Giáo án English10 chuẩn ( trọn bộ )

- Ask sts to read the questions and answers in the book and work in pairs to match the question with the appropriate answer, and then compare their list with other pairs’.. - Check sts’ [r]

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Sở GIáO DụC Và ĐàO TạO THANH HOá TRƯờNG THPT CẩM THủY I

LESSON PLANS

( GIáO áN GIảNG DạY )

KHốI 10 Hệ NĂM CHƯƠNG TRìNH CHUẩN

Họ tên GV: LÊ KIM TƯờNG

Đơn vị: Tổ NGOạI NGữ

NĂM HọC: 2008-2009

GIáO áN GIảNG DạY

KHốI 10 CHƯƠNG TRìNH CHUẩN

Tiết 1: Bài mở đầu

Chương trình, phương pháp yêu cầu sách tiếng Anh 10 chuÈn.

I/ Mục đích:

Thơng qua tiết học học sinh hiểu khái quát tiếng Anh 10 nâng cao nắm phương pháp học yêu cầu phải đạt sau học xong chương trình

II/ Nội dung:

1 Chương trình tiếng Anh 10 chuẩn:

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- Sách biên soạn theo chủ điểm thông qua 16 học bµi Test yourself

- Sách biên soạn theo chương trình lấy chủ điểm làm sở Các chủ điểm giao tiếp ngữ cảnh hoá phát triển cách tự nhiên đa dạng để học sinh thực hành tối đa kỹ ngôn ngữ Các hoạt động thực hành giao tiếp tổ chức phù hợp với nhu cầu, sở thích tâm sinh lý lứa tuổi học sinh

- Mỗi đơn vị học gồm phần: + Reading

+ Listening + Speaking + Writing

+ Language Focus

- Tổng số tiết cho chương trình Tiếng Anh 10 chuÈn: 105 tiết - Số kiểm tra học kỳ:

+ Miệng: + 15’ : + 45’ : + HK :

2 Phương pháp học:

Định hướng giao tiếpđược sử dụng để luyện tập kỹ nghe, nói đọc viết Cịn việc cung cấp kiến thức ngông ngữ(từ vựng, ngữ pháp, ngữ âm) kiến thức chung xem phương tiện hỗ trợ cho việc thực hành kỹ giao tiếp

Phương pháp khuyến khích học sinh chủ động, tích cực sáng tạo việc luyện tập, thực hành kỹ

3 Yêu cầu :

Sau học xong chương trình tiếng Anh 10 chuÈn học sinh phải đạt yêu cầu sau kỹ năng:

a Đối với kỹ đọc: Có thể nghe hiểu nội dung hoăc nội dung chi tiết đoạn văn khoảng từ 140 đến 160 từ theo chủ điểm học

b.Đối với kỹ nói: Có thể hỏi đáp, trình bầy nội dung liên quan tới chủ điÓm học, thực số chức giao tiếp như: hướng dẫn, bầy tỏ ý kiến, thái độ, quan điểm số vấn đề liên quan tới chủ điểm học

c.Đối với kỹ nghe: Học sinh đọc hiểu nội dung nội dung chi tiết văn khoảng 100 đến 250 từ xung quanh chủ điểm học

d.Đối với kỹ viết : em viết văn (theo mẫu có gợi ý) khoảng 100 đến 120 từ liên quan tới chủ điểm học

4 Ý kiến học sinh :

Những nhận xét, đề nghị em sau học chương trình Tiếng Anh lớp 6, 7, 8,

UNIT 1: A DAY IN THE LIFE OF ( Tiết thứ học ) ( Bài học gồm có tiết – Từ Tiết đến Tiết )

TiÕt 2 A: READING

I Objectives:

1 Aims: - Students read and guess the meaning of words in contexts - They read and answer questions about the texts

- They practise scanning specific information in the texts

2 Knowledge:

- General knowledge : A day in the life of a farmer - Language: - Words concerning farming

- The present simple tense

II Methods: integrated, mainly communicative

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III Anticipated problems: no problems

IV Teaching aids: - picture, board, chalks, textbook, handouts

V Procedures:

Teacher's activities Students' activities 1 Warm- up:( mins)

+ Aims: to introduce the topic of the lesson and to raise sts' interest.

- Ask sts to close their books

- Deliver handouts, and ask sts to match a noun in column A with a phrase in column B

A B

1 a teacher a does homework a doctor b works in the field a student c delivers letters a postman d looks after patients a farmer e gives lessons

- Ask sts to match quickly in one minute, then ask some sts to stand up to answer T's quetions

- After the last question, T introduces the new lesson

2 Before you read:( 10 mins)

- Aims: to revise the present simple and to provide sts with some new words.

- Ask sts to open their books and look at "Before you read" , explain what they are going to

- Do the first example

T: What time you often get up?

- Ask sts to work in pairs to ask and answer about their daily routine, using the cues in the textbook

- Ask them to work in minutes, meanwhile T moves round to help if necessary

- Ask some pairs to report

- Ask sts to look at the picture in the textbook and guess the man's job

- Introduce the topic of the reading passage: " A day in the life of a farmer"

- Introduce some new words:

- plough (v) ( the action of the man in the picture) - 'harrow (v) : bõa

- a plot of land (n) ( point at the picture) - 'peasant (n) : a poor farmer

- pump(v) : b¬m

- trans'plant (v)( use words"plant" and "trans-" to

- close their books - match two columns

T : What does a teacher do? S1 : He gives lessons

T : What does a doctor do? S2 : He looks after patients

T : What does a farmer do? S5 : He works in the field

S: I often get up at six

S1: What time you often go to school? S2: I often go to school at 6.30

S3: What time you often have breakfast? S4: I often have breakfast at 6.15

S11: What you often in the evening? S12: I often my homework

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explain)

the transplanting

- Ask sts to listen and repeat these words twice, then ask some sts to read again

3 While you read:( 20 mins)

- Aims: Sts practise reading

+ Task 1:

- Ask sts to read the passage about a farmer, Mr Vy and his wife, Mrs Tuyet and Task1

- Ask sts to work individually in minutes to this task

- Guide sts to read through the passage , then focus on only the sentences surrounding the italicised words to the task effectively

- Ask them to share their ideas with their parners - Ask sts to stand up to answer , then give remarks - Translate number into Vietnamese in case sts not know the word " contented with" and three options + Task 2:

- Ask sts to read the passage again and answer the questions about Mr Vy and Mrs Tuyet

- Ask them to work in pairs , one asks and one answers - Move round to make sure that all sts are working and to help them if necessary

- Ask some sts to report and give feedback

+ Task 3:

- Ask sts to read the passage again , and explain what they are going to

- Ask them to complete the note in minutes, then discuss their answers with their partners

- Ask three sts to report their answers aloud - Check and give remarks

- Work in groups to discuss

- Ask one member of their groups to report if possible

4 After you read:( mins)

- Aims: to help sts to consolidate what they have read. - Ask sts to close their books

- Ask them to work in small groups of three or four to talk about Mr Vy and Mrs Tuyet's daily routines basing on their note in Task

- Encourage them to use their own words - Ask one or two pairs to report

5 Homework:( min)

- Ask sts to write full passage about Mr Vy and Mrs

- Listen and repeat

- plough - peasant - harrow - pump - a plot of land - transplant

1 C C A A

S1: What is Mr Vy's occupation? S2: He is a farmer

S3: What time does he get up and what does he after that?

S4: He gets up at 4.30, then he goes down to the kitchen to boil some water for his morning tea. S5: What does he in the morning?

S6: In the morning he ploughs and harrows his plot of land, drinks tea and smokes local tobacco during his break.

S7: What Mr Vy and his wife in the afternoon? S8: They repair the banks of their plot of land Mr Vy pumps water into it while his wife does the transplanting.

S9: Are they happy with their lives or not? Why? S10: Yes, they are Because they love working and they love their children.

- In the morning:

+ 4.30: The alarm goes off and Mr Vy gets up, goes down to the kitchen, boil water for tea, has a quick breakfast, leads the buffalo to the field

+ 5.15: he leaves the house

+ 5.30: he arrives in the field, ploughs and harrows his plot of land

+7.45: He takes a rest + 10.30: he gose home

+ 11.30: he has lunch with his family - In the afternoon:

+ 2.30: they go to the field again, repair the bank of the plot of land He pumps water into it, she does the transplanting

+ 6.00: they finish work + 7.00: they have dinner - After dinner:

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Tuyet basing on what they have discussed in Post-Reading

Unit 1: The day in the life of … ( TiÕt thø cđa bµi häc ) TiÕt B: SPEAKING

I Objectives:

1 Aims: - Students work in pairs to ask and answer about one’s daily activities using a timetable or pictures

- They can talk about their daily routines

2 Knowledge:

- General knowledge: A day in the life of a student - Language: - Words concerning school subjects - The way to tell clock time

II Methods: integrated, mainly communicative

III Anticipated problems:

- Problems: Students may forget the names of school subjects and the way to tell clock time - Solutions: teacher should recall these words before they practise speaking

IV Teaching aids: - picture, board, chalks, textbook, handouts

V Procedures:

Teacher's activities Students' activities 1 Warm-up:( mins)

- Aims: to revise the names of school subjects - Ask sts to close their books

- Deliver the first handout A B

1 Civic education a toán học Technology b vật lý Maths c tin học Literature d thể dục Physics e địa lý

6 Biology f giáo dục công dân Chemistry g v©n häc

8 Physical education h lịch sử Geography i Công nghệ 10 History j sinh häc 11 Informatics k ho¸ häc

- Ask them to match one item in column A with one item in column B

- Ask them to work in groups in minutes, then check this exercise in chorus

- Ask sts to read aloud the names of these subjects in chorus

2 Presentation:( mins)

- Aims: to introduce the verb tense and the way to tell clock time.

- Introduce briefly what sts are going to in this lesson

- Ask sts about the verb tense to use in talking about daily routines

- Remind sts of some rules of the present simple tense

- Recall the way of telling time

T: ( write on the board) 7.30 ans ask a st to read it aloud

- Write some more examples and ask sts to read aloud

- Ask sts about the question :

- Ask sts to make question for the following sentence:

" Mai goes to school at 6.30 a.m" - Ask sts to give more examples

3 Controlled- practice:( 20 mins)

- Aims: Sts practise speaking in pairs

- Close their books

- Work in groups of three or four to match as quickly as possible

- Speak aloud their answers: 1-f ; 2-i ; - a; - g; - b; - j; - k; - d; - e; 10 - h; 11 - c

S: seven thirty or half past seven

S: The question begins with " What time ?"

S: What time does Mai go to school?

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+ Task 1:

- Ask sts to open their books

- Introduce the requirement of the task

- Ask sts to look at the timetable in the textbook and read through it

- Do the first example with a student

T: What time does Quan have a Civic Education lesson on Monday?

T: What lesson does Quan have at 7.15 a.m on Monday?

- Ask the whole class to read these sentences again

- ask two pairs to read again

- Ask sts to work in pairs in 10 minutes to ask and answer about Quan basing on the timetable - Move round to hepl sts and to correct any mistakes if there are

- Ask five pairs to report because of the time limit

- Listen and give remarks

+ Task 2:

- " Quan is at school in the morning, and what does he in the afternoon? Please look at pictures in task 2"

- Ask sts to work in pairs to ask and answer about Quan's activities

- the first example:

T: ( look at picture 1) What does Quan at 2.00 p.m?

- Ask sts to work in the same way, remind sts to use the present simple tense with the third person

- Move round to control the activity and to help sts if necessary

- After sts have discussed, T can aks a student to talk about all Quan's activities in the afternoon

4 Free practice:( 10 mins)

- Aims: sts practise speaking freely, they can express their own ideas.

+ Task 3:

- Ask sts to think about themselves, and then work in small groups to tell their friends about their daily routines - Remind sts that they are using the present simple with the first person - Move round to check the activities and to make sure that sts are working effectively

- Ask one or two sts to report in front of the whole class

- check and give remarks

5 Homework: ( min)

- Write a paragraph ( about 80 words) about their daily routines in their workbook

- Open the textbook - Listen to the teacher

- Look at the timetable and try to understand it

S: He has a Civic Education lesson at 7.15a.m

S: At 7.15 on Monday he has a Civic Education lesson.

S1: What time does Quan have a Literature lesson on Tuesday?

S2: He has a literature lesson at 8.05 a.m S3: What lesson dose Quan have at 10.40 a.m on Thursday?

S4: he has a Chemistry lesson

S5: What time does Quan have a Physics lesson on Wednesday?

S6: He has a Physics lesson at 9.55 a.m S7: What lesson does Quan have at 8.55 on Friday?

S8: He has an English lesson

S9: What time does Quan have a Class Meeting on Sarturday?

S10: He has a class meeting at 10.40 a.m - look at pitures in task and think of the phrases to talk about Quan's activities.(eg: his homework, get up,etc)

S: He gets up at 2.00 p.m

" At 2.00 p.m Quan gets up, he starts to study at 2.15 p.m he studies until 4.30 and then he watches T.V At 5.00 he rides to the football yard At 5.15 he begins playing football He goes home at about 6.30 p.m "

- Think about theit daily activities and talk to their friends

- Try to use English to talk

Unit 1: The day in the life of …( TiÕt thø cđa bµi häc )

TiÕt 4 C, LISTENING I Objectives:

Education aims: Students know how hard manual labourer in Vietnam work and appreciate them

Knowledge:

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a General knowledge: A day in the life of a cyclo-driver b Language: - The present simple tense

- Words concerning the cyclo- driver's work

Skills: + Listening comprehension

- Students listen and number the pictures in their correct order - Students listen and decide whether the staments are true or false

+ Speaking: - Students work in pairs to ask and answer about the information in the listening text

II Anticipated problems:

+ Problems:

- Students may not know some works in the listening text - They not know where to focus on the listening text + Solutions:

- Teach new words in advance

- Guide students to guess the answers before they listen

III Teaching aids: - Tape, board, chalk, textbook

Listening

IV Procedures:

Teacher s activities’ Students activities’

1 Homework checking:( mins)

Two sts tell the whole class about their daily routines

2 Before you listen:( 10 mins)

Aims: focus sts on the topic and review/ introduce the words and phrases used to describe a cyclo driver s daily activities.’

a T asks sts to work in groups and make a list of vehicles and the people who operate them, then compare their list with other groups’

- work in groups and recall the vehicles and their operators then make a list on a sheet of paper

- compare theirs notes

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- Introduce the topic of the listening text: ‘A day in the life of a cyclo driver’ and asks sts to open their books

- Ask sts to work in pairs to ask and answer the questions in the textbook

Have you ever traveled by cyclo? When was it?

Is it interesting to travel by cyclo?

Which you prefer, going by bicycle or by cyclo? Give reasons.

- Move around to help sts then ask some pairs to report

- Give remarks

b T asks S to look at the words in the book and read after T

- Introduce some new words

- 'passenger (n): (in the pictures)

- 'district (n): e.g.: Ba Dinh district, Thanh Mien district

- drop (v): when the passenger gets off the cyclo

- 'pedal (v) = cycle (v)

- 'purchases (n) = the shopping: The things someone has bought

- food stall (n) : (In the picture)

- Read the words aloud and asks sts to repeat - Ask some sts to read the words again

3 While you listen:( 20 mins) + Task 1:

Aims: Practise listening and ordering pictures. - Ask sts to work in pairs, look at the pictures in the textbook and describe each picture

- Do the first example:

In the first picture, a cyclo driver is cycling his cyclo and taking a woman to somewhere

- Introduce the situation about Mr Lam, a cyclo driver in Hochiminh city talking about his daily routines T asks sts to listen to the tape/ teacher and number the pictures in the correct order - play the tape/ read the text twice

- Ask sts to share their answers in pairs - Get sts’ answers

- play the tape once again, stop where necessary and conduct the correction

+ Task 2:

Aims: Practice listening for specific information by deciding if the given statements are true or false.

- ask sts to have a look at the statements and read them in pairs and make sure they understand the statements

-Ask sts to listen to the tape/T again and tick the box to indicate if the statements are true or false - Ask sts to compare their answer in pairs - Checks sts’ answers

- Play the tape once again, stop where necessary and conduct the correction

4

After you listen:( mins)

- Ask sts to work in pairs and use the suggested words to ask and answer about the cyclo driver - Move round to check the activities and to make sure that sts are working effectively

- Ask one or two sts to retell the cyclo driver’s routines in front of the whole class

- Work in pairs to ask and answer - Some pairs stand up and report S1: Have you ever traveled by cyclo? S2: Yes, I have

S3: When was it?

S4: Last summer holiday

S5: Is it interesting to travel by cycle? S6: Yes, it is

S7: Which you prefer, going by bicycle or by cyclo?

S8: I prefer traveling by cyclo because I have time to look around and I m not tired’ - look at the words and read after T

- copy the words and phrases

- listen and repeat

- Some individuals read the words aloud

- look at the pictures and listen to the T - describe the other pictures in pairs - listen to the teacher

- listen to the tape / the teacher and the task

- Share their answers - give feedback

- check their answers , and then correct their work if they have any wrong answers Key: – – – – –

- Read the statements , underline the key words in each sentence

- Try to guess whether each sentence is true or false

- Listen and the task

- Share their answers with their partners - Give answers

- Listen again and check Key: 1F; 2T; 3F; 4F; 5F

- Work in pairs to ask and answer questions such as:

" What is the man's name?" " What does he do?"

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- Check and give remarks

5 Homework: ( 1min)

- Write a short paragraph about Mr Lam's routines

Unit 1: The day in the life … ( TiÕt thø cđa bµi häc )

TiÕt 5 D WRITING I Objectives:

Education aims: Students write a narrative

Knowledge:

a General knowledge: - Writing about a hotel fire b Language: - The past simple tense

- Connectors (time expressions)

Skills: + Reading: Students read a passage to find the verbs in the past simple and the connectors

+ Writing a narrative using the prompts

+ Speaking: - Students discuss in groups to share their answers

+ Problems:

- Students may not know some expressions in the tasks + Solutions:

- Explain these words/ expresssions in advance

III Teaching aids: - A picture, board, chalk, textbook IV Procedures:

Teacher's activities Students' activities

1 Warm- up:( mins)

Aims: To raise students' interest.

-Show a picture that teacher prepared in advance about the explosion in Twin Towers in 2001

- Ask some questions: T: What is happening ?

T: Do you know where it happened? T: When did it happen?

T: How did it happen?

- Tell sts that they are going to write a narrative of past events

2 Before you write:( 20 mins)

- Aims: to provide sts with the materials ( vocabulary, grammar, form) to write.

+ Task 1:

- Ask sts to look at Task

- Ask them to read through the passage in two minutes to get the main idea

- Ask one student to report

- Explain some new words/ phrases in the passage:

+ stare death in the face ( explain the meaning of each word ,then let sts guess the meaning of the whole phrase)

+ 'fasten(v)( demonstrate) + dip (v) : move to a lower level

- Ask sts to listen and read these words again - Ask them to read the passage again more carefully and task in minutes

- Move round to make sure that all sts are working

- Ask them to share their answers with their partners

- Check the task by asking two sts to report - Give remarks

+ Task 2:

- Ask sts to read the passage again and in groups to task

- Divide the class into three regions: one identifies the events, one identifies the climax and the rest identifies the conclusion

- Look at the picture

S: The buildings are on fire S: It happened in the U.S.A

S: It happened on September 11th , 2001

S: Two planes carrying bombs crashed into two buildings and killed a lot of people.

- Look at Task

- Read through the passage individually - S: The most frightening experience of the writer's life when he(she) travelled on a plane on 14th July 1995.

- Listen and repeat: + stare death in the face + fasten

+ dip

- Read the passage again and task

+ Verbs used in the past simple: stared, was, arrived, got, took off, began,thought, were told, seemed, realised, were, screamed, thought, had, felt, gained, announced, landed

+ Connectors( expressions of time): on that day, at first, then, a few minutes later.

- work in groups - Report the answers:

+ The events: people got on plane, plane took off, hostesses were just beginning to serve lunch when plane began to shake, plane

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- Ask sts to work in only minutes

- Ask three representatives of three groups to report

- Draw the conclusion about writing a narrative

+ Form: parts: - introduction

- body: events, climax - conclusion

+ Verb tense: the past simple tense

+ Connectors: at that time, on that day,then, after that, a few minutes later, until, etc. - Ask sts to task but before that explain some new words:

+ 'discotheque (n) : disco

+ choke (v): to be unable to breath

- Ask sts to listen and read these words again

3 While you write:( 10 mins)

- Aims: students practise cotrolled- writing

+ Task 3:

- Ask sts to build up a narrative about a hotel fire using the prompts

- Ask them to work individually

- Move round to conduct the activity and to note down sts' mistakes

- Ask sts to share their answers with their partners

4 After you write:(9 mins)

-Aims: to get feedback

- Ask sts to report their work sentence by sentence

- Remind sts that they should use the past simple to write

5 Homework( 1min)

- Ex 1, (page 9)

seemed to dip, people screamed in panic. + The climax: We thought we had only minutes to live

+ The conclusion: the pilot that everything was all right, we landed safely, it was the most frightening experience of my life.

- Listen and repeat these words

- Write the passage into their notebooks

Last year I spent my summer holidays at a seaside town The hotel was modern and comfortable I had a wonderful holiday until the fire.

It was Saturday evening and everyone was sitting in the discothequeon the ground floor. It was crowded with people They were dancing and singing happily Suddenly we smelt smoke Then black smoke began to fill the room Everybody started to scream in panic People ran away toward the fire exits. One door was blocked Many people began to cough and to choke.

Then just as we thought we had only minutes to live, the fire brigade arrived Firemen fought their way into the room and soon everyone was safely out of the building Luckily, nobody was seriously hurt It was the most frioghtening experience of my life.

Unit 1: the day in the life of …( TiÕt thø cđa bµi häc )

TiÕt 6 E LANGUAGE FOCUS I Objectives:

Education aims: - Students can distinguish the sound / / from the sound /i:/ and pronounce them correctly

- Students revise the present simple tense and the past simple tense

Knowledge:

1 General knowledge: - a person's hobby and the narrative of a camping trip Language: - Pronunciation: / / and /i:/

- Adverbs of frequency

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- The past simple tense

Skills: + Reading: - Read sentences aloud -Read the passages silently to the exercises

+ Problems: - Students may have difficulty in pronounce / / and /i:/ correctly + Solutions: - Explain carefully the diference between two sounds

III Teaching aids: - board, chalk, textbook

IV Procedures:

Teacher's activities Students' activities 1 Homework checking.( mins)

- Ask one student to exercise (page 9) on the board

- Check Ex with the whole class Check this exercise sentence by sentence

- Give remarks and marks

2 Pronunciation:( 17 mins)

- Aims: to introduce the two sounds and to help sts to read these sounds correctly.

- Introduce two sounds / / and /i:/

- Read each sound twice and then ask sts to listen and repeat

- Ask sts to look at the book, then listen and repeat

- Ask sts to practise reading these words in groups

- Ask some sts to read aloud and give remarks - Ask sts to look at part and tell sts what they are going to

- Do the first example:( read the sentence aloud and underline the sounds)

1 Is he coming to the cinema ?

/ɪ/ /ɪ/ /ɪ/ /ɪ/

- Ask sts to work in pairs to practise reading and to find the sounds in the rest sentences - Remind them of the intonation of the questions

- move round to help if necessary

- Ask some sts to read these sentences aloud - Give remarks

3 Grammar and vocabulary:( 20 mins)

- Aims: to revise the present simple tense and the past simple tense.

- Ask sts to think about the present simple tense and ask some to tell the whole class about the form and the use of the tense - Ask sts about the position of adverbs of frequency

- Ask sts to Ex individually in minutes, then share their answers with their partners - Explain any new words if necessary - Ask some sts to report and give remarks - Ask sts to Ex 2 orally in pairs in minutes

- Move round to conduct the activity

Exercise1:

1 I first went to school when I was six years old

2 My father held my hand firmly and took me to the school gate

3 I was frightened by all the strange faces and the large buildings

4 I quickly found another gate on the other side of the playground

Exercise 2:

1 Last summer so In the morning At first Once in a while in the end However On the whole

- Look at the board

- Listen to the teacher and then listen and repeat / / and /i:/

- Listen and repeat

/ɪ/ / i:/

hit kick heat repeat bit click beat read little interested meat eaten

2 We 'll miss the begining of the film Is it an interesting film, Jim?

( sound /ɪ/)

4 The beans and the meat were quite cheap He's going to leave here for the Green Mountains

6 Would you like to have meat, peas and cheese?

( sound / i:/)

+ Form: (+) S + V/ Vs/ Ves + (- ) S + don't/ doesn't + V + (?) Do/ Does + S + V + ?

+ Use: to talk about present habits or present states

+ Position:

- after " to be" but before other verbs

- " As a rule" is placed at the beginning of a sentence

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- Ask sts to report

- Present the past simple tense

- Ask some students to tell the whole class about the form and the use of this tense

- Ask sts to look at Ex and explain what sts are going to

- Ask sts to this exercise in minutes , then share their answers with their partners

- Ask them to pay attention to the past form of irregular verbs and some verbs are put in passive voice

- Ask sts to this exercise on the board - Move round to help sts if necessary - Check and give remarks

4 Homework ( min)

-Ex 1, ( page 6)

He always get up early

She is sometimes late for school

Lan normally practises speaking English As a rule, Thao is a hard- working student + Form: (+ ) S + V-ed/ V( irregular) + ( - ) S + didn't + V +

( ? ) Did + S + V + ?

+ Use: to indicate that somthing happen in the past

1 was done began 13 was cooked felt 14 leapt were put out 15 hurried smelt 10 crept 16 found told 11 slept 17 wound sang 12 woke 18 flowed

-UNIT 2: SCHOOL TALKS ( Tiết thứ học ) ( Bài học gồm có tiết – Từ Tiết đến Tiết 11 )

TiÕt 7 A READING I Objectives:

1 Education aims: - Students know more about school and related problems 2 Knowledge:

a General knowledge: - Knowledge about school b Language: - The present simple tense

- V-ing and To-infinitive 3 Skills: - Speaking : talk in pairs and in groups

- Reading comprehension: to fill in the blanks and to answer the questions

- Students may have difficulty in understanding some of the topics like health problems or hobbies

III Teaching aids: board, textbook, chalk. IV Procedures:

1 Warm-up: ( mins)

- Aims: to raise sts' interest and to introduce the topic.

-Ask students to work in pairs and discuss this question:

"When you meet your friends, which of the following topics you often talk about?" - Ask sts to look at the cues in the textbook - Encourage them to think of other topics

- Ask them to work in minutes then ask some pairs to report

- Introduce the topic of this lesson

2 Before you read:( 10mins)

- Aims: to introduce vocabulary and the grammatical item relating to the reading text.

a Vocabulary pre-teach:

- Provide the students with these new words/phrases in this way:

+ Read and write each word/phrase on the blackboard then give the meaning of the word/phrase

+ corner shop(NP): a shop at the corner of a street

+ pro'fession(n): = job, occupation + stuck(adj): bị tắc, bị kÑt

- Work in pairs orally - some sts report

S1: When I meet my friends, I often talk about films, our study, and other students.

S2: I often talk about my favourite singers, some film stars, or my hobbies.

S3: I usually talk sports and games

- Copy down

- Listen to the teacher then repeat

- Practise reading these words with their partners

(13)

+ 'attitude(n): what you think about or behave toward something

+ mall (n): an area containing a lot of shops eg: a shopping mall

- Ask sts to listen and repeat, then practise with their partners

- Ask some sts read all the word/phrases aloud, listen and help the students to read the words/phrases correctly

b Gerund and to- infinitive introduction:

-Recall the usages of gerund and to-infinitive to the students

- Ask sts to tell the teacher the cases to use gerund and to-infinitive

- Ask sts to discuss quickly in minute, then one of them stand up to report

- Aims: sts practise reading and then the tasks relating to the text.

- Introduce briefly the content of the reading text

"You are going to read three talks given by a student, a teacher and a student s father about’ school You read them and the tasks assigned."

- Ask sts to read through three talks and tell teacher the main ideas of these talks

Task 1: Gap-filling.

- Ask the students to read again these talks, then work independently and fill each blank with one of the words in the box There are more words than the blanks

- Have sts compare the answer with a partner - Get feedback and give correct answers

Task 2: Finding who …

- Ask students to work in pairs Read the small talks again and find out who

- Move round to check sts'work

- Ask sts to share their answers with other pairs' - 9-10 pairs are required to give answers in front of the class(1 pair/ time/ answer)

- Listen and check

Task 3: Answering questions.

- Ask students to keep on working in pairs Read the talks more carefully and answer the questions

- Move round to check the activity

- Ask some pairs to report in front of the class - Get feedback and give correct answers

- Aims; to give sts a chance to talk about themselves.

- Tell students to work in groups: Choose one of the following topics and talk about it for about minutes

a.What subjects you like learning best and why. b What you like and dislike doing at school c What you worry about at school

- Go round to help students with their work - Ask some sts to talk about their topic in front of the class

- Some sts read these words aloud

like hope love + V- ing want + to- V enjoy decide

- Listen to the teacher

- Read through the talks, then discuss their contents

- Read the text again and the task - Share their ideas with their partners - Some sts read their answers aloud

1 enjoy traffic worry 4 crowded language

- Work in pairs to discuss

- Share their ideas with other pairs' - Some pairs stand up and report

- S1: enjoys teaching S2: Miss phuong - S3: has to get up early S4: Phong - S5: lives far from school S6: Phong

- S7: loves working with children - S8: Miss Phuong

- Discuss in pairs

- Some pairs report

P1: He studies at Chu Van An high school P2: He studies many subjects such as Math, Physics, Chemistry

P3: Because it is an international language. P4: She says that teaching is hard work, but she enjoys it because she loves working with children.

P5: Because his son has to ride his bike in narrow and crowded streets on the way to school

- Discuss in groups of three or four one of three topics

(14)

- check and give remarks

- Part A ( page 10- workbook)

-unit 2: sChool talks ( TiÕt thø cđa bµi häc )

TiÕt B. SPEAKING

I.Objectives:

1 Education aims:

- Sts can make small talks in daily situations 2 Knowledge:

a.General knowledge:

-Sts make a conversation and practise with their classmates b.Language: - The simple past tense

- Wh- questions 3 Skills:

- Speaking: - Asking and answering in small talks - Starting and closing a conversations

- Reading: - Reading the sentences and then rearranging them into a conversation

- Sts may not be familiar with some expressions such as "How is everything at school? Catch

you later "

III Teaching aids:

- board, chalk, textbook

IV Procedures:

1-Warm - up: ( mins)

- Aims: to focus sts on the topic of the lesson and to raise their interest.

- Introduce the situation and write a short dialogue on board:

"Suppose that you meet a friend at the supermarket You are very busy .What will you say to open and end the conversation."

A: ( 1) B: Hi Lan How are you?

A: I m fine Thank you And you?’

B: I m very well Thanks I haven t seen you for’ ’ a long time Let s go somewhere for a drink’ A: Sorry, ( 2)

- Ask sts to complete the dialogue in pairs - Ask some pairs to report

"Today we will practice speaking conversation having starting and closing sentences."

2.Before you speak( 12 mins)

Aims: Introduce phrases used to start or to close a conversation.

+ Task 1:

- Ask sts to look at the phrases in the book and to work in pairs to put the expressions in starting and closing a conversation

- Make sure that sts understand all the expressions = + How s everything at school?= How 's your’ studying?

+ Catch you later = See you later - Move round to conduct the activity - Ask two sts to give answers

- Get feedback and give remarks

- Ask sts to read all the expressions aloud in chorus

3 While you speak:( 12 mins)

- Look at the board and listen

- Work in pairs to ask and answer - Some pairs stand up to report (1) Hello, Mai/ Hi Mai

(2) I m very busy now ’

I really must go now, Perhaps another time.

- Work in pairs to put the phrases into the correct columns

- Ask two sts to give feedback

Starting a conversation

Closing a conversation

Good morning Goodbye See you

later

How s everything?’ Well, it s been nice’ talking to you. Hello How are

you?

Sorry I ve got to’ go Talk to you later.

Hi How is school? Great I ll see you’ tomorrow.

Hello What are Catch up with you

(15)

Aims: Sts can practise making a conversation using the suggested words.

+ Task 2:

- Ask sts to read through all the sentences and rearrange them into an appropriate conversation - Ask sts to the task individually and then discuss with their partners

- Go around to help sts

- Get feedback and give correct answers - Ask sts practise reading this dialogue in pairs - Ask some pairs to read aloud

+ Task 3:

- Ask sts to read all the given expressions and the incomplete dialogue

- Ask sts to complete the conversation with suitable words, phrases or sentences in the box - Ask sts to work individually first and then work in pairs

- Get feedback and give correct answers

- Ask some pairs to practise in front of the class - Listen and help sts if necessary

4- After you speak:( 15 mins)

Aims: Sts can make small talk on suggested topics.

+ Task 4:

- Introduce the topics: The weather

Last night s TV programmes’ Football

Plans for the next weekend

- Divide the class in to four groups Each group gets one topic and use the starting and ending of a conversation to practise

- Ask sts to work in pairs to make small talks about the topic they are assigned

- Go round to help sts

- Call on some pairs to act out the dialogues in front of the class

- Ask others sts to comment on their conversations

- Get feedback and correct any mistakes if there are

5- Homework:( min)

- Write down what they have discussed

you doing? later.

- Read and rearrange the sentences into a conversation

- Share their ideas with their partners Answers : D - F - B - H - E - C - G - A - Practise reading in pairs

- Some pairs stand up to read the dialogue aloud

- Read all the words and phrases as well as the dialogue

- Work individually ,then work in pairs - Some pairs read the dialogue aloud

A: What s the matter with’ you?

B: I feel tired I ve got a headache’ A: You d better go home and’ have a rest

- Listen to the teacher and try to brainstorm about the topics

- Work in pairs to make small talks - Some of sts act out in front of the class 1 The weather:

A: Hi, Lan How was your trip to Vung Tau? B: Hi Hung It was wonderful| I really enjoyed it.

A: What did you like most in Vung Tau? B: The weather.

A: What was the weather like in Vung Tau? B: It was warm I prefer the weather in Vung Tau to Nha Trang.

A: Oh, really? I love it, too.

B: By the way, you want to see my photos?

A: Sure

unit 2: school talks ( TiÕt thø cđa bµi häc )

TiÕt 9 B. LISTENING I Objectives:

- Sts are able to make mini conversations about daily topics such as study at school, wheather and travelling

(16)

Knowledge:

a General knowledge:

- Sts understand small talks about everyday life b Language: Sts recall and learn more about:

- The present continuous tense

- Verbs to describe everyday activities - Vocabulary on school, friends, 3 Skills: Sts develop the following skills:

- Listening and numbering the pictures in the correct order - Listening and answering given questions

- Listening and filling in the gaps

- Speaking : describe the pictures and talk about their problems at school

II Teaching aids:

- textbook, chalk, board

III Procedures:

Teacher’s activities Students’ activities

Two pairs of sts make small talks about their daily life

Aims: focus sts on the topic and review/ introduce the words and sentence models used in small talks.

- Ask sts to read the questions and answers in the book and work in pairs to match the question with the appropriate answer, and then compare their list with other pairs’

- Check sts’ work

- Ask sts to work in pairs to ask and answer - Move around to help sts

- Ask some pairs to present and gives remarks

- Introduce some new words/ phrases

+ semester (n): e.g.: Semester 1: Sept -> Jan Semester2: January -> May + enjoy oneself (n): somebody does something and likes it

+ go for a swim (v): e.g.: go for a walk/ a drive - Read the words sts to repeat

- Ask sts to read the words in pairs - Ask some sts to read the words again

3 While you listen:( 20 mins)

- Aims: Sts practise listening and numbering pictures, listenning for specific information by answering questions and by filling in the blanks with missing words.

+ Task 1:

- Ask sts to work in pairs, look at the pictures in the textbook and use the following suggestions to ask and answer about each picture

What/ who/ see? Who/ they? Where/ they?

What / think / talk about? - Give one example:

T: What can you see in picture a? T: Who you see?

T: What you think they are talking about? - Ask sts to the same

- Move around to help sts

- Introduce that sts will listen to four short conversations and ask sts to look at the pictures and listen to the T

- Play the tape/ read the conversations once - Ask sts to compare their answer in pairs - Check sts’ answers

-Work in pairs and the matching 1-c; 2-e; 3-a; 4-b; 5-d

- Work in pairs to ask and answer: - Some pairs stand up and present

S1:What subjects are you taking this semester?

S2: I m taking maths.’

S1: How you like the class? S2: I really like it

- Copy the words and phrases

- Listen and repeat

- Read the words in pairs and correct each other’s mistakes

- Look at the pictures and listen to the T

S: A hotel S: Two people

S: Maybe they are talking about the hotel or the holiday.

