Giao an Tieng Anh chuan ky nang

The second semester 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 c

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The second semester

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

1 Grammar: Adjectives and adverbs

2 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 Contents

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

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

2 Listen and read:

-checking vocabulary about the environment in their countryside

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used by the adjectives and adverbs

Teacher explains the exercise a) and ask

them match the names in column A with

the tasks in column B

Students ask and answer these

questions

Teacher asks students these questions

Then give answers

Students read the txt in silence Then

practice with their partners

Teacher asks students these questions

Students give answers

-Adjectives and adverbs

* ex: Don't worry I'm disappointed that people have spoiled this area

a) Match the names in column A with the tasks in column B.

1-f 2-e 3-b 4-a 5-c 6-d

b) Answer:

1.The speaker is Mr.Brown

2 The listeners are the volunteer conservationists

3 They are on the beach

4 They are going to clean the beach

5 If they work hard today, they will make the beach clean and beautiful again soon

6 and 7 (students’ answer)

Consolidation

Saying the content of the text

Educate students to love protect environment activities in the countryside

* Homework:

- Read the passage

- Complete the exercise 1 on page 20 in the exercise book

UNIT 6:

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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

1 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

2 Vocabulary: wrap, dissolve, trash onto, harm, instead, exhaust, fume III.Techniques: Guessing; matching; brainstorming; eliciting.

IV Teaching aids: Pictures; textbook; chalk.

VI Procedures:

Methods Contents

Teacher explains the task and introduce

the situation by asking some questions

Students listen and give answers

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

Students practice with their partner

I Pre- speaking Questions:

- Can you tell us about your village ?

- Are there any places to travel ?

- Does your village have rivers/lakes…?

II While – speaking:

a Try to persuade your partner to do the following things protect the

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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

Sts listen and practice with a partner

Teacher elicits if students have some

troubles and corrects errors if necessary

Students practice with their partners in

front of the class

Teacher elicits if students have some

troubles and corrects errors if necessary

*LF 2

T: Repeat about the adverb clause of

reason

Sts: Listen to the teacher repeat

T: Explain the example and ask sts

practice do the exercise

T: Note for how to use adverb clause of

season, “ because, since or as.”

* 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

c Now discuss with a partner the best way to protect the environment

* Ex: +I think it would be better if we recycle used paper

- How can we do that ? I think only factory cans

+ What about writing on both sides of the paper ? Everyone can do this

- Good idea! Let’s do that

III Post – speaking

2 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.

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.

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Sts: Work in pairs to do exercise and

crosscheck then give keys

T: Correct if necessary

* LF 4

T: Explain grammar

- Give example

Sts: Do exercise in pairs; cross check;

and give answers

T: Feedback & correction

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

4 Match each half-sentence in column

A with a suitable one in column B

- Conditional type 1 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

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I Aims: At the end of the lesson, students will be able to

- Develop litening skill

Grammar: Conditional type 1 III Techniques: matching; questions and answers; discussion; work in pair/ group III Teaching aids: Cassette; textbook and colorful chalk.

* Play the game “Nought And Crosses”

_Divides the students into two groups and

has them play the game

pollution

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:

_Play the game

_Listen and guess the lesson

_Listen andrepeat _Copy down

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_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

do the rest ones which they can’t do

_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

* Play the Chain Game

_Asks the students to play the game to

summarize how the ocean is polluted

_Asks one student to tell the content of the

lesson before class

_Work in groups

_Tell the content of the lesson

_Listen and copy down_Listen

1 Change the adjectives into adverbs

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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

Sts: Listen to the teacher explain

T: Ask sts practice in groups and do the

exercise

Sts: Practice in groups and complete the

exercise then answers before the class

T: Check the answers an correct if

3 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

5 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

Teacher repeats the lesson

* Homework:

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I Aims: At the end of the lesson, students will be able to understand a poem about the

environment

- Develop reading comprehension skills

1 Grammar: Conditional type 1

2 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.

VI Pr ocedures :

T: Set the scene Two people are going on

the picnic They are talking about the

pollution

- Have sts practice in pairs to guess

* Answer:

a Who are the people in the poem?

