1. WARM UP & INTRODUCTION ( 3’- 5’)

* Objectives:

- To create a friendly atmosphere in the class before the lesson;

- To give T and Ss a chance to introduce themselves;

- To lead into the unit

* Content: Have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the new class.

* Expected outcomes: Having a chance to speak English and focus on the topic of the lesson..

* Organisation: Teacher’s instructions…

Teacher’s & Student’s activities

Content

+ Greeting

+ Chatting

- Teacher (T) introduces himself/ herself

- T may introduce some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the new class…

- Have Ss to introduce themselves.

- T encourages Ss to talk in English as much as possible

+ Lead to the first unit of the new school year.

- Write the unit title on the board and ask Ss guest what they are going to learn this unit …

- Ask Ss to open their book and introduce what they are going to study….

+ Greeting

+ Chatting.                T_Ss

- Students (Ss) listen and learn how to introduce themselves.

- Introduce themselves (name; age; address; likes; dislikes ….friends… )

+ Students (Ss) listen and learn how to do the tasks.

- Answer the teacher’s questions

- Open their book and write .

2. NEW LESSON (12’-15’)

ACTIVITY 1+ 2:

* Objectives:

- To set the context for the introductory;

- To introduce the topic of the unit, the vocabulary, and the grammar points to be learned.

* Content: Some brief notes; Something about England, English . Introduce New Tieng Anh 8

* Expected outcomes: Ss learn something about England, and English; Learn how to use New Tieng Anh 8

* Organisation: Teacher’s instructions….

Teacher’s & Student’s activities

Content

1. T. asks sts some questions about England.

- What do you know about England?

- T. gives sts something about England and English.

- It located in North-west coast of Europe with very mild weather not too hot but not too cold.

- It consists of four parts: England, Wales, Scotland and Ireland.

- It’s official name is the UK

- Each part has its own flag of UK.

2. English:

- How many people speak English as their mother tongue?

- How many people speak English as their first language?

- How many people speak English as their second language or first foreign language?

- Why do you learn English?

- Is it important? Difficult? Useful? Interesting?

=> It’s very important, useful, interesting. It is the means of communication to one another.

3/ New English 8 text book:

- How many units are there in English 8 text book?

- What are they about?

There are 12 main units in the Students Book. Each unit has seven sections and provides language input for seven classroom lessons of 45 minutes each...At the beginning of each unit, there are explicit learning objectives that clearly state the main language points and skills to be taught in the unit.

- Section 1 :  GETTING STARTED.

It begins with a conversation followed by activities which introduce the topic of the unit. It then presents the vocabulary and the grammar items to be learned and practised through the skills and activities of the unit.

- Section 2 : A CLOSER LOOK 1 .

This section presents and practises the vocabulary and pronunciation of the unit. The active vocabulary of the unit is given in an interesting and illustrated way so that it is easy for students to memorise. Two sounds, which appear frequently in the unit, are given and practised in isolation and in context. Stress pattern of two-syllable words, three-syllable words, and rising and falling intonation for questions are also dealt with in the last units of the book. There are different exercises focusing on intensive practice of vocabulary and pronunciation.

- Section 3 : A CLOSER LOOK 2 .

This section deals with the main grammar point(s) of the unit. The new language point(s) taught in this section is / are already introduced in Getting Started. The exercises are well illustrated to help students remember and use the grammar items effectively. The Remember! boxes appear wherever necessary to give the rules or explanations and help students avoid common errors.

- Section 4:  COMMUNICATION.

This section is designed to help students use functional language in real life contexts and consolidate what they have learnt in the previous sections. It also gives students opportunities to learn and apply the cultural aspects of the language learnt to their lives and provides cultural information about Viet Nam and other countries.

Everyday English in this section gives students the skills to communicate effectively in various everyday situations...

- T_Ss

- Listen carefully and read aloud.

- Answer the teacher’s questions

- Give the answers

- Ss answer if possible

- Listen carefully and read aloud.

- There are many interesting things of England and you’ll gradually know about them in the progress of learning English.

2/ Introduction: English is an international language. Hundreds of million people speak English in the world. 400 million people speak English as their first language, 600 million people speak English as their second language or first foreign language. 4/5 of the world’s computers use program in English. ¾ of all international correspondence is in English.

3/ English 8 has 12 Units.

- T_Ss

- Each unit has 7 lessons.

- Section 5 : SKILL 1 . READING AND SPEAKING.

Reading

This section aims to develop students reading abilities. The reading text is often based on the vocabulary and structures that students have previously acquired to make the activity achievable..

Speaking

This section aims to provide further practice to support students in their spoken English....

- Section 6 : SKILL 2: LISTENING AND WRITING.

Listening

The listening activity follows the oral practice in the Speaking section. It provides students with an opportunity to listen to the language that they have practised orally, and trains them to listen for general and specific information.

Writing

This section focuses on developing studentswriting skills. It normally involves one of the text types required for students skill development. …

- Section 7: LOOKING BACK & PROJECT.

Looking Back recycles the language from the previous sections and links it with the unit topic. Its activities and exercises are designed to help students consolidate and apply what they have learnt in the unit. Teachers can use this section to evaluate their students performance and provide further practice if necessary.

The Project activity helps students improve their ability to work independently and in a team. It extends their imagination in a field related to the unit topic.

* English is not too difficult but it requires you hard working.

- Ss need learn by heart all vocabulary and their usage.

- Review the lesson everyday.

- Learn English everyday.

3. PRACTICE (15’)

ACTIVITY 3:

* Objectives: To help Ss understand the lesson. Class room language

* Content: Some brief notes; Something about England, English . Classroom language…

* Expected outcomes: Ss learn something about England, English; Classroom languages…

* Organisation: Teacher’s instructions….

Teacher’s & Student’s activities

Content

 3. How to learn English best?

- Tell us how you learn best?

- Tell us how you can learn English best?

* Some useful classroom languages:

- Who is the monitor?

- Who is absent today?

- Who is on duty today?

- May I go out?

- May I come in?.......

- How to improve your English :

- Listen to the teacher carefully, learn E. from many sources, always enrich your vocabulary, do exercises carefully, practice speaking, listening, writing, reading everyday. …

- Ss should work hard everyday to improve their English.

        “ Hard work is the key to success”

- T_Ss

- Listen carefully

- Practice saying classroom languages.

- Work in groups; in pairs; present the projects….

4. PRODUCTION/ FURTHER PRACTICE (8’)

ACTIVITY 4:

* Objectives: To revise / teach classroom languages.

* Content: Some brief notes; Something about England, English . Classroom languages…

* Expected outcomes: Ss know something about England, English; Classroom languages…

* Organisation: Teacher’s instructions…..

Teacher’s & Student’s activities

Content

- T gives  some questions to introduce the class expressions.

- Have Ss listen and repeat.

- Teacher says “ go out, please”à Go out

- Teacher says “No”     à Don’t go out

- Call on some pairs to practice in front of the class.

- The greetings :

- Goodmorning

- Good afternoo ; Good morning

- Good bye ….

- We can say “ May I go out”

- You can say “Stand up, please”.

- Listen, please; Read after me

-  Repeat please…..

5. WRAP-UP & HOMEWORK (2’)

* Instruct/ guide students to do their homework.

-  Prepare textbook, workbook, exercise book.

* HOMEWORK

- Learn classroom languages.

 - Prepare new lesson: Unit one LEISURE TIME.

1. WARM UP & INTRODUCTION ( 3’- 5’)

* Objectives: - To create an active atmosphere in the class before the lesson;

                      - To lead into the new lesson.

* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

* Expected outcomes: Having a chance to speak English.

* Organisation : Teacher’s instructions …

Teacher’s  Student’s activities

Content

+ Greeting   

+ Teacher (T) asks Ss some questions about the previous lessons, 

- T may introduce some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new class…

- T encourages Ss to talk in English as much as possible

+ Before ss open their books, T asks ss what they like doing for pleasure in their free time. Summarise ss answers and ask them what these activities are called.

- Elicit the phrase leisure activities. Tell ss that free time can be called leisure time. Write the unit title on the board Leisure time. Let ss open their books and start the lesson. Otherwise, T can:

- Show a picture with a lot of leisure activities for 15 seconds (see below).

- Hide the picture and ask ss to name the activities they see in the picture.

- Lead into the new lesson by saying: We do these activities in our free time or leisure time. Write the unit title on the board Leisure time.

- Share with ss the objectives of the lesson and let them open their books and start the lesson. It is a good idea to write the objectives in a corner of the board and leave them there or put them on a slide to show ss.

+ Greeting  

- T_Ss.

+ Students (Ss) listen and learn how to do the tasks.

- Open the book and write the tittle of the lesson.

2. PRESENTATION/ NEW LESSON ( 12’- 15’)

ACTIVITY 1:

* Objectives: - To set the context for the introductory dialogue;

- To introduce the topic of the unit, the vocabulary, the sounds, and the grammar points to be learnt.

* Content: Learn some new words . Read the conversation and find out new words. Focus on topic of the lesson, grammar points…

 * Expected outcomes:  Knowing more new words. Understanding the conversation; topic of the lesson, grammar points. Students know the topic of the unit and be ready for the conversation.

* Organisation : Teacher’s instructions.

Teacher’s  Student’s activities

Content

1. Listen and read :

* Teach vocabulary:

 + Teacher uses different techniques to teach vocab (situation, realia, translation.)

+ Teacher introduces the vocabulary by:

   - providing the pictures

  - eliciting the definition of the words

+ Teacher do the “Rub out and remember” checking technique.

- Ask ss to look at the pictures on page 8 - 9 and answer the questions below:

- What are they talking about?

- What activities can you see in the small pictures?

- Elicit answers from ss.

- Introduce the two characters:Tom and Trang. Explain that they are friends, and they meet each other by chance in a shopping mall.

- Play the recording twice for ss to listen and read along. Have ss underline the words that are related to the unit topic while they are listening and reading.

- Invite some pairs of ss to read the conversation aloud.

- Have ss say the words in the text that they think are related to the topic Leisure time. Quickly write the words on one part of the board. Comment on ss answers.

- T_Ss

*Vocabulary:

1. knitting kit (n) bộ dụng cụ đan len

2. DIY (n)           tự tay làm lấy

3. Dollhouse (n)  nhà búp bê

4. make paper flowers (v.phr)

                             làm hoa giấy

5. hang out (v)     đi chơi

3. PRACTICE ( 15’)

* Objectives:

2. To help ss understand the conversation.

3.  To introduce some vocabulary items related to leisure activities.

4.  To help ss revise the leisure activities they have learnt in 3.

* Content: Listen and read the conversation. Complete the sentences; Write the activities under the correct pictures.

* Expected outcomes:  Ss understand the content of the conversation and know the vocabulary related to the topic.

* Organisation:

Teacher’s  Student’s activities

Content

ACTIVITY 2: Read the conversation again and complete the sentences.

+ First, ask ss to read the sentences and fill in the blanks without reading the conversation again.

- Elicit the answers from ss. Quickly write these answers on the board.

Now have them read the conversation again to check their answers.

+ Allow them to share answers with a partner before discussing as a class,

- Ask Ss for their answers again, referring to the answers that have been written on the board before.

- Confirm the correct answers.

- T_Ss

- Work individually.

* Key:

1. knitting kit      2. leisure time

3. other people    4. hang out

5. Sunday

ACTIVITY 3: Work in pairs. Write the activities from the box under the correct pictures.

- Have Ss work individually to write the word and phrases in the box under the pictures. Have them compare their answers with a partner.

- Invite some ss to go to the board and write their answers.

- Confirm the correct answers.

- Have ss practise saying the word and phrases again.

- T_ Ss

- Ss to work individually.

* Key:

1. messaging friends     2. cooking

3. playing sport             4. doing puzzles

5. doing DIY                 6. surfing the net

EXTRA ACTIVITY:

- Put Ss into pairs.

- Ss read off the activities in the word box in 3 and say two sentences about one of the activities that they do. One sentence needs to be true and the other false:

Eg: 1. I enjoy cooking                  2. I hate cooking 

- The partner guesses which sentence is true.

- Ss switch the roles and continue with a few more activities.

ACTIVITY 4: Work in pairs. Read the phrases, and guess which activities in 3 are described

- Have Ss work in pairs and read the key words and phrases given, then guess the leisure activities.

- Ask for Ss answers and confirm the correct ones.

For a more able class, have ss work in groups. Each group writes down some key words and phrases about one or two leisure activities they do or know. Then they read aloud these words / phrases for the class to guess the activities.

- T_ Ss.

- Work individually.

* Key:

1. doing puzzles

2. doing DIY

3. playing sport

4. messaging friends

5. surfing the net

4. PRODUCTION/ FURTHER PRACTICE ( 8’)

ACTIVITY 5:

* Objectives: To help ss practise using the vocabulary items related to leisure activities.

* Content: Ask and answer the questions; Report the friends’ answers

* Expected outcomes:  Asking and answering the questions; Report it.

* Organisation :

Teacher’s  Student’s activities

Content

5. Work in groups. Ask one another the question below. Then report your friends’ answers to the class.

- Set time (3 — 5 minutes) for ss to do this activity.

- Have ss work in groups to ask one another the question in the book. Invite some ss to share the answers of their groups with the class.

- For a more able class, ask ss to work in their groups again and brainstorm all the leisure activities they know. After three minutes, the group with the most answers wins, and they are invited to share their answers with the whole class.

* Report it.

* Example:

If you have some free time this weekend. What will you do?

* Suggested outcome:

If I have free time this weekend, I will go to the cinema to see the latest film.

                                           5. WRAP-UP & HOME WORK (2’)

- Ask one or two ss to tell the class what they have learnt. Draw ss attention to the objectives on the board or show them the slide with the objectives. Tick the objectives that have been learnt.

- Ask ss to say aloud some words they remember from the lesson.

- If there is a projector in the classroom, then T should show the dialogue and highlight the key words related to the topic. It would be helpful if T also highlights in the dialogue the expressions about likes and dislikes, verbs of liking / disliking + gerunds, verbs of liking / disliking + to-infinitives, and the words with the sounds /ʊ/ and /u:/ . Tells ss that they will learn these language points in the upcoming lessons.

* HOME WORK:

- Do more exercises in workbook.

- Prepare new lesson: Lesson 2: A CLOSER LOOK 1 .

1. WARM UP & INTRODUCTION ( 3’- 5’)

* Objectives:

- To create an active atmosphere in the class before the lesson;

- To lead into the new lesson.

* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

* Expected outcomes: Having a chance to speak English. Students get some vocabulary from the lesson and be ready for the lesson.

* Organisation : Teacher’s instructions …

Teacher’s  Student’s activities

Content

+ Greeting   

+ Teacher (T) asks Ss some questions about the previous lessons, 

- T may introduce some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new class…

- T encourages Ss to talk in English as much as possible

+ Show some pictures of the leisure activities ss learnt in the previous lesson. Have some say the activities aloud. Lead into this lesson which focuses on expressions about likes and dislikes and /ʊ/ and /u:/ .

- Share with ss the lesson objectives and have them open their books and start the lesson. It is a good idea to write the objectives in a corner of the board and leave them there or put them on a slide to show Ss.

+ Greeting  

- T_Ss.

+ Students (Ss) listen and learn how to do the tasks.

- Open the book and write the tittle of the lesson.

2. PRESENTATION/ NEW LESSON ( 12’- 15’)

* Objectives:

- To present some expressions about likes and dislikes.

* Content: Learn some new words .

* Expected outcomes: Knowing more new words. Students know how to use the target vocabulary. 

* Organisation : Teacher’s instructions.

Teacher’s  Student’s activities

Content

ACTIVITY 1: Match a word/ phrase in column A with a word in column B to make expression about likes

* Teach vocabulary:

 + Teacher uses different techniques to teach vocab (situation, realia, translation.)

+ Teacher introduces the vocabulary by:

   - providing the pictures

  - eliciting the definition of the words

+ Teacher do the “Rub out and remember” checking technique.

** Have Ss read the words / phrases in column A and B and match them to make expressions about likes. Remind them that a word / phrase in column A can only go with one preposition in column B.

 Have ss work in pairs to compare their answers before giving T the answers.

 Check and confirm the correct answers. Ask them to change the expressions they have got so that the expressions can be about dislikes.

Elicit answers from ss. Confirm that when we want to change the expressions into those about dislikes, we can put not after the forms of the verb be. Give them the example: is fond of, which is changed into is not fond of. Invite some ss to do the same with other expressions.

- Ask Ss about the form of the verbs placed after these expressions. Tell them that the verbs need to be in -ing form.

+ Give them one example: Im fond of making paper flowers.

- Demonstrate the negative form: He is not fond of making paper flowers

- T_Ss

*Vocabulary

1. be interested in (n) quan tâm , thich

2. be fond of (n)        thích (rất nhiều )

3. be keen on (n)      mê , thich

4. be crazy about (adj) thích (Phát cuồng)

5. be into (adj)    thích

* LANGUAGE NOTE:

- To be keen on means to be very interest in or willing to do something.

(- To keen on có nghĩa là rất quan tâm hoặc sẵn sàng làm điều gì đó.)

- Im quite keen on football. ( Tôi khá mê bóng đá.)

