Giao an Anh Van 9 20082009

Teaching aids: - text book, cassette, picture, poster card IV Teaching steps:.. Steps and time Teacher’s activities Sts’ activities.[r]

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Week: 1st

Period: 1st Preparing date: 23/ 08/ 2009. REVISION

I Objectives:

- Students review some points of English Grammar in Grade - Introduce to students: the content of English text book - Students some exercises

II Language contents:

Grammar: Present simple, present perfect, past simple, passive voice Vocabulary: Words relating to some activities

III Techniques: Asking and answering – Communication approach IV Teaching aids: text book, lesson plan

V Procedures:

Steps & time Teacher’s activities Students’ activities

I Warm up: 3’

II New lesson: Pre

5’ While

17’

- Class: 9E: ……… 9F: ……… 9G:………

- Ask students about their personal information

-Present the tenses : Present simple, present perfect, past simple, passive voice

1 Present simple tense.

- Give the correct tense of the verbs in brackets

- Let students the task individually

- Call on several students to give their answers in front of the class

- Monitor answers ……… ………

- Listen & answer the teacher’s Qs

- Remind and answer the questions

- Students the task

1 They (go) _ on holiday every winter The days (be) _ longer in summer She often (talk) _ to herself Oak trees (grow) _ very slowly My dog (not eat) _vegetables Most people (not like) to visit a doctor

7 In his job he usually (stand) _ My brother never (go) out in the evening

9 He usually (work) _ with paints and brushes

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10’

post 8’

III Homework: 2’

2 Present perfect tense

- Call on several students to give their answers in front of the class 3 Past simple

4 Change these sentences into the passive voice

1 Review all the exercises in this period

2 Prepare for the next lesson: Unit 1 “Getting started & Listen and read”

12 At work he usually (sit) all day We (study) _almost every lesson in this book so far

2 We (watch, never) _that television program before

3 He (use) _ the same old motorbike since he moved here in 1999 Lan (write) _ to her pen pal for three years

1.Minh (be) _very tired when I (see) _him yesterday

2 It usually rains a lot in summer but it (rain) _a little last summer

3 -When John (leave) _home ? -He (leave) _5 minutes ago

4 What _you (do) _last Sunday ?

5 When I (arrive) _ at his house yesterday afternoon, he was still sleeping The last time I (see) _ him, he was wearing a grey suit

1 We use this computer everyday Mary does the house work every day My aunt makes many good cakes The new teacher teaches English Sleepy drivers often cause accidents Millions of people in the world like

football My grandfather keeps old

photographs in those boxes Bill feeds the chickens every morning People spend a lot of money on

advertising every year 10 They use English as the most useful

international language

- Copy down homework

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Period: nd Preparing date: 24/08/2009. UNIT 1: A VISIT FROM A PEN PAL

Lesson 1: Getting started – Listen and read. I Objectives:

- Introduce, leading to the topic of a unit - Talking about places to visit

Grammar: Wish sentence & Past habit Used to + Verb

Vocabulary: Words relating to famous place to visit & activities done during the visit III Techniques:

Asking and answering – Pair work – Role play – Matching IV Teaching aids:

Pictures, cassette player and tape V Procedures:

Steps & time Teacher’s activities Student’s activities

I.Stability II Warm – up:

(15’)

III.New lesson: pre

8’

- Greetings

* Getting started.

- Showing pictures of places of interest of Vietnam

- Eliciting the places of interest of Ho Chi Minh City

- Asking them some questions Do you have any pen pals? Do you like to have pen pals? Where will you take him if he visits Vietnam for the 1st time?

4 Can you tell me the names of the places in pictures?

Hung Temple; Temple of Literature; Dong Xuan Market; the City hall; Ho Chi Minh history museum; Ben Thanh market.

* Listen and read

- Introducing the situation of the passage: Rizal Maryam is, Lan’s pen pal visited her for the first time and Lan took her to some places of interest in Hanoi

- Present the voc & ask sts to copy * Vocabulary:

+ Correspond(v): liên lạc qua thư

- Greetings

- Looking at the pictures and guessing what places they are - Answering the questions

- Listening to the teacher’s explanations then write the vocabulary down

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While 28’

+ Be impressed by(v): bị gây ấn tượng + Friendliness(n): thân thiện

+ Mosque(n): nhà thờ hồi giáo

+ Peaceful atmosphere: khơng khí n bình + Keep in touch(v): giữ liên lạc

* Old Structure: Past habit Used to + V

* Ex: Lan used to walk past the mosque on her way to primary school

* New structure:

Wish sentence: Present unreal wish * Ex: I wish I had more time.

- Guide sts to practice reading

* Checking: Rub out and remember - Playing cassette

- Asking them questions: What you know about Maryam?

- Having them a silent reading then identifying the places of interest - Playing cassette again

- Call on some pairs to read the dialogue - Reminding them of new and old structures. - Asking them to have silent reading for information to answer the questions

- Calling some students to say their choices * Answer:

C; B; D; B - Briefly explaining the use of Wish Ex: I wish I had more time.

I wish + clause (Past simple)

Practice:

1 I don’t have enough money I wish ………

2 I can’t sing that song I wish ……… It’s raining I wish ………

- Writing down the new words

- Listening to cassette - Answering the question - Having a silent reading - Listening to the cassette - Finding out structures - Identifying new structures - Having silent reading and get more information

- Saying the choices

- Doing the practice

1 I wish I had enough money I wish I could sing that song I wish it wasn’t raining

Post minutes

1 Where did Lan take Maryam to visit? What place did they visit on Friday? What new structure is there in the

passage? IV.Homework

minutes

_ Ask sts to exercise in the

workbook(p.5-6) and prepare “speak-listen” - Do as requested Week: 2nd

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UNIT 1: A VISIT FROM A PEN PAL Lesson 2: Speak – Listen.

I Objectives:

- Developing speaking and listening skills - Introducing oneself

Grammar: Yes – No questions

Vocabulary: Some words relating to capitals and big cities in the word, especially in Asia III Techniques:

Asking and answering – Pair work – Role play – Matching IV Teaching aids:

SPEAK (26 minutes)

I Stability II Check up:

Warm – up (3’)

-Greetings

- Making questions:

1 Where does Maryam is come from? 2 What was Maryam impressed by? 3 Does she like Ha Noi?

-Greetings

- Answering the questions

III.New lesson:

Pre -speaking(7’)

- Introducing situation

- Let sts complete the dialogue - Asking Sts to work in pairs

- Matching and putting the dialogues in the correct order



Finishing part (a)

While - speaking(13’) - Correcting part (a)

- Sticking the answer key on the board - Asking Sts to read the information in three boxes at the end of the page

- Replacing

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Post - speaking (3’) - Asking Sts to match countries and their capitals (ASIA)

- Asking Sts to play roles

- Matching

- Playing roles with their old names and their own words

LISTEN (19 minutes)

Pre-listening (3’)

- Introducing the lesson

“What is the different between picture and in a/b/c?”

- Looking at the picture and taking about them

- “In picture 1………… - “In picture 2…………”

While-listening (10’)

- Taking about the situation of the lesson - Playing the tape

- Listening and finding out where Tim and Carol are and what they are doing.

- Listening and choosing the correct answers

- Comparing their answers with the partner’s

Post-listening (4’)

- Checking the answers with the whole class * Answer:

a picture b picture c picture

- Saying the answers - Correct and copy

IV.Homework

(2 minutes)

_ Ask sts to exercise in the

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Week: 2nd

Period: 4th Preparing date: 26/08/2009. UNIT 1: A VISIT TO A PEN PAL

Lesson 3: Read I Objectives:

1 Developing speaking and listening skills Help students to know more about Malaysia II Language contents:

Grammar: The simple present and the simple past

Vocabulary: divide, separate, comprise, official, language of instruction… III.Techniques:

Communicative approach IV Teaching aids:

I.Stability:

II Check up:

Warm-up 5’

-Greetings

- T shows the map of Vietnam and asks students: Which country is on the map?

2 Which city is the capital of Vietnam? How many regions are there in Vietnam?

-Greetings

III.New lesson: Pre-reading

10’

While-reading 23’

- T introduce a the passage by showing the map and the picture about Malaysia

- Present the voc & ask sts to copy * Vocabulary:

+ ASEAN = Association of south East Asian Nations + Comprise(v): bao goàm

+ Unit of currency(n): đơn vị tiền tệ + Islam(n): đạo hồi

+Tamil:người/tiếng Ta-min(namẤn Độ Sri Lanca) + Official religion(n): tôn giáo thức

+ Compulsory(a): bắt buộc + Divide(v): Chia

+ Separate(v): Taùch

- Let sts discuss with group members and have a guess about Malaysia( page 10)

- Play the tape

- T asks sts to read the passage silently and underline the new words

- Sts answer (in Vietnamese)

- Repeat and copy individually

- Discuss with group members and give their answers

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- T reads the passage and students listen and find the right information about Malaysia to fill in the table (pair work)

- Sts read their answers - T hangs a cardboard and gets sts to T/F exercises

in pairs

- T asks some pairs to write their answers on the board

- T gives answer keys and corrects them

- Doing the exercise in pairs - Answering the questions - Correcting the mistakes - T asks For the false statements T asks sts to give

the correct ones - Giving the correct statements

Post-reading 5’

- T gives some questions about Malaysia:

1 Is Malaysia one of the countries of the ASEAN? How many regions are there?

3 Is Kuala Lumpur the largest city in the country? Which language is taught on secondary school? What’s the weather like in Malaysia?

IV.Homework 2’

- Let sts learn the new words by heart and reread the

passage - Do as requested

Week: th

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UNIT 1: A VISIT TO A PENPAL Lesson 4: Write

I Objectives:

Sts can practice the skill of writing a letter (a normal letter and a friendly letter) II Language contents:

Grammar: The past simple

Vocabulary: Some words relating to places of interest III.Techniques:

Communicative approach, groupwork IV.Teaching aids:

Board, Pictures of some places V Procedures:

I.Stability:

II Check up:

Warm-up 7’

- Greetings

- Let sts give the right information about Malaysia such as: area,population,capital…

- T introduces the topic of the lesson by telling about his/her trip Then T ask sts some questions:

a Where did you go last summer? b Do you have any relatives? c Have you ever visited them? d Could you tell us about your trip?

_ Greetings

- Individual

III.New lesson: Presentation

13’

- T guides sts how to write a letter (address, heading, body, closing, signature…)

- Give the outline with some questions

1.When did you arrive in…? Who met you at the bus…? Which places did you visit?

4 Who did you meet during the visit? What kinds of food did you eat? What did you buy?

7 How you feel about the visit? Are you happy? tired…?

- Listening to the teacher

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While 20’

Post 3’

- Let sts write the letter Dear…,

I arrived at Hue Railway station at ………on………Uncle Hung took me home by………

I’ve visited……I was amazed by………I also went to Dong Ba market…… Yesterday,uncle Hung and I went to eat beef noodle I enjoyed it very much

I will leave Hue on………I am so happy…

- T gets about letters to correct in front of the class and give marks - How to write a friendly letter

- Sts base on the outline and teacher’s instructions and write a letter

- Sts discuss in groups and write letters by themselves

- Listen and correct

IV Homework

2’ - Let sts write letters to invite theirfriends to their places where they are living, tell them what they’ll do, what food they’ll eat …

- Have sts to prepare “Unit 1: language focus”

- Do as requested

Week: th

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Lesson 5: Language focus I Objectives:

Students can retell their preparations before a special occasion and express their wish II Language content:

Grammar: Revision: - Past simple - Wish sentence III.Technique:

Question – Answer IV.Teaching aid:

Pictures, colored chalk V Procedure:

I.Stability:

II Check up:

Warm-up

7’

II New lesson: Pre

3’ While

Exercise page 11

10’

Exercise page 12

10’

Exercise page 12

- Greetings

- Creating the situation by asking some questions:

1 Where was Maryam last week?

2 What did she in her first day in HN ?

- Asking the students to pick out the tenses in answers

- Having some students give the formation of past simple tense - Asking sts to practice in pairs (exercise 1)

- Having some pairs present in front of the class

- Having the students group work and the quickest group present their key on the board - Introduce the farewell party for Maryam

- Let sts write the things they did for the party with the pictures and the words in the box

- Creating the situation by asking questions:

“What did Lan say to Maryam at

- Greetings

- Answering the questions She was in HN

2 Lan took her to HOAN KIEM lake

Exercise page 11 What did Lan on the Weekend?

- She went to the concert When did she go there? - She went there on Saturday at 8pm

Exercise page 12 - Lan made a cake

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10’

The past simple with wish:

S1 V1 S2 V2 I wish you had a longer

vacation.

I wish I had more time.

post 3’ IV.Homework

2’

the end of the week?”

- Asking the students to analyze the sentence

* Notes:

+ “Wish” diễn tả hành động, việc khơng có thật khơng thể xảy

+ Form:

S + wish + S + Past simple + Tobe”were”

- Asking the sts to exercise page 12 (group work)

- Having some of the sts write their sentences on the blackboard

- Giving comments or corrects the mistakes if necessary

- Asking the sts to give the formation of wish sentence - Asking the sts to write five wish sentences

- “ I wish you had a longer vacation”

Exercise page 12: a.I wish I were taller b.I wish I were in the swimming pool

c.I wish I had a computer d.I wish I lived near school e I wish I had a sister f I wish I drew well g I wish I Had my friend’s phone number

h I wish I knew a lot of friends

i I wish there were rivers and lakes in my hometown

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Week: th

Period: th Preparing date: 29/ 08/ 2009 UNIT 2: CLOTHING

Lesson 1: Getting started – Listen and read I Objectives:

- Introduce, leading to the topic of a unit: The traditional Ao Dai of Vietnam - Remind them of some countries on over the world with their customs II Language contents:

Grammar: The present perfect tense.

Vocabulary: words relating to ways of dressings. III.Techniques:

Communicative approach pairwork, groupwork IV.Teaching aids:

Pictures, cassette player and tape V Procedure:

Steps Teacher’s activities Student’s activities

I Stability:

II Check up:

Warm-up

10’

- Greetings

*Getting started:

- Showing pictures of people with their costumes

- Eliciting the name of some countries - Asking them some questions

1 Where does she come from?

2 Why you know she come from Japan? (a kimono; a Kilt; a Sari; a Cowboy; a Veil). - Calling some group reprentatives to answer in front of the class

- Correcting their mistakes if possible

- Greetings

- Looking at the pictures and guessing what countries they are - Answering the questions - Discussing in groups * Sample Key:

1 She comes from Japan She comes from Vietnam He comes from Scotland She comes from India He comes from the USA

6 She comes from (Saudi) Arabia - Listening to the teacher’s explanations then wire the vocabulary down

III New lesson:

- Introducing the situation of the passage

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Pre 5’

While 25’

woman in specific occasions It has now being changed in different designs for fashion.”

- Chatting

1.What you know about Ao dai? 2.What material is Ao dai made from? 3.Who wears Ao dai?

4.What the designer to the Ao Dai? - Present the voc.& ask sts to copy

* Vocabulary:

+ Poet – poem - poetry + Mention(v): đề cập

+ To slit on the sides(v): xẽ hai bên hông + Inspiration(n): Sự cảm hứng

+ Unique(a): độc đáo

+ Long silk tunic(n) : áo lụa dài

+ Ethnic minoritres(n): dân tộc thiểu số + Fashionable(a): hợp thời trang

- Let sts practice reading * Checking: slap on the board - Playing the tape

- Having them a silent reading then identifing the main idea of the passage

- Playing cassette again

- Call some sts to read the passage

- Let them complete the information from the passage

- Asking them to have silent reading for information to answer the questions

- Correct their mistakes

- Listening and answer

- Copy and practice individually

- Listening to cassette

- Having silent reading and get more information

- Practice reading * Answers:

1 Tradictional men and women used to wear the Ao dai

2 Because it is more convenient They have printed lines……or have addedsymblols……

Post

3’ - The present perfect tense.- Traditions in some countries - Listen and answer

IV.Home work

2’ - Have sts answer the questions (Page 14)complete the sentences and

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Week: th

Period: th Preparing date: 30/ 08/ 2009. UNIT 2: CLOTHING

Lesson 2: Speak I Objectives:

- Develop speaking skill

- Ask & answer about the hobby and the habits of dressing II Language contents:

- Grammar:

- The Simple Present Tense - The Simple Past Tense - Vocabulary:

- A colorful T-shirt; a plaid skirt; a plain suit; a short-sleeved blouse; a sleeveless sweater; a striped shirt; baggy pants; faded jeans; blue shorts

III. Techniques:

Brainstorming; questions – answers; guessing Communicative approach pairwork, groupwork IV.Teaching aids:

Pictures, visual aids, flash V Procedure:

Steps & time Teacher’s activities Students’ activities

I Stability:

II Check up:

Warm-up

7’

III New lesson: Pre

10’

- Greetings

- Asking students to answer some questions about clothes:

1 What type of clothing you wear at school?

2 What’s this? It’s a skirt / a blouse … - Present the voc & ask sts to copy * Vocabulary

sleeveless sweater (n): áo len cộc tay striped shirt (n): áo sơ mi kẻ sọc plain suit(n): quần áo comple faded jeans(n): quần bò màiø

short-sleeved blouse(n):áo cánh tay ngắn baggy pants (n): quần thụng

plaid skirt(n): váy kẻ ô

- Greetings

- Listening to the teacher’s questions and answer

- Looking at the new words and repeats after the teacher

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While 23’

blue shorts(n): quần soóc xanh - Let sts practice reading

* Checking: Matching the phrase to the pictures

- Choose the winner - Guide sts to practice

1 What you usually wear on the weekends?

2 Why are you wearing these clothes? What is your favorite type of clothing? Why?

4 Is school uniform comfortable? What color is it?

6 What type of clothing you wear on Tet holiday?

7 What you wear when you go to a party?

- Matching the phrase to the pictures

* Key:

a + 1;b+ 5;c + 6;d+ 3;e+8; f+ 4; g+ 7; h + 2; i +

- Practice in small groups

- Let the students ask each other in groups about their habit of dressings - Correct their mistakes in spelling

- Call some groups to present their interview before class

- Present their interview before class

Ex: Huong said that she liked………

Post-speaking 3’

- Ask them to summarize what kind of clothes they usually wear at school, at the party or on Tet holidays

- Summarizing the habit of dressing on special occasion

- Make up another conversation between you and your friend referred to the habits of dressing on special occasion

- Reminding them the questions “What is your favorite type of clothing?”

