Teacher ’s and students ’ activities

The main contents

Activit y 1. Warm up

Goal: To attract Ss’s attention to the lesson and to lead in the new lesson

T lets students play game: review some vocabularies

* Groupwork:

- Divide the class into two teams

- Time: 7 minutes

- Each student in each team write a word you have learnt.

- The team with more and correct words is the winner.

Activity 2. Presentation

Goal: Review some stru ctures they have learnt in class 7

T asks students to retell the way to use the present tense, past simple tense, future tense.

Ss retell and give examples

I. Tenses.

1 . Present tenses: simple/ cont./ perfect Ex. - Nam goes to school everyday.

- He is writing a letter.

- They have built that house for 3 months.

2 . Past : simple/ cont

Ex. - My mother bought me a new shirt yesterday.

T asks students to retell the way to use of the passive voice.

Ss retell and give examples

T reviews some main structures

Ss listen and remember

- We were having dinner when Lan came yesterday.

3 . Future : simple/ cont.

Ex. - We will travel to HN next weekend.

- We will be traveling by this time next month.

II. Passive voice.

1 . Active: Someone does something. 2 . Passive: Something is done (by agent) Ex. - The cat eats the mouse.

=> The mouse is eaten by the cat.

- Lan does her homework everyday.

=> Lan’s homework is done everyday.

III. Main structures.

1 . although + a clause of concession => despite + N-phrase/ V-ing

Ex. - Although he is poor, he is the best student in our class.

=> Despite being poor, he is the best student ……..

2 . used to + V = usually + V-ed/ V2 (past habit)

Ex. My father used to smoke a lot but now he isn’t any more.

3 . be/ get + used to + V-ing (present habit)

Ex. Lan is used to getting up early. 4 . Degree of comparisons a. Equality: as …. As

b. Comparative: er…than/ more …..than

c. Superlative: the …est / the most …

Activity 3. Practice

Goal: Help students do exercises ab out the structures they have reviewed

T gives exercises about tenses and asks students to do it.

Ss do exercise

T corrects

I. Correct verbs form/ tense

1 . There (be) 3 accidents on this street in the past 3 days.

2 . Is this the first time you (visit) our beautiful country?

3 . Scientists (find) cures for many illnesses in the last 50 years.

4 . My uncle's health (improve) since he ( leave) India.

5 . I (buy) a new shirt last week but I (not wear) it yet.

T gives exercises about passive voice and asks students to do it.

Ss do exercise

T corrects

T asks students to rewrite the sentences.

Ss do exercises

T corrects

6 . I (not see ) Lan since we (leave) school.

II. Change into passive .

1 . She read the letter many times last night.

2 . Hoa met Tim at the market yesterday.

3 . She didn’t introduce me to her mother.

4 . My father planted this tree.

5 . Thu helped him do his homework. 6 . They didn’t invite me to the birthday party.

7 . they built that house in 1972

8 . Mr. Smith has taught us French for two year.

9 . They didn’t look after the children properly.

10 . Nobody swept this street last week. III. Rewrite sentences with: although/ despite

1 . She felt sick. She went to work.

( though)

=>

2 . I was really tired. I couldn’t sleep.

( even though)

=>

3 . He is very rich. He isn’t happy.

( although)

=>

4 . She couldn’t answer the question. She

is very intelligent. (though) =>

5 . He tried. He was not successful.

( though)

=>

6 . His life is hard. He determined to study well. =>

Teacher ’s and students ’ activities

The main contents

Activity 1.

Warm up.

Goal: To attract Ss’s attention to th

e lesson and to lead in the new lesson

- T writes the words LEISURE ACTIVITIES on the board.

- Work groups:

+ Divide the class into two teams. + Ask students in each team take turn to write their hobbies on board. + The team with more and correct words is the winner.

- T introduces the lesson about the leisure activities.

* Brainstorming. cycling

Activity 2. Presentation

Goal: Ss can know some voc abulary words in the convesation

- T asks some questions about picture.

+ Where are Phuc, Mai, and Nick?

+ Where are they doing?

+ What are they holding in their hands?

+ What are they talking about?

+ Can you guess what Mai, Phuc and Nick like doing in their free time?

…

- Ss answer the questions - T plays the recording.

- Ss listen to the tape (twice) and then check the guessing.

- T gives some newwords

- Ss read in chorus and individually And copy all the words.

- T reviews Verbs of liking + gerund/ to-infi.

1 . Listen and read

* Vocabulary.

- to check out: kiểm tra lại

- a trick: thủ thuật, mẹo

- a craft kit: bộ đồ nghề làm thủ công

- savings: tiền tiết kiệm - button: cúc áo, khuy * Grammar.

- I love to watch him.

- I love watching him.

Activity 3. Practice

Goal: Ss can understand and answ er the questions about conversation

- T asks Ss to work individually to circle the correct answer; compare their answer with a partner and then explain their choice.

- T gives the correct answers on the screen.

- T asks Ss to tick the boxes the leisure activities Mai, Phuc & Nick have - Ss tick and find the information from the conversation to explain their choice.

Ex a: Circle the correct answer

* Keys

1 . bookstore 2. book

3 . dog 4. craft kit

5 . folk music 6. Vietnamese

Ex b. Tick the boxes the leisure activities Mai, Phuc & Nick have

Ph

M u c

N

Pet training

x

Making crafts

x

- Have Ss do this task individually first, then compare the answers with their partner. They should be able to give ideals from the text that support their answers.

Reading

x

x

Listening to music

x

Playing sports

x

x

Helping parents with DIY

projects

x

x

Learning languages

x

Activity 4. Fu rther practice.

Goal: Ss can desribe the photos about l eisure activities and complete the correct adjectives to describe some leisure activities

- T asks Ss to work in pairs to match the words/ phrases in the box to the photos, then listen to check their answers.

- T asks Ss to look at the picture and describe the photos

Eg: 1. He is playing computer games - Ss look at the picture and describe the photos.

- 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.

2 . Find words or phrases in the box to describe the photos. Then listen to check the answers.

Key:

1 . playing computer games

2 . playing beach games

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

Activity 5. Production

Goal: Ss can talk about leisure a ctivities and share feelings about them

+ Work individually

- T asks Ss to describe the leisure activity and give the reason why they like them

+ Work in groups (6 groups)

- Time: 1minute

- Ask each member will talk about one activity.

- The group which describe more activity is the winner.

Game: Changing partner.

Eg: I like reading book in my free time. Because reading book helps me improve my knowledge and know what happening in our country or over the world.

…

Teacher ’s and students ’ activities

The main contents

Activity 1 . Warm up.

Goal: To attract Ss’s attention to th e lesson and to lead in the new lesson

- Work groups:

+ Divide the class into two teams. + Time: 3 minutes

+ Ask students in each team to take turn to talk about leisure activities. + The team with more and correct activities is the winner.

Activity 2. Presentation.

Goal: Ss can pronounce correctly the clusters / br/ and / pr /. And know some leisure activi ties in the US.

T has Ss work individually to complete this task. Once they have finished. Ss work in pairs to compare their answers.

T plays the recording for Ss to check and then repeat. Pause the recording to drill difficult items.

T asks Ss to add more words which contain these cluster. Call Ss to make sentences with these words and practice saying them.

T has Ss practice the words with the clusters first. Then ask them to repeat the whole sentences.

T focuses students on studying the pie chart of leisure time on an average day then answer some questions:

+ What is the pie chart about?

+ Where can you find the information? + What do the different colors sections of the chart refer to?

+ How are these sections calculated? + What does the note tell you?

+ What are the source tell you? …

Ss: Answer

1 . Pronunciation

Ex1. Listenand complete. Auto script:

1 . Apricot

2 . Bridge

3 . Bracelet

4 . Bread

5 . princess

6 . President

7 . President

8 .broccoli

Ex 2. Listen and repeat.

2 . Vocabulary

Ex1. Look at the following pie chart and answer the questions.

T: Ask Ss to answer the questions that follow the chart. Ss: Answer

Key:

1 . In 2012, people in the USA spent 5.1 hours a day on sport & leisure activities. 2 . The main activities they did include watching TV, socializing & communicating, reading participating in sports, exercise & recreation, using computer for leisure and thinking. 3 . The 3 most common activities were watching TV, socializing & communicating and using computer for leisure.

Activity 3. Practice

Goal: Students talk about their favorite activities in the freetime.

T has Ss work individually to complete the task.

e.g. relaxing comes from the verb relax with –ing added, and it refers to the activity. a noun made from a verb by adding –ing.

Ss complete the table

T corrects

T asks Ss to match words with each activity

Ss match

T gives the feedback, encourage them to add more words in each category.

Ex 2. Complete the table Key:

Ex3. Matching.

Key: 1.e 2.b 3.f 4.a

5 .d 6.h 7.c 8.g

Activity 4. F urther practice.

Goal: Ss can talk about act ivity which they do the most

+ Work in pairs

T asks student to talk about activity

which they do the most + name activity + Why?

+ How much time do they spend?

+ Who do they do with?

Eg: I like playing sports most because it helps me relax and keep fit and stay healthy. I often spend one hour to play it.

+ How do they feel?

….

Ss talk about their favorite activity with their partner.

Teacher ’ and students ’ activities

The main contents

Activit y 1. Warm up

Goal: To warm up the class and lead in the new lesson

+ Groupwork:

- Time: 3 minutes

- Divide the class into two lines. - Talk an activity (eg: I like going out with my friends; I want to go out with my friends…) to the first student of the line and then he whispers with his partner and the end of line will write on the board. - The team which write right

sentence is the winner T introduces the lesson

Activity 2. Presentation

Goal: Help Ss know how to use ver bs of liking that are followed by gerunds/ to

–i nfinitives

T focuses students on reviewing how the gerund is form & its functions grammatically

T lets students make sentences with

Verbs of liking + gerunds/ to V

Ss make sentences with

Verbs of liking + gerunds/ to V

T presents some words. Ss copy and read

1 . Grammar:

Ex. She loves going out with her friends.

= She loves to go out with her friends.

=> Verbs of liking + gerunds/ to V

2 . Vocabulary.

- adore (v) thích, tôn sung, yêu thiết tha…

- detest (v) ghét cay ghét đắng

- fancy (v) mến, thích

Activi ty 3. Practice

Goal: Ss can use verbs of liking that are followed by gerunds/ to –infinitives to do

e xercises

T asks them to read in GETTING STARTED and underline the verbs of liking followed by gerunds or

Ex 1. Underline verbs that are followed by a gerund (in getting started):

Key:

to-infinitives that they find in the text.

T asks Ss to work individually and then compare the answers with their partners.

T plays the recording for Ss to check their answers.

T asks students to work invidually to complete this task, then T gives feedback to Ss as a class.

- Love to watch;

- enjoy listening;

- liked reading

Ex 2. Tick the box. Then listen and check.