- Ask and answer about the pictures in pairs - Listen to the teacher

- Listen to the tape / the teacher and the task

(17)

- Play the tape once again, stop the tape after each conversation and conduct the correction

+ Task 2:

- Ask sts to read the questions in pairs and make sure they understand the statements and know what information they need to answer the questions

- Ask sts to listen to the tape/T twice and take short notes to answer the questions

- Ask sts to compare their answer in pairs - Ask some sts to report the answers

- Play the tape once again, stop the tape where necessary and conduct the correction

+ Task 3:

- Ask sts to read the conversation in pairs and see what information they need to fill in the gaps They may guess the answers in some gaps

- Ask sts to listen to the tape/T once and fill in the gaps

- Ask sts to compare their answer in pairs - Ask some sts to report their answers

4 After you listen:( 9mins)

- Ask sts to work in groups and talk about the problems they have experienced at school (difficulties in learning, having bad marks, being late for school, disobeying the regulations ) Sts may use the following suggested questions to ask and answer

+What problems have you experienced at school?

+ What are the reasons?

+ What have you done to solve them?

- Move round to check the activities and to make sure that sts are working effectively

- Ask one or two pair to retell theirs problems in front of the whole class

- Checkand give remarks

5 Homework( 1min)

Write a short paragraph about their problems at school

Key: b – c – d – a

- Work in pairs to read the questions

- Listen and the task - Compare their notes - Report their answers 1 (She is taking) English;

2 (She is) in Miss Lan Phuong s Class; ’ 3 (He is) at a party;

4 (He plans to stay there) for a week 5 No, she doesn t She travels alone.’ - Work in pairs to read the conversation and try to fill in the gaps before they listen - Listen and the task

- Compare their answer in pairs - Report the answers

1: it here 5: travelling 2: very nice 6: No

3: big 7: alone 4: comfortable 8: for a drink - Listen to the teacher

-Ask and answer in groups

- One/ two pairs present

unit 2: school talks ( TiÕt thø cđa bµi häc )

TiÕt 10 C WRITING I Objectives:

Education Aims: - Students know how to fill in an English form 2 Knowledge:

a General knowledge: - The structure of an English form b Language: - Wh- questions

- Words/expressions used in a form 3 Skills: - Speaking: discuss in pairs

- Writing: fill in a form

II Teaching Aids: - board, textbook, chalk

IV Procedures:

Teacher's activities Students' activities 1 Homework checking( 5mins)

- Ask one st to tell the whole class about his or her problems at school in front of the whole class - Check and give marks

- Aims: To introduce the topic of this lesson, and to guide sts to fill in a form.

- Listen to their friend attentively

(18)

- Introduce the topic of this lesson:" Filling in a form" and ask sts to look at the textbook.

+ Task 1:

- Ask sts to work in pairs to discuss two questions in minutes

1 On what occasions you have to fill in a form? 2 What sort of information you often have to provide when you fill in a form?

- Move round to help sts if necessary

- Ask some pairs to stand up to report their ideas - Add some more ideas

- Give remarks

+ Task 2:

- Ask sts to look at the introduction in task and explain more clearly

- Ask them to look through column A and column B

- Explain the phrase: "'marital 'status"= Are you married or single?

- Ask sts to listen and repeat this phrase

- Ask sts to match a line in A with a question in B individually minutes

- Ask them to share their answers with their partners after completing the task

- Get feedback and check

- Ask sts to work in pairs to ask and answer about the questions in column B

- Ask them to give short answers - Move round to conduct the activity - Ask some pairs to report

- Give remarks

+ Task 3:

- Tell sts that forms ask them to certain things so they should follow the requirements

- Ask sts to read through five points , then explain some new words:

- de'lete( v) : to omit something - 'applicable (adj): suitable

- Ask sts to listen and read these words again - Ask sts to read the task again and fill in the blanks as they are required

- Ask them to work individually in minutes and then compare their answers with their partners - Move round to check the activity

- Ask two sts to write their answers on the board - Check and give remarks

- Ask sts to look at Task and read through this task

- Explain some new words:

- en'rol (v): to become a member/ a student in a course

en'rolment( n)

- natio'nality( n): eg: Vietnamese, French, etc - 'specify (v): tell clearly

- Ask sts to listen and read these words again

3 While you write: ( 10 mins)

- Aims: Sts practse filling in a form

- Ask sts to read the form again and fill in it - Ask them to work individually in minutes - Copy the form on the board

- Go round the classroom to make sure that all sts are writing and they know how to

- Ask them to share their answers with their partners

- Open their books and look at the tasks

- Pair 1:

1 When you want to send some money/ parcels at a post office.

2 Your surname, your first name, your age. - Pair 2:

1 When you apply for a job or attend an examination to a high school/ a university. 2 Your address, your job, your date of birth

- Look at task and listen to the teacher - Read through the task

- Write this phrase in their notebooks - listen and repeat

- Do the task individually - discuss in pairs

- Give feedback

1- d; - f; - e; - g; - b; - c; - a S1: What you do?

S2: I'm a student.

S3: Where are you living at the moment? S4: At 32 Tran Hung Dao Street.

S5: Are you married or single? S6: Single.

S7: What 's your first name? S8: Binh .

- write these words into their notebooks

- Read thes e words again

- Do the task silently and the share their answers with their partners

1 NGUYEN THI NHUNG Nhung

3 I am a student (Delete other choices)

5 

- Write these words in their notebooks

- Listen and repeat - Fill in the form

(19)

4 After you write: ( minutes)

- Aims: to get feedback

- Ask one st to fill in the form on the board - Ask another st to give remarks

- Check and correct any mistakes

- Ask sts to read their forms again and correct the mistakes if there are

- Part D ( page 27- textbook)

+ Sample : Mr/ Mrs/ miss Surname: PHAM

First name: VAN TUNG

Date of birth: FEBRUARY 20th, 1991 Nationality: VIETNAMESE

- Self- correct

unit 2: school talks ( TiÕt thø cña bµi häc )

TiÕt 11-PPCT E LANGUAGE FOCUS + TEST 15'

( Ngữ pháp KiĨm tra 15 )

I Objectives:

Education Aims:- Students can distinguish the sound /  / from the sound /a:/ and pronounce them correctly

- Students revise Wh-questions and V-ing and to infinitive

Knowledge:

a General knowledge: - informal letters b Language: - Pronunciation: /  / and /a:/

- Wh- questions

- V-ing and to infinitive

Skills: + Speaking: - work in pairs to ask and answer Wh- questions + Reading: - Read words and sentences aloud

-Read the passages and sentences silently to the exercises

II Teaching aids: - board, chalk, textbook

III Procedures:

Teacher's activities Students' activities 1 Warm-up: ( 3mins)

- Aims: to introduce the topic and to raise sts' interest.

- Write on the boards two sentences: eg: My cousin is my uncle's son. I want to read this example. - Ask one st to read the examples aloud - Check whether they pronounce correctly, then ask the whole class to read the sentences again

- Point at underlined words and introduce the topic;" Today we will practise pronouncing two sounds /  / and /a:/

- Aims: to introduce two sounds // and /a:/ and help sts to practise these sounds.

a Write two sounds on the board and pronounce them clearly twice, then ask sts to repeat

- Tell sts the difference between two sounds - Ask them to look at the textbook, listen and repeat

- Then ask sts to work in pairs to read the words again so that they can check for each other

- Move around to help

- Ask two sts to read again and give remarks

b Ask sts to look at sentences in page 29 in the book

- Ask the to work in pairs to read the sentences and then find out the words containing sound // and the words containing sound /a:/

- Ask them to work in minutes - Move around to conduct the activity - Ask one st to report and other sts to give remarks

- Look at the board

- One st read the sentences aloud - Listen to the teacher and repeat

- Write down two sounds

- Listen to the teacher and repeat - Look at the book , listen and repeat study far

subject father cousin marvellous

- Read these words in pairs and check for their partners

- Look at the book and work in pairs.- Answers:

/ / /a:/

love dancing much stars

cousin Martha, Charles month dark

lunch garden

(20)

3 Grammar and vocabulary:( 15 mins)

- Aims: to revise Wh- questions and the use of gerund and To- infinitive as well as give sts a chance to practise these grammar issues by doing some exercises.

a Wh- questions:

- T: What are Wh- questions? - Ask sts to give examples - Ask some sts to say aloud

- Ask sts to look at Ex 1 in page 29, then make questions for the answers

- Ask them to work individually , then work in pairs to ask and answer

- Let them work in minutes and then ask some pairs to report

b V-ing and To infinitive:

- Ask some sts to tell the whole class the cases to use V-ing:

- Ask them about the cases to use to infinitive

- Check and add any information if necessary

- Ask sts to read the letter in Ex and then give the correct form of the verbs in brackets

- Ask them to work alone in minutes and then check it with their partners

- Ask two sts to write the answers on the board

- Ask sts to Ex 3 in minutes

- Ask sts to this exercise on the board - Tell sts to work individually , then share their answers with their parters

- Ask one st to give remarks on their friends ' task

4 Homework: (1 min)

- Part B ( page 11- workbook)

- S: They are questions beginning with " what, who, where, how,etc".

- S1: What 's his job?

- S2: How you go to school? - S3: Who teach you maths? .

- Look at the textbook

- make questions then ask and answer with their partners

S1: When did you come? S2: Just a few days ago

S3: How long did you stay in Quang Ninh?

S4: For a few days

S5: Who did you come with? S6: I came with a friend

V-ing:

- After some verbs:

admit, avoid,admit,give up, like, love, enjoy, finish, keep, mind, postpone, practise, suggest, consider, etc.

- Go + V-ing: go camping

go dancing, go shopping, go swimming, etc. - After prepositions

To infinitive:

- after some verbs: afford, arrange, choose, manage, refuse, promise, want, need, hope, agree, plan, decide, etc.

- V + O + to infinitive:

want, advise, tell, request, order, etc. EX 2:

1 to hear to pay 2 going to go 3 remembering visiting 4 doing seeing 5 worrying 10 hearing. EX 3:

1 to go making 2 waiting to call 3 having to lend 4 to find talking 5 living 10 to post.

Unit 3 People's background

TiÕt 12 A: READING I Objectives:

Education aims:

- Students know more about famous scientists especially about Marie Curie, and admire her 2 Knowledge:

a General knowledge: - Background knowledge about Marie Curie

(21)

b Language: - the past simple tense

- vocabulary concerning study

3 Skills: - Reading: read the text and Matching and True or False exercise and answer the questions

- Speaking: discuss in pairs and in groups

II Teaching Aids: textbook, chalk, board

III Procedures:

1 Warm-up: Network ( mins)

+ Aims: to raise sts' interest in the reading text. - Ask students to work in groups of 3-4 students - Who discovered/ invented what?

1 Franklin a radium and polonium 2 Marconi b penicilin

3 Gramham Bell c.lightning is electriciy 4 Marie Curie d the telephone

5 Alfred Nobel e the telescope 6 Columbus f dynamite 7 Galileo Galilei g America 8 Alecxander Fleming h the radio - Move round to check the activity

- Ask them to work in minutes and then get feedback The group which has the fastest and the most correct answers will be the winner

- Aims; to introduce the content of the text and provide sts with some new words.

- Students are required to work in pairs to answer the following questions:

+ Have you ever heard of Marie Curie? + What you know about her?

- give the correct information

- Read and write new words on the board Vocabulary:

+ background ['bỉkgraund] (n): lai lÞch

+ brilliant['briljənt] (adj):rất thơng minh, rất giỏi hoặc có tài + tutor['tju:tə] (adj) thầy giáo dạy kèm; gia sư

+ interrupt [,intə'rʌpt] (v): ng¾t qu·ng + condition[kən'di∫n] (n) điều kiện + degree [di'gri:] (n) bằng cấp

+ PhD [,pi: eit∫ 'di:] (n)tiến sĩ triết học ( Doctor of Philosophy) to be/have a PhD in History

+ tragic ['trỉdʒik] (adj): bi th¬ng

+ obtain [əb'tein] (v) đạt được

+ professor [prə'fesə] (n): giáo sư (đại học) + atomic [ə'tɔmik] (adj): thc vỊ nguyªn tư

+ radium ['reidiəm] (n) (hoá học) Rađi, nguyên tố kim loại phóng xạ

+ joy dʒɔi] (n)niềm vui

+ suffering ['sʌfəriη]sự đau khổ (của thể xác, tâm tri) + humanitarian [hju:,mæni'teəriən] (adj):

Nhân đạo

+ humane[hju:'mein] (adj): nhân đức

- Read each word times and ask the sts to repeat it. - Leave sts minute to self-practice

- Ask 4-5 sts to read all the words aloud in front of the class - Listen and help the sts to read the words correctly

- Aims: Sts practise reading and the tasks + Task 1: Matching.

- Ask the students to read the passage independently and match the words or phrases in A with their meaning in B - Tell sts to refer to Vocabulary for help and encourage them try to guess the meanings of the words in the context of the reading

- Ask them to compare the answers with their friends

- Call on some sts to read and explain their answers aloud in front of the class

- Give feedback and correct answers: + Task 2: True or False.

- Work in groups

- Some Students report orally Answer:

1 b f h g d e a c

- Discuss in pairs and then answer the questions

- Some sts stand up to answer

- Listen to the teacher and Copy down

- Repeat the words

- Work in pairs to check for each other

- student/ time

- Work individually

- Discuss in pairs to share their ideas

-Listen and self-correct the exercise

- Copy down

* Key:

1.c e a d b

- listen to the teacher

- Students the work individually

- Discuss the answers with their partners

- some sts orally while others watch

(22)

- Ask the sts to read the passage more carefully and decide whether the statements are true(T) or false(F) Correct the false information

- Ask the sts to highlight or underline the information in the passage that helps the students to find the correct answers - Move round to help sts if necessary, then ask them to share their answers with their partners

- Ask some sts to give answers

- Listen and help the students to the exercise correctly + Task 3: Answering questions.

- Ask students to work in pairs to answer the questions - Tell the students to compare their answers with other pairs Let them discuss and correct for one another

- Call some pairs of students to read aloud the questions and answers in front of the class

- Feedback and give correct answers

- Aims: to check sts' understanding and to summarize the text.

- Make sure students understand all the adjectives given in this part

- Ask sts to describe Marie Curie, basing on these adjectives Find the evidence from the passage to prove each of them

- Ask the students to work in groups and highlight or underline the evidence that they find in the passage

- Go round to help students with their work

- Ask presentatives of some groups to report in front of the whole class

- Listen andgive remarks

- Ask students to write a passage of about 60 words about a famous scientist

2 F( Her dream was to become a scientist)

3 T

4 F (She married Pierre Curie in 1895)

5 T

- Self-correct the work - Work in pairs orally - Share their ideas

- 9-10 pairs work orally in front of the class

Key:

1.Marie Curie was born in Warsaw on November 7,1867 2.She was a brilliant and mature students

3 She work as a tutor to save money for a study tour abroad. 4.She was awarded a Nobel Prize in Chemistry for determining the atomic weight of radium.

5 No it wasn t her real joy was ’ “ easing human suffering

- work in groups orally and try to find the evidence in the reading text

- Some sts report in front of the ckass

- Others listen to their friends and give remarks

Unit 3: people's background

TiÕt 13: SPEAKING I.Objectives:

- Sts know how to interview a person and talk about a person's background 2 Knowledge:

a.General knowledge:

- A person's background b.Language: - The simple past tense - Wh- questions

3 Skills:

- Speaking: - Asking about another person's background

- Talking about a person's background basing on what they have interviewed

- Sts may not know what is included in the term "background"

- board, chalk, textbook

IV Procedures:

2.Before you speak( 10 mins)

Aims: to guide sts how to and to provide them with needed vocabulary and grammar.

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+ Task 1:

- Ask sts to think about people's background, and then read the cues in this task

- Ask them to discuss in pairs to choose which items to tell about someone's background - Get feedback and give the correct answers - Ask sts to continue working in pairs to discuss what questions they can ask when they want to know about these things

- Move round to conduct the activity - Ask some pairs to give answers

- Write the questions on the board and give remarks

Aims: Sts can practise making an interwiew and then talking about the person they have interwiewed.

+ Task 2:

- Ask sts to imagine they are journalists and ask them to work in pairs to interview their partners about his/her background or that of a person he/ she knows well

- Ask them to follow the stages in the textbook - Go around to suggest the questions if necessary

- Ask one pair to report

- Give remarks so that other pairs can correct their mistakes

+ Task 3:

- Ask sts to work in small groups to talk about the person they have learnt about from the interview

- Ask them to work in minutes - Move around to conduct the activity

4- After you speak:( mins)

Aims: Sts present what they have discussed in the previous stage.

- Ask two sts to tell the whole class about the people they interviewed about

- Listen to them attentively and correct the mistakes

- Give remarks on the whole activity

5- Homework:( min)

- Write about the people they have interviewed about

- Think about people's background

- Work in pairs to choose the correct items + family + education

+ experience

- Work in pairs to discuss the questions - Some pairs stand up to give answers Family:

- How many people are there in your family? - What does your father/ mother do?

Education:

- Where did you study at primary school/ junior secondary school?

- What subject you like best? - What degree you have? Experience:

- How long have you been a member of our school's speaking club?

- Have you ever won any prizes?

- Work in pairs to ask and answer - One pair stand up and report:

S1: Hello Can you tell me something about yorself?

S2: Oh, of course What you want to know? S1: When and where were you born?

S2: I was born on September 11th, 1991 in Hai

Duong.

S1: How many people are there in your family? S2: There are four: my parents, my sister and I. S1: What your parents do?

S2: my dad is a doctor and my mum is a nurse.

- Discuss in groups using the information they have got from the interview

- Sample answer:

" Quan's cousin, Minh, was born on November 2nd, 1985 in Hai Duong City He is the only child

in his family His father is an engineer and his mother is a teacher As a brilliant student, he always got good marks when he was a student at To Hieu Primary School and then at Le Quy Don Secondary School When he was fifteen , he passed the exam to Nguyen Trai High School He said he liked all subjects at school but among them he liked English best He has attended the English Speaking Contest twice and won the fisrt prize in 2003 At the moment he is studying at a university in Australia and he is very successful "

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TiÕt 14: LISTENING I Objectives:

1 General knowledge:

- Sts know about the background of a famous person 2 Language: Sts recall and learn more about:

- The simple past tense - Verbs to express opinion - Vocabulary on sports

Skills: Sts develop the following skills: - Listening and marking True/False - Listening and filling in gaps

- Asking and answering about sb’s background

- Sts not know some new words

- Sts have trouble listening to a conversation read by a teacher

- Handouts

IV Procedures:

- Two sts tell the whole class about two people's background

- Listen and give remarks and marks

Aims: focus sts on the topic and review/ introduce the words and phrases used to describe the background of a sports star.

+ Ask sts to work in groups and make a list of sports and the names of the sports competitions, then compare their list with other groups’

- Introduce the topic of the listening text: ‘A conversation between a reporter and an Olympic Champion’ and ask sts to open their books

T asks sts to work in pairs to ask and answer the questions in the textbook

Can you name any Olympic champions?

What would you like to know about these people?

- Move around to help sts

- Ask some pairs to present and gives remarks - Ask sts to work in pairs and recall the forms of question used to get the information

- Ask some sts to speak aloud

+ Ask sts to look at the words in the book and read after T / the tape

- Olympic champion (n): (in the picture)

- di'ploma (n): sb receive this when he finishes a course /graduates from college or university

- ro'mantic (adj): Romeo and Juliet is a romantic play

- Read the words and ask sts to repeat - Ask sts to read the words in pairs

+ Task 1:

Aims: Practice listening for specific information by deciding whether the given statements are true or false.

- Introduce the conversation between a reporter and an Olympic champion then ask sts to listen to the conversation and tick on the box to indicate True or False statements

- Ask sts to have a look at the statements and read them in pairs and make sure they understand the statements

- Ask sts to listen to the tape/T and tick the box to

- Two sts stand in front of the class to speak

- Work in groups and recall the names of sports and the names of the sports competitions then make a list on a sheet of paper

- Compare theirs notes

- Listen to the T and open the book - Work in pairs

- Some pairs stand up and report

S1: Can you name any Olympic champions? S2: Tran Hieu Ngan, Sergey Bubka…

S3: What would you like to know about these people?

S4: Date and place of birth, study, family, achievements, hobbies…

- Note down the forms of questions: When/where were you born?

Where did you get a general education? What achievement have you got?

What you like doing in your free time? - Look at the words and read after T /the tape - Copy the words and phrases

- Listen and repeat

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indicate if the statements are true or false - Read/ play the tape twice

- Ask sts to compare their answer in pairs - Check sts’ answers

- Read/play the tape once again, stop the tape where necessary and conduct the correction

+ Task 2:

- Aims: sts listen for specific information to fill in the blanks.

- Ask sts to listen to the conversation again and fill in the gaps with the suitable words/ phrases

- Read the conversation twice

- Ask sts to compare their answer in pairs - Check sts’ answers

- Read/play the tape once again, stop the tape where necessary and conduct the correction

4 After you listen:( mins)

- Aims: to check sts'comprehension in the previous stage.

- Ask sts to work in pairs and use the information in Task and to ask and answer about the Olympic champion

- T can ask sts to ask and answer about the sports star(s) they like

- Write a short paragraph about the Olympic champion

- discuss their answers in pairs - Gives their answers:

1T; 2T; 3F; 4T; 5F

- Say their answers aloud, and then correct their work if they have the wrong answer

- compare their answers - Give their answers

1 a general education love stories 2 lives; family teacher's diploma 3 different; swimming

- Check their answers, and then correct their work if they have the wrong answers

- Ask and answer in pairs

- One/ two sts present

Unit people's background

TiÕt 15: WRITING I Objectives:

Education Aims: - Students can write a simple C V( curriculum vitae)

- They can write about a person's background basing on a C V 2 Knowledge:

a General knowledge: - A curriculum vitae in English b Language: - The past simple tense

- Words/expressions used in a curriculum vitae 3 Skills: - Reading: read a model curriculum vitae

- Speaking: discuss in pairs

- Writing: fill in a curriculum, write about a person's background

- Students may not know some expressions in a curriculum vitae so teacher should teach them in advance

III Teaching Aids: - board, textbook, chalk

IV Procedures:

Teacher's activities Students' activities 1 Homework checking: ( mins)

- Aks one st to talk about Sally in front of the whole class

- Give remarks and a mark

- Aims: to focus sts on the topic and to introduce the structure of a simple C.V, to guide sts to fill in the C.V.

+ Task 1:

- Ask sts to look at the C.V in the textbook and

- One st speaks

- Others listen to their friend - Give remarks

- look at the C.V

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introduce some new words:

+ C.V( curriculum vitae) : a form with details about somebody's past education and jobs

+ tourist guide (n): a person who goes with tourists to point out interesting sights on a journey

+ hotel telephonist (n): a person who answers the phone in a hotel

+ travel agency ( n) : a business of organising travelling for people

- Read these words aloud and ask sts to listen and repeat

- Ask some sts to read again and check

- Ask sts to read the model C.V in the textbook about Mr Brown and then answer the questions: T: What is his full name?

T: When and where was he born? T: What school did he attend? T: What exams did he pass? T: What did he before? - Ask sts another question:

" What kind of information you find in the C.V?"

- Ask sts to discuss this question in pairs then ask one st to answer

- Give remarks

- Introduce the elements of a C.V:

+Personal information: name, sex, date of birth, place of birth.

+ Education : name of a high school/ a university

+ Previous jobs: teacher/ tourist guide/ etc ( time) + Interest: dancing/ swimming/ etc

+ Task 2:

- Ask sts to read the incomplete form in the book - Ask them to work in pairs in minutes to ask and answer about their partner's father/ mother then complete the form with suitable information - Move round to conduct the activity and to help if necessary

- Ask some sts to read aloud the information they have collected and ask some other sts to give remarks

- Aims: Sts practise writing about a person's background using the information in a C.V and the cues in the textbook.

- Ask sts to look at Task again

- Ask them to work independently and write a paragraph about Mr Brown ,using the suggested words and phrases

- Ask sts to use the past simple to write - Move around to help if necessary

- Ask sts to write in about minutes, then compare their paragraph with their partners'

4 After you write:( mins)

- Get feedback by asking some sts to read their work aloud

- Ask some other sts to give remarks - Check and give the correct answer

- Copy these words into their notebooks

- Listen to the teacher and read these words again

- Read the C.V in the textbook and answer T's questions

S1: His full name is David Brown.

S2: He was born on November 12th, 1969 in Boston.

S3: He attended Kensington High School. S4; He passed exams in English, French and Mathematics.

S5: He was a tourist guide and a hotel telephonist.

- Discuss the question in pairs then one of them will answer

S: We can find some information such as his name, his date of birth and his place of birth, his education and his previous jobs, etc. - Copy this part into their notebooks

- Read the form

- Work in pairs to ask and answer

- Complete the form with suitable information

- Some sts stand up and read aloud, other sts listen and give remarks

- Read Mr Brown's C.V again

- Use the suggested words/ phrases to write a paragraph about Mr Brown

- Share their paragraph with their friends' - Some sts stand up and read their work aloud - Other sts give remarks

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- Because time is not allowed, the writing activity in Task will be assigned as homework

-Unit people's background

TiÕt 16: LANGUAGE FOCUS I Objectives:

Education Aims:- Students can distinguish the sound / e / from the sound / æ / and pronounce them correctly

- Students revise the past perfect and distinguish it from the past simple

Knowledge:

+ Language: - Pronunciation: / e / and / æ / - The past perfect tense

- The past simple tense

Skills: + Speaking: - Work in pairs to discuss the exercises + Reading: - Read words and sentences aloud

- Read the passages and sentences silently to the exercises

- Students may have difficulty in pronounce sound / æ / correctly

IV Procedures:

Teacher's activities Students' activities 1 Homework checking: ( 5mins)

- Ask one st to read aloud the paragraph that he/she wrote about his/ her partner's parent

- Listen to him/her

- Ask one st to give remarks - check and give a mark

- Aims: to introduce two sounds /e/ and /æ/ and help sts to practise these sounds.

- Tell sts the difference between two sounds

- Ask them to look at the textbook, listen and repeat - Then ask sts to work in pairs to read the words again so that they can check for each other

b Ask sts to look at sentences in page 39 in the book - Ask the to work in pairs to read the sentences and then find out the words containing sound /e/ and the words containing sound /æ /

- Ask one st to report and other sts to give remarks - Check and give the correct answers

- Ask some sts to read these sentences aloud - Listen and give remarks

3 Grammar: ( 29 mins)

- Aims: To revise the past perfect tense and the past simple tense as well as to give them some exercises to do.

- Write an example on the board

"When I arrived at the cinema,the film had started" - Ask sts to look at the example and identify the verb in the past perfect

- Ask sts to recall the form of the past perfect tense and to tell the whole class

- One st read his/ her paragraph aloud - Listen to their friends

- Give remarks - Listen to the teacher

- Listen to the teacher and repeat - Look at the book , listen and repeat men man

said sad met mat

- Look at the book and work in pairs - Answers:

/ e / /æ /

red fat pen man sent handbag Helen apples said pans .

- Look at the example

- One st stands up and answers: " had started"

- Form: (+ ) S + had + PII

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- Revise the use of the past perfect by giving some examples

Eg1:

When the police came , the robbers had escaped. The train had left when Mary arrived at the station. - Tell sts about the chronological order between the past perfect and the past simple

Eg 2:

I was nervous because I had never spoken before an audience.( I spoke before an audience yesterday) The house was dirty We hadn't cleaned it for weeks. - Ask sts to read these examples again

+ EX1:

- Ask sts to read Ex in page 39, then the task - Ask them to work individually to put the verbs into the past perfect, then compare their answers with their partners

- Let them work in minutes and then ask some sts to report

+ EX2:

- Ask sts to read the sentences in Ex and then give the correct form of the verbs in brackets

- Ask sts to pay attention to the difference between the past perfect and the past simple

- Ask them to work alone in minutes and then check it with their partners

- Ask some sts to read the answers aloud - Check and give remarks

4 Homework: (1 min)

- Because time is not allowed, Ex3 is assigned as homework

- Part B ( page 19,20- workbook)

( ? ) Had + S + PII ?

- Uses:

+ The past perfect refers to a past activity or situation that took place before another past activity or situation

- Copy the examples and listen to the teacher

+ The past perfect can be used as the past form of the present perfect

- Copy the examples - Listen and repeat

- Read through all sentences in this exercise

- Do the exercise and then share their answers with their partners

EX 1:

1 had broken had been 2 had done had left 3 had met had moned 4 hadn't turned off hadn't seen 5 had ever seen 10.had broken in. - Read the sentences carefully and the exercise individually

- Share their answers with their partners EX 2:

1 had just finished came. 2 had seldom travelled went. 3 went had already taken.

4 Did you manage had he gone. 5 had just got phoned had been.

MARIE and PIERRE CURIE

Born in Poland during a time of Russian domination, Marie Sklodowska (1867-1934) had no real opportunity for an education after high school She saved her hard-earned money to help pay for her older sisterís medical studies in Paris, then followed her to France in 1891, studying at the Sorbonne In 1894, she met the French chemist Pierre Curie (1859-1906), and they were married a year later Although Pierre had already made a name for himself, their collaboration proved far more fruitful than his solo career.They spent much of their careers studying radioactivity (a term coined by Marie), examining the particles and energy produced as radioactive atoms decayed, and in the process learned about the building blocks of matter They established that the heavy element thorium was radioactive and discovered two new elements: polonium and radium They refined techniques for extracting radium from ores.Marie won Nobel Prizes in both physics and chemistry for their work (Pierre failed to share in the second simply because he was dead.) Yet despite living in near povertyóthey spent most of their money on further researchóthey were idealistic enough to refuse to patent any of their potentially lucrative discoveries Pierre was killed when he was run down by a horse-drawn carriage Marie died of leukemia, almost certainly the result of a lifetime of exposure to high levels of radiation Ironically, one of the enduring applications of their work has been in the treatment of cancer with radiation

TiÕt 17 TEST YOURSELF A I Objectives:

Aims: - Sts revise what they have learned in unit unit and unit

Knowledge: - General knowledge in unit 1, unit and unit

- Language: pronunciation and grammar in the above units 3 Skills: listening, speaking and writing

II Teaching aids: textbook, chalk, board

III Procedures:

Teacher's activities Students' activities 1 Homework checking:( mins)

- Ask one st to Ex in the textbook on the

Ngày soạn: 26/9/2008 Sentence Mistake Correction

1 had climbed climbed 3 had turned turned 5 had called called 7 had heard heard

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board

- Ask one st to give remarks - Give remarks and marks

2 The new lesson:( 39 minutes)

- Ask sts to part II, part III and part IV at home in advance to save time

- Give sts the time duration for each part : part II: 10 minutes, part III: 10 minutes, part IV: 15 minutes

- Ask sts to listening in class 2.1 Listening:

- Ask sts to read the table in the textbook - Introduce new words:

+ 'minister (n): priest, vicar

+ black freedom movement (n): phong trào giải phóng ngời da ®en

+ me'morial (n): an institute built to remind people of a person or an event

- Read the text twice and ask sts to try to complete the table in the second time

- Ask sts to share their ideas with their partners - Read the text again so that sts can check their task for the last time

- Ask sts to write their answers on the board - Ask other sts to give remarks

- Check and give feedback 2.2 Reading:

- Ask sts to work in groups to compare their answers

- Ask one st to report his/ her answers aloud - listen and check

2.3 Grammar:

- Ask sts to discuss their answers in groups - Ask sts to write their answers on the board - Ask two other sts to give remarks

- Check and give the correct answers 2.4 Writing:

- Ask some sts to to read their letters aloud - Ask some sts to give ramarks

- Listen and give remarks on:

+ form + grammar and vocabulary + ideas + style

- Part D ( Page 22- workbook)

- Look at the textbook and try to understand the information in the table

- Copy these words into their notebooks - Listen and read after the teacher

- Listen carefully and the task - Work in pairs to discuss their answers 1 15th January 1929 a minister at a

2 In 1951 the black freedom movement

3 for years heard his speech at the 4 he met In 1986

5 they got married 10 4th April 1968

- work in groups to share their ideas - one st stands up to report

1.F C A D B - Discuss in groups

- Answers:

1 to apply got am able 2 am can 10 hearing 3 attended reading

4 passed know - Read their letters aloud

- Listen to the teacher's remarks

TiÕt 18: KiÓm tra 45 phút

Tiết 19: CHữA BàI KIÓM TRA TIÕT I Listening:

You are going to listen to a conversation between an interviewer and Saul Robbin Listen and circle A, B, or C to indicate the option you choose to complete the following sentences.You will listen to the tape three times.

1 Saul lives in

A New York B Canada C Paris He is

A a worker B a reporter C a porter He works for

A a TV station B a news agency C a newspaper He goes to work at

A a.m B p.m C p.m When he gets up, he first

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A has a bath B has a shower C brushes his teeth He has for breakfast

A some bread B some tea C some coffee He goes to work

A by car B on foot C by train After work, he

A goes home B goes for a drink C goes out for a meal He his job

A likes B loves C dislikes 10 In his free time, he

A plays tennis B plays table tennis C goes out

II Reading:

Read the text and the task as directed Charlie Chaplin

Charlie Chaplin was born in a very poor part of London His father was a comedian and his mother worked as a dancer and singer Neither of them was very successful, however, and the family had very little money At one time they were so poor that he and his brothers had only one pair of shoes between them and they had to take turns wearing them The first time he himself earned money by dancing and singing, he was only five years old He did many kinds of jobs, but what he loved most was working in the theatre

When he was about fifteen he joined a traveling theatre company and went on trips to America On one of such tours he was offered a part in a film, so he went to Hollywood, where he eventually became both an actor and a film director He was known to be a perfectionist, and sometimes made the other actors repeat a scene many times before he was finally satisfied with it

Many people found him difficult and some accused him of being mean, but it was really his early experiences of poverty that made him careful with his money He died in Switzerland in 1977, at the age of 88 There is now a status of him in Leicester Square, London, the city of his birth and early upbringing His name was Charlie Chaplin

A Tick to decide whether the statement is true(T), or false(F).

T F

1 Charlie Chaplin was an actor His father was a comedian His mother was a singer

4 His parents were very successful in their career He began earning money when he was years old He first went to America in 1904

7 He died in Switzerland in 1877

B Answer the following questions:

1 Was he born in the centre of London?

2 Where did he become famous?

3 Where did he die?

III Writing:

You want to have a penfriend in an English- speaking country Please fill in the following form.

English Now Magazine

International Penfriend Service

Full name:( in capital letters) Home address: First language : Age: Mr./ Mrs./ Miss *

Please give the name of two English - speaking countries where you would be interested in having a penfriend

How long have you been studying English? Your hobbies: Signature:

* Delete where not applicable

IV Language focus:

A Choose the word that has the underlined part pronounced differently from the others.

1 A land B man C climate D habit A disaster B made C fast D march A dream B great C meal D peace

4 A pretty B expensive C bell D telephone A decide B picture C difficult D listen

B Complete the following sentences with the correct form of the verbs in brackets.

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2 Mark Twain ( fall ) in love with Olivia Langdon's picture even before he (meet) her Would you mind ( open) the window?

4 I promise ( send ) you our new brochure as soon as possible

Answers

I A B C B B

C B B B 10 A

II. A/ F T F F T T F B/ No, he wasn't He was born in a very poor part of London

2 He became famous in Hollywood He died in Switzerland

III Students' answers.

IV A/ C B B A A

B/ crossing had fallen met opening to send

UNIT 4: SPECIAL EDUCATION

TiÕt 20: LESSON 1: READING

I Objectives:

1 Education aims: - Students know more about the study of disabled children 2 Knowledge:

a General knowledge: - Knowledge about special education and the Braille Alphabet b Language: - The past simple tense, the present simple tense

- Vocabulary concerning special education 3 Skills: - Speaking : talk in pairs and in groups

- Reading comprehension: to match words in column A with their meaning in column B, to choose the best answers

- Students may have no ideas about special education and Braille

1 Warm-up:( mins)

- Aims: Sts get used to the topic

- Ask sts to match an adjective in A with its meaning in B:

A B

1 deaf a unable to see. 2 dumb b unable to hear.

- Look at the board and listen to the teacher

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3 blind c unable to use a part of of their body normally. 4 disabled d unable to speak - Ask sts to work in groups to match the items - Ask one st from one group to present the ideas - Ask other sts to give remarks

- Check and ask sts to read the adjectives in A aloud

2 Before you read( 13 mins)

- Aims: to prepare information and vocabularies for the topic.

- Ask sts to work in groups of three or four to list out their daily activities

- Ask some sts from different groups to report their ideas

- Write the list on the board ask sts to point out what activities would be difficult for disabled people to

- Ask sts to study the Braille Alphabet and then work in pairs to work out the message below the alphabet - Introduce some new words:

+ retarded ( adj) : less developed than normal. + Proper schooling(phr): enough and good study at schooling

+ Opposition(n): opposing ideas/ disagreeing ideas(viewpoints)

Opposed to ( adj)

+ Make efforts (v): try, attempt

+ To be proud of (phr): = To take pride in + add( v) : + ; subtract ( v ) : -

+ finger (n) ( demonstration )

- Ask sts to listen and read the words again then ask some sts to read again

- Listen and check

3.While you read:( 20 mins)

- Aims: Read the passage for information to the tasks.

