Giáo án môn tiêng anh lớp 9

Tiết 01 Ngày dạy: /8/2017 REVISION I Aims Practice in the verb tenses, passive, indirect speech, II Objectives Ss practise doing exercises III Materials - Text book - Board, chalk, IV Anticipated problems Weak students may get confused with the present perfect V Procedure Warmer - Greeting - Checking attendance - Asking for the teaching date Revision - During new lesson New lesson I Change the following sentences into Indirect Reported Speech or vice-versa The doctor told him that he worked too hard → “You …………………………………………………………… .…………………… “I’m sorry I broke the glass”, said Peter → Peter apologized.…………………………………………………………………………… She asked John how he liked her new dress → “How… …………………………………………………………………………………… “Why don’t you put your luggage under the seat?”, he asked → He suggested………………………………………………………… …………………… “Keep away from this area”, said the security guard when we approached the fence → The security guard told…………………………………………………………………… Isabel: “You can’t borrow my pen, Robert!” → Isabel… …………………………………………………………………………………… She asked John to repeat what he had said → Please…… ………………………………………………………………………………… “I don’t want to be criticized by non-professionals”, said the film star → The film star objected… ……………………………………………………………… “If I were you, I’d look for another job”, said one of my friends → One of my friends……………………………………………………………………… 10 She wanted to know if he had studied French → She asked him, “………………………………………………………………………… II Rewrite the sentences so that it has the same meaning as the sentence printed before 1 It’s three years since we last visited Ha Noi - We haven’t No one is more intelligent than her in our school - She 3 You can’t take this book away - This book Huong is 1.60m tall and Hoa is 1.60m tall, too - Huong I wrote a letter half an hour - It took She’s rather play golf than play tennis - She prefers I had a cat once, but I don’t any more - I used I couldn’t go to school because of my sickness - Because Your younger brother is too weak to lift that box - Your brother is not 10 I study English so that I can improve my knowledge - I study English so as III Use the following words and phrases Make all the necessary changes and additions to complete the letter Dear Hoa, Dave/ I/ have/ best holiday/ our lives! We/ be/ Barbados/ one/ most lovely islands/ Caribbean Although/ it/ much/ smaller/ Jamaica/ there seem/ be/ much more/ do/ Jamaica Moreover/ people here/ seem/ be/ friendlier/ those/ other islands We/ stay/ most modern hotel/ I/ ever/ seen It/ large/ cool/ and/ many people/ think/ it/ best hotel / island It/ comfortable/ than/ any/ other hotels Nearest beach/ less/ hundred meters/ away So/ we/ spend/ lot/ time/ swim/ sea 10 It/ really good/ and/ I wish/ you/ be/ here IV Change the following sentences into the passive: 1) Someone saw him pick up the gun 2) He has caught a lion and shot others 3) He received a letter from home by the evening post 4) I put the pound note into one of my books yesterday 5) After he had told a story, we clapped our hands 6) His wife usually brings him sandwiches at lunch time 7) They were continually asking question 8) We have to pick fruit very early in the morning 9) She decided to paint her house blue 10) My classmates used to call me John Homework - Prepare for the next lesson: Unit 1: Getting started Unit Local environment TiÕt 02 Ngµy d¹y: /8/2017 getting started I Aims By the end of the lesson, Ss will be able to: - Use the lexical items related to: traditional crafts and places of interest - Listen and read for specific information about traditional craft villages - Practice listening and speaking with the lexical items related to the topic II Objectives Traditional handicrafts and some traditional craft villages III Materials - Text book - Board, chalk, - A cassette and an audio compact disk IV Anticipated problems There may not be enough time for all the activities V Procedure Warmer - Greeting - Checking attendance - Asking for the teaching date Revision Prepare photos or magazine cut-outs about some popular leisure activities including those you often in your spare time Ask Ss to describe them in English Then ask them to guess which activities they enjoy doing Encourage Ss to the same in pairs: One student writes a short list of activities and the other guesses - Ask Ss to open their books to the picture Introduce Mai, Phuc, and Nick Ask Ss to guess where they are and what they are doing For more able classes, brainstorm questions with Ss and write them on the board Questions may include: Accept all possible answers from Ss and not provide correction at this stage Play the recording and have Ss follow along Then come back to the earlier questions