Date of planning:2/12/2018Date of teaching:
PERIOD 58 UNIT 7: TRAFFIC
Lesson 1: Getting started – Monday in the playground

I. Objectives:
By the end of this lesson, students will be able to:
• use more words about film and key language in this unit.
II. Language Focus:
1. Vocabulary: the lexical items related to the topic “Traffic”.
2. Structures: It indicating distance.
Used to.
III. Method: Communicative approach.
IV. Teaching ads: Course book, CD player, picture.
V. Procedures:
Steps
Learning activities
Contents

Modes
Warm up (5')
Aim:Motivate Ss to get ready for the new lesson

Look at the pictures and call the name of transport
Ss work in groups to answer the questions
Show the pictures
Questions:
• By what means do you go to school every day? On foot? By bicycle? By bus? On your parent's motorbike?...
• What means of transport is faster?
What means do you like most?

-Whole class

- individuals

-Group work
Getting started
( 10')
Set the scene
Aim: Ss will be able to get the main content of the dialogue

Ss look at the picture and guess what the conversation between Mai and Oanh might be about.
- Play the recoding.
- Ss listen to the recording more than once.Then come back to the questions and answer them.
- Ss aren't given correction at this stage.
- Ss work independently to find the words with the given meaning in the conversation.
-Share answers before discussing as a class.
I/ Listen and read:

* Set the scene:
- Who can you see the picture?
- Where do you think they are?
- What can you see in the picture?
- What do you think the people in the picture are talking about?
Work in pairs





Whole class
Doing (20')
Task 1a
Aim: Ss will be able to have a proper understanding of the dialogue

- work independently to choose the correct answer to the questions.
- Check their answers and give explanations if necessary.
II/Practice: 1a/Choose the best answer
Key:
1. B
2. A
3. B
4. C
Independent work
Whole class
Work in pairs
Work individually

Task 1b.
Aim: ss will be able to more understand about the conversation deeply.


- work in pairs. Let them check their answers in pairs or groups.
- read the questions and give answers.

b/ Answer the following questions.
Key:
1. She stayed at home and played with her brother.
2. It's about two kilometers.
3. She usually goes to school with her dad.
4. Because sometimes there are traffic jams.
5.She goes to school by bike.
Independent work

Whole class

Work in pairs

Work individually


Task 1c.
Aim: Ssfind the following expressions in the conversation


- Ss refer back to the conversation to find the word/ phrases.
practice saying them together. Explain the meaning then give some examples.
c/ Can you find the following expressions in the conversation? Do you know what they mean?
Key:
1.To get someone's attention
2. When you strongly support or agree with something
3. Very excited and keen to do something
Independent work
Whole class
Work in pairs
Work individually


Task 1d.
Aim: Ssmake short role-plays with the conversations

- role-play the short conversations in pairs before creating their own short role-plays. More able Ss can try to extend the conversation.
d. Work in pairs. Make short role-plays with the conversations above. Then practice them.


Whole class

Work in pairs

Task 2
Aim: ss write the words using the first letter given.

- work in pairs and write the means of transport under the right pictures. Then read each word correctly .
- Check their pronunciation
2. Write the words using the first letter given.
Key:
1. Bike
2. Bus
3. Plane
4. Boat
5. Ship
6. Train
7. Motorbike
8. Car

Pair work




Whole class

Task 3
Aim: ss match a verb on the left with a means of transport on the right


- work individually to do the task, and write their answers in their notebooks.

- Check their answers.

- make sentences with the phrases.
3. Match a verb on the left with a means of transport on the right. There may be more than one correct answer. Add a preposition when necessary.
Key:
1. Ride a bike
2. Drive a car
3. Fly by plane
4. Sail on/ in a boat
5. Get on a bus/ a train/ a bike/ a motorbike
Get off a bus/ a train/ a bike/ a motorbike




Individual work


Whole class
Performing (5')
Task 4
Aim: ss find someone in your class who never

- stand up and go around the class to ask other Ss the question.
- take notes. Then some of them can report their result to the class.
4. Find someone in your class who never…
Example:
How often do you walk to school?
Or
Do you often walk to school?
Group work


Work individually
Outcome &
Homework( 5')

- Ss retell the main lesson they have just learnt

-Ss take notes
III. Homework
- Learn the new vocabulary
- Practice reading the dialogue
- Do the exercises in exercise book
- Prepare for next lesson
(A closer look 1)


Whole class


Feedback:






Date of planning:3/12/2018Date of teaching:.

PERIOD 59 UNIT 7: TRAFFIC
Lesson 2: A Closer Look 1

I. Objectives:
By the end of this lesson, students will be able to pronounce correctly the sounds /e/and /ei/ in isolation and in context; use vocabulary related to arrangements for a trip.
II. Language Focus:
1. Vocabulary: the lexical items related to the topic “Traffic”.
2. Structures: It indicating distance.
Used to.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, flash cards.
V. Procedures:
Steps
Learning activities
Contents

Modes
Warm up (5')
- Brainstorm with Ss: let them tell you all the road signs they see every day on the way to school, or elsewhere, and al the words they know related to the topic traffic and transport. Encourage them to say out loud as many words as possible.
Warm up:Brainstorm









Group work
Vocabulary (20')
Task 1
Aim: Ss learn some new words and some collocations related to the topic

Guess the meaning of the words
- Ss look at the road signs in the book. Make sure that they understand what to do.
-Ss complete the exercise individually and then compare their answers with a partner.
- Ss write their answers on the board.
- work in pairs to talk about the meaning of the road signs
- Check with teacher

I/Vocabulary
-no right turn: ko rẽ phải
-cycle lane: làn dành cho xe đạp
-no cycling: cấm xe đạp
-traffic lights: đèn giao thông
-hospital ahead: phía trước có Bệnh viện
-no parking: cấm đỗ
-school ahead: phía trước có trường học.
ROAD SIGNS
1. Have you seen these road signs? Talk about the meaning of the signs bellows with a partner.

