GIAO AN 9 GLOBAL HK2

[Type the document title] TEACHING PROGRAM - ENGLISH Term II: 17 weeks x periods = 51 periods HỌC KỲ Week 19 20 21 22 23 24 25 26 27 28 29 30 31 Period 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 Topic Content Getting started UNIT 7: A Closer Look RECIPES AND EATING A Closer Look HABITS Communication Skills Skills Looking back and Project Getting started UNIT 8: A Closer Look TOURISM A Closer Look Communication Skills Skills Looking back and Project Getting started A Closer Look UNIT 9: A Closer Look ENGLISH IN THE Communication WORLD Skills Skills Looking back and Project REVIEW (Vocabulary + Grammar) REVIEW (Skills) rivision Getting started A Closer Look A Closer Look UNIT 10: Communication SPACE TRAVEL WRITTEN TEST Skills Skills Looking back and Project TEST CORRECTION Getting started A Closer Look UNIT 11: A Closer Look CHANGING ROLES IN Communication SOCIETY Skills Skills Changes [Type the document title] 32 33 34 35 91 Looking back and Project 92 93 94 95 96 97 98 99 100 101 Getting started A Closer Look UNIT 12: A Closer Look MY FUTURE CAREER Communication Skills Skills Looking back and Project REVIEW (Vocabulary + Grammar) REVIEW (Skills) REVISION REVISION Test for the second term Test correction 102 103 * Lưu ý: Những quy định số điểm kiểm tra, đánh giá thường xuyên học sinh môn Tiếng Anh: - Mỗi học kỳ có ĐĐG thường xuyên gồm điểm kiểm tra miệng điểm kiểm tra viết sau: Học kỳ 1: + Điểm kiểm tra miệng: Sau Unit học sinh phải có điểm kiểm tra miệng (cột 1) Sau Unit học sinh phải có điểm kiểm tra miệng (cột 2) + Điểm kiểm tra viết: Sau Unit học sinh phải có điểm kiểm tra viết (cột 3) Sau Unit học sinh phải có điểm kiểm tra viết (cột 4) Học kỳ 2: + Điểm kiểm tra miệng: Sau Unit học sinh phải có điểm kiểm tra miệng (cột 1) Sau Unit 12 học sinh phải có điểm kiểm tra miệng (cột 2) + Điểm kiểm tra viết: Sau Unit học sinh phải có điểm kiểm tra viết (cột 3) Sau Unit 11 học sinh phải có điểm kiểm tra viết (cột 4) [Type the document title] Week / Period: 53/ 19 Date: Mon, Feb 7th, 2022 UNIT 7: RECIPES AND EATING HABITS Lesson1: Getting Started I LEARNING OUTCOMES: By the end of the lesson: - Listen and read Nick's mum and Mi's conversation for specific information about how to make a spawn salad - Ss will be able to learn some more famous dishes of some countries in the world Knowledge: a Vocabulary: prawns, salt, pepper, lemon juice, mayonnaise, celery, spring onions, wash, boil, combine, add, mix, chop, drain, peel b Grammar: review c Skills: listening and reading, reading and answering the questions, matching words with pictures, discussing, sentences completion, spoken interaction, playing games Competences: Groupwork, independent working, pair work, linguistic competence, cooperative learning and communicative competence Attributes: Ss will be more responsible for cooking for themselves and for their family II TEACHING AND LEARNING RESOURCES Teacher: Textbooks, computer, projector, plan Students: Textbooks III PROCEDURE Checking: During the lesson New lesson: T Teacher’s activities - Have Ss answer some ’ Qs about the picture - What can you see in the picture? - What is there on the table? - Where are the people? - Give feedback *Presentation: ’ - Introduce the topic “Recipes and eating habits” - Teach some new words Students’ activities - Look at the picture I Warm up: and guess - Listen - Listen, follow and coppy down Contents II.New lesson: UNIT 7: RECIPES AND EATING HABITS Lesson1: Getting Started  Presentation + Vocabulary: - prawn (n): tôm - celery (n): cần tây - spring onion (n): hành hoa - mayonnaise (n): nước xốt ma-i-on-ne - versatile (n): đa dụng - drain (v): làm cho - peel (v) : gọt vỏ [Type the document title]  Practice: - Play the recording ’ - Have ss to practice the dialogue in groups of three - Call some to perform before the class - Listen and follow - Group works - chop (v) : chặt - starving (adj): đói - steak pie (n): bánh bit tết - fajita (n): ăn người Mê-xi-cơ a Can you find a word that means: Key: starter versatile drain peel chop combine - Open groups - Have Ss work independently to find the words with the given meanings in the dialogue Then check and write the correct answers on the board - Work individually to the task Then write the correct answers on the board - Ask Ss to work in pairs and complete the word webs Call on one pair to write their answers on the board - Individually and in pairs to the task and practice in front of class - Have Ss read the questions and answer individually Then have Ss exchange their answers with a classmate Now ask them to check their answers - Work individually Then check their answers in pairs - Have Ss look at the pictures Ask Ss to write these dishes under the pictures, and then check and repeat the answers - Work individually, then in pairs to the task b Find all the words related to … Ingredients: salt, pepper, prawns, mayonnaise, lemon juice, celery, spring onions Preparing and cooking: wash, boil, combine, add, mix, drain, chop, peel c Answer the questions  