Unit 7. The mass media

- Introduces the exercise and asks Ss to do read all the sentences through. T explains new words if any. - Gets Ss to do the exercise individually and goes 'YV around checking that th[r]

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DOP : Sep 5th , 2006 DOT : Sep 11th ,2006 Period :

UNIT : A DAY IN THE LIFE OF …

READING:

I/ Objectives :

1 Educational aim : Students understand the daily life in the countryside that help students summarize their daily life

2 knowledge :

- General knowledge : Learn about the situation of the farmers , farm… - Language:

- New words : Words related to farmers, cattle , daily life in the countryside 3 Skills : Reading for specific information

II/ Method :Mainly communication

III/ Teaching aids :Real objects and pictures showing various activities as buffalo and a boy/ girl , a farmer with a plough…

IV/ Procedure :

Time Teacher’s activities Students’ activities

15’

8’

Warm up – Before you read.

- Asks sts to work in pair tell them to asks and answer about daily routines by using the cues

- Ex: What time / you / often / get up ?

S1 : what time you often get up? S2 : I often get up at

-Teacher hungs the pictures on the B.B, uses the pictures to give vocabulary ( words and phrases)

-Teacher gives handouts and gets sts to work in groups to pick out some activities which farmers usually

-Teacher introduces the activity (sts close their books ), and gives handouts and gets class to read and tick into the right column

-Teacher corrects by saying sts read the text

While-reading Task 1:

-Gets class listen to the tapescript and read in silence

-Gets class to compare with the informations in the “before you read “ -Corrects

Students work in pairs

- Students may guess the meaning of words and phrases (their answers may vary )

-Students the task.(the handouts)

Answers : getting up early , leading buffalo to the field , repairing the banks of the plot of land, pumping weter, ploughing and harrowing,

Activity Mr Vy Ms T

1 drinking several cups of tea taking care of children leading a buffalo to the field pumping water

5 getting up early

6 ploughing and harrowing

x x x x x

x x x TASK 1:

-Students work in pairs

1 Goes off -> C ring to get ready -> C to prepare

3 Chat -> A talk in a friendly way Contented with -> A satisfied with

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5’

7’

10’

Task :Group Work

-Explains sts to scan the passage and make a brief note about Mr Vy and Mrs Tuyet daily routines

-Teacher checks – corrects.by going around

pupils

Task :

- Teacher gets sts to read task

- Gets class to read text quickly again and answer questions

-Checks and calls sts to correct

After reading:

-Asks class to close their books , work in smallgroups to discuss about Mr Vy and Mrs Tuyet’s activity

-Review class some words / phreses Homework :

Gets class to write a short passage about their parents’ day About 80 words

-Read quickly the text , ask and answer questions -Work in group

*Answers :

 In the morning :

o 4:30 alarm goes off, Mr Vy gets up,goes down to the kictchen, boils water for tea , drinks tea , has a quick breakfast , leads the buffalo to the field

o 5:15 : leaves the house

o 5:30 : arrives in the field , ploughs and harrows

o 7:45: takes a break o 10:30: goes home

o 11:30: has lunch with family  In the afternoon :

o 2:30p.m : Mr Vy and Mrs Tuyet go to the field again , repair the banks of the plot of land He pumps water into the plot of land She does the

transplanting o 6:30 P.m: finish work o 7:00 p.m: have dinner  After dinner :

o Watch T.V , go to bed

o Sometimes visit neighbors ,chat with them Task : Work in pair

-Read task

- Answer questions in pairs -Answers:

1 he is a peasant / farmer

2 He gets up at 4:30 and then he goes down the kitchen to boil some water for his morning tea

3 In the morning , he ploughs on his plot of land , drink tea , and smokes tobaco during his break

4 In the afternoon , they repair the banks of their plot of land Mr Vy pumps water into it and his wife does the transplanting

5 Yes , they are because they love working and they love their children

-Close the books – work in pairs or or small groups About Mr Vy – Mrs Tuyet’s activity

-Focus on some words / phrases

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UNIT : (CONT.) A DAY IN THE LIFE OF … SPEAKING :

I/ Objectives :

1 Educational aim : Helps students ask and answer the information in their daily life (lives)and others. 2 knowledge :

o General knowledge : though this unit , sts understand the life in the countryside, ( animals,cattle, people…)

o Language : sentences and expression for schedules , time , routine Skills : Fluency in expressing opinions and activities in daily rountine II/ Method : Intergrated , mainly communicative.

III/ Teaching aids : Pictures, subboards IV/ Procedure :

Time Teacher’s activities Students’ activities

10’

 Warmer :

-Gets pupils close their books

-Hungs the subboards with some subjects are learnt in school

-Guides how to , asks class to look at some subjects in mins

- Puts down the subboards and gets class to say the words / phrases they see

-Reviews how to say the time by giving handouts (work in pairs )

-Goes around and checks

 While-Speaking: Task : ( work in pair )

- Introduces the situation, and gives a model dialogue

- Teacher and a good student speak

- Gets class to open the books and practice in pairs

- Goes around and helps students (if necessary) -Checks

- Close their book

- Look at the board in mins and say words / phrases they see

- Technology, math, physics, biology, literature , geography, history, music…

- Reviews how to say the time 8:15 -> a a quarter past eight 8:55 b half past ten

9:45 c seven o’clock 7:00 d five to nine 10:30 e a quarter to nine Task : work in pairs

-Listen and practice with a partner

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

B: He has a Civic Education lesson at 7:15 a.m

A: What lesson does Quan have a quarter past seven on Monday ?

B: Quan has Civic Education at a quarter past seven on Monday

-practice

15’ Task : ( Group work )

- Gets class to look at the pictures in task and describe

- Explains how to task - Asks some questions such as :

 What does Quan at 2p.m ?  What time does he play football ?  Where does he play football ?

Task 2: ( Group work )

- Look at the pictures and describe

- Ask and answer with pictures in the books - Listen and describe

Answer: Quan’s activities

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8’

2’

(using present tense )

- Gets some sts practice about Quan’s activities (in class )

- Corrects

- Gets class to close their books and guides how to

- Calls sts to repeatabout their daily routine

- Corrects

Homework :

Gets class to write about their daily routine about themselves in 50 words

by bicycle at 17:00, he plays football with his friends there He comes back home at 18:30 , takes a shower at 18:45 He has dinner with his family at 19:00 At 20:00 he reviews his lesson This is a typical day of Quan

- Corrects with the (guider )teacher Task :Group Work

( Tell your classates about your daily routine ) - Do task by groups

-Report their routine Cues :

What time you get up ? ( have breakfast/ go to school ?)

-Time : 6a.m, 6:30 a.m, 11:45a.m, 12: 00 a.m, 6p.m

-*** -DOP : Sep 9th , 2006

DOT : Sep 13th ,2006 Period :

UNIT : (CONT.) A DAY IN THE LIFE OF …

LISTENING :

I/ Objectives : 1.

Educational aim : Students know a daily routine of a person with his occupation. 2.

knowledge :

o General knowledge : Sts learn about the activity of the people who works by a cyclo

o New words :Words such as : district , pedal , purchase, drop, ride, parks, passenger, footstall 3.

Skills : Listening for gist and for specific information. II/ Method : Intergrated , mainly communicative.

III/ Teaching aids : Pictures of a cyclo driver IV/ Procedure :

15’

10’

Warm up :

- Gives pictures about cyclo and asks some questions

 Have you ever travelled by cyclo ?  Is it interesting to travel by cyclo ? - Gives some new words and gets class to read , and explains new words

While you listen : Task :

- Introduce the situation : “ you will hear Mr

- Look at the picture of cycle …

- District (n) drop(n) - Routine (n) passenger (n) - Office (n) ride (v,n) - Pedal (n) park (n) - Purchases(n) foodstall(n) - Repeat new words :

Task :

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10’

5’

5

Lam , a cycle driver in HCM city , talk about his morning listen to the tape then number the pictures in their correct order “ -Gets class the reason after listening times - Checks and corrects by stoping at the sentence relating to the right answer Task :

- Introduces and explains

- Gets class to read sentences in their textbooks

- Asks if they can guess or remind some information

- Gets class to listen

- Checks pupils as if they can get the answers

- Gets class to listen again

Stops at the right sentence to get sts understand the information

After you listen :

- Gets class to work in pairs , ask and answer about Mr Lam using some words given :

- Gets class to tell story before class - Corrects

Homework :

Write about Mr Lam in 50 words

-Listen and put numbers in the pictures and say the r reason

 Answers : a: , b:5 , c: , d: , e:1 , f:

Task :

- Listen to the teacher - Read

- Answer

- Listen the first time - Answer (if they can ) - Listen the second time - Answer

1 False (in district ) true

3 False ( he gives an old man a ride from district to … )

4 False(his passenger is an old man )

5 False(he has lunch at a foodstall near Bthanh market )

6 False ( after lunch time, he parks his cyclo under the tree and takes a short rest )

- work in pairs name(n)

occupation (n) start work lunch(n) rest (n,v) passengers(n)

Tell the story before class

-****** -DOP : Sep 9th , 2006

DOT : Sep 18 th ,2006 Period :

WRITING :

I/ Objectives :

1 Educational aim : Helps sts write a narrative about a fire in a hotel with simple past tense. 2 knowledge :

 General knowledge: Sts understand the content , language, tense and structure in a narrative  New words : be due to (a): stare death in the face (v): take off (v): air-hostess (n): fasten

seatbelt (v):… Skills : Writing a narrative

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III/ Teaching aids : Some pictures of some situations or events IV/ Procedure :

10’

15’

Warmer:

Asks class some questions

- Have you ever heard a frightening story ? - When did it happen ?

- How did you feel about that ? While you write :

Task : Group work

- Gets class to read the model text , and explains some words ( if necessary )

- Goes around and helps - corrects

Gets class to take notes that they should use simlpe past tense to tell / report a past story

Answer questions

- Yes, I have / No, I haven’t

- It happened when I was in the 10 thgrade… - It made me frightened

Read the model text , (hyphen ) underline the verbs in past , crircle the word of time such as : first, second, then …

Answers :

Verbs: started was, arrived, got, took off, began, thought, were, told, seemed, realised, were, screamed, thought, felt, announced, was, landed,

Connectors: on that day, at first, then, just, a few minutes later, one hour later.

Note :The simlpe past tense is use to tell / report a past story.

 New words :

o be due to (a): because of, owing to (bởi ) o stare death in the face (v): so scared, afraid (đối

maët

10’

Task : Group work Explains how to task

Explain to pupils the format of a narrative: the events, the climax and the conclusion

Tell pupils to work in groups and identify the events, climax, and the conclusion of the story Goes aroung and helps

Ask them to report the results to class Checks (corrects)

Task :Individual and group

Explains task – gets class to write a narrative about a fire in a hotel: using the cues given - Corrects one or two papers on the board

Với chết ) _ take off (v): (plane) leave the ground (cất cánh ) _ air-hostess (n): person who takes care of passengers on a plane (tiếp viên hàng không ) - fasten seatbelt (v): fix the seatbelt around the body to keep safe on the plane (thắt dây an tồn )

- dip (v) nhúng , ngâm, chìm xuống

- We had only minutes to live : vài phút để sống

Task : Group work Listen

Identify the events, climax, and the conclusion of the story

The events: Got on plane, plane took off, hostesses were just beginning to serve lunch when plane began to shake, plane seemed to dip, people screamed in panic

The climax: We thought we had only minutes to live

The conclusion: Pilot announced that everything was all right we landed safely

Task :Individual and group

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5’

Homework :

Gets class to continue their writing correctly at home

Answer: Last year, I spent my summer holidays at a seaside town The hotel was modern and comfortabl:? I had a

wonderful holiday until the fire It was Saturday evening and everybody was sitting in the discotheque (which was) on the ground floor.I was crowded with people They were dancing andsinging happily Suddenly we smelt smoke Then smoke began to fill in the room Everybody started to scream in panic People ran toward the fire exits One door was blocked.Many people began coughing and choking Then, just as we thought we had only minutes to live, The fire brigade arrived Firemen fought their way into the room and soon everyone was safely out of building Luckily nobody was seriously hurt It was the most frightening experience of my life Gets class to continue their writing correctly at home

DOP : Sep 10th , 2006 DOT : Sep 19 th ,2006 Period :

LANGUAGE FOCUS :

I/ Objectives :

1. Educational aim : Identifying the sounds III and Ii:I

Reviewing the present and past simple tense and adverbs of frequency 2 knowledge :

- General knowledge:Helps sts to practice and understand the language, vocabulary, grammar… in the lesson they’ve learnt

1 Skills : Communicative approach.

II/ Method : Intergrated , mainly communicative. III/ Teaching aids : Some pictures and subboards IV/ Procedure :

5’ Warmer: Categorising: Ask pupils to work in groups

Give out 10 to 15 words and tell pupils to put them under appropriate heading:

Adverbs of Adverbs of Adverbs of

Group work

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5’

manner frequency time Adverbs:

Tomorrow, usually, carefully, beautifully, yesterday,

Pronunciation : / I / - /i:/

Gives class the picture of a sheep and a ship Gets class to commplete this sentence :

- I see a sheep on the ship -Demonstrate the : sounds IIIand Ii: / by pronouncing them clearly and slowly -Help Ss to distinguish these two sounds Instruct the way to pronounce:

/ i:/ : Open your mouth very litte to make the sound /i:/

/ i:/: is a long sound

/I/: first practice the sound /i:/ , then open your mouth a little more

/ i:/: is a short sound

Listen

Look at the pictures and commplete this sentence

Distinguish the difference between the word : ship – sheep

/I/ - /i:/

Listen and repeat

Minimal pairs :

/I/ (short ) - /i:/(long) hit.bit,… heat, beat, ceiling, he…

7’

6’

7’

- Gets class to practice the words

-Opens the book and gets class to practice in pairs , Find out the sound III and Ii: /

Grammar :

- Shows a picture of a boy going to school by bycicle to introduce the grammar of present , past, adverbs of frequency

- Review the form :

Exercise 1:

Explains exercise 1( how to ) Corrects

Exercise2 :

Listen and repeat

Practice sentences to find out III and Ii: / o I s he coming to the cinema?

o We’ll miss the beginning of the film o I s it an interesting film, Jim?

o ……

Look at the picture Form :

The present simple tense:

S + V1 / Ves / V s + …

S + don’t / doesn’t + V ( bare infinitive ) Do /does + S + V ( bare infinitive )

The past simple tense:

S + V / Ved + …

S + didn’t + V( bare infinitive ) Did + S + V( bare infinitive )

Ex :

- He is a schoolboy He usually goes to school by bycicle everyday but yesterday he went to school on foot

Exercise 1: - Practice

Answer:

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5’

- Explains, except “ as a rule “ adverb stands

before the sentence, but as usual adverbs always stand before ordinary verbs and behind to be - Gets class to practice and corrects

Exercise 3:

- Guides how to

- Goes around and explains some new words ( if necessary )

- Corrects Homework :

Gets class todo language focusin their exercise book

Exercise 2: Position : S + Adverb + V S + to be + Adv Ex:

oHe usually goes to bed at 10 p.m oHe is usually late for class oAs a rule , I go to bed at 10 p.m Exercise3:

Practice :

Answer:

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

DOP : Sep 12th , 2006 DOT : Sep 20 th ,2006 Period :

UNIT : SCHOOL TALKS

READING:

I/ Objectives :

1 Educational aim : Reading the passage to find the informations.

Learning the new words through guessing the meaning, answering the questions and brain storming

2 knowledge :

3 Skills : Reading for gist and for specific information. II/ Method : Intergrated , mainly communicative.

III/ Teaching aids : Some pictures and subboards IV/ Procedure :

5

7

Warmer:

- Asks pupils to close the books

- Asks pupils to look at the picture and then make the questions

 Where are they ?

 Can you guess what they are talking about ?

Before you read :

Asks pupils to find the words or phrases related to “ school “ and then read loudly

Do as required

They are in the school yard

I think they are talking about sports , games,

entertainment health problems, hobbies , holidays , films, their teachers, their friends,…

Do as required

Headmaster Principal Teachers

Classmates Chemistry Students Subjects Maths Friends English Kinds of school

Primary school, secondary school, high school, college, schoo

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7 While you read :

Asks pupils to open the books Asks pupils to listen the teacher Task :

Fill each blank with one of the words in the box corrects

university Open the books Listen

Task : Do the task

Enjoy, traffic, worry, crowded, language

7

9

3

Task :

- Finding who

Read the small talks again Pair work and find out who

Ask pupils to work in pairs Corrects

Task 3: - Answering Questions Where does Phong study? What subjects does he study? Why does he want to learn E?

4 What does Miss Phuong sau about her teaching proffession?

5 Why does Mr Ha worry about his son’s safety?

After you read :

Asks pupils to close the books

Asks pupils to work in groups

Talks about the following

What subjects you like learning best and why

What you like or dislike doing at school

What you worry about at school.

Homework :

Summarise the main points Assign homework

Task :

enjoy teaching Miss Phuong Get up early Mr Phong Lives far from school Mr Phong Loves working with children Miss Phuong Loves learning English Mr Phong Rides a bike to school Mr Phong Studies at a high school Mr Phong Teaches English at a high school Miss Phuong Worries about someone else’s safety Mr Ha Task 3: - Answering Questions

1 He studies at Chu Van An High School

2 He studies many subjects such as Math, Physics, Chemistry

3 Because it is an international language 4 She says that teaching is hard work, but she

enjoys it because she loves working with children

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

close the books

work in groups Suggested answers:

I like learning English best because It is very

interesting to learn In class, we can exchange ideas and discuss various topics in English Besides, we play a lot of exciting and useful games At home, I can watch many TV programs such as films, game.

Whole class

************************************ DOP : Sep 15th , 2006

DOT : Sep 25 th ,2006 Period :

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SPEAKING:

I/ Objectives :

1 Educational aim : Help pupils to practise questions and answer them in small conversation Practise to talk the way of the beginning and the end of a conversation knowledge : say to start and close a conversation

3 Skills :

II/ Method : Intergrated , mainly communicative.

III/ Teaching aids : Some pictures and textbook, small cards IV/ Procedure :

7

10

WARM-UP:

Rearranging Asks pupils work in pairs.' Gives out to sentences whose words are not in good order Ask pupils to rearrange the words to make complete sentences

1 has nice, to, you, talking, been, it, very. 2 weekend, did, nice, havt:, a, you? 3 up, later, catch, you, with.

4 school, evervthing, how, at, is?

PRESENTATION Task :

-Ask pupils to look at Task in the book -Asks pupils work in pairs to put the expressions which are commonly used in making small talks under appropriate heading: Starting a conversation and

Closing a conversation.

Note: For some Ss, this activity is easy, but it would be difficult due to some unfamiliar structures which need explaining:

How's everything at school? Catch up with you later.

-Asks pupils practice these expressions with his/her partner Feedback and give correct answers:

PRACTICE

Task - Sentences Rearrangement

-Asks pupils to Task in pairs: Rearrange the sentences to make an appropriate

conversation

Note: Pupils may study the expression in Task 1 again to have the correct rearrangement.

- Calls on some pairs to practice the

conversation in front of the class T should draw pupils’ attention to intonation and stress beside pronunciation

Work in pairs

Answers:

1 It has been very ntce talking to you

2 Did you have a nice weekend?

3 Catch up with you later

4 How's everything at school?

Task : Work in pairs

Starting a conversation

Good morning

How's everything at school? Hello How are you? Hi How is school?

Hello What are you doing?

Closing a conversation

Goodbye See you later

Well, it 's been nice talking to you Sorry I've got to go Talk to you later. Great I'll see you tomorrow.

Catch up with you /ate

Task - Sentences Rearrangement

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10

3

Task - Conversation Completion

-Asks pupils to keep on working in pairs: Complete the conversation with suitable words, phrases or sentences in the box

- Calls on some pairs to practice the completed conversation in front of the class

FURTHER PRACTICE - Asks pupils choose another partner to form a new pair and then make a small talk on the following topics: The weather , Last night's TV programs ,Football,Plans for the next weekend - Asks pupils to use the starting and ending of a conversation Calls on some pairs to act out the conversation in front of the class

Ask other Ss to comment on their conversations

WRAPPING:

Task 3:

Give suggested answers

A: Hello, Hoa You don't look very happy What's the matter with you?

B: Hi, Nam feel tired I've got a headache

A: Sorry to hear that You'd better go home and have a rest B: Yes That's a great idea Goodbye, Nam A: See you later

Feedback and give suggested answers:

A: Hi How are you today?

B 'm fine Thank you Did you watch TV last night? A: It's a pity had to finish my homework last night Is there anything interesting?

B: Yes It's the first time a contestant could answer 13

out of 15 questions in the garne show Who wants to be millionaire He is very brilliant

A: Really? will try to finish homework early

tomorrow so that will be able to watch the repeated

broadcast at 8p m

B: That's a good idea got to go now See you thei; A: Take care Bye.

Whole class

Supplements Exercise : Rearrange the following sentences to make a conversation

1 Both teams played very well but Italian team scored two goals in the last two minutes and advanced to the final match

2 Morning How are you today?

3 Great! Italian team is my lavourite one I think Italian team will be the Champion 4. Really? It's a pity I didn't watch that match How was it?

5. Yes Wish them luck in the final match next week

6. Not bad I am a bit tired because I stayed up late last night to watch the semi final match in World Cup 2006 betl1Jeen the host German team and Italian team.

Answers: 2-6-4-1-3-5

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UNIT (CONT) SCHOOL TALKS

LISTENING:

I/ Objectives :

1. Educational aim :Help pupils to listen to the conversations and match them with the pictures Help pupils to listen and complete the coversation.

2. knowledge : Pupils will be able to make mini conversations about daily topics such as : study at school, weather,…

3 Skills:

II/ Method : Intergrated , mainly communicative. III/ Teaching aids : Some forms

IV/ Procedure :

5

10

7

WARM-UP:

Asks pupils to make questions for the following answers :

1 I’m talking Enlish I really like it for a week

4 No, I’m travelling alone That’s great

Before you listen :

Ask pupils to work in pairs and match a question in A with a response in B

Call on some pairs to read aloud the question and response in front of the class

While you listen : Task – Matching

Ask pupils to listen to the conversations and match them with the pictures

Asks pupils to look at the pictures and yhen answer the question

What can you see in the picture ?

Make questions:

- What are you talking this semester ?

- Do you like football?

- How long are you staying there? - Are you travelling with your friend?

- Would you like to go somewhere for a drink?

Feedback and give correct answers:

I c e 13 a

5 d

Task – Matching Look at the pictures Answer:

- Picture a :

I can see some people standing in font of the hotel

- Picture b :

I can see some people and classrooms …… - Picture c :

Birthday cake, candles, gifts …

Where are they standing ?

Can yoy guess what are they talking about ?

- Picture d:

I can see sea, ship, sun and two people  A They are talking about their hotel  B they are in school

 C They are at a party

 D They are standing on a beach

o I think they are talking about their hotel o They are talking about their teachers, friends,

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7

Asks pupils to listen the tape then match the conversation with the pictures

Task - Answering Questions

Asks pupils listen to the tape again and answer the questions

Lets pupils listen to the tape several times if necessary and have a pause between

conversations to make it easier for pupils while they are doing the task

Calls on some pupils to read aloud their answers in front of the class

Corrects

Task - Conversation Completion Asks pupils to work in pairs and study the conversation Encourages them to guess the missing words

Ask pupils to listen to it and complete the conversation by filling in the missing information

Note: This task may cause difficulty to some pupils because it requires pupils to write down the exact words in the tape

Calls on some pairs to practice the completed conversation

o They are talking about their food , drink… o They are talking about their holiday

Conversation 1: Picture b Conversation 2: Picture c Conversation 3: Picture d Conversation 4: Picture a

Task - Answering Questions Individual work

Individual work

1 She takes English

2 She is in Miss Lan Phuong's class 3 He is at a party

4 He stays there for a week

5 No, she doesn't She travels alone.

Task - Conversation Completion Play the last conversation again Give correct answers

A: Hoa How you like (1) it here? B: It's (2) very nice The hotel is (3) big and my room is (4) comfortable A .4: Are you (5) travelling with your Fiends? B: (6) No I'm travelling (7) alone A: Would you like to go somewhere (8) for a drink? B: That's great

6

3

Ask pupils to work in groups of or and discuss the problems they have experienced at school

Goes around the class and offer help if necessary

Homework :

Summarise the main points Assign

Suggest the common problems at school: getting bad marks, having difficulty in making friends, coming to class late, be slow at learning

Group work

During the discussion, pupils should use these questions:

What problems have you got at school? What is /

are the reasons(s)?

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homework Whole class

****************************************** DOP : Sep 20th , 2006

DOT : Sep 27 th ,2006 Period : 10

WRITING:

I/ Objectives :

1 Educational aim :Help pupils to write and to fill a form.

2 Knowledge: By the end of the lesson, Ss will be able to: _ fill some common forms such as enrolment form, simple applic form, library admission form, ." _ use useful words and structures in some certain forms

3 Skills: Filling in a form II/ Method : Intergrated , mainly communicative III/ Teaching aids : Some forms , textbook

IV/ Procedure :

3

7

WARM-UP:

Shows a few forms andasks questions : o What you call these?

o Have you ever written / filled in them ? what for ? when?

Before you writing : Task1 :

They are forms Apply for jobs… Work in pairs

20-25’

Asks pupils to work in pairs and answer the questions

1 Have you ever filled in a form? On what occasions?

2 What sort of information you often have to provide when you fill in aform?

Asks some pairs to practise in class While you writing :

Vocabulary pre-teach:

Checking technique Task – Matching

Give examples of some commonly-used forms:

application form, entry admission form

When I fill in a form I often have to provide first name , surname, address age, occupation, marital status,…

Work in pairs

Country of origin: quê quán Present address:chỗ Marital status:tình trạng hôn nhân Occupation: nghề nghiệp

Block capitals:chữ viết hoa Delete: xoá

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Asks pupils task Match a line in A with a question in B

Asks pupils compare their answers with a partner

Gives clear instructions of Task

Note:May introduce more questions that are used in a form:

Place of birth: Where were you born?

Telephone number: What's your telephone number?

Task - Doing What Forms ask Asks pupils the task individually Goes around the class and provides help if necessary

Work in pair and then present in class:

1. First name - What's your first name? 2. Surname - What's your surname? 3. Date of birth - When were you born? 4. Country of origin - Where were you born? 5. Present address - Where are you living at the

moment?

6. Marital status - Are you married or single? 7. Occupation - What you do?

Further explain and translate into Vietnamese if necessary

Task - Filling in tlte form:

- Asks pupils to study the form carefully and till in the form using their own information

- Calls on pupils to fill in the form on the board while others doing the task in the textbook

- Tells pupils to look at the board and comment on their performance

Corrects the form as the whole class

Do as required

1. Write your name in block capitals: Viết tênn bằng chữ in hoa.

2. Sign your name: ký tên

3. Delete where not applicable: ghạch bỏ thông tin không cần thiết

4. Put a cross if you are male: đánh dấu X bạn nam.

5. Put a tick you are female: đánh dấu V bạn nữ

Individual Work in pair

Give suggested answers:

THE OAK TREE SCHOOL OF ENGLISH ENROLMENT FORM

PLE ASE WRITE IN CAPITAL LETTE RS

(17)

Surname: NGUYEN First name: NGOC HA Date of birth: March 21,1988 Nationality: Vietnamese

Language{s): Vietnamese, English, and E DE Address in your country: 15,Nguyen Chi Thanh Street, BMT city

Occupation: Student

Reason for learning English: 8uJness I Pleasure I Exams I

Others·

(If others, please specify)

How many hours a day you want to stay at the school? hours

What date you want to start? May 22, 2006 + Delete where not applicable

10-12 After you writing :

Asks pupils to use one pupil’s completed form to write a passage ( or to summarize)

Corrects the mistakes Homework :

(Handouts ) Asks pupils to write a full form to participate in an E speaking club

Answer :

A was born on… He/she can speak…

He /she learns English for… Homework :

Full name:

……….….Male Date of birth: National ity:

Home address: Tel: Emai I:

Grade:

School: • ,

(18)

****************************************** DOP : Sep 28th , 2006

DOT : Oct nd ,2006 Period : 11

LANGUAGE FOCUS :

I/ Objectives :

1. Educational aim : Revision of the sounds 1^ and la:1 Using gerund and to – infinitive

2. Knowledge: By the end of the lesson, Ps will be able to: pronounce the vowels 11\ / and la:1 correctly distinguish the use of gerund and to - infinitive.

3 Skills: : Communicative approach. II/ Method : Intergrated , mainly communicative.

III/ Teaching aids : Textbook, cassette, whiteboard markers, IV/ Procedure :

5 WARM-UP:

Divides The class into small groups Gives each group one card containing 10 words whose letters are jumbled

Asks ps to rearrange the letters to make good words

The group which finishes the task first with the most correct words will be the winner

E.g:

bsutcej -> subject skat -> task lmeeaf -> female ctarjif -> traffic….

5

7

PRONUNCIA TION PRESENTATION 1

Demonstrates the sounds II\ I and la:1 by pronouncing them clearly and slowly Helps ps to distinguish these two sounds Instruct the way to pronounce:

PRACTICE 1:

- Play the tape and asks them to repeat - Calls on some ps to repeat the sounds clearly to in front of the class

- Asks ps to work in pairs and practice the sentences Introduces peer correction - Goes around the class and provides help if necessary

GRAMMAR AND VOCABULARY PRESENTATION AND PRACTICE 2 -Keeps ps in pairs and asks them to make questions for the responses

- Calls on some pairs to read the questions and responses aloud in front of the class

the sounds II\ I and la:1

II\ I:first practice the sound l l then put your tongue back a little

II\ I is very short sound

/a:/.: first pronounce the sound /a:/ then put your tongue down and back

/a:/ is a long sound

Work in pair

1 When did you come back from Ho Chi Minh City?

(19)

10

- To day we’ll get to know some kinds of “ wh – questions and to – inf / v-ing

PRESENTATION 3

Distinguish the infinitive and -ing form: The base form of a verb often functions as an infinitive It is called the bare infinitive because it is used without to We must distinguish it from the toinfinitive, where to is always used in front of the base form of the verb The -ing form of a verb sometimes functions as a gerund (a kind of noun) and sometimes as a present participle Many verbs and adjectives, and some nouns, can be followed by one of these forms, and in some cases by more than one form From the student's point of view, the problem is

knowing which form is appropriate This may be because only one form is grammatically

4 Where did you live?

5 Why you learn English? What time is it?

7 How many children have they got? Get freeback and give some other verbs

The verbs can only be followed by to-infinitive: agree / refuse /manage/ fail/ decide/ plan/ hope/expect/ seem /tend

7

correct, e.g: enjoy doing or fail to Or it may be because only one form suits what we want to say, e.g: remember to or

remember doing.

