Công thức toán học không thể tải, để xem trọn bộ tài liệu hoặc in ra làm bài tập, hãy tải file word về máy bạn nhé
Date of planning: 13/8 /2017 Date of teaching:6A,D,E :17 /8 /2017
Lesson 1: Getting started
By the end of the lesson, ss will be able to listen and read for specific information then practice listening and speaking with the lexical items related to the topic "Television".
There may not be enough time for all the activities.
Teacher’s activities | Students’ activities |
Vocabulary
* Checking vocab: Matching (A2 P.7) 2. Listen and read * Set the sences: | - cartoon (n) Phim hoạt hình [kɑ:'tu:n] comedy (n): Phim hài - local television (n): Truyền hình địa ['loukəl 'teliviʒn] phương
-funny (adj Hài hước )
giải trí
) |
? Look at the picture on page 6
? Who are they?
- educational [,edju:'kei∫ənl]
(n) mang tính giáo dục
? What is Phong doing?
? What are they talking about?
- Now we are going to listen and read a dialogue about Phong and Hung to see what they are talking about
? Listen and read then check your answer for the last question.
? Work individually.
? Share answers with your partner.
? Read the sentences carefully.
@ It makes me laugh..: Individual work - Compare in pairs
T gives feedback.
? Write down two things you like and dislike about TV.
? Talk to others in your groups. Note: Ss don’t have to say “I like..../don’t like...” They can use other structures instead.
Mr. Bean: funny, awful Tom: stupid, funny Jerry: Intelligent
Possible answer: No: beautiful, small
Key:
1. National 2. comedy 3. channels
4. competition 5. cartoons
6. educational
Lesson 2: A closer look 1
By the end of the lesson, ss will be able to:
Students may get confused when practicing the sound / θ / and / ð /.
+ Write new words
+ Read the dialogue
Teacher’s activities | Students’ activities |
Teaching vocab
* Checking vocab: Matching (Ex 1 P.8) - T plays the recording for Ss to listen and check their pronunciation. |
TV schedule (n): Lịch truyền hình -weatherman (n): Người thông báo tin thời tiết newsreader (n): Người đọc bản tin Remote (n): Bộ điều khiển TX control
|
? Ss work individually then compare in pairs.
? Teacher gives feedback.
? Get Ss to read 2 again to see how a word is defined.
Chương trình mà.......
1. / θ / and / ð / (4 P8)
? Listen and repeat. Pay attention to the sounds / θ / and
/ ð /
? Work individually to put the words into two groups.
? Check your answers in groups.
? Ss take turn read the sentence quickly and correctly 6 P8
3. remote control 4. MC
Suggested key:
Comedian: A person whose job is to make people laugh by telling jokes and funny stories.
.......
Key:
Sound / θ /: theatre, Thanksgivings, earth, both, through. Sound / ð /: there, them, neither, weatherman, than, feather
“The thirty-three thieves are thinking of how to get through the security.”
Teacher gets students to retell how to make sound / θ / and / ð /.
- Do Ex A1,2 P4, B1,2 P5 (WB)
Unit 3: A closer look 2
By the end of the lesson, ss will be able to use conjunctions (and, but, because...) and question words (where, who, why...).
The lesson may take time.
+ Write new words
+ Practice reading the words in exercise 4 P.8 concentrate on the sound /θ/ and
/ð/.
- cute | (adj ) | Xinh xắn |
- manner | (n): | Phong cách |
- reason | (n): | Lý do |
- series | (n): | Phim dài tập |
- penguin ['peηgwin] | (n): | Chim cánh cụt |
- although | conj | Mặc dù |
- though | conj | Mặc dù |
Teacher’s activities | Students’ activities |
1. Teaching vocab
* Checking vocab: Slap the board 2. Presentation text (1 P9) ? Read the conversation and underline the question words. ? Work individually. ? Share the answers with your partner. Remember! - Explain the use of question words. 3. Gap fill ? Look at the answer in the dialogue to choose the correct | New words
Key: What where how long
Key: 1. How often, What
|
question word.
? T gets Ss to read the remember box. T explains it to Ss.
? Get Ss to read the questions carefully and decide what the relationship between the two ideas is so that they can find the correct conjunction for each question.
? Ss work individually then correct in pairs.
Ss work in group, discuss and make questions for each information given.
Ask Ss to be careful when choosing question words.
Key: 1. and 2. but 3. Although
4. because 5. so
1-c 2-a 3-e 4-b 5-d Key:
Teacher gets students to the aims of the lesson.
Lesson 4: Communication
By the end of the lesson, ss will be able to talk about television and TV programmes.
Students may find it difficult to use English to express their idea.
Teacher’s activities | Students’ activities |
I. Pre-Speaking: * Preteach the vocab
- Ss work in pairs. II. While speaking * Discussion: - Teacher lets Ss to talk freely, | I. New words
+ education (n)
Key: 1. Japan 2. Viet Nam 3. Iceland 4. The USA 5. Finland 6. Britain. - groups work of 4 each. |
do not correct Ss’ answer.
* Reading: Ex 3a
III. Post speaking
* Work in group
- Teacher allow Ss 3 minutes to choose the programme they prefer and prepare for their speaking
- Ss read individually.
Educational vs educate? Small children vs kids?
Child: a boy or girl from the time of birth
until he or she is an adult, or a son or daughter of any age.
Kid: (informal) a child.
- Ss read about the two programmes and tell their group which one they prefer and why.
Teacher retells main points of the lesson.
Lesson 5: Skills 1
By the end of this lesson students can:
+ Read a TV schedule and descriptions of famous children's programmes for specific information
+ Talk about a favorite TV programme.
Weak students may find it difficult to catch up with whole class.
What do you often do in your free time? Do you like watching TV?
What kind of programmes on TV do you often watch? Do you kike cartoon?
What about Tom and jerry?
I think it is an interesting film. Do you agree with me?
- Write vocabulary.
- Read about two famous TV programmes for children again.
Teacher’s activities | Students’ activities |
1. Presentation
T explains the new words
+ What time does the animal start? + What is the content of the animals programme? Or What is the animals about? What time does the sport start? What is the sport about? What time does the game show start? What is the game show about ? What time does the science start? What is the science about? | ReadingRead the schedule for the World!* New words
It is about life in the Water It starts at 11.30 It is about Wheelbarrow Races It starts at 11.00 It is about Children are always right It starts at 12.15 It is about Journey to Jupiter |
What kind of programme do you like best? Why?
Do you often watch this programme ? When?
Who do you watch with?
* T asks Ss to read the information in part 3
T asks Sts:
Do you like TV?
What do you often watch on TV? What is your favourite programme? Why do you like it?
- T gives a topic:
"Tell your group about your favorite TV programme." Your talk should include the following information:
the channel it is on
the name of the programme
+ Wheelbarrow
+ The Parrot Instructor
+ Yes, we can
+ A documentary about the colorful living world in the Pacific
+ No, it isn't.
Tell your group about your favorite TV programme. Your talk should include the following information: the name of the programme
the channel it is on
the content of the programme
the content of the programme
the reason you like it
the reason you like it | |||
3. Consolidation -Talk about a favorite TV programme. The name of the programme->the channel it is on -> the content of the programme-> the reason you like it |
Teacher retells main points of the lesson.
- Do Ex D1, 2, 3 (WB).
Lesson 6: Skills 2
To help students develop writing skill, listening skill.
By the end of the lesson students will be able to:
It is rather difficult for weak Ss to express their ideas.
Music: Green Gree Summer | |
Cartoon: The Red Spotted Squirrel | |
Film: The Lonely Giraffe | |
Home and Garden: How to Make a Dog House | |
Our World: The old Town of Inca | |
Chatting
? Do you like watching TV?
? How many hours a day do you watch TV?
? Do you watch TV when you are eating? Learning lessons?
? What kind of programme do you watch most?
? Do you leave your TV on when you are not watching it?
- Teacher - Students.
