Bài giảng môn Tiếng Anh - Unit 1: A day in the life of……….. language focus

I. Objectives: By the end of the lesson, sts can pronounce two vowels / i: /, / I /, revise two tenses (simple present, simple past) and adverbs of frequency.

II. Teaching’s materials: textbook, projector, hand-out

III. Language contents:

 Lexical items: adverbs frequency ( sometimes, often .)

 Grammar: s. present, s. past

IV: Teaching’s technique: PPP

V. Time: 45 minutes

VI. Procedures:

 

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Period:	06	UNIT 1: A DAY IN THE LIFE OF..
	LANGUAGE FOCUS
I. Objectives: By the end of the lesson, sts can pronounce two vowels / i: /, / I /, revise two tenses (simple present, simple past) and adverbs of frequency.
II. Teaching’s materials: textbook, projector, hand-out
III. Language contents:
	Lexical items: adverbs frequency ( sometimes, often..)
	Grammar: s. present, s. past
IV: Teaching’s technique: PPP
V. Time: 45 minutes
VI. Procedures: 
steps
Teacher’s activities
Students’ activities
Warm- up (2’)
Presentation (7’)
Practice
GRAMMAR & VOCABULARY
Presentation
Practice
Presentation
Practice
Presentation
Practice
Homework
Production
- use pictures to present 2 vowels 
- pronounce / i: / / I /
- give practice on pronunciation
- read sentences in textbook (p19)
Exercise 1: (15’)
SIMPLE PRESENT
S + BE(IS/AM/ ARE)
 V/V(S,ES)
- Present form of s. present 
- give examples
- ask sts do exercise (p20)
- have sts give answer
- correct
Exercise 2 (8’)
- Ask sts to remind some adverbs of frequency and their usage
Adverbs of frequency: sometimes, often, always, usually, never, normally..
- invite sts to tell the position of adverbs of frequency
- invite some sts to do the exercise
- correct
Exercise3(15’)
SIMPLE PAST
S + REGULAR VERB
 IRREGULAR VERB
-Ask sts to remind the form of 
simple past
- give examples
- ask sts to do exercise 3 (p21)
- invite sts to give the answer 
- correct and comment
Hand- out
I. Supply the correct forms of verb 
1. We seldom (eat) before 6:30
2. The sun (set) in the west
3. Mary (not cook) every Sunday
4. You often (go) to English Club on Sundays?
5. Yesterday (I meet) at Peter’s house
6. When you were young, you (use) to live in the countryside?
7. I (not/go) to work yesterday because I (not/ be) very well
8. Tom’s father (teach) him how to drive when he was 17
9. We needed some money so we (sell) our car
10. What you (do) last evening?
II. write the words in the correct column: please, hit , meet, repeat, read, week, teach, see, sit, she
 / i: / / I /
- repeat (individual)
- repeat and read (individual)
- revise form of s. present
- give examples
- work in pair and do the exercise 1 à peer correction
- list (in pairs)
- discuss the position of adverbs of frequency
- do the exercise (individual)
- Discuss (in pair) and give the form of the simple past
- give examples
- work in group and do the exercise
HOMEWORK
I. Supply the correct forms of verb 
1. We seldom (eat) before 6:30
2. The sun (set) in the west
3. Mary (not cook) every Sunday
4. You often (go) to English Club on Sundays?
5. Yesterday (I meet) at Peter’s house
6. When you were young, you (use) to live in the countryside?
7. I (not/go) to work yesterday because I (not/ be) very well
8. Tom’s father (teach) him how to drive when he was 17
9. We needed some money so we (sell) our car
10. What you (do) last evening?
II. Write the words in the correct column: please, hit, meet, repeat, read, week, teach, see, sit, she
/ i: /
/I /
HOMEWORK
I. Supply the correct forms of verb 
1. We seldom (eat) before 6:30
2. The sun (set) in the west
3. Mary (not cook) every Sunday
4. You often (go) to English Club on Sundays?
5. Yesterday (I meet) at Peter’s house
6. When you were young, you (use) to live in the countryside?
7. I (not/go) to work yesterday because I (not/ be) very well
8. Tom’s father (teach) him how to drive when he was 17
9. We needed some money so we (sell) our car
10. What you (do) last evening?
II. Write the words in the correct column: please, hit, meet, repeat, read, week, teach, see, sit, she
/ i: /
/I /
Period:	12	UNIT 3: PEOPLE’S BACKGROUND
	READING
