lesson plan 9 ngoại ngữ 7 trần quang tùng thư viện giáo dục tỉnh quảng trị

- T asks Ss to listen and check the number of the correct pictures. - work in groups & share their ideas. - listen and check their results... - read out their choices..[r]

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Period:1 Date: August 21st th, 2013

INTRODUCTION AND REVISION I.Objectives:

A Aims: By the end of the lesson, the students will be able to:

+ know how to study English and revise some important grammar points they have learnt in English book

B Knowledge: - Grammar: The past progressive tense, passive voice, reported speech C Skills: Listening, speaking, reading, writing.

II.Preparation:

*Teacher: Textbook, lesson plan, posters. *Students: Textbooks, notebooks.

III P rocedure:

Teacher’s activities Students’ activities

1 Introduction: (10’) - T asks Ss some questions

a.How many units are there in English 9? b.How many themes are there?

c What are they?

d.What you to get good result in studying English 9?

- T gets feedback *Answer key a 10 units b themes

c - Personal information - Education

- Community - Health - Recreation

- The world around us

d - Prepare the new lesson carefully - Learn by heart vocabulary

- Do exercises

- Pay attention, listen to teacher - Practice with friends

2 Revision: (30’) *Past progressive:

-Ask Ss to remind the use and form of Past progressive tense:

+ Form:

S + was/were + V-ing + O + Use:

- Express an action that was happening at the

- Ss answer the questions

- Ss work in groups

- Listen to the T and copy down

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fix time in the past

Eg: I was watching TV at p.m last night - Express an action that was happening , and another action happened

Eg: I was watching TV when the phone rang - Express two actions was happening at the same time in the past

Eg: I was doing my homework while my mother was watching TV

- Ask Ss to exercise 1&2(page 119 in E.8) * Passive voice :

-Ask ss to remind the forms of passive voice: * Passive forms with present simple and future simple:

+ " (am/is/are) + Past participle (V_ed/2)" +" (shall/will)+be+Pastparticiple(V_ed/2)" - T elicits from Ss

- Compare active and passive: Active: I this exercise. 3

Passive: This exercise is done by me. 1 Note:

+ Active form: S + V + Obj

+ Passive form: S + be + PP+ by + Obj *Reported speech:

- Ask Ss to retell the changes when they rewrite the reported speech

Ex: Marry said, “I am tired now “

 Marry said (that) she was tired at once

- Make examples

- Copy down

- Work in pairs

- Remind the forms of passive voice with the present simple and future simple

- Make an example and give the general form of passive voice

- Retell how to make a reported speech

IV.HOMEWORK ASSIGNMENT:

- Ask Ss to revise more grammar structures in English 8

- Ask Ss to prepare: Unit - Lesson 1: Getting started - Listen&Read V TEXTBOOK ADAPTATION:

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Period:

Date: August 21st , 2013

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A Aims: By the end of the lesson, Ss will be able to introduce to one certain pen pal about some places in Vietnam and know how to use WISH – Clause

B Knowledge:

* Vocabulary: correspond, pray, peaceful, depend on, mausoleum, temple, atmosphere… * Grammar: The simple past with ‘ wish ’

C Skills: Listening, reading and speaking II Preparation:

*Teacher: Textbook, lesson plan and powerpoint. *Students: Textbook, workbook and notebook III Procedure:

A *Warm-up : (5’) *Getting started: Matching (pictures p.6)

- T asks Ss to match the phrases with the pictures and then gets feedback

* Answer key:

a, Den Hung festival b,The Temple of Literature c Dong Xuan market d HCM’s mauseleum d, Food stall d Ha Noi Opera House

- T gives the situation: “your foreign pen pal is coming to stay with you What places would you take him to?”

B New lesson:

Teacher/s activities Ss/ activities

*) Lead-in: Lan/s pen pal, Maryam was staying with Lan last week She enjoyed a lot of famous places in Ha Noi Today we will know more about her and her trip.

I Vocabulary ( ) - (to) correspond:

{correspondence (N)

-(to) impress/(translation)/ {impression(N) - friendly(adj.)/ {friendliness(N)

- mosque(N) - (to) pray/preid/

* Checking vocabulary: ROR II Listen and read:

1 Act.1 Open prediction: ( 3min )

T draws the picture of Lan’s penpal to elicit

Explanation ( you write to your friend and your friend writes to you This means that you and your friend each other Explanation ( admiring SO or Sth very much)

Example. Picture. Mine.

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“Lan’s Malaysian penpal came to visit her in Ha Noi “ Can you guess: Where She went and what she did during her stay

- Give feedback

2 Act.2: Check prediction: ( 5min )

- Ask Ss to listen to the text twice and then read it on P6 to check their prediction and add some more information

- Give feedback

3 Act.3: Choose the correct option to complete the sentences.(Page 7) ( 5min ) - Hang on the task & explain the way to - Ask Ss to read the text again and complete the task

- Give feedback & check

III Further practice: ( 15 ) 1 Act.1: Wish - clause( Type 1) * Model Sentences:

-Elicit the target language by asking Ss some questions

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

+ Could Maryam stay in Ha Noi any more ? [ I wish you had a longer vacation.]

- Do concept check

-T writes the model and checks the meaning, form & usage

b Act.2: Lang Focus ( 5min ) - Explain the exercises (a,b,c,d)

- Ask Ss to them in minutes and then call Ss to the board

- Check Ss’ work with the whole class

* Answers:

- Hoan Kiem lake

- Uncle Ho/s mausoleum - Many beautiful parks - The temple of literature - The mosque

- The History Museum - Individual work then in pairs - Read through the task

- Work in groups to share their ideas - Give their choices & explain the reason *) answer key:

1.C 2.B 3.D 4.B - Answer T’ questions

+ I wish you had a longer vacation. + No, She couldn’t

- Pull out the target language

*Usage: When we want to express the wishes that are unreal in the present or future, we use Wish-clause ( T1)

S1 + wish +S2+V simple past

( Subjunctive mood ) Note: to be  were ( for all persons) (distinguish the differences between subjunctive mood & indicative mood) - Give their ideas

- Pay attention to the way to rewrite the sentences

- Share their work in groups & write their answers on the board

- ask Ss to revise the simple past, wish sentence & exercises 7- P.10 (workbook) - ask Ss to prepare: Speak & Listen

V TEXTBOOK ADAPTATION:

Period: 3 Date: September 3th 2013

UNIT 1: A VISIT FROM A PEN PAL

Lesson 2: Speak- Listen I Objectives:

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B Knowledge: - Greetings and introduction with “let me introduce myself, please to meet you…”

- Vocabulary: downtown, pond, park-keeper, grass, catch, hamburger C Skills: Speaking & Listening

II Preparation:

*Teacher: Textbook, lesson plan and CD *Students: Textbook, workbook and notebook III Procedure:

A Warm up: Brainstorm (5’) How are you ?

- give the situation in which Ss meet Nam

What expressions will you use to greet and introduce each other B New lesson:

I.Pre-speaking: (5’) *Matching : Ordering:

-T runs through the speak p.8

- T gives instructions and then checks Ss’ understanding

-T goes round and monitors -T gets feedback

*Answer key: 1- c- 5- b- 4- d- 2- e- 3- a - 6 - T asks Ss to practise the dialogue and play the role

- correct if necessary II.While-speaking: (12’) * Role play: (Speak2 p.8)

- T explains the tasks and elicits the used language from Ss

-T models first

- T asks Ss to work in pairs - T gets feedback

- correct if necessary III Post-speaking: (3’) * Who does what ?: - Have Ss play the game

- T asks Ss to close their books and gives some information about Yoko, Paul and Jane

+ She’s from Tokyo + He loves the beaches…

1.Pre-listening: (5’) *Jumbled words: -T gives instructions, then checks ss’ understanding

- follow T/s instructions - work in pairs to the task - give their answers

- practise the dialogue - play the role

- make the model with T

- work in pairs, take turn to be Yoko, Paul and then Jane

- make the dialogues - correct themselves

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a.tcaah = catch

b.rkap kepree = park keeper c.ondp = pond

d.rssag = grass

e.rrubhmage = hamburger f tonwdwno = downtown -T gets feedback

*Open prediction (Matching): Pictures P.9 -T sets the scene and asks Ss to think of four things that Tim and Carlos are or not doing - T elicits and writes the phrases on the board and ask Ss to match them with the pictures - T gets feedback

2.While-listening: (10’)

- T asks Ss to listen and check the number of the correct pictures (P.9)

- introduce the dialogue about Carlo/s trip. - play the tape twice

- ask Ss to share their results - play the tape again

- get feedback

*)Answer key: a,1 ; b,2 ; c,2 - play the tape again

3.Post-listening: (5’)

*Situation: You are visiting Dong Ha, so talk to your friends the places you will visit, food you will eat, ……

- give the above situation and ask Ss to work in groups to make similar dialogue

- help Ss make the Qs to ask their friends - invite Ss to present their ideas

- the task in groups

- base on the pictures, guess and match the phrases with them

- check their answers and read them out * Answer key:

- Walking on the grass (a1) - picking some flowers ( a 2) - Catching a bus (b1,2)

- eating something in a restaurant(c1,2) - listen and choose the correct answers - work in groups & share their ideas - listen and check their results

- read out their choices

- check and choose the correct ones

- work in groups to ask and answer about it - speak out their ideas

- ask Ss to revise the simple past at home - ask Ss to prepare: Read

V TEXTBOOK ADAPTATION:

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Period: 4

Date: September 8th ,2013

Lesson 3: Read I Objectives:

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B Knowledge: - Vocabulary to describe the geography of a country: climate, population, regligions, languages, unit of currency

- General or detailed information about Malaysia C Skills: Reading & Speaking

II Preparation:

* Teacher: Textbook, lesson plan, a map of the South East Asian Nations and posters * Students: Textbook, workbook and notebook

III Procedure:

A Warm up: Chatting : Ask Ss some questions about their life ( 3min )

+ What time you get up in the morning? + Do you like to take a trip abroad?

+ Which countries you like to visit? Why? B New lesson:

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*)Lead-in: T: uses the map of the South East Asian Nations

What is this ?

How many countries are there in the South East Asian Nations ?

Which country is this Do you know its capital? - introduce the lesson

I.Pre-reading:

1 Act 1: Vocabulary: (3’)

- T uses explanation, realia or translation to elicit the words “climate, population, regligions,

languages, unit of currency ” from Ss

- T does the concept check

-T checks vocabulary: What and where - ask Ss to guess the meaning: Buddism, Hinduism, Islam

2 Act 2: Open prediction (Part a-P.10) (7’) - T hangs on the Grids and explain the task - T asks Ss to work in groups to predict the information about Malaysia

- T gets feedback II.While-reading

1 Act 1: Check the prediction: (3’) -T asks Ss to read the text and check their prediction

2 Act 2: T/F statements(Part b-P.10): (20’) - T hangs the statements on the poster

- T asks Ss to read the text again, choose True(T) or False(F) and then correct the false statements - T asks Ss to work individually and then in groups

- T gets feedback *Answer key: 1.T

F There are more than two religions in Malaysia

F People speak Malay, English, Chinese and Tamil in Malaysia

F Primary school children learn one of the three: Malay, Chinese, Tamil

5 F English is a compulsory second language,

- answer the Qs:



This is a map of



10: Viet Nam, Laos,



Malaysia Kuala Lumpur

- listen and give out the vocab - copy down

- guess and fill the Grids

- work in groups & give their answers on the worksheets

- stick their answers on the B.B - follow T’s instructions

*Answer key:

1.Area: 329,758 sq Km

2.Population: Over 22 millions 3.Climate: Tropical

4.Unit of currency: Ringgit 5.Capital city: Kuala Lumpur 6.Official religion: Islam

7 National language: Bahasa Malaysia (Malay)

8 Compulsory second language: English - read through the statements

- read it individually and then share their ideas in groups

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not primary language of instruction III Post-reading: (5’)

*Matching:

- T asks Ss to match the name of the capitals with appropriate countries in ASEAN

1 Vietnam a Bangkok 2 Malaysia b Phnom Penh 3 Singapore c Jakarta 4 Indonesia d Singapore

5 Philipines e Bandar Seri Begawan 6 Laos f Vientiane

7 Cambodia g Manila 8 Myanmar h Yangun 9 Thailand i Ha Noi

10 Brunei j Kuala Lumpur

- play the game “Matching” - work in groups

- the exercises 1-2 in workbook (p5-6) - prepare: Write- P.11

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Period: 5

Date: September 11th , 2013

Lesson 4: Write I Objectives:

A Aims: By the end of the lesson, Ss will be able to write a personal letter to their family B Knowledge: - write a letter about visitting relatives or friends in a certain place

C Skills: Writing II Preparation:

*Teacher: Textbook, lesson plan

*Students: Textbook, workbook , notebook and posters III Procedure:

A Warm up: Chatting (3’) Ask Ss some questions:

 Have you ever visited any other places in Vietnam? For example: Hue? Nha Trang?  .When did you go?

 .How did you get there?

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

 .When you are away from home, you keep in touch? How? B New lesson:

*Brainstorm (5’) Places

you visit People

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- ask Ss to work in groups about Hue and Nha Trang and list out the activities they did - get feedback

I Pre-writing: (5’)

* Set the scene: Imagine you are visiting your relatives or friends in Hue or Nha Trang

* Comprehension questions:

-T asks ss some questions to run through the outline

a Where are you now?How did you get there? b Who did you meet?

c What have you done?

What places have you visited? Who have you met?

What kinds of food have you tried? What souvenirs have you bought? d How you feel now?

e What you think interest you most? f When are you returning home?

II While-writing: (20’) * Free writing:

-T gives instructions

-T checks Ss’ understanding -T goes round and monitors III Post-writing: (10’) *Exhibition:

-T asks ss to correct themselves -T gives feedback

- follow teacher/s

- share their ideas in groups - write them on the B.B

-Ss answer the questions

-Ss use information from the answers to write a letter

-Ss write in groups

-Ss hang on their writings and correct their writings themselves with the help of T * Suggested ideas:

I am in Ha Noi now I arrived at Ha Noi railway station at 10 a.m days ago My cousins, Nga and Hai met me at the station then they took me to their house by

motorbike.

I have visited HCM Mausoleum, Hoan Kiem lake and Dong Xuan market I have tried lots of Ha Noi food such as Bun Cha, Gio Ha Noi, Pho Ha Noi

I will visit The West Lake tomorrow I feel so happy and enjoy myself very much The people here are so friendly , the food is delicious and the sights are so splendid. Activities in Hue City/

What you

How you feel

Food you eat

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I will leave Ha Noi at p.m next Sunday and I will arrive home at 10 am Please pick me up at the station.

- ask Ss to complete their letters and the exercises 5,6-P.8,9 ( workbook). - ask Ss to prepare: Language Focus - P.11

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Period: 6

Date: September 19th , 2013

Lesson 5: Language Focus I Objectives:

A Aims: By the end of the lesson, Ss will be able to revise the past simple and get further practice in Wish sentence

B Knowledge: - Grammar: The past simple and “wish” with the past simple C Skills: Writing and Speaking.

II Preparation:

*Teacher: Textbook, lesson plan

*Students: Textbook, workbook and notebook III Procedure:

A Warm up: *Revision: (3’)

Write the past form of the following verbs 1.see  saw 2.buy

3.play 4.go 5.paint 6.know

7.live 8.to be

-T checks : In which tense will we use the Vpast form? B New lesson:

I Ask and answer about each person did on the weekend.(P.11) (15’)

- hang on the Grids, check the meaning and run through the phrases

- focus Ss on the past form of the verbs - make the model

*Model:

Hai: What did Ba on the weekend?

- work in pairs

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Hoa: He went to see the movies called “ Ghosts and Monster ”.

Hai: When did he see?

Hoa: ( He saw it) on Saturday afternoon.

- ask Ss to work in pairs to ask and answer about the information on the Grids

- get feedback

II Write the things Lan and her friends did for the party.(P.12) (10’)

- hang the task on the poster and ask Ss to match the verbs with the phrases

*Ex: - buy flowers (Picture 3) - get feedback

- ask them to write full sentences, using the simple past tense



They bought flowers for the party - get feedback

III Rewrite the sentences, using Wish- clause (Type 1).(P.12) (15’)

- T elicits the model from the Ss * Model:

- You are not very tall



I wish I were taller * Form:

S1 + wish + S2 + Vpast (subjunctive mood)



to be were

- T asks Ss to complete the exercise - get feedback

* Answer key:

b,I wish it were not hot It were cold/ cool c,I wish I had a computer.

i,I wish there were some rivers and lakes in my hometown

- make the model with T

- pairwork in minutes

- ask and answer about Ba, Nga,

- work in groups, basing on the pictures

- write the full sentences individually - write them on the board and check the sentences with teacher

- remind the structure of “wish” with the past simple

- work in pairs

- write their answers on the board IV.HOMEWORK ASSIGNMENT:

- ask Ss to excercise 7-P.10 and 8-P.11( workbook) at home. - ask Ss to prepare: Unit 2: Getting started & Listen and Read (P.13) V TEXTBOOK ADAPTATION:

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Period 7

Date: September 23rd, 2013

UNIT 2: CLOTHING

Lesson 1 : Getting started – Listen & Read

I Objectives:

A Aims: By the end of the lesson, Ss will be able to know more about the Ao dai, the

tranditional dress of Vietnamese women and some kinds of clothes from another countries in the world and further practice in the present perfect tense

B Knowledge: * Grammar: The present perfect

* Vocabulary to describe clothing: traditional, design, material, fashion, pattern, unique… C Skills: Listening, reading and speaking

II Preparation:

* Teacher: Textbook, lesson plan, powerpoint

* Students: Textbook, workbook , notebook and posters III Procedure:

A Warm-up: Getting started: (5’)

T: hangs on the pictures and asks the question:Where is she/he from?/Why you know ? T: focuses Ss on: a kimono, a sari, a veil, a kilt and asks Ss to make the dialogue

Ss: look at the pictures to answer.”She is from Japan because she is wearing a kimono.” Ss: ask and answer the questions in pairs and then present their ideas

* Answer key:

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c,She is from Scotland d,She is from India e, He is from U.S.A f, She is from Arabia B New lesson:

* Lead-in: Picture a: She is from Viet Nam because she is wearing Ao dai To know more about the Ao dai, Vietnamese traditional women/s clothes, today we are going to learn Unit 2; Lesson 1.

I Presentation:

-T uses example, picture, mine or translation to elicit the words “traditional, design, material, fashion, pattern, unique” from Ss

-T checks vocabulary: What and where

2 Act 2: Listen to the tape and fill in the gaps (Part a-P.14) (10’)

*Answer key: (Teacher/s book)

- hang the task with the missing information and explain some words

- play the tape twice - get feedback

- ask Ss to read the text to check their answer - get feedback again

II Practice:

1 Act 1: Read the text and answer the Qs (part b-P.14) (12’)

* Answer key: P.24 (Teacher/s book) - hang the poster with the Qs and run them through

- ask Ss to read the text again and answer the Qs - get feedback

- ask the whole to check III Further practice: (10’) * The present perfect tense. + Model sentence:

- Some designers have modernized the Ao dai +Form:

 S + have/has +Vp.p + (Obj.)+

- ask Ss to pick out the model in the text and check the use, form & meaning

- ask them to excercise (workbook) - ask the whole to check

- read through the sentences

-listen and then share their answers in pairs - speak out their answers

- read the text to check their answers, - give the correct answers

- read through the task

- work in pairs to share their ideas - ask and answer the Qs

- check & then copy the answers in their notebooks

- remind the use, form & meaning

- share in pairs and write their answers on the board

- check the answers

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- ask Ss to prepare: Speak & Listen V TEXTBOOK ADAPTATION:

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Period : 8

Preparing date: September 26th , 2013

Lesson 2: Speak I Objectives:

A Aims: By the end of the lesson, Ss will be able to ask and respond to questions on personal preference

B Knowledge: - Asking and responding on personal preference of clothing and giving the reason

- Vocabulary: T-shirt, suit, skirt, school uniform, casual, short-sleeved, striped, faded, plain…

C Skills: Speaking & Listening II Preparation:

*Teacher: Textbook, lesson plan and powerpoint presentation. *Students: Textbook, workbook and notebook

III Procedure:

A Warm up: Network

skirt T-shirt

- use Network to introduce the lesson B New lesson:

I Pre-speaking: (10’)

1 Act 1: Match the phrases with the pictures (Part a- P.14)

- hang on the pictures and the phrases and ask Ss to match the phrases with the pictures

- get feedback

- check and corret the answers

- ask Ss to give the Vietnamese meaning and instruct them to read out the words

*) Answer key:

a, a colorful T-shirt b, a sleeveless sweater

- work individually & share their ideas - go to the board and match

- check it with teacher

- give the meaning and run through the words (Vietnamese meaning can be provided)

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c, a striped shirt d, a plain suit

e, faded jeans f, a short-sleeved blouse g, baggy pants h, a plaid skirt

i, blue shorts

II.While-speaking : (15’)

* Ask and answer about your favorite type of clothing (Part b)

*) Worksheet:

-What you usually wear on the weekend?. -Why you wear these clothes?

-What is your favorite type of clothing?Why? -What are your school uniforms?

-What you wear on Tet?*

-What you wear on your birthday?* -hangs on the worksheet and focus Ss on the V- simple present

- run through the Qs and ask Ss to add more Qs (*)

- make the model

- ask Ss to interview members of group - invite pairs to practise

- correct if neccessary III Post-speaking: (10’)

*Report the results of your survey (Part c-P.16)

*)Indirect speech: + Model:

Tu said:” I usually wear a skirt on Tet” Tu said that she usually wore a skirt on Tet - ask: What you wear on Tet,Tu?

- give the model

- ask the whole to revise Reported speech - ask them to report their survey

- invite Ss to go to the board - ask the whole to check

- talk about its use and form

- read them out and focus on the meaning - answer the Qs individually

- ask and answer and then note down - interviewing

Direct: S + Vpresent + (Obj.) Indirect: S + V past + (Obj.)

- answer: I usually wear

- copy down and give the way to use reported speech

- write the sentences on their paper - write their words on the board - check and correct themselves IV.HOMEWORK ASSIGNMENT:

- ask Ss to revise the lesson & excercise 4,5-P.15,16 - ask Ss to prepare: Listen

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Period:

Date : September 30th , 2013.

Lesson 3 : Listen

I Objectives:

A Aim: By the end of the lesson, Ss will be able to listen the description of clothing and choosing the suitable pictures

B Knowledge:

- Vocabulary: A pair of sandals/boots/shoes

- Grammar: The present progressive and using Adjectives of description C Skills: Listening & Speaking

II Preparation:

A.Teacher: Textbook, lesson plan and CD

B.Students: Textbook, workbook , notebook and photos III Procedure:

A Warm-up: *Network blue shorts

B New lesson:

* Lead-in: use Network to introduce the lesson

I Pre-listening: (5’)

* Open prediction (Pictures P.16)

- introduce the situation about a lost little girl called Mary and ask Ss to predict the things she is wearing

- get feedback II.While-listening

1 Act 1: Listen and check the information about Mary.(15’)

*Answer key:

a, She is wearing blue shorts.

b, She is wearing a long-sleeved blouse. c, She is wearing a pair of brown shoes.

- base on the pictures and guess the information in groups

- write their predictions on the board - listen and choose the correct answers

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- ask Ss to listen to the tape & play the tape twice

- ask them to share their results - get feedback

- play the tape once again

2 Act 2: Listen and answer the questions (10’) * Questions:

1.What is her name? 2 How old is she?

3 Is she wearing a blue skirt? 4, What is she wearing?

- hang on the Qs & plays the tape twice - ask them to share their results

- get feedback

- play the tape once again III Post-listening: (10’)

*Describe the pictures/photos

Ex: Her name is Nga She has short dark hair She is wearing a red skirt and

- stick pictures/photos on the board and ask Ss to discribe

- invite Ss to go to the board

- work in groups & share their ideas - speak out their answers

- correct their predictions



She is Mary



She is years old.



No, she is not



She is wearing blue shorts and a long -sleeved white blouse.

- listen and answer the questions - work in groups & share their ideas - speak out their answers

- correct their predictions

- work in groups to discribe the appearance of each person

- go to the board and discribe the pictures IV.HOMEWORK ASSIGNMENT:

- ask Ss to learn clothing vocabulary at home - ask Ss to prepare: Read- P.17

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Period: 10

Date: October 2nd, 2013

UNIT 2: CLOTHING

Lesson 4: Read I Objectives:

A Aim: By the end of the lesson, Ss will be able to understand the text for details about jeans

B Knowledge:

- Vocabulary: be made from, cotton, wear out, styles - Grammar: The passive voice and the past simple C Skills: Reading & Speaking

II Preparation:

A.Teacher: Textbook, lesson plan and poster B.Students: Textbook, workbook, and notebook III Procedure:

A Warm-up: *Brainstorm

strong easy to wear

B New lesson:

*)Lead-in:

- ask the questions:

Have you ever worn Jeans ? Do you like Jeans Why ? - introduce the lesson I.Pre-reading:

1.Act 1: Vocabulary: (5’)

-T uses example, picture, realia, situation or translation to elicit the words “be made from, cotton, wear out, styles ” from Ss

-T checks vocabulary: What and where 2 Act 2: Open prediction (Part a-P.17): (7’) - hang on the poster and ask Ss to predict the missing dates & words

- answer the questions individually

- work in groups & give their answers on the worksheets

- stick their answers on the B.B Advantages of

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- get feedback II.While-reading

1 Act 1: Check the predictions: (5’)

- ask Ss to read the text to check their predictions - get feedback

*Answer key:

1.18th century/jean cloth.

2.1960s/students 4.1980s/fashion 3.1970s/cheaper 5.1990s/sale

2 Act 2: Ask and answer the questions: (15’) - hang the poster with the Qs (p.18) and run them through

- give instructions and check Ss’ understanding - note Ss with Simple past tense and the passive voice, ask Ss to read the text again and answer the Qs

- go round and monitor - get feedback: public check III Post-reading:

*Discussion: (8’)

- ask Ss to discuss the questions: a Do you like wearing jeans? Why? Why not ?

b What type of jeans you love wearing? c Do you think jeans are fashionable? - go round and monitor

- give feedback.

