Giáo án Anh 9 kỳ 2 (cũ) có tự chọn. Period 57 TC 19: ADJECTIVES AND ADVERBS A. The aims: By the end of the lesson, Ss will be able to use Adj and Adv well. 1. knowledge: Adj Adv 2. Skills: 3. Attitude: 4. Shape and developing students’ abilities: observing, self management, understanding comprehension, cooperating, summarizing abilities. B. Preparations: 1.Teacher: Textbook, lesson plan 2.Students: Textbooks, notebooks, reference books... C. Procedures: I. Organization: (1) Greeting Checking attendance II. Warmup: (5) III. New lesson: I. Chức năng tính từ (Adj): Adjective (Adj) Tính từ là từ dùng để chỉ tính chất, màu sắc, trạng thái,... Tính từ được dùng để mô tả tính chất hay cung cấp thêm thông tin cho danh từ. Adverb (Adv) Trạng từ thường là một thành phần bổ sung ý nghĩa cho động từ hoặc cả câu II. Vị trí tính từ (Adj) ADJECTIVE ADVERB 1. Đứng sau động từ To be Ex: My job is so boring 2. Đứng sau một số động từ cố định khác (chủ điểm rất quan trọng): become, get, seem, look, appear, sound, smell, taste, feel, remain, keep, make Ex: As the movie went on, it became more and more exciting Your friend seems very nice She is getting angry You look so tired He remained silent for a while 3. Đứng trước danh từ Ex: She is a famous businesswoman 1. Đứng sau động từ thường Ex: Tom wrotethe memorandum carelessly 2. Đứng trước tính từ Ex: Its a reasonably cheap restaurant, and the food was extremely good. She is singing loudly 3. Đứng trước trạng từ khác Ex: Maria learns languages terribly quickly He fulfilled the work completely well 4. Đứng đầu câu, bổ nghĩa cho cả câu Ex: Unfortunately,the bank was closed by the time I got here
Period 55 UNIT 6: THE ENVIRONMENT Lesson 1: GETTING STARTED - LISTEN AND READ A The aims: By the end of the lesson, Ss will be able to know some problems about the environment and know how to use if sentence knowledge: * Vocab: environment, garbage dump, deforestation, pollution, dynamite, pesticides * Grammar: The conditional sentences type S + make + N + N Skills: Listening – Speaking – Writing – Reading Attitude: Students know how to keep in touch with their friends Shape and developing students’ abilities: observing, self- management, understanding/comprehension, cooperating, analysis, Communication abilities B Preparations: 1.Teacher: Text-book, lesson plan, cassette, 2.Students: Text-books, notebooks, reference books C Procedures: I Organization: (1') - Greeting - Checking attendance II Warm-up: (5') Word quiz - Ask Ss to guess words form the information What word is it ? + It is about things around us like air , water , land ,trees, forests + It is being polluted now And when it is polluted it affects our lifes (If necessary) Key word: Environment - Introduce and lead in the new lesson III New lesson: (36') Contents I Pre-teaching Vocabulary -environment problems (n) /ɪnˈvaɪrənmənt/ /ˈprɑːbləm/ -garbage dump (n): bãi rác /ˈɡɑːrbɪdʒ/ /dʌmp/ - deforestation (n) /ˌdiːˌfɔːrɪˈsteɪʃn/: nạn phá rừng Teacher’s activities Students’ activities -Present some vocab -translate -Listen, guess the meaning of new words, then take note -pollution (n): -dynamite (n) /ˈdaɪnəmaɪt/: mìn -pesticides (n) /ˈpestɪsaɪd/ thuốc trừ sâu Getting started -translate -translate -translate -Checking vocab: - Ask Ss to match these environmental problems to the a) air pollution -place where the garbage is stored -cutting down trees in the forest for some purposes such as: farming, timber, … -Read the words as T’s guiding -Remember and rewrite -Work in pairs -Read the answers b) spraying pesticides c) Garbage dump d) water pollution e) deforestation f) dynamite fishing II While-teaching pictures in the textbook aloud -Comment - Correct -Present the scene: “Mr Brown is talking a) Match … Then write … to some volunteer - f) walk along the shore conservationist” - e) check the sand -Turn on the tape - b) check among the rocks times - a) collect all the bags and -Ask Ss to read the take them to the garbage passage dump - Ask Ss to the - c) provide a picnic lunch exercise a) for everyone -Call on some Ss to 6- d) give out the bags read the full sentences aloud - Give the keys b) Answer - Have Ss read the The speaker is Mr Brown passage again and The listeners are members of answer the questions volunteer conservationists -Ask Ss to compare They are on the beach their answers with a They are going to clean the friend beach -Go around the class If they work hard today, and provide necessary they will make the beach a corrections clean and beautiful place -Call on some pairs to again soon practice in the front -Give correct answers: III Post-teaching -Ask Ss to discuss Have you ever done