+ Task 1: Matching.

- Ask the sts to read the passage individually and Task 1: the words in A appear in the reading passage Match them with their definition in B

- Encourage sts to guess the meaning of the words in the context

- Tell sts to compare their answers with a partner - Call on some sts to read their answers aloud in front of the class

- Give correct answers and explain all the words carefully to make sure the students understand the meaning of the words

+ Task 2:Multiple choice

- Ask the students to read the passage more carefully and complete the sentences by circling the corresponding letter A, B, C, or D

- Move around to conduct the activity

- Ask sts to share the answers with their partners - 5-6 students are required to give answers in front of the class(1 students/ time/ answer)

- Listen and help the sts to the exercise correctly - Give explanation to some words/ phrases or expressions if needed

- Aims: Give the summary of the topic.

- Ask sts to work individually and read the summary of the passage carefully

- Encourage them to guess the missing words - Have sts complete the summary

- Note: Sts may not be familiar with this kind of exercise T should provide help when necessary

- Work in groups to match an adjective in A with its meaning in B

- One st presents the ideas - b; - d; - a; - c

- Listen to the teacher's remarks - Listen and repeat

- Work in groups to list out

Eg: get up, wash my face, have breakfast, go to school by bike, listen to the teachers, write the lessons, talk to friends, play soccer, watch TV , etc.

- Point out some activities

Eg: go to school by bike, listen to the teachers, write the lessons, talk to friends, play soccer, watch TV, etc.

- The message: " We are the world"

- Copy the words into their notebooks

- listen and repeat

- some sts stand up to read the words again

- Read the passage and the task individually

- Share their answers with their partners - Some sts give out their answers – c; – e; – a;4 - b ; - d -Listen and self-correct the exercise - Copy down

- Compare their answers with their partners

- 5-6 students orally while others listen to them

1 D B A C D

- Self-correct the work

- Read the summary passage carefully - Do the task individually

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- Call on some sts to read the completed summary aloud in front of the class

- Give feedback and correct answers:

- Part A ( page 23)

1 disabled read 3 write efforts

5 opposition time-consuming 7 maths arms 9 figures 10 proud

- self-correct

TiÕt 21 LESSON 2: SPEAKING

I Objectives

1 General knowledge: Sts can talk about someone’s school life and actively engage in an interview

2 Language: - The simple past tense

II, Skills:

- Making an interview : Matching

- Asking and answering about school life of a student - Reporting on results

III Anticipated problems

- Sts may find it difficult to work as an interviewer and an interviewee

IV Teaching aids

- textbook, chalk, board V Procedures

1 Warm-up( mins)

Aims: Sts recall the words on school.

- Asks sts to work in groups and make a list of words relating to school The words must be correctly spelled and related to the topic

- Ask some groups to report

- The group with the longest list will be the winner

2.Before you speak:( 15 mins)

Aims: Sts can match the words, give the correct answers

- Asks sts some questions:

+ What are your favourite subjects? + Which one don t you like?’

+ How much time you prepare for your lessons every day?

+ Task 1: Fill in blanks with the right questions - Asks sts to study the questions in the interview carefully and work in pairs

- Ask some sts to give their answers in front of the class

- Listen and give the correct answers

- Ask sts to work in pairs and carry out the interview using the right questions

Aims: Sts can ask and answer about school life of their partner.

+ Task 2

- Write the questions in task on board and ask sts to work in pairs ,ask and answer about their school life using the questions on board

- Go round to help sts when necessary T can play the role of the interviewee to help sts if necessary

- Ask one pair to present in front of the whole class

- Listen and ask other sts to give remarks

- Work in groups - Suggested words:

Subjects: English, maths, literature, Tests, breaks, homework, teacher, students, Secondary school , high school

Sts answer:

- My favourite subjects are Math, English

- I don t like ’ - It takes me about

- Work in pairs to fill the right questions into the blanks

- Some sts give their answers A - ; B - ; C - ; D -6; E - ; F - ; G -

- Two sts read the interview aloud

- Work in pairs , ask and answer the questions on board using his or her own information to answer the questions - The student in role of the interviewer takes notes the information of the partner in their notebook

- One pair stand up to present their interview

S1: Which lower- secondary school did you go to?

S2: I went to Nguyen Luong Bang

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- Give remarks

4 After you speak:(10 mins)

Aims: Sts can tell about their partner s school life.’ +Task 3:

- Ask some sts to tell the whole class what they know about their partner using the notes from the interview

- Ask other sts to listen to their classmates and comment on presenters’ work

- Listen and make necessary corrections

Write a paragraph about their partner's study at school( about 150 words)

secondary school in Thanh Mien District.

- Work individually using the example in the textbook as the beginning:

" Hanh went to Lequi don lower – school "

TiÕt 22 C LISTENING I Objectives:

- Sts know about a special photography club

2 Language: Sts recall and learn more about: - The present continuous tense

- Verbs to describe everyday activities - Vocabulary on photography

3 Skills: Sts develop the following skills:

- Listening : marking True/false statements, filling in the gaps - Speaking: retelling the story

- Sts have difficulty listening to long, similar words - There are too many new words in the text

III Teaching aids: textbook, chalk, board

IV Procedures:

Two sts talk about their school

Aims: to focus sts on the topic and review/ introduce the words in the listening text.

a Ask sts to discuss the following questions in groups:

+ Have you ever taken part in a club? What kind of club is it?

+ What are the club activities?

+ What you think of the club activities? - Ask sts to present

b Introduce some words related to photographs: - 'photograph (n) = photo

- pho'tography (n) : the art of taking photos - photog'raphic (adj)

- pho'tographer (n): the person whose job is to take photos

- photo'genic(n): looking more beautiful in photos - Ask sts to read the words after T and calls on some sts to read individually

- Ask sts to read the text carefully and use the given words to fill in the gaps Sts work in pairs

- Ask some sts to give answers and give remarks

* Introduce some new words/ phrases

- sur'roundings (n): everything around you/ the place where you live

- 'sorrow (n): sadness

- mute (v): = dumb (unable to speak)

- exhi'bition (n) an exhibition of paintings/ photos ex'hibit (v)

Others listen and give remarks

- Work in groups to discuss the questions - Some sts present

- Read the words after T and some read individually

- Work in pairs read the text and the task - Some sts give answers and give remarks

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- 'labourer (n): a person who does hard work (with his hands and body)

- 'stimulate(v): = encourage(v)

- Read the words and ask sts to repeat - Ask sts to read the words in pairs - Ask some sts to read the words again

+Task 1

Aims: Practice listening for specific information by deciding if the given statements are true or false. - Introduce the talk about a very special photography club: The Vang Trang Khuyet Club T asks sts to listen and tick on the box to indicate True or False statements

- Ask sts to have a look at the statements and read them in pairs and make sure they understand the statements

- Ask sts to listen to the tape/T and tick the box to indicate if the statements are true or false T reads/plays the tape twice

- Ask sts to compare their answer in pairs - Check sts’ answer

- Read/ play the tape once again, stop the tape where necessary and conduct the correction

+ Task 2

- Ask sts to listen to the talk again and fill in the gaps with the suitable word

- Encourage sts to fill in / guess the most suitable words to fill in the gaps

- Read the conversation / play the tape twice - Ask sts to compare their answer in pairs - Check sts’ answers

- Read/ play the tape once again, stop the tape where necessary and conduct the correction

IV After you listen:( mins)

- Ask sts to work in groups and tell each other about the photography club Sts may need to use the following suggested questions:

- Who are the members? - What are they doing?

- How many photos are on display? - What are the photos about? - What does the passion help them?

- Ask one or two sts to present in front of the whole class

- Give remarks

IV Homework:( )

- Write a short paragraph about the Vang Trang Khuyet Club/ another club

- Listen and repeat

- Listen to the T

- Work in pairs to read the statement - Listen and the task

- Compare their answers - Give their answers Key: 1T; 2F; 3T; 4F; 5T

- Check their answers and then correct their work if they have the wrong answers - Listen to the tape / the teacher and the task

- Compare their answers - Give their answers

1 photography simple 19 peaceful exhibition chickens 50 stimulated beauty 10 escape

- Check their answers, say it aloud, and then correct their work if they have the wrong answers

Sts ask and answer in groups

One/ two pairs present

TiÕt 23 D WRITING I Objectives:

Education Aims: - Students can write a letter of complaint 2 Knowledge:

a General knowledge: - A letter of complaint b Language: - Language used in a formal letter

- Connectors

3 Skills: - Reading: read the advertisement - Speaking: work in pairs to complete the dialogue

- Writing: complete a letter of complaint using the suggested information

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- Students may not be familiar with complaints in English

IV Procedures:

- Aims: to introduce the topic and to raise sts' interest in the topic.

- Ask sts: " What kind of letter you write when you feel angry about something or unhappy with something?"

- Suggest: " A letter of complaint or a thank-you letter?"

- " Have you ever written a complaint letter?" - " Do you know how to write a complaint letter?" - Introduce the topic of the lesson.

- Aims: to help sts to prepare vocabulary and information before they write.

+ Ask sts to work in pairs and read the advertisement

+ native teacher (n): teacher from English -speaking counties( England, The USA, Australia ) + free (a): cost nothing

+ con'ditioned (a): to be equipped with air-conditioner

- Ask sts to listen and repeat and then some sts stand up to read again

- Move round to conduct the activity and to help sts if necessary

- Ask some questions to make sure that sts understand the advertisement

T: Do Vietnamese teachers teach in this center? T: How many students are there in a class?

T: Do you have to pay for books and cassette tapes?

T: Are there air- conditioners in the classrooms. T: What time the classes start and finish? - Give the correct answers

+ Task 1:

- Ask sts to read the requirement of this task and make sure they know what they are going to - Ask sts to work in pairs to complete the dialogue - Give the first example:( ask one st to play A's role)

T:( reply) No, I'm not happy with it at all. T: No, not all of them are native speakers.

- Note sts that their answers may vary from one to another

- Move round to help sts and to encourage them to

- Listen to the teacher's question - " a letter of complain"

- "Yes/ No"

- Read the advertisement in pairs - Copy these words into theit notebooks

- Listen and read after the teacher

- Answer teacher's questions:

S1: No, there are only native teachers. S2: No more than 20 students.

S3: No, they are free.

S4: Yes, all the rooms are air- conditioned. S5: They start at 5.30 p.m and finish at 8.30p.m

- one st asks the teacher and other listen carefully

S: Are you happy with your study at English For Today Center?

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speak naturally

- Ask two pairs to report - Ask other sts give remarks

- Check and give the correct answers + Task 2:

- Ask sts to read the letter of complaint in the book

- Introduce briefly the structure of a complaint letter

A letter of complaint usually includes three main parts: - Opening

- Explaining the problem. - Suggesting a resolution

- Ask sts to write the second part of the letter basing on the dialogue in task

- Remind sts that this is a formal letter so they should not use contractions and that they should use connectors to make their writing smoother - Suggest some connectors: first of all, firstly, secondly, furthermore, in addition, to make the matter worse, finally

- Aims: Sts practise writing the second part of the letter basing on the information in task

- Let sts write the letter

- Get feedback by asking one or two sts to read their work aloud

- Part D ( page 16- workbook)

- Sample answers:

3 that's not true My class has over 30 students.

4 I had to pay for them.

5 only some of them Mine is not.

6 in fact classes often start late and finish early.

- Read the incomplete letter - Listen to the teacher - Copy to their notebooks - Listen to the teacher

- Read the dialogue in task again and prepare to write

- Do the writing task - Read their writing:

" First of all you say that there are only native teachers, but my class has one Vietnamese teacher and two native teachers. You also say that each class has no more than 20 students but there are over 30 students in my class In the advertisement , you say we can have books and cassette tapes free of charge but in fact we had to pay for them To make the matter worse, the classroom is not air-conditioned That is quite different from the advertisement. Finally, the class time is not the same as what the advertisement says Classes not only start late but also finish early."

TiÕt 24: E LANGUAGE FOCUS I Objectives:

Education Aims:- Students can distinguish the sound /a/ from the sound / ɔ:/ and pronounce them correctly

- Students can use " the + adjective" as a noun, review "used to + infinitive" and combine two sentences with " which"

Knowledge:

+ Language: - Pronunciation: /a/ and / ɔ:/ - The + adjective

- Used to + infinitive - Which as a connector

- Read the sentences silently to the exercises

- Students may have difficulty in pronounce sound /a/ correctly

IV Procedures:

Teacher's activities Students' activities

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1 Homework checking: ( 5mins)

- Ask one st to the homework on the board - Ask one st to give remarks

- check and give a mark

- Aims: to introduce two sound /a/ and / ɔ:/ and help sts to practise these sounds.

b Ask sts to look at sentences in page 52 in the book - Ask them to work in pairs to read the sentences and then find out the words containing sound /a/ and the words containing sound / ɔ:/

a Aims: to introduce " the + adjective"as a noun and have sts Ex 1.

- Present the use of " the + adjective" by giving examples

E.g: The young are very active

Her real joy is looking after the old.

- Focus sts on the underlined words and ask them to try to guess their meaning

- Give the answer: " we use "the + adjective" to describe a group of people."

- Ask sts to look at Ex1 and to the task - Explain any new words if necessary

+ 'ambulance (n) : a kind of vehicles used to carry sick/injured people

+ unemp'loyed (n) : without a paid job

- Read these words aloud and ask sts to listen and read these words again

- Ask some sts to read again and check

- Ask sts to the exercise individually and then compare their answers in pairs

- Check the exercise sentence by sentence - Listen and give remarks

b Aims: to review " used to + infinitive" and get sts to do Ex 2.

- Ask sts to recall the use of " used to" by giving an example:

" She used to get bad marks when she was at primary school"

- Ask sts to Ex individually and then share the answers with their friends

- Move round to help if necessary

- Ask two sts to this exercise on the board - Ask one st to give remarks

c Aims: to revise the use of " which" as a connector and ask sts to exercise 3.

- Recall sts of the relative clauses with " which" used to refer to the whole of the earlier clause

- One does the exercise on the board - Look at their friend's task

- Listen to the teacher and repeat - Look at the book , listen and repeat top call

boss sport doctor four

/a/ / ɔ:/ socks lost on doctor top walking box called job sport .

- Read the examples - Try to guess the meaning S: - The young = young people - The old = old people.

- Copy these words

- Listen and repeat - Some sts read again EX 1:

1 the injured 2 the unemployed 3 the sick

4 the rich the poor

- Think about the teacher's question and answer:

- S: We use " used to + infinitive" to talk about past actions or past habits that no longer exist.

- Do the exercise individually and compare their answers with their partners

- Do the exercise on the board 2 used to have used to live 4 used to eat used to be 6 used to take used to be 8 did you use to go

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- Ask sts to read the requirement of Ex2 and read the example carefully

- Explain the example if necessary - Ask sts to this exercise - Go round to conduct the activity

- Ask some sts to read sentence by sentence - Listen and give remarks

- Part B ( Page 24- workbook)

carefully - Do Ex

2 - c - a 3 - f - d 4 - g - b

UNIT 5: TECHNOLOGY AND YOU

TiÕt 25: LESSON 1: READING I Objectives:

1 Education aims: - Students know more about computers 2 Knowledge:

a General knowledge: - Knowledge about the computer and its uses b Language: - The present simple tense

- Vocabulary concerning computers 3 Skills: - Speaking : talk in pairs and in groups

- Reading comprehension: to match words in column A with their meaning in column B, to find the best title for the reading passage and then answer the questions

- Students may have difficulties in understanding the words about computers

III Teaching aids: board, textbook, chalk.

Ngày soạn:

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IV Procedures:

1 Homework checking( mins)

- Ask two sts to EX2 and EX4 in the workbook on the board

- Ask other sts to give remarks - Give remarks and marks

- Aims: to prepare information and vocabularies for the topic.

- Ask sts to look at the textbook and work in pairs to match each numbered item with one of words or phrases in the box

- Move round to conduct the activity - Ask some sts to give feedback - Check and give remarks - Introduce some new words: + mi'raculous ( adj ) : remarkable.

+ de'vice ( n ) : a thing for special purposes. + a'ppropriate ( adj ) : suitable

+ 'storage ( n ) : the storing of information + 'data ( n - U ) : information

+ 'memo ( n ) : a record of agreement

+ leave ( n ) : the time that a person is permitted to be absent from work

- Ask sts to listen and read the words again then ask some sts to read again

- Listen and check

3.While you read:( 20 mins )

- Aims: Read the passage for information to do the tasks.

+ Task 1: Matching.

- Ask the sts to read the passage individually and Task 1: the words in A appear in the reading passage Match them with their definition in B - Encourage sts to guess the meaning of the words in the context

- Tell sts to compare their answers with a partner - Call on some sts to read their answers aloud in front of the class

- Give correct answers and explain all the words carefully to make sure the students understand the meaning of the words

+ Task 2: Passage Headings

- Ask the students to read the passage more carefully and choose the best title for it

- Let sts dicuss the answer with their partners - Ask one st to give the answer and encourage them to explain their choice

- Give further explanation and tyhe correct answer

- Give explanation to some words/ phrases or expressions if needed

+ Task 3: Answering questions

- Ask sts to work in pairs and answer the questions using the cues

- Go around the class and provide help if necessary

- Call on some pairs to report in front of the whole class

EX 2:

1 stimulate origin disabled 4. sorrow professional opposition 7. time - consuming exhibit

EX 4:

1 She used to play the piano but she hasn't played the piano for years.

2 She used to be very lazy but she works very hard these days.

.

- Look at the board and listen to the teacher

- Work in pairs to match the items with the words/ phrases

- Key: 1- D ; - E ; - G ; - C ; - A ; - F ; - B ; - H - Listen to the teacher's remarks - Copy the words into their notebooks

- listen and repeat

- some sts stand up to read the words again

- Read the passage and the task individually

- Share their answers with their partners - Some sts give out their answers c; - e; – a; - b ; - d -Listen and self-correct the exercise - Copy down

- Compare their answers with their partners - C What can the computer do?

- Self-correct the work

- Work in pairs to to ask and answer - Answers:

S1 : What can the computer to help us in our daily life?

S2: It can help us visit shops, offices and places of interest; pay bills; read newspapers.

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4 After you read:( mins )

- Aims: Give sts a chance to discuss the topic - Ask sts to work in groups to discuss two questions:

1 What are the advantages of computers? 2 What are the disadvantages of computers? - Move around to conduct the activity

- Ask some representatives to report

5 Homework:( )

- Part A ( page 28 )

S4: Because it is capable of doing anything you ask; it can speed up the caculations, ect. - Suggested ideas:

1 Advantages: - storing data

- a means of entertainment

- a useful device in many services. 2 Disadvantages

- a waste of time and money on games. - being harmful to people's health - spam or electronic junk mail.

TiÕt 26: LESSON 2: SPEAKING I Objectives:

1 Education aims: Sts know about the uses of modern inventions 2 Knowledge

a General knowledge: Sts can talk about the uses of the modern inventions in daily life such as radio, TV, fax machine, air conditioner

b Language: - The simple present passive

- Verbs concerning the modern inventions

Skills

+ Speaking: - Asking and answering about the uses of the modern inventions -Talking about the uses of the information technology

+ Reading: - Using the suitable verbs to complete the sentences

II.Anticipated problems

Sts may not know about the uses of some inventions such as fax machine or air conditioner

III Teaching aids

Textbook, chalk, board, pictures of some modern inventions

IV Procedures:

1 Homework checking ( mins )

- Ask two sts to talk about the uses of computers in daily life

- Listen and give the corrections

2 Before you speak( 10 mins)

Aims: Sts get used to the topic and then they ask and answer about the uses of modern inventions. - Give some pictures and writes the names of these inventions on board:

a Electric cooker e Computer b Refrigerator f Cassette player c Television g Air conditioner d Washing machine h Fax machine

- Ask sts to give name for the each modern invention

- Ask some sts to read their names aloud and then give remarks

+ Task 1: Asking and answering

- Ask sts to work in pairs to ask and answer about the uses of mordern inventions basing on the cues - Do the first example:

+ Have you got a cell phone? Yes, / No,

+Could you tell me what the cell phone used for?

Well, it s used to talk to people when you are’ away from home.

- Give sts the form of the questions and answer: Question:

What is the used to ? Answer:

It is used to .+ infinitive or infinitive phrase.

- Look at the board and think about these inventions

- Sts read the name of the inventions in chorus and then individually

- Work in pairs -Suggested answers:

1 Could you tell me what the radio is used for?

Well, it s used to listen to the news and’ learn foreign languages.

2 Could you tell me what the TV is used for?

Well, it s used to watch the news,’ performances and football matches.

3 Could you tell me what the fax machine is used for?

Well, it s used to send and receive letters’ quickly.

4 Could you tell me what the electric

Ngày soạn:

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- Go around to help sts if necessary - Ask some pairs to report

3 While you speak( 15 mins)

Aims: Sts practice completing the suitable verbs to talk about the uses of modern inventions.

+ Task 2: Completing sentences

- Ask sts to read all the verbs in the box and explain some of them:

+ transmit ( v ) trun th«ng tin + process( v ): xư lÝ th«ng tin + make use of: sư dơng, tËn dông - Ask sts to read the new words - ask sts to work in pairs

- Ask some sts to read the sentences aloud in front of the class

- Listen and give correct answers: + Task3: Ranking:

- Ask sts to look at the ideas in Task and rank them in order of importance Give the reasons - Ask sts to work in groups of three or four - Suggest some structures in discussion:

I think/ believe that the most important use of information technology is because

- Go around to help sts to give the reasons to support their ideas

- Ask some sts to present in front of the class

5 After you speak( 14 mins )

Aims: Sts can talk about the uses of modern inventions

+ Task 4:

- Ask sts to work in groups to talk about the uses of information technology using the information above

- Ask one or two sts to present in front of the class - Listen and give remarks

5 Homework ( )

Write a passage about the uses of information technology

cooker is used for?

Well, it s used to cook rice, meat, fish and’ keep food, rice warm.

5 Could you tell me what the air conditioners is used for?

Well, it s used to keep the air cool or cold’ when it s hot or cold.’

- Read all the new words and make sure they know them

- Read the new words

- Work in pairs to find the suitable verbs - Some sts to read the sentences

1 store transmit process send hold make 7 send receive 9.design

- Work in group

- One or two students talk about the uses of information technology:

- It allows us to - It can help us store transmit process

TiÕt 27: LESSON 3: LISTENING I Objectives:

- Sts know how difficult it is for the elderly to learn how to use a computer 2 Language: - The past simple tense

- Vocabulary on computers

Skills: - Listening and marking True/False - Listening and filling in gaps

- Speaking: Discussing and retelling the story

- Students may have difficulties in catching the exact words for the blanks

- chalk, board, textbook

IV Procedures:

1 Homework checking:(9 mins)

- Two sts tell the whole class about the roles of information technology in our daily life

2 Before you listen:(10 mins)

Aims: to focus sts on the topic and review/ introduce

Ngày soạn:

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the words and phrases used in the listening text. - Ask sts to work in groups and make a list of modern electronic/ digital devices that they use daily and then compare their list with other groups’

- Ask sts to discuss if it is difficult to learn how to use these devices

- Ask some sts to give their answer

- Asks S to look at the words in the book and read after T / the tape

- 'memory (n): the power to remember things - re'fuse (v): say 'no' when someone asks you to st

- ex'cuse (n) saying sorry for doing st wrong - Read the words again and ask sts to repeat - Ask sts to read the words in pairs

- Ask some sts to read the words again

3 While you listen:(10 mins ) + Task 1

Aims: Practise listening and marking True/ false. - Introduce the topic: An old company director talking about his experience of learning how to use the computer.

- Ask sts to listen to the tape/ teacher’ reading and decide whether the given statements are true or false - Ask sts to read the statements to see if they understand them

- Play the tape/ read the text twice and ask sts to tick to the box to indicate T/ F statement and underline the false information

+ Task 2

Aims: Practice listening for specific information by filling in the gaps.

- Ask sts to have a look at the passage and read them in pairs and make sure they understand it T encourages sts guess the word to fill in the gaps - Ask sts to listen to the tape/T once or twice again fill in the gaps with the missing words

4 After you listen:(8 mins)

- Ask sts to work in pairs and use the suggested sentence and the information in Task and to retell the story about the old director

- Ask one or two sts to retell the story in front of the whole class

IV Homework:(1 min)

Write a short paragraph about how they learnt to use the computer

- Work in groups and make a list of the modern devices on a sheet of paper

Sts compare theirs notes - TV - radio - camcorder - computer - camera - cell phone - Discuss in groups

- Some sts stand up and give their answer - Look at the words and read after T /the tape

- Listen and repeat

- Listen to the T

- Read the statements in pairs

- Compare their answer - Give their answer

1 F T T F F F - Check their answer, say it aloud, and then correct their work if they have the wrong answer

- Work in pairs to read the passage and try to fill in the gaps

- Listen and the task - Give their answer

- Check their answer, say it aloud, and then correct their work if they have the wrong answer

1 invited still refused 4 excuse anything

- Work in pairs

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TiÕt 28: LESSON 4: WRITING I Objectives:

Education Aims: - Students can write simple instructions on how to use some household appliances

2 Knowledge:

a General knowledge: - Writing instructions b Language: - Language used in instructions

- Connectors and the imperative form of of the verbs

3 Skills: - Reading: read the set of instructions on how to use a public telephone

- Speaking: work in pairs and in groups to read the set of instructions and to answer the questions - Writing: write a set of instructions on how to operate a TV with a remote control

- Students may not be familiar with the verbs used in certain instructions

IV Procedures:

- Aims: to introduce the topic and to raise sts' interest in the topic.

- Ask sts to in groups to match the word in A with the words in B

A B

insert a the long pips make b.a button press c a card hear d a call

- Ask a member of a group to present the ideas - Listen and check

- Introduce the topic of the lesson.

- Aims:to give sts a chance read samples of some instructions and to help sts to prepare vocabulary and information before they write.

- Explain some new words: + lift ( v ) : raise something

+ re'ceiver ( n ) : the part of a telephone that receives the sound

+ slot ( n ): a narrow opening to put a card or a coin in

+ 'ambulance ( n ): a special vehicle used to for carrying sick people to hospital

+ remote control ( n ): ( picture ) + cord ( n ): ( realia )

+ Task 1:

-Ask sts to work in pairs and read the set of instructions on how to use a public telephone

- Ask some questions to make sure that sts understand the instructions

T: What should I have to make a call?

- Listen to the teacher - Work in groups to match

- A st stands up to present the ideas: - c ; - d ; - b ; - a

- Copy these words into theit notebooks

- Read the set of instructions in pairs

- Answer teacher's questions:

S1: You will need a phone card and the

Ngày soạn:

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T: How many stages are there to operate the telephone?

T: What number shoudl I dial to call the fire service? - Listen and check

+ Task 2:

- Ask sts to work in pairs to read the instructions again and find out the connectors and the imperative form of the verbs

- Move around to help sts if necessary

- Ask sts to compare their answers with other pairs - Ask sts to read their answers aloud

- Ask other sts give remarks

- Check and give the correct answers + Task 3:

- Ask sts to look at the TV and the remote control in the picture and then work in pairs to answer the questions

- Ask some pairs to report and check

- Aims: Sts practise writing a set of instructions on how to operate a TV with a remote control.

- Let sts write the instructions

- Get feedback by asking one or two sts to read their work aloud

- Part D ( Page 33- workbook)

number you are calling. S2: There are four stages. S3: You should dial 114.

- Work in pairs to the task - Two sts read their answers aloud: + Connectors : first, next, then, until + Verbs : lift, insert, press, wait

- Check their answers and correct them if they are wrong

- Listen to the teacher and then work in pairs

- Some pairs report:

S1: What you have to make sure if you want to operate the ?

S2: If you want to operate , you have to make sure that the cord is plugged in and the main is turned on.

. - Do the writing task - Read their writing:

" .

To turn on the TV, press the POWER button

To turn off the TV, press the POWER button again.

To select a programme, press the PROGRAMME button.

To watch VTV1, press button number 1. To watch VTV2, press button number 2. .

TiÕt 29: LESSON 5: LANGUAGE FOCUS I Objectives:

Education Aims:- Students can distinguish the sound / ʊ / from the sound /u:/ and pronounce them correctly

- Students revise the present perfect, the present perfect passive and the relative clauses with " who, which" and "that."

Knowledge:

+ Language: - Pronunciation: / ʊ / and /u:/ - The present perfect

- The present peffect passive

- Relative clauses with " who, which, that"

- Students may have difficulty in distinguishing sound / ʊ / from sound / u:/ and pronouncing them correctly

IV Procedures:

- Ask one st to tell their friends how to make tea in - One st speaks aloud in front of the whole

Ngày soạn:

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front of the whole class - Ask one st to give remarks - Check and give a mark

- Aims: to introduce two sound / ʊ / and /u:/ and help sts to practise these sounds.

- Ask them to look at the textbook, listen and repeat

- Ask them to work in pairs to read the sentences and then find out the words containing sound / ʊ /

and the words containing sound /u:/ - Ask them to work in minutes - Move around to conduct the activity

a Aims: to revise the present perfect tense and have sts Ex 1.

- Ask sts to think about the present perfect and tell the teacher the form and the use of this tense - Ask one st to present

- Ask some sts to give examples

- Ask sts to look at Ex1 and to the task

- Move round to conduct the activity - Ask two sts to this task on the board - Ask one st to give remarks

b Aims: to review the present perfect passive and get sts to Ex 2.

- Ask sts to tell the teacher the form of the present perfect passive

- Ask two sts to this exercise on the board

- Ask one st to give remarks - Check and give remarks

c Aims: to revise the use of "who, which, that" as relative pronouns and ask sts to exercise 3. - Recall sts of the relative clauses with " who,which, that".

- Ask sts to read the requirement of Ex3 and then

class

- Listen to the teacher and repeat - Look at the book , listen and repeat / ʊ/ /u:/

put food pull school full tooth

/ ʊ / /ɔ:/ could Miss June put Moon book shoes full boots look school . + Form:

( + ) S + have/ has + PII

( - ) S + have/has + not + PII

( ? ) Have/ Has + S + PII ?

+ Uses:

- The present perfect expresses the idea that something happened in the past before now at an unspecified time in the past.

- Do the task individually and then share their ideas with their friends

- Two sts this task on the board EX 1:

2 He has turned on the TV. 3 He has tidied the house. 4 He has cleaned the floor. .

- Listen and correct their work if necessary + Form:

( + ) S + have/ has + been + PII

( - ) S + have / has + not + been + PII

( ? ) Have / Has + S +been + PII ?

- Do the exercise individually and compare their answers with their partners

- Do the exercise on the board

1 A new hospital for children has been built in our city.

2 Another man-made satellite has been sent up into space.

3 More and more trees have been cut down for wood by farmers.

. - Listen to the teacher

- Read the requirement carefully - Do Ex

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the task individually

- Go round to conduct the activity

- Part B ( Page 30 - workbook)

2 which who

3 which which/ that 4 who which 5 who 10 who

-UNIT : AN EXCURSION

TiÕt 30: LESSON 1: READING I Objectives:

1 Education aims: - Students know more about some famous places in Vietnam and read an informal letter in English

2 Knowledge:

a General knowledge: - Knowledge about some famous places in Vietnam b Language: - The present progressive tense ( with a future meaning)

- Vocabulary concerning tourism 3 Skills: - Speaking : talk in pairs and in groups

- Reading comprehension: to multiple choice exercise and to answer the questions

- Students may lack background information about famous places in Vietnam

Ngày soạn:

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IV. Procedures:

1 Warm-up:( mins )

Aims : Sts get used to the topic

- Ask the sts to work in groups of three or four and make a list of famous places in Vietnam

- representatives are required to speak out the lists in front of the class

- Check if who has the longest list wins the game

2 Before you read: ( 15 mins )

Aims: to prepare information and vocabularies for the topic and to provide students with new words/phrases.

a.Vocabulary:

- Provide the students with new words/phrases + Lotus (n): hoa sen + resort (n): n¬i nghØ

+ picturesque site (n): nơi đẹp nhu tranh + cave ( n ): hang động

+ permission (n): sù cho phÐp to get smb s permission : ’ xin phÐp + persuade (v): thuyÕt phôc

- Read each word twice and ask the sts to repeat it - Leave the sts minute to self-practice

- Ask 1-2 sts to read all the words/phrases aloud in front of the class

- Listen and help the students to read the

- Work in groups of 3-4 students - students speak aloud

- Listen to their friends and the teacher

- Listen and then copy down

- Listen to the teacher and repeat - Read these words silently - Others listen

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words/phrases correctly b Matching:

- Ask sts to work in pairs to match the photos with the information given

- Ask one st to report the answer and ask him/her to say the names of these places if they can

- Ask some other sts to tell the teacher which of places they would like to visit and the reasons as well

3 While you read:( 17 mins )

Aims: Sts read the letter for information to the tasks.

+ Task 1: Multiple choice.

- Ask sts to read the letter individually and choose the best answer( A, B, C, or D) to complete each of the sentences

- Tell sts to compare their answers with a friend - Call on some sts to report and explain their answers aloud in front of the class

- Give correct answers to the sts Task 2:Answering questions.

- Ask the students to work in pairs and answer the questions

- pairs of students are required to act out orally in front of the class

- Listen and check the answers in front of the class

4 After you read:( mins )

Aims: Give the summary of the topic.

- Ask sts to work independently and fill in each blank with a suitable group of words from the text - Ask them to read the summary carefully before doing the task

- Ask the sts to compare the answers with a friend - one or two sts are required to read the completed summary

- Check and give feedback

5 Homework: ( )

- Part A ( page 35 )

- Work in pairs

- One st report the answer: 1 - d ( Thien Mu Pagoda) 2 - b ( Ha Long Bay ) 3 - a ( One-pillar Pagoda ) 4 - c ( Da Lat )

- Some sts stand up and speak aloud

- Do the task individually

- Share their answers with their partners - Report their answers:

Key: – C – D - A - Work in pairs to ask and answer the questions

1 They are going to have some days off at the end of the first term

2 Because they want to understand more about rock formations and many of them have never been inside a cave.

3 It s only over 20 kms.’

4 They are going to have a two - day trip and a night campfire.

5 Lan is anxious about her parents’ permission They may not want to let her stay the night away from home.

- Listen and self-correct

- Work individually

- Work in pairs to compare the answers 1 going to go on some caves 3 want to see have learnt 5 their trip only problem 7 to persuade them her classmates

UNIT : AN EXCURSION

TiÕt 31: LESSON 2: SPEAKING I Objectives:

1 Education aims: - Students know about a boat trip 2 Knowledge:

a General knowledge: - Students can talk about the seat plan on a boat trip on Lake Michigan in Chicago

b Language: - The simple present

- Vocabulary on traveling

Skills: - Asking and answering about the seat plan on a boat trip - Talking about a boat trip abroad

II Anticipated problems:

- Students may not know much about a boat trip in Chicago

Textbook, chalk, board

Ngày soạn:

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IV Procedures:

1 Homework checking

- Ask one st to talk about their excursion which they like best

- Listen and give corrections

2 Before you speak

Aims: focus sts on the topic and introduce new words

- Ask sts to look at the picture (page 67) and give the new words:

+ sundeck (n): platform extending from side to side of a ship

+ get sunburnt (v): the skin hurt or destroyed by the sunlight

+ travel sickness (n): the state of being sick due to traveling

+ non air- conditioned >< air - conditioned

+ refreshment (n): room that serves food and drinks to refresh in a boat

+ occupied (adj ): being kept, in use

- Read these words aloud and ask sts to listen and repeat

+ Task 1:

a Ask sts to work in groups to get the information about the people in the pictures

- Ask sts some questions:

Where doesn't Mrs Andrews like to sit? What does she want?

Where does Susan want to sit? What doesn't she wantt?

b Ask sts to list all the seats for each person - Ask sts to work in groups

- Move around to help sts if necessary - Ask some sts to report

3 While you speak

Aims: Sts practice asking and answering about the seat plan on an boat trip.

+ Task 2: Deciding the best seat for each person. - Ask sts to read the model in the book

- Ask sts to work in groups to the task

- One st talks about his/ her excursion

- Look at their books in page 67

- Listen and take notes

- Listen and read the new words and then sonme sts stand up and read again

- Work in groups to read the information - Some sts answer the teacher’s questions 1 She doesn't want to sit in the sundeck. 2 She wants to see all the students. 3 She wants to be near Mary. 4 She doesn't want to get sunburnt. .

- Work in groups to find the best seat for each person

- Some sts report

S1: Mrs Andrews seats aren t in the’ ’ sundeck but can help see all the students: seats 46, 43, 40, 45, 34.

S2: Mary s seats have plenty of fresh air :’ seats 31, 37, 19, 20, 26, 32.

S3: John s seats aren t air ’ ’ – conditioned; suitable for taking photographs: seats 10, 11, 12.

S4: Tim seats are in the sundeck: 1, 6.’ S5: Sam seats can help a good view, safe:’ seats 16, 29, 34

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- Give sts some useful expressions:

What you think?/ What is your idea? I think Mary should

She d better ’

Seat would be better .

