Unit 14: Recreation - Period 82 đến period 86

 Date of teaching: 
 Period : 82
Unit 14: RECREATION
Part: Reading
AIMS AND OBJECTIVES
Language content : + To introduce Ss to the passage about recreation
 + To provide Ss with some new words relating to the topic
Language function: + Reading the passage for specific information and guessing 
 meanings of the words in context
Educational aim : At the end of the lesson, Ss will be able to: 
 - develop their reading comprehension
 - use the information they have read to discuss the related topic 	 
1. Language:
Vocabulary: dull, pastime, snooker, dart, bricklaying, engrave,  
 Grammar : no structure
2. Skills: Reading
3. Method: Communicative approach
4. Techniques/ activities: pair work, group work, questions – answer, multiple choice
5. Teaching aids needed: textbooks, board, chalk, pictures 
6. Procedures:
 Stabilization: (1m)
Warm- up: + Greets the Ss
 + Has a short chat with the Ss 
b. Checking absence: Checks the Ss’ attendance
Checking up previous lesson: (5ms)
-Calls on a student to come to the b/b and make complete sentences from the ones that they were given last period
1. word / he / it / in / was / that / loved / sailing / the / most.
2. December / was / met / in / we / it / that / first.
3. John / it / window / today / was / the / that / broke.
4. scholarship / was / it / the / won / who / Lan.
-Gives feedback
 The keys: 
It was sailing that he loved most in the world. (Object focus )
It was in December that we first met. (Adverbial focus )
It was today that John broke the window. (Adverbial focus ) 
It was Lan who won the scholarship. (Subject focus ) 
Presentation of the new material: (35ms
Time
Teacher’s activities
Students’ activities
The content of the lesson
4ms
6ms
ate (n)anh (Example) 
e)tebooks?gful and correct words will be the winner"17ms
8ms
I. Lead-in
-divides Ss into small groups
-asks Ss to play game” Competition game- Leisure activities”
-gives instructions” look at the pictures of leisure activities and work out which activities is described in each picture. Which group finishes first and has the biggest number of correct answers will be the winner”
-conducts the game
-tells the aim of the lesson: Recreation
II. Before you read
-asks Ss to look at the activities above and guess which of these leisure activities British people often do in their free time
-gives feedback
-sets a situation:” You are going to read a passage about leisure activities British people often do in their free time. And then you do some tasks bellow”
-introduces some new words:
New words: 
+ dull (a) : ( Synonym) = boring
+ pastime (n): leisure activities
+ snooker: (n) ( Translation) 
+ pool (n) ( Translation) 
+ dart: (n) ( Translation) 
+ bricklaying (n): (Example)
+ engrave (v) ( Translation)
-checks understanding of the new words
III. While you read
Task 1
-asks Ss to read the passage silently then do task 1
-gives instructions” the words/ phrases in italics in the following sentences all appear in the passage. Read the sentences and go back to the passage to locate and read around the italicized words/ phrases so that you can guess their meaning. Then read the three choice given and work out which one is the closed in meaning to the words/ phrases”
-asks Ss to work individually to do the task
-lets Ss do the task in 5 ms
-asks Ss to discuss their answers
-asks Ss to give their answers 
-gives feedback
The keys:
1. A 2. B
3. B 4. A
5. B 6. A
Task 3
-gives instructions “ skim the questions to understand them and underline the key words/ question words then decide what information needed to find in the text. Read the part carefully to find the answers”
-asks Ss to work in pairs, read and answer the questions
-lets Ss do the task in 5 ms
-asks Ss to give their answers
-gives feedback
The keys:
1. Because without them people will become dull/ bored
2. Football and rugby in winter, and cricket and athletics in summer
3. Walking and swimming
4. 
