Giáo Án Tiếng Anh 8 Thí Điểm

7/25/2019 Gio n Ting Anh 8 Th im

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UNIT 1: LEISURE ACTIVITIES

6T Objectives:

By the end of this nit! stdents c"n:

Pronounce words containing the clusters /br/ and /pr/ correctly in isolation and in

context

Use the lexical items related to leisure activities

Use verbs of liking that are followed by gerunds

Use verbs of liking that are followed by to-infinitives

Read for general and specific information about the positive and negative effects of

using computer

Listening for specific information about ways of sending time with friends

rite to discuss an opinion about leisure activities

Int#odction

Prepare photos or maga!ine cut-outs about some popular leisure activities including thoseyou often do in your spare time" #sk $s to describe them in %nglish" &hen ask them to

guess which activities you en'oy doing" %ncourage $s to do the same in pairs( )ne

student write a short list of activities and the other guesses"

1 #sk $s to open their books to the picture" *ntroduce +ai, Phuc and ick" #sk $s to

guess where they are and what they are doing" .or more able classes, brainstorm

uestions with $s and write them on the board" 0uestions may include(

hat can you see in the picture1

$ettin% st"#ted

*t2s right up my street3


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hy do you think +ai, Phuc and ick are there1

hat are they holding in their hands1

hat are they talking about1

4an you guess what +ai, Phuc and ick like doing in their free time1

%tc"

#ccept all possible answers from $s and do not provide correction at this stage" Play the

recording and have $s answer them" #gain, do not give correction at this stage"

&T

A $s work individually to circle the correct answer" $s compare their answer with a

partner and then discuss as a class" & goes through each statement and asks $s how the

text and the visual in the dialogue support their answers" #fter the discussion, & writes thecorrect answers on the board"

5ey( 6" 7ookstore 8" 7ook 9"dog

:" craft kit9" .olk music:" ;ietnamese

B


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4 >raw $s2 attention to the contexts when +ai said ?4heck out this book2 and Phuc said

?*t2s right up your street32" &ogether with $s elicit the meaning of these two experessions"

&o check out something means to examine something or get more information about it inorder to be certain that it is suitable @or true, or false A"

*f something is right up your street, it is the type of thing that you are interested in or that

you en'oy doing"

#sk $s for examples of something they can check out, and something which is right up

their street" .or a more able class, ask $s to make a 8- turn dialogue in which they use

these expression"

'" $s work in pairs to match the words/ phrases in the box to the photos, then they listen

together to check their answers"

5ey( 6"playing computer games 8" Playing beach games 9" >oing >*B

:" texting C" ;isiting museum D" +aking crafts

*f time allows, ask $s to use ad'ectives to say what they think of these activities,

eg"exciting, interesting, etc"

( $s work individually to do the task then compare their answers with a partner" &ell $sthey need to look for the surrounding key words in order to complete the task" ote that

?good2 and ?satisfied2 fit both items 6 and C" #cknowledge this point with $s who have

them the other way round"

5ey( 6"satisfied 8"relaxing,exciting 9"fun :"boring C"good

Phuc +ai ick

6"Pet training

8" +aking

9"Reading

:"listening to music

C"Learning languages

D" Playing sports

E" =elping parents with >*B pro'ects


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: o not give correction" &hen ask $s to answer the

uestions that follow the chart"

*f necessary, & may elicit information by asking uestion such as(

-What is the pie chart about? Where can you find the information?

-What do the different coloured sections of the chart refer to?

-How are these sections calculated?

-What does the Note tell you?

-What does the Source tell you?

+ey:

6"*n 8F68, people in the U$# spent C"6 hours a day on sport and leisure activities"

# closer look 6


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8"&he main activities they did include watching &;, sociali!ing and communicating,

reading, participating in sports, exercise and recreation, using computers forleisure,

relaxing and thinking"

9" &he three most common activities were watching &;, sociali!ing and communicating

and using computers for leisure"

' =ave $s work individually to complete the task" #fter giving corrective feedback,

draw their attention to the parts of speech of the words mentioned @ e"g"relaxing comes

from the verb relax with Ging added, and it refers to the activityA"

&hen introduce the concept of gerund @a noun made from a verb by adding GingA" oing

atching

Reading

$ociali!ing

communicating

Relax

&hink

Use

>o

atch

Read

$ociali!e

4ommunicate


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( .or a more able class, ask $s to cover the category labels" =ave $s look at the words

and try to guess what these words have in common" & may elicit answers from $s by

asking uestions, for example(

hat is the common verb we often use with these1 =ow can we use this verb to describe

the activity1

ho do we often do these with1 here do we often do these1 %tc"

>o not give correction at this step" #sk $s to work in pairs to complete the task" )ncethey have finished and & has given corrective feedback, encourage them to add more

words in each category"

5ey( 6"e 8"b 9"f

:"a C"d D"h

E"c H"g

,=ave $s work in small groups" #llow them enough time to think about what their

average day may lool like @including study and workA and how much time is spent on

leisure activities" *f there is plenty of time, encourage them to calculate these times as

percentages and put them in a simple pie chart similar to 6"

#lternatively, this task can done as a mingle activity" =ave $s write down how much time

they spend on leisure on an average day, and the three activities they do the most" $s

move around and talk with at least three other classmates to find out who spends mosttime on leisure and what the most popular activities in the class


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-T

Pronunciation

4luster( /br/ and /pr/

C =ave $s work individually to complete this task" )nce they have finished , $s work inpairs to compare their answers" Play the recording for $s to check and then repeat" Pause

the recording to drill difficult items"

#uto script(

6" #pricot 8" 7ridge

9" 7racelet :" 7read

C" princess D" President

E" President H"broccoli

#sk $s to add more words which contain these cluster" .or a more able class, $s may

make sentences with these words and practice saying them"

=ave $s practice the words with the clusters first" &hen ask them to repeat the whole

sentences" *f time allows, raise up their left hand, if it is cluster /br/ they raise their right

hand"

Ato sc#i.t:

6"$he loves making apricot 'am"

8"+y dad likes making bread in his free time"

9"=ien is our club president"

:"+ai keeps all her bracelets in a beautiful box"

C"Bou will need a brush if you want to paint your room"

D"&his is a wonderful present" &hanks so much"


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$#"//"#

Ve#bs of *i0in% %e#nd! Ve#bs of *i0in% to2infinitives

1

Remind $s of the concept of the gerund from A c*ose# *oo0 13 #sk them how the gerund

is formed and how it functions grammatically" >raw $s2attention to ?love to watch2 and

?en'oy listening2 which appear in the text in $ETTIN$ STARTE4 (

-* love to watch himI

-7ut * think *2ll en'oy listeningI

%xplain that in %nglish if we want to follow a verb with another action, we must use a

gerund or an infinitive" &here are certain verbs that can only be one or the other, andthese verbs must be memori!ed"

Read or play the recording in $ETTIN$ STARTE4 for $s to lidten and ask them

tounderline the verbs of liking followed by gerunds or to-infinitives that they find in the

text" .or a more able class, & may ask $s to cover the text and 'ust listen to identify these

verbs"

5ey( love@to watchA

en'oy@ listeningA

liked@readingA


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+ey:

.ollowed by gerund only .ollowed by both gerund and to-infinitive

6"love

8"en'oy

9"detest

:"prefer

C"fancy

&hen play the recording for $s to check their answers"