- The mother and her son

b Where are they? – They are …

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

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

b Answer:

- 1 If the pollution goes on, the world will

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Students read the poem again in silence

and find out the information to answer the

questions

Students give the answer

Teacher explains the task of the exercise

Students practice with their partners and

complete

sts listen and answer the question

end up like a second-hand junk yard

- 2 The mother thinks other folk pollute (are responsible for the pollution of ) the environment but not her and her son

- 3 If the boy keeps on asking such question, his mother will take him home

right away

- 4 No Because he is right, if he throws

the bottles that will be polluting the woods

- 5 The poet wants us to learn that everyone is responsible for keeping the environment from pollution / stopping pollution

Post – Reading Questions:

- What could you do in your school / house to minimize pollution

*Consolidation.

- Remind language contents

* Homework:

- Read the poem and do the exercises again

- Learn new languages by heart, and do exercise 5 on page 44

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I Aims: At the end of the lesson, students will be able to:

- Write a letter of complaint

- Educate students know how to protect the environment

- Develop writing and reading skill

1 Grammar: conditional type 1.

2 Vocabulary: (v) complain; float; prohibit.

(n) complaint; complication; resolution

III Techniques: elicit; practical; pair work.

IV Teaching aids: Extra - board; picture; textbook; colorful chalk.

VI Pr ocedures :

Methods Contents

T: Introduce the letter and have sts read

Sts: read the letter and find some

vocabulary

T: Pre- teach vocabulary

T: Checking vocabulary: Rub at and

remember

Ask sts to keep their books closed

Provide sts five sections of a complaint

letter in random order

Get them to put the sections in a correct

order

Sts practice in pair

T: have sts read the letter on page 58

Sts: practice in pairs

- Set the scene: Mr Nhat wrote a letter

to the director of L & P company in Ho

Chi Minh city The five sections of the

letter are not in the right order label

each section with the appropriate: S, C,

a Action, talks about future action

b Situation states the reasons for writing

c Politeness: end the letter politely

d Complication: mention the problem

e resolution: makes a suggestion

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- Ask sts to work in pairs.

- Give feedback: Call on a sts to read

aloud the letter ( in the correct order )

T: give ideas if necessary

T: Let sts read the production 6b/ on

p.53

Sts: Individual work

T: Ask some questions to make sure the

sts know what they have to write

T: Ask sts write the letter individually

- Get sts to share with their partners and

correct if possible

- More around the class and help sts

- Call on some sts to read aloud their

letter

- Give feedback, correct some letters

before the class

-T can write the mistakes ( spelling,

grammar …) on the board

- C – When the struck …………

- P – Sincerely Tran Vu Nhat

While – writing:

* Questions:

a What do people do in the lake behind your house there days?

- They begin to catch fish

b What make you worried?

- They use electricity to catch fish

c To whom do you write the letter to?

- We write to the head of the local authorities?

d What suggest do you want to make?

- We suggest the local authorities should prohibit and fine heavily anyone using electricity to catch fish

e Any future plan you want to make?

We looking forward to seeing the protection of environment from the local authorities

Post – Writing

*Homework:

- Learn new languages by heart

- Prepare “Language focus”

- Do exercise 6,7 on pages 44 & 45 in the exercise book

LESSON 1: GETTING STARTED – LISTEN AND READ

1 Aims: At the end of the lesson, students will be able to: understand the dialogue and

about the ways to save energy

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- Educate students about the saving energy

2 Language contents

a Grammar: - Connectives.

b Vocabulary: (n) crack, plumber, pipe, faucet.

(v) drip (adj) enormous

3 Techniques: Eliciting; guessing; scan; pairs work, practical

4 Teaching aids: Pictures; textbook; chalk; tape; cassette.

5 Time: 45 minutes

6 Procedures:

Methods Contents

T: Introducing the topic

Sts: Listen to the teacher introduce

T: Ask sts look at the pictures and make

a list of things the family could do to

save energy

Sts: Look at the pictures and make a list

then answer

T: Can ask some questions

Sts: Listen and answer the questions

T: Introduce the new lesson

- Make some guiding questions

Sts: Listen and find out answers

T: introduces the situation of the text

and introduce some new words

Sts: give some new words and explains

the meaning

T: Read words and sts repeat

Sts: Listen and read the new words

* Questions:

a Who’s watching TV?

b Who’s listening to the radio?

c Should we turn the TV off?

d What should we do to save energy?

a Who are talking in the conversation?

b Where are they now?

c What are they talking about?

