Week 11
Period 33
UNIT 4: FESTIVALS AND FREE TIME
LESSON 1.1: VOCABULARY + LISTENING (Page 30)

A. Objectives: By the end of the lesson, Ss will be able to:
1. Knowledge:
Vocabulary: gain vocabulary items about adverbs of frequency (often, never, sometimes, always, rarely, usually)
Structure: use adverbs of frequency in sentences to talk about how often they do activities in their free time.
2. Competences
- use the knowledge to complete the exercises, practice the language aspects in communicative situations.
- raise motivations and interests in learning English as a foreign language
- improve their listening and speaking skills.
- develop the competences such as self-control independent- learning, creativity and problem-solving.
3. Qualities:
- be active to broaden and percept the knowledge
- spend a suitable amount of time studying and relaxing.
- have a good attitude to working in groups, individual work, pair work, cooperative learning.
B. Language focus:
- Vocabulary: adverbs of frequency
- Structures: position of adverds of frequency in sentences
C. Instructional resources
• Textbook: Unit 4 – Lesson 1 (page 30)
• Workbook: Unit 4 – Lesson 1 (page 20 – 21)
• Audio track: CD1 – Track 41 + 42
D. Teaching approach: CLT
E. Assessment evidence:
Performance Tasks
Performance products
Assessment tools
1. Fill in the blank with the words given

Students's answer
Answer keys
2. Write an activity under each adverb. Take turn using them in a sentence.

Students's answer
Observation
Peer correction
3. Listen to a girl and a boy talking about free time activities. Then choose the correct answer.

Students's answer

Answer keys
4. Listen again and fill in the blank
Students's answer
Answer keys
5. Talk about how often you do the activities
Students' talk
Observation
Questions and answers


F. LEARNING EXPERIENCE:
ACTIVITIES
CONTENTS and OUTCOME
1. Warm up:
* Objective: To introduce the new lesson and set the scene for Ss to acquire new language; to get students' attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in the steps that follow.
* Organization:
- T gives out handouts and gives instructions
- Ss read the questions and answer each question by putting a tick/ticks in the boxes under the day of the week

- T calls some Ss to tell the class when they do the activities.
- T makes comments on Ss' answers
Example: Minh plays games on the interner on Thursday, Saturday and Sunday. (3 days a week). So, Minh sometimes plays games on the internet.
- T introduces some adverbs of frequency that Ss are going to study in this lesson.
- T leads to the new lesson














Minh: I play games on the internet on Thursday, Saturday and Sunday.
…


Adverbs of frequency: sometimes, usually, always,…
2. Presentation:
* Objective:
Ss know words to describe how often something happens and will be able to talk about how often they do activities in their free time.
* Organization:
Activity 1: Fill in the blanks. Listen and repeat
- T demonstrates the activity, using the example
- T has Ss fill in the blanks with the adverbs of frequency
- Ss fill in the blanks as required. Then, work pairs to check their answers with their partners
- Play audio (CD1 – Track 41). Have Ss listen and check their answers.
- Play audio again (twice). Ss listen and repeat.
- Tell Ss we use these adverbs of frequency to talk about how often we do activities.
- T has Ss elicit the meaning of the adverbs of frequency by themselves
- Give examples to explain more about the position of the adverbs of frequency.
- Have Ss pay attention to the position of the adverbs of frequency
- Encourage Ss to elicit the position of the adverbs of frequency.



Activity 2: Write an activity under each adverb. Take turns to use them in a sentence.
- Ask Ss to write an activity under each adverb
- Provide the list of free time activities (especially for weak students) so that they can finish the task by themselves.
- Have Ss take turns to make sentences using the adverbs and the activities
- Call some Ss to read their sentences aloud
- Call other Ss to make comments on their friends' answers
- Give feedback and evaluation









1. Fill in the blanks. Listen and repeat
Answer: 1. never 2. rarely 3. sometimes
4. often 5. usually 6. always
Notes:
* Adverbs of frequency: never, rarely, sometimes, often, usually, always
* Examples:
1. I often help my mom with housework.
2. He doesn't often visit his grandparents.
3. She is never late for class.
4. Sometimes Hung goes camping with his friends.
* Position:
- in front of normal verb.
- between an auxiliary verb and the main verb.
- after the verb “to be”.
- “sometimes” can also be put at the beginning of a sentence.

2. Write an activity under each adverb. Take turns to use them in a sentence.
Suggested answers:
1. never/ watch movies – I never watch movies.
2. rarely/ be late for school – I am rarely late for school.
3. sometimes/ read books – I sometimes read books.
4. often/ play soccer – I often play soccer with my friends.
5. usually/ cycle – I usually cycle in the park
6. always/ listen to music – I always listen to music in the evening.
3. Practice (Listening):
* Objective : Ss can make questions or answer the questions to develop a conversation, and they can aslo finish the listening task in the textbook.
* Organization:
Activity 3: Listen to Lisa and Max talking about free time activity. Does Max like reading?
- Have Ss look at the question and the pictures
- Play the audio once (CD 1 – Track 42)
- Have Ss listen and answer the question by circling “Yes” or “No”
- Play the audio again and check answers as a whole class

Activity 4: Now, listen and fill in the blanks
- Give handouts with more sentences for Ss to listen and fill in the blanks
1. Lisa ________ goes to the bookstore on Fridays.
2. Max ________ goes to the bookstore.
3. Max ________ plays video games after school.
4. Max ________ plays soccer on the weekends.
5. Lisa ________ rides her bike on Saturdays.
- Have Ss read the sentences
- Play the audio (CD1 – Track 42) and have Ss listen and fill in the blanks
- Play one more time for Ss if they can't find all answers
- Have Ss compare their answer in pairs. Then, give answers
- Check answers as a whole class
- Give feedback and evaluation