#uto script(

6"* love eating spicy food"

8"* love to eat spicy food"

9"Jane en'oys running"

:"Phong detests doing >*B"

* prefer reading poetry"

* prefer to read poetry"

C">o you fancy watching &;1


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15T

( $s work in pairs to complete this task, then & gives feedback to $s as a class"

5ey( 6"making

8" to watch/watching

9" skateboarding

:" to learn/learning

C" $itting

, &his task can be done in groups of five or six"


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=ow are you1 &his is what * like do in my free time" * often play games or watch &;"

)r * go to the park and play football with my friends" * en'oy do this very much3 *

sometimes help my parents too" *f * have homework, *2ll try to finish it first before * do

anything else" 7ut * don2t like have lots of homework 3 * don2t mind to do homework

but * hate spend all evening on it3 )n $aturday or $unday, * love eat out with my family"

&he food is delicious3

hat about you1

7est,

>uc

like do-K like to do/like doing

en'oy do-K en'oy doing

don2t like have-K don2t like to have/ don2t like having

don2t mind to do-K don2t mind doing

hate spend-Khate to spend/ hate spending

love eat out-K love to eat out/ love eating out

b #sk $s to read the e-mail again and answer the uestions"

5ey(

-&he activities >uc mentions in his e-mail are( playing video games, wathching &;, goingto the park, playing football, helping his parents, doing homework, and eating out with

his family"

-&he two activities he en'oys the most are playing football with his friends, and eating out

with his family"

6$s work individually to write the email then exchange it with their partners and check

for mistakes" *f there is time, have them ask and answer about the e-mails afterwards,

using the uestions in Cb as a guide" *f there is not enough time, this can be done as agroup-writing task"


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11T

Int#odction

.ind a leisure activity a bit unusual @ from you,your friends or someone you knowA and talk about

it to the class" #sk $s for their opinions about thisactivity( boring, interesting, strange,challenging,

etc" $s may start talking about what they know

about their friends2free time activities and say

what they think of these activities

Refer to any words in the E7t#" voc"b*"#ybox that $s do not yet know and ask $s to

try to guess what the meaning is, and how that may relate to leisure activities"

1 %xplain to $s that they are going to read about some activities teenagers do in

their spare time" =ave $s cover the text and 'ust look at the photos @ with name and

country A " %ncourage $s to guess what these students in the photos like doing asleisure activities"

&hen set a reading time limit and have $s speed read the text" 4lose books andplay a memory game dividing $s into competing groups to tell how much

information they can remember from the text" +otivate $s by counting every

detail they remember3 >o not check comprehension at this point"

' #sk $s if they notice any other particular features of the text" %licit answers from

$s by drawing their attention to the form of the text @e"g" its layout and the

abbreviationA" %xplain that this is from a webpage and that these abbreviations are

informal language that is used online and in texting messages" *ntroduce the first

abbreviation" &hen have $s work in pairs to complete the task"

ext encourage $s to add to the ?netlingo2 dictionary with any other abbreviations

they know that are used online" $s may work in pairs to create their own minidictionary, then ask other pair to guess the meaning"

*f time allows, have $s write short texts or messages in which they use theseabbreviations and/ or their newly added ones and send them to each other"

( =ave $s work in pairs or small groups to complete the table" #llow $s to read

the text more closely to fill in the table"

Co//nic"tion


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5ey(

ho1 hat activity is mentioned1 hat does he/she thick

of it1

%mily -hanging out with friend @ windowshoppingA

-working as a vouteer

$he loves it"

=ang 4loud watching $he adores it" *t2s easy

Linn


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68&

Re"din%

6 $tart the lesson by doing a uick class survey on how many $s use computers

freuently and what they use them for @e"g" watching movies, playing games,

listening to music, accessing social media, doing homework, etc"A "


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6"*s 0uang2s garden real1

8"hat is the problem with using technology in your free time1

9"hat leisure activities do teenagers do these days1

:"hat are the benefits of using the computer1

S.e"0in%

: %xplain to $s that these speech bubbles are from 0uang and his parents"

$s may work in pairs or in groups, but they will need to say why they thinkwho says what, based on the information from the passage"


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+ey(

0uang2s parents 0uang 0uang

0uang 0uang2s parents 0uang

C 7efore the role-play starts, arrange $s into three groups( the group that

plays 0uang, the group that plays 0uang2s parents, and the group that plays

his teacher" #sk each group to brainstorm how they are going to expresstheir opinions" hen they are ready, put $s into new groups which contain

0uang, 0uang2s parents, and 0uang2s teacher"

&ell $s that they can use the language in ,for their role-play, and emphasise

in the Stdy s0i**box should be used in their discussion"

*f time allows, call on two or three groups to repeat their role-play for the

class


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1(T

Listenin%

1 $hare some of the things you often en'oy doing with friends in your free tim"

&hen ask $s to tell each other what they usually do with their friends" #sk some

pairs to volunteer to tell the class if they find each other2s answers interesting"

' &ell $s that they are going to a radio programme" #sk them to look at the

uestions and underline the key words before & plays the recording"

+ey:

6"&he topic of this week2s programme is hanging out with your friends"

8"&here are two main ways( hanging indoors or outdoors"

Adio sc#i.t:

*n this week2s programme we2ll share with you some cool ways to hang out with your

best friends after a busy week at school" 7asically you can hang out indoors or outdoors"

*f you like staying indoors, ask your parents if you can invite one or two friends over"

+ake some popcorn3 atch a movie3 *t2s more comfortable than going to a cinema3 )r if

you2re feeling creative, you can make crafts together" Bou2ll feel satisfied once you finish

something" *f you fancy being outdoors, play some sports together" .ootball, badminton,bikingIyou name it3 )r it can simply be a relaxing walk in the park" #ll these activities

are good for your physical health" >o you prefer something more exciting1


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+ey: 6" movies 8"cinema

9" crafts :" sports

C" physical health D" people

E" cultural centres

8#itin%

=ave $s cover the box and write some of these words/phrases on the board" #sk $s

where in a paragraph they often see these words and what could be the purpose for using

them"

, $s work individually to complete the task, and discuss their answers with a partner"Remind $s that for some gaps there is more than one correct answer"

+ey 6" *n my opinion/ * believe

8" .irstly

9" $econdly

:"7esides/also/in addition

C"for these reasons/in short/as * have noted

&his task can be done in small groups where each chooses one uestion " &hey then

agree on an opinion and work together to brainstorm the ideals to argue for their points"

%ach member will need to write his/her own piece" Remind $s to use the connectors they

have earlier in order to better organi!e their ideals"

$ample(

" believe the best leisure activity for teena#ers is any #roup activity$ &his could be playin#

a team sport or (oinin# a hobby #roup or even volunteerin#$ )irstly, teena#ers like to feet

that they belon# to a #roup$ Secondly, bein# part of a #roup helps teena#ers make

friends$ )riendships are very important to teena#ers$ "n addition, they will make friendswith people who have the same interests as them$ )or these reasons " think #roup

activities are best for teena#ers$


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1,T

Loo0in% b"c0

Voc"b*"#y

1$s complete this exercise individually or in pairs" )nce they have finished they shouldbe able to explain their answers as well" #ccept different answers if $s explain their

decisions logically"