Key: Nick’s mum Because it’s simple and delicious In the summertime They are versatile, and you can use lots of different ingredients in a salad Nick’s mum boils and drains the prawns Nick washes the celery, peels the prawns, and mixes the ingredients Mi washes the spring onions, chops the celery and spring onions, and mixes the ingredients Because he is finding it difficult to wait for one hour Write the name of each dish in the box under each picture [Type the document title]  Production: ’ - Have Ss work in pairs to discuss what country in the box is associated with each dish in Check and confirm the correct answers -Work individually, then in pairs to the task A Cobb salad B sushi C steak pie D fajitas E lasagne F mango sticky rice G beef noodle soup H curry a In pairs, discuss which country …  Key: A The USA B Japan C The UK D Mexico E Italy F Thailand G Viet Nam H India b Fill each blank with the name … - Tell Ss to complete the - Work individually, Key: Lasagne curry steak pie Fajitas sushi then in pairs to sentences with the names of the dishes in the task FOOD QUIZ -Ask Ss to work in  Suggested answer: - Work in groups to groups to the quiz beef The group which has the the task prawn, potato answers the fastest is cheese, butter, ice cream invited to read out their strawberry, lychee, cherry, answers pomegranate broccoli, spinach, lettuce, celery, ’ kohlrabi -Copy down - Give homework III Homework - Learn by heart vocabulary and practice the conversation - Prepare: A closer look *EVALUATION: [Type the document title] Week / Period: 54/ 19 Date: Tue, Feb 8th, 2022 UNIT 7: RECIPES AND EATING HABITS Lesson2: A closer look I LEARNING OUTCOMES: By the end of the lesson, Ss will be able to learn some new words about the topic and know how to pronounce tones in the statements Knowledge: a Vocabulary: chop, slice, grate, marinate, whisk, dip, sprinkle, spread b Grammar: Review c Pronunciation: Tones in statements used as questions d Skills: Writing words under pictures, sentences completion, matching verbs with definition, completing instructions, listening and repeating, completing the conversation Competences: Groupwork, independent working, pair work, linguistic competence, cooperative learning and communicative competence Attributes: Ss will be more responsible for cooking for themselves and for their family II TEACHING AND LEARNING RESOURCES Teacher: Textbooks, computer, projector, plan Students: Textbooks III PROCEDURE Checking: During the lesson New lesson: T Teacher’s activities - Have Ss play ’ Brainstorm - Give comment *Presentation: ’ - Teach new words ’ - Have Ss work individually to this exercise and then compare their answers with a classmate - Ask Ss to work in ’ pairs to the exercise Check the answers as a class - Have Ss this task individually and then Students’ activities - Play game - Listen, take notes and copy down Contents I Warm up: Ask Ss to call out some verbs for preparing and cooking foods they remember from the previous lesson II New lesson: UNIT 7: RECIPES & EATING HABITS Lesson2: A closer look - Work individually to this exercise and then share the answers *Vocabulary - whisk (v): đánh (trứng) - grate (v): nạo - sprinkle (v): rắc - slice (v): cắt lát - dip (v): nhúng - spread (v): phết - marinate (v): ướp - Work in pairs to the task 1.Write a food preparation verb from the box: - Work individually then [Type the document title] compare their answers with a partner Check and confirm the correct answers - Ask Ss to answer the two questions check their answers in pairs - Work dividually then answer in pairs  Practice - Have Ss complete the - Work dividually ’ instructions individually then check their and then compare their answers in pairs answers with a partner Check the answers as a class ’ - Have Ss read the - Read the REMEMBER and information in the discuss REMEMBER! box Ensure that Ss understand the information  Key: A chop B slice C grate E whisk F dip D marinate G sprinkle H spread Complete the sentences with the …… Key: chop; Slice grates; sprinkles Marinate whisk Dip Spread Match each cooking verb in A with its definition in B Key: g f h c e a d b Have Ss give the Vietnamese translation of the words if needed - Ask Ss to read the ’ conversations - Work in pairs to the matching - Play the recording for ’ Ss to draw arrows Call on some pairs to read the conversations out loud  Production: - Ask Ss to work in ’ pairs to complete the mini-dialogues Call on some pairs to write their answers Then individual to 4a What can you see in the pictures? … check their Key: answers tomato sauce, onion, cheese, apple, bacon, pizza base → pizza b Complete the instructions below… Key: - Work Chop Grate Spread individually then Sprinkle Spread Bake in pairs to the task  PRONUNCIATION Tones in statements used as questions Listen to the conversations Draw …… - Work in pairs to Key: practice the mini- falling, raising, falling dialogues falling, falling, raising, falling falling, falling, falling, raising, falling 6a Work in pairs Complete the… Suggested answer: - Have Ss practise the ’ mini-dialogues and act them out in front of the class with the correct intonation [Type the document title] ’ -Copy down -Give homework You don’t like pasta?