TiÕt 01
Ngµy d¹y: ...... /8/2016
REVISION
I. Aims
Practice in the verb tenses, passive, ....
II. Objectives
Ss practise doing exercises.
III. Materials
- Text book
- Board, chalk,...
IV. Anticipated problems
Weak students may get confused with the present perfect.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
- During new lesson.
3. New lesson
I. Fill in each numbered blank with a suitable word. (10pts)
The country is (1).......beautiful than a town and more pleasant to live in.
Many people think so, and go to the country (2).........the summer holiday though
they can’t live (3)...........all the year round. Some have cottage built in a village
(4)......that they can go there whenever (5)........find the time.
English villages are not alike, but (6)........some ways they are not very
different from (7)..........other. Almost every village (8)........a church, the round
or square tower of which can (9)...........seen from many miles around.
Surrounding the church is the church yard, (10).........people are buried.
II. Rewrite the sentences so that it has the same meaning as the sentence
printed before.(20pts)
1. 1. It’s three years since we last visited Ha Noi.
- We haven’t.....................................................................
2. No one is more intelligent than her in our school.
- She...............................................................................
3. 3. You can’t take this book away.
- This book.......................................................................
1
4. Huong is 1.60m tall and Hoa is 1.60m tall, too.
- Huong...........................................................................
5. I wrote a letter half an hour.
- It took...........................................................................
6. She’s rather play golf than play tennis.
- She prefers.....................................................................
7. . I had a cat once, but I don’t any more.
- I used...........................................................................
8. I couldn’t go to school because of my sickness.
- Because........................................................................
9. Your younger brother is too weak to lift that box.
- Your brother is not............................................................
10. I study English so that I can improve my knowledge.
- I study English so as...........................................................
III. Use the following words and phrases. Make all the necessary changes and
additions to complete the letter. (10pts)
Dear Hoa,
1. Dave/ I/ have/ best holiday/ our lives!
2. We/ be/ Barbados/ one/ most lovely islands/ Caribbean.
3. Although/ it/ much/ smaller/ Jamaica/ there seem/ be/ much more/ do/
Jamaica.
4. Moreover/ people here/ seem/ be/ friendlier/ those/ other islands.
5. We/ stay/ most modern hotel/ I/ ever/ seen.
6. It/ large/ cool/ and/ many people/ think/ it/ best hotel / island.
7. It/ comfortable/ than/ any/ other hotels.
8. Nearest beach/ less/ hundred meters/ away.
9. So/ we/ spend/ lot/ time/ swim/ sea.
10. It/ really good/ and/ I wish/ you/ be/ here.
IV. Change the following sentences into the passive:
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
2
Someone saw him pick up the gun.
He has caught a lion and shot 2 others.
He received a letter from home by the evening post.
I put the 5 pound note into one of my books yesterday.
After he had told a story, we clapped our hands.
His wife usually brings him sandwiches at lunch time.
They were continually asking question.
We have to pick fruit very early in the morning.
She decided to paint her house blue.
My classmates used to call me John
Homework
- Prepare for the next lesson: Unit 1: Getting started.
3
Unit 1
TiÕt 02
Leisure activities
getting started
Ngµy d¹y: ........ /8/2016
I. Aims
This lesson will present the vocabulary and grammar items to be learned.
Ss then practice listening and speaking with the lexical items related to the topic
"Leisure activities".
II. Objectives
- Vocab: Leisure activities.
- Grammar: Verbs of liking + gerunds; verbs of liking + to-v.
III. Materials
- Text book
- Board, chalk,...
- A cassette and an audio compact disk.
IV. Anticipated problems
There may not be enough time for all the activities.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
Prepare photos or magazine cut-outs
about some popular leisure activities
including those you often do in your
spare time. Ask Ss to describe them in
English.
Then ask them to guess which activities
they enjoy doing. Encourage Ss to do the
same in pairs: One student writes a short
list of activities and the other guesses.
- Ask Ss to open their books to the
picture. Introduce Mai, Phuc, and Nick.