- To be fond of  means to like someone/something or doing something very much.

( - To be fond of có nghĩa là thích ai đó / cái gì đó hoặc làm điều gì đó rất nhiều.)

  Im very keen on strawberries.

  ( Tôi rất thích/ quan tâm đến dâu tây.)

  Im keen on going to the party.

  ( Tôi rất thích đi dự tiệc.)

- To be crazy about is stronger than keen /fond.

- To be crazy about (Phát cuồng) Dùng nó mạnh hơn quan tâm / thích.

* Negative:

Example: Im fond of making paper flowers.

- The negative form: He is not fond of making paper flowers.

3. PRACTICE ( 15’)

* Objectives:

2. To help ss practise the expressions about likes and dislikes.

3. To give ss further practice with expressions about likes and dislikes.

* Content: Do the filling with a correct word from the box. Complete the sentences.

* Expected outcomes: Students understand how to use the vocabulary related to the topic.

* Organisation :

Teacher’s  Student’s activities

Content

ACTIVITY 2: Fill in each blank with a correct word from the box.

- Have Ss do this activity individually. Have ss read all the sentences carefully to make sure they understand the sentences and fill in the blanks with the words in the box.

- Let them share their answers in pairs. Invite some ss to give the answers and confirm the correct ones

- Ask Ss to make sentences with some of the expressions they have learnt. Invite ss to share their sentences. This activity can be carried out as a competitive game. Ask ss to work in groups and make as many sentences as possible with the expressions about likes and dislikes. The group with the most sentences wins and will be asked to say their sentences

- T_Ss

- Work individually.

* Key:

1. fond            2. interested

3. keenndly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

* Expected outcomes: Having a chance to speak English.

* Organisation : Teacher’s instructions …

Teacher’s  Student’s activities

Content

+ Greeting

+ Chatting.  

+ Teacher (T) asks Ss some questions about the previous lessons, 

- T may introduce some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new class…

- T encourages Ss to talk in English as much as possible

* Ask Ss some questions: What do you like doing in your free time? What does your mum like doing in her free time?..

- Invite some ss to answer the questions. Quickly write some of their answers on the board.

- Underline the -ing form of verbs in ss answers.

- Ask them if they remember the -ing form of verbs after some verbs such as like or hate they learnt in Tiêng Anh 7. Tell them that today they are going to learn some more verbs to describe likes and dislikes.

- Lead to the lesson.

- Introduce the objectives of the lesson. Write the objectives in the left corner of the board.

+ Greeting  

- T_Ss.

+ Students (Ss) listen and learn how to do the tasks.

- Open the book and write the tittle of the lesson.

2. PRESENTATION/ NEW LESSON ( 12’- 15’)

* Objectives:

1.To help ss identify the verbs that go with only gerunds and those that go with both gerunds and to-infinitives.

* Content: To teach grammar. Verbs of liking/ disliking

- To teach Ss verbs of liking and disliking with gerunds and to-infinitives

* Expected outcomes: Students know how to use the target grammar.

* Organisation : Teacher’s instructions.

Teacher’s  Student’s activities

Content

ACTIVITY 1: Work in pair. Put the verbs in the appropriate column.

* INTRODUCTION OF GERUNDS AND

TO-INFINITIVES

- Remind Ss of the concept of the gerund that they learnt in grade 7. Ask them how gerunds are formed and how they function grammatically.

Write on the board: I didnt know you like knitting. and I love to watch TV on Saturdays.

- Explain that in English if we want tofollow a verb with another action, we must use age run do ran infinitive. There are certain verbs that can only befollowed by one or the other,and these verbs must be memorised. Go through the Remember! box with ss. Tell ss that verbs of liking / disliking are often followed by gerunds and to-infinitives, and verbs such as love, like, hate and prefer may go with gerunds or toinfinitives with almost no change in meaning.

- Have Ss read the examples in the Remember! box, and then encourage them to give their own examples.

- T_Ss

* Verbs of liking:

love

like

fancy

prefer

enjoy

* Verbs of disliking:

detest

hate

dislike

* Suggested answers:

- Verbs followed by gerunds only: detest, fancy, dislike, enjoy

- Verbs followed by both gerunds and to-infinitives: love, like, hate, prefer

3. PRACTICE ( 15’)

* Objectives:

2- To help Ss practise the correct form of verbs after verbs of liking / disliking.

3- To give Ss further practice with verbs of liking / disliking.

4- To help Ss produce sentences with verbs of liking / disliking.

* Content: Ss practise using verbs of liking and disliking with gerunds and to-infinitives.

* Expected outcomes: Students understand how to use the target grammar.

* Organisation :

Teacher’s  Student’s activities

Content

ACTIVITY 2: Choose the correct answer A, B, or C.

- Have ss do this exercise individually and then compare their answers with a partner.

 Ask some ss to share their answers. Confirm the correct answers.

- T_Ss

* Keys:

1. A   2. A    3. C   4. B   5. A

ACTIVITY 3: Look at the pictures and complete the sentences, using the verbs in brackets in their suitable form.

+ Ask Ss what they see in each picture. For a less able class, T may want to write some key language on the board (e.g. play computer games / surfthe net).

- Have Ss do this exercise individually and then compare their answers With another classmate.

Invite some ss to write their answers on the board.

- Check the answers with the whole class. Confirm the correct answers. Accept different sentences provided that they are correct.

 - T_ Ss

- Ss to work individually.

* Key: 

1. Mark likes surfing / to surf the net.

2. The girls enjoy knitting.

3. My cousin dislikes cooking.

4. My father hates going / to go shopping.

5. Tom and his sister prefer doing / to do puzzles

EXTRA ACTIVITY:

- Materials: One A4 sheet of paper for every three ss

- Put ss into groups of three.

- One student makes a statement using a verb of liking + gerund. If one of the other Ss agrees, they repeat the statement.

- Then one group member writes "One of us.. . “ plus the sentence. Or  "Two of us.. plus the sentence or "All of us.. plus the sentence depending upon how many Ss agreed with the statement.

- The turn goes to another partner who also makes a statement using the same pattern.

- After every student has had a turn, repeat the process with verbs of liking + to-infinitives

ACTIVITY 4: Complete the sentences about yourself.

- Have Ss work individually to write the sentences about themselves.

- Invite some Ss to write their answers on the board.

- Comment on their answers. Accept different answers provided that they are logical and correct. 

* Teacher corrects for students as a whole class.

- T_ Ss.

- Work individually.

* Suggested answer:

- I like playing basketball.

- I hate cooking.

4. PRODUCTION/ FURTHER PRACTICE ( 8’)

* Objectives:

5. To help ss ask and answer about leisure activities, using verbs of liking / disliking.

* Content: Ss practise using verbs of liking and disliking with gerunds and to-infinitive

* Expected outcome: Students’ conversations

* Organisation:

Teacher’s  Student’s activities

Content

ACTIVITY 5: GAME: Likes and dislikes mimes

+ Divide ss into groups. Assign a group leader to manage the game.

+ Explain the rules of the game:

One student mimes a leisure activity he / she likes or dislikes. Other ss guess what the activity is by asking Yes / NO questions using the verbs they have learnt.

+ For each correct guess, each student gets one point. The group leader records the points of his / her group members.

+ Have Ss read the example in the book and model the way to play the game with one student if needed.

+ Let groups play the game for about 3 — 5 minutes.

+ Invite some groups to perform the game in front of the whole class. Comment on their performance.

* Teacher gives corrections and feedbacks.

* Example:

* Suggested outcome:

A: Do you like surfing the net?
B: No, I don’t.
C: Do you love messaging your friends?

B: Yes, I do.

                                           5. WRAP-UP & HOME WORK (2’)

- Ask one or two Ss to tell the class what they have learnt.

- Ask Ss to say make some sentences with words and phrases they remember from the lesson.

* HOME WORK:

- Do more exercises in workbook.

- Prepare new lesson: Lesson : COMMUNICATION.

1. WARM UP & INTRODUCTION ( 3’- 5’)

* Objectives:

- To create an active atmosphere in the class before the lesson;

- To lead into the new lesson.

* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

* Expected outcomes: Having a chance to speak English.

* Organisation : Teacher’s instructions …

Teacher’s  Student’s activities

Content

+ Greeting   

+ Teacher (T) asks Ss some questions about the previous lessons, 

- T may introduce some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new class…

- T encourages Ss to talk in English as much as possible

** Show some pictures of the hobbies that Ss learnt in the previous lessons. Ask some ss to make sentences about themselves, using the verbs of liking / disliking.

- Introduce the objectives of the lesson: learning how to invite and accept invitations and learn about teen leisure activities around the world.

+ Greeting  

- T_Ss.

+ Students (Ss) listen and learn how to do the tasks.

- Open the book and write the tittle of the lesson.

2. PRESENTATION/ NEW LESSON ( 12’- 15’)

EVERYDAY ENGLISH

Inviting and accepting invitation

* Objectives:

1. To introduce ways of inviting and accepting invitations;

          To help Ss practise inviting and accepting invitations.

* Content: Listen and read the dialogue. Learn how to invite and accept invitation.

 * Expected outcomes : Students know how to invite and accept invitation.

* Organisation : Teacher’s instructions.

Teacher’s  Student’s activities

Content

ACTIVITY1. Listen and read the dialogues below. Pay attention to the highlighted part.

* T elicits the dialogues.

- Play the recording for ss to listen and read the dialogues at the same time. Ask Ss to pay attention to the highlighted parts. Tell them that these are two ways to invite someone and two ways to accept invitations.

- Have Ss practise the dialogues in pairs. Call on some pairs to practise the dialogues in front Of the class.

* Teacher checks students’ understanding by asking some checking questions.

- T_Ss

*Trang: Would you like to go to the cooking club with me this Sunday?

Ann: Id love to. Thanks.

Tom: Do you fancy going for a walk? Mark: Thats great. Thanks.

3. PRACTICE ( 15’)

* Objectives:

 2+3 : To practise inviting and accepting invitations in the situations.

- To introduce some more leisure activities appearing in the texts that follow.

 4. To provide Ss with information about different leisure activities that teens in different countries enjoy doing.

 * Content: To practice  inviting and accepting invitations. Answer the questions. Read and complete the table.

* Expected outcomes: Students know how to use the structures to invite and accept invitation

 * Organisation :

Teacher’s  Student’s activities

Content

ACTIVITY 2: Work in pairs. Practise inviting and accepting invitations in the following situations. Remember to use the highlighted language in 1.

- Ask Ss to work in pairs to make similar dialogues, using the language they have learnt.

- Move around to observe and provide help.

- Call on some pairs to practise in frontofthe Class. - Comment on their performance.

- Have ss react the role-plays, but this time Trang starts with "Do you     and Tom starts with "Would you like .

- Confirm the correct answers.

- T_Ss

- Work in pairs.

*  you invite your friend to play badminton.

- you invite your friend to make paper flowers with you.

- you invite your friend to try home-made pizza.

A. Would you like to …… ?

B. I’d love to. Thanks.

Teens’ leisure activities around the world

ACTIVITY 3: To work in pairs. Ask and answer the question.

- Ask Ss to look at each picture and say what leisure activity it shows. If time allows, ask them what things are needed for each activity.What is the activity in each picture?

- Elicit answers from Ss.

- Confirm the correct answers.

 - T_ Ss

- Ss to work individually.

* Suggested answers:

Picture a: doing origami

Picture b: playing badminton

Picture c: snowboarding

ACTIVITY 4: Read what three teenagers say about their leisure activities. Complete the table with the information from the text. 

- Tell Ss that they are going to read about different leisure activities that teens in different countries enjoy doing.

- Have them look at the table of information and ask them to read the three short texts and complete the table.

- Ask Ss to work in pairs to do this activity. They can draw this table on a sheet of paper. After pairs finish their work, ask them to share their table with the whole class.

- Comment on their answers. Confirm the correct answers.

- If time allows, have some pairs give a short talk about each teen and his / her leisure activity.

- T_ Ss.

* Key:

EXTRA ACTIVITY

Materials: One sheet of A4 paper for every five Ss

- Put Ss into groups of five. Delegate one student to be the groups secretary.

- Ask the group secretary to make a chart similar to the one at the bottom Of 4. Put in five rows.

under the top heading and write the names of the ss in the left column.

- Each student tells their favourite leisure activity and the people they do the activity with as well as the benefits of the activity.

- When the chart is complete, each group member talks a little bit about their leisure activities giving more details about the people involved in the activity as well as the benefits.

- Do a class feedback session to find out the most popular leisure activity as well as the most uncommon one.

4. PRODUCTION ( 8’)

* Objectives:

5. To provide ss with a chance to share their opinions about the leisure activities in 4.

* Content: Ask and answer about the places Ss would like to visit.

* Expected outcomes: Students’ conversations . Report the group’s answers.

* Organisation :

Teacher’s  Student’s activities

Content

ACTIVITY 5: Work in pairs. Which village in 3 would you like to visit for a holiday? Explain your choice to your partner.

- Have Ss work in groups to ask and answer the two questions in the book. Have ss in each group note down their friends answers.

- Ask some Ss to report their groups answers to the class.

* Questions:

- Which of the activities in 4 do you want to try?

- Why do you want to try it?

1. WARM UP & INTRODUCTION ( 3’- 5’)

* Objectives:

- To create an active atmosphere in the class before the lesson;

- To lead into the new lesson.

* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

* Expected outcomes:  Having a chance to speak English.

* Organisation : Teacher’s instructions …

Teacher’s  Student’s activities

Content

+ Greeting   

+ Teacher (T) asks Ss some questions about the previous lessons, 

- T may introduce some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new class…

- T encourages Ss to talk in English as much as possible

- Ask some Ss what leisure activities they usually do and who in the family they do the activities with.

- Ask them about the good things of doing these activities with family members. Elicit answers from ss.

- Lead into the new lesson: Reading and Speaking about leisure activities that can be done with family members.

- Introduce the objectives of the lesson. Write the objectives in the left corner of the board.

+ Greeting  

- T_Ss.

+ Students (Ss) listen and learn how to do the tasks.

- Open the book and write the tittle of the lesson.

2. PRESENTATION/ NEW LESSON ( 12’- 15’)

A. READING

                                                       * Pre-reading

* Objectives:

- To activate Ss knowledge of the topic of the reading text

* Content: Learn some new words . Look at the pictures. Answer questions.

* Expected outcomes:  Knowing more new words. Answer the questions .

- Students know how to use the target vocabulary.

* Organisation : Teacher’s instructions.

Teacher’s  Student’s activities

Content

ACTIVITY 1: Look at the pictures. What activities can you see?

* Teach vocabulary:

 + Teacher uses different techniques to teach vocab (situation, realia, translation.)

+ Teacher introduces the vocabulary by:

   - providing the pictures

  - eliciting the definition of the words

+ Teacher do the “Rub out and remember” checking technique.

* Have Ss look at the pictures in the book or show the pictures on a slide. Ask ss what activity is shown in each picture. If time allows, ask ss to describe the pictures (who they can see and what the people are doing).

- Tell Ss that they are going to read a text about leisure activities that Ann does with her family members.

- T_Ss 

*Vocabulary

1. connect (v)      kết nối

2. recipe (n)        công thức

3. ingredient (n)  nguyên liệu

4. costume (n)     trang phục

* Key :

Picture a: riding bikes / cycling

Picture b: making a dress

Picture c: cooking

3. WHILE READING ( 15’)

* Objectives:

2. To help Ss develop the skill of finding the main idea and guessing the meaning of new words in context

3. To help Ss develop the skill of reading for specific information (scanning).

* Content:  Read and choose the correct answer; Read the text again and answer the questions.

* Expected outcomes:  To Improve the skill of reading for specific information. To get more information of the text.   

* Organisation :

Teacher’s  Student’s activities

Content

ACTIVITY 2: Read about Trang’s leisure activities. Choose the correct answer.  

- Tell Ss what they are going to do.

- Ask Ss to do the exercise individually and then check their answer in pairs.

- Invite some ss to share their answers. Confirm the correct answers.

- T_Ss

- Work individually.

* Key:  1. C      2. B

ACTIVITY 3: Read the text again and answer the questions.

- Ask Ss what they are going to do.

- Have Ss share how to do this exercise.

- Briefly tell them the steps: Read the questions, underline the key words in each question, locate the keywords in the text and find the information to answer the question.

- Ask Ss to repeat the steps if necessary.

- Ask Ss to do the exercise individually and then check their answers in pairs.

- Invite some Ss to share their answers. Have them explain their answers. Confirm the correct answers.

- Ask some Ss to tell the class about Trangs leisure activities.

 - T_ Ss

- Ss to work individually.

* Key:

1. She goes for a bike ride, cooks and does DIY.

2. Her brother does.

3. No, it isnt.

4. She loves doing DIV projects with her mum the most.

5. Her mum teaches her to make her own dresses and doll clothes.

6. She won first prize in a costume contest at her school

EXTRA ACTIVITY

Materials: One A4 sheet of paper per student

+ Put Ss into groups of three.

- Ss reread the text and write two statements about the information in the text. One statement should be true and the other false.

- Each group member passes their paper to another group member who reads the two statements and decide which one is true and which one is false.

- The papers are given to a third group member who reads the statements and says if they agree or disagree with the previous group members decision and find the clues in the text to support their idea.

