unit 1 friendship tiếng anh 11 trần minh phúc thư viện giáo án điện tử

-Listen to teacher and do as required. -Practice carefully then discuss, compare and then present before the class.. *Expected answer: *Some holiday activities:[r]

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Date: 20/8/2014 Period: 1

Introduction

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

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

II PROCEDURES: Content:

A Giíi thiƯu chơng trình Tiếng anh 11:

- Gm 16 n vị học (Unit) ôn tập (Consolidation)

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

- Mỗi ôn tập gåm: pronunciation; Listening comprehension; Vocabulary; Grammar and structure; Reading and writing

B Yêu cầu môn học:

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

Trớc đến lớp h/s phải chuẩn bị nhà theo yêu cầu phần (Tasks) lm bi theo y/c ca

giáo viên

Trong lớp h/s phải tích cực tham gia hoạt động theo cặp, theo nhóm dới hớng dẫn giáo viên

Nêu câu hỏi thắc mắc yêu cầu giáo viên giải đáp (nếu có)

Tóm lại : Để học tập có kết h/s sinh cần phát huy tính tích cực , tính chủ động, tự giác hoạt

động học tập , không trông chờ ỷ nại Giáo viên đóng vai trị ngời tổ chức hoạt động , hớng dẫn , giải

đáp thắc mắc , giúp đỡ h/s gặp khó khăn

3 Remind:

+ Prepare for Unit 1: Reading part

The end

Date: 20/8/2014 Period: 2

UNIT 1: friendship READING (1) A, AIMS:

- Students can express their opinions about friendship - Reading for gist and for specific information

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* By the end of this lesson, Students will able to:

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

- Use the information they have read to express their ideas about friendship C, TEACHING AIDS:

- Text book, handouts, pictures, chalk and board D, METHOD:

- Integrated, mainly communicative E, PROCEDURES:

Stages Teacher’s Activities Students’ Activities

-Warm up and lead-in (8mins)

Pre-reading (20mins)

(10mins)

*T asks students some questions: -Do you have friends?

-What is a good friend like, according to you? Transition: In to day reading, we’ll get to know more about friends and friendship

*Teaching Vocabulary

-To provide Ss’s with some language to help them understand the text

-To help enrich Ss knowledge of vocabulary *Elicit meanings from Ss or give explanations your self

-break out in to tears (v)=begin to cry

-through thick and thin (idm)=in spite of all the difficulties (trong hoàn cảnh nµo)

-cheat (v)=copy sb’s work in a test

-detention (n)=punishment of being kept at school after it has closed (hình phạt giam trờng sau học)

-confide in sb (v)=trust sb enough to tell a secret to him/her (t©m sù, thỉ lé)

-guarantee (n)=sự đảm bảo

-elvolve (v)=develop naturally and gradually -stick together(v)=remain friendly and loyal to one another

(g¾n bã)

*Give some practice on pronunciation (Read-Ss repeat)

*Checking Vocabulary: GAP-FILLING

-Give Ss handouts and ask them to work in pairs, completing the sentences, using the words just learned

1, A good friend remains loyal to you 2, Blue skies are not a of continuing fine weather

3, Being scolded by his mother, the child 4, Those students were sent to the room for their cheating on the exam

5, Like friendship, trust with time 6, Ann thinks there’s no one in the class she can

- Listen to teacher and work in groups and answer

-Write on note book carefully

-Listen and read after to T

-Read the text carefully then discuss in pairs

-Work in groups and know how to use them in a new context

-Work in pairs

-Expected answer: 1, through thick and thin 2, guarantee

3, broke out into tears 4, detention

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3, Consolidation: (2mins) -The content

4, Home work: (3mins) -Writing: Sentence building

-Give Ss handouts, and ask them to make sentences using the cues 1, your ideas/ good friend/ different/ different grades//

2, best friend/ someone/ you can confide//

3, best friends/ usually stick together/ thick/ thin// 4, best friend/ help you/ avoid/ depression/ anxiety// -Expected answers:

1, Your ideas of a good friend are different in different grades 2, A best friend is someone you can confide in

3, Best friends usually stick together through thick and thin 4, A best friend can help you avoid depression and anxiety

