Giáo án Tiếng Anh 9 kỳ II

Teacher prepares two posters, one poster write words and the other is picture, hangs them on the board and asks students to match them (students can work in groups of 4 or 5).. Words [r]

(1)

UNIT 1: A VISIT FROM A PENPAL I Aims.

Học sinh có thể:

- Đọc lấy thơng tin quốc gia

- Tự giới thiệu thân đáp lại lời giới thiệu người khác - Nghe chọ trnh theo nội dung

- Viết thư kể việc thăm họ hàng / bạn bè nơi xa

II Teaching aids: Text books, cassette recorder, posters, pictures, word cues. III Procedure: There are lessons

Lesson 1: Getting started- Listen and read Lesson 2: Speak

Lesson 3: Listen Lesson 4: Read Lesson 5: Write

Lesson 6: Language focus

Date of preparing:………

Period 1:

UNIT 1: A VISIT FROM A PENPAL

LESSON 1: GETTING STARTED-LISTEN AND READ A Objectives:

By the end of the lesson students will be able to read the text for details bout the visit of Lan 'sfriends

* Language contents:

1 Vocabulary :

- correspond, mosque , impressed by, pray

2 Grammar: past simple with wish 3 Skills: reading, speaking, writing

B Teaching aids: Textbook English 9, colored chalks, pictures, poster C Methods: Matching, ROR

D Contents:

I: Organization (1’):

Class Date of teaching Absent ss:

9A 9B II: Warmer (5’):

Matching (Getting started)

- T shows pictures and asks “Where are they?” - Ss answer in Vietnamese

- T writes the names in Vietnamese beside each picture in one column and English words in the other on

- Ss match English words with Vietnamese words invidually - Ss work in pairs and compare with a parner

- T gives feedback

(2)

a Đền Hùng 1 Dong Xuan market

b Văn Miếu 2 Foodstall

c Chợ Đồng Xuân 3 Hung Temple

d Viện bảo tàng lịch sử 4 The Temple of Literature

e Quán ăn 5 National theater

f Nhà hát lớn 6 History Museum

- T gives instructions: Now a foreign friend is coming to stay with you for a week What activities would you during the visit?

- SS: I will take her to visit the temple of literature………… We will eat delicious food in the foodstall

- T gets feedback

- T introduces the lesson: Today you are going to learn a text about Lan’s pen pal and her visit to Viet Nam

III: New lesson:

Teacher’s and students’ activities Content Step Pre – reading (10’):

Actiivity Pre teach

(explanation) (explanation) (translation) (mime)

Check: ROR

Activity 2.Open prediction * Set the scene:

Who’s this? Ss : Lan’s pen pal What’s her name? Ss: Maryam Where is she from? Ss: Malaysia T says: Lan’s pen pal came to visit her in Ha Noi Now I want you to guess the places she visited

Check: what are you going to do? Ss: Guess

- T collects ss’ ideas

Step 2: While reading (15’)

Activity Checking predictions

- T asks ss to read the text on page – then check their prediction, then add more information

- T check

- T collect ss’ ideas then correct with whole class

Activity Multiple choice

- T asks ss to look at exercise on page - T asks ss some questions:

How many sentences are there ?

I Vocabulary

- correspond (v) trao đổi thư tín - mosque (v) nhà thờ hồi giáo - impressed by (adj) ấn tượng - pray (v) cầu nguyện

Answer key

Hoan Kiem Lake

Ho Chi Minh’s mausoluem The History Museum The Temple of Literature

The mosque on Hang Luoc street Answer key.

1 C- two weeks

(3)

Are they completed?

How many correct options you choose to complete a sentence?

Let ss run through exercises

- T asks ss to read the text again to

choose the correct option to complete the sentences on page

- T colects ss’ ideas by asking them to go to the board to write the answer one by one

Activity Model sentence

What did Lan say to Maryam at the end of the week?

I wish you had a longer vacation got

? How many clauses are there? (2) In the clause what is the verb? (had) ? What tense is used for the verb in clause 2? (past)

? Does the clause express an action in the past? (No)

? Is lan’ wish real at the present? (No ) - It’s the wish sentence at the present Form: S + wish + S + V-ed/C2 Use: to express a wish

Step Post reading (10’)

- T asks ss to use the model sentences to write the sentence

a You can not swim

b You don’t have many friends c Your house is small

d You sing badly

e You don’t know how to use computer f You speak English badly

IV: Summary (2’)

What tense we use after wish? What you wish?

V Homework (1’):

Ss write sentences with “wish”

E,g: I wish I could swim

3 D- all the above

4 B- invite Lan to Kuala Lumpur

Model sentence

S + wish + S + V-ed (colum 2) + were……

* Anwer key:

a I wish I could swim b I wish I had many friends c I wish my house were big d I wish I sang well

e I wish I knew how to use computer f I wish I spoke E well

Past V/ were

E Evaluation:

(4)

Date of preparing: ………

Period 2:

UNIT 1: A VISIT FROM A PENPAL LESSON 2: SPEAK

A Objectives:

By the end of the lesson, students will be able to introduce yourself and respond to the introduction

Vocabulary:

2 Grammar: past simple with wish

3 Skills: speaking, writing

B Teaching aids : Textbook English 9, pictures. C Methods: Brainstorming, eliciting, write it up D Contents

I: Organization (1’)

9A 9B II: Warmer (5’): Brainstorming:

- T writes the topic on the board and asks ss to think about it in one monute - Then T asks some ss to give their ideas

- T gets feedback

III: New lesson

Teacher’s and students’ activities Content Step 1: Pre-speaking (10’)

Making and responding introductions ? Match and order the conversation between Nga & Maryam: (pairwork) T gives feedback

Eliciting:

+ must be (You must be Maryam)

+ be different from (Kuala Lumpur isn’t different from HN)

Making introductions

Responding to the introductions Hello I’m Lan

Let me introduce myself I’m Hoa I’m 14 years old

Nice to meet you Pleased to meet you

Really? me, too hobbies

Age nam

Introducing yourself

address phone

(5)

Some pairs practice the conversation Step 2: While- speaking (15’): Activity 1: Role adoption: (3a) S1: Nga S2: Maryam

 Keys:

1c 2e 3a 4d 5b You Maryam’s friend Hello, you must be

Pleased Let me introduce I’m Do you like Vietnam? Do you live ?

What’s it like?

Activity 2: Prescribed role play : (3b) YoKo/ Tokyo

Group1

Paul/ Liverpool

Group

Jane/ Perth Group3

- T divides the class into three groups and practice

Step 3: Post speaking (10’):

Write it up

Ask Ss to write about Maryam’s friend base on the table (3b-p8)

IV Summarry (2’)

Make and respond to introduction Forcus on difficult words / structures V Homework (1’)

Finish writing at home

That’s right

Pleased

I’m Yoko

Oh, yes, I like people and old cities in

Yes, I live in (Tokyo - Japan) It’s a (busy capital city)

E.g: My penpal friend is Yoko She’s from Tokyo, in Japan It is a busy big capital very much Yoko likes Vietnamese people and she loves old cities in Vietnam

E Evaluation:

(6)

Period 3

UNIT 1: A VISIT FROM A PENPAL LESSON 3: LISTEN

A Objectives:

By the end of the lesson, students will be able to listen to specific information to select the correct pictures

Vocabulary: pond, grass, catch, caught, hamburger

2 Grammar:

3 Skills: Listening, writing

B Teaching aids: Textbook English tape and cassette. C Methods: Jumpled words, questions and answers. D Contents:

9A 9B II: Warmer (5’)

Jumbled Words

- T write words in disorder on the board the devides the class in to teams to go to the board to write them in to meaning ful words

tccah = catch rkap = park ondp = pond rassg = grass rrubhmage = hamburger - T correets with whole class III: New lesson:

Teacher’s and students’ activities Content Step 1: Pre –listening (10’)

Activity Pre-teach Vocab:

T elicits by: Picture Situation Translation Picture

Check vocab: Slap the board

Activity Open Prediction * Set the scene:

Carlo Tim Jone’s Mexica pen pal

I Vocabulary - pond (n) ao - grass (n) cỏ

- catch - caught (v) đón bắt

- hamburger (n) bánh mỳ kẹp thịt

(7)

Who’s this? It’s Tim Jone’s Mexican penpal What’s his name? Carlo

Where is he visiting? He is visiting the USA Now I want you to look at the pictures on page and answer my questions

What’s in this Picture a-1? ss Grass a - 2? ss flowers What is in picture b? a bus

Where is in picture c1? Mexican restaurant c2? Hamburgers

Tim and Carlo are visiting some places I want you to think of three things that Tim and Carlo are doing

? Ask ss to predict these things that Tim and Carlo are doing

Step 2: While- listening (15’):

Activity Checking predictions

? Ss listen and correct the prediction

? Ss listen to the tape again and answer the questions

Activity Comprehension questions

1 Is carol hungry or thirsty? Where they go?

3 Is Tim’s house near a park?

4 Is Tim or Carol walking on the grass? Which bus they want to take

6 What would Carol like to eat?

- T asks ss to run throught he questions

- Ask ss to listen to the tape again and give the questions

- SS worl invidual

T gets some ss to give the answers on the board - T gives feedback

* Tape transcript:

Tim: Are you hungry, Carol Carol: Yes!

Tim: Okey Let’s go to a restaurant down town If we go through the park we can cach a bus on Ocean Drive

Carol: That’s fine I really like walking in the park You’re lucky to have a place like this close to your home It’s so beautiful with all the trees and

flowerss and a pond in the middle

Tim: Carol! Be careful! You’re walking on the grass The park keeperis growing some more-

Possible answer:

? They are going to the park ? They are taking a bus

? They are going to the restaurant

* Answer Key:

a-1, b-2, c-2.

* Answer key: She is hungry

2 They go to a restaurant downtown

3 Yes, it is

4 Carol is walking on the park They want to take the number 130 bus

6 She would like to eat hambugers

Guess Listen

a

b

(8)

You’ll kill the new grass!

Carol: Oh, sorry I didn’t see the sign Tim: Come on It’s time we caught the bus Carol: Is that our bus, Tim?

Tim: No, that’s a 103 bus We want the number 130

Carol: Where we are going to eat?

Tim: It’s up to you There’s a new Mexican restaurant in town

Carol: Oh, no I can eat Mexican food at home I love American food I’d rather eat hamburgers Tim: Okey I know exactly where we need to go Step 3: Post listening (10’):

Write it up

T give some cues and ask ss to rewrite the story Carol/ hungry so Tim/ ask/ her/ to / restaurant downtown

2 They/ go/through/ park/ catch/ bus

3 There/ many/ beautiful/ trees/ flowers/ pond in the park

4 Their bus/ number 130

5 Carol/ love/ American food She/ would rather/ eat/ hambugers

IV Summary (2’)

Listening to specific information to select the correct pictures

- To give introducing and responding V Homework (1’)

- Complete the story at home

1 Carol was hungry so Tim asked her to restaurant downtown

2 They went through the park and caught a bus

3 There were many beautiful trees, flowers and a pond in the park

4 Their bus was number 130

5 Carol loved American food She would rather to eat hambugers

E Evaluation:

……… ……… ……… Duyệt, ngày…… tháng ……năm 2014

Tổ trưởng

(9)

Date of preparing:…………

Period 4:

UNIT 1: A VISIT FROM A PENPAL LESSON 4: READ

A Objectives:

By the end of the lesson, students will be able to understand the text for details * Language contents:

Vocabulary: compulsory, language of instruction , national language, official, comprise, tropical climate

2 Grammar: Presenr simple tense

3 Skills: reading, writing

B Teaching aids: Text book, posters

C Methods: Hang man, T/F prediction, Slap the board, Gap fill, write it up D Contents:

9A 9B

II: Warmer (5’): Hang man - - - (Malaysia)

- T draws strokes on the board Each stroke stand for a letter of the word - Ss take turn to guess the letters of the words in teams

- If a student’s guess is not right, the teacher draws a stroke according to the order in the picture

- If Ss guess wrong eight times, they lose Teacher gives the answer - The word has - - - letters (it is Malaysia)

- T gives the key

? What you (want to) know about Malaysia? III: New lesson:

Teacher’s and students’ activities Content Step 1: Pre reading (10’)

Activity 1.Pre-teach:

T elicits each word by: Explanation

Translation Translation Situation

Checking vocab: Slap the board

I Vocabulary

- compulsory (adj): bắt buộc - official (adj): thức - comprise (v): bao gồm

(10)

Activity T/F prediction: (5b-p10)

? Ss work in pairs and predict which statements are true and which are false - T gives feedback

Step 2: While- reading (15’):

Activity1: Checking the predictions

?Ss read to check their prediction and correct the false statements:

Activity 2: Gap fill a (p10)

? Ss read the text again, then complete the table

- Give feedback

Step 3: Post reading (10’)

- Weak ss: Use the table to write – sentences about Malaysia

Beginning: Malaysia is one of the countries of ASEAN Its area is

- Good studets: Write 5-6 sentences about Viet Nam

IV: Summary (2’)

What country did you read? V: Homework (1’)

Ask ss to a project to introduce their city as a tourist attraction

T give cues

No Guess Read

1 T/F

2 T

3

* Answer key:

No Read Corrections

2

T F F F F

- There are more than two regions

- English, Chinese and Tamil are also widely spoken

- One of the three:

Malaysia, Chinese, Tamil - English is a compulsory second language, not primary language of instruction

* Answer keys: Area: 329, 758 sqkm

Population: over 22 million Climate: tropical climate Unit of currency: ringgit Capital city: Kuala Lumpur Official religion: Islam

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Where is your city? What is famous?

