Giáo án lớp 6 môn Anh văn: unit 9 The body

.0 . .LESSON PLAN ENGLISH 6 UNIT 9: THE BODY PERIOD OBJECTIVES LANGUAGE CONTENTS TECHNIQUES 1 A1 à A2 Nouns to talk about parts of the body Develop speaking skill Words relating to parts of the body This/ that (Review) These / those Question & answer Match Blackboard drill 2 A3 à A5 Adjectives to describe Physical Appearance Develop listening skill & speaking skill Some adjectives relating to physical appearance. Match Question & answer Listen and draw 3 B1 Face vocabulary (Nouns and Adjectives) to describe Faces Words relating to faces Question & answer crossword puzzle 4 B2 à B3 Adjectives of color to describe features What color…? Question & answer 5 B4 à B6 Further practice in body vocabulary to describe people Develop listening skill Words relating to describe people Question & answer Match Rub out and remember Preparing day: Period : Week: UNIT 9: THE BODY Period: PARTS OF BODY (A1 + 2) I/ OBJECTIVES: Nouns to talk about parts of the body. Develop speaking skill. II/ LANGUAGE CONTENTS: Grammar: - This/ That (review) Vocabulary: words relating to parts of the body. III. TECHNIQUES: Question & answer Match Blackboard drill IV/ TEACHING AIDS: Pictures, flash cards, cassette recorder + tape. V. PROCEDURES: 1/ The previous lesson: Grammar: present progressive + present simple tense. Vocabulary: the road signs. 2/ The new lesson: STEPS TECHNIQUES & CONTENT a-Warm up Teacher shows student a picture of the body Question – answer What is the picture about? à Parts of the body. b-Presentation c-Practice * Pre-teach - Teacher speaks parts of the body in English - Plays the tape once - Teachers vocabulary: +Head (n) : +Shoulder (n): +Arm (n) : +Hand (n) : +Chest (n) : * Students listen to the tape + repeat * Rub out and remember * Teacher labels the P of B picture as pre teaching. Uses techniques * Rub out and remember the labels. * Gets students to re-label the picture * Teacher reads the imperative, beginning with “Simon says …”, students will do it * Simon Says: - Simon says touch your head Simon says touch your chest Simon says touch your feet Touch your shoulders! Simon says touch your shoulders Simon says touch your legs Touch your head! Touch your shoulders! * Simon says touch your head left hand fingers Touch your left foot! Simon says touch your left foot Right foot Touch your head! Touch your toes! Simon says touch your toes. d--Homework: - Teacher explains the practice asking and answering, noticing the use of “his” - Teacher points each part of the body and asks, students answer. T: What’s that? S: That’s his head T: What are those? S: Those are his shoulders. - Students work in pairs - Teacher chooses some pairs to perform in front of the class. - Students lock at the picture and use the words to describe the parts of the body. Homework: - Learn : vocabulary and structures - Do A1 + 2 / P.13 workbook - Prepare A3 + 4 + 5 + 6 Week Preparing date : Period : UNIT 9: THE BODY SECTION A – PARTS OF THE BODY ( A3 + 4 + 5 ) I/ OBJECTIVES: Adjectives to describe physical appearance Develop listening & speaking skill II/ LANGUAGE CONTENTS: Grammar: Structure S + be + adjective Vocabulary: some adjectives reading to physical appearance IV/ TEACHING AIDS: Pictures, flash cards, cassette recorder + tape V/ PROCEDURES: 1/ Greetings: -Teacher & students greet each other 2/ Checking: Students ask and answer about the parts of the body (using structure “What is/ are…? à This/ That is… These / Those are …) Vocabulary à part of the body. 3/The new lesson: Stages Activities – Content a-Warm up b-Presentation c-Practice d-Summary e-Homework - Teacher shows 2 pictures (fat & thin) asks students to describe 2 people (in Vietnamese) Now, we learn how to describe a person - Teacher uses the pictures to introduce new words: Tall ( adj ) # short ( adj ) Fat ( adj ) # thin ( adj ) Heavy ( adj ) # light ( adj ) - Plays the tape twice, students listen and repeat - Helps students write the structure. S + be + adjective * Game: noughts and Crosses Students make sentences She’s tall … Noughts and Crosses Tall Big Fat Small Thin Short Quit Light Heavy - T shows the pictures and asks the students to make sentences, using new adjectives - T/F repetition drill A4/p.98 * Teacher : Students - Picture a) She’s thin _ She’s tall _ repeat_ repeat. - Picture b) He’s thin _ He’s short. He’s fat_silent_repeat_repeat. - Picture c) He’s small. He’s tall. He’s heavy _silent_repeat_repeat - Picture d) She’s thin. She’s tall. She’s short. She’s fat_silent_silent_repeat_repeat. Predict - A4/p.98 - Students fill in the adjectives for the people in the picture a) – d) - Students listen to the tape and write the order (1, 2, 3, 4, 5) of the people describe. - Teacher corrects them Gird (with answer key) Talk? Short? Fat? Thin? a (thin, tall) (4) b (short, fat) (3) c (tall, fat) (2) d (Short, fat) (1) -Teacher uses two pictures to introduce two people: Chi and Tuan. Chi is a gymnast and Tuan is a weight lifter. - Teacher gives new words: Gymnast _ weight lifter strong # weak - Plays the tape twice, student listen - Calls some students to read the text and correct their pronunciation. - T/F exercise about Chi Chi is short She is thin She is weak - Review the structure S + be + adj - Students describe their friends - Do exercise A4 in workbook + Write 6 sentences to the describe the people in your family. + Learn vocabulary and structures + Do A3 in workbook + Prepare B1. Week : Preparing date : 4/ 1 / 2009 Period : UNIT 9 SECTION B: FACES ( B1) I/ OBJECTIVES: Identifying and describing facial features Develop speaking and listening skills. II/ LANGUAGE CONTENTS: Grammar: Structure S + have/has + (a/an) + adjective + N Vocabulary: words relating to faces. III/ TEACHING AIDS: Pictures, flash cards, cassette recorder + tape IV/ PROCEDURES: 1-Greetings: -Teacher & students greet each other. 2-Checking: I give pictures or 4 people, ask 2 pupils to describe them. Checks vocabulary. 3/ The new lesson: Stages Activities _ Content a-Warm up b-Presentation c-Practice d-Summary e-Home work T shows the students a picture of the body. - Students say parts of it. - T uses that picture to introduce the new lesson: faces. - T. techs’ new words: hair, eye (s), nose, moth, ear (s), lip (s), tooth teeth (using picture) - Students listen to the tape (2) and repeat - Teacher models with a student “What is this? / What are those? It is a ………………/ They are ……………” - Pair work - Some pairs perform before class. Questions – Answers. - T. draws quickly 2 faces on the board (round-oval) (hair: long-short). Are they different? - T. teachers new words: round, oval, full # thin, long # short (using pictures) - Students listen and repeat after the tape. - T. explains the structure: He has a round face She has full lips S + have/has + (a/an) + adj + N - T. shows 6 large size pictures (p.100) and asks student to label them - T. gives 1 picture and asks students to choose “T” or “F” He has an oval face He has thin lips He has short hair Their friends (using S + have/has + adj + N) - Learn vocabulary and structure - Do A1 + A2 in workbook - Write sentences to describe your father, mother, sister, brother … - Prepare B2 + 3 ------------------------------------------------------------------------------------------------------------------ Week : Preparing date : 11 / 1 / 2009 Period: UNIT 9 SECTION B: FACES (B2 + 3) I/ OBJECTIVES: Learn the color to describe a person or thing. Practicing speaking and listening skills. II/ LANGUAGE CONTENTS: Grammar: What color ………………………? It/ They are …………………… Vocabulary: adjectives or colors III/ TEACHING AIDS: Pictures, flash cards, cassette recorder + tape, colored pencils. IV/ PROCEDURES: 1- Greetings: -Teacher and students greet each other. 2-Checking: T gives a picture of a girl with long hair, a round face and full lips. Has students ask and answer about the parts of the and describe her face. 3-The new lesson: Stages Activities - Content a-Warm up b-Presentation c-Practice d-Summary e-Homework * Question - answers - We have learnt how to describe a person’s face. How do we know a person is a Vietnamese or American? (Using Vietnamese). - Today we learn about colors. - T. uses colored pencils or paper to teach new words: black # white, gray/ grey, red, orange, yellow, green, blue, brown, pupils. -T. plays the tape. Students listen repeat - T. points the objects in class. Students give their colors. - T.explains the structure of “What colour …?” What color is her hair? V S It is black S V Adj What color are her eyes? V S They are brown S V Adj - T. asks, students answer using atoll. - Pair works (practicing asking and answering what colour …? (Picture in p.101) - Some pairs perform before class - Students ask and answer about the colour of their own things Question-answers - What do you say to ask about colours in singular, in plural? “What color is …? It is + adj of colors / They are ……….. - Pair work: ask and answer about colours of eyes and hair. - Learn vocabulary and structures - Make + sentences (asking and answering) with the structure “What colour …?” - Prepare B4 + 5 . Week : Preparing date : 11 / 1 / 2009 Period : UNIT 9: THE BODY SECTION B: FACES (B4 + 5 + 6) I/ OBJECTIVES: Consolidating structures used to describe a person. Developing listening, speaking, reading and writing skills. II/ LANGUAGE CONTENTS: Grammar: + consolidating S + be + adj S + have/has + adj + N What color? + OR. Question (new) IV/ TEACHING AIDS: Pictures, cassette recorder + tape. V/ PROCEDURES: 1/ The previous lesson: Students ask and answer about the colors. 2/ The new lesson: STEPS Activities – Content a-Warm up b-Presentation c-Practice d-Summary e-Homework - T. reintroduces Chi’s picture (p.98) - Students talk about her. - T. plays the tape twice. Students listen. - Review the structure S + has/have + adj + N - Asks some students to read the text. - Students do exercise True-False Miss Chi is tall Her face is round She has short black hair Her eyes aren’t brown She has a small nose Her lips are full and her teeth are small. - T. guides students how to do the task - Students work in pair - Some pair perform before the class - Students ask and answer about their friends - Students look at the four people and describe them - T explains the listening task - Plays the tape twice/ three times Students listen and do the task - T asks students to give their answers. - Corrects student’s answers. 1. c 3.d 2. a 4.b - Review the structures * What color …? * S + be + adj * S + have/ has + adj + N - T shows 2 pictures: one man and one woman. Students write the sentences to describe them, using the above structures. Learn vocabulary and structures Do exercise B3 + 4 + 5 in work book Write 4 sentences to describe your mother/ father/ friend Prepare U.10 A1 + 2 +3 Week : Preparing date : 11 / 1 / 2009 Period : UNIT 10: STAYING HEALTHY SECTION A: HOW DO YOU FEEL? (A1; A2; A5 ) I/ OBJECTIVES: Talking about how we feel, using adjectives of physical state. Developing listening and speaking skills II/ LANGUAGE FOCUS : Language: - Vocabulary: Some adjectives relating to physical state. - Grammar and structures: How do/ does + S + feel? à S + be/feel + Adj 2. Language skills: listening and speaking 3. Teaching aids: Tape & pictures III /. TEACHING STEPS: 1 .Greetings: Teacher and students greet each other. 2 .Checking: Look at 4 pictures on page 102. Choose the right flash card and stick behind them. 3 .The new lesson: STEPS TECHNIQUES & CONTENT a-Warm up b-Presentation c-Practice d-Consolidation e-Home work T. introduces the situation of the statements T. show pictures & plays the cassette recorder. Ss listen to the tape; look at the pictures & predict the meaning of the words through match. 1 .Thirsty 2 .full 3 .hungry 4 .hot 5 .cold 6 .tired A , đ đói B,khát nước C, nóng D, mệt E, lạnh F , no T. corrects & gives meaning of the questions: How do you feel? à Express the feeling. 1. Some adj relating to physical states: hot; cold; hungry; full; tired; thirsty. 