Key:

Followed gerund only

by

Followed by both gerund and

to-infi

1 . love

✔

2 .enjoy

✔

3 .detest

✔

4 .prefer

✔

5 .fancy

✔

Ex 3. Write the correct form of the verbs Key:

1 . making

2 . to watch/ watching

3 . skateboarding

4 . to learn/ learning

5 . sitting

Activity 4. Further practice

Goal: Ss can understand and make sentences with verbs of liking, then write a email to tell their friend ab out free time using verbs of liking.

+ Group work

- Do in groups of five or six.

- Give Ss time to work individually at first

- Write each sentence on a strip of paper

- Mix up the strips.

- Each students picks up and reads out a sentence, then they guess who wrote that sentence.

T has Ss quickly familiarize themselves with the e-mail by asking:

- Who wrote this e-mail?

- To whom?

- What is it about?

Ex 4. Write about you

Ex 5a. Find 6 mistakes – correct

Ss scan the email to find the answers.

T asks Ss to work individually to find and correct the mistakes and compare their answers with classmate.

T asks Ss to read the e-mail again and answer the questions.

T asks Ss to work individually to write the email to tell their friend about free time using verbs of liking Ss work individually to write the email then exchange it with their partners and check for mistakes.

Key:

1 . like do =>like to do/ like doing

2 . enjoy do=>enjoy doing

3. like have=> like to have/ having 4.

mind to do=> mind doing

5 . hate spend=> hate to spend/ spending

6 . love eat=> love eating/ love to eat

Ex 5b. Answer Key:

1. The activities Duc mentions in his e-mail are: playing video games, playing football, helping …

2. The 2 activities he enjoys the most are playing football with his friends & eating out with his family

Ex 6. Write an e-mail.

Teacher ’s and students ’ activities

The main contents

Activity 1. Warm up

Goal: To warm up the cl ass and lead in the new lesson

T asks some questions

+ What do you do in your free time?

+ Why do you like doing it?

+ How much time do you spend on leisure activities?

Ss answer the questions

Activity 2. Presentation

Goal: Help Ss know some vocabulari es, understand the abbreviations in the text and d o exercises.

T presents the vocabularies

- T explains the abbreviations are informal language that is used online and in texting messages. And then introduce the first abbreviation. Then have Ss work in pairs to complete the task.

Ss work in pairs

1 . Vocabulary.

- window shopping = hang out

- to be hooked on sth: bị mắc vào.., ham mê vào..

- to be addicted to sth: bị nghiện làm … - To sound + adj ( weird / strange / challenging…)

2. A bbreviations .

Activity 3. Practice

Goal: Ss can know to find the information from the text to complete the table

+ Group work

- Divide the class into groups

( each group is a paragraph)

- Time: 10 minutes

- Ask Ss to read about some activities teenagers do in their spare time and fill in the table.

- Exchange their results.

- T checks and comments their results

3 . Find the information from the text to complete the table.

Key:

Who

What activity is mentioned?

What does

he/ she think of it?

Emily

- Hanging out

with friends ( window shopping) - working as a volunteer

She loves it.

Hang

Cloud watching

She adores it. It is easy.

Linn

Going to the community

center, painting, dancing and doing drama

She loves it.

Minh

- Playing football - helping his aunt in running cooking classes

He likes it. It’s fun.

Manue

l

- playing computer games - doing judo

He’s addicted

to it

It’s ok

Activity 4. Further practice

Goal: Ss can ask and answer to give their opinions about leisure activities of some students in the text.

T asks students to practice in pairs asking and giving their opinion about leisure activities.

Ss practice in pairs.

Eg:

A: What do you think of hanging out with best friends?

B: I think it is good because it can help to improve the relationship among us. And what do you think of playing computer games?

A: In my opinion, It is an intertainment activity but we shouldn’t spend a lot of time on this activity because it can be addicted

T asks students to practice in pairs asking and giving their opinion about leisure activities of them in free time at their school.

Ss practice in pairs

T asks Ss to give advices when they take part in leisure activities. Ss Ss practice in pairs

…

Eg:

A: What do you do in your freetime?

B: I often playing video games A: What do you think of playingvideo games?

B: I think it is good because it can help to improve the relationship among us. A: I suppose that it is not good because it can be addictive. You should spend less to play it.

Teacher ’s and students ’ activities

The main contents

Activit

y 1. Warm up.

Goal: To warm up the c

lass and lead in the new lesson

T asks students to give their opinion about leisure activities Ss answer the question

T introduces the lesson

* Questions

- What do

with best friends?

- What do computer games?

- what do

football?

you think of hanging out

you think of playing

you think of playing

Activit

y 2. Presentation

Goal: Ss can write about the positiv

e and negative effects of using computers and

know som

e vocabulay words.

T asks some questions about using the computer and the mobile phone.

- Do you have a computer at home?

- What do you use the computer for?

- What do you use the mobile phone for?

- What are the benefits of using computer or mobile phone? - What are the harmful things it may bring us?

Ss answer the questions T writes the benefits and bad affects of using the computer and the mobile phone on the board.

- T presents the vocabularies.

1 . Reading

Ex 1. Discuss

Benefits

Bad affects

- a fast and convenient way to get and send information

- For entertainment, communication, education

…

- harmful to eyes

- feel tired and dizzy

- Waste of time and money

…

* Vocabulary

- virtual (a): ảo

- ban - ned (v): cấm (~ sb from doing st/ st)

- rely on (v): dựa vào (~ sth / doing sth) - exist – ed (v): tồn tại

Activi ty 3. Practice.

Goal: Ss can understand the informat ion about the positive and negative effects of using compu ters and do exercises

- T asks Ss to work individually to choose the best answer. They need to be able to explain their choice as well.

- T tells 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. - T corrects their answers

Ex 2: Choose the correct answers. Key:

1 .B

2 .C

Ex 3. Write the qs 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?

Activity 4. Further practice.

Goal: Help Ss speak and give fact o r opinion about using computers and mobile phone for leisure activities

- T explains to Ss that these speech bubbles are from Quang and his parents and then asks Ss to work in pairs to give an opinion.

T gives example

- Ss work in pairs, and say why they think who says what, based on the information from the passage.

+ Group work

- 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.

- Call on two or three groups to repeat their role-play for the class

T gives advices to students when they use computers and mobile phone for leisure activities.

2 . Speaking

Ex 4. Quang and his parents are talking about…

Example:

A: In my opinion, computer games train your mind and your memory.

B: That’s so true./ I’m afraid I don’t agree.

Ex5. Role- play: What’s the solution?

Eg:

Q: I believe that my E is much better because I surf the Internet.

Q’ P: I don’t agree with you. Go out and play with your friends is much better. T: I agree with you Q. However, you shouldn’t spend much time on surfing the Net. It’s not good for your eyes.

Teacher ’s and students ’ activities

The main contents

Activity 1. Warm up.

Goal: To warm up the class and lead in the new lesson

- T asks Ss to share some of the things they often enjoy doing with friends in their free time with their friends. Ask some pairs to volunteer to tell the class if they find each other’s answers interesting.

1 . Questions

+ What do you usually do with your friends in your free time?

- We play badminton/ football/ listen to music…

- I hang out/ go window shopping/ eat out with friends…

Activity 2. P resentation.

Goal: Help Ss listen to get specific info rmation about way of spending time with friends and know how to give opinion

- T tells Ss that they are going to a radio programme. Ask them to look at the

2 . Listen to the radio programme and answer the questions.

*Key:

questions and underline the key words before T plays the recording.

- T plays the recording as many times as needed.

Ss work individually then compare answers with their partner.

T corrects their answers

T explains how to give anopinion

Ss copy and give example

1 . The topic of this week’s program is hanging out with your friends.

2 . There are 2 main ways: hanging out indoors or outdoors.

3 . Listen again and complete the table.

*Key:

1 . movies 2 . cinema

3 . crafts

4 . sports

5 . physical health

6 . people

7 . cultural centre

* How to give an opinion 1 . introducing your opinion - In my opinion,…..

- I believe…..

2 . Explaining your opinion Firstly,….

Secondly,…

3 . Concludsing your opinion

- In short,……

- For these reasons,

- As I have noted,….

Activity 3. Practice

Goal: Ss can apply how to give an opinio n to complete the passage

- T has 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.

Ss complete the passage

4 . Complete the following paragraph with the words in purple box. Key:

1 . In my opinion,/ I believe

2 . Firstly

3 . Secondly

4 . Besides/ Also / In addition

5. For these reasons/ In short / As I have noted

Activity 4. Further practice.

Goal: Help Ss know how to write a par agraph to discuss an opinion about leisure activities.

- T asks Ss to work individually to complete the task, and discuss their answers with a partner. Remind Ss that

5 . Write a short passage about giving an opinion Sample:

for some gaps there is more than one correct answer. Ss write

I believe the best leisure activity for teenagers is any group activity. This could be a hobby group or even volunteering.

Firstly, teenagers like to feel that they belong to a group.

Secondly, being part of a group helps teenagers make friends. Friendships are very important to teenagers.

In addition to, they will make friends with people who have the same interests as them.

For these reasons, I think group activity is the best for teenagers.

Teacher ’s and students ’ activities

The main contents

Activity 1. Warm up.

Goal: To warm up the class and lead in the new lesson

T lets them play game: fluency lines

- Divide the class into two lines

- T asks Ss to ask how they spend their free time at home. - Time: 3minutes

* Game: fluency lines Eg:

A: What do you do in your freetime? B: I go out with my friends

Activity 2. P resentation

Goal: Help Ss review some voca bularies about leisure activities

T asks Ss to complete this exercise individually.

T asks them to give the answers and explain their answers.

Ss complete this task individually.

Check and correct

T asks Ss to complete this exercise individually.

T asks them to give the answers and explain their answers.

Ss complete this task individually. Check and correct

I. Vocabulary.

1 . Which one is the odd one out?

1 . DJY

2 . hanging out

3 . hospital

4 . detest

5 . boring

6 . computer

2 . Rearrange the letters to find the name of the activities.

1 . socializing with friends.

4 . doing DJY

2 . relaxing

5 . using computers

3 . communicating with friends

6 . making crafts

Activity 3. Practice

Goal: Help Ss review gerunds or to-infinitives.

T asks Ss to work individually to complete the exercise.

Ss work individually to complete the exercise

- Share the answers with partners.

T calls Ss to write the answers on board.

T has Ss complete the sentences using their own ideas. Remind them to use gerunds or to-infinitives.

- Have some Ss read out their sentences. Accept all answers as long as they make sense.

Ss work individually to complete the exercise and read the answers

- Ss work individually then compare with a partner.

- After Ss have finished T may explain to them that they can register as a user on the website www.thinkuknow.co.uk in order to be protected when they go online.

