Giáo án Tiếng Anh 6,7,8,9 thí điểm HK2 (CV 5512) phát triển năng lực theo 4 bước (2 cột)

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Giáo án Tiếng Anh 6,7,8,9 thí điểm HK2 (CV 5512) phát triển năng lực theo 4 bước (Step 1 Transfering the learning task, Step 2 Performing the task, Step 3 Discussion, Step 4 Conclusion) (2 cột) Năm học 2020-2021 WORD VERSION | 2021 EDITION ORDER NOW / CHUYỂN GIAO QUA EMAIL TAILIEUCHUANTHAMKHAO@GMAIL.COM

Tài liệu chuẩn tham khảo Phát triển kênh bởi Ths Nguyễn Thanh Tú Đơn vị tài trợ / phát hành / chia sẻ học thuật : Nguyen Thanh Tu Group Hỗ trợ trực tuyến Fb www.facebook.com/DayKemQuyNhon Mobi/Zalo 0905779594

Giáo án soạn theo cv 5512 : PERIOD 55: UNIT 7. TELEVISION LESSON 2: A CLOSER LOOK 1 Subject : English 6 Times : 45 minutes A. OBJECTIVES. 1. Knowledge: By the end of the lesson ss will be able to have knowleadge about + Vocabulary: TV programmes, people and things + Pronunciation: Sounds: /θ/, /ð/ 2. Competences: + Develop communicative competence, discovery, cooperation compentence and thinhking compentence. + Use the lexical items related to “Television”. + Talking about their favourite TV programmes + Pronounce /θ/, /ð/ exactly.

3. Quality: Students know to choose the TV interesting and useful programmes B. TEACHING AIDS. T : Textbook, lesson plan, a projector, a laptop Ss : Learn the old lesson, prepare Unit 7: A closer look 1.

C. PROCEDURE 1. WARM UP: ( 5’) - Organization (1’) 6A:....................... 6B:............................. 6C:........................... a. Goal: Review TV vocabulary and TV programmes b. Content : Ss can tell their favourite TV programmes c. Expected result: Ss can tell the names of the programmes you like to watch on TV d. Performance - T. asks Ss to talk about the names of the programmes Ss like to watch on TV - Ss discuss and tell the programmes they like.

- T gets feedback 2. PRESENTATION : Pre teach Vocabulary (10’) a. Goal: Provide Ss necessary vocabulary related to the TV programmes b. Content : Remind Ss of the words they learnt in Getting Started and point out the diff erence: the former deals with the names of channels, programmes… while the latter (this part) deals with the jobs of people working in television. c. Expected result: understand using and meaning of the vocabularies d. Performance: TEACHER'S & SS' ACTIVITIES CONTENTS Step 1: Transfering the learning task - weatherman /ˈweð.ə.mæn/: người đọc - T. uses picture and elicits words from DBTT Ss - viewer /ˈvjuː.ə r / : người xem Step 2: Performing the task - schedule /ˈsked.juːl/ : lịch - SS Listen carefully and repeat the - newsreader/ˈnjuːzˌriː.dər /: phát thanh viên words.

- remote control /rɪˈməʊt kənˈtrəʊl/ : điều - SS Work in groups of 2 – 3 so that Ss khiển từ xa can help each other with difficult 1

vocabulary.

Step 3: Discussion When finish, listen to the recording to check their answers as well as to practise the pronunciation of the new words.

Step 4: Conclusion T make sure that all the students understand the meaning of the vocabulary and pronouce correctly 3. PRACTICE: (10’) a. Goal: Revise the vocabulary learnt in both Getting Started and Activity 1 of A Closer Look 1. b. Content : Ss choose a word / phrase from the box for each description below. c. Expected result: Ss can identify a word from its description. d. Performance: TEACHER'S & SS' ACTIVITIES CONTENTS Ex 2: Choose a word from the box for Ex 2: each description below Step 1: Transfering the learning Key: task 1. Weatherman -T asks students to look at the words 2. Newsreader first and see if they know the words.

3. Remote control - Ask them to do the matching.

4. MC Step 2: Performing the task 5. Volume button SS Work in groups of 2 – 3 so that 6. TV viewer Students can help each other with some vocabulary.

Step 3: Discussion Ss try to identify a word from its description.

Step 4: Conclusion T checks the answer 4. PRODUCTION: (10’) a. Goal: Help Ss to memorize the learnt vocabularies b. Content : Ss guess what words or phrase is by playing games c. Expected result: Ss can memorize the learnt words and the way of using. d. Performance: TEACHER'S & SS' ACTIVITIES CONTENTS Ex 3: Game Ex 3: Step 1: Transfering the learning Eg: Newsreader: a person who reads news. task - T divides the class into 4 – 5 Weatherman: a person who gives a weather groups. Each group choose 2 words forecast from the list below and work out a Comedian: a person whose job is to make description for each word. people laugh by telling jokes and funny stories.

Step 2: Performing the task - The groups take turns reading the 2

descriptions aloud.

- The other groups try to guess what word it is Step 3: Discussion The group with the most correct answers wins Step 4: Conclusion T gives comments and supplement description *** Pronunciation: (10’)*** a. Goal: Help Ss to pronounce /θ/, /ð/ exactly. b. Content : Ss listen, repeat and read the words c. Expected result: Ss can pronounce /θ/, /ð/ exactly. d. Performance: TEACHER'S & SS' ACTIVITIES CONTENTS Ex 4, 5: Listen and repeat the words Ex 4, 5: Which words have sound /θ/ or /ð/ . Listen Key: again and write them in the appropriate /θ/ /ð/ columns.

Theatre There Step 1: Transfering the learning task Thanksgiving Them -T. expresses how to pronounce sound //ð/ Earth Neither and /θ/ Anything Weatherman T plays the recording and ask Students to Both Than listen and then repeat. through Feather T plays the recording as many times as necessary.

Step 2: Performing the task - SS Practise the sounds /θ/ and /ð/ together.

- SS Write the words in the 2 appropriate Ex 6: Take turns reading the boxes. sentence quickly and correctly Step 3: Discussion “ The thirty three thieves are Step 4: Conclusion thinking of how to get through the T listens and then corrects student’s security.” mispronounciation Ex 6: Tongue twister Step 1: Transfering the learning task T Asks for volunteers to stand up and read the poem aloud.

May turn this into a competition to see who can read the poem most correctly and most expressively.

Step 2: Performing the task SS Practice reading the tongue twister among groups slowly at first then faster and faster.

Pay attention to the key words with the 2 sounds.

Step 3: Discussion 3

Each member of groups listen to their friend and then give comments Step 4: Conclusion T goes around the class to make sure all the groups practise reading *HOMEWORK *T asks Ss to do homework - Learn by heart the new words and structures.

- Do exerices in workbook.

- Prepare: Unit 7: A closer look 2 ---------------------------------------------------------------------------------------------------------------------------------Planning: Teaching : PERIOD 56: UNIT 7. TELEVISION LESSON 3: A CLOSER LOOK 2 Subject : English 6 Times : 45 minutes A. OBJECTIVES. 1. Knowledge: By the end of the lesson ss will be able to have knowleadge about + Vocabulary: TV programmes, people and things + Grammar: Wh- questions + Conjunctions: and, but, so, because, although 2. Competences: + Develop communicative competence, discovery, cooperation compentence and thinhking compentence. + Use the lexical items related to “Television”. + Talking about their favourite TV programmes + Use Wh-question words and conjuntions correctly.

3. Quality: Students know to choose the TV interesting and useful programmes B. TEACHING AIDS. T : Textbook, lesson plan, , a projector, a laptop Ss : Learn the old lesson, prepare Unit 7: A closer look 2.

C. PROCEDURE 1. WARM UP: ( 5’) - Organization (1’) 6A:....................... 6B:............................. 6C:........................... a. Goal: Help Ss to remember Wh question words b. Content : Ss go to the board and write Wh question words c. Expected result: Ss can write Wh question words d. Performance - T. asks 2 Ss to go to the board and write Wh question words - Other Ss discuss and remark - T gets feedback and the student who write more words wins this game “Brainstorming” 2. PRESENTATION 1: ( 5’) Wh- questions 4

TEACHER’S & STUDENTS’ ACTIVITIES Step 1: Transfering the learning task T asks SS some question with Wh questions.

T. asks Ss to underline question words T. explains how to use Wh-questions Step 2: Performing the task SS answer the question SS underline question words Step 3: Discussion T makes sure that Ss can have a grasp of Wh - questions Step 4: Conclusion Teacher monitors and gets feedback

CONTENTS Wh - questions T. What do you often do in the evening?

Wh S1: I do my homework S2: I watch TV T: How often do you watch TV? Wh S2: I watch about an hour a day. ……

Read the conversation and underline the question words.

3. PRACTICE: (10’) 3.1. Practice 1 a. Goal: Ss can use Wh- questions b. Content : Ss use the question words to complete the sentences c. Expected result: Ss can use Wh question words d. Performance: TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS - What ; - Where ;Ex 1: Read the conversation and underline How long the question words Step 1: Transfering the learning task Question It is used to ask T asks SS to read the conversation and underline words about the question words When The time Step 2: Performing the task How The manner - Ss answer the questions as a class How The Step 3: Discussion many/often number/repution - T calls on one student to write answer on the What The thing board, the other students compare and give Where The place comments Who The person Step 4: Conclusion why The reason - T gives comment and adds on to the answer if necessary 2. Complete sentences Ex2: Use the question words in the box to 2. Answer key complete the conversations 1. How often; what Step 1: Transfering the learning task 2. Who T asks SS to look at the answer in order to choose 3. When; Where the correct question word T Plays the recording.

Step 2: Performing the task Ss look at the conversations Complete the conversation.

Write the answer Answer key Step 3: Discussion 5

- Have Ss compare their answers 1. What - Report the result to the class 3. How many 5. What time/ When Step 4: Conclusion T checks the answer Ex 3: Complete the conversation about The Wingless Penguin with suitable question words Step 1: Transfering the learning task T asks SS to practise the question words in a longer and more complete conversation.

Step 2: Performing the task Ss refer to the answers in order to find the question word.

Step 3: Discussion - T calls on one student to write answer on the board, the other students compare and give comments Step 4: Conclusion T checks the answer and gives comment Note: Ss might find it difficult to complete the question:______of them are there?

Suggest they look at the word ‘series’, which means ‘many’ and the answers ‘there are ten of them already’.

2. What 4. Why

3.2. PRACTICE 2: a. Goal: Ss can memorize conjunctions: and, but, so although, because b. Content : Ss use conjunctions to complete the sentences c. Expected result: Ss can use conjunctions exactly d. Performance TEACHER’S & STUDENTS’ CONTENTS ACTIVITIES Eg1 : She is tall and cute.

Step 1: Transfering the learning task - T explains that conjunctions are used to Adj + Conj + Adj connect ideas (e.g. Ha Noi is small but She stayed at home because she was beautiful) and clauses (e.g. I play sports ill because I want to be fi t and active).

S +V + conj + S + V - T gives examples to show that “and” asks Main clause subordinated Ss to point out that the relationship between clause the ideas and clauses determine what *Because she was ill ,she stayed at conjunction is to be used. home - T gives 2-3 more examples to show that Subordinated clause , Main clause ‘so’ and ‘because’ can be interchangeably She was ill , so she stayed at used in the same sentence with different home clauses.

Main clause Subordinated clause Step 2: Performing the task Ss do as requested to complete the task 6

Step 3: Discussion Ss can ask T for more detail in case they stil have question for Conjucntions Step 4: Conclusion T makes sure that Ss can have a grasp of Conjunction Ex 4: Use but, and, so, because, although to complete sentences.

Step 1: Transfering the learning task The teacher gives the lesson Step 2: Performing the task Students work in pairs to complete the activity.

Step 3: Discussion If Ss want to find the correct conjunction for each question, they have to read the questions carefully and decide what the relationship between the 2 ideas is. Also discuss punctuation.

Step 4: Conclusion T checks the answer Ex 5: Match the beginnings with the endings Step 1: Transfering the learning task The teacher gives the lesson Step 2: Performing the task Ss can work independently or in pairs to complete the activity.

Step 3: Discussion - Have Ss compare their answers - Report the result to the class Step 4: Conclusion T checks the answer

Ex 4: 1. And 2. But 3. Although 4. Because 5. So

Ex 5: 1. Watching too much TV is not good because it hurts your eyes.

2. I will get up early tomorrow, so I can be at the stadium in time.

3. Sometimes we read books and sometimes we play sports.

4. My little brother can colour a picture but he cannot draw.

Although Ann preferred going out, she stayed at home.

4. PRODUCTION: (10’) a. Goal: Ss will be able to use question words and conjunctions b. Content : Ask and answer about TV imformation c. Expected result: Ss can develop their understanding of the TV system in Viet Nam. d. Performance TEACHER’S & STUDENTS’ CONTENTS ACTIVITIES How much do you know about television Ex 6: Work in groups in Vietnam?

Step 1: Transfering the learning Ask the partner questions to find out the task 7

- T Ask Ss to underline the key information the question is asking for, e.g.: the name, the programme ---> the question word is ‘What’. Ss can then make the questions.

Step 2: Performing the task Ss have to decide what question word is to be used and how to form the question.

Step 3: Discussion Ss discuss the result that ss have decided with other students Step 4: Conclusion T gives comments and supplement description

following information: - The name of the national TV channel.

- The time it broadcasts - The names of any TV programmes for children The favourite TV person.