What could people when coming to the city?

Where could they go?

What could you to make your city more attractive?

E Evaluation:

……… ……… ………

Date of preparing: ……….

Period 5:

UNIT 1: A VISIT FROM A PENPAL LESSON 5: WRITE

A Objectives:

By the end of the lesson, students will be able to write write a personal letter * Language contents:

Vocabulary:

2 Grammar: Past and present simple tense

B Teaching aids : Text book, posters

C Methods: Chatting, questions and answer, correction D Contents:

Class Date of teaching Absent ss

9A 9B

II: Warmer (5’): Chatting

T asks ss some questions for them to answer freely ? Have you ever visited any other places in Viet Nam? ? When did you go?

? How did you get there?

Did you visit any places of interest? Did you buy any thing?

When you are away from home, you keep in touch? How you keep in touch?

III: New lesson:

Teacher’s and students’ activities Content Step 1: Pre-writing (10’)

Activity 1: Answering the questions

* Set the scene: Imagine you are visiting your relatives or friends in another part of Viet Nam or a different country

* Questions:

(12)

Now I want you to answer these questions about your own.

T hangs out poster with questions written on it

Let ss run through questions first ? Are there any new words? Let start please

Let start – minutes for you

Activity 2: Speaking

? Ask Ss to work in pairs to ask and answer the questions about their visit T gives feedback

- Ask ss to tell the class about their visit

* Teacher reminds about the formate of a personal letter by asking the questions

What are the parts of a personal letter? - T gives possible answer

Step 2: While writing (15’)

- T say: Now I want you to write a letter to their family, telling them about your visit

- T asks ss to look at the out line on page 11 and ask them what part of the letter they are going to write

Now you use the out line to write your own letter

T goes around and take their mistake, help them write if necessary

(Let start please)

* T ask ss to swap their letters then compare with their partners and correct

- T corrects the mistake with whole class

Step 3: Post writing (10’) Corrections

- Ask some ss to read out their letters and correct with whole class

- T writes some mistakes of ss on the board then correct with whole class IV Summary (2’):

Write a personal letter V Home work (1’):

Ask ss to write their letters after

2, Who did you meet? 3, What have you done?

+ What places have you visited? + Who have you met?

+ What kinds of food have you bought? 4, How you feel now?

5, What you think interest you most? 6, When are you returning home?

A: Heading

+ writer’s address and the date B: Opening : + Dear

C: Body of the letter (content)

D: Closing : + your friend / regard / love

* Suggested ideas

- T can hang out suggested ideas on poster for ss to compare and correct themselves, first paragraph

+ I arrived at (Noi Bai airport…) At (3pm or late in the afternoon ….) - On (Tuesday ….)

I met (Nam, and ) at (the airport ) then he/she took me home by (bus / taxi ….)

* Second paragraph

I have visited/ been to / many places like the beaches, HCM Museum, … the water park …

I have tried (many) different food: sea food, Hue speciality

I will visit … tomorrow (next week )

* Third paragraph:

+ I feel so happy and enjoy myself so much

The people here are (friendly )

(13)

correction in their note books E Evaluation:

……… ……… ……… Duyệt, ngày…… tháng ……năm 2014

Tổ trưởng

Nguyễn Thị Giang

Date of preparing: … ……….

Period 6:

UNIT 1: A VISIT FROM A PENPAL LESSON 6: LANGUAGE FOCUS A Objectives:

By the end of the lesson, students will be able to further practice in past simple and past simple with wish

Vocabulary:

2 Grammar: Past simple tense, wish sentences

3 Skills: speaking , writing

B Teaching aids: Text book, posters

C Methods: Eliiting, pairwork, groupwork, ask and answer D Contents

I : Organization (1’)

9D 9E II: Warmer: III New lesson

Teacher’s and students’ activities Content

Activity 1: Matching (Posters) (10’)

Group work

Ss match the verbs with their past form and suitable objects

Then make sentences describing the pictures

buy make hang go paint

did bought went painted made

(14)

Activity 2: Questions – Answers (10’ ) (poster )- (pairs)

Name Activities

Day/time (p11)

Call some pairs to practice before class for feedback

Activity 3: Speaking – Writing (10’)(p12)

? Revise the structure with -WISH: - T divides the class into groups

- Let Ss minutes to prepare Then Ss from each group in turns go to the board and write their sentences

- The group which finish and have more sentences will be the winners

Activity 4: Game “3 wishes” (10’) What would you if you had wishes?

Ask each Ss to prepare a piece of paper then write down wishes

T collects the papers and reads out the wishes

Ss listen and find the funniest “wish

IV Summary (2’) : Practise with past simple V Home work (1’):

+ Ask ss to learn the use and structure of wish

+ Ask ss to write sentences using wish

G1 G2

S + wish + S + V-(past form/ be:were) Answer keys:

a I wish I were taller

b I wish I were in the swimming pool c I wish I had a computer

d I wish I lived close to school e I wish I had a sister

f I wish I drew well

g I wish I had my friend’s phone number

h I wish I knew many friends

i I wish there were many rivers and lakes in my hometown.

E Evaluation:

(15)

I Aims:

Học sinh

- Đọc thơng tin trang phục (như “ao dai” truyền thống người phụ nữ Việt Nam quần bị/ jeans thơng dụng)

- Hỏi trả lời trang phục, nêu lý

- Nghe mô tả trang phục chọ trang phục phù hợp với nội dung

- Viết quan điểm thân việc học sinh nên mặc đồng phục hay trang phục khác trường

II Teaching aids : Text book, pictures, posters III Division of this unit:

Lesson 1: getting started + listen and read Lesson 2: speak

Lesson 3: listen Lesson 4: read Lesson 5: write

Lesson 6: language focus

Date of preparing………….…

Period 7

UNIT 2: CLOTHING

By the end of the lesson students will be able to understand the about the Ao dai – traditional dress of Vietnamese women

Vocabulary: design, fashion, ethnic minority, poetry, unique, inspiration, pattern

2 Grammar: present simple tense

3 Skills: reading, speaking

B Teaching aids: Pictures, text books

C Methods: Matching, what and where, work in group D Contents

9A 9B II: Warmer (5’):

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Teacher sticks pictures on the board (or pictures in textbook), asks students to match the picture with each nation Students their own and share with their partner and then go to the board to match them T asks ss to work in pairs one asks and one answers

Countries Pictures Vietnam a Japan b India c Scotland d USA e Arabia f Ss work in pairs

A: Where is she from? B: She is from Japan III New lesson

Teacher’s and students’ activities Content Step 1: Pre- reading

Activity 1: Pre -teach

Teacher introduces new words by: Translation

(Thai , Muong , Tay, Ede are ) Example

Translation Translation (picture)

Check: Rub out and remember Activity Pre questions:

+ What is the traditional dress of Vietnamese women

Let ss run through questions and think about the answer

Step 2- While reading

Activity 1: Answerinng the questions Ask ss to open their books on page 13 read the text then answer your questions T give feed back

I Vocabulary

- design (v): thiết kế

- ethnic minority (n): dân tộc thiểu số - poetry (n): thơ văn

- unique (adj): độc đáo

- inspiration (n): cảm hứng, phấn khởi - pattern (n): hoa văn

II Reading:

It’s Aodai

Key:

2 poem, novels, and songs

3 long silk tuni with slits up the sides worn over loose pants

(17)

Activity Gap Fill :

- Set the sence: you are going to read a text about the traditional dress of Viet Nam.

- Ask read the text to the exercise a) - Give feedback

Activity 3: Comprehension questions

- Ask ss to read the text the second time to answer the questions

Step Post Reading

Speaking:

- Ask ss to use their own words to tell the group what they have known about the ao dai

IV Summary :

- Read more about ao dai, the traditional dress of Vietnamese women

V Home work

- Ask ss to write down what they have spoken to their partner and add their opinion whether they like wearing ao dai or not

5 printing lines of poetry on it

6 symbols such as suns, stars, crosses and stripes

Key :

1 Traditionally, men and women used to wear the ao dai

2 Because it is more convenient

3 They have printed lines of poetry on it or have added symbols such as suns, stars, crosses, and stripes to the ao dai

E Evaluation:

Date of preparing…………

Period 8

UNIT 2: CLOTHING LESSON 2: SPEAK A Objectives:

By the end of the lesson students will be able to ask and respond to questions on personal references

1 Vocabulary: plaid, fade, short-sleeved, sleeveless, baggy pants, plain

(18)

B Teaching aids : Textbook, pictures

C Methods: Word square, Interview, Kim’s game D Contents

9A 9B II Warmer (5’):

Teacher writes Clothes on the board and circles it Divides class into two teams and asks them to write on the board as quick as possible

- At the end of the game which team gets more correct words will be the winner T-shirt Jeans

III New lesson

Teacher and student’ activities Content Step 1: Pre speaking (10’)

Activity Pre- questions:

Teacher gives three questions on a poster and sticks on the board

Students work in groups of or (or in pairs) and then give out the answers

Activity 2: Vocabulary:

Teacher introduces vocabulary by: Picture

Situation Picture Picture Picture

- Which clothes you like? - Do you often wear it?

- When you often wear it? Possible answers:

- Ao dai

- Yes, I / No, I don’t (Once a month) - On special occasions

I

Vocabulary : - plaid (adj): kẻ ca rô - faded (adj): bạc, phai

(19)

Example

* Checking meanings: What and where

Activity 3: Matching:

Asks students to match the phrases with the suitable pictures

Phrases Pictures –

2 – – –

Step While – speaking (15’)

Students complete the grid with your partners’ information

- plain (adj): trơn (không hoa văn) Answers:

a) a colorful T- shirt b) a sleeveless sweater c) a striped shirt

d) a plain suit e) a faded jeans

f) a short - sleeved blouse g) a baggy pants

h) a plaid skirt i) blue shorts

Clothes Weekdays Weekends Special occasions Reason Casual clothes

Favorite clothes School uniform

Ss interview their friend then take note about their friends

Model sentences:

S1: What you usually wear on weekdays / weekends / special occasions?

S2: I usually wear ……on …

S1: Why you wear these clothes?

S2: because it is beautiful/ convenient/ comfortable

Step 3: Post – speaking (10’)

Students write about their friend’s favorite wearing

Repeat some type of clothes V Homework (1’)

- Learn new words by heart

(20)

Date of preparing……… …

Period 9

UNIT 2: CLOTHING LESSON 3: LISTEN A Objectives:

By the end of the lesson students will be able to listen the text for details * Language contents:

1 Vocabulary: announcement, missing = lost, entrance, doll, fair

2 Grammar: present simple tense, present continuous

3 Skills: listening, speaking

B Teaching aids : Textbook, pictures, tape

C Methods: Matching, gap fill, mapped dialogue D Contents

9A 9B II Warm up (5’)

Matching:

Teacher prepares two posters, one poster write words and the other is picture, hangs them on the board and asks students to match them (students can work in groups of or 5) Words Pictures

Trousers

Long – sleeved blouse Sandals

Short- sleeved blouse Shorts

Shoes

Boots skirt

III New lesson

(21)

Activity 1: Pre -teach

T elicits each word by: translation

Situation Synonym=exit realia

Example

Check: Slap the board 2:Open prediction

* Set the scence: Mary is lost in the fair.What is she wearing? Help her father to find her .Please guess her clother she wearing before listening

- Teacher hangs a table on the board and asks students guess which clothes Mary wearing

Students can give their own ideas after discussing in groups

Step While – listening: (15)'

Activity 1: Checking prediction

Students listen and correct the predictions

* Tape transcript:

Attention please Here is a special announcement, a little girl is reported missing She was last seen 20 minutes ago near the main entrance to the car fair Her name's Mary and she is years old She has short dark hair She is wearing shorts -blue shorts and a long -sleeved white blouse She is wearing a pair of

I Vocabulary

- announcement (n): thông báo - missing = lost (adj): thất lạc - an entrance (n): lối vào - a doll (n): búp bê - fair (n): hội chợ

a She’s wearing blue shorts

b She’s wearing a long-sleeved white blouse

c She’s wearing brown shoes

Students listen and correct the predictions A little girl, Mary is (1) … years old She is reported (2) … near the main entrance to the car fair She has (3) … hair She’s (4) … blue shorts and long sleeved (5) … blouse, she may be (6) … a doll

* Answer key:

Guess Listen Correct

a B

b A

(22)

shoes -brown shoes She may be carrying a large doll If you see Mary, please bring her to the information desk Her father's waiting for her there Thank you

Activity 2: Gap – fill:

How many blanks are there?

