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Match the given words or phrases with the pictures Give the the result and check Read the sentences in the exercise 3.. Complete the sentences with the words and phrases in the box.[r]

(1)

The first semester The 1st week

PERIOD 1

Review and check Preparing date: 22/8/2019

Teaching date: 26/8/2019 I Objectives: By the end of the lesson, Students will be able to: - Review all main what they have studied in the 7th form

- Practice doing some exercises

II Teaching aid: Textbook, chalk, paper test III Procedures

Steps+ time Learning activities Language focus Modes

1,Warm up (3 )’ 2, Language review ( 40 )’ a, The tenses

b, The passive voice

c, Other structures

3, Homework (2 )’

Greetings and introducing Tell the uses of some tenses Give some examples

Do the exercise (Give the correct form of the verbs)

Give the result in front of the class

Tell the uses of the passive voice Give some examples

Tell the ways of changing the sentences into passive voice Do the exercise(change the sentences into passive voice) Give the result in front of the class

Tell the uses of some other structures

Give some examples

Do the exercise ( Choose the best answer)

Prepare for the next lesson: Unit 1-Getting started +Listen and Read

The tenses : -Present Simple -Present Progressive -Future Simple -Past Simple - Past Progressive - Present Perfect The passive voice: -The form: be + V(p.p) - The ways of changing the sentences into passive voice (5steps)

The reported speech - The conjuctions - The comparisons of adjectives

Whole class

Whole class Unit 1: LEISURE Activities

I, Aims 1, Knowledge

By the end of the unit, Students will be able to:

- Pronounce words containing the clusters: /br/ and /pr/ correctly in isolation and in context - Use the lexical items related to the topic" leisure activities"

(2)

- Read for general and specific information about the effects of spending too much time on the computer

- Listen for specific information about ways of spedning time with friends - Talk about ‘good’ and ‘bad’ sides of leisure activities

- Write to discuss an opinion about leisure activities 2, Language focus

- Verb of liking+ gerunds - Verb of liking+ to -infinnitive

- Clusters: /br/ and /pr/ 3, Skills

- Read for general and specific information about the effects of spending too much time on the computer

- Listen for specific information about ways of spedning time with friends - Talk about ‘good’ and ‘bad’ sides of leisure activities

- Write to discuss an opinion about leisure activities 4, Competencies

- Ability to use information technology and communications - Self- learning capacity

- Communicative competence - Ability to use the language - Capacity to cooperate - Problem-solving capacity

II, Teaching methods: Communicative approach, audio-lingual method, ESA, lexical approach

III, Teaching aids: stereo, CD, picture, English book and others IV, Anticipated problems:

the differences between verb of liking+ gerunds and verb of liking+ to -infinnitive PERIOD 2

Unit 1: LEISURE Activities Lesson 1: Getting started

Preparing date: 22/8/2019 Teaching date: 27/8/2019 I Objectives: By the end of the lesson, Ss will be able to: - use the lexical items related to the topic" leisure activities"

- Listen and read for specific information about different leisure activities - Practice listening and speaking with the lexical items related to the topic II Teaching aid: Textbook, stereo, CD

III Procedures

Steps + Time Learning activities Language focus Modes

1, Warm up(7 )’ Look at the pictures of popular leisure activities including those they often in their spare time ask them to guess which

activities they enjoy doing One student writes a short list of activities on the board and the other guesses

a Circle the correct answer

(3)

2,

Presentation (10 )’

3,

Practice (15 )’

4, Production (10 )’

5,Homework (3 )’

Look at the picture on page and answer some questions

1 Where are the people in the picture?

2 What are they holding in their hands?

3 What are they talking about? Read the exercise 1b and guess the answer

Listen to the tape

Learn how to use some vocabulary

Do the exercises 1a,b

Know the use of some phrases: 'Check out this book'

'it's right up your street!' Give some examples

Listen to the tape and find the words or phrases in the exercise to describe the photos

Give the result and check Read the sentences in the exercise

Choose the words to copmlete the sentences

Give the result and check

GAME: CHANGING PARTNERS

- Sit or stand in two lines facing each other Each pair will talk about

- one activity for one minute When the time is up and T calls ọut 'Change!', they will move one step to the left/right to meet a new partner and talk about another activity

- Do the exercises in the workbook

- Prepare Unit1: A closer look

1 bookstore book dog craft kit folk music

Vietnamese b Tick the boxes the leisure activities Mai, Phuc & Nick have

Phuc Mai Nick X

2 X

3 X x

4 X

5 X x

6 x x

7 x

Exe 2.Matching: playing computer games

2 playing beach games doing DIY texting visiting museum making crafts

Exe Complete the sentences …

1 satisfied relaxing/ exciting fun boring good

Example:

P1: Last weekend we learnt to make car models I love to this It's so much fun And I have finished it for a day I mean it doesn’t take long time to fulfill How about you, Nam?

P2: I played chess with my brother I tried my best, but never won him

Whole class

Indivi -dual work Pair work

(4)

PERIOD 3

Unit 1: LEISURE Activities Lesson 2: A closer look 1

Preparing date: 22/8/2019 Teaching date: 30/8/2019 I Objectives: By the end of the lesson, Ss will be able to: - Use the lexical items related to the topic" leisure activities" - Use verbs of liking that are followed by gerunds/ to –infinitives

- Pronounce words containing the clusters /br/ and /pr/ correctly in isolation and in context II Teaching aid: Textbook, chalks and others

III Procedures

Steps + time Learning activities Language Focus Modes

1, Warm up (7 )’

2,

3, Practice (15 )’

Play a game ‘Network’ with the activities that they often in their leisure time Study the pie chart then answer some questions:

What is the pie chart about? Where can you find the information? What the different colors sections of the chart refer to? How are these sections calculated? What does the note tell you? What are the source tell you? …

Know the use of some vocabulary

Read the questions in exercise

Look at the pie chart and answer the questions Give the result and check Complete the table in the exercise with the

information from the pie chart

Give the result and check Read the words and the catergory labels in the exercise

Match the words and the catergory labels

Complete the words in the exercise with /br/ and /pr/

Give the result

Listen to the tape and check

The key of exercise

1 In 2012, people in the USA spent 5.1 hours a day on sport & leisure activities

2 The main activities they did include watching TV, socializing & communicating, reading participating in sports, exercise & recreation, using computer for leisure and thinking

3 The most common activities were watching TV, socializing & communicating and using

computer for leisure The key of exercise

Name of activity Verb Relaxing relax

Using Use

Thinking think socializing Socialize communicating C

communicate

Watching watch

… …

The key of exercise

1

e f a

5

d h c g

The key of exercise

1 apricot bridge bracelet bread princess president

Group work

Whole class

Pair work

(5)

4, Production (10 )’

5, Homework (3 )’

the answer

Listen to the sentences in the exercise

Repeat the sentences in the exercise

Discuss in groups to draw a pie chart about the leisure activities using the

questions in the exercise Some students show the pie chart in front of the class and explain the chart Do the exercises in the workbook

PrepareUnit1A closer look

7 present broccoli class

Group work

Ký duyệt ngày: ……….……… …

………

The 2nd week

PERIOD 4

Unit 1: LEISURE Activities Lesson 3: A closer look 2

Preparing date: 29/8/2019 Teaching date: 2/9/2019 I Objectives: By the end of the lesson, Ss will be able to: - Use the lexical items related to the topic" leisure activities"

- Use verbs of liking that are followed by gerunds/ to –infinitives - Practice doing exercises with verbs of liking

II Teaching aid: Textbook, stereo, CD III Procedures

Steps + time Learning Activities Language focus Modes

1,Warm up (7 )’

2,

3 Practice (15 )’

Play a game “Chain game” with the activities they like doing in their leisure time

Know the use of some verbs of liking followed by a gerund and full infinitve

Read the conversation in

Getting started and find out the verbs followed by a gerund Give the result and check Look at the table in exercise and tick the box

Listen to the box and check Read the sentences in the exercise

Write the correct form of the verbs

Give the result and check Write sentences about what they like and don’t like doing

Some verbs of liking can be followed by a gerund and full infinitve: -adore

love, like , enjoy, fancy, dislike, hate, detest

The key of exercise

a Followed by gerund only: enjoy,detest, fancy

b Followed by both gerund and to-infinitive: love, prefer The key of exercise

1 making

2 to watch or watchimg

Group work

(6)

4,

Production (10 )’

5,Homework (3 )’

in their free time beginning with the given phrases in exercise

Exchange the sentences with their partner

Give the result and check Read the email in the exercise

Find out the mistakes in the email

Give the result and check Answer the questions in the exercise 5b

Give the result and check Write a similar email to tell their friend about their free ttime, using some verbs of liking followed by a gerund and the full infinitve

Exchange the sentences with their partner

Give the result and check Do the exercises in the workbook

Prepare for the next lesson Unit1: Communication

3 skateboarding learning sitting

The key of exercise 5a

1 like -> like to / doing 2.enjoy -> enjoy doing 3.don’t like have ->don’t like to have / don’t like having 4.don’t mind to -> don’t mind doing

5.hate spend -> hate spending 6.love eat out -> love to eat out/ love eating out

The key of exercise 5b

1.Duc mentions activities in his e-mail

2.The two activities he enjoys the most are playing football with his friends and eating out with his family

Pair work

Whole class

Pair work

PERIOD 5

Unit 1: LEISURE Activities Lesson 4: Communication

Preparing date: 29/ 8/ 2019 Teaching date: 3/ 9/ 2019 I Objectives: By the end of the lesson, Ss will be able to: - Talking about good and bad sides of leisure activities

- Practice reading a forum for friends around the world to share how they spend their free time

Steps+ time Learning activities Language Focus Modes

1, Warm up (7 )’

2,

Presentation (10 ) ’

Chatting

Answer the questions

+What you kike doing in your free time?

+Do you like reading ? +What you like reading best ?

+Have you read articles on

the magazine ? Extra Vocabulary- window shopping = hang out

(7)

3,

Practice(15 )’

4,

Production (10 ) ’

5,

Homework (3 )’

Know the use of some extra vocabulary

Look at picture of the website and name the people in the picture

Read the table in exercise and guess the result

Skim the article on the website

Close the books and play a memory game to tell how much information they can remember from the text Read the ‘netlingo’ dictionary in exercise Add some other

abbreviations used for online chatting that they know

Give a result and check Read the article again

Fill in the table in exercise Give the result and check Work in pairs to put the leisure activities in the text in order from the most interesting to the most boring

Give opinions and negotate with other pairs in order to agree on a mutual list Do the exercise in the workbook

Prepare the next lesson Unit 1: Skill

- to be hooked on sth - to be addicted to sth

- to sound + adj ( weird / strange / challenging…)

The key of exercise

Who What activity… What does …

Emily - Hanging out with friends (window shopping)

- working as a volunteer She loves it

Hang Cloud watching She adores it It is easy

Linn Going to the community center, painting, dancing and

doing drama She

loves it

Minh - Playing football

- Helping his aunt in running cooking classes He likes it It’s fun

Man-uel -Playing computer games

- doing judo He’s addicted to it It’s ok

Group work

Pair work

Group work

Whole class

PERIOD 6

Unit 1: LEISURE Activities Lesson 5: Skill 1

Preparing date: 29/8/2019 Teaching date: 6/9/ 2019 I Objectives: By the end of the lesson, Ss will be able to:

- Reading for general and specific information about the positive and negative effects of using computers (Scanning, skimming)

- Practice speaking by giving fact or opinion about using computers and mobile phone for leisure activities

(8)

Steps + time Learing Activities Language focus Modes 1, Warm up

(7 )’

2, Reading (15 )’

3, Speaking (20 )’

4,Homework (3 )’

Play a game “Network” with the things they are using a computer or a mobile phone for

Read the vocabulary Play a game to check the vocabulary

Work in pairs to discuss the questions in the exercise Look at the title and the picture and predict what they the text is about

Read the text and choose the best option for the sentences in exercise They need to be able to explain their choise as well

Give the result and check Read the answers given in the exercise

Write the questions for the answers

Give the result and check Know the use of some ways of asking and giving opinion Give some examples

Read the sentences given in exercise

Decide which sentence is from Quang ang which are from his parents

Give the result and check Discuss the impacts of Quang’s using computer in group of three

Play a role in front of the class

Write down the benefits and the harmful thing of using a computer or a mobile phone Exchange the result with their partner

Vocabulary:

Generation,rely, ban, gaming, virtual exist,get out

The key of exercise B C

The key of exercise

1 Is Quang ‘s garden real ? What is problem with using technology in your free time ?

3.What leisure activities teenagers these days ? 4.What are the benefits of using the computer?

-Language notes : -Giving an opinion : + I think that + In my opinion -Asking for an opinion : + What you think ?

+ How you feel about that?

-Agreeing :

+ I agree with you + That so true + Exactly -Disagreeing :

+I’m afraid I don’t agree + I don’t think so

Group work

Whole class

Pair work

Individual work

Whole class

Group work

(9)

Do the exercise in the workbook

Prepare for the next lesson Unit 1: Skill

………

The 3rd week

PERIOD 7

Unit 1: LEISURE Activities Lesson 1: Skill 2

Preparing date: 5/9/ 2019 Teaching date: 9/9/ 2019 I Objectives: By the end of the lesson, Ss will be able to: - Practice writing to discuss an opinion about leisure activities

- Practice listening for specific information about way of spending time with friends II Teaching aid: Textbook, chalks, stereo, CD

III Procedures

1, Warm up (7 )’

2, Listening (15 )’

3, Writing (20 )’

Play a game “ Network” about the bad affects on students while using a computer for a long time Answer the question: What you usually with your friends in your free time ?

Read the questions in the exercise

Listen to the tape and find out the answers Give the result and check Read the table in the exercise and guess the result

Listen to the tape again and complete the table Give the result and check Tell what they like doing with their best friends and explain the result Give the result and check Know the use of some ways of giving an opinion Read the paragraph in the exercise

Fill in the blank with the words and phrases given

The key of exercise The topic of this week’s programme is hanging out with your friends

2.There are main ways :

hanging out indoors or outdoors The key of exercise

1.movies 2.cinema crafts sports

5 physical health 6.people cultural centres

Organising your ideas

- Introducing your opinion In my opinion,

Group work

Whole class

Pair work

(10)

4,Homework (3 )’

in Organising your ideas Give the result and check Write a similar paragraph to tell about the best leisure activity for teenagers

Give the result and check Do the exercise in the workbook

Prepare for the next lesson Unit1: Looking back + Project

I believe

- Explain your opinion

Firstly, secondly, thirdly, finally besides, also, in addition

- Concluding/summarising your opinion

For these reasons/ In short / As I have noted….

The key of exercise

1 In my opinion / I believe Firstly

3 Secondly

4 Besides/Also/ln addition For these reasons/ In short/ As I have noted

Individual work

Whole class

PERIOD 8

Unit 1: LEISURE Activities

Lesson 7: Looking Back and project Preparing date: 5/9/2019

Teaching date: 10/9/ 2019 I Objectives: By the end of the lesson, Ss will be able to:

- Revise and make the use of all the target knowledge in unit - Plan a poster advertising a leisure activity

II Teaching aid: Textbook, chalks, stereo, CD III Procedures

Steps + Time Learning activities Language Focus Modes

1, Warm up (5 )’

2,

Presetation (10 )’

3, Practice (17 )’

Act out some leisure activities in front of the class The class makes a guess

Read the word given in the exercise

Odd the words out

Give the result and check (should explain the reason) Look at the picture and the words in the exercise Rearrange the letters to find the name of the activities Give the result and check Read the sentences in the exercise

Fill in the gap with the correct form of the verbs

Give the result and check Complete the sentences in the exercise

The key of exercise 1.DIY 2.hanging out hospital detest 5.boring 6.computer The key of exercise 1.socialising with friends 2.relaxing

3.communicating with friends doing DIY using

computers 6.making crafts The key of exercise

1.working 2.learning/to learn

Whole class

(11)

4,

5,Homework (3 )’

Give the result and check Read the paragraph in the exercise

Fill in the gap with the most suitable words or phrases Give the result and check Read the activities given in the exercise

Choose the activities and exchange the list with their partner

Give the result and check Tick the things that they can after having learned the unit

Give the result to the teacher Work in groups of six with a leader, make a poster about a leisure activity tht they want to take part in The poster must -Explain the activity and include some pictures -Explain why this activity is fun/exciting/interesting -Give information about the meeting time and place -Tell classmates what they should bring to the activity The project can be done at home(if there isn’t enough time)

Make a project mentioned above ( if it isn’t finished) Prepare for the next lesson Unit 2: Getting started

3 seeing 4.doing

5 meeting playing/to play The key of exercise

1 Firstly Secondly Thirdly In addition

In short Pair work

Individal work Group work

UNIT LIFE IN THE COUNTRYSIDE I, Aims

1, Knowledge

- Pronounce words containing the clusters: /bl/ and /cl/ correctly in isolation and in context - Use the lexical items related to the topic of life in the countryside

- Use comparative forms of adverbs of manner

- Read for specific information about an unusual lifestyle in the countryside - Listen for specific information about the changes in the countryside

- Talk about the what they like or dislike about life in the countryside - Write a short paragraph about the changes in the countryside

2, Language focus

- Comparative forms of adjectives and adverbs - Clusters: /bl/ and /cl/

(12)

- Read for specific information about an unusual lifestyle in the countryside - Listen for specific information about the changes in the countryside

- Talk about the what they like or dislike about life in the countryside - Write a short paragraph about the changes in the countryside

4, Competencies

III, Teaching aids: stereo, CD, picture, English book and others

IV, Anticipated problems: The comparative forms of adverbs of manner PERIOD 9

UNIT LIFE IN THE COUNTRYSIDE LESSON GETTING STARTED

Preparing date: 5/ 9/ 2019 Teaching date: 13/9/ 2019 I Objectives: By the end of the lesson, Ss will be able to:

- Use the lexical items related to the topic of life in the countryside

- Listen and read for specific information about a conversation about life in the countryside (Scanning, skimming) & talk about the things that children in the countryside

- Practice listening and speaking with the lexical items related to the topic II Teaching aid: Textbook, stereo, CD

III Procedures

Steps + Time Learning activities Language focus Modes

1, Warm up(7 )’

2,

3,

Practice (20 )’

Play the game “ Crossword” with the word “Countryside”

Brainstorm words and phrases describing activities which take place in the countryside

Look at the picture on page 16 and answer some questions

1, How many people are there in the picture?

2, What are the people doing? 3, Where are the boys in the small picture?

3, What are they doing?

Read the exercise 1a and guess the result

Listen to the tape

Learn how to use some vocabulary

The key of exercise 1a T F (sometimes) F (on buffalo – drawn carts)

4 T T

The key of exercise 1b He’s in the countryside

Group work

Whole class

(13)

4, Production (10 )’

5, Homework (3 )’

Give some examples Do the exercises 1a Give the result and check Read the questions in the exercise 1b

Answer the questions in pairs Give the result and check Read the sentences and the words in the exercise 1c Complete the sentences Give the result and check

Discuss to find out how Nguyen feels about his stay in the

countryside

Give the result and check (Sudetnts must use some expressions from the

conversation to support their idea)

Match the activities with the pictures in the exercise Give the result and check Make a list of the things that children in the coontry often Exchange the result with their parner

GAME: Countryside charades Play charades in two teams using the class list of the countryside activities from The teacher whispers an activitiy to one person in one team This person mimes the activity for their team to guess If the team guesses incorrectly, the other team can try The team takes turn until all the activities have been mimed the team with the most points wins

Do the exercises in the workbook

Prepare : Unit2-A closer look

2 Right on the first day there

3 It’s big and colourful His grandfather

5 He means that he wishes he were in the countryside too

The key of exercise 1c 1.colourful 2.move slowly harvest time paddy field herding

6 buffalo-drawn cart The key of exercise 1d He likes it because he says it’s more exciting than he expected He lives more happily there

The key of exercise 1.e 2.f 3.a 4.c 5.d 6.b

-dual work Pair work

Group work

Indivi-dual work

Group work

………

The 4th week

PERIOD 10

UNIT 2: LIFE IN THE COUNTRYSIDE LESSON 2: A closer look 1

(14)

Teaching date: 16/9/2019 I Objectives: By the end of the lesson, Ss will be able to:

- Use Adjective to describe people, life and scenery in the countryside/ talk about life in the countryside

- Listen and repeat the words and mark stress/ to pronounce the words with the correct stress patterns

- Revise Comparison, present simple II Teaching aid: Textbook, stereo, CD III Procedures

1, Warm up (7 )’

2, Presentaion (10 )’

3, Practice (15 )’

Chatting‘ ’

- Which you prefer: city life or country life? Why? - How about life and people in the country?

What about scenery? …

Listen and repeat the words in the exercise

Put the words in the exercise into the appropriate

catergoryin the exercise Give the result and check Read the words in the exercise

Match the verbs and the nouns Give the result and check Read the sentences in the exercise

Use the words in exercise and to complete the

sentences Remember to use the correct form of the verbs Give the result and check Know how to pronounce the sound /bl/ and /cl/

Listen to the tape and repeat the words

Pronounce the words in front of the class

Listen to the words in the exercise and circle the words they hear

Give the result and check Listen to the sentences in the exercise

Repeat the sentences in front

Vocabulary:

- vast (a): - nomadic (a): - brave (a): - blackberry (n): - running water(n): - block (v) The key of exercise

1 Friendly, brave, boring, nomadic, colourful

Hospitable, honest, hard-working,

2 Hard, slow, boring, inconvenient, peaceful,

nomadic, colourful, miserable = unhappy

3 Vast, colourful, peaceful, natural, imposing

The key of exercise -ride : a horse , a camel -put up : a tent , a pole -collect : hay , water

-herd : the buffalloes, the cattle -pick : wild flowers , apples The key of exercise

1.picking

2.inconvenient/collect

3.herd 4.ridden/ brave 5.peaceful 6.nomadic

7.vast 8.put up/ hard The key of exercise 1.blame

Whole class

Individ ual work

(15)

4, Production (10 )’

5, Homework (3 )’

of the class

Discuss in groups to tell about what they think of the

countrylife

Prepare Unit2-A closer look

2.blast 3.blue 4.clock

5.close Group work

PERIOD 11

UNIT 2: LIFE IN THE COUNTRYSIDE LESSON A CLOSER LOOK 2

Preparing date: 12/9/2019 Teaching date: 17/9/2019 I Objectives: By the end of the lesson, Ss will be able to:

- Review comparative of adj./ adv & use comparative form of adv of manner - Practice doing exercises with adjectives/ adverbs of manner

- Attitude: pay more attention to the lesson II Teaching aid: Textbook, stereo, CD III Procedures

1,Warm-up (3’)

2,

Presentation (10’)

3, Practice (18’)

Play a game “Tic tac toe” with some adjectives about the countryside

Retell the use and the form of the comparisons of adjectives Give some examples

Read the passage in the exercise

Complete the passage with a suitable comparative form of the adjectives provided

Give the result and check Know the use and the form of the comparisons of adverbs Give some examples

Read the sentences in the exercise

Complete the sentences with a suitable comparative form of the adverbs provided

The key of exercise

1.higher easier 3.better more exciting 5.more convenient happier more friendly 8.fast 9.safer 10 Best

The key of exercise more slowly 2.more soundly 3.less traditionally more generously more healthily The key of exercise better faster 3.later harder 5.worse 6.earlier

Group work

Whole class

(16)

4,

Production (7’)

5,Homework (2’)

Underline the correct

comparative forms to complete the sentences

Give the result and check Read the questions in the exercise

Answer the questions in pairs Give the result and check Discuss about the differences between the country life and the city life

Give the result and check - Do the exercise in the workbook

- Prepare for the next lesson Unit 2: Skill

The key of exercise more optimistically more popularly

3 less densely populated more quickly

5 more easily better The key of exercise The countryside is more peaceful (than the city) A computer works faster at calculus (than a human being)

3 Life in a remote area is harder (than that in a modern town)

4.Ho Chi Minh City is more expensive (than Hue)

5.Animals can smell better than human beings

work

Pair work Group work Whole class PERIOD 12

UNIT 2: LIFE IN THE COUNTRYSIDE LESSON 4: COMMUNICATON

Preparing date: 12/9/ 2019 Teaching date: 20/9/2019 I Objectives:

By the end of the lesson, Ss will be able to: - Discuss and share their replies with friends - Read the posts on “holidays in the countryside.” II Teaching aid: Textbook, chalks

III Procedures

1, Warm up (3 )’

2, Presentation (5 ) ’

Chatting

Answer the questions + Do you often use the Internet?