*HOMEWORK - T asks Ss to learn by heart the new words and structures - Do exerices(B. page 4-6) in workbook - Prepare: Unit 7: Communication Planning: Teaching : PERIOD 57: UNIT 7. TELEVISION LESSON 4: COMMUNICATION Subject : English 6 Times : 45 minutes A. OBJECTIVES. 1. Knowledge: By the end of the lesson ss will be able to have knowledge about exchanging information about TV. Provide Ss with some ideas about TV and conjunctions.

2. Competences: + Communication, self-learning capability, creative capacity, ability to use of language…… + Use the lexical items related to “Television”. + Talking about their favourite TV programmes 3. Quality: know to choose the TV interesting and useful programmes.

B. TEACHING AIDS. T : Textbook, lesson plan, , a projector, a laptop Ss : Learn the old lesson, prepare Unit 7: Communication.

C. PROCEDURE 1. WARM UP: ( 5’) - Organization (1’) 6A:....................... 6B:............................. 6C:........................... a. Goal: Motivate ss to interest in the topic of the lesson and create the fun atmosphere before starting the new lesson. b. Content : Talk about favourite programme 8

c. Expected result: Ss can express their idea a bout the programme the like d. Performance T: hang a picture on the board and asks them what sport is it?

- T. asks some questions, Ss answer. + How often do you watch TV ? + Which programmes do you watch ? + Do you like football ? + Which programmes do you like best ?

2. PRESENTATION: a. Goal: Provide Ss necessary vocabularies b. Content : Ss read and understand the meaning of vocabularies c. Expected result: Ss can remember vocabularies and name of some countries d. Performance TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS Step 1: Transfering the learning task Extra vocabulary: - T asks SS to look at extra vocabulary.

- clumsy (a) (synonym) - T asks Ss to repeat the name of some countries.

- cute (a) (synonym) dễ thương - Then ask them to look at the Facts - mini series(example) - entertain(v) (situation) giải trí Step 2: Performing the task - Ss Listen and repeat in chorus - Ss Guess the meaning Ex1. Complete the Facts - Ss Copy in the notebooks.

1. Japan 2. Viet Nam 3. Iceland 4. The USA Step 3: Discussion 5. Finland 6. Britain - SS complete the sentences in pairs Step 4: Conclusion T make sure that all the students understand the meaning of the vocabulary and pronouce correctly 3. PRACTICE: (10’) a. Goal: Help Ss use vocabularies and get more knowledge about TV programmes b. Content : Ss agree or disagree with the statements c. Expected result: Ss can express their opinions about some situations d. Performance TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS 2- Do you agree with following Task 2: Do you agree with following statements statements Yes, I do/ No, I don’t Step 1: Transfering the learning task T asks Ss to work in group of four to discuss in 9

order to find how they feel and what they think about television.

Get feed back – Let them talk freely Step 2: Performing the task Ss do as requested to complete the task Step 3: Discussion T calls some ss of each group to talk in front of class Step 4: Conclusion - Teacher monitors and gets feedback 4. PRODUCTION: (10’) a. Goal: Ss will be able to tell about their favourite programme b. Content : Ss read famous programmes and tell what they think about c. Expected result: Ss can express their opinions about some programmes d. Performance TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS 3.

How much do you know?

Task 3 a. Read about two famous TV Step 1: Transfering the learning task - Ask SS to read the reading carefully programmes for children.

- Let them to use it as a model for their talk b, Tick the correct programme about their favorite programme later.

- T ask them if they want to change any of their both programmes 2- programme Let’s learn previous answers in - Asks SS to reads the again then tick the correct 3- programme Hello Fatty 4- programme Let’s learn programme - T explains the relationship between education 5- programme Hello Fatty and educational; small children and Kids 6- programme Let’s learn Step 2: Performing the task - SS to read the reading carefully - SS can to change any of their previous answers in Step 3: Discussion - Have Ss compare their answers - Report the result to the class Step 4: Conclusion - Teacher monitors and gets feedback Task 4: Work in groups Step 1: Transfering the learning task T asks SS to work in group of four.

Step 2: Performing the task - Ss Read about the two programmes again. Tell your group which one you prefer and why?

Step 3: Discussion - Other Ss listen and give comment Step 4: Conclusion - T gives comment and adds on to the answer if 10

necessary *HOMEWORK - Ask Ss to write a paragraph to describe a programe you prefer in your notebook at home - Prepare Unit 7. Lesson 5: Skill 1.

Planning: Teaching : PERIOD 58: UNIT 7. TELEVISION LESSON 5: SKILLS 1 Subject : English 6 Time : 1 period A. OBJECTIVES. 1. Knowledge: By the end of the lesson, students will be able to Read then answer the questions about TV programmes. Provide Ss with some ideas about TV and conjunctions.

2. Competences: + Communication, self-learning capability, creative capacity, ability to use of language…… + Use the lexical items related to “Television”. + Talking about their favourite TV programmes 3. Quality: work hard,interested in learning English, know to choose the TV interesting and useful programmes.

B. TEACHING AIDS. T : Textbook, lesson plan, , a projector, a laptop Ss : Learn the old lesson, prepare Unit 7: Skills 1.

C. Procedure 1. WARM UP: ( 5’) - Organization (1’) 6A:....................... 6B:............................. 6C:........................... a. Goal: Motivate ss to interest in the topic of the lesson and create the fun atmosphere before starting the new lesson. b. Content : Talk about famous football players. c. Expected result: Ss knows some famous football players. d. Performance: T begins by asking 5Ss to name the famous football players in Viet Nam. Tell them work in pairs to discuss the questions. Encourage them to give their ideas (as many as possible) 2. PRESENTATION : ( 10’) a. Goal: Provide Ss necessary vocabularies b. Content : Ss read the schedule for Around the World c. Expected result: Ss can distinguish the name of the programme (e.g. sports) and the specific name of the show/ event/ film… on that particular day (e.g. Wheelbarrow Races) d. Performance: 11

TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS Task 1: Read the schedule for Step 1: Transfering the learning task - Ask Ss to read the schedule Around the World!

- Ask Students simple questions to explore content of the schedule (the time, the name of the programme and its content) - Guide Students to distinguish the name of the programme and the specific name of the show/event/film… on that particular day.

Step 2: Performing the task - Ss do as requested to complete the task Step 3: Discussion - One ss read, Other students listen Step 4: Conclusion - T checks and gives the result 3. PRACTICE : ( 15’) a. Goal: Help Ss to understand the schedule b. CONTENTS: Ss read the information, answer the questions and choos the best programme for each person. c. Expected result: Ss can understand the schedule and the description of each programme d. Performance: TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS Task 2: Step 1: Transfering the learning task T asks SS to to show their comprehension of the schedule. The more Ss understand the schedule, the quicker and more accurately they are able to answer the questions.

Step 2: Performing the task -Ss follow T’s requirement Step 3: Discussion - SS work independently.

- T elicits the answers from Ss Step 4: Conclusion - T gives feedback Task 3: Step 1: Transfering the learning task - T ask Ss to reread the text as well as the information about the people below so as to choose the best programme for each - T also asks Ss to give evidence Step 2: Performing the task - Ss do as requested to complete the task 12

2. Answer the questions 1. Wheelbarrow Races 2. The Parrot Instructor 3. Yes, we can.

4. A documentary about the colorful living world in the Pacific 5. No, it isn’t.

3- Choose the best programme for each person.

1- Phong : Science 2- Bob : Comedy 3- Nga: Game Show 4- Minh: Sports 5- Linh : Animals

Step 3: Discussion - Ss can compare answers before discussing them as a class.

Step 4: Conclusion - T checks and gives the result 4. PRODUCTION : ( 15’) Speaking a. Goal: Help Ss to practise speaking b. CONTENTS: Ss tell about their favourite programme . c. Expected result: Ss’ speaking in front of the class d. Performance: TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS 4. Tell your group about your Step 1: Transfering the learning task T asks SS to allow Ss about 2-3 minutes to favourite TV programme. choose the programme they prefer and prepare Your talk should include the for their speaking. Encourage them to focus on following information. explaining why they like it.

- Some Ss might not know the English version The name of the programme for the name of the programme. Tell them not The channel it is on to worry about it. They can still use the The CONTENTSof the Vietnamese name. The most important thing is programme for them to talk about The reason you like it the CONTENTSof the programme and why they like it.

- T may write on the board the name of each S’s favourite programme so that at the end of the activity the whole class can see if there are many Ss who love the same programme.

Step 2: Performing the task Ss tell your group about your favourite TV programme. Your talk shoud include the following information: • The name of the programme • The channel it is on • The CONTENTSof the programme • The reason you like it Step 3: Discussion - Report the result to the class - Other students listen to the answer and give comment Step 4: Conclusion - T asks other Ss to give comment and then gives result * HOMEWORK: - Learn by heart the new words and structures 13

- Do exerices(D. page 7, 8) in workbook - Prepare: Unit 7: Skills 2

Planning: Teaching : PERIOD 59: UNIT 7. TELEVISION LESSON 5: SKILLS 2 Subject : English 6 Time : 1 period A. OBJECTIVES. 1. Knowledge: By the end of the lesson, students will be able to able to listen and write about TV programmes. Provide Ss with some ideas about TV and conjunctions 2. Competences: + Communication, self-learning capability, creative capacity, ability to use of language…… + Use the lexical items related to “Television”. + Talking about their favourite TV programmes 3. Quality: know to choose the TV interesting and useful programmes.

B. TEACHING AIDS. T : Textbook, lesson plan, , a projector, a laptop Ss : Learn the old lesson, prepare Unit 7: Skills 2.

C. Procedure 1. WARM UP: ( 5’) - Organization (1’) 6A:....................... 6B:............................. 6C:........................... a. Goal: Motivate ss to interest in the topic of the lesson and create the fun atmosphere before starting the new lesson. b. CONTENTS: Talk about TV programmes. c. Expected result: Ss’ answers . d. Performance: - T. asks Ss some questions about TV programs.

Ss answer T: What TV program do you often watch?

S1: I often watch cartoon.

S2: ……………………….

2. PRESENTATION : ( 15’) Listening a. Goal: Practise listening skill b. CONTENTS: Ss listen and tick c. Expected result: Ss ‘ listening exercises d. Performance: TEACHER’S & STUDENTS’ ACTIVITIES CONTENTS

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Task 1: Step 1: Transfering the learning task - T asks SS to give Ss 2-3 minutes to read the schedule: T can even ask them to read aloud and check on their pronunciation. This would help them recognize the key words when they listen to the recording.

- Ask Ss to only focus on the information they need.

Step 2: Performing the task - Ss do as requested to complete the task Step 3: Discussion - Ss listen and tick the correct channel for each programme - SS read aloud and check the pronunciation.

Step 4: Conclusion Teacher monitors and gets feedback Task 2: Step 1: Transfering the learning task - T lets Ss read the sentences first and sees if Ss can answer any of the statements based on the previous listening.

-T plays the recording again. If Ss have difficulty catching the information and determining their answers, pause the recording after each sentence. . .

Step 2: Performing the task - Ss do as requested to complete the task - Listen and complete the exercise Step 3: Discussion - T calls on one student to write answer on the board, the other students compare and give comments - Other students listen to the answer and give comment Step 4: Conclusion - T asks other Ss to give comment and then gives result

Task 1: PROGRAMME C1 C2 C3 Music: Green Green Summer Cartoon: The Red Spotted Squirrel Home and Garden: How to Make a Dog House Our Heritage: The Old Town of Inca

Task 2 Suggestion: ask Ss to take notes about the time for each programme and use them as reference.

Answer key.

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

3. PRACTICE : ( 15’) Writing a. Goal: Ss use vocabularies and knowledge to write a paragraph about favourite TV programme b. CONTENTS: Ss write a paragraph about favourite TV programme. c. Expected result: Ss ‘ writing about favourite TV programme d. Performance: Writing: Step 1: Transfering the learning task - T asks ss to read the questionnaire and choose What are your TV watching 15

the most appropriate answers for him.

- T check on Ss’s answers.

- Help them organize ideas for writing.

Look at the suggested structure for the writing.

Step 2: Performing the task - H ss write two sentences about their TV watching habits.

Step 3: Discussion - T calls on one student to write two sentences on the board, the other students compare and give comments Step 4: Conclusion - Teacher monitors and gets feedback

habits?

Tick the right answer for you (you can tick more than one answer). Use the answers to write a short description on your TV watching habits.

Suggested structure: I don’t watch much TV. I enjoy watching TV. I like…./I usually watch…..

I usually leave the TV on…../turn off the TV….

I think I have good/bad TV watching habits

4. PRODUCTION : ( 10’) writing correction a. Goal: Help ss recognize the mistakes in their writing b. Contents: Ss exchange their writing with their partner and check. c. Expected result: Ss’ completed writing d. Performance: Step 1: Transfering the learning task - T asks Ss to read their writing. And asks them to correct the spelling and punctuation.

Step 2: Performing the task - Ss answer the questions as a class Step 3: Discussion - Ss exchange their writing with their partner and check.

Step 4: Conclusion - T asks other Ss to give comment and then gives result HOMEWORK - Learn by heart the new words and structures.

- Do exerices (E. page 8,9) in workbook.

- Prepare: Unit 7: Looking back & project

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Giáo án soạn theo cv 5512 UNIT 7: TRAFFIC LESSON 1: GETTING STARTED Subject: English 7 Time: 1 period A. OBJECTIVES: 1. Knowledge: By the end of the lesson, Ss will be able to : - Use "How............?" to ask about means of transport.

