Hội thi cán bộ CĐCS giỏi

- T gets Ss to check their answers with a peer - T call on some Ss to write their answers on the board and asks them to explain their choices - T gives the correct answers.. III.Post –[r]

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Date of plan: Date of teaching:

Ôn tập kiÓm tra

Period No1 I.Aims of the unit:

- Ss will be able to use the structures with tense. II.Teaching aids: handouts, lesson plan

T s acts’

Step 1: Warm-up

1.Who is absent today?

2.How many people are there in your class?

3.What the weather like today?

Step 2: Newlesson

1.Task 1: Choose the word whose underlined part is pronounced

differently from that of the others in each group

1. a bear b.beart c paer d tear

2. a find b bite c since d.drive

3. a took b book c shoe d would

2.Task2: Choose the best

1. Water…… at 1000c

a boil b boils c boiled d boiling 2.This work can not … on time a be finished

b finish

c finished d finishing

3.What you … looks so awful a be drinking

b are drinking c drink

d drinking

4.She ….very tire because she had been typing all yesterday

a be

S s acts’ 1 No body absent today

2.50 people are there in my class 3.nice

1.b 2.c 3.c 1.b 2.a

3.b

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b were c was d is

Unit 1: Friendship

I.Aims of the unit:

- Ss will be able to use the information they have read to discuss the topic.

- Ss will be able to describe the physical characteristics and personalities of their friends, using appropriate adjective.

- Ss will be able to develop such listening micro-skills.

- Ss will be able to distinguish the souds /dz/ and /t , use some structures containing ƒ infinitives with and without to apprapriarely.

II.Teaching aids: handouts, textbook, cassette tapes III. Teaching procedures:

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Period No5: Language focus

Lesson 1:

Period No2: Reading

I.Aims of the lesson:

-Ss will be able to develop such reading micro-skill as scanning for specific ideas, skimming for general information, and gussing meaning in context.

-Use the information they have read to discuss the topic. II.Teaching aids: handouts, textbook

T s acts’

Step 1: Warm-up

Copetition game- Net Work

-T divedes the class in to group and gives each group and handout.

T asks ss to complete the net work Then winner will be the group completing the net work in the shorters period of time.

I.Pre- reading

1 Vocabulary

-lasting (adj): bền vững, lâu dài -constant (adj): thờng xuyên, không thay đổi

- constancy (n):sự không thay đổi - rumour(n): tin đồn

-gossip(n): chuyện ngồi lê đôi mách

-trust(n): sù tin tëng -sorrow(n): sù ®au khỉ

- pursuit (n): đeo đuổi, đam mê

2 Dicussing the picture and poem -T asks the whole class to look at the pictures on page 12 and asks them some questions

1.What are they girls and boy doing in the picture?

S s acts’

-T helps Ss to pronounce them correctly. -T may want to model first and then ask Ss to repeat after him/her

-T elicits the meaning of these words from the class

- T gets Ss to make sentences with these words

1.One boy is playing guitar and the other girls and boy singing

2 They seem very happy because I can see their smile

3.Friendship is a nice

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How they feel?

What does the picture tell you?

II While- reading

1.Task1: Fill each blank with one of the words in the box

-T writes these words on the board and T in structs Ss to read the passage quickly and stop at the lines that contain the words to guess their meanings

- T checks that Ss understand the words correctly

- T instructs Ss to use some strategies to task1

- T gives the correct answers 2.Task2:

-T gets Ss the task individually and then find a peer to compare their answer with

- T calls on some Ss to give their answers and asks other Ss to say whether they agree or disagree - T gives feedback and the correct answers

3.Task3:

- T asks Ss how to this task If they not remember, T may instruct them to use some strategies to the task.The first skim the six questions to understand them

- T asks Ss to work individually to do the task, then T calls on some Ss to write their answer on the board and ask them to explain their choices

- T gives the correct answers

1.mutural 2.incapable of 3.unselfish

4.acquaintance/ friend 5.give- and – take 6.loyal to

7.suspicious

Answer: B

1.The first quality for true friendship is unselfishness It tell us/me that a person who is concerned only with his/her own interests and feelings cannot be a true friend

2.Because they take up an interest with enthusiasm,the attraction of some new object

3.The third quality for true friendship is loyalty It tell us/me that the two friends must be loyal to each other and they must know each other so well that there can be no suspicions between them 4.Because if not people cannot feel safe when telling the other their secrets 5.Because they can not keep answer secret, eitheir of their own or of others 6.The last quality is sympathy.It tell us/me that tobe answer true friend one must sympathise with his/her

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III.Post – reading

Why we need to have friends? - T asks Ss to work in pairs - T calls on some Ss to report

their ideas to the class - T gives feedback

Step 3: Summary

T summarises the main point of the lesson

Step 4: Homework

- T asks Ss to learn by heart all of the new words

- Do ex in workbook *Evaluation:

Lesson 2:

Period No3: Speakin

Period 4 Lesson 4:

Writing

-Ss will be able to write about a friend, real or imaginary

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II.Teaching aids : textbook, lesson plan T s acts’

Step 1: Warm- up Gussing game

- T introduces the game: one Ss goes to the board and T gives him/ her a piece of paper with the name of answer Ss in the class Other S have to ask Y/N questions to find out who the S is Ss should ask about the appearance, personalities, …

Step 2: Newlesson I.Pre- Writing

- T sets the scene: You are going to write about a friend, real or imaginary, using the provided guidelines

- T elicits the verb tenses that may be useful when Ss want to write about when and where they met their friend

- T gets Ss prepare an outline for their writing and exchange it with their peer

- T goes aroud to offer help and gives correct feedback

II.While- Writing

- T gets Ss to write about their friend in 15 or 20 minutes

- T goes around to observe and offer help

III Post – Writing

- T asks Ss to exchang their writing with another student for peer correction - T goes around and collects mistake and

errors

- T collects some writings for quickly feedback

- T writes Ss’ typical errors on the board and elicits self and feer correction - T provides general comments on the

writing

Step3:summary

S s acts’

+ Is the person a girl? + Is she tall?

+ Is she short – sighted? + Is she friendly?

My best friend is one of my classmates Her name is Hoa.We have know each other since we were 10 years old She has short black hair, brown almond shaped eyes, answer small nose and answer small pointed chin She is not very tall but not short either and she is quite slim. I like about Hoa is that she has the same bobbies with me We both enjoy music, playing the guitar and singing.

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- Summarises the main points of the lesson

Step4: Homework

- T ask Ss to improve their writing - Do ex in workbook

*Evaluation

Period 5 Lesson 5:

Language focus

-Ss will be able to distingguish the sounds /dz/, /t /ƒ

- Ss will be able to pronounce the wordts and sentences containing these sounds correctly

- Ss will be able to use some structures containing infinitives with and without to appropriately

II.Teaching aids : textbook, lesson plan

T s acts’

Step 1: Warm- up

- Talk about your best friend

Step 2: Newlesson I. Pronunciation

* Pronuncing the two sounds separately -T models the two sounds /dz/, /t /ƒ

for a few times and explains the differences in producing then

-The phonetic sound /dz/ is a voiced palatal - The phonetic sound /t is an unvoiced ƒ fricative palatal

- T reads once for Ss to hear the words containing these two sounds

- T asks ss to repeat after the tape

* Practising sentences containing the target sounds

-T reads the sentences and ask Ss underline the words with the sounds and write /dz/, /t / ƒ under them

- T asks Ss providing the sentences in pairs - T goes around to providing help

- T asks some Ss to read the sentences and give feedback

II. Grammar

1 To- infintive

- T writes some sentences on the

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board and underline the to-infinitive 2 Infinitive without to

- T calls on some Ss to give out some verbs that are followed by bare infinitive

- Can use a noun or pronoun object + bare infinitive of perceptiond such as feel, hear,watch,see,smell

III. Practice

Ex1.

- T asks Ss to ex1 individually and then compare their answers with another student - T calls on some Ss to read out their answers -T gives the correct answers

Ex2.

- T asks Ss to ex in pairs

- Ss have to write the sentences by using the words given

- T asks them to compare answers with another pair

- T asks Ss write their answers - T gives the correct answers

Step3:summary

- I have letters to write - I am sorry to trouble you

Step4: Homework

- Do ex in workbook *Evaluation

+I have letters to write

+ Does he get anything to eat + There is plenty to do

1.Who want something to eat? 2.I have some letter to write 3.I am delighted to hest the news 4.My mother has some shopping to do 5 You always have too much to talk about 6 It’s lovely to see you again

7 It’s too cold to go out

8.I’m happy to know that you have passed the exams

1 The police watch them get out of the car 2 They let him write a letter to his wife 3 I heard them talk in the

4 The customs officer made him open the briefcase

5 The boy saw the cat jump through the window

6 Do you think the copany will make him pay some extra money?

7 I felt the animal move to wards me

8 Do you think her parents will lat her go on a picnic?

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Unit 2: Personal experiences

I.Aims of the unit:

- Ss will be able to use the information they have read to discuss the story.

- Ss will be able to use the structures to talk about a past experiences and how it affects their life

- Ss will be able to develop such listening micro-skills as listening for specific information and talking notes while listening

- Ss will be able to distinguish the souds /m/ and /n/, / /

-use of diffirent verb tenses : present simple for indicating the past, past simple, past continuous and, past perfect

II.Teaching aids: handouts, textbook, cassette tapes

Period 6

Lesson 1: Reading

-Ss will be able to develop such reading micro-skill as scanning for specific ideas, indentifying the sequence of events and gussing meaning in context.

-Use the information they have read to discuss the story

II.Teaching aids: handouts, textbook, lesson plan

T s acts’

Step 1: Warm- up

sad excited

I.Pre- reading

1 Vocabulary

- embarrassing (adj): lµm lóng tóng - idol (n) : thần tợng - glance at (v) : liÕc nh×n

- sneaky (adj) : vơng trém, lÐn lót - to make a fuss : lµm Çm lªn 2 Setting the sence

1.What can you see in picture A?

What you think might be relationship between the girl and the man?

II While – reading

1 Task 1.

- T asks Ss to read the passage and then task 1

S s acts’

List as many adjectives as posible

Take notes

Answer the questions

1 glanced

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- SS need to guess which part of speech they might deal with in each case for ex, for sentence they might need to supply a verb in past tense

- T checks the answers with the whole class 2 Task 2.

-T gets Ss to read the text silently again and then with a peer work out the sequence of the pictures given on page 22 again

- T calls on answer student to give and explain her answer / his answer

-T gives the correct answers 3 Task 3.

- Ss should skim the questions to understand them

- Ss should back to the passage and locate the key words in the passage

- T gets Ss to check their answers with a peer - T call on some Ss to write their answers on the board and asks them to explain their choices - T gives the correct answers

III.Post – reading

- T introduces to task Ss work in small groups of and discuss the questions

- T calls on the groups to tell and explain them choice

-T gives the correct answers

Step3:summary

- Summarises the main points of the lesson

Step4: Homework

- Do ex in workbook

- Learn by heart the newword *Evaluation

2 making afuss 3 embarrassing 4 idols

5 sneaky

1 picture d 2 picture b 3 picture f 4 picture e 5 picture a 6 picture c

1 A floppy cotton hat ( L 2-3,P1)

2 To buy a floppy cotton hat ( L 1-2,P2) 3 A wad of dollar notes that look exactly

like those her father had given her (L2-3,P3)

4 She thought that was her own money and the boy had stolen it from her She

wanted to take it back without making a fuss ( L3-6,P3)

5 she bought the hat of her dream( L1, P4)

1. She ashamed because that was not her money

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Lesson 2

ti

ế t 7 Speaking

-Ss will be able to indentify structures that are used to talk about past experiences and their influences on one’s life

- Use these structures to talk about a past experience and how it affects their life II.Teaching aids: textbook, lesson plan

T s acts’

Step 1: Warmer

T gives picture and some questions : How do the people in the photos feel?

I.Pre- Speaking

1 Vocabulary

- appreciate (v): đánh giá cao -attitude(n) : thái độ, quan điểm - confidence(n):lòng tin, tự tin - protect(v) : bảo vệ

2 Setting the sence

Have you had some personal experiences?

How you feel when you meet answer famous film star?

How you feel if you fail your exam? II While- speaking

1.Task1:

- T introduces the task and gets Ss to it individually, then compare the answers with a peer

- T calls on a Ss to read out his/her answers - T checks with the class and gives corrective feedback

2.Task2:

- T introduces the task: Ss are going to work individually on the sequence of the

coversation and then find a peer to compare their answers with

- T calls on a student to read out his /her answers

T checks with the class and gives corrective feedback

S s acts’

1.d 2.c 3.a 4.d 5.e

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II Post- speaking

-Ss are going ask and answer questions about their past experiences, using the suggested question on page 26

- T elicits feedback from the class and gives final comments

Step 3: Summary

- Have you ever….? - How did it happen?

- - Do ex in workbook

- Learn by heart the newword *Evaluation

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Lesson 3

tiết 8 Listening

- Ss will be able to: develop such listening micro- skills as listening for specific information.

II:Teaching aids: posters, pictures, cassette player

Teacher s activities’ Students activities’

Step 1: Warmer

- shows a picture of a fire and asks Ss the questions:

1 What’s it?

2 what can you see in the picture? 3 How you feel when you see a fire?

4 What would you if you saw a fire?

Step 2: Newlesson I.Pre- listening.

1 Vocabulary:

- memorable ( a) :đáng nhớ - terrified ( a) sợ hãi

- scream (v) gµo thÐt - replace ( v) thay thÕ - gas – stove ( n) bÕp ga - embrace ( v) «m

- escape ( v) trèn tho¸t

- look at the picture and answer the questions: 1 It is a fire.

2 I can see some people near a building. 3 I feel very frightened.

4 I would call the firemen and I would try to fight the fire.

I can see a fire.

I can see some people and a car. - They look very frightened. I think there is a fire.

* guess the topic of the lesson: about fire

- Listen to the teacher and take notes.

- Repeat the words after the teacher.

- Make some sentences:

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- protect (v) b¶o vƯ

2 Checking: Slap the Board

- Put the cocabulary which has been taught into circles on the board

- Divide the class into groups

- Read the synonym, explanation or Vnese equivalent of the words

- The Ss who slaps first in the correct word on the board gets one point - The group with more poins wins

II:While – listening Task 1:

- asks Ss to listen to the tape and correct the predictions.

- plays the tape once for Ss to the task.

- gets Ss to find a partner to check their answers with.

- checks the answer with the whole class If many Ss can’t answer the questions, T plays the tape one more time and pauses at the answers for them to catch.

- encourages Ss to correct the false statements.

Task 2

- Asks Ss to study the text carefully for the missing information they need to fill and try to guess the answers

- checks if Ss can the task without listening one more time

- plays the tape again and asks Ss to listen to the tape and fill in the blanks.

- calls some Ss to read out the answers

- gives correct feedback.

III:Post – listening

- Asks Ss to work in groups and discuss the question in the book. - goes around the class to check and offer help.

- Asks some groups to present their result of the discussion.

- gives the comments

Step 3: Summary Questions and Answers

- Ask Ss to work in pair

- Tell Ss to listen again and answer the questions

- read the statements carefully and predict it is true or it is false ( the answers may vary)

Answers: 1 T

2 F ( 13 years ago) 3 F ( in the kitchen) 4 F ( she was sleeping) 5 T

Answer:

1 small 2 everything 3 family 4 replaced took 6.appreciate

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- Call on Ss to give the answers - Check with the class

1 What is Christina’s job?

2.When did her most unforgettable experience happen?

3 What was she doing then?

4 Did the fire take many things from her?

5.What did she realize after the fire?

- - Do ex in workbook

- Learn by heart the newword - Ask Ss to retell the story

1 She is a businesswoman 2 It happened 13 years ago 3 It started in the kitchen 4 Yes, it did

5 She realized that family was more important than things

Lesson 4

tiết Writing

- Ss will be able to: know how to write a personal letter telling about a past experience

II:Teaching aids: posters, pictures

Step 1: Warm – up: Questions and answers:

- Asks Ss to listen to the teacher and answer the teacher’s

questions:

1 How will you feel if someone steal you money?

2 How will you feel if you see a big snake?

3 How will you feel if your mother give you a new bike on your birthday?

4 When did you last feel angry?

5 When did you last feel happy?

Step 2: Newlesson I.Pre- Writing

1 Completing the chart

- asks Ss to read the text again and complete the chart below:

Name of experience When it happened Where it happened How it happened

- listen to the teacher and answer the questions:

1 I will feel very sad.

2 I will feel very frightened. 3 I will feel very happy.

4 When my friends didn t believe last week.’ 5 When I got good marks last week.

- read the text again and complete the chart Name of

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Who was involved How the experience affected the writer.

- goes around the class to check and offer help.

- gives corrective feedback. 2 Making outline

- sets the scene: You are going to write a friendly letter to a friend telling him or her about one of your most memorable past experiences.

- asks Ss to study the task carefully and elicits the parts of a letter and the verb tenses using to talk about the past experiences.

+ Five parts of the letter: 1 The heading

2 The greating 3 The body 4 The closing 5 The signature + Verb tenses: 1 Simple past 2 Past continuous 3 Past perfect

- asks Ss to make an outline basing on the task in groups. - goes around the class to check and offer

- have Ss to work in pairs and make questions and answers about the letter, such as:

+ What is your experience? + When did it happen? + Where did it happened?

…

- asks some Ss to read the letter to class.

- corrects the mistakes.

Step 3: Summary

How it happened I saw a wad of dollar notes exactly… Who was involved The boy How the

experience affected the writer.

She was very ashamed

- listen to the teacher and study the task carefully.

- Take notes if necessary.

- Work in groups and make an outline Ex:

What happened I visited Halong When it happened Last summer Where it happened Halong How it happened My class

had a picnic, we decided to visit Halong

Who was involved My friends and my teacher

How the

experience affected you.

I love our coutry more

Model:

Quang Ninh, 1st Oct 2007

Dear John,

I haven’t written to you for a long time How have you been doing? I have something interesting to tell to you Let me tell you about my last summer vacation in Halong Bay It was one of my most memorable experience.

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to visit Halong Bay This is the first time I have ever visited Halong Bay so I was very excited Halong is very beautiful, it is more beautiful than I thought I took many photographs ( I enclose one to you) In Halong I saw a lot of foreigners visiting Halong so I felt very proud of that Do you know, after visting Halong Bay, I love my country more.

Please write to me soon, I’m looking forward to hearing from you soon.

Your love, Mai

Lesson 5

Tiết 10 Language focus

I.Aims of the lesson: - Ss will be able to

- know how to distinguish the sounds / m/; /n/; / ƞ /

- distinguish the uses of diferent verb tenses: present simple for indicating the past, past simple, past continuous and past perfect.

II:Teaching aids: posters, pictures,handouts

Teacher s activities Students activities’ ’ Step 1:Test 15 minutes No 1: Complete sentences

1 Hellen/ go/ work/ 7.30

2.Mary/ watch TV/ every evening

3 What time/ they/ come back/ home/ everyday? 4 My children / get/ up/ 6.00

5 I/ would like/ go out/ friends

Step 2:Newlesson IPronunciation

- models the three sounds / m/; /n/; / ƞ / for a few times and explains the differences in producing them.

- reads once for Ss to hear the words containing these three sounds, then reads again and asks Ss to repeat after the teacher.

- asks Ss to read the words in each column out loud in chorus for a few more time.

- calls some Ss to read the words out loud -> corrects the mistakes.

Answers:

1 Hellen goes to work at 7.30. 2 Mary watches TV every evening. 3 What time they come back home

everyday?

4 My chidren get up at 6.00

5 I would like to go out with my friends.

- listen to the teacher. - repeat after the teacher.

- read the words in each column out loud in chorus for a few more time.

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- asks Ss to work in pairs and take turn to read aloud the given sentences.

- goes around to listen and takes notes of the typical errors.

- calls some Ss to read the sentences again and provides corrective feedback

II: Grammar

1/ Simple present a/ Presentation

- asks Ss to give the form of the simple present tense.

- writes down on the board

- asks Ss to give the use of the simple present tense and make some sentences

Notes: Speakers sometimes use the Simple present to express the idea that an action is happening or is not happening now This can only be done with Non- Continuous Verbs and certain Mixed Verbs.

Ex: - He needs you right now.

- Do you have your passport with you?

b/ Practice

- gets Ss to exercise individually and find a partner for peer correction.

- checks with the whole class and provides corrective feedback.

2/ Simple past tense & Past continuous a/ Presentation

* Simple past tense

- asks Ss to give the form of the simple past tense. - writes down on the board

- asks Ss to give the use of the simple past tense and make some sentences

* Past continuous tense

- asks Ss to give the form of the past continuous tense.

- writes down on the board

- asks Ss to give the use of the past continuous tense and make some sentences

b/ Practice:

- work in pairs and take turn to read aloud the given sentences.

- read the words individually aloud to the class

* The form:

S + V(s/es) +… * The use:

To express the idea that an action is repeated or usual The action can be a habit, a hobby, a daily event, a scheduled event or something that often happens.

Examples:

The bus leaves everymorning at 7.15 a.m. When does the bank open?

Do you usually get up early?

Answer:

1 invites 2 sets 3 gets 4 waves 5 promises 6 carries 7 contains 8 has baked 9 is 10 is shining 11 are singing 12 is

- give the form of the simple past tense.

S + V (s/es) +… * The use:

- express the habit

- express the truth.

- express the schedules

* Ex: I drink milk everyday.

* The form:

S + was/ were + V.ing… * The use:

- express an action happened at a certain time in the past.

- express two actions happened at the same time in the past.

- express a longer action in the past was interupted.

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3/ Past perfect tense a/ Presentation - gives the form:

S + had + Past Participle +…

- gives the use: expresses the idea that something occurred before another action expressed in the past simple It can also show that something happened before a specific time in the past.

b/ Practice

Answer:

1 broke/ was playing 2 wrote/ was

3 was working/ broke

4 started/ were walking

5 told/ were having/ 6 didn t listen/ was ’

thinking

7 phoned/ didn t answer/’

were doing

8 didn t wear/ didn t ’ ’

notice/ was driving

Answer:

1 had eaten/ arrived 2 found/ had taken

3 got/ had closed 4 got/ had left

5 got/ had arrived 6 paid/ had phoned

7 went/ said/ hadn t arrived’

8 had looked/ asked/ cost

Step 3: Summary

- summerises the main points of the lesson

Step 4:Homework:

asks Ss to review the uses of different verb tenses that have been covered in the lesson.

*Evaluation

Unit3

Tiết 11 Reading I.Aims of the lesson:

-Ss will be able to develop such reading micro- skills as scanning for specific ideas, and identifying and correcting false statements.

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Step 1: Warm – up:

Brainstorming

Asks Ss to make a list of words related to celebration

For example: Mother’s day

I:Pre – reading 1 Describing pictures:

- asks Ss to work in pairs , try to make sense of the pictures and answer the questions

- calls some Ss to give their answers. - checks wwith the whole class and asks Ss to guess what they are going to read about

2 Vocabulary

mark (v): milestone (n) lasting (a) golden (a)

golden anniversary/ jubilee: silver anniversary/ jubilee diamond anniversary/ jubilee joke (v)

candle (n) anniversary (n) celebrate (v)

II: While reading Task 1:

- asks Ss to read the passage silently and then task 1.

- gets Ss to check their answers with a peer.

- calls on some Ss to write their answers on the board and ask them to explain their choices.

- checks the answers with the whole class.

- think over and give the words related to celebration

Wedding, birthday, teacher s day, tet’

festival…

1 Describing pictures by answering the questions:

- In the first picture, they might belong to a family The woman and the man might be the parents and three kids minght be their chidren.

- In the first picture they are celebrating a birthday, and the people in the second picture are celebrating a wedding anniversary

2 Vocabulary

Listen to the teacher and take notes. Repeat the words after the teacher. Make some sentences:

Ex:

+ She is always joking.

+ My grand parents are going to give the golden anniversary next week.

Answer:

Birthday Wedding

1 people sing a song √

2 people eat cakes √

3 people receive cards and gifts from friends and relatives.

√

4 people joke about

their ages √

5 People remember

their wedding days √

6 People go out to

dinner √

7 People blow out

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Task 2

- asks Ss to read through all 7 sentences in task and identify the key words in each sentence

- asks Ss to reread the text and find out the wrong word in each sentence and correct them.

- gets Ss to check their answers with a friend.

- calls on some Ss to present and explain their answers

- gives the feedback.

III:Post – reading - introduces the task.

- asks Ss to work in groups and discuss the questions.

- calls some groups to present their work.

- corrects and gives feedback.

year.

- read through all sentences in task and identify the key words in each sentence - reread the text and find out the wrong word in each sentence and correct them. - check the answers with a friend.

- present and explain the answers - listen to the teacher

Answer:

1 eighth -> sevenths 5 months - > years 2 makes -> eats 6 5th -> 50th

3 foods -> presents 7 silver -> golden 4 anniversaries ->

age

Models:

1 I prefer to celebrate my birthday at home because I think it is warmer and it isn t noisy.’

2 No, they don t.’

3 Ye, of course Because it marks the milestone of our life…

Step 3: Summary :the main poits of the lesson

Step 4: Homework:: write a paragraph about your last birthday party.

*Evaluation

Unit3

Tiết 12 Speaking I.Aims of the lesson: Ss will be able to:

- Use appropriate languse to talk about parties and negotiate how to plan them. - Use appropriate language to invite people to come to parties

II. Teaching aids: posters, pictures, handouts

:

Step 1:Warm – up :

Brainstorming

Ex:

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Asks Ss to make a list of words related to a party:

Ex: candles

I.Pre – speaking( Task 1) - pair -work - introduces the task: Think of the party you have been to Choose from the list the things you want to talk about. - goes over the question s with the class, explains the new words if necessary.

- asks Ss to choose the details they want to talk about and plan the stories, take notes.

- goes around the class to check and offer help

II.While – Speaking

Task 2:

- has Ss keep work in pairs , gets them to tell about the party they have been to, based on the outlines they have made for task 1.

- goes around to check and offer help. - calls some pairs to perform their conversation.

- elicits feedback from the class and give final comments.

Task 3:

- introduces the task and asks if Ss have ever planned a party with someone else

- elicits things they consider when planning a party.

- listen to the teacher.

- choose the details to talk about and plan the stories, take notes

Model:

1 Whose party was it? 2 Where was the party? 3 Who did you go with?

4 Were there a lot of people there? 5 Did you know most of the people

there?

6 What time did it finish?

- work in pairs , and tell about the party, based on the outlines Ss have made for task 1.

- ask T if necessary.

Model:

A: Hi, Last week I was invited to a party. B: Oh, how nice Whose party was it? A: One of my old friends Phuong.’ –

B: Where was the party?

A: She didn t like being noisy so she ’

celebrated her party at home. B: Well Who did you go with? A: I went with my little brother. B: Were there a lot of people there?

A: Oh, yes About twenty people and we were very happy.

B: Did you know most of the people there? A: Yes, most of them are my old friends. B: Excellent! What time did it finish? A: I don t remember exactly, about 10 p.m.’

B: You had a happy time I think. A: Of course Bye See you again B: Bye See you again

- listen to the teacher and make questions:

+ who to invite: Who should we invite to the party?

+ place: Where we organise the party? + dress: What kind of clothes we wear at the party?

+ decoration: How we decorate the party? + entertainment: What activities will take place?

+ food and drink: What foods and drinks will be served?

Model:

A: Now, tell about our party What party will we have?

B: We re having a Mother day party.’ ’

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- ask Ss to make questions for the items in the task.

Ex: budget: How much you spend for your party?

Date and time: When you organise your party?

- give some expressions:

+ What you think about…? + What is your opinion about…? + Let s’ …

+ Why don t we’ …? + How about…? + What about ? + I agree.

+ I think so, too. + That s true.’

- goes around to check and offer help. - provides corrective feedback when neccesasry

III: Post – speaking

Task 4:

- asks Ss to tell the rest of the class about the party and invite people to come.

- elicits some expressions for inviting and persuading

+ Would you like to come? + We would love to have you. + We welcome your presence. + It s our pleasure to invite you’

- Calls on the representative of each group to report about the parties that they have planned.

- gives feedback

B: What about budget? How much wespend for our party?

.

…

Model:

We re having a Mother s day at 7.p.m on ’ ’ March 8th at our school Would you like to

come? We have also invited our teachers There will be a lot of foods and drinks that you like such as, …

Step 3: Summary

Summerises the main points of the lesson

Step 4: Homework: Write a paragraph about a party they have been to.

*Evaluation

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Tiết 13 Listening

I.Aims of the lesson:Ss will be able to develop such listening micro- skills as intensive listening for specific information

II.Teaching aids: posters, pictures, handouts, cassette, tapes…

Step 1: Warm – up: Kim s’ game

- shows a picture of a birthday party in minutes and asks Ss to try to remember the things in the picture.

