities
Students’ activities A. Reading
- Ss do individually and check * Ex1+2 (individual)
their answers with a partner KEY:
before giving their answers to T. Ex1: 1A 2B 3C 4D
T confirms the correct answers Ex2: 1A 2B 3A 4A - T checks Ss’s answers . B. Speaking:
- Have Ss work in pairs, *Ex3. Work in pairs. You are going to
discussing the questions in 3.
design your future house. Discuss the
- T goes around to help weaker questions. Ss.
*Ex4: Work in groups. Take turns describing
your future house and try to persuade your
- Have Ss work in groups taking group members to live in it. Who has the
turns to describe their future best future house in your group?
house and try to persuade their My future house is....... group members to live in it.
- Ask each group to choose the
student who has the best future house. C. Listening: *Ex5. (individual) KEY :
T plays the recording once for Ss 1  4 
to listen. Play the recording again 2  5  for Ss to write down their 3  6 
answers. Announce the answers to Ss D.
Writing: Write about what you
should do to improve the environment.
Use the ideas from 5 or your own ideas.
- Set up the writing activity. T I think we can do many things to improve
reminds Ss that the first most the environment around us. Firstly, we
should recycle more rubbish such as glass,
important thing is always to think paper, plastic,... Next, we should pick up
about what they are going to rubbish in parks or in the street. Then, we
write. In this case, Ss may use the can use reusable bags instead of plastic
ideas given in 5 or their own bags. Finally, we should save energy. We ideas.
can turn off lights and TVs when we are not using them.
- Teacher brainstorms with Ss for the language necessary for writing and note some useful
expressions and language on the board.
- Have Ss write the draft first,
then ask them to write their final version in class or at home. 4. Consolidation
Teacher summaries and review unit 10, 11, 12. 5. Homework - Do the Test yourself 4.
- Prepare for the written second semester test.
UNIT 11: OUR GREENER WORLD
Lesson 1: Getting started I. Aims
This lesson will present the vocabulary and grammar items to be learned. Ss
then practice listening and speaking with the lexical items related to the topic "Our greener world". II. Objectives
- Vocab: Things that can be reduced, reused and recycled, environmental problems and their effects.
- Grammar: Conditional sentence type 1. III. Materials - Text book - Board, chalk,...
- A cassette and an audio compact disk.
IV. Anticipated problems
There may not be enough time for all the activities. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision Chatting
- Asks students to go to the board to correct the homework.
- Who can tell me how to make our world green? - Discuss in group. S: plant trees
Collect paper/ bottles and cans/ .... Reducing/ reusing / recycling
Give the correction( write a poster for his/ her future appliance) 3. New lesson
Teacher’s activities
Students’ activities
Introducing: using the picture in
- Students look at the picture then answer the book on page 48 and asks the questions:
students to look at it then to
+ They are going to the supermarket. answer the questions: + It’s a shopping bag + What are they doing?
+ (S/T) : It’s a reusable shopping bag. It’s + What is this?
better than a plastic one because it’s made + What do you know about this
of natural materials. So it doesn’t cause the shopping bag? polluted environment. Getting Started. 1. Vocabulary: - Pre-teach vocabulary - reuse (v): Tái sử dụng * Vocabulary checking : R.O.R
+ reusable [,ri:'ju:zəbl] (adj): Có thể dùng lại được
- pollute [pə'lu:t] (v): Ô nhiễm
+ pollution [pə'lu:∫n] (n): Sự ô nhiễm - Ss listen to the dialogue.
- deforestation [di,fɔris'tei∫n] (n): Sự phá
- Ss read the dialogue in silent. rừng
- Have some pairs of students - cause [kɔ:z](v, n): Nguyên nhân; gây ra
read the dialogue in front of the - natural ['næt∫rəl](adj): tự nhiên class.
- environment [in'vaiərənmənt] (n): môi
* T asks Ss do exercise a trường
- T gives 2 minutes to Ss read it and complete the table. a. Gap fill
(T asks Ss to share their answers 1. on a picnic 2. reusable, natural
before discussing in groups or the 3. the check-out 4. a/ a reusable whole class. 5. cycling
T corrects and gives the right answers
* T tells Ss to read the column A
and B to make sure they
understand. Get Ss to give the answers. b. Matching.
- Confirm the correct answers. 1b 2c 3a
* T asks Ss to read conversation
again to find the expression. Ask
Ss to guess the meaning. Explain c. Find the expressions the meaning if necessary. 1. I understand.
2. used to introduce a new subject for
consideration or to give further information.
3. used to say “no” or “not” strongly (can - Ss work in pairs.
also be used to mean “No problem”) Says
to students about the d. Gap fill
environmental problems today on 1. I see 2. Not at all 3. By the way
page 49. Then asks the students to
look at the picture and write each 2. There are a lot of environmental
problem in the box under the problems today. Write each problem in picture.
the box under the picture.
+ Ask students to do exercise “2”
in the book in groups in 2 Key: minutes. Saying about the 1. soil pollution environmental problems today 2. deforestation and write the environmental 3. water pollution problems under the picture 4. noise pollution
+ Call students to go to the board 5. air pollution to do in 2 minutes
+ Call some others to stand up and give the answers ( one by one)
3. Now, listen, check and repeat the + Give the correction if answers necessary.
+ Teacher ask students to listen
carefully to check the answers
+ Teacher ask students to listen 4. Match the causes in column A with the
again and repeat the answers. effects in column B
+ Call some students to stand up - to make sb do sth and read again - to cause sth Key: 1b 2d 3e 4c 5a
- Ask Ss to read the “Watch out”
box. T makes example of the two structures.
5. Game: Which group is the winner?
- Ss work in pairs to complete the + student listen to the rule on page 49 exercise.