- Vocabulary: use the lexical items related to the topic "Traffic". + Skills.

- Students develop listening, speaking, reading and writing skills, Roling-play, spoken interaction about the topic in getting started 2. Competence.

- Students have serious attitude in learning.

- Ss are interested in learning English.

3. Quality - Language: get acquainted with the topic "Traffic".

- Problem solving: find out the correct answer about the text B. TEACHING AIDS T : Textbook, lesson plan, , a projector, a laptop.

Ss : Learn the old lesson, prepare Unit 7: Getting started C. PROCEDURE 1. WARM UP: ( 5’) - Organization: 7A:.................... a. Goal: Motivate ss to interest in the topic of the lesson and create the fun atmosphere before starting the new lesson. b. Content : Talk about "Traffic". c. Expected result: Ss can understand the lesson and use the road well. d. Performance: Write the title "Traffic" on the board. ? Call out names of means of transport. ? Share any interesting facts you know about these means of transport.

2. PRESENTATION : ( 10’) a. Goal: Provide Ss necessary vocabularies . b. Content : Ss read the vocabularies and match the words to make common expressions. c. Expected result: Ss can maser the vocabularies d. Performance: TEACHER’S & STUDENTS’ CONTENT ACTIVITIES

Step 1: Transfering the learning task 1. Pre- teach vocab: + Present new words.

- used (v): đã từng - Teacher use different techniques to teach to vocabulary (situation, realia) - traffic (n): sự tắc ngẽn - Follow the seven steps of teaching jam giao thông vocabulary - except (pre ngoại trừ, trừ p) ra Step 2: Performing the task: - Repeat in chorus and individually vehicles (n) Xe cộ - Copy all the words Step 3: Discussion -Some students repeat the vocabulary in front of class Step 4: Conclusion - T makes sure that all student copy the new words and the meaning of them 2. Present the dialogue - Answer the questions individually. * Checking vocab: Recall * Suggested answers Step 1: Transfering the learning task - They are on the road. * Set the scenes: ? Look at the title of the conversation and - Students' answer the picture.

- Ask them some questions: • Who are Mai and Oanh?

• What might they talk about?

Step 2: Performing the task: - Ss answer the questions as a class.

Play the recording and have Ss follow along Step 3: Discussion - One student answers and other students listen to the answer and give comment Step 4: Conclusion -T gives comment and adds on to the answer if necessary 3. PRACTICE (15’) a.Goal: understand and do exercises correctly b. Content: Listen and circle, Read and answer: Individual, Answer the questions: Teacher – Whole class c. Expected result: - Co-operation: interact with the teacher find out the answers - Communication: answer positively - Language: use English to answer d. Performance Task 1: Task 1: Listen and read - Ask ss to listen and read the Step 1: Transfering the learning task ? Choose a correct answer (1a P7) conversation

- Asks Ss to choose a suitable answer before listening. b/? Run through the questions.

- Call on some Ss to write their answers on the board. Check their answers. * Model sentences (Remember) - Elicit the question from students ? Practice asking and answering questions using "How"? Recall how to use a passive sentence. c/? Find a word or an expression from the conversation which you use when you: ? T ask S to share their answers with your partner. ? Add any other expressions which have the same meaning. d. Work in pair -T ask S to role-play the short conversation in 1d ? Creat your short conversations. Use the colloquial expressions in 1c P7 Step 2: Performing the task: 1a. ? Ss read the conversation again to answer the questions.

- Ss exchange their answers with a classmate.

1b. –One student write the answer on board, the rest of the studens write in notebook 1c. Students share their answers with their partner.

1d. Ss Work in pairs to role-play Step 3: Discussion - Student work individually or in group depends on the task - Students give comments for each other in each task Step 4: Conclusion -T gets feedback for each task

a. Find a word / an expression (1a P7) Key: 1B; 2A; 3B; 4C b. Answer the questions (1b. P7) Key: Key: 1. She stayed at home and played with her brother.

2. It's about 2 kilometers.

3. She usually goes to school with her dad.

4. Because sometimes there are traffic jams.

5. She goes to school by bike.

- How do you go to the supermarket? = By what means do you go to the supermarket? c. Find a word / an expression (1c P7) Key: 1. get attention 2. agree 3. very excited

Task 2: Write the words 1. bike/ bicycle Task 2: Write the words (2 P7) 3. plane Step 1: Transfering the learning task -T ask S to work in pairs. Write the means 5. ship of transport under the right pictures.

7. motorbike

2. bus 4. boat 6. train 8. Car

- Teacher monitors Step 2: Performing the task: -S follow teacher’s requirements Step 3: Discussion -One student answer, other students give comment Step 4: Conclusion Task 3: Match a verb on the left -T gets feedback with a means of transport on the Task 3.Match a verb on the left... right. Thể may be more than one Step 1: Transfering the learning task correct answer. Ađ a preposition - T runs through all the words and phrases when necessary.

1. ride a bike in 3 P7.

- T ask S to match a verb on the left with a 2. drive a car 3. fly a plane mean of transport on the right.

- There may be more than one correct 4. sail on/in a boat 5. get on a bus/ a train/ a bike/ a answers. motorbike....

Step 2: Performing the task: 6. get off a bus /a train/ a bike/ a -S follow teacher’s requirements motorbike.... ? Read again in chorus.

Step 3: Discussion -One student answer, other students give comment Step 4: Conclusion -T gets feedback 4. PRODUCTION (15’) a.Goal: can do exercise use English words relating to the topic b.Content - Co-operation: interact with partners find out the answers - Language: use English words relating to the topic c. Expected result: Students know how to do the exercise d. Performance: Task 4: ? Find someone who never....(4 Task 4: Find someone who never.......

P7) 1. ...walks to school Nam - Teacher models 2. ...goes to school by bus ? Work in groups 3. ...cycles for exercise 4. ...takes a train - Teacher monitors and gets feedback.

5.... sails on/in a boat 6. ... flies by plane E.g: A : Do you often walk to school?

B(Ba) : Yes, I do.

A : Do you often walk to

school?

C (Nam): No. I never walk to school. * HOMEWORK. - Learn by heart new vocabulary - Practice reading “Listen and read” - Prepare new lesson: Unit 7: A closer look 1.

Week: Planning:

Period 55 Teaching: UNIT 7. TRAFFIC LESSON 2: A CLOSER LOOK 1 Subject : English 7 Time : 1 period

A. OBJECTIVES: 1. Knowledge: By the end of the lesson ss will be able to have knowledge about + Vocabulary: Vocabulary: Means of transport, road signs + Pronunciation: Sounds: /e/ and /ei/ 2. Competence. + Develop communicative competence, discovery, cooperation competence and thinking competence. + Use the lexical items related to : Means of transport, road signs + Raising their awareness of : Means of transport, road signs + Pronounce: Sounds: /e/ and /ei/ 3. Quality Students can understand more about Traffic.

B. TEACHING AIDS T : Textbook, lesson plan, , a projector, a laptop.

Ss : Learn the old lesson, prepare Unit 7: Getting started C. PROCEDURE 1. WARM UP: ( 5’) - Organization: 7A:.................... a. Goal: Review the about Traffic. b. Content : Ss can tell about the Means of transport, road signs. c. Expected result: Ss can tell the names of the Means of transport, road signs d. Performance: TEACHER'S &SS' ACTIVITIES CONTENTS ? Give all the road signs you see every Suggestion: day on the way to school - stop ? Write as many words as possibles - no left turn/ no right turn ? Read again in chorus.

- parking/ no parking - go ahead - no cycling - one-way 2. PRESENTATION : ( 10’) a. Goal: Provide Ss necessary vocabulary related to Means of transport, road signs. b. Content : Remind Ss of the words they learnt in Getting Started and point out the differenceMeans of transport, road signs.

c. Expected result: understand using and meaning of the Means of transport, road signs. d. Performance: Content Teacher’s & Students’ activities Step 1: Transfering the learning (n): - biển báo giao - traffic task thông sign/ road - Teacher use different techniques to sign teach vocab (situation, realia) - lane (n): làn đường, - Follow the seven steps of teaching đường hẹp vocab.

- seatbelt/ (n): đai an toàn Step 2: Performing the task: safetybelt - Repeat in chorus and individually - traffic rule (n): luật giao - Copy all the words thông Step 3: Discussion - obey (v): tuân theo -Some students repeat the vocabulary - pavement (n): vỉa hè (cho in front of class người đi bộ) Step 4: Conclusion - traffic (n): - biển báo giao - T makes sure that all student copy sign/ road thông the new words and the meaning of sign them - lane (n): làn đường, đường hẹp 2. Present the dialogue * Checking vocab: Labeling (2 P8) Step 1: Transfering the learning task ? Label the road signs in 1 with the words/ phrases in 2 Step 2: Performing the task: SS: Read all the phrases in chorus SS: Complete the exercise Step 3: Discussion - One student answers and other students listen to the answer and give comment Step 4: Conclusion -T gives checks the students' answers 3. PRACTICE: (20’) a. Goal: - Revise the vocabulary learnt in both Getting Started and Activity 1 of A Closer Look 1.

- Sounds: /e/ and /ei/ b. Content: - Ss Label the road signs in 1 with the words/ phrases in 2.

- Ss listen, repeat and read the words c. Expected result: - Ss can identify a word from its description.

- Ss listen, repeat and read the words d. Performance: TEACHER'S &SS' ACTIVITIES CONTENTS EX2: 2. Key: 1. traffic lights 2. no parking Step 1: Transfering the learning 3. no right turn 4. hospital ahead task 2.1? Label the road signs in 1 with the 5. parking 6. cycle lane words/ phrases in 2 7. school ahead 8. no cycling 2.2. Look out - A sign within a red triangle will - Ask students to divide the road signs warn you of something in 1 into three groups: informative, - Signs with red circles are mostly prohibitive, and warning base on their prohibitive - that means you can't not shapes and colours. do something 2.3. Talk about the road signs (3 P7) - Signs in blue are usually to give ? Work in pairs and talk about the information road signs you see on the way to school (or elsewhere).

Step 2: Performing the task: SS: work individually or in group depends on the task SS: complete the assignment Step 3: Discussion - Students give comments for each other in each task Step 4: Conclusion Teacher: 2.1. Teacher explains the meaning if necessary.

2.2. Teacher gets feedback and explains 2.3. Teacher goes around and give assistance if necessary, and check their answers.

Ex3. Pronunciation . (15') Step 1: Transfering the learning task T: asks questions: 3. Key:E.g: 3.1. Sounds /e/ and /ei/ A: On the way to school, I can see a ? How to pronounce the sounds /e/ "no left turn" sign. and /ei/?

B: On my way to school there is a 3.2. Listen and repeat (4 P9) hospital, so I can see a "hospital

? Listen to the recording 2 or 3 times ahead" sign.

- Teacher models and give examples - Ask students to observe teacher's mouth and listen carefully Step 2: Performing the task: SS: Repeat in chorus SS: Read individually.

Step 3: Discussion Other students listen and give comment Step 4: Conclusion -T gets feedback for each task 4. PRODUCTION: (10’) a. Goal: Help Ss to memorize the learnt vocabularies b. Content : Ss guess what words or phrase is by playing games c. Expected result: Ss can memorize the learnt words and the way of using. d. Performance: TEACHER'S &SS' ACTIVITIES CONTENTS Step 1: Transfering the learning No /e/ /ei/ task 1 ever break, way 3.3. Identify the sounds (5 P9) ? Teacher asks Ss to listen and 2 very railway station distinguish the sound /e/ and /ei/. ? Recognize all the words with the 3 always, obey, two sounds, then underline them as safety assigned ? Work in groups and find words with 4 left, when UK the two sounds 5 They, next Teacher: Play the recording 2 or 3 waiting, train times Step 2: Performing the task: SS: Listen and complete the exercise Step 3: Discussion T calls one student to show the answer Other students listen to the answer and give comment Step 4: Conclusion - Teacher monitors and gets feedback * HOMEWORK. - Learn by heart the new words and structures.

- Do exercises in workbook.

- Find some words ending with “ e” and “ ei”

- Prepare: Unit 7- A closer look 2

Week: Planning:

Period 56 Teaching: UNIT 7. TRAFFIC LESSON 2: A CLOSER LOOK 2 Subject : English 7 Time : 1 period

A.OBJECTIVES 1. Knowledge: By the end of the lesson, students will be able to - Vocabulary: Means of transport, road signs - Grammar: It indicating distance, usded to for past habits or states - practice skills: Ss improve their writing, reading, speaking and listening skills 2. Competence: - Communication, self study, self-check 3. Quality: Students can use the structure to do exercises B.TEACHING AIDS: 1. Teacher’s: teacher book 2. Students’: Textbooks, notebooks.

C. PROCEDURE 1. WARM- UP (5’) Class organization (1’) - Attendance: 7A................................ a. Goal: help ss to learn hơ to use “it and used to” b. Content: Ss give the use, the form . c. Expected result: Ss can remember the use, the form . d.Performance: Brainstorming ? Work in groups to write activities that you did in the past but you don't do them now => Lead to new lesson.

2. PRESENTATION (10’) a.Goal: introduce new words b. Content: s can pronounce new words c. Expected result: ss can understand and use new words d. Performance: CONTENTS TEACHER'S &SS' ACTIVITIES Step 1: Transfering the learning task I. + Present new words.