3. Listen to Lisa and Max talking about free time activity. Does Max like reading?

Answer: No


4. Now, listen and fill in the blanks
Answer keys:
1. always
2. never
3. usually
4. often
5. sometimes


4. Production:
* Objective: To help Ss develop their communication skill and be able to use adverds of frequency to talk about how often things happen.
* Organization:
Activity 5:
- Have Ss look at the pictures in Listening a. again
- Divide the class into pairs and have them ask and answer about how often they do these activities. Ss can add more activities.
- Remind Ss use the adverbs of frequency accurately
- Encourage Ss to make conversations while practicing with their partners instead of making questions and answering only
- Call Ss to practice in front of the class
- Have Ss retell about how often their friends do these activities
- Call Ss to make comments on their friends' answers
- Give feedback and evaluation






Examples:
Max never goes to the bookstore. He usually plays video games after school. He often plays soccer on the weekends.
Lisa always goes to the bookstore on Fridays. Sometimes she rides her bike on Saturdays.
5. Assignment:
- Learn by heart the adverbs of frequency and their positions.
- Make sentences with at least 3 adverbs of frequency.
- Do exercises in Workbook: Lesson 1 - New words (page 20).
- Prepare: Lesson 1 – Grammar (page 31 – SB).









Week 12
Period 34
UNIT 4: FESTIVALS AND FREE TIME
LESSON 1.2: GRAMMAR (Page 31)

A. Objectives: By the end of the lesson, Ss will be able to:
1. Knowledge:
- use adverbs of frequency to talk about how often we do things or how often things happen.
2. Competences
- use the knowledge to complete the exercises, practice the language aspects in communicative situations.
- improve speaking skill, listening skill, writing skill.
- raise motivations and interests in learning English as a foreign language
- develop the competences such as self - control, independent- learning, creativity and problem-solving.
3. Qualities:
- be active to broaden and percept the knowledge
- spend a suitable amount of time on studying and relaxing.
- have the good attitude to working in groups, individual work, pair work, cooperative learning.
B. Language focus:
- Vocabulary: adverbs of frequency, review phrases of free time activities
- Structures/ Grammar: + position of adverds of frequency in sentences
+ How often + Auxiliary verb + Subject + Verb?
 Subject + Adverbs of frequency + Verb
C. Instructional resources
• Textbook: Unit 4 – Lesson 1 (page 31)
• Workbook: Unit 4 – Lesson 1 (page 20 – 21)
• Audio track: CD1 – Track 43
D. Teaching approach: CLT
E. Assessment evidence:
Performance Tasks
Performance products
Assessment tools
1. Fill in the blanks with the adverbs of frequency

Students's answer
Answer keys
Peer correction
2. Look at the table and write the answers.

Students's answer
Observation
Answer keys
3. Ask your partner how often they do these activities.

Students's answer
Observation
Questions and answers
4. Decide if the statements are correct (v) or incorrect (x). Rewrite the incorrect sentences.
Students's answer
Answer keys


F. LEARNING EXPERIENCE:
ACTIVITIES
CONTENTS and OUTCOME
1. Warm up:
* Objective: To motivate students and attract them to pay attention to the new lesson.
* Organization:
- T divides the class into 2 teams and tells them how to play the game
- Two teams spin the wheel turn by turn and make a sentence with the adverb they pick (five turns for each team).
- T gives comments and decide which team is the winner
- T reminds Ss of the adverbs of frequency that they learnt in the previous lesson, then leads to the new lesson.








2. Presentation:
* Objective:
Ss know: how to use the adverbs of frequency to talk about how often we do things and how often things happen, the position of the adverbs of frequency in sentences.
* Organization:
- T has Ss look at the picture (a/ p.31) and answer the questions: Which sport is it? Do you play soccer? How often do you play soccer?
- Ss answer the questions (short answers can be accepted)
- T plays the audio (CD1 – Track 43) and has Ss listen and repeat the speech bubbles
- Ss listen and repeat
- T writes the girl's answer on the board and gives more examples, then has Ss remind of the position of the adverbs of frequency in sentences.
- Ss pay attention to the examples and do as required
- T has Ss look at the grammar explanation
- T explains more about the usage of the adverbs of frequency, have Ss pay attention to the positions of these kinds of adverbs
*Usage: talk about how often we do things or how often things happen.
- T reminds Ss to use always and usually with a time phrase
- T has Ss give more examples of adverbs of frequency, encourages them to make sentences with their own ideas
- T gives feedback and evaluation










1. GRAMMAR:
* Adverbs of frequency:
Examples:
- I usually play soccer on the weekends.
- He rarely goes shopping.
- Mia is never late for school.


3. Practice:
* Objective : Ss can use adverbs of frequency correctly and answer the questions “How often…?” using adverbs of frequency.
* Organization:
Activity 1:
- T demonstrates the activity, using the example
- T has Ss fill in the blanks with the adverbs of frequency
- Ss work individually
- T has Ss work in pairs to check each other's work
- T has some Ss share their answers with the whole class
- T gives feedback and evaluation
Activity 2:
- T demonstrates the activity, using the table
- T has Ss work in pairs to write the answers
- T has some Ss share their answers with the whole class (Write on the board)
- T has Ss give comments on their friends' answers and correct the sentences if necessary
- T gives feedback and evaluation

Activity 3:
- T demonstrates the activity and give an example. T asks: “How often do you go shopping?”, then calls Ss to answer
- T has Ss work in pairs to do the task
- Ss ask their partner how often they do these activities (activities in c and two more in the table given) and then swap the roles
- T calls Ss to demonstrate the activity in front of the class
- T gives feedback and correct Ss'
pronunciation if necessary






2. PRACTICE:
Activity 1. Fill in the blanks with the adverbs of frequency. (b/p.31)
Answer keys:
2. usually 3. never 4. always
5. often 6. rarely




Activity 2. Look at the table and write the answers. (c/p.31)
Suggested answer:
1. Jack rarely goes shopping.
2. Bobby always does his homework.
3. Sarah sometimes plays soccer.
4. Amanda rarely has barbecues.