Ask Ss to guess where they are and what
4
- Ss work in groups
What can you see in the picture?
Why do you think Mai, Phuc, and
Nick are there?
What are they holding in their
hands?
What are they talking about?
Can you guess what Mai, Phuc,
they are doing. For more able classes, and Nick like doing in their free
brainstorm questions with Ss and write time?
them on the board. Questions may etc.
include:
Accept all possible answers from Ss and
do not provide correction at this stage.
Play the recording and have Ss follow
along. Then come back to the earlier
questions and have Ss answer them.
Again, do not give correction at this
stage.
3. New lesson
Teacher’s activities
Students’ activities
I. Listen and read
This activity focuses students on the Ss work individually to circle the
content of the conversation of Mai, Phuc correct answer.
& Nick
Ss compare their answer with a
partner and then discuss as a class.
- Asks Ss to listen to the tape & do the a. Circle the correct answer
1. bookstore
2. book
task
3. dog
4. craft kit
5. folk music
6. Vietnamese
- Goes through each statement and asks Ss
b. Tick the boxes the leisure activities
how the text and the visual in the dialogue Mai, Phuc & Nick have
support their answers.
Phuc
Mai
Nick
Pet
training
After the discussion, T writes the correct
Making crafts
answers on the board.
Reading
Go through the list of activities
mentioned. Encourage Ss to explain what
they are and to give examples. Ask Ss if
they have any of these activities, or if they
know anyone who does these in their free
time.
Have Ss do this task individually first,
then compare the answers with their
partner. They should be able to give ideals
Listening to music
Playing sports
Helping
parents
with DIY projects
Learning languages
c. Answer the questions
To check out something means to
examine something or get more
information about it in order to be
certain that it is suitable (or true,
or false ).
5
from the text that support their answers.
If something is right up your
street, it is the type of thing that
Draw Ss’ attention to the contexts when you are interested in or that you
Mai said ‘Check out this book’ and Phuc enjoy doing
said ‘It’s right up your street!’. Together This job seems right up your
with Ss elicit the meaning of these two street.
expressions.
2. Matching:
Ask Ss for examples of something they
can check out, and something which is 1. playing computer games
2. playing beach games
right up their street.
Ss work in pairs to match the words/
phrases in the box to the photos, then they
listen together to check their answers.
If time allows, ask Ss to use adjectives to
say what they think of these activities,
eg. exciting, interesting, etc.
Ss work individually to do the task then
compare their answers with a partner. Tell
Ss they need to look for the surrounding
key words in order to complete the task.
Note that ‘good’ and ‘satisfied’ fit both
items 1 and 5. Acknowledge this point
with Ss who have them the other way
round.
3. doing DIY
4. texting
5. visiting museum
6. making crafts
3. Complete the sentences …
1. satisfied
2. relaxing/ exciting
3. fun
4. boring
5. good
4. Game
This game can be done in groups
of four or six, or as a mingle
activity.
If your classroom is large enough,
ask Ss to stand in two lines facing
When the time is up and T calls out each other. Each pair will talk
‘change!’, they will move one step to the about one activity for one minute.
left/right to meet a new partner and talk
about another activity.
4. Consolidation
Ss practice saying as many words about leisure activities as possible
Ex. playing board games/ reading….
5. Homework
Do: A1, 2, 3(work book)
6
Prepare: A closer look 1
Unit 1
Leisure activities
TiÕt 03
A closer look 1
Ngµy d¹y: ....../8/2016
I. Aims
- By the end of the lesson, Ss will be able to:
- Use the lexical items related to the topic" leisure activities"
- Use verbs of liking that are followed by gerunds/ to - infinitives
- Pronounce words containing the clusters /br/ and /pr/ correctly in
isolation and in context
II. Objectives
Leisure activity on an average day
III. Materials
- Text book
- Board, chalk,...
- Pictures, a cassette and an audio disk.
IV. Anticipated problems
There may not be enough time for all the activities..
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision :
What do you do in your leisure time?