I Pre – listening

1/ Questions and answers

- asks Ss to read the questions in the book and answer them in pairs - calls some pairs to present at class. - checks with the class.

2/ Vocabulary icing (n): clap( v): decorate (v): gather (v) slice (n) bring out (v) eager (a)

II While – listening

Task 1: T/ F state ments

- asks Ss to read through the

statements to understand them and underline key words.

- plays the tape once for Ss to listen and the task.

- gets Ss to find a partner to check their answers with.

- checks the answers with the whole class.

Task 2: Answering questions - asks Ss to look through the questions and try to pridict the answers.

- checks if Ss can answer the questions without listening again. - plays the tape again for Ss to listen and answer the questions.

- guides them to note down the answer while listening.

- check the answers with the partner, then listen to the teacher and correct the mistakes.

- look at the picture carefully and try to remember the things in the picture.

1 I like to organise my birthday party in the evening.

2 birthday cake, biscuits, coke, beer… are often served at my birthday.

3 We often dance or sing.

- listen to the teacher and take notes. - repeat the words after the teacher. - make some sentences

+ They clapped happily.

+ We are decorating the birthday cake.

Answers:

1 F (the party began at about 3.00 in the afternoon.)

2 F ( over 20.)

3 F ( At 4.30 they cut the cake.) 4 T ( the party ended at about 6.00)

5 F ( other kids left, only one stayed to help)

Answers:

1 She was 16.

2 Because it is noisy and expensive.

3 She served the guests soft drink and biscuits.

4 The cake was brought out at about 30 5 It was beautifully decorated with while

and pink icing and 16 colourful candles in the middle.

6 They clapped their hands eagerly and sang Happy birthday“ ”

The birthday party finished at about 6.00

- work in pairs and asks and answer about Mai’s birthday party

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- listen to the tape again and try to complete the task.

III Post – listening

- asks Ss to work in pairs and asks and answer about Mai’s birthday party.

Questions

1 When and where was the party held? 2 When did it finish?

3 How many guests came? 4 How was the birthday cake?

5 What did you during the birtday party?

- gives some suggestions

- goes around to check and offer help.

- calls some pairs to perform the role play in front of the class.

B: It was held at about at her house. A: When did it finish?

B: It finished at about 6.00 A: How many guests came? B: About 20 guests came.

A: How was the birthday cake?

B: It was beautifully decorated with pink and while icing

A: What did you during the birtday party? B: We listened to music and played cards and sang Happy birthday“ ”

Answers

1 At in the afternoon, at Mai s house’

2 at about 6.00 3 about 20

4 beautifully decorated with pink and while icing

5 listen to music, play cards

Step 3: Summary summerises the main points of the lesson

Step4: Homework: write a short paragraph about their own last birthday party.

*Evaluation Date of plan: Date of teaching:

Unit3

Tiết 14 Writing I.Aims of the lesson: Ss will be able to

- Define the format and structure of an informal letter of inviation. - Write an informal letter of invitation.

II.Teaching aids: posters, pictures, handouts

W Step I: Warm- up Jumbled letter - asks Ss to rearrange the sentences

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- asks Ss to answer what kind of this letter is it?

A.I am giving a New Year party this Sunday evening, around 6.00 p.m. B Please let me know your answer as soon as possible.

C Would you like to come? D Mao Khe, Oct 8th, 2007

E See you soon.

F I think many friends of us are coming, too.

G Dear Mai, H Hoa

I There will be lots of drinks and foods and we will have some interesting games

I.Pre – writing

Task 1:

- asks Ss to work in pairs and answer the questions

- writes on the board.

Model:

1 Parties are held on birthday. 2 They often wear beautiful clothes: suits for men and skirts for women. 3 They often bring flowers and books…

Task 2: Filling the letter:

- gets Ss to the task individually and then compare the answers with the partner for peer correction. - calls some Ss to give the answers and write them on the board.

- gives correct answers

- calls on some Ss to read the letter again.

Task 3: Making an outline of a letter of

meaningful letter

Answers:

1 - D - G - A - C – F - I - B - E - H

- This is a letter of invitation

- work in pairs, discuss the questions and answer them.

- take notes

Occasions Birthday, wedding, Christmas, New Year, new house,

graduation, passing the entrance of a university,…

Dressing Formal: - suits, ties for men - dresses for women Informal: jeans, T shirt, –

skirts…

Presents Books, CDs, flowers, pens, bags, hats, clothes, …

Answers:

1 at my house 4 to cook 2 to come 5 winners 3 refreshments 6 by Monday

Name of the

party My birthday party When and

where At my house, around 6.30 on Oct 15th

Guests All my classmates Activities Dancing, listening to

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invitation

- asks Ss to answer the questions in task to make an outline.

- gets Ss to note down the answers in the notebooks.

II While – writing

- gets Ss to write their letters in 10 minutes, based on the outline they have produced and the letter in task 2. - asks Ss to get in pairs, exchange their letters and correct each other. - goes around to check and offer help. - calls two Ss to write on the board. - corrects and gives the feedback.

III Post writing

- asks Ss to ask and answer about the letter

Ex: What is your party? When will it be held?

…

Foods and

Drinks Birthday cake, biscuits, coke, beer

Model:

Mao Khe, Oct 8th, 2007

Dear Mai,

I am giving a birthday party at my house, around 30 on Oct 15th , 2007 Would you like

to come? I have invited all our classmates and I think they are coming There will be lots of foods and drinks such as, cake, biscuits, coke and beer Of course there will be dancing and listening to music So, there ll be a lot of fun.’

Please let me know whether you an come. Love,

Hoa

Model:

A: What is your party? B: It is my birthday party. A: When will it be held?

B: It will be held on Oct 15th, 2007, around

6.30

…

Step 3: Summary:

the main points of the lesson

Step 4: Homework:

Completethe letter based on the peer correction.

*Evaluation

Unit3

Tiết 15 Language focus I.Aims of the lesson: Ss will be able to

- Distinguish the sounds / l/, /r/, /h/

- Distinguish the uses of infinitive and gerund in active and passive voices.

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Teacher s activities’ Students activities’ Step1 Check up: present

the letter in front of the class Step 2: Newlesson

Pronunciation

- models the three sounds / l/, /r/ , /h/ for a few times and explains the differences in producing them.

- reads once for Ss to hear the words containing these three sounds Reads them again and asks Ss to reapeat after the teacher.

- asks Ss to read the words in each column out loud in chorus for a few times Calls some Ss to read the words out loud -> corrects if Ss

pronounce incorrectly.

- asks Ss to read individually.

* Practising sentences containing the sounds

- asks Ss to work in pairs and read the given sentences. - goes around to listen and takes notes of the typical errors.

- Calls on some Ss to read the sentences again and provides corrective feedback.

Grammar

I/ Infinitive and gerund 1 Presentation

- reviews the vrerbs that are followed by an inf, a gerund or both

Inf Gerund

- present the letter that was prepared at home.

- lisen to the teacher and repeat after the teacher. - read the words in each column out loud in chorus for a few times, read the words individually.

- work in pairs and read the given sentences.

- listen to the teacher and take notes.

lisetn to the teacher and take notes.

Make sentences using inf or gerund

Ex:

1 She agrees to lend me some money.

2 They enjoy watching TV. 3 I remember lending you

some money.

4 I remember to post your letter

take note and give examples

+ She stops listening to the radio.

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Agree intend Arrange learn Ask manage Choose offer Decide plan Demand refuse Expect seem Fail wait hope admit avoid deny enjoy keep risk practise quit … Begin Start Continue Stop Love Like Hate Remember Forget Regret Notes:

There are some verbs having different meanings when are used with an inf or gerund

Ex: stop, remember, regret….

2 Practice Exercise 1

- gets Ss to Ex

invdividually and then find a partner to check their answers with.

Model: having

II/ Inf and gerund in passive voice

1/ Presentation

- Form:

Passive infinitive: To be + PII

Passive gerund: being + PII

- Use: to emphasise the action/ event rather than the agent - Examples:

+ I didn t expect to be invited to’

his party.

+ I appreciated being invited to his party

2/ Practice

Answers:

2 getting 3 to tell 4 practising 5 to see

gives some examples

+ I hope to be given the answer soon.

+ She denied being given the benefit

Answer:

1 - B - A - B - B - Ex invdividually and then find a partner to check the answers with

- listen to the teacher and correct if the answers are incorrect

Answers:

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a/ Exercise 2

- gets Ss to Ex

b/ Exercise 3

- gets Ss to Ex

Production

Asks Ss to make sentences using the following cues:

1 I/ not/ mean/ be impolite/ you.

2 They/ keep/ work/ in pairs. 3 I/ hope/ invite/ her wedding party.

4 She/ like/ take/ care

using the cues to make meaningful sentences

1 I didn t mean to be’

impolite to you.

2 They keep working in pairs.

3 I hope to be invited to her wedding party.

4 She likes being taken care of.

Step 3: Summary:

The main points of the lesson

Step 4: Homework:

Make threesentences using inf or gerund

Date of planning: Date of teaching:

TEST YOUR SELF A TiÕt 16

 Aims of the lesson: After the lesson, Ss will be able to: - use the knowledge they have learnt to the tasks

 Teaching aids: posters, pictures, handouts, …

 Proceduce

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activities activities I Listening

- asks Ss to read through the task and find out the key words

- asks Ss to try to fill in the blanks by guessing the answers

- plays the tape once

- plays the tape again and pause at difficult points if

Ss cannot

complete the task - gets Ss to find a partner to check their answers with

- checks the answers with the whole class

II.Reading

Vocabulary:

- ordinary ( adj)

- couple (n)

- take

photograph

- display (v)

- prominently (adv)

- thrilled ( adj)

- virtually (adv)

- asks Ss to work in pairs and read the text carefully and answer the questions

- Gets Ss to find another pair to exchange the answers for peer correction

- Calls some pairs to present their answers to the class

- gives the

- read through the task and find out the key words - try to fill in the blanks by guessing the answers

- listen to the tape and give the anwers:

Answers:

1- A - D

2 - D

5 - C - B

- Listen to the teacher and take notes

- Repeat the words after the teacher

- Make some sentences:

+ They display the goods in the store window.

+ They are a happy couple.

- work in pairs and read the text carefully and

answer the

questions

- find another pair to exchange the answers for peer correction

- present the answers to the class

Answers:

1 Because these people had been childless for 10 years after they were married and were so thrilled to finally have a

7’

15’

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corrective feedback

III.

Pronunciation and Grammar

a/ asks Ss to listen to the teacher and put a tick in the right box.

- asks Ss to find a

partner to

exchange the answers with - correct the answers with the whole class

b/ Asks Ss to read the sentences and fill in the blanks with the correct verb forms

- asks Ss to find a

partner to

exchange the answers with - correct the answers with the whole class

IV.Writing

- asks Ss to make an outline of the essay about the party using the questions

Model:

Last Saturday was my 16th

child.

2 To take some photographs of the happy family. 3 The boy was dressed in a smart, brand –

new outfit and looked like a little prince.

4 Because he was interested in the toys.

5 He felt that it was delightful and looked forward to the next day to have the film developed.

Answers:

1 nine

2 hour

matching jam

- read the

sentences and fill in the blanks with the correct verb forms

- find a partner to exchange the answers with Answers:

1 to see 2 to be 4 pay 5 to be

met

- answer the questions to make an outline

1 It was my birthday party. 2 It was held last Saturday at my home.

3 I blew out the candles and cut the cake.

4 I was very

8’

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family helped me to hold a birthday at home I invited all my classmates to my birthday party.

Summary Homework:

Write the

paragraph at home

excited and happy.

…

Bµi kiĨm tra 1 tiÕt sè 1

Full name:……… Class:……… Time : 45 minutes

A/ Trắc nghiệm ( điểm)

I/ Chọn từ có phần gạch chân phát âm khác với từ lại

1 a say b may c man d play

2 a met b bed c red d her

3 a try b beautifully c fancy d happy

4 a summer b unit c under d sun

II/ Chọn đáp án để điền vào chỗ trống

1 I usually get up ………5.30 a.m

a in b at c on d to

2 Yesterday, they invited me……… her house

a visiting b visit c to visit to be visited

3 Would you mind………….me your pen?

a leading b to lend c lend d being lent

4 A good friend should not be…………

a quick witted– b warm hearted– c selfish d open- minded

5 On the way back we stopped……… some tea

a drink b to drink c drinking d to be drunk

6 There is a lot of homework………

a to meet b to have c to do d to be 7óe My father asked me ……….him my notebooks

a to give b giving c give d given

III/ Trong câu sau có lỗi sai, hay tìm lỗi sai.

1.They let me smoking here

a b c d

2.She is interested in travel to other parts of the country a b c d

3.When I was having dinner, the telephone rings a b c d 4.She hopes passing the next exams

a b c d 5.The fire happen three years ago

a b c d

B Tù luËn

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4 my parents not allow me (use) the telephone he made me (work) very hard

6 my mother lets me (go) out on Sundays It is very important for me (learn) English III use the correct form of the verbs

when they got to the stadium , the match (start) 2.where Lan (live) years ago?

3. He often (get up) at am

4. I (cook) the dinner when he came

5. Nam (listen) to the radio last night

IV/ read the text and answer the questions that follow. How did the tradition of birthday parties start?

Birthday parties are always among the highlights of a child’s year, but did you ever wonder how the tradition of birthday parties started?

The tradition of birthday parties started in Europe a long time ago It was feared that evil spirits were particularly attracted to people on their birthday To protect them from harm, friends and family would come to be with the birthday person and bring good thoughts and wishes Giving gifts brought even more good cheer to ward off the evil spirits This is how birthday parties began

At first it was only kings who were recognized as important enough to have a birthday celebration (maybe this is haw the tradition of birthday crowns began? ) As time went by, children became included in birthday celebrations The first children’s brithday parties occurred in Germany and were called Kinderfeste

1 When did the tradition of birthday parties start in Europe?

2 According to traditions, why would friends and family come to be with people on their birthdays?

3 Originally, why did people give birthday gifts? At first, who could give brithday parties?

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Date of planning:

Date of teaching: Period 20

Unit 4: VOLUNTEER WORK

Reading

Objectives: By the end of the lesson, students will be able to - Scan read for specific information

- Skin read for general ideas - Work in pairs/groups effectively - Get to know about volunteer work

Lexical items: Voluntary/volunteer/mow/ handicapped/ remote Skills: Reading (main), speaking

Teaching aids: Handouts, picture

PROCEDURE

Teacher ‘s activities Students’ activities

I WARMER: (5’)

Can you tell me some kinds of volunteer work?

II NEW LESSON

Teacher says: In our lesson today, we’ll read about the volunteer work PRE-READING

 Teaching vocabulary

1 Volunteer (n) (v) (picture + explanation)

These people are doing volunteer work They are volunteers

Teacher: Can “volunteer” be a verb?

Students: Yes

2 Voluntary (adj) (context situation: Synonym)

In her spare time, she does the work without being paid for it?

In her spare time, she does work

Whole class

1 When she retired, she did a lot of service for the Red Cross He continued to the lawn and

did routine chores

3 She needs some to clean up the kitchen

4 We have visited many villages in areas

5 I’m going to work two days a week teaching kids to fish

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(voluntary)

3 Remote (adj) (synonym) What is the synonym of “far away”?

4 Wow (v) (picture +example)

Show the picture of a mower and ask students to fill in the gap with one word in the

following sentence:

“ This machine is used to lawn/

5 Handicapped (adj ) (picture + translation)

WHILE –READING (17’)

Activity 1:task

Use an appropriate form of the word volunteer to complete the sentences

-asks sts to read the text to find all forms of the words and underline them

-ask sts to read the sentences to find the part of speech needed

-ask sts to the task

-Call on some sts to give their answers -check the answers with the whole class

Activity 2: Multiple choice (task 2, P.48) - Put students into pairs

- In pairs, ask them to choose the best answer from A, B, C or D for each of the sentence

- Call on some Students to give the answers

- Make corrections

Activity 2: Questions and answers (task 3, P49)

Have students work in pairs to ask and answer the questions

Call some students to give the answer and write on the board

Expected answers: 1.A, 2.D 3.B 4.D, 5.B

Individual,pair work and whole class

Answers: 1.voluntary 2.voluntarily 3.volunteers 4.volunteered

Do as requested

Expected answers:

1 They read books to the people there, play games with them and listen to their problem

2 They give care and comfort to them and help them to overcome their difficulties

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IV POST – READING: Discussion

- Have students work in groups of for or five, discussing the following

questions:

1 What kind of volunteer work you usually at school?

What you usually in each kind of volunteer work?

education for children

IV HOMEWORK: Write a short paragraph about volunteer

work at your school/hometown

Date of planning Period 21 Date of teaching:

UNIT VOLUNTEER WORK

SPEAKING

 Objectives: By the end of the lesson, Students will be able to

-Identify types of volunteer work -talk about volunteer work -work in groups /pairs effectively

 Lexical items: invalid/ martyr/ intersection  Skills: Speaking

 Teaching aids: Handouts, charts

PROCEDURE

I WARMER:(5') asks sts to work in groups to write all words relating to volunteer

In our lesson today, we are going to speak

about such volunteer work

II PRE- SPEAKING: (8’)

1 *Teaching vocabulary: Invalid(n) (picture + Situation man He has to be confined to a

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wheel- chair and he needs other people to take care of him He is an

2 Martyr (n) (Situation + Translation) Ex: Do you know Nguyen Van Troi? He devoted himself to the revolutionary cause and he was killed by the enemy He is considered as a

4 Intersection (n) (picture )

III WHILE _SPEAKING: Task1

-ask sts to work in pairs to decide which of the following activities are volunteer work

-call on some sts to give theis ideas -give feedback

Task 2:

-Ask sts to practise the dialouge

-ask sts to read the information in the table and help them with new words if necessary

-ask sts to make similar conversations using the activities

-call on some sts to present -give comment

IV POST- SPEAKING

Teacher divides the class into groups of four or five, asking them to discuss volunteer work that they usually to help people

- Teacher collects the mistakes made by student/

Teacher gives feedback

Do as requested

Work in pairs

Group discussion

V Homework: We/ usually/ take part/ social activity



2 Classmates/ interested/ help/ handicapped children/ neighborhood



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Date of plannig:17/10/2009 Period:22 Date of teaching:

UNIT 4: VOLUNTEER WORK LISTENING

Objectives: By the end of the lesson, the students will be able to: - listen for specific information

- know more about volunteer work - work in pairs/ groups actively

- discuss

Lexical items: co-operate, fundraising, sponsor, annually Skills: listening (main), speaking

Teaching aids: CD player, poster, handouts

PROCEDURE

I Warm-up: (5 mins)

Can you tell the class some volunteer activities you know?

Whole class

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listen to a passage to know more about volunteer work

II Pre- listening:

*pre-teaching vocabulary: 1, co-operate (v) (example)

Ex: I work with him and help him for a particular purpose I………… with him 2, fundraising (n)(definition+ translation): the activity of collecting money to support a charity or an organization: hoat dong gay quy 3, sponsor (n) (situation)

+ Hue Brewery Company paid all the expenses for the Festival held in 2006

This company was the……… of the Festival

4, annually (adv) (synonym) What is the synonym of yearly?

*Checking vocabulary: Slap the board

III WHILE- LISTENING: (20 mins) *Activity 1: Gap- fill (task 1,p 51)

-ask students to study the sentences and guess the missing information

- Play the tape and ask Ss to listen and fill in the missing information

-ask sts if they have the answers - Let Ss listen again

- Call some Ss to give the answers -check the answers with the whole class *Activity 2: Error Recognition

- Deliver handouts

- Have Ss listen and underline an error in each sentence and correct it

- Call some Ss to give the answers

1 Spring School provides classes for disadvantaged children in Ho Chi Minh City

2 Dance, theatre, singing and circus classes was set up a year later

3 Spring School requires volunteers helping organize their fundraising dinner This is an exciting night in where children perform circus, theatre, dance and

helping the poor/ helping the elderly/ making donations

Listen and guess the meanings Take notes

Individual, pair work and whole class

Expected answers:

1 informal 30 street children 250 children 1998 volunteers/ February

Key:

1 to were to help which found

Expected answers:

1 IT provides classes to disadvantages children in Ho Chi Minh City

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singing

5 More schools like Spring School will soon be finding in other city in Vietnam

*Activity 3: Questions and Answers (task p 51)

- Have the Ss listen to the passage again and find the answers to the questions

- Ask them to compare the answers in pairs - Give the feedback

IV POST-LISTENING: (14 mins) Speaking

- Ask Ss to work in pairs to talk about Spring School, using the following suggestions:

+ The aim of Spring School

+ The number of children living and studying at the school or the classes

+ The activities the children at the school take part in

+ The kinds of volunteers that Spring School requires

- Go round to give help where necessary - Call on some Ss to report in front of the class

3 Because they need money to continue their English and Performance Arts classes

4 At one of the largest hotels in Ho Chi Minh City

5 To contact sponsors and help to expand the school activities

Work in pair

Present before the whole class

V HOMEWORK: - Ask Ss to summarize the story about

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Date of planning: / /2008 Date of teaching: / /2008

Lesson 2:

Period: No 20: Speaking 1.Aims of the lesson: After the lesson, Ss will be able to:

- talk about school life a student. - actively engage in an interview.

2. Teaching aids: posters, pictures

 Proceduce

Teacher s activities’ Students activities’ Time

Step I.Warm – up: Brainstorming

- asks Ss to make a list of words related to school

- models: subjects, teachers

Step II Newlesson I.Pre – speaking 1 Vocabulary

- oral test: kiểm tra miệng - to be honest: tốt bụng - break: giờ chơi - change: thay đổi

2 Setting the sence

- asks Ss to work in pairs and answer the following questions :

+ What are your favoutite subjects?

- listen to the teacher and take notes

- read the new words in chorus.

- read the new words individually.

- remember the words.

- make some sentences using the words.

- work in pairs and answer the questions :

Suggestions:

+ My favourite subjects are Maths and Literature.

5’

10’

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+ How much time you spend on your homework?

+ What you like best about your school?

II.While – speaking Task 1:

- Has Ss to study the questions carefully. - asks Ss to work in pairs and fill in the blanks with the right questions.

- gives Ss tips by asking them to read the answers before deciding the best question in the blanks.

- calls on some Ss to explain the answers. - gives the corrective feedback.

Task 2: Make an interview

- asks Ss to keep working in pairs and carry out the interview, using the questions in Task 1

- encourages Ss to use their own information to answer the questions

- goes around the class and provide help if necessary.

- calls on some pairs to role play the conversation.

- asks the whole class to comment on the conversation.

- makes necessary correction

III.Post – speaking

- asks Ss to use the information in the interview to make a mini – presentation about her/ his partner.

- calls on some Ss to present their work. - makes necessary correction

Step III: Summary:

Step IV.Homework:

Write a short paragraph about your studying at school.

homework.

+ I like classmates, teachers best.

- study the questions carefully

- work in pairs and fill in the blanks with the right questions.

Answers:

A - 4 B - 1 C- 2 D - 6 E - 3 F - 5 G - 7

- keep working in pairs and carry out the interview, using the questions in Task 1

Model Answers:

1 My subjects are Maths, English, Literature…

2 Well, I go to school in the afternoon and I often have five classes.

3 My teachers give us a lot of homework

4….

Suggestion:

Lan went to Yen Tho lower secondary school She had 10 subjects to learn at school…….

10’

7’

3’

(45)

Lesson 3:

Period No 21: Listening

1 Aims of the lesson: After the lesson, Ss will be able to:

- Listen for specific information about a special class for disabled children. 2. Teaching aids: posters, pictures, tape, casette player

 Proceduce

Teacher s activities’ Students activities’ Time

Step I.Warm – up: Questions and answers

1 How are you today?

2 What is the weather like today? 3 Have you ever seen disabled

children?

4 Can disabled communicate or learn?

How disabled children communicate and learn?

Step II: Newlesson I.Pre – listening 1 Vocabulary

- surroundings: m«i trờng xung quanh - sorrow: nỗi buồn

- mute = dumb: câm - passion: niềm đam mê

- exhibition (n): triển lãm - labourer (n): ngời lao động - stimulate (v): kích thích

2 Setting the scene:

- asks Ss to work in pairs and fill each blank with one word from the box.

- may give the meaning of the words + photograph (n) : tÊm ¶nh

+ photographer (n): ngêi chơp ¶nh

+ photographic (adj): thc vỊ nhiÕp ¶nh

+ photography (adj): nghƯ tht nhiÕp ¶nh

+ photogenic (adj): ăn ảnh

II.While listening Task 1: T/ F statements:

- let Ss read the statements carefully. - asks Ss to listen to the tape and decide whether the statements are true or false. - plays the tape more than once if

necessary and pause at the information for them to catch.

- tells Ss to compare their answers with a friend.

- checks the answers and give the feedback.

Task 2: Gap – filling

- asks Ss to read a part of the talk carefully and have a guess of the missing

Answers:

1 I m very fine.’ 2 It is quite cool. 3 Yes, of course. 4 Yes.

5 They use their parts of their bodies and use the Braille Alphabet

- read the new words in chorus.

- read the new words individually.

- work in pairs and fill each blank with one word from the box.

- listen to the teacher and takes notes

Answers: 1 photographic 2 photography 3 photographer 4 photograph 5 photogenic

- read the statements carefully.

- listen to the tape and decide whether the statements are true or false.

Answers:

1- T 2 - F 3 - T 4 - F - T - compare the answers with a friend. - listen to the teacher and take notes.

- read a part of the talk carefully and have a guess of the missing words.

- listen to the tape and write in each blank 5’

10’

(46)

words.

- has Ss listen to the tape and write in each blank with a suitable word.

- plays the tape more times if necessary and pause at the missing words for them to catch.

- calls on some Ss to read the answers aloud in front of the class.

- gives the corrective feedback and correct answers.

III.Post – listening

- asks Ss to work in groups and ask and answer about Vang Trang Khuyet Club. What s the name of the Club?’

-> It is Vang Trang Khuyet Club.

Step III Summary

Step IV.Homework:

Write a short paragraph about Vang Trang Khuyet Club by your own words

with a suitable word.

Answers:

1 photographic 6 simple 2 19 7 peaceful 3 exhibition 8 chickens 4 50 9 stimulated 5 beauty 10 escape

- work in groups and ask and answer about Vang Trang Khuyet Club.

2 Who are the members? -> They are disabled children. 3 Where they come from?

-> They come from Nhan Chinh School…. 4 How many members are there in the club?

-> 19

5 What are their photographs about? -> The beauty of daily life

5’

5’ Date of planning:/ /2008

Date of teaching:/ /2008

Date of planning: 24 / 10 /2009 Date of teaching: / /2009

Answer key for Written Test No 1 Period No25

I Objective:

Help students understand the test and their marks II Procedure

Teacher’s activition Students’ activition A Trắc nghiệm

I phonetics:

- ask Ss to read the words and give their answers

- check the answers with the whole class II Choose the best answers.

- ask Ss to give their answers and explain why

- check the answers with the whole class

III tìm lỗi sai câu sau:

-whole class Answers

1 A 2.D 3.A 4.B

-whole class Answers

1.A 2.C A 4.C 5.B 6.C A

(47)

B

I use the correct form of the verbs

- check the answers with the whole class II use the correct form of the verbs

1 to come meeting 3 to be invited to use 5 work go 7 to learn

Answers 1 had started 2 did – live 3 gets up 4 was cooking 5 listened.

Date of planning: 29 /10 /2009 Period: 26 Date of teaching: / / 2009

Unit 5: ILLITERACY

Reading

I Aim :

- Students can read and understand about “Universalisation of primary Education” and “Illiteracy Eradication” in Vietnam.

- By the end of the lesson, students will be able to use the new words through speaking

II.Teaching aids: Textbook, Chalk, Cards, Posters … III.Procedures:

Time Stages Teacher’s act Students’act

12’

*Warm-up: guessing game and Shark attact the word “Illiteracy”

I.Pre-reading:

1.Pre-teach vocabulary:

- a campaign (n) (translation) - ethnic minority (n) (explanation) - voluntarily (adv) (synonym) - to decrease (v) (antonym) 2.Going through the pictures: *Questions:

a Who comes to attend this class? b Where are they?

c What are they doing?

d What kind of textbook are they learning? e Is this class held in the day time/ the evening? Why?