II. Grammar

3 . Fill in the gaps with the correct form of the verbs

Key :

1 . working

2 . to learn / learning

3 . seeing

4 . doing

5 . meeting

6 . play

4 . Complete the following sentences with your own ideas.

1 . My best friend doesn’t mind cooking and doing the housework.

2 . Do you fancy making crafts in your free time?

3 . My father used to hate driving in busy street but now he likes doing it.

4 . I love caring for trees and flowers in the garden.

5 . My cousin detests going out on cold days.

5 . Choose the most suitable words / phrases to fill the gaps.

Key:

1 . Firstly

2 . Secondly

3 . Thirdly

4 . In addition

5 . In short

Activity 4. F urther practice

Goal: Help Ss talk about leisure ac tivities and join the leisure activity.

- Allow Ss plenty of time to do this task. For each activity they choose, they should be able to give at least one reason that led them to the decision. Then Ss work in pairs to exchange ideas.

- T asks Ss to complete the self-assessment. Have Ss discuss as a class what difficulties remain and what areas the Ss have mastered.

- Provide further practice if neccessary.

III. Communication

6 . Choose from the leisure activities in this unit.

- Divide Ss into groups of six.

- Explain for Ss how to do the activity.

- Ss present and promote their activities. See how many classmates will sign up to activity. (Ss can do at home if haven’t enough time)

IV. Project

Join our leisure activity.

Teacher’s and students’ activities

The main contents

Activity 1. Warm- up:

Goal: To warm up and help Ss pay attention in the lesson.

T introduces Nguyen and Nick.

T asks some questions and ask Ss to guess where they are and what they are doing.

Ss answer the questions

T introduces the new lesson

Questions:

1 . What can you see in the picture?

2 . What do the farmers do?

3 . What do the children do?

Activity 2. Presentation

Goal: Help Ss review vocabularies and r ead for information about the topic “Life in the countryside”

T presents some new words

Ss copy and read

T plays the tape and Ss repeat

Some groups read the dialogue before the class.

T corrects their pronunciation and comments

T asks Ss to read again and do exercise a.

Ss do exercise individually and give the answers.

T checks and corrects.

T asks the Ss to read again and answer the questions in pairs.

Ss practice.

T asks some pairs practice in front of the class.

Ss give the answers.

T checks and corrects. (extra- board)

T asks Ss to complete the sentences with the words in the box

Ss do exercise individually and give the answers.

T checks and corrects.

1 . Listen and read *New words:

buffalo-drawn cart: xe trâu kéo ridden a cart: lái xe (trâu) herd: chăn dắt envious: ghen tị charades: đố chữ whisper: nói nhỏ

a. True or false.

1- T, 2- F, 3-F, 4-T, 5-T

b. Answer the following questions

1 . He is in the countryside.

2 . Right on his first day there.

3 . It’s big and colourful.

4 . His grandfather.

5 . Yes, he does.

c. Complete the sentences with the words in the box.

*Key:

1 . colorful

2 . move slowly

3 . harvest time

4 . paddy field

5 . herding

6 . buffalo- drawn cart

Activity 3. Practice

Goal: Help Ss know more activitie s that children do in the countryside.

T asks the Ss to do exercise in pairs.

Ss do it.

T asks them to compare the answers with the others.

Ss do it.

Ss give the answers.

T checks and corrects.

T asks the Ss to think of some more things that children do in the countryside.

Ss do it.

T asks them to compare the answers with the others.

Ss do it.

Ss give the answers.

T checks and corrects.

2 . Match the activities with the pictures

1 . e

2 . f

3 . a

4 . c

5 . d

6 . b

3 . Think of some more things that children do in the countryside.

They climb trees.

They go swimming in the river.

Activity 4. F urther practice

Goal: Ss can talk about countr yside activities before the class

T lets them play game:

This game can be done in groups of four or six, or as a mingle activity.

- One activity for one minute. When the time is up and T calls ọut 'Change!', they will move one step to the left/right to meet a new partner and talk about another activity.

- Allow Ss some time to write their sentences on a piece of paper, share them with the class or group.

*Play game: Countryside charades

Teacher’s and students’ activities

The main contents

Activity 1. Warm- up

Goal: To help Ss to pa y attention in the lesson.

T calls two students go to the board and

then plays the tape (three times) Each student listens and write words

The student which writes right words is the winner

T introduces the lesson

1 . Listen and repeat the words. Slow, colourful, friendly, hard, brave, boring, inconvenient, vast, peaceful, nomadic.

Activity 2. Presentation

Goal: Ss can pronounce correctly words c ontaining the clusters / bl/ and /cl/ and know some new words about the topic: “ Life in the countryside”

T gives examples words containing the clusters / bl/ and /cl/ Ss copy and read T plays the tape.

Ss listen and repeat.

Ss read the words before the class.

T asks Ss to listen and complete the words they hear.

Ss listen.

T asks some Ss to read the answers.

Ss do it.

T checks and corrects.

T plays the tape.

Ss listen and repeat.

T introduces the new words.

Ss listen and take notes.

1 . Pronunciation

Ex 5. Listen and repeat

Ex 6. Listen then complete you hear

* Keys 1 . blame.

2 . blast

3 . blue

4 . clock

5 . close

Ex 7. Listen then repeat

2. Vocabulary put up: dựng hay: cỏ pole: cột camel: lạc đà

cattle: gia súc blackberries: quả mâm xôi block: khóa

Activity 3. Practice

Goal: Ss can know more new words to discribe peple, life and scenery.

T asks the Ss to put the words in 1 into the appropriate category. (work in groups of 8.

Ss do it in groups of 8. (studying- cards) T asks some Ss to give the answers.

Ss give the answers.

T checks and corrects. (extra- board)

T asks the Ss to do exercise in pairs.

Ss do it.

T asks them to compare the answers with the others.

Ss do it.

Ss give the answers.

T checks and corrects. (extra- board)

T asks the Ss to complete the sentences.

( work in groups of 4).

Ss do it in groups of 4. (studying- cards) T asks some Ss to give the answers.

Ss give the answers.

T checks and corrects. (extra- board)

Ex2. Put the words in 1 into the appropriate category.

People: friendly, nomadic, brave, boring, colorful.

Life: slow, colorful, hard, boring, inconvenient, peaceful, nomadic Scenery: vast, colorful, peaceful.

Ex3. Match the nouns and noun phrases with each verb.

* Keys

Ride: a horse, a camel.

Put up: a pole, a tent

Collect: water, hay

Herd: the buffaloes, the cattle Pick: wind flowers, apples

Ex4. Complete the sentences .

* Keys

1 . picking

2 . inconvenient/ collect

3 . herd

4 . ridden/ brave

5 . peaceful

6 . nomadic

7 . vast

8 . put up, hard.

Activity 4. F urther practice Goal: Ss can use wo rds to apply in the life

T asks Ss to use the words to describe

about countryside Ss work individually

Teacher’s and students’ activities

The main contents

Activity 1. Warm- up

Goal: Help Ss review com parative form of adjectives.

T asks the Ss to do exercise. (Extra- board)

Ss do it.

Write comparative form adjectives below.

Tall-

Big- Good-

of

the

T asks some Ss to write their answers at the board.

Some Ss write, the others give comment. T checks and corrects.

T asks them to retell about comparative form of adjectives.

Ss do it.

T introduces the lesson

Expensive- Key:

Tall- taller- tallest

Big- bigger- biggest

Expensive- more expensive- most expensive

Activity 2. Presentation

Goal: Ss can know how to us e comparative form of manner

T introduces the comparative form of manner

Ss take notes.

1 . Comparative form of manner.

1. Adverb ending in -ly : more/ less+ adverb + than 2. Adverb + er: is the form of comparative for adverbs of manner with the same form as adjectives

Fast- faster

Early- earlier

Late – later

Hard -harder

3. Some irregular forms well- better badly- worse

Activity 3. Practice

Goal: Help Ss do exercise abou t comparative form of adjectives.

T asks the Ss to do exercise. Ss do it.

T asks some Ss to compare their answers with their partner.

Ss do it.

T asks some Ss to read their answers.

Some Ss read

T checks and corrects.

2 . Exercise

Ex 1: Complete the passage.

* Keys

1 .higher

2 . easier

3 . better

4 . more exciting

5 . more convenient

6 . happier

7 . more friendly

8 . fast

9 . safer

10 . best

Ex 2. Complete the sentences with suitable comparative forms

T asks Ss to complete the sentences with suitable comparative forms

Ss work in dividually and share their answers

T corrects

T asks the Ss to do exercise in pairs.

Ss do it.

T asks them to compare the answers with the others.

Ss do it.

Ss give the answers.

T checks and corrects. (extra- board)

T asks the Ss to complete the sentences.

( work in groups of 4).

Ss do it in groups of 4. (studying- cards) T asks some Ss to give the answers.

Ss give the answers.

T checks and corrects. (extra- board)

1 . more slowly

2 . more soundly

3 . less traditionally

4 . more generously

5 . more healthily

Ex 3. Finish the sentences below with a suitable comparative form.

* Keys

1 . better

2 . faster

3 . later

4 . harder 5 . worse

6 . earlier

Ex 4. Underline the correct comparative forms.

1 . more optimistically

2 . Popularly

3 . less densely populated

4 . more quickly

5 . more easily

6 . better

Activity 4. F urther practice

Goal: Ss can use comparative for m of manner to answer the questions

T asks the Ss to write the answer for the questions below.

Ss do it.

T asks some Ss to compare the answers with their friends.

Ss do it.

Ss give the answers.

T checks and corrects.

5 . Write the answer for the questions below.

1 . The countryside is more peaceful. / The countryside is more peaceful than the city.

2. A computer works faster at calculus. / A computer works faster at calculus than a human being.

3. Life in a remote area is harder. / Life in a remote area is harder than that in a modern town.

4 . Ho Chi Minh City is more expensive. / Ho Chi Minh City is more expensive than Hue.

5 . Animals can smell better than human beings.

Teacher’s and students’ activities

The main contents

Activity

. Warm- up

Goal: To help Ss to p

ay attention in the lesson.

T asks Ss to talk about the activities in the countryside.

Ss do it.

T corrects and remarks

Activity 2.

Presentation.

Goal: Help Ss know

more about vocabularies.

1 . Read the posts on “Holiday in the Countryside”.

T asks Ss to read some online posts from people all over the world. Elicit from the Ss where these people live. Then ask Ss to check that everybody understands the meaning of vocabulary and each post before moving on.

Ss take notes.

T asks Ss some qs to make sure that they understand the posts.

Extra vocabulary

Disturbing: phiền hà

Beehives: tổ ong Vast: không gian

Excite: hào hứng, thích thú *Question s:

- What could Dennis do?

- Is this the most interesting vacation Julie has ever had? What did she do?