questions and in the anything similar ? If yes , book what did you ? Where did -Call on some Ss to you it ? answer the questions If the pollution continues , loudly in front of class what might happen ? -Let Ss comment -Listen -Listen to the tape carefully - Read their sentences aloud - Work individually and write the full sentences -Comment - Read the passage again to answer the questions - Compare with a friend - Practice in front of class - Copy down - Work in group of -Demonstrate in the front IV Consolidation (2' ): - Grasp the main points of this lesson If they work hard today, they will make the beach a clean and beautiful place V Homework (3'): - Learn new words and structures by heart - Prepare: Unit 6: Speak Period 56 UNIT 6: THE ENVIRONMENT Lesson : SPEAK & LF 2,4,5 A The aims: By the end of the lesson, Ss will be able to get further practice persuading someone to something to save the environment and exercise 2,4,5 knowledge: * Vocab: wrap, dissolve, trash, traffic jam, exhaust fume * Grammar: Adverb clauses of reason Conditional sentences: type Suggestion sentences Skills: Speaking Attitude: Students have good behavior to the environment Shape and developing students’ abilities: observing, self- management, understanding/ comprehension, cooperating, summarizing abilities B Preparations: 1.Teacher: Text-book, lesson plan 2.Students: Text-books, notebooks, reference books C Procedures: I Organization: (1') - Greeting - Checking attendance II Warm-up: (5') -Ask Ss to match the verb in column A to the words in column B A B wrap a public buses throw b food save c trash use d energy Introduce the topic of the speaking - The keys 1.b 2.c 3.d 4.a III New lesson: (36') Contents A Speaking Pre-speaking * Vocabulary -wrap /ræp/ (v): gói -dissolve (v) : hòa tan /dɪˈzɑːlv/ -trash /trỉʃ/ (n): rác -traffic jam (n): kẹt xe /ˈtræfɪk//dʒæm/ -exhaust fume (n): khí thải /ɪɡˈzɔːst/ /fjuːm/ While-speaking Teacher’s activities -Introduce vocab -cover sth completely -make a solid become part of a liquid = garbage /ˈɡɑːrbɪdʒ/ -a long line of vehicles on a road that can’t move Students’ activities -Listen, guess the meaning of new words, then take note -Read the words as T’s guiding -gases escaped from motor vehicles as waste products -Check Ss’ learning, -Ask Ss to read the persuading -Remember and expressions and the idea cues rewrite given in the book carefully a) Try to persuade … -Call on some Ss to read the A: I think it would be better if examples aloud we reuse and recycle -Let Ss practice the same bottles and cans -Go around and provide help if B: Why ? how come ? necessary A: Because reusing and - Call on some pairs to recycling bottles can reduce practice the dialogue garbage and save natural - Give feedback resources -Ask Ss to find the answers to … … … the questionnaire: -Call on some Ss from each group to present in front of b)Find possible answers … class We can save papers by -Correct Ss’ mistakes recycling, reusing paper and using tree leaves to wrap food -Let Ss read the example and other things -Ask Ss to the same … … … -Correct Ss’ mistakes Post-speaking c)Now discuss with a partner… B LF 2,4,5 Language focus Adverb clause of reason Eg: Ba is tired because/ as/ -Write the example on the since he stayed up late board Notice: watching TV because = as = since S1+V1 (main clause) + because/ since/ -Help Ss to review adverb as + S2 + V2 (adverb clause of reason) clause of reason = because/since/as + S1+V1, S2 + V2 Ex2 Join the pairs… b) I have a broken leg because/ as/ since I fell over while I was playing basketball c) I am going to be late for school because/ as/ since the bus is late d) I broke the cup because/ since/ as I was careless e) I want to go home because/ as/ since I feel sick f) I am hungry because/ since/ as I have not eaten all day Conditional sentence type If + S1+V(s/es) , S2+(will )+ V Ex4 Match … -Read before class -Read in pairs -Practice in pairs persuade partners to things to protect the environment -Practice before class -Comment -Work in groups -Ask and answer in pairs -Comment -Read in group of -Work in groups -Comment on partners’ doing -Give the adv one by one -Take note -Use the adverbs to -Ask Ss to join the pairs of complete the sentences together sentences -Comment -Have Ss compare the answers -Take note the rules with a friend -Call on some Ss read their sentences aloud -Comment on -Listen and take -Feedback and give correct note answers : -Read the completed dialogues aloud before class -Comment on - Repeat the rule of 1- e , 2-a , 3-c , 4-d , 5- b Ex5 Complete the sentences b) …, the environment will become seriously polluted c) …, we