Kế hoạch bài học Tiếng Anh 6 - Tuần 9, Unit 3: Friends, Lesson 2.3 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

Nội dung tài liệu: Kế hoạch bài học Tiếng Anh 6 - Tuần 9, Unit 3: Friends, Lesson 2.3 - Năm học 2022-2023 - Trường THCS Trần Kim Xuyến

1. ENGLISH 6 Date: 06 /11/2022 Period 25th UNIT THREE: LESSON 2.3: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - use sound changes in the question: “What are you doing?” - invite a friend out and discuss things to do together. 2. Skill: Students can improve speaking skills. 3. Attitude: Students have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “Friends”. 4. Competencies: - love their school, love their friends. B. Method. Communicative approach C. Teaching aids.- Teacher’s aids: student book and teacher’s book, class CDs, flashcards, projector or TV - Students’ aids: Student books, notebooks, workbooks. D. PROCEDURES I. Warm up: (5’) Option 1: Weekend activities - Have students close all books. - Show pictures on the screen (or use handouts). - Have students look at the pictures and give the name of the activity in the picture. - Have students give answers, call other students to give other answers if the first one is incorrect Option 2: - Have students close all books. - Have students work in groups and list things they can do on the weekend (in 1 minute). - Have students write answers on the board. - The group which has most correct answers will be the winner. - Have class give a round applause to the winner. => Lead in new lesson. II. Presentation: PRONUNCIATION – Sound changes (10’) a + b. Listen. Notice the sound changes of the underlined words - Play the recording (CD1, track 36). - Ask students to listen and pay attention to the sound changes. - Call students to make their comments on the sound changes of the questions: “What are you doing?”
2. - Give feedback, explain the pronunciation feature: “What are you doing ?” often sounds like /wɒdəjədu:ɪŋ/ - Play the recording again, have students listen and repeat with a focus on the pronunciation feature. c + d. Listen and cross out the one with the wrong sound changes, then read the sentences with the correct sound changes to a partner. - Play the recording, have students listen and cross out the option that doesn’t use the correct sound changes. - Call students to give answers. - Play the recording again and check answers as a whole class. - Then have students practice saying the sentences with a partner, using the correct sound changes, then encourage students to use their own sentences. - Call some students to read their sentences in front of the class. - Check and correct students’ pronunciation. III. Practice (10’): a. Practice the conversation. Swap the roles and repeat. (controlling practice) Option 1: - Demonstrate the activity by practicing role-play with a student. - Emphasize the structures to give suggestions: Do you want to come? What about / How about Tuesday? Would you like to come? - Have pairs practice the conversation. - Call some pairs to read in front of the class. - Have pairs swap roles and repeat-using the ideas on the right. - Have some pairs demonstrate the activity in front of the class. - Check students’ pronunciation. Option 2: (for class with better students). - Follow the same steps as option 1. - Then give students an extra activity: Practice the conversation in the textbook; however, they try to remember the conversation content. - Have some pairs demonstrate the activity in front of the class, not looking at the textbook; encourage students to present as naturally as possible. - Give feedback and evaluation. b. Practice with your own ideas. (Free - practice) - Have pairs practice the conversation with their own ideas, then swap roles
3. - Go round, observe students’ work and give help if necessary - Call some pairs to demonstrate the activity in front of the class - Give feedback and evaluation. IV. Production - Speaking: School’s out for Summer! (15’) a. You want to invite your friend out. Student A use the information on page 27, choose an activity from his calendar and ask his partner to join. Student B goes to page 125, file 12. Then, swap the roles and repeat. - Demonstrate the activity by practicing role-play with a student - Remind students to use the Present Continuous tense and some structures of making suggestions - Have Student A look at the schedule on the bottom of the page and student B turn to page 125, file 12. - Have students do the role-play for Week 1 - Have students find out which days they’re both free and choose an activity to do together - Have some pairs demonstrate their role-play in front of the class. b. Complete your calendar for Week 2 with activities. Continue the conversation. Talk about what you and your partner are doing together. - Have students fill in the blanks for Week 2, using their own ideas and continue the conversation. - Ask students to demonstrate the role-play on front of the class. - Give feedback and evaluation. V. Consolidation (3’) * Pronunciation: “What are you doing ?” often sounds like /wɒdəjədu:ɪŋ/ * Weekend activities: Making a cake, going swimming, playing sports, having a barbecue, having a party, going shopping, watching a movie, having a picnic * Giving suggestions How about / What about + V-ing / noun Why don’t we + V bare infinitive Let’s + V bare infinitive Do you want to ? / Would you like to ? VI. Homework (2’) - Practice using sound changes in the question: “What are you doing?” - Find more useful activities students often do on the weekend. - Make 2 sentences for each structure of giving suggestions. - Prepare: Lesson 3.1: Literature – New Words and Listening (page 28 – SB).