+Have you posted any thing on it?

+ What you often post about?

Look at the pictures and know how to use some

Some extra vocabulary: -disturb (v)

-beehives (n) -dig hole (n)

(17)

3, Practice(10 )’

4,

Production (7 ) ’

5,

Homework (3 )’

6,

Written test (15 )’

extra vocabulary Read the posts on

‘Holiday in the country’ in the exercise

Decide the attitudes of the people towards their experiences

(Student must show the expession that tell the reason)

Have the group write the name of each post at the top eg Bob from London - One student write a short reply to a post and then passes the paper to the person on their left Others read the reply and then add their own in turns

-Then each group to read out their reply chains to a post in front of the class Do the exercise in the workbook

Do the written test

-unforgetable (adv)

The key of exercise

Pos Neu Neg Dennis x

Julie x

Phirun x

Yumi x

Emi x

Lan x

Bob x

Pair work

Group work

Whole class

Individual work

Written test (15’) I, Choose the best answer to complete the sentences

1 I am hooked ……… flying kites in the field with my friends ( in / on/ at / of) Quang’s garden is a ………… one on the Internet ( real/ easy/ virtual / exciting) In my …., using computer too much is very harmful.(short/ addition/ think/ opinion) Mai dislikes ……… crafts, especially bracelets.( making/ make/ to make/ made) Lan prefer ……… outdoor games to indoor games (play/ plays/ to play/

6 When a thing has lots of bright colors, It is … ( coloring/ colored/ colorful/ colorless) Have you ever ……… horse in the field? ( picked/ ridden/ collected/ put up)

8 On Sunday, we can get up … than usual ( late/ later/ lately/ more lately)

9 The life in the countryside is … than I expected ( exciting/ excitinger/ more exciting/ most exciting)

10 Last week his family went ……….a trip to the countryside ( in/ at/ to/ on) II, Complete the sentence so that it has the same meaning as the given one: 1, We like to talk to him about our hobbies

(18)

2, The boys are interested in playing computer games

The boys fancy ……… 3, Our pens are more expensive than their pens

Their pens are ……… ……… 4, Nam speaks English very fluently, but Ba doesn’t

Nam speaks ……… 5, Lan is the most careful driver in that group

Noone in that group drives ……… Ký duyệt ngày: ……….……… …

………

The 5th week

PERIOD 13

UNIT LIFE IN THE COUNTRYSIDE LESSON SKILL 1

Preparing date: 19/9/ 2019 Teaching date: 23/9/2019 I Objectives: By the end of the lesson, Ss will be able to:

- read for spesific information about an unusual lifestyle in the countryside Mongolian nomadic life

- talk about what they like or dislike about life in the countryside II Teaching aid: Textbook, teacher’s book, chalks…

III Procedures

Steps + time Learing Activities Language focus Modes

1, Warm up (7 )’

2, Reading (15 )’

Brainstorm what they know about the Gobi highlands and Mongolia

Read the text in the exercise and choose the best heading for each paragraph They need to be able to explain their choise as well

Give the result and check Read the words and their discription given in the exercise

Match the words and their discription

Give the result and check Read the sentences given in exercise

Vocabulary:

- nomad/ nomadic (n/adj) - ger (n)

- pasture (n) - castle (n)

The key of exercise

1.The importance of cattle to the nomads

2.The nomads’ home 3.Nomadic children’s lives The key of exercise

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

The key of exercise 1-A 4-B

2-C 5-B 3-A 6-D

Whole class

(19)

3, Speaking (20 )’

4,Homework (3 )’

Read the passage again and choose the best option Give the result and check Tell about the nomadic life in Gobi highlands in Mongolia Give the result and check Refer to the passage and underline at least one thing they like about Mongolian nomadic life and one thing they don’t like about it

Ask and answer about what they like and don’t like about the life of the nomads

Give the result and check Ask and answer about what they like and don’t like about the life in the country side Give the result and check Report the result in

front of the class

The example of exercise A;What you like about their nomadic like ?

B;Well, the children learn to ride a horse

A;And what don’t you like about it ?

B;they can’t live permanently in one place The example of exercise Both of us love picking fruit in the summer It can be hard work but very satisfying

Pair work

PERIOD 14

UNIT LIFE IN THE COUNTRYSIDE LESSON SKILL 2

Preparing date: 19/9/2019 Teaching date: 24/9/2019 I Objectives: By the end of the lesson, Ss will be able to:

- listen for specific information about changes in the countryside - write a short paragraph about changes in the countryside

1, Warm up (7 )’

2, Listening (15 )’

Play a game “ Network” about what they don’t like about the country life Read the phrases given in the exercise

Listen to the tape and tick the change the boy

mentioned

Give the result and check Read the sentences in the exercise and guess the

The key of exercise

B.Electrical appliances in the homes C.Means of transport

E.School F.Visitors

The key of exercise 1.F 4.T

Group work

(20)

3, Writing (20 )’

4,Homework (3 )’

result

Listen to the tape again and decide the sentences are True or False

Listen to the tape again and answer the questions in no more than four words

Give the result and check Write about the changes mentioned in the tape Decide which changes mentioned in the tape are possitive and which are negative

Write down the reason of their choice

Give the result and check Discuss to find some changes in a rural area Make note of the changes Give the result and check Write a short paragraph about the changes

Give the result and check Do the exercise in the workbook

Prepare for the next lesson Unit2: Looking back + Project

2.T 5.T 3.F

The key of exercise 1.His parents

2.life outside their village 3.Nearby/ Near the village 4.The way of life

The suggested writing

I live in a small village in Ba Vi, a mountainous district, about 120 km far from Ha Noi My parents often tell me stories about their life in the past It’s not much like the village I can see nowadays

Some villagers now live in brick houses instead of earthen ones Our houses are better equipped with electric fans and TVs Thanks to the TV, we now know more about life outside our village We have electric lights which are much brighter than oil lamps More villagers are using motorcycles for transport instead of riding a bike or walking We no longer have to walk a long way to school, which is dangerous in the rainy season

Pair work

Whole class

Group work

Individ ual work

PERIOD 15

Unit 2: In the country side

Lesson 7: Looking Back and project Preparing date: 19/9/2019

Teaching date: 27/9/ 2019 I Objectives: By the end of the lesson, Ss will be able to: By the end of the lesson students will be able to:

- Revise and make the use of all the target knowledge in unit

- Do a project about a place where they like to live in the countryside II Teaching aid: Textbook, chalks, stereo, CD

III Procedures

1, Warm up (5 )’

2,

Presetation

Play a game ‘Chain game’ about the changes in the countryside

Look at the pictures in the exercise

Use the words and phrases to

The key of exercise

Picture a: peaceful,vast,quiet,

Group work

(21)

(10 )’

3, Practice (17 )’

4,

5,Homework (3 )’

describe the pictures Give the result and check Look at the picture and the words in the exercise Write a sentence describing what each person is doing Give the result and check Look at the pictures in the exercise

Complete the sentences using suitable comparative forms of the adverbs in brackets

Give the result and check Read the situations in the exercise

Complete the sentences with suitable forms of the adverbs in brackets

Give the result and check Read the question in the exercise

Ask and answer the questions in groups and write the result in the table

Report the result in front of the class

Tick the things that they can after having learned the unit

Give the result to the teacher Work in groups of five with a leader, draw a picture of a place they would like to live in the countrysideand make a list of the thing they have in their picture and the activities they can there

The project can be done at home(if there isn’t enough time)

Make a project mentioned above ( if it isn’t finished) Prepare for the next lesson Written test

pasture,paddy field

Picture b: quiet ,paddy field,harvest time ,rice

Picture c: peaceful,vast,quiet, nomadiclife, inconvenient ,pasture,cattle,horses

The key of exercise 1.A boy is riding a horse 2.A man is herding his cattle/sheep

3.A girl is picking apples (fromn apple tree )

4.A boy is flying a kite

5.The children are around in the fields /countryside

6.A woman is collecting water from the river

The key of exercise 1.faster than

2.earlier than 3.better than

4.more skillfully than 5.more beautifully than The key of exercise 1, faster than a camel

2, more happily than those in the city

3, more heavily on the weather than people in many other jobs

4, …worse than I

Group work

………

The 6th week

PERIOD 16

(22)

Teaching date: 30/9/2019 I, The objectives:

By the end of the lesson, students will be able to review the language content of the Unit1, and practice the skills of using them in suitable situations

II, Teaching aids: coppied tests and others III, The content

-The matrix

Knowledge Comprehension Application applicationHigh

Sum

Obj test Self-ex Objtest Self-ex Obj test Self-ex Obj test Self-ex

Listening

No of question: No of point: Percentage

4 1 10 %

8 2 20 %

Vocabulary

and structure Underline the best option

Supply the correct form of the word

No of question: No of point: Percentage %

4 1 10 %

12 3 30 %

Reading Fill in the blanks Answer the questions

4 1 10 %

2 1 10 %

1 0.5 5 %

7 2,5 25 %

Writting Write sentences Paragraphwriting

3 1,5 15 %

1 1 10 %

4 2,5 25 % No of question:

No of point: Percentage %

12 3 30 %

4 1 10 %

6 2 20 %

1 0.5 5 %

3 1,5 15 %

1 1 10 %

31 10 100 % -The test

A LISTENING

I, Listen and circle A, B or C to answer each question You will listen TWICE Where is Sam living now?

A in England B in Japan C in Europe

2 What does he like about the village?

A the mountains B the ocean C the pollution How does he feel about the people in the village?

A difficult B friendly C easy

4 Which among these is true about Sam's attitude towards the weather in the village? A He likes it very much B He thinks it is comfortable C He hates it

2 Listen to a talk about teenagers and technology Fill the gaps with no more than TWO words You will listen TWICE

(23)

4 The teenagers’ parents are finding ways to their children’s interest in technology. B VOCABULARY AND STRUCTURE

I, Underline the best option to complete the sentence

1, My dad doesn’t mind……up me from work every day.(pick / picks / picked / picking) 2.People in the village live than those in the city.(happy/happier/ more happily/happilier) My children are … on cartoon They watch it all the time (bored/ hooked/ tired/ fond ) 4.Today young people rely ………… technology more than on the past ( in / at / of/ on) Loading the rice is than I expected.( easier/ much difficult/ more easily/ easiest) 6.The boy runs to the shop … than his mom.( quicker/ more quick/ quickly/ more quickly) 7.Some people in the north Vietnam still have a ….life (nomad/ nomadic/ nomadical/vast) Nga often helps her parents ……… water from the river.(collect/ herd/ pick / ride) II Supply the correct tense form of the words in the brackets

1, The boy detests ……… the same thing everyday (do)

2, In …… , if you play games much you won’t have time for your study (add) 3, You should work on English ……….………… than this (hard)

4, Students have to read the test ……….…………before doing it ( careful) C READING

I Fill the gaps with the words/ phrases in the bold type

Firstly In short In my opinion Besides

(1)………., there are many benefits of living in the country that we can easily find out (2) …… , living in the country can bring you a clean evironment The air is fresher and there are lots of trees, rice fields and rivers, so you can enjoy the clean and fresh air there (3) … that, living in the countryside is cheaper than in the city because people there have lower income Finally, people there are more friendly than people in the city (4)…………., living in the countryside is really good for us

II Read the passage carefully and answer the questions

My name is Nam and I live in a village by Mekong River Every day, like most of my friends, I walk to school which is three kilometres away from my house After class, I often help my mother to collect water from the river and feed the chickens At the weekend, the villagers often gather at the community hall where there is a TV The adults watch TV, but more often they talk about their farm work and exchange news The children run around, playing games and shouting happily My father sometimes takes me to the market town nearby where he sells our home products like vegetables, fruits, eggs… He takes me to the town square and lets me ride on the electric train there I love to this very much On starry nights, we often lie on the grass, looking at the sky and daring each other to find the Milky Way We dream of far away places

1 What is the best tittle of the passage ?

A Nam’s dreams B Nam’ life in his village C Nam’s school D Nam’s trips to town How long is it from Nam’s house to school?

……… 3, Does Nam enjoy riding on the electric train in the town square?

……… D WRITING

(24)

No student ……… ……… Minh really loves to hang out with friends

Minh really enjoys 3, Mai’s team didn’t perform as successfully as Lan’s team

Lan’s team performed…….……….……….……….……….……… II,

Write a paragraph giving your opinion about life in the countryside You may use the following cues:

- people ( friendly…) - life ( slow, simple , …) - Food ( fresh / cheap, …) - traditional activities - The key

A LISTENING

1 Listen and circle A, B or C to answer the questions You will listen TWICE (each correct answer is 25p)

1 B A B C

2 Listen to a talk about teenagers and technology Fill each of the gaps with no more than TWO words You will listen TWICE (each correct answer is 25p)

1 'technology' generation making forget reduce B VOCABULARY AND STRUCTURE

I, Underline the best option to complete the sentence (each correct answer is 25p) picking more happily hooked on

5 easier more quickly nomadic collect

II Supply the correct tense form of the words in the brackets (each correct answer is 25p) 1, doing 2, addition harder 4, carefully

C READING

I.Fill the gaps with the words/ phrases in the bold type(each correct answer is 25p) In my opinion Firstly Besides In short

II Read the passage carefully and answer the questions(each correct answer is 5p) B It is three kilometres (from Nam’s house to school) 3, Yes, he does

D WRITING

I, Complete the second sentence so that it has a similar meaning to the first (each correct answer is 5p)

1.No student in the class is more intelligent than this (student) Minh really enjoys hanging out with friends

3 Lan’s team performed more successfully than Mai’s team II,

Write a paragraph about 80 words about your opinion of using computer for leisure - Content (0.5 point): a provision of main ideas and details as appropriate to support the idea - Language (0.3 point): a variety of vocabulary and structures appropriate to the level of the 8th grade students

- Presentation (0.2 point): coherence, cohesion, and style appropriate to the level of 8th grade students

PERIOD 17

Feedback on test and projects Preparing date: 26/9/2019

(25)

By the end of the lesson students will be able to know what they have achieved in the unit 1, and set their next goal for their study

II, Teaching aids

+ Teacher: the marked test

+ Students: The projects in the unit 1, III, Class procedures

A, The test (see period 16)

1, Comments

a, Good points

………

……… b, Bad points

+ Language knowledge:

………

……… + Language skill:

………

2, Correcting the test

+ Correct the test with the key in period 16 a, Common mistakes

………

……… b, Particular mistakes

………

3, Result

Class No of

Students NumberSatisfactory paperPercentage +10Mark Mark7+8 Mark5+6 Mark3+4 Mark1+2 Mark0 8A

8B 8C Sum 4, Comment

………

5, Measures for improving

………

……… B The projects

- Give each groups some time to present their project and promote their activity to the rest of the class Once every group has presented, ask for a show of hands to select the best project ( each student can only vote once)

(26)

Unit 3: Peoples of Vietnam I, Aims

1, Knowledge

- Pronounce words containing the clusters: /sk/, /sp/ and /st/ correctly in isolation and in context

- Use the lexical items related to the topic of cultural groups of Viet Nam - Ask and answer different questions types

- Use the articles( a, an, the )

- Read a passage about the life of an ethnic group

- Listen for specific information about a traditional dish - Talk about the life of ethnic groups

- Write the recipe a traditional dish 2, Language focus

- Questions( review) - Articles( a, an, the )

- Clusters: /sk/, /sp/ and /st/ 3, Skills

- Read a passage about the life of an ethnic group

- Listen for specific information about a traditional dish - Talk about the life of ethnic groups

- Write about how to cook a traditional dish 4, Competencies

III, Teaching aids: stereo, CD, picture, English book and others IV, Anticipated problems: The use of the articles

PERIOD 18

Unit 3: Peoples of Vietnam Lesson 1: Getting started

Preparing date: 26/9/2019 Teaching date: 4/10/2019 I Objectives:

By the end of the lesson, Ss will be able to:

- Use the lexical items related to the topic of cultural groups of Viet Nam

- Listen and read for specific information about a conversation about 54 ethnic groups in Viet Nam (Scanning, skimming) & talk about the difference ethnic in VN

- Practice listening and speaking with the lexical items related to the topic - Have better understanding of cultural groups of Viet Nam

(27)

1, Warm up (7 )’

2,

3, Practice (20 )’

4,

5,

Homework (3 )’

Play the game “ Crossword” with the word “Ethnic” Read the questions in exercise b

Guess the result Know the use of the vocabulary

Read aloud

Give some examples

Play a game‘What and where’ to check the vocabulary

Do the exercise 1b

Give the the result and check Find the opposite of the word in the exercise 1a

Give the the result and check Find the expressions in the exercise 1a in the coversation Try to express what they mean Give the the result and check Make short conversations using the epressions in the exercise 1c

Give the the result and check Look at the pictures in the exercise

Match the given words or phrases with the pictures Give the the result and check Read the sentences in the exercise

Complete the sentences with the words and phrases in the box

Give the the result and check Game quiz

Ask and answer about the people of Viet nam, using the cues given tin the exercise Some pairs practice in front of the class

- Do the exercise in the workbook

- Prepare for the next lesson Unit3: A closer look

Vocabulary:

Ethnic, majority, minority, curious (about), custom, costume

The key of exercise 1a 1, interesting 2, largest 3, minority 4, southern The key of exercise 1b

1, They are in the Museum of Ethnology

2.They want to know about the ethnic groups of VN

3 There are 54 ethnic groups The Viet ( Kinh) have the largest population

5 Yes, they

The example of exercise 1d P1: She has just got mark 10 for English test

P2: That’s awesome! P1: This lesson is very

interesting We will understand more about ethnic people in VN

P2: Exactly

The key of exercise 1.five- colored sticky rice 2.terraced fields

3.festivals 4.folk dance 5.open – air market 6.musical instrument 7.costume 8.stilt house The key of exercise 1, ethnic 2, heritage site 3, stilt houses 4, festivals 5, member 6, terraced fields

Group- work Whole class Individual work

Pair work

(28)

The 7th week

PERIOD 19

UNIT PEOPLES OF VIETNAM LESSON A CLOSER LOOK 1

By the end of the lesson, Ss will be able to:

- Talk about the names of the ethnic groups they know, where they live, their costumes, their way of life, culture, folk songs …

- Pronunciation: listening & pronouncing words containing clusters /sk/ , /sp/ , and /st/ correctly in isolation and in context

1, Warm up (7 )’

2, Presentaion (10 )’

3, Practice (15 )’

Play a game “ Guessing game” about the ethnic minorities in Vietnam Know the use of some vocabulary

Read aloud

Give some examples Play a game ‘Rub out and Remember’ to check the vocabulary

Match the words in the exercise

Give the result and check Put the words in the exercise into the sentences in the exercise

Give the result and check Look at the pictures in the exercise

Give the words to describe the picture

Give the result and check Know how to pronounce the sound /sk/, /sp/ and /st/

Listen to the words in the exercise and put them in the right column

Vocabulary:

Vocabulary: (in)significant, minor, complicated, major Ceremony, Shawl, waterwheel, hunt, crisp,…

The key of exercise 1 d 2.c 3.g

4.a 5.f e 7.b The key of exercise written 2.traditional 3.important simple, basic 5.rich

The key of exercise ceremony 2.pagoda temple (Ly Son)

4 waterwheel (in the north) 5.shawl (of the Thai women) 6.basket (of the Sedang)

The key of exercise

sk/ state board, school, basket, task

/sp/: speech, display, crisp,

Group work

Whole class

Individ ual work

Pair work

(29)

4, Production (10 )’

5, Homework (3 )’

Underline the words with the sounds /sk/, /sp/ and /st/

Give the result and check Discuss in groups to tell about the life of ethnic minorities in Vietnam

Prepare: Unit3-A closer look

space

/st/: stamp, first, station, instead

The key of exercise

1.The Hmong people I met in

SaPa speak English very well

2.You should go out to play

instead of staying here

3.This local speciality is not

very spicy

4.Many ethnic minority

students are studying at boarding schools

5 Most children in far-away villages can get some

schooling

Group work

PERIOD 20

UNIT 3: PEOPLES OF VIETNAM LESSON 3: A CLOSER LOOK 2

- Review about Questions with question words and different types of questions - Revise the use of the articles “a, an, the”

- Use the lexical items related to cultural groups of Viet Nam II Teaching aid: Textbook, chalks, stereo, CD

III Procedures

1,Warm-up (7’)

2,

Play a game “Tic tac toe” with some wh-question words

Retell the use and the form of some wh-question words Give some examples

Retell the use of the articles “a, an, the”

Give some examples

Answer some questions to check Read the sentences in the

The suggested questions of exercise

1 Who is living in the house?

2 How many children they have?

3 Do the grandparents stay at home?

4 How often does Mrs Pha go shopping?

(30)

3, Practice (18’)

4,

5,Homework (2’)

exercise

Make questions for the sentences Give the result and check

Complete the questions with a suitable question words

Give the result and check Read the give words in the exercise

Make questions with the given words and answer them

Choose the correct option Give the result and check

Complete the passage with the the articles “a, an, the”

Play a game “ Who is faster?” to review the use of some question words and the articles “a, an, the”

- Prepare for the next lesson Unit 3: Communication

5 How far is Vang’s boarding school? When does Vang go home?

7 How they live?

8 Would they like to live in the city?

The key of exercise

1 Who Which Which Which What

The key of exercise

1 Who does the shopping in your family?

2 Who is the principal of our school?

3 Which subject you like better, English or Math? What is the most important festival in VN? ( The Lunar New Year) Which ethnic group has a larger population, the Khmer or the Cham? (The Khmer: 1,260,600 The Cham: 161,700)

The key of exercise a the The the the a The key of exercise

1 a a/the The An/the The an

Individ-ual work

Pair work

Individu-al

work

Group work

PERIOD 21

UNIT PEOPLES OF VIETNAM LESSON COMMUNICATION

By the end of the lesson, Ss will be able to: - Talk about some ethnic groups in Vietnam

- Use the lexical items related to cultural groups of Viet Nam II Teaching aid: Textbook, chalks, stereo, CD

(31)

Steps+ time Learning activities Language Focus Modes 1, Warm up (7 )’

3, Practice (17 )’

4,

Production (10 ) ’

5,

Homework (3 )’

Play a game ‘Network’ about the ethnic

minorities in Vietnam Read the questions in the exercise

Choose the best answer in pairs

Read the names of the ethnic groups in the exercise

Work in groups and write down the names of the ethnic groups in the correct boxes

(Students can add more names of the ethnic groups)

Give the result and check Choose one ethnic group in Vietnam and talk about it

( The topics should include:

+ Location + lifestyle + costume + Foods + festivals/ ceremonies + marriage/ weddings …)

Write a short passage to describe the ethnic group above

A student from each group give the result in front of the class

The key of exercise 1 B A C B C A

The key of exercise

Northwest region: Viet, H mong, Lao

Northeast region: Viet, Hmong, Nung, Tay

Red River Delta: Viet

The Central Highlands: Viet, Bahnar, Brau, Ede, Giarai, Sedang

Mekong River Delta: Viet, Cham, Khmer

Group work

Pair work

Group work

………

The 8th week

(32)

UNIT 3: PEOPLES OF VIETNAM LESSON SKILLS 1

- read for spesific information about the life of an ethnic group - talk about the life of ethnic groups

II Teaching aid: Textbook, teacher’s book, chalks… III Procedures

1, Warm up (7 )’

2, Reading (20 )’

3, Speaking (15 )’

4,Homework (3 )’

Look at the pictures in exercise and guess which ethnic group is ->Thai group

Tell what they know about Thai group

Read the text and answer the questions

Give the result and check Read the stentences given in the exercise

Complete the sentences, using the words from the text

Give the result and check Read the questions given in exercise

Read the passage again and answer the questions Give the result and check

Read some facts about the Bru- Van Kieu people and the

Khmer people

Choose one of these people and talk about their life

Write a short paragraph to tell about the Bru- Van Kieu people or the Khmer people

Give the result and check Talk about their own group (Kinh)

Write down the result

Vocabulary:

dig (v), canal (n), poultry (n), weave (v), costume (n) ornament (n) worship (v) ancestor (n), terraced field (n), sow (v)

The key of exercise

1 They live in the provinces of Lai Chau, Son La, Yen Bai, Hoa Binh, Thanh Hoa and Nghe An

2 The Thai have population of one and a half million people

The key of exercise

1 Farmers Bamboo Stilt Songs Ceremonies

The key of exercise Yes, they

2 Their main food is rice It is well-known for being unique, colourful and

strong

4 Thai women They worship their ancestors

Whole class

Individual work

Pair work

Group work

(33)

Report the result in front of the class

PERIOD 23

UNIT3 : PEOPLES OF VIETNAM LESSON 6: SKILLS 2

Preparing date: 10/10/2019 Teaching date: 15/10/2019 I Objectives: By the end of the lesson, Ss will be able to: - Listen for specific information about a traditional dish - Write the principle for a traditional dish

II Teaching aid: Textbook, chalks III Procedures

1, Warm up (7 )’

2, Listening (15 )’

3, Writing (20 )’

Chatting

Do you like sticky rice? When we traditionally have sticky rice?