will have more shade and fresh air d) …, the vegetables will become poisonous and inedible e) …, we will live a happier and healthier life conditional sentence T1 -Ask Ss to the ex4 -Let Ss comment -Ask Ss to ex5 partners’ practice -Review the rules -Read the complete sentences aloud -Work individually to complete the sentences -Read the right sentences aloud -Give correct answers IV Consolidation:(2' ) - Grasp the main points of this lesson V Homework(3') -Ask students to copy on dialogue they like into their notebook -Prepare section: Listen and language focus Period 57 T/C 19: ADJECTIVES AND ADVERBS A The aims: By the end of the lesson, Ss will be able to use Adj and Adv well knowledge: Adj & Adv Skills: Attitude: Shape and developing students’ abilities: observing, self- management, understanding/ comprehension, cooperating, summarizing abilities B Preparations: 1.Teacher: Text-book, lesson plan 2.Students: Text-books, notebooks, reference books C Procedures: I Organization: (1') - Greeting - Checking attendance II Warm-up: (5') III New lesson: I Chức tính từ (Adj): Adjective (Adj) - Tính từ từ dùng để tính chất, màu sắc, trạng thái, - Tính từ dùng để mơ tả tính chất hay cung cấp thêm thơng tin cho danh từ Adverb (Adv) - Trạng từ thường thành phần bổ sung ý nghĩa cho động từ câu II Vị trí tính từ (Adj) ADJECTIVE Đứng sau động từ To be ADVERB Đứng sau động từ thường Ex: My job is so boring Ex: Tom wrotethe memorandum carelessly Đứng sau số động từ cố định khác Đứng trước tính từ (chủ điểm quan trọng): become, get, Ex: seem, look, appear, sound, smell, taste, feel, - It's a reasonably cheap restaurant, and remain, keep, make the food was extremely good Ex: - She is singing loudly - As the movie went on, it became more and Đứng trước trạng từ khác more exciting Ex: - Your friend seems very nice - Maria learns languages terribly quickly - She is getting angry - He fulfilled the work completely well - You look so tired! Đứng đầu câu, bổ nghĩa cho câu - He remained silent for a while Đứng trước danh từ Ex: Unfortunately,the bank was closed by Ex: She is a famous businesswoman the time I got here Period 58 UNIT 6: THE ENVIRONMENT Lesson 3: LISTEN + LANGUAGE FOCUS 1,3 A The aims: By the end of the lesson,Ss will be able to: - Listen to the specific inform mation to select the correct pictures - Do exercise 1,3 knowledge: * Vocab: raw sewage, oil spills, marine life, waste materials, regulations * Grammar: Adjectives and adverb Adverb clauses of reason (as, because,since) Adjectives + that clause Conditional sentences: type Skills: Listening – Writing Attitude: show ss how to speak and write the past simple with wish Shape and developing students’ abilities: observing, self- management, understanding/ comprehension, cooperating abilities B Preparations: 1.Teacher: Text-book, lesson plan, cassette, disc 2.Students: Text-books, notebooks, reference books C Procedures: I Organization: (1') - Greeting - Checking attendance II Warm-up: (5') -Ask Ss to predict what pollutes the oceans? -Ask Ss to talk about environmental protection S1: I think we should we write on both sides of the paper S2: Why don’t we use banana leaves to wrap food ? … … … -Introduce the aims of the lesson III New lesson: (36') Contents Pre – listening: -raw sewage (n): nước thải thô /rɔː//ˈsuːɪdʒ/ -oil spill (n): cố tràn dầu /ɔɪl/ /spɪl/ -marine (adj): thuộc biển /məˈriːn/ -waste material (n): v.liệu p.thải /weɪst/ /məˈtɪriəl/ -regulation (n): qui định /ˌreɡjuˈleɪʃn/ While – listening: Firstly: raw sewage is pumped directly into the sea Secondly: Garbage is dropped into the sea Thirdly: oil spills come from ships at sea Next: Waste materials come from factories Finally: Oil is washed from the land Post – listening: Chain game S1: Firstly,…………… S2: Firstly,… secondly, … S3: … S4: Firstly,… secondly,… thirdly, … and finally … Language focus Adjectives - Adverbs Form: adjective + ly = adverb Use: S + V + adv of manner Ex1 Change adj -> adv … Adjective Adverb extreme extremely good well happy happily sad sadly slow slowly -assignment (n) = homework Teacher’s activities -Introduce the vocab -Translation -Translation Students’ activities -Listen, guess the meaning of new words, then take note -sth of the oceans, seas -Translation = rules -Checking -Set the scene: You are going to listen to a report on how our oceans are polluted Study the notes carefully then listen to the tape and complete the notes -Turn on the tape -Call on some Ss to give their final answers: -Help Ss to listen and check again - Ask Ss to summarize the contents of the listening -Correct mistakes if necessary -Ask Ss some qs +How are advs