The following list are the verbs which can only followed by to-infinitive and -ing: Asks them to give their comments about these verbs

Explains ( the difference ) in use of v-ing/ to – inf

Asks them to list verbs followed by v-ing/ or to- inf

Asks them to exer in groups

PRACTICE 3:

-Asks ps to read the letter carefully and fill in each blank with an -ingand to-infinitiveform

The verbs can only be followed by -ing form:

avoid /mind/consider/ practice/miss /postpone/risk

(20)

6

of the verb in brackets

- Tells ps to compare their answers with a friend Calls on some ps to read the completed letter Makes necessary corrections

Asks them to correct the exer

PRACTICE :

- Asks ps to work in pairs and complete the sentences using an – ing or to –inf form of the verbs in the box

On the way to school, I stopped to buy a newspaper.

Stop + -ing: -ing is the object of the verb:

We couldn't stop laughing because of his funny story.

Give correct answers: to hear

2 going

3 remembering

4 doing

5 worrying

6 to pay

7 to go

8 visiting

9 seeing

10.hearing

Further practice with –ing and to- inf form : Give correct answers:

To go/ waiting/ having/find/ living/ making/ to call/ to

- Calls on some ps to read their answers alound in front of class

Homework :

Asks ps to learn the verbs followed by v-ing / to –inf by heart

Asks ps to make some more Wh – questions

Lend/ talking/ to post Individual

********************************* DOP : Sep 28th , 2006

DOT : Oct rd ,2006 Period : 12

UNIT 3 PEOPLE’S BACKGROUND

READING :

I/ Objectives :

1 Educational aim :To help ps know more about MARIE CURIE , a famous chemist and physicst Knowledge: By the end of the lesson, Ps will be able to: read better through Matching and true or

False exercises.improve background knowledge about famous scientists especially about MARIE CURIE

III/ Teaching aids : Textbook, whiteboard markers, picture of some famous scientists ,…. IV/ Procedure :

10’ WARM-UP:

Asks ps work in groups of to

Ask them to make a list of famous scientists

Asks them to match the people with their job: Marie Curie teacher

Group work: Note: Ss may give scientists Accept corrections

(21)

7’

2 Lam Truong writer Charles Dickens singer Mr Hoang scientist Before you read:

Asks Ss to work in pairs and answer the following questions:

1 Have you ever heard of Marie Curie? 2 What you know about her?

Vocabulary pre-teach

 general education (n): comprehensive study of all subjects and skills

 brilliant (a): clever, quick at learning  mature (a): fully-grown/developed in

character and power

Work in pair and whole class

Marie Curie is the world famous scientist She made great contributions to the world's science Today, we will learn about her life and her research Firstly, let's have a quick look at some new words and phrases that you will come across in the passage.

Translation:

 Giáo dục phổ thông  Thông minh , sáng dạ  Trưởng thành

7’

 harbour the dream of: foster/keep in mind the dream of doing st

 flying colours: (leave university) with excellent grade

 PhD: Doctor of Phylosophy

 tragic death: die painfully, tragically  to be awarded: to be presented with  atomic weight of radium:

 humanitarian wish: (translation) While you read :

Task – Matching

Asks ps to read the passage individually and match the words or phrases in A with their meanings in B

Calls on some ps to read and explain their answers aloud in front of the class

Task - True or False:

Asks ps read the passage more carefully and decide whether the statements are true (T) or' false (F) Correct the false information

Ask ps to highlight or underline the:

information:in the passage that helps Ss firid the correct answers

Call on some ps to explain their answers It's up to Ss' level, T may ask further questions such as: Why is it true / false?

Can you give me the information in the passage ?

Task 3:Answering questions :

-Asks ps to the task in pair to answer the questions

- Asks ps to compare their answers with other pairs let them discuss and correct

 nuôi ước mơ trở thành  Tốp nghiệp ĐH loại ưu  Tiến sĩ

 Cái chết đau khổ  Được trao

 Trọng lượng nguyên tử  Mong muốn nhân đạo Task – Matching

Read the passage individually and match the words or phrases in A with their meanings in B

1.c e 3.a d

b

Task - True or False:

Individual work Give correct answers:

1 T

2 F(Her dream was to become a scientist ) T

4 F( She married Pierre Curie in 1895 ) T

Task 3:Answering questions :

Do the task in pair to answer the questions

Give correct answers:

1 M C was born in Warsaw on November , 1867

(22)

5’

for one another

Makes sure ss understand all the adjecttives in the book

Further explain if necessary

“Above are five adjects we may use to describe M C Find the evidence from the passage to prove each of them.”

for a study tour aboard

4 Shae was awarded a Nobel Prize in

Chemistry for determing the atomic weight of radium

5 No, it wasn’t Her real joy was “ easing human suffering ”

Group work:

 strong-willed (She haboured the dream of scientific career, which was impossible for a woman at that time.)

 ambitious (In spite of her difficult situation, she worked extremely hard and earned a degree in Physics with flying colours )

3’

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

Homework :

Summarise the main points

 hard-working (She works extremely hard.)  intelligent (As a brilliant student, )  humane (She had a humanitarian wish that

ease human suffering.)

Whole class

************************************ DOP : Sep 28th , 2006

DOT : Oct th ,2006 Period : 13

SPEAKING :

I/ Objectives :

1 Educational aim :To help ps to speak about someone’s background

2 Knowledge: By the end of the lesson, Ps will be able to: talk about their own background and know how to ask for other people's background

III/ Teaching aids : Textbook, whiteboard markers, ……. IV/ Procedure :

10’

7’

WARM-UP: Word Square

- Asks ps to work in groups

Sticks the big poster on the board and give each group the copy of the word square - The word square contains 10 words about Marie Curie

- Tells the groups find the words by circling the words and write them down below the word square

Answers:

brilliant, mature, radium, Nobel, atomic humane, hard, chemist, intelligent, ambitious

Work in groups

The group which has the correct first will be the winner

H B R I L L I A N T

U A H N B W L M H V

M M A T U R E B S R

A C R E C D K I E C

N H D L Y W A T D U

E E D L R A D I U M

E M S I G B T O W P

O I Z G V W C U O F

R S M E U S R S T R

S T T N O B E L V A

(23)

PRESENTATION

Explicits the term "background"

Asks ps to work in pairs and decide which items can tell somebody's background Encourages ps to discuss the items and choose the appropriate ones

Further explain and give the correct answers

Asks ps to discuss the questions that can be used to get information for each item

Calls on some ps to give questions for each item

 Family

 Education  Experience

Give suggested answers: Family

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

15’

10’

3

PRACTICE : Set the scene :

Imagine you are a journalist Use the cues below to interview a classmate about his / her background or that of a person he/she knows well Change the role when you have finished.

Gives ps the interview form (See supplements) or asks ps to draw a form by themselves

Note: Before carrying out the interview, ps should study the items of information carefully and find the questions for each item

Gives questions for the information items:

Asks ps to carry out the interview in pairs Rearrange ps' seats to make them sit face to face

Goes around the class and offer help if necessary

Makes sure that all ps have the form filled before moving to the next activity

PRODUCTION:

Asks ps to work in groups and talk about the person they have known through interview Calls on some ps to give a small talk in front of the class

Comments on ps' performance and make

Education :

Where did you study at high school ? What subjects you like best ? What agree you have ? Experience :

How long have you worked as a teacher / doctor ? What experience you have ?

Work in pair

Give questions for the information items: Greeting: Good morning!

Date of birth: When were you born?

Place of birth: Where were you born?

Home: Where you live?

Parents: Can you tell me about your parents?

Brother(s): How many brothers /sisters have you got/ Do you have ?

Primary school: What's the name of your primary school/secondary school?

Schoolwork: Have you ever been a leader of I Were you a member of any clubs.

Favourite subject: What subjects you like best?

Experience: How you work at school?

Thanking: Thank you very much!

Group work Suggested answers

The person I interview is Lan She was born in 1991 in Hanoi There are five members in her family

(24)

necessary corrections WRAPPING:

**************************** DOP : Sep 18th , 2006

DOT : Oct th ,2006 Period : 14

LISTENING :

I/ Objectives :

1. Educational aim : Listening for specific information about Olympic champions.

2. Knowledge: By the end of the lesson, Ss will be able to talk about one of the Olympic champions by using the information regarding her background and career

III/ Teaching aids : Textbook, whiteboard markers, cassette ……. IV/ Procedure :

5’

7’

10’

WARM-UP

-Asks Ss to work in pairs and talk about Olympic and Olympic Champions Suggest the questions:

What you know about Olympic?

(When did the Olympic start? How often is it held?)

Do you know any Olympic champions? What you want to know about an Olympic champion?Do you want to know about his/her family background/career success/ medals?

-Gathers ideas that Ss discuss and give some background information about Olympic and Olympic champions (See Supplements) BEFORE YOU LISTEN

Vocabulary pre-teach:

Checking technique

-Asks Ss to make sentences with the above words and make sure they understand the meanings of the words clearly

WHILE YOU LISTEN -Sets the scene

Sally has been the Olympic champion You

Work in pair

Talk about Olympic and Olympic Champions

Whole class

Diploma (n): the formal document recognising the successful completion of a certain programme of academic studies.

Certificate (n): the general testimonial of something such as a birth / marriage / death certificate

Degree (n): the award given by university for completing' an academic study programme such as· Bachelor's Degree, Master's Degree,

(25)

are going to listen to a conversation between her and Bob and the tasks followed.

Task - True or False:

-Asks Ss to listen to the tape and decide whether the statements are true (T) or false (F)

Task - True or False

10’

3’

-Play the tape several times if necessary -Calls on some Ss to explain their answers in front of the class

Task 2 - Gap filling:

-Tells Ss to read the sentences carefully and try to guess the missing words in the blanks -Asks Ss to listen to the conversation again and fill the blanks

-Plays the tape more than once if necessary -Checks the task as the whole class -Gives correct answers:

1 Sally got general education at local schools.

2 She lives in Manchester with her family.

3 She likes different sports-basketball and swimming, for example

4 She likes to read love stories-romantic books.

5 She wants to get her teacher's diploma.

AFTER YOU LISTEN:

Gives Ss the outline of Sally's background: Asks Ss to work in groups and' base on these guidelines to make a short talk about Sally Calls on some Ss to give the talk to class Comments on Ss' performance regarding pronunciation and body language

WRAPPING

Summarises the main points

Have Ss compare their answers with a friend Individual work

Feedback and give correct answers

1 T T

3 F (Idon't have much free time.)

4 T

5 F (I want to be a sports teacher.)

Task 2 - Gap filling: Individual work Tapescript:

Bob: Congratulations You are now the Olympic Champion.

Sally: Thanks Yes, I'm very happy.

Bob: Our readers want to know all about you. Sally: That's nice! Well, ask me your questions. Bob: First of all, tell me something about yourself. Sally: Well, 1 was born in 1980 I got a general, , education at local schools and when 1 was 15 I joined the Star Sports Club near my home. Bob: Where is your home?

Sally: In Manchester.

Bob: I see And you live alone?

Sally: No I live with my family, my parents and two brothers.

Bob: What you like to in your free time? Sally: Well, I don't have much free time, but I like different sports - basketball and swimming, for example and just sitting at home and reading. Bob: What sort of books you like?

Sally: Oh, love stories - romantic books.

Bob: And what you want to be in the future? Sally: I want to be a spor-ts teacher I'm a student at college I want to get my teacher's diploma.

Bob: I see Now tell me

1980 … local schools …… 15……family

basketball and swimming…… sports teacher teacher's diploma.

(26)

********************************** DOP : Sep 20th , 2006

DOT : Oct 10th ,2006 Period : 15

WRITING :

I/ Objectives :

1 Educational aim : Writing a C.V about people's background

2 Knowledge: By the end of the lesson, Ss will be able to: write a simple C.V, get to know the format, layout and essential information of a C.V

3 Skills: : Writing a C.V

III/ Teaching aids : Textbook, whiteboard markers, …. Some C.V samples

IV/ Procedure :

5’

10’

17’

WARM-UP:

Gap – filling: Definition of a C.V

Asks Ss to work in group and fill in the blank with the words given

Purpose, summary, capable, shows, contains

Answers:

1.summary shows purpose 4 capable contains

PRESENTATION:

Implicit the elements of a C.V by asking Ss to read Mr Brown's C.V

Introduces the elements of a C.V:

Note: If necessary, Ts are advised to give further information about C.V (See Supplements) The amount of information in a C.V is different from one to another due to each person's background and work expenence

PRACTICE:

Asks Ss to work independently and write a paragraph about Mr Brown, using the cues below:

be born like go to school

from……to pass exams in

travel agency work as

Have Ss compare their writing with a friend Ask them to check whether the information about Mr Brown is correct or not

Gap – filling:

Group work

A Curriculum Vitae or a C V is a personal (1) … of a

person's background, experience, training and skills It

(2) … an applicant's suitability and potential for certain

jobs Its main (3) ….is to prove that someone are (4)

….of doing the job he/she is looking for A C V

generally (5)… Personal information/ data, Education,

Previous jobs, Interests…

Whole class

A C.V normally consists of following items:

Personal information/ data: Education:

Previous jobs: Interests:

Individual work

Mr Brown was born on 12th November, 1969 in Boston He went to Kensington High School and passed exams in English, French and Mathematics He worked in a travel agency from June 1991 to December 1998 And from

(27)

Time Teacher’s activities Students’ activities 10’

3’

FURTHER PRACTICE:

Asks Ss to work in pairs and asks the partner for the information about his/her parent and complete the form

Goes around the class and provide help if necessary

Note It is acceptable if the information is not exact

WRAPPING

Work in pair

If time is allowed, ask Ss to use the information they have collected and write a paragraph about his/her partner's parent Then read the paragraph to check whether the information is correct

If time is not allowed, this writing activity can be assigned as homework

Whole class Supplements

C.V Formats

CURRICULUM VITAE Personal data

Name Sex

Date of birth Address Telephone

Secondary education 1999 - 2003:

2003 - 2006:

Extra curricular activities and Sports 1999 - 2003:

1999 - 2003: Work experience 1999 - 2003: 2003 - 2006: Hobbies:

Other information Referees

****************************** DOP : Sep 30th , 2006

DOT : Oct 11 th ,2006 Period : 16

LANGUAGE FOCUS :

I/ Objectives :

1 Educational aim : Distinguishing the sounds /e/ and / e /

Learning how to use past perfect tense

2 Knowledge: By the end of the lesson, Ss will be able to: pronounce the sounds/e/ and / e / correctly

- use the past perfect tense appropriately and distinguish " it with the past simple tense Skills: Communicative approach.

(28)

Time Teacher’s activities Students’ activities 5’

5’

WARM-UP: Table completion

Asks Ss to work in groups and give each group a table containing 10 verbs

Tells Ss to complete the table following the instruction

Verb infinitive

Past form Past participle take

met

left broke

come

gone got

been

saw PRONUNCIA TION:

PRESENTATION 1:

Demonstrates the sounds /e/ and / e / by

pronouncing them clearly and slowly Instructs the way to pronounce:

/e/ : first pronounce the sound /I/ then open your mouth a little more

/e/ : is a short sound

/ e / : first pronounce the sound / e / then

open your mouth a little more

Asks Ss to pronounce and repeat the sounds several times

Makes sure Ss are aware of the difference between the two sounds

PRACTICE 1:

Plays the tape and asks them to repeat

Calls on some Ss to repeat the sounds clearly to class

Asks Ss to work in pairs and practice the sentences Introduces peer correction Goes around the class and provides help if necessary

Group work

The group which completes the table first and has more correct verbs will be the winner

Whole class

Distinguish the difference between the word : Men – man

Listen and repeat

Repeat the sounds several times

Listen and repeat

Work in pairs and practice the sentences

5’ GRAMMAR AND VOCABULARY:

PRESENTATION 2:

Review the past perfect tense:

Use:

Whole class

Review the past perfect tense: Form :

(+) S + had + Ve/ed + 0

(-) S + had not (hadn't) + Ve/ed + (?) Had + S + Ve/ed + O?

(29)

8’

The past perfect tense can be used to

describe: - - an action before a point of time in the past

- an action that had happened before another past action:

PRACTICE 2:

Asks Ss to exercise 1: Use the verbs in brackets in the past perfect

Ex : After the tragic death of Pierre and Curie in 1906, she took up the position which her husband had obtained at the Sorbonne.

Note that the action in the past perfect is always before another past action

Have Ss compare their answers wi th a friend Makes sure all the verbs nave been pu.t in the correct form

Calls on some Ss to read aloud their answers in front of the class

1.Why did Tom's mother get angry with him? Because he had broken her favourite vase.

2.When did you watch TV last night? When I had done all my homework.

3.Did you first see them at my last birthday party? No, I had met them before.

4.Why did she return home? She suddenly remembered she hadn't turned off the gas stove.

5.How did they like our city? They said it was the loveliest city they had ever seen. 6.It rained yesterday after it had been dry

for months

7.By the time he arrived, all his classmates

had left.

8. We didn't have their new phone number because they had moved to the South.

9. When they met again, they hadn't seen each other for 10 years.

10. When I came, the room was in a terrible mess because someone had broken in.

No, S + hadn't. Use:

E.x: I had done all my homework before 7 p m last night

E.x: I had done all my home work before I watched TV.

Whole class and individual work

Use the verbs in brackets in the past perfect

Listen

Read aloud their answers in front of the class Feedback and give correct answers:

1. had broken

2 had done

3. had met

4. hadn't turned

5. had ever seen

6. had been

7 had left.

8. had moved

9. hadn't seen

10.had broken

5’ PRESENTATION 3:

Identify the past simple tense and the past perfect tense

Demonstrates the point by analysing the example:

(30)

7’

5’

She (watch) TV after she (do) all her homework.

Asks Ss to identify which action happened first

We use the past perfect tense for the action happened first and the past simple tense for the atter action

PRACTICE 3:

Asks Ss to exercise 2: Put the verbs in brackets in the past simple or the past perfect Tells Ss to the exercise carefully and then compare the answers with a friend

PRACTICE 4:

Tells Ss to read the story carefully and asks them some questions about the story to make sure Ss have general understanding:

Have Ss work in pairs and find five mistakes in the use of tenses in the story

Asks Ss to join another pair to make a group and compare and discuss the answers

Calls on some Ss to explain their answers in front of the class

Listen

She watched TV after she had done all - her homework

Introduce peer correction

1 We had just finished dinner when they came.

2 He had seldom travelled by bicycle before he

went to Vietnam.

3 He had seldom travelled by bicycle before he

went to Vietnam.

4 Did you manage to see the Director, or had

he gone out by the time you got there?

5 He had just got home when you phoned HeL

had been in New York Work in pairs

What is the story about?

Who are in the story?….

Sentence Mistake Correction

1 Had climbed climbed

2 Had turned turned

3 Had called called

4 Had heard heard

5 went Had already gone

****************************** DOP : : Oct 14th , 2006

DOT : Oct 16 th ,2006 Period : 17

TEST YOURSELF A

Answers to Test yourself A LISTENING

1. 15th, January 1929

2. in1951

(31)

5. they got married 6. a minister at

7. the black freedom movement 8 heard his speech at the 9 in 1964

10. 4th, April 1968. Tapescript:

Martin Luther King was born on 15th january 1929 in Atlanta, Georgia In 1951, he went to Boston University, where he studied for four years In 1952, he met Caretta Scott, and as soon as he saw her, he fell in love They got married in 1953, and they had four children In 1954, the Kings left Boston, and Martin became a minister at a Baptist Church in montgomery, Alabama Then he started working for the black freedom movement Thousands of people walked to Washington to hear his fam( speech at the Lincoln Memorial in 1963, and he won the Nobel Peace Prize in 1964 he died on 4th April 1968 in Memphis,

Tennessee, fro gunshot wound. New words:

Fall in love: yeâu ,phải lòng Get married: kết hôn

The black freedom movement:phong trào tự người da đen

READING

1 F

2 C

3 A

4 D

5 B

New words

To be married with (three children):đã lập gia đình có con Do research:nghiên cứu

Principal: hiệu trưởng

Technical college:trường ĐH kỹ thuật

Public Health Council:Hội đồng sức khỏe cộng đồng

GRAMMAR:

1. to apply

2. am

3. attended

4. passed

5. got

6. can

7. reading

8. know

9 am able

10. hearing

WRITING

29 Hang Bai Street, Hanoi, Vietnam Dear Sally,

(32)

go to school in the morning and have five period s everyday from 7:00 to 11:15 in the afternoon I study at home and help my parents with the housework.

I’m looking forward to hearing from your soon. Give my best wishes to your parents and two sisters.

Yours Phong

******************************* DOP : Oct 14th , 2006

UNIT 4 SPECIAL EDUCATION

READING :

I/ Objectives :

1.Educational aim :To help ps know more about SPECIAL EDUCATION , dissabled children. 2.Knowledge: By the end of the lesson, Ps will be able to read about special education and

execises with in the topic

3.Skills: : Communicative approach. II/ Method : Intergrated , mainly communicative.

III/ Teaching aids : Textbook, whiteboard markers, picture of some famous scientists ,…. IV/ Procedure :

• •• •• • •• •• • • • • • • • •• •• • ••

A B C D E F G H I J

10’

7’

Warmer

-shows some pictures about disabled people

and asks some questions a Who are they?

b What are they doing?

- look at the picture and answer questions

- look at the textbook and exercise feedback :

a mute b deaf c. blind

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8’

10’

3’

Before you read

Introduces the Braille Alphabet and asks pupils to exercises

While you read Plays the cassette * Give some new words

-disabled (adj) -desmonstration(n) -time consuming (exp) -support(v)

Task 1

-Asks pupils to task

-asks pupils to choose suitable definitions feedback:

1`-c; 2-e ;3-a ;4-b ;5-d Task 2:

- Ask pupils to read the text again and choose the best answers,

After you read

-asks pupils to work in groups to fill in the gaps

- goes around to check

- asks sts to exercises on the b.b Homework: exercise 1,2 ( page 45,46)

-listen and read silently

Task The words in A appear in the reading passage Match them with their definitions in B

A B

1 disabled mentally consuming demonstration gradually

a taking or needing a lot of time b an act of showing or

explaining how to

c unable to use a part of the body in the normal way

d slowly, over a long period of time

e less mentally developed than normal

Task 2: Read the passage again and complete the following sentences by circling the corresponding letter A,B,C , or D

Feedback:

1-d; 2-b; 3-a; 4-c; 5-d

Fill each of the blanks of the summary below with a suitable word from the reading passage

- work in group to fill in the blanks - some sts go to b.b to write their

feedback on the b.b Feedback:

1 disabled read write determination opposition time- consuming maths 8.arms 9.fingers 10.pround

*************************** DOP : Oct 14th , 2006

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I/ Objectives :

11.Educational aim :To help ps to speak about their schooling

12.Knowledge: By the end of the lesson, Ps will be able to: talk about what hey like or dislike about their school, about their teachers, their friends

13.Skills: : Communicative approach. II/ Method : Intergrated , mainly communicative.

Time Teacher’s activities Students’ activities 10’

7’

15’

I.Preparing for speaking Warmer.

delivers ‘’hand out” and explains how to them Maths

2 Physics History geography physical

education English chemistry Information

technology

a plants and animals b.gymnastics

c 25x2 - 3x + 10 = 0

d.e = mc2

e H20

f the countries of the word g.the 2nd world war

h.computers and their applications

i reading, writing and selling

gives out questions

- a, What are your favorite subjects? - b, which one didn’t you like?

- c, how much time you prepare for your lessions everyday?

-introduces new lession

Task 1: introduces the situation

- goes around to check and explain new words an their pronounciation

- Asks some pairs to stand up and to act out the conversation

Controlled practice.

Feedback :

1-c, 2-d, 3-g,4-f,5-b,6-I, 7-e,8-a,9-h - listens and answer

- A, My favourite subjects are English Maths and Literature

- B I didn’t like chemistry

- C.Everyday I prepare for my lession in about four hours

Task 1:

The questions in the interview below have been left out Work with apartner and fill in the blanks with the right questions

- work in pair to complete the conversation - act out

- others listen and correct

Feedback

(A) Which lower- secondary school did you go?

(B) What were your subjects then? (C) What was your timetable?

(D) Can you tell me about the test and the examnations at your school then? (E) What did you like best about your

school then? Task 2.Interview your partner, using the questons in task

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10’

3’

Writes the questions of task on the b.b

-Asks students to work in pairs asking and answering the questions on the b.b and asks sts to act play the role of the inerviewer and the interviewee

-goes around and provides helps if necessary 3.Free- Practice,

explains the example:

Hanh went to Long Bien secondary School She had ten subject to learn at school She went to school in the morning and often had five classes in the morning -Asks some sts to tell the whole class what they know about their partner

- Gives marks for the students who speak well

Homework: Write a short passage ( about 150 words) about your schooling

partner

Task Tell the whole class what you know about your partner

Begin with the example in the text book Others listen

-listen

*****************************************

DOP : Oct 20th , 2006 DOT : Oct 25th ,2006 Period : 22

Listening

I/ Objectives :

1 Educational aim :To help ps to listen about special education

2 Knowledge: By the end of the lesson, Ps will be able to: listen for detail, listen and fill in the gaps , summarize the tapescripts in spoken and in written form

Time Teacher’s activities Students’ activities

7’

Warmer:

Writes word “ photograph” on the black board Which word can be derived from the word photograph?

Devide the class into four groups

-asks students to read loudly and ask them about their

Work in groups , find out words derived from “ photograph”

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10’

8’

10’

7’

3’

word class

photographer photography photographic photogenic

Before you listen:

Ask pupils to work individually Fill in each blank with one word from the box

Asks students to read words provided in the text book ( ask them to pay attention because these word will appear in the tapescripts)

- Asks student to guess the topic of the tapescript

While you listen: Task :

- explains the requirement of the tapescripts

- asks students to guess if these sentences are true or false

-Plays the tapescripts twice

- Corrects and give out the feedback

Task 2:

Asks ss to read a part of the talk carefullyand have a guess of the missing words

Calls on some ss to read the answers aloud in front of the class

Tells ss to work in group Wrapping :

Work individually then exchange the result with their partner

Feedback: photographic; photography photographer photograp photogenic Read words in their text book

Task : Listen to some information about a photography club and decide whether the statements are True( T) or False ( F) -Read statements in their text book to understand before listening

- Listen and exchange information they’ve listened with their partners

Feedback : T; F ; T; F ; T Task 2:

Listen again and fill in the blanks with a suitable word

- guess words that can fill in the blanks

work in group whole class

******************************** DOP : Oct 24th , 2006

WRITING

I/ Objectives :

1 Educational aim :To help ps to write a complaint letter

2 Knowledge: By the end of the lesson, Ps will be able to write acomplint letter. Skills: : Communicative approach.

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7’

10’

Warmer:

Show two pictures expressing feeling ( a happy and an angry face)

Asks students to answer questions How they feel?

2 Are they happy/ angry/ surprised?

3 What kind of letter you write if you feel angry about something? A complaint letter or a thank you letter?

Introduces: A letter of complaint

1 What is a complaint

letter?

2 have you ever written

a complaint letter?

3 have you ever written

a complaint letter?

Explains the definition of a complaint letter Definition.

Look at the pictures and answer questions

Give definition and format of a letter of complaint :

Complaint is a kind of formal letter used when you are not happy with a service , a contract, a course….

Aletter of complaint usually includes three main parts : opening, explaining the problem, suggesting a resolution.

15’

A letter of complaint is written when s.o is unhappy or dissatifified with s.t

Before you write:

- Deliver “ hand-out” and explains

Read the letter and get the information to fill in the blanks

Goes around to help sts to realize the tenses used in a complaint letter, some necessery parts in a

complaint letter

helps students by questions depending on informations in the table

What were advertised What happened to you Native teachers ONLY

No more than twenty students per class

Free books and cassettes tapes

All air conditioned rooms

Only one native teacher

About 40 students in class.Paid 60.000 dong for books and cassettes tapes The classroom was very hot.- Waited for half an hour because

Task After studying for two weeks at English for Today Centre, you notice that everything is worse than what the

advertisement says A friend of your want to know about the centre and you tell him/ her the facts

Give suggested answers :

1. I am not happy with it at all 2. not all of them are native teachers 3. that is not true My class has over 30

students

4. I had to pay for them

5 only some of them Mine is not

6 in fact classes often start late and finish early.

Work in pair Rely on advertisements and give out dissatifications

Give suggested answers :

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10’

3’

- 5.30 p,m-8.30pm the room was not ready or the teacher arrived late

While you write:

Shows out content in the task Goes around to help

After you write

Choose a student from a group to go tho the blackboard and write out the letter of his/her group Homework: Set out and punctuate the following formal complaint letter Devide into paragraphs if you think it necessary

over 30 students in my class In the

advertisement, you say we can have books and cassette tapes free of charge but in fact we had to pay for them To make the matter worse, the classroom is not

air-conditioned That is quite different from the advertisement Finally, what I not like most about your centre is the time The class time is not the same as what the advertisement says Classes not only start late but also finish early.

DOP : Oct 24th , 2006 DOT : Oct 31st ,2006 Period : 24

LANGUAGE FOCUS:

I/ Objectives :

1 Educational aim :To help ps to distinguish the sounds/ D / and /: / Using the + adjective, used to + infinitive and which

2 Knowledge: By the end of the lesson,Ss will be ableto distinguish and pronounce the sounds / D /and

/: / correctly, use the + adjective as a noun, combine two sentences with which an review used to +

infinitive

5’

Warm-up:

Find someone who

Prepares a two-column table with Yes/No questions and Name

Lets Ss go around the class and asks other Ss what they used to when they were small If the answer is YES, write his/her name in the table

The winner is the first one who completes the Name column

PRONUNCIATION: PRESENTATION 1:

Demonstrates the sounds /D / and /: / by pronouncing them clearly and slowly

Instructs the way to pronounce the two sounds: / D / first pronounce the sound / e / then put your

tongue slightly back and bring your lips slightly forward

Group work

Did you use to Name

cry at night? cry at night? be afraid of ghost? eat a lot of ice scream?

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5’

/ D / is a short sound

/ : / first practice the sound then put the back of your tongue up a little

/: / I is a long sound

Makes sure that Ss are aware of the difference between the two sounds

Asks Ss to repeat several times PRACTICE 1:

Plays the tape and asks them to repeat

Calls on some Ss to repeat the sounds clearly to class Asks Ss to work in pairs and practice the sentences Introduces peer correction

Difference between the two sounds

Repeat Repeat

5’

3’

Goes around the class and provides help if necessary GRAMMAR AND VOCABULARY:

PRESENT A TION 2: The + adjective

Explicits the use of The + adjective by analysing the example:

The young have the future in their hands The young = young people

We use the + adjective to describe a group of people as a whole: e.g the blind, the rich, the poor So the rich

means a group of people who are all rich These adjectives are followed by a plural verb PRACTICE 2:

Asks Ss to work individually and complete the sentences using the + one of the adjectives in the book

Asks Ss compare their answers with a friend

Calls on some Ss to read their completed sentences PRESENTATION 3:

Revision of used to + infinitive

We use used to + infinitive to express a past action and state It has no present equivalent

Ex: When I was a child, we used to go on holiday to the seaside

Notice the negative and the question: PRACTICE 3:

Asks Ss to exercise

Tells Ss to compare their answers with a friend

Pair work

PRESENTATION 2: Whole class

The young have the future in their hands

PRACTICE 2: Individual work

Feedback and give correct Answers

2.Ambulances arrived at the scene of the accident and took the injured to

hospital.

