unit 1 friendship tiếng anh 11 đặng văn bang thư viện giáo án điện tử

- Practising sentences containing the target sounds - Asks Ss to work in pairs and take turn to read aloud the given sentences.. - T calls some Ss to read the sentences and provides corr[r]

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Period: 1

Introduction

Chương trình, phương pháp yêu cầu sách tiếng Anh 11 I AIMS:

Thông qua tiết học học sinh hiểu khái quát cấu trúc chương trình tiếng Anh 11 , nắm phương pháp học yêu cầu phải đạt sau học xong chương trình

II PROCEDURES: Content:

A Giới thiệu chơng trình Tiếng anh 11:

- Gồm 16 đơn vị học (Unit) ôn tập (Consolidation)

- Mỗi học đợc biên soạn theo chủ đề định đợc chia làm phần , phần kỹ ( đọc, nghe, nói, viết language focus)

- Mỗi ôn tập gồm:

Pronunciation; Listening comprehension; Vocabulary; Grammar and structure; Reading and writing

B Yêu cầu môn học:

Mi h/s phi cú SGK (English 11) sách NXB Giáo dục phát hành Mỗi h/s phải có 02 ( ghi chép chuẩn bị nhà )

Trớc đến lớp h/s phải chuẩn bị nhà theo yêu cầu phần (Tasks) làm tập theo y/c giáo viên

Trong lớp h/s phải tích cực tham gia hoạt động theo cặp, theo nhóm dới hớng dẫn giáo viên Nêu câu hỏi thắc mắc yêu cầu giáo viên giải đáp (nếu có)

Tóm lại : Để học tập có kết h/s sinh cần phát huy tính tích cực, tính chủ động, tự giác hoạt động học tập , không trông chờ ỷ nại Giáo viên đóng vai trị ngời tổ chức hoạt động, hớng dẫn, giảI đáp thắc mắc, giúp đỡ h/s gặp khó khăn

3 Remind:

+ Prepare for Unit 1: Reading part

The end

Period 2

Unit1: Friendship

Part A: Reading

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

- Develop such reading skill as scanning for details, specific ideas, skimming for general information, and guessing meaning in context

- Use the information they have learnt to discuss the topic

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- Textbook, handouts, pictures concerning to the topic,

III Anticipated problems:

- Ss may need help with discussion task so T should be ready to help them

- Ss may have difficulty in reading some difficult words such as: Sympathy, loyalty, suspicion, enthusiasm ,

- T may not have enough time to teach

IV Procedure:

Teacher s activities’ Students activities’

1 Check the attendance 2 Warm up

Network

T repairs a hand out with network of the word “friendship”

T divides the class into groups and gives each group a hand out T asks Ss to complete the net work The winner will be the group completing the network in the shortest period of time

A Before you read

- Discussing the picture and poem

- T asks the whole class to look at the picture on page 12 and asks them some questions:

1 What are girls and boys doing in the picture? How they feel?

3 What does the picture tell you?

- T ask Ss to work in pairs to read the short poem on the page13 and answer the question:

 What you think of the friend in the poem? - T calls on some Ss to answer the questions T may give some comments and the suggestions:

The friend in the poem is very dedicated and thoughtful He/She is willing to help his/her friend in any circumstances

Pre- teaching vocabulary

- Lasting (a) = lifelong - Be concerned with sb/st - Constancy (n) constant (a) - Rumour (n) ['ru:mə]

- Gossip (n): information talk or stories about other people’s private lives that may be unkind or not true - Incapable of / in'keipəbl/

- Suspicion (n) / sə'spi∫n/ suspicious (a) - Pursuit (n)

- Group work

- Discuss about the qualities which friendship must have to complete the network

- Suggested answers:

Honest, unselfish, constant, loyal, mutual trust, sympathetic, patient,

- Pair work

- Suggested answers

1 One boy is playing guitar, and the other girls and boys are singing They seem very happy because we can see their smile

3 The picture tells us that friends can happily many things together or friendship is a beautiful thing that brings happiness to us Dedicated (a) tận tâm, tận lực Thoughtful (a) chu đáo, quan tâm Circumstance (n) hồn cảnh, tình

lâu dài, bền vững quan tâm tới ai, tính kiên định

tin đồn chuyện ngồi lê đôi mách, chuyện tầm phào

không đủ khả nghi ngờ

sự nghiệp, theo đuổi, đam mê thông c¶m

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- Sympathy (n) ['simpəθi], sympathetic (a) [,simpə'θetik/

- Sorrow (n) / 'sɔrou/= sadness

- T asks Ss to make some Ss to make sentences with above words to check their understanding

- Have Ss practice reading the vocabulary

B While you read

Setting the scence

You are going to read a passage about the qualities of a long lasting friendship While you reading, the task in the textbook

Task1

- T asks the Ss to read the words in the box then fill each blank with one of them

- Ask Ss to read the passage quickly and stop the lines that contain these words to guess their meaning - T asks Ss to work individually to the task

- T goes around to help them when necessary

- T asks Ss to exchange their answers with the other Ss

- T asks Ss for their answers and tell then to explain their choices

Task

- T asks Ss to read the passage again and decide which of the choices A, B, C, or D most adequately sum up the ideas of the whole passage

- T gets Ss the task individually

- T might also want to give Ss some strategies to find the main idea of the passage

- T calls on some Ss to give the answer and asks other Ss to say whether they agree or disagree

Task

- Ask Ss to answers the questions in task3

- T asks Ss to the task individually to the task, then discuss their answers with their partne.r

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

Correct answers:

1 The first quality for true friendship is unselfishness It tells us that a person who is concerned only with his/her own interest and feelings can’t be a true friend

2 Because they take up and interest with enthusiasm, but they are soon tired of it and they feel the attraction of some new object

3 The third quality for true friendship is loyalty It tells us 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 cant feel safe when telling

nỗi buồn

- Do as T‘s requests

- Whole class

- Individual work & pair work - Ss guess the meaning of the word base on the context in the sentences

1 mutual incapable of unselfish

4 acquaintance / friend give -and - take loyal to

7 suspicious

- Whole class read the text carefully

- Individual work Answer: B

- Individual work and pair work

- Pay attention then give remark - Correct themselves their mistakes

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the other their secret

5 Because they cannot keep a secret, either of their own or of others’

6 The last quality is sympathy It tells us that to be a true friend one must sympathise with his/her friend Where there is no mutual sympathy between friends, there is no true friendship

C After you read

- Ask Ss to work in pairs to discuss the question in the text book

- T goes around to help the Ss when necessary

- When all pairs have finished, T asks every two pairs to share ideas

- T calls on some Ss to report their ideas to the class

4 Homework

- Learn by heart all of new words and structures and give examples

- Summarise the main points of the text

The friendship is very important to our life A true friend can helps us when we are sorrow and when we have difficulty We can share ideas, feeling, likes, joys, pleasures, aims to each other Sometimes only true friends can understand, sympathise us so we feel safe to tell him/her our secrets Friendship brings us happiness We happily many things together So we can’t live without friendship - Whole class

……… ……… ………

Period 3 Unit1: Friendship

Part B: Speaking I Objectives: By the end of the lesson Ss will be able to

- Describe the physical characteristics and personalities of their friends, using appropriate adjectives

II Teaching aids:

Textbook, handouts, pictures about some famous people,

Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help

IV Procedure:

- Ask Ss to describe one of their friend or their relatives

3 New lesson A Presentation Task 1

- Ask S to read aloud the title and explain

Instruction: You are going to look at the picture of people on page 15 and describe them in pairs

- Before letting Ss the task, T asks them to read useful language on page 16

- Do as teacher’s request

- Pair work

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- T may explains some word if Ss don’t know the meaning of the adjectives provided

Forehead (n) / 'fɔ:hed/: T points at his/her forehead Crooked (a) / 'krukid/

- T may ask Ss to provide some adjective/expressions used to describe people’Ss appearance She may also give Ss handout of these adjectives and expressions:

Height : tall, short, medium

Build : slim (mảnh khảnh), plump (bụ bẫm, đầy đặn), overweight, thin Muscular / 'mʌskjulə/ (vạm vỡ), stocky (thấp chắc), well-built (lực lỡng)

Hair:

-length: long, short, shoulder- length

- style: straight , wavy, curly, crew-cut (đầu cua) - color: black, grey, red, brown

Others: a fringe (m¸i), a bun (bói tãc), plait(s) / plỉt/ đuôi sam

Face: oval, round, large, square, skinny/ ['skini](gầy nhom, gầy trơ xơng), chubby (phúng phính), long, with high cheekbones (gò má cao)

Eyes: small, big, black, brown, blue

Nose: straight, crooked, turned-up, big, small, flat (tÑt)

Chin: pointed chin (c»m nhän), double chin

Lips: thin, full, narrow, heart-shaped

Forehead: broad, high

Skin: white, pale /peil/ (tái, xanh xám), suntanned (rám nắng), dark, brown, black

General appearance: beautiful, handsome, pretty, good looking, plain (b×nh thêng)

T asks to work in pairs to describe the people in the picture, and then calls on some Ss to present their answer

T gives feedback

B Practice Task 2

- Ask Ss to discuss and number the personalities in order of importance in friendship and then report the results

- Before Ss the task, T asks them to look at the list of adjectives provided in book T asks if Ss understand these adjectives or not

- T can elicit [i'lisit] (ln ra, gỵi ra) or explain some adjectives quickly

Caring Hospitable Modest

Sincere, understanding

- T divides the class into group of with a group leader They discuss and the leader will take notes of

Tr¸n

Mịi kho»m

- Whole class use hangouts to describe

1 The boy is about 16 He is short-sighted because he’s wearing apair of glasses He has short black hair, a round face with a broad forehead, a small nose, thin lips and small chin He quite good - looking The girl is about 14 She’s also wearing a pair of glasses She has shoulder-length black hair, and she’s wearing a ribbon (bêm tãc) She has an oval face with a straight nose, full lips and a pointed chin She quite pretty

3 The man is in his forties He’s tall and well-buit He has short brown hair and a square face with a broad head, small eyes, a crooked nose and thin lips He quite good looking

4 The woman is her twenties She’s quite tall and slim She has long curly brown hair and an oval face with a broad forehead, big eyes, a straight nose heart-shaped lips and a small chin She’s very beautiful

- Whole class and group work

Chu đáo Hiếu khách Khiêm tốn Chân thành

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the ideas, and then one representative will report the result to the whole class T reminds Ss that they have to explain their choice as well

- T goes round to offer help when Ss discuss

- T call on some Ss to report the result of their discussion

- T elicits feedback from the class and gives final comments

C Production Task 3

Instruction: Imagine that you have a friend who has just won the first prize in Mathematics A journalist is going to interview you about your friend Act out the interview in pairs

- T asks Ss to look at their role on page 16 anf the suggestions on page 17

- T may elicit the questions they may ask

- his /her hobbies: What does he/she like doing in his/her freetime? what are his/her hobbies?

- his/her physical characteristics: what does he/ she look like?

His/her personalities: How is he/she?Is she/he friendly ?

- T may also make clear the meaning of some adjectives

Quick - witted Good - natured

- T asks Ss to work in pairs to perform the interview in minutes and goes around to offer help

- T calls on some pairs to perform the interview - T elicits feedback from the class and gives final comments

4 Home work

- Write down a paragraph to describe your best friend - Prepare the next period ”listening”

- Group work

1st group: My group thinks that

being caring is the most important in friendship because when friends care about each other, they will know when to share happiness or difficulty with their friend

- Pay attention

Nhanh trÝ Tèt - Pair work Whole class

Period 4 Unit1: Friendship Part C: Listening I Objectives: By the end of the lesson Ss will be able to

- Develop such listening micro-skills as intensive listening for specific information and taking notes while listening

- Textbook, handouts, cassette tapes,…

- Ss may not be familiar with the note - taking task, so T should provide them some tips to deal with the task

IV Procedure:

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2 Warm up

Matching

The aim of this activities is to help Ss revise the vocabulary items Ss learnt in the previous lesson - T divides the class into small groups of 3-4 students

- Then T distributes the following crossword hand out for Ss to in their own groups Which group finishes first and has all the correct answers will be the winner

A B

1 good - natured a, Nhanh trí friendly b, Hào phóng quick - witted c, Hiếu khách hospitable d, Hay giúp đỡ patient e, Khiêm tốn honest f, Ham học generous g, Kiên nhẫn helpful h, Thật modest i, Thân thiện 10 studious j, Tốt bụng

3 New lesson

A Before you listen

Talking about your best friend

- T asks Ss to discuss the questions on page 17 in pairs

- T calls on some Ss to give their answer and comments on the answer

- T gets Ss what they are going to listen about Vocabulary pre – teaching

- Before teaching the new words, T helps Ss to pronounce the words given in the book T may read aloud first or play the tape and ask Ss to repeat in chorus and individually

- elicits / teaches some of these word and those taken from the listening passage

Apartment building: Sense of humour:

Give sb a ring: phone sb Go though a rough time:

- T may get Ss to make sentences with the words and give corrective feedback

B While you listen Task

Instruction: You are going to listen to Lan and Long talk about their best friends Listen and decide whether the statements are True or False Put a tick () in the appropriate box

- Before Ss listen and the task, T instructs them to use some strategies

- Whole class

- Group work

1 j i a c g h b d e 10 f

- Pair work

- Whole class

Toµ nhµ có nhiều hộ Khiếu hài hớc

Gọi điện cho

Trải qua thời kỳ khó khăn

Pay attention

- Individual work & Group work

Lan s talk’

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+ First, read through the statements to understand them and underline key words For example, the key words in the first statement are: shared, Nguyen Cong Tru, Residential Area, Hanoi,

+ Listen to the tape and pay attention to the key words

+ Decide whether statements are true or false based on what they can hear

- T plays the tape once for Ss to the task

- T asks for Ss’answers and writes them on the board

- T plays the tape the second time for Ss to check their answers

- T asks Ss to work in group to compare their answers

- T checks Ss’ answers by calling some Ss and asks them to explain their answers

Task

Instruction: You are going to listen to the tape again and fill the table in the book with notes

- T plays the tape again for Ss to complete their notes - after playing the tape, T gets Ss to work in pair and check their answers

- T calls on some Ss to give the answers T provides correct answers if necessary If Ss cannot comple the task, T might let Ss listen one more time and pause at the answers for them to catch

Suggested answers:

How and where

did they meet? What they like abouttheir friends? Lan - They used to

live in the same apartment

building in HN - Lan went on a holiday in Do Son and Ha went there to help her

- Ha’s very friendly and helpful

- Ha’s sociable She’s got many friends in Do Son and she introduced Lan around

Lon

g - They met incollege - Minh played the guitar, and Long was a singer - They worked together

- Minh has a sense of humour

- Minh likes to go to plays and movies

- Minh is a good listener

- Minh is friendly and helpful

C After you listen

- T asks Ss to work in pairs to talk about how Ha has been Lan’s best friend and how Minh has been Long’s best friend

2 F (It is what people think) T

4 (Lan went to Do Son first and then called Ha, so Ha rode on her mortorbike to Do Son to meet Lan) T

6 F (They have been best friends since Lan’s trip to Do Son)

Long s talk’

1 F (They met in college) F (Minh was a guitarist) T T T - Whole class

- Individual work and then pair work

Listen to the tape carefully and fill the table in the book with note

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- T goes around to offer help and correct Ss’ mistakes

- T calls on some pairs to present their answers

- T elicits feedback from the class and give final comments

4 Home work

- Ask Ss to learn by heart all new words and prepare the next lesson “ writing”

Tapescript:

Lan s talk’

My best friend is Ha We’ve been friends for a long time We used to lived in Nguyen Cong Tru Residential Area in HN Her family moved to Hai Phong in1985 It is said that HP people are cold but Ha is really, really friendly I first started to get to know her when I was going on a two-day trip to Do Son last year and didn’t know anybody there I gave Ha a ring and she was so friendly, she said “ Oh, I’ll come to visit you” So she rode on her motorbike to Do Son and twenty minutes later she was there She stayed with me for two days She happened to know a lot of people there, so she introduced me around and we’ve been best friends ever since

Long s talk’

My best friend is Minh We met in college And I was there singing and Minh was a guitarist So we worked together a lot, but we also became friends Minh has a great sense of humour, he’s very,very funny, and that’s of my favourite things about him And over the years, we have been through good times and bad times with each other, and that’s one of the things I like best about him And we have a lot of the same interests We like to go to plays and movies together But when we’re going through a rough time, he’s really a good friend, and he’s a very good listener, and he always helped me though

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Unit1: Friendship Part D: Writing

I Objectives: By the end of the lesson Ss will be able to:

- Write about a friend, real or imaginary, using the words and expressions that they have learnt in previous lesson

- Textbook, handouts, …

- Ss may not have sufficient vocabulary to write about the topic, so T should be ready to help them

IV Procedure:

Guessing game

T introduces the game: student goes to the board and T gives him or her a piece of paper with the name of a student in the class Other Ss have to ask Yes/No question to find out who students is Ss should ask about the appearance, personalities, or clothes

- The game can continue until the time is up

A Before writing

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

- T gets Ss to read the task and the guidelines silently and work out what they are required to write about In general, Ss’ writing should include parts:

+ general information about about their friend + his/her physical characteristics and personalities + and what Ss like about the friend

- T elicits the verb tenses that may be useful when Ss want to write about when and where they met their friend In this case, Ss may use the simple past tense and past continuous in their writing

- T revises the use of the past tense and past continuous tense

- T may also elicit the adjectives and expressions Ss can use to describe their friend’s appearance and personalities

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

- T goes around to offer help and gives corrective feedback

B While writing

- T gets Ss to write about their friend in 15minutes - T goes around to observe and offer help

C Post writing

- T asks Ss to exchange their writing with another Ss

- Group work

Ss may ask questions such as: Is the person a girl?