 IV. After you read 
(For advanced students)
-asks Ss to work in groups and discuss about the British leisure activities and Vietnamese leisure activities and then compare them 
-lets Ss prepare in 3 minutes
-goes around and offer help
-calls on some representatives in front of the class and present
-gives feedback
-sit in group
-listen to the teacher’s instructions
-play the game
-listen to the teacher
-look at the activities and answer
-listen and answer
-listen to the teacher
-listen and guess the meaning of the new words
-copy down the new words in their note-books
-listen and answer
-listen to the teacher’s instructions
-work individually to do the task in the allotted time
-discuss the answers 
-give their answers
-listen and answer
-listen to the teacher’s instructions
-work in pairs and answer the questions
-do the task in the allotted time
-give their answers
-listen and answer
-work in pairs
-listen to the teacher’s instructions
-prepare the task in the allotted time
-present in front of the class

-listen and answer
Unit 14: 
RECREATION
Part: Reading
Content
New words: 
+ dull (a) : = dull
+ pastime (n): leisure activities
+ snooker: (n) 
+ pool (n) 
+ dart: (n) 
+ bricklaying (n):
+ engrave (v) 
Task 1
The keys:
1. A 
2. B
3. B 
4. A
5. B 
6. A
Task 2
Answer the questions:
The keys:
1. Because without them people will become dull/ bored
2. Football and rugby in winter, and cricket and athletics in summer
3. Walking and swimming
4. Because this is a new kind of entertainment which gives them pleasure
Homework: (4ms)
Asks Ss to write in their notebooks: 
+ learn the lesson well.
+ summarize the content of the reading passage
Preparation for the next lesson: 
Asks Ss to prepare part: “Speaking”
Self –evaluation:
_______________________________________________________________________________________________
 Date of teaching: 
 Period : 83
Unit 14: RECREATION
Part: Speaking
AIMS AND OBJECTIVES
Language content : + To enable Ss to use appropriate language to about entertainment 
 activities
Language function: + Expressing agreements and disagreements
Educational aim : By the end of the lesson, Ss will be able to:
+ Express agreements and disagreements about entertainment activities 
 and stating the reasons
1. Language:
Vocabulary: old vocabulary 
Grammar : no structures 
2. Skills: Speaking 
3. Method: Communicative approach
4. Techniques/activities: pair work, group works, role- play
5. Teaching aids needed: textbooks, board, chalk
6. Procedures:
 Stabilization: (1m)
Warm- up: Greets the Ss
Checking absence: Checks the Ss’ attendance
Checking up previous lesson: (5ms)
- Calls on one student to go to the b/b and asks him/ her to give these words in E.L 
1. chạm trổ, khắc (engrave )
2. xây gạch (bricklaying)
3. đần độn, chậm hiểu (dull)
- Question: “ What are your leisure activities? Why do you like them”
(->It’s up to the Ss )
- Give feedback and marks
Presentation of the new material: (34ms) 
Time
Teacher’s activities
Students’ activities
The content of the lesson
5ms
9ms
20ms
I. Lead-in
-sets 2 situations and asks Ss whether they agree or not and state the reasons why:
S1. “Playing football is very good for our health”
S2. “Only men can play the guitar”
-gives feedback
-tells the aim of the lesson: Expressing agreements and disagreements
II. Pre- Practice
Task 1 
-gives instructions
-asks Ss to work in pairs, read the expressions and do task 1
-lets Ss do in 5 minutes
-asks Ss to give their answers
-gives feedback
-introduces some more
Agreements:
+ you are right
+ I agree
+ I think so, too
+ that’s right, and
Disagreements:
+ well, maybe but
+ that might be true, but
+ well, I don’t think so, I think
III. Practice
Task 2 + 3
-reads through the conversation
-asks Ss t work in pairs and practice it
-calls some pairs to practice in front of the class
-gives feedback
-asks Ss to work in groups to continue the discussion
( when you discuss with your groups members they have to show their agreements and disagreements and give the reasons. You should use the expressions give in the previous activity)
-explains some new words if necessary
-lets Ss do in 8 minutes
-goes around and offer help
Task 4
-calls on the representative of each group to come to the front and report their discussion