Teacher’s activities | Students’ activities |
Pre teach
* Checking technique: Slap the board Listening.
Writing. -Let Ss read the questionnaire | I. New words
II. Listening Listen and tick.
1F 2T 3F 4T 5F III. Writing 3. What are your TV-watching habits? Suggested writing: |
and choose the most appropriate answer for him/her.
I do not watch much TV. I only spend one or two hours a day watching TV. I spend most of my free time on outdoor activities. I usually watch the VTV news on VTV1 channel. I usually turn off the TV when I do not watch it. I think I have good TV watching habits.
-Summarize the main point of the lesson.
Unit 7: Looking back & project
To help students produce the language from the previous sections and link with the topics.
By the end of the lesson students will be able to:
It is rather difficult for Ss to make use of all the content of this unit.
Brainstorming: -Have Ss work in 2 teams. | |||
TV viewer |
-Ss write as many words as possible
Teacher’s activities | Students’ activities |
I. Vocabulary. -Ask Ss write the words in the right column. - Correct mistakes. -Repeat the words. Ask Ss to read the text and fill in the gaps. -Correct II. Grammar.
-T asks Ss to look at the answers and decide which question word is to be used. -Give feedback and the correct answers.
-Ss do Ex individually.
|
MC Home and garden Gap fill.
II. Grammar. 3. Make question for each answer.
4. Connect sentences.
III. Communication 5. Rearrange sentences to have a complete conversation. Key: A-C-B-D-F-H-G-E-I-K |
**PROJECT
-Ss work in groups, interview their friends using the given questions.
6. Make a conversation:
HOW IMPORTANT IS TV TO YOU?
-Summarize the main point of the lesson.
Lesson 1: Getting started
By the end of the lesson, ss will be able to listen and read for specific information then practice listening and speaking with the lexical items related to the topic "Sports and Games".
There may not be enough time for all the activities.
Chatting
- Teacher asks whether students have any questions about the exercise in the workbook or not.
+ Do you like sports?
+ Which sport do you like best?
+ When do you usually play it?
+ Which channel do you usually watch it on TV?
+ Who do you play it with?
Teacher’s activities | Students’ activities |
I. Presentation - T asks Ss to look at the picture and asks: + Who do you see in the picture? + Where are they? + What do you think they are talking about?
* Checking vocab: R0R II. Practice
* T gets Ss refers Ss to the conversation to find the phrase
+ Wow : used to express surprise. + Congratulations: used to congratulate sb/ st to tell sb that you are pleased about their success. + Great: it is used to show admiration. + See you then: used when you say | I. New words
dục
- fit adj Khỏe mạnh
-volleyball n Bóng chuyền ['vɔlibɔ:l]
II. Getting started 1a. Answer the questions + Duong can play table tennis + Mai is going to learn karate. + Because the equipment is morden and the people are friendly. + At the karate club. 1b. Find these expresssions in the conversation. Check what they mean. + wow Eg: + S1:This is my new school. S2: Wow! This school is great! + Congratulations Eg: + S3: Last week, I got a lot of good marks in Math. S4: Congratulations. You are a good |
goodbye.
Ss work in pairs
student.
+ great
+ See you then
Eg:
+ S5: Hello. How are you S6: I'm fine , thank you.
S5: This weekend is free. Would you like to go to the cinema with me?
S6: Ok. What time?
S5: At 7.30 in front of the cinema. S6. Great. See you then
1. cycling 2. table tennis 3. running
4. swimming 5. chess 6. skiing
+ A sport: an activity that you do for your pleasure and that needs physical exercise
+ A game: an activity or a sport with rules in which people or teams compete against each other.
Lesson 2: A closer look 1
By the end of the lesson, ss will be able to pronounce correctly the sounds
/eə/ and /iə/ in isolation and in context; Use the lexical items related to the topic “Sports and games”.
There may not be enough time for all the activities.
* Check old lesson
2. Revision
dialogue and answer the questions.
Teacher’s activities | Students’ activities |
T notices the way to read the sounds.
T plays the recording. Ss listen and repeat sentence by sentence. Ss recognize the two sounds the underline the word in the sentences. | VocabularyVocabulary-goggle (n) ['gɔgl]: Kính (bể bơi)
2. Matching (Act 2 P.18) - Key: 1. bicycle 2. a ball 3. sports shoes 4. skis 5. a boat 6. a racket 7. a skateboard 8. goggles 3. Matching ( Act 3 P.18) Key: 1c - 2d - 3a - 4e - 5g - 6h - 7b - 8f II. Pronunciation /eə/ and /iə/ Practise sounding out the sounds /eə/ and /iə/ together. Listen and repeat.
Key: 1A - 2C - 3B - 4A - 5B - 6A
1. fair 2. hear 3. idea 4. square 5. nearly 6. cheered |
- Do exercise A1, 2 (p.10), B1, 2, 3, 4 (P.10, 11) workbook.
Lesson 3: A closer look 2
By the end of the lesson, ss will be able to:
There may not be enough time for all the activities.
+ One student goes to the board to write new words and practise reading the two sound /eə/ and /iə/.
Teacher’s activities | Students’ activities |
| I. Grammar. The present continuous tense for future. * Grammar box (TB P.19) |
about past actions.
-Go round and correct mistakes or give help when necessary.
+ Notes: The spelling rules of “-ed” form.
Have - had eat - ate...
1. were 2. was 3. was - did - was
4. Did - were - did - was
1.wa s | 2.didn’t do | 3.sat | 4.watch ed | 5.went | ||
6.ha d | 7.did | 8.visite d | 9.ate | 10.sco red |
(Ss take turns asking and answering about their last weekend.)
Negative: V! Negative: Don’t + V! Ex: Keep silent!
Don’t talk in class!
Tell your friends what to do and what not to do at the gym.
Pay your fee first!
Put on your sports shoes!
Listen to the instructor carefully! Don’t litter!
Don’t eat or drink at the gym!
Lesson 4: Communication
By the end of this lesson students will be able to:
Students may find it difficult to use English to express their idea.
* Chatting
T: Who are they on the ground? S1: They are football players.
T: How many people are there in this picture?
S2: There are………
T: What colour are their clothes they are wearing?
S3: They are wearing red shorts and white T- shirts.
T: Where are they standing ?
S4: They are standing on the football yard.
Teacher’s activities | Students’ activities |
I. Pre-Speaking: 1. Pre-teach Teacher uses different techniques to teach vocab (situation, realia) - Follow the seven steps of teaching vocab. * Checking technique: Slap the board
( blue, yellow, black, green, and red) II. While speaking * Ex1 P.21 T models the conversation with an advanced student. - Have Ss work in pairs. * Ex2 P.21 * T gives Ss plenty of time to work in pairs to ask and answer the questions. - T asks some questions + What sports do you play in your free time? + What sports do you do at school? + Which sports do you like watching on TV?
III. Post speaking
| I. New words
II. Practice 1. Sports quiz
2. Pair work In pairs, interview your partner using the following questions. Ask for more information.
3. Free talk - Talk about a sportsman you like. |
Teacher retells main points of the lesson.
Lesson 5: Skills 1
Reading for information about famous sports people.
Talking about the activities/sports/games they do in their spare time.
By the end of the lesson students will be able to:
Weak students may find it difficult to catch up with the whole class.
Teacher’s activities | Students’ activities |
Look at the picture, ask and answer the questions T: Who is this? S: This is Pele. S: Ask and answer the questions in pair T: get pairs of Ss to perform in front of class, some students to write the answer on the black board. |
Questions:
2. New words: - career(n): = Job |
S: Read the text in silence and check the answers
S: Read the text in silence S: Ask and answer the questions in pairs
S1: When was Pele born? S2: He was born on October 21, 1940
………………………………
S: Work individually and tick the right column.
T: Get some Ss to give the answer.
S1: Why do you often play badminton?
S2: I often play badminton because when I play it I can make a lot of friends and I can keep fit. It is easy to play.
- T moves around and checks.