- write down as many effects of the
environmental problems today in 5 minutes
+ Ask a student to read the rule
- Make at least 5 sentences with 5 effects on page 49
using the structures in 4.
Divide the class into 2 teams to
write down as many effects of the
environmental problems today in 5 minutes
+ Teacher give out the remark. 4. Consolidation
- Teacher gets students to retell the aims of the lesson. 5. Homework
- Prepare for the next lesson: Unit 11: A closer look 1.
- Practise reading the dialogue fluently.
- Learn by heart all new words.
UNIT 11: OUR GREENER WORLD
Lesson 2: A closer look 1 I. Aims
By the end of the lesson, ss will be able to:
- Pronounce correctly the sounds / ɑ: / and / æ / in isolation and in context;
Practise some words about things that can be reduced, reused and recycled.
- Improve their listening skill, writing skill and pronunciation. II. Objectives
- Vocab: Things that can be reduced, reused and recycled...
- Phonetics: Practise the sounds: / ɑ: / and / æ /. III. Materials - Text book - Board, chalk,...
- A cassette and an audio compact disk.
IV. Anticipated problems
Students may get confused when practising the sound / ɑ: / and / æ /. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision
- Teacher checks students’ homework: + Write new words + Read the dialogue 3. New lesson
Teacher’s activities
Students’ activities I. Vocabulary
- reduce [ri'dju:s](v): Giảm bớt
1. Teaching vocab
- recycle [,ri:'saikl](v): tái chế - Teacher uses different
- bulb [bʌlb](n): Bóng đèn techniques to teach vocab
- rubbish ['rʌbi∫](n): Rác rưởi (situation, realia)
- glass [glɑ:s](n): thủy tinh - Follow the seven steps of
- bottle ['bɔtl](n): chai, lọ teaching vocab.
- Repeat in chorus and individually - Copy all the words 1. rubbish 2. plastic bag 3. glass
* Checking vocab: Matching 4. plastic bottle 5. can 6. noise (Ex 2 P.50) 7. paper 8. bulb 9. water
- T plays the recording for Ss 10. clothes
to listen and check their pronunciation.
2. Matching (1 P.50) ? Ss work individually then compare in pairs. ? Teacher gives feedback.
- - Elicit the difference between “recycling” Key:
and “reusing” from Reduce Reuse Recycle Ss. Rubbish, Plastic bag, Rubbish,
3. Put the words in 2 into plastic
bag, glass, plastic plastic bag, groups (3 P.50)
noise, plastic bottle, can, glass, plastic
- Ss work in pairs. Get 3 Ss to bottle, paper, paper, bulb, bottle, can,
go to the board to write their water water, clothes paper, bulb answers Electricity, Envelope, Newspaper,
- Elicit some more words for gas carton box, textbook, each group from Ss old textbook plastic container
3. Listen to the “Three Rs” song (4 P.50) - Ss listen then sing along. II. Pronunciation
1. / ɑ: / and / æ / (5 P.51) - Explain how to make the two - Listen and repeat sounds.
? Listen and repeat. Pay
attention to the sounds /ɑ:/ and - Do the task individually / æ /
2. Listen and group the words (6 P.51) Key: - Play the tape twice
Sound / ɑ: /: fast, plastic, glass, dance,
? Work individually to put the answer, afternoon. words into two groups.
Sound / æ /: had, bag, apple, activity ? Check your answers in groups.
Ss read the conversation. Write / ɑ: / or / æ / - Have two students write on
below each underlined letter 7 P.51 the board. Key:
Sound / ɑ: /: class, ask, father.
3. Read the conversation. Sound / æ /: stand, have, that
Write / ɑ: / or / æ / below
each underlined letter (7 - Ss listen to the conversation and check their P.51) answers.
- Ss work individually then - Ss practise the conversation with a classmate. compare the answer with a partner. III. Production
? Play the recording and pause after each word which has the underlined part. (8 P.51) 4. Consolidation
Teacher gets students to retell how to make sound /ɑ:/ and / æ /. 5. Homework
- Prepare for the next lesson: Unit 11: Closer look 2.
- Learn by heart all the new words
- Do Ex A1,2 P32, B1,2 P33,34 (WB)
UNIT 11: OUR GREENER WORLD
Lesson 3: A closer look 2 I. Aims
By the end of the lesson, ss will be able to use conditional sentence type 1 correctly and appropriately. II. Objectives - Grammar: Conditional type 1 III. Materials - Text book - Board, chalk,...
IV. Anticipated problems
There may not be enough time for all the activities. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision
- Teacher checks Ss’ homework.
+ One student goes to the board to write new words and practise reading
the two sound /ɑ:/ and / æ /.
- Get one student to read the dialogue (Listen and read) by heart.
- Teacher check with students. 3. New lesson
Teacher’s activities
Students’ activities I. Grammar. - Ask Sts to read
the Conditional sentence type 1.
conversation on page 47 while * Grammar box (TB P.51) listening to the tape
* The use: describes a thing which is possible
Ask them to pay attention to and likely to happen at present or in the future
the conditional sentence type 1 * The form:
Ask them to look at the If + S + V ( present simple), S + will/ won’t + Grammar box V ( infi)
Give the use and the form of Eg: If you use less paper, you will save a lot of
the conditional sentence type 1 trees.