3.Find the Vietnamse equivalent to the following expressions:

- Feedback: Nought and crosses (3 lucky numbers)

àAnswers:

- Instruct the game

- Follow the steps to present new words - Give the questions -Run through

- Feedback

- Correct if necessary

- Work in pairs

- Guess the new words - Read - Copy - The whole class

(48)

23’

10’

1.Phổ cập giáo dục tiểu học

2.Vùng miền núi xa xơi 3.Xố mù chữ

4.Kỹ thuật canh tác 5.Kế hoạch hố gia đình

II.While-reading:

1.Which of the choices A, B, C, D most adequately sums up the whole passage? (task 2)

- Answer: D (the fight against illiteracy)

2.Answer the questions (task 3) 94% of the population

The campaign for illiteracy eradication 1400 – one thousand four hundred They voluntarily spent their vacations teaching ethnic minority illiterate people to read and write

Illiteracy will soon be eradicated

*Feedback:

III.Post-reading: Discussion

*Questions:

1 What you think about literacy in the modern world?

2 What should we to help the illiterate people read and write?

IV.Homework:

-Write the answer in their notebooks -Prepare the next period

- Ask sts to read the text - Get sts to read the text again

- Run through the new words -ask students to the task -call on some sts to give their answers

- Present the questions - Model

- Open their books

- Read and choose the best answer - Answer the questions

Individual, pair work and whole class Give the answers

Date of planning: 29/ 10/2009 Period: 27 Date of teaching: / / 2009

UNIT : ILLITERACY

Speaking

I.Objective:

(49)

II.Teacheing aids:

Pictures , Posters , text book III Procedures:

Time Stages and Content Teacher s acts’ Sts acts’

7’ I Warm up -T: asks sts to work

in groups to write all the words relating to the topic

-corrects

-sts: look at the poster

-listen carefully and play a game

5’

7’

13’

II Presentation

1.Pre-teach Vocabulary

(to) cheat (v) (at s.th) (to) enforce (v)

solution (n)

low – income (n)

2 Task 1(Exercise in the text book)

Match each problem in A with its appropriate solutions in B

Key 1 b and g 2 a and e 3 d and f 4 c and j 5 i and h 3.Task 2

Talk about your school problems and offer solutions Use the suggestions in task

Discussion

Think about some school problems and then give some solutions.

T:

-follows the steps for teaching vob

T introduces what she/he is going to teach.

-T asks sts to work in pairs and read Task1 to it -T give key

T and two sts read model sentences Tasks other groups read again

Tasks sts to work in groups

Sts

- look at the board -listen and repeat -copy them

Sts know what their teacher says

Sts work in pairs Sts task 1 Sts correct the mistakes

Sts read model sentences with their teacher.

-work in groups

*Useful expressions

-Have you thought about ….? -What can be done to solve this problem?

-How about ….?/ what about …? -It might be a good idea to …

T gives suggested useful expressions on the board. T explains some difficult words if neccessary

Sts can use suggested useful expression sts can ask their teachers if they don’t know some thing

I think we should …

-Problems in school (in colum A

(50)

10’

– Task 1)

- Offering solutions

1 School library should lend them books

2 Give some advice for them 3 Give some bicycles

Model

1 Example: in the text book

Task 3

Think of three or four problems your class is experiencing, Talk about them and offer solutions You may use the cues below

Suggested words

-make too much noise -forget doing homework

Model

A: What you think about our class size? Over 50 students so it’s difficult for teachers to help each of us

B.Yes, but we don’t have enough teachers and classrooms.

C.So what our school has to is to have more teachers and have more rooms built

solutions of their school.

Tasks sts to use the information of Task 1.

-T goes around and helps sts.

-T asks them to pratise in their groups.

-T calls some groups to practise speaking in front of the class T asks sts to

continue to work in groups again.

-T asks them to give problems and

solutions in their class.

-T gives them some words

-T asks them to practise.

T calls some groups to retell their ideas T checks sts’ pronunciation

-Tell some problems and solutions of their school.

-sts pratise speaking and use the

information of task 1, teacher’s giving. -Sts re-speak in front of the class

Sts

-work in groups again

-think some ideas about problems and solutions of their class

-practise speaking with suggested model sentences (conservation) Sts go in front of the class and retell Sts correct the mistakes

3’ III Homework

Practise speaking more time at home

Write the homework on the board

(51)

Date of planning: 29 /10 /2009 Period: 28

Date of teaching: / / 2009

PART C: LISTENING

AIM: Listening for specific information Basic knowledge: words & expression

Skill: listening skill

AIDS:1 Teacher: cassette, posters,textbook. Students: textbooks.

PROCEDURE: stages & activities.

TIME CONTENT TEACHER STUDENTS

5’

10’

18’

I WARM UP

Kim’s game:

II.PRE-LISTENING: Pre- teach vocabulary: Imply: (v) ( situation) Weakness (n) ( antonym) Academic( adj) ( translation) Self – respect( n) ( example) Checking R & R

Before you listen ( p 60)

Ask & answer the questions: 1 Have you ever done a survey? 2 Do you know where Perth is?

III WHILE –LISTENING: While you listen ( p 60 , 61)

Task 1:listen & choose the best option to complete the

sentences: Checking: lucky stars Key:

D B B B

Guides

Checks Reads

Elicits Models Writes

Asks

Runs through Plays the tape

Checks

Memorize Go to the board & write down the words Answer Listen & repeat

Listen Repeat Copy

Work in pairs

Listen & take notes

Work in pairs Listen to the tape the first time.

(52)

10’

2’

Task 2: listen & answer the questions

Key:

1 The survey took place in Perth. 2 80 percent of the students

3 They think that they should be allowed to give some

input into school decision making.

IV POST –LISTENING:

After you listen( p 61) Discussing:

Which you think is more essential for better learning –

good teachers or good textbooks?

V HOMEWORK:

Write a short paragraph about the discussion

Elicits Runs through

Check

Elicits Models

Assigns

Answer & correct Listen

Listen to the tape the second time Work in groups Correct

Listen Work in groups

Listen & take notes

Date of planning: /11 /2009 Period: 29

Unit : ILLITERACY Writing

Aim: By the end of the lesson, sts can describe information in a table

Lexical items: words/ phrases used in illiteracy

(53)

Teaching aids: textbook.

T STAGES T’s activities sts’ activities

5’ 12’ 15’ 10’ 3’ 1.

Warm up: Jumbledwords - eticaduon (education)

- pulatpoion (population) - liliratecy ( illiteracy )

* set the scene 2.

Pre-writing Vocabulary

- rate (n)

- researcher = planner

- develop (v)- development (n)

- data (n)

- region = area(n) * Task 1: Gap-fill (p 61) Key:

varied 2 rise 3 declined 4 different 5 went up 6 dramatically + Notes

- structures

- form

While writing

* Useful language (p 62 )

*Write a paragraph of about 100 words, describing the information in the table. (p 62)

4 Post writing:

5 Homework:

Rewrite the paragraph

introducing the game

- correcting

- eliciting sts to tell them

- writing them on bb -modeling

-check (R.&.R) asking sts to read the passage and fill in the gaps.

- correcting

- asking sts to look the text again and pay attention to them

explaining clearly - dividing class into 4 groups.

- asking sts to write a para.

- going around for help.

- feedback ( asking sts to tick their posters on the board)

- giving task

- play game - listen

- give them

- copy - answer - groupwork

- take notes - follow the T

listen carefully - groupwork

- present - listen

(54)

Unit:5 LANGUAGE focus

* Objectives:



Ss can distinguish and pronounce two consonants /pl /- /pr / -/bl/ &ø /br / in single words and sentence.



By the end of the lesson, Ss can be able to use reported speech with infinitives. *Teaching aids:Textbook, pictures

*Procedures:

 Content Teacher’s activities Students’

activities 3’

7’

5

I/Warm-up: Picture

What does Tom say to Linda?

èHe says to Linda “Please, bring the pretty

blanket back to me.”

FIntroduction: The pronunciation of / pl /, / bl /, / pr / & / br / diphthongs

II/Pronuciation:

Task 1:Listen and repeat

1.Listen and repeat:

/pl/ /bl/ /pr/ /br/ play blue pride brother

plow blind proof brought plug bleed practice bread

2 Reading aloud

*Brian, God bless you and I’ll pray for you *I’m preparing for my pronunciation practice

III/Grammar : *Vocabulary:

-encourage (v) : khuyến khích -remind (v) : nhắc nhỡ

-warn (v) : cảnh báo -refuse (v) : từ chối -agree (v) : đo ng ýà

- Show the picture - Ask ss question - Model

-Ask ss to repeat

- Model - Explain

- Read word by word

- Model - Read

- Ask Ss to practise -Elicit

-Follow the step for presenting vob

- Look at - Answer -Listen - Repeat

-Listen & distinguish - Listen - Repeat

-Listen & distinguish - Repeat

(55)

10 10 8’ 2’  Checking: R&R

Reported speech with to infinitives:



Presentation: Pictures

Picture 1

Q: What does John promise?

A: He promises to give Marry a gift

Picture 2

Q: What did he want? A: He wants to be a doctor

Picture 3

Q: What did the teacher encourage the students?

A: She encouraged the students to study

harder

Picture 4

Q: What did the doctor advise him? A: The doctor advised him not to eat too much ice-cream



Practice:

Exercise 1: Keys : 1.to come back again

2.us not to swim too far from the shore

3.Peter to close the window

4.Eric to joint the football team

5.to give it to him the day after

6.Lan to become a doctor

7.me to lock the door before going to school

8.him to go home and rest for a while

Exercise 2: Keys:

1.He advised me not to drink too much beer

2.He invited me to come and see him whenever I wanted

3.I asked him not to smoke in my car

4.She told me to give her my phone number 5.I reminded her to give the book back to Joe

6.John promises to to it again 7.She agreed to wait for me.

8.He asked me to lend her some money.



Production : Pictures cues



Homework :

Do exercise in the exercise book

- Elicit (picture) - Ask

- Follow the step for presenting structure

- Ask Ss to give the answer

- Correct

-Ask ss to write out the form

-Check & and ask ss to copy

- Ask Ss to excercises in pair - Correct

-Show pictures on the BB

-Ask ss to make sentences

- Give comment on the period

- Give the assignment

- Answer

- Do as directed - Do the work - Answer

-Write out -Copy down

-Do as directed in pair

-Listen

-Do as directed in pair

-Listen

-Look at

-Do as directed -Listen & copy

Form: Subject +V* (Object) +

(56)

UNIT 6: COMPETITION READING

I Aims: -To introduce some vocabulary about competition

-After the lesson students can get more knowledge about competition, the rules, main activities

II Teacher and students’ preparation:

Textbooks, pictures, handouts, pictures, video clips, power point III Procedure:

*Warm up: (pictures )

Watching some video clips: SaoMai Television Singing Contest

Questions: What event is it? Do you like taking part in it? What you think the rules were?

4 Can you make a guess about the sponsor of the competition?

5 What you think the main activities? I Pre-reading:

Task 1:*Look at the pictures and match with these

Students watch some video clips about SaoMai Television Singing Contest and answer the question

(57)

words

- Sao Mai Television Singing Contest - Quiz: “ Road to Mount Olympia “ - Olympic Games

- London Marathon

*Work with a partner Answer the following questions Do you like taking part in competitions like

these? why or why not?

2 Do you hope to win a competition? If so, which competition you like to win?

3 Is winning the most important thing in a competition? Why/ why not?

4

’II While-reading

Task 1: Match the words or phrases on the left with their definitions on the right

1 representative annual

3 stimulate in all spirit smoothly

a without problems or difficulties

b enthusiasm and energy c altogether or as a total d a person chosen or appointed on behalf of another person or a group e encourage or make something more active f happening or done once every year

Task 2: Answer the questions Game: “ lucky color “

1 Who took part in the annual final English Competition last Saturday?

2 What was the aim of the competition? Who sponsored the competition?

4 What did each group of students have to during the contest?

5 What did the judges have to to choose the winner of the competition?

6 What would be awarded to the winner? Feedback:

1 The representatives of three classes of the writer’s school took part in the annual final English Competition last Saturday

2 Its aim was to stimulate the spirit of learning English among students

-Ss work with a partner discussing the answer to the questions in the books

-pair work -feedback

-Handouts

-Ss work in pairs, read the text and task

Answer: 1d 2f 3e 4c 5b 6a

- Read new words after the teacher

Ss work in pairs, answer the questions in the textbook - closed pair first

- Open pair

- Ss play the game “Lucky color”

(58)

3 The student’s Parents Society sponsored the competition

6 The winner would be awarded a set of CDs for studying English and an Oxford Advanced Learner’s Dictionary

Task 3: Read paragraph again and complete the sentences

Feedback:

1 In activity 5, Hung was unable to complete the poem … Group B became the winner of the competition Group C lost the game because they just got 60 points

4 Nga encouraged her group by saying “ For me the most important thing was our participation in the competition and the enjoyment we had from it” III Post-reading: Group work

- Read and translate the poem into Vietnamese

- Collect the information about the annual final English Competition

Home work: - Practise talking about the passage

with the word “ lucky “, they will receive the present

-Teacher’s correction - deciding the winner - individuals

(59)

UNIT 6: COMPETITION

Speaking

A Aims:

- Helping students practice asking information about types of competitions B Method: Communicative Approach

C Teaching aids: Textbook, Pictures, Hand-outs

D Procedure:

I Check-up: The Reading of Unit II Warm-up: Answer the questions:

- What is this competition?

- Who is this competition for?

- Where does it take place?

- Do you like this game? Why/Why not? III New Lesson:

1 Task 1: Which competition/contest you like or dislike? Compare your answers with a partner’s Task 2: Ask your partner how she feels about each type of the competitions/conteSs in task basing on the useful language

Useful Language

-entertaining, exciting, fascinating

- dangerous, -simple-minded, monotonous,

-encourages self-study

-promote

teamwork spirit

- T calls one student to check the old lesson

- T shows a picture of the “Road to Olympia” Quiz and elicits questions, Ss listen and answer the questions

- T explains some new words

- Ss work in pairs to ask about their choices

- Pair work

- T gives instruction and practises conversation with a good student as a model

(60)

- too noisy For example:

A: What you think of the General Knowledge Quiz?

B: Oh, it’s great It’s an opportunity to test your general knowledge.

3 Task 3:

Talk about a competition or contest you have recently joined or seen Use the suggestions in the textbook

IV/ wrapping_up:summarise of the main points V Homework:

- Write a short paragraph (50- 60 words) about the competition or contest you have discussed in Task

- Groups of

- T gives instruction and goes around to give help when needed

- Ss take notes

(61)

LISTENING

AIMS: - Listen and number the pictures in their correct order - Decide True or False statements

TEACHING AIDS: Books, posters, handouts, pictures METHOD: Communicative approach

PROCEDURE:

A Check –up:

B Warm –up: Talking about the pictures in the text book

1 What are they doing?

2 What kind of competitions are they participating in?

Boston marathon C New lesson

Activity 1: Asking and Answering: What is the Boston Marathon?

2 Who you think can take part in the Boston race?

Activity 2: Vocabulary: 1- Matching

1 officially organization

3 to achieve or register (the started time, distance or speed)

4 a 26 mile distance

clock – race – formally – female – athletic –

- T puts some questions

- Ss have a look at the pictures and answer the questions to give the key word

- Pair-work

- T asks questions Students gives the answers - Poster and cards

- T sticks the poster of definitions and cards of word on the board

- Ss choose and stick words next to the corresponding definitions

- Group-work

- Ss listen to the tape and repeat the word they hear after they say “Stop the bus” (1 time) - Group-work

(62)

association – Kuscsik – McDermott 2- Listen and Repeat: Stop the bus Activity 3: Remembering

1- The Boston marathon is held every year in the USA

2- It began in 1897

3- Women were officially allowed to participate in the races in 1957

4- In 1984, 34 countries took part in the marathon

Activity 4: Task 1: True - False

Activity 5: Task 2: Answer the questions

Activity 6:

1- Talking about the lesson, using numbers 1897

1967 1972 34

2 hours 50 minutes and 10 seconds 42

13

2- Name some famous runners in Viet Nam and say what is special about them

1- Truong Thanh Hang got Asia Golden medal (800m)

2- Vu Thi Huong got Asia Golden medal (1000m)

3- Pham Dinh Khanh Doan got Asia Golden medal (800m)

D Homework: - Write a short paragraph about Boston Marathon

- T shows some cards of sentence quickly - Ss skim and read loud these sentences

- The group having more correct sentences will win

- Pair- work

- T asks Ss to listen to the dialogue about the Boston Marathon and to decide whether the statements are T or F (2 times)

- Ss correct the false sentences - T gives the feedback

- Group-work

- Ss discuss the questions in the group of - T asks Ss to listen again and answer the questions (2 times)

- T gives feedback - Pair work

- Ss exchange their ideas with each other - Three Ss write their answers on the board - Ss listen to the tape again

- T gives feedback

(63)

Writing

A Aims: Helping students know how to write a letter of reply B Method: Communicative approach

C Teaching aids: Textbook, cards, poster, cassette player, handouts

D Procedure:

I Warm-up: Reordering (Group work) - Card 1: Yours faithfully

-Card 2:

I am interested in practicing English with native speakers and

- Card 3: Dear Sir/ Madam

- Card 4: I read the information about the English Speaking Competition on your Language Centre ’s website

- Card 5: 140 Kham Thien st, Dong Da District Hanoi, Vietnam

17th October, 2006 - Card 6:

I want to get some information about the competition

- Card 7:

Please provide me with your phone number and e-mail.

I look forward to hearing from you soon

- Ss play the game in teams

- T divides the letter on the text book into many parts and then writes the content of its on cards

- T sticks the cards on the board and asks Ss to reorder them in right positions as a complete letter on a blank poster

- T plays a cassette player and the game will end when the music stops - The winner will be the one who has more cards put in the right positions

(64)

- Card 8: Thu Trang Card 9:

Could you please send me details of the competition, the number of participants, entry procedures, venue, date and time?

II New lesson: Writing a letter of reply Activity 1: Discussion(Pair work)

1 What kind of letter is it?

2 In what case we write this kind of letter? Which expressions we use when asking

for information?

Activity 2: Read the letter and find out the information required for the English Speaking Competition

a Where to get information of the competition:  on language Centre ’s website

b Why to take part in the competition

 to practice English with native speakers  to get some information about the

competition

c What information the writer wants to know about  number of participants

 entry procedures  venue

 date  time

 Vocabulary:

- participant: a person who participate in sth.

- Procedure: order or way of doing something

- Venue: place where people agree to meet

- Competition: contest

 Activity 3:

Expressions used in writing a letter of reply

1. Thank you for …… / Thanks for…./ Thank you so very much…

2. I’m very grateful to/ about……

3. I’m sorry …

4. It is with deep regret that…

5. I’m afraid…

board(book closed)

- T gives out some questions and asks Ss to discuss them in pair work

- T gives some details and asks Ss to read the letter again and find out the information required and share the answers with another

- Ss work in pair work

- T explains some new words

- T asks Ss to write down some expressions commonly used in writing a letter of reply on posters in group work

- The winner will be the one has more correct answers

- T gives feedback

(65)

6. I’m very happy to know that…

7. I really appreciate your …… 8. We would like to thank you for…

9. I/we receive your… and feel that it is…

10.We would like to request that…

11.In response for your request for…

 Activity 4: Imagine you are Kate Johnson, secretary of the English Speaking Competition Write a letter to respond to Thu Trang, using the details below

- number of participants: 25

- Venue: 106 Tran Hung Dao Street, Hoan Kiem District, Hanoi

- date: 25th November

- arrival time: 7: 00 p.m; starting time: 8: 00 p.m

- Phone number: (04) 9838188 - e-mail: info@123doc.org

Key: 28th October, 2007 Dear Thu Trang,

Thank you for your letter and welcome to our English Speaking Competition Here are some details about the competition.

The number of participants is limited – just 25 The competition is held on 25 November, 2007, at 106 Tran Hung Dao Street, Hoan Kiem district, Hanoi. It starts at 8.00 pm Contestants should be present one hour before the competition for registration. For more information please contact me on the phone number: (04) 9838188 and e-mail:

info@123doc.org.

Best wishes, Kate Johnson Secretary

III Homework: Write a complete body of the letter with the words given (handout)

Dear Sir/ Madam,

I/ten year/ student/ High Ridge School I / involved/ Technology Project/ design/ make D calendar/ I /be/ grateful/ if/ send/ me information/ samples/

- T asks Ss to look at the details given in the textbook to write a letter of reply to Thu Trang

- T gives instructions, Ss listen and follow

- T goes around to give help when needed

- Ss write the letter.

- Ss exchange their writings to correct the mistakes.

- T asks a student to go to the board and write down his or her writing. - T corrects mistakes and asks Ss to copy down in their notebook.

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concern/ 3D calendars. Thank you/ help/ attention

Yours faithfully,

UNIT 6: COMPETITION LANGUAGE FOCUS AIMS: - Help students to pronounce sounds / tr /, /dr/ and /tw/

_ help Ss to understand reported speech with gerund and use these structures to solve communicative tasks

TEACHING AIDS: Books, posters, handouts, pictures METHOD: Communicative approach

PROCEDURE:

A Check – up:

B Warm – up: Describing a picture Questions:

1- What does he do? A taxi driver

2- How long has he worked as a taxi driver? For twenty years

3- What is he wearing? Trousers, sweater and shirt C New lesson:

Activity 1: Introduce three sounds / tr /, /dr/ and /tw/

Driver twenty trousers / dr / / tw/ /tr/

Activity 2: Listen and repeat

Activity 3: Practise reading aloud these sentences

1- John always enjoys traveling by train 2- Jane’s teeth are troubling her

3- George is driving dangerously 4- Her new dress is an absolute dream 5- She has an amused twinkle in her eyes 6- Think twice before doing something Activity 4: Listen and perform

Troops- dreadful-twin- dream- traffic- trip Activity 5: Reported speech with gerund

- Teacher shows a picture

- Teacher puts questions and students answer

- Teacher write the answers on the board

- T introduces three sounds / tr /, /dr/ and /tw/

- T reads these sounds (chorus ) - T has three Ss repeat them - Textbook, cassette

- Students read loud these sentences -A game: Listen and perform

- Teacher read loud the words - Students listen and perform as directed

/tr/: clapping their hands /dr/: stamping their feet /tw/: keeping silent

- If anyone does wrong, he or she will have to as teacher’s requeSs

- T gives a situation

- T gives the student a present and the student says:” Thank you”

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Ex: Lan thanked me for giving her a present Note:

 V + preposition + gerund  V + O + preposition + gerund  V + gerund

Activity 6: Do matching Verbs Preposition congratulate of apologize to accuse from insist against dream about warn for thank on confess

forbade

Activity 7: Exercise 1/page 74 Activity 8: Exercise 2/page 75

Activity 9: Talking about some pictures D- Homework:

1- Use the verb from the box to rewrite each sentence in reported speech, beginning as shown Do not change the meaning

- T introduces Reported speech with gerund

- T explains and students take notes - Pair-work

- T asks students to match a verb with a suitable preposition

- Feedback Congratulate on Apologize for Accuse of Insist on Dream of

Warn against/ about Thank for

Confess to Forbade from

- T asks Ss Vietnamese meaning of these words

- T asks students change direct speech into reported speech

- Pair work

- Group-work of

- Ss rewrite the dialogues in reported speed, using gerund

Date of planning: 19/11/09

Date of teaching: Period: 36

Test yourself B

 Aims of the lesson: After the lesson, Ss will be able to:

use the knowledge they have learnt to the tasks and check themselves

 Teaching aids: posters, pictures, handouts…

(68)

Warm – up: Questions and Answers

1 what is the weather like today? 2 How are you today?

3 who is on duty today? 4. …

Listening

Vocabulary:

+ locate (v): -> location (n) + population (n)

+inhabitant (n) + stroll up (v)

- asks Ss to read through the table - plays the tape once

- plays the tape again and pause at difficult points if Ss cannot complete the task

- gets Ss to find a partner to check their answers with

Reading

Vocabulary:

+ necessary >< unneccessary

+ properly plan + result

+ unfair + noisy

- asks Ss to read the statements carefully - asks Ss to read the text and decide if the statements are true or false

- has Ss to exchange their answer with a friend for peer correction

- calls some Ss to give the answers

Grammar

- Asks Ss to read the paragraph carefully and try to find the missing words

- asks Ss to find a partner to exchange the answers with

- correct the answers with the whole class

Writing

- asks Ss to study the outline carefully and write a letter basing on the outline

- answer the questions:

1 It is cool 2 I am very well. 3 Mai is on duty today.

…

Answers:

Reading Oxford

Location 50 miles to the west

of London in central England

Population 120.000 people 90.000 people

Noted for market town biscuit factory computer industry

8 university car factory 10 Cowley Road

- find a partner to check their answers with - listen to the teacher and correct the mistakes

- read the phrases in the box and the text carefully

Answers:

1 F F T F T

- read the letter carefully and fill in the blanks with the correct verb forms

- exchange the answers with a partner Answers:

1 by the

2 for a

3 there by

4 which it

5 the 10 be

- write a letter basing on the outline

Sample letter:

34 Hoang Hoa Tham Street 28th, November, 2007

Dear Uncle Nam,

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on Friday, 2nd, December, 2007.

Would you be so kind as to recommend someone who can give us a tour around the factory? We would so much like to know how computers are made and we also like to talk with the workers there We hope that you will create favorable conditions for us to have an useful visit to yoour factory.

We are looking forward to receiving your reply soon. Yours

Hoa

Comment:

Homework:

Complete the letter

Date of planning: 19 /11 /2009 Period:37 Date of teaching: / / 2009

Written test No 2 (bµi kiĨm tra tiÕt sè 2)

Full name:……….Class:………… Time : 45 minutes

1 a foot b moon c food d school a top b chop c work d job a sport b box c more d four a passed b worked c stopped d listened

5 a cat b come c delicious d cup

1 The government should help ……… unemployed

a the b an c a d some

2 She failed the exam,……….was a pity

a that b what c which d it

3 When he was a child, his father used to……… him to the circus

a took b take c taking d takes

4 I don’t know the man………gave me this book

a whom b whose c which d who

5 These cars……… by the workers

a has cleaned b has been cleane c have cleaned d have been cleaned Where is the money……….was on the table?

a whom b who c which d what

7 I ………my birthday party at my house next Saturday

a give b to give c am going to give d giving My class decided……… HaLong Bay this summer

(70)

She looks very………… in her new ao dai

a beauty b beautifully c beautify d beautiful 10 Hoa got bad mark ……… she was very lazy

a so b because c though d despite III/ Đọc đoạn văn sau trả lời câu hỏi

Janet left high school three months ago She wants to continue her study at a university but her parents are not rich enough to send her to university She is looking for a job to help her Mum with family at home She likes meeting people and travelling, so she wants to apply for a position as a receptionist or a tourist guide She reads newspapers and looks through the “ Situation Vacant” columns everyday, but up to now she has not found a job yet.

1 When did Janet leave high school? What does she like? Has she found a job yet? IV/ Đọc kỹ th sau viết th x¸c nhËn.

Dear Hoa,

I am going to have my birthday party at my house at p.m next Sunday. Can you go shopping with me to buy every thing I need for the party and decorate the party for me? I ll be waiting for you at a.m at my house next’ Sunday.

Please let me know if you can help me. Yours,

Lan

Date of planning: /11 /2009 Period:38 Date of teaching: / / 2009

UNIT WORLD POPULATION Reading

A AIMS : - Helping Ss improve speaking, listening and writing skills, mainly reading skill for gist and detailed information about world population

- Helping Ss guess the meaning of some words in context B TEACHING AIDS: Books, pictures, poster, handouts

C METHOD : Communicative approach

D PROCEDURE :

I/ Warm - up

- T asks Ss some questions:

1/ Tell some countries which have big population?

1/ China, India… 2/ What problems may happen if the

population of the word increases faster and faster?

2/Social problems, shortage of water, food and other resources…

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II/ New lesson

A Pre- reading

- T asks Ss to look at the pictures in textbook and answer the questions

- Pair work

Act 1: Answer the questions in the textbook

-T can go round the class to help if necessary

Suggested answer: 1/ In the countryside

2/ They word hard, have too many children Their life is difficult They are poor

3/ Ss ‘ opinion

- T sticks the poster on the board and asks Ss to find

Activity 2: teach some new words - T gives handouts to Ss 1/number (n)

2/ to provide for

3/ way to limit the number of children

born 1/ figure

4/ water, iron, gold, silver 2/ support

5/# decrease (v) 3/ birth- control method

Structure: 4/ resource

It (take) sb (time) to sth 5/ to increase Ex: It took 1,750 years for the world

population to reach 625 million

- T writers the right answers on the board B While- reading - T gives Ss mins to read the passage

Task /p.82 Individually

- T asks Ss to work in pairs and fill each blank with a suitable word

- T goes round the class to help if necessary

- T ‘s feedback after asking Ss to read aloud the sentences

Task 2/p.82 - Ss ask and answer the questions

- Pair work

-T checks whether their answers are right Task 3: True or False statements &

correct the false ones: -T asks Ss to close their books 1/In 2000, the world ‘s population was

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expected to be nearly million 3/ The world ‘s population has been decreasing faster and faster

Feedback: 4/ 50 percent of the earth ‘s land can be

used for raising animals 1/F (6.6 million) 5/We can use water as much as we want 2/F (over billion) 6/ Most third world women want to have a

lot of children 3/F (increasing)

7/Third world women know of no safe way to have fewer children

4/ F (20%)

5/ F (There is a limit to the water we can use)

6/ F (They don’t want ) 7/ T

C Post- reading

Discuss with a partner and find out - Pair work

5 world largest countries in - T goes rounds the class to help where necessary

population Say where they are and - T calls some Ss to give answer which is the richest and which - T ‘s feedback

is the poorest country

III/ Homework:

1/ Write a 100- word paragraph - T writes on the board while saying about world population

2/ Prepare for “ Speaking”

UNIT 7: WORLD POPULATION

SPEAKING

A AIMS: - To help students practice speaking about the problems of overpopulation and their solutions

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D PROCEDURE:

I Checking up II Warm up

-Please tell some causes of population explosion?