Individual work




Work in pairs

Task 2
Aim: Ss label the sign in 1 with the words/ phrases below.


- work individually to label the road signs in 1 with the words/ phrases.
- write these on the board.
- Check their answers
2. Label the sign in 1 with the words/ phrases below.
Key:
1. Traffic lights
2. No parking
3. No right turn
4. Hospital ahead
5. Parking
6. Cycle lane
7. School ahead
8. No cycling




Work individually


Whole class

Task 3
Aim:ss know more to discuss which of the signs you see on the way to school.



- work in pairs and talk about the traffic signs they see on the way to school.
- Go around and give assistance if necessary.

3. Work in pairs. Discuss which of the signs you see on the way to school.
Example:
A: On the way to school, I can see a “no left turn” sign.
B: on my way to school there is a hospital, so I can see a “hospital ahead” sign.


Individual work



Pair work


Pronunciation
( 10')
Task 4
Aim: ss identify the two sounds /e/and /ei/ in words practice


- Play the recording and Ss repeat, pay attention to the sound /ʧ/and /dʒ/. Help them with their pronunciation
II/ Pronunciation /e/and /ei/
4. Listen and repeat. Pay attention to sounds /e/ and /ei/
/e/: left, enter, ahead, present, helicote, centre,…
/ei/: plane, way, sttion, train,indicate…


Whole class


Task 5
Aims: ss single underline the words with sound /e/ and double –underline the words with sound /ei/.

- Play the recording twice. Ask them to do the task 5 individually.


-listen to the recording and put single underline the words with sound /e/ and double –underline the words with sound /ei/.
-listen the recording again and repeat the words.
5. Listen to these sentences carefully. Single underline the words with sound /e/ and double –underline the words with sound /ei/.

Key:
/e/: ever, very, left, when, next.

/ei/: break, way, railway, station, always, obey, safely, UK, they, waiting, train.


- whole class



-individuals

- work individually

Whole class
Performing (5')
Task 6
Aim: ss find the words containing sound /e/ and the words containing sound

- Refer back to the page 8.
find all the words having the sounds /e/ and /ei/ in section 1-3.
- Correct their mistakes. Let them practice saying these words together.

6. Find the words containing sound /e/ and the words containing sound /ei/ in 1-3 on page 8. Key:
/e /
/ei/
Ahead
Red
Left
Phrases
Lane
Information
Way


Whole class



Work individually
Outcome & homework (5')
* Consolidation:
- Ss Retell the main content of the lesson
- Ss listen to the teacher's guide and write what they will do at home.
*Homework:
- Learn vocabulary by heart.
- Prepare the next lesson
(A closer look 2)

Whole class
Experiments:





Date of planning:3/12/2018Date of teaching:
PERIOD 60 UNIT 7: TRAFFIC
Lesson 3: A Closer Look 2

I. Objectives:
By the end of this lesson, students will be able to use “It” indicating distance and “used to” to talk about past habit or states.
II. Language Focus:
1. Vocabulary: the lexical items related to the topic “Traffic”.
2. Structures: It indicating distance.
Used to.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, pictures.
V. Procedures:
Steps
Learing activities
Contents

Modes
Warm up
( 5')
Warm up:
Asnwer some questions
Warm up:
1.How do you go to school?
2.How long does it take you to go to school?
How far is it from your house to school?

Whole class
Grammar (30')
Task 1
Aims: ss know more about the indicate distance
• Know more how to use the structure “ used to”


-Ss give the use, form & meaning of the distance and Used to


-Do the exercises individually then compare their answers with the partners.


-Ss Read out their answers & correct the correct one.


-Correct with the teacher


- read their sentences.

-Ss Read out their answers & correct the correct one.


-Correct with the teacher


- read their sentences.

- Correct their mistakes.

I/Grammar:
1.*It indicate distance.
We can use “it” in the position of the subject to indicate distance.
2.*Used to:
We use used to describe an action, a habit or a state happened regularly in the past but doesn't happen now.
+) S + used to + V(infi)
-) S + didn't use to + V (infi)
?) Did + S + use to + V (infi)
Ex: there used to be many trees on this street, but now there are only shops
II/ Practice:
1. write the sentences with it.
Example: Ex- my house/ 500metres / nearest shop
Key:
1. It is about 700 metres from my house to the Youth club.
2. It is about five km from my homevillage to the nearest town.
3. It is about 120 km from HCM City to Vung Tau.
4. It is about 384,400 km from the Earth to the Moon.
5. It is not very far from Ha Noi to Noi Bai Airport.

Work individually

-work in pairs


-some ss




Whole class


Work individually

-work in pairs

-some ss


Whole class



Task 2
Aim: Ss ask and answer questions about distances in your neighborhood.

- ask and answer about distances in their neighborhood, following the example.
- Encourage them to talk as much as possible.
- Correct their answers and their pronunciation and intonation.
- Explain the usage of “used to”.
- Give some examples.
2. Ask and answer the questions about distances in your neighbourhood.
Example:
A: How far is it from your house to school?
B: It's about a kilometer
Individual work

Whole class


Work individual

Task 3
Aim: Ss complete the sentences with used to or use to and the verbs .

- work independently, writing down the answers.

- Ss work in groups to check and say the sentences out loud.
- write the answers on the board.