4. ------------------------------------------------------------------------- Period 26th. UNIT THREE: LESSON 3.1: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - know more vocabularies used in book reviews. - talk about different kinds of books. - use some useful languages to talk about their favorite book. 2. Skill: Students can improve the use of English, speaking and listening skills. 3. Attitude: Students have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “Friends”. 4. Competencies: - love their school, love their friends. B. Method. Communicative approach C. Teaching aids. - Teacher’s aids: student book and teacher’s book, class CDs, flashcards, projector or TV - Students’ aids: Student books, notebooks, workbooks. D. PROCEDURES I. Warm up: (5’) Option 1: - Introduce some words about characteristics, using characters from Doraemon comic. - Have students look at the characters, guess their characteristics. - Have students give answers, give feedback. Suggested answers Helpful: help other people Friendly: kind and willing to make friends Selfish: just care about one’s own pleasure Kind: be good to others Lazy: doesn’t like working Lead to the new lesson. In the Doraemon comic, Dekisugi is very friendly and helpful. Doraemon is kind. Suneo is selfish and Nobita is lazy. Option 2: Chatting - Have students share a little bit about a character in a book or a film they like (Name of the character - Name of the book or film - Why do you like him / her?) - Give feedback and evaluation Lead to the new lesson: adjectives to describe someone’s characteristics II. Pre - Listening: Vocabulary (15’) a. Alice wrote about her best friend for homework. Does she like everything about Simon?
5. - Have students look and the question and read the essay, answer the question. - Ask students to work in pairs to check their answers with their partners. - Call students to give answer and explain for their answer. - Check answers as a whole class. Suggested answers No, she doesn’t. Because she writes: “One bad thing about Simon is he can be lazy” b. Match the underlined words with their descriptions. Listen and repeat. Option 1: - Have students read the descriptions and write the words on the lines. - Have students check their answers with their partners (in pairs). - Have students give answers, explain. - Check their answers as a whole class. - Play audio (CD 1 – Track38). Have students listen and repeat. - Call some students to read the words again, correct their pronunciation and stress. Answer keys 2. helpful 3. funny 4. kind 5. selfish 6. lazy Option 2: (for class with low-level students) - Have students read 5 sentences first, help them with difficult and strange words - Then have students read the descriptions and write the words on the lines. Guide Ss to find key words to help them find answers quickly and correctly - Call students to give answers, explain for their answers - Play the audio (CD1 – Track 38) for students to listen and repeat - Call some students to read the words / phrases aloud, correct their pronunciation and stress Answer keys 2. helpful (keyword: help) 3. funny (keyword: make people laugh) 4. kind (keywords: think about other people, nice) 5. selfish (keyword: doesn’t like sharing) 6. lazy (keyword: doesn’t like doing / working)
6. *Vocabulary checking: Answer key: 1. lazy 2. helpful 3. funny 4. kind 5. selfish c. Do the words have a good (G) or bad (B) meaning? Write the correct letter on the line. - Demonstrate the activity. - Have students write either (G) or (B) on the lines. - Have students work in pairs to check their answers with their partners. - Check answers as a whole class. Answer key: 2. helpful: G 3. funny: G 4. kind: G 5. selfish: B 6. lazy: B III. While - Listening (10’): a. Listen to a student talking about a book. Does he like the book? - Have students look at the request of the task. - Play audio (CD1 – Track 39). - Have students listen and answer the question by circling Yes / No. - Check answers as a whole class. Answer key: Yes. b. Listen and draw lines - Have students read the characters and adjectives in the task. - Demonstrate the activity. - Play audio (CD1 – Track 39). - Have students listen and draw lines. - Call students to read their answers. - Check answers as a whole class. Answer key: 1. Grandpa: funny 2. Verucca: selfish 3. Mike: lazy 4. Charlie: friendly and kind IV. Post – Listening: Grammar – Useful language (10’) Listen then practice Option 1: - Have students look at the Useful Language box. - Explain more about the structures used to ask about characteristics: What is he / she like? How is he/ she? - Play audio (CD1 – Track 40) - Have students practice the useful language. - Have students practice the conversation, using other vocabularies from “New words”, and their own ideas.