3 Life is all right if you have a job, but things are not so easy for the unemployed.

4 Julia has been a nurse all her life She has spent her life caring for the sick.

5 In England there is an old story about a man called Robin Hood It is said that he robbed the rich and gave money to the poor.

PRESENTATION 3:

Notice the negative and the question:

Where did you use to go?

We didn't use anything interesting. PRACTICE

Individual and Pair work

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Checks the answers as the whole class

a suitable verb.

2.Liz used to have a motorbike, but last year she sold it and bought a car.

3 We came to live in Manchester a few years ago We used to live in Nottingham.

4 I rarely eat ice-cream now but I used to eat it when I was a child

5 Jim used to be my best friend but we aren't friends any longer.

6 ………

7’

PRESENTATION 4:

Which can be used in relative clauses to refer to the whole of the earlier clause

PRACTICE 4:

Asks Ss to work in pairs and exercise 3: Join a sentence from A with one from B to make a new sentence using which.

Note: This exercise can be organised through the game

Finding the ideal partner:

Divide class into two big teams: A and B

Label Ss in A as 1,2,3 to and Ss in B as a, b, c to g AsksSs to go around the class and find the ideal partner It means that 5s have to find the student who has the most suitable sentence to make a new one

When Ss find his or her partner, ask them to join the sentences

Calls on some couples to read their sentences

Ex:

She arrived on time, which amazed everybody.

Sheila couldn't come to the party, which was a pity.

2.Jill isn’t on the phone, which makes it difficult to contact her.

3 Neil has passed his examinations, which is good news.

4 Our flight was delayed, which meant we had to wait for hours at the airport.

5 A nn offered to let me stay in her house, which was very nice of her.

6 The street I live in is very noisy at night, which makes it difficult to sleep

7 Our car has broken down, which means we can't go away tomorrow.

********************************** DOP : Oct 30th , 2006

DOT : Nov 1st ,2006 Period : 25

UNIT TECHNOLOGY AND YOU

READING:

I/ Objectives :

1 Educational aim :Students should know how to use a computer

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II/ Method : Communicative approach.

III/ Teaching aids : Textbook, whiteboard markers, Pictures about computers or a computer available in class

IV/ Procedure :

Warm-up:

Shows a picture of the computerand asks question : What’s this?

2 What is it use for ?

3 Can you know to use this machine ?

To understand more about the benefits of computer, to day we come to the lesson “ technology and you “

Work in the whole class Answer :

It’s computer

It’s use to type documents., store facts, listen to music etc

Yes , I can

7’

Before you read :

Asks ss to work in pairs : look at the illustration of different parts of a computer system and match each numbered item with one of the words or phrases in the box

Asks ss to repeat the words several times Explains some words

While you read :

Reads the text and give some newwords

Asks ss to write on the notebooks

Asks ss read the words several time in chorus

Task :Matching

Asks ss to read the passage and math the words in A with the definition in B

Gives the correction

Before you read : Do the task in pairs

1 D , E,3 G, C, A, 6.F, 7.B, 8.H Work in the whole class

New words :

Miraculous (adj): wonderful Turn on (v)

Hardware (n) Software(n)

Be capable of doing st: Calculating machine(n): Calculations :(+,_ X,:): Calculate (v)

Multiply(v) Divide (v)

With lighting speed : Accuracy (n)

Eletronic(adj) Storage device (n)

Keep or store information: Data:

Magical(adj) Typewriter(n)

Memos= memorandums:

Note of things to be remembered : Request for leave :

Communicator : Interact(v)

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5’

6’

Task : Passage Headings:

Have ss read the passage carefully and choose the best title for the passage

Let Ss discuss their answer with a friend Encourage them to explain their choice

Further explain and give correct answer: Task - Answering Questions:

Tells Ss work in pairs and answer the questions using the given cues

Task :

Work individually Answer :

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

Work individually and work in pairs

C What can the computer do? Task - Answering Questions: Time Teacher’s activities Students’ activities

7’

Goes around the class and provide help if necessary Calls on some pairs to act out the activity in front of the class

Comments and gives suggested answers:

1.What can the computer to help us in our daily life?

2 Why is computer a miraculous device?

Asks Ss to work in pairs or groups and discuss other uses of computer in daily life

Suggests questions for discussion: Do you usually use computers?

What you when you use computers? What you like most about computers?

What uses of computer may bring bad effects to its users? …

Homework:

Asks ss to learn new words and reading part in workbook, unit

Do task in pairs

answers:

1 It helps us visit shops, offices and places of interests, pay bills, read newspapers receive letters

2 Because it is capable of doing anything you ask,' it can speed up the calculations, allow you to type and print any kind of document

AFTER YOU READ : Suggest questions:

Other uses of the computer : - search for learning materials

- Search for information on scholarships - Make friends with people arround the

world

- Set an effective timetable ect Take notes

*************************** DOP : Oct 30th , 2006

DOT : Nov 6th ,2006 Period : 26

SPEAKING:

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1 Educational aim :Ss shouldappreciate the morden inventions that make , our life comfortable and should know how to use them properly and economically

2 Knowledge: Expressions or sentences to asking for and giving information about the uses of modern inventions

3 Skill :Speaking the uses of modern inventions II/ Method : Communicative approach.

III/ Teaching aids : Textbook, whiteboard markers, Pictures of modern inventions such as : TV, Radio…. IV/ Procedure :

Time Teacher’s activities Students’ activities 10’ Warm-up:

Divides class into two big teams A and B Gives tem A a list of 10 words about modern inventions

Team work

7’

- TV , fridge , fax machine , cell phone, air

conditioner , washing machine, radio, car, electric cooker , microware oven

-Team A has to explain the words and team B has to guess what the word is

PRESENTATION

Task 1: Asking and Answering

Notes that five inventions are in the above game Calls on some pairs to ask and answer in fro-nt of the class Have Ss work in pairs: Asks and answers questions about the uses of modern inventions following the example

Takes notes the structures :

Can / Could you tell me what + Noun + is use for ?

Well It is used to +inf ( it is used for +v-ing)

PRACTICE

Task : Coplete the sentences

Have Ss in pairs and asks them to complete the sentences by using the words in the box

Asks Ss to study the sentences carefully before deciding which word to be used

Calls on snme pairs to read the sentences aloud in front of the class

Task 1

A: Can/Could you tell me what the radio is usedfor?

B: Well, it’s used to listen to the news and learn foreign languages

A: Can/Could you tell me what the TV is usedfor?

B: Well, it’s used to watch football matches, and TV game shows A:Can/Could you tell me what the fax machine is used for?

B: Well, it’s used to send and receive letters quickly

A: Can/Could you tell me what the electric cooker is usedfor?

B: Well, it’s used to cook rice and keep rice warm

A: Can/Could you tell me what the air conditioner is usedfor?

B: Well, it’s used to keep the air cool when it’s hot and vice versa

Task : Work in pairs :

Read the sentences carefully and complete them

Information technology is very useful to our lives It allows us to:

1.store very large amounts of information,

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receive it With the development of information technology we can now: 4.send messages from one computer to

another,

5.hold long distance meetings in which the participants can see each other on a screen,

6.make use of central stores of information,

7.send TV programmes to other countries,

8.receive TV programmes from other countries,

design houses, bridges, gardens and buildings

8’

3’

Task – Ordering

Asks Ss work in groups by joining two pairs Ask them to look at the ideas in Task and then rank them in order of importance

Suggest some structures in discussion: FURTHER PRACTICE

Has Ss work in groups and talks about their most favourite invention of our daily life

Calls on some Ss to give’ a short talk about their favourite invention in front of the class

Comments on Ss’ performance and make necessary corrections

WRAPPING:

SummariseS the main points AssignS homework

Task 3

work in groups

I think / believe that the most important use of information technology

is…….because

work in groups

Whole class ********************************** DOP : Oct 30th , 2006

LISTENING:

I/ Objectives :

1 Educational aim :Ss should know how to use a computer.

2 Knowledge: - General knowledge : Ss will be able to know how a person learns to use a computer. - Language : words related to the subject

3 Skill : Listening for gist and specific information about using a computer. II/ Method : Communicative approach.

III/ Teaching aids : Textbook, whiteboard markers, tapes, cassette …. IV/ Procedure :

5’ Warm-up:

Asks Ss to work independently and answers the Individual work and Pair work very

(45)

7’

question by checking the right column:

How often you use each of the items below?

Tells Ss to compare their answers with a friend and further discuss the uses of these items

Before you listen : Explains some new words

radio cell phone camcorder computer fax machine TV

Whole class Vocabulary

worried (a): to be anxious, at ease:

shy (a): self-conscious uneasy in front of other people:

memory (n): a compartment by which things are recalled to or kept in mind Time Teacher’s activities Students’ activities

10’

Asks Ss to repeat the words several times While you listen:

You hear an old company director talking about his experience of learning how to use a computer from his son You listen to the tap:: und Task 1: Decide whether the statements are true or false.

Task 1: True or False :

Asks Ss to read the statements carefully listening to the tape

Plays the tape more than once if necessary Asks Ss to compare their answers with a friend Calls on some Ss to read and explains their answers in front of the class

Task : Gap-filling:

Plays the tape again and asks Ss to Task 2: Write the missing words

Tells Ss to write the exact word for the blanks

refuse (v): reject, incline to something: make an excuse (v): say sorry:

headache (n): continuous pain in head:

Task 1:

work Individually

Feedback and give correct answers: T

2 T T

4 F(He understood about computers and became the man's teacher.) F (He didn't understand the lesson

very well.)

6 F( The man was having a headache and suggested leaving the lesson ) Task :

Give correct answers: 1.invited

2.still 3.refused 4.excuse 5.anything Tapescript:

(46)

10’

3’

Asks Ss to work ip pairs and asks and answer about the man's story

What did the man's son buy? Why did the man become worried? What didn't the man know?

What happened to the man's memory? What did the man suggest?

Home work :

Summarises the main points Assigns homework

VDU I still didn't know what VDU was, but I was too shy to ask him any more From that moment my memory refused to learn because he told me a lot of things that I really didn't understand at all After a few lessons I began to feel tired I made an excuse, saying that I was having a

headache I suggested we should leave the lesson until another day Since then I haven't said anything about the computer to my son and my secretary.

Pair work Home work : Whole class DOP : Oct 30th , 2006

WRITING:

I/ Objectives :

1. Educational aim : Ss should know to write simlpe instructions on how to use some household applicances

2. Knowledge: - General knowledge: by the end of the lesson , ss will be able to write simple instructions on how to use some household applicances

- Language : sentences and expressions in writing simpleinstrutions Skill : writing instrutions

4 II/ Method : Communicative approach, intergrated.

III/ Teaching aids : Textbook, whiteboard markers, sample of a phone card …. IV/ Procedure :

10’

Warm-up:

Shows a phone card and asks questions : - What’s this ?

- What’s it used for ?

- Have you ever used a public telephone ?

- It is easy or difficult to use it ? - Can you show me how to use it ? PRESENTATION

Task 1:Read the instructions on how to use a public telephone :

Explain some words

Writes all the new words and their meanings on the board

Rubs out all the words in English and keep their Vietnamese meanings

Work in the whole class - It is a phone card - It is used to make a call - Yes , I have / No, I haven’t - Yes, it is / No, it isn’t …

Task 1:

Work in the whole class and take notes

-lift (v): raise to higher level

-receiver (n): machine for receiving transmitted signals

-insert (v): put things into another -slot (n): a slit in machine etc for something especially coin to be inserted

(47)

Asks ss to read the words several times

Task : Finding Connectors and Imperatives: Asks ss to read the set of instructions on how to use a public telephone

Goes around the class and provides help if necessary Makes sure Ss get general understanding of the instruction

Tells Ss to work in pairs to find out the connectors and the imperative forms of the verbs from the instructions

-emergency (n): sudden and

unexpected state of danger callingfor immediate action

-ambulance (n): special vehicle used for carrying sick people to hospital -remote control (n): a device to tune in switch on and off the TV from a distance

-cord (n): thick string used as TV wire Read individually

Do task in pairs

7’

15’

Calls on some Ss to read their answers aloud in front of the class

Notices Ss that connectors and imperatives are used in instructions.

PRACTICE

Task - Answering Questions: Asks Ss to work in groups:

Look at the TV and the remote control and answer the questions on how to operate the TV

Tells Ss to look at the remote control carefully when doing the task

Calls on some Ss from the groups to answer the questions in front of the class

1 What you have to make sure if you want to operate the TV with the remote control? What should you if you want to turn on or

turn off the TV?

3 What should you if you want to select a programme?

4 What should you if you want to watch VTV 1, VTV 1, VTV3, and VTV 4?

5 What should you if you want to adjust the volume?

6 What should you if you don't want to hear the sound?

Task : Writing Instructions:

Asks Ss to write a set of instructions on how to operate a TV with a remote control Use the picture in the book and the answers above as suggestions

Feedback give correct answers: Connectors: first, next, then, until Imperatives: lift, insert, press, wait

Work in groups and answer the questions on how to operate the TV

Feedback and give correct answers: If you want to operate the TV

with the remote control, you have to make sure that the cord is plugged in and the main is turned on

2 To turn on the TV, press the POWER button To turn off the TV, press the POWER button again

3 To select a progamme, press the PROGRAMME button

4 To watch VTV1, press button number to watch VTV2, press button number To watch VTV3, press button number To watch VTV 4, press button number To adjust the volume, press the

VOLUME button up or down If you don't want to hear the

sound, press the MUTE button Task :

Suggested answer:

654, Truong Chinh Steet, Hanoi 8th, June, 2006 Dear Hung,

Our class are planning to have a three-hour visit to a factory as part of ou technology lesson I am writing to ask you for permission to visit you computer factory as it is near our school so we can go by bicycle Forty-fivi members of our class will arrive at your factory at 7:30 on Monday, 22" December, 2006

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

We are looking forward to receiving your reply soon Yours sincerely, Nghiem Danh Hao

*********************************

DOP : Nov 28th2006 DOT : Dec 6th2006 Period : 38

(62)

A READING:

I/ Objectives :

1 Educational aim : Reading TV programme schedules

2 Knowledge :- General knowledge:Ss will be updated with names of some popular TV progammes such as Quiz Show, Portrait of life , Ss will be able to talk about their favourite programmes - Language : Reading TV programme

III/ Teaching aids : Textbook, whiteboard markers, chalks, schedules extracted from newspapers. IV/ Procedure :

WARM-UP: Jumbled words:

Gives 10 words whose letters are in the wrong order Notes Ss that all the words are forms of mass media Ask Ss to work in groups and rearrange them in

, good order to make the right words 1. enslieisov

2. rwepeapns

3. idora

4. agenmiza

5

Explain the term mass media

Mass media or mass communications refer to public institutions that report news and other stories Mass media also keep people updated.

work in groups:

1. television

2. newspaper

3. radio

4. magazine

5 ….

Give examples for each type of mass media

E.g:

Newspaper: Nhan Dan, Lao Dong

Time Teacher’s activities Students’ activities 10’ BEFORE YOU READ:

Has Ss work in pairs:

Gather ideas and give some background information about TV channels in Vietnam (See Supplements for more information):

VTV 1: combination of Politics, Economics and Entertainment

VTV2: Science and Education

VTV3: Entertainment

VTV4: For the overseas Vietnamese

VTV5: For the Ethnic minority groups Vocabulary pre-teach:

Gives Vietnamese equivalences for some TV programmes

Checking technique:

Ask and answer the following questions:

When you often watch TV? How many channels are there in our national TV? How many hours per week you watch TV?

Vocabulary:

Population and Development:

TV Series: Folk songs: News headlines: weather Forecast: Quiz Show: Documentary: wildlife World: Around the World:

(63)

6’

7’

Advising

Divides the class into two teams Team A says what

hey want to see Team B gives advice on what programmes team B should watch

WHILE YOU READ : Task - Matching

Asks Ss to read three TY programme schedules and Task 1: Match the words in A which appear in the reading passage with their definitions in B

Has Ss compare and discuss their answers with a friend

Task - True or False

Tells Ss to read the programmes carefully and decide whether the statements are true (T) or false (F) Correct the false information

Asks Ss to explain their answers by giving evidence in the reading passage

Checks the answers in front of the class as a whole

Team A: I love seeing animals and plants

Team B: You should watch the Wildlife World Team A: I want to know whether it is going to rain TOmorrow

Team B: You should watch the Weather Forecast

WHILE YOU READ : Individual work

Task - Matching

Further explain and give correct answers:

I c (A cartoon is a film made by photographing a series of changing drawings)

II a (A drama is a play for the theatre, television or radio)

III d (A comedy is a film or a play that is intended to be funny, usually with a happy ending)

IV b (A documentary is a film or a television programme giving facts about something)

Task - True or False

7’

Task - Answering Questions:

Asks Ss to work in pairs and ask and answer the questions in the book basing on the information in the reading passage

Calls on some pairs to ask and answer in front of the class

AFTER YOU READ:

Keeps Ss in pairs and ask them to tell their partner about one of the TV programmes they like

I T

II T

III F (The Nature of Language is the documentary

programme at 15: 15 on VTV3.)

IV T

V F (VTVl starts at 5:35 and the last programme starts at 23:30.)

Task - Answering Questions:

Individual work

Feedback and give correct answers: 1.There are five films on

2.At 9:00 a.m., 12:00 at noon, 7:00 p.m., 11

p.m on VTV1 and 7:00 p.m on VTV3 3.VTV2

4.The Quiz Show

(64)

watching best and explain why

Calls on some Ss to give short talks on the given topic

WRAPPING:

Summarises the main points Assign homework

AFTER YOU READ: Work in pairs:

I like Game show Tile price is right most because it is very interesting, easy to play Besides the reward for the winner is valuable Another reason I like this game show is the Me Mr Luu Minh Vu is humorous and very intelligent WRAPPING:

*********************** DOP : Dec 6th2006

UNIT THE MASS MEDIA

B.SPEAKING:

I/ Objectives :

1 Educational aim : Speaking about different types of the mass media

2 Knowledge :- General knowledge: By the end of the lesson, Ss will be able to talk ahout the differences and similarities of some popular types of the mass media

III/ Teaching aids : Textbook, whiteboard markers, chalks, schedules extracted from newspapers. IV/ Procedure :

5’

10’

WARM-UP:

Gets class some spaces and gives cues It was invented in 1925

2 we can listen to the news but we can’t see it

3 It contains information and pictures We can see it to find information quickly ,

chat with friends and send email

Checks the answers in front of the class a whole Task 1:

Work in pair

Gets Ss to put a tick :

Give correct answers:

1. T.V Radio 3. newspapers The internet

the mass media Task 1:

Work in pair To put a tick :

Television : Radio : Dictionaries Newspapers Films Plays

Books The internet Magazines

Task : Work in pair

1

What is it ?

(65)

10’

Task : Work in pair

Asks Ss work in pair and carry out activity using the cues in the book

Goes around the class and provide help when necessary

Calls on some pairs to explain the answers in front of the class

Task : Work in groups Gets class to answer questions

Freeback and give suggested answers :

The mass media

Provide / deliver information and entertainment

The Radio Provide information and entertainment orally (through mouth )

Receive information aurally (through ears )

Newspaper Present information and entertainment visually (through eyes )

Receive information visually (through eyes )

Television Provide information and entertainment orally (through mouth )and visually (through eyes)

Get information aurally (through ears )and visually (through eyes ) Task : Work in groups

answer questions:

1 T.V, radio, film, books

magazine,nwespapers , play, the internet

2 Provide/ deliver informations and entertainment

3. T.V presents informations and entertainment orally and visually Time Teacher’s activities Students’ activities

7’

3’

Exercise :

Type of newspapers :

Math the newspapers with the definions : A

1 National paper Local newspaper Daily paper Weekly paper

HOMEWORK :

Write a short passage about the special of the mass media

Exercise :

Type of newspapers :

Math the newspapers with the definions : B

a. A paper that you can buy every morning b A paper that’s sold throughout the country c A paper that’s published every week d A paper produced in one town

Give correct answers: b d a c

******************************** DOP : Dec th 2006

DOT : Dec 13th 2006 Period : 40

C.LISTENING :

I/ Objectives :

1 Educational aim : Listening a short news edition

(66)

II/ Method : Communicative approach Listening for gist and for specific information. III/ Teaching aids : Textbook, whiteboard markers, chalks, cassette,……

IV/ Procedure :

10’

WARM-UP:

Shows aradio and asks Ss to answer the questions What’s it ?

What is it used for ?

What programme you like listening to and why ?

While you listen :

Task : Ticking the words

Explicitsthe items of the news (2 items ) Asks Ss to task : Listen to the two radio news stories and tick the right column under news story and news story

Plays the tape once or twice

Checks the answers in front of the class as a whole

Tapesscript :

The time is o’clock and here the news summary.

WARM-UP: Answer the questions Give correct answers:

It’s a radio

It’s used to listen to news , music… I like listening to music because it is very interesting

While you listen :

Task : Ticking the words: Do task and give correct answers :

news story 1

news story 2

Healthy 

Strong 

Young 

Cloudy 

Highest 

Wonderful 

10’

News story :

Heavy rain during the night has caused floods all over the coutry today Many people have left their homes because rivers have risen Some roads in the north – west are under two metres of water The rain has stopped at the momment , but it’s still cloudy and there’s a strong wind Because of the bad weather people can’t go out to work.

News story 2:

A ninety – year- old woman has climbed Mount Whitney in California for the twenty third times At 4418 metres , Mount Whitney is the hightest mountain in California The woman says the view from the top is wonderful she also says that the mountain has kept her young and healthy. In spite of her old age, the woman tries to climb the mountain very often.

Task : gap- filling :

Lets Ss read the two news stories carefully and have the guess of the missing words

Plays the tape and asks ss to fill the missing words

Notices Ss to catch the exact words for each blank

Work in the whole class Listen

Work individually

Task : gap- filling :

read the two news stories carefully and have the guess of the missing words Freeback and give correct answers : News story :

1 has caused flood have left their house have risen

(67)

10’

5’

Calls on some Ss to read completed stories Asks for comments from other Ss

Pauses the tape when necessary Corrects

Task : Answering questions :

Asks Ss to work in pairs and answer the questions in the book

Corrects

Asks Ss to work in groups and use their own words to tell other members about one of the two news

6 cloudy strong wind News story 2:

1 twentry third 4,418

3 California wonderful

5 young and healthy Task : Answering questions : Freeback and give correct answers :

1 heavy rain has caused flood all over the country during the night beause rivers have risen

3 the woman has climbed Mount Whitney twenty third times because it has kept her young and

healthy After you listen :

3’

Stories

Calls on some Ss to present the story in front of the class

HOMEWORK :

Gets class to tell about the content of the story they have just listen

Group work

**************************** DOP : Dec 18th 2006

D WRITING :

I/ Objectives :

1 Educational aim : Writing about advantages and disadvantages

2 Knowledge :- General knowledge: By the end of the lesson, Ss will be able to write a paragraph about advantages and disadvantages of television and other typesof mass media

II/ Method : Communicative approach

III/ Teaching aids : Textbook, whiteboard markers, …… IV/ Procedure :

5’

WARM-UP:

Asks Ss to work in groups and answer some questions

Corrects

PRESENTATION :

Writing about advantages and disadvantages

WARM-UP:

1 What are some kinds of the mass media?

2 Which one is the most popular? What are the advantages and

disadvantages of T.V? PRESENTATION :

(68)

13’

Task 1:

Implicits the meaning of advantage and disadvantage by analysing the examples: Asks Ss to read about the advantages and disadvantages of T.V

Has Ss underline the key words of each idea Goes around the class and provide help when necessary

Makes sure Ss understand all the advantages and disadvantages mentioned in the book

PRACTICE : Task 2:

Asks Ss to work in pairs and discuss the

advantages and disadvantages of the mass media and write them down in the column

Television helps us to learn more the world

Television makes us passive

Which sentence says good about television ?

Which one is bad? PRACTICE :

Give suggested answers: Radio

Advantages Disadvantages  It provides you

hourly'updated news and information

It only providees information aurally

15’

5’

Lets Ss choose of the three types of mass media to discuss

Encourages Ss to find the ideas related to the topics Asks Ss to share the ideas with other pairs

Asks Ss to write a paragraph about the advantages Iand disadvantages of one of the mass media discussed in Task

Lets Ss work independently and write under time pressure

Lntroduces peer correction if time allowed Picks up some writings to correct in front of the class as a whole

HOMEWORK :

Exercise:

which sections of a newspaper will you look in if you want to find out lut the following?

a the football results

b a new job

c what is on at the theatre tonight

d where to invest your money

e the temperature in Hanoi

f what happened in the South of the country

g what a newly published book is like News and feature

Page Sections

2 Home news

 It is convenient because you can listen to it almost everywhere It makes· our life easier and enjoyable It also releases stress

It can be boring because we can't watch films or sports programmes

Newspapers The Internet

Work individually Give suggested writing:

Updated information, convenience and stress relief are three major advantages that radio brings us Firstly, radio keeps us updated with latest information The news which is broadcast live hourly helps us understand current events around the world Secondly, unlike other types of the mass media, radio is ea!;y to use We can listen to the radio almost everywhere with little cost and great convenience Lastly, radio helps us to release the stress that we suffer from work and study Music and entertainment progammes on the radio are effective ways to make us feel happy and refreshed after a hard working day In conclusion, radio has a lot of advantages that make our life easier and more enjoyable.

HOMEWORK :

(69)

3 Business and money news Sports news

17 Weather forecast Book reviews

18 TV and entertainment guide

6 Employment

a5, b6 ,c18 , d3 , e17 , f2 , g9.

*******************

DOP : Dec 18th 2006 DOT : Dec 20th 2006 Period : 42

E LANGUAGE FOCUS:

I/ Objectives :

1 Educational aim : Distinguishing the sounds /eI/ / aI/ and / I/

Reviewing the present perfect and using because of and in spite appropriately Knowledge : - General knowledge:Ss will be able to pronounce the sounds/eI/ / aI/ and / I/

correctly ,

master the use of the present perfect tense and use because of in spite of appropriately - Language : Ss may confuse the use of because of and in spite of

5’

WARM-UP: Categorisillg

Gives out 10 to 15 words

Asks Ss to work in pairs or groups and decide which words go wIth since or for.

PRONUNCIA TION: PRESENTATION 1:

Demonstrates the sounds /eI/ / aI/ and / I/ by

pronouncing them clearly and slowly Helps Ss to distinguish these two sounds First make the sound e Now make it longer eee Then add I This is very short

eeeI

First practice the sound a

This is a long sound and then add I This is very short

aaaI

First practice the sound  Now make it longer 

Then add I This is very short  I

WARM-UP: Group work Suggested words:

1990, three months, two weeks, PRONUNCIA TION:

PRESENTATION 1:

Instructs the way to pronounce:

/eI/ has two sounds: e and I / aI/ has two sounds: a and I

/ I/ has two sounds:  and I

(70)

5’

PRACTICE 1:

Plays the tape and ask them to repeat

Asks Ss to work in pairs and practice the sentences

Introduces peer correction

GRAMMAR AND VOCABULARY: PRESENTATION 2:

Reviews the form and the use of the present perfect tense

Pair work

GRAMMAR AND VOCABULARY: PRESENTATION 2:

Whole class

7’

3’

8’

Note: Ss have been familiar with the present perfect so ask Ss to present the form and the use of this tense If Ss have difficulty, 1ft Ss answer questions about this tense

PRACTICE 2: Exercise :

Asks Ss to exercise independently: Complete the letter, using the present perfect of the verbs in the box

Has Ss compare their answers with a friend Calls on some Ss to read the letter in front of the class

Asks Ss to exercise in pairs: Complete the sentences usingfor, since or ago

Note: This is probably an easy exercise so let Ss it orally

Calls on some Ss to read and explain their answers in front of the class

PRESENTATION 3:

Explains the use and the difference of because of

and in spite of

Dear Tom,

Here am in New York! (1) have been here for two weeks now and it

's very exciting

My friend, Nancy (I met her in London in 1992) (2) has lived in New York for seven years, so she knows all about it (3) have met a lot of people and (4) have done all the things that tourists usually (5) have had a hot lunch in China town (6) have taken a trip to the Statue of Liberty

1 even (7) have watched a ball game on T V! Back on the 19th

See you later,

Bob

give correct answers:

(71)

Because of shows the cause

In spite of shows the confession

Makes sure Ss understand the difference between

because of and in spite of

PRACTICE :

Has Ss exercise 3: Complete the sentences, using the information in the box

Asks Ss to compare the answers and discuss them with a friend

Makes necessary corrections

PRESENTATION 3: Work in the whole class PRACTICE :

Work individually

1 we kept the fire burning all day. 2 he had to cancel the appointment. 3 we could not see what was going

on.

4 everyone is living on beans. 5 , the council demolished it.

UNIT: THE STORY OF MY VILLAGE

A READING: I/ Objectives :

1 Educational aim : Reading about the changes in the country life

2 Knowledge :- General knowledge:Ss will be updated the changes in the country life, Ss will be able to better their reading skill through vocabulary Matching and Table completion exercises - Language : enlarge vocabulary about country life such as bumper crops, cash crops, brick houses, straw, mud

III/ Teaching aids : Textbook, whiteboard markers, chalks, pictures about country life IV/ Procedure :

10’

WARM-UP:

Asks Ss to work in groups of three or four and make a list of words related to the country

BEFORE YOU READ: Picture description:

Has Ss work in pairs and discuss the questions in the book

Note: T may ask other questions to make full use of the picture Some simpler questions may be used:

What you see in the picture? Who are they?

What are they using?

Vocabulary pre-teach:

straw (n): dry cut stalks of various cereals

mud (n): wet, soft soil

WARM-UP: Group work

The group with the longest list will be the winner

BEFORE YOU READ: Picture description:

Feedback and give suggested answers: 1 The farmers are harvesting the

crop

2 They are working very hard 3 It's a good/bumper crop 4 Good farming methods, good

varieties, modern technclogy used, people work hard

(72)

6’

technical high school (n): farming methods (n):

brick houses (n): houses made of bricks

thanks to (prep): owing to, because of

Checking technique: Rub out and remember

Writes all the new words and their meanings on the board

WHILE YOU READ:

Set the scene: You are going to read a passage about life changes in the country You read it and do the following tasks

Pair work

Rub out all the words -in English and keep their Vietnamese meanings

When all the words are rubbed, ask Ss to look at the Vietnamese meanings and recall all the English words

6’

7’

Task - Vocabulary Matching:

Asks Ss to read the passage and match the words which all appear in' the passage in A with their definitions in B

Encourages Ss to guess the meaning of the words in the context

Has Ss compare their answers with a friend Calls on some Ss to explain their answers in front of the class

Gives Vietnamese equivalents if necessary:

Task - Table Completion:

Asks Ss to scan the passage to get specific information to complete the table

Lets Ss study the table carefully before doing the task

Tells Ss to discuss the answers with a friend Checks the answers in front of the class as a whole Give correct answers:

Task - Answering Questions:

Asks Ss to work in pairs: Read the passage again and answer the questions in Task

Tells Ss to underline the information that support the answers

Has Ss compare their answers with another pair Calls on some Ss to read their answers aloud in front of the class

AFTER YOU READ

Asks Ss to work in groups and discuss the

Task - Vocabulary Matching: Give correct answers:

1. b (have just enough money to pay for the things that you need)

2 d (having to have many things that you not have)

3 a (making one's life better) e (good crops)

5 c (crops to be sold, not for use by the people who grow it)

Task :The reading passage tells us about many changes in the village Complete the following table

Areas of

change before now Houses made of straw

and mud made of bricks Radio and TV few families

had a radio or a TV have a radio or set

many families have a radio or tv set

Farming

methods old new

Crops poor good/bumper

Travel motorbike

Task - Answering Questions: Give feedback and correct answers: AFTER YOU READ

Group work

How can people with an education help make the life of their community better?