formed? +What we use adv for? -Read the words as T’s guiding -Remember and rewrite -Listen -Predict the answers -Listen (2 times) to check the prediction -Listen and check again - Speak in groups -Comment -Answer T’s qs -Ask Ss to change the adj in the table into adv -Give the adv one by one -Explain some words -Take note -Ask Ss to complete the sentences -Check and correct -Use the adverbs to complete the sentences -sigh (n): long deep breath a) extremely d) happily b) slowly e) well c) sadly S+ be+ adjective + that clause Eg: I am pleased that you are working hard Ex3 Complete the Ds … b) … I am excited that I can go to Da Lat this time c) … I am sorry that I broke your bicycle yesterday d) … I am disappointed that you did not phone me about it e) … I am amazed that I could win the first prize -Comment -Write the example on the board Notice: because = as = since -Help Ss to review adverb clause of reason -Learn the example carefully -Take note the rules -Ask Ss to join the pairs of sentences together -Have Ss compare the answers with a friend -Give the sentences that have adv clause of reason -Call on some Ss read their sentences aloud IV Consolidation:(2' ) -Grasp the main points of this lesson -Notice because and because of S1+V1 + because/ since/ as + S2 + V2 = S + V + because of + N/ N phrase Eg: We cancelled our flight because the weather was bad = We cancelled our flight because of the bad weather V Homework(3') - Listen the tape again - Prepare the next part: unit 6: read Period 59 UNIT 6: THE ENVIRONMENT Lesson 4: READ A The aims: By the end of the lesson, ss are able to understand the content of a poem with some tasts as doing Matching exercise and Answering questions knowledge: * Vocab: junk-yard, treasure, stream, foam, nonsense * Grammar: conditional sentence type Skills: Listening, Speaking, Writing, Reading-comprehension Attitude: Show students know more about the pollution, the ways that people behave towards the environment Shaping and developing students’ abilities: observing, self- management, understanding/ comprehension, cooperating, collaborative summarizing abilities B Preparations: 1.Teacher: Text-book, lesson plan, cassette, disc 2.Students: Text-books, notebooks, reference books C Procedures: I Organization: (1') - Greeting - Checking attendance II Warm-up: (5') exhaust fume Causes of Environmental pollution III New lesson: (36') Contents Pre –reading * Vocabulary: -junk-yard (n) ≈ garbage dum /dʒʌŋk/ /jɑːrd/ -treasure /ˈtreʒər/ (n) -stream /striːm/ (n) -foam (n) -nonsense (n): điều vô lý /ˈnɑːnsens/ While – reading: Read this poem… a) Match each word in A to an appropriate explanation in B 1-c Junk-yard: a piece of land full of rubbish 2-g end up: reach a state of 3-f treasure: valuable or precious things 4-e foam: mass of bubbles of air or gas 5-d stream: a flow of water 6-a hedge: a row of things forming a fence 7-b folk: people b) Answer Then write … If the pollution goes on, the world will end up like a second-hand junk-yard The mother thinks other folk pullet the environment but not Teacher’s activities -Introduce the lesson -Present vocab without meaning Students’ activities -Listen -Listen, repeat and take note -Help Ss to read the word -Read the words with the T’s guiding -Translate -Check -Rub out and renember -Turn on the tape times -Listen -Read the poem loudly -Ask Ss to match -Work individually -Get Ss to compare their answers with a friend -Read their answers aloud -Comment -Let Ss comment -Take note -Check and give the keys - Ask Ss to read the poem more carefully and answer the questions -Read the poem again and find out the answer to the qs her and her son If the boy keeps on asking such questions, his mother - Call on some pairs to will take him home right read their answers away aloud in class No Because he is right: If he throws the bottles that will be polluting the woods -Let Ss comment The poet wants us to learn that everyone is responsible for keeping the environment - Give correct from pollution answers: Post – reading: Suggested ideas: -Put the bins around the school - Ask Ss to discuss yard question 6: -Pick up the rubbish/ garbage -Ask Ss to practice and throw it into a trash bin before class -Should not litter / spit on the -Correct Ss’ mistakes ground IV Consolidation:(2' ) - Summarize the main point of the text V Homework(3') - Learn vocabulary by heart - Prepare: Unit (Write) -Ask and answer the qs before class -Comment on -Take note -Work in group of four S1 We should put the bins around the school yard S2 … … … -Demonstrate in front of class Period 60 T/C 20: ADVERB CLAUSES OF REASON A The aims: By the end of the