If we all use this kind of bag,
we’ll help the environment. II. Practice
- Teacher asks sts to give the * Exercise 2 correct verb form. 1. is/ will plant Sts do the task individually 2. recycle/ will help
- Teacher calls one st to do on 1. will save/ don’t waste
the board then gives the correct 2. will have/ use answers 3. isn’t/ will be * Exercise 3. Matching
- Teacher asks Sts to do the - Students do the task individually. Then write
task individually to match the the answer on the board. half sentences 1- c 2- e 3- b 4- a 5- d
- Call one st to do on the board - Call others to remark
- Teacher gives the correct * Exercise 4. answers
(Ss take turns asking and answering about their last weekend.) - Ask Sts to do the task
1. If we pollute the iar, we will have individually to combine each breathing problems. pair of sentences
2. If people pollute the water, a lot of fish - Students do the task will die individually.
3. If we cut down trees in the forest, there
- Teacher calls one st to do on will be more floods
the board and others to remark ....................... - Teacher gives the correct * Exercise 5. answers
1. If you walk to school, there will be less air pollution.
- Teacher asks Sts to do the 2. If you use recycled paper, you will save trees
task individually to complete in the forest.
the sentences then compare the 3. If the earth becomes hotter, the ice will be answers with their partner melt. - Students do the
task 4. If parents teach their children about the three individually.
Rs, they will protect the environment better.
- Call some sts to write their 5. If you want to save a lot of electricity, you sentences on the board
will have to turn off your appliances when you - Call others to remark don’t use them. - Teacher gives the correct answers 4. Consolidation
- Teacher gets students to retell the aims of the lesson. 5. Homework
- Prepare for the next lesson: Unit 11: Communication.
- Do exercise B3, B4, B5 (p.34, 35) (Workbook).
UNIT 11: OUR GREENER WORLD
Lesson 4: Communication I. Aims
Students can use “conditional sentences – type 1” and questions to ask about
frequency to talk about ways to “go green”. II. Objectives
By the end of the lesson, Ss can use “conditional sentences – type 1” and
questions to ask about frequency to talk about ways to “go green”. III. Materials - Text book - Board, chalk...
IV. Anticipated problems
Weak Ss may find it difficult to express their idea. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision Chatting
- T: Our environment is polluting. Ss answer: We can:
? What can we do to protect the + Reduce rubbish. environment?
+ Reuse old bottles, can, paper…
- T let sts to give students ‘answers
+ Recycle broken glass, plastic bottles, freely. bags and cans, paper……
T says: If you do all of things, you + Plant more trees……
can make our environment green and beautiful. 3. New lesson
Teacher’s activities
Students’ activities 1. The 3Rs Club….. 1. The 3Rs Club….. *Extra vocabulary. *Extra vocabulary. * Matching:
1.Do a survey(v): tiến hành cuộc điều Column A Column B tra. 1.do a survey a. cần 2.Be in need (v): cần 2.be in need b. thùng rác
3.Recycling bin (n): thùng rác 3. recycling bin c. gói, bọc
4.Breeze (n): cơn gió thoảng 4. breeze d. mời 5.Wrap (v): gói, bọc 5. wrap e.tiến hành cuộc 6.Invite (v): mời 6. invite điều tra. f. cơn gió thoảng Ex1: We wrap our books very
- T asks students to do the exercise beautifully. independently. Key:
- T calls 1 student to do the exercise on 1 - e the board. 2 – a -T calls sts to remark. 3 – b - T gives correct answers. 4 – f
- Students compare his/ her answers 5 – c with yours. 6 - d
- T asks the whole class to read
vocabularies on the board.(2 times)
-T asks ss to give example sentences.
2. Survey: How “Green” are you? 2. Survey:
Answer the questions by choosing
- T says about 3Rs Club and explains. A, B or C. - Students listen.
- T asks students to read the survey and *Answers: do this exercise. Q1: A(0) B(2) C(2)
- Students read silently and do these Q2: A(1) B(0) C( 2) sentences independently. Q3: A(0) B( 2) C(1)
- T explains and asks students to Q4: A(0) B (2) C(0)
compare your answers with those on Q5: A(1) B(0) C(2) page 57 and count the points. Q6: A(0) B(2) C(0)
- Students compare and count the point. Q7: A(2) B(1) C(0) - Students work in pairs Q8: A(2) B(0) C(2)
14 – 16 points: You’re green!
10 – 14 points : Try to be “greener”! *Report:
1 – 5 points : You aren’t “green” at
Ex: If Mr/ Miss A find a beautiful all!
old glass, he/ she will………….
2. Interview a classmate……..
(Students practice in pairs in front of
- T guides students to interview and the class.)
report your classmate’s answer to the class.
- T interviews one student in front of the class. - Students practice in pairs. *Answers can
- T guides students to compare .
P1: Why do we destroy the forests?
? How many people have from 14to 16
P2: What do we have to do to reduce points? air pollution?
? How many people have from 10 to14
P3: What do we have to do to reduce points? soil pollution?
? How many people have from 1 to 5
P4: What can we do to protect our points? environment? 3. Work in groups: P5: Can you save energy?
- T asks students to work in groups to
find other questions to add to the survey. -Students work in groups.
- T writes some questions of some groups on the board. -Students give questions.
- T guides students to vote for the best questions. 4. Consolidation
- Teacher gets students to retell the aims of the lesson. 5. Homework
- Prepare for the next lesson: Unit 11: Skills 1.
- Do exercise C1, 2 (p.35-36) (Workbook).
UNIT 11: OUR GREENER WORLD Lesson 5: Skills 1 I. Aims
Reading for specific information about tips on how to be “green”.
Talking about ways to “go green”. II. Objectives
By the end of the lesson students will be able to:
- Read for specific information about tips on how to be “green”.
- Talk about ways to “go green”.
- Practise speaking and reading skills. III. Materials - Text book - Board, chalk...
IV. Anticipated problems
Weak students may find it difficult to catch up with the whole class. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision
- Teacher checks Ss’ home work. 3. New lesson
Teacher’s activities
Students’ activities I. READING
- T gives some pictures
Read the 3 Rs club poster about tips to
- T introduces something about become “green”. 3Rs club: - watch the pictures
- asks Ss to talk something - listen to the teacher. about the
environment - read and answer T's asking nowadays.