Do you know how to make it? Name colors we often have for sticky rice

Read the sentences in the exercise and guess the result

Listen to the tape again and decide the sentences are True or False

Listen to the tape again and complete the sentences Give the result and check Read the note on how to make yellow sticky rice Read the sentences and phrases that should be used in their writing

Change the notes in to cooking steps to show how to make yellow sticky rice Give the result and check

The key of exercise

1 T F (trees roots & leaves)

3 T F (heaven & earth) F (at TeT, festivals,

ceremonies …)

The key of exercise

1 Mountainous Purple Natural Plants ceremonies

The suggested writing

This delicious dish is really easy to make First, you need to soak rice in water for at least five hours Then, rinse the rice and drain it well Next, add the turmeric extract and mix it well Then wait for ten minutes After that, add the coconut and salt Remember to mix it well

Finally, steam the rice for about

Whole class

Individ ual work

Whole class

(34)

4,Homework (3 )’

Prepare for the next lesson Unit 3: Looking back + Project

30 minutes Check that it is fully cooked You can serve this dish with chicken or fried onions

PERIOD 24

UNIT PEOPLES OF VIETNAM LESSON LOOKING BACK + PROJECT

By the end of the lesson, Ss will be able to: - use action verbs to talk about ethnic peoples - ask and answer different question types - use articles: a, an, the

- pronounce the words containing cluters/ sk/ , / sp/ , and / st/ - write a paragraph about how to cook a traditional dish II Teaching aid: Textbook, chalks

III Procedures

1, Warm up (5 )’

2,

3, Practice (17 )’

Play a game ‘Brainstorming’ about the ethnic groups in Vietnam

Read the sentences and the given words and phrases in the exercise

Use the words and phrases to complete the sentences

Give the result and check Read the sentences and the words in the exercise

Complete the sentences with the correct form of the words

Give the result and check Look at the picture in the exercise and answer some questions

Read the passage and make questions for the underlined parts in the passage

Correct the errors in the sentences

The key of exercise 1 cultural groups communal, activities costumes, diverse ethnic unique The key of exercise

1 cultural peaceful richness diversity traditional

The key of exercise What are these houses built on?

2 Where is the entrance? Which house is the largest, tallest and most elaborate building in the village?

4 What is it used for? Who can sleep in this house?

Group work

(35)

4,

5,Homework (3 )’

Complete the passage with a an

and the

Give the result in front of the class and check

Ask and answer about the cultural groups of Viet nam in turns The first person to get five correct answers first is the

winner

Tick the things that they can after having learned the unit Give the result to the teacher Look at the different customes of some ethnic groups and answer the question: Which custome you like best ? Why?

Design a custome based on an ethnic style they like , using cardboad, paper or cloth and colors

Organize an exhibition of the custome designs they have make among the group or class

members Talk a bout them The project can be done at home(if there isn’t enough time) Make a project mentioned above ( if it isn’t finished)

Prepare for the next lesson Review

The key of exercise a àthe aàthe anàthe

4 the semi-nomadic life a semi- nomadic life anàthe

The key of exercise

1 An A The The The The The example of exercise A: Are you ready.

B: Yes.

A: What is the population of the largest ethnic group? B: About 74 million It is the Viet or Kinh

A: Good Your turn.

B: What is the population of the smallest ethnic group?

A: I think it’s the Odu group

B: Exactly.

Pair work

Individual work

Group work

………

The 9th week

PERIOD 25

REVIEW - LANGUAGE Preparing date: 17/10/2019

Teaching date: 21/10/2019

I Objectives: By the end of the lesson, Ss will be able to review all the language they have studied from unit to unit

- Pronunciation: /sk/, /sp/, /st/, /br/, /pr/, /bl/, and /cl/ - Vocabulary: From unit to unit

- Grammar: Comparative, article, gerund and infinitive after some verbs II Teaching aid: Textbook, chalks

III Procedures

Step+ time Learning activities Language focus Mode

1, Warm up

(3 )’ ChattingAnswer the questions about what they have learnt in the three

(36)

2,

Review(40 )’

3,Homework (2 )’

lessons

Read and underline the letter /sk/, /sp/, /st/, /br/, /pr/, /bl/, and /cl/ in the words in the exercise

Listen and repeat the words Read the words in front of the class

Read and underline the letter /sk/, /sp/, /st/, /br/, /pr/, /bl/, and /cl/ in the sentences in the exercise

Listen and repeat the sentences Read the sentences in front of the class

Read the words and phrases in the exercise

Organise the words into pairs of opposties

Put the verbs in the correct form to complete the sentences

Put the adverbs in the correct compartive form to complete the sentences

Put the articles( a, an and the) to complete the sentences

Match the sentences in A with those in B

Practice the sentences with their partner

II Vocabulary The key of exercise Peaceful-noisy Forget-remember Love-hate Hard-easy

Traditional-modern Majority-minority

Boring-exciting Country life-city life The key of exercise like/enjoy, listening, visiting

2 more flying/to fly mind, to do/doing playing / to play III Grammar: The key of exercise later More More fluenttly

4 better More simply faster more

carefully

The key of exercise a an the The the a IV Everyday English: The key of exercise B A A C B

Individual work

Pair -work

(37)

Do the exercise in the workbook Prepare for the next lesson Review 1: Skills

PERIOD 26 REVIEW - SKILLS Preparing date: 17/10/2019

I Objectives: By the end of the lesson, Ss will be able to review all the language they have studied from unit to unit and parctise their skills

1, Warm up (3 )’

2,

Review(40 )’

3,Homework

Chatting

Answer the questions about what they have learnt in the three lessons

Read the letter from Kim to her pen friend, Jon in the exercise

Decide if the sentence is true or false and tick it Give the result and check Write questions for the underlined phrases in the letter

Give the result and check Talk about their family members like to in their free time

Practise in front of the class Read the sentences in the exercise

Listen to the passage and choose the correct answer Give the result and check Read the cues given in the exercise

Write a paragraph giving their opinion about life in

The key of exercise a, T T F T F b,

1 Which museum does Kim love to visit an Saturday afternoon?

2 How many (clay and stone) objects are display at the museum?

3 What can you learn in this museum/ Da Nang Museum? The key of exercise

1 B A A C B The suggested writing: Iny opinion, life in the countryside has many good points Firstly, country folk are friendlier than city folk

Secondly, life as slower and simpler than in the city The food is fresher and the air is cleaner Finally, there are lots of traditional activities that we can in the countryside such

Whole class

Individual work

Pair -work

Individual work

(38)

(2 )’ the country side They may use the cues given in the exercise

Read the passage in front of the class

Prepare for the next lesson Written test

as horse - riding, swimming in the river or kite - flying For these reasons, I like country life

Whole class

Unit 4: Our customs and traditions I, Aims

1, Knowledge

- Pronounce words containing the clusters: /spr/ and /str/ correctly in isolation and in context

- Use the lexical items related to the topic ‘customs and traditions’ - Use should and shouldn’t correctly and appropriately to give advice - Express obligation and necessity using the correct form of have to

- Read for specific information about family customs and traditions

- Listen to get specific information about a traditional dance of an ethnic group in Vietnam - Ask about and describe different customs and traditions

- Write a description of a traditional Japanese dance 2, Language focus

- should and have to

- Clusters: /spr/ and /str/ 3, Skills

- Read for specific information about family customs and traditions

- Listen to get specific information about a traditional dance of an ethnic group in Vietnam - Ask about and describe different customs and traditions

- Write a description of a traditional Japanese dance 4, Competencies

IV, Anticipated problems: The students’ lack of knowledge about customs and traditions

PERIOD 27

Unit 4: Our customs and traditions Lesson 1: Getting started

(39)

I Objectives:

- Use the lexical items related to their customs and traditions

- Listen and read for specific information about a conversation about their customs and traditions

- Practice listening and speaking with the lexical items related to the topic - Have better understanding of customs and traditions.of Viet Nam

1, Warm up (7 )’

2,

3, Practice (20 )’

Play the game “Network” with the the name of the ethnic groups in Vietnam

Find the words to complete the sentence: Every ethnic group has its own … and ….

Call out some customs and traditions they know

Look at the picture and answer the questions:

Who can you see in the picture? What are they talking about?

Listen to the tape and compare their answer with the information in the dialogue

Read the words and phrases in exercise 1a and find out the word and phrases in the dialogue that has the same meaning

Exchange the result with their patner

Know the use of the vocabulary Read aloud

Give some examples

Read the statements in the exercise 1b

Guess the result

Listen to the tape again Give the the result and check Read the questions in the exercise 1c

Read the text again and answer the questions

Give the the result and check Find the sentence in the

conversation and fill in the missing words

Give the meaning of the sentences

Vocabulary:

customs, tradition, accept, to pass down, generation, table manner

The key of exercise 1a 1.accepted generations 3.spot on 4.sharp 5.social 6.table manners The key of exercise 1b T F

3 T F

The key of exercise 1c

1 It’s eating dinner at p.m sharp

2 He’s surprised

3 They both refer to doing something that develops over time

4 A custom is something accepted A tradition is something special and is passed down through the generations

5 They should find

information about a custom or tradition

The key of exercise 1d 1.have to: It’s an obligation-you have no choice

2.should: It’s a suggestion or advice-it would be best to follow it

Group work

Whole class

(40)

4,

5,

Homework (3 )’

Look at the pictures in the exercise 2a

Match the given customs and traditions with the pictures Give the the result and check Read the sentences in the exercise 2b

Write the letter C or T under each picture in 2b

Give the the result and check Game: Customs and traditions experts

Write down as many local customs and traditions as posible

Present the list to other groups The group with the most ideas are the experts

- Do the exercise in the workbook - Prepare for the next lesson Unit 4: A closer look

1 g c f h e a b d

1 C C/ T C T C C T C/ T

Pair work

Group work

………

The 10th week

PERIOD 28

UNIT OUR CUSTOMS AND TRADITIONS LESSON A CLOSER LOOK 1

- Use some expressions with the words “custom” and ‘tradition’ These will help them vary their language when talking about customs and traditions

- Pronunciation: listening & pronouncing words containing clusters /spr/ and /str/ correctly in isolation and in context

1, Warm up (7 )’

2,

Call out some customs and traditions they remember from the previous lesson Know about the aim of the lesson

Read the first halves of sentences in column A them with the second

The key of exercise 1.e 2.d 3.a 4.g 5.b 6.c 7.f

Group work

(41)

3, Practice (15 )’

4, Production (10 )’

5, Homework (3 )’

halves in column B of the exercise Match the halves in the exercise Give the result and check

Read the full sentences in the exercise again

Decide the word custom and

tradition in the sentence is countable (C) or uncoutable(U)

Read the sentences in again and complete the expressions

Compare their answers with a partner

Read the customs and traditions in the exercise

Make sentences to say if students have customs and traditions in their place, use any of the expression in the exercise (Remember to change the verb tense if necessary)

Give the result and check Read the given phrases in the exercise

Complete the sentence individually Give the result and check

Complete the words under the pictures in the exercise with spr

and str

Know how to pronounce the sound

spr and str

Circle the words with the sounds

/sk/, /sp/ and /st/

Discuss in groups to tell about the customs and traditions in Vietnam Give the result in front of the class Do the exercise in the workbook Prepare: Unit4-A closer look

-> 1.C C 3.U 4.C 5.U 6.C C

The key of exercise 1.custom 2.tradition 3.according

4.tradition 5.with 6.of 7.doing

The key of exercise 1- straw 2- street 3- spring 4- spray 5- astronaut

6- frustrated 7- espresso 8- newsprint

The key of exercise 1.strictly

2.strangers,spread 3.streets

4.filmstrip 5.offspring

Pair work

Group work

Individu-al work

(42)

PERIOD 29

UNIT 4: OUR CUSTOMS AND TRADITIONS LESSON A CLOSER LOOK 2

Review Should and Shouldn’t to express advice and Have to to express obligation or necessity

- Use the lexical items related to their customs and traditions II Teaching aid: Textbook, chalks, stereo, CD

III Procedures

1,Warm-up (7’)

2,

3, Practice (17’)

Play a game “Network” with the modal verbs

Review the uses of some modal verbs, especially with should and

must/ have to

Give examples

Look at the pictures and quickly describe what they see in the exercise

Complete the sentences with

should and shouldn t’ Give the result and check ]Read the sentences in the exercise

Match the situations in A with the advice in B

Pay attention to the Remember

box first

Complete the sentences with the correct form of have to

Give the result and check Read the give sentences in the exercise

Choose the options A or B to convey the meaning of the first

The key of exercise 1.should 2.shouldn’t 3.should 4.shouldn’t 5.should

The key of exercise 1.b 2.c 3.e 4.d 5.a

The key of exercise

1 have to have to has to

4 had to/ don’t have to 5.does…have to 6.didn’t have to

The key of exercise 1.B 2.A 3.A 4.B

Group work

Whole class

Individ-ual

work

Pair work

Individu -al

(43)

4,

5,Homework (2’)

sentence

Read the email in the exercise Correct the mistakes in the email ( should explain the reason as well)

Give the result and check List three pieces of advice and three obligations foreigners should follow when coming to Viet Nam

Give the result and check - Do the exercise in the workbook

The key of exercise

1 Shouldn’t give-> should give

2 Has to->have to

3 Shouldn’t wear->should wear

4 Didn’t have to-> don’t have to

5 Have use-> have to use Should worry->shouldn’t

worry

Individu -al

work

Individu -al

work

Pair work

PERIOD 30

UNIT OUR CUSTOMS AND TRADITIONS LESSON COMMUNICATION

By the end of the lesson, Ss will be able to know more about table manners in the UK and compare them with those in Viet Nam

1, Warm up (7 )’

Play a game ‘Kim’s game’ about some table manners in VN and UK ( students have a quick look ans then write down them on the board Know the use of some vocabulary about table manners

Read the vocabulary in chorus and individually Play a game Rub out and

Vocabulary about table manners

+ prong(n) + tray (n) + mat (n) + cutlery (n) + palm (n)

Group work

(44)

3, Practice (17 )’

4,

Production (10 ) ’

5,

Homework (3 )’

remember to check the vocabulary

Look at the pictures in the exercise and discuss the different between them in pairs

Work in pairs and dicide the statement is true (T) or (F) Give the result in front of the class

Listen to the tape and check Read the table manners in the exercise first

Discuss if they follow the same table manners in their family in pairs

Ask more table manners ( with good students)

Work in pairs and role-play, continue the conversation in the book or make up their own

Give the result in front of the class and comment the

other’s

+ host (n) + hostess (n)

The suggestion of exercise

-In the first picture, people are sitting on the mat to have the meal In the second picture, they sitting around the dining table -In the first picture, people are using rive bowls and chopsticks In the second picture, they are suing cultery

The key of exercise 1.F ( You hold the folk in the left and the knife in the right

2.T

3.F ( There is also a spoon and a forl for dessert) 4.T

5.F ( You should never use your own cultery to take more food from the serving dish – use the serving spoon)

6.F ( You should break off the bread with your hands) 7.F ( Guests have to wait until the host or hostess starts eating)

Pair work

Individual work

Pair work

………

The 11 weekth

PERIOD 28

UNIT 4: OUR CUSTOMS AND TRADITIONS LESSON SKILLS 1

(45)

- Ask about and describing different customs and traditions II Teaching aid: Textbook, teacher’s book, chalks…

III Procedures

1, Warm up (5 )’

2, Reading (22 )’

3, Speaking (15 )’

4,Homework (3 )’

Answer some questions about their families’ customs and traditions

Read the questions and answer them

Give the result and check Read Mi’s presentation on customs and traditions quickly and tell if Mi is writing about her family or her society Give the result and check Read the phrases given in exercise

Read the passage again

and match the phrases with the part of the text

Read the questions given in the exercise

Answer the questions Give the result and check Answer some questions about customs and tradition

Take turns to ask each other the three questions about their own family customs and traditions Two pairs of students join together One pair interviews the other One student

interviews and the other notes down the answers in the table, then the second pair interviews the first pair

Present what they’ve fount out to the whole class

The key of exercise Picture 1: A family is celebrating a birthday - Picture 2: People are making Chung cake

- Picture 3: A family is at an amusement park

The key of exercise She’s writing about her family

The key of exercise 1- C 2- A 3- C 4- B 5- A 6- B The key of exercise 1/ They are: having lunch together on the second day of Tt, spending Sunday together, and celebrating her grandparents’ wedding anniversary on the first Sunday of October

2/ They usually go to the cinema or go for a picnic together

3/ They don’t remember 4/ They made five- colored sticky rice served with grilled chicken

5/ They love family customs and traditions because they provide a sense of

belonging

Whole class

Individual work

(46)

PERIOD 32

UNIT : OUR CUSTOMS AND TRADITIONS LESSON 6: SKILLS 2

- Listen to get specific information about a traditional dance of an ethnic group in VN - Write a paragraph about a traditional dance

1, Warm up (5 )’

2, Listening (20 )’

3, Writing (15 )’

Chatting

Answer the questions asks about some ethnic groups and their customs and traditions they know Look at the picture in the exercise and share what they know about the tradition (The xoe dance) with a partner

Give the result and check Read the table in the exercise and guess the result

Listen to the tape again and complete the table

Decide the sentence is true or false

Listen to the tape again and check

Read the table in the exercise

Make complete sentences , using the information given Give the result and check Write the description individually based on the

The key of exercise happy and wealthy private gatherings 30 the circle dance Social fire The music culture and lifestyle The key of exercise 1- T 2- F 3- F 4- T 5- T The suggested writing

There is a tradition in Japan that people perform the Obon dance during the Obon festival The Obon dance expresses people’ honouring their ancestors It is performed in mid-August in many regions of Japan and in mid-July in other regions.The Obon dance has different forms in different regions The most popular form is circle dance People make a circle around a yagura, a high wooden stage and dance Some dancers move clockwise and some dance

counter-clockwise.This is one of the most important traditions Lots

Whole class

Individ- ual work

Pair work

(47)

4,Homework (3 )’

sentences they have made beginning with the given sentence

Change the writing with their partner to find anything different and correct the mistakes in the writing

Prepare for the next lesson Unit 4: Looking back + Project

of people come back to reunite with their families during the Obon festival

Pair work

PERIOD 33

UNIT : OUR CUSTOMS AND TRADITIONS LESSON 7: LOOKING BACK + PROJECT

- Use action verbs to talk about a traditional dance - Use : should and shouldn’t , have to

1, Warm up (5 )’

2,

3, Practice (17 )’

Play a game ‘Brainstorming’ about customs and traditions

Read the given words in the exercise

Use the words to complete the sentences

Give the result and check Read the expressions in the exercise

Complete the sentences with the expressions

Give the result and check Look at the wordwebs in the exercise

Complete the wordwebs with the the customs and traditions they know

Give the result and check Read the sentences in the

The key of exercise 1 respect worshipping 3, wrap host

5, cutlery generations The suggestions for

exercise

1 We have the custom of not sweeping their house on the first day of the Lunar New Year

2 We decided to break with tradition by having fish for Thanksgiving dinner

Group work

Individual work

(48)

4,

5, Project (5 )’

6,Homework (3 )’

exercise

Complete the sentences with the verbs from the box, using should

and shouldn t’

Correct the mistakes in each sentence

Take turn to choose one of the scenarios for each other

The secretary writes down the advice each member gives The group votes for the person giving the best advice

Tick the things that they can after having learned the unit Give the result to the teacher Listen to the teacher on how to carry out the project

Do the exercise in the workbook Prepare for the next lesson Unit 5: Getting started

3 There is a tradition that the eldest son inherits the property

4 According to tradition, the goddess lies sleeping beneath the mountain She follows her family tradition of becoming teachers

The key of exercise should wait

2 Shouldn’ use

3 shouldn’t break Should follow shouldn’t touch The key of exercise 1.has to → have to should → shouldn’t have to has → have to have