2. Express the feeling: How do you feel? à I am/ fell + Adj T asks Ss to work in pairs to describe the people in picture with: How do you feel? Ss do as directed T. asks some pairs to practice in front of the class. How do/does + S + fell? à S + be/ fell + Adj T explains the request of the exercise: doing the exercises by listening & match the name with the right picture. Ss listen to tape & look at the pictures (in 1st time) Ss check their answer in 2nd time. Some Ss give their answer in front of the class. T corrects and gives the key. Huong d; Ba f; Phuong b ;Nhan a T. asks Ss about their feeling T. uses some pictures, ask Ss to look at & practice in pair about their feeling of people in the picture. Ss look at pictures, choose right flash cards & stick behind them. Learn vocabulary & grammar Do exercises in work book. Think about food & drink which Ss use when they’re hungry or thirsty. --------------------------------------------------------------------------------------------------- Week : Preparing date : 18 / 1 / 2009 Period : UNIT 10: STAYING HEALTHY SECTION A: HOW DO YOU FEEL? (A3; A4; A6 ) I/ OBJECTIVES: Ss read a dialogue to recognize polite offer & request with “What would you like?” I’d like some/ to……… II/ CONTENTS: 1. Language: Structures: What would you like? à I’d like some/ to inf How do you feel? (Review) 2 skills: listening and speaking skills 3. Teaching aids: Tape & pictures III . TEACHING STEPS: 1.Greetings: Teacher and students greet each other. 2.Checking: 1. Some pairs of Ss practice: ask & answer about there feeling. 2. Write on the black board what they say & write some adj relating to physical state. 3. New lesson: Stages Activities – Content a.Warm up b.Presentation c.Practice d.Summary e.Homework What a beautiful day ! How do you feel ? Now today we’ll listen to Nam , Lan and Ba tak what do they say . Teacher asks students to look at the book and listen to the tape . Teacher provices new words and their meaning . orange juice ( n ) drink ( n / v ) noodle ( n ) some / any What about you ? Structures : - what would you like + a noun ? I’d like ………………………………………….. Ex : what would you like ? - I’d like noodles . Students practice the structures and newwords . students listen to the tape ,then play the roles to practice dialogue . Continue to A4 . Teacher guides students to use structure to practice . How do / does ………..feel ? – He / She feels ……………. Ex : How does Lan feel ? - She feels hot . What would she / he like ? She / he would like ………………. Students practice in pairs ( ask - answer ) Continue to A5 . Students listen and match the name with pictures . Phuong - a Nhan – b Students play the roles and practice dialogue Nhan and Dung A6 . Students also use the words to make a new dialogue . Teacher calls some students to practice . Teacher remarks and corrects . A/ What’s the matter with you ? I’m hot . What do you want ? I want a cold drink . B / What’s the matter , Lan ? I’m hungry . What do you want ? I want some noodles . Teacher calls more pairs to practice them . Teacher correct it . Practice them at home . Learn by heart the words and structures Prepare next parts of unit 10. Week : Preparing date : 18 / 1 / 2009 Period : UNIT 10: STAYING HEALTHY B . FOOD AND DRINK (B1; B2; B3 ) I/ OBJECTIVES: Some / any with there is/ are; positive & negative. Yes/ no questions to talk about food & drink. Developing listening & speaking skills II/ CONTENTS: 1. Language areas: Structures: What is there to drink / eat? There is some Are there any --? There aren’t any…….. Vocabulary: words relating to food & drink 2. Language: listening and speaking skills 3. Teaching aids: Tape & pictures, real things III .TEACHING STEPS: 1Greetings Teacher and students greet each other. 2. Review old lesson: Checking dictation 3. New lesson: Stages Activities - Content a.Warm up b.Presentation c.Practice d.Summary e.Homework T. shows pictures or real things to explain the meaning of words. Ss listen & look at things shown by T. T plays the tape. Ss give the meaning of the new words. T checks & corrects T asks Ss to practice in front of the class Ss work in pairs with “what would you like? à I’d like… Apple (n) orange (n) Banana (n) water (n) milk (n) meat (n) vegetable (n) T. introduces the situation & new words Ss listen to the tape & repeat Some pairs practice in front the class T. shows the picture of food & drinks. Ss practice asking & answering with “What’s there for lunch/ dinner? à There is ……….. T. corrects if there any mistakes. 1. What’s there for …? à There is some … 2. Is/ are there any …? à Yes, there is/ are some … à No, there is/ are not any … T gives the request: read the dialogue, ask & answer with “Is there any …?; Are they any …?” T notes: countable and uncountable nouns. Some pairs of Ss practice in front of the class T checks & corrects Gap fill with some / a / an / any Do exercises in workbook Think of some kinds of vegetables you like best Week : Preparing date : 19 / 1 / 2009 Period : UNIT 10: STAYING HEALTHY SECTION B: Food & Drink ( B 4 – B6 ) I/ OBJECTIVES: Speaking about favorite food & drink to contrast “would you like --? With “Do you like…?” Developing listening & speaking skills II/ CONTENTS: 1. Language areas: Structures: What’s your favorite food? What are these/ those? (Review) Vocabulary: words relating to vegetable & drink 2. Language skills: listening and speaking skills 3. Teaching aids: Tape & pictures III.TEACHING STEPS: 1Greetings: Teacher and students greet each other. 2. Review old lesson: Check new words 3. New lesson: STEPS ACTIVITIES & CONTENT a.Warm up b.Presentation c.Practice d.Consolidation e.Homework T. asks Ss to tell the name of food or drink they know T writes them on the black board. Ss sails & add some more T. introduces the new pictures & tries to answer correctly. Ss look at the pictures & try to answer correctly Ss work in pairs. Using with: What are these? à They are… What are those à They are … New words: carrot; tomato; lettuce, potato; bean; pea; cabbage; onion T lets Ss listen to the tape, & repeat new words. Ss work in pairs on the sample: asking & answering about the state of their own food. Ss do as directed T corrects the mistakes. Favorite (adj); vegetables (n); like (v). T. uses the same method of part C1 to introduce the name of the drink Ss listen to the tape & repeat. Ss do as directed Ss work in pairs: ask 7 answer their own drink of state. T. asks some pairs of Ss to practice in front of the class. Do you like? What do you like? T asks Ss to practice with structures in section C. Do exercises in work book Prepare what you buy at the market (food & drink Week : Preparing date : / / 2008 Period : CORRECTING TEST I/ OBJECTIVES: Learn again the old knowledge about the simple present tense and the continous tense. II/ CONTENTS: 1. Language areas: Structures: Vocabulary: 2. Language skills: listening and speaking skills 3. Teaching aids: Paper III.TEACHING STEPS: 1Greetings: Teacher and students greet each other. 2.The resaults: STEPS ACTIVITIVES a.Warm up b.Presentation Sing a song. I.TRẮC NGHIỆM:(5d) CÂU 1 2 3 4 5 6 7 ĐÁP ÁN c a d a d c d CÂU 8 9 10 11 12 13 14 ĐÁP ÁN b a d c a c b CÂU 15 16 17 18 19 20 ĐÁP ÁN a b c a c b II.TỰ LUẬN: Give correct form of the verbs in the brackets.(1.25 d) 1 2 3 4 5 is Doesn’t get Are watching are park Read the passage. Then answer the following questions.(3,75) 1.Linh/ She is a student. 2.Her mother/ She is forty- three (years old). 3.Her mother/She goes to school at a quarter past six (in the morning). 4.Her father/ He is a docter. 5.There are three people in her family. Week : Preparing date : 2/ 2 / 2009 Period : UNIT 10: STAYING HEALTHY SECTION C – MY FAVORITE FOOD C1 ,2 , 3 ,4 I / Aim : Students know some names of usual food and drink .Say about the habit of eating , drinking ..Using the verbs : like ….exactly . II / Language 1 / vocabulary : corrot , potato, tomato , lettuce ……… 2 / structure : what is …………………..? I’d like ………………………. III / Teaching aids and skills . 1 / Teaching aids : lesson plan , ruler , board ………….. 2 / Skills : Reading , speaking ……………….. IV / Teaching ‘s steps 1 / Greeting : Têeacher and students greet each other. 2 / Checking :write new words: carrots, tomato, letuce, lemonade………. 3 / New lesson : Stages Activities – Content Warm up Presentation Practice Homework Students play the roles to ask and answer . What would they want ? ………….. Teacher presents the situation of lesson and provides some new words’meaning . carrot (n ) * cabbage (n ) tomato (n ) * onion (n ) lettuce ( n ) * lemonade ( n ) potato (n ) bean ( n ) …. Teacher points the things in the pictures and asks : What’s this ? It’s ………….. What are these ? They are ……………… Students listen and repeat the dialogue .Students make up a new diague with a partner. Teacher corrects their mistakes . Students make sentences with cue words . Ex : apple I like apple I don’t like apple . Students listen to the tape and repeat the dialogue . students give some words and et students to write into column A food and B drink . Learn by heart the new words Practice them at home . Prepare Unit 11 Week : Preparing date : 2 / 2 / 2009 Period : UNIT 11: WHAT DO YOU EAT? SECTION A: AT THE STORE (A1) I/ OBJECTIVES: Help student know how to communicate when buy food everyday Talk about the quantifiers II/ LANGUAGE CONTENTS: Grammar: a bottle/ a packet/ a box A can/ a kilo/ a dozen of Half kilo Vocabulary: words relating to A.1 III/ TECHNIQUES: Role plays Ask and answers IV/ TEACHING AIDS: Cassette player, cassette, picture, flashcards. V/ PROCEDURES: 1.Greetings: Teacher and students greet each other. 2.checking: Write new words. An AT THE STORE (A1) 3.The new lesson: STAGES ACTIVITIES – CONTENT Warm up Presentation Practice Summary Homework Students sing a song . What can we buy in a store ? Teacher explains the situation . the provides the new words and structures cooking oil (n ) tea (n ) chocolate (n ) beef (n ) egg ( n ) toothpaste (n ) …….. Expression : Can I help you ? Here you are . Structures : How much + be + uncountable noun ? How many + be + countable noun ? Example : How much beef do you want ? I want a kilo . How many egg do you want ? I want a dozen Teacher asks students to listen tape the play the roles to practice the dialogue Call students practices in front of class . Teacher calls Ss to reread the words . Teacher corrects if wrong Teacher shows the newwords . ask students to read aloud to check their intonation Learn by heart new words . Practice them at home . Prepare next parts of unit 11 ----------------------------------------------------------------------------------------------------------- Week : Preparing date : 2/ 2 / 2009 Period : UNIT 11: WHAT DO YOU EAT? SECTION A: AT THE STORE (A2 – A3) I/ OBJECTIVES: Listening for specific information about quantities for food shopping II/ LANGUAGE CONTENTS: Grammar: structure How much – do you want? How many _ do you want? Can help you? I would like … Vocabulary: relating to A.2, A3 IV/ TEACHING AIDS: - Pictures, cassette recorder and tape V/ PROCEDURES: Greetings: Teacher and student greet each other Checking: Write new words:The new lesson: AT THE STORE (A2 – A3) STEPS ACTIVITIES & CONTENT Warm up Practice Consolidation: Homework Teacher asks Ss to look at the picture on page 116 and asks a student Where’s Ba student (or what does he want?) Students answer the question Guides to look at the picture and asks students the meaning of new words and structures Ex: beef (n), gram (n) How much – do you want? How many – do you want? Explains how to use how many and how much Ss listen to the tape twice then ask the students to repeat after the tape. Role play I ask the students to read the questions in the book (page 116) then ask the students answer these questions. I corrects I explains the meaning of five pictures (review the old words) Plays the tape twice and asks the student to match the names of the people with the thing they want. I correct. Notice the