Introduce new farming methods Grow cash crops for export

(73)

question

Clarify some terms like::

People with an education refers to people with a university study

Tells Ss to look back to the passage to get the ideas for the questions

Goes to groups and provide help when necessary

HOMEWORK :

Help community especially young people access to

I ways of entertainment

Raise people's awareness about food safety and environmental hygiene

B SPEAKING: I/ Objectives :

1. Educational aim :Talking about plans and results

2 Knowledge :- General knowledge:Ss will be to talk about plans to improve life I "illage and their possible results

- Language : sentences and expression Skills : Fluency in expressing opinions and activities II/ Method : Intergrated , mainly communicative.

III/ Teaching aids : Pictures, subboards, white board markers, IV/ Procedure :

10’

WARM-UP: Brainstorming :

Tells Ss close the book

Asks Ss to work in small groups and make a list of the ideas that can be carried out to improve the village life

Encourages Ss to have ideas of their own Ss may share ideas in Vietnamese and ask T later for English equivalences

Gather ideas and lead in the Presentation BEFORE YOU READ:

Asks Ss to open the book and look at the situation in Task 1:

Task 1:

The villagers of Ha Xuyen are discussing plans to improve life in the village Match the plans with possible results

Explains some possible new words:

Has Ss the task in pairs Tells Ss to gIve explanation for their answers

Calls on some Ss to read the answers aloud in front of the class

Checks the answers in front of the class as a whole WHILE YOU READ:

WARM-UP:

Group work and make a list of the ideas that can be carried out to improve the village life

BEFORE YOU READ: Task 1:

Pair work

Explain some possible new words: resurface (v): put new swface on, renew

canal (n): man-made waterway for irrigation

muddy (a): full of mud Give correct answers:

(74)

Asks Ss to work in groups of three: Read and practice the conversation

Calls on some groups to practice the conversation in front of the class

Briefly explain Conditional sentence type 1:

WHILE YOU READ: Conditional sentence type 1: If S + (present tense), S + will lean/may/might +

15’

3’

If time allowed, asks Ss to make more sentences with Conditional sentence type

AFTER YOU READ: Controlled discussion

Keeps Ss in groups and continue the conversation, using the ideas in the table in Task

Note: Ss may add their own ideas in the conversation

Calls on some groups to act out the conversation in front of the class

Comments and has necessary corrections

HOMEWORK :

E.g:

If the roads are widened, cars and lorries can get to our village.

AFTER YOU READ: Give suggested answers:

A: I think we should build a football ground, too

B: / completely agree with you If a football ground is built, young people can play sports to improve their health

C: A football ground is also a place where people can meet and exchange ideas

A: What about a medical centre? I think it's necessary to build a medical centre B: That's a good idea If a medical centre is built, people's health will be looked after better

C: Yes And if we get sick, we won't have to go to district and provincial hospital for treatment.

*********************************** DOP : Dec 20th 2006

C LISTENING: I/ Objectives :

1 Educational aim : Listening for information about the changes of a small town in England Knowledge :- General knowledge:Ss will be to compare the past and the present of a town

improve listening skill through True or False and Gap-filling exercises - Language : sentences and expression

3 Skills : Fluency in expressing opinions and activities II/ Method : Intergrated , mainly communicative.

III/ Teaching aids : Textbook, whiteboard markers, cassette, IV/ Procedure :

WARM-UP: Find someone who:

Did you use to ? Name have afavourite toy when you were a

child?

(75)

have a nickname? have a pet?

cry at night when you were a child? …

In the past Now Time Teacher’s activities Students’ activities

7’

10’

BEFORE YOU LISTEN:

Asks Ss' to work in pairs: Look at the pictures of the same town in the book and discuss the differences between them Follow the example Tells Ss to study the pictures carefully and find as many differences as possible

Calls on some Ss to share their findings in front of the class

WHILE YOU LISTEN : Set the scene

You will hear someone talking about the

changes in his hometown Listen to the talk and do the tasks that follow.

Task - True or False

Asks Ss to listen to the tape and decide if the statements are true or false according to the talk Plays the tape several times if necessary

Has Ss compare their answers with a friend and correct the false ones

Task - Gap-filling

Tells Ss to read a part of the talk carefully and have a

I

guess of the missing words

Asks Ss to listen to the tape again and fill the gaps with the words they hear

Plays the tape more than once if necessary Asks Ss to write the exact and grammatically correct words

Makes necessary corrections Tapcscript: (1)

Popffero used to be a small quiet town on the south coast of England But it has become a crowded and busy tourist resort now They've completely destroyed its o(d atmosphere The small old houses have been pulled down, and tall buildings have been put there instead.

BEFORE YOU LISTEN: Pair work

In the past, there used to be no cars in the town, but now there is a big car park with a lot of cars inside In the past, the roads used to be small, but now they are bigger and wider In the past, the buffalos used to walk on the roads, but now there aren't any buffalos on the roads In the past, the roads used to be dirty, but now they are very clean.

WHILE YOU LISTEN : Work individually

Task - True or False

Feedback and give correct answers: 1 F (It's on the south coast of

England.)

2 F (It used to be a small quiet town.) 3 T

4 F (A lot of trees have been cut down for wider streets.)

5 F (Some people don't like the changes, they miss the quiet and peaceful life of the old town.)

Task - Gap-filling

Work individually

1 houses 2 hotel, 3 widened 4 cut car shop expensive department

Tapcscript:(cont)

They've also built a big hotel in the middle of the town The narrow streets have been widened and resurfaced so the big trees on the two sides of the streets have been cut down The large area of grass land in the suburbs of the town has -been turned into an ugly car park Even the old corner shop isn't there anymore It has been replaced by a big department store And there is an expensive restaurant where there used to be an old tea shop Many people in Pop Jero are happy with the changes as there are more jobs for them But some people don't like the changes: they miss the quiet and peaceful life of the old town.

(76)

5’

3’

AFTER YOU LISTEN :

Asks Ss to work in pairs or groups: Discusses the changes in your own hometown or home village

Goes around the class and provide help when necessary Notices Ss to use the present perfect and used to to show the changes

Calls on some Ss to give short talks about the changes in their hometown in front of the class Has comments on Ss' performance and have final thoughts on the topic

HOMEWORK :

AFTER YOU LISTEN : Pair work

Note:If Ss find it difficult when t;iking about hometown or home village, they may discuss the changes in their neighbourhood

******************************************* DOP : Dec 28th 2006

DOT : Jan 2nd 2007 Period : 46

D.WRITING:

I/ Objectives :

1 Educational aim : Writing and giving directions

2 Knowledge :- General knowledge:Ss will be able to write a letter giving directions " a certain place

- Language : sentences and expression II/ Method : Communicative approach

III/ Teaching aids : Textbook, whiteboard markers, photocopy of the A0-sized map …… IV/ Procedure :

10’

WARM-UP:

Follow directions :

Calls on some Ss to go the board and follow T's directions Ss who not follow the directions correctly will be the loser

Note: This activity can be interesting when Ss are required to follow directions like turn right, turn left, go ahead, go past the door

PRESENT A TION: Set the scene: Task :

Jim has decided to come to Ann's place for his holidav Ann writes him a letter zivinz directions to her house Now let's work in pairs, read the letter and study the map carefully to find Ann's house on the map.

Asks Ss work in pairs and the task

WARM-UP:

Follow directions :

Go the board and follow T's directions Whole class

PRESENT A TION:

Pair work

Note: Ss may draw the directions on the map while discussing

Hangs the map on the board and ask Ss to draw the directions on the big map

Gather the phrases and write them on the board:

(77)

15’

10’

3’

Explains and checks in front of the class as a whole Keep Ss in pairs Ask them to read the letter again and underline the words and phrases Ss can use to give directions FolIQw the

example in the book

PRACTICE:

Explains the task: Task

Your house is A on the map Write a letter to Jim, telling him the way to your house from Roston Railway Station

Asks Ss to write the letter independently and go around the class, provide help when necessary Asks Ss compare their.writing with a friend Introduce peer correction

Picks up some writings and correct in front of the lass

FURTHER PRACTICE: Task :

Gives out the prepared map of a city / a university (See Supplements for the sample map.)

Asks Ss ask and answer the directions to some certain places on the map

HOMEWORK :

Keep walking Go over Walk past

Take the first /second turning on the left/right

It’s the one with

PRACTICE: Work individually

Feedback and give suggested answers: Dear Jim,

I'm very happy to hear that you will come here for lhe summer holiday I'm writing to tell you how to gel to my house from the Roston Railway Station

Now when you come out of the station, turn right Keep walking for about 5

minutes, you will see a small bridge ahead Go over the bridge, go along the street past the medical centre and the car park then take the second turning on the left Walk past the Souvenir shop and you will see my house It's on the right, next to the shop You can't miss it I enclose the map so that you can follow my directions easily Lookingforward to seeing you soon Love,

FURTHER PRACTICE: Group work

HOMEWORK :

Whole class

*******************************

DOP : Dec 28th 2006 DOT : Jan 3rd 2007 Period : 47

B.LANGUAGE FOCUS:

I/ Objectives :

(78)

Reviewing reported speech and conditional sentence type

2 Knowledge :- General knowledge:Ss will be able to: -pronounce the sounds /au/ and /u / clearly and correctly

-transform direct speech into reported speech following correct rules

- say the difference between when and ifin conditional sentence type and related exercises II/ Method : Communicative approach

III/ Teaching aids : Textbook, whiteboard markers, …… IV/ Procedure :

10’

WARM-UP:

Sentence transformation: Asks Ssto work in groups of Student says sentence

Student reports sentence and says sentence Student reports sentence and says sentence Student reports sentence and says his sentence

Student reports sentence

PRONUNCIATION:

Demonstrate the sounds /au/ and /u/ by pronouncing them clearly and slowly Help Ss to distinguish these two sounds Instruct the way to pronounce:

/au/ has two sounds /a/and /u/

First practice the sound I/a/and then add /u/This is very short aaau

/u/ has two sounds I/and I u /

First pronounce the sound I/ And now make it longer: 

Then add u This is very short u PRACTICE1:

Play the tape and ask them to repeat

WARM-UP:

Sentence transformation: Group work

Ex:

Student 1: "I study at Kim Lien High School "

Student 2: She said she studied at Kim Lien High School "lUke English most "

Student 3: He said he liked English most. "I have five classes a week "

Student 4: She said she had five classes a week "I don't go to school by bus "

Student 1: He said he didn't go to school by bus.

PRONUNCIATION: PRACTICE1:

Practise the sentences :Pair work Don’t shout so loudly

2 Ours is the nicest house in the town

3 At last we found the mouse under the couch

4 Look at the red rose on the snow Come over to the window I’ll put my coat on and go out Time Teacher’s activities Students’ activities

7’

Calls on some Ss to repeat the sounds clearly to class

Asks Ss to work in pairs and practice the sentences Introduce peer correction Goes around the class and provide help if necessary

GRAMMAR AND VOCABULARY: PRESENT A TION:

Reported speech: Statement :

Present the notes/rules in reported statements: I If the reporting verb is in the past tense (e.x: said, told), it is usual for the verb in the reported

GRAMMAR AND VOCABULARY: PRESENT A TION:

Reported speech: Statement : 4.1 Pronoun changes:

Direct speech Reported speech I

We

(79)

5’

clause to move "one tense back"

Present past

Present perfect past perfect Past past perfect

"I'm going" aid he was going.

II If the reporting verb is in the present tense (e.g says, asks), there is no tense change I

The train will be late - > He says the train will be late

III The one tense back rule also applies to reported thoughts and feelings

I thought she was married, but she isn't.

IV Typical pronoun, time, place and modal verb changes

V In formal situations, we can use that after the reporting verb

He told me (that) he would be home late

VI There are more than one reporting verb We can use many other reporting verbs beside say

and tell, for example, think, announce, explain, interrupt, demand, insist, admit, complain, warn.

Asks Ss to exercise 1: Report the statements using the verbs suggested

Asks them compare the answers with a friend Checks the answers in front of the class as a whole

Mine Me/you Us Ours My Our myself his/hers him/ her them theirs his/her their himself/herself

4.2 me and place changes:

Direct speech Reported speech

Time

place

Now

Two days ago Today Tonight Tomorrow Yesterday Lastnight Here This place These places Then Two days before That day That night The next day The night before The night before There That place Those places 4.3: Modal verb changes :

Direct speech Reported speech Should

Might must

Should Might

Must/ ( had to) PRACTICE 2:

Exercise :

Give correct answers: Individual work

1 An old man said their lives had

changed a lot thanks to the knowledge their children had brought home.

2 She said she was going to HCi\lf City

soon

3 Ithought the film would be interesting.

4 She said she couldn't help me/you/

him/her because she had too much

to do.

3’

7’

PRESENTATION :

Makes clear the difference between say, tell and talk

PRACTICE 3: Exercise 2:

AsksSs to exercise 2: Complete the sentences with say, tell or talk.

PRESENTATION :

Conditional sentence type

Reviews the form and the use of' conditional sentence type

5 Rick told me that Anne had written Jim a letter.

6 He told me it took him three hours to get there because the roads were muddy and slippery ,

7 She said she thought it was a crazy idea and it wouldn't work

8 He announced that breakfast was served between 7:00 and 9:00. PRESENTATION :

PRACTICE 3: Exercise 2:

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5’

Makes certain that Ss understand the main clause and if clause in the sentence

Demonstrate by analysing the following example: If I have enough money, I will go to Hue for holiday If clause main clause PRACTICE Exercise 3:

Asks Ss to exercise in pairs: Look at what Ha Anh hopes will happen in the· future.Makes sentences , using If……….will………

Note: The sentences have a logical connection so ask Ss to put the sentences in good order

Calls on some pairs to read their answers aloud in front of the class

PRESENTATION : PRACTICE 5Exercise 4: Put when or if into each gap

Tell Ss to work in pairs and this exercise orally 'Callson some Ss to explain their answers in front of the class

HOMEWORK :

1 told said said told talked PRESENTATION :

Exercise 3: Whole class

1 If I don't go out so much, I'll more homework.

2 If I more homework, I'll pass my exam

3 If I pass my exam, I'll go to medical college

4 If I go to medical college, I'll study medicine

5 If I study medicine, I'll become a doctor

6 If I become a doctor, I'll be able to cure diseases and help sick people

PRESENTATION : PRACTICE 5

Exercise 4: Pair work

Make necessary comments and give correct answers:

1,3,4 if 2,5 when

************************************** DOP : Jan2nd2007

DOT : Jan 4th -> 20th 2007 Period : 48-> 54

TEST YOURSELF C ,REVIEW AND TEST Answers to Test yourself C :

A B

1 F aren't

2 F evenmgs

3 T cmemas

4 F theatres

5 T knows

(81)

I live in a small village called Henfield - there are about 500 people here I love it because it's quiet and life is slow and easy You never have to queue in shops or banks The village is clean - people look after it and don't throw their rubbish in the streets The air is also clean because there's not much heavy traffic It's much more friendly here than in a city Everyoneknows everyone and ifsomeone has a problem, there are always people who can help

There aren't many things I don't like about Henfield One thing is that there's not much to in the evenings - we haven't got any cinema or theatres Another problem is that people always talk about each other and everyone knows what everyone is doing But I still prefer village life to Iife in a big city

READING :

1. Because people don't have to go out to watch TV They don'thave to pay for expensive seats at the theatres or in the cinema And there is no transport to arrange

2. They can see plays, films of every kind, political discussions and football matches 3. Because they need to nothing They don't even use their legs and make no choice

Everything is presented to them

4. TV will begin to dominate our lives, and we don't have time to to talk to each other and other things.

5. TV, in itself, is neither good nor bad TV is as good or as bad as we make it. GRAMMAR :

1. I have been in London for a month but so far I haven't had time to visit the Tower 2. You haven't given me quite enough, Sir The bill is $20 and you have paid me only $19. 3. Ann said to me she would leave a message for Peter

4. 1 was told that it had taken the children nearly 2 hours to get to their school because of the fl?od

5. We thought that they would come to the party, but they were busy 6. She told Lan, "You have got my hat Yours is over there "

WRITING :

When you come of the bus station, turn right, and walk along King Street until you reach the traffic lights Turn left at the traffic lights into Redham road Go straight along the road The restaurant is on the left, after Beach Parade. It's quite easy to find.

REVIEW:

TURN INTO PASSIVE VOICE:

Yes - No questions:

1 Do they teach English here ?

2 Will you invite her to your wedding party ? Did the teacher give some exercises ? Is she going to write a poem ?

5 Have they changed the window of the laboratory ? Is she making big cakes for the party ?

7 Has Tom finished the work ?

8 Are the police making inquires about the thief ? Must we finish the test before ten?

(82)

Wh- questions:

11 Why didn’t they help him?

12 How many games has the team played ? 13 Where people speak English?

14 Who are they keeping in the kitchen ? 15 How can they open this safe ?

16 What books are people reading this year ? 17 How did the police find the lost man? 18 Who looked after the children for you ? 19 How long have they waited for the doctor ? 20 What time can the boys hand in their papers ? Sentences with two objects:

21 The teacher gave each of us two exercise books 22 Someone will tell him that news

23 They has sent enough money to these poor boys

24 They have given the women in most countries in the world the right to vote 25 They paid me a lot of money to the job

Sentences with verb of reporting:

26 People believe that 13 is an unlucky number 27 They rumoured that man was still living 28 They declared that she won the competition

29 They know that English is an international language

30 people think that Jack London’s life and writings represent the American love of adventure 31 They say that John is the brightest student in class

32 People believed that the earth stood still 33 They say that The man stole the car

34 People believe that Uncle Ho was athe greatest leader of our country 35 I know you have come back from your country

REPORTED SPEECH

I/ Turn into reported speech: Statements:

1 “ I have nothing to show you,” I said to her

2 “ Nothing grows in my garden It never gets any sun,” She said Jack Lumber said, “ Olga Ivanov won the gold medal yesterday.”

4 Johnny’s mother said, “ The English Government put him in prison the day before yesterday.” Father said, “ I am coming back next week.”

6 Jennifer said,” We are having champagne tonight.” ‘’ I’m going away tomorrow , mother,” he said

8 “ I’ve been in London for a month but sofar I haven’t had time to visit the Tower,” said Rupert “ It isn’t so foggy today as it was yesterday,” I remarked

10 “ The new underpass is being officially opened the day after tomorrow,” said the BBC announcer 11 “ We must move to our new flat We don’t like it nearly so much as our last one.” Said my aunt 12 “ We have a lift but very often it doesn’t work,” they said

13 “ From one of the windows of my flat I can see the Eiffel Tower,” he said

14 “ I have no idea what the time is but I’ll dial 8081 and find out,” said his daughter 15 He said, “ My wife has just been made a judge.”

16 “ I’ll come with you as soon as I’m ready,” she replied

17 “ I have a German lesson this afternoon and haven’t done my homework yet,” said the small boy 18 “ If you let the iron too hot you will scorch your clothes,” I warned her

(83)

20 Anna said “ Englishmen make good husband because they are nearly always willing to help in the house.”

21 mary answered,” I like men to be useful but I don’t like them to be too domesticated I prefer them to keep out of the kitchen altogether Men look silly in aprons anyway.”

22 “ We like working on Sunday because we get double pay,” explained the builder 23 He said, “ I am quite a good cook and I all my own washing and mending.”

24 “ I’m going fishing with mother this afternoon, “ said the small boy, “ and we are going into the garden nown to dig for worms.”

25 “ If you give me some wire, I’ll hang this picture for you,” said my cousin

26 “ I have a Turkish bath occasionally, but it doesn’t seem to make any difference to my weight,” she said

27 “ I ‘ll sit up till she comes in, but I hope she won’t be late,” he said

28 The advertisment said, “ If you answer the questions correctly you may win $ 100” 29 “ This is quite a good model, madam I use one of these myself,” said the salesman 30 Then Macbeth enters and says, “ I have done the deed.”

II/ Turn into reported speech: Wh-Questions

1 “ What happened to Mr Budd?” said one of the men “ Which of his son inherited his estate?’’ asked another “ Who is going to live in the big house?” enquired a third “ What will happen to his racehorses?” asked someone else “Which team has won?” asked Ann

6 “ Which team won the previous match?” said Bill “ Who is playing next week?” he asked

8 “ Where is the ticket office?” asked Mr Jones

9 “ What platform does the train leave from? “ asked Bill 10 “ When does it arrive in NewYork?” he asked

11 “ Why does the price go up so often?’’ she wondered 12 “ When are you coming back? “ I askes them

13 “ What country you come from? “ said Bill

14 “ What you think of the canteen coffee?” asked Peter III/ Turn into reported speech: Yes- No Questions

1 “ Is a return ticket cheaper than two singles?” said my aunt “ Do puppies travel free? “ asked a dog owner

3 “ Can I bring my dog into the compartment with me? “ she asked “ Does this train stop at York?” asked Bill

5 “ Can you telephone from inter-city trains?’’ said the businessman “ Can you get coffee on the train?’’ my aunt asked me

7 “ Do they bring it round on a trolley?” she said

8 “ Are there smoking compartment?’’ said the man with pipe “ Are you working as well as studying?” my friend asked me 10 “ Have you got a work permit?” My mother asked me

11 Bill asked Ann , “ Do you want to buy any second-hand books?.’’ 12 “ Do you play rugby?’’ Peter asked his friends

13 He asked the boys,” Will you have time to play regularly?” 14 My mother asked me,” Did you go out last night?”

15 A friend of John ‘s asked him, “Were you at the coffee shop with Jonny last Sunday evening?” IV/ Turn into reported speech: Commands , requests, advice

1 He said to the boy,” Get out of my way.” “ Climb in through the window,” he ordered “ Please pay at the desk,” said the assistant

(84)

6 “ Don’t use bent coin in the slot machine,” I warned him

7 “ Wash it in the lukewarm water,” the assistant recommended me “Don’t eat too much starch,” I adviced her,” and avoid fried food.” “ Don’t say anything to make her angry,” said my father

10 “ Take me up to the 33rd floor,” he said to the lift man. 11 “ Remember to prune the roses,” said my aunt to her son 12 “ Do’t forget to feed the goldfish,” Mary said to her brother

13 The air hostess adviced the passengers,” Read the notice about life-saving equipment.” 14 His wife said to him,” Write to me as often as you can.”

15 “ Don’t go near the water, children,” she said

16 “ Don’t argue with your father,” My mother said to me

17 “ Always cook with butter,” said hermother,” never use margarine 18 “ Please put down the gun,” The police asked the robber

19 “ Don’t believe everything you hear,” he warned me

IV/ Turn into reported speech: Commands , requests, advice,invitation. “ Would you like to have lunch with me on Sunday?” he said to me “ Would you like a cigarette?” One of the guests said to me

3 “ If I were you I’d try to get a room on the top floor” He said to his friend “ Will you help, please?’’ The mother said to her son

5 “ Take the letter to the post, will you.? And shut the door as you go out,” said the boss to his secrectary

6 “ Could you sew on this button for me?’ Tom asked Ann.“ You ‘d better sew on it yourself,” said Mary “ Button sewn on by Ann usually comes off the next day.”

7 “ Could youy show me your passport, please? “ he said to me “ Why don’t you take off your coat? “ He said to me

9 “ Don’t forget to order the wine,” Mr Pitt said to his friends 10 “ Will you wash the dishes for me? “ My mother said to me DO AS DIRECTED :

1 He often goes swimming on Sundays.-> He ‘s used to

……… ………

2 When he goes out of the room , he locks the door.-> when( using pp)

……… ………

3 This was the only boy He won the scholarship.-> This was ( using relative )

……… ………

4 She said to me :” Don’t try to persuade him “-> She

……… ………

5 She ( write ) that letter two days ago -> What ( happen ) when they arrived?

7 My mother says : “ I will take you to hospital tomorrow “-> My mother

……… ………

8 Lan can’t go shopping with her mother because she’s having a bad cold -> If

……… ………

9 The cake was so hard that I could not eat it -> It was such

……… ………

(85)

……… ………

11 He said :” I’ll be here again tomorrow”.-> He

……… ………

12 Henry (eat ) a snack at midnight last night.->

13 Father said to Nam not to come home late.-> Father said to Nam : “………….”

……… ………

14 We asked : “ what time does the plane arrive ?”.-> We asked

……… ………

15 “ Did they tell you when they left ? “ said she -> she

……… ………

16 She said : “ How you go to the circus ?” -> she

……… ………

17 He asked her :” When you leave this place ?” -> He asked

……… ………

18 The local government is building a new sports centre.-> A new sports centre

……… ………

19 I missed the bus this morning so I was late for class.-> if

……… ………

20 The test is so difficult that he can’t it.-> The test is too

……… ………

21 My brother (use ) this coputer for years ?

22 “ where did you go last night , Mary ?” I said -> I asked

……… ………

23 It was so late that nothing could be done -> It was too

……… ………

24 I nolonger have breakfast at o’clock.-> I don’t

……… ………

25 She has no longer collected a lot of stamps -> She hasn’t

……… ………

26 Mary nolonger loves Jack -> No longer

……… ………

27 He used ( play ) football when he was young.->

CONSOLIDATION I/Give the correct form of verbs in brackets.

1 The teacher permits us ( go ) ………out in a minute You should avoid ( meet)………… him

(86)

4 Tell him ( come)………to see me at once He’s tired He stops ( work)………for a while He allows ( ask)………him questions

7 He advises us ( be)……… more studious I rmember ( write )………to you soon

9 We can’t help ( consider)……… his opinion 10 We’ll continue ( discuss)………it

11 I hope ( not do)……… that tiring work again

12 They posponed ( build)……….an elementary school for lack of finance 13 It’s no use ( advise)…… him He never allows anybody (give)………advice 14 Are his ideas worth ( listen)………….to ?

15 He always avoids ( meet)……… me in the streets,

16 My parents decided ( take)……… a taxi because it was late, 17 Do you agree ( lend)………me some money?

18 Tom refused ( give)……….me his adress

19 The passenger asked her how ( get )………to the station 20 My friends arranged ( get)………… to the airport in time

21 Do you plan ( go)………….out or ( stay)……….at home this weekend?

22.I dislike ( wait )……….in line- So I, That’s why I prefer ( shop) ………….at night when there are fewer people

23 He continued ( work)……….after his illness 24 My watch keeps ( stop)………

25 Have you ever watched people ( try) ………(catch)………….there 26 Jack was allowed ( renew)……….his student visa

27 I’ll never forget ( see)……….Alps for the first time 28 I’m tired, I need ( take)………a break

29 I enjoy ( watch)……… TV in the evenings 30 My shirt is wrinkled It needs ( iron)………

31 Don’t let me( forget)………to take my keys to the house with me 32 The doctor made the patient ( stay)……… in bed,

33 He recommend me ( do)………….it

34 I prefer ( go)……….to the cinema to ( watch)………… TV 35 My hair needs ( cut)………

36 There is no use ( hide)………it to her,

37 I regret ( not be)……… able to attend your birthday party yesterday 38 I’m looking forward to ( see)……… you again

39 Mr Smith posponed ( pay)………a vist to London 40 Thank you for ( send)………me the present

II/ Put verbs in the correct tense forms.

1 Her children ( play)………football when I came Writing many letters often ( make)………her happy

3 There ( be)………some scientists at the meeting yesterday

4 Jane Smith is a writer She ( be)………married with two children She ( write)

………… over forty books She ( start)………….writing after the death of her first husband She ( live)………….in many parts of the world She ( spend)……….her childhood in Egypt, but she ( come)………… to England in 1966 She is good at writing both prose and poetry, but ( be) ………….best known for her romantic novels She recently ( win)………… many awards

5 I’m sorry I ( not understand) Please speak more slowly I ( give)……….your message when I see him

7 Since he ( buy)………… a new car, he ( drive)………….to work every day

(87)

A, Vitamins are very important for the body There are more than thirteen kinds of vitamins They help the body take up energy from foods, help the body grow, and muscles work correctly Vitamin A is necessary for our eyes People who don’t have enough vitaminA often get night blindness, that is, they can’t see well when it is dark Foods such as liver, eggs, milk and cheese.

Suggested words.

1, Vitamins/ important/ body?

2, How many / kind/ vitamins/ there?

3, What disease/ people/ not have/ enough/ vitamin A / get ? 4, What kind of food / have/ a lot of vitamin A ?

B, Women won their independence years ago After a long bitter struggle , they now enjoy the same education opportunities as in most parts of the world They have proved repeatedly that they are equal and often superior to men in almost every field Because of labour saving devices for the home, they have more free time to take part in social activities Women can frequently succeed briliantly in many fields in addiion to bearing and rearing children

Suggested words.

1 When/ women/ won/ independence ? What/ they/ proved repeatedly ?

3 Why / womem / free time / take part / activities? IV/ Rewrite the following sentences as directed.

1. Tom’s father no longer smokes cigarettes

=>No longer……….

2. Those students arrived late because they had an accident

=>Because of……… 3. Tom was worried because of the heavy traffic

=>Because……… 4. I have to copy the lesson for my friend because he is absent => Because of ………

5. She accepted the job because of her mother’s advice

=> Because ……… 6. Because of driving to fast, he caused a serious accident

=> Because ……… 7. This bridge was designed by a French engineer

=>A French ……… 8. We must finish those letters by o’clock

=>Those letters.……… 9. I bought a new car last week Have you seen it?