lesson, Ss will be able to use adverb clause of reason well knowledge: Adverb clause of reason Skills: Attitude: Shape and developing students’ abilities: observing, self- management, understanding/ comprehension, cooperating, summarizing abilities B Preparations: 1.Teacher: Text-book, lesson plan 2.Students: Text-books, notebooks, reference books C Procedures: I Organization: (1') - Greeting - Checking attendance II Warm-up: (5') III New lesson: ADVERB CLAUSES OF CAUSE REASON (Mệnh để trạng từ nguyên nhân.) Conjunctions (Liên từ): Mệnh đề nguyên nhân giới thiệu liên từ sau : BECAUSE, AS (bởi vì), SINCE (bởi vì) E.g.: They can’t go out because it’s very cold outside 10 -Give correct answers While-writing I believe UFOs exist because … Firstly, Secondly, Moreover, Therefore,/ So I think UFOs are not our imagination … Post – writing -Call Ss read the dialogue -Remark and ask Ss to use Ba’s opinions in the dialogue to write an exposition -Let Ss read their writing before class -Give suggested answers -Play the roles in pairs -Listen Then write individually -Read the letter before class -Comment on partners’ writing -Ask students to rewite -Write the passage in the passage the notebooks IVConsolidation:(2') - Repeat the main points of this lesson V Homework:(2') - Do the ex in workbook - Prepare: Revision from Unit to Unit 10 Suggested writing: I believe UFOs exist because articles and reports in newspapers talked a lot about their appearance First(ly), many people from different countries reported that they once saw flying saucers Second(ly), there are many photographers they saw manlike creatures get out of the vehicles Moreover, people are discussing those mysterious circles on the fields in the countyside of Great Britain Therefore,/ So I think UFOs are not our imagination They are real, and we should be ready to see their visits 75 REVISION A The aims: Help Ss to revise the knowlage of the second term knowledge: * Vocabulary: Vobab from U6 to U10 * Grammar: the tenses, “wish” in sentences Skills: reading, writing Attitude: Students know to some kinds of exercise Shaping and developing students’ abilities: observing, self- management, comprehension, collaborative-learning, presentation, communication, summarizing abilities B Preparations: 1.Teacher: Text-book, lesson plan, reference book, excercise book 2.Students: Text-books, notebooks, reference books C Procedures: I/ Organization: (1') - Greeting - Checking attendance II/ Warm-up: (5') -Ask Ss to complete the net-work Present simple The tenses III/ New lesson: (37') 76 Contents Grammar Present simple 1.1 Usage: Diễn tả hành động thường xuyên xảy ra, hành động lặp lặp lại, thật hiển nhiên 1.2 Forms: a To be: (+) S + be … (-) S + be + not … (?) (Wh) + be + S … b Ordinal verbs: (+) S + V(s/es) + O (-) S + do/does + not + V + O (?) (Wh) + do/does + S + V + O? 1.3 The signs: Adverbs of frequency never, often, usually, frequently, always, sometimes, every (day/week/night/month…) *Note: Adv(fre) trước động từ thường, sau động từ TO BE trợ động từ (do/does/did/can ) Present progressive 2.1 Usage: Diễn tả hành động xảy thời điểm nói 2.2 Forms: (+) S + am/is/are + V-ing + O (-) S + am/is/are + not + V-ing + O (?) (wh) + be + S + V-ing + O ? 2.3 Signs: now, at the moment, at present, right now 3.Present perfect 3.1 Usage: - Diễn tả hành động vừa xảy - Hành động xảy khứ mà không rõ thời gian - Hành động xảy khứ liên quan đến tiếp diễn đến tương lai - Hành động xảy lặp lặp lại nhiều lần 3.2 form: (+) S + has/have + V-pp + O (-) S + has/have + not + V-pp + O (?) (wh) + has/have + S + V-pp + O ? 3.3 Signs: (just, ever, never, already) sau have/has (recently, lately, yet) đặt cuối câu since, for, so far, up to now, twice, three times, many times, not…yet Past simple 4.1 Usage: Diễn tả hành động xảy khứ chấm dứt hẳn QK 4.2 form: a Tobe: S + was/were … b Ordinal verbs: (+) S + V-ed + O (-) S + did not + Vinf + O (?) (Wh) + did + S + Vinf + O ? 4.3 Signs: yesterday, ago, last (week/month/ year/ … ) Past progressive 5.1 Usage: -Diễn tả hành động xảy khứ thời điểm xác định cụ thể Teacher’s and Students’ activities -T asks Ss to repeat the usage, the forms and the signs of present simple tense -Ss answer Tʹqs -Ss repeat the rules -T comments on -T asks Ss to repeat the usage, the forms and the signs of present progressive -Ss answer Tʹqs -T asks Ss to repeat the usage, the forms and the signs of present perfect -Ss answer Tʹqs -Ss repeat the rules -Ss comment on partners’ answers -T comments on -T asks Ss to repeat the usage, the forms and the signs of past simple tense -Ss answer Tʹqs -T comments on -T asks Ss to repeat the usage, the forms