4 should to → should have avoid → have to avoid

Individual work

Group work

Whole class

………

The 12th week

PERIOD 34 Written test (45 )’

Preparing date: 7/11/2019 Teaching date: 11/11/2019 I, The objectives:

By the end of the lesson, students will be able to review the language content of the Unit3, and practice the skills of using them in suitable situations

The matrix

Knowledge Comprehension Application applicationHigh

Sum Obj

test

Self-ex

Obj test

Self-ex

Obj

test Self-ex

Obj test

(49)

No of question: No of point: Percentage

4 10 %

8 20 % Vocabulary

and structure

Underline the best option

Find out and correct the mistake s

No of question: No of point: Percentage %

4 10 %

12 30 %

Reading True/ False

statements

Answer the questions No of

question: No of point: Percentage %

4 10 %

2 10 %

1 0.5 %

7 2,5 25 %

Writting sentences Write Paragraphwriting

No of question: No of point: Percentage %

3 1,5 15 %

1 10 %

4 2,5 25 % No of

question: No of point: Percentage %

12 30 %

4 10 %

6 20 %

1 0.5 %

3 1,5 15 %

1 10 %

31 10 100 % The test

A LISTENING

I, Listen and decide if the following sentences are true (T) or false (F)

1 The Xoe dance is a spiritual tradition of Thai ethnic people ……… There are 16 ancient forms of Xoe ……… Only young people perform the circle dance ……… Dances with conical hats, paper fans or scarves are some forms of Xoe ……… II, Listen and complete the sentences with the words in the tape

1, Five-colored sticky rice is made by ethnic minorities in the northern ……… regions 2, The dish has five colors: red, yellow, green , ………… … , and white

3, It is made using ……….…… roots and leaves 4, The green colour symbolises ………

B VOCABULARY AND STRUCTURE I, Underline the best option to complete the sentence

(50)

4 Noone is able to explain the ………of the old customs ( beginning/ origin/ reason/ start) You …… wear shorts when you go into a pagoda (should/ shouldn’t/ have to/ needn’t) You must take …… your shoes when you come into this house ( in/ on/ of/ off)

7 Vietnamse people often … ….children some lucky money at Tet (give/ take/ bring/ have) 8.A tradition is something special that is passed through generations.(up/to/down/after) II Find out and correct the mistake in each sentence below

1, What place would you like to visit, the mountain or the sea? ……… ……… 2, There is the colurful picture on the wall ……… 3, People should wear shorts and tank tops in a pagoda or temple ……… 4, In my family, children has to get permission before leaving the table ………

C READING

I Read the passage and decide the following sentences are True(T) or False (F)

In Japan, there are some customs that visitors have to carefully remember When you go there, you must take off your shoes at the entrance to all homes and most offices and hotels Many Japanese wear a pair of slippers instead of shoes in these places, but never wear slippers when you need to step on a tatami mat and be careful to remove the toilet slippers in the bathroom Unlike in western countries, the Japanese bath is used after you have washed and rinsed and feel like soaking in extra hot water If you are guests there, you will be given the honor of using the bath first, but you mustn’t dirty the water in any way because the bath is very important to their life

1, You must only take your shoes when you enter a Japanese house ……… ……… 2, You mustn’t wear slippers stepping onto a tatami mat ……… ……… 3, The Japanese bath is only used for washing and rinsing ……… ……… 4, The bath plays an important part in the Japanese life ……… ……… II Read the passage carefully and answer the questions

The Tay live mainly in the Northeastern part of Viet Nam They live in houses built on stilts in crowded villages with hundreds of houses Most of the Tay are farmers and they grow rice on terraced fields They also raise cattles and poultry for their own use The Tay eat mainly sticky rice and on special occasions, they make many kinds of cakes The Tay traditional dress is made from cotton There is usually not much embroidery or other decorations Women wear skirts or trousers, with short shirts inside and long one on the outside The Tay have many festivals in a year The Lunar New Year and the mid-July festivals are the most important ones During festivals, people in many places play throwing and dragon dancing

1, Are most of the Tay people farmers?

2, What are the most important festivals with the Tay in a year?

3, Which of the following sentences is NOT true about the Tay?

A They live on stilt houses B They grow rice on terraced fields C They wear clothes with much embroidery D They eat sticky rice

D WRITING

(51)

Five five-colored sticky rice ……… ……… The girl is obliged to look after her sister in the afternoon

The girl has to ……… ……….……… 3, You are advised not to play computer games much

You should not ……… ……… II, Write a short paragraph (80-100 words) to express your opinion on the following idea " All ethnic groups in Vietnam should learn the Viet’s language."

The following ideas may help you:

- Because the Viet is the most populated group in Vietnam, other ethnic minority groups should learn the Viet’s language

- They really need a common language.If all speak the Viet, they can talk to others more easily

- They can improve their knowledge via the Viet's language Most of books in Vietnam are written in the Viet language.

The key

A LISTENING

I, Listen and decide if the following sentences are true (T) or false (F) (each correct answer is 25p)

1 T F F T II, Listen and complete the sentences with the words in the tape (each correct answer is 25p)

1 mountainous purple natural plants B VOCABULARY AND STRUCTURE

I, Underline the best option to complete the sentence (each correct answer is 25p) Which the are made origin

5 shouldn’t off give down

II.Find out and correct the mistake in each sentence below.(each correct answer is 25p) 1, What-> Which 2, the colorful -> a colorful should -> shouldn’t 4, has to -> have to

C READING

I Read the passage and decide the following sentences are True(T) or False (F) (each correct answer is 25p)

1 F T F T

II Read the passage carefully and answer the questions(each correct answer is 5p) Yes, they are / Yes

2 The Lunar New Year and the mid-July festivals (are the most important festivals) 3, C

D WRITING

1 Five five-colored sticky rice is made on special occasions The girl has to look after her sister in the afternoon

3, You should not play computer games much II,

Write a short paragraph (80-100 words) to express your opinion on the following idea:" All ethnic groups in Vietnam should learn the Viet s language."’

(52)

- Have each idea with no mistake : 0.25p If there is a mistake of preposition, punctuation, … in each idea, give 0,125p If If there is a mistake of grammar … in each idea, don’t give any point for the idea

PERIOD 35

Feedback on test and Projects Preparing date: 7/11/2019

Teaching date: 12/11/2019 I, The objectives

By the end of the lesson students will be able to know what they have achieved in the unit 3, and set their next goal for their study

II, Teaching aids

A, The test (see period 34)

1, Comments

a, Good points

………

……… b, Bad points

………

……… + Language skill:

………

……… b, Particular mistakes

………

3, Result Number of

Students (Above M5)Satisfactory Satisfactorypercentage +10Mark Mark7+8 Mark5+6 Mark3+4 Mark1+2 Mark0 8A

(53)

………

……… B The projects

-Comment and give mark to the projects

Unit 5: festivals in Vietnam I, Aims

1, Knowledge

- Stress correctly multi-syllable words with -ion and -ian endings - Use the lexical items related to the topic ‘Festivals in Vietnam’

- Write compound sentences using conjunctions (and, but, or, yet,so) and conjunctive adverbs (however, nevertheless, moreover, therefore, otherwise)

- Write complex sentences using subordintors (because, if, when, while, although, even though)

- Read for specific information about festivals - Listen to get specific information about a festival - Talk about a festival

- Write about a festival they like or have been to 2, Language focus

- simple sentences and compound sentences (review) - Complex sentences

- Stress of words ending in -ion and -ian 3, Skills

- Read for specific information about festivals - Listen to get specific information about a festival - Talk about a festival

- Write about a festival they like or have been to 4, Competencies

(54)

PERIOD 36

Unit 5: festivals in Vietnam Lesson 1: Getting started

- Use the lexical items related to some festivals in Vietnam’

- Listen and read for specific information about a conversation about a festivals in Vietnam - Practice listening and speaking with the lexical items related to the topic

1, Warm up (7 )’

2,

3, Practice (20 )’

Play the game “Network” with what they should and

shouldn’t during Tet Nguyen Dan festival

Read the sentences given in the exercise 1a and guess the result Listen to the recording and decide the sentence is True or False

Give some examples

Read the questions in the exercise 1c

Give the the result and check Read the expressions in the exercise 1c

Explain the meaning of the expressions

Give the the result and check Make short conversations with the expressions

Match the given words with the pictures

Give the the result and check Match the words and the

Vocabulary:

oriental, reunion, regret, bamboo swings, wristling, dragon boat

The key of exercise 1a T T F F T The key of exercise 1b In April They can see a grand opening ceremony, ao dai festion show, Dem Phuong Dong or oriental night show, royal court music

performances and sport activities

2 Duong's family prepare a five-fruit tray and chung cake Because there are many interesting things to see and enjoy, it would take too long to describe them

4 In Bac Ninh, on 12th of the first lunar month

5 Because it is near Ha Noi, it takes place right after Tet holiday and is full

The example of exercise 1c Used as sugestion or give

Group work

Whole class

Indivi- ual work

(55)

4,

5,

Homework (3 )’

pictures of festivals in the exercise

Give the the result and check Match the festivals and their descriptions in the exercise Give the the result and check Game: Festivals in Vietnam Play the game “Network” with the name of the festivals in Vietnam

The group with the most ideas are the winner

Show what they know about one of the festivals

Listen and comment - Do the exercise in the workbook

- Prepare for the next lesson Unit 5: A closer look

advice

2 Sounds +adj: used to give your first impression of what you hear

3 To stress that it is worth spending time or money doing something

4 To show surprise and to check that something is really ok to

The key of exercise a ceremony

b.anniversary c reunion d procession e carnval f performance

The key of exercise 1.d 2.a 3.c 4.b 5.e The key of exercise 1.c 2.b 3.e 4.d 5.a

Indivi- ual work Pair work

Group work

………

The 13th week

PERIOD 37

UNIT festivals in Vietnam LESSON A CLOSER LOOK 1

-Pronouce correctly the stress of words ending in “-ion” and “-ian” in isolation and in context

- Use the lexical items related to the topic “Festivals in Viet Nam” II Teaching aid: Textbook, chalks, stereo, CD

III Procedures

1, Warm up

(7 )’ Play a game Two teams of four students come to the front of the class and write nouns and verbs related to festival on the board ( one column for nouns and another for

(56)

2,

3, Practice (15 )’

4, Production (10 )’

5, Homework (3 )’

verbs)

Sum up the game and comment Tell the meaning of the words

Know the meaning and the use of the vocabulary

Read aloud

Give some examples

Read the words in column A with their meaning in column B of the exercise

Match the words and their meaning in the exercise

Read the sentences in exercise and complete them

Compare their answers with a partner

Read the nouns given in the exercise

Match the nouns ant the verbs in pairs( one verb can go with more than one verb)

Give the result and check Look at the given words in the exercise and tell about the character of the words

Listen and stress the words in the exercise

Discuss in groups to tell about one of the festivals in Vietnam

1 Vocabulary - preserve (v) - worship (v) - ritual (adj):

- commemorate (v) - incense (n)

- procession (n) - confusion (n)

The key of exercise 1 c 2.e a b 5.d

The key of exercise 1.commemorate Worship

3 preserve Ritual preformance

The key of exercise Watch: a

ceremony, a show Have (all can fit) Worship: a god, a hero

4 Perform: a ritual, a ceremony, a show The key of exercise They are all words with more than two

syllables They end with the suffix -ion and -ian

The key of exercise pro'cession

2 com'panion pro'duction compe'tition poli'tician mu'sician his'torian

Individ-ual work

Pair work

Group work

Individu-al work

(57)

Prepare: Unit 5-A closer look lib'rarian

PERIOD 38

UNIT 5: festivals in Vietnam LESSON A CLOSER LOOK 2

- Know the use of complex sentences using subordintors (because, if, when, while, although, even though)

- Review simple sentences and compound sentences - Use the lexical items related to the festivals in Vietnam II Teaching aid: Textbook, chalks, stereo, CD

III Procedures

1,Warm-up (7’)

2,

3, Practice (25’)

Talk about the differences between simple sentences and compound sentences

Give examples

Know the use of complex sentences using subordintors (because, if, when, while, although, even though)

- Give examples

Read the sentences in the exercise Decide the sentence is simple or compound

Read the sentences in the exercise Connect the sentences with ‘and, but, or, so yet’

Read the sentences in the exercise Connect the sentences with ‘however, nevertheless, moreover, therefore, otherwise’ Give the result and check Read the given clauses in the exercise Match the dependent clauses and

independent clauses Give the result and check

The key of exercise

1- S 2- C 3- C 4- S 5- S

The key of exercise

1 so

2 and but or yet

The key of exercise

1 however/ neverthless therefore moreover

Whole class

Pair work

Individ-ual

(58)

4,

5,

Homework (1’)

Read the passage in the exercise Fill in the blanks with the most suitable subordintors (because, if, when, while, although, even though)

Read the clauses given in the exercise Use their own idea to complete the sentences

Play a game ‘Matching” Each student writes one clause Two teams of five students go front of the class Students in each group say their clause in turns The pair has a meaningful sentence is

awarded

- Do the exercise in the workbook - Prepare for the next lesson Unit 5: Communication

4 otherwise neverthless/ however

The key of exercise

1 b d e f a c The key of exercise

1 because if

3 when while when

6 although/even

though workGroup

PERIOD 39

UNIT 5: festivals in Vietnam LESSON COMMUNICATION

By the end of the lesson, Ss will be able to describe and give opinions about festivals in Vietnam

1, Warm up (7 )’

Chatting

Answer some questions about some festivals in Vietnam especially the ones held by the Khmer

Know the use of some vocabulary about table manners

Read the vocabulary in

Vocabulary

bamboo archway,

coconut , green rice flakes, clasped hands, floating

(59)

3, Practice (17 )’

4,

Production (10 ) ’

5,

Homework (3 )’

chorus and individually Play a game Rub out and remember to check the vocabulary

Match the words and look at the pictures given in the exercise

Write the right words under the pictures

Listen to the tape and check the result of the exercise Look at the table in the exercise

Listen to the tape again and complete the table

Give the result and check Read the example in the exercise

Work in groups of three and role-play with the similar interview about a local festival

Give the result in front of the class and comment the

other’s

lantern

The key of exercise 1.bamboo archway Green rice flakes Potatoes

4 Coconuts pia cake

6 Clasped hands Lanterns

8 Dragon boat race The key of exercise Soc Trang

2 14th, 15th evenings of the 10th lunar month

3 Moon God

4 have a worshipping ceremony

5 float paper lanterns hold dragon boat races

Group work

………

The 13th week

PERIOD 40

UNIT 5: festivals in Vietnam LESSON SKILLS 1

By the end of the lesson, Ss will be able to: - Read for specific information about festivals - Talk about a festival

(60)

1, Warm up

(5 )’

2, Reading (22 )’

3, Speaking (15 )’

4,Homewor k (3 )’

Chatting

Answer some questions about the festivals in Vietnam

Look at the pictures in the exercise Read the questions and answer them in groups of three or four

Give the result in front of the class Read the passages in the exercise and check the answers of the

exercise1

Read the phrases given in exercise Read the passage again

and find the words or phrases in the passages with the same meaning Give the result and check

Answer the questions Give the result and check

Choose one of the two places: Huong pagoda or Hung King Temple

( students must give a reason for their choice)

Talk to find out what they will take with them if they go to the place (students should use the suggestions in the pictures and they must give a reason for their choice)

Report their decisions in front of the class and explain the reasons

Do the exercise in the workbook Prepare for the next lesson Unit 5: Skill

The key of exercise 1.emperors 2.features 3.joyful

4.from overseas 5.hiking

6.scenery

The key of exercise The Hung King Temple festival takes place from the 8th to the 11th day of the third lunar month

2 Incense, specialities such as chung cakes, day cakes and five-fruit trays

3 Because there are many joyful activities including bamboo swings, lion dances, wrestling and xoan singing performances People join the procession and make offerings of incense, flowers, fruit and candles

Whole class

Group work

Individual work

Pair work

PERIOD 41

UNIT : festivals in Vietnam LESSON 6: SKILLS 2

(61)

- Listen to get specific information about a festival - Write about a festival they like or have been to II Teaching aid: Textbook, chalks

III Procedures

1, Warm up (3 )’

2, Listening (15 )’

3, Writing (22 )’

4,Homework (2 )’

Come up and add any words or phrases to the word-web connected with the topic of ‘heroes’

Look at the picture in the exercise and share what they know about the Saint Giong with a partner

Read the sentences in the exercise and guess the result

Listen to the tape and choose the best options

Listen to the tape again and answer the questions

Give the result in front of the class Read the word web in the exercise Complete the word web with the festival in Vietnam they like best Exchange the result with their partner Read the passages in part Reading of Skill for useful language and ideas ( if necessary)

Write an article about the festival for the school website in 15 minutes Remember to use the connectors in the article

Hand out the writing as a fifteen- minute written test

Do the exercise in the workbook Prepare for the next lesson Unit 5: Looking back + Project

The key of exercise

1 B A

3 C

The key of exercise He is a mythical hero, who grew from a three-year-old child into a giant overnight The preparations begin one month before the festival A religious ceremony

4 There is cheo play performance

5 This festival shows the love for our motherland and the preservation of our cultural heritage

Whole class

Pair work

Individ- ual work

Pair work

Individu al work

PERIOD 42

UNIT : festivals in Vietnam LESSON 7: LOOKING BACK + PROJECT

(62)

- Use lexical items related to the topic “ Festivals in VN”

- Use some conjunctions ( and, but, or, yet, so) and conjunctive adverbs (however, nevertheless, moreover, therefore, otherwise)

1, Warm up (5 )’

3, Practice (15 )’

4,

5, Project (4 )’

6,Homework (1 )’

Play a game ‘Brainstorming’ about the festivals in Vietnam Look at the pictures in the exercise

Rearrange the letters to label the pictures

Give the result and check Read the text about Kate festival in the exercise Complete the text with the words in the box

Choose the best options to complete the sentences Give the result and check Read the sentences in the exercise

Complete the sentences with their own ideas

Give the result and check Read the activities and things in the exercise

Put them into the correct column

Interview each other about the activities that like best and give reasons

Give the result to the teacher Ask and answer the questions in small groups

Work in four groups to choose a song that is often performed in a festival

Listen to the teacher on how to carry out the project

The key of exercise 1 incense offerings pray Lantern crowds cheering The key for exercise ethnic commemorates respect ritual

5 ancient procession perform performances The key of exercise

1 if Even though Because While When

The suggested answers of exercise

1 When the Lim festival begins, people come to see the quan ho

singing performance Because we have many

festivals in January, we call it the month of fun and joy

3 If you go to the Hue festival, you can enjoy an ao dai fashion show

4 Even though/ Although sticky rice is very tasty, it’s hard to eatit every day

5 While/ When we are boiling

chung cakes, we often listen to our grandparents’ stories

The key of exercise New Year Festival family reunion the first-footer firework displays kumquat visiting relatives Mid-Autumn Festival mooncakes

(63)

Prepare for the next lesson

floating lanterns lion dance

written test : 15’

I, Choose the best answer to complete the sentences

1 People burn incense to show respect to their … (relatives/ ancestors /friends/neighbors) 2.Tet is an occasion for family ……… in Viet Nam.(visiting/ meeting/ reunions/ seeing) You … take off your shoes at the entrance of this house.( should/ ought /must to/ has to) This festival … the founding of the village.(worships/commemorates/ performs/preserves) In 2010, Hanoi ……its 1000th aniversary

(celebrated/commemorated/worshipped/played)

6 According … tradition,the first person come to our house at Tet should be a man.(in/ on/to/at) Saint Giong was unable to talk or walk …….he was years old (if/because/while/though) He lives near Nha trang City, …, he has never been there.(because/ although/however/ so) They …… with tradition by getting married quietly (ended/ disconnected/ broke/ took) 10 spring comes,we often prepare for our festival season (While /When /But/ Though) II, Complete the sentence so that it has the same meaning as the given one:

1 You are not allowed to go out alone at midnight

You mustn’t There is a tradition in my family that we make sticky square cake before Tet My family follows the I failed the exam; therefore, I have to study harder

Because I ……… All the students love the teacher because he is very kind

The teacher … Though Tet is considered a holiday, people become busier than on ordinary day

Tet is ……… Ký duyệt ngày: ……….……… …

………

The 15th week

Unit 6: Folk Tales I, Aims

1, Knowledge

- Use an exclamatory sentence with the correct intonation - Use the lexical items related to the topic “ Folk tales” - Use the past continuous tense correctly

- Distinguish between the past continuous tense and the simple past tense - Talk about a legend/ folk tale/ fairy tale/ fable( its plot, main character….) - Listen to get specific information in a fairy tale

- Read for specific information in a fairy tale

(64)

2, Language focus - Past simple (review)

- Past continuous

- Intonation in exclamatory sentences 3, Skills

- Talk about a legend/ folk tale/ fairy tale/ fable( its plot, main character….) - Listen to get specific information in a fairy tale

- Read for specific information in a fairy tale

- Write a narrative of a legend/ folk tale/ fairy tale/ fable 4, Competencies

IV, Anticipated problems: The difference between the past continuous and the simple past

PERIOD 43 Unit 6: Folk Tales

Lesson 1: Getting started Preparing date: 28/11/2019

Teaching date: 2/12/2019 I Objectives:

By the end of the lesson, Ss will be able to: - Use the lexical items related to folk tales

- Listen and read for specific information about a conversation about a folk tale - Practice listening and speaking with the lexical items related to the topic II Teaching aid: Textbook, stereo, CD

III Procedures

1, Warm up (7 )’

2,

Play the game ‘ Crossword” with the word ‘Folk tales’ Answer the questions about what they know about folk tales and their favorite folk tales Know the use of the vocabulary Read aloud

Give some examples

Read the sentences given in the exercise 1a and guess the result Listen to the recording and choose the best answer

Exchange the result with their

Vocabulary:

legend, folk tale, fairy tale, fable, title, genre, character plot

1B 2C 3A 4C 5A

Group work

Whole class

(65)

3, Practice (20 )’

4,

5,

Homework (3 )’

patner

Match the words in exercise 1b with the meaning

Give the the result and check Read the table in the exercise 1c

Read the text again and complete the table

Give the the result and check Know the model and use of exclamatory sentences Make some examples

Look at the words and their definitions in the exercise Listen to the recording and match the words and their definitions

Give the the result and check Game: Guess the story Fill in the table with

information of the legend, folk tale, fable, or fairy tale they know

Interview each other and try to guess the title of the story Some pairs practice in front of the class

1c 2d 3a 4b The key of exercise 1c

+ Title: Lac Long Quan and Au Co

+ Genre: Legend

+ Main characters: Lac Long Quan, Au Co and their sons + Plot:

- Lac Long Quan married Au co

- Au Co gave birth to 100 baby boys

- Lac Long Quan missed the sea

- LLQ took 50 of their sons to the sea

- Au Co tok the others to the mountain

The key of exercise

1C 2D 3B 4A

Pair work Indivi- ual work

Pair work

PERIOD 44 Unit 6: Folk Tales

LESSON A CLOSER LOOK 1 Preparing date: 28/11/2019

- Use an exclamatory sentence with the correct intonation - Use the lexical items related to the topic “ Folk tales” II Teaching aid: Textbook, chalks, stereo, CD