? ask ss to listen again and fill in the gap Step Post – listening: (10)'

Interview: Using mapped dialogue

1 – three – missing – shorts dark – wearing – white – carrying

Mapped dialogue:

Policeman Mary’s father What … name? Her name’s … How old …? She is …

What color … hair? She has … hair What … wearing? She is wearing … Is … carrying anything? She may be … doll All right We hope we can find her soon Thanks

? Students practice in pairs and then they can change some words to make other dialogue

IV Summary (2)'

Repeat what is Mary wearing V Homework: (1)

- Learn new words by heart

- Do exercises in the students’ work book E Evaluation:

Period 10

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LESSON 4: READ A Objectives:

By the end of the lesson students will be able to understand the text about “jeans”

1 Vocabulary: sailor, embroidered jeans, painted jeans, wear out, generation, style

2 Grammar: Past simple tense

B Teaching aids: Textbook, pictures C Methods: Bingo, slap the board, recall D Contents

9A 9B II: Warmer (5’):

Bingo

Teacher prepares a list with some kinds of clothes and sticks on the board or write on a poster

Students choose of these following words:

Teacher reads: a colorful T-shirt, a plaid skirt, a plain suit, a short-sleeved blouse, baggy pants, blue shorts, a sleeveless sweeter, faded jeans, a stripped shirt “a short-sleeved blouse, a colorful T-shirt, a plaid skirt, a plain suit, baggy pants, blue shorts, faded jeans, a sleeveless sweeter, a stripped shirt”

III New lesson

Teacher and students’ activities Content Step Pre- reading (10’).

Activity Pre- teach: T elicits N.Ws from Ss

Teacher introduces vocabulary by: situation

picture explanation situation translation translation

Checking: Slap on the board

I Vocabulary: - sailor (n) thuỷ thủ

- embroidered jeans (n): quần bò thêu - painted jeans (n): quần bò hoa văn

(24)

Activity 2: T/ F prediction

Students predict which statements are true and which are false

Teacher hangs a poster on the board and asks students to discuss in groups and then give out their answers

T/ F predictions

a The word “jeans” come from a kind of Asian material

b The sailors in Italy often wore jeans c jean cloth was made completely from cotton in the 16th century.

d In the 1970s, people didn’t love wearing jeans because they were so expensive

e Today young generation is still fond of jeans

Step While – reading: (15)'

Activity 1: Checking prediction

Students read and correct T/F

Activity 2: Comprehension questions

How many questions are there? call ss to read out?

Are there any new words?

*

Answer keys:

a – F b – T c – F d – F e – T

* Answer keys:

1 The word “Jeans” comes from a kind of the material that was made in Europe The 1960s’ fashion was embroidered jeans, painted and so on

3 Because jeans became cheaper

4 Jeans at last became high fashion clothing in the 1980s

(25)

Activity 3: Filling the sentences ( p17)

- Ss read the text again and fill in the blank the missing dates and words

- SS work invidual

Step Post – reading: (10) Recall

Students using the information they have learnt to write following teacher’s guidelines

T goes around and take notes IV Summary (2)

Summary up about jeans V Homework (1)

- Learn new words times by hear - Complete the example part at home

situation got worse in the 1990s 18th century… jean cloth…… 1960s, ….students………

3 1970s, ….cheaper……… 1980s, ….fashion

5 1990s, ….sale Ss recall

Example: In the 18 the century jeans cloth was made completely from cotton - In the 1960s,

- In the 1970s, - In the 1980s, - In the 1990s,

E

Evaluation:

Period 11

UNIT 2: CLOTHING LESSON 5: WRITE A Objectives:

By the end of the lesson students will be able to write an exposition presenting one side of an argument

1 Vocabulary: encourage, equal in, bear one’s name, freedom of choice, self confident

2 Grammar: Past simple tense

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C Methods: Slap on the board, Matching, Transformation writing D Contents:

Teacher prepares a poster with these information:

- Hangs on the board and asks students if they agree or disagree with them Students work in groups of five to discuss and then give their own ideas - Teacher collects students’ ideas and write on the board

Students compare their ideas with others students Wearing uniform at secondary school is necessary All of students like wearing uniform

3 Students are proud of their school uniform Students feel comfortable to wear uniform

5 Students don’t have to think of what to wear everyday Wearing uniform at school is practical

7 It’s beautiful to wear uniform

8 Wearing uniform helps students feel equal III.New lesson

Teacher and students’ activities Content Step Pre – writing: (10)'

Activity 1:Pre-teach

- Translation - situation - situation - translation - example

Checking meanings: Slap on the board Activity Matching

Teacher asks students to cover the way of presentation one side of an argument

Students read the outline A and the passage

I Vocabulary:

- encourage (v): động viên, khuyến khích - be equal in (v): công

- bear one’s name (v): mang tên

(27)

on P.18

Teacher cuts the poster into pieces then gave students to rearrange them

Organization Language

Introduction Sums up the argument

Firstly, ………… Secondly, ……… Finally, ………… Series of arguments

Lets the reader know the writer’s name point of view

Therefore, ………… In conclusion, ………

Conclusion

Presents arguments in a logical way (one in each paragraph), gives examples where

possible

My opinion is ……… I think …………

Answer keys:

Organization Language

Introduction Sums up the argument

Firstly, ………… Secondly, ……… Finally, ………… Series of arguments Lets the reader know thewriter’s name point of view Therefore, …………In conclusion, ………

Conclusion

Presents arguments in a logical way (one in each paragraph),gives examples where possible

My opinion is ……… I think …………

Step While – writing: (15’) Good students:

- Ask students on their own to write a paragraph of 100- 150 words to support the argument that secondary school students should wear casual clothes, using the outline on page 19

* Weak ss

Write following suggestions:

1 I / think/ necessary/ secondary shool

* Key:

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students/ wear/ casual clothes/ when/ they/ at shool

2 Firstly/ wearing casual clothes/ make/ students/ feel/ comfortable

3 Seconly/ wearing casual clothes/ give/ students/ frredom of choice (size, colors… )

4 Thirdly/ wearing casual clothes/ make/ students/ feel self –confident/ when/ they/ their/ favorite clothes

5 Finally/ wearing casual clothes/ make/ school/ more colorful and lively

There fore/ Students/ seconday school/ wear/ casual clothes

Step 3: Post – writing (10’) Correction

- When students have finished writing, let them compare their writing and correct mistakes

- Take some writings to correct in front of the class

IV Summary (2’)

- Write an exposition, presenting one side of an argument

V Homework (1’)

- Ask students to write the passage into their notebooks

students to wear casual clothes when they are at shool

Firstly, wearing casual clothes makes students feel comfortable

Seconly, wearing casual clothes gives students freedom of choice (size,

colors… )

Thirdly, wearing casual clothes makes students feel self –confident when they wear their favorite clothes

Finally, wearing casual clothes makes the school more colorful and lively

There fore, students at seconday school should wear casual clothes

E

Evaluation:

Date of preparing:

Period 12

UNIT 2: CLOTHING

LESSON 6: LANGUAGE FOCUS A Objectives:

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tense; and be able to use the passive form of the present perfect tense, simple present, simple past and simple future; practice modal auxiliaries

1 Vocabulary:

2 Grammar: Past simple tense, presenr perfect tense

3 Skills: writing

B Teaching aids: Textbook, posters

C Methods: Slap on the board, Matching, Transformation writing D Contents

Pelmanism:

- Prepare ten cards with numbers (from to 10) on one side and the verbs on the other - Stick the cards on the board so that the students can only see the numbers, make sure the verbs are mixed up

- Divide the class into two teams Each team choose two numbers

- Turn the cards over, if they match: e.g: run - ran; that the team gets one mark If not, turn the cards over again and ask the next team to continue

- Go until all the cards are turned over The team which has more marks will win the game visited

visit played

go done

see gone

eat eaten play seen

Teacher and students’ activities Content A The Present Perfect (13’):

Activity Review the present perfect with ALREADY & YET

- Set the sence: You and your friend are visiting Ho Chi Minh City Look at the notes, there are things you have done, and some things you haven’t done, what are they?

- Elicit from students

I have seen Giac Lam Pagoda

I have eaten Chinese and French food I haven’t seen Unification Palace, Zoo and Botanical Gardent

I haven’t tried Vietnam vegetarian

- Ask students to look at the dialogue

I The Present Perfect :

1 The present perfect with ALREADY & YET :

- ALREADY: is used in affirmative sentences

Position: middle of the sentence

- YET: is use in the negative sentences and questions

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(LF.2) on page 20

→ Elicit from students the use and the position of already and yet in the sentence - Ask students to practice the dialogue in pairs

* Practice: (LF 2)

- Teacher goes round the class to takes notes mistakes students have made of the delayed correction

Activity Review present perfect with EVER

- Set the sence: Tom and Mary are talking to each other about places they have been to

- Ask students to look at the dialogue →Elicit from the students:

+ We use the past simple to talk about definite time

e.g I went to France last year/ two months ago/ in 1992

+ We use the present perfect to talk about indefinite past time

e.g Have you ever ( at some time in your life) been to Italy?

- Run through the vocabulary in exercise on page 20

Read a comic Use a computer Go to the market Play volleyball Go to Singapore Go to the movies See an elephant Eat durian

- Students work in pairs to practice asking and answering about each of items in the box

B The Passive (12’) :

Activity Review the passive forms of present perfect, simple present, simple past, and simple future.

- Ask students to look at the example in the exercise on page

- Elicit from students the passive forms of the present perfect, simple present, past simple, simple future

- Ask students to the exercise

Activity The passive forms of modal verbs and the verb patterns HAVE TO/ BE GOING TO

* Language Focus Examples:

A: Have you seen the Reunification Palace yet?

B: No, I haven’t.

A: Have you tried French food? B: No, I haven’t.

2 Present perfect with EVER : Tom: Have you ever been to Ireland?

Mary: No, I haven’t

Tom: Have you ever been to France?

Mary: Yes, I have

Tom: When did you go there? Mary: Two years ago

- EVER: is used in questions Meaning: có

* Language Focus Example:

A: Have you ever read a comic? B: Yes, I have.

A: When did you last read one? B: This morning.

II The Passive :

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- Elicit from students the modal verbs, must, can, should, might and the patterns have to/ be going to

- form:

- Ask students to exercise on page 21

C Further Practice (10’): Have you ever A new road You can A party is going to The Spring Fair

- Ask students to complete the sentences, using the passive forms

IV Summary (2)

Repeat present perfect V Homework: (1)

- Do exercises in the students’ work book

BE + PAST PARTICIPLE * Language Focus

Answers:

a) Jeans cloth was made completely from cotton in the 18th century.

b) Rice is grown in tropical countries. c) Five million bottles of champagne will be produced in France next year.

d) A new style of jeans has just been introduced in the USA.

e) Two deparment stores have been built this year

2 Passive forms of modal verbs and the verb patterns HAVE TO/ BE GOING TO :

- modal verbs + be + PP

- have to/ be going to + be + PP * Language Focus

Answers:

a) The problem can be solved.

b) Experiment on animals should be stopped.

c) Life might be found on another planet. d) All the schools in the city have to be improved

e) A new bridge is going to be built in the area

E Evaluation:

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Period 13

45- minute- Test

A Objectives : Students will be able to judge how they study. B Teaching aids: paper test

C Methods: D Contents I: Organization

9A 9B

II THE CONTENT OF THE TEST I LISTENING: (2,5 pts)

Listen to the passage and tick T (true) or F (false) to the following statements: 1)……… He is a student at a university in Ha Noi

2)……… He sometimes wears school uniform on school day 3)……… On weekends, he always wears casual clothes

4)……… He likes wearing casual clothes because they are comfortable 5)……… His favorite colors: red and blue

II READING: (2,5 pts)

Read the passage and write answers to the questions that follow:

Canada is the world`s second largest country The area is 9,970,610 sq km The capital is Ottawa, and the largest city is Toronto The population of Canada is 31,592,805 About one-third of the people are of British origin One-fourth are of French origin The official languages are English and French The United States accounts for about four-fifths of Canada’s exports and supplies more than two-thirds of its imports

Is Canada the largest country in the world? Is Ottawa the capital city?

What is the population of Canada?

How many percents of the people are of British origin? Which languages are official in Canada?

III LANGUAGE FOCUS: (2,5 pts)

Underline the correct answer to complete each sentence I am not very tall, I wish I (am/ were/ was/ been) taller Tokyo is the capital of (Japan/ Indonesia/ Malaysia/ China) Have you ever (be/ been/ was/ were) to Singapore?