Is she tall?

Is she short- sighted? Is she friendly?

- Whole class

- Pay attention

- Individual work

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for correction

- T goes around and collects mistakes and errors - T collects some writings for quick feedback

- T writes Ss’ typical errors on the board and elicits self and peer correction T provides correction only when Ss are not able to correct the errors

- Finally, T provides general comments on the writings

4 Home work

- Ask Ss to improve their writing, taking into consideration their best friends’ and T’s suggestions and corrections

- Ask them to prepare the next period: “language focus”

- Whole class

Period

Unit1: Friendship Part E: Language focus I Objectives: By the end of the lesson Ss will be able to: - Distinguish the sound /dʒ/ and /t∫/

- Pronounce the words and sentences containing these sounds correctly

- Use some structures containing infinitives with and without to appropriately

- Ss may find it difficult to pronounce the two sounds, so T should prepare a lot of practice

IV Procedure:

1 Warm up

Noughts and Crosses

Hospitable Honest Around face

Caring Sense of

humour Friendly

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Large Good-natured Pleasant

2 New lesson A Pronunciation

- Pronouncing the two sounds separately

- T models the two sound /dʒ/ and /t∫/ for few times and explains the differences in producing them

- /dʒ/: is a voiced palatal

Voiced = vocal cords vibrate while making this sound

Palatal = put your tongue behind your top teeth, push air as you drop your tongue away from the roof of your mouth

- /t∫/ is an unvoiced fricative palatal

Unvoiced - vocal cords not vibrate while making this sound

Fricative palatal = touch your tongue to the back of your upper teeth and pull your tongue away as your push air out of your mouth

- T plays the tape once for Ss to hear the works containing these two sounds Then T plays the tape again and this time asks Ss to repeat after the tape

Pronouncing words containing the sounds

- T reads the words in each column all at once

- /dʒ/: jam, joke, January, dangerous, passenger, village

- /t∫/:children, changeable, cheese, mutual, church , which

- T reads the words once again, each time with a word in each column to help Ss distinguish the differences between the sounds in the words

- T reads the words and asks Ss to repeat them

- T asks Ss to practice pronouncing the words in pairs

- T goes around providing help

- T asks some Ss to pronounce the words and give correction if necessary

Practicing sentences containing the target sounds

- T reads the sentences and asks Ss underline the words with the sound and write /dʒ/ and /t∫/ under them

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

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

B Grammar and Vocabulary 1 To infinitive

- T writes some sentences on the board and underline the to+ infinitive

- Listen attentively - Tell the difference âm vòm miệng hữu

Dây âm rung lên phát âm - Listen and take note

âm vô thanh: dây âm không rung lên phát âm

âm vòm miệng phụ âm xát

- Repeat after the tape

-/dʒæm/, /

dʒouk/, /

dʒænjuəri/,

/deindʒrəs/, /'pæsindʒə/, /vilidʒ/ - /'t∫ildrən/, /'t∫eindʒəbl/, /t∫i:z/, /'mju:tjuəl/, /t∫ə:t∫/, /wit∫/

- Practice reading

- Practice reading the sentences which contain sounds

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+ I have letters to write to my friends + I have some homework to

+ Does he get anything to eat? + Have you got anything to say?

- T asks Ss to comment on the use of to + infinitives in these examples T reviews the form and use of to –infinities in the example

- The infinitive can be placed after nouns/pronouns to show how they can be used or what is to be done with them

+ I have letters to write = I have letters that I must write

+ I have some homework to = I have some homework that I must

+ Does he get anything to eat?= Does he get anything that he can eat?

N/pro+to - infinitives

Ex: I need someone to take care of my children

to - infinitives + prepsitions

ex: I need someone to talk to my mother

Can I borrow your case to keep my records in?

Adj+ to -infinitive

Too/ enough +to –infinitive Practice

Exercise 1

- Ask Ss to exercise1 individually and then compare their answers with another student

- T calls on some Ss to read aloud their answers - T gives the correct answers

2 Infinitive without to

- after “make, let”+object +bare infinitive

- after verbs of perception such as: feel, hear, watch, see, notice, observe, smell+object +bare infinitive

- Ask Ss to give some examples

- Listen and ask the other to comment

Practice Exercise 2

- T asks Ss to exercise in pairs Ss have to rewrite the sentences by using the words given

- T asks them to compare answers with another pairs - T calls on some Ss to go to the board to write their answers

- T asks other Ss to feedback and gives correct answers

- Give their opinions

- In the examples above the infinitives are used to replace relative clauses

- Give more examles - Take notes

I pleased to see you

Ex: The water is too hot to drink He’s old enoughto go to school

Individual work

1 Who wants somethings to eat I have some letters to write I am delighted to hear the news My mother has some shopping to

5 You always have too much to talk about

6 It’s lovely to see you again It’s too cold to go out

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

Ex: Nothing can make him cry I see her cook dinner (completed action)

Notice:I see her cooking dinner (I see she’s cooking dinner)

- Pair work and then individual work

1 The police watched them get out of the car

2 They let him write a letter to his wife

3 I heard them talk in the next room

4 The customs officer made him open the briefcase

5 The boy saw the cat jump though the window

6 Do you think the company will make him pay some extra money? I felt the animal move towards me

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

- Whole class

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Production

Extra exercise

Join these pairs of sentences she crossed the road I saw her They sang a song I heard them He looked the door I observed him She drove off I saw her

5 He was foolish He left the firm

6 A pavement artist drew a portrait in crayons I watch him

7 We can’t refuse their invitation It would look rude I met you again I was happy

9 The film was boring I didn’t watch it 10 The woman is old She can’t drive a car

3 Homework

- Learn by heart all the knowledge they’ve learnt and practice them again at home

- Prepare the next lesson:unit : reading

5 He was foolish to leave the firm I watched a pavement artist draw a portrait in crayons

7 It would look rude to refuse their invitation

8 I was happy to meet you again The film was not interesting enough for me to watch

10 The woman is too old to drive a car

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Period

Unit 2: Personal experiences Part A: Reading

I Objectives:

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

- Develop such reading skills as scanning for details, specific ideas, skimming for general information, and guessing meaning in context, identifying the sequence of events

- Use the information they have learnt to discuss the story

- Textbook, handouts, cassette,…

- Ss may need help with discussion task, so T should be ready to help them

IV Procedure:

Ask Ss some questions and ask Ss to answer - When was your last birthday?

- What did you on that day? - How did you feel on that day? - What did your parents offer you?

3 New lesson

- T introduce the pictures:

The six pictures describe the events in a story They’re not in chronological order Can you describe what’s happening in each of the picture

- T suggests for the Ss by asking some questions: + What you see in the 1st picture?

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

+ What you see on the table? Vocabulary

Floppy cotton hat Wad of dollar notes

B While you read

Set the scene: you are going to read a story in which a girl’s telling about her most embarrassing situation

Task

- T asks Ss to reads the passage silently and the task1

- T writes the given words and phrases on the board: To make a fuss

Sneaky (a) Glanced (a) Embarassing (a) Idol (n)

- T asks Ss to go back to the passage to locate and read around these words

- Whole class

- Answer the questions

Whole class

A man and a young girl

May be they are family members It’s money

Mò v¶i mỊm TËp tiỊn

- Pay attention

- Read the passage in silently - Guess the meaning of the words gây ồn ào, ầm ĩ

lén lút

to look quickly at st/sb

(16)

- T checks that Ss understand all these words correctly by calling on some Ss to tell the meaning of the word in Vietnameses

- Then T asks Ss to go back to the task and study the given sentences

- T asks them to fill the blank with the words/ phrases in the box

- T checks the answer with whole class

Task

- T checks if Ss can answer the comprehesions in task3 without having to read the passage again If Ss can not, T gets them to read the questions carefully and gives them some tips to the task

- T gets Ss to check their answer with a peer

- T calls on some Ss to write their answers on the board and asks them to explain their choices

- Ask Ss to look at the last picture(c) and give suggestions

+ How did the girl in the picture feel? + Why did she feel that way?

+ What did she after that?

- T calls on the group to tell and explain their choice

- Then T asks Ss to summarise the main points of the lesson

4 Homework

- Summarises the main points of the lesson again - Learn by heart the new words and make sentences with them

someone you admire and adore

1 glanced

2 making a fuss ambarassing idols

5 sneaky

- Individual work then pair work A floppy cotton hat

2 to buy the hat for herself

3 A wad of dollar notes that looked like the ones her father had given

4 Because she didn’t like to make a fuss

5 She bought the hat with it - Group work

1 She felt surprised/ ambarassed Because the money she took from the boy’s bag was not hers

2 Perhaps the girl might want to tell her father the truth and ask him for help Perhaps the girl could come to the police station, tell the police the truth and ask them for help

(17)

Period

Unit 2:Personal experiences Part B: Speaking I Objectives:

- Identify structures that are used to talk about past experiences and their influences on one’s life

- Practice the present perfect and past simple, structures with “Make”

- Use these structures to talk about a past experience and how it affects their life

- Ss may have problem using present perfect and past simple when talking about the past

IV Procedure:

Ask Ss some questions about their experiences - Have you ever sung in the public?

- Whole class

(18)

+ When did you sing in the public? + How did you feel ?

+ How did the experience affect you? - Have you ever failed the exam ? - Have you ever got a bad mark?

3 New lesson Task

- T introduces the task and gets Ss to it individually then compare the answer with a partner - Calls on some Ss to read out his/her answers

- T checks with the class and gives feedback - T introduces the structures:

Make sb smt/make sb + Adj

Ex: The flu makes me stay at home/ The flu makes me tired

Task

- T introduces the task and ask Ss to work individually then compare the answer with a partner - Notice Ss some about how to use past simple and present perfect simple

+ Present perfect: used with “ever” to ask about past experience:Have you ever been to England?

+ Past simple: used when one keeps asking about that experience: When did you go there?Who did you go with?

- After finishing T gets Ss to read the sample conversation in pairs

- 0pen dialogue:

A – Have you ever ….? B – Yes,… English girl… A – How…….meet……… ?

B –……walking along…asked the way….started talking……

A – What………talk…….?

B – Everythging……….name, …… turtles……… A – How……affect………?

B – Well,………more interested………

- Calls some pair Ss to practice the D then give marks

Task

- T introduces the task: using suggested questions on page 26 to ask and answer the questions about their past experiences

- T calls on some pairs to perform their conversations in front of the class

4 Home work

- Learn by heart the dialogue

On Teacher’s Day

I was all in a tremble (run)

Since then I haven’t been afaid of singing in the pubic

- Individual work and pair work d c a 4.b 5.e

Appreciate (v): Coi trọng, đánh giá cao

To change your attitude to sb/st (Thay đổi tháI độ bạn điều đó)

-Give more examples

- Whole class

- Take notes

1.b 2.d 3.h 4.a 5.e 6.g 7.c - Pair work

- Close the book and practice the open dialogue

- Pair work

Ex: “ be seriously ill”

- What (what disease did you get) - When (when did you fall)

- How (How did you get ill)

- go to hospital (Did you have to goto )

(19)

Period 9

Unit 2:Personal experiences Part C: Listening I Objectives:

-Develop such listening skills as listening for specific information and taking notes while listening

- Textbook, handouts,cassette tape …

- Ss may not have sufficient vocabulary to talk about the topic, so T should be ready to assit them Ss may not also be familiar with the note-taking task so T should provide them some tips to deal with the task

IV Procedure:

Hangouts : Matching

Column A Column B

1. Fire fighter

2 Fire alarm

3 Fire door

4 Fire escape

5 Fire hydrant

6 Fire

extinguisher

7 Smoke

8 Fire struck

a A metal stair way outside to help people get out of a building on fire

b A pipe that draws water for putting out a fire

c A person who fights fires

d What comes out of a fire

e A fire-resistant door that can be closed to stop the spread of a fire

f. A large truck that carries firefghters and equipment to the side of a fire

g A tube that contains special chemicals for putting out fire

h A bell that tells you a fire has

- Whole class

- Group work - Answer c

(20)

started

3 New lesson

- Asks Ss to describe what is happening in the picture on page 27

+ What can you see in the picture? + What is happening?

+ Who are these people? + What is this woman doing?

……

Vocabulary

1 Memorable (a) Gas stove (n) Terrified (a) Embrace (v) Scream (v) Escape (v) Replace (v) Protect (v)

- Ask Ss to practice the vocabulary in chorus T helps Ss to pronounce them correctly

- Asks Ss to read the statements to understand them - T plays the tapes once for Ss to listen and the task

- Checks the answer with the whole class

- T can play the tape again and pauses at the answers for them to catch

Task

- Asks Ss to study the text carefully for the missing information they need to fill and guess the answers - After playing the tape, T gets Ss to work in pairs and check their answers

- Calls on some Ss to give the answers

C. After you listen

- Before getting Ss to discuss, T teaches them some useful expression of asking for and giving opinions:

-Asking for opinions:

+ What you think about…? + What’s your opinion about…? + What’s your feeling about………? + What’s your point of view about…….? + How you feel about…?

+ Do you have any opinion about…? Expressing

opinions

Expressing agreement

Expressing disagreement I think…

Personally,

I agree

I think so,

Well, may be, but…

- Whole class - A fire

- A house is burning and fire-fighters are trying to put out fire - They are fire-fighters

- She is carring her daughter out of the fire

1 đáng nhớ bếp ga sợ hãI ôm

3 thét, gào trốn thoát thay b¶o vƯ - Practice reading

- Whole class - Individual work T

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

- Individual work and pair work small family took everything replaced appreciate

- Group work - Take notes

(21)

…

I believe…… I feel…

In my

opinion

From my

point of view too

That’s true and…

That’s right, and…

That might be true, but…

Well, my feeling is that

Well, I don’t think so I think

- Give some suggestions by asking some questions: + Why does Christina think family is more important than things?

+ Where you get love/care from, Your family or things?

+ Can we buy new clothes?

+ Can you get new parents or brothers or sisters?

4 Homework

- Do the exercises in unit in the workbook - Prepare for writing lesson

Because she has realized that she needs her family Things can be replaced, but family can’t

From family Yes, we can No, we can’t - Whole class

Tapescript

Interviewer: This is Radio In our “Unforgettable Experiences” programme tonight we talk to Christina, a successful businesswoman Hello Christina, welcome to our program

Christina: Hello and thank you! It’s nice being with you tonight

Interviewer: Christina, could you tell our audience about the most memorable experience in your life?