-read it in minutes & pick out the information from the text

-give their answers and explain

- read through the Qs

- read it individually and then share their ideas in pairs

-work in pairs to the task

-work in groups to discuss the questions

IV.HOMEWORK ASSIGNMENT: - ask Ss to read the text again at home - ask Ss to prepare: Write- P.18,19 V TEXTBOOK ADAPTATION:

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Period: 11

Date: October 7th , 2013

Lesson 5: Write I Objectives:

A Aim: By the end of the lesson, Ss will be able to know how to write an argument letter with a frame using suggested ideas or word cues

B Knowledge:

- Vocabulary of opinion: In my opinion, I think…, Firstly…, Secondly…, Finally…, Therefore, In conclusion,…

- Grammar: The passive voice and the past simple C Skills: Writing

II Preparation:

A.Teacher: Textbook, lesson plan

B.Students: Textbook, workbook, notebook, and posters III Procedure:

A Warm-up: *Chatting: .How often you wear uniforms?

.How you feel when wearing uniforms?

.If you have a choice, what time of clothing you want to wear when going to school? Why you choose it??

B New lesson:

*)Lead-in: Roleplay

- Teacher gives the situation: Nam intends to give up the schooling How you persuade him to stop this ?

- intrduce the lesson I Pre-writing:

-T uses situation or translation to elicit the words “In my opinion, I think…, Firstly…, Secondly…, Finally…, Therefore, In

conclusion,…” from Ss - T does the concept check

-T checks vocabulary: What and where 2 Act 2: Frame of an argument letter: (10’) - introduce the content & hang on the Grids, and then elicit main parts with the used language .What you write in “introduction”? What language is used?

-discuss and give their ideas

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.How can we present series of arguments? What language is used?

.What you write in conclusion? What language is used?

* Frame:

+ Introduction: My opinion is /I think + Series of arguments: Firstly/ + Conclusion: Therefore / In conclusion

- ask Ss to read part a (P.18) to pick out each part and its aim

.What is the topic of the passage?

.Why does wearing uniforms bear their school’s name?

Do Ss have to think of what to wear every day? - get feedback and give more explanations II While-writing:

* Guided writing: (12’) -T gives two questions:

a.What is the topic of the argument? b.Why should secondary ss wear casual clothes?

-T gives instructions and ask Ss to write the same argument of 100 - 150 words individually -T goes round and monitors

-T gets feedback III Post-writing: * Exhibition: (10’)

-T asks ss to correct themselves -T gives feedback

- answer the questions and show their ideas

- give the answers and explain the aims of each part in this argument letter

- read the outline b to answer the questions - write in individual and compare with a partner

- discuss in groups, and share their ideas - hang on their writings and correct their writings themselves with the help of T IV.HOMEWORK ASSIGNMENT:

- ask Ss to write the paragraph with the following content:

“ Taking part in the school activities is unhelpful to the students” Do you agree or not?

Suggessting ideas: + make students feel self-confident.

+ give students opportunities to show their abilities. + create coorperation and friendship.

.

- ask Ss to prepare: Language Focus - P.19( Present perfect and passive form) V TEXTBOOK ADAPTATION:

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Period: 12

Date of preparation: October 9th , 2013.

Lesson 6: Language Focus I Objectives:

A Aim: By the end of the lesson, Ss will be able to review and get further practice in the present perfect and the passive form

B Knowledge:

- Vocabulary of time and sights

- Grammar: +The Present perfect: to talk about an action or a state which began in the past and continues to the present

+ The passive (review): be + past participle C Skills: Writing and Speaking

II Preparation:

A Warm-up: Write the past participal form of the following verbs 1.see  seen 4.build 7.live

2.buy 5.read 8.eat

3.play 6.know 9.make



T: Checks : In which tense will we use the Vp.p?

B New lesson:

1 Ask and answer about each person (using part 1-P.19-10)(10’)

*) Model: (P.19-textbook)

*) Structure: Present perfect tense. S+ have/has + Vp.p + (obj) +

+Timing words: never, ever, already ,just, yet, recently & ‘ for/ since ‘

- ask Ss to read the dialogue - focus Ss present perfect tense

- make the model with the information on the Table

- aks Ss to work in pairs

- invite 3pairs to ask and answer about the information on the Table

-help Ss to correct

2 Ask and answer Qs about the things you done in HCM city.(10’)

- read the dialogue in pairs

- give the use and form of the present perfect - make the model with teacher

- pairwork in minutes

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*)Model:

A: Have you seen Giac Lam Pagoda yet? B: Yes, I have seen it.

A: Have you eaten Vietnamese food yet? B: No,I haven/t.

- hang the words on the poster and run through them

- focus Ss on the present perfect - make the model

- ask the whole to pairwork - invite pairs

- help them to correct

3 Rewrite the sentences, using the passive form.(Part 4-P.21).(18’)

*)Model:

-They sell jeans all over the world.



Jeans are sold all over the world. -You must this excercise carefully.



This excercise must be done carefully. *)Answer key:

a, Jean cloth was made b, Rice is grown

c,Five million bottles of champagne will be produced

d, A new stype of jeans has just been intrduced

e,Two department stores have been built - give the example & ask Ss to change it in the passive form

- review the meaning, use and the form

- instruct them the way to change the sentence into passive

- ask them to complete Excer - get feedback

- ask the whole to check

- run through the phrases - analize the structure - it with teacher - ask and answer

- write them on the board - correct themselves

- change it in the passive form - give the form of tenses - give their ideas

- work in pairs

- write their answers on the board - check it with teacher

- ask Ss to excercises 5-P.21 (textbook), and 6- 7-P.17-18( workbook). - ask Ss to prepare: Unit 1, for 45-minute test

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Period: 13

Date: October 15th 2013

45 – MINUTE TEST I Objectives:

A Aim: By the end of this lesson, Ss will be able to evaluate their knowledge of unit &

B Knowledge:

 Vocabulary of unit one and two  Grammar:

 Unit 1: 1.1 s.past

1.2 past simple with “ wish” 1.3 Used to + V

 Unit :2.1 present perfect

2.2 passive voice

 Pronunciation: /ou / /o /, / / /i /,ending sound “ed” , /t∫ / / ∫ /, /æ / / ei /, /au / /o/

C Skills:

 Reading, writing

II Preparations:

A Teacher: Test paper

B Students: Review unit and 2 III Procedures:

A New lesson: Matrix

Chủ đề CKT + CKN Nhận biết Thông hiểu Vận dụng

Tổng cộng TN TL TN TL Cấp độthấp Cấp độcao

Unit: 1,2, 10%

I Pronunciation

/ t∫ / & / ∫ / , / ei / & / æ / /au /& / o / / / & /i /

4 c 1®

4c 1® Unit:

1,2, 40%

II language focus 1.1,1.2,,2.1,2.2 ,

10c 2đ

5c 2đ

15c 4® Unit:

25% III.Reading 5c2.5® 5c2.5®

Unit 1,2,3 25%

IV.Writing

1.1, 1.2,1.3,2.1,2.2 5c2.5đ 5c2.5đ

Tæng sè câu Tổng số điểm Tỷ lệ

14 c 3® 30%

10 c 4.5® 45%

5c 2.5đ 25%

29c 10®

Number 1

I.Choose the word whose underlined part is pronounced differently from the others.( 1m)

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a- added b-printed c- designed d- depended a federation b- question c- fashion d-inspiration II.MULTIPLE CHOICE: (2ps)

1 Jean cloth was made ……… … cotton. a in b from c on d of 2 My class is divided … ………four groups. a in b on c of d into 3 The kimono is the ………… …… costume of Japanese women. a modern b convenient c traditional d fashionable

4 ……… make different styles of jeans. a Musicians b Designers c Poets d Writers 5 I wish I ………… … English well.

a spoke b speak c can speak d will speak 6 He ……… …… playing tennis three years ago. a begin b begins c began d has begun 7 They’ve lived in Da Nang … ………… 1990. a for b since c in d last

10 They look tired They for a long way to come here. a traveled b travel c are traveling d have traveled

 1. _2. 3. 4. 5. 6. 7. _8. _9. _10. _

III GIVE CORRECT TENSES/ FORM S OF THE VERBS: (2ps) 1 She wishes she … an excellent student.(be)

2 I ……… him at the English speaking club last night.(not/see) 3 They ………… ……… each other for a long time.(know) 4 Her homework ……… ……… (already/finish) 5 A new model for teenagers last month.(make)

IV READ THE TEXT CAREFULLY AND ANSWER THE QUESTIONS: (2.5ps)

Singapore is one of the countries of ASEAN It is a small country of about three million people. The area is only 647.5 sqkm Like Vietnam and other countries in the Southeast Asia, Singapore enjoys tropical climate The capital city is also called Singapore The Singaporean unit of currency is Singaporean Dollar The national languages of Singapore are Bahasa and English.

1 What is the population of Singapore?

 ………

2 Is Singapore smaller or larger than Viet Nam?

 ………

3 What is the unit of currency of Singapore?

 ………

4 How many national languages are there in Singapore?

 ………

5 Can English be spoken in Singapore?

 ………

V REWRITE THE SENTENCES AST THE REQUESTS: (2.5ps) 1 It’s a pity she doesn’t speak English fluently.

 She wishes ………

2 she prepared her lessons carefully before going to school last night.

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3 He often wore T-shirt when he was young.

 He used ………

4 She last came to London two years ago.

 She hasn’t ….………

5 Lan and Maryam have corresponded for three years

 It is three years

NUMBER 2:

I / Choose the word that has the underlined part pronounced differently from the others.(1m)

1 A corrected B planted C boiled D visited 2 A baggy B casual C fashion D label 3 A police B little C decide D comic 4 A around B house C bought D sound II MULTIPLE CHOICE: (2ps)

1 They try to keep touch by mails or telephone.

a at b on c in d with

2 Lan can visit Maryam or not It all depends her parents.

a at b on c in d from

3 There are other such as Buddhism and Hinduism in Malaysia. a religions b regions c languages d seasons 4 She wishes she with her family now. a live b living c lived d lives 5 I have some jeans when I was a student. a used to b use to c often d usually 6 They have lived in this town five years.

a since b for c in d ago

7 Those boy look dirty They soccer since 2p.m. a played b has played c are playing d have played

8 A new style of jeans in Viet Nam. a have been made b have made c has made d has been made 9 The Ao dai is the … …… costume of Vietnamese women. a modern b convenient c traditional d fashionable 10 ……… make different styles of jeans. a Musicians b Designers c Poets d Writers

 1. 2. 3. 4. 5. _6. _7. _8. _9. 10.

III GIVE CORRECT TENSES/ FORM S OF THE VERBS: (2ps) 1 She wishes she … … a weak student.(be/not) 2 I ……… him at the English speaking club last night.(see) 3 They ………… each other for a long time.(not/know) 4 Her homework ……… (just/complete) 5 Some new models for teenagers last month.(make)

IV READ THE TEXT CAREFULLY AND ANSWER THE QUESTIONS: (2.5ps)

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enjoys tropical climate The capital city is also called Singapore The Singaporean unit of currency is Singaporean Dollar The national languages of Singapore are Bahasa and English.

1 What is the area of Singapore?

 ………

2 Is Singapore a small or large country?

 ………

3 What is the capital of Singapore?

 ………

4 How many national languages are there in Singapore?

 ………

5 Is Singapore climate the same as Vietnam?

 ………

V REWRITE THE SENTENCES AST THE REQUESTS: (2.5ps) 1 They would like to see a lot of beautiful places in this city

 They wish

2 He corresponded to his pen pal once a week, but now he doesn’t.

 He used

3 Lan and Maryam have written to each other for three years

 It is three years  4 The last time I wore uniform was eight months ago.

I haven’t . 5 She didn’t prepare her lessons carefully before going to school.

Her lessons ……… ***The end***

Period: 14

Date: October 16th 2013

UNIT3: A TRIP TO THE COUNTRYSIDE

Lesson1 : Getting started – Listen and read I Objectives:

A Aim: By the end of the lesson, Ss will be able to ask for and give information about life and activities in the countryside

B Knowledge:

- Vocabulary: plow, buffalo, join, reach, pick up, journey, snack, banyan tree … - Grammar: “wish” + could

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II Preparation:

A.Teacher: Textbook, lesson plan, pictures and CD B.Students: Textbook, workbook , notebook.

III Procedure:

A Warm-up: *Kim’s game

-T asks ss to look at the pictures on P.22 and try to remember the activities in the countryside - T models: A man is plowing with his buffalo

- Then T asks ss to close their books and gets feedback. B New lesson:

* Lead-in:

-introduce activities in the countryside on the pictrure and then introduce Ba and Liz/s trip to the countryside

I Presentation: 1.Vocabulary: (5’)

-T uses picture, example and translation to elicit the words “join, reach, pick up, journey, snack, banyan tree … ” from Ss

-T checks vocabulary: What and where 2 Predict the statements T or F (Part a-P.23) (5’)

- hang the statements and ask Ss to predict the information

- get feedback II.Practice:

1 Listen to the tape & check the predictions (part a -P.23) (8’)

*)Answer key:

1.F 2.T 3.F 4.F 5.T 6.F 7.F 8.F 9.F

- play the tape twice

- ask Ss to share it in pairs - get feedback

- ask them to read the text to check - invite Ss to correct the false statements

2 Read the text and answer the Qs (part b-P.23) (10’)

*) Answer key:P (Teacher/s book)

- hang the poster with the Qs and run them through

- ask Ss to read the text again and answer the Qs - get feedback

- read through the sentences and work in groups, writing their preditions on the worksheets

- stick their worksheets on the b.b

- listen to the tape and note down - change their results

- give their answers

- read the text and check their predictions - speak out the correct statements

- read through the task

- work in pairs to share their ideas

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- ask the whole class to check III.Further practice: (10)

Wish-clause with “ CAN”. + Model:

- Liz wishes she could visit Ba ‘s village again some day

+ Use &Form: When we talk about our possible wishes in the future, we use: S1 +wish +S2 + COULD + V bare inf - ask Ss to pick out the model in the text and check the use, form & meaning

- instruct them to excercise (b,c,d,e) ( workbook)

-ask the whole class to check

- check & then copy the answers in their notebooks

- give the use, form & meaning

- share in pairs and write their answers on the board

- check the answers IV.HOMEWORK ASSIGNMENT:

- ask Ss to review the lesson & excercises 1,2,3 P.20,21 (workbook) - ask Ss to prepare: Speak and Listen -P.24-25

……… ………

Period:15

Date: October 21st 2013.

Lesson2: SPEAK AND LISTEN

I Objectives:

A Aim: By the end of the lesson, Ss will be able to ask for and give information about the geography of one’s home country

B Knowledge:

- Vocabulary: Dragon Bridge, parking lot, pick someone up, drop someone off, (a) park / (to) park

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III Procedure:

A Checking up: (3’)

- T calls on some Ss to tell some activities in the countryside :

+ watering vegetables + harvesting

+ feeding the pigs B New lesson:

Teacher’s activities Students’ activities * Last period we knew Ba had a trip to the

countryside Today we’ll know clearly about his route- the bus route

I Warm up : Matching

* Word phrases * Pictures 1 airport a.

2 gas station b 3 pond c. 4 highway No d. 5 banyan tree e. 6 store f. 7 bamboo forest g. 8 Dragon bridge h. 9 parking lot i.

- Feedback ( We can see these thing on the way to Ba’home village)

II Pre-listening + speaking 1 Vocabulary:

- to get fuel ( picture)

- to pick someone up ( picture ) - to drop some one off ( picture ) 2 Pre - listening task

- Have Ss guess and draw Ba’s trip by looking at the map

3 While listening :

- Have Ss listen to the tape twice or more - T gives feedback :

A : banyan tree E : Gas station B : airport F : store

C : highway No G : pond

D : Dragon brigde H : bamboo forest

- Ss listen.

- Play the game ( the whole class)

- Ss look at the picture to guess the meaning. - Ss listen and repeat

- Ss copy

- Ss guess by matching 1,2,3,4,5,6,7,8,9, with C,D, E ,F, G, H I, B ,A.

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I : parking lot

- Have Ss answer the questions : a Where is Ba’s home village ? b How did Ba go to the village ?

c What could they see on the paddy fields ? d Is there a banyan tree at the entrance to the village ?

- Feedback by the pictures

- Have Ss work in pairs to ask and answer these questions

- T calls on some Ss to present their roles in front of the class

- Have Ss use the information in the box P 24 to play role of A, B, ask and answer.

- T call on some pairs to present their role. 4 Post speaking

- Describe about your village individually

- Ss answer individually

- Ss the task based on the structures T gives.

1 Where is your home village ?

It is to the west / north / south/ east. 2 How far is this from here/the city ? It’s about ……… kilometers.

3 How can you get there ?

I can get there by bus / car/ train… 4 How long does it take to get there ?

It takes ……… ( minutes/ hours ) What do people for a living in your village ? They grow rice / vegetables / and raise chicken and pigs…

6 Does your village have a river / a pond ? -Yes it does / No, it doesn’t

- Ss play role

- Ss present

-Describe about your village individually - Ss take notes

- Ask Ss to rewrite the route of Ba and his family and exercise – P 30- 31 V TEXTBOOK ADAPTATION:

Period:16

Date: October 23rd , 2013. .

Lesson 3 : READ

I Objectives:

A Aim: By the end of the lesson, Ss will be able to understand the details of the text about Van/s life in the USA and know more about the life on a farm

- Know how to use the adverb clauses of result B Knowledge:

- Vocabulary: exchange student(s), maize, part-time, grocery store - Grammar: the adverb clauses of result

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III Procedure: A Warm up:

- T give the task and get feedback

- Ss think about and then speak out their ideas

plow on a farm grow rice

harvest the crops feed chickens

B: New lesson:

Teacher/s activities Ss/ activities 1.pre-reading:

a)Act.1: Vocabulary

- exchange student(s) (N) / / - maize (N) = corn (A.E)

- part-time # full-time(adj/adv) - grocery store (N) / /

- Elicit the words from the Ss and say them out

- Write and check

* Checking vocab : ROR b)Act.2: Open predictions.

* Set the scene: Today you’ll study about the life on a farm of an American family.

- Ask Ss to guess the differences between life on American farms and Vietnamese ones + What tree/ vegetables farmers in America / Vietnam grow ?

+ What animals they raise ? + What they usually eat ? - Get feedback

II.while-reading

a)Act.1: Check the predictions.

- Ask Ss to read the text to check their predictions

- Get feedback.

b)Act.2: Ask and answer the questions. - hang the poster with the Qs and run them through.

- note Ss with simple present tense & ask Ss to read the text again.

- get feedback. *)Questions:

1.Who is Van living with in the USA?

(Translation) (Realia) (Translation) (Picture)

- Try out & repeat chorally-individually - Give the meaning & make the sentences - Individual work

* Answers: People What they plant What they raise What they eat American Maise, rice

chickens Hot dog humburge r Vietnames e Maize, rice Chickens , cattle rice

- Individual work

- Work in groups & give their answers on the worksheets

- Stick their answers on the B.B * Answers:

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2.What does Mr Parker do? 3.Where does Mrs Parker work? 4.What does Van help Mr Parker ? 5.Does Van like to live with the Parkers? 6.Which sentence tell you that ?

- Elicit the new target language from Ss. * The Parkers are so nice so Van feels like a member of their familly.

- Do concept check

c)Act.3 Match the half – sentences - Ask Ss to exercise on page 31 - Give feedback

* Answers: – e, – a , – d , – b , – c. III post-reading:

a)Act.1: Gap-fill (Part b-P.26) *) Answer key: 1.Ohio 2.farmer

3 at a grocery store 4.Peter 5.Sam 6.farm 7.they watch 8.baseball

- Hang on the poster and ask the Ss to

complete the summary, using the information in the passage

- Ask the whole class to check

- He is living with the Parker family. - He is a farmer.

- She works at a grocery store.

- He feeds the chickens, collects their eggs and helps Mr Parker on the farm.

- Yes, he does.

- The Parkers are so nice so Van feels like a member of their family.

- Explain how to use “ SO ” in adverb clauses of result.

* SO : đó, vi

Use : to express the result of the statements before

Structure:

The causative clause+ SO + the result clause

- Work in pairs

- Read the text ,write their answers on the worksheets & then stick them on the b.b - Correct with teacher.

- Ask Ss to read the text again at home and exercise P.21 (workbook) V TEXTBOOK ADAPTATION:

……… ………

Period:17

Date of preparation: October 24th , 2013.

UNIT 3: A TRIP TO THE COUNTRYSIDE

Lesson 4: WRITE I Objectives:

A Aim: By the end of the lesson, Ss will be able to know how to write a short paragragh describing a story happened in the past – a picnic in the countryside

B Knowledge:

- Vocabulary - (to) put down, (to) lay out, a blanket, picnic site,( to) gather - Grammar: The past simple

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II Preparation:

A.Teacher: Textbook, lesson plan

B.Students: Textbook, workbook, notebook, and posters III Procedure:

A. Revision: ( )

Ask one student to read the text about Van and answer the questions ? What does Van ? Who is Van living with in the USA?

? How many people are there in the Parker? B New lesson:

Teacher/s activities Ss/ activities *)Lead-in: (3 )

- Ask Ss some questions about going on a picnic.

1.pre-writing:

a)Act.1: Vocabulary ( ) - (to) put down: /put,put/ -(to) lay out:/laid,laid/ ( Mine ) - a blanket : / /( picture )

- picnic site /………/ (Example) - ( to) gather: /…….?( translation) - Elicit first and say out the words - Write and check

* Checking vocab: What and Where b)Act.2: Discribing the pictures ( 3min ) - Stick the pictures on the bb.

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

-Have Ss describe the pictures to their partners.

- Ask Ss to talk to class about what they can see in each picture.

- Get feedback.

- Introduce the paragragh through the pictures.

c)Act.3: Complete the sentences: ( ) - Divide class into three teams: A – B – C. - Give each team a piece of paper.

- Ask them to look at the pictures, then read he cues given to complete the sentences - Focus Ss with the Simple Past Tense. - Give feedback.

II.While-writing: ( 15 )

- Listen and answer T’s questions. + Have you ever gone on a picnic ? + When did you go ? Where ? + How did you get there ? + What did you ?

+ When did you come back ? + Did you enjoy it ?

Ex: We put down our suicases

Ex: We laid out the food on the ground - Try out and repeat chorally- individually - Give the meaning& make sentences - Run them through & copy down. - Individual work.

- Ss talk to class about what they can see in each picture.

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

- Look at the pictures and complete the sentences.

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a)Act.1: Write a paragragh entitled “ A country Picnic “.(P-26,27)

- Ask Ss to write a passage entitled “ A country Picnic”

- Write the starting sentence on the bb “ It was a beautiful day, my friends and I decided to go on a picnic………” - Ask Ss some questions to make sure they understand their task.

+ Who went on a picnic ? + When did they go ? Where ? + How did they get there ? + What did they there ? + What game did they play ? + When did they go home ? b)Act.2 Writing:

- Ask Ss to write a paragraph ,using the cues and pictures

- Go around to help them and then give out the cellophanes.

III.post-writing: Exhibition ( ) - Ask Ss to stick their writing on the bb, and correct their mistakes.

- Answer T’ questions.

- Use the cues to write a paragragh.

- Discuss in groups, share their ideas and write their work on the cellophanes.

Possible paragragh

It was a beautiful day, my friends and I went on a picnic.We took a bus to the

countryside and then walked about 20 minutes to the picnic site next to the river We put down the blankets and laid out the food After meal, we played the games “ What song is it ? ” and Blind man/s buff Late in the afternoon we went fishing We enjoyed our picnic When we looked at the time, it was nearly 6.30 pm We hurriedly gathered our things and ran to the bus stop We were lucky to catch the last bus and we arrived home very late in the evening - Correct paragraphs with teacher

- Copy it in their books IV HOMEWORK ASSIGNMENT:

Ask Ss to write the paragraph about their last picnic at home. V TEXTBOOK ADAPTATION:

……… ……… ………

Period: 18

Date of preparation: October 28th , 2013.

UNIT 3: A TRIP TO THE COUNTRYSIDE

Lesson 5: Language Focus I Objectives:

A Aim: By the end of the lesson, Ss will be able to practice -Wish clause

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II Preparation:

* New lesson:

Teacher’s activities Students’ activities I Warm up:(5’)

*Matching.

- Divide class in to teams and asks Ss to write down sentence on different pieces of paper each sentence begins with:

“I am (read situation)” “I wish ”

- Collects them and put in to different bags - Asks Ss to pick up the paper, read loudly who have the Finniest matching will be the winner. 2 Presentation:(7’)

*Vocabulary:

- Pass the exam: (v): (opposite of the verb "fail the exam"):

- Win the contest: (v) (translation) - itinerary: (n) (picture):

- depart: (v) (explanation): Checks R.O.R

* Revision:

-Asks Ss to retell how to use “wish” and when to use

3 Practice:(25’)

-Asks Ss to look at the pictures study the real situation by answering the question.

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

-Asks Ss to exercise on page 28, 29 in pairs.

- Gives feed back.

*Gap gill: Prepositions.

-Asks Ss to match the prepositions with words on the list.

-Asks Ss to look at the itinerary on page 30 and answer the questions.

-Asks Ss to use prepositions in the box to

- Do the tasks - Play the game

-Learn by heart all new words

- Listen and guess the words from T's eliciting - Repeat in chorus individually

Checks R.O.R

Retell how to use “wish”

Wish: expressed wishes about the present/ future

-Look at the pictures study the real situation by answering the question.

Work individual then in groups.

- Do exercise in pairs

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exercise

-Give feed back. 4 Production (5’) *Matching:

-Asks Ss to look at the sentence

-Asks the question to elicit the answer. -Asks Ss to write all the correct sentences individually

Feed back

questions.

-Asks Ss to use prepositions in the box to exercise

-Look at the sentence

-Asks the question to elicit the answer So:

Use: to express the result of the statement before.

Meaning: vậy

Write all the correct sentences individually IV.Homework assignment:

- Copy the itinerary into the notebook.

- Make three wishes about the present or future V TEXTBOOK ADAPTATION:

……… ………

Period: 19

Date of preparation: November 2nd, 2013

Test correction

I objectives:

A Aim: By the end of the lesson, Students will be able to consolidate and revise what they have learnt in Unit -

- Students will be cleared what grammatical structures they haven t known well in the test paper’

B Skills: Analysis. II preparation.