Date: 21/8/2014 Period:

UNIT 1: friendship READING (2) A, AIMS:

- Students can express their opinions about friendship and all exercises - Reading for gist and for specific information

B, OBJECTIVES:

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

- Use the information they have read to express their ideas about friendship C, TEACHING AIDS:

While-reading (8mins)

Activity 1: -Reading and matching (Task a p:16) (*To develop Ss’ skimming skills)

-Ask Ss to read Text A and then match the grades with John’s opinions on what a good friend is

-Call on Ss to say what John thought of a good friend in each grade

-Go over the answers with the class

Activity 2: -True-False Statement (Task b p:16)

-Work individuals

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(10mins)

Post-reading (12mins)

(To give some personalized task to engage Ss) -Ask Ss to read the statements about close friends in Task b (p.16) and say if they are true or false, i e, Ss agree or disagree with them

-Check with be class and note down on the board Ss’ opinions

-Tell Ss to read Text B and decide if the statements are true or false

-Ask ss to work with a partner and compare answers -Call on Ss to read the statements and say their choice -Go over the answer with the class

-Tell Ss to compare the ideas in the text and Ss opinions

Activity 3: -Main ideas

(To provide practice on skimming for general ideas) -Write down on the board three phrases about main ideas of the paragraphs in Text B and one extra phrase a, possible reasons for not having a best friend

b, what to to have a best friend c, how best friendship develops

d, the benefits of a best friend/what a best friend can to us

-Ask Ss to skim the text again and match the paragraphs with a partner

-Go over the answers with the class -Discussion:

(To provide Ss with some free practice and to have them express themselves and share ideas)

-Ask Ss to work in groups of or 5, expressing their opinions on the following questions:

a, Close friends don’t need to share common interests Agree or disagree? Give reasons

b, What is your own idea of a good friend?

c, How you understand the proverb “A friend in need is a friend indeed”?

-Go around to control and give help if necessary -Call Ss to report about their groups’ ideas -Give feedback and comments on what Ss have

-Work individuals

-Work in pairs then whole class Answer:

1, T

2, F (According to the text, we become friend with those who share common interests)

3, F (We can’t go out and pick a good friend)

4, T 5, T

-Work individuals then compare with your partner

-Work in pairs discuss then present

-Expected answers: -Par.1 - d

-Par.2 - c -Par.3 – a

-Work in groups : -Do as required

-Discuss and then present before the class

-Give comments 3, Consolidation: (1min) -The content

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Date: 26/8/2014 Period: 4

UNIT 1: friendship listening A Aims:

- Students should understand more about the friendship and practice listening skill - Listening for gist and for specific information

B, OBJECTIVES:

- Listen and pick up specific details and understand general ideas C, TEACHING AIDS:

- Text book, CD player, cards, sheets of paper, chalk and board D, METHOD:

stages Teacher’s Activities Students’ Activities

Warm-up (5mins)

Pre-listening (5mins)

*To create interest, review adjectives and nouns and introduce the topic

Game: -“Five little things” -Ask Ss to work in groups of

-Tell Ss to listen to instructions and write down things as required on a piece of paper

-The group that finishes first and gets all correct will get point

-The group that has more points will win the game -Check Ss’ understanding of instructions and have them start the game

*These are the suggested instructions:

1, Write down places where you often meet with your close friend

2, Write down things you often share with your close friend

3, Write down qualities you need in a good friend

4, Write down adjectives describing appearance 5, Write down adjectives describing character of personality

-Read Ss’ items and check with the class after each question

-Declare the winner

-Transition: - Today we use a lot of nouns and adjectives to talk about friend Today we will listen to a letter from Jack, writing about his new friend Teaching Vocabulary

*Use pictures and explanations to present some new words and then read the words one by one and ask Ss to repeat:

-Listen to teacher and work in groups

-Discuss and present before the class

-Expected answers:

1, home, school, park, cinema, evening class

2, notes, cake, homework, school things, joy, sadness

3, honesty, loyalty, unselfishness, helpfulness, good-heartedness 4, tall, short, good-looking, beautiful, well-dressed, stout 5, reserved, going out, sociable, studious, sympathetic