7. - Call some pairs to present, give feedback and evaluation. Option 2: - Follow the same steps as option 1. - Give students some more adjectives to describe someone’s character: modest, brave, serious, patient, generous, mean - Explain about the meaning of these new words - Have students work in groups, ask and answer about their friends’ personalities in group, use at least 2 adjectives for a person. - Call some pairs to present, have other students guess “Who is the student being talked about?” - Give feedback and evaluation. Illustration: Group 1: There are 5 people in my group. The first member is friendly, he is nice to everyone. The second member is very generous, she often gives candies to friends in our class . The rest of the class: Is the first member Minh? The second one is Mai, right? V. Consolidation (3’) * Vocabulary about personalities: Funny, friendly, kind, nice, selfish, helpful, lazy, brave, modest, * Asking about someone’s character What is he / she like? How is he/ she? VI. Homework (2’) - Learn by heart the new vocabularies. - Ask and answer about your friend’s characteristics. - Do exercises in Workbook: Lesson 3 - New words – Listening (page 18). - Prepare: Lesson 3.2 – Reading, Speaking and Writing (page 29 – SB). ------------------------------------------------------------------------- Period 27th UNIT THREE: LESSON 3.2: A. Objectives: 1. Knowledge. By the end of the lesson, students will be able to: - read an article about 2 sisters from a Vietnamese folklore. - describe personal characters. - write an email about their best friend. 2. Skill: Students can improve the reading, speaking and writing skills. 3. Attitude: Students have positive attitude in English language learning so that they actively participate in all classroom activities, especially with the topic “Friends”. 4. Competencies: - love their school, love their friends. B. Method. Communicative approach C. Teaching aids. - Teacher’s aids: student book and teacher’s book, class CDs, flashcards, projector or TV - Students’ aids: Student books, notebooks, workbooks.
8. D. PROCEDURES I. Warm up: (5’) Option 1: - Show the trailer of the film “Harry Potter”, then introduce something about the characters in the film: Hermione, Ron, Hagrid. - Introduce more: The film “Harry Potter” was based on the novel with the same name by J. K. Rowling. Teenagers around the world like this work very much. Link: Option 2: Matching - Show pictures of some Vietnamese folklores and their names on the screen (or give handouts) - Have students close books and do the matching. - Have students give answers. - Introduce “Tam Cam” – the story that is mentioned in this lesson. Answer keys
9. => Lead to the new lesson. II. New lesson:  Activity 1: Reading (10’). a. Read the article and circle the best headline - Have students read the article individually. - Have some students read the article aloud. - Have students circle the best headline. - Check answers as a whole class. Answer key 1. Good Sister, Bad Sister b. Read and find things that show Tấm and Cám’s personalities. Write an example next to each adjective. Option 1: - Have students read the article again. - Have students work in pairs to write an example next to each adjective. - Call students to give answers. - Check answers as a whole class. Answer keys 2. kind: thinks about other people 3. lazy: never does any chores 4. selfish: doesn’t share anything Option 2: Matching (for class with low-level students)
10. - Have students read the article again and work in pairs to match - Have students underline the phrases that show Tam and Cam’s personalities in the article. - Call students to give answers. - Check answers as a whole class. - Have students write an example next to each adjective.  Activity 2: Speaking: Describing characters (10’) You’re in a book club meeting. Work in pairs. Take turns talking about the characters from the Harry Potter books. Option 1: - Demonstrate the activity by practicing the role play with a student. - Have students practice the conversation in pairs. - Have students take turns talking about the characters from the Harry Potter books, remind students to use the structures to ask about personal appearance and personalities. - Have some pairs act out the conversation in front of the class. - Give feedback and evaluation. Option 2: - Follow the same steps as option 1. - Give an extra activity: Have students talk about the characters in the “Tấm Cám” tale, using the information from the “Reading” task. - Call some pairs to demonstrate the activity in front of the class. - Give feedback and evaluation. Suggested conversation A: I like Tấm. B: What’s she like? A: She’s very kind and helpful. B: What does she look like? A: She’s tall and pretty. B: What does she do? A: She thinks about other people and tries to help her family.