How much time a day do you spend on each activity?
3. New lesson
Teacher’s activities
Students’ activities
7
Vocabulary
Vocabulary
Ask Ss to work in pairs to examine the 1. Look at ….
pie chart closely in order to understand - socialize (v)
its contents, including the heading, - communicate (v)
subheadings, figures, color codes, source
and notes.
Allow enough time for this step. Do not *Answer:
give correction.
1. In 2012, people in the USA spent
Then ask Ss to answer the questions that 5.1 hours a day on sport & leisure
follow the chart.
activities.
If necessary, T may elicit information by 2. The main activities they did
asking question such as:
include watching TV, socializing &
-What is the pie chart about? Where can communicating, reading
you find the information?
participating in sports, exercise &
-What do the different colored sections recreation, using computer for
of the chart refer to?
leisure and thinking.
-How are these sections calculated?
3. The 3 most common activities
-What does the ‘Note’ tell you?
were watching TV, socializing &
-What does the ‘Source’ tell you?
communicating and using computer
for leisure.
Have Ss work individually to complete 2. Complete the table
Name of activity
Relaxing
Relax
feedback, draw their attention to the
Thinking
Think
parts of speech of the words mentioned (
Using
Use
e.g. relaxing comes from the verb relax
Doing
Do
with -ing added, and it refers to the
Watching
Watch
Reading
Read
Socializing
Socialize
communicating
Communicate
the
task.
After
giving
corrective
activity).
Then introduce the concept of gerund (a
noun made from a verb by adding -ing).
Give Ss some examples where a gerund
8
Verb
is transformed from a verb and used as a
noun. For a more able class, ask Ss to 1. Matching
make their own sentences.
Have Ss work in small groups.
Allow them enough time to think about
1 2 3 4
5 6 7 8
e B f a
d h c g
*Add more words to the category:
what their average day may look like
(including study and work) and how
much time is spent on leisure activities.
If there is plenty of time, encourage
them
to
calculate
these
times
as
percentages and put them in a simple pie
chart similar to 1.
Alternatively, this task can done as a
Ss move around and talk with at
least three other classmates to find
out who spends most time on
leisure and what the most popular
activities in the class
mingle activity. Have Ss write down
Pronunciation
Cluster: /br/ and /pr/
how much time they spend on leisure on
5. Complete the words under the
an average day, and the three activities
picture
they do the most.
1. apricot
4. bread
2. bridge
3. bracelet
5. princess
6. president
Have Ss work individually to complete
7. present 8. broccoli
this task.
Once they have finished, Ss work in
pairs to compare their answers.
Play the recording for Ss to check and
then repeat. Pause the recording to drill
6. Listen and repeat
difficult items.
Have Ss practice the words with the
clusters first. Then ask them to repeat
the whole sentences.
If time allows, raise up their left hand, if
9
it is cluster /br/ they raise their right
hand.
4. Consolidation
Ss practice saying as many words about leisure activities as possible
Ex. playing board games/ reading….
5. Homework
Do: B1, 2, 3(work book)
Prepare: A closer look 2
Unit 1
Leisure activities
TiÕt 04
A closer look 2
Ngµy d¹y: ...... /8/2016
I. Aims
By the end of the lesson, ss will be able to use verbs of liking well.
II. Objectives
- Grammar: Verbs of liking + gerunds, Verbs of liking + to-infinitives
III. Materials
- Text book
- Board, chalk,...
IV. Anticipated problems
There may have no problems.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
- Teacher checks Ss’ homework.
3. New lesson
Teacher’s activities
Remind Ss of the concept of the
gerund from A CLOSER LOOK 1.
Ask them how the gerund is formed
and how it functions grammatically.
Draw Ss’ attention to ‘love to watch’
10
Students’ activities
I. Grammar
Verbs of liking + gerunds, Verbs of
liking + to-infinitives
1. Activity 1
Key:love (to watch) enjoy (listening)
liked (reading)
and ‘enjoy listening’ which appear in
the text in GETTING STARTED:
- I love to watch him …
- But I think I’ll enjoy listening …
Explain that in English if we want to
follow a verb with another action, we
must use a gerund or an infinitive.