-Can you give some solutions to those causes? III New lesson

A Pre-speaking:

Activity 1: Put the causes of population explosion in order of importance and explain why

Fewer children die at birth

People are not aware of the problem of overpopulation

People are not properly educated

People believe that having many children means happiness

Religion doesn’t encourage people to have fewer children

Many people believe that having a large family is a form of insurance

Activity 2: Present the task to the class Ex: We/ I think the first cause is the most important because there are a lot of modern medical techniques nowadays

B While-speaking

Activity 1: List the problems facing poor and overpopulated countries

Useful language:

poor living conditions low living standards not enough food

lack/ shortage of school/ hospital/ teacher/ doctor/ nurse

Activity 2: Report the results to the class Ex: - The problems facing poor and overpopulated countries arepoor living conditions,

-T asks ss to answer some questions and then introducing the new lesson and having ss open their books to task

-T introduces the situation and asks ss to work in pairs in 3’

-T goes around and offers help if necessary

-Ss’ answers may vary

-Then T asks some students present their ideas to the class

-T can ask them the following question:

“Which cause you think it is the most important? Why?”

-T gives an example orally

-Ss are asked to work in pairs in 4’ to task in the textbook

-T asks them to use “useful language” in task to be able to match them into phrases and find some more other problems

*For example:

+poor living conditions +unhealthy living conditions +not enough food/ expensive food +illiteracy/ unemployment

+a lot of diseases

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- Theyare ……… - First ……… - Second ……… - Third ……… Activity 3: Work out the solutions to the problems of overpopulation

Useful language:

raise an awareness of the problems of overpopulation

living standards

exercise/ implement reward and punishment policies

carry out population education program

family planning programs use birth control methods

Activity 4: Report the results to the class *Suggested results:

-People should raise an awareness of the problems of overpopulation and living standards

-The government should exercise reward and punishment policies

-Population education programs and family planning programs should be carried out to high school students

-Safe birth control methods should be used C post-speaking

Activity 1: Talk about the problems of overpopulation and offer solutions, using the results of tasks 1, 2&

Activity 2: Present the results to the class IV Homework

-Write a paragraph about 100 words about the problems of overpopulation and offer solutions

-Ss are asked to report the results to the class

-T can ask ss the following question before they report the results in front of the class

“What are the problems facing poor and overpopulated countries?”

-The answers may vary

-T asks ss to work in groups of in 4’

, using “useful language” in task -T goes around and helps them if necessary

-3 representatives of the fastest groups will be asked to report the results in front the class

-T will take down some good ideas on the board and praise them

-T asks students to work in groups of 8’ in 5’, asking them to write down their ideas on a poster

-T walks around and offers ideas and comments when students need help -T has representatives of the three fastest groups to go to the board and present their results

-T and other groups correct the mistakes and T will give good marks to the best group

-Ss are asked to write a complete passage from the models on the board.7

(75)

UNIT 7: WORLD POPULATION LISTENING

Aims : To help Ss listen for gist & for specific information

Materials: Cassette player, poster, hand outs

Method : Communicative Approach

Stages Teacher ‘s activities Students’ activities

Warm up New lesson Pre-Listening

While listening

Look at the picture (of a family with many children) and answer the questions

1) Discuss there questions in pairs

a) Do you think that our world is over populated

b) What continent has the largest population?

2) Vocabulary:

- population exploration (n) - punishment - death rate - shortage (n)

- living condition (n) - generation (n) - improvement (n) - inexpensive (a) - particularly (adv) - rank (v)

Task 1: you’ll hear Dr Brown, a world

population expert, talk about the world population Listen to the interview and choose the best answer:

1) The expert says that there are ……… people in the world today

a) over 6,7 million c) about 6,7 million

b) 6,7 billion d) 6,6 billion 2) According to the expert, the population of the world increases by ……… a year

a) 66 million c) 76 billion

b) about 66 million d) about 76 billion

T ask Ss to answer the questions as the lead in of the new lesson - Pair work Ask and answer

- T checks & gives feedback

- T explains these words’ meanings - T asks Ss to listen and repeat these words - T emphasizes these words appearance in the text

- T introduces: you’ll hear an interview of world population - T plays the cassette - Ss listen & this task

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Post-Listening Homework

3) According to the expert, the area has the highest population growth rate is ………

a) Africa c) Latin America b) Asia d) The Middle East

4) ScientiSs say that the main reason for population explosion is ………

a) death rates c) an increase in death rate b) birth rates d) a decrease in death rates 5) Which of the following problems is not mentioned by the speaker?

a) literacy c) shortage of ford

b) lacks of hospitals d) poor living & schools condition

Task 2:

Activity 1: Listen again and answer these

questions

1) According to the expert, what will the world population be by 2015?

2) What did the expert say about the population growth rates in some parts?

3) What is the reason for a fall in the death rates?

4) What problems does population explosion cause to the world?

5) How many solutions did the expert offer and what are they?

Activity 2: ask and answer the questions

(on poster)

Work in groups of five to summarize the main ideas of the passage

Write a paragraph about the solutions to the problems of overpopulation

T observes & gives feedback:

1.c 2.d 3.c 4.d 5.a

Poster

- T asks Ss to read the questions carefully on the poster

- T checks Ss’ understanding of these questions

- T plays the cassette player

- Ss listen and this task

- T asks some Ss to answer these questions orally

Pair work

Group work: Ss can use the words in “vocabulary part” T asks Ss to it at home

(77)

Aims : To help Ss practise describing the information in a chart

Materials : Chart, poster, hand outs

Method : Communicative Approach

Stages Teacher ‘s activities Students’ activities

Warm up

New lesson Pre-Writing

While Writing

Post-Writing

1) Do you know any continents in our world? List them as quickly as you can 2) Which continent has the largest population?

Answer the questions 1) What does this chart tell you?

2) What’s the percentage of the population of Oceania?

3) Let make a comparison between the percentage of the population of Europe and that of South Asia?

4) Which continent ranks first and which ranks last in population?

5) What can you conclude from this charts?

Task 1: Recognize useful language:

1) It shows the distribution of world population by region

2) It accounts for percent

3) The population of South Asia in more than double that of Europe

OR: The population of Europe is nearly half of that of South Asia (half as much as) 4) The population of South Asia ranks first & Oceania ranks last

5) The population of the world is distributed unevenly by region

Task 2: Describe the chart using the

useful language from Task You may begin with:

“The chart shows the distribution of world population by region…”

1 Correction

- T asks Ss to discuss these questions

- T checks & corrects - T asks Ss to work in pairs to find out the answers for these questions

- Chart (Books opened) - Hand-outs (Questions)

- After Ss have discussed the questions T asks them to give the answers From the answer T corrects & introduces the useful language for writing

- T can stop & check Ss’ understanding by asking them to translate these expressions underlined into Vietnamese

- T asks Ss to write does the underlined parts &

makes sure they

understand there useful expressions

(78)

Homework

2 Evaluation conclusion of the

paragraph

- T asks two Ss to go to the board and write their paragraph on the board - T and other Ss look at the board and correct the mistakes if necessary - T comments & gives the model

UNIT 7:WORLD POPULATION LANGUAGE FOCUS A Aims:

-To help st(s) know how to pronounce consonants/kl/, /gl/, /kr/,/kw/ correctly

- To help st(s) revise Conditional sentences as well as conditional in reported speech B Teaching aids: Pictures

C Method: Communicative approach

D Procedures:

Look at the pictures What/ Who’s this?

A pRONUNCIATION

Activity 1: Listen and repeat /kl/ /gl/ /kr/ /gr/ /kw/

Listen and put the words in correct rows:

Group work

-T asks st(s) to look at the pictures for minute, then write out the names of the things on the board

- The group having more correct answers will be winners

-T asks st(s) to pay attention to the consonants underlined and introduces new lesson:

/kl/,/kr/,/gl/ /gr/, /kr/

-T pronounces the consonants first - St(s) repeat in chorus

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Glean, crash, class, creature, grouping, quarrel, ugly, claim, green, glad, crowed, quarter, clown, creep, ground

1./kl/:……… 2./gl/:……… 3./kr/:……… gr/:………

5 kw/:……… Activity 2: Practise reading aloud this dialogue

B GRAMMAR

I REVISION OF CONDITIONAL SENTENCES

Ex: (We’ll go camping tomorrow but it depends on the weather.)

 If it rains heavily, we’ll stay at home

2 (I don’t have a bike so I have to walk to school)

=> If I had a bike, I didn’t have to walk to go to school

3 (Betty didn’t study hard so she didn’t pass the last examination.)

 If Betty had studied hard, she would

have passed the last examination Structures:

If clause Main clause

Type 1: Present

simple Will/Shall + Bare inf Type 2: Past

simple (To

be: WERE) Would + Bare inf Type 3: Past

perfect Would + Have+ P.P Exercise 1: Put the verbs in brackets into the correct form Add ’ll or ‘d/ would if necessary

Exercise 2: Put the verbs in the brackets into the correct form:

II CONDITIONAL IN REPORTED SPEECH

Ex: “If I have a lot of money, I’ll build houses for the poor.”, John said

John said if he had a lot of money, he would build houses for the poor

2 “ If today were Sunday, we wouldn’t go to school” they said to me

* Key:

1./kl/: class, claim, clown 2./gl/: glean, glad, ugly

3./kr/: crash, creature, crowed, creep 4./gr/: grouping, ground, green 5./kw/: quarrel, quarter

(Pair work)

-St(s) practise the dialogue in pairs -T corrects the pronunciation mistakes if nesses sary

- Use poster - (pair work)

- St(s) work in pairs to find out the structures of each kind of Conditional sentences

-St(s) work individually, then compare with their partner’s answers

- T corrects the answers if necessary Feedback:

Exercise 1:

1 would drive could is will take closed will come

Exercise 2: were told had realized

wouldn’t have been would have bought had studied

-T gives St(s) examples and asks them to pay attention to some important points when the report conditional sentences - St(s) work individually

- T corrects the mistakes if necessary Feedback:

(80)

=> They told me if that day were Sunday, they wouldn’t go to school

Note:

Conditional sentences type and can be the same in tenses in reported speech

Exercise 3: Change the following conditional sentences into reported speech

Put the sentences into reported speech: “If the weather is fine, I’ll go on a picnic with my friends”, Lan said to her brother “I’m sure she will help you if you ask her, Jim”, said Mary

3 “If I were you, I would give up smoking”, the woman said to her husband

4.“I would have come to see you if I had known you were ill”, Kate said to Susan 5.“ You will be disappointed if you meet him”, Betty said to me

Homework:make 10 examples using types of conditional sentences

come to see her if he had time

2 He asked her what she would say if someone stepped on her feet

3 They told me that if it didn’t rain, they would go out with me

4 The man asked the woman what she would if she were a millionaire The man told me that If I had asked him he would have lent me his

motorbike

6 The man said to his daughter that they would be very disappointed if she didn’t come

7 The boy told the girl that he was sure they would understand if she explained the situation to them - Handouts

- T gives st(s) homework

Date of planning: / /2009

Period No 43 Answer keys for Written test No 2

I/ Chän từ có phần gạch chân phát âm khác với từ lại

1 a foot c work b box d listened

5 c delicious

2 The government should help ……… unemployed a the

2 She failed the exam,……….was a pity c which

3 When he was a child, his father used to……… him to the circus b take

4 I don’t know the man………gave me this book d who

5 These cars……… by the workers d have been cleaned

6 Where is the money……….was on the table? c which

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8 My class decided……… HaLong Bay this summer a to visit

She looks very………… in her new ao dai d beautiful

10 Hoa got bad mark ……… she was very lazy b because

III/ Đọc đoạn văn sau trả lời c©u hái She left high school three years ago

2 She likes meeting people and travelling No, she hasnt

IV/ Đọc kỹ th sau viết th xác nhận. Dear Lan,

Let s me say happy birthday to you on your birthday I am willing to’ “ go shopping with you to buy everything you need for the party and decorate the party for you Fortunately, Sunday is my day off so I have much free time I will go to your house to pick you up at 7.am next Sunday. See you again next Sunday

Yours, Hoa

Date of planning: / /2009 Period:44 Date of teaching: / / 2009

UNIT 8:CELEBRATIONS READING

I Aims: By the end of the lesson, Ss will be able to master general and specific information

Ss’ skills are improved

II Method of teaching: Communicative approach

III Teaching aids: power point, textbook, chalk, board, handouts, posters IV Procedure:

I Warm-up: Tet holiday, Christmas, Hallowen, Den Hung’s festival

II Pre-reading:

Look at the picture and discuss the questions (in Textbook)

Tell your partner which of these activities you enjoy doing most at Tet.

T shows on the screen pictures and names of celebrations then divides the class into groups of Within minutes, they have to match each picture with the right name

T takes the first two groups to give comments

T gives presents / good marks to the best group

T shows the picture on the screen and asks Ss what some figures mean Ex: chung cake, kumquat tree, fruit, mai tree, Mut, ect…

(82)

III While-reading: 1 Vocabulary:

- grand(a): large / important

-agrarian(a): connected with farming

-banner(n):a.long piece of cloth with a message on which is in a public place

-pray(v):speak to God to give thanks or ask for help

-sugared apples: tao dam

-excitement(n)the state of feeling excited 2 Reading comprehension:

Activity 1: task (textbook)

There are some incorrect words in these

sentences in comparison with the content of the text but not all Tick √ beside the correct

sentences and underline the incorrect words then correct them

a Kumquat trees are popular both in the North and the South of Vietnam

b Tet is always on 20th February on the Western calendar

c People try to be nice and polite to each other because they want to have good luck on New Year’s day

d According to the text, for people anywhere in the world, the beginning of spring is the start of a new year

e Tet used to be longer than it is nowadays

f According to the text, “ Lucky Money” is given to everyone at tet

Activity 2: Task 3(in textbook) Questions (nought and cross)

IV Post-reading: Discussion

T asks Ss to present in front of the class

T shows words /phrases in two separate sides of the screen but they are not in order in each side and gets Ss to match with each other

Individually

Feedback (T can give good marks to the student)

Repetition drills: chorus-individuals Checking vocabulary: T rubs out words in one side and asks the class then 1-2 Ss to say words in the rest side again

Group work of 6(books closed, handouts)

T takes the first two groups to correct

Gives good marks/ presents to the best

a.√

b always→ sometimes c.√

d anywhere in the world→ agrarian people

e.√

f everyone→ children

group work / pair work

group work T divides the class into big groups Each takes turns to put questions numbered and the rest answers If one group can answer questions in the straight line, they win the game

Group work of 10.T hands out posters to groups presenting in front of the class later

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V Homework

Rewrite information you applied after the discussion (100-150 words)

Comments:

observe

T gives goods marks /presents to the best after correction

UNIT 8: CELEBRATIONS SPEAKING

A Objectives: Talking about the celebration of Tet and other festival activities B Method: Communicative approach

C Teaching Aids: book, picture, posters

D Procedures:

I WARM – UP:

What celebrates you think of when seeing these pictures? What people during Tet holidays?

What you say to foreigners about it? II NEW LESSON

1 Presentation TASK

*Practice reading the dialogue Useful language

- Did you know ……… - It’s the time when ……… - What you often ………? *Practice the dialogue again, using the cues below:

T shows pictures and asks questions to elicit the lesson

Moon festival Tet holidays

Ss play the roles

(84)

- Did / know / next month / Tet holiday? - What / Tet?

- It / time / when / celebrate / spring - When / it / exactly?

- This year / it / February - What / often / / Tet?

- Eat / special foods / dress up / friends / relatives / play / traditional games - That / sound / interesting

2 Practice TASK *Explanation: thanksgiving (n)

mask (n) parade (n) roast turkey (n)

 There are some popular holidays

and celebrations in Vietnam and in the world Match the holidays with its meaning and activities

3 Post- speaking

TASK 3: Ask and answer about the holidays, using the dialogue in Task as the model

III HOMEWORK

Pair works Closed books

T hangs the poster on the board Ss practice the dialogue again

T asks pairs to present their work in front of the class

T explains the meaning of some words Translation

Realia Picture Translation b

Ss task individually, then work in groups of

St1: reads the name of a holiday St2: reads its meaning

St3: reads its activities Pair works

Closed pairs – Open pairs T corrects the mistakes

Write a short paragraph about the holidays above

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UNIT 8: CELEBRATIONS

LISTENING

A Objectives: - Students listen to the tape carefully and complete the teSs well B Method Communicative approach

C Teaching Aids: - books, posters, handouts D Procedures:

I CHECK-UP

II WARM-UP Game “Hear and do” III NEW LESSON

A Before you listen

Activity 1: Discuss the following questions

a Guess which of the following activities the Japanese often on their New Year days? * exchanging gifts and cards

* decorating the house with peach flowers * wearing kimonos or special dress

* giving / receiving lucky money * going to the pagoda

* visiting friends

b What other things you think the Japanese also at the New Year?

Activity 2: Vocabulary

Similarities housewives longevity constancy

Kimonos shrine pine trees represent Activity 3: Listen and repeat

B While you listen TASK

You will hear two people talking about how the New Year is celebrated in Japan Listen and check the things you hear

TASK

Answer the following questions

1 Why the Japanese a big clean up before the New Year comes?

2 Where the Japanese hear the bells from?

T lets Ss play a game to warm the class up

Pair works

T asks Ss to this task in pairs

T introduces the new words of the lesson

T asks Ss to read the sentences before listening to the dialogue First: Individually then both can exchange their ideas and this task

Feed back

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3 What the Japanese often wear when they go to visit their shrines?

4 Do the Japanese often celebrate the New Year with their friends?

C After you listen

Compare the following aspects of the Vietnamese New Year with those of the Japanese one

* preparations * foods and clothes

* activities on New Year’s Eve * people to celebrate with

IV HOMEWORK

- Write a short paragraph about the differences between Vietnamese New Year and Japanese New Year

- Prepare ‘Writing’

Group works

UNIT 8: CELEBRATIONS WRITING

A Objectives: - Students describe a celebration’s activities

B Method : Communicative approach

C Teaching Aids: - books, posters, blackboard… D Procedures:

I CHECK – UP II NEW LESSON

1 Pre-writing: Match a word in A with one in B to have a complete phrase:

A B

- To crowd - the colorful parade - to decorate - special food - to celebrate - the greeting cards - to visit - the home

- to express - friends and relatives - to watch - family traditions - to receive - the emotion - to enhance - the street - to enjoy - a hug - to give - the festival

2 Complete the table: T has Ss complete the missing information:

-Group work

- Suggested answers: to crowd the street to decorate the home to celebrate the festival to visit friends and relatives to express the emotion to watch the colorful parade

7 to receive the greeting cards

8 to enhance family traditions

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Celebratio

n When Purposes Activities

Women’s

Day - Women are honored 15th of

the 8th lunar month

- People celebrate the largest full moon in the year

- wear marks - have parties with special cakes and lots of fruits

- parade in the street with lanterns - watch lion dance

- People express their feelings, memories and love for their

teachers

- watching fireworks -visiting relatives and friends

- going to the pagoda

- eating special foods

- receiving “ lucky money “ - going to the pagoda

-decorating the house

-going to the flower market While-writing

T has Ss write a description of one of the popular celebrations in Vietnam Their description should include the following main points:

name and time of festival

- Ss discuss in their groups and then write their answers on the board

- Ss write this paragraph individually and can

exchange their ideas in pairs - T goes around and collects mistakes and errors

- T writes Ss’ typical errors on the board and elicits self and peer correction T provides corrections only when Ss are not able to correct the errors

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 purpose / meaning of festival  activities

 whether you like it or not and the reasons

4 Post - writing:

-T has two Ss present a description of one of the popular celebrations in Vietnam

III HOMEWORK

Rewrite the paragraph in the book Prepare ‘Language Focus’

their writings on the board -T gives general comments - T summarizes the main points

UNIT 8: CELEBRATIONS LANGUAGE FOCUS

A Objectives: - Pronunciation: /fl/, /fr/, /r/

- Grammar: Pronouns one(s), someone, anyone, no one, everyone B Method Communication approach

C Teaching Aids: - book, posters

Procedures:

I CHECK – UP

II Warm up (5') Game: Tongue twister

III NEW LESSON A PRONUNCIATION(5') Activity Introducing sounds

/fl/ /fr/ /r/

floor France Friday Fruit

Activity Listen and repeat (Bingo)(8')

threaten fly fruit

thrive overflow through

fry flu flower

frozen afraid overthrow

overthrow frozen fruit

flu overflow a afraid

Group work

T has Ss write down a sentence by answering the following questions

1 What is your name?

2 When/where were you born? Where are you living?

4 What is your job?

5 What is your favourite food? The content of their answers must begin with letter "f" The winner is the one who can write the longest sentence with a lot of letters "f"

e.g.: Fan, a farmer who was born on Friday, February 15th in France, is living on the first floor in a five- storey building…… After the game T can lead to the new lesson by asking some questions:

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fry thrive flower

fly through threaten

threaten a afraid fry

thrive overthrow through

fruit flu frozen

flower fly overflow

* Activity Practise reading aloud this dialogue B GRAMMAR

1 Presentation(10')

A Complete the conversation below with the words in the box

A Is there at the door? B is at the door

A Where is ? I need to help me Notes

Someone - used in positive sentences - has the idea of a definite idea Anyone: - Used in negatives and questions - has the meaning of no limit

Everyone: - All the people in a group

Everybody used in positive sentences, questions No one: - No people

- used in positive sentences * One - used to avoid repeating a singular noun

ones - used to avoid repeating a plural noun

- A/An + adj + one

- one/ ones can’t combine with some, any, my

Is it difficult for you to

pronounce the whole sentence? Why/ Why not?

T underlines some words in sentences written down by Ss and pronounces them as example Then T asks Ss to arrange these words in the right column Work in groups of

- Give out the prepared cards - Read out each of the words from one of the cards in random order

-Tick off the words as you read them to avoid reading them twice -Ask students to cross out the words on their cards as they hear them

- When a player completes a horizontal or vertical line on their card, he or she should shout Bingo!

- Teacher asks this player to read back the words in the line to see if these words are among the ones you have already read out The winner is the one who can read back the words correctly

Pair work

T has Ss discuss and then present their conversation in front of the class

(90)

2 Practice(15') + Control + less control

a Complete the sentences with suitable words

1 Quick! Let's go There is coming and I don't want to see us

2 There was hardly on the beach It was almost deserted

3 Who shall I invite to the party? I don't mind you like

4 I'd like some shoes like the in the window There are pens on the table The green is mine

b Correct the mistakes in each sentence below

1 Are anyone coming to collect you? Everybody is ok, isn't he?

3 What sort of cake would you like? A one with cream

4 Could you lend me some stamps? I haven't got any ones

5 No one doesn't know how to operate this machine

+ free- practice

Ask and answer using Someone, anyone, everyone, no one, one, ones

Ex

A: Is there anyone in the class room? B: Everyone is outside now

A Is the green pen is yours? B The green one is mine C Vocabulary(7')

+ Exercise (text book)

Use the words from the box to complete the following passage

+ What are the following pictures about?

T's correction Key:

anyone, no one, everyone, someone

Look at the conversation again and answer teacher's guiding questions Ss can elicit the rule of using Someone, anyone,

everyone, no one, one, ones

drill Textbook

individual work

The player mustn’t answer "yes"/ "No" and in their answers

Someone, anyone, everyone, no one, one, ones must be used T gives each player some money If they say "yes, no", they will lose

(91)

HOMEWORK(1')

Prepare UNIT - READING

Write sentences in which Someone, anyone, everyone, no one, one, ones are used respectively

their money The winner is the one who gets (the) most money - drill Text book

Ss can say a phrase/or a sentence ex Traditional food

People usually cook traditional food on Tet holiday

Date of preparation: …./ … / …… Period: 49

Date of teaching: ……/ … /……

Revision 1

I Objectives:

1.General knowledge: Ss can revise what they have learned in 1st term.

2 Skill: develop all the Ss’skills

3 Attitude: try to recall the previous knowledge

II Teaching aids: Textbook, handouts

III Methods: pairwork, individual work, eliciting

IV Procedure:

Stages ,timing Procedure Interaction

1 Warm-up mins 2.Grammar: 31 mins

*

Chatting

-Ask Ss to retell the grammatical parts they have learned -Peer correction

-Feedback and comments

I The infinitives: To- infinitive :

a used to refer to a purpose: (grade 10) S + Verb (main) + to- infinitive

Ex: -They stopped for ten minutes to rest b used to replace a relative clause (grade 11) S + Verb (main) + to-infinitive

Ex:- We have nothing to eat (= we have nothing which we can eat)

- She has a lot of exercises to (= she has a lot of exercises which she has to do)

c used after an adjective (grade 11)

S + be + adj (+ for + O) + to- infinitive

Ex:- We are very glad to meet you

-The water is too hot for the child to drink d Some other cases:

S + want/ wish/ hope/ threaten/ask/ get/ tell…+ (O) + to-infinitive

2 Bare infinitive (infinitive without to)

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a used after can/could/may/ might/ must/ shall/ should/ will/ would/need/ought to/ had better/ would rather/ had rather (thà)

Ex:- He can speak many languages

b used after Verbs of perception (ngụ ý chứng kiến việc từ đầu tới cuối)

S + see/ hear/ feel/ smell/ notice/ observe/ look at/ watch/ listen to/ taste + bare inf

Ex:- I heard her go down the stairs

c S+ have/ make/ let/ bid (bảo) + O + bare inf

Ex:- The teacher have the students task d special case: S+ help + O + to-inf / bare inf

Ex:- My father usually helps me learn/ to learn English 3.To- infinitive and Bare infinitive

+VERB +Vbi/be +Vpp +VERB +To-infinitive/ to be +Vpp

Ex: -They wanted to be taken to the zoo II Gerunds:

+Form: V+-ing +Uses:-as a subject:

Ex:-Swimming is very interesting -as a complement(sau to be): Ex:-My hobby is swimming -as an object:

Verb

Be interested in Be fond of

Be keen on +V+-ing /being +Vpp Be bored with

Be fed up with Be proud of Be afraid of

Ex: -The children are fond of being given new clothes on the New Year Day

III.The present participle

1.Form: V+-ing

+the gerund often acts like a verb and a noun at the same time it can be used :

-as the subject of a sentence

Ex: swimming makes us feel relaxed

-as complement of a verb :

Ex: What I have to now is writing a letter to my old friend.

-after prepositions :

Ex: I’m fond of walking alone in the park every Sunday afternoon

-after some verbs such as: enjoy, miss, finish, delay avoid… Ex: I enjoy walking in the rain

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3.Exercises: 10 mins 4.Homework:

-as a verb in the continuous tense form Ex: The children are playing in the garden

-as an adjective :

Ex: It is very interesting film -to replace a relative clause :

Ex: .The girl (who is) watching the elephant is a famous singer.

-to replace subject +in the main or subordinate clauses Ex: Coming to the party, he takes a big present with -after the verbs : catch, find, leave +so

Ex: Don’t leave her waiting outside in the rain -after some verbs such as :waste, spend, go ,be busy Ex: You waste time copying the lesson again He usually goes fishing when he has free time

-after verbs of perception such as :see, hear ,smell, observe, notice, watch

Ex: I watched him getting out of the car

2 Perfect gerund and perfect participle : +Perfect gerund :

Form: Having + Vpp

Use :- to refer to a past action

Ex: He admitted having stolen my bike

-to emphasize completion in both the past and the future Ex: The retired teacher recalled having taught

+Perfect participle :

Form : Having +Vpp

Use:- to express one action happens before another action Ex: Having finished her work ,she went shopping

-there is an interval of time between the two actions Ex: Having failed twice, he didn’t want to try again.

-when the 1st action covered a period of time

Ex: Having lived here for a long time, they didn’t want to leave for another city.