3. Complete the sentences with used to or use to and the verbs in the box below.
Key:
1. Used to ride
2. Used to be
3. Used to go
4. Did… use to play
5. Did… use to feel

Work in dividually



Whole class

Task 4
Aim: Ss rewrite the sentences using used to



- work independently to rewrite the sentences in their notebooks.




- read out their sentences.

- Ss give comments.
- Correct mistakes if necessary
4. Rewrite the sentences using used to
Key:
1. My Mum used to live in a small village when she was a girl.
2. There did not use to be many vehicles on the road.
3. We used to cycle to school two years ago.
4. Now there are more traffic accidents than there used to be.
5. My uncle used to be a bus driver some years ago, but now he has a desk job.


Whole class




Work in groups



Individual work
Perorming ( 5')
Task 5
Aim: Ss work in groupstake turn to ask and answer the questions


- take turn to ask and answer the questions. Then Ss report their results to the class.
5.work in groups – take turn to ask and answer questions.
Example:
• Did you use to play marbles?
• Yes, I did.
No, I didn't

Work in groups

Whole class
Outcome & homework
(5')
* Consolidation:
- Ss Retell the main content of the lesson
- Ss listen to the teacher's guide and write what they will do at home.
*Homework:
- Prepare next lesson (Communication)

Whole class

-individuals
Experiments:



















Date of planning:4/12/2018Date of teaching:
PERIOD 61 UNIT 7: TRAFFIC
Lesson 4: Communication
I. Objectives:
By the end of this lesson, students will be able to talk about obeying traffic rules, laws, and how to use the road safely.
II. Language Focus:
1. Vocabulary: the lexical items related to the topic “Traffic”.
2. Structures: It indicating distance.
Used to.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player.
V. Procedures:
Steps
Learning activities
Contents

Modes
Warm up:
(5m)
Warm up:
Check the old lesson
Warm up:

Whole class

Task 1.
Aim: communicative sctivities using vocabulary and structure provied

- Ss understand the meanings of the words in Extra vocabulary by using pictures or examples.

-Ss read all the word in chorus and explain the meaning of the words
-Stufents study the tak.
-Listen to teacher's explanation.

- work in groups to name the country which each flag belong to.
-Check the answers together.
I/Vocabulary:
Extra vocabulary
- roof: mái nhà, nóc vòm
- illegal: bị cấm, trái luật
- laws: luật pháp
- reverse: quay đầu xe
- left/right-handed: thuận tay trái/phải
- spare: dự trữ
II/Practice:
1.
Key:
1. The UK
2. Australia
3. India
4. Thailand
5. Malaysia
-Whole clas
-whole class.
-Individualwork
-Class with teacher



Work in groups




Whole class

Task 2.
Aim: Sslisten to the text then write your answers below.

- the countries in 1 drive on the left-hand side of the road.
-Listen the recording to find out why this happened, and complete the reasons in 2.

- Ss listen to the recording twice & check if there are any incorrect answers, Ss correct them. Ask Ss if any of the answers has surprised them


2. Key:
Reasons why this happened:
• Some countries used the same system as the UK.
• Many people are right-handed.
Audio scripts:
The right side in the wrong side.
Do you know that there are many countries in the world where the traffic rule is keep to the left? Some of these are the United Kingdom, Australia, India, Thailand, and Malaysia. There are different reasons for this. One is that some countries used the same system as the UK. Another is that many people are right-handed.

Whole class








Whole class

Task 3
Aim: Ssdiscuss which one they think is the false driving law.


- work in pairs, discussing which one they think is the false driving law.
3. Look at the strange driving laws below. Five of them are true, but one is false. In pairs, can you find the false driving law?
Key:
“In France, you can only reverse your car on Sundays”. This law is false.

Whole class

Work in pairs
Performing (5')
Task 4
Aim: Ss put them in order from the strangest to the least strange.

work in groups and discuss the laws in 3 and put them in order from the strangest to the least strange.
4.Answer the qustions
Are these strange rules in Viet Nam?


Pair work
Work in groups
Out come & homework (5)
* Consolidation:
- Ss Retell the main content of the lesson
- Ss listen to the teacher's guide and write what they will do at home.
*Homework:
- Prepare the next lesson :
(Skills 1)

Whole class
Experiments:




Date of planning:5/12/2018Date of teaching:………………….
PERIOD 62 UNIT 7: TRAFFIC
Lesson 5: Skills 1
I. Objectives:
By the end of this lesson, students will be able to:
• read for specific information about traffic rules/ laws.
• talk about obeying traffic rules/ laws, and how to use the road safely.
II. Language Focus:
1. Vocabulary: the lexical items related to the topic “Traffic”.
2. Structures: It indicating distance.
Used to.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player.
V. Procedures:
Steps
Learning activities
Contents

Modes
Warm up (5')
Look at the picture. Can you see anything that is dangerous?
Work in groups to discuss about the picture
Warm up:

Example:
- It's dangerous to ride a motorbike on the pavement.
Work in groups

Whole class






Reading ( 20')
Task 1.
Aim: ss develop students skills and know more about the meaning of the words.

- work in pairs to do the matching.

- Check their results

- which they can see in the picture 1.

I/Reading:
2. Match these words to make common expressions.
Key:
1. G
2. D
3. B
4. C
5. A
6. H
7. F
8. E
Things you can see in the picture: road users, means of transport.

Pairs work


Whole class



Task 2.
Aim: ss answer the questions:


- work in groups. Tell them to answer the question.
- make a list to compare with other groups
3. Answer the following questions.
Question:
When you are a road users, what should you NOT do?

