thi rung chuong vang

- Ss read the statements quickly and guess the answers. - Ss listen and check their answers. - Ss compare their answers. - Ss report the results to the class. - Ss read the que[r]

(1)

Week: Preparing date: Period: 1- Teaching date:

Class:

I)Tenses in English: 1)The simple present 2)The simple past 3)The present perfect 4)The present continuos II)Pronunciation:

1)Qui tắc phát âm ‘s’ ‘es’ động từ thứ ba số ít

*Có ba cách phát âm khác chữ ‘s’ thêm vào động từ

ngôi thứ ba số ít: /s/ /z/ /iz/

“S” đọc “s” động từ tận âm /p/, /t/ /k/ , /f/ Ex: gets, stops, takes, laughs…

“S” đọc ‘z’ sau âm /b/ ,/d/, /g/, /v/, /m/ /n/ /l/ Ex: describes, spends, hugs, lives…

“S” đọc /z/ sau tất nguyên âm Ex: agrees, stays, tries…

“S” phải chuyển thành ‘es’ phát âm ‘iz’ sau âm /s/, /z/ ,/iz/ ……….

Ex: relaxes, freezes, rushes, watches…

*Các động từ ‘do’ ‘say’ thêm ‘s’ hay ‘es’ vào cách đọc thay đổi Say /sei/………….says/sez/, Do/du/………….does/d^z/

2)Qui tắc phát âm /ed/ q khứ dộng từ có qui tắc Có ba cách phát âm động từ hợp qiui tắc : /t/, /d/, /id/

*Âm cuối động từ đọc /d/ sau âm:/p/ /k/ /f/ /s/ ……… Ex:hopped, worked, laughed, addressed, pulished, watched…

*Âm cuối đọc /d/ sau âm:/b, /g/ /v/, /z/, /m/, /n/, /l/, /r/ Ex: rubbed, hugged, lived, surprised, changed, bathed

*Âm cuối đọc /d/ sau tất nguyên âm Ex: agreed, played, ẹnoyed…

*Âm cuối đọc /id/ sau âm /t/ /d/ Ex: started, decided, needed, wanted… III) Conditional sentences

1) If-1(real in the present or future) 2) If-2(unreal in the present)

3) If-3( unreal in the past) IV Exercise:

Questions Answers Exercise: Supply the correct verb form

1.My father (not watch )TV everynight doesn’t watch

2.I (meet) Author three days ago met

3.John (drive) the car ever I (know) him has driven- knew 4.People (speak) English in the most of Canada speak

5.I (not see) him since last Monday has not seen

6.Hurry up!The train (come) is coming

(2)

8.Somtimes I (get) up before the sun (rise) get-rises

9.You (watch) TV last night? Did- watch

10.When I (arrive) at his house, he still (sleep) arrived-was sleeping

Exercise: Write the sentences, putting the verbs in brackets with the suitable tenses.

1 If the train’s late, we (walk) will walk

2 She (call) you if she (have) time has time

3 If we (have) money, we would buy a car had

4 We (help) you if we knew would help

5 if you (go) to the party, you’d meet lots of people went

6 If he had a car, he (not have) to wait for the bus everymorning. wouldn’t have 7 If you’d been a bit more careful, you (not cut) yourself wouldn’t have cut

8 He ( not go) to school for days Has not gone

9 you (tell) me about your class? Can you tell

10 I (miss) you so much. miss

Exercise:

If I study, I will pass the exams.

If the sun shines, we will walk to the town If I came home earlier, I would prepare dinner.

If they had enough money, they would buy a new car.

If the weather had been nice, they would have played football

If we had gone to a good restaurant, we would have had a better dinner. If you come with me, I will do the shopping with you.

If it rains, I will stay at home.

If you spoke louder, your classmates would understand you. I would call the office if I were you.

Exercise: Read the first passage about American President George Bush then choose the best option to complete the passage.

Most high schools have at least one (1)…that competes in local events, and all

students are encouraged…(2) involved in athletics Schools often (3)…football, baseball and softball, basketball, volleyball, tennis, and soccer Some may even have sports like golf, swimming, gymnastics and cross-country skiing.

　 Many high school students have (4)….jobs by the age of 15 or 16, some even earlier Their first jobs are often babysitting or cutting lawns, but later they will likely get a job at a fast-food restaurant, video store, or clothing shop.

　Sixteen years old is legal driving age in most states, and students usually want to own a car as soon as they can Some parents ….(5)… their children to drive a family vehicle, and may even buy a car as a graduation present Others prefer that their sons and daughters earn enough to purchase a used vehicle

Regardless, many teenagers feel it’s a necessity to own a car, and will whatever it takes to be able to drive.

1/ a sport team b team sports c sports team d sports teams

2/ a to be b having c be d to have

3/ a offered b to offer c offering d offer

4/ a on time b full-time c early time d part-time

5/ a ask b allowed c allow d asked

(3)

Period: Teaching date: Class:

Unit 1: Friendship

Lesson 1: Reading

I OBJECTIVES:

1 Educational aims: - Identifying main idea - Passage comprehension

- Students should guess meaning the context 2 Knowledge:

* General knowledge: Students learn about friendship’s qualities

* Language: Students practice using the simple present tense to express friendship * New words: words related to friendship’s qualities

3 Skills: - Reading and guessing the meaning of words in context - Reading and answering the questions

- Scanning and skimming

II METHOD: Integrated, mainly communicative

III TEACHING AIDS: textbook, lesson plan, ruler, chalk, a Picture IV PROCEDURE:

TIME CONTENT TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES

5’

10’

6’

I Warm up: Shark attack F R I E N D S H I P

II New lesson:

1. Pre – Reading : (picture)

* Questions:

+ Do you think they are friends? + Are they sharing happiness?

+ Do you think they also share sadness in their lives?

+ “What you think of the friend in the poem?”

* Task 1: 1 mutual (adj) 2 incapable (adj) 3 unselfish (adj) 4 acquaintance (n) 5 give and take 6 loyal to (adj)

- T explains the game - After the game, T leads Ss to the topic of the unit

- T shows the picture and asks Ss some questions

- T gives feedback - T asks Ss to read the poem and answer the last question

- T gives feedback & leads Ss to the topic of lesson

- T asks Ss to task 1

- T goes around the class to give help

- T corrects and

- Ss work in groups

- Ss look at the picture and answer the questions independently

- Ss discuss in pairs & answer the

question

- Ss work in groups of four

- Ss compare their answers

- Ss report the results to the class

(4)

15’

7’

7 suspicious (adj) 2 While – reading:

* Task 2:

(B) Condition of true friendship

* Task 3:

LUCKY NUMBERS - Questions: 6

- Lucky numbers: 2 - Potluck:2

The first quality for true

friendship is unselfishness It tells me that a man who is concerned only with his own interests and feelings cannot be true friend

Changeable and uncertain people are incapable of true friendship because they take up an interest withenthusiasm, but they are soon tired of it, and they feel the actraction of some new object

The third quality for true

friendship is loyalty It tells me that the true friends must be loyal to each other, and they must know each other so well that there can be no

suspicions between them

There must be a mutual trust between friends because if not people cannot feel safe when telling the other their most intimate secrets Talkative people can’t keep a friend long because they cannot keep a secret, either of their own or of others

The last quality for true

friendship is sympathy It tells me that to be a true friend you must sympathize with your friend Where there’s no mutual sympathy between friends, there’s no true friendship

guides Ss to read these words

- T runs through task 2 and asks Ss to choose the best main idea of the passage - T corrects

- T runs through task 3 and asks Ss to read the passage carefully & answer the

questions

- T goes around the class to give help - T guides Ss to play the game

- T corrects and gives marks

-T asks Ss to discuss

in chorus – individually

- Ss work in pairs, scan the passage & choose the answer - Ss report the result to the class

- Ss work in pairs - Ss compare their answers

- Ss work in groups - Ss choose the numbers and answer the questions

(5)

TIME CONTENT TEACHER’S ACTIVITIES STUDENTS’ACTIVITIES

2’

3 Post-Reading : Discussion Why we need to have friends? III Homework:

the question

- T gives feedback - T asks Ss to write a paragraph, answering the question “ Why do we need to have friends?”

- Ss present to the class

- Ss their homework

- Ss prepare lesson 2: Speaking

……… ………

Tæ trởng chuyên môn

Lù Thị Ngân

************************************ Week: Preparing date:

Period: Teaching date: Class:

Unit 1: Friendship

Lesson 2: Speaking I OBJECTIVES

1 Educational aims: Describe the physical characteristics and personalities of their friends, using appropriate adjectives.

2 Knowledge:

* General knowledge:

- Through this lesson, students learn how to discuss the personalities of friendship - They will learn from lesson how to describe physical characteristics and talk about a famous friend.

* Language:- Asking and answering about a famous friend * New words:- Words related to subjects and profile of the friend

3 Skills: - Fluency in talking about describe physical characteristics. II METHOD: integrated, mainly communicative

III TEACHING AIDS: Handout, textbook, lesson plan, ruler, chalk IV PROCEDURE:

Time Content Teacher’s activities Ss’ activities

5’ I Warm-up: Matching

A B

1 face a tall, short, medium 2 nose b square, large,oval 3 hair c broad, high

4 forehead d straight, crooked 5 height e black, grey

6 appearance f handsome,beautiful

- T asks Ss to the matching

- T corrects, explains the

- Ss work in pairs

(6)

8’

10’

20’

2’

good- looking II New lesson:

Task 1: (picture)

Example:

T: Can you describe the man in the picture?

Ss: The man is short He has got a square face, a crooked nose…………

2 Task 2:

3 Task 3: Role – play Suggestions:

 His / her name  Date of birth

 His / her physical characteristics  His / her hobbies

His / her personalities ( friendly,

humorous, quick- witted, good- natured, helpful, honest,pleasant, caring )

Why he / she is interested in Maths How much time he / she spends on

Maths every day

What make him / her a good friend What make him / her successful

(studious, intelligent, keenly interested in Matthematics, eager to learn, patient, calm )

What he / she does in his / her free time

III Homework:

meaning and guildes Ss to read - T leads Ss to the topic of the lesson - T shows the picture and asks Ss to describe two people in the picture

- T goes around the class to give help - T gives feedback - T asks Ss to

discuss and number the following

personalities in order of importance in friendship

- T gives feedback - T sets the scene: You are

interviewing the interviewee about a friend of his or hers who has just won the first national prize in

Mathematics - T goes around the class to help Ss - T gives feedback on Ss, presentation

- T asks Ss to write a

short paragraph (about 50 words) about their famous friend

- Ss listen and repeat

- Ss work in pairs

- Ss work in groups of four - Ss report the results to the class

- Ss play roles and talk about a famous friend - Ss present to the class

- Ss their homework and prepare lesson 3: Listening

(7)

Class:

Unit 1: Friendship Lesson 3: Listening

I OBJECTIVES

1 Educational aims: Students should develop such listening micro- skill as intensive listening for specific information and talking notes while listening.

2 Knowledge:

* General knowledge: Students listen to a text about a friendship of Lan and Long * Language:

* New words:- Words related to a best friend

3 Skills: - Listen and note down the idea in the table - Listen and choose T / F

- Listen and summarize the text

II METHOD: integrated, mainly communicative

III TEACHING AIDS: a cassette player, a tape, textbook, lesson plan, ruler, chalk IV PROCEDURE:

5’

10’

8’

I Warm – up: Kim’s game apartment building around sense of humour funny guitarist friendly favourite college motorbike help

II New lesson: Pre listening:

Who is your best friend?

How did you happen to meet him or her?

How long have you known each other?

What qualities you admire in your best friends?

2 While – listening:

* Task1: Lan’s talk:

- T guides Ss to play the game

- After the game, T guides Ss to read these words and explains the meaning. - T asks Ss these questions and tells them to ask and answer these questions again

- T leads Ss to the topic of the lesson - T sets the scene: You will hear Lan and Long talk about their best friends Listen to their talks and then the tasks that follow

- T runs through task 1 and asks Ss to guess

- Ss work in groups

- Ss listen and repeat

- Ss work in pairs - Ss present to the class

- Ss read the

(8)

Time Content Teacher’s activities Ss’ activities 13’ 1 F 2 T 3 T 4 F 5 T 6 F Long’s talk:

1. T F T F T * Task 2:

the answers - T writes what Ss guess on the board - T plays the tape ( times or more )

- T corrects

the answers

- Ss listen and check their answers

How/ where they met

What they like about their friends

- T sets the scene - T runs through task and then plays the tape again (2 times or more) and asks Ss to note down the ideas in the table - T corrects

- Ss work

individually  Ss take notes

- Ss work in groups of to write complete sentences - Ss write their answers on the board.

L a n

- They used to live in the same

residential area in Ha Noi

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

- Ha’s very friendly and helpful

- Ha knew may people in Do Son and she introduced Lan around L o n g

- They met in college - Minh played the guitar, Long was a singer

- Minh has a sense of fumour - Minh is a good listener - Minh is friendly and helpful 7’

2’

3 Post – listening:

III Homework:

- T asks Ss to take turns to talk about how Ha has been Lan’s best friend and how Minh has been Long’s best friend - T gives feedback - T asks Ss to write a short paragraph about Lan’s and Long’s best friends

- Ss work in pairs

- Ss their homework and prepare Writing

(9)

Class:

Unit 1: Friendship Lesson 4: Writing

I OBJECTIVES: 1 Educational aims:

By the end of the lesson, Learners will able to:

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

2 Knowledge:

- Ss learn about a friend real or imaginary.

- Ss learn how to write about a friend real or imaginary following these guidelines * Language:- Simple present tense, connectors

* New words: - Connectors in writing a friend, words related to the topic 3 Skills: - Using guidelines in the textbook and write about a friend II METHOD: - Intergrated, mainly communicative

III TEACHING AIDS:

- Textbook, lesson plan, ruler, chalk, whiteboard markers IV PROCEDURE:

Time Content Teacher’s

activities

Students’ activities 5’

12’

I Warm - up: Noughts and Crosses - T explains the game

- After the game,T leads Ss to the topic of the lesson

- T asks Ss to work in groups of three to fill in the table

- T supplies Ss with the useful language and guides Ss how to

- Ss work in groups

- Ss work in groups of three - Ss share their ideas

- Ss listen and copy down

hospitable honest round face

caring sense of

humour

friendly large

forehead

good – natured pleasant

II New lesson:

1. Pre – writing: * Brainstorming: 1 where/

when first met

2 physiccal Characteristics

3.

Personalities - at a

football match …

- very tall

…

good -natured …

* Useful language:

- We first met when… - We first met at…

- What I like most about him/ her is…

(10)

Time Content Teacher’s activities

Students’ activities

16’

10’

2’

him/ her is his/ her… - We have a lot is common

- We’ve been through good times and bad times

- It is him/ her who can share my joys and sorrous with

2 While – writing:

* Guidelines:

+ Give your friend’s name, when and where you met him or her

+ Describe his/ her physical characteristics and personalities

+ Say what you like about him or her

3 Post – writing: Correction

III Homework:

use these to complete their writings

- T divides the class into groups

- T goes around the class to help students if neccessary - T guides Ss how to correct the mistakes - T chooses or 3 writings to correct and give marks

- T tells Ss to rewrite the paragraph about a friend

- Ss work in groups

- Ss complete their writings by using the

guidelines and the useful language

- Ss exchange their writings to correct the mistakes

- Ss their homework - Ss prepare lesson 5:

Language Focus

……… ………

Tæ trởng chuyên môn

Lù Thị Ngân

************************************ Week: Preparing date: Period: Teaching date:

(11)

Unit 1: Friendship

Lesson 5: Language Focus

I OBJECTIVES

1 Educational aims: By the end of the lesson, Learners will able to: - Distinguish the sounds /d3/ and /tƒ/.

- Pronounce the words and sentences containing these sounds correctly

- Use some structures containing infinitives with and without to appropriately

2 Knowledge:

* Language:- Correctly pronounce /d3/ and /tƒ/. - Ss will be able to use Infinitive with and without to * New words: words related lesson

3 Skills:

II METHOD: Integrated, mainly communicative

III TEACHING AIDS: textbook, lesson plan, tape, a cassette player. IV PROCEDURE

5’

6’

5’

13’

I Warm up: Bingo jam children joke changeable January cheese dangerous mutual passenger church village which

II New lesson:

Pronunciation: /dz/, /tz/

* Practise reading aloud these sentences

Grammar: Examples:

1 There is a lot of homework to 2 He saw them arrive home late * Infinitive with To: used to express a purpose

* Infinitive without To: used after the verbs: make, let, see, hear, watch, feel…

Exercise 1:

- T explains the game

- After the game, T asks Ss to listen and repeat - T guides Ss to pronounce / dz /, / tz/

- T models

- T gives feedback.

- T gives examples and explains the usage

- Ss work individually

-Ss listen and repeat in chorus

- Ss practise reading individually - Some Ss are called to read aloud these sentences

(12)

14’

2’

1 Who wants something to eat? 2 I have some letters to write 3 I am delighted to hear the news 4 My mother has some shopping to do

5 You always have too much to talk about

6 It’s lovely to see you again 7 It’s too cold to go out

8 I am happy to know that you have passed the exams

Exercise 2:

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 through the window

6 Do you think the company will make him pay some extra money? 7 I felt the animal move toward me 8 Do you think her parents will let her go for a picnic?

III Homework:

- T guides Ss to exercise 1,

- T goes around the class to give help - T corrects

- T asks Ss to redo the exercises

- Ss work in groups

- Ss their homework

- Ss prepare unit 2: Reading

Week: Preparing date: Period: Teaching date:

Class:

Unit :Personal Experiences

Lesson : Reading

* Aims: help Ss be able to read and understand the information about the most embarrassing experience

- Lexical items: make a fuss, sneaky, glanced, embarrassing, idols. - Teaching aids: posters, pictures.

- Skills: reading for gist and for specific information.

(13)

* Procedure:

Time Content Teacher’s activities Students’activities

5’

10’

I Warm – up: Network

Question: How would you feel if you made a stupid mistake?

II New lesson: Pre – Reading:

* Question :

What is happening in each picture ?

* Task 1:

glanced: liếc nhanh, nhìn qua.

2 making a fuss: làm ầm ỉ lên.

3 embarrassing (adj): lúng túng.

4 idol(s) (n) : thần tượng. 5 sneaky (adj): vụng trộm, lén lút.

2 While reading: * Task 2:

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

- T asks Ss to fill in the network.

- T gathers the ideas and asks Ss some questions to lead Ss to the topic of the unit : “Personal

experiences”.

- T asks Ss to look at the picture and guess what is happening in each of them.

- T gives feedback and leads Ss to the topic of the lesson - T sets the scene. - T asks Ss to do Task 1.

- T goes around the class to help Ss if necessary.

- T corrects and guides Ss to read these words.

- T asks Ss to read the text and put the pictures of the events in the order they happened.

- T corrects.

- Ss work in pairs.

- Ss listen and answer

the teacher’s

questions.

- Ss look at the picture and answer the question.

- Ss work in groups of three

- Ss compare their answers.

- Ss report the results to the class.

- Ss listen and repeat.

- Ss work in pairs. - Ss scan the passage and task 2.

(14)

Time Content Teacher’s activities Students’activities 10’

8’

2’

* Task 3: Lucky numbers : 2 Questions : 5 Potluck : 1

1 A red floppy cotton hat

2 So that she could buy the hat for herself.

3 A wad of dollar notes exacthy like the ones her father had give her before.

4 Because she didn’t like to make a fuss.

5 She bought the hat with it.

3 Post – reading : Discussion. 1 How did the girl in the story feel when she discovered that the money she had taken from the boy’s bag was not hers?

2 What you think the girl had to after she discovered that the money she had taken from the boy’s bag was not hers?

III Homework:

- T runs through task and asks Ss to read the text again and answer the questions.

- T divides the class into groups (A & B) to play the game “Lucky numbers”. - T corrects and gives marks.

- Tasks Ss to discuss the 2 questions.

- T gives feedback.

- T asks Ss to

summarise the

story.

- Ss work in groups of 4.

- Ss read the passage again and answer the questions.

- Ss work in groups. - Ss choose the numbers and answer the questions.

- Ss work in groups - Ss discuss, then report to the class.

- Ss their homework

- Ss prepare lesson 2: Speaking.

Class:

Unit 2: Personal Experiences

Lesson : Speaking

* Aims: help Ss be able to talk about one of their past experiences and how it affected them.

- Lexical items : words / phrases used to talk about past experiences - Teaching aids : pictures , posters

- Skills : speaking

(15)

Time Content Teacher’s activities Students’activities 5’

15’

17’

I Warm – up: Matching A

( pictures)

B a happy b angry c bored d frightened

P1 b P2 a P3 c P4 d

Questions:

1 Have you had some personal experiences?

2 How you feel when you meet a famous film star?

3 How you feel if you fail your exam?

II New lesson:

1 Task 1: Matching (poster) 1d 2c 3a 4b 5e

2 Task 2: Ordering

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

B: Yes, I talked to an English girl last summer

A: How did you meet her?

B: I was walking along Trang Tien street when an English girl came up to me and asked me the way to Hoan Kiem Lake I told her, then we started talking about the lake.

A: What did you tald about?

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

A: How did the experience affect you? B: Well, it made me more interested in learing English.

3 Task :

Useful structures ( poster ) - Have you ever ……….? - How did it happen ? - When did it happen ?

- T asks Ss to the matching.

- T corrects.

- T asks Ss these questions

- T gives feedback and leads Ss to the topic of the lesson.