- asks Ss to read 10 sentences 2. Find these words or phrases in the text about 3Rs.
and underline them ( Page 54):
T asks Ss to do exercise in part + Charity ['t∫æriti](n): Lòng khoan dung; hội 1. từ thiện
+ recycling bin (n): Thùng rác * concept check:
+ swap [swɔp](v): Trao đổi - meaning, pronunciation + creative (adj)
- T asks sts to retell “these + reusable (adj) words” in which sentences ? - T corrects the mistakes.
3. Match the words with their meanings page 54.
- ask sts to work in groups to 1. creative - unique and interesting. do this exercise.
- ask sts match the words with 2. charity - giving things to people in need. their meaning.
3. Swap - give something to a person and
- T can explain some new receive something from him/her. words if necessary.
4. resable - can be used again.
T observes and helps sts when 5. recycling bins - containers for things that necessary can be recycled.
4. Answer the questions. page 54. Keys:
- ask sts read the 3Rs again and 1. We will try to put recycling bins in every answer the questions. classroom. - Ask sts to work in pairs.
2. We can swap our clothes with your friends - correct. or cousins.
3. We can refillable pens and pencils.
Let sts practice speaking about 4. We can turn the tap off ………
discussing with your group and
put the tips in order from the 5. We should bring plastic bottles. easiest to most difficult. II. SPEAKING
- Ask Ss to work in group to 5. Work in group.
read the 3Rs again and put - Discuss with your group and put the tips in
them in order from the easiest order from the easiest to most difficult. to most difficult.
2- 3- 4- 8 - 1 - 7- 5 - 6 - 10
- Ask Ss to compare the answer with other groups.
( clean your school / clean the street/ talk to
- Ask Ss to add more tips to the other people about the importance to the list.
envirnment’s protection/ recycling the old - T gives some idea.
paper, glasses……………..)
- T asks Ss to use the items in 6. The last tip tells you to find creative
a,b,c to find creative way to ways to reuse items before throwing them reuse them.
away. Can you think of any creative ways a. old envelopes? to reuse. b. used water bottles?
a.- recyling the old envelopes. c. uesd texbooks?
- using the old envelopes to wrap food. - Ask Ss to work in group.
b. - reusing the used water bottles. - T goes around the class to - recyling them. help the groups.
- using them to make small projects - Ask groups to compere the
answers with the other groups. c. used texbooks. - using them to wrap food. - recyling them.
Eg: I will have a smart phone to talk to my friends on others planets. 4. Consolidation
Teacher gets students to retell what they have learnt. 5. Homework
- Prepare for the next lesson: Unit 11: Skills 2. - Do Ex D1, 2 (WB)
UNIT 11: OUR GREENER WORLD Lesson 6: Skills 2 I. Aims
To help students develop writing skill, listening skill. II. Objectives
By the end of the lesson students will be able to:
- Listen to get specific information about ways to make the school a “green” place.
- Write a paragraph about ways to make the school a “green” place. III. Materials - Text book - Board, chalk,...
- A cassette and an audio compact disc.
IV. Anticipated problems
It is rather difficult for weak Ss to express their ideas. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision
- Teacher checks Ss’ homework.
- Get one student to go to the board to write new words.
- Help Ss with their homework if they have any problems. 3. New lesson
Teacher’s activities
Students’ activities A. Listening: I. Listening
* Pre- listening: 1. Gap fill
- Tell Ss that 3Rs Club is looking - Ss read the rubric of the first activity
for a new president. Quickly elicit then guess the word/number to fill in each
the necessary qualities of the club blank.
president from Ss and write them Key: on the board. 1. 6A 2. recycling
- Have Ss read the advertisement 3. saving lights 4. book
for this position. Ask them what 5. 6E 6. bus
they will do if they become the 7. gardening 8. uniform club president.
- Play the recording for Ss to check their guess then compare the answer with a partner. - T gives feedback.
* While- listening: 2. T/F statements.
- Write Ss’ answers on the board.
- Ss do the exercise individually without
- Play the recording the last time to listening to the recording.
confirm the answers for both - Ss compare their answer in pairs. exercise 1 and 2 Key: 1F 2F 3T 4F 5T B. Writing: * Pre-writing: II. Writing
- Ask Ss to read the study skill box. Study skill - writing Teacher explain the use
of First - Next - Then - After that - Finally... connectors to show sequence.
3. Interview a classmate...
- Ss work in pairs and interview Name:.....................................................
each other to find out the three Idea 1:....................................................
things they will do if they become Idea 2:.................................................... the club president.
Idea 3:....................................................
- Ask Ss to take note about each other’s ideas.
* While- writing:
4. Write about your classmate’s idea in
3. Do you think your classmate will be a - Ss write their
paragraph good club president? individually based on the suggestions in the book. 1. His/her name and class
- Ask one student to write the 2. Idea 1 + explanation/examples.
paragraph on the board. Other Ss 3. Idea 2 + explanation/examples.
and teacher give comments on the 4. Idea 3 + explanation/examples. paragraph on the board.
5. Will he/she be a good club president?
- T collects some writing to correct at home. 4. Consolidation
-Summarize the main point of the lesson. 5. Homework
- Prepare for the next lesson: Unit 11: Looking back & Project. - Do Ex E1, 2 (WB)
UNIT 11: OUR GREENER WORLD
Lesson 7: Looking back & project I. Aims
To help students recycle the language from the previous sections and link
with the topic: Our greener world. II. Objectives
By the end of the lesson students will be able to:
- Revise and make the use of all the target knowledge in unit 11.