Christina: Well, my most unforgettable experience happened thirteen years ago, when my house burned down

Christina: The fire started in the kitchen where I forgot to turn off the gas stove

Interviewer: What were you doing at that time?

Christina: I was sleeping when I was suddenly woken up by terrible heat I opened my eyes to find out myself surrounded by walls of fire

Interviewer: That’s terrible How did you escape?

Christina: I was terrified Then I heard my mother’s voice calling my name I rushed to her She carried me out Luckily, I got away without even a minor burn

Interviewer: Not many people are so lucky Did the fire affect you in any way ?

Christina: Oh,yes Yes, very much, in fact Although I lost many things in the fire, the experience helped me grow up

Interviewer: What you mean?

Christina: Well, before the fire I was selfish I always complained to my mother about how small my room was or how few clothes I had Then the fire came and destroyed everything owned But I slowly began to realized that I didn’t really need my old things I just needed my family After all, you can get new clothes anytime, but a family can never be replaced

Interviewer: I see, so the fire took many things from you, but it gave you something too

(22)

Period 10

Unit 2: Personal experiences Part E: Writing

I Objectives:

- Write a personal letter telling about a past experience, using the structures and vocabulary that they have learnt in previous lessons

- Ss may not have enough vocabulary to write about the topic, so T should be ready to help them

IV Procedure:

Brain - storming

- T asks Ss to tell about their unforgettable past experiences and the others make questions to ask - Which team makes more questions is the winner

A Preparing to write

- T gets Ss to read the task

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- Calls on a S to answer and elicits more ideas most unforgettable experience

+ What happened? + When it happened? + Where it happened? + How it happened? + Who was involved? + How it affected you?

- T gets Ss to plan their stories according to the questions

Writing

- T gets Ss to write their own letters in 10 minutes - Then T asks Ss to work in pairs, exchange their letters and correct each other

- T goes around the class to offer help

Feed back on Ss writing ’

- T chooses one letter and reads it to the class

- T elicits corrective feedback from the class and gives final comments afterwards

3 Homework

- Do exercise in work book - Prepare the next lesson

- I nearly drowned

- A year ago, my last summer vacation

- A river near my grandparent’s house

- When I was swimming, I suddenly caught a cold, I felt dizzy and I was too weak to swim

- Some of my friends were also swimming at that time, one tried to save me

- I learned that life is so important

- Individual work and pair work

(24)

Period 11

Unit 2: Personal experiences Part D: Language focus I Objectives:

By the end of the lesson Ss will be able to: - Distinguish the sounds /m /, /n / and / η /

- Pronounce the words and sentences containing these sound correctly

- Distinguish the uses of different verb tenses: present simple for indicating the past, past simple, past continuous and past perfect

- Use these verb tenses to solve communicate task

- Ss might have difficulty distinguish and using different verb tenses correctly Therefore, T should be ready to assist them

IV Procedure:

Underline the most suitable verb form in each sentences

a While Tom watched/was watching TV, there was a power cut

b Who drove/was driving the car at the time of the accident?

c By the time she got back, he had gone/went home d David had eaten/ate Chinese food before, so he knew what to order

e I did/ was doing some shopping yesterday when I saw your friend

f Laura missed the party because no one was telling/ had told her about it

Pronunciation

- /m / : close the lips when pronouncing

- /n / : Ss’ tongues touch the roof of their mouth

a was watching b was driving c had gone d had eaten e was doing f had told

(25)

- / η /: their tongues touch their soft palates

For all three sounds, the air goes through the nose - T asks Ss to read the words in each column out loud in chorus for a few more times Then call on some Ss to read the words out loud

- In order to help Ss identify these sounds T writes some sentences to check their understanding

1 I’ll call them/then He ran/rang twice

3 That bun/bum is delicious /di'li∫əs/ We got some/sun at the beach

- Practising sentences containing the target sounds - Asks Ss to work in pairs and take turn to read aloud the given sentences

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

Grammar

Exercie1 Review some tenses:

a Presentation - Present simple

+ The use

+ Form: (+) I, You, We, They + bare infinitive He, She, It + V(s,es)

(-) S + don’t/doesn’t+ V-infinitive (?) Do/does+ S + V-infi ?

- Present continous

+ The use

+ Form: (+) S + be + V-ing (-) S + be + not + V-ing (?) Be + S + V-ing?

-Present perfect

+ The use: we use present perfect to express an action happened at unspecified time before now The exact time is not important It is not used to describe a specific event So we can use the present perfect to describle our experience

+ Form: (+) S + have/ has + Past participle (-) S + have/ has + not + Past participle (?) Have/ has + S + Past participle?

b Practice

- T gets Ss to exercise individually and then find a partner to check the answer with

- T checks with the whole class and provides corrective feedback

Exercise

a Presentation: Review the past simple and past continous

Past simple

+ The use

+ Form: (+) S + V-ed or irregular verbs

- Whole class

- Practicing pronunciation

Take notes - Give examples

- Give examples & take notes

- Individual work & pair work invites sets gets waves promises carries

7 contains has baked is 10 is shining

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(-) S + didn’t V-infi (?) Did + S + V- infi?

Past continous

+ The use

+ Form: (+) S + was/ were + V- ing (-) S + was/ were + not + V- ing (?) Was/ were + S + V- ing?

b Practice

- T gets Ss to exercise individually and then find a partner to check the answer with

Exercise

a Presentation: Past perfect + The use:

- The past perfect 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

- Past perfect also to show that something started in the past and continued up until another action in the past

+Form: : (+) S + had + Past participle (-) S + hadn’t + Past participle (?) Had + S + Past participle?

- T gets Ss to exercise individually then find a partner to check their answer with

- T checks the answers with whole class and provides corrective feedback

3 Homework

- Do the exercise

- Prepare Unit 3: Reading

- Whole class

- Take notes and give example

- Individual & pair work broke/ was playing wrote/ was

3 was working/broke started/ were walking 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

- Give example and take notes Ex: I had never seen such a beautiful beach before

Ex: I had used that car for ten years before it broke out

Or After I had used .years, It broke down

- Give examples

1 had eaten/arrived found/had taken

3 got/had closed got/had left

5 got/had arrived paid/had phoned

7 went/said/hadn’t arrived had looked/asked/cost Whole class

……… …………

Period 12

Review Unit and Unit 2

Complete each of the sentences with the appropriate word from the box Make changes if necessary.

embarrass personal idol excite imagine

memory embrace sneak fuss experience A lot of teenagers make Bi Rain their

2 The task needs the skills of a suitably engineer She smiled to hide her slight

(27)

5 The romantic evening cruise will be a experience They left quietly, without

7 I have a suspicion that she knows more than she's telling us They were locked in a passionate on the station platform Don't get the children too

10.I haven't got a picture of this so you'll just have to use your

Complete the passage with thecorrect verb form.

(1) _ (you/ ever/ be) in a cable car? Well I have Last February, I (2) (go) on a ski strip to Switzerland What a trip! The first morning, I (3) (get) into a cable car I (4) (want) to go to the top of the mountain and (5) (ski).The cable car (6) (start) up the mountain I (7) (look) down, and it was so beautiful Then there (8) _(be) terrible noise Suddenly the car (9) _ (stop) It (10) (not move), and there was quiet everywhere

It was cold, and it (11) _ (begin) to get dark and snow I (12) (be) alone for one hour, two hours I thought, "They (13) (forgot) me!" At last the car started back down the mountain It went very fast "Sorry" a man said when (l4) (climb) out of the car "We (15) (never/ have) this problem before Please, try again tomorrow." "He (16) (joke)," I thought "I (17) (have) enough of cable car for a lifetime."

Cross out any improbable answers.

1 I ve u’ nderstood/ I understand biology a lot better now that we've got a new teacher

2. I went/ had gone to see a Formular One race last week, but I admit/ I’m admitting that I don't know much about cars

3 Do you find/ Have you found it difficult to concentrate on your work with this music on?

4 We ll do/ We do’ our best to get the computer repaired by next week, but we won't guarantee/ we don't guarantee it

5 I've just started/ I just started to learn how to drive Now I'm knowing/ I k now

how difficult it is

6 She says that she wasn't in the kitchen when the bottle was smashed smashed/ ,

but I refuse/ I'm refusing to believe her

7 I'm certainly agreeing/ I certainly agree with you that people shouldn't drink and drive

8 I know the company made/ has made a loss this year, But I won't apologize/ I don't apologize for that

9 It's very difficult for us to get jobs here, so we're considering/ we consider

emigrating to Canada

10.Since I has won won/ the lottery, my telephone didn't stop/ hasn t stopped’ ringing People phone / are phoning to ask how I spend / I'm going to spend the money

11 In tonight's World Cup match, France currently beat / are currently beating

(28)

remained the same it will be the first time Germany lost/ have lost to France since 1998

12.Beckham passes/ is passing to Giggs who shoots/ is shooting just over the bar Manchester United attack/ are attacking much more in this half

13.She goes She's going/ up to this man and looks/ looking straight into his eyes

He's not wearing/ He doesn't wear his glasses, and he's not recognizing/ he doesn't recognize her

14.I have gone went/ to a concert yesterday in the Town Hall In the middle of it, while the orchestra played/ was playing a man suddenly was standing/ stood on his seat and starting/ started to conduct them

15.This man plays/ is playing golf when a kangaroo bounds/ is bounding up to him,

grabs/ grabing his club and hits / hitting his ball about half a mile

Complete the sentence using these pair of verbs Use the past simple or past progressive

come - show; get - go; break - ski; live - spend; look- see; look - slip; start - check in; add - taste; go off - light; not listen - explain; push - run; write - drive; shut - start; come - put; take - place

1 The smoke alarm when he a cigarette under neath it Just as I into the bath all the light off

3 When I in Paris, I three hours a day traveling to and from work

4 She more salt to the soup, and then it much better Helen her leg while she in Switzerland

6 When the taxi I my suitcase on the back seat

7 A friendly American couple chatting to him as he at the hotel reception

8 I bumped into Mary last week She a lot better than when I last her

9 It was an amazing coincidence Just as I to Anne, she to my house to come and see me

10.I the windows as soon as it to rain

11 My boss _ into the office just as I everyone my holiday photos 12.He _ the cake out of the oven and it carefully on the table 13.When his mother _ in the other direction Steve away quietly 14.She open the door and into the room

15.I can't remember how to answer this question I must confess that I _ while the teacher it to us

Complete these sentences using the verb given Use the past simple or the past perfect.

1 As Geoff was introduced to Mrs Snape, he (realize) that he (meet) her before

2 During the previous week, I (go) to the gym every morning

(29)

4 The boy told me that he (lose) his train ticket and (not/ know) how he would get home

5 I was just about to leave when I (remember) my briefcase

6 She _ (walk) into the station only to find that the train _ (leave) At the conference, scientists reported that they (find) a cure for

Malaria

8 On my last visit to Wixton I (find) that the village (not change) much

9 In a surprise move, the Prime Minister (resign) last night 10.Jane didn't want any dinner She (eat) already

11 When she _ (come) into the hall, everyone _ (start) cheering 12.After they (eat) all the food, they (pick) up their bags and

left

13.I thought I would get to the restaurant first, but Jim _ (arrive) before me 14.By the time I (get) to the party, most people (go) home 15.As soon as I _ (turn) the ignition key, the engine (catch) fire

Choose the correct answer.

1 After Jessica her degree, she intends to work in her father's company a will finish b finishes c finished d is finishing As you your car at the moment, can I borrow it?

a don't use b didn't use c aren't using d haven't used

3 When she saw a snake at her feet, she

a screamed b was screaming c had screamed d screams When he realised that I at him, he away

a looked - was turning b was looking - turned c was looking - was turning d looked - turned

5 I _ the new Harry Potter book now, so you can borrow my copy if you like a finish b am finishing c have finished d had finished I was sure that I him before

a met b had met c have met d was meeting

7 Before I started the car, all of the passengers their seat belts

a will buckle b had buckled c was buckling d have buckled The minute I got the news about Sue I my parents

a phoned b was phoning c had phoned d have phoned A lot since I last you

a happened - saw b happened - have seen

c has happened - saw d has happened - have seen 10.Your eyes are red - ?

a did you cry b have you been crying

c have you cried d you cry

(30)

a are appeared b will appear

c are appearing d are going to appear

13.After she hospital, she had a long holiday

a leaves b is leaving c left d has left

14. for a long time before you got a job?

a Were you looking b Have you looked

c Have youbeen looking d Had youlooked 15.The film _ by the time we to the cinema

a already began - got b have already begun - got c had already begun - got d already began - had got

Write a second sentence so that it has similar meaning to the first Use the word or words in brackets.

1 I started working in this hotel six months ago (worked)

Sue has been in Italy for the last three weeks (went)

I met her during my stay in Paris last summer (while)

We haven't gone to the cinema forover a year (It's)

Sam played tennis yesterday and it was his first game (never)

How long is it since they went to Nairobi? (When)

Mac Kenzie wrote four best-sellers before he was twenty (By the age)

She is still working on her homework (stopped)

Could you deliver the goods to my house? (delivered)

10.In the middle of our dinner there was a knock at the door (when)

Complete each of these sentences with a suitable preposition.

1 She had a quick glance _ the newspaper as she gulped down her coffee She got the bus and sit next an old man If you don't like the scarf, you can take it to the shop

4 She showed her new toy her friends How much did you pay your new car?

6 He pointed _ the dog when it ran them Are you interested practicing speaking English? You should have more confidence your own abilities

9 The fire started in the kitchen because she forgot to turn the light 10.My parents gave me a bicycle my birthday

(31)

Dear Karen,

1 I/have/ a great time/ here/ England

2 My university term/ not start/ until/ the autumn/ so/ I1 take/ opportunity/ improve my English

I/ stay/ some English friends/ own/ a farm

On weekdays/ I catch/ a bus/ Torquay/ go/ language classes

My friends/ say/ my pronunciation/ much better/ when/ I arrive

At weekends/ I/ help/ the farm It/ quite/ hard work/ but/ I/ like

you/ come/ see/ me/ Christmas?

My friends/ want/ meet/ you/ and there/ plenty/ space

Let/ me/ know/ as soon/ you/ decide

10.I/ look forward/ hear/ you/ soon

Love, Paul

Period 13 Unit 3: A party

Part A: Reading I Objectives:

- Develop such reading skills as scanning for specific ideas, and identifying and correcting false statement

- Use the information they have read to discuss celebrations in their culture

- Textbook, handouts, cassette tapes …

- Ss may need tobe provided vocabulary to celebrations and festivals so that they can complete various learning task

IV Procedure:

Matching the celebrations with the correct images

- Whole class

Celebrations images

(32)

Christmas Easter Graduation Halloween Thanksgiving Mother’s Day Wedding Valentine’s Day Birthday

a b c d f

h i

3 New lesson A Before you read

- Asks Ss to work in pairs and ask them to look the pictures in text book and and answer the questions: What is the relationship between the people in the pictures?