- Groupwork

IV.Homework

2’ - Ask sts to exercise 3, in theworkbook (page 14.15) and prepare “Listen”

- Do as requested

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Period: 9th Preparing date: 03/ 09/ 2009. UNIT 2: CLOTHING

Lesson 3: Listen I Objectives:

- Developing listening skills

- Listening for realistic information about some events II Language contents:

Grammar:

Passive construction of past simple Vocabulary:

Attention; announcement; long-sleeved blouse; Floral pants, Polka dot skirt… III Techniques:

Brainstorming; Questions – answers; guessing IV.Teaching aids:

Cassette; Pictures; Flash cards; colored chalk V Procedures:

I.Stability:

II.Check up:

Warm – Up

5’

III.New lesson:

Pre 15’

- Greetings

- Introducing the pictures and ask sts to match

- Give marks * Chatting:

1 What you call these clothes in English?

2 Have you ever worn them? - Present the voc.& asksts to copy + Floral pants(n):

+ Polka dot skirt(n):

+ Long sleeved white blouse(n): + Sandals(n):

+ Brown shoes(n): + Boots(n):

_ Guide sts to practice reading * Checking: matching the pictures - Introducing the situation of the coming announcement

- Greetings

- Looking at the pictures and match the pictures

- Copy and read

- Listening to the situation

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“Mary, a three-year-old girl is reported missing at the Car Fair” - Asking them to listen and catch up with the information “What is Mary wearing?”

While

20’ - Playing cassette twice withoutpause - Letting them guess in pairs “What is Mary wearing?”, then compare with the pictures

- Marking the correct pictures - Play cassette again

- Letting them make a good choice * KEY:

1 She’s wearing blue shorts

2.She’s wearing a long-sleeved white blouse

3 She’s wearing brown shoes

- Listening to the cassette

- Doing pair work

- Marking the pictures - Listening again

- Making a good choice

- Correct and copy Post

3’ - Asking the students to compare theirchoices with partner - Calling some students to give the answer

- Giving them the key

- Comparing their choice with partner

- Saying the choices before class

- Listening to the key and correct

- Doing exercises 5,6 in the workbook (page 16,17)

- Explaining the way how to the exercises

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Week: th

Period: 10 th Preparing date: 07/ 09/ 2009. UNIT 2: CLOTHING

Lesson 4: Read I Objectives:

- By the end of the lesson: Sts will be able to understand the text for details about Jeans - Searching for information about the history of the development of jeans

Vocabulary: words related to the history of jeans: sailor; embroidered jeans; label; generation worldwide

Grammar: passive voice (past simple). III Techniques:

- Communicative approach pairwork, groupwork, guessing IV Teaching aids:

Cassette; Pictures; Flash cards; colored chalk; visual aids V Procedures:

I.Stability:

II.Check up:

Warm – Up

5’

III.New lesson:

Pre 13’

While

- Greetings

- Introducing the new reading by asking some questions:

1 Do you know jeans?

2 Do you like wearing jeans? Who loves wearing jeans?

4 When did jeans appear for the first time - Teach newwords

+ material: (translation) chất liệu,nguyeân liệu + cotton: (realia) sợi

+ to wear out: (explanation) làm rách + style: (picture) kiểu dáng

+ embroider: (realia) theâu * Check Voc: What and Where - Write each word in a callout on the

board Practice saying the words, rub out the words one by one

- Get Sts to repeat the words including the rubbed out ones Sts try to remember all the words

* Brainstorming:

- Ask Sts the question: What you want to

- Greetings

- Listening to the teacher’s introduction

- Answering the questions freely

T – Whole class

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20’

Post 5’

know about Jeans? Make questions - Elicit questions from Sts:

→ Who first designed Jeans?

→ When did Jeans become popular? Why? → Where were Jeans made?

→ What were Jeans made of?

→ What are some famous Jeans designers? - Ask Sts to read the text to fill in the missing dates and words, exercise a on page 17 * Answer keys :

18th century…jean cloth …. 1960s … Students… 1970s … cheaper… 1980s … Fashion… 1990s … sale……

- Have Sts work in pairs to answer the questions exercise b on page 18 - Give feedback

* Answer keys :

The word jeans comes from a kind of material that was

made in Europe

2 The 60s fashions were embroidered jeans, painted

jeans and so on

3 Because jeans became cheaper Jeans at last became high fashion clothing in the 1980s

5 The sale of jeans stopped growing because the worldwide economic situation got worse in the 1990s

* Discussion:

- Have Sts work in groups to discuss the questions

1 Do you like wearing jeans? Why? Why not?

2 What type of jeans you love wearing? Do you think jeans are in fashion?

- Ask Sts to write down what they have talked about in groups in their notebook

- Ask Sts exercises in the workbook - Prepare for the next period

Individual work

Pair work

Group work

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Lesson 5: Write I Objectives:

- By the end of the lesson: Sts will be able to write an exposition, presenting one side of an argument - Know how to write a paragraph about the secondary school student’s wear

Grammar: The Present Perfect The Passive Voice

Vocabulary: Be equal in; be pround of; bear one’s name; freedom of choose; self-confident; feel

comfortable III Techniques:

Questions – answers; guessing IV Teaching aids:

Pictures; Flash cards; colored chalk; visual aids V Procedures:

I.Stability:

II.Check up:

Warm – Up

5’

III.New lesson:

Pre 15’

- Greetings * Chatting:

- Ask Sts some questions about their feeling when wearing different types of clothing

+ How often you wear uniform?

+ How you feel when wearing uniforms? + If you have a choice, what type of clothing you want to wear when going to school? Why you choose it?

- Teach newwords

To encourage: (explanation): đđộng viên,khuyến khích

To be equal in (explanation) coâng To bear one’s name: ( picture) mang teân Freedom of choice: (translation) tự lựa chọn Self – confident: (translation) tự tin

* Checking Voc: Rub out and remember - Stick or draw the following table on the board - Tell Sts it is the outline to present one side of an argument

- Introducing the table showing the three parts of showing comments on something or a problem using appropriate argumentative

- Greetings Whole class

Answer the questions in groups

Whole class listen and write down

Group work

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While 20’

language (page 18)

- Asking the students to read the topic and outline A and the model passage supporting the idea that secondary students should wear uniforms…

- Reading the topic and outline a and the model passage, the highlight the sequence words

- Letting them read the outline B

- Asking them discuss in groups outline B then write down their ideas

- Asking some students to write their ideas on the board

- Reading outlines B -Discussing in groups outline B then the draft of the second passage

-Writing down their ideas in written forms

Post

3’ - Correcting the mistakes.- Giving them suggested writing (see at the end of lesson plan)

- Correcting the mistakes - Writing down the suggested passage

IV.Homework

2’ - Doing exercise 8, workbook (page 18,19)- Explaining the way how to the exercises - Do as directed

SUGGESTED WRITING:

My opinion is that secondary school students should wear casual clothes Firstly, casual clothes make students feel comfortable

Secondly, wearing casual clothes gives students freedom of choice They are rights to choose sizes, colors and fashions of clothes that they love

Thirdly, casual clothes make students feel self-confident when they are in their favorite clothes

Finally, casual clothes make students more colorful and lively

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Week: 6th

Lesson 6: Language focus I Objectives:

- Reminding them of previous knowledge on present perfect and the passive voice - Know how to used specific words of present perfect

a Present perfect tense with specific words: (since, for, ever, already, yet,…) b Review passive voice with tenses:

- Present simple, Past Simple, Future Simple, Present perfect and modal verb passive III.Techniques: Questions – answers; guessing

IV.Teaching aids: Pictures; Flash cards; colored chalk; visual aids V Teaching steps:

Steps & time Teacher’s activities Sts’ activities

I.Stability:

II.Check up:

Warm – Up

5’

Pre 5’

III.New lesson:

Pre 3’

While 7’

- Greetings * Pelmanism

- Prepare ten cards with numbers ( from to 10 on one side and the verbs on the other

- Stick the cards on the board that the Sts can only see the numbers, make sure the verbs are mixed up

- Divide the class into two teams: Each team chooses two numbers

- Turn the cards over, If they match E.X: run – ran ; that team gets one mark

- If not ,turn the cards over again and ask the next team to continue

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

I Review the Present perfect with ALREADY & YET - Set the scene: you and your friend are visiting Ho Chi Minh City Look at the notes, there are things you have done, and some things you haven’t done, what are they?

- Ask Sts to look at the dialogue:

- Elicit from Sts the use and the position of already and yet in the sentence

ALREADY: is used in affirmative sentences. Position: Midsentence

YET: is used in the negative sentences and questions Position: end of the sentence

- Greetings T – Whole class

Discussing in group work

T – Whole class

Look at and read

(24)

VI Homework 2’

-Ask Sts to practice the dialogue in pairs - Explain some words:

+Reunification Palace: (translation) dinh đñộc lập + Bontanical Gardent:(translation) vườn bách thảo

T goes round the class to takes notes mistakes Sts have made for the delayed correction

II Review Present perfect with EVER

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

-Ask Sts to look at the dialogue

* We use the past simple to talk about definite time E.X: I went to France last year / two months ago.

* We use the present perfect to talk about indefinite past time E.X: Have you ever (at some time in your life) been to Italy? EVER is used in questions

- Run through the Voc in Exer on page 20

III Review the passive forms of Present Perfect, Simple Present, Simple Past, and Simple future.

- Ask Sts to look at the example in Exer on page 21 -Elicit from Sts the passive forms

FORM: BE + Past Participle - Ask Sts to Exer

* Answer keys:

a Jean cloth was made completely from cotton in the 18th century

b Rice is grown in tropical countries

c Five million bottles of champagne will be introduced in France next year d A new style of jeans has just been introduced in the USA e Two department stores have been built this year

IV Review the passive forms of Modal verbs and the verb patterns HAVE TO / BE GIONG TO

- Elicit from Sts the modal verbs: must, can , should , might … FORM:

-Ask Sts to Exer on page 21 * Answer keys:

a The problem can be solved

b Experiment on animals should be stopped c Life might be found on another planet

d All the schools in the city have to be improved e A new bridge is going to be built in the area - Reinforce the knowledge

- Provide the Exercises in work book

Practice in pairs

T – Whole class listen to

Read

Listen and practice Do Exercise

T – Whole class

Practice in Indidvidual

T – Whole class Do exercise Individual work - Do as requested Week: 7th

MODAL VERB + BE + P.P

(25)

Period: 13th Preparing date: 16 / 09/ 2009. THE FIRST TEST

(CÓ KÈM THEO ĐỀ CỦA SỞ GIÁO DỤC)

Week: 7th Preparing date: 05/ 10/ 2008 Period: 14th

CHỮA BAØI KIỂM TRA

I.Chọn từ cụm từ phù hợp ngoặc để hoàn thành câu sau: (3,0 điểm) (Mỗi câu 0,5 điểm)

1 Like 2 religion 3 occasions 4 keep in touch 5 have printed 6 was made

II Viết dạng động từ ngoặc: ( 1, diểm) (Mỗi câu 0,5 điểm)

1 instruction 2 freedom 3 inspiration

III Viết dung động từ ngoặc:( 1, diểm) (Mỗi câu 0,5 điểm)

1 took 2 has lived 3 could

IV Viết lại câu có nghĩa tương đương với câu cho sẵn:( 2,0 điểm) (Mỗi câu 0,5 điểm)

1 I wish my father were here now.

2 Peter hasn’t been seen since the day of the party. 3 He used to go to the zoo when he lived in the city. 4 The book will be returned to you(by me) tomorrow.

V Đọc đoạn văn trả lời câu hỏi bên dưới: ( 2,0 điểm) (Mỗi câu 0,5 điểm)

1 Yes, they are. 2 No, they can’t

3 They were made in the USA.

4 Because they want to be modern, young and independent.

THE END!

(26)

Period: 15th Preparing date: 20 / 09/ 2009. UNIT A TRIP TO THE COUNTRYSIDE

Lesson Getting started & Listen and read

I Objective:

By the end of the lesson: Sts will be able to talk about life and activities II Language contents :

* Grammar: The Past Simple with wish (review) Prepositions of time

Adverbs clauses of result

* Vocabulary: plow , a shrine , bamboo forest , banyan tree… III.Techniques: Questions – answers; guessing

IV.Teaching aids: Pictures; Flash cards; colored chalk; visual aids. V Teaching steps:

I.Stability:

II.Check up:

Warm – Up

5’

III.New lesson:

Pre 10’

While 22’

- Greetings * Chatting

- Ask Sts some questions about the countryside Have you ever been to the countryside?

How often you go there? Where is it?

Have you got any relatives there?

Are you used to the country life and activities?

- Ask Sts to look at the pictures and describe what the people are doing in the pictures

Pic 1: Watering the vegetables Pic 2: Swimming

Pic 3: Collecting the eggs Pic 4: Harvesting

Pic 5: Feeding the pigs

Pic 6: Plowing with his buffalo Pic 7: Flying the kite

Pic 8: Playing football I Pre – Teach Voc:

Home village: ( translation: quê nhà ) A bamboo forest: (picture: rừng tre ) A banyan tree: ( picture: đa ) A shrine: ( picture: nơi thờ cúng ) A riverbank: ( translation: bờ song ) * Checking Voc: What and Where II Guiding questions:

a What did Ba ,Liz and his family on their journey to his home village?

b What did Liz think of the trip?

- Ask Sts to read the text on page 22 , 23 to answer the questions * Answer keys:

a They visited Ba’s uncle , walked up the mountain to visit

- Greetings T – Whole class Listen and answer

T – Whole class Listen and write down

Individual work

(27)

Post 5’ IV Homework

3’

a shrine, went boating in the river and had a picnic on the riverbank

b Liz enjoyed the trip very much; she took a lot of photos III True or False statements

- Ask Sts to read the statements on page 23 then read the text and decide which is true and which is false

- Give feedback * Answer keys :

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

3 F → There is a big old banyan tree at the entrance to the village F → People had a snack under the banyan tree

5.T

6 F → People had a picnic on the riverbank T

8 F → Liz had a lot of photos to show her parents IV Comprehension questions

- Have Sts work in pairs to answer the question (exercise on page 23)

- Give feedback * Answer keys:

1 It’s about 60 km to the north of Hanoi They got to the village by bus

3 It’s at the entrance to the village

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

5 hey had a picnic on the riverbank

6 Liz took a lot of photos to show her parents Liz wishes she could visit Ba’s village again * Speaking

- Ask Sts to talk to each other about the activities they can see in the pictures on page 22 or on their way to their home village, and tell their friends whether they like going there or not

- Ask Sts to prepare some information about their own or imagined village

E.X Where is it? How far is it ?

How can you get there? What is it like?

T – Whole class Read and check True or False

Work in pairs

Answer the questions

Listen and speak

Do as request

Week: 8th

(28)

UNIT 3: A TRIP TO THE COUNTRYSIDE Lesson 2: SPEAK + LISTEN

I Objectives:

By the end of the lesson, Ss know how to

- Ask for and give information about their home village - Develop listening and speaking skills

* Grammar: - Simple Present - Simple Past

* Vocabulary: a route ; a pond; parking lot = car park; to pick someone up III Techniques:

Questions – answers IV Teaching aids:

Pictures, cards, Cassette V

Teaching steps:

I.Stability:

II.Check up:

Warm – Up

5’

III.New lesson:

Pre – speaking ‘

While - speaking 14’

- Greetings

* Noughts and Crosses: Questions and answers about place - Divide the class into teams

- Draw a nine – square grid on the board - Each square is numbered (from to 9)

- Make nine word cards: who , where , when , what , which , how , how many , is , are (number from to nine)

- The teams will take turn to choose the number and make a question using the word given on the card If they can make a correct question, put a X or O in that box

- The first team that has three Xs or Os in a line on the grid wins * Suggested questions:

Where is your home village?

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

How far is it from the city?

Are there any banyan trees / interesting places in your village?

Is there a village gate?

Which of the places would you like to show us? I Practice speaking Role play

- Have Sts read the questions in exercise a on page 24, work in pairs, play the role of A and B, ask and answer about their

- Greetings

T – Whole class Listen and work

Individual work

(29)

Post- speaking 2’ Pre-listening

5’

While-listening 10’

Post-listening 2’

IV Homework 2’

partner’s home village, using the information in the box - Tell Sts to cover the role that they don’t play

Example.

A: Where is your home village? B: It’s to the west of the City. A: How far id it from the City?

B: It’s about 15 kilometers from the City. A: How can get there ?

B: We can get there by bus

A: How long does it take to get there? B: It takes an hour.

A: What people for a living in your village? B: They plant rice and raise cattle

A: Does your village have a river?

B: There aren’t any rivers, but there is a big lake.

- Have Sts ask and answer about your real home village (If you not have a home village, make up information similar to those in box A or B.)

II Listening:

- Teaching some new words: + a route (n)

+ a pond (n)

+ parking lot = car park (n) + to pick someone up(v)

- Introducing the text: You will listen to the trip to Ba’s village - Asking Ss to look at the map, guessing where the places on the map are and compare with their partners

- Writing their guesses on the board - Reinforce the knowledge

- Having SS listening to the tape and check their predictions - Matching the places on the bus route with the letter on the map is and compare with their partners

- Giving feedback: * Answer:

A- banyan tree ; D - Dragon bridge B – airport ; E - Gas station C - highway No 1; F - store

G - pont ; H - bamboo forest I - parking lot

- Asking Ss to show each other the bus route they have just listened to

- Learn by heart new words

- Prepare next lesson: Unit 3/ Lesson 3” Read”

Listen and observe

Speaking in pairs Do as requested

Individual work

T – Whole class Work in groups

Correct and copy

- Do as requested Week: 9th

(30)

Lesson 3: READ I Objectives:

By the end of the lesson, Ss will able to - Understand the text in details

- Develop reading skill II Language contents:

* Grammar: The Past Simple with wish (review) Prepositions of time

* Vocabulary: - Exchange students – grow maize – grocery store - baseball III Techniques:

Questions – Answers IV Teaching aids:

Pictures, cards text book, cassette, picture V Teaching steps:

I.Stability:

II.Check up:

Warm – Up

5’

III New lesson: Pre – reading

10’

- Greetings * Jumbled words:

geehnaex → exchange zamie → maize

yrrgcoe → grocery edef → feed

llcocte → collect

- Tell Sts what “exchange students”

- Introduce the text which is about Van , an exchange St He is from HCM City He is now studying in The USA He is living with the Parker family on a farm outside Columbus Ohio

- Have Sts tell the class what they know about life in the country ,on a farm – what people do? How they relax?