11.  Activity 3: Writing (15’). Write an email about your best friend. Write 40 to 50 words. - Focus on the Writing Tip box, remind students to follow the outline: - Explain the format of an e-mail - Have students write an email about their best friend - Have some students write their email on the board (If students write in the extra board, have them hang the extra board on the big board) - Check students’ writings, correct students’ writings if necessary. - Give evaluation Suggested writing: Dear Peter, Thanks for your email. Your best friend seems really nice. Let me tell you about my best friend. My best friend is Lan. She’s 12 years old. She’s a student. She’s my classmate at school. She’s very friendly ad funny. She likes making new friends and telling jokes. She’s tall and thin. She has brown eyes and short hair. Write back soon, Britney III. Consolidation (3’) * Asking about personal appearance: What does he / she look like? * Asking about personal character: How is he / she like? * Writing an email about your best friend: Name, age, characteristics, appearance and activities of your best friend IV. Homework (2’) - Finish the writing part. - Read more books for children. - Do exercises in Workbook: Reading and Writing (page 19). - Prepare: Unit 3 - Review (page 90 – SB). ENGLISH8 Period 25 REVIEW 1 (Part 3) A. OBJECTIVES: By the end of the lesson, students will be able to:
12. 1. Knowledge: - Practice doing exercies skill. - Review vocabulary relating to the topics in unit 1,2,3. 2. Competence: - Work in group, work individually, work in pair, linguistic competence, cooperate learning and communicative competence. 3. Attributes: - Have serious attitude while working together. - Recall and master the knowledge systematically. B. TEACHING AIDS - Teacher’s aids: student book and teacher’s book, class CDs, projector. - Students’ aids: Student books, notebooks, workbooks. C. PROCEDURE Warm up: Chatting - Ask Sts to answer the following questions: + What do your family and you like doing in you free time? Practice: II. Practice doing exercises: Ex 1: Phonetics. I. Choose the word whose underlined part is pronounced differently from the others’. Circle A, B C or D. 1. A. sound B. out C. found D. enough 2. A. bracelet B. favourite C. craft D. game 3. A. leisure B. sure C. shopping D. socialise 4. A. trick B. kit C. addict D. virtual 5. A. satisfied B. hooked C. bored D. socialised - Work pairs . - Discuss and do the task. - Check Sts to answer and feedback. Key. 1. D 2. C 3. A 4. D 5. B Ex 2: Vocabulary and grammar. Chooose the best answers. 1. Why don’t you apply for this job? It looks right _______ your street. A.on B. in C.at D. up 2. Many young people don’t _______ walking to school or playing active games? A. prefer B. enjoy C. suggest D. want 3. On the side of the road, a herd boy was herding _______. A. kites B.hay C. cattle D. blackberries 4. Mongolian children learn to ride when they are _______ as three years old. A. as young B.younger C. younger than D. so young 5. _______ ethnic Khmer live in _______ Mekong Delta of Viet Nam. A. The/- B. The/a C. A/the D. The/the - Work pairs . - Discuss and do the task. - Check Sts to answer and feedback. Key. 1. D. up 2. B. enjoy 3. C. cattle 4. A. as young 5. d. the/ the
13. Ex 3: Reading. I. Fill in each blank with a word from the box. outdoor around peaceful boring isolated polluted Life in the countryside is very (1)____________. There are less cars and that means that there is less noise, and that it is less (2)____________. Furthermore, there is more land available in the countryside, and people can often live in bigger houses or flats than in cities. In addition, it is easier to do a lot of (3)____________ activities such as walking or cycling if you live in the countryside. On the other hand, life in the countryside can be (4)____________. There are fewer restaurants, cinemas and shops to go to. Moreover, there is little public transport, which makes it difficult to get (5)____________ if you don’t have a car. Finally, you can feel (6)____________ if you live a long way from other people. - Work groups of four . - Discuss and do the task. - Check Sts to answer and feedback. Key. 1. peaceful 2. polluted 3. outdoor 4. boring 5. around 6. isolated Ex 4: Writing. I. Complete each sentence so it means the same as the sentence above. 1. Pasipan is the highest mountain in Viet Nam. No mountain in Viet Nam is as __________________________________ 2. This supermarket isn’t as expensive as the one across the street. (less) This supermarket is less________________________________________ 3. The English teacher started teaching at our school three years ago. The English teacher has________________________________________ 4. You won’t pass the exam unless you study harder. (if) If you_____________________________________________________ - Work groups of four . - Discuss and do the task. - Check Sts to answer and feedback. Key. 1. No mountain in Viet Nam is as high as Pasipan. 2. This supermarket is less espensive than the one across the street. 3. The English teacher has taught at our school for 3 years. 4. If you you study harder, You won’t pass the exam. II. Write questions for the underlined phrases in the sentence. 1. We went to the History Museum. 2. I like doing DIY in my free time - Work pairs . - Discuss and do the task. - Check Sts to answer and feedback. Key. 1. Who went to the History Museum. 2. What do you like doing in your free time? III. Home work: Prepare for the 45 minutes test.