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Sts: Listen to the dialogue again, then

T: Ask sts to read the dialogue on page

57 again and check their prediction

Sts: Reread and check in the boxes

T: Have them correct false statements

Sts: Correct the false

b) True or False? Check in the boxes Then correct the false statements

1 True 2 True 3 False

4 False 5 True

* Consolidation

- Saying the content of the dialogue

- Educate students to saving energy in their family

* Homework:

- Read the dialogue again

- Complete the exercise 1, 2 on page 47 in the exercise book

- Prepare Unit 7 (cont’) section “speak”

* Self – evaluation:

………

UNIT 7: SAVING ENERGY

LESSON 2: SPEAK & LF 2;3

I Aims: At the end of the lesson, students will be able to make and respond to

suggestion

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- Educate students to saving energy.

1 Grammar: Structure + I suggest + V- ing.

IIITechniques: Guessing; matching; brainstorming; eliciting.

VI Procedures:

methods Contents

T: Explain the exercise

Sts: Listen to the teacher

T: Explain the exercise and have make

suggestions about how to save energy

Sts: Listen to the teacher explain

T: Have sts example and ask them

practice with a partner

Sts: Practice

T: Introduce sts the form and practice

make suggestions

Sts: Practice with a partner then answer

before the class

A I think we should turn off the faucet

I suggest fixing the faucet

- How about + V-ing …?

- What about + V-ing …?

- Let’s …+ Response

- Ok

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T: Have sts the example.

Sts: Write in the notebook

T: Ask sts to do exercise 3.b) on page

59

- Get sts look at the pictures on page 59

and make suggestion about how to save

T: Implicit the meanings of the phrases

verbs through examples "Now, can you

guess the meaning of those of phrasal

verbs in the following context?"

+ It is dark here Can you turn on the

T: Have Ss do exercise 2 complete the

- That’s a good idea

- All right

- No I don’t want to

- I prefer to …

- Let’s …

* Ex: I suggest going to the movies

No I don’t want to I prefer to

To watch TV

b Work in a group of four Work out an action plan to save energy for your class

* Ex:

A: I think we should take a shower instead of a bath to save energy

B: That’s a good idea

A: How about making posters on energy saving and hanging them around our school?

B: Great! Let’s do that

Post – speaking

2 Phrasal verbs

- Turn on: switch on/start

- Turn off: switch off/stop

- Look for: take care of

- Go on: continue

2 complete the sentences Use the right tense form of the phrasal verbs

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sentences use the right tense form of the

phrasal verbs in the box and the pictures

T: Have Ss compare their answers with

a friend

T: Correct any necessary mistakes

T: Give the correct answers

in the box and the pictures

*Consolidation

Teacher repeat the lesson

*Homework:

- prepare “listen”

VII Marks/ Remarks

UNIT 7: SAVING ENERGY

LESSON 3: LIS TEN & LF 1

1 Aims: At the end of the lesson, students will be able to listen to a text for details and

know more about solar energy

- Educate students how to saving energy

3 Techniques: Guessing; brainstorming; eliciting.

4 Teaching aids: Extra-board; textbook; chalk; tape; cassette.

6 Procedures:

a Warm up

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Methods + T: call some sts answer

T: introduce the listen

T: Have them listen to the cassette and

give some new words

Sts: Listen and find some new words

T: Have sts listen to the cassette again,

check in the boxes and correct the false

statements

Sts: Listen and check in the boxes and

correct the false statements

T: Ask sts write the answer on the

black-boards

Sts: Write the answer before the class

T: Check the answers

T: Have sts listen again and complete

Sts: Listen and complete

T: ask them answer before the class

Sts: Answer before the class

T: Explain function of the connectives

T: Ask Ss to give some examples to

demonstrate the use of the connectives

- And: to add a similar or another idea

- But, however: to add an opposite idea

- Because: to give a cause (reason)

- So, therefore: to give an effect

- Or: to give an alternative

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T: Ask Ss to compare the answers with a

VI Marks/ Remark

UNIT 7 : SAVING ENERGY

LESSON 4: READ

I Aims: At the end of the lesson, students will be know more how North American and

European countries save money and natural resources

- Develop reading comprehension skills

1 Grammar:

2 Vocabulary: (n) bulb, standard, label, tumble dryer.

(adj) western (adv) effectively

III Techniques: matching; questions and answers; discussion; work in pair/ group

IV Teaching aids: Cassette; textbook and colorful chalk.

