Date of preparing: November 19th 2021 Period 34th
Date of teaching: 22 / 11 / 2021 Week: 12th
UNIT 4: FESTIVALS and FREE TIME Lesson 1.2: Grammar
I. 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 and how often things happen.
2. Ability;
- improve speaking skills, listening skill, writing skills.
- improve the use of English.
3. Quality;
- have positive attitude in English language learning so that they actively participate in all classroom activities.
- spend a suitable amount of time on studying and relaxing II. TEACHING AIDS AND LEARNING MATERIALS:
Teacher: Lesson plan, PPT slides, computer, projector, speakers, DCR & DHA on Edu home, handouts…
Students: student’s book, workbook, notebook, pen, card ……
III. PROCEDURES:
A. Warm up: (05’)
a) 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.
b) Content: rearranging words to make a meaningful sentence / Jumbled words c) Product: Ss review some adverbs of frequency.
d) Competence: collaboration, critical thinking.
e) Organization of the activity:
Teacher’s Activities Students’ Activities - Give greetings
- Check attendance
Option 1: Game “JUMBLED WORD”
- Greet T
- Have Ss rearrange letters to make a meaningful word
- Call Ss to give answers
- Check Ss’ answers, give feedback and lead to the new lesson
1. walays 2. onftn 3. lyaerr
4. vener 5. mosmtites 6. lulusay
Option 2: REARRANGING
- Have Ss rearrange the words to make a meaningful English sentence
1. usually / she / on / plays / guitar / weekends / the / the
2. sister / goes / my / shopping / never
3. always / swimming / we / Sundays / go / on 4. father / newspaper / my / morning / the / reads / a / in / usually
5. breakfast / I / for / milk / have / often - Have Ss read their answers
- Tell Ss about another grammar point they are going to study in the new lesson
Lead to the new lesson
- Take part in the game
- Give answers (write on the board) Answers keys
1. always 2. often 3. rarely 4. never 5. sometimes 6. usually - Work in pairs
Answers keys
1. She usually plays the guitar on the weekends.
2. My sister never goes shopping.
3. We always go swimming on Sundays.
4. My father usually reads a newspaper in the morning.
5. I often have milk for breakfast.
- Give answers - Listen
B. New lesson (36’)
*. Activities 1: Grammar: Adverbs of frequency (18’) a) Objective: - Ss know how to use the adverbs of frequency.
b) Content: - The usage of the adverbs of frequency.
- Filling in the blanks
c) Products: Ss can use the adverbs of frequency in everyday communication.
d) Competence: Communication, collaboration, presentation, creativity.
e) Organization of the activity:
Teacher’s Activities Students’ Activities a. Listen and repeat
- Have Ss look at the picture
- Play audio (CD1 – Track 43) and have Ss listen and read the speech bubbles
- Play audio again and have Ss listen and repeat Grammar box
Option 1:
- Have Ss look at the grammar explanation
- Have Ss look at the box with the different forms
- Look
- Listen, then read - Listen and repeat
- Look and read - Read
- Explain 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.
- Remind Ss to use always and usually with a time phrase
- Have some Ss read the sentences aloud
- Ask Ss to give more examples using adverbs of frequency
Option 2:
- Have Ss close books
- Give some model sentences, have Ss tell the positions of adverbs of frequency and time phrase - Call Ss to give answers
- Then have Ss open the books and read the grammar box
- Have Ss give more examples of adverbs of
frequency, encourage them to make sentences with their own ideas
- Give feedback and evaluation
b. Fill in the blanks with the adverbs of frequency
Option 1:
- Demonstrate the activity, using the example - Have Ss fill in the blanks with the adverbs of frequency
- Have Ss work in pairs to check each other’s work - Have some Ss share their answers with the whole class
- Give feedback, correct Ss’ answers if necessary
Option 2:
- Follow the same steps as option 1
- Give Ss an extra exercise, using another way to
- Listen and take notes
- Read
- Give examples - Close all books
- Look and answer
- Read
- Give examples
- Look and listen - Work individually - Work in pairs - Read answers
Answer keys
2. usually 3. never 4. always 5. often 6. rarely
- Work in pairs
- Give answers
express the frequency of the activities.