4 . SPEAKING

* Objectives:

4. To help Ss prepare ideas to talk about the leisure activities they do with their family members.

5. To give Ss a chance to report their groups answers about leisure activities they do with their family members.

* Content: Asking and answering the questions; Report the answers to the class.

* Expected outcomes:  Students can ask and answer the questions correctly; Report what activities are the most common.

* Organisation :

Teacher’s  Student’s activities

Content

ACTIVITY 4 : Work in groups. Take turns to ask and answer the questions. Record the friends’ answers in the table .

- Tell Ss that they are going to work in groups to answer the questions in the book. Model the answers to the questions yourself.

- Have Ss work in groups of four to ask and answer the three questions in the book. Ask them to draw a similar table on a sheet of paper to record their group members answers.

- Ask Ss to practise reporting the groups answers within the group.

- Move around to observe and offer help if needed.

- T_ Ss.

- Ss- Ss

ACTIVITY 5:  Report your group members’ answers to the class. What activities are the most common?

- Invite some Ss to share their groups answers to the class.

- Ask other groups to listen and give comments.

- Comment on Ss answers.

* Teacher gives corrections and feedback

- Ss _ Ss

* Example:

- Some teenagers enjoy spending free time with their friends.

- Some of them prefer spending time with theeir family .

- I love going for a bike ride. ….

                                          5. WRAP-UP & HOME WORK (2’)

- Ask Ss to summarise what they have learnt in the lesson.

- Have Ss look at the objectives written on the board at the beginning of the lesson and tick the objectives they have learnt.

* HOME WORK:

- Do more exercises in workbook.

- Prepare new lesson: Lesson 6:  SKILLS _2.

1. WARM UP & INTRODUCTION ( 3’- 5’)

* Objectives:

- To create an active atmosphere in the class before the lesson;

- To lead into the new lesson.

* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

* Expected outcomes:  Having a chance to speak English.

* Organisation : Teacher’s instructions …

Teacher’s  Student’s activities

Content

+ Greeting   

+ Teacher (T) asks Ss some questions about the previous lessons, 

- T may introduce some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new class…

- T encourages Ss to talk in English as much as possible

- Invite some Ss to go to the board. Give him/ her one leisure activity that they learnt in the previous lesson. Ask them to describe the words without saying anything. The rest of the class guess the words.

- Lead to the new lesson: Listening and Writing about activities with friends.

- Introduce the objectives of the lesson.

- Introduce the objectives of the lesson. Write the objectives in the left corner of the board.

+ Greeting  

- T_Ss.

+ Students (Ss) listen and learn how to do the tasks.

- Open the book and write the tittle of the lesson.

2. PRESENTATION/ NEW LESSON ( 12’- 15’)

A. LISTENING

                                                      * Pre-listening

* Objectives: To prepare ss for the listening text.

* Content: Answer the questions to focus on the topic on the lesson.

* Expected outcomes: Ss answer the two questions freely.

* Organisation : Teacher’s instructions.

Teacher’s  Student’s activities

Content

ACTIVITY 1:  To help ss develop the skill of listening for specific information.

* Teach vocabulary:

 + Teacher uses different techniques to teach vocab (situation, realia, translation.) if have

- Have Ss answer the questions in the book.

- Elicit answers from ss. This is an open activity, so accept all answers provided they make sense.

- T_Ss 

- We can hang out , play sport….

- To improve social skills; reduce stress…

3. WHILE LISTENING ( 15’)

* Objectives:

2+3 . To help ss develop the skill of listening for specific information.

* Content:  Listen to an interview with Mark about his leisure activities do the tasks that follow.

  Choose the best answer; do the filling in the table.

* Expected outcomes:  To Improve the skill . To do the tasks correctly.

* Organisation :

Teacher’s  Student’s activities

Content

ACTIVITY 2: Listen to an interview with Mark about his leisure activities. Choose the correct answer. 

- Tell Ss that they are going to listen to an interview about the leisure activities Mark does.

- Have Ss read the questions first and underline the key words.

- Play the recording and ask ss to listen and choose the correct answers. ss wo rk in pairs to compare their answers.

- Ask for Ss answers and write them on the board without confirming whether they are right or wrong.

- T_Ss

- Work individually.

* Key: 

1.A  

2. C

ACTIVITY 3: Listen to the interview again.  Fill in each blank in the table with no more than two words. 

- Tell Ss that they are going to listen to the interview again and complete the table Of information.

- Have Ss read the table. Have ss guess the word or phrase to fill in each blank and write their guesses on the board.

- Play the recording and ask ss to listen again and complete the table. ss work in pairs to compare their answers with each other and with the words / phrases on the board.

- Play the recording once more for pairs to check their answers to both activities 2 and 3.

- Ask for Ss answers to 2. Confirm and tick the correct answers. Ask for ss answers to 3.

- Write them on the board next to their guesses.

- Confirm the correct answers.

 - T_ Ss

- Ss to work individually.

* Key:

1. video   2. cinema     3. park

4. shape   5. bike ride  6. places

EXTRA ACTIVITY

Materials: One sheet of A4 paper per student

- Play the audio for the ss one line then stop. Ss work individually to listen and write down any two words they hear and leave a space between the two words. Explain the two words should not go together but there should be a few words between them. Repeat the process with the remaining lines stopping after each one.

- Ss then share their papers and work together to try to fill in some of the missing words that can be used to fill in the blanks.

- Play the audio once again stopping after each line for ss to check and correct their work.

4 . WRITING

* Objectives:

4. To help ss brainstorm ideas and make an outline for their writing.

5. To help ss practise writing an email to a pen pal to tell him/ her about the leisure activities they do with their friends.

* Content:  In this writing part, ss are asked to write an email about the leisure activities they do with their friends

* Expected outcomes:  Ss can write an e-mail.

* Organisation :

Teacher’s  Student’s activities

Content

ACTIVITY 4 : Work in pairs. ask and answer the questions.

- Have ss work in pairs to answer the questions in the book.

- Have some Ss present their answers or write their answers on the board.

- Move around to observe and offer help if needed

- Comment on their answers

- T_ Ss.

+ Students’ notes

1. I usually have free time at the weekend.

2. I usually play sports with my friends, especially badminton.

3. It’s an easy sport, and it also improve my muscle strength and help reduce stress.

ACTIVITY 5:  Write an email (80 - 100 words) to a pen-friend to tell him / her about what you usually do with your friends in your free time. use your answers in 4.

- Have Ss write their emails individually based on their answers in 4.

- Ask one student to write his or her email on the board. Other ss and T comment on the email on the board.

- T collects some of the texts to correct at home. Otherwise, ask ss to revise and rewrite at home based on the Ts comments of their friends texts.

- Have them bring their new texts to class in the next lesson.

- Collect some for marking.

* Start and end the email as follows:

* Example:

Hi Ann,

      It’s nice to hear from you again.Let me tell you about the things I usually do with my friends in my free time.

    I usually free time at weekend, and I often spend Sunday mornings with my friends. I have three close friends, and they live near my house. We usually play badminton together for about one hour in the playground. After that, we cycle around the neibourhood. It’s a lot of fun.

  What about you? What do you usullay do with your friends in your free time?

   Tell me in your next email.

   Bye for now,

            Mi

                                          5. WRAP-UP & HOME WORK (2’)

- Ask ss to summarise what they have learnt in the lesson.

- Have ss look at the objectives written on the board at the beginning of the lesson and tick the objectives they have learnt.

* HOME WORK:

- Do more exercises in workbook.

- Prepare new lesson: Lesson 7 : LOOKING BACK.

1. WARM UP & INTRODUCTION ( 3’- 5’)

* Objectives:

- To create an active atmosphere in the class before the lesson;

- To lead into the new lesson.

* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

* Expected outcomes: Having a chance to speak English.

* Organisation : Teacher’s instructions …

Teacher’s  Student’s activities

Content

+ Greeting   

+ Teacher (T) asks Ss some questions about the previous lessons, 

- T may introduce some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new class…

- T encourages Ss to talk in English as much as possible

+ Greeting  

- T_Ss.

+ Students (Ss) listen and learn how to do the tasks.

- Open the book and write the tittle of the lesson.

2. PRESENTATION/ NEW LESSON ( 12’- 15’)

                                        A. PRACTICE EXERCISES

                                                        VOCABULARY

* Objectives:

1. To help Ss revise the vocabulary items they have learnt in the unit.

2.  To help Ss revise the vocabulary items they have learnt in the unit and write complete sentences.

* Content: Revision. Complete the sentences . Write complete sentences from the given cues.

* Expected outcomes: Knowing more new words.

* Organisation : Teacher’s instructions.

Teacher’s  Student’s activities

Content

ACTIVITY 1. Complete the senteneces with appropriate leisure activities.

- Have Ss do this activity individually then compare their answers with their partners.

- Ask for Ss answers or ask one student to write his / her answer on the board.

- Confirm the correct

- T_Ss

*Key:

1- doing puzzles

2. doing DIY

3. Messaging friends

4. playing sports.

5. surfing net

ACTIVITY 2: Write complete sentences from the given.

- Have ss write complete sentences using the cues given. Remind them to add necessary words and make changes to the cues if needed

- Ask them to share their answers with a classmate.

- Invite some ss to write their sentences on the board. T and other ss comment.

- Confirm the correct answers.

- T_Ss

- Work individually.

* Key:

1. My cousin is crazy about surfing the net and playing computer games.

2. They are interested in playing badminton after school.

3. Im not fond of making models because Im not patient.

4. Why are you not into cooking? -Because I often burn myself.

5. My friends are keen on doing judo, and they go to the judo club every Sunday.

GRAMMAR

* Objectives:

3.  To help ss revise the form of the verbs after verbs of liking / disliking.

4.  To help ss revise the form of the verbs after verbs of liking I disliking.

* Content: Learn some new words . Do the fillings with the correct forms of verbs in brackets. Complete the passage.

* Expected outcomes: Knowing more new words. Fill in each blank with correct forms of the verb correctly. Use the correct forms of the verbs to complete the passage correctly.

* Organasation:  Teacher’s instructions.

Teacher’s  Student’s activities

Content

ACTIVITY 3: Fill in each blank with correct forms of the verb in brackets.

- Ask ss to explain the form of the verbs after verbs of liking / disliking that they have learnt in the unit.

- Have Ss do this exercise individually then compare their answers with a partner.

- Call on some ss to give the answers.

- Confirm the correct answers and write them on the board.

 - T_ Ss

- Ss to work individually.

* Key:

1. cycling

2. reading / to read

3. playing

4. chatting / to chat

5. to do / doing

ACTIVITY 4: Complete the passage . Use the correct forms of the verbs in brackets and pictures. Add more words if necessary.

- Tell Ss that they are going to complete a passage about Anns likes and dislikes, using the pictures and the language given. Remind them to add some words if necessary. Ask them to read the example carefully.

- Have ss do this exercise individually then compare their sentences with a partner.

- Invite some ss to read their answers aloud. Give feedback.

- T_ Ss.

- Work individually.

* Key:

1. reading / to read books

2. messaging / to message her friends

3. making / to make paper flowers

4. knitting / to knit

5. playing badminton

4. PRODUCTION/ PROJECT ( 8’)

Leisure time survey

* Objectives:

- To help Ss practise doing a survey on leisure time.

* Content: Ss to work in groups to do the project. Ss’ presentations.

- Ask Ss to organise their report into a presentation.

- Ask Ss to work in groups to make an interview with their friends, then collect and present data.

* Expected outcomes: Students’ speaking.

* Organization:  

Teacher’s  Student’s activities

Content

+ Ask ss to read the instructions. Make sure they understand what to do. Ask ss to work in groups to do the project.

- Instruct ss how to carry out this project. Model the way to ask questions and record the answers in the table with one student.

- If time is limited, assign the project in earlier lessons such as in GETTING STARTED lesson.

Make sure you guide them carefully and check their progress after each lesson. In the last lesson (LOOKING BACK), ask Ss to present their report to the class.

* T should assign the project in earlier lessons such as in GETTING STARTED lesson. Make sure you guide them carefully and check their progress after each lesson. In the last lesson (LOOKING BACK), Ss to present their report to the class.

- Ss display all the posters on the wall or bulletin board ; Each group presents the poster they prepare to the whole class.

                                           5. WRAP-UP & HOME WORK (2’)

* Ask one or two Ss to tell the class what they have learnt.

- Ask Ss to say make some sentences with words and phrases they remember from the lesson

* HOME WORK:

- Do more exercises in workbook.

- Prepare new lesson: Unit 2: LIFE IN THE COUNTRYSIDE.

Anticipated difficulties

Solutions

- Some difficult words and pronunciation

- Ss may lack experience of group / team work.

- Encourage Ss to work in groups so that they can help one another.

- Give short, clear instructions, and help if necessary.

1. WARM UP & INTRODUCTION ( 3’- 5’)

* Objectives:

- To create an active atmosphere in the class before the lesson;

- To lead into the new lesson.

* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

* Expected outcomes: Having a chance to speak English.

* Organisation : Teacher’s instructions …

Teacher’s  Student’s activities

Content

+ Greeting   

+Do some warm up activities before Ss open their books.

+ Teacher (T) shows some pictures about life in the countrside.
- Look at some pictures and answer the questions :

+ What are they doing?

+ Where are they?

+ Is it in the countryside or in the city?

- Then ask Ss to decide which leisure activities are common in the countryside and why.

- Lead into the new unit. Write the unit title Life in the Countryside on the board.

- Ask Ss to guess what they are going to learn about in this unit. Then ask Ss to brainstorm words and phrases describing activities that often take place in the countryside. For strong classes, encourage Ss to compare the countryside and the city.

+ Greeting  

- T_Ss.

+ Students (Ss) listen and learn how to do the tasks.

-  Open the book and write the tittle of the lesson.

2. PRESENTATION/ NEW LESSON ( 12’- 15’)

ACTIVITY 1:

* Objectives:  To set the context for the introductory dialogue;
          To introduce the topic of the unit.

* Content: Learn some new words . Read the conversation and find out new words. Focus on topic of the lesson, grammar points…

* Expected outcomes: Knowing more new words. Students know the topic of the unit and be ready for the conversation.

* Organisation : Teacher’s instructions.

Teacher’s  Student’s activities

Content

1. Listen and read : LAST SUMMER HOLIDAY

- Teacher explains the meaning of the new vocabulary by pictures.

- Teacher reveals that the words corresponding to the pictures will appear in the reading text and asks students to open their textbook to find these words.

* Teach vocabulary:

 + Teacher uses different techniques to teach vocab (situation, realia, translation.)

+ Teacher introduces the vocabulary by:

   - providing the pictures

  - eliciting the definition of the words

+ Teacher do the “Rub out and remember” checking technique.

Set the context: have Ss look at the conversation and the picture and answer some questions,

e.g. Where are the people in the picture? Who are they? What are they doing? What are the
vehicles in the picture?

- Encourage Ss to give answers, but do not confirm whether their answers are right. Ask them to talk a bit about the activities people in the countryside do.

+ Play the recording twice for Ss to listen and read along. Then ask some pairs of Ss to read the dialogue aloud.

- Refer to the questions previously asked. Confirm the correct answer: They are in a paddy field. They are harvesting rice. They are a combine harvester and a truck.

- T_Ss

* Vocabulary

1. harvest (v) gặt hái, thu hoạch

2. combine harvester (n)

                       máy gặt

3. herd (v)   chăn trâu, bò

4. paddy fields (n) ruộng lúa

- Take note

3. PRACTICE ( 15’)

* Objectives:

2. To help Ss understand the conversation.

3. To help Ss use words and phrases related to farm work in the countryside;
 - To help Ss further understand the text.

4. To introduce some vocabulary items related to activities that rural people often do.
 * Content: Listen and read the conversation. Choose the correct answer; Complete the sentences. Match the activities with the correct pictures.

* Expected outcomes: Ss understand the content of the conversation and know the vocabulary related to the topic.

* Organisation :

Teacher’s  Student’s activities

Content

ACTIVITY 2: Read the conversation again and choose the correct answer to each question.

+ Have Ss read the dialogue in detail to answer the questions.
+ Ask them how to do this kind of exercise.

+ Explain the strategies, if necessary (e.g. reading the questions and the options [A, B, C), underlining the key words in the questions and options, locating the key words in the text, and then reading that part and answering the questions).

+ Ask Ss to underline parts of the dialogue that help them with the answers. Set a strict time to ensure Ss quickly read the text for information.
-  Ask Ss to compare their answers in pairs before sharing them with the class. Ask them to give evidence to support their answers.

- T_Ss

- Work individually.

* Key:

      1. A   2. B    3. C   4. C

ACTIVITY 3: Complete the sentences with the words and phrases from the box.

- First, have Ss work independently.
- Ask them to share their answers with one or more partners.
- T can ask for translation of some of the words and phrases in the box to check their understanding.
- If there is enough time, T can ask some Ss to write their answers on the board.
- Check the answers as a class.
- With a stronger class, ask Ss to make some example sentences with the words and phrases they have learnt.

 - T_ Ss

- Ss to work individually.

* Key:

1. load    

2. combine harvester

3. herd

4. paddy field

5. harvest time

ACTIVITY 4: Match the activities (1 - 6) that people living in the countryside often do with the pictures (a - f).