- regard(v): coi như là
Possible answers:
d. He is regarded as the King of football.
Questions and the answers:
He was born on October 21, 1940
Discuss the question in group
S3: Why do you often play soccer?
S4: I often play soccer because it is a popular sport . I can play and watch it everywhere. I can play it with many people.
…………………………….
Ask and answer the given questions. S1: Do you like sport?
S2: Yes, I do
S1: Which sport do you play? S2: I play football
………………………….
Teacher gets students to retell what they have learnt.
Lesson 6: Skills 2
Listen to get information about the sports/games people play. Write a paragraph about the sport/game they like.
By the end of the lesson students will be able to:
Weak students may find it difficult to catch up with the whole class.
Teacher’s activities | Students’ activities |
* Pre listening:
+ T asks Ss to skim exercise 2 to make their predictions.
| I. LISTENING Who are the passages about? 1. Exercise 1 (P.23) |
+ Teacher plays the recording once only for Ss to listen and check their predictions.
+ Teacher plays the recording again. While Ss listen, they have to write down T or F.
+ Play the recording the third time for students to fill the blanks.
+ Ss share their answers with a partner.
+ T plays the recording again for Ss to listen and check.
- They are about Hai, Alice, Bill and Trung.
1F 2T 3T 4F 5T
1. club 2. play
3. watching 4. Bill
Write about a sport/game you like. Use your own ideas and the following cue:
My name is Linh. I am not a very sporty person but I love playing games, especially intelligence games. Of all the games I play, I love playing Chinese chess the best. It is an individual game. One player plays against the other. How long it lasts depends on the two players. This game is very popular in Asia especially in China and Vietnam. It only needs a chessboard and thirty-two chessmen. To play the game well, you need a little intelligence and ruse. Playing Chinese chess helps me improve my intelligence....
Teacher gets students to retell what they have learnt.
1C | 2A | 3D | 4C | 5B |
Lesson 7: Looking back & project
To help students recycle the language from the previous sections and link with the topic: Sports and games.
By the end of the lesson students will be able to:
It is rather difficult for Ss to make use of all the content of this unit.
Teacher’s activities | Students’ activities |
Ss work individually to do exercises. Asks Ss to compare their answer with their partner Gives the answers
| Vocabulary:
Activity 1. Do the work individually and compare with partner Check the answer Activity 2 Key: 1. cycling 2. football 3. boxing 4. table tennis 5. basketball II. Grammar Activity 3 Key: |
- Have Ss write their answers in | 1. are | 2. took | 3. started |
their notebooks. T checks their 4. are answers. playing 5. did you do, cycled, watched
gives correction. 1. Please stop making noise.
Activity 5:
Then they can check their answers with a partner before discussing the 1. play 2. hear 3. games answers as a class. T gives 4. sports 5. famous correction.
following. III. Communication Activity 6. 1.a 2. e 3. b 4. c 5. d
questions and answers. Project
anything difficult for Ss. Make sure 2. Write about the game you choose they understand everything thoroughly.
|
-Summarize the main point of the lesson.
Lesson 1: Getting started
By the end of the lesson, ss will be able to listen and read for specific information then practice listening and speaking with the lexical items related to the topic "Cities of the world".
There may not be enough time for all the activities.
Chatting
Have you ever been to Brazil?
Do you know about Rio de Janeiro capital? Where is the Big Ben?
- Teacher – Whole class
2. Revision
Teacher’s activities | Students’ activities |
Vocabulary
T use picture to present new words Name the continents
Ask sts to match Ask sts to copy in note books 2. Listen and read * Set the sences: ? What are Mai and Tom | I.Vocabulary.
5.South America: (n) Nam Mỹ 6.North America:(n) Bắc Mỹ 7.Europe ['juərəp](n):Châu Âu 8.Asia ['eiʒə; ei∫ə](n):Châu Á 9.Australia [ɔs'treiljə](n):Châu Úc 5. photo (n) : bức ảnh (realial) *Revise some adjs: hot, cold, clean, big, modern, great…. II. The dialogue : Ss name the cities in the photos. T asks them to support their answers. Task 1: T/F statements |
doing?
? What are they looking at?
- Play the recording. Ss listen and read.
Sts practise in pairs. Answer T or F.
Asks to read the dialogue again and do part 2- P27
* Keys for part 2:
1.F( They are looking at…)
2.F (most of cities) 3.T
4.F(There are more modern..) 5.F( never been to NY)
-answer T’qs
Keys
Which continent is it? What is its capital?
What are its major cities? What is it famous for?
T guides Sts to do ex a.continent
b.coutry c.city d.capital
4-Sweden
5-Ben Thanh Market 6-the Louvre
7-Amsterdam 8-Africa
Lesson 2: A closer look 1
By the end of the lesson, ss will be able to pronounce correctly the sounds
/əu/ and /ai/ in isolation and in context; Use the lexical items related to the topic “Cities of the world”.
There may not be enough time for all the activities.
* Check old leson
2. Revision
Teacher’s activities | Students’ activities |
* Checking vocab: R0R
* Notes: Some adjective can’t go with particular nouns. We can’t say “long/short city” or “rainy | VocabularyVocabulary-common (adj) ['kɔmən]: Chung
2. Matching (Act 1 P.28) - Key: old-new clean-dirty Dangerous - safe ... 3. Word webs ( Act 2 P.18) Key:
II. Pronunciation |
people”.
...
/ai/.
/əu/ and /ai/
Practise sounding out the sounds //əu/ and
/ai/ together.
/əu/ | /ai/ | ||
Cold Snow Old Clothes Hold | Sky Exciting High Fine Flight |
Superlatives of long adjectives
- Do exercise A1, 2, 3 (p.16), B 2, 3, 4 (P.16, 17) workbook.
Lesson 3: A closer look 2
By the end of the lesson, ss will be able to understand and use the present perfect tense.
- Grammar: the present perfect tense.
There may not be enough time for all the activities.
Check old lesson:
Teacher’s activities | Students’ activities |
| Grammar. The present perfect tense
Ss underlined all the verb in present perfect tense. Use the grammar box to explain that the present perfect is used to show that one has had or has never had this experience. Activity 2 (P.30) 1. has been 2. has been 3. has visited 4. has been 5. hasn’t been Activity 3 (P.30) - Ss work individually then compare the answers with their partners.
Activity 4 (P.30) |
asking Ss questions. Ask Ss to provide the verbs and their past participles.
Go around the class asking the survey questions. Find out:
+ Have you ever........?
Lesson 4: Communication
Students will able to identify landmarks in cities around the world and compare features of cities around the world.
By the end of the lesson, Ss can review superlative adjectives and present perfect to talk about landmarks in cities around the world.
Weak Ss may find it difficult to express their idea.
+ Write the form of the present perfect. What is it used for? Give examples.
Teacher’s activities | Students’ activities |
Pre – reading.T: leads Students to the new lesson. T: Elicits pictures and asks students to guess: - what are they? - Which country? T: asks students to work in pairs and match. Ss: work in pairs and match. ( T goes around and manages) T: calls students to stand up and match. Some students stand up and match. T: checks and comment. T: asks students to look at part 2. Then introduce new words. Ss: listen and write. T: reads model. Then ask students to read in chorus -> group-> individual. Ss: read new words. T: has a student work in pairs and match words with the meaning. Ss: work in pairs and matching. T: checks and comments.
| Ss: Guess and answer the questions.
2. Read about the landmarks. Can you guess which landmark from 1 they are? * New words:
* Matching ( to) design (v) ◊ ◊ Di sản văn hóa thế giới Symbol (n) ◊ ◊ Thiết kế Landmark (n) ◊ ◊ Sinh vật, tạo vật Creature (n) ◊ ◊ Biểu tượng UNESCO ◊ ◊ Danh thắng World Heritage (n) I. Practice |
T: asks students to read the texts in the book and guess which landmark from 1 they are.
Ss: work in pairs and read.
T: Calls some students to read and give answer.