2 What are they celebrating?

Pre- teaching vocabulary

- Mark (v):

- Milestone: an important event or state in one’s life - Lasting (a)

- Golden (a) made of gold

- Golden anniversary/jubilee /'dʒu:bili:/: celebration of the 50th wedding anniversary /,æni'və:səri /

- Silver anniversary: celebration of the 25th wedding

anniversary

- Diamond anniversary: celebration of the 60th

wedding anniversary

- T helps Ss to pronounce them correctly

B While reading

You are going to read about how American people celebrate birthdays and wedding anniversaries Then the tasks below

Task (7m)

- T gets Ss to read the passage silently and the task1

- Call on some Ss to write the answer on the board and ask them to explain their choices

1 People sing a song

Halloween e

Wedding b

Easter i

Thanksgiving d

Valentine’s Day f

Graduation h

Mother’s Day g

Birthday c

- Pair work

1.The people in the 1st picture

might belong to a family The young man might be the parents and three kids might be their children

- In the 2nd picture : the people

might belong to a family, too The old lady & man might be parents The woman and the man who are sitting in front might be their son and daughter in law The boy and the girl might be their grandchildren

2 The people in the 1st picture are

celebrating a birthday In the 2nd

picture people are celebrating a wedding anniversary

- Whole class đánh dấu

sù kiÖn quan träng, mốc lịch sử, giai đoạn quan trọng

bền vững, lâu dài

- Take notes and give examples - Practice reading the new words

- Pay attention - Individual work

(33)

2 People eat cakes

3 People receive cards and gifts from friends and relatives

4 People joke about about their ages People remember their wedding days People go out to dinner

7 People blow out candles, one for each year

Task

- T gets Ss to read through all the sentences in task2 Then ask them to read the text again and locate these words

- Asks Ss to check their answer with a friend

- Calls on some Ss to present and explain their answers

- Gives feedback and correct answers

-Ask Ss work in small group of or and discuss the questions

- T goes around to check and offer help

- Calls on the groups to tell and explain their choice - Gives the correct feedback

4 Home work

- Learn by heart new words and summarise the main point of the lesson

- Write a paragraph about how Vietnamese people celebrate their birthday or wedding anniversaries, base on the text they read in class

 



 

 Pair work

1 eight  sevenths makes  eats foods  presents aniversaries  ages months  years 5th  50th

(34)

Period 14 Unit 3:A party Part B: Speaking I Objectives:

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

- Ss may have little experience negotiating in English, so T should be ready to provide them with appropriate language to so

IV Procedure:

Talking about the party

Yesterday I went to a party Please ask some questions to gets as much information about the party as you can

- T teaches necessary language for talking about parties:

+ A birthday/housewarming party + A family/social gathering

+ To have/throw/organize/hold/celebrate/give a party + To celebrate one’s birthday/ wedding anniversary/ graduation

+ To join oneself

+ To have fun/a good time

+ Gifts: flowers, souvenirs, a bottle of wine, chocolate

+ Decorations: balloons, flowers, lamps, pictures + Food and drinks: starters, main courses, deserts, cakes, ice-cream,sweets, soft drink,…

+ Music: pop music, jazz, classical music,…

Task

- Gets Ss to the task individually

- T encourages Ss to take notes while doing so - Goes around the class to check and offer help

Task

- Puts Ss in pairs and tell them to tell each other about the party they have been to, base on the

- Whole class

Who gave the party? What was it about?

Where /when did it take place? How was it organized? How did it go?

What activities did you there? Did you have good time?

How were the people like?

What about music? What about food and drinks?

- Take notes

- Individual work

(35)

outlines they have made in task1

- Calls on some pair to perform their conversations in front of the class

Task3

- T gives suggestions by writing on the board

Planning a party

- Where (home or restaurant) - When (date & time)

- Who to invite(family, relatives, classmates, teacher, friends)

- dressing code (former, informer, costumes) - entertainment (dance, music, games)

- decorations (colored light, bulbs, flowers) - food and drink (cook our own or order)

- budget (how much to spend? how much to contribute?)

- T asks Ss to give some expression for asking for and giving opinions, expressing agreements and disagreement, suggesting and starting preferences - T gives some examples and gets Ss to some practice with these expressions

- Divides the class into small group of or and get them to task3

- T goes around to check and offer help

Task

- T elicits or teaches expressions for inviting and persuading

Would you like to come…… ? We would love to have you……… Please come…

It’s our pleasure to invite you………

You don’t know what you’ll miss out on if you don’t come

- T gets Ss some practice with these structures Ask some group to report about the parties that they’ve planned

3 Homework

- Ss write a paragraph about a party they have been to

- Disccuss in group

Asking for opinions

What you think about….? What’s your opinion about……? How you feel about…….? Do you have any opinion about… ?

Giving opinions

I think we should… / I feel… In my opinion,……

I’m thinking about….(odering some pizza) Expressing agreement Expressing disagreement I agree

I think so, too That’s true, and

That’s right, and

Well, may be, but……

That might be true, but…

Well, my

feeling is that Well, I don’t think so

Suggesting:

May be we could… What about……?

Perhaps we can … Should we…….?

Let’s………

Why don’t we ? It would be a good idea if

How about… ? - Group work

- Decide which parties would be the most attractive and they would most love to come to

(36)

Period 15

Unit 3:A party Part C: Listening I Objectives:

- Develop such listening micro-skills as intensive listening for specific information

- Ss may not have sufficient vocabulary to talk about the topic,so they should be ready to assist them

IV Procedure:

1 Check the attendance 2 Warm

- T divides the class into group of 10 and introdures

(37)

the game: The groups should generate as many word related to birthdays and birthday parties as possible - After finishing T calls on the representative of each group to come to the board and write their list Then T gets the whole class to count Each correct word gets one point Which group has more points with the game

- T gets Ss in pairs to answer the questions and explain their reasons

Listen and repeat

To gather restaurant prize Birthdaycake to decorate icing Slice to clap hands

- T helps Ss to pronounce the words on page 36 correctly

- T presents the meanings of these word from the class

- Gets Ss to read through the statements to understand them and underline key words

- Plays the tape once for Ss to listen and the task - Checks the answer with the whole class

- Plays the tapes one or two more times and pauses at the answer for them to catch if Ss can’t answer the questions

Task

- Asks Ss to read all questions in task2

- T plays the tape again for Ss to listen and answer the questions

- T gets Ss to check their answer with a partner Then T checks with whole class

- Plays the tape again and pause at difficult points if many Ss can not complete the task

C After you listen

- Puts Ss in pairs and the task

- T distributes the following handout for Ss to the role play

- After they’ve finished, T calls on some pairs to perform the role play in front of the class

- Group work Suggested words:

Age, balloon, birthday, blow out, cake, candle, cards, candy, cookies, chocolate, confetti (hoa giấy), decoration, gift/present, icing, flower, fun, party, song

- Pair work PhÇn thëng

Kem phđ bánh ga tô Lát, miếng

- Whole class - Individual work

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

2 F (over 20)

3 F (at 4:30 they cut the cake) T (the party ended at about 6) F (other kids left, only one stayed to help)

- Individual work and pair work - Listen and note down the answers 16

2 Because it’s noisy and expensive soft drink and biscuits

4 At about 4:30

5 It was beautiful and decorated with white and pink icing and 16 colorful candles in the middle They clapped their hands eagerly and sang” Happy birthday”

7 at about - Pair work

Card A

Ask your friend about Mai’Ss birthday

- place where the party was held - when it began and ended - who came

- what you did there

Card B

Tell your friend about Mai’s birthday party

- It was held at Mai’s place - It lasted about hours(3-6pm) - About 20 guests came

(38)

3 Home work

- Write a paragraph about their own birthday parties

- Whole class

Tapescript:

Mai is my neighbour She turned 16 recently and her parents held a birthday party for her I was one of those envited

The party began at about in the afternoon There were about 20 of us gathering in Mai’s house She didn’t like having the party at a restaurant because it is noisy and expensive

We gave presents to Mai and she happily opened them It must really be exciting to receive all those presents After that Mai’s mother served us soft drink and biscuits We then listened to music and played cards The winners were given prizes At about 4:30 Mai’s mother brought out the birthday cake It was beautifully decorated with pink and white icing 16 colorful candles sat in the middle of the cake We all clapped our hands eagerly and sang “ Happy birthday” as she blew out the candles and cut the cake We helped ourselves to slices of the delicious cake and sang all the songs that we knew

(39)

Period 16

Unit 3:A party Part D: Writing I Objectives:

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

- Textbook, handouts,…

- Ss may not have enough vocabulary to write a detailed letter of invitation so T should be ready to help them

IV Procedure:

Jumbled letter

1 This is my address: 150A Au Co Road

2 It’s a beautiful house and it looks over the West Lake and the Water Park

3 Dear Linda,

4 Guess what!I’ve just moved to a new house in Tay Ho District

5 Would you like to come?

6 Please let me know your answer as soon as possible

7 See you

8 My parents are giving a house-warming party this evening around 6:30 p.m

9 Hoa

10 I think Chris and Kim are coming, too

11 We’ll have”Pho” and some other special dishes

A Before you write Task1

- Ask Ss to work in pairs to answer the questions in task

- Call on some Ss to answer the questions and elicits more ideas from the class T writes them on the board

- Group work

Suggested answers:

1 The activities are not volunteer work:

Taking part in an excursion and participating in an English speaking club

2 some volunteer activities: taking part in environmental conservation activities, donating blood, directing traffic, guiding foreign sports teams around when they go to Viet Nam to compete

(52)

Suggested answers: Helping people in

mountainous areas - Teaching the children toread and write - Giving them money

Helping old or sick people

Helpingdisadvanta

ged or

handicapped children

- Cleaning up their houses - Doing their shopping - Cooking meals

- Teaching the children to read and write

- Listening to their problems - Playing games with them - Taking them to places of interest

Taking care of invalids and the families of martyrs

- Listening to their problems - Clean up their houses - Doing their shopping - Cooking meals Taking part in

directing the traffic - Directing vehicles at theintersection - Helping old people and young children to cross the road

- Ask Ss to use the suggestions to make similar dialogues

- After they have finished T calls on some pairs to act out their conversation

- T elicits feedback from the class and give final comments

Task 3

- Ask Ss to work in group to talk about a kind of volunteer work their friends and they usually to help people

- Ask Ss to read through the example in the book before practicing talking about one activity their partner takes part in

- Call on some Ss to talk about the activities they take part in

3 Wrapping

- T summarises the main points of the lesson - Learn by heart the new words

- Prepare the next period “listening”

+ War invalid ['invəli:d]: th¬ng binh

+ Martyr(n) ['mɑ:tə] liÖt sü

+ Intersection: đờng giao nhau, ngã ba, ngã t

+ direct the traffic:híng dÉn giao th«ng

+ vehicles ['viəkl; 'vi:hikl]: Xe cé

- Pair work - Group work

(53)

Period 24 Unit 4: Volunteer work

Part C: Listening

- Develop such listening micro-skills as intensive listening for specific information and taking notes while listening

(54)

- Ss may not be familiar with the note-taking task so T should provide them some tips to deal with the task

IV Procedure:

Competition game Slap the board

War invalid, martyr, intersection, the aged, orphanage, remote, suffer

Before you listen

- Ask Ss to read through the questions and choices on page 51 and makes sure Ss understand all them - Ask Ss to discuss the questions in pairs

- Call on some Ss to report on their partner’s answers Vocabulary Pre- teaching

Fund-raising activities Donation

Informal school

Organization for Educational Development Co-operate (v)

Disadvantaged children Co-ordinate (v) [kou'ɔ:dineit] Sponsor (n)[ 'spɔnsə]

While you listen Task1

Set the scene: Now you are going to listen to a passage about Spring School, a special school in HCM City

- Ask Ss to read the sentences in task then lisen and fill the missing information

- Play the tape once for Ss to the task

- Ask for Ss’ answers and write them on the board - Play the tape the second time for Ss to check their answers

Task

- Ask Ss to read the questions in task before listening to the tape again

- Play the tape again for Ss to the task

- Get Ss to work in pairs and check their answers - Call on some Ss to give the answers and elicit feedback from other Ss If many Ss can’t complete the task, T might want to let Ss listen one more time and pause at the answers for them to catch

After you listen

- T gets Ss to work in groups to summarise the story about Spring School, using the suggestions Each group member has to take notes of the discussion

- Whole class - Group work

- Individual work - Whole class

Các hoạt động gây quỹ

VËt quyªn góp, tiền quyên góp Trờng học không thống Tổ choc phát triển Giáo dục Hợp tác

trẻ em thiệt thòi phối hợp

nhà tài trợ

- individual work informal

2 30 street children 250 children 1998

5 volunteers …June - Pair work

1 It provides classes to disadvantaged children in HCM City

2 Dance, theatre, singing and circus classes were set up in 1999 Because they need money to continue their English and Performance Art classes

4 They dance, sing and play music at one of the largest hotels in HCM City

(55)

- T goes around to offer help and collect Ss’ mistakes - Call on some Ss to present their summary

3 Wrapping up

- Ask Ss to learn by heart all new words and prepare “listening”

- Group work - Whole class Tapescript:

Sping School is an informal school It provides classes to disadvantaged children in HCM City Around 30 street children live and study at the school and about 250 children with special difficulties from District regularly attend classes

The Organisation for Education Development co-operated with Sping School to set up English classes in 1998 Dance, theatre, singing and circus classes were set up a year later Children from these classes participate in fundraising perfomances They raise money to continue their English and Performance Arts classes

Spring School requires volunteers to help organize their fundraising dinner held annually in June This is an exciting night in which children perform circus, theatre, dance, and singing at one of the largest hotels in HCM City They also need foreign volunteers to contact sponsors and help to expand the school activities Volunteers are required from February until July to help orgnise these events

It is hoped that more schools like Sping School will soon be found in other cities in VN

Period 25

Unit 4: Volunteer work Period D: Writing I Objectives: By the end of the lesson Ss will be able to:

- Write a thank- you letter to a donor to acknowledge the donor’Ss contribution

- Ss may not have sufficient vocabulary to write about the topic, so T should be ready to assist them

IV Procedure:

Quiz: a formal letter

1 You write your address in…… of the letter

2 The addresss of the receiver should be written on…… starting below our address

3 We can write…….on the right or the left on the line after the address you are writing to

4 When the letter starts Dear Sir/Madam, you end it with………

5 When the letter starts Dear Dr Smith, you end it with………

- Group work

1 the top left- hand corner the left

3 the date

4 Yours sincerely, Yours sincerely, contractions - Pair work

(56)

6 It is not a good idea to use……such as I’m or can’t

Preparing Ss to write Task

- Ask Ss to read the sample letter on page 52 and discuss the purpose(s) of the letter in pairs

- Call on some Ss to give the answers

- Ask Ss to read the letter again and task1 individually

- T checks Ss’ answer by asking some Ss to read their answer out loud

- Elicit corrective feedback from other Ss and give the correct answers when necessary

Writing Task

- Before Ss write the letter, T asks them to read the instruction carefully

- T gets Ss to write the letter in 15 minutes - Go around to observe and offer help

Feedback on Ss writings ’

- Ask Ss to exchange their writing with another student for peer correction

- Go around and collect mistakes and errors - Collect some writings for quick feedback

- Write Ss’ typical errors on the board and elicits self and peer correction

- Finally, T provides general comments on the letter

Wrapping up

- T summarises the main point of the lesson

- Ask Ss to improve their writing, taking into consideration their friends

thank a donor for donating money donor /'dounə/: ngêi cho, ngêi tỈng Individual work

- The opening of the letter: sentence

- The donated amount: sentence - The way the money is used: sentence

The way the receipt is issued: sentence

-The gratitude on the donor: sentence

-The closing of the letter:yours faithfully

- Individual work

Chuong Duong Street

Hoan Kiem District Hanoi 30 May, 2007

Dear Sir,

On behalf of New Future School, I would like to thank you for your generous donation of VND million Your contribution will make it possible for us to build our school library A good library can help the students very much in their studying We will issue a receipt as soon as possible

Once again thank you very much for your kindness We hope to receive more assistance and cooperation from your company in the future

I look forward to hearing from you soon

Yours faithfully Le Thi Hoa

Principal of New Future School - Whole class

(57)

Period 26 Unit 4: Volunteer work Part E: Language focus I Objectives: By the end of the lesson Ss will be able to: - Distinguish the sound /w/ and /j /

- Pronounce the words and sentences containing these sounds correctly - Use gerunds, present participle, perfect gerunds and perfect participles appropriately

- Ss may find it difficult to differentiate between gerunds and present participles, so T should be ready to explain

IV Procedure:

Pronunciation

Pronouncing the two sounds separately

- /w/: is a voiced labial-velar a pproximant It is articulated with the back part of the tongue raised toward the soft palate and the lips rounded

- /j /: is a voiced palatal approximant It is articulated with the middle or back part of the tongue raised agaist the hard palate.