Activity 3. Ask your partner how often they do these activities. (d/ p.31)

4. Production:
* Objective: To consolidate how to use adverbs of frequency
* Organization:
- T demonstrates the activity and deliver
handouts
- T has Ss to indicate the sentences are correct
(v) or incorrect (x), then correct the wrong
sentences
- Ss work in groups. The group completes the
most quickly and has the most correct
answers is the winner
- T gives feedback




Decide if the statements are correct (v) or incorrect (x). Rewrite the incorrect sentences.
1. My father doesn't often cook dinner.
2. He plays often badminton.
3. They never are late for work.
4. We usually get up early in the morning.
5. Assignment:
- Make 3 sentences, using adverbs of frequency.
- Do exercise in Workbook: Lesson 1 - Grammar (page 21).
- Prepare: Lesson 1 – Pronunciation and Speaking (page 32 – SB).


Week 12
Period 35
UNIT 4: FESTIVALS AND FREE TIME
LESSON 1.3: PRONUNCIATION + SPEAKING (Page 32)

A. Objectives: By the end of the lesson, Ss will be able to:
1. Knowledge:
- know how to stress the adverbs for emphasis
- ask and answer about the frequency of activities, find out their “spirit animal”.
2. Competences
- use the knowledge to complete the exercises, practice the language aspects in communicative situations.
- improve speaking skill, listening skill
- raise motivations and interests in learning English as a foreign language
- develop the competences such as self - control, independent- learning, creativity and problem-solving.
3. Qualities:
- be active to broaden and percept the knowledge
- spend a suitable amount of time on studying and relaxing.
- have the good attitude to working in groups, individual work, pair work, cooperative learning.
B. Language focus:
- Pronunciation: stress the adverbs for the emphasis
- Structures/ Grammar: + How often + Auxiliary verb + Subject + Verb?
 Subject + Adverbs of frequency + Verb
C. Instructional resources
• Textbook: Unit 4 – Lesson 1 (page 32)
• Workbook: Unit 4 – Lesson 1 (page 20 – 21)
• Audio track: CD1 – Track 44, 45
D. Teaching approach: CLT
E. Assessment evidence:
Performance Tasks
Performance products
Assessment tools
1. Listen and cross out the one with the wrong sentence stress. Then read the sentences with the correct sentence stress.


Students's answer

Answer keys
Peer correction
2. Ask and answer with a partner.

Students's conversations
Observation
Questions and answers

3. You are doing a quiz about your free time activities to find out your “spirit animal”. Add three more activities and then ask your friend to complete the quiz. (a/p.32)

Students's conversations
Observation
Questions and answers
4. Turn to page 125, file 13 to find out what your partner's “spirit animal” is. Share with the class. (b/p.32)
Students's answer
Answer keys



F. LEARNING EXPERIENCE:
ACTIVITIES
CONTENTS and OUTCOME
1. Warm up:
* Objective: To warm the atmosphere up and help Ss review the previous lesson.
* Organization:
- T lets Ss watch a video about “Adverbs of frequency”. Ss can sing together while the song is being played.
- Ss watch a video:
https://www.youtube.com/watch?v=WPTu1j6-B30&t=68s
- Ss work in groups of 6. They watch a video. Then write the answers to the questions. The team with more correct answers will be the winner.
- T leads to the new lesson







Answer:
1. Brush teeth  always
2. Use chopsticks  usually
3. Do the laundry  sometimes
4. Make cookies  rarely
5. Drive a car  never
2. Pronunciation:
* Objective:
Ss know how to stress the adverbs for emphasis.
* Organization:
a. Stress the adverbs for emphasis.
- T asks Ss to pay attention to the underlined word in the model sentence.
- T asks Ss: What type of word is “sometimes”?
- Lead Ss to part b to know how the adverbs are stressed in sentences.
b. Listen to the sentence and focus on the stress of the adverbs.
- Play the recording (CD1, track 44)
- Ask Ss to listen and pay attention to the stress of the adverbs
- Call Ss to make their comments on how the adverbs are stressed
- Give feedback, explain the pronunciation feature: In speaking, we often stress the adverbs for emphasis
- Play the recording again, have Ss listen and repeat with a focus on the pronunciation feature
c + d. Listen and cross out the one with the wrong stress, then read the sentences with the correct sentence stress to a partner
- Play the recording (CD1, track 45)
- Ss listen and cross out the option that doesn't use the correct stress
- Call Ss to give answers
- Play the recording again and check answers as a whole class
- Then have Ss practice saying the sentences with a partner, using the correct stress, encourage Ss to make up their own sentences -using adverbs of frequency – and put stress on the adverbs
- Call some pairs to read in front of the class.
- Give feedback, correct Ss' pronunciation if necessary








PRONUNCIATION:







1. Listen and cross out the one with the wrong sentence stress. Then read the sentences with the correct sentence stress.
Answer:
I often watch movies on weekends.
Stress on “movies”  “often”

3. Practice:
* Objective: Ss can ask and answer about frequency and stress the adverds correctly.
* Organization:
Activity 1:
- T asks Ss to identify the activities in the pictures and explain the time phrases quickly
- T emphasizes the structure used to ask about frequency:
How often do you …?
- I + adverds of frequency …
- Demonstrate the activity by asking and answering with a student
- Have Ss work in pairs to ask and answer, using the pictures and the time phrase (at the end of the questions)
- T asks Ss to practice stressing the adverbs in sentences
- Have some pairs demonstrate the activity in front of the class
- Give feedback and evaluation


