*T s preparation: Students paper.’ ’

* Ss s preparation: Take notes what grammar points they haven t known well’ ’

III procedure:

Teacher/s activities Ss/ activities

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- Evaluate the result generally

- Raise the main and important mistakes Ss have made

- Hand out the tests

- Ask Ss to correct each part of the test - Ask the class to take notes

2 Act.2: Ss/ correction.

- Instruct Ss to correct their tests - Go around to monitor the class - Ask Ss to hand in the tests

- Listen to the teacher

- Share their tests with their patners - Go to the board and write their work - Do it and explain to the class

- Take note

- Correct themselves - Collect the tests

* Answer keys: I Pronunciation:

a poetry c notice designed b question

II Multiple choice:

1 b d c b a c b a

III Give correct ten/ form of the verbs:

1 Were didn’t see have known has already been finished was made

IV Answer the questions:

1 It is about three million people It is smaller than VietNam

3 The unit of currency of Singapore is Singaporean Dollar There are two national languages : Bahasa and English Yes, It can

V Rewrite:

1 She wishes she spoke English fluently

2 Her lessons were carefully prepared before going to school last night He used to wear T-shirt when he was young

4 She hasn’t come to London for two years

5.It is three years since Maryam and Lan corresponded V Result of testing and evaluation

1 Result of testing:

2 Evaluation:

. .

V Homework:

- Ask Ss to revise the main knowledge they have consolidated - Ask them to prepare: Unit 4: Getting started & Listen and Read

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……… ……… ………

Period: 20

Preparing date: 4/11/2013

Unit 4: Learning a foreign language

Lesson 1: Getting started and listen & read I Objectives:

A Aim: By the end of the lesson, Ss will be able to know how to learn and improve their English

B Knowledge:

* Vocabulary: Examiner, Written examination, Aspect, Stage, Oral examination, Candidate. * Grammar: Review reported speech.

C Skills: Reading and speaking. II Preparation:

* Teacher: Textbooks, lesson plan & powerpoint * Students: Textbooks, notebooks.

III Procedure:

A Warm up: * Brainstorm: ( 5min )

Ask Ss to tell the way they learn and improve their English.

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*Possible answer:

- Learn by heart the new words - Read English newspapers and magazines. - Do more grammar exercises - Read English stories.

- Listen to English news/songs. B New lesson:

Teacher/s activities Ss/ activities *) Lead-in: introduce the conversation between

Lan and Paola about the course Lan wants to attend

I.Presentation:

a Act.1: Vocabulary ( 7min ) - Examiner: giám khảo

- Written examination: kỳ thi viết - Aspect: vấn đề (= problem) - Stage: giai đoạn

- Oral examination: kỳ thi vấn đáp - Candidate: thí sinh

- Elicit first and say out the words - Write and check

* Check vocab: What & where. b Act.2: Set the scene:( 3min )

- Draw the pictures of Paola & Lan to elicit the dialogue

+ Who are they ? ( Lan & Paola )

+ What are they talking about ? ( the oral exam that Lan has just taken )

II Listen and read( 15 )

a Act.1: Open prediction (Page 33)

- Hang on the poster with the questions for the oral examination of Royal English collegeand have Ss guess what questions that the examiners ask Lan

- Get feedback ( Ss’ answers )

b Act.2: Check prediction: ( )

- Ask Ss to listen to the dialogue twice and read the dialouge again to check their prediction - Get feedback ( Answer keys )

c Act.3: Introduce the target language - Ask Ss some questions to elicit the target language

+ What did the examiner ask Lan first ? + And the next ?

- Do concept check form / usage / meaning * Reported speech of a “ WH-question” and “

(picture) ( picture ) ( synonym ) ( translation ( antonym ) ( picture )

- Try out and repeat chorally- individually - Give the meaning & make sentences - Copy down

- Answer T’s questions

- Listen to the tape

- Play the role of Lan and Paola to read the dialogue

- Work individually then share with their friends

* Answer key:

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

- Answer T’s questions

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Yes/ No- question ” 1 WH – question: asked

S1+ ordered + Qs-word + S2 + V wanted to know (one tense past) 2 Yes/ No- question :

asked

S1+ ordered + if/ wether + S2 + V wanted to know (one tense past) 3 Command:

S + asked / told….+ obj + ( not) to-infinitive III Further practice: ( )

1 Act 1: Language focus 4:

Change the sentences into indirect ones. *)Ex: “ Do you like pop music?”

Nga asked me if /whether I liked pop music. -“ Where you live? “ Nga asked

 Nga asked me where I lived

- Give the example & ask Ss to change the direct speech questions into reported questions

- Focus Ss on reported verb , persons & adverb in the sentence

- Have Ss Language focus exercise on P39 - Give feedback

She asked her where she came.

She asked her if she spoke any other languages.

- Draw out the target language

- Change it into reported questions - Work in pairs

- Write their answer on the board - Check it with teacher

* Answers:

a She asked me how old I was.

b She asked me if / whether my school was near here.

c She asked me what the name of my school was.

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

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

IV Homework assignment:

- Ask Ss to revise the lesson & excercises 2,3- P.28,29 (workbook) - Ask Ss to prepare: Speak -P.34

……… ………

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Period: 21

Preparing date: 5/11 2013

Lesson 2: Speak –Page 14,15 I Objectives:

A Aim: By the end of the lesson, Ss will be able to persuade their friends to attend the school they like

B Knowledge:

* Vocabulary: Scholarship (n), (to) persuade, Dormitory(n),Campus(n),Reputation (n) Native speaker

C Skills: Speaking and writing.

II Preparation: * Teacher: textbook, lesson plan & powerpoint * Students: textbooks and notebooks.

III Procedure:

A Revision: - Ask Ss to change the folloing sentences into indirect sentences ( 5min ) 1.” Where you learn English? ” I asked Lan

2.” Does she go to shool?” They asked me 3.” He is playing football.” Nam said B New lesson:

*)Lead-in: Ask Ss some questions. - If you are awarded a scholarship of US$ 2000, which country in the world you want to go for studying ?

- What you say to persuade your friends to attend the school you like to go ?

1.Pre-speaking:

a)Act.1: Vocabulary ( ) - (a) dormitory /………… / - (a) campus: /………./ - reputation(N) / /

- Explanation ( a place in which Ss live for studying)

- Explanation ( The grounds of a school college or university )

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-( a) schoolarship /…………./ - (to) persuade: /………/ - (a) native speaker: /…………./ - Elicit the words from Ss.

- Say out and write them on the board - Check the meaning, pronunciation * Checking vocab: ROR

b)Act.2: Set the scene: (5 )

“ Tomorrow is Sunday Lan and her friends want to go to somewhere Lan enjoys going to the seaside What does Lan say to

persuade her friends to go with her to the seaside ?”

- Remind Ss of the expression that they can use to persuade someone to something -Give feedback and explain more about the way to use them

II While-speaking

a)Act.1: Role play: ( 10 Min )

- Get Ss to read the three advertisements to get information and use the expressions in the box on P34 to persuade his or her friends to attend the school s/he likes to go

- Divide the class into groups of three - Ask Ss in groups to play the roles of Thu, Tam and Kim

b) Act.2 Practice ( )

- Call on some groups to demonstrate before the class

- Correct Ss’ mistakes III Post-speaking:

a Act.1: Discussion (7min )

Situation: Persuade your friends to visit some beautiful places you would like to go.

- Translation

- Explanation ( try to advise so to sth )

- Explanation ( A person who speaks his mother tongue )

- Give the words and their meaning - Copy down

- Answer T’ questions

“ I think we should go to the seaside “ “ Why don’t……….”

“ Let’s…………

“ If we go to the seaside, we can swim and sunbathe “…

- Give the used languages to persuade someone + I think

+ Why don/t we/ you ?

+ If we go to , We can + I think we /you should + I agree/ disagree because + I don’t understand

+I need………., we can………… + We should…………

+ Let’s…………

- Work in groups of three

+ Thu – the Brighton Language Center UK. * I think we should go to ……….

+ Tam - Seatle School of English - USA * Why don’t we go to ………

+ Kim – Brisbane Institute of English – Australia.

* What you think about ……….

- Express their ideas in groups of three - Practice speaking

- Correct themselves

- Work in groups of three

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- Give the situation and ask Ss to work in groups of three, persuading others to that he/ she prefers

- Give feedback

can stay in lovely hotels and enjoy the beautiful scenery.

+ I disagree but it is too expensive. IV Homework assignment:

- Persuade your parents to go to Ha Long Bay this summer holiday? - Ask Ss to exercise 4,5 -P.29,30

- Ask Ss to prepare: Listen- P.35 V TEXTBOOK ADAPTATION:

……… ………

- -

Period: 22

Lesson : Listen – Page 35 I Objectives:

A Aim.: By the end of the lesson, Ss will be able to understand the dialogue about Nga/s

studying English and talk about the problems when they learn English B Knowledge:

C Skills: Listening & Speaking II Preparation:

*T’s preparation: Textbook, tape, cassette & poster * Ss’s preparation: Textbook , notebook

III Procedure:

A Warmer : ( 3min )

-Chatting with Ss about the ways they learn and improve their English B New lesson:

Teacher/s activities Ss/ activities 1.Pre-listening: (10min )

a)Act.1: Set the scene.

Nga is studying English in London Now she is talking to Kate about problems when she learns English.

b)Act.2: T/F statement prediction.(P.35) - Hang on the poster with the statements on P 35

- Run through the statements

- Ask Ss to predict the information true or false

- Give feedback.

II.While-listening ( 20 )

a)Act.1: Listen and check the predictions - Ask Ss to listen to the tape twice and check their prediction and cerrect false

- Read them first.

- Work in pairs to predict which statement is true and which is false

- Stick their predictions on the board.

- Listen to the tape twice and check their prediction

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statements

- Ask them to share their results - Give feedback

- Play the tape once again

b) Act.2: Questions.

Ask Ss to listen to the tape again and answer these questions

1 Is Nga studying English in Vietnam ? 2 What is she studying English for ? 3 Did she learn English at school and university?

4 What does she want to improve ? Why ? III.Post-listening: ( 10 )

Discussion Questions:

1 Do you like learning English ? Why ? 2 What aspects of learning English is difficult for you?

3 Which skills are you good at?/ bad at? 4.What should you to improve it ? - Write the questions on the board and ask Ss to discuss in groups

- Call on some groups to demonstrate it before class

- work in pairs & share their ideas - Speak out their answers

*) Answer key:

a,T b,T c,F d,T e,F f,T c.She works for an internatinal bank in HN e Her listening is terrible (This is her

biggest problem People talk very quickly and she can/t understand them)

- Work in pairs. * Answers:

1 No, in England For her work Yes, she did

4….her writing, because sometimes she has to write letters in English

- Work in groups of five to discuss.

IV Homework assignment: ( 3min )

- Write a short paragraph about your difficulties in learning English. - Ask Ss to prepare: Read- P.36.

……… ………

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Period: 23

Lesson : Read –Page 36

I Objectives:

A Aim: By the end of the lesson, Ss will be able to get information about the English classes from the advertisements

B Knowledge:

* Vocabulary: intermediate ( adj.), advanced, well-qualified (adj.), Tuition (n), Academy (n), Council (n)

C Skills: Reading, speaking and writing.

II Preparation:

*T’s preparation: Textbook, lesson plan and powerpoint. * Ss’s preparation: Textbook , notebook

III Procedure:

A Revision : Questions ( 5min )

T: invites one or two Ss and asks the following questions:

- Do you like learning English ? When did you begin studying English? - Is English difficult ? How can you improve your English at home? Ss: answer the Qs individually.

B New lesson:

Teacher/s activities Ss/ activities *)Lead-in: - ask some Qs.

- Do you want to participate in a English course?

- Have you ever read any advertisements for English courses?

- What they say? 1.Pre-reading:

a)Act.1: Vocabulary: ( )

- intermediate (Adj.)/ / - advanced level (Adj )/ ………… / - well- qualified (Adj.)/ / - tuition (n) /………./

- academy ( n ) /……… / - council ( n ) /………/

-Elici the words from Ss and say them out - Write and check

- think about and then speak out their ideas

(translation) (translation) (translation)

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* Checking vocab: ROR

b)Act.2: True / false statements ( ) - Hang a poster with statements on the bb. - Ask Ss to keep their books closed and guess which is true, which is false

- Give feedback II While-reading

a)Act.1: Read the advertisements and check their prediction (5min )

- Have Ss read the note Mr Lam made and check their prediction.

- Ask Ss to correct if the statements are false. b)Act.2: fill in the information.(Part.a - P.36) ( )

- Hang on the table and focus Ss on the information

- Ask Ss to read the advertisements to fill in the information

- Get feedback

- Ask the whole to check

c)Act.3: Discussion ( )

- Have Ss read the note again then look at the information that they have just found in the table and choose a suitable shool for Mr Lam and give the reason

III Post-reading: Survey ( ) Name Class Language

level

Time to start Nam evening beginner Early

June

- Try out & repeat chorally-individually - Give the meaning & make the sentences. - Individual work then share with their friends.

1 Mr Lam needs to learn French.

2 Mr Lam need the intermediate level class. 3 He wants to learn English in the morning. He wants to the course to begin late - Read the note Mr Lam made and check their prediction.

* Answers:

1 F T F F 1 Mr Lam needs to learn English. 3 He wants to learn early evening. 4 He wants to the course to begin late October or early November

- Read through the information and exercise 5a on P 36

- Work in pairs to note down information about the English classes from the

advertisements.

Work in pairs

Ex: I think that Mr Lam should go to Foreign Language Council because ………

- Work in pairs to fill in the the table * Questions:

1.What time can you go to your English class?

2.Which level you choose ?

3 When you want to start learning ?

IV Homework: ( )

- Ask Ss to read the text at home again and exercise P.31 (workbook) and rewrite a short paragraph about the result of the survey

- Ask Ss to prepare: Write- P.37

V textbook adaptation:

School Class time Language Level Time to start

(morning/afternoon ) (beginner/ )

Academy of Language morning, afternoon, advanced First week of November

evening

Foreign Language Council morning, afternoon beginner/intermediate 3nd November

New English Institute afternoon, evening beginner (today)

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Period: 24

Lesson 5: Write- Page 37 I Objectives:

A Aim: At the end of the lesson, Ss will be able to know how to write a letter of inquiry to

request for the information about the courses B Knowledge:

- Vocabulary: Edition (n), Detail, Fee, (to) look forward to. C Skills: Speaking and writing.

II Preparation: - T.’s preparation: poster, textbook

- Ss’ preparation: textbook, large sheet of paper. III Procedure:

A Warmer: * Jumple words ( )

Tivertemnadse = advertisement Tiamorontin = information

Seourc = course Evimrop = improve Rapepsewn = newspaper B New lesson:

Teacher/s activities Ss/ activities 1.pre-writing:

a)Act.1: Vocabulary: ( ) - (to) edit:

edition (N) / / - fee (N)

- (to ) look forward to + V-ing - detail ( n )

- Elicit first and say out the words - Write and ask for examples - Instruct Ss to read.

b)Act.2: Presentation text ( ) *) Outline for A letter of inquiry:

- Ask Ss to read the letter on P.37 to find out the outline

- Get feedback.

c)Act.2: Reading comprehention: ( ) Ask Ss to read the letter again and answer

- listen to teacher. (Example)

(Example)

- Synonym (to expect )

Ex: I look forward to hearing from you

- Definition : show or make known a meaning, idea or feeling

- Try out and repeat chorally- individually - Run them through & copy down.

- Read the letter written by Jonh Robinson on P 37 individually and then work in pairs

+ Heading: on the right above the letter - address of the writer

- date:; April 17th, 2003

+ Opening: Dear , (Sir/Mr./Mrs.) + Body of the letter : What you request

- Introduction: - Request: - Further information: - Conclusion: + Closing: a polite one

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these question.

1 Where did Robinson see the school’ s advertisement ?

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

4 What does Robinson want to know ? - Give feedback and correction.

II.While-writing: ( 15 )

a)Act.1: Write a letter of inquiry.(P.37) -Ask Ss to read the three advertisements on P 36 again and choose one of the schools they want to attend to improve their English - Get Ss to write a letter of inquiry to the institution requesting for more information about the courses and fees.

- Go around to instruct Ss.

III.Pst-writing: Exhibition ( ) - Collect drafts from Ss and put them on the bb

- Help the whole to correct. - Ask them to copy down.

- Work in pairs to answer these questions * Answers :

1 He saw the school’ s advertisement in today’s edition of the Vietnamese News He wants to learn Vietnamese

3 He wants to improve his reading and writing He wants to know the details of courses and fees

- Work in groups of eight.

- Discuss in groups, share their ideas and write their work on the cellophanes.

- Correct paragraphs with teacher - Copy it in their books

IV.Homework:

- Ask Ss to complete their letter at home and give it to the Teacher in the next lesson - Ask Ss to prepare: Language Focus - P.38

V textbook adaptation:

Period: 25

Preparing date: 19 / 11 / 2013

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A Aim: By the end of the lesson, Ss will be able to know how to use modal verbs with If and further practice in direct and reported speech

B Knowledge:

* Grammar: Revise conditional clause with model verb and reported speech. C Skills: Speaking and reading.

II Preparation: * Teacher: textbook, poster. * Students: textbooks, notebooks III Procedure:

A Warm up: Finding the ideal partner - Divide the class into two teams - Choose volunteers from each team - The volunteers stand in lines - Give handout to the players - Ask them to find their partners - Choose the suitable pairs - Stick hand outs on the BB

B New lesson:

Teacher/s activities Ss/ activities A Language focus – P 38.

1.Act. Revision of Modal verbs.

- Ask Ss to name some Modal verbs with their meanings and give their form

- Give feedback

2.Act.2: Model sentences:

- Give the model and elicit the situation - Ask them to combine into one, using IF- Clause.

+ You want to get good marks You must study hard.



If you want to get good marks, you must study hard.

- Check the meaning, form and ,usage 3.Act.3: Practice

- Ask Ss to exercise on P38 in pairs - Give feedback

- Work in pairs to name some modal verbs + Must / have to + Should / ought to. + May / might.

Form:

Sub + modal verbs + infinitive ( without To )

- Pick out the situation and combine

- Give the usage and form and the meaning of IF-clause

* Structure: IF-Clause(Type 1)-Possible conditionals at present or in the future

IF-Clause Main clause. Simple

present tense

S+modal verbs +inf. Simple future (will+ inf) -Work in pairs to complete the Conditional sentences, using the modal verbs in brackets If you don't arrive soon,

If I have more money, If you study harder,

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- Call on some pairs to practice the dialogues before class and teacher correct

- Help Ss to correct

B Language focus – P 38. 1.Act.1: *Reported Speech - Changes in tense : Poster

Divide the class into two teams Team A with red chalk, team B yellow chalk.

Direct speech Reported speech Present simple

tense

Past tense Present

progressive

past

progressive Future simple would+ verb can/ may could/ might

must had to

2 Act 2: Changes in adverbs and articles - Divide the class into two teams

- Get students from two teams to go to the BB and write the pairs of adverbs or articles and in reported speech

- The team which write more pairs will win the game

- Get feedback

C Language focus – P 39. 1.Act Set the scene

Lan’s father held a party to celebrate his mother’s birthday Unfortunatelly, Mrs Thu, her grandmother, has a hearing problem and she couldn’t hear what people saying After the party, Lan reported to her

grandmother. 2 Act 2: Practice.

*Ex: “ I/m happy to see you” (Aunt Xuan)

Aunt Xuan said she was happy to see me

- Call on some pairs to call out their sentences

and the information in the box * Answer keys:

a, must study hard.

b have to go to university.

c…… you should exercises regularly. d …… he might miss the train.

e …….you ought to stay in bed.

f…you must your homework if you want to go out

- Ss from teams go to the board and

complete the table by writing suitable tenses in Reported speech

- Stick a poster of adverbs and articles on the board

*Answer:

This That these those now then today that day

tomorrow the following day

- Work in pairs to Language focus - Speak out their answers

- Correct themselves * Answers:

a Uncle Hung said that birthday cake was delicious.

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

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

this these here now today that those tomorrow the following day

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( one with direct speech and the other with reported speech )

- Get feedback D/ Production:

Ask Ss to turn the direct speech to the

reported speech by playing the game Lucky number

- Divide class into two groups - Give feedback

e Mrs.Hoa said she might have e new job. f Mr Quang said he had to leave then. - Work in groups.

1 2 3 4 5

6 7 8 9 10

* Questions: 1 Lucky number.

2 Do you enjoy reading picture books ? 3 Is your house near our school ? 4 Why you learn English ? 5 Lucky number.

6 I will give you a fifteen- minute test tomorrow.

7 How does your father go to work ? 8 Lucky number.

9 You study very hard. 10 Lucky number

IV.Homework:

- ask Ss to exercise 5-P.30 and 7-P.33 (workbook) at home - ask Ss to review Unit 3,4 for 45-minute test

V Textbook adaptation:

-Period: 26

Preparing date:22 / 11 / 2013

45 – MINUTE TEST I Objectives:

A Aim: By the end of this lesson, Ss will be able to evaluate their knowledge of unit &

B Knowledge:

 Vocabulary of unit three and four  Grammar:

 Unit 3: 1.1 Modal “Could ” with wish

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 Unit :2.1 Modal verbs with If

2.2 Direct and reported speech - Reported questions

Pronunciation: /aiz / /is /, / i: / /ei /, /ei/ /ə / & / k / / k câm / C Skills:

 Reading, writing

II Preparations: A Teacher: Test paper

B Students: Review unit and 4 III Procedures: A New lesson: Matrix

Chñ

đề CKT + CKN

NhËn

biÕt Th«nghiĨu VËn dơng Tỉng

céng

TN TL TN TL Cấpđộ

thấp Cấp độ cao Unit: 3, 4, 10% I Pronunciation /aiz / /is /, / i: / /ei /, /ei/ /ə / & / k / / k cõm /

4 c 1® 4c 1® Unit: 3,4, 20%

II language focus 1.1,1.2,1.3, 2.1, 2.2 , 6c 1.5đ 2c 0,5đ 8c 2® Unit: 4 25% III.Reading 5c

2.5® 5c2.5®

Unit 3, 4 25%

IV.Writing

1.1, 1.3 , 2.1, 2.2 5c2.5đ 5c2.5đ

Unit 3

20% V Listening 5c2đ 5c2đ

Tæng sè câu

Tổng số điểm

Tỷ lệ

10 c 2.5® 25 % 5c 2đ 20 % 7 c 3® 30% 5c 2.5đ 25% 27c 10®

I Choose the word whose sound is pronounced differently from that of the other three: (1m)

1 A.realize B.organize C.surprise D promise

2 A meat B seat C reach D great

A reputation B scholarship C disagree D grammar A kite B know C kitchen D skill I Choose the correct word to fill in each of the following sentences: (1, 5ms)

1 They walked up the mountains to _the shrine of a Vietnamese hero. A visit B travel C gather D reach

2 “Let’s go to Vung Tau on the weekend.” - “ .” A That’s a fine day B That’s a good trip C Yes, please D Yes, let’s 3 is a large building in a college or university where students live.

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A must learn B learned C learn D can learn 5 She that she was a student in grade 9.

A say B said me C say me D said to me I must be home …… o’clock because I want to watch the seven o’clock news A at B until C before D for

III Give the correct form of the words in bracket (0.5m )

Oxford is a university with an excellent……… in England ( reputable )

Our school has a lot of well - ………… teachers ( qualify ) IV Rewrite each sentence so that it means almost the same as the one printed before it:

1 Study harder, or you will fail in the examination.

If 2 “What music you like best?” she asked me

She asked _ 3 They had to cancel their picnic because the weather was cold.

so _ It’s a pity, they can’t go hiking with us this Sunday.

I wish 5 She said: “ I’m doing my homework now ”.

She said that IV Read the passage and then answer the questions ( 2.5 ):

LEARNING ENGLISH

Every year many people in the world learn English Some of them are young children. Others are teenagers Many are adults Some learn at school, and others learn in evening classes A few learn English by themselves or just by hearing the language on television or among their friends Most people must work hard to learn English Why these people want to learn English? It is difficult to answer that question.

Young children learn English at school because it is one of their subjects.Many adults learn English because it is useful for their work Teenagers often learn English for their

higher studies, because some of their books are in English at college or university Other people learn English because they want to read newspapers or magazines in English.

* Questions:

1 Who in the world learn English every year ?

-> ……… 2 Where young children learn English ?

-> ……… 3 Why many adults learn English ?

- > ……… 4 How a few people learn English ?

- > ……… 5 Do some people learn English to read newspapers or magazines in English ?

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Statements T / F 1.Minh invited Hung to join his family on a day trip to his home village

2.The journey to the village was not very interesting

3.They crossed the green paddy fields and a big bamboo forest

4.They walked up the mountain to visit the shrine of a Vietnamese hero and enjoyed the fresh air there

5.In the afternoon, they went swimming in the river and had a picnic on the river bank

-Period: 27

UNIT 5: THE MEDIA

LESSON 1: GETTING STARTED AND LISTEN & READ + LANGUAGE FOCUS - 4

I Objectives:

A Aim: By the end of the lesson Ss will be able to know more about the media and review Gerunds after some Verbs.

B Knowledge:

- Vocabulary: a crier, channel, interactive, remote control, a variety of - Grammar: Gerunds after some Verbs.

C Skills: Speaking and reading.

II Preparation: - T.’s preparation: textbook, pictures, poster and cassette - Ss’ preparation: textbook, notebook.

III Procedure:

A Warm up: Brainstorming:

Have Ss think about their favorite activities and how much time they spend on each activity. Ask Ss what activities refer to the media

Possible answers: - Listening to the radio

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- Listening to music - Reading magazines - Playing sports

using internet B New lesson:

Teacher/s activities Ss/ activities I Getting started: * Speaking:

Give Ss example Example:

A: Which is your favorite activity in your free time?

B: Watching TV

A: How many hours a week/ a day you spend watching TV?

B: About or hours, I guess. I.Presentation:

a.Act.1: Vocabulary - (a) town crier (Picture) - late (A,Adv) # latest (A,Adv) - interact(v) (trans.)

{ interaction (N) {interactive (A)

- (a) remote control./ / (Picture) - (to) bring about (Trans.)

- Elicit first and say out the words - Write and check

*Checking vocab: What and Where b.Act.2: Ordering statements prediction - Hang on the poster and ask Ss focus on the information

a TV is a cheap and convenient entertainment. b Vietnamese enjoy reading “ Kien Thuc Ngay Nay”, one of the most popular magazines. c Long time ago, crier had to shout the latest news as they were walking in the street.

d Interactive TV is one of the development of TV

- Have Ss guess and order these statements - Give feedback

II Listen and read the text: a Act.1: Check prediction.