Maybe you are right but I still think that - Ask sts to make the conversation like the example in the book

- Go around to help if necessary

- Call on some sts to conduct the conversation in front of the class

- Listen and check

4 After you speak

Aims: Sts practice making the conversation to arrange the seats on a boat trip for themselves. + Task 3: Giving reasons

- Ask sts to work in pairs and discuss: Which seat you think the most suitable for you? Why? Use information in Task as suggestions

- Call on some sts to talk about their seat preference in front of the class

- Listen and give corrections

5 Homework

- Part C ( page 39 - workbook )

- Work in groups to call all the suitable seats for each person

- Some sts present to give the answers A: Now let s begin with Mrs Andrew.’ Which seat seems suitable for her?

B: I think she should sit in seat 12 From here she can see all the students.

C: But look! It s in the sundeck and she’ doesn t like it What about seat 34?’

A: OK I think she will like it, so seat 34 for Mrs Andrew.

- Work in pairs to discuss the seat plan - Some sts talk about their seat preference in front of the class

TiÕt 32: LESSON 3: LISTENING I Objectives:

General knowledge:

- Sts know about a weekend picnic in the Botanical Garden

Language: - The past simple tense

- Vocabulary on sts' everyday life

Skills: - Listening and ordering pictures - Listening and filling in gaps - Listening and answering questions

- Discussing and making a plan for a class picnic

- Sts have to fill in the gaps with long groups of words - The answers to some questions are too long

- Textbook , tape

Ngày soạn:

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IV Procedures:

Aims: focus sts on the topic and review/ introduce the words and phrases used in the listening text.

a T asks sts to work in groups and asks each other the

following questions

- Do you often go for a picnic? - Who you go with?

- When is the best time for a picnic? - Why people go for picnic? - Ask some sts to give their answer

b T asks S read after T / the tape the words in the textbook without looking at them

+destination (n): e.g.: the train to Hanoi: Hanoi is the ~

+ glorious (adj): famous / wonderful / beautiful + spacious (adj) adj of space

+ left-overs (n): foods left after a meal + delicious (adj): good tasty

- Read the words again and ask sts to repeat - Ask sts to read the words in pairs

+ Task 1:

Aims: Practise listening and ordering pictures.

- Ask sts to work in pairs, look at the pictures in the textbook and describe each picture

- Give one example:

"In the first picture is a peaceful place with green trees, a big lake and white clouds in the sky."

- Introduce the situation about a st talking about a picnic to the Botanical garden T asks sts to listen to the teacher’ reading and number the picture in the correct order

- Read the text twice

- Work in groups to ask and answer the questions

-Some sts stand up and give their answer - Read after T

- Listen and repeat

- Look at the pictures and listen to the T

- Describe the other pictures in pairs - Listen to the teacher

- Listen to the teacher and the task - Compare their answer

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- Read the text once again, stop where necessary and conduct the correction

+ Task 2:

Aims: Practice listening for specific information by filling in the gaps.

- Ask sts to have a look at the given sentences and read them in pairs and make sure they understand them T encourages sts guess the words/ phrases to fill in the gaps

- Ask sts to listen to T once or twice again fill in the gaps with the missing words/phrases

+ Task 3:

Aims: Practice listening for specific information by answering given questions.

- Ask sts to read the questions in pairs and make sure they understand the questions and know what information they need to answer the questions

- Ask sts to listen to T once/twice and take short notes to answer the questions

- Ask sts to compare their answer in pairs

- Ask sts to work in group and plan for their picnic this weekend

- Ask sts to pay attention to the times, means of transport, picnic sites, food, equipment

- Ask two sts to report in front of the whole class - Check and give remarks

4 Homework:(1 min)

Write a short paragraph about how they learnt to use the computer

Key: 1a – 2e –3b– 4c – 5f – 6d - Check their answer and then correct their work if they have the wrong answer

- Work in pairs to read the passage and try to fill in the gaps

- Listen and the task - Give their answer

1 was just a few to pay a visit 3 at the school gate a short tour 5 playing some more

- Check their answer, and then correct their work if they have the wrong answer

- Work in pairs to read the questions - Listen and the task

- Compare their notes

- Check their answer, and then correct their work if they have the wrong answer 1 It was very nice.

2 Yes, it was. 3 It was beautiful.

4 Because it was so peaceful and quiet in the garden.

5 They took pictures, played games, talked, sang and danced.

- Work in groups.

-Two sts present

TiÕt 33: LESSON 4: WRITING I Objectives:

Education Aims: - Students can write a confirmation letter responding to a request or an invitation

2 Knowledge:

a General knowledge: - Writing a confirmation latter b Language: - Language used in informal letters

- The future simple tense and " be going to " 3 Skills: - Reading: read two sample letters

- Speaking: work in pairs to discuss the two letters - Writing: write confirmation letters

- Students may not be familiar with confirmation letters

IV Procedures:

Teacher's activities Students' activities 1 Homework checking :( mins)

- Ask one st to talk about his/ her plans for the picnic if his/ her class could have one

- Ask other sts to listen to their friends and give remarks

- Aims:to give sts a chance read the sample letters

- Listen to their friend and give remarks - Listen to the teacher

Ngày soạn:

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and to help sts to prepare vocabulary and information before they write.

+ Task 1:

- Ask sts to look at two letters in page 69

- Explain the definition of " request " and " confirmation " letters :

+ Request is the letter that asks for information or help.

+ Confirmation is the letter that responds to the request It confirms whether the help is provided or the information is available or not

- Ask sts to work in pairs to read the two letters and to find the requests in Nga's letter and confirmation in Hoa's

- Ask sts to pay attention to the structure showing requests and confirmation

- Ask sts to compare their ideas with other pairs - Ask two sts to say their answers aloud

- Listen and give remarks + Task 2:

- Ask sts to read the situations in this part - Explain some new words:

+ bunch ( n ): things of the same kind grouping together Eg: a bunch of bananas/ keys

+ 'wildlife ( n ) : life of fre animals/ plants in the nature

+ a'ccept ( v ): > < refuse

- Ask sts to read the situations in minutes and then ask them some questions to make sure they understand the situations

- Ask some sts to answer T's questions: T: What is Lan going to do?

T: What does she ask you to do? T: Will you help her?

T: What does Minh want to do? .

- Remind sts that these are informal letters so they can use abbreviations and that they should mention the information in requests again

- Aims: Sts practise writing one of the two confirmation letters.

- Divide the whole class into two groups and ask sts in each group to write one letter

- Let sts write in minutes

- Get feedback by asking two sts to read their work aloud

- If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks

- Write the other letter

- Listen to the teacher carefully

- Read the letters in pairs

- Share their ideas with other sts

Requests: "Can you go shopping with me to buy the things we need for the trip?"

Confirmation: Certainly, I will help you to prepare everything you need for the trip. I will be waiting for you at 2.30 p.m. - Listen to the teacher

- Copy these words

- Read after the teacher and then some sts stand up to read them again

- Read the situations thoroughly

S1: She 's going to have birthday party at S2: She asks me to buy her two bunches of S3: Yes, I will.

S4: he wants to borrow a book about .

- Listen to the teacher and take notes

- Do the writing task

- Read their writing: 1 Dear Lan,

It's great to hear about your birthday party. Sure, I'll help you with the shopping this Saturday It wouldn't be a problem And I'll bring them to your house befoer the party I want to help you prepare the party, too. I'll see you on Saturday then.

Hang.

2 Dear Minh,

Sure you can have my book I've just finished reading it.

But a.m this Saturday is not a good time I won't be home at that time Can you come later? Is 10 a.m good for you?

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TiÕt 34: LESSON 5: LANGUAGE FOCUS I Objectives:

Education Aims:- Students can distinguish the sound / ə / from the sound / ɜ:/ and pronounce them correctly

- Students revise the present progressive( with a future meaning) and be going to

Knowledge:

+ Language: - Pronunciation: / ə / and / ɜ:/

- The present progressive ( with a future meaning) - " Be going to"

- Students may have difficulty in distinguishing sound / ə / from sound / ɜ:/ and pronouncing them correctly

IV Procedures:

- Ask one st to read his/her confirmation letter aloud - Ask another st to give remarks

- Check and give a mark

- Aims: to introduce two sound / ə / and / ɜ:/ and help sts to practise these sounds.

- Ask them to look at the textbook, listen and repeat

- Ask them to work in pairs to read the sentences and then find out the words containing sound / ə / and the words containing sound / ɜ:/

Aims: to revise the present progressive with a future meaning, " be going to" and have sts Ex 1, EX 2 and EX 3.

- Give two examples:

eg: Fiona is having a birthday party next Saturday I'm feeling unwell so I'm going to see the doctor some time this week.

- Ask sts to think about the use of present progressive and " be going to" in these sentences

- Ask one st to present

- Remind sts that " be going to" can also be used to

- One st speaks aloud in front of the whole class

- Listen to the teacher and repeat - Look at the book , listen and repeat / ə / / ɜ:/

teacher bird together work about church

/ ə / / ɜ:/ about heard pagoda excursion father birds teacher learning river German .

- Read the examples

+ The present progressive: a definite arrangement.

+ "Be going to": an intention to something in the future although no definite arrangement has been made. - Listen to the T attentively and take

Ngày soạn:

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predict something with some evidence

Eg: The ceiling looks unsafe I think it's going to fall - Notes: Avoid using the present progressive with " be" and " go"

- Ask some sts to give examples + Exercise 1:

- Move round to conduct the activity - Check the exercise sentence by sentence - Listen and give remarks

+ Exercise 2:

- Check and give remarks + Exercise 3:

- Ask sts to read the requirement of Ex3 and then the task individually

- Part B ( Page 37 - workbook)

notes

EX 1:

1 are you doing Are you going to 2 is getting married am going to be sick is going to - Listen and correct their work if necessary

- Do the Ex individually EX 2:

1 is going are having 3 is going to catch are you putting 5 isn't going to give

1 Are you going to see it?/ I'm visiting to see it.

2 we are going for a picnic.

3 is he going to with it / he 's going to buy a villa.

4 It's going to rain. 5 is going to clean them.

TiÕt 35 TEST YOURSELF B I Objectives:

Aims: - Sts revise what they have learned in unit unit and unit

Knowledge: - General knowledge in unit 4, unit and unit

III Procedures:

- Ask one st to Ex in the workbook on the board

- Ask sts to listening in class

EX 3:

1 is going to be am not using 3 is going to rain are having 5 is going to buy are doing

7 are you leaving is coming/ is travelling/ am meeting.

- One st gives remarks

Ngày soạn:

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2.1 Listening:

- Ask sts to read the table in the textbook - Introduce new words:

+ in'habitant (n) : a person living in a place + lo'cate (v) : build in a place

location (n)

+ stroll (v) : walk slowly

- Read the text twice and ask sts to try to complete the table in the second time

- Ask sts to share their ideas with their partners - Read the text again so that sts can check their task for the last time

- Ask one st to report his/ her answers aloud - Listen and check

2.3 Grammar:

- Ask sts to discuss their answers in groups - Ask sts to write their answers on the board

- Ask two other sts to give remarks - Check and give the correct answers 2.4 Writing:

- Ask some sts to to read their letters aloud - Ask some sts to give ramarks

- Listen and give remarks on:

+ form + grammar and vocabulary + ideas + style

- Part D ( Page 40 - workbook)

- Look at the textbook and try to understand the information in the table

- Copy these words into their notebooks - Listen and read after the teacher

- Listen carefully and the task - Work in pairs to discuss their answers 1 50 miles to the west of London 2 120,000 inhabitants/ people

3 market town biscuit factory. 5 computer industry in central England 7 90,000 people university

9 car factory 10 Cowley Road - work in groups to share their ideas - one st stands up to report

1.F F T F T - Discuss in groups

- Answers:

1 by scientist for other 3 there is which attempts 5 all the organizing the 7 inventions a developed by 9 it is 10 it be wanted? - Read their letters aloud

TiÕt 36 KiĨm tra 45 phót

TiÕt 37: chữa kiểm tra tiết

I Listening:

You are going to listen to a conversation between two people about their last weekend Listen and answer the questions from to 10 You will hear the conversation times.

1,2,3 What is W.O.M.A.D?

It is World of M…… (1), A………(2) and D……… (3) Where is the festival?

A Reading B Bristol C York

5 Where was Karen’s favourite band from?

A Uganda B Colombia C Korea

6 Which kind of food doesn’t she mention?

A North African B Mexican C Turkish D Japanese E Indian

7 How many people were there?

A hundreds B thousands C a million

8 What was the weather like at the festival on Saturday morning?

A dry and sunny B cold and wet C cloudy but warm

9 Where were they?

A in a tent B in a hotel C in a caravan

10 How long were they there ?

A Friday to Sunday B only on Saturday C Saturday and Sunday

II Reading

Choose A,B,C or D to fill each numbered space to complete the letter. 14 Hillside Road,

Dover

December 12th, 2005

Ngày soạn:

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Dear sir,

I am writing to complain (1) the car that I (2) from you yesterday It is just a heap (3) scrap; when I (4) to start it this morning the key wouldn’t turn in the lock, the battery was flat and two of the plugs needed (5) Then when I finally got it going, the bonnet wouldn’t stay closed and the driver’s side door fell (6) And I tried to stop to (7) up the door, the brakes didn’t (8) so I crashed into a tree and smashed the radiator Also, one of the wheels came off

Do you really think this car is (9) $150? Well, if you do, I don’t What are you going (10) about it?

Yours faithfully, Eric Smith

1.A about B of C on D at

2.A buy B has bought C had bought D bought

3.A for B of C in D on

4.A took B got C tried D gave

5.A changing B changed C change D to change

6.A of B off C away D on

7.A get B give C pick D come

8.A go B come C D work

9.A valuable B worth C cost D sold

10.A to B C to doing D did

III Writing:

Ba is going to take an English course He wants to borrow some English tapes from you He is coming at 7.00 p.m this Sunday You accept his request but suggest an earlier time.Write a letter to tell him your idea.

IV Language focus:

A Choose the word that has the underlined part pronounced differently from the others.

1 A because B caught C laugh D autumn

2 A wood B choose C boot D pool

3 A picture B suggest C sunburnt D future

4 A proper B shop C clock D morning

5 A encourage B problem C excellent D kitchen

B Find and correct the mistake in each sentence. Did he used to smoke a lot when he was young? A B C D The blind is unable to see anything

A B C D

3 Every evening since last Christmas, I take my dog out for a walk in the park A B C D It's eleven o'clock and you don't finish breakfast yet

A B C D

5 The fax machine broke down yesterday, but it is working again It has repaired A B C D

C Combine the sentences to make one sentence using the relative pronouns Make any necessary changes.

1 The bus goes up Oxchard Avenue It doesn't stop at the supermarket

I am lazy This annoys my parents

The performance went on for three hours It was carefully prepared

Jill always come to class late This makes the teacher angry

The film is about a girl The girl runs away from home

D Complete the second sentence so that it has a similar meaning to the first one.

1 They have taught her how to sew ® She has They have built a school near our house ® A new school He has just cleaned the windows ® The windows have It's the first time I 've ever met such a famous person ® I have never I haven't seen him since I was a student ® I last Answers

I Listening:

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Ben : Hi, Karen

Karen : Hello, Ben How are you? Ben : I’m fine, thanks And you? Karen: Fine

Ben : Were you and Josh away at the weekend? Karen: Yes, we were at WOMAD

B : WOMAD? What’s that?

Karen: Oh, it’s a music festival World of Music, Art and Dance B: Oh, I see Where was that?

K: It was in Reading B : Oh, right was it good?

K : yes, it was fantastic There were bands and singers from all over the world my favourite band was from Uganda they were so good And there was lots of wonderful food ~ Indian, North African, Mexican, Japanese

B : Were there many people there? K : Yes, thousands

B It sounds great

K : Yes, it was – apart from the weather! B : Why? What was the weather like? K : Wet?

B : Oh, really? It wasn’t too bad here It was a bit cloudy, but it was dry

K : Well, it was OK on Saturday morningin Reading, too It wasn’t very sunny, but it was quite warm But then the rest of the time it was very wet, and cold, too

B : Oh, that’s a pity

K : yes, but at least we were in a caravan, so we were all right, but a lot of people were in tents, so it wasn’t very nice to them

B : No, i bet it wasn’t Were you there all weekend?

K : Yes from Friday evening till Sunday evening And how was your weekend? B : Oh, it was Ok I was at………

II Reading

1 A D B C A

6 B C D B 10 A

IV Language Focus:

A 1.C 2.A 3.C 4.D 5.A

B A® he use B ® are unable B ® have taken

4 C ® haven't finished D ® has been repaired C

1 The bus which goes up Oxchard Avenue doesn't stop at the supermarket I am lazy, which annoys my parents

3 The performance which was carefully prepared went on for three hours Jill always come to class late, which makes the teacher angry

5 The film is about a girl who runs away from home D

1 She has been taught how to sew

2 A new school has been built near our house The windows have just been cleaned

4 I have never met such a famous person before I last saw him when I was a student

UNIT 7: THE MASS MEDIA

TiÕt 38: LESSON 1: READING I Objectives:

Education aims: - Students read about TV programme schedules 2 Knowledge:

Ngày soạn:

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a General knowledge: - Knowledge about TV programme schedules b Language: - The present simple tense

- Vocabulary concerning TV programmes 3 Skills: - Speaking : talk in pairs and in groups

- Reading comprehension: Read for general ideas and specific information

- Students may have difficulties in understanding some names of TV programmes

IV Procedures:

1.Warm-up:( mins)

Aims: sts get used to the topic + Jumbled words.

- Give words about the forms of mass media whose letters are in the wrong order and ask sts to work in groups of 3-4 sts to rearrange them in good order to make the right words

1 enslieisov rwepeapns

3 idora agenmzia 5.evido - representatives are required to write the words on the blackboard

2 Before you read: ( 10 mins)

Aims: to prepare information and vocabularies for the topic.

+ Pairwork:

- Ask the sts to work in pairs to answer the question given in the part and some other questions

- For each question, 3-4 sts are required to answer orally in front of the class ( st/ time)

- Gather the ideas and give some background information about TV channels in Vitetnam

+ VTV1: Combination of Politics, Economics and Entertainment.

+ VTV2: Science and Education. + VTV3: Sports and Entertainment. + VTV4: For the overseas Vietnamese.

- Work in groups of 3-4 sts

- Sts write the words individually on the blackboard

1 television 2 newspaper 3 radio 4 magazine 5 video

- Work in pairs

- Do the work orally in front of the class

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+ VTV5: For the Ethnic minority groups + Vocabulary:

- Provide the students with new words/phrases + channel (n) : Kênh ( truyền hình)

+ Mass media (n): public institutions that report news and other stories

+ Population and Development (phr): D©n sè phát triển

+ TV Series (n): Phim truyền hình dài tập + Folk Songs (n): Dân ca nhạc cỉ

+ News Headlines (n): ®iĨm tin chÝnh + Weather Forecast (n): Dù b¸o thêi tiÕt + Quiz Show (n): trò chơi truyền hình

+ Portrait of Life (phr): Chân dung sống + Documentary (n): Phim tài liƯu

+ Wildlife World (n): ThÕ giíi thiªn nhiªn hoang d· + Around The World (phr): Vßng quanh thÕ giíi - Read each word/phrase twice and ask sts to repeat it and leave sts minute to self-practice

- Ask 4-5 st to read all the word/phrases aloud in front of the class

- Listen and help sts to read the words/phrases correctly

Aims: Read the passage for information to the tasks.

+ Task 1: Matching.

- Ask sts to read the TV programme schedules and task 1: Match the words in A which appear in the reading passage with their definitions in B

- Sts are required to compare their results with their partners

- sts are required to the task orally in front of the class (1 st/ time)

- Listen and help sts to the task correctly + Task 2: True or false:

- Sts are required to read the programmes carefully, individually and decide whether the statements are true (T) or false (F)

- sts are required to give their answers orally, individually in front of the class with the evidence in the reading passage

- Listen and check the answers orally in front of the class

+ Task 3: Answering questions.

- Ask sts to work in pairs and answer the questions in the book basing on the information in the reading passage

- pairs are required to answer orally in front of the class ( pair/ time)

- Listen and help sts to answer the question correctly

4 After you read:( 10 mins)

Aims: to give the summary of the topic.

- Sts are required to work in pairs to tell their partners about one of the TV programmes they like watching best and explain why

- 2-3 sts are required to give short talks on the given topic

- Get feedback and help the students to give correct talks

5 Homework:( mins)

- Write a paragraph about a programme you like best

- Listen and repeat

- Some sts stand up and read these word aloud

- Others listen - Self-correct

- Work in pairs to read the programmes and the task

- Share their answers with their friends - Some sts present their answes:

1 – c; – a; – d; – b - Others listen

- Work individually 1 T T

3 F ( The Nature of Language is on VTV3.)

4 T

5 F (VTV1 starts at 5:35 and the last programme starts at 23:30

- Others listen and check - Work in pairs

- Some pairs stand up and ask and answer: 1 There are five films on.

2 At 9:00 a.m, 12:00 at noon, 7:00p.m, 11:00p.m on VTV1 and 7:00p.m on VTV3. 3 VTV2

4 The Quiz Show.

5 (You should watch) VTV1 6 Football

- Work in pairs

- Some sts talk in front of the whole class - Others listen

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TiÕt 39: LESSON 2: SPEAKING

I Objectives:

1 Education aims: - Students know about the differences and similarities of some popular types of the mass media

2 Knowledge:

a General knowledge: - Students can talk about the different types of the mass media b Language: - The simple present

- Vocabulary on the mass media

Skills: - Speaking about different types of the mass media

- Discussing about the features the types of the mass media have in common and the main features each of them has

- Students may find it difficult to compare different types of mass media

Textbook, chalk, board IV Procedures:

- Ask one st to talk about the TV programme they like watching best

2 Before you speak(5 mins)

Aims: Sts distinguish the different types of the mass media from the others.

+ 'orally ( adv ) : spoken by mouth + 'aurally ( adv ) : seen by eyes + 'visually ( adv ): heard by ears - Ask sts to read the new words orally + Task 1:

- Ask sts to work in pairs and decide which items are types of the mass media

- Ask sts about the definition of the mass media: Mass media ( take a singular or plural verb) : communication media in general- all of the communication media that reach a large audience, especially television, radio and newspapers.

- Call on some sts to explain their answers in front of the class

- Give sts correct answers 3 While you speak( 18 mins)

Aims: Sts compare the features of the types of the mass media.

+ Task 2: Work out what features the types of the mass media have in common and what main features each of them has Ask sts to use the cues below - Ask sts to read some phrases:

present receive

provide information and entertainment get

deliver

- Give sts the meaning of those words if they don’t

- One student talk about the TV programme they like best

- Write the new words and read them aloud

- Work in pairs

- Some sts give their answer in front of the class

Television Radio Newspapers The Internet

- Read after the teacher and ask the meaning if they don’t know

Ngày soạn:

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know

- Ask sts to work in pairs and carry out the activity using the cues in the book

- Go around the class and help sts if necessary

- Call on some pairs to explain their answer in front of the class

- Ask sts to look at the information above and talk about the different types of mass media

eg The common feature of the mass media is that they all provide information and entertainment.

Television provides information and entertainment orally and visually, and we receive them through our eyes and ears.

4 After you speak( 15 minutes)

Aims: Talking about the different types of the mass media.

+ Task 3:

- Ask sts to work in groups and answer the following questions:

+What are the different types of the mass media? + What features they have in common?

+ What are their distinctive( own) features?

- Ask sts some more questions :

Which types of the mass media you usually get information from?

Which one you like most? Why? - Go around to help sts if necessary

- Ask some sts to answer and give correct answers

5 Homework:( mins)

- Write a paragraph ( about 50 words) about the features of the types of mass media

- Work in pairs to discuss some popular types of the mass media

- Some sts give the answers in front of the class

+ The mass media:

- Provide information and entertainment + The radio:

- Present information and entertainment orally (through mouth)

- Receive information aurally(through ears)

- Work in groups to answer the questions in the book

S1: Television, radio, newspapers, the Internet.

S2: Provide/ deliver information and entertainment.

S3: TV presents information and entertainment orally and visually while radio provides

- Some sts answer:

I like TV most because I can watch films and performance on it/ I prefer newspapers because I can choose to read them whenever I have free time, and I can also choose to read only what I m interested in.’

TiÕt 40: LESSON 3: LISTENING I Objectives:

- Sts understand news stories on the radio

Language: - The simple present tense

- Vocabulary on adjs to describe weather

Skills: - Listening: tick on the word they heard, fill in the gaps, answer the questions - Speaking: Retell the stories

- Sts have to fill in the gaps with long groups of words

Ngày soạn:

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- The answers to some question are too long

- Textbook , tape

IV Procedures:

1 Before you listen:(10mins)

+ Pairwork:

- Ask sts to work in pairss and asks each other the

following questions

- How often you listen to the radio? - Which program you like listening to? - Do you like listening to strange stories? - Ask some sts to give their answer

+ New words

+ Mount (n): e.g.: Mount Everest

+ in spite of + N (phr): = despite + N = Although + Clause

- Give some examples

- Read the words asks sts to repeat - Ask sts to read the words in pairs - Ask some sts to read the words again

2 While you listen:

+ Task 1: (7 mins)

Aims: Practise listening and tick the word they hear. - Tell sts that they are going to listen to two news stories and the words will appear in the stories

- Ask sts to work in pairs, look at the words given and guess what the news stories about

- Ask sts to listen to the news and tick the right column to indicate which words appear in which stories

- Play the tape twice and ask sts to compare their answer in pairs

- Check sts’ answer

+ Task 2: (10 mins)

Aims: Practise listening for specific information by filling in the gaps.

- Ask sts to have a look at the stories in the textbook and read them in pairs and make sure they understand them T encourages sts to guess the words/ phrases to fill in the gaps

- Ask sts to listen to the tape once or twice again to fill in the gaps with the missing words/phrases

+ Task (7 mins)

Aims: Practice listening for specific information by answering given questions.

- Ask sts to read the questions in pairs and make sure they understand the questions and know what

- Work in pairs to ask and answer the questions

- Some sts stand up and give their answer - Copy the words and phrases

- Listen and repeat

- Listen to the tape and the task - Compare their answer

- Give their answer

News story 1: strong, cloudy.

News story 2: healthy, young, highest, wonderful

- Work in pairs to read the passages and try to fill in the gaps

- Listen and the task - Give their answer News story

1 has caused floods 2 has left their homes 3 have risen 4 two metres

5 has stopped 6 cloudy

7 strong wind News story

1 twenty third 4,418 3 California wonderful 5 young and healthy

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information they need to answer the questions

- Ask sts to listen to the tape once/twice and take short notes to answer the questions

- Listen and check

- Ask sts to work in pairs and each retell one news story

- Ask two sts to present in front of the whole class - Check and give remarks

4 Homework:(1min)

Write a short paragraph about a news story they have just heard on the radio or TV

- Listen and the task - Compare their notes

- Some sts answer the questions:

1 Heavy rain has caused floods all over the country.

2 Because the rivers have risen.

3 (The old lady has climbed Mount Whitney) 23 times.

4 Because it has kept her young and healthy.

Two sts present

TiÕt 41: LESSON 4: WRITING I Objectives:

Education Aims: - Students can write a paragraph about advantages and disadvantages of television and other types of mass media

2 Knowledge:

a General knowledge: - Advantages and disadvantages of different types of mass media b Language: - Language concerning mass media

3 Skills: - Reading: read about the advantages and disadvantages of television - Speaking: work in pairs to discuss the advantages and disadvantages of the mass media - Writing: write a paragraph about the advantages and disadvantages of the mass media

- Students may have difficulty in finding ideas about advantages and disadvantages for writing

IV Procedures:

- Ask one st to talk about one of the news stories that he/she is interested in

- Ask other sts to listen to their friend and give remarks

- Aims:to get sts to read about the advantages and disadvantages of television and to help sts to prepare vocabulary and information before they write.

+ Task 1:

- Ask sts to read the advantages and disadvantages of television

+ 'memorable (adj) : easy to remember + en'joyable (adj) : pleasant

+ popu'larity (n) : the noun of " popular" + be a'ware of (v) : realize

+ brain (n) : part of the body inside the head + 'violent (adj) : fighting, killing, etc

+ inter'fere with (v) : get in the way of something - Ask sts listen to the teacher and repeat , then write these words into their notebooks

- Ask sts to work in pairs to read about the advantages and disadvantages of television

- Listen to the teacher and then read these words in chorus and individually

- Read the table in pairs

Ngày soạn:

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- Make sure that sts know what " advantage" and "disadvantage" are

- Ask sts to pay attention to the basic structures used in the table

- Ask sts some questions to make sure that they understand all the advantages and disadvantages of television

What are the (dis)advantages of television? - Listen and give remarks

+ Task 2:

- Divide the whole class into three groups and ask each pair in group to discuss the advantages and disadvantages of radio, each pair in group discuss those of newspapers, and each pair in group discuss those of the internet

- Ask sts to work in minutes

- Move round to help if necessary and then ask them to share their ideas with other pairs

- Ask three three sts to present their ideas - Ask other sts to give remarks

- Aims: Sts practise writing a paragraph about the advantages and disadvantages of one of the mass media.

- Ask sts to write a paragraph about the advantages and disadvantages of one of the mass media they have discussed in task

- Get feedback by asking three sts to read their work aloud

- Write a paragraph about another types of mass media

- Structures:

+ help/encourage someone to something: help us to learn, encourage us to buy + make someone/ something + adjective: make things memorable, make us aware of, make us passive, make people violent S: Television helps us to learn more - Work in pairs to discuss

- Some sts stand up to give their ideas * Radio:

+ Advantages:

- It helps us to get updated news and infofmation.

- It helps us to listen to music, dramas, etc. - It is not harmful to people's eyes.

+ Disadvantages:

- It is rather boring because we can't see anything.

- The programmes are not very vivid, there are no games and films, etc.

- Listen to the teacher and take notes

- Read their writing: ( a sample paragraph) "The Internet is now the largest source of information and entertainment for people. Firstly, you can get a lot of information about any places in the world The Internet provides you with the latest changes in the markets such as the increase or decrease in the price of gold or oil You can relax by watching films or football matches, listening to music on-line or chatting to friends or relatives living thousands kilometres away. However, the Internet can be dangerous because you can be exposed to harmful websites, for example, the websites containing violent scenes Moreover, chatting or playing games online can take you a lot of time In short, the Internet can be good or bad so you should know how to use it properly."

TiÕt 42: LESSON 5: LANGUAGE FOCUS I Objectives:

Education Aims:- Students know how to pronounce the sound / eɪ/, /aɪ/ and /ɔɪ/ correctly - Students revise the present perfect and because of and in spite of

Knowledge:

+ Language: - Pronunciation: /eɪ/, /aɪ/ and /ɔɪ/ - The present perfect tense - Because of and in spite of

- Students may confuse the use of because of and in spite of

IV Procedures:

Ngày soạn:

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- Ask one st to tell the whole class the advantages and disadvantages of one of the mass media

- Ask another st to give remarks - Check and give a mark

- Aims: to introduce three sounds /eɪ/,/aɪ/ and /ɔɪ/ and help sts to practise these sounds.

a Write three sounds on the board and pronounce them clearly twice, then ask sts to repeat

- Tell sts how to pronounce these sounds accurately - Ask them to look at the textbook, listen and repeat - Then ask sts to work in pairs to read the words again so that they can check for each other

b Ask sts to look at sentences in page 79 in the book - Ask them to work in pairs to read the sentences and then find out the words containing sound /eɪ/, /aɪ/ and /ɔɪ/

Aims: to revise the present perfect and "because of" and "in spite of" and have sts Ex1, EX and EX3.

a. The present perfect tense: - Give two examples:

eg: I've known her for five years We have been here since 7.00 a.m.

- Ask sts to think about the use of the present perfect in these sentences

- Ask one st to report and recall the use of since and for.

b Present the use of because of and in spite of through some examples

Eg1: Because of being ill Mary didn't go to school. In spite of being ill Tom went to school.

Eg2: Because of the rain we stopped playing football.

In spite of the rain they continued playing football.

- Ask sts to think about the use of because of and in spite of in these sentences.

- Ask some sts to report

- Distinguish because of from because and in spite of from although

+ Exercise 2:

- Give remarks - Listen to the teacher - Write down three sounds - Listen to the teacher and repeat - Look at the book , listen and repeat /eɪ/ /aɪ/ /ɔɪ/ play time voice today wildlife noise radio height toy .

/eɪ/ /aɪ/ /ɔɪ/ afraid ninety-nine noisiest made type Royce mistake Friday oil changed like boy . - Read the examples

+ The present perfect:

"How long an action has lasted up to the present."

- Listen to the T attentively and take notes

+ because of + N/NP, V-ing in spite of

+ Because of is used as a preposition to express the reason

+ In spite of is used as a preposition to express a concession

- Listen to the teacher attentively and take notes if necessary

EX 1:

1 have been has lived have met have done have had 6. have taken have watched.

- Listen and correct their work if necessary

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- Ask sts to read the requirement of Ex3 and then the task in pairs

- Ask some pairs to read sentence by sentence - Listen and give remarks

- Part B ( Page 42 - Workbook)

1 c, f b d a , e 4 h j i, g.

WRITTEN TEST ( kiÓm tra 15 )’ Time allowed : 15 minutes I Put the words in the box into the correct columns

oil cycle safe boy guide stay great spoil joy lie destroy grey type afraid side

/eɪ/ /aɪ/ /ɔɪ/

II Choose the best answer.

1 I have studied French I was a little girl

A for B since C during D when

2 I've told her several times that I couldn't come

A just B already C ever D yet

3 his lack of time, he watches football every night

A Although B Because C Because of D In spite of

4 He walked slowly his bad leg

A although B because C because of D in spite of

5 his old age, Mr Nam runs three kilometres every morning

A Although B Because C Because of D In spite of

ANSWERS

II B B D C D

I

/eɪ/ /aɪ/ /ɔɪ/

safe cycle oil

stay guide boy

great lie spoil

grey type joy

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UNIT 8: THE STORY OF MY VILLAGE

TiÕt 43: LESSON 1: READING I Objectives:

Education aims: - Students read about the changes in the country life 2 Knowledge:

a General knowledge: - Knowledge about the country life b Language: - Verb tenses and reported speech

- Vocabulary about country life such as bumper crops, cash crops, brick houses, straw, mud 3 Skills: - Speaking : talk in pairs and in groups

- Reading comprehension: vocabulary matching and table completion exercises

- Students may lack of vocabulary about country life - III Teaching aids: board, textbook, chalk.

IV Procedures:

- Aims : - Get used to the topic

- Sts are required to work in groups of or to make a list of words related to the country in written form

2 Before you read: ( 10 mins)

- Aims: - Prepare information and vocabularies for the topic.

- Introduce the topic of the reading passage a Pair work:

- Ask sts to work in pairs to answer the questions given in the part

- For each question, 3-4 sts are required to answer orally in front of the class ( st/ time)

- Gather the ideas and help the sts to give correct answers

- Work in groups of 3-4 students - Give the lists to the teacher

- Work in pairs

- Do the work orally in front of the class

Suggested answers:

1 The farmers are harvesting the crop 2 They are working very hard.

3 It s a good/ bumper crop.’

4 Good farming methods, good varieties,

Ngày soạn:

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b.Vocabulary:

- Provide the sts with new words/phrases

+ Straw(n): dry cut stalks of various cereals( r¬m) + Mud(n) : wet, soft soil (bïn)

+ Technical high school (n): trêng trung häc kü tht d¹y nhỊ

+ Farming method(n): phơng pháp canh tác

+ Brick house (n): houses made of bricks( nhà xây gạch)

+ Thank to(prep): = owing to = because of (nhê cã) - Read each word/phrase times and ask sts to repeat it

- Leave the sts minute to self-practice reading the words, then ask 4-5 sts to read all the word/phrases aloud in front of the class

- Listen and check

3

While you read: ( 20 mins)

+ Task 1:Vocabulary Matching.

- Ask sts to read the passage and task 1: Match the words in A which appear in the reading passage with their definitions in B

- Sts are required to compare their results with their partners

- sts are required to the task orally in front of the class (1 st/ time)

- Listen and help the sts to the task correctly. - Explain the meaning of these words and phrases if necessary

+ Task 2:Table Completion.

- Ask sts to scan the passage to get specific information to complete the table

- Let sts to study the table carefully before doing the task

- Go round the class and provide help when necessary

- Tell sts to discuss the answers with a friend. - Check the answers in front of the class as a whole. - Give correct answers.

+ Task 3: Answering Questions:

- Ask sts to work in pairs to read the passage again and answer the questions in task

- Sts are required to underline the information that supports the answers

- Sts are required to compare their answers with another pair

- Ask 5-6 sts to read their answers aloud in front of the class

- Give feedback and correct answers.