and have Ss answer them Again, not give correction at this stage - Ss work in groups What can you see in the picture? Why you think Mai, Phuc, and Nick are there? What are they holding in their hands? What are they talking about? Can you guess what Mai, Phuc, and Nick like doing in their free time? etc New lesson Teacher’s activities Students’ activities - Asks Ss to listen to the tape Asks Ss to the task - Goes through each statement and asks Ss how the text and the visual in the dialogue support their answers I Listen and read - Listen to the tape After the discussion, T writes the correct answers on the board Explain:” as far as I know” Have Ss this task individually first, then compare the answers with their partner They should be able to give ideals from the text that support their answers Ss work in pairs to write the name of each traditional handicraft under each picture Make sure if Ss understand all the A words, then check with the whole C class D E Ss work individually to the Ss work individually to find a word/phrase that means: Ss compare their answer with a partner and then discuss as a class a Circle the correct answer pottery/ handicraft set up Take over artisans Places of interest specific region Remind look round Watch out It is used to say that you think you know smth but you can’t be completely sure, especially because you don’t know all the facts b Answer the questions Key: They are in Bat Trang, a traditional craft village (At Phong’s family’s workshop) It is 700 years old His great- grandparents Because people go there to buy things for their house and can make pottery themselves in the workshop It is in Hue Because various crafts remind people of a specific region Write the name… work in pairs Paintings B drums Marble sculptures (Điêu khắc cẩm thạch) Lacquer ware (Đồ sơn mài) Silk F pottery G conical hat H lanterns Complete the sentences … task then compare their answers with a partner Tell Ss they need to use the words ỏ phrases from part conical hat Lanterns silk Paintings lacquer ware Marble sculptures Quiz a Do the quiz in pairs Asks Ss to work in pairs to the S1: read the sentence quiz S2: Listen and say where it is 1 park museum zoo beach Beauty spot b Do in groups to write a similar quiz Consolidation Ss practice saying as many words about traditional crafts as many as possible Ex Pottery, conical hat, lanterns,… Homework - Prepare for the next lesson: Unit 1: A closer look - Do exercise B1, 2, (Workbook) Unit Local environment Tiết 03 Ngày dạy: /8/2017 A closer look I Aims - By the end of the lesson, Ss will be able to: - Use the lexical items related to the topic “traditional crafts and places of interest - Stress on content words in sentences II Objectives - traditional crafts and places of interest - Stress words III Materials - Text book - Board, chalk, - Pictures, a cassette and an audio disk IV Anticipated problems Ss may have difficulty in pronunciation V Procedure Warmer - Greeting - Checking attendance - Asking for the teaching date Revision : Ss the quiz about places of interest Divides the class into two teams Team A read the statement and team B say what is the place of interest - You go there to watch film The cinema - ……… - People go there to look round and buy handicrafts as souvenirs Traditional craft village New lesson Teacher’s activities Vocabulary Students’ activities Vocabulary Write the verb in the box under the pictures A cast (đúc đồng) B carve Have Ss work individually to C embroider D weave complete the task E mould (đổ khuôn, nặn khuôn)) Explain some words F weave (đan rổ, rá, dệt vải) G knit (đan len) Complete the table a Match the verbs with the groups of nouns 1.- b d e a f c b Write the correct verb form Have Ss work individually to inf Past tense P.P complete this task To carve carved It was carved Once they have finished, Ss cast cast It was cast weave Wove It was woven work in pairs to compare their Embroider Embroidered It was embroidered answers Knit Knitted It was knitted Check with the whole class Mould Moulded It was moulded Watch out: You can use the verb: to make when talking about producing, creating, or constructing handicraft Complete the word web Example: I made a basket at the Do in groups to complete the word web workshop - Entertaining: cinema, theatre, park, zoo Asks Ss to the task in group - Cultural: opera house, art gallery, exhibition - Educational: library, museum, - Historical: building, museum, Have each group read aloud Complete the passage their answers the task individually and compare with The others listen and add to the partner list Keys: Attraction Asks Ss to the task1 historical Traditional individually and compare with exercise culture handicrafts