Exercise 2:

-Have Ss to work in pairs -Go around to give help

-Call on Ss to write their answers -Give feedback and comments

Keys: 1b 2c 3b 4a 5c 6b 7b 8b 9b 10a

Prepare for the next period

Pair work Individual work T –Ss

T -Ss

V Evaluation:

(94)

Revision 2

I Objectives:

IV Procedure:

Stages ,timing Procedure Interaction

*

Chatting

-Feedback and comments 1.The simple present:

*Uses: to express:- an action often happens at present -a real thing happens in a long present time

-a rule or a truth -a time-table, schedule

-a thing which happened in past is still true at present -is used in conditional type

*Form: V(s,es)

Ex:-We learn at a famous high school -If it rain ,I will stay at home 2.The simple past:

*Uses:-to express an action happened and finished at a certain time in past

-to tell the series of actions happened continuously in past - to express an action usually happened in past

-follow after “wish” to express something we would like but we can’t at present

*Form: V+-ed/v2

Ex:-While my brother was abroad, I wrote to him once a week -I wish I knew how to drive a car

3.The past continuous:

*Uses:-to express an action happened and lasted for a long time in the past

-to express an action was happening at a exactly in the past

-to express an action was happening in the past then another action happened

-to express or more actions were happening at the same time in the past

*Form: Was/Were +V+-ing

Ex:-Yesterday, my father was working in his room all day

(95)

3.Exercises: 10 mins

4.Homework:

-While we were practicing English, our parents were reading newspapers

4.The past perfect:

*Uses:-to express an action had happened before another one or certain time in past(the 1st is used in pp, the late one in sp.).

- follow after “wish” to express unreal things I past *Form: Had +V pp

Ex:-when I got up this morning ,my mother had gone to market -I wish I had gone to her party last night

Exercise 1:

-Call on Ss to write their answers -Give feedback and comments Keys: 1c 2d 3c 4a 5d

Prepare for the next period

Pair work Individual work T –Ss

T -Ss

V Evaluation:

……… ……… ………

Revision 3

I Objectives:

IV Procedure:

Stages ,timing

Procedure Interaction

*

Chatting

-Feedback and comments

1.If the reporting verb is in the past tense ,it is usual for the verb in the reported clause to move one tense back,

(96)

-present >past

- present perfect > past perfect - past -> past perfect

“I am going” ->he said he was going

2 If the reporting verb is in the present tense ,there is no tense change

3 One tense back rule also applies to reported thought and feelings 4.Typical pronoun, time , place & model verb changes

+ pronoun changes:

Direct speech Reported speech I

We Mine Me / you Us Ours My Our Myself

He / she They His / hers Him / her Them Theirs His /her Their

Himself / herself + Time and place changes:

Direct speech Reported speech

Time Now

Two days ago Today

Tonight Tomorrow Yesterday Last night

Then

Two days before That day

That night The next , the following day The day before The night before

Place Here

This place These places

There That place Those places +Model verb changes

Direct speech Reported speech Can

Will May Should Might Must

Could Would Might Should Might

Must (had to )

5 In formal situations ,we can use THAT after the reported verbs 6.There are more one reporting verb We can use many reporting verbs beside SAY and TELL

Ex: think, announce, explain , interrupt , demand, insist, admit, complain , warn

7.Indirect questions: +Yes-no questions:

(97)

3.Exercises: 10 mins

-bá dÊu hái ë cuèi c©u

Aux.V + S1+ V + o / m?

->S2 + asked + if / whether + s1+ v + o / m

+Wh- questions:

Wh- word + aux v + s1 +v? ->S2 + asked + wh –word + s1 + v

8 Reported speech with infinitive:

- is often used in reported requests and commands, advice, promises, agreement, refusal, and offers

Form:

S + Verb (têng thuËt) + (O) + (not) + to-infinitive

Ex: - “Stop talking” The teacher said to him -> The teacher told him to stop talking - “I’ll come to see you again” She said -> She promised to come to visit us again

+Verbs (têng tht) thêng ®i víi to-infinitive: agree, offer, decide, promise, refuse, threaten, advise, ask, tell, invite, remind,

want…………

+ Note: Có thể dùng “want to know” để tờng thuật câu hỏi Ex: “How long have you worked here?” he asked

-> He wanted to know how long I had worked there 10 Reported Speech with gerund: is often used in reporting suggestion, apology, thanks, denial, regret, accusation, insistence, admission/ confession and congratulation

Form: S + Verb (têng thuËt) + (O) + (not) + V-ing Ex: “What about going fishing?” Tim said

-> Tim suggested going fishing “Sorry, I’m late” She said -> She apologised for being late

+ Verbs (têng thuËt) thêng ®i víi Gerund: deny, suggest, regret, admit, apologise for, congratulate on, insist on, thank for, accuse of, warn against/about………

Exercise 3:

-Call on Ss to write their answers -Give feedback and comments Key:

1 When Tom had finished studying for his test ,he took a hot bath and went to bed

2 I am really looking forward to seeing you again We have been to America since November 15th .

4 This machine is easy to use Anyone can learn to use it in a very short time

5 If you take the map with you , you will not get lost If you did not like this car , I would bring you another

7 Were You playing tennis when I saw you yesterday afternoon? Teacher said I had to work hard this term

9 The rainy weather prevented us from going on a picnic last weekend

10.My parents did not let me get up late when I was a child Prepare for the next period

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4.Homework:

T -Ss

(99)

Unit nine : The Post Office reading

I/Aim: _Students can understand the passage about Thanh Ba Post Office

_Students can guess the meanings of the given words based on their contexts _Ss can read the text and answer the questions

_Ss can find evidence in the text to support the given sentences

II/Proceduce

Teacher’s activities Students’ activities

Warm – up:Questions and answers

- show some stamps and asks Ss:

+ What are they?

+ What are they used for? + Where can you post a letter?

+ How often you go to post office? What for?

Pre – reading

1 Look at the pictures and think over some the post office’s services

2 Vocabulary:

- equip (v):trang bÞ

- spacious (adj): réng r·i - courteous (adj): lÞch sù

- secure (a) -> security (n): an toàn, bảo đảm - notify (v):thông báo

- recipient (n):ngêi nhËn - facsimile = fax:

- bother (v): lµm phiền

- thoughtful (adj): sâu sắc, chín chắn - parcel (n): bu phÈm

While – reading:

Task 1: Multiple choice

You are to read the passage and choose the best answer from A, B, C or D that has the opposite meaning to the italicised words for each of the following sentences

- have Ss to work individually

- Listen to the teacher and answer the questions:

+ They are stamps.

+ They are used to post/ send letters. + I can post a letter at a post office.

+ I sometimes go to the post office to make phone calls, send letter or buy newspapers.

- repeat the new words

- read the new words in chorus

- read the new words individually

- remember the words

- make some sentences using the words

- work individually to the task

(100)

- ask Ss to skim the four sentences to understand them, then they locate the information in each sentence in the text and read this part carefully Next, ask them to read the four choices given to choose the most suitable one that has the opposite meaning to the italicised words

- ask Ss to exchange their answers with a friend for peer – correction

- calls some Ss to give their answers and asks other Ss to say whether they agree or disagree

Task 2: Answering questions:

- asks Ss to read the text again more carefully and try to find the information to answer the questions

- asks Ss to work in pairs

- calls some Ss to read the answers and give explanation for their answers

- feedback and give correct answers

Model:

1 Thanh Ba post office is equipped with advanced technology.

Task 3: Finding evidence

- ask Ss to work in groups and skim the four statements

- asks Ss to read the text again more carefully and try to find the evidence to support the statements

- go around the class to check and offer help - call on some Ss to give their answers

- correct with the whole class and give the final answers

Post – reading

- ask Ss to study the two questions carefully and answer them

- call on some S s to give their ideas - give comments

- exchange their answers with a friend for peer – correction

Answers:

1 - C - B - D - C

Task 2: Answering questions:

- read the text again more carefully and answer the questions:

2 They are Mail and Parcel Services, Express Money Transfer Service, Phone Calls and Faxes, Press Distribution.

3 They are air mail, surface mail and Express Mail Service ( EMS).

4 It is used to notify the reciepient of the time and the place to receive the call.

5 You will have subscribe to your favourite newspapers and magazines.

Task 3: Finding evidence

- work in groups to the task

Answers:

1 The post office open daily from a.m to p.m. 2 We offer a very competitive rate for parcels of under 15kg.

3 We also have the EMS…possible time. 4 We offer a speedy…less than 24 hours.

- study the two questions carefully and answer them

1 We think the most important service of Thanh Ba post office is … Because…

2 We think Thanh Ba post office should have the Flower Telegram Service and the Bank Services

(101)

Homework:

- Learn by heart the new words.

Unit nine : The Post Office speaking

 Aims of the lesson: After the lesson, Ss will be able to: know how to make a dialogue about the post office’s services

 Proceduce

Teacher’ s activities Students’ activities

Warm – up: Questions and answers

1 Have you ever gone to the post office?

2 How often you go to the post office?

3 What you go to the post office for?

4 What the services of the post office you usually use? Pre – speaking

1 Vocabulary:

- rate (n):định giá

- telephone line installed: lắp đặt điện thoại

- installation: lắp đặt - take place: xảy ra, diễn ra - registration: đăng ký - fee: tiền lệ phí

- subscribe: đặt mua dài hạn - deliver :phân phát

2 Task 1/ 103: Practising the

- listen to the teacher and answer the questions.

- listen to the teacher and repeat.

- listen to the teacher and take notes - read the new words in chorus. - read the new words individually. - remember the words.

- make some sentences using the

words.

- work in pairs and act out the

(102)

dialogue

- ask Ss to act out the dialogue and then answer the question: What service is the customer using in the dialogue?

- ask Ss to work in pairs and practise the dialogue.

- call on some pairs to act out the dialogue.

- call on some Ss to answer the questions.

While – speaking

Task 2/ 104

Make a conversation from the suggestions in the book.

- ask Ss to work in pairs to the task.

- ask Ss to read the suggestions in the task and make sentences basing on the suggestions.

- go around the class to check anf offer help.

- call on some pairs to present their conversation in front of the class.

- call on some other Ss to give comments.

- feebback and give final comments.

Model:

A: Good morning Can I help you?

B: Yes I would like to have a telephone line installed at home. …

Task 3/ 104

The customer is using the fax service.

- work in pairs and make a conversation from the suggestions in the book.

Sample:

A: Good morning Can I help you? B: Yes I would like to have a telephone line installed at home.

A: Ok Where you live?

B: I live in Hoang Hoa Tham Street. When can you install it?

A: We can install it one week after you register.

B: Can you come on Friday?

A: Yes, that is fine Have you got a telephone yet?

B: Yes, I have a telephone already. How much is the installation fee and monthly fee?

(103)

Imagine that one of you is a clerk at the post office and the other is a customer, make a dialogue for each of the following situations. - keep Ss to work in pairs and do the task.

- ask them to study the first situation carefully and make a dialogue basing the task or 2. - go around the class to check and offer help.

- call on some pairs to present their conversation in front of the class.

- call on some other Ss to give comments.

- feebback and give final comments.

Model:

A: Good morning Can I help you?

B: Yes I would like to subscribe to Lao Dong daily newspaper. …

Post – speaking

Ask Ss to write the dialogue in the notebook.

- study the first situation carefully and make a dialogue basing the task or 2. Sample:

A: Good morning Can I help you? B: Yes I would like to subscribe to Lao Dong daily newspaper.

A: Yes, how long would you like to get the newspaper?

B: For a year please.

A: Where would you like to get the newspaper?

B: At home I live at 134, Hoang Hoa Tham street.

A: Ok 134, Hoang Hoa Tham street. B: Oh, can I get the newspaper everymorning before 6.30?

A: All right Could you fill in this form please?

Comments: summerises the main points of the lesson.

Homework:

(104)

Unit nine : The Post Office

Listening

 Aims of the lesson: After the lesson, Ss will be able to: know about the development of telephone in Vietnam Develop their listening skill

 Teaching aids: cassette player, tape…

 Proceduce

Teacher’s activities Students’activities

Warm – up

_Ask Ss to work in group to write words relating to the post office.

_call on some representatives of some groups to write the answers on the board.

_ check the answers and give mark. Pre – listening

1 Questions and answers ( pair work)

- asks Ss to work in pairs and ask and answer the questions in the book. - call on some Ss to give their answers.

- give corrective feedback.

2 Vocabulary

- commune: - rural network

Work in groups

- work in pairs and ask and answer the questions in the book.

Sample answers:

1 Yes It is 033 675 781

2 Yes My parents all have cellphones They have Nokia cell phones.

(105)

- communal growth - capacity:

- digit subscriber - upgrade:

- reduction: - subscriber:

While – listening

- asks Ss to read through the five sentences and the choices for the answers.

- asks Ss to listen to the tape and choose the best answers to fill in the blanks.

- plays the tape once for Ss to the task.

- asks some Ss to give their answers - has Ss to exchange their answers with a partner for peer correction. - asks Ss to listen one more to check the answers, may pause at the answers for them to catch.

Task 2: Multiple choice ( for the

questions in the book)

1 Vietnam/ China/ Japan/ Thailand 2 14.000/ 1.400/ 140.000/ 4.000 3

4 In 2000/ In 2001/ In 2002/ In 2003 5 6.014/ 614/ 6.040/ 640

- asks Ss to read the questions and try to choose the best answer for each question.

- encourages Ss to the task without listening again

words.

- read through the five sentences and the choices for the answers.

- listen to the tape and choose the best answers to fill in the blanks. - exchange the answers with a partner for peer correction.

Answers:

1- B - D - C - D - C

- read the questions and try to choose the best answer for each question. Answers:

1 China 2 140.000 3.

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- plays the tape again to Ss to the task

- plays the tapes the second time for Ss to check their answers.

- calls on some Ss to give the answers and elicits feedback from other Ss

Task 3: Answering questions

- asks Ss to read through the questions and try to answers them without listening again.

- plays the tape once more for Ss to do the task.

- calls on some Ss to give the answers and check with the whole class If many Ss can not complete the task, T might want to let Ss listen one more time and pause at the answers for them to catch.

1 How were the fix telephone numbers changed in 1996?

2 Since when has Vietnam reduced the monthly fees for fixed and mobile telephones?

3 How many percents of communes across Vietnam have telephone services at present?

Post – listening

- gets Ss to work in groups to summerise the main ideas of the listening passage.

- calls some Ss to present their result. - elicits feedback and gives final comments.

5 6.014

- read through the questions and listen to the tape carefully to answer them.

Answers:

1 They were changed from to 7 digits in HN and HCM City as well as to in other provinces.

2 Since 2000. 3 93 percent.

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Comment:

Summerises the main points of the lesson.

Homework:

- write a short paragraph about the development of telephone in Vietnam basing on the summery in the Post – listening.

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Writing

Know how to write a letter of expressing satisfaction or dissatisfaction with the post office’s services.

 Teaching aids: posters, handouts.…

 Proceduce

Teacher’s activities Students’activities Warm – up: Catergorising

Ask Ss to read ten adjectives and catergorise the adjectives that can make people satisfied and those can make people unsatisfied.

Rude, spacious, cheap, reliable,

expensive, polite, late,

unreasonable, small, bad, helpful. Pre – writing

Task 1: Reading and answering questions

- ask Ss to read the text again so that Ss can understand well about the services of Thanh Ba Post Office and answer the following questions. 1 What time does Thanh Ba post office open and close?

2 What is Thanh Ba post office equipped with?

3 What services are offered at Thanh Ba post office?

4 What are the attitudes of the

Answer:

Satisfied Unsatisfied

Spacious, cheap Reliable, polite, helpful

Rude, expensive, late, unreasonable, bad,

Task 1: Reading and answering questions

- work in groups and the task. Answers:

1 It opens daily at a.m and closes at p.m.

2 It is equipped with advanced technology.

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staff?

- ask Ss to work in groups and do the task.

- call on some Ss to ask and answer the questions.

- give the corrective feedback.

Task 2: Discussing to making the outline

- ask Ss to work in pairs and the task.

- ask Ss to discuss the things that may make people satisfied or dissatisfied with the services at Thanh Ba post office ( advise Ss to choose either satisfied services or dissatisfied services to write)

- provide Ss with some vocabularies and structures and explain the ideas in the book.

+ security condition: điều kiện bảo đảm an toàn

+ attitude: thái độ

+ punctuality: giờ

+ arrogant: kiêu căng, hách dịch + I think it is too early/ late to open/ close at…

+ Although … + However I find…

- go around the class to check and offer help.

- call some Ss to give their ideas about Thanh Ba post office.

- give comments and feedback. While - writing

- ask Ss to study the outline

Services and Press

Distribution.

4 They are always thoughtful anf courteous to the customers.

Task 2: Discussing to making the outline

- work in pairs and the task.

- discuss the things that may make people satisfied or dissatisfied with the services at Thanh Ba post office. Answers:

 The opening hours: too late  The colsing hours: too early  The quality of the equipment:

good quality.

 The security conditions: poor security condition No one to keep motorbikes or bicycles.  The attitude of the staff: polite,

helpful…

 The prices of the services: reasonable

 The punctuality…: sometimes late or are lost.

Sample writing Dear Sir,

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carefully and work in groups to write a letter to the director of Thanh Ba post office about the quality of the services.

- ask Ss to exchange the writing with another group for peer correction. - call on two Ss to write the writing on the board.

- correct the writings on the board with the whole class Give comments and feedback.

Dear Sir,

I have been using the services provided by Thanh Ba post office for years and now I am writing to express the satisfaction and dissatisfaction towards the post office services.

…

Post – writing

- ask Ss to write the writing individually after the teacher corrects and gives comments with the whole class.

provided by Thanh Ba post office for years and now I am writing to express the satisfaction and dissatisfaction towards the post office services.

First, I find that your post office has a good quality and it is equipped with modern technology Next is the attitude of the staff that expresses me most They are very polite and helpful Last, it is the prices of the services They are always reasonable.

However, your post office has some things that may make your customers unsatisfied I think that the post office should open earlier and close later, moreover, it should has a security guard , I find the post office has a spacious front office but has no one to keep motorbikes or bicylces The last thing I want to tell you is the punctuality of deliver of letter and newspapers They are sometimes late and lost.

I hope that your post office will be made a better place.

Your faithfully,

Nguyen Van An

Comment:

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lesson.

Homework:

- complete the writing at home. - learn by heart the new words.

Language focus

- distinguish the clusters /sp,/st/, and / sk/, pronounce them correctly. - revise relative clauses and distinguish defining relative clauses and non – defining relative clauses.

 Teaching aids: posters

 Proceduce

Teacher’ s activities Students’ activities Warm – up:

Ask Ss to the task in groups

_call on some Ss to give the answers _ check the answers and give mark 1 A Speech B Spacious C best 2 A skill B school C stop 3 A Stand B speak C Stanley Pronunciation

- models the three clusters /sk/, /st/ and /sp/ for a few times and explains the differences in producing them. - reads once for Ss to hear the words

Work in groups

.

- listen to the teacher and take notes. - listen to the teacher and repeat after the teacher.

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containing these clusters Reads again and asks Ss to repeat after the teacher. - reads the words in each column all at once.

- reads the words once again, each time with a word in each column to help Ss to distinguish the differences between the sounds in the words.

- asks Ss to repeat for several times. - asks some Ss to read out the words, corrects the mistakes if they mispronounce.

Practising sentences

- reads the sentences and asks Ss underline the words with the clusters and write /sk/, /st/ and / /sp/ under them.

- asks Ss to practise the sentences individually.

- asks some Ss to read the sentences and gives the feedback.

GrammarI Relative clauses ( revise)

1.examples

Eg1: The grirl who you met yesterday

is my friend.

Eg2: My father, who is 40 years old, is a teacher

Eg3: This book, which he gave me, is interesting.

Eg4: I have visited Hanoi, which is the capital of Viet Nam.

_ask Ss to give coment about the form of eg and eg 2,3,4 and classify defining relative clauses and non-defining relative clauses.

_ give coments and correct answers

- listen to the teacher and underline the words with the sounds and write /sk/, /st/ and /sp/ under them. - practise the sentences individually.

_ give coment Eg1 : D

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_ ask Ss to coment about the meaning of the given clauses.

_ give the correct answers

2. relative clauses

a/ Defining relative clauses

Là mệnh đề cần thiết cho câu, dùng để bổ nghĩa cho danh từ đứng trớc, thiếu mệnh đề câu khơng có ý nghĩa rõ ràng

Ex1

b/ Non – defining relative clauses

Là phần giải thích thêm, bổ nghĩa cho danh từ đứng trớc Nếu bỏ đi, mệnh đề chính cịn ý nghĩa rõ ràng Mệnh đề thờng đợc tách khỏi mệnh đề chính dấu phẩy Đại từ that“ ”

không dùng mệnh đề và không đợc lợc bỏ ĐTQH.

Eg2,3,4

Danh từ đứng trớc đại từ quan hệ là

những danh từ xác định thờng bắt đầu tính từ sở hữu (hoặc sở hữu danh từ ), tên riêng bắt đầu đại từ định.

3.Relative pronoun

- ask Ss to make a list of relative words and their uses.

- gives comments and feedback

II/ Practice

Exercise 1/ page 109

Eg: An architect is someone who

- who: used for person, as subject and object

- whom: used for person, as object

- which: used for thing, as subject or

object

- that: replace who, whom, which in

defining relative clauses.

- whose: used for posession

- where: used for place

- when: used for time - why: used for reason Eg:

- The man whom you met yesterday is Mr John.

- Exercise inividually and then compare the answers with a partner for peer correction.

Answers:

1 A burglar is someone who breaks into a house to steal things.

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designs buildings.

- asks Ss to Exercise inividually and then compare the answers with a partner for peer correction.

- calls some Ss to write their answers on the board, others read out their answers to class.

- gives correct answers.

Eg: Of the three bags, I like the blue one.

- Asks Ss to Exercise 2 individually and then compare the answers with a partner for peer correction.

Exercise 3/ page 109 ( defining

relative clause) _give explaination

- ask Ss to Exercise in pairs and then exchange the answers with another pair for peer correction.

3 A shoplifter is someone who steals from the shop.

4 A coward is someone who is nor brave.

5 A tenant is someone who pays rent to live in a house or flat - Exercise individually and then compare the answers with a partner for peer correction.

Answers:

1 who 3 whom 5 whom

2 whose 4 whose

- Exercise in pairs and then exchange the answers with another pair for peer correction.

Key: 1 The man who answer the phone told me you were away.

The waitress served us who was very impolite and impatient

The building which was destroyed in the fire has now been rebuilt.

The people who were arrested have now been rebuilt.

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Exercise 4/ page 110 (non-defining relative clause)

_give explaination

- keep Ss to work in pairs to do Exercise 4.

*/ Exercise:

_ ask Ss to look at the poster and the exercise in groups

_ get some Ss to give their answers and give mark

1 A girl got up late She didn’t go to school on time

2 I like Hoa Her mother is my teacher.

3 I don’t like a boy He learns badly. 4 He wants to visit Da Lat It is very beautiful.

 Exercise 4: Join the

sentences below, using who, whose or which: (Textbook page 110)

Key: 1 Peter, who has never been abroad, is studying French and German. You’ve all met Michael Wood, who is visiting us for a couple of days.

We are moving to Manchester, which is in the North-west.

I’ll be staying with Adrian, whose brother is one of my closest friends.

John Bridge, has just gone to live in Canada, is one of my oldest friends.

Do as requested

Wrapping _up: summerises the main points of the lesson.

Homework:

Make 10 examples about non-defining relative clause and defining relative clause.

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Test yourself C

use the knowledge they have learnt to the tasks

 Teaching aids: posters, pictures, handouts, cassette player…  Proceduce

Warm – up: Questions and Answers

5. what is the weather like today? 6. How are you today?

7. Who is on duty today? 8. …

Listening Vocabulary: + press (v): + enquiry (n): + hold (v):

- asks Ss to read through the eleven sentences in the book

Reading Vocabulary: + customs (n): + select (v): + grape (n): + symbol (n): + embrace (v):

- asks Ss to read the paragraph carefully and then answer the questions in pairs

- has Ss to exchange their answer with another pair for peer correction

- answer the questions:

4. It is very cold 5. I am very well. 6. Mai is on duty today.

…

Answers:

1- g 2 - b 3 - e 4 - f 5 - d 6 – j 7- h 8 - k 9 - c 10- a 11 - i

- read the paragraph carefully and then answer the questions in pairs

Answers:

1 They gather before midnight and select 12 grapes from a large bunch.

2 Because the 12 grapes are symbols of the 12 months of the year.

3 In Iran

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- calls some Ss to give the answers on the board and some ask and answer them in front of the class

Pronunciation and Grammar a) Pronunciation

- Asks Ss to listen to the teacher carefully and put a tick in the right box

b) Relative clauses

- ask Ss to join the sentences using who or

which

- go around the class to check and offer help In - call on some Ss to give the answers

- give corrective feedback

c) Condictional clauses

- ask Ss to work individually to match the column A with the one in column B to make a complete condictional sentence

Writing

- explain the outline carefully and tell Ss what to with the task

5 They read from the Koran, then all embrace each other and say, “ May you live 100 years”

- listen to the teacher carefully and put a tick in the right box

- exchange the answers with a partner

Answers:

1 glean 2 fry thrive 4 overthrow - join the sentences using who or which Answers:

1 Earth is a planet which can support life. 2 The book is about a girl who runs away from home.

3 A dictionary is a book which gives you the meaning of words.

4 The man and the woman who live in flat 8 are from Scotland.

- work individually to match the column A with the one in column B to make a complete condictional sentence

Answers:

1 -c 2 - b 3- a

- listen to the teacher and take notes if necessary

Comment:

Homework: Writing

- asks Ss to study the outline carefully and write a paragraph ( about 120 words) basing on the outline

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Unit ten : Nature in danger

Reading

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- know the facts about endangered species - know how to protect the environment

Teaching aids: posters, pictures, handouts

 Proceduce

Warm – up: Picture description

- ask Ss to look at the pictures in the book and answer some questions: + What animals can you see in the pictures?

+ Where they live?

+ What would happen if their habitats were destroyed?

+ What happens at the pictures at page 115?

Pre – reading

1 Vocabulary

- exist (v): tån t¹i

- influence (n): ảnh hởng - destroy (v): phá hđy

- respect (n): èi quan hƯ

- consequence (n): hËu qu¶, kÕt qu¶ - extinct (adj):tut chđng

- prohibit (v): cÊm, kh«ng cho phÐp - interference (n): sù can thiÖp - survive (v): sèng sot, tån tại - offspring (n): cái, donhf dõi

2 Setting the scene

- ask Ss to read the facts about dangered species and discuss the questions.

- call on some Ss to give their ideas and others give comments.

-give feedback. While – reading

Task 1: Filling the blanks

- look at the pictures in the book and answer the questions:

+ We can see two cheetahs, a panda and a tiger

+ They often live in the forest, zoos or National parks.

+ They would die and nature would be in danger.

+ The first picture: a forest fire The second picture: an earthquake The third picture : a flood.

- listen to the teacher and repeat - listen to the teacher and take notes - read the new words in chorus. - read the new words individually. - remember the words.

words.

- read the facts about dangered species and discuss the questions.

Answers:

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- asks Ss to read through the words in the box and read the sentences carefully, then choose the best words to fill in the blanks.

- asks Ss to work individually to do the task.

- goes around to help Ss when necessary.

- has Ss compare their answer with a partner for peer correction.

- calls some Ss to read their answers aloud in front of the class.

- gives the correct feedback.

Task 2: Multiple choice ( individual work)

- ask Ss to read the choices of each paragraph to understand them.

- ask Ss to read the text again and do the task.

- have Ss to exchange the answers with a partner for peer corection. - call on some Ss to give the answers. - give correct answers.

Task 3: Answering the questions

- asks Ss to read the text again more carefully and try to find the information to answer the questions. - asks Ss to work in pairs.

- calls some Ss to read the answers and give explanation for their answers.

- feedback and give correct answers Model:

1 Four ways that people change the world are: + changing the environment by building cities and villages.

+ affecting the water supply by using water for industry and agriculture.

+ changing weather conditions by cutting down trees

2 The number of these animals have become small because they are killed for food, fur or skin.

- read through the words in the box and read the sentences carefully, then choose the best words to fill in the blanks.

Answers:

1 exticnt 4 pollutants

2 protect 5 endangeredA

3 decreasing 6 interference

- read the choices of each paragraph to understand them

- read the text again and the task. Answers:

1 - C 2 - B 3 - A 4 - C

- read the text again more carefully and try to find the information to answer the questions.

Answers:

2 The serious consequences of people’s interference with the environment are:

+ many kinds of rare animals are killed.

+ the environment where these animals are living is badly destroyed.

