Period 90
Unit 15: Computer Lesson 1: - Getting started
- Listen and read
A.Objectives: By the end of the lesson, student will be able to express their opinion about a problem.
B.Teaching aids: text book, Cassette , poster,Photocopied Pictures..
C. Methods: T- Wc, pairs, groups, individual.
D. Contents:
I- Organization( 1’ )
Class……… Date of teaching ………..……… Absent Ss:
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……… ………
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II- Warm up and Revision ( 5’): Good morning How are you today?
III- New lesson:
Teacher and students' activities Contents
* Brainstorming:
- Write the topic " Computers can help us "
on the board
- Ask Ss to think of the topic and express their opinion
- Collect the Ss'opinions and write them on the board
* Suggestions
+ Computers help us learn interestingly + Computers help us learn more quikely + Computers are convenient/ easy for keeping information
+ Computers are very quike in giving answers to our questions
Step 1: Pre - reading 1. Vocabulary:
- (picture)
- a book coming with a machine tells you how to use the machine .
- translation . - ( Situation) - (Realia) - ( Realia) Sts : - listen
* Getting started
Save time
1. Vocabulary
- printer (n): m¸y in
- manual (n): s¸ch híng dÉn - connect (n): kÕt nèi
- under guarantee: cã b¶o hµnh - plug (n): phÝch c¾m
- socket (n): æ c¾m ®iÖn Computers can help us
- listen and repeat (chorally then individually) =>
- copy.
* Checking vocabulary: Rub out and remember
2. T/F Prediction:
* Set the scence: "Nam and his father Mr Nhat are talking about the problem of the computer they've just bought. What
happens to the computer ?"
- Stick the poster with T/F statements on the board
- Call one S to read all the statements on the poster aloud
- Have Ss guess which statements are true or false
- Write the Ss' prediction on the board Step 2: While - reading
- Ask Ss to open their book at P138, look at the dialoge and listen to the tape 2 times and check their predictions
- Work in pairs to predict - Give feedback and correct
- Have Ss to copy the corrected sentences - Ask Ss to play the role to practice the dialogue
* Reading comprehension
- Explain the word "fact" and the word
"opinion"
- " Fact": a thing that is known to be true especially when it can be proved
- "Opinion": Your feelings or thoughts about ST or SB, rather than a fact
- Get Ss to read the statements and tiick "
v" the suitable boxes
- Call on some Ss to give their answer - Have Ss copy.
Step 3: Post - reading Write it up:
- Ask Ss to use the reported speech to rewrite the dialogue
- Divide class into 4 groups and assign each groupto report about 3 or 4 sentences - Have them write their report on a poster
2. Read Answer key 1. T
2. T
3. F- ...he has connect it properly 4. F - Mr Nhat thinks it isn't very helpful
5. T
6. F - Mr Nhat thinks the company should do something with it.
Answer key:
a. Fact b.Opinion c.Opinion d. Fact e. Fact.
f.Opinion
3. Practice
and put it on the board for public check
IV. Summary ( 2’ ): - Read and recognize facts and opinions.
- Know how to express opinions.
V. Homework ( 2’ ): - Study the lesson,
- Ask Ss to practice the dialouge
- Finish the part " Post - reading " if have not done yet.
- Prepare new leeson: Unit 15 Lesson 2 E. Evaluation:
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Date of preparing………..
Period 91
Unit 15: Computer Lesson 2: - Speak + Listen
A.Objectives: By the end of the lesson, student will be able to use some common useful expressions to express agreement and disagreement disagreement and to complete a flow chart .
B.Teaching aids: text book, picture, poster, Photocopied Pictures..
C. Methods: T- Wc, pairs, groups, individual.
D. Contents:
I- Organization( 1’ )
Class……… Date of teaching ……… Absent Ss:
…………..
……… ………..………
…….……
II- Warm up and Revision ( 5’): Good morning How are you today?
III- New lesson:
Teacher and students' activities
Contents
* Guessing Game : " Do you think that....?
- Ask Ss each to think of one of the ways computer are helpful and write it on a piece of paper
- Call on a S to the front of the class
- Get the rest of the class ask him or her ;" Do you think that computers are ...?"