/Don’t like pasta? Add some salt? b Practise the mini-dialogues using the correct intonation Ask other Ss to comment If time allows, let Ss write their own mini-dialogues with statement questions III Homework - Learn by heart all the new words - Practice saying and reading exercises1,2,3 - Prepare: A Closer Look *EVALUATION: Week / Period: 55/ 19 Date: Sat, Feb 12th, 2022 UNIT 7: RECIPES AND EATING HABITS Lesson3: A closer look I LEARNING OUTCOMES: By the end of the lesson Ss will be able to use conditional sentences type with modal verbs Knowledge: a Vocabulary: Review b Grammar: Conditional sentences type 1with modal verbs c Skills: Sentences completion, matching words, completing the paragraph, matching two half sentences, answering, spoken interaction Competences: Groupwork, independent working, pair work, linguistic competence, cooperative learning and communicative competence Attributes: Ss will be more responsible for cooking for themselves and for their family II TEACHING AND LEARNING RESOURCES Teacher: Textbooks, computer, projector, plan Students: Textbooks III PROCEDURE Checking: During the lesson New lesson: T Teacher’s activities Students’ activities Contents -Have Ss play a -In pairs to play I.Warm up: ’ game “Who is the game Ask Ss what a quantifier is Then have Ss work quicker?” in pairs to write down all quantifiers they know in two minutes The winner is the pair which has the most answers II.New lesson: UNIT 7: RECIPES AND EATING HABITS Lesson3: A closer look *Presentation: ’ -Teach some new - Listen, *Vocabulary: take - cereal (n): ngũ cốc [Type the document title] words ’ - Briefly explain to Ss that a quantifier  Practice: - Have Ss this ’ exercise individually and then compare their answers in pairs ’ ’ ’ ’ ’ notes and copy - bunch (n): buồng, bó down - clove (n): nhánh (hành) - head (n): phần đầu - salami (n): xúc xích ý - vinegar (n): giấm  Grammar: - Listen, follow Quantifiers: review and take notes A quantifier is a word or phrase that expresses quantity or amount - Work individually then in pairs to the task Fill each blank with a, an, some, or any Key: a a some some/any a some an any some Have Ss read the information in the Look out! box Match the food quantifiers with the Work - Have Ss the nouns individually then exercise individually Key: in pairs to the and then compare a, g a f, g c task their answers with a h b, d e, f b partner Check the answers as a class 3a Read the instructions to make…… Work in pairs to - Have Ss work in Key: the task pairs to read the 200 grams an tablespoons instructions and fill teaspoon teaspoon some each blank with a word/ phrase from the box Check as a class 3b Work in pairs Think about a …… - Work - Have Ss read the Ask Ss to work in pairs, and think about a two given sentences individually then simple salad they know Together Ss write the in pairs to the and answer the instructions to make it Call on some pairs to task questions read aloud their instructions Other Ss listen, make comments, and vote for the best salad Modal verbs in conditional sentences type - Work - Have Ss the Read these sentences from …… exercise individually individually then Key: in pairs to the and then compare ability advice task their answers in pairs - Work in pairs to Match the first half of the sentence in A… - Have Ss work in the task pairs to read the Key: situations and write c e a b f d appropriate ifsentences [Type the document title]  Production: ’ - Call on some Ss to write their sentences on the board Give necessary correction ’ -Give homework What will you say in these situations? write the Suggested answers: sentences on the If you want to have good health, you must board reduce the amount of salt in your food If my brother is hungry, he can eat three bowls of rice You can take a cooking class if it is at the weekend If I eat this undercooked pork, I may have a stomachache You should whisk the eggs for 10 minutes if you want a lighter cake III Homework - Learn by heart new words and grammar notes -Copy down and practice saying the sentences in 1,2,5,6 - Prepare: Communication *EVALUATION: …………………………………………………………………………………………………… …………………………………………………………………………………………………… Week / Period: 56/ 20 Date: Mon, Jan 25th, 2021 UNIT 7: RECIPES AND EATING HABITS Lesson4: Communication I LEARNING OUTCOMES: By the end of the lesson, Ss will be able to: - Listen and complete all the tasks about how to cook pumpkin soup - Practice listening and talking about the dish: pumpkin soup - Grammar: Quantifiers (review), Modal verbs in conditional sentences type 1 Knowledge: - Vocabulary: words related to recipes and eating habits - Skills : Listening, speaking, reading, writing 2.Competences: develop the Groupwork, independent working, pair work, linguistic competence, cooperative learning and communicative competence Attributes: Ss will be more responsible for cooking for themselves and for their family II TEACHING AND LEARNING RESOURCES: Teacher: Textbooks, teaching plan, teacher’s book, Students: Text book, notebook… III PROCEDURE: Checking: During the lesson New lesson: T Teacher’s activities - Introduce the lesson ’ Students’ activities - Listen and get some general ideas Contents I.Warm up: Introduction Tell Ss that in this lesson they will have the opportunity to learn how to cook one [Type the document title] - Give the homework - Practice talking about the effects of having more women go out to work - Prepare: Skills EVALUATION:……………………………………………………………………… Week / Period: 90/ 31 Date: Tue, April 27th, 2021 UNIT 11: CHANGING ROLES Lesson 6: Skills2 IN SOCIETY I LEARNING OUTCOMES: By the end of the lesson students will be able to: - Listen for specific information about the changes that women in Kenya are going through - Write about the roles of teenagers in the future Knowledge: a Vocabulary: vocabulary related to the changing roles in society b Grammar: review c Skills: looking at the maps and answering the questions, listening and deciding T or F, listening and completing sentences, writing a short paragraph Competences: Groupwork, independent working, pairwork, linguistic competence, cooperative learning and communicative competence Attributes: Ss will be more responsible for and be more aware of protecting and developing society II TEACHING AND LEARNING RESOURCES Teacher: Textbooks, computer, projector, plan Students: Textbooks III PROCEDURE Checking: During the lesson New lesson T Teacher’s activities Students’ activities - Ask Ss to look at - Look at the maps ’ the maps and work and discuss with in groups to locate your partner Kenya on the larger Africa map If Ss are having problems, suggest they focus on the shape of the country  Presentation ’ - Explain some new - Listen and copy Contents I Warm up: Look at the maps Where is Kenya located? What you know about this country? - Kenya is in the east of Africa, about halfway up the map Ask them to share any information they know about this country II New lesson New words: [Type the document title] words ’ ’  Practice: - Have Ss read the statements first Play both parts of the recording for the class now Ss listen and tick (v) the answers Check the answers as a class - Play part of the recording again Ss listen and activity Ss can exchange their answers Write the correct answers on the board - Have Ss work in ’ groups of three or four Together they discuss and make a list of the possible changes in the roles of teenagers in the future  Production: - Have Ss write a ’ short paragraph about one of the changes their group has listed in individually If time allows, T can ask one or two Ss to share their writing with the class by writing it/them on the board Other Ss give comments down - percentage (n): tỷ lệ phần trăm - support (v): chu cấp - be ahead (v): dẫn đầu - Work individually to the task, then compare answers with their partner Listen to the description of some changes in the roles of women in Kenya Decide if the statements are true (T) or false (F) Key: T T T F F - Work individually to the task, then compare answers with their partner Listen to part again and fill the blanks with the correct information Key: 1995: 65% 2010: 47% 2025: 30% 1995: 22% 2010: 36% 2025: 48% - Work individually to write the notes and explanations, then compare answers with their partner - Work in small groups to write a short paragraph, then compare their writing with their partner  Writing Work in groups How you think the roles of teenagers will change in the future? Brainstorm and make a list of possible changes Encourage Ss to explain why they think these changes will happen Choose one of your group’s ideas, and write a short paragraph about it Sample writing: It is likely that teenagers in the future will be more in charge of their studies There are at least two reasons for this Firstly, there is the rise of the Internet, which provides teenagers with various reliable sources of information It also allows teenagers to develop a large social network with their peers They can therefore self-search, exchange, and discuss information in order to plan their studies Secondly, the fact that they start school early and spend a lot of time by themselves when their parents go out to work makes them more independent Decision-making will become a larger part of their lives Teens will make decisions concerning their own lives, instead of being told what to and how to it In short, these are the two reasons why [Type the document title] ’ - Give and guide ss to - Listen and copy down teenagers will become more responsible for their studies III Homework - Learn by heart the new words - Complete the writing and practice talking - Prepare: Looking back + project  EVALUATION: …………………………………………………………………………………………………… ………………………………………………………………………………………………… ………………………………………………………………………………………………… Week / Period: 91/ 31 Date: Sat, May 1st, 2021 UNIT 11: CHANGING ROLES