- Have Ss work in pairs to do the exercise - Call Ss to give answers
- Give feedback, correct Ss’ answers if necessary
Answer keys
1. always 2. frequently 3.
never
4. sometimes 5. often
*. Activity 2: Practice - Writing and Speaking (18’)
a) Objective: - Ss can write sentences, using adverbs of frequency.
b) Content: Looking at the table and writing answers
c) Products: Sscan apply the use of adverbs of frequency in everyday communication esp.
in speaking and writing.
d) Competence: Collaboration, communication, creativity.
e) Organization of the activity:
Teacher’s Activities Students’ Activities c. Look at the photo and write answers
Option 1:
- Demonstrate the activity, using the table - Have Ss write the answers
- Have Ss work in pairs to check each other’s work - Have some Ss share their answers with the whole class (Write on the board)
- Check, correct Ss’ answers
Option 2:
- Follow the same steps as option 1 - Have Ss close all books and notebooks
- Give Ss extra exercise: Choose the best answer
d. Ask your partner how often they do these activities
- Have Ss do the task in pairs, then swap the roles
- Look and listen - Work individually - Work in pairs - Write answers
Answer keys
1. Jack rarely goes shopping (on the weekends) (The time phrase may vary)
2. Bobby always does his homework (after school).
3. Sarah sometimes plays soccer.
4. Amanda often has barbecues.
- Close books and notebooks - Work in pairs
- Read the answers aloud Answer keys
1. B 2. C 3. A 4. B 5. B
- Work in pairs - Present
- Call Ss to demonstrate the activity in front of the class
- Give feedback and correct Ss’ pronunciation if necessary
C. Consolidation: (02’)
* The adverbs of frequency
Position: after “be” or before the main verb
To talk about regular actions “always” and “usually” are used with a time phrase D. Homework: (02’)
- Make 3 sentences, using adverbs of frequency.
- Do exercise in Workbook: Lesson 1 - Grammar (page 23).
- Prepare: Lesson 1 – Pronunciation and Speaking (page 32 – SB).
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. Lesson evaluation:
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Date of preparing: November 19th 2021 Period 35th
Date of teaching: 25 / 11 / 2021 Week: 12th
UNIT 4: FESTIVALS and FREE TIME
Lesson 1.3 - Pronunciation and Speaking
I. OBJECTIVES:
- By the end of the lesson, Ss will be able to…
1. Knowledge;
- Stress the adverbs for emphasis.
- Ask and answer about the frequency of activities.
- Find out their “spirit animal”.
2. Ability;
- Improve speaking skills.
3. Quality;
- Have positive attitude in English language learning so that they actively participate in all classroom activities.
- Take part in useful activities in their free time.
II. TEACHING AIDS AND LEARNING MATERIALS:
Teacher: Lesson plan, PPT slides, computer, projector, speakers, DCR & DHA on Edu home, handouts…
Students: Student’s book, workbook, notebook, III. PROCEDURES:
A. Warm up: (05’)
a) 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
b) Content: revision of adverbs of frequency
c) Product: Ss get familiar with adverbs of frequency and use them in speaking.
d) Competence: collaboration, observation, memorizing, creativity.
e) Organization of the activity:
Teacher’s Activities Students’ Activities - Give greetings
- Check attendance
Option 1:
- Show 5 sentences, have Ss choose any adverb of frequency to put in appropriate place in the sentences given
1. He gets up early 2. She is late for school.
3. Lan practices speaking English.
4. Thao is a hard-working student.
5. I watch movies on the weekends.
- Have Ss share their answers with the class - Give feedback
Lead to the new lesson
Option 2: SONG: Adverbs of frequency - Let Ss listen to the song about “Adverbs of frequency”. Ss can sing together while the song is being played. (T doesn’t need to play all song)
- Have Ss listen to the song and try to remember the adverbs of frequency they can hear
- Have Ss give answers - Link from YouTube:
https://www.youtube.com/watch?v=WPTu1j6-B30
- Greet T
- Work in pairs
Suggested answers 1. He sometimes gets up early 2. She is never late for school.