III Procedures

(66)

(7 )’

2,

3, Practice (20 )’

4, Production (8 )’

5, Homework (3 )’

the folk tales they have learned in the previous lesson

Lead to the new lesson

Know the meaning and the use of the vocabulary

Read aloud

Give some examples

Look at the pictures and read the words in the exercise

Match the words and the given pictures in the exercise

Read the words in exercise and match them with the given pictures

Compare their answers with a partner Give the result and check

Read the adjectives given in the exercise

Put the adjectives in the box into the correct columns

Use the adjectives to describe some characters in the folk tales

Look at the given given sentences in the exercise

Listen to the tape and repeat the sentences Say if the sentences have rising or falling intonation

Say the sentences in front of the class Listen and repeat the sentences in the exercise

Say the sentences in front of the class Play game ‘Slap the board’ with the vocabulary they have just learnt Do the exercise in the workbook Prepare: Unit 6: A closer look

1 Vocabulary Buddha (n), knight (n)

witch (n), ogre (n) wolf (n), eagle (n) cunning (adj), wicked (adj), fierce (adj) The key of exercise

1 G C E B H A D F The key of exercise

1 G F A E B C H D

class

Individ-ual work

Group work

PERIOD 45

UNIT 6: folk tales LESSON A CLOSER LOOK 2

(67)

- Use the lexical items related to folk tales

1,Warm-up (5’)

2,

3, Practice (25’)

Play a game “Shark attack” with the word ‘Folk tales’ Tell the name of some folk tales they know

Know the form of the past continuous tenses

Give examples

Know the use of the past continuous tenses

Give examples

Give the correct form of the verb in brackets

Give the result and check Look at the pictures in the exercise 3a

Use the past continuous and the suggested words to write

sentences to describe what was happening in each picture Give the result and check Look at the pictures in the exercise 3a again

Ask and answer questions about the pictures in the exercise 3a

Read the given sentences in the exercise

Give the result and check Read the fable in the exercise Give the correct form of the verb in brackets

Give the result and check Give the moral of the fable Give the result and check

The key of exercise was wearing were you going was going ran

5 was not waiting The key of exercise 3a The servant was spinning in the wood

2 The girl was picking flowers by the side of the road

3 The knights were riding their horses to the castle

4 Ciderella was dancing with the prince

5 Sait Giong was flying to the heaven

6 The ogre was roaring with anger

The key of exercise b What was the girl doing? The girl was picking flowers by the side of the road

3 What were the knights doing?

They were riding their horses to the castle

Group work

Whole class

Individ-ual

work

Individ-ual

work

Pair work

Individ-ual

work

(68)

4,

5,

Homework (2’)

Look at the times in the exercise 6a

Guess what their partner was doing at that time

Ask and answer with their partner to check the guess Give the result and check Play a game ‘Matching” Each student writes one clause (in past simple or continuous tense Two teams of five students go front of the class Students in each group say their clause in turns The pair has a

meaningful sentence is awarded - Do the exercise in the

workbook

4 What was Ciderella doing? She was dancing with the prince

5 What was Sait Giong doing?

He was flying to the heaven What was the ogre doing? It was roaring with anger The key of exercise

1 was walking, stopped, had was lying, heard, needed heard, was following, started

4 dropped, ate were dancing, left was missing/missed, decided

The key of exercise was shining was sleeping

3 went were flying opened fell

work

Pair work

Group work

………

The 16th week

PERIOD 46

UNIT 6: folk tales LESSON COMMUNICATION

By the end of the lesson, Ss will be able to retell the story “Little Red Riding Hood” and some folk tales in English

Steps+ time Learning activities Language

Focus

Modes

(69)

3, Practice (17 )’

4,

Production (10 ) ’

5,

Homework (3 )’

Answer some questions about some folktales especially the story “Little Red Riding Hood” Know the use of some vocabular

Read the vocabulary in chorus and individually Read the sentences given in the exercise 1a Look at the pictures and

put the sentences in to the correct order (may base on the pictures)

Compare the result with their partner

Give the result in front of the class and check Work in groups of six, in turn retelling the fairy tale to the group member in their own words choose the best storyteller in their group

The best students in the groups telle the stor in front of the class

Work in groups, discussing and writing an ending for the fairy tale

A student from each group reads the ending to the whole class

Vote for the best fairy tale ending Do the exercise in the workbook Prepare the next lesson

Unit 6: Skill

Vocabulary - granny (n) - scream (v) -swallow (v) The key of exercise 1.h a 3.e 4.f 5.d 6.c 7.b 8.g

class

Individ -ual work Group work

Group work

PERIOD 47

UNIT 6: Folk tales LESSON SKILLS 1 Preparing date: 5/12/ 2019 Teaching date: 10/12/2019 I Objectives:

- Talk about a legend/ folk tale/ fairy tale/ fable( its plot, main character….) - Read for specific information in a fairy tale

Steps+ time Learing Activities Language focus Modes

1, Warm up (5 )’

2, Reading (22 )’

Guessing Game: What story is it?

These words related to the story: two brothers, fruit, bag, eager, gold, sea

-> The Starfruit Tree

Read the fable in the exercise

Scan the passage to find the words in

Vocabulary: -fortune: a large amount of money.

Whole class

(70)

3, Speaking (15 )’

4,Homework (3 )’

the box

Read the passage again and answer the questions

Exchange the result with their partner Give the result in front of the class and check

Complete details of the fable

Read the story summaries and decide which story they would like to read Ask and answer questions about the stories

Example

A: I want to read Saint Giong B: What kind of story it is? A: It’s a legend

B: Who are the main characters…? A:…

Play a game Who am I? in groups of five

- One member choose a character in any of the stories in

- The others ask Yes/No questions to discover who that person is

-Starfruit Tree: tree with green fruit shaped like a star.

-ripe:ready to be eaten -filled: put gold into the gab until there is no more space.

-repay: pay back

-load: something that is being carried.

The key of exercise only a starfruit tree The eagle promised to repay him in gold He offered to swap his fortune for his brother’s starfruit tree He filled a very large bag and all his pockets with gold

5 He was dropped into the sea

The key of exercise 1.greedy 2.time 3.fortune 4.gold 5.swapped 6.dropped

Pair work

Group work

PERIOD 48

UNIT FOLK TALES LESSON 6: SKILLS 2 Preparing date: 5/12/2019 Teaching date: 13/12/2019 I Objectives:

By the end of the lesson, Ss will be able to: - Listen to get specific information in a fairy tale

- Write a narrative of a legend/ folk tale/ fairy tale/ fable II Teaching aid: Textbook, chalks

III Procedures

(71)

1, Warm up (5 )’

2, Listening (20 )’

3, Writing (15 )’

4,Homework (3 )’

Come up and add any words or phrases to the word-web connected with the topic of ‘fairy tales’

Look at the pictures and make some guesses about the fairy tale:

? What/ who you thimk the main characters in the fairy tale?

? What may happen in the fairy tale? Read the sentences in the exercise and guess the result

Listen to the tape and correct the false sentences

Read the fairy tales again and guess the result

Listen to the tape and fill in the mising words

Give the result and check Read the notes in the exercise

Make notes about one of their favorite fairy tale or invent their own fairy tale

Give the result in front of the class Write the fairy tale with the notes they have made ( Remember some

expressions normally used in a fairy tale)

Exchange the fairy tale with their partner

Read their fairy tale in front of the class and check

The key of exercise 1 Once upon a time, there was a king, a queen, and a

princess.

2 One night an ogre captured the princess and put her in his tower

3 One day a dragon heard the princess cry for help

4 At the end of the story, the dragon married the princess. The key of exercise castle

2 give gold with anger breath strong back

Whole class

Pair work

Individ- ual work

………

The 17th week

PERIOD 49

UNIT : Folk Tales

LESSON 7: LOOKING BACK + PROJECT Preparing date: 12/12/2019

(72)

- Use lexical items related to the topic “ fairy tales” - Use the past continuous tenses

1, Warm up (5 )’

2,

3, Practice (17 )’

4,

5, Project (7 )’

6,Homework

Play a game ‘Brainstorming’ about the fairy tales

Look at the types of story in the exercise

Give example of each type of story Give the result and check

Look at the pictures in the exercise Write the correct words under the pictures

Read the words in the exercise Put the words in to the correct column Give the result and check

Look at the pictures in the exercise Ask and answer about that the people were doing in each picture using the given suggestions

Some pairs practice in front of the class and check

Read the given points of time in the exercise

Ask and answer about that they were doing at the given point of time

Some pairs practice in front of the class and check

Make exclamatory sentences about their partner or other classmates Give the result and check

Read the lines of dialogue in the exercise

Put the lines of dialogue in to the correct order

Give the result to the teacher

Read the fairy tale Sleeping Beauty

Imagine they are a character in the

Sleeping Beauty Write two more entries in a diary from the point of view of their characterand draw a picture to describe what was happeing on that day Read the entries in front of the class and check

The key for exercise 1, witch 2, hare 3, knight 4, ogre 5, fairy 6, tortoise

7, giant 8, dragon The key of exercise Characters:

woodcutter, witch, dragon, fairy, giant, hare, emperor, tortoise, knight, ogre, eagle, Buddha

2 A: Was Mrs Lan doing the gardening? B: No , she wasn’t She was cooking

3, A: Was Mr Hung writing a letter? B: No, he wasn’t He was reading a

newspaper

4 A: Were Hoa and Hai playing table tennis?

B: Yes, they were 5, A: Was Duong listening to music? B: No, he wasn’t He was watching TV 6, A: Was Mai doing her homework?

B: No, she wasn’t She was sweeping the floor The key of exercise 1.D I A C F H J B G 10 E

Group work

Indivi-dual work

Pair work

Indivi-dual work

(73)

(3 )’

Do the exercise in the workbook Prepare for the next lesson

PERIOD 50

By the end of the lesson, Ss will be able to review all the language they have studied from unit to unit

- Pronunciation: /spr/and/str/ and the correct intonation with an exclamatory sentence - Vocabulary: From unit to unit

- Grammar: conjunctive adverbs (however, moreover, otherwise), subordintors (while, although) and past continuous tense

1, Warm up (3 )’

2,

Review(40 )’

Chatting

Read and underline the letter with /spr/ and circle the letter with /spr/ in the sentence in the exercise

Read the sentences, paying attention to the intonation

Read the sentences in front of the class Circle the word with a different stress from the others in the exercise Listen and repeat the words Check the result

Read the sentences in the exercise Choose the best answer to complete the sentences

Give the result in front of the class Read the sentences in the exercise Put the words in the box to complete the sentences

Read the notices and sentences in the exercise

Match the notices and sentences Give the result and check

The key of exercise A bam’boo B ‘cultural A compe’tition C present’tation 5.D ‘heritage

The key of exercise A B C D B B

The key of exercise legend

2 cunning ever

4 generous kind

The key of exercise B A E D C

The key of exercise although

2 otherwhile

3 while moreover

Whole class

Indivi-dual work Pair work

Indivi-dual work

(74)

3,Homework (2 )’

Read the sentences in the exercise Put the conjunctive adverbs (however, moreover, otherwise), subordintors (while, although) to complete the sentences

Read the conversation in the exercise Put the verb in the brackets in to the correct verb form

Read the conversation in the exercise Complete the conversation with the most appropriate response

5 however

The key of exercise were you doing was watching was telling happened were having were setting off The key of exercise C A B D E

Pair -work

PERIOD 51 REVIEW - SKILLS Preparing date: 12/12/2019

I Objectives: By the end of the lesson, Ss will be able to review all the language they have studied from unit to unit and parctise their skills

II Teaching aid: Textbook, chalks, stereo, CD, … III Procedures

Step+ time Learning activities Language

focus Mode

1, Warm up (3 )’

2,

Review(40 )’

Chatting

Decide if the sentence is true or false and tick it

Read the idea given in the exercise Make notes of six notes about the social customs in their country

Exchange the result with their partner Give the result and check

Listen to the passage and choose the correct

The key of exercise 1 T F3 F T T

Whole class

Individual work

(75)

3,Homework (2 )’

answer

Read the letter given in the exercise and know the scene

Write a letter to tell about the social customs in Vietnam They may use the idea in the speaking section

Read the letter in front of the class Do the exercise in the workbook Prepare for the next lesson

The key of exercise A B A C

Individual work

………

The 18th week

PERIOD 52 Review

Preparing date: 19/12/2019 Teaching date: 23/12/2019 I Objectives: By the end of the lesson, Students will be able to: - Review the language content in the first term

- Practice doing some kind of exercises II Teaching aid: Textbook, chalk, III Procedures

Steps+ time Learning

activities Language focus Modes

1,Warm up (3 )’

2,

Language review ( 40 )’

Chatting Tell about what they have learnt in the first semester Do the exercise (Give the correct form of the verbs) Give the result in front of the class

Do the exercise (Choose the best answer to complete the sentences) Give the result in front of the class

I, Give the correct form of the verbs

1 The Lim festival ( hold) in the first lunar mont While he (go) to the cinema, he met his friend I didn’t like (talk) to him after what happened If you (not leave) me alone, I will call them What they (study) at p.m yesterday?

II, Choose the best answer to complete the sentences

1 We were attracted by her graceful … ( performer/ performing/ performed/ performance)

2 The family was sleeping ……… the thief came in to the house (when/ while/ if/ during) My brother was searching … some information

on the Internet at that time( to/ with/ for/ of)

Whole class

(76)

3,

Homework (2 )’

Do the exercise (Read the passage and as directed) Give the result in front of the class

Do the exercise (Rewrite the sentences with the same meaning) Give the result in front of the class

Prepare for the next lesson: Written test 45’

4 “… a beautiful girl she is!” the man said to me ( Who/ What/ Where/ Which)

5 You should take off your hat when going … a worship place.(about/ from/ into /out of)

6 It’s a rule, so everyone …….strictly follow it (doesn’t have to/ shouldn’t/has to/should)

7 My parents enjoy in the garden by himself on Sundays.(work/ working/ worked/ works) If you write…than this,you will get good marks(careful/more careful/carefully/more carefully)

IV, Rewrite the sentences with the same meaning 1, Although the girl worked hard, her stepmother wasn’t happy ->The girl …

2, His team’s performance was more successful than her team.-> His team performed 3, He doesn’t like to play basketball in the afternoon.-> He doesn’t enjoy

4 You are not allowed to leave the room without permisson.->You mustn’t

Whole class

By the end of the lesson, students will be able to review the language content of the first term and practice the skills of using them in suitable situations

-The matrix

Knowle dge

Compr ehensio

n

Applica tion

High applica

tion

Sum

Obj test Self-ex Obj test Self-ex Obj test Self-ex Obj test Self-ex

Listeni ng

No of questio

n: No of point: Percent

age

4 1 10 %

8 2 20 %

Vocabu lary and structu

Underli ne the

best option

(77)

re

the berbs

in bracket

s.

No of questio

age %

4 1 10 %

12 3 30 %

Readin

g True orFalse

Answer the questio

ns

No of questio

age %

4 1 10 %

2 1 10 %

1 0.5 5 %

7 2,5 25 %

Writtin g

Write sentenc

es

Make sentenc

es

No of questio

age %

3 1,5 15 %

4 1 10 %

7 2,5 25 % No of

questio n: No of point: Percent

age %

12 3 30 %

4 1 10 %

6 2 20 %

1 0.5 5 %

3 1,5 15 %

4 1 10 %

-The test

A LISTENING

I, Listen and decide whether these statements are True (T) or False (F)

(78)

1 In the UK, people follow a lot of ………manners They hold the knife in the ……… hand

3 You should put your knife and fork ……… your plate when you finish eating Guests have to ……… untill the host or hostess start eating

1 My mother enjoys special food at Tet holiday (cook/to cook/cooking /cooked) 2.There is a custom in Vietnam that Chung cakes …at Tet(make/made/are making/are made) 3.The girl was crying when a fairy ( appears/ appeared /is appearing/ was appearing) Lan is a beautiful girl; , she’s very kind.( moreover / although/ however/ because) While eating in India, you use the right hand ( have to /should to/ has to/ must to) 6.According …tradition,the first person come into our house at Tet should be a man.(in/on/to/at) 7.The main … of the fable “the Starfruit tree” are brothers.( plots/ characters/ titles/ names) It is an important rule, so we have to follow it……… (strict/ stricted/strictness /strictly) II Supply the correct form of the berbs in brackets

1.If you go to Soc Son district, you should (visit) ……… Giong temple there 2.My children adore (stay) up late when there is an interesting film on TV 3.The girls (cook) ……… dinner when their father arrived home

4.The Hung temple festival (celebrate) ……… every year

C READING

The Hung Temple is on the top of Nghia Linh mountain in Phu Tho province The Festival makes it possible for Vietnamese people to visit their land of origin.A day before the

festival, you can see ancient and modern flags along the road fromViet Tri to Hung

mountain On the day before the festival, people let 100 sky lanterns fly into the sky The main worship service is held the following morning A flower ceremony starts the festival In the upper Temple, there is a ceremony of offering a five-fruit tray, Chung cakes and Day cakes to the Hung Kings Also, there is an elephant march followed by the cross- bow shooting, rice- cooking, swinging contests, cockfights and dragon dances

1 The Hung Temple is at the bottom of Nghia Linh mountain

2 About 100 sky lanterns fly into the sky on the day before the festival

3 There is a buffalo march during the festival

4 A flower ceremony starts the Festival

The Kate festival is held by the Cham ethnic group in Ninh Thuan province for three days at the beginning of October The main purpose of the festival is to commenmorate the Cham heroes like Po Klong Garai and Po Rome and show respect to them Moreover, the festival is a chance for the local people to relax, to meet and wish one another lucky in the future At the festival, the Cham people have to a ritual to welcome the customes from the Raglai and then people take part in a procession to the nearby temple During the ceremony, the people call their ancestors and gods with the help of a shaman, and then pray for health and prosperity

1, When is The Kate festival held?

(79)

2, Who does the festival commemorate?

……… 3, Which of the following the Cham people welcome at the Kate festival?

A their heroes B the local people C the customes from the Raglai D their ancestors D WRITING

I, Complete the second sentence so that it has a similar meaning to the first The girls don’t speak English as fluently as the boys

The boys ……… Although I like the Lim festival very much, I have never been there

I like……… 3, The boy isn’t allowed to come into that house

The boy must II Make sentences using the words and phrases given :

1 Our house/ decorate/ beautifully/ Tet/ than/ other days/

……… My family/ have/ custom/ eat/ dinner/ p.m/ everyday/

……… Tet/ be/ most important/ festival/ Viet Nam/ so/ most Vietnamese / return home/ Tet/ ……… While/ Cinderella / dance/ the prince, / she/ leave/ the hall quickly/

……… - The key

A LISTENING

1 Listen and decide whether these statements are True (T) or False (F) (each correct answer is 25p)

1 T F T F Listen to the conversation and fill each of the gaps with a word you hear (each correct answer is 25p)

1 table right on wait B VOCABULARY AND STRUCTURE

I, Underline the best option to complete the sentence (each correct answer is 25p) cooking are made appeared moreover

5 have to to characters strictly

II Supply the correct form of the berbs in brackets (each correct answer is 25p) 1, visit 2, staying were cooking 4, is celebrated

C READING

I Read the passage and decide the following sentences are True(T) or False (F) (each correct answer is 25p)

1 F T F T

II Read the passage carefully and answer the questions(each correct answer is 5p) (The Kate festival / It is held ) at the beginning of October

(80)

1 The boys speak English more fluently than the girls

2 I like the Lim festival very much, but/ yet/ however,/nevertheness, I have never been there 3, The boy must not come into that house

II Make sentences using the words and phrases given (each correct answer is 0.25p) Our house is decorated beautifully at Tet than on other days/

2 My family have/ has the custom of eating dinner at p.m everyday

3 Tet is the most important festival in/ of Viet Nam, so most Vietnamese (people) return home for / at Tet

4 While Cinderella was dancing with the prince, she left the hall quickly/

………

The 19th week

PERIOD 54

Feedback on test and Projects Preparing date: 26/11/2019

Teaching date: 30/12/2019 I, The objectives

By the end of the lesson students will be able to know what they have achieved in the first term and set their next goal for their study

II, Teaching aids

A, Feed back on the test 1 The test (see period 53)

2, Comments

a, Good points

- Most of students know how to different types of exercise, especially with exercises in listening and vocabulary + structure part

- Some of students the test well They have the correct answer for most of questions b, Bad points

- Most of students have mistakes in different structures

- Some students are not used to doing the writing and listening exercises They don’t write any answer for the questions on the testpaper

+ Language skill:

- Some students don’t have enough skills of doing exercise They don’t answer the multiple -choice questions correctly

- A small number of students have bad writing

- Most students have mistakes in the writing exercise, especially with the last exercise - Many students don’t know how to answer the questions correctly They only write the sentences with the related information in the passage

b, Particular mistakes

- Some students have mistakes in chooing the best answer to complete the sentence

(81)

Number of Students

Satisfactory (Above M5)

Satisfactory percentage

Mark +10

Mark 7+8

Mark 5+6

Mark 3+4

Mark 1+2

Mark 8A

8B 8C Sum 5, Comment

- Most students have tried their best to study English

- A small number of studets are bad at at English They also don’t have enough skill of doing exercises

- Revise the language content in system

- Help students improve their skills of doing exercises

- Classify the sudents into small groups and take more care of each groups, especially with under-average students

B.Feed back on the projects

-Comment and give mark to the projects

The second semester Unit 7: Pollution

I, Aims 1, Knowledge

- Pronounce the words endings in -ic and -al in isolation and in context

- Use the lexical items related to the topic “Pollution” to talk about types of pollution

- Use words and phrases showing cause/ effect relationships to describe the causes and effects of pollution

- Use the conditional sentence type and correctly and apropriciately to describe pollution - Talk about the causes and effects of water pollution as well as ways to reduce it

- Listen to get specific information about thermal pollution

- Read for general and specific information about water pollution - Write about the causes and effects of a pollution type

2, Language focus

- conditional sentence type (review) - conditional sentence type

- Pronunciation: stress in word ending in -ic and -al

3, Skills

(82)

- Listen to get specific information about thermal pollution

- Read for general and specific information about water pollution - Write about the causes and effects of a pollution type

4, Competencies

IV, Anticipated problems: The difference between the conditional sentence type and 2 The 20th week

PERIOD 55 Unit 7: Pollution

Lesson 1: Getting started Preparing date: 2/1/2020

By the end of the lesson, Ss will be able to: - Use the lexical items related to pollution

- Listen and read for specific information about a conversation about pollution - Practice listening and speaking with the lexical items related to the topic II Teaching aid: Textbook, stereo, CD

III Procedures

1, Warm up (7 )’

2,

3, Practice (20 )’

Play the game ‘ Crossword” with the word “pollution” Answer the questions about what may cause pollution

Give some examples

Read the sentences given in the exercise 1a and guess the result Listen to the recording and choose the find the words or phrases

Give the result and check Read the conversation again and answer the questions in exercise 1b

Vocabulary: Dead (adj) 2.Aquatic(adj) 3.Dump(v/n) 4.Poison(v/n) Polluted(adj) To come up with The key of exercise 1a Dead Aquatic Dump Poison