-Listen, understand and write on note book carefully

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(3mins)

While-listening (5mins)

(5mins)

(7mins)

Post- listening (8mins)

-sociable (a)=friendly, outgoing

- conservative (a)=opposed to great change (bảo thủ)

-sensitive (a)=easily offended, easily hurt (nhạy cảm)

-skinny (a)= very very thin (gầy trơ xơng) -stout (a)=rather fat

-indifferent (a)=having no interest (thê ¬) Checking Vocabulary

-Tell Ss to listen to the explanations in English and say the word

1, very thin

2, having no interest 3, friendly, outgoing 4, easily offended 5, rather fat

6, opposed to great change

*Describing Yourself (Task a, p.17)

-Ask Ss to read the list of adjectives and tick(v) the words that describe them and add more adjectives that are true for them

-Call on one student or two to read their list that describes themselves

Activity 1: -Listen and tick (v) (Task b, p.17) -Tell Ss they are going to listen to a letter from Jack, writing about his new Vietnamese friend, Mai

-Ask Ss to listen and tick (v) what is true about her -Let Ss listen for the second time id necessary -Go over the answers with the class

Activity 2: -Listen and take notes

-Ask Ss to listen again and note down the noun phrases used to describe Mai’s appearance -Call on Ss to read their notes and check with the class

-Check with the class

Activity 3: -Questions and answers:

-Tell Ss to listen again and answer the questions 1, On what occasion did Jack meet Mai Tran? 2, How old are Jack and Sinh?

3, What Mai, Jack and Sinh have in common? 4, Where is Mai going this summer?

5, Will Jack go with Mai there?

Speaking: -Role play (Handout)

-Pair of Ss as A and B and tell A to play the role of Jack and B the role of Sinh Ss imagine they are

chorus

-Understand all meaning of new words and how to use

-Listen carefully and give Expected answers:

1, skinny 2, indifferent 3, sociable 4, sensitive 5, stout

6, conservative

-Do as required

-Work individuals

*Give the expected answers: -her rosy plump face

-two dimples (on her cheeks) -short hair, and

-casual clothes *T-class

-Expected answers:

1, Jack met Mai Tran at his cousin’s party

2, They are 17-the same age as Mai

3, They all have the same taste in information technology and music 4, She’s going to visit/ travel back to Vietnam

5, Maybe, He hasn’t decided yet

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having a conversation on the phone

-Give each student a role card (Appendix) and ask them to make a conversation based on the ideals suggested

-Move around to control and give help if necessary (-If time allows, have or pairs to act out their conversations in front of the class)

3, Consolidation: (1min) -The content

4, Home work: (1min) -Tell Ss to learn the new words and make some sentences with them, describing a certain person

Date: 27/8/2014 Period: 5

UNIT 1: friendship SPEAKING A, AIMS:

- Students should know how to practice speaking skill - Speaking for gist and for specific information

B, OBJECTIVES:

-Introduce themselves and know how to make friends with someone new -Describe the physical characteristics and personalities of their friends using appropriate adjectives

C, TEACHING AIDS:

- Text book, handouts, pictures, chalk and board, porters D, METHOD:

Warm-up (5mins)

*Give some question for Ss:

-What is your own idea of a good friend? -How you understand the proverb “A good friend is a friend indeed?”

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Pre-speaking (8mins)

While- speaking (10mins)

(10mins)

Post-speaking (8mins)

-Ask Ss: -What you do/ say to make friends with someone new?

-Note Ss’ ideas on the board

-Tell Ss to read the expressions in Task a(p.18) and tick (v) the ones that they can use to start a

conservation

Activity 1: Completing &Practising the Dialogues (Task b pp18-19)

-Tell Ss to complete the dialogues in Task b (p.18-19) and then compare with a partner

-Check with the class by calling pairs to act out the conversations

-Tell Ss to work in pairs and act out the conservations

-Call on some close and open pairs to act out Activity 2: -Role-play

-Prepare sets of personal information cards -Ask SS to work in groups of

-Give each group a set of cards and tells SS they are now the person described on the card and they are at a multi-school party Ss practice making friends with the other people in their groups -Go around to control and give help if necessary -Call on some Ss to the front of the class to act about the conversations

-Give comments

Questions and Answers:

-Ask Ss work in pairs and practice making some conversations then answers the questions

-Go around to control and give help if necessary -Call on Ss to stand up and practice

-a, Who are they? -b, What are they doing?