=>Have……… ? 10.They lost their way because they didn’t have a map

=>If……… 11.The weather is bad, so we can’t go for a walk

=>If……… 12.He feels that telling the truth is necessary

=> He feels it……… 13.He felt very cold no matterwhat kinds of warm clothes he wore

=>Whatever……… 14.She has no bicycle, so he often comes to her office a little late

=>If……… 15.You have to keep dangerous chemicals in a safe place

=>Dangerous……… 16.She went to bed early because she felt tired

(88)

=>……… 18.Her son was very intelligent He went to the same school with me ( R P.) =>………

19.I want to see the man The man went away ( Relative Pronoun)

=>……… 20.Mrs Green held a book report last week She is my form teacher ( use R P ) =>………

21.It takes him half an hour to walk to school

=>How ………? 22.The lake is about metres deep

=>How……… ? 23.She has to go to the bank to change some money

=>What ……….for? 24 I find that working in that factory is interesting

=>I find it……… 25 Tuan, Phong and Xuan are some of the best students at English in our class =>Among……… DOP : Jan12th2007

DOT : Jan 22nd 2007 Period : 55

UNIT: UNDERSEA WORLD

A READING: I/ Objectives :

1 Educational aim : Reading about sea conservations and know how to to use some key words Knowledge :- General knowledge:Ss will be able to: better their reading skill through vocabulary

Matching and Table completion exercises - Language : enlarge vocabulary about sea conservations II/ Method : Communicative approach.

III/ Teaching aids : Textbook, whiteboard markers, chalks, pictures about name the sea animal IV/ Procedure :

7’

10’

WARM-UP:

Gets class to give some words related to the sea animal in each picture

Looks at the map and gives the Vietnamese names for the oceans on the map

Example :

Shark, dolphin, whale… BEFORE YOU READ:

Asks Ss to close the book and answer the question * Can you name the sea in the world ?

Asks Ss to write on the BB Ss may share ideas in Vietnamese and ask T later for English

equivalences

Gather ideas and lead in the Presentation

Gives them The first letter of the word has been given to help you

Gives some words

Introduces new lesson “ undersea world “ WHILE YOU READ: Task1 :

WARM-UP:

Look at the pictures below Can you name the sea animal in each picture? The first letter of the word has been given to help you

S ……… J … …….T ……….S……….… Work individually

Feedback and give suggested answers: Seal – jellysish – turtle – shark

WHILE YOU READ:

(89)

Reads the text once and asks Ss read in silence for 3’ or 4’

Explains some possible new words: Has Ss the task in pairs

Gets class to task by determinating the class of words

New words : Gulf (n) Invstigate (v) Oversized (adj) Tiny(adj) Biodiversity (n) Samples (n) Challenges (n) Provide(v)

Task1 : Work in pairs:

Give suggested answers: Tiny

2 Provide Gulf

4 Biodiversity Samples

10’

3’

Task2 :

Asks Ss to read in silently and find the answers Asks Ss to work in pairs: Read the passage again and answer the questions in Task

Tells Ss to underline the information that support the answers

Has Ss compare their answers with another pair Calls on some Ss to read their answers aloud in front of the class

Goes around the class and provide help if necessary AFTER YOU READ:

Asks Ss to work in pairs: Guides how to exercises

Keeps Ss in groups and complete the summary of the reading passage by filling each blank, using the ideas in the table in the box in books

Note: Ss may add their own ideas in the passage Calls on some groups to act out the passage in front of the class

Comments and has necessary corrections Homework :

Summarise the main points Assigns homework

Task2 :

Work in pairs: Read the passage again and answer the questions in Task Feedback and give suggested answers:

1 75 %

2 By using more sophisticated tools

3 To investigate the seabed and bring samples of the marine life back to the surface for the further study

4 Provide a wide range of information, inchuding water

temperature, depth and the undersea populations

5.Group 1: live on or depend on the bottom like the starfish

Group 2: Swimming animals such as fishes and sharks that more

independenthy of water currents Group 3: Tiny organisms that are carried along by the currents like the jellyfish

6 If the sea biodiversity was not maintained, the manie life would be at stake

AFTER YOU READ:

Feedback and give suggested answers: three - quarters

2 mysterious modern discoveries plants and animals huge

(90)

********************************************** DOP : Jan15th2007

DOT : Jan 24th 2007 Period : 56

B SPEAKING: I/ Objectives :

1 Educational aim :Ss practice speaking about sea conservations and know how to to use some key words

2 Knowledge :- General knowledge:Ss will be able to: better their speaking skill through vocabulary Matching and Table completion exercises

- Language : enlarge vocabulary about sea conservations II/ Method : Communicative approach.

III/ Teaching aids : Textbook, whiteboard markers, chalks, pictures about name the sea animal IV/ Procedure :

10’

15’

10’

WARM-UP:

Asks Ss to work in pairs and discuss the following questions

 What would you if your class had a lot of

rubbish ?

 What would you if you were a cleaner ? Gathers ideas from some pairs and introduces some important vocabulary in the speaking WHILE YOU SPEAK :

Task 1:

Asks Ss to practice speaking in pairs Explains the task : new words , structures

Reads sentence by sentence

Guides how to use “ should/ shouldn’t) Calls some Ss to speak and correct them

Task 2:

Gets class to scan all sentences and then discuss the consequences and the solutions

Goes around and ckeckes or helps

Task 3:

Gets groups to give ideas or opinions about how to protect the sea And present one person of the group to say again

Checks

WARM-UP:

Work in pairs and discuss the following questions

give suggested answers:

- Place (put ) rubbish in dustbins - Place (put) plastic bags in proper

dustbins

WHILE YOU SPEAK : Task 1:

Work in pairs

1- In your opinion, which action should you protect oceans at first?

2- Which action shouldn't you do? -I think that action (f) is the is the most important because if we learn all we can know about the oceans we will understand their values and try, protect them

What you think of using herbicides How you feel about being a smart shop What's your opinion of fishing for species Well, I think

In my opinion

as far as I'm concerned

Task 2:

Threats: Consequences: Solutions: Threats: - Beaches filled with plastic bags

- Whales hunted

- Explosives used to catch fish - Oil spilled from

- Pesticides blown off the - fields inton the sea

Consequences: - polluted water - extinct

(91)

3’ Homework : Assigns homework

-polluted water -polluted water

Solutions: - place plastic bags in proper dustbins -Governments Don't let people sell whale products

-be banned - punish captain

-clean up the water before running into the sea

Task 3: Group work

Give the content of the Ss’ talk Homework :

Assigns homework ******************************

DOP : Jan16th2007 DOT : Jan 27th 2007 Period : 57

C LISTENING: I/ Objectives :

1 Educational aim: to get Ss listen and grasp the content of the listening lesson.

2 Knowledge :- General knowledge:Ss will be able to: listening skill about some information - Language : enlarge vocabulary about sea conservations

III/ Teaching aids : Textbook, whiteboard markers, chalks, some pics ,tape IV/ Procedure :

12’

WARM-UP:

Asks Ss to look at the picture of whales and ask some questions relating to the topic and lead in the new lesson

Asks Ss disscuss in pairs and find the answersto the questions

1 Do you think whales are fish? Why not? Why people keep hunting for whales? Introduces some newwords and asks Ss read silentlythe new word

Checks pronunciation of the new words Listen and repeat

mammal - blue whale - Atlantic - Pacific - krill – whaling - migrate - conservat

WHILE YOU LISTEN : Task 1:

Gets class to read setences before they listen Turns on the tape

WARM-UP:

look at the picture of whales and ask some questions relating to the topic

Feedback and give suggested answers: Whales are not fish because they raises t young on milk

2 Because they want to catch whales for food leather and other products Read silentlythe new word

read setences

(92)

Asks Ss discuss in groups to find and compare their answers

Plays tape again with pause at important tracks so that the Ss can check their answers themselves

Task 2:

6’

Task 2:

Gets class to read all sentences and take notes at some new words

Some main words:

- The length and weight

- Why to feed in the cold ocean - What - good feeding grounds

-What - main reason - decrease whale population -What - groups asked to

-What happen-didn't take any measures to protect

AFTER YOU LISTEN : Talk about Whales Homework :

Write a short passage about Whales

Feedback and give suggested answers: The blue whale grows to 30 meters in length and over 200 tons in weight Because there is a lot of krill-their favorite food in cold water

3 Cold water in the North and South Atlantic Ocean and the North and South Pacific are their good feeding grounds

4 Heavy hunting is the main reason for the decrease in whale population They have asked International Whaling Commission to stop most whaling

6 If we didn't take any measures to protect whales, whales would disappear forever

****************************** DOP : Jan18th2007

DOT : Jan 29th 2007 Period : 58

D WRITING I/ Objectives :

1 Educational aim: Help sts to write about information from the table

2 Knowledge :- General knowledge:Ss will be able to: describe information from a table - Language : enlarge vocabulary about characters, size feeding habit , life span

Time Teacher’s activities Students’ activities 10’ Warm up :

Talk some thing about the whales you know TASK : -read the passage and fill in the table PAIR WORK below

Key :

(93)

15’

Describing information from a table

Task : Pair work

Gets class to read the passage and complete the table that follows

Goes around and gives help

Asks class to take notes

Task : Group work

Asks class write a passage that describes the facts and figures from the table given

Goes around and helps ( if nessecity )

Corrects

Asks one to write on the board

AND

HABITAT Prefer water s with high sqid populations SIZE Male: 18m in length; 54,000kg

in qeight

FEMALE :12MIN LENGTH , 17,000KG IN WEIGHT Feeding

habits CARNIVORES : EAT MAINLY SQUID EAT UP TO 1,5000 KG OF FOOD DAILY

Offspring Give birth to one calf every –7 years

Gestation period :14-19 months

Life Span Up to 60-70 years Special

Features Biggest animals that have teeth on earth Have the largest brain of all mammals

Conservation Concerns

At risk due to hunting and accidenyal fishing net entrapment

Read the table and write a passage about Dolphins

Feedback and give suggested answers: Dolphins are not fish They are

memmals that live in the water Dolphins are among the most intelligent animals on earth Althought they can be found in all oceans in the world , dolphins prefer coastal watrs and bays The size of dolphins varies greatly The smallest dolphins is just about 50kg in weight and 1.2metres in length while the largest one can weigh upto 8,200kg and is 10 metres long Dolphins are carnivores and they eat mainly fish A female dolphins gives birth to one calfevery two years after a gestation period of elevent to twelve months A dolphins can normally live from 25 to 65 years and some species of dolphins can

Time Teacher’s activities Students’ activities 5’ After you write:

Asks class to translate in to their own languages Homework :

Report about the sperm whales or the Dolphins

even live longer Dolphin populations are at risk due to the pollution of their habitat and accidental entrapment in fishing nets

(94)

DOP : Jan24th2007 DOT : Jan 30th 2007 Period : 59

E LANGUAGE FOCUS: I/ Objectives :

1 Educational aim: Help sts to pronounce the sound / i/ , / e / , /u/

2 Knowledge :- General knowledge:Ss will be able to: use SHOULD and coditional sentence type II/ Method : Communicative approach.

10’

WARM-UP:

Sentence transformation: Asks Ssto work in groups of Student says sentence

Student reports sentence and says sentence Student reports sentence and says sentence Student reports sentence

PRONUNCIATION:

Demonstrate the sounds / i/ , / e / , /u/ by pronouncing them clearly and slowly Help Ss to distinguish these three sounds Instruct the way to pronounce:

Gets clas to practice the sound Checks

Grammar and Vocabulary Exercise 1:

Gets class to fill in the blankwith the suitable tense Goes around and gives help

WARM-UP:

Sentence transformation: Group work

PRONOUNCIATION:

topic toxic difficulty documentary contain contamination invader

dependent

plant different spend depend worked hoped lived played Practice the sentences:

1.It is next to the restaurant on the third floor

2.They are on the naxt counter on your left , dear

3.It is exacttly 22 minutes to 10 4They stayed at home and played cards with the chirlden

Exercise

Do the exercise in pair KEY:

2 you should look for another job 3.He should not go to bed so late 4.you should take a photograph 5.she should not use her car so much Time Teacher’s activities Students’ activities

12’

5’

Exercise 2: Group work

Explains how to use “ I donot think ” Asks class to exercise

Goes around and checks

Exercise Pair work

Reviews the unreal condidion in the present FORM:

Asks class to

IF clause : S + V2/ Ved( were in all person ) MAIN clause : S + WOULD +V (bare inf )

6.he should put some pictures on the wall

Key :

3 would take refused would not get closed down pressed would be did not come 10 borrowed 11 walked

(95)

3’

Goes around and helps Gives key

HOMEWORK :

Asks Ss to the extra exercise as homework

****************************** DOP : Jan26th2007

DOT : Jan 31st 2007 Period : 60

UNIT:10 CONSERVATION

A READING :

I/ Objectives :

1 Educational aim : To help Students understand the content of text :conservation 2 knowledge :

- New words : Words related to conservation 3 Skills : Reading for specific information

III/ Teaching aids :Real objects and pictures of some rare animals and forests cut down IV/ Procedure :

Gives some pictures of some rare animals and forests cut down

Asks Ss to looked at them and answer the following questions

What would we to solve these problems ? It is called “ conservation “ and let’s come to our

new lesson today

WARM-UP:

Listen and answer

We need to plant trees , protect animals

Time Teacher’s activities Students’ activities 8’ BEFORE YOU READ:

Look at the pictures, and then answer the questions Have you ever visited a zoo or a forest? Do we need to protect animals and forests? Goes a round to provide help

Asks some Ss to present their group's answers and others to add any other ideas

Pre-teaching vocabulary :

Should only teach the words which not appear in Task

Elicits or teaches some vocabulary items

May want to ask some Ss to make sentences with the above words to check their understanding

BEFORE YOU READ:

Group work vocabulary :

(96)

7’

WHILE YOU READ: Setting the scene :

You are going to read a passage about

conservation While you are reading, the tasks in the textbook.

Task 1:Matching based on word guessing Instruction:You are required to match the word in column A with a suitable definition in column B Writes the words on the board:

Eliminate, circulation, run-off, hydroelectric

Instructs Ss to read the passage quickly and stop at the lines that contain these words to guess their meanmgs

Checks that Ss understand the words correctly T can check Ss' understanding by asking them to provide the Vietnamese equivalents to the words

Instructs Ss to use some strategies to task 1: Asks Ss to work individually to the matching Goes around to help Ss when necessary

Asks Ss to exchange their answers with other Ss Asks Ss for their answers and asks other students if

they agree with their friends' answers

Play an important part in sth:

Conserve (v) protect sth from harm) Clean up (v): make sth clean or neat Worsen (v): to become worse, to make sth become worse

Pass laws: thong qua WHILE YOU READ:

Task 1:Matching based on word guessing

Whole class, individual work & pair work

Guess the meaning of the words based on the contexts in the sentences and the components of the words For example, to guess the meaning of eliminate Ss read the sentence in paragraph A Then based on this sentence and other words in the first sentence (loss, destroying) Ss can guess the meaning of this word Also, T can help Ss analyze the formation of the word: hydroelectric= hydro (water, liquid) + electric

should read through the definitions provided in column B to understand these definitions Then, Ss match each word with the suitable definition

Key : c a d b

6’

Task 2: True or False

Instruction:You are to read the passage and decide whether the statements are True (T) or False (F).

Instructs Ss to use some strategies to the task:

Asks Ss to work individually to the task Asks Ss to discuss their answers with their peers Asks Ss to discuss their answers with their peers them to explain their choices

Gives the correct answers:

1. T (line 2) 2. T (line 3-5)

3. T (line11-12)

4. T(line 15-16)

5. F (Without plants, most water would run off as soon s it falls Rapid run-off would cause floods -lines .1-12)

6. F (We can stop worsening the problems -lines 20-21)

Task 3: Choosing the main idea for each

paragraph Intruction: You are to read the passage again choose most suitable main idea for each

Task 2: True or False

Quickly read through the statements to get an idea about the topic

Read the first statement more carefully Underline the key words to understand the main, point

Search for the section of the text which deals with the idea or fact

Once finding the relevant section, read it carefully If the statement is similar to the information in the text then select "True" If the statement is the opposite to the information in the text, then select "False"

Continue with the rest of the statements Task 3: Choosing the main idea for each paragraph

Group work

(97)

10’

2’

phragraph:

Instructs Ss to use some strategies to the- task:

Asks Ss to work in pairs to the task Goes around to offer help when necessary

Asks Ss to exchange their answers with other pairs Calls on some Ss to give their answers and asks other Ss to say whether they agree or disagree

Gives feedback and the correct answers: A:3 B: C:

AFTER YOU READ:

Instruction:You are required to work in groups to discuss the questions in the textbook

Divides Ss into groups: 1, 2, -3, 4, and Asks group and to discuss question 1, group and question 2, and group and question Goes around to help the groups when necessary - When all groups have finished, T asks every two groups to share ideas with each other

Calls on some groups to report their ideas to the class

HOMEWORK :

asks Ss to learn by heart all of the new words and the extra exercise as homework

Then search through the list of main ideas provided in the task to find the most suitable answer

Make sure the main idea chosen sums up the entire paragraph and not just one idea within it

Continue with the rest of the paragraphs AFTER YOU READ:

Group work

Key :

1 The loss of much forests is destroying the earths

2 Man and most animals need a constant supply of water to live Famers need water for their crops

3 We should stop ppolluting rivers and seas and stop the

disappearance of plants and animals

HOMEWORK :

Learn by heart all of the new words and the extra exercise as homework

****************************** DOP : Jan26th2007

B SPEAKING : I/ Objectives :

1 Educational aim : To help Students should contribute their parts to the protect of the natural environment

2 knowledge :

- Genereal knowledge :Ss learn about the functions of ecotourism and about how to protect and save the natural environment

- Language : Sentences and expressing opinionand making suggestions about nature conservation

- 3 Skills : Fluency in expressing opinionand making suggestions about nature conservation

III/ Teaching aids :Real objects and pictures of some rare animals “ a whale ,an elephant….” IV/ Procedure :

Show a picture of a part of a national park and pictures of some endandered species and asks questions :

WARM-UP:

Answers :

(98)

7’

8’

1 What can you see in a national park ? What does “friendly with nature” mean ? WHILE YOU SPEAK

Task 1: Discussing the questions about the features of the new kind of zoo

Instruction:You are required to work in pairs to put the actions in the order of importance and then say what we should or should not

Asks Ss to read through the two paragraphs -Elicits or teaches some new words:

Aks Ss to work in pairs to discuss the two questions in the book using the information in paragraph A I· and B

Goes around to observe Ss working Asks some Ss to present their answers

Task 2: Showing agreement or disagreement about the new kind of zoo

Instruction: Following are some ideas about the new kind of zoo discussed in task 1 You are required to show your agreement or disagreement by ticking the right box Then share your ideas with a partner

Before Ss the task, T elicits or introduces some structures Ss can use to ask for someone's opinions,

2 It means not “doing harm to the natural environment “

WHILE YOU SPEAK

Task 1: Discussing the questions about the features of the new kind of zoo

Some new words:

Sensitive (adJ): quick to respond to, or be affected by

slight changes, signals, or influences Imprison (v): put or keep in prison Reconstruct (v): build again

Breed (v): cause (an animal) to produce offspring

Reintroduce (v): put (a species of animal or plant) back into a former habitat

Pair work

Give feedback and correct answers: 1 They are opened to help

endangered species develop. 2. The animals are not kept in

cages They can live in their natural environment

Asking for opinions

Giving opinions

What you think of

? I think Do you think ? I don't think Do you agree

with ? In my opinion Time Teacher’s activities Students’ activities

8’

to give their opinions, and show their agt:eement or disagreement politely:

Asks Ss to work individually to tick the suitable box to show their agreement or disagreement Asks Ss to work in pairs to share their ideas Ss can explain their ideas as well

- Goes round to observe and offer help, taking notes of Ss' mistakes for later correction

- Calls on some Ss to talk about their ideas and asks other Ss to add more

Task 3: Discussing the advantages and disadvantages of zoos of the new kind Instruction:You are going to discuss the

advantages and disadvantages of the new kind of zoo using the cues provided in the textbook.

Asks Ss to work in groups to discuss the

advantages and disadvantages of the new kind of zoo

Assigns a group leader for each group to make sure that group members work cooperatively and take notes of other members' points

-Goes round toobserve and offers help

Showing agreement Showing disagreement

I agree with I don't really think so Yes, I think you are

right Yes, but Exactly I would doubt

that

Task 3: Discussing the advantages and disadvantages of zoos of the new kind

Group work

advantages disadvantages

-The conditions the animals are in -The animals that can visit

-The money spent on recontructions of the animals natural

(99)

8’

7’

2’

- Takes notes of Ss' mistakes for later correction Task 4: Reporting on the discussion results: Calls some Ss to report that their groups have discussed

Asks other Ss to takes note and compare with their groups' ideas

AFTER YOU SPEAK : Takes notes of their errors Gives feedback on Ss' answers Corrects any typical mistakes HOMEWORK :

asks Ss to the extra exercise as homework

have

Task 4: Reporting on the discussion results:

Whole class

AFTER YOU SPEAK : Whole class

Report

HOMEWORK : Whole class

*************************** DOP : Jan26th2007

C LISTENING : I/ Objectives :

1 Educational aim : To help Students listen to get specific information about forest fires - talk about the causes of forest fires and ways to prevent the

2 knowledge :

- Genereal knowledge :Ss learn about how to protect and save the natural environment - Language : Sentences and expressing opinionand making suggestions about nature

conservation

- 3 Skills : suggestions about nature conservation. II/ Method :Mainly communication

III/ Teaching aids : Textbook, cassette tapes IV/ Procedure :

8’

WARM-UP:

Use the sub –board with some old words relating to the listening task :

Lets Ss see the subboard and then get them to recreate the words they see

Have Ss listen and repeat

Introduce the general content of the listening task BEFORE YOU LISTEN :

Asks Ss to work In groups to discuss what may cause a forest fire

Calls on some Ss to present their answers Asks other Ss to add more ideas

Gives feedback and give some possible causes: Camp fire

Butts of burning cigarettes

WARM-UP: sub –board:

destroy- wild animal- fire – wood- forest- danger- camfine – save – awful-valuable

Write on the Bb

BEFORE YOU LISTEN : work in groups

Vocabulary:

Forester (n): a person in charge of a forest or skilled in forestry

Awfull (adj): very bad or unpleasant Put out (v): extinguish afire

(100)

6'

Lighting

Vocabulary pre-teaching

Before eliciting/pre-teaching some new words, T helps Ss to pronounce the words given in the book T may read aloud first and ask Ss to repeat in chorus and individually

Elicits/ Teaches some of the words given in the , Book or those taken from the listening passage: WHILE YOU LISTEN:

Task 1: Numbering events

Instruction:You are going to listen to a passage about forest fires Listen and number the events in the order you hear

Plays the tape once for Ss to the task

Asks for Ss' answers and write them on the board Plays the tape the second time for Ss to check

WHILE YOU LISTEN: Task 1: Numbering events

First, read through the sentences to understand what

each of them is about + Underline keywords

+ Guessing the order of the even with a friend

+ Then listen to the tape to check While listening to the tape, look through the sentences quickly and pay Time Teacher’s activities Students’ activities

7’

5’

their answers

If a lot of Ss have the same wrong answer, play that point of the tape for Ss to check the answer again Gives the correct order:

Task 2:True/False statements

Instruction:Now you listen to the tape again and decirie whether the statements provided are True or False Put a tick (vJ in the appropriate box

Before Ss listen and the task, Tasks Ss' what the strategies to the task are If Ss forget, T may repeat the strategies:

Asks Ss whether they can the task based on the previous times of listening

- If Ss can, T asks them to give the answers and write them on the board

- Plays the tape once for Ss to check their answers -Asks Ss to work in pairs to compare their answers T checks Ss' answers by calling on some Ss and asks them to explain their answers

If are a lot of Ss have the same wrong answer, play that point of the tape for Ss to check the answer again

Task 3: Choosing the sentences heard

Instruction:You are going to listen to the tape again choose the sentences you hear Put a tick (v) in the propriate box

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

- Asks Ss to work in pairs to exchange answers - Checks Ss' answers

Tapescript:

Have you ever seen a forest destroyed by fire? A great forest fire is an awful thing to see Once a fire has started, it spreads

attention to the key words Number the • sentence whenever catching the information

Key : 3-2-5-1-4

Task 2: True/False statements Individual work and pair work - First, read through the statements to understand them and underline key words For example, the key words in the first statement are: fire, started, takes time, spread

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

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

Give the correct answers: F (It spreads quickly) F (In late summer) T T

4 F (It is the duty of everyone of us)

Task 3: Choosing the sentences heard Individual work and pair work

+ Read through the sentences to understand them

+ Underline the different parts between the two sentences

+ Listen and pay attention to the different parts

(101)

quickly Foresters s(1Y that late summer is the season when a fire is' the greatest danger to woods and forests They are very dry then Sometimes when the danger of fire is very great, foresters will not allow anyone to go into the forests

If people leave a camp-fire burning near a heap of leaves, this often causes a forest fire Campers must always remember to put out their camp-fire and cover the place with earth It is the duty of every camper to take the greatest care notto start a forest fire

Anyone careless enough to start a forest fire has done something, which makes life more difficult for all of us Every fire destroys valuable wood, wildlife, and good soil Everyone of us must know how important it is to care for our great forests and save them from fire

l.a b 3.a

2’

AFTER YOU LISTEN : Role play

Asks Ss to work in pairs: student A is a journalist who wants to write about forest fires and what campers should know and do; student B is a forester in Cuc Phuong National Park, The journalist will first ask the forester about Cuc Phuong National Park and then asks about what may cause a forest fire and what every camper should remember Ss should use the knowledge from Unit 10- National Parks and what they get from the listening tape - After minutes, calls on some pairs to go to the front to act out the conversation

Comments and gives any necessary correction HOMEWORK :

asks Ss to learn by heart all new words and the extra exercise as homework

AFTER YOU LISTEN : Pair work

************************************* DOP : Feb 4th 2007

DOT : Feb 7th 2007 Period : 63

D WRITING : I/ Objectives :

1 Educational aim : To help Students write a letter of invitation using the cues provided 2 knowledge :

- Genereal knowledge : Ss may be familiar with expressions used in an invitation letter - Language : Sentences and expressing opinionand making suggestions about nature

conservation - 3 Skills : Writing II/ Method :Mainly communication III/ Teaching aids : Textbook, handout IV/ Procedure :

(102)

5’ WARM-UP:

Gives a set of words and asks ss to make a complete sentence

WARM-UP: Whole class

(dinner / evening/ for/go/out/this/to /you/would?)

-> Would you like to go out for dinner this evening.?

6’

5’

12’

BEFORE YOU WRITE :

Gives situations “next Sunday is your birthday What would you to invite your friend ?”

Asks Ss one sentence :

Have you ever written a letter of invitation ? Introduces the lesson and its aim

WHILE YOU WRITE : Task 1: Matching

Instruction: You are going to write out the sentences by matching the first half in A with the suitable half/halves in B

- Before Ss the task, T asks them to tell T what expressions they can use to give invitations or suggestions

-Writes their answers on the board and gives any correction

Asks Ss to look at column A in Task I and give the form of the verb in each of the structures:

Asks Ss to work in pairs to the task, reminding them that one expression in A can go with more than one expression in B and they should write the sentences

- Asks Ss to exchange their answers with other pairs - Calls on one pair to give their answers and other pairs to add any other ideas

Task 2: Letter completion

Instruction:You are required to fill each blank in these invitation letters with a suitable expression provide in Task 1 For each blank you can have more than one answer.

Before Ss the task T asks them to read through the letters to understand the content of each letter roughly

Can model the way to this ask, using letter 1: Asks Ss to work in pairs to the same with the other two letters

- Asks Ss to exchange answers with other pairs - Calls on one pair to give their answers and other pairs to add any other ideas

Task 3: Writing an invitation letter based on cues Instruction: You are going to write an invitation in which Nam invites Lam to spend a weekend with him, using the cues provided.

BEFORE YOU WRITE : Answers :

Invite in person Invite by telephone Even by letter

WHILE YOU WRITE : Task 1: Matching Whole class & pair work + Let's + infinitive without 'to'

+ Why don't you + infinitive without 'to' + Would you like + infinitive with 'to' + Do you feel like + V -ing

+ Can you + infinitive without 'to' + How about + V -ing

+ Shall we + infinitive without 'to' + Are you free + infinitive with 'to' - feedback and gives correct answers:

1 c f/h a 4.g / d

5 h/f d/g e b

Task 2: Letter completion + First, read the letter

+ Look at the incomplete sentence and pay attention to the form of the verb that follows the blank For example, in letter one the verb fo~m is infinitive with to (……… to JOIn us ?)

+ Read the expression in Task and find the suitable expression(s) to fill in the blank In the first letter, we can fill the blank with "Would you like" or " Are youfree".

Feedbacks and give correct answers: 2 Would you like! Are you free; How about/ Do you

feel like

3 Can you; Why don't we/ Shall we Task 3: Writing an invitation letter based on cues

(103)

8’

2’

Before Ss the task, T reminds them that they should use all the language items provided together with other items to produce meaningful and

grammatically correct sentences Also, Ss should use capitalized letters and punctuation marks properly - Asks Ss to write the letter

- Goes around to observe and provide help AFTER YOU WRITE :

- Asks Ss to exchange their letter with another student for peer correction

-Goes around and collects mistakes and errors - Collects some writings for quick feedback - Writes Ss' typical errors on the board and elicits self and peer correction T provides correction only when Ss are not able to correct the errors

- Gives general comments on the letters and gives suggested letter:

HOMEWORK :

Write the letter

AFTER YOU WRITE : pair work

Dear Lam,

We haven't met since you moved I miss you a lot We are both having some days-off between the two terms soon If you haven't made any other plans, why don't we spend a weekend together?