partner Pronunciation Checks with the whole class Stress on the content words in sentences 5a Listen and answer the questions - Listen - Read the sentences - Answer the questions Craft village, lies, river bank… They are nouns, verbs, question word, Plays the tape adjective, adverb, and negative auxiliary Ask Ss to read the sentences Ask Ss to answer the questions3 The, on, this… They are articles, preposition, be, conjunction, possessive adjective, auxiliary 5b Listen, check and repeat Listen and check Listen and repeat Stressed words are: nouns, main verbs, question word, adjective, adverb, and Play the tape and asks Ss to negative auxiliary check and then repeat Unstressed words are: pronouns, articles, Asks Ss to draw the rule of conjunctions, possessive adjective, auxiliary stress on content words in be (even if it is a main verb in the sentence) sentences 6a Underline the content words in the Have Ss read in box sentences Do the task individually Listen and check Listen and repeat Ss the task individually to underline the content words in the sentences and compare with partner Plays the tape Consolidation - Play game: team game - One team read out a sentence and the other have to find out the content words Homework - Prepare for the next lesson: Unit 1: A closer look - Do exercise B1, 2, (Workbook) Unit Local environment Tiết 04 Ngày dạy: /8/2017 A closer look I Aims By the end of the lesson, Ss will be able to: - understand and exercises related to the complex sentences - understand dependent and independent clauses - use phrasal verbs II Objectives - understand dependent and independent clauses - use phrasal verbs III Materials - Text book Board, chalk, A cassette and an audio compact disk IV Anticipated problems Ss may have difficulty in understanding some phrasal verbs V Procedure Warmer - Greeting - Checking attendance - Asking for the teaching date Revision Prepare cards, on each card write a word or a clause Ss have to order to make a complex sentence Although When she was tired I usually go to the She finished knitting I have free time museum the scarf for her dad Keys Although she was tires, she finished knitting scarf for her dad When I have free time, I usually go to the museum ? How many clauses are there in each sentence? There are two ? Which type of the sentence is it? Complex sentence New lesson Teacher’s activities Grammar Students’ activities Grammar: Review: Complex sentences What is a complex sentence? A complex sentence is a sentence which has one independent clause and one or more than one dependent clause If the dependent clause goes first, comma is Where to put comma in a put between the two clauses complex sentence? If the independent clause goes first there is no comma E.g: Although she was tires, she finished knitting scarf for her dad She finished knitting scarf for her dad although she was tired Read the information in the box answer the questions Let Ss read the box on page There are many types of dependent clauses A dependent clause of concession (begins with How many types of although…) dependent clauses? A dependent clause of purpose (begins with so that, in order that) What are they? A dependent clause of reason (begins with because, since, as, ) dependent clause of time (begins with when, while, before, after, as soon as) Practice - Lets Ss work by themselves Underline the dependent clause in - Ask some Ss give their each…… answers Do the work individually - Asks the others to give their1 1.DT DP DC 4.DR DT comment - Corrects if necessary Make a complex sentence - Have Ss work in pairs make Work in pairs S1: read out the dependent clause complex sentences S2: read the independent clause to make a - Corrects if necessary complex sentence II Phrasal verbs Have Ss read and answer the Set up means “start something” questions Took over means “take control of something” Set up or take over are phrasal verbs Have Ss read information in the box Make sure Ss understand all the information in the box - Have Ss work independently Then let them work in groups to compare - Give corrections - Let Ss work individually to write sentences Then share with your partner - Correct mistakes if necessary Asks Ss to work in pairs to complete the second sentence 10 A phrasal verb is a verb combined with a particle such as back, in, on, off, through, up, … When a particle is added to the verb, the phrasal verb usually has a special meaning A verb can go with two particles Practice: Matching Ss work independently Then work in groups to compare Keys: 1.c 2.g 3.f 5.h 6.b 7.e Complete each sentence…… work individually share with partner face up to turned down passed down live on close down did come back Complete the