$uggested answers as well" #ccept different answers if $s can explain their logically"

' $s complete this task individually"

5ey(

6"sociali!ing with friends

8"relaxing

9" communicating with friends :"

doing >*B

C" meeting

D" making crafts"

$#"//"#

( $s work individually to complete the exercise" *f time allows, & may ask $s to swap

their work with each other for peer correction"

5ey( 6" working 8" learning/ to learn 9" seeing

:" doing C" meeting D" play

, =ave $s complete the sentences using their own ideas" Remind them to use gerunds or

to-infinitives" =ave some $s read out their sentences" #ccept all answers as long as they

make sense"


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$s work individually then compare with a partner"

+ey: 6" .irstly 8" $econdly

9" &hirdly :" *n addition

C" *n short

#fter $s have finished & may explain to them that they can register as a user on the

website www"thinkuknow"co"ukin order to be protected when they go online"

Co//nic"tion

6 #llow $s plenty of time to do this task" .or each activity they choose, they should be

able to give at least one reason that led them to the decision" &hen $s work in pairs to

exchange ideas"

9inished

& asks $s to complete the self-assessment" =ave $s discuss as a class what difficulties

remain and what areas the $s have mastered"
http://www.thinkuknow.co.uk/http://www.thinkuknow.co.uk/


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1T

;#oject

Join our leisure activity3

%xplain that $s are going to make a poster to promote a group leisure activity"

Place $s into groups of about six"


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16T

)b'ectives(

7y the end of this unit, they can(

Pronounce correctly words containing the clusters /bl/ and /cl/

Use the lexical items related to the topic of life in the countryside

Use comparative forms of adverbs of manner

Read for specific information about an unusual lifestyle in the countryside

Listen for specific information about changes in the countryside

&alk about what they like or dislike about life in the countryside

rite a short paragraph about changes in the countryside

$ettin% st"#ted

*t2s harvest time

*ntroduction

Review the previous unit by calling some $s to act some leisure activities" &he

class makes a guess" &hen ask $s to decide which leisure activities are more

common in the countryside and why"

rite the word countryside on the board" 7rainstorm words and phrase describing

activities which take place in the countryside" .or more advance classes, some

comparison

1#sk $s to look at the title of the conversation and the picture and ask them someprediction uestions about what they are going to read" &he uestions may be(

hat is the conversation about1

hich season is harvest time in1

hat do you think the countryside is like at harvest time1

hat do the farmers do1

hat do the children do1


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%ncourage $s to answer the uestions" &heir answers can be as simple as one word

or phrase" Play the recording" $s listen and read" #sk $s if their predictions are

correct"


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1&T

" $s work independently" #sk them to read the sentences and decide if they are true or

false" $s compare answers with a partner" =ave $s correct the false sentences" & writes the

correct answers on the board"

+ey: 6"& 8". 9". :"& C"&

b #sk $s to try to answer the uestions without referring to the conversation first" &hen

$s refer to the conversation again for the correct answers" 4orrect the answer as a class"

5ey(

6"=e2s in the countryside"

8"Right on his first day there

9"*t2s a big and colourful

:"=is grandfather"

C"=e means that he wishes he were in the countryside too"

c #sk $s to look at the words in the box and make sure they understand their meaning" *fthey do not, ask them to refer to the conversation and have a guess" &hen ask them to dothe exercise" hen they finish, ask them to check their answers with their partner"

+ey: 6" colourful 8" move slowly

9" harvest time :" paddy field

C" herding D" buffalo-drawn cart

d =ave $s work in small groups to discuss and tick the correct box and lool for

expression@sA to support their answer"


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S%%ested "ns


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1)T

A c*ose# *oo0 1

Int#odction

Remind $s of the vocabulary they learnt in


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5ey(

&o describeI ords

People .riendly, brave, boring, nomadic, colourful

Life $low,hard, boring, inconvenient, peaceful, nomadic,colourful

$cenery 4olourful, vast, peaceful

(+ake sure $s understand the meanings of the verbs first" &here may be some confusion

about the difference between ?pick2 and ?pick up2" %xplain that ?pickO is the specific verb

used for collecting fruit, vegetables or flowers through the action is the same as the moregeneral term ?pick up2" $s then work independently or in pairs" hen they have finished,let them exchange their answers with a partner/ another pair" &hen t elicits the correct

answer"

+ey:

ride( a horse, a camel

put upM a tent, a pole

collect( hay, water

herd( the buffaloes, the cattle

pick( wild flowers, apples

,$s use the vocabulary they have learnt in activities 1 and (@ 1 for ad'ective and (for

verbsA to do this exercise" #sk $s to look at the sentences and decide if an ad'ective or averb is missing" &his narrows down the areas of words they need to refer to" $s then

complete the sentences by themselves" 4heck the answers as a class"


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+ey( 6" picking 8" inconvenient, collect

9" herd :" ridden, brave

C" peaceful D" nomadic

E" vast H" put up, hard


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6N&

;#onci"tion

C*ste#s: =b*= "nd =c*=

C $s listen and repeat" Pause the recording to drill difficulty items" =ave $s say the wordsindividually or in small groups

#udio script(

6"blackberry 8"clothing

9"climb :"blind

C"click D"clay

E"bloom H"blossom

N"clock 6F"clear

6 =ave $s listen and circle the words" =ave $s do the activity in pairs and challengeeach other to choose the correct words"

#udio script(

6" blame

8" blast

9" blue

:" clock

C" close

5ey( blame claim

class blast

clue blue

clock block

blow close


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& =ave $s look at the sentences and underline the words with clusters /bl/ and /cl/ first"

$s then listen and repeat"

#udio script(

6 " &he wind is blowing so hard8" &hese people have climbed to the top of the mountain

9" &he tree is in full blom

:" 7lind people can read with 7raille

C" Look at the clear blue sky"

C*ose# Loo0 '

$#"//"#

Co/."#"tive fo#/s of "djectives: #evieo the =mong have their own language1

9" here do the 4oho live1

:" hat colour is the ung2s clothing1

C" hich group has a Oarger population, the &ay or the &hai1

D" hose arts are displayed at a museum in >a ang1


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8H&

A c*ose# *oo0 1

Int#odction

$s brainstorm the names of the ethnic groups they know where they live, their costumes,

their way of life, culture, folk songsI%ncourage them to guess and call out as many

words as possible"

Voc"b*"#y

1& may explain and give examples of ad'ectives" #sk $s to give some more"

&hen $s work in pairs to match the ad'ectives with their opposites" & elicits the answers

from the class"

+ey( 6"d 8"c 9"g

:"a C"f D"e E"b

*f there is time, advanced $s can write the words in sentences @or homeworkA"

8 $s work individually to do the task" $ome $s may write the answers on the board"

4heck their answers"

+ey: 6"written 8"trasitional

9"important :"simple, basic

C"rich

9 $s work in pairs and discuss what the words is for each picture" 4heck the answers

with the class" .or more able $s, ask them to give other words they know which are

related to the life of ethnic minority people"


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+ey( 6"ceremony 8"pagoda

9"temple @Ly $onA

:"waterwheel @in the northA

C"shawl @of the &hai womenA

D"basket @of the $edangA

;#ononci"tion

4lusters( /sk/, /sp/, and /st/

,Play the recording and $s repeat" & may pause the recording to drill difficult items" Play

the recording as many times as necessary" 4orrect $s ? pronounciation"