IN SOCIETY Lesson 7: Looking back + project I LEARNING OUTCOMES: By the end of the lesson students will be able to: - Practice vocabulary and grammar points they have learnt in this unit - Practice making communication, project Knowledge: a Vocabulary: Vocabulary related to astronomy and space travel b Grammar: review c Skills: sentences completion, using the words in their correct forms to complete the sentences, choosing the best answer, using the correct form of the relative clause to combine the two sentences into one, interact to each other Competences: Groupwork, independent working, pair work, linguistic competence, cooperative learning and communicative competence Attributes: Ss will be more responsible for and be more aware of protecting and developing society II TEACHING AND LEARNING RESOURCES Teacher: Textbooks, computer, projector, plan Students: Textbooks III PROCEDURE Checking: During the lesson New lesson T Teacher’s activities - Have Ss complete ’ this exercise individually Check their answers as a class Students’ activities - Work individually to complete the task then correct as a class Contents I Warm up: Vocabulary Complete the sentences with the words in the box Key: male-dominated individuallyoriented hands-on responsive to nancially facilitators [Type the document title] ’ ’  Presentation: - Ask Ss to determine that form of word missing from each sentence and then work out the correct answer to complete the sentences Confirm the correct answers  Practice: - Have Ss complete this task individually or in pairs Check as a class - Have Ss complete ’ the task individually Call on two Ss to write their sentences on the board Comment and confirm the correct sentences ’  Production: - Ask Ss to work in pairs to complete the exercise Check the answers as a class Then Ss can practise reading aloud the predictions and - Work individually to the exercise, then in pairs to share and correct II New lesson: *Vocabulary Use the words in their correct forms to complete the sentences Key: supports provider predicting tailored evaluate witnesses *Grammar - Work individually Choose the correct answer A, B, C, or to complete the task D to complete the sentences and then compare Key: C A B B C their answers with a D partner - Work individually to complete the task and then write the answers on the board - Work in pairs to the task and practice reading aloud Use the correct form of the relative clause to combine the two sentences into one Key: Many tourists visit Liverpool, which is the home of The Beatles The town hasn’t got any parks where people can go and relax My son took part in the Beyond 2030 forum, which invited people to share their vision of the future Baron Pierre de Coubertin, who was the founder of the modern Olympic Games, was not in favour of women participating in the Games There will be an open discussion which will look at the main challenges and opportunities in the coming decades The changing economic role of women, which started in 1948, has greatly affected the role of men *Communication Match each prediction with two responses Then practice saying them in pairs Key: C, H D, F B, G A, E Finished! Ask Ss to complete the self-assessment Discuss as a class what weaknesses remain, and what areas Ss have mastered [Type the document title] responses ’ ’ - Take notes - Give and guide ss to  PROJECT YOUR VISION OF THE FUTURE Textbook page 69 III Homework: - Prepare: Review Unit 10 and 11 for a 45minute test EVALUATION: …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… Week / Period: 92/ 32 Date: Mon, May 3rd, 2021 REVIEW (LANGUAGE) I LEARNING OUTCOMES: By the end of the lesson, Ss will be able to : - Review and exercises about the pronunciation, the vocabulary and the grammar notes they have learnt from unit to unit II LANGUAGE FOCUS: Vocabulary: -Lexical items students have learnt from unit to unit Grammar: - Quantifiers; modal verbs in conditional sentences types - Compound nouns - Articles - Conditional sentences types - Relative clauses III TECHNIQUES: - Ask and answer, role play, pair work, group work, individually IV TEACHING AIDS: - Projector, TV, tape, record, text book V TIME: 45 minutes VI PROCEDURES: T Teacher's activities Students’ activities Contents [Type the document title] - Introduce the ’ lesson - Listen to the T - Listen - Ask Ss to this ’ exercise individually and then share their answers with a partner before giving T the answers -Play the recordings for Ss to check and repeat Have some Ss read out the conversations with correct intonation -Give comments ’ - Have Ss this exercise in pairs Check the answers as a class - Do this activity individually first and then share the answers in pairs - Ask Ss to work out ’ what kind of word each blank Then have Ss complete the sentences individually then share answers in pairs -Ask some Ss to write their answers on the board - Have Ss read the sentences -Ask them to find the mistake in each sentence, and write the corrected version of the sentence - Work out what kind of word