- T plays the tape(or reads) once for Ss to hear the words containing these two sounds Then T plays the tape(or reads) again and this time asks Ss to repeat after the tape (or T)

Pronouncing words containing the sounds

- T reads the words and asks Ss to repeat them

- T asks Ss to practice pronouncing the words in pairs - T asks some Ss to pronounce the words and gives correction if necessary

Practicing sentences containing the target sounds

- T reads the sentences and asks Ss underline the words with the sounds and write / w/ and / j / under them

- Ask Ss to practice the sentences in pairs

- Ask some Ss to read the sentences and give feedback

Grammar 1 Gerund

A Presentation

- Review the form and uses of gerund The gerund

- Whole class

- Individual work

- Pair work

(58)

can be used:

a as a subject of the sentences:

b. as the complement of the verb ‘tobe’

c after prepositions

d. after a number of “phrase verb” which are composed of a verb + preposition/ adverb

to look forward to, to give up, to be for/against, to take to, to put off, to keep on

e. in compound nouns

a driving lesson, a swimming pool, bird- watching

f after the expressions:

can’t stand/help, it’s no good/use, it’s worth

B Practice Exercise 1

- T asks Ss to exercise1 individually and then compare their answers with another student

- T calls on some Ss to read out their answers

- T elicits peer correction and gives correct answer if necessary

2 Present participle A Presentation

- The present participle is used in the following ways:

a. as part of the continuous form of a verb

b. after verbs of movement/position in the pattern: verb+present participle

c. verb + object+present participle

d. as an adject

e verb + time/money expression+present participle ex: I spend hours doing this exercise

Don’t waste time playing computer games

f. Catch/find + object+ present participle

g. to replace a sentence or part of a sentence or part of a sentence

ex: Singing to himself, he walked down the road

B Practice Exercise 2

- Ask Ss to exercise in pairs

- Ask them to compare answers with another pair - Call on some Ss to go to the board to write their answers

- Ask the other Ss to feedback and give correct answers

3.Perfect gerund and perfect participle A Presentation

a Perfect gerund Form: having + PII

Use:- it can be used instead of the present form of the gerund when we are referring to a past action

Ex: He was accused of deserting his ship= he was accused of having deserted his ship

Give examples

- Reading helps you learn English - Her favorite hobby is reading

- She is good at learning English - I look forward to hearing from you soon

- He kept on asking for a discount (giam gia)

- I can’t stand being stuck in traffic jams

It’s no use/good trying to persuade him

1 listening bending behaving

4 meeting spending waiting starting

- Whole class take note - Give examples

- I am working/ She was dancing

- I go shopping everyday

- He came running towards me - I heard someone playing the guitar

I can smell something burning

- It was an interesting film

It’s a bit worrying when the police stop you

- ex: If I catch you stealing my apples again, I’ll tell your parents - We found our dog lying in the bathroom

- Pair work

1 burning/rising reading lying

(59)

It also is used to emphasize completion in both the past and the future

b Perfect participle - form: having+PII

- use: + the Perfect participle can be used instead of the present participle when one action is immediately followed by another with the same subject

(Phân từ hoàn thành đc dùng thay cho tại phân từ câu có hành động xảy liên tiếp nhau chủ ngữ)

+ The Perfect participle emphasizes the the first action is complete before the second one starts

(Phân từ hồn thành cịn nhấn mạnh hành động thứ nhất hoàn thành trớc hành động thứ hai bắt đầu)

+ The Perfect participle is necessary when there is an interval( kho¶ng t/g) of time between the two actions

(Nhất thiết phải dùng phân từ hồn thành có 1 khoảng t/g hành động)

+ It is also used when the first action covered a period of time

(Nó đc dùng hành động kéo dài trong một khoảng t/g) ex: Having been ill for a long time, He appreciated his health more

B Practice Exercise

- T asks Ss t to exercise individually and then compare their answers with another student

- T calls on some Ss to read out their answers

- T elicits peer correction and gives correct answer if necessary

Wrapping up

- Summarises the main point of the lesson

- Ask Ss to learn by heart all points that have been covered in the lesson and give more examples

Nó đc dùng để thay cho hình thức danh đt đề cập đến hành động qk

Nó cịn dùng để nhấn mạnh hoàn thành of hành động qk TL

ex:the retired teacher recalled

having taught

Ex: Switching off the light, we went to bed = Having switched off the light, we went to bed

Ex: she bought a bike and cycled home

Having bought a bike, she cycled home

Ex: Having failed twice, he didn’t want to try again

Ex: he had been living there for such a long time that he didn’t want to move to another town Having lived there for such a long time that he didn’t want to move to another town

(60)

Period 27

CORRECT MISTAKES IN THE TEST I OBJECTIVE:

I-Knowledge: Helping students to correct ONE PERIOD TEST II-Skill: Reading, speaking, and writing skill

II PROCEDUCE:

I-Settlement: Greeting the class and checking students’ attendance II-Checking: Sharing papers with Students

III- New lesson: Correcting ONE PERIOD TEST

III Teaching method: Communicative approach

I/ READING:

- Ask Ss to read the passage - Ask Ss to answer the questions

1 Why didn’t Chantal's parents send her to a state primary school?

2 What was an important event for Chantal when she was eleven?

3 What profession did she finally decide to choose?

4 ………… Chantal didn’t like her reading and

- Read the passage - Answers:

1/ Because Chantal's parents didn't have much money

2/ When she was eleven he sent her to an expensive private school

3/ In the end she decided to become a teacher

(61)

writing lessons

5 ………… She passed all her exams, and went to university at eighteen

- Corrects them

II/ Rearrange the following sentences to make a conversation: (2.0ms)

- Ask Ss to rearrange the following sentences to make a conversation

- Ask Ss to work in pairs

A: What did yoy talk about?

B: Everything about the lake: its name, the great turtles in it, etc

C: Have you ever spoken English to a native speaker?

D: How did the experience affect you?

E: Yes I talked to an English girl last summer F: How did you meet her?

G: I was walking along Trang Tien Street when an English girl came up to me and asked me the way to HoanKiem Lake I told her, then we started talking about the lake

H: Well, it made me more interested in learning English

- Correct mistakes

III/ Use the correct form of the verbs in

parentheses in the following sentences (3.0 ms)

- Ask Ss to the exercise - Ask Ss to work individually

1 Every day Nam goes to school at a.m Yesterday he (go) to school at 6:30 a.m He was late ………

2 He often (have) breakfast at 7.30 in the morning ………

3 They want (travel) by air because it is much faster than other means of transport ……… Isaac Newton died on March 20, 1772 and (bury) in Westminster Abby ………

5 I’d like (have) a look at your new car ………

6 I (try) to learn English for years, but I haven’t succeeded yet

- Correct mistakes

IV/ Make sentences based on given hints (2.5 ms)

- Ask Ss to the exercise - Ask Ss to work individually

1 Have / you / start / learn / English / yet? We / already / study / the language / our school / since 1990

5 T

- Rearrange the following sentences to make a conversation

- Write them on the board C E F G A B D H

- Work in pairs

- Work individually - Write them on the board went

2 has to travel buried to have have tried

- Work individually - Write them on the board

1 Have you started to learn English yet?

2 We have already studied of the language our school since 1990

3 Elementary school the students have learned English since 1980 I went to England in 2000 with my parents

(62)

3 Elementary school / students / learn / English / since 1980

4 I / go / to England / 2000 / my parents I / go / Wales / but / didn’t go / Scotland - Correct mistakes

V Consolidation: - What have you learnt inUnit 1,2 and

VI Homework: - Ask Ss to review all grammtical points and vocabularies

- Review all grammtical points and vocabularies

Period 28

Unit 6: COMPETITIONS

A Reading

- Develop such reading micro-skills as scanning for specific ideas and identifying meaning in text

- Use the information they have read to discuss the related topic

- Textbook, handouts, pictures about competitions,… III Anticipated problems:

IV Procedure

Warm up

- Get Ss to work in pairs, matching the given competition with the correct pictures on page 66

- Check the answer with the whole class - Get Ss to tell which of these competition they like most and why T gets Ss to name some other competitions that they know or have ever participated in and elicits their comments on the events

Before you read

- Introduce the topic of the lesson and get Ss to work in pairs and answer the questions on page 67

- Call on some Ss to answer the questions Ask Ss to give reasons for their answers T helps Ss to express their ideas

Vocabulary pre- teach

Representative (n) [,repri'zentətiv] Competition (n) [,kɔmpə'ti∫n]

to compete against / with somebody in /

Pair work

a Quiz: Road to Mount Olympia b London Marathon

c Sao Mai Television Singing contest d Olympic Games

pair work

1 Yes, Because I want to overcome myself

2 Yes, I I like to win in Quiz:”Road to Mount Olympia”

3.No, it isn’t Because I think the most important thing is having a chance to participate in a competition, learning from other competitors and enjoy ourselves

(63)

for something

competitive (a) [kəm'petətiv] competitor (n) [kəm'petitə]

to take part in st/doing st = to participate in st/doing st

stimulate (v) ['stimjuleit]- stimulation (n) annual(a) ['ænjuəl] = yearly

sponsor (v,n) ['spɔnsə] announce(v) [ə'nauns]

Ask Ss to practice the new words and make sentences from the new words - Then ask Ss to guess what they are going to read about

While you read

Set the scene: You are going to about a school’s competition

Task 1

Get Ss to read the passage silently and then Task

- Check the answers with the whole class - Check Ss’ understanding all these words correctly by calling on some Ss to tell the meaning of the words in Vietnamese

Task 2

- Ask Ss skim the questions to understand them

- Ask them to read carefully the passage again

- Then T gets Ss to check their answer with a partner

- Call on some Ss to read aloud their answer and ask them to explain their choices

- Give the correct answers

Task

- Ask Ss to read Para again and complete the sentences

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

1 …to recite/complete the poem because he could not remember the last sentence

2 became the winner of the competition 60 points

4 ” For me the important thing was our participation in the competition and the

®ua tranh víi ai… khuyến khích đỡ u, bo tr giám khảo thụng bỏo

Individual work

1 d f e c b a

Individual work and pair work

1 The representatives of classes of the speaker’Ss school

2 The aim was to stimulate the spirit of learning English among Ss

3 The Ss’ Parents Society

4 They had to complete activities in all On competition of each activity, they had to answer the questions in the worksheets within mimutes

5 They had to observe and score the Ss’ performance A maximum score for each activity was 15 At the end of the competition they would announce the total score of each group The group that got the highest scores will be the winner

(64)

enjoyment we had from it”

After you read

- T reads the poem aloud once or twice and get Ss to repeat each line after her/him

- Let Ss practice reciting the poem in their own groups

- Call on different groups to read the poem and ask the class to decide who the best performers are

- Ask them to translate the poem into Vietnamese

Consolidation and homework

- Ask Ss to learn by heart the new words and make sentences from them

Group work

Patter ['pỉtə]: tiếng tí tách, tiếng lộp độp (mưa rơi)

Window –pane /'windou'pein/ ô kính cửa sô

Whole class

Period 29

B Speaking

I Objectives: By the end of the lesson Ss will be able to: - Ask for and give information about types of competitions - Talk about a competition or contest

(65)

IV Procedure:

Warm up

Handouts: General knowledge quiz

- T delivers the handouts in which have the questions for Ss to choose the correct answers

1.Which language has the most native speaker?

a Bengali b English c Mandarin Chinese d Spainish What is the largest country(by area) in the world that has a land border with only one other country?

a Australia b.Canada c India d United States In which country will the 2008 Olympic Games held? a China b Germany c Greece d United States In which country is Mount Everest?

a Tibet b Nepal c Findland d Switzeland Which continent has the biggest population? a Africa b Europe c America d Asia

answer:

1 c b a b d b c 8.a b 10 d

Task 1

-Introduce the task and gets Ss to it individually -Explain the meaning of the new words

-Call on different pairs to report their answers T should encourage them to explain why they like or dislike a game/constest and help them to express their ideas when necessary

Task 2

- Introduce the task and call on one or two pairs of Ss to read aloud the sample dialogue

- Ask Ss to read the useful expression on page 69 and explain the new words

- Giving more structures:

Asking for opinions:

What you think about ?

What’Ss your opinion about……/ How you feel about…?

Do you like ?

Giving opinions

I think….is/aregood/fun/great/wonderful/perfect/interesting I think in my opinion………

From my point of view…… As I see it…………

- Put Ss into pairs and get them to make similar dialogue, using the structures they have learnt

- Go around to check and offer help

Group work

6.Which famous pop musician sang at Princess Diana’s funeral?

a Mariah Carey b Elton John c Ricky Martin d Celine Dion Which is the nearest star? a The Moon b Jupiter c The Sun d Mars

8 Who discovered Americal?

a Christopher

Columbus b James Cook

c Great Khan d King Henry VIII Who wrote the song entitled “Yesterday” a John Lennon b Paul McCartney

c Yoko Ono d George Harrison 10 How many legs does a butterfly have?

a b c d

individual work and pair work

compare with their partners

ex:

My partner

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- After that T calls on some pairs to perform their dialogue

Task

- Put Ss in groups of or T tells each group to choose a famous TV game or competion and work out details about it - Go around to check and offer help

- After Ss have finished, T call on each group to come the front The whole class will ask questions about the

game/contest and guess what game, constest it is

- Summarise the main point of the lesson

- Ask Ss to write a para about a game show they like

it

Both of us like/dislike… Neither my partner nor I like…

Neither of us like……

Pair work Group work Whole class

Period 30

C Listening

I Objectives: By the end of the lesson Ss will be able to: - Develop extensive listening skills

- Use the information they have listened to for other communicative tasks

Textbook, handouts, cassette tapes,…

III Procedure:

Warm up Jumbled words

- T divides the class into groups of or - Give each group one card containing 10 words whose letters are jumbled and ask Ss to rearrange the letter to make good words The group which finishes the task first with the most correct words will be the winner

The card

1 tohamarn sifihn renurn chiatelt

5 crae conpahim nurning

Group work

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centadis

9 storp 10 cirang

- T uses the picture in the textbook to introduce the topic

+ What can you see in the picture? + What event is it?

+Where you think the Boston Marathon might take place? - What is the Boston Marathon?

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

While you listen Task 1

Instruction: You are going to listen about the Boston Marathon Listen and answer T/F questions Put a tick in the appropriate box

- Before listening, ask Ss to read through the statements to understand them and underline keys words

- Play the tape once for Ss to listen and the task

- Check the answer with the whole class If many Ss cannot answer the questions, T plays the tape one or two more times and pauses at the answer for them to catch

Task 2

- T asks Ss to read through the questions in task

- Play the tape again for Ss to answer the questions

- Get Ss to check their answer with a partner Then T checks with whole class T should play the tape again and pause at difficult points if many Ss cannot

complete the task

After you listen(

- Ask Ss to talk about a famous

Vietnamese runner or

sportman/sportwoman that they like - Put Ss in small group of or

- Ask each group will prepare a short biography of a famous Vietnamese runner(or sportman) and not let other group know who is this person is

- Go around the class to check and offer help

- After finishing, T calls on the

Whole class

We can see two athletes Boston Marathon

USA

+ It is held in the USA

+ It began at the end of the 19th century

+ The Boston race is about 42 km + Runners have to go through 13 towns during the race

- Atheles

Individual work Answers:

1 T T T

3 F (2 hours 50 minutes and 10 seconds)

4 F (1967)

6 F (pass through 13 towns and ends in centre of Boston)

Individual work/ pair work and whole class

1 New York In 1972

4 6164

Work in group

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representative of each group to talk about their favouite sportman/woman

- Listen and take notes of Ss’ errors T provides corrective feedback after that

- Summarise the main point of the lesson - Do exercises in workbook

Period 31

D Writing

I Objectives: By the end of the lesson Ss will be able to: - Write a letter to reply to the request of information

Textbook, handouts, …

III Procedure:

Warm - up Hang-man game

- T revises the vocabulary Ss learned in last lessons

Before you write Task 1

-T asks Ss if they want to participate in a competition, what information about the competition they would like to know and would look for T writes the answers on the board

- T gets Ss to read the letter in task individually

- Ask Ss to indentify who wrote the letter, for what purpose, what information she requested and compare their answers with the ideas on the board

While you write

- T gets Ss to read the requirement of task and work out with a peer what they need to include in the reply letter and what kind of language(formal or informal) they need to use

- Get Ss to write their own letters in 10 minutes

- T then asks Ss to get in pairs, exchange their letters and correct each other

- T goes around to offer help

28th October, 2007

Dear Thu Trang,

Thank for your letter and welcome to our

Group work

- Individual work

When?(the date and time) Where?(the venue)

Who?(who can participate, who are the hosts/judges, who to contact,ect)

How?(how to apply to participat, how the contest proceeds, how the candidates’ performance is assesses,etc)

What?(what is expected of the candidates, what the award is)

Individual work and pair work English for the World

106 Tran Hung Dao St, Hoan Kiem District Hanoi

October 18,2007

Dear Thu Trang,

Thank you for your interest in our English Speaking Competition Here is the information that you request

Date and time: 8:30p.m, October 25, 2006 Venue: 106 Tran Hung Dao

Number of participant: 25

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English Speaking Competion Here are some details about the competion:

The number of participants is limited- just 25 The competition is held on 25th

November 2007, at 106 Tran Hung Dao Street, Hoan Kiem District, Hanoi It starts at 8:00p.m Contestants should be present one hour before the competition for registration For more information please contact me on the phone number(04) 9838188m, and email: info@123doc.org

Best wishes, Kate Johnson

After you write

- T chooses one or two letters and reads it/them to the class

- Then T elicits corrective feedback from the class and gives final comments afterwards T should draw Ss’ attention to the format of the letter, the organization of ideas and language use.