14. Period 26 LESSON PLAN: 1st Mid-Term Test (45 minutes) -------------------------- A. OBJECTIVES: - By the end of the 1st Mid-Term Test, students will be able to: 1. Knowledge. - Apply all their receptive knowledge and all 4 skills learnt from Unit 1 to Unit 3 to solve all the from easy to difficult tasks assessed by the teacher. 2. Competence: - Students are able to actively show their test preparation and develop test - taking skills. (be well prepared, activate and integrate their 4 skills in completing the provided tasks .) - Students can improve their problem solving skills. 3. Attributes: - Students have positive attitude in taking the test assessed by the teacher. - Students can strictly follow exam rules, show their honesty, self-esteem, partner’s assistance. II. TEACHING EQUIPMENT AND TEST MATERIALS. - Photocopied test sheets, tapescripts, speakers. III. PROCEDURES A. Matrix of the test. Topic Realize Understand Practice Total MC W M W Low level High level C MC W MC W Listening Multiple 2 2 4 choice 0.25 0.2 1.0 5% 5 10% 5% T/F 2 3 5 statement 0.25 0.2 1.25 s 5% 5 12.5% 7.2 5% Language Phonetics 5 5 focus + 0.25 1.25 Phonetics 12.5% Multiple 5 5 10 choice 0.25 0.2 2.5 12.5 5 25% % 12. 5% Reading Gap fill 2 2 4 0.25 0.2 1.0 5% 5 10% 5%
15. Multiple 2 2 4 choice 0.25 0.2 1.0 5% 5 10% 5% Writing Sentence 3 1 4 transfor 0.25 0.25 1.0 ma 7.5% 2.5% 10% -tion Write 3 1 4 questions 0.25 0.25 1.0 for the 7.5% 2.5% 10% underline d phrases in the sentence. Total 13 14 5 6 2 40 3.25 3.5 1.25 1.5 0.5 10 32.5% 35% 12.5 15% 5% 100% % B. Content of the test LISTENING. I. Listen and choose the correct answers 1. What percentage of Britain’s population dream of living in the country? A. 20% B. 80% C. 18% 2. English village communities are often small and . A. unknown B. poor C close 3. Which is village life good for, according to Maggie? A. Children B. People who have money C. people who don’t have money 4. People in English villages use private transport A little B. more C. less 5. The environment of English villages is .. A Spoil B. not spoil much C. not safe II. Listen again and answer true(T) or false (F) 1. Five-coloured sticky rice has red, yellow, green, purple and white colours. 2. The things that create the colours are chemicals. 3. The yellow colour of the dish represent the earth. 4. These elements create harmony between heaven and earth. 5. Five-coloured sticky rice is only made and enjoyed at Tet. LANGUAGE FOCUS + PHONETICS. I. Choose the word that has the underlined part pronounced differently from the others. 1. A. taxes B. watches C. books D. boxes 2. A. satisfied B. hooked C. bored D. socialised 3. A. pasture B. vast C. brave D. farm
16. 4. A. hour B. house C. honest D. exhibition 5. A. religion B. ethnic C. tradition D. minority II. Choose the best option (A, B, C or D) to complete the sentences 1. I always enjoy _______ to my grandfather. He always tells me great stories. A. talked B. to talking C. talking D. talk 2. How much time do you spend _______ leisure activities? A. on B. in C. for D. with 3. They _______ this bridge five years ago. A. build B. building C. will build D. built 4. On the side of the road, a herd boy was herding _______. A. kites B. hay C. cattle D. blackberries 5. We have to work much _______ usual to earn money to support our family. A. as hard as B. more hard than C. harder than D. the hardest 6. “My favourite leisure activity is people watching.” “_______.” A. That sounds so weird B. That’s all right C. OK. That’s what you’re chosen D. Sure. It’s very entertaining 7. _______ ethnic Khmer live in _______ Mekong Delta of Viet Nam. A. The/- B. The/a C. A/the D. The/the 8. _______ ethnic group has a larger population, the Tay or the H mong? A. What B. Which C. When D. Who 9. _______ should chidren do yoga too? - Because it is good for their health. A. Why B. What C. How D. When 10. Sorry, but my train is at 6.00. I _______ leave now. A. shouldn’t B. mustn’t C. ought to D. have to READING. I. Read the text and choose the suitable words with the correct blank spaces. visitors life riding to with I live in a mountain village. My parents often tell me