5 Polluted To come up with The key of exercise 1b

1 They are in Mi’s home village

3 She’s surprised because she sees the fish are dead

4 It’s dumping poison into the

Group work

Whole class

Indivi- ual work

Pair work

(83)

4,

5,

Homework (3 )’

Give the the result and check Read the sentences in the exercise 1c

Read the text again and tick the correct box

Give the the result and check Look at the words and the pictures in the exercise Give the the result and check Use the types of pollutions above to complete the sentences in the exercise Give the the result and check Work in groups of six In five minutes, students write down the pollution types their neighbourhood faces and rank them in order of seriousness They also have to give reasons for their order Some group representatives present their group’s order and reasons And the class vote for the group with the best reasons

lake

5 He’s sneezing so much because the air is not clean The key of exercise 1c

1 F T NI T T The key of exercise

A Radioactive pollution B noise pollution C visual pollution D Thermal pollution

E Water pollution F land/ soil pollution G Light pollution H air pollution

The key of exercise thermal pollution Air pollution radioactive pollution light pollution

5 Water pollution Land/ Soil pollution Noise pollution visual pollution

Group work

Whole class

PERIOD 56 Unit 7: Pollution

LESSON A CLOSER LOOK 1 Preparing date: 2/1/2020 Teaching date: 7/1/2020 I Objectives:

- Pronounce the words endings in -ic and -al in isolation and in context - Use the lexical items related to the topic “ Pollution”

1, Warm up (7 )’

2,

Presentation

Play the game “ Network” about the types of pollution that they learnt in Getting started

The key of exercise

Group work

(84)

(7 )’

3, Practice (20 )’

4, Production (8 )’

5, Homework (3 )’

Look at the tables and read the words in the exercise

Complete the table with appropiate verbs, nouns and adjectives

Read the stentences in exercise and complate them with the verbs, nouns and adjectives in exerrcise Compare their answers with a partner

Know about the clauses of reason and clauses of result and the words and phrases to signal them

Give some examples

Read the sentences in the exercise and decide which clause is a cause and which is and effect Write the letter C or E for the clauses

Combine the clauses in the exercise in to a new sentence that show a cause/ effect relationship

Play a game in small groups who work with the same pair of pictures in 2, or In three minutes, each group has to write down as many sentences based on the given picture pair as possible on a sheet of paper When time is up, the group with the most sentences is the winner Other groups can add any sentences they have

Do the exercise in the workbook Prepare: Unit 7: A closer look

1 Poison Contaminate Pollution Polluted

5 Death Damaged

The key of exercise Poisonous Pollutants Dead Contaminated Damage Pollute The key of exercise 3b Oil spills from ships in oceans and rivers lead to the death of many aquatic animals and plants

3.Households dump waste into the river so it is polluted

Since the parents were exposed to radiation their children have birth defects

We can’t see the stars at night due to the light pollution

The key of exercise ar’tistic ’physical ath’letic he’roic his’toric po’etic his’torical bo’tanic ’logical 10 Bo’tanical The key of exercise scien’tific ’national ’madical ’chemical dra’matic

Suggested answers:

2 The soil is polluted, so plants can’t grow

3 We won’t have fresh water to drink because of water pollution

4 We plant trees, so we can have frest air

work

Whole class

Pair work

Individ -ual work

(85)

PERIOD 57 UNIT 7: Pollution LESSON A CLOSER LOOK 2

- Use the conditional sentence type and correctly and apropriciately to describe pollution - Use the lexical items related to folk tales

1,Warm-up (5’)

2,

3, Practice (25’)

Play a game “Matching ” with the clauses of the conditional sentence type ( one group give if - clause, the other give main clause)

Review the use and the structure of the conditional sentence type

Give examples

Know the use and the structure of the conditional sentence type

Give examples

Give the result and check Read the pairs of sentence in the exercise

Combine them using the conditional sentence type Give the result and check Read the if-clauses and main clauses in the exercise Combine them using the conditional sentence type Give the result and check

The key of exercise 1 recycle; will help won’t dump; fines travel; will be

4 will save; don’t waste use; will have

The key of exercise 1, Students will be …

environment if teachers teach school

…

2, Then light pollution happens, animals will … patterns

3, The level …decrease if we switch… sources

4, if the water temperatures increases, some … reproduce 5, People will get more diseases if the water is contaminated

The key of exercise b c d e a The key of exercise were- would exercised- would be had - would build tidied- wouldn’t be were - would grow

Group work

Whole class

Individ-ual

work

Individ-ual

work

(86)

4,

5,

Homework (2’)

Combine them using the conditional sentence type CHAIN GAME

Work in groups Student A begins with a conditional sentence type or type Student B uses the end of student A’s sentence to begin his/ her own sentence Student C does the same Continue the game until the teacher tells you to stop

The key of exercise

2 If there weren’t so many billboards in our city, people could enjoy the view

3 If there wasn’t/ weren’t so much light in the city at night, we could see the stars clearly If we didn’t turn on the heater all the time, we wouldn’t have to pay three million dong for electricity a month

5 If the karaoke bar didn’t make so much noise almost every night, the residents wouldn’t complain to its owner

6 She wouldn’t have a headache after work every day if she didn’t work in a noisy office

work Individ-ual

work

Group work

………

The 21st week

PERIOD 58 UNIT 7: Pollution

LESSON COMMUNICATION Preparing date: 9/1/2020

- Use the lexical items related to the topic “Pollution” to talk about types of noise pollution - Listen to get specific information about noise pollution

II Teaching aid: Textbook, chalks, stereo, CD III Procedures:

Steps+ time Learning activities Language

Focus Modes

1, Warm up (7 )’ Chatting

(87)

3, Practice (17 )’

4,

Production (10 ) ’

5,

Homework (3 )’

pollution, especially the noise pollution Know the use of some vocabulary

Read the vocabulary in chorus and individually Read the questionaire in the exercise

Choose the correct answer in the exercise

Work in pairs to compare their answers ans see if they have any different answers They not have to reach an agreement at this stage

Give the result in front of the class and check Listen to the tape and check the result

Audio script:

Noise is constant an loud sound To measure the loudness, or volume of sounds, people use a unit called a decibel When a sound is louder than 70 decibels, it can cause noise pollution Do you know that the noise from a vacuum cleaner or a motorcycle can result in

permanent hearing loss after eight hours? The sounds of a concert are even more serious They can reach as high as 130 decibels and may cause immediate and permanent hearing loss Noise pollution can also lead to

headaches and high blood pressure If you are listening to music through headphones, and other people can hear it, it means the music is too loud and unsafe If there seems to be a ringing or buzzing in your ears, it means the noise is effecting you and damaging your hearing Wearing earplugs when you go to concerts or other loud events, and listening to music through headphones or headsets at safe levels can help you reduce the effects of noise pollution.

Give the result in front of the class and check Work in groups, discuss other ways to prevent noise pollution

Play a game to find out which group in five minutes can come up with the most ways The winning group then presents the answers to the whole class Other groups add more if they have any different ways

Do the exercise in the workbook Prepare the next lesson

Unit 7: Skill

Vocabulary -permanent (adj)

- earplug (n) - affect(v) - hearing loss( n) - blood pressure (n) The key of exercise 1 B C A B C A A

Individ -ual work Pair work

Individ -ual work

(88)

PERIOD 59 UNIT 7: Pollution LESSON SKILLS 1 Preparing date: 9/1/ 2020 Teaching date: 14/1/2020 I Objectives:

- Talk about the causes and effects of water pollution as well as ways to reduce it - Read for general and specific information about water pollution

- Use the lexical items related to the topic “Pollution” II Teaching aid: Textbook, teacher’s book, chalks… III Procedures

1, Warm up (3 )’

2, Reading (20 )’

3, Speaking (20 )’

Chatting

Answer some questions about some types of pollution, especially the noise pollution

Know the use of some vocabulary Read the vocabulary in chorus and individually

One student looks at the picture A on page 12 while the other looks at picture B on page 15 They ask each other Yes/ No questions to find out the differences between the two pictures

Report the differences and tell the reason of them (water pollution) Read the questions given in the exercise

Exchange the result with their partner

Read the text again and complete the given sentences in exercise Exchange the result with their partner

Work in groups to discuss the solutions to water pollution

They can then give through each cause in the presentation and think of the solutions For example:

Factories dump industrial waste - Solution 1: Give heavy fines to companies that are found doing this

Vocabulary: + groudwater: the water beneath the earth’s surface + Pesticide(n): + Herbicide(n) + “point sourse” pollution:

+ “ non- point sourse” pollution:

The key of exercise The second

paragraph tells about the causes of water pollution

2 The third paragraph tells about the effects of water pollution It’s the water beneath the Earth’s surface

4 They are industrial waste, sewage,

pesticides, and herbicides

5 They are pollutants from storm water and the atmosphere

6 They use herbicides to kill weeds

The key of exercise cholera die polluted water dead aquatic

Whole class

Pair work

Individual work

Pair work

(89)

4,Homework (2 )’

- Solution 2: Educate companies about the environment

- Solution 3: Give tax breaks to companies that find “clean” ways to dispose of their waste

They make notes of the answers on a piece of paper Invite one group to quickly present their solutions Other groups add any ideas if necessary

Complete the diagram of water pollution using the information from the text for the causes and effects and your groups’ ideas for the solutution

Give a presentation about water pollution Other groups listen and give comments The class may vote for the best presentation

pants

Whole class

PERIOD 60 UNIT Pollution LESSON 6: SKILLS 2 Preparing date: 9/1/2020 Teaching date: 17/1/2020 I Objectives:

- Listen to get specific information about thermal pollution - Write about the causes and effects of a pollution type II Teaching aid: Textbook, chalks

III Procedures

1, Warm up (7 )’

2, Listening (15 )’

Chatting

Answer some questions about some types of pollution,

especially the thermal pollution Look at the pictures and descibe the relationship between them Listen to the tape and check Give the result and check

Read the diagram and identify the from of the word/ phrase to

befilled in each blank

The key of exercise hotter

2 cooler cool 4.warm rivers warmer water fish population

Whole class

(90)

3, Writing (20 )’

4,Homework (3 )’

Listen to the tape and fill in the mising words

Read the diagrams in the exercise

Decide which pollution type in their area they are going to discuss

Take notes of the causes and effects Give the result in front of the class

One writes about the causes and the other writes about the effects based on their notes from the exercise Remember to use markets like firstly, secondly, finally to navigate through their points

Share their work with each other and combine it to make a

complete article

Give out their writing in front of the class and check

7 Harmful colour Poison 10 Cool down

Pair work

Whole class

………

The 22nd week

PERIOD 61

UNIT : Pollution

LESSON 7: LOOKING BACK + PROJECT Preparing date: 16/1/2020

(91)

I Objectives:

- Use the lexical items related to the topic “Pollution”

- Review the grammar of the unit: Conditional sentence type and II Teaching aid: Textbook, chalks

III Procedures

1, Warm up (5 )’

2,

Vocabulary (15 )’

3, Grammar (10 )’

4,

5, Project (7 )’

6,Homework

Play a game ‘Brainstorming’ about the types of pollution

Read the passage in the exercise Complete the passage with the correct form of the word in the blankets Give the result and check

Look at the word web in the exercise

Complete the word web with the types of pollution

Read the sentences in the exercise Rewrite the sentences, using the words in the brackets

Read the sentences in the exercise Complete the sentences with the correct form of the verb in the brackets

Read the given if- clauses in the exercise

Complete the sentences with their own main clauses

Read the example in the exercise Discuss what they would or say in each situation They may not need to discuss all the situations

Give the result to the teacher Read the information about the project

Remind what a collage is (a picture made by sticking photographs, pictures or drawings onto a surface.) Do the project following the

instructions in the book

Present the project infront of the class

The key for exercise 1 pollution

2 contaminated death

4 poisonous pollutions

The key of exercise radioactive pollution noise pollution visual pollution thermal pollution water pollution land/ soil pollution light pollution air pollution

The key of exercise The residents of the street cannot sleep

because of the loud noise from the music club Vy had stomachache since she eat a big dinner

3 The road in from of my house was flooded due to the heavy rain His mother is unhappy because his room is untidy

5 Too much carbon dioxide (CO2) in the atmosphere causes global warming

1.Won’t be;don’t take Continue; will be3 Were/ was; would wear do; will see

(92)

(3 )’

6 Wouldn’t be; didn’t take care

Unit : English-speaking countries I, Aims

1, Knowledge

- pronounce the words ending in – ese and - ee correctly in isolation and in context

- use the lexical items related to the topic of people and places in English speaking countries - use the present simple to talk about future activities

- talk about interesting facts of a country

- listen for specific information about a day trip to an amazing town - read for specific information about the attractions of a country - write a description of a schedule for a visit or a tour

2, Language focus

- present tenses (review) - present simple for future

- Pronunciation: stress in word ending in -ese and -ee

3, Skills

- talk about interesting facts of a country

- listen for specific information about a day trip to an amazing town - read for specific information about the attractions of a country - write a description of a schedule for a visit or a tour

4, Competencies

III, Teaching aids: stereo, CD, picture, English book and others IV, Anticipated problems: the present simple for future

PERIOD 62

Unit : English-speaking countries Lesson 1: Getting started

Preparing date: 16/1/2020 Teaching date: … /… /2020 I Objectives:

- Use the lexical items related to the topic of people and places in English speaking countries - Practice listening and speaking with the lexical items related to the topic

(93)

Step+ time Learning activities Language focus Mode 1, Warm up

(7 )’

2,

3, Practice (20 )’

4,

5,

Homework (3 )’

Look at some photos or magazine cut-outs of some famous monuments or items from English speaking countries and guess what country each monument/item is from

Call out names of English speaking countries and their main cities

Read the vocabulary in chorus and individually

Read the words given in the exercise 1a and guess the result Listen to the recording and choose the words or phrases Exchange the result with their patner

Give the result and check Read the conversation again and answer the questions in exercise 1b

Give the the result and check Read the sentences in the exercise

Complete the sentences with the words or phrases from the box

Give the the result and check Look at the flags in the exercise

Put the name of the countries under the flags

Give the the result and check GAME: Where are they? Work in groups of six The first group to find all the countries wins Student to go to the board and mark the six countries - Do the exercise in the workbook

The key of exercise 1a Awesome, just awesome Any of the following: Absolutely/ Right

3 It’s hard to say Perhaps

The key of exercise 1b He’s at an international summer camp (in Singapore)

2 They come from different countries/ from all over the world

3 He has made new friends, visited places, (and taken part in different activities.)

4 Because he uses English every day with people from different countries

5 Two boys from Australia and a girl from the USA

6 After July 15th. The key of exercise

1 summer camp native English speaking countries native speakers the USA accents official language The key of exercise

1 the USA

2 The United Kingdom Singapore

4 Australia Canada New Zealand

Whole class

Indivi- ual work

Pair work

Indivi- ual work

Group work

PERIOD 63

(94)

LESSON A CLOSER LOOK 1 Preparing date: 16/1/2020 Teaching date: 31/1/2020 I Objectives:

- pronounce the words ending in – ese and - ee correctly in isolation and in context

- use the lexical items related to the topic of people and places in English speaking countries II Teaching aid: Textbook, chalks, stereo, CD

III Procedures

1, Warm up (4 )’

2,

3, Practice (20 )’

4, Production (11 )’

Play the game “ Network” about the the names of some English speaking countries they learnt in the previous lesson

Look at the tables and read the words in the exercise

Complete the table with the peoples

Give the result and check Listen to the tape and repeat Read the words in exercise Change them into the suitable verbs, nouns or adjectives Compare their answers with a partner

Complete the sentences with the words in the box

Match the pictures with the words in the box

Mark the stress in the underlined words

The key of exercise 1 the Americans The English

3 The Scottish/ the Scots The Welsh

5 the Irish

6 The Canadians The Australians The New Zelanders The key of exercise N = history

2 V = symbolize A = legendary N = icon

5 A = spectacular N = festival A = scenic V = attract

The key of exercise icon symbolizes scenic unique attracts

The key of exercise castle loch

3 parade monument state cattle station The key of exercise Conto’nese, Taiwa’nese, Japa’nese, Portu’guese Employ’ee, adop’tee, addre’ssee, interview’ee The key of exercise

Group work

Individ -ual work

Whole class

(95)

5, Homework (3 )’

Play a game in small groups Look at the given words and give the correct form of the words (especially the words ending in -ese and -ee) The group with the most correct words is the winner Teacher encourages students to the part Vocabulary in the

LOOKING BACK

Do the exercise in the workbook Prepare: Unit 8: A closer look

1 Chi’nese refu’gee trai’nee Japa’nese guaran’tee

………

The 23rd week

PERIOD 64

Unit : English-speaking countries LESSON A CLOSER LOOK 2

- Use the tenses of verbs, especially the simple tense with future meaning correctly - Use the lexical items related to English speaking countries

1,Warm-up (5’)

2,

3, Practice

Play a game “Matching ” with the some famous cities and their country

Review the use of some tenses of verb, especially the simple tenses

Give examples

Give the result and check Read the passage in the exercise

Find out and correct the

The key of exercise

1 has served is increasing symbolizes 4.form

5 has celebrated is

The key of exercise 2 visit->ave visited

3 increases->is ancreasing has celebrated-> celebrates are dancing->dance

Group work Whole class Individ-ual

work

(96)

Individ-(20’)

4,

5,

Homework (2’)

mistakes in the passage Give the result and check Read the schedul e in the exercise 3a

Underline the verbs in the sentences

Give the result and check Discuss the given questions in the exercise 3b

Complete the sentences with the correct verbs in the box in the simple present tense

Make notes of some activities their school has planned for next week Write five sentences about the activities, using the simple present with a future meaning

Teacher encourages students to the part Grammar in the LOOKING BACK

- Prepare for the next lesson Unit 8: Listening+Reading

1 The Debating Competition takes place in the Main Hall on April rd.

2 The bus for the excursion to the chocolate factory leaves at 8.00 a.m os April 14th.

The key of exercise 3b The future

2 The present simple

The key of exercise starts – finishes taken place holds hosts Lasts

ual work

Group work Individ-ual

work

Individ-ual

work

I, Choose the best answer to complete the sentences

(97)

II, Read the passage and answer the questions.

Pollution is one of the most important problems facing us today There are some types of pollution: air pollution, water pollution, and noise pollution and the others Air, which is the most important element of our environment, can be polluted in many ways This leads to health problems like asthma and lung diseases China and the USA are the world leaders in air pollution emissions Water is polluted by industrial waste from factories Sewage from households is another cause of water pollution The long noise of vehicles, loud music and factories can causes headaches and hearing loss People hearing much noise can become sick, as they cannot sleep or relax

1 How many types of pollution are mentioned in the passage?

2.Which is the most important element of our environment?

3.Are China and the USA the world leaders in air pollution emissions?

4.What cause water pollution?

5.Why can people hearing much noise become sick?

PERIOD 65

Unit : English-speaking countries LESSON SKILLS ( LISTENING+ READING)

- listen for specific information about a day trip to an amazing town - read for specific information about the attractions of a country

- Use the lexical items related to the topic “English speaking country” II Teaching aid: Textbook, teacher’s book, chalks…

III Procedures

1, Warm up (3 )’

2, Reading (20 )’

Chatting

Answer some questions about some what they know about Scotland Know the use of some vocabulary Read the vocabulary in chorus and individually

Read the given questions in the exercise1

Read the passage and answer the questions

Vocabulary: + haunt (v) + piping (n) + fire brigade (n) The key of exercise 1 It’s in the north of Great Britain

Whole class

(98)

3, Listening (20 )’

4,Homework (2 )’

and check

Read the places and events in the exercise

Match the places and the events Give the result in front of the class and check

Read the text again and complete the given sentences in exercise

Look at the pictures and read the schedule of events

Listen to the tape and fill in the schedule

Read give sentences and the given options

Listen to the tape and choose the correct options

Do the exercise in the workbook Prepare for the next lesson Written test

2 It’s famous for its rich and unique culture as well as its amazing natural beauty, its historic castles, its traditional festivals, and its whisky.It is also famous for various inventions

The key of exercise Edinburgh: d, f Castles: a, c

3 Highland Game: b, h Lochs: e, g

The key of exercise 1 9.30 12 30 4.00 4.15 The key of exercise B C C B A

The key of exercise Yes, it is

2 A ghost

3 Piping, drumming, dancing

4 the telephone, television, penicillin, the rain coat

5 In 1824

Individual work

By the end of the lesson, students will be able to review the language content of the preiod(Unit 7, 8) and practice the skills of using them in suitable situations

-The matrix Knowl

edge

Comp rehen-sion

Applic ation

High applic

ation

Sum Obj

test Self-ex

Obj

test Self-ex

Obj

test Self-ex

Obj

test Self-ex

(99)

No of questi on: No of point: Percen

tage 10 %

4 10 %

8 20 %

Vocab ulary

and struct

ure

Underl ine the best option

Supply the correct

form of the berbs

in bracket

s No of

questi on: No of point: Percen tage %

4 10 %

12 30 %

Readi ng

True or False

Answe r the questio

ns No of

4 10 %

2 10 %

1 0.5 %

7 2,5 25 %

Writti ng

Write senten

ces

Paragr aph writing No of

3 1,5 15 %

1 10 %

(100)

No of questi on: No of point: Percen tage %

12 30 %

4 10 %

6 20 %

1 0.5 %

3 1,5 15 %

1 10 %

31 10 100% The test

A LISTENING I Listen and choose the right answer A, B , or C

1.The first thing you see in Puzzling World is

A Lake Wanaka B the Learning Tower C the spacious café is possibly the most photographed attraction in New Zealand

A The Leaning Tower B The Illusion Room C Puzzling World Lake Wanaka is called

A a natural attraction B a natural paradise C a beauty spot At Lake Wanaka you can

A bike and walk B drive C climb a mountain II, Listen and fill in the blanks with the information you hear

1, When a sound is louder than ………decibels, it can cause pollution 2, The sound of a ……… … can reach to 130 decibels

3, Noise pollution can lead to ………and high blood pressure 4, We should wear ………….when going to the concert

1 If we water carefully, more people will have fresh water.(will use/would use/used/ use) Don’t drink that water in this lake It’s ……… (contaminated / pure/ damaged/ cleaned) We can’t see the stars at night …… to much light pollution ( causes/ lead/ because/ due) Too much CO2 in the air results …… … the global warming ( on/ to/ in/ at)

5 ……they dump waste into the river, it is polluted.(because/ because of/therefore/although) The capital of New Zealand is …… (Canberra/ Washington/ Wellington/ Ottawa)

7.The Statue of Liberty is a monument which …freedom(attracts/symbolises/decides/knows) The bus to the city center …… in five minutes ( leaves/ has left/ is leave/ will leaves) II Supply the correct form of the berbs in brackets

5.The fumes from cars makes people ( cough) ……… much

2 The Big Ben in London ( attract) ………… many tourists from all over the world What (happen)……… if there were no car in the world?

