G.A Anh 9 Ky II (10-11)- Nghe An PPCT moi

The second semester UNIT LESSON 1: GETTING STARTED – LISTEN AND READ I Aims: At the end of the lesson, students will be able to : Persuade everyone and reading about the work of a group of conservationists and listening for details to complete the notes - Educate students about the environment - Develop reading and listening skills II Language contents Grammar: Adjectives and adverbs Vocabulary: (n) deforestation; garbage dump; dynamite fishing; spaying pesticides; sewage; rock (adj) disappointed III Techniques: Eliciting; guessing; scan; pairs work, practical IV Teaching aids: Pictures; textbook; chalk; tape; cassette V Time: 45 minutes VI Procedures: Methods Introducing the topic Students look at the pictures and match these environmental problems to the pictures Students practice with their partners Then give answers Teacher correct errors if necessary Sts answer about the environment in their countryside Teacher introduces the situation of the text and introduce some new words Students give some new words Teacher read words and sts repeat Students listen to the text again Then reread before the class Students find down some sentences Contents Warm - up Please, tell me some activities of a environment in your countryside Presentation 1.Getting started: a air pollution b spraying pesticides c garbage dump d water pollution e deforestation f dynamite fishing Listen and read: -checking vocabulary about the environment in their countryside * New words - deforestation(n) - garbage dump(n) - dynamite fishing(n) - spaying pesticides(n) - sewage(n) - disappointed.(adj) * practice *Grammar: used by the adjectives and adverbs -Adjectives and adverbs * ex: Don't worry I'm disappointed Teacher explains the exercise a) and ask that people have spoiled this area them match the names in column A with a) Match the names in column A with the tasks in column B the tasks in column B 1-f 2-e 3-b 4-a 5-c 6-d b) Answer: Students ask and answer these 1.The speaker is Mr.Brown questions The listeners are the volunteer conservationists They are on the beach Teacher asks students these questions They are going to clean the beach If they work hard today, they will Students practice with their partners make the beach clean and beautiful Then give answers again soon Teacher correct errors if necessary and (students’ answer) Students read the txt in silence Then practice with their partners Teacher asks students these questions Students give answers Teacher correct errors if necessary Consolidation Saying the content of the text Educate students to love protect environment activities in the countryside * Homework: - Read the passage - Complete the exercise on page 20 in the exercise book UNIT 6: LESSON 3: SPEAK & LF 2;4 I Aims: At the end of the lesson, students will be able to practice speaking to persuade People or their friends to protect the environment - Educate students to protect the environment in their countryside - Develop reading and speaking skills II Language contents Grammar: Structure I think you should… Won’t you … It would be better if you… (+ V.infi…) Can I persuade you to… Why don’t you… Why not… What / How about + V.ing Vocabulary: wrap, dissolve, trash onto, harm, instead, exhaust, fume III.Techniques: Guessing; matching; brainstorming; eliciting IV Teaching aids: Pictures; textbook; chalk V Time: 45 minutes VI Procedures: Methods Teacher explains the task and introduce the situation by asking some questions Contents I Pre- speaking Questions: Students listen and give answers - Can you tell us about your village ? - Are there any places to travel ? - Does your village have rivers/lakes…? Teacher explains the task Students find out some new words and guess the meaning of them Students repeat vocabulary after the teacher in chorus and in individual II While – speaking: a Try to persuade your partner to the following things protect the environment * checking vocabulary - wrap, dissolve, trash onto, harm, instead, exhaust, fume Teacher explains the task Students practice with their partner * Practice: Then give the keys Teacher corrects errors if necessary Teacher explains the task, and have them the example Students listen and practice with their partners Teacher elicits and have them the example * Ex: A- I think it would be better if we reuse and recycle bottles and cans B- Why ? A- Because bottles and can are hard to dissolve, they will cause pollution And if we reuse and recycle bottles and cans, we reduce garbage That’s how we