- Why can’t Phirun stay in the countryside any longer?

- Why will Lan always remember her trip to the countryside?

- How does Bob feel about the countryside?

Activity

3. Practice.

Goal: Ss can understand th

e conversation and do exercise

T asks Ss to do exercise.

Ss do it.

T asks some Ss to compare their answers with their partner.

Ss do it.

T asks some Ss to read their answers.

Some Ss read

T checks and corrects.

2 . Tick (v) the appropriate box. Key:

T asks Ss reply to the posts in 1

Ss talk

T corrects and mistakes

Eg:

@Bob: In my opinion, the countryside has benefits that a boring person would never discover.

Activity 4. F

urther practice

Goal: Help the Ss talk their opinio

n about the benefits of the countryside.

+ Groupwork

- Divide the class into two groups.

- Write about the benefits of the countryside

- The group which write right sentence is the winner

T asks students to practise speaking about their opinion about the benefits of the countryside

Ss: Practice

T gives some advices for students. They should have aware of protecting the environment of the countryside.

Eg: It is very peaceful and quiet as there are no traffic jams. The country is less polluted. you don't need to worry about your health condition, so the air is fresh, and water is clean.

Teacher’s and students’ activities

The main contents

Activity 1. Warm- up

Goal: To warm up the clas s and lead in the new lesson

T asks the Ss to talk about nomadic life. Ask Ss to look at the picture on your book and say what they see in the picture.

Ss do it.

Activity 2. Presentation

Goal: Ss can know more vocabulary word s about the Nomadic life on the Gobi highlands’, then read and answer question s.

T presents vocabulary.

- Checking vocab: Rub out and

Remember

T asks Ss to read the headings first and make sure they understand their meanings. They then read each part of the passage and choose the correct heading for it.

T checks the answers as a class.

T asks Ss to read the passage again and underline the words (1-5) in the passage. They then try to guess the meanings of these words, based on the context. Ss

* Vocabulary - nomads (n):

- nomadic (adj):

- ger (n):

- pastures (n):

1. Read and choose the most suitable heading for each paragraph.

* Keys

1 . B. The importance of cattle to the nomads

2 . C. The nomads’ home

3 . A. Nomadic children’s lives

2 . Match.

Key:

1 . b 2.d 3. e 4. a 5. c

complete the exercise independently. ( Extra- board)

T asks them to read and choose the best answer

T guides Ss to look for keywords which can help them find the part of the passage where the information for the answers is given.

3 . Read again and choose the best answer A, B, C or D.

Key:

1 . A 2. C 3. A 4. B 5. B 6. D

Activity 3. Practice

Goal: Ss can ask and answer about what they like or dislike about nomadic life and the cou ntryside

T asks the Ss to talk about what they like or dislike about their nomadic life.

Ss practice in pairs

T corrects and remarks

T asks the Ss to talk about what they like or dislike about life in the countryside.

Ss practice in pairs.

T asks some Ss to practice in front of the class.

T checks and corrects.

4 . Work in pairs.

Example:

A: What do you like about their nomadic life?

B: Well, the children learn to ride a horse.

A: And what don’t you like about it?

B: They can’t live permanently in one place.

5 . Work in pairs.

A: What do you like about the life in the countryside?

B: The air is fresh….

Activity 4 . Further practice.

Goal: Ss can talk about what they like or dislike about nomadic life and the countryside

T asks Ss to report their findings to the class.

Ss talk

T corrects and mistakes

Eg:

Both of us love picking fruit in the summer. It can be hard work but very satisfying.

Teacher’s and students’ activities

The main contents

Activit

y 1. Warm- up

Goal: Help S

s attend to the lesson.

+ Groupwork

- Divided the class into two groups. - Put the phrases into the corect column.

- Call each group go to the board and write.

- The group which write right sentence is the winner

T: In the past, means of transports is animal such as: horse, buffaloes… Now they travel by motobikes and cars. Now, we don’t use oil lamps any more. We have electric lights. T introduces the lesson

Activity 2. Presentation

Goal: Help Ss listen to the information about changes in the countryside and do exercises

T asks students to listen to the tape and tick the changes he mentions. T calls one to read all of the sentences before the class.

T plays the tape twice.

Ss do it then answer the question in speaking.

T gives the key.

T asks them to read the sentences and guess: True or False.

T plays the tape again.

Ss listen and do exercise. T gives the key.

T asks students to listen again and answer the questions. Ss listen and answer

1- LISTENING

Ex2. Listen again and say if the sentences are true (T) or false (F).

1 – F ; 2 – T ; 3 – F ; 4 – T ; 5 – T

Ex 3. Listen again and answer the questions no more than Four words.

1. His parents.

2. Life outside their village.

3. Nearby the village / Near the village.

4. A nomadic life.

Activi ty 3. Practice.

Goal: Ss can write ab out the changes in their village.

T asks Ss to write some changes in the village.

Ss write

T corrects the mistakes

2 . WRITING

Eg: My hometown has some changes.

- They have a better life because they have electricity, TV, hospital, school supply.

- There are good places for children to play.

Eg: a park, stadium, entertainment center...

- They travel to work by car… - The roads are widened

Activity 4. Further practice.

Goal: Ss can talk about the changes in their village.

T asks some students to talk some changes in the village.

Ss talk some changes in the village. T corrects the mistakes

Eg: I am going to tell you about the changes in their village.

Teacher ’s and students ’ activities

The main contents

Activity 1. Warm- up Goal: Help Ss att end to the lesson.

T: Ask some students:

- What do you like about the life in your countryside? Why?

- What do you dislike about the life in your countryside? Why? Ss: Answer the questions

Activity 2. Presentation

Goal: Ss can use some vocabularie s to describe life in the countryside

T asks Ss to complete this exercise independently.

Ss complete this exercise independently T checks the answers.

T asks Ss to look at each picture, then at the verb that goes with it. Ss write the sentences in their full forms.

Ss look at each picture, and write the sentences in their full forms.

T goes round while Ss are writing and helps them with any difficulties. When Ss have finished, T can choose some sentences and asks Ss to write them on the board.

T gives feedback. If a sentence is incorrect, ask Ss to correct it.

I. Vocabulary

1 . Use the words and phrases in the box to describe the pictures.

Key:

Picture a: peaceful, vast, quiet, pasture, paddy field

Picture b: quiet, colourful, paddy field, harvest time, rice

Picture c: peaceful, vast, quiet, nomadic life, inconvenient, ger, pasture, cattle, horses

2 . Look at each picture and write a sentence describing what each person is doing.

Suggested answers:

1 . A boy is riding a horse.

2 . A man is herding his cattle/sheep. 3 . A girl is picking apples (from an apple tree)

4 . A boy is flying a kite.

5 . The children are running around in the fields/ countryside.

6 . A woman is collecting water from the river.

Activity 3. Practice

Goal: Ss can use comparative forms of adverbs of mannner

T asks students to complete the sentences, using suitable comparative forms of the adverbs in brackets

II. Grammar

3. Look at the pictures and complete the sentences, using suitable

Ss complete this task independently. They can then exchange their answers with a partner.

T checks as a class.

T asks Ss to read the situations carefully and decide which two things are being compared. Ss may refer to the completed sentences in 3 as a guide for this sentence completion.

Ss complete the exercise independently and then compare their answers with a partner.

T corrects.

comparative forms of the adverbs in brackets.

Key:

1 . faster than

2 . earlier than

3 . better − than

4 . more skillfully than

5 . more beautifully − than

4 . Read the situations and complete the sentences with suitable forms of the adverbs in bracket.

* Key:

1 . … faster than a camel.

2 .… more happily than those in the city. 3 .… more heavily on the weather than people in many other jobs.

4 . … worse than I do.

Activity 4. Fu rther practice

Goal: Ss can practice maki ng plan to the countryside.

Ss can draw a picture of their c ountry and describe it on paper.

T asks students to work in groups and talk about the activities during the trip to the countryside

Ss work in groups. They take turns to ask the questions and note down the answers.

+ Groupwork

- Divided the class into four groups. - Members in each group will ask and answer: What will we do during the trip to the countryside?

- Other members take note the answers - Each group gives 10 activities which they do during the trip to the countryside - When finishing, groups will talk about activities during the trip to the countryside

T explains for Ss how to do the activity.

Ss listen

III. Communication 5 . Work in groups.

You are planning a trip to the countryside.

Eg:

- What will you do during the trip to the countryside?

+ We will go swimming.

+ We will go fishing

…

IV. Project

T asks them to complete at home.

horse cattle

fields friendly

horse kite

pastures vast

horse vast

cattle ger

Teacher ’s and students ’ activities

The main contents

Activity 1. Warm up

Goal: To warm up the class and lead in the lesson

+ Groupwork

- Review the previous unit by asking Ss to solve a crossword puzzle. - Tell Ss that the red word is the keyword of the new lesson.

- Divide the class into 6 teams. - Each team takes turns to solve the puzzle.

- The game finishes when a student guesses the red word correctly.

* Crossword puzzle.

Solve the crossword puzzle below.

1 . I like to ____buffaloes in the pastures. 2 . The farmers are very busy during harvest _______.

3 . Have you ever ridden a _______? You have to be brave to do it.

4 . People in the countryside are often open and _______.

5 . _______was loaded onto a cart and transported home.

6 . I think _______life is more interesting than city life.

- Write the unit title on the board. Write the words/ phrases ‘ethnic’,

‘ethnology’, ‘ethnic groups’, and ask Ss to guess their meaning.

Activity 2. Presentation

Goal: Help students know so me vocabularies and do exercises.

T asks Ss to look at the title of the conversation and the picture and ask some questions about what they are going to read.

- What can you see in the picture?

- Do you know these characters?

- Where are they now?

- What are they talking about? Ss answer the questions T plays the recording.

Ss listen and repeat then check the guessing.

T uses the different techniques to teach vocab

Ss:- Repeat in chorus and individually

- Copy all the words

T asks Ss to read the conversation again and do the exercise in pairs.

Ss work individually to answer the questions. Ss compare answers with a partner and then discuss as a class.

T corrects the answers.

T writes the correct answers on the board.

1 . Listen and read

* Vocabulary.

- cu rious (a)

- ac count for (v)

- e thnic (a)

- mi nor ity (n)

- re gion (n)

- cus tom (n)

- awe some (a)

- ter raced field (n)

- he ritage site (n)

a. Find the opposite of these words in the conversation.

Key:

1 . interesting

2 . largest

3 . minority 4 . southern

b. Read the conversation again and answer the questions.

Key:

1 . They are in the Museum of Ethnology. 2 . They want to know about the ethnic groups of Viet Nam.

3 . There are 54 (ethnic groups).

T tells Ss to refer back to the conversation to find the expressions. Together with Ss, elicit the meaning of these four expressions. Then give examples. For more able classes, have Ss provide the examples of when these expressions would be used.