- T asks Ss to match A and B. - T goes around the class to help Ss if neccessary.

- T gives feedback - T has Ss put the sentences in the conversation in the correct order.

- T corrects. - T asks Ss to practise the conversation.

- T has Ss underline the structures used to talk about the past experiences.

- Ss work in groups of 4.

-Ss listen and answer the teacher’s questions

- S work in pairs. - Ss report the results to the class.

- Ss work in groups of 4

- Ss compare their answers and then report the results to the class. - Ss practise in pairs.

- Some Ss are called to read aloud the conversation. - Ss work in pairs.

(16)

Time Content Teacher’s activities Students’activities

2’

- How did the experience affect you ?

II Homework:

- T corrects and then asks Ss to practise talking about their past experiences, using the structures and the ideas in task to make similar conversations. - T goes around the class to help Ss if necessary

- T gives feedback on Ss’ presentation. -T asks Ss to write a paragraph about their past

experiences.

results to the class.

- Ss work in pairs.

- Ss present their conversation to the class.

- Ss their homework. - Ss prepare lesson 3: Listening.

……… ………

Tổ trởng chuyên môn

Lù Thị Ng©n

************************************ Week: Preparing date: Period: 10 Teaching date:

Class:

Lesson : Listening

* Aims : help Ss listen to get specific information about unforgetable experiences - Lexical items : memorable , scream , gas stove , escape , terrified , replaced , embraced , protected , minor, appreciate

- Teaching aids : posters , picture , cassette tape ,textbook - Skills : listening for gist and specific information

* Method and technique : pairwork , groupwork , Kim’s game * Procedure :

5’ I Warm- up : Kim’s game memorable

- T guides Ss to play

(17)

7’

10’

13’

scream gas stove escape terrified replaced embraced protected minor appreciate II New lesson : Pre- listening : * Questions:

1 What can you see in the picture ?

2 Who are they ? 3 Where are they? 4 What are they doing ? 2 While- listening : * Task :

1.T

2 F ( thirty years ago ) 3 F ( the fire started in the kitchen)

4 F ( Christina was slepping ) 5 T

* Task : 1 small 2 everything 3 family 4.replaced 5.took

- After the game , T guides Ss to read these words and then explains the

meanings.

- T shows the picture and asks Ss these questions.

- T gives feedback and then leads Ss to the topic of the lesson. - T sets the scene : Christina is being interwiewed about the most unforgetable experience in her life Listen to the

interwiew and then decide whether the statements are true or false.

- T runs through task 1 and asks Ss to guess the answers.

- T writes what Ss guess on the board. - T plays the tape (twice or more ).

- T corrects. - T sets the scene. - T runs through task 2 and then plays the tape again ( twice or more ).

groups.

- Ss listen , repeat and copy down.

- Ss look at the picture and answer the questions.

- Ss read the statements and guess the answers

- Ss listen and check their answers.

- Ss compare their answers ( in pairs ). - Ss report the results to the class. - Ss listen to the tape again and fill in the missing information.

(18)

8’

2’

6 appreciate

3 Post- listening : Discussion Christina says that family is more important than things Do you agree or disagree with her ? Why ?

III Homework :

- T corrects.

- T asks Ss to discuss the question.

- T gives feedback. - T asks Ss to write a short paragraph about what they have just discussed.

results to the class. - Ss work in

groups.

- Ss present to the class.

- Ss their homework.

-Ss prepare lesson 4: Writing.

Week: Preparing date: Period: 11 Teaching date:

Class:

Lesson : Writing

* Aims : help Ss be able to write a personal letter about a past experience. - Lexical items : words / phrases related to personal experiences. - Teaching aids : posters , textbook

- Skills: writing a personal letter about a past experience * Method and technique : pairwork ,groupwork , gap-fill * Procedure :

5’ I Warm- up: Gap-fill

embarassed , angry , sad, frightened 1 He was very………when he heard

that his aunt died.

2 He was very ……… when he saw those big dogs running toward him.

3 He was very …………when he sent her a birthday present on the wrong day.

4 He was very………when someone stole his money. 1.sad

2.frightened 3.embarssed

4.angry

Question: When did you last feel sad

- T asks Ss to fill in the blanks with suitable words.

- T corrects and asks Ss some

questions to lead Ss to the topic of the lesson.

-Ss work in pairs. - Ss compare their answers.

(19)

10’

9’

12’

7’

/ angry frightened / embarassed ? II New lesson :

1. Pre-Writing : * Task :

Dear Helen,

Last night I had a scary dream I was walking along an empty street late last night Suddenly a lion appeared at the end of the street He ran toward me with his big mouth open and sharp teeth He roared and jumped upon me I sreamed loudly and awoke I’m still frightened now By the way, how are you ? Do you still have a nightmare as before ? I think we have similar problems now Write to me as soon as possible. Your friend ,

Daisy Name of experience

( ) When it happened ( ) Where it happened ( ) How it happened ( ) How the

experience affected the writer

( )

* Task : Name of experience

When it happened Where it happened How it happened How the

experience affected the writer

2. While-writing :

3. Post-writing : Correction

- T asks Ss to read the letter carefully and complete the chart.

- T corrects and then tells Ss how to write a letter about past experience. - T underlines the verbs and asks Ss to use the past simple in their writings.

- T asks Ss to fill in the table some information about their past

experiences.

- T divides the class into groups.

- T asks Ss to write a letter about their past experience, using the

information above. - T goes around the class to give help. - T guides Ss how to correct the mistakes.

- T chooses or letters to correct and

- Ss work in pairs.

- Ss work

individually and then exchange their ideas.

- Ss work in groups.

(20)

2’

III Homework :

give marks.

- T tells Ss to rewrite the letter.

correct the mistakes.

- Ss look at the blackboard and give feedback. - Ss their homework. - Ss prepare lesson :

Language Focus.

Class:

Unit 2: Personal Experiences Lesson : Language Focus

* Aims : help Ss distinguish the sounds : /m/ , /n/ , /m/ and know how to use the present simple indicating past time and review the past simple, past progressive and past perfect. - Teaching aids : posters , textbook

* Method and technique : pairwork , groupwork , Bingo * Procedure :

Time Content Teacher’s activities Ss’activities

5’

6’

I.Warm – up : Bingo

may nose wrong make nine

running

summer money bringing

home seven sing small snow morning

II New lesson :

1.Pronunciation : /m/, /n/, /m/ * Practise reading aloud these sentences.

- T explains the game.

- After the game , T asks Ss to listen and repeat.

- T guides Ss to pronounce /m/, /n/, /m/.

- T models.

- T goes around the class to give help. - T gives feedback.

- Ss work in groups.

- Ss listen and repeat.

- Ss practise reading individually.

(21)

Time Content Teacher’s activities Ss’activities 10’

10’

12’

2’

Grammar : Examples:

1 He goes for a walk every night. Tom is working now.

They haven’t finished their work yet.

We were having lunch when we heard the news.

When the police arrived, the car had gone.

Exercise :

1.invites contains sets has baked 3.gets 9.is

4.waves 10 is shining 5.promises 11 are singing carries 12.is

Exercise , 3: Lucky numbers Questions : 16

Lucky numbers: 3 Potluck : 3

Exercise 2 1 broke / was playing 2 wrote / was

3 was working / broke 4 started / wre walking 5 told / were having

6 didn’t listen / was thinking 7 phoned / didn’t answer / were

(you ) doing

8 was not wearing / didn’t notice / was driving

Exercise 2 1 had eaten / arrived 2 found / had taken 3 got / had closed 4 got / had left 5 got / had arrived 6 paid / had phoned

7 went / said / hadn’t arrived 8 had looked / asked / cost III Homework:

- T asks Ss to

underline the verbs in each sentence and and asks them what tenses they are. - T gives feedback and revises the tenses.

- T runs through exercise and asks Ss to it

- T corrects.

- T runs through exercise and 3. - T asks Ss to supply the correct verb tenses.

- T goes around the class to give help.

- T divides the class into groups and guides them to play the game “Lucky numbers”

- T corrects and gives marks.

- T asks Ss to redo the exercises.

sentences.

- Ss read the

examples and give their answers - Ss listen and copy down.

- Ss work in groups of four.

- Ss work

individually and compare their answers

- Ss work in groups. - Ss choose the numbers and answer the questions - Ss their homework.

(22)

Time Content Teacher’s activities Ss’activities

………

Tổ trởng chuyên môn

Lù Thị Ngân

************************************ Week: Preparing date: Period: 13 Teaching date:

Class:

Unit : A party

Lesson 1: Reading – Period

* Aims: help Ss be able to read and understand the passage about birthdays and anniversaries. - Lexical items : words / phrases related to birthdays and anniversaries

- Teaching aids: picture, textbook , posters

- Skills : reading for gist and for specific information * Method and technique : pairwork , groupwork , flower game

* Procedure :

Time Content Teacher’s activities Ss’ activities

5’

I Warm-up: Flower game

P A R T Y

II New lesson: 1. Pre-reading : (picture)

Questions:

1 What is the relationship between the people in the picture ?

2 What are they celebrating ? * Pre-teach vocabulary:

- celebrate ( v )

- T guides Ss to play the game

- After the game, T leads Ss to the topic of the unit “ A Party”.

- T shows the picture and asks Ss these questions - T gives feedback and then leads Ss to the topic of the lesson.

- T introduces new words

- Ss work in groups

(23)

10’

12’

6’

2’

- wedding ( n ) - anniversary ( n ) 2 While-reading: * Task 1:

Birthday: 1, 2, 3, 7 Wedding : 2, 3, 4, 5, 6 * Task 2:

1 eighth  seventh 2.makes  eats 3.food  presents 4.anniversaries  age 5.years  months 6.5th



50th

7.silver  golden

3 Post-reading:

Questions:

1.Where you prefer to celebrate your birthday , at home or in the restaurant ? Why?

2.Do your parents celebrate their wedding anniversaries?

3 Are you going to celebrate your wedding anniversaries in the future ? Why( not )?

III Homework:

- T writes on the board & asks Ss to listen and repeat after the teacher - T runs through task & asks Ss to do it

- T gives feedback - T sets the scene: In each of the following sentences, there is one word which is not true according the reading passage Underline the wrong word & provide the correct one.

- T runs through task and asks Ss to it.

-T goes around the class to give help - T corrects - T asks Ss to answer these questions with books closed - T gives feedback

- T asks Ss to write a short paragraph about a party they have just

participated in.

- Ss listen and repeat

- Ss work in pairs - Ss report the results to the class

- Ss work in pairs - Ss read the passage carefully and find out the wrong words - Ss compare their answers.

-Ss report the results to the class.

- Ss work in pairs - Ss present to the class

- Ss their homework.

(24)

Class:

Unit : A Party

Lesson 2: Speaking – Period

* Aims : help Ss be able to talk about their parties.

- Lexical items : words / phrases related to the parties. - Teaching aids: posters , texbook, picture

- Skills : speaking

* Method and technique : pairwork , groupwork , network

* Procedure:

5’

10’

I Warm-up: (pictures)

* Questions :

1 What party is it ? 2 What are they doing? 3 How they dress?

4 According to you, to celebrate a party, what you have to prepare ?

II New lesson: 1.Task 1:

a Whose party was it ? b.What was the occasion ?

c Did you take a gift for the host? d Who did you go with?

e Where were the party?

f.Were there a lot of people there? g.Were there any decoration?

h.What sort of food and drink did you have?

i Did you dance?

j.Did you meet anybody nice there? k.What time did it finish?

l Did you stay to the end? 2.Task2:

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

- T gives feedback and leads Ss to the topic of the lesson.

- T asks Ss these questions.

- T gives feedback and leads Ss to task 2.

- T asks Ss to tell their partner about the party they have been to

- T goes around the class to give help. - T gives feedback. - T sets the scene: You

- Ss look at the pictures and answer the questions - Ss answer the questions individually.

- Ss work in pairs - Ss rely on the questions in task 1

(25)

8’

10’

2’

3 Task 3:

Prompts:

 budget ( how much you spend…? )

 date and time (when you organize

….?)

 who to invite (How many people …?)

 place(where you organise…?)

 formal or informal dress

 decorations ( How you decorate….?)

 entertainment (what activities ?)

 food and drink (what food and drink

…?) 4 Task 4:

III Homework:

are going to take part in a competition to organise the best party Decide on the following.

- T explains some new words and guides Ss to make the questions with the prompts - T goes around the class to give help. -T asks Ss to tell the rest of the class about their party and try to convince them to come. - T gives feedback - T asks Ss to write a short paragraph about a party they are going to celebrate.

- Ss work in groups

- Ss decide what they have to and then talk about their parties, using these prompts

-Ss present to the class.

-Ss their homework. - Ss prepare lesson 3: Listening

Class:

Unit : A Party

Lesson 3: Listening – Period

* Aims: help Ss be able to hear and understand the information about Mai’s birthday party. - Lexical items: words / phrases related to the birthday party.

- Teaching aids: pictures, posters , textbook - Skills: listening for gist and specific information * Method and technique: pairwork , groupwork, Bingo

* Procedure:

5’ I Warm-up: Bingo

gathering , restaurant , prizes , birthday cake , decorated , icing , slices, clapped

- T guides Ss to play the game - After the game,

(26)

7’

10’

14’

II New lesson: Pre-listening: (picture) * Questions:

1 Have you ever organise your birthday party ?

2 When would you like to organise your birthday party , during the day or in the evening ?

3 What foods and drinks are often served at your birthday party ?

4 What activities you often have at your birthday party ?

2 While-listening:

* Task 1:

1.F ( about three in the afternoon)

2.F (about twenty of us gathering in Mai’s house) 3.F( at about 4:30 p.m)

4 T (at about six o’clock)

5 F (only Mai, her mother and the writer)

* Task 2:

1 She was 16 years old.

2 Because it’s noisy and expensive.

3 She served them soft drinks and biscuits at the beginning of the party.

4 The birthday cake was brought out at about four thirty.

5 It was beautifully decorated with pink and white icing.

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

T asks Ss to listen and repeat - T explains some new words - T shows the picture and asks Ss these questions.

- T gives feedback and leads Ss to the topic of the lesson

- T runs through task and asks Ss to guess the answers

- T writes what Ss guess on the board.

- T plays the tape (twice or three times)

- T corrects -T runs through task and asks Ss to guess the answers based on the previous listening

- T writes what Ss guess on the board

- T plays the tape again ( twice or

- Ss listen and repeat

- Ss look at the picture and answer the questions

individually and then ask and answer the questions in pairs - Ss present to the class.

- Ss read the statements quickly and guess the answers - Ss listen and check their answers - Ss compare their answers. - Ss report the results to the class

(27)

7’

2’

7 At about six in the evening.

3 Post-listening:Correction * Cues:

- Mai’s age - beginning time - finishing time - place

- activities

- foods and drinks III Homework:

more)

- T corrects - T asks Ss to take turn to talk about Mai’s birthday party.

- T gives feedback

-T asks Ss to write a short paragraph about Mai’s birthday party.

- Ss compare their answers. -Ss write the answers on the board

- Ss work in groups of four. - Ss present to the class

- Ss their homework. - Ss prepare lesson 4: Writing.

Class:

Unit : A Party Lesson 4: Writing – Period

* Aims : help Ss be able to write a letter of invitation.

- Lexical items : words / phrases used to write a letter of invitation. - Teaching aids: textbook , posters

- Skills : writing a letter of invitation.

* Method and technique: pairwork , groupwork , wordsquare

* Procedure:

5’ I Warm-up : Wordsquare

I S C O M E C P

A N U U I P L A

H D V P Y Y O R

O F B I J K T T

U G Q B T Y H Y

-T guides Ss to play the game

(28)

12’

16’

10’

S O L L V E E W

E F R I E N D S

P R E S E N T D

* Questions:

1 On what occations are party held ? 2.What kind of clothes often wear at a party?

3 What kind of presents people often bring to a party?

To invite your friends to your party, what you do?

II New lesson: 1. Pre-writing: * Task 2: 1 at my house 2 to come 3 refreshments 4 to cook 5 winners

6 by Monday * Questions :

1 What kinds of party is Duc going to have?

2 Where and when is he going to organise it?

3 Who have been invited to his party? 4 What food and drinks will be served at the party?

5 What activities will take place at the party?

2 While- writing: * Guidelines:

- What party are you going to organise?

- Where and when you intend to organise the party?

- How many people you plan to invite and who are they?

- What activities will take place at the party?

- What food and drink will be served at the party?

3 Post- writing: Correction

- After the game, T asks Ss some

questions to lead Ss to the topic of the lesson.

-T runs through task 2 and asks Ss to complete the letter of invitation with the words / phrases in the box

- T corrects - T asks Ss these questions so that Ss can know what they have to write in their letters of invitation.

- T sets the scene: You are going to hold a party You want to invite your classmates to the party Write a letter of invitation,using these guidelines. - T goes around the class to give help if necessary.

- T guides Ss how to correct the mistakes.

- Ss answer the

questions individually

- Ss work in pairs. - Ss read the letter and fill in the blanks.

- Ss report the results to the class

- Ss answer in chorus

- Ss work in groups of 8.

(29)

2’

III Homework:

- T chooses or writings to correct and give marks. - T asks Ss to rewrite the letter of

invitation.

mistakes.

- Ss prepare lesson 5: Language Focus.

Class:

Unit : A Party

Lesson 5: Language Focus – Period

*Aims : help Ss be able to pronounce / l / , / r / , / h / and know how to use Infinitive and Gerund , Passive infinitive and Gerund

- Teaching aids : textbook , posters

* Method and technique: pairwork , groupwork , Bingo

* Procedure :

5’

6’

10’

I Warm-up : Bingo

lunch pretty hit lovely Europe house lemonade parent holiday jelley really hospital glass restaurant husband salad library helicopter

II New lesson:

Pronunciation: / l / , / r / , / h / * Practise reading aloud these sentences.

2 Grammar:

a Infinitive and Gerund Examples :

1 He refused to lend me his car. 2 I appreciate hearing from them.

- T guides Ss to play the game.

- After the game, T asks Ss to listen and repeat.

- T guides Ss to pronounce / l / , / r / , / h /.

- T models.

- T calls some Ss to read aloud these sentences.

- T gives feedback

- Ss work in groups.

- Ss listen and repeat.

- Ss listen and then practise reading these sentences individually

(30)

9’

13’

2’

* Verbs followed by Infinitives: - agree - ask - decide - demand - expect - fail - fail - hope - need - prepare - promise - seem - want - wish ……… * Verbs followed by Gerund: - appreciate - avoid - risk - enjoy - finish - can’t help - keep - mention - practise - suggest ………

b Passive infinitive and gerund Examples :

1 I didn’t expect to be invited to his party.

2.I appreciated being invited to his party.

Exercise 1: 1 having

2 getting 3 to tell 4 practising 5 to see

Exercise & Exercise 3: Lucky numbers:

- Questions : 10 - Lucky numbers : 2 - Potluck : 2

Exercise 2:

1 B 2 A 3 B 4 B 5 A

Exercise 3: 1 D

2.C 3 B 4 B 5 C

III Homework:

- T gives examples and then explains the usage

- T runs through exercise and asks Ss to it

- T goes around the class to give help.

- T corrects. - T runs through exercise & and asks Ss to these exercises.

- T goes around the class to give help. - T divides the class into groups to play the game “ Lucky number”.

- T corrects and

- Ss listen and copy down

- Ss work in pairs.

- Ss compare their answers.

- Ss report the results to the class. - Ss work in pairs. - Ss compare their answers

- Ss work in groups. - Ss choose the numbers and answer the questions.

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gives marks. - T asks Ss to redo the exercises.

homework.

- Ss prepare Test yourself A.

Week: Preparing date: Period:18 Teaching date:

Class:

TEST YOURSELF A – period

I.Aims: By the end of the lesson, ss will review all key points from Lesson to Lesson 3 II.Language focus:

1.Grammar: Key points from Lesson to Lesson 3 2.Vocabulary: Old

III.Techniques: Communicative approach

IV.Teaching aids: Casette player, tape, board, book, chalk V.Time: 45 minutes

VI.Procedures:

I Listening:

1 A 2.D 3.B 4 A 5 C

II Reading :

1 Because they had been childless for 10 years after they were married. 2 To take some photographs of the happy family.

3 The boys were dressed in a smart , brand new outfit and looked like a little prince 4 Because he was interested in the toys.

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

III Grammar :

a) 1.B 2.A 3.B

b) 1.-to see 2.- to be 3.- to phone 4.- pay

5.- to be met 6.- to be appointed 7.- not to attend

c) 1.- send 2.- lost contact with 3.- remain 4.- rely on

5.- keep in touch with IV Writing :

Lan is one of my best friends We have many things in common so we often meet and things together We live on the same street It’s interesting that her birthday is also in June but a week before mine so we often help each other to celebrate it Last June we had a very special birthday parties We didn’t have it at home as usual but we had our birthday celebrations at Sam Son beach during a two-week holiday with our parents We spent the morning swimming and playing on the beach We had seafood for lunch at the restaurant In the afternoon we went shopping around the area and bought lots of souvenirs Though I did not have many presents on my last year birthday, but I enjoyed it most of all.