- Ask Ss to name the pictures.
- Have Ss work individually to match the phrases in the box with the pictures. Have them compare their answers with a partner.
- Then ask for Ss answers. Quickly write their answers on the board without confirming the correct answers.
- Ask other Ss to look at the answers on the board and say if they are right or wrong. Confirm the correct answers.
- Have some Ss practise saying the phrases again.

- T_ Ss.

- Work individually.

* Key:

1. d    2.a    3. f    4.e
5. b     6. c

Notes: Trong đoạn hội thoại có câu :

                            Things move more slowly there than in our city.

=> Cấp so sánh của trạng từ . more slowly; more freely ; well; faster; harder

                                                     ( Học ở các tiết sau a closer look 2 )

* EXTRA ACTIVITY
Materials: One A4 sheet of paper for every four Ss
- Put Ss in groups of four.
- Ss think about all the different tasks associated with living in the … farm and write them down in Vietnamese.
- Ss tick off the phrases from 4 and use their dictionaries or go online the remaining phrases.
- Go over some of the phrases as a class to help expand Ss’ vocabulary….

4. PRODUCTION/ FURTHER PRACTICE ( 8’)

* Objectives:  To provide Ss with practice in asking and answering about activities that rural people often do

- To get students to ask and answer about activities that rural people often do.

* Content:  Ask and answer.

* Expected outcomes: Students’ conversations.

* Organisation :

Teacher’s  Student’s activities

Content

ACTIVITY 5: Work in pairs. Ask and answer about the pictures in 4.

+ Model this activity with a strong student. Remind Ss that they should only use the phrases and the pictures in 4 to ask and answer about activities that rural people often do.
+ Ask Ss to work in pairs. T goes round to help weaker Ss. Then, call on ssome Ss to ask and answer before the class.

+ Comment on their performance.

OR : FREE TALK/ Question and answer then report

+ Where do you live?

+ Where do you like to live? In the countryside or in the city? Why?

+ If in the countryside , What activities will you do?

……

*

* Example:

A. What are they doing in picture a?

B.  They’re ploughing a filed.

………………

+ Free talk

                                           5. WRAP-UP & HOME WORK (2’)

- Ask one or two ss to tell the class what they have learnt. Draw ss attention to the objectives on the board or show them the slide with the objectives. Tick the objectives that have been learnt.

- Ask ss to say aloud some words they remember from the lesson.

- If there is a projector in the classroom, then T should show the dialogue and highlight the key words related to the topic. It would be helpful if T also highlights in the dialogue the expressions about likes and dislikes, verbs of liking / disliking + gerunds, verbs of liking / disliking + to-infinitives, and the words with the sounds /ʊ/ and /u:/ . Tells ss that they will learn these language points in the upcoming lessons.

* HOME WORK:

- Do more exercises in workbook.

- Prepare new lesson: Lesson 2: A CLOSER LOOK 1 .

1. WARM UP & INTRODUCTION ( 3’- 5’)

* Objectives:

- To create an active atmosphere in the class before the lesson;

- To lead into the new lesson.

* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

* Expected outcomes: Having a chance to speak English. Students get some vocabulary from the lesson and be ready for the lesson.

* Organisation : Teacher’s instructions …

Teacher’s  Student’s activities

Content

+ Greeting   

+ Matching game:

- T gives out the handouts and divides the class into 10 groups and explains the rules.

- Ss match the given words to the pictures and they have to send one to stick the handout onto the board as quickly as possible.

- Teacher shows students the answer on the screen and announces the winning group. 

- T sets the context for the lesson.

- Show some pictures of the activities in the countryside that Ss learnt in the previous lesson. Have some Ss say the activities. Lead into this lesson which focuses on action verbs and the sounds /ə/ and /ɪ/ .

+ Greeting   ; - T_Ss.

+ Matching game:

* Suggested answers:

1. cattle (n)

2. vast (adj)

3. crop (n)

4. hospitable (adj)

5. poultry (n)

6. picturesque (adj)

- Open the book and write the tittle of the lesson.

2. PRESENTATION/ NEW LESSON ( 12’- 15’)

* Objectives:

- To present some nouns that go with action verbs to describe activities which rural people often do.
* Content: Learn some new words . Noun go with action verbs.

* Expected outcomes: Knowing more new words. Students know how to use the target vocabulary. 

* Organisation : Teacher’s instructions.

Teacher’s  Student’s activities

Content

ACTIVITY 1: Circle the correct words to complete the sentences.

* Teach vocabulary:

 + Teacher uses different techniques to teach vocab (situation, realia, translation.)

+ Teacher introduces the vocabulary by:

   - providing the pictures

  - eliciting the definition of the words

+ Teacher do the “Rub out and remember” checking technique.

** Have Ss read each sentence and choose the suitable noun that goes with the action verb before it.
- Let Ss work in pairs to compare their answers before sharing their answers.
- Check and confirm the correct answers. With a strong class, have 5s add one or more nouns that can go with the action verb in each sentence.

- T_Ss

* New words:

1. cattle (n)      gia súc

2. poultry (n)   gia cầm

3. crop (n)       hoa màu

4. vast (adj)    mênh mông

5. hospitable (adj)  hiếu khách

6. picturesque (adj) đẹp như tranh vẽ

* Key:

1. cattle
2. fruit
3. crops
4. unloaded
5. Catching

** EXTRA ACTIVITY
Materials: One A4 sheet of paper for every four Ss.
- Ss work individually to take each of the red words in 1 and use it to make a sentence.
Ss then find a partner and compare sentences and discuss the differences of the red words in the
sentences in 1.
- Run a feedback session add get Ss to discuss the differences in meaning between the red words in 1.
- Cattle refers to cows and water buffalos
- Poultry refers to birds we raise, like chickens and ducks
- Fruits are parts of some plants. Fruits have seeds in them.
- Plants have leaves, stems, and roots. Some plants produce fruit and some other vegetables.
- Crops are plants grown by farmers and used as food.
+ Anything we eat is a type of food. Crops are one type of food. Other types of food include fish, meat, milk, etc.
- To load means to put a large quantity of something in a vehicle or container.
- To catch means to grab something that is moving in the air or water
- To hold means to keep something in your hand for a certain period of time.

3. PRACTICE ( 15’)

* Objectives:

2. To teach Ss new adjectives for describing people and scenes in the countryside.

3. To help Ss use adjectives for describing people and scenes in the countryside in specific contexts.

* Content: Do the matching . Complete the sentences with the words from 2.

* Expected outcomes: Students learn how to use the nouns go with verbs. 

* Organisation :

Teacher’s  Student’s activities

Content

ACTIVITY 2: Match the following adjectives with their definitions

- Have Ss quickly match the adjectives in the left column with their meanings in the right column individually.
- Then ask Ss to check their answers with their partners. Ask for translation of some of the adjectives on the list to check their understanding.
- If there is enough time, T can ask some Ss to write their answers on the board.
- Confirm the correct answers. With a stronger class, ask Ss to make some examples with the adjectives they have learnt.

- T_Ss

- Work individually.

* Key:

1. c

2. d

3. e

4. b

5. a

ACTIVITY 3: Complete the sentences with the words from 2.

- Ask Ss to do the exercise individually and then check with the whole class. When checking, ask Ss to refer to 2 to make the meanings of the adjectives clearer to them.

- Teacher checks the answers as a class and gives feedback.

 - T_ Ss

* Key:

1. hospitable

2. well-trained

3. picturesque

4. vast

5. surrounded

4. PRONUNCIATION: ( 8’)

/ə/ and /ɪ/

* Objectives: 

-To help Ss identify how to pronounce the sounds /ə/ and /ɪ/
- To help Ss practise pronouncing these sounds in words.

* Content: Listen and reapeat the words. Practice the sentences. Underline the bold words..

* Expected outcomes: Students repeats the words correctly

* Organisation :

Teacher’s  Student’s activities

Content

ACTIVITY 4: Listen and repeat the words. Pay attention to the sounds /ə/ and /ɪ/.

Have some Ss read out the words first. Then play the recording for them to listen and repeat the words they hear. Ask them to pay close attention to the two sounds.Play the recording as many times as necessary.

- T_ Ss.

- Work individually.

Note: Explain to Ss the difference between the two sounds if needed:

- /ɪ/ is a "front vowel", meaning the front part of the tongue is raised while articulating this vowel. Its also a "close vowel". A close vowel is one where the jaws come close to each other.
- /ə/on the other hand is a "mid- vowel"; it means that the jaws arent closer to each other. Its also a
central vowel. A central vowel means the central part of the tongue is raised while articulating this
vowel. Its often unrounded.
- Invite some 5s to say some words they know that include the two sounds.
* Teacher gives corrections and feedbacks to students’ pronunciation .

ACTIVITY 5: Listen and practise the sentences. Underline the bold words with /ə/, and circle the bold words with /ɪ/.

- Have Ss quickly read the sentences. Now play the recording for Ss to listen to the sentences. Ask them to pay attention to the underlined parts and tick the appropriate sound.
- Invite some Ss to share their answers. Confirm the correct ones.
- Play the recording again for Ss to repeat the sentences.
- Have Ss practise the sentences in pairs. Invite some pairs to read the sentences aloud. Comment on their pronunciation of the sounds.
1. There is a lot of water in the bottle.
2. The farmers here are hard-working
3. They are picking fruits in the orchard.
4. People in my village usually gather at weckends
5. Please buy some milk and pasta at the supermarket

* Suggested outcome:

1. There is a lot of water in the bottle.

2. The farmers here are hard-working.
3. They are picking fruits in the orchard.
4. People in my village usually gather at weekends.
5. Please buy some milk and pasta at the supermarket.

                                           5. WRAP-UP & HOME WORK (2’)

+ Ask Ss to summarise what they have learnt in the lesson.
- Listen and practise the sentences. Underline the bold words with /ə/ and circle the bold words with /ɪ/.

* HOME WORK:

- Do more exercises in workbook.

- Prepare new lesson: Lesson 2: A CLOSER LOOK 2 .

1. WARM UP & INTRODUCTION ( 3’- 5’)

* Objectives:

- To create an active atmosphere in the class before the lesson;

- To lead into the new lesson.

* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

* Expected outcomes: Having a chance to speak English.

* Organisation : Teacher’s instructions …

Teacher’s  Student’s activities

Content

+ Greeting   

+ Making comparison

- Teacher shows the pictures on the screen.

- Teacher asks students to make comparative sentences to describe the difference between the 2 pictures.

- Teacher gives some follow-up questions to lead in the introduction of the target grammar point.

- Teacher sets the context for the lesson.

+ Teacher (T) asks Ss some questions about the previous lessons, 

- T may introduce some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new class…

- T encourages Ss to talk in English as much as possible

- Tell them that today they are going to learn some more verbs to describe likes and dislikes. Lead to the lesson.

+ Introduce the objectives of the lesson. Write the objectives in the left corner of the board.

+ Greeting   ; T_Ss.

Questions:

1. Who lives faster than the other: people in the countryside or people in the city?

2. Who lives more peacefully than the other: people in the countryside or people in the city?

Suggested answers:

1. People in the countryside live more slowly than people in the city.

2. People in the countryside live more peacefully than people in the city.

- Open the book and write the tittle of the lesson.

2. PRESENTATION/ NEW LESSON ( 12’- 15’)

ACTIVITY 1:                                    Comparative adverbs

* Objectives:

1. To help ss identify the verbs that go with only gerunds and those that go with both gerunds and to-infinitives.

* Content: - To teach grammar.

- To teach Ss the comparative forms of some adverbs that Ss normally use in everyday conversations.                           

* Tương tự như với tính từ, trạng từ chia thành 2 loại: Trạng từ ngắn và trạng từ dài

1.1. Trạng từ ngắn (Short adverbs): - Là những trạng từ có một âm tiết (one syllable)
                Eg: :  hard, fast, late, far, early, soon …  

                       - She runs fast.

1.2. Trạng từ dài (Long adverbs): Là những trạng từ có 2 âm tiết trở lên (two syllable).
+ Là những trạng từ có đuôi + ly:

Eg: :  slowly, carefully, quickly, interestingly,…

-       My father drives carefully.

1.3 Form : 1- For most adverbs (often with two or more syllables), we make comparative forms by adding more.

Examples:

+ adding more: slowly → more slowly ; carefully → more carefully

2. For adverbs that have the same forms as adjectives like fast, hard, soon, etc., we make comparative forms by adding -er.

2. adding -er:

fast → faster ; hard→  harder

3. Some irregular adverbs

well → better ; badly → worse

2. Comparative adverbs  (So sánh hơn với trạng từ):    

Short Adv:     S + V + adv + er + than + Noun/ Pronoun

Long Adv:     S + V + more/ less + adv + than + Noun/ Pronoun       

Eg: - They work harder than I do/ me.       
      -  A horse can run faster than a buffalo.

      -  Mai dances more beautifully than Hoa does.

* Expected outcomes: Students know how to form and use comparative forms of adverbs.

Teacher’s  Student’s activities

Content

1. Work individually and whole class

+ Write the compatative forms of adverbs :

- Ask Ss to do the exercise individually and then check their answer in pairs.
- Choose two Ss and ask them to stand up. Ask them, How long does it take you to run 100 metres? After the two Ss have given their answers;

- T asks the class: A can run 100 metres in... seconds and B can run 100 metres in... seconds, so who runs more slowly?
After Ss say which student runs more slowly in either Vietnamese or English, T introduces the subject of the lesson: comparative adverbs and asks for the equivalent in Vietnamese (Cấp so sánh hơn của trạng từ).
+ Focus Ss attention on comparative forms by saying: The buses run every 15 minutes. The trains run every 30 minutes. So, the buses run more often than the trains.

+ Explain that like comparative adjectives, comparative adverbs are constructed in several different ways in English, and that some of those ways are presented in the Remember! box.

+ Invite some Ss to share their answers. Confirm the correct answers.

* Answer key:

+ Briefly explain to them that they can make comparative forms for most adverbs (often with two or more syllables), by adding the word more. Explain that they can make comparative forms by adding the ending -er for adverbs that have the same forms as adjectives like fast, hard, soon, etc. + Remind Ss to learn by heart the irregular adverbs like well, badly, etc.

3. PRACTICE ( 15’)

* Objectives:

1. To teach Ss the comparative forms of some adverbs that Ss normally use in everyday conversations.

2+3. To help Ss practise the correct comparative forms of adverbs in sentences.

4. To give Ss further practice with comparative adverbs in situations.

* Content: Ss practise using the form and use of the comparative forms of adverbs.

* Expected outcomes: Students understand how to use the comparative forms of adverbs

* Organisation :

Teacher’s  Student’s activities

Content

ACTIVITY 1: Write the comparative forms of the adverbs in the table below.

+ Ask Ss to do the exercise individually and then check their answer in pairs.

+ Have ss do this exercise individually and then compare their answers with a partner.

- Ask some ss to share their answers.

- Confirm the correct answers.

- T_Ss

* Answer key:

ACTIVITY 2+ 3 : Complete the sentences with the comparative forms of the adverbs in brackets

- Have Ss do these exercises individually and then compare their answers with a partner.
Ask some 5s to write their answers on the board.
Check the answers with the whole class. Ask Ss to explain how to make the comparative form of the adverb given in each sentence. Confirm the correct answers.
 Invite some ss to write their answers on the board.

- Check the answers with the whole class.

- Confirm the correct answers.

 - T_ Ss

- Ss work individually.

* Key 2:

1. more beautifully
2. more clearly
3. faster
4. harder
5. more heavily

* Key 3:

1. more carefully

2. faster

3. more quietly

4. more soundly

5. earlier

EXTRA ACTIVITY:
- The class works together to create a poster showing the different irregular adverbs in English. The poster should include the base form of the adverb as well as the comparative form.
- Display the poster in the classroom and spend a few minutes at the end of a few class meetings to go over the words and ellicit example sentences from the Ss.

ACTIVITY 4 : Complete the sentences with suitable comparative forms of the adverbs from the box.

- Have Ss read the situations carefully. If necessary , T may explain each situation to Ss. Ask Ss to complete the sentences individually first and then compare their answers with a partner.
- Ask some Ss to write their answers on the board.
- Check the answers with the whole class. Confirm the correct answers.

- Comment on their answers.

* Teacher corrects for students as a whole class.

- T_ Ss

- Ss work individually.

* Answer key:

1. The red car can run faster than the black car.

2. Nick can jump higher than Tom.

3. Mai did better on the exam than Hoa.

4. The workers arrived earlier than my dad expected.

5. The buses run more frequently than the trains.

4. PRODUCTION/ FURTHER PRACTICE ( 8’)

ACTIVITY 5:

* Objectives: To help Ss practise using comparative adverbs to make comparisons.

* Content: Ss ask and answer .  

* Expected outcomes:Students ask and answer to find out who can do st better.(run faster; get up earlier…)

* Organisation:

Teacher’s  Student’s activities

Content

5. Work in pairs . Ask and answer to fund out who can run faster; can jump higher…

+ First ask Ss to read the instructions. Use the example to make clear to Ss what they are supposed to do (with a weaker class do the first sentence).
- With a weak class, have Ss discuss what questions they should use to ask their partners in each situation.
- Have Ss work in pairs, asking and answering to make comparisons. Set time (4-5 minutes) for Ss to do this activity.