individually first and then share the answers in pairs -Listen and check their answers I Warm-up: The aim of this unit is to revise the language Ss have learnt in Units 7, 8, and Help Ss recall the vocabulary in these units, and encourage them to contribute as much as possible II New lesson: *Pronunciation: 1a Mark the questions with falling, rising, or falling rising arrows Then listen, check, and repeat b Mark the sentences with falling or rising arrows Then listen, check, and repeat a+b Review the use of falling, rising, and falling-rising tones in statement questions, finding out questions, making sure questions *Vocabulary: - Do this activity in Fill each blank with a word/… pairs then give the *Key: answers marinate; tender garnish stew jet lag excursion full board bilingual official language Fill each blank with the correct form of the word given *Key: guide reasonable rusty fluent season grated steam passer - Write their answers on the board - Read the sentences -Find the mistake in each sentence individually, and write the corrected version of the sentence *Grammar: [Type the document title] ’ -Have Ss compare their answers in pairs Check their answers as a class - Have Ss read the situations and write suitable sentences -Call on two Ss to write their sentences on the board -Have Ss give comments -Correct any mistakes ’ - Elicit from Ss the relative pronouns and their uses (e.g who, whom, which, that, where) - Compare their answers in pairs - Do this activity individually first and then share the answers in pairs - Give comments - Do this activity individually first and then share the answers in pairs -Ask Ss to this - Read out their ’ exercise individually sentences and compare their answers with a partner -Have some Ss read out their sentences -Correct any mistakes - Elicit the meanings ’ of the sentences in the box Have Ss this exercise in pairs After checking their answers, ask one or There is one mistake in the… *Key: B the Lake Hudson → Lake Hudson C bunches → cloves D will be → would be B the breakfast → breakfast C have → has D the Vietnamese American → a Vietnamese American/Vietnamese American - Individual work then compare in pairs and practice the dialogue What would you say in these… *Suggested answers: If you want to widen your English vocabulary, you should read short stories in English You can become a tour guide if you learn more about history and culture If you want to improve your English, you may go to either The Sun or The Shine language center If I saw a fly in my soup, I would tell the manager If I were you, I would go to Song Nhi Resort Combine each pair of sentences… *Key: Last holiday we stayed in a resort which/that Mi recommended I don’t like people who talk loudly in public places The dishes which/that my mother has cooked are so hot Last year I visited a small town where/in which they lmed The Little Girl Ms Mai was a teacher whom/who I will never forget *Everyday English: Complete each short dialogue with a sentence in the box Key: C A E B D [Type the document title] two pairs to act out the short dialogues ’ -Give homework -Copy down *Homework: - Practice reading the dialogue - Review all vocabularies from Unit 7-9 -Do exercises into workbook -Prepare: Review ( Skills ) *EVALUATION: …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………………………………………… Week / Period: 79/ 28 Date: Mon, March 11th, 2020 REVIEW (SKILLS) I LEARNING OUTCOMES: By the end of the lesson, Ss will be able to: - Review and exercises about the vocabulary and the grammar notes they have learnt from unit to unit 9, practice the four skills I LANGUAGE FOCUS: Vocabulary: -Lexical items students have learnt in units7, and Grammar: -Quantifiers; modal verbs in conditional sentences types - Compound nouns - Articles - Conditional sentences types - Relative clauses III TECHNIQUES: - Ask and answer, role play, pairwork, groupwork, individually IV.TEACHING AIDS: - Projector, TV, tape, record, text book V.TIME: 45 minutes VI PROCEDURES: [Type the document title] T Teacher's activities - Introduce the lesson ’ - Today we continue to learn “skills” of review ’ -Have Ss read the text then decide the statements are T or F -Ask Ss to share their answers with their partner -Corrrect if necessary ’ - Have Ss read the text silently and answer the questions independently then compare their answers with a partner -Check and have Ss explain where in the text they found the information for the answers -Have some work in ’ groups -Have Ss/groups present their own opinions in front of the class - Play the recording ’ Ss listen and write words -Write Ss' answers on the board -Have them listen again and check their own answers Then correct them Ss'activities - Listen to the T Contents I Warm-up: This unit reviews the skills Ss have learnt in Units 7, 8, and Help Ss to recall the language and encourage them to contribute as much as possible II New lesson: *READING: Read Mi’s email to Nick … a Decide if the statements are T or F - Read the text Key: silently then T decide