T asks Ss to role-play the example conversation in pairs before creating their short role-plays. More able Ss can try to extend the conversation.

T encourages Ss to use How+ as many adjectives as possible.

T helps Ss distinguish the two words.

‘people’ is used as the plural of ‘person’ to refer to men, women, and children ‘peoples’: ethnic groups of people who belong to a particular country, race, or area.

4 . The Viet (or Kinh) have the largest population. 5 . Yes, they do.

c. Find the following expressions in the conversation Key:

1 . Used as a reply, agreeing with what sb has just said, or emphasizing that it is correct

2 . How+ adj/ adv: used to show a strong reaction to sth

3 . Used to show you understand what someone said

4 . Used to show that you think something is great

d. Work in pairs.

Activity 3. Practice

Goal: Ss can know and use more words r elated to the topic “People of Viet Nam”.

T asks Ss to work in pairs and label each picture. Then let Ss read each word/ phrase correctly. Check and correct their pronunciation.

2 . Use the words and phrases in the box to label each picture.

Key :

1 . five-coloured sticky rice

2 . terraced fields

3 . festival

4 . folk dance

5 . open-air market

6 . musical instrument

7 . costume

8 . stilt house

3 . Complete the following sentences with the words and phrases in the box.

Key:

T asks Ss to do the task by themselves. After that they swap their answers with a partner.

T corrects as a class.

Then let them repeat the words/ phrases in chorus.

1 . ethnic

2 . heritage site

3 . stilt houses

4 . festivals

5 . member

6 . terraced fields

Activity 4. Further practice

Goal: Interact a conversation about di fferent ethnic groups of Viet Nam and talk about thei r ways of life.

- Review Wh-question.

T asks Ss to ask and answer, using these cues. Ss work in pairs to ask and answer the qs.

T gives correction.

T may call on some pairs to talk before the class.

4 . Ask and answer.

Key:

1 . Which ethnic group has the smallest population?

2 . Do the Hmong have their own language?

3 . Where do the Coho live?

4 . What colour is the Nung’s clothing? 5 . Which group has a larger population, the Tay or the Thai?

6 . Whose arts are displayed at a museum in Da Nang?

Teacher ’s and students ’ activities

The main contents

Activity 1. Warm up

Goal: To warm up the class and lead in the new lesson

T asks Ss to write the vocabularies

Ss write

T asks Ss to talk about different ethnic groups of Viet Nam and talk about their ways of life. Ss talk

T asks Ss to brainstorm the names of the ethnic groups they know, where they live, their costumes, their way of life,

culture, folk songs …

- Encourage them to guess and call out as many words as possible

Activity 2. P resentation

Goal: Students can practise vocabulary re lated to the topic "cultural groups of Viet

Nam" and do exercise

T uses different techniques to teach vocabulary (situation, realia)

Ss copy and read

T explains and gives examples of adjectives. Ask Ss to give some more. Ss work in pairs to match the adjectives with their opposites.

I. Vocabulary:

- de ve loped (a)

- insig ni ficant (a)

- com plicated (a)

- ma jor (a)

- mi nor (a)

- ba sic (a)

Ex 1. Match the adjectives in A with their opposites in B.

Key:

1 . d 2. c 3. g

4 . a 5. f 6. e 7. b

T elicits the answers from the class.

T asks Ss to work individually to do the task. Some Ss may write the answers on the board. Check their answers.

T asks Ss to work in pairs and discuss what the word is for each picture. Check the answers with the class. For more able Ss, ask them to give other words they know which are related to the life of ethnic minority people.

Ex 2. Use some words from 1 to complete the sentences.

Key:

1 . written

2 . traditional

3 . important

4 . simple, basic

5 . rich

3 . Work in pairs. Discuss what the word is for each picture. The first and last letters of each word are given.

Key:

1 . ceremony

2 . pagoda

3 . temple (Ly Son)

4 . waterwheel (in the north)

5 . shawl (of the Thai women)

6 . basket (of the Sedang)

Activity 3 . Practice

Goal: Help students know how to prono unce words containing clustes /sk/, /sp/, and /st/.

T plays the recording and Ss repeat. T may pause the recording to drill difficult items. Play the recording as many times as necessary. Correct Ss’ pronunciation.

T plays the recording again.

Ss listen carefully and put the words in the right columns. Note that ‘school’ may cause some confusion because the sounds of /sk/ are spelled with the letters ‘sch’.

T asks Ss to give other words which contain these clusters.

T plays the recording two or three times

( or more if necessary). Help Ss recognize

II, Pronunciation:

Clusters: /sk/, /sp/ and /st/ 4 . Listen and repeat the following words.

5 . Listen again and put them in the right column according to their sounds. Key:

6. Listen and read the following sentences. Then underline the words with the sounds /sk/, /sp/, or /st/.

Key:

all the words with /sk/, /sp/, or /st/, then underline them as assigned.

1 . The Hmong people I met in Sa Pa speak English very well.

2 . You should go out to play instead of staying here.

3 . This local speciality is not very spicy . 4 . Many ethnic minority students are studying at boarding schools.

5. Most children in far-away villages can get some schooling .

Activity 4. Production

Goal: Ss can listen and pronounce wo rds containing clustes /sk/, /sp/, and /st/.

Play game:

- Divide the class into two teams.

- Ask Ss to find some more words that have these clusters: /sk/, /sp/, and /st/. - The team which find the most words is the winner.

Play game:

Teacher ’s and students ’ activities

The main contents

Activity 1. Warm up

Goal: To warm up the clas s and lead in the lesson

T asks some questions about Yes/No questions and Wh-questions.

Ss answer

T asks students to practice some questions Ss practise all types of questions and question words they have learned so far.

* Questions: review Take note.

Activity 2. P resentation

Goal: Ss can review different question ty pes and how to use articles: “ a, an, the”

T asks Ss to retell the different question types

Ss retell

T takes notes on the board

T gives some example

Ss gives examples

T corrects

T explains the uses of the articles,and gives examples.

Ss copy

T checks Ss’ understanding of the usage, ask Ss to make other example sentences using the articles in the same way. Ss give examples

1 . Questions words : who, when, where, why…

2 . Articles: “ a, an, the” Eg:

A lion lives in the jungles

Activity 3. Practice

Goal: Help Ss review different question types to ask and answer about ethnic people in Viet Nam and use articl es: “ a, an, the” to do exercise

T gives Ss about five minutes to read the passage.

Ss read the passage

T calls on some Ss to read aloud to the class. Correct their pronunciation,

1 . Read the passage.

intonation and stress, and give explanation if necessary.

T asks Ss to work in groups or in pairs and write questions for the answers given. To check the work, have some Ss come up and write their questions on the board. Accept all question variations that are grammatically correct.

Ss practice in pairs

T asks Ss to work individually to complete the task.

Ss do and compare their answers with a partner.

T lets Ss work in pairs. This should be a speaking activity, so encourage Ss to talk with fluency and accuracy, and as naturally as possible.

- While Ss do their task, T goes around to monitor the whole class.

T asks Ss to work individually to do the task. Then Ss swap their books with a

2 . Now write questions for these answers.

Suggested answers:

1 . Who is living in the house?

2 . How many children do they have?

3 . Do the grandparents stay at home?

4 . How often does Mrs Pha go shopping? 5 . How far is Vang’s boarding school?/ How far is the town?

6 . When does Vang go home (every week)?

7 . How do they live?

8 . Would they like to live (in a modern flat) in the city?

3 . Complete the questions using the right question words.

Key:

1 . Who

2 . Which

3 . Which

4 . Which 5 . What

4 . Work in pairs. Make questions and answer them.

Questions:

1 . Who does the shopping in your family?

2 . Who is the principal of our school? 3 . Which subject do you like better, English or math?

4 . What is the most important festival in Viet Nam?

5 . Which ethnic group has a larger population, the Khmer or the Cham?

Answers:

1-2-3: ( Ss’ own answers)

4 . The Lunar New Year

5 . The Khmer: 1,260,600 (The Cham:

161,700)

5 . Underline the correct article to finish the sentences.

Key:

partner to check the answers. Finally check the answers as a class.

- Discuss the reasons for the article usage in each sentence.

1 . a

2 . the

3 . The

4 . the

5 . the

6 . a

Activity 4. Furt her practice

Goal: Ss can understand clea rly how to use “ a, an, the”

T has Ss read the passage without paying attention to the blanks. Then as a class, check any unfamiliar vocabulary so that everybody understands the meaning of the passage. Now focus on the grammar point. Ss work individually to do the task. T asks some Ss to read the passage sentence by sentence.

T corrects as a class.

Ss discuss the reasons for the article usage.

6 . Insert a, an or the in each gap to finish the passage. Key:

1 . a

2 . a/ the

3 . The

4 . an/ the

5 . the

6 . an

Teacher ’s and students ’ activities

The main contents

Activity 1. Warm up

Goal: To warm up the cla ss and lead in the lesson

T explains to Ss that they are going to read about some information which write about the ethnic groups of Viet Nam.

Ss cover the text and do the task.

T gives the comment and key.

Ss work in pairs to do the quiz.

1 . Quiz: Work in pairs

Key:

1 . B 2. A 3. C 4. B 5.C 6. A

Activity 2. P resentation

Goal: Help students know more ab out the ethnic groups of Viet Nam

T asks students to work in pairs or small groups to complete the table. Ss work in pairs or small groups to complete the table.

T asks them to read the task before the class

Ss read the task before the class.

T corrects and remarks

T encourages them to add other ethnic groups they know of to the list.

2 . Where do these ethnic groups mainly live?

+ Northwest region: Viet, Hmong, Lao

+ Northeast region: Viet, Hmong, Nung,

Tay

+ The central Highlands: Viet, Bahnar,

Brau, Ede, Giarai, Sedang

+ Mekong River Delta: Viet, Cham,

Khmer

+ Red River Delta: Viet

Activity 3. Practice

Goal: Ss can talk about the ethnic groups of Viet Nam

T asks Ss to choose the ethnic groups to talk about

Ss talk

T corrects the mistakes

3. Talk about the ethnic groups of Viet Nam .

- location

- food

- lifestyle

- festivals

+ Groupwork

- Devided the class into 4 groups

- Each group talk about an ethnic group

( Tay, Dao, Mong, Nung)

- Talk about in relation to these groups.

Elicit these subjects if possible: ( location - lifestyle – costumes - foods - festivals/ ceremonies - marriage/ weddings…)

- Give Ss time to prepare, and then let them talk in groups

Eg:

In a small village in the North, there is a stilt house. In the house, a Tay family are living together ….