4 Rice (are grow/ is grow/ are grown/ is grown) in tropical countries This exercise must (been done/ be done/ was done/ were done) carefully I don’t have a computer I wish I (have/ had/ has/ haves) one

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IV WRITING (2.5)

Write a letter to your friend using the words given: Dear Lan,

- I/ arrive/ Ha Long/ 7/ last Sunday

……… - I/ visit/ Tuan Chau island/ morning

……… - I/ meet/ my uncle, Tuan/ afternoon

……… - I/ eat/ seafood/ Hoa Hong restaurant ……… - I/ feel/ happy/ come back/ home/ tomorrow Love

………

Đáp án biểu điểm I (0,5 /each)

1 F F T T T II (0,5 /each)

No Canada is the world’s second largest country Yes, it is

The population of Canada is 31,592,805

About one-third of the people are of British origin The official languages are English and French III (1,25 /each )

were Japan been is grown be done had went came 10 have

IV (0.5 /each )

1 I arrived Ha Long at o’clock last Sunday I visited Tuan Chau island in the morning I met my uncle, Tuan in the afternoon I ate seafood at Hoa Hong restaurant

5 I feel very happy and I will come back home tomorrow LISTENING:

Hi I am a student of a secondary school in Ha Noi I am in grade I always wear school uniform on school day: a white shirt and dark blue trousers But on weekends, I usually wear casual clothes, such as an open-neck shirt or a T-shirt, jeans and sport shoes

because they are very comfortable and convenient and I can play foodball, ride a bicycle or go somewhere with my friends easily My favourite colors are red and blue

E Evaluation:

……… ……… ………

UNIT 3: A TRIP TO THE COUNTRYSIDE

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Học sinh

- Đọc hiểu đoạn văn chuyến chơi vùng nông thôn

- Hỏi trả lời câu hỏi làng quê dưụa câu hỏi gợi ý sau hỏi làng

quê thân

- Nghe mô tả làng quê điền thơng tin vào vị trí phù hợp đồ - Viết chuyến dã ngoại nông thôn dựa vào từ gợi ý

II/ Teaching aids:

Text books, cassette recorder, posters, pictures, word cues III/ Procedure : There are lessons

Period 14:

UNIT 3: A TRIP TO THE CO UNTRYSIDE

LESSON1: GETTING STARTED-LISTEN AND READ A Objective:

By the end of the lesson students will be able to talk about life and activities in the countryside

1 Vocabulary: home village, bamboo forest, banyan tree, shrine, riverbank, entrance

2 Grammar: Past simple tense, presenr perfect tense

3 Skills: writing B Teaching aids: C Methods: D Contents:

9A 9B

II Warm up (5’): Matching

- T puts some pictures in on the left boards - Put some phrase words on the rightboard

- Ask ss to work in two teams to macht the activities with the right pictues

T gives feedback

watering the vegetables swimming

Feeding the chickens harvesting

(35)

plowing the field playing football III New lesson

Teacher and students’ activities Content Step Pre reading (10’)

Activity 1.Pre- teach vocabulary Teacher elicits by:

Translation Picture Picture Picture picture Situation

Check : “What and Where”

- T draw circle and write every new word in each circle

Ask ss to repeat the words chorally then rub out word by word but leave the circles - Go on until all the circles are empty - Ask ss to go to the board one by one to write word in correct circle

Activity Ordering pictures: * Set the scene:

Who is this? It’s Ba Who is this? It’s Liz

Last Sunday Ba invited Liz to visit his home village What did they there and how Liz feel?

We will know in “Listen and read”

Before reading I have some poictures about their trip But they are not in correct oder Now please guess the ordering of the pictures before reading

T put some pictures on the board and ask ss to gueee

Step2 While reading (15’) Activity 1: Checking predictions

- SS read the text and give out the answers - T gives feedback

I Vocabulary:

- home village (n): quê nhà - bamboo forest (n): rừng tre - banyan tree (n): đa

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Activity 2: T/ F staments - SS run through the staments

- SS work invidual to decide the staments True or False

- T gest ss’answers and give feed back

Activity 3: Comprehension questions

- Have students work in pairs to answer the questions (exercise 0n page 23 )

- Give feedback

Step 3: Post reading (10’):

Retelling

- Ask ss to use the cues and the pictures to retell the story

Last Sunday/ Liz/ Ba’s family/ get/ the village / bus

There/ a banyan/ entrance/ to the village

Answers:

1 F Ba and his family had a day trip to their home village

2 T

3 F There is a big old banyan tree at the entrance to the village

4 F People had a snack under the banyan tree

5 T

6 F People has a pinic on the riverbank T

8 F Liz had a lot of photos to show her parents

9.T

Answers:

1 It’s 60 kilometers to the north of Ha Noi

2 They got to the village by bus It is at the entrance to the village

4 They saw the shrine of a Vietnamese hero on the mountain

5 They had a picnic on the river bank Liz took a lot of photos to show her parents

7 Liz wishes she could visit Ba’s village again

1 Last Sunday, Liz and Ba’s family got the village by bus

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They/ have/ snack/ the tree

After lunch/ They/ walk/ the moutain/ see/ shine of a Vietanmese hero

After noon/ They/ go boating

6 They/ have a picnic/ the river bank

IV Summary (2)

Repeat the content of the trip V Homework: (1)

- Rewrite the story

3 They had a snack under the tree After lunch, they walked on the

mountain and saw a shine of a Vietanmese hero

5 In the after noon, they went boating

6 They had a picnic on the river bank

E Evaluation:

……… ……… ………

Period 15:

UNIT 3: A TRIP TO THE COUNTRYSIDE LESSON 2: SPEAK

A

Objectives:

By the end of the lesson, Ss’ll be able to practice asking and giving information about their own village

1 Vocabulary:

2 Grammar: Present simple tense

B Teaching aids: text book, poster

C Methods: Lucky numbers, Noughts and crosses, Survey, Write it up, Matching D Contents:

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Lucky numbers:

Questions and answers about home village 10

- Write 10 numbers on the board, from to 12 - Tell Ss each number is for a question

But of them are lucky numbers If Ss choose a lucky number, they don’t need to answer any questions but they get points and they can choose another number - T divides the class into teams The teams will take turn to choose the numbers

* Questions: * Short answers:

1 Where is your home village?

2 What can you see on the way to your village? What some activities in the countryside? How often is the village fair held?

5 How far is it from the city?

6 Are there any trees in your village? Is there a village gate?

8 Which of places would you like to show us?

In Quang Ninh

The rice paddy fields

Flying kites, playing soccer… Once a year

About 70 kilometers Yes, there are

Yes, there is An Sinh temple III New lesson:

Teacher and students’ activities Content Step Pre- speaking (10’):

Activity Noughts and crosses (10’) Divides class into two teams and asks them to play Noughts and Crosses - T gives questions:

+ Where is your home village?

+ What your people for a living? + How far is it from the city to your home village?

+ How can you get to the city?

+ How many people are there in your family?

+ Why you like living in your home village?

Activity Matching (5’):

Teacher jumbles the answers in A and B (p.24 – on the poster) – Ss work in two teams

Step While – speaking (15’): Activity Speaking (10’):

Have Students to work in pairs Ask and answer using questions – One is A one is B take turn

Noughts Crosses

Where What How far

How How

many

Why

When Which Who

A Questions B

1

Where is your home village? How far is it from the city? How can you get there?

(39)

Each Students notes some information about his/her own home village (like A or B)

Activity Survey (5’): Students work in groups of

Step Post – speaking (10’): Write it up (10’):

Teacher asks Students to write about their home village using their own information (or his/her friend’s home village)

IV Summary (2)

Asking and and giving information about the village

V Homework: (1)

-Use the cues to write about friends Example:

- My home village is in Hai Phong It’s 70 kilometers from here

- An’s home village is in Thai Binh…

What people for living in your home village?

Does your village have a river?

Questions Me S1 S2

Where? Hai

Phong

How far? 70km

How/get there? Bus

How long/it/take? hours What/people/do/for/living? Plant

rice

a river? Yes

E Evaluation:

……… ……… ……… Date of preparing:………

Period 16:

LESSON 3: LISTEN A

Objectives:

By the end of the lesson, Ss’ll be able tolisten for details

1 Vocabulary: route, gas station, high way, parking lot = car park

(40)

B Teaching aids: Poster, text book, tape, cassette.

C Methods: Lucky numbers, Noughts and crosses, Survey, Write it up, Matching D Contents

9A 9B II Warm up (6’)

Jumbled Words - Divide the class into teams

- Ask students from each to go to the board and write down the correct words - The team which is faster with more correct words wins the game

1 itrpaor ybnana saottin pnod

Key : airport banyan station pond III New lesson:

Teacher and students’ activities Content Step 1: Pre – listening (15’):

Activity 1: Pre teach T elicits each word by:

A way from one place to another Situation

Translation Picture

* Check vocab: Rub out and remember Activity Open predictions

Set the scene: You will listen to the trip to Ba’s village

Students get the letter A to I with the place – P.25

Step 2: While – listening (10’): Activity Checking predictions Ss listen times and correct the predictions

Activity 2.Comprehension questions: Teacher hangs a poster on the board

I Vocabulary

- route (n): tuyến đường, lộ trình - gas station (n): trạm xăng

- high way (n): đ ường cao t ốc - parking lot = car park(n): khu vực để Xe

1 Guess

Listen

* Answer keys:

A Banyan B Airport C: High way No1 D Dragon E: Gas station F: Store

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with questions on:

? T asks Ss to listen again and answer the questions (poster)

* Comprehension Questions: What time did the trip start?

2 Where did the bus stop to get more fuel?

3 What could people see?

4 Where did the bus drop everyone off? How far is it from the big old banyan Step 3: Post – listening (10’):

Recall:

Teacher asks Students to write about the trip to Ba’s home village by using the words given

1 6.30 / morning / the bus / collect / Ba / his family from their home village It / cross / Dragon Bridge / stop / gas station / get / more / fuel

3 Every body / see / cows / buffaloes The bus / pass / big store / pond / small / bamboo forest

5 Finally / it / drop / everyone / off / the parking lot

V Summary (2)

Repeat the content of the trip V Homework : (1)

- Rewrite the story

* Answers: At 6.30

2 the gas station

3 a lot of cows and buffaloes At the parking lot

5 ten meters

1 At 6.30 in the morning, the bus collected Ba and his family from their home village

2 It crossed the Dragon Bridge and stopped at the gas station to get more fuel

3 Everybody could see cows and buffaloes

4 The bus passed a big store, a pond and a small bamboo forest

5 Finally it dropped everyone off at the parking lot

* Tape transcript:

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parking lot ten meters from a big old banyan tree It parked there and waited for people to come back in the evening

E Evaluation:

……… ……… ……… Date of preparing:………

Period 17:

LESSON 4: READ A

Objectives:

By the end of the lesson students will be able to read a text about the life in the countryside for details and complete the summary

1 Vocabulary:

2 Grammar: Present simple tense

3 Skills: reading, speaking, writing B Teaching aids: Poster, text book

C Methods: Jumbled words, Comprehension questions, Matching, Role play. D Contents:

I : Organization (1’)

9A 9B

II Warm up: (5 minutes) Brainstorming: plant rice

? Ask ss to think about work of a farmer -T divides the class into teams: Red and blue - Ask ss to go to the board and write the words * Possible answers:

- collect eggs - feed chickens III New lesson:

Teacher and students’ activities Content Step 1: Pre Reading (10’)

Activity Pre-questions:

- Set the scene: You are going to read a

1 How many people are there in the Work of a

(43)

text about Van, an exchange students He is from HCM City He is now studying in the USA He is living with the Parker family on a farm outside Columbus, Ohio.

- Have students tell the class what they know about life in the country, on the farm - what people do? How they relax? - T gives feedback

Step 2: While Reading (14’) Activity Checking predictions

? Ss read and answer questions above

Activity Comprehension questions : - Ask students to read the text to answer the questions

- SS work invidually * Questions :

1 How long will Van stay there? What Mr and Mrs Paker do? How many chilren they have? What does Van after finishing his homework?

5 How the Paker family spend their weekend

Activity Matching:

- Ask students to work in pairs, read the text match the words in column A with the explanation in column B

- Give feedback

Activity Completing the summary - Ask students to read the summary, and then the text, complete the summary, using the information from the passage - Ask one students to read the completed summary in front of the class

- Give feedback

Step Post Reading (12’)

Role play:

Parker family?

2 What does Van when he lives there?

3 How does he feel?

* Answers:

1 There are four people

2 He feeds the chickens and collect their eggs

3 He feels happy

* Answer Key:

1 He will stay there till beginning of October.

2 Mr Paker is a farmer and Mrs Paker works part-time at a grocery store 3 Two boys.

4 He feeds the chicken and collects their eggs.

5 They eat hamburger or hot dog while they watch Peter play.

* Answers:

+ maize - corn

+ feed - give food to eat

+ grocery store - where people buy food and small things

+ part- time - shorter or less than standard time

+ collect - bring things together * Answer:

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? Ss work in pairs (One is Van, one is an interviewer)

* Guided questions for the interviewer:

Interviewer Van

Where are you from?

Where are you staying now? Who are you staying with? What they do?

How many children they have? What you to help them on the farm?

Do you enjoy the time there? Why?