-gives feedback
-listen and answer 
-listen and answer
-listen to the teacher
-listen to the teacher’s instructions
-work in pairs and do the task in the allotted time
-give their answers 
-listen and answer
-listen and take notes
-listen to the teacher
-work in pairs and practice it
-practice in front of the class
-listen and answer
-listen to the teacher’s instructions
-listen and take notes
-prepare the task in the allotted time
-perform in front of the class
-listen and answer
Unit 14: 
RECREATION
 Part: Speaking
Content
Task 1
Agreements:
+ you are right
+ I agree
+ I think so, too
+ that’s right, and
Disagreements:
+ well, maybe but
+ that might be true, but
+ well, I don’t think so, I think
Task 2 + 3
Homework: (5ms)
Asks Ss to write in their note books
+ practice more at home	
+ learn by heart the expressions
Preparation for the next lesson: 
Asks Ss to prepare part: “Listening” 
Self –evaluation:
 Date of teaching: 
 Period : 84
Unit 14: RECREATION
 Part: Listening
AIMS AND OBJECTIVES
Language content: + To encourage Ss to listen to a monologue about camping
 + To help Ss practice listening 
Language function: Listening for specific and for detailed information
Educational aim: At the end of the lesson, Ss will be able to:
 + develop extensive listening skills
 + use the acquired language to talk about advantages of a camping holiday
1. Language:	
 a) Vocabulary : freestyle, gymnast, gymnasium
 b) Grammar : no structures
2. Skills: Listening- Speaking 
3. Method: Communicative approach
4. Techniques/activities: question-answer, True- False statements, discussions
5. Teaching aids needed: textbooks, board, chalk, tape
6. Procedures:
 Stabilization: (1m)
Warm- up: + Greets the Ss
b. Checking absence: Checks the Ss’ attendance
Checking up previous lesson: (5ms)
Calls on 2 students to stand up and practice again the conversation they learnt in
 previous lesson
Give feedback
Presentation of the new material: (35ms)
Time
Teacher’s activities
Students’ activities
The content of the lesson
6ms
6ms
15ms
8ms
I. Lead-in
-asks Ss to play game 
“ Hangman”
-gives instructions” The rule is each time T gives a secret word and the groups will take turn to guess it by telling what letters they think there are in this word. If Ss choose a letter that appears one or more times in the secret word, the letters and their positions will be revealed and Ss can keep on guessing the next letter. On the other hand, if Ss guess a letter that is not in  ... s and swimming in lakes and rivers
2. In sleeping bags or tents
3. Because more and more people are coming to these places ..
4. 
IV. After you listen
(For advanced students)
-asks Ss to work in groups and discuss the following:
“What campers/ tourists should do to protect the wilderness/ the campground”
-lets Ss do in 5 minutes
-goes around to check and help
-calls on some representatives in front of the class to perform
-gives feedback
-listen to the teacher’s instructions
-play the game
-listen and answer the teacher’s questions
-listen and answer
-listen to the teacher
-listen and answer the teacher’s questions
-listen and answer
-repeat the words
-listen and guess the meaning of the new words and take notes
-listen to the teacher
-read the statements in task 1 
-listen and take notes
-listen to the tape and do the task
-give their answers 
-listen and answer 
-listen to the teacher’s instructions 
-guess the answers 
-listen to the tape and do the task
-give their answers
-listen to the tape again
-share their answers with their partners
-give their answers
-listen and answer
-take notes in their note-books
-listen to the teacher’s instructions
-work in groups and do the task
-do the task in the allotted time
-present in front of the class
-listen and answer
Unit 14: 
RECREATION
Part: Listening
Content
New words: 
+ camping ground (n) area for camping
+ trash (n): rubbish 
+ wilderness (n): 
+ waterfalls (n): Cam Ly waterfalls in Da Lat
+ depressed (a): sad
+ solitude (a) state of being alone
+ dirt bike 
Task 1
The keys:
1. T 
2. T 
3. F 
4. T 
5. F 
6. T 
Task 2
The keys:
1. Riding their dirt bike in the desert, taking showers in waterfalls and swimming in lakes and rivers
2. In sleeping bags or tents
3. Because more and more people are coming to these places ..
4. 
