8. unit 6+ review 2

Date of preparation:……/……/20…… Date of teaching:……/……/20…… PERIOD 42 - UNIT 6: FOLK TALES Lesson 1 - Getting started I. Objectives: By the end of the lesson, Ss will be able to -use an exclamatory sentence with the correct intonation -use the lexical items related to the topic of ‘Folk tales’ II. Language focus - Vocabulary: lexical items related to the topic. - Grammar: Review: Past simple, past continuous, exclamations. * Skills: spoken interaction III.Resources : - Materials: Ss’ books, text books, CD, TV/ Projector. - Method: T- WC, group work, individual work. IV. Teaching procedure: STEPS ACTIVITIES CONTENT MODES Group work Warm up - Play in 2 big groups. Brainstorm Whole class (3') Lead in: T: Ask sts some questions: + Have you ever read a famous NAMES OF Vietnamese legends? FOLKTALES OF + What is its title? VIET NAM + What is it about? + What are the main characters in it? S: Answer in turns T: Collect sts’ answers then write on the board then lead to the new lesson Getting Aim: - To give Ss chance to hear the whole listening dialogue. started -Ss look at the picture in Getting Activity 1: Listen and read (7’) started and answer some questions: Set the scene -Ss: Listen and read the dialogue + Where are Duong and Nick? -T may ask Ss to guess what + What are they doing? Vietnamese legend Duong would + What are they talking about? suggest for Nick’s project. +Have you ever read or been told a -T may also ask Ss to share any famous Vietnamese legend? famous Vietnamese legends they have read: +What is its title? - T: Give some new words - to do research (v) : làm nghiên cứu +What is it about? - to give birth to sb : sinh ra +What are the main characters in it? - legend (n) huyền thoại - folk tale (n) câu chuyện dân gian - genre / / (n) = type : thể loại - plot (n): the content of a story

- origin (n) nguồn gốc * Checking Vocabulary : R.O.R Doing Aim: To give Ss controlled practice and Ss do exercises in order to get the main content of the dialogue performin -Ss do Ex a individually Activity 2: Choose the correct answer: Work g (25’) individuall y -Ss share the answers with their Keys: Work partner 1B 2C 3A 4C individuall -Ss write the answers on the board, 5A y others correct the false sentences then give the right answers Activity 3: Matching 4b - Ss work individually to match the Keys words or phrases with their meanings 1c 2d 3a -Ss compare the answers with their partners -Ss work in pairs and complete the Activity 4: Complete the table Work in table pair -Ss write answers on the board Title Lac Long Quan, -Ss add more words to the table Au Co Genre Legend Main Lac Long Quan, characters Au Co and their sons The plot - Lac Long Quan married Au Co. - Au Co gave birth to 100 baby boys. - LLQ missed the sea. - LLQ took fifty of their sons to the sea. - Au Co took others to the mountains. Aim: to use the vocabulary & pronunciation & grammar in focus -Ss discuss the questions in pairs. Activity 5: Grammar: Exclamations Individual work -Ss attentions to the structure, * Exclamatory sentenses: Pair work meaning and the use of exclamatory -What + a/ an + Adj + N(singular sentences by analyzing the countable) + S + V! instructions and examples in the -What + Adj + N(uncountable/ plural remember box. coun) + S + V! Write these words and phrases on the -What a handsome man!

board: -What a interesting game! 1. handsome/man. -What good news! 2. interesting/game. 3. good/news. -What lovely dogs! 4. lovely/dogs. -What brave women! 5. brave/women Activity 6: Matching: Individual -Ss write out the rest of the work sentences. Keys: -Ss check the answers with the class. Pair work 1C 2D 3B 4A -Ss quickly match the types of stories with their definitions. -Ss listen to the recording and check their answers. -Ss work in pairs to think of an example or each type of story. -Ss raise their hands when they have completes their lists. -Ss check with the class. Performin Aim: To give Ss a freer practice Activity 7: Game: Guess the story. Individual g -Ss work individually, filling in the Example: work (7’) table with information of the legend, What kind of story is it? Pair work folk tale, fable, or fairy tale they It’s a fairy tale. know. Who are the main characters? -First, model this activity with a Cinderella, her stepsisters, her more able student. stepmother, and a prince. -Ss work in pairs. What’s it about? -Some pairs to practice in front of It’s about Cinderella, a kind and the class. beautiful girl who finally gets married to a prince. Is it Cinderella? Yes! Outcome - Ss recall what they have just - Learn by heart vocabulary and Whole and learned class homewor - Guide ss what they have to do at structures. k home - Prepare for the next lesson: Unit 6, A (3’) closer look 1 - Practise listen and read more at home