4 After you read: ( 10 mins)

- Aims: Give the summary of the topic. + Discussion:

modern technology used, people work hard

- Repeat - Read silently - Others listen - Self-correct

- Read the passage and then the task - Share their answers with their partners - Report their work

+ – b + – d + – a + – e + – c

- Work individually - Study the table

- Discuss the answers with a friend - Report their answers

a.o.c

before Now

house

s Made of strawand mud Madebricks of R.

and TV

Few families had a radio or a TV set

Many families have a radio or a TV set

F.M

old New

crops poor Good/ bumper

travel By motorbike - Work in pairs to ask and answer the questions

- Ask sts to report their work in pairs 1 It was poor and simple.

2 Because they hope that with an education of science and technology their children could find a way of bettering their lives. 3 They introduced new farming methods which resulted in bumper crops They also helped grow crash crops for export.

4 He said their lives had changed a lot thanks to the knowledge their children had brought home.

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- Sts are required to work in groups and discuss the question: How can people with an education help make the life of their community better?

- Clarify some terms if needed:

+ People with an education: people with a university study.

- Sts are required to look back to the passage to get the ideas for the questions

- Go to groups and provide help when necessary. - Ask some representatives to report the groups' ideas

- Ask sts to write a paragraph about the topic they discussed in After you read

- Listen to the teacher - Discuss in groups

- Some representatives are required to report

- Give suggested answers:

+ Introduce new farming methods. + Grow crash crops for export.

+ Help local people apply modern technology in farming.

+ Help community especially young people access to ways of entertainment.

+ Raise people s awareness about food’ safety and environmental hygiene.

TiÕt 44: LESSON 2: SPEAKING I Objectives:

1 Education aims: - Students know about plan to improve life of a village and their possible results

2 Knowledge:

a General knowledge: - Students can talk about plans and results b Language: - "Should" and conditional sentences type

- Vocabulary on the plan to improve life of a village

Skills: - Speaking about plan and results

- Discussing plans to improve life in the village

- Students may find it difficult to find ideas to discuss by themselves

IV Procedures:

- Ask one st to tell about the life of the village in the text

- Listen and give remarks and marks

2 Warm-up( mins)

- Ask sts to work in groups and make a list of the ideas that carried out to improve the village life Sts may share ideas in Vietnamese and ask T for English equivalences

- Check ideas and lead in the new lesson

3 Before you speak: (10 mins)

Aims: Sts can match each of the plan to improve life in the village with its possible result.

+ Task 1: The village of Ha Xuyen are discussing plans to improve life in the village Match the plans with possible results.( 10 minutes)

resurface (v ):put new surface on, renew widen (v )

canal (n): man-made waterway for irrigation

- One st tell about the village - Listen to the teacher

- Work in groups

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muddy(a ): full of mud

- Ask sts to the task in pairs and give explanation for their answers

- Ask some sts to read the answers in front of the class

- Give the correct answers 4 While you speak: ( 10 mins)

Aims: Sts practice discussing the plans to improve the life in the village and the possible results.

+ Task 2: The villagers are discussing their plans Read and practice the conversation in groups of three

- Read the conversation in the textbook

- Ask sts to work in groups using conditional type and "should"

- Briefly explain Conditional sentence type and should:

If + S + V(present tense), S + will/can/may + V

( to talk about something that will or is likely to happen in the future)

E g.: If the roads are widened, cars and lorries can get to our village.

Should or shouldn t’ : to give opinions about what is the best thing to do.

- Ask sts to practise the conversation in the textbook

- Ask some groups to practice the conversation in front of the class

5 After you speak: ( 14 mins)

Task 3: Continue the conversation, using the ideas in table in Task Add some more possible if you like

- Ask sts to work in groups and continue the conversation

- Write the main phrases on board and ask sts to look at these phrases to practice their conversation

- medical center health

- cash crops export, money - bridge shorter way to town - football ground play sports, exchange ideas

- Go around to help sts if necessary Sts may add their own ideas in the conversation

- Comment and give necessary corrections

Write a passage about plans to improve the life in the area where you live

- Work in pairs

- Read the answers aloud in front of the class 1 b g d

e f c

- Listen to the T

- Work in groups of three

- Some groups practice the conversation in front of the class

- Work in groups and add some their own ideas

- Some groups present in front of the class A: I think we should build a football ground, too.

B: I agree with you If a football ground is built, young people can play sports in the free time.

C: A football ground is also a place where people can meet and exchange ideas.

A: What about a medical centre? I think it s’ necessary to build a medical centre.

B: Yes If a medical center is built, People s’ health will be looked after better.

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TiÕt 44: LESSON 3: LISTENING I Objectives:

- Sts know the changes in a small town on the South coast of England

Language: - The past tense: used to - The passive voice - Vocabulary on villages

Skills: - Listening: choose True/ False statements, fill in the gaps with one suitable word, answer the questions

- Speaking: Discuss the changes in sts' hometown/ home village

- - The town is strange to sts

- Textbook , tape

IV Procedures:

1 Home work checking:(7 mins)

- One st talks about what people should to improve life in their village/ town

Aims:to focus sts on the topic and review/ introduce the words and phrases used in the listening text. a Focus sts on the two pictures in the textbook and asks sts to work in groups to compare them to see the changes of the town following the model in the book

E.g.: - There didn't use to be any hotel in the town - There used to be small houses

- Cows used to graze in the field . - Ask some sts to give their answer b Introduces some new words - atmosphere (n): khơng khí - resurface(v): trải lại ( mặt đờng) - turn into (v): trở thành

+ Task 1:

Aims:Sts practise listening and marking True/ False statements.

- Tell sts that they are going to listen to a talk about the changes in a small town in England

- Ask sts to work in pairs, look at the statements

- One st presents

- Others listen and give remarks

- Work in groups to ask and compare the two pictures

- Some sts stand up and give their answer Sts copy the words and phrases

- Listen and repeat

- Listen to the T

Ngày soạn:

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given and guess if they are true or false

- Ask sts to listen to the talk and tick the right column to indicate their answer and underline the false information T plays the tape twice

+ Task 2:

Aims:Sts practise listening for specific information by filling in the gaps with ONE word.

- Ask sts to have a look at the paragraph in the textbook and to read them in pairs and make sure they understand them T encourages sts guess the words to fill in the gaps

- Ask sts to listen to the tape once or twice again to fill in the gaps with the missing words

- Ask sts to work in pairs and tell each other about the changes in their village/ town

- Ask two sts to present in front of the whole class - Check and gives remarks

5 Homework:(1min)

Write a short paragraph about the changes in their village/town

- Work in pairs to guess if the statements are true or false

- Give their answer

1 F It's on the south coast of England. 2 F It's used to be a small quiet town. 3 T

4 F The big trees have been cut down. 5 F Some people don't like the changes - Check their answer and then correct their work if they have the wrong answer

- Work in pairs to read the passages and try to fill in the gaps

- Listen and the task - Give their answer 1 houses hotel 3 widened cut 5 car shop 7 department expensive

- Check their answer and then correct their work if they have the wrong answer

- Work in pairs -Two sts present

TiÕt 45: LESSON 4: WRITING I Objectives:

Education Aims: - Students can write a letter giving directions to a certain place 2 Knowledge:

a General knowledge: - Giving directions

b Language: - Language used to give directions - Imperative sentences

3 Skills: - Reading: read the sample letter

- Speaking: work in pairs to find Ann's house on the map as well as the words and phrases used to give directions

- Writing: write a letter to tell Jim the way to house A on the map

- Students may have difficulty in giving directions in letters

Ngày soạn:

(75)

III. Teaching Aids: - board, textbook, chalk

IV Procedures:

- Ask one st to talk about the changes in our hometown or his/her home village

- Aims:to get sts to read the sample letter and to help them to prepare vocabulary and information before they write.

+ Task 1:

- Introduce the situation - Explain some new words:

+ direction (n) : the way that a person or thing moves along

+ enclose (v): put something in a letter or a parcel - Ask sts to listen to the teacher and repeat , then write these words into their notebooks

- Ask sts to work in pairs to read about the letter and to look at the map to find Ann's house

- Ask sts to compare their ideas with other pairs - Ask some sts to tell the whole class where Ann's house is T may ask them to explain more about their answer

- Ask sts to work in pairs to read the letter again and underline the words and phrases used to give directions

- Ask sts to write these words/ phrases on the board

- Ask sts to make some examples with these words

- Aims: Sts practise writing a letter to Jim, telling

- Copy these words into theit notebooks - Listen to the teacher and then read these words in chorus and individually

- Read the letter in pairs

- Share their answer with their friends - Present their ideas

Answer: H

- Work in pairs to read the letter and undreline the words/phrases

- Two sts write the words and phrases on the board

get out of go over ( a bridge) turn right/left walk past ( a medical centre)

(76)

him the way to house A from Roston Railway Station.

- Ask sts to write a letter to Jim, telling him the way to house A from Roston Railway Station - Let sts write in minutes

Aims: to get feedback and check sts' work.

- Write a letter to tell their friends the way to their house from Hai Duong Railway Station

- Read their writing: ( a sample paragraph) "Dear Jim,

I'm very glad that you will come here for the summer holiday from Roston Raiway Station.

Now when you come out of the station, turn right Keep walking for about 5 minutes, you will see a small bridge ahead Go over the bridge, go along the street, walk past a medical centre and the car park then take the second turning on the left Walk past the Souvenir shop and you will see my house It's on the right, next to the shop "

TiÕt 46: LESSON 5: LANGUAGE FOCUS I Objectives:

Education Aims:- Students know how to pronounce the sound /aʊ/ and/əʊ/correctly - Students revise reported speech and conditional sentence type

Knowledge:

+ Language: - Pronunciation: /aʊ/ and/əʊ/ - Reported speech

- Conditional sentence type

- Students may confuse these sounds with some sounds in Vietnamese

IV Procedures:

- Ask one st to tell the whole class the way to their house from Hai Duong Raiway Station

- Aims: to introduce three sounds /aʊ/ and /əʊ/ and help sts to practise these sounds.

b Ask sts to look at sentences in page 89 in the book - Ask them to work in pairs to read the sentences and then find out the words containing sound /aʊ/ and sound /əʊ/

- Listen to the teacher and repeat - Look at the book , listen and repeat /aʊ/ /əʊ/

cow coat town phone how bone .

Ngày soạn:

(77)

Aims: to revise the reported speech and conditional sentence type and have sts Ex1, EX 2, EX3and EX4.

a. Reported speech: Statements

- Recall the use of reported speech: to report what someone has said No quotation marks are used and some parts of speech have to be changed.

- Give an example:

eg: "I worked late yesterday," said Susan

Susan said she had worked late the previous day. - Ask sts to read the example and think about the changes when we turn a sentence into reported speech

- Ask sts to complete the table below:

Direct speech Reported speech

do (1)

will do (2)

(3) might

me/you (4)

last night (5)

(6) there

- Ask sts to work in pairs and complete the table and then ask some sts to report and give remarks

- Make clear the difference between say, tell and talk: Say + clause

Tell + O + clause Talk (to sb) about sth

b. Conditional sentence type 1:

- Review the form and the use of conditional sentence type by giving some examples:

eg: If I have enough money, I will go to Hue for holiday.

If it rains I won't go there.

- Ask sts to read the examples and point out the form as well as the use of conditional sentence type - Distinguish when-clause and if-clause:

eg; When summer comes, he will go to Hue for holiday.

- Ask sts to compare this example with the first example

- Move round to conduct the activity - Check the exercise sentence by sentence

- Listen and give remarks + Exercise 2:

/aʊ/ /əʊ/

shout rose loudly snow

ours over .

- Read the examples

- Listen to the teacher - Copy down the example

- Read the example and think about the changes

- Work in pairs to complete the table

- Some sts report

1 did him/her

2 would the night before 3 may/ might here

- Listen to their friends and their teacher

- Listen and copy down

- Read the examples and point out the form and the use of conditional sentence type 1:

+ Form:

If- clause , main clause S + V( P.S) , S + V( S.F) + Use: something that may happen at present or in the future

- When-clause:

something that will certainly happen in the future

- Do the task individually and then share their ideas with their friends EX 1:

1 An old farmer said their lives had changed a lot children had brought home

2 She said she was going to Ho Chi Minh City soon.

3 I thought the film would be interesting.

.

(78)

- Ex ( page 90- sts' book)

If I more homework, I will pass my exam If I pass my exam I'll go to medical college If I go to

medical colege, I'll study

medicine

TiÕt 47: TEST YOURSELF C I Objectives:

Aims: - Sts revise what they have learned in unit 7.and unit

Knowledge: - General knowledge in unit and unit

III Procedures:

- Ask sts to read the requirement of the task - Introduce new words:

+ queue (v) : xÕp hµng

+ traffic (n) : cars, motorbikes, traffic lights, heavy traffic

- Play the tape twice and ask sts to the task - Ask sts to share their ideas with their partners - Get feedback and play the tape again so that sts can check their answers

- Ask sts to read the paragraph in part B and try to guess what will be filled in each blank

- Play the tape again

- Ask some sts to report his/ her answers aloud - Listen and check

2.3 Grammar:

- Ask two other sts to give remarks - Check and give the correct answers 2.4 Writing:

- Ask some sts to read their writing aloud

EX 4:

1 If When if If when - One st gives remarks

- Look at the textbook and read the statements - Try to focus on the important words

- Copy down these words into their notebooks - Listen and read after the teacher

- Listen carefully and the task - Work in pairs to discuss their answers 1 F 2.F T 4.F T

- Read the paragraph

- Listen carefully and complete the paragraph 1 aren't evening cinemas 4 theatres knows

- work in groups to share their ideas - Some sts stand up to report

1 because people can sit comfortable at home, they don't have to pay for expensive seats at the theatres or in the cinemas.

2 People can see films, plays of every kind, political discussions and the latest exciting football matches.

- Discuss in groups - Answers:

1 have been haven't had 2 haven't given have paid 3 said had taken 5 thought would come 6 told have got - Read their writing aloud

" When you come out of the bus station, turn

Ngày soạn:

(79)

- Ask some sts to give remarks

- Part D ( Page 52 - workbook)

right Go straight ahead until you see the traffic lights Turn left to Redham Road, walk along this street in about 10 minutes The Indian Restaurant is the pink building on the left after the Beach Parade It is very easy to find."

First Term Test

I Listening:

You are going to listen to a conversation between Martina and some people Listen carefully and decide if the following statements are true or false Tick in the right box to indicate your answer You will listen to the tape twice

T F

1 Martina is a new student

2 She is at the Gordon Language College She will have an interview in Room 60 The teacher's name is John Barton She has to complete the form first

6 Her surname is ECHEVARIA

7 She is from Argentina She is 20 years old

9 She lives at 62 Canada Street

10 Her phone number is 0181 674 8943

II Reading: Read the passage then the tasks that follow

Modern newspapers

It is estimated that worldwide some 60,000 newspapers exist, with a combined circulation of nearly 500 million However, the .(1) of readers is far greater – as many (2) three times the circulation figure This is because newspapers are shared, some are posted, and others placed in libraries and other public places Worldwide, about 8,000 of these newspapers are dailies About a .(3) of all newspapers are published in North America, another third in (4) , and the remaining third in the rest of the world Countries with the (5) newspaper readership are Britain, Norway, Denmark, Sweden, Japan, and (6) United States Europe has nearly half of the world’s total newspaper circulation, North America about a quarter, and (7) of the world another quarter

A Choose a, b, c or d to complete the passage:

1.a lot b sum c amount d number

2.a as b so c than d like

3.a threes b three c third d thirds

4.a European b Europe c Europes d Europeanize

5.a highest b high c higher d height

6.a Ỉ b an c a d the

7.a a rest b rest c the rest d rests

B Answer the following questions:

1 How many newspapers exist?

==> … … … … Why are newspaper readers far more than the circulation?

==> … … … … Are there any Vietnamese daily newspapers?

==> … … … …

III Language focus:

A Choose the word that has the underlined part pronounced differently from the others.

1 A study B father C cousin D love

2 A man B sand C many D sad

3 A school B cook C look D foot

4 A phone B bone C bowl D cow

5 A time B high C wild D April

B Finish each of the following sentences in such a way that it means the same as the sentence printed before it:

1 Because of the heavy rain, he was late for work

=> Because it They have just completed the bridge over the river

(80)

3 Her hobby is to read detective novels written by foreign writers => She is

4 Although the weather was very bad, she went on climbing the mountain => Despite

5 'Why didn't you go to the party last night?' she asked me => She asked

IV Writing:

Write a paragraph about the advantages and disadvantages of living in the country based on the following information (about 80 words)

Advantages Disadvantages

- The country is peaceful and quiet - People are friendly

- There is less traffic => It is safe for children

- It is hard to find good work, good schools - Entertainment is difficult to find

- There are fewer people => people have fewer friend

The end Đáp án đề thi học kì I - Khối 10 Ban Cơ Bản - Môn Tiếng Anh Năm học 2006-2007

I. LISTENING:

1 T F F F T F T T T 10 F

II READING:

A d a c b a d c

B About 60,000 newspapers exist

Because newspapers are shared, some are posted and others placed in libraries and other public places

Yes, there are

III LANGUAGE FOCUS:

A B C A D D

B Because it rained heavily, he was late for school The bridge over the river has just been completed

She is interested in reading detective novels written by foreign writers Despite the bad weather she went on climbing the mountain

She asked me why I hadn’t gone to the party the night before

IV WRITING:

Students’ writing

Date: 08/01 UNIT 9: UNDERSEA WORLD

LESSON 1: READING I Objectives:

Education aims: - Students read about the undersea world 2 Knowledge:

a General knowledge: - Knowledge about the oceans and the undersea world b Language: - The present simple tense

- Vocabulary concerning undersea world like: whale, jellyfish, shark, 3 Skills: - Speaking : talk in pairs and in groups

- Reading comprehension: better sts' reading skill through vocabulary Matching and Table completion exercises

(81)

III. Teaching aids: board, textbook, chalk.

IV. Procedures:

- Aim: Sts get used to the topic

+ Networks:

- Sts are required to work in groups of or to make a list of words related to the names of the animals in the sea in written form

- Aim: -Prepare information and vocabularies for the topic.

+ Work with a partner 1:

- Ask sts to look at the map and give Vietnamese names for the oceans on the map

- Allow sts to discuss in pairs in minutes - Get feedback and give remarks

+ Work with a partner 2:

- Sts are required to in the same way as in “ work with a partner 1” to name the sea animal in each picture

- Ask some sts to report - Listen and give remarks + Vocabulary:

- Provide the sts with new words/phrases: + Gulf(n): Vịnh + challenge(v): tháchthức

+ Subma'rine(n): Tàu ngầm + 'organism(n): cá thể

+ Biodi'versity(n): đa dạng sinh học

- Work in groups of 3-4 students - Give the lists to the teacher

- Work in pairs and the work orally - Some sts report

+ Pa'cific ocean: Thái bình dơng + At'lantic ocean: Đại tây dơng + 'Indian ocean: ấn độ dơng + 'Arctic ocean: Bắc băng dơng

+ An'tarctic ocean ( southern ocean): BiÓn nam cùc.

- Listen and copy down

- Do as they have done in the previous part - Some sts report

+ Picture1: Seal + Picture2: Jellyfish + Picture3: Turtle + Picture4: Shark - Self- correct

(82)

+ at stake(phr) : Cã nguy c¬ tut chđng = in danger - Read each word/phrase times and ask the sts to repeat it

- Leave the sts minute to self-practise reading the words

- Ask 4-5 sts to read all the word/phrases aloud in front of the class

- Listen and help the sts to read the words/phrases correctly

3

While you read:( 20 mins)

+ Set the scene:

- You are going to read a passage about undersea world Read it and then the tasks that follow + Task 1:Fill in each space with a suitable from the box.

- Ask sts to read the passage and task 1.

- Sts are required to compare their results with their partners

- sts are required to the task orally in front of the class (1 st/ time)

- Listen and help sts to the task correctly. + Task 2: Answering Questions:

- Ask sts to work in pairs to read the passage again and answer the questions in task

- Require sts to underline the information that supports the answers

- Sts are required to compare their answers with another pair

- Ask 5-6 sts to read their answers aloud in front of the class (1 st / time)

- Give correct answers

4

After you read:( mins)

- Aims: Give the summary of the passage.

- Sts are required to work in pairs to fill in each numbered space with a word/phrase in the box - sts represent by reading aloud the answers. - Listen and help sts to their task well.

- Learn the summary of the reading passage

- Listen and repeat

- Read these words silently

- Soms sts read these words aloud and others listen

- Self-correct

- Read the passage and then the task - Share their answer with their partners - Some sts report

1 tiny investigate 3 gulf biodiversity 5 samples

- Work in pairs to ask and answer - Compare their answer with other pairs - Some pairs report

1 75%

2 They that by using modern devices 3 They bring samples to the scientists to study

4 We can learn about the temperature, depth, and the marine population

5 They are : + the bottom depending + current independing

+ tiny organism

- Work in pairs to the task - sts report

1 three-quarters mysterious 3 modern discovery 5 plants and animals huge

7 biodiversity closely connected - Others listen

Date : 09/01/07 LESSON 2: SPEAKING I Objectives:

1 Education aims: - Students know about some actions to protect the oceans 2 Knowledge:

a General knowledge: - Students can talk about the protection of the oceans b Language: - "Should" and the simple present

- Vocabulary on undersea world

Skills: - Speaking about undersea world

- Reading and ordering the importance to protect the oceans

- Students may not know many new words on the topic

IV Procedures:

1 Homework - checking: (7 mins)

- Ask sts to write the new words on the board

- Ask others to answer the questions of the reading

(83)

passage

2 Before you speak: (13 mins)

Aims:to focus sts on the topic and introduce the new words and phrases used to talk about the protection of the oceans.

+ Task 1: There are some actions that should be taken to protect our oceans Put the actions in order of importance and say what we should or shouldn’t - Ask sts to look at the task and give sts some new words:

- rubbish (n): r¸c rëi - pollute (v): gây ô nhiễm - dispose (v) of sth: vứt bá - 'herbicides (n): thuèc diÖt cá - 'pesticide (n): thuèc trõ s©u

- Ask sts to read the new words aloud

- Ast sts to work in pairs, using should or shouldn’t to put the actions in order of importance and talk about these actions

- Go around to help sts if necessary - T may give sts some suggested phrases: What you think of

How you feel about + V- ing What s your opinion of’

Well, I think

In my opinion we should

- Ask some sts to give their opinions

3 While you speak( 15 mins)

Aims: Sts practise discussing the consequences of the threats to the oceans and some solutions.

- Ask sts to skim the sentences in Task and find the new words

- Explain some new words: hunt (v )

explosive ( n) spill ( v ) tanker ( n )

Ask sts to work in groups of three or four to discuss the consequences of the threat to our oceans listed in Task and offer some solutions

- Give sts some suggestions:

Threats Consequences Solutions

1 Beaches are

filled with

plastic bags.

- polluted water - place plastic

bags in

proper dustbins 2.Whales are

hunted for

food.

- extinct/

disappear

- not hunt or sell whale products 3.Explosives

are used to

- a lot of fish died

- be banned.

- Others answer the questions

- Listen to the T

- Write down the new words and practise reading them

- Work in pairs to the task

- Sts may answer: I think that action( f ) is the most important because if we learn all we can know about the oceans we will understand their values and try to protect them.

- read the sentences and find the new words

(84)

catch fish. 4 Oil is filled from tanks

- polluted water -clean the sea water/punish captain. - Go around to help sts if necessary

4.After you speak: ( mins)

Aims: Sts report what they have discussed

Task 3: Report to the class what your group has discussed

- Ask some representatives to report their group’s opinions in front of the class

- Listen and ask others to listen to give their opinions

5 Homework: (1min)

- Write a passage about the threats to our oceans and the solutions

- Some sts report their opinions in front of the class

- Others listen and give remarks

Date: 10/01/07 LESSON 3: LISTENING I Objectives:

- Sts know about the whales: how large they are, what they eat, where they live, and if they are in danger

Language: - Parts of the world

- Vocabulary on sea animals

Skills: - Listening: choose True/ False statements, answer the questions - Speaking: - Talk about whales

- There are too many new words - The tape's quality is not very good

- Textbook , tape, pictures of whales and other sea animals

IV Procedures:

One sts talks about what people should to protect the oceans

Aims: to focus sts on the topic and review/ introduce the words and phrases used in the listening text.

a Focus sts on the picture of a whale and ask sts to answer the following questions:

- What animal is the largest in the world? - What you know about whales?

- Why people think whales are not fish? - Why people keep hunting whales? - Ask some sts to give their answer b Introduces some new words

- 'mammal (n): the animal that raise the young on milk

- whaling (n): hunting whales

- krill(n): tiny shellfish found in the seas (whales feed on krill)

- mig'rate(v): to move from one place to another according to season

- conser'vation (n): taking care of st, the prevention of loss, damage

- feeding / bearing ground (n): the place where a species of animal find food/ give birth

- an/a/the increase/ decrease in st(phr):

- International whaling Commission: an organization responsible for the number of whales hunted

- measure(n): an action taken to achieve a purpose

One st presents Others listen and give remarks

- Discuss in groups

(85)

- Ask sts to refer to the map of the world in the textbook (p 94) and revise parts of the world, the oceans and discuss where there are cold waters

+ Task 1:

Aims: Sts practise listening and marking True/ False statements.

- Tell sts that they are going to listen to a talk about whales

- Ask sts to work in pairs, look at the statements given and guess if they are true or false

+ Task 2:

Aims:Sts practise listening for specific information by answering given questions.

- Ask sts to have a look at the questions in the textbook and read them in pairs and make sure they understand them T encourages sts guess the answer to the questions

- Ask sts to listen to the tape once or twice again to answer the questions Sts can note down important information

- Ask sts to work in pairs and tell each other about the whales using the following information:

largest 30 200 most intelligent cold water North South Pacific Atlantic krill in danger -hunting - The Eskimo - not protect - disappear. - Move round to check the activities and to make sure that sts are working effectively

- Ask two sts to present in front of the whole class - Check and give remarks

Write a short paragraph about the whale

- Listen and repeat

- Some individuals read the words aloud - Look at the map, recall parts of the world, the oceans and discuss where there are cold waters

- Listen to the T

- Give their answer

F It's the largest animal on earth T T

F They are in danger because some people are still killing them for food

T

- Check their answer and then correct their work if they have the wrong answer

- Work in pairs to read the questions and try to answer them

- Listen and the task - Gives their answer

1 It is about 30 metres in length and over 200 tons in weight.

It is because there is a lot of krill - their favourite food

3 They are the cold waters in the North and the South of the Pacific Ocean and the Atlantic Ocean.

Heavy hunting.

5 They have asked the International Waling Commission to stop most whaling If we didn't take any measures to protect whales, this kind of animal would disappear forever - Check their answer, and then correct their work if they have the wrong answer

- Work in pairs to talk about whales

- Two sts present Date: 15/01/07 LESSON 4: WRITING

I Objectives:

Education Aims: - Students can write a paragraph to describe information from a table 2 Knowledge:

a General knowledge: - Information about the sperm whale and the dolphin b Language: - Language used to describe animals

- The present simple tense 3 Skills: - Reading: read the sample paragraph

(86)

- Writing: write a paragraph to describe the facts and figures provided in the table

- Students may have difficulty in using the information to write a full paragraph

III. Teaching Aids: - board, textbook, chalk

IV Procedures:

- Ask one st to talk about whales

- Aims:to get sts to read the sample paragraph and to help them to prepare vocabulary and information before they write.

+ Task 1:

- Introduce the situation - Explain some new words:

+ sperm whale (n): a kind of whale that is hunted for an oily substance in its head

+ 'carnivore (n): an animal that eats meat + squid (n): mùc èng

+ ges'tation period (n): the process of carrying the young baby inside the mother's body

+ life span (n): the period from birth to death + en'trapment (n): mắc bẫy

+ 'offspring (n):

- Ask sts to listen to the teacher and repeat , then write these words into their notebooks

- Ask sts to work in pairs to read the paragraph and then complete the table that follows

- Ask sts to compare their ideas with other pairs - Draw a table on the board and ask some sts to go to the board and complete the table

- Look at the board and give remarks + Task 2:

- Ask sts to work in pairs in minutes to read the second table with some information about the dolphin

- Aims: Sts practise writing a paragraph that describes the facts and figures about the dolphin - Ask sts to use the information in the table and

- Listen to the teacher and then read these words in chorus and individually

- Read the paragraph in pairs and the task

+ Range and habitat: all oceans Prefer the waters with high squid populations.

+ Size:

Male: 18 m in length, 54,000 kg in weight Female: 12 m in length, 17,000 kg in weight.

(87)

write a paragraph about the dolphin basing on the information in the table

- Let sts write in 10 minutes

- Part D ( page 67- workbook)

- Read their writing: ( a sample paragraph) Dolphins are not fish They are mamals that live in the water Dolphins among the most intelligent on Earth Although they can be found in all oceans in the world, dolphins prefer coastal waters and bays The size of dolphins varies greatly The smallest dolphin is just about 50kg in weight and 1.2 metres in length while the largest o9ne can weigh up to 8,200 kg and is 10 metres long. Dolphins are carnivores and they eat mostly fish A female dolphin gives birth to one calf every two years after a gestation period of eleven to twelve months

Date: 16/01/07 LESSON 5: LANGUAGE FOCUS I Objectives:

Education Aims:- Students know how to pronounce the sound /ɪə/, /əʊ/ and /ʊə/ correctly - Students revise the use of "should" and conditional sentence type

Knowledge:

+ Language: - Pronunciation: /ɪə/, /əʊ/ and /ʊə/ - Should

- Conditional sentence type

- Students may confuse these sounds with some sounds in Vietnamese

IV Procedures:

- Ask one st to read the text about the blue whale - Ask another st to give remarks

- Aims: to introduce three sounds /ɪə/,/eə/ and /ʊə/ and help sts to practise these sounds.

a Write three sounds on the board and pronounce them clearly twice, then ask sts to repeat

- Ask them to work in pairs to read the sentences and then find out the words containing sound /ɪə/, sound

/eə/ and sound /ʊə/

Aims: to revise the use of " should" and conditional sentence type and have sts Ex1, EX and EX3.

- One st read the text aloud in front of the whole class

- Write down three sounds - Listen to the teacher and repeat - Look at the book , listen and repeat /ɪə/ /eə/ /ʊə/ here pair poor dear chair sure clear square tour .

/ɪə/ /eə/ /ʊə/ beer where sure dear wear poor .

(88)

a. Should:

- Ask sts to tell the T the use of "should"

- Ask sts to give examples with "should" and "shouldn't"

- Ask sts to EX1 + Exercise 1:

- Introduce the use of " I think/ I don't think should "by using some examples:

eg: Joana and Andrew are planning to go skiing this weekend You think it's a bad idea.

You; I think you should stay at home.

I don't think you should go skiing thid weekend. - Explain why " I don't think should " is preferred to " I think shouldn't "

- Ask sts to EX2 + Exercise 2:

b. Conditional sentence type 2:

- Review the form and the use of conditional sentence type by giving some examples:

eg: If my grandfather were still alive, he would be 100 today.

If I had a lot of money, I would lend you some. - Ask sts to read the examples and point out the form as well as the use of conditional sentence type + Note: " were" is used with all persons

- Ask some sts to give examples - Ask sts to EX3

+ Exercise 3:

- Ask sts to the task in pairs - Go round to conduct the activity

- Part B ( page 54 - workbook)

- " Should " is a modal verb that is used to give advice

- Some sts give examples:

eg: You should get up early in the morning People shouldn't hunt whales.

- Do Ex

- Some sts sts report their work sentence by sentence

2 You should look for another job. 3 He shouldn't go to bed so late. 4 You should take a photograph. 5 She shouldn't use her car so much. 6 He should put some pictures on the wall. - Look at the examples and listen to the teacher

- Do this EX individually - Some sts report

2 I think smoking should be banned, especially in restaurants.

3 I don't think you should go out this evening.

4 I think he should resign.

- Listen to their friends and their teacher - Read the examples and point out the form and the use of conditional sentence type 2: + Form:

If- clause , main clause S + V( P.S) , S + would + V + Use: an unreal situation at present or in the future

- Do Ex in pairs - Some sts report

3 would take pressed 4 refused wouldn't be 5 wouldn't get didn't come 6 closed down 10 borrowed .

Date: 17/01 UNIT 10: CONSERVATION LESSON 1: READING I Objectives:

Education aims: - Students improve their knowledge about conservation 2 Knowledge:

a General knowledge: - Knowledge about conservation b Language: - The present simple tense

- Vocabulary concerning conservation 3 Skills: - Speaking : talk in pairs and in groups

- Reading comprehension: better sts' reading skill through Matching and True or False, identifying the main idea exercise

(89)

III. Teaching aids: board, textbook, chalk.

IV Procedures:

1 Warm-up:( mins) + Network

- Ask sts to work in groups of or

- Ask sts to give a list of the animals which are in danger of extinction

- After minutes, the group which has the longest list will be the winner

- Sts are required to answer the questions given in the part:

1. Have you ever visited a zoo or a forest?

2. What animals are you interested in? Why?

3. Do we need to protect animals and forests?

+ For each question, 2-3 sts are required to answer orally

+ Vocabulary:

- Provide the students with some new words/phrases +Variety(n): a large number of different kinds + Species(n): = kind, type

+ Eliminate(v): = disappear, remove

+ Destruction(n) destroy(v) destructive(Adj): sù ph¸ hủ

+ Hydroelectric dam(n): ®Ëp thủ ®iƯn

+ Circulation(n): Sự chuyển động circulate(v) + Overnight(Adv): in a very short period of time - Read each word/phrase times and ask sts to repeat it

- Leave sts minute to self-practise

- Ask 4-5 sts to read all the word/phrases aloud in front of the class

- Some sts report the list in front of the class

- Think of the answers

- Students give answers orally - others listen

- Copy down these words into their notebooks

- Listen and repeat

- Practise reading these words by themselves

(90)

+ Task 1: Matching.

- Ask sts to read the passage independently and match the words or phrases in A with their meaning in B - Tell sts to refer to Vocabulary for help and encourage them try to guess the meanings of the words in the context of the reading

- Call on some sts to read and explain their answers aloud in front of the class

- Get feedback and give correct answers + Task 2: True or False.

- Ask sts to read the passage more carefully and decide whether the statements are true(T) or false(F) Correct the false information

- Ask sts to highlight or underline the information in the passage that help sts to find the correct answers - - sts are required to give answers in front of the class(1 st/ 1answer)

- Listen and help sts to the exercise correctly + Task 3: Main ideas.

- Ask sts to work in groups of 3-4 to choose the most suitable idea for each paragraph

- Call on some representatives to read their choice for each paragraph in front of the class

- Get feedback and give correct answers

Questions - Answers

- Ask sts to work in pairs to give answers to the questions

- Go round to help the students with their work. - 3-4 sts are required to give answers to one question orally in front of the class( st/1 time)

- Listen and help sts to give correct answers.

- Ask sts to write a paragraph of about 60 words on the sequence of losing forest, how important water is, and what we should for the future of our planet

student/ time)

- Work individually

- Try their best to the task - Ask some sts to report 1.c 2.a 3.d 4.b -Listen and self-correct the exercise - Sts the work individually

- Highlight or underline the important information

- 6-7 students orally while others watch 1 T T

3 T T

5 F( two last sentences of paragraph B) 6 F(last sentence of paragraph C) - Self-correct the work

- Work in groups of 3-4 students orally - Some sts report

A.3 B C 2 - Self-correct

- Work in pairs orally

1 We wouldn't be able to use many plants to treat various dangerous diseases. Animals wouldn't have a place to live in 2 Mankind and most plants and animals can't survive without water

3 We should stop polluting the environment and destroying plants and animals

Date: 22/01/07 LESSON 2: SPEAKING I Objectives:

1 Education aims: - Students know about the new kind of zoo 2 Knowledge:

a General knowledge: - Students can talk about the advantages and disadvantages of the new kind of zoo

b Language: - The passive voice

3 Skills: - Asking and answering about the new kind of zoo

- Showing agreement or disagreement about the new kind of zoo - Reporting on discussion results

- Students may not know some new words in this topic

IV Procedures:

1 Warm-up ( minutes )

- Ask sts some questions:

Have you ever visited the zoo? What did you see there?

Where are all the animals in the zoo?

- Introduce the new lesson: We are going to discuss the

-Sts answer:

(91)

new kind of zoo where wild animals can live in their natural habitat.

2.Before you speak:( 10 minutes)

Aims: Sts can discuss the questions about the features of the new kind of zoo.

+ Task 1: Read the paragraph and answer the questions - Ask sts to read through the two paragraphs

- Give sts some new words:

+ sensitive (adj): be affected by slight changes, influences: nhËy c¶m

+ imprison (v): put or keep in prison: bá tï + reconstruct (v): build again

+ breed (v) : g©y gièng , nh©n gièng.