Adio sc#i.t( skateboard stamp speech display first station

*nstead crisp school basket space task

Play the recording again" $s listen carefully and put the words in the right columns"

ote that ?school2 may cause some confusion because the sounds of /sk/ are spelled with

the letters ?sch2" #sk $s to give other words which contain these clusters"


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+ey:

=s0= =s.= =st=

skateboard $peech $tamp

$chool >isplay .irst

7asket 4risp $tation

task $pace *nstead

6Play the recording two or three times @or more if necessaryA" =elp $s recogni!e all the

words with /sk/,/sp/,or /st/, then underline them as assigned"

+ey( 6" &he =mong people * met in $a Pa speak %nglish very well"

8" Bou should go out to play instead of staying here"

9" &his local speciality is not very spicy"

:" +any ethnic minority students are studying at boarding schools"

C" +ost children in far-away villages can get schooling"


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8H&

A C*ose# Loo0 '

Int#odction

$s have already learned Bes/o uestions and h-uestions" &ell $s that this is a review

section" & may help $s recall all types of uestions and uestion words they have learned

so far"

$#"//"#

>estions: #evieestions:

6"ho does the shopping in your family1

8"ho is the principal of our school1

9"hich sub'ect do you like better, %nglish or maths1

:"hat is the most important festival in ;iet am1

C"hich ethnic group has a larger population, the 5hmer or the 4ham1

Ans


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9F&

A#tic*es: "!"n "nd the

& asks $s to read the grammar box, then explains these uses of the articles, going through

the examples given in the box" &o check $s2 understanding of the usage, ask $s to makeother example sentences using the articles in the same way"

>raw $s2attention to the Loo0 ot3 7ox" Read out the sentences to show that sounds are

what determines whether ?an2 is used" $ee if $s can come up with other examples of

words like these"

C $s work individually to do the task" &hen $s swap their books with a partner to check

the answers" .inally check the answers as a class" >iscuss the reasons for the article

usage in each sentences"

+ey: 6 "a 8" the

9" the :" the

C" the D" a

6 .irst, have $s read the passage without paying attention to the blanks" &hen as a

class, check any unfamiliar vocabulary so that wverybody understands the meaning of the

text" ow focus on the grammar point" $s work individually to do the task" #sk some $sto read the passage sentence by sentence" & correct as a class" >iscuss the reasons for the

article usage"

+ey( 6"a 8"a/the 9"the

:"an/the C"the D"an


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?C*"ss#oo/ /"n"%e/ent Note ( ot all activities are suitable for every class" & may

have to adapt the exercise depending on the si!e, attitude and language ability of the

class" .or example, & may want to monitor the activity more closely by putting the $s in

pairs and asking them to change Pira from time to time" #nother alternative is to ask the

$s to get into larger groups and ask answer uestions in their groups" *f time allows,combine groups and pairs so that one pair/groups asks and answers uestions with a

different pair/group" & may also sivide the class into two sides-the left side and the right

side-and handle different drill activities, or games"


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96&

Co//nic"tion

1$s work in pairs to do the ui!" & checks and gives explanation"

+ey: 6" 7 8" # 9" 4

:" 7 C" 4 D" #

'$s work in groups" Let them discuss and then write down the ethnic groups in the

correct boxes" %ncourage them to add other ethnic groups they know of to the list" &

moves around the groups and gives assistance where need

5ey(

(7ring the class back together" rite on the board sub'ects that $s can talk about in

relation to these groups" %licit these sub'ects if possible(

;iet, =mong, Lao

orthwest region

;iet, =mong, ung, &ay

ortheast region

;iet, 7ahnar,7rau,

%de,


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-location -lifestyle -costumes

-foods -festivals/ceremonies -marriage/weddingsI

& may give some facts and/or show pictures to facilitate the activity"


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98&

S0i**s 1

Re"din%

1


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Let $s talk about their own ethnic group" & may ask them to focus on one or two

aspects such as clothing, food, ways of living, customs and traditions, festivals, beliefs,

etc" & can also encourage $s to talk about changes in the life if their people over time"


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99&

S0i**s '

Listenin%

'Play the recording once or twice" #sk $s to listen carefully and tick &rue or .alse

according to what they hear in the passage

+ey: 6"& 8".

9"& :". C".

(Play the recording again" $s write down the words as they listen" Play the recording

again for them to check" & correct as a class"

5ey( 6"mountainous 8"purple

9"natural :"plants

C"ceremonies

Adio sc#i.t:

.ive-couloured sticky rice is an important traditional dish of many ethnic minorities in

the northern mountainous regions" People call the dish five-coloured sticky rice because

it has five coulours( red,yellow,green,purple and white" &he things that create the colours

are not chemicals but natural roots and leaves" &he five colours of the dish represent five

elements of life according to ;ietnamese beliefs( yellow is earth, red is fire, green is

plants, white is metal, and purple or black is water" People believe that these five

elements create harmony between heaven and earth" .ive-coloured sticky rice is usually

made and en'oyed at &et, in festivals and ceremonies, on special occasions, and wheneverthe family has guests"

8#itin%

, &ell $s to read the notes carefully"


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=ave $s write full sentences to show the steps to cook the rice" +ake sure that they use

proper connectors first/firstly, second/secondlyIand pay attention to spelling and

punctuation"

& may collect some $s2 writing papers and mark them, then give comments to the class"

& may ask $s to write a paragraph as homework@ in the form of a letter to a pen friend,

for exampleA"

S"/.*e coo0in% ste.s(

&his delicious dish is really easy to make$ )irst, you need to soak the rice in water for at

least five hours$ &hen rinse the rice and drain it well$ Ne/t, add the turmeric e/tract and

mi/ it well$ &hen wait for 01 minutes$ fter that, add the coconut and salt$ 2emember to

mi/ it well$ )inally, steam the rice for 31 minutes$ 4heck that it is fully cooked$ 5ou can

serve this dish with chicken$


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9:&

Loo0in% b"c0

&his is review section of the unit" $s should record their result for each exercise in the

Loo0in% b"c0section in order to complete the final 9inished No< IcanIassessment"

Voc"b*"#y

1Let $s repeat the words as a class to practice pronounciation"

ext,$s can comple this exercise individually" Less advanced classes can complete this

exercise in pairs"

+ey( 6"cutural 8"peacful

9"richness :"diversity

C"traditional

$#"//"#

(Let $s read the passage aloud" 4larify any difficulties" $s do the task in pairs or

individually"

+ey(

6" hat are these houses built on1

8" here is the entrance1

9" hich house is the largest, tallest and most elaborate building in the village1

:" hat is it used for1

C" ho can sleep in this house1

,&ell $s to read the sentences carefully and try to find the error relating to articles in each

sentence" $s can work in pairs or individually"


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9C&

Co//nic"tion

6$"/e: c*t#"* +noiscuss as a class what difficulties remain and

what areas the $s have mastered" Provide further practice on the weak areas of the class"

;#oject

Ethnic 9"shion Sho


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9"7rau 6E"


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9D&

REVIE8 1 @ UNIT 12'2(

Int#odction

&he aim of this review is to revise what $s have studied and practiced in units 6, 8 and 9"