I’m from HCM city I’m staying in USA

I’m staying with the Parker They are farmers

They have children

I feed the chickens and collect their eggs Yes, I Because I have been learning a lot about life on a farm

IV.Summary (2’)

- Reading a text about the life in the countryside

V Home work (1’)

- Have students write the summary into their notebook

E Evaluation:

……… ………

Period 18:

UNIT 3: A TRIP TO THE COUNTRYSIDE LESSON 5: WRITE

A

Objectives:

To help ss to write a passage about “a country picnic” with guided sentences

1 Vocabulary: blanket (n), lay out (v), gather (v), site (n)

2 Grammar: Present simple tense

B Teaching aids: poster, text book C Methods: Chatting, what and where D Contents:

9A 9B II Warm up (5’) Chatting:

(45)

Where did you go? How did you get there? Did you enjoy it?

III New lesson:

Teacher and students’ activities Content Step Pre- writing (10’)

Activity Pre-teach: vocabulary T elicits by:

- picture - mime - translation - translation

Activity 2: Check : What and where Step While- writing: (15’)

Describing :

- Ask students to look at the pictures, one by one, read the cues

- Have students describe the pictures to their partners

- Ask students to talk to the class about what they can see in each picture

- Go on doing the same steps for the rest of the pictures

- Ask students to write a passage entitled “A country picnic”

- Write the starting sentence on the board

- Ask students some questions to make sure they understand their task

+ Who went on a picnic? + When did you go? + What you now?

Ss work in group of five (5 pictures) Step Post- writing: (10’)

Sharing and comparing

Ss swap their writing among the groups

IV: Summary (2’)

T gives feedback on some groups

V: Homework (1’)

I Vocabulary: - blanket (n): chăn - lay out (v): trải, dọn - gather (v): thu lượm - site (n): địa điểm

* Suggested writing:

- It was a beautiful day, my friends and I decided to go on a picnic We took a bus to the countryside and then walked about 20 minutes to the picnic site next to the river

- We put down the blanket and laid out the food

- After meal, we played the games “What song is it?” and blind man’s bluff Late in the afternoon we went fishing We enjoyed our picnic - When we look at the time, it was nearly 6.30 p.m We hurriedly

gathered our things and ran to the bus stop

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- Learn new words by heart and rewrite the passage in your exercise notebook

E Evaluation:

Period 19:

UNIT 3: A TRIP TO THE COUNTRYSIDE

LESSON 6: LANGUAGE FOCUS

A

Objectives:

By the end of the lesson, ss’ll be able to use the past simple with “wish”, prepositions of time and adverb clauses of result with “so”

1 Vocabulary: pass the exam, win the contest, itinerary, depart

2 Grammar: Past simple

B Teaching aids: Poster, text book C Methods: Matching, what and where D Contents

9A 9B II Warm up (5’) Matching:

- T divides the class into teams

- Ask ss to write down sentences on two different pieces of paper; - T collects these pieces and put them into two different bags

- Ask ss to pick up the paper one at the whole class

- Those who have the funniest matching will be the winner Each sentence begins with:

I’m poor ( real situation) I wish I were rich III New lesson:

Teacher and students’ activities Content Activity 1: vocabulary (10’)

T elicits by:

Opposite of the verb “fail the exam”

I Vocabulary

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Translation Picture

Explanation: to leave a place, usually at the beginning of a journey

* Checking vocabulary: what and where

* Revision: What these people wish? - Pick one example from the Matching game

- Elicit from students

Activity 2 : Language Focus 1(8’)

-Ask students to look at the pictures page 28, study the real situations by answering the questions

b) Where is Hoa now? How does she fell? c) What is the boy doing? What does he have in his mind?

- Ask students to exercise on page 28, 29 in pairs

- Give feedback

Activity 3 : Language Focus (7’) - Ask students to match the prepositions with words on the list:

* Answers:

- On 10 October, weekend, Christmas day, Sunday, Saturday evening.

- In the twentieth century, 1924, winter, September, the evening.

- At seven o’clock.

- Ask students to look at the itnerary on page 30 and answer the questions

+ What does he on the first day? The second day?

The third day? And the last day?

+ What time does the meeting at Raffles Center begin? Finish?

+ What about the meeting at Lion City Restaurant?

+ What time does the meeting in Raya Palace begin? Finish?

+ What about the meeting at Little India Restaurant?

- win the contest (v): thắng - itinerary (n): lịch trình - depart (v): khởi hành "Wish":

Eg:

I am hungry I wish I were at home and had luch.

* Form:

WISH + S + V (simple past) WERE

* WISH: express wishes about the present/ future

II Language focus: Language Focus 1:

a) Ba wishes he could have a new bicycle. b) Hoa wishes she could visit her parents. c) I wish I could pass the exam.

d) We wish it did not rain. e) He wishes he could fly.

f) They wish they stayed in Hue.

3 Prepositions of time: in

on at

- the twentieth century - Christmas day - Saturday evening - September - the evening - seven o’clock - 1924 - winter - weekends - Sunday Language Focus 2:

Answers:

a) Mr Thanh leaves Ha Noi at pm. b) He arrives in Singapore on Monday evening.

c) On Tuesday morning, there is a meeting between 11 am and pm.

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- Ask students to use the prepositions in the box to exercise

- Give feedback

Activity 4: Language Focus (5)

- Ask students to complete the sentences with on, at, in, for (LF3 P30)

- Give feedback

Activity 5 : Language Focus (5’) Match the half-sentence

- Ask students to look at the sentence: - Ask the questions to elicit the answer

What did everyone when they felt tired? They felt tired so they sat down under the tree and had a snack.

- Have students match the half - sentences - Give feedback

- Ask students to write all the correct sentences

IV Summary (2’) - Past simple with wish - Prepositions of time - Adverb clauses of result V Home work (1’)

- Ask students to make three wishes about the present or future

- Have students copy the itinerary into their notebooks

e) He returns to the hotel at 10 pm.

f) He will be in Singapore from Monday till Thursday.

Language Focus 3: Answers:

a) on d) for b) at , in e) in c) in f) at Adverb clauses of result: Language Focus :

Eg : Everyone felt tired, so they sat down under the tree and had a snack

SO :

→ Use: to express the result of the statement before

→ Meaning: Answers:

1 e a d b c

E Evaluation:

……… ……… ………

UNIT 4: LEARNING A FOREIGN LANGUAGE I Aims.

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- Đưa lời khuyên thuyết phục làm - Nghe chọn thơng tin sai

- Viết thư u cầu thơng tin khố học dựa vào dàn gợi ý cho

II/ Teaching aids:

Text books, cassette recorder, posters, pictures, word cues III/ Procedure : There are lessons:

Lesson 1: Getting started - Listen and read Lesson 2: Speak

Date of preparing:… /…… /…… Period 20:

UNIT 4: LEARNING A FOREIGN LANGUAGE LESSON 1: GETTING STARTED-LISTEN AND READ A Objectives:

By the end of the lesson, students will be able to produce the questions for an oral examination

1 Vocabulary: aspect, examiner, coming, college, candidate, written examination, oral examination

2 Grammar: past simple, reported speech

3 Skills: reading, speaking

B Teaching aids: Textbooks, tape

C Methods: Lucky numbers, Pre- questions, True - False statements, Role play. D Contents

Class Date of teaching Absent students

9a 9b

………/………./ …… ………/………./ ……

……… ……….…… II Warm up (5’):

Lucky numbers - Write 10 numbers on the board, from to 10

- Tell students each number is for a question but of them are lucky numbers If students choose a lucky number, they not need to answer any questions but they get points and they can choose another number

- Divide the class into teams The temas take turn to choose the numbers

- Tell students that they have to make questions about personal information when teacher gives them a word as a cue

E.g: Teacher: from

Students: Where are you from?

1 Name

(What’s your name?)

6 old

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2 Lucky number! 3 live

(Where you live?) 4 live with

(Whom you live with?) 5 Lucky number!

7 Lucky number! 8 learn English

(When did you start learning English ) 9 Lucky number!

10 hobbies

(What are your hobbies?)

1 10 III New lesson:

Teacher and students’ activities Content Step1: Pre- Reading (10’):

Activity Pre teach: (translation)

2 (definition): a person who ask questions to find out how much a person know (translation )

4 (example )

5 (definition): one who takes part in an exam

6 (translation ) Sts:

- listen

- listen and repeat - copy

* Checking vocabulary: What and Where - Write the new words on the board, each word in each circle

- Ask students to repeat the words chorally - Rub out word by word but leave the circles

- Go on until all the circles are empty - Get students to go to the blackboard and write the words in their correct circles Activity Pre- questions

- Set the scene: Lan is talking to Paola, a foreign student, about the oral examination that se has just taken.

- Give students questions

- Have students work in pairs to answer them

- Give feedback

Step While Reading (15’): Activity Reading and checking

- Ask students to read the dialogue between

1 Vocabulary :

- aspect (n): lĩnh vực, mặt, khía cạnh - examiner (n): giám khảo

- coming (adj): đến

- college (n): trường Cao đẳng - candidate (n): thí sinh

- written examination (n) thi viết - oral examination (n): thi vấn đáp

2 Reading: * Questions :

1 Were the questions in oral exam difficult or easy?

2 How many questions did the examiner ask Lan?

oral exam examine

r

written exam coming

aspec t colleg

e candidat

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Lan and Paola on page 32- 33 and check if their answers are correct or not

Activity True - False statements:

- Get students to read the list of questions for the oral examination of Royal English College on page 33

- Get them to read the dialogue again and decide what questions that the examiner asked Lan

- Let the students the exercise individually then compare with their partners

- Ask students to compare the direct questions and the report speech Step Post Reading (10’) : Speaking/ role play:

Activity - Ask students to work in pairs to practice asking and answering One students plays the role of examiner and another plays the role of Lan

- Call on some pairs to demonstrate before the class

- Give feedback and correct

Actvity - Have students play the roles of Paola and Lan

- Call on some pairs to play the roles of Paola and Lan before the class

- Correct their pronunciation/ intonation - Ask students to work in pairs to practice the dialogue

Answers:

1 They are difficult (according to Lan ) About over questions Beside, she was asked to read a passage

* Answer keys:

Questions: 1,2,6,7,8,9,10,14

* Answer keys:

1 What is your name?

→ She asked me what my name was. 2 Where you come from?

→ She asked me where I came from. 3 Do you speak any other languages? → She asked me if I spoke any other languages.

4 Why are you learning English? → She asked me why I was learning English.

5 How did you learn English in your country?

→ She asked me how I learned English in my country.

6 How will you use English in the future? → She asked me how I would use English in the future.

What aspect of learning English you find most difficult?

→ She asked me what aspect of learning English I found most difficult.

8 Read this passage.

→ She asked me to read that passage.

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- Reading a dialogue about the questions in an exam

V.Home work (1’)

- Ask students to write the direct questions and their reported speech in their

notebooks

1 examiner Lan Paola Lan

E Evaluation:

Period 21:

UNIT 4: LEARNING A FOREIGN LANGUAGE LESSON 2: SPEAK

A Objectives:

- By the end of the lesson students will be able to persuade some body to some thing

1 Vocabulary: scholarship, broad, persuade, dormitory, reputation, native speaker

2 Grammar: simple present

3 Skills: speaking, writing B Teaching aids : Textbooks

C Methods: Lucky numbers, Pre- questions, True - False statements, Role play. D Contents:

9a 9b

……/………./ ……… ………/………./ ………

……… ……….…… II Warm up (5’):

Chatting

Teacher asks some questions:

Do you like learning a foreign language abroad? What language(s) you like learning?

Tell me name of some famous centers or universities that you can attend to learn to learn a foreign language you like?

Students can give their own opinions

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E.g: Teacher: from

Students: Where are you from?

III New lesson:

Teacher and students’ activities Content Step 1: Pre – speaking (10’):

Activity Pre- teach

- a payment of money to the best students. - live in/ go to another country

- translation

- Which place Ss live at school? - synonym: fame, honor

- a person who speaks his mother tongue.

Activity Set the scene:

Teacher shows a poster, asks Students to pick out the expressions that are used to persuade somebody to something

Step 2: While – speaking (15’):

Teacher asks Students to work in groups of three

(N1 – Thu, N2 – Tam, N3 – Kim)

Teacher models with Thu – other good Students with Tam, Kim

Example:

Transformation speaking:

Students practice speaking in groups of 3,

I Vocabulary:

- scholarship (n): học bổng

- abroad (adv): nước - persuade (v): thuyết phục

- dormitory (n): ký túc xá, nhà tập thể - reputation (n): danh tiếng

- native speaker (n): người xứ (nói tiếng địa )

II Speak: I think …

2 What you think …

3 I agree / disagree because … I’m sorry I can’t I’m busy Would you like

6 I don’t understand … Why don’t we …? We should …

9 If we go to … we can 10 Let’s …

Keys:

1, 2, 3, 6, 7, 8, 9, 10 Role play

* Thu: We should go to the Brighton Language Center in the UK because the school has excellent reputation

* Tam: But this course is too expensive Why don’t we go to Seattle School of English in the USA You can stay with Vietnamese friends

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use the information from the table in the book p34 instead of underlined information

Step 3: Post – speaking (10’): Students work in groups

Write a paragraph that you try to persuade your friends to agree with you – to to attend the school you would like to go to (G 1,2: Thu: G 3, Tam: G 5, Kim) Poster exhibition

Teacher asks some groups to hangs their group’s poster on the board and teacher corrects them

IV Summary (2’): V Home work (1’):

- Students one of the writing above

English in the USA because it the cheapest In addition you can stay with an Australian family so you can practice English

everyday

Evaluation:

Period 22

UNIT 4: LEARNING A FOREIGN LANGUAGE LESSON 3: LISTEN

A Objectives :

By the end of the lesson students will be able to listen for details to check True or False statements

1 Vocabulary: international bank, improve, understand, useful

B Teaching aids: Textbooks, Tape, radio

C Methods: Lucky numbers, Pre- questions, True - False statements, Role play. D Contents:

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9a 9b

………/………./ 2014 ………/………./ 2014

……… ……….…… II Warm up (5’):

Information transmitting:

- Divide the students into two teams - Choose volunteers each team - The volunteers stand in lines

- Show the first student (in each line) a sentence

- He/ she whispers the sentence to the next person in his/ her line - The second student whispers to the third and so on

- The last student shouts out the sentence, if it is the same as the sentence the teacher shows, that team wins the match

* Suggested sentences:

I want to improve my writing/ reading/ listening skill. English is an interesting language and it’s very useful.