Date of preparation:……/……/20…… Date of teaching:……/……/20…… PERIOD 43 - UNIT 6: FOLK TALES Lesson 2: A closer look 1 I. Objectives: By the end of the lesson, ss will be able to: - Pronounce correctly the intonation in exclamatory sentences. - Use the lexical items related to the topic “Folk tales”. - Vocab: Characters in a folk tale, adjectives describing characters. II. The language focus - Vocabulary: lexical items related to the topic. - Grammar: Review: Past simple, past continuous, exclamations. * Skills: listening and speaking III. Resources : - Materials: Ss’ books, text books, CD, CD player, TV/ Projector. - Method: T- S, group work, individual work IV. Procedure: STEPS ACTIVITIES CONTENT MODES +whole Warm - Play in 2 big groups. Game: Hanging man class, team work. –up (5’) Lead in: - Topic: F O L K T A L E S Individual T: Ask sts some questions: Vocabularies related to foke tales. Whole class + Have you ever read a famous work in Vietnamese legends? individually + What is its title? + What is it about? + What are the main characters in it? S: Answer in turns T: Collect sts’ answers then write on the board then lead to the new lesson Vocabu Aim: Ss identify the topic & practise saying new vocabularies lary -Ss learn some new words Vocabulary (22') * Pre teach Vocabulary: - Buddha (n) / / : phật - knight (n) / / : hiệp sĩ - witch (n) / / : bà phù thủy - ogre (n) / / : yêu tinh, quỷ - wolf (n) / / : chó sói - eagle (n) - cunning (adj): mưu mẹo, xảo trá - wicked (adj): hung ác, hung dữ - fierce (adj) / / : hung dữ, dữ tợn => Cheking vocab: Back to the -Ss read the characters in the box and board match them with the suitable pictures. Activity 1: Match the characters -S: then compare with their partner with the pictures

-Ss give the answers Keys: -S: Compare the answers with their friends’ on the board then give the 1. G 2. C 3. E 4. correct answers B -Ss read the words in the box carefully to make sure they understand the sentences 5. H 6. A 7. D 8. Work in S: Read the sentences carefully then pairs share their answers F -Ss write the correct answers on the Work board Activity 2: Match the adjectives individually Ss: Complete the table with the pictures -Ss write the correct answers on the board Keys: 1. G 2. F 3. A 4. E 5. B 6. C 7. H 8. D Activity 3:Complete the table a. Positive cheerful generous brave kind Negative cruel mean evil (điều ac) greedy wicked (hung ác) fierce (dữ tợn) cunning (xảo quyệt) Pronun Aim: Ss identify the topic & practise listening and speaking intonation in exclamatory ciation. (10’) sentences. -Ss read the words silently Activity 4: Listen and repeat Individual -Ss listen and repeat the recording, pay What a colourful hat she is attention to the intonation of each wearing! Whole class sentence. -Some sts read the words they hear aloud What a time we’ve had today! -Ss correct their pronunciation What beautiful eyes she has! Individual -Ss read the sentences in pairs. Pair work - some ss practice before the class. What a nice day it is! -Ss listen and repeat the recording, pay attention to the intonation of each What good news it is! sentence. -Ss listen and repeat chorally. Activity 5: Listen and repeat What a beautiful princess she is! What brave knights they are!

What a big nose the wolf has! What a fierce ogre it is! What a handsome prince he is! Perfor Aim: Ss perform in vocabularies & pronunciation ming Time: - ss work in pairs using the adjs in a to Activity 6: (3b). Now use these Work (6’) describe characters in one of their adjectives in 3a to describe some individually favorite folk tales. characters in one of your favourite - ss to say the sentences in front of the folk tales. class. There’s a wolf in Little Red Riding Hood. He’s cunning and wicked Outco - Ak ss to recall what they have just Ss retell main contents of the lesson Whole class me and learned - Learn by heart vocabulary and - Guide ss what they have to do at home homew structures. ork (2') - Prepare for the next lesson: A closer look 2 - Practise pronunciation more at home

Date of preparation:……/……/20…… Date of teaching:……/……/20…… PERIOD 44 - UNIT 6: FOLK TALES Lesson 3: A closer look 2 I. Objectives: By the end of the lesson, Ss will be able to use the past continuous tense correctly and distinguish between the past continuous tense and the simple past tense. II. The language focus - Vocabulary: words related to the topic - Grammar: + Past continuous & Past simple. * Skills: reading, writing, listening and speaking. III. Resources: - Materials: Ss’ books, text books, TV/ Projector. - Method: T- S, group work, individual work IV. Teaching procedure: STEPS ACTIVITIES CONTENT MODES Warm up -Ss ask and answer these questions. Chatting whole (5’) - What did you do yesterday? class - What did you do last Sunday? - What were you doing at 8 pm yesterday? - What were you doing at 9 am last Sunday? Grammar Aim: to use the past continuous tense correctly (30) -Ss read part of the conversation from Activity 1: Read part of the Whole GETTING STARTED, paying attention conversation from GETTING class to the underlined part. STARTED. Pay attention to the underlined part. Whole - Either explain or elicit from Ss the form Duong: I phoned you around 9 class and use of the past continuous tense. p.m. last night, but no reply. - Ss read the Grammar box. Draw Ss’ attention to the use of the past continuous Nick: Oh, I was doing some tense by analysing the examples in the Internet research on Vietnamese Grammar box. legends for my project - Some more able Ss give some examples Form: (-) Positive: S + were/ was + V-ing Use: (+) Negative: S + weren’t/ wasn’t - Ss read the Grammar box. + V-ing - Ss: Think about and give the rules they (?) Questions: Were/ Was + S + V- guess. ing ? T: analyzes the examples in the Grammar * Short answers: box. (+) Yes, S + were/ was. (-)No, S + weren’t/ wasn’t. 2. Use - To describe an action that was in progress at a stated time in the past.