I. Objectives: By the end of the lesson, students are able to scan for specific information and know more about Marie Curie’s background
II. Teaching’s materials: textbook, projector, pictures
III. Language contents:
	Key vocabulary: harbour, tutor, degree, abroad, with flying colours, ease, atomic, humanitarian,
IV: Teaching’s technique: skill-based reading
V. Time: 45 minutes
VI. Procedures: 
steps
Teacher’s activities
Students’ activities
Warm- up (3’)
Pre –reading 
12’
While –reading
20’
Post – reading
10’
Home work
Matching game
- present picture ,
- chat by making some questions
 * When and where was Marie Curie born?
 * Is she brilliant?
 * What’s her husband’s name?
Vocabulary:
mature(a):
harbour(v):
E.g.: She always harbours the dream of a teacher
abroad (adv):
tutor(n):
degree(n):
 with flying colours:
E.g.: Peter passed the English test with flying colours
 *atom(n): 
 à atomic(a):
radium(n):
ease(v):
humanitarian(a): àhumane(a):
- give some practice on pronunciation
Checking vocabulary: task 1 (matching)
- ask sts to work in pair and match
- call on some sts to give answers and check with the class
Task 2: True / False statements (P33)
-ask sts in pairs to read the text and statement about Marie Curie and decide whether the statement are True(T) or False(F)
- call on sts to read the statements and say their choice
- go over the answer with the class
Task 3 : Questions and answers (P34)
- divide sts into 2 teams and play “Lucky number” game
- collect the answers, correct if necessary
- declare the winner
Task 3: (P34)
- put sts into groups of 4 or 5
- ask sts to find the evidences from the passage which describes Marie Curie ‘s personalities (strong- willed, intelligent, ambitious, hard- working , humane)
- go around, control and give help if necessary
- Call on sts to give the answers
- check the answers and correct 
- learn words and answers (Task3) by heart
- prepare for speaking
Work in groups
- answer the question if possible
 - elicit meaning or guess the meaning
- pair- work and matching
- work in pairs and do the task à peer correction
- give the answers
- work in team 
- work in groups and find evidence
Period 28:	UNIT 5: TECHNOLOGY AND YOU
	(WRITING)
I. Objectives: By the end of the lesson, students are able to write the instruction
II. Teaching’s materials: textbook, projector, pictures
III. Language contents:
	*Key vocabulary: phone card, cord, main, plug in
	*Key structure: imperative form of verb
IV: Teaching’s technique: skill-based writing
V. Time: 45 minutes
VI. Procedures: 
steps
Teacher’s activities
Students’ activities
Warm – up (3’)
Pre – writing
10’
While - reading
20’
Post – writing
12’
Homework
-Present picture: phone box
-make some questions 
 -what’s this?
 -Have you ever telephoned at the phone box? 
 - Do you know how to use a public telephone?
- elicit the answers from the sts
Task 1: Read the following set of instructions on how to use a public telephone (P58)
- ask sts to read the instructions
- help sts with some new words
slot (n): khe
ambulance (n): xe cứu thương
Task 2 : P59
- ask sts to work in pairs and find out the connectors and the imperative form of the verbs from the instructions
- get sts to give the answers
- go over the answers with the class
Task 3 : (P59) Look at the TV and the remote control below and answer the questions
- present pictures and give explanations
cord (n)
main(n)
turn on # turn off
- put sts in groups of 3 or 4 and answer the questions
- go around to control and give help if necessary
- collect the answers and correct
Task 4 (P59)
-instruct sts to use the pictures and the questions above as suggestions to write a set of instructions
- call on sts to hand – out their writing ,check and give mark
- prepare for language focus
-answer the questions
- read the instruction (individual) and find meaning
-work in pair and do the task àpeer correction
- give the answers
- work in groups and answer the questions
- write a set of instructions (individual)
Period 56:	UNIT 9: UNDERSEA WORLD
	SPEAKING
I. Objectives: By the end of the lesson, students are able to express their opinion in English and realize the consequences of some threats to the environment and give some solutions