protect the environment b Find possible answers to the ……… * Example: - How can we save paper ? - Write on both sides of the paper - Recycle used paper Sts listen and practice with a partner Teacher corrects errors if necessary c Now discuss with a partner the best way to protect the environment * Ex: +I think it would be better if we Teacher elicits if students have some recycle used paper troubles and corrects errors if necessary - How can we that ? I think only factory cans Teacher explains the task Students practice with their partners in + What about writing on both sides of front of the class the paper ? Everyone can this Teacher elicits if students have some - Good idea! Let’s that troubles and corrects errors if necessary III Post – speaking *LF T: Repeat about the adverb clause of reason Sts: Listen to the teacher repeat Join the pairs of sentences together Use because, as or since * Example: b Ba is tied because/ as / since he stayed up late watching TV T: Explain the example and ask sts practice the exercise T: Note for how to use adverb clause of season, “ because, since or as.” b I have broken leg because / as / since I fell over while I was playing basketball c I’m going to be late for school because/ since/ as the bus is late Sts: Work in pairs to exercise and crosscheck then give keys T: Correct if necessary * LF T: Explain grammar d I broke the cup because/ as/ since I was careless e I want to go home because/ as/ since I feel sick f I’m hungry because/ since/ as I haven’t eaten all day Match each half-sentence in column A with a suitable one in column B - Give example Sts: Do exercise in pairs; cross check; and give answers T: Feedback & correction - Conditional type If + main clause, + subordinate clause * Example: If we pollute the water, We will have no fresh water to use 1- e 2- a 3- c 4- d 5- b * Consolidation Remind languages to introduction Teacher repeats the lesson * Homework: - Complete the exercise again - Learn new languages to introduction by heart - prepare ‘ listen’ - Do more the exercises in work book VII Marks/ Remarks: UNIT 6: LESSON 3: LISTEN & LF 1,3,5 I Aims: At the end of the lesson, students will be able to - Develop litening skill II Language contents Grammar: Conditional type III Techniques: matching; questions and answers; discussion; work in pair/ group III Teaching aids: Cassette; textbook and colorful chalk V Time: 45 minutes VI Procedures: Methods UNIT 6:THE ENVIRONMENT Lesson 3: LISTEN I Lead -in: * Play the game “Nought And Crosses” _Divides the students into two groups and has them play the game Wrap Reduce Go Dissolve Reuse Water pollution Contents _Play the game Throw Buses Recycle _Says :”We are going to listen a report how the ocean is polluted.Before the new lesson I would like to introduce some new words ” II Pre-Listening: * Teaches some new words appearing in the tape: + Raw sewage (n) [Translation] + Oil spill (n) [Picture] + Marine life (n) [Example] + Waste materials (n) [Example] + Regulation(n) [Translation] _Checks the students’ understanding of new words by using technique “Slap The board” * Prediction questions: _Listen and guess the lesson _Listen and repeat _Copy down _Do as directed _Read and guess _Read their guessing _Listen and check _Listen and _Listen and the rest _Compare _Has the students read the chart on page 50 in the book and guess the missing information _Calls some students to read their guessing III While-Listening: _Plays the tape and asks the students to listen to and checks their guessing _Plays the tape again and asks the students to fill in the missing information _Lets the students listen to once more and the rest ones which they can’t _Asks the students to exchange their answers _Calls some students to go to the board and write their answers _Checks the students’ answers by playing the tape sentence by sentence _Gives the feedback *Answers: a) raw sewage b) ships c) oil spills d) waste materials e)Oil is washed from the land IV Post-Listening: * Play the Chain Game _Asks the students to play the game to summarize how the ocean is polluted St1 :Firstly,….secondly… St2 : Firstly,….secondly,….thirdly,… St3 : Firstly,….secondly,….thirdly,… next,… St4 : Firstly,….secondly,….thirdly,… next,… Finally,… _Asks one student to tell the content of the lesson before class * LF T: Introduce the exercise and explain the example _Write their answers _Listen and check _Copy down _Work in groups _Tell the content of the lesson _Listen and copy down _Listen Change the adjectives into adverbs Adj - extreme Adv - extremely - good - happy - sad - well - happily - sadly Sts: Listen to the teacher introduce and change the adj into the adv T: Ask some sts answer before the class - Then complete the sentences Sts: Answer before the class and complete the sentences T: Correct the answer * LF 3,5 T: Explain the exercise - Give example: Sts: Listen to the teacher explain T: Ask sts practice in groups and the exercise Sts: Practice in groups and complete the exercise then answers before the class T: Check the answers an correct if necessary - slow a extremely b slowly c sadly - slowly d happily e well Complete the dialogues a Mr Ha: … That’s wonderful I’m pleased that you are working hard b Mrs Robinson: … excited that I can go to Da Lat this time c Lan: … sorry that I broke your bicycle yesterday d Mrs Robinson: … disappointed that you did not phone me about it e Nga: … amazed that I could win the first prize Complete the sentences * Example: a) If the rice paddies are polluted, the rice plants will die b If we go on littering, the environment will become seriously polluted c If we plant more trees along the streets, we will have more shade and fresh air d If we use much pesticide on vegetables will become poisonous and inedible e If we keep our environment clean, we will live a happier and healthier life * Consolidation Remind languages to introduction Teacher repeats the lesson * Homework: - Complete the exercise again - Learn new languages to introduction by heart - prepare ‘ listen’ - Do more the exercises in work book UNIT 6: LESSON 4: READ I Aims: At the end of the lesson, students will be able to understand a poem about the environment - Develop reading comprehension skills II Language contents Grammar: Conditional type Vocabulary: (n) junk yard; treasure; hedge; nonsense; foam III Techniques: matching; questions and answers; discussion; work in pair/ group III Teaching aids: Cassette; textbook and colorful chalk V Time: 45 minutes VI Procedures: Methods T: Set the scene Two people are going on the picnic They are talking about the pollution - Have sts practice in pairs to guess Contents Pre- Reading * Answer: a Who are the people in the poem? - The mother and her son b Where are they? – They are … * Vocabulary: T: have sts listen to the cassette, find some new words and explain the meaning of new words Sts: listen and find some new words and explaining the meaning T: ask them read words Sts: listen and repeat - junk yard (n) - treasure(n) - hedge(n) - nonsense(n) - foam(n) While – Reading T: have sts practice guessing the meaning of the words in column A with an appropriate explanation in column B Sts practice with their partners and answer T: call some sts answer before the class and check if necessary a Match each word in column A to an appropriate explanation in B * Answer keys - 1.c 2.g 5.d 6.a 3.f 4.e b b Answer: - If the pollution goes on, the world will Students read the poem again in silence and find out the information to answer the questions Students practice with their partners Students give the answer Teacher corrects errors if necessary Teacher explains the task of the exercise Students practice with their partners and complete end up like a second-hand junk yard - The mother thinks other folk pollute (are responsible for the pollution of ) the environment but not her and her son - If the boy keeps on asking such question, his mother will take him home right away - No Because he is right, if he throws the bottles that will be polluting the woods - The poet wants us to learn that everyone is responsible for keeping the environment from pollution / stopping pollution Post – Reading Questions: - What could you in your school / house to minimize pollution sts listen and answer the question Teacher corrects errors if necessary *Consolidation - Remind language contents * Homework: - Read the poem and the exercises again - Learn new languages by heart, and exercise on page 44 VII.Markand remark: UNIT 6: LESSON 5: WRITE 10 friend Encourage Ss to guess the meaning Evidence of the words in the context of the passage meteor - Call on some Ss to read aloud their aliens answers in front of class Ask Ss to collecting explain their answers: captured - Feedback and give correct answers disappeared - Ask Ss to work in pairs and read the passage b) completing the notes: a An aircraft, a weather balloon or a meteor can be mistaken for an alien spacecraft b …………… nine large round objects traveling at about 2.800 meters an hours c ……… over 1.500 sightings …… d ……… saw