- Summarise the main point of the lesson

- T asks Ss to revise their letters according to their peer’s suggestions and submit for making in the next lesson

We encourage you to apply to participate by 4p.m, October 20 Because this year we limit the number of participants to only 25, application submitted late will not be considered

For further information, please contact me on 9838188 or email me at

info@123doc.org

We wish you good luck at the contest and look forward to seeing you there

Best regards Kate Johnson Secretary Whole class

Whole class

Period 32

E Language focus I Objectives: By the end of the lesson Ss will be able to:

- Distinguish the clusters /tr/, /dr/, /tw/ and pronounce the words and sentences containing them correctly

- Understand reported speech with gerund and use these structures to solve communicative tasks

(70)

III Procedure:

Pronunciation

Distinguish sounds

- T models the three clusters /tr/, /dr/, /tw/ for few times and explains how to pronounce them

- T gets Ss to read the words in each column out loud in chorus for a few more times T listens and corrects if Ss pronounce the words incorrectly

Practicing sentences containing the target sounds

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

- Go around to listen and take notes of the typical errors

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

Grammar a Presentation

Reported speech with gerund

Form: V + (O) + Preposition + (not) + V-ing

Use: We usually use a gerund structure to report thanking, apologies, accusations, and so on

Accuse (sb) of, apologise (sb) for, insist on(khăng khăng), congratulated (sb) on, dream of, warn (sb) against (dặn để phịng cáI gì/ai), prevent (sb) from, thank (sb) for, suspect (sb) of….

Note: we don’t use'say” in this structure - Some verbs not need a preposition:

Stop, admit, suggest, deny, mention, propose (đề nghị)

b.Practice Exercise 1

- T gets Ss to the exercise individually and then find a partner to check their answers with

-T checks with whole class and provides corrective feedback

Exercise2

- T gets Ss to the exercise individually and then find a partner to check their answers with

-T checks with whole class and provides

Individual work and whole class

Pair work

Whole class take note and give examples

Ex: “Sorry, I’m late”

She apologized for being late Ex:” I didn’t that”

She denied doing that

“It was nice of you to help me Thank you very much”

Tom thanked me for helping him “Shall we pick you up at school?”

They suggested picking me up at school Individual work, pair work and whole class

Exercise

1 John congratulated us on passing our exam

2 Mary apologized for not phoning me earlier

3 Peter insisted on driving Linda to the station

4 The teacher accused the boy of not paying attention to what he had said Bob has always dreamed of being rich

6 I warned Ann against staying at the hotel near the airport

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corrective feedback

1 Tom insisted on paying for the meal Mr and Mrs Smith looked forward to meeting their children soon

3 The boy denied breaking the window of the woman’s house

4 The policeman stopped the customer from leaving the shop

5 The thief admitted stealing Mrs Brown’s car

6 Ann suggested having a party the next Saturday

7 John and his wife were thinking of buying the house

Consolidation and homework

- T summarises the main points of the lesson

- Ask Ss to revise reported speech with gerund and exercises in the workbook

8 Miss White thanked Jack for visiting her

Period: 33

TEST YOURSELF B I Objectives: By the end of the lesson Ss will be able to: - Ss can understand the content of the test

- Ss can the test well

III Procedure:

1 Check the attendance 2 New lesson

A Listening

- Ask Ss to read the sentences before listening

- Ask Ss to complete the sentences after the 1st

listening & then check the answer again after the 2nd

& the 3rd listening

- Ask Ss to choose the best answer - Correct

B Reading

- Ask Ss to read the passage and then choose the best answer

- Call some Ss to stand up and answer the questions - Listen and give the feedback

C Pronunciation and Grammar

- Read the sentences - Listen to the tape

- Choose the best answer

1 A (They had olive wreath placed on their heads)

2 B D C B - Read the passage and then choose the best answer

- Stand up and answer the questions

- Listen and give the feedback D B B C C

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Pronunciation

- Ask Ss to listen and put a tick in the right box - T reads the words for Ss to put a tick

Grammar

- Revise Ss the grammar

- Ask Ss exercise then call some Ss to go to the board

- Correct their mistakes

D Writing

- Ask Ss to write about one of the competitions for secondary school students on TV

+ time and the channel on TV

+ length of the show, parts of the show + number of the competitors

+ content of the questions + the feeling you have for it

- After they have finished T picks up some Ss’ writing and find common mistakes then asks Ss to correct

3 Homework

- Ask Ss to revise and prepare a 45- minute written test

a Pronunciation

1 Play drive twice

4 proud

- Individual work b Grammar

1 talking to go smoking saying going

- Individual wok

Writing

Sample writing

“ Road to Mount Olympia” is a very popular competition for secondary students in Vietnam It is a general knowledge quiz, which debuted on VTV3 in 1999 and since then has been shown at 10:30 a.m every Sunday on the same channel The show is sponsored by LG Corp and hosted by several popular speakers such as Ta Bich Loan, Luu Minh Vu, and Tung Chi The copetition last one year and consists of 52 qualifying sessions and a final There are competitors in each session These are the representatives of different schools around the country They are asked questions about sciences and arts The winner of each weekly session can go to monthly session and compete with other students to win a place at the quarterly session The winners a of the quarterly session can go to the final The winner of the final will receive a large cash prize

I like the show very much because I can learn a lot from the questions asked in it

- Whole class Tapescript

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The Greeks attached (gắn liền với) so much importance to these games that they calculated time in four years cycles called” Olympiads” dating from 776 B.C

Period 34 REVIEW UNIT and 6 I Objectives: By the end of the lesson Ss will be able to: - Ss can understand the content of the test

- Handouts,…

I. Choose the word or phrase that best fits each gap of the passage.

For many young people sport is a popular part of school life and (1) in one of the school teams and playing in matches is very important .(2) someone is in a team it means a lot of extra practice and often spending a Saturday or Sunday away (3) home,as many matches are played there It (4) also involve travelling to other towns to play against other school teams and then (5) on after the match for meal or drink.Sometimes parents,friends or the students will travel with the team to support (6) own side

When a school team wins a match,it is the whole school which feels proud, (7) only the players It can also mean that a school (8) well-known for being good at certain sports and pupils from that school may end its playing (9) national and international teams so that the school has some really (10) names associated with it

1 A) having B) being C) taking D) putting

2 A) If B) As C) Then D) So

3 A) at B) on C) for D) from

4 A) ought B) is C) can D)has

5 A) being B) staying C) leaving D) spending

6 A) their B) its C) our D) whose

7 A) but B) however C) and D)not

8 A) turns B) makes C) comes D) becomes

9 A) up B) to C) for D) beside

10 A) old B) new C) common D) famous

II.Choose the underlined word or phrase in each sentence that needs correcting.

1.While they were away at the beach,they allowed their neighbours use the food A B C D

2.She wishes that we didn’t send her the cake yesterday because she’s on a diet

A B C D 3.They are planning on attending the convention next month and so I am A B C D

4.He has less friends in his classes now than he had last year A B C D

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6.We thought he is planning to go on vacation after the first of the month A B C D

7.One should avoid to eat a heavy meal late in the evening A B C D

8.The class could not help to laugh when the teacher dropped all his papers A B C D

9.We insist on you leaving the meeting before any further outbursts take place A B C D

10.She does not know who did paint that beautiful painting

III.Choose the word with has the different pronounciation of the underlined part.

1.A)parada B)apathetic C)companion D)marmalade

2.A)research B)resent C)resemble D)resist

3.A)breath B)feather C)heather D)leather

4.A)ache B)orchestra C)charity D)chorus

5.A)persuit B)suitable C)recruit D)guity

6.A)missed B)parted C)passed D)barked

7.A)believes B)pencils C)contents D)tables

8.A)surprise B)devise C)promise D)realise

9.A)question B)assure C)patient D)fresh

10.A)health B)heal C)meal D)steal

IV Choose the best answer.

1.A is a long running race of about 42kilometers or 26 miles

A)long race B)mini-marathon C)marathon D)B&C are correct

2 is the sound that is made by something repeatedly hitting a surface quickly and lightly

A)Hitting B)Part C)Parting D)Parter 3.I heard her feet along the corrider

A)putting B)pattering C)jumping D)knocking 4.The painting is not of his work of the period

A)representative B)represented C)representing D)represent 5.He 10,09 seconds in the 100 meters final

A)set B)clock C)clocked D)gained 6.They were bitterly at the result of the game

A)disappoint B)disappointing C)disappointed D)disapointedly 7.Her language is Korean

A)native B)national C)international D)mother 8.We insisted a refund of the full amount

A)on B)at C)in D)to

9.The of a football team usually wears a colored arm band

A) captain B)forward C)goalkeeper D)defender

10.We are competition four other companies for the contract

A) in/with B)in/of C)at/with D)at/of

11.We encourage students to fully in the running of the college A) participate B)emerge C)go D)enter

12.Go and apologize her

A) about B)to C)with D)at

13.We apologize the late departure of this flight

A) about B)to C)of D)for

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15.Which of these is one of the sports events in the Olypic Games? A) hiking B)racing C)hunting D)fishing

16.Only thirty students graduated Chinese last year

A) in B)of C)for D)on

17.The boy denied the window of her house

A) breaking B)break C)broken D)to break

18 If you want to win in the competition,you must practise

A) hardly B)hard C)enough D)seriously

19.Lan’s mother prevented her going out for dinner

A) about B)by C)for D)from

20 My sister is person in our family

A) shorter B)the shorter C)the shortest D)the most short

Period 35

45 minutes test( No 02) I/ Read the text and the tasks below : (2.5 ms)

Teachers’ Day falls on the twentieth of November each year Generallly, on this remarkable occasion, school-children show their appreciation to their teachers who have painstakingly guided them in their study It is a time to forget the bad experiences students may have of their teachers scolding and punishing them

Students give their teachers flowers and gifts Such gestures are small in comparison with the teachers’ dedication and hard work Parties are held and there is a lot of fun and amusement in the schools

Answer the questions

1) When is Teachers’ Day held?

2) What students give their teachers?

3) What are held in the schools on Teachers’ Day?

4) ………… School-children show their appreciation to their teachers on this remarkable occasion

5) ………… Gestures are not small in comparison with the teachers’ dedication and hard work

II/ Write a letter to respond to Thu Trang, using the details below: (2.5 ms)

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- Venue: 79 Nguyen Thi Minh Khai street, Tan Binh district, Ho Chi Minh City

- Date: 27th December.

- Arrival time: 6:00 p.m; starting time: 7:00 p.m - Phone number : 089838188

- E-mail : info@123doc.org

III/ Change direct speech into reported speech: (3.5 ms)

1) “I’m sorry I didn’t phone you earlier,” Mary said  Mary apologised for

……… 2) “I hear you passed your exams Congratulations!” John said to us

 John congratulated ……… on

……… 3) Linda: Let me pay for the meal

Tom: Certainly not! I’ll pay  Tom insisted on

………

4) “We’ll come back again.”  They promised

……… 5) “You should join the football team, Eric,” said the teacher

 The teacher encouraged

……… 6) “You should not drink too much beer.”

 My parents advised me

……… 7) “I’ve always wanted to be rich,” Bod said

 Bod has always dreamed of

………

IV/ Finish the following dialogue: (1.5 ms)

A: What kind of volunteer work are you participating in?

B: ……… A: ………? B: We are teaching the children to read and write

A: ………? B: Yes I like helping people

(77)

Period: 36 & 37 Unit 7: WORLD POPULATION

A Reading

- Develop such reading micro-skills as scanning for specific ideas and guessing meaning in context

IV Procedure

Warm – up

Lucky number

1 Can you sing a song? Lucky number

3 The noun of populate

4 Which continent has the biggest population?

5 the synonym of ‘country’ - nation

Before you read

Discussing the pictures

Ask Ss to look the pictures on page 80 then answer the questions:

- Who can you see in the first picture?

- How many children does the man have?

- How is the house which his family live in?

- What does the man to earn his living?

- What two pictures tell you?

Pre - teaching vocabulary

To double: tăng gấp đơi

Average(a) b×nh thêng, trung b×nh

Group work

Pair work

- A family with too many children - children

- They live in an old mud and draw cottage

- He is unemployed so he has to manual work

- The first picture tells us that if we have a big family, we may not support our children properly and give them a good life and education

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Birth- control methods: biện pháp hạn chế sinh đẻ

Family planning: khh g®

It is time sb did st: đến lúc phải làm

Ex: It is time he came back home

To continue to st

Ex: It continued to rain heavily

While you read

Setting the scene

You are going to read a passage about the world population While you read, doing the tasks in text book

Task 1

Ask Ss to read the words in the box then complete each sentence with a suitable word

Ask Ss to work individually to the task

Ask Ss to exchange their answers with other Ss

Call some of them to answer and give the feedback

Task 2

Ask Ss how to this task and ask them to read

the questions and underline key words before anwering them

Ask Ss to work individually to the task, then discuss their answers with their peers

Call on some Ss to give their answer and ask them to explain their choices T elicits feedback from other Ss and give the correct answers

After you read

T writes the name of ten countries on the board and ask Ss to work in pairs to order these countries according to their population

Number is the most populated country And which is the richest, which is the poorest of them

Indonesia Russia China  Japan Pakistan  Nigeria Brazil 

Bangladesh

United States  India

Take notes and practice reading vocabulary

Pay attention

Individual work and pair work although figures method limit increases international resources control

1 The population of the world in 10.000 B.C was 10 million, in 1750 it was 650 million, in 1850 it was 1300 million, in 1950 it was 2510 million, in 1985 it was 4760 million, in 2000 it was 6.6 billion By the year 2015, the population of the world is expected to be over billion Some scientist say it can, but others say it can’t

4 No, they don’t

5 Because they know of no safe way to have fewer children

- Pair work

1 China India United States Indonesia

5 Brazil Pakistan Bangladest Russia Nigeria 10 Japan

-Japan, China, Pakistan, Bangladesh, India, Indonesia are in Asia

-The United States is in North America -Brazil is in South America

-Russia is in Eroupe -Nigeria is in Africa

(79)

T summarises the main points T asks Ss to learn by heart all new words and the exercises in workbook

Period 38

Unit 7: WORLD POPULATION B Speaking

-Talk about the causes of population explosion, problems of population booms and solutions to these problems

(80)

- Ss may not have enough vocabulary to talk about the topic, so T should be ready to provide help

IV Procedure:

Warm up

Picture description

T shows Ss the following picture and ask them two questions:

+ What can you see in the picture? + What does the picture tell you?