Ss: Give some more examples. Ex: At 6 pm yesterday, I was cooking. - To describe an action that was in progress when another shorter action happened. (this shorter action is expressed by the simple past.) Ex: When she phoned me last night, I was sleeping. She phoned me last night while I was sleeping. Aim: Ss do controlled and freer practice Activity 2: Completing the work - Ss do the exercise and compare the individual answers in pairs before checking with the sentences. ly whole class.( look at the grammar box if necessary.) Key work individual - Ss do individually then compare the 1. was wearing 2. were you ly answers with their partner - Some sts write the answers on the board going Pair work - Other Ss remark then give right answers 3. was going 3. ran - Ss practice in pairs. -T goes around the class to provide help. 5. was not waiting - Some pairs practice in front of the class. Activity 3: a. Describing the pictures a. Key: 1. The servant was spinning in the wood. 2. The girl was picking flowers by the side of the road. 3. The knights were riding their horses to the castle. 4. Ciderella was dancing with the prince. 5. Sait Giong was flying to the heaven. 6. The ogre was roaring with anger. b. Ask and answer: Key: What was the girl doing? She was picking flowers by the side of the road. What was Cinderella doing? She was dancing with the prince. What was the ogre doing? It was roaring with anger

What were the knights doing? They were riding (their) horses to the castle. What was Saint Giong doing? He was flying to heaven Aim: distinguish between the past continuous tense and the simple past tense - Ss look at the grammar box and the Activity 4: Write the correct form work Look out! box of the verbs: individual - Ss do the exercise and compare the ly Key: answers in pairs before checking with the whole class. 1.was walking, stopped, had 2.was lying, heard, needed 3.heard, was following, started - Ss Do individually then compare the 4.dropped, ate work answers with their partner individual - Some sts to write the answers on the 5.were dancing, left ly board - others remark then give right answers 6.was missing/missed, decided Activities 5: - Ss discuss the question in pairs. a. Complete the fable with the - Some pairs to give their answers to the correct form of the verbs: whole class. T may give comments or invite comments from other Ss. Key: 1. was shining 2. was sleeping 3. went 4. wer b. What is the moral of the fable? Suggested answer: Be happy/content with what you have. Performin Aim: Ss further-practice what they have learned g - Ss do the exercise individually, remind Activities 6: Individua (8’) Ss to make notes of their guess. a, Guess what your partner was l ửok doing last Sunday at these times. - Ss work in pairs asking their partner to Example: check the guess. - T goes around to provide help. I think Minh was having breakfast at 7 a.m. last Sunday. b, Ask your partner to check Pair work your guesses.

Example: Were you having breakfast at 7 a.m. last Sunday? Yes, I was./ No, I wasn’t. Outcome - Ask ss to recall what they have just - Learn by heart vocabulary and Whole and learned - Guide ss what they have to do at home structures. class homewor k - Prepare for the next lesson: Test (2’) review - Do exercise B4, B5, B6 (p.44, 45) (Workbook). - Practise grammar more at home

Date of preparation:……/……/20…… Date of teaching:……/……/20…… PERIOD 45 - UNIT 6: FOLK TALES Lesson 4: Communication I. Knowledge: By the end of the lesson, Ss will be able to retell the story “Little Red Riding Hood” and some folk tales in English. II. The language focus: - Vocabulary: extra words related to the topic - Grammar: Past continuous & Past simple. * Skills: reading, speaking and writing. III.Resources : - Materials: Ss’ books, text books, extra board, laptop & projector/TV - Method: T- S, group work, individual work IV. Procedure: STEPS ACTIVITIES CONTENT MODES Warm up - Ask some questions to pay Ss' attention. Play Kim’s game: Whole (5’) - Ss answer these questions - T divides the class into two class groups. / team - T shows ss pictures with folk work. tales and asks ss to have a quick look, then write on the board. - The group has more words wins the game. Communic Aim: to to retell the story “Little Red Riding Hood” ation (28’) -Sss answer the questions Introduction: Whole Lead in: Today, we are going to do some - What fairy tales did you like to class activities with a fairy tale. Please think of read when you were very little? what information is normally at the - How fairy tales are structured? beginning, in the middle, and at the end Activity 1: of a fairy tale. a. Vocabulary 1. Vocabulary - Ss go through the vocabulary by giving - granny: Whole explanations in English - scream: tiếng hét class - swallowed: nuốt b. Matching: 1.h 2. a 3.e 4.f 5.d 6.c -Ss do this exercise individually and give 7.b 8.g T the answers. -Ss make one sentences with each picture (if time allows) -Ss work in group of six, in turn retelling Activity 2: Retell the fairy tale: whole the fairy tale to the group member in class, their own words. team

-Set a three-minute time limit per story work. and have one group member keep time. -Then they can choose the best story teller in their group. Performing Aim: Ss further-practice what they have learned ( 10’) --Ss work in groups, discussing and Activity3: Discussing and writing Group an ending for the fairy tale. work writing an ending for the fairy tale. - Encourage then to have fun and be creative. - A student from each group to read the ending to the whole class. - After each student has finished, invite some comment from ss in other groups. - Ss vote for the best fairy tale ending. Outcome - Ask ss to recall what they have just - Learn by heart vocabulary and Whole and learned - Guide ss what they have to do at home structures. class homework (2’) - Prepare for the next lesson: Skills 1 - Do exercise C1, 2 (Workbook).