+ the numbers of rare animals are decreasing so rapidly that they are in danger of becoming extinct. 3 Many things have been done to protect endangered nature, such as:

+ many organizations have been set up and money has been aised to save rare animals.

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in the forests.

+ destroying the air by adding pollutants like smoke from factories and fumes from cars.

- ask Ss to work in groups and find out why some animals have become extinct.

- call on some groups to present their ideas.

- give comments and answer.

animals.

Suggested answers:

- People kill animals for fur, skin and

food.

- People keep animals as pets.

- People hunt or capture animals for recreation or entertainment.

Comment:

Homework:

- leanr the new words by heart

- reread the text again

Unit ten : Nature in danger Speaking

- talk why plants and animals are threatened and the ways to protect the nature

 Teaching aids: posters, pictures, cassette player, tape…  Proceduce

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Warm – up: Questions and answers

- ask Ss to listen to the teacher and answer the questions:

1 Have you ever seen a tiger or a lion? 2 Where did you see them?

3 Why we call them endangered animals? 4 What should we to protect and save them?

- call on some Ss to give their answers - give comments and feedback

Pre – speaking,

1 Vocabulary and structures - capture (v):bắt, bắt giữ

- recreation (n): giải trí, tiêu khiển - fertilizer (n): phân bón

- pesticide (n): thuốc trừ sâu - cultivation (n):canh tác

- discharge (v):đổ ra, chảy ra, phóng ra - encourage (v) : khuyn khớch

- discourage (v) :ngăn chặn, chấm døt - ban (v) : cÊm

- It is said that people - I think…

2 Task 1/ page upload.123doc.net

- ask Ss to work in pairs to the task

- have them read the reasons carefully to understand all of them, then put them in the order of importance

- go around the class to check and offer help - call on some Ss to give their answers and ask some others to give comments

- give feedback

Model:

I think burning forests is the most important. 3 Task 2/ page upload.123doc.net

- ask Ss to read the measures for protecting the environment in the box to understand them - keep Ss working in pairs to match the reasons in Task with possible measures for protecting the environment in the box

- have them to exchange the answers with another pair for peer correction

- call on some Ss to give their answers - check the answers with the whole class - give feedback

- listen to the teacher and answer the questions:

Answers:

1 Yes, I have.

2 I saw them in a zoo.

3 Because they are hunted or killed so many that they may become extinct. 4 We should have strict laws, establish

national parks, stop hunting rare animals…

words.

+ It is said that people are cutting trees for wood.

+ I think cutting trees for wood should be banned

- work in pairs to the task

- read the reasons carefully to understand all of them, then put them in the order of importance

( there may be many different orders according to the students)

- read the measures for protecting the environment in the box to understand them - match the reasons in Task with possible measures for protecting the environment in the box

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While - speaking

Task 3/ page upload.123doc.net

- ask Ss to work in pairs to the task - have them use the reasons and measures in task1 and task to the task

- go around the class to check and offer help - call on some pairs to present their dialogue - correct the mistakes and give feedback

Model:

A: It is said that people are killing animals for fur, skin and food.

B: I think killing animals for fur, skin and food should be banned.

Post – speaking

- write a short paragraph about why nature is threatened and suggest some measures for protecting environment

reasons measures

1 kiling endangered…. - killing endangered…. - zoos and national parks…

2 keeping animals… - keeping animals… 3 hunting or capturing

aniamls…

- animals should not be captured…

4 - burning forests - cutting down trees for wood.

- planting trees should be encouraged.

5 using fertilizer… - decreasing the use… 6 discharging

chemical…

- discharging chemical pollutants…

- work in pairs to make a dialogue as the model

Sample answer:

A: It is said that people are hunting or capturing animals for recreation or entertainment.

B: I think animals should not be captured for recreation and entertainment.

- write it up

Comment:

Homework:

- Complete the writing

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Unit ten : Nature in danger

Listening

- know about the national parks in the United States and some exercise related

Warm – up: “ Listen for your word”

- divide class into teams Each team choose 5 words Each St has a word, T reads the text, when Ss hear their words, they can sit down. The team has most sitting Ss will be the winner.

- Ask Ss to listen to the teacher.

Today, many animals are faced with extinction The Californian condor, a majestic bird and the Seberian tiger are two such animals Certain kinds of woodpeckers and alligators are also on the dangered list. Some of these animals are decreasing in number because people have been hunted them down for their fur and skin.

Pre – listening 1 Vocabulary

- scenic feature (np):đặc điểm quang cảnh

- approximately (adv): xÊp xØ - devastate (v):tàn phá, phá hủy - vehicle (n): xe cộ

- maintenance (n): sự giữ gìn, trì,

bảo quản

- completely (adv): hoàn toàn - preserve (v): gìn giữ

-

2 Brainstorming

- ask Ss to work in pairs and name some national parks in Vietnam

- call on some pairs to give their answers - feedback

While – listening

Task 1: T/F statements

- ask Ss to look through the statements to understand them

- listen to the teacher, sit down when hear the words

Answers:

1 extinction alligators

2 condor dangered

3 bird decreasing

4 tiger hunted

5 woodpeckers 10 skin.

words.

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- ask Ss to listen to the tape and pay attention to the key words

- play the tape once for Ss to the task - play the tape once ( if necessary)

- ask Ss to exchange the answers with a partner for peer correction

- play the tape once more and checks the answers with whole class

- feed back and give correct answers

- asks Ss to read the questions carefully and try to answer the questions

- plays the tape again to Ss to the task Reminds Ss to take notes when they listen - calls on some Ss to give the answers and elicits feedback from other SS If many SS can not complete the task, T might want to let SS listen one more time and pause at the answers for them to catch

- give correct answers

Questions:

1 ( in the book) 2 ( in the book)

3 For what are rare animals in national parks killed or hunted?

4 For what are trees cut down?

5 What will happen if these problems aren’t solved immediately?

- ask Ss to summarise the passge using the information in task and task

- ask Ss to work groups to the task - call on some Ss to present their summary - give comments

- look through the statements to understand them

- listen to the tape and the task Answers;

1- T 2 - T 3 - F 4 - T 5 - T - exchange the answers with a partner for peer correction

- read the questions carefully and try to answer the questions

- listen to the tape again and the task

Answers:

1 There are 52 national parks in the United States.

2 Millions of people visit national parks every year.

3 Rare animals are killed or hunted for fur, skin or other parts

4 Trees are cut down for wood.

5 Many national parks will be completely destroyed if these problems aren’t solved immediately?

- summarise the passge using the information in task and task

Comment:

Homework:

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Date of planning:

Date of teaching: Unit ten : Nature in danger

Lesson 4: Writing Period: No 62

- know how to write a short paragraph describing of Cat Ba National Park.

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- ask Ss to make a list of national parks in Vietnam

- ask Ss some questions

+ Have you ever been to a national park? + What can you see in a national park?

+ Which national park is the nearest from QN?

+ What can you know about it?

Pre – writing 1 Vocabulary - contain (v): - coastal waters - abundant (adj): - landscape (n): - tropical forest (n): - species:

-

2 Filling in the blanks

- ask Ss to work in pairs and read the passage carefully and fill in the blanks with suitable words from the box

- call on some Ss to read loud the complete passage

Located in Ninh Binh, Cuc Phuong National Park is about 160 km…(1)…….of Ha Noi It is the first of Vietnam’s nine national parks to be(2)…… and it contains over 200 km2 of (3) … Tourists go there to study betterfliers, visit (4)…… , hike mountains and look at (5)…… tree According to the scientists, there are about (6)… different species of flora and 450 species of (7)…….Many visitors come to Cuc Phuong to see the work being done to protect(8)….

2000, established, caves, 1000 year old, fauna , south west, endangered species, rainforest

While – writing

- ask Ss to study the outline about Cat Ba National Park carefully and answer some questions

+ Ba Vi National Park , Cat Ba National Park, Bach Ma National Park , Cuc Phuong National Park ,Phong Nha Ke Bang National Park…

+ Yes, I have.

+ I can see many animals and plants. + It is Cat Ba National Park.

+ It is established in 1986.

- listen to the teacher and repeat

- read the passage carefully and fill in the blanks with suitable words from the box

Answers:

1 south west 2 established 3 rain forest 4 caves

5 1000 year old 6 2000

7 fauna

8 endangered species

Sample decription

Located on Cat Ba Island, Cat Ba National Park is 120 km from Ha Noi and 20 km east of Hai Phong.

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+ Where is Cat Ba National Park located? + What are the features of Cat Ba National Park ?

+ How large is it?

+ What about the animals and plants?

+ What are some historic features of the park?

- ask Ss to work in groups to write a paragraph about Cat Ba National Park

- go around the class to check, offer help and collect the mistakes for late correction

- call on two Ss to write their description on the board

- correct the writings on the board with the whole class Give comments and feedback

- ask Ss to write the writing individually after the teacher corrects and gives comments with the whole class

with white sand beaches, abundant nature resources, beautiful landscapes and many kinds of rare animals and plants It covers 15,200 ha.

According to the scientists, there are about 300 species of fish, 40 species of animals, 150 species of birds and 620 species of plants. Cat Ba is also famous for 6000 year old stone tools and human bones.

Comment:

Homework:

- complete the description at home - learn by heart the new words

Date of planning:

Date of teaching: Unit ten : Nature in danger

Lesson 5: Language focus Period: 63

- distinguish the clusters /sl/,/sm/, /sn/ and / sw/, pronounce them correctly - know how to use relative pronouns with prepositions

 Teaching aids: posters, pictures, handouts  Proceduce

Pronunciation

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for a few times and explains the differences in producing them

- reads once for Ss to hear the words containing these clusters Reads again and asks Ss to repeat after the teacher

- reads the words in each column all at once - reads the words once again, each time with a word in each column to help Ss to distinguish the differences between the sounds in the words - asks Ss to repeat for several times

- asks some Ss to read out the words, corrects the mistakes if they mispronounce

- reads the sentences and asks Ss underline the words with the clusters and write /sl/, /sm/, / sn/ and /sw/ under them

- asks Ss to practise the sentences individually - asks some Ss to read the sentences and gives the feedback

Grammar

1 Relative clauses with prepositions

a/Đại từ quan hệ bổ ngữ giới từ:

Ex:

- I know the girl whom you went out with

yesterday.

= I know the girl with whom you went out yesterday.

b/ Ta bổ ĐTQH đặt giới từ sau

Ex:

- I know the girl you went out with yesterday.

c/ Giới từ đứng trớc ĐTQH “ whom” “ which”

Ex:

- I found the keys for which I was looking.

- The lady to whom Mr Nam is talking is my aunt.

2 Practice

Eg: To whom it may concern

- asks Ss to Exercise inividually and then compare the answers with a partner for peer correction

- calls some Ss to write their answers on the board, others read out their answers to class - gives correct answers

1 /sl/: sleep, slow, slice /sm/: smoke, smile, small /sn/: snow, snail, sneeze 4 /sw/: sweet, swing, swim

- listen to the teacher and repeat after the teacher

- read the words out to the class

- listen to the teacher and underline the words with the sounds and write /sl/, /sm/, / sn/ and /sw/ under them

- practise the sentences individually

Eg:

- The man with whom you studied last year is overthere.

- The picture at which I am looking is very famous.

- Exercise inividually and then compare the answers with a partner for peer correction Answers:

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Eg: She is the woman about whom I told you. - Asks Ss to Exercise individually and then compare the answers with a partner for peer correction

Exercise 3/ page 123 ( defining relative clause) - ask Ss to Exercise in pairs and then exchange the answers with another pair for peer correction

Model: 1 whom which

Production: Matching

Column A Column B

1 I can forget the story

2 I am repairing the car

3 She’ve bought a picture

4 I phone the man

a which is hanging on the wall.

b about which you told me.

c who lives in Hanoi. d by which we have been to Halong.

Answers:

1 The man to whom I talked yesterday was very kind

2 The man about whom I told you works in the hospital.

3 The woman about whom I am telling you teaches me EL.

4.The movie about which they are talking is fantastic.

5 The picture at which she was looking was beautiful.

6 I’ll give you the address to which you should write.

- Exercise in pairs and then exchange the answers with another pair for peer correction

Answers:

3 - who 4 - whom 5 – which/ that 6 - which 7 - who 8 - whom

Answers:

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

Comments: summerises the main points of the lesson

Homework:

Revise the grammar

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Unit Eleven : Sources of energy

-Reading Period: 64

- know the importance of sources of energy and how to use the alternative sources of energy.

 Proceduce

Teacher’s activities Students’ activities Warm – up: Brainstorming

- ask Ss to make a list of natural resources

Ex: oil, coal

+ Should we save the natural resources? Why?

Pre – reading

1 Vocabulary

- energy (n): lợng

- fossil fuel: nhiên liệu hóa thạch - reserve (n): dự trữ

- power demand : nhu cầu năng lợng

- exhausted (adj): cạn kiệt - alternative (adj): thay thế - geothermal heat : địa nhiệt - solar panel: mặt trời - create (v): tạo ra

- infinite (adj): v« tËn

Natura l

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- potential (n): khả năng, tiềm lực

-

2 Questions and answers

- ask Ss to work in pairs to answer the questions in the book. - call on some pairs to act out - give comments and correct answers

While – reading

Task 1: Filling the blanks

- ask Ss to read through the words in the box and read the sentences carefully, then choose the best words to fill in the blanks.

- ask Ss to work individually to do the task.

- go around to help Ss when necessary.

- have Ss compare their answers with a partner for peer correction. - call some Ss to read their answers loud in front of the class. - give the correct feedback.

Task 2: Scanning for

information

- ask Ss to scan the passage and write down the advantages and disadvantages of each alternative sources of energy.

1 The first picture refers to wind power, the second picture refers to solar power, the third picture refers to water energy. 2 We need energy to provide electricity.

- read through the words in the box and read the sentences carefully, then choose the best words to fill in the blanks.

Answers: 1 released 2 alternative 3 energy 4 limited 5 exhausted

- scan the passage and write down the advantages and disadvantages of each alternative sources of energy.

Resources of energy Advantage s Disadvatage s Nuclear energy unlimited Dangerous Solar energy Plentiful, infinite, clean and safe Only possible during the day time Water power Clean and unlimited Expensive Wind power Clean and unlimited

No wind no energy

Geotherma l heat

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- have them exchange the answers with another pair for peer correction.

- call on two Ss to write the answers on the board.

- give feedback and correct answers

- ask Ss to read the text again more carefully and try to find the information to answer the questions.

- ask Ss to work in pairs.

- call some Ss to read the answers and give explanation for their answers.

- ask Ss to read all the words in the box and the teacher makes sure that Ss know the meaning of them.

- have them read the summary carefully and try to fill in each blank with a suitable word from the box.

- call on some Ss to give the answers.

- give correct answers.

- read the text again more carefully and try to find the information to answer the questions.

Answers:

1 Our major source of energy comes from fossil fuels.

2 Five sources of energy are

mentioned in the text I think solar energy is the most potential.

- read all the words in the box to understand all of them.

- read the summary carefully and try to fill in each blank with a suitable word from the box.

Answers:

1 energy 5 alternative

2 one 6 sources

3 fuels 7 unlimited

4 limited 8 environment

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main points of the lesson. Homework:

- learn by heart the new words - re read the passage.

-Speaking Period: 65

- talk the reason why we have to use the alternative resources of energy and the

advantanges and disadvatanges of the alternative resources of energy.

 Proceduce

Teacher’ s activities Students’ activities Warm – up:

- make a list of sources of fuels that VN have.

- give comments and correct answers - ask Ss some questions:

+ Which source of fuel is the most popular in our country?

+ Is it limited or unlimited?

Answers:

+ I think it is coal + It is limited.

+ Of course, We will have to find

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+ What will we if it becomes exhausted in the future?

Pre – speaking

1 Vocabulary:

- reactor (n): - release (v): - radiation (n):

- hydroelectricity (n): - enormous (adj):

- renewable >< non – renewable (adj): - convenient (adj):

* Structures:

+ I think/ believe that…. + I know…

+ However…

Task 1/ page 127 ( individually work)

You are going to read the sentences in the box and tick if these facts are advantages or disadvantages.

- ask Ss to read the sentences carefully and decide if they are advantages or disadvantages.

- go around the class to check and offer help if necessary.

- have Ss compare the answers with a partner.

- check the answers with the whole class and give correct answers.

Task 2: Work in pairs to make short

exchange about the advantages and disadvantages of using each alternative source of energy.

- ask Ss to study the model carefully

some alternative sources of energy.

words.

Task1:

- read the sentences carefully and decide if they are advantages or disadvantages.

Answers:

1 - D 2 - D 3 - D 4 – A

5 - D 6 - A 7 - D

Task 2:

- study the model carefully and make the same dialogue using “ Look and Say technique”.

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and make the same dialogue using “ Look and Say technique”.

( each pair talk about one source of energy)

- collect some common mistakes for later correction.

- call on some pairs to present their dialogue in front of the class.

- ask Ss to give comment. - give feedback.

Model:

A: I think that geothermal heat can be an alternative source of energy.

B: Why you think so?

A: Because our major source of energy is running out while the geothermal heat is available.

B: I know it is also clean and safe to the environment However, it is only possible in a few places in the world.

Task 3: Work in groups to express your

belief on the increasing use of alternative sources in the future.

- ask Ss to study the model carefully and make the same dialogue using “ Look and Say technique”.

( each group discuss one source of energy)

- collect some common mistakes for later correction.

- call on some groups to present their dialogue in front of the class.

Sample answers:

A: I think that water power can be an alternative source of energy.

A: Because our major source of energy is running out while the water power is unlimited.

B: I know it is also clean and safe to the environment However, it is expensive.

Task 3:

- study the model carefully and make the same dialogue using “ Look and Say technique”.

- present the dialogue in front of the class.

Sample answers:

A: I think that more and more people will use the nuclear energy.

B: Why you think so? A: Because it is enormous.

C: But it is very dangerous to the environment.

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- ask Ss to give comment. - give feedback.

Model:

A: I think that more and more people will use the solar energy.

A: Because it is available , unlimited and easy to use.

C: But it is expensive and we can only have it during the day time.

A: I hope that scientists will help us to overcome this problem.

B: Yes, I hope so and we don’t have to worry about the shortage of energy. C: And our life will be more comfortable.

Write a short paragraph about the advantages and disadvantages of one of sources of energy that SS have discussed.

to overcome this problem.

B: Yes, I hope so and we don’t have to worry about the shortage of energy.

C: And our life will be more comfortable.

- write it up

Homework:

- learn by heart the new words,

structures

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-Listening Period: 66

- know about the national parks in the United States and some exercise related.

 Proceduce

Warm – up: “ Listen and say T/ F ”

- ask Ss to listen to the teacher ans decide if the sentences are true or false.

1 Solar power can’t be the alternative source of energy.

2 Solar energy is not only plentiful but also clean and safe to the environment.

3 fossil fuels are unlimited.

Pre – listening 1 Vocabulary - ecology (n): -> ecologist (n): - resource (n): - fertilized(adj): - atmosphere (n): - definition (n): 2 Brainstorming

- ask Ss to work in pairs and name some of the things you use energy for in your house

- call on some pairs to give their answers - feedback

While – listening Task 1: Multiple choice

- asks Ss to read through the five sentences

- listen to the teacher, and say if the sentence is true or false.

1 F 2 T

3. F

- Listen to the teacher and repeat - listen to the teacher and take notes - read the new words in chorus. - read the new words individually. - remember the words.

words.

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and the choices for the answers

- asks Ss to listen to the tape and choose the best answers to fill in the blanks

- plays the tape once for Ss to the task - asks some Ss to give their answers

- has Ss to exchange their answers with a partner for peer correction

- asks Ss to listen one more to check the answers, may pause at the answers for them to catch

Task 2: Filling in the blanks

- asks Ss to read through the five sentences and try to guess the missing words

- asks Ss to listen to the tape and take notes of the answers Ss should make sure that their sentences are grammatically correct

- plays the tape once for Ss to the task - asks some Ss to write their answers on the board

- plays the tapes the second time for Ss to check their answers

- has Ss to exchange their answers with another pair for peer correction

- asks Ss to listen one more to check the answers, may pause at the answers for them to catch

- ask Ss to decide which group these sources of energy belong to renewable or nonrenewable

- ask Ss to workin pairs to the task - give feedback

- read through the five sentences and the choices for the answers

- listen to the tape and choose the best answers to fill in the blanks

- exchange the answers with a partner for peer correction

Answers:

1- D - C - D - A - B

- read through the five sentences and try to guess the missing words

- listen to the tape and take notes of the answers

- to write the answers on the board

- exchange the answers with another pair for peer correction

Answers:

1 unlimited 2 atmosphere 3 may

4 gases 5 amount

- decide which group these sources of energy belong to renewable or nonrenewable

Comment:

Homework:

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-Writing Period: 67

- know how to describe the chart with the information in the chart.

 Proceduce

Teacher’ s activities Students’ activities Warm – up: Questions and answers:

- ask Ss some questions:

+ What kind of energy does your family use to cook meals?

+ Do you know what kind of energy is consumed the most in VN?

Pre – writing

1 Vocabulary

- consume (v):

-> consumption (n):

Answers:

+ My family use coal and sometimes use gas to cook meals.

+ I think it is electricity.

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- petroleum (n): - amount of: - figure (n):

2 Task 1/ page 130

Study the chart about energy consumption in Highland in 2000 and fill in the gaps with the information from the chart.

- ask Ss to work individually to the task

- have Ss exchange the answers with a partner for peer correction

- call on some Ss to give the answers - feedback and give correct answers While – writing

Task 2/ page 130 ( individual work)

- ask Ss to make the same description of the trends in energy consumption in the year 2005 in Highland.

- call on some Ss to read loud their writing

- ask some Ss to give comments. - feedback and correct the mistakes.

Task 3/ page 130

- ask Ss to describe the chart using the information in Task and Task 2

words.

- Study the chart and fill in the gaps.

Answers:

1 117 2 coal 3 smallest

Task 2:

- make the same description of the trends in energy consumption in the year 2005 in Highland.

Sample:

The chart shows the energy consumption in Highland in 2005, As can be seen from the chart, the total energy consumption was 170 million tons Nuclear & Hydroelectricity made up the largest amount of this figure ( 75 million tons).This was followed by the consumption of Petroleum ( 50 million tons) Coal made up the smallest amount of energy consumption ( 40 million tons)

Task 3:

Sample writing:

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- have Ss to exchange the writing with another pair for peer – correction.

- call on two Ss to write their writing on the board.

- check the mistakes with the whole class.

- give comments. Post writing

- ask Ss to write the description again after the teacher’s correction.

- Ask Ss to answer some questions: + In 2000, how many tons of petroleum is consumed in Highland?

+ What kind of energy made up the smallest amount of energy consumption in 2000 in Highland?

+ What kind of energy made up the largest amount of energy consumption in 2005 in Highland?

and 2005, As can be seen from the chart, the total energy consumption was 287 million tons Petroleum made up the largest amount of this figure ( 107 million tons).This was followed by the consumption of Nuclear & Hydroelectricity ( 95 million tons) Coal made up the smallest amount of energy consumption ( 85 million tons)

- write it up and answer some questions:

+ 57 million tons of petroleum is consumed in Highland in 2000.

+ It was Nuclear & Hydroelectricity. + It was Nuclear & Hydroelectricity, too.

Homework:

- learn by heart the new words.

- Write a description of energy

consumption in VN in 2005.

2005

Petroleum

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Date of planning: March , 2008

Date of teaching: March 10 , 2008 Unit eleven : Sources of energy

Lesson 5: Language focus Period: No 68

- distinguish the clusters /ʃr/ ,/spl/, and / spr/, pronounce them correctly. - revise relative clauses replaced by participles and to – infinitives.

 Teaching aids: posters, pictures, handouts

 Proceduce

Teacher’ s activities Students’ activities Warm – up: Hotseat

- call on one Ss to sit on the hotseat. - write some words ( one by one)on the board and ask the whole class to describe the words.

- the pupil sitting on the hotseat has to guess the words on the board.

Spring, split (xé toạc), shrug( cái nhún vai)

Pronunciation

- models the three clusters /ʃr/ ,/spl/,

and / spr/ for a few times and explains

the differences in producing them. - reads once for Ss to hear the words

- listen to the whole class and guess the words.

1 / ʃr /: shred, shrill, shrine

2 /spl/: spleen, splutter, splash

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containing these clusters Reads again and asks Ss to repeat after the teacher. - reads the words in each column all at once.

- reads the sentences and asks Ss underline the words with the clusters and write /ʃr/ ,/spl/, and /spr/ under them.

Grammar

1 Relative clauses relpaced by participles and to – infinitives

( revise)

a/ Relative clauses relpaced by present participles

Nếu động từ MĐQH thể chủ động, ta rút gọn MĐQH bằng cụm phân từ tại( bỏ ĐTQH, bỏ trợ động từ, đa động từ nguyên thể rồi thêm ing - bỏ hình thức ĐT“ ”

to be ).

“ ”

Ex:

- The book on the table is very interesting.

- I know the man sitting overthere.

b/ Relative clauses replaced by past

- read the words out to the class.

- listen to the teacher and underline the words with the sounds and write

/ʃr/ ,/spl/, and / spr/ under them.

- practise the sentences individually.

Take notes and give examples a/ Eg:

- Do you know the boy breaking the windows?

- I admire the girl won the biggest prize.

Take notes and give examples b/ Eg:

- The students punished by the teacher are lazy.

(145)

participles

Nếu động từ MĐQH thể bị động, ta rút gọn MĐQH bằng cụm phân từ khứ ( bỏ ĐTQH, bỏ trợ động từ, bắt đầu cụm từ PII)

Ex:

- The books written by To Hoai are interesting.

- I like the car repaired in the garage.

c/ Relative clauses replaced by

infinitives

MĐQH cịn đợc rút gọn bằng cách dùng

“ to – infinitive hc infinitive” “

phrase ( for + O + to ” – infinitive)

Ex:

- Here is the form for you to fill in - That is the hotel to stay.

2 Practice

Exercise 1/ page 131( present participle phrases)

Eg: The boy playing the piano is Ben. - asks Ss to Exercise inividually and then compare the answers with a partner for peer correction.

Exercise 2/ page 109( past participle phrases)

Eg: The ideas presented in that book are interesting.

- Asks Ss to Exercise 2 individually and then compare the answers with a partner for peer correction.

Take notes and give examples c/ Eg:

- English is an important language to master.

- There are a lot of work to be done. - I wish we had a garden for our children to play in.

Answers:

2 Do you know the woman coming toward us? 3 The people waiting for the bus in the rain are getting wet.

4 The scientists researching the causes of cancer are making progress.

5 The fence surrouding our house is made of wood. 6 We have an apartment overlooking the park.

- Exercise individually and then compare the answers with a partner for peer correction.

Answers:

2 I come from a city located in the….

3 They live in a house built in 1890.

4 The photographs published in the ….

5 The experiment conducted at… 6 The work in a hospital sponsored by…

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Exercise 3/ page 109( infinitive phrases)

Eg: John was the last man to reach the top of the mountain.

- gives correct answers. Production

Matching a half in column A with a half in column B

A B

1 There aren’t any books… 2 I like the songs…

3 I know the boy… 4 They have some eggs…

a stealing your pens. b for you to read. c to sell

d sung by T Tan

pair for peer correction.

2 The last person to leave the room must turn off the light.

3 The first person to see is Mr. Smith.

…

- match a half in column A with a half in column B

Answers:

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

Homework:

Revise the grammar

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Test yourself d

Period: No 69

use the knowledge they have learnt to the tasks

Warm – up: Brainstorming

- ask Ss to make a list of words related to natural resources.

Model: air, water…

Listening Vocabulary: + run off (v): + hold back (v): + reservoir (n):

- asks Ss to read through the five sentences in the book

Reading Vocabulary: + survival (n):

+ complicated (adj):

Answers: 1 can not live 2 it rains

3 planting vegetation 4 hold back the water 5 dry seasons.

- read the paragraph carefully and then answer the questions in pairs

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+ marine life (np): + lessen (v):

+ discharge (v):

- asks Ss to read the paragraph carefully and then answer the questions in pairs

b) Verb forms

- ask Ss to use correct form of the verbs in the box to fill in the balnks

Writing

Beginning:

We are trying to find solution the environmental pollution People should stop cutting trees for timber…

Answers:

1 Air, water and soil are necessary to the survival of all things.

2 Badly polluted air can cause illness, and even death Polluted water kills fish and other marine life. Polltuion of soil reduces the amount of land that is available for growing food.

3 Because much pollution is caused by things that benefit people For example, exhaust from automobiles causes a large percentage of air pollution, but the automobile provides transportion for millions of people.