I Comprehension questions:

- Ask Sts to read the text to answer the questions How long will Van stay there?

He will stay there till the beginning of October What Mr & Mrs Parker do?

Mr Parker is a farmer and Mrs Parker works part – time at a grocery store?

3 How many children they have? Two girls What does Van after finishing his homework? He feeds the chicken and collect their eggs

5 How the Parker family spend their weekend?

They eat hamburger or hot dog while they watch Peter play - Give feedback

II Matching:

- Greetings T – Whole class Listen and as request

Listen to the teacher

(31)

White – reading 23’

Post – reading 5’ IV.Homework

2’

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

* Answer keys: maize → corn

feed → give food to eat

grocery → where people buy food and small things part – time → shorter or less than standard time collect → bring things together

III Completing the summary:

- Ask Sts to read the summary, and then the text, complete the summary, using the information from the passage

- Ask one St to read the completed summary in front of the class

* Answer keys: Ohio farmer

3 works part – time at a grocery store Sam

5 after farm they watch baseball member Role play:

- Ask Sts to work in pairs One is Van who has just come back from the USA and has answers the questions The other play the role of a student who is going to the USA as an exchange student

- Reinforce the knowledge - Provide the homework

Pair work

Match column A with column B

T – Whole class Read and summary

Complete

Pair work Role play Do as request

Week: 9th

Period: 18th Preparing date: 28/ 09/ 2009 UNIT 3: A TRIP TO THE COUNTRYSIDE

(32)

I Objectives:

By the end of the lesson, Ss can

- Write a paragraph describing a story happened in the past – a picnic in the countryside - Develop writing skill

* Grammar:

- The Past Simple with wish (review) Prepositions of time

* Vocabulary: blanket , lay out , gather , site … III Techniques:

Questions – Answers IV Teaching aids:

Pictures, cards, text book V Teaching procedures:

I Stability: II Check up:

Warm - up 10’

Pre – writing 5’

While – writing 18’

- Greetings * Chatting:

- Ask Sts some questions about going on a picnic Have you ever gone on a picnic? (Yes / No ) When did you go? ( in last summer )

Where did you go? ( in the countryside ) How did you get there? (by bus )

What did you do? ( visited many places ) When did you come back home? (

Did you enjoy it? ( Yes / No ) I Pre – tech Voc:

A blanket: (picture: chăn , mền) To lay out: (mime: trải , dọn ) To gather: (translation: thu lượm) Site: (translation: đđịa điểm) * Checking Voc: What and Where

- Have Sts repeat the words in chorus then rub out word by word but leave the circles Remember to let Sts repeat before and after rubbing out each word

- Go on until Sts can remember the words

- Get Sts to write the words again in the correct circles II Describing:

- Ask Sts to look at the pictures, one by one , read the cues - Have Sts describe the pictures to their partners

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

- Greetings T – Whole class Listen and answer

Listen to and write down

Repeat Do as request

(33)

Post – writing 10’ IV Homework:

2’

- Go on doing the same steps for the rest of the pictures - Ask Sts to write the passage entitled “ A country picnic” - Write the starting sentence on the board

It was a beautiful day, my friends and I described to go on a picnic.

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

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

- Ask Sts to use the pictures and cues to write the passage * Suggested writing

Pic 1: It was a beautiful day, my friends and I decided to go on a picnic We took a bus to the countryside and then walked about 20 minutes to the picnic site next to the river

Pic 2: We put down the blanket and laid out the food.

Pic 3: After meal we played the games: “What song is it?” and blind man’s buff Late in the afternoon we went fishing

Pic 4: When we look at the time, it was nearly 6.30 p.m We hurriedly gathered our things and ran to the bus stop

Pic 5: We were lucky to catch the last bus and we arrived home very late in the evening

- Ask Sts to wrap their writing and compare with their partners and correct if they can

- Choose some writing to correct in front of the class (using projector if possible )

- Reinforce the knowledge

- Ask Sts to write their passage in their notebooks

Write the passage

Answer the questions Write

Do as request

Week: 10th

Period: 19th Preparing date: 02/ 10/ 2009 UNIT 3: A TRIP TO THE COUNTRYSIDE

(34)

- By the end of the lesson, Ss can review:Modal could with wish;The past simple simple with wish; Prepositions of time;Adverb clauses of result

II Language contents: * Grammar:

Modal could with wish

The past simple simple with wish Prepositions of time

Adverb clauses of result

* Vocabulary: To pass the exam # fail the exam; To win the contest; Itinerary; To depart III Techniques:

Questions – Answers IV Teaching aids: Pictures, cards

V Teaching procedures:

I Stability: II Warm up:

5’

III New lesson:

Activity 1 10’

- Greetings * Matching:

- Divide class into teams

- Ask the Sts to write down two sentences on two different pieces of paper, each sentence begins with:

- I am ……… ( real situation ) - I wish ………

- Collect these pieces and put them into two different bags - Ask Sts to pick up the paper one at a time, read it loudly to the whole class

- Those who have the funniest matching will be winner I Pre – teach Voc:

To pass the exam >< fail the exam

To win the contest: (translation: thắng ) Itinerary: (picture: lịch trình )

To depart: ( explanation: to leave a place, usually at beginning of journey: khởi hành ) * Checking Voc What and Where

1 What people wish? Write the sentences.

- Pick one example from the Matching game to revise wish structure

E.X: I am hungry I wish I were home and had lunch. - Elicit from Sts

WISH: expresses wishes about the present / future

FORM:

- Ask Sts to look at the pictures, study the real situation by answering the questions

- Ask Sts to exercise on page 28, 29

- Have Sts cues and then guide Sts make WISH sentences * Answer keys:

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

- Greetings T – Whole class Write down Do as request

Repeat

Check Voc Listen to

Listen to

Ask and answer

(35)

Activity 2 10’

Activity 3 10’

Activity 4 8’

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

f They wish they stayed in Hue 2 Work with a partner

* Answer keys:

In → The twentieth century ; 1924 ; Winter ;

On → 10 October ; weekends ; Christmas Day ; Sunday evening At → o’clock

- Ask Sts to use the prepositions in the box to exercise a * Answer keys:

Mr Thanh leaves Hanoi at p.m

2 He arrives in Singapore on Monday evening

3 On Tuesday morning, there is a meeting between 11 a.m and p.m On Wednesday, Mr Thanh has appointments at 10 p.m He returns to the hotel at 10 p.m

6 He will be in Singapore from Monday till Thursday 3 Complete the sentences with On ; At ; In ; For

- Ask Sts to complete the sentences with on ;at ;in ;for - Give feedback

a on; b at / in ;c in ;d for; e in ; f at 4 Match the half – sentences.

- Ask the question to elicit the answer What did everyone when they felt tired?

They felt tired they sat under the tree and had a snack SO

→ USE: to express the result of the statement before → MEANING: đó

- Have Sts match the half – sentence - Give feedback

* Answer keys:

– e ; – a ; – d ; – b ; – c ; - Ask Sts to write all the correct sentences

- Ask Sts to make three wishes about the present or future - Have Sts copy the itinerary into their notebook

- Do exercises page 20 - 21?

- Prepare : Unit 4/Lesson 1: Getting Started – Listen and Read

Listen and as request

Look at and answer Listen to and complete

Listen and answer

Do as request

UNIT 4: LEARNING A FOREIGN LANGUAGE

Lesson Getting started & Listen and read

I Objectives:

(36)

II Language contents :

* Grammar: Modal verb with if

Direct and reported speech

* Vocabulary: blanket , lay out , gather , site … III.Techniques:

Questions – answers; guessing IV.Teaching aids:

Pictures; Flash cards; colored chalk; visual aids V Teaching steps:

5’ III.New lesson:

Pre-reading 13’

While reading

20’

- Greetings

* Lucky numbers:

- Write 10 numbers on the board, from to 10

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

I Pre-teach vocabulary:

- Aspect (n): Lĩnh vực, mặt, khía cạnh.(translation) - Examiner (n): giám khảo

- college (n): trường Cao đẳng hay Đại học.(example) Candidate (n): thí sinh

- oral examination: thi vấn đáp

Checking vocabulary: what and where

- Ask students to repeat the words chorally - Rub out word by word but leave the circles - Go on until all the circles are empty

- Get students to go to the blackboard and write the words in their correct circles

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

I Reading and checking

- Ask student to read the dialogue between Lan and Paola on Page 32-33 ad check if their answer are correct or not

* Answers:

1 They are difficult (according to Lan)

2 About over questions Besides, she was asked to read a passage

II True- False statements:

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

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

- Let the students exercise individually then compare with their partners

* Answer keys:

Royal English College

Examination in English as Foreign Language Stage one: Oral examination

1 What is your name? 

- Greetings T-whole class

(37)

Post – reading 5’

IV.Homework

2’

2 Where you come from?  Where you like?  Do you like with your parents?  When did you begin studding English?  Why are you learning English?  Do you speak any other languages?  How did you learn English in your country?  How will you use English in your country?  10 What aspect of learning English you find most

difficult? 

11 What are you doing to learn?  12 What are you hobbies?  13 Look at this picture Describe it  14 Read this passage 

- Ask students to compare the direct questions and the reported speech

* Answer key:

1  She asked me what my name was 2. She asks me where I came from

3  She asks me if I spoke any other languages  She asked me why I was learning English

5  She asks me how I learned English in your country  She asks me how I would use English in the future

7  She asked me what aspect of learning English I found most difficult

* Speaking/role play:

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

- Call on some pair to demonstrate before the class - Give feedback and correct

- Have students play the role of Paola and Lan

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

- Correct their pronunciation / intonation

- Ask sts to write their reported speech in their notebooks

Individual work

Pair work

- Do as directed Week: 11th Preparing date: 08/ 10/ 2009 Period: 21st

UNIT 4: LEARNING A FOREIGN LANGUAGE Lesson 2: Speak + Listen

I Objectives:

(38)

- Students will be able to persuade their friends to attend the school they like

- By the end of the lesson: Sts will be able to identify the correct information by listening and to use in modal verbs with if

II Language content:

* Grammar: - Expressions of opinion to persuade someone to something. - Modal verb with if

- Direct and reported speech

* Vocabulary: blanket , lay out , gather , site, dormitory; reputation III Teaching aids: text book, cassette, picture, poster card

I Stability: II Warm up

3’

III New lesson: Presentation

8’

While 15’

- Greetings * Pelmanism:

- Prepare ten cards with number (from to 10 ) on one side and the name of countries and their capitals on the other

- Stick ten cards on the board so that the Sts can only see the numbers, make sure the words are mixes up

- Divide the class into two teams and ask Sts to choose two numbers, turn the cards over

- Go on until all the cards are turned over The team which has more marks wins the games

England Australia The USA China New Zealand Canberra Wellington London Beijing Washington DC

I Pre – teach Voc:

Scholarship: ( definition: a payment of money to a clever St to enable him to continue his studies: học bổng)

A broad: (translation: nước ngoài) Persuade: (translation: thuyết phục)

Dormitory: (translation: ký túc xá, nhà tập thể)

Campus: (definition: the grounds of a school, college or university: khu trường học)

Reputation: ( synonym: fame , honor)

Native speaker: (definition : a person who speaks his mother tongue: người xứ)

* Checking Voc: Slap the board

* Setting the scene: “ Tomorrow is Sunday Lan and her friends want to go somewhere Lan enjoys going to the seaside What does she say to persuade her friends to go with her to the seaside?” - Remind Sts of the expression that they can use to persuade someone to something

I think …………

What you think……….?

I agree / disagree because ……… I don’t understand

Why don’t we / you ………

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

Let’s ……… - Divide the class into groups of three

- Greetings T – Whole class Do as request

Listen and write down

Repeat

(39)

- Ask Sts in groups to play the roles of Thu, Tam and Kim They are awarded a scholarship of US$ 2000 to attend an English language summer course abroad Each person tries to persuade his / her friends to attend the school she / he likes to go to - Have Sts read the three advertisements to get information - Call on some groups to demonstrate before the class

- Let Sts work in groups, practice persuading their partner using the expressions in the box on page 34 and the information in the three advertisements

- Sts to discuss about this topic "What will you on Tet holiday? Some of your friends want to go the Spring Fair Others want to spend their holiday with their grandparents in the countryside… - Get Sts to work in groups of 3, persuading others to that he / she prefers

-Ask Sts to write a short paragraph about the reasons why they learn English

Listen and something

Do as request

Group work Practice with partner

Do as requested

LISTENING

I Warm up: 2’ II.New lesson: Pre – listening

5’ While listening

8’

III Homework: 2’

* Information transmitting: - Divide the Sts into two teams Suggested sentences:

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

* Set the scene:“Nga is talking to Kate about her studying English” - Ask Sts to read the statements on page 35

- have Sts work in pairs to predict which statement is true and which is false

- Give feedback

II Listening and checking

- Let Sts listen to the tape twice and check their prediction - Give feedback and correct

- Ask Sts to correct false statements * Answer keys:

- Call on some Sts to practice dialogue before class and teacher correct

- Monitor and help Sts with pronunciation - Reinforce the knowledge

- Provide the homework

T – Whole class Do as request

Listen and read Pair works

Check True or False

Listen to the tape

Do as requested

Week: 11th Preparing date: 10/ 10/ 2009 Period: 22nd

UNIT 4: LEARNING A FOREIGN LANGUAGE Lesson 3: Read

I Objectives:

By the end of the lesson: Sts will be able to identify the correct information by listening and to use in modal verbs with if

(40)

Communicate approach – pairwork- groupwork. IV Teaching aids:

Text book, cassette, picture, poster card V Teaching steps:

Steps and time Teacher’s activities Sts’ activities

10’

III New lesson: Pre – reading

10’

While – reading 15’

-Greetings

- T has Ss answer some questions: What did you last summer? Did anyone attend a summer class?

3 If you want to attend an English school, what should you to know that is a suitable language school for you?

- T has Ss have a look at the pieces of advertisement on p.36 then asks Ss:

1 What are they? ( piece of advertisement)

2 What are they about? ( foreign language school) - T has Ss TASK 1: exercise a/p.36

* Pre – teach Voc:

Beginner: ( Visual: sơ cấp )

Intermediate: ( Visual: trung cấp ) Advanced: ( Visual: cao cấp )

Well – qualified: (Translation: chất lượng tốt, cao ) Tuition: ( Synomym: teaching, instruction : dạy kèm ) Academy: ( Definition: a school for some special purpose: Trường chuyên ngành ) Council: ( Translation: Hội đồng )

* Checking Voc: Rub and out II True or false statements prediction: - Give a poster of statements on the board

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

* Set the scene: Mr Lam want to attend a foreign languages course Guess what he needs for his class

a Mr lam needs to learn French

b Mr Lam needs the intermediate level class c He wants to learn English in the morning d He wants the course to begin late November - Give feedback

1 Reading and checking prediction

- Have Sts read the note Mr Lam made and check their prediction - Ask Sts to correct if the statements is false

Guess Check Correction

a F He needs to learn English

b T

c F He wants to learn early evening

d F He wants the course to begin late

October or early November 2 Filling the form:

-Greetings Whole class Do as request

Listen and repeat

Do as request

Read and check true or false

(41)

Post – reading 5’

- Get Sts to exercise 5a on page 36

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

* Answer keys:

School Class time Language

level Time to start

Academy of language

Morning Afternoon

Evening

advanced First week of November Foreign

language council

Morning Evening

Beginner Intermediate

November 3rd

New English Institute

Afternoon Evening Weekend

Beginner Today

3 Exercise 5b.

- Let Sts read the note again then look at the advertisements and choose a suitable language school for him then compare with their partners

* Answer keys:

Note School

English Class:

- Early evening - Intermediate level - Starting late October or

early November

Foreign language Council - Study English, French or Chinese in the morning & evening

- Places available in beginner / intermediate classes

- Courses start on November 3rd

- Ask Sts to give reasons for their choice - have Sts copy this table in their notebooks E.X:

Name Class time Language level Time to start

Nam Evening Beginner Early June

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

Read the note Check

Pair works

Complete the information

Read and choose a suitable language school

Copy

Do as request

Week: 12th Preparing date: 12/ 10/ 2009 Period: 23rd

UNIT 4: LEARNING A FOREIGN LANGUAGE Lesson 4: Write

I Objectives:

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

(42)

III Techniques:

Communicate approach – pairwork- groupwork IV Teaching aids:

Text book, cassette, picture, poster card IV Teaching steps:

10’

III New lesson: Pre – writing

10’

While – writing 20’

-Greetings

* Jumbled words:

versetimadnet → advertisement swne → news

restetni → interest

atmorfioinn → information eef → fee

sasecenry → necessary psulpy → supply

- Divide the class into two teams

- Ask Sts from teams to go to the board and write the correct words

- the team which is faster with more correct words will win the game

request: (synonym: ask for: đòi hỏi)

detail: (definition: a small part of a whole, particular fact: chi tiết)

look forward to: (synonym: expect: trông chờ)

express: (definition: show or make known a meaning, idea or fleeing: bày tỏ, biểu lộ) edition: (translation: ấn bản)

* Checking Voc: Slap the board II Reading comprehension:

- Have Sts read the letter written by John Robinson on page 37 - Ask them work in pairs to answer some questions about the letter * Questions:

a Where did Robinson see the school’s advertisement? b What language does he want to learn?

c What aspect of Vietnamese does he want to improve? d What does Robinson want to know?