and 77 the signs of past progressive IV/ Consolidation:(1' ) - Grasp the main points of this lesson V/ Homework:(1') - Review this part carefully - Prepare next lesson: Review conditional sentences and relative clauses 78 REVISION A The aims: Help Ss to revise the knowlage of the second term knowledge: * Vocabulary: Vobab from U6 to U10 * Grammar: conditional sentences and relative clauses Skills: reading, writing Attitude: Students know to some kinds of exercise Shaping and developing students’ abilities: observing, self- management, comprehension, collaborative-learning, presentation, communication, summarizing abilities B Preparations: 1.Teacher: Text-book, lesson plan, reference book, excercise book 2.Students: Text-books, notebooks, reference books C Procedures: I/ Organization: (1') - Greeting - Checking attendance II/ Warm-up: (5') -Ask Ss to repeat the rules with “if” that learnt III/ New lesson: (37') 79 Contents Gammar Conditional sentences -Một câu điều kiện thường có hai mệnh đề mệnh đề mệnh đề phụ (If) Mệnh đề phụ (If)có thể đặt trước sau mệnh đề - Có loại câu điều kiện: 1.1.Câu điều kiện 1: điều kiện xảy If + S + V(s/es) + O, S + will/ shall + V + O 1.2 Câu điều kiện : điều kiện khơng có thật If + S + V–ed + O, S + would/ could + V + O *Note: were cho tất (trong Mệnh đề If) *Note: Unless = if…not ( không, trừ ) Eg: Unless it rains, we will go to the movies = If it does not rain , we will go to the movies Relative clauses 2,1.Relative pronouns: who, whose, whom, which 2,2 Relative adverbs when, where, why Exercises Ex1 Give correct form of the verbs If today (be) Sunday, we (go) to the beach You (be) ill if you drink that water If he (eat) another cake, he will be sick I (not ) that if I (be) you If he (take) my advice, everything can go well If you ( go) away, please write to me He never does homework If he ( do) his homework, he (not worry) about his exam If you( see) Mary today, please ( ask) her to call me What you (do) if she refuses your invitation? 10 Unless they (pass) their examinations, they would join the army Ex2 Combine the sentences, using relative clauses Alice is my friend Alice’s mother died last year Teacher’s and Students’ activities -T asks Ss to repeat the forms of conditional sentences -T asks Ss to repeat the rules of conditional sentence type and type -Ss repeat the rules -Notice Ss about the short form -T asks Ss to repeat relative pronouns and relative adverbs -T gives some exrcises -Ss take note and -T gives the keys Ex1 were /would go will be eats wouldn’t do/ were 5.takes go did/ wouldn’t worry see / ask will ….do 10.passed Ex2 Alice, whose mother died last year, is my … 2.The boy will be punished He threw that stone The boy who threw 3.The man is a famous actor You met him at the party last … will be punished The man who/that night you met at …is a 4.There are some words They are very difficult to famous … translate There are some words Lan is a journalist Her tape recorder was stolen that/ which are very difficult to translate I’ll always remember the day I first saw that sight on Lan, whose tape …, that day is a journalist I’ll always remember 80 She was born in Malaysia Rubber trees grow well there the day when I first saw that sight IV/ Consolidation:(1' ) - Grasp the main points of this lesson V/ Homework:(1') - Review this part carefully - Prepare next lesson: Review passive forms 81 REVISION A The aims: Help Ss to revise the knowlage of the second term knowledge: * Vocabulary: Vobab from U6 to U10 * Grammar: passive form Skills: reading, writing Attitude: Students know to some kinds of exercise Shaping and developing students’ abilities: observing, self- management, comprehension, collaborative-learning, presentation, communication, summarizing abilities B Preparations: 1.Teacher: Text-book, lesson plan, reference book, excercise book 2.Students: Text-books, notebooks, reference books C Procedures: I/ Organization: (1') - Greeting - Checking attendance II/ Warm-up: (5') -Ask Ss to repeat the ways to change active sentences into passive III/ New lesson: (37') 82 Contents Grammar Passive forms Active (Câu chủ động): Mr Smith teaches English Passive (Câu bị động): English is taught by Mr Smith The rules: -Tân ngữ chủ động " chủ ngữ bị động -Động từ bị động " Be + Past Participle (pp) -Chủ ngữ chủ động " (by) tân ngữ bị động (Active) S+V+O Teacherʹs and studentsʹ activities -T repeat the ways to change active sentences into passive -Notice some objects (Passive) S + be + V-(pp) + by + O *Note: Bỏ: by them/ by people/ by someone … Comparison 2.1 Equal S + be/V + as + adj/ adv + as + N 2.2 Comparative + adj/ adv –er S + be/V + than + N + more + adj/ adv 2.3 Superlative + adj/ adv –er (+ N) + S + be/V + the + more + adj/ adv in/on/… * Các trường hợp ngoại lệ Adj/ Adv So sánh So sánh good/ well better best bad/ badly worse worst many/ much more most little less least far farther/further farthest/furthest Exercises -T asks Ss to repeat comparison rules -T notice some irregular adj and adv -T gives some exrcises -Ss take note and -T gives the keys Ex1 Change the sentences into passive form They can’t make tea with cold water The chief engineer was instructing all the workers of the plant Somebody has taken some of my books away They will hold the meeting before May Day They have to repair the engine of the car The boys broke the window and took away some pictures People spend a lot of money on advertising everyday They may use this room for the classroom The teacher is going to tell a story 10 Mary is cutting the cake with a sharp knife 11 The children looked at the women with a red hat 83 12 They have provided the victims with food and clothing 13 The teacher explains the lesson 14 Mrs Green is cooking the food in the kitchen 15 The doctor examined the patients The keys: 1.Tea can’t be made with cold water All the workers of the plant were being instructed by the chief Some of my books have been taken away The meeting will be held before May Day The engine of the car has to be repaired The window was broken and some pictures were taken away by the boy A lot of money is spent on advertising everyday This room may be used for the classroom A story is going to be told by the teacher 10 The cake is being cut with a sharp knife by Mary 11 The woman with a red hat was looked at by the children 12 The victims have been provided with food and clothing 13 The lesson is explained by the teacher 14.The food is being cooked in the kitchen by Mrs Green 15.The patients were examined by the doctor Ex2 Give correct comparison form of the words in brackets 1.Mary is (pretty) as her sister A new house is (expensive) than an old one His job is( important) than mine Of the four ties, I like the red one(well) Nobody is (happy) than Miss Snow 6.Today English is the ( international) of languages 7.Jonh is much( strong) than I thought Benches are ( comfortable) than arm- chairs Bill is (good) than you thought 10.Mr Bush is the (delightful) person I have ever known The keys: as pretty more important happier stronger better more expensive best most international more comfortable 10 most delightful IV/ Consolidation:(1') - Grasp the main points of this lesson V/ Homework:(1') - Review this part carefully - Prepare next lesson: Review reported speech 84 REVISION A The aims: Help Ss to revise the knowlage of the second term knowledge: * Vocabulary: Vobab from U1 to U10 * Grammar: reported speech Skills: reading, writing Attitude: Students know to some kinds of exercise Shaping and developing students’ abilities: observing, self- management, comprehension, collaborative-learning, presentation, communication, summarizing abilities B Preparations: 1.Teacher: Text-book, lesson plan, reference book, excercise book 2.Students: Text-books, notebooks, reference books C Procedures: I/ Organization: (1') - Greeting - Checking attendance II/ Warm-up: (5') -Ask Ss to repeat the ways to change active sentences into passive III/ New lesson: (37') 85 Contents Grammar Statement: S + said (that) + S + V(lùi thì) Questions: 2.1 Yes/No–questions S + tell/told + “Do/does/was/will/are/is… + S + V + O ?” => S + asked/wondered + (O) + If/whether + S + V(lùi thì) + O 2.2 Wh–questions S + asked + “wh-q + do/was/will/ + S + V + O ?” =>S + asked/wondered + (O) + wh-q + S + V(lùi thì) + O Comands “V + O” => S + told/ordered/asked + to + V + O “Don’t + V + O” => S + asked/told + not + to + V + O *Adverbs of time Direct speech Reported speech Now Then Ago Before Today that day Tonight that day Tomorrow the next day/ following day Yesterday the day before last week/month/year the previous week/month/year next week/month/year the following week/month/year *Adverbs of place Direct speech Reported speech Here there This That These those Exercises Teacherʹs and studentsʹ activities -T repeat the ways to change directed sentences into reported speech -Notice some adverbs of time -T notice some adverbs of place -T gives some exrcises -Ss take note and -T gives the keys Ex1 Change the sentences into reported speech Johnny said to his mother, “I don’t know how to this exercise.” => Johnny told his mother………………………………………… “ Don’t come back before one o’clock”, advised my brother => My brother advised me…………………………………… “Have you done your homework?”, said my mother => My mother asked me……………………………………… I asked Bill,” What time did you go to bed last night?” => I asked Bill………………………………………………… “There is an accident.”, said the policeman => The policeman said that…………………………………… “We are waiting for the school bus”, said the children => The children said that……………………………………… 86 “Are you going to visit your aunt tomorrow?” asked Tom => Tom asked………………………………………………… 8.