T: Have sts listen to the cassette and find

some new words

Sts: Listen and give some new words

T: Have them read the new words

Sts: Listen to the teacher and repeat Then

read again before the class

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T: Let them listen to the cassette again

and practice the passages

Sts: Listen again and practice the passage

T: Ask them answer in font of the class

Sts: Answer in font of the class

T: Have sts read the passage again and

answer the questions

Sts: Practice, ask and answer the

questions in pairs or groups

T: Call some sts practice ask and answer

before the class

Sts: Ask and answer the questions before

* Answer:

3 North American and European countries are interested in saving money and natural resources

b Answer the questions.

1 Western consumers are interested in products that will not only work

effectively but also save money

2 We can use energy-saving bulbs instead

of ordinary 100 watt-light bulbs to spend less on lighting

3 She will pay USS2 for lighting if she uses energy-saving bulbs instead

4 The purpose of the labeling scheme is

to help consumers to know how efficient each model is, compared with other appliances in the same category so that they can save money and energy

5 (Student’s answer)

Post – Reading Questions:

- Why should we save money?

*Consolidation.

- Remind language contents

*Homework:

- Read the passage and do the exercises again

- Learn new languages by heart, and do exercise 4 on page 49

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- Prepare Unit 7 ( count’) lesson “ Write ”

VII Marks/Remarks:

UNIT 7 : SAVING ENERGY

LESSON 5 : WRITE

I Aims: At the end of the lesson, students will be able to:

- Write a letter about the saving energy and complete a speech

- Educate students know how to saving energy

- Develop writing and reading skill

1 Grammar: ( Review)

2 Vocabulary: (Review) III.Techniques: elicit; practical; pair work.

IV Teaching aids: Extra - board; picture; textbook; colorful chalk.

- How many part of the passage?

Sts: Listen and try answer

T: Explain the exercise and ask them

match each past of a speech in column

A to a suitable function in column B

Sts: Listen to the teacher explain the

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exercise and match each past of a

speech in column A to a suitable

T: Let them choose one of the following

topic and practice

Sts: Practice with a partner

T: Ask sts practice and tell about the

saving energy in the kitchen

A: summing up what you have said

b Put the following sections in the correct place to complete a speech

1 Introduction – 3: Good evening, ladies and gentlemen I’m

2 Body – 2: Most of us use too much gas You can reduce this amount by:

3 Conclusion – 1: If you follow these simple rules, not only will you

c Choose one of the following topics and prepare a speech for your

- Learn by heart all the lesson

- Prepare “ Language focus”

- Do exercise 5 on page 50

ONE PERIOD TEST

(The third test of English: 2010-2011)

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I/ Khoanh tròn đáp án đúng trong các câu A,B,C hoÆc D sau đây (5.0 đ)

1 You shouldn’t eat It’s not good for your health

A quick B quickly C very quick D too quick

2 Hoa is studying for her exam

3 do you usually study before an exam?

4 I think we should burn trash to reduce the amount of garbage we produce to the environment

A protecting B protected C protection D protect

5 We feel very to day

A too happy B are happy C happy D happily

6 Solar energy cheap and clean

7 I surprised that no one stopped these people cutting down the trees

8 People are worried that the oil pollute the sea

9 I usually before an exam

A study more B studying C study hard D studying hard

10 We swim in this part of the river because the water is highly polluted

11 If it rains, he will stay at home watch TV

12.If we oil and coal pollution will increase

13.We all like sticky rice cakes which are special food for the New Year

A Viet Nam B Vietnamese C for Viet Nam D for Vietnamese

14 People in Israel are going to celebration their festival which is called

A Easter B Passover C Christmas D Lunar New Year

15 Today is the birthday of my friend used to live in my neighborhood some years ago

16 Paul is an Australian, he enjoys Vietnamese New Years

A Although B Though C Even though D Therefore

17 He repairs water pipes He is a

A carpenter B brick-layer C worker D plumber

18 If he here tomorrow, I will you

19 Remember to the faucet when you leave for work

20 It’s very cold outside, you have to your coat

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A come on B put on C go on D turn on

II/ Đọc và khoanh trũn đáp án đỳng A,B,C hoặc D (2.5 đ)