- Use the conditional sentence - type 1 well. III. Materials - Text book - Board, chalk,...
IV. Anticipated problems
Weak students may get confused with the conditional sentence - type 1. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision
- Teacher checks students’ homework.
- Get two Ss to go to the board to tell about the conditional sentence type 1. 3. New lesson
Teacher’s activities
Students’ activities I. Vocabulary:
1. Activity 1, 2&3: Ss work individually to do Activity 1. exercises.
Do the work individually and compare with partner
Asks Ss to compare their answer Check the answer with their partner
Reduce: electricity, paper, gas, rubbish, Gives the answers water,..
Reuse: bottle, envelope, light bulb, can, ..
Recycle: book, can, newspaper, plastic bag.. Activity 2 Ss work in pairs asking and A: Can we reduce water use? answering questions about the B: Yes, we can. 3Rs. A: How? B: Don’t take a bath. • Activity 3a 1. deforestation 2. air pollution
- asks Ss to do the exercise 3. water pollution 4. noise pollution
individually. Check the answers 5. soil pollution with their partners. • Activity 3b 1b 2e 3a 4c 5d Checks with the whole class II. Grammar * Activity 4: Gap fill 1. is - will rise 2. rise - will disappear
- asks Ss to do the exercise 3. reduce - will have 4. don’t have, will be
individually. Check the answers 5. are - will be with their partners.
- T checks with the whole class
* Activity 5
1. If students recycle and use recycled
materials, they will save energy.
- asks Ss to do the exercise 2. If we use the car all the time, we will make
individually. Check the answers the air dirty. with their partners.
3. You will save electricity if you turn off
- T checks with the whole class
your computer when you don’t use it.
4. People will stop using so much energy if
- Have SS write on their they want to save the environment. notebooks.
5. What will you do if you see a used can in the road? III. Communication Activity 6. Group work What will If you If you Ss work in group. One student you do if want to want to
interview the other three group you have save reduce members and note down their some used electricit rubbish answer. Ask Ss to report the plastic y at at home, results to the class. bottle at home, what will home? what you do? will you do? Student A Student (Ss may do this at home) B Student B
• Project: My future appliance
I will have a robot. It will help me take care
of the flowers in the garden. 4. Consolidation
-Summarize the main point of the lesson. 5. Homework
- Prepare for the next written test. UNIT 12: ROBOTS
Lesson 1: Getting started I. Aims
This lesson will present the vocabulary and grammar items to be learned. Ss
then practice listening and speaking with the lexical items related to the topic "Robots". II. Objectives
- Vocab: Words to name everyday activities.
- Grammar: Could for past ability, will be able to for future ability. III. Materials - Text book - Board, chalk,...
- A cassette and an audio compact disk.
IV. Anticipated problems
There may not be enough time for all the activities. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision Chatting
- Give a picture of “ robot”
-T writes " Robot" on the board.
- Ask Ss what " robot" means to them. - T explains " robot" - Teacher - Students.
- In this unit we are going to learn about “ robot”
- T asks Ss open their books and start the lesson. 3. New lesson
Teacher’s activities
Students’ activities Getting Started. 1. Vocabulary: - Pre-teach vocabulary
- Robot ['roubɔt](n) : người máy * Vocabulary checking : R.O.R - role (n): vai trò
- minor ['mainə] (adj): nhỏ, thứ yếu.
Minor role: vai trò thứ yếu. - Human ( adj): con người - T introduces
+ Could for past ability and * Grammar:
Will be able to for future + Could for past ability
ability by sentences in part 1
In the past they had a minor role. They
- In the past they had a minor could do very simple things.
role. They could do very simple
+ Will be able to for future ability. things.
Ex: They will be able to do many things
- They will be able to do many like humans. things like humans.
They won’t be able to do things like play
They won’t be able to do things football or drive a car.
like play football or drive a car
a. Read the conversation again. Answer
T: plays the tape and students
the following questions. listen and read
1. They could only do very simple things.
- Ss listen to the recording( twice) 2. Yes, they can
- Ss write the correct answers on 3. They will be able to do many things like the board. humans - T corrects. 4. No, they won’t
- Asks sts to name the thing they
b. Find the four types of robots in the see
conversation. Write them under the
- T asks them to find out four correct pictures below types of robots in the 1. teaching robots
conversation and write them 2. worker robots under the correct pictures 3. doctor robots
-Call 2 pupils to go to the board 4. home robots and write
- Have some Ss to do in front of the class. - T corrects them.
2. Match the activities with the pictures.
-Have Ss quickly match each Then listen, check and repeat the
activity with its picture. phrases.
- Ss play the recording for Ss to check their answers, 1. c 2.d 3. a 4. b.
- T corrects their pronunciation.
- T introduces the exercises 3 and
demonstrate the game to the class 3. Game: Miming first
Work in groups. A student mimes one of the
- Asks a more able S to help you Let pupils play in groups.
activities in 2 and the others try to guess. - T corrects. Then swap.
Example: A: what am I doing?
- Asks the students repeat the B: You’re doing the dishes. example in pairs.
A. Yes, that’s right/ No, try again.
- T can explain the meaning if necessary.
4. Look at the pictures. Tell your partner
- Teacher explains the use and what you can or can’t do now
help ss remember the use of can Example: I can draw./ I can’t swim.
to talk about ability in the present
and have some ss give examples.
a. I can play football /I can’t play
of modal “can”: We use can to football.
talk about ability in the present.
b. I can climb a mountain./I can’t climb
- Asks a more able to tell what a mountain./
activities in the pictures he/ she
c. I can play the guitar/I can’t play the
can or can’t do. guitar. - Asks the pupils to do the
d. I can sing an English song./ I can’t exercises. sing an English song. Ss work in pairs.
e. I can + V…./ I can’t+ V….