Groups work

Whole class

Task 3.
Aim: ss read the following text and do the task below




- read the text then answer the questions. Explain the new words and clarify anything difficult.

- read the text again, then work with a partner to answer the questions.

4. Read the following text and do the task below.
ROAD SAFELY (Page 12)
Answer the questions
Key:
1.We should cross the street at the zebra crossing.
2. He must always fasten the seatbelt.
3. No, he shouldn't. Because it is very dangerous.
4. We must give a signal.
5. Because the other road users can see them clearly and avoid crashing into them.



Individual work


Pairs work


Whole class

Speaking
(15')
Task 4.
Aim: ss practice talking about the topic related issues

- Ss work in groups to discuss who is using the road safely, and who is acting dangerously, give reasons.
- They can then go through presentation & think of the reasons.
- They make notes of the answers on a piece of paper. Others groups add any ideas if necessary
6. Read the following sentences. In groups, discuss who is using the road safely, and who is acting dangerously. Give reasons.
Suggested answers:
1. Safely
2. Dangerously
3. Safely
4. Dangerously
5. Dangerously
6. Dangerously
Group work
Group work



Whole class
Performing (5')
Task 5
Aims: ss class survey

- do the class survey. After that call some Ss to report to the class.
5. Class survey. Ask your classmates the questions.
How do you go to school every day?
Whole class
Outcome &homework (5')
* Consolidation:
- Ss Retell the main content of the lesson
- Ss listen to the teacher's guide and write what they will do at home.
What they have learnt today?
II/Homework:
Read the text again
Prepare skills 2
Whole class

Experiments:



Date of planning:5/12/2018 Date of teaching:………………….
PERIOD 63 UNIT 7: TRAFFIC
Lesson 6: Skills 2
I. Objectives:
By the end of this lesson, students will be able to :
• Listen to get the information about traffic problems in a big cities.
• Write a paragraph a about traffic problems in a city/ an area.
II. Language Focus:
1. Vocabulary: the lexical items related to the topic “Traffic”.
2. Structures: It indicating distance.
Used to.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player
V. Procedures:
Steps
Learning activities
Contents

Modes
Warm up (5')
Play Game
Work in groups
Game: Slap the board
Group work
Listening: (15')
Task 1
Aim: ss practice listening the words isolation, in sentences and in the context.


- Ss work in pairs
- Then work in groups
- Look at picture and answer the questions.
- One or two Ss give their answers. Listen to the recording for Ss to check their answers.


I/Listening: Traffic problems in big cities
1. Work in groups.

• Where do you think this picture was taken?
Why is it special?
- whole class
- individuals
- group works

Task 2
Aim: ss practice following headline and check

- look at the newspaper headline and check their answers.
- Ss quickly read the headline.
-Play the recording once.
- Ss write them on the board. If all the answers aren't correct, move the next activity. - Play the recording again for Ss to check (if necessary).
2. Look at the following headline and check your answers.


Yesterday, brazil's largest city had the world's longest ever traffic jam. It was 295 kilometers long!
Key:
• In Brazil
• Long traffic jam (very long line of vehicles

- whole class


- individuals

- pair works



Task 3
Aim: ss practice listen to the passage and choose the correct answer.

- read the questions and guess the answers. Then play the recording one or two times.
- listen carefully and circle the correct answers.
3. Now listen to the passage and choose the correct answer.
Key:
1. B
2. C
3. A
4. C

- whole class


Individual work
Writing
( 25')
Task 4
Aim: ss write a paragraph about the traffic problems .

- look at the pictures, read the phrases and tick the traffic problems.
- write full sentences. Call on some students to write them on the board.
- give comments.
- Give the correct answers.

II/Writing:
4. Tick the traffic problems in big cities in Viet Nam.
Suggested answers:
• There are too many vehicles (on the road).
• Many roads are narrow and bumpy.
• There are traffic accidents every day.
• Many young people ride their bikes dangerous.

Whole class

Work individually


Work individually

Task 5
Aim: ss use the cues above, and the following outline.

- study the sentences they have written in 4. Then practice writing the paragraph.
- use proper connectors: first/ firstly, second/ secondly… and pay attention to spelling punctuation.
5. Write a paragraph about the traffic problems where you live, or in a town, or a city you know well. Use the cues above, and the following outline.
Introduction:
Problem 1: …
Problem 2: …
Problem 3: …
Conclusion: (Reason or advice/ suggestion).

- whole class


Pair work


Individual
Outcome & homework
* Consolidation:
- Ss Retell the main content of the lesson
- Ss listen to the teacher's guide and write what they will do at home.
What have they learnt today?
• Complete the writing
Prepare the next lesson
Whole class
Experiments:
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
Date of planning:5/12/2018 Date of teaching:
PERIOD 64 UNIT 7: TRAFFIC
Lesson 7: Looking Back and Project

I. Objectives:
By the end of this lesson, students can review all what they have learnt in this unit.
II. Language Focus:
1. Vocabulary: the lexical items related to the topic “Traffic”.
2. Structures: It indicating distance.
Used to.
III. Method: Communicative approach
IV. Teaching ads: Course book, CD player, pictures.
V. Procedures:

Steps
Learning activities
Contents

Modes
Warm up (3')
Write the names of means of transport in the web below.




Then draw lines joining the correct verbs to the transport
Work in groups
Names means of transport




Means of transport



Ride – drive – fly – sail – get on – get off
Suggestion:
Bicycle, motorbike, car, bus, taxi, train, plane, boat, ship…

- whole class


Pair work



Group work

Looking back (20')
Task 1
Aim: ss review all the vocabulary, grammar and communication during the unit.