new words and structures How much (uncountable noun) do you want? How many (countable noun) Do the exercises A5 in the work book Week: 24 Preparing date: 8/ 2 / 2009 Period: 70 UNIT 11: WHAT DO YOU EAT? SECTION A - AT THE STORE {A4-A5} I/ OBJECTIVES: Talk about the quantities for shopping II/ LANGUAGE: Grammar: (review) How much ……………? What do you want/ need? How many ………. ? Vocabulary: review III/ TEACHING AIDS: Pictures, stereo. IV/ PROCEDURES: Greetings: Teacher and students greet each other. Checking: Write new words: Teacher asks students the way of using the structure: How many……………..? How much…………………? The new lesson: AT THE STORE (A4 , 5 ) Stages Activities - Content Warm up Presentation Practice Summary Home work Now, let sing a song. Teacher presents the situation of the dialogue. students listen the stereo ( 2 times ) Teacher recalls the old structures and words. Students listen again then practice the dialogue in pair. Teacher calls some pairs to practice the dialogue. Teacher remarks and corrects the mistakes. Students reread again and write the shopping list. Teacher calls students to write it on the board. Teacher remarks and gives correct answers. Shopping list A bottle of cooking oil. Two kilos of rice A half a kilo of beef. A half a dozen of eggs. Teacher gives some exercises to ask students to do. / How (much /many) rice do you want? How much rice do you want? How (much /many) apples do you want? How many apples do you want? I want a (bottle / bar) of cooking oil. I want a bottle of cooking oil. I want a (bottle / tube) of toothpaste. I want a bottle of toothpaste. Teacher calls some students to retell how to use how much / how many ………………? Practice them at home more. Prepare next parts of unit 11 Week: 24 Preparing date: 8/ 2 / 2009 Period: 71 UNIT 11: WHAT DO YOU EAT? SECTION B: AT THE CANTEEN (B1, B2, B3) I/ OBJECTIVES: Student know how to parties in offers and requests for food and drink. II/ LANGUAGE CONTENTS: Grammar: (structure) what would you like for …? Vocabulary: relating to B1, B2, B3 III / TEACHING AIDS: - Pictures, cassette recorder and tape IV/ PROCEDURES: Greetings: Teacher and student greet each other. 2.The previous lesson: old words relating to A1, A2, A3. Ask and answer some questions. 3.The new lesson: AT THE CANTEEN (B1, B2, B3) STEPS TECHNIQUES & CONTENT Warm up Presentation Practice Consolidation Homework Teacher asks students to look at the pictures page then asks some students to speak loudly the old words Teacher reviews the old words Play the cassette twice and asks the students to write the letter of each picture and the word in the students exercise books. Asks some students write some pictures and words on the black board Teacher corrects Asks the students to look at the dialogue on page 120 for silent reading. Teacher plays the cassette twice and asks the students to listen to Role play (some students) - Teacher guides the students how know to use the structure “what would you like for …?” - Teacher gives some examples - What would you like for your breakfast? I’d like (some rice and some orange juice) Asks the student for praising new structures Remember: note the new structures. Answer the question of new structures. Do exercise B1 in workbook Week: Preparing date:8/ 2 / 2009 Period: UNIT 11: WHAT DO YOU EAT? SECTION B: AT THE CANTEEN (B4 – B5) I/ OBJECTIVES: Students know how to talk about price for food and drink II/ LANGUAGE CONTENTS: Grammar: (structure) How much is …………………? Vocabulary: (review) III/ TEACHING AIDS: - Pictures, cassette, flashcard IV/ PROCEDURES: 1.Greetings:Teacher and students greet each other. 2 .The previous lesson: Asks and answer some questions about offers and requests for food and drink The new lesson: AT THE CANTEEN STEPS ACTIVITIES - CONTENT Warm up Presentation Practice Summary Homework Let’s sing a song. Teacher asks the students to look at the pictures in exercise B1 Number the food as the students hear. Teacher asks the students to read loudly the number of each picture. Teacher corrects. Teacher uses the picture to introduce the content of listening then uses the flashcard of the menu’s picture Asks the students to read silently the reading Asks the students to note the price of food and drink Asks the students to ask and answer the question with structure “How much is …?” Teacher gives an example. How much is fried rice? It’s 2.500đ.Teacher corrects. Students listen to the dialogue. Then take the roles in the dialogue. Students ask and answer with: what would you like for ……..? I’d like ……………….. Students use structure: ‘How much …………to ask and answer about the price B5 .depend on information in menu. Teacher recalls the structures and new words having learnt. Prepare them at home. Prepare the grammar practice. Do exercise in workbook . Week: Preparing date: Period: GRAMMAR PRACTICE (1 PERIOD) I. OBJECTIVES Revision help the students understand UNIT 9, UNIT 10 and UNIT 11 better. Developing reading, speaking and writing skills. II. LANGUAGE CONTENTS Grammar: Contrast present simple tense and present progressive tense Question words Adjective a/an ; some/any Vocabulary: (review) III. TECHNIQUES: Question and answer Gap filling IV. TEACHING AIDS Pictures Colored chalk Flash card V. PROCEDURES 1. The previous lesson: Teacher asks some students to ask answer the questions with structure “How much is …?” 2. The new lesson: GRAMMAR PRACTICE STEPS TECHNIQUES & CONTENT Warm up Presentation Teacher Guides The Students To Review The Grammar Of Verb Like Gap filling Teacher reviews the grammar the present simple tense of ordinary verb for example to like. A) Affirmative Form (+) I / You / We / They + Like She / He / It + Likes B) Negative Form (-) I/ You / We / They + do not + Like She/ He/ It + does not + Like C) Interrogative form (?): Do I/ You/ We/ They + Like? Do She/ He / It + Like? I. Present simple tense. Questions and answer with gap filling A_ like, like, do_ like, I_ don’t like. B_ Does_ like, likes, does_ like, doesn’t_ like. II. T: Review how to use a/an; some/any Any, any, some, an. Any, some. Any, some, a. III. Teacher review some adjectives and their positions in a sentence Some adjectives: tall; fat; heavy; weak; hungry; hot; full; short Student : gap filling Teachers corrects IV. T: reviews the questions words: who; what; how (much) where S: Asks the students to fill in the blanks with question words then answers the questions (in pair) T: calls some students to practice 4/123 in front of the class and corrects them Teacher guides to the students the contrast between the present simple and present progressive tense Asks the students to read the item 5 silently then fill in the blanks. Calls some students to read loudly then corrects. Where, b- what, c- how, d- what, where V- Contrast: Is eating d_ is going Are drinking e_ is getting Is riding f_ is traveling Week: Preparing date: Period: TEST 45’ OBJECTIVES: By the end of the lesson students can do the test well and strengthen their knowledge. _Reading: Students will read well about food. _Writing: Students will write the sentences keep the meaning unchanged. _Language focus: The present simple tense and the continuous present tense. STRUCTURE OF THE TEST: TOPIC Recognize Communication Application Total KQ TL KQ TL KQ I/Reading II/writing III/Language Total Week: Preparing date: Period: CORRECTING TEST I/ OBJECTIVES: Students learn more about all they learned before. II/ LANGUAGE CONTENTS: Grammar: (structure) : Vocabulary: (review) III/ TEACHING AIDS: - Papper IV/ PROCEDURES: 1.Greetings:Teacher and students greet each other. 2. The new lesson: Stages Activitives Warm up Presentation Practice Sing an Enghlish song. T review some structure: Present simple tense and the continuous present tense. Multiple choice: A 6- C C 7- A A 8- C B 9- A B 10- B Matching: D 3- B C 4-A III.Rewrite the sentences: 1-Short 3-Strong 2-Fat 4-Thin IV.Fill in the blanks: 1-do 4-like 2-thirsty 5-hungry 3-what 6-some V- Choose true or false: 1-T 3-T 2-F 4-T UNIT 12: SPORTS AND PASTIMES PERIODS OBJECTIVES LANGUAGE CONTENTS TECHNIQUES 1 A1 + 2 - Further practice in present progressive to talk about what people are doing. - Developing listening and speaking skills - Present progressive (review) - Vocabulary: words relating to sports and pastimes. Brainstorming Eliciting Questions and answers 2 A3 ; A4; A5 - Helping students understand and use “Which …?” questions with sports vocabulary and the simple tense. - Developing reading and writing skills - “Which …?” questions with sports vocabulary - Simple present tense - Vocabulary: words relating to sports Questions and answers Role play Substitution drills 3 B1 + B2 + B3 + B4 - Helping students understand and use the structure “What do you in your free time?” - Developing listening and speaking skills - “What do/ does + S + do in one’s free time?” - Vocabulary: words relating o sports. Question and answers Substitution drills 4 B5 - Helping students talk about frequency of activities. - Developing listening and reading skills - “How often …?” questions and answers: “one/ twice/ three times … a week”. To talk about frequency of activities. - Vocabulary: words relating to study and interments. Matching 5 C1 + C2 + C3 + C4 Further practice in “How often …?” with adverbs of frequency to talk about frequency of activities. - Developing reading and writing skills - “How often …?” questions and answers, using adverbs of frequency. - Vocabulary: words relating to study and entertainments. Question and answers. Role play 6 C5 + C6 - Helping students understand the details and get further practice in the simple present tense with adverbs of frequency - Developing reading skill Simple present with adverbs of frequency Vocabulary: words relating to the reading Question and answers Guessing from the context. Week: Preparing date : 22/ 2 /2009 Period : UNIT 12: SPORTS AND PASTIMES A –What are you doing ? (A1 + A2 + A3 + A4 + A5) I/ OBJECTIVES: Talking about sporting activities and pastimes Developing listening and reading skills II/ LANGUAGE CONTENTS: Grammar: The simple present continues (review) Vocabulary: words relating to sports and pastimes. III/ TEACHING AIDS: - Pictures, colored chalk, flash cards, regalia, a cassette recorder and tapes. IV/ PROCEDURES: STEPS ACTIVITIES & CONTENT Warm up Presentation Practice Consolidation Homework:. T asks the students some questions to lead in the new lesson and elicits some answers to introduce the new lesson. What do you do to keep healthy? à Have a good diet play sports. T plays the cassette once without stopping. The Sts listen and read silently (books closed) T plays the cassette again. The students listen and repeat (books opened) T plays the cassette once again, sentence by sentence. The Sts listen and repeat sentence by sentence. T presents some new words: Swim (v) à swimming (picture) Skips (v) à skipping (action) Jog (v) à Jogging (picture) Badminton (n): (action) Table tennis (n): (picture) To do aerobics: (picture) To plays soccer/ badminton/ volleyball/ tennis/ table tennis Sts copy the new words in their notebooks T reviews the simple present continuous. T asks the Sts to use flashcards with provided cues to make sentences using the simple present continuous and to write their sentences below the appropriate pictures on the board. 