- T may go round to help weaker Ss.
- Call on some Ss to report the results to the class.

- Correct any grammar and pronunciation if necessary.

* Teacher gives corrections and feedbacks.

- T_ Ss.

- Work in pairs.

Example:

A. How fast can you run?

B. I can run 15 kilometers an hour

A. Ok, you can run faster than me.

                                           5. WRAP-UP & HOME WORK (2’)

- Summarise the main points of the lesson.

- Ask one or two Ss to tell the class what they have learnt.

- Ask Ss to say make some sentences themselves, using coparative adverbs.

* HOME WORK:

- Do more exercises in workbook.

- Prepare new lesson: Lesson : COMMUNICATION.

1. WARM UP & INTRODUCTION ( 3’- 5’)

* Objectives:

- To create an active atmosphere in the class before the lesson;

- To lead into the new lesson.

* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

* Expected outcomes: Having a chance to speak English.

* Organisation : Teacher’s instructions …

Teacher’s  Student’s activities

Content

+ Greeting   

+ Teacher (T) asks Ss some questions about the previous lessons, 

- T may introduce some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new class…

- T encourages Ss to talk in English as much as possible

** T ask some Ss to make comparisons about themselves, using comparative adverbs.

- Introduce the objectives of the lesson: learning how to invite and respond to compliments.

+ Greeting  

- T_Ss.

+ Students (Ss) listen and learn how to do the tasks.

- Open the book and write the tittle of the lesson.

2. PRESENTATION/ NEW LESSON ( 12’- 15’)

EVERYDAY ENGLISH

Giving and responding to compliments

* Objectives:

1. To introduce ways of inviting and respond to compliments.

   To help ss practise inviting and respond to compliments.

* Content: Listen and read the conversation. Learn how to invite and respond to compliments.

* Expected outcomes: Students know how to invite and respond to compliments.

* Organisation : Teacher’s instructions.

Teacher’s  Student’s activities

Content

ACTIVITY1. Listen and read the conversation . Pay attention to the highlighted sentences

* T elicits the dialogues.

- Play the recording for ss to listen and read two dialogues at the same time. Ask ss to pay attention to the question and answer.

- Have ss practise the dialogues in pairs. Call on some pairs to practise the dialogues in front of the class.

* Teacher checks students’ understanding by asking some checking questions.

- T_Ss

1/*Tom: What a beautiful kite you have , Mai ?

Mai : Thank you ,Tom. My Dad made it for me last weekend.

2/ Nick: You really have a nice dress, Hoa?

Mark: I’m glad you like it, Nick. I think its colour really suits me.

3. PRACTICE ( 15’)

* Objectives:  

2. To help practise giving and responding to compliments.

3. To helps Ss learn about two traditional villages in Viet Nam and Netherland;

   - To help Ss develop their reading skill for specific information (scanning)

4. To provide Ss with practice in giving a presentation about the similarities and differences between two places.
* Content: To make similar conversations to practice giving and responding to compliments ;

Read the adverts for the two beautiful villages ; Take turns to talk about the similarities and differences between Duong Lam and Hollum.

* Expected outcomes: Students know how to use the structures to giving and responding to compliments.

 * Organisation :

Teacher’s  Student’s activities

Content

ACTIVITY 2: Work in pairs.  Make similar conversations to practice giving and responding to compliments, using the cues below.

- Ask Ss to work in pairs to make similar dialogues with the given cues.

- Move around to observe and provide help. Call on some pairs to practise in front of the class. Comment on their performance.

- T_Ss

- Work in pairs

-       A shirt

-       A bicycle

-       A school bag

Adverts for  beautiful villages

ACTIVITY 3: Read the adverts for the two beautiful villages. Tick the boxes to show which village the statements describe. Sometimes both boxes need to be ticked.

- Have Ss read the instructions to understand what they are going to do. Remind them that they have to read each statement in the table and then read the two adverts to scan for the necessary information to help them tick the correct boxes.

- Give Ss time to read the two adverts and tick the boxes in the table. After that, get them to swap answers in pairs.

- Go around and offer help, if necessary.

- Check the answers as a class.

 - T_ Ss

- Ss to work individualy.

Suggested answers:

ACTIVITY 4: Work in groups. Take turns to talk about the similarities and differences between Duong Lam and Hollum.

- Teacher introduces some words or phrases that are often used to talk about the similarities and differences, such as: both, also, too, like, as, unlike, but, however, etc. and give examples to illustrate.

- Have Ss work in groups, taking turns to talk about the similarities and differences between the two

villages. T may go round to observe. T should encourage Ss to say as many sentences as possible. Ask Ss not to interrupt their group members while they are speaking in order to correct their errors. Tell them to correct only common errors after their group members have finished speaking.

- Call on some Ss to give the presentation to the whole class. After each student finishes his or her

presentation, invite comments from other Ss on his or her clarity, language, and fluency.

- T_ Ss.

* Example:

-Duong Lam and Hollum are both ancient villages, … 

4. PRODUCTION ( 8’)

* Objectives:

5. To provide Ss with practice in asking and answering about the places Ss would like to visit.

* Content: Ask and answer about the places Ss would like to visit.

* Expected outcomes:  Students’ conversations . Report the group’s answers.

* Organisation:

Teacher’s  Student’s activities

Content

ACTIVITY 5: Work in pairs. Which village in 3 would you like to visit for a holiday? Explain your choice to your partner.

- Have students work in pairs, asking and answering questions about the villages they would like to visit. T goes around and corrects mistakes or gives help when necessary. Encourage Ss to ask more questions.

- Call on some pairs to perform the task in front of the class. T and other Ss listen and make comments.

* Teacher corrects students as going around while they’re practising.

* Questions:

+ Which village would you like to visit for holiday?

- Duong Lam , of course!

+ Why?

- Because I love watching the locals making specialities and …..

EXTRA ACTIVITY:

- Put  Ss into of 3-5

- Together they think of a village that they are familiar with and explain why they would like to visit the village on their holiday. Before they start, have them list a couple things that they would like to do as well as a few details about it.
- Have a few groups come to the class and talk about their chosen village.

                                           5. WRAP-UP & HOME WORK (2’)

- Ask ss to summarise what they have learnt in the lesson.

* HOME WORK:

- Do more exercises in workbook.

- Prepare new lesson: Lesson 2: SKILLS_1. 

1. WARM UP & INTRODUCTION ( 3’- 5’)

* Objectives:

- To create an active atmosphere in the class before the lesson;

- To lead into the new lesson.

* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

* Expected outcomes: Having a chance to speak English.

* Organisation : Teacher’s instructions …

Teacher’s  Student’s activities

Content

+ Greeting   

+ Teacher (T) asks Ss some questions about the previous lessons, 

- T may introduce some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new class…

- T encourages Ss to talk in English as much as possible

- Ask some ss what leisure activities they usually do and who in the family they do the activities with.

- Ask them about the good things of doing these activities with family members. Elicit answers from ss.

- Lead into the new lesson: Reading and Speaking about leisure activities that can be done with family members.

- Introduce the objectives of the lesson. Write the objectives in the left corner of the board.

+ Greeting  

- T_Ss.

+ Students (Ss) listen and learn how to do the tasks.

- Open the book and write the tittle of the lesson.

2. PRESENTATION/ NEW LESSON ( 12’- 15’)

A. READING

                                                        * Pre-reading

* Objectives:

- To help Ss understand and activate their knowledge of the topic.

- To help Ss remember some adjectives that are often used to describe scenes and sceneries in the countryside.

* Content: Learn some new words . Developing reading skill.

* Expected outcomes: Knowing more new words. Students know how to use the target vocabulary.

* Organisation : Teacher’s instructions.

Teacher’s  Student’s activities

Content

ACTIVITY 1: Work in pairs. Look at the picture and discuss the following questions.

* Teach vocabulary:

 + Teacher uses different techniques to teach vocab (situation, realia, translation.)

+ Teacher introduces the vocabulary by:

   - providing the pictures

  - eliciting the definition of the words

+ Teacher do the “Rub out and remember” checking technique.

- Teacher explains the meaning of the new vocabulary by pictures.

+ Ask Ss to work in pairs discussing what they can see in the picture.
Ask some Ss to say their answers in front of the class. T may ask other questions to elicit other things  in the picture.

+ Ask Ss to work in pairs again, discussing which adjectives in the box.
picture. Ask some Ss to say their answers in front of the class.

- T_Ss 

Vocabulary

1. stretch (v)

2. canal (n)

3. cultivate (v)

4. orchard (n)

* Suggested answer:
paddy fields, cattle (buffaloes), farmers, a combine harvester, a lake/pond, trees, houses, a dirt road, horison, ect.

Key: peaceful, vast, picturesque

3. WHILE READING ( 15’)

* Objectives:

2. - To improve Ss’ knowledge of vocabulary related to community activities.

    - To improve Ss’ skill of reading for specific information.

3. To help ss develop the skill of reading for specific information (scanning).

* Content:  Read and choose the correct answer; read and answer the questions

* Expected outcomes: To Improve the skill of reading for specific information. To get more information of the text.

* Organisation :

Teacher’s  Student’s activities

Content

ACTIVITY 2: Read the text about life in a village in Viet Nam. Match the highlighted words in the text with their meanings.

- Ask Ss to work individually to read the passage and find the highlighted words.

- Have Ss read aloud the highlighted words. Correct their pronunciation if needed.

- Have Ss match the highlighted words with their meanings in the table. Remind them to use the context to help them.

- Check the answers as a class.

- T_Ss

- Work individually.

Answer key:

1. c

2. a

3. d

4. b

ACTIVITY 3: Read the text again and tick T (True) or F (False) for each sentence.

- Ask some Ss to read out loud the sentences in the table.

- Have Ss work individually for five minutes and tick T (True) or F (False).

- Ask Ss to take turns to give the answers. Ask them to show the part in the passage where they found the answers.

- Have them read aloud the sentences.

- Check the answers as a class.

 - T_ Ss

- Ss to work individually.

* Key:

1. T

2. T

3. F

4. F

5. T

EXTRA ACTIVITY

- Put Ss into pairs.
- The pairs work together to summarise the text in 2 in a summary of 45 to 50 words.
- Each pair works with another pair to exchange their text.
- Each pair reads the new text which has been exchanged and summarize it in a text between 20-25 words.
- Teaching note: The act of shortening and lengthening texts requires Ss to use words and phrases they normally wouldnt. It also gets them to focus on the grammar and express ideas with grammar points they normally dont use.

4 . SPEAKING

* Objectives:

4. To help Ss prepare ideas for the next activity.

5. To provide an opportunity for Ss to practise talking about a village or town where they live or which they know.

* Content: Make notes about the village or town where you live or which you know.

Work in groups. Take turns to talk about the village or town where you live or which you know. Use the information in 4.

* Expected outcomes: Students can Make notes about the village or town ; Take turns to talk about the village or town where you live

* Organisation :

Teacher’s  Student’s activities

Content

ACTIVITY 4 : Make notes about the village or town where you live or which you know. 

- Tell each student to make notes. Set a time limit for Ss to do it.

- Ask Ss to think about a village or town where they live or which they know (its name, location, scenery, special features) and the people living there (how they live, what they often do, how they get along with each other).

- Have them note down these ideas quickly.

- T_ Ss.

- Work individually.

* Suggested outcome:

Name: Ha Noi

Location: Northern Vietnam

Scenery: ancient buildings and beautiful sights

How people live: fast, lively

Activities adults or children often do: chatting, having a coffee with friends, going shopping

The relationships among the people: friendly, helpful

Special feature: Old quarter, museums,…

ACTIVITY 5: Work in groups. Take turns to talk about the village or town where you live or which you know. Use the information in 4.

- T asks a strong student to model this activity in front of the class. Then have Ss work in groups, taking turns to talk about the village or town where they live or which they know about. Remind Ss to use the ideas they have prepared in 4. T may go round to observe.

- Encourage Ss to say as many sentences as possible. Ask Ss not to interrupt their group members while they are speaking in order to correct their errors. Tell them to correct only common errors after their group members have finished speaking.

- If there is enough time, call on some Ss to talk before the whole class, then invite some positive comments from other Ss.

* Suggested outcome:

I live in Duong Lam. It’s an old village

outside Ha Noi. It has ...

                                         5. WRAP-UP & HOME WORK (2’)

- Ask ss to summarise what they have learnt in the lesson.

- If  there is time , have them draw a mind map to summarise the main points of the lesson

* HOME WORK:

- Do more exercises in workbook.

- Prepare new lesson: Lesson 2:  SKILLS _2.

1. WARM UP & INTRODUCTION ( 3’- 5’)

* Objectives:

- To create an active atmosphere in the class before the lesson;

- To lead into the new lesson.

* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

* Expected outcomes: Having a chance to speak English.

* Organisation : Teacher’s instructions …

Teacher’s  Student’s activities

Content

+ Greeting   

+ Teacher (T) asks Ss some questions about the previous lessons, 

- T may introduce some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new class…

- T encourages Ss to talk in English as much as possible

- Invite some Ss to go to the board. Give him/ her one leisure activity that they learnt in the previous lesson. Ask them to describe the words without saying anything. The rest of the class guess the words.

- Lead to the new lesson: Listening and Writing about activities with friends.

- Introduce the objectives of the lesson.

- Introduce the objectives of the lesson. Write the objectives in the left corner of the board.

+ Greeting  

- T_Ss.

+ Students (Ss) listen and learn how to do the tasks.

- Open the book and write the tittle of the lesson.

2. PRESENTATION/ NEW LESSON ( 12’- 15’)

A. LISTENING

                                                       * Pre-listening

* Objectives: To prepare ss for the listening text.

* Content: Answer the questions to focus on the topic on the lesson.

* Expected outcomes: Ss answer the two questions freely.

* Organisation : Teacher’s instructions.

Teacher’s  Student’s activities

Content

ACTIVITY 1:  To help ss develop the skill of listening for specific information.

* Teach vocabulary:

 + Teacher uses different techniques to teach vocab (situation, realia, translation.) if have

- Have ss answer the questions in the book.

- Elicit answers from ss. This is an open activity, so accept all answers provided they make sense.

- T_Ss 

- We can hang out , play sport….

- To improve social skills; reduce stress…

3. WHILE LISTENING ( 15’)

Aims:

2+3 . To help Ss develop the skill of listening for specific information.

* Content:  Listen to an interview with Mark about his leisure activities do the tasks that follow.

  Choose the best answer; do the filling in the table.

* Expected outcomes: To Improve the skill . To do the tasks correctly.

* Organisation :

Teacher’s  Student’s activities

Content

ACTIVITY 2: Listen to an interview with Mark about his leisure activities. Choose the correct answer. 

- Tell ss that they are going to listen to an interview about the leisure activities Mark does.

- Have ss read the questions first and underline the key words.

- Play the recording and ask ss to listen and choose the correct answers. ss wo rk in pairs to compare their answers.

- Ask for ss answers and write them on the board without confirming whether they are right or wrong.

- T_Ss

- Work individually.

* Key: 

1.A  

2. C

ACTIVITY 3: Listen to the interview again.  Fill in each blank in the table with no more than two words. 

- Tell ss that they are going to listen to the interview again and complete the table Of information.

- Have ss read the table. Have ss guess the word or phrase to fill in each blank and write their guesses on the board.

- Play the recording and ask ss to listen again and complete the table. ss work in pairs to compare their answers with each other and with the words / phrases on the board.

- Play the recording once more for pairs to check their answers to both activities 2 and 3.

- Ask for ss answers to 2. Confirm and tick the correct answers. Ask for ss answers to 3.

- Write them on the board next to their guesses.

- Confirm the correct answers.

 - T_ Ss

- Ss to work individually.

* Key:

1. video   2. cinema     3. park

4. shape   5. bike ride  6. places

EXTRA ACTIVITY

Materials: One sheet of A4 paper per student

- Play the audio for the ss one line then stop. Ss work individually to listen and write down any two words they hear and leave a space between the two words. Explain the two words should not go together but there should be a few words between them. Repeat the process with the remaining lines stopping after each one.

- Ss then share their papers and work together to try to fill in some of the missing words that can be used to fill in the blanks.

- Play the audio once again stopping after each line for ss to check and correct their work.

4 . WRITING

* Objectives:

4. To help ss brainstorm ideas and make an outline for their writing.

5. To help ss practise writing an email to a pen pal to tell him/ her about the leisure activities they do with their friends.

* Content:  In this writing part, ss are asked to write an email about the leisure activities they do with their friends

* Expected outcomes: Ss can write an e-mail.

* Organisation :

Teacher’s  Student’s activities

Content

ACTIVITY 4 : Work in pairs. ask and answer the questions.

- Have ss work in pairs to answer the questions in the book.

- Have some ss present their answers or write their answers on the board.

- Move around to observe and offer help if needed

- Comment on their answers

- T_ Ss.

+ Students’ notes

1. I usually have free time at the weekend.

2. I usually play sports with my friends, especially badminton.

3. It’s an easy sport, and it also improve my muscle strength and help reduce stress.

ACTIVITY 5:  Write an email (80 - 100 words) to a pen-friend to tell him / her about what you usually do with your friends in your free time. use your answers in 4. Start and end the email as follows:

- Have ss write their emails individually based on their answers in 4.