Task 1

You are going to put the following causes to overpopulation in order of importace and explain

your decision

Ask Ss to read through the causes provided on page 83

Get Ss to work in pairs to order the causes and remind them to explain their order

Call on some pairs to present their order and ask other pairs if they agree or disagree with their friends’ answers

Task 2

Instruction: You are going to work in pairs to list the problems facing poor and overpopulated countries

T asks Ss to read the useful language

on page 83 T reminds Ss that they should match the words / phrases on the left with the words/ phrases on the right

T may asks Ss to think of other problems not mentioned in the book T calls on some Ss to report their answers and asks other Ss to feedback T comments and gives corrective feedback

Task 3

Instruction: Now you in groups to find out the solutions to the problems of overpopulation

- T gets Ss to read Useful language T may elicit / pre-teach some words /

Whole class

A man is carring many children by motorbike

The picture tells us about overpopulation

Whole class and pair work

1 Many people believe that having many children means happiness

2 People are not aware of the problem of overpopulation

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

4 People are not properly educated

5 Religion doesn’t encourage people to have fewer children

6 Fewer children die at birth Pair work

Suggested answers: - poor living condition - low living standard

- not enough / expensive food

- lack / shortage of schools / hospitals / teachers / doctors and nurses

- unemployment - social evils - illiteracy group work

Suggested answers:

- raise an awareness of the problems of overpopulation

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phrases

Reward and punishment policy: Chính sách thởng phạt

To exercise /implement / 'implimənt/: thùc thi / ¸p dơng

To carry out: tiÕn hµnh

To raise: nêu lên, đưa ra; đề xuất

- T asks Ss to work in groups to the task Ss may work out other solutions - T goes around to offer help

- T calls on some Ss to present their group’s ideas

Task 4

Instruction: Now you are going to work in groups to talk about the problems of overpopulation and offer solutions, using the results of Task and Task -Ask Ss to give a short presentation on the problems of population explosion and the solutions to them

- Encourage Ss to use transition signals to make their presentation T can elicit the list of signals from Ss

+ first / firstly, second, next

+ also, besides, moreover, in addition, furthermore

+ the first problems is that……/ the next solution is that…

+ on the one hand, on the other hand, however, but………

- Call on some group representatives to present and asks others to comment Finally, T gives feedback on Ss’ presentations and corrects the mistakes and errors

T summarises the main points

T asks Ss to exercises in workbook

- exercise / implement reward and punishment policy

- carry out population education program / family planning program - use birth control methods

Whole class and group work

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Period 39

Unit 7: WORLD POPULATION C Listening

- Develop such listening micro-skills as listening for specific information and listening for general infromation

- Ss may not also be familiar with the note-taking task so T should provide them some tip to deal with the task

IV Procedure

Warm up

Competion game - Crossword puzzele

Crossword

1 an area of publish land in a town or a city where people go to walk, play and relax

2 the noun of “poor”

3 attractive without being very beautiful

4 without a job although able to work a group of students who are taught together

6 (of men) attractive

7 feeling that you would like to sleep or rest

8 not knowing how to read or write

Group work park poverty pretty

4 unemployed class

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9 not young

10 the synonym of ‘country’

Discussing the questions

- Ask Ss to discuss the questions on page 84 in pairs

- Call on some Ss to give their answers and comments on the answers

- Get Ss to guess what they are going to listen about

Vocabulary Pre-teach

- Before writing the new words on the board, T helps Ss to pronounce the words given in the book T may read aloud first or play the tape and ask Ss to repeat in chorus and individually - T teaches some of these words and those taken from the listening passage: Latin America

Rate of population growth Developing countries Rank (v,n)

Fall (n)

Generation(n) Shortage(n)

- T gets Ss to make sentences with the words and gives corrective feedback

While you listen Task 1

Instruction: You are going to listen to Dr Brown talk about the world population While listening, choose the best answer A,B,C or D to complete the statements or answer the questions - Get Ss to read the statements and questions carefully and work out what information they need to concentrate on while listening Then check with whole class

- Get Ss to read the options in each question and underline the words that make them different

- Get Ss to guess the answer to each question

- Play the tape once or twice for Ss to listen and the task

- Check the answer with whole class

Task 2

Ask Ss to read the questions in task to understand them

pair work

Suggested answers:

The description includes main points: + Name of the festival (sentence 1) + Purpose of the festival (sentence 1) + Time of the festival (sentence - 3) + Main activities of the festival / what people in the festival (sentence -7)

Followed marks cards lights turkey marry holiday sing baked spirit Family peaceful presents

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is the time when they can share (14) ….moments with their family

Preparing Ss to write

- To prepare Ss for the writing task, T uses the passage in the Warm-up as a model

- T gets Ss to read the passage again and discuss the main points included in the passage in pair At the same time, Ss should write down which sentences belong to which main point

- Now get Ss to work individually to writee an outline for their description, using the main points set in previous activities

Writing

- T gets Ss to describe the festival they have chosen in 15 minutes

- T goes around to observe and offer help with vocabulary or structures

Feedback on Ss writings ’

- T asks Ss to exchange their writing with another student for peer correction

- T goes around and collects mistakes and errors

- Choose one or two descrition and read it/them to the class

- Then T elicits corrective feedback from the class and gives final comments afterwards T should draw Ss’attention to the organization of ideas and language use

- T summarises the main points of the lesson - For homework, T asks Ss to improve their writing taking into consideration their friends’ and T’Ss suggestions and correction

+ Foods eaten (sentence8 - 9)

+ Peope’s feeling about the festival (like / dislike? Reason (s)?)(sentence 10)

Individual work

Mid-Autumn Festival is of my most favourite festivals It is held on the 15th

day of the 8th lunar month every year It’Ss

the time when Vietnamese people celebrate the largest full moon in the year The children have parties with special cakes and grapefruits They also parade in the street with their beautiful lantern, which come in all shapes and sizes Adults buy moon cakes for their relatives and friends It is a great time for not only children but also adults

Whole class

Period 48

Unit 8: CELEBRATIONS D Language focus I Objectives: By the end of the lesson Ss will be able to: - Distinguish the clusters /fl/, /fr/, and /θr/

(102)

- Use one(s), someone, no one, anyone, and everyone appropriately - Use vocabulary about holidays and celebrations appropriately

- Textbook, handouts, …………

- Ss may find it difficult to pronounce the three clusters, so T should prepare a lot of practice

IV Procedure

Pronunciation

Distinguish sounds

- T models the clusters /fl/, /fr/, and /θr/ for a few times

- T reads once for Ss to hear the words containing these clusters T reads again and ask Ss to repeat after

- Ask Ss to read the words in each column out loud in chorus for a few more times Then T call on some Ss to read the words out loud Practicing the dialogue containing the target sounds

- Ask Ss to work in pairs and take turn to read aloud the given dialogue on page 97

- Go around to listen and takes notes of the typical errors

- Call on some Ss to read the D again and provide corrective feedback

Grammar a Presentation

- T writes some sentences on the board and asks Ss to comment on the of one(s), someone, no one, anyone, and everyone

- T asks Ss to give similar examples and gives feedback

b Practice

Whole class, individual work and pair work

Pay attention and give comments on these examples

+ I don’t like the red shirt, I prefer the blue one

+ Don’t buy the sour oranges. Buy the sweet ones

+ There’s someone waiting for the director in the office

+ Did someone call me last night? +Have you met anyone like him? + Don’t tell anyone my secret + No one likes her story + Everyone laughs at him

+ Has everyone done your home work?

Individual work One and one (s) are used to replace a previously

mentioned noun when we not want to repeat that noun One replaces a singular N and ones replaces a plural N

Someone = somebody It used with a singular verb in an affirmative statement or a question when speaker expects the ‘yes’ answer

Anyone = anybody It used with a singular verb in a negative statement or a question

No one usually takes a singular affirmative verb

(103)

Exercise

- Ask Ss to exercise individually and then compare their answers with another student Then T calls on some Ss to read out their answers

Exercise

- T asks Ss to exercise in pairs Ss have to rewrite the sentences, using the pronoun one/ones

- Ask them to compare answer with another pair

- Call on some Ss to go to the board to write their answers

- Ask other Ss to feedback and gives correct answers

Exercise

- Use the words from the box to complete the following sentences

- Ask Ss to work individually to exercise Then T calls on some Ss to speak out loud - T listens and correct it if necessary Suggested answers:

1 traditional grand gifts celebrating

5 polite good luck excitement

- T summarises the main point of the lesson - Ask Ss to learn by heart grammar they have learnt

1 anyone someone anyone someone no one

6 everyone no one

1 Of the bags, I like the blue one

2 Mai is making a fruit cake Huong is making one, too

3 I like reading books, especially the ones about the natural world

4 I don’t have a computer, and my father doesn’t want me to have one

5 They let me choose a pencil, and I took the red one

6 There are several national celebrations in Vietnam but perhaps the most meaningful one is Tet holiday

7 We told each other both happy stories and sad ones about our lives

(104)

Period 49

REVIEW UNIT 8

I Objectives: By the end of the lesson Ss will be able to: - Ss can understand the content of the test

- Handouts,…

I Pick out the word who underlined part is pronounced differently from that of the other:

1 A flap B flash C flat D flare

2 A flop B floral C flog D flock

3 A flame B flan C flank D flatter

4 A frond B front C frost D froth

5 A thrash B thread C threat D thresh

II Pick out the word that has the stress pattern different from that of the others:

6 A decorate B pagoda C relative D calendar

7 A celebration B traditional C entertainment D preparation

8 A occasion B important C excitement D January

9 A between B banner C colour D special

10 A however B nowadaysC popular D influence

III Choose the best answer that best completes each sentence:

11 ………… was the day before yesterday A The France’s Independence day

B The day of the French independence C French’s Independence Day

D France’s Independence Day 12 No one likes snakes, ………

A they B don’t they C you D don’t you

(105)

14 As long as they ………… stay for more than a few days, they can sleep at my flat

A don’t B didn’t C shan’t D wouldn’t

15 Their flat is ………… in a tasteful combination of colours

A ornamented B decorated C embellished D equipped

16 The news of Julia’s engagement caused great …… A excite B excited C exciting D excitement 17 This sort of music was very …… in the 1940s A preferred B liked C favourite D popular

18 The child was told to eat all his vegetables or ………… he would get no ice-cream

A in case B else C instead D in fact

19 She wrapped the birthday present in paper and tied it with………

A wire B string C rope D line

20 We need to some shopping There isn’t ……… in the fridge

A anything B nothing C something D thing

21 On one …… he rang me in the middle of the night

A time B moment C occasion D chance

22 You can have …… you like

A anything B whatever C A or B D None is correct

23 She was busy ………… the letters

A type B to type C at typing D typing

24 I’ve lost my bag and I can’t find it………

A anywhere B somewhere C nowhere D everywhere

25 Banh Chung is made ……… sticky rice, green beans and patty pork

A of B from C with D by

IV Choose the underlined part that needs correcting:

26 Someone spoke to me, but I can’t remember its name A B C D

27 There isn’t nobody waiting for me, isn’t there? A B C D

28 Anyone stole the money, but we don’t know who A B C D

29 Someone is waiting for you They’re been waiting for some time A B C D 30 Noone helped John to cook the food

A B C D

V Choose the correct sentence which has the same meaning with the given one:

31 The box isn’t empty

A There is something in the box B The box is something

C There isn’t anything in the box D There is nothing in the box 32 I know Mary better than anyone

A No one knows Mary who is better than me B I don’t know anyone who is better than Mary C No one knows Mary better than I

D I know that Mary is better than anyone else 33 No one replied when I phoned

(106)

B When I phoned, there was no reply C When I phoned, there was nobody else

D When I answered the phoned, there was a reply 34 You had a call this morning

A You were on the phone this morning B You bought a telephone this morning C You had a telephone this morning D Someone called you this morning 35 We haven’t got any food

A We’ve got nothing to eat B There’re nothing to eat

C We haven’t got nothing to eat D A & B

VI Read the passage below and decide which answer that best fits each gap.

THE BIRTHDAY PRESENT

My 15-year-old sister asked me to lend my CD player (36)…… her but I didn’t want to as she never takes (37)… of things she borrows I thought I should (38) to her why I couldn’t let her have it (39) , I had made a promise to

…… ……

myself not to (40)……… with her and, seeing that her birthday was approaching, I didn’t want to (41)……… her And I also had to get her a present Then a friend of mine (42)……… a great idea to me I bought a CD player for her birthday I went to the Post Office and (43)……… it to her Some days later, as I wrote her an (44) Birthday card on the internet, I got a text (45) It read:”You’re the

……… ……

best sis in the world! Thank you! ” She had got it

36 A to B for C with D towards

37 A notice B notes C care D attention

38 A show B tell C teach D explain

39 A Although B However C But D Despite

40 A argue B debate C talk D chat

41 A upset B disturb C bother D annoy

42 A required B got C suggested D demanded

43 A delivered B transferred C gave D sent

44 A electronic B electrical C electric D electronics

45 A memo B message C letter D note

VII Read the passage below and choose the best answer to each question:

Independence Day in the United States is observed annually on the Fourth of July For most communities throughout the nation, the traditional celebration includes parades down the main street, picnics with hot dogs and lemonade, and, of course, a fireworks display at night In some town across the country, however, special events are planned in honor of the occasion In Bristol, Rhode Island, fire engine team from communities throughout New England compete in a contest to squirt water from their fire hoses Flagstaff, Arizona hosts a huge three-day powwow, including a rodeo, for twenty Native American tribes The annual Eskimo games with traditional Kayak races are held in Kotzebue, Alaska Two auto races are always scheduled for the Fourth, including a four-hundred-mile stock car event at the Daytona International Speedway in Daytona, Florida, and an annual auto race up the fourteen-thousand-foot precipipe at Pike’s Peak in Colorado

(107)

Pennsylvania congregates sin the Litiz Spring Park to light thousands of candles and arrange them in various shape and images

In Ontario, California, the townpeople combine the traditional with the unusual by setting up tables along Euclid Avenue for what they describe as “the biggest picnic table in the world” In this way, everyone in town has a front-row seat for the two-mile parade

46 With which of the following topics is the passage primarily concerned? A Traditional calebrations for the Fourth of july

B Holidays in the United States C The origin of Independencce Day D Small towns in America

47 How is Independence Day observed in Ontario, California? A By hosting a powwow and rodeo

B By sposoring a stock car event C By squirting water from fire hoses

D by setting up tables along the parade route

48 The author mentions all of the following as ways for the Fourth of July is celebrated except ……

A Parades B Races C Dances D Fireworks

49 The word “huge” in line could be best replaced by which of the following? A exciting B amusing C complicated D large

50 The word “them” in line 19 refers to…… A shapes B candles C children D images

PERIOD 50

REVISION 1 I.Objective:

- Helping Ss revise the grammatical points from U1 to U8

II Teaching method: Communicative method

III Teaching aids: Hand out, textbook,… IV Proceduce:

Teacher s activities‘ Students activities ’

I The Present Simple Tense:

to be

- Affirmative: S + V1… S + am/is/are…… - Negative: S + do/does + not + V….S + am/is/are + not… - Interrogative: Do/Does + S + V….? Am/Is/Are + S ….? Ex: I usually go to school in the afternoon

Ex: The earth moves around the sun

(108)

to be

- Affirmative: S + V2/ed… S + was/were…… - Negative: S + did + not + V… S + was/were + not… - Interrogative: Did + S + V….? Was/Were + S ….? Ex: - My father bought this house 10 years ago

- Mr Nam worked here in 1999

- Last night, I had dinner, did my homework, watched TV and went to bed

- When she came here in 1990, she worked as a teacher III The Present Perfect Tense:

- Affirmative: S + has/have +V3/ed… - Negative: S + has/have + not + V3/ed…

- Interrogative: Has/Have + S + V3/ed….? Ex: We have learnt English for years

Ex: She has just gone out

IV The Past Progressive Tense:

- Affirmative: S + was/were + V-ing… - Negative: S + was/were + not + V-ing… - Interrogative: Was/Were + S + V-ing….? Ex: They were playing chess at o’clock yesterday Ex: - I was studying my lessons when he came

- We saw him while we were walking along the street V The Past Perfect Tense:

- Affirmative: S + had + V3/ed… - Negative: S + had + not + V3/ed… - Interrogative: Had + S + V3/ed….? Ex: By the end of last month, she had made skirts

EXERCISES

Put the verbs in parentheses into the correct tense: He (practice) _ the piano every day I (believe) you