(32)

I Aims: to check sts’ understanding ideas about what they have learnt in Unit and (Vocabulary, grammar, pronunciation)

- to drill sts’ listening, reading, and writing skills - to explains and corrects sts’ mistakes

II Aids: textbook, lesson plan, reference book, chalk, ruler. III Presentation:

T: a series of questions base on the units copies into pieces of paper Sts: pen

IV Implement:

T: delivers the copy to each student Sts: the test seriously in 45’

T: collects the copy and givens comments and homework A- Questions:

Name: Written test 1 Class: Time: 45’

I Phonetics: Choose the word with the different pronunciation of the underlined part Identify your answer by circling the letter A, B, C and D

1 a nest b none c no d cooking

2 a driving b running c sing d ginger

3 a bike b kind c ride d sick

4 a me b delay c become d decide

II Vocabulary and Grammar: Choose the best answer to complete the sentences 5 I see a thief in the bath………

a house b room c department d home

6 The boy is very ………… When she goes out with him

a money b hurt c happy d sick

7 I ………a detective film last night.

a watch b saw c seen d to watch

8 We had……… a car for years.

a have b has c had d to have

9 She had died by lung cancer when she ………10 years old.

a was b were c is d been

10 What did you ………… her?

a see b saw c seen d seeing

11 “ 25th wedding anniversary is……… anniversary”.

a golden b silver c diamond d All are correct

12 14th February is called……….

a Mother day b Christmas Day c Valentine Day d Teacher Day 13 There are ………… season in Viet Nam

a 2 b 3 c 4 d 5

(33)

a write b wrote c written d writes 15 When I came back home She ………to bed

a had gone b went c goes d go

III Read a letter and choose the best answer.

Last Saturday was my (16)…………birthday, my parents helped me to hold a birthday party at home I (17)……….a lot of friends and we had a great time.

The party (18)………… at pm We had pizzas and some special dishes that my mom cooked Then mom brought out a beautiful cake, decorated with fruit and (19)

………….colorful candles As I (20)………the candles, my friends and family sang the “happy birthday” song They (21) ……… their hands happily as I could blow out all the candles Then mom cut the cake and we had it, together with cheese cake, fruit juice and fruit salad Dad played guitar and sang me a beautiful song My friend also sang along and (22)……… The party (23)………… at 8.30 because some of my friends live in the suburb and they needed to catch the 8.45 bus Some others who live nearby stayed to help me clean up the room I (24)……… very happy because we (25)……… a wonderful time together.

16 a 17 b 17th c 17th d All are correct

17 a invite b invited c to invite d invites

18 a began b begin c begun d to begin

19 a 17th b 17 c 18 d 19

20 a to blow b blew c blow d blown

21 a clap b to clap c clapped d claps

22 a danced b dance c to dance d dances

23 a end b ended c the end d to end

24 a fall b felt c to fall d feel

25 a has b have c to have d had

Class:

Correction the test 1

T: corrects the mistakes that learners have across L: write down

Answer key:

1 d 2 d 3 d 4 a 5 b

6 c 7 b 8 c 9 a 10 a

11 b 12 c 13 c 14 b 15 a

16 b 17 b 18 a 19 b 20 b

21 c 22 a 23 b 24 b 25 d

(34)

Unit : Volunteer Work

* Aims : help Ss be able know what volunteer work is and how it is in the United States. - Lexical items: words / phrases related to volunteer work

- Teaching aids : textbook , pictures , posters

- Skills : reading for gist and for specific information * Method and technique : pairwork, groupwork , discussion

* Procedure :

5’

7’

8’

I Warm-up : ( picture) * Questions: 1 Who are they ? 2 Where are they ? 3 What are they doing ?

II New lesson : 1 Pre-reading :

“If you give me a fish, I will eat today.

If you teach me to fish,

I will eat my whole life long.”

* Task 1:

1 voluntary ( adj ) 2 voluntarily ( adv ) 3 volunteers ( n ) 4 volunteer ( v )

2 While- reading : * Task 2 :

- T shows the picture and asks Ss some questions - T gives feedback and then leads Ss to the topic of the unit : VOLUNTEER WORK

- T asks Ss to read the saying and explain it. - T gives feedback and leads Ss to the topic of the lesson.

- T runs through task and asks Ss to complete the sentences.

- T goes around the class to give help.

- T corrects and guides Ss to read these words. - T runs through task and then asks Ss to it. - T goes around the class to give help if necessary. - T gives feedback. - T runs through task and asks Ss to read the

- Ss look at the picture and answer the questions in chorus.

- Ss work in groups of 4.

- Ss present to the class.

- Ss work in pairs. - Ss report the results to the class. - Ss listen and repeat.

- Ss work in pairs. - Ss read the

(35)

12’

6’

2’

1 A 2 D 3 B 4 D 5 B

* Task 3:

1 They read books to the people in these places , sometimes they just visit them , play games with them or listen to their problems.

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

3 During summer vacation , they volunteer to work in remote or mountainous areas to provide education for children.

3 Post- reading: Discussion

Why people volunteer work ?

III Homework:

passage again & answer the questions.

- T corrects.

- T asks Ss to discuss the question.

- T gives feedback. - T asks Ss to read the passage again and redo the tasks.

the best answers. - Ss report the results to the class.

- Ss read the passage again and answer the

questions individually.

- Ss write the answers on the board.

- Ss discuss in groups.

- Ss report their discussion to the class.

- Ss redo the tasks - Ss prepare lesson 2: Speaking.

Class:

* Aims : help Ss be able to talk about a kind of volunteer work they usually to help people. - Lexical items : words / phrases related to volunteer work

- Teaching aids : textbook , posters , picture - Skills : speaking

* Procedure :

5’ I Warm-up :Network

(36)

15’

23’

2’

Volunteer work

II New lesson : 1 Task 2:

Example:

A : What kind of volunteer work are you participating in ?

B : We’re helping people in mountainous areas.

A : What exactly are you doing ? B : We’re teaching the children to read and write.

A : Do you enjoy the work ? B : Yes I like helping people.

*2.Task 3 :

Example :

We usually take part in helping people in mountainous areas We teach the children to read and write We enjoy the work very much

because we like helping people.

III Homework:

network.

- T give feedback and leads Ss to the topic of the lesson.

- T runs through task and asks Ss to practise the dialogue.

- T models.

- T gives feedback.

- T asks Ss to make similar

conversations,using the activities in the box. - T goes around the class to give help. - T gives feedback. - T asks Ss to talk about a kind of volunteer work their friends and they usually to help people.

- T models.

- T goes around the class to gives help. - T gives feedback. - T asks Ss to write a short paragraph about volunteer work they usually to help

- Ss exchange their ideas. - Ss report the results to the class.

- Ss practise in pairs. - Ss read aloud the dialogue.

- Ss read aloud their conversations.

- Ss work in groups. - Ss practise talking about volunteer work.

- Ss present to the class.

(37)

people. Listening.

Class:

* Aims : help Ss be able to hear and understand the information about Spring School in Ho Chi Minh City.

- Lexical items : co-operate , co-ordinate , disadvantaged children , fund-raising , Organisation for Educational Development.

- Skills : listening for gist and specific information * Method and technique : pairwork , groupwork , Bingo

* Procedure :

5’

7’

9’

Spring School , co-ordinate ,

co-operate , fund-raising , disadvantaged children , Organisation for Educational Develpoment.

II New lesson : 1 Pre-listening : (picture) * Questions:

1 Have you ever supported charities ? 2 How often you support charities ? 3 What’s the best way of raising money to support charities ?

4 Which kinds of volunteer work you prefer ?

2 While-listening : * Task 1 :

1 informal

2 30 street children 3 250 children 4 1998

- After the game , T guides Ss to read these words and then explains the meaning.

- T shows the picture and asks Ss these questions

- T gives feedback and leads Ss to the topic of the lesson. - T runs through task and asks Ss to guess the answers.

- T write what Ss

- Ss work individually.

- Ss look at the picture and answer the questions.

(38)

15’

7’

2’

5 volunteers , June

* Task 2 :

1 It provides classes to disadvantaged children in Ho Chi Minh City.

2 Dance , theatre , singing and folk music classes were set up in 1999.

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

4 They dance , sing and play music at one of the largest hotels in Ho Chi Minh City.

5 Because they need help to organise their fundraising dinner held annually in June.

3 Post-listening:

Cues :

 The aim of Spring School

 The number of children who live and

stidy at the school or attend classes.

 The activities the children at the school

take part in.

 The kinds of volunteers that Spring

School requires III Homework :

guess on the board. - T plays the tape twice or more.

- T corrects. - T runs through task & asks Ss to listen to the tape again and answer the questions. - T writes what Ss guess on the board. - T plays the tape again twice or more.

- T corrects. - T asks Ss to summarize the story about Spring School, using the cues.

- T gives feedback. - T asks Ss to write a paragraph about Spring School.

check their answers.

- Ss report the results to the class.

- Ss read the questions and guess the answers based on the previous listening. - Ss listen again and check their answers.

- Ss work in groups.

- Ss take turns to summarize the story.

- Ss their homework. - Ss prepare lesson 4: Writing.

Class:

Lesson 4: Writing – Period

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- Lexical items : donation , donate , donor - Teaching aids : textbook , posters

- Skills : writing a letter

* Method and technique : pairwork , groupwork , flower game

* Procedure :

5’

10’

18’

I Warm-up : Flower game D O N A T I O N

II New lesson : 1 Pre-writing : *Task 1 :

- The opening of the letter : Dear Sir or Madam.

- The donated amount : I am very happy to receive a donation of $ 500 from your company some days ago.

- The way(s) the money is used :the money will help us to repair the old school building and build a new block of flats for the handicapped students.

- The way the receipt is issued : We will certainly issue a receipt as soon as possible.

- The gratitude to the donor : I would like to express our thanks for the donation from your company.

- The closing of the letter : I look forward to hearing from you soon Yours faithfully.

2 While-writing : * Task 2 :

- After the game , T leads Ss to the topic of the lesson.

- T runs through task 1

- T asks Ss to read the letter and underline the sentences that express the following points.

- T corrects and then help Ss know what they have to write in their letters.

- T sets the scene : Imagine that you have just received a donation of one million dong from one of the local

organizations to build your school library Use the suggestions in Task to write a letter to acknowledge the receipt of the donation and express

- Ss work in groups of four.

- Ss report the results to the class.

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10’

2’

3 Post-writing :Correction

III Homework :

your gratitude. - T goes around the class to give help. - T guides Ss how to correct the mistakes. - T chooses or writings to correct and give marks - T asks Ss to rewrite the letter.

of

- Ss exchange their writings to correct the mistakes. - Ss their homework.

Class:

* Aims : help Ss be able to pronounce / w / , / j / & distinguish gerund and present participle ; perfect gerund and perfect participle

* Method and technique : pairwork , groupwork, Kim’s game

* Procedure :

5’

6’

I Warm-up : Kim’s game we yes wheel years west yellow wet use wine young whale York II New lesson :

1 Pronunciation : / w / , / j /

* Practise rading aloud these sentences

- T guides Ss to play the game.

- After the game , T guides Ss to read these words and pronounce / w / , / j /

- T models.

- T calls some Ss to read aloud these sentences.

- Ss listen and repeat.

- Ss listen and then practise reading individually. - Ss read aloud

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5’

10’

12’

5’

2’

2 Grammar :

a Gerund and present participle Examples :

1 He found that parking was difficult in that city.

2 I saw him passing my house.

b Perfect gerund and perfect participle Examples :

1 He was accused of having deserted his ship two months ago.

2 Having fail twice , he didn’t want to try again.

Exercise 1 : 1.listening

2 bending 3 behaving 4 meeting 5 spending 6 waiting 7 starting

Exercise 2 : 1 burning , rising

2 reading 3 lying 4 shopping 5.preparing 6 trying 7.modernizing

Exercise 3 : 1 having made

2 having been 3 having been 4 having tied 5 having read 6 having taken III Homework :

- T gives examples , expains the meanings and the usage.

- T runs through

exercise , and and then asks Ss to them.

- T corrects.

- T asks Ss to redo the exercises

- Ss listen and copy down.

- Ss work in groups of 4.

- Ss report the results to the class.

- Ss prepare for the test.

Class:

Unit : Illiteracy

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- Lexical items: words / phrases related to illiteracy - Teaching aids: textbook , picture , posters

- Skills: reading for gist and specific information * Method and technique: pairwork , groupwork , shark attack

* Procedure:

5’

10’

I Warm-up: Shark attack I L L I T E R A C Y

II New lesson: 1 Pre-reading: (picture) * Questions: 1 Who are they ?

2 What are they doing ?

3 According to you , what is the purpose of this work ?

* Task 1: Matching A

1 Universalisation of Primary Education 2 The Vietnam

Society of Learning Promotion 3 illiteracy

eradication 4 farming

techniques 5 family planning

B

a phổ cập giáo dục tiểu học b kế hoạch hóa gia đình

c xóa mù chữ d kĩ thuật canh tác

e hội khuyến học Việt Nam

- After the game , T leads Ss to the topic of the Unit:

Illiteracy. - T shows the picture and asks Ss these questions

- T gives feedback and leads Ss to the topic of the lesson. - T asks Ss to the matching.

- T corrects and guides Ss to read these words.

- T runs through task and asks Ss to choose the best answer.

- Ss look at the picture and answer the questions in chorus.

- Ss work in pairs.

- Ss compare their answers. - Ss report the results to the class.

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4’

12’

7’

2’

Key: 1.a , 2.e , 3.c , 4.d , 5.b While-reading:

* Task 2:

( D ) The fight against illiteracy

* Task 3: Lucky numbers - Questions: 5

- Lucky numbers: 2 - Potluck: 2

1 94 % of the population

2 The campaign for illiteracy eradication 3 600 students in 2000 and 800 students in 2001 4 They voluntarily spent their vocations

teaching ethnic minority illiterate people to read and write.

5 Illiteracy will soon be eradicated. 3 Post-reading: Answer the questions. 1 Are there any illiterate people in your neighborhood ?

2 What you think we should to help them read and write ?

III Homework:

- T corrects. - T runs through task and asks Ss to it

- T goes around the class to give help. - T divides the class into groups to play the game: Lucky numbers - T corrects and gives marks.

- T asks Ss to ask and answer these questions with books closed. - T gives feedback. - T asks Ss to redo the tasks.

class. - Ss work individually. - Ss read the passage again and answer the questions. - Ss compare their their answers. - Ss work in groups.

- Ss choose the numbers and answer the questions.

- Ss present to the class. - Ss their homework. - Ss prepare lesson 2: Speaking.

Class:

Unit 5: Illiteracy

* Aims: help Ss be able to talk about their school problems and offer solutions. - Lexical items: words / phrases related to school problems

- Teaching aids: textbook , posters , picture - Skills: speaking

* Method and technique: pairwork , groupwork , wordsquare

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5’

10’

18’

I Warm-up: wordsquare

L E A V E S W W C U

L I V E P C R R H I

Q I I O F H T T E P

Q S D F A O I I A P

X A I F R O M O T O

T E X T B O O K S O

D I F F I C U L T Y

A G L E A R N F F J

A A E R R T Y Y U J E N G L I S H V B N II New lesson:

1 Task 1: 1 b , g 2 a , e 3 d , f 4 c , j 5 i , h

2 Task 2:

Example:

A: Many students cannot buy all the

required textbooks What you think

we should to help them ?

B: I think we should ask the school head-master to provide free textbooks for students from low-income families. C: We should collect used textbooks for the school libraries.

* Useful expression:

- What you think we should to….? - I think we should …

- We should ……… 3 Task 3:

Cues:

- large class size ( over 50 stidents in the class )

- shortage of desks ( students per desk)

- hot in summer ( no electric fans ) - cold and dark in winter ( broken windows , no lights )

- T gives feedback and then leads Ss to the topic of the lesson.

- T runs through task 1 and asks Ss to the matching.

- T gives feedback. - T asks Ss to talk about their school problems and offer solutions, using the suggestions in task 1. - T supplies Ss with some useful

expression. - T models.

- T gives feedback. - T sets the scene: think of three or four problems your class is experiencing Talk about them and offer solutions

- T gives some cues. - T goes around the

- Ss work in groups. - Ss write the words found on the board.

- Ss work in pairs. - Ss compare their answers.

- Ss work in groups of three.

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2’

III Homework:

class to give help. - T gives feedback. - T asks Ss to write a short paragraph about their school problems and offer solutions.

- Ss prepare lesson 3: Listening

Class:

Unit 5: Illiteracy

* Aims: help Ss be able to hear and understand the information about a informal survey carried out in Perth, Western of Australia.

- Lexical items: effective , maturity , weeknesses , performance , self-respect , academic ….

- Teaching aids: textbook , poster

- Skills: listening for gist and specific information

* Method and technique: pairwork , groupwork , discussion , Kim’s game

* Procedure:

5’

8’

I Warm-up: Kim’s game effective maturity weeknesses performance self-repect academic Perth Western Australia

II New lesson: 1 Pre-listening:

Have you ever done a survey ? Do you know where Perth is ?

2 While-listening: * Task 1:

1 D 2 B 3 B 4 B

- After the game , T guides Ss to read and explains the meanings of these words.

- T runs through task and asks Ss to guess the answers.

- T writes what Ss guess on the board.

- Ss answer the questions in chorus.

- Ss read the

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12’

8’

2’

* Task 2:

1 The survey / It took place in Perth. 2 80 % of the students.

3 They think that they should be allowed to give some input into school decision making.

3 Post-listening: Discussion

Which you think is more essential for better learning – good teachers or good textbooks ?

III Homework:

- T plays the tape ( twice or more ).

- T corrects.

- T runs through task & asks Ss to guess the answers based on the previous listening. - T writes what Ss guess on the board.

- T plays the tape again ( twice or more)

- T corrects.

- T asks Ss to discuss the question.

- T gives feedback. - T asks Ss to write a short paragraph about what they have just discussed.

- Ss listen and check their answers. - Ss compare their answers.

- Ss report the results to the class. - Ss read the

questions and guess the answers.

- Ss listen to the tape again and check their answers. - Ss compare their answers.

- Ss report the results to the class. - Ss discuss in groups. - Ss present to the class.

- Ss prepare lesson 4: Writing.

Class:

Unit 5: Illiteracy

* Aims: help Ss be able to describe the information in the table about literacy rates in Sunshine country from 1998 to 2007.

- Lexical items: rise , different , decline , dramatically , vary , go up - Teaching aids: textbook , posters

- Skills: writing

* Method and technique: pairwork , groupwork ,Jumbled words

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Time Content Teacher’s activities Ss’ activities 5’ 10’ 18’ 10’ 2’

I Warm-up: Jumbled words 1 seri dualgra 2 podr ghtisl 3 secreain rphas 4 creadese shtig 5 afll 10 ticdrama

II New lesson: 1.Pre-writing: * Task 1: ( ) varied ( ) rise ( ) declined ( ) different ( ) went up ( ) dramatically * Useful language:

- The table shows / describes ….

- As can be seen from the data in the table , …….

Nouns Verbs Adj Adv

rise increase decrease drop fall rise increase decrease drop fall slight steady sharp gradual dramatic slightly steadily sharply gradually dramatically 2 While- writing:

The table describes the trends of literacy ratesin Sunshine country from 1998 to 2007….

3 Post-writing: Correction

III Homework:

- T asks Ss to arrange these jumbled words into meaningful words. - T gives feedback and explains the meanings if necessary.

- T leads Ss to the topic of the lesson. - T runs through task and asks Ss to it.

- T goes around the class to give help. - T corrects.

- T supplies Ss with some useful

language.

- T guides Ss how to describe the information in the table with the useful language.

- T runs through the table and then asks Ss to write a paragraph of about 100 words.

- T goes around the class to give help. - T guides Ss how to correct the mistakes.

- T chooses or writings to correct and give marks. - T asks Ss to rewrite the

- Ss work in groups. - Ss write the answers on the board.

- Ss work in pairs. - Ss choose a suitable word from the box to fill in the blank.

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paragraph.

Class:

Unit 5: Illiteracy

* Aims: help Ss be able to pronounce / pl / , /bl /, /pr / , /br / and change direct speech into reported speech.

- Teaching aids: textbook , posters

* Method and technique: pairwork , groupwork Bingo , lucky numbers

* Procedure:

5’

6’

10’

22’

I Warm-up: Bingo

please black pride brown pleasure blouse pretty bread play blue precious brother plenty blow practice broad II New lesson:

1 Pronunciation: / pl / , /bl /, /pr / , /br /

* Practise reading aloud the dialogue

2 Grammar: Reported speech with infinitives.

Examples:

1 “ Be careful of strangers and don’t go out at night.” ( warn)



He warned us to be careful of strangers and not to go out at night. 2 “We will come back again ”



They promised to come back again. * Notes:

- changes in tenses of verbs.

- changes in adjectives and adverbs - other changes

Exercise & 2: Lucky numbers - Questions:16

- Lucky numbers: 3 - Potluck

- After the game, T guides Ss to

pronounce / pl /, / bl /, / pr / , / br / and read these words.

- T models.

- T gives feedback. - T gives examples and explains the changes.

- T guides Ss to exercise & - T goes around the class to give help.

- Ss work individually

- Ss practise reading the dialogue in pairs. - Ss read aloud the dialogue

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2’

Exercise 1:

1 They promised to come back again.

2 The lifeguard advised us not to swim too far from the shore. 3 John asked Peter to close the

window.

4 The teacher encouraged Eric to join the football team.

5 John promised to give it to him the next day.

6 My mum wanted Lan to become a doctor.

7 My sister reminded me to lock the door before going to school. 8 His boss advised him to go home

and rest for a while.