Do you feel like visiting the forest near my grandparents' home again? It looks quite different now because very many young trees have been planted at the Tree- Planting Festivals Do come if you find it possible, and I'll make all the preparations then

Give my love to your parents Your friend,

.Nam

HOMEWORK : Whole class ************************************** DOP : Feb 6th 2007

E LANGUABE FOCUS : I/ Objectives :

Educational aim : To help Students - distinguish the sounds /b/ and /p/

- pronounce the words and sentences containing these sounds correctly

- use the passive voice appropriately II/ Method :Mainly communication

III/ Teaching aids : Textbook, pictures of cities after storms IV/ Procedure :

PRONUNCIATION : PRONUNCIATION :

Whole class, individual work & Time Teacher’s activities Students’ activities

15’ Pronouncing the two sounds separately: Models the two sounds twice or three times Pronounces the sounds and asks Ss to repeat

pair work

(104)

8’

Pronouncing words containing the sounds Reads the words in each column all at once

- Reads the words once again, each time with a word in each column to help Ss distinguish the differences betwecn the sounds in the words

- Reads the words and asks Ss to repeat them Asks Ss to practice pronouncing the words in pairs Goes around to provide help ,

Asks some Ss to pronounce the words Gives correction if necessary

Reading the sentences with words containing the sounds

Reads the sentences and asks Ss underline the words with the sounds and write/b/ or /p/ under them Asks Ss to practice the sentences in pairs -Goes around to provide help

-Asks some Ss to read the sentences GRAMMAR :

The passive voice a Presentation

- Elicits, the form, meaning and use of the passIve voice

- Revises the form, meaning and use of the passive voice

+ Form: be + past participle

The passive can be used, also, in various tenses Following are the passi ve forms of" design."

individual work

individual work GRAMMAR :

Whole class, individual work &pair work

The passive voice + Meaning: passive

+ Use: The passive is mainly used in three ways:

• when we don't want to take responsibility for something

E.g.: The matter will be dealt with soon

(We don't know or want to say who'll deal with it)

when we want to focus on a happening, not who or what did it

E.g.: Our roof was damaged in last night's storm (We're concerned about the roof)

• when we want to avoid 'vague subjects' like one, someone, they, etc E.g.: The form has to be signed (not 'Someone/ One has to sign the form) • However, the passive is not used when we want to focus on the person Time Teacher’s activities Students’ activities

14’ b Practice Exercise and 2: Asks Ss to Exercise and - Goes around to provide help

- Asks Ss to compare their answers with another student

- Asks some Ss to go to the board to write their answers

-Asks other Ss to comment Gives correct answers:

or thing that does the action

E.g.: You should finish this letter (Not ' This letter should be finished) = It is you who should finish this letter b Practice Exercise and 2: answers:

Exercise 1:

(105)

6’

2’

Exercise 3:

Asks Ss to exercise in pairs Ss have to fill each blank with the correct form of a verb in the box - Asks them to compare answers with another pair - Calls on some Ss to read out their answers - Feedbacks and gives correct answers:

Calls on some pairs to practice the conversation

Production: Making sentences based on pictures Prepares pictures of cities after storms and asks Ss to make sentences to describe the consequences of the storms, using the passive voice

Allows Ss to write down as many sentences as possible in three minutes

The winner will be the one with the most meaningful sentences

HOMEWORK :

3 be spoken

4. am not invited

5. are being built

Exercise 2:

1 came; had started, had been started; were

2 is standing; is being photographed Have been told

4. was being laid; decided

5. will beplanted

Exercise 3:

1 was organized 2 arrived

3 were met 4 taken

5 Had been cleaned wd been} put 6 were served

Some suggested sentences:

In the tirst picture, the building was destroyed - The traffic lamp was broken down

HOMEWORK :

Whole class, individual work

****************************************

DOP : Feb 10th 2007 DOT : Feb 12th 2007 Period : 65

UNIT:11 NATIONAL PARKS

A.READING: I/ Objectives :

1 Educational aim : To help Students understand national parks 2 knowledge :

- New words : use vocabulary items related to national parks 3 Skills : Reading for specific information national parks

III/ Teaching aids :Real objects and pictures of some rare animals and forests cut down IV/ Procedure :

Time Teacher’s activities Students’ activities 9' WARM-UP:

Competition game- Word Search

Divides the class into small groups of 3-4 students Then T distributes the following puzzle handouts for Ss to in their own groups Which group finishes first and has all the correct answers will be the winner

WARM-UP:

Competition game- Word Search

Group work

Answer:

ALLIGATOR :cá sấu châu mỹ DEER: hươu nai

(106)

8’

- Note: before Ss work, T may ask if Ss know all the names of the animals provided in the puzzle T can give some Vietnamese equivalents of the words and quickly teach Ss to pronounce the words

BEFORE YOU READ: Discussing the questions:

Asks Ss to look at the pictures of the three nationals on page 112 and tell the class anything they know about these parks

Asks Ss to work in groups of to discuss the questions in the textbook

Goes a round to provide help

Asks some Ss to present their group's answers and others to add any- other ideas

Pre-teaching vocabulary:

Note: T should only teach the words which not appear in Task

Elicits or teaches some vocabulary items:

APE: khỉ không đuôi ELEPHANT

MONKEY BEAR FISH PIG BIRDS GIRAFFE TIGER CAMEL HORSE TURTLE COW LION ZEBRA

BEFORE YOU READ: Discussing the questions:

Group work

Pre-teaching vocabulary:

Group work

Whole class Vocabulary:

1 To be located in: to be in a particular place:

2 Establish (v): set up

3 Rainforest (n): forest in the tropical region

4 Orphan (n): a child without parents, an animal without mother

5 Orphan (v): to make sb an orphan

6 Orphan (v): to make sb an orphan

May ask some Ss to make sentences with the above words to check their understanding

WHILE YOU READ: Setting the scene :

You are going to read three passages about three national parks While you are reading, the tasks in the textbook.

Task 1: Matching based on word guessing

Instruction:You are required to find the word in the passage that can match with the definition given in task

- Asks Ss to read through the passages silently - After checking that Ss have finished reading the passage, T instruct Ss to use some strategies to task 1:

+ First, Ss should read through the definitions provided in the task to identify the part of speech of the word to match each definition For example, in sentences and the word to fill in should be a verb;

7 Tropical (adj): 8 Temperate (adj):

9 Toxic (adj): involving sth poisonous

WHILE YOU READ:

Task 1: Matching based on word guessing

Read through the passages silently

Answers:

(107)

10’

in sentence 3, and it should be a noun; and in sentence it should be an adjective

Then, Ss should go back to the passage and find the suitable words to fill the blanks

- Goes around to help Ss when necessary - Asks Ss to check their answers in pairs -Calls Ss to present and explain their answers - Finally, T provides the correct answers: Task 2: Answering questions

Instruction:You are to read the passage again and answer the questions in the book

-Asks Ss how to the task If Ss forget, T instructs I Ss to use some strategies to the task:

Asks Ss to work individually to the task - Then Tasks Ss to discuss their answers with their peers

2. species 3. survival 4 sub-tropical 5. contamination

Task 2: Answering questions + First, skim the six questions to understand them As Ss this they: I • underline the key words For

instance, in question Ss can underline

what, area, rainforest I

decide what information they need to find in the text " • look for questions words like "what percentage" which indicates Ss should read for specific thing like a number I

+ Go back to the first question and locate the information I

for the question by tinding the key words in the passage and mark the place

+ Read the part carefully to find the answer Ss can use

their own words

+ Continue with the rest of the questions

8’

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

feedbacks and gives the correct answers:

AFTER YOU READ :

Instruction:You are required to interview different Friends to find out who like to visit which of the three wtional parks most Complete the table

- Draws the following table on the board:

Asks Ss to go around to interview different Ss to complete the table They should write the name of the student who likes going to each park in the second column and the reason(s) in the last column If the number of Ss is big, Ss may just interview the

answers:

1. 200 spare km (line 4)

2. Because the rainy season is over (line 7)

3. They can learn about the habits of animal, how to recognize the different species of animals and plants, and how one species is dependent upon another for survival (line 11-13)

4. In the Orphanage orphaned or abandoned animals are taken care of (line 14-15)

5. Because of the toxic levels of chemicals in the water.(line 19-21)

6. Plants and animals will die/be killed/destroyed (line 21-22 + Ss' opinion)

AFTER YOU READ :

Individual work & whole class

Park Name Reason(s)

(108)

2’

students around them

Gives Ss minutes to interview After that time, any i student who finishes filling the table will be the winner That student will report the results to the whole class

While Ss are working, T goes around to help and collect errors which can be corrected later

HOMEWORK :

Asks Ss to learn by heart all of the new words and the extra exercise as homework

National Park Nairobi National Park Nairobi National Park

HOMEWORK :

Whole class, individual work

**************************************** DOP : Feb 10th 2007

B SPEAKING: I/ Objectives :

1 Educational aim : To help Students to use conditional sentences type to express regrets and talk about an excursion

2 knowledge :

3 Skills : Reading for specific information national parks II/ Method :Mainly communication

III/ Teaching aids :textbook , handout IV/ Procedure :

10’

WARM-UP:

Instruction : Last year we have a camping trip at school (or a picnic with your friends / family ) Asks Ss to answer the question (to works in groups of or minutes )

Tell me what you prepared for that trip ? Goes around to observe Ss working

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

Provides the correct answers: Note :

If Ss don’t understand , T Shows a picture of bread , fruit and asks question:

Task 1: Matching

Instruction: Last week Nga's class went on an excursion to Huong Pagoda Unfortunately, the excursion turned out to be a disaster Most of the things they did went wrong You are required to match the thing in column A with the corresponding consequences in column Band read out the sentences.

Asks Ss to read through the sentences in the two columns

- May want to elicit or teach some words or expressIons:

WARM-UP:

Discussing the questions:

Group work

Answers:

We prepared food, drinks, tents, blankets, candles or noodles…

What are these in picture ? Answers:

bread , fruit ,vegetables

Task 1: Matching

Group work

Whole class Vocabulary:

(109)

12’

Asks Ss to work in pairs to the task Goes around to observe Ss working

Checks Ss' answers by calling on some Ss to read out things in A and some others to read out the

corresponding consequences in B - Gives feedback and correct answers: Task 2: Showing regrets

Instruction:Imagine that you are Nga's classmates and I you are not happy with the excursion to Huong Pagoda Now you are talking with some friends about what you wish you had or hadn't done

2 Fine (n): cash paid as punishment 3 Get lost: unable to find way

4 Carsick (adj: feeling sick :because of a car's movement:

Answers:

1.F , E , H , G, B.6.C A D

Task 2: Showing regrets

Time Teacher’s activities Students’ activities Before Ss the task, T asks them to read the

examples on page 115 and tell T what grammatical structure is used in the examples

Elicits or revises the conditional sentence type quickly:

Asks Ss to work in groups to the task

Goes around to observe, offering help and collec! mistakes

Asks Ss to compare their answers with anotner group Calls on some Ss to speak out their sentences and ask others to listen and feedback

Gives feedback and suggested answers:

the conditional sentence type 3:

+ Form:If + subject +past perfect, subject wouldlcould have + PP

+ Meaning: The third conditional is used to talk about unreal situations in the past In other words, it is used to talk about things which DID NOT HAPPEN in the past or to express regrets.

+ Use: The third condittonal does not focus on the present or future like type 1 and type

2 The time in type is the past and

signifiFs a completed action in the past The condition, therefore, cannot be fulfilled because the action in the if-clause did not happen

- Example:

If I had had the money, I would have bought this Audi (But I did not have it, and

so did not buy) If we had played a little better, we could have won the game (We didn't play well, so we lost the game.)

answers:

1. If we had brought enough good and drinks, we wouldn't have spent a lot of money eating in e.xpensive restaurants. 2. If some of us hadn't had food

poisoning, we could have enjoyed out visit.'

3 If we had had rain coats, we wouldn't have got wet and have had a cold 4 If some of us hadn't left our luggage on

the coach when we arrived, we could have had clothes and money with us

(110)

12’

Task 3: Asking and answering about the excursion

Instruction: You are going to work in pairs One of

you is Nga and the other is one of Nga's friends who studies in another school Ask and answer about the excursion.

in Huong Pagoda, we wouldn't have got lost

6. If we hadn't thrown waste in the forest, we wouldn't have got afine 7. If we had stayed there more than

one day, we could have visited all the pagodas

Task 3: Asking and answering about the excursion

Pair work & whole class Time Teacher’s activities Students’ activities

3’

Asks Ss to work in pairs and gives each pair handouts: one for Nga and the other for Nga's friend

May want to model a part of the con'{ersBtion with a student:

Goes around to observe and collect errors

- When most pairs finish, T calls on some pairs to act out their conversation

Asks some Ss to comment

Writes some typical errors on the board and asks for self and peer correction T gives correction only when other Ss cannot correct the errors

HOMEWORK :

Asks Ss to the extra exercise as homework

Nga's friend Nga Ask what Nga did

last Saturday - Ask about the means of transport Nga's class used to go to Huong Pagoda

- Ask about food and drinks Nga's class brought - Ask about the duration of the excursion

- Ask what they did in Huong pagoda - End up the conversation

Answer the friend's question (1 went to Huong Pagoda with my class)

- Answer and express regrets - Answer and express regrets - Answer and express regrets - Tell what they did and express regrets

+ T: Last Saturday, I phoned you but you weren't at

home Your dad said that you were going on an

excursion Where did you go?

+ A: I went to Huong Pagoda with my class + T: Really? Was thatfun? + A: Not really

+ T: Why so?

+ A: Most of the things we did went wrong + T: Tell me, how did you go there?

************************ DOP : Feb 18th 2007

(111)

Period : 67

C LISTENING:

I/ Objectives :

1 Educational aim : To help Students to - listen to get specific information about Cue Phuong National Park

2 knowledge :

3 Skills :Listening for specific information national parks II/ Method :Mainly communication

III/ Teaching aids :textbook , handout, cassette tape. IV/ Procedure :

Competition game- Matching:

Divides the class into groups and gives each group a handout Ss are required to match the name of each National Parks in Vietnam with their suitable

description The first group to have the correct answer will be the winner

1 This National Park is located to the north of well- known Ha Long Bay and 20 km from the centre of work Van Don district The park covers 15,783 and is now home to 672 species of terrestrial plants and 178 aquatic floral species, of which 11 species have been listed in Vietnam's Red Book of endangered species

2 This National Park, 48 kms west of Hanoi, covers an area of 7,377 on a range of high mountains The park is famous for its rich and diverse flora and fauna comprising tropical and subtropical species Climbing up to the top of the mountains, you will find a temple dedicated to the Tan Vien God and can take an enthralling bird's-eye view of the surroundings This National Park is located in the bắc cạn Province

of Vietnam It was created in 1992 and extends over 7,600 It surrounds Ba Beå lake, made of three connecting lakes, which has a total area of 500 and a maximum depth of 35 m

4 This is a natural reserve area on an island in Ba Ria- Vung Tau Province, Vietnam The park includes a part of the island and the surrounding sea The national park is characterized by a diverse ecosystem Many species of c·orals and especially the sea turtle are found here

5 This National Park is located in central Vietnam, about 500km south of Hanoi It houses 140 families, 427 branches, and 751 species of highrated plants, of which 36 species are endangered and listed in the Viet Nam Red Book The forest is also home to 32 sets, 98 families, 256 races and 381 species of four land backboned animals Sixtysix animal species are listed in the Viet Nam Red Book and 23 other species in the WorId Red Book

Answer:

Bái Tử Long National Park Bavì National Park

Ba Bể National Park Cô Đảo National Park

B Ba beå National Park

C Bái tử Long National Park

(112)

Phong Nha -Kẻ Bàng National Park

E Côn đảo National Park Time Teacher’s activities Students’ activities

10’

8’

- T sets the scene:You are going to listen to a passage about Cuc Phuong National Park Before you listen to the tape, I'd like you to a quiz about this park The quiz inCludes 7 questions

Sticks a big paper with questions on the board: Elicits the answers from Ss and writes them on the board for checking later

- Then Tasks Ss to look at the words and expressions on page 116 T helps Ss to pronounce the words given T may read aloud first and ask Ss to repeat in chorus and individually

- Teaches some of the words given in the book or those taken from the listening passage:

WHILE YOU LISTEN :

Task 1: Filling missing information and verifying the guesses

Instruction: You are going to listen to the passage to fill in the missing information and check your answers to the quiz

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

Asks for Ss' answers and writes them on the board -Plays the tape the second time for Ss to check their answers

-Checks Ss' answers by calling on some Ss If there are a lot of Ss having the same wrong answer, play that point of the tape tor Ss to check the answer again

Group work & whole class

1 Where is Cuc Phuong National Park?

2 What is the area of the park? When is the best time to visit Cuc

Phuong?

4 How many species of animals living in the park?

5 How many species of plants living in the park?

6 How many people go to visit the park every year?

7 What ethnic minority live in Cuc Phuong?

Vocabulary :

1 Threatened and endangered specie: Các loài bị đe dọa bị nguy hiểm.

2 Ethnic minority: an ethnic group that is a minority within a nation or society (dân tộc thiểu số ) 3 Flora (n): all the plants found in a

particular country or region (hệ thực vật t)

4 Fauna (n): the animal life of a particular region or country (hệ động vật)

5 Defeat (v): win a victory over a competitor(đáng bại )

6 The Qing invaders: quân xâm lược nhà thanh

WHILE YOU LISTEN :

Task 1: Filling missing information and verifying the guesses

+ First, read the sentences carefully As they this:

-underline keywords

-try to work out what they are going to hear -• anticipate the grammatical form as well as vocabulary

(113)

Gives the correct answers: although it may be expressed differently + Make sure your sentences are rammatically correct Time Teacher’s activities Students’ activities

9’

8’

Task 2: Answering questions

Instruction:You are going to listen to the tape again to answer the questions

- Before Ss listen and the task, Tasks Ss what the strategies to th~ task are If Ss forget, T may repeat the strategies:

- Plays the tape once for Ss to check their answers -Asks Ss ,to work in pairs to compare their answers - Checks Ss' answers by calling on some Ss and asks them to explain their answers

If there are a lot of Ss having the same wrong

answer, play that point of the tape for Ss to check the answer again

- Gives the correct answers: Tapescript

Cuc Phuong, the first national park in Vietnam, was officially opened in 1960 It is located 160 km south west of Hanoi spanning Ninh Binh, Hoa Binh and Thanh Hoa provinces The 200 square kilometer park attracts tourists and scientists alike In 2002, nearly 100,000 visitors made their way to Cuc Phuong Many come to see the work being done to _protect endangered species According to

scientists, there are about 2,000 different species offlora and 450 species offauna

Cuc Phuong National Park has many caves Quen Voi, also part of the park, is where Nguyen Hue's army was stationed before it made its surprise attack on Thang Long and defeated the Quing envaders in the spring of 1789

Cuc Phuong is also home to the Muong ethnic minority, who live mainly on bee keeping and farming

Asks Ss to work individually to write about the special features of Cuc Phuong National Park in i five minutes :

- After five minutes T tells them to stop writing and I asks them the number of sentences they can write The student with the biggest number of sentences will read his/her sentences out loud Other Ss listen

Answers:

1 1960

2 160 km south west of 3. 100,000 visitors 4 2,000; 450 5 Quen Voi

Individual work, pair work & whole class + First, read through the statements to understand them and underline key words For example, the key words in the first question are: how many provinces Cuc Phuong Na'tional Park belong

+ Listen to the tape and pay attentipn' to the key words

+ Write down the answers Answers:

1 It covers 3 provinces: Ninh Binh, Hoa Binh and Thanh Hoa

2 It is about 160 km

3 They come there to see the work being done to protect endangered species

4 Nguyen Hue defeated the Quing invaders in the spring of 1789

5 They live mainly on bee keeping and farming.

AFTER YOU LISTEN : Individual work

Time Teacher’s activities Students’ activities and comment

(114)

2’ HOMEWORK :

Asks Ss to learn by heart all new words and the

extra exercise as homework Whole class

*************************************** DOP : Feb 20th 2007

D WRITING: I/ Objectives :

1 Educational aim : To help Students to - write letters of acceptance of refusal 2 knowledge :

3 Skills : write letters

II/ Method :Mainly communication III/ Teaching aids :textbook , handout. IV/ Procedure :

6’

WARM-UP:

Competition game- Network

Prepares a handout with a network of the word "letter"

Divides the class into groups and gives each group a handout

- Asks Ss to complete the network with different types of letter they know - The winner will be the group with the quickest and correct alfswers

Task 1: Filling the blank

Instruction: You are going to complete the letters on page 117 by fill each blank with one of the ways to accept or refuse an invitation provided in the table

Before Ss the task, Tasks Ss to read through the expressions in the table to understand them

- Asks Ss to the task in pairs and reminds them that for each blank they can have more than one answer

WARM-UP:

Competition game- Network Suggested Answer:

Task 1: Filling the blank Pair work & whole class

7’

- Calls on some Ss to go and write their answers on the board

- Calls for peer correction and gives T's own feedback

Discussing the features of a letter of acceptance or refusal

Suggested answers: That's a great idea!

2 I'd love to, but ! I'm afraid I can't come because

3 I'd love to / I'd be delighted to Discussing the features of a letter of

Accept ance Rejecti

on

Applic ation Thank

-you

Invitat ion

Lette

r Inquir

y Refusa

l

Reference

(115)

6’

10’

After Ss finish task 1, 1; can use the letters in the task as models to elicit or introduce the features of a letter of acceptance or refusal T may use some questions;

Reminds Ss that:

Task 2: Ordering

Instruction: You are required to arrange the sentences in the correct order to make a letter of accepting an invitation to spend a weekend in the country.

Asks Ss to the task individually and exchange their answer with another student when they have finished

- Calls on a student to read the letter out loud and asks other Ss to listen and give feedback Comments and gives the correct order: Task 3: Writing a letter of acceptance or refusal

Instruction:One of your friends has invited you to go for' a picnic to Cuc Phuong National Park next weekend Write a reply letter accepting or declining his/her invitation

- Before Ss the task, T reminds them that they should pay attention to all the features of this type of letter and be careful with some other written conventions such as capitalization, punctuation Asks Ss to write the letter individually

While Ss write the letter, T should go around to observe and provide help

acceptance or refusal

+ What is the similarity bet1lleen the three letters?

+ What is the similarity bet11leen letter one and three? + How is letter t11l0

different from the other t11l0?

+ Why did the writer of letter t11l0 refuse the invitation?

+ to write a letter of acceptance, firstly, Ss should thank their friends for the invitation Then they use one of the ways of accepting to say they agree to join their friends + to write a letter of refusal, firstly, Ss should thank their friends for the invitation Then they use of the I" ways of refusing the invitation to say that they cannot join their friends Ss should remember to give out the reason t'or their refusal as well

Task 2: Ordering

Individual work, pair work answers:

1 d e c a f 6b

Task 3: Writing a letter of acceptance or refusal

2’

FEEDBACK ON SS' WRITINGS:

Asks Ss to exchange their letter with another student for peer correction

- Goes around and collects mistakes and errors

- Collects some writings for quick feedback - Writes Ss' typical errors on the board and elicits self and peer correction T provides correction only when Ss are not able to correct the errors

HOMEWORK :

Pair work & whole class

(116)

For homework Tasks Ss to write a letter of acceptance or refusal (if they have written a letter of acceptance in class, at home they will write a letter of refusal and vice versa) Extra exercise

Complete the passage about Cat Tien National Park by filling each blank with a suitable word Cat Tien national park was protected initially in 1978 as (1) sectors, Nam Cat Tien and Tay Cat Tien Another sector, Cat Loc Was gazeted as a Rhinoceros Reserve (2) 1992 upon the discovery of a population of Javan Rhinoceros, an occasion that brought the park (3) the world's eye The three areas were (4) to form one park in 1998 Cat Tien comprises an important reserve in Vietnam, both for the habitat it protects and the species As well as being a critical reserve for the Javan Rhino, it also is home to 40 IUCN Red List species, and protects

around 30% of Vietnam's species The park is, (5) , threatened by encroachment from local communities, illegal logging and poaching In ( 6) , the park is too small for the larger species found inside it ,this leads (7) either their local extinction or to conflicts (8) local people as these animals move beyond the confines of park (9) problem is particularly intense for the park's elephant population, (10) is prone to wandering and is considered too small to be self sustainable

Answer:

1 two addition in to into with combined This/The however 10 which

******************************* DOP : Feb 26th 2007

E LANGUAGE FOCUS: I/ Objectives :

1 Educational aim : To help Students to - distinguish the sounds It/and Idl

- pronounce the words and sentences containing these sounds correctly - use the passive voice appropriately

2 knowledge : using the third conditional , distinguish the sounds It/and Idl and sentences containing these sounds correctly

3 Skills :

II/ Method :Mainly communication III/ Teaching aids :textbook , handout. IV/ Procedure :

Time Teacher’s activities Students’ activities 13’ PRONUNCIA TION :

Pronouncing the two sounds separately: - Models the two sounds twice or three times - Pronounces the sounds and asks Ss to repeat - Gives feedback

Pronouncing words containing the sounds

PRONUNCIA TION :

Pronouncing the two sounds separately:

Whole class, individual work & pair work practice pronouncing the sounds in chorus and individually

(117)

Reads the words in each column all at once

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

- Reads the words and asks Ss to repeat them Reads the words in each column all at once Asks Ss to repeat them

Asks Ss to practice pronouning the words in pairs Goes around to provide help

Asks some Ss to pronouce the words Gives correction if necessary

Reading the sentences with words containing the sounds:

Reads the sentences and asks Ss underline the words with the sounds and write /t/ ,/d/ under them Asks Ss to practice the sentences in pairs Goes around to provide help asks some Ss to read the

sentences

Gives feedback

 /t/ âm t,tt,ed(thì khứ đơn ,

quá khứ phân từ )

 /t/ có ba mức độ phát âm

- /t/ đứng đầu chữ , phát âm gần chữ

th(ờ)của tiếng việt : tip, tape, term

- /t/ đứng vị trí từ , phát âm

giữa t (ờ)+ th(ờ) khơng có âm việt tương đương : dentist, center,gentle …

- ed phát âm /t/ đ]ngj từ thường

dùng khứ đơn khứ phân

từ ( V2 = V + ED ,V3 = V +ED)( ed

đứng sau

F,,CH,SH,K,GH,C(E),P,PH,X,S(S), S(E): roofed, staffed, watched, washed, picked, laughed, chopped, practised, introduced, mixed…

 /t/ đứng sau mẫu tự s tương đương

phát âm t(ờ) tiếng việt: stay, stamp,studious…

1.2AÂm /d/ :

 /d/ phát âm gần âm đ(ờ)

tiếng việt

 /d/ âm d,dd,dh,ed: dad,

dodderer, saddle, dhow, arrived… Students practice pronouncingthe sounds in chorus and individual

Reading the sentences with words containing the sounds:

10’

GRAMMAR:

The third conditional a Presentation

- Asks a student to go to the board and write down the form of the third conditional (as they have learnt this in the speaking lesson)

Calls on some Ss to tell the class about the meaning and use of the third conditional If Ss forget, T can a quick revision

b Practice Exercise 1and 2:

Asks Ss to Exercise and Goes around to provide help

Asks Ss to compare their answers with another student

GRAMMAR:

The third conditional a Presentation

Whole class, individual work & pair work Key :

Exercise 1:

1 had known had had

3 would have gone would have passed could have enjoyed had known

7 had stopped had killed Exercise 2:

(118)

7’

8’

Asks some Ss to go to the board to write their answers

Asks Ss for self correction and peer correction Gives correct answers:

Exercise 3:

-Asks Ss to exercise in pairs Ss have to use the information given to make conditional sentences type

- Asks them to compare answers with another pair -Calls on some Ss to read out their answers

- Feedbacks and gives suggested answers: c Production:Chain game

Writes a conditional type sentence in a piece of paper T introduces the game: T give the sentence to a student and the student has to read T's sentence out loud and write another third conditional sentence beginning with the independent clause of

so suddenly, the accidents wouldn't have happened

2 If I had known that Lam had to get up early, I would have woken him up

3 If Hoa hadn't lent me the money, I wouldn't have been able to buy the car

4 If Mary hadn't beel! wearing a seat belt, she would have been injure-d If you had had breakfast, you

wouldn't be hungry now

6. If I had had some money on me, I would have got a taxi

Exercise 3:

1. If J had been working at the restaurant last night, J would have waited on your table

2. If they had been paying attention, they would have I seen the sign marking their exit from the

highway I

3. Carol would have answered the phone if she hadn't been studying

4. If the sun hadn't been shining, we wouldn't have gone to the beach yesterday

2’

the T's sentence For example, T can write "If John had gone to the party last night, he would have seen Laura" The student's sentence may be "If John- had seen Laura last night, he would have liked her" Then this student will give the paper to another student The game continues until, a student cannot make up a sentence or produces a wrong sentence, then this student has to make another new sentence The game continues like that

WRAPPING UP:

-Asks Ss to the extra exercise as homework

5. If the music hadn't been playing loudly at the restaurant, I would have heard everything Mr Lee said during dinner.

WRAPPING UP: Extra exercise

Write a conditional sentence type for each ofthe following situations.

Extra exercise

Write a conditional sentence type for each ofthe following situations He crashed his car, because he fell asleep while driving

If

……… We couldn't go to the concert, because we didn't have enough money

If

……… …

(119)

If

……… …

4 The wind was so strong that the bridge collapsed If

……… …

5 Icouldn't call Lan because I didn't had her number If

……… …

************************************* DOP : Feb 29th 2007

DOT : March 2nd 2007 Period : 73

UNIT:12 MUSIC A READING:

I/ Objectives :

1 Educational aim : To help Students to - use vocabulary items related to music - guess the meaning of words based on contexts

2 knowledge : Read and master main ideas , respeak main ideas of the lesson 3 Skills : scan for specific information about music

II/ Method :Mainly communication III/ Teaching aids :textbook , handout. IV/ Procedure :

WARM-UP:

Asks Ss to close your books , look at diagram and find some types of music

Corrects

Makes some questions and asks Ss to answer , then begins the new lesson ( can use some pictures )

BEFORE YOU READ:

WARM-UP:

Look at and practise

Practice individually

1 Do you like listening to music ? What band you like best ? What singer you like best ? What sort of music you often

listen to ?

5 Can you name singers or band who play pop music ?

Po p

Jaz z Music

Roc k

Folk

(120)

10’

Asks Ss to listen to some musical compositions about types of music and arrange them in order in tape

Corrects and gives answes

Matching :

Asks Ss to read aloud the types of music in column A to make sure that they pronounce them correctly -Asks Ss to work in pairs to match each type of music in column A with its description in column B - Asks some Ss to give the answers

- Gives feedback and the correct answers:

Encourages Ss to provide some more types of music for examples, hip- hop, country music, etc

- Can check Ss' pronunciation of these types of music and explain these types if necessary Pre-teaching vocabulary:

Note: T should only teach the words which not appear in Task

- Elicits or teaches some vocabulary items:

May ask some Ss to make sentences with the above words to check their understanding

BEFORE YOU READ: Practise in groups

a Yesterday (the beatles) b Baby one more time c Ly Ngua O

d Turkish March e (Norah John) Answer :

a Rock “n”roll b Pop

c Folk

d Classical music e Jazz

Matching : Answer:

1 b e d a c Pre-teaching vocabulary:

Express (v): state thoughts or feelings in words, show meaning by gesture,

behaviour

Convey (v): express sth

Funeral (n): ceremony for someone who has died

Solemn (ad.J):humorless, formal

Sense (n): physical faculty Time Teacher’s activities Students’ activities

8’

WHILE YOU READ: Setting the scene

You are going to read a passage about music While you are reading, the tasks in the textbook

Task 1: Gap filling based on word meaning guessing

Instruction: Fill each blank with one of the words in the box All of the words appear in the reading passage

- Writes these words on the board:

Emotion, lull, communicate, delight, integral part, mournful, solemn

Instructs Ss to read the passage quickly and stop at the lines that contain these words to guess their meanings

Checks that Ss understand the words correctly T can check Ss' understanding by asking them to provide the Vietnamese equivalents to the words

Instructs Ss to use some strategies to task 1: Asks Ss to work individually to the task Goes around to help Ss when necessary

Asks Ss to exchange their answers with other Ss Asks Ss for their answers and tells them to explain their choices

WHILE YOU READ:

Guess the meaning of the words based on the contexts in the sentences For example, to guess the meaning of emotion' Ss can pay attention to such words as feelings, anger, love, hate in the following sentences

First, Ss should read through the sentences provided in the task to identify the part of speech of the word to fill in each blank For example, in sentence the word to fill in should be a verb, in sentence a noun/noun phrase

Read the first sentence carefully to

understand the meaning roughly Read the words/phrases in the box to choose the most suitable one to fill in the blank Continue with the rest of the sentences Answer:

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7’

Intruction: You are to read the passage again and answer the questions in the book

Instructs Ss to use some strategies to the task: Asks Ss to discuss their answers with their peers Calls on some Ss to write their answers on the board and ask them to explain their choices

1 Language and music (line 2)

2 It can express ideas, thoughts and feelings

(lines 3-6)

3 It adds joyfulness to -the atmosphere of a festival and makes a funeral more solemn and mournful

(lines 9-11)

4 It makes people happy and excited It delights the senses (line 13)

5 It is a billion-dollar industry (line 14)

3 delights integral part uplifted solemn emotion mournful

First , skim the five questions to understand them As Ss this they:

nderline the key words For instance, in question Ss can underline what, two things, human, different, animals

Decide what information they need to find in the text look for questions words like "why" which indicates Ss should read for specific thing like a reason

Go back to the first question and locate the information for the question by finding the key words in the passage and mark the place

Read the part carefully to find the answer Ss can use their own words

Continue with the rest of the questions Ask Ss to work individually to the task Time Teacher’s activities Students’ activities

10’

3’

AFTER YOU READ:

Instruction: You are required to work in groups to discuss the questions in the textbook

- Asks Ss to work in groups of to discuss the two questions in the book

- Assigns the group leader for each group to make sure that every member contributes evenly to the discussion

- Goes around to help the groups when necessary - When all groups have finished, T asks every two groups to share ideas with each other

- Calls on some groups to report their ideas to the class

- Gives feedback

- Corrects and gives out the asnwer HOMEWORK :

Asks Ss to learn by heart all new words and the extra exercise as homework

AFTER YOU READ:

Group work & whole class

a how

many roles of music are mentioned in the text ?