+ reintroduce (v): put a species of animal or plant back into a former habitat: đa trở môi trờng sống tự nhiªn - Ask sts to read the new words orally

- Ask sts to work in pairs to discuss the questions in two paragraphs

- Ask some sts to present their answers - Get feedback and give remarks

3 While you speak: ( 18 mins)

Aims: Sts can show their agreement or disagreement about the new kind of zoo and discuss the advantages and disadvantages of the new kind of zoo.

+ Task 2: Put a tick in the right box and share your ideas with a partner

- Before sts the task T elicits some structures for asking opinions and giving the opinions

Asking for opinions Giving opinions What you think

of ?

Do you think ? Do you agree with ?

I think I don t think ’ In my opinion

Showing agreement Showing disagreement

I agree with

Yes , I think you are right.

Exactly.

I don t really think so.’ Yes, but

I would doubt that - Ask sts to work individually to the task - Ask sts to work in pairs to share their ideas - Go around to observe and help sts

- Ask some sts to talk about their ideas - Listen and give feedback

+ Task 3:Discuss the advantages and disadvantages of the new kind of zoo using the cues below

- Ask sts to work in group to discuss the advantages and disadvantages of the new kind of zoo

Advantages Disadvantages

- the conditions the animals are in

- the animals that people can visit

- the money spent on rescontructions of the

animals natural

environment

- the dangers that keepers may have

- Go around to help sts if necessary

- Take notes of Ss’ mistakes for later correction

4 After you speak:( 10 minutes )

Aims: Sts can report on their discussion results

+ Task 4: Make group report, sharing your views with the rest of the class

- Call on one representative from each group to report what his/her group have discussed

- Ask other sts to take notes and compare with their groups’ ideas

- Give remarks on Ss’ answers

- Read two paragraphs silently - Listen and take notes

- Practise reading the new words - Work in pairs

- Some sts present in front of the class 1 They are opened to help endangered species develop.

2 The animals are not kept in cages. They can live in their natural environment.

- Listen to the T

- Work individually

- Work in pairs to share the ideas - Say their opinions aloud

I think it would be better for animals if they live in the zoo of new kind because they may have better food.

- Work in groups of three of four to

discuss the advantages and

disadvantages of the new kind of zoo

- Some sts present in front of the class: "There are some advantages of the new kind of zoo Firstly, the animals can live in a better environment and are safer than when they are in nature "

(92)

5 Homework ( minutes )

Write a paragraph of the report that they have discussed in the class

teacher Date: 23/01/07 LESSON 3: LISTENING I Objectives:

- Sts know how a forest fire starts and what campers have to remember to to protect the forests

Language: - Some set expressions - Vocabulary on forest

Skills: - Listening: order events ,mark True/False, detect sentences

- Speaking: - Discuss how a forest fire may start and what every camper ought to remember

- T may be short of time

- The quality of the tape is not very good

- Textbook , tape, pictures of whales and other sea animals IV Procedures:

- One st tell the whole class about the advantages and disadvantages of a zoo of the new kind

Aims: to focus sts on the topic and review/ introduce the words and phrases used in the listening text. a Divide sts into groups and ask each to discuss one of the following questions:

a How destructive can a forest fire be? b What can cause a forest fire?

c Do you know any famous forest fire? Are there any forest fires in Vietnam? Which countries have many forest fires every year?

- Ask some sts to give their answer b Introduce the topic of the listening text - Introduce some new words/ expressions

- campfire (n): the fire made on at camping trip - forester (n): the person whose job is to take cares of the forest

- a heap of (n): a lot of thing on top of one another - spread (v): to move to other places very quickly] - leave sb/ st doing: leave sb/st when it/he is Ving - Read the words again and ask sts to repeat

- Ask sts to read the words in pairs

- Ask some sts to read the words again and give remarks

+ Task 1:

Aims: Sts practise listening and numbering the event in the correct order.

- Introduce sts that they are going to listen to the tape about forest fires and they have to number the given statements in the order they hear

- Ask sts to read the statements in pairs and make sure that they understand them

- Play the tape twice and ask sts to put the number in the right box to indicate the order of the events

+ Task 2:

Aims: Sts practise listening and marking True/ false. - Ask sts to listen to the tape again and decide whether the given statements are true or false

- Ask sts to read the statements to see if they understand them

- Play the tape once and ask sts to tick to the box to indicate T/ F statement and underline the false

Other sts listen to their friend and give remarks

- Work in groups and discuss the questions

- One st from each group stands up and gives their answer

- Copy down the words and phrases into their notebooks

- Listen and repeat

- Some individuals read the words aloud - Listen to the T

- Read the statements in pairs and try to guess the order of the events

- Compare their answer - Give their answer Key: - - - - 4

- Check their answer, and then correct their work if they have the wrong answer - Listen to the T

(93)

information

+ Task 3:

Aims: Sts practise listening and ticking the sentences they hear.

- Ask sts to have a look at the sentences given to see if they understand them and compare the sentences in each pair to see the difference between them

- Ask sts lo listen to the tape again and tick in the box to indicate the sentences they hear

- Play the tape once - Check sts’ answer

4

After you listen:(8 mins)

- Ask sts to work in groups and use the information in Task and to discuss the following questions: - How can a forest fire start?

- What does every camper have to remember not to cause a forest fire?

- Ask one or two sts to retell the story in front of the whole class

Write a short paragraph about what people can to protect forest from fires

- Compare their answer - Give their answer

F F T T F - Check their answer say it aloud, and then correct their work if they have the wrong answer

- Read the sentences and find out the difference between sentences in each pair - Listen to the tape and the task - Give their answer

Key: B A A

- Check their answer and then correct their work if they have the wrong answer - Work in groups to discuss

- One/ two sts present Date: 24/01/07 LESSON 4: WRITING

I Objectives:

Education Aims: - Students can write a letter of invitation 2 Knowledge:

a General knowledge: - A letter of invitation

b Language: - Language used to write an informal letter - Structures: "Let's "," Shall we ?", etc

3 Skills: - Reading: read the sentences in task and the incomplete letters in task

- Speaking: work in pairs to match the halves of the sentences in task and to fill each blank in these invitation letters

- Writing: write an invitation letter basing on the cues

- Students may not be able to distinguish some structures such as " Let's ", " Would you like ?", "How about ?", etc.

IV Procedures:

- Ask one st to talk about how a forest fire may start and what every camper ought to remember

- Aims:to get sts to write out the sentences by matching the first half in A with the most suitable half in B and then to use these sentences to fill the blanks in the invitation letters.

+ Task 1:

- Ask sts to read the requirement of task carefully and then work in pairs to the task

- Ask sts to pay attention to the meaning as well as the structure of the two halves

- Recall some structures so that sts can the task more easily

Shall we/ Can you/ Why don't you + V- inf ? Let's + V-inf.

Would you like/ Are you free + to-V ? Do you feel like/ How about + V-ing ?

- Copy the structures into theit notebooks - Do the task in pairs

(94)

- Ask sts to in minutes and move around to help if necessary

- Get feedback and give remarks + Task 2:

- Ask sts to work in pairs to read the letters in pairs and to use the above expression to fill each blank - Introduce some new words/phrases:

+ for a while: for a period of time

+ 'disco (n): a club or party where people dance with pop music

+ 'afterwards (adv): at a later time

- Ask sts to listen to the teacher and repeat , then write these words into their notebooks

- Get sts to the task in minutes and then get feedback letter by letter

- Aims: Sts practise writing an invitation letter - Ask sts to play the role of Nam's and to write a letter to Lam, inviting him to spend a weekend with him

- Part D (page 63- workbook)

- Present their ideas

1.c f/h a g/d 5 h/f d/g e 8.b - Listen to the teacher

- Work in pairs to read the letters and try to understand the content of the letters

- Listen and repeat - Copy the words/ phrases - Report their answer:

1.3/8 2.3/8 - 4/6 2/5- 7 - Listen to the teacher

- Read their writing: ( a sample paragraph) "Dear Lam,

We haven't met since oyu moved And I miss you a lot.

We are both having some days- off between the two terms soon So if you haven't made any other plans why don't we spend a weekend together?

Do you feel like visiting the forest near my grandparents' home again?It looks quite different now because very many young trees have been planted at the Trees Planting Festivals.

Do come if you find it possible and I'll make all the preparations then.

Please give my love to your parents. Your friend,

Education Aims:- Students know how to pronounce the sound /b/ and/p/correctly - Students revise the passive voice

Knowledge:

+ Language: - Pronunciation: /b/ and/p/ - The passive voice

- Students may confuse sound / p / in English with sound / p / in Vietnamese

IV Procedures:

- Ask one st to read the letter they wrote at home aloud

- Aims: to introduce two sounds / b / and / p / and help sts to practise these sounds.

- Tell sts how to pronounce these sounds accurately

- One st reads his/her letter aloud aloud in front of the whole class

(95)

/ b / : a voiced sound / p / : a voiceless sound

- Ask them to work in pairs to read the sentences and then find out the words containing sound / b / and sound / p /

Aims: to revise the passive voice and have sts do Ex1, EX and EX3.

+ The passive voice:

- Recall the form of the passive by giving an example: eg: Active: We clean this window every day.

Passive: This window is cleaned every day - Ask sts to pay attention to the sentence elements and to tell the T the difference between the active sentence and the passive sentence

- Ask sts to tell the T the form of the passive

+ Note: Only transitive verbs are used in the passive It is impossible to use verbs such as happen, sleep, stand ( intransitive verbs) or seem, feel ( intensive verbs) in the passive

- Ask sts to give some examples + Exercise 1:

+ Exercise 2:

- Go round to conduct the activity - Ask some pairs to read the dialouge - Listen and give remarks

- Part B ( page 60- workbook)

- Look at the book , listen and repeat / b / / p /

bee pea ban pan bad Paul .

/ b / / p /

Bill Pat big pan

black paper .

- Read the sentences

- Listen to the teacher , read the example and tell the whole class their ideas

+ In the passive, the object of an active verb becomes the subject of the passive verb

+ Form:

S + V ( be + p.p )

- Listen to the teacher and take note - Give examples

- Some sts report

1 were reported are grown 3 be spoken am not invited 5 are being built

1 came had ( been) started were 2 is standing is being photographed 3 Have the students been told

4 was being laid decided 5 will be planted - Listen to the teacher

EX3:

1 was organized arrived 3 were met taken

5 had been cleaned had been put 7 was excellent prepared 9 made 10 were served Date: 30/ 01/07 UNIT 11: NATIONAL PARKS

Education aims: - Students improve their knowledge about national parks 2 Knowledge:

(96)

- Vocabulary concerning national parks 3 Skills: - Speaking : talk in pairs and in groups

- Reading comprehension: better sts' reading skill through finding the word in the passage that best suits each of the definitions and answering questions

- Students may not have much knowledge about national parks

WRITTEN TEST Time allowed: 15 minutes

Complete the second sentence so that it it has a similar meaning to the first one.

1 My sister cleans these rooms every day => These rooms Somebody will meet you at Noi Bai Airport => You They are going to build more schools for disabled children

=> More schools He asked us many difficult questions => We The factory is producing more and more pollution => More and more People have used ballpoint pens for many years => Ballpoint pens Did Wright brothers build the first plane in 1903? => Was ? Viet is going to repaint these rooms tomorrow => These rooms Answers

1 These rooms are cleaned every day. 2 You will be met at Noi Bai Airport.

3 More schools will be built for disabled children. 4 We were asked many difficult questions

5 More and more pollution is being produced by the factory. 6.Ballpoint pens have been used for many years

7 Was the first plane built in 1903?

8 Viet's house is going to be repainted tomorrow.

1 Before you read:( mins)

Aims: to repare information and vocabularies for the topic.

- Ask sts to answer the question:

Can you name some national parks in Vietnam and in the world?

- Ask some sts to answer the question

- Listen and think of the question - Some sts answer:

(97)

- Introduce the reading text and provide sts with new words/phrases

+ lo'cate(v): = to place (cã vÞ trÝ)

+ 'butterfly(n): an insect with very big wings that can fly(con bím)

+ e'stablish(v): = to make/ build( thiÕt lËp) + hike(v): to walk for health

+sur'vive(v): to be alive after accident( sèng sãt )  survival(n)

+ 'orphan(v): to be made parentless(må c«i) orphanage(n)

+ Sub-tropical(Adj): cận nhiệt đới

+ 'wilderness(n): = wild place( n¬i/ sù hoang d·)

+ contami'nation(n)  contaminate(v): to make something dirty/ polluted

- Read each word/phrase times and ask sts to repeat it - Leave sts minute to self-practise reading the words - Ask 4-5 sts to read all the word/phrases aloud in front of the class

2

While you read:(15 mins)

Aims: Read the passage for information to the tasks. + Set the scene:

- You are going to read the passages about The National Parks Read them and then the tasks that follow. + Task 1:Fill in each space with a suitable from the passages.

- Ask sts to read the passages and task 1. - Explain more about the definitions if necessary

- Sts are required to compare their results with their partners

- 5sts are required to the task orally in front of the class (1 st/ time)

- Listen and help sts to the task correctly + Task 2: Answering Questions:

- Ask sts to work in pairs to read the passages again and answer the questions in task

- Require sts to underline the information from the passages that supports the answers

- Required sts to compare their answers with another pair

- Ask - sts to read their answers aloud in front of the class (1 st/1 time)

3 After you read:( min)

Aims: to give the summary of the passage.

- Sts are required to work in groups to give reasons for their choice from one of the three national parks in the reading passages

- One representative is required to give their talk orally in front of the class

- Listen and help the students to their task well.

- Complete the talk in written form

Bach Ma national Park. Nairobi National Park. Alaska National Park.

- Listen and repeat

- Read silently to self-practise

- Some sts read these words aloud and others listen

- Self-correct

- Read the passages and the task - Compare their results with their parners

- Present their answer:

2 contain species survival 5 sub-tropical contamination - Listen to the T and correct if necessary

- Work in pairs to read the passages again and to ask and answer

- Underline the information from the passages

- Share their answer with other sts - Some pairs report:

1.200 square km:

2 Because the rainy season is over. 3 They can learn about the habits of animals and how one species is dependent upon another for survival. 4 In the orphanage, orphaned and/ or abandoned animals are taken care of. Everglades National Park is endangered because of the toxic levels of chemicals in the water

5 If more chemicals are released into the water, plans and animals will die/ be killed/ destroyed.

- Work in groups to talk about their choice

(98)

1 Education aims: - Students know about an excursion to Huong Pagoda 2 Knowledge:

a General knowledge: - Students can talk about an excursion and express their regrets b Language: - Conditional sentences types

- Vocabulary on an excursion

3 Skills: - Matching sentences in column A with the coresponding consequences in column B - Talking about an excursion

- Expressing the regrets

- Students may not have sufficient vocabulary to talk about an excursion

IV Procedures:

- Ask sts the questions:

- Have you have ever had a camping trip? - Tell me what you prepared for that trip? - Ask one or two sts to answer

2 Before you speak:( 12 mins)

Aims:tofocus sts on the topic and introduce the words and phrases used in the task.

+ Task 1: Matching

Last week Nga s class went on an excursion to Huong’ Pagoda Unfortunately, the excursion turned out to be a disaster Most of the things they did went wrong You are required to match the thing in column A with the coresponding consequences in column B

- Ask sts to read through the sentences in the two columns

- Give sts some new words or expressions: + food poisoning: ngộ độc thức ăn

+ fine (n ): cash paid as punishment ( tiền phạt) + get lost: unable to find way( lạc đờng )

+ carsick( adj ): feeling sick because of a car’s movement ( say « t« )

- Ask sts to read the new words orally and individualy - Ask sts to work in pairs to the task

- Go around to observe sts working

- Check sts ‘s answers by calling on some sts to read out things in A and some others to read out the corresponding consequences in B

Aims: Sts can talk about their excursion to Huong Pagoda and express their regrets.

+ Task 2:

Imagine that you are Nga s classmates and you are’ not happy with the excursion to Huong Pagoda Now you are talking with some friends about what you wish you had or hadn t done.’

+

- Some sts answer: Yes, ew have.

We prepared food, drinks, tents, cameras

…

- Listen to the T

- Read the sentences and find some new words

- Listen and copy down these words into their notebooks

- Read the new words - Work in pairs

- Read the answers aloud

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

- Listen to the T

- Read the examples and listen to the T - Look at the example and tell the whole class the form and the use:

+Form:

(99)

- Before sts the task, T asks sts to read the examples in the textbook and recall what grammatical structure is used in the example

- Revise the conditional sentence type by giving an example:

+ Eg: If I had had money, I would have bought this car ( But I didn t have money and so I didn t buy it.)’ ’ - Ask sts to look at the example and tell the T the form as well as the form of the conditional sentence type - Ask sts to work in groups

- Ask sts to compare their answers with another group - Call on some sts to speak out their answers in front of the class

- Listen to sts and give remarks

4 After you speak:( 15 mins)

Aims: Sts practise telling about an excursion to Huong Pagoda and expressing the regrets.

+ Task 3:

You are Nga You are going to work in pairs Tell your partner about your class s excursion to Huong’ Pagoda and express your regrets about what you did or didn t during the excursion.’

- Ask sts to work in pairs using the third conditional to the task

- Go around to observe, offering help and collecting mistakes

- Ask one or more sts to tell about their excursion in front of the class and give remarks

- Write down what they have discussed in task

+have + P II.

+Use: The third conditional is used to talk unreal situations in the past.

- Work in groups

- Compare the answers with others 2 If we had brought enough food and drinks we wouldn t have spent a lot of’ money eating in expensive restaurants. 3 If some of us hadn t had food’ poisoning we could have enjoyed our visit.

4 If we had had rain coats, we wouldn t’ have got wet and have got a cold.

5 If some of us hadn t left our luggage’ on the coach when we arrived, we could have had clothes and money with us. 6 If we had been careful when walking in Huong Pagoda, we wouldn t have got’ lost.

7 If we hadn t thrown wast in the forest,’ we wouldn t have got a fine.’

8 If we had stayed there more than one day, we could have visited all the pagodas.

- Listen to the T

- Work in pairs

- Some sts tell about their excursion in front of the class

- Sts get more information about Cuc Phuong National Park

Language: - Some set expressions - Vocabulary on nature

Skills: - Listening: fill in the gaps, answer questions

(100)

- Sts may not know some new words - The quality of the tape is not very good

III Teaching aids: Tape, cassette, textbook, chalk, board

-

IV Procedures:

- Ask one st to tell the whole class about his/her class excursion to Huong Pagoda and express his/her regrets about what he/she did or did not during the excursion

- Listen to their friend and give remarks

Aims:to focus sts on the topic and review/ introduce the words and phrases used in the listening text. a Divide sts into small groups and ask them to discuss the following questions:

a Where is Cuc Phuong National Park?

b What is the area of the rainforest in Cuc Phuong National Park?

c When is the best time to visit Cuc Phuong National Park?

d What can be seen in Cuc Phuong National Park?

- Ask some sts to give their answer.

b. Introduce the topic of the listening text - Introduce some new words/ expressions - o'fficially (adv): formally

- span (v): connect

- 'fauna (n): all the animals of an area - f'lora (v): all the plants of a particular area - a'ttack(n): a violent attempt to hurt sb - de'feat(v): win sb

- in'vader: (n) The French and Americans were invaders

- 'ethnic mi'nority (n): The Tay, Nung, Dao - Read the words again and asks sts to repeat - Ask sts to read the words in pairs

3 While you listen:(20 mins)

+ Task 1:

Aims: Practise listening and filling in the gaps.

- Introduce sts that they are going to listen to the tape about Cuc Phuong National Park and they have to fill

- Work in groups and discuss the questions

One st from each group stands up and gives their answer

- Copy down the words and phrases into their notebooks

- Listen and repeat

(101)

in the gaps in each sentence given

- Ask sts to read the sentences in pairs and make sure that they understand them Sts try to guess the missing information

- Play the tape twice and ask sts to fill in the gaps - Ask sts to compare their answer in pairs

- Checks sts’ answer

+ Task

Aims: Practise listening and Answering questions. - Ask sts to listen to the tape again and answer the given questions

- Ask sts to read the questions to see if they understand them

- Play the tape once and ask sts note down the neccessary information

- Ask sts to work in groups and use the information in Task and and the reading text to disscus the following problems:

- Time founded - Area, location - Numbers of visitors - Historical event - Local people

-Move round to check the activities and to make sure that sts are working effectively

- Ask one or two sts to present in front of the whole class

Write a short paragraph about Cuc Phuong National Park

- Read the statements in pairs and try to guess the missing information

- Give their answer

1 1960 160 km south west of 3 100,000 visitors

4 2,000; 450 Quen Voi

- Check their answer say it aloud, and then correct their work if they have the wrong answer

- Listen to the T

- Read the questions in pairs and try to the task

- Give their answer

1 It covers provinces: Ninh Binh, Hoa Binh, and Thanh Hoa.

2 It is about 160 km.

3 They come to see the work being done to protect endanger species.

4 Nguyen Hue defeated the Qing invaders in the spring of 1789

5 They live mainly on bee keeping and farming

- Check their answer say it aloud, and then correct their work if they have the wrong answer

-Work in groups to discuss

- One/ two sts present

Date: 06/02/07 LESSON 4: WRITING I Objectives:

Education Aims: - Students can write a letter of acceptance or refusal 2 Knowledge:

a General knowledge: - A letter of acceptance or refusal b Language: - Language used to write an informal letter

- Expressions: "Yes, I'd like/love to."," I'm afraid I can't come because ?", etc

3 Skills: - Reading: read the expressions in task to fill the blanks of the incomplete letters - Speaking: work in pairs to rearrange the sentences to make a letter of acceptance - Writing: write a letter of acceptance or refusal

- Students may find it difficult to get ideas as well as to choose suitable expressions to write a letter of their own

IV Procedures:

(102)

- Ask one st to talk about the special features of Cuc Phuong National Park

- Aims: to get sts to read the expressions in the table and to task and task 2.

+ Task 1:

- Introduce the topic of the lesson: Write a letter of acceptance or refusal.

+ a'cceptance (n): the noun of "accept" +re'fusal (n) : the noun of " refuse"

+ dec'line (v) : refuse sth offered ( politely)

- Ask sts to listen and repeat and then copy down these words into their notebooks

- Ask sts to read the expressions in the table in minutes

- Remind sts of three invitation letters that they have already read in Unit 10 and ask them to work in pairs to complete three reply letters by using the expressions in the table

- Ask sts to in minutes and move around to help if necessary

- Remind sts of the letter Nam wrote to Lam to invite Lam to spend a weekend with him And now Lam write a letter accepting Nam's invitation - Ask sts to work in pairs to rearrange the sentences into a letter

- Move round to help if necessary - Get feedback and give remarks

- Aims: Sts practise writing a letter of acceptance or refusal.

- Ask sts to read the requirement of task

- Ask them to write a letter accepting or declining his/her friend's invitation

- Ask them to pay attention to the structure of a letter: greeting, organisation ( introduction, body ) - Suggest that they use letters in task and task as sample letters

- Part D (page 68- workbook)

- Copy down the words into theit notebooks

- Do the task in pairs

1 Accepting: Yes, I'd like/love to.

2 Refusing: I'm afraid I can't come because 3 Accepting: I'd be delighted to.

- Listen to the teacher - Listen to the teacher

- Work in pairs to rearrange the sentences into a letter

- Present their ideas:

1.d e c a f b - Listen to the teacher

- Read the requirement - Listen to the teacher

- Read their writing: ( a sample paragraph) "Dear Binh,

It's lovely to hear that you are going for a picnic to Cuc Phuong National Park next weekend Thank you for inviting me to join you but I'm afraid I can't come.

My English friend, Maria, is coming to Vietnam next weekend and I have promised to cook her some of our traditional dishes on Saturday morning After that, I'm going to take her to some famous places in Hai Duong.

I hope that you will have a wonderful day in Cuc Phuong Remember to show me the photos you take in Cuc Phuong whem you get home.

Your friend, Date: 07/02/07 LESSON 5: LANGUAGE FOCUS I Objectives:

Education Aims:- Students know how to pronounce the sound /t/ and/d/correctly - Students revise conditional sentence type

Knowledge:

+ Language: - Pronunciation: /t/ and/d/

(103)

- Students may confuse sound /t/ and /d/ in English with sound / t / and / d / in Vietnamese

IV Procedures:

- Ask one st to read the letter they wrote at home aloud

- Aims: to introduce two sounds /t/ and /d / and help sts to practise these sounds.

- Tell sts how to pronounce these sounds accurately / d / : a voiced sound

/ t / : a voiceless sound

- Ask them to work in pairs to read the sentences and then find out the words containing sound / t / and sound / d /

Aims: to revise conditional sentence type and have sts Ex1 and EX2.

+ Conditional sentence type 3:

- Recall conditional sentence type and type - Revise conditional sentence type by giving an example

eg: Tom didn't study hard so he fail the exam.

=> I can say: " If Tom had studied hard, he would have passed the exam."

- Ask sts to tell the T the form and the use of conditional sentence type

Note:

- We can use could/might/should instead of would in main clause

We can also use the past perfect continuous in If -clause

+ Exercise 2:

- Ask two sts to write the sentences on the board

- One st reads his/her letter aloud aloud in front of the whole class

- Listen to the teacher and repeat - Look at the book , listen and repeat / t / / d /

topic difficulty contain invader plant spend .

/ t / / d /

next to third restaurant dear counter stayed . - Read the sentences

- Read the example and tell the whole class their ideas

+ Form:

If - clause , main clause If + S + V( past perfect), S + would +have + V( PII)

+ Use:

- to talk about something that might have happened in the past but didn't.

- Listen to the teacher and take note - Give examples

- Some sts report

1 had known had had

3 would have gone would have passed 5 could have enjoyed had known

7 had stopped had called

- Listen and correct their work if necessary. - Do the Ex individually

EX 2: Each st writes three sentences

1 hadn't stopped so suddenly, the accidents wouldn't have happened.

(104)

- Ask two sts to give remarks - Check and give remarks

- EX ( page 120 - st's book)

have woken him up.

3 lent me the money, I would have been able to buy the car.

4 been wearing a seat belt, she would have been injured.

5 had braekfast, you wouldn't behungry now.

6 had some money on me, I would have got a taxi.

Date: 19/02/07 TEST YOURSELF D I Objectives:

Aims: - Sts revise what they have learned in unit 9, unit 10 and unit 11

Knowledge: - General knowledge in unit 9, unit 10 and unit 11

III Procedures:

Teacher's activities

Students' activities

1. Homework checking:( mins)

- Ask one st to give remarks

- Give remarks and marks

2 The new lesson:( 39 minutes)

- Ask sts to listening in class

2.1 Listening:

- Ask sts to read the requirement of the task - Introduce new words: + campground (n) : a place for camping + trail (n) : a path + geyser (n): m¹ch níc phun

- Play the tape twice and ask sts to the task

- Ask sts to share their ideas with their partners

- Get feedback and play the tape again so that sts can check their

EX 3:

1 If I had been working at the restaurant last night, I would have waited on your table. 2 If they had been paying attention, they would have seen the sign marking

3 If Carol hadn't been studying, she would have answered the phone.

4 If the sun hadn't been shining, we wouldn't have gone to the beach yesterday.

5 If the music hadn't been playing loudly at the restaurant, I would have heard

- Listen carefully and the task

(105)

answers

- Ask other sts to give remarks

- Check and give feedback

2.2 Reading:

- Ask some sts to report his/ her answers aloud - Listen and check 2.3 Grammar:

- Ask two other sts to give remarks

- Check and give the correct answers

2.4 Writing:

- Ask some sts to read their writing aloud - Ask some sts to give remarks

Part B ( Page 65 -workbook)

2 It became a national park in 1872.

3 No, it isn't It's the world's largest park. 4 It has about 70 geysers.

5 They mustn't pick the flowers, feed or hunt the animals.

- work in groups to share their ideas

- Some sts stand up to report

1 a junk and litter c highway

b landscape d healthy.

2 a T b T c F

d F e T f T - Discuss in groups - Answers:

a has been cleaned have been turned on are waiting

b knew would help knows

c decided to stay would have gone out .4 hadn't been

- Read their writing aloud

" Dear Alex,

You will be delighted to know Father is giving a party to celebrate the New Year He has invited some of our relatives and his friends to make the party a success

I too have invited a number of my friends in

the neighbourhood

Mother has asked me to tell you to come home for the New Year celebration

I'm sure you will be here in time to share the fun with us on that day Your sister,

Helen

Forty five – minute test

I Listening:

You are going to listen to a talk about a shark attack Listen and answer the questions from to 10 You will hear the conversation times.

(106)

(0) Rodney Fox caught a lot of fish in the annual spear-fishing championship The shark attacked the fish on the buoy

He was in the mouth of a great white shark

Other spear fishers took him to the nearest hospital The rope broke and Fox floated to the surface

The shark opened its mouth and Fox escaped He swam to the surface B Mark the following sentences True or False by marking on the right box:

T F

6 It was a day in 1963

7 It was a small but very dangerous shark The shark swallowed the buoy and the fish He had 642 stitches

10 He didn't survive New words:

spear: c¸i lao swallow: nuèt buoy: phao stitch: mũi khâu

II Reading:

A Read the passage and answer the questions.

Of all the natural wonders of the world, few are as spectacular as Niagara Falls Located on the Niagara River along the border between the United States and Canada, Niagara Falls actually consists of two falls, the American falls and the Horseshoe Falls The former is on the U.S side of the border, in the state of New York, while the latter is on the Canadian side About 85% of the water in Niagara River flows over the Horseshoe Falls, which is the more impressive of the two falls

About 10 million people visit the falls each year, most during the summer tourist season Sightseers can ride steamers up close to the boiling water of the falls, or view them from parks on both sides of the river Niagara Falls has long been a popular honeymoon destination for newly weds

1 Which of the following is entirely on the U.S side of the border with Canada?

A Niagara River C Niagara Falls

B American Falls D Horseshoe Falls

2 It can be inferred from the passage that Horseshoe Falls

A is the larger of the two falls C Has 15% of the Niagara River flowing over its edge B is the less impressive falls D is in the state of New York

3 According to the passage, where can people watch the falls?

A From trains C From parks or boats

B From airplanes D From cars or buses

4 In line 7, the word “them” refers to

A steamers C parks

B sightseers D waterfalls

5 According to the passage, Niagara Falls

A is a favorite spot of newly weds C can be viewed from only one side of the Niagara River B generates very hot water D is only impressive during the summer tourist season B Read the passage and check whether the following statements are T (true) or F (false).

What is a rain forest?

A rain forest is a place where there is lots of rain One kind of rain forest is called a temperate rain forest You can find temperate rain forests where the weather is cool and mild, and very wet There is a temperate rain forest growing near the Northwest coast of the United States Just few kinds of evergreen trees grow there

Most of the world's rain forests are tropical rain forests with many kinds of trees Tropical rain forests grow in warm places near Earth's equator The equator is an imaginary line that goes around the middle of the planet There are tropical rain forests in Central and South America, Africa, and Asia The world's largest rain forest is the Amazon rain forest in South America It's always hot and wet in a tropical rain forest

T F

1 A rain forest is a place where it rains a lot

2 A temperate rain forest is a place where it is cool and dry Most of the world's rain forest are temperate rain forests

4 Tropical rain forests are located in Central and South America, Africa, and Asia No tropical rain forests in the world are larger than the Amazon rain forest in

South America

III Writing:

(107)

1 a hair b fail c chair d air-conditioner

2 a listened b called c stayed d stopped

3 a feature b take c contamination d study

B Complete the following sentences with the correct form of the verbs in brackets. If she (come) late again, she'll lose her job

2 If we had had enough money, we (go) to the concert Michael will phone you if he (have) time

4 If we lived in a town, life (be) easier I know I'll feel better if I (stop) smoking

6 If she had a bicycle, she (not have to, walk) to school

7 If the wind (not be) so strong, the bridge wouldn't have collapsed ANSWERS

I Listening:

A

(0) Rodney Fox caught a lot of fish in the annual spear-fishing championship The shark attacked the fish on the buoy

1 He was in the mouth of a great white shark

5 Other spear fishers took him to the nearest hospital The rope broke and Fox floated to the surface

2 The shark opened its mouth and Fox escaped He swam to the surface B Mark the following sentences True or False by marking on the right box:

6 - T; - F; - T; - F; 10 - F

Tape script 3.5

It was 1963 and Rodney Fox was in the sea off the coast of South Australia It was the annual spear fishing championship Fox did well that day He caught a lot of fish and he tied them to a small buoy There was a rope from the buoy to his belt

Near the end of the day, he looked down and saw a large fish on the sand below him He dived down to get it Suddenly something hit him It knocked the spear gun from his hand and pushed him through the water He looked round and saw that he was in the mouth of a shark It was a great white shark, one of the largest and most dangerous sharks in the world

Quickly he pushed his fingers into the shark's eyes The shark opened its mouth and Fox escaped, swimming as fast as possible to the surface He thought he was safe, but when he looked down he saw the shark's huge mouth just below him again So he kicked the shark's nose hard and it turned away But then it attacked the fish on the buoy It swallowed the buoy and the fish It dived down and the rope on his belt pulled Fox under the water again

He thought that this was the end He fought desperately, but the big shark pulled him down and down Then suddenly the rope broke and Fox floated slowly to the surface 'Shark! Shark!' he called Other spear-fishers heard him and hurried to help him They lifted him carefully into a boat and took him to the beach The nearest hospital was 60 kilometres away and during the long journey one of the spear-fishers held Fox's insides in place At the hospital he needed 462 stitches, but he survived

II Reading:

A 1.B A C D A

B T F F T T

A b d a

B 1.comes would have gone has would be

5 stop wouldn't have to walk hadn't been

Date: 28/02/07 UNIT 12: MUSIC

Education aims: - Students know more about the role of music in our life 2 Knowledge:

(108)

- Vocabulary concerning music: rock 'n 'roll, mournful, solemn 3 Skills: - Speaking : talk in pairs and in groups

- Reading comprehension: better sts' reading skill through sentence completing and answering questions

- Students may not have enough words, and knowledge about some kinds of music

III Teaching aids: board, textbook, chalk, tape.

IV Procedures:

1 Warm-up:(5 mins)

- Play the tape with pieces of music and ask sts to guess what types of music they are

Aims: To provide sts with words/phrases about music.

a Matching:

- Ask sts to work in pairs to match the descriptions to the types of music given in the part:

- For each type of music, sts from pairs are required to give their match orally

- Listen and help sts to give correct match b.Vocabulary

- Provide sts with the new words/phrases:

+ Emotion(n): a strong feeling e.g.: hate, love + Convey(v):= Show, express

+ Integral part(n): = necessary part + Lull sb (v): >< wake somebody up + Delight(v): To make somebody happy

+ Funeral(n): a funaral is celebrated when someone dies

+ Solemn(adj): serious, not happy + Mournful(adj): sad

- Read each word/phrase times and ask sts to repeat it

- Listen to the tape and guess

- Stand up and say aloud the names of the types of music

.… … …

- Work in pairs to match - Give answers orally

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

- Listen and read after the T

- Write down these words into their notebooks

(109)

- Leave sts minute to self-practice

- Ask 4-5 sts to read all the word/phrases aloud in front of the class( st/ time)

3 While you read:( 18 min)

Aims: Read for information to the sentence completing, and answering excercises

+ Task 1: Sentence completing.

- Ask sts to read the passage indepently then use the words/ phrases in the box to complete the sentences - Tell sts to refer to Vocabulary for help and encourage them try to guess the meanings of the words in the context of the reading

- Call on 7-8 sts to read and explain their answers aloud in front of the class(1 st/ time/ sentence) - Feedback and give remarks

+ Task 2: Questions answering.

- Ask sts to work in pairs to read the passage more carefully and find the answers to the questions given - Ask sts to highlight or underline the information in the passage that helps them to find the correct answers

- 5-6 sts from 5-6 groups are required to give answers in front of the class(1 st/ time/ 1answer)

- Listen and help the students to give correct answers. 4

After you read:( mins) + Questions – Answers

Aims: Students' summary about the roles of music. - Ask sts to work in pairs to give answers to the questions given in the part

- Go round to help sts with their work.

- 2-3 pairs are required to give answers to one question orally in front of the class

- Write about the roles of music and which role is the most important

- Read these words and check for their partner

- Read the words aloud - Listen to the T

- Work individually

- Report their answers sentence by sentence

1 Communicate Lull 3 delights integral part 5 solemn emotion 7 mournful

- Listen to the T

- Students the work in pairs

- Some pairs report their answers while others watch

1 Language and music.

2 It can express ideas, thoughts and feelings.

3 It adds joyfulness to the atmosphere of a festival and make a funeral more solemn and mournful.

4 It makes people happy and excited It delights the senses.

5 It is a billion-dollar industry. - Self-correct the work

- Work in pairs orally

- Some pairs report while others listen 1 Students tell roles.

2 Students give their own ideas. - Listen to the T

1 Education aims: - Students know about some favourite kind of music 2 Knowledge:

a General knowledge: - Students can talk about their favourite kinds of music b Language: - The simple present tense

- Vocabulary about music

3 Skills: - Asking and answering questions about music - Talking about favourite kinds of music

Sts may not have enough vocabulary to talk about the topic

Textbook, chalk, board, pictures

IV Procedures:

1 Warm- up: ( mins)

Aims : get used to the topic.