4 New Zealand ( divide)……… into the North island and the South island C READING

(101)

whisky with the local people Driving through vast green pastures, or boating on scenic lakes- or lochs- are othere attractions that Scotland offers

1 Scotland is famous for its rich culture and amazing natural beauty ………

2 Visitors can’t explore the history of old catles in this land ………

3 You can see unique Scottish activities in the Highland ………

4 Tourists aren’t allow to drink wine with the local people ……… II Read the passage carefully and answer the questions

The environment is everything around us, both natural and made by man and it is now being seriously polluted We burn fuel, and this causes air pollution We throw away plastic bags, and they stay in the environment for a long time Factories that make or use chemicals always have chemical wastes These wastes are often poisonous and they lead to water pollution, Nuclear power plants that make electricity also produce dangerous wastes and when they have accidents, they result in radioactive pollution that kills animals and people and cause abnormal growth

1 What does burning fuel cause?

How are the chemical wastes from factories?

How many types of pollution are mentioned in the passage?

A One B Two C Three D Four D WRITING

I, Complete the second sentence so that it has a similar meaning to the first Because acid rain is dangerous, trees’ leaves are damaged

Because of……… The water is polluted, so people get more diseases

If.…… ……… ………… … 3, Water pollution happens when there is much chemical waste in water

Much chemicals waste in water II,

Write an article (90 words) about the most serious type of pollution in your area The following questions may help you: - What is the name of the type of pollution? - What is its cause? - How does it affect to the area?

The key

A LISTENING

I Listen and choose the right answer A, B , or C (each correct answer is 25p) B C B A

2 Listen to the conversation and fill each of the gaps with a word you hear (each correct answer is 25p)

1 70 concert headaches earplugs B VOCABULARY AND STRUCTURE

I, Underline the best option to complete the sentence (each correct answer is 25p) use contaminated due in

5 because Wellington symbolises leaves

II Supply the correct form of the berbs in brackets (each correct answer is 25p) 1, cough 2, attracts would happen 4, is divied

C READING

(102)

1 T F T F

II Read the passage carefully and answer the questions(each correct answer is 5p) (Burning fuel / It causes) air pollution

2 The chemical wastes from factories/ They are often poisonous 3, C

D WRITING

1 Because of acid dangerous rain, trees’ leaves are damaged

2 If the water weren t/ wasn t’ ’ polluted, people wouldn’t get more diseases 3, Much chemicals waste in water leads to/ causes/ results in water pollution II,

Write a paragraph (about 80 words) about one of the folktales you like best

- Content (0.5 point): a provision of main ideas and details as appropriate to support the idea - Language (0.3 point): a variety of vocabulary and structures appropriate to the level of the 8th grade students

- Presentation (0.2 point): coherence, cohesion, and style appropriate to the level of 8th grade students

………

The 24th week

Unit : Natural disasters I, Aims

1, Knowledge

- pronounce the words ending in – logy and -graphy correctly in isolation and in context - use the lexical items related to the topic of natural disasters

- use the past perfect to talk about an action before a stated time or another action in the past - read for specific information about a natual disaster in a news report

- talk about a natual disaster and what to when it happens

- listen for specific information about a natual disaster in a news report - write a news report on a natual disaster

2, Language focus - passive voice (review)

- the past perfect tense

- Pronunciation: stress in word ending in – logy and -graphy

3, Skills

- read for specific information about a natual disaster in a news report - talk about a natual disaster and what to when it happens

- listen for specific information about a natual disaster in a news report - write a news report on a natual disaster

4, Competencies

- Capacity to cooperate - Problem-solving capacity - Self- learning capacity - Communicative competence - Ability to use the language

(103)

PERIOD 67

Unit : Natural disasters Lesson 1: Getting started

- Use the lexical items related to the topic of natural disasters

III Procedures

1, Warm up (7 )’

2,

3, Practice (20 )’

4,

Chatting

Answer some questions about natural disasters

Example:

- What is the name of the natural disaster?

- When did it happen?

- Was there any damage to people or property?

Read the sentences given in the exercise 1a and guess the result Listen to the recording and fill in the blanks

Give the result and check Read the conversation again and find out the expressions Give the the result and check Read the responses in the exercise

Put the responses into the correct column

Give the the result and check Read the sentences and the responses in the exercise 2b match the sentences and the responses

Match the natural disasters with the pictures

Give the the result in front of the class

Listen to the tape and check

The vocabulary - volcano (n) - tornado (n) - flood (n) - forest fire (n) - earthquake (n) - tsunami (n) - mudslide (n) - drought (n) - debris (n) - trap (v)

1 tropical storm Injured damage trapped medical supplies

6 temporary accommodation The key of exercise 1b

- Oh no!

- That’s a relief! - That’s awful!

The key of exercise 2a Responding to good news Wow! That’s great!

That’s a relief! How wonderful! That’s awesome!

Responding to bad news How terrible! Oh dear! Oh no! That’s shocking! That’s awful!

Whole class

Indivi- ual work

(104)

5,

Homework (3 )’

Read the example in the exercise

Ask and answer about common natural disasters in some areas in Vietnam

Some pairs practice infront of the class

1 b d f

4 c a 6.e

The key of exercise

1 C D F

4 B G 6.A

7 H E

Pair work

PERIOD 68

Unit : Natural disasters LESSON A CLOSER LOOK 1

- pronounce the words ending in – logy and -graphy correctly in isolation and in context - use the lexical items related to the topic of natural disasters

1, Warm up (7 )’

2, Vocabulary (20 )’

3,

Play the game “ Network” about the the names of natural disasters

Lead to the new lesson Know the use of some vocabulary

Look at the box and read the sentences in the exercise Complete the table with the words in the box

Give the result infront of the class

Listen to the tape and check Read the words in exercise Match the verbs and the nouns Give the result in front of the class

Listen to the tape and check Repeat the phrases in chorus Read the sentences in the exercise

The vocabulary

erupt(v), strike(v), rage(n/v) collapse(v), shake(v), scatter(v), evacuate(v), put out (v), bury (v), rush into(v), debris (n), shelter (n)

The key of exercise 1 struck erupted shook buried raged collapsed: The key of exercise b d a e c

The key of exercise Provide aid

2 Put out the forest fire Took shelter

4 Scattered debris Evacuate the village

Group work

Whole class

Individ -ual work

Whole class Individ -ual work

(105)

Pronunciation (15 )’

4, Homework (3 )’

Complete the sentences with the phrases in the exercise Give the result and check Listen and repeat the words in the exercise

Listen and mark the stress on the correct syllable in the exercise

Mark the stress in the underlined words

Give the result and check Teacher encourage students to the part Vocabulary in the LOOKING BACK

Prepare: Unit 9: A closer look

The key of exercise soci’ology

2 zo’ology bibli’ography clima’tology as’trology de’mography The key of exercise 1, ge’ography

2, bi’ology 3, pho’tography 4, bi’ography 5, Zo’ology

class

PERIOD 69

Unit : Natural disasters LESSON 3: A CLOSER LOOK 2

By the end of the lesson, Ss will be able to: - Use the passive voive correctly

- Use the past perfect to talk about an action before a stated time or another action in the past - Use the lexical items related to natural disasters

1,Warm-up (5’)

Read the conversation in GETTING STARTED again and underline all instances of the passive voice that they can find Then, share their findings with one or more partners before checking with the whole

(106)

2,

3, Practice (20’)

4,

5,

Homework

class

Retell the uses of the passive voice

Give examples

Know the use of the past perfect tenses

Give examples

Give the correct form in the passive voice of the verb in brackets

Rewrite the sentences in the passive voice

Put the verbs in the simple past or past perfect tenses

Read the given questions in the exercise

Ask and answer the questions in pairs

Some pairs practice in front of the class

Work in two teams Take turns to give reasons why they were pleased/ upset/ happy/ angry, etc Use the past perfect for the event that had happened Each correct sentence gets one point The team with the most points wins

Teacher encourage students to the part Grammar in the LOOKING BACK

- Prepare for the next lesson

The key of exercise was scattered Are built Were taken will be predicted Will be delivered/ are going to be delivered The key of exercise Food and blankets have been given out to homeless people (by volunteers) Ten people trapped in collapsed buildings have been freed by the rescue workers so far

3 Was the whole village destroyed by the storm? If the area is hit by the storm, a lot of damage will be caused

5 A garden party is going to be organized to raise money for the victims of the flood The key of exercise had left, erupted arrived, had stopped had spent, arrived got, hadn’t taken Found, had bought

Whole class

Individ-ual

work

Pair work

(107)

(2’)

………

The 25th week

PERIOD 70

Unit : Natural disasters LESSON SKILLS 1 Preparing date: 14/5/ 2020

- read for specific information about a natual disaster in a news report - talk about a natual disaster and what to when it happens

- Use the lexical items related to the topic natural disasters II Teaching aid: Textbook, teacher’s book, chalks… III Procedures

1, Warm up (3 )’

2, Reading (20 )’

3, Speaking (20 )’

Chatting

Answer the question: ‘What can we to prepare for a natural disaster?’ Lead in the lesson

Scan the article to find where the words/phrases wreak havoc, essential, destructive, guidelines, and emergency are in the article

Read the questions in the exercise read the article again and answer the questions

Compare answers before discussing them as a class

Give the result in front of the class Read each news report

Match each news report to the correct picture

Read the examples in the exercise 3b

Vocabulary:

wreak havoc, essential, destructive, guidelines The key of exercise 1, Because they can wreak havoc across large areas and cause loss of life or damage to property

2, Learn about the risk in your area and read the information about natural disasters on local government sites 3, Enter all the

emergency contact numbers in your mobile phone so you can call the rescue and emergency workers if necessary

4, Your emergency supply kit should

Whole class

Whole class Indivi-dual work

Pair work

Indivi-dual work

(108)

4,Homework (2 )’

Remember the responses they practised in GETTING STARTED, e.g., That’s shocking!;

Work in pairs and role-play telling each other about one of the news reports in 3a

Some pairs the role-play in front of the class

Tell what disasters often happen in their area

Choose two disasters that happen the most

Work in pairs to discuss and write down what to before, during and after this disaster

Read the examples in the exercise 4b Ask and answer questions about the things they should in the event of each disaster they have discussed

Some pairs practice in front of the class and comment

include food, water, medication, personal hygiene items, copies of personal documents and some money

5, We need to know the evacuation routes and shelters

The key of exercise 3a C 2.B A

Pair work

PERIOD 71

I Objectives: By the end of the lesson, Ss will be able to review all the language they have studied from unit to unit

- Pronunciation: word stress in the words ending in -ic, - al, - ese, - ee, – logy and -graphy

- Vocabulary: From unit to unit

- Grammar: conditional sentence type and past perpect tense II Teaching aid: Textbook, chalks

III Procedures

1, Warm up (3 )’

Chatting

(109)

2,

Review(40 )’

3,Homework (2 )’

Review the rules of stress in words ending in –ic, -al, -ee, -ese, -logy, and –graphy

Mark the stress independently Listen to the tape and correct their answers

Give the result in front of the class Read the sentences in the exercise Decide what kind of word is needed for each sentence (a noun? a verb? an adjective? )

Complete the sentences with the suitable form of the word

Give the result in front of the class Read the word and its definition in the exercise

Match the words and its definition Give the result in front of the class Read the sentences in the exercise Choose the best answer to complete the sentences

Give the result in front of the class Read the sentences in the exercise Put the verbs in the correct form to complete the sentences

Read the sentences in the exercise Choose the correct voice to complete the sentences

Read the sentences and their replies in the exercise

Match the sentences and its replies Give the result and check

Know some vocabularies in the exercise page 37 ( Review 2- Skills: READING) in the student book

Read the passage in the exercise page 37

Choose the best answer to complete the sentences

The key of exercise predict iconic natural 4.culture flooded 6.polluted The key of exercise c a f

4 b d e

The key of exercise A B C A C 6.B The key of exercise get; will grow

2 was/were; would not have to work

3 could choose; would go

4 don’t act; will lose was/ were; would be used; would be The key of exercise have been sent organised is made up is caused was chosen have replaced The key of exercise e a g b d f The key of exercise page 37 (SB)

1 B D A B C

Indivi-dual work

(110)

Unit 10: Communication I, Aims

1, Knowledge

- pronounce the words ending in –ity and – itive correctly in isolation and in context - use lexical items related to the topic ‘Communication’

- use some verbs that are followed by to –infinitive, tenses - talk about communication now and in the future

- listen for general and specific information about netiquette

- read for general and specific information about communication in the future - write an email using netiquette

2, Language focus

- furure continuous (review) - the verbs + to - infinitive

- Pronunciation: stress in word ending in –ity and – itive 3, Skills

- talk about communication now and in the future

- listen for general and specific information about netiquette

- read for general and specific information about communication in the future - write an email using netiquette

4, Competencies

- Self- learning capacity - Ability to use the language - Capacity to cooperate

- Ability to use IT and communications -Communicative competence

III, Teaching aids: stereo, CD, picture, English book and others IV, Anticipated problems: verbs + to -infinitive and verbs+ gerund

PERIOD 72

Unit 10: Communication Lesson 1: Getting started

- Use the lexical items related to the topic of communication

III Procedures

1, Warm up

(7 )’ ChattingTalk about the functions that a smart phone has and decide which is for communicating

(111)

2,

3, Practice (20 )’

4,

5,

Homework (3 )’

and which isn’t

Read the sentences given in the exercise 1b and guess the result Listen to the recording and decide the sentence is T or F Give the result and check Listen to the the conversation again and find out the

expressions in the exercise 1a Give the the result and check Answer the question i the exercise 1c

Give the the result and check Read the phrases in the exercise

Match the phrases with the correct picture

Give the the result

Listen to the tape and check Read the sentences in the exercise

Complete the sentences with the phrases in the exercise Give the the result and check Bainstorm all the ways they have communicated so far today

The key of exercise 1a wait for ages

2 Show up Get through

4 “My battery was flat.” “Are you kidding” “We can try again.” The key of exercise 1b

1 T T

3.F (Nick was waiting outside the wrong cinema.)

4 T T T

The key of exercise

1 having a video conference Emailing 3.Video chatting Meeting face-to-face

5 using social media Using telepathy

7 Sending letters (snail mail) The key of exercise 2b

1 b d f

4 c a 6.e

The key of exercise Using social media meet face – to face

3 email; sending letters/ snail mail

4 Using telepathy video chatting

6 have a video conference

Ký duyệt ngày: ………

……….……

Whole class

Indivi- ual work

Pair- work

Indivi- ual work

Group-work

The 26th week

PERIOD 73

Unit 10: Communication LESSON A CLOSER LOOK 1

(112)

- pronounce the words ending in –ity and – itive correctly in isolation and in context - use the lexical items related to the topic of communication

1, Warm up (7 )’

2, Vocabulary (20 )’

3,

Play the game “ Network” about the ways of

communicating

Lead to the new lesson Look at the box and the pictures in the exercise Match the pictures with the words in the box

Read the words and the definitions in exercise Match the words and the definitions

Look at the diagrams of the exercise

Complete the diagram with the forms of communication

Give the result and check Look at the pairs of ways of communicating in the exercise

choose one pairs and discuss which one is better

Listen and mark the stress on the correct syllable in the exercise

Complete the sentences with the words in the exercise Practise saying the sentences Give the result in frontbof the

The key of exercise 1 using music

2 using signs leaving a note painting a picture

5 communication non-verbally with animals

6 using codes sending flowers using body language The key of exercise

1 d e b

4 c a

The key of exercise

1 com'petitive in’finitive re’petitive ‘positive a’bility 6.possi’bility curi’osity natio’nality The key of exercise

Group work

Individ -ual work

Group work

Individ -ual work

(113)

4, Homework (3 )’

class

Listen to the tape and check Teacher encourage students to the part Vocabulary in the LOOKING BACK

1 nationality repetitive competitive possibility Ability

class

PERIOD 74

Unit 10: Communication LESSON A CLOSER LOOK 2

By the end of the lesson, Ss will be able to: - Use the future contiuous tenses correctly - Use the verbs +to-infinitive correctly

- Use the lexical items related to the topic communication II Teaching aid: Textbook, chalks, stereo, CD

III Procedures

1,Warm-up (5’)

2,

3, Practice (20’)

Chatting about the form of communication they often use Lead in the lesson

Retell the uses of the future continuous tense

Give examples

Know the use of the verbs + to -infinitive

Give examples

Listen to the part of the

conversation in Getting Started and find out the sentences using the future continuous tense Answer the questions in the exercise

Give the correct form in the future continuous tense of the verb in brackets

The key of exercise

1 He will be having his Vietnamese class

2 They will be watching a film at the cinema

The key of exercise

1 will he still be sleeping; will be studying

Whole class Whole class

Individ-ual work

(114)

4,

5,

Homework (2’)

Predict when the things may happen in the future

Look at the the conversation in Getting Started and write out the verbs that are followed by a full infinitive

Give the result infront of the class

Choose the best answer to complete the sentences Give the result and check Select three ways of

communication that they think will be most common in the year 2050 Then make the list longer by sharing theirideas with another pair using full sentences

Teacher encourage students to the part Grammar in the LOOKING BACK

2 will be having will be eating

4 Will she be staying; will be writing

5 Will be playing Will be learning

The key of exercise

1 c b a

4 c a

Group work Individ-ual work

Individ-ual work

Pair work

PERIOD 75

Unit 10: Communication

LESSON SKILLS(READING+WRITING) Preparing date: 21/5/2020

- talk about communication now and in the future

- read for general and specific information about communication in the future - Use the lexical items related to the topic communication

(115)

Steps+ time Learing Activities Language focus Modes 1, Warm up

(3 )’

2, Reading (20 )’

3, Writing (20 )’

4,Homework (2 )’

Chatting

Answer the question: What you think of communication in the future?’ Lead in the lesson

Look at the pictures in exercise and answer the question

Scan the text in the exercise and match the highlighted words with their meaning

Read the questions in the exercise Read the text again and answer the questions

Give the result in front of the class Look at the REMEMBER! box Read the sentences in the exercise Put the sentences in their correct place to make an email

Give the result and check Discuss in groups about what

information they would include in the mail

Write a short email to the teacher to submit their group homework for this week

Swap the writing with their partner to check

Vocabulary:

interact, cyber, network three- dimensional images

The key of exercise in real time

2 interact

3 three - dimensional images

4 cyber world network

The key of exercise They love to write and real letters One student likes to send sweets with the letters as well

2 They are telepathy and holography Telepathy uses a device in our head to communicate by thought over the network Holography

gives

three-dimensional images and we will be able to interact with each other in real time

3 She prefers to use real, face-to-face communication

because she thinks this makes life more interesting

Whole class

Whole class Indivi-dual work

Group work

The 27th week

(116)

Teaching date: 1/6/2020 I, The objectives:

By the end of the lesson, students will be able to review the language content of the preiod(Unit 7, 8) and practice the skills of using them in suitable situations

A The matrix

Knowledge Compre-hension Application applicationHigh Sum Obj test Self-ex Obj test Self-ex Obj test Self-ex Obj test Self-ex Listening No of question: No of point: Percentage 10 % 10 % 20 % Vocabulary and structure

Underline the best option

Supply the correct form of the verbs No of

question: No of point: Percentage % 10 % 10 % 10 % 12 30 % Reading Fill each

blanks with

Answer the questions No of

question: No of point: Percentage % 10 % 10 % 0.5 % 2,5 25 % Writting Rewrite thesentence sentence write the

No of question: No of point: Percentage % 1,5 15 % 10 % 2,5 25 % No of question: No of point: Percentage % 12 30 % 10 % 10 % 20 % 0.5 % 1,5 15 % 10 % 34 10 100% B The test

A LISTENING

I, Listen and decide if the statements are true (T) or false (F)

(117)

4 Annie spends little time on the Internet ……… II, Listen and answer the questions with no more than THREE words

1 What was Michael doing when the tornado came? Was he warned about the tornado before? What was his feeling at that time? What was the bed made of?

1 My mother …… our breakfast before we got up.(cooked/ has cooked/ had cooked/cooks) The heavy rain caused … in many parts of the country.( storm/ flood/ drought/earthquake) The museum completely after the tornado.(rebuilt/ has rebuilt/ was rebuild/ was rebuilt) Their teams are still cleaning the ……… from the plane crash.(debris/ dust/ piece/ waste) I tried … you many times yesterday but couldn’t get through.( call/ to call/ called/ calling) Ba …… at o’clock next Sunday (is sleeping/ will sleep/ will be sleeping/ will be sleep) ……… helps us to watch and listen to each other at the same time while we have meeting (Video conferencing/ Chatting/ Emailing/ Texting)

8 If today …… Sunday, we wouldn’t have to work hard like this (is/were/ will be/has been) II Supply the correct form of the berbs in brackets

6 His family (eat) ……….dinner at 8p.m tomorrow

2 By the time we arrived at the canyon, it (stop) ……….…….snowing Ten new houses ( build) ……… …………in the town every year

4 Do you want (have) ……… a mobile phone battery that uses solar energy? C READING

I.Read the paragraph below and fill each blank with a suitable word in the bold type dry danger rainstorm raging

A forest fire happened in the west of Quang Binh Province last week How it started is unknown, but three days later it was still (1)……… out of control The weather was (2)………… ….… and windy, so it spread quickly and many surrounding district were in (3)………… … Fortunately, on the fourth day, there was a (4)……… which helped to put it out

The word “telepathy” has been derived from the words “tele” meaning “distance” and “pathy” meaning “feeling” So “telepathy” actually means getting feelings through a distance Telepathy is the communication between two minds, separated over a distance, without the using of the five known senses At some points of time or the other,we all have experienced telepathy Maybe you were thinking of someone you haven’t talked to for

months and you suddenly get a call from them Or when two people are together, they might say the same thing at the same time These are mind-to-mind communications that tend to occur frequently between closely related individuals

1, What does the word “telephathy” mean?

……… 2, Have we all experienced telephathy?

(118)

A talk to someone for months B get a phone call

C use the five known senses D communicate between two minds D WRITING

I, Complete the second sentence so that it has a similar meaning to the first My mother cooked dinner after cleaning the house

My mother had ……… ……….……… ……… The rescuers took the victims of the flood to a safe place

The victims of the flood Will it be her lunch time at 11 a.m tomorrow?

Will she …… …… ……….…… VIII, Write the completed sentences, using the suggested words

1 Our car/going/ repair/ a mechanic/ tomorrow morning/

……… what/ happen/ the time/ you/ arrive/ school/ yesterday/?

……… I / play games/ my friends/ p.m / next Sunday/

……… The girl/ decided/ stay/ Hue / three days/ during/ trip/

……… C The key

A LISTENING

1 Listen and decide whether these statements are True (T) or False (F) (each correct answer is 25p)

1 T F T F

2 Listen to the conversation and fill each of the gaps with a word you hear (each correct answer is 25p)

1 He was cooking./Cooking dinner No, he wasn’t./No

3 He felt terrified./Terrified (very) hard wood

B VOCABULARY AND STRUCTURE

I, Underline the best option to complete the sentence (each correct answer is 25p) had cooked flood was rebuilt debris to call will be sleeping Video conferencing were II Supply the correct form of the berbs in brackets.(each correct answer is 25p) 1, will be eating 2, had stopped are built 4, to have

C READING I

I.Read the paragraph below and fill each blank with a suitable word in the bold type (each correct answer is 25p)

1 raging dry danger rainstorm II Read the passage carefully and answer the questions(each correct answer is 5p) Telepathy/ It means getting feelings through a distance

2 Yes, we have./ Yes

3, D

(119)

1 My mother had cleaned the house before/ by the time/ when she cooked dinner The victims of the flood were taken to a safe place by the rescuers

3, Will she be having lunch at 11 a.m tomorrow?