- Ask one student to write his or her email on the board. Other ss and T comment on the email on the board.

- T collects some of the texts to correct at home. Otherwise, ask ss to revise and rewrite at home based on the Ts comments of their friends texts.

- Have them bring their new texts to class in the next lesson.

- Collect some for marking.

* Example:

Hi …..,

It’s nice to hear from you again.

Let me tell you about …..

                                          5. WRAP-UP & HOME WORK (2’)

- Ask ss to summarise what they have learnt in the lesson. Have ss look at the objectives written on the board at the beginning of the lesson and tick the objectives they have learnt.

* HOME WORK:

- Do more exercises in workbook.

- Prepare new lesson: Lesson 7 : LOOKING BACK.

1. WARM UP & INTRODUCTION ( 3’- 5’)

* Objectives:

- To create an active atmosphere in the class before the lesson;

- To lead into the new lesson.

* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

* Expected outcomes: Having a chance to speak English.

* Organisation : Teacher’s instructions …

Teacher’s  Student’s activities

Content

+ Greeting   

Revision

- Teacher asks Ss to think of what they have learnt already in Unit 2.

-  Ss work in pairs to do the task. Teacher calls some students to retell.

- Teacher confirms and leads them to do all the exercises in books.

- T may introduce some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new class…

- T encourages Ss to talk in English as much as possible

+ Greeting   T_Ss.

Revision

Suggested answers:

- words about life in the countryside

- comparative forms of adverbs

- giving and responding to compliments

- talking about the village or town where someone lives

- Open the book and write the tittle of the lesson.

2. PRESENTATION/ NEW LESSON ( 12’- 15’)

                                       A. PRACTICE EXERCISES

                                                        VOCABULARY

* Objectives:

1. To help Ss review the vocabulary of Unit 2.

2. To help Ss revise the forms and uses of comparative adverbs.

* Content: Revision. Write complete sentences from the given cues. Choose the correct answer.

* Expected outcomes: Reviewing the words. Ss know how to use them correctly in the context.

* Organisation : Teacher’s instructions.

Teacher’s  Student’s activities

Content

ACTIVITY 1. Write a phrase from the box under the correct picture.  

* - Have Ss do Task 1 individually then compare their answers with their partners. Ask for Ss’ answers or ask some Ss to read out their answers in front of the class.

- Confirm the correct answers.

- T_Ss

* Key:

1. ploughing fields

2. catching fish

3. drying rice

4. unloading rice

5. feeding pigs

6. milking cows

ACTIVITY 2: Choose the correct answer A, B, or C.

- Have Ss do Task 2 individually then compare their answers with their partners. Ask for Ss’ answers or ask some Ss to read out their answers in front of the class.

- Confirm the correct answers.

- T_Ss

- Work individually.

* Key:

1. B

2. C

3. A

4. C

5. A

GRAMMAR

Aims: To help Ss revise the forms and uses of comparative adverbs.

* Content: Complete the sentences . Correct mistakes

* Expected outcomes: Ss do exercises correctly. Finding the mistakes and correct them.

* Organisation : Teacher’s instructions.

Teacher’s  Student’s activities

Content

ACTIVITY 3: Complete the sentences with the comparative forms of the adverbs in brackets.

- Ask Ss to do the exercise individually. Then they can check their answers with a partner before discussing the answers as a class.

- Teacher confirms the correct answers.

- Remind Ss to keep a record of their original answers so that they can use that information in the Now I can … section.

 - T_ Ss

- Ss to work individually.

* Key:

1. earlier

2. more fluently

3. more easily

4. more heavily

5. harder / better

ACTIVITY 4:  Underline the mistakes in the sentences and correct them.

- Have Ss do this activity individually then compare their answers with their partners.

- Ask for Ss’ answers or ask one student to write his / her answer on the board.

- Teacher confirms the correct answers.

- Remind Ss to keep a record of their original answers so that they can use that information in the Now I can … section.

- T_ Ss.

- Work individually.

* Key:

1. as → than

2. quicklier → more quickly

3. more hardly → harder

4. the earlier → earlier

5. more highly → higher

4. PRODUCTION/ PROJECT ( 8’)

My favourite village

* Objectives:

- To help Ss practise making their own poster about their favourite village and present their work.

* Content: Ss to work in groups to do the project. Ss’ presentations.

- Ask Ss to organise their report into a presentation.

- Ask Ss to work in groups to make an interview with their friends, then collect and present data.

* Expected outcomes: Students’ speaking.

* Organisation :

Teacher’s  Student’s activities

Content

- Ask Ss to read the instructions again (T has already assigned the project since the first lesson of the Unit and checked their progress after each lesson). Let students have some time to check their posters for the final time and make any adjustments if necessary.

- T has groups show their posters and present them to the class. Remember to have the “show and tell” session and vote for the best poster.

- Students vote for the best poster.

- Teacher gives feedback.

* T should assign the project in earlier lessons such as in GETTING STARTED lesson. Make sure you guide them carefully and check their progress after each lesson. In the last lesson (LOOKING BACK), Ss to present their report to the class.

- Ss display all the posters on the wall or bulletin board ; Each group presents the poster they prepare to the whole class.

                                           5. WRAP-UP & HOME WORK (2’)

* Ask one or two Ss to tell the class what they have learnt.

- Ask Ss to say make some sentences with words and phrases they remember from the lesson

* HOME WORK:

- Do more exercises in workbook.

- Prepare new lesson: Unit 3: TEENAGERS

Anticipated difficulties

Solutions

- some difficult words and pronunciation

- Ss may lack experience of group / team work.

- Encourage Ss to work in groups so that they can help one another.

- Give short, clear instructions, and help if necessary.

1. WARM UP & INTRODUCTION ( 3’- 5’)

*Objectives:

- To create an active atmosphere in the class before the lesson;

- To review the previous units

- To lead into the new lesson.

* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

* Expected outcomes: Having a chance to speak English.

* Organisation : Teacher’s instructions …

Teacher’s  Student’s activities

Content

+ Greeting   

Game: I.N.I.T.I.A.L GAME

- T divides the class into 2 teams.

- T shows 9 different pictures

- Students are shown different pictures and they need to take the first letter from each picture to form the mystery word. 

- Which team finds the mystery word first will become the winner.

- T leads to the new unit. Write the unit title Teenagers on the board. Ask Ss to guess what they are going to learn about in this unit.

+ Greeting   ; T_Ss.

+ Students (Ss) listen and learn how to do the tasks.

Mystery word: TEENAGERS

-  Open the book and write the tittle of the lesson.

2. PRESENTATION/ NEW LESSON ( 12’- 15’)

*Objectives:

- To set the context for the introductory dialogue;
-  To introduce the topic of the unit.

* Content: Learn some new words . Read the conversation and find out new words. Focus on topic of the lesson, grammar points…

* Expected outcomes: Knowing more new words. Students know the topic of the unit and be ready for the conversation.

* Organisation : Teacher’s instructions.

Teacher’s  Student’s activities

Content

ACTIVITY 1: 1. Listen and read : It’s great to see you again !

* Teach vocabulary:

 + Teacher uses different techniques to teach vocab (situation, realia, translation.)

+ Teacher introduces the vocabulary by:

   - providing the pictures

  - eliciting the definition of the words

+ Teacher do the “Rub out and remember” checking technique.

- Teacher reveals that these six words will appear in the reading text and asks students to open their textbooks to discover further.

Set the context: Have Ss look at the conversation and the picture and answer some questions: Who are the people?

- What might they be talking about?

- Play the recording twice for Ss to listen and read along. Then invite some pairs of Ss to read the conversation aloud.

- Refer to the questions previously asked. Confirm the correct answers: They are teacher and students. They are in a class meeting. They are discussing their class forum, club activities to participate in, and their problems.

- To help Ss understand the main idea of the conversation, askSs to answer the question: What are the teacher and students discussing?

- T_Ss

* Vocabulary

1. forum (n)   diễn đàn

2. stress (n)  sự căng thẳng

3. stressful (adj) căng thẳng, tạo áp lực

4. pressure (n)  áp lực

5. user-friendly (adj)

thân thiện với người dùng, dễ dùng

6. midterm (adj)   giữa kỳ

Questions:

- Who are the people?

- What might they be talking about?

* Suggested answers:

- They are teacher and students.  

- They are in a class meeting. 

- They are discussing their class forum, club activities to participate in, and their problems. 

3. PRACTICE ( 15’)

*Objectives:

2. To help Ss understand the conversation.  

3. To help Ss learn words and phrases related to the topic Teenagers.

4. To help Ss use the vocabulary in 3 in the right context. 

* Content: Read the conversation and tick T/ F ; Write words under the pictures. Complete the sentences…

* Expected outcomes: Ss understand the content of the conversation and know the vocabulary related to the topic.

* Organisation :

Teacher’s  Student’s activities

Content

ACTIVITY 2: Read the conversation again and tick T (True) or F (False) for each sentence.

- Ask Ss to work in pairs to read the conversation again.  

- Ask them to underline the key words and phrases in the statements. Then have pairs work together for one  or two minutes to do the task.  

- Have Ss read out the statements and say if the statements are true or false.  

- Make sure they pronounce the words correctly.  

- Teacher checks the answers as a class and gives feedback.

- T_Ss

- Work individually.

* Key:

1. F

2. T

3. T

4. F

5. T

ACTIVITY 3: Write a word or phrase from the box under the correct picture.

- Ask Ss to work in pairs to match the pictures with the words or phrases.  

- Ask Ss to say the words / phrases aloud. Make sure they pronounce the words and phrases correctly. 

- Teacher checks the answers as a class and gives feedback.

 - T_ Ss

- Ss to work individually.

* Key:

1. language club

2. pressure

3. arts and crafts club  

4. forum

5. sports club

6. chess club  

ACTIVITY 4: Complete each of the sentences with a word or phrase in 3. There is one extra word or phrase.

- Ask Ss to work independently to complete each sentence with a word or phrase in 3.

- Allow Ss to refer to the pictures, the words and phrases in 3, and the conversation if needed. 

- Check the answers as a class.  

- Ask several Ss to read aloud the full sentences. Correct Ss’ pronunciation if needed. 

- T_ Ss.

* Key:

1. arts and crafts club

2. forum

3. language club

4. pressure

5. sports club 

4. PRODUCTION/ FURTHER PRACTICE ( 8’)

*Objectives:

- To help Ss practise asking and answering questions for more information about their peers, and reporting information they have gathered;  

- To create a fun atmosphere in the class. 

* Content:  Ask and answer the questions. Report the answers.

* Expected outcomes: Students can answer the questions correctly.

* Organisation :

Teacher’s  Student’s activities

Content

ACTIVITY 5: Ask and answer the questions below. Report your friend’s answers to the class.

- Ask Ss to work in pairs to ask and answer questions.  

- Encourage Ss to provide their partners with as much information as possible, using vocabulary they have  learnt when they answer the questions.  

- Ask some Ss to report information about their partners.

- T and other Ss listen and comment.

Questions:

1. What types of social media do you have?

2. What kind of pressure do you have?

3. What clubs do you participate in?

4. Why do you choose to participate in that club?

- Ss- Ss

- Several answers.

5. WRAP-UP & HOME WORK (2’)

- Refer to the unit title again, then together with Ss, orally list the issues that the teacher and students discuss in their class meeting.  

- Ask Ss to add any other issues relevant to teenagers which are not mentioned in the conversation. 

- Ask Ss to name several school clubs, pressure, and social media.  

* HOME WORK:

- Do more exercises in workbook.

- Prepare new lesson: Lesson 2: A CLOSER LOOK 1 .

Anticipated difficulties

Solutions

Ss may lack vocabulary related to social network and their pressure from schoolwork, so they may have difficulty completing the tasks

T is willing to provide them with enough vocabulary related to the topic

1. WARM UP & INTRODUCTION ( 3’- 5’)

* Objectives:

- To create an active atmosphere in the class before the lesson;

- To lead into the new lesson.

* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

* Expected outcomes: Having a chance to speak English. Students get some vocabulary from the lesson and be ready for the lesson.

* Organisation : Teacher’s instructions …

Teacher’s  Student’s activities

Content

+ Greeting   

+ Game: Word puzzles

- Give Ss a few minutes to play a game. Have Ss play in two groups.  

- Ask ss to find 6 meaningful words in the puzzles, in cluding : upload, check, browse, log on, connect…  

- The group with the more correct answers wins. 

- T leads in the new lesson.

+ Lead into this lesson .

OR:

Give the groups a list of verbs including upload, check, log on, connect  and ask them to write words/ phrases that go with these verbs.

+ Ask Ss to open their books to page 30.

+ Greeting   ; - T_Ss.

+ Game: Word puzzles

Answer key:

CHECK; POST; WEBSITE; CLIP; PICTURE; CONNECT..

2. PRESENTATION/ NEW LESSON ( 12’- 15’)

* Objectives: To introduce some verbs and verb phrases that are often used when talking about social media.

* Content: - To introduce some verbs and verb phrases that are often used when teens talk about using social media.  

- To allow Ss to use the learnt words in contexts.

* Expected outcomes: Knowing more new words. Students know how to use new words/ phrases.

* Organisation : Teacher’s instructions.

Teacher’s  Student’s activities

Content

ACTIVITY 1: Circle the correct options to complete the phrases.

* Teach vocabulary:

 + Teacher uses different techniques to teach vocab (situation, realia, translation.)

+ Teacher introduces the vocabulary by:

   - providing the pictures

  - eliciting the definition of the words

+ Teacher do the checking Vocabulary

** Have Ss read aloud the verbs and the word / phrases given.  

- Ask Ss to work in pairs to circle the correct options to complete the phrases.  

- Explain the meaning of the new verb phrases by using pictures or synonyms or even their mother tongue. For example: To load st = To send st to another computer; to browse (through) st = to look at things/ check over st or use picture to show meaning of notifications and log on to an account

- Invite Ss to take turns to read out their answers. Correct their pronunciation if needed. 

- Check the answers as a class.  

- T can also ask Ss to add more words / phrases to the verbs to make other phrases. This way, T can broaden  Ss’ vocabulary if they are ready. 

- T_Ss

* New words:

1. upload (v) = to copy or move programs or information to a larger computer system or to the internet   (Tải lên)

2. browse (v) = to look at things / check over sth . Đọc lướt, tìm thông tin

3. notifications (n)   Thông báo

4. log on (to) (v)       Đăng nhập

5. check (v)    Kiểm tra

6. account (n)  Tài khoản

6. picturesque (adj) đẹp, đẹp như tranh .

* Key:

1. A

2. A

3. B

4. B

5. B 

3. PRACTICE ( 15’)

* Objectives:

2: To allow Ss to use the learned verbs in context.

3: To help Ss revise learned vocabulary and learn new vocabulary.

* Content: Complete the sentences . Choose the correct answer A, B, C or D.

* Expected outcomes:Know more new verbs and verb phrases that are often used when teens talk about using social media.  

- Know how to use learned words/ phrases in context.

* Organisation :

Teacher’s  Student’s activities

Content

ACTIVITY 2: Use the correct form of the verbs in 1 to complete the sentences

- Ask Ss to work individually to complete each of the sentences with a suitable verb from 1. 

- Check the answers as a class.  

- Have some Ss read aloud the complete sentences.

- Correct Ss’ pronunciation if necessary.  

- T_Ss

* Key:

1. browsed

2. uploaded

3. connects

4. checked

5. logs on

ACTIVITY 3: Choose the correct answer A, B, or C.

- T asks Ss to work individually to choose the correct answer for each sentence.  

- Ask Ss to swap their answers with their partners.

- T check the answers as a class.

- T can also ask some Ss to read out their answers. Then have Ss read the sentences aloud as a class. Correct  Ss’ pronunciation if necessary.  

- Teacher checks the answers as a class and gives feedback.

 - T_ Ss

* Key:

1. B

2. C

3. A

4. A

5. B 

4. PRONUNCIATION: ( 8’)

/ʊə/ and /ɔɪ/

* Objectives:

- To help Ss identify how to pronounce the sounds /ʊə/ and /ɔɪ/;  

- To help Ss practise pronouncing the sounds /ʊə/ and /ɔɪ/ in context 

* Content: Listen and reapeat the words. Practice the sentences. Circle the words

* Expected outcomes:Students repeats the words correctly. Learn how to pronounce the words correctly.

* Organisation :

Teacher’s  Student’s activities

Content

ACTIVITY 4: Listen and repeat the words. Pay attention to the sounds /ʊə/ and /ɔɪ/. Then put the words into the correct columns.

- Have Ss listen to the recording once first. Then ask Ss to read out the words.

- Play the recording for them to listen again and repeat each word as a class, then as individuals.

- Play the recording as many times as possible.

- Have Ss complete the task. Check answers as a class.

* Teacher gives corrections and feedbacks to students’ pronunciation .

- T_ Ss.

Answer key:

/ʊə/: tourist, ensure, sure, tournament

/ɔɪ/: boy, toy, avoid, choice

ACTIVITY 5: Listen and practise the sentences. Underline the words with /ʊə/ and circle the words with /ɔɪ/.