4 They would have to stop using many things that benefit them.

5 Governments can pass and enforce…

Answers:

1 sneeze 2 smash

3 shrimp 4 spread

- use correct form of the verbs in the box to fill in the balnks

Answers:

1 living 2 ringing 3 to leave 4 to drink 5 invited 6 blown - listen to the teacher and take notes if necessary

Sample writing:

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that require companies and individuals to stop or cut down on polluting activities.

Comment:

Homework: do the exercises in the workbook.

Written Test No 3 Period : 70

Full name:……….Class:………… Time : 45 minutes A/ Tr¾c nghiƯm ( điểm)

1 a shrill b shrine c spring d shrimp a slow b body c forest d stone a like b provide c miss d bright

4 a thrive b throw c three d gather

5 a capture b landscape c donate d expand II/ Chọn đáp án để điền vào chỗ trống

4 I’m not used ……… spoken like that

a be b to be c being d to being

2 Mary is the girl with……… I went on holiday

a who b whom c that d which

3 Last night, we ……… up late to see a film on television

a stay b to stay c staying d stayed

4 If they exercised more, they ……better

a would feel b will feel c feel d feeling

5 That’s the shop from……….I got my shoes

6 Nam,……… is one of my closest friends, has won a big prize

7 They ………….together for housr

a go out b to go out c has gone out d have gone out The students ……….English in their classroom now

a study b is studying c are studying d to study If they …… English, they would have found a good job

a have learnt b had learnt c learn d learnt

10 The little boy has broken the picture…… belongs to Mr Nam

B/ Tù ln ( ®iĨm)

III/ Viết lại câu sau (2,5 điểm)

1 Do you know the girl who phoned me last night

(150)

-> The books……… The student who is answering the teacher’s questions is very intelligent -> The student ………. I asked a porter to carry the luggage to the station

->I had ., I would rather you didn’t smoke in the kitchen

-> I would prefer

IV/ Em hÃy viết đoạn văn miêu tả vờn quốc gia Ba Vì, sử dụng thông tin sau:

Name: Ba Vi National Park

Location: Ha Tay province 40 km from Ha Noi

Special features: tropical forests and mountain

abundant natural resources beautiful landscapes rare animals and plants

Total area: over 4,000

Animals & plants: species of animals: 30 species of birds: 100 species of plants: 500

PERIOD 71 UNIT: 12 THE ASIAN GAMES

reading A Aims: By the end of this lesson, Ss will be able to:

- Develop such reading skills as skimming and scanning for specific information and details

- Know the history of The Asian Games

- Use some vocabulary relating to sport and sports events to read and talk about the topic

B.Teaching aids: Textbook, pictures, posters and handouts Procedure:

I Stabilization:

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III New lesson:

*Warm-up: (Pictures on the textbook )

1 Before you read:

Activity 1:Choose the correct answer: How often are The Asian Games held?

A every year B every years C every years How many countries take part in the 14th Asian Games?

A 37 B 44 C 42

3 What sport did the Vietnamese athletes win gold medals at the 14th Asian Games?

A Bodybuilding B football C tennis Which country took part at the 14th Asian Games? A Afghanistant B VietNam C Dong Timor Where was the 15th Asian Games held?

A In New Delhi B In Doha C In Beijing

Activity 2: Match a word in column A with its definition in column B

A B intercultural(adj) solidarity(n) enthusiasm(n) facility(n) aquatic(adj)

a)a strong feeling of excitement b)the ability to learn or things easily

c)unity

d) growing or living in water e)understanding between countries

Answers: 1e 2c 3a 4b 5d II While you read:

Task 1: The words in the box all appear in the passage Fill each blank with a suitable word.

1 The hotel has special facilities for disabled athletes Swimming and water skiing are both aquatic sports He never lost his enthusiasm for training athletes I will make every effort to arrive on time

5 Our sports performances have been advancing considerably over recent years

6 Your help was greatly appreciated

Task 2: Scan the passage and complete the following table

-Stick the pictures of sports events on the board and have Ss work in two groups

- Give each group cards of words(having different colors) - Have them discuss in minutes and ask two leaders of the groups to go to the board and stick the cards beside the right pictures - Check and give good marks to the group who have more right answers

- Give handouts

-Have Ss read the questions quickly and find the answers Answers: 1C 2B 3A 4C 5B - have Ss match the words in column A with the definitions in B

- Give feedback

- Stick the poster on the board and ask Ss to look at the board and the task

- Call on some Ss to go to the board to write the answers - Check the answers by opening the hidden words on the poster

-Give handouts

-Have Ss work in groups of four

-Ask them to read the text again then complete the table -Take first quickest answers to correct in front of the class

Tenni

s Karatedo

Men, s

football Fencing

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Year Events

(1)……… The 1st Asian Games began in New Delhi, India

1954 Boxing, shooting and wrestling were added at (2)……… (3)……… Tennis, volleyball, table tennis

and hockey were added at the 3rd Asian Games held in Tokyo, Japan

1998 (4) ……… were

introduced at the 13th Asian Games in Bangkok, Thailand (5)………… The 14th Asian Games were held

in Busan, Korea Task 3: Answer the questions

1 What is the purpose of the Asian Games? -The purpose of the Asian Games is to develop intercultural knowledge and friendship within Asia How many participants took part in the 14th Asian Games?

-9919 participants took part in the 14th Asian Games. In which sports events did the Vietnamese athletes win gold medals at the Busan Games?

-They won the gold medals in bodybuilding, billards and women, karatedo at the Games in Busan, Korea. III After you read:

Activity]1: Name the sports in which Vietnamese athletes have won gold medals at the Asian Games

Activity 2: Ask and answer about The Asian Games, using the cues below

Where? When? How many? How often? Sport events Gold medals

Activity 3: Talk about The Asian Games, using the information in Activity

*Homework: Write a summary about The Asian Games

and give marks

-Stick the poster on the board

-Have Ss work in pairs and ask them to read the text again to find the answers for these questions

- Ask some pairs of Ss to practice asking and answering in front of the class

- Call on some Ss to go to the board and write the answers

- Open the answers on the poster to check.(T does question by question)

- Have Ss read the text again to answer this question (Ss work individually])

- Give feedback

-Ss work in pairs to ask and answer

-Call on some pairs to practice in front of the class

- Call one or two good Ss to present in front of the class

(153)

Date of planning:

Date of teaching: Unit twelve : The Asian Games

Speaking Period: No 72

- make short conversations about the Asian Games

- ask Ss to make a list of words related to the 14th Asian Games.

Pre – speaking 1 Vocabulary

- take part in = participate in - to be held:

- gold medal: - silver medal: - bronze medal: 2 Setting the scene: Questions and answers:

+ How often are the Asian Games held?

+ How many times were the Asian Games held? + Where and when are the next Asian Games going to be held?

- ask Ss to work in pairs and the task - call on some Ss to act out

Task 1: Asking and answering about the Asian Games.

- ask Ss to study the information in the table

- work in pairs to ask and answer the questions

Answers:

+ The Asian Games are held every four years.

+ The Asian Games were held 15 times. + The next Asian Games are going to be held in 2010 in China.

- study the information in the table and the example carefully

the 14th

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carefully

- have them study the example carefully

- call on a good student to act out the example with the teacher

- call on some pairs to act out the conversations - give comments and feedback

Model:

A: When And where were the 1st Asian Games held?

B: They were held in 1951 in India.

A: How amny countries took part in the games? B: Eleven

A: How many sports were there at the games? B: Six.

Task 2: Talking about the 14th Asian Games

- ask Ss to work in groups of five to the task - ask Ss to study the table carefully and talk about the medals won by Vietnam at the 14th Asian Games held in Busan, Korea

- go aroud the class to check and offer help when necessary, collect the common mistakes for later correction

- call on some groups to act out their work - give comments and feedback

Model:

At the 14th Asian Games held in Busan, Korea, Vietnam won 10 medals In bodybuilding, the Vietnamese athletes won one gold medal and one bronze medal…

Post - speaking

- ask SS to look at the brainstorming on the board and talk about the 14th Asian Games.

- give the corrective feedback

- work in pairs to the task

Samples:

A: When And where were the 2nd Asian Games held?

B: They were held in 1954 in Philippines. A: How amny countries took part in the games?

B: Eighteen

A: How many sports were there at the games? B: Eight.

- study the table carefully and talk about the medals won by Vietnam at the 14th Asian Games held in Busan, Korea

- work in groups of five to the task

Samples:

A: At the 14th Asian Games held in Busan, Korea, Vietnam won 10 medals In bodybuilding, the Vietnamese athletes athletes won one gold medal and one bronze medal.

B: In Billiard, the Vietnamese athletes athletes won one gold medal and one silver medal.

C: In Karatedo, the Vietnamese athletes athletes won two gold medals and one bronze medal.

…

- look at the brainstorming on the board and talk about the 14th Asian Games.

The 14th Asian Games were held in 2002 in Korea 44 countries took part in the games with 38 sports….

Comment:

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lesson.

Date of planning:

Lesson 3: Listening Period: No 73

- develop such listening micro- skills as listening for specific and detailed information

- use the acquired language and knowledge to talk about sports and sportsmen

 Teaching aids: posters, pictures, handouts, cassette player, …  Proceduce

Warm – up:Brainstorming

- ask SS to make a list of athletes that they know - ask Ss some questions:

+ What you know about them? + Which one you like best? Why?

Pre listening 1 Vocabulary - land (v): hạ, rơi

- bar (n): thanh

- freestyle (n): kiÓu bơi tự do

- gymnasium (n): phòng thể dục dơng cơ - gymnast (n): V§V thĨ dơc

- jump (v): nh¶y - set (v): thiÕt lËp

2 Questions and answers

- ask Ss to look at the pictures in the book and answer the questions in pairs:

+ What are the names of these sports?

+ Have you ever watched sports like these on television?

+ Which sports you like best? Why? - give comments

- asks Ss to read through the five sentences and the choices for the

- look at the pictures in the book and answer the questions in pairs

+ They are swimming, high jump, long jump and gymnastics.

+ Yes, I have.

+ I like gymnastics best because it is very interesting.

- read through the five sentences and the choices for the answers.

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answers.

- asks Ss to listen to the tape and choose the best answers to fill in the blanks. - plays the tape once for Ss to the task.

- asks some Ss to give their answers - has Ss to exchange their answers with a partner for peer correction.

- asks Ss to listen one more to check the answers, may pause at the answers for them to catch.

Task 2: Multiple choice ( for the

questions in the book)

1 10.00/ 10.10/ 10.15/ 10.50 2 3/4/5/6

3 1/2/3/4

4 high jump/ long jump/ swimming/ gymnastics

5 happy/ disappoited/ excited/ bored - asks Ss to read the questions and try to choose the best answer for each question.

- plays the tape again to Ss to the task

- plays the tapes once more for Ss to check their answers.

- calls on some Ss to give the answers and elicits feedback from other Ss Task 3: T/ F statements

1 Today is the 3rd day of the Games. 2 Yoko comes from China.

3 Lily has won the gold medal.

4 Lee Bong –ju competes long jump event.

- listen to the tape and choose the best answers to fill in the blanks.

Answers:

1 C 2 A 3 A 4 B 5 D

- read the questions and try to choose the best answer for each question. - listen to the tape and choose the best answers for each question.

Answers:

1 10.15 2 6 3 2

4 high jump disappoited

Task 3: T/ F statements

- listen to the tape and decide if these statements sre true or false

Answers:

1 T

2 F ( Japan) 3 T

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- play the tape once for Ss to the task - play the tape once ( if necessary)

- ask Ss to work in groups and talk about the athlete they know

Suggested questions: + How old is the athlete?

+ When did she/ he begin playing sports? + Where did she/ he train?

+ What are her/ his major achievements?

- talk about the athlete Ss know

Comment:

Homework: write a short paragraph about the athlete that they know ( post – listening)

Date of planning:

(158)

- Write a paragraph describing the preparation for the Asian Games using future verb tenses

 Teaching aids: posters, pictures, handouts, …  Proceduce

Warm – up: Brainstorming

- ask Ss to make a list of national stadiums or sport centres in Viet Nam

- ask Ss if they see any problems if VN hosts the coming Asian Games

- feed back and introduce the topic

Pre – writing 1 Vocabulary - upgrade: n©ng cÊp - equip: trang bị - promote: quảng cáo - recruit: tun chän - hold: tỉ chøc

- rundown: xuống cấp - facility: tiện nghi - welcome: chào đón

* Structures: S + need to + V S + need + V.ing It is necessary+ to V 2 Outline

Suppose Vietnam is going to host the coming Asian Games Write a paragraph of 120 words to describe the preparations for the Games.

- ask Ss to read the task and the promps carefully - elicit more ideas regarding how to prepare for the Asian Games and help Ss to express themselves correctly

- get Ss to organize the prompt before they write

- get Ss to write their paragraph individually in 15 minutes

- go around the class to check and offer help

- My Dinh national stadium - Nam Dinh national stadium - Nhon national stadium

- …

+ Problems: old and rundown stadiums, very small stadiums, roads to the sport centres are very narrow, usually have traffic fams, not have enough hotels with morden facilities…

- read the task and the promps carefully - give more ideas regarding how to prepare for the Asian Games

- organize the prompt before writing

Sample writing

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when necessary

- collect some common mistakes for later correction

- have Ss to find a partner to exchange the writing for peer – correction

- call on two Ss to write their writings on the board

- check the mistakes with the whole class - give comments

- ask Ss to write the writing again after the teacher’s correction

Sports Centres and local stadiums are not in good condition, so they need to to be immediately upgrated And we will widen the training areas and the roads to the sports buildings Then we have to equip all the hotels and guest houses with modern facilities to welcome foreing athletes and visitors. These hotels should also have special services for the Asian Games on the radio and TV. Finally, we need to recruit volunteers to serve the Games – these people should be university teachers and students with good Emglish. One more important thing is that we have to hold a competition to choose an official song for welcoming the Asian Games.

- write it up

Comment:

Homework:

- learn by heart the new words

- complete the writing

Date of planning:

(160)

- distinguish the clusters /pt/ ,/pd/, / ps/ and / bz/, pronounce them correctly.

- use cleft sentences correctly( subject focus, object focus, and adverbial focus).

 Proceduce

Teacher’ s activities Students’ activities Warm – up: Palmanism

stops -> stopped steps -> stepped jumps -> jumped bribes -> bribed robs -> robbed

Pronunciation

- models the three clusters /pt/ ,/pd/, /

ps/ and / bz/ for a few times and explains the differences in producing them.

- reads once for Ss to hear the words containing these clusters Reads again and asks Ss to repeat after the teacher. - reads the words in each column all at once.

- reads the sentences and asks Ss underline the words with the clusters and write /pt/ ,/pd/, / ps/ and / bz/ under

1 /pt/: stopped, jumped 2 /pd/: robbed, bribed 3 /ps/: shops, maps 4 / bz/: robs, clubs

- listen to the teacher and underline the words with the sounds and write /pt/ ,/pd/, / ps/ and / bz/ under them.

(161)

them.

Grammar: cleft sentences

1 Presentation

Ta dùng cấu trúc câu nhấn mạnh: It + to be + … that… để nhấn mạnh phần ta muốn nói.

Examples:

a The boy visited his uncle last month. -> It was the boy that visited his uncle last month.

-> It was his uncle that the boy visited last month.

-> It was last month that the boy visited his uncle.

b The boy often meet his friends in this house.

-> It is the boy that often meet his friends in this house.

-> It is his friends that the boy often meet in this house.

-> It is in this house that the boy often meet his friends.

*/ Subject focus:

It is/ was + subject + that + verb…

The boy visited his uncle last month. -> It was the boy that visited his uncle last month.

*/ Object focus

It is/ was + object + that + verb…

The boy visited his uncle last month. -> It was his uncle that the boy visited last month.

*/ Adverbial focus

Take notes and give examples

Examples:

- My mother loves me most.

 It is my mother that loves me most.

- I love my mother most.

 It is my mother that I love most.

- I was born in this house.

 It was in this house that I was born.

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It is/ was + adverb + that + verb…

The boy visited his uncle last month. -> It was last month that the boy visited his uncle.

2 Practice

Exercise 1/ page 152( subject focus) Eg: The man gave her the book.

-> It was the man who gave me the book.

Exercise 2/ page 152( object focus) Eg: The boy hit the dog in the garden. -> It was the dog that the boy hit in the garden.

- Asks Ss to Exercise individually and then compare the answers with a partner for peer correction.

Exercise 3/ page 153( adverbial focus)

Eg: She bought him a present at the shop.

-> It was at the shop that she bought him a present.

- ask Ss to Exercise in pairs and

for peer correction. Answers:

2 It was my mother who bought me a present on my birthday.

3 It was Huong and Sandra who sang together at the party.

4 It was Nam’s father who got angry with him. 5 It was the boys who played footbal all day long. 6 It was the girl who received a letter for her friend yesterday.

Answers:

1 It is English that the man is learning.

2 It was the book that the woman gave him.

3 It was the postcard that she sent her friend.

4 It was the book that Hoa borrowed from Long.

…

1 It was in the garden that the boy hit the dog.

2 It was for tea that she made some cakes.

3 It was for him that his father repaired the bike.

…

Answer:

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then exchange the answers with another pair for peer correction.

Production: Jumbled sentences

1 December/ was/ met/ in/ we/ it/that/ first.

2 Sholarship/ was/ it/ the/ won/ who/ Lan.

3 a/ it/ my/ new/ brother/ that/ car/ was/ bought/ ytd.

first met.

2 It was Lan who won the sholarship.

3 It was a new car that my brother bought ytd.

Homework:

Revise the grammar

Complete the exercises in the work-book.

Unit Thirteen : Hobbies

Lesson 1: Reading Period: No 75

- know about some hobbies, express their hobbies

 Proceduce

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Warm – up:

- show some pictures of hobbies and ask Ss some questions:

+ What can you see in the picture? + Do you like ?

+ When did you ? + How you ? Pre – reading:

1 Picture description

- ask Ss to look at the pictures in the book and call out the names of the hobbies described in the pictures.

- ask Ss which of these things they like to in their free time and why If Ss don’t like any hobbies in the pictures, they can talk about one of their hobbies.

- call on some Ss to answer the question.

- introduce the topic of the lesson

2 Vocabulary:

- accomplished (adj): tài năng, tài hoa - accompany (v): đệm đàn, đệm nhạc - admire (v): khâm phục, ngỡng mộ - modest (adj): khiêm tốn

- avid (adj): khao kh¸t, thèm thuồng - discard (v):loại bỏ, vứt -> discarded (adj)

- indulge in (v): say mª, say sa - occupied (adj): bËn rén

Task 1: Filling in the blanks

1 They usually throw away the cans.

2 She is an guitar player.

- look at the pictures and answer

the questions

- look at the pictures in the book and call out the names of the hobbies described in the pictures.

collecting stamps, fishing, keeping fish, playing chess, swimming, playing the guitar.

- answer the question

- listen to the teacher and take

notes

- read the new words in chorus. - read the new words individually. - remember the words.

words.

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3 We all his talented singing. 4 Our children always in their

studying.

5 I am always with my little son.

- ask Ss to read the passage and the task, using the words in Vocabulary to fill in the blanks.

- check the answers

Task 2: T/F statements:

1 The writer can sing while playing the guitar.

2 The writer admires his uncle very much.

3 One of the writer’s hobbies is playing chess.

4 The writer doesn’t like fish.

5 The writer has some foreign stamps.

- ask Ss to read the passage carefully and decide whether the statements are true or false, and correct the false statements.

- ask Ss to explain their answer by giving evidence in the reading passage. - check the answers with the whole class.

- asks Ss to read the passage again more carefully and try to find the information to answer the questions. - asks Ss to work in pairs to the task. - go around the class to check and offer help.

Answers:

1 discarded

2 avid/ accomplished 3 admire

4 indulge 5 occupied

- read the passage carefully and decide whether the statements are true or false, and correct the false statements.

- explain their answer by giving evidence in the reading passage.

Answers:

1 T 2 T 3 F 4 F 5 T

- read the passage again more carefully and try to find the information to answer the questions. Answers:

2 No, he isn’t.

3 Because he’s an accomplished guitarist

4 It is keeping fish.

5 He bought some from the shop and collected

6 He is not an avid stamp collector. 7 He collects them from discarded

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- calls some Ss to read the answers and give explanation for their answers. - feedback and give correct answers Model:

1 The writer’s first hobby is playing the guitar.

Ask Ss to work in pairs to the task - ask and answer about their hobbies.

Suggested questions:

+ What is your favourite hobby? + How often you ?

+ Where you usually ? + When you usually ? + Who you usually with? + Why you enjoy ?

8 Local stamps

9 He keeps the less common ones inside a small album The common ones he gives aways to others

- work in pairs to ask and answer about their hobbies.

Homework:

- Re-read the passage and write a short paragraph about your hobby

Date of planning:

Date of teaching: Unit thirteen : Hobbies

Lesson 2: Speaking Period: No 77

- talk about the collections Ask and answer about a hobby

Warm – up: Brainstorming

- ask Ss to make a list of words related to hobbies

- correct the mistakes with the whole class

Pre – speaking 1 Vocabulary - organize (v):

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- classify (v):phân loại - category (n): hạng, loại - book stall (n): quầy bán sách - broaden (v): më réng

- overseas (adj): nớc ngoài - exchange (v): trao đổi

Task 1: Questions and answers

- have them look through the words in Task and make sure that they know all the meaning of the words

- make some examples with a good student T: Do you like swimming?

S: Yes, I do.

T Do you like fishing? S: No, I don’t.

- ask Ss to the task as the model

- go around the class to check and offer help - call on some pairs to present their work - give comments and feedback

* For good classes, T may ask them to give the reasons

Task 2: Practising the dialogue

Now work in pairs to practise the dialogue between Lan and Huong

- ask the whole class to read the dialogue on page 149 make sure that Ss know the meaning of the words in the task

- model the dialogue with a good student - ask Ss to practise the dialogue in pairs

- call on some pairs to practise the dialogue in front of the class and give feedback

- ask Ss to pay attention to the questions in the dialogue

Task 3: making the same dialogue

- ask Ss to work in pairs to make a similar dialogue about collecting stamps

- ask Ss to look the suggestions carefully and make sure they know all the words

- may give suggestions: + What is your hobby? + How to collect stamps? + How to organize stamps?

words.

- look through the words in Task and find a partner to ask and answer about the hobbies in the task as the model

A: Do you like stamp – collecting? B: Yes, I do.

A: Do you like mountain – climbing? B: No, I don’t.

- read the dialogue on page 149

- listen to the teacher acting out the dialogue with one of the classmates

- practise the dialogue in pairs

- pay attention to the questions in the dialogue

- work in pairs to make a similar dialogue about collecting stamps

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+ Where to keep stamps? + Why to collect stamps? + Plan for the future.

- go around the class to check and offer help, collect some common mistakes for later correction

- call on some pairs to act out their dialogue - give comments and feedback

- Suppose that Ss are Lan, ask Ss to write a short paragraph about their hobby – collecting stamps - check up and correct the mistakes

Sample dialogue:

Huong: What is your hobby, Lan? Lan: Well, I like collecting stamps.

Huong: Could you tell me how you collect your stamps?

Lan: Well, I ask the members of my family, my friends, my relatives and the postman to give me discarded envelops In addition, I make friends with people overseas and exchange stamps with others.

Huong: How you organize your stamps? Lan: Well, I classify them into categries: animals, plants, birds, landscape, people ( hero, politicians, football players, singers ) Huong: Where you keep your stamps? Lan: I keep them in an album.

Huong: Why you collect stamps? Lan: Because it make me broaden my knowledge: know more about landscape, people, animals, plants and trees.

Huong: What you plan to next, Lan? Lan: I think I’ll continue to collect more stamps to enrich my collection.

Homework:

- write a short paragraph about your hobby

Date of planning:

Lesson 3: L istening Period: No 78

- listen to the passage of a hobby of the writer and develop their skill of listening for specific information

Warm – up: Guessing the word 1 It is one of a hobbies.

2 We can enjoy the hobby wherever we go. 3 The hobby make us broaden our

- listen to the teacher and guess the word

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knowledge.

4 We can enjoy the hobby in the library.

Pre – listening 1 Vocabulary

- profitably (adv): cã Ých, có lợi

- continually (adv): liên tục

- otherwise: (adv) mặt khác, cách khác - bygone: (adj) qua

- gigantic: ( adj) khæng lå - ignorant: (adj) ngu dèt

- be fed up with: (vp)chán ngán - jungle: (n) rừng nhiệt dới - cope with: (v) đơng đầu

- ask Ss to work in pairs to brainstorm all the benefits of reading books in minutes

- go around the class to check and offer help - call on some pairs to give the answers - ask other pairs to add more ideas - give corrective feedback

While – listening Task 1: T/ F statements

- play the tape once for Ss to the task - play the tape once more ( if necessary)

Task 2: Gap Filling

- let Ss read the passage carefully and have the guess of the missing words

- play the tape once more and asks Ss to listen carefully to fill in the missing words

- pause the tape for SS catch with the information if necessary

- call on some Ss to read the completed passage - give correct answers by listening again

Task 3: Choosing the sentences heard

words.

- work in pairs to brainstorm all the benefits of reading books in minutes

+ help to widen our knowledge + give us valuable experiences. + good sources of information. + make our life better.

- listen to the tape and pay attention to the key words and decide if the statements are true or false

Answers:

1 - T 2 - F 3 - F 4 – F

5 - T 6 - T 7 - T 8 - F

- read the passage carefully and have the guess of the missing words

(170)

( pair work)

- ask Ss to read through the sentences to understand them and underline the different parts between the two sentences

- play the tape once more for Ss to the task ( remind them to pay attention to the different parts)

- ask Ss to find another pair to exchange the answers)

- ask some Ss to give the answers - give correct answers

1 a My hobby started when I was a boy.

b My hobby got started when I was a little boy. 2 a They got fed up with reading to me continually. b They got fed up with having to read to me continually.

3 a I could read simple fairy tales and stories. b I could read simple articles and novels.

- ask Ss to work in groups of or to talk about the disadvantages of over-reading

- go around the class to check and offer help - call on some groups to present their ideas - ask other groups for giving comments - give corrective feedback

Answers:

1 wonderful 2 disease 3 jungle 4 certainly 5 ignorantly

- read through the sentences to understand them and underline the different parts between the two sentences

- listen to the tape carefully and choose the correct sentences

Answers: 1 b 2 b a

- work in groups of or to talk about the disadvantages of over-reading

Suggestions:

+ become shortsighted

+ become weak ( have a weak body) + not have enough time for studying + lack of practical knowledge

Homework:

(171)

Date of planning:

- write about a collection

Warm- up: Brainstorming

- ask Ss to make a list of words related to collections

- ask them some questions related to the words + Have you got any collections?

+ What you collect?

+ When did you started collecting?  Show a collection of stamps: + What is it?

+ Do you like this collection?

Pre – writing

1 Read the paragraph about book collection: I’m very much interested in collecting books and I have a book collection at home I started collecting books when I was very young. Whenever I find a book which is interesting I buy it immediately I buy some from the bookshop near my house and some others from the second-hand book stalls Sometimes my parents and my friends give me some.

Now I have a total of about 100 books and I keep them all in a big bookshelf in my bedroom I classify them into different categories: books about

+ Yes, I have/ No, I haven’t. + I collect stamps

+ I started collecting when I was 12 years old.

 look at the collection and answer the

teacher’s questions

- read the paragraph about the book collection carefully and answer the questions:

Answers:

1 My hobby is collecting books.

2 I started collecting books when I was very young.

3 I buy them from bookshops or my parents and friends give me.

4 I have about 100 books.

5 I keep them in a big bookshelf.

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history, books about famous people, and books about science

I love collecting books because books help me broaden my knowledge and know more about the world.

In the future, I will continue to make my collection richer and richer.

Questions:

1 What is your hobby?

2 When did you started collecting books? 3 How you collect your books?

4 How many books you have? 5 How you keep them?

6 How you organize them? 7 Why you collect them? 8 What you plan to next? 2 Making the outline ( whole class)

- ask the whole class to make the outline of the writing basing on the handout

- Write the outline on the board + Name of collection:

+ When you started : + How you collect: + How many stamps: + How you keep them + How you organize them: + Why you collect them: + Your plan for the future:

- ask Ss to write about their stamp collection basing on the outline and the handout

- go around the class to check and offer help, collect some common mistakes for later correcction

- have Ss exchange the writing with another group for peer correction

- call on two Ss to write their writing on the board

- correct the writings on the board with the whole class Give comments and feedback

6 I classify them into different categories 7 Because books help me broaden my knowledge and know more about the world. 8 I will continue to make my collection richer and richer.

Making the outline:

+ Name of collection: stamps. + When you started : years old

+ How you collect:buy from the local post office, get from discarded envelops, exchange with others.

+ How many stamps: about one thousand + How you keep them: in a big album

+ How you organize them:classify stamps into catgrories

+ Why you collect them: broaden my knowledge and know more about the world. + Your plan for the future : enrich my stamp collection.