Exercise 2:

1 He advised me not to drink too much beer.

2 She invited me to come and see her whenever I wanted.

3 John aksed me not to smoke in his car.

4 He told Sue to give him her phone number.

5 He reminded me to give the book back to Joe.

6 He promised not to it again. 7 He agreed to wait for me.

8 John asked her to lend him some money.

III Homework:

- T divides the class into groups to play the game Lucky numbers.

- T corrects and gives marks.

- T asks Ss to redo the exercises.

- Ss work in groups. - Ss choose the numbers and answer the questions.

- Ss prepare Unit 6: Competitions.

Class:

Unit 6: Competitions

* Aims: help Ss be able to read and understand the information about the English Competition.

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- Teaching aids: textbook , picture , poster

- Skills: reading for gist and for specific information

* Method and technique: pairwork , groupwork , flower game , matching

* Procedure:

5’

8’

10’

I Warm-up: Flower game C O M P E T I T I O N S

II New lesson:

1 Pre-reading: Matching A

(pictures)

B a tug of war b song contest c beauty contest * Questions:

1 Do you like taking part in competitions like these ? Why/ Why not ?

2 Do you hope to win a competition ? If so , which competition you like to win ? 3 Is winning the most important thing in a competition ? Why / Why not ?

* Task 1:

1 d f 3.e 4.c 5.b 6.a

2 While-reading: * Task 2:

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

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

3 The Student’s Parents Society sponsored the competition.

- After the game, T leads Ss to the topic of the unit:

Competitions. - T shows the pictures and asks Ss to the matching.

- T gives feedback and asks Ss these questions.

- T leads Ss to the topic of the lesson. - T runs through task 1 and asks Ss to the matching. - T goes around the class to give help. - T corrects and then guides Ss to read & explains the meaning. - T runs through task 2 and asks Ss to it. - T goes around the class to give help.

- Ss work in groups of 4. - Ss report the results to the class.

- Ss answer these questions

individually.

- Ss work in pairs. - Ss read the passage carefully and answer the questions.

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7’

5’

2’

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

5 They had to observe and score the students’ 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 score would be the winner.

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

* Task 3:

1 In Activity , Hung was unable to recite / complete the poem.

2 Having achieved the highest score, Group B became the winner of the competition. 3.Group C lost the game because they just got 60 points.

4 Nga encouraged her group by saying “ For me most important thing was our

participation in the competition and the enjoyment we had from it.”

3.Post-reading: translate the poem into Vietnamese.

III Homework:

- T corrects.

- T asks Ss to read paragraph again and complete the sentences.

- T explains some new words.

- T goes around the class to give help. - T corrects. - T asks Ss to translate the poem Hung recited at the annual final English Competition into Vietnamese. - T gives feedback. - T asks Ss to read the passage again and redo the tasks.

answers on the board.

- Ss work in pairs - Ss read

paragraph again and complete the sentences.

- Ss work in groups of four. - Ss present to the class.

- Ss their homework. - Ss prepare lesson 2: Speaking

Class:

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- Lexical items: words / phrases relared to the competition. - Teaching aids: textbook , posters

- Skills: talking about a competition * Method and technique: pairwork , groupwork

* Procedure:

5’

12’

I Warm-up: (picture) * Questions: 1 What is this ?

2 Have you ever seen or taken part in it ?

II.New lesson: 1 Task 1:

2 Task 2:

Example:

A: What you think of the General Knowledge Quiz ?

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

* Useful language: great

interesting good fun boring wonderful exciting

- opportunity to test my general

knowledge - good time to practise my English - opportunity for my creative activities - makes me feel sleepy

- makes me cheerful / feel happy

- good chance for

- T shows the picture and asks Ss some questions.

- T gives feedback and leads Ss to the topic of the lesson. - T runs through task and asks Ss to tick

( ) in the column:

Like or Dislike

- T gives feedback. - T runs through task

- T asks Ss to ask their partner how he / she feels about each type of the competitions / contests in task 1. - T supplies Ss with the useful language and guides Ss to use the useful language. - T models.

- Ss look at the picture and answer the questions individually.

- Ss work individually

- Ss present to the class and give their reasons if necessary.

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21’

2’

my physical training 3 Task 3:

Suggestions:

1 Where and when did you see or take part in it ?

2 What type of competition or contest was it ?

3 Who organized it ? 4 Who participated in it ?

5 Who won the competition / contest ? 6 Did you enjoy it ? Why / Why not ? III Homework:

- T sets the scene: talk about a competition or contest you have recently joined or seen ,using the suggestions below. - T goes around the class to give help. - T gives feedback. - T asks Ss to write a short paragraph about a competition or contest they have recently joined.

- Ss work in groups. - Ss present to the class.

- Ss prepare lesson 3: Listening

Class:

* Aims: help Ss be able to hear and understand the dialogue about the Boston Marathon. - Lexical items: race , athletic , clock , association , formally , …

- Teaching aids: textbook , posters , picture - Skills: listening for gist and specific information * Method and technique: pairwork , groupwork , Kim’s game

* Procedure:

Time Content Teacher’s activities Ss’activities

5’ I Warm-up: Kim’s game

race formally female McDermott athletic clock association Kuscsik

- T gives feedback and guides Ss to read.

- T explains the

- Ss work in groups. - Ss write the words they remember on the board.

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7’

10’

13’

8’

2’

II New lesson: 1 Pre-listening: (picture) * Questions:

1 What are they doing ?

2 Do you know what the Boston Marathon is ?

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

2 While-listening: * Task 1:

1.T 2.T 3.F 4.F 5.T 6.F

* Task2:

1 He came from New York.

2 She became the first official female champion in 1972.

3 women started and finished the race in 1972.

4 6164 runners joined the Boston Marathon in 1984.

3 Post-listening:

III Homework:

meaning. - T shows the picture and asks Ss some questions.

- T gives feedback and leads Ss to the topic of the lesson. - T sets the scene. - T runs through task and asks Ss to guess the answers.

- T writes what Ss guess on the board. - T plays the tape ( times or more )

- T corrects. - T runs through task and asks Ss to listen to the tape again & answer the questions.

- T plays the tape again ( times or more )

- T corrects.

- T asks Ss to name some famous runners in Vietnam and say what is special about them. - T gives feedback. - T asks Ss to write a short a paragraph

- Ss read the

sentences and guess the answers.

- Ss listen and check their answers.

- Ss listen again and answer the

questions.

- Ss report the results to the class. - Ss work in groups - Ss present to the class.

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about the Boston Marathon.

Class:

* Aims: help Ss be able to write a letter to respond to someone about the competition. - Lexical items: participant , venue , website , entry procedure

- Teaching aids: textbook , posters - Skills: writing a letter of reply

* Method and technique: pairwork , groupwork , ordering

* Procedure:

5’

8’

18’

I Warm-up: Ordering

Dear Hallen , Dear Sir or Madam , Darling Rosie , Dear Mr McDonald , Dear Philip , Yours , Your faithfully , Love , Lots of love , Your sincerely.

Formal Informal

II New lesson: 1 Pre-writing: * Task 1:

- participant (n) - entry procedure -venue (n)

2.While-writing: * Task 2: Details

- number of participants: 25

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

- T asks Ss to put the greetings and

endings in the right column.

- T gives feedback and leads Ss to the topic of the lesson. - T runs through task 1 and asks Ss to read the letter and find out the information required for the English Speaking Competition. - T gives feedback. - T sets the scene: Imagine you are Kate Johnson , secretary of the

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12’

2’

- date: 25th November

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

- phone number: ( 04 ) 9838118 - e-mail: info@123doc.org 3 Post-writing: Correction

III Homework:

English Speaking Competition Write a letter to respond to Thu Trang , using the details below. - T goes around the class to give help. - T guides Ss how to correct the mistakes. - T chooses or writings to correct and give marks. - T asks Ss to rewrite the letter.

of reply like the letter in task 1.

Class:

* Aims: help Ss be able to pronounce / tr /, /dr / , /tw / and change direct speech into reported speech with gerund

* Method and technique: pairwork , groupwork , Bingo

* Procedure:

Time Content Teacher’sactivities Ss’activities

5’

6’

traffic drive twelve troops dreadful twenty trousers drink twin tropical dress twinkle

II New lesson:

1 Pronunciation: / tr /, /dr / , /tw / * Practise reading aloud the sentences.

- After the game , T guides Ss to

pronounce / tr / ,/dr/, /tw/ and read these words.

- T models.

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Time Content Teacher’sactivities Ss’activities

10’

11’

2’

2.Grammar:

Examples:

1 “ It was nice of you to help me Thank you very much,”Tom said to me.



Tom thanked me for helping him. 2 Teacher: Come in , Peter ! Peter: I’m sorry I’m late.



Peter apologised for being late.

Exercise 1:

1 John congratulated us on passing our exams.

2 Mary apologised 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.

5 Bob has always dreamed of being rich.

6 I warned Ann against staying at the hotel near the airport. 7 Her mother prevented Jane

from going out that night. 8 Miss White thanked Jack for

visiting her.

Exercise 2:

1 Tom insisted on paying for the meal.

2 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.

III Homework:

- T gives feedback. - T gives examples and explains the changes.

- T runs through exercises and then asks Ss to them. - T goes around the class to give help.

- T corrects.

individually.

- Ss read aloud the sentences.

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homework. - Ss prepare test yourself B.

Class:

TEST YOURSELF B – period

I Listening

1.A 2.B 3.D 4.C 5.B

II Reading

1.D 2.B 3.B 4.C 5.C

III Grammar

a) 1.B 2.C 3.C

b) talking to go 3 smoking saying 5.do going to make

IV Writing

I enjoy watching television and often spend one or two hours watching it everyday I sometimes spend more time watching it at weekends One of my favourite programes is “ The way to Olympia Peak” It is always on from o’clock to 11 o’clock on VTV on Sundays I like watching it because the three competitors on each show are very intelligent They are all advanced students from different schools They have to answer several questions about general knowledge of natural and social sciences Many questions are very challenging for me I am interested in watching it but I don’t think I am able to take part in the programe.

Class:

Unit 7: World Population

* Aims: help Ss be able to read and understand the information about world population - Lexical items: words / phrases related to world population

- Teaching aids: textbook , picture , posters - Skills: reading for gist and specific information

* Method and technique: pairwork , groupwork , shark attack , dicussion

* Procedure:

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8’

10’

14’

6’

P O P U L A T I O N

II New lesson: 1 Pre-reading: (picture) * Questions:

1 Where can you find this scene ? 2 What does the picture tell you ?

3 Do you think that the larger in population a country is , the stronger it is ? Why / Why not ? * Task 1:

1 although 2 method (n) 3 increase (v) 4.resources (n) 5 figures (n) 6 limit (n)

7 international (adj) 8 control (v)

2 While-reading: *Task 2:

1 The population of the world in 10.000 B.C was 10 million, in 1750 it was 625 mllion , 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.

2.By the year 2015 , the population of the world is expected to be billion.

3 Some scientists 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.

3 Post-reading:

- China , India , Russia , The USA , Indonesia - China , India and Indonesia are in Asia, Russia is in Europe , and the USA is in Latin America.

- After the game , T leads Ss to the topic of the unit: World Population.

- T shows the picture and asks Ss these questions. - T gives feedback and leads Ss to the topic of the lesson. - T runs through task and asks Ss to fill in the blanks with suitable words. - T goes around the class to give help. - T corrects and guides Ss to read these words. - T explains the meaning.

- T runs through task and asks Ss to it.

- T corrects. - T asks Ss to discuss with a partner and find out five world

- Ss look at the picture and answer the questions individually.

- Ss work in groups of four. - Ss compare their answers. - Ss report the results to the class.

- Ss read the passage carefully and answer the questions. - Ss compare their answers. - Ss write their answers on the board.

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2’

- The USA is the richest and India is the poorest.

III Homework:

largest countries in population Say where they are and which is the richest and which is the poorest country. - T gives feedback. - T asks Ss to read the passage and the tasks again.

- Ss their homework. - Ss prepare lesson 2: Speaking.

Class:

* Aims: help Ss be able to talk about the problems of overpopulation and the solutions - Lexical items: words / phrases related to the problems and solutions of overpopulation.

- Teaching aids: textbook , posters - Skills: speaking

* Method and technique: pairwork , groupwork , network , noughts and crosses

* Procedure:

5’

7’

I Warm-up: Noughts and crosses

population increase cause

problem control method

solution limit figure

II New lesson: 1 Task 1:

- After the game , T leads Ss to the topic of the lesson.

- T sets the scene: Below are some of the causes of

population explosion. Put them in order of

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9’

12’

2 Task 2: Network

- poor living conditions - low living standards - not enough food

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

3 Task 3: Network

- raise: an awareness of the problems of overpopulation, living standards - exercise / implement: reward and punishment policies

- carry out: population education programmes , family planning programmes

- use: birth control methods 4 Task 4:

III Homework:

importance and explain why.

- T goes around the class to give help. - T gives feedback. - T asks Ss to list the problems facing poor and overpopulated countries.

- T goes around the class to give help. - T gives feedback.

- T asks Ss to work out the solutions to the problems of overpopulation. - T goes around the class to give help. - T gives feedback.

- T asks Ss to talk about the problems of overpopulation and offer solutions , using the results of task and 3.

- T goes around the

- Ss work in pairs. - Ss present to the class.

- Ss work in pairs. - Ss report the results to the class.

- Ss work in groups. - Ss report the results to the class.

Problems of overpopulation

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2’

class to give help. - T gives feedback. - T asks Ss to write a short paragraph about the problems of overpopulation and the solutions to these problems.

- Ss prepare lesson 3: Listening.

Class:

* Aims: help Ss be able to hear and understand the information about the world population. - Lexical items: words / phrases related to the world population

- Teaching aids: textbook , posters , picture - Skills: listening for gist and specific information * Method and technique: pairwork , groupwork , Bingo

* Procedure:

5’

8’

Latin America particularly

inexpensive developing countries punishment rank

improvement shortage generation

II New lesson: 1 Pre-listening: (picture) * Questions:

1 Do you think that our world is overpopulated ?

2 What continent has the largest population?

- After the game , T guides Ss to read these words and explains the meaning. - T shows the picture and asks Ss these questions. - T gives feedback and leads Ss to the topic of the lesson. - T sets the scene: You will hear Dr.Brown, a world population expert,

- Ss work individually. - Ss listen and repeat.

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10’

12’

8’

* Task 1:

1.A D 3.C 4.D 5.A 6.C

* Task 2:

1 According to the expert , by the year 2015 , the population of the world will be over billion.

2 He says that the population growth rates in some parts of the world are not the same The population grows more quickly in some parts of the world than others.

3 According to the expert , the reason for a fall in death rates is the improvement of public health services and medical care. 4 The problems population explosion causes to the world , particularly to developing countries are shortage of food , lack of hospitals and schools , illiteracy , and poor living conditions.

5 The expert offers solutions They are to educate people and make them aware of the danger of having more children, to provide safe , inexpensive birth-control methods , to strictly implement a family planning policy , and to exercise strict and fair reward and punishment policies.

3 Post-listening: * Cues:

- the population of the world by the year 2015 - the population growth rates in some parts of the world.

- the reason for a fall in the death rates - problems of population explosion

talk about the world population Listen to the interview and the tasks that follow.

- T runs through task and asks Ss to guess the answers.

- T writes what Ss guess on the board. - T plays the tape ( times or more) - T corrects. - T runs through task and asks Ss to listen to the tape again & answer the questions.

- T plays the tape again ( times or more ).

- T corrects.

- T asks Ss to summarise the main ideas of the passage.

- Ss read the

sentences and guess the answers.

- Ss listen to the tape again and answer the questions.

- Ss write their answers on the board.

- Ss use the cues to summarise the passage.

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2’

- solutions III Homework:

- T gives feedback. - T asks Ss to write a short paragraph about the world population

Writing.

Class:

* Aims: help Ss be able to write a paragraph of 100-120 words , describing the information in the chart.

- Lexical items: words / phrases used to describe the chart. - Teaching aids: textbook , posters

- Skills: writing ( describe the chart ) * Method and technique: pairwork , groupwork

* Procedure:

6’

10’

17’

I Warm-up: 1 What is this ? 2 What I am doing ?

3 What you think about these parts? 4 Now open your books and see another one.

5 Are the parts equal ?

6 These parts stand for the distribution of population in the world, it is not equal among regions.

II New lesson: 1 Pre-writing: * Useful language: - it can be seen that - distributed unevenly - account for … percent

- more than double the population of - half as much as / nearly half of - rank first / last

2 While-writing:

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

- T draws a round cake , then divides it into many parts. - T asks Ss some questions.

- T gives feedback and leads Ss to the topic of the lesson. - T supplies Ss with the useful language and guides Ss how to use the useful

language to describe the chart.

- T asks Ss to study the chart carefully

- Ss look at the blackboard , listen and answer the questions.

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10’

2’

3 Post-writing:Correction

III Homework:

and write a

paragraph of 100-120 words, describing the information in the chart.

- T goes around the class to give help. - T guides Ss how to correct the mistakes. - T chooses or writings to correct and give marks. - T asks Ss to rewrite the paragraph.

Class:

* Aims: help Ss be able to pronounce / kl / , /gl / , / kr / , / gr / , / kw / , revise conditional types , & and use conditional in reported speech.

* Method and technique: pairwork ,groupwork , Kim’s game

* Procedure:

5’

6’

I Warm-up: Kim’s game

clean glean crowd grow quarrel class glass cranky green quarter claim struggle crash grouping quality quickly ugly creature ground queen

II New lesson:

1 Pronunciation: / kl / , /gl / , / kr / , / gr / , / kw

- T gives feedback and guides Ss to pronounce / kl / , /gl / 5 / kr / , / gr / , / kw / and read these words.

- Ss work in groups. - Ss write the words they remember on the board.

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12’

10’

* Practise reading aloud this dialogue

2 Grammar:

a Conditional types , and 3 Examples:

1 If it doesn’t rain , I will come to see you.



If S + V1/s/es , S + will/shall + Vo 2 If it didn’t rain , I would come to see you.



If S + V2/ed , S + would/could + Vo 3 If he had listened to me , he wouldn’t have failed in the exams.



If S + had V3/ed , S would/could +have + V3/ed

b Conditional in reported speech Example:

“ If I were you , I wouldn’t buy that coat,”she said.



She said if she were me she wouldn’t buy that coat.

Exercise 1:

1.would drive 2 would (you ) like 3 is

4 will take 5 closed

6 I’ll / will come

Exercise 2:

1 had been told 2 had realised

3 wouldn’t have been 4 would have bought 5 had studied

Exercise 3:

1 The man told her that he would come to see her if he had time.

2 He asked her what she would say if someone stepped on her feet.

3 They told me that if it didn’t rain, they would go out with me.

4 The man asked the woman what she would if she were a billionaire.

- T models and then asks Ss to practise reading the dialogue. - T goes around the class to give help. - T gives feedback. - T gives examples and asks Ss for the forms and the usage.

- T gives example and explains the change.

- T runs through exercise , , and asks Ss to them. - T goes around the class to give help. - T corrects.

- Ss practise reading the dialogue in pairs.

- Ss read aloud the dialogue.

- Ss look at the examples , analyze them and then supply the forms and the usage.

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2’

5 The man told me that if I had asked him , he would have lent me his

motorbike.

6 The man told his daughter that they would be very disappointed if she did not come.

7 The boy told the girl that he was sure they would understand if she explained the situation to them.

III Homework: - T asks Ss to redo

the exercises.

- Ss prepare unit 8: Celebrations.

Class:

Unit : Celebrations

Lesson : Reading –Period

* Aims : help Ss be able to read and understand the text about Tet in Vietnam - Lexical items : words / phrases related to Tet

- Teaching aids : textbook , picture , poster - Skills : reading for gist and specific information

* Method and technique : pairwork , groupwork , flower game , network

* Procedure :

5’

6’

5’

I Warm-up : Flower game C E L E B R A T I O N S

II New lesson : 1 Pre-reading : (picture) * Questions :

1 What time of the year is it ? 2 What you see in the picture ?

3 What activities you enjoy doing most at Tet ?

* Task 1 : Matching

- After the game , T leads Ss to the topic of the unit

- T shows the picture and asks Ss some questions.

- T gives feedback and leads Ss to the topic of the lesson. - T asks Ss to the

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8’

12’

7’

A B 1 grand

2 banner

3 sugared apples 4 agrarian 5 pray

6 excitement

a.biểu ngữ,ngọn cờ

b quan trọng c.sự nao nức, phấn khởi d cầu nguyện e táo rim đường f thuộc nông thôn

1 b 2.a e f d c 2 While-reading :

* Task 2 : 1 F 2 F 3 T 4 F 5 T 6 F

* Task :

1 It’s sometime between 19 January and 20 February.

2 For months.

3 They are decorated with coloured lights and red banners.

4 They buy gifts , clean and decorate their houses and cook traditional foods.

5 It’s made from sticky rice , green beans and fatty pork.

6 It is candied fruit such as sugared apples , plums or tomatoes.

7 Visiting friends and other family members , exchanging wishes , going to pagoda , playing games , etc.

3 Post-reading : * Cues :

- how you prepared for Tet - how you decorated your house - who you visited

- what special foods you ate

- what activities you enjoyed doing most during

matching.

- T corrects and guides Ss to read these words. - T runs through task and then asks Ss to guess the answers.

- T asks Ss to read the passage

carefully and check their answers. - T goes around the class to give help. - T corrects. - T runs through task and asks Ss to read the passage again and answer the questions.

- T corrects.