- Give feedback and correction * Answer keys:

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

c He wants to learn to read and write Vietnamese d He wants to know some details of courses and fees III Matching:

- Give Sts four parts of a letter of inquiry: a Introduction b Request

c Further information d Conclusion

- Ask Sts to divide the letter into parts and match each paragraph with a suitable headline

- Let Sts work in pairs compare their the answers * Answer keys:

a Introduction: From “ I saw …….News” b Request: From: “ I am ……….your school”

-Greetings T – whole class Do as request

Listen and repeat Write down on their notebooks

Do as request Read

Pair work

Ask and answer the questions

Match

(43)

Post-Writing 3’

IV Homework: 2’

c Further Information: From “ I speak ………….necessary” d Conclusion: From “ I ………… from you”

* Writing a letter:

- Have Sts read again the three advertisements on page 36 and choose one of the schools they want to attend to improve their English

- Get Sts to write a letter of inquiry to the institution requesting for more information about the courses and fees The exercise

Matching above will help Sts write their letter easily

-After finishing the letter, Sts have to compare with their partner and make some correction

- Give feedback

- Call on some Sts to read their letters before class - Reinforce the knowledge

- Provide the exercises

-Ask Sts to write in their notebooks

Correct mistakes

Write

Compare

Do as request

UNIT 4: LEARNING A FOREIGN LANGUAGE Lesson 5: LANGUAGE FOCUS

I Objectives:

By the end of the lesson: Sts will be able to use in modal verbs with if

III Techniques: Communicate approach – pairwork- groupwork IV Teaching aids: - text book, picture, poster card

V Teaching steps:

-Greetings

* Jumbled words:

(44)

10’ III New lesson:

Presentation 5’

Practice 25’

2’

cilioeuds → delicious; deronufwl → wonderful edeorrpt → reported ; reictd → direct

5 viertinwe → interview I Revision of modal verbs:

- Ask Sts to name some modal verbs with their meanings Must

Have to Phải Should Ought to Nên May

Might Có lẻ * FORM:

II Revision of Conditional sentences type 1 E.X: If you go to school, you will give flu to other If clause Main clause

V: Present V: present or future

E.X: If you want to improve your English, I can help you V: Modal Verb Usage: We can use a modal verbs in a main clause The modal verb gives more information about the outcome relating to ability, certainty permission, obligation or necessity

* Practice:

- Ask Sts to exercise on page 38

- Let Sts work impairs to complete the Conditional sentences They have to use the modal verbs in brackets and the information in the box

* Answer keys:

c …you should exercise 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 - Call on some Sts to practice dialogue before class and teacher correct

- Monitor and help Sts with pronunciation - Reinforce the knowledge

T – Whole class Do as request

Pair work

Practice the dialogue

Do as request

UNIT 4: LEARNING A FOREIGN LANGUAGE Lesson 6: LANGUAGE FOCUS(2,3,4)

I Objectives:

By the end of the lesson: Sts will be able to report what they hear

II Language contents :

* Grammar: Direct and reported speech

Communicate approach – pairwork- groupwork IV Teaching aids:

Text book, picture, poster card

(45)

IV Teaching steps:

5’

III New lesson: Presentation

13’

While 20’

- Greeting

- Introducing’Reported speech” by some examples I Revision of Direct and Reported speech.

1 Changes in tense

- Draw the table on the board

- Divide the class into two teams Team A with red chalk, team B go to the board and complete the table by writing suitable tenses in Reported speech:

* Answer keys:

Direct Speech Reported Speech

Present Simple Tense Past Simple

Present Progressive Tense Past Progressive Tense

Future Simple Tense Would + Vinf

Can / May Could / Might

Must Had to

2 Changes in adverb and articles * Matching

- Stick a poster of adverbs and articles on the board - Divide the class into two teams

- Get Sts from teams to go to the board and write the pairs of adverbs or articles in direct speech and in reported speech E.X This → that

- The team which is writes more pairs will win the game * Answer keys:

This That

These Those

Now Then

Here There

Today That day

Tomorrow The following day 3 Reported questions

* In reported questions, we not use the Auxiliary verbs: do; does; did

E.X: What you want? → I asked her what she wanted

* When there is no question word (what ; when ; who …) we use “ If ” or “ whether ” to introduce a reported question

* In reported questions, they word order is the same as in statements ( they were doing ; my brother was ) and we not use a question mark

E.X: How is your brother? → She asked how my brother was II Reported speech.

- Have Sts work in pairs to Language focus exercise on page 39

-Set the scene: “ Lan’s father held a party to celebrate his mother’s birthday Unfortunately, Mrs Thu, her grandmother, has a hearing problem and she could not hear what people were saying After the party, Lan reported everything to her grandmother.”

- Greeting

T – whole class Do as request

Complete the table

Do as request

Complete the table

(46)

Post 5’

IV Home work 2’

E.X: I’m happy to see you (Aunt Xuan )

→ Aunt Xuan said she was happy to see you

- Call on some pairs to call out their sentences ( one with direct speech and the other with reported speech )

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 that he would go to Hue the following day e Mrs Hoa said she might have a new job

f Mr Quang said he had to leave then III Reported questions

- Have Sts language focus exercise on page 39

- Ask Sts to work impairs to change the direct speech questions into reported speech questions

- Set the scene: “ this morning Nga had an interview for a summer job When she arrived home, she told her mother about the

interview” - Give example E.X

T: Do you like pop music?

St1: She asked me If / whether I liked pop music T: Where you live?

St2: She asked me where I lived - Call on some pairs to work before class - Give feedback

* Answer keys:

a She asked me how old I was

b She asked me If my school was near there c She asked me what the name of my school was d She asked me whether I could use a computer e She asked me why I wanted that job

f She asked me when my school vacation started - Reinforce the knowledge

- Provide the exercises on workbook

Practice

Pair works

Do as request

Week: 13th Preparing date: 22 /10/ 2009

Period: 26th

Full name:……… The second test: 45 minutes Class: 9… Subject: English

I Choose the best word : ( ms )

Miss White asked us (have we seen / if we had seen/ if has we seen) the film called “Sun flowers “ He said he (is meeting / was meeting/meets) a friend at station that day

She asked me how I ( will use/would use /used) English in the future It’s dangerous (swam/to swim/swimming) in this river

5 your house next year ? (is - rebuilt/ was – rebuilt / will - be rebuilt) She (is often took/is often taken / is often taking) to the theater by the Greens If you want to get good grades , you (to study/ must study/ studied) hard Water can’t (find/ be found/finds) here

Hoa is sick today, (but/ so/ or) she won’t go to school

10 I’m looking forward to ( go / be going /going) on vacation 11 I wish you (help/ will help /helped) me with my homework

12 There is a (shrine/ temple/ banyan tree) on the mountain near Ba’s village II Fill in each gap with a suitable preposition:( ms )

(47)

Ba and his family had a day trip………their home village She works for a national bank HO CHI MINH City III Do as directed(3 ms):

Mrs Xuan said that she was having a wonderful time now.(Correct the mistake)

……… The teacher asked me:” Do you have any plans to study abroad?”( Change into reported speech) ……… The weather isn’t nice today.(Rewrite the sentence with”I wish”)

……… She (learn) ………English since she was ten (Supply the correct verb)

……… If she(need)………a computer, she can borrow mine (Supply the correct verb)

……… This bike /buy/ two years ago.(Complete the sentence)

……… IV Using the words given in the box to fill in the blanks to make a meaningful passage ( ms)

College - because -them - just - difficult - useful -countries - many - must - one Every year people in many (1 )………… learn English Some of (2) are young childen Others are teenagers (3) are adults Some learn at school Others study by themselves A few learn English (4) by hearing the language in films , on television in the office or a mong their friends Most people (5) .work hard to learn English

Why all these people learn English ? It’s not (6 ) to answer this question Many boys and girls learn English at school because it is the one of their subjects Many adults learn English because it is useful for their work Teenegers often learn English for their higher studied (7) some of their books are in English at the (8) or university Other people learn English because they want to read newspapers or magazines in English

1………; 2………; 3………; 4………; 5………; 6………; 7………; 8……… GOOD LUCK!

Week: 14th

Period: 27th Date of preparation: 05/11/2009 UNIT THE MEDIA

Lesson 1: Getting Started - Listen and read

I Objectives:

By the end of the lesson: Sts will be able to know more about the media

* Grammar: Tag questions

Gerund after some verbs

* Vocabulary: Crier – Channel - Interactive - Remote Control - benefit;

III Techniques: Communicate approach – pairwork – groupwork IV Teaching aids: - text book, cassette, picture, poster card V Teaching steps:

Steps and time Teacher’s activities Students’activities

10’

- Greetings Shark’s attack:

- Prepare a shark (or a crocodile ) and a girl / boy on cards - Draw some steps on the board, and the sea around the steps - Stick the boy / girl on top of the steps, and the shark is in the sea

(48)

III New lesson: Pre 10’

While 15’

Post 5’

- Draw six gaps for the word MEDIUM

- Get Sts in teams ( or ask them as a whole class ) to guess the letters, if their guess is right, they will get one mark

- The game can continue with some more words

- Ask Sts the meaning of Medium and the plural form of medium (media – phương tiện truyền thông )

I Pre – Teach Voc:

Crier (picture): người rao hang,/ tin tức đường phố Channel (picture): kênh

Interactive(translation): tương tác

Remote control(picture ): phận điều khiển từ xa.

Benefit ( synonym) = profit; improvement: ích lợi,phúc lợi * Checking Voc: Matching

II Ordering statements prediction: - Give the poster of statements on the board

- Get Sts to work in pairs to put the statements in correct order a Television is cheap and convenient entertainment

b Vietnamese enjoy reading “ kien thuc nay”, one of

the most popular magazines c Long time ago, criers had to shout the latest news as they

were walking in the street d Interactive is the development of TV

III Reading and checking:

- Get Sts to read the text about the media and check their guess - Give feedback

* Answer keys: – c – b – a – d

IV Completing the table

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

- Ask Sts to work individually then share with their partners * Answer keys:

Fact and events Passage number

1 Remote control are used to interact with TV One of the most popular magazine

3 People of different ages likes this magazine Benefit of TV

5 People got the news from town crier Interactive TV is available now

D B B C A D V Comprehension questions:

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

- Play the game”lucky number”

- Call on some pairs of Sts to ask and answer the questions - Give feedback and correct

* Answer keys:

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

2 Kien thu is one of the most popular magazines

Repeat after teacher

Do as request Listen and as request

Pair works

Read and check

Complete Individual work

(49)

and is widely read by both teenagers and adults

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

convenient way

4 I read Kien Thuc Ngay magazine

1 I like TV Because I can get the latest information and enjoy interesting and inexpensive local and international programs in a convenient way

- Provide the exercises in workbooks

Do as request

Week: 14th

Period: 28th Date of preparation: 10/11/2009

UNIT 5 THE MEDIA LESSON 2: SPEAK + LISTEN

I Objectives:

- By the end of the lesson Sts will be able to to talk to their friends about the programs that they like or dislike

- Developing listening skill: listen and complete a table By the end of the lesson, students know the important dates of the media

II Language contents : * Grammar: Tag questions

* Vocabulary: Communicate; remote; benefit; website; limitation; time – consume; interactive; shout; income; stage;

III Techniques: Communicate approach – pairwork – groupwork

IV Teaching aids: - Text book, picture, poster card cassette recorder and tape, handout (for exercise) V Teaching steps:

3’

- Greetings

* Information transmitting: - Divide the class into each team

(50)

III New lesson: Pre – speaking

5’

While –speaking 15’

Post –speaking 2’

- Choose volunteers from each team - Get the volunteers to stand in two lines

- Show the first St in each line a sentence( written on a small piece of paper)

I Pre – Teach Voc:

Violent: ( definition: showing great physical force: bạo lực ) Documentary: ( definition: something written or printed that gives tài liệu , phim tài liệu )

Informative: (translation: giàu thông tin ) * Checking Voc: Rub out and Remember II Revision of Tag questions:

- Ask Sts to complete the dialogue between Lien and Trung ( ask them to keep their books closed )

* Answer keys: don’t you? like / love watching documentaries don’t you? informative too

8 you? I don’t 10 watch

- Have some Sts read the dialogue in pairs before class - Check their pronunciation / intonation of tag questions - Let Sts work in pairs to practice the dialogue

- Have Sts pick out sentences showing agreement and disagreement and ask them to practice

* Brainstorming:

Songs I love

Sports Folk music Wildlife Documentary Weather forecast News Cartoon * Possible answers:- Learning English

- Health for everyone - Children’s corner - Safe traffic News - Literature and Art - Drama

- Have Sts talk to each other about the TV programs they like or dislike, making similar dialogues

Repeat after teacher Do as request Listen to Complete the dialogue

Read the dialogue Check

pronunciation And intonation Pair work Pick out

Talk to each other

Do as request Warm up - Teacher’s asks students to give some means of media, Whole class

(51)

3’ and then write on the board

- Suggesting: newspaper, radio, television, internet, etc Pre-listening

2’ -television… there are other means of media such as:Teacher shows a telegraph and says: besides newspaper, telegraph, newsreel, etc (teacher explains these words) - Teacher asks students if they know when the telegraph was invented

- Lis ten and answer

While listening

10’ -her father about her assignment (a test)Teacher introduces the conversation between Chau and - Let them listen twice

- Students listen for the last time to check the answers (The groups exchange the answers for correction)

* Keys: a) the late 19th century; b) Radio and newsreels. c) in the 1950s ; d) the Internet

- Listen the tape

- Work in group Post listening

3’

- Teachers asks some students (leaders of the groups) to stick the answer on the board

- Teacher corrects the mistakes and gives the right answers

- Teacher gives them points and congratulates the swimming group

- Reinforce the knowledge - Provide the exercises

- Listen and correct - Do as request

Week: 15th Preparing date: 15/11/ 2009 Period: 29th

UNIT 5: THE MEDIA Lesson 3: READ I Objectives:

By the end of the lesson Sts will get some knowledge about the Internet

II Language contents : * Grammar: Tag questions

* Vocabulary: communicate; remote; benefit; website; limitation; time – consume; interactive; shout; income; stage;

III Techniques: Communicate approach – pairwork – groupwork IV Teaching aids: - text book, cassette, picture, poster card

8’

- Show a picture of a computer and ask Sts about it What ‘s this?

Can you use computer?

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

Do you find the Internet useful? What you use the Internet for? I Pre – Teach Voc:

(52)

15’

While – reading 15’

Forum: (translation: diễn đàn )

Surf: (translation: lướt sóng, lướt mạng Internet ) Deny: (synonym: refuse: phủ nhận, từ chối ) Get access to: ( tiếp cận )

Limitation: ( giới hạn, hạn chế ) Spam: (translation: thư rác )

Alert: (definition: quick in movement of the body or mind: tỉnh táo,nhanh trí, cảnh giác )

Wander: ( definition: move or go around without any purpose or destination: lang thang )

* Check Voc: Matching

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

- Write the translations on the right hand side of blackboard - Have Sts come to the blackboard to match items on the right by drawing a line connecting them

II True or False statements prediction:

Set the scene: There is a forum on the Internet You will read some opinions about the advantages and disadvantages of the Internet

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

True or false statements:

a Internet is a wonderful invention of modern life

b the Internet is available not only in cities but also in the countryside c People use the Internet for two purposes: education and

entertainment d Bad program is one of the limitations of the Internet e You should be alert when using the Internet

- Give feedback

III Reading and checking prediction:

- Have Sts read the text on page 43, 44 and check their predictions Then ask them to correct the false statements

- Give feedback and correct * Answer keys:

a T

b F → The Internet is available only in the cities

c F → People use the Internet for many purposes: education , information , communication , commerce , entertainment d T

e T

IV Comprehension questions:

- Have Sts read the text again and answer the questions on page 44

- Get Sts to work in pairs, practicing asking and answering - Call on some Sts to call out their answer

1 Sandra uses the Internet to get information and to communicate with friends and relatives

2 Because she lives in the countryside where the Internet is unavailable

3 People use the Internet for education, communication ,

Repeat

Do as request

Listen to

Read

Pair works and check true or false

Read again

Check true or false

Read again

Ask and answer questions

(53)

Post 5’

entertainment and commerce 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 - Spam / electronic junk mail

- Personal information leaking

- Have Sts work in pairs, practice asking and answering * Discussion:

- Divide the class into four teams

- Give them the questions and ask them to discuss in groups “ Do you agree or disagree with the responses? What is your response to this forum?”