- Ss do this task individually to write the meaning below each sign.
- Correct their mistakes and help them read the words correctly.
- work in groups and put the signs into the correct boxes.

A/Looking back:
I/Vocabulary:
1. Key:
1. Traffic lights
2. School ahead
3. Hospital ahead
4. Cycle lane
5. Parking
6. No parking
7. Left turn only
8. No cycling

Prohibition signs: 6, 8



- whole class

Work individually


Group work


Task 2
Aim: ss change the sentences according to the prompts in brackets

- work in pairs or in groups and write the answers in their notebooks.

-ss read the text individually

- Ss do this activity individually

- then compare their answers with a partner.
-check with teacher
II/Grammar:
3. change the sentences according to the prompts in brackets.
Key:
1. Did you use to go to school on foot?
2. Mr Van didn't use to ride his motorbike dangerously.
3. Did the streets use to be cleaner and more peaceful?
4. I used to go out on Sundays.
5. They didn't use to go on holiday together?


- whole class


Pair work



Work in pairs

Task 3
Aim: ss write full sentences using these cues


- work individually first to write the sentences.

- work in pairs to swap their sentences.

- Ss read the sentences aloud.

4. Write sentences using these cues
Key:
1. It is over 100 km from my hometown to Ho Chi Minh City.
2. It is about 25 km to my grandparents' house.
3. I used to ride a small bike in the yard outside my flat.
4. There used to be a bus station in the city center but it was/ has been moved to the suburbs.
Children must learn about road safely before they are allowed to ride on the road

Work individually


Pair work


Whole class

Task 4
Aim: ssmatch the questionswith the answersand role-play

- Ss read the questions and answer once or twice, then match them.
- Ss work in pairs and role-play the questions and answers, then write all the sentences in their notebooks
III/Communication:
5. Match the questions 1 – 6 with the answers a – f.
Key:
1. b 2. a 3. e
4. d 5. f 6. c



Whole class


Pair work
Project (20')











Task 5
Aim: Ss will be able to make product with the topic they learnt and present their product in front of the class.

-ss read the title individually

- Ss do this activity individually

- then compare their answers with a partner.
-check with teacher
B/Project:1.
• Should there be a speed limit in the playground?
• Should there be a “one way” sign in the corridors?
• Should there be a traffic light sign at the school gate?


Work individually


Pair work

Group work

Task 6
Aim: Make some of these traffic signs of your own out of paper,cardboard or other materials

-ss read the title individually
- Ss do this activity individually
- then compare their answers with a partner.
-check with teacher



Whole class

Group work
Outcome &homework (2')
* Consolidation:
- Ss Retell the main content of the lesson
- Ss listen to the teacher's guide and write what they will do at home.
C/Guideline:
Review Unit 7
Prepare Lesson unit 8
Whole class

Experiments:
























Date of planning:8/12/2018Date of teaching:……
PERIOD 65 UNIT 8: FILMS
Lesson 1: Getting started – What film shall we see?
I. Objectives:
By the end of this lesson, students will be able to:
- know the key language and structures to be learnt in this unit.
II. Language Focus:
1. Vocabulary: the lexical items related to the topic “Films”: shipwrecked,cristic, frightening.
2. Structures: Connectors:Although,
III. Teaching ads: Course book, CD player, picture.
IV. Procedures:

Steps
Learnimg activities
Contents

Modes
Warm up (5')

-Chatting to share experiences going to see a film.

Questions.
1.Have you ever gone to see a film with your brothers/sisters?
2.When and where?
3. What film did you see then?
4. How did you feel then?
Students' own answers.


-Whole class.

-Some students.


Getting started (10')
Set the scene

Introduces the topic “Films”.
- Students look at the picture and answer the questions
-Students answer the question
- Ss look at the title of the conversation and the picture. Ask them some questions
- Ss give feedback.
- Play the recording and have Ss follow along or repeat the recording once. Then read in pairs & in groups

Questions:

• What do you see in the picture?
• Where are Duong and Mai?
• What might be happening to them?
• What are they doing?
• What are they talking about?



Whole class


Whole class



-Whole class.



Task 1:
Aim: To set up the topic: Film.
ss' understanding of the dialogue by reading and listening.
Doing ( 20')

-Ss listen to thetape.
-Students read in pairs.
-Students work individually to answer the questions.

-Students correct with teacher
I. Listen and read
Task 1a. Read the conversation again and answer the questions.
Key:
1. B
2. A
3. A
4. C
5. C

-Whole class.
-Pair work.
-Individual work.
-Whole class with teacher.

Task 2
Aim: ss practice listening and reading the dialogue.
- match the pictures with the correct words

- First, Students try not to look at the book and try to remember what questions Mai asks Duong about the film they are going to see.
- Then Students open their books and listen, check their answers.

Task 1b. Find the questions in the conversation that ask about Coconut Crazy. Then listen, check and repeat the questions.
Key:
a) What kind of film is it?
b) Who does its star?
c) What is it about?
d) What have critics said about it?
Whole class.


-Individual work.

-Whole class.

Task 2:
Aim:Ss practice listening and matching


- Ss quickly match the types of film with their definitions.
- Ss listen and check their answers,
-Ss Correct their pronunciation with friends
Task2. Match the types of films with their definitions. Then listen, check and repeat.
Key:
1. d 2. f 3. a 4. c
5. b 6. e 7. h 8. g

Whole class


Work in pairs
Performing (5')
Task 3a
Aim: ss know more about many kind of films. Widen knowledge about the films

- Students work independently, filling in the blanks with information of the film they have seen recently. –Students remind the words and phrases they have learnt in 2 and from the conversation in 1.
3a. Think of a film. Fill in the blanks below.
• Type of film …
• Actors/ stars …
• The plot …
• Reviews …


Work individually


Whole class

Pairs work

Task 3b
Aim: ss practice speaking about films they like best


- Some students do as the model

- Then students work in pairs.
-Some pairs practice in front of the class.