There are certain verbs that can only
be followed by one or the other, and
these verbs must be memorised.
Read or play the recording in
GETTING STARTEDfor Ss to listen
and ask them to underline the verbs of
liking
followed by gerunds or to-infinitives
that they find in the text. For a more
able class, T may ask Ss to cover
the text and just listen to identify
these verbs.
- Ss work individually and then
compare the answers with their
partners
T goes through the Look out! box with
Ss. Tell Ss that verbs of liking/disliking
are often followed by gerunds, but
verbs such as love, like, hate, startand
prefermay go with gerunds or toinfinitives with almost no change in
meaning.
Give some examples for both cases.
Encourage Ss to give their own
examples.
Introduce Ss to the Learning tip box,
where they can differentiate the
difference in terms of degree these
verbs of liking/disliking. Alternatively,
T may write these verbs on the board
with a really happy smiley face at the
top of the board and a really unhappy
smiley face at the bottom and then ask
Ss to rearrange them in a particular
order without looking at the Learning
tip box.
2. Activity 2
followed by
gerund only
followed by both
gerund and to-infi
nitive
1.love
2.enjoy
3.detest
4.prefe
r
5.fancy
3. Write the correct form of the
verbs
Ss work in pairs to complete this task,
Key: 1. making 2. to watch/watching
then T gives feedback to Ss as a class
3. skateboarding
4. to learn/learning 5. sitting
4. Write sentences about what you
This task can be done in groups of
like or don’t like doing in your free
five or six. Give Ss time to work
time
individually at first and write each
11
sentence on a strip of paper, then in
their group mix up the strips. Each
student picks up and reads out a
sentence, then they guess who wrote
that sentence.
- Have Ss quickly familiarise
themselves with the email by asking:
Who wrote this email? To whom?
What is it about?Have Ss scan the
email to find the answers.
5. Activity 5
a. Ss work individually and compare
their answers with a classmate
Keys:
like do →like to do/ like doing
enjoy do →enjoy doing
don’t like have →don’t like to
b. Ask Ss to read the email again and have/don’t like having
don’t mind to do →don’t mind doing
answer the questions
hate spend →hate to spend/ hate
spending
love eat out →love to eat out/ love
eating out
Ss work individually to write the
6. Activity 6
email then exchange it with their
partners and check for mistakes.
If there is time, have them ask and
answer about the emails afterwards ,
using the questions in 5b as a guide. If
there is not enough time, this task can
be done as a group-writing task.
4. Consolidation
Teacher gets students to retell the aims of the lesson.
5. Homework
- Prepare for the next lesson: Unit 1: Communication; find some netlingos
- Do exercise B4, 5, 6 (Workbook), learn words followed by gerunds and
infinitives.
Unit 1
Leisure activities
TiÕt 05
12
Ngµy d¹y: ...... /8/2016
communication
I. Aims
Chat and talk about leisure activities using Netlingos.
II. Objectives
By the end of the lesson, Ss will be able to Chat and talk about leisure
activities using Netlingos.
III. Materials
- Text book
- Board, chalk,...
- A cassette and an audio disk.
IV. Anticipated problems
Weak Ss may find it difficult to express their idea.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
Checking old lesson:
- Teacher checks Ss homework
- Get one S to go to the board and - Teacher-Students.
ask him/her to write verbs of liking
3. New lesson
Teacher’s activities
Students’ activities
1. Vocabulary
Teacher uses different techniques to - window shopping
teach vocab (situation, realia)
- be hooked on st
- Follow the seven steps of teaching
- be addicted to st
vacab.
- Checking: R0R.
Explain to Ss that they are going to
read about some activities
teenagers do in their spare time.
Have Ss cover the text and just
- sound weird /wɪəd/
ACt1.