II, Write the completed sentences, using the suggested words (each correct answer is 25p) Our car is going to be repaired by a mechanic tomorrow morning/

2 what had happened by the time you arrived at school yesterday/? I will be playing games with my friends at p.m next Sunday/ The girl decided to stay in Hue for three days during her trip

Unit 11: Science and technology I, Aims

1, Knowledge

- pronounce the words ending with the prefix un- and im- correctly in isolation and in context

- use lexical items related to the topic “ science and technology”

- use the future simple and future continuous to talk about science and technology in the future

- use the direct speech and indirect speech to report what people say or tell - talk about the role of science and technology.

- listen to specific information about how science and technology solve some problems in the future

- read for specific information about the role of science and technology

- write to express agreement and disagreement about the role of science and technology 2, Language focus

- future tenses (review) - reported speech: statements

- Pronunciation: stress in word starting with un– and im–

3, Skills

- talk about the role of science and technology.

- listen to specific information about how science and technology solve some problems in the future

- read for specific information about the role of science and technology

- write to express agreement and disagreement about the role of science and technology 4, Competencies

- Ability to use IT and communications -Communicative competence

(120)

PERIOD 77

Unit 11: Science and technology Lesson 1: Getting started

- Use the lexical items related to the topic of science and technology

III Procedures

1, Warm up (7 )’

2,

3, Practice (23 )’

4,

Brainstorm about what they think of science and technology Lead in the lesson

Check the vocabulary with a game

Listen to the the conversation Read the words given in the exercise 1a

Match the words in column A and B

Give the result and check Read the questions in the exercise 1b

Listen to the the conversation again and find out the answers Give the the result and check Answer the questions the exercise 1c

Give the the result and check Read the words and sentences in the exercise 1d

Complete the sentence with the given words

Give the the result and check Read the words and sentences in the exercise

Complete the sentence with the given words

Give the the result and check Read the sentences in the exercise

Give the opposite of the words in brackets using the prefix

un-or

im-Vocabulary development enormous benefit science

The key of exercise 1a c 2.b d 4.e 5.a f The key of exercise 1b

1 They are at the Science Club It is the roles of science and technology in the 21st century.

3 Science and technology are greatly changing everything

4 He told Nick that only robots would work in factories and clean our homes in the future

5 He/ She said that there would be no more schools: they’d just stay at home and learn on the internet

The key of exercise 1c 1, the economy (economic development)

2, the workplace (robots in factories)

3, the home (robots cleaning our homes)

4 travel (traffic jams)

5 education (school via the internet)

The key of exercise 1d 1, field space the key economic development flying cars

The key of exercise

Whole class

Indivi- ual work

Pair- work

Pair -work

(121)

5,

Homework (3 )’

Give the the result and check Move around with pens and paper/ notebooks to ask questions and take notes Once a student has a name in each box they should sit back down

The first student who fills all his/her box is the winner The winner must show the result to the class

1 science subjects technology researchers machines

5 scientific progress The key of exercise unknown unrealistic impossible unimportant unpolluted

Whole class

PERIOD 78

Unit 11: Science and technology LESSON 2: A CLOSER LOOK 1

- pronounce the words starting in un–and im–correctly in isolation and in context.

- use the lexical items related to the topic of science and technology II Teaching aid: Textbook, chalks, stereo, CD

III Procedures

1, Warm up (7 )’

2, Vocabulary (20 )’

Play a game Pelmanism with the words in verbs and nouns indicating people

Lead in the lesson

Complete the sentences with nouns indicating people

Read the words in exercise Match the words and the pictures

The key of exercise 1 adviser/ advisor chemist

3 designer programmer biologist using codes sending flowers using body language The key of exercise chemist 2.software

Group work

Pair work

(122)

3,

4, Homework (3 )’

Give the correct form of the words in brackets

Give the result and check Listen and mark the stress on the correct syllable in the exercise

Put the words in the exercise into the correct columns

Complete the sentences with the words in the exercise Practise saying the sentences Give the result in front of the class

Listen to the tape and check Teacher encourages students to the part Vocabulary in the LOOKING BACK

developer engineer physicist doctor conservationist

7 explorer archeologist The key of exercise

1, development 2, scientists 3, exploration 4, medical economic

The key of exercise

oO: un’wise, un’hurt, im’pure

oOo: un’lucky, un’healthy, im’patient

ooO: unfore’seen,

imma’ture, impo’lite

oOoo: un’limited,

im’possible, un’natural The key of exercise impure

2 unhealthy impossible unlimited impatient

Individ -ual wor

Individ -ual work

Whole class

Duyệt ngày; ……… ……… The 28th week

PERIOD 79

Unit 11: Science and technology LESSON A CLOSER LOOK 2

By the end of the lesson, Ss will be able to: - Use the future tenses correctly

- Use the reported speech

- Use the lexical items related to the topic of science and technology II Teaching aid: Textbook, chalks, stereo, CD

III Procedures

(123)

1,Warm-up (5’)

2,

3, Practice (22’)

4,

Chatting

Talk about how they live in the future

Lead in the lesson

Retell the uses of the future tenses

Give examples

Know the use of the reported speech

Give examples

Give the correct form if the verbs in the future tenses Give the result and check Read the sentences in the exercise

Predict when the things may happen in the future or not Give the result and check

Look at the the conversation in Getting Started and find out the sentences in reported speech Give the result infront of the class

Complete sentence b in each pair so that it means the same as sentence a, using reported speech

Give the result and check Play a game: My friend said Each student stands up and says a sentence about himself/

herself Other report to the class Teacher encourages students to the part Grammar in the LOOKING BACK

- Do the exercise in the

The key of exercise 1 will have

2 will be working

3 will she be won’t pass decide; will support The key of exercise Nick said that he came from a small town in England

2 My friend said that Brazil would win The World Cup Olive told Chau that she was leaving Viet Nam the next day/ the following day David told Catherine that he was unable to read her writing

5 Minh said that he had overslept that morning The key of exercise He said (that) he hadn’t said anything at the meeting the week beofre/ the previous week

2 She told me that letter had been opened

3 Tom said that in 50 years’ time we would probably be living on Mars

4 Mi said she hoped they would build a city out at sea Son told us that his wish

Whole class Whole class

Individ-ual work

Pair work

Individ-ual work

(124)

5,

Homework (2’)

workbook

- Prepare for the next lesson was to become a young inventor.

PERIOD 80

Unit 11: Science and technology LESSON 4: SKILLS 1

By the end of the lesson, Ss will be able to: - talk about the role of science and technology.

- read for specific information about the role of science and technology - use the lexical items related to the topic of science and technology II Teaching aid: Textbook, teacher’s book, chalks…

III Procedures

1, Warm up (3 )’

2, Reading (20 )’

3, Speaking (20 )’

Chatting

Brainstorm with some predictions for future

developments in the three fields (Travel, Health and Homes) Lead in the lesson

Read the headings in exercise Read the passage quicly and match the passages with the headings

Scan the passages in the exercise and underline the words

Match the words with their explanation

The key of exercise 1 B A C The key of exercise

1 D A

3 E B

5 F C The key of exercise

1 To explore Mars/ To find out if there is, or ever has been, life there/ To explore the possibility of being able to live there

2 They help people live longer

3 70 or 75 years

4 Solar panels and solar windows

5 They can chose such as cleaning, cooking, washing, and organizing things

The suggested ideas of exercise

Nuclear energy:

- convenient, clean, - expensive, unsafe,

Whole class

Indivi-dual work

Pair work

(125)

4,Homework (2 )’

Think about scientist advances in some fields Each of them has both advantages and

disadvantages

Complete the table in the exercise

Work in groups Each group choose one scientific advance Express their agreement and disagreement about how

scientific advances can help us solve problems in the future Give the result in front of the class and other group can add more if they want

Nutrition pills:

- people can live longer, convenient,…

- expensive, create an ageing population,

Smart phones:

-convenient, entertaining - environmentally unfriendly, discourage face-to-face communication,

Space travel:

- exciting, adventurous -expensive, dangerous

Group work

Unit 12: Life on other planets I, Aims

1, Knowledge

- pronounce correctly the words ending in -ful and -less in isolation and in context - use the lexical items related to the topic ‘Life on other planets’

- use may and might correctly - report questions

- talk about what life may be like on other planets - listen for specific information about liens

- read for general and specific information about life on other planets - describe an alien

2, Language focus

- may and might (review) - reported speech (questions)

- Pronunciation: stress in word ending in –ful and –less 3, Skills

- talk about what life may be like on other planets - listen for specific information about liens

- read for general and specific information about life on other planets - describe an alien

4, Competencies

-Communicative competence

(126)

III, Teaching aids: stereo, CD, picture, English book and others IV, Anticipated problems: the reported speech with questions

PERIOD 81

Unit 12: Life on other planets Lesson 1: Getting started

- Use the lexical items related to the topic of life on other planets

III Procedures

1, Warm up (7 )’

2,

3, Practice (20 )’

List the future technologies they expect to see in the field:

transportation in groups of five Tell where and how fast they think we can travel with new technology and we can travel to other planets with those means of transport that they have listed

Lead to the new lesson Know the use of some vocabulary

Read the sentences given in the exercise 1a

Guess the result

Give the guess in front of the class

Listen to the the conversation Decide the sentence if T or F Give the result and check Read the questions in the exercise 1b

Listen to the the conversation again and find out the answers Give the the result and check Underline the sentences in reported speech in the conversation

Match the pictures with the given words

Give the the result and check Read the sentences in the

Vocabulary Adventure Trek Terrorist Alien

The key of exercise 1a F T

3 F T F The key of exercise 1b

1 James Kirk is the captain of the spaceship

2 They went to Nibiru planet It happens in 2259

4 It’s the name of the spaceship that the crew travels on

5 He wants to destroy Earth The key of exercise 1c

1 That’s funny, Trang also asked me what I thought would happen to Earth in the future? I said I didn’t know but that Earth moght be run by aliens!

Group work

Whole class

Indivi- ual work

Pair- work

(127)

4,

5,

Homework (3 )’

exercise

Complete the sentnces with the phrases in the exercise

Give the the result and check Play a game “ Rub out and remember” with the words of the topic ‘life on other planets’ - Do the exercise in the

workbook

The key of exercise

1 aliens Space buggy UFO Weightless galaxy Spaceship Solar system planet The key of exercise

1 aliens UFO Space buggy Planet;planet weightless Solar system Galaxy spaceship

ual work

Group work

PERIOD 82

Unit 12: Life on other planets LESSON A CLOSER LOOK 1

- pronounce correctly the words ending in -ful and -less in isolation and in context - use the lexical items related to the topic ‘Life on other planets’

1, Warm up (7 )’

2, Vocabulary (20 )’

Play a game ‘Net work’ with the name of the planets in the solar system

Lead in the lesson

Look at the picture in the exercise

Use the manes of the planets in the box to label the diagram of the solar system

Read the passage in exercise and check

Write the names of the planets that match the Roman Gods Give the result and check Read the words in the box of

The key of exercise A Mercury B Venus C Mars D Jupiter E Saturn F Neptune

The key of exercise Neptune Saturn Mars Jupiter Venus

The suggested answers og exercise

Weightless waterless

Group work

Individ -ual work

(128)

3,

4, Homework (3 )’

the exercise

Add suffixes -ful or -less to the words

Give the result and check Put the stress in the correct place in the words in the exercise

Listen to the tape and check Read the sentences in the exercise

Mark the stressed syllable on the words in italics

Give the result and check Listen to the tape and repeat Teacher encourages students to the part Vocabulary in the LOOKING BACK

resourceful/resourceless airless beautiful wonderful

The key of exercise

‘thoughtless ‘meaningful ‘helpless ‘meaningless ‘helpful ‘thoughtful ‘useless ‘plentiful ‘useful

Whole class

PERIOD 83

Unit 12: Life on other planets LESSON A CLOSER LOOK 2

By the end of the lesson, Ss will be able to: - use the modal verbs may and might correctly - report questions

- Use the lexical items related to the topic of ‘Life on other planets’ II Teaching aid: Textbook, chalks, stereo, CD

III Procedures

1,Warm-up (5’)

2,

Play a game “Network’ about modal verbs

Lead in the lesson

Retell the uses of the modal verbs may and might

Give some examples

Know the use of the reported speech in questions

Give some examples The key of exercise 11 may/ might may/ might may/ might may

(129)

3, Practice (22’)

4,

5,

Homework (2’)

Complete the sentences with the modal verbs may and might

Complete the sentences with the information in the interview Give the result and check Read the sentences in the exercise

Choose the best answer Give the result and check Read the sentences in the exercise

Change the questions into reported speech

Work in groups of three One is Nick and the others are Nick’s friends Ask and answer questions about what Nick saw Then report the friends’ questions and Nick’s answers to the whole class

Teacher encourages students to the part Grammar in the LOOKING BACK

5 may/ might may/ might may/ might may

The key of exercise what

2 Had seen; had landed What Had been going had looked

6 Had been; had looked like Had seen Had hidden The key of exercise

1 ask if

3 before different

The key of exercise

1 The interviewer asked if he went for a walk every day He asked how Nick had left when he had seen the alien He asked what the alien had looked like

4 He asked why Nick hadn’t taken a photo of the alien The interviewer asked how long the UFO had stayed there

6 The interviewer asked if Nick had seen any UFOs since then

Individ-ual work

Pair work Individ-ual work Individ-ual work

Group work

PERIOD 84

Unit 12: Life on other planets LESSON 4: SKILLS (READING+ LISTENING)

- use the lexical items related to the topic ‘Life on other planets’ - talk about what life may be like on other planets

(130)

III Procedures

1, Warm up (3 )’

2, Reading (20 )’

3, Listening (20 )’

4,Homework (2 )’

Chatting

Look at the pictures of the two planets in the exercise and answer the questions Ask them:

What else can you infer from the picture?

Read the passage in exercise 1b quicly and check their answers Read the meanings given in the exercise

Match the words in the passage with their meaning

Read the headings in the exercise

Read the text again and match the headings with the paragraphs (1-3)

Describe the pictures and answers the questions

Read the information in the table carefully and try to predict the answers

Listen to the tape and fill in the blanks

Listen to the tape and tick (v) true (t), false (F) or not given (NG)

The key of exercise poisonous twice experiences traces surface climate accommodate

The key of exercise C B A The key of exercise

1 It is also called the Red Planet

2 The lowest temperature is -87 degrees Celsius and the highest may be a bit higher then zero

3 Because 95% of the atmosphere is carbon dioxide A day on Mars is a bit longer

5 It is twice as long as a year on Earth

The key of exercise

1 Jupiter Much bigger More powerful

4 Lots of hair

5 Thick skin four eyes Happiness Fear Energy 10 rocks

The key of exercise

1 F NG

3 T F

5 F F

Whole class

Indivi-dual work

Pair work

(131)

PERIOD 85

REVIEW - LANGUAGE+ READING Preparing date: 18/6/2020

By the end of the lesson, Ss will be able to review all the language they have studied from unit to unit

- Pronunciation: word stress in the words ending in - less, - ful, –itive and -ity and the words starting in un- and

im Vocabulary: From unit 10 to unit

- Grammar: reported speech and verbs + to-infinitive II Teaching aid: Textbook, chalks

III Procedures

1, Warm up (3 )’

2,

Review(40 )’

Chatting

Review the rules of stress in words ending in - less, - ful, –itive and -ity and the words starting in un-

and

im-Mark the stress independently Listen to the tape and correct their answers

Complete the sentences with the words in the exercise

Read the verbs and the phrases in the exercise

Match the words and the phrases

The key of exercise colorless unidentifed interactive 4.capability meaningful impossible The key of exercise

1 meet face-to-face make inventions exchange information fly into space

5 move around the sun benefits from science and technology

The key of exercise

1 scientist chemistry inventor ambitious unhappy invention

Whole class

Indivi-dual work

(132)

3,Homework (2 )’

Read the passage in the exercise Give the correct form of the words to complete the passage

Read the passage in the exercise Put the verbs in the correct form to complete the passage

Rewrite the sentences in reported speech

Give the result and check Read the questions and their answers in the exercise Match the questions and their answers

Read the passage in the exercise page 69 in the student book

Decide the sentences is True or False

The key of exercise 1, will …be? 2, to buy 3, to read 4, look

5, will be 6, will appear 7, to read 8, will appear The key of exercise

1, Lena said she enjoyed chatting …with her friends 2, The teacher said thet a … may happen …differences 3, Duong asked me what the inhabitants of Jupiter might look like

4, Chau asked me if we would still have traffic … Phuc told me he had read a book about …

The key of exercise

1 D F E G A C H B The key of exercise

1 T T F F F 6.T

work

Indivi-dual work

Preparing date: 18/6/2020 Teaching date: 23/6/2020 I, The objectives:

By the end of the lesson, students will be able to review the language content of the second semester and practice the skills of using them in suitable situations

II, Teaching aids: coppied tests and others III, The content

(133)

Knowledge Compre-hension Application applicationHigh Sum Obj

test Self-ex

Obj test

Self-ex

Obj test

Self-ex

Obj test

Self-ex Listening

No of question: No of point: Percentage

5 1.25 12.5%

10 2.5 25 % Vocabulary

and structure Underline the best option No of question:

5 1.25 12.5%

5 1.25 12.5 %

10 2.5 25 %

Reading True or False Answer the

questions No of question:

4 10 %

3 0.75 7.5 %

10 2,5 25 %

Writting Rewrite thesentence Arrange the words

3 1,5 15 %

4 10 %

7 2,5 25 % No of question:

14 3.5 35 %

5 1.25 12.5%

5 1.25 12.5 %

3 0.75 7.5 %

3 1,5 15 %

4 10 %

37 10 100% B The test

A LISTENING

I, Listen and decide the following statements are True (T) or False (F)

1, Phong was told of some environmental rules before he started his tour ……… People would be fine if they littered ……… Officers on duty can easily be recognised ……… You would have to pay $500 if you spat out chewing gum in the street ……… Singapore uses the radio to tell people what they shouldn’t in public ……… III Listen and fill each of the gaps with no more than TWO words

CANADA

Number of provinces: (1) Capital city: (2) Canada has (3) president Population: (4) > Canada Day: (5)

(134)

I, Underline the best option to complete the sentence

1 If we recycle more bottles and cans, we… the earth.(help/ will help/ helped/ would help) Scientists haven’t found out what has led the river’s pollution ( in/ on/ to/ of) Don’t drink the water in this river It’s …… (damage /dumped/ contaminated/ destroyed ) Look at our schedule Our trip … next Friday( is starting/ starts/ had started/ has started) English is an……… language in Singapore and many countries

(office/official/officer/officially)

6 The victims of the storm …….to a safe place last night.(took/were took/were taken/have taken)

7 By the time we came to the city,it ….… raining.(stopped/has stopped/had stopped/was stopped)

8 He has decided …….in Ho Chi Minh city for three more days.(stay/stays/ staying/ to stay) I hope you ……when I arrive (didn’t work/ won’t be working/ don’t work/ isn’t working) 10 She asked me … I preferred video chatting to face-to-face meetings.(that/what/weather/ if)

C READING

I Read the text and decide if the question is True (T) or False (F)

Texting is a new way of exchanging information, and it is becoming more and more popular among the young In fact, texting is clearly affecting language There are no rules for it We are creating a new aspect of vocabulary and opening up a new kind of playful and direct communication Naturally, texting is fun and that’s fine, but some people are worried about the effects it might have on a child’s ability to read and write But not everyone is so worried An expert says, “Every time a new medium comes along it has an effect on

language But this doesn’t destroy the existing language, it adds to it.” 1.There are no rules for texting …… 2.Texting is always affecting language in a bad way ……… 3.Everyone is worried about texting …….… 4.Texting is said to enrich the language ……… II Read the passage carefully and answer the questions

THE GREAT HANSHIN EARTHQUAKE

The Great Hanshin earthquake,or the Kobe earthquake as it is more commonly known ‘overseas’, was an earthquake in Japan that measured 7.3 on the Japan Meteorological

Agency magnitude scale It occurred on January 17th, 1995 in the southern part of Hyogo Prefecture, and lasted for approximately 20 seconds The epicentre of the earthquake was on the northern end of Awaji Island near Kobe, a cosmopolitan city of over 1.5 million people A total of 6,434 people, mainly in the city of Kobe, lost their lives Additionally, it caused approximately ten trillion yen in damage It was the worst earthquake in Japan since the Great Kanto earthquake in 1923, which claimed 140,000 lives

1 The word ‘overseas’ in the text is closest in meaning to

A abroad B at sea C by sea D under the sea

2 The word ‘occurred’ in the text is closest in meaning to

A ended B began C happened D started

(135)

A was bigger than that of the Great Kanto B was not as high as that of the Great Kanto

C.was bigger than that of any other earthquake D.was smaller than that of any other earthquake

4 When did the Great Hashin earthquake occur?

Where was the epicentre of the earthquake ?

Was it the worst earthquake in Japan since the Great Kanto earthquake in 1923 ?

D WRITING

I, Complete the second sentence so that it has a similar meaning to the first 1, We have to go to school because today isn’t Sunday

If ……….……… By the time I played games, I had finished all my homework

After……….……… Volunteers have given out food and blankets to homeless people Food and blankets……… II, Put the words or phrases in the correct order to make a meaningful sentence

1 next Monday / What/ at/ the girl / be / doing / this time/ will/ ?

……… ……… / would do/ asked me/ I / an alien/ how/ if/ He/ I saw/

……… ……… happily/ there/ people / live/ no war/ more/ were/ If/ would/

……… ……… the village /were / when / destroyed/ Many houses/ struck/ the storm / seriously/

……… ……… C The key

A LISTENING

I, Listen and decide the following statements are True (T) or False (F) (each correct answer is 25p)

1, T T F F F III Listen and fill each of the gaps with no more than TWO words (each correct answer is 25p)

1 10 Ottawa no 30 million July 1st B VOCABULARY AND STRUCTURE

I, Underline the best option to complete the sentence (each correct answer is 25p)

1 will help to contaminated starts official were taken had stopped to stay won’t be working 10 if

C READING

I Read the text and decide if the question is True (T) or False (F) (each correct answer is 25p)

(136)

(each correct answer is 25p) A C B

4 (It occurred ) on January 17th, 1995

5 (The epicentre of the earthquake was) on the northern end of Awaji Island near Kobe Yes, it was / Yes

D WRITING

I, Complete the second sentence so that it has a similar meaning to the first (each correct answer is 0.5p)

1, If today were Sunday, we wouldn’t have to go to school After I had finished all my homework, I played games

3 Food and blankets have been given out to homeless people by volunteers II, Put the words or phrases in the correct order to make a meaningful sentence (each correct answer is 25p)

1 What will the girl be / doing at this time next Monday? He asked me how I would ifI saw an alien

3 If there were no war , people would live more happily

GA 8 da sua vi Covid

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