III New lesson:

Teacher and students’ activities Content Step 1: Pre – listening (10’):

Activity Pre-teach Trans

Trans example Explain Trans Trans

* Check: R& R

Activity T/F predictions

* Set the scene: “Nga is talking to Kate about her studying English”.

- Ask students to read the statements on page 35

- Have students work in pairs to predict which statement is true and which is false

- Give feedback

Step 2: While – listening (15’):

Activity 1: Listen and write T/F:

I Vocabulary

- international bank (n) ngân hàng qtế - national bank (n) ngân hàng nhà nước - improve (v): nâng cao

- useful (adj): có lợi, có ích - excellent >< terrible (adj): tuyệt vời - understand (v) : hiểu

II Listening: * Key:

Guess Listen correction

a T

b T

c F She works for an

International bank in Hanoi

d T

e F Her listening is

terrible

f T

Statements Guess Listen Correction a

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Teacher use the tape and asks students to listen and write True or False (students listen or times)

Activity 2: Comprehension questions: Teacher lets students listen one time again and answer questions:

a) Why is Nga studying English? b) Did she learn English at school? c) Where does she work?

d) What is the her biggest problem? e) What would she like?

Step Post – listening (10’): Role – play:

Now one of you is Nga and the other is interviewer

Teacher gives the guided questions for interviewer

IV Summary (2’):

Listening to indentify the correct information

V Home work (1’): Rewrite the dialogues

* Answer key

a) She’s studying English for her work

b) Yes, she did

c) She works for an international bank

d) It’s listening

e) She’ dlike to talk with all ……… songs

Example:

Hello, Nga Pleased to meet you Where ………?

E Evaluation:

……… ……… ………

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Period 23:

UNIT 4: LEARNING A FOREIGN LANGUAGE LESSON 4: READ

A Objectives:

By the end of the lesson, students will be able to get information from the advertisements

1 Vocabulary: intermediate, beginner (n), available (adj), well-qualified (adj) Grammar: simple present

3 Skills: reading, writing

B Teaching aids: Textbooks, poster

C Methods: Network, T/F prediction, gap fill, ROR, Role play D Contents

I : Organization

9a 9b

………/………./ 2014 ………/………./ 2014

……… ……….…… II Warm up: Network

- T write the topic on the board and ask ss to think about it

T divides class into two teams and asks them to play as a game

go to English club III.New lesson

Teacher and students’ activities Content Step 1: Pre reading (10’):

Activity Pre teach

Teacher elicits the new words (situation)

(explain) (explain) (trans) (example) (picture)

Checking : Rub out and remember Activity T/F predictions:

- Set the scene: Mr Lam wants to attend a foreign language course Guess what he needs for his class - Give a poster of statements on the

I Vocabulary:

- beginner (n): người học từ đầu

- intermediate (n): trình độ trung bình - advanced (n) trình độ

- available (adj): dùng - well-qualified (adj): trình độ cao - advertisement (n) tờ quảng cáo II T/F predictions:

1-There are four advertisements for learning a foreign language

2-New English Institute is at 108 Trang Thi How to study

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board

- Ask students to keep their books closed and read the statements and guess which is true, which is false - Give feedback

Step 2: While reading 15’)

Activity1 : Checking prediction

Students read and correct

Have students read the text again and fill in the table (5a P.36)

Activity Filling the table

- Get students to the exercise 5a on page 36

- Let students work in pairs to note down information about the English classes from advertisements

Activity 3.Exercise 5b

- Get students to read the note again then look at the advertisements and choose a suitable language school for him then compare with their partners - Ask students to give reasons for their choice

Step 3: Post reading (10’): Have students to write an advertisement following the information below

- Have students copy this table in their notebooks

street

3-Students can study English, Vietnamese and Spanish at foreign Language Council

4-On the first advertisement, English class starts in late October and early November

Answer key:

a F => He needs to learn English

b T

c F => He wants to learn early evening.

d F => He wants the course tobegin late October or early November.

* Answer keys: School Class time Language Level Time to start A.of L morning afternoon everning

.advanced first week of

November F.L.C morning

everning

.intermediate /beginner

November

* Exercise 5b Answer keys:

- Foreign Language Council

- Studying English, in the evening, Intermediate classes, starting on November

Name Class time Languagelevel Time to start

Nam evening beginner early June

E.g:

a What time can you go to your English class? b Which level you choose?

c When you want to star learning?

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- Get students ask their friends about their English course and fill in the table

- Give feedback IV Summary (2’)

- Reading the advertisements to get information about the

English classes from the advertisements

V Home work (2’)

- Ask students to write s short paragraph about the results of the survey

E Evaluation:

……… ……… ……… Date of preparing:……/…… / 2014

Period 24:

UNIT 4: LEARNING A FOREIGN LANGUAGE LESSON 5: WRITE

A Objectives:

By the end of the lesson, students will be able to write a letter of inquiry to the institution requesting for more information about the courses and fees

1 Vocabulary: request, detail, look forward to, express, exactly, edition Grammar: simple present

3 Skills: writing

B Teaching aids: Textbooks

C Methods: Jumbled words, Matching, Correction, Slap the board D Contents:

9a 9b

………/………./ 2014 ………/………./ 2014

……… ……….…… II Warm up (5’):

Jumbled words - Divide the class into two teams

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versetimadnet swne restetni atmorfioinn eef sasecenry psulpy advertisement news interest information fee necessary supply III New lesson

Teacher and students’ activities Content Step Pre writing (10’)

Activity Pre teach (synonym: ask for)

2 (a small part of a whole particular fact) (synonym: expect)

4 (show or make known a meaning, idea or feeling

5 (translation ) (translation )

Activity 2: Checking: Slap the board Step While reading (15’)

Activity Reading comprehension - Have students read the letter written by John Robinson on page 37

- Ask them work in pairs to answer some questions about the letter

- Give feedback

* Questions:

a Where did Robinson see the school’s advertisement?

b What language does he want to learn? c What aspect of Vietnamese does he want to improve?

d What does Robinson want to know?

Activity Matching

- Give students four parts of a letter of inquiry

- Ask students to divide the letter (written by Robinson) into parts and match each paragraph with a suitable headline

I Vocabulary:

- request (n/v): đòi hỏi - detail (n): chi tiết

- look forward to (v): trông nom, trông chờ - express (v): bày tỏ, biểu lộ

- exactly (adv): cách xác - edition (n): ấn

* Answers:

a He saw the school’s advertisement in today’s edition of Vietnamese news b He wants to learn Vietnamese c He wants to learn to read and write Vietnamese

d He wants to know some details of the courses and fees

* Four parts of a letter of inquiry - Introduction

- Request

- Further information - Conclusion * Answer keys: Writing * Suggested letter: Dear Sir, a Introduction

I saw your school’s advertisement in today’s edition of the Vietnamese News

b Request I am interested in learning Vietnamese and I’d like some information about your school c Further

information

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- Let students work in pairs compare their answers

Activity Writing a letter:

- Have students read again the three

advertisements on page 36 and choose one of the schools they want to attend to improve their English

- Get students to write a letter of inquiry to the institution requesting for more

information about the courses and fees the exercise Matching above will help

students write their letter easy

- After finishing the letter, students have to compare with their partners and make some corrections

- Give feedback Call on some students to read their letters before class

- Make some corrections Step Post reading (10’) Correction

- Choose three letters which were written to schools

- Ask students to read aloud the letters - Give feedback and correct

- Write a letter of inquiry to the institution requesting for more information about the courses and fees

V Home work (1’)

- Ask students to write the letters in their notebooks

I saw your Institute’s advertisement on today’s TV programs I am very intrested in learning English and I would like some more information about your Institute I can speak a little English, but I read it very slowly and my writing is bad So I want to improve my reading and writing Could you please provide more

information about the length of the course and fees, for beginners? I can supply my record of english study if necessary I look for to hearing from you soon Your faithfully,

Lan

E Evaluation:

……… ……… ………

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Period 25:

UNIT 4: LEARNING A FOREIGN LANGUAGE LESSON 6: LANGAGE FOCUS

A Objectives:

By the end of the lesson, students will be able to further practice in direct and reported speech, modal verbs

1 Vocabulary:

3 Skills: writing

B Teaching aids: Textbooks, posters

C Methods: Jumbled words, Matching, Correction, Slap the board D Contents:

9a 9b

………/………./ 2014 ………/………./ 2014

……… ……….…… II Warm up

III New lesson

Teacher and students’ activities Content Activity 1: Matching (10’)

Revision of direct and reported speech (changes in tense and adverb and articles Ex P.38)

Teacher sticks this poster on the board and asks students to match

Direct speech

1 Present Simple Tense Present Progressive Tense Future Simple Tense Can / May

5 Must

6 This / These Now

8 Here Today

Indirect speech a had to

b would + verb c Past Simple Tense d Past Progressive Tense e Could / Might

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10 Tomorrow

Activity (10’) Ex P.38

Students work individually then pair compare

Activity (10’): Ex P.38

Teacher divides class into pairs, one student says direct speech and the other says indirect speech:

g Mrs Hai looks very beautiful today (aunt Lien)

h Mr nam is really a kind husband (Uncle Dung)

i I like the atmosphere here (Miss Huong)

Hangs a poster on the board

Noughts and Crosses Example Exchange:

Hung: This birthday cake is delicious Lan: Hung said that the birthday cake was delicious

Ss work in pairs (S1: direct speech – S2: Reported speech)

j There Answer key:

1 – c – d – b – e – a – g – i – j – h 10 – f Answer key:

c/ ………, you should a lot of exercise d/ … , he might miss the train

e/ … , you ought to stay in bed f/ You must your homework Answer key:

a/ Uncle Hung said that the birthday cake was delicious

b/ Miss Nga said she loved those roses c/ Cousin Mai said she was having a wonderful time there

d/ Mr Chi said he would go to Hue the following day

e/ Mrs Hoa said she might have a new job f/ Mr Quang said he had to leave then g/ Aunt Lien said Mr Hai looked very beautiful that day

h/ Uncle Dung said that Mr Nam was a really kind husband

i/ Miss Huong said she liked the atmosphere there

Nga Her friend

a b f

i h e

c d g

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Activity EX (10’) Set the scene:

E.g: Nga:

- The teacher asked me how old I was - The teacher asked me which grade I was - Divide the class into two teams and the exercise

IV Summary (2’) V Homework (1’)

- Review grammar and vocabulary - Prepare for 45’test

The teacher * Answer keys:

a She asked me how old I was

b She asked me if/ whether my school was near there

c She asked me what the name of my school was

d She asked me if/ whether I could use a computer

e She asked me why I wanted that job f She asked me when my school vacation started

E Evaluation:

……… ……… ……… Date of preparing: ………

Period 26

45-MINUTE TEST A Objectives:

Students will be able to:

- Listening: Listen to the passage and tick the best option to answer the questions - Reading: Read the passage and tick true or false to the statements

- Language Focus: Read the first sentence, and complete the second sentence with the same meaning Choose the best answer to complete each of the sentences

- Writing: Write a letter of inquiry, using the given suggestions B Teaching aids: text papers

C Methods: D Contents:

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Chủ đề Nhận biết Thông hiểu Vận dụng Tổng

KQ TL KQ TL KQ TL

I Listening câu

0,5 đ’

6 câu điểm

II Phonetic câu

0,25 đ’

4 câu điểm

II Language focus

8 câu 0,25 đ’

8 câu điểm

III Reading câu

0,5 đ’

4 câu điểm

IV Writing câu

0,5 đ’

4 câu điểm

Tổng 8 câu

2 điểm

10 câu 4 điểm

8 câu 4 điểm

26 câu 10 điểm THE CONTENT OF THE TEST

I LISTENING: (3 pts)

Listen to the passage and write T (true) or F (faule) in each sentence: ……… His village is about 15 kilometers from the city center ……… People grow flowers and vegetables

……… The smell of the roses make people feel cool

……… It’s very famous for its pretty roses and picturesque scenery

……… In the autumn, his village looks like a carpet with plenty of colors

……… Tourists can walk along the path and enjoy the fresh smell of the flowers II Phonetic (1pt):

Choose the word which is pronounced differently from the other:

1 A hope B offer C shop D stop

2 A about B south C count D young

3 A lively B style C poetry D symbol A teacher B scholarship C chair D chess III LANGUAGE FOCUS (2 pts)

Choose the best answer to complete these following sentences He wishes he ……… speak English well

A can B could C would D will

2 It was a beautiful day, my friends and I went ……… a picnic to my home

A to B on C at D into

3 She said that she ……… learning English with you

A liked B to like C liking D like

4 If you work hard, you ………… pass the exam

A can B can’t C must D mustn’t

5 My teacher asked me ………… I had done my homework last night

A if B did C D am

6 The police asked him where ……… from

A does he come B did he come C he comes D he came The competitions will take place ……… a.m and p.m

(66)

8 Tuan got up late this morning, ………… he missed the bus

A because B if C so D but

IV READING (2 pts)

Read the passage and answer the questions below:

Many people in the world learn English Some people learn English at school or in evening classes A few people learn English by themselves or just by hearing the

language on television or among their friends Most people must work hard to learn English Why these people want to learn English? Young children learn English at school because it is one of their subjects Many adults learn English because it is useful for their work Teenagers often learn English for their higher studies, because some of their books are in English at college or university Other people learn English because they want to read newspapers or magazines in English

1 Who learns English?

……… Where some people learn English?