- The S can only answer with yes or No
- Tell Ss the one to have the right guess will get one good mark and go on answering the classmates / questions
Step 1: Pre - speaking 1. Brainstorm
- Write the topic on the board : Useful expressions to express agreement and disagreement - Put the poster with the table on the board and elicit
Ss'answers then write them on the table
- Explain the phrase " on the other hand " to Ss
- Get Ss to copy the table 2. Matching:
- Put the pictures P139 on the right of the board and word cues on the left in disordered - Ask Ss to match the word with the
Step 2: While - speaking Picture drill
- Erase the works but leave the pictures
* ORAL DILL
- GEt one S to demonstrate the model (a)
- Ask Ss to use the adjectives in the box on P140 to express
1. Speak
Poster with answer key:
Opinion Agreement Degree of agreemen t
Dis- agreement - I
like....
- I don't like...
- I think...
- I feel...
- I don't believe
- So do I - I agree - You are right - Neither do I
- I agree but....
- Yes, but on the other hand....
I disagree.
- I can't agree with you
- No I think...
Poster
1. Reading comic books 2. Play in the rain
3. Driving a car 4. Foreign food
* Answer key: 1b 2c 3a 4d
* Example
T: I think driving a car is easy
P: I disagree. I think it's difficult to drive a car
* Vocab
- time-consuming - entertaining - challenging
* Mapped dialogue
their opinions after going through the meaning of some new words
- Ask Ss to use the pictures on the board to practice speaking with their partners
- Call on some pairs to demonstrate for the class.
- Give feedback and correct Step 3: Post - speaking 1. Mapped dialouge
- Present the dialogue and have Ss repeat sentence by sentence.
- Call on one S to demonstrate the dialogue.
- Open pair.
- Closed pairs : Ask Ss to make similar dialogues referring the cues on P140 ( blow the dialogue ) to replace the information.
- Put the mapped dialogue chart on the board.
Step 4: Pre - listening - Put the flow chart on the board and have Ss copy it into their exercise book
- Get Ss to understandhow event are requenced in a flow chart and the meaning of all the shapes used in the chart - Ask Ss to loook at the flow chart and guess the word in the gaps
Step 5: Pre - listening
- Ask Ss to listen to the tape 2 or 3 times and check their prediction
- Have them compare the answers with their partners - Call on some Ss to go to the board to write the answers - Give feed back and correct Step 6: Pre - listening
Lan Nam
I am having
problems with...
- It doesn't work. I think...
- Oh! sorry
What wrong?
- No, you didn't...
...
2. Listen
* Answer key
a. Do you have a correct change?
b. Yes
c. What do you want to drink?
d. Take it
* Write it up
- Have Ss write the set of instructions on how to get drink from a machaine , using the flow chart.
IV. Summary ( 2’ ): - Expressing agreement and disagreement . - Listen to complete a flow chart .
V. Homework ( 2’ ): - Study the lesson,
- Write the complete the dialogues in your notebook (Speak).
- Ask Ss to do exercises in the workbook - Prepare new leeson: Unit 15- Lesson 3 E. Evaluation:
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Period 94
REVISION
I. Objectives :
By the end of the lesson, Ss will be able to review and remember how to use in order to and so as to to indicate purposes, make and respond to requests, offers and promises, form the passive and in expressing their feelings using Adjectives.
-ed and –ing participles;
- “mind” in making requests;
-Past progressive;
-Progressive with “always”
II. Language contents :
1. Grammar: -Use can, could, will, would to make requests, offers, and promise.
- Review future simple.
- In order to, so as to.
- Passive in future simple / passive forms
- Adjectives followed by –an infinitive / a noun clause
review: ed and –ing participles; “mind” in making requests; Past progressive;
Progressive with “always”
2. Vocabulary: review (unit 11-12) III. Techniques :
Question and answer, eliciting IV. Teaching aids :
Pictures, Books, Real objects V.Procedures :
1. Greeting and taking attendance 2. Review of the previous lesson:
No checking 3. New lesson:
Teacher’s and Students’ activities Content
-T asks ss to go to the board and write the form
- Ss go to the board and write the form -T corrects and remarks
- T gives examples - Ss notice and copy.