- T goes around to help weaker ss.
- Asks Ss to move around and ask different classmates different questions 5.Class survey:
- Ss go around the class asking Teacher go around the class asking these the questions. questions. Find out:
- Asks Ss to report the results.
- The sports or games that all people can
- Counts the number of Yes play.
answers to each question and find -The sports or games that some people
out which sports or games all Ss cannot play. can play….
- The sports or games that no one can play. 4. Consolidation
- Teacher gets students to retell the aims of the lesson. 5. Homework
- Prepare for the next lesson: Unit 12: A closer look 1.
- Practise reading the dialogue fluently.
- Learn by heart all new words. UNIT 12: ROBOTS
Lesson 2: A closer look 1 I. Aims
By the end of the lesson, ss will be able to:
- Pronounce correctly the sounds /ɔi/ and /au / in isolation and in
context; Practise some words about everyday activities.
- Improve their listening skill, writing skill and pronunciation. II. Objectives
- Vocab: everyday activities...
- Phonetics: Practise the sounds: /ɔi/ and /au /. - COULD for past ability. III. Materials - Text book - Board, chalk,...
- A cassette and an audio compact disk.
IV. Anticipated problems
Students may get confused when practising the sound /ɔi/ and /au /. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision
- Teacher checks students’ homework: + Write new words + Read the dialogue 3. New lesson
Teacher’s activities
Students’ activities I. Vocabulary
- lift [ri'dju:s](v): nhấc lên
1. Teaching vocab
- recognise ['rekəgnaiz](v): nhận ra
- Teacher uses different techniques - guard [gɑ:d](v): canh gác
to teach vocab (situation, realia) - shout [∫aut] (v): la hét
- Follow the seven steps of teaching
- boil [bɔil](v): sôi (nước) vocab.
- step [step](n, v): bước đi, dẫm lên
- Repeat in chorus and individually * Checking vocab: R0R - Copy all the words 1. c 2. a 3. b 4. e 5. d
2. Matching (1 P.60)
- Write another word/phrase for each verb
? Ss work individually then compare Key:- make a cup of coffee, make a in pairs. cake...
?Teacher gives feedback, play the - understand the lesson
recording. Ss listen and repeat. - lift a suitcase,...
3. Put the words in 2 into groups (2 - recognize her sweet voice P.60)
? Ss work individually then compare Grammar in pairs. COULD ? Teacher gives feedback.
1. Mary could do sums at the age of 17. * Grammar
2. Could you read and write when you
- Get Ss to study the grammar box, were 6
draw Ss’ attention to the form of 3. Robots could lift heavy things some could. years ago.
3. Put the words in correct order (3 4. Robots couldn’t move easily until P.60) recent years.
Ss work individually then compare Ex: in pairs.
A: Could Ongaku lift heavy things 2 years ? Teacher gives feedback. ago? 4. Pairs work (4. P60) B: Yes, it could.
- Read the information abot the - Write 3 things you could do and 3 things
famous robot: Ongaku. Ask and you couldn’t do when you were in
answer questions about what it primary school.
could/couldn’t do 2 years ago. - Listen and repeat 5. Writing
Ss work individually then compare - Do the task individually in pairs. ? Teacher gives feedback. II. Pronunciation Key:
1. /ɔi/ and /au
Sound / ɔi /: voice, boy, toy, noisy, boil - Explain how to make the two
Sound / au /: down, house, around, sounds.
? Listen and repeat. Pay attention to flower, shout the sounds /ɔi/ and /au /
2. Listen and group the words (6 1. oil 2. cow 3. Ouch 4. P.60) bow - Play the tape twice
? Work individually to put the words into two groups.
- Ss then practice the chant. Notice the
? Check your answers in groups. sound /ɔi/ and /au /.
- Have two students write on the board.
3. Listen and circle the word you hear (7 P.61)
- Ss work individually then compare the answer with a partner. III. Production
? Play the recording and pause after
each word which has the underlined part. (8 P.51) 4. Consolidation
Teacher gets students to retell how to make sound /ɔi/ and /au /. 5. Homework
- Prepare for the next lesson: Unit 12: A closer look 2.
- Learn by heart all the new words - Do Ex A1,2 , B1,2 (WB) UNIT 12: ROBOTS
Lesson 3: A closer look 2 I. Aims
By the end of the lesson, ss will be able to: - Talk about future ability.
- Practice doing exercises using modal verbs. II. Objectives
- Vocab: everyday activities...
- Grammar: will be able to + V III. Materials - Text book - Board, chalk,...
IV. Anticipated problems
Weak students may get confused with “be able to”. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision
- Teacher checks students’ homework:
+ What could robots do in the past ?
+ What will robots be able to do in the future? 3. New lesson
Teacher’s activities
Students’ activities I. Grammar I. grammar
- Introducing new language” Will be Will be able to … able to ….”
(Students study the grammar box page
Using : We use Will be able to talk 60) about ability in the future - Affirmative - Give an example - Negative - Ask sts to give an example - Interrogative -Short answers II. Practice Ask sts to read the ex1 II. Practice - Do the 1st sentence
Ex1. Put the words in the correct order. - Ask sts to read
1.Robots will be able to do many things
- Ask sts to do Sentences 2,3,4 in like humans in 2030 pair
2. Will robots be able to talk to us then ?
- Call sts to read the correct
3. Robots won’t be able to play football. sentences
4. Will robots be able to recognize our - Give the correct answer face? Ex2. Explain ex2
Will you be good at English when you are
Help sts to do the example with in year 8. picture 1 If yes :
Ask st to answer the question “Will
I will be able to read an English book
you be good at English when you when I am in year 8
are in year 8”. With picture 2,3,4,5,6 If no: Have sts to give the answer
I won’t be able to read an English book Correct them when I am in year 8 Ask sts to ask and answer the ….
questions about the activities in ex2
Ex3 Work in pairs. Ask and answer the in pairs before the class.
questions about the activities in 2. Tell the class about your partner. - T controls the class.