……… Do most people must work hard to learn English?

……… Why young children learn English at school?

……… V WRITING (2 pts)

Rewrite each sentence, beginning with the words provided. What a pity! She isn’t here with us

-> I wish ………… ……… “What is your mother doing now?” The teacher asked



The teacher asked Tom……… “Can you play the piano?” he asked the girl



He asked the girl……… ……… ……… The weather isn’t fine We can’t go camping



If ……… … TEST FOR LISTENING

My village is about 50 kilometers from the city center It is very beautiful and peaceful place where people grow flowers and vegetables only It’s very famous for its pretty roses and picturesque scenery The air is quite fresh; however, the smell of the roses make people feel cool In spring, my village looks like a carpet with plenty of colors Tourists come to visit it so often And even at night, people can walk along the path and enjoy the fresh smell of the flowers

KEY: I 3pts (0,5/ each )

1 F T T T F T II 1pt (0,25/ each)

1 A D B B III 2pts (0,25/ each)

(67)

5 A D B C IV 2pts (0,5/ each)

1 Many people in the world learn English

2 Some people learn English at school or in evening classes Yes, they

4 Young children learn English at school because it is one of their subjects V 2pts (0,5/ each)

1 I wish she were here with us

2 The teacher asked Tom what his mother was doing then He asked the girl if she could play the piano

4 If the weather isn’t fine, we can’t go camping E Evaluation:

……… ……… ……… ………

TEST FOR LISTENING

My name’s Lan I’m a student of Ha Long secondary school I started learning English when I was in class Now, I’ve learnt English for twelve years I want to improve my writing skill I think it’s the most important skill I find listening skill is the most difficult skill English people talk very quickly and I can’t understand them To improve listening, I often listen to English tapes or Englsh programs on the radio English is interesting language and it’s very useful I wishes I spoke English well so I could talk to people from all over the world and I could understand the words of my favorite songs, too

E Evaluation:

……… ……… ……… ………

UNIT 5: THE MEDIA

I Aims.

- Đọc lấy thông tin ph ương tiện thông tin đại chúng tiện ích mạng Int ernet sống hôm

- Hỏi, trả lời chương trình TV yêu thích trình bày ý kiến thân vấn đề

- Nghe điển thơng tin lịch sử đời phương tiện thơng tin đại chúng - Viết tiện ích mạng Internet

II/ Teaching aids: Text books, cassette recorder, posters, pictures, word cues. III/ Plan of the unit

There are lessons:

(68)

Lesson 4: Read Lesson 5: Write

Date of preparing: ……… Period 27

UNIT 5: THE MEDIA

By the end of the lesson students will be able to talking about means of the media and a chance for them to review gerunds after some verbs

1 Vocabulary: crier, channel, interactive, remote control, viewer, shout

2 Grammar: regund verbs, simple tense

3 Skills: reading, speaking, writing

D Contents I: Organization (1’):

9a 9b

………/………./ 2014 ………/………./ 2014

……… ……….…… II: Warmer (5’):

Brainstorming

- T write the topic on the board and asks ss to think about it in one monute

- T gives an example Devide the class into two teams

- Students go to the board to write as fast as possible to get points for their group

television III New lesson

Teacher and students’ activities Content Step 1: Presentation (10’)

Activity Pre-teach: T elicits by

picture Situation Situation Translation

I Vocabulary:

- crier (n): người rao hàng, người rao tin - channel (n): kênh

- interactive (adj ): tương tác

(69)

explain mime

Checking vocab: Slap the board

Write the new words all over the board, one word in each circle

- Call on two teams of students to the front of the class

- Call out the Vietnamese and two students run forward to slap the English equivalent on the board the students slapping the correct first gets one mark

- Go on until all the words slapped

Activity Odering statements prediction: - Give the poster os statements on the board

- Get students to work in pairs to put the statements in correct order

a Television is a cheap and convenient entertainment b Vietnamese enjoy reading “Kiến thức ngày nay”, one of the most popular magazines c Long time ago, criers had to shout the latest news as they were walking in the street d Interactives is the development of TV

Step 2: While Reading (15’)

Activity Reading and checking

- Get students to read the text about the media and check their guesses

- Give feedback

Activity Completing the table

- Have students complete the table with the passage letters in which these facts or events are mentioned

- Ask students to work individually then share with their partners

Activity Comprehension questions

- Have students work in pairs to answer the questions in exercise 2b on page 42

- Call on some pairs od students to ask and answer the questions

- Give feedback

Step 3: Post Reading (10’) Listening:

- viewer (n): khán, thính giả - shout (v): la hét, hò

II Read 1 Ordering

* Answer keys:

1 - c - a - b - d

2 Completing the table * Answer keys:

- D - B - B - C - A - D

3 Questions *Answer keys:

1 A town crier was a person whose job was to go through city streets ringing a bell and shouting the latest news as he was walking

2 Kien Thuc Ngay Nay is one of the most popular magazines and is widely read by both teenagers and adults

3 People can get the latest information and enjoy interesting and inexpensive local and international programs in a convenient way

(70)

- Set the scene: Chau is doing an

assignment about the media, she wants to ask her father some information to the assignment

- Have students work in pairs to fill in the table on page 43 They have to guess before listening

- Give feedback

- Get students to listen to the tape twice and check their prediction

- Give feedback and correct IV Summary (2’)

- Reading and listening about the media V Home work (1’)

- Ask students to write about their favorite type of media and the reason why

E Evaluation:

Period 28:

UNIT 5: THE MEDIA LESSON 2: SPEAK A Objectives:

By the end of the lesson, students will be able to talk to their friends about the TV programs that they like or dislike

1 Vocabulary: violent, documentary, informative

2 Grammar: regund verbs, simple tense

D Contents: I: Organization (1’)

9a 9b

………/………./ 2014 ………/………./ 2014

……… ……….…… II: Warmer (5’):

Chatting:

(71)

- What is the internet widely used?

- How much time you spend using the internet? What for? III New lesson

Teacher and students’ activities Content Step 1: Pre Speaking (10’)

Activity Pre teach

1 definition: showing great physical force. 2 definition: something written or printed that gives information

3 translation

* Checking vocabulary: Rub out and Remember

Activity Revision of tag questions - Ask students to complete the dialogue between Lien and trung (ask them to keep their books closed)

* Answer keys: don’t you like/ love watching documentaries watch

don’t you informative too

do you I don’t

Step While- Speaking (15’)

Speaking: Ss work in pairs to practice the dialogue

Teacher divides class into two teams and asks them to play together (Take turn) - SS copy down the table and fill in the missing information and practice the dialogue in pairs

I Vocabulary:

- violent (adj): bạo lực

- documentary (n): tài liệu, phim tài liệu - informative (adj): giàu thông tin (hữu ích) 2 Speak :

Lien: You like watching sports, (1) ? Trung: Not really Some sports are so violent, and I don’t (2) watching them I prefer documentaries

Lien: I’m the opposite I love (3) sports and (4) seem quite boring to me

Trung: But you (5) the news, (6) ? Lien: Yes, every day It’s very (7) Trung: I enjoy it (8) You don’t like foreign films (9) ?

Lien: No, (10)

TV programs like dislike Reason Sports

Documentaries News

Cartoons Movies

Literature and ART

Music/ Songs

One is A One is B Example:

(72)

Step 3: Post – speaking (10’)

SS write about the programs they like and dislike

- Practice speaking about the programs on TV

Ask students to write the dialogues they made in their notebooks

……… What about you?

A: I like watching but I don’t like because ………

B: You don’t like , you? A: (Yes, No)

E Evaluation:

Period 29:

REVISION 1 A Objective:

By the end of the lesson, students will be able to use Past Simple, Present Perfect Tenses, Gerund, Past Simple with if, Reported speech, and Passive voice

B Teaching aids: Textbooks, posters. C Methods:

9A 9B II: Warmer

III.New lesson (40 minutes)

A GRAMMAR:

1 Passive voice (thể bị động)

(73)

S + V + O

S + be + PP + by O + (adv of time)

- Thể bị động với đơn, khứ đơn, hoàn thành tương lai đơn - The passive voice: Should, may, might, can, must, has/have to, be going to

* Công thức:

1) S + should, may, might, can, must + be + PP 2) S + has/have to + be + PP

3) S + is/ are/am going to + PP 2 Present perfect (Thì hoàn thành.) * Affirmative: S + have/has + PP

- I have worked for three years - He has worked for three years * Negative: S + haven't/hasn't + PP - I have not finished the job yet - He has not finished the job yet

* Interrogative: Have/Has + S + PP ? - Have I finished the job yet?

- Has he finished the job yet?

- Diễn tả hành động vừa xảy (just) Ex: I have just come

- Một hành động xảy khứ không rõ thời gian Ex: I have met him somewhere

- Một hành động xảy khứ tiếp tục tới tương lai Ex: We have learned English for three years

Diễn tả hành động xảy khoảng thời gian thời điểm nói Ex: I haven’t seen you for ages

+ FOR / SINCE

- For + (a period of time) - Since + (point of time, date)

3 Reported speech (Lời nói gián tiếp)

Q trình chuyển từ câu trực tiếp sang gián tiếp ta phải thực số thay đổi sau đây: (Tense changes, some other changes: time and place,…)

Direct speech Reported speech Present simple tense

Present progressive Future simple tense Can / may

Must

Past simple tense Past progressive Would + verb Could/ might Had to

* Trạng từ

Direct speech Reported speech this

these

(74)

here now today tomorrow

there then that day

the following day B PRACTICE:

1 Put the verbs in brackets into the correct tenses:

a) She enjoys on weekends (cook)

b) Lan Maryam to Hoan Kiem Lake last Sunday (take) c) I wish I a longer vacation (have)

d) you Chinese food? (ever eat)

2 Complete the second sentences:

a) "I will take him to school tomorrow" Long said Long said b) She asked me :"Who teaches you English ?" She asked me c) People grow rice in tropical countries Rice d) They have cooked the food

The food e) This exercise must be done carefully

The students must IV Summary (2’)

- Past Simple, Present Perfect Tenses, Gerund, Past Simple with if, Reported speech, and Passive voice

V Homework: (1’)

Exercises II on page 38, IV on page 52 (Bài tập ôn luyện Tiếng Anh 9) E Evaluation:

Period 30

REVISION 2 A Objectives:

By the end of the lesson, students will be able to write an informal letter and a letter of inquiry

B Teaching aids: Textbooks, posters. C Methods:

D Contents:

9a 9b

………/………./ 2014 ………/………./ 2014

(75)

II: Warmer

III.New lesson (40 minutes)

1 Writing a letter:

Imagine you are visiting your relatives or friends in another part of Viet Nam or in a different country Write a letter to your family Follow the outline

+ First paragraph:

- Say when you arrived and who met you at the bus/ train station/ airport + Second paragraph: talk about:

- What you’ve done - Places you’ve visited - People you’ve met - Food you’ve tried - Things you’ve bought + Third paragraph:

- Tell how you feel (happy/ disappointed…) say what interests you most (people/ places/ activities… ) mention when you return home

* Use these jumbled sets of the suggested words to write a letter

Dear Tom,

1 I / just arrive back/ Viet Nam

2 It / be / lovely/ see/ family again/ but/ miss you/ friends/ New York I/ have/ a wonderful time/ you/ your aparment

4 It/ be/ very kind/ you/ show me so much/ the city

5 I/ love/ go up/ Empire State Building/ Central Park/ Statue of Liberty My brother, Miguel,/ go / New York / month

7 He/ come/ see you?

8 I /hope/ one day/ you/visit me/ Viet Nam I/ love/ show you/ Tan Son Nhat Airport

10 I /look forward/ receive/ letter/ and /see/again

Love, Minh

2 A letter of inquiry is a request for information or action In formal letters, you must include the addresses of the writer and the recipient

- You want to attend to improve your English Write a letter of inquiry to the institution requesting for more information about the courses and fees

Outline:

Introduction:Say how you come to know about the Institution advertisement on newspaper / watch on TV); express you interest (want to know more information) Request: State how good your English is; exactly what kind of information you want Further information: Say you are ready to supply more information about your English/ study (record of study) if necessary

Conclusion: End with a polite closing * Write a letter of inquiry, using given information:

Dear Sir,

(76)

3 You/ send/ me /information / courses/ an application form? I/ do/ tests/ for attending/ course/ if necessary

5 I/ look forward/ hear / you/ as soon as possible

Yours faithfully Kim Hong.