Activity 4. Fur ther practice

Goal: Ss can know how to protect the tradi tional and have of responsibilities with ethnic groups of Viet Nam

T advices students that they should protect the traditional and have of responsibilities with ethnic groups of Viet Nam

Ss listen and give some ways to preseve the traditions

Teacher ’ s and students ’ activities

The main contents

Activity 1. Warm up

Goal: To warm up the clas s and lead in the lesson

T asks Ss to talk about the ethnic groups of

Viet Nam (location, food, lifestyle, festivals)

Ss talk

T introduces the lesson

* Talk about the ethnic groups of Viet

Nam

- location

- food

- lifestyle

- festivals

Activity 2. Pr esentation

Goal: Ss can understand the contents of the text they will read and know more vocabular y words

T asks Ss two questions about Thai group.

- Give Ss time to discuss the two questions in pairs and then as a class. Encourage Ss to make guesses if they are not sure.

Ss discuss the questions and give results. T asks Ss to read the text and underline any words they don’t know. T may let Ss read in chorus once. Then, call on some individuals to read aloud to the class.

- Check their pronunciation and intonation. - Explain the new words and clarify anything difficult.

- Check the two answers above.

1 . Read the text.

1 . Where do the Thai people live?

2 . What is their population?

Activity 3. Practice

Goal: Help students understand the reading and do exercise

T asks Ss to read the passage again and do the task.

T checks the answers as a class.

T asks Ss to read the passage again and answer the questions.

Ss can ask and answer in pairs.

T checks the answers as a class.

2 . Complete each sentence, using a word from the text.

Key:

1 . farmers

2 . bamboo

3 . stilt

4 . songs

5 . ceremonies

3 . Answer the questions.

Key:

1 . Yes, they do.

2 . Their main food is rice.

3 . It is well-known for being unique, colourful and strong.

4 .Thai women do.

5 . They worship their ancestors.

Activity 4. Furt her practice

Goal: Help students speak about the life of ethnic groups and their own ethnic grou p.

* Groupwork

- Divide the class into two groups. - Each preparing to talk about one ethnic group.

- Ss may work in pairs; each of them talks about one ethnic group.

- T goes around to assist if necessary. Then ask some volunteers to present to the rest of the class.

- Let Ss talk about their own ethnic group. - T asks them to focus on one or two aspects such as clothing, food, ways of living, customs and traditions, festivals, beliefs, etc.

- T encourages Ss to talk about changes in the life of their people over time.

4 . Read some facts about the Bru-Van Kieu people and the Khmer people. Work in groups. Choose one of the two ethnic groups and talk about it.

5 . Talk about YOUR own ethnic group.

Teacher ’s and students ’ activities

The main contents

Activity 1. Warm up

Goal: To warm up the cl ass and lead in the lesson

T asks Ss to discuss the two questions in pairs. Then tell Ss to look at the picture and say what they know about that dish. Ss discuss the questions and give results.

*Chatting

Answer the questions.

1 . Do you like sticky rice?

2 . When do we traditionally have sticky rice?

Activity 2. P resentation

Goal: Help students listen to a t raditional dish and do exercise

T plays the recording once or twice. Ask

Ss to listen carefully and tick True or False according to what they hear in the passage.

Ss work individually

T corrects and remarks

T plays the recording again.

Ss write down the words as they listen. T plays the recording again for them to check.

T corrects as a class.

I. Listening

2 . Listen to the passage and tick (9) true (T) or false (F).

Key:

1 . T 2.F 3. T 4. F 5. F

3 . Listen again and complete the sentences.

Key:

1 . mountainous

2 . purple/black

3 . natural

4 . plants

5 . ceremonies

Activity 3. Practice

Goal: Help students know the recipe for a traditional dish

T asks Ss to read the notes carefully. T has Ss write full sentences to show the steps to cook the rice. Make sure that they use proper connectors first/ firstly, second/ secondly, … and pay attention to spelling and punctuation.

T asks Ss to read How to make yellow sticky rice Ss read

II. Writing

4 . How to make yellow sticky rice first/ firstly, second/ secondly, …

Activity 4. Fu rther practice

Goal: Help students write th e recipe for a traditional dish

T ask Ss to write a paragraph (in the form of a letter to a pen friend, for example). T may collect some Ss’ writing papers and mark them, then give comments to the class.

Sample cooking steps:

This delicious dish is really easy to make. First, you need to soak the sticky rice in water for at least five hours. Then rinse the rice and drain it well. Next, add the turmeric extract and mix it well. Then wait for 10 minutes. After that, add the coconut and salt. Remember to mix it well. Finally, steam the rice for about 30 minutes. Check that it is fully cooked. You can serve this dish with chicken.

Teacher ’s and students ’ activities

The main contents

Activity 1. Warm up

Goal: To warm up the cl ass and lead in the lesson

T gives some photos about some ethnic groups (eg: stilt house, clothes,…) Ss guess them belong to ethnic groups

Activity 2. P resentation

Goal: Help students review some voc abularies they have learnt in this unit

T lets Ss repeat the words as a class to practise pronunciation.

- Next, Ss can complete this exercise individually. Less advanced classes can complete this exercise in pairs.

Ss can do the exercise by themselves or in pairs.

T corrects as a class.

T asks Ss to do exercise 2. Ss work individually

I. Vocabulary

1. Complete the sentences with the words/ phrases from the box.

Key:

1 .cultural groups

2 . communal, activities

3 . costumes, diverse

4 . ethnic

5 . unique

2 . Use the correct form of the words in brackets to fi nish the sentences.

- After that let some Ss read the sentences aloud.

Key:

1 . cultural

2 . peaceful

3 . richness

4 . diversity

5 . traditional

Activity 3. Practice

Goal: Help students review the g rammar: a, an, the and questions

T lets Ss read the passage aloud. Clarify any difficulties.

Ss do the exercise in pairs or individually

T tells Ss to read the sentences carefully and try to find the error relating to articles in each sentence.

Ss can work in pairs or individually.

T asks Ss to complete this task individually.

T gives correction.

II. Grammar

3 . Make questions for the underlined parts in the passage.

Key:

1 .What are these houses built on?

2 . Where is the entrance?

3 . Which house is the largest, tallest and most elaborate building in the village?

4 . What is it used for?

5 . Who can sleep in this house? 4 . Each sentence has an error. Find and correct it.

Key:

1 . a -> the

2 . a -> the

3 . an -> the

4 . the semi-nomadic life -> a semi-nomadic life

5 . an -> the

5 . Fill each gap with a, an,or theto complete the passage.

Key:

1 . an 2. a 3. the 4. the 5. the 6. the

Activity 4. F urther practice

Goal: Help students talk about t he cultural groups of Viet Nam

T asks Ss to work in pairs. Let them recall what they have learnt about the cultural groups of Viet Nam.

Ss take turns to ask each other questions about the topic. The person asking can look at the book.

- The first person to get five correct answers is the winner.

- If time allows, Ss switch partners and play again.

III. Communication 6 . Game:

Cultural Knowledge Challenge Example:

A: Are you ready?

B:Yes.

A: What is the population of the largest ethnic group?

B: About 74 million. It’s the Viet or Kinh.

A: Very good! Your turn.

- Ask Ss to complete the self-assessment. Discuss as a class what difficulties remain and what areas Ss have mastered. - Provide further practice on the weak areas of the class.

B: OK. What is the population of the smallest group?

A: I think it’s the Odu group.

B: Exactly!

Activity 5 . Production

Goal: Ss can know how to do the project

- Guide students design more about costume of ethnic group .

- Encourage them to use imagination and make their own costume designs at home, and with the materials available.

- Help Ss organise an exhibition of the costume designs they have made among the group or class members. (next week)

- Let them talk about their

designs.

- Tell them to be creative.

Teacher ’s and students ’ activities

The main contents

Activity 1. Warm up Goal: To warm up the class

T asks students to sing a song

Ss sing a song in English

Activity 2. Pr esentation

Goal: Help Ss review pronunciation a bout sk/, /sp/, /st/, /br/, /pr/, /bl/, /cl/

T plays the recording and Ss repeat. Play the recording as many times as necessary.

Pause and correct Ss’ pronunciation.

I. Pronunciation

1 . Listen and repeat the following words and phrases.

T plays the recording two or more times, if necessary. Help Ss recognise all the words with /sk/, /sp/, /st/, /br/, /pr/, /bl/, and /cl/ then underline them as instructed.

T asks Ss to read the sentences as a class, or individually.

T checks pronunciation and intonation.

2 . Listen to the sentences and underline the words with /sk/, /sp/,

/st/, /br/, /pr/, /bl/, and /cl/ in the following sentences. Then read the sentences aloud.

Key:

1 . I used to climb trees when I was small.

2 . How can we improve our speaking skills?

3 . How annoying, the stadium has closed!

4 . I want to buy a blue skirt for my mother.

5 . ‘On a dark day, I saw a witch riding a broom in the sky ...’

Activity 3. Practice

Goal: Help students vocabulary they have learnt in unit 1, 2, 3.

T asks Ss to do the exercise individually and then share their answers with a partner.

T checks Ss’ answers.

T asks Ss to do this exercise individually. T asks some Ss to write their answers on the board.

T corrects as a class.

II. Vocabulary

3 . Organise these words and phrases into pairs of opposites and write them in the blanks.

Key:

peaceful – noisy hard – easy boring – exciting forget – remember traditional – modern country life – city life love – hate majority – minority

4 . Put a verb in the correct form in each gap 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

Activity 4. Furt her practice

Goal: Help students review vocabularies th ey have learnt in unit 1, 2, 3.

III. Grammar

T asks Ss to do this individually and compare their answers with a partner. T calls some Ss to go to the board to write their answers.

Ss comment.

T corrects as a class.

T asks Ss to do the exercise individually. T checks and call some Ss to read the whole passage.

5. Complete the sentences with the correct comparative form of adverbs from the adjectives in brackets.

Key:

1 . later

2 . more

3 . more fluently

4 . better

5 . more simply

6 . faster

7 . more carefully

6 . Fill each blank with an article (a, an,or the) to complete the passage.

Key:

1 . a 2. an 3. the 4. The 5. the 6. a

Activity 5. P roduction

Goal: Ss can practise En glish with their friends

Ss do the task individually. Then they practise in pairs. After checking their answers, ask one or two pairs to act out the dialogues.

* Everyday English.

7 . Match the sentences in A with those in B. Then practise with a friend.

Key:

1 . b 2. e 3. a 4. c 5.d

Teacher ’s and students ’ activities

The main contents

Activity 1. Warm up

Goal: To warm up the cl ass and lead in the lesson

T lets Ss sing a song Ss sing

Activity 2. P resentation

Goal: Ss can talk about what their famil y members like to do in their free time

T asks students to talk about what their family members like to do in their free time.

- Encourage them to talk as much as possible, using the verbs of liking they have learnt.

- After some time, T may let Ss swap pairs and continue to talk.

- T goes round and gives assistance if necessary.

1 . Speaking.