Ex: Will you be able to read an
Ex4: Fill the gaps with can, can’t, could,
English book when you are in year
couldn’t, will be able to or won’t be able 8? to. Yes, I will/ no, I won’t present past future
- Ask st to complete the table with Can Could -Will be able to
can, could, can’t, couldn’t, will be Can’t
Couldn’t -won’t be able to able to, won’t be able to 1.couldn’t present past future 2. will be able to 3. could/ can’t 4. won’t be able to Re
tell the usage of can, could, can’t, 5. can
couldn’t, will be able to, won’t be
Ex5. Complete the sentences. Use will be able to.
able to, can, could, and the verbs from the Have st to do the ex4 and 5 box.
Correct and give the correct answer
Ex6. Work in pairs. Look at the 1.can recognize
information from the table below and tell 2. will be able to make
your partner what Kitty could do in the 3. couldn’t do
past, can do now and will be able to do in 4. will be able to guard the future.
- Ask st to look at the information skill past now futur
from the table below and tell your e
partner what Kitty could do in the -Lift heavy things v v v
past, can do now, and will be able to -Make coffee x v v do in the future. -Guard our house x v v
- ask st to go to the board and write -Understand what we x x v the answer say - give the correct answer
Ex. In the past, Kitty could lift heavy
things. Now, it can lift heavy things and in
the future it will be able to lift heavy things
In the past, Kitty couldn’t make coffee.
Now, it can make coffee and in the future
it will be able to make coffee 4. Consolidation
Teacher gets students to retell the aims of the lesson. 5. Homework
- Prepare for the next lesson: Review 4.
- Learn by heart all the new words - Do Ex B3,4,5,6 (WB) UNIT 12: ROBOTS
Lesson 4: Communication I. Aims
Students can use modal verbs to talk about robots’ skills. II. Objectives
By the end of the lesson, Ss can use modal verbs to talk about robots’ skills. III. Materials - Text book - Board, chalk,...
- A cassette and an audio disk.
IV. Anticipated problems
Weak Ss may find it difficult to express their idea. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision Discussion
What skills do you like a robot to have? - Ss work in group 3. New lesson
Teacher’s activities
Students’ activities 1. Listening 1. Listening *Extra vocabulary. *Extra vocabulary.
- teacher teaches Ss new words.
- comb (v, n): chải tóc; cái lược - Checking vocabulary: R0R
- bend over (v): cúi xuống, uốn cong
- garderning (n): việc làm vườn - shout (v): la hét
* set the scene: Today we are going to
listen to a television interview asking
some people around the world about
what skills they like their robots to have.
Please think: What skills would you like
a robot to have? And what skills do the
two robots Ongaku and Kitty have?
- Ss read the interview and look 1. words 2. shoes 3. first
carefully at the pictures of three robots 4. school 5. water and guess the missing words.
- Play the recording, Ss listen and check their guess. - T checks with whole class.
2. Interview three people about 2. Pair work:
what skill they want their robots to
- Ask Ss to move around and ask have.
different classmates what skills they
want their robots to have. Note down the Interviewee What abilities answer in the table in 2. 1. Chi
- Get Ss to practise reporting the result 2. in groups. 3. 3. Work in groups:
- T chooses some of the Ss to report
3. Report the r esult to the class:
their result in front of the whole class.
Ex: The robot Chi has can.....
- T makes comment and correct any errors. 4. Consolidation
- Teacher gets students to retell the aims of the lesson. 5. Homework
- Prepare for the next lesson: Unit 12: Skills 1.
- Do exercise C1, 2 (Workbook). UNIT 12: ROBOTS Lesson 5: Skills 1 I. Aims
Reading for specific information about types of robots and their abilities or skills.
Talking about different types of robots and what they will be able to do in the future. II. Objectives
By the end of the lesson students will be able to:
- Read for specific information about types of robots and their abilities or skills.
- Talk about different types of robots and what they will be able to do in the future.
- Practise speaking and reading skills. III. Materials - Text book - Board, chalk,...
IV. Anticipated problems
Weak students may find it difficult to catch up with the whole class. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision
- Teacher checks Ss’ home work. 3. New lesson
Teacher’s activities
Students’ activities I. READING
- Ask Ss to scan the passage 1. Find the following words/phrases in the
and underline the words “space text below. What do they mean?
robots”, space stations”, “apart - space robots
from”, “types” and “planet” in - space stations
the passage. Help Ss work out - planet
the meanings of these words - apart from from the context.
- Ask for translation to check if they understand.
2. Comprehension questions
- Set a longer time limit for Ss Key:
to read the text again and 1. A robot show
answer the questions. Ask Ss to 2. Young people are (interested in home
note where they found the robots)
information that helped them to 3. The children like to see them. answer the questions.
4. There are worker robots, doctor robots, and space robots.
3. Read the text again and fill the table below. - Ask Ss to scan the passage Types of What they will do? again and find the detailed robots information to complete the Cook, make tea or coffee, table. Ask Ss to note where Home robots clean the house and do the they have found the washing information. Help children study, teach - Ss compare in pairs them English, literature, - T checks the answers. Teaching maths and other subjects, robots help children improve their English pronunciation Worker Build our houses, buildings robots
Doctor robots Help sick people - Remind Ss of the form and Buildspace stations on the
use of will be able to. Ss may Space robots Moon and other planets.
refer to the Grammar boxes in
A closer look 2 and words and II. SPEAKING
phrases that they can use to talk 4. Write what you think each type of robot
about robots’ skills in the will be able to do in the future.