Activity 2 (Speaking):
- T demonstrates the activity by asking and answering the first question with a student.
- A student answers
- The rest of Ss observe and listen.
- T asks Ss to work in pairs to add 3 more activities,
then ask and answer about frequency
- Ss work in pairs, take turns to ask the quiz questions and add up the points
- T observe, give help if necessary




- T has Ss turn to page 125, file 13 to find out what your partner's “spirit animal” is

- Some Ss share their findings with the class
- T gives feedback and evaluation







2. Ask and answer with a partner.
Suggested conversation
1. A: How often do you go swimming?
B: I often go swimming on the weekends.
2. A: How often do you play video games?
B: I sometimes play video games after school.
3. A: How often do you do yoga?
B: I usually do yoga in the afternoons.
4. A: How often do you play tennis?
B: I always play tennis on Saturdays.

3. You are doing a quiz about your free time activities to find out your “spirit animal”. Add three more activities and then ask your friend to complete the quiz. (a/p.32)


Suggested activities:
4. do: aerobics, homework, …
5. play: badminton, chess, …
6. go: fishing, hiking, shopping, …

4. Turn to page 125, file 13 to find out what your partner's “spirit animal” is. Share with the class. (b/p.32)

4. Production:
* Objective: To consolidate how to ask and answer about frequency.
* Organization:
- T divides the class into 2 teams and tells them how to play the game
- Two teams spin the wheel turn by turn and Ss in each team make questions and answers with the activities they pick. (5 turns for each team).
- T gives comments and evaluation. Then consolidate the lesson.


5. Assignment:
- Practice the Stress on the adverbs for emphasis.
- Review the structures used to ask and answer about frequency.
- Do exercises in WB: Writing, page 21.
- Prepare: Lesson 2 – New Words and Reading (page 33 – SB).





















Week 12
Period 36
UNIT 4: FESTIVALS AND FREE TIME
LESSON 2.1: NEW WORDS + READING (Page 33)

A. Objectives: By the end of the lesson, Ss will be able to:
1. Knowledge:
- know more vocabularies about events
- talk about future events
- use the Present Simple for future use.
2. Competences
- use the knowledge to complete the exercises, practice the language aspects in communicative situations.
- improve reading skill, speaking skill
- raise motivations and interests in learning English as a foreign language
- develop the competences such as self - control, independent- learning, creativity and problem-solving.
3. Qualities:
- be active to broaden and percept the knowledge
- spend a suitable amount of time on studying and relaxing.
- have the good attitude to working in groups, individual work, pair work, cooperative learning.
B. Language focus:
- Vocabulary: about festivals and events
- Structures/ Grammar: use the Present Simple for future use
C. Instructional resources
• Textbook: Unit 4 – Lesson 2 (page 33)
• Workbook: Unit 4 – Lesson 2 (page 22)
• Audio track: CD1 – Track 46
D. Teaching approach: CLT
E. Assessment evidence:
Performance Tasks
Performance products
Assessment tools
1. Number the pictures. Listen and repeat.

Students's answer

Answer keys
Peer correction
2. Draw the table. Add more adjectives and talk about some festival activities.
Students's answer
Observation
Answer keys

3. Read the text messages between Amy and Jim and answer the questions.
Students's answer
Observation
Questions and answers
4. Work in pairs. Think about another festival and change the information then practice.
Students's conversation
Observation
Conversation



F. LEARNING EXPERIENCE:
ACTIVITIES
CONTENTS and OUTCOME
1. Warm up:
* Objective: to introduce the new lesson and set the scene for Ss to acquire new language; to get students' attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in the steps that followed.
* Organization:
- Play a video clip about Glastonbury Festival (about 2 minutes)
- Have Ss watch the video clip and list festival activities they can see from the clip
- Have Ss give answers
- Check, give feedback
 Lead to the new lesson
*Link:
https://www.youtube.com/watch?v=6iV_3wfGBRY







Suggested answers
Festival activities Ss can see from the clip:
- Music show
- Magic show
- Dancing
- Playing games
- Food stand
- Making arts and crafts
- Dragon and lion dancing
2. Pre-reading:
* Objective:
Ss know some names of festival activities and adjectives to talk about festival activities
* Organization:
- T presents some new words
- Ss look at the pictures, listen and give the meanings
- T has students listen and repeat each new word. (chorally  individually)
- Ss repeat
- T corrects student's pronunciation if necessary.



- T demonstrates the activity a/p.33
- Ss listen.
- T has Ss number the pictures individually.
- Ss work individually.
- T divides the class into pairs and have them check their answers with their partners.
- Ss do as requested.
- T checks answers as a whole class.
- T plays audio (CD1 – Track 46) and has students listen and repeat.
- Ss listen and repeat.



- T gets Ss to draw the table and add more positive and negative adjectives. (b/p.33)
- Ss draw the table.
- T calls Ss to give answers
- Ss give the answer
- T gives feedback, help them add more adjectives if necessary







- Have Ss describe the festival activities-using the adjectives
- Ss work individually
- Have some Ss share their ideas with the class
- Give feedback and evaluation






New words:
1. Performance (n) /pərˈfɔːrməns/: buổi trình diễn
2. food stand (n) /fu:d stænd/: quầy bán thức ăn
3. fashion show(n) /ˈfæʃn ʃəʊ/: buổi trình diễn thời trang
4. puppet show (n) /ˈpʌpɪt ʃəʊ/: buổi trình diễn múa rối
5. tug of war (n): /ˌtʌɡ əv ˈwɔːr/: kéo co
6. talent show (n) ˈtælənt ʃəʊ/: buổi trình diễn tài năng
1. Number the pictures. Listen and repeat. (Exercise a/p.33)
Suggested answer:
1. A 3. B 5. E
2. F 4. C 6. D