- open-air (adj): ở ngoài trời - Teacher use different techniques to - tricycle (n): xe ba bánh teach vocabulary (situation, realia) - accident (n): tain nạn - Follow the seven steps of teaching - desk job (n): công việc bàn vocabulary giấy Step 2: Performing the task: - pond (v): cái ao - Repeat in chorus and individually

- Copy all the words Step 3: Discussion -Some students repeat the vocabulary in front of class Step 4: Conclusion - T makes sure that all student copy the new words and the meaning of them E.g: How far is it from your house to there? * Checking vocab: Recall It's about two kilometers.

Step 1: Transfering the learning task -> "It": the formal subject to T: gives questions and examples * "It" indicating distance indicate distance SS: Refer back to the conversation in getting started and find sentences with "it" as the subject.

T: Asks questions: E.g: + Is "it" in the example the formal There used to be many trees on this subject? street, but now there are only shops.

- We used "used to" to describe an + What does it indicate? * Used to action or a state that happen - Play the recording and have Ss follow regularly in the past but does not along happen at present/ no longer happen - T makes the requests for the students: now. + Study the examples in grammar P10 - Used to is the same form for all + Asks questions: “ What do we use persons "used to" for?”

- Teacher explains the rules of (+), (-), (?)

- Give more sentences in all three form.

Step 2: Performing the task: - Ss listen and answer the questions as a class.

Step 3: Discussion - T calls one student to show the answer - One student answers and other students listen to the answer and give comment Step 4: Conclusion -T gets feedback for each task 3. PRACTICE (20’) a. Goal: using the present tenses to do exercises b. Content: Do exercises 1,2 in textbook c. Expected result: can do exercises well d. Performance:

T AND SS’ ACTIVITIES CONTENTS Step 1: Transfering the learning II. Grammar 1. It's about 700 metres from my task: T: gives the task to the students: house to Youth Club. + Ex1. Write sentences with it (1 P9) 2. It's about 5 km from my house to ? Work by yourself and write down the the nearest town. sentences.

3. It's about 120 km from Ho Chi + Ex2: Ask, answer questions about Minh City to Vung Tau. distance 4. It's about 384,400 km from the ? Ask and answer questions about Earth to the Moon. distance in your neighborhood.

5. It's not very far from Ha Noi to Noi Bai Airport.

Step 2: Performing the task: - SS: Work in pairs.

Ex2. P9 - Teacher: observes and helps when E.g: and where necessary.

A: How far is it from your house to school?

Step 3: Discussion - T: calls some students to read their B: It's about a kilometre. sentences.

- Other students listen to the answer and give comment Step 4: Conclusion -T : gives comment and adds on to the answer if necessary - SS: Correct their mistakes 4. PRODUCTION: (10’) a.Goal: using “used to” to do exercises b. Content: Do exercises 3a,b in textbook c. Expected result: can do exercises well d. Performance T AND SS’ ACTIVITIES CONTENTS Step 1: Transfering the learning 3.a. Used to 1. used to ride 2. used to be task + Teacher asks Ss: 3. used to go 4. Did.... use to play 5. did.... not use to feel EX3.a. Used to * Study : Watch out ? Complete the sentences with "used b. work in groups. Discuss the to" or "use to"(3 P10) questions EX 3b: Key: T: Allow Ss time to discuss and find 1. The future the answers to the questions. If Ss are 2. The present simple having difficulty answering question Ex4. P10 2, T may ask questions such as 7s a 1. My mum used to live in a small schedule usually for present or future when she was a girl. activities?’ Then have Ss read the 2. There did not use to be (as) many

REMEMBER! Box. vehicles on roads.

3. We used to cycle to school two EX 4: T: Give instructions years ago.

T: Ask the students to read and 4. Now there are more traffic complete the homework accidents than there used to be.

5. My uncle used to be a bus driver Step 2: Performing the task: EX3: Work independently to write some years ago, but now he has a the sentences in your notebook. desk job.

E.g: EX4: - Ss work in groups and discuss the A: Did you use to play marbles? two questions given.

Phong: Yes. I used to play marbles.

- Ss read the REMEMBER ! Box and E.g: Phong used to play marbles take Step 3: Discussion SS: - Report the result to the class - Other students listen to the answer and give comment Step 4: Conclusion - Teacher monitors and gets feedback * HOMEWORK - Learn by heart the form of the present tenses.

- Do ex B4, 5, 6 page 13,14- workbook - Prepare UNIT 7: COMMUNICATION/ page 21- textbook

Week: Planning:

Period 57 Teaching: UNIT 7. TRAFFIC LESSON 3: COMMUNICATION Subject : English 7 Time : 1 period

I. OBJECTIVES. 1. Knowledge: By the end of the lesson ss will be able to : - Use the lexical items related to traffic - Communication: Talking about road signs,traffic rules, about traffic problems.

2. Competence: Ss can - Co-operation; self-study; Problem solving; Communicative.

3. Quality: Students can Understand some driving laws of some countries. Develop speaking and listening skills.

II. TEACHNG AIDS. T : Textbook, lesson plan, a machine tutor.

Ss : Learn the old lesson, prepare Unit 7: Communication.

III. PROCEDURE 1. WARM UP: ( 5’) - Organization(1’): 7A:................. a. Goal: Review some means of transports. b. Content : - Introduce the rules of keeping to the left-hand side of the road. c. Expected result:traffic rule is to keep to the left of the road.. d. Performance TEACHER'S & SS' ACTIVITIES CONTENTS Brainstorming- 1. P11 - Teacher elicits the topic from students ? Can you name some means of means of transports. transports. ? Do you know how to use them - Introduce the new lesson 2. PRESENTATION(10') a.Goal: introduce new words, practice listening skill. b.Content: s can read, use the new words to understand the conversation . c. Expected result: Students know to obey traffic rules/laws, and how to use the road safely. d. Performance: Teacher's & Ss' activities Contents Step 1: Transfering the learning task illegal (adj): bất hợp pháp

- Teacher use different techniques to reverse (adj): nghịch, teach vocab (situation, realia) ngược, lùi - Follow the seven steps of teaching right(adj): thuộc về bên vocab. hanhded phải Step 2: Performing the task: - Repeat in chorus and individually - Copy all the words Step 3: Discussion -Some students repeat the vocabulary in front of class Step 4: Conclusion - T makes sure that all student copy the new words and the meaning of them 3. PRACTICE. (20') a. Goal: read, understand the text. b.Content: s can use the new words, read, understand the text then answer the questions about the text c. Expected result: s can understand and answer the questions. d. Performance TEACHER'S & SS' ACTIVITIES CONTENTS Brainstorming - 1. P11 Key: 1. The UK Step 1: Transfering the learning 2. Australia task T: Introduce the rules of keeping to 3. India the left-hand side of the road 4. Thailand T: Teacher asks Ss to: 5. Malaysia ? Brainstorm and give the names of the countries you know where the traffic rule is to keep to the left of the road. ? Look at the flags of some countries.

Step 2: Performing the task: SS: think and complete the exercise SS: Work in pairs to write the names of these countries.

Step 3: Discussion SS: some students anh other students listen to the answer and give comment Step 4: Conclusion Key: - Teacher monitors and gets feedback 1. some countries used the same system as the UK. Listening - 2 P11 2. many people are right-handed (so Step 1: Transfering the learning

on the left-hand side, it is easier for task - T asks: them to use a sword or something ? Why is the right side the wrong side when they are on horseback -in the in these countries. past) "In France, you can only reverse your Step 2: Performing the task: - SS: Listen and write the reasons this car on Sundays." This sentence is happened false Step 3: Discussion - Report the result to the class - Other students listen to the answer and give comment Step 4: Conclusion Teacher monitors and gets feedback Find one false driving law – 3 P11 Step 1: Transfering the learning task 3.1. T askes: ? Run through all the strange driving laws in 3 P11 ? Which one do you think seems most unreasonable?

3.2. Ordering T: assigned the task - Discuss the laws in B and put them in order from the strangest (No1) to the least strange (No5). Can you explain why?

Step 2: Performing the task: SS: Work in pairs, discussing to find one false driving law and explain Teacher: observes, helps when,where necessary Step 3: Discussion - Have some groups report their results and explanation.

Step 4: Conclusion Teacher monitors and gets feedback 4. PRODUCTION(10’) a.Goal: understand the traffic rules, talk about road safety. b.Content: talk about the means of transport and who uses the road safely/ dangerously and the reasons. c. Expected result: s can talk who is using the road safely, who is acting dangerously and give the reasons. d. Performance

? Work in groups and find if there are any strange traffic rules in Viet Nam. * HOMEWORK Ask Ss to: - Learn by heart vocabulary and structures.

- Do Ex B3, 4 P5 - 6 (workbook) - Prepare: Unit 7: Skills 1.

UNIT 7. TRAFFIC LESSON 4: SKILLS 1 Subject : English 7 Time : 1 period A. OBJECTIVES. 1. Knowledge:By the end of the lesson ss will be able to : - Vocabulary: Means of transport, road signs - Speaking: Talk about obeying traffic rules/laws, and how to use the road safely.

- Reading: for a specific information about trafic rules/laws.

2. Competence: Ss can - Use the lexical items related to the topic “Traffic”.

- Read for specific information about traffic rules/ laws - Talk about obeying traffic laws/ rules, and how to use the road safely.

- form ability of self studying, communicating, cooperating, using languages 3. Quality: Students know to obey traffic laws/ rules, and how to use the road safely.

B. TEACHNG AIDS. T : Textbook, lesson plan, a projector, a laptop Ss : Learn the old lesson, prepare Unit 7: Skills 1.

C. PROCEDURE 1. WARM UP: ( 5’) - Organization(1’)7A:....................... a. Goal: Review some traffic problems. b. Content : Ss can tell the traffic problems c. Expected result:Ss look the picture, say why it is dangerous . d. Performance - T asks Ss to look at the picture in 1 P12.

- T asks Ss to discuss and say why it is dangerous.

- Teacher monitors and gets feedback - T sets the sence of the lesson.

2. PRESENTATION : ( 10’) a. Goal: introduce new words b.Content: s can read, use the new words to understand the common expressions and answer the questions. c. Expected result: Ss can understand and use new words to talk, answer the questions according to the teacher’s request. d. Performance:

TEACHER'S &SS' CONTENTS ACTIVITIES Step 1: Transfering the - zebra crossing (n): lối đi có vạch (cho learning task người đi bộ qua - Teacher use different đường) techniques to teach vocab - speed limit (n): tốc độ giới hạn (situation, realia) driving (n): giấy phép lái xe, - Follow the seven steps of licence bằng lái teaching vocab.

- pedestrian (n): khách bộ hành Step 2: Performing the task: - fasten (v): buộc, thắt - Repeat in chorus and - handle bar (n): tay lái individually - passenger (n): hành khách - Copy all the words 1.g: traffic jam 5. a: speed limit Step 3: Discussion 2.d: zebra crossing 6. h: railway station -Some students repeat the 3. b: road users 7. f: train ticket vocabulary in front of class 4. c: driving licence 8. means of Step 4: Conclusion transport - T makes sure that all student Key: zebra crossing, road users, means of copy the new words and the transport meaning of them Suggestions: * Checking vocab: Matching not pay attention, not look around, go in red Step 1: Transfering the light ... learning task T: - Ask to complete the exercise at 2 p12 - Ask the questions: When you are a road user, what should you not do?

Step 2: Performing the task: SS: - Work in pairs to do the matching in 2 P12.

- Read the passage and check your answers.

Step 3: Discussion SS: Report the result to the class Step 4: Conclusion Teacher checks their results 3. PRACTICE: (20’) a.Goal: read, understand the text. b.Content: s can use the new words, read, understand the text then answer the questions about the text

c. Expected result: s can understand and answer the questions. d. Performance TEACHER'S &SS' CONTENTS ACTIVITIES Key: Step 1: Transfering the 1. We should cross the street at the zebra learning task crossing.

- T asks Ss to complete Ex 5 Step 2: Performing the task: 2. He/She must always fasten the seatbelt.

SS: Read the passage again 3. No, he/she shouldn't. Because it is very then work with a partner to dangerous. (He/ She may cause accident.)

4. We must give a signal. answer the questions.

- Teacher observes and helps 5. Because the other road users can see them clearly and avoid crashing into them. when and where necessary.

Step 3: Discussion - T calls one student to show the answer - Other students listen to the answer and give comment Step 4: Conclusion Teacher checks their results 4. PRODUCTION: (13’) a.Goal: understand the traffic rules, talk about road safety. b.Content: talk about the means of transport and who uses the road safely/ dangerously and the reasons. c. Expected result: s can talk who is using the road safely, who is acting dangerously and give the reasons. d. Performance TEACHER'S &SS' CONTENTS ACTIVITIES Suggested answers: Step 1: Transfering the 1. safely learning task T asks ss to: 2. dangerously (because he is likely to have an accident) a. Class survey- 6 P12 ? Ask your classmates the 3. safely question 4. dangerously (it is difficult for him to see "How do you go to school the road properly, and to ride) every day?

5. dangerously (a car or a motorbike may ? Make a list of the means of crash into him) transport that is used the most, 6. dangerously (she may have an accident if and used the least. something happens unexpectedly) b. Discussion 7 P12 ? Work in groups to discuss who is using the road safely, and who is acting dangerously.

? Give the reasons Step 2: Performing the task: SS: Work in groups and complete the exercise Step 3: Discussion T: Get some students to report to the class.

SS: Other students listen to the answer and give comment Step 4: Conclusion Teacher monitors and gets feedback. * HOMEWORK (2'): Ask Ss to: - Learn by heart vocabulary and structures.