3b. In pairs, interview each other and try to guess the film.
Example:
A: What kind of film is it?
B: It's an action film.
A: Who does it star?
B: It stars Daniel Craig.
A: What is it about?
B: It's about a spy call 007.
A: Is it Skyfall?
B: yes!

Work individually


Whole class

Pairs work
Outcome
Homework
- Students consolidate What they have learnt
-Types of film
Some students
-Learn Vocabulary.
-Read the dialogue again
- Prepare the next lesson
-Students do as directed

Experiments:



































Date of planning:8/12/2018Date of teaching:
PERIOD 66:UNIT 8: FILMS
Lesson 2: A Closer Look 1
I. Objectives:
By the end of this lesson, students will be able to :
• pronounce correctly the sounds /t/,/d/ and /id/ in isolation and in context
• Use lexical items related to the topic “Films”
• Listen , speak and write perfectly.
II. Language Focus:
1. Vocabulary:hilarious, gripping, scary, boring ,shocking…
2. Pronunciation: sounds /t/,/d/ and /id/
3.Structure: “Ing – adjective and Ed adjective”
III. Teaching ads: Course book, CD player.
IV. Procedures:
Steps
Learning activities
Contents

Modes
Warm up ( 5')
• Ss work in groups to talk about many kinds of film.

Chatting:
Talking about the films
Give:
1/Type of films
2.Actors / Stars
3.The plot
4.Review
Workin groups
Vocabulary
(25')
Task 1
Aim: ss know more about the new wordsand use the words to talk about films



ss read and guess the meaning of the words



-Ss work independently.

-Then Ss share their answers with one or more partners.

- Ss make some examples with the adjectives they have learnt.



-Ss study the Remember Box.



-Ss remember “Ed and ing adjective”

I/Vocabulary:
1. hilariou (adj) : (example)
2. gripping (adj): ( visual)
3.scary (adj) : ( example)
4.boring : (example)
5.shocking:( visual)
Task1/ The following are adjectives which are often used to describe films. Can you add some more?
Complete the sentences using the adjectives in the list above.
Key:
1. Hilarious
2. Moving
3. Boring
4. Gripping
5. Shocking
6. Scary
7. Violet
8. Entertaining
Remember
-ed and –ing adjectives
(page 18)



Whole class






Work individully









Whole class




Work individully




Task 2
Aim: Ss know how to use Ing and Ed adjective
• practice at phrase


- Ss complete the table individually.
- write their answers on the board before checking with the whole class.

Task2. Complete the table with the –ed and –ing forms of the adjectives.
Key:
1. Interested
2. Embarrassing
3. Exciting
4. Disappointed
5. Exhausted
6. Surprising
7. Confused
8. Frightening

Work individually

Some students

Whole class - teacher

Task3.
Aim:Ss support practice in sentences by choosing the correct words.

-Ss do this exercise individually
- then check with the whole class.
- Sstry to remember the box
Task3.Choose the correct adjectives
3. Key:
1. Moving
2. Frightened
3. Disappointed
4. Amazed
5. Terrified

Work individually


Whole class - teacher

Task 4a
Aim: Ss practice with adjective with ed


- Model this activity with some more able Ss.
-work in pairs.
- practice in front of the class.




Task 4/a. Work in pairs. Look at the questions below. Tell your partner how you felt, using –ed adjectives.
Example:
I felt terrible before my last Math test.
How did you feel …
1.before your last maths test?
2.when you watched a gripping film?
3.after you watched a horror film?
4.when you got a bad mark?
Whole class

Pairs work



Some students



Task 4b
Aim: Ss practice with adjective with -ing


- Model this activity with some more able Ss.
-work in pairs.
- practice in front of the class.


b. Use –ing adjectives to describe the things and experiences in your life.
Example:
1.the last film you saw on TV, on DVD of at the cinema
2.an argument with your friends
3.the result of your last English test
4.the last party you attended
The last film you saw was call Norwegian Wood. It was really moving.
Whole class

Pairs work



Some students
Pronunciation
(10)

Task 5
Aims: Ss identify the sounds in words and practice
pronounce correctly the sounds /t/, /d/and /id/ in isolation and in context

- Ss listen and repeat.
-Ss say the words individually.


- Ss listen and repeat the words, pay attention to the sound /t/, /d/and /id/ at the end of each word.
- Ss put the words in the correct columns while they listen

II/Pronunciation:
Task5. Listen and repeat the verbs. Pay attention to the sound /t/, /d/and /id/at the end of each verb.
Key:
/t/: watched, danced, walk
/d/: played, bored, closed
/id/: wait, needed, hated


Whole class



Whole class




Individual work
Performing( 5')
Task 6.
Aim: Ss ask and answer questions about the pictures. Then listen to the recording.

- Model this activity with a more able student.
Then Ss work in pairs.
-practice in front of the class.
-listen while T plays the recording.
* Production:
Task 6. Ask and answer questions about the pictures. Then listen to the recording.
Example:cry a lot/ laugh a lot
A: He cried a lot, didn't he?
B: No, he didn't. He laughed a lot.
Work in groups

Pair work

Whole class
Outcome& Homework
-Students consolidate the thing they have learnt
-Adjectives with ed/ing.
Saying the difference /t/, /d/and /id/ when we pronounce.
III/Guideline:
Learn Vcb
Prepare the next lesson
-whole class.