Date of preparation:……/……/20…… Date of teaching:……/……/20…… PERIOD 46 - UNIT 6: FOLK TALES Lesson 5: Skill 1 I. Objectives: By the end of the lesson, Ss will be able to Read a passage for specific information in a fairy tale. - Talk about a legend, folk tale, fairy tale, fable (its plot, main characters, ect). II. The language focus: - Vocab: - starfruit tree , ripe,fortune, load, repay - Grammar: past simple, past continuous tense * Skills: reading, speaking . III. Resources: - Materials: Ss’ books, text books, laptop & projector/TV - Method: T- S, group work, individual work IV. Teaching procedure: STEPS ACTIVITIES CONTENT MODES Warm up -Ss discuss and guess the story Guessing Game: Whole (5') What story is it? class These words related to the story: two brothers, fruit, bag, eager, gold, sea -> The Starfruit Tree Reading Aim: To practicing reading skills (20’) Pre-task - St scan the passage to find the words in Activity 1: Vocabulary: Whole the box. • fortune: a large amount of class - Help Ss work out the meanings of these money. words from the context. • Starfruit Tree: tree with green fruit shaped like a star. • ripe: ready to be eaten. • filled: put gold into the gab until there is no more space. • replay: pay back load: something that is being Task- -Ss read the text again and answer the carried. Individual circle question individually. work Activity 2: Answer the questions: Pair work - Ss compare the answers with a 1. He gve his younger brother only classmate. - Some Ss write the answers on the board a star ftuit tree. 2. The eager promised to repay him and T : ask them to explain their answers. Sts can either paraphrase the original in gold. information from the text or read out 3. He offered to swap his fortune loud the part of the text where the answer for his brother’s starfruit tree. to each answer is located 4. He filled a very large bag and all his pockets with gold. 5. He was dropped (by the eager) - Ss read all the sentences and decide into the sea. Pair work Activity 3: Complete the table:

Language which word form the blanks need. Key: analysis - Sts try to complete the sentences 1.greedy 2.time 3.fortune without reading the text again. - Ss compare the answers with a partner. 4.gold - Check and confirm the correct answers 5.swapped 6.dropped from the text. Speaking Aim: to ask and answer questions about stories (13’) - Ss work individually to read the stories Activity 4: Read the stories Individual Performin work g.(5’) summarizes. summarizes and decide … Pair work - Help them with any new vocabulary. Group Activity 5: work - Ss work in pairs, asking and answering A: I want to read Saint Giong. about the stories B: What kind of story it is? - T goes around the class to provide help. A: It’s a legend. - Ss answer the questions. B: Who are the main characters…? A:… Aim: Ss perform in Reading & Speaking - First, remind ss of the words to describe Activity 6 characters or creatures in the fairy Game: Who am I? tales/legends/fables. - Ss play in groups of five. - One member choose a character in any of the stories in 4. - The others ask Yes/No questions to discover who that person is. Outcome - Ask ss to recall what they have just - Learn by heart vocabulary and Whole class and learned structures. homework - Guide ss what they have to do at home - Prepare for the next lesson: Skills (2’) 2 - Do exercise D1, 2 (Workbook

Date of preparation:……/……/20…… Date of teaching:……/……/20…… PERIOD 47 - UNIT 6: FOLK TALES Lesson 6: Skill 2 I. Objectives: By the end of the lesson, Ss will be able to - Listen for specific information in a fairy tale. - Write a short passage about a historic place. II. Language focus: - Vocabulary: Words related the topic. - Grammatical structures: * Skills: listening, writing III. Resources: - Materials: Ss’ books, text books, Cd and CD player, TV/ Projector. - Method: T- S, group work, individual work IV. Procedure: STEPS ACTIVITIES CONTENT MODES Warm up -Ss volunteers to come up and add any *Brainstorm Whole class (5’) words or phrases to the word-web connected with the topic of ‘fairy tale’. (Accept all ideas and don’t correct anything. Then tell Ss they are going to Fairy tale listen to a fairy tale.) Listening Aim: to Listen for specific information in a fairy tale. (17’) - SS read the statements carefully and Activity 1: Listen to the fairy tale Individual Writing (15’) underlined the keywords The princess and the Dragon and work - SS listen and correct the statemens correct the following statements -Ss write their answer on the board. Key: 1. Prince -> princess -ss listen again and check their answer 1. A giant -> an ugly orge 2. Sing -> cry 3. Made friends -> married - SS read the story carefully and guess Activity 2: Listen and fill in the the words to fill in missing words Individual - SS listen and fill in the missing words Key: work -Some Ss write the answer on the 1. Castle board. 2. Give gold -Ss listen again and check the answer 3. with anger 4. breath 5. strong back Aim: to write a narrative of a fairy tale -Ask ss to make notes about one of Activity 3: Make notes about one Individual their favourite fairy tales or invent their of your favourites fairy tales. You work own fairy tale. can invent your own story

-( Remind Ss that they do not have to Title write full sentences and they can use Main character abbreviations.) Plot: beginning Plot: middle -Ss refer back to the reading passage Plot: end in Skills 1 for useful language and ideas, and note some necessary Activity 4: Use your notes into Individual expressions and language on the write the fairy tale. work board. Use The Princess and the Dragon as a model. -Ss work individually to write the first draft. Performing -Ss can display all or some of the Sample: Individual 6' stories on the wall/ board. Other Ss and T give comments. Ss edit and Once upon a time, the ruler of work revise their stories as homework. Heaven had a mouse in heaven. The Ruler decided to give him the key to take care of the rice warehouse. The mouse ate so much rice. The Ruler was very angry and put the mouse in the land. When the mouse got to the land, he continues to eat the rice in the land so much. Therefore, the Ruler put his cat in the land to kill the mouse. Outcome - Ss to recall what they have just - Learn by heart vocabulary and Whole and learned structures. class homework 2' - Redo all exercises - Do exercise D3, 4 (Workbook). - Review the first semester term.