- Do Ex C3, D1,2,3 P7-8 (workbook).

- Prepare: Unit 7: Skills 2 - Continue preparing for the project.

Giáo án soạn theo cv 5512

UNIT 7: POLLUTION LESSON 1: GETTING STARTED

A. OBJECTIVES: 1. Knowledge: By the end of the lesson, Ss will be able to : interact speaking about A project on pollution + Vocabulary: use the lexical items related to the topic ‘Pollution” + Skills.

- Students develop listening, speaking, reading and writing skills, Roling-play, spoken interaction about the topic in getting started 2. Competence.

- Students have serious attitude in learning.

- Ss are interested in learning English.

3. Quality - Language: get acquainted with the topic Pollution - Problem solving: find out the correct answer about the text B. TEACHING AIDS T : Textbook, lesson plan, , a projector, a laptop Ss : Learn the old lesson, prepare Unit 8: Getting started C. PROCEDURE 1. WARM UP : ( 5’) - Organization: 8A:.................... 8B:.......................... 8C:................................ a. Goal: Motivate ss to interest in the topic of the lesson and create the fun atmosphere before starting the new lesson. b. Content : Talk about Pollution c. Expected result: Ss can express their idea. d. Performance:

Write the title ‘Pollution” on the board. ? Ask Ss to call out things which cause pollution, e.g., cars, factories, cows,…

2. PRESENTATION : ( 10’) a. Goal: Provide Ss necessary vocabularies b. Content : Ss read the vocabularies and match the words to make common expressions. c. Expected result: Ss can master the vocabularies d. Performance: TEACHER’S & STUDENTS’ ACTIVITIES + Present new words.

Step 1: Transfering the learning task - Teacher use different techniques to teach vocab (situation, realia) - Follow the seven steps of teaching vocab.

Step 2: Performing the task: - Repeat in chorus and individually - Copy all the words Step 3: Discussion -Some students repeat the vocabulary in front of class Step 4: Conclusion - T makes sure that all student copy the new words and the meaning of them * Checking vocab: Recall Step 1: Transfering the learning task * Set the scenes: ? Look at the title of the conversation and the picture.

- Ask them some questions: Who can you see in the picture?

Where do you think they are?

What can you see in the picture?

What do you think the people in the picture are talking about?

Play the recording and have Ss follow along Step 2: Performing the task: SS: work individually

CONTENT 1. Pre- teach vocab: - poison (n/v): chất độc, làm ô nhiễm - dump (v): vứt, bỏ - Aquatic (a):dưới nước - Illustrate (n) hạt chuỗi - Thermal pollution (n) sự ô nhiễm nhiệt - Radioactive pollution (n): ô nhiễm phóng xạ - Visual pollution (n) ô nhiễm thị giác - Billboard (n): biển quảng cáo ngoài trời

2. Present the dialogue - Answer the questions individually. * Suggested answers - Nick and Mi. - They are near a factory.

Step 3: Discussion - Ss answer the questions as a class.

Step 4: Conclusion Teacher gets feedback

- I/We can see a factory dumping exhaust fume and poison into the lake.

- They are talking about pollution.

3. PRACTICE (15’) a.Goal: understand and do exercises correctly b. Content: Listen and circle, Read and tick: Individual, Answer the questions: Teacher – Whole class c. Expected result: - Co-operation: interact with the teacher find out the answers - Communication: answer positively - Language: use English to answer d. Performance EX1: 1a & 1b 1a.Key: 1. dead 2. aquatic 3. dump Step 1: Transferring the learning task: - Find a word or an expression from the 4. poison 5. polluted 6. to come conversation which you use when you….. up with - Add any other expressions which have This expression means you are very the same meaning. surprised at something you see.

- Run through the questions Step 2: Performing the task: Ss find a word / an expression and read the 1b.Key: conversation again to answer the questions. 1. They are in Mi’s home village.

Share answers with your partner.

2. It’s almost black.

3. She’s surprised because she sees the Step 3: Discussion Call on some Ss to write their answers on fish are dead. the board.

4. It’s dumping poison into the lake.

5. He’s sneezing so much because the Step 4: Conclusion Teacher gets feedback and check their air is not clean. answers 1c. Tick T, F or NI... ( P7) Step 1: Transferring the learning task: - T asks Ss to read the sentences quickly - Firstly to decide if the sentences are true, 1c.Key: false or there is no information without 1. F ( It’s polluted by the factory). reading the dialogue.

2. T 3. NI Step 2: Performing the task

- Ss work in dividually to do the task Step 3: Discussion - Then have some Ss write their answers on the board.

Step 4: Conclusion - Read the conversation again to check Confirm the correct answers.

4. T 5. T

A.Radioactive pollution Ex 2: There are different types of B. Noise pollution pollution. Write eaxh type under a C. Visual pollution picture D. Thermal pollution Step 1: Transferring the learning task: T may teach some words which T thinks E. Water pollution Ss do not know such as contamination.

F. Soil/land pollution G. Radioactive pollution Step 2: Performing the task Ss do this activity individually and then H.Light pollution compare their answers with a classmate.

Step 3: Discussion Call on some Ss to stand up and give their answers.

Step 4: Conclusion Confirm the correct answers.

Ex 3: Complete the sentences with the 3.Key: 1.thermal pollution types of pollution 2. Air pollution Step 1: Transferring the learning task: Have Ss read through the sentences to get 3.radioactive pollution a general understanding.

4. light pollution 5. Water pollution Step 2: Performing the task - Work individually to do the task then 6. Land/ soil pollution 7. Noise pollution compare their answers with a partner.

8. visual pollution Step 3: Discussion Call on some Ss to stand up and give their answers.

Step 4: Conclusion Confirm the correct answers.

4. PRODUCTION (15’) a. Goal: can do exercise use English words relating to the topic b.Content - Co-operation: interact with partners find out the answers - Language: use English words relating to the topic c. Expected result: Students know how to do the exercise d. Performance:

4.Work in groups... (P7) Step 1: Transferring the learning task: - T asks Ss to work in groups of five or six Step 2: Performing the task.

- In five minutes, Ss write down the pollution types their neighbourhood faces and rank them in order of seriousness. They also have to give reasons for their order.

Step 3: Discussion - Call group representatives to present their group’s order and reasons.

Step 4: Conclusion - Vote for the group with the best reasons.

(If time does not allow, do not have Ss do this activity. Instead just ask Ss to quickly review the pollution types.)

HOMEWORK (2') - Learn by heart all the new words.

- Do Ex B1,2 , 3 P4 (Workbook) - Prepare: Closer Look 1 UNIT 7: POLLUTION LESSON 2: A CLOSER LOOK 1 A. OBJECTIVES. 1. Knowledge: By the end of the lesson ss will be able to have knowledge about + Vocabulary: Pollution + Pronunciation: stress in words ending in –ic and -al 2. Competences: + Develop communicative competence, discovery, cooperation competence and thinking competence. + Use the lexical items related to Pollution + Raising their awareness of broadening their knowledge of Pollution + Pronounce stress in words ending in -ic and -al exactly.

3. Quality: Students can understand more about Pollution.

B. TEACHING AIDS. T : Textbook, lesson plan, a projector, a laptop Ss : Learn the old lesson, prepare Unit 7: A closer look 1.

C. PROCEDUCE 1. WARM UP: ( 5’) - Organization 8C:............................. 8D:........................... a. Goal: Review the Pollution b. Content : Ss can tell about the Pollution

c. Expected result: Ss can tell the types of Pollution d. Performance TEACHER'S &SS' ACTIVITIES CONTENTS Ask Ss to call out the types of pollution Answer the questions Call the types of pollution they learnt in the previous lesson.

Tell them that in this lesson they are going to learn different forms of some words as well as some words/ phrases to talk about the causes and effects of pollution.

2. PRESENTATION : PRE TEACH VOCABULARY (10’) a. Goal: Provide Ss necessary vocabulary related to the Pollution b. Content : Remind Ss of the words they learnt in Getting Started and point out the difference among the types of pollution c. Expected result: understand using and meaning of the vocabularies d. Performance: TEACHER'S &SS' ACTIVITIES CONTENTS Poison (n): chất độc, thuốc độc Step 1: Transferring the learning task - T uses picture and elicits words from Ss Contaminate (v) làm bẩn, làm ô nhiễm Pollution (n) sự ô nhiễm Step 2: Performing the task - SS Listen carefully and repeat the Polluted (a) ô nhiễm words.

Death (n): sự chết, cái chết, sự tiêu tan - SS Work in groups of 2 – 3 so that Ss Damaged (a) : hư hại (n/v): Nguyên can help each other with difficult cause vocabulary. nhân,gây ra effect (n: làm ảnh hưởng Step 3: Discussion When finish, listen to the recording to check their answers as well as to practice the pronunciation of the new words.

Step 4: Conclusion -T makes sure that all students copy the new words and understand the meaning of them 3. PRACTICE: (20’) a. Goal: - Revise the vocabulary learnt in both Getting Started and Activity 1 of A Closer Look 1.

- Stress in words ending in –ic and -al b. Content: - Ss choose a word / phrase from the box for each description below.

- Ss listen, repeat and read the words c. Expected result: - Ss can identify a word from its description.

- Ss listen, repeat and read the words d. Performance: TEACHER'S &SS' ACTIVITIES Ex 1: Step 1: Transferring the learning task Have Ss look at the table in the book.

Make sure that they understand what to do.

Step 2: Performing the task Ss complete the exercise individually and then compare their answers with a partner Step 3: Discussion Call on some Ss to write their answers on the board.

Step 4: Conclusion -T checks their answers.

2. Complete the sentences with the words from the table in 1. You do not need to use all the words. The first letter of each word has been provided.

Step 1: Transferring the learning task -T has Ss read each sentence silently to have a general understanding and decide which word form should be put in each blank.

For example, the word to be filled in the blank in sentence 1 is an adjective.

- Point out that the provided letter is a clue to help them find the word.

Step 2: Performing the task - Ss do the exercise and then compare their answers with a partner.

Step 3: Discussion - T calls on one or two Ss to give out the answers before confirming the correct ones.

Step 4: Conclusion -T checks their answers

CONTENTS Ex 1: (1) Poison (2) Contaminate (3) Pollution (4) Polluted (5) Death (6) Damaged

2.Key: 1. Poisonous 2. Pollutants 3. Dead 4. Contaminated 5. Damage 6. Pollute

- because/since and due to/because of are used to talk about the causes of something.

- Because and since are synonyms and they come before a clause.

- Other words and phrases in the box express the effects of something.

So comes before a clause.

To cause, to lead to and to result in are

*Study the language box Step 1: Transferring the learning task - T asks Ss to look at the language box.

- Tell Ss that the words and phrases in the box express cause and effect relationships. Ss have learnt so, because and because of. Quickly go through the rest of words/phrases as follows: Step 2: Performing the task -Ss listen and take notes Step 3: Discussion - Ss ask T for more detail about the Cause - effect Step 4: Conclusion -T make sure that all Ss get a graps of this knowledge

synonyms and come before a noun phrase.

To make sb/sth do sth is another way to express the effects.

After somebody/something is an infinitive verb without to.

CAUSE EFFECT because/ since + so + clause The water is clause E.g: Because/ Since polluted, the water is polluted, so the fish the fish are dead. are dead. due to/ because of + to cause sth sth/ to lead The fish are dead due to sth/ to to/ because of the result in polluted water. sth The polluted water causes/ results in the dead of fish. to make sb/ sth do sth .

The polluted water 3a. Decide which sentence in each make the pair of sentences is a cause and fish die. which is an effect. Write C (for cause) or F (for effect) next to each 3a. Key; sentence. Note that the words in 1. People throw litter on the ground. brackets relate to Activity 3b. …C… Many animals eat the litter and Step 1: Transferring the learning become sick. …E… task 2. Ships spill oil in oceans and rivers.

Ask Ss to read the each pair of …C… Many aquatic animals and sentences and decide which sentence plants die. …E… is an effect.

3. Households dump waste into the Step 2: Performing the task river. …C… It is polluted. …E… -Ss work in pair to do the task 4. Their children have birth defects.

Step 3: Discussion …E… The parents were exposed to Ss compare their answers with a radiation…C… . partner before giving the answers to 5. We can’t see the stars at night. the teacher. …E… There is too much light Step 4: Conclusion pollution. …C…

Confirm the correct answers. b. Combine the sentences in each pair into a new sentence that shows a cause/ effect relationship. Use the cause or effect signal word or phrase given in brackets. You will have to add, delete, or change words in most sentences.

Step 1: Transferring the learning task -T asks Ss to read the example. Ask them what changes they can see in the sentence.

T may have Ss look at the language box again to remind them of the structures.

Now Ss have to combine each pair of sentences in 3a into a complete sentence using the word/ phrase in brackets.

Step 2: Performing the task -Ss do as requested to complete the task Step 3: Discussion Ss compare their answers with a partner before giving the answers to the teacher.

Step 4: Conclusion - Confirm the correct answers.

Ex 5. Listen and mark the stress in each word, then repeat it.

Step 1: Transferring the learning task Play the recording for Ss to tress the words.

Ask some to say where the tress in each word is.

Step 2: Performing the task -Ss do as requested to complete the task Step 3: Discussion - One Ss stands up and gives answer, other student listen and give comments

3b. Key: 2. Oil spills from ships in oceans and rivers lead to the death of many aquatic animals and plants.