“ Listen to me and don’t make a noise,”said the teacher to his students => The teacher asked his students………………………………………… “The sun always rises in the east.” said Peter => Peter said ………………………………………………… 10 “You must your homework everyday”, said Miss Lan to us => Miss Lan told us …………………………………………… 11 “Will we read the story?”, Bill asked his teacher => Billy asked his teacher ……………………………………… The keys: Johnny said to his mother he didn’t know how to that exercise My brother advised me not to come back before one o’clock My mother asked me if I had done my homework I asked Bill what time he had gone to bed the night before The policeman said that there was an accident The children said that they were waiting for the school bus Tom asked if I was going to visit my aunt the next day The teacher asked his students to listen to him and not to make any noise Peter said the sun always rises/rose in the east 10 Sammy told Jean that he didn’t steal/hadn’t stolen her coat the day before 11 Billy asked his teacher if they would read the story Ex2 Change the sentences into directed speech Andrew asked Anne to turn the music down He asked how much I thought it would cost He asked me to speak more slowly because he couldn’t understand She asked me if I had already reviewed all my lessons The shopkeeper invited us to come in and look round and told us that there was no obligation to buy She apologized for being late and explained that the bus had broken down Jane advised me to take the course Mary asked me if I could tell her why I was so sad Jane asked me to find out when he last wrote to her 10 She urged her daughter to decide what she wanted to The keys: “ There isn’t much rain in the south of the country,” said Harry “ Would you mind turning the music down?”Andrew said to Anne “ How much you think it will cost?” He asked “ Can you speak more slowly? I can’t understand,” He said to me “ Have you already reviewed all your lessons?” she said to me “ Come in and look around There’s no obligation to buy,” said the shopkeeper “ I’m sorry I’m late,” she said.” The bus broken down” Mary asked me “ Can you tell me why you are so sad?” “ Will you please find out when he last wrote to me?” Jane said to her friend 10 “ You must decide what you want to do”, she said to her daughter 87 IV/ Consolidation:(1') - Grasp the main points of this lesson V/ Homework:(1') - Review this part carefully - Prepare for the final test of the second term 88 WRITTEN TEST OF THE SECOND TERM Aims: - Check Ss′ knowledge from U1 to U10, which they have just learnt - Help Ss and the teacher have the result of the learning period to make correct way of teaching and learning in the second term Objectives: By the end of the lesson, Ss will be able to complete the written test correctly and strictly Language content: *Vocab: the vocab from U1 to U10 * Grammar: The grammar leart from U1 to U10 Preparations: test papers with full questions Ways of working: Individual-work Anticipated problems: Weak Ss may get difficulty when doing the test, so they may copy the answers from others or make noise Solution: Keep the class in good order and watch Ss doing the test individually and strictly Procedure I/ Organization: (30'') - Greeting - Checking attendance II/ Warm-up: (30'') - Check Ss′ school things: pens,erasers, - Notice Ss not use eraser or pencil or two kind of color pens - Notice the Ss′ attitude when doing III/ New lesson (43’): Written test of the second term (The examination questions of Education and Training Office) III/ Summarize: (30'') - Collect Ss′ test papers - Comment on Ss′ doing IV/ Homework: (30'') - Review U1->U10 89 ... 0,5 0,75 0,75 0,5 2, 0 20 % 0,5 0,75 0,75 2, 0 20 % 1,0 0,5 2, 0 20 % 0,5 Total 2, 0 0,5 Writing 0,5 20 % Reading 20 % 1,0 Phonetics, Vocabulary Total 0,5 10 1,0 2, 0 28 100% 3 ,25 3,50 3 ,25 10 I Listen and... clause) + because/ since/ -Help Ss to review adverb as + S2 + V2 (adverb clause of reason) clause of reason = because/since/as + S1+V1, S2 + V2 Ex2 Join the pairs… b) I have a broken leg because/ as/... rules, not only will reduce the amount of garbage you produce but your life will be safer Period 69 T/C 23 : CONNECTIVES Cách sử dụng từ nối tiếng anh ( linking words) 1.1 Because, Because of