Date of preparation:……/……/20…… Date of teaching:……/……/20…… PERIOD 48 - UNIT 6: FOLK TALES Lesson 7: Looking back and project I. Objectives: By the end of the lesson, Ss will be able to: - Review the lexical items related to the topic. - Review the grammar of the unit. - Make questions and answers about the topic. II. Language focus: - Vocabulary: Words related to the topic - Grammatical structures: + * Skills:: reading, speaking III. Preparation: - Materials: Ss’ books, text books - Method: individual work, pair work, group work, whole class IV. Procedure: STEPS ACTIVITIES CONTENT MODES Warm up -Ss think of as many examples of Think of an example for each type Individual (3’) different types of stories as possible. of story in the box. work -some Ss say their examples in front Example: of the class. -The Adventures of Robin Hood is a legend. - The Tortoise and the Hair is a fable -Chung cakes, Day cakes is a folk tale. -Snow white and 7 Dwafts is a fairy tales. Aim: Ss review vocabulary about topic Folk tales -Ss do this exercise individually at Activity 1: Write the correct words Individual first. under the picture work -Ss can check their answers with a Key: Pair work Looking partner before discussing the 1. witch back answers as a class. 2. hare (20’) - Ss keep a record of their original 3. knight answers so they can use that 4. ogre information in their self-assessment. 5. fairy 6. tortoise 7. giant 8. dragon Activity 2: Put the words into the correct column. Characters Personality woodcutter cruel witch kind dragon generous fairy mean

giant wicket hare cheerful emperor fierce tortoise evil knight cunning ogre brave eagle greedy Buddha Aim: review grammar about the past continuous -2 Ss able student model this Activity 3: Ask and answer the Pair work activity with a more able student. questions -Ss work in pairs 2. Was Mrs Lan doing the gardening? - some pairs to practise in front of - No, she wasn't. She was cooking. the class. 3. Was Mr Hung writing a letter ?- No, he wasn't. He was reading a newspaper 4. Were Hoa and Hai playing table tennis? - Yes, they were. 5. Was Duong listening to music? - No, he wasn't. He was watching TV. 6. Was Mai doing her homework?- No, she wasn't. She was sweeping the floor. Activity 4: What were you doing at the following times? Work in pairs. Ask and answer questions, as in the example. At 10 p.m. yesterday evening 2 Ss able student model this What were you doing at ten Pair work activity with a more able student. o’clock yesterday -Ss work in pairs evening? - some pairs to practise in front of I was watching TV. the class. At 5 a.m. this morning This time last week - Ss work individually first to At lunchtime yesterday Individual write the sentences. work - Then they work in pairs to swap Two hours ago Pair work their sentences. Activity 5: Work in pairs. - T gives correction and calls Make exclamatory sentences some ss to read the sentences about your partner or other

aloud. classmates. Example: What a lovely shirt you’re wearing! Aim: Ss communicate about folk tales - Ss do the task individually to Ativity 6: Number the lines of the Individual work number the lines of the dialogue. dialogue in the correct order Individual -Ss check their answers with the Key: 1.D -2I – 3A – 4C – 5F – 6H work whole class. -7J – 8B – 9G – 10E Individual work -Ss to practise saying the dialogue with their partners. Project Aim: Ss show the topic on the project (12’) -Ss read the fairy tale Sleeping Activity 7: Read the fairy tale Sleeping Beauty. Beauty. -Each student may make notes about the main characters and the plot of the fairy tale. Activity 8 : Imagine you are a character -Each student imagine he/ she is in Sleeping Beauty. You can be the one of the characters and write king, the queen, the princess, the two or more entries in the diary prince, a good fairy, or the old and from the point of view of this wicked fairy. Write two or more entries character. Remind Ss to study the in your diary from the point of view of given example carefully because your character. Then, draw a picture to it may help them understand what describe what was happening on that they should do. Note the use of day. the past simple and the past continuous in the example. If Example: there is enough time, T may let Ss complete the project in clasS OR at homework. 12 th October My father -When Ss have finished their and mother entries, Ss display their work on were away. the wall/board. (T may choose some of the entries and ask Ss to I had nothing read them out and take questions to do.. When I was wandering from the class. Praise all attempts through the castle, I saw an old at creativity.) servant spinning. I asked her, “What is this? May I try?” “Of course, my pretty little girl,” said the old lady.. I sat down to

spin …. Activity 9: Share your entries with your classmates. Outcome - Ss to recall what they have just - Revise all the knowledge learnt Whole class and learned Prepare: Review 1 homework - Guide ss what they have to do at (2’) home

Date of preparation:……/……/20…… Date of teaching:……/……/20…… Period 49: REVIEW 2 (Unit 4-6) Lesson 1: Language I. Objectives: By the end of the lesson, ss will have a chance to: • Revise the lexical items related to unit 4-6. • Have further practice in pronouncing the sounds learnt from unit 4 to unit 6 • Have further practice in using the language patterns learnt from unit 4 to unit 6. II. Language content: - Vocab: customs amd traditions; festival in Viet Nam; Folk tales - Grammar: should and shouldn’t; the form of have to; compound and complex sentences; past continous and simle past. III. Resources: - Materials: textbooks, loudspeaker, extra boards, laptop, projector. IV. Procedure: STEPS ACTIVITIES CONTENT MODE Warm up Ask some questions to pay * Chatting: - Group (3'): Ss'attention. work a. Activity 1: Pronunciation Aim: Ss do exercises to review Pronunciation 2. -Ss do this exercise individually, I. Pronunciation - Whole Language and then to share their answers 1. Underline the words with /spr/ and class focus with a partner before giving T circle the words with /str/. (35’) the answers. Keys: -Ss writes the correct answers on - Individual the board. What fresh strawberries they are! work -Ss practise saying sentences paying attention to the What lovely spring flowers they are! intonation. What a cunning sprite it is! What a brave instructor he is! - Whole - Ss have to be able to pronounce What a noisy street it is. class the words correctly themselves. - Individual -Ss do it in groups and read the work words out loud among 2. Circle the word with a different themselves. - Ss listen to the recording and stress pattern from the others. Then repeat. listen, repeat, and check. - Ss recall the sounds they have learnt from the words above after 1. A. bamboo B. robot checking C. fashion D. spacious - Ss listen to the recording and recognise all the words with /sk/, 2. A. musician B. cultural /sp/, /st/, /br/, /pr/, /bl/, and /cl/ - Ss then underline them as C. instructed. performance D. tradition B. A. commemorat 3. competition e C. historical D. activity