-> Five roles are mentioned in the text b In your opinion, which of the rolesof music is the most important?

 choose main idea :

a Music plays an important part in our life

b music makes human different from all other animals

c Music is a big business Answer : A

HOMEWORK : whole class

************************************* DOP : March 1st 2007

(122)

UNIT:12 MUSIC B SPEAKING:

I/ Objectives :

1 Educational aim : To help Students to ask and asnwer questions about music Talk about favourite kinds of music

2 knowledge : tell about the types of music , bands which they like and singers whom they like 3 Skills :

II/ Method :Mainly communication (talk about the topic) III/ Teaching aids :Textbook, picture/posters

IV/ Procedure :

Time Teacher’s activities Students’ activities 7’ WARM-UP :

Asks Ss to close their books and listen to a musical composion in the song “ show me the meaning of being lonely “of The backstreet boys and then T makes some questions and asks Ss to asnwer Task 1: Answering questions based on the reading text

Instruction: You going to read what Ha Anh says about pair wonmusic Work in pairs to answer the questions.

WARM-UP :

Whole class listen to and answer individually

What song is it ? Who sings this song? you like this boy band ?

Task 1: Answering questions based on the reading text

12’

Asks some Ss to read aloud the passage - Elicits or teaches some words:

- Asks Ss to work in pairs to answer the questions in the book

- Goes around to observe Ss working - Asks some Ss to present their answers - Gives feedback and gives correct answers:

Task 2: Asking and answering about music taste Instruction:You are going to two of your classmates to get the information to complete the table

- Before Ss the task, T asks them to look at the first column of the table which includes items they should ask their friends about Tasks Ss what

questions they can ask if they want to know about their friend's favourite kind of music, reasons for listening to music, favourite band/musician/singer, favourite song/piece of music and when their friend listens to music

- Can introduce some adjectives and expressions to talk about music and the importance of music: - make sb excited

Tells Ss to form groups of One of them will be a journalist who ·wants to interview high-school students about their music taste The journalist has to

some words:

1 Keep sb happy: make sb happy 2 Cheer sb up: make sb feel less sad 3 Band (n): a group of musicians

who play together : ban nhaïc 4 Easy to listen to:deã nghe Key :

1 She likes pop music

2 Because it keeps her happy 3 The Backstreet Boys

4 She listens to music all the time. Task 2: Asking and answering about music taste:

- Here are some suggested questions: - What kind of music you like? - Why you like it?

- Who is your favourite singer/ musician? - What is your favourite song/ piece of music?

- When you listen to music? some adjectives and expressions: - make sb excited

- make sb feel relaxed

- help sb forget troubles and worries - relaxing (adj)

- peaceful (adj) The model :

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8’

ask the two students some questions and fill in the table for his/her later article Ss, can change their roles if time permits

- reminds Ss that they should act out the

conversation as it happens in reality For examples, they should greet each other, say goodbye T can model a part of the conversation with a good student - Goes around observing, offering help and

collecting any mistakes and errors for later correction

Task 3: Reporting on the information

Instruction: Now report what you have found out to the whole class.

Gives out the model , analyzes and guides Ss to practise

- Before Ss report, T elicits the structures they can use:

- Both A and B like - A likes , and so does B

Calls on some Ss to report what they have found out about their partners

- Takes notes of Ss' mistakes for later correction

P2 : I like classical music P1 : Why you like it ? P2 : because it is relaxing

Task 3: Reporting on the information Whole class

The model :

Both B and C like classical music

B likes classical music , But C prefers Jazz + A likes , and B does, too

+ A likes , but B prefers + prefer sth to sth

3’

FEEDBACK AND CORRECTION:

Writes some typical mistakes and errors on the board for peer correction

- Provides correction when necessary HOMEWORK :

FEEDBACK AND CORRECTION:

Whole class HOMEWORK :

Write the short passage about 50 words due to the questions :

1 What kind of music you like? Why you like it?

3 Who is your favourite singer/ musician?

4 What is your favourite song/ piece of music?

5 When you listen to music?

*********************************** DOP : March 4th 2007

DOT : March 12th 2007 Period : 75

UNIT:12 MUSIC C LISTENING:

I/ Objectives :

1 Educational aim : To help Students to listen to get specific information

2 knowledge : Help Ss listen to and understan the interview about a famous Vnese musician – Van Cao

(124)

III/ Teaching aids :Textbook, pictures , cassette tape. IV/ Procedure :

WARM-UP:

Using the photo of Van Cao and make some questions about him

1 What song all Ss always sing on every Monday afternoon ?

-> Tiến quân ca

2 Do you know who the composer was ? ->Van Cao

3 Do you have any information about him ? -> Yes, I / No, I don’t

 When and where was he born ? -> He was born in 1923 in Nam Ha

10’

 What was his first song ? -> suối mơ

 *What were some of his other songs that you know?

-> Trường ca sông lô, làng , trương chi, ngày mùa …

Instruction:To day , we are going to learn and listen to about Van Cao

BEFORE YOU LISTEN: Talking about Van Cao

- Asks Ss to look at the picture on page 127 and tell the class anything they know about Van Cao - Then T reads the names of the songs on page 128 out loud Whenever T speaks out a song name, Ss say whether it is a Van Cao's song or not If the song is not one by Van Cao, T can ask Ss if they know who wrote that song

Vocabulary pre-teaching:

Before eliciting/pre-teaching some new words, T helps Ss to pronounce the words given in the book T may read aloud first and ask Ssto repeat in chorus and individually

- Elicits/ teaches some of these words or those taken from the listening passage:

Asks Ss which of the adjectives provided can be used to describe Van Cao's music

WHILE YOU LISTEN Task 1:True/ False

Instruction:You are going to listen to an interview in which Lan Huong, the interviewer,

BEFORE YOU LISTEN: Whole class

Answer:

+ Van Cao's songs: Suối mơ (1), Tiến Quân Ca (3),

Trường Ca Sông lô (4),làng Tôi (5) + tình Ca was written by Hoang Viet + Ha Noi Mua Thu was written by Vu Thanh

Vocabulary pre-teaching: Whole class

1 Rousing (ad)): filling people with passion, emotion and enthusiasm (làm phấn chaán )

2 Lyrical (ad;): widely enthusiastic and emotional about sth(trữ tình )

3 Rural (ad)): found in or living in the countryside (thuộc nông thôn )

WHILE YOU LISTEN Task 1:True/ False

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8’

asks Quang Hung, a famous actor about Van Cao Listen and deicde whether the statements are True or False Put a tick (V) in the

appropriate box

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

Plays the tape once for Ss to the task - Asks for Ss' answers and writes them on the board

- Plays the tape the second time for Ss to check their answers

-Asks Ss to work in groups of to compare their answers

- Checks Ss' answers by calling on some Ss to give

+ First, read through the statements to understand them and underline key words For example, the key words in the first statement are: guest of the show, Lan

+ Listen to the tape and pay attention to the key words + Decide whether the statements are true or f~lse based on what they can hear

Answer:

1 F (The guest is Quang Hung) 2. F (He likes some Vietnamese

musicians)

3 T

4 F (It was written in J 944)

F (He always feels proud of his country when he hears the song)

7’

and explain their answers

- If a lot of Ss have the same wrong answer, play that

point of the tape for Ss to check the answer again - Gives the correct answers:

Task 2: Answering questions

Instruction:You are going to listen to the tape again to answer the questions

- Before Ss listen and the task, Tasks Ss what the strategies to the task are If Ss forget, T may repeat the strategies:

- Plays the tape once for Ss to check their answers - Asks Ss to work in pairs to compare their

answers

- Checks Ss' answers by calling on some Ss and asks them to explain their answers

- If a lot of Ss have the same wrong answer, play that point of the tape for Ss to check the answer again

- Gives the correct answers:

AFTER YOU LISTEN : Find someone who

Asks Ss to discuss QuangHung ‘s ideas about Van

Task 2: Answering questions

lndividual work, group work & whole class + First, read through the statements to

understand them and underline key words For example, the key words in the first statement are: what, name, radio programme

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

+ Write down the answers

Answer:

1 It's "My Favourite Musician” 2 Tien Quan Ca

3 It's hard and solemn; it makes him feel great and proud of his country

Tapescript:

Lan Huong: Hello, I'm Lan Huong Our programme is "My Favourite Musician" Now, our guest tonight is Quang Hung, the well-known actor Welcome to the programme, Quang Hung

Quang Hung: Thanks, Lan Huong

Lan Huong: Now Quang Hung, can you tell us about

the Vietnamese musician you like best, please?

Quang Hung: Sure Recently, there have been quite a

few good musicians Their songs are very popular and easy to listen to

Lan Huong: Do you like them?

Quang Hung: Well, I like some of them But I think

the best Vietnamese musician of all time is Van Cao He's really my favourite musician

Lan Huong: Van Cao, the author of Ti-en-Quan Ca?

Well, can you tell us why you like him?

Quang Hung: He's a great musician Just listen to

Tien Quan Ca Whenever I hear it, I want to stand up and sing out as loud as possible It's hard and solemn And I always feel proud of my country when I hear it

Lan Huong: That's true It's very rousing Do you

(126)

10’

3’

Cao’s musician in groups by answering some questions

Goes around the class and helps Ss if need , then corrects

1 What does Qhung think about VanCao? What does QH when he listen to

TienQuanCa?

3 What does QH think about VanCao’s other songs?

4 Do you agree or disagree with him ? HOMEWORK :

Guides Ss to write the short passage about VanCao’s music (50 words )

Quang Hung: In 1944

Lan Huong: Do you like any other songs by Van Cao?

Quang Hung: Oh, yes, lots of them Especially the

songs about rural life in Vietnam They are sweet and gentle and very lyrical

Lan Huong: Well; let me see ifwe can play one of the

songs for you

AFTER YOU LISTEN : Find someone who whole class

DOP : March 10th 2007 DOT : March 14th 2007 Period : 76

UNIT:12 MUSIC D WRITING:

I/ Objectives :

1 Educational aim : To help Students to write a profile based on prompts provided 2 knowledge : Help Ss learn how to write about a famous person

3 Skills : writing about a famous American musican and Vnese musican , Van Cao II/ Method :Mainly communication ,integrated.

III/ Teaching aids :Textbook, handout IV/ Procedure :

7’

10’

WARM-UP:

Gives out the picture of Scott and play the tape about a music of scott , asks Ss answer the questions

Introduces a little about Scott and begins new lesson PREPARING SS TO WRITE :

Asks Ss to look at the handout again and re through the two tasks on page 129 Tasks Ss profile is and what to be included in a profile - Introduces some features of a profile: - Reminds Ss to use tenses of verbs ppropriatewhen writing profiles Task 1: Sentence completion

Instruction:You are required to make up complete sentences about Scott Joplin, a famous American musician, using the prompts provided

Before Ss the task, T asks them what tense of verbs they should use in this task T reminds Ss that the simple past tense should be used here as the musician died Also, Ss should supplement the past tense of "be", prepositions, articles where necessary

WARM-UP: Whole class

Listen to and answer the questions when and where was he born ? Who composed this tune ?

3 Do you know any information about him ?

PREPARING SS TO WRITE :

+ A profile is a short biography of somebody (tieu su van tat)

+ A profile usually includes: date andfamily, major achievements, date of death ( if the person died)

Task 1: Sentence completion Whole class & group work

Answer:

1 He learnt to play music when he was very young Scott learnt to play the works of composers like Bach, Beethoven and Mozart as well as to compose music

(127)

- Divides Ss into groups of six Each group member will write a sentence

- Goes around to help

- Group members then share their sentence with one another to get comments and necessary correction Next, they combine all the sentences into a profile

- Calls on Ss to go to the board and each of them will write down a sentence

3 His tunes were wonderful mixture of classical European and African beats which were known as Ragtime 4 All in all he wrote 50 piano rags and

was called; the King of Ragtime 5 Scott died in 1917.

12’

8’

2’

- Elicits self and peer cOlTection and gives correction when Ss are not able to con'ect the errors

- Give suggested answers: Task 2: Profile writing:

Instruction: You are going to write a life story of Van Cao using the prompts provided

- Before Ss the task T asks them to read through prompts T reminds Ss to use the right tense of verbs and supplement articles,

prepositions, pronouns , when necessary Asks Ss to write the profile individually in 10 minutes

FEEDBACK ON SS' WRITINGS :

Asks Ss to exchange their letter with another student for peer correction

- Goes around and collects mistakes and errors, - Collects some writings for quick feedback - Writes Ss' typical errors on the board and elicits self and peer correction T provides correction only when Ss are not able to correct the errors - Finally, T provides general comments on the profiles

WRAPPING UP:

- For homework, Tasks Ss to write the paragraph again, taking into consideration their friends' and T's suggestions and corrections and write the short passage about a Vnese musican who you like

Task 2: Profile writing: Individual work

Answer:

VanCao was born in NamHa in 1923 , into a poor worker family He could compose music when he was very young He

compposed his first song in 1939 and quickly became famous TienQuanCa, the Vnese National Anthem, was composed in 1944 His artistic works were songs, poems and paintings He died in 1995 VanCao was known as a very talented musican and highly appreciated by the Vnese people

FEEDBACK ON SS' WRITINGS :

Pair work and whole class

WRAPPING UP: whole class

Look at and write ****************************************** DOP : March 10th 2007

UNIT:12 MUSIC E LANGUAGE FOCUS:

(128)

1 Educational aim : To help Students will be able to - distinguish the sounds Island Izi

- pronounce the words and sentences containing these sounds correctly - use to+ infinitive to express purposes and make Wh-ques: appropriately

2 knowledge : Help Ss to read pronunciation / s/ and /z/ and to master grammar about “ to –inf and wh – questions “

3 Skills : read pronunciation / s/ and /z/ and to master grammar about “ to –inf and wh – questions “ II/ Method :Mainly communication

III/ Teaching aids :Textbook, pictures. IV/ Procedure :

13’

PRONUNCIA TION :

Pronouncing the two sounds separately: Models the two sounds twice or three times Pronounces the sounds and asks Ss to repeat Practice pronouncing the sounds in chorus and individually

Gives feedback

Pronouncing words containing the sounds: Reads the words in each column all at once Reads the words once again, each time with a word in each column to help Ss distinguish the differences between the sounds in the words Reads the words and asks Ss to repeat them -Asks Ss to practice pronouncing the words in pairs

- Goes around providing help

- Asks some Ss to pronounce the words - Gives correction if necessary

Reading the sentences with words containing the sounds:

Reads the sentences and asks Ss underline the words with the sounds and writ~ Islor Izi under them

- Asks Ss to practice the sentences in pairs - Goes around providing help

- Asks some Ss to read the sentences Gives feedback

GRAMMAR:

To + infinitive to express purposes a Presentation:

- Writes some sentences on the board and underline the to + infinitive:

Asks Ss to comment on the use of to + infinitives in these examples

- Tells Ss that in these sentences to + infinitives are used to express purposes

Asks some Ss to give some similar examples b Practice:

Exercise 1 and 2:

- Asks Ss to Exercise and

PRONUNCIA TION :

Pronouncing the two sounds separately: Individual work , Pair work & whole class Pronouncing words containing the sounds:

S(1) Z(2)

Sue Sip Said

Bus Piece price

Zoo Zip Please

Peas Buzz prize

Pronouncing words containing the sounds: Susan loves classical music

1 2 I like to listen to Jazz records

3 My aunt likes to watch the film “…”…

GRAMMAR:

To + infinitive to express purposes a Presentation:

ex :

1 I get up early every morning to cook breakfast for my family

2 Women should eat a lot of fruit to stay young and beautiful

(129)

- Before Ss the two exercises, T reminds them to provide a suitable verb for each of the

sentences

15’

- Asks Ss to the exercises individually and then compare their answers with another student - Calls on some Ss to read out their answers - Gives correct answers:

C Production

Shows Ss some pictures and asks them to make sentences using to + infinitive to express purposes For examples, Ss can have some sentences such as:

Wh-questions

a. Presentation:

- Calls on some Ss to make up some wh-questions and writes them on the board

- Elicits question words and how to make wh-questions from Ss

- Based on Ss' understanding of wn-questions, T may revise or teach this type of questions again The "grammar" used with wh- questions depends on whether the topic being asked about is the "subject" or "predicate" of a sentence - For the subject pattern:

Ex:

Someone has my baseball Who has my baseball?

Something is bothering you What is bothering you?

For the predicate pattern, wh- question formation depends on whether there is an "auxiliary" verb in the original sentence

+ There is an auxiliary verb:

He is doing his homework ? is he doing What is he doing? + There is no auxiliary and the verb is "be: The meeting was at a.m ? was the meeting When was the meeting?

+ There is no auxiliary and the verb is not "be": He wants two kilos of beef ? does he want What does he want? b Practice:

Exercise 3:

Asks Ss to exercise in pairs Ss have to make questions for the underlined words/phrases in the

b Practice: answers:

Exercise 1:

1 to tell her the good news 2 to buy a cassette player 3 to win the singing contest 4 to sing French songs

5 to set a good example for the class

Exercise 2:

1 to read 2 to buy 3 to post 4 to invite 5 to learn C Production

1 The girl is diving to watch a dolphin 2. The girl goes swimming to keep fit Wh-questions

a. Presentation:

Wh- Questions allow a speaker to find out more information about topics They are as follows:

When ? Where? Who? Why? How? What?

Time Place Person Reason Manner Object/ action

Other words can also be used to inquire about specific information:

Which (one) ? Whose? Whom? How much? How many? How long? How often ? How far ? What kind of ?

Choice of alternatives Possession

Person (objective formal) Price, amount (non-count)

Quantity (count) Duration

Frequency Distance Description b Practice:

(130)

2’

sentences provided

- Asks them to compare answers with another pair

- Calls on some Ss to go to the board to write their answers

- Asks other Ss to feedback and gives correct answers:

c Production:

- Asks Ss to work in pairs - Tells Ss the rules of the game:

- Gives student A a picture of a classroom and student B has to ask student A questions about the classroom Gets across to Ss that they can use different types of questions

WRAPPING UP:

- Summarises the main points

-Asks Ss to the extra exercise as homework

Answers:

1 What will you i f it rains?

2 What sort of music does your father enjoy listening to?

3 When did he leave for Ho Chi Minh city?

4 Who wants to talk to you?

5 How did you spend the evening last night?

6 When does the film start?

7 Who is your favourite musician?

8. Why you like pop music? c Production:Picture description Whole class

For example:

+ Are there a lot of pupils in the classroom? + How many children are there?

+ What are they doing?

WRAPPING UP: Whole class Exercise:

Change the statements to questions using the question word in parenthesis Check the verb tense She felt better after she took a nap (how)

2 That is an English book (what)

3 My sister called her boy~riend yesterday (when) She talked to him for an hour (how long) He studies piano at the university (what) The party lasted all night (how long) The check was for$5.50 (how much) She was eating a sandwich (what) My parents have two cars (how many) 10 They are coming to visit tomorrow (when) Answers :

1 How did she feel?

2 What kind of book isthat?/ What is that?/ What is that book? When did your sister call her boyfriend?

4 How long did she talk to him?

5 What does he study at the university? How long did the party last?

7 How much was the check for? What was she eating?

9 How many cars your parents have? 10 When are they coming to visit?

***************************************

(131)

Period : 78

UNIT:13 FILMS AND CINEMA A.READING :

I/ Objectives :

1 Educational aim : To help Students will be able to Develop such reading micro-skills as skimming for main ideas ,summarising main ideas, scanning for specific ideas, and guessing meaning in context

Use the grammatical structure "It was not until that " and cinema vocabulary such as silent films, screen, character and so on in order to read and talk about the topic

2 knowledge : reading micro-skills as skimming for main ideas ,summarising main ideas, scanning for specific ideas, and guessing meaning in context

3 Skills : Read and talk about the topic II/ Method :Mainly communication

III/ Teaching aids :Textbook, pictures, handouts. IV/ Procedure :

7’

WARMUP:

Divides the class into small groups of 3-4 Ss then T asks Ss to answer the questions

1 Do you want to see a film at the cinema or on TV? Why?

2 Can you name some of the films you have seen?

3 What kind of films you like to see? Why?

Calls on some Ss to go to the board to write their answers

- Asks other Ss to feedback and gives correct answers:

Introduces the topic "Films and cinema" BEFORE YOU READ :

Draws this network on the board and elicits cinema vocabulary from Ss for example : Makes sure Ss understand the meaning of these words and teaches their pronunciation, if necessary

- Guides Ss to discuss the following questions in pairs:

1 Do you want to see a film at the cinema or on TV? Why?

2 Can you name some of the films you have seen.

3 What kind offilms you like to see? Why?

Goes around to offer help

WARMUP:

Group work

BEFORE YOU READ : Whole class& pair work

Pre-teach vocabulary: Pre-teach vocabulary:

- Motion (n): the act of moving, or changing place or position

- Set st in motion: Move st

comedy Horror thriller

film

Science fiction

film cartoon

cinem a

Action film

Romatic film Detective

film

(132)

7’

Note: T should not teach those words that will appear in Task

Pre-teach new structure:

- Should get Ss to make sentences with this new structure and makes sure they understand and can use it correctly

WHILE YOU READ :

Set the scene: You are going to read about the history of cinema

Task 1:

Instruction: You are going to read the passage siltently and then Task

Gets Ss to read the passage individually - After checking that Ss have finished reading the

passage, T instruct Ss to use some strategies to task 1:

- Goes around helping Ss when necessary - Then Asks Ss to check their answers in pairs - Calls Ss to present and explain their answers - Finally, Provides the correct answers

Task 2:

Instruction: You are to read the passage again and answer the questions in the book

- Instructs Ss to use some strategies to the task:

- Still (a): silent

- Audience (n): Viewers

- Spread (v): to extend over a place Replace (v): thay the

Pre-teach new structure: + Form:

It was not until TIME that CLAUSE + Meaning:

This structure means the same as not before It refers to the commencement point of an action or event in the past

E.g.: It was not until last year that we began this program = We did not begin this program before last year = We began this program last year

+ Use:

This structure is used to emphasize the commencement point of an action or event WHILE YOU READ :

Set the scene: You are going to read about the history of cinema

Task 1:

Individual work, pair work &whole class + First, Ss should read through the definitions provided in the task to identify the part of speech of the word to match each definition For

example, in sentences 1, 2, and the word to fill in should be a noun, and in sentence it should be an adverb

+ Then, Ss should go back to the passage and find the suitable words to fill the table Answers:

1 Cinema2 Sequence Decade 4 Rapidly Scene Character Task 2:

Individual work, pair work &whole class + First, ask Ss to read through the six questions to understand them and to underline the key words

Time Teacher’s activities Students’ activities Asks Ss to work individually to answer the

questions

- Then Asks Ss to discuss their answers with their peers

- Calls on some Ss to present and explain their answers

- Finally, feedbacks and gives the correct answers:

+ For instance, in question Ss can underline

history of cinema and begin, in question they can underline discover

Then Ss should locate the information for each question by finding the key words in the passage and mark the place

Answers:

1 In the early 19th century (line1 )

(133)

5’

10’

3’

Task 3:

Instruction: Read the passage one more time and ind the most suitable title for it

Instructs Ss to use some strategies for this kind of task:

- First, Ss read the options A, B, and C and find out the differences between them For example, option A suggests that the passage is about a film- maker, option B suggests that the passage is about the brief history of cinema

+ Then, they go back to the passage, and read the first and the last sentence to decide the main idea

- Gives Ss some minutes to the task and checks

with the whole class AFTER YOU READ :

Instruction: You are going to work in groups and talk about the history of cinema, using these dates: 19th century, 1905, 1910s, 1915, 1920s

- Gets Ss to work in groups of or and take notes of the main events described in the passage, based on the cues given in the textbook

Then, Ss take turn to talk about the history of cinema based on their notes

- Goes around offering help

- Finally, Calls on some Ss to speak and gives them feedback

HOMEWORK :

Asks Ss to the extra exercise as homework - For homework,Asks Ss to write a summary of the passage using their notes taken for the After You read task

in motion, they could give the feeling of movement (lines 2-3)

3 No they didn't (line 5, lines 13-15: the early films were no more than moving photographs and it was not until the end of 1920 that sound was introduced) In the early 1910s (line 9)

5 At the end of the 1920s (line 14)

6 The musical cinema (line17) Task 3:

Individual work, pair work &whole class Answers:

B (the passage briefly presents the development of the cinema from the old silent films to musicals)

AFTER YOU READ : For example:

19th century History of cinema began

1905 Films were about 5-10 minutes long (longer than early films which lasted only one minute) 1910s The first long films were made 1915 Films became even longer and

better Cinemas were first built 1920s Sound was introduced and old silent films were replaced by the spoken ones

Extra activity : Exercise:

Match the titles of these films with their Vietnamese translations: Gone with the wind A.Hoàn ma

2 The thorn birds B.Nhật ký tiểu thư Jones Love Actually C.Xác ướp trở lại Lion King D.Cuốn theo chiều gió

5 Hero E.Tiếng chim hót bụi mận gai

6 Bridget Jones' Diary F.Yêu thật Mummy returns G.Anh hùng

(134)

9 Pearl Habour I.Vẻ đẹp Mỹ 10 American beauty J Trân châu cảng Answers:

1.D 2.E F 4.H 5.G 6.B 7.C 8.A 9.J 10.I

*********************************** DOP : March 19th 2007

DOT : March 21st 2007 Period : 79

UNIT:13 FILMS AND CINEMA B SPEAKING :

I/ Objectives :

1 Educational aim : To help Students will be able to

- Ask and answer questions about the plot of a film based on prompts - Express their opinions about a film, using attitudinal adjectives 2 knowledge : answer questions about the plot of a film 3 Skills : Tell what kinds of film they like and dislike

III/ Teaching aids : Textbook, handouts, some film posters IV/ Procedure :

7’ WARMUP:

Film categorization

Divides the class into small groups of and - Sticks the following· film posters on the blackboard or the walls (alternatively, T can print these posters and distribute them to Ss):

Sticks the following table on the blackboard

(alternatively, T can print it out and give the copies to the groups) and asks Ss to match the films with the correct types:

WARMUP:

1 The Adventures of Sherlock Holmes Kill Bill

3 Pearl Habour Love Actually The Ring

Type Film

Science fiction film

Cartoon Horror film Detective film Thriller Romantic comedy War film Action film

(135)

7’

Calls on some representatives to report the results of their group work and gives correct answers

Can also asks Ss if they have seen these films and if they know the Vietnamese translations of the titles Then T introduces the topic of the lesson

Note:

- Gets across to Ss that some types of films need the word "film" but some don't For example, we say "thriller", "comedy", "cartoon" but "action film", "horror film" etc

Task 1:

- Asks Ss to study the table on p.134 and tick the boxes that suit their preferences for a particular type of films

- Then T asks Ss to move around the classroom and find as many friends that have the same preferences as them as possible (If the class is large, T may want to ask Ss to interview those friends sitting behind and in front of them only) Ss have to take notes of who and how many friends like or dislike the same types of films as them

- Calls on some Ss to report their likes and dislikes and the number of friends who have the same tastes as them

Task 2:

Pre-teach vocabulary and grammar:

6 Lord of the Rings War of the worlds Shrek

Answers:

Type Film

Science fiction film War of the worlds

Cartoon Shrek

Horror film The Ring

Detective film The Adventures of Sherlock Holmes Thriller Kill Bill Romantic comedy Love Actually War film Pearl Habour Action film Lord of the Rings

Task 1:

Individual work and mingling activity

Kind of film Very much Not very much Not at all Science fiction

film 

Cartoon  

Horror 

Detective 

Thriller  

Task 2:

Time Teacher’s activities Students’ activities 10’ Gets Ss to brainstorm all the adjectives that can be

used to describe films

Asks Ss to look at the adjectives in the right hand column to see if they not know any of the words T explains the meaning of new words if any

-Introduces the structure sb find st/ sb + Adj, which can be used to express one's opinion about something or someone Then T gets Ss to make sentences with the structure T needs to make sure that Ss get it right

- Elicits the expressions of agreement and

Vocabulary and grammar:

e.g interesting exciting, fascinating, amusing, boring, horrifying

Note: Ss mhy confuse these adjectives with their

-ed counterparts, so T should be ready to explain the differences (e.g I'm interested in action films

vs Actionfilms are inte.resting).

Structure :

sb find st/ sb + Adj

which can be used to express one's opinion about something or someone

E.g.: I find horror films fascinating

(136)

8’

disagreement:

Note: T may want to get across to Ss that direct expressions like "I don't agree" or "I disagree" are unacceptable in English because they're too assertive Calls on three Ss to read the model conversation in the textbook.Corrects Ss' intonation and

pronunciation if necessary

Divides the class into small groups of and instructs Ss to find out what the other members of ,their group feel about the given types of films Ss should base themselves on the model conversation

Goes around offering help

Calls on some Ss to report their findings ,while they speak, T takes note of their errors if any corrects them after that

Task :

Pre -teach grammar:

Introduces the structure "Prefer st to st", which can be used to talk about one's preferences

E.g.: I "'prefer romantic films to action films Then T gets Ss to make sentences with the structure T needs to eck that Ss can use the structure correctly

CaIls on two Ss to read the model conversation in the textbook T corrects Ss' intonation and pronunciation if necessary

Then T instructs Ss to work in pairs and find out about their partner's preference for a particular type of films, basing them on the model conversation Goes around offering help

1 agree Yes, exactly Right! Sure!