the F (Nam, their classmate, also joined the statements are T camp) or F individually F (they played the games before lunch) - Share their T answers with F (they let all the fish go) their partner  1b Answer the questions - Do the Key: exercise in pairs They drew lots and correct as a She comes from a school in class Tokyo/from Tokyo They won the rst prize It’s for non-native English speaking students It’s about his tips on how to learn English *Speaking: - Work in groups Work in groups and discuss the - Present their questions own opinions in front of the class - Read the questions first *Listening: Listen to Hung giving a presentation on his tips for learning English well -Listen andwrite Complete the listener’s notes Use no words more than THREE words for each blank -Write Ss' Key: answers stories and books on the board vocabulary correctly grammar books [Type the document title] -Write on the - Call on a volunteer to board ’ write on the board Other Ss and T comment on it Ss then refer back to their own writings and see if they want to make any changes Collect some work to correct at home ’ - Copy down - Give the homework international project diffierent cultures self-confident activities *Writing: Choose one of the topics and write a paragraph about it *Homework: - Review all related vocabulary & grammarfrom Unit 7- Unit - Prepare the third test *EVALUATION: …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………… Week: 27 Period: 76 Date: Monday, March 12th ,2018 REVIEW 3(LANGUAGE) I LEARNING OUTCOMES: By the end of the lesson, Ss will be able to : - Review and exercises about the pronunciation, the vocabulary and the grammar notes they have learnt from unit to unit II LANGUAGE FOCUS: 1.Vocabulary: -Lexical items students have learnt from unit to unit Grammar: -Quantifiers; modal verbs in conditional sentences types - Compound nouns - Articles - Conditional sentences types - Relative clauses III TECHNIQUES: - Ask and answer, role play, pairwork, groupwork, individually IV.TEACHING AIDS: - Projector, TV, tape, record, text book V.TIME: 45 minutes [Type the document title] VI PROCEDURES: T Teacher's activities 2’ 5’ 6’ 6’ 6’ Students’activitie Contents s - Introduce the lesson - Listen to the T I Warm-up: The aim of this unit is to revise the - Listen language Ss have learnt in Units 7, 8, and Help Ss recall the vocabulary in these units, and encourage them to contribute as much as possible II New lesson: *Pronunciation: 1a Mark the questions with falling, - Ask Ss to this - Do this activity rising, or falling rising arrows Then exercise individually individually first listen, check, and repeat and then share their and then share the b Mark the sentences with falling or answers with a partner answers in pairs rising arrows Then listen, check, and before giving T the repeat answers a+b Review the use of falling, rising, -Play the recordings -Listen and check and falling-rising tones in statement for Ss to check and their answers questions, finding out questions, repeat Have some Ss making sure questions read out the conversations with correct intonation -Give comments *Vocabulary: - Do this activity in Fill each blank with a word/… pairs then give the *Key: - Have Ss this answers marinate; tender garnish exercise in pairs stew jet lag Check the answers as excursion full board a class bilingual official language Fill each blank with the correct - Work out what form of the word given kind of word *Key: - Ask Ss to work out individually first guide reasonable rusty what kind of word and then share the fluent season grated each blank Then have answers in pairs steam passer Ss complete the sentences individually then share answers in - Write their pairs answers on the -Ask some Ss to write board their answers on the - Read the *Grammar: board sentences There is one mistake in the… -Find the mistake *Key: in each sentence B the Lake Hudson → Lake Hudson - Have Ss read the individually, and C bunches → cloves sentences write the corrected D will be → would be [Type the document title] 7’ -Ask them to find the mistake in each sentence, and write the corrected version of the sentence -Have Ss compare their answers in pairs Check their answers as a class version of the sentence - Compare their answers in pairs - Do this activity individually first and then share the answers in pairs - Have Ss read the situations and write - Give comments suitable sentences -Call on two Ss to write their sentences on the board -Have Ss give comments -Correct any mistakes 5’ 5’ 2’ - Elicit from Ss the relative pronouns and their uses (e.g who, whom, which, that, where) -Ask Ss to this exercise individually and compare their answers with a partner -Have some Ss read out their sentences -Correct any mistakes - Do this activity individually first and then share the answers in pairs - Read out their sentences - Individual work then compare in pairs and practice the dialogue - Elicit the meanings of the sentences in the box Have Ss this exercise in pairs After -Copy down checking