1. Mr. Quang / jog 2. They / play/ soccer 3. She/ do/ aerobics T plays the cassette again, sentence by sentence. The Sts listen and repeat sentence by sentence. T explains briefly the meaning of WHICH and introduces the question Which sports do you like? à which + noun …? T asks Sts to practice in pairs using the question with WHICH to ask and answer using the pictures in A3. T asks Sts to practice in pairs using the questions in A2 to asks and answer using the pictures in A1. T shows some pictures and asks some pairs of Sts to come to the to the front to practice asking and answering. The Sts do the exercise and write their questions and answers below the pictures on the board. T makes some gestures and asks the Sts: What am I doing? à You are playing football ………… T asks some Sts to make some gestures and to make some questions. The Sts answer them. What’s she / he doing? à She / He are doing acrylics. à He is going/ skipping/ … T writes the remember on the board and asks the Sts to copy them in their notebooks. Remember: What are you doing now? à I’m skipping. What are she/ he doing now? à She/ He’s doing aerobics. What are they doing now? à They’re playing soccer. T asks the Sts to add the missing verbs: 1. I ………………………… table tennis 2. She …………………… aerobics 3. She ……………………………… rope. 4. They ………………………………….. soccer T introduces the context and gives the True / False exercise: 1. Lan plays table tennis. 2. Lan and Nam like sports. 3. Nam plays soccer Do the exercises A1, A2/ p.103-104 in the workbook Week: Preparing date : 22/ 2 /2009 Period : UNIT 12: SPORTS AND PASTIMES Period 3: B1 + B2 + B3 + B4 I/ OBJECTIVES: Talking about free time. Developing listening and speaking skills. II/ LANGUAGE CONTENTS: Grammar: The simple present tense and the structure “What do you do in your free time?” Vocabulary: words relating to free time III/ TECHNIQUES: Brainstorming Eliciting Questions and answers IV/ TEACHING AIDS: - Pictures, colored chalk, flash cards, a cassette recorder and tapes. V/ PROCEDURES: STEPS TECHNIQUES & CONTENT Warm up Presentation Practice Further practice Warm up Practice Consolidation Warm up Pre-listening While reading Post reading T asks the Sts some questions using WHICH: Which sports do you play? à I play … Which sports does she. He likes? à She / he plays … T plays the cassette once without stopping. The Sts listen (books closed) T plays the cassette again. The Sts listen (books opened) T plays the cassette again, sentence by sentence The Sts listen and repeat sentence by sentence T explains some new words and phrases: Free (a) Free time (n) Go to the movies (v): (picture) Movie (n) Go fishing (v): (picture) Sts copy the new words in their notebooks T shows some pictures from B1 and asks the Sts to match the suitable flashcards. T asks Ss to practice with a partner. The Sts ask and answer the question: What do you do in your free time? T shows the pictures (in B1), points to them and asks the Sts to listen and repeat after the tape. T asks the Sts to practice with a partner. The Sts ask and answer about the pictures in exercise B1 T reviews the Sts the questions and answers mentioned above and ask the Sts to write them in their notebooks: What do you do in your free time? à I read What does she/ he do in her? His free time?” à She/ He listen to music. T asks some Sts to interview the others using the question “What do you do in your free time?” Then the interviewers report their result to the rest of the class: Nam listens to music Hoa watches TV. Minh goes fishing T asks the Sts to look at the pictures and to say the activities/ T explains the listening task T plays the tape three times. The Sts listen and do the task. The Sts compare their answers in pairs. T plays the tape once again to correct the answers. T asks the Sts to write the sentences on the board. Week: Preparing date : 22/ 2 /2009 Period : UNIT 12: SPORTS AND PASTIMES Period 4: B5 + B6 I/ OBJECTIVES: Talking about free time. Helping students talk about their frequency of activities Developing listening and reading skills. II/ LANGUAGE CONTENTS: Grammar: - The simple present tense with HOW OFTEN, ONCE/ TWICE/ THREE TIMES A WEEK. Vocabulary: words relating to free time. III/ TECHNIQUES: Matching IV/ TEACHING AIDS: - Pictures, colored chalk, flash cards, a cassette recorder and tapes. V/ PROCEDURES: SECTION STEPS TECHNIQUES & CONTENT DRAWING EXPERIENCE B5 Warm up Presentation Practice Further practice Consolidation T introduces the context. T plays the cassette once without stopping. The Sts listen (books closed) T plays the cassettes again, sentence by sentence The Ss listen and repeat sentence by sentence T explains some new words and phrases: Often (adv) = many times Once (adv) = one time Twice (adv) = two times Week (n) Once/ twice/ three times a week (exp) T explains the structure HOW OFTEN How often (exp) = how many times * How often does he/ she read? à She/ He reads once/ twice/ three times a week. Sts copy the new words in their notebooks. T asks the Sts to look at Ly’s diary and explain its pictures to the Sts. T asks the Sts to work in pairs to ask and answer questions about Ly’s activities. T asks some pairs to the front to practice. T asks the Sts to work in pair to talk about their dairy. T review the Sts the question HOW OFTEN and asks the Sts to write the remember in their notebooks: How often does he/ she read? à She / He reads once / twice/ three times a week. Homework: do the exercise B5 / p.105-106 in the workbook Week: Preparing date: Period: UNIT 12: SPORTS AND PASTIMES Period 5: C1 + C2 + C3 + C4 I/ OBJECTIVES: Further practice in “How often …?” with adverbs of frequency of activities. Developing listening, speaking, reading and writing skills. II/ LANGUAGE CONTENTS: Grammar: The simple present tense (everyday habits) Vocabulary: words relating to study and entertainments. III/ TECHNIQUES: Role play Questions and answers. IV/ TEACHING AIDS: - Pictures, colored chalk, flash cards, a cassette recorder and tapes. V/ PROCEDURES: SECTION STEPS TECHNIQUES & CONTENT DRAWING EXPERIENCE C1 C2 Warm up Presentation Practice Further practice Consolidation T asks some Sts to ask and answer, using the question “how often …?” T introduces another way to answer the question using adverbs of frequency. T plays the cassette one without stopping. The Sts listen (books colored) T plays the cassette again. The Sts listen and repeat T presents some adverbs of frequency: T gets the Ss to pay attention to the position of the adverbs. T introduces the context. T plays the cassette once without stopping. The Sts listen (books closed) T plays the cassette again. The Sts listen (books opened) T plays the cassette again, sentence by sentence. The Sts listen and repeat sentence by sentence. T presents some new words: Picnic (n): (picture) Kite (n): (picture) Fly (v) To fly kites: (picture) Camp (n): (picture) To go camping (picture) Tent (n): (picture) T asks the Sts to work in pairs to ask and answer questions using. How often and adverbs of frequency. T asks some pairs to the front to practice T asks the Sts to write sentences about them in their notebooks. T writes some adverbs on the board and asks the Sts to pick out the frequency adverbs. T writes some adverbs on the board and asks the Sts to pick out the frequency adverbs. Fast, sometimes, right, now, always, late, newer, left, often, soon, usually. - Homework: + Review their answers in their notebooks. + Do exercise C1, C2, C3/ p.106-107 in the workbook. Week: Preparing date: Period: UNIT 12: SPORTS AND PASTIMES Period 6: C5 + C6 + C7 I/ OBJECTIVES: Helping students understand the details and get further practice on simple present tense with adverbs of frequency Developing listening and reading skills. II/ LANGUAGE CONTENTS: Grammar: The simple present tense (everyday habits) Vocabulary: words relating to the reading. III/ TECHNIQUES: Brainstorming. Eliciting. Questions and answers IV/ TEACHING AIDS: - Pictures, colored chalk, flash cards, a cassette recorder and tapes, sheets. V/ PROCEDURES: STEPS TECHNIQUES & CONTENT Consolidation Warm – up Activity T asks some Sts to interview each other. Each student asks 5 questions using C4. The interviewee answers the questions using each frequency adverb once, c. g …, I am never late for school/ I always help my mother. T introduces the context T asks the Sts to look at the pictures and say the activities. T explains the listening task. T plays the cassette three times. The Sts listen and do the task. The Sts compare their answers in pairs. T plays the cassette once again to correct the answers. T introduces the context. T gives True/ False exercise” 1. Minh is walking in the mountain. 2. He usually goes walking with two friends. 3. They sometimes camp overnight. T plays the cassette. The Sts listen and do the exercise (books opened) T presents some new words: Boots (n): (picture) Weekend (n) = Saturday and Sunday Warm (adj) # cold, hot, cool Stove (n): (picture) The Sts do silent reading and answer the question in pairs. The sts compare their answers in pairs. T asks some pairs to ask and answers the questions. T corrects the answers. Fill in T writes the text C6 on a sheet and removes all the frequency adverbs. T shows the sheet. The Sts work with books closed to fill in the blank. Scrambled words T writes these scrambled spellings of frequency adverbs on the board: Tfneo, uuaysll, enrev, yswala, esmsmitoe The Sts work in pair to in scramble them T reviews and asks the Sts to write the remember C7 in their notebooks. Homework: + Rewrite the answers in their notebooks + Do the exercise C4/ p.107 in the workbook. UNIT 13: ACTIVITIES AND THE SEASONS PERIODS OBJECTIVES LANGUAGE CONTENTS TECHNIQUES 1 A1 + 2 - Asking and talking about the the seasons and the weather. - Developing listening and speaking skills - Vocabulary: words relating to seasons and weather. - Structure: + What’s the weather like (in the summer)? + It’s hot (in the summer) - Matching pre-teach questions and answers, picture drill. Substitution drill. 2 A3 ; A4 - Talking about your favorite weather - Contrasting: “What is the weather like?” with “What’s the weather like?” - Developing listening, speaking, and reading skills. - Vocabulary: words relating to. - Structures: + What do you do when it’s (hot)? Does he + I like (hot) weather She like + “When” clauses in positive statements. -Picture drill: -Model sentences -Example exchange. -Mapped dialogue -Questions and answer. 3 B1 -Further practice in adverbs of frequency, simple present, sports vocabulary, seasons. -Developing listening, speaking skills -Reviewing adverbs of frequency, season, simple present of ordinary verbs. -Words relating to sports -Pre-teach -Matching -Example exchange 4 B2 -Talking and writing about things you do in the different seasons. -Developing speaking and writing skills. -Adverbs of frequency in further practice. -Using the present simple tense to write about activities in different seasons. -Role play -Question and answers -Transformation writing “What’s the weather like today?” Ask and answer about the weather. Learn new words and do A1, 2, 3 (work book p. 198-199) Week : Preparing date : 2/3/2009 Period : UNIT 13: ACTIVITIES AND THE SEASONS SECTION A: THE WEATHER AND SEASONS ( A1 + A2) I/ OBJECTIVES: - Asking and talking about the the seasons and the weather. - Developing listening and speaking skills II/ LANGUAGE CONTENTS: - Vocabulary: words relating to seasons and weather. - Structure: + What’s the weather like (in the summer)? + It’s hot (in the summer) III/ TEACHING AIDS: - Matching pre-teach questions and answers, picture drill. Substitution drill IV/ PROCEDURES STEPS TECHNIQUES & CONTENT Warm – up Activity Practice Consolidation T introduces the context T asks the Sts to look at the pictures and say the activities. Preteach: Teacher introduce new words: -summer (n); -Hot(adj): -winter(n); -cold(adj); -Fall(n): -cool(adj): Spring(n); -warm(adj); T reads and student repeat 3 times, then call some of them read loudly in front of the class. T corrects the mistakes. Having students listen to the tape once time and reapeat. Having student look at the picture in the board to read again. Students work in pairs to practice A2, one ask and one answer about four seasons in A1 What is the weather like in the summer? It is hot. What is the weather like in the winter? It is cold. What is the weather like in the fall? It is cool. What is the weather like in the spring? It is warm. T calls some of students present their ideas in front of the class. T corrects the mistakes. Fill in the blanks: There are four seasons in a year. They are spring , summer , ...................... and winter . In spring , the weather is usually warm . Occasionally , it’s cold but not ..................cold. After spring is ................ .In summer , it’s often hot . People often go to the beach or ..................swimming in this ........................ . Next comes autumn . The ............................ is not hot and not cold . It’s cool . Leaves turn yellow .The last season is .......................winter. It’s usually cold and we have to wear ........................... clothes. Homework: prepare A3, 4 Week : Preparing date : 2/3/2009 Period : UNIT 13: ACTIVITIES AND THE SEASONS SECTION A: THE WEATHER AND SEASONS ( A1 + A2) I/ OBJECTIVES: - Asking and talking about the the seasons and the weather. - Developing listening and speaking skills II/ LANGUAGE CONTENTS: - Vocabulary: words relating to seasons and weather. - Structure: + What’s the weather like (in the summer)? + It’s hot (in the summer) What weather do you like? +I like cold weather. III/ TEACHING AIDS: - Matching pre-teach questions and answers, picture drill. Substitution drill STEPS TECHNIQUES & CONTENT Warm – up Practice Consolidation Play a game. Having 2 groups to play. This group will ask and that group will answer with words. Winter……………..cold Summer………….hot Spring………………warm Fall ………………….cool T asks again : What is the weather like in the summer? It is hot. T read 4 sentences, students read loudly in front of the class. T corrects if there are any mistakes. T calls each of them to read one sentence to practice their reading. Having students work in pair. One asks and one answers: What weather do you like? I like warm weather. All members of the class practice these questions. I, Fill in the blanks with suitable words. 1, What do you …………….in your free time ? – I play sports a, like b, do c, play 2, ……………..do you play? – Badminton. A,Which b, Which sports c, What 3, Lan likes sports. She …………………..aerobics every day. A, have b, do c, has 4,Does Mary like jogging? Yes, she……………………every morning. A, goes jogging b, go to jog c, going jogging 5, It’s very………………..in the summer. A,cold b,hot c, cool 6,It’s hot in the summer. We always go………………………. A, swim b, to swim c swimming II .Rewrite these sentences. 1,What/ like/ spring ? ………………………………………………………………. 2,What/the /summer? ………………………………………………………………… 3, It/often /cool /fall. …………………………………………………………………. 4, When /hot/I/swimming. ………………………………………………………………….. 5, What/you/do/when/hot? …………………………………………………………………… Put the right adverds. 1, It is hot in the summer. (always) 2,What do you do when it’s cold? (often) 3,it is hot in the winter. (never) 4,Do you have cold shower in the winter?(usually) 5,Do you walk in the mountain? (sometime) Homework: prepare A4,5 Week :h Preparing date : 8/3/2009 Period : UNIT 13: ACTIVITIES AND THE SEASONS SECTION A: THE WEATHER AND SEASONS. (A4+ A5) I/ OBJECTIVES: Talking about your favorite weather Contrasting “What is the weather like?” with “What’s the weather like?” Developing listening, speaking, and reading skills. II/ LANGUAGE CONTENTS: Vocabulary: words relating to: Structures: + What do you do when it’s (hot)? Does he + I like (hot) weather. She likes + “When” clauses in positive statements. III/ TEACHING AIDS: Pictures in the text book. Cassette recorder, tape.. IV/ PROCEDURES: STEPS TECHNIQUES & CONTENT Warm up Asking the question: “What’s the weather like in summer?” and asking what weather students like. Presentation Using pictures to talk about their or one’s favorite weather. + Questions and answer: What weather do you like? à I like hot/ cold weather. What weather does she like? à she likes cold weather. + Function of “What weather …?” to ask question about one’s favorite weather. + What do you do when it’s hot/cold? does he do à When it’s hot, I go swimming. à When it’s cold, he plays soccer. + Teaching vacabulary: go swimming, go jogging, go fishing. + Function is “When” clause in positive statements. Practice + Students listen to the tape and repeat. + Substitution: one’s favorite weather and “What do you do when it’s …” + Reviewing the present simple tense in the questions and answers. +Pair work: using pictures to ask ad answer the new structure. -Homework: Question & answers: + What weather ……? à I like …… + What do you do when ……? à When …………………… I ………………… Pair – work: + Asking and answering what weather they like, encourage them to answer quickly. + Telling the structure beginning with “when” + Learning the new words and structures + Asking and answering about what weather they like. + Do exercise A4 (workbook page 110) + Prepare for section B Week : Preparing date : 8/3/2009 Period : UNIT 13: ACTIVITIES AND THE SEASONS SECTION B: ACTIVITIES IN SEASONS B1 I/ OBJECTIVES: Further practice in adverbs of frequency, simple present, sports vocabulary, seasons. Developing listening, speaking skills. II/ LANGUAGE CONTENTS: Reviewing adverbs of frequency, seasons, simple present of ordinary verbs. Words relating to sports. III/ TECHNIQUES: Matching. Example exchange IV/ TEACHING AIDS: Pictures are sports. Cassette recorder, tape. V/ PROCEDURES: STEPS TECHNIQUES & CONTENT Warm up Presentation -Telling sports activates which students play in the seasons. -Using pictures to talk about the sports activities in each season and use the adverbs of frequency. -Teaching vocabulary: - Activity (n): - Sailing (n): - Basketball (n) : - Sail (v) : - function of adverbs frequency and position of them. + Students listen to the tape and repeat. + Substitution: Sports activities in each season. We often play volleyball in the spring. Having students work in pair to practice the present continuous tense. Example: What are they doing? They are playing volleyball. Teacher calls some of pair to present in front of the class from a to f. Teacher corrects mistakes. - Reviewing the present simple tense with adverbs of frequency. - Look at the pictures to talk about what sports someone play in the seasons. S + Adv of frequency + V + in the summer/ winter/ fall/ spring. Telling about the new structures freely. Learn the new words and structures. Do exercises - Prepare B2. Practice Homework: Week Preparing date : 8/3/2009 Period : UNIT 13: ACTIVITIES AND THE SEASONS SECTION B: ACTIVITIES IN SEASONS B2 I/ OBJECTIVES: Talking and writing about things you do in the different seasons. Developing speaking and writing skills. II/ LANGUAGE CONTENTS: Adverbs of frequency in further practice. Using the present simple tense to write about activities in different seasons. III/ TECHNIQUES: Role play Questions and answer. Transformation writing. IV/ PROCEDURES – SKILL DEVELOPMENT: STEPS TECHNIQUES & CONTENT Warm up Presentation Practice Controlled Further Structures Homework: Asking and answering the questions about the weather and the seasons. + What’s the weather like today? + What weather do you like? + What do you do in spring? -Using the picture to make the form of dialogue. -Pupils can do activities of the different seasons as spring, summer, fall, winter. -Substitution: seasons and activities (suggested by students) -Pair-works (using flashcards to finish the sentences in the dialogue). -Guiding the students to write the dialogue about themselves, beginning with In the spring, I ………… -Reminding the structures: What do you do in the …………? - (answering) -Asking and answering about activities of seasons. -Correcting them. -Reread the form of dialogue. -Prepare the next period: Unit 14 (A1, 2, 3) Week : Preparing date : 8/3/2009 Period : LESSON PLAN UNIT 14: MAKING PLANS (A1, 2, 3): I/ OBJECTIVES: The student learn how to speak and write about their summer vacation ask – answer about their vacation plans. II/ LANGUAGE CONTENTS: 1. Grammar: be going to + inf … How long ………………? 2. Vocabulary: (v) to visit, to stay (n) Vacation, destination plan, citadel, bay, beach. III/ TEACHING AIDS: Pictures of beautiful in Ha Long Bay, Hue, … Cassette recorder, tape. IV/ PROCEDURES – SKILL DEVELOPMENT: a. Review: - Teacher has students work in pair and practice speaking. - The students ask and answer some activities in latch season: What do you do in the ……? b. New lesson: STEPS TECHNIQUES & CONTENT Warm up Presentation Practice Introducing the beautiful places in Ha Noi, Hue, HCM city, … and asking the students the places they are going to visit. -Introducing the dialogue. Teaching some new words (using situation) + Summer vacation (n) + Visit (v) + To stay (v) with (some one) using picture à citadel (n) Playing the tape twice students listen and repeat. Teaching new structure I’m going to visit HaNoi this summer. è Be going to + bare inf. How along are you going stay è Pairs work: practicing the dialoged in pairs. -Students practice asking and answering in pairs. - Students practice in fontal the class and write their answer on the board and their notebook. - T. corrects errors’. -Guiding students to make new dialogue after reading A 3 (in pairs) - Correcting errors’. Consolidation Homework They ask and answer about their summer vacation plans. Learn new works by heat D exercise: A1, A2 (page 114 in workbook) Week : Preparing date : 8/3/2009 Period : UNIT 14: MAKING PLANS Section A: Vacation destinations (A4, A5): I/ OBJECTIVES: Reading a test about vacation plans to understand the details and practice going to future and sequencing words: first, then, next, after, finally. Developing listening, reading and speaking skills. II/ LANGUAGE CONTENTS: 1. Grammar: be going to + bare inf … Where + be + s + going to…? What + be + S + going to …? How long + be + s + going to …? 2. Vocabulary: (v) see (adv) first, then, next, finally. IV/ TEACHING AIDS: Pictures of Ha Long Bay, Hue, HCM city … V/ PROCEDURES : a. Review : (5) Asking students to look at the picture of Ha Long Bay or Hue or HCM city. Asking and answer about their summer vacation with structure. * Be going to + bare inf * What? Where? How long? b. New lesson: (40’ STEPS TECHNIQUES & CONTENT Warm up Presentation Practice Consolidation Homework Introducing the situation of the text Phuong and Mai are going on Vacation this summer: Where are they going? Where are they going to stay? Where else are they going? (can introduce Vietnamese) Pre-teaming some new words first (adv) then (adv) next (adv) see (v) -Playing the tape once (close the book) - Playing it twice (part of the text) - The students review “going to” future in questions with: what? Where? How long? - Asking students to read the text silently. -Asking some students to read aloud and correcting their pronunciation. -Guiding students to make a table of notes about the five different places Phương and Mai are going to visit. (teacher makes a table of notes then student write in their workbook) Time Place Stay with How along Activities First Then Next After That Finally - Asking students to look at the table of notes and answering about their plan - Correcting errors. -Asking some pair of students to ask and answer about their vacation plans using: What? Where? How along? Learn new words by heart Practice question and answer: where? What? How long? STEPS TECHNIQUES & CONTENT Warm up Presentation Practice Consolidation Homework Introducing the situation of the text Phuong and Mai are going on Vacation this summer: Where are they going? Where are they going to stay? Where else are they going? (can introduce Vietnamese) Pre-teaming some new words first (adv) then (adv) next (adv) see (v) -Playing the tape once (close the book) - Playing it twice (part of the text) - The students review “going to” future in questions with: what? Where? How long? - Asking students to read the text silently. -Asking some students to read aloud and correcting their pronunciation. -Guiding students to make a table of notes about the five different places Phương and Mai are going to visit. (teacher makes a table of notes then student write in it) Time Place Stay with How along Activities First Then Next After That Finally - Asking students to look at the table of notes and answering about