IV Summary (2’) - An informal letter - A letter of inquiry V Homework: (1’)

Exercises V on page 42 (Bài tập ôn luyện Tiếng Anh 9) E Evaluation:

Period 31

THI HỌC KÌ I Date of preparing:………

Period 32

CHỮA BÀI KIỂM TRA HỌC KÌ I

I.Listening 2,5p (0,5p / one correct answer)

1 He is 38 years old

2 He is an engineer

3 He was born in Quang Ninh

4 He has gone to Japan Singapore, Malaysia, ThaiLands and The USA

5 He married years ago

II Language focus 2,5 p ( 0,25p / one correct answer )

1 poet used to haven’t seen wears on spoke is grown 1980s must be done 10 uniform

III Reading 2,5 p (0,5 / one correct answer)

F T F F T

(77)

Dear Mom and Dad,

I arrived in Hanoi at o’clock yesterday Uncle Minh met me at the bus station and took me home by car I have alreadyvisited Uncle Ho’s Mausoleum and some places of interest here I have bought some souvenirs for you Tomorrow I will visit Ho Tay Water Park with uncle Minh’s family I feel happy, because people here are friendly and the sights are beautiful I will return home next Sunday

I hope you are well

With love Lan

Date of preparing: ……… Period 33

UNIT 5: THE MEDIA LESSON 3: LISTEN A Objectives:

- By the end of the lesson students will be able to listen for details and complete the table

1 Vocabulary: telegraph, force, viable, commercial, major

2 Grammar: Past simple

B Teaching aids: Pictures, Posters, cassette, CD C Methods: Matching, ROR

9A 9B II: Warmer (5’) Guessing game:

(78)

What media you have to read? What media you have to watch?

What media was used before the telephone had invented? This media is very convenient, what is it?

III New lesson

Teacher and students’ activities Content Step 1: Pre- Listening(10’):

Activity 1.Pre teach T elicits each word by: Explanation

Translation Translation Example Trans Trans

Check : Slap on the board Activity Open prediction: - Set the scene: Chau is doing an

assignment about the media, she wants to ask her father some information to the assignment.

- Have students work in pairs to fill in the table on page 43 They have to guess before listening

- Give feedback

SS guess which statements are in the table Step 2: While- Speaking (15’):

Activity 1: Checking predictions ? Ss listen and correct the prediction Lets students to listen the first time, gets their ideas and the second and third time until they can hear all

Activity 2: Multiple choice

I

Vocabulary:

- telegraph (n): điện báo - force (n): ép buộc

- viable (adj): tính khả thi

- commercial (adv):(thuộc) thương mại - major (adj):

- surf (v): lướt sóng, lướt mạng II Listen:

number guess listen

1

* Answer keys: a the late 19th century b radio and newsreels c in the 1950s

d the internet

(79)

Step 2: While- Speaking (15’) Role play:

Ss work in pairs (One is Chau, one is an interviewer)

SS use the table to practice answers Guided questions for the interviewer: Intervier: When did T.V become popular, Chau?

- Chau: In the 1940s

2 I: When was the telegraph invented? - Chau: …………

3 I: What two forms of news media appeared in the early 20th century? - Chau: ………

4 I: When did television become popular? - Chau: ………

5 I: When did the internet become a major

a newspapers b magazines c information

2 The first printed newspaper appeared in the 7th or 8th century AD, in …

a China b Egypt c India The telegraph was ……… in the late 19th century.

a appeared b invented c discovered

4 When did the internet become a (an) ……… force in journalism?

a importain b major c necessary

* Answer key

1) c 2) a 3) b 4) b

A B C

`1 The 17th

century

The early 18th century

The letter 19th century

2

TV and newspapers

The internet and the telegraph

The magazines

and the newspapers

3 In the

1950s In the 1960s

In the 1915s

4 The

(80)

force in journalist? - Chau: ……

IV Summary (2’) V Homework: (1’)

Ask students to write about their favorite type of media and the reason why

* Tape transcript:

Chau: Dad, I’m doing my assignment Can you help me with the Information?

Chau’s father: What is the assignment about?

Chau: It’s about the important date of media Where and when did the first printed newspaper appear, Dad?

Chau’s father: It first appeared in the 7th or 8th century AD, in China. Chau: And when was the telegraph invented

Chau’s father: Perhaps it was in the late 19th century Do you know what two new forms of news media appeared in the early 20th century?

Chau: Radio and newsreels?

Chau’s father: Excellent! And when did television become commercially viable, can you guess?

Chau’s: In the 1940s?

Chau’s father: No It was in the 1950s

Chau: When did the internet become a major force in journalism? Chau’s father: In the mid- and late 1990s

Chau: Thank you, Dad Now I can answer all the questions for my assignment

E Evaluation:

……… ……… ……… Date of preparing: ………

Period 34

(81)

LESSON 4: READ A Objectives:

- By the end of the lesson students will be able to understand a text about the internet * Language contents:

1 Vocabulary: forum, surf , deny, get access to, limitation, spam , alert, wander

2 Grammar: Simple present tense

3 Skills : reading, speaking, writing

B Teaching aids: Pictures, Posters, cassette, CD C Methods: Matching, ROR

D Contents I: Organization (1’)

9A 9B II: Warmer (5’) Chatting:

- Show a picture of a computer and ask students about it

What’s this?

Can you use the computer?

What subjects help you to use computers? Have you ever used Internet?

Do you find the Internet useful? What you use the Internet for?

III New lesson

Teacher and students’ activities Content Step Pre Reading (10’):

Activity Vocabulary: (translation)

(synonym: refuse) (translation) (translation)

(quick in movement of the body or mind) (move or go around without any purpose or destination )

* Checking vocabulary: Matching

- Write the new words in the list on the left hand side of the blackboard

- Write the translations on the right hand side of the blackboard

- Have students come to the blackboard to match items on the left with those on the right by drawing a line connecting them Activity True - False statements prediction

- Set the scene: There is a forum on the

1 Vocabulary:

- forum (n): diễn đàn

- deny (v): từ chối, phủ nhận - get access to (v): tiếp cận

- limitation (n): giới hạn, hạn chế - alert (adj): tỉnh táo, cảnh giác - wander (v): lang thang

2 True or False

(82)

Internet You will read some opinions about the advantages and disadvantages of the Internet.

- Ask students to read the statements (on poster ) and work in pairs to predict they are true or false

- Give feedback

Step While Reading (15’): Activity Reading and checking prediction

- Have students read the text on page 43, 44 and check their predictions Then ask them to correct the false statements - Give feedback and coorect

Activity Guessing meaning of the words:

- Ask students to work in pairs to guess the meaning of the words

- Get students to match the English words in column A with their meanings in

column B

Activity Comprehension questions: - Have students read the text again and answer the questions on page 44

- Get students to work in pairs, practing asking and answering

- Call on some students to call out their answers

- Give feedback and correct

- Have students work in pairs, practice asking and answering

b The Internet is available not only in cities but also in the countryside

c People use the Internet for two purposes: education and entertainment

d Bad program is one of the limitations of the Internet

e You should be alert when using the Internet

* Answer keys:

a T

b F - The Internet is available only in cities.

c F - People use the Internet for many purposes: education, information,

communication, commerce, entertainment. d T

e T

3 Meaning of the words

A B

a increase b convenient c explore d risk e electronic junk mail

f time-consuming g spam

1 thư rác điện tử khám phá rủi ro, mạo hiểm

4 tăng lên thư rác tiện lợi nhiều thời gian * Answer keys:

a - b - c -

d – e - f – g 4 Questions:

* Answer keys:

1 Sandra uses the Internet to get information and to communicate with friends and raletives

2 Because she lives in the countryside where the Internet is unavailable

3 People use the Internet for education, communication, entertainment and commerce

4 Benefits:

- fast and convenient way to get information

(83)

Step 3: Post Reading (10’): Discussion:

Discussion: (Group work)

“Do you agree or disagree with the responses?

What is your response to this forum? IV Summary (2’)

- Reading a text about the Internet V Homework (1’)

- Get students to write their responses in their notebooks

- education - entertainment - commerce

5 Yes There are some disadvantages - time-consuming

- costly

- dangerous because of viruses and bad programs

- spam/ electronic junk mail - personal information leaking

E Evaluation:

Period 35:

UNIT 5: THE MEDIA LESSON 5: WRITE A Objectives:

By the end of the lesson, students will be able to write a passage about the benefits of the Internet

1 Vocabulary:

3 Skills: reading, speaking, writing B Teaching aids: posters, notebooks C Methods: Matching, ROR

D Contents

I Organization (1’):

(84)

II: Warmer (5’) Brainstorming:

- Have students to think about their favorite activities and how much time they spend on each activity

watching TV * Possible answers: - reading newspaper - using the Internet - listening to the radio - listening to music

- reading magazines

- playing sports games (soccer, badminton, tennis) - chatting with friends

- III New lesson:

Teacher and students’ activities Content Step 1: Pre – writing (10’)

Activity Speaking

- Give students the example

- Ask them to ask and answer in pairs - The information in Brainstorming will help students to practice

- Give example

Activity Reading and discussing:

- Have students read the text on page 43 - 44 again

- Get students to answer the question “Make a list of benefits of the Internet” again

- Have students discuss the benefits of the Internet

- fast, convenient/ get information - cheap, communicate with people - learn foreign language

- Ask students to use the cues (6 - write) on page 44

Step 2: While - writing (15’) ( Poster) ( Groups)

Teacher hangs a poster on the board, divides class into or groups Students look at it to write

- Students may use internet to talk about Eg:

A: Which is your favorite activity in your free time?

B: Watching TV.

A: How many hours a week/ a day you spend watching TV? B: About or hours, I guess. * Clues:

1 Internet/ very useful/ our life It/ fast/ convenient/ way/ get information/ which/ very update

3 It/ cheap way/ communicate/ friends/ relatives/ means/ e-mails, chatting or webcam…

4 It/ provide/ variety/ entertainment/ such as/ music/ movies, games, novels…

5 Students/ may/ use/ internet/ talk their courses/ connect their teacher/ through “on-line”

* Possible answers: The benefits of internet:

1 Internet is very useful in our life

2 It is a very fast and convenient way to get information which is very update

3 It is a cheap way to communicate with favorite

(85)

their courses and connect their teacher through “on-line”

Step 3: Post- writing (10’)

Exhibition/ Swap among the group/ Correction:

Teacher corrects in front of class IV Summary (2’)

What did you write?

Can you tell me about the benefits of internet

Rewrite new words times

- Do exercises in the students’ workbook - Write a paragraph about the advantages of the internet

your friends/ relatives by means of e- mail, chatting or webcam

4 It provides variety of entertainment such as music, movies, games and novels Students may use Internet to talk to their courses and connect their teachers through on line

E Evaluation:

……… ……… ……… Date of preparing : ………

Period 36

UNIT 5: THE MEDIA

LESSON 6: LANGUAGE FOCUS A Objectives:

By the end of the lesson students will be able to practice with tag- questions and Gerunds after, some verbs

1 Vocabulary:

(86)

C Methods: Guessing game, matching D Contents:

9A 9B II: Warmer III New lesson:

Teacher and students’ activities Content

III New lesson:

Activity 1: Guessing game (12’) (Ex3-p46)

Now you take out a piece of paper, write this sentence on it:

Teacher models and asks one student be a volunteer Others ask

Activity 2: Matching (13’)

Teacher hangs a poster on the board, divides class into two teams and asks them to match the sentence to get marks for their group

Guessing game

1 You’re late again,

2 He hasn’t done his homework, They will go to the office now, You all want a test today, She won’t come to the meeting a will she?

b aren’t you? c don’t you? d has he? e won’t they? * Answer key:

1.b 2.d 3.e 4.c 5.a

(87)

Activity 3: Role play (5’)

Activity 4: (10’)Talk about your family’s likes/ dislikes:

? Students write their own sentences by using the information in the box

- Rewrite new words times - Do Exercise (p45)

father mother brother sister I

like love enjoy dislike hate

watch listen

play write read

games music letters

advertisement sports

Example:

My father likes listening to music My sister loves …

E Evaluation:

……… ……… ………

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