- Reinforce the knowledge - Provide the exercises

Discussion Ask and answer questions

Do as request

UNIT 5: THE MEDIA Lesson 3: WRITE I Objectives:

By the end of the lesson Sts will able to write a passage about the benefits of the Internet

III Techniques: Communicate approach – pairwork – groupwork IV Teaching aids: - text book, cassette, picture, poster card

8’

III New lesson: Pre – writing

10’

- Greetings

* Brainstorming:

- Have Sts to think about their favorite activities and how much time they spend on each activity

watching TV Reading newspaper Using the Internet

* Reading and discussing:

- Have Sts read the text on page 43 – 44 again

- Get Sts to answer the question “ make the list of benefits of the

- Greetings T – Whole class

(54)

Post – writing 5’

Internet” again

- Have Sts discuss the benefits of the Internet - Ask Sts to use the cues on page 44

* Possible answer:

- The Internet as a source of information ( news , weather forecast … ) - The Internet as a source of entertainment ( music , movies , ……)

- The Internet as a mean of education (online school, online lessons……)

- Easy to get information

- Communicate with friends, relatives… - Order tickets , goods trips, hotels ……

- Have Sts use the ideas they’ve just discussed to write a passage about the benefits of the Internet

- Monitor and help Sts with words or structures while they are writing

- After Sts finish, call on some Sts to read their passages aloud before the class

- Give feedback and correct * Suggested ideas:

Benefits of the Internet

The Internet has increasingly developed and become part of our everyday life And no one can deny the benefits of the Internet

The Internet is a source of information It is really a very fast and convenient way to get information You can get the latest local news easy You can check weather conditions before you go somewhere: e.x Go camping / fishing / outdoor You can find the timetable and maps of the buses you want to take, you can book your tickets for the next concert or soccer match, trip or hotel…

Internet is a very fast and cheap way to communicate with your friends or relatives by means of email, chatting, web cam

Besides, The Internet is a source of entertainment, you can listen to all kinds of music, the radio, watch videos, we use the Internet not only to play games but also to read novels or virtual sight seeing

The Internet is also a rich source of educational materials / course We can learn English through many interesting programs We can look up a dictionary

The Internet is a wonderful invention of modern life And it makes our world a small village

* Discussion

- Ask Sts to discuss the disadvantages of the Internet - Get Sts to discuss in groups and choose a speaker

- After discussing, the speakers from groups have to present their ideas before the class

* Suggested ideas: a Time – consuming

b Costly c Bad programs

d Spam / electronic junk mail

- Ask Sts to write about disadvantages of the Internet

Listen

Ask and answer Pair work

Discuss the benefits of Internet

Do as request

Discuss Group work

(55)

Week: 16th Preparing date: 01/12/ 2009 Period: 31st

UNIT 5: THE MEDIA

Lesson 3: LANGUAGE FOCUS I Objectives:

By the end of the lesson Sts will able to use well some tag questions and gerunds

III Techniques: Communicate approach – pairwork – groupwork IV Teaching aids: - text book, poster card

5’

III New lesson: presentation

10’

- Greetings

Checking attendance

- Have Sts read their presentation in the previous lesson I Complete the dialogues with the correct tag

- Introduce Tag question and remind how to form Rules: + Affirmative , Negative?

+ Negative , Affirmative? E.X: you are a doctor, aren’t you? you speak English, don’t you? * Note: “ aren’t I ” not “ am not I ” - Have Sts Exer in pairs

- Have some couples read aloud to complete - Remark, then give correct answer keys * Answer keys:

a haven’t you? d you? b didn’t he? e aren’t we?

- Greetings T – Whole class Present

T – Whole class Listen

Pair work

(56)

Practice 5’

Presentation 5’

Practice 10’ Post

5’ IV Homework:

5’

c wasn’t it?

Note: in the tag questions subject of the tag must be pronouns as “ I; we ; you ; they ; he ; she ; it ; “

- Have Sts continue to look at the table information and ask and answer about Tuan, Hanh , Mai , Anh , with TV programs they like or dislike Using the tag question follow example

- Have Sts practice aloud

- Remark and give the suggested answers II Review how to use gerund

- Introduce gerunds often go after some verbs as like ; dislike ; love ; hate ; avoid…

- have Sts work in pairs Make questions with the words in box Following the example

- Have some pair practice aloud in front of the class - Have Sts continue to Exer

- Guide Sts how to - Give EX to explain

- Have Sts read aloud their sentences about their parents or relatives in front of the class

- Give correct and suggested answer keys

E.X: My mother loves watching TV but my father doesn’t He likes listening to the radio

Listen

Listen and the Exer

Practice aloud Listen

Pair work Make questions Practice aloud Do Exer Listen Read

Do Exer as request

Week: 16th Preparing date: 03/12/ 2009 Period: 32nd

CHỮA BÀI KIỂM TRA SỐ 2

I Choose the best word : ( 0,25 x 12 = ms )

Miss White asked us (have we seen / if we had seen/ if has we seen) the film called “Sun flowers “ He said he (is meeting / was meeting/meets) a friend at station that day

She asked me how I ( will use/would use /used) English in the future It’s dangerous (swam/to swim/swimming) in this river

5 your house next year ? (is - rebuilt/ was – rebuilt / will - be rebuilt) She (is often took/ is often taken / is often taking) to the theater by the Greens If you want to get good grades , you (to study/ must study/ studied) hard Water can’t (find/be found/finds) here

Hoa is sick today, (but/ so/ or) she won’t go to school

10 I’m looking forward to ( go / be going /going) on vacation 11 I wish you (help/ will help /helped) me with my homework

12 There is a (shrine/ temple/ banyan tree) on the mountain near Ba’s village II Fill in each gap with a suitable preposition:( 0,5 x = ms ) 1.She asked me what aspect of learning English I found most difficult On Tuesday morning, there is a meeting between 11 am and 1pm Ba and his family had a day trip to their home village

She works for a national bank in HO CHI MINH City III Do as directed: (0,5 x = ms)

Mrs Xuan said that she was having a wonderful time then The teacher asked me if I had any plans to study abroad I wish the weather were nice today

She has learned English since she was ten If she needs a computer, she can borrow mine This bike was bought two years ago

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College - because -them - just - difficult - useful -countries - many - must - one Every year people in many (1 )………… learn English Some of (2) are young childen Others are teenagers (3) are adults Some learn at school Others study by themselves A few learn English (4) by hearing the language in films , on television in the office or a mong their friends Most people (5) .work hard to learn English

Why all these people learn English ? It’s not (6 ) to answer this question Many boys and girls learn English at school because it is the one of their subjects Many adults learn English because it is useful for their work Teenegers often learn English for their higher studied (7) some of their books are in English at the (8) or university Other people learn English because they want to read newspapers or magazines in English

1. countries ; 2. them ; 3. many ; 4. just ; 5. must ; 6. difficult ; 7. because ; 8. college

GOOD LUCK!

Week: 17th Preparing date: 04/12/ 2009 Period: 33+34

ÔN TẬP CHUẨN BỊ KIỂM TRA HỌC KỲ I

PART I:

I – TENSES(xem tài liệu tự chọn)

II– PASSIVE VOICE(xem tài liệu tự chọn) III- USED TO:

 Used to + bare infinitive: Chỉ thói quen khứ

 Tobe + used to + V-ing: Chỉ thói quen việc thường xãy  To get + used to + V-ing: Trở nên quen với

IV - WISH SENTENCES: CÂU ƯỚC

1 Câu ước thực tương lai: next week, tomorrow, tonight S + WISH(ES) + S + WOULD/COULD + V.Bare Câu ước thực tại: now, at the moment….

S + WISH(ES) + S + WERE (cho taát ngôi) + V2/ DIDN’T + V.BARE V - CONDITIONAL SENTENCE – CÂU ĐIỀU KIỆN

LOẠI IF – CLAUSE MAIN CLAUSE

1 Sự tương lai: Next week, soon, tomorrow (be)/ (go)

Simple present: Am/ is/ are/ have/ has S + V, V-s/es

Don’t/ Doesn’t + V1 Ex: If the weather is fine,

Simple future: S + WILL + V bare S + SHALL + V bare We shall go on a picnic. VI – PREPOSITIONS – GIỚI TỪ

With IN: themorning, august, summer, 2006, uniform, hospital, bed, the world, debt, prison, English, the center of, the middle of, some ways, addition, Vietnam, London, ink, the past/ future, case

With ON: Monday, Saturday morning, holiday, radio, subject, foot, a farm, a chair, the beach, the phone,

Christmas Day, the occasion, the south coast of, a picnic, the way to, time, a street, a floor, the right/ left, sale, the corner

With AT: 5 o’clock, first, last, present, the moment, 16 years old, the age of (15), home, school, the bus stop, the same time, a party, Mary’s house, the end of, the beginning of, night, least, once, times, work

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shooting, by then, by the way, by far, by accident by car/ bus/ taxi/ plane - with smoke, with hands, out of date/ work/ order

VII - ADVERB CLAUSES

1 Adverb clauses with “so”: Là mệnh đề trạng ngữ bắt đầu liên SO (vì vậy) diễn tả nguyên nhân dẫn đến kết quả

S + V +…, so + S + V…. -He didn’t work hard for the examination, so he failed ( He failed because he didn’t work hard for the examination)

2 Adverb clauses with “so/such….that”: mệnh đề trạng ngữ nối nguyên nhân với kết cách sử dụng so/such…….that

S + V +…So + adjective/ adverb+ that + S + V…. Jim is so intelligent that he always understands what I say

S + V +…such (a/an) + noun +that + S + V…. She is such a good student that all her teachers like her

VIII - REPORTED SPEECH A Imperatives

Direct speech Indirect speech

Affirmative

Imperative Mike said to Henry, “Give me my V1 + …… book back, please.”

S+ told / asked B + to + V1 + ……

Mike told Mary to give him his book back Negative

Imperative Don’t + V1 + …… "Don't play on the grass, boys," she said

S+ told / asked B + not + to + V1 + …… She askes the boys not to play on the grass B Statements in indirect speech:

1.Expressions of time and place in reported speech

today / tonight tomorrow

the day after tomorrow next week

now

tomorrow morning here

ago

that day / that night

the next day / the following day in two days’ time

the following week then

the next morning here

earlier/ before this

these thatthose

3 Statements in indirect speech: tense changes necessary

Simple Present

“I never eat meat,” he said Present Progressive

“I’m waiting for Ann,” he said Present perfect

“I have found a flat,” he said Future

He said, “I will be in Paris on Monday”

Simple Past

= He said that he never ate meat. Past Progressive

= He said that he was waiting for Ann. Past perfect

= He said that he had found a flat. Conditional

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But note, Conditional

I said, “I would like to see it?” Conditional= I said I would like to see it (no tense change)

*** Note: must had to , can could, maymight

4 Personal pronouns:

S O Adj. Pro. Reflexsive pronouns

I me my mine myself

you you your yours yourself/ yourselves

we us our ours ourselves

they them their theirs themselves

he him his his himself

she her her hers herself

it it its its itself

C Questions in indirect speech

1. Yes / No questions

1 “Do you know My Son, Nga?” Nhi asked “Is My Son far from Hanoi? Nhi asked He said, “Will you be here tomorrow?” “Is there a post office near here?” she asked me

S+ asked B + if / whether + S + V + …… = Nhi asked Nga if/ whether she knew My Son. = Nhi asked Nga if/ whether My Son was far from

Hanoi.

= He asked if/ whether she would be there the next day.

= She asked me if/ whether there was a post office near there

Wh_questions

1 He said, “Where is she going?” He said, “Where does she live?” “Who lives next door?”

2. S+ asked B + Wh- / How + S + V + …… = He asked where she was going. = He asked where she lived.

= He asked who lived next door.

IX TAG QUESTIONS:

1 Định nghĩa :

Câu hỏi đuôi câu hỏi đặt cuối câu Sử dụng câu hỏi đuôi chủ yếu để khẳng định thơng tin để tím kiếm đống ý người nghe

2 Thành lập :

Câu hỏi có hai dạng: Khẳng định phủ định.

- Nếu phần đầu câu khẳng định câu hỏi phủ định có dạng: auxiliary verb + not + personal pronoun Ex: It’s cold, isn’t it?

- Nếu phần đầu mơt câu phủ định câu hỏi khẳng định có dạng : auxiliary verb + personal pronoun Ex: He isn’t a doctor, is he?

 Notes :

+ Auxiliary verb be, modal verb, have(has), do(does), did tùy theo động từ sử dụng câu phát biểu phần đầu

+ Nếu chủ từ phần đầu this, that câu hỏi dùng it

Nếu chủ từ phần đầu these , those câu hỏi dùng they Ex: This is your books, isn’t it ?

These are some cows, aren’t they ? + Sau let’s dùng ,”shall we?” Ex: Let’s go to the cinema, shall we?

+ Trong cấu trúc there + be, there xem chủ từ Ex: There won’t be any problems, will there?

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Ex: Iam late, aren’t I ?

+ Nếu mệnh dề câu mệnh lệnh câu hỏi đuôi “ will you ?” Ex: Don’t be late, will you?

+ Nếu câu hỏi phủ định, ta ln dùng dạng rút gọn X GERUNDS AFTER SOME VERBS:

- Gerunds( danh động từ) hình thức Verb + ing.

- Khi động từ động từ khác theo sau, động từ thứ hai lúc động từ nguyên mẫu (bare inf) hay động từ nguyên mẫu có to( to inf) Các em nói “ I want to travel to Lon Don”, nói “ I enjoy to LonDon” Động từ “enjoy” ln phải theo sau Gerund (V-ing) chương trình PT em giới hạn số động từ sau:

- Enjoy/hate/ dislike/like/love/finish/ mind/ avoid/stop + Gerund (V-ing) - Riêng động từ Like, Stop, Love em cần tham khảo để hiểu rõ XI VOCABULARY:( Ôn tập từ vựng từ unit 1- unit 5)

ÔN TẬP CHUẨN BỊ KIỂM TRA HỌC KỲ I PART II: EXERCISES

I. Add tag questions to the following sentences : 1. Jane is a dentist,……… ?

2. They won’t be here,………? 3. That is your book,………? 4. You’ve been to Paris,………?

5. She didn’t go to the concert,……….? 6. Let’s play soccer,……….?

II Give the correct form of the verbs in the blankets: 1. Most rivers (flow) into the sea

……….……… 2. My father (buy) four tickets days ago We (see) the film Dream City tomorrow

……….……… 3. My aunt (enjoy) (listen) to country music

……….……… 4. There are a lot of black clouds in the sky It (rain)

……… 5. Mozart (play) the piano when he (be) three years old

……… 6. My family (watch) T.V every night But now we (listen) to pop music

……… 7. What you (do) last night? – I (go) to my aunt’s house

……….……… 8. You (invite) the newcomers of our class to the party last night?

……… 9. At 7:00 pm last night he (watch) TV with his wife, but now he (listen) to

music……… 10. My friend (live) in HCM City since he (be) eleven

……… 11. I used to(attend)………….Chu Van An primary school

……… 12. How long they (learn) English? - They (learn) English for two years

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13. I (be) at Tam’s house last night, but I (cook) dinner at home at the moment ……….……… 14. We (visit) Nga tomorrow Tomorrow (be) Sunday

……… 15. Dung is used to (go) ……….to school every morning

……….……… 16. Children shouldn’t (drink) coffee It (not be) good for your health

……… 17. I used to live when I (be) a young girl

……… 18. My friend (get) married in August next year

……… 19. I have a broken leg I (fall) over when I (play) soccer

……….……… 20. My brother (come)………… home last night He (not get)……… up yet 21. The Pikes (move) to London since 2002

2 She (eat) a lot of fruit yesterday

23 They (practice) their music lesson at o’clock last night

24 It usually (rain) ………in the summer 25 She (win) ………the gold medal in 1986 26 They (build) ………a house next year

27 I wish I (can) ………speak French 28 They wish they (get) ………good grades 29 Mai (buy) some new story books yesterday

30 The students (play) baseball at the moment 31 The kids (sleep) when the bell rang

32 Uyen (take) a bus to school everyday

33 Lan (borrow) some books from the library since Monday 34 My grandfather (live) in HCM city for ten years

35 Their parents (go) out for dinner last night IV Change the following sentences into passive

1 We have to improve all the schools in the city

All the schools in the city……… They will produce five million bottles of champagne in France next year

Five million bottles of champagne ……… They have just introduced a new style of jeans in the USA

A new style of jeans ……… They have built two department stores this year

Two department stores ……… You must this exercise carefully

This exercise ……… They made jean cloth completely from cotton in the 18th century

Jean cloth ……… V. Write sentences: Reported speech

1 Lan said “I will be very busy tomorrow.”



Lan said……… Thu said “All the students will have a meeting next week.”



Thu said……… Tam said “I can swim across the river.”



Tam said……… My teacher told me “You should read these books.”



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

Hoa said……… “ Where are you going for your holidays?” asked Lan

 Lan asked………

“ Which way is the post office?” the tourist asked

 The tourist asked………

10 “Will we read the story?” Bill asked his teacher

 Bill asked his teacher ……… VI Write sentences with " I wish":

1 .I'm not at home now

………

2.Our classroom doesn't have any windows

……… 3.Lan does not know how to make a cake

……….… 4.I can't go with you to the countryside next weekend

……… 5.The teacher is going to give us an exam tomorrow

……… ANSWER THE FOLLOWING QUESTIONS:

Unit 1:

Malaysia is one of the countries of the Association of South East Asian Nations (ASEAN) It is divided into two regions, known as West Malaysia and East Malaysia They are separated by about 640 km of the sea and together comprise an area of 329,758 sq km Malaysia enjoys tropical climate The Malaysian unit of currency is the ringgit, consisting of 100 sen

The capital of Malaysia is Kuala Lumpur and it is also the largest city of the country The population in 2001 was over 22 million Islam is the country's official religion In addition, there are other religions such as Buddhism and Hinduism The national language is Bahasa Malaysia (also known simply as Malay) English, Chinese, and Tamil are also widely spoken The language of instruction for primary school children is Bahasa Malaysia, Chinese, or Tamil Bahasa Malaysia is the primary language of instruction in all

secondary schools, although some students may continue learning in Chinese and Tamil And English is a compulsory second language

1 Where is Malaysia?

2 Is Malysia’s climate tropical?

3 How many religions ae there in Malaysia Which language people speak in Malaysia?

5 Which language primary school children learn at school.? Do all secondary school children learn in English?

Unit 2:

The word jeans comes from a kind of material that was made in Europe The material, called jean, was named after sailors from Genoa in Italy, because they wore clothes made from it In the 18th century jean cloth was made completely from cotton and workers at that time loved wearing it because the material was very strong and it did not wear out easily In the 1960s, many university and college students wore jeans Designers made different styles of jeans to match the 1960s' fashions: embroidered jeans, painted jeans and so on In the 1970s more and more people started wearing jeans because they became cheaper In the 1980s jeans finally became high fashion clothing, when famous designers started making their own styles of jeans, with their own labels on them Sales of jeans went up and up But in the 1990s the

worldwide economic situation got worse, and the sale of jeans stopped growing However, jeans have never been out of fashion, and today young generation is still fond of wearing them

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8 When did jeans become cheaper ? Where does the name jeans come from? 10 What were the 1960s' fashions?

11 Why did more and more people begin wearing jeans in the 1970s? 12 When did jeans at last become high fashion clothing?