- Have some Ss read the sentences first.  

- Play the recording for Ss to listen to, then repeat each sentence after the recording.

- Play the recording as many times as necessary.  

- Ask them to underline the words with the sound /ʊə/ and circle the words with the sound /ɔɪ/. 

- Check the answers as a class.

- Call some Ss to read the sentences individually. 

* Suggested outcome:

Answer key:

1. She is a noisy and curious girl.  

2. They joined a full-day city tour.  

3. I found it enjoyable to watch the tournament.  

4. She’ll record our voices during the interview.  

5. He is not acting very mature and is starting to annoy me.  

+ FURTHER PRACTCE

Game: Slap the board :

- T writes on the board 15 words with the sounds /ʊə/ and /ɔɪ/.

- Teacher divides students into 2 teams.

- When T reads out word by word, one student will run to the board and slap on the correct word with the correct sound.

- The team with more correct answers will be the winner.

- Students play the game.

- Teacher invites the winner to read aloud their sentences.

- Teacher gives feedback.

* Suggested outcome:

15 words with the sounds /ʊə/ and /ɔɪ/:

                                           5. WRAP-UP & HOME WORK (2’)

- Ask Ss to summarise what they have learned in the lesson.  

- Ask them to list some verb phrases learned in the lesson.  

- Ask them to list some other learned words/ phrases related to teenagers’ activities or pressure, paying attention to their pronunciation.  

* HOME WORK:

- Do more exercises in workbook.

- Prepare new lesson: Lesson 3 : A CLOSER LOOK 2 .

Types of sentences

Definition

Examples

1. Simple sentences

Made up of one independent clause

- Minh has some problems with his schoolwork.

2. Compound sentences

Made up of two or more independent clauses and they are joined by

- coordinating conjunctions: for, and, but, or, so

- a conjunctive adverb: however, therefore, otherwise.

- Mai bought many books because she likes reading.

- Mark is hard-working; therefore, he usually gets high scores on exams.

1. WARM UP & INTRODUCTION ( 3’- 5’)

* Objectives:

- To create an active atmosphere in the class before the lesson;  

- Lead in the new lesson

* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

* Expected outcomes: Having a chance to speak English and focus on the topic of the lesson.

* Organisation : Teacher’s instructions …

Teacher’s  Student’s activities

Content

+ Greeting   

Game: BOARD RACE

- Give Ss a few minutes to revise the simple sentences.  

- Ss work in two teams.
- Ss receive slips of paper with simple sentences or compound sentences.  

+ Instruc them to play.
- Pick out all the simple sentences and run as fast as possible to stick them on the board,  
- Then underline the subjects and circle the verbs of those simple sentences.  
+ Ask each team to read out loud the sentences they have selected. Correct their pronunciation if necessary. 

+ The team with the most correct sentences wins.  

- Ask Ss to look at A CLOSER LOOK 2 on page 31.  

+ Introduce the objectives of the lesson. Focus on the objectives of the lesson.

- Teacher sets the context for the lesson.

+ Greeting   ; T_Ss.

1. She is a noisy and curious girl.  

2. They joined a full-day city tour.  

3. I found it enjoyable to watch the tournament.  

4. She’ll record our voices during the interview.  

5. Minh has some problems with his schoolwork.

6. Mark is hard-working; therefore, he usually gets high scores on exams.

7. Mai bought many books, for she likes reading.

8. He is a club member, but he never participates in any of the activities.

- Open the book and write the tittle of the lesson.

2. PRESENTATION/ NEW LESSON ( 12’- 15’)

                                  Simple sentences and compound sentences

* Objectives:

- To review Ss’ knowledge of the simple sentences.  

- To raise Ss’ awareness of the simple sentences and compound sentences. 

* Content: - To teach grammar. Ss can aware of the simple sentences and compound sentences. 

* Expected outcomes: Ss know how to use Simple sentence and compound sentences.

* Organisation :

Teacher’s  Student’s activities

Content

ACTIVITY 1: Tick (✓) the simple sentences.    

          Grammar: Simple sentences and compound sentences.

- T gives 2 sentences and asks ss to find their subject and verb.

- Ask them to check how many subjects and verbs are in each of the sentences.  

- Tell them to read the Remember! box in pairs before giving further explanation. 

- Then T explains to ss what a simple sentence or a compound sentence is.

- Then ask Ss to underline the two independent clauses in Eg 2, circle the words in between the two independent clauses. Tell them that there are words other than and and but we use to connect two independent clauses in compound sentences.  

- Ask Ss to read aloud as a class the words for, and, but, or, so, however, therefore, otherwise.  

- Explain the meanings of these words if necessary. Tell Ss that they can also call these words connectors.

- Remind Ss to use a semicolon (;) before however, therefore, and otherwise, and the other connectors are followed by a comma (,)

+ Invite some Ss to share their answers. Confirm the correct answers.

Answer :

Eg1: Minh has some problems with

           S       V

his Schoolwork.

Eg2: Mark is hard-working;

          S1    V1

 therefore,         he usually gets high

   connectors      S2            V2

scores on exams.

* A simple sentence is made up of one independent clause.

      + Minh has some problems with his schoolwork.

* A compound sentence is made up of two or more independent clauses

- Mai bought many books, for she likes reading.

- He is a club member, but he never participates in any of the activities

* Connectors

- coordinating conjunctions: for, and, but, or, so

- conjunctive adverbs: however, therefore, otherwise.

3. PRACTICE ( 15’)

* Objectives:

- To review Ss’ knowledge of simple sentences.  

- To raise Ss’ awareness of simple sentences and compound sentences. 

- To help Ss distinguish between words that connect independent clauses. 

* Content: - Recall the form of the simple sentences

- Know the differences between simple sentences and compound sentences.          

- Know the differences between words that connect independent clauses. 

* Expected outcomes: Students understand how to use simple sentences and compound sentneces.

* Organisation :

Teacher’s  Student’s activities

Content

ACTIVITY 1: Tick (✓) the simple sentences.

- Ask Ss to work individually to tick the simple sentences.  

- Ask Ss to take turns to give their answers.  

- Check the answers as a class.  

- Then T asks some Ss to underline the subjects and circle the verbs of simple sentences. 

- Ask several Ss to read aloud the full sentences.

- Correct their pronunciation if necessary.  

- T_Ss

* Answer key:

1, 2, 4

ACTIVITY 2: Write S for simple sentences and C for compound sentences

- Have Ss work in pairs to write S for simple sentences and C for compound sentences.

- Ask some Ss to read out the sentences and say S or C.  

- Correct their pronunciation mistakes if necessary.  

- Check the answers as a class.

 - T_ Ss

* Key:

 1. S         2. S          3. C

 4. S         5. C  

EXTRA ACTIVITY:          Presentation of compound sentences

       Refer to sentences 3 and 5 in 2 and ask Ss to underline the subjects and circle the verbs. Ask them to check how many subjects and verbs there are in each of the sentences.

3. She is a smart student, and she is an active member of our club.

5. He is a club member, but he never participates in any of the activities.

- Both sentences 3 and 5 have two subjects and two verbs.

- Tell them to read the Remember! box in pairs before giving further explanation.

- Then ask Ss to underline the two independent clauses in sentences 3 and 5, circle the words in between the two independent clauses. Tell them that there are words other than and and but we use to connect two independent clauses in compound sentences.

- Ask Ss to read aloud as a class the words for, and, but, or, so, however, therefore, otherwise.

- Explain the meanings of these words if necessary. Tell Ss that they can also call these words connectors.

- Remind Ss to use a semicolon (;) before however, therefore, and otherwise, and the other connectors are followed by a comma (,).

ACTIVITY 3: Choose the correct answer A, B, or C. 

- Have Ss work individually to choose the correct answer A, B, or C.  

- Remind them of the meanings of the connectors and the punctuation (the comma and semicolon) for the connectors.  

- Ask some Ss to read out the complete sentences.

- Check the answers as a class.

 - T_ Ss

1. C

2. B

3. A

4. A

5. C  

ACTIVITY 4 : Combine the two sentences to make compound sentences, using the words from the box.

- Have Ss work in groups of four for five minutes to write on their posters complete compound sentences using the words in the box.

- Remind them to use commas and semicolons when necessary. Then ask them to swap answers with other groups.

- Check the answers as a class.  

- Have the class read out the sentences. Correct their spelling and grammar mistakes when necessary. 

* Teacher checks students’ answers as a class and gives feedback.

- T_ Ss

* Answer key:

1. Phong has to study harder; otherwise, he may fail the exam.  

2. She is very sensitive, so don’t comment on her new hairstyle. / She is very sensitive; therefore, don’t comment on her new hairstyle.  

3. Mi wants to have more friends, but she doesn’t connect well with others.  

4. Students can work in groups, or they can work in pairs.  

5. My friend likes showing off her new things; therefore, she often posts pictures on social media. / My friend likes showing off her new things, so she often posts pictures on social media.  

4. PRODUCTION/ FURTHER PRACTICE ( 8’)

ACTIVITY 5:

* Objectives:  To enable Ss to make compound sentences correctly.  

* Content: Playing GAME.   

* Expected outcomes: Ss play GAME. Which group has the most sentences?  

- Students are able to make compound sentences correctly.  

* Organisation :

Teacher’s  Student’s activities

Content

5. GAME: Which group has the most sentences?

Work in groups. Each group makes as many compound sentences as possible. The group with the most correct sentence is the winner.

+ Divide the class into groups.

_ T instructs SS how to play the game: Ask Ss to work

In groups.

- Give each group the strips of paper  with words on it ( the words given to Ss can be for, and, but, or, so, however, therefore, otherwise). T may instruct Ss to write their compound sentences on A1-size paper.  

- Invite groups to read out their compound sentences or to stick the A1-size paper with compound sentences they have written on the board.  

- Correct any grammar and pronunciation mistakes if necessary.

- The group with the most correct sentences is the winner.  

* T corrects any grammar and pronunciation mistakes if necessary.  

- T_ Ss.

- Work in groups.

                                           5. WRAP-UP & HOME WORK (2’)

- Ask Ss to summarise what they have learnt in the lesson.  

- Have them say out loud the connectors (coordinating conjunctions and conjunctive adverbs) they learnt in the lesson.  

- Have them talk about the meanings of the connectors and how to use commas and semicolons with connectors. 

* HOME WORK:

- Do more exercises in workbook.

- Prepare new lesson: Lesson 4: COMMUNICATION.

1. WARM UP & INTRODUCTION ( 3’- 5’)

* Aims:

- To create an active atmosphere in the class before the lesson;

- To lead into the new lesson.

* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

* Expected outcomes: Having a chance to speak English.

* Organisation : Teacher’s instructions …

Teacher’s  Student’s activities

Content

+ Greeting   

Chatting:

- T asks ss some questions:

+ What do you say when you want sb to pass you a pen?

+ What do you say when you want sb to tell you more about the music club?

+ What will we do if we want to politely ask somebody to do sth?

- T leads in the new lesson: If we want to politely ask somebody to do sth, we make requests. There are two ways of making requests that we will learn in Lesson 4. Communication.

- Ask Ss to look at COMMUNICATION on page 32.  

- Introduce the objectives of the lesson: learning how to make requests.

+ Greeting  

- T_Ss.

+ Students (Ss) listen and learn how to do the tasks.

- Open the book and write the tittle of the lesson.

2. PRESENTATION/ NEW LESSON ( 12’- 15’)

EVERYDAY ENGLISH

Making requests

* Objectives:

- To introduce two ways to make requests

- To help Ss practise making requests.  

* Content: Listen and read the conversation. Learn how to make requests.

 * Expected outcomes: Students know how to how to make requests.

* Organisation : Teacher’s instructions.

Teacher’s  Student’s activities

Content

ACTIVITY1. Listen and read the conversation . Pay attention to the highlighted sentences

1- Play the recording for Ss to listen and read the conversation.

- Ask Ss to pay attention to the highlighted sentences. Emphasise the ways to make requests :

+ Can you tell me more about the music club, please?

+ Could you show me the way to the college, please?

Tell Ss that Can you and Could you are similar in meaning, and only different in the degree of formality. Could you is more formal than Can you.

- Have Ss practise the conversations in pairs.

* Teacher checks students’ understanding by asking some checking questions.

- T_Ss

1. Can you tell me more about the music club, please? 

B. Yes, certainly.It meets on Mondays and Thursdays.

2. Could you show me the way to the college, please? 

B. Certainly. Go past this block, then turn left. It’s on your right-hand side there.

ACTIVITY 2: Work in pairs. Make similar conservations, using the cues below.

- Ask Ss to work in pairs to make similar dialogues.

- Tell them to use the contexts given and the sample requests.

- Give feedback on their dialogues.  

- T_Ss

- Work in pairs

+ Ask to borrow a book from your classmate.

A. Can you lend me your book that you finished reading, please? 

B. Yes, certainly.

+ Request some advice on how to do your science project.

A. Could you tell me how to start a science project?

B. Certainly.

                                          SOCIAL MEDIA POPULAR AMONG TEENS

* Objectives:

- To provide Ss with language input about the different social media that are popular among teens, how often and what they use these media for;  

- To help Ss practise reading for specific information. 

* Content:  Read some posts on a forum about different social media and match the names of the posters with their activities. Ask and answer questions about what social media the teens in 3 use, why, and how often they use them.

*Expected outcomes: - Ss are able to identify the different social media that are popular among teens, how often and what they use these media for.

- Ss practise reading for specific information…

ACTIVITY 3: Read some posts on a forum about different social media and match the names of the posters with their activities .

- Ask some Ss to read the posts aloud.  

- Have Ss work in pairs to read the posts to match the name of the four teenagers and their activities (1 - 5). 

- Ask some pairs to read out their answers. Correct if necessary.  

- Check the answers as a class.  

- If time allows, ask some Ss to retell information from the posts or to role-play a conversation. 

 - T_ Ss

Suggested answers:

Ann: 2

Tom: 4,5

Trang: 1

Nam: 3  

ACTIVITY 4: Work in pairs. Ask and answer questions about what social media the teens in 3 use, why, and how often they use them.  

- Have Ss work in pairs to ask and answer questions about which social media each of the four teenagers  uses, what for and how often they use the media.  

- Ask them to follow the example in the Student’s Book.  

- Invite some pairs to role-play, asking and answering questions in front of the class. Correct any grammar  or pronunciation mistakes if necessary.  

- T_ Ss.  Ss-Ss

Model dialogue:

Tom: What social media does Ann use?

Nam: She uses YouTube.

Tom: What does she use it for?

Nam: She uploads her videos and watches other people’s videos.

Tom: How often does she use it?

Nam: Every day.

4. PRODUCTION ( 8’)

* Objectives:

5. To help Ss practise asking and answering questions about which social media teens often use, how often and why they use these media.  

- To help Ss practice reporting.

* Content: Ask and answer about which social media teens often use, how often and why they use these media.  

 *Expected outcomes: Ask and answer about a social media teens often use, how often and why they use these media.  

 * Organisation :

Teacher’s  Student’s activities

Content

ACTIVITY 5: Work in groups. Discuss the following questions and then report your group’s result to the class. Report your group’s results to class

- Have Ss work in groups to discuss the answers to the three questions about social media. 

- Tell them that they can give more than one reason to explain their choice.  

- Ask them to use the information from the posts in 3 as cues.  

- Invite group representatives to report their group’s answers.

* Teacher corrects students as going around while they’re practising.

- T listens to ss’ reports and gives feedback on their pronunciation and content.

* Questions:

1. What social media do you use?

2. How often do you use it?

3. What do you use social media for?

                                           5. WRAP-UP & HOME WORK (2’)

- Ask Ss what they have learnt in the lesson.

- Ss retell 2 ways of making requests and list some popular social media among teens.

* HOME WORK:

- Do more exercises in workbook.

- Prepare new lesson: Lesson 5: SKILLS_1. 

1. WARM UP & INTRODUCTION ( 3’- 5’)

* Objectives:

- To create an active atmosphere in the class before the lesson 

- To remind Ss of some activities and school clubs teens often take part in

* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

*Expected outcomes: Having a chance to speak English.

* Organisation : Teacher’s instructions …

Teacher’s  Student’s activities

Content

+ Greeting   

                             Brainstorming

- Ask Ss to list school clubs teens often take part in.

- Have the class work in pairs to describe the pictures and say what club the teenagers in the pictures are taking part in.  

- Ask Ss to discuss the reasons they want to join a school club like these.  

- Ask Ss to look at SKILLS 1 on page 33.  

OR: Let Ss play a game in groups of four or five. Each group chooses a type of social media and thinks about what teens are using the social media for. The groups have one minute to discuss.

- T throws a ball and the group that receives the ball starts first. Members of the group that has the turn take turns to say one reason why teens use the social media. The reason must be different from all reasons mentioned before. If a member cannot give a reason, the group loses their turn to the other.

- Stop the game when time is up.

The group that has the most correct or appropriate reasons wins. T declares the winner(s).

- T can lead into the Reading by saying: Apart from social media, teens also join different clubs. Today we will look at various school clubs teens may join and the reasons why they join clubs.

+ Greeting   ; T_Ss.