- Get Ss listen to the text and check their prediction

- Give feedback

b Act.2: Listen and then match the passage

- Ss work with partner, ask and answer about their favorite activities and how much time they spend on each activity

Ss to work in pairs

Ex: TV brings about the interesting programs to us.

- Try out and repeat chorally- individually - Give the meaning & make sentences - Copy down

- Work in pairs to order them

- Individual work then share with their friends.

* Answers:

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with the facts and events (Part a). - Hang on the poster and focus Ss on the information

- Have Ss listen to the text again and complete the table with the passage letters in which these facts or events are mentioned

- Get feedback

- Help the whole to check

c Act.3: Comprehension questions (P42 ) - Hang on the Qs & explain the way

- Ask Ss to read the text again and answer the four questions

1 What was a town crier ?

2 How popular is the Kien Thuc Ngay Nay ? 3 What benefits does TV bring about to people’ life ?

4 What people love reading in Vietnam ? - Get feedback

* Model sentences.

In Vietnam, people love reading newspapers and magazines.

- Elicit the new target language from Ss - Do concept check ( form/ usage ) Gerunds after some verbs.

Form:

{ like/ love / enjoy/ dislike / hate + V-ing } - Ask Ss to give some examples about activities they like / love doing in their free time

IV.Further practice:

a, Act.1: Language focus 4.

Write true sentences, using the words in three boxes.(Part 4-P.46).

Ex: My father likes watching sports but my mother doesn/t She loves listening to music. -Ask Ss to write other sentences by choosing one word in each box

- Give feedback

- Listen and take notes

- Share their results and read the text to check what they get

- Give their answers

- Check and explain the results *Answer key:

D 2.B 3.B 4.C 5.A 6.D - Ask and answer the questions and then write the right answers on the board - Check the answers with teacher * Answer key:

1 A town crier is a person who went through the city streets ringing a bell and shouting the latest news as he was walking. 2 KTNN is one of the most popular

mazagines and widely read by both teenagers and adult

3.People can get the latest information and enjoy interesting and inexpensive local and intenatinal program in a convenient way.

4 In Vietnam, people love reading newspapers and magazines.

- Individual work

IV.Homework:

- Ask Ss to revise the lesson & language focus – P.45 - Ask Ss to prepare: Speak -P.42

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-Period: 28

UNIT 5: THE MEDIA

LESSON 2: SPEAK + LISTEN I Objectives:

A Aim: - By the end of the lesson, Ss will be able to talk about the TV programs and know

about the history of some modern forms of media B Knowledge:

* Vocabulary: violent, documentary, informative, Printed newspaper, Telegraph, Major force, Journalism

* Grammar: Tag - questions

C Skills: Listening, speaking and writing

II Preparation: - Teacher: textbook, powerpoint plan. - Students: textbooks, notebooks. III Procedure:

A Warm up: * Brainstorming: (5min) - Ask Ss to work in group

* Possible answers: + Learning English + Health for everyone + Children's corner

+ Safe traffic news weather forecast wildlife world + Literature and Art

+ Drama + Folk music

B New lesson:

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I Pre-speaking:

a)Act.1: Vocabulary ( 10 ) - violent ( adj ): bạo lực

- documentary (n) : phim tài liệu - (the) violent film /……… / - (the) detective film /……… / - informative (adj) : có nhiều tin tức - Printed newspaper: báo in

- Telegraph : điện tín

- Major force: lực lượng chính - Journalism: báo chí

- AD (Latin anno domini) sau công nguyên. - Elicit the words from Ss

- Say out and write them on the board - Use “ What & Where” to check vocab b)Act.2: * Gap filling prediction: ( 2min ) Lien: You like watching sport, ?(1)

Trung: Not really Some sports are so

violent, and I don't (2) watching them I prefer documentaries.

Lien: I'm the opposite I love (3) sports and (4) seem quite boring to me. Trung: But you (5) the news, (6) ? Lien: Yes, everyday It's very (7) Trung: I enjoy it (8) You don't like foreign films, (9)?

Lien: No, (10) * Students' feedback: II/ While speaking :

1 Act 1: Check prediction: (5min)

- Ask Ss to read the dialogue on page 42 to check their prediction

- Have Ss read the dialogue in pairs before class and then elicit the questions

- Run though them and check the understanding

- Do concept check

- Talk about the intonation: raising tone for searching information; falling tone for searching agreements; and then give notes *) Model sentences:

Lien:You like watching sports, don / t you ? Trung: Yes, I do

Lien: You don t like/ foreign films, you? Trung: No, I don/t.

2 Act 2: Make similar dialogues: (7min)

(translation) (Example) (Example) translation

Example/ picture Example/ picture translation

translation

- Try out their ideas - Copy them down.

- Read and then rewrite the words. Ss work in groups of four.

* Answer:

don't you like/ love watching documentaries watch don't you informative too

you 10 I don't

- Play role to read the dialogue

- Answer T’s questions to draw out the target language

*) Structure: Tag question

Statements Tag-questions S + be/V(auxi) , be/V(auxi) + S? S + be/V(auxi) + not , be/V(auxi) +S? Affirmative sentence, Negative question? Aux + S ? Negative sentence, Affirmative question? Aux + not + S?

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- Have Ss talk to each other about the TV programs they like or dislike

- Ask Ss to work in pairs & go round to elicit the expressions from Ss

- Ask Ss to show their ideas to the front - Correct Ss’ mistakes

III Post-speaking: * Listen ( 14 ) 1 Act.1: Open prediction.(3min)

- Stick the poster with the table and hand out the worksheets on the bb

- Run through the information and focus Ss the time and the events

- Ask Ss to predict the missing information - Get feedback

2 Act.2: Listen and check the predictions - Ask Ss to listen to the dialogue between Chau & his father twice and correct their prediction

- Ask them to share their results - Get feedback

- Play the tape once again and check the information

3 Act.3 Questions: (5min)

Ask Ss to listen to the tape and read the table again and answer the questions

1 What are Chau and her father talking about ?

2 When did the first printed newspaper appear ? Where ?

3 When was the telegraph invented ?

4 What were the two forms of news media? 5 When did television become popular ? 6 When did the internet become a major force in journalism ?

* Example:

A: You like , don't you?

B: Not Some are so boring to me I prefer

A: I'm the opposite I like They always make me sleepy.

B: But you watch , don't you? A: Yes, but not often.

B: I enjoy because it's very informative. A: You don't like , you?

B: No, I don't

- Work in groups, writing their predictions on the worksheets

- Stick their prediction on the board

- Listen to the tape and correct their prediction - Work in groups & share their ideas

- Speak out their answers * Answer key:

a) the late 19th century b) Radio and Newsreels c) in the 1950s

d) the Internet

- Group work to answer the questions by playing the game “ Lucky number ”

1 2 3

4 5 6

7 8 9

IV Homework assignment: ( 3min )

- Ask Ss to learn vocabulary and grammar by heart - Do exercise 3,4- P.38 in Workbook

- Based on the given information in the table, write a paragraph about the history of the media

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……… ………

-Period: 29

Preparing date: / 12 / 2013

UNIT 5: THE MEDIA LESSON 4: READ

I Objectives:

A Aim: By the end of the lesson, Ss will be able to know more about the advantages and disadvantages of the internet in our life.

B Knowledge:

- Vocabulary: a forum, a website, (to) surf, (to)get access to, time - consuming C Skills: Reading, speaking and writing.

II Preparation:

*T’s preparation: textbook, pictures, poster * Ss’s preparation: textbook and notebook. III Procedure:

A Warm up : Brainstorming.

books magazines Internet newspapers IV New lesson:

Teacher/s activities Ss/ activities *)Lead-in:

- ask the Qs.

?Have you ever used the Internet ? What you think about the Internet. -introduce the content of the lesson

I.pre-reading:

- think about and then speak out their ideas

You get

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- forum (n): /…………./ -(to) get access to - time-consuming(Adj.) - a webside:/……./ - (to) surf /……… / - (to) wander

Ex: I spend most of the time wandering on the Internet.

- Elicit the words from the Ss and say them out. - Write and check

- Use “ Matching” to check vocab and asks Ss to correct

b)Act.2: True- false statements.

- Stick the poster with True / false statements on the bb

- Ask Ss to guess which statement is true or which statement is false

- Give feedback II.while-reading

a)Act.1: Checking T/F prediction.

- Hve Ss read the text on P43-42 and check their prediction

- Get them correct the false statements - Give feedback

* Answer key:

1 T F F T T b)Act.2: Matching.

Ask Ss to work in pairs to guess the meanings of the words

a.get access to 1.kh¸m ph¸

b communication sù rđi ro, m¹o hiĨm c explore tiÕp cận với

d risk th rác điện tö e electronic junk sù giao tiÕp mail

f time-consuming mÊt nhiÒu thêi gian - Give feedback

c)Act.3: Checking comprehention: - Have Ss read the text again and answer the questions on page 44

- Get Ss to work in pairs, practicing asking and answering

- Call on some Ss to call out their answers - Give feedback and correct

(translation) (translation) (Situation) ( picture ) ( picture ) (Example)

- Try out & repeat chorally-individually

- Give the meaning & make the sentences.

- Share their ideas and go to the B.B and match the words with its

Vietnamese meaning.

- Read the statements and guess they are tru or false, then share with their friends.

1 The Internet is a wonderful invention of modern life

2 The internet is available not only in the city but also in the countryside People use the internet for two purposes: education and entertainment Bad program is one of the

limitations of the internet

5 You should be alert when using the internet

- Work in pairs to correct their prediction.

* Correction:

2 The internet is available t only in the city

3 People use the internet for many purposes: education, information, comunication, commerce and entertainment

- Match the English words in colunm A with their meanings in column B, then share with their friends

*)Answer key:

a – 3, b – 5, c – , d – , e – , f -

- Read the questions and answer them in pairs

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3.post-reading: * Discussion. Question:

1 Do you agree or disagree with the responses? 2 What is your response to this forum?

- Write down the above questions and ask Ss to work in pairs

- Get feedback

the BB

- correct the answers and copy down. - Practice asking and answering the Qs.

*)Answer key:

1.She uses the Internet to get

information and to communicate with her friends & relatives.

2 Because she lives in the countryside, where the Internet is not available. 3 People use the Internet for education,

communication,entertainment &commerce

4.Benefits: + fast and convenient way to get information.

+ communication. + education. + entertainment. + commerce

5 Yes, there are some disadvantages. + time – consuming + costly

+ dangerous because of viruses and bad programs.

- Share their ideas in pairs - Give their ideas.

IV.Homework:

- Ask Ss to read the text at home again and exercise P.40 (workbook) - Ask Ss to prepare: Write- P.44

……… ……… …………

Period: 31 Preparing date: 12/12/2013

UNIT 5: THE MEDIA LESSON 5: WRITE

A Objectives:

I Knowledge: By the end of the lesson, Ss will be able to write a passage about the benefits of the Internet in people/s life.

II Skills: Speaking & Writing. B Procedure:

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* Activities: pair work & group work. II CHECKING-UP:

*T’s preparation: textbook, pictures, poster * Ss’s preparation: textbook and notebook.

III Revision: *Brainstorming

+ People get information from: Internet, newspapers, magazines, ……

+ Purposes to use the Internet: Education, communication, entertainment and commerce - ask Ss to list out all their ideas about that.

IV New lesson:

- introduce the task of the lesson, using Brainstorm.

I.pre-writing:

a)Act.1: Brainstorming. a source of information

- Introduce the Internet and ask Ss to list out its main benefits

- Write their ideas on the board and add some more

- Explain: on-line, book, make a contact - Instruct Ss to write a passage about benefits of the Internet, using: Firstly, secondly, next, and then, finally……

Ex: The Internet has increasingly developed and become part of our everyday life.

Firstly, We use it as a source of information such as: we can ……… ……

2.while-writing:

a)Act.1: Write a passage about benefits of the Internet (Part 6-P.44)

- Ask Ss to read the outline and the texts at P 43 again and use the ideas they have just discussed to write a passage about the benefits of the internet,

- Go around to instruct Ss.

- Give out the cellophanes (about 4) and ask Ss to write their passages in groups.

III.post-writing:

Exhibition

- Collect drafts from Ss and put them on the bb.

- listen to teacher.

- Work in groups to find out the benefits of the internet.

+ a source of information:

- get information conveniently and fast

- get local and international news - book tickets for the next soccer match

+ a source of entertainment: - listen to music/ the radio/ …… - watch videos ……

- play games ….

+ a source of education:

- learn English, look up new words, …

- take part in a learning course by on-line schools/lessons

+ means of commerce:

- make a contact on business, …

- Read the texts at P-43, share their ideas and then speak them out

- Work in groups to write the passage. Benefits of

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- Correct passages with teacher - Copy it in their books

IV.Homework:

- Ask Ss to rewrite their letter at home and give it to their teacher in the next lesson

……… ……… Period: 32

TEST CORRECTION

A./ Objectives:

I Knowledge: By the end of the lesson, students will be able to consolidate and revise what they have learnt in Units 3-

- Students will be cleared what grammatical structures they haven’t known well in the test paper.

II Skills: Analysis. B./ Procedure:

I Settlement: Greet and check attendance * Activities: pair work.

II CHECKING-UP:

*T’s preparation: Students’ paper.

* Ss’s preparation: Take notes what grammar points they haven’t known well. III Content:

Teacher/s activities Ss/ activities 1.Act.1: Teacher/s and Ss/ correction.

- Ask Ss to correct each part of the test

- Invite Ss who had the mistakes and errors to go to

- Share their tests with their patners - Go to the board and write their work

*Suggested ideas.

The Internet has become part of our everyday life Is is very usefull and has a lot of benefits

Firstly, we can use it as a source of communication For example, we can communicate with our friends or relatives in another countries and …… Secondly, the Internet is seen as a means of education We can take part in a learning course by on-line schools and learn English or French……

Next, we can use it as a source of entertainment such as playing games, listening to music and watching videos …

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the board

- Invite the others to correct - Ask the class to take notes 2 Act.2: Ss/ correction.

- Do it and explain to the class - Take note

- Correct themselves - Collect the tests * Answer keys:

I 1.c c b a

II reputation hurriedly advertisement qualified III.1 I wish they could go hiking with us this Sunday.

Unless he works harder, he will lose his job.

The weather was cold so they had to cancel their picnic

Liz asked me where I would spend my vacation the following year. V center peaceful flowers famous cool

colors villagers water park 10 smell IV.Consolidation:

- Ask Ss to revise the main knowledge they have consolidated V.Homework:

- Ask Ss to revise the language items at home

-Period: 33 Preparing date: 19/12/2010 Teaching date: 20/12/2010 REVISION - 1

A./ Objectives:

I Knowledge: By the end of the lesson, Ss will be able to revise and practise further in tenses, wish-clause and Passive form

II Skills: Writing. B./ Procedure:

I Settlement: Greet and check attendance * Activities: pair work & group work. II CHECKING-UP:

*T’s preparation: textbook, poster

* Ss’s preparation: textbook and notebook. I- TENSES:

1- Present simple S+ V(s,es )

(- ) S+ don’t/ doesn’t + Vbare (? ) Do/Does+ S + Vbare ?

Time expressions : never, sometimes, rearely, seldom,often, usually, frequently, always, every…

2- Present progressive S+ am/is/are + V-ing

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3- Present perfect S+ have/ has +V3

Time expressions: Since, for, already, yet, so far , up to now, until now, recently, lately, many times…

4- Past simple S+V2 /(ed )

(- ) S + didn’t + Vbare (? ) Did + S+ Vbare ? Time expressions: yesterday, last, ago, in + past time 5- Past progressive S + was/were + V-ing

Time expressions : at that time , at that moment, at ….o’clock /between … and … , last night, while, as, when…

6- Future simple : S + will + Vbare

Time expressions : tomorrow, next, someday, soon, tonight, in the future …

Exercise: Put the verb in brackets in the correct tense, Present simple, Past simple, Present perfect

I (get up) at 5.30 every morning This morning I (get up) at 6.00 He often (go) to the movies on the weekends Last weekend he (go) to the movies

I (see) my uncle every two weeks I (not see) my uncle last week I (not see) my uncle for a week

Lan (move) to Da Lat in 2003 She (live) in Da Lat since 2003 I (not know) Hung’s sister I (never meet) her

(you / see) Lan recently?

How long (you / know) your best friend? - For years II/ Wish:

1 Ao íc hiƯn t¹i: diĨn tả mong ớc tại S + wish + S + V-ed / cét 2

Be - > were cho tất Ao ớc tơng lai: diển tả mét mong íc ë t¬ng lai

S + wish + S + could + V (infinitive) would

a I don’t know her phone number  I wish b Nam doesn’t have a computer  He wishes c I live very far from school  I wish d We have to go to school on Saturdays  We wish e I can’t play the guitar  I wish

f She can’t speak English  She wishes III/ The passive form (be + past participle)

Active: S + V + O

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They have found oil in the Antartic They will build a new school in our village They did this exercise in 30 minutes

We can this exercise in 30 minutes You must this exercise carefully We have to this exercise carefully They grow rice in tropical countries

People should stop experiments on animals 10 Someone gave Mary this present an hour ago IV Homework: Ask Ss to review from Unit to Unit 5

-Period: 34 Preparing date: 23/12/2010 Teaching date: 24/12/2010

REVISION - 2

A./ Objectives:

I Knowledge: By the end of the lesson, Ss will be able to revise and practise further in prepositions of time, adverbs of result, conditional sentences and reported speech and tag-questions

* Ss’s preparation: textbook and notebook.

I/ Prepositions: Choose the suitable preposition to complete each sentence. a Mr Quang arrived in Singapore Monday evening (in / at / on / about) b He will be in Singapore from Tuesday Thursday (on / since / till / and) c He has a meeting 8.00 and 10.00 AM September 22 (from/ at/ between/ in/ on)

d We walked half an hour to reach the waterfall (in / for / at / on) e They have learned English nearly years (in / for / at / since) f I haven’t seen my brother last week (in / from / since / for)

g Do you come Malaysia? Are you one Lan’s classmates? ( to / from / in / of) h I bought these jeans 2005 I have had these jeans 2005.(from / to / in /scince ) i Malaysia is situated Southeastern Asia It is divided two regions.(on/ in/into/ by) I arrived Nha Trang Station o’clock the afternoon Friday.(on/ in/ from /at) II/ Adverbs clauses of result with “SO”: Match the half-sentences.

1 The play was boring, a) so Liz wanted to go there again. 2. Nga is sick today, b) so she passed the exam.

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4. Nam got up late, d) so I turned on the air conditioner. 5. It was hot, e) so she won’t go to school.

6 Hoa worked hard, f) so he didn’t have time for breakfast. III/ Conditional clauses (Type 1) with “IF”: Match the half-sentences,

1 If you want to study medicine, a) you must finish your homework. 2. We can go home b) if you want to pass the exam. 3. If he doesn’t come soon, c) you have to go to university. 4. You should exercise d) if it stops raining.

5 If you want to go out, e) he might miss the bus. You must study hard f) if you want to lose weight. IV/ Direct and reported speech

 Reported statements:

S + said/told somebody + (that) + S + V (the verb form moves one tense back) a) He said, “I live with my parents.” → He said he lived with his parents

b) “I will leave here tomorrow,” she said → She said she would leave there the next day.

 Reported questions:

S + asked (sb) + if/whether + S + V (the verb form moves one tense back) what/where/how + S + V (the verb form moves one tense back) a) He asked, “Do you like pop music?” → He asked me if/whether I liked pop music b) He asked, “Can you use a computer?”→ He asked me if/whether I could use a computer

c) He asked, “Where are you from?” → He asked me where I was from d) He asked, “Where you come from?” → He asked me where I came from * Change the following sentences into the reported speech.

a) “How old are you?” → She asked him b) “Which grade are you in?” → She asked him c) “I am in grade 9.” → He said

d) “Do you live near your school?” → He asked her ……… e) “I live far from my school.” → She said ………

f) “Where you live?” → He asked her ………

g) “What’s the name of your school?” → She asked me ……… h) “Can you use a computer?” → He asked her ………

i) “Is there a post office near here?” → He asked ……… j) “I’ll be busy tomorrow.” → Lan said ………

k) “How you go to school?” → Mr Pike asked me ……… V/ Tag questions: Complete the tag questions

a) You like playing computer games, ? b) You don’t like documentaries, ? c) You have a computer at home, ?

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f) Bell invented the telephone, ? g) Mai hasn’t visited Ha Long Bay, ?

h) You didn’t you homework last night, ?

VI- Gerunds : Like, love, enjoy, dislike, hate , spend, practice, suggest + V-ing IV Homework: Ask Ss to review from Unit to Unit 5.

-Period: 35

Preparing date: 29/12/2010 Teaching date: 30/12/2010

REVIEW - 3

A./ Objectives:

I Knowledge: By the end of the lesson, Ss will be able to revise the knowledges they have just learnt and know what they are short of

III New lesson: Ask Ss to a test

I./ Choose the best answer from A,B , C or D Number is an example. 0 I ……a student.

A am B are C is D A & C

1 They move to Thai Land ……… May 17.

A on B for C in D at

2 His brother was born ………….

A 1975,April B at 1975,April C on April 1975 D in April,1975 3 What subjects are you good …… in the 9th form?.

A about B at C in D on

4 I am looking forward to …… from you soon.

A hear B heard C hearing D hears 5 Most of us are interested in ……… the Internet.

A use B to use C using D used 6 This painting comes from his private ………….

A collect B collection C collective D collecting 7 We have had a lot of ………….to answer that question?.

A difficult B difficulty C difficultly D difficulties 8 Tim often pratices his listening skill ………

A excellence B excellent C excellently D excellenty 9 She asked me …………I liked pop music

A if B who C whether D A & C 10 Yesterday I ……… to walk to school because I had no bicycle.

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A don/t you B you C didn/t you D did you 12 Mai and An will not read this novel, ………… ?

A are they B aren/t they C will they D won/t she 13 She has never visited Ha Noi,……… ?

A hasn/t she B has she C didn/t she D did she 14 The bike has been broken down,…… the children not ride it.

A so B if C because D when

II Read the passage and choose the best answer from A, B, C or D to fill in the gaps Number is an example.

Mrs Jackson is an old woman who has a small room …(0) an old house She … (15) there since 1974 When her husband died in 1980, she …(16)… very sad She has lived alone (17) a long time After her husband/s death, Mrs Jackson had … (18) money at all, so she found work in a factory Her job was to clean offices She … (19).to get up at in the morning She doesn/t have much money but she …(20) happier now.

0 A in B on C from D at

15 A is living B lives C has lived D have lived 16 A was B is C are D were

17 A since B for C in D on

18 A any B more C no D many

19 A must B had C should D ought 20 A is B was C are D will

III./ Read the text and decide the statements to be true(T) or false (F).

Like other languages, English is always changing, but it changes very slowly People invent new words, borrow words from other languages and change the meaning of the words as needed For example, the English word “ Byte” was invented by

computer specialists in 1959 The word “ Tomato” was borrowed from Nahuati, an American Indian language spoken in Mexico The word “ Meat” once referred to food in general People learn English as well as languages by listening, copying what they hear and using the language Most school children learn their first language easily and sometimes other languages as well

1 English changes very quikly. 0 F

21 Some English words borrowed from other languages. 21 22 Some English words were invented by computers. 22 23 “ Meat” means Food in general. 23 24 One of the way to learn English is copying what you hear 24 25 It is not easy for children to learn their first language. 25………. III./ Rewrite the following sentences in a different way, using the words given.

1 Cats are not friendly, but dogs are friendly  Cats are different from dogs.

26 Alexander Bell invented the telephone

 The telephone………….……… 27 The workers have built two new stores for three months.  Two new stores . 28 We don/t have time playing computer games

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29 Daisy is not at home now,so I cannot meet her.

 I wish ………… .…… 30 “What games you often play, Nga?.” They asked.

 They asked Nga ……… 31 “We are wandering on the Internet this time” said Tom.

 Tom said that .………

32 It took me three hours to take photos of Olympic champions on the net.

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Teaching date: 10/1/2011

UNIT 6: THE ENVIRONMENT

LESSON 1: GETTING STARTED - LISTEN & READ LANGUAGE FOCUS - 5

A / Objectives:

I Knowledge: By the end of the lesson, Ss will be able to understand and know the

environmental problems and talk about activities they have done to protect the environment and further practice in conditional sentences type 1.

II Skills: Reading and speaking B / Procedure:

*T’s preparation: textbook, poster & cassette. * Ss’s preparation: textbook and notebook. III New lesson:

* Warm – up: Brainstorming

- Ask Ss to think of the environmental problems in their city. - Get Ss to go to the bb and write down their ideas.

Air pollution dirty street

* Possible answers:

- the destruction of the forest – rubbish / garbage / trash. - smoke fron cars, motorbikes, – smoke from factories.

Teacher/s activities Ss/ activities A Presentation:

I Vocabulary: - pollute(V)

{pollution (N) /(Trans.) To be polluted # unpolluted

Ex: Our environment is heavily polluted - deforestation ( n ) / /

- garbage dump ( n ) / / - dynamite fishing ( n ) / / - spraying pesticides ( n ) / /

- be disappointed : ( by/ about / at something ) Elicit first and say out the words

Model the words first.

*Checking vocab: Matching

- Explaination: the destruction of the forest - picture.

- picture - picture - synonym

Try out and repeat chorally- individually Give the meaning

Write new words in to their notebooks. Environmenta

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(Getting started)

- Ask Ss to look at the six pictures on P 47 in their textbook.

- Ask them to match the words in the box with correct pictures.

B Listen and read:

I Act Set the scene: “ Mr Brown is talking to some volunteer conservationists They are talking about environmental problems Guess the place where they are going to ”

- Give feedback.

- Ask Ss to open their books and read the text on P47 – 48.

II Act.2: Matching (Part a-P.48).

- Ask Ss to read the text again and work in pairs to match the names in column A with the activities in column B.

- Give feedback.

III Act.3: Comprehension questions (Part b - Page 48)

- Have Ss read again the text and answer the questions in pairs.

- Give feedback. C Further practice:

Act.1: Conditional clause (Type 1) Model sentences :

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

Use and form: To talk about activities that possible or impossible to happen at present or future

IF-CLAUSE MAIN CLAUSE

Simple Present S+ will/shall + V-inf.