Experiments:




Date of planning:10/12/2018Date of teaching:
PERIOD 67: UNIT 8: FILMS
Lesson 3: A Closer Look 2
I. Objectives:
By the end of this lesson, students can use “although, despite/ in spite of” to express contrast between two pieces of information in the same sentence.
II. Language Focus:
1. Vocabulary: the lexical items related to the topic “Films”.
2. Structures: Connectors:although, despite/ in spite of, however, and nevertheless.
III. Teaching ads: Course book, CD player, pictures.
IV. Procedures:
Steps
Learning activities
Contents

Modes
Warm up (5')
- play a game
Warm-up:
Game:
Work in groups


Grammar (20')










































































Task 1
Aim: Ss review the usage although, despite/ in spite of
Practice the meaningful of although, despite/ in spite of


- Ss study Grammar box.
-Give some examples.
- some Ss give some more examples


I/Grammar :
Although, despite/ in spite of
We use Although, despite/ in spite of to express contrast between two pieces of information in the same sentence.
Example:
- Although he is so young, he performs excellently.
- Despite/ In spite of being so young, he performs
excellently..
Work individually


Whole class

Task 2
Aim: Ss understand although. Practice using although


- Ss work by themselves and complete the sentences.
- Observe and help when necessary.
- Ss read their sentences.
- Correct the mistakes with teacher



II.Practice:
Complete the sentences. Use although + a clause from the box. Key:
1. Although few people came to see it
2. Although they sent a lot of money on the film.
3. Although the acting is excellent
4. Although it was a comedy
5. Although it is set in modern times
Work individually


Whole class - teacher






Task 3.
Aim: Ss practice communicative
Practice using although, despite/ in spite of

- Ss work in pairs and do the exercise 2.

- compare their answers before checking with the whole class.

Complete the sentences, using although, despite/ in spite of. Sometimes, two answers are possible
2. Key:
1. Although
2. Despite/ in spite of
3. Although
4. Despite/ in spite of
5. Although

Work in pairs



Work individually



Task 4:
Aim: Ss write these sentences using the words in the brackets


- Ss work independently, rewrite the sentences .

-Then work in groups to check and say the sentences out loud.

- Ss write the answers on the board.





-Ss study Grammar Box.


-Give them the example.

-give some more examples.

Rewrite these sentences using the words in the brackets. Change other words in the sentences if necessary. Key:
1. I don't think Stallone is a very good actor although he was very good in the Rocky films.
2.Although many European film directors have gone to Hollywood to make films, few have had as much success as Milos Forman.
3.Despite having to work the next day, they watched films on DVD all night.
4.Although he has performed excellently in many films, he has never won an Oscar for Best Actor.
However and nevertheless
Example:
- He is so young. However/ Nevertheless, he performs excellently.



-work independently,



-Work in groups



Task 5.
Aim: Ss practice using although, despite/ in spite of, however, or nevertheless

Ss work independently to rewrite the sentences in their notebooks.
- Ss read out their sentences.
- Ss give comments.
- Correct mistakes if necessary.
Complete the sentences using although, despite/ in spite of, however, or nevertheless.
Key:
1. However/ Nevertheless
2. Despite/ In spite of
3. However/ Nevertheless
4. Although
5. Although


Work individually

Performing (5)
Task 6
Aim: Ss read the instructions and use their own idea to write sentences


- Ss do the task individually
- using their own ideas to write sentences.
- Then work in pairs, comparing their sentences.
* Production:
Use your own ideas to complete the following sentences. Then compare your sentences with a partner.


Work individually



Work in pairs
Outcome & homework (5)'

-Students consolidate the thing they have learnt
Retell the main lesson
III/Guideline:
Review the present simple and future simple
Prepare next lesson
Whole class
Experiments:






















Date of planning:10/12/2018Date of teaching:………
PERIOD 68 UNIT 8: FILMS
Lesson 4: Communication
I. Objectives:
-By the end of this lesson, students will be able to use lexical items related to the topic “Films”
II. Language Focus:
1.Vocabulary: survey, go ahead, violence.
2. Structures: Connectors:
- Although, despite/ in spite of, however, and nevertheless.
III. Teaching ads: Course book, CD player.
IV. Procedures:
Steps
Learning activities
Contents

Modes
Warm up:
5'
T check the old lesson
Warm up:
Revise the old lesson
Whole class
Communication
( 35')
Task 1
Aim: ss know extra vocabulary related to the topic
Communicative activity using vocabulary , listening to the conversation and fill on

- Ss what kind of films they like to see and who their favorite actors/ actresses are.
- Ss understand the meanings of the words in Extra Vocabulary by using pictures, examples or even translation






- Ss look at the picture and read the conversation and guess what the missing words from the blanks may be.
- Ss listen and check their guesses. Play the recording again for Ss to check their answers.


- Ss look at the picture and read the conversation and guess what the missing words from the blanks may be.
- Ss listen and check their guesses. Play the recording again for Ss to check their answers.
I.Extra Vocabulary:
Extra vocabulary
• Survey: phỏng vấn
• go ahead: tiếp tục
• violence: sự mãnh liệt, , thô bạo
II/Practice:

Task 1: Listen to the conversation and fill on the blanks with the words you hear.Key:
1. survey
2. actor
3. Tom Cruise
4. actress
5. Angeline Jolie
Audio scripts:
Nick: Excuse me, Duong. I'm doing a survey about favorite actors. Would it be Ok if I asked you few questions?
Duong: Sure. Go ahead, Nick
Nick: Who do you think is the best actor?
Duong: it's Tom Cruise.
Nick: And who do you think is the best actress?
Duong: I think Angelina Jolie is.
Nick: Thank you.