- Give sts some pictures of singers and ask sts about their names

- Ask sts what they know about these singers and name some of their songs

- Look at the pitures and give the names of some foreign singers

(110)

2 Before you speak: ( 10 mins)

Aims: : focus sts on the topic and introduce the words and phrases used in the task.

+ Task 1: Answering questions based on the reading text

- Introduce the situation: You are going to read what Ha Anh says about music

- Give sts some new words: + keep sb happy: make sb happy

+ cheer sb up: make sb happier/more cheerful - Ask one st to read the passage aloud

- Ask sts to work in pairs to ask and answer the questions

- Go around to observe sts working

- Ask some sts to present their answers in front of the class

- Get feedback and give correct answers:

3.While you speak: ( 13 minutes )

Aims: Sts can talk about their favourite kind of music + Task 2: Asking and answering about music taste. - Tell sts that they are going to ask your partners questions to get information to complete the table below - Ask sts to look at the first column of the table which includes items they should ask their friend about - Ask sts what questions they can ask if they want to know about their friend’s favourite kind of music , reasons for listening to music, favourite band……

- T may introduce some adj and expressions to talk about music:

+ make sb excited/relaxed

+ help sb forget troubles and worries + relaxing/ peaceful

- Ask sts to form groups of One of them will be a journalist who will interview their friends about their music taste The journalist has to ask two sts some questions and complete the table Sts can change their roles if time permits

- Go around to help sts and collect the mistakes

4 After you speak: (15 mins)

Aims: Sts make group report.

+ Task 3: Reporting on the information

- Ask sts to report what they have got from their friends to the whole class

- Before sts report T asks sts to look at the example and elicits some structures they can use:

+ Both A and B like … + A likes…, and so does B.

- Listen to the T - Take notes

- Listen and read the text

- Work in pairs to ask and answer the questions

- Some sts present

She likes pop music.

Because it keeps her happy. The Backstreet Boys.

She listens to music all the time

- Listen to the T

- Listen to the T and read the information in the table

- Think of the questions and say aloud: + What kind of music you like? + Why you like it?

+ Who is your favourite singer/ musician?

+ What is your favourite song/piece of music?

+ When you listen to music? - Listen and take notes

- Work in groups of 3: one will be a journalist and others will be students in the class

- Listen to the T

(111)

+ A likes …and B does , too. + A likes…, but B prefers… - Ask sts to prepare in one minute

- Ask some sts to report what they have found out about their patners in front of the class

- Correct the Ss’ mistakes

Homework: (2 mins)

- Write a short paragraph about their friends' music taste

- Some sts report in front of the class E.g: " Both Hoa and Binh like pop music Hoa likes it because it makes her relaxed while Binh likes it because it is easy to listen to Hoa's favourite band is Westlife but Binh like Lam Truong very much ."

- Sts know more about Van Cao and his music

Language: - Vocabulary on music

Skills: - Listening: choose True/ False statements and answer questions - Speaking: discuss the one's ideas about Van Cao's music

- Some sts rarely listen to Van Cao's songs

- Tape, cassette player, textbook, chalk, board

IV Procedures:

1 Home work checking:(7 mins)

- Ask one st to talk about what kind of music he likes

best One st presents Others listen and giveremarks

a - Focus sts on the picture in the textbook and ask sts if they know the person in it

- Introduce Van Cao, the most famous musician in the history of Vietnamese music then ask sts to work in groups and ask about Van Cao's life and works

- Possible questions:

- Where and when was he born?

- Was he born in a rich or poor family? - When did he start writing songs?

- Can you name some of his famous songs? What is his most famous one?

- Ask sts to give their answer to the question in p 128

b Introduce some new words - rousing (adj): hào hứng sôi - lyrical(adj): trữ tình

- solemn(adj): trang nghiêm

- Ask sts to read the words in pairs - Ask some sts to read the words again

+ Task 1:

Aims: Practise listening and marking True/ False statements.

- Tell sts that they are going to listen to a conversation between Lan Huong and Quang Hung about Quang Hung's opinion towards Van Cao's music

- Ask sts to work in pairs, look at the statements given and guess if they are true or false

- Work in groups to say about the person in the picture

- Listen to the teacher and then work in groups to discuss Van Cao's life and career

- Ask some pairs to ask and answer

Some sts stand up and give their answer - Suèi m¬ - TiÕn quân ca

- Làng - Trờng ca S«ng L« - Copy down the words and phrases into their notebooks

- Listen and repeat

- Listen to the T

- Give their answer

1 F The guess is Quang Hung.

(112)

+ Task 2:

Aims: Practise listening for specific information by answering given questions.

- Ask sts to read the questions in pairs and make sure they understand the questions and know what information they need to answer the questions

- Ask sts to listen to the tape once/twice and take short notes to answer the questions

- Ask sts to work in pairs and discuss Quang Hung's ideas about Van Cao's music

T may introduce some sentences to show one's opinion: + Agreeing:

- I (strongly) agree with him. - I share his opinion.

- I share the same point of view with him. - I think his opinion is similar to mine. + Disagreeing:

- I'm sorry but I don't think so. - I don't agree with him.

- I don't share his point of view

- Ask some pairs to present in front of the whole class - Check and give remarks

Write a short paragraph about your opinion about Van Cao's Music

4 F It was written in 1944. 5 F ( He always )

- Work in pairs to read the questions - Listen and the task

- Compare their notes

1 It is 'My favourite Musician'.

2 He likes the song 'Tien Quan Ca' most.

3 Because it is hard and solemn, it makes him feel great and proud of his country.

- Work in pairs revising Quang Hung's ideas about Van Cao's music

Two sts present

Tiểu Sử Văn Cao

(1923-1995)

Tên thật Nguyễn Văn Cao, gốc người Nam Định, sinh ngày 15-11-1923, Lạch Tray, Hải Phịng Vì nhà nghèo nên học tới lớp Bảy nghỉ học, xin làm sở bưu điện Vào năm 1939 (16 tuổi) ông sáng tác “Buồn Tàn Thu” Năm 1940, ông sáng tác “Thiên Thai”, sau du ngoạn chuyến Nam Bản Thiên Thai giấc mơ người nghệ sĩ vào chốn an bình, mà người Việt khó đạt hồn cảnh đất nước bị hộ Năm 1941, ông gặp Phạm Duy, Phạm Duy khuyên ông lên Hà Nội sống đời nghệ sĩ Trong thời gian ông sáng tác nhiều nhạc phẩm danh tiếng “Trương Chi”, “Thu cô liêu”, “Bến Xuân”, “Suối Mơ”

Vì mối giây liên hệ Gia đình căm thù Pháp nên Văn Cao theo Việt Minh hướng dẫn tuyên truyền Vũ Quí.Vũ Quí nhờ Văn Cao soạn nhạc quân hành cho trường quân Việt Minh, nên Văn Cao cho đời “Tiến quân Ca”, vào năm 1944 Vào cuối Xuân năm 1945, Văn Cao có mặt trực tiếp tham dự vụ ám sát tiếng, vụ giết ơng Đỗ Đức Phin Hải Phịng, bị Việt Minh kết án Việt Gian thân Nhật Sau vụ ám sát, Văn Cao tạm lánh thời gian để tránh mật thám Pháp Nhật theo dõi Sau biết nạn nhân Đ.Đ.P nhà hoạt động yêu nước, Văn Cao lại ân hận hoạt động cầm chừng cho Việt Minh

(113)

đây ông viết trường Ca "Sông Lô" năm 1947, gia nhập đảng CS Đông Dương năm 1948 Năm 1949 ông lệnh viê't lãnh tụ ca, nhắc đến (kể phía CS) Theo tài liệu Hồng Văn Chí, năm 1952 ông đươc gởi Liên Xô để nghiên cứu thêm âm nhạc, xuất ngoại làm Văn Cao thất vọng thiên đường CS Năm 1954, chiến tranh đến hồi khốc liệt thay viết đề tài Điện Biên Phủ văn cơng CS khác Văn Cao lại bày tỏ ý tưởng ông qua tranh sơn dầu lập thể Bức tranh mơ tả sau:

Một cậu bé thổi sáo mồm, vẽ từ cách nhìn thẳng, vẽ cách nhìn nghiêng Đằng sau cậu bé, đông nghịt người tiết tấu đầy chuyển động nhịp chiến tranh

Ý nghĩa tranh giới phê bình lý luận này: "Bư'c tranh thể đứa trẻ với mồm, phải hàm ý Đảng CS Đơng Dương có hai miệng? " Ý nghĩa thật tranh có Văn Cao biết mà

Sau hiệp định Genève 1954, Văn Cao hồi cư Hà Nội, làm việc cho Đài Phát Thanh, sáng tác Một nghệ sĩ tài danh, say mê âm nhạc sống với âm nhạc từ thuở nhỏ mà phải giữ khơng sáng tác thật khổ tâm khó nói Theo lời tác giả Nguyễn Thụy Kha, năm 1955, Văn Cao định cầm bút lại sau 10 năm vắng tiếng (từ sau “ngoại ô mùa đông sáng tác vào năm 1945”) Qua thơ “Anh có nghe khơng” đăng “Giai phẩm mùa Xuân”, phát hành tháng 2-1956, người ta nhận thấy thơ Văn Cao có lời lẻ buồn chán nản Đặc san Giai Phẩm báo Nhân Văn, tờ báo Hà Nội theo chủ trương địi hỏi tự báo chí tư tưởng Đặc san Giai Phẩm số, số đầu Giai Phẩm Xuân (tháng 2, 1956), đến số thứ in bị tịch thu bị đình vào tháng 12-1956 Như văn nghệ sĩ có đóng góp cho hai tờ báo Nhân Văn Giai Phẩm, Văn Cao bị kỷ luật, phải tham dự khố học tập trị vào năm 1958, bị XD tri’ch qua viết “Những tư tưởng nghệ thuật Văn Cao” Ơng bị phê bình “hai mặt, giả dối, dùng âm binh để chọi với Đảng” Thế Văn Cao bị loại trừ khỏi ban Chấp hành Hội Nhạc Sĩ sáng tác Từ tên tuổi VC khg xuất tạp chí văn chương nghệ thuật Hà Nội Ơng sống âm thầm đủ thứ nghề, viết nhạc không lời cho truyện phim truyện kịch, trang trí sân khấu cho đồn kịch, vẽ quảng cáo báo Dầu sáng tác vào gần cuối đời ông, người nghệ sĩ tài hoa cho nhạc vào cuối năm 1975, “Mùa Xuân đầu tiên”, hát nhẹ nhàng, êm đềm tình người Nhưng nhạc bị phê bình khơng đường lối Đảng, khơng phục vụ cho Cách Mạng, nhạc phát hành bị tịch thu Tuy thế, chương trình Việt Ngữ Moscow cho trình bày hát, nên hát khơng bị vào lãng quên Văn Cao họa sĩ Ơng dùng nghệ thuật để nói lên tâm tư ơng mà khơng đem phê bình trích họa ông không bày bán lưu hành

Văn Cao qua đời vào ngày 10-7-1995 (Theo tài liệu Trần Gia Phụng)

Education Aims: - Students can write a profile 2 Knowledge:

a General knowledge: - The life story of a famous person b Language: - Language used to write a profile

(114)

- Writing: make up complete sentences about Scott Joplin, using the prompts and write about the life story of Van Cao

- Students may find it difficult to use the prompts to write a complete profile

IV Procedures:

- Ask one st to talk about his/her opinion about Quang Hung's ideas about Van Cao's music

- Aims: to get sts to recognise what a profile is like and to read the information about Van Cao.

+ Task 1:

- Introduce the topic of the lesson: Writing a profile - Introduce some new words:

+ 'profile (n): a report of a person ( usu in a newspaper article)

+'mixture (n) : sù hoµ qun +tune (n): giai ®iƯu

+ Ragtime (v) : a kind of music which is a mixture of classical European and African beats

+ rag (n): a Ragtime song + beat (n): nhÞp

+ 'talent (n): a natural skill/ ability + 'talented (a): having talent

+ app'reciate (v): recognise sb's good qualities - Ask sts to listen and repeat and then copy down these words into their notebooks

- Ask some sts to read these words again

- Ask sts to read the prompts in task and to make up complete sentences about Scott Joplin by adding suitable auxiliaries, articles or prepositions and appropriate verb tenses

- Allow sts to work in pairs first to make up sentences orally and the write them down into their notebooks - Move around to help if necessary

- Ask sts to compare their answer with other sts

- Focus sts on some points about writing a profile by asking some questions:

1 Which tense you use?

2 What kind of information is included in a profile? + Task 2:

- Ask sts to read the information about Van Cao and to work in pairs to discuss how to write a profile about him

- Ask them to refer to their writing in task as a sample

- Aims: Sts practise writing about a life story of Van Cao.

- Ask sts to write down what they have discussed into their notebooks

- Get feedback by asking some sts to read their work

- Listen and repeat

- Some sts stand up and read again

- Read the prompts and the task in pairs

- Write down the sentences into their notebooks

1 He learned to play music when he was very young.

2 Scott learned to play the works of composers like Bach, Beethoven, and Mozart as well as to compose music. 3 He quickly became famous.

4 His tune were wonderful mixture of classical European and African beats which were known as Ragtime.

5 All in all, he wrote 50 piano rags, and was called the King of Ragtime.

6 Scott Joplin died in 1917. - Listen to the teacher - Answer T's questions: 1 We use the past simple.

2 the date of birth/death, the place of birth, family, career, personal life.

- Listen to the teacher - Work in pairs to discuss

(115)

aloud

- Part D (page 73 - workbook)

- Read their writing: ( a sample paragraph) " Van Cao was born on the fifteenth of November, 1923 in Nam Dinh His parents were poor workers However, he started composing music when he was very young His first song was written in 1939 and it quickly became famous The song " Tien Quan Ca", which is the national anthem of Vietnam, was written in 1944 Van Cao was also very good at other artistic works like song writing, poem writing and paintings He died on the tenth of July,1995 He was known as a very talented musician and highly appreciated by the Vietnamese people. Date: 13/03/07 LESSON 5: LANGUAGE FOCUS

I Objectives:

Education Aims:- Students know how to pronounce the sound /s/ and/z/correctly - Students revise to-infinitive and Wh-questions

Knowledge:

+ Language: - Pronunciation: /s/ and/z/

- To-infinitive and Wh-questions

- Students may confuse sound /s/ in English with sound / s / in Vietnamese

IV Procedures:

- Ask one st to read the passage they wrote about Eric Clapton's life aloud

- Aims: to introduce two sounds /s/ and /z / and help sts to practise these sounds.

- Tell sts how to pronounce these sounds accurately / z / : a voiced sound

/ s / : a voiceless sound

- Ask them to work in pairs to read the sentences and then find out the words containing sound /s / and sound /z /

Aims: to revise to-infinitive and Wh-questions and have sts Ex1,EX2 and EX3.

a to-infinitive:

- Recall the use of to-infinitive by giving an example: e.g.: A: What did you buy this cassette player for? B: I bought this cassette player to study English

- One st reads his/her writing aloud in front of the whole class

- Listen to the teacher and repeat - Look at the book , listen and repeat / s / / z /

Sue zoo sip zip piece peas .

/s/ /z/

Susan music classical jazz sound records . - Read the sentences

(116)

e.g.: To keep fit, you have to morning exercises every day

- Ask sts to tell the T the use of to-infinitive in these sentences

Note:

- We can put to-infinitive at the beginning or at the end of the sentence

- We can also use in order to or so as to to show purpose

- Ask sts to the exercise in pairs and then compare their answers with other pairs

- Move round to conduct the activity - Ask some pairs to report

- Listen and give remarks + Exercise 2:

- Move round to help if necessary - Ask some sts to report

- Check and give remarks b Wh-questions:

- Ask one st to name some question words they have already known

+ Note:

- The question element generally comes first in the sentence

There is no S operator inversion in the Wh -question asking about the S

e.g.: Who gave you that present? + Exercise 3:

- Part B( page 71 - workbook)

+ Use:

- to show purpose

- Listen to the teacher and take note

- Give examples - Some pairs report

1 I phoned her to tell her good news. 2 I'm saving money to buy a cassette player 3 She practise singing all day to win the singing contest.

.

- Listen and correct their work if necessary. - Do the Ex individually

EX 2: Each st writes three sentences 1 to read to buy 3 to send to invite 5 to learn

- Listen to the teacher - One st answers:

Who, where, when, what, which - Listen to the T and take note

- Two sts write their answers on the board: 1 What will you if it rains?

2 What sort of music does your father enjoy listening to?

3 When did he leave for Ho Chi Minh City? 4 Who wants to talk to you?

.

Date: 14/03/07 UNIT 13: FILMS AND CINEMA LESSON 1: READING

I Objectives:

Education aims: - Students know more about the history of films 2 Knowledge:

a General knowledge: - Knowledge about films and cinema b Language: - The past simple tense

- Vocabulary concerning music: scene, camera, character 3 Skills: - Speaking : talk in pairs and in groups

- Reading comprehension: better sts' reading skill through finding the word meanings in contexts, answering questions and identifying the main idea

- Students may not have much knowledge and words/phrases about films and cinema

(117)

IV Procedures:

- Show sts some pictures of famous film stars or scenes in famous films in Vietnam amd in the world - Ask sts to say the names of these films and film stars

Aims: To introduce the topic and provide sts with words/phrases about films and cinema.

a Answering questions:

- Ask sts to work in pairs to ask and answer the questions in Before you read

- Go round to help if necessary - Ask some sts to give answers

- Listen and check Sts may give different answers b.Vocabulary

- Provide sts with the new words/phrases: + 'sequence (n):chuỗi

+ motion (n): vận động + movement (n):sự chuyển động + 'decade (n): 10 years

+ au'dience (n):khán giả + spread (v): lan réng

- Listen and help sts to read the words/phrases

- Look at the T's pictures

- Stand up and say aloud the names of the films and film stars

.… … …

- Work in pairs to ask and answer - Give answers orally

1 I want to see a film on T.V because it is cheap and I may feel more comfortable. - I want to see a film at the cinema because I can see the latest film there. .

- Others listen

- Listen and repeat

(118)

correctly

Aims: Read for information to find the word meaning in contexts, to answer the questions and to find the best title for the passage.

+ Task 1: Finding the words in the passage

- Ask sts to read the passage indepently then read the definition given in task and scan the passage to find the suitable words

- Tell sts to refer to Vocabulary for help and encourage them try to guess the meanings of the words in contexts of the reading

- Ask sts to share their answers with their partners - Call on sts to read their answers aloud in front of the class

- Get feedback and give remarks + Task 2: Answering questions.

- Ask sts to work in pairs to read the passage more carefully and find the answers to the questions given - Ask sts to highlight or underline the information in the passage that helps them to find the correct answers

- Move round to help is necessary

- pairs are required to give answers in front of the class

- Listen and help the students to give correct answers. + Task 3:

- Ask sts to read the passage again individually and choose the best title for the passage

- Ask one or two sts to give answer and to explain why they choose A, B or C

- Listen and check 4

Aims: Students' summary about the history of cinema. - Ask sts to look at the cues given and work in groups to talk about the history of cinema basing on the cues

- Some presentatives of the groups are required to report in front of the class

- Write a summary of the reading text basing on what they have discussed in After you read

- Listen to the T

- Work individually

- Report their answers one by one 1 cinema sequence 3 a decade rapidly 5 scene character - Listen to the T

- Students the work in pairs

- Some pairs report their answers while others watch

1 It began in the early 19th century.

2 They dicovered that when a sequence of still pictures were set in motion 3 No, they didn't.

4 Audiences were able to see long films in the early 1910s.

. - Self-correct the work

- Read the passage again and choose the best title

Answer: B ( A brief history only) - Listen to their friends and the T

- Work in groups orally - Some sts report - Listen to the T

1 Education aims: - Students know about some kinds of film 2 Knowledge:

a General knowledge: - Students can talk about some favourite kinds of music b Language: - The simple present tense

- Vocabulary to describe films

3 Skills: - Asking and answering questions about film - Talking about favourite kinds of music - Expressing attitudes, preferences

Sts might not have enough vocabulary to talk about the topic They might also have difficulty in using the structure find + O+ Adj and confuse adjs with ending in –ing with those ending in -ed .Sts may not have enough vocabulary to talk about the topic.

Textbook, chalk, board, pictures

IV Procedures:

1 Warm- up: ( minutes )

(119)

- Give sts some film posters on the board: + Names of the films:

Shrek (1)

The adventures of Sherlock Holmes (2) The Lord of the Rings (3)

Pearl Habour ( 4)

- Ask sts to match the films with the correct types of films

- Listen and check

2 Before you speak:( minutes)

Aims: :to focus sts on the topic and to introduce the words and phrases used in the task.

+ Task 1:

- Ask sts to study the table on p 134 and tick the boxes that suit their preferences for a particular type of films

- Ask sts to compare their answers with a partner - Call on some sts to report their likes and dislikes - Listen and give remarks

3.While you speak: ( 20 minutes )

Aims: Sts can talk about their favourite type of films + Task 2: Find out what your friends feel about each kind of films.

- Give sts some new words: + violent (adj): b¹o lùc

+ horrifying (adj) làm khiếp sợ + moving (adj): cảm động + find + O + Adj

- Ask sts to read the new words orally and individually

- Introduce sts some expressions of agreement and disagreement

+ Agreement: + Disagreement:

I agree I don't think so. Yes, exactly Yes, but

Right / Sure ! I don't quite agree with you. - Ask some sts to read the model conversation in the textbook

- Divide the class into small groups of and ask sts to find out what the others of their group feel about the given types of films

- Go around to help sts if necessary

- Call on some groups to practise the dialogues - Listen and give remarks

+ Task 3: Find out the preferences of your friend for films.

- Introduce the structure “ prefer st to st” , which can be used to talk about one’s preferences

- Ask sts to make sentences with the structure

- Call on two sts to read the model conversation in the textbook

- Look at the posters and match the film with the correct types

- Some sts give the answers + Key:

1- cartoon 2- detective film 3- action film 4- war film

- Look at the table and tick - Compare with their partner’s - Some sts report:

S1: I like science fiction films very much. S2: I don't like cartoons very much. S3: I don't like horror films at all. .

- Read the new words orally and individually

- Listen to the T

- Read the model aloud

- Work in groups and ask some sts to present

A: What yoy think of detective films? B: Oh, I find them exciting.

C: I think so I think they are good fun. .

- Listen to the T

(120)

- Ask sts to work in pairs and find out about their partner’s preference for a particular type of films, basing on the model conversation

- Go around to offer help

- Ask some pairs to practise the dialogues - Listen and correct their mistakes

4 After you speak: (10 )

Aims: Sts can talk about the film they have seen + Task 4: Talk about a film you have seen.

- Ask sts to work in groups to ask and answer about a film they have seen using the suggestions given in the textbook

- Ask sts to take turns to talk about the films they have seen

- Ask some sts present in front of the class if the permits

5 Homework: ( )

- Write a short paragraph about a film they have already said about

- Work in pairs to ask and answer the similar questions

S1: Which you prefer, thrillers or science fiction films?

S2: Well, I suppose I prefer science fiction films to thrillers.

- Listen to the T

- Work in groups

- Some sts report in front of the class

E.g: I saw " Sand life" at the cinema It is a love story film It is about the life of a soldier after the war He has already been married but after the war he returns with another woman Life with two wives is definitely not easy I feel sorry for the soldiers' life after the war I like the film because of its humane value.

- Sts know how some people can arrange to st

Language: - Vocabulary on days of the week

Skills: - Listening: Listen for the main idea and fill in the chart - Speaking: Talk about sb's plans

- Sts may not interested in "The Titanic" as it is an old film

IV Procedures:

-Ask one sts to talk about a film he likes best - Listen and give remarks

Aims:to focus sts on the topic and to review/ introduce the words and phrases used in the listening text.

- One st presents

(121)

a Ask sts to work in groups and list the types of entertainments

- Note down the list on board: go to the cinema/ watch TV listen to music/

- Ask sts to read the table in the book and put a tick on the right column

- Compare their answers with a partner - Ask some sts to speak aloud

b Introduce some new words

- ti'tanic (adj): great, huge (The name of a film) - su'ppose(v): think that st is true but not be sure - guess(v): predict, give an answer but not know if it is right

- instead (adv): in the place of st/ sb - Read the words asks sts to repeat - Ask sts to read the words in pairs - Ask some sts to read the words again

+ Task 1:

Aims: Sts practise listening and marking True/ False statements.

- Tell sts that they are going to listen to a conversation between two friends, Lan and Huong

- Ask sts to work in pairs, look at the picture and guess what the conversation is about

- Ask sts to listen to the talk and answer the question: "What are they planning to do?" T plays the tape once - Ask sts to exchange their answer in pairs

- Play the tape once again and conduct the correction + Task 2:

Aims: to practise listening for specific information by fillingin a chart.

-Ask sts to have a look at the chart in pairs and make sure they know what information they need to fill in the blanks

- Ask sts to listen to the tape once/twice and take short notes to fill in the chart

- Ask sts to look at the chart again and find out if there is a day when both Lan and Huong are free to go to the cinema together

- Ask sts to work in pairs and use the chart to talk about Lan and Huong's plan for nextweek

- Revise some structures to show one's plans: - be going to V

- be Ving

- Move round to check the activities and to make sure that sts are working effectively

- Ask some sts to present in front of the whole class - Check and gives remarks

Write a short paragraph about your plan for next week

- Work in groups to list the entertainments

- Stand up and give their answers S1: I never go to the cinema. S2: I often watch T.V.

S3: I sometimes listen to the radio. - Listen to their friends

- Listen and repeat

- Some sts read the words aloud

- Listen to the T

-Work in pairs to guess what the conversation is about

-Listen to the tape and the task - Exchange their answer

- Gives their answer

They are planning to go to the cinema together to see Titanic

- Check their answer and then correct their work if necessary

- Work in pairs to have a look at the chart

- Listen and the task - Compare their notes

Lan Huong

Mon see a play

Tue

Wed work ang go to singing club

Thu visit

grandparents

Fri take Chinese

classes

Sat work (busy)

Sun go on a picnic

Key: Tuesday

- Check their answer, and then correct their work if necessary

- Study the chart and find out a day when both of the girls can go to the cinema Sts give their answer

- Work in pairs talking about the two people' plans

- Some sts present

Education Aims: - Students can write a description of a film 2 Knowledge:

a General knowledge: - The film Titanic

(122)

- The present tenses

3 Skills: - Reading: read the description of the film Titanic and then answer the questions - Writing: write about a film they have seen

- Students may find it difficult to write about the content of the film

IV Procedures:

- Ask one st to talk about Lan and Huong's plans for the next week

- Aims: to get sts to recognise how to describe a film and to read the information about the film Titanic. + Task 1:

- Introduce the topic of the lesson: describing a film - Introduce some new words:

+'tragic (a): bi th¶m +'luxury (n) : sù xa hoa

+'voyage (n): a long journey by sea + ad'venturer (v) : ngời thích phiêu lu. + be engaged: đính

+ 'iceberg (n): tảng băng trôi

- Ask sts to read the description of the film Titanic in task and to answer the questions about the film - Allow sts to work in pairs to ask and answer the questions orally

- Move around to help if necessary

- Ask sts to compare their answer with other pairs

- Listen and repeat

- Read the description of the film Titanic in task and to answer the questions about the film

- Work in pairs to ask and answer and then share their answer with their friends - Present their ideas

(123)

- Ask sts to think of a film they have already seen and then work in pairs to ask and answer similar questions to those in task

- Allow sts to work in pairs in minutes

- Move around to help if necessary and to check - Correct sts' mistakes if there are any

- Aims: Sts practise writing a description of a film they have seen basing on the answers

- Ask sts to write down what they have discussed into their notebooks

- Ask them to refer to the model description in task if necessary

2 It is a tragic love story film.

3 It is about the sinking of a luxury liner. 4 It is made in America.

5 It is based on the true story of Titanic. 6 The main character are Jack Dawson and Rose DeWitt Bukater.

7 Jack is a young and generous adventurer Jack and Rose fall in love with each other.

8 It has a sad ending. - Listen to the teacher

- Think of a film that they have seen - Work in pairs to ask and answer about the films they have seen

- Read their writing: ( a sample paragraph) " Of all the films I have seen, " Gone with the wind" is the film I like best " Gone with the wind" is a love story film It is about the change in a woman 's life during the civil war

in America The film is made in America. It is based on the famous novel " Gone with the wind" written by Margaret Mitchell The main character is Scallet O'hara She is a beautiful but ambitious woman "

Education Aims:- Students know how to pronounce the sound /f/ and/v/correctly - Students learn about: - Adjectives of attitude

- Structure: It is/was not until that - Articles: a/an and the

Knowledge:

+ Language: - Pronunciation: /f/ and/v/ - Adjectives of attitude

- Structure: It is/was not until that - Articles: a/an and the

- Students may find it difficult to distinguish adjectives ending in -ing from adjectives ending in -ed.

IV Procedures:

- Ask two sts to talk about the films they have seen - Ask another st to give remarks

- Aims: to introduce two sounds /f/ and /v / and help sts to practise these sounds.

- Two sts talk about the films they have seen

(124)

- Tell sts how to pronounce these sounds accurately / f / : a voiceless sound

/ v / : a voiced sound

- Ask sts to pay attention to the length of two sounds - Ask them to look at the textbook, listen and repeat - Then ask sts to work in pairs to read the words again so that they can check for each other

- Ask them to work in pairs to read the sentences and then find out the words containing sound /f / and sound /v /

Aims: to introduce adjectives of attitude, structure: " It is/was not until that ", articles: " a/an" and "the" and have sts Ex1,EX2 , EX and EX4.

a Adjectives of attitude:

- Firstly ask sts to read the instruction and the example in task

- Ask them to task + Exercise 1:

- Ask two sts to write the adjectival forms of the verbs on the board

- Ask sts to compare their answers with other sts - Move round to conduct the activity

- Look at the board and give remarks

+ Tell sts that there may be two adjectival forms of a verb One ends in -ing and the other ends in -ed - Ask sts to look at the example and tell the difference E.g: interest => interesting and interested

- This book is interesting.

- I am interested in this book I 've read it twice. - Ask sts to task

+ Exercise 2:

- Move round to help if necessary - Ask some sts to report

- Check and give remarks b It is/was not until that :

- Give examples so that sts can see the use as well as the form of this structure:

E.g: Mary didn't know how to make cakes until I taught her.

= It was not until I taught Mary that she knew how to make cakes.

I did not start to learn English until 1995.

= It was not until 1995 that I started to learn English. - Ask sts to read the examples and tell the teacher which sentences are more emphatic

+ Exercise 3:

- Listen to the teacher and repeat - Look at the book , listen and repeat / f / / v /

fan van first vine form view .

/f/ /v/

feels Stephen enough driving photograph van . - Read the sentences

- Read the instruction and the example and then task

Key:

1 fascinating exciting 3 terrifying irritating 5 horrifying boring 7 surprising amusing .

- Listen to the T - Look at the example - One st tells the difference:

+ The -ing adjectives: the nature of sth/sb + The -ed adjectives: how sb feels (about sth)

- Some pairs report 1 depressing - depressed 2 interested - interesting 3 boring - bored

.

- Read the examples

- Pay attention to the underlined parts - Tell the T that the second sentences are more emphatic

- Do the Ex individually EX3:

(125)

c A/an and the

- Give an example so that sts can revise the use of these articles:

E.g: I have a cat and a dog The cat is lazy and the dog is intelligent.

- Ask sts to Ex + Exercise 4:

- Ask sts to this execise in pairs - Move round to help if necessary - Ask some sts to report

3 1980 that they began to learn English.

- Read the example and the tell the T the use of these articles:

+ A/an: indefinite articles. A/an + N (sing)

+ The: definite article. The + N

- Do the exercise in pairs - Some sts report:

1 a the the 2 an a a the the the 3 the the the the 4 an a a the a

- Listen and correct their work if necessary

Date: 27/03/07 UNIT 14: THE WORLD CUP LESSON 1: READING

I Objectives:

Education aims: - Students know more about the World Cup 2 Knowledge:

a General knowledge: - Knowledge about the World Cup b Language: - The passive

- Vocabulary concerning sport: tournament, final, trophy 3 Skills: - Speaking : talk in pairs and in groups

- Reading comprehension: better sts' reading skill through matching the words in A

with the definitions in B, sentence completing and marking true/false statements

- Students may not have much knowledge and words/phrases about sport

(126)

IV Procedures:

- Show sts some pictures of the 2006 World Cup tournament

- Ask sts what they know about the 2006 World Cup tournament

Aims: To introduce the topic and provide sts with words/phrases about the World Cup.

- Look at the T's pictures

- Stand up and say aloud what they know about the latest World Cup tournament .… … …

(127)

- Provide sts with the new words/phrases: + 'tournament (n): giải đấu

+ 'final (n): chung kÕt + 'witness (v): chøng kiÕn

+ elimi'nation game (n): trận đấu loại + 'honoured title (n): danh hiệu cao quý + 'victory (n): chiến thắng

Aims: Read for information to match the words in A with the definitions in B, to sentence completing and to mark true/false statements

+ Task 1: Matching:

- Ask sts to read the passage independently then read the words as well as the definitions given in task and scan the passage to match

- Tell sts to refer to Vocabulary for help and encourage them to try to guess the meanings of the words in contexts of the reading

- Get feedback and give remarks + Task 2: Sentence completing.

- Ask sts to scan the passage independently then complete each sentence with a word or a number - Tell sts to refer to Vocabulary for help and encourage them to try to scan the information as fast as possible

- Move round to help and ask sts to share their ideas - Call on sts to read and explain their answers aloud in front of the class

- Feedback and give remarks + Task 3:

- Ask sts to read the passage again individually and mark true/false statements

- Ask sts to share the answers with their friends and correct the false sentences

- Ask sts to give answers - Listen and check

4

Aims: Students' summary of the reading passage. - Ask sts to look at the figures and work in groups to talk about the events mentioned in the passage

- Write a summary of the reading text basing on what they have discussed in After you read

1 It was held in Japan and Korea. 2 Brazil did.

3 Germany was.

. - Others listen

- Listen and repeat

- Work individually

- Report their answers one by one 1 - b - c - a 4 - e - d

- Listen to the T

- Scan the passage and find the information

- Work in pairs to compare their answers - Report their answers sentence by sentence

1 13 32 Argentina 4 one 26

- Listen to the T

- Read the passage again and mark true/false statements

1 F ( in 1930) F ( every four years) 3 T T

5 F ( has won the trophy times ) - Listen to their friends and the T - Work in groups orally

- Some sts report

E.g: 13 is the number of teams that took part in the first tournament.

1930 is the year when the first World Cup was held.

. - Listen to the T

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2 Knowledge:

a General knowledge: - Students can talk about the World Cup winners b Language: - The simple present tense

- Vocabulary about football

3 Skills: - Asking and answering questions about the World Cup - Talking about the World Cup winners

Sts might not have sufficient vocabulary to talk about the topic

Textbook, chalk, board, handouts, posters IV Procedures:

1 Warm- up: ( minutes) Jumble words Aims :Sts get used to the topic

- Divide the class into small groups of or and introduce the games: Sts are to rearrange the letters into meaning words

- Write some groups of letters on the board - Ask sts to work in groups

- Ask some goups to give answers

- Introduce the new lesson: Today we will talk about the World Cups

2 Before you speak: (12 minutes)

Aims: :to focus sts on the topic and introduce the words and phrases used in the task.

+ Task 1: A World Cup 2002 quiz

- Ask S to name the team in the photos on page 145: - Before doing the task T give S some new words: + draw (v,n): e.g a score of 1- 1

+ lose the match to sb + defeat sb: beat sb + penalty shoot - out

- Give S some handouts and in each handout T writes two questions about the four football teams:

Q1 How many times has Italy won the trophy up to World Cup 2006?

Q2 Who was the captain of the French national football team in World Cup 2006?

Q3 What was the score of the World Cup 2006 final? Q4 Which team was the runner-up in the World Cup 2006?

Q5 Who was the head coach of the German team in World Cup 2006?

Q6 What nationality was the top scorer in World Cup 2006?

Q7 Who was the captain of the English national football team in World Cup 2006?

Q8 Who beat England in the World Cup 2006 quarter final?

- Ask sts to work in groups to answer the questions - Go around to check that S work and speak English - Ask some Ss to answer the questions

- Listen to the T

- Work in groups and find out the words

- Answers: winner, score, runner-up,host country, champion.

- Answer the question of the T 1- England 3- Italy 2- France 4- Germany - Listen and write down these words into their notebooks

Answer:

1 times

2 Zinedine Zidane

3 - 1( Italy won the game - in a penalty shoout- out.