Act 2: Language focus 4(P.56)

* Match the two columns, focusing on If - clause (Type1)

+ Example: If we pollute the water, we will have no fresh water to use.

- Give the example and ask Ss to revise the use and form of If-clause (Type 1)

Ask Ss to exercise

- Work in pairs. * Answers :

- Picture a : air pollution

- Picture b : spraying pesticides - Picture c : garbage dump - Picture d : water pollution - Picture e : deforestation - Picture f : dynamite fishing

- Read the text and check their prediction. * Answer key :

+ The conservationists are going to clean the beach.

- Read through the information work in pairs

* Answer keys:

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

Ask and answer the questions and then write the right answers on the board.

Check the answers with teacher. *) Answer key:

1 Mr Brown is the speaker

2 The volunteer conservationist is the listeners

3 They are on the beach

4 They are going to clean the beach If they work hard today, they will make the beach clean and beautiful again

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Get feedback

Act.3: Language focus 5(P.56): Complete the sentences

- Have Ss work in pars and write the complete sentences in their notebooks. - - Give feedback

Example: a, If the rice paddies are polluted, the rice plants will die.

b ., the environment will become seriously polluted.

c ., we’ll have more shades and fresh air.

d ., the vegetables will become poisonous and inedible.

e ., we’ll have a happier and healthier life.

IV Consolidation: Brainstorm (groupwork)

To protect the environment,

We should We should not

- collect garbage

- clean the places we live. - ………

- destroy forests

- throw waste things away. - ………. V.Homework:

- Ask Ss to revise the lesson & excercises 8,10-P.46 (workbook) - Ask Ss to prepare: Speak -P.49

-Period: 38

Preparing date: 11/1/2011 Teaching date: 12/1/2011

LESSON 2: SPEAK – LANGUAGE FOCUS 1 A./ Objectives:

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

- Talk about the ways to protect the environment and use the expressions: I think you should / Why don/t you/… to persuade others to something.

- revise Adjective + that – clause. II Skills: Speaking & writing B./ Procedure:

*T’s preparation: textbook, poster.

* Ss’s preparation: textbook and notebook. III New lesson:

Teacher/s activities Ss/ activities *)Lead-in: Questions

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? What you think about our environment today?

?What should we Introduce the lesson. I Pre-speaking: a) Act.1: Vocabulary

*)Answer key:

E 2.d 3.f 4.c 5.b a Hang on the poster and ask Ss to read Part a and then match it

Get feedback & ask Ss to check Run them through

b) Act.2: Presentation text. *) Model:

Lien: I think it would be better if we use banana leaves to wrap food

Trung: Why? How come?

Lien: Because plastic bags are very hard to dissolve They will cause pollution.

Trung: OK.

- elicit the language from Ss and write it on the board

- run though them and check their understanding

b) Act.3: Matching

- Have Ss match the lines in column B with an expression in column A so that they have sentences of persuasion

II While-speaking

a)Act.1: Practice speaking:

- Each student calls out one of their sentences until all sentences are finished

a)Act.2: Questionnaire (P.49)

- Hang on the questions and make the model - Ask Ss to work in groups & go round to elicit

- work in pairs and match the words with the Vietnamese meaning.

- go to the board and then check it. - read and then copy the words. *)Answer key:

E 2.d 3.f 4.c 5.b a *) Structure:

+To persuade someone: I think you should … It would be better if you …. Why don/t you + V-inf… ? ………

- Work in groups.

S1: I think you should use banana leaves to wrap food.

S2 :

- Work in pairs to answe all the questions in

A B

1.(to)dissolve plastic bags (to) kill fish (to) recycle 5.(to) save energy

6 (to) avoid traffic jams (to) cause

8 (to) prevent St/S.O from St

a.Tránh tắc nghẽn giao thông b.Tiết kiệm lợng

c.Tái chế

d Những túi nhựa e Phân hoá

f Giết chết cá g Gây ra

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the expressions from Ss.

- Give feedback on the board so that weak Ss can follow.

1 How can we save paper ?

2 How can we use fewr plastis bag ? How can we reduce water pollution ? How can we prevent littering ?

5 How can we reduce air pollution ?

6 How can we reduce the amout of garbage we produce ?

III Post-speaking: * Exhibition:

- Divide class into groups and ask Ss to discuss the questions: “ What you to protect the environment ? ”

- Give feedback. * Language focus 4:

*Ex: That/s wonderful I am pleased that you are working hard.

*)Structure:

S + be + Adj + that + clause (N clause) - Give the example & check the meaning & the form

- Ask Ss to work in pairs to exercise 3(p.55)

the questionaire *) Model:

LAN: I think you should save paper. Hai: How can we save it?

LAN: It would be better if you collect waste paper and recycle it.

Hai: And………

2 How about cleaning and reusing them ? + Why not use paper bags instead of plastic bags ?

3 It would be better if you don’t throw wastes and garbage into streams Lakes or rivers and even ocean.

4 I think we should put garbage bins around the school yard.

+ Why don’t you throw all garbage in waste bins.

5 Can I persude you to go to school by bike?

6 Won’t you try to reuse and recycle things? - Work in groups

- The secretary writes down all the opinions of the Ss in each group using the ideas in exercise a & b

- Work in pairs. *)Answer key:

b,I am excited that I will go to Da Lat. c,I am sorry that I broke your bicycle yesterday.

d,I am disappointed that you did not phone me.

e, I am amazed that I could win the first prize

IV Consolidation: ask Ss to resay what they should to protect the environment. V Homework: - ask Ss to exercise 3, 4-P.38 & 2.p 54(work book)

- ask Ss to prepare: Listen- P.43.

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-Period: 39 Preparing date: 16/1/2011

LESSON 3: LISTEN– LANGUAGE FOCUS 1 A./ Objectives:

I Knowledge: By the end of the lesson, Ss will be able to know some reasons why our oceans are polluted and and have a plan to make it better

- Practise further in Adjectives and Adv of manner II Skills: Listening & Writing.

B./ Procedure:

*T’s preparation: textbook, poster & cassette. * Ss’s preparation: textbook and notebook. III New lesson:

Teacher/s activities Ss/ activities *)Lead-in: Chatting

1 Pre-listening: a)Act.1: Vocabulary

- raw sewage/ /(N)(Example) - (to) pump (Trans.)

Ex: Raw sewage is pumped into the sea - (to) drop (Trans.)

- oil spills (N) (Trans.)

- marine life (N)/ / (Trans.) - Elicit first and say out the words

- Write and check.

* Checking vocab: What & where b)Act.2: T/F statements

1, Most of pollution comes from the weather. 2, Many countries pumped raw sewage into the oceans.

3, Oil spills cannot kill marine life.

4, Factory owners let garbage run into the rivers.

5, Things made the oceans polluted: Raw sewage, garbage from the ships, oil spills and waste materials.

- Hang on the poster with the statements and run through the information

- Ask Ss to predict the statements be T or F - Get feedback.

2 While-listening

- Have you ever been to the beach ?

- What you think about our oceans today ? - Are they polluted? What causes the pollution in the oceans ?

- Try out and repeat chorally- individually - Give the meaning & pronunciation

- Read and then rewrite them - Read through the statements.

- Work in groups, writing their predictions on the worksheets

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a)Act.1: Listen and check the predictions - Ask Ss to listen to the text about the pollution in the oceans twice

- Have Ss to share their results - Play the tape once again - Get feedback

- play the tape once again and check the information

b)Act.2: Listen and fill the missing information in the notes.(Part 4-P.50) - Hang on the Grids and focus Ss on the information

- Play the tape again (twice) - Get feedback

- Play the tape once more and get feedback Act3: Complete the sentences with the adverbs of manner.(Part 1-P.53)

*) Model:

- Extreme Extremely

- Give the model and check the way to change Adj into Adv of manner.

- Check the meaning and its function - Ask them to the exercise19p.53). - Get feedback & help Ss to correct 3 Post-listening:

Brainstorm

List out the solutions to protect the oceans from pollution.

-ask Ss to work in groups.

- Listen to the tape and take notes - Work in groups & share their ideas.

- Give feedback and correct their predictions. *) Answer key:

F T F 4.F 5.T - Read through the grid with information. - Listen and then share their ideas in groups - Write their answers on the board.

- Listen again and check the answers. *) Answer key

Secondly: Garbage is

Thirdly: come from ships at sea

Next: Waste materials come from factory Finally: Oil is washed from the land - Work in pairs to exercise 1- P.3

- Sare their ideas and the write them on the boar

*)Answer key:

b.slowly d happily c.sadly e.well /slowly

IV.Consolidation: Network

V.Homework:

- ask Ss to write about pollution in oceans at home and prepare: Read (P51). Causes leading pollution

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LESSON 4: READ– LANGUAGE FOCUS 2 A / Objectives:

I Knowlege: By the end of the lesson, Ss will be able to understand the details of the poem about the pollution of environment and know how to reduce it

II Skills: Reading & writing B / Procedure:

* Ss’s preparation: textbook and notebook. * Revision: Network

Throwing trash, garbage, cutting the forests

Pumping raw sewage into rivers, oceans,

III New lesson:

Teacher/s activities Ss/ activities *)Lead-in: Chatting.

- Ask Ss some questions I.pre-reading:

- (a) junkyard / / (Example) - (to) cover (Trans.)

- Foam (UN N) (Example)

Ex: The streams will be covered with foam. - (to) end up (Trans.)

- treasure(N) (Example) - folk (N) = people

- Write and check - Instruct Ss to read

b)Act.2: Matching (Part a-P.51)

Have Ss practice matching each word in column A with an appropriate explanation in colunm B

- Give feedback

c)Act.3: Guiding questions

* Set the scence: Two people are going on a

- Do you like poetry ?

- Which poet you like best ?

- Name some poems that are your favorite ? - Do you think it is easy to understand a poem? - Have you ever read an English poem ? Do you understand it ? Do you like it ?

- Try out & repeat chorally-individually - Give the meaning & make the sentences. - Copy down.

- Work in groups *)Answer key:

c g 3.f 4.e d 6.a 7.b

Causes leading the pollution

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picnic They are talking about the pollution 1 Who are the people in the poem?

2 Where are they ? - Get feedback II While-reading

a)Act.1: Read the text and check.

- Have Ss read the poem and check their answers.

- Give feedback.

b)Act.2: Read the text and answer the questions.(P.51)

*)Questions:

1 What will happen if the pollution goes on?

2 What will happen with the fields & streams?

3 Do you think the boy/s question (lines 9-10) is silly? Why (not)?

4 Who make the environment polluted? 5 What does the poet want us to for the environment?

- Hang on the questions on the board & ask Ss to read the poem to answer

- Get feedback

- Ask Ss to play the role with the questions., III Post-reading:

Brainstorm

What could you to minimize pollution in your school?

- Write down the above questions and ask Ss to work in groups

- Get feedback

IV Language focus 2:

a) Revision of clauses of reason with BECAUSE, SINCE, AS.

- Elicit from the Ss to get the model sentences

- Explain how to use “ Because/ As/ Since ” in Adverb clauses of reason

+ Ba is tired - > main clause

+ he stayed up late watching TV - > adverb clause of reason

b) Practice: Picture drills

- Ask Ss to exercise2 P54- 55 in pairs - Give feedback

- Work in pairs to guess the answers.

- Work in pairs. * Answer keys:

1 The mother and her son They are in the park / woods

- Read the text to answer the questions. - Speak out their answers.

- Take notes. * Answer keys:

- If the pollution goes on, the world will end up like a second-hand junkyard

- The fields will be littered with plastics and tins; the streams will be covered with foam - No Because if he throws the bottles, that will be polluting the woods

- The mother thinks other folk made the environment polluted

- The poet wants us to take responsibilities for protecting the environment.

Ex: - pick up the garbage

- put the bins around the school yard - Share their ideas in groups

- Write their ideas on the board and then check them

- Answer T’s questions to draw out the model sentences.

* Model sentences:

- Ba is tired He stayed up late waching TV - > Ba is tired because / as / since he stayed up late waching TV

- Work in pairs.

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IV.Consolidation:

- Use the Brainstorm to revise the lesson and talk about our responsibilities of protecting the environment.

V.Homework:

- Ask Ss to read the text at home again and list out the way to protect the environment. - Ask Ss to prepare: Write- P.52

-Period: 41

UNIT 6: THE ENVIRONMENT LESSON 5: WRITE. A./ Objectives:

I Knowledge: By the end of the lesson, Ss will be able to understand and know how to write a complaint letter and write a letter to complain something about pollution

II Skill: Reading, Speaking & Writing. B./ Procedure:

* Ss’s preparation: textbook and notebook. * Revision:

- Ask Ss to say out things that they at school and at home to keep the environment unpolluted

+ Possible answers:

At school: - sweep the classroom everyday.

- Lean the windows and the door freqyently

- Persuade everybody to put garbage in the rubbish bins At home:- Keep the house clean

- Put our own garbage in the garbage bins

III New lesson:

Get Ss to answer the question “ What you call a letter written to complain about

something or some person ? ” I.Pre-writing:

(to) suggest (Trans.)

- Ex: I suggest that you should keep your school clean.

- response (N) (Trans.) - (a) frog (Picture) - (a) toad (Picture)

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- (the) electric shock wave (Trans.) - (to) prohibit ( Trans.)/ / - Elicit the words from the Ss and say them out

- Write and check

- Use “ R.O.R” to check vocab and ask Ss to correct

b)Act.2: Ordering.

- Ask Ss to keep their books closed

- Provide Ss five sections of a complaint letter ( with their definitions ) in random order - Get Ss to put the sections in a correct order

b)Act.3: Reading and matching.

* Set the scence: Mr Nhat wrote a letter to the director of L & P Company in HCM city The five sections of the letter are not in the correct order Lable each section with the appropriate letter: S,C, R, A or P

- Get feedback

- Ask the whole to check and ask the questions about the content of the letter

II.While-writing:

a)Act.1: Read and answer the questions - Let Ss read the production 6b on P 53 - Ask some questions to make sure the Ss know what they have to write

* Questions:

1 What people in the lake behind your house these days ?

2 What makes you worried ?

3 To whom you write the lettter to ? 4 What suggestion you want to make ? 5 Any future plan you want to make ? a)Act.2: Write a complaint letter about catching fish by electricity (Part b-P.53) Ex: Dear Mr President,

I am writing to you about the problem of fish catching in

-Ask Ss to write the letter in groups of four. - Go around the class and help the Ss

- Try out & repeat chorally-individually - Give the meaning & make the sentences. - read the rubbed words and write them again on the board

- Work in pairs.

a Action : talk about future action b Situation : state the reason for writing c Politeness : end the letter politely d Complication : mention the problem e Resolution : make a suggestion * Answer:

– b, – d, – e, – a, – c - > SCRAP - Work in pairs and then read aloud the letter ( in the correct order )

* Answer:

R : I would before leaving S : I am writing to the North A : I look forward to hearing your company

C : When the trucks is smell and flies P : Sincerely Tran Vu

- Answer T’s questions. * Answers:

1 They begin to catch fish

2 They use electricity to catch fish

3 We write to the head of the local authorities We suggest the local authorities should prohibit and fine heavily anyone using electricity to catch fish

5 We look forward to seeing the protection of environment fron the local authorities

- Write a letter in groups.

- Discuss in groups, share their ideas and write their letter on the cellophanes. * Possible letter

Dear Sir,

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III.Post-writing:

Exhibition

- Collect drafts from Ss and stick them on the bb.

I am very worried because people use electricity to catch fish They made a lot of fish died and floated on the water surface Other animals such as frogs, toads and even birds also died from electric shock waves I suggest the local authorities should prohibit and fine heavily anyone using this way to catch fish

I look forward to hearing from you and see the protection of environment from the local authority

Sincerely, Hai

- Share and compare their work. - Correct passages with teacher - Copy it in their books

- Ask the Ss to revise the way to write a complaint letter V.Homework:

- Ask Ss to write a complaint letter for school management about the throwing waste paper, garbage around the school of a lot of Ss

- Ask Ss to prepare: Unit

-Period: 42

UNIT 7: SAVING ENERGY

LESSON 1: GETTING STARTED AND LISTEN & READ LANGUAGE FOCUS ( P63 )

A./ Objectives:

I Knowledge: By the end of the lesson, Ss will be able to realize how is the waste of energy, and know how to save energy in their daily life.

- Further practice in phrase verbs. II Skills: Listening, reading and writing B./ Procedures:

*T’s preparation: textbook, poster & cassette. * Ss’s preparation: textbook and notebook.

III New lesson:

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*) Lead-in: Getting started

- Show the pictures on P.57 on the bb and ask Ss some questions so that they can understand the pictures

- Ask Ss to look at the pictures again and make a list of things people could to save energy. - introduce the lesson

I.Presentation: Listen and read. a.Act.1: Vocabulary

- energy /……… / (N)(Example) - (a) water bill (Trans.)

- (a) crack (Realia)

- (to) turn off # (to) turn on (Mime) - (to) waste # (to) save (Trans.) Ex: We should save water - (a) dripping faucet (Picture) - Elicit first and say out the words - Write and check.

* Checking vocab: R.O.R. b.Act.2: * Set the scene.

- Draw the pictures of Mrs Ha and Mrs Mi and then ask Ss some questions.

+ Who’s this ?

+ What are they talking ?

- Ask Ss to open their book and read the dialogue in pairs, closed pairs, then open pairs.

II.Practice:

a.Act.1: T/F statements (Part b-P58)

- Hang on the poster with the statements and run through the information

- Ask Ss to read the dialogue again to decide the statement T or F

- Get feedback.

b.Act.2: Comprehention questions.

- Have Ss work in pairs to find out the answers of these questions

1 Why is Mrs Ha worried ?

2 How much money does Mr Ha pay for her water bill ?

3 What does Mrs Mi advise Mrs Ha to ?

+ Is TV on ?/ Who is watching TV? / Who is listening to music ?

+ Is there anyone in the living room/ in the bathroom ?/ Is the light still burning ? + What happens to the faucets ? + Should we turn the TV/radio off ?

+ Must we pay for water and electricity we use in our home ?

* Answers: + turn off the faucets

+ turn off the light fixing if it isn’t necessary + turn off the TV / the radio / the stereo + Shouldn’t turn on the TV / the radio / the stereo at the same time

- Try out and repeat chorally- individually - Give the meaning & make sentences - Read and rewrite the words on the board

- Answer T’s questions.

- Read the dialogue in pairs.

- Read through the statements and decide them true or false.

- Give their answers and correct the false statements.

*)Answerkey:

T 2.T 3.F 4.F 5.T

3 She hasn’t checked the pipes yet She will that

4 Mrs Ha suggests getting a plumber to check the pipes

- Read the dialogue again then answer the questions.

* Answers:

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4 How much water can be wasted a month by a dripping faucet ?

- Give feedback Call on some Ss to answer the questions and then write them on the bb III.Further practice:

*) Language focus 2: Phrase verbs.

- Provide Ss verbs + prepositions and then ask them to match the verbs with the pictures on P 64.

- Give feedback Ask Ss to work in pairs to Language focus exercise on P63.

* Answers: look after go on

turn on have looked for turn off

2 He pays 200.000 dongs

3 She advises Ha to get a plumber to check her water pipes and to reduce the amount of water by taking shower and turning off faucets after use

4 A dripping faucet can waste 500 liters of water a month

- Work in pairs. * Answers:

Pic 1: look after the baby Pic 2: go on Pic 3: turn on the TV Pic 4: look for Pic 5: turn off the faucet

- Use above verbs to complete the sentences IV.Consolidation: Brainstorm (Goupwork)

- ask Ss to work in groups to list out the ways they usually to save water everyday. EX: - We turn off the faucets when we not use water.

- We check the pines to make sure there are no cracks,

V.Homework: - ask Ss to revise the lesson & exercises 2,3-P.47,48 (workbook) - ask Ss to prepare: Speak -P.58

-Period: 43

Preparing date: 8/ 2/ 2011 Teaching date: 9/2/ 2011

LESSON 2: SPEAK + LANGUAGE FOCUS 3 A./ Objectives:

I Knowledge: By the end of the lesson, Ss will be able to talk about the ways to save energy and make suggestions about how to save energy using: I suggest + V-ing/ Why don/t we….?/ …………

- Further practice in making suggestions. II Skills: Speaking & writing

B./ Procedure:

*T’s preparation: textbook, postcards. * Ss’s preparation: textbook and notebook. III New lesson:

Teacher/s activities Ss/ activities *)Lead-in: Network

water petrol

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gas

?What the sources of energy help us - introduce the lesson.

I Pre-speaking: a)Act.1: Vocabulary

- instead of (Trans.)

Ex: we should use neons instead of lights -(a) cooking pot (Picture)

- gas fire (Picture)

- (an) air- conditioner (Picture) - neon (N) (Realia)

- Elicit first and say out the words - Write and check.

* Checking vocab: ROR b)Act.2: Presentation text

- Ask Ss to look at the picture a on P59: What happened? What should we do? - Elicit the target language from the Ss 1 Model sentences:

Lan: I think we should turn off the faucet. Hoa: I suggest fixing the faucet

2 Form: When we make suggestions, we use (P.58)

+I suggest + V-ing Ok

+I think we should That/s a good idea +Why don/t we… ? All right

+Let/s ……… No I don/t want to + What about/ How about + V-ing

- Do concept check ( forn / use / meaning ) II While-speaking

a)Act.1: Discover the pictures (P.59) *) Possible questions:

Pic.A: What happened with the faucet? Pic.B: What we use to cook?

Pic.C: What happened ?

……… -Hang on the pictures, the cues and make the model

- Asks Ss to work in groups & go round to elicit the expressions from Ss.

- Ask Ss to show their ideas to the front. - Correct if neccessary

b)Act.2: Make suggestions about how to save energy.

*)Example exchange:Pic.A:

Nga: I think we should turn off the faucet to

oil

- Try out and repeat chorally- individually - Copy down.

- Look at the picture and answer the questions. - Read through the model.

- Give the meaning, structure and use. - Listen and copy down.

- Look at them and make the model with teacher.

- Ask and answer to discover the pictures. - Expess their ideas individually.

- Correct themselves. * Example exchange:

A I thing we should turn off the faucet. I suggest fixing the faucet.

B turn down the light.

C turn off the fan when we leave. D turn off the air-conditioning

G use bicycles instead of motorbikes,

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save water.

Ba: That/s a good idea.

- Make the model and ask Ss to practise the pictures

- Go around to help Ss and then get feedback

- Help Ss to correct III.Post-speaking:

a,Act.1: Brainstorm (Groupwork)

- Ask Ss to work in groups and list out the ways to save energy on the cellophanes. - Ask the whole to share their ideas. IV Language focus P64

* Make suggestion. 1 Exercise a:

* Set the scene: Your class wants to help the poor in the neighborhood of your school Ask Ss to use the ideas to make suggestions, using:

Suggest + V- ing 2 Exercise b:

* Set the scene: Your friend want to

improve his/ her English Ask Ss to use the ideas to make suggestions, using:

Suggest + ( that ) + S + Should + inf. Ex: I suggest ( that ) you should work harder on your pronunciation.

- Practise making suggestions about how to save energy.

- Correct themselves.

- Share their ideas in groups and put their ideas in the overhead projector

- Check and add more. - Work in groups. * Answers:

1 I suggest collecting unused clothes

2 I suggest organizing a show to raise money I suggest giving lesson to poor children I suggest helping elderly people and war invalids with their chores

- Work in groups. * Answers:

1 I suggest ( that ) you should write sentences with new words

2 I suggest ( that ) you should speak English everyday

3 I suggest ( that ) you should buy a good dictionary

4 I suggest ( that ) you should some reading everyday

- Ask Ss to say suggestions how to save energy at home. V.Homework:

- Ask Ss to exercise 6-P.50 and continue finding the ways to save energy at home. - Ask Ss to prepare: Listen- P.60

-How to save water

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Period: 44 Preparing date: 13/ 2/ 2011

Teaching date: 14/ 2/ 2011

UNIT 7: SAVING ENERGY LESSON 3: LISTEN A./ Objectives:

I Knowledge: By the end of the lesson, Ss will be able to listen to a text for details and know how people use solar energy and its advantages in their life

II Skills: Listening & Writing. B./ Procedure:

*T’s preparation: textbook, cassette, poster. * Ss’s preparation: textbook and notebook. *Revision: Network

oil electricity

water gas

nuclear power solar energy III New lesson:

- use Network to introduce the lesson I.Pre-listening:

- solar energy / … /(N)(Example) - solar pannel /………./ (N) (Picture) - effective /………./ (Adj) (Trans.) - roof (N) (Picture)

- nuclear power /……… / (Trans.) - Elicit first and say out the words - Write and check.

b)Act.2: T/F statement prediction.(Part a – P.60)

- Hang on the poster with the statements on P60 and run through the information

- Ask Ss to predict the statements T or F - Get feedback.

II.While-listening

a)Act.1: Listen and check the predictions - Ask Ss to listen to the text about the solar energy

- Try out and repeat chorally- individually - Give the meaning & pronounciation - Read through the statements.

- Work in groups, writing their predictions on the worksheets

- Stick their predictions on the board. - Listen to the tape twice andcheck their prediction

- Work in groups & share their ideas. - Speak out their answers.

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- Play the tape twice

- Ask them to share their results - Play the tape once again

- Get feedback

b)Act.2: Listen and fill the missing information in the gaps.(Part b-P.60)

- Hang on the poster with the sentences on P60 and focus Ss on the information

- Play the tape again (twice) - Get feedback

- Play the tape once more and get feedback again

III.Post-listening:

Brainstorm

List out the advantages of using solar energy.

Example:

-Solar energy is cheap , clean & available - It doesn/t cause pollution.

- We can save natural resourses such as gas, oil…

……… - Ask Ss to work in groups and list out the advantages of solar energy.

- Ask the whole to share their ideas.

- Give feedback and correct the false statements.

*) Answer key:

1.T 2.F 3.F 4.T 5.F

2 Most of our electricity comes from the use of coal, gas, oil or nuclear power

3 1% of the solar energy that gets to the Earth can provide enough power for the world’s population

5 They will be heated by solar energy in 2015 -Listen to the tape again and fill in the gaps. - Work individually then share with their friends

*) Answer key

2 effective store 3 pollution roof 4 countries instead

- Share their ideas and the write them on the board.

- Compare and share their ideas.