3. Lan often practices speaking English.
4. Thao is always a hard-working student.
5. I usually watch movies on the weekends.
The answers may vary.
- Give answers - Listen
- Listen
- Listen and remember - Give answers
- Give feedback
Lead to the new lesson.
- Listen
B. New lesson (36’)
*. Activities 1: Pronunciation: (10’)
a) Objective: - Ss know how to stress the adverbs for emphasis.
b) Content: - Recognizing the stress of the adverbs, listen and check, find mistakes.
- Practice saying them.
c) Products: Ss can put stress on the adverbs for emphasis to improve their speaking skill.
d) Competence: communication, collaboration.
e) Organization of the activity:
Teacher’s Activities Students’ Activities a + b. Listen to the sentences and focus on the stress
of the adverbs
- Play the recording (CD1, track 45)
- 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, have 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
- Listen - Comment - Listen
- Listen and cross out the wrong sentence stress
- Listen
- Work in pairs
- Present
*. Activity 2: Practice: (12’)
a) Objective: - Ss can ask and answer about frequency.
b) Content: asking and answering by using the pictures and model sentences.
c) Products: Ss can apply what they have learnt to producing the language in communication.
d) Competence: collaboration, communication, creativity, public speaking.
e) Organization of the activity:
Teacher’s Activities Students’ Activities Ask and answer
Option 1 :
- Emphasize the structure used to ask about frequency:
How often do you …?
- 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
- Have some pairs demonstrate the activity in front of the class
- Give feedback and evaluation
Option 2 : (for class with better students)
- Follow the same steps as option 1 - Then have Ss ask and answer about frequency, using their own ideas - Have some pairs demonstrate the activity in front of the class
- Have another pair act out the
conversation in front of the class without looking at the book
- Give feedback and evaluation
- Listen, take notes - Listen
- Work in pairs
- Present
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.
- Work in pairs - Present
- Present
*. Activity 3: Speaking – What’s your “Spirit Animal”? (14’) a) Objective: - Ss can get used to the adverbs of frequency.
b) Content: asking and answering questions to find out their “spirit animal”.
c) Products: Ss use what they have learnt to produce the language naturally and successfully.
d) Competence: collaboration, communication, creativity.
e) Organization of the activity:
Teacher’s Activities Students’ Activities a. 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.
- Demonstrate the activity by asking and answering the first question with a student
- Have Ss work in pairs to ask, answer and add 3 more activities.
- Have pairs take turns to ask the quiz questions and add up the points
- Observe, give help if necessary
b. Turn to page 125, file 13 to find out what your partner’s “spirit animal” is. Share with the class.
- Have Ss turn to page 125, file 13 to find out what your partner’s “spirit animal” is
- Have some Ss share their findings with the class - Give feedback and evaluation
- Observe and listen
- Work in pairs
Suggested activities 4. do: aerobics, homework, … 5. play: badminton, chess, … 6. go: fishing, hiking, shopping, …
- Work in pairs - Present
C. Consolidation: (02’)
* Stress: Stress on the adverbs for emphasis
* Asking about frequency; How often do you…?
D. Homework: (02’)
- 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).
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Date of preparing: November 19th 2021 Period 36th Date of teaching: 26 / 11 / 2021 Week: 12th
UNIT 4: FESTIVALS and FREE TIME Lesson 2.1: Vocabulary and Reading
I. OBJECTIVES:
1. Knowledge: - By the end of the lesson, Ss will be able to…
- Know more vocabularies about events.
- Talk about future events.
- Use the Present Simple for future use.
2. Ability;
- Improve the use of English and Reading skills.
3. Quality;
- Have positive attitude in English language learning so that they actively participate in all classroom activities.
- Know how to relax after hard working time at school.
II. TEACHING AIDS AND LEARNING MATERIALS:
Teacher: Lesson plan, PPT slides, computer, projector, speakers, DCR & DHA on Edu home, handouts…
Students: student’s book, workbook, notebook, postcard …..