second…… work in pairs to complete the second sentence Where did you find the information about Disneyland Resort? - Do exercise B4, B5, B6 (p.44, 45) (Workbook) Tiết 45 Ngày dạy /11/2017 Correcting the test A Aims - Nhằm đánh giá mức độ làm bµi cđa häc sinh - Gióp häc sinh nhËn sửa chữa lỗi sai thờng mắc phải để lần sau không lặp lại lỗi sai - Tìm học sinh yế kỹ để từ giáo viên có biện pháp giúp đỡ thích hợp - Giúp học sinh học tập cách trình bày kiểm tra sẽ, khoa häc cđa b¹n B Procedure Warmer - Greeting - Checking attendance - Asking for the teaching date New lesson - NhËn xÐt chung vỊ bµi kiĨm tra: - Trả kiểm tra cho học sinh - Học sinh xem lại bài, trao đổi theo nhóm - Giáo viên đa lỗi sai tiêu biểu mà nhiều học sinh mắc phải: + Kỹ viết hạn chế + Hiểu biết ngữ âm yếu + Grammar mistakes: + Spelling: Thiếu dấu câu, đầu câu không viết hoa, khoảng cách từ câu liền nhau, Chữa kiểm tra: TEST 1+ I điểm (Mỗi câu đợc 0,5 điểm) 1C 2D 3A 4B TEST II điểm (Mỗ câu ®óng ®ỵc 0,25 ®iĨm) 5B 6A 7B 8C 9D 10A 11C 12A III 2,5 điểm (Mỗi câu đợc 0,5 ®iÓm) 102 13 recognition 14 Picturesque 15.destination 17.Viewed 18.work 19.concentrated 20 Such as 21.must 22.known 23.visit 16.natural 24.beauty IV Writing: điểm (mỗi câu 0,5 điểm) 25 I wish no child would be suffering from hunger 26 I hope they are now able to get more information from the outside world 27 It is said that he is the most famous singer in the world 28 He is said to be intelligent 29 My father suggested that we should go by air 30 What should we to protect and preserve our man-made wonder? TEST II điểm (Mỗ câu đợc 0,25 điểm) 5D 6A 7A 8B 9C 10B 11D 12D III 2,5 điểm (Mỗi câu ®óng ®ỵc 0,5 ®iĨm) 13 village 17.used 21.start 14 Fact 18.bare-footed 22.were 15.of 16.and 19.either 23.outside 20 Although 24.shoool IV Writing: điểm (mỗi câu 0,5 điểm) 25 We wish there would be no more family violence in the world 26 My bicycle has been stolen I suggest calling the police 27 He is believed to be rich 28 It is said that rickshaws are quicker and safer than taxis 29 What aspect of life you want to talk about? 30 It is said that this complex of monuments is one of the wonders of Viet Nam - Giáo viên giải đáp thắc mắc học sinh (nếu có) Homework - Chuẩn bị 6: Communication Unit Viet nam: then and now TiÕt 46 Ngµy d¹y: /11/2017 Communication I Aims Ss will be able to get to retell about Viet Nam now and then II Objectives Ss will be able to get to know more about Viet Nam now and in the past III Materials - Text book - Board, chalk, IV Anticipated problems 103 Weak Ss may find it difficult to express their idea V Procedure Warmer - Greeting - Checking attendance - Asking for the teaching date Revision - Teacher checks Ss’ homework - Discussion: discuss a change in their neighbourhood that you have heard of or read about New lesson Teacher’s activities Students’ activities New words - suffer (v) - T presents the new words - mushroom (v) - illiteracy (n) - exporter (n) - cashew nuts (n): hạt điều Have Ss skim-read the posts Activity individually In pairs, Ss compare how - Reading many ideas from the posts they can remember Then they can read them a second time more slowly for detail - Put Ss in groups of three Tell them that Activity they can look back at the posts and each Suggested answers: group member reports on one post as in - Charles is from France He said that the rst the example Afterwards, ask some Ss to time he had been to Viet Nam was in 1965 He retell the posts to the class Correct them said that many people were/had been illiterate then but he was astonished that after nearly 30 if necessary years there was no more illiteracy although the population had nearly tripled He was also surprised to learn that the country was one of the largest rice exporting countries - Peter is from America He said that he had gone to Ha Noi in 1997 when Viet Nam had been part of ASEAN for two years He was shocked/astonished to see that so much Have Ss work in groups Ask them to had changed over the last 18 years – flyovers focus on a couple of the suggestions in and high-rise buildings were mushrooming the table to discuss and write down a few posts on a big sheet of paper They can Activity pretend to be foreign visitors and use the - Ss work in groups posts in 1as a model Set a time limit of ten minutes They should also decide which changes are the most benefi cial When the time is up, ask the groups to stick their papers on the wall Each group reports their best post to the class, saying which changes have been the most benefi cial for the country Vote for the best posts 104 Consolidation - Teacher gets students to retell the aims of the lesson Homework - Prepare for the next lesson: Unit 6: Skills - Do exercise C1, (Workbook) Unit