4 France.

5.Jurgen Klinsmann 6 German

7.David Beckam 8 Portugal (by 3-1)

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3 While you speak: ( 15 minutes)

Aims: Sts can talk about the World Cup tournaments + Task 2:

- Ask sts to read the information about 17 World Cup tournaments in the table

- Read the model dialogue aloud and then ask two pairs to read the dialogue again

- Ask sts to work in pairs to make similar dialogues about the World Cup tournaments

- Move round to make sure that Sts are working and to help if necessary

- Ask sts to compare their answers with other pairs - Ask some pairs to report

4 After you speak: ( 10 minutes)

Aim: S can talk about the World Cup winners + Task 3:

- Introduce the task: S are going to take turns to talk about the World Cup winners in different years.

- Ask Sts to read the model in the textbook

- Ask Sts to work in groups and take turns to talk about the WC winner in a certain year

- Go around to check and to offer help

- Ask some Sts to talk about different World Cup if time permit

5 Homework:( minutes )

Write a paragraph to talk about World Cup 2006

- Read the table in minutes

- Listen to the T and then some sts read the model again

- Work in pairs to make similar dialogues

- Say aloud their dialogues:

S1: Where was the second World Cup held?

S2: It was held in Italy.

S3: Which teams played in the final match?

S4: Italy and Czechoslovakia. . - Listen to the T

- Listen to the T

- Some Sts read the model

- Work in group to talk about the WC winners

- Some Sts present in front of the class

Suggested answer:

The 17th World Cup was help in Korea

and Japan in 2002 The final match was between Brazil and Germany. Brazil defeated Germany by to 0. Brazil becema the champion and Germany was the runner- up.

- Sts know some information about PelÐ, the most famous footballer in the world

Language: - Vocabulary on football - The simple past tense

Skills: - Listening: Listen and fill in the table, and answer the questions - Speaking: Talk about important events in Pele's life

- Some sts not like football and have not heard the name of Pele

IV Procedures:

- Ask one st to talk about some World Cup tournaments - Listen and give remarks

2 Before you listen:(12mins)

Aims: to focus sts on the topic and to review/ introduce the words and phrases used in the listening text.

a Ask sts to work in groups and talk about their favourite football players, the name of their football clubs, their nationalities

- Ask sts to work in groups again to look at the pictures

- One st presents

- Others listen and give remark

- Work in groups to talk about their favourite football players

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in the textbook and discuss the football players in the pictures

b Introduce some new words

- as a/ an : When he/ she was a/an - kick (v):( miming)

-control(v): to make people/ things what you want. - participate in (v): take part in

- ambassador(n) đại sứ

- promote(v):to help the progress of st -Read the words and ask sts to repeat - Ask sts to read the words in pairs - Ask some sts to read the words again

3 While you listen:(17 mins)

+ Task 1:

Aims: Sts practise listening for specific information by filling in a table.

- Tell sts that they are going to listen to a talk about Pele - Ask sts to have a look at the table in pairs and make sure they know what information they need to fill in the blanks

- Ask sts to listen to the tape twice and take short notes to fill in the table

- Ask sts to compare their answers in pairs - Ask some sts to report

+ Task 2:

Aims: Sts practsce listening for specific information by answering questions.

- Ask sts to read the questions in pairs and make sure they understand the questions

- Ask sts to listen to the tape twice and take short notes to answer the questions

- Ask sts to compare their answer in pairs - Ask some sts to report

- Ask sts to work in pairs and use the information in the table and the answers in Task to talk about important events in Pele's life

- Ask some sts to present in front of the whole class - Check and give remarks

- Write a short paragraph about Pele

- Some sts stand up and give their answers

1 Pele Maradona Zidane 4 Barthez Beckham

- Listen and repeat

- Some individuals read the words aloud Sts listen to the T

Sts work in pairs to have a look at the table

- Listen and the task - Compare their notes - Some sts report

Year Events (1) 1940 Born in Brazil

1956 (2) Joined in a Brazilian football club

(3) 1962 First world cup championship (4) 1974 1200th goal

1977 (5) Retired

- Check their answer, and then correct their work if they have wrong answers Sts work in pairs to read the questions

- Listen and the task - Compare their answer - Some sts report

1 He was fanous for his powerful kicking and controlling the ball.

2 He participated in World Cups. 3 He played for an American football club before he retired.

4 He became an international ambassador for the sport.

- Work in pairs to talk about Pele's life

- Some sts present Date: 02/04/07 LESSON 4: WRITING

I Objectives:

Education Aims: - Students can write an announcement 2 Knowledge:

a General knowledge: - An announcement concerning football b Language: - Language used to write an announcement

- The future tenses and the passive voice 3 Skills: - Reading: read the model announcement

- Speaking: discuss in pairs - Writing: write an announcement

- Students are not familiar with this type of writing

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- Ask one st to talk about the milestones in Pele's life - Ask other sts to listen to their friend and give remarks

- Aims: to get sts to know how to write an announcement.

+ Task 1:

- Introduce the topic of the lesson: Writing an annoucement.

- Introduce some new words: +a'nnounce (v): thông báo + a'nnouncer (n):ngời thông báo + announcement (n): thông báo + co'mmittee (n): uỷ ban + post'pone (v):tr× ho·n +due to (prep): v×, do + se'vere (adj) : very bad. + con'tact (v):liên lạc

+ The Ho Chi Minh Communist Youth Union : Đoàn Thanh niên Cộng Sản Hồ Chí Minh

- Ask sts to read the announcement in their notebooks and then work in pairs to answer the questions that follow

- Allow sts to work in pairs to ask and answer the questions orally

- Ask sts to compare their answer with other pairs - Get feedback and give remarks

- Tell sts that these four questions are the main contents of an announcement

+ Task 2:

- Ask sts to read two situations in task

- Ask them to work in pairs to answer the similar questions to those in task

- Ask sts to create the time and the place of the meeting in the first situation

- Allow sts to work in pairs in minutes

- Move around to help if necessary and to check - Ask sts compare their answers with other pairs - Ask some pairs to report

- Correct sts' mistakes if there are any

- Aims: Sts practise writing one of the two situations - Ask sts to write down what they have discussed into their notebooks

- Ask them to refer to the model announcement in task if necessary

- Listen and repeat

- Read the announcement in pairs and then answer the questions that follow

- Work in pairs to ask and answer and then share their answer with their friends

1 The national football championship organizing committee is.

2 The match between Nam Dinh and Binh Duong.

3 The match will be played at p.m on Sunday, April 25th.

4 It will be played at My Dinh national Stadium.

- Listen to the teacher - Read two situations

- Work in pairs to discuss two situations - Some pairs report

+ Situation 1:

1 Nguyen Trai High School Football Team. 2 The team are looking for new players for the new football season.

3 The first meeting of volunteers will be at 7 p.m on Sunday, April 15th.

4 It will be at Hai Duong Central Stadium. + Situation 2:

1 The HCM Communist Youth Union of NT High School.

2 A friendly match with New Stars Football Club.

3 It will be played at p.m on Sunday, April 20th.

4 It will be played in the football field of New Stars Football Club

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announcement)

" Nguyen Trai High School Football Team wishes to announce that the team are looking for new players for the new football season Volunteers must be good at football and are students of Nguyen Trai High School The first meeting will take place at 7 p.m on Sunday, April 15th at Hai Duong

Central Stadium.If you want any further information, you can contact Nguyen Van Ba, class 10 of Chemistry or at 860.222." Date: 03/04/07 LESSON 5: LANGUAGE FOCUS

I Objectives:

Education Aims:- Students know how to pronounce the sound /g/ and/k/correctly - Students revise: - The uses of will

- The difference between will and be going to

Knowledge:

+ Language: - Pronunciation: /g/ and/k/ - The uses of will - Will vs be going to

- Students may not know the difference between will and be going to

IV Procedures:

- Ask two sts to read the announcements they wrote aloud

- Ask another st to give remarks - Check and give marks

- Aims: to introduce two sounds /g/ and /k / and help sts to practise these sounds.

- Tell sts how to pronounce these sounds accurately / k / : a voiceless sound

/ g / : a voiced sound

- Ask them to work in pairs to read the sentences and then find out the words containing sound /g / and sound /k /

Aims: to revise the difference between will and be going to, and the uses of will, and have sts do EX1,EX2 and EX3.

a will vs. be going to:

- Firstly ask sts to look at the examples and tell the difference

E.g:

- Wife: This dress looks beautiful It must fit me well. Husband: Ok I will buy it for you.

- Two sts read the announcements aloud - Give remarks

- Listen to the teacher and repeat - Look at the book , listen and repeat / g / / k /

group club game kick together cup .

/g/ /k/

group scored goal took Uruguay cat

. - Read the sentences

- Listen to the T

- Look at the examples - One st tells the difference:

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- A: Why did you buy so much paint?

B: I'm going to repaint my bedroom tomorrow. - Listen to the S and give remarks

- Ask sts to task + Exercise 2:

- Ask sts to Ex in pairs and then share the answers with their friends

- Move round to help if necessary - Ask some pairs to report

- Check and give remarks b Will: making predictions

- Give an example so that sts can remember the use of will.

E.g: A: I like that car very much but I don't have enough money to buy it.

B: Ask Jack for some money, please He is rich and generous I'm sure he will lend you some.

- Ask sts to read the examples and tell the teacher the use of will in this situation

+ Exercise 3:

- Ask sts to Ex2 individually and then share the answers with their friends

c Will: making offer

- Give an example so that sts can revise the use of will:

E.g: A: I'm so tired but I still have a lot of work to B: Oh, I will help you to finish it.

- Ask sts to Ex + Exercise 3:

- Ask sts to this execise in pairs - Move round to help if necessary - Ask some sts to report

decisions which are made before we report them.

- Some pairs report

1 I'll get I'm going to wash 3 are you going to paint

4 I'm going to buy I'll show .

- Listen and correct their work if necessary. - Read the example

- Pay attention to the underlined part

- Tell the T that will is used to talk about what the speaker predicts about the future - Do the Ex individually

EX3:

1 he will help 2 won't lend me 3 it will rain

- Read the example

- Pay attention to the underlined part - Tell the T the use of will in this situation: to make offer/ to show willingness.

- Do the exercise in pairs - Some pairs report:

1 I will make you a glass of orange juice. 2 I'll open it.

3 I'll lend you some.

.

Date: 04/04/07 TEST YOURSELF E I Objectives:

Aims: - Sts revise what they have learned in unit 12, unit 13 and unit 14

Knowledge: - General knowledge in unit 12, unit 13 and unit 14 - Language: pronunciation and grammar in the above units 3 Skills: listening, speaking and writing

III Procedures:

- Ask sts to read the requirement of the task - Introduce new words:

+ 'Jupiter (n): Sao Méc

EX 4:

2 It will look you will like 4 you will get They'll be 6 we'll meet she'll come 8 I'll be

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+ senior citizen (n): ngêi giµ + re'duce (v): gi¶m

- Play the tape twice and ask sts to the task - Ask sts to share their ideas with their partners - Get feedback and play the tape again so that sts can check their answers

- Ask other sts to give remarks - Check and give feedback 2.2 Reading:

- Ask some sts to report his/ her answers aloud

- Listen and check 2.3 Grammar:

2.3.1.

- Ask sts to discuss their answers in groups - Ask some sts to report

- Ask two other sts to give remarks - Check and give the correct answers

2.3.2 to-infinitive:

- Ask sts to share their answers with their friends - Ask sts to write on the board

- Check and give remarks 2.4 Writing:

- Part A ( Page 80 - workbook)

- Listen and read after the teacher - Listen carefully and the task - Work in pairs to discuss their answers - Some sts report

1 8.45 students 3 Mountain are reduced 5 7.30

1.He/She has to a lot of practice and often spends a Saturday or Sunday away from home.

2 They are often played on Saturdays and Sundays.

3 To play against other school teams.

4 No Sometimes parents, friends and other students will travel with them.

5 The whole school does - Discuss in groups

- Answers:

1 the 0 5.the a the the 9 the 10 a

- Compare their answers with their parners - Write these sentences on the board 1 I stayed in to watch a film on T.V.

2 I wrote them a letter to thank them for the weekend.

3 She went to university to study egineering. 4 You should go to Britain to improve your English.

5 You should book your tickets well in advance to see that football match.

" The monitor of class 10G wishes to announce that the musical performance of class 10G to raise money for the people in the flooded areas will be held at 7.30 p.m on Thursday, November 23rd in the school

meeting hall The ticket price is 5,000 VND." - Listen to the teacher's remarks

Forty five – minute test

I Listening:

You are going to listen to a talk about Maximilian Listen carefully and decide if the following statements are true or false Tick in the right box to indicate your answer You will listen to the tape twice.

T F

1 After leaving school, Maximilian worked on his brother's farm He left the village when he was 18

3 The ship he worked on was sailing to the UK He made a lot of money on Wall Street He became a millionaire when he was 35 His first wife was a model

7 He lives with his first wife now

8 Both of his daughters have become drug addicts

9 He loves travels and he has visited every country in the world 10 Neither he nor his brother is happy

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Complete the following passage by choosing one of the given phrases to fill in each blank. a was watched b elimination rounds c organised by d every four years e elimination tournaments f host nation g the sport's governing body h viewed and followed i was held k the final tournament

World Cup is the most important competition in international football, and the world's most reprentative team sport event (1) Federation Internationale de Football Association (FIFA), (2) , the World Cup is contested by men's national football teams which are FIFA members The World Cup is held (3) (except in times of war), but the (4) of the competition (which narrows the field of as many as 197 teams down to the final 32 teams) take place over a three-year period, using regional (5)

The (6) phase (often called the "Finalists") involves 32 national teams competing over a four-week period in a previously nominated (7) Only seven nations have won the World Cup Finals The most recent football World Cup (8) in Germany between June and July 10, 2006 The World Cup Finals is the most widely (9) sporting event in the world The final match of the 2002 World Cup (10) by more than one billion people

III Writing:

Use the prompts below to make up complete sentences about Cher, a famous American pop star. Cher/ born/ May 20th, 1946/ El Centro/ the USA.

She/ leave/ high school/ when/ she/ 16/ and/ go/ Los Angeles

She/ plan/ take/ acting lessons/ there

However, she/ meet/ Salvatore Bono/ there/ and/ become/ famous singer/ when/ she/ only/ 19 Cher/ get married/ twice/ and/ have/ a daughter/ a son

1977/ she/ decide/ turn/ acting/ again

Cher/ win/ Best Actress/ the Cannes Film Festival/ 1985/ and/ Oscar/ 1987

Her long career/ Cher/ be/ successful/ both/ serious actress/ pop star

1 a laugh b photo c orphan d Stephen

2 a because b tense c nose d please

3 a village b engineer c age d game

4 a team b bread c meat d season

5 a God b globe c phone d host

B Complete the second sentence so that it it has a similar meaning to the first one. He didn't return to his native village until the war ended

It was not We couldn't relax until all the guests had gone home

It was not I only recognized him when he came into the light

It was not until Roger wants to buy a book, so he's gone to town

Roger has gone Jane wanted to earn some pocket money, so she got a part-time job

Jane got

ANSWERS

I Listening:

+ key: 1- F - T - F - T - F

6 - T - F - F - F 10 - F

+Tape script:

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to travel He's visited almost every country in the world ' Yes, I've made a lot of money I've been everywhere and I've done everything But has it made me happy? Not really Now look at my brother, Emilio For several years his life hasn't changed at all But he's happy Yes, Emilio is a happy man.'

II Reading:

(1) - c 2)- g (3) - d (4) - b (5)- e

(6) - k (7) - f (8) - i (9) - h (10) - a

III Writing:

Use the prompts below to make up complete sentences about Cher, a famous American pop star. Cher was born on May 20th, 1946 in El Centro in the USA.

2 She left high school when she was 16 and went to Los Angeles She planned to take acting lessons there

4 However, she met Salvatore Bono there and became a famous singer when she was only 19 Cher got married twice and has a daughter and a son

6 In 1977 she decided to turn to acting again

7 Cher won the Best Actress at the Cannes Film Festival in 1985 and an Oscar 1987 In her long career Cher has been successful both as a serious actress and as a pop star

A Choose the word that has the underlined part pronounced differently from the others. 1.- d ; - b; - d; - b ; - a

B Complete the second sentence so that it it has a similar meaning to the first one. It was not until the war ended that he returned to his native village

2 It was not until all the guests had gone home that we could relax It was not until he came into the light that I recognized him Roger has gone to town to buy a book

5 Jane got a part-time job to earn some pocket money

.

Date: 10/04/07 UNIT 15: CITIES LESSON 1: READING

I Objectives:

Education aims: - Students know more about New York City 2 Knowledge:

a General knowledge: - Knowledge about New York City b Language: - The passive

- Vocabulary used to describe a city 3 Skills: - Speaking : talk in pairs and in groups

- Reading comprehension: better sts' reading skill through guessing words' meanings in contexts, finding specific information

- Students may not have much knowledge about New York City

III Teaching aids: board, textbook, chalk, some pictures. IV Procedures:

- Ask sts some questions so that they can find out which city they are reading about

What is the largest city in the USA? Where is the Statue of Liberty situated? - Introduce the topic of the lesson

Aims: To introduce the topic and provide sts with words/phrases about New York City.

- Ask sts to look at the pictures of some well-known places in New York and then ask them some questions:

Do you know these places? What are they?

- Encourage sts to answer freely

- Guide sts to read the names of these places aloud - Ask them to match the names to the pictures

- Provide sts with the new words/phrases: + lo'cate (v): đặt ở

+ 'harbour (n):bÕn c¶ng

- Listen to the T and find the answer S1: New York City is the largest city in the USA.

S2: It is situated in New York. - Listen to the T

- Look at the pictures and answer the T Ss: Yes, we know.

S1: No is the Empire State Building. S2: No is the United Nations Headquarters.

.

- Work in pairs to ask and answer - Give answers orally

1 It is in the northeast of the USA. 2 Sts' answer.

. - Others listen

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+ 'global (a): belong to globe + 'finance (n):tài chính + 'business (n):kinh doanh +' characterise(v):đặc trng hoá

Aims: Read and guess the meanings of the words from contexts, and find specific information.

+ Task 1: Matching:

- Ask sts to read the passage independently then read the words in column A as well as the definitions given in column B and scan the passage to match

- Tell sts to refer to Vocabulary for help and encourage them try to guess the meanings of the words in contexts of the reading text

- Get feedback and give remarks + Task 2: True or False.

- Ask sts to read the sentences in task first, and focus their attention on key words

- Ask sts to read the passage independently and then decide whether the statements are true or false

- Tell sts to refer to Vocabulary for help and encourage them to try to scan the information as fast as possible

- Move round to help and ask sts to share their ideas and correct the false sentences

- Call on sts to read and explain their answers aloud in front of the class

- Feedback and give remarks + Task 3:

- Ask sts to read the passage again and work in pairs to ask and answer the questions

- Ask sts to share the answers with their friends - Ask pairs to give answers

- Listen and check 4

Aims: to test sts' understanding about the reading passage.

- Ask sts to work in groups of three or four to discuss two questions

If you could visit New York, which place(s) of interest there would you like to see?

Why?/ Why not?

- Write a paragraph to answer the questions in After you read.

- Listen and repeat

- Work individually

- Report their answers one by one 1 - d - c - e 4 - a - b

- Listen to the T

- Read the sentences first and try to focus on the key words

- Read the passage again and the task - Share their ideas with their friends - Report their answers sentence by sentence

1 T

2 F It is ice-free in all seasons.

3 T It is on the Hudson & Passaic River. 4 T

5 T

- Listen to the T

- Read the passage again and work in pairs to ask and answer

1 It's in the southeastern part of New York state.

2 million in the city and 19 million in the metropolitan region.

3 Because it was founded by the Dutch. .

- Listen to their friends and the T

- Work in groups orally

- Some sts report - Listen to the T

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a General knowledge: - Students can talk about the differences between London and New York

b Language: - The comparative structures

- Vocabulary to describe a city

3 Skills: - Asking and answering questions about the two cities - Making the comparisions between London and New York - Talking about the preferences and explain the reasons

Sts might have problem using the comparative form of short vs long adjectives fluently

III Teaching aids: Textbook, chalk, board, handouts

IV Procedures:

1 Warm- up (5 minutes): Aims : get used to the topic

- Divide the class into big groups and introduce the quiz: T is going to read out the questions about Hanoi and Ho Chi Minh City Sts need to listen and give the answers quickly

- The quiz:

1 Which city is larger in area- Hanoi or Ho Chi Minh City?

2 Which city has a bigger population- Hanoi or Ho Chi Minh City?

3 Which city is older- Hanoi or Ho Chi Minh City? 4 Which city was known by more names through history-Hanoi or Ho Chi Minh City?

5 Which city has more districts- Hanoi or Ho Chi Minh City?

6 Which city is closer to the sea- Hanoi or Ho Chi Minh City?

Aims: : focus sts on the topic and introduce the words and grammar used in the task.

+ Task 1: Complete each question in A with a suitable word in B

- Ask S to the task individually

- Ask some S to go and write their answers on the board - Get feedback

3 While you speak: (20 minutes)

Aims: Sts can ask and asnwer about the two cities + Task 2:

- Ask sts to work in pairs: One S read the infformation about New York city and the other about London, then ask and asnwer about the cities

- In their pairs, Ss will take turn to ask and answer about New York and London using the questions in Task - Go around to check and offer help

- Ask sts to share their answers with other pairs

- Call on some pairs to perform in front of the class and

- Work in groups and find the answers quickly

1 Ho CHi Minh City ( Area of HCM: 2,095 km2, Hanoi: 921 km20

2 Ho Chi Minh City ( pop Of HCM: 6 milion, Hanoi: milion)

3 Hanoi ( founded in 1010) 4 Hanoi

5 Ho Chi Minh City 6 Ho Chi Minh City

- Listen to the T - Work individually - Some S write on board - Answers:

1-d 2- f 3- a-e 4-a-e 5- b-c 6- c-b.

- Work in pairs to ask and answer S1: Do you know when NY was founded?

S2: It was founded in 1624 And what about London?

S1: It was founded in 43AD Ans what is the population of New York?

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give feedback

- Introduce the task: S are going to work in pairs again and compare the two cities they have just asked and answer about

- Call on two students to read aloud the model conversation in the textbook

- Pay attention to the words and phrases printed in bold and review the comparative forms of Adjs and nouns: a Equal Comparison

+ Structure:

S + V + as adj / adv as +

S + Modal V/Aux V/Be NP

Pro

- Equal comparison of nouns:

as+ many/ few+ countable N+ as

.as+ much/ little+ uncountable N+ as Eg.: as many parks as/ as much money as b Comparative form:

+ Structure:

S+V+ comparative adj /adv +than+

S + Modal V/Aux V/Be

NP Pro

- Comparative nouns: more + count/ uncount - N E.g: more buildings, more money

- Ask S to work in pairs to compare the two cities, basing on the model conversation

- Go around to help Sts

- Ask some Sts to perform in front of the class

4 After you speak:(10 minutes)

Aim: S can talk about the preferences and give the reasons.

+ Task 4:

- Introduce the task: S are going to work in groups to talk about their preferences and to give reasons to back up their opinions.

- Ask S to draw this table and take notes of their friends’ opinions

Name City preferred Reasons

- Go around to observe and offer help if necessary - Call some S to report their findings

- Give corrective feedback

5 Homework: (2 minutes )

Write a paragraph about New York and London

S1: milion, too What s the area of’ New York?

S2: It covers an area of 946 km2 And how large is London?

.

- Read the model aloud

- Pay attention to the words/ phrases in bold

- Listen to the T and take notes

- Work in pairs

- Compare the two cities

- Some pairs present in front of the class

- Work in groups to listen and take notes their opinions into the table - some sts present:

(140)

Unit 16: Historical places

Period 1: Reading I Objectives:

Education aim:

- Sts know about Van Mieu – Quoc Tu Giam Knowledge:

a General knowledge:

- Sts can talk about Van Mieu – Quoc Tu Giam b.Language: Sts can recall more about:

- The simple past tense

- Vocabulary to talk about historical places Skills:

- Reading for general ideas and specific information - Choosing the best suitable words and guessing in context - Deciding on True or False statements

- Discussing in group

II Teaching aids: - Textbook, blackboard, chalk, …

III Anticipated problems:

- Students may not have sufficient words to talk about the topic IV Procedure

Teacher s activities’ Students activities’ 1 Warm-up: Network (5minutes)

- Ask students to work in groups of 3-4 students

- Ask the students to name some historical places in Vietnam

- After minutes, the group which has the longest list will be the winner

Before you read : (8 minutes)

Aims : To provide students with words/phrases about historical places

Students are required to work in pairs to answer the questions in the textbook

- Go around to offer help S

- Ask some S to answer the questions - Listen and help S to give correct answers Suggested answers:

1 Co Loa Citadel Hoa Lu Capital Con- Son- Kiep Bac Site Den Hung Remains, Quang Tri Citadel, Hue Imperial City Hoi An City, etc Yes, it is It is the first university of Vietnam

3 Van Mieu- Quoc Tu Giam was founded in 1070 by the Ly Dynastry It is one of the most visited places in Hanoi

- Give S some new words: * The new words/phrases are:

+ Confucian ( a): ngời theo đạo Khổng, nhà nho + engrave ( v): khắc, trạm trổ

+ stelae ( n): bia đá

+ banyan trees ( n): đa + tortoise ( n): rïa

Read each word/phrase times and ask the students to repeat it

Ask 4-5 students to read all the word/phrases aloud in front of the class

- Work in groups

- Work in pairs

- Some S answer the questions

- Read after the T and then read individually

(141)

(1 student/ time)

Listen and help the students to read the words/phrases correctly 3 While you read: (20 minutes)

Aims : Read for information to the task, and the tasks Task 1: Guesing in context

- Ask the students to read the passage indepently then find the italicised words in task

- Write these words on board:

Originally, representative, memorialise, engrave, flourish.

- Ask S to go back to the text to locate and underline these words and try to guess the meanings

- T might want to check that S understand all these words by callingon some S to tell the meanings in Vietnamese

- S are required to compare their answers with their partner

- Call on students to read and explain their answers aloud in front of the class

- Feedback and give correct answers:

* Key:

1 b a c b c Task 2: Deciding on True or False statement

- Ask S read the text more carefully and decide whether the statements are true (T) or false (F) Correct the false information

- Ask s to the task individually and then check their answers with their friend

- Ask some representatives to give their choice orally in front of the class and explain their answers

- Listen and help S to give the right answer

Answer:

1 F ( it was built in 1070) 2 T

3 F ( from 11th century to 18th century)

4 F ( it is an example of well- preseved traditional Vietnamese architecture)

5 T 6 T

4 After you read: (10 minutes)

Aims: S can talk briefly about Van Mieu- Quoc Tu Giam.

- Ask S to work in groups of or and prepare a talk about Van Mieu-Quoc Tu Giam, using the suggestions in the textbook

- Go round to help the students with their work

- Ask some S to talk in front of the class and give feedback Suggested talk:

Van Mieu- Quoc Tu Giam is a historical and cultural relic of Vietnam, which attracts a great number of visitors every year Van Mieu- Quoc Tu Giam was built originally by the Ly dynasty in 1070 in Hanoi Quoc Tu Giam was considered the first university of Vietnam, which was established on the grounds of Vietnam Royal exams used to take place here and the first comers were honoured by having their names carved on the stone stelae These talae were carried on the backs of giant tortoises, which can still be seen today.

Work individually

- Some S the task orally while others listen

- Read the text and the task individually

- Check the answers with a partner

- Some S present

Listen to the T - Work in groups

(142)

5 Homework: (2 minutes)

- Write a passage about Van Mieu- Quoc Tu Giam

Unit 16

Period 2: Speaking I/ Objectives

- Sts know about the historical places 2 Knowledge:

- General knowledge:

Sts can talk about a historical place - Language:

The simple past tense

Vocabulary on a historical place 3 Skills:

- Asking and answering questions about a historical place - Talking about historical places

II/ Anticipated problems:

Sts might not have sufficient vocabulary to talk about the topic

III/ Teaching aids:

Textbook, chalk, board, handouts IV/ Procedure:

1 Warm- up: (5 minutes) Aims : get used to the topic

- Introduce the game: You are going to work in groups to match the names of different historical places of interest in Hanoi with their English translatations

1 Chïa Mét Cét a Presidential Palace

2 Cét Cê Hµ Néi b Temple of Literature

3 Bảo tàng Cách mạng c Ho Chi Minh Mausoleum

4 Văn Miếu d National Museum of Ethnology

5 Lăng Hồ Chủ Tịch e Co Loa Citadel

6 Phđ chđ TÞch f National Museum of Fine Arts

7 Bảo tàng Dân tộc học g One Pillar Pagoda Bảo tàng Lịch sử h Flag Tower of Hanoi Bảo tàng Mỹ thuật i Revolution Museum

10 Thµnh Cỉ Loa j Vietnamese National History Museum

- Go around to observe and check that S work - Check with the whole class

Aims: : focus sts on the topic and introduce the words and grammar used in the task.

Task 1: Ask and answer about President Ho Chi Minh Mausoleum.

- Ask S to study the fact sheet of the monuments and explain new words if any.

+ stand : place

+ late( adj): nguyªn, cè cùu + maintenance ( n): b¶o dìng

- Work in group - Give the answers.: 1-e 2- h 3- i 4- b 5- c 6- a 7- d 8- j 9- f 10- e

(143)

- Ask S to read the model conversation in the textbook.

- Ask S some questions as examples

- Ask S to work in pairs to ask and answer about President Ho Chi Minh’s Mausoleum

- Go around to help S

- Call on some pairs to perform in front of the class Suggested questions:

+ Where is it located?

+ When did the construction start? + When did the constuction finish? + How many floors are there? + What is the use of each floor? + What time is it open?

+ What time is it closed?

+ Is photography allowed inside? 3 While you speak: (20 minutes)

Aims: Sts can ask and asnwer about the two historical places Task 2: An information gap activity

- Introduce the task: S going to ask and answer about Hue Imperial City and Thong Nhat Conference Hall

- Give S some new words:

+ World Cultural Heritage:Di sản văn hoá giới + Comprise (v): bao gåm

+ The Royal Citadel: Hoµng thµnh + The Imperial Enclosure: Thµnh néi + The Forbidden Purple City: Tư cÊm thµnh + Admission: giá vé vào cửa

+ Reunification Hall: Dinh Thèng nhÊt + To be heavily damaged: bị phá huỷ nặng nề + Air bombardment: nÐm bom

+ Chamber: phßng - Ask S to work in pairs

- In their pairs, Ss will take turn to ask and answer about two histirical places using the questions in task

- Go around to check and offer to help

- Call on some pairs to perform in front of the class and give feedback

4 After you speak: (10 minutes)

Aim: S can talk about the historical place they have been to Task 3:

- Introduce the task: S are going to work in groups to ask and answer questions about a historical place they have been to

- Remind S to take notes of their friends’ talk while listening so that they can report in front of the class

- Go around to help S

- Call some S to report their findings - Give corrective feedback

5 Homework: (2 minutes )

Write a paragraph to talk about a historical place

- Read the model conversation

- Answer the teacher’s questions

- Work in pairs

- Some pairs present in front of the class

(144)

I Objectives:

Education Aims: - Students can describe a chart 2 Knowledge:

a General knowledge: - Student knows how to read the information in a chart b Language: - Language used to describe a chart

- The past tenses

3 Skills: - Reading: read the model description - Speaking: discuss in pairs

- Writing: write a description

- Students are not familiar with this type of writing

IV Procedures:

- Ask one st to talk about the ancient town of Hoi An - Ask other sts to listen to their friend and give remarks

- Aims: to get sts to know how to write a description of a chart.

+ Task 1:

- Firstly, ask sts to look at the chart and explain the information in the chart

- Ask them to look at the chart and then answer the questions in pairs

- Ask sts to compare their answer with other pairs

- Introduce some useful words/expressions that sts can use when describing a chart

+ Beginning: Answer the question: " What does the chart show?"

- Answer: The chart shows

The chart presents some information +Expressions: As we can see from the chart, It can be seen from the chart that According to the chart, + Verbs: increase >< decrease

reduce, rise,

+ Adverbs: rapidly, quickly, sharply, steadily, etc + Comparatives and superlatives

- Aims: Sts practise describing the chart + Task 2:

- Ask sts to write a description of the chart

- Ask them to use the answers to the questions above to write

- Read the chart and try to understand the information in the chart

- Work in pairs to ask and answer and then share their answer with their friends

1 The USA had the biggest number of visitors to Vietnam in 2001.

2 99,700 visitors. 3 Australia did. 4 No, it isn't. 5 France did.

6 The number of American visitors to Vietnam in 2002 increased by 29,497 in comparison with that in 2001.

(145)

in 2002 France ranked second with 99,700 visitors in 2001 and 111,546 in 2002 " Date: 08/05/07 LESSON 5: LANGUAGE FOCUS

I Objectives:

Education Aims:- Students know how to pronounce the sound /ʒ / and/ ʃ /correctly - Students revise: - Comparatives and superlatives

Knowledge:

+ Language: - Pronunciation: / ʒ / and/ ʃ /

- Comparatives and superlatives - Making comparisons

- Students may forget the knowledge about comparisons

IV Procedures:

- Ask two sts to read the description of the chart they wrote at home aloud

- Ask another st to give remarks - Check and give marks

- Aims: to introduce two sounds /ʒ / and / ʃ / and help sts to practise these sounds.

- Tell sts how to pronounce these sounds accurately /ʃ / : a voiceless sound

/ʒ / : a voiced sound

- Ask them to work in pairs to read the sentences and then find out the words containing sound /ʒ / and sound / ʃ /

Aims: to revise comparatives and superlatives, and making comparisons, and have sts EX1,EX2 and EX3.

a Comparatives and superlatives:

- Firstly ask sts to look at the examples and revise the comparative and superlative form of the adjectives E.g: My house is smaller than your house

My house is the smallest in this street. Exercise is more difficult than exercise 2. Exercise is the most difficult in this book. - Ask sts to tell the T the comparative and superlative form of the adjectives

- Listen to the S and give remarks - Notes:

Irregular adjs

good => better => the best bad => worse => the worst

far => further/farther => the

- Two sts read the announcements aloud - Give remarks

- Listen to the teacher and repeat - Look at the book , listen and repeat / ʒ / / ʃ /

television shop pleasure machine measure Swedish .

/ ʒ / / ʃ /

pleasure shouldn't Asia shop illusions washing . - Read the sentences

- Listen to the T

- Look at the examples

- One st tells the T the comparative and superlative form of the adjectives:

(146)

furthest/farthest - Ask sts to EX + Exercise 1:

- Ask sts to Ex in pairs and then share the answers with their friends

- Move round to help if necessary - Ask some pairs to report

- Check and give remarks + Exercise 2:

- Ask sts to read the requirement and the example carefully

- Ask sts to the Ex individually - Move round to help if necessary

- Ask sts to share their ideas with their friends - Ask two sts to write the sentences on the board - Ask other sts to give remarks

b Making comparisons: - Ask sts to EX3

+ Exercise 3:

- Ask sts to Ex3 in pairs and then share the answers with their friends

- Ask some sts to report in front of the whole class - Check and give remarks

- Some sts report

1 young => younger => the youngest 2 happy => happier => the happiest 3 big => bigger => the biggest 4 busy => busiest => the busiest .

- Listen and correct their work if necessary. - Read the requirement and the example carefully

- Do the Ex individually

2 My sister is younger than me. 3 Who is the oldest in the class?

4 Concord used to be the fastest passenger plane in the world

- Do the exercise in pairs - Some sts report:

1 v so more 4 the the v 7 than of v .

Date: 09/05/07 TEST YOURSELF F I Objectives:

Aims: - Sts revise what they have learned in unit 15 and unit 16

Knowledge: - General knowledge in unit 15 and unit 16

III Procedures:

- Ask sts to read the requirement of the task - Play the tape twice and ask sts to the task - Ask sts to share their ideas with their partners - Get feedback and play the tape again so that sts can check their answers

- Ask other sts to give remarks - Check and give feedback 2.2 Reading:

- Ask some sts to report his/ her answers aloud - Listen and check

2.3 Grammar:

2.3.1 Non-defining Relative Clauses:

- Ask sts to discuss their answers in groups

EX 4:

3 larger the longest the worst 6 happier the most popular

. - One st gives remarks

- Look at the textbook and read the statements - Listen carefully and the task

- Work in pairs to discuss their answers - Some sts report

1 three friends capital 4 crowds noisy interesting .

1 C A A A A - Discuss in groups

(147)

- Ask some sts to write on the board

- Ask two other sts to give remarks - Check and give the correct answers

2.3.2 Comparisons:

- Ask sts to share their answers with their friends - Ask some sts to report:

- Check and give remarks 2.4 Writing:

- Part A ( Page 85 - workbook)

1 Their house, which is quite big and modern,

2 The new English teacher, who I met yesterday,

3 Sandra has got a new job with Capital Insurers, which is a much

.

- Compare their answers with their parners - Answers:

1 bigger best

3 better more polluted 5 more stressful

"Taipei, which is the capital city of Taiwan, was founded in the 18th century It has a population of 2.3 million It is the country's most exciting city, but the weather there is very humid and not very pleasant Taipei is a busy city, and the streets are always full of people It is famous for excellent museums."

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