2. Draw the table. Add more adjectives and talk about some festival activities. (Exercise b/p. 33)
Suggested answers
Suggested answers:
I think music performances are interesting.
I think tug of war is fun.
…
3. While-reading:
* Objective: Ss can develop their reading skills.
* Organization:
- T sets the scene. Then T demonstratives the activity.
- T asks Ss: “What kind of the questions is it?”
- Ss answer
- T asks Ss to pay attention to the question words so that they can find out the answers more easily
- T reminds Ss to use the Present Tense for future use
- T has Ss read the text messages individually
- T has Ss answer the questions
- T has Ss compare their answers with their partners
- Ss work in pairs
- T has some Ss share their answers with the class (write on the board)
- T gives feedback and evaluation
- T has Ss finish writing the answers in their notebooks




3. Read the text messages between Amy and Jim and answer the questions. (Reading/p.33)
Answer keys:
1. It is in the park.
2. It starts at 10 a.m.
3. There's a tug of war and a fashion show.
4. The food stands open at 10.30 a.m.
5. The bus leaves at 9.30 a.m.

4. Post-reading:
* Objective: Ss can make an arrangement for free time activities.
* Organization:
- T has Ss work in pair and think of an oncoming festival (real or imaginative) (place of the festival, time to open, time to end, activities, participants, …)
- Ss work in pairs.
- T gets Ss replace the underlined information to make up a conversation. (Weak Ss).
- T gets Ss to make up a similar conversation by themselves (Good Ss)
- Ss present their conversation in front of the class
- T gives feedback and evaluation




4. You are student A and work in pair with your friend - student B. Think about another festival and change the information then practice.
Suggested conversation:
(Weak Ss)


(Good Ss)
A: Hi! Are you free this weekend?
B: Sure, why?
A: There's a festival in the city center. Do you want to go?
B: Sounds interesting! When does it start?
A: It starts at 7p.m on Saturday.
B: Cool! What activities can they do there?
A: There's a music show, a fashion show and a lot of food stands
B: Great! How can we come to the city center?
A: We can take a taxi
B: OK! I can't wait. See you on Saturday!

5. Assignment:
- Learn by heart the new words.
- Do exercises in Workbook: Lesson 2 - New words – Part a, b and c (page 22).
- Prepare: Lesson 2 – Grammar (page 34 – SB).


















Week 13
Period 37
UNIT 4: FESTIVALS AND FREE TIME
LESSON 2.2: GRAMMAR (Page 34)

A. Objectives:
1. Knowledge:
- By the end of this lesson, students will be able to use Present Simple for future use.
2. Competences
- Students can use the knowledge to complete the exercises, practice the language aspects in communicative situations.
- They will improve speaking and writing skill.
- They will develop the competences such as self - control, independent- learning, creativity and problem-solving.
3. Qualities:
- Students are active to broaden and percept the knowledge
- Students will be on time when attending events.
- They will have the good attitude to working in groups, individual work, pair work, cooperative learning.
B. Language focus:
- Grammar: Present Simple for future use
C. Instructional resources
• Textbook: Unit 4 – Lesson 2 (page 34)
• Workbook: Unit 4 – Lesson 2 (page 3)
• Audio track: CD1 – Track 47
D. Teaching approach: CLT
E. Assessment evidence:
Performance Tasks
Performance products
Assessment tools
1. Fill in the blanks, using the Present Simple.
Students's answer
Answer keys
Peer correction
2. Answer the questions, using the Present Simple.
Students's answer
Observation
Answer keys
3. Practice the conversation with your partner.

Students's practice

Observation

4. Choose the correct answers to complete the sentences.
Students's answer
Answer keys


F. LEARNING EXPERIENCE:
ACTIVITIES
CONTENTS and OUTCOME
1. Warm up:
* Objective: To motivate students and attract them to pay attention to the new lesson.
* Organization:
- T shows the activity on the screen and demonstratives the activity
- Ss work in pairs
- T calls Ss to give the answers
- Check the answers as a whole class
 Lead to the new lesson.







2. Presentation:
* Objective:
Ss know how to use the Present Simple for future actions.
* Organization:
- T has Ss look at the picture
- Ss look at the picture
- T plays the audio (CD1 – Track 47), asks Ss to listen and read the speech bubbles
- Ss listen and read
- T plays the audio again and have Ss listen and repeat
*Grammar box:
- T asks Ss to make comments on the black bold verb form in the examples
- Ss make comments
- T gets Ss to retell the form and usage of the Present Simple tense
- T leads to the grammar table and explain the usage of the Present Simple for future activities
- T asks Ss to pay attention to the verbs for events and activities, the verbs for the events and activities avenue
- Ss listen
- T has some Ss read the sentences aloud



- T has Ss make more sentences, using the Present Simple tense for future activities
- Ss give examples
- T gets feedback



1. GRAMMAR:
The Present Simple tense
Be: S + am / is / are (not) …
(?) Am / Is / Are + S …
Normal verb:
(+) S + Vs/es
(-) S + don't / doesn't + V. bare infinitive
(?) Do / Does + S + V. bare infinitive





Example: The train leaves at 10:30 p.m
The car leaves in 5 minutes
3. Practice:
* Objective : Ss can use the Present Simple for future actions.
* Organization:
Activity 1:
- T demonstrates the activity using the example.
- Ss observe
- T gets Ss to fill in the blanks.
- Ss do as requested
- T has pairs check each other's work.
- Some students share their answers with the class.
- T corrects answers and gives feedback

Activity 2:
- T demonstrates the activity, using the example
- Ss observe
- T has Ss look at the Note box and explains
- Ss listen



- T lets Ss answer the questions individually
- Ss answer the questions individually
- T goes around and gives help if necessary
- T has Ss work in pairs to compare the answers with their partners
- Ss compare the answers
- T calls on some Ss to write the answers on the board
- T checks and corrects Ss' answers
Activity 3:
- T divides class into pairs.
- Ss work in pairs
- T has Ss play roles to practice the conversation with their partner.
- Some pairs present in front of the class
- T corrects pronunciation and gives feedback.