Viet nam: then and now TiÕt 47 Ngµy d¹y: /12/2017 Skills I Aims Read for general and specifi c information about the tram system in Ha Noi then and now Talk about changes in transport in the neighbourhood and express opinions about these changes II Objectives By the end of the lesson students will be able to: - Read for general and specifi c information about the tram system in Ha Noi then and now - Talk about changes in transport in the neighbourhood and express opinions about these changes - Practise speaking and reading skills III Materials - Text book - Board, chalk, IV Anticipated problems Weak students may find it difficult to catch up with the whole class V Procedure Warmer - Greeting - Checking attendance - Asking for the teaching date Revision - Teacher checks Ss’ home work New lesson Teacher’s activities Students’ activities I Reading Ask Ss to look at the two Work in pairs to answer the following pictures and discuss the questions questions Elicit the answers Suggested answers: from Ss Give Ss two minutes - The fi rst picture shows an old tram The second to skim the article and compare picture shows a modern train 105 their answers with information in the article the - The tram would have been seen in a town or city These trains can be seen nowadays in big, modern cities - They are diff erent in many ways: + the fi rst has fewer compartments (two or three) than the second (four) + the fi rst runs much more slowly + the fi rst is not air-conditioned while the second is + the fi rst runs along tracks on the ground at street level, while the second runs on elevated tracks + the fi rst is powered by overhead electricity wires, while the second runs on electromagnetics Have Ss read the article to answer Comprehension questions the questions in pairs Ask some Key: Ss to share their answers In the 20th century It was a major means of transport for Hanoians In 1990 The population has increased dramatically New rail systems including a skytrain and a subway are under way (Students’ own opinions) Ask Ss to work individually Remind them to pay attention to T/F key words in each statement Key: Then allow them to share answers Key: 1.F 2.T F T F before checking as a class Ask them to explain why some statements are false This can be done as pair work or as a game Divide the class into two big groups Members of each group take turns to come to the board to add to the list of diff erent types of transport systems in Viet Nam Set a time limit of a few minutes The group with more words/phrases wins Ask Ss to work in pairs to the discussion Tell them that they can use the information from 4and the examples in Ask some pairs to present their ideas to the whole class II Speaking Activity 4: Work in pairs List diff erent types of traditional and modern transport systems in Viet Nam Past: road types: path, earthen road, trench, brick road, tunnel, alley, tram system vehicles: bicycle, rickshaw, coach, train, tram Present: road types: underpass, flyover, skytrain system, skywalk system, cable car, tunnel, alley vehicles: motorbike, bicycle, coach, train, car, tram, plane Activity 5: Discuss the changes in transport in your neighbourhood Is there anything that you prefer about the traditional/modern transport systems where you live? Consolidation Teacher gets students to retell what they have learnt Homework - Prepare for the next lesson: Unit 6: Skills 106 - Learn by heart all the new words - Do Ex D1, (WB) Unit Viet nam: then and now Tiết 48 Ngày dạy: /12/2017 Skills I Aims Listen for general and specifi c information about life in an extended family Write about some qualities a person needs to get along in an extended family II Objectives By the end of the lesson students will be able to: - Listen for general and specifi c information about life in an extended family - Write about some qualities a person needs to get along in an extended family - Practise listening and writing skills III Materials - Text book - Board, chalk, - A cassette and an audio disk IV Anticipated problems Weak students may find it difficult to write their their passage V Procedure Warmer - Greeting - Checking attendance - Asking for the teaching date Revision - Teacher checks Ss’ homework - Chatting: Ask Ss to say if they are living in small families with their parents and siblings only or in big families with grandparents and other relatives Ask them if they fi nd any diffi culties living in their family group or if they want to have anything changed New lesson Teacher’s activities - Ask Ss to work in pairs to escribe the pictures and answer the question Ask a pair to share their ideas with the class - Tell Ss that they are going to listen to a talk between Nick and Mrs