13 Why did the sale of jeans stop growing? Unit 3:

Van, a student from Ho Chi Minh City, is an exchange student in the USA He is now living with the Parker family on a farm 100 kilometers outside Columbus, Ohio He will stay there till the beginning of October

Mr Parker grows maize on his farm, while Mrs Parker works part-time at a grocery store in a nearby town They have two children Peter is the same age as Van, and Sam is still in primary school

Since Van arrived, he has been learning a lot about life on a farm In the afternoon; as soon as he completes his homework, he feeds the chickens and collects their eggs On weekends, if Mr Parker is busy, the three boys help him on the farm

On Saturday afternoon, Peter plays baseball The Parker family and Van eat hamburgers or hot dogs while they watch Peter play The Parkers are nice so Van feels like a member of their family

14 Where the Pakers live in the U.S.A? 15 Where does Mrs Parker work? 16 What canVan help the Pakers?

17 How does Van feel when he lives in that family? Unit 5:

the Internet is a very fast and convenient way for me to get information I can also communicate with my friends and relatives by means of e-mail or chatting However, I don't use the Internet very often because I don't have much time For me, the Internet is a wonderful invention of modern life It makes our world a small village Nobody can deny the benefits of the Internet in our life However, the Internet is

available only in cities People use the Internet for many purposes: education, communication,

entertainment and commerce However, the Internet has limitations On the one hand, it is not only time-consuming and costly but also dangerous because of virus and bad programs On the other hand, internet users sometimes have to suffer various risks such as spam or electronic junk mail, and personal

information leaking So, while enjoying surfing, be alert!

18 Is the Internet a very fast and convenient way for me to get information and communicate with others?

19 What people use the Internet for?

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Week: 18th Period: 36th

KIỂM TRA HỌC KỲ I

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UNIT 6: THE ENVIRONMENT Lesson: Getting started & Listen and read

I Objectives: By the end of the lesson Sts will be able to understand more about the Environment II Language contents :

* Grammar: Adj modify nouns Averbial clause of reason

That clause * Vocabulary:

III Techniques: Communicate approach – pairwork – groupwork IV Teaching aids: - text book, cassette, picture, poster card IV Teaching steps:

I Stability: II Check up:

Warm up 5’

III New lesson: Pre- listening

10’

While – listening 22’

- Greetings

* Getting started

- Introduce the topic of the lesson

- Introduce some hot problems about the environment Then have Sts look at pictures

- Have Sts match pictures with phrases - Have Sts tell the answer

- Give meaning of some phrase and answer keep

a air pollution b spraying pesticide c garbage dump d water pollution e deforestation e dynamite fishing

I Pre – teach Voc Volunteer conservationists: Check the sand among the rocks Spoil

Pollution: Garbage dump: Deforestation:

- Introduce new language materials and the topic of environment - Have Sts tell about some activities to clean the environment on holidays

-Tell the situation of the text and require of Exer - Have Sts listen to the tape

* Have Sts Exer 2a

- Have Sts read aloud the answer - Give answer keys:

-Greetings T – Whole class Do as request

T – Whole class Repeat

Write down

Listen and tell

Listen again and exer

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Post 5’

* Answer keys: – f ; – e ; – b ; – a ; – c ; – d - Help St show to use conditional sentence type I and meaning E.X: If you can’t find your place I will ……

- Have Sts Exer 2b

-Ask Sts to read questions then read the text again to find the answers

- Have Sts tell or write the answers - Remark , correct , and give answer keys * Answer keys:

The speaker is Mr Brown

The listeners are the volunteer conservationists They are on the beach

4 They are going to clean the beach

5 If they work hard today, they will make the beach clean and beautiful again soon

- Help Sts how to protect the environment - Reinforce the knowledge

Listen

Read and answer

Do as request

UNIT 6: THE ENVIRONMENT Lesson 2: SPEAK + LISTEN

I Objectives: - By the end of the lesson Sts can persuade other to protect the environment - Sts will able to can get some more information about the environment II Language content :

* Grammar: Adj modify nouns

Averbial clause of reason That clause

* Vocabulary: cover , minimize ; spray ; foam ; fence ; junkyard ; trash ; pollution ; sewage ; hedge ; fold ; dump ; dynamite…

III Techniques: Communicate approach – pairwork – groupwork IV Teaching aids: - text book, cassette, picture, poster card V Teaching steps :

5’

III New lesson: Pre – speaking

5’

- Greetings

1 Check up

- Have Sts write Voc Then make sentences using conditional sentence type I about protecting the environment

I Speaking:

- Introduce the require of Exer 3a

- Have Sts tell some ideas of protecting the environment, then write them on the board

- Have Sts review some phrases and expressions to persuade

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While – speaking 15’

Post 2’

Pre – listening 3’

While – listening 8’

5’

other to something

- Have Sts give some examples then read the Exer in books - Have Sts work in pairs

- Have some pairs practice in front of the class - Have Sts Exer 3b (Give how to do)

- After fishing the tables Have Sts work in pairs following the tables

- Have some pairs practice in front of the class - Give some more suggested answers

- Write on both sides of paper  Recycle used paper

 Save plastic bags, clean and reuse them  Save plastic bags, clean and reuse them

 Don’t throw waste and garbage into streams , lakes and even oceans

 Discard / throw garbage in waste bins  Try reuse and recycle things

- Remind some ways to persuade other to something

- Persuade someone to something to protect the environment II Listening:

1 New lesson

- Introduce the situation

- Summarize the content of the listening - Explain the require of the Exer

- Have Sts read the notes

- Have Sts guess some reasons that can pollute the environment - Have Sts tell aloud their guessing then write on the board - Have Sts prepare to listen and complete the notes

- Have Sts check the answers each other

- Have some Sts tell aloud or write their answers - Remark and correct

* Answer keys:

Secondly: garbage is ….

Thirdly: ….come from ships at sea

Next: waste materials come from factories Finally: oil is washed from the land

- Have Sts listen again and check

- Retell some reasons can pollute the environment

- Listen carefully more times at home and prepare the next period

Look at and read the review

Tell

Work in pairs Practice in front of the class

Pair work

Copy

Listen and write

Listen

Read Guess Tell

Listen again and complete

Write

Check

Retell

Do as request

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UNIT THE ENVIROMENT

Lesson 3: READ

I Objectives:

By the end of the lesson Sts will able to understand the poem about the environment II Language content :

* Grammar: Adverbs of clause of reason Adjective + that clause

Conditional sentences type I

* Vocabulary: cover , minimize ; spray ; foam ; fence ; junkyard ; trash ; pollution ; sewage ; hedge fold ; dump ; dynamite…

III Techniques: Communicate approach – pairwork – groupwork IV Teaching aids: - text book, cassette, picture, poster card V Teaching steps:

5’

10’

While 20’

- Greetings* Chatting:

- Ask Sts some questions about Do you like poetry?

Which poet you like best?

Name some poems that are your favorite?

Do you ever read an English poem? Do you understand it? Do you like best?

- Junk yard: ( explanation: a place where people store waste: bãi phế thải)

- Treasure: ( translation: kho báu ) - Hedge: ( visual: hang rào )

- Nonsense: ( translation: điều vô nghĩa, điều dại dột ) - Foam: ( picture: bọt )

* Check Voc: RUB OUT AND REMEMBER II Pre questions:

- Give Sts two questions and ask them to answer before reading the poem

* Set the scene: Two people are going on the picnic They are talking about the pollution

Questions:

Who are the people in the poem?

- Greetings

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Post 7’

Where are they?

- Have Sts work in pairs to guess the answers - Give feedback

READING AND CHECKING

- Have Sts read the poem and check their answers * Answer keys:

The mother and son

They are in the park / woods

- Ask Sts to practice asking and answering the questions in pairs MATCHING

- Have Sts practice guessing the meaning of the words by matching each word in column A with an appropriate in column B

A B

1 Junk yard End up Treasure Foam Stream Hedge Folk

a a row of things forming a fence b people

c a piece of land full of rubbish d a flow of water

e mass of bubbles of air or gas f valuable or precious things g reach of state of

* Answer keys:

– c – g – f – e – d – a – b COMPREHENSION QUESTIONS

- Show questions ( from to ) on page 51 - Get Sts to work in pairs to answer the questions * Answer keys:

1 According to the mother, what will happen if the pollution goes on?

- If the pollution goes on , the world will end up like a second hand junk yard

2 Who does the mother think pollute

- The mother think other folk pollute ( are responsible for the pollution of the environment but not her or her son)

3 What will happen to the boy if he keeps on asking such questions?

- His mother will take him home right away

4 Do you think the boy’s question is silly ( line – 10 )? Why not? - No, because he is right; if he throws the bottles that will be

polluting

5 What does the poet want us to learn about keeping the environment unpolluted?

- The poet wants us to learn that everyone is responsible for keeping the environment from pollution

Practice

Copy

Practice

Check

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Lesson: WRITE

I Objectives:

By the end of the lesson Sts will able to write some simple sentences as a complaint letter II Language content :

III Techniques: Communicate approach – pairwork – groupwork IV Teaching aids: - text book, picture, poster card

5’

10’

While – writing 20’

- Greetings 1 The old lesson

- Have Sts write Voc and make sentences with “conditional sentence type I” about and following protecting the

environment 2 New lesson

- Introduce the situation

- Introduce the require of the writing Write a complaint letter depending on available ideas

- Introduce the format of a complaint letter then explain the meaning SCRAP

- Have Sts read Mr Nhat’s letter

- Have Sts rearrange the letter into the order

- Have some Sts read the arranged letter before the class - Remark and correct then give answer

* Answer keys: R – S – A – C – P

- Introduce the situation and the require of the writing b

- Ask some questions to help Sts understand well the content of the writing’s situation

1.What people in the lake behind your house these days? What make you worried?

3 What’s the problems?

- Greetings

Do as request

T – Whole class Listen

Write Listen Read Rearrange

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Post 7’

4 What future plan you want to make?

- Have Sts write a complaint letter following the require - Have Sts change the writing each other

- Have Sts write the letters on the board - Correct the mistakes if necessary. - Give the suggest writing

- Have Sts read aloud the letter and the remind the format of a complaint letters

- Write a complaint letter about some Sts always throw trash in the school yard

Write

Do as request

Week: 21st Preparing date: 09/01/ 2009 Period: 41st

Lesson : LANGUAGE FOCUS

I Objectives:

By the end of the lesson Sts will able to review some grammatical points and know well about the environment

II Language content :

III Techniques: Communicate approach – pairwork – groupwork IV Teaching aids: - text book, picture, poster card

5’

Practice 5’

- Greetings The old lesson:

- Have Sts read or write their homework ( a complaint letter ) New lesson

* Adjectives and Adverbs:

- Introduce and help Sts how to use adj and adv Adj: modify Nouns (stand before nouns)

Adv: modify verbs and sentences (stand after verbs or at the end of sentences)

- Help Sts how to form adverbs of manner Adj + ly → adv

- Give some examples

- Have Sts write the suitable adverbs into the tables

- Correct and give meaning, then have Sts complete the sentences ( Exer 1)

- Have Sts read aloud the answers

- Remark and correct then give answer keys * Answer keys:

b Slowly c sadly d happily e well

* Adverbial clause of reason

- Greetings T - whole class T – whole class Listen

Do as request

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Practice 5’

- Remind the adverbial clause of reason

- Give form and EX then explain the meaning of the clause Since / As / Because: Bởi Vì ;

* Clause + As / Since ? Because + clause * As / Since / Because + clause , clause E.X I don’t go to school because I’m sick Because I’m sick, I don’t go to school

- Have Sts look at pictures and exer by combine pairs of sentences on the board

- Correct mistakes and give answer keys * Answer keys:

Ba’s tired because / as / since he stayed up late watching TV Nam has a broken leg because / as / since he fells over while he was playing basketball

Lan is going to be late for school because / as / since the bus is late Hoa broke the cup because / as / since she was careless

* Adjective + that clause

- Introduce and help Sts how to use the structure S + V + Adj + that + Clause E.X I’m happy that you are well

- Explain the meaning of the structure - Have Sts Exer by writing

- Have Sts compare the answers each other

- Have some pairs practice aloud in front of the class - Remark and correct then give answer keys

* Answer keys:

…excited that I can go to Dalat … …sorry that I broke your bicycle …disappointed that you did not … …amazed that I could win … * Conditional sentence type I

- Introduce and explain the meaning of the conditional sentence type I

Form: If clause , main clause (simple present) (simple future) E.X

If you go to school, you ‘ll meet many Sts - Have Sts read and Exer

- Have some Sts read aloud their answers - Remark and correct

* Answer keys: 1e ; a ; c ; d ; b - Introduce Exer

- Have Sts Exer by complete the sentences - Have Sts write these answers on the board - Remark and correct

- Retell some grammatical points - Provide the exer

T – whole class Listen

Do as request

Do Exer Compare Pair work

Read Do Exer Write

(73)

Week: 21st Preparing date: 10/01/ 2009 Period: 42nd

UNIT 7: SAVING ENERGY LESSON 1: LISTEN AND READ. I Objectives:

By the end of the lesson, Ss will be able to understand the dialogue and about the ways to save energy II Language contents:

 Grammar: Structure conditional senences type (5ms)  Vocabulary: words relate the environment

III III Techniques: Communicate approach – pairwork – groupwork IV Teaching aids: - text book, picture, poster card

V Teaching steps :

Time Teacher's activities Ss' activities

5’

III New lesson:

10’

8’

- Greetings +Chatting:

-Have Ss look at the picture on page 57 ( or show the picture on the board ) and ask some questions so that they can understand the picture Is the Tv on ?

Who is watching TV? Is the light still burning? What happens to the faucets? Should we turn the Tv off?

Must we pay for water and electricity we use in our home?

What should we to save energy? A Pre - reading:

I Pre- teach vocabulary: -water bill (n): hoá đơn tiền nứơc -enormous / I'n:ms / (adj) = very large -reduce / ri'du:s / : to make or become smaller -plumber / 'plmr / : workman who fits or repair water - pipes

-crack / krk / (n): in s.th : vết nứt, vết rạn -dripping faucet : vòi nước bị rỉ nhỏ giọt -T reads first and then ask Ss to repeat II Checking vocabulary: R O.R III T / F statements prediction:

+Set the scene: Mr Ha is talking to his neighbor, Mrs Ha looks very worried

Now, work in pairs and guess about the

- Greetings

Ss answer the questions in group or in pairs

Ss copy down

(74)

10’

5’

IV

Homework: 2’

conversation between them

-Hang the poster of statements on the board and ask Ss to guess which statements are true and which are false

a Mrs.Ha is worried about his water bill

b Mrs Mi gives Mr Ha advice on how to save water

c Mrs Ha has checked the pipes in her house and found no cracks

d A plumber is a person who repairs electric appliances

e Mr Robinson suggests taking showers because they can save water

B While - reading:

I Reading and checking prediction:

-Asking Ss to read the dialogue on page 57 and check their prediction

-Have Ss correct false statements guess answer correction

a T 

b T 

c F Mr Ha

hasnot checked the pipes in his house

d F A plumber

is a person who repairs water pipes

e T

II Comprehension:

-Having Ss work in pairs to find out the answers of these questions

a.Why is Mrs Ha is worried?

b How much money does Mr.Ha pay for her water bill ?

c What does Mrs Mi advise Mrs Ha to do? d How much water can be wasted a month by a dripping fauce?

C Post - reading: + Discussion.

-Asking Ss to work in pairs or in groups, discussing the topic: " What you to save energy at home and at school?

-Asking Ss to read the newwords -Learning newwords by heart.

-Reading the text carefully at home and answer the questions again at home -Doing exercise and in workbook

Ss work in pairs and then give the answers

Ss copy down

Ss read the dialogue again carefully and then answer the questions a Because his recent water bill is enormous

b He pays 200.000 dongs

c She advises Ha to get a plumber to check her water pipes and to reduce the amout of water by taking shower and turning off faucets after use d A dripping faucet can waste 500 litres of water a month

Ss discuss and give the answers

(75)

Week: 22nd Preparing date: 12/01/ 2009 Period: 43rd

UNIT 7: SAVING ENERGY LESSON 2: SPEAK + LISTEN I Objectives:

By the end of the lesson, Ss will be able to make and respond to suggestions By the end of the lesson Sts will able to know more about solar energy by listening II Language contents:

* Grammar: Connectives: and ; but ; because ; or ; so ; therefore ; however Phrasal verbs: turn off ; turn on ; look for ; look after ; go on

Structures for making suggestions

* Vocabulary: Suggest ; Faucet ; Install ; Solid ; pipe ; plumber ;… III III Techniques: Communicate approach – pairwork – groupwork IV Teaching aids: - text book, picture, poster card, cassette

V Teaching steps :

Time and steps Teacher's activities Ss' activities I Stability:

II Warm up: 5’

III New lesson:

Greeting

Checking old lesson

A Presentation:

-T asks Ss to look at the picture a on page 59 and ask Ss to give the suggestion

-T corrects and asks Ss to give the structures -T elicits from Ss

B Practice:

-Have Ss work in pairs to the exercise I Word cue drill:

a go / movies b play / badminton c go / library d watch / TV e / homework -T does the example

I suggest going to the movies OK

II Pictures cue drill:

-Asking Ss to look at the pictures at page 59 and make suggestions about how to save energy at home

Solar : ( Explanation: everything which is connected with

the sun: thuộc mặt trời ) Solar penal : ( Picture: kim loại để tiếp nhận lượng mặt trời )

Greeting

Ss look at the pictures and give the suggestion

I suggest turning off the faucet I suggest fixing the faucet +Form: Suggestions:

I suggest + V-ing

I think we should…………. Shall we………? Why don't we……….? How about + V-ing………….? What about + V -ing…………: Let's +V( inf )………….

Response: OK

That's a good idea. All right

Let's

No I don't want to I prefer to…….