their plan - Correcting errors. -Asking some pair of students to ask and answer about their vacation plans using: What? Where? How along? Learn new words by heart Practice question and answer: where? What? How long? ---- Week : Preparing date : /3/200 Period : UNIT 14: MAKING PLANS Section B: Free time plans (: B1, 2, 3) I/ OBJECTIVES: Further listening practice with “going to” to talk about plans for the near future. Developing listening, reading, writing and speaking skills. II/ LANGUAGE CONTENTS: 1. Grammar: review “future” be going to + bare inf … 2. Vocabulary: weekend, Jurassic Pard, I don’t know What about you? IV/ TEACHING AIDS: Cassette recorder + tape Some picture of sports. V/ PROCEDURES: a. Review : (5) Students talk about where they are going to visit and how long they stay there. New lesson: (40’) STEPS TECHNIQUES & CONTENT Warm-up Presentation Practice Consolidation Homework: -You go to school in the morning (or afternoon) then in the afternoon what are you going to do? Ex: play badminton, listen music -Giving free time plans - Teacher introduces the dialogue] -Playing the text once (book close) - Playing the text twice (stopping the tape after each sentence) -Reviewing structure Be going to + bare inf -The students give some sentences with structure: Be going to … -Pair work - Reading these statements, they give answer true or false. T: Lan’s going to do her homework tonight F: She’s going to visit their grandmother F: Tuan’s going to play table tennis. Explaining the exercise -Students do this exercise in pairs. -Correcting errors. Introducing the content of the dialogue -Nga and Ba talk about what they are going to do on the weekend. -Teaching some new words: * Weekend (n), I don’t know … -Playing the tape once (book closed) - playing the tape twice (stopping) -Students repeat. -Making some questions to check student understands. 1. What’s Ba going to do on weekend? 2. What’s she going to see? -practice in pair - Correcting errors. -Asking the students: What are you going to do on weekend? - Students answer: …… - Students answer: …… 1. On Saturday morning, I’m going … 2. On Saturday afternoon, I’m going … 3. On Saturday evening, I’m going … - The students write them in their exercises books. Learnt new words by heart Ask and answer with : be going to … Do exercise B1 page 115 ( in workbook Week : Preparing date : /3/200 Period : UNIT 14: MAKING PLANS Section B: Free Time Plans (B5-6) I/ OBJECTIVES: Further listening and reading practice with “going to”, and the way to talk about other people’s plans. Developing listening and reading. II/ LANGUAGE CONTENTS: 1. Grammar: Practice with “be going to” … 2. Vocabulary: picnic, camera, photo, food (n) Drink, take (v) IV/ TEACHING AIDS: Cassette recorder + tape, pictures. V/ PROCEDURES: a. The previous lesson: - Yêu cầu 2 hoct sinh đối thoại với nhau, nói về kế hoạch của mình trong thời gian rãnh ( dùng tonight – tomorrow or at the weekend) - Check some vocabularies. b. New lesson: STEPS TECHNIQUES & CONTENT Warm up Presentation Practice -Using pictures to introduce the situation. -Students: listen -Reviewing the words and teaching new words -Repeating these words: picnic, camera, photo, food, drink, take. - Giving some questions: What are they going to do? Who is going to take photos? -Asking students to listen and answer - Playing the tape once - Correcting task 1 after the first listening. Nam ………à camera à take some photos Tuan ……à some food Minh ……à some drink -Playing the tape again - Listening and reading - Pair work: students ask and answer questions about Nam, Tuan, Minh Summary Homework: - Using picture to introduce the situation and helping students to know the names of people in the text and what are they going to do/ bring/ - Listening -Looking at the pictures and telling what those things are. - Playing the tape once – listening - Playing the tape again - Correcting * Vui… à a tent and some food * Lan … à a ball * Ly … à camera and tape some photos. * Nga and Mai … à some drinks. * To camp in SaPa. - Pair work: students ask and answer questions about their free time plans (Vui, Ly,…) - Question – answer with … be going to + inf What …? Who …? Where …? - Group work of 3 students. Asking and answering questions with: be going to + inf What about you? – I don’t know a) Bài tập: Dựa vào bài học đã học ở trên, em hãy viết câu hỏi và trả lời ( ở phần 5 & 6 /145) Họ dự định làm gì – ở đâu – đi đâu – Họ đem theo vật dụng gì? b) Bài học: Học từ mới – cấu trúc : be going to + infinitive Cụm từ: on the weekend – tonight, tomorrow Week : Preparing date : /3/200 Period : UNIT 14: MAKING PLANS Section C: Suggestions (C1-2-3) I/ OBJECTIVES: Making suggestions with “Let’s …” and responding. Further practice in “want to (do)…” Developing listening and reading skills. II/ LANGUAGE CONTENTS: 1. Grammar: Structure – making suggestions: * Let’s … ,* Why don’t …? * What about …? ,* Want to + infinitive 2. Vocabulary: pagoda, minibus (n) Walk (v), good idea ,Far-hot IV/ TEACHING AIDS: Cassette recorder + tape, pictures. Picture (from picture in the text book page 147/148) V/ PROCEDURES : a. The previous lesson: - Yêu cầu 3 học sinh trả lời câu hỏi (theo ý của mình) sau đó viết trên bảng + What are you going to do tomorrow? (P1) + What are you going to do tonight (P2) + What are you going to do on the weekend? (P3) - Check vocabularies. b. The new lesson: STEPS TECHNIQUES & CONTENT Warm up Presentation Practice Summary Homework -Introducing the situation of the text - Pre-teaching some new words (using picture): travel, pagoda, minibus, walk - Asking students to name some beautiful places in VN: Hue, Ha Long Bay, … - Listening-reading the dialogue - Teaching the structure: * Let’s = Let us (chúng ta hãy …) Ex: Let’s go camping * What about …? (còn về dự định …) Ex: What about going to Hue? * Why don’t we …? (tại sao không) Ex: Why don’t we go to Huong pagoda? * Pair work: ask students practicing the dialogue. - Reading the questions page 148 and answers. - Two students (ask and answer) and write the board. - Asking students to ask and answer, using: * What + be going to + infinitive? * What + do/does + S + want …? à S + want (s) + to infinitive * Let’s … * Why don’t …? * What about …? - Working in pair (making similar conversations to those in C1/147-using students’ real activities) Ex: + What are we going to do on the weekend? (in the vacation) + Let’s go camping in Vung Tau + Why don’t we go to Dam Sen Park + That’s a good idea + How are we going to travel? + Let’s go by bus. learn by heart them . prepare next parts – Grammar Practice Week : Preparing date : /3/200 Period : UNIT 14: MAKING PLANS Section C: Suggestions – Grammar practice Period 6: C3 I/ OBJECTIVES: Making suggestion with “Let’s …” Exercises in work book. Further practice in present Simple-adverbs of frequency Present progressive “going to”. Further the weather. II/ LANGUAGE CONTENTS: 1. Grammar: Structure, making suggestions: + Let’s … + Why don’t you … + What about …? Review tenses: present simple- present progressive “going to” future Review adverbs of frequency Words relating to the weather, seasons, variation places. III/ TECHNIQUES: Survey Model sentences Picture drill Write it up Slap the board Nougats and crosses Word cue drill Gap fill Question and answer IV/ TEACHING AIDS: Picture (from picture in the book page 148) V/ PROCEDURES: a. The previous lesson: 4 học sinh đóng vai trò và đọc lại bài dialogue – trả lời câu hỏi 1. Ba: What does Nam want to do? (going to Hue) 2. Lan: What does Nga want to do? (going to Huong pagoda) 3. Nga: What does Lan want to go in the vacation (go camping) 4. Nam : How do you want to travel? (by minibus) Viết câu trả lời. b. The new lesson: STEPS TECHNIQUES & CONTENT Revision -Asking students to look at the picture (p.148) using: Let’s … Why don’t …? What about …? Go to the beach Visit museum Play volleyball Takes some photos Play badminton Go camping - Work in pair A: What are we going to do this weekend? B: Let’s go to the beach C: I don’t have money A: Why don’t we go camping in the park? C: How are we going to travel? B: Let’s go by bus A: Great - Do exercises in workbook (p.116/C) - Asking students to retell the formation of present Simple - The Auxiliary Verbs: do/ does (-) & (?) S + V (s – es) (-) S + don’t/ doesn’t + bare inf (?) Do/ Does + S + bare infi? -Practice : complete the dialogue -Explaining how to do this exercises - Listening and answering - Working in pair -Reviewing the present progressive S + be + V-ing - Complete the dialogue (p.151) - Asking the question “What are you going to do on the weekend” -Emphasizing the structure “going … to” -Completing the idea (p.152) - Emphasizing the question: What is the weather like …? - Asking students make question and answer - Using “going to…” - Pair work (p.153) -Making suggests: * Let’s … * What about …? * Why don’t we …? - Simple present – present progressive adverb of frequency _ future “going to …” Homework: 1. Bài tập: a) Do exercise workbook page 122 b) Chọn động từ trong ngoặc cho đúng thì: - Marie (play) aerobics every day - They always (go) swimming -Ngoc (watch) TV at the moment - We (go) HaNoi on the weekend 2. Bài học: a) Học thuộc các điểm văn phạm của các thì đã học. b) Oân lại từ vựng. Name: ………………………………………………….. TEST 45’ Class: …………………………………………………... I.Choose the suitable words to complete the sentences: (2ms) 1. I………soccer 3 times a week. A. Play B. Playing C. Plays 2. How often ………… Lan listen to music? A. Do B. Does C. Doing 3. Nam sometimes ……… chicken for dinner. A. Has B. Have C. Is 4. It is ………….. in the summer. A. Warm B. Hot C. Cold 5. …………….weather do you like? A. Which B. How C. What 6. How …………….are you going to stay?_ For a week. A. Long B. Often C. Many 7. She plays …………..tiwce a week. A. soccer B. music C. swimming 8. ………………a good idea. A. That B. What C. It’s II. Match the questions in column A with the suitable answers in column B(2ms) A B 1. How often do you listen to music? 2. What is the weather like in the fall? 3. What weather do you like? 4.What are you going to do tonight? a. I like hot weather. b. I am going to do my homework. c. It’s cool. d. Once a week. 1………………. 2…………………….. 3………………………… 4………………………….. III.Fill in the blanks with suitable words;(1,5 ms) Evening , likes , very family , swimming, Weather I love summer. It’s .................... hot . Every day , I often go ............... my friends . Sometimes I go to the beach with my ............................ . My sister doesn’t like to go swimming . She .......................... going for a walk with my mother in the warm ........................ after dinner. I like hot………..very much. IV.Complete the sentences with the correct form of verbs(2ms) 1. Lan (play)…………….badminton every morning. 2. How often (do)…………Ly( Play)…………..tennis? She (play)……………..tiwce a week. 3.My mother (cook)…………………………….now. V.Read. then answer the questions:((2,5 ms) Mai often plays sports ; so she is tall and strong . Her favorite sport is swimming. She goes swimming every day . She likes badminton and table-tennis , too . She often plays badminton and table-tennis in the afternoon . She sometimes does aerobics , too . At weekends , she sometimes has a picnic or goes fishing with some friends . She never goes to the zoo but she goes to the movies once a month . Now she is listening to music at home . 1. What does Mai often do ? 2. Which sports does she like best ? 3. How often does she go swimming ? 4. Does she play badminton and table-tennis ? 5. What is she doing now ? THE END Week: Preparing date: Period: TEST 45’ OBJECTIVES: By the end of the lesson students can do the test well and strengthen their knowledge. _Reading: Students will answer about their activities in the seasons. _Writing: Students will write the sentences keep the meaning unchanged. _Language focus: The present simple tense and the continuous present tense.Be going to. STRUCTURE OF THE TEST: TOPIC Recognize Communication Application Total KQ TL KQ TL KQ I/Reading II/writing III/Language Total Week: Preparing date: Period: CORRECTING TEST I/ OBJECTIVES: Students learn more about all they learned before. II/ LANGUAGE CONTENTS: Grammar: (structure) : Vocabulary: (review) III/ TEACHING AIDS: - Papper IV/ PROCEDURES: 1.Greetings:Teacher and students greet each other. 