3. Households dump waste into the river so it is polluted.

4. Since the parents were exposed to radiation, their children have birth defects.

5. We can’t see the stars at night due to the light pollution.

5.Key: 1. ar’tistic 6. ‘physical 2. ath’letic 7. he’roic 3. his’toric 8. po’etic 4. his’torical 9. bo’tanic

5. ‘logical Step 4: Conclusion - T confirms the correct answers.

10. Bo’tanical - T plays the recording again for Ss to repeat the words.

- T calls on some Ss to read out the words 6. Underline the words ending in –ic and circle the words ending in –al in the following sentences. Mark the stress in each word. Listen and check your answers, then repeat the sentences.

Step 1: Transferring the learning 6.Key: 1. scien’tific 2. ‘national 3. task: -T has Ss do the activity individually ‘medical 4. ‘chemical 5. dra’matic then play the recording for Ss to check their answers.

Step 2: Performing the task - Ss work individually to do the task Step 3: Discussion - One Ss stands up and gives answer, other student listen and give comments Step 4: Conclusion - T then elicits the correct stress patterns from Ss. -T plays the recording again for Ss to repeat the sentences.

4. PRODUCTION: (10’ ) a. Goal: Help Ss to memorize the learnt vocabularies b. Content : Ss guess what words or phrase is by work in groups c. Expected result: Ss can memorize the learnt words and the way of using. d. Performance: TEACHER'S &SS' ACTIVITIES CONTENTS Ex 4: Work in groups. Look at the pairs of 4.Key: pictures. Give as many sentences as 2. The soil is polluted, so plants can’t grow. possible to show cause/effect relatioships 3. We won’t have fresh water to drink Step 1: Transferring the learning task Have Ss look at the pictures in because of water pollution.

1. Ask Ss which picture shows the cause and 4. We plant trees, so we can have frest which shows the effect. air.

Then ask them to read the example sentences and pay attention to the cause/ effect words or phrases.

This activity can also ba carried out as a game. Divide the class into 12 groups.

Two groups work with the same pair of pictures in 2, 3 or 4.

In three minutes, groups of Ss write down as many sentences based on the given picture pair as possible on a sheet of paper.

Step 2: Performing the task Ss work in groups to write sentences showing cause/ effect relationships.

Step 3: Discussion When time is up, the group with the most sentences is the winner.

They stick their sheet of paper on the board and read the sentences aloud.

Step 4: Conclusion Other groups and T givens comments. Other groups can add any sentences they have..

*HOMEWORK - T asks Ss to do homework - Use lexical items related to Pollution, how to mark stress ending “ ic” and “ al” - Learn by heart the new words and structures.

- Do exercises in workbook.

- Find some words ending with “ ic” and “ al” - Prepare: Unit 7- A closer look 2 Week : Planning: Period: 63 Teaching : UNIT 7: POLLUTION LESSON 3: A CLOSER LOOK 2 A.OBJECTIVES 1. Knowledge: By the end of the lesson, students will be able to - Use conditional sentences type 1 and type 2 correctly and appropriately to describe pollution - practice skills: readings and writing skill 2. Cometence: - Communication, self study, self-check 3. Quality: Students can use conditional sentences to do exercises B.TEACHING AIDS: 1. Teacher’s: teacher book 2. Students’: Textbooks, notebooks.

C. PROCEDURE 1. WARM- UP (5’)

a. Goal: help ss to recall conditional type 1 b. Content: Ss give the use, the form and the signal of conditional type 1 c. Expected result: Ss can remember the use, the form and the signal of conditional type 1 d. Performance: T: asks ss to work in pairs to answer the questions: Ask Ss to give some example sentences. => Lead to new lesson.

2. PRESENTATION (10’) a.Goal: introduce new words b. Content: s can pronouce new words c. Expected result: ss can understand and use new words d. Performance: T AND SS’ ACTIVITIES CONTENTS * Pre- teach vocabulary: translation/ situation I. Vocabulary -recycle (v) tái chế Step 1: Transfering the learning task - T: writes new words on the board.

- dump (v) đổ (rác) - save (v) tiết kiệm Step 2: Performing the task - Ss: listen and repeat in individual first then - waste (v) bỏ đi, thải đi the whole class.

- tidy (v): dọn dẹp, sắp xếp gọn gàng Step 3: Discussion - Call 3- 4 Ss to read the words again.

- Ss copy the new words in their notebooks.

Step 4: Conclusion * Checking: rub out and remember 3.PRACTICE (20’) 3.1 Practice 1 a.Goal: using the conditional sentence type 1 to do exercises b. Content: Do exercises 1,2 in textbook c. Expected result: can do exercises well d. Performance: T AND SS’ ACTIVITIES CONTENTS Ex 1. Put the verbs in brackets into the II. Grammar correct form 1. Conditional sentences type 1: Step 1: Transferring the learning task: review - Let Ss do Ex 1individually.

1.Key: recycle; will help - Asks Ss to share ideas with in pairs or 1.

2. won’t dump; fines small groups. travel; will be - T encourages Ss to explain how decided on 3.

4. will save; don’t waste the tense in each sentences. use; will have Step 2: Performing the task: - Ss share ideas with in pairs or small groups.

Step 3: Discussion - T calls some students to read their sentences.

Step 4: Conclusion T corrects as a class.

Ex 2. Combine each pair of sentences to make a conditional sentences Step 1: Transferring the learning task: - T asks Ss to read the pairs of sentences.

- Ask two Ss to write the new conditional sentences type 1 on the board while other Ss write own sentences.

Step 2: Performing the task - Ss do as requested to do the task Step 3: Discussion - Ss compare their answer with their partner Step 4: Conclusion - Give feedback on these sentences and ask other Ss to correct them if necessary.

2. Key: 1. Student will be more aware of protecting the environment if teachers teach environmental issues at school.

2. When light pollution happens, animals will change their behavior patterns.

3. The levels of radioactive pollution will decrease if we switch from nuclear power to renewable energy sources.

4. If the water temperature increases, some creatures will be unable to reproduce.

5. People will get more diseases if the water is contaminated.

3.2 Practice 2 a.Goal: using conditional sentences type 2 to do exercises b. Content: Do exercises 3,4,5 in textbook c. Expected result: can do exercises well d. Performance: T AND SS’ ACTIVITIES CONTENTS 3.Key: 3.Match an If-clause in A... (P10) 1. b 2. c 3. d 4. e Step 1: Transferring the learning task: - T asks Ss do this exercise individually Step 2: Performing the task - Ss work individually to do the task Step 3: Discussion - Ss compare their answers with a classmate.

Step 4: Conclusion - Check Ss’answers.

Ex 4. Key: 4. Put the verbs in brackets... (P10) 1. were; would…do 2. exercised; would be Step 1: Transferring the learning task: 3. had; would build - T asks Ss do this exercise individually 4. tidied; wouldn’t be Step 2: Performing the task 5. was/were; would grow - Ss work individually to do the task Step 3: Discussion - T invites two Ss to the board to write their

5. a

answers.

- Go through the answers with the class.

Step 4: Conclusion 5. Key: -T has other Ss correct the answers if 2. If there weren’t many billboards necessary. in our city, people could enjoy the view.

5. Write a conditional sentences... (P10) 3. If there wasn’t/weren’t so much Step 1: Transferring the learning task: - T asks Ss quickly read the example. light in the city at night, we could -T Ask Ss to comment on the example. - the see the stars clearly. meaning of the orginal sentences was made 4. If we didn’t turn on the heater all opposite in the new conditional sentence. the time, we wouldn’t have to pay (i.e. positive into negative form for the first three million dong for electricity a sentence and negative into positive for the month. second sentence).

5. If the karaoke bar didn’t make so much noise almost every night, Step 2: Performing the task - Do this exercise individually and then the residents wouldn’t complain to compare the answers with a classmate. its owner.

6. She wouldn’t have a headache Step 3: Discussion -Ask one or two Ss to write their sentences after work every day if she didn’t work in a noisy office. on the board.

Step 4: Conclusion -T has other Ss correct the answers if necessary.

4. PRODUCTION a. Goal: explore Conditonal sentences type 1 and type 2 b. Content : Play game c. Expected result: How much you know how to conditonal sentences type 1 and type 2 d. Performance: T AND SS’ ACTIVITIES CONTENTS 6. Chain game.... (P10) Example - Work in groups of five or six A: If each person plant a tree, there will be a - Keep the chain going for as long as lot of trees. possible using type 1 or 2 conditional B: If there are a lot of trees, the air will be sentences. cleaner.

- If a group hesitates for more than 10 A: If the air is cleaner, fewer people will be seconds they are out. ill - walk around the class listening to groups and monitoring the game.

Groups that are still going when the five minutes is up are the winners.

- Note that the aim is to practice the language in a fun, verbal way so be sure

to keep the atmosphere light. * HOMEWORK - Learn by heart all the new words and structures - Do B4, B5, B6 P5 (Work book) - Prepare: Lesson 4: Communication Week : Planning: Period:64 Teaching : UNIT 7: POLLUTION LESSON 4: COMMUNICATION I. OBJECTIVES. 1. Knowledge: By the end of the lesson, students will be able to: - Talk about noise pollution, a common pollution type that not many people recognise as a pollution.

- Vocabulary: extra words related to the topic - Grammar: 2. Competence: Communication 3. Quality: - Knowing the noise pollution - Ss love the subject II. TEACHING AIDS. Teacher: Textbook, workbook, English room Students: Textbook, workbook III. PROCEDURE. 1. WARM UP . (8’) a. Goal: help Ss to understand noise pullution b. Content : Noise pollution c. Expected result: know about noise pollution d. Performance: TEACHER'S & SS' ACTIVITIES CONTENTS Ask Ss to tell kinds of pollution.

Tell Ss that in this lesson they will have Brainstorming the oppoturnity to explore noise pollution, a common pollution type that not many people recognise as a pollution.

2. PRESENTATION. (12’) a. Goal: explore noise pollution b. Content: - teach the new word- Do the questionare c. Expected result: know about noise pollution d. Performance: TEACHER'S & SS' ACTIVITIES CONTENTS * Teaching vocabulary 1. Vocabulary

- permanent (a) : vĩnh cửu, thường Step 1: Transfering the learning task - Teacher use different techniques to xuyên teach vocab (situation, realia) - hearing loss (n) mất thính giác - Follow the seven steps of teaching - earplug (n): nút tai vocab.

- affect (n): sự ảnh hưởng - blood pressure (n): huyết áp Step 2: Performing the task: - Repeat in chorus and individually - Copy all the words Step 3: Discussion -Some students repeat the vocabulary in front of class Step 4: Conclusion - T makes sure that all student copy the new words and the meaning of them * Checking vocab: Slap the board Do the questionaire and choose the Choose the correct answer correct answers 2. C 3. A Step 1: Transferring the learning task: 1. B 4. B - Do the questionaire and choose the 5. C 6. A 7. A correct answers 8.C - Have ss do the quiz individually as quick as possible - Set a limit time is 5 minutes Step 2: Performing the task: - Ss work individually to do the questionaire and share their answers with their partners Step 3: Discussion Check the class by asking for a show of hands for each question.

Step 4: Conclusion T remarks results of the learning task.

3. PRACTICE. (15’) a. Goal: explore Noise pollution b. Content : Compare the answer c. Expected result: know about Noise pollution d. Performance: TEACHER'S & SS' ACTIVITIES CONTENTS 2. Compare your answers with those of a classmate....

Step 1: Transferring the learning task: -T has ss to work in pairs.

- T explains the requirement to the class

Step 2: Performing the task: - Ss work in pairs to do the task Step 3: Discussion -Ss compare their answers and see if they have any different answers Step 4: Conclusion T ask some pairs to report on their differents.

Ex 3.Now listen to a short presentation abour noise pollution...

Choose the correct answer 1. B 2. C 3. A Step 1: Transferring the learning task: T plays the recording for Ss to check their 4.B answers.

5. C 6. A 7. A 8.C Step 2: Performing the task: Ss listen to the recording twice.

Step 3: Discussion If there are any incorrect answers, Ss correct them.

Step 4: Conclusion Ask Ss if any of the answers has surprised them, and if so, why.

4. PRODUCTION. (8’) a. Goal: explore Noise pollution b. Content : Work in groups c. Expected result: The way to prevent noise pollution d. Performance: TEACHER'S & SS' ACTIVITIES CONTENTS 4. Work in groups. Discuss other ways to EX 4. Work in groups prevent noise pollution Step 1: Transferring the learning task: - Ask Ss which of the eight questions in the questions ways to prevent noise pollution.

Have Ss work in groups in five minutes to discuss more ways to reduce noise pollution.

Step 2: Performing the task: - Ss work in group to do the task Step 3: Discussion Ss write their answers on a big piece of paper and then prevent their answers.

Step 4: Conclusion T has Ss vote for the best ways.

*HOMEWORK: (2 minutes) - Learn by heart all the new words and structures.

- Do exercises: … in the work book.

- Prepare:

Giáo án soạn theo cv 5512 UNIT 7: RECIPES AND EATING HABITS Lesson 2: A closer look 1 I. OBJECTIVES 1. Knowledges: By the end of the lesson, the Ss will be able to: - Learn some more words related cooking verbs - Remember the instructions on how to make a pizza - Identify the tone in statements used as questions and say these sentences correctly.

2. Competences: - Co- operation: work in pairs, groups - Self- study: work individually.

- Creativeness: talk about RECIPES AND EATING HABITS - Using language to do exercises 3. Quality: Ss are interested in doing exercises.