2. PRACTICE:
Activity 1: Fill in the blanks, using the Present Simple. (b/p. 34)
Answer:
1. start
2. open
3. leaves
4. close
5. ends
6. leave

Activity 2: Answer the questions, using the Present Simple. (c/p. 30)

Answer:
1. The festival starts at 11 a.m.
2. It ends at 10 p.m.
3. The food stands open at 12:30 p.m.
4. The bus leaves in ten minutes.



Activity 3. Practice the conversation with your partner.

4. Production:
* Objective: To consolidate how to use Present Simple for future actions.
* Organization:
- T demonstratives the activity
- T divides the class into 2 teams
- T shows the slide
- Ss observe and ring the bell to answer the
questions to get points for their teams.
- T gives comments on the activity and decide
which team wins the game



Activity 4. Choose the correct answers to complete the sentences.

5. Assignment:
- Make 5 sentences, using the Present Simple for future activities.
- Do exercises in WB: Lesson 2 - Grammar and Writing (page 23).
- Prepare: Lesson 2 – Pronunciation and Speaking (page 35 – SB).



Week 13
Period 38
UNIT 4: FESTIVALS AND FREE TIME
LESSON 2.3: PRONUNCIATION + SPEAKING (Page 35)

A. Objectives:
1. Knowledge:
By the end of this lesson, students will be able to identify the sound changes in speaking and listening and talk about festival activities.
2. Competences
- Students can use the knowledge to complete the exercises, practice the language aspects in communicative situations.
- They will improve speaking skill.
- They will develop the competences such as self - control, independent- learning, creativity and problem-solving.
3. Qualities:
- Students are active to broaden and percept the knowledge
- Students will take part in some useful activities with friends to relax after school time.
- They will have the good attitude to working in groups, individual work, pair work, cooperative learning.
B. Language focus:
- Pronunciation: sound changes in the question: “What time …?”
- Speaking: discuss things to do when going to a festival.
C. Instructional resources
• Textbook: Unit 4 – Lesson 2 (page 35)
• Audio track: CD1 – Track 48, 49
D. Teaching approach: CLT
E. Assessment evidence:
Performance Tasks
Performance products
Assessment tools
* Listen and cross out the one with the wrong sound changes. Then read the sentences with the correct sound changes to a partner.

Students's answer

Answer keys

1. Practice the conversation. Swap roles and repeat.

Students's conversations
Observation
Questions and answers

2. Practice with your own ideas.


Students's conversations
Observation
Questions and answers
3. You are going to a festival. Work in pairs. Student B goes to page 120, file 2. Look at the schedule for the festival. Take turns asking about the activities. Choose at least 3 things to do.


Students's conversations
Observation
Questions and answers
4. Join another pair. Did you choose the same activities?

Students's conversations
Observation
Questions and answers


F. LEARNING EXPERIENCE:
ACTIVITIES
CONTENTS and OUTCOME
1. Warm up:
* Objective: To warm the atmosphere up and help Ss review the way to say the time
* Organization:
- Have Ss close all books
- Show some clocks with different time markers, have Ss say the time
- Call Ss to give answers
- Give feedback, correct Ss' answers if necessary
 Lead to the new lesson









Answer:


2. Pronunciation:
* Objective:
Ss know how to use sound changes in the question: “What time …?”
* Organization:
a. “What time…?” often sounds like /wʌtaɪm/
- T asks Ss to say “What time…?” as they usually do
- T asks Ss if they have ever heard “What time…?” pronounced /wʌtaɪm/
- Lead Ss to part b
b. Listen. Notice the sound changes of the underlined words.
- Play the recording (CD1, track 48)
- Ask Ss to listen and pay attention to the sound changes
- Call Ss to make their comments on the sound changes of the questions: “What time …?”
- Give feedback, explain the pronunciation feature: “What time …?” often sounds like /wʌ'taɪm/
- Play the recording again, have Ss listen and repeat with a focus on the pronunciation feature
c. Listen and cross out the one with the wrong changes. Then read the sentences with the correct sound changes to a partner
- Play the recording (CD1, track 49)
- Ss listen and cross out the option that doesn't use the correct stress
- Call Ss to give answers
- Play the recording again and check answers as a whole class
- Then have Ss practice saying the sentences with a partner, using the correct sound changes, encourage Ss to use their own sentences
- Call some Ss to read their sentences in front of the class
-Check and correct Ss' pronunciation









PRONUNCIATION:

* Listen and cross out the one with the wrong sound changes. Then read the sentences with the correct sound changes to a partner.
3. Practice:
* Objective: Ss can ask and answer questions about events and time and practice the correct sound changes of “What time…?”
* Organization:
Activity 1: Practice the conversation. Swap the roles and repeat. (a/p.35)
- Demonstrate the activity by practicing role-play with a student
- Emphasize the structures to ask about time:
What time does it begin / end?
What time does it / do they open / close?
What time + do / does / + S + V…?
- Have pairs practice the conversation
- Call some pairs to read in front of the class
- Have pairs swap roles and repeat, using the pictures on the right
- Have some pairs demonstrate the activity in front of the class
- Check Ss' pronunciation