Homework: (4ms)
Asks Ss to write in their notebooks:
+ list three advantages of a camping holiday and a write a paragraph about that
Asks Ss to prepare part: “Writing” 
Self –evaluation:
______________________________________________________________________________________
 Date of teaching: 
 Period : 85
Unit 14: RECREATION
Part: Writing
AIMS AND OBJECTIVES
Language content: To provide Ss with practice writing about a camping holiday
Language function: Practicing writing descriptions 
Educational aim : At the end of the lesson, Ss will be able to:
 + describe a camping holiday
1. Language: 
 a) Vocabulary : 
 b) Grammar : past tenses
2. Skills: Writing
3. Method: Communicative approach
4. Techniques/activities: explanation, question- answer, brainstorming
5. Teaching aids needed: textbooks, board, chalk, pare board 
6. Procedures:
 Stabilization: (1m)
Warm- up: + Greets the Ss
b. Checking absence: Checks the Ss’ attendance
Checking up previous lesson:(no checking because the teacher wants to save time
So that Ss can have more time to practise writing) 
Presentation of the new material: (39ms)
Time
Teacher’s activities
Students’ activities
The content of the lesson
4ms
8ms
20ms
7ms
I. Warm up
-divides SS into 2 groups
-asks Ss to pay game 
“ Competition- game”- “ What should be prepared for a camping trip?”
-explains the activity:” Image that your class is going to Hoan Lap Lake for a camping for 2 days. Discuss and work out the things you should prepare for the camping trip. After 3 minutes, which groups has the most suitable things will be the winner” . 
Expected answers:
Things to bring: food, drinks, tent, shovel, blanket, whistle, compass, 
-tells the aim of the lesson: Describing a camping holiday
II. Pre-Writing 
-asks Ss to look at the picture and guess the activities
-gives feedback
-asks Ss to do task 1: Match the activities with the pictures
-asks Ss to give their answers
The keys: 1. g 2. a 3. b 4. c 5. f 
6. d 7. h 8. i 9. e
III. While-writing
-gives instructions (in the text book)
-asks Ss to work in groups to brainstorm the ideas of the writing
-summarizes the main points
+ Introduction: Write 1/2 sentences about the time and place of the camping trip
+ Body: Describe the camping trip in details: the time they set up, what activities they did, and the time they came back from the campground
+ Conclusion: write about their feeling of the trip
-reminds Ss of the verb tenses (the past tenses)
-lets Ss do the task in 15 ms
-goes around to observe and offer help
IV. Post writing
-selects some of Ss’ paper sheets and hang them on the b/b 
-has Ss correct their friends’ mistakes on the b/b
-gives feedback
* T write Ss’ typical errors on the b/b and elicits self and peer correction. T provides correction only when Ss are not able to correct the errors
-brainstorm and write down
-listen and answer
-listen to the teacher
-look at the picture and guess the activities
-listen to the teacher’s instructions
-give their answers 
-listen and take notes
-listen to the teacher’s instructions
- work in groups to brainstorm the ideas of the writing
-listen and take notes
-
do the task in the allotted time
-hand in the paper sheets
-look at their friends’ work 
-correct their friends’ mistakes 
-listen and answer
Unit 14: 
RECREATION
 Part: Writing
Content
Describing a camping holiday 
Tasks 1
The keys: 1. g 2. a 3. b 4. c 5. f 
6. d 7. h 8. i 9. e
Homework: (5ms)
Asks Ss to correct the mistakes and write the complete paragraph in their note books
Preparation for the next lesson: 
Asks Ss to prepare par: “Language Focus” 
Self –evaluation:
_______________________________________________________________________________________________
Sample Writing:
Last week our class went to Ba Vi for a two-day camping holiday. Our bus left the school very early, at 5 a.m on Saturday morning so 
that we could have more time to play. When we arrived at the campground, we quickly put up the two big umbrella tents. After that some of us went around to watch wildlife in the forest. Some of our classmates who had been in the place before went swimming in the lake. At around 10 a.m, we gathered near the tent and cooked our food over the open fire. After lunch, we had a short rest. At about 3 p.m , we went fishing in the hope that we could catch some fish for our dinner. Luckily, we caught three big fishes. We cooked and had dinner together happily. After that, we put up a big fire to prepare for the evening activities. We sang and danced around the camp fire. At 11 p.m, we went to sleep in the tents. The boys slept in the blue tent, and the girls stayed in the red one. We all slept soundly. The next morning, we woke up early. After a light breakfast, we organized some games with funny and surprising prizes. After lunch, some of us went around the place while others took a nap in the tents. We got on the bus to leave the campsite at 4 p.m on Sunday afternoon. 