stories about their (1) _______ in the past. It’s not much like the village I can see nowadays. Some villagers now live in brick houses instead of earthen ones. Our houses are better equipped with electric fans and TVs. Thanks to the TV, we now know more about life outside our village. We don’t use oil lamps any more. We have electric lights which are much brighter. More villagers are using motorcycles for transport instead of (2) _______ a horse or walking. We – village children – no longer have to walk a long way and cross a stream to get (3) _______ school, which is dangerous in the rainy season. Now there’s a new school nearby. We also have more (4) _______ from the city. They come to experience our way of life. II. Choose the item among A, B, C or D that best answers the question about the passage. Living in the country is something that people from the city often dream about. However, in reality, it has both advantages and disadvantages. There are certainly many advantages of living in the country. First, you can enjoy peace and quietness. Moreover, people tend to be friendlier. A further advantage is that there is less traffic, so it is safer for young children. However, there are certain disadvantages or drawbacks to life outside the city. First, because there are fewer people, you are likely to have few friends. In addition, entertainment is difficult to find, particularly in the evening. Furthermore, the fact that
17. there are fewer shops and services so it is quite hard to find jobs. As a result, you may have to travel a long way to work, which can be extremely expensive. In conclusion, it can be seen that the country is more suitable for some people than others. On the whole, it is often the best place for those who are retired or who have young children. In contrast, young or single people who have a career are better provided for in the city. 1. According to the passage, living in the country has . A. only good points B. only bad points C. both good and bad points D. no disadvantages 2. How many disadvantages does living in the country have? A. Two B. Four C. No D. Three 3. Living in the country is safer for young children because . A. there is less traffic B. there are few shops C. there are fewer people D. there are few services 4. Which of the following statements is NOT true according to the passage? A. It’s hard to find entertainment in the country. B. The country is only suitable for retired people. C. There are fewer shops and services in the country. D. People in the country tend to be friendlier than people in the city. WRITING. I. Complete each sentence so it means the same as the sentence above. 1. Mount Everest is the highest mountain in the world. No mountain in the world is as _________________________________ 2. Miss Lien danced more beautifully than Mrs Nga. Mrs Nga didn’t dance as __________________________________________ 3. I’ve never tasted a cake as delicous as this cake This is the_________________________________________________ 4. I love to eat out with my friends. I am____________________________________________________________ II. Write questions for the underlined phrases in the sentence. 1. We went to the History Museum. ___________________________________________________________ 2. She last rode a bike two weeks ago. _______________________________________________________________ C. keys LISTENING. I.Listen and choose the correct answers 1. B. 80% 2. C. close 3. A. Children 4. B. more 5. B. not spoil much II. Listen again and answer true(T) or false (F) 1. T 2. F 3. T 4. T 5. F LANGUAGE FOCUS + PHONETICS. I. Choose the word that has the underlined part pronounced differently from the others. 1. B 2. B 3. C 4. B 5.D II. Choose the best option (A, B, C or D) to complete the sentences 1. C 2. C 3. D 4. C 5.C 6. A 7. D 8.B 9.A 10. D