Some students give answer.
T: listens, checks and gives correct answer.
Ss: write down.
T: has students read the texts again and then do exercise: write true or false.
Ss: read the texts again and do exercise.
T: calls some students to give answer.
Some students give answer.
T: listens, checks and gives correct answer.
Ss: listen and write.
T: controls students to play game. ( each group thinks of a city, a country, or a landmark and give clues to other guess)
T: gives model. Then manages students to play game.
Ss: play game in group.
T: finds the winner and rewards.
House
1F (The bell in the tower is the largest bell ever made in England.)
2F (It was designed by a Danish architect.) 3T
4F (It is the most visited landmark in the world.)
5F (Quoc Tu Giam is Viet Nam’s first.) 6F ( It has a lion’s head and fish’s body.)
Play game
Example:
A: It’s a city. It’s very hot and crowded. B: Is it Tokyo?
A: No, it’s not. It’s in South America. The people there love football.
B: Is it Rio de Janeiro? A: Yes, it is!
Lesson 5: Skills 1
Reading for specific and general information in texts, including postcards. Using the present perfect to talk about experiences.
By the end of the lesson students will be able to:
Weak students may find it difficult to catch up with the whole class.
Oral:
T : Look at this postcard: (Ac 1 P.32). T: Postcard: photos on one side, short texts on the other side. It can be sent without envelope.
What is the picture on the postcard of? What do you think is written on this postcard?
What is the purpose of writing and sending postcard while you are on holiday?
Teacher’s activities | Students’ activities |
* Preteach the vocabulary
* Checking technique: Slap the board T asks Ss to read the postcard and answer the questions. -T asks Ss to note where they found the information that helped them to answer the questions. -Ss can compare their answers with their partners. -T corrects the answers:
- Ss read the text again, | READING
purpose ['pə:pəs](n): mục đích rent (v): thuê for rent discover [dis'kʌvə](v): khám phá amazing [ə'meiziη] (adj): kinh ngạc, sửng sốt
* Key:
3/ Matching: 1i 2c 3h 4b 5d 6g 7f 8e 9a |
matching the heading.
* Speaking.
- Ss can choose one of the cities they have learnt in this unit, or choose a city in Vietnam they like. Ask Ss to imagine they’ve just arrived in that city and want to tell others about it.
- T goes around to observe Ss working. Make sure they speak in full sentences now. Get Ss to join another pair to work in group.
II. SPEAKING
4/ Choose a city....:
Ss work individually answering the questions in the form of notes, but not in full sentences.
5/ Pair work.
- Ss use the notes to tell each other about the city they choose.
Teacher gets students to retell what they have learnt.
Lesson 6: Skills 2
Listen for specific details including facts and figures. Write a holiday postcard.
By the end of the lesson students will be able to:
Weak students may find it difficult to catch up with the whole class.
Teacher’s activities | Students’ activities |
T ask Ss what they see in the photos first. Ask if they know about Nobel Prize. Ss can talk about this in Vietnamese if they don’t have enough vocabulary. - T goes through the statements with Ss. Ask Ss to underline the most important information in each sentence. Ask Ss to listen for main ideas.
Notes: Space for writing on postcards is not big so people often write short sentences which contain the most important, and which can express what they are feeling. Tell Ss that | Listening
True or False?
4. Gaps fill Key: 1. 14 2. 700 3. 3,000 4. 10 December 5. 10 million II. WRITING A holiday postcard Study skills (Draw Ss’ attention to the postcard in 2, page 28 in Student book. Have Ss make the questions in full.) 5. Rearrange the words to make sentences. 1. Stockholm is fantastic! |
contraction is often used in writing postcards to make it short and informal.
Remind them how the 5 Ws and 1 H are included in the notes.
Sam Son is fantastic! The weather has been perfect. It’s sunny. The hotel is OK. I like sea food!
Teacher gets students to retell what they have learnt.
Lesson 7: Looking back & project
To help students recycle the language from the previous sections and link with the topic: Cities of the world.
By the end of the lesson students will be able to:
- Revise and make the use of all the target knowledge in unit 9.
It is rather difficult for Ss to make use of all the content of this unit.
Teacher’s activities | Students’ activities | ||
Ss work individually to do exercises. Asks Ss to compare their answer with their partner Gives the answers
| Vocabulary: Activity 1Do the work individually and compare with partner Check the answer 1a,b 2a,c 3a,c 4a,b 5b,c
3. have been 4. have been 5. Have you visited 6. have seen Activity 3: Key:
Activity 4:
III. Communication Activity 5. Practise asking and answering “Have you ever.....?” question. A: Have you ever been on TV? B: Yes. A: When was that? B: Last year. A: Which programme were you in? B: Erm...the Evening News. A: Why were you there? B: I don’t remember. |
- Students do the project as homework.
A: Oh, you’re a liar!
PROJECT
-Summarize the main point of the lesson.
REVIEW 3
This lesson will help students revise the language they have studied and the skills they have practiced since unit 7.
By the end of the lesson, Ss can review the language they have learnt include: pronunciation, vocabulary and grammar they have learnt from unit 7-8-9 by doing exercises.
Weak students may find it difficult to catch up with the whole class.
Brainstorming: -Have Ss work in 2 teams. -Teacher checks with whole class. | Present perfect | ||
What you have learnt in units 7-9? ` Past simple |
1. started | 2. play | 3. had |
4. is | 5. bought | 6. has worked |
Teacher’s activities | Students’ activities |
Ss do this task separately and share their answers later with a partner.
Ss do this task separately and share their answers later with a partner.
| A. Pronunciation: Activity 1Which underlined sound is pronounced differently in each group? 1C 2A 3A 4B 5D 6D
Listen to the recording and repeat the sentences. Concentrate on the sound [θ] and [ð]. B. Vocabulary:
1A 2B 3A 4A 5C
3. local television 4. country 5. remote control 6. Summer sports C. Grammar: Activity 5: Activity 6:
Activity 7:
3. the most 4. the most interesting colourful 5. the most dangerous D. Everyday English Activity 8 do the task in pairs |
1. e 2. a 3. c 4. b 5. d
Teacher gets students to retell what they have learnt.
REVIEW 3
(cont.)
This lesson will help students revise the language they have studied and the skills they have practised since unit 7.
By the end of the lesson, Ss can review skills( reading, speaking, listening & writing they have learnt from unit 7-8-9 by doing exercises.
Weak students may find it difficult to catch up with the whole class.
- T - Ss
Teacher’s activities | Students’ activities |
| A. Reading * Ex1+2 (individual) KEY: Ex1: 1B 2A Ex2
|
4. Putting your toes together
T plays the recording once for Ss to listen. Play the recording again for Ss to write down their answers. Announce the answers to Ss
Ask Ss to go through the questions and determine what information is needed for the answer.
*Ex3. Ss work in groups interviewing their friends about their likes.
Questions | Person 1 | Person 2 | ||
1. What city/country would you like to visit? | ||||
2. What sports/games do you like playing? | ||||
3. What TV programme do you like best? |
Have you ever...?
*Ex4. (individual) KEY :
3. country 4. Canada
5. cartoon
*Ex5. (individual)
Country | India |
Cities | Delhi, Madurai |
Activitie s | Watch snake performance. Visit temples and historic building, eat kebas (thịt nướng) |
Date | No 18 - 25 |
People | Friendly |
Weather | Very hot |
Last summer, Tim and Mark visited India. The weather there is very hot. They visited Madurai and the capital of India, Delhi. They watched snake performance, visited temples and historic buildings. They also ate kebabs there. It’s very delicious. In India, they met and talked a lot of people. The Indian are very friendly. They love India.
Teacher summaries and review unit 7, 8, 9.
Lesson 1: Getting started
This lesson will present the vocabulary and grammar items to be learned. Ss then practice listening and speaking with the lexical items related to the topic "Our houses in the future".
There may not be enough time for all the activities.
houses they are living in and the future - Discuss in group.
they have got.