a UFO above their …… e ……… Saw an egg – shaped object in one of his fields and also aliens collecting soil samples …… f ……… claimed they were captured by aliens and taken abroad a spacecraft g …… and his plane disappeared after sighting a UFO… h ……… that he saw a plate like device at a treetop 30 meters away … 3.4 Consolidation: - Divide class into small groups Ask them - Group work to match the timeline in A to the events in A B B when the game is finished, ask Ss to 1947 a a woman recall the passage and present it to class 1952 b a farmer 1954 1964 1971 1978 c Kenneth Arnold d a young pilot e 1,500 UFO sightings f two men * Answers: 1- C 2- E 3- A 4- B 5- F 50 Drill: - Summarize the main points - Vocabulary: UFOs, meteor, sighting, alien, spacecraft, egg- shaped, plane – like, treetop Homework: - Summarize the main points - Imagine and describe to answer the questions: What are UFOs? What UFOs look like? * Self – evaluation: …………………………………………………………………………………………… …………………………………………………………………………………………… UNIT 10: LIFE ON OTHER PLANETS LESSON 2: SPEAK & LF 1,2 I Objectives: By the end of the lesson, Ss will be able to: + Speak with a friend about things which might be on Mars such as water, little creatures, minerals,… + Be update with background knowledge about Mars and solar system II Main content Language focus: Vocabulary: mineral, microorganism, gemstones, little creatures, sparkling spots, trace, precious, science for fun program, crater, and Olympic champion Language skills: Practice speaking and listening skills II Teaching aids: Teacher’s: Teaching plan, Cassette, pictures, extra – board Students’: Textbook, workbook 51 III Procedure: Teacher’s activities 3.1 Warm up: - Ask Ss to work in group of to and make good guesses about Math Suggested questions: + What you thing might be on the Mars? + Are there any people? Any plants? - Gather ideas and comments 3.2 Speaking: * Pre- speaking: - Introduce the new words * While – speaking: - Ask Ss to work in pairs and practice the dialogue in the book - Keep Ss in groups and ask them to make up similar dialogues about the drawings, using the cues in section as - Go around the class and provide help if necessary - Feedback and give suggested answers * Post – speaking: - Ask Ss to work in group and discuss: Students’ activities - Group work Speak: * New words: + Minerals (n): chất, khoáng sản + Microorganism (n): vi sinh vật + Gemstones (n): đá qúi + Little creatures (n): sinh vËt nhá + Sparking spots (n): vÕt lÊp l¸nh + Trace (n): dÊu vÕt + Precious (n): quÝ, quÝ gi¸ - Pair works * Suggested answers: Phuong: What these drawings say, Minh? Minh: There might be plants in Mars Phuong: And what about those dark shapes on the left conner? Minh: Well they migh be sight of gas, there maybe some plants in Mars Hung: What these pictures say? Hao: There may be mountains and Mars Hung: And what about the wavy lines on the right corner? Hao: Well, they might be water There may be some litter creatures in Mars - Group work (Student’s answers) 52 tell each other what you think might be on Mars on the moon and on other planets - Encourage Ss to share and exchange ideas and background knowledge that they know about planets - Call on some Ss to make a presentation in front of class - Give addiction about solar system (see supplements) *LF 1,2 presentation and practice 1: - Help the Ss to review the usage of modal verbs “may” and “might” - Ask Ss to work with a partner Use “may” or “might” and talk about Andy’s presents - Tell Ss to compare their answers with a friend - Call on some Ss to read their answers in front of class - Feedback and give correct answers May and might: => may/might + V_inf • Answers: b It might be a box of crayons, or it might be a box of paint c It’s might be a football, or it might be a basketball d It may be a boat, or it might be a train e It may b a flying saucer, or it might be a meteor f It might be an evening star, or it might be a spacecraft Presentation practice 2: Complete the sentences Use the verbs in - Help Ss review the form and the the box usage of conditional sentence type • Conditional sentence: type • Form: • If clause Main clause Present simple Future simple If + S1 + V(es,s) S2 + will + V • Use: + Conditional sentence type can be used to describe situations and consequences that are possible in the present or future - Whole class and pair work 53 • Answers: b will miss , doesn’t hurry c is not , will drop d will join , finishes e writes , won’t forget V consolidation Remind languages to introduction