18. READING. I. Read the text and choose the suitable words with the correct blank spaces. 1. life 2. riding 3. to 4. visitors II. Choose the item among A, B, C or D that best answers the question about the passage. 1. C 2. D 3. A 4. B WRITING. I. Complete each sentence so it means the same as the sentence above. 1. No mountain in the world is as high as Mount Everest. 2. Mrs Nga didn’t dance as beautifully as Miss Lien 3. This is the most delicious cake I have ever tasted. 4. I am interested in/ hooked on/ keen on/ addicted to eating out with my friends II. Write questions for the underlined phrases in the sentence. 1. Where did you go? 2. When did she last ride a bike? D. Homework: - Prepare unit 4: Lesson 1 Period 27 UNIT 4: OUR CUSTOM AND TRADITIONS Lesson 1: Getting started A. OBJECTIVES: By the end of this lesson, students will be able to: 1. Knowledge: - Use the lexical items related to the topic “customs and traditions” - Understand the basic concept of “customs and traditions”. - Know some Vietnamese customs and traditions. 2. Competence: - Improve the use of English , Listening and Reading skills. - Develop their communication skill, creativity, co-operation, self- studying and problem solving. 3. Attributes: - Have serious attitude while working together. - Recall and master the knowledge systematically. B. TEACHING AIDS - Teacher’s aids: student book and teacher’s book, class CDs, projector. - Students’ aids: Student books, notebooks, workbooks. C. PROCEDURE Warm up: Chain game. - Have Sts to work in two teams: a Sts from group A calls out the name of an ethnic group in Viet Nam, then points at one Sts in group B. This Sts has to call out the name of other ethnic group. The game stops when a group cannot give out the name of any ethnic group or when the time is up. The team with more ethnic group wins. I. Pre-reading: Activity 1: Pre-question. - Ak Sts to tell the difference between “customs and traditions”
19. - Give Sts to call out some customs and traditions. Activity 2: Set the scene. - Use picture and ask Sts some questions to present the dialogue. Activity 3: True/ false statements (1b-P39) -Ask Sts to close the notebooks and guess. Activity 4: Listen and read. - Play the recording and have Ss follow along. - Have Sts to practice reading in groups of five. - Get 1 group to read out. - Correct Pronun if necessary. - Have Sts to check their predictions. - Correct if necessary. Key. 1T, 2F( There are also social ones.), 3T, 4F( There are a lot of customs for table manners in the UK) II. While-reading: Activity 1: Find a word/ phrase : (1a-P.39) - Have Sts to read the dialogue individually and find the word/ phrase with the given meanings in the dialogue - Let Sts share with their partners - Ask Sts to give the answer and read out the lines in the dialogue that contain the words. - Give feedback. Key. 1. accepted 2. generations 3. spot on 4. sharp 5. Social 6. table manners Activity 2: Questions ( 1c- P.39): - Have Sts read the questions to make sure they understand them. -Ask them firstly to answer the questions without reading the dialogue. -Let Sts exchange their answer with a classmate. - Ask them to check their answers by reading the dialogue . - Call some Sts to write their answers on the board. - Confirm the correct answers. Key. 1. It’s eating dinner at 7 pm. sharp. 2. He’s surprised 3. They both refer to do something that develops over time 4. A custom is something accepted. A tradition is something special and it is passed down through the generations. 5. They should find information about a custom and tradition. Activity 3: Matching: - Have Sts look at the pictures. - Ask them what they see in each picture. - Tell Sts that in the box are some customs and traditions of Vietnamese people. - Let Sts read these and match the customs and traditions with the pictures in pairs. - Call some Sts to give their answers and write them on the board. - Confirm the correct answers. Key.
20. 1g, 2c, 3f,4h,5e,6a, 7b, 8d III. Post-reading: Activity 1: Vocabulary: - Ask Sts to explain the meaning of these words: + pass down + generation + table manner + spot on Activity 1: Brainstorm - Let Sts work in groups of six to write down on poster as many local customs and traditions as possible (in 2 mins) - Hang posters on the board - Check : the group with the most ideas are winners. IV. Homework: - Learn vocab by heart - Practise reading dialogue. - Redo Ex on the notebook. - Prepare: A closer look 1