2. The new lesson: STAGES ACTIVITIES & CONTENTS 1.warm up 2.Presentation 3.Practice Teacher & students sing a song each other. Teacher review all students learned. Teacher correct the test. I.Choose the suitable words to complete the sentences. 1.A 5.C 2.B 6.A 3.A 7.A 4.B 8.A II.Matching. 1.D 2.C 3.A 4.B III.Fill in the blanks. Very; swimming; family; likes; Evening; weather; IV.Complete the sentences. 1.Plays 2.Does_play 3.Is cooking V.Answer. 1.Mai often plays sports. 2.She likes swimming best. 3.She goes swimming everyday. 4.Yes, she does. 5.she is listening to music at home. UNIT 15: COUNTRIES – SECTION: A, B, C PERIODS OBJECTIVES LANGUAGE CONTENTS TECHNIQUES 1 A1 + 2 +3 - Countries, nationalities and languages vocabulary to talk about where people are from. - Developing listening, presentation, speaking skills. *Grammar: + Where are you from? is he, she + I’m from … He, she is + Which language do/ does + S + speak? à S + speak/ speaks … *Vocabulary: words relating to countries, nationalities and languages. - Question- Answers - Role play 2 A4, A5, A6 - Writing a postcard about being on vacation - Developing reading comprehension and writing skills *Grammar: (Review) What’s …… name? How old ……? Where …… from? Which school ……? Which grade ……? * Vocabulary: a postcard, be on vacation, wet, a lot of = many, interesting places. - Question-answers - Groups work 3 B1, B2 - Comparing places using comparative and superlative adjectives of syllable. - Developing listening and speaking skills. * Grammar: (review) 1. (+er): small -> smaller -> the smallest (small, tall, cold) 2. (Double last letter + er): big -> bigger -> the biggest (big, wet, hot) * Vocabulary: Words relating to comparatives and superlative. - Pair work 4 B3, 4 -Reading facts about famous places in the world and practicing comparatives - Developing listening skill and reading comprehension. * Grammar:(review) Comparative, superlative * Vocabulary: long, high, thick, population, Sears Tower, PETRONAS Twin Towers, the Great Wall, metro, kilometer. - Questions and answers. 5 C1, C2 -“Lots of …” as a quantifier with geography vocabulary to describe Vietnam. - Developing listening and reading skills. * Grammar: - We have lots of/ many … - We have much/ lots/ a lot of … * Vocabulary: forest, desert, great, like, lots of. -Questions – answers - Gap filling. 6 C3 Reading a text about the world’s great Rivers and Mountains to skim for details and get further practice in comparatives and superlatives * Grammar : (review) Comparative, superlative * Vocabulary: flow to, sea, Tibet, North Africa. - Questions – Answers - True/ False prediction. Week : Preparing date : /4/200 Period : UNIT 15: COUNTRIES A-WE ARE THE WORLD (A1, 2, 3) I/ OBJECTIVES: Student learn about other countries and their Capitals, how to use their names, nationalities and languages exactly. Developing listening, presentation, speaking skills. II/ LANGUAGE CONTENTS: 1. Grammar: Where are you from? Is he is she I’m from …… He’s ; She’s…. + Which language do/does + S + speaks… à S + speak/ speaks …… 2. Vocabulary: Words relating to countries, nationalities and languages. IV/ TEACHING AIDS: Book, map, pictures, cassette. V/ TIMES: 45 minutes V/ PROCEDURES - SKILL DEVELOPMENT: Stages TECHNIQUES & CONTENT Warm up Presentation Students play “nougats and crosses” Group O Group X Play want cook Visit watch see Stay go walk T: writes on the board: world : thế giới S: Write down T: Repeat S: Repeat after the teacher T: How many countries are there in the world? S: (expected) There are about 200 countries in the world. T: Can you tell me the names of the countries you’ve known? S: VN, Japan, U.S.A … T: Write on the board: VN. Japan, U. S.A, Cananda, France, China, Great Britain; Repeat. S: Repeat after the teacher. Whole class Pairs A student T lets S listen to the cassette and repeat (A1/154) S: Listen to the cassette, then repeat T: introduces oneself and others, using the following structures: - Where are you from? Where + be + S + from? S + be + from … I’m from …. A 2 listen and read S: Listen and write-down T: Look at the picture and play the roles of Laura, Marie, Lee, John, Yoko, Susan, Bruce, Minh. S: listen and write down their notebooks T: Introduces Wh-Question - Where is Laura from? - She is from Canada. S: Notice the new structure given by the teacher T: Let students listen to the cassette and repeat. - Which languages do you speak? - I speak Vietnamese S: Listen and write down their notebooks. Which language do/does + S + speak? à S + speak/ speaks … T: asks them to repeat the structure S: repeat (whole class) T: Look at your book (A3/155), listen to the cassette twice and repeat chorally, then individually. T: Countries Nationalities and languages to talk about where people are from. Practice Consolidation Homework Introduce yourself My name is Lan I am from VN I speak Vietnamese S: Introduce themselves T: Introduce: Question and answer about nationalizes S: What’s your nationality? - I am Vietnamese T asks them to repeat S: repeat (whole class) Name Country Nationality Language Lan b. c. d. Vietnam Vietnamese Vietnamese Week : Preparing date : /4/200 Period : UNIT 15: COUNTRIES A-WE ARE THE WORLD (A 4, 5, 6) I/ OBJECTIVES: Writing a postcard about being on vacation Developing reading comprehension and writing skills. II/ LANGUAGE CONTENTS: 1. Grammar: (review) What’s …………name? How old …………………? Where ………………from? Which school ……………? Which grade ………………? 2. Vocabulary: a postcard, be on vacation, wet, a lot of = many, interesting places. III/ TEACHING AIDS: Book, color chalks, pictures, cassette. IV/ PROCEDURES: STEPS ACTIVITIES & CONTENT Warm up Presentation Questions – answers S: Listen to the tape + repeat T: Writes the table on the board A: Who’s that? B: That’s (name) A: Where’s he/ she from? B: He/ she’s from … (country) A: What’s his/ her nationality? A: He/ She’s … (nationality ) S: copy the table in their notebooks and complete the sentences. Pay attention to each question. T: Call a student, practice with her / him a model S: Listen to the other students dialogue, practice with the partners. T: Calls some other pairs of students to practice before the class and correct the mistakes if there are any. Pre-Teaching a postcard, to (be) on vacation, wet, a lot of = many, interesting places. T: Shows them some postcards. S: Look at the postcards shown by the teacher. T: Read the postcards aloud S: Reads the postcard T: Mention the situation when the writer writes the postcard. S: Listen to the teacher’s emphasis T: asks questions to ehcit the content of the postcards. S: Try to answer the questions about the content of the postcards. Matching T: Help student to write their our postcards. Explain how a postcard is written. S: Work in teams to put the words into three columns. Country City Interesting place Japan VN The USA China Australia France Tokyo Hue New York Beijing Sydney Paris Mount Fujiyama The Citadel The statue of liberty The Great Wall Bonding beach The Eiffel Tower. Board Drill Dùng cho học sinh giỏi S: Use the Grid as cues Example Exchange A: Where are you? B: I’m in Japan. I’m visiting Tokyo A: What are you going to do tomorrow? B: I’m going to visit Mount Fujiyama A 5/ 156 Group 1 Postcard from Japan 2 from VN 3 from the USA 4 from China 5 from Australia 6 from France Each group copies their postcards on to a poster and illustrates it. S move around the classroom and read the different postcards from around the world. Consolidation Homework: Tell them to practice asking and answering the following questions and write a short report 6/157 S: Practice in pairs Where are you from? I’m from VN Which language do you speak? He speaks Vietnamese Do exercises as directed Has them do exercise on page 124, 125, 126 in the work book. Week : Preparing date : /4/200 Period : UNIT 15: COUNTRIES Period 3: (B1, B2) I/ OBJECTIVES: Comparing places using comparative and superlative adjectives of syllable. Developing listening and speaking skills. II/ LANGUAGE CONTENTS: 1. Grammar: (+er) : small à smaller à the smallest (small, tall, cold) (Double last letter + er) big à bigger à the biggest 2. Vocabulary: words relating to comparative and superlative. III/ TEACHING AIDS: Pictures, cassette. IV/ PROCEDURES: STEPS TECHNIQUES & CONTENT Warm up Presentation Practice T: introduces game: “Slap the board” S: play game : “slap the board” Building City Yard Box House Tree Hotel T: Asks them to look at the pictures S: Look at their books. Notice the different of thing presented. T: Chooses three students who have different height and ask them to stand before the class. Asks students to observe and rill about each one. S: 3 chosen students stand in front of the class, others looks look at them and tell the teacher about the appearance of each one. T: write the words on the board and asks them to repeat A big building A bigger building The bigger building S: Repeat T: Listen to the tape three times (B1/158) S: Listen & repeat T: Give the structure Short adj + er -> comparative The + short adj + est -> superlative Ex: large à largest Notes: Comparative from of short adjectives: Short adjective + er -Superlative form, the definite article THE is written before the adjective. Ex: A: Hanoi is bigger than Da Nang B: But HCM city is the bigger T: Introduces new words: Capital T: Hanoi is the capital of VN. Each country has only one Capital S: (expected) capital: Thủ Đô T: Listen and repeat S: Write down T: Noughts and crosses Hanoi Hue Sapa HCM City Danang Hoi An Hai Phong Can Tho Dalat Ex: A: Ha Noi is bigger than …… (name of own town) or B: (name of own town) ……… is wetter than Hue. Let students listen to the tape (twice) S: listen, repeat and answers the question Name of cities Small Smaller Smallest Biggest Mexico v Tokyo v London v Ha Noi v T: Is HN bigger than HCM City? S: No, HCM city is bigger than HN T: Which is the biggest London or Tokyo? T: Tells them about the population of these cities S: Mexico : 13,6 million London: 6,3 million Tokyo: 12 million Ha Noi: 2,6 milion HCM city: 3,5 million T: Make a chart and give the numbers of the population in some cities, then ask students to compare the population in these cities. S: read (Whole class) 13,6: Thirteen point six 6,3: Six point three 2,6 : Two point six 3,5: Three point five Consolidation Homework T: Find mistakes - Mexico city is the biggest city in the world - Mexico city has a population of 13,6 million T: Asks them questions (yes-no) to check their vocabulary and reading comprehension. S: Listen to the teacher and answer the questions, then practice asking Wh question: Which T: Explains how to make questions with Which to ask about choice Mention how to pronounce. - Ask some models and let them answer. - Let them practice in pairs Write these sentences Which/ bigger/ Tokyo/ London Tokyo/ bigger/ London Tokyo/ 12 million London/ 6.3 million ---------------------------------------------------------------------------------------------- Week : Preparing date : 11 /4/2009 Period : UNIT 15: COUNTRIES Period 4: B3, B4 I/ OBJECTIVES: Reading facts about famous places in the world and practicing comparatives. Developing listening skill and reading comprehension. II/ LANGUAGE CONTENTS: 1. Grammar: (review) comparative, superlative 2. Vocabulary: long, high, thick, population, Sears Tower, The Great Wall, metro, kilometer. III/ TEACHING AIDS: Pictures, cassette. IV/ PROCEDURES: STAGES ACTIVITIES - CONTENT Warm up Presentation Play game “lucky numbers” 1 2 3 4 5 6 7 8 9 10 11 12 Lucky numbers: 2, 5, 8, 10, 12 1: smallest 7: tall 3: bigger 9: building 4: milion 10: house 6: The capital My city is the smallest in the country the dog