& may ask $s what they have learnt so far in terms of language and skills" $ummarise

their answers and add some more information if necessary" %ncourage $s to recall and

speak out as much as possible"

L"n%"%e

& may use this language review section as a self-test" $s do the exercise in 9F minutes

and then & checks their answers" )therwise, & can conduct each activity separately"

;#onnci"tion

6 & plays the recording and $s repeat" Play the recording as many times as necessary"

Pause and correct $s2 pronunciation"

'Play the recording two or more times, if necessary" =elp $s recognise all the words with

/sk/, /sp/, /st/,/br/,/pr/,bl/ and /cl/ then underline them as instructed" & may sk $s to read

the sentences as a class, or individually" 4heck pronunciation and intonation"

+ey:

6"* used to climb trees when * was small"

8"=ow can we improve our speaking skills1

9"=ow annoying, the stadium has closed3

:"* want to buy a blue skirt for my mother"

C"? )n a dark day, * saw a witch riding a broom in the skyI2

Voc"b*"#y

($s do the task individually and then share their answers with a partner" 4heck $s2

answers"


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+ey:

peaceful G noisy hard G easy

boring G exciting forget G remember

traditional G modern country life G city life

love G hate ma'ority G minority

,$s do this exercise individually" & may ask some $s to write their answers on the

board" & corrects as a class"

+ey

6"like/en'oy, listening, visiting

8"forget 9"flying/to fly

:"mind,to do/doing

C"playing/to play


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+ey:

6"later 8"more

9"more fluently :"better

C"more simply D"faster

E"more carefully

6$s do the task individually" & checks" 4all some $s to read the whole passage"

5ey( 6"a 8"an 9"the

:"the C"the D"a


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9E&

Eve#yd"y En%*ish

&$s do the task individually" &hen they practice in pairs" #fter checking their answers,

ask one or two pairs to act out the dialogues"

+ey: 6"b 8"e

9"a :"c C"d

S0i**s

Re"din%

1$s read the lettet once or twice" & clarifies anything they do not understand fully"

" $s do the task individually, then check with a partner" & corrects"

+ey: 6"& 8"&

9". :"& C".

b$s do the exercises in pairs" & corrects as a class"

5ey(

6" hich museum does 5im love to visit on $aturday afternoon1

8" =ow many @clay and storeA ob'ects are ondisplay at the museum1

9" hat can you learn in this museum/>a ang +useum1

S.e"0in%

8 $s work in pairs and talk about what their family members like to do in their free

time" %ncourage them to talk as much as possible, using the verbs of liking they have

learnt" #fter some time, & may let $s swap pairs and continue to talk" & goes round

and gives assistance if necessary"


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Listenin%

(Play the recording once or twice" $s listen and choose their answers"

Play the recording again for $s to check their answers" %xplain the new words or

anything difficult if necessary"

+ey( 6"7 8"#

9"# :"4 C"7

Adio sc#i.t:

Life in the En%*ish cont#yside

#ccording to a recent survey by 4ountry Life maga!ine, about HF percent of 7ritain2s

population dream of living in the countryside" *n fact the countryside of %ngland

today shows the wealth of landowners and those who can afford to escape the busy

and noisy city life"

%nglish village communities are often small and close" &hey are warm and usually

welcoming" +aggie, who lives in orth Borkshire, says( ;illage life is wonderful

and safe for the kids" &here is a great sense of community here" *t is more relaxing andyou can2t tell who has money and who doesn2tM" People in the %nglish countryside use

private transport more, and the environment hasn2t been spoilt much"

8#itin%

: 7efore writing, have $s brainstorm ideas about life in the countryside( advantages,

disavantages, what they like and dislike, etcI &hen explain the writing task" #lso

have them brainstorm words and phrases they may need for writing"


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can do in the countryside such as horse-ridin#, swimmin# in the river or kite-flyin#$

)or these reasons, " like country life$


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Unit ,: OUR CUSTOS AN4 TRA4ITIONS

()T

Objectives:


Pronunciation words containing the clusters /spr/ and /str/ correctly in isolation

and in context

Use the lexical items related to the topic ?customs and traditions2

Use should and shouldn2t correctly and appropriately to give advice

%xpress obligation and necessity using the correct form of have to

#sk about and describe different customs and traditions

Read for specific information about family customs and traditions

Listen to get specific information about a traditional dance of an ethnic

rite a description of a traditional Japanese dance



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$ettin% st"#ted

# lesson on customs and traditions

Int#odction

Review the previous unit before $s open their books by asking them to take part in

a small game" $s work in two big groups # and 7" # student from group # calls

out the name of an ethnic group in ;iet am, then points at one student from

group b" &his student has to call out the name of another ethnic group" &he game

stops when a group cannot give out the name of any ethnic group or when time is

up" &he group with more ethnic groups wins"

rite this sentences on the board and ask $s to complete it"

-Bes, and they have their own ways of life, andI""andII

&ell $s that this sentence is taken from the conversation in the


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9N&

" $s work independently to find the words with the given meanings in the

dialogue" #llow them to share answers before discussing as a class" Remember to

ask $s to read out the lines in the dialogue that contain the words" 0uickly write

the correct answers on the board"

+ey:

6"accepted 8"generations

9"spot on :"sharp

C"social D"table manners

=ave $s look at the atch out3 7ox and uickly read the information" #sk if they

know any expressions with the same meaning as ?Bou2re kidding2" $ome other

expressions are( 5ou must be kiddin#6' 5oure (okin#6'5ou must be (okin#6

b $s read the conversation again to do this exercise" #sk for $s2 answers as well

as the explaination for their choices" rite the correct answers on the board"

+ey:

6"&

8".@ &here are also social ones"A

9"&

:".@ &here are a lot of customs for table manners in the U5A

c=ave $s read the uestions to make sure they understand them" #sk them firstly

to answer the uestions without reading the dialogue" $s exchange their answers

with a classmate" ow ask them to check their answers by reading the dialogue

again" 4all some $s to write their answers on the board" 4onfirm the correct

answers"


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+ey:

6"*t2s eating dinner at E p"m" sharp"

8"=e2s surprised"

9"&hey both refer to doing something that develops over time"

:"# custom is something accepted" # tradition is something special and is passed down

through the generations"

C"&hey should find information about a custom or tradition"

d$s do this in pairs" #sk for $s2 answers and their explanations" $ummarise the answers"

+ey:

6"have to( *t2s an obiligation G you have no choice

8"should( *t2s a suggestion or advice G it would be best to follow it"

' "=ave $s look at the pictures" #sk them what they see in each of them" ow tell $s

that in the box are some customs and traditions of ;ietamese people" $s read these and

identify any new words they do not know" %xplain the new words so that $s understand

the customs and traditions" $s do this activity in pairs" 4all some $s to give their answersand write them on the board" 4onfirm the correct answers"

+ey( 6"g 8"c 9"f

:"h C"e D"a

E"b H"d

b *ndividually $s decide if the pictures show customs or traditions and compare their

answers in pairs" &heir answers may differ" =ave some $s give the answers to the class

and explain their choice"


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S%%ested "ns


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A c*ose# Loo0 1

Int#odction

#sk $s to call out some customs and traditions they remember from thr previous

lesson" &ell them that in this lesson they are going to learn some expressions with

the words custom and ?tradition2" &hese will help them vary their language when

talking about customs and traditions"