- T asks Ss to tell each other about their last Tet holiday, focusing on the cues.

groups of four. - Ss compare their answers. - Ss report the results to the class.

- Ss read the statements and guess the answers. - Ss work in pairs.

- Ss compare their answers. - Ss report the results to the class.

- Ss read the passage again and answer the questions. - Ss compare their answers. - Ss write the answers on the board.

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2’

Tet

III Homework : - T asks Ss to write

a short paragraph about their last Tet holiday.

- Ss their homework. - Ss prepare lesson 2: Speaking.

Class:

Unit : Celebrations Lesson : Speaking – Period

* Aims : help Ss be able to talk about the holidays and celebrations

- Lexical items : words / phrases related to celebrations and holidays - Teaching aids : textbook , posters , picture

* Method and technique : pairwork , groupwork , matching

* Procedure :

5’

9’

I Warm-up : Matching A

(pictures)

B a Teacher’s Day b.Mid-Autumn Festival

c Women’s Day 1.a , c , b

II New lesson : 1 Task 1 :

Mai : Do you know that Tet holiday is next

month ?

Anna : What is Tet ?

Mai : It’s the time when Vietnamese people

celebrate the beginning of spring It’s also the start of the lunar new year.

Anna : When is it exactly ?

Mai : Well , this year it’s on the 9th of February.

Anna : What you usually at Tet?

Mai : Well , we eat a lot of special foods , we

- T asks Ss to the matching.

- T gives feedback and then leads Ss to the topic of the lesson.

- T sets the scene : Mai is talking with Anna , her new English friend , about Tet holiday in Vietnam Practise reading the dialogue. - T models. - T goes around the class to give help.

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10’

19’

2’

dress up and visit friends and relatives , and we also play some traditional games.

Anna: Oh , that sounds really interesting. 2 Task 2 :

1 c C , a A , b B

3 Task 3 :

III Homework :

- T gives feedback.

-T runs through task and then asks Ss to the matching.

- T corrects. - T asks Ss to ask and answer about the holidays above, using the dialogue in task as the model. - T guides Ss to use substitution drill.

- T goes around the class to give help.

- T gives feedback. - T asks Ss to write a short paragraph about Tet holiday.

Class:

Unit : Celebrations

Lesson : Listening – Period

* Aims : help Ss be able to hear and understand the information about how the New Year is celebrated in Japan

- Lexical items : words / phrases related to the New Year

- Teaching aids : textbook ,posters ,

- Skills : listening for gist and specific information

* Method and technique : pairwork , groupwork , Kim’s game

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5’

8’

10’

13’

I Warm-up : Kim’s game similarrities housewives longevity constancy kimono shrine pine trees represent II New lesson :

1 Pre-listening : Net work

2 While-listening : * Task 1 :

1 10 11

* Task 2 :

1 Because they want to get rid of the dirt of the old year and welcome the New Year.

2.From television or the radio. 3 Kimonos or special dress. 4 No New Year Day is mostly celebrated among family only.

- After the game , T guides Ss to read these words and explains the meanings.

- T asks Ss to guess what activities the Japanese often on their New Year’s Days.

- T gives feedback and then leads Ss to the topic of the lesson.

- T sets the scene : You will hear people talking about how the New Year is celebrated in

Japan.Listen and tick () the things

you hear.

- T runs through task 1 and asks Ss to guess the answers. - T writes what Ss guess on the board. - T plays the tape ( times or more ).

- T corrects.

- T runs through task 2 and then asks Ss to guess the answers based on the previous listening. - T writes what Ss guess on the board. - T plays the tape

- Ss work in pairs. - Ss report the results to the class.

- Ss read the

sentences and then guess the answers. - Ss listen and check their answers.

- Ss read the

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7’

2’

3 Post-listening : * preparations * foods and clothes

* activities on New Year’s Eve * people to celebrate with III Homework :

again ( times or more )

- T corrects. - T asks Ss to compare the

following aspects of the Vietnamese New Year with those of the Japanese one. - T gives feedback. - T asks Ss to write a short paragraph about the Japanese New Year.

their answers. - Ss compare their answers.

Class:

Unit : Celebrations

Lesson : Writing – Period

* Aims : help Ss be able to describe a celebration

- Lexical items : words / phrases used to describe a celebration - Teaching aids : textbook , posters

- Skills : writing

* Procedure :

6’

8’

I Warm-up : (picture) * Questions :

1 What celebration is it ? 2 Who are they ?

3 What are they doing ? II New lesson :

1 Pre-writing : Celebratio ns/

Time purp ose

activi ties

Like/ Dislike

- T shows the picture and asks Ss these questions. - T gives feedback and leads Ss to the topic of the lesson. - T asks Ss to fill in the table.

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19’

10’

2’

festivals (why)

National Independen ce

Day Mid-Autumn Festival Teacher’s Day

Women’s Day

2 While-writing : * name of the festival * time of the festival * purpose of the festival

* main activities of the festival

* your feeling about the festival ( whether you like it or not and the reasons )

3.Post-writing : Correction

III Homework :

- T goes around the class to give help. - T gives feedback and guides Ss to use these main points to write the

description.

- T asks Ss to write a description of one of the popular celebrations in Vietnam.

- T goes around the class to give help. - T guides Ss how to correct the

mistakes.

- T chooses or writings to correct and give marks. - T asks Ss to rewrite the description.

- Ss share their ideas.

- Ss work in groups of 8.

- Ss exchange their writings to correct the mistakes. - Ss their homework. - Ss prepare lesson :

Language Focus.

Class:

Unit : Celebrations

Lesson : Language Focus – Period

* Aims : help Ss be able to pronounce / fl/ , /fr/ , /0r/ and use pronouns such as one(s) , someone , no one , anyone , everyone and vocabulary about holidays and celebrations.

- Teaching aids : textbook , posters

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* Procedure :

Time Content Techer’s activities Ss’ activities

5’

6’

8’

9’

fly fry thrive flower frozen threaten flu fruit through overflow afraid overthrow

II New lesson :

1 Pronunciation : / fl/ , /fr/ , /0r/ * Practise reading aloud this dialogue.

2 Grammar :

Examples :

1 Everyone wants to go home early. 2 Is there anyone in the house ? 3 Listen ! Someone is knocking at the door.

4 No one likes snakes , they ? 5 They let me choose a pencil , and I took the red one.

Exercise :

1 anyone 2 someone 3 anyone 4 someone 5 no one 6 everyone 7 no one

Exercise 2 :

1 Of the three 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

pronounce /fl/ , /fr/, / 0r/ and read these words.

- T models

- T goes around the class to give help. - T gives feedback. - T gives examples and then explains the meaning and the uage.

- T guides Ss to the exercises. - T goes around the class to give help.

- T corrects

- Ss work individually.

- Ss practise reading the dialogue in pairs.

- Some Ss are called to read aloud the dialogue.

- Ss listen , answer the questions and copy down.

- Ss work in groups of four.

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Time Content Techer’s activities Ss’ activities

7’

2’

took the red one.

6 There are several celebrations in Vietnam , but perhaps the most meaningful one is Tet.

7 We told each other both happy stories and sad ones about our lives.

Exercise 3:

1 traditional 2 grand 3 gifts

4 celebrating 5 polite 6 good luck 7 excitement

III Homework : - T asks Ss to redo

the exercises.

- Ss their homework. - Ss prepare for the first term examination.

Class:

Unit : The Post Office

Lesson : Reading – Period

* Aims :help Ss be able to read and understand the information about the services provided by Thanh Ba post office

- Lexical items : spacious , courteous , speedy , original

- Teaching aids : textbook , picture , posters

- Skills : reading for gist and specific information

* Procedure :

5’

7’

I Warm-up : Flower game P O S T O F F I C E

II New lesson : 1 Pre-reading : * Questions :

1 How far is it from your home to the nearest post office ?

2 How often you go to the post office

- After the game , T leads Ss to the topic of the unit : The Post Office

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7’

11’

8’

5’

? what for ?

3 What services you think the post office offers ?

* Task 1 : 1 spacious (adj) 2 courteous (adj) 3 speedy (adj) 4 original (adj)

2 While-reading : * Task 2 :

1 Thanh Ba Post Office is equipped with advanced technology and a spacious and pleasant front office.

2 Mail and Parcel Service , Express Money Transfer , Phone Calls and Faxes , Press Distribution.

3 They are air mail , surface mail and the Express Mail Service (EMS ).

4 It is used for notifying the recipient of the time and place to receive the call. 5 You will have to subscribe to your favourite newspapers and magazines. * Task 3 :

1 The post office opens daily from 7am to pm

2 We offer a very competitive rate for parcels of under 15 kg.

3 We also have the Express Mail Service and your EMS mail will be delivered in the shortest possible time. 4 We offer a speedy and secure service of transferring money in less than 24 hours.

3 Post-reading :

1 Which service provided by Thanh Ba Post Office you think is the most important and why ?

2 What services you think Thanh Ba Post Office should have in the future ?

- T gives feedback and leads Ss to the topic of the lesson. - T runs through task 1 and asks Ss to task 1.

- T corrects and then guides Ss to read and checks the meaning.

- T runs through task 2 and then asks Ss to read the passage carefully and answer the questions.

- T runs through task 3 and asks Ss to find evidence in the text to support the statements.

- T corrects.

- T asks Ss to answer the questions with books closed. - T gives feedback.

- Ss report the results to the class

- Ss read the passage and answer the questions. - Ss compare their answers.

- Ss write the answers on the board.

- Ss work in pairs. - Ss read the passage again and task 3. - Ss compare their answers.

- Ss report the results to the class.

- Ss work in groups - Ss report the results to the class.

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2’ III Homework : - T asks Ss to read

the passage again and redo the tasks.

Speaking.

Class:

Lesson : Speaking – Period

* Aims : help Ss be able to make a conversation about the services provided by the post office.

- Lexical items : words / phrases related to the services provided by the post office

- Skills : speaking

* Method and technique : pairwork , groupwork , Network * Procedure :

5’

13’

I Warm-up : Network

II New lesson : 1 Task 1 :

The service the customer is using is the fax service.

2 Task 2 :

A : Good morning Can I help you ? B : Yes I want to have a telephone line installed at home.

- T asks Ss to fill in the network.

- T asks Ss to act out the dialogue and then answer the question : What service is the

customer using in the dialogue. - T models.

- T gives feedback. - T runs through task and then asks

- Ss practise reading the dialogue in pairs. - Ss read aloud the dialogue and then answer the

question.

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Class:

Lesson : Listening – Period

* Aims : help Ss be able to hear and understand the information about the development of Vietnam’s telephone system over the past few year.

- Lexical items : commune , communal growth , digit subscriber , rural network , Capacity

- Teaching aids : textbook , picture , poster

- Skills : listening for gist and specific information

* Method and technique : pairwork , groupwork , Kim’s game , lucky numbers

* Procedure :

5’

10’

I Warm-up : Kim’s game commune communal growth digit subscriber rural network capacity II New lesson :

1 Pre-listening : (picture) * Questions :

1 Is your family on the phone ? What is your phone number ?

2 Does any member of your family have a cellphone ? What make is it ?

3 What you think are the advantages and disadvantages of cellphones?

2 While-listening :

- After the game , T guides Ss to read these words and then explains the meaning. - T shows the picture and then asks Ss these questions. - T gives feedback and leads Ss to the topic of the lesson. - T sets the scene : You will hear some information about the development of Vietnam’s telephone system over the past few years Listen and do the tasks that follow.

- T runs through task 1 and asks Ss to guess the answers.

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8’

14’

6’

2’

* Task 1 : 1 B 2 D 3 C 4 D 5 C

* Task 2 : Lucky numbers - Questions : 5

- Lucky numbers : 1 - Potluck : 1

1 China has the best growth in telephone numbers.

2 In the early 1990s , there were only 140,000 telephones in Vietnam.

3 In 1996 , the fixed telephone numbers were changed from six to seven digits in Ha Noi and Ho Chi Minh City as well as five to six digits in other provinces.

4 In 2001.

5 There are 6,014 communal post offices in Vietnam.

3 Post-listening : * Cues :

- Vietnam’s rapid growth in telephone numbers.

- The addition of digits to existing telephone numbers to meet the increasing demands. - The reduction in monthly telephone fees. - The expansion of the telephone networks to Vietnam’s rural areas.

III Homework :

- T writes what Ss guess on the board. - T plays the tape ( times or more ).

- T corrects.

- T runs through task 2 and asks Ss to listen to the tape again and answer the questions. - T plays the tape again ( times or more).

- T divides the class into groups.

- T guides Ss to play the game lucky numbers.

- T asks Ss to

summarise the main ideas of the listening passage , using the cues.

- T gives feedback. - T asks Ss to write a short paragraph about the development of Vietnam’s telephone system.

check their answers.

- Ss listen again and answer the questions.

- Ss work in groups. - Ss choose the numbers and answer the questions.

- Ss work in groups. - Ss summarise the passage with books closed.

- Ss prepare lesson 4: Writing.

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Lesson 4: Writing – Perod

* Aims : help Ss be able to write a letter to express satisfaction or dissatisfaction - Lexical items : adjectives to express satisfaction or dissatisfaction

- Teaching aids : textbook , posters , handouts - Skills : writing a letter

* Method and technique : pairwork , groupwork

* Procedure :

6’

10’

I.Warm-up : handouts

polite , rude , cold , helpful , spacious , cramped , large , small , good , bad , reasonable , expensive , cheap , punctual , reliable.

II New lesson : 1 Pre-writing : * Task1 :

- The opening hours of the post office :



It is too early when closing at p.m It would be much better if the post office opened until 11p.m so that customers can have more access to the services. - The quality of the equipment :



Thanh Ba Post Office is a

well-equipped and reliable address for the postal and telecommunication needs. - The security conditions of the post office :



The parking area of Thanh Ba Post Office is not a good and security place / Although the parking area is large , it has no security guards.

- The attitudes of the staff :



The staff are always helpful and plite to the customers / The attitude of the staff sometimes seems a bit cold and not very helpful.

……

2 While-writing :

- T asks Ss to read the following adjectives and underline the words that can make people / things satisfied.

- T corrects and then leads Ss to the topic of the lesson.

- T sets the scene : Imagine that you have been using some of the services provided by Thanh Ba Post Office (you have learnt about this office in the

Reading section ) Disscuss the things that may make you satisfied ( or

dissatisfied ) with the services there.

- T goes around the class to give help. - T calls some Ss to present their ideas. - T gives feedback.

- Ss discuss in pairs. - Ss exchange their ideas.

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17’

10’

2’

* Task 2 :

3 Post-writing : Correction

III Homework :

- T sets the scene : After a year in the job , the director of Thanh Ba Post Office has invited residents in the neighbourhood to write letters to him describing the quality of the services they have received Write such a letter , using the ideas you discuss in task

- T goes around the class to give help. - T guides Ss how to correct the mistakes. - T chooses or writings to correct and give marks.

- T asks Ss to rewrite the letter.

- Ss work in groups of

- Ss exchange their writings to correct the mistakes.

- Ss prepare lesson 5: Language Focus.

Class:

Lesson : Language Focus - Period

* Aims : help Ss be able to pronounce / sp / , / st / , / sk / and review Defining relative clauses and Non-defining relative clauses.

* Method and technique : pairwork , groupwork , Bingo , Lucky numbers

* Procedure :

5’ I Warm-up : Bingo

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6’

8’

6’

12’

speech stand disk speedy stop dusk crisp best skill spacious text school

II New lesson :

1 Pronunciation : / sp / , / st / , / sk / * Practise reading aloud the dialogue

2 Grammar :

a Defining relative clauses

Example :

A girl was injured in the accident She is now in hospital.



The girl who was injured in the accident is now in hospital. b Non-defining relative clauses

Example :

I met Jane’s father He works at the university.



I met Jane’s father , who works at the university.

Exercise :

1 A burglar is someone who breaks into the house to steal things.

2 A customer is someone who buys something from a shop.

3 A shoplifter is someone who steals from a shop.

4 A coward is someone who is not brave.

5 A tenant is someone who pays rent to live in a house or flat.

Exercise :

1 who 2 whose 3.whom 4 whose 5 whom

Exercise & : Lucky numbers

- Questions : 10 - Lucky numbers: 3 - Potluck : 2

the game.

- After the game , T guides Ss to read these words and pronounce / sp / , /st/, / sk /.

- T models

- T gives feedback. - T gives examples , explains the meaning and review the usage.

- T guides Ss to the exercises.

- T corrects.

- Ss listen and repeat. - Ss practise reading the dialogue in pairs.

- Ss listen to the teacher and then copy down.

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2’

Exercise 3 :

1 The man who answered the phone told me you were away.

2 The waitress who served us was very impolite and impatient.

3 The building which was destroyed in the fire has now been rebuilt.

4 The people who were arrested have now been released.

5 The bus which goes to the airport runs every half an hour.

Exercise 4 :

1 Peter , who has never been abroad , is studying French and German.

2 You’ve all met Michael Wood , who is visiting us for a couple of days. 3 We are moving to Manchester , which is in the north-west.

4 I’ll be staying with Adrian, whose brother is one of my closest friends. 5 John Bridge , who has just gone to live in Canada, is one of my oldest friends.

III Homework :

- T corrects.

and answer the questions.

- Ss their homework - Ss prepare Test

yourself C.

Class:

TEST YOURSELF C – period

I Listening

1.g 2.b 3.e 4.f 5.d 6.j 7.h 8.k 9.c 10.a 11.i

II Reading

1 They gather before midnight and select twelve grapes from a large bunch. 2 Because the twelve grapes are symbols of the twelve months of the year. 3 In Iran

4 It lasts for thirteen days.

5 They read from the Koran, then all embrace each other and say,”May you live 100 years”. III Pronunciation and Grammar

a) 1.D 2.B 3.B

b) Earth is a planet which can support life.

The book is about a girl who runs away from home.

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c) 1.b 2.c 3.a IV Writing

(85)

Class:

Unit 10 : Nature In Danger

Lesson : Reading – period

* Aims : help Ss be able to read and understand the information about the serious consequences of people’s interference with the invironment.

- Lexical items : words / phrases related to the environment / the wildlife - Teaching aids : textbook , poster

- Skills : reading for gist and specific information * Method and technique : pairwork , groupwork , flower game

* Procedure :

5’

7’

I Warm-up : Flower game N A T U R E

1 What you understand from the facts above ?

2 Can you explain why the numbers of these animals have become small ?

* Task 1 : 1 extinct ( adj ) 2 protect ( v ) 3 decreasing 4 pollutants (n ) 5 endangered ( adj ) 6 interference ( n ) 2 While-reading : * Task 2 :

- After the game, T leads Ss to the topic of the unit : Nature in Danger.

- T asks Ss to read the facts about

endangered species and discuss the questions. - T goes around the class to give help. - T gives feedback and then leads Ss to the topic of the lesson. - T asks Ss to fill each blank with a suitable word.

- T goes around the clas to give help.

- T corrects , guides Ss to read these words and then checks the

meaning.

- Ss work in pairs. - Ss discuss the questions. - Ss report the results to the class.

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15’

1 C 2 B 3 A 4 C

* Task 3 :

1 Four ways that people change the world are :

- They are changing the

environment by building cities and villages.

- They are affecting the water supply by using water for industry and agriculture.

- They are changing weather conditions by cutting down trees in the forests.

- They are destroying the air by adding pollutants like smoke from factories and fumes from automobile motors.

2 The serious consequences of people’s interference with the environment are :

- many kinds of rare animals are killed.

- the environment where these animals are living is badly destroyed. - the numbers of rare animals are decreasing so rapidly that they are in danger of becoming extinct. 3 Many things should be done to protect endangered nature , such as :

- many organizations have been set up and money has been raised to save rare animals

- thousands of national parks have been established

- laws have been passed to prohibit killing endangered animals.

- T runs through task and then asks Ss to it .

- T corrects.

- T runs through task and then asks Ss to read the passage again and answer the

questions.

- T asks Ss to find out

- Ss read the passage and circle A , B , C or D that best sum up each paragraph. - Ss compare their answers.

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6’

2’

- People kill animals for fur , skin and food

- People keep animals as pets.

- People hunt or capture animals for recreation or entertainment.

III Homework :

why some animals have become extinct.

- T gives feedback. - T asks Ss to read the passage again and redo the tasks.

- Ss work in groups. - Ss find out the reasons with books closed.

- Ss prepare lesson 2: Speaking.

Class:

Unit 10 : Nature In Danger

Lesson : Speaking – period

* Aims : help Ss be able to talk about the negative impacts made by people on the environment and measures to protect it.

- Lexical items : words / phrases related to the environment / the nature - Teaching aids : textbook , posters

* Method and technique : pairwork , groupwork , crosswords , network

* Procedure :

6’

11’

I Warm-up : Crosswords

A I R

A N I M A L S

P L A N T S

W A T E R

C U T

W E A T H E R

II New lesson : 1 Task 1 : Network

cutting down trees for wood

- T guides Ss to play the game

- T gives prompts - T gives feedback and then leads Ss to the topic of the lesson. - T asks Ss to fill in the network.

- T writes on the board and then asks Ss which is the most important and why.

- Ss work in groups. - Ss listen and guess the words.

(88)

11’

15’

2’

2 Task 2 : Network

planting trees 3 Task 3 :

Example :

A : People are killing endangered animals for fur , skin and food. B : Killing endangered animals for fur, skin and food should be banned.

III Homework :

- T gives feedback. - T asks Ss to fill in the network.

- T goes around the class.