- Use Post-Listening to consolidate the lesson. V.Homework:

- Ask Ss to write the passage about advantages of solar energy at home - Instruct them to prepare : Read (P60).

-Period: 45

Preparing date: 15/ 2/ 2011 Teaching date: 16/ 2/ 2011

LESSON 4: READ + LANGUAGE FOCUS 1 A./ Objectives:

I Knowledge: By the end of the lesson, Ss will be able to know more how North American and European countries save money and natural resources

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B./ Procedure:

*T’s preparation: textbook, poster & textbook. * Ss’s preparation: textbook and notebook. III New lesson:

+What’s this?( water/ electricity bill) + How much is your family ‘s water / electricity bill ?

+Do you thinh they are enormous? + How much electriccity does your TV/ fridge/ use evertday ?

+ Are your parents worried about that ? +What should you to save electricity / wateryour familly use ?

+ Do you want to know the people in other countries save energy ?

-Introduce the electricity-saving of the people in the world

I.Pre-reading: a)Act.1: Vocabulary

- consumer (N) / … / (Defination) - light bulb (N) (Realia)

- (a) labeling scheme (N) (Realia) - tumble dryer (N)(Picture)

- conserve(V) /………./ (Trans.) - Conservation ( n) / / - not only…… but also…….

Ex: We not only save energy but also conserve it

- Write and check - Instruct Ss to read * Checking vocab: ROR] b)Act.2: Pre-questions.

- Give Ss two questions and ask them discuss with their partners to predict the answers

- Give feedback II.While-reading

a)Act.1: Reading and check prediction.

- Think about and then speak out their ideas

- try out & repeat chorally-individually - give the meaning & make the sentences. - run through the words.

- share their ideas and go to the B.B and match the words with the definations.

- Work in pairs to predict the answers. * Questions:

1 Do people in Western countries think electricity, gas and water are luxury ? Do they want to save electricity ?

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- Have Ss read the text on P60 – 61 to check their prediction.

- Give feedback.

b)Act.2: Reading for main ideas. - Get Ss to read the text again and exercise 5a

- Give feedback.

c)Act.3: Comprehention questions. - Hang on the Qs on the board & run through them.

- Ask them to read the passage again to answer all the questions in pairs

- Get feedback

- Ask Ss to play the role with the Qs.,

III.Post-reading:

a) Act.1: Brainstorming

List out the ways to save electricity - Write down the above task and ask Ss to work in groups to list out their ideas on the worksheets

- Get feedback

- Ask the whole to share their ideas

b) Act.2: Language focus 1

- Ask Ss to think of connectives that they have learnt.

- Have them go to the bb and write down the

- Read the text and check their answers in pairs

* Answers:

1 No, they don’t They think electricity, gas and water are not luxuries but necessities. 2 Yes, they They use energy saving bulbs instead of ordinary bulbs and there is a labeling scheme helping them use household appliances efficiently.

- Work in pairs to choose the best summary of the passage (Part a-P.61)

- Give their answers and their ideas *)Answer key:

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

- Read through the questions on P 61

- Speak out & write their answers on the BB - Correct the answers and copy down.

- Practice asking and answering the Qs. *)Answer key:

1.They are interested in products that not only work effectively but also save money

2.We can use energy-saving bulbs instead of ordinary 100-watt light bulbs.

3 She will pay US$ for lighting if she uses two energy-saving bulbs instead.

4 The perpose of the labeling scheme is to tell the consumers how much energy effiency each model has so that they can save money and energy.

5.We should save energy to conserve the Earth/s resources.

- Share their ideas in groups and list out the ways to save electricity

- Write their ideas on the board. - check and add more ideas. * Possible answers:

+ use energy saving bulbs instead of ordinary 100 watt light bulbs

+ turn off the light before leaving the room + Keep refrigerator door closed

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connectives. - Give feedback.

- Ask Ss to give Vietnamese meanings. - Have Ss work individually to the exercise Language focus on P63. - Give feedback.

- Check their pronunciation and the meanings.

- Do exercise P63 They have to complete the sentences by using correct

connectives.Then read loud the completed sentences

*)Answer key:

a, and b, but c, because d,Therefore e, or f,so g,and h, however IV.Consolidation:

- Use the Brainstorm: + We should turn off the light, TV, radio when we not use it. + Turn off electricity when we go out

+ Use energy-saving light bulbs instead of ordinary bulbs V.Homework:

- Ask Ss to read the text at home again and list out the ways to save electricity. - Ask Ss to prepare: Write- P.61

-Period: 46

UNIT 7: SAVING ENERGY LESSON 2: WRITE A./ Objectives:

I Knowledge: By the end of the lesson, Ss will be able to know how to make a speech and write a simple speech about the environment or energy-saving

II Skills: Writing and speaking. B./ Procedure:

* Ss’s preparation: textbook and notebook. III Warm-up: Slap the board

III New lesson:

- introduce the task of the lesson. I.Pre-writing:

a)Act.1: Matching - Part a-P.61

- listen to teacher.

- work in pairs to complete it

environment energy conserve

garbage

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- Introduce a speech and ask Ss to match each part of a speech in colunm A to a suitable function in colunm B

- Get feedback and check the understanding of the form

- Explain more each part of a speech and notice Ss the conjunctions, connectors… used to connect the ideas

- Ask Ss to compare each part b)Act.2: Ordering (Part b – P.61) - Hang the speech that is not in a right order and ask Ss to read through it

- Have Ss put the sections in 6b on P62 in the correct order to form a speech

- Get feedback

- Call on some Ss to read aloud the speech

- Help Ss to present the speech before class naturally

II.While-writing:

a)Act.1: Write a speech (Part c-P.62) - Divide class into three groups.

- Ask each group to write a speech about one of these topics:

 Reduce garbage.  Reusing paper.

 Saving energy in the kitchen. - Go around to help Ss.

- Give out the cellophanes (about 3) and ask Ss to write their speech in groups. III.Post-writing:

Exhibition

- Collect speeches from Ss and put them in the overhead.

- Help the whole to correct.

- Ask Ss to read out their speeches to the front.

- give their answers and explain the functions of each part of a speech

- copy it down.

* Answers: Parts of a speech:

1 Introduction Getting people/s attention and telling them what you are going to talk.

2 Body Giving details in easy-going language.

3 Conclusion Summing up what you have said. - Find out the differences.

- Read it through to make sure the meaning - Work in four groups, share their ideas and then order it

- Give their orders and explain

- Copy it down and then read out the speech *) Answer key: 3-2-1

- Read it and work in groups, using the information in Brainstoming and the text.

Example:

Good morning., ladies and gentlemen I am …… and today I am going to tell you how to reduce garbage

………

- Correct the speeches with teacher.

- Present their speech to the front of the class. * Example: Reduce garbage

Good morning, ladies and gentlemen

Today I am going to tell you how to reduce garbage Firstly, we should collect plastic bags and make the other use for them

Secondly, we should not keep solid waste with food way

Finally, we should put different kinds of waste in different places

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IV Consolidation:

- Ask the Ss to revise the way to make a speech V Homework:

- Ask Ss to complete their speech at home - Ask Ss to prepare: Language Focus - P.62-64 Period: 47 Preparing date: 22/ 2/ 2011

45 – MINUTE TEST A./ Objectives:

I Knowledge: By the end of the test, teacher will be able to know: - How well the students can the test.

- What grammartical structures students have known or haven’t known. - Consolidate what Ss studied in unit - 7.

II Skills: Writing.

III Target language: Structures.

- Conditional sentences: If- clause. - Adverb clauses of reason.

- Connectives.

- Vocabulary in Unit – 7. IV Content:

- Listening. - Reading. - Language focus - Writing B./ Procedure:

I Settlement: Greet and check attendance * Activities: individual work.

II CHECKING-UP:

*T’s preparation: English paper.

* Ss’s preparation: Be ready for doing the test. III New lesson: Test paper.

Trường THCS Nguyễn Huệ BÀI KIỂM TRA MÔN ANH VĂN SỐ 3A Lớp: Thời gian: 45 phút

Họ tên: Ngày kiểm tra: 23/2/2011 Ngày trả bài: ……

I- Circle A,B,C , or D which needs correction(2ms)

1- My teacher told me I was doing well.Therefore, my final grade was bad. A B C D

2- A new school was built in the village recently.

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A B C D

3- There are too much exhaust fume in the air in this city. A B C D

4- My teacher spoke so quick that I didn’t understand what she meant. A B C

II/ Circle the best answer to complete each sentence(2ms)

1- It was raining hard ………… , the soccer game was going on. A and B but C however D therefore 2- I have ………my bag but I can’t find it anywhere.

A looked at B looked for C looked after D looked in 3- I think we should use shower……….bath to save water.

A because of B inspite of C in case of D instead of. 4- A ……… faucet can waste a lot of water a month.

A running B dripping C dropping D cutting 5- How about………a bus? We have a lot of time.

A take B to take C taking D having taken 6- We should not use plastic bags because they are very hard to………. A melt B soften C heat D dissolve

7- We can save natural……….by using solar energy.

A products B resources C preserves D produces 8- ……….more trees are planted , we will have more shady places.

A If B Unless C That D so that III Rewrite:(1,5ms)

1 If the weather isn' t warm, my father won't go fishing.

Unless………. 2 Sue is excited about going to Spain on holiday.

Sue is looking………. 3 We couldn’t go camping because of the heavy rain. Because the rain………

IV Choose the word that has the underlined part pronounced differently from the others(1m) 1- A children B choose C choice D mechanic

2- A nature B national C exploration D nation 3- A dripped B conserved C learned D received 4- A litter B appliance C dissovle D innovate V- Read the passage, choose T or F and translate into Vietnamese:

In Western countries, electricity, gas, and water are not luxuries but necessities Companies now realize that the consumers want products that will not only work effectively, but also save money For most North American households, lighting accounts for 10% to 15% of the electricity bill However, this amount can be reduced by replacing an ordinary 100-watt light bulb with an energy-saving bulb These bulbs use ¼ of the electricity of standard bulbs and last times longer Therefore consumers can save US$17 to US$21 per bulb.

* Choose F or T: (2ms)

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c. Lighting accounts for 10% to 15% of the electricity bill for most South American households.

d. An ordinary 100-watt light bulb costs the same as an energy-saving bulb. VI.Write a speech for your classmates (1,5ms)

How to save energy in your house:

- use energy saving bulbs. - turn off unwanted lights.

- prepare food before turning on the stove. - use solar energy.

……….……… ……… ……… ……… ……… ……… ……… ………

Trường THCS Nguyễn Huệ BÀI KIỂM TRA MÔN ANH VĂN SỐ 3B Lớp: Thời gian: 45 phút

Họ tên: Ngày kiểm tra: 23/2/2011 Ngày trả bài: ……

I Choose the word that has the underlined part pronounced differently from the others(1m) 1- A dripped B conserved C learned D received

2- A litter B appliance C dissovle D innovate 3- A children B choose C choice D mechanic 4- A nature B national C exploration D nation II/ Circle the best answer to complete each sentence(2ms)

1- I am surprised ………the air here is so fresh.

A as B if C because D that

2- Raw ………… is pumped into the sea, from where it pollutes our beaches. A material B ingredient C poison D sewage

3- That man has ……….provided a pinic lunch for us.

A kind B kindly C kindness D kindliness 4- Everyone must take part ……… preventing deforestation.

A in B on C of D by

5- There ………….big floods every year if people ……….trees in the forest.

A will be-cut down B are-will cut down C are-cut down D will be-will cut down 6- Please ……….off the lights before leavimg the room.

A take B get C give D turn

7- There are some cracks in the water pipes Why don’t you call a(an)……… to fix them? A mechanic B electrician C plumber D butcher

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8- We must ……….the amount of water we use every day.

A reduce B lower C lessen D cut down III- Circle A,B,C , or D which needs correction(2ms)

1- There are too much exhaust fume in the air in this city. A B C D

2- My teacher spoke so quick that I didn’t understand what she meant. A B C

3- My teacher told me I was doing well Therefore, my final grade was bad. A B C D

4- A new school was built in the village now. A B C D

IV- Read the passage, choose T or F and translate into Vietnamese:

In Western countries, electricity, gas, and water are not luxuries but necessities Companies now realize that the consumers want products that will not only work effectively, but also save money For most North American households, lighting accounts for 10% to 15% of the electricity bill However, this amount can be reduced by replacing an ordinary 100-watt light bulb with an energy-saving bulb These bulbs use ¼ of the electricity of standard bulbs and last times longer Therefore consumers can save US$17 to US$21 per bulb.

* Choose F or T: (2ms)

e. Electricity, gas and water are very necessary in Western countries

f. Consumers likes products that will not only work well but also save money. g. Lighting accounts for 10% to 15% of the electricity bill for most South American households.

h. An ordinary 100-watt light bulb costs the same as an energy-saving bulb. IV Rewrite:(1,5ms)

1 With warm weather, my father will go fishing.

If………. 2 Sue is excited about going to Spain on holiday.

Sue is looking………. 3 We can't go camping because of the heavy rain.

Because the rain……… V.Write a speech for your classmates (1,5ms)

How to save energy in your house:

- use energy saving bulbs. - turn off unwanted lights.

- prepare food before turning on the stove. - use solar energy.

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-Period: 48

UNIT 8: CELEBRATIONS

LESSON 1: GETTING STARTED AND LISTEN & READ LANGUAGE FOCUS 1

A./ Objectives:

I Knowledge: By the end of the lesson, Ss will be able to know more about the popular celebrations in the world.

- Know how to use the Relative clauses with “Which,Who and Whom”. II Skills: Listening, reading and writing.

B./ Procedure:

II CHECKING-UP:

*T’s preparation: poster, pictures and cassette. * Ss’s preparation: textbook & notobook.

III Revision: Matching (Getting started- P.65)

Use the pictures and ask Ss to share their ideas in groups to match them with the celebrations Questions:

+ When does Lunar New Year/ Christmas/…occur ?

+ What the people often at Lunar New Year/ Christmas/…? + Which celebrations you like best? Why?

III New lesson:

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*) Lead-in:

Elicit more festivals from Ss and introduce the lesson

I Presentation: a Act.1: Vocabulary

-(to) celebrate: / / (Trans.) - celebration (N)

- (to) occur= to happen (synonym.) - (to) decorate: / // (Examples.) - (a) sticky rice cake : / /(Picture) - slavery: / // (N) (Situation) - Elicit first and say out the words

- Ask Ss to make the sentences and run through the words.

- Use Slap the board to check vocab. b Act.2: Listen and answer the Qs. *) Guiding questions:

1 What celebrations people talk about in the text?

2.Which countries celebrate TET? Which countries celebrate Passover?

- Ask Ss to discuss in groups of four and answer the questions.

- Give feedback.

- Ask Ss to listen to the tape and check their prediction.

II Practice:

a Act.1: Word map

- Have Ss read the text and fill the information on the Table- P.66)

*)Answerkey:

- Get feedback.

b Act.2: Comprehention questions.

1 When does Tet occur ? In which country ?

- Try out and repeat chorally- individually - Give the meaning & make sentences and read through them.

- Copy down

- Answer T’s questions. - … Tet, Passover and Easter - … Viet Nam

-… Israel

- Read through the information

- Listen to the tape to get information, then share with their friends.

- Give their answer individually.

Celebration When? Activities? Food? Country?

TET in late January or early

February

cleaning and decorating homes and enjoying special food

sticky rice cakes

Viet Nam

Passover late March or early April

special meal called Seder

Israel

Easter around the same time as Passover

people cowd the streets to watch colorful parades

chocolate or suggar eggs

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2 What people at Tet ?

3 What special food they eat at Tet ? When does the Passoves happen in Israel ? What children eat on Easter day ? Who tried to be together at Tet ?

- Ask Ss to read again the text and answer the questions in pairs.

- Give feedback.

III Further practice: *) Relative clause. * Example:

- Tet is a festival Tet occurs in late January.



Tet is a festival which occurs in late January. - Families members live apart They try to be together at Tet



The families member who live apart try to be together at Tet

- Give the model and ask Ss to pick out the use. - Do concept check.

* Language focus 1: P 70/ 71.

- Have Ss join the sentences, using relatives clause in pairs.

- Give feedback

* Language focus 2: P71.

- Have Ss look at two pictures on p71 to describe each of the people in the pictures, using Relative clauses.

- Give feedback.

- Read again the text and answer the questions in pairs.

*) Use and form: “ Who, Which are relative pronouns They are used to replace the subjects of subordinate clauses.

 Who : used for person  Which: used for things.

- Share their ideas in pairs and pick out the use and structure

- Copy down the rule. - Do exercise in pairs. * Answers:

1 Auld Lang Syne is a song which is sung on New Year’s Eve

2 This watch is a gift which was given to me by my aunt on my 14th birthday.

3 My friend Tom, who sings Western folk songs very well, can compose songs

4 We often go to the town cultural house which always opens on public holidays I like reading books which tell about different people and their cultures

- Work in pairs and then read aloud each sentence before class.

1 Mom is the woman who is sitting in an armchair

2 Dad is the man who is standing behind my sister

3 Linda is a little girl who is wearing a pink dress./ giving a gift to the baby

4 Jack is a little boy who is sitting on his mother’s lap

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- Ask Ss to talk about the celebrations, using the information on the Table. V Homework:

- Ask Ss to revise the lesson & exercises 1, 2-P.52,53 (workbook) - Write a paragraph about celabrations, using the information in the grid. - Ask Ss to prepare: Speak

Period: 49 Preparing date: 1/ 3/ 2011

UNIT 8: CELEBRATIONS LESSON 2: SPEAK A / Objectives:

I Knowledge: By the end of the lesson, Ss will be able to know the ways to give and respond to compliments and practice futher

II Skills: Speaking and writing. B / Procedure:

II CHECKING-UP:

*T’s preparation: poster, pictures

* Ss’s preparation: textbook & notobook. III REVISION:

* Revision of adjectives:

- Have Ss review adjectives Then get Ss to make sentences using : “ I have + a/an adj + friend”

- The first student has to use the adjective beginning with the letter A The second student has to use the adjective beginning with the letter B The third with C

Ex: I have an active friend.

I have a beautiful friend

- Go on until the last student with the adjective beginning with the letter Y.

III New lesson:

Teacher/s activities Ss/ activities I Pre-speaking:

a) Act.1: Vocabulary

- compliment (N) /………./ (Explanation) Ex: we should give him a compliment. - congratulate (V) /………/ { congratulation (N)



to congratulate someone on s.thing - charity (N) /……… / (Situation) - nominate (V) /…………./ (Trans.) - nomination

* Checking vocab: What and where b) Act.2: Model sentences:

* Set the scene: Trang has just won the

- Try out and repeat chorally- individually - Give the meaning, stress & make sentences.

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first prize in the English speaking contest What does Mai say to pay Trang a

compliment ? And what does Trang respond ?

Mai: Well done , Trang Trang: Thanks

- Ask Ss how to give and respond to compliments

II While-speaking: a) Act.1: Word- cue drill Well done / thanks

2 Congratulations / thanks a lot

3 Let/ congratulate / pass the exam/ kind great report / nice of you

- Have Ss practice giving and responding the compliments.

- Ask Ss work in open pairs then closed pairs.

- Give feedback.

b) Act.2: Give the appropriate compliment and respond for each situation (P.66)

- Ask Ss to work in pairs, to read the situation on page 66,67 then give and respond to compliments

- Give feedback

- Call on some pairs of Ss to act out

III Post-speaking: *Role-play:

- Divide class into four teams: A, B, C , D - Ask Ss to work in groups and build up the situations in which they can compliment their friends.

- Ask Team A to give the situations, teams B, C, D to make up the dialogue.

- Have the tems take turns giving the situation and make up the suitable dialogues

language

* Give a compliment - Well done

- Congratulations on ……

- Let me congratulate you on …… - That’s a great

- That;s an exellent * Respond to a compliment: - Thanks/ Thanks a lot

- It/s very nice/ kind of you to say so. - That/s very kind of you.

- Work in pairs.

- Read the situations on page 66 – 77, then work in pairs to give and respond compliments.

* Answers :

b, Mother: Well done , Huyen Huyen: Thanks, Mom

c, Friend: Congratulations on your nomination, Tuan

Tuan: It’s very nice of you to say so d, You : That’s an exellent drawing, Hoa Hoa: That’s very kind of you to say so - look at the picture and answer the questions * Possible situations:

+ tam has just passed the granduation examination.

Friends: Congratulations ! Tam : Thanks a lot.

+ Nam made an excellent report on saving energy.

+ Hoa got high mark for maths.

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V Homework: Write some situations with compliments, the response to the compliments into your notebook

-Period: 50

Preparing date: Teaching date:

LESSON 3: LISTEN + LANGUAGE FOCUS 3. A / Objectives:

I Knowledge: By the end of the lesson, Ss will be able to listen to an English song and fill the missing words

- Know how to use “ though/ although/ even though” to combine sentences II Skills: Listening and writing.

B / Procedure:

II CHECKING-UP:

*T’s preparation: poster, pictures, cassette & textbook * Ss’s preparation: textbook & notobook.

* Revision: Ask Ss to listen to the teacher’s situations, then make a dialogue. + You have just passed the graduation examination.

+ You made a good report on saving energy. III New lesson:

Teacher/s activities Ss/ activities I Pre-listening:

- Auld Lang Syne (N): The time goes past; the good old days

In Scots: Auld = old; Lang = Long; Syne = Since

- acquaintance (N) / ………… / (Trans) - thine = yours

- trusty ( adj ) / / - elicit first and say out the words b) Act.2: Open prediction.

- hang on the poster with the song and run through the information

- ask Ss to predict the missing information in the gaps

- get feedback. II While-listening

a) Act.1: Listen and check the predictions - Ask Ss be about listening to the text about the song

- Play the tape twice

- Ask them to share their results

- Work in pairs to guess the missing words in the song.

- listen to the tape and take notes - work in groups & share their ideas. - speak out their answers.

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- Play the tape once again - Get feedback

b) Act.2: Comprehension questions. + What is the main content of the song ? - ask Ss to read through the song and answer this question individually

III Post – listening:

- Have Ss listen to the song and sing it chorally and then individually.

IV Language focus – 4: a) Act.1: Set the sence:

- Get Ss some questions to elicit the target language.

 Is this song easy to sing ?  Do you want to sing it ?

- Ask Ss to combine into one sentence. + This song is difficult We want to sing it - Write the answer on the bb.

b) Act.2: Model sentences.

Though this song is difficult, we want to sing it.

- Do concept check ( form/ meaning/ use ) c) Act.3: Practice:

- Have Ss language focus exercise individually They have to join the sentences, using “ though, even though , although ”. - Call on some Ss to read aloud their sentences and correct their mistakes.

d) Act.3: Further practice:

- Have Ss look at the pictures on P72-73 and complete the sentences, using the correct tense of the verbs.

- Get Ss to work in pairs.

- Call on some Ss to read aloud their

predictions. *) Answer key:

a, days e, hand b, take f, kindness c, mind

+ It talks about the friendship, the good old memories and the best wishes to one another - read it and answer it quickly.

- Answer T’s questions, then draw out the target language.

* Form: Though

Even though + clause Although

- > Adverbial clauses of concession. - Work in pairs.

* Answer keys:

b Although we don’t have a Mother’s Day in Vietnam, Dad and I have special gifts and parties for my Mom every year on the 8th of March. c We went to Hanoi to watch the parade on the National Day last year even though we live in Nam Dinh

d Many tourists enjoy most of the festival in Vietnam, though they donot understand Vietnamese cuture very much

e Even though in Australia Chrismas season is in Summer, people enjoy Christmas as much as they in other European countries

- Work in pairs. * Answer key:

a Although Mrs Hoa was tired, she helped Tuan with his homework

b Even though Liz has an exam tomorrow, she is still watching TV now

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sentences, teacher correct their mistakes. predicted the weather would be fine

d Ba ate alot of food though he wasn’t very hungry

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

IV Homework: - Write Language focus exercise + on your notebooks. - Practice singing the song Auld Lang Syne

-Period: 51

Preparing date:

Teaching date :

UNIT 8: CELEBRATIONS Lesson 4: read - Page 68 A / Objectives:

- Understand the details of the passages about the feelings from the children for their fathers - Know more about Father/s Day and talk about their fathers.

II Skills: Reading & Speaking B / Procedure:

II CHECKING-UP:

*T’s preparation: poster, pictures, & textbook * Ss’s preparation: textbook & notobook.

III New lesson:

Teacher/s activities Ss/ activities *)Warm up: Chatting

+ What you on Women/s Day/ Teacher/s Day/ ……….?

+ Do you know Father/s Day? What will you do on Father/s day ?

-introduce the lesson I Pre-reading: a) Act.1: Vocabulary - Hug (N) / … / - (to) hug/ to give so a hug

- Considerate (Adj.) /……… / - sense of humor

{ humorous (Adj)

Ex: Nam always has a sense of humor. - Priority (N) /………… /

- Terrific (Adj) /………… /

(Picture) (Trans.) (Explanation) (Trans.) = wonderful

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chorally Write and check

- Use Slap The Board to check vocab b) Act.2: T/F statement predictions *) Statements:

1 Rita/s father teach him how to love, cry and laugh.

2 Jane is now a little girl She always

remembers the days when she lived with her father.

3 Jane is always a little girl of her father. 4 Bob/s father is a considerate and generous man.

5 All his friends not know him a lot.

- Hang on the statements and focus Ss on the information

- Ask Ss to predict the information in groups - Get feedback

2 While-reading

a) Act.1: Read the passages and check the predictions.

- Ask Ss to read the passages again to check their predictions and correct false statements - Get feedback again.

b) Act.2: Read the passage and answer the questions.(P.69)

- Hang on the Qs on the board & run through them

- Ask them to read the passage again to answer all

- Give feed back.Teacher can ask Ss to write the answers on the bb

- Ask the whole to check III Post-reading:

Talk about your father

- Write down the above Table and ask Ss to complete it with the information about their father

individually

- Play the game into two teams.

- Read them through.

- Share their ideas and write their predictions on the worksheets. - Stick the worksheets on the board.

- Read the three passages and then check their prediction in pairs.

- Give their answers and correct false statements

*)Answer key:

T F T T F - Work in pairs to answer the questions on P69

*)Answer key: 1…to his father.

2, He is possibly dead These ideas: How much you are missed and loved I now have children.

3, He has a sense of humor.