- Ss read the sentences as a class 4. A. interviewer B. ceremony and individually to check C. pronunciation and intonation D. legendary presentation B. A. procession 5. performance D. heritage C. musician Key: 1. bam’boo 2. ‘cultural 3. A. compe’tition 4. C. presen’tation 5. D. ‘heritage b. Activity 2: Vocabulary Aim: Ss do exercises to review Vocabulary II. Vocabulary: - Individual work - Ss work individually and share Ex 3. Organize these words and - Pair work - Whole their answers in pairs. phrases into pairs of opposites. class - Ss write on the board and check Key: - Individual work with T peaceful-noisy hard-easy - Whole class boxing- exciting love-hate - Whole forget-remember traditional- class modern - Individual work country life- city life majority- - Pair work minority - Ss do individually. - Ss write on the board and check Ex 4. Put the correct form of the with T verbs to complete the sentences Key: 1. like/enjoy, listening, visiting 2. forget 3. flying/ to fly 4. mind, to do/ doing 5. playing/ to play c. Activity 3: Grammar Aim: Ss do exercises to review Grammar - Ss say how to use comparative III. Grammar: form of adverbs. - Form: + more/less + adverb+ - Ss work individually and share in pairs. than…. - Some Ss write on the board. - Some Ss give the comments. + adverb + er + than….. - Note: well → better, badly → worse Ex 5. Complete the sentences. Key: 1. later 2. more 3.

more fluently 4. better 5. more simply 6. - Ss review how to use the faster articles in the paragraph. 7. more carefully. - Individual work - Ss work individually and - Pair work compare in pairs. Ex 6. Fill in the blank with an article - Individual work - Check orally. (a/an/ the) - Pair work - Whole Key: class Whole class 1. a 2. an 3. the 4. The 5. the 6. A d. Activity 4: Everyday English 3. Aim: Ss will be able to improve their communicating language. Productio - Ss do the exercise 7 IV. Every day English: n individually, then practice in Key: (5’) pairs. 1. b 2. e 3. a 4. c 5. - Some pairs present before class - Ss listen and give comments. 4. - Ss to recall what they have just - Revise all the knowledge learnt Outcome learned - Prepare: Review 1 (Skills) and - Guide ss what they have to do at homework home (2’)

Date of preparation:……/……/20…… Date of teaching:……/……/20…… Period 50: REVIEW 2 (Unit 4-6) Lesson 2: Skills I. Objectives: By the end of the lesson, ss will be able to improve their four language skills they have practiced from unit 4 to unit 6: - Reading for general and specific information about the Vu Lan festival. - Speaking about social customs. - Listening about social customs in France and Britain. - Writing a letter to tell your British penfriend about the social customs in Viet nam. II. Language content: - Vocab: customs amd traditions; festival in Viet Nam; Folk tales - Grammar: should and shouldn’t; the form of have to; compound and complex sentences; past continous and simle past. III. Resources: - Materials: textbooks, loudspeaker, extra boards, laptop, projector. IV. Procedure: STEPS ACTIVITIES CONTENT MODES Warm up -Ss ask and answer about some * Chatting Whole social customs in Viet Nam. class Skills a. Activity 1: Reading Aim: Ss do exercises to develop reading skill -Ss do this exercise individually and 1. Read about Vu Lan festival in Individual check their answers with a partner Viet Nam and decide whether... T/F work before giving their answers to Pair work confirm the correct answers Key: 1. T 2. F 3. F 4. T 5.T b. Activity 2: Speaking Aim: Ss do exercises to develop speaking skill a. II.Speaking Individual - Ss do this activity individually, a. Imagine a foreign tourist is coming work making notes of six tips about social to your country. Make notes of six tips Pair work customs in his/ her country. about the social customs in your - Ss may use the given ideas as well country. Use the following ideas or as their own ones. your own. - talking loudly in - dress code public subjects you shouldn’t - table manners - talk about things that might cause B - off ence - queuing -Ss work in pairs, taking turns to tell each other their tips. They may b. Work in pairs. Take turns to tell each other your tips. Do you agree discuss to choose the most

appropriate tips. with your partner’s tips? c. Activity 3: Listening Aim: Ss do exercises to develop listening skill -Ss listen and choose their answers. III. Listening Individual work -Ss listen again and check their Listen to a man talking about social answers. customs in France and Britain. Choose the most appropriate answer A, B, or C to each question. Key: 1. A 2. B 3. A 4. C Audio script: After living in France for a few months, I realised that I really should stop trying to be so polite all the time. The French seem to find it annoying if you say things like ‘I’m awfully sorry’ because they feel you are wasting their time. It must seem to them that the British spend their whole time apologising! The French don’t really make ‘small talk‘ either. Chatting to strangers such as taxi drivers or shop assistants, especially politely, is seen as rather strange. And there is another interesting difference. People at dinner parties in France will expect to take part in a serious discussion. The guests are often asked their opinions on ‘big issues’. British people enjoy discussions about house prices and education. However, they are sometimes surprised if their guests want to talk about anything serious, such as politics or art. d. Activity 4: Writing Aim: Ss do exercises to develop writing skill -Ss use the ideas they provided in IV. Writing Group work the speaking section. T may Peter, your British penfriend, is brainstorm the language necessary coming to stay with your family for writing and note some necessary for two weeks next month. He has expressions and language on the never been to Viet Nam before. board. Write a letter to tell him about the