3 Maria (have) _ a cold now John (hate) smoke

5 Jill always (get up) at 6.00 a.m

6 John (write) his report last night Tim (go) to France last year

8 When the teacher (enter) _the room, the students were talking

9 Guillermo (call) _ his employer yesterday 10 What you (do) last weekend?

answer the T’s questions

- Look at, listen and answer the T’s questions

(109)

11 Mr and Mrs Ba (take) some beautiful photos a few days ago

12 I used to walk to school when I (be) _ in primary school

13 Lan (drink) _ two bottles of water every day 14 Gene (eat) dinner when his friend called

15 At three o’clock this morning, Eleanor (study)

16 John (write) his report last night

17 After John (wash) _ his clothes, he began to study

18 Tim (go) to France last year

19 When the teacher (enter) _the room, the students were talking

20 Guillermo (call) _ his employer yesterday 21 Jane sent a letter to his university after she (receive) _ her scholarship check

22 The car (flip) _ ten times before it landed on its roof

Consolidation:

- Summary the main content of the lesson

Homework:

- Review the English tenses - Do exercise

10.did you 11 took 12 was 13 drinks 14 was eating 15 was studying 16 wrote

17 had washed 18 went

19 entered 20 called

(110)

PERIOD 51

REVISION 2

I Objective: By the end of the lesson Ss will be able to:

- Review reported speech with infinitive, gerund and conditional sentences - Ss will use these grammatical items in order to exercises fluently

II Teaching method: Communicative method

III Teaching aids: Hand out, textbook,… IV Procedure:

- Ask Ss to make a list the grammatical items that they have learn from unit to unit

I Grammar:

1. Revision reported speech with infinitive:

Chúng ta sử dụng lời nói tờng thuật với nguyên mẫu muốn tờng thuật lại lời yêu cầu (told, asked, demanded…), lời khuyên (advised), lời hứa (promised), lời đề nghị (offered), lời mời (invited), lời nhắc nhở ( reminded)

Eg: a) “You had better not tell lies to others”, his mother said

His mother advised him not to tell

lies to others

b) “I’ll wake you up tomorrow” said he to me

He promised to wake me up the following day

List all grammatical items that they have learnt

(111)

2 Revision reported speech with gerund

- Ask Ss to change the following sentences in to reported speech

Eg: a) Ba said that he broke the mobile phone

Ba admitted……… b) Lan said that they should go fishing on Sunday

Lan suggested……… Repeat the usage of reported speech with gerund

Chúng ta sử dụng lời nói trực tiếp với danh động từ muốn tờng thuật lại lời chuc mừng, xin lỗi, cảm ơn…

- Các cấu thờng đợc dùng với câu trực tiếp

+ thank for :cảm ơn vÒ…

+ congratulate on chóc mõng vỊ

+ accuse of : buộc tội + Blame for : đổ lỗi cho ai… về… + warn against : cảnh báo tránh khỏi

+ prevent from :ngăn cản aikhỏi làm

+ stop from : + apologize for :xin lỗi + insist on : kiªn quyÕt + dream of : m¬ vỊ

+ look forward to : mong ngãng + think of : nghÜ vÒ

+ admit : thõa nhËn// deny : chèi bá

3. Revision reported speech with conditional sentences:

- Ask Ss to repeat the change the conditional sentences in to reported speech

B Exercise: Change the following sentences in to reported speech:

1 'If I had any money, I'd buy you a drink,' she said to me



2 'If I catch the plane, I'll be home by five,' he said

 _

3 'You should stay in bed if you feel unwell.' my mother said  _ 'What would you if you were having a

Change the sentences in to reported speech

- Ba admitted breaking the mobile phone

- Lan suggested going fishing on Sunday

Repeat the way to change the conditional sentences in to reported speech

a Conditional type 1: Change in to Conditional type

b Conditional type 2: unchanged or can change in to Conditional type

c Conditional type 3: unchange - work individually

1 She asked me if she had any money, she'd buy me a drink

2 He said that if he caught the plane, he’d be home by five

3 'You should stay in bed if you feel unwell.' my mother said  _

4 'What would you if you were having a problem with grammar, Jane?'

 Ann asked

_

5 'If I'd had my mobile yesterday, I could have contacted you,' Matthew said to Jane



(112)

problem with grammar, Jane?'

 Ann asked

_

5 'If I'd had my mobile yesterday, I could have contacted you,' Matthew said to Jane  _

Consolidation:

- Summary the main content of the lesson

Homework:

- Review the English tenses - Do exercise in reported speech

PERIOD 52

REVISION 3

I Objective: By the end of the lesson, Ss will be able to: - Write a letter of reply

(113)

III.Teaching aids: Textbook, handouts

IV Procedure:

Contents Teacher and Students activities’

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 - 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?

Writing a letter of reply

Activity 1: Discussion (Pair work) 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

- 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

- T asks Ss to look at the letter on the board (book closed)

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

(114)

 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…… I’m sorry …

4 It is with deep regret that… I’m afraid…

6 I’m very happy to know that… I really appreciate your …… 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

- 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

- T divides the class into group and gives them posters

- 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

(115)

- 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:

thanhdat686895@yahoo.com Best wishes,

Kate Johnson Secretary

- 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/ concern/ 3D calendars

Thank you/ help/ attention Yours faithfully,

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

_ T gives handout to Ss and asks them to at home

PERIOD 53 REVISION 4

I Objectives: By the end of the lesson Ss will be able to: - Ss can understand the content of the test

(116)

- Handouts,…

I Choose the word whose underlined part is pronounced differently from that of the others.

1 a question b mutual c situation d action

2 a honest b honour c honey d ghost

3 a rumour b humour c mutual d duty

II Choose the word whose main stress pattern is not the same as that of the others. a understanding b anniversary c experience d celebration

5 a invite b intimate c divorce d imagine

III Choose the word or phrase (a, b, c or d) that best fits the blank space in each sentence.

6 He seemed a friendship to Joe

a beginning b being begun c to be begun d to have begun happened, I didn't want to lose Sarah's friendship

a However b Wherever c Whatever d Whenever

8 He had a portrait as a birthday present for his daughter

a paint b painting c painted d to be painted We friends even after we grew up and left home

a became b made c struck up d remained

10 At first I found it difficult on the other side of the road a to get used to drive b to get used to driving c being used to drive d in getting used to driving 11 The factory is said in a fire two years ago

a being destroyed b to have been destroyed

c to destroy d to have destroyed

12 The party starts at o'clock so I'll at 7.45

a look for you b pick you up c bring you along d take you out 13 She wants to look in her wedding reception

a nature b natured c natural d naturally

14 When will you have the dress made?' 'I expect by Friday

a to finish b finishing c to be finished d being finished 15 A selfish person is incapable true friendship

a of b with c in d for

16 it was a formal dinner party, James wore his blue jeans

a Since b Even though c Until d Only if

17 No sooner the phone rang

a had they arrived home that b they had arrived home than c did they arrive home that d had they arrived home than 18 A number of Vietnamese to that city recently

a moved b has moved c have moved d was moved

(117)

a appreciating b looking forward c thinking about d enjoyable 20 Mr Lee was upset by him the truth

a our not having told b us not tell c we didn't tell d not to tell 21 Jean has a very easy-going , which is why she is so popular

a reputation b personality c characteristic d sympathy

22 The examiner made us _ our identification in order to be admitted to the test center

a show b showing c to show d showed

23 As we entered the room, we saw a rat _ towards a hole in the skirting board a scamper b to scamper c scampering d was scampering 24 I remember to Paris when I was a very small child

a to be taken b to take c being taken d taking

25 It was difficult to a date which was convenient for everyone

a agree b organize c arrange d provide

IV Choose the underlined word or phrase (A, B, C or D) that needs correcting. 26 If one is invited out to a dinner, it is perfect proper to go either with or without a gift

A B C D

27 His teacher encouraged him taking part in the international piano competition A B C D 28 Jane has not rarely missed, a party since she was fifteen years old

A B C D

29 Tina is always understanding, patient, and sensitive when helping her friends to their problems

30 So far this term, the students in writing class have learned how to write A B

thesis statements, organize their material, and summarizing their conclusion C D

V Choose the word or phrase (a, b, c or d) that best fits the blank space in the following passage.

A few weeks ago, I had a (31) _ unusual flight from London to Khartoum The flight was (32) _ to leave at a quarter past two, so I checked in at half past twelve, thinking that I had plenty of time to save I was rather horrified to find that I had to pay £50 (33) _ baggage, but on the other hand, it was relief to see the back of my suitcase, which was, I had to (34) _ , extremely heavy

Having visited the duty-free shop, I sat in the lounge waiting for my I flight to be called Two o'clock came, and (35) _ there was no announcement, so I went over to the information desk The ground hostess (36) _ me that the plane would be leaving only a few minutes later than scheduled, and I sat down again

Suddenly there was an announcement: 'Flight (37) _ until 17.45' There was a collective groan from the waiting passengers, but the airline then announced that it was offering us a free lunch, which (38) _ us all a little

(118)

board, a mouse had been discovered on the plane As a result, the plane had had to be (40) _ from service

31 a somehow b somewhat c somewhere d something

32 a destined b planned c likely d due

33 a hand b heavy c excess d loaded

34 a admit b expect c confess d confide

35 a so b only c just d still

36 a warned b assured c insured d assumed

37 a diverted b canceled c delayed d confirmed

38 a pacified b persuaded c encouraged d consoled

39 a reason b cause c origin d root

40 a withdrawn b deleted c removed d pulled

VI Read the passage carefully and choose the correct answer.

Your mind's ability to bring back experiences you have had is your memory There are two kinds of remembering, recall and recognition For instance, you may not be able to recall the poem you read yesterday in class, but if you see it again, you will know it instantly because you recognize it

Some few people have 'total recall,' often spoken of as photographic memory A person with total recall can recite a whole page of a book he has read only once, or playa musical composition after hearing it once This is very unusual, however, and most people have difficulty in remembering even names they heard the day before This is not because most people lack the ability to remember, but because they had not paid much attention to what they heard They felt no personal reasons to remember Having a personal reason for remembering is one of the most important factors in a good memory

When you have a strong reason for remembering, concentrate as you read or listen, and try to connect the new information to things you I already know A detail is easy to remember when it fits into a whole that makes sense If you understand the entire history lesson before you try to remember any particular dates, your memory may surprise you 41 While not directly stated, it may be inferred from the article that

a details are more easily remembered by fitting them into a whole b recall and recognition are the same thing

c wanting to a thing is very important to being able to it

d if he will try hard enough, one man can remember as well as Mother 42 This article as a whole tells us about

a people who can remember whole pages c our memory and how to improve it b recognition and recall d people who can't remember names 43 A person with photographic memory is

a can only remember things if he looks at a photograph c can be found in mental hospitals

b brings his camera everywhere he goes

d can remember every detail of what he sees or hears 44 One way to improve our memory is

(119)

b to have a camera with you all the time c to concentrate on what you hear or read d to learn everything by heart

45 Which sentence is not true?

a If you can't remember things, you have no memory b Recognition and recall are the two kinds of memory c Total recall is remembering something in its entirely

d A person can remember anything better if he has a strong reason for doing it

VII Choose the answer (a, b, c or d) that is nearest in meaning to the printed before it

46 It's no use trying to make friends with him a You should try to make friends with him

b There's no point in trying to make a friendship with him c Making a friendship with him is worthless

d I find it difficult to make friends with him

47 As soon as he arrived at the airport, he called home a No sooner had he arrived at the airport, he called home b He arrived at the airport sooner than he had expected c Calling home, he said that he had arrived the airport d Immediately after he called home, he arrived the airport

48 We had our house decorated to celebrate our wedding anniversary

a We had to decorate our house c Our house needs to be decorated

d We helped my father decorate our house b We had someone decorate our house VIII Choose the best sentence (a, b, c, or d) made from the given cues.

49 Thank/ invitation/ silver anniversary/ beginning/ September//

a Thank you for your invitation to your silver anniversary at the beginning of September b Thanks for your invitation of the silver anniversary at the beginning of September c Thank you for your invitation to your silver anniversary in the beginning of September d Thank you for your invitation to your silver anniversary at the beginning in September 50 When! II arrive/ lecture/ already start/ professor/ write/ overhead projector//

a When I arrived the lecture already started and the professor wrote the overhead projector

b When I arrived lecture had already started 'and professor wrote the overhead projector c When I arrived the lecture had already started and the professor was writing on the overhead projector

d When I arrived the lecture had already started and the professor had writing on the overhead projector

PERIOD 54

THE FIRST TERM TEST

I. Choose the word whose underlined part is pronounced differently from that of

(120)

1 A knowledge B comfort C popular D college

2 A orchestra B scholarship C chemistry D charity

3 A announced B struggled C observed D repaired

II. Choose the word whose main stress pattern is not the same as that of the others.

4 A competition B illiteracy C representative D university

5 A difficult B relevant C volunteer D interesting

III.Choose the word or phrase (A, B, C, or D) that best fits the blank space in each

sentence.

6 She was able to all the tasks assigned to her

A keep on B set up C put off D carry out

7 We managed to over $4,000 through donations and other events

A deposit B donate C raise D exchange

8 Laura reminded her roommate her alarm clock for 6:00

A to set B setting C to be set D of setting

9 The boy found a wallet in the street, and then he to return it to the loser

A tried B had tried C was trying D had been trying

10.The two children blamed each other the window

A to break B breaking C for breaking D having broken

11.She swam strongly and cross the river easily, even though it was swollen by the

heavy rain

A used to B was able to C could D was supposed to

12.The government has spent £1 million on an advertising to encourage energy

conservation

A campaign B promotion C operation D competition

13.No one could ever accuse this government about the poor

A not caring B of not caring C for not caring D not to care

14.I heard the tyre and then the lorry skidded across the road

A burst B bursting C be burst D being burst

15.I was to find that the film was quite ……

A surprised - frightening B surprised - frightened

C surprising - frightening D surprising - frightened

16.Police are reported illegal drugs in a secret hiding place in the star’s home [thuốc tây lậu]

A they have B having C to have D have had

17.Our education will help with the of knowledge for the young

A rich B riches C richness D enrichment

18.I don't remember of the decision to change the company policy on vacations

When was it decided?

A telling B being told C to tell D to be told

19.Ms Jackson was assigned the fifth-grade science class she has the best qualification among the available faculty [giao tập / khoa đại học]

A although B whereas C since D if

(121)

A Waiting B Having waited C Being waited D Waited 21.Many firms are now struggling to survive in a highly marketplace

A competing B competition C competitive D uncompetitive

22.The will observe and score your performance in the contest

A judges B contestants C sponsors D winners

23 she went home early

A Feel not well B Having felt not well

C Feeling not well D Not feeling well

24.He congratulated the team all their games

A to win B winning C for their winning D on having won

25.I often of being famous when I was younger

A accused B dreamed C pretended D assured

IV. Choose the underlined word or phrase (A, B, C or D)that needs correcting.

26.Having suffered from depression him as a teenager, Keven could understand how his

A B C son was feeling

D

27.Peter acknowledged that his chances in winning the race to be slim

A B C D

28.Walking briskly for 30 minutes or to run for 15 minutes will burn an A B C

approximately equal number of calories D

29.I asked the boys to move their bicycles off the football pitch but they flat refused A B C D

30.Health officials warn that anyone who look directly at the sun during an A B C

eclipse may put their sight at risk D

V. Choose the word or phrase (A, B, C or D) that best fits the blank space in the

following passage.

In the summer of 2000 the Vietnam Society of Learning Promotion (31) a campaign for illiteracy eradication In the campaign, six hundred (32) minority students from the northern highlands were asked to provide reading and writing skills to 1,200 illiterate people living in their (33) villages In 2001, eight hundred volunteer students took (34) in the campaign The number of people receiving reading and writing lessons (35) 4,623 This was an effective way to help people in remote and mountainous areas to read and write

(122)

31.A began B had C started D managed

32.A national B ethnic C racial D religious

33.A home B own C remote D house

34.A control B care C part D interest

35.A ranged B grew C rose D reached

36.A in B against C towards D of

37.A enlarge B widen C expand D expend

38.A gradually B constantly C actually D mainly

39.A limited B eradicated C completed D prevented

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