- T gives feedback and then asks Ss to match the reasons in task with possible measures for protecting the environment. - T gives feedback. - T asks Ss to state the negative impacts made by people on the environment and suggest measures to protect it.

- T models.

- T goes around the class to give help. - T gives feedback. - T asks Ss to write a short paragraph about the negative impacts on the environment and measures to protect it.

question.

- Ss work in pairs. - Ss share their ideas and then report to the class.

- Ss the matching. - Ss report the results to the class.

- Ss work in pairs. - Ss listen and then practise speaking. - Ss present to the class.

- Ss prepare lesson 3: Listening.

Class:

Unit 10 :Nature In Danger

Lesson : Listening – period

* Aims : help Ss be able to hear and understand and understand the information about

national parks in the States.

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* Method and technique : pairwork , groupwork , Bingo , network

* Procedure :

5’

7’

10’

14’

scenic maintenance features completely approximately harm devastating total vihicles

II New lesson :

1 Pre-listening : Network

* Task 1 : 1 T 2 T 3.F 4 T 5 T

* Task 2 :

1 There are 52 national parks in the United States.

2 Millions of people visit national parks every year.

3 Rare animals are killed or hunted

- T guides Ss to play the game

- After the game , T guides Ss to read these words and explains the meaning.

- T asks Ss to name some national parks in Vietnam.

- T gives feedback and then leads Ss to the topic of the lesson. - T sets the scene : You will hear a man talking about national parks in the States Listen and do the tasks that follow. - T runs through task and asks Ss to guess the answers.

- T writes what Ss guess on the board. - T plays the tape ( times or more )

-T corrects.

- T runs through task and asks Ss to guess the answers based on the previous listening. - T writes what Ss guess on the board.

- Ss work in pairs. - Ss report the results to the class.

- Ss read the

statements and guess the answers.

- Ss listen and check their answers. - Ss compare their answers.

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7’

2’

for fur , skin or other parts Trees are cut down for wood Large areas of national parks experience devastating fires caused by careless people The increasing number of visitors is harming the parks due to the pollution from their vehicles.

4 Rare animals and trees should be protected , fires caused by careless people should be limited, pollution from their visitors’ vehicles should decreased and money should be raised for the park’s staff and maintenance of their resources.

3 Post-listening :

III Homework :

- T plays the tape again ( times or more )

- T corrects.

- T asks Ss to summarise the passage , using the information in task and task 2.

- T gives feedback. - T asks Ss to

summarise the listening passage again.

- Ss work in groups. - Ss summarise the passage with books closed.

- Ss present to the class - Ss their homework - Ss prepare lesson 4: Writing.

Class:

Lesson : Writing – period

* Aims : help Ss be able to write a description of a National Park

- Lexical items : words / phrases used to describe a national park - Teaching aids : textbook , posters

- Skills : writing a description

* Procedure :

5’

10’

I Warm-up : Flower game

C A T B A

II New lesson : 1 Pre-writing :

- After the game , T leads Ss to the topic of the lesson.

- T asks Ss to read the information in the box

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18’

10’

2’

1 Where is Cat Ba National Park located ?

2 What are the features of Cat Ba National Park ?

3 How large is it ?

4 What you know about the animals and plants in Cat Ba Park ? 5 What are some of historic features of the park ?

III Homework :

and then answer these questions.

- T explains some new words.

- T gives feedback. - T asks Ss to write a description of Cat Ba National Park , using the facts and the figures in the box. - T goes around the class to give help. - T guides Ss how to correct the mistakes. - T chooses or writings to correct and give marks.

- T asks Ss to rewrite the description of Cat Ba National Park.

- Ss read individually and then answer the questions.

Class:

Lesson : Language Focus – period

* Aims : help Ss be able to pronounce / sl / , / sm / , / sn / , / sw / & use relative pronouns with prepositions.

* Method and technique : pairwork , groupwork , Kim’s game

* Procedure :

5’ I Warm-up : Kim’s game

slave small snack swallow sleep smart sneeze swim slim smell snooker swing slowly smoke snowy switch

- T asks Ss to play the game.

- After the game, T guides Ss to read these words and pronounce / sl/ , /sm/, /sn/ , /sw/

(92)

5’

9’

15’

II New lesson :

1 Pronunciation : / sl / , / sm / , / sn / , / sw /

* Practise reading aloud the dialogue

2 Grammar : Relative pronouns with prepositions

Examples:

1 She is the woman I told you about her.



She is the woman about whom I told you.

2 The song was interesting We listen to it last night.



The song to which we listen last night was interesting.

Exercise 1 : 1 whom

2 which 3 whom 4 who 5 which 6 whom 7 which

Exercise :

1 The man to whom I talked yesterday was very kind.

2 The man about whom I told you works in the hospital.

3 The woman about whom I am telling you teaches me English. 4.The movie about which they are talking is fantastic.

5 The picture at which she was looking was beautiful.

6 I’ll give you the adress to which you should write.

Exercise :

1 that 2.which 3 who 4 whom 5 which / that 6 which 7 who

- T models.

- T gives feedback. - T gives examples and then explains the meaning and the change.

-T goes around the class to give help. - T corrects.

- Ss practise reading the dialogue in pairs. - Some Ss are called to read aloud the dialogue.

(93)

2’

8 whom

III Homework : - T asks Ss to redo the

exercises.

- Ss prepare unit 11: Sources of energy.

Unit 11 : Sources Of Energy

* Aims : help Ss be able to read and understand the information about the advantages and disadvantages of sources of energy

- Lexical items : words / phrases related to sources of energy - Teaching aids : textbook , posters , picture

- Skills : reading for gist and specific information * Method and technique : pairwork , groupwork , crosswords

* Procedure :

5’

8’

I Warm-up : Crosswords

E Y E S

N O S E

E A R

H A I R

L E G

Y E L L O W

II New lesson : 1 Pre-reading : ( pictures )

1 What source of energy does each picture above refer to ?

2 What you need energy for ?

* Task1 :

1 release(d) (v) 2 alternative (adj) 3 energy (n) 4 limit(ed) (v)

- After the game, T leads Ss to the topic of the unit : Sources of energy.

- T shows the

pictures and asks Ss these questions. - T gives feedback and then leads Ss to the topic of the lesson.

- T asks Ss to task 1.

- Ss look at the pictures and answer the questions

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13’

7’

5’

5 exhausted (adj )

Sources of energy Advantages Disadvantages Nuclear energy It’s unlimited.

It can be very dangerous. Geothermal

heat

It’s available.

It is only possible in few places.

Solar energy

It is not only plentiful and infinite but also clean and safe. It’s only possible during the day time.

Wind power

It is a clean and

unlimited.

There’s no wind energy when there is nghiệm wind.

Water power

It is a clean and

unlimited.

It is expensive. * Task 3 :

1 Our major source of energy comes from fossil fuels.

2 Five sources of energy are mentioned in the text I think solar energy is the most potential.

3 Post-reading : ( ) energy ( ) one ( ) fuels ( ) limited ( ) alternative

- T corrects ,then guides Ss to read these words and checks the meaning. - T runs through task and asks Ss to scan the passage and write down the advantages and disadvantages of each alternative source of energy. - T goes around the class to give help. - T corrects.

- T runs through task and then asks Ss to read the passage again & answer the questions.

- T corrects. - T asks Ss to complete the summary of the reading passage by filling each blank with a suitable word from the box.

results to the class.

- Ss work in pairs. - Ss compare their answers. - Ss write the answers on the board.

- Ss work individually. - Ss read the passage again and answer the questions. - Ss compare their answers. - Ss write the answers on the board.

(95)

2’

( ) sources ( ) unlimited ( ) environment

III Homework :

- T gives feedback. - T asks Ss to write a short paragraph about the

advantages and disadvantages of alternative sources of energy.

results to the class.

- Ss their homework. - Ss prepare lesson : Speaking.

Class:

Lesson Speaking

* Aims : help Ss be able to talk about the advantages and disadvantages of using alternative sources of energy

- Lexical items : adjectives such as enormous , dangerous , clean , safe , convenient cheap , polluted , harmful…….

- Teaching aids : textbook , posters - Skills : speaking

* Procedure :

5’ I Warm-up : Network

- T asks Ss to list some advantages and

disadvantages of various sources of energy.

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18’

20’

2’

II New lesson : 1 Task 2 : * Example :

A : I think / believe that wind power can be an alternative source of energy.

B : Why you think / believe so ? A : Because our major sources of energy are running out while the wind is abundant and unlimited.

B : I know it is also clean and safe to the environment However , it is not available when there is no wind. * Useful language :

- enormous , plentiful , - dangerous available

- clean and safe - expensive - unlimited , renewable -polluted - convenient - limited - cheap , simple devices -harmful , exhausted 2 Task 3 :

III Homework :

- T asks Ss to talk with their friends about the advantages and

disadvantages of using alternative sources of energy.

- T models.

- T supplies Ss with the useful language.

- T asks Ss to express their belief on the increasing use of alternative sources in the future., using the ideas from task 2. - T goes around the class to give help. - T gives feedback. - T asks Ss to continue writing the paragraph about the advantages and disadvantages of using alternative sources of energy.

- Ss practise in pairs.

- Some Ss are called to read aloud the dialogue.

- Ss work in groups of three.

Class:

Lesson : Listening - period

* Aims : help Ss be able to hear and understand the information about the importance of some vital natural resources

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- Teaching aids : textbook , poster

- Skills : listening for gist and specific information * Method and technique : pairwork , groupwork , Kim’s game

* Procedure :

5’

7’

10’

15’

I Warm-up : Kim’s game

ecologist resources fossil fuels unlimited renewable fertilized

II New lesson : 1 Pre-listening :

* Question : What you use energy for in your house ?

* Task 1 : 1 D 2 C 3 D 4 A 5 C

* Task 2 : 1 unlimited 2 atmosphere 3 may

- After the game , T guides Ss to read these words and explains the meaning.

- T asks Ss to discuss the question.

- T gives feedback and then leads Ss to the topic of the lesson. - T sets the scene : You will hear a monologue about the importance of some vital natural resources Listen and do the tasks that follow. - T runs through task and then asks Ss to guess the answers. - T writes what Ss guess on the board. - T plays the tape ( times or more ).

- T corrects.

- T runs through task and then asks Ss to guess the answers based on the previous

- Ss work in groups. - Ss listen and repeat.

- Ss work in pairs. - Ss list the things they use energy for in their houses. - Ss report to the class.

- Ss read the

sentences and then guess the answers. - Ss listen and check their answers. - Ss compare their answers.

- Ss report the results to the class. - Ss read the

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6’

2’

4 gases 5 amount

- Renewable : geothermal heat , solar energy , wind energy

- Nonrenewable : coal , petroleum , oil, gas

III Homework :

listening.

- T plays the tape again ( times or more ).

- T corrects.

- T asks Ss to decide which group the sources of energy belong to ( renewable or nonrenewable ). - T gives feedback. - T asks Ss to name five renewable and then nonrenewable sources of energy.

the answers. - Ss listen to the tape again and check their answers.

- Ss report the results to the class. - Ss work in groups. - Ss report the results to the class. - Ss their homework

Class:

* Aims : help Ss be able to describe the chart about energy consumption

- Lexical items : words / phrases used to describe the trends in energy consumption - Teaching aids : textbook , posters

* Procedure :

6’

8’

I Warm-up : Flower game

C O N S U M P T I O N II New lesson :

1 Pre-writing : * Task1 :

( ) 117 million tons

- After the game , T leads Ss to the topic of the lesson.

- T asks Ss to study the chart about energy consumption in Highland in 2000 and

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7’

12’

10’

2’

( ) coal ( ) smallest

* Task 2 :

The chart shows the energy

consumption in Highland in 2005 As can be seen , the total energy

consumption was 170 million tons Nuclear and Hydroelectricity made up the largest amount of this figure ( 75 million tons ) This was followed by the consumption of Petroleum ( 50 million tons ) Coal made up the smallest amount of energy consumption ( 45 million tons ) 2 While-writing :

III Homework :

fill in the gaps with the information from the chart.

- T corrects.

- T asks Ss to continue their description of the trends in energy

consumption in the year 2005 in Highland. - T goes around the class to give help. - T gives feedback.

- T asks Ss to describe the chart , using the information from task 1 and 2.

- T goes around the class to give help. - T guides Ss how to correct the mistakes. - T chooses or writings to correct and give marks.

- T asks Ss to rewrite the description of the chart.

- Ss study the chart and fill in the gaps. - Ss report the results to the class. - Ss work individually and then compare in pairs

Class:

* Aims : help Ss be able to pronounce / sr / , / spl / , / spr / and review the relative replaced by participles and to infinitives

(100)

* Method and technique : pairwork , groupwork , Bingo

* Procedure :

5’

6’

7’

18’

shred splash spring shrill split spray shrimp spleen spread shrine splutter sprightly

II New lesson :

1 Pronunciation : / sr / , / spl / , / spr / * Practise reading aloud the sentences. 2 Grammar : Relative clauses

replaced by participles and to infinitives.

Examples :

1 The man who spoke to John is my brother.



The man speaking to John is my brother.

2 The Sport Games which were held in India in 1951 were the first Asian Games.



The Sport Games held in India in 1951 were the first Asian Games. 3 Yuri Gagarin was the first man who flew into space.



Yuri Gagarin was the first man to fly into space.

Exercise :

1 The boy playing the piano is Bend. 2 Do you know the woman coming toward us ?

3 The people waiting for the bus in the rain are getting wet.

4 The scientists researching the causes are making progress.

5 The fence surrounding our house is made of wood.

6 We have an apartment overlooking the park.

Exercise & : Lucky numbers

- Questions : 11 - Lucky numbers : 2

pronounce / sr / , /spl/, / spr / and read these words.

- T models.

- T gives feedback. - T gives examples and then explains the change and the meaning.

- T guides Ss to these exercises.

- T guides Ss to play the

- Ss listen and repeat. - Ss practise reading these sentences individually.

- Some Ss are called to read aloud the sentences.

- Ss listen and copy down.

- Ss choose the numbers and answer the

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2’

- Potluck : 2

Exercise 2 :

1 The ideas presented in that book are interesting.

2 I come from a city located in the southern part of the country. 3 They live in a house built in 1890. 4 The photographs published in the newspaper were extraordinary. 5 The experiment conducted at the University of Chicago was successful. 6 They work in a hospital sponsored by the government.

Exercise 3 :

1 John was the last man to reach the top.

2 The last person to leave the room must turn off the light.

3 The first person to see is Mr Smith. 4 This is the second person to be killed in that way.

5 The first person to catch the ball will be the winner.

III Homework :

game.

- Ss their homework. - Ss prepare Test yourself D.

TEST YOURSELF D – period

I Listening

1 ………… cannot live. 2 ………… it rains.

3………… planting vegetation. 4 ………… hold back the water. 5 ………….dry seasons.

II Reading

1 Air , water and soil are necessary to the survival of all living things.

2 Badly polluted air can cause illness, and even death Polluted water kills fish and other marine life Polluted of soil reduces the amount of land that is available for growing food. 3 Because much pollution is caused by things that benefit people For example, exhaust from

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5 Governments can pass and enfore laws that require businesses and individuals to stop , or cut down on certain polluting activities.

III Pronunciation and Grammar

a)Pronunciation : 1.C 2.A 3.D

b) Grammar : 1.living 2.ringing 3 to live 4 to drink 5.invited

6 blown 7 posted

IV Writing

We are trying to find solutions to environmental pollution problem People should stop cutting trees for timber Instead, they should plant more trees and forests They should reduce using cars and motorbikes that cause noise and air pollution We should prevent farmers from using fertilizers and pesticides that damage the soil People should not litter on the land and in the water We should prohibit factories from dumping industrial wastes into rivers and lakes It is high time government over the world has measures that require companies and individuals to stop or cut down on polluting activities.

Class:

Unit 12 : The Asian Games

* Aims : help Ss be able to read and understand the information about the Asian Games - Lexical items : words / phrases related to the Asian Games

- Teaching aids : textbook , pictures , poster - Skills : reading for gist and specific information

* Method and technique : pairwork , groupwork , shark attack

* Procedure :

5’

7’

I Warm-up : Shark attack

T H E A S I A N G A M E S

1 How often are the Asian Games held?

2 How many countries take part in the Asian Games ?

3 What sports is Vietnam best at ? * Task 1 :

- After the game , T leads Ss to the topic of the unit : The Asian Games.

- T asks Ss to discuss these questions

- T gives feedback and then leads Ss to the topic of the lesson. - T asks Ss to task

- Ss discuss the questions in pairs.

(103)

7’

8’

10’

6’

2’

1 facilities (n) 2 aquatic (adj) 3 enthusiasm (n) 4 effort (n) 5 advancing (v) 6 appreciated (v)

(1) 1951

(2) the 2nd Asian Games in Manila ,

the Philippines. (3) 1958

(4) Squash ,rugby , fencing and mountain biking

(5) 2002 * Task 3 :

1 The purpose of the Asian Games is to develop intercultural knowledge and friendship within Asia.

2 9919 participants took part in the 14th Asian Games.

3 They won the gold medals in bodybuilding , billiards and women’s karatedo at the Busan Games.

III Homework :

1

- T corrects , guides Ss to read these words and then checks the meaning.

- T runs through task and then asks Ss to scan the passage and

complete the table. - T goes around the class to give help. - T corrects.

- T runs through task and then asks Ss to read the passage again carefully and answer the questions.

- T corrects.

- T asks Ss to name the sports in which

Vietnamese athletes have won gold medals at the Asian Games. - T gives feedback. - T asks Ss to read the passage again and redo the tasks

- Ss fill each blank with a suitable word.

- Ss work individually. - Ss read the passage again and answer the questions.

- Ss work in groups. - Ss name the sports with books closed.

- Ss their homework. - Ss prepare lesson 2: Speaking.

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Class:

Lesson : Speaking

* Aims : help Ss be able to talk about the sports results at the Asian Games.

- Lexical items : gold medal , silver medal , bronze medal , hold take part in …. - Teaching aids : textbook , poster

* Procedure :

5’

13’

25’

I Warm-up : Matching A

(Pictures )

B

a bodybuilding b billiards c karatedo d wushu II New lesson :

1 Task 1 :

Example :

A : When anh where were the 1st

Asian Games held ?

B : ( They were held ) in 1951 in India. A : How many countries took part in the Games ?

B : Eleven.

A : How many sports were there at the Games ?

B : Six

2 Task 2 :

Example :

In bodybuilding , the Vietnamese athletes won one gold medal and one bronze medal.

- T asks Ss to the matching.

- T corrects and then leads Ss to the topic of the lesson

- T runs through task and guides Ss how to read cardinal

numbers , ordinal numbers and the names of the countries. - T asks Ss to ask and answer questions about the Asian Games , using the information from the table.

- T models.

- T goes around the class to give help. - T gives feedback. - T runs through task - T asks Ss to take turns to talk about the sports results of the

Vietnamese athletes at 14th Asian Games ,

using the information

- Ss work individually. - Ss report the results to the class.

- Ss listen and then practise in pairs. - Ss use substitution drill.

(105)

2’ III Homework :

from the table below. - T models.

- T goes around the class to give help. - T gives feedback. - T asks Ss to write a short paragraph about the sports results of the Vietnamese athletes at 14th Asian Games.

- Ss prepare lesson 3: listening.

Class:

Lesson : Listening

* Aims : help Ss be able to hear and undestand the information about the Asian Games - Lexical items : words / phrases related to the Asian Games

- Teaching aids : textbook , pictures , poster - Skills : listening for gist and specific information * Method and technique : pairwork , groupwork , Kim’s game

* Procedure :

5’

7’

I Warm-up : Kim’s game coming live freestyle gymnassium Lee Bong-ju land bar

gymnast Vichai II New lesson :

1 Pre-listening : * Questions :

1 What are the names of these sports ?

2 Have you ever watched sports like these on television ?

3 Which sport(s) you like best ? Why ?

- After the game , T guides Ss to read these words and explains the meaning.

- T asks Ss to look at the pictures in the textbooks and answer these questions.

- T sets the scene : You will hear a man

- Ss work in groups. - Ss listen and repeat.

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10’

15’

6’

2’

* Task1 :

1 C 2 A 3 B 4 B 5 D

* Task :

1 ( It was at ) 10.15 p.m.

2 ( They have won ) gold medals. 3 ( He has completed in the long jump) times.

4 High jump ( was the last sports event mentioned in the report) He was very disappointed.

3 Post-listening : * Cues :

- name - age

- his/ her native land - his/her achievement III Homework :

having a report on the Asian Games Listen and the tasks that follow. - T runs through task1 and asks Ss to guess the answers. - T writes what Ss guess on the board. - T plays the tape ( times or more ).

- T corrects.

- T runs through task 2 and asks Ss to guess the answers based on the previous listening. - T writes what Ss guess on the board. - T plays the tape again ( times or more )

- T corrects. - T asks Ss to talk about a famous athlete they know , using the cues. - T gives feedback. - T asks Ss to write a short paragraph about a famous athlete

- Ss read the

statements and guess the answers.

- Ss read the

- Ss listen to the tape again and check their answers. - Ss compare their answers.

-Ss report the results to the class.