                   Brainstorming

Suggested answers:

- Badminton/ basketball club, English club, chess club, arts club, football club, …

- 2 clubs in the pictures: Chess club, arts and craft club

- Open the book and write the tittle of the lesson.

2. PRESENTATION/ NEW LESSON ( 12’- 15’)

A. READING

                                                           * Pre-reading

* Objectives:

- To remind Ss some activities and school clubs teens often take part in.

- To help Ss practice describing pictures.

- To improve Ss’ skill of reading for general and specific information.

* Content: Learn some new words . Developing reading skill.

+  Read the conversation and tick T (True) or F (False) for each sentence.

+  Read the conversation again and choose the correct answer A, B, or C.

* Expected outcomes: Knowing more new words. Students improve their reading skills.

* Organisation : Teacher’s instructions.

Teacher’s  Student’s activities

Content

ACTIVITY 1: Work in pairs. Look at the picture and say what club it is.

* Teach vocabulary:

 + Teacher uses different techniques to teach vocab (situation, realia, translation.)

+ Teacher introduces the vocabulary by:

   - providing the pictures

  - eliciting the definition of the words

+ Teacher do the checking technique.

+ Teacher reveals that these five words will appear in the reading text and asks students to open their textbook to discover further:

* Have the class work in pairs to describe the pictures and say what club the teenagers in the pictures are taking part in.

- Ask Ss to discuss which of their school clubs they want to join.

- T_Ss 

* Vocabulary

1. concentrate (v)    tập trung (vào)

2. focused (adj)    chuyên tâm, tập trung

3. craft (n)   (nghề, đồ, kỹ nghệ) thủ công

4. beforehand (adv)  trước

5. practical (adj)       thực tế, thực tiễn

Key:

a. chess club, arts and crafts club

3. WHILE READING ( 15’)

* Objectives:

2. To improve Ss’ knowledge of vocabulary related to community activities.

 - To improve Ss’ skill of reading for specific information.

3. To help ss develop the skill of reading for specific information (scanning).

* Content:  Read and tick T/ F. Choose the correct answer.

* Expected outcomes: To improve the skill of reading for specific information. To get more information of the text.

* Organization:

Teacher’s  Student’s activities

Content

ACTIVITY 2: Read the conversation and tick T (True) or F (False) for each sentence.

- Ask Ss to work individually to read the conversation and decide if the statements below the conversation are true or false.

- Ask Ssto read and tick T (True) or F (False). 

- Ask Ss to underline the evidence to support each statement.   

- Have Ss work in pairs to swap answers or to check answers together. 

- Ask some Ss to read out loud the statements and say true or false. Ask them to show the parts in the reading where they found the answers.

- Check the answers as a class.

- T_Ss

- Work individually.

Answer key:

1. T

2. T

3. F: when he was five => 5 years ago

4. T

ACTIVITY 3: Read the conversation again and choose the correct answer A, B, or C.

- Have Ss work individually for seven minutes and circle the correct answers.

- Remind them to underline the keywords in the questions and the evidence for the answers.  

- Ask Ss to take turns giving the answers. Ask them to show the parts in the reading where they found the answers.

- Check the answers as a class.

 - T_ Ss

- Ss to work individually.

* Key:

1. B

2. C

3. B

4. B 

5. C

4 . SPEAKING

* Objectives:

- To help Ss practise asking and answering questions for information about school clubs; 

- To give Ss an opportunity to practise telling what benefits they can gain from joining different school club

- To improve Ss’ confiden

* Content: Ss make conversations . Ask and Answer questions about club at your school. 

* Expected outcomes:Students can make conversations . Ask and Answer questions about club at school.  

* Organisation :

Teacher’s  Student’s activities

Content

ACTIVITY 4 : Work in pairs. Make conversations using the given information.

- Have Ss work in pairs to ask and answer questions about the guitar club and painting club. 

- Assist Ss to make questions when necessary.   

- Ask them to practise giving some benefits / reasons. Encourage them to think of other possible benefits / reasons.  

- Ask some pairs to role-play.  

+ Ask the class to give feedback on their questions ans answers, and pronunciation.

- T_ Ss.   Ss- Ss

* Suggested questions:  

- What time does the club meet?  

- Where does it meet?  

- How can I contact the club? / What is the contact number of the club?  

- Who will coach the club?  

- What benefits do you get when join the club? Why do you want to join this club?

ACTIVITY 5: Work in groups. Ask and answer questions about a club at your school. Report the answers to your class.  

- Have Ss work in groups to ask and answer questions about a school club they would like to participate in.

- Ask them to give as many benefits and/ or reasons why they want to take part in the club. Tell them to explain the reasons based on their likes, dislikes, abilities, or personalities.  

- Invite one representative of each group to report their group’s answers to the class. 

* T gives feedback on their reports in terms of language, reasoning skills, and pronunciation.  

* Suggested outcome:

The music club at my school meets on Tuesdays from 5.00 p.m to 6.30 p.m . It meets in the music room, on the third floor..

5. WRAP-UP & HOME WORK (2’)

- Ask Ss what they have learnt in the lesson. 

- Ss retell some school clubs they have learnt after the lesson and their benefits.

* HOME WORK:

- Do more exercises in workbook.

- Prepare new lesson: Lesson 6: SKILLS _2.

1. WARM UP & INTRODUCTION ( 3’- 5’)

* Objectives:

- To create an active atmosphere in the class before the lesson;

- To lead into the new lesson.

* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

* Expected outcomes: Having a chance to speak English. Ss can identify and name types of pressure that teen may face

* Organisation : Teacher’s instructions …

Teacher’s  Student’s activities

Content

+ Greeting   

                    + Game: Table cloth

- Divide the class into 4 groups.

- In 2 minutes, Ss write down on the poster as many types of pressure as possible.

- The group with the most correct answers will be the winner.

- Ask Ss to look at SKILLS 2 on page 35.

- Introduce the objectives of the lesson. Write the objectives in the left corner of the board.

+ Greeting   ; T_Ss.

+ Students (Ss) listen and learn how to do the tasks.

* Suggested answers:

Pressure from parents, pressure from work, pressure from schoolwork, pressure from friends, peer pressure, exam pressure, pressure to get into gifted/ high schools, pressure of getting higher marks, …

- Open the book and write the tittle of the lesson.

2. PRESENTATION/ NEW LESSON ( 12’- 15’)

A. LISTENING

* Pre-listening

* Objectives:

- To help Ss focus on some keywords and pharses for listening.

 * Content: Learn some new words. Which types of pressure below do you think teens face?

* Expected outcomes: Know more new words about teen pressure.

- Get specific information about teen pressure through listening.

* Organisation : Teacher’s instructions.

Teacher’s  Student’s activities

Content

ACTIVITY 1: Which types of pressure below do you think teens face? 

* Teach vocabulary:

 + Teacher uses different techniques to teach vocab (situation, realia, translation.) if have

- Have ss answer the questions in the book.

- Elicit answers from ss. This is an open activity, so accept all answers provided they make sense.

- T_Ss 

Vocabulary:

1. parental (adj)  thuộc bố mẹ

2. bully (v)  bắt nạt;  trêu chọc ;

              (n) kẻ hay bắt nạt.

3. bullying (n) sự bắt nạt.

4. peer (n)       bạn đồng lứa

3. WHILE LISTENING ( 15’)

* Objectives:

2: To improve Ss’ skill of listening for general information. 

3: To improve Ss’ listening comprehension and note taking skills.

* Content: Listen to a conversation and choose the correct answer to each question.

- Listen to the conversation again and fill each blank with ONE word.

* Expected outcomes: To improve the listening skills . To do the tasks correctly.

* Organisation :

Teacher’s  Student’s activities

Content

ACTIVITY 2: Listen to a conversation and choose the correct answer to each question

- Ask Ss to work individually to read through Questions 1 and 2.

- Ask them to underline keywords in the questions, for example, “How many ...” or “What ... discussing”. 

- Play the recording once for Ss to circle the answers.  

- Check Ss’ answers and play the recording again for them to better understand the conversation among Minh, Ann and Mi.

- Stop or rewind the recording where necessary.  

- T_Ss

* Key: 

1. C

2. B  

ACTIVITY 3: Listen to the conversation again and fill each blank with ONE word.

- Ask Ss to work in pairs to read the table and to predict the word they will need to fill in each blank. 

- Tell them to think about the part of speech of the word they will need to use for each blank (e.g. adjective,  verb, or noun). Remind them of the possible plural and singular forms of nouns. 

- Play the recording once. Give them two minutes to fill in the blanks. Remind Ss that they should write only ONE word for each blank.  

- Play the recording again and check answers as a class.  

** T checks the answers as a class and gives feedback.

 - T_ Ss

- Ss to work in pairs

* Answer key:

1. parents

2. abilities

3. body / weight

4. good

5. sister

6. talk 

4 . WRITING

* Objectives:

4: To provide Ss with vocabulary and ideas about the causes of teens’ stress and solutions.

5: To improve Ss’ writing skill of writing a paragraph about the causes of the stress and solutions to stress.

* Content: Match the causes of teen stress with the possible solutions…

- Write a paragraph (80 - 100 words) about the cause(s) of your stress and offer solutions.

* Expected outcomes: Ss are able to identify the causes of teen stress and give their solutions.

- Write a paragraph about the causes of the stress and their solutions.

* Organisation :

Teacher’s  Student’s activities

Content

ACTIVITY 4 : Match the causes of teen stress with the possible solutions. There may be more than one solution to a problem.

- Ask Ss to work in pairs to read the suggested ideas in the table and match causes of teens’ stress with solutions. Remind them that they can match more than one solution to a cause.  

- Ask Ss to add any more causes and solutions they can think of.  

- Ask some Ss to read out loud each cause and solution. Tell them that they can add any more solutions they can think of.  

- Correct their pronunciation where necessary.  

- Comment on their answers

- T_ Ss.

* Suggested answer:

1. B

2. D

3. C

4. A, B, D 

ACTIVITY 5:Write a paragraph (80 - 100 words) about the cause(s) of your stress and offer solutions.  

- Ask Ss to work individually to write for 15 minutes. Tell them to use the information in 4 and any other ideas they may think of.  

- T asks one student to read out his / her paragraph.  

- If time allows, T can also ask Ss to work in groups and record ideas on an A1 / A0 size piece of  paper, then T organises a gallery walk.

- Ss walk around and offer feedback on peers’ writing.  

- Collect some for marking.

** T gives feedback on their writing in terms of spelling, grammatical mistakes, cohesion, and content.

* Suggested answer:

         I often feel stressed because of schoolwork, and here are the ways I deal with my stress. First, I often talk to my parents about how I feel and what I expect my parents to help. Second, I stopped staying up late to play games or chat with peers. I turn off my computer and smartphone at 10 p.m. Third, I also tell my parents that I am making efforts, but there are subjects that I don’t really like so I can’t get very high marks as they expect. I also stop going to extra classes and increase self-study.

                                          5. WRAP-UP & HOME WORK (2’)

- Ask Ss what they have learned in the lesson. 

- Ss tell the whole class about their stress and what they often do to deal with stress.

* HOME WORK:

- Do more exercises in workbook.

- Prepare new lesson: Lesson 7: LOOKING BACK.

1. WARM UP & INTRODUCTION ( 3’- 5’)

* Objectives:

- To create an active atmosphere in the class before the lesson;

- To lead into the new lesson.

* Content: To have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to warm up to the subject and new lesson.

* Expected outcomes: Having a chance to speak English.

* Organisation : Teacher’s instructions …

Teacher’s  Student’s activities

Content

+ Greeting   

Kim’s game:

- T asks students to work in groups of three or four students

- Get them look at the pictures about some kinds of pressure on the screen.

- Tell ss that the pictures will disappear after 2 seconds, so they should try to remember all the pictures without writing them down.

- After all the pictures disappear, ss have 1 minute to write down the kinds of pressure in each picture on their poster. (2 points for each correct answer)

- T gets ss to swap the posters among groups and give corrections after T shows the answers.

- Ss give marks to their friends’ answers.

- T leads in the lesson.

+ Greeting   T_Ss.

- Open the book and write the tittle of the lesson.

2. PRESENTATION/ NEW LESSON ( 12’- 15’)

                                       A. PRACTICE EXERCISES

                                                        VOCABULARY

* Objectives:

- To help Ss review the vocabulary learnt.  

- To help Ss review compound sentences.  

- To help Ss create compound sentences by writing a simple sentence to complete the given sentences.  

* Content: Revision.Complete the webs with suitable words and phrases. Do the filling

* Expeted outcomes: Ss know how to use words/ phrases correctly in the context.

* Organisation : Teacher’s instructions.

Teacher’s  Student’s activities

Content

ACTIVITY 1. Complete the webs with suitable words and phrases.

* - Have Ss work individually to complete the webs with words / phrases.

- Check answers as a class. 

- Have Ss read out their words/phrases from their webs.  

- Correct Ss’ pronunciation if necessary.  

- Confirm the correct answers.

- T_Ss

*Suggested answers:

- activities on social media: browsing websites, uploading pictures, checking notifications, connecting with friends, discussing problems, sharing opinions, commenting on posts, sharing posts

+ Causes of teen stress:  pressure from parents’ , pressure from schoolwork, bullies , bullying, spend too much time on social media… 

ACTIVITY 2: Fill each blank with the correct form of the words in the box.  

- Have Ss work individually to fill in each blank with the correct form of the words from the box.

- Check answers as a class.  

- Ask some Ss to read the passage aloud.

- Correct Ss’ pronunciation if necessary.

- T_Ss

* Answer key:

1. participates           2. clubs

3. connects               4. skills

5. upload                  6. bullies / bullying

B. GRAMMAR

* Objectives:

- To help Ss review compound sentences.  

- To help Ss create compound sentences by writing a simple sentence to complete the given sentences.  

* Content: Practicing compound sentences . Complete the sentences,

* Expeted outcomes: Ss do exercises correctly.

* Organisation : Teacher’s instructions.

Teacher’s  Student’s activities

Content

ACTIVITY 3: Use the conjunctions provided to connect the sentences.

- Have Ss work individually to connect the two simple sentences to create a compound sentence using the words in bold. Remind them of the meanings and use of the connectors.  

- Then ask Ss to work in pairs to swap and check their answers.  

- Check answers as a class. 

- Ask one student to read out the sentences. Correct his / her pronunciation if necessary.

 - T_ Ss

*Answer key:

1. Mai is the head of the club, so she knows the members very well.

2. Lan wanted to go to the party, but she couldn’t choose a suitable dress.

3. Tom felt stressed; however, he tried to finish his homework.

4. He isn’t a member of the chess club; therefore, he wont join the chess competition.

5. We will have a short holiday; otherwise, we will feel very stressed.

ACTIVITY 4: Complete the sentences below. Then compare your sentences with your partners’.

- Ask Ss to work individually to complete the sentences as requested. 

- Ask one or two Ss to go to the board and write their full sentences. 

- Then ask the class to work in pairs. Tell them to swap their sentences and check their partner’s answers.

- Check the sentences on the board. 

- Have all Ss correct their partner’s answers. 

- Ask some Ss to read out their sentences.

- Correct Ss’ language and pronunciation if necessary.

- T_ Ss.

* Suggested answer:

1. Teens need to have good health, so they should do some sport(s).

2. His parents have high expectations of him, but they don’t care about his abilities.

3. Teenagers should develop social skills; otherwise, they may not be able to communicate with peers and other people.

4. We sometimes feel lonely and sad; therefore, we need our families and friends.

5. He does very well at school; however, he doesn’t have teamwork or communication skills.

4. PRODUCTION/ PROJECT ( 8’)

Our school club

* Objectives:

- To help Ss brainstorm ideas about a club they would like to have at their school;

- To raise Ss awareness of the need to participate in a school club;

- To improve Ss teamwork and public speaking skills.

 * Content: Ss to work in groups to do the project. Present the poster to the class.

* Expeted outcomes: Students’ speaking. Present the poster of a club ss would like to have at their school.

Teacher’s  Student’s activities

Content

- Have Ss work in groups to discuss a club they would like to have at their school. Ask them to answer the suggested questions when brainstorming ideas: name of the club, club activities, club meeting times, and contributions they can make to the club.

- Tell Ss that they can draw pictures or take photos to illustrate the club. Ask groups of Ss to pin / tape / glue the pictures / photos and write the ideas they brainstormed on a large piece of paper and present it to the class.

- If time is limited, T can assign the project in earlier lessons such as in GETTING STARTED lesson. Make sure you guide them in detail and check their progress after each lesson. In the last lesson (LOOKING BACK), ask Ss to present their poster.

** T checks ss’ grammatical and spelling mistakes on their poster and gives feedback.

          Our school club

* T should assign the project in earlier lessons such as in GETTING STARTED lesson. Make sure you guide them carefully and check their progress after each lesson. In the last lesson (LOOKING BACK),

-  Ss to present their report to the class.

- Ss display all the posters on the wall or bulletin board ; Each group presents the poster they prepare to the whole class.

** Students’ posters & presentations

5. WRAP-UP & HOME WORK (2’)

* Ask Ss to complete the self-assessment table.

- Identify any difficulties and provide further practice.  

* HOME WORK:+ Do more exercises in workbook.

- Prepare new lesson: REVIEW 1.