(76)

20ms'

10ms'

8ms'

Nuclear power : ( translation: lượng hạt nhân )

Install : ( translation: lắp đặt ; cài đặt ) * Check Voc: Slap the board II True – false statements prediction - Ask Sts to look at the statements on page 60 ( 4a )

- Have they work in pairs and guess which statements are true and which one are false Solar energy can be cheap and clean Most of our electricity now comes from nuclear power

3 The solar energy that gets to the Earth can not provide enough power for the world’s population

4 Solar energy can be used on cloudy days All building in Sweden will be heated by solar energy in 2050

- Give feedback

II1 Listening and checking

- Have Sts listen to the tape twice and check their prediction

- Get Sts to correct the false statements * Answer keys:

1 T

2 F → Most of our electricity comes from the use of coal , gas , oil or nuclear power

3 F → % of the solar energy that gets to the Earth can provide enough power for the world’s population

4 T

5 F → They will be heated by solar energy in 2015 II2 Gap - filling

- Have Sts look at exercise b on page 60 and work in pairs to guess the words in the blanks - Give feedback

- Have Sts listen to the tape again and fill in the gaps If Sts can’t finish, let them listen once more

* Answer keys:

1 The Sun can be an effective source of power

2 Solar energy doesn’t cause pollution A lot of countries in the world are already using solar energy

4 It is possible to store solar energy for a number of days

5 Solar panels are installed on the roof of a house to receive the energy from the Sun We can save natural resources by using solar energy instead of coal, gas , and oil

Whole class

Ss work in group of to discuss Listen and check

Listen carefully Check

Listen and exer Work in pairs

(77)

-Asking Ss to remind the form of suggestions -Learning the form of suggestions by heart.

-Doing exercise and in workbook - Do as requested

Week: 22nd Preparing date: 14/01/ 2009 Period: 44th

UNIT SAVING ENERGY

Lesson 3: READ I Objective:

By the end of the lesson Sts will able to know more how North American and European countries save money and natural resources

 Vocabulary: Suggest ; Faucet ; Install ; Solid ; pipe ; plumber ;…. III Techniques: Communicate approach – pairwork – groupwork

IV Teaching aids: - text book, picture, poster card, cassette V Teaching steps :

5’

III New lesson: 10’

- Greetings

* Chatting:

- Use an electricity bill and water bill to chat to Sts What ‘s this?

How much is your family’s water bill? How much is your family’s electricity bill? Do you think it is enormous?

How much electricity does your TV use everyday? How much electricity does your fridge use everyday? Are your parents worried about that?

Do you want to reduce the amount of electricity and

water your family use? What should you do?

Do you want to know how the people in other countries save energy? I Pre – Teach Voc

Consumer: ( a person who buys goods that he will use himself: )

Bulb: ( realia: )

Scheme: ( synonym a plan: ) Efficient: ( translation: Category: ( translation:

Ultimately: ( synonym finally: Innovation: ( translation: Conserve: ( translation:

* Checking Voc: What and Where

- Greetings T – Whole class Do as request

T – Whole class Repeat

Write down

Do as request

Bulb Scheme Innovatio

n

(78)

5’

IV.Homework:

II Pre - Questions

- Give Sts two questions and ask them to discuss with their partners to predict the answers

1 Do People in Western countries think electricity, gas, and water are luxury?

2 Do they want to save electricity? What they to spend less on lighting?

I Reading and checking

- Have Sts read the text on page 60 – 61 to check their prediction - Give feedback

* Answer keys:

1 No, they don’t They think electricity , gas , 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.

II Reading for main ideas

- Have Sts read the text again and exercise 5a Sts have to work in pairs to choose the best summary of the passage Which of the following is the best summary of the passage?

1 Energy saving bulb should be used to save electricity In Western countries, electricity , gas , and water are

necessities

3 North American and European countries are interested in saving money and natural resource

4 Labeling schemes help saving energy * Answer keys:

3 North American and European countries are interested in saving money and natural resources

III Comprehension questions

- Have Sts work in pairs to find out the answers of these questions

What are Western consumers interested in? What can they to spend less on lighting? What is the purpose of the labeling scheme?

4 Why should we save energy? - Give feedback

- Call on some Sts to answer the questions Teacher checks and writes the answers on the board

* Answer keys:

1 Western consumers are interested in products that will not only work effectively but also save money 2 They can use energy saving bulbs instead of ordinary 10 watts bulbs to spend less on lighting.

3 She will pay US$2 Because these bulbs use a quarter of the electricity of standard bulbs The labeling scheme helps the consumers know how energy efficient the household appliances are

5 Because when we save energy ,we’ll save money and conserve the Earth’ resource

Answer the questions Pair work

Read and check

Pair work

Read the text again Pair work

Choose the best topic

Pair work

Answer the questions Pair work

(79)

5’ - Provide the homework Do as request

Week: 23rd Preparing date: 16/01/ 2009 Period: 45th

UNIT SAVING ENERGY WRITE I Objective:

By the end of the lesson Sts will able to write a simple speech and present it before the class II Language content :

 Vocabulary: Suggest ; Faucet ; Install ; Solid ; pipe ; plumber ;…. III Techniques: Communicate approach – pairwork – groupwork

IV Teaching aids: - text book, picture, poster card V Teaching steps :

5’

III New lesson: 10’

Pre – writing 10’

- Greetings

* Shark’s attack:

- Cut out a shark or a crocodile and a school girl or boy form card - Draw some steps, then stick the cut out girl/ boy on top of the steps, the shark is in the sea

- Draw four gas for the word BODY E.X

- Get Sts into team or ask them as a whole class for a letter in the alphabet They have to try to guess each letter If their guess is wrong, the girl / boy has to step down If their guess is right, they will get one mark

- The game continues until Sts find out the word BODY and the shark can eat the girl / boy

- Ask Sts to continue to guess the words Conclusion

Introduction

I Voc revision Jumble words

- Write the words whole letter are in a random order on the board - Divide the class into two team Sts from two teams go to the board and write the correct words

- The team which write more correct words first win game usm pu → sum up

2 ioatnetnt → attention aeidtl → detail diosl → solid fradt → draft II Matching

- Have Sts match each part of speech in column A to a suitable function in column B

- Ask Sts some questions to check their understanding * Answer keys:

Introduction: B – Getting people ……….to talk about

- Greetings

T – Sts Write Team work Repeat

(80)

Post – writing 5’ IV.Homework

2’

Body: C – giving …… language

Conclusion: A – Summing ……… said III Ordering:

- Have Sts put the sections in 6b on page 62 in the correct order to form a speech

* Answer keys: – – - Call on some Sts to read aloud the speech

- Help Sts to present the speech before class naturally IV Writing speeches – Exhibition

- Divide the 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

- Have volunteer from each group present his / her group’s speech before class

- Correct mistakes - Give feedback

- Ask Sts to copy down one of these speeches in their notebooks

Listen and answer Order

Read Group work Write

Write

(81)

Week: 23rd Preparing date: 17/01/ 2009 Period: 46th

UNIT SAVING ENERGY

LANGUAGE FOCUS I Objective:

By the end of the lesson Sts will able to use well some connectives; phrasal verbs and making suggestions

* Vocabulary: Suggest ; Faucet ; Install ; Solid ; pipe ; plumber ;… III Techniques: Communicate approach – pairwork – groupwork

IV Teaching aids: - text book, picture, poster card V Teaching steps :

I Stability II Warm up

5 III New lesson:

Practice 10

Practice 15

- Greetings

1 The old lesson:

- Ask Sts some questions about saving energy

2 New lesson:

L1 Explain how to do

- Let Sts read carefully sentences a – h - Let Sts read and exer

- Let Sts work in pairs to check each other - Have Sts read aloud the answers

- Explain some grammatical points then correct the mistakes * Keys:

a And b But c because d Therefore e Or f So g and h However

L2 Let Sts look at pic and get aquainted with situation Then ask some questions

What are they doing? Where are the people?

- Explain some phrasal verbs in the section - Let Sts Exer impairs

- Have one pair practice aloud before the class - Remark and correct then give the correct keys * Answer keys:

a look after b go on c turn on d looked for e turn off

L3a Explain how to Exer

- Have Sts give some more ideas what to to help poor people in the area

- Let Sts give some suggestions as models

- Let Sts work in groups and discuss how to really - Have some groups give some more ideas

- Remark and correct E.X I suggest doing

- Greetings

Do as request

Listen

Read carefully Read and Pair work

Listen and check Listen and answer

Pair work

Practice aloud Copy

Listen

(82)

IV Homework

L3b The steps of doing are the same 3a

Model: I suggest (that) you should (shouldn’t)

- Explain how to use models and when to use and in which case 3 Consolidation:

- Retell the main grammatical points and let Sts force practice - Learn by heart Voc; structures ; and Exer

Doing as the same 3a

Do as request

(83)

Class: ……… Time: 45 mins

_mark Teacher’s remark

_

I: Choose the best answer(2 marks):

1 They have never…………any exercise since last week A: wished B: done C: made If the earth gets warmer, the sea…………warmer A: get B: got C: will get

3 Farm workers have to work very……… A: hard B:hardly C: harder I’ve lost my keys Can you help me to……….them? A:look for B: look after C: look up If we……….less paper, we ……….trees in the fore

A:can use/save B: use/can save C: used/ will save My shoes are dirty I’d better take them…….before I come in A:up B: on C: off

II Rewrite the following sentences, unchanging the meaning(1 marks):

1 Let’s put garbage bins around the school yard

I suggest ………

2 Why don’t you drive a car slowly

I suggest ……… ……

III.Put the words in to correct form(2 marks):

1 It is possible to use………… energy for a number of days (sun) Don’t leave the lights on – it wastes ………… ( electrict) ………… are encouraged to complain about faulty goods ( consume) You should have a mechanic check your car ………… ( regular)

IV / Read the passage, then answer the questions(2.5 marks):

In Britain, natural gas is the most popular fuel for heating homes, and for cooking It is piped all over the country from the gas fields below the North Sea Natural gas is used chiefly as a direct source of energy, although it is also used in the chemical industry At the moment the supply is plentiful, but it will be running short by the end of the century, and will run out during the 21st century unless new supplies are found We could without natural gas, as coal gas can

be used as a substiute, and there should be enough coal to last for several centuries However, it is form of energy which is not only cheap, but also highly efficient

1 What is natural gas used for?

……… Where does it come from?

……… What is gas used chiefly as?

……… What can be used as a substitute for natural gas? ……… Is natural gas efficient ?

………

V Use the jumbled sets of words to write a letter You should rearrange them in a right order first, then begin to write( 2.5 marks):

1 Most/us/use/energy

2 I/want/tell/it/be/necessary/save/energy/protect/environment If/follow/simple rules/not only/energy/ environment Reduce garbage/reuse paper/save water

5 You/reduce/amount/by

(84)

Unit CELEBRATION

Lesson 1: Getting started - listen and read I Objective:

By the end of the lesson Sts will able to know more about the popular celebrations in the world II Language content :

* Grammar: Adverb clauses of concession

Relative Pronouns and relative clauses ( defining)

* Vocabulary: compose , decorate , nominate , acquaintance , humor , Passover , parade , slavery , III Techniques: Communicate approach – pairwork – groupwork

IV Teaching aids: - text book, picture, poster card, cassette V Teaching steps

I Stability: II Warm up

10

III New lesson:

Pre – listening 10

While – listening 20

- Greetings

I Brainstorming:

- Let Sts think of the name of the celebrations all over the world they’ve known

Lunar New year Birthday Women’s Day

Teacher’s Day Christmas Wedding may Day Easter Valentine Day - Give feedback Ask questions about those days

What is Lunar New Year? What they on that day? * Matching:

- Have Sts look at the icons on page 65 and match them with the suitable name of the celebration

* Answer keys: Easter Wedding Birthday Christmas

5 Mid – Autumn Festival Lunar New Year I Pre – teach Voc

Occur: (synonyms: xảy ) Decorate: ( picture: trang trí ) Freedom: ( translation: tự ) Slavery: (picture:sự nô lệ )

Jewish: (translation:NgườI Thái )

Parade: ( picture: diễu hành, đám rước ) * Checking Voc: Rub out and Remember II Grids:

- Have Sts read silently and listen to the cassette at the same time

- Greetings

T – Sts

Listen and match

T – Sts Repeat

(85)

IV Homework

- Have them work in pairs to complete the word map on page 66 * Answer keys:

Celebration When Activities Food Country Tet (Lunar

New Year)

In late Jan or early Feb

Cleaning and decorating homes Wearing new clothes and enjoy special food

Stick rice cake

Vietnam

Passover In late Mar or early Apr

Eating special meal

Special meal called Seder

Israel

Easter Around the same time as Passover

Watching colorful parades

Chocolate, sugar, egg

In many countries - Give feedback

- Get three Sts to look at the grids and introduce the celebrations Tet – Passover – Easter to the whole class

- Ask Sts to write about one celebration that they like best

Do as request Listen Pair work

Do as request

(86)

Unit CELEBRATION Lesson 2: SPEAK + LISTEN

I Objective: By the end of the lesson Sts will able to give and respond to complements II Language content :

* Grammar: Adverb clauses of concession

5

III New lesson: Presentation

10

- Greetings

* Revision of Adjectives: - Have Sts review adjectives - Get Sts to make Sts sentences:

I have + a / an adjective + friend

- The first St has to use the Adj beginning with the letter A The second St has to use the Adj beginning with the letter B The third with letter C…

E.X: St: I have an active friend St: I have a beautiful friend St: I have a clever friend St: I have a dirty friend

- Go on until the last Sts with the Adj beginning with the letter Y

I Pre – teach Voc:

Active: (translation: tính tích cực )

Activist: (translation: người hoạt động tích cực ) Nominate: ( translation: ghi danh,mệnh danh ) Nomination: (translation: người ghi danh )

Charity: ( explanation: kindness in giving help to the poor: lòng từ thiện )

* Checking Voc: What and Where II Model sentences:

- Set the scene: Trang has just won the 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

* Give a compliment: + Well done

+ That’s a great…… + That’s an excellent…… + Congratulation

- Greetings

T – whole class Repeat

Write

Do as request Listen

(87)

Practice 10

Pre - listening 5’

While 13’

IV Homework

+ Let me congratulate you on ………… * Respond to a compliment

+ Thanks / Thanks a lot

+ It’s very nice / kind of you to say so + That’s very kind of you

+ Great report / nice of you

- Have Sts practice giving and responding the compliment - Have Sts work in open pairs then closed pairs

- Ask Sts to work in pairs, to read the situation on page 66, 67 then give and respond to compliments

- Give feedback

- Call on some Sts to act out * Answer keys:

b Mother:Well done, Huyen Huyen: Thanks, Mom

c Friend: Congratulations on your namination, Tuan Tuan: It’s very nice of you to say so

d You: That’s an excellent drawing, Hoa Hoa: That ‘s very kind of you to say so - Divide the class into teams:

- Have Sts work in groups to think of situations n which they can give compliments

- Ask team A to the situation, team B, C , D to make up the dialogue

I Pre – teach Voc:

Auld Lang Syne: tên hát:The Good Old Days

Due to: (synonyms: bởI, bởi) Bureau: (synonyms: văn phòng )

Acquaintance: ( example: người quen biết ) Trusty: (translation: đáng tin cậy )

* Checking Voc: slap the board II Guessing

- Have Sts listen to the song Auld Lang Syne and work in pairs to guess the words in blanks

- Give feedback * Answer keys: a days

b take c mind d hand e kindness

-Let Sts listen again and check their listening - Have the team take turns giving the situations

- Give good marks for the teams which give good situations and make up suitable dialogue

1 Tam has just passed the graduation examination Hoa made an excellent report

3 Lan got high mark for Maths

- Ask Sts to write some situations with the compliments, the response to the compliments into their notebooks

Practice Open pairs Closed pairs

Do as request

Listen and make dialogu

Listen and guess

Listen again and check

Listen ‘

Combine

(88)

Unit CELEBRATION Lesson 3: READ

I Objective: By the end of the lesson Sts will able to know more about the opinions, feelings, and memories of children about their father on the father’s Day in the USA and in Australia

10 min

10

- Greetings * Pelmanism:

- Prepare twelve cards with numbers on one side and the dates ( cards), the celebrations ( cards ) on the other side

- make sure the celebrations and the dates are mixed up -Stick the cards on the board so Sts can only see the numbers - Divide the Sts into two teams and ask each team to choose two numbers in turns

- Turn over cards at a time and see if they match E.X: Independence Day – 2/9

- Give them one mark If not, turn the cards over again and ask the next team to choose

- Continue until al the cards are finished Card 1:

Card 10 11 12

Women’s Day Teacher’s Day

Vietnamese independence Day 8/3

20/11

Children’s Day June

May Day 2/9

Christmas Day 25/10

May I Pre – Teach Voc:

Hug: (mime: ôm chào nhau)

Considerate: (translation: ân cần, chu đáo ) Generous: (opposite:

Priority: (explanation: ưu tiên, quyền ưu tiên ) Sense of humor: (translation: khiếu hài hước ) Distinguish: (translation: phân biệt, làm khác biêt ) Terrific: (synonym: terrible: tuyệt vờI, kỳ diệu ) * Check Voc: Rub out and remember II Prediction

- Greetings

T – whole class Repeat

(89)

While – reading 20

Post – reading IV Home work:

2’

Setting the scene: On Father’s Day in Australia and in the USA, children show their love to their fathers by giving their father presents’s cards

- Ask Sts to think of the Adj the children use to talk about their father

Give feedback * Answer keys:

Strong Generous √ Considerate √ Handsome Humorous √ Healthy Great √ The best √ Terrific √

1.Reading and checking

- Have Sts read the opinions, feeling and memories of children about their fathers on father’s Day in Australia and in the USA - Ask them to compare the Adj they guess with the Adj Rita, Bob and Jane use to describe their fathers

2 Comprehension questions

- Get Sts to work in pairs to answer the questions on page 69 - Give feedback Teach can ask Sts to write their answers on the board

- Have Sts practice asking and answering the questions in open pairs and then closed pairs

* Answer keys: a To her Dad

b He is possibly dead These ideas may tell about that: …… how much you are missed ……., I now have children Dad c His sense of humor

d The best person in the world, a teacher A care taker, a friend…

- Have Sts write their feelings, opinions, and memories about their fathers Three passages are the samples They should write Individual and then share with their partners

- Let sts to learn by heart the new words and prepare “write”

Do as request Listen Think of

Read Compare

Pair work Write Open pair Closed pair

Write

- Do as request

(90)

Unit CELEBRATION Lesson 4: WRITE

I Objective: By the end of the lesson Sts will able to write a letter to a friend / pen pal to share their idea II Language content :