Activity 2: Practice with your own ideas. (b/p.35)
- Have pairs practice the conversation with their own ideas, then swap roles
- Go round, observe Ss' work and give help if necessary
- Call some pairs to demonstrate the activity in front of the class
- Give feedback and evaluation






Activity 3 (Speaking):
* Objective: Ss can discuss things to do when they go to a festival.
* Organization:
- T reviews the activities friends do together before letting them practice speaking.
- Ss listen and answer
- T demonstrates the activity by practicing role-play with a student
- A st roles play with the T – The rest of Ss listen
- T reminds Ss to use the Present Simple tense and some structures of asking time
- Ss listen
- T has Ss work in pairs: One is A – The other is B.
- Ss work in pairs
- T has student A stay on page 35 and student B turn to page 120, file 2.
- Ss ask and answer and choose at least 3 things to do.
- T lets some Ss share their ideas with the class
- Ss do as requested
- T gives feedback and evaluation

Activity 4 (Speaking):
* Objective: Ss can discuss things to do when they go to a festival.
* Organization:
- T has Ss join another pair, discuss which activities they choose to do.
- Ss do as requested
- T asks some Ss to share their ideas with the class
- Ss share the ideas
- T asks Ss to give the answers
- T gives feedback and evaluation


Activity 1. Practice the conversation. Swap roles and repeat.





Activity 2. Practice with your own ideas.
Suggested conversation:
A: What can we do?
B: There's a music performance. It starts at 4 p.m.
A: What time does it end?
B: It ends at 7 p.m.
A: What else can we do?
B: The art gallery opens at 7.30 p.m.
A: What time does it close?
B: It closes at 9 p.m.




Activity 3. You are going to a festival. Work in pairs. Student B goes to page 120, file 2. Look at the schedule for the festival. Take turns asking about the activities. Choose at least 3 things to do.

















Activity 4. Join another pair. Did you choose the same activities?

A: What can we do tonight?
B: There's a _______. It ______ at _____.
A: What time does it ______?
B: It _____ at _______.
…
A: OK. Let's do it.

4. Consolidation:
* Objective: To consolidate the content of the lesson
* Organization:
- T asks Ss to remind of what they have just learnt
- Ss retell to the class
- T asks Ss to complete their homework and prepare for next lesson.





* Pronunciation: “What time …?” often sounds like /wʌˈtaɪm/
* Asking about the time of the activities
What time does it begin/ end?
What time does it/ do they open/ close?
5. Assignment:
- Practice using sound changes in the question: “What time …?”
- Practice asking and answering about festival activities
- Prepare: Lesson 3: Social Studies – New Words and Listening (page 36 – SB)




Week 13
Period 39
UNIT 4: FESTIVALS AND FREE TIME
LESSON 3.1: NEW WORD + LISTENING + SPEAKING (Page 36)

A. Objectives: By the end of the lesson, Ss will be able to:
1. Knowledge:
Vocabulary: gain vocabulary items about different festivals, about a Vietnamese festival's
activities and useful information about many festivals in the world (firework (n); lucky money (n); gift (n); parade (n); decorate (v); traditional (a))
Structure : use present simple tense of verbs in sentences to talk about festival's activities.
2. Competences
- use the knowledge to complete the exercises, practice the language aspects in communicative situations.
- raise motivations and interests in learning English as a foreign language
- improve their listening and speaking skills.
- develop the competences such as self - control, independent- learning, creativity and problem-solving.
3. Qualities:
- be active to broaden and percept the knowledge
- Students will keep traditional cultures.
- have the good attitude to working in groups, individual work, pair work, cooperative learning.
B. Language focus:
- Vocabulary: vocabulary about festivals
- Structures : conversation skills.
C. Instructional resources
• Textbook : Unit 4 – Lesson 3 (page 36)
• Workbook: Unit 4 – Lesson 3 (page 24)
• Audio track: CD1 – Track 50 + 51 + 52
D. Teaching approach: CLT
E. Assessment evidence:
Performance Tasks
Performance products
Assessment tools
1.Number the pictures.

Students's answer
Answer keys
2. Discuss the things people do during these holidays.

Students's answer
Observation
Peer correction
3. Listen to some people talking about traditional festivals. Are all the festivals celebrated in the same country?

Students's answer

Answer keys
4. Listen and draw lines.
Students's answer
Answer keys
5. Listen then practice
Student's answer
Questions and answers
6. You're telling a friend from overseas about the Mid-Autumn Festival. Take turns to talk about what people do before and during the Mid-Autumn Festival
Students' conversation
Observation
Questions and answers
7. Talk about other feativals you know.
Students' conversation
Observation
Questions and answers

F. LEARNING EXPERIENCE:
ACTIVITIES
CONTENTS and OUTCOME
1. Warm up:
* Objective: To introduce the new lesson and set the scene for Ss to acquire new language; to get students' attention at the beginning of the class by means of enjoyable and short activities as well as to engage them in the steps that follow.
* Organization:
- T Introduces some festivals, using pictures
- Ss look at the pictures and match each picture with its right name
- Ss give answers, give feedback



- T leads to the new lesson













Answers keys:




2. Presentation:
* Objective:
Ss know more words of festival activities and will be able to discuss things people do during holidays.
* Organization:
New Words (page 36)
- T uses pictures, videos, explanation to elicit the meaning of new words.
- Ss listen and give the meanings
- T has Ss listen and repeat. (chorally – individually)
- Ss listen and repeat
- T checks and corrects the pronunciation if necessary.
- T guides Ss to play the game: Slap the board
- Ss play the game

Activity 1: Number the pictures. Listen and repeat.
- Have Ss look and the pictures and read the activities in the book
- Demonstrate the activity, using the example
- Have Ss number the pictures
- Ask Ss to work in pairs to check their answers with their partners
- Call Ss to give answers
- Check answers as a whole class.
- Play audio (CD1 – Track 50). Have Ss listen and repeat
- Call some Ss to read the phrase again
- Correct Ss' pronunciation if necessary

Activity 2: Discuss the things you think people do during these holidays.