III. PROCEDURES:
A. Warm up: (05’)
a) 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.
b) Content: Introducing some events (festival activities).
c) Product: Ss know more about festival activities they are going to study in the lesson.
d) Competence: collaboration, communication, critical thinking.
e) Organization of the activity:
Teacher’s Activities Students’ Activities - Give greetings
- Check attendance
Option 1: Use the “New Word” activity – Part a,
-Greet T
page 33, to warm up
- Show pictures and festival activities, have Ss work in pairs to number the pictures
- Call Ss to give answers - Give feedback
- Lead to the new lesson
Option 2: Clip: Glastonbury Festival
- 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
- Work in pairs and number the pictures
- Give answers - Listen
Answer keys
2F 3B 4C 5E 6D
- Watch
- List festival activities - Give answers
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
B. New lesson (36’)
*. Activities 1: Vocabulary; (17’)
a) Objective: - Ss know some names of festival activities and adjectives to talk about festival activities
b) Content: - Numbering the pictures.
- Adding more adjectives and talking about festival activities.
c) Products: Ss can talk about festival activities.
d) Competence: communication, collaboration, presentation, analytical and synthesizing skills.
e) Organization of the activity:
Teacher’s Activities Students’ Activities a. Number the pictures. Listen and repeat.
Option 1: (If T doesn’t use this part for
Warm-up)
- Demonstrate the activity, using the example in the book.
- Have Ss look, read and number the pictures - Ask Ss to work in pairs to check their answers with their partners
- Check answers as a whole class
- Play the audio (CD1 – Track 46) for Ss to listen and repeat.
- Call some Ss to read the phrases again, correct their pronunciation and stress
Option 2: (If T has used part a. for Warm-up)
- Give Ss an extra activity - Have Ss close all books
- Use other pictures (different pictures from those in the book) to help Ss remember the new words they have learnt
- Have Ss look at the pictures and give names of festival activities
- Ask Ss to give answers
- Check answers as a whole class
b. Draw the table. Add more adjectives and talk about some festival activities.
- Have Ss draw the table and add more positive and negative adjectives
- Call Ss to give answers
- Give feedback, help them add more adjectives if necessary
- Have Ss describe the festival activities-using the adjectives
- Have some Ss share their ideas with the class - Give feedback and evaluation
- Look and listen - Work in pairs - Listen and check - Listen and repeat - Read
Answer keys
2F 3B 4C 5E 6D
- Close books
- Look and give names
- Give answers (Say or write on the board)
Answer keys
- Work in pairs - Give answers
- Listen and take notes
- Talk about festival activities - Give answers
Suggested answers Positive adjectives:Fun, interesting, fascinating, …
Negative adjectives: Boring, dangerous, adventurous, expensive, …
*. Activity 2: Reading: (19’)
a) Objective: - Ss can develop their reading skills.
b) Content: reading the text messages and answering the questions.
c) Products: Ss can read for specific information.
d) Competence: collaboration, communication, analytical and synthesizing skills.
e) Organization of the activity:
Teacher’s Activities Students’ Activities Read the text messages between Amy
and Jim and answer the questions
Option 1:
- Have Ss read the text messages individually
- Have Ss work in pairs to read the text messages
- Have Ss answer the questions - Remind Ss to use the Present Tense - Have some Ss share their answers with the class (write on the board)
- Give feedback
- Have Ss finish writing the answers in their notebooks
Option 2: (For class with better students)
- Follow the same steps as option 1 - Then, give an extra activity:
- Have Ss work in groups and think of an oncoming festival (real or imaginative) (place of the festival, time to open, time to end, activities, participants, …)
- Have Ss practice asking and answering about the festival
- Remind Ss to use the text messages as examples
- Have Ss demonstrate their conversation in front of the class
- Give feedback and evaluation
- Read and answer the questions
- Write answers - Check answers - Write in notebooks
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.
- Work in groups
- Ask and answer about a festival - Act out the conversation
- Listen
Suggested conversation 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!
C. Consolidation: (02’)
*. Vocabulary:
Festival activities: music performance, fashion show, puppet show, talent show, food stand, tug of war, dancing, magic show …
Adjectives to describe festival activities: boring, sad, dangerous, fun, interesting, wonderful, …
* Talk about a festival: Time, place, activities, people, … D. Homework: (02’)
- 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).
E. Lesson evaluation:
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