Voc"b*"#y

>raw $s2 attention to the atch out3 7ox" %xplain to them the words ?custom2 and

tradition2 can be countable or uncountable" Remember to come back to this point

after finishing exercise 6"

1=ave $s look at the table in the book" +ake sure that they understand what to

do" $s complete the exercise individually and then compare their anwers with a

partner" 4all some $s to give the answers" rite them on the board" 4onfirm the

correct answers"

+ey: 6"e 8"d 9"a

:"g C"b D"c E"f

ow have $s read the sentences again to see if the word ?custom2 or ?tradition2 in

each sentence is countable @4A or uncountable @UA" #sk for $s2 answers"

+ey( 6"4 8" 4 9"U

:"4 C"U D"4 E" 4

'=ave $s read the sentences in 6 again and complete the expressions" &hen $s

compare their answers with a partner" 4all one or two $s to write the complete

expressions on the board"


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+ey:6"custom 8"tradition

9"according :"tradition

C"with D"of E"doing

(#sk $s to work in groups to do this activity" & may prepare some pieces of big-

si!e paper for the groups to write their answers on" hen they finish, $s stick their

paper on the board" $s read and comment on each other2 sentences"

, $s individually complete the sentences with their own ideas, then share their

sentences with a partner" #sk for $s2 answers and write them on the board" >on2tsay if they are right or wrong" &hen play the recording for them to check the

answer and repeat the words" Play the recording as many times as necessary"

+ey( 6"strictly 8"strangers,spread

9"streets

:"filmstrip C"offspring

Adio sc#i.t:

6"*n my family,all the traditions of our ancestors are strictly followed"

8"&he custom of saying hello to strangers has spread through our community"

9"*n our district, it2s the custom for residents to sweep the streets on $aturday

mornings"


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:"&hat filmstrip really highlighted our customs and traditions"

C"Parents usually want their offspring to follow the family traditions"


A c*ose# *oo0 '

$#"//"#

Sho*d "nd sho*dnt to e7.#ess "dvice: #evieiscuss this rule with the class and elicit some pronunciations

from $s"

b Play the recording and ask $s to listen and repeat the words, paying attention to the

stress on the syllable immediately before the ending Gion or Gian" Play the recording as

many times as necessary"

#udio script(

4ompe2tition 4ommemo2ration Pro2cession

Preser2vation 4on2fusion +a2gician


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+u2sician ;ege2tarian 4om2panion

C Play the recording and ask $s individually to mark the stress patterns" &hen ask $s to

work in small groups to read out the sentences"


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Unit

A c*ose# *oo0 '

$imple sentences and compound sentences review

Rules(

# simple sentence is one independent clause" otice that a sentence that has two verbs as

in the sentence/en'oy playing and look forward to" *t every weekend or two nouns as in"

+y mother and * go shopping every weekend is still a simple sentence because it has only

one clause"

# compound sentence is two or more independent clauses 'oined together" %ach clause is

of eual importance and could stand alone" &hey can be 'oined with con'unctions and ,

but, on, so, yet, or con'unctive adverbs however, nevertheless, moreover, therefore,

otherwise$

$#"//"#

$imple sentences and compound sentences( review

1 #sk $s to work in pairs" &hen have $s answer before checking with the whole class"

+ey( 6" $ 8" 4

9" 4 :" $ C" $

' =ave $s work individually and check with another $" .inally, & check $s2s answers

with the whole class"

+ey:

6" #t the +id-#utumn .estival we carry beautiful lanterns,soit2s a memorable childhood

experience"

8" >uring &et, ;ietnamese people buy all kinds of sweets, and they make 4hung cakes as

well"

9" &he =ung 5ing2s sons offered him many special foods, butLang Lieu 'ust brought him

a 4hung cake and a day cake"


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:" &o welcome &et we decorate our house with peach blossoms, or we can buy a

mandarin tree for a longer lasting display"

C" &he =uong Pagoda festival is always crowded,yetwe like to go there to pray for good

fortune and happiness"

( #sk $s to look at the rules in the Look out3 box" &ell them the use of punctuation in

formal language when we write a compound sentence using con'unctive adverbs"

5ey(

6" 4hu >ong &u and


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C8 &

4omplex sentences

: &ell $s to read the grammar box 4omplex sentences carefully"


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(T

Co//nic"tion

# 5hmer .estival

Int#odction

7efore $s open their books, ask them if they have been to / seen a festival by the 5hmer"

& can say &oday, we are going to listen to an interview with a 5hmer .estival" hat

uestions might the interviewer ask1

6 #sk $s to look at the pictures and answer the uestions"

8 Play the recording and let $s check their guesses"

+ey:

" 6" bamboo archway 8" green rice flakes

9" potatoes :" coconuts

C" pia cake D" clasped hands

E" lanters H" dragon boat race

b)oc born festival

#udio script(

#(


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7( )ur +oon


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+ey( 6" $oc &rang

8" 6:th, 6Cthevenings of the 6Fthlunar month

9" +oon


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C:&

UNIT : S+ILLS 1

Re"din%

1 *n small groups, have $s look at the pictures and answer the uestions, but don2t checkthe answers with the class"

'


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S.e"0in%:

" .irst, ask $s to work in pairs, choosing one of the two places( =uong Pagoda or

=ung 5ing &emple to go to" Remind $s to give a reason for their choice like in 7/ample

0"

ow, ask $s to think about what to take with them" #sk them to use the suggestions in thepictures" %ncourage them to add any other items they think necessary and give reasons"


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CC&

$kill 8

*ntroduction

rite the word ?hero2 on the board as the centre of a word web" #sk volunteers to come

up and add any words or phrases to the word web connected with the topic of ?heroes2"#ccept all ideas and don2t correct anything" &hen tell $s they are going to listen to a

passage about a ;ietnamese hero and open the books"

Listening

6 #sk $s to work in pairs, describing the picture and then answer the uestions"

8 &ell $s that they are going to listen to a tour guide giving information about the


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#udio script(

&he istrict, =a

oi" &his festival commemorates the hero, $aint uring the festival, the procession starts at the +other &emple and

goes to &huong &emple where a religious ceremony is performed" hen night falls, a

cheo play is performed" &hen the festivities end with a thanksgiving procession on the

68th"

&his festival shows our love for the motherland and the preservation of our cultural

heritage"

8#itin%

, $et a time limit for $s to brainstorm ideas and write their notes" +ove around, helping

ss with ideas where necessary,

#sk $s to refer back to the reading passages in $kills 6 for useful language and ideas,

and note some necessary expressions and language as well as connectors they may need

on the board"

#sk $s to work individually to write a first draft" >isplay all or some of the articles on the

wall/ board" )ther $s and & give comments" $s edit and revise the articles as homework"


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CD&

Loo0in% b"c0

%ncourage $s not to refer back to the unit pages" *nstead they can use what they have

learnt during the unit to help them answer the uestions"

$s should record their result for each exercise to finish the self-assessment at the end ofthe unit and identify areas to review"

Voc"b*"#y

1 #sk $s to work individually, then compare their answers with a partner" #sk some $s to

write their answers on the board"

6" incense 8" offering

9" pray :" lantern

C" crowds D" cheering

' #sk $s to work individually, then check answers with a partner" 4heck $s2 answers"

#sk some $s to write answers on the board

"