-T asks ss to go to the board and write the form
- Ss go to the board and write the form -T corrects and remarks
- T gives examples - Ss notice and copy.
-T asks ss to go to the board and write the form
- Ss go to the board and write the form -T corrects and remarks
- T gives examples - Ss notice and copy.
-T asks ss to go to the board and write the form
- Ss go to the board and write the form -T corrects and remarks
- T gives examples - Ss notice and copy.
-T asks ss to go to the board and write the form
- Ss go to the board and write the form -T corrects and remarks
1. in order to / so as to
In order to / so as to + V( bare – inf )
*express a purpose
Ex: He’s going to get to work earlier in order to impress the boss.
He’s going to work harder in order to achieve more.
The trees were planted along the street in order to reduce traffic noise.
We crept up the stairs in order to not to wake Jane.
2. Modal will to make requests, offers and promises
Ex: Will/Would you (please) open the door for me? (promise)
Will you carry that packet for me? (offer) He will pass his coming exam. He promises.
(promise)
3. Passive in future simple/present simple : Form : S + will / shall + be + past participle S + am/is/are + PP
Ex: Coffee is grown in Kenya The letter will be written (by me) The man was eaten by the shark.
4. * Adjective + to infinitive :
Form : It + be + adjective + to infinitive * Adjectives + that / noun clause :
Form : S + be + Adj + that / noun clause Ex: He was foolish to leave the company.
You must be stupid to ask for money.
He’s eager to help us in any way he can.
I am glad that you want to know more about
- T gives examples - Ss notice and copy.
-T asks ss to go to the board and write the form
- Ss go to the board and write the form -T corrects and remarks
- T gives examples - Ss notice and copy.
-T asks ss to go to the board and write the form
- Ss go to the board and write the form -T corrects and remarks
- T gives examples - Ss notice and copy.
-T asks ss to go to the board and write the form
- Ss go to the board and write the form -T corrects and remarks
- T gives examples - Ss notice and copy.
-T asks ss to go to the board and write the form
- Ss go to the board and write the form -T corrects and remarks
- T gives examples - Ss notice and copy.
3R.
5.”-ed” and “–ing” participles a. “-ed” participle
Form :
Regular verb-ed past Irregular verb - Column 3 participle
Use: A past participle (phrase) can be used as an adjective to qualify a noun with passive meaning.
Ex: The decisions made at today’s meeting will affect all of us.
b. “-ing” participle
Form : V-ing present participle
Use: A present participle (phrase) can be used as an adjective to qualify a noun with active meaning.
Ex: The man sitting next to Ba is my father.
*Note: some adjectives also end in –ing or –ed.
These can be explain as follow:
-adjectives ending in –ing: describe the effect that something has on someone’s feeling and process or state that continues over a period of time
-adjectives ending in –ed describe people’s feeling
6. “mind” in making requests Form:
Would you mind if + S +V(2/ed)..?
Would you mind + V-ing…?
Do you mind if+S+V(bare infi./-es/-s).?
Do you mind + V-ing…?
Ex: Would you mind if I opened the door?
Would you mind opening the door?
Do you mind if I borrow your book?
7. Past progressive Form:
+) S + was/were + V-ing…?
-) S + wasn’t/weren’t + V-ing…?
?) Was/ Were + S + V-ing…?
Yes, S +was/were No, S + wasn’t/weren’t
*Yesterday, ago, last (week, month,…) are usually used.
*Past progressive + when + past simple
*Past simple + while + past progressive
Ex: I was practicing the guitar at 7 last night.
Ex: I was practicing English at 7 last night.
The door bell rang while I was having a bath 8. Progressive with “always”
Form:
S + be(present form) + always + V-ing Use: to express a complaint
Ex: You are always talking in class.
4. Consolidation:
T reminds ss of the structures above 5. Homework:
- See: Grammar notes from Unit 11 to unit 12 Evaluation:
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