Environment pollution is one of the most serious problems of mankind today Air, water and soil are necessary to all living things Man operates machines and vehicles that fill the air with noise They also dirty the air with gases and smoke Badly polluted air can cause illness and even death Man destroys natural beauty by littering garbage on the land and in the water They poison the water with chemical and other waste materials Polluted water kills fish and other marine life They damage the soil with too many fertilizers and pesticides Pollution of soil reduces, the amount of land that is available for growing food Government should pass laws that require people and factory owners to stop certain polluting activities

1 What is mankind most serious problem now a day?

A It is environment pollution B It is water pollution

C It is air pollution D It is soil pollution

2 According to the writer, who makes the earth dirty?

A Nobody B People do/ Man does C Government do D National do

3 Why do fish and other marine life die?

A Because of polluted water B Because of polluted air

C Because of polluted environment D Because of polluted soil

4 Is it good using a lot of fertilizers and pesticides?

A Yes, it is B No, it isn’t C Yes, it does D No, it doesn’t

5 Does pollution of soil reduce the amount of land that is available for growing?

A Yes, it does B No, it doesn’t C Yes, it is D No, it isn’t

III/ Hoàn thành cõu dựng từ gợi ý (2.5 đ)

* Make suggestions

- suggest + v.ing

+ Ex: I suggest giving lessons to poor children

1 correct unused books

- suggest (that) + S + should

+ Ex: I suggest (that) you should learn grammar by heart

4 learn to English song -

5 do some reading every day -

KEY

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1 I suggest correcting unused books.

2 I suggest organizing a show to raise money

3 I suggest helping elderly people

4 I suggest (that) you should learn to English song

5 I suggest (that) you should do some reading everyday

UNIT 8: CELEBRATIONS

LESSON 1: GETTING STARTED – LISTEN AND READ

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I Aims: By the end of the lesson, students will know more about the popular

celebration in the world

- Educate students about the celebrations

1 Grammar: - Relative clause.

2 Vocabulary: (n) freedom, slavery, parade.

(v) occur, decorate

(adj) sticky, Jewish

III Techniques: Eliciting; guessing; scan; pairs work, practical

IV Teaching aids: Pictures; textbook; chalk; tape; cassette.

VI Procedures:

Methods Contents

T: Introducing the topic

T: Ask sts look at the pictures and

match the icons with the names of the

celebrations they represent

Sts: Look at the pictures and match

the icons with the names of the

celebrations then answer

T: Ask some sts answer and correct if

necessary

Sts: Practice and answer before the

class

T: Introduce the new lesson

T: Introduces the situation of the text

and introduce some new words

Sts: Give some new words and

explains the meaning

T: Read words and sts repeat

Sts: Listen and read the new words

6 Lunar New Year

* Grammar: - Relative clause.

+ Ex: Tet is a festival which occurs in late January

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Sts: Listen to the passage again, then

T: Explain the structure of grammar

Sts: Give the examples

T: Ask sts to read the passage on

page 65 again and complete the table

Sts: Reread the passage and complete

the table

T: Ask them correct the answer

Sts: Correct and write in their

* Now, complete the table.

Tet in late

January

or early February

cleaning and decorating home, and enjoying special food

sticky rice cakes

Viet Nam

ver

Passo-late March

or early April

(Not available)

special meal called the Seder

Israel

Easter around

the same time as Passover

people crowd the streets to watch colorful parades

chocolate

or sugar eggs

in many country

* Consolidation

- Saying the content of the paragraph

- Educate students about the celebrations

* Homework:

- Read the passage again

- Do exercise 1, 2 on page 52 in the exercise book

- Prepare Unit 8 (cont’) section “speak”

VII.Marks/Remarks:

LESSON 2: SPEAK & LF 1

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I Aims: At the end of the lesson, students will be able to give a compliment and

respond to a compliment

- Educate students know give a compliment and respond to a compliment with other

1 Grammar: Structure - Well done + Thanks.

- That’s a great/an excellent + It’s nice of you to say so

- Let me congratulate you on + That’s very kind of you

2 Vocabulary: (n) congratulate, charity (v) nominate III.Techniques: Guessing; matching; brainstorming; eliciting.

Sts: Listen to the teacher and answer

before the class

T: Explain the exercise and have them

read the example

Sts: Listen to the teacher

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 correct the answer

T: Have sts practice talk about

situations they can compliment their

friend and get responses from him/ her/

them, then make up the dialogues with a

Pre- speaking.