- Have Ss discuss the things you think people do during these holidays
- Go round and give help if necessary
- Have Ss share their ideas with the class
- Give feedback and evaluation







New words:
1. firework (n) /ˈfaɪərwɜːrk/: pháo hoa
2. lucky money (n) /ˈlʌki ˈmʌni/: tiền lì xì
3. gift (n) /ɡɪft/: quà tặng
4. parade (n) /pəˈreɪd/: buổi diễu hành
5. celebrate (n) /'selibreit/: làm lễ kỷ niệm
6. traditional (a) /trəˈdɪʃənl/: truyền thống
Checking new words: Slap the board




1. Number the pictures. Listen and repeat.

Answers keys:
B.5 C. 3 D. 8 E. 4
F. 2 G. 6 H. 7










2. Discuss the things you think people do during these holidays.
Expected answers:
- People eat traditional food at Christmas / New Year
- People decorate a house or tree at Tet (New Year) / Christmas
- People get lucky money, candy of gifts at New Year
- People play games or music at Halloween / Christmas / New Year
3. Practice (Listening):
* Objective : Ss can develop their listening comprehension skills. They listen to some people talking about traditional festivals. They can listen for main ideas and specific information, then they can talk about festivals and they can aslo finish the listening task in the textbook.
* Organization:
Conversation Skill: Getting time to thin.
- Focus on the Conversation Skill box
- Explain to the Ss that they are going to learn how to use hesitation devices
- Give more words / phrase to express hesitation:
Well …
Umm …
Let me see …
I see …
Well, you know …
- Play audio. (CD 1 – Track 52). Have Ss listen and repeat
- Have some Ss practice the conversation skill in front of the class
- Give feedback

Activity 3: . Listen to some people talking about traditional festivals. Are all the festivals celebrated in the same country?
• T demonstrates the activity.
• Ss listen
• T has Ss read the questions and guess first
• Ss guess
• T leads to the main task.
• T plays the recording the first time
• Ss listen
• T has Ss compare the answers with their friends
• Ss compare
• T has Ss give the answers
• Ss give the answer
• T has Ss listen again
- T check answers as a whole class
Activity 4: Listen and draw lines
- Have Ss read the festivals and activities in the task
- Demonstrate the activity
- Play audio (CD1 – Track 51) again
- Have Ss listen and draw lines
- Call Ss to read their answers
- Check answers as a whole class













3. Listen to some people talking about traditional festivals. Are all the festivals celebrated in the same country?
Answer keys : No.














4. Listen and draw lines.
Answer keys:


Activity 5: Listen then practice
- T has Ss look at the Useful Language box
- T Explains more about the structures used to ask about festival activities
How do people prepare for…?
What do they do during …?
- Play audio (CD1 – Track 53)
- Have Ss practice the useful language
- Have Ss practice the conversation, using other activities from “New words” and Listening”, and their own ideas
- Call some pairs to present, give feedback and evaluation

5. Listen then practice

4. Production (Speaking – Page 37):
* Objective: Ss can talk about a festival. They can talk about what people do before and during the Mid-Autumn Festival and about the festivals they like.
* Organization:
Activity 6: You're telling a friend from overseas about the Mid-Autumn Festival. Take turns to talk about what people do before and during the Mid-Autumn Festival
- Demonstrate the activity by asking and answering with a student
- Have Ss practice the conversation in pairs
- Have Ss take turns to talk about what people do before and during the Mid-Autumn Festival
- Remind Ss to use the words / sounds to get time to think (hesitate)
* Conversation skill: Getting time to think
Well …
Umm …
Let me see …
I see …
Well, you know …
* Asking about festival activities:
How do people prepare for…?
What do they do before/ during …?
- T has some pairs act out the conversation in front of the class
- Ss act out the conversation
- T gives feedback and evaluation.

Activity 7: Talk about other feativals you know.
- Have Ss work in pairs to talk about other festivals they know
- Go round and give help if necessary
- Call some pairs to demonstrate the activity
- Give feedback and evaluation
- Give Ss some suggestions about other festivals (like pictures and phrases in part a.)
Example: The Christmas Festival
- Have Ss practice the conversation in pairs and present their conversation in front of the class
- Give feedback and evaluation





6. You're telling a friend from overseas about the Mid-Autumn Festival. Take turns to talk about what people do before and during the Mid-Autumn Festival

Example:
A: What do people do before the festival?
B: Hmm. Let me see.. They buy some lanterns from the market.
A: ……
B: ……

7. Talk about other feativals you know.

5. Assignment:
- Find more information about some famous festivals in the world.
- Ask and answer about festival activities.
- Do exercises in Workbook: Lesson 3 - New words – Listening (page 24).
- Prepare: Lesson 3 – Reading and Writing (page 37 – SB).











Week 14
Period 40
UNIT 4: FESTIVALS AND FREE TIME
LESSON 3.2: READING + WRITING (Page 37)

A. Objectives:
1. Knowledge:
By the end of this lesson, students will be able to read an article about a festival in Vietnam and write messages about the Mid-Autumn Festival.
2. Competences
- Students can use the knowledge to complete the exercises, practice the language aspects in communicative situations.
- They will improve reading and wriing skills.
- They will develop the competences such as self - control, independent- learning, creativity and problem-solving.
3. Qualities:
- Students are active to broaden and percept the knowledge
- Students will respect Vietnamese tradition and culture.
- They will have the good attitude to working in groups, individual work, pair work, cooperative learning.
B. Language focus:
- Vocabulary: vocabulary about festivals
- Structures : * Asking about festival activities:
...