6" ethnic 8" commemorates

9" respect :" ritual

C" ancient D" procession

E" perform H" performances

$#"//"#

.or ( and ," ask $s to do them individually first" &hen $s check their answers with a

partner before discussing the answers as a class" =owever, tell $s to keep a record of their

original answers so that they can use that information in their self-assessment"

(

+ey( 6" if 8" %ven though

9" 7ecause :" hile

C" hen

,

S%%ested "ns


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C" hile/ hen we are boiling chung cakes, we ofen listen to our grandparents2 stories"

Co//nic"tion

.irst, ask $s to do the task individually to sort the words and phrases for the two

festivals" &hen check their answers as a class"

+ey:

Ne< Fe"# festiv"* id2At/n festiv"*

.amily reunion +ooncakes

;isiting relatives Lion dance

.irework displays .loating lanterns

5umuat elcome-the-moon party

&he first-footer =ang ga and 4uoi stories


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CE&

6 #sk $s to interview each other about the 9 activities that they like best and give

reasons" %ncourage them to give as many reasons as possible"

9inished

.inally, ask $s to complete the self-assessment" *dentify any difficulties and weak areasand provide further practice"

;#oject

&alent show

1 .irst, ask $s to work in groups" #sk and answer the uestions"

S%%ested "nson ca tai tu is often performed in the south of ;iet am, normally in weddings,

birthday anniversaries, and local festivals"' #sk $s to work in bigger groups to do the pro'ect" 7ased on the result of $s2 answers

to uestion 9, rearrange the groups so that $s who know how to sing these songs are

distributed evenly among the groups" $s read the instructions in the book" #nswer $s2

uestion if there are any" $s will probably need to do some research outside of class

before making presentations and performances" $tart the next lesson with the talent show"

=ave $s perform, then ask the whole class to vote for the best performance"


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UNIT 6: 9OL+ TALES CH&

Objectives:


use an exclamatory sentence with the correct intonation

use the lexical items related to the topic ? .olk &ales2

use the past continuous tense correctly

distinguish between the past continuous tense and the simple past tense

read for specific information in a fairy tale

talk about a legend/folk tale/fairy tale/fable Aits plot, main characters,etc"A

listen for specific information in a fairy tale

write a narrative of legend/ folk tale/fairy tale/fable

$ettin% st"#ted

# suggestion for ick2s pro'ect

Int#odtion

- 7efore $s open their books review the previous unit by asking them to take part in

a small game" $s work in two big groups # and 7" %ach student calls out the name

of a ;ietnamese festival, then points at one student from group 7" &his student has

to call out the name of another ;ietnamese festival" &he game stops when a group

cannot give the name of any ;ietnamese festival of when time is up" &he group

with more names of ;ietnamese fedtival wins" .ocus on the topic in Unit C andkey language and structure learnt"

- rite the Unit title on the board ? .olk &ales2/ %licit any information $s know

about folk tales by asking about types by asking about types of folk tales they

know their favourite folk tales and characters

- #sk $s to guess what the picture might show or what the conversation might be

about" Let $s open their books and check their answers"

1 #sk $s uestions about the picture(

Where are uon# and Nick?

What are they doin#? What are they talkin# about?

& may ask $s to guess what ;ietnamese legend >uong would suggest for ick2s pro'ect"

& may also ask $s to share any famous ;ietnamese legends they have read(

Have you ever read or been told a famous 8ietnamese le#end?

What is its title?

What is it about?


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What are the main characters in it?

Play the recording" $s listen and read" & can play the recording more than once" &hen

come back to the uestions and have $s answer them" >o not give correction at this stage"


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CN&

" .irst, have $s work independently" &hen ask them to share answers before discussing

as a class"

+ey( 6" 7 8" 4

9" # :" 4 C" #

b =ave $s work in pairs to match the words to their meanings" &hen ask them to share

answers before discussing as a class"

+ey: 6" c 8"d

9"a :"b

c #gain, ask $s not to look at the book and try to remember the information about the

legend of Lac Long 0uan and #u 4o, and complete the table" &hen ask $s to open theirbooks and check their answers"

+ey:

&itle Lac Long 0uan, #u 4o


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6" handsome/man

8" interesting/game

9"good/news

:" lovely/dogs

C"brave/women

+ey(

6" hat a handsome man@ he is A3

8" hat an interesting game @ it is A3

9" hat good news @ it is A3

:" hat lovely dogs @ they areA 3

C" hat brave women @ they are A3

%licit the first answer from the $s" &hen give $s a minute to write out the rest of the

sentences" 4heck the answers with the class"' =ave $s uickly match the types of stories with their definitions" &hen play the

recording for $s to check their answers" ow put $s into pairs to think of an example of

each type of story" Bou can add a time limit to increase the fun" $s raise their hands when

they have completed their lists" 4heck them with the class"

+ey( 6" 4 8" >

9" 7 :" #

#udio script(

6" # very old, tradition story from a particular place that was originallypassed on to people in a spoken form G fable

8" #n ancient story about brave people or magical events that are probably

not true G fairy tale

9" #n imaginary story typically involving magic or fairies, usually for

children G folk tale

:" &raditional, imaginary story that teches a moral lessonO typically using

animal characters G legend


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( $"/e: $ess the sto#y

" =ave $s work independently, filling in the table with the information of the legend,

folk tale, fable or fairy tale they know"b .irst, model this activity with a more able student" &hen ask $s to work in pairs" & may

go around to help $s" 4all some pairs to practice in front of the class"


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DF&

A c*ose# *oo0 1

;ocabulary

6 .irst, have $s work independently" &hen, ask them to share their answers with one or

more partners" & may wish to ask $s to call out some folk tales that include one of these

characters" *f there is enough time, & can ask them $s to write their answers on the board"+ey: 6" < 8" 4

9" % :" 7

C" = D" #

E" > H" .

8 =ave $s work independently" #sk them to share their answers with one or more

partners" &hen ask $s to categorise the creatures into typically ?good2 and ?bad2" &here

may be some disagreement in the class" %ncourage this G it is good for discussion" *f timeallows, do the same exercise with the character vocabulary"

+ey( 6" < 8" .

9" # :" %

C" 7 D" 4

E" = H" >

b #sk $s to do the exercise in pairs, using the ad'ectives in a to describe characters in

one of their favourite folk tales" &hen ask some $s to say their sentences in front of the

class"

Pronunciation

*ntonation in exclamatory sentences

: & plays the recording and asks pupils to listen and repeat the sentences, paying

attention to the intonation of each sentence" & may play the recording as many times as

necessary" Remind $s that they use falling intonation for exclamatory sentences"

#udio script(


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D6&

A c*ose# *oo0 '

$#"//"#

Past continuous

1" #sk $s to read part of the conversation from , paying attention

to the underlined part" %ither expain or elicit from $s the form and use of the pastcontinuous tense"

b 7efore $s read the rules and the examples, see of you can elicit any rules from them"

&hen ask $s to read the


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D8&

b .irst, model this activity with a more able student" &hen ask $s to work in pairs" &

may go around to provide help" 4all some pairs to practice in front of the class"

+ey:

8" hat was the girl doing1 $he was picking flowers by the side of the road"

9" hat were the knights doing1

&hey were riding @ their A horses to the castle"

:" hat was the orge doing1

*t was roaring with anger"