Example:

- My dad likes to play chess with his neighbours.

- My mum likes making special food and cakes for us.

She hates sitting around.

Activity 3. Practice

Goal: Help students read the letter and an swer the question, then listen and choose the correc t answer.

T asks Ss to answer the question in speaking

- What is it?

2- Reading

- How many peoples are there in Viet Nam?

Ss: work in pairs to discuss the questions.

T calls on some pairs to share their ideas once they have finished their discussion. T calls one to read passage before the class.

Ss do the task before the class. T gives the key.

T plays the recording once or twice. Ss listen and choose their answers. T plays the recording again for Ss to check their answers.

T explains the new words or anything difficult if necessary.

a. Tick true or false Key:

1 .T 2. T 3. F 4. T 5. F

b. Write the questions Key:

1 . Which museum does Kim love to visit on Saturday afternoons?

2 . How many (clay and stone) objects are on display at the museum?

3 . What can you learn in this museum/ Da Nang Museum?

3 . Listening:

Listen to the passage and choose the correct answer.

Key: 1. B 2. A 3. A 4. C 5. B

Activity 4. Fu rther practice

Goal: Help students wr ite about their opinion

- Before writing, have Ss brainstorm ideas about life in the countryside: advantages, disadvantages, what they like and dislike, etc… Then explain the writing task. Also have them

brainstorm words and phrases they may need for their writing.

- Give Ss time to do the writing task. Then collect their papers to check out of class.

4 . Writing: Giving your opinion

Sample writing:

In my opinion, life in the countryside has many good points. Firstly, country folk are friendlier than city folk. Secondly, life is slower and simpler than in the city.

The food is fresher and the air is cleaner.

Finally, there are lots of traditional activities that we can do in the countryside such as horse-riding, swimming in the river or kite-flying. For these reasons, I like country life.

Teacher's and students’ activities

The main contents

Activity 1 . Warm- up

Goal: Help Ss think ab out customs and traditions .

T asks some questions:

Ss answer the questions

T introduces the new lesson.

*Questions

- How many ethnic minorities are there in Viet nam?

- What do you know about Tay?

- Can you show their ethnic fashion and their customs?

- How do you understand about customs and traditions

Activity 2. Presentation

Goal: Ss can know and understand some vocabulary words in the convesation.

T lets students listen to the tape (once)

Ss listen to the tape T explains the new words. Ss listen and take notes.

T asks the Ss to listen to the tape ( once).

Ss listen.

T asks them to read in pairs. Ss practice.

T asks the Ss to do exercise a).

Ss do it.

T asks some Ss to explain the words. Some Ss explain.

T asks the Ss to do part b.

Ss work individually.

T asks them to compare their answers. T corrects and remarks

T asks the Ss to do part c.

Ss work in pairs to answer the questions.

T asks some pairs to read the answers.

1 . Listen and read

* New words:

Pass down through: đi qua spot-on: chính xác = sharp: ..., đúng kidding: đùa giỡn table manners: quy tắc ăn uống trong bàn ăn.

Ex a. Find a words/ phrase that means. 1 . accepted

2 . generations

3 . spot on

4 . sharp

5 . social

6 . table manners

b. Tick true or false.

* Keys

1: T 2: F 3:T 4: F

c. Answer the following questions

Some Ss read.

T corrects and remarks

T asks the Ss to do part d.

Ss work individually.

T asks them to compare their answers.

T asks some Ss to read the answers.

Some Ss read.

* Keys

1. It’s eating dinner at 7 p.m. sharp. 2 . He’s surprised.

3 . They both refer to doing something that develops over time.

4 . A custom is something accepted. A tradition is something special and is passed down through the generations. 5 . They should find information about a custom or tradition.

d. Find these sentences in the conversation and fill in the missing words

1 . have to 2 . should

Activity 3. Practice

Goal: Ss can know more items related to the topic “customs and traditions”.

T asks the Ss to do exercise 2a Ss work individually.

T asks them to compare their answers in pairs. And Ask some Ss to read the answers.

Some Ss read.

T asks the Ss to do exercise 2b Ss work in pairs.

T asks some pairs to read the answers.

Some Ss read.

2 . a. Match the pictures with the costumes and traditions in the box

* Keys

1- g 2-c 3-f 4-h

5- e 6-a 7-b 8-d

b. Write C or T under each picture

1- c 2-c/t 3-c 4-t 5-c 6-c 7-t 8-c/t

Activity 4. F urther practice

Goal: Ss can talk about customs and traditions in their hometown

Game: + Groupwork - Guide the Ss play game.

1 . Work in small groups.

2. Take five minutes to write down as many local customs and traditions as you can think of.

3. Present your list to the other

groups.

4 . The group with the most ideas

are the experts!

Eg:

- Wearing ao dai on special occasions

- Giving children lucky money at Tet

Teacher's and students’ activities

The main contents

Activity 1 . Warm- up

Goal: Help Ss think abo ut customs and traditions .

T has a small talk about “customs and tradition” Ss talk

Eg:

- Wearing ao dai on special occasions

- Giving children lucky money at Tet …

Activity 2. Presentation

Goal: Ss can pronounce words containing the clusters /spt/ and /str/ correctly in isolation and in context. And know more the words related to the topic “customs and traditions”.

T explains clusters: /spr/ and /str/

Ss listen and remember

T asks the Ss to listen and complete the words under the pictures .

Ss listen.

T asks them to listen and repeat.

Ss do it.

T corrects

T asks the Ss to listen .

Ss listen.

T asks them to listen and circle the words with /spr/ and /str/.

Ss do it.

T asks them to compare their answers with their friends.

T asks some Ss to read the answers.

Some Ss read.

T checks and corrects.

T explains the new words.

Ss listen and take notes.

1 . Pronunciation

Ex 5. Listen and repeat

Cluster: /spr/, /str/

1 .straw,

2 .street,

3 .spring,

4 .spray

5 .astronaut,

6 .frustrated,

7 .espresso,

8 .newsprint

Ex6. Listen and circle the words with /spr/ and /str/.

* Keys

1 . strictly

2 . strangers/ spread

3 . district, streets

4 . filmstrip

5 . offspring

2. Vocabulary

Christian: đạo thiên chúa sponge cakes: bánh xốp firecrackers: pháo touch: sờ, chạm shaking stranger's hand: bắt tay người lạ

Activity 3. Practice

Goal: Ss can understand and use t he vocabulary words to do exercises

T asks the Ss to do task 1. Ss work individually.

Ex 1. Match the column A with the column B.

T asks them to compare their answers in pairs.

T asks some Ss to read the answers.

Some Ss read. T checks.

T asks the Ss to do task 2.

Ss work in pairs.

T asks some Ss to read the answers.

Some Ss read. T checks.

T asks the Ss to do task 3.

Ss work individually.

T asks them to compare their answers in pairs.

T asks some Ss to read the answers.

Some Ss read.

T checks.

* Keys

1 - e , 2 - d , 3 - a ,

4 - g , 5 - b , 6 – c , 7 – f

Ex2. Complete the expressions below.

* Keys

1 . custom

2 . tradition

3 . according

4 . tradition

5 . with

6 . of

7 . doing

Ex3. Make sentences.

Eg:

- According to tradition, we have fireworks on New Year’s Eve. - My area broke with tradition by not having firecrackers on New Year’s Eve. - There’s a tradition in our province of having fireworks on New Year’s Eve.

Activity 4. F urther practice

Goal: Ss can talk about traditi on and custom in your hometown

T asks the Ss to do task 4.

Ss do it.

T asks them to compare their answers in pairs.

Ss do it.

T asks some Ss to read the answers.

Some Ss read.

T checks.

Ex 4. Complete the sentences with your own ideas.

1 . It’s the custom in my country that

2 . We broke with tradition by

3 . There’s a tradition in my family that

4. We have the custom of

5. According to tradition,

Teacher's and students’ activities

The main contents

Activity 1. Warm- up

Goal: Help Ss think about customs an d traditions and lead in the new lesson

Have a small talk about “customs and tradition”

Activity 2. Presentation

Goal: Ss can use should/ shouldn’t to exp ress advice and use “ have to” to express obligation and necessity.

T explains the new words.

New word:

Ss listen and take notes.

T explains: Should and shouldn’t

Ss listen and take notes and give example.

T explains how to use “ have to”

Ss listen and take note

Ss give example

Respect: kính trọng

Convey: thể hiện

Tip: boa

Confuse: từ chối, bối rối

Slipper: dép

Grammar:

+ Should and shouldn't to express advice.

S + should/ shouldn’t + V

S + have to…. to express obligation and necessity.

Activit y 3. Practice

Goal: Ss can use should/ should n’t and “ have to” to do exercise.

T asks the Ss to do task 1.

Ss work individually.

T asks them to compare their answers in pairs.

T asks some Ss to read the answers.

Some Ss read. T checks.

T asks the Ss to do task 2.

Ss do it.

T asks them to compare their answers in groups.

Ss do it.

T asks some Ss to read the answers.

Some Ss read.

T checks and corrects.

T asks the Ss to do task 3.

Ss work individually.

T asks them to compare their answers in pairs.

T asks some Ss to read the answers.

Some Ss read.

T checks and corrects.

1 . Complete the sentences with shouldn't and shouldn’t.

* Keys

1 . should

2 .shouldn’t

3 . should

4 . shouldn’t

5 . should

2 . Match the situation in A with the advice in B

* Keys

1 . b 2. c 3. e 4. d 5. a

3. Complete the correct form of have to.

* Keys

1 . have to

2 . have to

3 . has to

4 . had to/ don’t have to

5 . does…have to

6 . didn’t have to

T asks the Ss to do task 4.

Ss do it.

T asks them to compare their answers in pairs.

Ss do it.

T asks some Ss to read the answers.

Some Ss read.

T checks and corrects.

T asks the Ss to do task 5.

Ss do it.

T asks them to compare their answers in pairs.

Ss do it.

T asks some Ss to read the answers.

Some Ss read.

T checks and corrects.

4 . Choose A or B to convey the meaning of the first sentences.

* Keys

1 .B 2.A 3.A 4.B

5 . There are six mistakes find and correct.

* Keys

1 . should give

2 . have to

3 . should wear

4 . don’t have to

5 . have to use

6 . shouldn’t worry

Activity 4. Fu rther practice

Goal: Ss can give some advice an d some obligations to your friends

T asks Ss to work in pairs to give give some advice and some obligations to your friends. Ss work in pairs.

* Groupwork

T summarizes the main content by playing game:

- Divide the class into two teams.

- Each member in each team will make a sentence use: have to, should, shouldn’t. - The team which speaks right sentences is the winner.

Eg:

A: I will visit your hometown next month. Can you give me some advides? B: Sure. You should bring warm closthes and ….