The camping trip has had a great impression on us. After the trip, our classmates seem to understand more about one another. We hope we can have another chance to go camping again.
________________________________________________________________________________________________________
______________________________________________________________________________________ 
 Date of teaching: 
 Period : 86
Unit 14: RECREATION
Part: Language Focus
AIMS AND OBJECTIVES
At the end of the lesson, Ss will be able to:
+ distinguish the sounds / ts /, / dz / , / t t / and / d d / and pronounce them exactly 
+ use “ both and, not only  but also, either  or, neither  nor” and “cleft sentences in passive” correctly to do the exercises and appropriately to solve communicative tasks. 
1. Vocabulary: The words with the sounds / ts /, / dz / , / t t / and / d d /: sits, reads, watched, bridged, 
2. Structure: + both and, not only  but also, either  or, neither  nor
	 + cleft sentences in passive”
3. Procedures:
I. Warm- up (5ms)
-greets Ss
-has a short chat with Ss
II. Checking up Previous knowledge( no checking)
III. Content of the lesson (35ms)
Pronunciation
-writes these words on the b/b, and asks Ss to read them aloud:
 lots friends pitched managed
 / ts / / dz / / t t / / d d /
-asks Ss to give words with the sounds / ts /, / dz / , / t t / and / d d / as much as possible
-has Ss read aloud the words
-tells the aim of the task : the sounds / ts /, / dz / , / t t / and / d d /
-introduces some more in the text book
-has Ss listen and repeat the words
-calls some Ss to stand up and repeat
-helps Ss practice the sentences
-calls some Ss to stand up and practice them
-gives feedback
Grammar 
Revision and Exercises
 I. A. Revision 1: both and, either  or, neither  nor 
-asks Ss to rewrite this sentence into another ways:
 1. Tom likes apples and Mary likes apples, too.
 2. Tom doesn’t like apples. Mary doesn’t like apples, too.
-gives feedback
The keys:
 1. Both Tom and Mary like apples.
 Or: Not only Tom but also Mary likes apples.
 2. Neither Tom nor Mary likes apples. 
-asks Ss to give any comments on the two sentences
 NOTES: Correlative Conjunctions 
 Not only .but also 
 Either .or -> The verb will agree with the second subject
 Neither nor
 Eg: Neither Tom nor the boys like music
 Neither the boys nor Tom likes music
 -gives another example in the textbook
 B. Exercises 1: 
-gives instructions” Combine the following sentences using Both  and, either  or, neither  nor”
-lets Ss do exercise 1 in 4 ms
-asks Ss to give their answers
-gives feedback
The keys:
 Both Jim and Carol are on holiday
George neither smokes nor drinks
Neither Jim nor Carol has (got) a car.
II. A. Revision 2 Cleft sentences in the passive
-asks Ss to change into cleft sentence
 The boy hit the dog in the garden.
It was the dog that the boy hit in the garden.
-rewrite the sentence into another way
It was the dog that was hit in the garden (by the boy).
 Cleft sentence in the passive
-gives another example in the textbook 
 B. Exercises 2: 
-gives instructions” Change the sentences into cleft sentences in the passive”
-lets Ss do exercise 1 in 4 ms
-asks Ss to give their answers
-gives feedback
The keys:
1. It was Christina who was given a lot of flowers by Fan.
2. It was the policeman who was asked for direction to the post office.
3. It was his house that was talked a lot about.
4. It was a bicycle that was bought for him for his birthday.
5. 
IV. Home work (5ms)
-asks Ss to write in their note-books:
 + do all the exercises in the exercise note-book
 + Change the sentences into cleft sentences in the passive
 1. The woman answered the man rudely.
 2. The boy played ping pong the whole afternoon.
 3. The girl give the boy a special gift on his birthday.
-asks Ss to prepare “ Test Yourself F” 
V. Teacher’ s comments
Self –evaluation:
_________________________________________________________________________________________________________