is bigger than the cat My city has a population of 1.0 million Practice Asks students to name some tall buildings they know in VN as well as in other countries. S: Name some tall building in VN and in other countries. T: Lets them listen to the cassette without looking at the book. S: Listen to the teacher than answer the questions. T: Asks them some questions about the names of the buildings, the height the places where they are, then mark it on the board S: Look at the picture shown by the teacher and do as directed Sears Tower – Chicago USA 442 high Petronas Twin Towers – Kualalumpur Malaysia 452 high. Show them some more pictures of the tall buildings and let them make the comparison. Question – answers T: Shows them a picture of the Great Wall of China, asks them some questions about it (the country, the area, where it locates) S: Look at the picture of the Great Wall of China and answer the question of the teacher. T: let’s them listen to the cassette, then read the passage. S: Listen to the cassette. Read the passage. Explain the new words if necessary T: Lets them practice in pairs, ask and answer the questions. S: Listen to the teacher’s explanation. Consolidation Home work Practice in pairs. Ask partner as many questions as possible . work book /129 Week : Preparing date 11/4/2009 Period : UNIT 15: NATURAL FEATURES (C1, C2,C3,C4) I/ OBJECTIVES: “Lot’s of…” as a quantifier with Geography vocabulary to describe VN. Developing listening and reading skills. II/ LANGUAGE CONTENTS: 1. Grammar: We have lot of/ many We have much/ lots/ a lot of … 2. Vocabulary: Forrest, desert, great, like, lots of. III/ TEACHING AIDS: Pictures, book, co lour chalk. IV/ PROCEDURES STEPS TECHNIQUES & CONTENT Warm up T: Introduces “Chain game” Ex: A: In my country, there are rivers, mountains B: In my country, there are rivers, mountains, lakes … Presentation T: forest: It’s a place where there are many trees and animals S: forest: rừng T: desert: It’s a place where there is dry and sandy S: desert: sa mạc T: beach: It’s a place where is sandy and beside the sea S: beach: bờ biển Flow to: Chãy Start: bắt đầu North Africa: Bắc Phi Mediterranean Sea: Biển Địa Trung Hải T: Ex: Beach of Nha Trang Beach of Sam Son Repeat S: Repeat (Whole class) Pairs 1 students T: Shows them a map of VN, introducing some interesting places such as Dalat, Vung Tau, Hue, Sapa. Practice S: Look at the map of VN and listen to teacher’s introduction T: Shows them pictures in which there are: mountain, rive, forest, beach” to define the meanings of each item. S: Listen to the cassette and repeat chorally T: Shows them a picture of a desert and ask them of they know why there isn’t a desert in VN S: Look at the picture of a desert and answer the question key: “Because we have lots of rain/ the country is very green, we have big forests, lots of lakes and rives. T asks some more questions to make sure students all know the meanings of the geographical words. T: Complete the passage and write in your exercises book /164 Call 1 or 2 Ss go on the board S: (expected) a. Mountains e. forests b. rives f. beach c. lakes g. deserts d. rain T introduces “lost of” S: Listen and write down in their notebooks. Lot of = many Much Lots of + plural countable nouns uncountable nouns ex: We have lots of beach we have lost of rain T “True / false repetition drill” S: (expected) In VN there are lots of rives In VN there are many deserts In VN there are much rain In VN there are a lots of rain Consolidation T: Why can we say VN is beautiful country? S: Because VN has many forests, beautiful beaches, great rivers … Homework Learn by heart We have many/ lot of beaches We have much/ lots of rain Workbook p.130 Week : 33rd Preparing date : 2 /5/2008 Period : 97th RECAPING THE OLD KNOWLEDGE. I / Aim : Teacher recalls the old structures and grammar points . II/ Language : Vocabulary : Structures : III/ Teaching aids and skills : Teaching aids : Lesson plan , ruler , colored chalks Skills : Reading , speaking , writing . .. V/ PROCEDURES Stages Activities – Content Warm up Presentation Practice Summary Homework Teacher guides students to play the game : hangman Teacher recalls the old knowledge . * Present simple tense * tobe : am , is , are Affimative form I am …. Ex : I am a nurse . She Ex : She is a teacher . He It is …. TN1 DTS ít Teacher asks students to give example . We They Ex : They are students . You are …………. TN2 DTSnhiều Negative form S + to be not …………………………….. Teacher asks students to give example Ex : - I amnot a nurse . We aren’t doctor . Linh isn’t a farmer . Interrogative form Am Is + S ……………………..? Are Teacher asks students to give example . Ex : - Is she a student ? Yes , She is . No , She isn’t . Yes , They are . Are they soccer player ? No , They aren’t . Exercises1 - Give correct form of verbs . We ( be ) ………………………………..students . They ( be ) ……………………………….. farmer . She ( be ) ……………………………….. a nurse . Lan and Linh ( be ) ……………………………….. tall . Minh ( be ) ……………………………….. hungry . what ( be ) ……your name ? where ( be ) ………they ? ( be ) ……..he fat ? My mother ( be ) ……………a doctor . He ( be ) ………… Minh . Exercises 2 - Answer the following questions . What’s your name ? Which grade are you in ? How old are you ? What’s your father’s name ? Is your mother a teacher ? Are you a student ? Are you tall ? How old is your father ? How old is your mother ? Which class are you in ? Techer remarks and asks students to copy down in notebooks. Teacher asks students to prepare next grammar points : Present progressive tense . Be going to + V(infinitive )….. Questions words Learn by heart the old grammar points. Week : 33rd Preparing date : 2 /5/2008 Period : 98th RECAPING THE OLD KNOWLEDGE. I / Aim : Teacher recalls the old structures and grammar points . II/ Language : Vocabulary : Structures : III/ Teaching aids and skills : Teaching aids : Lesson plan , ruler , colored chalks Skills : Reading , speaking , writing . .. V/ PROCEDURES Stages Activities - Content Warm up Presentation Practice Summary Homework Teacher guides students to play the game : Bingo Teacher recalls the old knowledge . Present progressive tense. now , at the moment , at present Affimative form Am Is +Ving ….. Are Ex : She is listening to music now . Negative form S + am , is ,are not + Ving ……………. Ex: They aren’t playing soccer at the moment . Interrogative form Am Is + S + V ing ……………..? Are Yes , I am . Ex : Are you doing your homework ? No , I amnot . * be going to +Vinfi …………… Ex: We are going to visit Hue next weekend . Question words : Which , Where , Who , What , How , Who , How long , How old , How many …… Exercise 1 - Give correct form of verbs . Minh (go )……………….to school now . They ( play ) ……………………..video games at the moment . Lan and Minh ( visit )………………..their parents tomorrow . We ( listen ) ………………………………to music now . I ( drink ) …………………a cup of lemonade . I ( play ) ……………………..table tennis this afternoon. Exercise 2 : Fill in the question words . ………………….old are you ? …………………..people are there in their family ? ……………do you do ? ……………………..do you get up ? ……………………..do you go to school ? ………………………do you live ? ………………………...is that ? …………………………class are you in ? ………………………..students are there in your class ? ………………………..drinks do you play ? Techer remarks and asks students to copy down in notebooks. Teacher asks students to practice them at home . Learn by heart the old grammar points. Prepare next parts: Read comprehension to answer questions . Adverbs of frequency . Weather in the seasons . LESSON PLAN: ENGLISH 6 UNIT 16: MAN AND THE ENVIRONMENT SECTION: A, B PERIODS OBJECTIVES LANGUAGE CONTENTS TECHNIQUES 1 A1 + 3 - Countable and uncountable quantifiers: a lot, a little, a few to talk about food. - Developing listening, speaking and writing skills * Grammar: + How much …? There’s some A lot of ( lots of) A little + How many …? There are some …… A lot of (lots of) A few * Vocabulary: a little, a few -Picture drill 2 A 2 - Reading a text about farming and getting further practice in a lot, a little, a few. - Developing listening and reading comprehension *Grammar: (Review) Some A lot of + countable noun A few Some A lot of + uncountable noun A little * Vocabulary: animal, buffalo, cow, plow, pull a cart, grow, produce. - Question-answers 3 A 4, A 5 -Reading a text about the environment to understand ideas in teams of cause and effect: “why”, “because”. - Developing listening, reading comprehension and speaking skills. * Grammar: - Why …? - Because … * Vocabulary: land, cut down, burn, destroy, plants, in danger. - Question and answers 4 B1 -Reading a text about pollution for vocabulary and to understand ideas - Developing listening, reading comprehension and speaking, writing skills. * Grammar:(review) The present continuous tense. * Vocabulary: environment, ocean, sea, air, trash, pollute, waste, power, coal, oil, gas. - Questions and answers. - Write it – up 5 B2, B3 - Should and shouldn’t for giving advice about protecting the environment. - Developing listening and reading skills. * Grammar: imperative * Vocabulary: words relating to this topic - Picture drill - Matching 6 B4, B5, B6 - Further practice in should and shouldn’t for giving advice about environment. - Developing listening, speaking and writing skills * Grammar: Should Shouldn’t + V * Vocabulary: words relating to this topic - Rub out and remember dialogue - Picture drill. Week : Preparing date : / /2009 Period : UNIT 16: MAIN AND THE ENVIRONMENT PERIOD (A1, A3): ANIMALS AND PLANTS I/ OBJECTIVES: Countable and uncountable quantifiers: a lot, a little, a few to talk about food. Developing listening, speaking and writing skills II/ LANGUAGE CONTENTS: 1. Grammar: How much ……? There’s some …… A lot of A little How many ……? There are some…… A lot of (lots of) A few 2. Vocabulary: a little, a few III/ TECHNIQUES: Picture drill IV/ TEACHING AIDS: Pictures, book, cassette. V/ TIMES: 45 minutes V/ PROCEDURES - SKILL DEVELOPMENT: SECTION STEPS TECHNIQUES & CONTENT Warm up 5’ T: Uses pictures and some real things as chalk, pens, books water to identify the meanings and usage of the quantifiers, some, a few, a little, a lot of. S look at what the teacher shows and notice the meanings as well as the usage of quantifiers some, a few, a little, a lot of T: listen and repeat: some rice … then have them take note. Egg Apple Potato Carrots Orange Onions Countable noun Water Milk Meet Rice Fruit Uncountable noun Pre-reading 15’ T look at pictures A1/166 Ss look at p.166 T “Matching” Ss T: Explain: Rice à uncountable noun Egg à countable noun S listen and write noun Model sentences: How much rice is there? There’s some A lot of = (lots of) + rice A little How many eggs are there? There are some A lot of / lots of + eggs A few T: Listen to the tape (A1/166) S: Repeat (whole class) 1 student A3/167 While reading 10’ Post reading T: Explain the purpose of the practice, showing them the pictures and introduce the new word “green” = green table S: Listen to the teacher and notice the word greens = green T: Let them listen to the cassette and say the correct quantifiers before the nouns indicating farm products. Sulston attentively. Try to use the correct quantifiers and requested. T: Have them write the whole sentences in their notebook S: Do as the teacher requested. Say the quantifiers and the words loudly. 1. There a lot of potatoes. 2. There are some tomatoes 3. There are a lot of onions 4. There are few vegetables 5. There is little rice 6. There are some flowers. Consolidation 10’ “Chain” game “What’s for dinner?” Ex: a/ There’s a little rice b/ There’s a little rice and some tomatoes c/ There’s a little rice and some tomatoes and a few egger. d/ etc … Homework: (5’) Learn by heart structures Workbook 132 UNIT 16: MAIN AND THE ENVIRONMENT PERIOD (A2): ANIMALS AND PLANTS I/ OBJECTIVES: Reading a text about farming and getting further practice in a lot, a little, a few Developing listening and reading comprehension. II/ LANGUAGE CONTENTS: 1. Gra