Type of house | UFO |
Location | in the mountains |
Surroundings | many tall old trees |
Number of rooms | 20 |
Appliances in the room | a wireless TV |
Teacher’s activities | Students’ activities |
Teacher sets the scene by asking Ss about the picture + What is this? + What are Phong and Nick doing? + What can you see in the picture? * Vocabulary checking : R.O.R - Ss listen to the dialogue.
* T asks Ss read the table in part a. - T gives 2 minutes to Ss read it and complete the table. (T asks Ss to share their answers before discussing in groups or the whole class. T corrects and gives the right answers * T tells Ss to read the conversation again and find the appropriation information to complete the sentences
* T asks Ss to read the words - T explains new words if | Getting Started. 1. Vocabulary:
Complete the table
2. Match the words with the pictures. Then ask your partner about them.
|
necessary.
S1: Which house do you like best?
S2: I like the palace. S1: Why?
S2: Because it is big.
T divides the class into 4 groups Each group tries to guess where their house is located.
A: Outside my window I can see the beach and the water. I see children playing. Where's my house?
B: It's by the sea. A; Correct!
1- c 2- a 3- e 4- b 5- d
S1: Which house do you like best? S2: I like the palace.
S1: Why?
S2: Because it is big.
A: Outside my window I can see the beach and the water. I see children playing. Where's my house?
B: It's by the sea. A: Correct!
Lesson 2: A closer look 1
By the end of the lesson, ss will be able to pronounce correctly the sounds
/dr/ and /tr/ in isolation and in context; Use the lexical items related to the topic “Our house in the future”.
There may not be enough time for all the activities.
Teacher’s activities | Students’ activities |
* Checking vocab: R0R
| VocabularyVocabulary
2. Put the words in the right column
3. Matching |
T notices the way to read the sounds.
Key:
1c 2d 3b 4e 5a
II. Pronunciation
/dr/ and /tr/
Practise sounding out the sounds /dr/ and
/tr/ together.
/tr/.
Lesson 3: A closer look 2
1d | 2f | 3a | 4g | 5b |
6h | 7e | 8c |
By the end of the lesson, ss will be able to:
There may not be enough time for all the activities.
+ One student goes to the board to write new words and practise reading the two sound /dr/ and /tr/.
Teacher’s activities | Students’ activities |
| I. Grammar. Will for future. * Grammar box (TB P.41) We used will + V to talk about actions we think are likely to happen in the future. II. Practice * Activity 1 1. will 2. won’t 3. will 4. will 5. will 6. will 7.will 8.won’t 9.will 10. won’t Activity 2. Matching
Ss discuss the question: What will appliances |
.
do in the future? What won’t they do? Using the phrases in 2.
Ex: Robots will cook the meals.
Robots won’t take care of children.
2T | 4F | 4F |
5T | 6F |
Think about what you might do or have in the future. Share your ideas with your classmates. Ex:
I might have a smart phone to surf the Internet.
Lesson 4: Communication
Students can use “simple future tense” or “might” to talk about things or home in the future through communication activities.
By the end of the lesson, Ss can use “simple future tense” or “might” to talk about things or home in the future through communication activities.
Weak Ss may find it difficult to express their idea.
Chatting
+ What might We do in the future? Write sts’ answers on the board quickly
Ask sts to give their discussion on these answers
Ask them to read these answers aloud Repeat the use of ‘ might/ will?
Sts take turn to answer the questions
2. Revision
3. New lesson | |
Teacher’s activities | Students’ activities |
Task 1 Ask sts to write the phrases on six pieces of paper Ask them to try to remember these phrases Ask them to play the game in two teams : One st from each team shows a piece of paper then sts from other team have to guess the phrase in that piece of paper . With one correct answer, the team will be added 1 point Task 2 a/ Ask sts to read the questions and answer them by ticking Yes/ No Ask them to share the answers with their partner b/ Ask sts to work in pairs , using the questions in “a” to interview their partner Ask them to read the model example first Ask them to work in pairs Note them that they have to use “ | Play game Ex 1/
Ex 2/ b/ Work in pairs You: Hi, Hung. Will you have a lot of trees and flowers around your house? Hung: Yes, I will You: Will your house be in the mountain? Hung: No, I want my house by the sea |
will, might” in their conversation Ask sts to work in pairs aloud
Pay attention to their pronunciation
Lesson 5: Skills 1
Reading for specific information about houses in the future and future appliance.
Talking about houses in the future(types, locations, surroundings, rooms, appliances).
By the end of the lesson students will be able to:
Weak students may find it difficult to catch up with the whole class.
Teacher’s activities | Students’ activities |
Interaction between Ss & Ss
S: Read the text in silence and check the answers T helps Ss master new words One s tells the answer.
with the correct ones in B. * T asks Ss to read the passage again in silence. T asks 1 ss question (a) to make example.
- Others give remarks. - T gives out the correct answers. | READING
+ What type of house do you think it is?
+ Where do you think the house is?
+ What can you see around the house? + What can you see in the house? - robots …. Quickly read the text. Check your ideas from 1:+ helicopter (n) + solar energy (n)
* Answer key: 1- a, e, c, 2- b, d, f, g 4. Read the passage again and answer the questions. * Suggested answer:
II. SPEAKING 5. Work in pairs. Draw your future |
Eg: My house will be
+ Ss describe their house to their partner and the other will draw the house.
- T has ss tell about things they will have and what will it be used to do.
house
Eg: My house will be on the Moon. It will be large and comfortable.
There will be some big trees around it …
* suggested ideas:
Eg: I will have a smart phone to talk to my friends on others planets.
Teacher gets students to retell what they have learnt.
Lesson 6: Skills 2
To help students develop writing skill, listening skill.
By the end of the lesson students will be able to:
It is rather difficult for weak Ss to express their ideas.
Brainstorming
Your dream house
Teacher’s activities | Students’ activities |
A. Listening: * Pre- listening: - Ask sts to read the questions of task 1 -T asks Ss to describe the house which they like best * While- listening: - T asks Ss to read the task 1 in their book. - T can give some words before Ss listen.
- T asks Ss listen and tick what are important to Nick and Linda. | Listening
- Ss look at the pictures and give the name of them. ( Ss can guess the name of each picture) Eg: + type of house: + surroundings: + locations: * New words:
Linda: P3: ( villa by the sea, with a swimming pool and a flower garden) Nick: P1: ( apartment in the city) 2. Listen to the conversation again. What is important to Nick? What is important to Linda? Tick the columns.
II. Writing |
Type of house | |
Location | |
Surroundings | |
Number of room | |
Things in the house and what they will/ might do for you. |
Ss to write about the dream house.
-Summarize the main point of the lesson.
Lesson 7: Looking back & project
To help students recycle the language from the previous sections and link with the topic: Our houses in the future.
By the end of the lesson students will be able to:
It is rather difficult for Ss to make use of all the content of this unit.
Teacher’s activities | Students’ activities |
Ss work individually to do exercises. Asks Ss to compare their answer with their partner Gives the answers
Checks with the whole class
| Vocabulary:
Do the work individually and compare with partner Check the answer a. robot b. automatic dishwasher
Activity 2
Grammar
1. won’t 2. will 3. will 4. won’t 5. will 6. won’t * Activity 4: Gap fill 1. might 2. might 3. might not 4. might not 5. might, might III. Communication Activity 5. |
Think about an appliance you would like to have in the future. Write details about the appliance.
(Ss may do this at home)
Pair work
Example:
B: Yes, they will.
B: No, they won’t.
I will have a robot. It will help me take care of the flowers in the garden.
-Summarize the main point of the lesson.
This lesson will help students revise the language they have studied and the skills they have practised since unit 10.
By the end of the lesson, Ss can review the language they have learnt include: pronunciation, vocabulary and grammar they have learnt from unit 10, 11, 12 by doing exercises.
Weak students may find it difficult to catch up with the whole class.
Could
Brainstorming:
-Have Ss work in 2 teams.