Then set a reading time limit and have Ss
speed read the text. Close books and play
a memory game
dividing Ss into competing groups to tell
13
look at the photos (with name and
country). Encourage Ss to guess
what these students in the photos
like doing as leisure activities.
how much information they can
remember from the text.
Motivate Ss by counting every detail they
remember! Do not check comprehension
at this point.
Ask Ss if they notice any other particular
features of the text. Elicit answers from
Ss by drawing their attention
to the form of the text (e.g. its layout and
the abbreviation). Explain that this is
from a webpage and that
these abbreviations are informal
language that is used online and in
texting messages. Introduce the first
abbreviation. Then have Ss work in pairs
to complete the task
Activity 2
Next encourage Ss to add to the
‘netlingo’dictionary with any other
abbreviations they know that are
used online. Ss may work in pairs to
create their own mini dictionary, then ask
other pairs to guess the
meaning.
Have Ss work in pairs or small
groups to complete the table. Allow
Ss to read the text more closely to
fill in the table.
Emily
• hanging out with friends (window shopping)
• working as a volunteer
She loves it.
Hang • cloud watching
She adores it. It’s easy.
Linn
• going to community centre, painting, dancing,
doing drama
She loves it.
Minh
• playing football
• helping his aunt in running cooking classes
He likes it.
It’s fun.
Manuel
• playing computer games
• doing judo
He’s addicted to it.
It’s OK.
Activity 3
Have Ss work in pairs to put the leisure
Activity 4
activities in the text in order from the
most interesting to the
most boring. Once they have their list,
form a bigger group of four and each pair
shares their list with
14
the other. Allow plenty of time for this
activity where Ss are encouraged to
discuss, give opinions, and
negotiate with each other in order to
agree on a mutual list.
4. Consolidation
- Teacher gets students to retell the aims of the lesson.
5. Homework
- Prepare for the next lesson: Unit 1: Skills 1.
- Do exercise C (Workbook).
Unit 1
Leisure activities
TiÕt 06
Skills 1
Ngµy d¹y: ...... /8/2016
I. Aims
Reading for general and specific information about the positive and
negative effects of using computers.
Talking about ‘good’ and‘bad’ sides of leisure activities.
II. Objectives
By the end of the lesson students will be able to:
- Read for general and specific information about the positive and negative
effects of using computers.
- Talk about ‘good’ and‘bad’ sides of leisure activities.
- Practise speaking and reading skills.
III. Materials
- Text book
- Board, chalk,...
IV. Anticipated problems
Weak students may find it difficult to catch up with the whole class.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
15
- Teacher checks Ss’ home work.
3. New lesson
Teacher’s activities
Students’ activities
- Start the lesson by doing a quick class
Introduction
survey on how many Ss use computers Teacher discuss with Ss the questions.
(1)
frequently and what they use
them for (e.g. watching movies,
listening to music, playing games,
accessing
social
media,
doing
homework, etc.).
Give examples of your own use of
computers and mobile phones.
Then have Ss work in pairs to discuss
the questions. Call on some pairs to
share their ideas once they have
finished their discussion. Write the
ideas on the board.
- Ask Ss to read the text and underline
any words they don’t know. Have Ss
discuss any unfamiliar words from the
text.
Ss then work individually to choose the
best answer. They need to be able to
explain their choice as well.
Tell Ss for this exercise they will need
to look at the keywords in the
responses in order to find out the
questions. Ss work individually then
compare their answers with a partner
Explain to Ss that these speech bubbles
are from Quang and his parents. Ss may
16
READING
1. Read then choose the correct
answer:
Key: 1.B 2.C
2. Write the questions for the
answers based on information from
the text
Key:
1.Is Quang’s garden real?
2. What is the problem with using
technology in your free time?
3. What leisure activities do teenagers
do these days?
4. What are the benefits of using the
computer?
SPEAKING
3. Quang and his parents are
talking about how he should spend
work in pairs or in groups, but they will
need to say why they think who says
what, based on the information from
the passage. Go through the phrases in
the Language notesbox with Ss. For
one of the speech bubbles,demonstrate
how you can use this language:
A: In my opinion, computer games
train your mind and your memory.