-Ss do the writing task. Then collect social customs in Viet Nam. You their papers to check out of class. may use the ideas in the speaking section. Outcome - Ss to recall what they have just - Revise all the knowledge learnt Whole and learned - Do Test yourself (WB) class - Guide ss what they have to do at -Prepare for the Test homework home (2’)

Date of preparation:……/……/20…… Date of teaching:……/……/20…… Period 51: REVISION FOR THE FIRST SEMESTER TEST (Unit 4-6) I. Objectives: By the end of this lesson, students will be able to review the content of Unit 1 to Unit 6. 1. Pronunciation: clusters /br/ and /pr/ ; /bl/ and /cl/; /sk/, /sp/, and /st/; clusters /spr/ and /str/ Word stress: words with -ion and -ian endings and exclamatory sentence with the correct intonation 2. Vocabulary: Words to traffic leisure activities, life in the countryside, cultural groups of VN, ‘customs and traditions’, ‘Festivals in Viet Nam’, ‘Folk tales’ 3. Grammar: a. Tenses: Present simple, present progressive, past simple, present perfect, future simple, futu re progressive tense, past continuous tense b. Structures: - verbs of liking that are followed by gerunds - verbs of liking that are followed by to-infinitives - comparative forms of adverbs of manner - articles a, an, and the - should and shouldn’t to give advice - express obligation and necessity using the correct form of have to - conjunctions and, but, or, yet, so - conjunctive adverbs: however, nevertheless, moreover, therefore, otherwise - complex sentences using subordinators because, if, when, while, although, even though II. Language focus: 1. Phonetic: 2. Vocabulary: 3. Grammar: III. Teaching procedure . Steps Learning activities Contents Modes Warm - Ask Ss some questions to pay - Whole up their attention to the lesson. class (2') - Ss listen to T review the content of Unit 1to Unit 6 1. Phonetic: - Whole 2. Vocabulary: class 3. Grammar: a/ Tenses: * Present simple - Whole * Present continuous class *Present perfect Revision * Past simple (5') * Future simple * Past continuous. b/ Some structures: +/ Verbs of liking+ Ving or Verbs of liking+ to V +/ Comparative of Advs: S1+ V+ adv-er/ more+ Adv+ then + S2 +/ Articles a, an, and the +/ Should and shouldn’t to give advice: Should/ shouldn’t+ Vinf +/ have to+ Vinf - conjunctions : and, but, or, yet, so

- conjunctive adverbs: however, nevertheless, moreover, therefore, otherwise - complex sentences using subordinators because, if, when, while, although, even though PHONETICS Individual (To practice pronouncing some Ex1. Find the word which has different work Practice sounds) (36') sound in the part underlined. - Whole - Ss do this exercise individually, Key: class Phone- then share and compare with their 1. C. Open tics partners. 2. A. Wanted Individual work - Call some Ss to give the 3. C. Change 4. B. minority Pair work answers. 5. B. Buffalo 6. A. lived 7. - Whole B. washed 8. C. surf class - Check the whole class. 9. B. eight 10. A. Although 11. B. Question 12. C. wanted 13. D. Customs 14. B. opened 15. C. bathe 16. D. customer 17. D. favourite 18. B. comics 19. D. buffalo 20. C. Ope (To practice stress pattern ) EX2. Pick out the word which has the stress - Ss do this exercise individually, then share and compare with their pattern different from that of the other partners. - Some Ss write on the board. words. - Ss check with T. Key: 1. C. expect 2. B. listen 4.  D.  tradition     5.  C.  convenient         6. A. affect 7. C. mother 8. C. pollution 9. A. pollution 11. D. celebration 10. B. believe 13. C. ancestor 12. B. vegetarian 15. C. visitor 14. A. tradition 16. C. television Voca- (To practice some vocabularies B. VOCABULARY AND GRAMMAR Individual bulary and grammar) Ex1. Choose the best answer A,B,C or D to work and - Ss do this exercise individually, complete the sentences. Pair work grammar then share and compare with their Key: - Whole partners. 1.D 2.C 3.A 4.D 5.B class - Some Ss write on the board. 6.A 7.B 8.D 9.A 10.B - Ss check with T. 11.A 12. A 13. A 14. B 15. C 16. A 17. C 18. D 19. C 20. A Ex2 There is a mistake in the four - Individual - Ss do this exercise individually, underlined parts of each sentence. Find the and pair then share and compare with their work mistake (A, B, C, or D ) and correct it. - Whole partners. class - Some Ss write on the board. Key: - Ss check with T. 1. B - mustn't comment 2. - B- have to 3. B- came 4. A- couldn't buy 5. B - for 6. C - has 7. C - grams 8. B - an old temple 9. C - stay 10. Any - some