-Teacher checks with whole class.
Conditional sentence type 1
Will be able to
What you have learnt
in units 10-12?
`
Teacher’s activities | Students’ activities |
Ss do this task separately and share their answers later with a partner.
Ss do this task separately and share their answers later with a partner.
| A. Pronuciation: * Activity 1 Which underlined sound is pronounced differently in each group? 1A 2C 3B 4A 5A B. Vocabulary: * Activity 2: 1. Deforestation 2. Air 3. noise 4. soil * Activity 3: 1. recognise 2. guards 3. make 4. do Grammar:Activity 4:
4. won’t need 5. will bring Activity 5:
|
Activity 6: 1. might meet | 2. will leave |
3. will go | 4. might visit |
5. might go |
the use of might. Ask Ss to tell the differences between the use uf will and might.
D. Everyday English
Activity 7
do the task in pairs
1. a
2. c 3. b
Teacher gets students to retell what they have learnt.
This lesson will help students revise the language they have studied and the skills they have practised since unit 10.
By the end of the lesson, Ss can review skills( reading, speaking, listening & writing they have learnt from unit 10, 11, 12 by doing exercises.
Weak students may find it difficult to catch up with the whole class.
- T - Ss
Teacher’s activities | Students’ activities |
T plays the recording once for Ss to listen. Play the recording again for Ss to write down their answers. Announce the answers to Ss
| A. Reading * Ex1+2 (individual) KEY: Ex1: 1A 2B 3C 4D Ex2: 1A 2B 3A 4A Speaking:*Ex3. Work in pairs. You are going to design your future house. Discuss the questions. *Ex4: Work in groups. Take turns describing your future house and try to persuade your group members to live in it. Who has the best future house in your group? My future house is.......
*Ex5. (individual) KEY : 1 4 2 5 3 6
I think we can do many things to improve the environment around us. Firstly, we should recycle more rubbish such as glass, paper, plastic,... Next, we should pick up rubbish in parks or in the street. Then, we can use reusable bags instead of plastic bags. Finally, we should save energy. We can turn off lights and TVs when we are not using them. |
board.
- Have Ss write the draft first, then ask them to write their final version in class or at home.
Teacher summaries and review unit 10, 11, 12.
Lesson 1: Getting started
This lesson will present the vocabulary and grammar items to be learned. Ss then practice listening and speaking with the lexical items related to the topic "Our greener world".
There may not be enough time for all the activities.
Chatting
S: plant trees
Collect paper/ bottles and cans/ ....
Reducing/ reusing / recycling
Give the correction( write a poster for his/ her future appliance)
Teacher’s activities | Students’ activities |
Introducing: using the picture in the book on page 48 and asks students to look at it then to answer the questions: + What are they doing? + What is this? + What do you know about this shopping bag? - Pre-teach vocabulary * Vocabulary checking : R.O.R
* T asks Ss do exercise a - T gives 2 minutes to Ss read it and complete the table. (T asks Ss to share their answers before discussing in groups or the whole class. T corrects and gives the right answers * T tells Ss to read the column A and B to make sure they understand. Get Ss to give the answers. - Confirm the correct answers. * T asks Ss to read conversation | - Students look at the picture then answer the questions: + They are going to the supermarket. + It’s a shopping bag + (S/T) : It’s a reusable shopping bag. It’s better than a plastic one because it’s made of natural materials. So it doesn’t cause the polluted environment. Getting Started. 1. Vocabulary:
+ reusable [,ri:'ju:zəbl] (adj): Có thể dùng lại được
+ pollution [pə'lu:∫n] (n): Sự ô nhiễm
Gap fill
3. the check-out 4. a/ a reusable 5. cycling b. Matching. 1b 2c 3a |
again to find the expression. Ask Ss to guess the meaning. Explain the meaning if necessary.
Says to students about the environmental problems today on page 49. Then asks the students to look at the picture and write each problem in the box under the picture.
+ Ask students to do exercise “2” in the book in groups in 2 minutes. Saying about the environmental problems today and write the environmental problems under the picture
+ Call students to go to the board to do in 2 minutes
+ Call some others to stand up and give the answers ( one by one)
+ Give the correction if necessary.
+ Teacher ask students to listen carefully to check the answers
+ Teacher ask students to listen again and repeat the answers.
+ Call some students to stand up and read again
+ Ask a student to read the rule on page 49
Divide the class into 2 teams to write down as many effects of the environmental problems today in 5 minutes
+ Teacher give out the remark.
Key:
Key: 1b 2d 3e 4c 5a
+ student listen to the rule on page 49
Lesson 2: A closer look 1
By the end of the lesson, ss will be able to:
Students may get confused when practising the sound / ɑ: / and / æ /.
+ Write new words
+ Read the dialogue
Reduce | Reuse | Recycle |
Rubbish, plastic bag, noise, plastic bottle, paper, water Electricity, gas | Plastic bag, glass, plastic bottle, can, paper, bulb, water, clothes Envelope, carton box, old textbook | Rubbish, plastic bag, glass, plastic bottle, can, paper, bulb Newspaper, textbook, plastic container |
Teacher’s activities | Students’ activities | ||
Teaching vocab
* Checking vocab: Matching (Ex 2 P.50) - T plays the recording for Ss to listen and check their pronunciation. 2. Matching (1 P.50) ? Ss work individually then compare in pairs. ? Teacher gives feedback. - - Elicit the difference between “recycling” and “reusing” from Ss. 3. Put the words in 2 into groups (3 P.50)
3. Listen to the “Three Rs” song (4 P.50) - Ss listen then sing along. II. Pronunciation 1. / ɑ: / and / æ / (5 P.51) - Explain how to make the two sounds. ? Listen and repeat. Pay attention to the sounds /ɑ:/ and / æ / 2. Listen and group the words (6 P.51) - Play the tape twice ? Work individually to put the |
1. rubbish 2. plastic bag 3. glass 4. plastic bottle 5. can 6. noise 7. paper 8. bulb 9. water 10. clothes
Key:
Key: Sound / ɑ: /: fast, plastic, glass, dance, answer, afternoon. |
words into two groups. ? Check your answers in groups. - Have two students write on the board. 3. Read the conversation. Write / ɑ: / or / æ / below each underlined letter (7 P.51) - Ss work individually then compare the answer with a partner. III. Production ? Play the recording and pause after each word which has the underlined part. (8 P.51) | Sound / æ /: had, bag, apple, activity | ||
Ss read the conversation. Write / ɑ: / or / æ / below each underlined letter 7 P.51 Key: Sound / ɑ: /: class, ask, father. Sound / æ /: stand, have, that
|
Teacher gets students to retell how to make sound /ɑ:/ and / æ /.
- Do Ex A1,2 P32, B1,2 P33,34 (WB)
Lesson 3: A closer look 2
By the end of the lesson, ss will be able to use conditional sentence type 1 correctly and appropriately.
- Grammar: Conditional type 1
There may not be enough time for all the activities.
+ One student goes to the board to write new words and practise reading the two sound /ɑ:/ and / æ /.
Teacher’s activities | Students’ activities |
- Ask Sts to read the conversation on page 47 while listening to the tape Ask them to pay attention to the conditional sentence type 1 Ask them to look at the Grammar box Give the use and the form of the conditional sentence type 1 If we all use this kind of bag, we’ll help the environment.
Sts do the task individually
| I. Grammar. Conditional sentence type 1. * Grammar box (TB P.51)
The form:If + S + V ( present simple), S + will/ won’t + V ( infi) Eg: If you use less paper, you will save a lot of trees. II. Practice * Exercise 2
* Exercise 3. Matching - Students do the task individually. Then write the answer on the board. 1- c 2- e 3- b 4- a 5- d Exercise 4.(Ss take turns asking and answering about their last weekend.)
....................... Exercise 5.
|
sentences on the board
- Call others to remark
- Teacher gives the correct answers
will have to turn off your appliances when you don’t use them.