Ha, Duong’s mother, about her family in the past Ask them to read the information in the table carefully and try to predict the answers Tell them to decide the part of speech of the words they will need to fi ll in the blanks, then listen carefully to fi nd the words from the recording Play 107 Students’ activities I LISTEING Describe what you see in each picture What are the similarities or diff erences between them? Key: 1C 2B 3B 4A Gap fill: Key: 1.extended family 2.three generations 3.shared their day their work 6.things happening 7.to be tolerant 8.talk listen 10 compromise the recording twice Have two Ss write their answers on the board Confi rm the correct answers - Have Ss work individually to T/F underline the key words in the Key: T T F 4.F 5.T T statements Ask Ss to the exercise without listening to the recording Write their answers on the board without confi rming the correct answers Play the recording again for Ss to check T may pause at the sentences that include the information Ss need for their answers II WRITING - First, check that everybody Work in pairs Discuss which three understands the meaning of all the of the following qualities would be adjectives in the box Set a time necessary for people living in an limit for pairs to brainstorm ideas extended family Remember to give and the discussion Move reasons around and help Ss if necessary Ask Ss to refer back to the listening in and 3, and the example for useful language and ideas Ask some pairs to present their ideas to the whole class Confi rm that they should give examples to support their main points Write about the three most important - Ss should work individually to get qualities you think a person needs to be their ideas down on paper and check able to get along with other members in the accuracy of what they have an extended family You can use the written Give them about 10 minutes suggested words/phrases above or use your to write and edit their work Next own Remember to give reasons and they should pass their work to examples someone who wasn’t in their pair for them to peer review and add their Positive comments – Good point/Interesting comments and corrections It may argument/Original/Good English/Very clear help to give Ss ideas of comments Suggestions – Can this be clearer?/Please they can write on their classmate’s give an example/Please explain more work Write some samples on the board: Consolidation Teacher gets students to retell what they have learnt Homework - Prepare for the next lesson: Unit 6: Looking back & Project - Learn by heart all the new words - Do Ex E1, (WB) 108 Unit Viet nam: then and now Tiết 49 Ngày dạy: /12/2017 Looking back & Prohect I Aims To help students recycle the language from the previous sections and link with the topic: Viet Nam: Now and then II Objectives By the end of the lesson students will be able to: - Revise and make the use of all the target knowledge in unit - Plan a photo exhibition about school life in Viet Nam then and now III Materials - Text book - Board, chalk, IV Anticipated problems It is rather difficult for Ss to make use of all the content of this unit V Procedure Warmer - Greeting - Checking attendance - Asking for the teaching date Revision - Teacher checks students’ homework New lesson Teacher’s activities Students’ activities I Vocabulary: Activity 1&2: Ss work individually to exercises Activity Then: earthen road, path, trench, brick road, tunnel, alley, tram system Asks Ss to compare their answer Now: concrete road, underpass, fl yover, with their partner skytrain system, skywalk system, cable car, tunnel, Gives the answers alley - Ask Ss to work individually, then Activity compare their answers with a Key: extended 2.nuclear 3.facilities partner Ask Ss to write their 4.Rubber sandals 5.trenches answers on the board Confi rm the correct answers - Have Ss work in pairs Tell them that they should pay attention to the cues in the passage for their answers Elicit the answers from Ss 109 Read the passage and fi ll in each blank with a suitable word from the box Key: extended nuclear disobedient sympathetic/understanding understanding/sympathetic tolerant caring 8.share II Grammar Activity Key: - For 4and 5, ask Ss to work necessary/important 2.certain/sure/hopeful individually fi rst Then have Ss certain/sure/confi dent check their answers with a partner 4.sorry/sure 5.sorry convinced/certain/sure before having them discuss as a Activity class Remind Ss to keep a record Key: of their original answers so that no change no change they can use that information in take →could take no change their self-assessment no change no change First, ask pairs to role-play They can then switch partners and roles and