(To practice the tenses they Ex3. Give the correct tense of the verbs in - Individual learnt) brackets. and pair - Ss do this exercise individually, work Key: - Whole then share and compare with their class partners. 1. was travelling - saw 2. Was watching - - Some Ss write on the board. was cooking 3. Was reading - Ss check with T. 4. go 5. Rises - sets 6. Is coming 7. left 8. Cut - was playing 9. bit 10. Was sitting - jumped - Ss do this exercise individually, Ex6. Use the correct form of the words given - then share and compare with their to complete the sentences.(For good students) Individual partners. Key: and pair - Some Ss write on the board. 1. inactive 2. Peacefully 3. Production work - Ss check with T. 4. pollution 5. Seriously - Whole class Reading (To practice reading about the C. READING Individual Writing fairy tale Cindrella.) Ex3. Read the fairy tale Cinderella and do and pair - Ss do this exercise individually, the tasks below. work and then compare with their Key: - Whole partners. 1. Read and write T or F: class - Some Ss write their answers on 1. T 2. F 3. F 4. T the board. 2. Read and answer the questions - - T. checks with the whole class. 1. He married an evil widow with 2 daughters. Individual 2. They mistreated her. and Whole - Ss do this exercise individually, 3. It’s a good witch. class then compare with their partners. 4. He used a glass slipper to find her. - Some Ss write their answers on 5. They got married and lived happily ever after the board. - T. checks with the whole class. D. WRITING EX1. Rewrite the sentences using the words given . Key: 1. Your house is shorter than my house. 2. I like listening to music. 3. The white dress is cheaper than the black one. 4. We used to use oil lamps. 5. Mary is the most intelligent in my group. 6. A duck swims more slowly than fish. 7. I have lived in Hanoi for five years. 8. Dogs can swim better than cats. 9. It's interesting to play beach games. 10. He spends all his free time looking after his garden. Home- - T writes on the board -Revise for the 1st term test. -Whole work(2') - Revise these exercises many times. class.

Date of preparation:……/……/20…… Date of teaching:……/……/20…… PERIOD 54 - CHECK THE FIRST SEMESTER TEST I. Objectives: By the end of the lesson, Ss’ll understand and find out the mistakes clearly they have made and get further practice by doing some more exercises. II. Language content: - Give the popular mistakes through the test. - Practice more exercises. III. Teaching aids: Worksheet IV. Teaching procedure: Teacher’s activities Students’ activities I. Check: (30’) - T. gives Ss their paper test, look at all exercises and remark the - Ss check and correct the mistakes. mistakes. - T. corrects each exercise, and remark the directly points which - Ss write down the mistake in Ss often mistake about vocab., model sentences, and structures. their notebook. - T. has Ss write down in their notebooks. II. More exercises:( 14’) - T. gives Ss worksheets. There are three exercises: Ex1: Give the correct form of the following verbs - Ss further practice more Ex2. Rewrite the second sentence so that it has a similar meaning exercises. to the first one Ex3. Give the correct form of the words given to complete the sentences. Ex4. Fill the gaps with the words in the box. More than one word can be suitable for some gaps. - Explains how to do each exercise. - Has Ss do each exercise individually first, the compare with their partners. - Ss write homework. - Some Ss do on the board. - Correct with the whole class. Homework: (1’) - Do all exercises again. - Prepare new lesson : A closer look 2. EXERCISES I. Read the passage, then choose T or F. Wales is a beautiful country locates in the west of United Kingdoms. Its population is just under three million and most of Welsh people live in the south of the country. The capital of Wales is Cadiff. Wales has a long coastline, around 1,300 km. The official languages of Wales are English and Welsh. welsh is very MU.I..IM different from English. For example, in Welsh, ‘Good morning is ‘Bore da’ and ‘How are you?’ is ‘Sua mae?' Only around 20% of people in Wales speak Welsh but students have to learn this language at school until they tum 16. Street signs are also written in both English and Welsh.

The two main industries in Wales are tourism and farming. With its spectacular landscape and beaches, Wales attracts significant tourism. Cardiff is the most famous destination for visitors in Wales. Farming is dominated by raising cows and sheep, but it is now difficult to earn money from farming so many farms are closing. Many unemployed people are now leaving for the north to get jobs in the big cities. 1. Wales is located in the east of the UK. 2. There are over 3 million people in Wales. 3. Most Welsh people live in southern side of Wales. 4. There are 2 official languages in Wales. 5. ‘Sua mae?' means ‘How are you?’ 6. Everyone in Wales speaks Welsh. 7. In Wales, street signs are written in two languages. 8. The two main industries in Wales are mining and farming. 9. Cardiff is the most popular destination for visitors. 10. Nowadays it is easy to make money from farming in Welsh. II. Complete the sentences with the comparative form of words in the blankets. 1. John is much (heavy) ………………………. than his mother. 2. Amy is (successful) ………………………. than Stan is. 3. You should greet the customers (politely) ………………………. 4. Tom run (fast) ………………………. than Alex. 5. She speaks English (fluently) ……………………….now than last year. 6. Haley looks (beautiful ) ………………………. 7. They have (little) ……………………….time in the examination. 8. Could you write (clearly) ……………………….? 9. My sister’s voice is (soft ) ……………………….than my mother’s. 10. The old man smiled (happily) ……………………….than before. III. Complete the sentences with a, an, the or zero article (x). 1. My grandpa always listens to…………radio in the morning. 2. Billy has……………aunt in Ha Noi. 3. They are …………..brave boys. 4. I like ……………blue skirt better than …………..red one. 5. Carol has become ……………..doctor. 6. The speed of this car was 160 miles……………hour. 7. There is…………………bike in my yard. 8. Do you still live in…………Brooklyn? 9. Emily’s husband works as……………engineer. 10. His sister is learning to play…………guitar.