Lesson 4: Communication
Students can use “conditional sentences – type 1” and questions to ask about frequency to talk about ways to “go green”.
By the end of the lesson, Ss can use “conditional sentences – type 1” and questions to ask about frequency to talk about ways to “go green”.
Weak Ss may find it difficult to express their idea.
Chatting
? What can we do to protect the environment?
T says: If you do all of things, you can make our environment green and beautiful.
Ss answer: We can:
+ Reduce rubbish.
+ Reuse old bottles, can, paper…
+ Recycle broken glass, plastic bottles, bags and cans, paper……
+ Plant more trees……
2. Revision
Column A | Column B |
1.do a survey 2.be in need
|
e.tiến hành cuộc điều tra. f. cơn gió thoảng |
Teacher’s activities | Students’ activities |
1. The 3Rs Club….. *Extra vocabulary. * Matching:
-T calls sts to remark.
-T asks ss to give example sentences. 2. Survey:
14 – 16 points: You’re green! 10 – 14 points : Try to be “greener”! 1 – 5 points : You aren’t “green” at all! 2. Interview a classmate……..
? How many people have from 14to 16 | 1. The 3Rs Club….. *Extra vocabulary.
6.Invite (v): mời Ex1: We wrap our books very beautifully. Key: - e
6 - d 2. Survey: How “Green” are you? Answer the questions by choosing A, B or C.
Q1: A(0) B(2) C(2) Q2: A(1) B(0) C( 2) Q3: A(0) B( 2) C(1) Q4: A(0) B (2) C(0) Q5: A(1) B(0) C(2) Q6: A(0) B(2) C(0) Q7: A(2) B(1) C(0) Q8: A(2) B(0) C(2)
Ex: If Mr/ Miss A find a beautiful old glass, he/ she will…………. (Students practice in pairs in front of the class.) *Answers can P1: Why do we destroy the forests? P2: What do we have to do to reduce |
points?
? How many people have from 10 to14 points?
? How many people have from 1 to 5 points?
3. Work in groups:
-Students work in groups.
-Students give questions.
air pollution?
P3: What do we have to do to reduce soil pollution?
P4: What can we do to protect our environment?
P5: Can you save energy?
Lesson 5: Skills 1
Reading for specific information about tips on how to be “green”. Talking about ways to “go green”.
By the end of the lesson students will be able to:
Weak students may find it difficult to catch up with the whole class.
Teacher’s activities | Students’ activities |
- T gives some pictures | I. READING Read the 3 Rs club poster about tips to |
T asks Ss to do exercise in part 1.
* concept check:
- ask sts match the words with their meaning.
- T can explain some new words if necessary.
T observes and helps sts when necessary
- ask sts read the 3Rs again and answer the questions.
- Ask sts to work in pairs.
- correct.
Let sts practice speaking about discussing with your group and put the tips in order from the easiest to most difficult.
+ Charity ['t∫æriti](n): Lòng khoan dung; hội từ thiện
+ recycling bin (n): Thùng rác
+ swap [swɔp](v): Trao đổi
+ creative (adj)
+ reusable (adj)
page 54.
Keys:
2- 3- 4- 8 - 1 - 7- 5 - 6 - 10
( clean your school / clean the street/ talk to other people about the importance to the envirnment’s protection/ recycling the old paper, glasses……………..)
reuse them.
away. Can you think of any creative ways to reuse.
a.- recyling the old envelopes.
- using the old envelopes to wrap food.
- recyling them.
Eg: I will have a smart phone to talk to my friends on others planets.
Teacher gets students to retell what they have learnt.
Lesson 6: Skills 2
To help students develop writing skill, listening skill.
By the end of the lesson students will be able to:
- Listen to get specific information about ways to make the school a “green”
place.
It is rather difficult for weak Ss to express their ideas.
Teacher’s activities | Students’ activities |
A. Listening: * Pre- listening: |
|
Key:
1. 6A 2. recycling
3. saving lights 4. book
5. 6E 6. bus
7. gardening 8. uniform
1F 2F 3T 4F 5T
Study skill - writing
First - Next - Then - After that - Finally...
3. Do you think your classmate will be a good club president?
-Summarize the main point of the lesson.
Lesson 7: Looking back & project
To help students recycle the language from the previous sections and link with the topic: Our greener world.
By the end of the lesson students will be able to:
Weak students may get confused with the conditional sentence - type 1.
Teacher’s activities | Students’ activities |
Ss work individually to do exercises. Asks Ss to compare their answer with their partner Gives the answers |
Do the work individually and compare with partner Check the answer Reduce: electricity, paper, gas, rubbish, water,.. Reuse: bottle, envelope, light bulb, can, .. Recycle: book, can, newspaper, plastic bag.. Activity 2 |
Ss work in pairs asking and answering questions about the 3Rs.
Checks with the whole class
Ss work in group. One student interview the other three group members and note down their answer. Ask Ss to report the results to the class.
(Ss may do this at home)
A: Can we reduce water use? B: Yes, we can.
A: How?
B: Don’t take a bath.
1. deforestation 2. air pollution
3. water pollution 4. noise pollution
1b 2e 3a 4c 5d
* Activity 4: Gap fill
1. is - will rise 2. rise - will disappear
3. reduce - will have 4. don’t have, will be
5. are - will be
Group work
What will you do if you have some used plastic bottle at home? | If you want to save electricit y at home, what will you do? | If you want to reduce rubbish at home, what will you do? | |
Student A | |||
Student B | |||
Student B |
I will have a robot. It will help me take care of the flowers in the garden.
-Summarize the main point of the lesson.
- Prepare for the next written test.
Lesson 1: Getting started
This lesson will present the vocabulary and grammar items to be learned. Ss then practice listening and speaking with the lexical items related to the topic "Robots".
There may not be enough time for all the activities.
-T writes " Robot" on the board.
Teacher’s activities | Students’ activities |
- Pre-teach vocabulary * Vocabulary checking : R.O.R - T introduces + Could for past ability and Will be able to for future ability by sentences in part 1 - In the past they had a minor role. They could do very simple things.
They won’t be able to do things like play football or drive a car T: plays the tape and students listen and read
-Call 2 pupils to go to the board and write
-Have Ss quickly match each activity with its picture.
| Getting Started. 1. Vocabulary:
Minor role: vai trò thứ yếu.
* Grammar: + Could for past ability In the past they had a minor role. They could do very simple things. + Will be able to for future ability. Ex: They will be able to do many things like humans. They won’t be able to do things like play football or drive a car. Read the conversation again. Answer the following questions.
Find the four types of robots in the conversation. Write them under the correct pictures below
Match the activities with the pictures. Then listen, check and repeat the phrases.1. c 2.d 3. a 4. b.
Work in groups. A student mimes one of the |
Let pupils play in groups.
Ss work in pairs.
activities in 2 and the others try to guess. Then swap.
Example: A: what am I doing?
B: You’re doing the dishes.
A. Yes, that’s right/ No, try again.
Example: I can draw./ I can’t swim.
Teacher go around the class asking these questions. Find out:
-The sports or games that some people cannot play.
Lesson 2: A closer look 1
By the end of the lesson, ss will be able to:
Students may get confused when practising the sound /ɔi/ and /au /.
+ Write new words
+ Read the dialogue
Teacher’s activities | Students’ activities |
Teaching vocab
* Checking vocab: R0R Matching (1 P.60)? Ss work individually then compare in pairs. ?Teacher gives feedback, play the recording. Ss listen and repeat.
? Ss work individually then compare in pairs. ? Teacher gives feedback. |
1. c 2. a 3. b 4. e 5. d
Grammar COULD 1. Mary could do sums at the age of 17. |
* Grammar - Get Ss to study the grammar box, draw Ss’ attention to the form of could. 3. Put the words in correct order (3 P.60) Ss work individually then compare in pairs. ? Teacher gives feedback. 4. Pairs work (4. P60) - Read the information abot the famous robot: Ongaku. Ask and answer questions about what it could/couldn’t do 2 years ago. 5. Writing Ss work individually then compare in pairs. ? Teacher gives feedback. Pronunciation
- Explain how to make the two sounds. ? Listen and repeat. Pay attention to the sounds /ɔi/ and /au / 2. Listen and group the words (6 P.60)
? Work individually to put the words into two groups. ? Check your answers in groups.