Sample writing:

I’m very much interested in collecting stamps and I have a stamp collection at home I started collecting stamps when I was years old Whenever I find a new stamp I buy it immediately I buy some from the local post office and some others from the discarded envelops . Sometimes I exchange stamps with others.

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- ask Ss to write the writing individually after the teacher corrects and gives comments with the whole class.

categories: stamps about animals, stamps about plants, stamps about landscapes, people

I love collecting stamps because it helps me broaden my knowledge and know more about the world.

In the future, I will continue to enrich my stamp collection.

Homework:

- complete the writing at home

- distinguish the clusters /pt/ ,/pd/, / ps/ and / bz/, pronounce them correctly.

- use cleft sentences correctly( subject focus, object focus, and adverbial focus).

 Proceduce

Teacher’ s activities Students’ activities Warm – up: Palmanism

stops -> stopped steps -> stepped

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jumps -> jumped bribes -> bribed robs -> robbed

Pronunciation

- models the three clusters /pt/ ,/pd/, /

ps/ and / bz/ for a few times and explains the differences in producing them.

- reads the sentences and asks Ss underline the words with the clusters and write /pt/ ,/pd/, / ps/ and / bz/ under them.

Grammar: cleft sentences

1 Presentation

Ta dùng cấu trúc câu nhấn mạnh: It + to be + … that… để nhấn mạnh phần ta muốn nói.

Examples:

a The boy visited his uncle last month.

1 /pt/: stopped, jumped 2 /pd/: robbed, bribed 3 /ps/: shops, maps 4 / bz/: robs, clubs

- listen to the teacher and underline the words with the sounds and write /pt/ ,/pd/, / ps/ and / bz/ under them.

(175)

-> It was the boy that visited his uncle last month.

-> It was his uncle that the boy visited last month.

-> It was last month that the boy visited his uncle.

-> It is the boy that often meet his friends in this house.

-> It is his friends that the boy often meet in this house.

-> It is in this house that the boy often meet his friends.

*/ Subject focus:

It is/ was + subject + that + verb…

The boy visited his uncle last month. -> It was the boy that visited his uncle last month.

*/ Object focus

It is/ was + object + that + verb…

The boy visited his uncle last month. -> It was his uncle that the boy visited last month.

*/ Adverbial focus

It is/ was + adverb + that + verb…

The boy visited his uncle last month. -> It was last month that the boy visited his uncle.

2 Practice

Exercise 1/ page 152( subject focus) Eg: The man gave her the book.

-> It was the man who gave me the book.

- asks Ss to Exercise inividually

Examples:

- My mother loves me most.

 It is my mother that loves me most.

- I love my mother most.

 It is my mother that I love most.

- I was born in this house.

 It was in this house that I was born.

Answers:

2 It was my mother who bought me a present on my birthday.

3 It was Huong and Sandra who sang together at the party.

4 It was Nam’s father who got angry with him. 5 It was the boys who played footbal all day long. 6 It was the girl who received a letter for her friend yesterday.

(176)

and then compare the answers with a partner for peer correction.

Exercise 2/ page 152( object focus) Eg: The boy hit the dog in the garden. -> It was the dog that the boy hit in the garden.

- Asks Ss to Exercise individually and then compare the answers with a partner for peer correction.

Exercise 3/ page 153( adverbial focus)

Eg: She bought him a present at the shop.

-> It was at the shop that she bought him a present.

1 December/ was/ met/ in/ we/ it/that/ first.

2 Sholarship/ was/ it/ the/ won/ who/ Lan.

1 It is English that the man is learning.

2 It was the book that the woman gave him.

3 It was the postcard that she sent her friend.

4 It was the book that Hoa borrowed from Long.

…

1 It was in the garden that the boy hit the dog.

2 It was for tea that she made some cakes.

3 It was for him that his father repaired the bike.

…

Answer:

4 It was in December that we first met.

5 It was Lan who won the sholarship.

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3 a/ it/ my/ new/ brother/ that/ car/ was/ bought/ ytd.

Homework:

Revise the grammar

Written Test No 4 Period : 81

Full name:……….Class:………… Time : 45 minutes A/ Tr¾c nghiệm ( điểm)

1 a stopped b stabbed c robbed d grabbed

2 a slow b body c low d know

3 a computer b car c price d come

4 a stops b steps c rubs d maps

1 We…….at home last night.

a be b to be c was d were

2 Mary is the girl … I told you about yesterday.

a what b whom c whose d which

3 Last week, we ……… a birthday party for our little son.

a have b to have c has d had

4 If they study harder, they ……good marks.

a would get b will get c get d getting

5 I went to that shop…… buy a new book

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6 What are you doing now? -> I my homework.

a do b doing c am doing d did

7 My friend usually ………….to class on time

a going b to go c go d goes

8 Some students in our class usually…… to class late.

a goes b go c to go d going

9 Keeping fish is one of popular……

a hobbies b games c programmes d sports

10 The book……is on the table is very interesting.

a who b whom c what d which

11 It was four years ago I went to Greece.

a which b that c when d where

12 My mother has sent me …….letter.

a an b the c an d some

B/ Tù ln ( ®iĨm)

III/ Viết lại câu sau dùng cấu trúc nhấn mạnh It is/ was that (1,5 điểm)

4 I was complaining about the poor service.

-> ………. 5 Amundsen reached the South Pole in 1911.

-> ……… 6 I usually collect stamps from discarded envelops.

-> .

IV/ Đặt câu hỏi cho câu sau ( 1,5 điểm)

1 I visit my grand-parents everymonth.

-> , 2 They watched a film on TV last night.

-> 3 She is late for the meeting because she misses the bus.

->

IV/ Em hÃy viết đoạn văn su tập em, sử dụng gợi ý sau:( ®iĨm)

+ Name of collection: photographs. + When you started : 10 years old

+ How you collect: buy from the souvernir shops, take photors with my small camera, exchange with others.

+ How many photors: about 300

+ How you keep them: in a big album

+ How you organize them:classify photors into catgrories ( people, animals, plants, landscapes)

+ Why you collect them: broaden my knowledge and know more about the world.

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Unit forteen : Recreation

-Lesson 1: Reading Period: No 82

- know about some leisure activities that English people ususally in their free time

 Proceduce

Teacher’s activities Students’ activities Warm – up: Bing go!

- ask Ss to make a list of ten words about recreation

- write them on the board

- ask Ss to choose four words that they like - teacher gives the answers

* ask Ss the question: What you often in your free time?

Pre – reading 1 Vocabulary

- dull (adj): chËm hiÓu

- pastime (n): = hobby, leisure activity - snooker (n): bi a 21 viªn

- pool (n): bi a 16 viên - darts (n): trò chơi phi tiêu - bricklaying (n): xây dựng - engrave (v): khắc, chạm, trổ - pursuit (n): sù theo ®i

- sophisticated (adj): phøc t¹p, tinh vi

- give ten words about recreation

Examples: watching TV, watching sports, going shopping, planting trees, singing, dancing, chating with friends, listening to music, playing sports, reading

-> answer the teacher’s question

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- ask Ss to look at the activities written on the board and guess which of these activities British people often in their free time

- elicits the answers and introduces the topic of the lesson

Task 1: Mutiple choice ( individual work)

You are going to read a passage about leisure activities British people often in their free time, then task 1.

- get Ss to read the passage and then task - may instruct Ss how to the task

+ read the sentences and go back to the passage to locate and read around the italicized words or phrases so that Ss can guess its meanings

+ read three choices given in the book and work out which one is closest in meaning to the word or phrase

- ask Ss to find a partner to exchange the answers for peer correction

You are required to read the passage again and answer the four questions in the book.

- asks Ss to read the passage again more carefully and try to find the information to answer the questions

- asks Ss to work in pairs to the task - go around the class to check and offer help - calls some Ss to read the answers and give explanation for their answers

- some other Ss write their answers on the board - feedback and give correct answers

- get Ss to work in pairs and discuss the question: Which of the British leisure activities mentioned in the passage are also popular in Vietnam? Which are not?

- go around the class to check and offer help - call on some pairs to present their ideas - call on others to give comments

- give feedback

- look at the activities written on the board and guess which of these activities British people often in their free time

- read the passage and then task

- ask Ss to find a partner to exchange the answers for peer correction

Answers:

1 - A 2 - B 3 – B

4 - A 5 - B 6 - A

- read the passage again more carefully and try to find the information to answer the questions

Answers:

1 Because without them people will become bored.

2 Football and rugby in winter, and criket and athletics in summer. 3 Walking and swimming

4 Because this is a new kind of entertainment which gives them pleasure.

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Homework:

- Write a short paragraph about activities that Vietnamese people usually in their free time

Date of planning:

Date of teaching: Unit forteen : Recreation

Lesson 2: Speaking Period: No 83

- express agreements and disagreements about entertainment activities and state the reasons

Warm – up: Questions and answers

- show some pictures of activities and ask Ss some questions:

1 What leisure activities you see in the picture?

2 Do you think English people often them in their free time?

3 Do you think Vietnamese people like doing these activities in their free time?

- give comments and correct the mistakes

Pre – speaking 1 Vocabulary

- equip (v) -> equipment (n): - spectacular (adj):

- scenery (n): - hire (v): - tent (n):

2 Setting the scene

Task 1: Agreement expressions & disagreement expressions

Look at the phrases in Task and write A beside

- look at the pictures and answer the teacher’s questions

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an expression of agreement and D beside an expression of disagreement.

- ask Ss to work individually and read the expressions and decide which expressions show agreement and which expressions show disagreement

- have Ss to find a partner to exchange the answers with for peer – correction

- ask some Ss to give the answers

- check the answer with the whole class and give correct answers

- may elicit more expressions.

Agreements Disagreements

- You are absolutely right!.

- I agree. - I think so, too. - That’s true, and - That’s right, and

- Well, maybe, but - That might be true, but - Well, my feeling is that - Well, I don’t think so, I think

Task 2: Practising the dialogue

- ask Ss to read through the dialogue and work in pairs to practice the dialogue

- may act out with a good student

- call on some pairs to practice the dialogue

Task 3: Making the dialogue

- ask Ss to read the phrases in the Task carefully and make sure the Ss know the meaning

- ask Ss to use the reasons in the task to continue the discussion

- remind Ss to show their agreement or disagreement and give the reasons

- ask Ss to work in groups to the task - may give the model with some Ss

- go around the class to check and offer help, collect some common mistakes for later correction

- call on some groups to act out the dialogue - give comments and correct the mistakes,

Task 4: Reporting the discussion

- ask Ss to remember and report the discussion to the whole class and give the reasons why they agree or disagree about the camping trip

- work individually and read the expressions and decide which expressions show agreement and which expressions show disagreement

- exchange the answers with a partner for peer – correction

Answers:

1 A D A A D A A

- take notes

- read through the dialogue and work in pairs to practice the dialogue

- read the phrases in the Task carefully

- work in groups, use the reasons in the task to continue the discussion, show the agreement or disagreement and give the reasons

Model:

A: Let’s go camping.

B: Yes, I think it’s a good idea Then we can enjoy spectacular scenery.

C: That’s a good idea, but we have to eat bread for two days, which is not very pleasant.

D:

Samples:

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- ask other Ss to give comments - give feedback and final comments

more active.

2 We have decided not to go camping because if we go camping for two days we will have to hire a bus, which is expensive. Moreover we’ll have to sleep in the tent, which makes us sick and can’t go to school the next day

Homework:

- Write a dialogue and give the reasons for agreement or disagreement

Date of planning:

Lesson 3: Listening Period: No 84

- listen to three American Ss talking about how they would like to spend their summer holiday and some related tasks

 Teaching aids: posters, pictures, handouts, cassette player, tapecript  Proceduce

Warm – up: ( group- works)

- ask Ss to write out as many leisure activities with the following verbs as possible

- go around the class to check and offer help - call on some Ss to give the answers

- correct the mistakes

Go, watch, listen, play, read Pre – listening

1 Vocabulary: - campgrounds (n):

- write out as many leisure activities with the following verbs as possible

Go: camping, fishing, shopping, sightseeing Watch: TV, films, plays

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- trash (n): dÊu vÕt

- wilderness (n): vïng hoµn vu - giant (adj): khỉng lå

- waterfall (n): th¸c níc

- depressed (adj): buồn phiền, chán nả - solitude: (n): cô đơn, hiu quạnh

-2 Setting the scene:

- ask Ss to look at the pictures in the book and answer: What can you see in the pictures?

- ask them to work in pairs to the task - call on some Ss to answer the question - give comments and corrective feedback

1 Task 1: T/ F statements.

- play the tape once for Ss to the task - play the tape once more ( if necessary)

Task 2: Gap Filling

- let Ss read the sentences carefully and have the guess of the missing words

- play the tape once more and asks Ss to listen carefully to fill in the missing words

- pause the tape for SS to catch with the information if necessary

- call on some Ss to read the completed sentences and write the answers on the board - give correct answers by listening again

1 What we like most is to our dirt bike in the desert, in waterfalls and .in lakes and rivers.

2 At night, we sleep in our or

- look at the pictures in the book and answer the question

- listen to the tape and decide if the statements are true or false

Answers:

1 T 2 T 3 F

4 T 5 F 6 T

- read the sentences carefully and have the guess of the missing words

- listen to the tape carefully and fill in the blanks with correct words you hear

Answers:

1 ride/ take showers/ swim 2 sleeping bags/ tent 3 trash

4 nature 5 cities

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3 They leave in the forest.

4 I believe not only people are important to the world - is important, too

5 I spend most of my time in 6 I can’t an umbrella tent in the wind, I can’t in the rain, and a is usually too heavy for me.

Post – liestening

- ask Ss to list three advantages of having a holiday camping

- go around the class to check and offer help - call on some Ss to give the answers and write them on the board

- ask other Ss to give comments and add their ideas

- list three advantages of having a holiday camping

Suggestions:

+ get close to the nature + enjoy spectacular scenery. + have a lot of outdoor activities.

Homework:

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Date of planning:

- listen to three American Ss talking about how they would like to spend their summer holiday and some related tasks

 Teaching aids: posters, pictures, handouts, cassette player, tapecript  Proceduce

Warm – up: Brainstorming

- ask Ss to make a list of words related to a camping holiday

Ex: bread, tent

Pre – Writing 1 Vocabulary:

• Forest • Camp-fire • Umbrella tent • Be up early • Open fire • Put up

Task 1: Filling in the blanks:

a We can see lots of old trees and animals in the ………

b I am usually …… early to revise my lesson before going to school.

c They have just …… a ………… in their campsite

d They danced and sang around the ………… all night last night.

- ask Ss to work individually to the task - ask them to use the words they have learnt to fill in the blanks

- have them to exchange the answers with a partner for peer correction

- call on some Ss to give the answers - give feedback

Task 2: Matching the pictures with the

- work individually, study the sentences carefully and then use the words in the

Vocabulary to fill in the blanks

Answers: a forest b up

c put up/ umbrella tent d campfire

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activities

- ask Ss to read through the phrases in the task and study the pictures carefully, then match the pictures with the activities

- when they finish, have them find another pair to exchange the answers for peer – correction - call on some pairs to give the answers

Task 3: Making meaningful sentences

1. Last weekend, my class / Ba Vi / a camping holiday.

2. The bus / the school / early/ a.m

3. After arriving at the campsite, we / the umbrella tent.

4. Then we / lunch.

5. After the rest,/ we / fish./ It / interesting activity

6. Then we / swim / the lake.

7. We / food/ open fire / and / dinner.

8. In the evening / sing and dance / camp fire / until the midnight.

9. In the next morning, / wildlife / forest. 10. After lunch, we / campsite / p.m / We /

enjoy / holiday / much.

- ask Ss to work individually, study the cue words carefully and make meaningful sentences ( remide Ss to use the past simple to write the sentences)

- go around the class to check and offer help - call on some Ss to give the answers and write them on the board

- ask others to give comments - correct the mistakes and feedback

- ask Ss to write the sentences individually again after the teacher corrects, add more connections to make a complete paragraph.

- read through the phrases in the task and study the pictures carefully, then match the pictures with the activities

- find another pair to exchange the answers for peer – correction

Answers:

a- 2 b- 3 c- 4 d- 6 e- 9

f- 5 g- 1 h- 7 i- 8

- work individually, study the cue words carefully and make meaningful sentences 1 Last weekend, my class went to Ba Vi for a camping holiday

2 The bus left the school very early, at a.m 3 After arriving at the campsite, we began to put up the umbrella tent

4 Then we had lunch

5 After the rest, we went fishing It is an interesting activity

6 Then we went swimming in the lake 7 We cooked our food open fire and had dinner.

8 In the evening, we sang and danced around the camp fire until the midnight 9 In the next morning, we watched the wildlife in the forest

10 After lunch, we left the campsite at p.m. We enjoyed our holiday very much.

- write it up

Homework:

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Date of planning:

- - distinguish the clusters / ts/,/dz/,/ t s/ and / d d/, pronounce them correctly.

- use both and, not only but also, either or, neither nor and cleft sentences in the passive correctly( subject focus, object focus, and adverbial focus).

 Teaching aids: posters, pictures, handouts,

 Proceduce

Warm – up: Kim’s Games Pronunciation

- models the three clusters /ts/ ,/dz/, /tst/ and /dzd/ for a few times and explains the differences in producing them.

- reads the sentences and asks Ss

Take part in the games.

1 /ts/: meets, sits 2 /dz/: reads, kids

3 /tst/: watched, reached

4 / dzd/: bridged, raged

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underline the words with the clusters and write /ts/ ,/dz/, /tst/ and /dzd/ under them.

Grammar:

I/ Cleft sentences in passive voice

1 Presentation

Ta chuyển câu thể chủ động sang câu bị động dạng nhấn mạnh.: It + to be + … that… để nhấn mạnh phần ta muốn nói.

Examples:

a The boy visited his uncle last month. -> It was his uncle that was visited last month.

-> It is his friends that were often met in this house.

*/ Structure:

It is/ was + … + that + to be + PII + … ( by + O)

- gives some more examples and ask Ss to change into cleft sentences in passive voice.

+ Most girls like spring.

+ The boy broke the window last night. + The Princess kissed my little sister.

2 Practice

Eg: Fans gave Christina lots of flowers.

-> It was Christina that was given lots of flowers by Fans

Take notes and give examples

Examples:

 It is spring that is liked by most girls

 It was the window that was broken last night.

 It was my little sister that was kissed by the Princess.

Answers:

2 It was the policeman that was asked for… 3 It was his house that was talked a lot about.

4 It was a bicycle that was bought him for his birthday.

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II/ Conjunctions: both…and; not

only…but also; either…or; neither… nor

1 Presentation

Các cụm từ both…and; not only…but also; either…or; neither…nor đợc dùng để nối hai từ đồng loại với nhau. Examples:

- Tom was late and Ann was late, too.

 Both Tom and Ann were late.

- She didn’t write and she didn’t phone, too.

 She neither wrote nor phoned.

- He couldn’t come or he didn’t want to.

 Either he couldn’t come or he didn’t want to.

- She is beautiful and she is helpful, too.

Notes :

+ Both and : võa võa

+ Not only but also :

mà còn

+ Either or : hoặc hoặc

+ Niether nor : không mà cũng

không

2 Practice

- listen to the teacher and take notes - give some examples using the

phrases

Examples:

+ I am neither rich nor poor. + She is either Russian or Polish. + He both sings and dances.

+ He not only wrote me a letter but also phoned me.

Answers:

2 George neither smokes nor drinks. 3 Neither Jim nor Carol has got a car.

4 The film was both long and boring.

5 That man’s name is either Richard or Robert.

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Exercise page 161

Eg: Both Jim and Carol are on holiday.

7 We can leave either today or tomorrow.

…

Homework:

Revise the grammar

Test yourself d

Period: No 87

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- ask Ss to make a list of words related to recreation.

Listening Vocabulary:

- asks Ss to read through the five sentences in the book

Reading Vocabulary:

- asks Ss to read the paragraph carefully and then the task in pairs

- asks Ss to find a partner to exchange the

Answers:

1 pictures and sounds 2 watch the president 3.people, places and things 4 plays or dramas … 5 home than to go out

- read the paragraph carefully and the task in pairs

Answers:

1 T 2.F 3T 4T 5F

Answers:

1 D 2C 3D

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answers with

b) relative pronoun

- ask Ss to use correct pronoun to fill in the balnks

Writing

Answers:

1 who 2 that 3 that

4 who 5 who 6 that

- listen to the teacher and take notes if necessary

Write a paragrap

Comment:

Homework: do the exercises in the workbook.

Written Test No 4 Period :

Full name:……….Class:………… Time : 45 minutes A/ Trắc nghiệm ( điểm)

1 a stopped b stabbed c robbed d grabbed

2 a slow b body c low d know

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4 a stops b steps c rubs d maps

1 We…….at home last night.

a be b to be c was d were

2 Mary is the girl … I told you about yesterday.

a what b whom c whose d which

3 Last week, we ……… a birthday party for our little son.

a have b to have c has d had

4 If they study harder, they ……good marks.

a would get b will get c get d getting

5 I went to that shop…… buy a new book

a of b for c to d on

6 What are you doing now? -> I my homework.

a do b doing c am doing d did

7 My friend usually ………….to class on time

a going b to go c go d goes

8 Some students in our class usually…… to class late.

a goes b go c to go d going

9 Keeping fish is one of popular……

a hobbies b games c programmes d sports

10 The book……is on the table is very interesting.

a who b whom c what d which

11 It was four years ago I went to Greece.

a which b that c when d where

12 My mother has sent me …….letter.

a an b the c an d some

B/ Tù luận ( điểm)

III/ Viết lại câu sau dïng cÊu tróc nhÊn m¹nh It is/ was “ … that…” (1,5 ®iĨm)

7 I was complaining about the poor service.

-> ………. 8 Amundsen reached the South Pole in 1911.

-> ……… 9 I usually collect stamps from discarded envelops.

-> ……….

IV/ Đặt câu hỏi cho câu sau ( 1,5 điểm)

1 I visit my grand-parents everymonth.

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-> 3 She is late for the meeting because she misses the bus.

->………

IV/ Em hÃy viết đoạn văn su tập em, sử dụng gợi ý sau:( điểm)

+ Name of collection: photographs. + When you started : 10 years old

+ How you collect: buy from the souvernir shops, take photors with my small camera, exchange with others.

+ How many photors: about 300

+ How you keep them: in a big album

+ How you organize them:classify photors into catgrories ( people, animals, plants, landscapes)

+ Why you collect them: broaden my knowledge and know more about the world.

+ Your plan for the future : enrich my photor collection.

Date of planning: May 10, 2008 Date of teaching: May 14 , 2008

Unit fifteen : Space Conquest

Aims of the unit: After the unit, Ss will be able to:

- know about the space conquest and the Russian astronaut Yuri Gagarin - talk about historical events in the space conquest

- listen to the passage of American astronauts and some related exercises - write a biography

- distinguish the clusters / nt/,/nd, /n /, /ns/ and /nz/, pronounce them correctly - use could / be able to and tag questions correctly

Teaching aids: pictures, poster, cassette, tape, real objects Teaching procedures

Lesson 1: Reading - Lesson 4: Writing

Lesson 2: Speaking - Lesson 5: Language focus

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Lesson 1: Reading Period: No

- know about the space conquest and the Russian astronaut Yuri Gagarin

 Proceduce

Teacher’s activities Students’ activities Warm – up: Brainstorming

- ask Ss to make a list of astronauts that they know

Pre – reading 1 Vocabulary

- lift off into space abroad: bay vµo vị trơ

- orbit: quỹ đạo - last: kéo di

- react: phản ứng lại - specisely: xác - flight: chuyến bay - feat: chiến công

- cosmonaut = astronaut: nhµ du hµnh vị trơ - space conquest: chinh phơc vị trơ

- gravity : träng lùc

2 Setting the scene: Questions and answers

- ask Ss to look at the picture in the book and answer three questions in the book

- call on some pairs to give the answers and write them on the board

- ask other pairs for their comments - give feedback

Task 1: Matching the headings with the paragraphs

- ask Ss to read the paragraphs carefully and the task

- have Ss work individually to the task - go around the class to check and offer help - ask Ss to exchange the answers with a partner for peer- correction

- call on some Ss to give the answers - give feedback

- look at the picture in the book and answer three questions in the book

1 He was Yuri Gagarin.

2 They were Yuri Gagarin Neil Amstrong, Buzz Aldrin, Michael Collins…

3 He is Pham Tuan

- read the paragraphs carefully and the task

- exchange the answers with a partner for

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Task 2: Answering the questions:

You are required to read the paragraphs again and answer the six questions in the book.

- asks Ss to read the paragraphs again more carefully and try to find the information to answer the questions

- asks Ss to work in pairs to the task - go around the class to check and offer help - calls some Ss to read the answers and give explanation for their answers

- some other Ss write their answers on the board - feedback and give correct answers

Post – reading ( pair work)

- ask Ss to read all the words in the box and the teacher makes sure that Ss know the meaning of them

- have them read the summary carefully and try to fill in each blank with a suitable word from the box

- call on some Ss to give the answers - give correct answers

peer- correction

Answers:

Paragraph 1: B Paragraph 2: D Paragraph 3: E Paragraph 4: C Paragraph 5: A

- read the paragraphs again more carefully and try to find the information to answer the questions

Answers:

1 He was 27 then.

2 He was in space for 108 minutes.

3 They were what would happen to a human being in space or how the body would react to the extreme changes in temperature or how the mind would deal with the spychological tension.

4 It was more than 17.000 miles per hour.

5 Because he died in a plane crash on a routine training flight in March 1968.

6 After his death, his hometown of Gzhatsk was renamed Gagarin, and the Cosmonaut Traning Center at Star City, Russia, was given the name of this national hero.

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Answers:

1 cosmonaut 5 gravity

2 in space 6 view

3 lasted 7 important

4 success 8 named after

Homework:

- learn by heart the new words - re-read the paragraphs

Date of planning: May 11 , 2008

Date of teaching: May 15 , 2008 Unit fifteen : Space Conquest

Lesson 2: Speaking Period: No

- talk about historical events in the space conquest

Warm – up: Who is he? He is an astronaut.

He flied into space on 23rd July, 1980. He flied into space with V.V Gorbotko. He is the first Vietnamese people in space.

Pre – Speaking 1 Vocabulary:

- launch (v):phãng, nÐm

- spacecraft (n): tàu vũ trụ - mark (v): đánh dấu

 He is Pham Tuan

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- milestone (n): mốc, bứơc ngoặc - carry out (v): thùc hiƯn, tiÕn hµnh - artificial statellite : vệ tinh nhân tạo

- set foot on the moon: đặt chân lên mặt trăng

- ask Ss to give some latest successes about space conquest

- write them on the board and ask others for giving comments

- feedback

While – Speaking

Task 1: Asking and Answering

Work in pairs to ask and answer questions about a piece of news.

- ask Ss to read the piece of news and make questions and answers about the news

- may give Ss the suggestions to the task - go around the class to check and offer help - call on some pairs to present their questions and answers and ask others to comments Then, ask some Ss to write the questions on the board

Task 2: Talking about the important events in space exploration.

Work in groups to talk about the important events in space exploration, using the given suggestions.

- divide the class into small groups and each group talk about two events

- have them study the information carefully and remind them to use the correct verb tense as well as use passive voice when necessary

- go around the class to check and offer help - call on some Ss to talk in front of the class - elicit feedback and give final comments

Modal:

On October, 1957 the first artificial satellite “ Sputnik”, which was made by the USSR, was luanched into space It marked the beginning of Space Age.

- read the piece of news and make questions and answers about the news

Questions:

1 What was the spacecraft called? 2 What is the astronaut’s name? 3 How old was he then?

4 What did the successful flight mark? How many countries in the world have

been able to independently carry out manned space flights?

- study the information carefully and talk about the space exploration

Answers:

2 On 3rd November, 1957, a dog

named Laika was the first living thing being in space It was abroad Sputnik

3 On 12th April 1961, Yuri Gagarin,

a 27 year-old Russian cosmonaut, became the first human in space His flight lasted 108 minutes.

4 On 16th June, 1963, Valentina

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Post – Speaking

- have Ss write a short paragraph about what they have talked in Task

- go around the class to check and offer help

astronauts, Neil Amstrong and Buzz Aldrin, were the first people to set foot on the moon.

6 On 23rd July 1980, Pham Tuan

became the first Vietnamese in space Along with V V Gorbotko, a Russian cosmonaut, he stayed days in orbit.

7 On 29th October, 1998, John

Glenn, an American astronaut was the oldest human ever to fly into space at the age of 77.

8 On 15th October 2003, Yang Liwei,

38 years old, becme the first

Chinese to spend 21 hours in space.

- write it up

Homework:

- remember the information about

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