IV Teaching aids: - text book, picture, poster card. V Teaching steps

10

III New lesson: Pre – writing 10

- Greetings * Word Square:

- Divide the class into two teams

- Have Sts go to the board and circle the words they find - The team which circle more words will win the game

C E L E B R A T E M

S I F L O W E R S E

P K P O P R S T U M

E O N M O Y W W V O

C I A L F O O D Z R

T R A D I T I O N Y

F I A O D C B A N M

I G I L M N D R A C

G H K R Q O P S Y W

→ : CELEBARATE ; TRADITION ; FLOWERS ← : CARD

↑ : GIFT ↓ : MEMORY : SPECIAL FOOD I Pre – teach Voc:

Enhance: (explanation: add to the value’ size beauty of …tăng cường,tôn lên)

Have a day off: (translation: nghỉ ngày)

Support: (synonym: help, give strength to: ủng hộ ) Nationwide: (translation: toàn quốc, nước ) * Checking Voc: What and Where II Ordering:

- Ask Sts to keep their books closed, show the outline on the board

- Get Sts to put the parts in the correct order 1* Give detail about:

* When to celebrate, in what season, or what month (why?) * How to celebrate: having parties, sending cards…

* What special gift to give * What special food to offer

2* State whether or not you think your idea will be supported

- Greetings

T – whole class Listen and repeat Write and read

Do as request Listen and as request

(91)

While – writing 20

Post – writing

and you hope the day will be celebrated nationwide 3* Tell your friend the reason for celebrating this day * Answer keys:

Paragraph 1: (3) P 2: (1) P 3: (2)

- Have Sts write individually to a friend to tell him / her about why they want to celebrate Mother’s Day or Father’s Day in Vietnam and how to celebrate it The outline on page 70 will help Sts to write easily

- Have Sts share their writing with their partners and correct their partner’s mistakes

- Ask Sts to read aloud their writing before the class - Get Sts to give their opinions

- Have Sts write on their notebooks

- Practice “Write” and prepare “ Language focus”

Write

(92)

Week: 26th Preparing date: 27 /01/ 2009 Period: 52nd

Unit CELEBRATION Lesson 5: LANGUAGE FOCUS

I Objective: By the end of the lesson Sts will able to use relative clauses and adverb clauses of concession II Language content :

* Grammar: Adverb clauses of concession

10

III New lesson: Presentation

10

Practice 10

- Greetings

* Jumbled words:

- Write the words whose letters are in a random order on the board ( or on the poster )

- Divide the class into two teams Sts from teams go to the board and write the correct words

- The team which writes more correct words first will win the game

tlaouhgh → although lofk → folk ubclpi → public ppaenh → happen stieavfl → festival I Pre – teach Voc:

Compose: (translation: sang tác,soạn thảo) Culture: (translation: văn hoá )

Occur: (synonym happen: xảy ) Satisfy: (synonym please:làm thỏa mãn ) Violet: (realia: màu tím )

Jumper: ( picture: áo tròng qua đầu ) Lap: ( realia: đùi – từ hông đến gối ) * Checking Voc: Slap the board Language 1:

- Show the picture of girls – Lan , Mai They are sitting in a room with some books on the table

- Have Sts look at the picture and complete the dialogue A: Who is lan?

B: She is the girl …(1) … is wearing a …(2) … shirt A: What books are those?

B: They’re novels …(3) … are …(4) … by a famous …(5) … * Answer keys:

Who Blue Which Written Write

Form and use: Relative Pronouns Who ; Which

- Greetings

T – whole class Listen and Repeat Write

Complete

(93)

Practice 10

IV Homework

 Who: replace the noun or pronoun, who is used for people

 Which: replace the noun or pronoun, which is used for things

- Have Sts work in pairs to Language Focus Exer They have join the sentences, using relative clauses

* Answer keys:

1 Auld … is a song which is …… this ….gift which was ……

3 My friend Tom who sings …well, can compose … We ….house which …

5 I like ….books which …

6 On my Mum’s ….roses which …… Judy ….festival which ……

8 Tomorrow ….my friends who ……… Language 2

- Have Sts look at Pic on page 71 to describe each of people in the pic, using Relative Clauses

- Have Sts work in pairs and then read aloud each sentences before class

* Answer keys

a Mom who is receiving a gift from a little girl b Dad who is standing behind my sister

c Linda who wearing a pink dress

d Grandmother …who wearing a violet blouse e Uncle John …who is wearing a pink jumble f Jack who is sitting on his mother’s lap

- Have Sts write sentences to describe the people in two pictures on page 71 in their notebooks

- Learn Voc by heart

Listen

Pair work

Join the sentences

Listen and check

Pair work

Describe people in the pic

Listen and check

(94)

Week: 27th Preparing date: 28 /01/ 2009 Period: 53rd

CHỮA BÀI KIỂM TRA 45 PHÚT

I: Choose the best answer(2 marks):

1 They have never…………any exercise since last week A: wished B: done C: made If the earth gets warmer, the sea…………warmer A: get B: got C: will get

3 Farm workers have to work very……… A: hard B:hardly C: harder I’ve lost my keys Can you help me to……….them? A:look for B: look after C: look up If we……….less paper, we ……….trees in the fore

A:can use/save B: use/can save C: used/ will save My shoes are dirty I’d better take them…….before I come in A:up B: on C: off

II Rewrite the following sentences, unchanging the meaning(1 marks):

1 Let’s put garbage bins around the school yard

I suggest putting garbage bins around the school yard

2 Why don’t you drive a car slowly

I suggest that you should drive a car slowly

III.Put the words in to correct form(2 marks):

5 It is possible to use sunny energy for a number of days (sun)

6 Don’t leave the lights on – it wastes electrictcity ( electrict) Consumers are encouraged to complain about faulty goods ( consume) You should have a mechanic check your car regularly ( regular)

IV / Read the passage, then answer the questions(2.5 marks):

In Britain, natural gas is the most popular fuel for heating homes, and for cooking It is piped all over the country from the gas fields below the North Sea Natural gas is used chiefly as a direct source of energy, although it is also used in the chemical industry At the moment the supply is plentiful, but it will be running short by the end of the century, and will run out during the 21st century unless new supplies are found We could without natural gas, as coal gas can

be used as a substiute, and there should be enough coal to last for several centuries However, it is form of energy which is not only cheap, but also highly efficient

6 What is natural gas used for?

……… Where does it come from?

……… What is gas used chiefly as?

……… What can be used as a substitute for natural gas? ……… 10 Is natural gas efficient ?

………

V Use the jumbled sets of words to write a letter You should rearrange them in a right order first, then begin to write( 2.5 marks):

6 Most/us/use/energy

7 I/want/tell/it/be/necessary/save/energy/protect/environment If/follow/simple rules/not only/energy/ environment Reduce garbage/reuse paper/save water

10 You/reduce/amount/by

(95)

Week: 27th Preparing date: 30 /01/ 2009 Period: 54th

Unit NATURAL DISASTERS

Lesson 1: GETTING STARTED + LISTEN AND READ

I Objective: By the end of the lesson Sts will able to get the information about weather from the weather forecast

* Grammar: Relative Pronouns and relative clauses ( defining and non defining) * Vocabulary: behave , extensive , erupt , abrupt , highland , trust , border , battery … III Techniques: Communicate approach – pairwork – groupwork

(96)

Steps and time Teacher’s activities Sts’ activities I Stability:

II Warm up 10’

10’

Post 3’

IV Homework

- Ask Sts some questions about weather. What ‘s the weather like today?

Do you like hot? / cold weather?

Have you ever listened to the weather forecast on the radio or on TV? Do you think weather forecast is useful for us? How is it useful?

Turn up: ( mime: điều chỉnh âm radio to lên ) Expect: ( translation: mong đợI, chờ đón )

Thunderstorm: ( picture: bão có sấm sét,mưa to ) Delta: ( visual: vùng châu thổ )

Just in case: ( translation: phòng khi, lỡ ) Trust : ( synonym: tin tưởng , tin la thật ) * Checking Voc: What and Where II Pre – Questions:

- Set the scene: Thuy is talking to her grandmother while they both are watching TV

- Give Sts one question and ask them to guess the answer “ What are they watching?”

They are watching the weather forecast on TV? III Gap filling:

- Have Sts read the dialogue silently and Exer 2b on page 75 - Get them to share their answers with their partners

1 Thuy’s …… to turn up the volume ……… weather forecast The coast ……… raining

3 The central ………thunderstorms HCM ……… have temperature ………

5 Although …………weather forecast she ……watching them IV Comprehension questions:

- Show the questions on the poster Ask Sts to answer the questions in pairs

- Get Sts to call out their answers, teacher correct if necessary * Questions:

a Why does Thuy’s grandmother ask her to turn up the volume?

b Which City is the hottest today? c Where is Thuy going?

d What does Thuy’s grandmother want her to do? - Have Sts practice asking and answering in pairs V Practice the dialogue:

- Let Sts listen to the dialogue and focus on the pronunciation - Call on some Sts toplay the roles of Thuy, grandmother and weather man to practice

- Let Sts practice the dialogue in group of three - Reinforce the knowledge

- Greetings

T – Sts

Listen and repeat Write

Guess and answer

Answer Read Answer

Check and copy

Listen and answer Pair work

(97)

2’ - Learn the lesson by heart Do as request

Unit NATUARL DISASTERS Lesson 2: SPEAK + LISTEN

I Objective: By the end of the lesson Sts will able to talk about what they want to buy and to prepare for ty

By the end of the lesson Sts will able to get some ideal on how to live with earthquakes by listening

(98)

Steps and time Teacher’s activities Sts’ activities I Stability:

II Warm up 5’

Presentation 5’

Practice 10’

- Greetings

SPEAKING Brainstorming:

- Have Sts think about what they to prepare for a typhoon - Have Sts to go to the board and write down

Buy food Store water * Possible answers:

Check the door and the window

Cut some branches of high trees around the house Buy oil, gas

Buy candles Check the roof I Pre – Teach Voc:

Bucket: ( visual: xô )

Leak: (visual: chỗ thủng, chỗ dột ) Tie: (mime: cột , trói )

Latch: (pic: chốt , then ) Ladder: (pic: thang )

Available: ( translation: có sẵn )

Damage: (synonym of hurt or spoil:phá hỏng, làm thiệt hại ) * Check Voc: Slap the board

II Revision:

Form: Must

May + Inf Use: in deduction or prediction

The water pipe may be damage Practice :

There be must strong wind blowing * Possible answers:

There may be a power cut There must be heavy rain Big trees may fall down The market may be closed There may be a flood ………

- Have Sts Exer 3a on page 76 the Sts have to check ( √ ) what preparations they think should be done for a typhoon - Elicit some questions and get Sts to ask and answer in pairs a Why we need to buy food? – Because the market will be closed and no food will available )

b What food we need to buy? – Rice ; canned food ; flour … c Why we need to buy candles? –Because there may be power cut

d Why we need to fill all buckets with water? – Because

- Greetings

Listen and check

Listen and write Repeat

Practice

Listen and check

Do as request

Listen and answer in pair

Pair work Preparation of a typhoon

(99)

Production 5’

Post 2’

water pipes may be damaged and we’ll not have enough water to use right after the typhoon

e Why we need to buy ladder? – Because the roof may be damaged

f Why we need to check all the window and door latches? – Just in case the strong wind pushes the doors open

- Ask Sts to use the expressions on page 77 when talking to one another

• I think …

• I think you should … • Yes, I think so

• What for ? …… • ……… - Divide Sts into two groups

- Have Sts talk about what they think they want to buy and to prepare for a typhoon; explain why They can use the questions and the answers above Besides the ideas in the bubbles on page 77 can help Sts talk easily

- Go around and help Sts

Talk to one another

Group work Speak

Do as request

LISTENING

Warm up 2’

Pre – listening 5’

Post 3’

* Chatting:

- Ask Sts some questions about earthquakes - Have Sts ever heard of an earthquake?

- In which country earthquakes occur frequently? - What would you if there was an earthquake? I Pre- teach Voc:

block: ( definition: make movement difficult or impossible: hạn chế, ngăn cản )

Roller: ( Pic: trục lăn, lăn )

Strike – Struck : ( synonym: hit: va chạm ) Snout : ( visual: mõm cua động vật )

Hurricane: ( synonym: typhoon in Asia: bão ) Cyclone: ( translation: lốc xoáy, bão )

Eruption: ( pic: phun trào )

* Checking the Voc: Slap the board II Prediction:

* Set the scene: An expect is giving a talk on how to live with earthquakes

- Have Sts look at the box on page 77 and guess the words in the blank from –

- Give feedback

- Let Sts listen to the tape and check their prediction * Answer keys:

bottom shelf of the bookshelf fridge

3 washing machine mirrors

5 a window inside

Look and guess

Listen and check

(100)

7 under a strong table doorway

9 corner of a room

- Let sts to practice “speak and listen” again

- Prepare part” Write” Do as request

Unit NATURAL DISASTERS Lesson 3: READ

I Objective: By the end of the lesson Sts will able to get more information about the natural disasters in the world

IV Teaching aids: - text book, picture, poster card, cassette V Teaching steps

(101)

II Warm up 10’

10’

 Matching and chatting:

- Show four pictures on page 74 and ask Sts to match them with four words: snowstorm ; earthquake ; volcano ; typhoon

* Answer keys:

a snowstorm – picture b earthquake – picture c volcano – picture d typhoon – picture

- Give Sts some questions about the four natural disaster * How you know it is a snowstorm an earthquake /

a volcano / a typhoon?

* Have you ever experienced any of these natural disasters?

* What happened? How did you feel? I Pre – teach Voc:

Tidal wave: (translation: sóng thần ) Abrupt: (synonym: bất ngờ , đột ngột 0 Shift: ( definition: chuyển dịch , thay đổi ) Warn: ( translation: cảnh báo , báo trước ) Funnel – shaped: ( visual: có hình phểu ) Suck up: ( translation: hút lên )

Tornado: ( translation: lốc xoáy ) Majority: ( Example: đa số, phần lớn ) - Have Sts read before the class

* Checking Voc Rub out and Remember

- Rub out the words one at time, each time you rub out the word in English, point to the Vietnamese translation and ask Sts to repeat again When all English words are rubbed out, go through the Vietnamese list and get Sts to call out the English words II True or False Statements Predictions:

* Set the scene: There are statements about the information of some natural disasters All of you have to read them and guess whether they are true or false

- Hang the poster of True or False statements on the board - Get Sts to work in pairs to guess which statements are T or F

a Most of the earthquakes in the world occur in the Ring of Fire

b The earthquake in Kobe in 1995 caused severe damage c A huge tidal wave traveled from California to Alaska and

hit Anchorage in the 1960s

d Typhoon, hurricane and tropical storm are different words for the same natural disasters

e The eruption of Mount Pinatubo is the world’s largest ever volcano eruption

f. A Tornado looks like a funnel - Give feedback

* Reading and checking

- Have Sts read the text on page 78 and check their prediction - Get Sts to correct false statements

- Give feedback T

2 T

3 F → A huge tidal wave traveled from Alaska to California T

5 F → The eruption of Mount Pinatubo is the world’s largest volcanic eruption in more than 50 years

Read

Do as request

Listen , read and guess T or F

Pair work

Check and copy

Read and check Correct

(102)

Post 3’

* Complete the sentences:

- Have Sts work in pairs and complete the sentences in Exer 5b on page 79

1 …… occur around the Pacific Rim

2 …… many people were killed when homes, office blocks and highways collapsed …… when there is an abrupt shift in the underwater

movement of the Earth …… In Australia, a tropical storm is known as a cyclone …… Christopher Columbus gave us the word “typhoon” …… A Tornado is a type of storm that passes overland below a thunderstorm and sucks up anything that is in its path - Have Sts write the Exer 5b into their notebooks , using their ideas

Pair work Complete

Listen and copy

Do as request

Week: 29th Preparing date: 06 /02/ 2009 Period: 57th

Unit NATURAL DISASTERS Lesson 4: WRITE

I Objective: By the end of the lesson Sts will able to write a story II Language content :

- Greetings * Jumble words

(103)

10

III New lesson: Pre – writing

10

While – listening 20

Post 3’

- Write the words whose letters are in a random order on the board

- Divide the class into two teams Sts from two teams go to the board and write the correct words

- The teams which writes more correct words first wins the game otnophy → typhoon

2 damotro → tornado lacono → volcano

4 tearquahke → earthquake ormst → storm

Behave: ( translation: cư xử ; ứng xử ) Shelter: ( definition: chổ trú ngụ )

All of sudden: ( synonym: suddenly bất ngờ , dưng ) * Checking Voc What and Where

II Telling the story - Show pic on the board

- Set the scene: This is Lan’s family, they are at home - Ask some questions to elicit the story

Picture1:

Who is this ? It’s Lan

Where is she? She’s outside / in the garden

What is she doing? She ‘s playing with her dog, Skippy → Lan is outside playing with her dog

Picture 2

How is the dog? It looks strange Perhaps it is scared. → All of a sudden, the dog behaves strangely

Picture 3:

What’s on TV? The weather forecast

What does Lan ‘s mother say? She tells Lan that she has just heard on TV that there is a typhoon coming

→ Lan ran home and her mother tells her that there is a typhoon coming

Picture 4:

What are they doing? They are gathering and talking about the coming typhoon

→ Mrs Quyen gathers her family and asks them to find shelter in thehouse

Picture 5:

What ‘s the weather like now? It is very dark It has strong wind and heavy rain

→ Suddenly, it becomes dark The storm comes with strong wind heavy and heavy rain

Picture 6:

What ‘s the weather like now? It is fine How are they now? They all are happy → The storm finishes soon and everyone is glad - Ask Sts to look at the Pictures and retell the story

- Have Sts write a story individually The cues in the box on page 79 will help Sts to write easily

- Ask Sts to use past tense

- Go around and help Sts to write

Listen and answer some questions

Listen and answer

Look at and retell Write

(104)

IV Homework

2’ - Get Sts to share with their partners and correct mistakes- Get Sts to write another story They can make changes or add more details to the story

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