B: That’s so true. / I’m afraid I don’t
agree.
In pairs, have Ss choose a speech
bubble and combine it with the
language in the Language notes box.
Ask for volunteers to demonstrate their
short exchanges.
Before the role-play starts, arrange Ss
into three groups: the group that plays
Quang, the group that plays Quang’s
parents, and the group that plays his
teacher. Ask each group to brainstorm
how they are going to express their
opinions. When they are ready, put Ss
into new groups which contain Quang,
Quang’s parents, and Quang’s teacher.
his free time. Decide which
statements are from Quang and
which are from his parents.
Keys:
Quang’s parents:
- Go out and play a sport. It’s good
for you!
- You see your real friends less and
less.
- Sitting for too long in front of the
computer makes your eyes tired.
4. Role play
WHAT IS THE SOLUTION?
- Ss can use the language in 4 for
their role-play, and emphasise that
the phrases in the Study skillbox
should be used in their discussion.
- If time allows, call on two or three
groups to repeat their role-play for the
class.
4. Consolidation
Teacher gets students to retell what they have learnt.
5. Homework
- Prepare for the next lesson: Unit 1: Skills 2.
- Learn by heart all the new words
17
- Do Ex D (WB)
18
Unit 1
Leisure activities
TiÕt 07
Skills 2
Ngµy d¹y: ...... /8/2016
I. Aims
To help students develope writing skill, listening skill.
II. Objectives
By the end of the lesson students will be able to:
- Listen to get specific information about way of spending time with
friends.
- Write to discuss an opinion about leisure activities.
III. Materials
- Text book
- Board, chalk,...
- A cassette and an audio compact disc.
IV. Anticipated problems
It is rather difficult for weak Ss to express their ideas.
V. Procedure
1. Warmer
- Greeting.
- Checking attendance.
- Asking for the teaching date.
2. Revision
- Check Ss’ homework
3. New lesson
Teacher’s activities
Pre teach
Students’ activities
I. New words
- Teacher uses different techniques to
- obesity (n) /əʊˈbiː.sə.ti/: sự béo phì
teach vocab (situation, explaination)
- irritated (adj) /ˈɪr.ɪ.teɪ.tɪd/: tức tối,
- Follow the seven steps of teaching vacab.
* Checking technique: Slap the board.
cáu
- cause (v): gây ra
- satisfied (adj) /ˈsæt.ɪs.faɪd/: hài
- Share some of the things you often
lòng
19
enjoy doing with friends in your free
time.
- Ask some pairs to volunteer to tell the
class if they find each other’s answers
interesting.
- hang out (v): đi chơi với bạn
II. Listening
1. Chatting.
Ss tell each other what they usually
do with their friends.
Tell Ss that they are going to listen to a
radio programme. Ask them to look at
the questions and underline the
keywords before T plays the recording. 2. Listen then answer the questions
Key:
1.The topic of this week’s
programme is hanging out with your
friends.
- Play the recording as many times as 2. There are two main ways: hanging
needed. Ss work individually then out indoors or outdoors.
compare answers with their partner
3. Listen and complete the table
- Have Ss cover the box and write some
of these words/ phrases on the board.
Ask Ss where in a paragraph they often
see these words and what could be the
purpose for using them.
Key: 1. movies 2.cinema 3. crafts
4. Sports 5. physical health 6.people
7. cultural centres
III. Writing
Ss work individually to complete the
task, and discuss their answers with a
4. Gap fill
partner. Remind Ss that for
some gaps there is more than one Key: 1. In my opinion/I believe
2.Firstly 3. Secondly
correct answer.
4. Besides/Also/In addition 5. For
This task can be done in small groups these reasons/In short/As I have
where each group chooses one
question. They then agree on an 5. Writing
I believe the best leisure activity
opinion and work together to
brainstorm the ideas to argue for their for teenagers is any group activity.
points. Each member will need to write This could be playing a team sport
his/ her own piece. Remind Ss to use or joining a hobby group or even
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