* Questions:

a Can you give a compliment?

b Can you respond to a compliment?

b Mother: Well done, Huyen

Huyen: Thanks, Mom

c Friends: Congratulations on your nomination, Tuan

Tuan: It’s nice of you to say so

d You: That’s an excellent drawing, Hoa

Hoa: That’s very kind of you to say so

Post – speaking

*Now think of situations in which you

can compliment and get

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Sts: Practice with a partner and make up

dialogues

T: Call some sts practice the dialogues

before the class

Sts: Practice the dialogues in font of the

class in pairs

T: Correct if necessary

Practice: LF 1

T: Tell Ss to do exercise 1 Join the

sentences Use relative clauses

friend

T: Make necessary corrects and give

correct answers

responses

A: Your memory is very good

B: It’s very nice of you to say so

A: This shirt looks good on you

B: Thank you

A: I think your dress is very beautiful.B: I’m glad you think so

1 Join the sentences Use relative clauses

Ss: Do exercise and compare the answers with a

a Auld Lang Syne is a song which is song

on New year's Eve.

b This watch is a gift which was given to

me by my aunt on my 14 th birthday.

c My friend Tom, who sings western songs

d We often go to the town cultural house, which always open on public holidays.

e We like reading books which tell about different people and their cultures

f On my mom's birthday my dad gave her roes, which were very sweet and beautiful

g Judy likes the fall moon festival, which

is celebrated in mid fall, very much.

h Tomorrow I'll go to the air port to meet

my friends, who come to stay with us during Christmas.

*Consolidation

Teacher repeat the lesson

*Homework:

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- Complete the exercise again.

- prepare “listen”

UNIT 8: CELEBRATIONS

LESSON 3: LIS TEN LF 2,3,4

1 Aims: At the end of the lesson, students will be able to fill the missing words by

listening to a song Students can sing a song Auld Lang Syne

- Educate students about how to learn English song

2 Language contents.

a Grammar : ( review )

b Vocabulary : - Auld Lang Syne = The good old day.

- acquaintance (n)

3 Techniques: Guessing; brainstorming; eliciting.

4 Teaching aids: Extra-board; textbook; chalk; tape; cassette.

6 Procedures:

a Warm up

T: introduce the listen

T: Have them listen to the cassette and

give some new words

Sts: Listen and find some new words

T: Have sts listen to the song Auld Lang

Syne again, then fill in the missing

words

Sts: Listen and fill in the missing words

T: Ask sts write the answer on the

black-boards

Sts: Write the answer before the class

T: Check the answers

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T: Have sts listen to the song again and

ask them repeat words of the song

Sts: Can learn the song by heart

T: Call some sts sing the song before the

class

Sts: Can sing “Auld Lang Syne” again

T: Check and correct if necessary

- Give them marks if they sing well

3 Practice 2:

T: Ask Ss to study the picture in the

book and use the relative clauses to

describe each of the people in the

pictures Follow the example in the

book

Ss: Look at the example and do exercise

in individual

- Compare the answers with a partner

T: Call on some Ss to read their answers

- Give suggested answer

4 Practice 3

T: Have Ss done exercise 3 join the

sentences, use the words in the brackets

Ss: work in pairs

- Compare the sentences with a friend

T: Call on some Ss to read their answers

in front of the class

- Dad is the man who is standing behind

- Uncle John is the man who is wearing

a pink jumper

- Jack is the little boy who is sitting on his mother's Lap:

3 Join the sentences

- Though, although, even though (mÆc

dï, dï)+ clause -> These express the opposite ideas Eg: Thu Ha is not satisfied with her preparations for Tet even though she has decorated her house and made plenty of cakes

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- Feedback and give correct answers

Notice that there is not "but" in the

complex sentences with "though,

though, even though

4 Practice 4

T: Tell Ss to do exercise 4 look at the

picture and complete the sentences by

using "Thought, although, even though"

use the correct tense of the verbs and the

on the 8th of March

c we went to Hanoi to watch the parade

on the National Day last year even though we live in Nam Dinh

d Many tourists enjoy festivals in Vietnamese culture very much

e Event though in Australia Christmas season is in summer, Australian enjoy Christmas as much as people in European countries do

f Although Jim came to the show late due to the traffic jam, he could see the main part of the show

4 Complete the sentences Use the correct tense of the verbs and the

d Ba ate a lot of food although he wasn't hungry

e Even though the keyboard wasn't working well, Mary tried to finish letter

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