C" hat was $aint raw $s2s attention to this use of the past simple tense

by analy!ing the instruction and examples in the $#"//"# box" & may give a

comparison between the simple past tense and the past continuous tense" &hen ask some

more able $s to give some examples"

, #sk $s to do the grammar exercise individually" Remind them to look back at the

$#"//"#box and the Loo0 otbox" &hen have $s compare answers in pairs before

checking with the whole class"

+ey:

6" was walking, stopped, had

8" was lying, heard, needed

9" heard, was following, started:" dropped, ate

C" were dancing, left

D" was missing/missed, decided

" & may do the first sentence as an example for $s then have them do the exerciseindividually" &hen have $s compare answers in pairs before checking with the whole

class"


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+ey:

6" was shining 8" was sleeping

9" went :" were fying

C" opened D" fell

b =ave $s discuss the uestion in pairs" &hen ask $s some pairs to give their answers tothe whole class" & may give comments or invite comments from other $s"

S%%ested "ns


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Co//nic"tion

Int#odction

7efore $s open their books, ask them what fairy tales they liked to read when they were

little" ow get $s to think about how fairy tales are structured" t can say( &oday, we are

#oin# to do some activities with a fairy tale$ 9lease think of what information is normally

at the be#innin#, in the middle and at the end if a fairy tale$

Litt*e Red Ridin% Dood

1" .irst help $s understanding the meanings of the words in %xtra vocabulary by using

pictures or examples" &hen have $s work independently, looking at the pictures and

putting parts of the fairy tale in order" &ell $s that the pictures are in the correct order but

the text @a-hA is 'umbled"


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D:&

S0i** 1

Re"din%

1 #sk $s to scan the passage to find where the words fortune, srarfruit tree, ripe, filled,

load and repay are in the story" & helps $s work out the meanings of these words from the

context"

+ey:

fortune G a large amount of money

starfruit tree G tree with green fruit shapped like a star

ripe G ready to be eaten

filled G put gold into the bag until there is no more space

repay G pay back

load G something that is being carried

' & may set a longer time limit for $s to read the story again and answer the uestions"

#sk $s to note where they found the information that helped them to answer the

uestions" $s can compare answers before discussing them as a class"

+ey:

6" =e gave his younger only a starfruit tree"

8" &he eagle promised to repay him in gold"9" =e offered to swap his fortune for his brother2s starfruit tree"

:" =e filled a very large bag and all his pockets with gold"

C" =e was dropped @ by the eagle A into the sea"

( .irst, have $s work independently, completing the details of the fable &he Starfruit

&ree" &hen allow them to share answers before discussing as a class"

+ey: 6" greedy 8" time

9" fortune :" gold

C" swapped D" dropped

S.e"0in%: .irst, ask $s to work individually to read every story summary" & may help with any

new vocabulary"

ow ask $s to work in pairs, asking and answering about the stories in :" & goes

around to provide help if necessary" #fter finishing, & may call some pairs to practice infront of the class"

6 $"/e: 8ho "/ IG


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.irst, remind $s of the words to describe characters or creatures in fairy

tales/legends/fables" $s may refer to the words and phrases in # 4loser Look 6" &hen, ask

$s to play this game in groups of about five" %ach member chooses a character in any of

the stories in :" &he others ask Bes/o uestions to discover who that person is" .or

example, ?#re you evil12 >o you live in a castle12 >o you have long hair12 & may go

around to provide support if necessary"


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DC&

S0i** '

Int#odction

#sk $s to look at the pictures and make some guess about the fairy tale &he Princess and

&he >ragon" #sk them( hat/ho do you think may be the main characters in the fairy

tale1 hat may happen in the fairy tale1

Listening

6 .irst, have $s cover the right side of the page where the story is written out in the green

box" #sk $s to read the statements carefully and underline the key words" Play the

recording and ask $s to correct the statements" &hen ask two or three $s to write their

answers on the board" Play the recording again for $s check their answers"

+ey:

6" )nce upon a time, there was a king, a ueen and a princess"

8" )nce night an orge captured the princess and put her in his tower,

9" )ne day a dragon heard the princess cry for help":" #t the end of the story, the dragon married the princess"

Adio sc#i.t:

)nce a upon a time, there was a king and a ueen who lived in a castle with their

beautiful daughter" )ne night an ugly orge captured the princess and put her in his tall,

dark tower" &he king and the ueen were very sad" &hey promised to give gold to the

knight that rescued the princess" +any knights wanted to rescue her" 7ut they all ran

away when they research the tower and saw the orge roaring with anger" )ne day a

dragon was flying over the tower when he heard the princess cry for help" &hen dragon

rescued the princess from the tower and gently put her on his strong back" &hey flew back

to the castle" &he king and the ueen were so happy" &he dragon turned into a handsomeprince and married the princess" &hey all lived happy ever after"

' #sk $s to read the story carefully" $s may work in pairs to discuss what may be

missing by using the information they heard in 6"

Play the recording again and have $s find the missing words as they listen" $s can share

their answers with their partners" & may play the recording more times until $s havechosen all their answers" 4all some $s to write their answers on the board"

+ey( 6" castle 8" give gold

9" with anger :" breath C" strong back


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8#itin%

( #sk $s to make notes about one of their favourite fairy tales or invent their own fairy

tale" Remind them that they do not have to write full sentences", " and b

#sk $s to refer back to the reading passage in $lills 6 for useful language and ideas, and

note some necessary expressions and language on the board"#sk $s to work individually to write the first draft" & can display all or some of the stories

on the wall/ board" )ther $s and & give comments" $s edit and revise their stories as

homework"


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DD&

Loo0in% b"c0

&his is review section of the unit, so encourage $s not to refer back to the unit pages"

*nstead they can use what they have learnt during the unit to help them answer the

uestions" &hat will help & and $s see how far they have progressed, and which areasneed further practice"

Voc"b*"#y

1 #sk $s to think of as many examples of different types of stories as possible" &hen ask

$s to say their examples in front of the class"

' and ( #sk $s to do these exercises individually at first" &hen they can check their

answers with a partner before discussing the answers as a class" =owever, tell $s to keep

a record of their original answers so they can use that information in their self-

assessment"

+ey:

'6" witch 8" hare

9" knight :" orge

C" fairy D"tortoise E" giant H" dragon

(

Ch"#"cte#s ;e#son"*ity

oodcutteritch

>ragon

.airy


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+ey:

8" #( as +rs" Lan doing the gardening1

7( o, she wasn2t" $he was cooking"

9" #( as +r" =ung writing a letter1

7( o, he wasn2t" =e was reading a newspaper"

:" #( ere =oa and =ai playing table tennis1 7( Bes, they were"

C" #( as >uong listening to music1

7( o, he wasn2t" =e was watching &;"

D" #( as +ai doing her homework1

7( o, she wasn2t" $he was sweeping the floor"

and 6+odel these activities with a more able $ first" &hen ask $s to work in pairs" &

may go around to provide help if necessary" 4all some pairs to practice in front of theclass"


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DE&

Co//nic"tion

& .irst, ask $s to do the task individually to number the lines of the dialogue" &hen ask

them to check their answers with the whole class" #fter finishing, ask $s to practice

saying the dialogue with their partners"

+ey:

6" > 8" * 9" #

:" 4 C" . D" =

E" J H" 7 N"

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