II. Teaching’s materials: textbook, projector, pictures
III. Language contents:
	*Key vocabulary: rubbish, dustbin, sparingly, dispose of, herbicide, pesticide, fertilizer
	*Key structure: Modal verb (should/ shouldn’t)
IV: Teaching’s technique: skill-based speaking
V. Time: 45 minutes
VI. Procedures: 
steps
Teacher’s activities
Students’ activities
Warm –up
3’
Pre - speaking
10’
While- speaking
25’
Post speaking
7’
Home work 
- present pictures and make questions
- elicit answers from sts
Task 1: Put the actions in the order of importance and then say what we should or should not do (P97)
- help sts with some new words
rubbish (n)
dustbin(n):
sparingly (adv):
dispose of:
herbicide(n):
pesticide(n):
fertilizer(n):
- give sts some practice on pronunciation
- give sts the structure:
 We should / shouldn’t
E.g.: we should use water sparingly and shouldn’t pollute it
- get sts to work in pairs and do the task
- go around and help if necessary
- invite sts to present
Task 2 (P97)
- present pictures about some threats to the health of the oceans
- ask sts to work in groups and think about the consequences and find out the solution basing on task 1
- help sts with some useful expressions to make conversation
Useful Expressions
* Well, I think, we should  
* What’s your opinion of?
 àWell, I think, we shouldn’t 
* How do you feel about?
 àIn my opinion, we should/shouldn’t 
- go around the class and help sts if necessary
- invite some group to present
Threats
Consequences
(expected answers)
1.Beaches are filled with plastic bags, pieces of glass and cigarette butts
 - Beaches are polluted
- Fish and sea animals are endangered, extinct
2. Whales and sharks hunted for food
 - they are extinct
3. Explosives used to catch fish.
 - A lot of fish died
 - Oceans and seas are polluted
4. Oil spilled from tankers.
 -water is polluted
- Fish and sea animals are endangered
- Task 3 (P97)
- invite sts to represent for the group to report to the class what they have discussed
- give corrections if any and give marks
- prepare for listening
Answer the questions
- find out the meaning 
-practice pronouncing
- work in pairs and do the task
- present
- work in groups and do the task
-present (in groups)
- report (individual)
Period 85:	UNIT 14: THE WORLD CUP
	LISTENING
I. Objectives: By the end of the lesson, students are able to know more about famous football player – Pele, listen to fill in the blank and pick up specific details
II. Teaching’s materials: textbook, projector, pictures, cassette player 
III. Language contents:
	*Key vocabulary: hero, goal –scorer, ambassador, kick, retire, promote, championship
IV: Teaching’s technique: skill-based listening
V. Time: 45 minutes
VI. Procedures: 
steps
Teacher’s activities
Students’ activities
Warm- up
5’
Pre – listening
5’
While- listening
30’
Post – listening
5’
Homework
Find hidden picture
- help sts with some new words
hero (n)
retire (v) àretirement (n)
ambassador (n)
promote (v)
kick (v) àkicking (n)
goal-scorer (n)
Task 1 (P 148) Listen and complete the table
- ask sts to read the table and keep in mind which information they need to look for
- have sts listen the record and complete the table
- call on sts to give the answers
- invite class opinion 
- ask sts to listen the record again, correct and give feedback 
Task 2 Listen again and answer the questions (P148)
- have sts read through the questions
- have sts listen to the record and answer the questions
- collect the answers (if not any)
- have sts listen to the record again and pause if needed
-assign sts writing the answers on the board
- go over the answer with class, give feedback
- have sts listen one more time to check
- put sts in groups of 4
- ask them to talk about the milestones(sự kiện quan trọng ) in Pelé’s life
- help sts with pictures
- summarize Pelé’s life
- prepare for writing
- play game by answer the questions
-listen and complete the table(individual) àpeer correction
- correct
- listen and answer the questions (individual) àpeer correction
- work in groups and talk about the milestones in Pelé’s life

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