role-play again Ask for volunteer pairs to perform in front of the class, praise their eff orts at fl uency and ability to communicate rather than the accuracy of their language let →to let be →was III Communication Activity 6: Role play - Pair work Project: School life in Viet Nam: Then and now Research and prepare a photo exhibition of school life in Viet Nam now and then Have Ss present their work in the next (Ss may this at home) session, then ask the whole class to vote for the best exhibition/show Consolidation -Summarize the main point of the lesson Homework - Prepare for the next lesson: Review 2: Language Review Tiết 50 Ngày dạy: /12/2017 language I Aims This lesson will help students revise the language they have studied and the skills thay have practised since unit II Objectives By the end of the lesson, Ss can review the language they have learnt include: pronunciation, vocabulary and grammar they have learnt from unit4-5-6 by doing exercises III Materials - Text book - Board, chalk, IV Anticipated problems Weak students may find it difficult to catch up with the whole class V Procedure Warmer - Greeting - Checking attendance - Asking for the teaching date Revision 110 - T checks Ss’ homework during the new lesson New lesson Teacher’s activities Review the rules of stress on auxiliaries, articles, and prepositions with Ss as a class Have Ss then circle the stress independently Play the recording Ss listen and check their answers Confirm their answers Ss listen again and repeat, in chorus and individually Students’ activities A Pronuciation: * Activity …… B Vocabulary: Make sure Ss understand the * Activity 2: meanings of the phrases in the box Key: Then have them complete the d 2.a 3.g f c h 7.e 8.b exercise individually Ask Ss to read the sentences and decide what kind of word is needed for each sentence (a noun? a verb? an adjective? ) Elicit their answers Let Ss the exercise independently Ss can then share their answers with a partner Check and write the answers on the board * Activity 3: Key: extended obey solution 4.preserve religious recognised contribution 8.illiterate This exercise revises the use of impersonal passive, suggest, adjectives + to-infinitive/that + clauses Have a brief revision with Ss if necessary Then have Ss the exercise individually Ss exchange their answers and discuss if there is any difference in their answers Check and explain each answer - Have Ss read the situations and decide which type of wish is used in each sentence Elicit their answers Then let Ss this exercise independently, and share their answers with the class T checks C Grammar: * Activivty 4: Key: B D B 4.C 5.D 6.C Activity 5: Suggested answers: 1.I wish I was now participating in an international summer camp in Brazil 2.I wish we still had traditional markets I wish I could visit Nha Trang 4.I wish I had time to learn ceramic painting 5.I wish I was not at home writing an essay./ I wish I was playing with my friends D Everyday English Have Ss read the phrases and Activity 111 sentences carefully before they Key: this exercise in pairs Correct C 2.A D 4.B their answers and ask some pairs to act out the dialogues Consolidation Teacher gets students to retell what they have learnt Homework - Prepare for the next lesson: Review 2: Skills - Do the “Test yourself 2”: (WB) Review Tiết 51 Ngày dạy: /12/2017 skills I Aims This lesson will help students revise the language they have studied and the skills they have practised since unit II Objectives By the end of the lesson, Ss can review skills( reading, speaking, listening & writing they have learnt from unit 4-5-6 by doing exercises III Materials - Text book - Board, chalk, - CD record &cassettes IV Anticipated problems Weak students may find it difficult to catch up with the whole class V Procedure Warmer - Greeting - Checking attendance - Asking for the teaching date Revision - T checks Ss’ homework - T - Ss - Ask if Ss have any questions or not New lesson Students’ activities Teacher’s activities A Reading Ss read the text and answer the * Ex1 (individual) questions independently They Key: can then compare their answers 1.A D D B 5.C with a partner Check and have Ss 112 explain where in the text they found the information for the answers This is an open speaking B Speaking: exercise Allow Ss some time to *Ex2 read the ideas and form their own Ss work in groups opinion.Ss can work in groups Have some Ss/groups present their own opinions in front of the class Ask Ss to carefully read the C Listening: questions fi rst T then plays the *Ex3 (individual) Key: recording Ss listen and decide if F T 3.F 4.T T 6.F the statements are true or false Write Ss’ answers on the board Don’t confi rm their