4, A father as a teacher, a caretaker, a friend,

- Practice asking and answering the questions in open pairs and then closed pairs

Ex:

S1: What is your father/s name? S2: He is Nam

Name Nam

Age 45

Job Worker

Appearance Tall

Character Generous

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- Make the model and ask them to ask and answer about their father

- Get feedback *Write it up:

- Have Ss write their feelings, opinions, and memories about their fathers

S1: How old is he?

S2: He is forty- five years old ………

- Complete the information in the Table about their father

- Make the model with T and use their own language to ask and answer. - Make the conversations to the front IV Consolidation:

- Ask Ss some questions about Father’s Day: + When is Father’s Day ?

+ What should you on Father/s Day? V Homework:

- Ask Ss to read the text at home again and write about their father, using the information on the Table

- Prepare Unit 8: Lesson – Write

-Period: 52

Preparing date: Teaching date:

UNIT : LESSON 5: WRITE- PAGE 70 A / Objectives:

I Knowledge: By the end of the lesson, Ss will be able to write a letter to a friend/ penpal to share their ideas of celebrating Mother/s Day or Father/s Day in Vietnam.

II Skills: Speaking & Writing. B / Procedure:

I Settlement: Greet and check attendance * Activities: Pairwork & groupwork. II CHECKING-UP:

*T’s preparation: poster, pictures, & textbook * Ss’s preparation: textbook & notobook.

III Warm-up: Network

Women/s Day Teacher/s Day

III New lesson:

Teacher/s activities Ss/ activities *) Lead-in: Chatting

+Do Vietnamese people celebrate Father/s or Mother/s Day ?

+ In which countries people celebrate it? + When does it occur?

+ What people often on that day?

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- introduce the task of the lesson 1 Pre-writing:

- (to) express one/s feelings (Explanation) - (to) enhance (Trans.)

- (to) have an opportunity to something = (to) have a chance to something - memory (N) (Trans.)

- (to) support (N) (Trans.)

- write and check

* Checking vocab Slap the board b) Act.2: Ordering.

- Ask Ss to keep their books closed, show the outline on the board

*) Outline of a paragraph: 1 Giving details about:

- Whento celebrate,in what reason, orwhat month ( why )

- How to celebrate: having parties, sending cards,

- Wwhat special gifts to give. - What special food to offer.

2 State whether or not you think your ideas will be supported and you hope it will be celebrated nationwide.

3 Tell your frieds the reasons you want to celebrate Mother/s Day or Father/s Day. - Get Ss to put the parts in the correct order - Give feedback

II While-writing:

a) Act.1: Answer the questions.

- Hang on the Qs and ask Ss to ask and answer them in pairs

- get feedback

- Make some information clearly b) Act.2: Write a paragraph.

-Ask Ss to write the paragraph individually - Go around helping Ss.

- Give out the cellophanes (about 4) and ask Ss to write their paragraph in groups.

3 Post-writing:

Exhibition

- collect paragraphs from Ss and put them

- Try out & repeat chorally-individually

- Play the game into two teams.

- Read through the outline and work in pair.

* Answer keys:

- Paragraph 1: ( ) - Paragraph 2: ( ) - Paragraph 3: ( )

- Answer the questions to pick out the information and then take notes. Why you want to celebrate Mother/s Day/ Father/s Day?

2 When will you celebrate it? Why you want that day?

3 How will you celebrate it?

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in the overhead.

- help the whole to correct.

5 What foods you want to offer them?

- Write a paragraph about having a day to celebrate for their Mom.

- Discuss in groups, share their ideas and write their letter on the

cellophanes. IV Consolidation:

- Use Exhibition to revise the way to write a paragraph V Homework:

- Ask Ss to complete their paragraphs and write another one about a day for their Fathers - Ask Ss to prepare: Unit 9: Lesson

-Period: 53

Preparing date: Teaching date:

45 - MINUTE TEST CORRECTION A./ Objectives:

I Knowledge: By the end of the lesson, Students will be able to consolidate and revise what they have learnt in Unit -

- Students will be cleared what grammatical structures they haven’t known well in the test paper

II Skills: Analysis. B./ Procedure:

II CHECKING-UP:

*T’s preparation: Students’ paper.

* Ss’s preparation: Take notes what grammar points they haven’t known well III Content:

Teacher/s activities Ss/ activities 1.Act.1: Teacher/s and Ss/ correction.

- Ask Ss to correct each part of the test

- Invite Ss who had the mistakes and errors to go to the board

- Invite the others to correct - Ask the class to take notes

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2 Act.2: Ss/ correction.

- Take note

- Correct themselves - Collect the tests IV.Consolidation:

- Ask Ss to revise the main knowledge they have consolidated V.Homework:

- Ask Ss to revise the language items at home

- Ask them to prepare: Unit 8: Getting started & Listen and Read

-Period: 54 Preparing date:

Teaching date:

UNIT 9: NATURAL DISASTERS

LESSON 1: GETTING STARTED AND LISTEN & READ LANGUAGE FOCUS 1

A / Objectives:

- Learn vocabulary about disasters and understand the dialogue about the weather. - Talk about the weather of the countries in Viet Nam.

II Skills: Listening, reading and speaking. B / Procedure:

*T’s preparation: poster, pictures, cassette & textbook * Ss’s preparation: textbook & notobook.

III New lesson:

Teacher/s activities Ss/ activities *) Lead-in: Ask Ss some questions about

the weather.

- What’ the weather like today ? - Do you like hot / cold weather ?

- Have you ever listened to the weather forecast on the radio or on the TV ? - Do you think the weather forecast is

useful for us ? How is it useful ? I Presentation:

a Act.1: Vocabulary

- Snowstorm (N) /……… / (Pic ) - Earthquake (n) /………? (Pic.)

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- volcano (N) /………./(Pic) - Typhoon (N)/……… / (Pic.) - Thunderstorm (N) /……… / (Tras.)

- Ask Ss to make the sentences and run through the words.

* Checking vocab “ What & Where “ b Act.2: Guiding questions:

* Set the scene:

Thuy is talking to her grandmother while they both are watching TV

- Give Ss some questions and ask them to guess the answers.

1 What is on TV?

2 What is the temperature in HCM city? Does Grandma trust weather forecast? - Give feedback.

2 Practice:

a Act.1: Read the text and fill in the blank (Part b-P.75)

- Hang on the poster with the missing information and run through the information.

- Ask Ss to read the text again and find out the missing information

- get feedback.

b Act.2: Comprehention questions: - Show the questions on the poster Ask Ss to answer the questions in pairs.

1 Why does Thuy’s grandmother ask her to turn up the volunme ?

2 Which city is the hottest today ? Where is Thuy going ?

4 What does Thuy’s grandmother want her to ?

- Ask Ss to call out their answers, the teacher corrects if necessary.

III Further practice:

a).Act.1 Ask and answer about the weather

- Give the language and make the model. - Ask Ss to practice it in pairs, basing the map at P.75

- Try out and repeat chorally- individually

- Give the meaning & make sentences and read through them.

- Play the game into two teams

- Answer T’s questions - The weather forecast … - between 27oC and 32oC - No, she doesn/t.

- Work in pairs to exercise on P 75.

*)Answer key:

1 turn up / weather forecast raining

3 central highlands have temperatures

5 the weather forecast / watching them

Read again the dialogue and then answer T’s questions.

1 Because she want to listen to the weather forecast

2 Ho Chi Minh city is the hottest She is going on to a park on the other side of Thang Long Bridge with her old friends

4 She want her to bring along a raincoast

- Practice asking and answering.

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- Give feedback.

b).Act.2: Language focus 1.

*Revision of “ Who, Whom, Which,That ”

+ Who used for people. + Which is used for things.

+ That is used for both who and which - Have Ss work in pairs to the exercise in language focud on P80.

- Ask them to answer the questions, using the Relative Which or Who.

- Give feedback.

- Correct their pronunciation

- Have Ss work in closed pairs to ask and answer the questions.

Example exchange:

S1: What/s the weather like in Ha Noi? S2: It is hot and sunny

S1: What is the temperature?

S2: It has the temperature between 27oC and 35oC

- Give Relative pronouns and the ways to it

- Work in pairs to exercise P80. - Write their answers on the board and check them with T.

* Answers:

a, The city which was struck by a huge earthquake in 1995 in Japan is Kobe. b, The country which won the 1998 Tiger Cup is Singapore.

c, The animal which has one or two horns on its snout is rhinoceros. d, The explorer who discovered America is Christopher Columbus e, The planet which is closest to the earth is Venus.

f The animal which was chosen to be the logo of Sea games 2003 is buffulo. g, The ASEAN country which is

divided into two regions by the sea is Malaysia.

h, The food which can you chew but you can’t swallow is the chewing gum and the thing can you swallow but you can’t chew is water

- IV Consolidation:

- Ask Ss to combine each pairs of sentences into one ( using poster ) a Do you know the people ? They live in the White House

b The pill made me sleepy I took it twice a day

c The magazine is very interesting You give it to me yesterday

d The building is the oldest in our city It was built over 100 years ago V Homework:

- Ask Ss to revise the Relative pronouns and learn by hear the vocab - Ask Ss to prepare: Speak -P.76

-Period: 55

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UNIT 9: NATURAL DISASTERS

LESSON 2: SPEAK + LANGUAGE FOCUS + 4. A / Objectives:

I Knowledge: By the end of the lesson, Ss will be able to talk about what they want to buy and to prepare for typhoon

II Skills: Speaking and writing. B / Procedure:

*T’s preparation: poster, pictures, textbook * Ss’s preparation: textbook & notobook. III Revision: Brainstorm

Repair the house buy some candles

*Possible answers:

+ Check the door and the windows.

+ Cut some branches of high trees in the garden or around the house. + Buy oil, gas,

+ Buy candles. + Check the roof. IV New lesson:

Teacher/s activities Ss/ activities I Pre-speaking:

a) Act.1: Brainstorming. The water pine may be damaged

There must be strong wind blowing b) Act.2: Check what preparations you think you should be made for a typhoon (P76)

- Ask Ss to work in groups to pick out the good ideas to prepare for a typhoon

- Get and give feedback

- Ask the whole to share their ideas

- Write their answers on the bb. * Possible answers:

+ There may be a power cut. + There must be heavy rain. + Big tres may fall down. + The market may be closed. + There may be a flood.

- Write their answers on the posters - Stick the posters on the board. + Buying some canned food

+ Buying candles / maches / ladders + Filling all buckets with water + Fixing the leak in the roof

+ Tying the roof to the ground with pegs and ropes

+ Checking all the windows and door latches - Work in pairs.

a, Because the market will be closed and no

Preparations for a typhoon

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III While- speaking :

- Elicit some questions and get Ss to ask and answer in pairs

a, Why we need to buy food ? b, What food we need to buy ? c, Why we need to buy candles ?

d, Why we need to fill all buckets with water ?

e, Why we need to buy a ladder ? f, Why we need to check all the windows and door latches ?

- Ask Ss to use the expressions on page 77 when talking to one another

III Post-speaking: a Act.1:

- Divide class into two the group of four. - Have Ss talk about what they think they want to buy and to to prepare for a typhoon; explain why.

- Go around and help Ss Encourage Ss to show their own ideas.

2 Act.2: Language focus 2

* Defining and Non-defining relative clauses ( Part 3-P82)

- Give Ss two pairs of sentences and ask them to use Relative pronoun Who or Which to combine them.

a, Model

1 The novel has been lost You gave me the novel on my birthday.

=> The novel which you gave me on my birthday has been lost.

2 Viet Nam exports rice It is in the South-East Asia.

 Viet Nam, which is in the South-east Asia, exports rice.

- Help Ss distinguish betwen defining and non-defining Relative clauses

* Practice:

- Have Ss exercise in language focus on P82.

- Ask Ss to underline the relative clause in each sentence, then add commas to

food will be available

b, rice, oil, canned food, soy sauce, flour, c, Because there may be power cut

d, Because water pipes may be damaged and we’ll not have enough water to use right after the typhoon

e, Because the roof may be damaged by the typhoon, and we have to fix it

 I think

 I think you should  Yes, I think so

 What for ? 

- Ss work in groups and can use the questions and the answers above and the ideas in the buubles on P77.

- Combine two sentences into one.

- Talk about the way to use and the differences between Defining and non – defining Relative Clauses

* Defing Relative clauses identify nouns, these clauses tell us which person or thing the

speaker means

* Non-defining Relative clauses give more information about aperson or thing already identified When we write these clauses, we put commas at the begining of the clause ( and often at the end of the clause )

+ We can not use “that” in a non – defining Relative clause

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separate the non defining Relative clause from the rest of the sentence.

- Get Ss to work in pairs, then ask some Ss tp write the sentences on the bb.

- Give feedback.

* Writing: Language focus 4 - Have Ss rewrite the sentences in language focus exercise on P82

- Ask Ss to replace each underlined clause with their own clause

- Let Ss use facts or their imagination

- Work in groups of five

Ex: a, Vietnam, which is a small country, exports rice.

b, Kangaroos, which are called ‘ Chuot tui ’ in Vietnamese, have long tails.

c, Ba, who is my best friends, likes playing the guitar.

- Ask Ss what they prepare for a typhoon. V.Homework:

- Ask Ss to write some thing about what they have to to prepare for a typhoon. - Ask Ss to prepare new lesson

Period: 56 Preparing date:

Teaching date:

UNIT 9: NATURAL DISASTERS LESSON 3: LISTEN - PAGE 77 A / Objectives:

I Knowledge: By the end of the lesson, Ss will be able to: - Get some ideal on how to live with earthquakes

- Find out the good ways to protect their family from earthquakes. II Skills: Listening & Writing.

B / Procedure:

*T’s preparation: pictures, textbook , a cassette recorder, a projector and posters. * Ss’s preparation: textbook & notobook.

III Warmer: chatting

 What are the pictures about?

 What happens if there is an earthquake?

 In which countries earthquakes occur frequently? IV New lesson:

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a) Vocabulary:

- (to) block (translation) -a roller (n) (picture)

- a zone (n)( synonym of “ area & region”) - a potted plant (n) (picture)

- a container (n) (picture) - Elicit first and say out the words - Write and check.

- Use what & where to check vocab. b) Open prediction (P.77).

* Set the scene: An expert is giving a talk on how to live with earthquakes.

- Hang on the text on P77 with the missing information and run through the information

- Ask Ss to predict the missing information in the gaps - Get feedback.

2.While-listening

a) Listen and check the predictions

- Ask Ss to listen to the tape twice or three times and check their prediction

- Ask them to share their results - Listen to the tape once again - Get feedback

- Listen to the tape once again and check the information

3.Post-listening: writing a Suggested questions:

1 Do you live in an earthquake zone ?

2 If you live in an earthquake zone, what should you to protect yourselves & your things ?

3 Do you put your bed next to window ? ……… ………

b write a short paragraph about how to live with earthquakes

If you live in an earthquake zone, you should ………

………

- Try out and repeat chorally- individually

- Give the meaning & pronunciation - Read and then rewrite the rubbed words.

- Read through the information. - Work in groups, writing their predictions on the board

- Work in groups & share their ideas and then write their answers on the board *) Answer key:

1 bottom shelf of your bookshelves 2 fridge

3 washing machine 4 mirrors a window inside

7 under a strong table doorway

corner of a room

Ps answer the suggested questions then write in groups of 4.

Hang the posters on the board. Teacher corrects and give marks

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- Ask Ss to revise the lesson and exercise P.62 at home - Ask them to prepare new lesson

Period: 57 Preparing date:28/3/2011

Teaching date:29/3/2011

UNIT 9: NATURAL DISASTERS LESSON 4: READ - PAGE 78 A / Objectives:

- Understand the details of the passages about the natural disasters that usually happen in the world

- Write a story using pictures and the words on page 79 -80 about what happen before a typhoon II Skills: Reading, Writing and Speaking

B / Procedure:

I Settlement: Greet and check attendance. II Revision: Slap the board

III New lesson:

?Where earthquakes usually happen -introduce the lesson

1.Pre-reading: a)Act.1: Vocabulary

 (to) collapse (Picture.)

 (the) abrupt shift (Translations.)  (the) tidal waves (Translation)  (to) erupt (Picture)

 { volcanic eruption (N)  (to) suck up (Picture.)  (a) funnel (Picture.)

- elicit the words from the Ss and say them out

- write and check

- use Matching to check vocab

b)Act.2: T/F statement predictions(P.79) - hang on the statements and focus Ss on the information

- ask Ss to predict the information in groups

- get feedback 2.While-reading

- try out & repeat chorally-individually - give the meaning & make the sentences. - match the words with Vietnamese meaning.

- read them through.

- share their ideas and write their predictions on the worksheets. - stick the worksheets on the board.

- read it and then share their ideas in pairs.

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a)Act.1: Read the passages and check the Predictions.

*)Answer key:

T T F T F 6.T - ask Ss to read the passages again to check their predictions

- get feedback again. - check the understanding.

a)Act.1: Read the passage and complete the sentences.(P.79)

*)Answer key:

1,…… occur in the Pacific Rim 2,…… people were killed

3, …….there is an abrupt shift in the underwater movement of the Earth 4,…….a cyclone

5,…… the word “Typhoon” 6,…… pass overland below a thunderstorm.

- hang on the sentences on the board & run through them

- ask them to read the passage again to complete it

- get feed back

3.Post-reading: writing (P 79 -80) Possible story

It was a beautiful day The sun was shining The sky was blue and the weather was perfect Lan was outside playing with her dog, Skippy All of a sudden, her dog behaved strangely She kept running around in circles Lan ran home with her dog and told her mother what Skippy did Lan/s mother- Mrs Quyen told Lan that she had heard the weather forecast on TV and that there was a typhoon coming Mrs Quyen gathered her family and told them to find the shelter in the home Suddenly, the sky became very dark The storm came with strong winds and heavy rain Mrs Quyen and her family were/ felt scared But sooner, the storm finished Everyone was glad What a clever dog, Skippy! She saved Lan from catching in a typhoon

- give their answers

- give out the information in the passages.

- read through the questions

- read it and share their ideas in pairs. - speak out &write their answers on the BB

- correct the answers and copy down.

- read the text again and practice asking and answering

- make the conversations to the front

Have pupils write the story in groups of four.

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IV.Consolidation: Talk about natural disasters 1, where earthquakes often occur?

2, When the tidal waves occur

3, what are the names of tropical storms? 4, what are tornados?

V.Homework:

- ask Ss to read the text at home again.

- ask Ss to prepare: Language Focus - P.80-82

-Period 58:

Preparing date:2/4/2011 Teaching date: 3/4/2011

UNIT 9: LESSON 5: LANGUAGE FOCUS A / Objectives:

I Knowledge: By the end of the lesson, Ss will be able to: - Understand and use Non-defining relative clause

- Revise and practise further in Defining and Non-defining relative clause II Skills: Writing and speaking

B / Procedure:

I Settlement: Greet and check attendance

II Revision: ask two Ss to combine two following sentences into one 1 I like reading books They tell me about different people and cultures. 2 A girl is my friend She stayed with us during Christmas.

3 My aunt is a woman Her house was broken by a typhoon. - Ask Ss to check and revise defining relative clause.

III New lesson:

Teacher/s activities Ss/ activities 1 Act.1: Use “ Who, Whom, Which, that

“ to combine two sentences.(Part 1-P.81) A, The city is Kobe It was struck by a huge earthquake in 1995 in Japan.

B, The animal is rhinoceros It has one or two horns on its snout.

C, The explorer is Christopher Columbus He discovered America.

D, That boy is playing football We ask him some questions.

- check the understanding of Relative clause

- hang on the exercise and check the way to this task

- ask them to complete the exercise in pairs.

- gets’ feedback & helps’ Ss to correct.

- give Relative pronouns/ adverbs - give the ways to it.

- write their answers on the board and check them with T.

Defining relative clause

Relative pronouns Relative adverbs Who, whom, which, whose Where, when, why

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2 Act.2: Use Non-defining relative clause ( Part 3-P82)

a,Model

- Viet Nam exports rice It is in the South-East Asia

 Viet Nam, which is in the South-east Asia, exports rice

b, Use: Differences from Defining - Defining noun is very clear.

- There is a comma before and after Non-defining relative clause.

- “That” cannot replace “Who, whom, which.

- give the example and ask Ss to combine it

- concept check

- ask Ss to complete exercise –P.82 - get feedback

- help the whole to correct.

3 Act 3: Combine two sentences into one a, Lan sings very well She got a prize on her performance.

b, Lang Son is on the Ky Cung river It snowed in Lang Son in the winter of 2002. c, The earthquake was dangerous We felt scared about it.

d, My English teacher is Mrs Lien She sings very nicely.

- hang on the exercise and help Ss to define their task

- ask Ss to work individually and the in pairs to complete these exercises.

- invite the answers. - ask the whole to check

- combine two sentences into one.

- talk about the way to use and discover the differences as against Defining Clause - complete it in pairs.

- write their answers on the board. - check the answers with teacher.

- discover the Defining and Non-defining relative clause

- combine these sentences.

- write their answers on the board. - check it with teacher and then copy

down.

IV.Consolidation: Gap-fill

- ask Ss to complete exercise – P 52 (Workbook) V.Homework:

- ask Ss to exer 3-P 81 (Textbook), exer –P 62 (Workbook )at home. - ask Ss to revise from Unit to to prepare for 45-minute test.

-Period: 59

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Teaching date:4/4/2011

45 - Minute Test A / Objectives:

I Knowledge:

- Help Ss to examine and evaluate their learning

- Help T to evaluate the teaching way and how well Ss get the aims II Skills: Writing, reading, vocab and grammar practice.

B / Procedure:

I Settlement: Greet and check attendance II Control:

- Give out the testing paper. - Control the class.

III Collection:

- Ask Ss to hand in the tests and evaluates the lesson.

- Ask them to revise the knowledge at home for the test correction. Test

I Circle the best answer from three options in parentheses. 1 That/s very kind (of, in, at) you to say so.

2 Trinh is the student who can speak English very (Good, bad, well) in my class. 3 Most of earthquakes in the world (Happens, occur, erupt) in the Ring of Fire.

4 When tropical storms reach 120 km per hour, it is called (tornado, typhoon, snowstorm) 5 The person (Who, whom, which) reaches the South Pole was Norwegian explorer.

6 The ocean sunfish is the name of the fish (Which, who, whose) produces eggs. 7 She couldn’t work, (because, although, so) she was ill.

8 (Although, If, because) the weather was bad, the children went camping. II Match the words with its description on the right.

1 Easter

2 Father/s Day 3 Lunar New year 4 Tornadoes 5 Tidal waves

a They occur when there is an abrupt shift in the underwater movement of the Earth

b.is the day which is celebrated on the third Sunday in June. c The day when Christians celebrate the birth of Christ.

d The festival occurs in late January or February It is time for families to clean and decorate their homes.

e is a storm which pass overland below a thunderstorm 1….

2…. 3…. 4…. 5….

III Combine two sentences into one, using relative pronouns and relative adverbs. 1 Minu is my favorite dog It looks after my house very well.

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3 My grandmother often tells me good stories Her house was broken by an earthquake. ………

4 Kangaroos have a long tails They come from Australia. ……… 5 Ba likes playing the guitar He lives on Trang Tien Street. ……….

IV Read the passage and decide if the following sentences are true (T) or false (F)

Almost a hundred thousand people were killed and half a million homes destroyed as a result of an earthquake in Tokyo in 1923 The earthquake began a minute before noon when people were cooking their midday meals Thousands of stoves were overturned as soon as the earth began to shake As a result, small fires broke out everywhere and quickly spread It is impossible to use fire fighting equipment Consequently, over ninety percent of the damage was caused by fire rather than by the collapse of buildings.

1 A hundred thousand people were killed in Tokyo in 1923 because of a tornado -The earthquake began a minute before midnight

2 People used fire fighting equipments to prevent fires 3 Over ninety percent of the damage was caused by fire. IV Find out one mistake in each sentence and correct it.

1 Tet is a festival that occurs in late January or early in February. 2 The doctor who car was lost is talking to the policemen

3 He suggested to go to the beach.

4 Auld Lang Syne is a song it is sung in many countries in the world key

Câu I: điểm

1 of well occur Typhoon Who Which Because 8.although Câu II: 1,5 điểm

1.c b 3.d e a Câu III: 2,5điểm

1 Minu, which looks after my house very well, is my favorite dog Or Minu is my favorite dog which looks after my house very well We have told about the girl whom you wrote a letter last year

3 My grandmother whose house was broken by an earthquake often tells me good stories Kangaroos, which come from Australia, have a long tail

5 Ba, who lives on Trang Tien Street, likes playing the guitar Câu IV: điểm

1 F 2.F 3.F 4.T

Câu V: điểm

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4 it  which

Period: 60

Preparing date:5/4/2011 Teaching date:6/4/2011

Unit 10: life on other planets

Lesson 1: getting started and listen & read A / objectives:

- Learn vocabulary UFOs and understand some information about the other planets - Talk about the life on other planets.

II Skills: Listening, reading and speaking. B / procedure:

I Settlement: Greets and checks attendance II Revision: Chatting (Getting Started)

- hang on the pictures and ask Ss to use the questions at P 83 to ask and answer - Invite Ss/ ideas

III New lesson:

Teacher/s activities Ss/ activities *) Lead-in:

?Have you ever seen UFOs

? Do you believe the life on other planets? - introduces the lesson

1.Presentation: a.Act.1: Vocabulary

- (a) strange object /………./ (Trans.) - (a) spacecraft /………/ (Pic.)

- (an) alien (N) /………./(Pic) -(to) sight /(Trans.)

- (to) disappear /….……… / (Trans.) - elicits first and says out the words - Writes and checks.

- uses R.O.R to check vocab.

b.Act.2: Read the text and find out the synonyms.(Part a-P.84)

*)Answer key:

1 Evidence collecting Meteor capture Aliens disappear

- ask Ss to read through the task at P 84 and explain the task

- ask them to read the text in groups to find out their synonyms.

- try out and repeat chorally- individually - give the meaning & stress

- Read and then rewrite the rubbed-out words

- listen to T/s instructions

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- get feedback and invite the explanations. - gives feedback

2.practice:

a.Act.1: Read the text and fill in the blank (Part b-P.84)

*)Answer key:

a, An aircraft, a weather balloon or s meteor

b, nine large round objects traveling at about 2.800 meters an hour

c, 1,500 UFOs sighting d, a UFO above their

e, an egg-shaped object in one of his fields and also aliens collecting soil samples F, claimed they were captured by aliens and taken abroad a spacecraft

g, and his plane disappeared after sighting a UFO

h, That he saw a plate-like device at a treetop 30 meters away

- hang on the poster with the missing information and run through the information.