Getting Started, A closer look
1, A closer look 2 and - Brainstorm ideas for additional everyday Communication.
activities that a robot can help with. - Ss work individually. -
T asks a more able S to
model this activity in front of the class. - Have Ss work in groups.
5. Work in groups. Take turns talking
about types of robots and what they will be
to do in the future. Can you think of other types of robots?. 4. Consolidation
Teacher gets students to retell what they have learnt. 5. Homework
- Prepare for the next lesson: Unit 12: Skills 2. - Do Ex D1, 2 (WB) UNIT 12: ROBOTS Lesson 6: Skills 2 I. Aims
To help students develop writing skill, listening skill. II. Objectives
By the end of the lesson students will be able to:
- Listen for specific information about different opinions of what robots will be able to do in the future.
- Write opinions about the role of robots in the future. III. Materials - Text book - Board, chalk...
- A cassette and an audio compact disc.
IV. Anticipated problems
It is rather difficult for weak Ss to express their ideas. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision
- Teacher checks Ss’ homework.
- Get one student to go to the board to write new words.
- Help Ss with their homework if they have any problems. 3. New lesson
Teacher’s activities
Students’ activities A. Listening: I. Listening
* Pre- listening:
1. Do you agree or disagree with these - Ss work individually. statements?
- Ss share with their partners.
- Ss tick which statements about robots they agree or disagree with.
* While- listening:
2. Listen and find out which person says
- Ask Ss to read the construction what.
carefully and remind them to - Ss do the exercise individually.
remember the names of the people - Ss compare their answer in pairs.
in the conversation they are going Key: to hear. 2. Duy 3. Mi 4. Phong 5. Mi
- Play the recording and ask Ss to do the exercise. 3. T/F statements
- Ask Ss to study the statements 1F 2T 3T 4F
carefully. Ss may work in pairs to
discuss the answers from the
information they have heard in 2.
- Play the recording for Ss to do the exercise. B. Writing: II. Writing * Pre-writing: 4. Gap fill.
- Ask Ss to read the paragraph and 1b 2a 3c 4d
the phrase above it carefully.
- Ss work individually, compare the
answers before discussing them as a class. 5. Writing
* While- writing:
- Write a paragraph to support the idea - Ss write their
paragraph that robots will be very useful in the individually based on the future. suggestions in the book.
- Ss may refer to the paragraph in 4 and
- Ask one student to write the the reading in Skills 1 for useful language
paragraph on the board. Other Ss and ideas.
and teacher give comments on the paragraph on the board.
I agree with the idea that in the future
- T collects some writing to correct robots will be very useful to us. There are at home.
many types of robots. These robots can do
many things. Firstly, at home, home
robots can do all of our housework.
Secondly, in education teaching robots
can help children do their homework.
Also, in medicine, doctor robots will be
able to help sick people. Finally, robots
will be able to do all dangerous work for
us. For these reasons, I think that robots
will be useful in our future. 4. Consolidation
-Summarize the main point of the lesson. 5. Homework
- Prepare for the next lesson: Unit 12: Looking back & Project. - Do Ex E1, 2 (WB) UNIT 12: ROBOTS
Lesson 7: Looking back & project I. Aims
To help students recycle the language from the previous sections and link with the topic: Robots. II. Objectives
By the end of the lesson students will be able to:
- Revise and make the use of all the target knowledge in unit 12.
- Use “will be able to” and “won’t be able to” to talk about future abilities. III. Materials - Text book - Board, chalk,...
IV. Anticipated problems
Weak students may get confused with “be able to” and “can”. V. Procedure 1. Warmer - Greeting. - Checking attendance.
- Asking for the teaching date. 2. Revision
- Teacher checks students’ homework.
Teacher’s activities
Students’ activities I. Vocabulary: 1. Activity 1, 2:
Ss work individually to do exercises. Activity 1.
Do the work individually and compare with
Asks Ss to compare their answer with partner their partner Check the answer Gives the answers 1. cut 2. lift 3. tea 4. laundry 5. do Activity 2
- asks Ss to do the exercise individually. 1. guard
- Remind Ss that the words, phrases and 2. make
sentences around the blanks will provide 3. understand
the context for them to choose the 4. recognise correct verbs.
Check the answers with their partners. II. Grammar * Activity 3: Gap fill
- asks Ss to do the exercise individually. 1. will be able to
Check the answers with their partners. 2. won’t be able to
- T checks with the whole class 3 will be able to 4. will be able to 5. won’t be able to
* Activity 4
1. Will robots be able to make coffee in the
- asks Ss to do the exercise individually. future?
Check the answers with their partners.
- Yes, they will / No, they won’t.
- T checks with the whole class
2. Could he ride a bike when he was in Year 6?
- Have SS write on their notebooks.
- Yeas, he could / No, he couldn’t. 3. Can you do the dishes? - Yes, I can / No, I can’t. * Activity 5: Writing
- asks Ss to do the exercise individually. - I could swim when I was 10.
- Teacher goes around to help weaker Ss. - I can ride a bike now.
- T checks with the whole class
- I can speak English better when I finish Year 6.
- Have SS write on their notebooks .....
- Have Ss read the questions and answers once or twice. III. Communication
- Ask Ss to do the exercise individually Activity 6. then compare in pairs. 1c 2d 3a 4b
• Project: My future appliance (Ss may do this at home)
I will have a robot. It will help me take care
of the flowers in the garden. 3. New lesson 4. Consolidation
-Summarize the main point of the lesson. 5. Homework - Review all the lessons.