answers at this stage Have them listen again and check their own answers Then correct them Have Ss read the notes of a D Writing: traditional home fi rst They can *Ex4 (individual) then arrange their ideas and start Based on the notes below, write a short writing T may call on a volunteer paragraph about a traditional home in to write on the board Other Ss the countryside of Viet Nam in the past 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 Consolidation Teacher sumarise and review unit 4, 5, Homework - Review unit 1-6 - Prepare for the first semester test Tiết 52 113 Revision Ngày dạy: /12/2017 I Aims This lesson will help students revise the language they have studied since unit II Objectives By the end of the lesson, Ss can review knowledges they have learnt from unit1 to unit by doing exercises III Materials - Text book - Board, chalk, IV Anticipated problems Weak students may find it difficult to catch up with the whole class V Procedure Warmer - Greeting - Checking attendance - Asking for the teaching date Revision - T checks Ss’ homework - T - Ss - Ask if Ss have any questions or not New lesson Exercise 1: Give the correct form of the verbs in brackets (simple past or past perfect) When he (wake up) woke up, his mother (already/prepare) had already prepared breakfast We (go) went to London because the Queen (invite) had invited us for tea He heard the news, went to the telephone and called a friend When she (start) started to learn English, she (already/learn) had already learned French Jane (already/type) had already typed ten pages when her computer (crash) crashed By the time he (arive) arrived at the pub, they (run) had run out of beer Before that day we (never/think) had never thought of going to Japan I (know) had known him for a long time before I (meet) met his family They (not/know) did not know where to meet because nobody (tell) had told them 10 It (be) had been cloudy for days before it finally (begin) began to rain III Write sentences in comparison: Which / long / river / the world? Trang / as/ intelligent / the class He / clever / of all My character / different / hers The price / this car / same / that car IV Change into the passive: People know that she is a good swimmer → …………………………………………………………………………… They say that Francis is in hospital → …………………………………………………………………………… 114 They think that the children are in bed → …………………………………………………………………………… People believe that the robber has worked in the bank → …………………………………………………………………………… People believe that nuclear power stations are dangerous → …………………………………………………………………………… His collegues thought that he was on holiday → …………………………………………………………………………… People know that cars pollute the environment → …………………………………………………………………………… They suppose that the new product will come out soon → …………………………………………………………………………… They found that the mission was impossible → …………………………………………………………………………… 10 They believe that she will win a gold medal → …………………………………………………………………………… Consolidation Teacher retells the aims of the lesson Homework - Review unit 1-6 TiÕt 53 Ngµy thi /12/2017 The first term test A Aims - Nh»m kiÓm tra kiến thức ngôn ngữ, kỹ bản, khả tiếp thu học học sinh - Giúp phân loại học sinh Từ giáo viên có biện pháp giảng dạy, giúp đỡ thích hợp B Objectives The content of the test Tiết 54 115 Ngày dạy /12/2017 Correcting the first term test A Aims - Nh»m đánh giá mức độ làm học sinh - Giúp học sinh nhận sửa chữa lỗi sai thờng mắc phải để lần sau không lặp lại lỗi sai - Tìm học sinh yế kỹ để từ giáo viên có biện pháp giúp đỡ thích hợp - Giúp học sinh học tập cách trình bày kiểm tra s¹ch sÏ, khoa häc cđa b¹n B Procedure Warmer - Greeting - Checking attendance - Asking for the teaching date New lesson - NhËn xÐt chung vÒ kiểm tra: - Trả kiểm tra cho học sinh - Học sinh xem lại bài, trao đổi theo nhóm - Giáo viên đa lỗi sai tiêu biểu mà nhiều học sinh mắc phải: + Kỹ viết, ngữ âm hạn chế + Grammar mistakes: irregular verbs + Spelling: Thiếu dấu câu, đầu câu không viết hoa, khoảng cách từ câu liền nhau, Chữa kiểm tra: Homework - Prepare for the next lesson: Unit 7: Getting started 116 ... annoying cosmopolitan polluted III Pronunciation Listen and repeat (activity P 19) Listen and repeat (activity P 19) ? Listen and repeat - Play the recording as many times as necessary - Correct... vocabulary and grammar of unit Prepare: Unit 2: Skills Unit City life Tiết 13 Ngày dạy: / 09/ 2017 SKILLS 29 I Aims read for specifi c information about the features of cities, talk about important... is….…for its wood-carving craft A place of… …is sometimes simply one that people like going to C L M 19 C O N I A N T S A Y O U L H I F R C E A A R F L N T D S A T M O O R U S Y S I N T E R E Teacher’s