Teacher repeat the lesson V Homework: - Complete the exercise again - Learn new languages to introduction by heart - Do exercises 3,4 page 60 in work book - prepare “listen” VI Marks/ Remarks - Students were weak in speaking VII Self – evaluation: …………………………………………………………………………………………… UNIT 10: LIFE ON OTHER PLANETS LESSON 3: LIS TEN & LF 3,4 I Objectives: By the end of the lesson, Ss will be able to: + Listen to a rather long talk about the moon and be more confident in true or false listening comprehension exercise + Get more information about the moon II Main content Language focus: Vocabulary: science for fun program, crater, and Olympic champion Language skills: Practice listening skills II Teaching aids: Teacher’s: Teaching plan, Cassette, pictures, extra – board Students’: Textbook, workbook III Procedure: Teacher’s activities Students’ activities 54 * Pre – listening: * New words: - Ask Ss to look at the book and + Science for fun program explicit the new words + Crater (n): + Olympic champion (n): - Individual work - Compare the answers with a partner * Answers: * While – listening: a ✓ - Have Ss listen to the description of c ✓ the moon Then check (✓) the correct d ✓ statements about the moon f ✓ - Play the tape several times if i ✓ necessary j ✓ - Ask Ss to compare their answers with earlier guesses with a friend - Feedback and give correct answers - Group work * Post – listening: - Asks Ss to work in groups and make a short presentation about the moon, encourage Ss to use as much information in the listening as possible However, they also use their own knowledge to make the presentation more information and interesting - Call on some Ss to make the presentation in front of class - Comment and have feedback on Ss’ performance * LF 3, Presentation and practice 3: Look at the pictures Complete the sentence • conditional sentence: Type • form: If clause Main clause Past simple Future in the past If + S1 + V(ed, irrg) S2 + would + V • use + Conditional sentence type can be used to describe imaginary and unreal or untrue 55 - Compare and explain the types of conditionals - Ask Ss to look at the pictures in the book and complete the sentences by using conditional sentences type - Tell Ss to exchange the exercise and correct for each other - Call on some Ss to read their answers - Make necessary corrections and give correct answers situations / actions at present or in the future • Comparison If Lan works hard, she will pass the exam If I had a lot of money, I would buy a house in the center of the city * Answers: b If Mr Loc Had a car, he would drive it to work c If Lan lived in HCM city, she would visit Sai Gon park water d If Nam had an alarm clock, he would arrive at school on time e If Hoa lived in Hue, He would visit her parents everyday f If Nga owed a piano, she would play it very well g If Tuan studied harder, he would get better grades h If Na had enough money, she would buy a new computer IV Consolidation - Have sts listen and learn the song again IV Homework: - Learn new languages by heart - prepare “ Read” - Do exercises page 61 - Prepare Unit – Lesson: Read V Marks/ Remarks - Students were weak in listening VI Self – evaluation: UNIT 10: LIFE ON OTHER PLANETS LESSON 4: READ I Objectives: 56 By the end of the lesson, Ss will be able to enhance reading skill through ordering and answering questions exercises II Main content Language focus: Vocabulary: physical condition, push up, orbit, cabin, circus, marvelous Language skills: Practice reading skill II Teaching aids: Teacher’s: Teaching plan, pictures, extra – board Students’: Textbook, workbook III Procedure: Teacher’s activities Students’ activities 3.1 Warm up: - Let Ss play the game “Q&A” - Ask Ss questions about space trip + Have you ever heard of a space trip? - Whole class + What people go there for? + What should we have to prepare if we want to take a trip to the space? + What can we there? +………………………………… 3.2 Pre – reading: - Ask Ss to look at the passage - Introduce and explain the new words * New words: + Physical condition (n): tình trạng sức khoẻ + Plush up (n): hít ®Êt + Orbit (n): quay quanh 3.3 While – reading: + Cabin (n): ca bin, khoang - Reads the passage once + Marvelous (a): tuyÖt vêi - Ask Ss to read the passage independently and put the phrase in order to show what - Individual work you need and get in joining a trip into the - Compare the answers with a partner space b) Answers: - Call on some Ss to explain their answers 4–1–5–2–3 - Feedback and give correct answers - Have Ss