- ask Ss to read the text again and find out the missing information

- get feedback.

3.Further practice: Summarizing - ask Ss to work in groups again to

summarize the text and then invite two Ss to present to the front.

groups.

- give answers and their ideas. - copy down

- read through the sentences.

- read it and share their ideas in pairs. - give their answers and explain them - check the answers with T.

- work in groups and then present their text to the front.

- Use further practice. V.Homework:

- ask Ss to revise the lesson - ask Ss to prepare: Speak -P.85

-Period: 61

Preparing date:5/4/2011

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Unit 10: life on other planets Lesson 2: speak –Page 85 A / objectives:

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

- understand and use SHOULD for advice to talk about their preparation for a forthcoming typhoon

II Skills: Speaking and writing. B / procedure:

I Settlement: Greets and checks attendance II Revision: Brainstorm

Aliens spacecraft Clever people modern life

III New lesson:

- Things out of the earth are not very strange to us now because of modern equipments We can see and hear about other planets everyday - introduces the lesson.

1.pre-speaking: a)Act.1:Vocabulary - Mar (Trans) - Minerals (Pic.) - Gemstones (Pic.)

- Microorganism/……… / - Little creature /………… / (Pic.) - (the) sparking spot (Trans) - elicits first and says out the words - Writes and checks.

- uses Matching to check vocab. b)Act.2: Presentation Text 1.Model:

Nam: What these drawings say, Hung? Hung: There might be water in Mars Nam: What about those black sparking spots on the right corner?

Hung: Well, They might be traces of

gemstones There may be a lot of precious stones on Mars.

2 Form: Talk about the possibility: - S + May/Might + V-inf +……

- try out and repeat chorally- individually - give the meaning, stress & make

sentences.

- match the words with the Vietnamese meaning

- try to pick out the language.

Things you can hear or see about other

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- There may/might be + Noun phrase - elicit the model from the book

- write the model and runs through them - doe concept check

-explain more and run through the model 2.while-speaking

a)Act.1: Ask and answer about things on Mars ( Part b-P.85)

- make the model first and instruct Ss to change the information, using the cues - ask Ss to use the information at P.85 and practice giving their ideas in pairs

- ask Ss to show their ideas to the front. - correct if necessary

3.post-speaking: a,Act.1: Discussion

( What might there on Mars/ Jupiter….)

- ask Ss to work in pairs and list out their ideas about Mars/ Jupiter……

- go round to help them

- invite pairs to give their ideas - ask the whole to share their ideas.

- give the model

- read through the model.

- give the meaning, form and use. - listen and copy down.

- make the model with teacher first and build up their conversations through the cues.

- practice giving their ideas things on Mars.

- correct themselves.

- work in pairs , asking and answering the questions

- tell out their ideas to the front. - share and compare their ideas. IV.Consolidation:

- use Post-speaking V.Homework:

- ask Ss to to write things might there on Mars/ Jupiter. - ask Ss to prepare: Listen- P.86

-Period: 62

Teaching date: 11/4/2011

Unit 10: life on other planets Lesson 3: listen - Page 77 A./ objectives:

- listen and understand the content of the text about the life on the moon and talk about the life on the moon

- Revision the relative pronouns II Skills: Listening & speaking. B./ procedure:

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III New lesson:

- uses the picture and asks the questions ? Where is it

? What is the weather like on the moon ? What you think about life on the moon

1.pre-listening: a)Act.1: Vocabulary

- below/ above zero (Examples) - (an) expert (Trans)

- (a) craker (N) (Picture) - (to) jump (Mime)

- elicits first and says out the words - writes and checks.

- uses What and Where to check vocab. b)Act.2: Open prediction (P.77). water

- writes down the task and asks Ss to predict the information individually - gets feedback.

2.while-listening

a)Act.1: Listen and check the predictions - asks Ss be about listening to the text - plays the tape twice

- asks them to share their results - plays the tape once again

- gets feedback

- plays the tape once again and checks the information

bAct.2: Listen and check the correct statements (P.86)

*)Answer key:

a – c – d – f – i – j

- asks Ss to read through the statements and checks the understanding

- try out and repeat chorally- individually - give the meaning & pronounciation - read and then rewrite the rubbed words. water air river lake music sounds - read through the information and then guess the things that is not available on the moon

- speak out their predictions.

- pay attention

- listen and take notes

- work in groups & share their ideas. - keep listening.

- speak out their answers.

- give feedback and correct the answers and their predictions.

- read through them

temperature the moon air weigh last

On the moon,

there is no…

On the moon,

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- plays the tape twice again

- asks Ss to share their answers in pairs - plays the tape once more

- gets feedback

- plays the tape and asks Ss to check their answers

3.post-listening:

1 Act:1 Ask and answer the questions What is the weather like on the moon What is the temperature?

3 What you if you live on the moon?

- asks Ss to work in pairs 1.Act.2: Language focus 2

Use “ Who, Whom, Which, that “ to combine two sentences.(Part 1-P.81) a, The city is Kobe It was struck by a huge earthquake in 1995 in Japan.

b, The animal is rhinoceros It has one or two horns on its snout.

c, The explorer is Christopher Columbus He discovered America.

d, That boy is playing football We askes him some questions.

- checks the understanding of Relative clause

- hangs on the exer and check the way to this task

- asks them to complete the excer in pairs. - gets feedback & helps Ss to correct.

- listen to the tape and take notes. - share their ideas in pairs

- keep listening

- speak out their answers. - listen and check the results.

- share their ideas in pairs

- write their answers on the boeard and check them with T.

- Asks Ss to summarize the life on the moon, using the statements. V.Homework:

- asks Ss to revise the lesson and exercise 2,3 P.67 at home - instructs them to prepare : Read (P86).

Period: 63

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Unit 10: life on other planets Lesson 4: read A./ objectives:

I Knowlege: By the end of the lesson, Ss will be able to: - understand the details of the text about the trip to space - talk about the forthcoming space trip they will take

II Skills: Reading and Speaking B./ procedure:

I Settlement: Greets and checks attendance. II revision: Questions and answers

? Do you want to go to the moon

? What is the weather like on the moon ? What is the temperature

? What are not there on the moon ? Can we go to the moon

III New lesson:

- uses above questions to lead in the lesson

1.pre-reading: a)Act.1: Vocabulary

- in the space (Sit.) = in the outer space

- (to) orbit (Trans) { in orbit

- (the) physical condition (Trans.) - (to) get out of ( Trans.)

- elicits the words from the Ss and says them out

- writes and checks

- uses R.O.R to check vocab b)Act.2: Ordering (P.87) *)Answer key:

– – - -

- hangs on the statements and focus Ss on the information

- asks Ss to work in groups to put it in the right orders

- gets feedback 2.while-reading

a)Act.1: Compre Questions.(P.87) *)Answer key:

1,If you decide … , you will have to run a lot, swimm every day, and aerobics and

- try out & repeat chorally-individually - give the meaning & make the sentences. - read and then rewrite the rubbed-out words.

- read them through.

- share their ideas and write read the text to complete the task in groups.

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pushs-up to have an excellent perfect health.

2, If you want to show you are in perfect health, you must get a letter from the docter.

3, You can see pictures of the Earth: Your country, interesting places, the oceans, the big rivers, the tall mountains.

4, We can see those scenes 16 times a day 5, We can walk on the walls or on the ceiling.

- hangs on the questions on the board & runs through them

- asks them to read the passage again to answer them in pairs

- gets feed back

- asks the whole to check 3.post-reading:

Discussion

1,If you were able to take a space trip, What would you to prepare for the trip?

2, What would you like to bring along? - writes down the questions and asks Ss to answer them in pairs

- gets feedback

- read it and then share their ideas in pairs.

- give their answers

- give out the information in the passages.

- read through the questions

- read it and share their ideas in pairs. - speak out &write their answers on the BB

- correct the answers and copy down.

- practice asking and answering - show their ideas to the front. IV.Consolidation:

- Use Post-reading and then revise Ss with IF-Clause (Type and Type 2). V.Homework:

- asks Ss to read the text at home again and exer 4,5 – P 68,69. - - asks Ss to prepare: Write- P.88

-Period: 64

Unit 10: life on other planets Lesson 5: write

A./ objectives:

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B./ procedure:

I Settlement: Greets and checks attendance II revision: Questions

? Do you believe in UFOs

? What makes you believe /not believe ? Where can you see UFOs or aliens III New lesson:

- introduces the task of the lesson 1.pre-writing:

- (an) imagination/………… /(Trans.) { imaginative (Adj.)

- (the) flying saucer (Pict.) - (the) man-like creature (Trans.) - (the) mysterious circle (Trans.) - (to) exist

{ existence (N) (Trans.)

- elicits the words from the Ss and says them out

- writes and checks

- uses Matching to check vocab b)Act.2: Matching (P.88-Part a) *)Form of argumentative paragragh:

1, Introduction: present the viewpoint I think ………

I believe/ I don/t believe ……. 2, Body: give reasons

- Firstly/secondly/………

+ add ideas: What is more,/ Moreover,/ Additionally,/ In addition,/…

3, Conclusion: Sum up the argument - Therefore,/ in general,/ to sum up,/… - asks Ss to work in groups to match the parts of argumentative paragragh

- gets feedback and then explains the form of this paragragh

2.while-writing:

a)Act.1: Write a paragragh about the existence of UFOs (Part b-P.88). - asks Ss to read the dialogue and then share their ideas in pairs to write a paragragh

- asks Ss to complete the paragragh in groups

- try out & repeat chorally-individually - give the meaning & make the sentences. - read match them with the Vietnamese

- read the information and share their ideas in groups.

- give their answers and make it clearer with T.

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- goes round to help Ss.

- makes some information clearly. 3.post-writing:

Exhibition - asks two groups to write their paragraghs on the blackboard. - asks the whole to correct the result - gives feedback

- share their ideas in groups to complete it

- go to the board and write their paragraghs

- check it with T and compare their paragraghs

- uses Exhibition to revise the way to write a paragragh

V.Homework:

- asks Ss to complete their paragraghs at home - asks Ss to prepare: Language Focus - P.89-90

-Period 65

Unit 10: Lesson 5: language focus A./ objectives:

- revise how to use Modal verbs and If – Clause:Type and Type II Skills: Writing and speaking

B./ procedure:

I Settlement: Greets and checks attendance II revision:

III New lesson:

Teacher/s activities Ss/ activities 1.Act.1: Use “ Who, Whom, Which, that

“ to combine two sentences.(Part 1-P.81) a, The city is Kobe It was struck by a

Possible Paragragh

I believe UFOs exist because articles and reports in newspapers talk lots about UFO appearance

Firstly, many people around the world say they have seen flying saucers Secondly, there are plenty of photos of them And some of the photograghers said they saw man-like creature get out of the saucers Moreover, people are talking about the mysterious circles on the fields in Great Britain

Therefore, UFOs are no longer human beings/ imagination They are real and we

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huge earthquake in 1995 in Japan.

b, The animal is rhinoceros It has one or two horns on its snout.

c, The explorer is Christopher Columbus He discovered America.

d, That boy is playing football We askes him some questions.

- checks the understanding of Relative clause

- hangs on the exer and check the way to this task

- asks them to complete the excer in pairs. - gets feedback & helps Ss to correct. 2.Act.2: Use Non-defining relative clause ( Part 3-P82)

a,Model

- Viet Nam exports rice It is in the South-East Asia

 Viet Nam, which is in the South-east Asia, exports rice

b, Use: Differences from Defining - defining noun is very clear.

- There is a comman before and after Non-defining relative clause.

- “That” cannot replase “ Who, whom, which.

- gives the example and asks Ss to combine it

- does concept check

- asks Ss to complete exer –P.82 - gets feedback

- helps the whole to correct.

3.Act 3: Combine two sentences into one a, Lan sings very well She got a prize on her ferformance.

b, Lang Son is on the Ky Cung river It snowed in Lang Son in the winter of 2002. c, The earthquake was dangerous We felt scared about it.

d, My English teacher is Mrs Lien She sings very nicely.

- hangs on the exer and helps Ss to define ther task

- asks Ss to work individually and the in pairs to complete these exercises.

- write their answers on the boeard and check them with T.

- combine two sentences into one.

- talk about the way to use and discover the differences as against Defining Clause - complete it in pairs.

- write their answers on the board. - check the answers with teacher.

- discover the Defining and Non-defining relative clause

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- invites the answers - asks the whole to check

- write their answers on the board. - check it with teacher and then copy

down. IV.Consolidation: Gap-fill

- asks Ss to complete exer – P 52 (Workbook) V.Homework:

- asks Ss to exer 3-P 81 (Textbook), exer –P 62 (Workbook )at home. - asks Ss to revise from Unit to to prepare for 45-minute examination.

-Period: 66

REVISION 1 A./ objectives:

- Revise and practise further in the Word-formation, tenses, if-clause and Relative clause II Skills: Writing.

B./ procedure:

I Settlement: Greets and checks attendance II Checking:

III content:

I Choose the best answer from the words in psrentheses.

1 He is the most …… ( care, careful, carefully, carelessly) student in my class. 2 His ………(difficult, difficulty, difficultly, diffiness) is admirable.

3 What ……(would,can,did,will) you if you had money?

4 My friends come to stay…… us …….Christmas (on/in, with/at, at/with) 5 We are looking …… (at, for,in, of) a job at the moment.

6 I suggested you ……… (must,should,will,ought) study harder. 7 If the weather…… (was,were,is,are) fine, we will go swimming. 8 All of us enjoy ………(sight, sighting,sighted, to sight) the UFOs.

9 ……….(Earthequake, typhoons, tornadoes, volcanoes) are stroms that pass underland below a thunderstorm.

10 In Asia, a tropical storm is called a ………(typhoon, hurricane, cyclone,tornado) 11.She is tired …… (so, because, if,and) she worked hard.

12 (If, Although,So, When) It is raining, they play soccer.

13 The car………(which,who,whom,whose) he has bought is modern. 14.Do you see the man ……(Which,who,whom,where) is my teacher. 15 My aunt …….(who,whose,whom,which) car was lost is a doctor.

II Use the cues to complete the following sentences. 1 The city is Ha Noi It is the capital of Viet Nam.

- The city……… 2 Nga lives in Ho Chi Minh city She saw UFO.

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3 “ Shall we drive a car to work?

- I suggested………. 4 They cannot visit the moon because they have no money.

- If ……… 5 He tried hard,but he did not pass the exam.

- Although ……… 6 The students doesn/t see the UFOS.

- They wish……… 7 I am not rich,so I cannot buy that house.

- If ……… III./ Complete the following sentences.

1 We /enjoy/read/books/the morning 2 We/learn/English/since/2002

3 They/spend/time/do/homework/last night. 4 Nga/be used/get/early/the morning. 5 The house/build/the workers/last month. 6 They/going/visit/Ha Noi/thia summer. IV.Consolidation:

- asks Ss to work in pairs to complete the following sentences We/visit/Ha Long/3 years ago

- We visited Ha Long years ago.

2 My mother/work/a factory/since 2001

- My mother has worked in a factory since 2001

3 I/enjoy/use /Internet/and/take part in/collect/ garbage

- I enjoy using the Internet and taking part in collecting garbage. V.Homework:

- asks Ss to prepare: The tenses (active and passive), Relative clause, If/Wish-clause, Adverb clause of concession, ….prepositions, for the second semester exam.

Period: 67

REVISION

A./ objectives:

- Revise and practise further in the Word-formation, tenses, if-clause and Relative clause II Skills: Writing.

B./ procedure:

I Settlement: Greets and checks attendance II Checking:

III content:

I.Choose the best answer from A,B , C or D Number is an example. 0 I ……a student.

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A with/in B to/in C in/at D.with/ at 2 I don/t know where the book is I am looking …… it now.

A in B for C at D up

3 ……… are storms which pass overland below a thunderstorm.

A typhoons B tornadoes C volcanoes D earthquakes 4 Solar energy doesn/t cause ………… in the air.

A pollution B polluted C pollute D pollutant 5 We suggest they ………use energy saving bulbs.

A should B must C can D ought 6 If the weather …… fine, we will go out for a walk.

A am B was C were D is

7 My sister………… in the city since 1995.

A lived B have lived C has lived D lives 8 We enjoy ……… to classical music.

A listen B to listen C listening D listened 9 She couldn/t go to work ……… there was a storm.

A because B even though C but D where 10 He is the man……… helped me last week.

A which B who C whom D whose 11 The car…… she has just bought is very modern.

A which B whose C whom D where 12 Do you remember the boy……… you met yesterday?.

A whose B who C whom D which

II Read the passage and choose the best answer from A, B, C or D to fill in the gaps Number is an example.

English is a very useful language If we …(0)… English, we can go to any countries we like. We will not find it hard to make people understand …(13) we want to say English also helps us to learn all kinds of plans Hundreds of books are…(14)… in English every day in …(15) countries English has also …(16) to spread ideas and knowledge in all corners (17) the world.Therefore, the English languge helped to spread better …(18) and friendship among countries of the world.

0 A to know B know C knew D known

13 A what B where C when D how

14 A write B wrote C written D to write 15.A much B lot of C many D a lots of

16.A made B helped C help D taken

17.A of B in C on D with

18.A understand B understood C to understand D understanding

III./ Read the text and decide if the following statements are true (T) or false (F) Number is an example.

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fire fighting equipments Consequently, over ninety percent of the damage was caused by fire rather than by the collapse of buildings

0 An earthquake occurs in Tokyo in 1932.

19 A hundred thousand people were killed in 1923 because of a tornado 20 The earthquake began a minute before midnight.

21 Small fires broke out everwhere because of the overturned stoves. 22 People used fire fighting equipments to prevent fires.

23 Over ninety percent of the damage was caused by fire.

IV./ Use the given words to rewrite the following sentences Number is an example. Cats are not friendly, but dogs are friendly  Cats are different from dogs

24 The city is Kobe in Japan It was struck by a huge earthquake in 1995.

 The city………… ……… ………. 25 Neil Armstrong lived in the USA He first walked on the moon.

 Neil Armstrong .…….….……… 26 Nga cannot buy a bike because she doesn/t have money.

 If Nga…… ……… 27 It/s raining hard, but the children go camping.

 Although ……… .……….……… 28 What about going to the cinema tonight?.

 They suggested ……… ……… V Put the given sentences in the correct order (1 to 6) to complete the paragragh .

29 When you are in orbit, you will feel totally free and you will be able to walk on the wall or on the ceiling

30 I believe in the future we can take a trip to space and enjoy wonderful feeling.

31 If you take the trip, you should run a lot, swim every day, and aerobics and push-ups. 32 Once you get on the trip, you will see pictures of the Earth You may find your country and

other interesting places

33 Moreover, you must get a letter from the doctor that shows you are in perfect health.

34 Therefore, taking a space trip is not so difficult Start your dream now and it may come true some day.

I/

1.D 2.B 3.B 4.A 5.A 6.D 7.C 8.C A 10.B 11 A 12 C II/

13 A 14.C 15.C 16.B 17.A 18.D III/

19.F 20.F 21.T 22.F 23.T IV/

24 The city ( which was) struck by a huge earthquake in 1995 is Kobe in Japan.

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25 Neil Armstrong, who first walked on the moon, lived in the USA. 26 If Nga had money, she could buy a bike.

27 Although it is raining hard, the children go camping. 28 They suggested going to the cinema tonight.

V/

THE END

Period: 68 Preparing date: 26/4/2011 Teaching date: 27/4/2011

REVISION - 3

A./ Objectives:

I Knowledge: By the end of the lesson, Ss will be able to revise and practise further in prepositions of time, adverbs of result, conditional sentences and reported speech and tag-questions

I/ Prepositions: Choose the suitable preposition to complete each sentence. a Mr Quang arrived in Singapore Monday evening (in / at / on / about) b He will be in Singapore from Tuesday Thursday (on / since / till / and) c He has a meeting 8.00 and 10.00 AM September 22 (from/ at/ between/ in/ on)

d We walked half an hour to reach the waterfall (in / for / at / on) e They have learned English nearly years (in / for / at / since) f I haven’t seen my brother last week (in / from / since / for)

g Do you come Malaysia? Are you one Lan’s classmates? ( to / from / in / of) h I bought these jeans 2005 I have had these jeans 2005.(from / to / in /scince ) i Malaysia is situated Southeastern Asia It is divided two regions.(on/ in/into/ by) I arrived Nha Trang Station o’clock the afternoon Friday.(on/ in/ from /at) II/ Adverbs clauses of result with “SO”: Match the half-sentences.

1 The play was boring, a) so Liz wanted to go there again. 2. Nga is sick today, b) so she passed the exam.

3 The place was beautiful, c) so we left early.

1 2 3 4 5 6

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4. Nam got up late, d) so I turned on the air conditioner. 5. It was hot, e) so she won’t go to school.

6 Hoa worked hard, f) so he didn’t have time for breakfast. III/ Conditional clauses (Type 1) with “IF”: Match the half-sentences,

1 If you want to study medicine, a) you must finish your homework. 2. We can go home b) if you want to pass the exam. 3. If he doesn’t come soon, c) you have to go to university. 4. You should exercise d) if it stops raining.

5 If you want to go out, e) he might miss the bus. You must study hard f) if you want to lose weight. IV/ Direct and reported speech

 Reported statements:

S + said/told somebody + (that) + S + V (the verb form moves one tense back) a) He said, “I live with my parents.” → He said he lived with his parents

b) “I will leave here tomorrow,” she said → She said she would leave there the next day.

 Reported questions:

S + asked (sb) + if/whether + S + V (the verb form moves one tense back) what/where/how + S + V (the verb form moves one tense back) a) He asked, “Do you like pop music?” → He asked me if/whether I liked pop music b) He asked, “Can you use a computer?”→ He asked me if/whether I could use a computer

c) He asked, “Where are you from?” → He asked me where I was from d) He asked, “Where you come from?” → He asked me where I came from * Change the following sentences into the reported speech.

a) “How old are you?” → She asked him b) “Which grade are you in?” → She asked him c) “I am in grade 9.” → He said

d) “Do you live near your school?” → He asked her ……… e) “I live far from my school.” → She said ………

f) “Where you live?” → He asked her ………

g) “What’s the name of your school?” → She asked me ……… h) “Can you use a computer?” → He asked her ………

i) “Is there a post office near here?” → He asked ……… j) “I’ll be busy tomorrow.” → Lan said ………

k) “How you go to school?” → Mr Pike asked me ……… V/ Tag questions: Complete the tag questions

a) You like playing computer games, ? b) You don’t like documentaries, ? c) You have a computer at home, ?

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f) Bell invented the telephone, ? g) Mai hasn’t visited Ha Long Bay, ?

h) You didn’t you homework last night, ?

VI- Gerunds : Like, love, enjoy, dislike, hate , spend, practice, suggest + V-ing IV Homework: Ask Ss to review from Unit to Unit 10.

-Period: 69

Preparing date: 3/5/2011 Teaching date: 4/5/2011

REVIEW - 4

A./ Objectives:

I Knowledge: By the end of the lesson, Ss will be able to revise the knowledges they have just learnt and know what they are short of

III New lesson: Ask Ss to a test

I./ Choose the best answer from A,B , C or D Number is an example. 0 I ……a student.

1 They move to Thai Land ……… May 17.

A on B for C in D at

2 His brother was born ………….

A 1975,April B at 1975,April C on April 1975 D in April,1975 3 What subjects are you good …… in the 9th form?.

A about B at C in D on

4 I am looking forward to …… from you soon.

A hear B heard C hearing D hears 5 Most of us are interested in ……… the Internet.

A use B to use C using D used 6 This painting comes from his private ………….

A collect B collection C collective D collecting 7 We have had a lot of ………….to answer that question?.

A difficult B difficulty C difficultly D difficulties 8 Tim often pratices his listening skill ………

A excellence B excellent C excellently D excellenty 9 She asked me …………I liked pop music

A if B who C whether D A & C 10 Yesterday I ……… to walk to school because I had no bicycle.

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A don/t you B you C didn/t you D did you 12 Mai and An will not read this novel, ………… ?

A are they B aren/t they C will they D won/t she 13 She has never visited Ha Noi,……… ?

A hasn/t she B has she C didn/t she D did she 14 The bike has been broken down,…… the children not ride it.

A so B if C because D when

II Read the passage and choose the best answer from A, B, C or D to fill in the gaps Number is an example.

Mrs Jackson is an old woman who has a small room …(0) an old house She … (15) there since 1974 When her husband died in 1980, she …(16)… very sad She has lived alone (17) a long time After her husband/s death, Mrs Jackson had … (18) money at all, so she found work in a factory Her job was to clean offices She … (19).to get up at in the morning She doesn/t have much money but she …(20) happier now.

0 A in B on C from D at

15 A is living B lives C has lived D have lived 16 A was B is C are D were

17 A since B for C in D on

18 A any B more C no D many

19 A must B had C should D ought 20 A is B was C are D will

III./ Read the text and decide the statements to be true(T) or false (F).

Like other languages, English is always changing, but it changes very slowly People invent new words, borrow words from other languages and change the meaning of the words as needed For example, the English word “ Byte” was invented by

computer specialists in 1959 The word “ Tomato” was borrowed from Nahuati, an American Indian language spoken in Mexico The word “ Meat” once referred to food in general People learn English as well as languages by listening, copying what they hear and using the language Most school children learn their first language easily and sometimes other languages as well

5 English changes very quikly. 0 F

21 Some English words borrowed from other languages. 21 22 Some English words were invented by computers. 22 23 “ Meat” means Food in general. 23 24 One of the way to learn English is copying what you hear 24 25 It is not easy for children to learn their first language. 25………. III./ Rewrite the following sentences in a different way, using the words given.

2 Cats are not friendly, but dogs are friendly  Cats are different from dogs.

26 Alexander Bell invented the telephone

 The telephone………….……… 27 The workers have built two new stores for three months.  Two new stores . 28 We don/t have time playing computer games

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29 Daisy is not at home now,so I cannot meet her.

 I wish ………… .…… 30 “What games you often play, Nga?.” They asked.

 They asked Nga ……… 31 “We are wandering on the Internet this time” said Tom.

 Tom said that .………

32 It took me three hours to take photos of Olympic champions on the net.

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