I don't think so

Yes but

Do you think so? You can't be serious! You must be kidding!

Whole class & group work Detective films

Science fiction films Love story films Cartoon films War films Thrillers Action films

interesting. Moving Good fun Violent boring, exciting, terriying fascinating, amusing, horrifying…

Task : Pair work Grammar:

Introduce the structure "Prefer st to st",

which can be used to talk about one's preferences Example :

A: Which you prefer , detecive films or science fiction films ?

B: Well , It’s difficult to say But I suppose I prefer science piction films to detective ones Time Teacher’s activities Students’ activities

10’

3’

Calls on some Ss to report their findings ;while they speak, T takes note of their errors if any ,and corrects them after that

Task :

Instructs Ss to work in pairs and ask and answer quetions about a film that they have seen, using the suggestions given in the textbook Tasks Ss to take notes of their friend's story

- Goes around offering help

- Finally, T calls on some Ss to report their friend's story While Ss speak, T takes note of their errors if any and corrects them after that

HOMEWORK :

Summarises the main points of the lesson

-Asks Ss to makes sentences with the new words and structures at home

 Thrillers or science fiction films  Horror films or detective fims  Love story films or cartoon films  Cartoon films or science fiction films Task :

Work in group and pair work

1 where did you see it? what kind of film is it? what is it about?

4 who is / are the main character(s)? how you feel about it ?

6 why you prefer it to other films? HOMEWORK :

(137)

*********************************** DOP : March 21st 2007

DOT : March 23rd 2007 Period : 80

UNIT:13 FILMS AND CINEMA C LISTENING :

I/ Objectives :

1 Educational aim : To help Students will be able to

- Develop such listening micro-skills as listening for information, taking notes while listening, and summarising ideas

2 knowledge : Helps Ss to listten to Lan and Huong’s plans for the next week 3 Skills : listening for information

II/ Method :Mainly communication., Intergrated III/ Teaching aids : Textbook, cassette tapes IV/ Procedure :

Time Teacher’s activities Students’ activities 7’ WARMUP :

A Quiz about Titanic :

Asks Ss of they have seen the film "Titanic" and then announces the Quiz game and the rule E.g: "I'm going to divide the class into big groups Then I'm going to read out some questions about the film Titanic You need to give your responses as quickly a,s possible For each question, if your

WARMUP :

Whole class Questions :

7’

answer is quicker and correct, you get one point for your group Then we will add up the points for each group Which one has more points will be the winner"

Divides the class into big groups: A and B

- Reads out the questions and leads the game

Gets Ss to add up the points for each group and announces the winner

BEFORE YOU LISTEN :

Asks Ss to look at the table on p.136 and goes over the points together with the whole class by asking; questions such as "How often you go to the cinema?", "How often you watch TV?", "How about listening to the radio?" etc and calling on some Ss to answer Other Ss listen to T's questions and tick the boxes that best reflect their answers

Sets the scene: "You are going to listen to two friends, Lan and Huang, talking about their plans for next week."

- Asks Ss to look at the picture in Task and redict the content of the conversation T should elicit by asking questions like "What can you see in the

1 What is the name of the main female character In "Titanic"?

2 Who played the main female character? What is the name of the main male

character?

4 Who played the main male character? What is the theme song for "Titanic"? Who sang this song in the movie? In what year did "Titanic" come to the

theatres?

8 How many awards did it have? Answer :

1 Rose

2 Kate Winslet Jack

4 Leonardo Dicarprio “ My heart will go on “ Celine Dion

7 1997 11 awards

(138)

5’

picture?" "What you think they may want to do?", "What film may they want to see?" etc

Introduces the new words that will appear in the listening passage:

Elicits the meanings of these words from Ss and correct if necessary

- Plays the tape, asking Ss to listen to how the words are oronounced and repeat after the tape

Tells Ss that they are going to listen to the tape and verify their prediction

- Plays the tape once for Ss to listen

- Calls on a S to answer the question in the textbook Should ask the S to explain his/ her answer

- Gives the correct answer

New words : Titanic cinema suppose guess instead picnic

WHILE YOU LISTEN : Individual work &whole class Task 1:

Listen to the dialogue What are Lan and Huong planning to together?

Answer: They're planning to go to see the "Titanic"

3’

Task 2:

Asks if Ss remember what Lan and Huong talk about their plans from the previous listening T writes the answers on the' board and check with the whole class if they are correct Assure Ss that they are going to listen again

-Introduces the task: "Listen and write Lan and Huong's plans for next week on the calendar" - Before playing the tape, Tasks Ss to look through the calendar T should get across to Ss that while listening, they need to write down the girls' plans in note forms, not in full sentences Then T plays the tape once

- Asks Ss to check their answers with a partner - Calls on some Ss to present their answers (If many Ss are not able to complete the task, T should play the tape again and pause at difficult points.)

- Provides correct answers

- Finally, T may want to let Ss listen again and write down the useful expressions such as "Can you go with me ", "Can we go on Thursday instead?", "What about Monday?" etc

Task 3:

Asks the whole class what day Lan and Huong can meet T should call Ss to explain their answers AFTER YOU LISTEN :

Asks Ss to work in pairs and take turn to summarise

Task 2:

Individual work, pair work &whole class

Answer:

Lan Huong

Mon See a play Tue

Wed Work and go to

the singing club Thu Visit grandparent

Fri Study Chinese

Sat Work (busy)

Sun Go on a picnic

Task 3: Answer:

(139)

10’

3’

the conversation between the two girls, basing themselves on the notes they have taken for Task Goes around offering help

-Calls on some Ss to tell the class again about Lan and Huong's plans While Ss are speaking, T takes notes of their errors and corrects after that

- Role play:

- May want to ask Ss to work in pairs and role play the conversation again, using the language they have written down when doing Task

- Goes around to offer help

- Calls on some pairs to perform in front of the class and gives feedback

HOMEWORK :

Summarises the main points of the lesson

- For homework, T might want to ask Ss to write up the summary of the listening passage

Work in groups :

Talk about Lan and Houng’s plans for the next week Use the information you have written on the calendar

UNIT:13 FILMS AND CINEMA D WRITING :

I/ Objectives :

1 Educational aim : To help Students will be able to Write a descriptive paragraph about a film they have seen, based on prompts

2 knowledge : Helps Ss to write a passage about their favourite film 3 Skills : Write a descriptive paragraph about a film

II/ Method :Mainly communication.

III/ Teaching aids : Textbook, pictures, handouts (slips of paper) IV/ Procedure :

10’

WARMUP :

Asks Ss to look at the table on p.136 and goes over the points together with the whole class by asking; questions such as:

Have you ever seen Titanic ? What you know about Titanic ? And after calling on some Ss to answer PREPARING SS TO WRITE : Task 1:

Working with the model

Asks Ss to read the passage and explains the new words

Introduces the task and draws this table of summary on the board:

Asks Ss read the text about the film "Titanic" individually for minutes and then find a partner to

WARMUP : Individual work Yes, I have

It is famous The film is about two lovers who first met each other while they were on board PREPARING SS TO WRITE :

Task 1:

Working with the model Tragic (n) tham kich

Sink - sank – sunk (v): go down Luxury (n) su xa hoa

Liner : ship

Iceberg : mass of ice

Voyage (n) cuoc hanh trinh dai

Individual work, pair work, whole class

(140)

20’

answer the questions and complete the table of summary together

Goes around to help Ss to complete the task - Checks the answers with the whole class - Might want to remind Ss of the structure of a paragraph (including a topic sentence to introduce the main idea and supporting sentences to present details For example, in the text about the "Titanic", the first sentence is the topic sentence, which is supported and expanded by the remaining sentences)

WRITING :

Task : Write about a film you have seen Use the description of Titanic-and the questions above as suggestions

Introduces the task Then Tasks Ss to spend minutes gathering and organizing ideas for their

Type? Love story film

Plot? A tragic story of love and the sinking of a luxury ship in the Atlantic Ocean, causing more than 1,000 people to die, including the main male character Filming

place? America

Based on? The true story of the Titanic disaster in

1912

Main

characters? Jack: young and generous adventure, who died in the disaster - Rose: was saved by Jack, with whom she fell in love later WRITING :

Task :

Individual work and pair work

Use the description of Titanic-and the questions Time Teacher’s activities Students’ activities

5’

3’

paragraph, using the table above

- Instructs Ss to write their paragraph for 10 minutes - Asks Ss to exchange their paragraphs with a partner and in pairs check for each other T goes around helping and collecting typical errors

FEEDBACK ON SS' WRITING :

Writes Ss' typical errors on the board and elicits self and peer correction T provides correction only when Ss aren't able to correct the errors

- Gives general comments on the paragraphs WRAPPING UP:

- Suinmarises the main points

- For homework, Tasks Ss to write the paragraph again, taking into consideration their friends' and T's suggestions and corrections

Above Questions :

1. What is the name of the film?

2. What kind of film is………? 3. What is it about?

4. Where is it made?

5. What is it based on?

6. Who is/are the main character(s)?

7. What you know about the character(s)?

8. Does the film have a happy or a sad ending?

FEEDBACK ON SS' WRITING : Whole class

WRAPPING UP: Whole class

***********************************

UNIT:13 FILMS AND CINEMA E LANGUAGE FOCUS:

I/ Objectives :

(141)

2 knowledge : Pronounce the words and sentences containing these sounds correctly 3 Skills : to express their opinion about particular films

II/ Method :Mainly communication., Intergrated III/ Teaching aids : Textbook

IV/ Procedure :

Time Teacher’s activities Students’ activities 10’ PRONUNCIA TION :

Distinguishing sounds

- Models the two sounds If I and Ivl for a few times and shows the articulation of these sounds (i.e when producing these sounds Ss' upper teeth need to touch their lower lips When producing Ivl Ss can feel the vibration if they place their fingers on the voice box but when producing If I they cannot feel this) - Plays the tape (or reads) once for Ss to hear the words containing these two sounds Then T plays the tape (or reads) again and this time asks Ss to repeat after the tape (or T)

- Asks Ss to read the words out loud in chorus for a

PRONUNCIA TION : Distinguishing sounds Fan van First vine Form view Fiction vote …

Whole class, individual & pair work

Practising sentences containing the target sounds :

1 He feels happy enough

2 I want a photograph for myself and my wife

5’

7’

few more times Then T calls on some Ss to read the words out loud T listens and corrects if Ss pronounce the target words incorrectly If many Ss not 'pronounce the words correctly, T may want to get them to repeat after the tape (or himself) 'again in chorus and then individually

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

- Goes around to listen and takes notes of the typical errors

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

VOCABULARY

Exercise 1: A competition game

- Introduces the exercise: Ss are adjectival forms of the verbs given

Example: interest -> interesting - Asks Ss to read the verb list quickly

- Then T divides the class into two' big groups and the board into two big parts accordingly T reads out any verb in the list and the members of each group will need to take turn to go to the board and write\the corresponding adjectival form T keeps reading until there are no more verbs in the list

- Leads Ss to count how many correct adjectives each group gets The group with more correct answers will be the winner

- Explains difficult cases, e.g "fascinate", "excite", "bore", etc When adding -ing to the verb roots, Ss need to omit "e"

- May also want to tell Ss that there are two possible

3 Would you prefer a full photograph or profile?

4 We use to live in a village in the valley

VOCABULARY

Exercise 1: A competition game fascinate

2 excite terrify irritate horrify bore surprise amuse embarrass 10 frustrate

The difference between the two forms: - the -ing form has an active meaning E.g if something is interesting, it interests you - the -ed form has a passive meaning E.g because something is interesting, you are interested in it

(142)

8’

7’

adjectival forms for a verb, the -ing form and the -ed form T explains the difference between the two forms:

Exercise 2:

- Introduces the exercise and asks Ss to read all the sentences through T explains new words if any - Gets Ss to the exercise individually and goes 'YV around checking that they work

- Calls on Ss to go to the board and write the answers

- Checks with the whole class and provides corrective feedback

GRAMMAR Exercise 3: a Presentation:

- Elicits from Ss the form, meaning, and use of the structure "It was not until that " - Gets Ss to translate some English sentences into vietnamese and/ or vice versa to check that they ::nderstand and use the

9 embarrassing 10 frustrating Exercise 2: Answer:

I a depressing b depressed a interested b interesting a boring b bored a excited b exciting a exhausting b exhausted GRAMMAR

Exercise 3: a Presentation:

E.g.:

- It was not until last year that this school was built

7’

structure correctly

b Practice:

- Gets Ss to exercise individually and then find a partner to check tHeir answers with

- calls on some Ss to read out their answers T provides corrective feedback

Exercise 4: a Presentation:

- Elicits from Ss the form, meaning, and use of the indefinite article "a/ an" and definite article "the"

- It was not until this May that she found a job - It was not until the early 1990s that America lifted its economic sanction on Vietnam

- It was not until I was 15 that I learned how to ride a bicycle

b Practice: Answer:

1 It was not until 1990 that she became a teacher

2 It was not until he was 30 that he knew how to swim

3 It was not until 1980 that they began to learn English –

4 It was not until his father came home that the boy did his homework

5 It was not until the lights were on that the football match started

Exercise 4: a Presentation: A/ an

a + singular countable noun beginning with a consonant (e.g a dog, a bag, etc.}

An + singular countable noun beginning with a vowel (e.g an umbrella, an orange, an ice cream etc.) We not use aI an together with another determiner (e.g my, this, etc.)

(143)

b Practice:

Gets Ss to exercise individually and then find a partner to check their answers with

- Checks with the whole class and checks that Ss know why a particular type of article is used in a specific case

Meaning: one

Use: Indefinite articles are used to refer to "one of a class", e.g a man, a dog, a book, etc

2 The Form:

The + singular countable noun The + plural countable noun The + uncountable noun

We not use "the" together with another determiner (e.g my, this, etc.)

Note: We pronounce "the" as /i:/ before a vowel meaning: a particular something

Use: Definite articles are used to refer to the things or people we have already mentioned or when it is clear from the situation which people or things we mean:

E.g.: She's got a boy and a girl The boy is years old and the girl is years old

b Practice:

3’

c Production :A guessing a game :

Explains the game : Ss have to ask T questions about his/ her living room , EX: What are there in the room , What is where, ect

Gets across to Ss that they can only ask Yes – No question

“ Is there a TV in your living room ?” “ Is the TV in the middle of the room ?” Answers only when Ss use the correct article

WRAPPING UP:

- Asks Ss to the extra exercise as homework - For homework, Ss review the attitudinal adjectives, the structure "It was not until that " and the articles

Answer: 1.a

2 the the an a a the the the 10 a 11 a 12 the 13 the 14 an 15 a 16 a 17 the 18 a 19 a

WRAPPING UP: Whole class

Extra activity

Fill in the blank with a/ an or the

1 Taiwan was called "Isla Formosa" by Dutch

2 ………… first presidential election was March 23, 1997

3 Taiwan has ……… strong economy Taipei is ……… capital of Taiwan

5 Taiwan is ……… island

(144)

7 T wan is ……… industrial i sed country

8 ……….language of Taiwain is Chinese Chinese New Year is ……….important holiday in Taiwan 10 Taiwan has ……… population of 22 million people Answer:

1 the the 3.a the an 6.a an the an 10.a

*********************************** DOP : March 26th 2007

UNIT:14 THE WORLD CUP A READING:

I/ Objectives :

1 Educational aim : Helps Ss Develop such reading micro-skills as scanning for specific information, intensive reading for details, and guessing meaning in context

2 knowledge :

3 Skills : to express their opinion about football, to understand about the football ,the trophy … II/ Method :Mainly communication., Intergrated

III/ Teaching aids : Textbook, chalk , handouts … IV/ Procedure :

Time Teacher’s activities Students’ activities 5’ WARM- UP :

An all-star football team

Might want to provide Ss with the map so that they can visualise the positions more easily

Draws this table on the board:

Name Position

Captain Goalkeeper Defender Midfielder Forwards

- Asks Ss to guess the meaning of the words· in column Teach them how to guess

- For example, "goalkeeper" is formed with two words "goal" and "keeper" It refers to the footballer who keeps the goal, etc

- checks Ss' understanding by getting them to translate these words into Vietnamese T may also want to tell Ss that another word for "captain" is "skipper", another word for "goalkeeper" is "goalie" and other words for "forward" are "striker” and "attacker" T might also want to provide Ss with some other expressions such as "central midfielder", "right midfielder", "left midfielder", "sweeper/ libero", "winger", etc - Goes around to check that Ss speak English

while working together calls on the winning group to

WARM- UP :

Group work and whole class The map :

New words:

- Captain: the player who leads and directs the other players on the fieldn ( đội trưởng ) - Goalkeeper: the player in front of the goal who tries to stop the other team scoring (thủ môn ) - Defender: the player who tries to stop the other team scoring ( hậu vệ )

- Midfielder: the player who plays mainly in the middle part of the pitch ( tiền vệ )

- Forward: the player whose duty is to score goals ( tiền đạo )

BEFORE YOU READ : whole class and pair work

(145)

7’

present their proposal and asks the whole class if they share the same idea

Suggested explanation of new words: BEFORE YOU READ :

Asks Ss to look at the photo at the bottom of page142 and name the team in the photo

Asks Ss to work in pairs to find the answers to the

name the team in the photo

Answers to the questions on page 142 Time Teacher’s activities Students’ activities

6’

questions on page 142 T might want to explain the word "runner-up" (the team which wins the second place)

Checks with the whole class Then T might also want

to ask similar questions about World Cup 2006 Explains the topic of the lesson and asks Ss what they know about the World Cup T may ask such

questions

Pre-teachs some selected vocabulary:

Explains the new words Reads some time WHILE YOU READ : TASK 1:

Guides how to the task

Writes these words on the board: jointly, the globe, tournament, host nation, trophy

- Instructs Ss to read the passage quickly and stop at the lines that contain these words to guess their meanings Ss should guess the meanings of the words based on the contexts in which the words occur and the components of the words

Asks Ss to check their answers with a partner and then calls on some Ss to give and explain their answers

TASK :

Scan the text and complete each of the following sentences with a word or a number

Asks Ss todo the task individually and goes around to

Answer:

1 South Korea and Japan 2. Brazil

3. Brazil Questions:

1 "How often is the World Cup held?"

2 "What is the name of the world's organization that takes care of football?"

"How many teams play in the World Cup?"

Note: FIFA stands for Federation Intemationale de Football Association in French language vocabulary:

Tournamment( n) Passionate (adj)

The host nation Witness(v) Compete(v)

Jointly(adv) Trophy(n)

Honoured title(n) Championship :(n) Witness (v)

Elimination game : Finalist

WHILE YOU READ :

Setting the scene: You are going to read about the World Cup

TASK 1:

Individual work and pair work

Match the column A with their definition column B :

Answer : b c a e d TASK :

(146)

7’

check Corrects

need to find out how many teams played in the first World Cup and the key words may be "the first World Cup" Answers:

1 13 32 argentina one 26

10’

3’

Task 3:

Introduces the task: Ss are to scan the text to decide whether the given statements are true or false Asks Ss to repeat the process they've gone through when doing Task 2, Le they skim the questions Calls on some Ss to give and explain their answers T gives corrective feedback

AFTER YOU READ:

Writes these figures on the board: 1904, 13, 1930, 17, 32,2002

Asks Ss to go back to the text and find out the events related to these figures

Gets Ss to work in small groups of or and take turn to talk about the history of the W orId Cup, basing themselves on their notes

HOMEWORK :

Asks Ss to write a summary of the passage

Task 3:

Decide whether the given statements are true or false

Answer:

1 F ( the first World Cup was held in 1930 ) ( line )

2 F( the World Cup is held every years ) ( line 1-2

3 T (line 7) T (line 16-17)

5 F ( Brazil has won , not played the WC Times ) (line 17)

AFTER YOU READ:

Talk about the events mentioned :

1 1904 FIF A was set up, first meeting

2 13 Number of teams playing in the first we

3 1930 The first we was held

4 17 we Urnaments up to 2002

5 32 Number of teams playing in the we in the modern time

6. 2002 First time we was played in Asia and hosted by two nations

HOMEWORK : Whole class *************************************** DOP : March 29th 2007

DOT : April 2nd 2007 Period : 84

UNIT:14 THE WORLD CUP B SPEAKING:

I/ Objectives :

1 Educational aim : Helps Ss to Use some football vocabulary to ask and answer about the World Cup and to talk about the World Cup winners

2 knowledge : to talk about the World Cup

3 Skills : to express their opinion about football, talk about the topic. II/ Method :Mainly communication., Intergrated

III/ Teaching aids : Textbook, chalk handouts, posters … IV/ Procedure :

(147)

Asks ss some questions :

Where was the 2002 World Cup held? Which team became the champion then? Which team was the runner-up?

Work with a partner Answer the question The 2002 world cup was held in South Korea and Japan

Brazil became the champion Germany was the runner – up Time Teacher’s activities Students’ activities

10’

3’

Task 1:

A World Cup 2006

Needs to prepare a few questions about Group the four football teams (English, French, Italian, and wc-rk German) and write each question on a different card

Checks the answers with the whole class Corrects and gives answer :

1 times

2 Zinedine Zidane 5-3 in favour of Italy third

5 Jurgen Klinsmann German

7 David Beckham Portugal

Task 2:

Asks ss some questions

Goes around checking and offering help

Calls on some groups to perform in front of the class While Ss speak, T takes notes of their errors if any' and feedbacks after that

Task 3:

Introduces the task:Ss are going to take turn to talk about World Cup winners in different years

Goes around checking and offering help Calls on some Ss to talk about different Home work :

Asks Ss to write a paragraph about World Cup 2006 for the school's sport magazine Ss might use the information they have gained in Task

Task 1:

A World Cup 2006

1 How many times has Italy won the trophy up to World Cup 2006?

2 Who was the captain of the French national football team in World Cup 2006?

3 What was the score of the World Cup 2006 final?

4 What place did Germany hold in World Cup 2006?

5 Who was the head coac~ of the German team in World Cup 2006?

6 What nationality was the top scorer in World Cup 2006?

7 Who was the captain of the English national football team in World Cup 2006?

8 Who beat England in the World Cup 2006 quarter final?

Task 2: work in pair

1.Where was the first World Cup held? 2.Which teams played in the final match 3.What country hosted the World Cup? 4.Which teams were the finalists?

5.Which teams went to final? Which team won the trophy?

6.Which team won the World Cup? 7.Which team became the champion? Task 3:

Examlpe :

The first world cup was held in Uruguay in 1930 The final match was between Uruguay defeated Argentina by to 2…

Home work : Whole class

Extra activity

Fotball crossword puzzle Key: Across

1 covers the middle of the field

3 tries to keep the other team from scoring the governing body of world soccer a pass that results in a goal

8 the team that has the ball

10 Header – defense - goalie - offense - midfielder - 11 forward – assist –9 carry –7 score –4

FIFA – goal – dribble

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10 uses head to pass the ball 11 scores the goals

Down

2 to kick the ball along by yourself score

5 the team that does not have the ball to make a goal

9 to dribble the ball

*********************************** DOP : April 2nd 2007

DOT : April 4th 2007 Period : 85

UNIT:14 THE WORLD CUP C LISTENING:

I/ Objectives :

1 Educational aim : Helps Ss to Develop such listening micro-skills as intensive listening specific information and taking notes while listening

2 knowledge :

3 Skills : talk about the topic

II/ Method :Mainly communication., Intergrated III/ Teaching aids : Textbook, handouts

IV/ Procedure :

7’

WARM - UP :

Gets Ss to look at the photos on page 147 of the textbook and name each player in the photos

Asks Ss the question :

"What you know about them?" "Which one you like best? Why?"

BEFORE YOU LISTEN :

Introduces the topic: You are going to listen about the World's most famous footballer, Pele

WARM - UP : Whole class

(photo 1: Pele; photo 2: Maradona; photo 3: Zidane; photo 4: Barthez; photo 5: Beckham)

BEFORE YOU LISTEN : Whole class

Time Teacher’s activities Students’ activities Gets Ss to look at the new words on page 147 of the

textbook: goal-scorer, hero, ambassador, Brazil, kicking, retirement, promote, championship T elicits the meanings of these words from S,s

Answer:

Pele was a goal-scorer and a national hero of Brazil He was very good at kicking and won

4

5

6

8

10

(149)

10’

8’

3’

- Plays ,the tape once (or reads) for Ss to listen to how these :words are said and then repeat after the tape (or T) T gets some Ss to read the words again and makes sure that they pronounce the words correctly

-Asks Ss to look at the words again and predict what' they may hear about Pele

WHILE YOU LISTEN: Task1 :

They should not try to write down all the details in full sentences but they should write down only most important and relevant details in note forms

Checks the answers with the whole class Task 2:

Elicits information about Pele T should not correct or give any comments at this phase and just accept all Ss' answers

Should encourage Ss to read· through all the questions before listening and predict the answers Plays the tape (or reads) again for Ss to listen and answer the questions

Checks with the whole class T should play the tape again and pause at difficult points if many Ss cannot complete the task

Have Ss talk about the milestones in Pele’s life Home work :

Asks Ss to write a paragraph about World Cup 2006 for the school's sport magazine

many championships After his, retirement he became the ambassador for football to promote friendship and spirit of sport among the world's nations etc

WHILE YOU LISTEN:

Individual work, pairs work & whole class Task1 :

Answer: 1.1940

2.joined a Brazilian 3.1962

4.19974 5.retired Task 2:

Answer:

1 As a football player, Pele’ was famous for his powerful kicking and controlling the football

2 He participated in three World Cup He played for an American football club

before he retired

4 He became an internetional ambassador for the sport, working to promote peace and understanding through friendly sport activities

AFTER YOU LISTEN : Do the T’requests

*********************************** DOP : April 4th 2007

DOT : April 6th 2007 Period : 86

UNIT:14 THE WORLD CUP D WRITING :

I/ Objectives :

1 Educational aim : Helps Ss to write the specific information and taking notes while writing 2 knowledge :

3 Skills : writing an announcement about a sport event II/ Method :Mainly communication., Intergrated III/ Teaching aids : Textbook, chalk, handout… IV/ Procedure :

Time Teacher’s activities Students’ activities 7’ WARM - UP:

Asks ss some questions : Where were the world held ?

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10’

15’

10’

3’

Which team became the champion ? Asks Ss writing an announcement WHILE YOU WRITE :

THE NATIONAL FOOTBALL CHAMPIONSHIP ORGANIZING COMMITTEE

wishes to announce that the match between Nam Dinh and Binh Duong on Sunday, April 18

has been postponed due to severe weather conditions The match will now be played at p.m on Sunday, April 25 at My Dinh National Stadium

Task 1:

Read the following annoucement and then answer the questions that follow

1 Who is the announcer?

2 What is the announcement about? When will the match be played? Where will the match be played? Corrects

Task 2.

Choose one of the following situations to write about Asks Ss to read the topics individually and then work with a partner to analyse the topics, using the

following table of summary to help them take notes: Who announces?

What event? When? Where? Why?Etc

Asks Ss to write and corrects their answers AFTER YOU WRITE :

Have Ss write about the following situations to write about

Home work :

- Summarises the main points of the lesson

- For homework, Ss write a paragraph about World Cup 2006 for the school's sport magazine

WHILE YOU WRITE :

Task 1: Read the following annoucement and then answer the questions that follow

Answers :

1 The national football championship organising committee

2 The match beteen Nam Dinh and Binh duong

3 Sunday , april 18

4 My Dinh national stadium

Task 2: Choose one of the following situations to write about

Answers:

a Nguyen Gia Thieu high school football team wishes to announce that the team is seeking new players for the new football season

Volunteers must be good at football and are studying at Nguyen Gia Thieu high school A shortlist of the team members will be at pm on Saturday , july 12 , 2003 at Nuyen Gia Thieu school football field If you want further

information, you can contact an duc , class 12a or at 7.222.898

AFTER YOU WRITE : Whole class

*********************************** DOP : March 24th 2007

UNIT:14 THE WORLD CUP E LANGUAGE FOCUS :

I/ Objectives :

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- Use “will “ and “ going to “appropriately

2 knowledge : Pronounce the words and sentences containing these sounds correctly 3 Skills : to express their opinion about football

II/ Method :Mainly communication., Intergrated III/ Teaching aids : Textbook

IV/ Procedure :

15’

10’

5’

WARMUP:

Asks Ss to explain the sentences

Ex: This is the biggest cup I have ever seen Asks Ss to read aloud the exto introduce Pronunciation Asks ss to practice the two sounds /g/ /k/

Grammar will or going to

Asks Ss to review the structure : Will / going to Explains the structure Gives the ex

1 I will get

Gives the ex I am going to watch

3Are you going to paint

Exercise 2:Complete the sentences using will or will not and any other necessary words

Asks Ss to the exercise Goes around for help Corrects

Exercise 3: Make offer with I will for the following situation

Asks Ss to make offer Goes around to check Corrects

Homework :

Do the exercise in the exercise book Prepare the new lesson

WARMUP:

Answer the question Pronunciation

/g/ :can stand ahead of at the end of the word Asks ss to practice the two sounds /g/ /k/ /k/: can stand ahead ,between or at the end /g/: group ,game ,together, goal ,again

/k/: club, kick,school, complete

Practice the sentences: Practice the sentences:

1 Our group has not scored a goal Uruguay will lose another game again Margaret took the dog and the cat for a

walk

4 Can your school club compete in the next tournament

Grammar Exercise : Complete the sentences using

Answers

1 I will get I am going to watch

3Are you going to paint

Exercise 2: Complete the sentences using will or will not and any other necessary words

Answers:

1 He will help

2 Will not lend me any money It will rain today

4 Will have to wear glasses Will have a headache Will like it

I will not pass it

Exercise 3: Make offer with I will for the following situation

Answers :

1 I will make you a cup of tea I will open it

2 I will send you some I will give you

4 I will carry them for you Homework :

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TEST YOURSELF D. I.Listening:

Listen to the passage and answer the questions Answers :

1.They go to a national park to enjoy nature It became a national park in 1872

3 No, it isnot It is the world”s largest park It has about 70 greysers

5 They must not pick the flowers, feed or hunt the animals II, Reading :

Read the following passage ,and then the exercises that follow Answers:

1.Find the words or phrase which mean the following a junk and litter

b landscape c highway d healthy

2 Decide whether the following statement are true or false a True

b True c False d False e True f True

III Grammar

Put the verbs in backets in the correct form

a (1) has been cleaned (2) have been turned on (3) are waiting b (1) knew (2) would help (3) knows

c (1) decided (2) to stay

(3) would have gone out (4)had not been

IV Writing :

Complete the invitation letter below , using the words and phrases given as cues Answers :

Dear Alex,

You will be delighted to know father is giving a party to celebrate the New Year He has invited some of our friends to make the party a succes I too have invited some of our relatives in the

neighbourhood Mether has asked me to tell you to come home for the New Year celebration I am sure you will be here in time to share the fun with us on that day