read the passage more carefully and answer the questions Remind them to b) Answering comprehension questions write the answers in full sentences 57 - Ask Ss to compare their answers with a friend - Call on some Ss to read their answers aloud in front of class - Make necessary corrections and give correct answers if you decide to take part a space trip, you will have to run a lot, swim everyday, and aerobic and push ups to have an excellent physical education If you want to show you are in perfect health you must a letter from doctor You can see pictures of the earth: your country, interesting places, the oceans, the big rivers, the tall, mountains We can see those scenes 16 times a day We can walk on the walls or on the ceiling * Topic 3.4 Post - reading: - Group work - Expand the topic by introducing group If you were able to take a space trip, what discussion would you to prepare for the trip? What would you like to bring along? What would you there? IV Consolidation - Remind language contents V Homework: - Read the passage and the exercises again - Learn new languages by heart, and exercise page 60 - Prepare Unit ( count’) lesson “ Write ” VI Self-evaluation ……………………………………………………………………… …………………………………………………………………………………………… …… …………………………………………………………………………………………… UNIT 10: LIFE ON OTHER PLANETS LESSON 5: WRITE I Objectives: By the end of the lesson, Ss will be able to know how to write an argumentative exposition using the right format and language structures II Main content 58 Language focus: Vocabulary: (Revise) Structures: (Revise) Language skills: Practice writing skill II Teaching aids: Teacher’s: Teaching plan, extra – board Students’: Textbook, workbook III Procedure: Teacher’s activities Students’ activities 3.1 Warm up: - Group work - Let Ss play the game Networks - Make a list of words relating to planets - Ask Ss to work in groups of to - The group with longest list will be the Note: The words must be correctly winner spelled and related to the topic Planets * Answers: Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune Pluto Sun Sun …… 3.2 Pre – writing: - Explain the definition of an argumentative writing “In writing, there is a argumentative writing which presents one’s ideas, - Whole class and pair work opinions and make them persuasive to readers At the same time, this kind of writing has to successfully protect the opinions and refuse the opposite once An argumentative writing should 59 basically consist of three parts: introduction, body and conclusion” - Implicit the outline and the functions of three main parts in an argumentative - Read and match exposition through matching exercise Ask Ss to read the outline of an expression in column A then put the paragraph in column B in order to match a)Matching: the section in column A * Answers: T: Call on some Ss to read the answers + Introduction -> (ii) - Further explain the outline and give + Body -> (iii) correct answers + Conclusions -> (i) a Read the dialogue … 3.3 While – writing: - Ask Ss to work in pairs and read the dialogue between An and Ba about the sentence of UFOs Make sure Ss understand the dialogue especially Ba’s opinions about existence of UFOs - Tell Ss to use Ba’s opinions in the dialogue to write exposition independently - Go around the class and pick up some typical writings to read aloud and have some necessary corrections - Give suggested answers - Individual work - Compare the answers with a partner * Suggested answers: I believe UFOs exit because articles and reports in newspapers talk a lot about their appearance Firstly, many people from different countries reported that they once saw flying saucers Secondly, there are many photos of flying saucers and some photographers said they saw man like creatures get out of vehicles Moreover, people are discussing those mysterious circles on the fields in the countryside of Great Britain So I think UFOs are not our imagination They are real, and we should be ready to see their visit - Pair work 3.4 Post – writing: - Ask Ss to work in pair and introduce “cross check” (students correct for each 60 other) - Comment and point out the most common mistakes that Ss make in their writing Suggest the ways what Ss can avoid those mistakes in their later writing practices IV Homework: - Learn by heart all the lesson - Prepare “ Language focus” - Do exercise 5,6 page 61,62 V Marks/ Remarks - Students had some troubles when writing an argument because they had a little vocabulary VI Self – evaluation: ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… REVIEW(66.67.68) Aims: At the end of the lesson, students will be able to - Develop writing and reading skill Language contents a Grammar: - Relative clauses - Adverb clauses of concession b Vocabulary: (v) compose, occur, satisfy (n) culture, violet, jumper, lap Techniques: eliciting; explaining; practical; pair work Teaching aids: Extra - picture; textbook; colorful chalk Time: 45 minutes Procedures: 61 Methods T: Explain the exercise and have sts work individually to the exercise They have to complete the sentences by using correct relative clauses ( Who, Which) Sts: Listen to the teacher explain and complete the sentences, then answer before the class T: Ask sts practice with partner then answer Sts: Practice with partner T: Call some sts answer in front of the class Sts: Answer be fore the class T: Check he answers Contents join the sentences Use relative clauses * Example: - Tet is a festival Tet occurs in late January or early February + Tet is a festival which occurs in late January or early February a Auld Lang Syne is a song which is sung on New Year's Eve b This watch is a gift which was given to me by my aunt on my 14th birthday c My friend Tom, who sings Wester folk songs very well, can compose songs d We often go to the town cultural house, which always opens on public holidays e I like reading books which tell about different peoples and their cultures Describe each of the people in the picture Use relative clauses T: Explain the exercise and have them the example Sts: Listen to the teacher and making suggestion T: Let them practice and the exercise Sts: Practice and answer before the class T: Ask some sts answer, then check the answer Sts: Answer and check T: Corrects a Mom is the woman who is sitting in an armchair/ receiving a gift from the litlle girl b Dad is the man whois standing behind my sister c Linda is the litlle girl who is wearing a pink dress/ giving a gift to Mom d Grandmother is the woman who is wearing a violet blouse/ giving a gift to the baby e Uncle Jonh is the man who is wearing a pink jumper f Jack is the litlle boy who is sitting on his mother's lap Join the sentences Use the words in 62 the blackets T: Explain the exercise and ask them it a Thu Ha is not satisfied with her preparations for Tet even though she has decorated her house and made plenty of Sts: Listen to the teacher and the cakes exercise b Although we don't have a Mother's Day in Viet Nam, Dad and I have T: Ask them practice with partner special gifts and paties for my mom Sts: Practice with partner and join the every year on the 8th of March sentences Use the words in brackets c We when to Ha Noi to watch the parade on the National Day last year T: Call some sts answer and some sts go even though we live in Nam Dinh to the board write the sentences d Mary tourists enjoy festivals in Viet Sts: Answer before the class and some Nam though they not understand sts rewrite the answer Vietnamese culture very much T: Correct if nacessary Look at the picture Complete the T: Introduce the pictures and exercise sentences Sts: Listen to the teacher a Although Mrs Thoa was tired, she helped Tuan with his homework T: Let them the exercise in groups b Even though Liz has an exam Sts: Practice in groups tomorrow, she is still watching TV now T: Ask some sts in groups to answers c It rained yesterday although the Sts: Answer and rewrite on the board weather bureau predicted the weather T: Correct if necessary d Ba ate a lot of food though he wasn't hungry * consolidation: - Review how to use : Relative clauses and adverb clauses concession * Homework: - Complete the exercises - Learn by heart the use of grammar points - prepare : Unit – Lesson + Page 74,75 - Do exercise on pages 57 in the exercise book * Self – evaluation: ……………………………………………………………………………………… ……………………………………………………………………………………… …………………………………………………………………………………………… ………… 63 Second semester test(69) Test correction (70) 64 ... Trang Trang: Thanks T: Have sts example and ask them practice with a partner Sts: Practice with a partner and answer before the class T: Call some sts answer Sts: Answer in pairs T: Check and... tai means "big" and feng means 43 "wind", so the word "typhoon" means "big wind" T: Ask sts read the passage again and answer true or false Sts: Reread the passage and answer T: Ask them answer... finished, ask Ss to 194 7 a a woman recall the passage and present it to class 195 2 b a farmer 195 4 196 4 197 1 197 8 c Kenneth Arnold d a young pilot e 1,500 UFO sightings f two men * Answers: 1- C 2-