Read the word and guess the meaning








Wok individually






Pair work






Wok individually



Pair work

Task 2:
Aim:Ss chooses one of the following sets of survey questions.

- Ss work in groups of six or eight, asking their group members one set of questions.
-write the names of the people they interview and note the answers in the table.
Task 2. Work in groups of six or eight. Each Students chooses one of the following sets of survey questions.
Ss' ideas
A survey about
Nane
Q1
Q2




Work in groups



Work individually

Task 3
Aim:Ss practise reporting the results of their surveys

Task 3.
- make notes of their survey results, using the suggestions in the Student's book.
- then practice reporting the results of their surveys in pairs
Task 3. Make notes of your results
Most people I have surveyed…
• About half of the people I have surveyed…
Almost no one I have surveyed…


Work individually

Work in pairs
Performing (5')
Task 4
Aim:Ss practise reporting the results of your surveys to those group members

- Ss join another group, reporting the results of their surveys to the new members.
- report the results of their interviews before the whole class.
- someother Ss comment. Then listen comments and correct from T
* Production:
Task 4. Join another group. Report your results to those group members

Whole class



Work in pairs
Outcome & homework (5')
review all the knowledge they have learnt today
III.Guideline:
- Learn new vocabulary and practice using structure when you give your opinion about something.
- Prepare next lesson :
(Skills 1)
Take note

Whole class
Experiments:




Date of planning:12/12/2018Date of teaching:…
PERIOD 69UNIT 8: FILMS
Lesson 5: Skills 1
I. Objectives:
By the end of this lesson, students will be able to :
• Read for specific information about someone's review of his/ her favourite film.
• Talk about a film (its plot, main character, cast, etc.)
II. Language Focus:
1.Vocabulary: visuals, must-see, engage.
2. Structures: Revision although, despite/ in spite of, however, and nevertheless.
III. Teaching ads: Course book, CD player.
IV. Procedures:
Steps
Language activities
Contents

Modes
Warm up (5')
- Ss look at the picture of the film Titanic. Then anwer some questions.
- Ss call out their answers and say where they found the information in the passage.

Warm up:

Questions:
• Have you ever seen this film?
• Do you know who the actor and actress in the picture are?
• Do you like him/ her?



Whole class
Reading (20')
Set the scene!
Task 1-Aim: ss develop reading's skill
• Know more some words related to the fimls

Ss read the passage quickly and find out whether Nick likes the films or not.
-Then find out where the words sinking, must-see, special effects, and visuals are in the passage.
I.Reading:
1.Read Nick's review of the film Titanic on his blog. Then find and underline these words in the passage. What do they mean?


Whole class



Work individually

Task 2:
Aim: ss know more understand about the topic by anwering the questions:


- Ss read the passages again, then answer the questions.

- Ss' answers and explain their answers.

- Ss can either paraphrase the original information from the text or read out loud the part of the text where the answer to each question is located.

- Confirm the correct answers.

Task2. Read Nick's blog again and answer the questions.
Key:
1. It is a romantic film
2. It stars LEO and Kate
3. It is about the sinking of the ship Titanic on its first voyage.
4. The main character are Jack Dawson and Rose Sewitt Bukater. Jack saves Rose from killing herself during the journey on board the ship. Although they are from different social classes, and Rose is already engaged, they fall in love.
5. The ending of Titanic is very said.
6.They say it is a must-see of the 20th century.
Whole class




Whole class



Work individually




Work in pairs
Speaking (15')
Task 3
Aim:ss talk about their filmsthey like best




- ss read every film poster. ----work in pairs, talking about the films they would/ wouldn't like to see.

II/Speaking:
Task 3. Look at the film posters below. Work in pairs. Talk about the films you would/ wouldn't like to see.
Key
• Documentary
• Action
• Horror
• Sci-fi
Whole class



Work in pairs

Task 4
Aim: Ss practice speaking skill



- Ss work in pairs, asking and answering about the films from the posters
Task 4. Now, ask and answer questions about the films.
Key: Example:
A: I want to see Planet of the Jellyfish.
B: What kind of the film is it?
A: It's a science fiction
Work in pairs
Performing (5')
Task5.
Aim: ss talk about their films.


Ss work in groups of 5 ss
Interview a new friend




Ss work in groups of 5 ss
Interview a new friend


Production:
Task5.In groups, choose a student to play the role of a character in any of the film above. Brainstorm questions you'd like to ask. Then interview the student
Example questions:
-Can you describe your new film in three words?
-Did you enjoy making film?
-Why should we watch this film?
Work in groups





Work in groups
Outcome & Homework
(5')
review all the knowledge they have learnt today
What they have learnt today?
III/Guideline:
Read the text again
Practice speaking
Whole class
Experiments:






























Date of planning:15/12/2018Date of teaching:………………….
PERIOD 70 UNIT 8: FILMS
Lesson 6: Skills 2
I. Objectives:
By the end of this lesson, students will be able to:
• listen to get the information about someone's favourite film star.
• write a review for a film.
II. Language Focus:
1.Vocabulary: the lexical items related to the topic “Films”.
2. Structures: Connectors:
• Although, despite/ in spite of, however, and nevertheless.
III. Teaching ads: Course book, CD player
IV. Procedures:
Steps
Learning activities
Contents
Modes

Warm up (5')
- Ss tell about their favourite actors/ actresses.
Warm up:
Questions:
-Who is your favourite actor/ actress?
-What does he/