3. Listen and circle the word you hear (7 P.61) - Ss work individually then compare the answer with a partner. III. Production ? Play the recording and pause after each word which has the underlined part. (8 P.51) |
Ex: A: Could Ongaku lift heavy things 2 years ago? B: Yes, it could.
primary school.
| |
Key: Sound / ɔi /: voice, boy, toy, noisy, boil Sound / au /: down, house, around, flower, shout | ||
1. oil 2. cow 3. Ouch 4. bow - Ss then practice the chant. Notice the sound /ɔi/ and /au /. |
Teacher gets students to retell how to make sound /ɔi/ and /au /.
- Do Ex A1,2 , B1,2 (WB)
Lesson 3: A closer look 2
By the end of the lesson, ss will be able to:
Weak students may get confused with “be able to”.
+ What could robots do in the past ?
+ What will robots be able to do in the future?
Teacher’s activities | Students’ activities |
I. Grammar
Using : We use Will be able to talk about ability in the future
II. Practice Ask sts to read the ex1
Explain ex2 Help sts to do the example with picture 1 Ask st to answer the question “Will you be good at English when you are in year 8”. With picture 2,3,4,5,6 | I. grammar Will be able to … (Students study the grammar box page 60)
-Short answers II. Practice Ex1. Put the words in the correct order. 1.Robots will be able to do many things like humans in 2030
Ex2. Will you be good at English when you are in year 8. If yes : I will be able to read an English book when I am in year 8 If no: |
present | past | future |
Have sts to give the answer Correct them Ask sts to ask and answer the questions about the activities in ex2 in pairs before the class.
Ex: Will you be able to read an English book when you are in year 8? Yes, I will/ no, I won’t
Retell the usage of can, could, can’t, couldn’t, will be able to, won’t be able to. Have st to do the ex4 and 5 Correct and give the correct answer 1.can recognize
| I won’t be able to read an English book when I am in year 8 …. Ex3 Work in pairs. Ask and answer the questions about the activities in 2. Tell the class about your partner. Ex4: Fill the gaps with can, can’t, could, couldn’t, will be able to or won’t be able to. present past future Can Could -Will be able to Can’t Couldn’t -won’t be able to 1.couldn’t
Ex5. Complete the sentences. Use will be able to, can, could, and the verbs from the box. Ex6. Work in pairs. Look at the information from the table below and tell your partner what Kitty could do in the past, can do now and will be able to do in the future. | ||||
- Ask st to look at the information from the table below and tell your | skill | past | now | futur e | |
partner what Kitty could do in the past, can do now, and will be able to do in the future. - ask st to go to the board and write the answer | -Lift heavy things -Make coffee -Guard our house -Understand what we say | v x x x | v v v x | v v v v | |
- give the correct answer | Ex. In the past, Kitty could lift heavy things. Now, it can lift heavy things and in the future it will be able to lift heavy things In the past, Kitty couldn’t make coffee. Now, it can make coffee and in the future it will be able to make coffee |
Teacher gets students to retell the aims of the lesson.
- Do Ex B3,4,5,6 (WB)
Lesson 4: Communication
Students can use modal verbs to talk about robots’ skills.
By the end of the lesson, Ss can use modal verbs to talk about robots’ skills.
Weak Ss may find it difficult to express their idea.
Discussion
What skills do you like a robot to have?
- Ss work in group
2. Revision
3. New lesson | |
Teacher’s activities | Students’ activities |
1. Listening *Extra vocabulary.
* set the scene: Today we are going to listen to a television interview asking some people around the world about what skills they like their robots to have. Please think: What skills would you like a robot to have? And what skills do the two robots Ongaku and Kitty have?
2. Pair work: - Ask Ss to move around and ask different classmates what skills they | 1. Listening *Extra vocabulary.
1. words 2. shoes 3. first 4. school 5. water 2. Interview three people about what skill they want their robots to have. |
want their robots to have. Note down the | Interviewee | What abilities | ||
answer in the table in 2. | 1. Chi | |||
- Get Ss to practise reporting the result | 2. | |||
in groups. | 3. | |||
3. Work in groups: - T chooses some of the Ss to report | 3. Report the r | esult to the class: | ||
their result in front of the whole class. - T makes comment and correct any errors. | Ex: The robot Chi has can..... |
Lesson 5: Skills 1
Reading for specific information about types of robots and their abilities or
skills.
Talking about different types of robots and what they will be able to do in
the future.
By the end of the lesson students will be able to:
Weak students may find it difficult to catch up with the whole class.
Teacher’s activities | Students’ activities |
| I. READING 1. Find the following words/phrases in the text below. What do they mean?
2. Comprehension questions Key:
3. Read the text again and fill the table below. Types of What they will do? robots Cook, make tea or coffee, Home robots clean the house and do the washing Help children study, teach Teaching them English, literature, robots maths and other subjects, help children improve their English pronunciation |
Worker robots | Build our houses, buildings | ||
Doctor robots | Help sick people | ||
- Remind Ss of the form and use of will be able to. Ss may refer to the Grammar boxes in | Space robots | Buildspace stations on the Moon and other planets. | |
A closer look 2 and words and phrases that they can use to talk about robots’ skills in the Getting Started, A closer look 1, A closer look 2 and Communication.
| II. SPEAKING 4. Write what you think each type of robot will be able to do in the future. - Brainstorm ideas for additional everyday activities that a robot can help with. 5. Work in groups. Take turns talking about types of robots and what they will be to do in the future. Can you think of other types of robots?. |
Teacher gets students to retell what they have learnt.
Lesson 6: Skills 2
To help students develop writing skill, listening skill.
By the end of the lesson students will be able to:
It is rather difficult for weak Ss to express their ideas.
Teacher’s activities | Students’ activities |
A. Listening: * Pre- listening:
* While- listening:
B. Writing: * Pre-writing:
* While- writing:
| Listening
- Ss tick which statements about robots they agree or disagree with. 2. Listen and find out which person says what.
2. Duy 3. Mi 4. Phong 5. Mi 3. T/F statements 1F 2T 3T 4F II. Writing Gap fill.1b 2a 3c 4d
|
and teacher give comments on the paragraph on the board.
- T collects some writing to correct at home.
I agree with the idea that in the future robots will be very useful to us. There are many types of robots. These robots can do many things. Firstly, at home, home robots can do all of our housework. Secondly, in education teaching robots can help children do their homework. Also, in medicine, doctor robots will be able to help sick people. Finally, robots will be able to do all dangerous work for us. For these reasons, I think that robots will be useful in our future.
-Summarize the main point of the lesson.
Lesson 7: Looking back & project
To help students recycle the language from the previous sections and link with the topic: Robots.
By the end of the lesson students will be able to:
Weak students may get confused with “be able to” and “can”.
Teacher’s activities | Students’ activities |
Ss work individually to do exercises. Asks Ss to compare their answer with their partner Gives the answers
Check the answers with their partners.
(Ss may do this at home) | Vocabulary:
Do the work individually and compare with partner Check the answer 1. cut 2. lift 3. tea
Activity 2
II. Grammar * Activity 3: Gap fill
* Activity 4 1. Will robots be able to make coffee in the future? - Yes, they will / No, they won’t. 2. Could he ride a bike when he was in Year 6? - Yeas, he could / No, he couldn’t. 3. Can you do the dishes? - Yes, I can / No, I can’t. * Activity 5: Writing
..... Communication Activity 6.1c 2d 3a 4b
I will have a robot. It will help me take care of the flowers in the garden. |
-Summarize the main point of the lesson.
Xem thêm các bài tiếp theo bên dưới