their answers, ask one or two pairs to act out the B the breakfast → breakfast C have → has D the Vietnamese American → a Vietnamese American/Vietnamese American What would you say in these… *Suggested answers: If you want to widen your English vocabulary, you should read short stories in English You can become a tour guide if you learn more about history and culture If you want to improve your English, you may go to either The Sun or The Shine language centres If I saw a fly in my soup, I would tell the manager If I were you, I would go to Song Nhi Resort Combine each pair of sentences… *Key: Last holiday we stayed in a resort which/that Mi recommended I don’t like people who talk loudly in public places The dishes which/that my mother has cooked are so hot Last year I visited a small town where/in which they lmed The Little Girl Ms Mai was a teacher whom/who I will never forget *Everyday English: Complete each short dialogue with a sentence in the box Key: C A E B D III.Homework: - Practice reading the dialogue - Review all vocabularies from Unit 7- [Type the document title] short dialogues -Do exercises into workbook -Prepare: Review ( Skills ) -Give homework *EVALUATION: …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………… Week: 27 Period: 77 Date: Friday, March 16th, 2018 REVIEW (SKILLS) I LEARNING OUTCOMES: By the end of the lesson, Ss will be able to: - Review and exercises about the vocabulary and the grammar notes they have learnt from unit to unit 9, practice the four skills I LANGUAGE FOCUS: 1.Vocabulary: -Lexical items students have learnt in units7, and Grammar: -Quantifiers; modal verbs in conditional sentences types - Compound nouns - Articles - Conditional sentences types - Relative clauses III TECHNIQUES: - Ask and answer, role play, pairwork, groupwork, individually IV.TEACHING AIDS: [Type the document title] - Projector, TV, tape, record, text book V.TIME: 45 minutes VI PROCEDURES: Time Teacher's activities 2’ - Introduce the lesson 7’ 7’ 8’ 8’ Ss'activities - Listen to the T Contents I Warm-up: This unit reviews the skills Ss have learnt in Units 7, 8, and Help Ss to recall the language and encourage them to contribute as much as possible II New lesson: - Today we continue to *READING: learn “skills” of Read Mi’s email to Nick … review - Read the text a Decide if the statements are T or F -Have Ss read the text silently then Key: then decide the decide the T statements are T or F statements are T or F (Nam, their classmate, also joined F individually the camp) - Share their F (they played the games before -Ask Ss to share their answers with their lunch) answers with their partner T partner F (they let all the fish go) -Corrrect if necessary 1b Answer the questions - Do the exercise Key: - Have Ss read the text in pairs and They drew lots silently and answer the correct as a class She comes from a school in questions Tokyo/from Tokyo independently then They won the rst prize compare their answers It’s for non-native English speaking with a partner students -Check and have Ss It’s about his tips on how to learn explain where in the English text they found the information for the *Speaking: answers Work in groups and discuss the - Work in groups questions -Have some work in groups - Present their -Have Ss/groups own opinions in present their own front of the class opinions in - Read the *Listening: front of the class questions first Listen to Hung giving a -Listen and write presentation on his tips for learning - Play the recording words English well Complete the listener’s Ss listen and write notes Use no more than THREE words -Write Ss' answers words for each blank -Write Ss' answers on the board Key: [Type the document title] on the board -Have them listen again and check their own answers Then correct them 10’ - Call on a volunteer -Write on the to write on the board board Other Ss and T comment on it Ss then refer back to their own writings and see if they want to make any changes Collect some work to correct at home - Give the homework - Copy down stories and books vocabulary correctly grammar books international project diffierent cultures self-confident activities *Writing: Choose one of the topics and write a paragraph about it *Homework: - Review all related vocabulary & grammarfrom Unit 7- Unit - Prepare the third test 2’ *EVALUATION: …………………………………………………………………………………………………… …………………………………………………………………………………………………… …………………………………………………………………… ... 32 33 34 35 91 Looking back and Project 92 93 94 95 96 97 98 99 100 101 Getting started A Closer Look UNIT 12: A Closer Look MY FUTURE CAREER Communication Skills Skills Looking back and Project... a, an, the and zero article correctly and appropriately Knowledge: a Vocabulary: vocabulary related to tourism and travelling b Grammar: Use a, an, the and zero article c Skills: asking and answering... text with a /an, the, or … - Location: on the island of Hispaniola, in the Caribbean region - Area: 48,445 square kilometres - Official language: Spanish Give the correct answers and explain the