II. TEACHING AIDS. T : Textbook, lesson plan, English room.

Ss : Learn the old lesson, prepare Unit 7: A closer look 1.

III. PROCEDURE 1. WARM UP (5’) * Organization (1’) 9A:....................... 9B:.......................... 9C:........................... a. Goal: Review the vocabulary related to dishes, preparing and cooking. b. CONTENTS: Ss write the words related to dishes, preparing and cooking. c. Expected results: Ss can remember the words related to the topic. d. Performance: TEACHER AND STUDENTS'

CONTENTS

ACTIVITIES - Elicits the topic from students

Word webs

? Work in two teams

* Suggested answer:

? Brainstorm all the words related to the Dishes: Cobb salad, sushi, steak pie, topic: dishes and preparing/ cooking

fajitas, lasagne, mango sticky rice, beef

- Encourage them to call out as many

noodle soup, curry…

words as possible.

Preparing and cooking:wash, boil, combine, chop, peel, drain, mix, add…

2. PRESENTATION (5’) a. Goal: Provide Ss necessary vocabulary related to the topic. b. CONTENTS: Ss learn vocabulary. c. Expected results: Ss can read and remember the vocabulary related to the topic. d. Performance: TEACHER AND STUDENTS'

CONTENTS

ACTIVITIES Step 1: Transferring the learning task

1. Vocabulary

- Teacher elicits the words from students.

- whisk

(v): đánh (trứng)

- Follow the seven steps of teching vocab.

- grate

(v): nạo

Step 2: Performing the task

- spinkle

(v): rắc

- Ss repeat in chorus

- manirate (v)

- Copy all the new words

- spread

(v): phết

Step 3: Discussion

- simmer

(v): om

- Ss guess the meaning, then discuss with

- paster

(n): mì ống, mì sợi

their partner

- batter

(n): bột (nhão) làm bánh

ướp

Step 4: Conclusion T make sure that all the students understand the meaning of the vocabulary and pronounce correctly 3. PRACTICE (20’) a. Goal: Revise the vocabulary. b. CONTENTS: - Write a food preparation verb from the box under each picture.

- Complete the sentenceswith the correct form of the verbs.

- Match each cooking verb with its definition. c. Expected results: Ss can understand using and meaning of the vocabulary.

d. Performance: TEACHER AND STUDENTS'

CONTENTS

ACTIVITIES Step 1: Transferring the learning task

Ex 1: Write a food preparation verb

Ex 1:

from the box under each picture.

- T asks Ss to match the verbs in the box A. chop

B. slice

with the pictures.

C. grate

D. marinate

Ex 2.

E. whisk

F. dip

- T ask Ss to work in pairs.

G. sprinkle

H. spread

? Use the correct form of the verbs in 1 to Ex 2. Complete the sentenceswith the complete the sentences.

correct form of the verbs in 1.

Step 2: Performing the task

1. chop, Slice

2. grates, sprinkles

- Ss follow Teacher’s requirement

3. Marinate

4. whisk

Step 3: Discussion

5. Dip

6. Spread

- Ss work individually or in group depends on the task Step 4: Conclusion - T gives comment for each task, correct the answer if necessary Ex 3: Match each cooking verb in A

Ex 3: Match each cooking verb in A

with its definition in B.

with its definition in B.

Step 1: Transferring the learning task

1.g

2. f

- T runs through all the cooking verbs.

3. h

4. c

- T ask Ss to read the definition and 5. e

6. a

match a cooking verb in A with its 7. d

8. b

definition in B. Step 2: Performing the task - Ss follow Teacher’s requirement - Work individually Step 3: Discussion

- Call one student to write answer on board, other students compares the answer Step 4: Conclusion - T gives comment for the task, correct the answer if necessary Ex 4.a. What can you see in the pictures? Do you know what dish these Ex 4.a. What can you see in the ingredients are used for?

pictures? Do you know what dish these

Step 1: Transferring the learning task

ingredients are used for?

- T ask Ss to look at the picture and - tomato sauce, onion, cheese, apple, answer the two questions:

bacon, pizza base - > pizza

+ What can you see in the pictures? + Do you know what dish these ingredients are used for? ? Pair compare - Elicit their answers ? Have you ever eaten or made a pizza? ? If so, do you like the dish? ? Describe the process of making one briefly.

4b. Complete the instructions below with the verbs in 1 and 3. One verb is used twice.

- T ask Ss to look at the pictures and

4b. Complete the instructions below

complete the instructions individually.

with the verbs in 1 and 3. One verb is

Step 2: Performing the task

used twice.

4a. –Answer the question

1. Chop

4b.Coomplete the instruction

2. Grate

Step 3: Discussion

3. Spread

? Then compare the answer with a

4. Sprinkle

partner.

5. Spread

Step 4: Conclusion

6. Bake

- T Checks the answer with class.

- T ask one more question ? Can you make a pizza after reading the instructions.

4. PRODUCTION (13’) a. Goal: Ss can understand tones in statements used as questions. b. CONTENTS: Listen to and PRACTICE the conversations.

Complete the mini- dialogue with suitable statement questions. c. Expected results: Ss can PRACTICE tones in statements used as questions correctly. d. Performance: TEACHER AND STUDENTS'

CONTENTS

ACTIVITIES Step 1: Transferring the learning task

2. Pronunciation

T asks Ss some question

* Tone in statement used as questions

? What is a statement?

- A statement can be used as a question

- a telling sentence that ends with a full to check that the information we have is stop.

correct.

? What is a statement question?

-

When we pronounce a statement

- used to check information has the order question, our voice goes up at the end. of a statement but ends with a question mark.

- T plays the part of the conversation in GETTING STARTED which includes a statement question.

Step 2: Performing the task -Ss listen and pay attention to the

intonation

of

the

sentences,

give

comment.

Step 3: Discussion ? Read the REMEMBER box.

Step 4: Conclusion - Make sure students understand the information Ex 5: Listen to the conversation. Listen Ex 5: Listen to the conversation. Listen and draw

or

and draw

at the end of

or

at the end of

each line. PRACTICE the conversation

each line. PRACTICE the conversation

with a partner.

with a partner.

Step 1: Transferring the learning task

1. A: What do we need to make a pizza?

- T asks Ss to listen to the conversations and

draw

correct

symbol

for

the B: A pizza base, some cheese, some

intonation of each sentence.

bacon, an onion, and an apple ↷.

- Play the recording as many times as A: An apple ⤻? necessary.

B: Yes, an apple ↷.

Step 2: Performing the task

2. A: What’s for dinner ↷?

- Ss do as requested

B: We’re eating out tonight ↷.

? PRACTICE the conversations with a

A: We’re eating out ⤻?

partner.

B: Right ↷.

Step 3: Discussion

3. A: I can’t eat this dish ↷.

Step 4: Conclusion

B: Why not ↷?

T listens and then correct Ss’s

A: I’m allergic to prawns ↷.

pronunciation

B: Allergic to prawns ⤻?

A: Yes, my skin turns red when I eat them ↷.

Ex 6: Work in pairs. Complete the

Ex 6: Work in pairs. Complete the

mini- dialogue with suitable statement

mini- dialogue with suitable statement

questions.

questions

* Suggested answers:

Step 1: Transferring the learning task - T asks Ss to work in pairs to complete 1. You don't like paster?/ Don't like the

mini-

dialogues

with

suitable paster?

statement questions.

2. Add some salt?

Step 2: Performing the task - Work in pair Step 3: Discussion - T Call on some pairs to write their answers on the board.

Step 4: Conclusion - Give comment when needed. * HOMEWORK (2’) - Learn by heart new words - Complete all the exercises in the notebook.

- Prepare Unit 7: A closer look 2

UNIT 7: RECIPES AND EATING HABITS Lesson 3: A closer look 2 I. OBJECTIVES 1. Knowledges: By the end of the lesson, the Ss will be able to use: - Quatifiers (review) - Modal verbs in conditional sentences type 1 2. Competences: - Co- operation: work in pairs, groups - Self- study: work individually.

- Using language to talk about dishes 3. Quality: Ss are interested in using Quatifiers, Modal verbs in conditional sentences type 1.

II. TEACHING AIDS. T : Textbook, lesson plan, English room.

Ss : Learn the old lesson, prepare Unit 7: A closer look 2.

III. PROCEDURE 1. WARM UP (5’) * Organization (1’) 9A:....................... 9B:.......................... 9C:........................... a. Goal: Help Ss to remember quantifiers. b. CONTENTS: Ss go to the board and write all the quantifiers they know. c. Expected results: Ss can write the quantifiers. d. Performance: - Ask Ss to go to the board and write down all quantifiers they know in two minutes.

- T calls some Ss comment and correct.

2. PRESENTATION (10’) a. Goal: Ss can memorize quantifiers and knowledge form and usage of modal verbs in conditional sentences type 1. b. CONTENTS : Ss learn grammar. c. Expected result: Ss can remember quantifiers and understand modal verbs in conditional sentences type 1. d. Performance: TEACHER’S AND STUDENT’S

CONTENTS

ACTIVITIES Step 1 : Transfer of duties

* Grammar

1. Quantifiers: review

1. Quantifiers: review

-

T Ask Ss what a quantifier is. If

needed, briefly explain to them that a quantifier is a word or phrase that expresses quantity or amount. Tell Ss

that they have already learnt, and know, quite a few quantifiers. Elicit examples from Ss. - T may organise a short WARM UP activity with this CONTENTS. Ss work in pairs to write down all quantifiers they know in two minutes. The winter is the 2. Modal verbs in conditional sentences pair which has the most answers.

type 1.

2. Modal verbs in conditional sentences 1. ability type 1.

2. advice

- Have Ss read the two given sentences If + S +V (present simple), S + and answer the questions. Elicit their can/must/may/might/could + answers and confirm the correct ones.

V(infinitive)

- Ask them to give the standard form of conditional sentences type 1.

- Now have Ss read the information and examples in the grammar box. Write the form of the examples on the board: Step 2: Performing the task - Ss do as requested Step 3: Discussion - T may call on one student to write the form on the board.

Step 4: Conclusion T makes sure that all student undertand the grammar 3. PRACTICE (23’) 3.1. Quantifiers. a. Goal: Ss can do exercises about the quantifiers. b. CONTENTS: Fill each blank with a, an, some, any./ with a word/phrase in the box.

Match the food quantifiers with the nouns. c. Expected result: Ss can do exercises about the quantifiers exactly. d. Performance: TEACHER’S AND STUDENT’S

CONTENTS

ACTIVITIES Ex 1: Fill each blank with a, an, some,

Ex 1: Fill each blank with a, an, some,

any.

any.

Step 1: Transferring the learning task

1. a

-

Ask Ss about the use of four 4. some/any

quantifiers. Make any necessary. Have Ss 7. an do this exercise individually and then compare their answers in pairs.

- Tell Ss that when talking about recipes people usually use food quantifies and that the Look out! box contains the most common ones.

- Have Ss read the information in the Look out! box. Explain any unclear points. If time allows, ask Ss to give examples with the quantifiers. Ss may also add some more food qualifiers they know to the list.

Step 2: Performing the task - Ss follow Teacher’s requirement Step 3: Discussion -T calls one student to write answer on board, other students compares the answer Step 4: Conclusion - T gives comment for the task, corrects

2. a

3. some

5. a

6. some

8. any 9. some

the answer if necessary Ex 2: Match the food quantifiers with the nouns.

Ex 2: Match the food quantifiers with

Step 1: Transferring the learning task

the nouns.

- T Have Ss do the exercise individually

1. a, g 2.a

3. f, g

4.c

Step 2: Performing the task

5. h

7. e, f

8. b

6. b, h

- Ss work individually Step 3: Discussion - Ss compare their answers with a partner.

Step 4: Conclusion - T remind Ss that some quantifiers can go with more than noun.

- Check the answers as a class.

Ex 3.

Step 1: Transferring the learning task a. - Have Ss work in pairs to read the instructions to make a chicken salad and

Ex 3.a. Read the instructions to make a

to fill each blank with a word/phrase

chicken salad. Fill each blank with a

from the box.

word/phrase in the box.

b. - Ask Ss to work in pairs, and think 1. 200grams

2. an

about a simple salad thay know. Together 3. tablespoons 4. teaspoon Ss write the instructions to make it. Call 5. teaspoon

6. some

on some pairs to read aloud their 3.b. Write the instructions on how to instructions.

Other

Ss

listen,

make make it using the quantifiers and

comments, and vote for the best salad.

-

T may also organise a competition.

Have Ss work in groups to write the instructions to make a salad on a big piece of paper. Once they have finished,

cooking verbs you have learnt.

each group stick their instructions on the board. A board of five Ss act as examiners.

This

board

reads

the

instructions and gives each goup a mark.

Step 2: Performing the task - Ss do as requested Step 3: Discussion - Ss work individually or in group depends on the task Step 4: Conclusion - T gives comment for each task, correct the answer if necessary

3.2. Modal verbs in conditional sentences type 1. a. Goal: Help Ss understand modal verbs in conditional sentences type 1. b. CONTENTS: Match the first half of the sentence with the second half.

Rewrite the sentences in these situations using suitable modal verbs in conditional sentences type 1. c. Expected result: Ss can do exercises about modal verbs in conditional sentences type 1exactly. d. Performance: TEACHER’S AND STUDENT’S

CONTENTS

ACTIVITIES Step 1: Transfer og duties

Ex 5: Match the first half of the

Ex 5:

sentence in A with the second half in B.

- Have Ss do the exercise individually 1. c

2. e

3. a

and then compare their answers in pairs.