Teacher's and students’ activities

The main contents

Activit y 1. Warm- up

Goal: Help Ss to pay attention in the lesson .

T lets Ss watch video about “customs and tradition” in Tet and new year.

Ss watch and remark

Activity 2. Presentation

Goal: Help Ss to know more about items related to “customs and tradition”.

T explains the new words.

Ss listen and take notes.

* New words

Prong: đầu dĩa

Cutlery: bộ đồ ăn (dĩa, thìa)

Palm: long bàn tay

Tray: khay

Mat: ván

Host/ hostess: chủ nhà (nam/ nữ )

C. Pr actice

Goal: Ss can discuss about different betw een “customs and tradition”.

T introduces two pictures in the book and asks Ss to discuss the differences between two pictures. Ss work in pairs

T asks the Ss to do task 2.

Ss work individually.

T asks them to compare their answers in pairs.

T asks the Ss to listen to the tape twice and check.

T lets Ss listen to Nick giving a presentation on table manners in Britain and check the answer.

T asks the Ss to do task 3 in groups.

Ss do it.

T asks some Ss to read the answers.

Some Ss read in front of the class.

T checks and corrects.

1 . Discuss the differences between two pictures

- They use bowls and chopsticks for the meal

+ They use knives and forks for the meal

2 . Write true or false.

* Keys

1 – F ; 2 – T ; 3 – F ; 4 – T ;

5 – F 6 – F ; 7 – F ; 8 – T

3 . Discuss the table manners in the family.

Eg: We sit on a mat with the food in the middle.

Activity 4. F urther practice

Goal: Ss can practise in pairs talking abo ut the table manners in the family

T asks the Ss to do task 4 in pairs.

Ss do it.

T asks some Ss to read the answers.

Some Ss read.

T checks and corrects.

T asks the Ss to practice in pairs.

4. Role play

Minh: Hey Jessica! My family would like to invite you to dinner.

Jessica: Oh, that’s nice but... I don’t know anything about Vietnamese table manners.

Minh: Well, what do you want to know?

Ss do it.

T asks some pairs to practice in front of the class.

Some pairs practice.

T checks and corrects.

Jessica: Well, do you eat around the dinner table like in Britain?

Minh: No, actually we sit on a mat with the food in the middle.

Jessica: You’re kidding!

Minh: ...

Teacher's and students’ activities

The main contents

Activ ity 1. Warm up

Goal: Help Ss to pay attention in the lesson .

T asks Ss to talk about some customs and traditions in their neighborhood. Ss talk

Activ ity 2. Presentation

Goal: Ss can know more about ite ms related to “customs and tradition” and do exercises.

T asks the Ss to look at 1 and answer the questions.

Ss answer the questions in pairs.

T asks the Ss to read the text and answer the question:

Is Mi writing about her family or her society?

Ss answer:

She is writing about her family T explains some new words.

1 . Reading

Ex1. Look at the pictures and answer the questions

1 . What are the people doing in each picture?

2 . Does your family ever do the same thing?

* New words:

Generation: thế hệ

Ss take notes.

T asks Ss to write A, B,C in the blanks

Ss work individually

T asks them to compare their answers in groups.

T checks and corrects.

T asks Ss to answer the question in pairs.

Ss do it.

T asks some pairs to read the answers.

Some Ss read.

T checks and corrects.

Grill: nướng

Sense of belong: cảm giác thuộc về nhau

Ex3. Write A, B,C in the blanks

* Keys

1 - C ; 2 - A ; 3 - C ; 4 - B ; 5 - A ; 6 - B

Ex4. Answer the questions

* Keys

1 . They are: having lunch together on the second day of Tet, spending Sunday together, and celebrating her grandparents’ wedding anniversary on the first Sunday of October. 2 . They usually go to the cinema or go for a picnic together.

3 . They don’t remember.

4 . They made five-coloured sticky rice served with grilled chicken.

5 . They love family customs and traditions because they provide a sense of belonging.

Ac tivity 3. Practice

Goal: Ss can interview some t heir friends about customs and traditions.

T asks the Ss to do task 5 in pairs.

Ss do it.

T asks some Ss to talk in front of the class.

Some Ss read.

T asks the Ss to do task 6 in pairs.

Ss do it.

Ex5. Work in pairs and answer the questions. 1 . What are the three customs and traditions you like most in your family? Describe them in detail.

2 . How do you feel when you take part in these customs and traditions?

3 . Why is it important to continue family customs and traditions?

Ex6. Answer the question before the class

Names of interviewees

Question 1

Question

2

.…

Activity 4. Further practice

Goal: Ss can describe about some customs and traditions in their family.

T asks Ss talk about some customs and traditions in their family Ss talk

Eg:

In my opinion, customs and traditions in we family are very important. Our family has our own customs and traditions Firstly, ….

Teacher's and students’ activities

The main contents

Activity 1. Warm- up

Goal: Help Ss to pay at tention in the lesson .

T lets Ss watch a video about traditional song and answer the question.

Ss watch and answer. Share their ideas with a partner.

T introduces the listening

1. Questions

What tradition do you think it is?

Activity 2. Pr esentation

Goal: Ss can listen to get specific informati on about a traditional dance of an ethnic group in Viet nam.

T introduces the new words. Ss take notes.

T asks the Ss to listen to the tape twice.

Ss listen.

T asks the Ss to listen and complete the table.

Ss do it.

T asks them to compare their answers with their friends.

Ss do it.

T asks some Ss to read the answers.

Some Ss read.

T checks and corrects.

T asks the Ss to do task 3.

*New words

Spiritual: thuộc tinh thần, tôn giáo

Private: riêng tư cá nhân

Reunion: sum họp

Conical hat: có dạng hình nón

Reflect: hành động phản xạ tự nhiên

2 . Listen and complete the sentences

* Keys

1 . happy and wealthy

2 . private gatherings

3 . 30

4 . the circle dance

5 . social

6 . fire

7 . music

8 . culture and lifestyle

3 . Listen to the passage and tick(v) true or false

Ss do it.

T asks them to compare their answers in groups.

Ss do it.

T asks some Ss to read the answers.

Some Ss read.

T checks and corrects.

Key:

* Keys

1 – T ; 2 – F ; 3 – F ;

4 – T ; 5 - T

Activity 3. Practice

Goal: Ss can ask and answer about the Ob on dance is a traditional Japanese dance.

T asks the Ss to do task 4 in pairs.

Ss do it.

T asks them to compare with their answers.

Ss compare.

T asks some Ss to talk in front of the class.

Some Ss read.

T checks and corrects.

4 . Make complete the sentences Example:

A: What’s the tradition?

B: The Obon dance is a traditional Japanese dance.

A: What does the dance express? B: People have the honour of their ancestors.

A: When does people perform the Obon dance?

B: The Obon festival takes place in mid-August in many regions of Japan and in mid-July in other regions.

- There are many forms in different regions.

- The most typical form is circle dance.

- People make a circle around a yagura, a high wooden stage; some dancers move clockwise, and some counter-clockwise.

- This is one of most important tradition. A lot of people come back to reunite with their families during the Obon festival.

Activity 4. Fur ther practice

Goal: Ss can write a description of a traditi onal Japanese dance.

T asks Ss to work individually to write about the Obon dance.

Ss do it.

T asks them to compare with their answers.

5 . Write about the Obon dance Example:

There is a traditional in Japanese that people perform the Obon dance during the Obon festival. The festival happens in mid-August in many

Ss compare.

T asks some Ss to talk in front of the class.

Some Ss read.

T checks and corrects.

regions of Japan. There are many different forms of Obon dance in different regions. In order to perform it, people make a circle around a yagura, a high wooden stage; some dancers move clockwise, and some counter-clockwise. I really like this dance.

1 . You should …………………………….old people.

A. respect B. wrap C. take

2 . Children should take things from adults with both ……………..

D. use

A. fingers B. foot C. toes

3 . You shouldn’t ……………………your promise to the children.

D. hands

A. follow B. break C. visit

4 . You ………………….wear shorts when going to the pagoda.

D. wear

A. have to B. must C. should

5 . We should …………………..banana leaves to wrap the food.

D. shouldn’t

A. eat B. drink C. visit

6 . People make specialties only ______ special occasions

D. use

A. in B. at C. on

D. of

Teacher's and students’ activities

The main contents

Activity 1. Warm up Goal: To warm up the class

T lets Ss sing a song Ss sing a song

T introduces the lesson

Activity 2. Presentation

Goal: Help Ss review the vocabularies they have learnt .

T asks the Ss to look at the picture and answer the question. Ss look and answer.

T asks the Ss to do task 1.

Ss do it.

T asks them to compare their answers in groups.

Ss do it.

T asks some Ss to read the answers.

Some Ss read.

T checks and corrects.

T asks the Ss to do task 2.

Ss do it.

T asks them to compare their answers in groups.

Ss do it.

T asks some Ss to read the answers.

Some Ss read.

T checks and corrects.

T asks the Ss to do task 3.

Ss do it.

T asks them to compare their answers in groups.

Ss do it.

T asks some Ss to read the answers.

Some Ss read.

T checks and corrects.

I. Vocabulary

1 . Complete the sentences with the words or phrases from the box

*Keys

1 . respect

2 . worshipping

3 . wrap

4 . host

5 . cutlery

6 . generations

2 . Write the sentences with the following expressions. there’s a tradition that…. according to tradition….. follow the tradition of…. break with tradition by… have the custom of……

3 . Complete the following word webs. Family customs and traditions

have dinner together

visit relative, celebrate birthday

visit pagoda

decorate houses

bring present visit someone's house

Activity 3. Practice

Goal: Help Ss listen to revi ew should/ shouldn’t; have to.

T review.

Ss take notes.

T asks the Ss to do task 4.

Ss do it.

T asks them to compare their answers in groups.

Ss do it.

T asks some Ss to read the answers.

Some Ss read.

T checks and corrects.

T asks the Ss to do task 5.

Ss do it.

T asks them to compare their answers in groups.

Ss do it.

T asks some Ss to read the answers.

Some Ss read.

T checks and corrects.

II- Grammar

We use should/ shouldn’t to give an advice.

We use “Have to” to express obligation and necessity.

4 . Complete the sentences using should or shouldn’t.

* Keys

1 . should wait

2 . shouldn’t use

3 . shouldn’t break 4 . should follow

5 . shouldn’t touch

5 . Underline one mistake and correct. * Keys

1 . have to

2 . shouldn’t

3 . have to have

4 . should

5 . have to avoid

Activity 4. F urther practice

Goal: Help Ss talk about customs and tradition and know how to do the project.

T asks the Ss to do task 6 in groups.

Ss do it.

T asks some Ss to talk in front of the class.

Some Ss read.

T checks and corrects.

T guides the Ss to do project at home.

Ss do it.

III. Communication

6 . Game: Best advice What should I do?

IV. Project