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* Aims : help Ss be able to write a paragraph to describe the preparation for the Games - Lexical items : upgrade , widen , equip , promote and advertise , recruit …. - Teaching aids : textbook , posters

- Skills : writing a description

* Method and technique : pairwork , groupwork , Jumbled words

* Procedure :

5’

13’

I Warm-up : Jumbled words 1 buidl 

2 gradeup  3 denwi  4 quipe  5 motepro  6 cruitre  7 hodl 

II New lesson : 1 Pre-writing :

* Matching

A 1 build 2 upgrade 3 widen 4 equip 5 advertise 6 recruit 7 hold

B a the training areas

b one more National Stadium c people to serve the Games d the National Sports Centres e hotels with modern facilities f a competition to choose an official song g sports-places-dates and time 1.b , 2.d , 3.a , 4.e , g , 6.c , 7.g * Questions :

1 What will you ( your country ) first ?

2 Why will we have to upgrade the National Sports Centres and

- T asks Ss to arrange the jumbled words into meaningful words. - T corrects , explains the meaning and then leads Ss to the topic of the lesson.

- T asks Ss to the matching.

- T corrects.

- T sets the scene : Suppose Vietnam is going to hold the Asian Games What will we have to prepare for the Games ?.

- Ss work in groups. - Ss write the answers on the board.

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10’

2’

stadiums?

3 What about the training areas and the roads ?

4 What will we have to equip the hotels and guest houses with ? What for ?

5 Which form of mass media will be used to advertise all the preparations for the Games ?

6 Who will you recruit to serve the Games ?

7 What competition will we have to hold ?

To prepare for the coming Asian Games , we have a lot of things to First of all , we will build one more National Stadium and ……….

III Homework :

-T gives feedback.

- T asks Ss to write a paragraph of 120 words to describe the

preparations for the Games , using the cues given.

- T goes around the class to give help. - T guides Ss to use because , so , moreover , first , next , then , finally…… in their writing.

- T guides Ss how to correct the mistakes. - T chooses or writings to correct and give marks.

- T asks Ss to rewrite the paragraph in their notebooks.

- Ss discuss in pairs and then answer the questions.

- Ss rely upon the answers in pre-stage to complete their paragraph.

* Aims : help Ss be able to pronounce /str/ , /skr/ , /skw/ , know how to omit relative pronouns and review relative clauses.

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* Procedure :

5’

6’

5’

11’

street scream square strong screen squeeze strange screw squeak strength scratch squeal II New lesson :

1 Pronunciation : /str/ , /skr/ , /skw/ * Practise reading aloud the sentences

2 Grammar : Relative clauses and omission of relative pronouns.

Example :

I like the diamond ring Mary is wearing it.



I like the diamond ring which Mary is wearing.



I like the diamond ring Mary is wearing

Exercise :

1 Have you found the bike you lost ? 2 Most of the classmates he invited to the party couldn’t come.

3 The short stories John told were very funny.

4 The dictionary I bought yesterday is expensive , but very interesting. 5 I didn’t like the man we met this morning.

6 The beef we had for lunch was really delicious.

Exercise :

1 I enjoy my job because I like the people I work with.

2 The dinner party we went to wasn’t very enjoyable.

3 The house we’re living in is not in good condition.

- After the game , T guides Ss to read these words.

- T models.

- T gives feedback. - T gives example and asks Ss to combine sentences into one , using relative pronoun. - T gives feedback and then introdues the new grammar point

( omission of relative pronoun ).

- T explains the change.

- T guides Ss to these exercises.

- Ss work in groups. - Ss listen and repeat.

- Ss practise reading the sentences individually. - Some Ss are called to read aloud these sentences.

- Ss write the answer on the board.

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5’ 2’

4 I wasn’t interested in the things they were talking about.

5 He didn’t get the job he applied for. 6 The bed I slept in was very modern.

Exercise : , , , 6

III Homework : - T asks Ss to redo the

exercises.

- Ss their homework. - Ss prepare unit 13 : Hobbies.

Unit 13 : Hobbies

* Aims : help Ss be able to read and understand the information about hobbies - Lexical items : words / phrases related to hobbies

- Teaching aids : textbook , picture , poster - Skills : reading for gist and specific information

* Method and technique : pairwork , groupwork , shark attack

* Procedure :

5’

10’

6’

I Warm-up : Shark attack H O B B I E S

II New lesson :

1 Pre-reading : Matching A

( pictures)

B c swimming d collecting stamps

e playing tennis * Question : What you like to in your free time ?

* Task1 : Matching

1 accomplished (adj) : có tài

2 accompanying (v) : đệm đàn , đệm nhạc 3 modest (adj) : khiêm tốn

4 avid(adj) : khao khát

- After the game , T leads Ss to the topic of the unit : Hobbies - T asks Ss to the matching.

-T corrects and then asks Ss this question. - T gives feedback and then leads Ss to the topic of the lesson. - T asks Ss to the matching.

- Ss listen and answer the question

individually.

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7’

2’

5 discarded (adj) : loại bỏ 6 indulge in : say mê

7 keep me occupied : làm cho bận rộn

1 His first hobby is playing his guitar. 2 No, he isn’t.

3 Because he’s an accomplished guitarist and he is good at

accompanying people singing by his guitar.

4 His second hobby is keeping fish. 5 He bought some from the shop and collected some from the rice field near his house.

6 He is an avid stamp collector. 7 He collects them from discarded envelopes his relatives and friends give him.

8 Local stamps.

9 He keeps the less common ones inside a small album The common ones he usually gives away to others or if no one wants them he simply throws them away.

III Homework :

- T corrects and then guides Ss to read these words.

- T runs through task and thèn asks Ss to read the passage and answer the questions.

- T corrects.

- T asks Ss to talk about their hobbies.

- T gives feedback. - T asks Ss to write a short paragraph about their hobbies.

to the class.

- Ss work individually. - Ss read the passge carefully and answer the questions.

- Ss write the answers on the board.

- Ss take turns to talk about their hobbies - Ss present to the class.

Unit 13 : Hobbies

* Aims : help Ss be able to able to make a dialogue about their collection

- Lexical items : collect , keep , get , throw , classify , exchange , organize…… - Teaching aids : textbook , poster

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* Procedure :

5’

13’

20’

I Warm-up : to collect to keep to get

to buy STAMPS to throw

to classify to organize to exchange

* Question : Who often does these things ?

II New lesson : 1 Task1 : Network

fishing

2 Task 2 :

3 Task 3 :

A : What is your hobby , B ? B : Well , I like collecting stamps. A : Could you tell me how you collect your stamps ?

B : I get them from old envelopes and sometimes my relatives or my friends give me some If I have money , I can go to the post office and buy some valuable ones.

A : Where ou keep your stamps ? B : In albums of course I’ve had albums so far.

A :How you organize your stamps ?

- T asks Ss to give the verbs that go with STAMPS.

- T gives feedback and then asks Ss this question.

- T asks Ss which

activities they like to do most in their free time and why.

- T gives feedback. - T sets the scene : Lan is talking to Huong about her hobby of collecting books Practise reading their dialogue with a

partner. - T models.

- T goes around the class to give help. - T gives feedback. - T runs through task and asks Ss to make a similar dialogue about collecting stamps. - T models.

- Ss listen and answer the question in chorus.

- Ss practise reading the dialogue in pairs. - Some Ss are called to read aloud the

dialogue.

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2’

B : I classify them into categories like plants , birds , landscape….

A : Why you collect stamps ? B : Because I can broaden my knowledge I’ll know more about landscape , people , animals , plants and trees.

A : What you plan to next ? B : I will attend stamp exhibitions to learn more from experienced

collectors to make my collection more valuable.

III Homework : - T asks Ss to write a

short paragraph about collecting stamps.

- Ss their homework - Ss prepare lesson 3:Listening.

Unit 13 : Hobbies

* Aims : help Ss be able to hear and understand the information about a student’s hobby - Lexical items : otherwise , available , bygone , gigantic , ignorantly , profitably… - Teaching aids : textbook , poster

* Method and technique : pairwork , groupwork , Kim’s game , network

* Procedure :

5’

6’

magazines profitably continually available otherwise bygone gigantic ignorantly II New lesson :

1 Pre-listening : Network

- After the game, T guides Ss to read these words and then

explains the meaning. - T asks Ss to write down three benefits of reading bokks.

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15’

7’

2’

* Task1 :

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

* Task :

(1) wonderful (2).disease (3) jungle (4) certainly (5) ignorantly

III Homework :

- T sets the scene : You will hear a student talk about his hobby Listen to his talk and the tasks that follow.

- T runs through task and asks Ss to guess the answers.

- T plays the tape ( times or more )

- T corrects.

- T asks Ss to scan the paragraphs in task and then guess the answers based on the previous listening. - T writes what Ss guess on the board.

- T corrects.

- T asks Ss to talk about the disadvantages of over-reading.

- T gives feedback. - T asks Ss to write a short paragraph about the disadvantages of over-reading.

- Ss read the statements and guess the answers. - Ss listen and check their answers. - Ss compare their answers.

- Ss scan the paragraphs and guess the answers.

- Ss listen to the tape again and write the missing words. - Ss compare their answers.

- Ss work in pairs. - Ss talk about the disadvantages of over-reading with books closed.

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Unit 13 : Hobbies

* Aims : help Ss be able to write about their collection

- Lexical items : words / phrases related to the collection - Teaching aids : textbook , posters

* Procedure :

5’

10’

I Warm-up : COLLECT

II New lesson : 1 Pre-writing : * Detailed outline:

- name of your collection



stamp collection - how you collect them



both local stamps and foreign stamps from the letters of friends and

relatives

- how you keep them



in two albums , one for local and the other for foreign ones

- when you started your collection



years ago

- how you classify them



into categories / put stamps of animals , flowers , birds , landscape , jeroes on different pages.

- why you collect them



keep beautiful pictures on the stamps / broaden knowledge about the world - your plan for the future

- T asks Ss to find the words going with COLLECT.

- T gives feedback and then leads Ss to the topic of the lesson. - T sets the scene : You are going to write about your real,

imaginary collections , using the points in the textbook as guidelines. - T goes through the suggested guidelines and asks Ss to make the detailed outline.

- Ss work in pairs. - Ss make the detailed outline.

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18’

10’

2’



join the stamp exhibitions to learn from experienced stamp collectors …. 2 While-writing:

III Homework :

- T guides Ss to use the detailed outline to complete their writing. - T goes around the class to give help. - T guides Ss how to correct the mistakes. - T chooses or writings to correct and give marks.

- T asks Ss to the writing exercise individually at home

- Ss exchange their writings to correct the mistakes.

- Ss their homework. - Ss prepare lesson 5: Language Focus.

Unit 13 : Hobbies

* Aims : help Ss be able to pronounce / pt/ , /bd/ , /ps/ , /bz/ and use cleft sentences - Teaching aids : textbook , posters

* Method and technique : pairwork , groupwork , Bingo , lucky numbers

* Procedure :

5’

6’

stopped robbed stops robs jumped stabbed steps bribes stepped grabbed maps rubs trapped bribed shops clubs

II New lesson :

1 Pronunciation : /pt/ , /bd/ , /ps/ , /bz/ * Practise reading aloud the sentences

- After the game, T guides Ss to pronounce / pt/ , /bd/, / ps/ , /bz/ and read these words. - T models.

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22’

2 Grammar: Cleft sentences

Examples :

1 The man gave her the book.



It was the man who gave her the book. 2 The boy hit the dog in the garden.



It was the dog that the boy hit in the garden.

3 She bought him a present at the shop.



It was at the shop that she bought him a present.

Exercise 1,2,3 : Lucky numbers

Exercise :

1 It was the boy who visited his uncle last month.

2 It was my mother who bought me a present on my birthday.

3 It was Huong and Sandra who sang together at the party.

4 It was Nam’s father who got angry with him.

5 It was the boys who played football all day long.

6 It was the girl who received a letter from her friend yesterday.

7 It was his presence at the meeting that frightened the children.

Exercise :

1 It is English that the man is learning. 2 It was the book that the woman gave him.

3 It was the postcard that she sent her friend.

4 It was the book that Hoa borrowed from Long.

5 It was his grandfather who(m) the little boy greeted in a strange

language.

6 It was the policeman who(m) the pesdestrian asked a lot of questions. 7 It was the stranger who(m) the dog barked at.

Exercise :

1 It was in the garden that the boy hit the dog.

- T gives examples, then explains the meaning and the change.

- T guides Ss to these exercises. - T goes around the class to give help. - T guides Ss to play the game : Lucky numbers

- Ss work in groups. - Ss choose the numbers and answer the

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2’

2 It was for tea that she made some cakes.

3 It was for him that his father repaired the bicycle.

4 It was on his birthday that she presented him a book.

5 It was in Britain that he met his wife.

6 It was from the shop that she bought that present.

7 It was at 8:00 am that the meeting started.

III Homework :

- Ss their homework. - Ss prepare unit 14: Recreation.

Unit 14 : Recreation

* Aims : help Ss be able to read and understand the information about the British leisure activities

- Lexical items : words / phrases related to recreation and entertainment - Teaching aids : textbook , poster

- Skills : reading for gist and specific information

* Method and technique : pairwork , groupwork , discussion , flower game

* Procedure :

5’

6’

10’

I Warm-up : Flower game R E C R E A T I O N II New lesson :

1 Pre-reading : * Questions :

1.What’s she doing ?

2 What are they doing ? 3 When they these kinds of things ? What for ?

* Task 1 : 1 A at home

2 B Television viewing is much more popular than any other pastime. 3 B There are many different

- After the game , T leads Ss to the topic of the unit : Recreation. - T asks Ss to look at the pictures in the books and answer the questions

- T gives feedback and then leads Ss to the topic of the lesson. - T goes through the suggestion and then asks Ss to circle the correct answers.

- Ss look at the pictures and answer the

questions.

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7’

2’

courses on offer.

4 A Besides watching television , people have other activities. 5 B sports people often watch 6 A necessary conditions for being admitted to the course

Because without them people will become dull/bored.

2 Football and rugby in winter , and cricket and athletics in summer. 3 Walking and swimming

4 Because this is a new kind of entertainment which gives them pleasure

3 Post-reading :Discussion

Which of the British leisure activities mentioned in the passage are also popular in Vietnam ?

III Homework :

- T asks Ss to read the passage carefully and answer the questions. - T goes around the class to give help.

- T corrects.

- T asks Ss to discuss the questions.

- T gives feedback. - T asks Ss to write a short paragraph about the British leisure activities.

- Ss read the passage and answer the questions individually. - Ss compare their answers.

- Ss discuss the question in pairs.

- Ss present what they have just discuss. - Ss their homework.

* Aims : help Ss be able to express agreement and disagreement

- Lexical items : words/ phrases related to agreement and disagreement - Teaching aids : textbook , poster

* Method and technique : pairwork , groupwork , discussion , crosswords

* Procedure :

5’ I Warm-up : Crosswords

A P P L E

E G G

- After the game, T leads Ss to the topic of

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8’

15’

7’

2’

R U L E R

E Y E S

L E G

II New lesson : 1 Task 1 : 1 A 2 D 3 A 4 A 5 D 6 A 7.A

2 Task :

3 Task : Model:

A : We are going to have two days of next week Have you had any plans yet?

B : Yes, let’s go camping in the country side.

A : Yes , that’s a good idea because we can rest and enjoy ourselves in the quiet countryside….

C : I don’t think that’s a good idea If we go there , we’ll have to hire a bus and it will be rather expensive. 4 Task 4 :

* Questions :

Do the members of your group agree to go camping at last ? Why ? / Why not ?

III Homework :

the lesson.

- T goes through the suggestion and asks Ss to put (A) beside an expreesion of agreement and (D) beside an expression of disagreement. - T gives feedback. - T sets the scene : The students of class 11 A2 will have a two-day holitwo-day They are discussing whether they should go on a camping holiday Read and practise the conversation. - T models.

- T gives feedback. - T sets the scene : Imagine you are the students of class 11A2 Continue the discussion Express agreement or

disagreement , using the reasons below. - T explains some new words.

- T models.

- T goes around the class to give help. - T asks Ss to report their discussion to the class by asking these questions

- T gives feedback. - T asks Ss to make a conversation and reason whether their friends agree or

- Ss work individually. - Ss report the results to the class.

- Ss practise the

conversation in groups of three.

- Ss read aloud the conversation.

- Ss work in groups. - Ss continue the discussion.

- Ss report their discussion to the class. - Ss their homework .

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disagree to go picnic.

* Aims : help Ss be able to hear and understand the information about how three students Would like to spend their holiday.

- Lexical items : campground , wilderness , waterfall , dirt bike , trash , giant trees, depressed solitude

- Teaching aids : textbook , pictures

- Skills : listening for gist and specific information * Method and technique : pairwork , groupwork ,Kim’s game

* Procedure :

5’

6’

10’

campgrounds wilderness waterfalls dirt bike trash giant trees depressed solitude

II New lesson : 1 Pre-listening : ( pictures ) * Questions : 1 Who are they ? 2 Where are they ? 3 What are they doing ? 2 While-listening :

* Task :

1 T 2 T

3 F ( He used to ) 4 T

- After the game , T guides Ss to read these words and then

explains the meaning. - T shows the pictures and asks Ss these questions.

- T gives feedback and then leads Ss to the topic of the lesson. - T sets the scene : Three students are talking about how they would like to spend their holiday Listen and the tasks that follow.

- T runs through task 1 and asks Ss to guess the answers.

- T writes what Ss

- Ss look at the pictures and answer the

questions in chorus.

- Ss read the

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15’

7’

2’

5 F ( She doesn’t want to live in nature and she doesn’t enjoy it because of the solitude of the wilderness.)

6 T * Task 2 :

1 Riding their dirt bike in the desert , taking showers in waterfalls and swimming in lakes and rivers. 2 In sleeping bags or tents.

3 Because more and more people are coming to these places and leave trash in the forests and take rocks and plants with them.

4 He thinks nature is also important in the world.

5 In cities

6 Because she can’t put up an umbrella tent in the wind or make a fire in the rain or carry a heavy backpack.

III Homework :

guess on the board. - T plays the tape ( times or more)

- T corrects.

- T runs through task 2 and then asks Ss to listen to the tape again and answer the

questions.

- T plays the tape again ( times or more ).

- T corrects.

- T asks Ss to list three advantages of a

camping holiday. - T gives feedback. - T asks Ss to write a short paragraph about the advantages of a camping holiday.

- Ss listen to the tape again and answer the questions.

Lesson 4: Writing – period

* Aims : help Ss be able to write a passage about a camping holiday - Lexical items : words / phrases related to the camping holiday - Teaching aids : textbook , posters

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5’

10’

18’

10’

I Warm-up : ( pictures) * Questions :

1 What activity you see in the picture ?

2 How often you take part in this activity ?

3 When did you last it ? II New lesson :

1 Pre-writing : 1 g

2 a 3 b 4 c 5 f 6 d 7 h 8 i 9 e

* Questions :

1 When did the students in class 11A2 go camping ?

2 Where did they go to ? 3 What time did the bus leave school ?

4 What did they after putting up the umbrella tent ?

5 What did they around the camp fire ?

6 What time did they leave the campsite ?

3 Post-writing: Correction

- T shows the pictures and asks Ss these questions.

- T gives feedback and then leads Ss to the topic of the lesson. - T sets the scene : Last weekend , class 11A2 went to Ba Vi for a camping holiday Below are some of their activities during their two-day holiday Match them with the correct pictures.

- T explains some new words.

- T corrects. - T asks Ss these questions to check whether the Ss understand the information or not. - T gives feedback.

- T sets the scene : Imagine you are one of the students in class 11A2 Wtite a passage about your class’s camping holiday, using the information in Task 1.

- T goes around the class to give help. - T guides Ss how to correct the mistakes.

- Ss look at the pictures and answer the questions in chorus.

- Ss work in pairs. - Ss look at the pictures and then the

matching.

- Ss listen and answer in chorus.

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- T chooses or writings to correct and give marks.

- T asks Ss to write advantages and

disadvantages of having a camping holiday.

mistakes.

- Ss their homework. - Ss prepare lesson 5: Language Focus.

* Aims : help Ss be able to pronounce /ts/ , /dz/ , /tst/ , /dzd/ , use conjunctions such as both……and , not only………but also , either… or, neither….nor , and cleft sentences in the passive

* Method and technique : pairwork , groupwork , bingo , lucky numbers

* Procedure :

5’

6’

8’

sits reads marched bridged eats friends watched raged meets kids reached managed

II New lesson :

1 Pronunciation : /ts/ , /dz/ , /tst/ , /dzd/ * Practise reading aloud the sentences

2 Grammar :

a Conjunctions :both…and, either…or, neither…nor

Examples:

1 Tom was late So was Ann.



Both Tom and Ann were late.

- After the game , T guides Ss to read these words.

- T models.

- T gives feedback. - T gives examples and then explains the meaning and the usage.

- Ss work individually. - Ss listen and repeat.

- Ss practise reading the dialogue

individually.

- Some Ss are called to read aloud the

dialogue.

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6’

18’

2 She didn’t write and she didn’t phone.



She neither wrote nor phoned. b Cleft sentences in the passive Example :

The boy hit the dog in the garden.



It was the dog that was hit in the garden.

Exercise :

1 Both Jim and Carol are on holiday. 2 George neither smokes nor drinks. 3 Neither Jim nor Carol has ( got ) a car.

4 The film was both long and boring. 5 That man’s name is either Richard or Robert.

6 I’ve got neither time nor money to go on holiday.

7 We can leave either today or tomorrow.

8 Helen lost both her passport and her wallet at the airport.

9 …they are both clean and easy to park

10 ….I either go to the cinema or stay at home and watch TV.