5. f

6. d

-

4. b

Ask some Ss to read out loud the

complete sentences.

Ex 6: What will you say in these

Ex 6: What will you say in these

situations? Use suitable modal verbs in situations? Use suitable modal verbs in conditional sentences type 1.

-

conditional sentences type 1.

Have Ss work in pairs to read the * Suggested answers:

situations and write appropriate if- 1. If you want to have good health, you sentences.

must reduce the amount of salt in your

Step 2: Performing the task

food

- Ss do as requested

2. If my brother is hungry, he can eat

- Ss work invidually or in pair depends three bowls of rice on each task

3. You can take a cooking class if it is at

Step 3: Discussion

the weekend

-

Call on some Ss to write the their 4. If I eat this undercooked pork, I may

sentences on the board.

have a stomachache

Step 4: Conclusion

5. You should whisk the eggs for 10

T gives necessary correction.

minutes if you want a lighter cake.

4. PRODUCTION ( 5’) a. Goal: Ss can practise more about the quantifiers and modal verbs in conditional sentences type 1. b. CONTENTS: Make sentences with the quantifiers and modal verbs in conditional sentences type 1. c. Expected result: Ss can make sentences about the quantifiers and modal verbs in conditional sentences type 1exactly. d. Performance: - Asks Ss to make sentences with the quantifiers and conditional sentences type 1.

- Call 3 Ss to go to the board their sentences.

- Call other Ss to comment.

- T. corrects. * HOMEWORK (2’) - Learn by heart all the structures - Complete all the exercises in the notebook.

- Prepare: Unit 7. Communication

UNIT 7: RECIPES AND EATING HABITS Lesson 4: Communication I. OBJECTIVES 1. Knowledge: By the end of the lesson, the Ss will be able to: - Discuss the recipe for a dish.

- Grammar: Quatifiers, Modal verbs in conditional sentences type 1 - Vocabulary: words related to dishes.

2. Competences: - Co- operation: work in pairs, groups.

- Self- study: work individually.

- Using language to talk about recipes and eating habits.

3. Quality: Ss are interested in recipes and eating habits.

II. TEACHING AIDS. T : Textbook, lesson plan, English.

Ss : Learn the old lesson, prepare Unit 7: Communication.

III. PROCEDURE. 1. WARM UP: ( 5’) - Organization (1’) 9A:....................... 9B:.............................

9C:........................... a. Goal: To attract Ss’ attention to the lesson and to lead in the new lesson. b. CONTENTS: Ss answer the questions. c. Expected result: Ss can understand and answer the questions about themselves. d. Performance: - Ask Ss to answer some questions:

+ What do you often do at home? + Do you help your mother cook for family? + Can you cook well? + Can you tell me some dishes you know?

- Ss answer.

2. PRESENTATION (10’) a. Goal: Help Ss understand the meanings of the words in the Extra Vocabulary and guess the name/ the ingredients of the dish in the picture. b. CONTENTS : Ss learn vocabulary and answer the questions. c. Expected result: Ss can remember vocabularies and guess the name/ the ingredients of the dish in the picture exactly. d. Performance: TEACHER’S AND STUDENT’S

CONTENTS

ACTIVITIES Step 1: Transferring the learning task - T asks ss to guess the meaning of the words

* Vocabulary - purée: make fruit or vegettable in a thick, smooth sauce, usually in a blender.

- garnish: decorate a dish of food with a

Step 2: Performing the task

small amount of another food.

- Listen to the teacher’s explaination.

- tender: soft or easy to chew

- Repeat

E.g:

- Stress

“My grandmother can only eat beef if it

- Copy

is tender, so my mother has to stew it for

Step 3: Discussion

one hour.”

- T calls on one student to write answer on the board, the other students compare and give comments Step 4: Conclusion - Teacher monitors and gets feedback Ex 1:

Ex 1: Look at the picture. Answer the

Step 1: Transferring the learning task

questions.

- T asks Ss to look at the picture and Ex 2.a: Listen to the first part of a talk answer the questions:

… Check your answer.

1. Can you guess the name of the dish in 1. Pumkin soup the picture?

2. pumpkin, celery, shallots, butter, salt,

2. What do you think the ingredients are cream for the dish?

- Quickly elicit their answers and write them on the board. Do not confirm the correct answers now.

- Play the first part of the recording for Step 2: Performing the task - Ss do as requested to complete the task Step 3: Discussion - Report the result to the class Step 4: Conclusion - Teacher monitors and gets feedback - Confirm the correct ones.

- Ss to check their answers.

3. PRACTICE (20’) a. Goal: Help Ss know how to cook the pumpkin soup. b. CONTENTS: Listen to a talk where Mi is presenting how to prepare the ingredients and fill each blank with a word/ phrase; rearrange them into the correct order; then talk about the health benefits of the dish. c. Expected result: Ss can know some ingredients, preparation, steps and benefits of the pumpkin soup. d. Performance: TEACHER’S AND STUDENT’S

CONTENTS

ACTIVITIES Ex 2.b: Listen to the first part of the

Ex 2.b: Listen to the first part of the

talk again. Fill each blank with a word/ talk again. Fill each blank with a word/ phrase.

phrase.

Step 1: Transferring the learning task

1. a kilo/one kilo

- Play the recording again for Ss to do the exercise.

- Have them compare their answers in pairs.

- Ask other Ss to correct these answers if needed.

- Play the recording one more time for Ss to check their answers.

2. two 3. two sticks 4. two tablespoons 5. two tablespoons 6. a pinch 7. peel 8. chop 9. peel 10. slice

Step 2: Performing the task

11. leaves

- Ss do as requested to complete the task Step 3: Discussion - Call on two Ss to write their answers on the board.

Step 4: Conclusion - Teacher monitors and gets feedback Ex 3: Read the steps to make the dish.

Ex 3: Read the steps to make the dish.

Rearrange them into the correct order. Rearrange them into the correct order.

1.b 2.e 3.f 4.c 5.a 6.d Step 1: Transferring the learning task - T asks Ss to read the steps to cook the soup and try to rearrange the steps.

- Ask some Ss to write their order on the board.

- Play the recording for Ss to check their answers.

* Benefits of the soup: - a good source of fibre, minerals, and vitamins, especially vitamin A. -

improve your eyesight and protect

yourself from certain cancers

- Ask Ss to comment on the orders on the board.

- If there are any unclear points, play the recording a second time.

- Without playing the recording again, ask Ss about the benefits of the soup.

- If Ss are not sure about any points, play the recording again.

- Have one student talk about the benefits.

Step 2: Performing the task - Ss do as requested to complete the task Step 3: Discussion - Report the result to the class - Other students listen to the answer and give comment Step 4: Conclusion - T gives comment and adds on to the answer if necessary

4. PRODUCTION (8’) a. Goal: Help Ss know how to cook a dish they like. b. CONTENTS: Discuss its ingredients, how to prepare and the steps to cook it. c. Expected result: Ss can know some ingredients, preparation, steps and benefits of a dish they like. d. Performance: TEACHER’S AND STUDENT’S

CONTENTS

ACTIVITIES Ex 4. Work in groups. Choose a dish

Ex 4. Work in groups. Choose a dish

you like. Discuss its ingredients, how to you like. Discuss its ingredients, how to prepare it and the steps to cook it.

prepare it and the steps to cook it.

Write your ideas on a large sheet of

Write your ideas on a large sheet of

paper.

paper.

- Have Ss work in groups to discuss a * How to cook a dish you like. dish they like.

Name of the dish: ……………..

- Ask Ss take notes of the ingredients, Ingredients: …………………… how to prepare the dish, and the steps to Preparation: ………………..…. cook it on a big piece of paper. Move Steps: ……………………….... around to provide any necessary help.

Benefits of the dish: …………..

- Ask groups to stick their answers on the walls around the class. Ask other Ss to move around to each group and listen to the group's PRESENTATION about the dish. Have Ss vote for the best dish and explain the reasons.

- When the time is up, ask the groups to stick their papers on the wall.

- Each group reports their best post to the class, saying which changes have been the most beneficial for the country.

- Vote for the best posts.

* HOMEWORK (2’) - Learn by heart all the vocabulary.

- Write how to cook a dish you like in the notebook.

- Prepare: Unit 7. Skills 1

Week

Planning:

Period

Teaching: UNIT 7: RECIPES AND EATING HABITS LESSON 5: SKILLS 1

I. OBJECTIVES 1. Knowledges: By the end of the lesson, Ss will be able to: - Read for general and specific information about the the eating habit of Japanese people.

- Talk about the eating habit of Vietnamese people.

2. Competences: - Self- study: discovering basic knowledge in textbooks, the ability to self- collect and collect information about the eating habits of Japanese people.

- Collaboration and communication: group activities on selecting and presenting on the eating habits of Vietnamese people.

- The ability to solve the problem and create: talking about Vietnamese eating habits.

- Using language to talk about recipes and eating habits.

3. Qualities: -

Study hard, self- study spirit, enthusiastically participate in activities in the

classroom.

- Be interested in recipes and eating habits.

II. TEACHING AIDS. T : Textbook, lesson plan, English room.

Ss : Learn the old lesson, prepare Unit 7: Skills 1.

III. PROCEDURE 1. WARM UP - Organization (1’) 9A:.................... 9B:.......................... 9C:......................... a. Goal: Ss identify the food in each picture. b. CONTENTS: Ss answer the questions. c. Expected result: Ss can tell the names of the food in each picture. d. Performance:

TEACHER’S AND STUDENT’S

CONTENTS

ACTIVITIES - Have Ss work in pairs to discuss the Suggested answers: questions.

Picture A: different types of sushi

- Guide and elicit their answers (because Picture B: miso soup it is an open activity, accept different Picture C: abowl of rice answers.)

Picture D: sliced cucumber/ pickled

- Give Ss two minutes to give the

cucumber

answer.

- Call some Ss to answer. Other Ss comments and give the another answer (if necessary) -

T.comments and give the suggested

answers.

2. PRESENTATION (Pre- reading) a. Goal: help Ss understand more about the eating habits of Japanese people. b. CONTENTS: Read an article about Japanese eating habits and matching the headings with the paragraphs. c. Expected result: Understand the eating habit of Japanese people and matching the headings with the paragraphs exactly. d. Performance: TEACHER’S AND STUDENT’S

CONTENTS

ACTIVITIES Step 1: Transferring the learning task - Ask Ss to read the headings quickly.

a. 3

Make sure they understand the meaning

b. 2

of each heading.

c. 1

- Ask Ss to answer (ask them to give evidence when giving the answers.)

Step 2: Performing the task - Ss read the paragraphs and match them with the headings.

Step 3: Discussion - T calls some Ss to comment.

Step 4: Conclusion - T. corrects and gives feedback.

3. PRACTICE (While- reading ) a. Goal: help Ss understand more about the eating habits of Japanese people. b. CONTENTS: Read an article again and answer the questions. c. Expected result: Ss can answer the questions correctly. d. Performance: TEACHER’S AND STUDENT’S

CONTENTS

ACTIVITIES Step 1: Transferring the learning task -

1. They like raw food and do not use

T has Ss read the passage again to sauces with a strong flavour

answer the questions.

2. They cut fresh fish

Step 2: Performing the task

3. Both can be served with soy sauce

- Ss can underline parts of the test that 4. There are four (rice, soup, main dish, help them with the answers.

pickles)

- Work in pairs

5. Rice is the staple food and is very

Step 3: Discussion

mutritious

- Ss compare their answers before giving 6. Because the dishes are presented in the answers to T.

different bowl and plates, and are

- Ss have to give evidence when giving arranged the answers.

Step 4: Conclusion - T. corrects and give feedback.

4. PRODUCTION (SPEAKING )

carefully

traditional pattern.

according

to

a

a. Goal: help Ss understand more about the eating habits of Vietnamese people. b. CONTENTS: Discuss the eating habits of Vietnamese people. c. Expected result: Ss can understand and talk about the eating habit of Vietnamese people. d. Performance: TEACHER’S AND STUDENT’S

CONTENTS

ACTIVITIES Step 1: Transferring the learning task - T has Ss work in groups to discuss the eating habits of Vietnamese people. Ss use the questions provided as cues.

- Move around the class to provide help.

- Ask the groups to organise their ideas to prepare for a short PRESENTATION. - Ask the groups as competions.

Suggested answers: Vietnamese eating habits Vietnamese

food

is

varied

and

distinctive. It is considerably low fat and hing

in

carbohydrates.

Traditional

Vietnamese cooking usually uses ferh ingredients, little dairy and oil, and various herbs and vegetables. Different sauces such as fish sauce, shrimp paste,

Step 2: Performing the task

and soya sauce are quite popular in

- Ss do as requested

various dihes: main dish (meat, fish, egg

Step 3: Discussion

or tofu), vegetable, soup and rice. Rice is

- Have one group of Ss act as examiners and other groups as competitors. The groups take turns to present their ideas. If there is not much time left, allow about two or three groups to present.

- Invite comments from the examiners.

Step 4: Conclusion - T gives additional comments.

the stape in Vietnam. In many families, people eat around a tray of food with a small bowl of fish sauce in the middle.

Around this bowl are the dishes. If people place the food with on a table, a simial arrangement is followed. Dished are served communally. Usually there is a big dish/bowl of each dish, and people use chopsticks and spoons to get their share. In general, Vietnamese food is considered healthy and is popular in

other countries.

* HOMEWORK - Complete exercise 3 in the notebook.

- Talk about the eating habit of Vietnamese people again.

- Prepare