Exercise 2: Lucky numbers

1 It was Christina who was given a lot of flowers by fans.

2 It was the policeman who was asked for the direction to the post office. 3 It was his house that was talked a lot about.

4 It was a bicycle that was bought for him for his birthday.

5 It was his home town that was described in his novel.

6 It was the children who were frightened.

7 It was her glasses that were broken. 8 It was my younger sister who was kissed at the party by the Prince. 9 It was this story book that was given to me as a birthday present by my

- T goes through the suggestion and then asks Ss to exercise 2. - T divides the class into 2 groups and guides Ss to play the game : lucky numbers.

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2’

father.

10 It is Tet that is celebrated as the greatest occasion in a year by the Vietnamese people.

III Homework: - T asks Ss to redo the

exercises.

- Ss prepare Test yourself E.

TEST YOURSELF E – period

I Listening

1 Television brings pictures and souds from around the world into millions of home.

2.A person sitting in his home can watch the president make a speech or visit a foreign country. 3 Home viewers can see and learn about people , places and things in far-away lands.

4 The entertainment programmes consist of plays or dramas , light comedies , sporting events and motion pictures.

5 People find it more convenient as well as cheaper to sit comfortably at home than to go out. II Reading

1.T 2.F 3.T 4.T 5.F

a) Pronunciation : 1.D 2.C 3.D

b) Grammar : 1.who 2.that 3.that 4.who 5.who 6.that 7.that

IV Writing

My hobby is reading I raed story books, magazines , newspapers and any kind of material that I find interesting I started reading when I was a little girl I used to ask my father to read fairy tales Then I learned to read At first I read simple books , then stories Now I read everything I love reading novels Even I can read short stories in English, especially I’m

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Unit 15: Space Conquest

* Aims : help Ss be able to read and understand the text about Yuri Alekseyevich, the first human to fly into space.

- Lexical items : words / phrases related to space conquest - Teaching aids : textbook , picture

- Skills : reading for gist and specific information * Method and technique : pairwork , groupwork , matching

* Procedure :

5’

7’

I Warm-up: ( picture) * Questions :

1 What can you you see in the picture ?

2 What you call a person who flies a spaceship?

3 Do the astronauts fly into space to travel or to conquer space?

1 Who is the first human to fly into space?

2 Can you name the first humans to set foot on the moon ?

3 Who is the first Vietnamese to fly into space?

* Pre-teach vocabulary:

- cosmonaut (n) - tragic (adj) - orbit (n) - spacecraft (n) 2 While-reading :

* Task 1 : Matching

Paragraph - B The lift-off Paragraph - D A view on Earth Paragraph – E Uncertainties Paragraph – C Congratulations Paragraph – A The tragic accident

- T shows the picture and asks Ss these questions.

- T gives feedback and then leads Ss to the topic of the unit : Space Conquest. - T asks Ss these questions.

- T gives feedback and then leads Ss to the topic of the lesson. - T introdues some new words , explains the meaning and guides Ss to read these words.

- T runs through task 1 and asks Ss to the matching.

- Ss look at the picture and answer the

questions in chorus.

- Ss listen and answer the questions

individually.

- Ss listen , repeat and then copy down.

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15’

6’

2’

* Task :

1 He was 27 then.

2 He was in space for 108 minutes. 3 They were what would happen to a human being in space or how the body would react to the extreme changs in temperature or how the mind would deal with the psychological tension. 4 It was more than 17,000 miles per hour.

5 Because he died i a plane crash on a routine training flight in March 1968. 6 After his death , his hometown of Gzhatsk was renamed Gagarin , and the Cosmonaut Training Center at Star City , Russia , was given the name of this national hero.

3 Post-reading : 1 cosmonaut 2 in space 3 lasted 4 success 5 gravity 6 view 7 impossible 8 named after III Homework :

- T gives feedback. - T runs through task 2 and asks Ss to read the passage again

carefully and answer the questions.

- T asks Ss to complete the summary of the reading passage by putting the words / phrases in the box into the blanks.

- T gives feedback. - T asks Ss to redo the tasks.

- Ss work individually. - Ss read the passage again and answer the questions.

- Ss work in pairs. - Ss complete the summary with books closed.

* Aims : help Ss be able to talk about the important events in space exploration - Lexical items : words / phrases related to space exploration

- Teaching aids : textbook , picture - Skills : speaking

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5’

15’

23’

I Warm-up : (pictures) * Questions:

1 Who are they ?

2 What are their nationalities ?

II New lesson : 1 Task 1 : * Questions :

1 When did China launch its first maned spacecraft into space ? 2 What is the name of China’s first maned spacecraft ?

3 What is the name of the astronaut ? 4 How old was he when he flew into space ?

5 How important was the successful flight to China ?

6 How many countries in the world have been able to carry out

independently maned space activities? What are they ? 2 Task 2 :

Models : (1)

A : When did Russian launch its first artificial satellite ?

B : On October 4,1957.

A : What is the name of Russia’s first artificial satellite ?

B : Sputnik

A : How important was the artificial satellite to Russia ?

B : The first artificial satellite marked the beginning of Space Age.

(2)

A : Who is the first woman to fly into space?

B : That’s Valentina Tereshkova , a Russian cosmonaut.

A : When did she fly into space ?

- T asks Ss to read the piece of news , then answer the questions. - T gives feedback.

- T asks Ss to take turns to talk about the

important events in space exploration. - T models.

- Ss look at the pictures and answer the questions individually.

- Ss work in pairs. - Ss read the passage carefully and answer the questions individually.

- Ss practise speaking in pairs.

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2’

B : On June 16 , 1963. III Homework :

- T asks Ss to write a short paragraph about one important event in space conquest.

- Ss their homework. - Ss prepare lesson 3: Writing.

* Aims : help Ss be able to hear and understand a talk about the first human moon landing , one of the most important historical events in the 20th century

- Lexical items : Congress , challenge , mission , reminder , experiment , NASA…. - Teaching aids : textbook , pictures

* Method and technique : pairwork , groupwork ,matching , discussion , Bingo

* Procedure :

5’

Congress challenge NASA Kennedy mission experiment Michael Collins Apollo Reminder achievement Neil Armstrong Buzz Aldrin II New lesson :

1 Pre-listening :Matching A

( pictures in the book)

B 1 Orbiting 2 The Apollo Crew

3 Walking on the moon 4 The moon landing

5 The first foot print on the moon

- After the game , T guides Ss to read these words and explains some new words. - T asks Ss to look at the pictures and the matching.

- T gives feedback and then leads Ss to the topic of the lesson. - T sets the scene : You will hear a talk about the first human moon landing, one of the

Ss work in pairs. - Ss match the pictures with the captions.

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10’

15’

8’

2’

* Task1 : 1 F 2 F 3 F 4 F 5 T

* Task 2 :

1.NASA’s Apollo programme was developed to meet President Kennedy’s challenge.

2 The Apollo 11 was launched on July 16 , 1969.

3 The portable life support system was used for controlling the oxygen , temperature and pressure inside the spacesuit.

4 The astronauts stayed on the surface of the moon for two and a half hours.

5 While they were staying on the surface of the moon they performed a variety of experiments and collected soil and rock samples to return to Earth.

6 They returned to Earth on July 24, 1969.

3 Post-listening : Discussion

* Questions :

1 In your opinion , what is the reason for the human interest in Mars and other planets in the solar system ? 2 If you were offered a chance of going to the moon and you could take three things with you , what would you choose and why ?

III Homework :

most important

historical events in the 29th century Listen and

do the tasks that follow. - T runs through task and asks Ss to guess the answers.

- T plays the tape ( times or more). - T corrects.

- T corrects.

- T asks Ss to discuss the questions.

- T gives feedback. - T asks Ss to write a paragraph about the first human moon landing

- Ss read the statements and guess the answers. - Ss listen and check their answers. - Ss compare their answers.

- Ss read the questions and then guess the answers.

- Ss listen to the tape again and check their answers.

- Ss discuss in groups of four.

- Ss report their discussion.

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* Aims : help Ss be able to write a biography

- Lexical items : words / phrases related to biography - Teaching aids : textbook , posters , picture

* Procedure :

5’

7’

21’

10’

I Warm-up :

* Questions : ( picture ) 1 Who is he ?

2 What does he ?

3 When and where was he born ? 4 What else you know about him ? II New lesson :

1 Pre-writing : * Task 1 : (1) Date of birth (2) Place of birth (3) Known as (4) Career (5) Quote

- T gives feedback and then leads Ss to the topic of the lesson. - T sets the scene: below is some

information about Neil Armstrong , the first human to set foot on the moon Put each of the headings in the box in the appropriate blank.

- T goes through the information about Neil Armstrong.

- T gives feedback. - T asks Ss to write a biography of Neil Armstrong from the information given in task 1.

- T guides Ss to use exactly prepositions , articles and tenses. - T goes around the class to give help. - T guides Ss how to correct the mistakes.

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- T chooses or writings to correct and give marks.

- T asks Ss to rewrite a biography of Neil Armstrong.

the mistakes.

- Ss their homework

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* Aims : help Ss be able to pronounce /nt/ , / nd/ , /n0/ , /ns/ , /nz/ , distinguish Could from Be able to and use Tag questions

* Method and technique : pairwork , groupwork , Bingo

* Procedure :

5’

6’

8’

went, end , month ,chance ,phones rent ,remind ,seventh,Florence ,learns

tenant, warned ,tenth , glance, Barnes didn’t ,friend ,thirteenth ,tense ,tonnes

II New lesson :

1 Pronunciation : /nt/ , / nd/ , /n0/ ,/ns/, /nz/

* Practise reading the dialogue

2 Grammar:

a Could / Be able to Examples :

1 My grandfather was a very clever man He could speak five languages. 2 They didn’t want to come with us at first but we were able to persuade them.

b Tag questions Example :

You look out of the window The sky is blue and the sun is shining What you say to your friend ? ( beautiful day)

It’s a beautiful day , isn’t it ?

Exercise 1 : 1 couldn’t / wasn’t able to 2 was able to

3 could / was able to 4 was able to

5 could / was able to 6 couldn’t / wasn’t able to

- After the game, T guides Ss to

pronounce /nt/ , / nd/, /n0/ , /ns/ , /nz/ and read these words.

- T models.

- T goes around the class to give help. - T gives feedback. - T gives examples, explains the meaning, then helps Ss to

distinguish Could from Be able to and guides Ss to make tag

questions.

- Ss practise reading the dialogue in pairs.

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10’

8’

2’

Exercise :

1 It’s expensive , isn’t it ?

2 The film was great , wasn’t it ? 3 She has a lovely voice , doesn’t she ?

4 It doesn’t look very good , doesn’t it?

5 You’ve had your hair cut , haven’t you?

Exercise :

1 doesn’t he 2 haven’t you 3 wasn’t it 4 didn’t we 5 won’t we 6 can’t you 7 mustn’t it III Homework :

- T corrects.

- Ss their homework. - Ss prepare unit 16 : The Wonder of The World.

Unit 16 :

The Wonders Of The World

* Aims : help Ss be able to read and understand the text about The Great Pyramid Of Giza - Lexical items : words / phrases related to the wonders of the world

- Teaching aids : textbook , pictures

- Skills : reading for gist and specific information * Method and technique : pairwork , groupwork , discussion

* Procedure :

Time Content Teacher’s activities Ss’ activities

5’

I Warm-up : Shark attack W O N D E R S

II New lesson : 1 Pre-reading :

* Questions : (pictures )

- After the game , T leads Ss to the topic of the unit : The Wonders Of The World.

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8’

18’

7’

1 Can you name these two wonders of the world ?

2 Where you think they are located?

3 What you know about them? * Task 1 :

1 tomp (n ) 2 wonder (n ) 3 ramp (n ) 4 chamber(n) 5 mysterious (adj) 6 spiral (adj)

1.It is situated on the west bank of the River Nile and was built around the year 2560 BC.

2 It was about 147 meters high on a base of 230 meters square.

3 The purpose of this huge stone pyramid was to serve as a tomb when the Egyptain Pharaoh Khufu died and to protect the burial chamber from the weather and from thieves who might try to steal the treasures and belongings there.

4 It is thought that ancient Egyptians used straight or spiral ramps or huge weight arms to lift and place the blocks of stone.

5 The boat is believed to have been used to carry the body of Khufu in his last journey on earth before being buried inside the pyramid.

* Task 3 :

- who ( line ) refers to the thieves - It ( line ) refers to the Great Pyramid

- It ( line ) refers to the Great Pyramid

- Each ( line 12 ) refers to the block of stone.

3 Post-reading : Discussion

- T gives feedback and then leads Ss to the topic of the lesson. -T goes through the suggestion and then asks Ss to fill in the blanks.

- T goes around the class to give help. - T corrects , then checks the meaning and guides Ss to read these words.

- T runs through task and asks Ss to read the passage carefully and answer the questions. - T goes around the class to give help.

- T corrects.

- T runs through task and asks Ss to scan the text again and say what the following words refer to.

- T asks Ss to discuss

and answer the questions in chorus – individually.

- Ss workpairs.

- Ss read the passage and answer the questions. - Ss compare their answers.

- Ss scan the passage and do task 3.

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Time Content Teacher’s activities Ss’ activities

2’

Which of the wonders of the world you prefer and why ?

III Homework :

the question. - T gives feedback. - T asks Ss to redo the tasks.

Speaking.

Unit 16 : The Wonders Of The World

* Aims : help Ss be able to talk about The Great Pyramid of Giza

- Lexical items : words / phrases related to The Great Pyramid of Giza - Teaching aids : textbook , posters , picture

* Procedure :

5’

8’

25’

I Warm-up : ( picture) * Questions : 1 What is it ? 2 Where is it ? 3 Who built it ? II New lesson : 1 Task 1 : - Facts : , , 4 - Opinions : 1, , , 7 2 Task 2 :

Example :

Fact : The Great Pyramid of Giza was 147 metres high.

Opinions : The Great Pyramid is believed to have been built over a 20-year period.

3 Task 3 :

* Useful language : - I think / I am sure …. - It is said that………

- T gives feedback and then leads Ss to the topic of the lesson. - T runs through and then asks Ss to it. - T gives feedback. - T asks Ss to tell their partner about some facts and opinions of the Great Pyramid of Giza , using the information in task 1. - T models.

- T gives feedback. - T runs through task 3 and asks Ss to discuss possible answers to the questions.

- Ss look at the picture and answer the questions in chorus.

- Ss practise in pairs. - Ss present to the class.

- Ss discuss in groups.

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2’

- The pyramid is said / believed / thought to have been …

- Probably they……

- They must / can / may / might have…

Model :

A : Who built The Great Pyramid of Giza ?

B : I think The Great Pyramid of Giza was built by the Egyptian Paraoh C : I am sure that the Egyptian Paraoh Khufu built the Great Pyramid of Giza A : How long did it take them to built it?

B : Probably they spent over 20 years to complete it

C : Oh, no ! It is said to have been built in 20 years.

A : Where did the builders find the stones ?

B : I am not sure What about you C? C : As for me , they might have found them on the bank of the Nile River. III Homework :

- T supplies Ss with some useful language. - T models.

- T asks Ss to write a short paragraph about the construction of the Great Pyramid.

information from the reading passage. - Some Ss are called to report their discussion.

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* Aims : help Ss be able to hear and understand the passage about the Great Wall of China - Lexical items :words / phrases related to the Great Wall of China

- Teaching aids : textbook , picture , poster

- Skills : listening for gist and specific information * Method and technique : pairwork , groupwork, Kim’s game

* Procedure :

5’

10’

I Warm-up : Kim’s game man-made wonder magnificence significance ancient World Heritage

stone roadway UNESCO Beijing

II New lesson : 1 Pre-listening : ( picture ) * Questions :

1 What can you see in the picture ? 2 Where you think it is ?

3.When you think it was built? 2 While-listening :

* Task :

(1) the moon (2) 1987

(3) the Ming Dynasty (4) 200

(5) 200 B C (6) 6,000 km (7) 11 meters (8) stones

- After the game , T guides Ss to read these words and then

explains some new words.

- T gives feedback and then leads Ss to the topic of the lesson. - T sets the scene : You will hear a passage about the Great Wall of China Listen and do the tasks that follow. - T runs through task and asks Ss to guess the answers.

- T plays the tape ( times or more ).

- Ss look at the picture and answer the

questions in chorus -individually.

- Ss read the information in the table and then guess the answers.

- Ss listen and then check the answers. - Ss compare their answers.

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15’

8’

2’

* Task :

1 The ancient Chinese started to build the Great Wall in 1368. 2 Five provinces.

3 Because it can be seen from the moon.

4 The part in the northwest of Beijing is the best choice for visit because it is still in its orginal state.

III Homework :

- T corrects.

- T plays the tape again ( times or more ).

- T corrects.

- T asks Ss to tell their partners why the Great Wall is considered one of the Greatest

wonders in the world and how it was built. - T gives feedback. - T asks Ss to write a short paragraph about te Great Wall.

to the class.

- Ss read the questions the guess the answers. - Ss listen to the tape again and check their answers.

- Ss work in groups. - Ss present to the class.

* Aims : help Ss be able to write a report on the visit - Lexical items : words / phrases related to the visit - Teaching aids : textbook , posters , picture

* Procedure :

Time Content Teacher’ activities Ss’ activities

5’ I Warm-up :

( pictures ) * Questions :

1 Can you name these beautiful

- T shows the pictures and then asks Ss these questions.

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Time Content Teacher’ activities Ss’ activities

10’

18’

10’

2’

places?

2 Where are they located ?

3 Have you ever spent your summer vacation there ?

4 Why you go there ? II New lesson :

1 Pre-writing :

* Questions :

1 Where are they located ? 2 Are they examples of Vietnam Architecture ?

3 How many towers are there ? 4 When were they built ? 5 To whom was each tower dedicated ?

6 What was the largest tower built for?

7 How many hands does the statue of Lady Thien Y have ?and what are they holding?

8 What does the 22,5m high tower contain?

9 How long did the tour last and how did you feel after the tour?

III Homework :

- T runs through the information and asks Ss to answer the questions.

- T asks Ss to write a report on the visit to the Ponagar Cham Towers in Nha Trang. - T goes around the class to give help.

- T guides Ss how to correct the mistakes. - T chooses or writings to correct and give marks.

- T asks Ss to rewrite the report on the visit to the Ponagar Cham Towers.

questions individually.

- Ss read the notes made by a visitor to the

Ponagar Cham Towers in Nha Trang and answer the questions.

- Some Ss are called to report the answers to the class.

- Ss practise writing in groups of four.

- Ss rely upon the questions , the answers in pre-stage and the notes to complete their report.

- Ss exchange their writings and correct the mistakes.

- Ss their homework. - Ss prepare lesso 5: Language Focus.

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Of The World

* Aims : help Ss be able to pronounce /ft/ , /vd/ , /fs/ , /vz/ and use the structures IT IS SAID THAT , PEOPLE SAY THAT….

- Teaching aids : Textbook , posters

* Method and technique :pairwork , groupwork , Kim’s game

* Procedure :

5’

6’

5’

13’

gift arrived coughs behaves lift loved laughs loves soft moved roofs knives

II New lesson :

1 Pronunciation : /ft/ , /vd/ , /fs/ , /vz/ * Practise reading aloud the sentences

2 Grammar :It is said that…, People say that….

Example :

People say that he is 108 years old.



It is said that he is 108 years old.



He is said to be 108 years old.

Exercise :

1 Many people are said to be homeless after the floods.

2 The prisoner is thought to have escaped by climbing over the wall. 3 He is believed to have driven through the town at 90 km an hout. 4 Two people are reported to have been seriously injured in the accident. 5 Three men are said to have been arrested after the explosion.

6 The strike is expected to begin tomorrow.

7 He is said to speak English very well.

pronounce /ft/ , /vd/ , /fs/ , /vz/ and read these words. - T models.

- T gives feedback. - T gives example and then explains the meaning and the change.

- T guides Ss to the exercises.

- Ss practise reading these sentences individually.

- Some Ss are called to read aloud these sentences.

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14’

2’

Exercise :

1 He is thought to be very clever. 2 The wanted man is believed to be living in New York.

3 He is known to be very rich. 4 The film is supposed to be very good.

5 Many people are thought to have been killed in the accident.

6 About a million puppies are thought to be born each year.

7 The factories are said to be much worse.

8 Those dogs are said to be dangerous.

III Homework : - T asks Ss to redo the exercises.

- Ss prepare Test Yourself F.

TEST YOURSELF F – period

I Listening

1.T 2.F 3.F 4.T 5.T

II Reading

1 They/ Many very important discoveries were made in medicine in the 19th and 20th

centuries.

2 A German doctor named Roentgen developed X-ray machine in 1895. 3 It was discovered in 1928.

4 Doctors can save people’s lives by giving them a new heart or a new kidney Hospitals have large computers and machines that help sick people live better lives.

5 It is a very old method of treating sickness and pain It uses needles to help the human body fight pain and disease.

a) Pronunciation : 1.D 2 A 3.A

b) Grammar

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2 Nam can’t cook well, can he?

3.He passed the entrance exams , didn’t he? B)1 Jane is thought to be rich.

She is said to have won a special prize. He is said to know five foreign languages.

The thief is thought to have got in through the kitchen window. IV Writing

Mark Twain was known as one of the greatest American writers His real name was Samuel Longhorn Clemens.He was born in Missouri in 1835 He grew up on the banks of the Mississippi River He started writing during the Civil War He worked as a newspaperman in Nevada and California In 1970, Mark Twain married Olivia Langdon His wife had great

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