-Give feedback and comments on what Ss have -Go over the answers with the class

-T-class

-Expected answers: 2, 3, 4, 5, 6, and -Work in pairs: -Expected answers: 1, I’m

2, Try/ Have

3, It’s good/ It tastes good 4, isn’t it/ doesn’t it

5, Would you like / Could I get you

6, It’s 7, isn’t it 8, Have I met 9, at

-Work in groups

-Do as required

-Listen to teacher and work in pairs -Practice once more and then present their conversations before the class

-a, They are -b, They are introducing themselves/ making friend

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Date: 27/8/2014 Period: 6

UNIT 1: friendship WRITING A, AIMS:

- Students should know how to practice writing skill, how to write a narrative and can write a narrative about one of their friends

- Writing for gist and for specific information B, OBJECTIVES:

* By the end of this lesson, Students will able to: -Describe a friend

-Write a narrative C, TEACHING AIDS:

- Text book, handouts, pictures, chalk and board, sheets of paper D, METHOD:

Warm-up (5mins)

Game: -Memory check

-Hang a poster with descriptive adjectives on the board

-Tell Ss to look at the words for a few seconds, try to remember them

-Put the poster away and ask Ss to write down as many words they can remember as possible The student will the most words listed wins the game *These are the adjectives:

-Ask the student how she/ he can remember so many words

-Tell Ss if they put things under some classifications, it’s easier to remember them -Ask Ss to put the adjectives under three headings of Hair/ Face, Build and Opinion Teaching Vocabulary

-Elicit the meanings of new words from Ss or

-Listen to teacher and understand how to practice

-Work individuals

-Do as required -Expected answers:

*Hair/ Face : -long, black, curly, straight

*Build: -tall, slim, short, thin *Opinion: -beautiful, pretty, kind, handsome, timid, shy, smart tall beautiful kind smart timid

handsome short pretty thin black curly long shy straight

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Pre- writing (5mins)

(5mins)

While- writing (12mins)

Post- writing (4mins)

give explanations yourself

-vicious (a)=acting with evil intentions; spiteful (xÊu xa, nham hiÓm)

-imbecile (n)=stupid or silly person; fool (kẻ ngốc, ngời khờ khạo)

-smart (a)=clever; intelligent

-criticize (v)=point out the faults of sb/ st (chØ chích, phê bình ai)

-confress (v)=admit (thú nhận)

-giggle (v)=laugh lightly in a nervous or silly way (cêi róc rÝch)

-Read the words one by one and ask Ss to repeat Activity 1: -Gap-filling (Task a, p.20)

-Ask Ss to read the passage and fill in each gap with a suitable word from the box

-When they have finished, tell Ss to work with a partner and compare answers

-Call on some Ss to read their completed sentences and check with the class

Activity 2: -Re-ordering (Task b p.p.20-21) -Ask Ss to work in pairs, reading the sentences and putting them in the logical order of a narrative

-Call on Ss to read the sentences in the order they arrange and check with the class

Activity 3: Questions and Answers:

-Make questions about the narrative in Task b and ask Ss to find answers to the questions a, When and where did the writer meet Trang? b, What was she like?

c, What did they have in common? d, How they keep in touch? Writing a narrative

-Ask Ss to write a short narrative about a friend of their based on the ideas suggested and the samples in Task a and b

-Go round to control and give help if necessary -When they have finished, collect Ss’ writings -Peer correction

*Ask Ss work in groups and tell them read and correct their friends narratives

-Go around to control and give help if necessary -Ask Ss read their group’s best writing and ask Ss to give comment

Give feedback and comments

-Listen to teacher

-Read in silent then read in chorus -Repeat once more

-Work individual then compare with the partner and present before the class

-Work individuals -Do as required

-Listen to teacher and as required -Work individuals

Expected answers:

a, At his cousin’s birthday party, two years ago

b, She had a cheerful face and dimples; she looked athletic in jean and a T-shirt

c, They were both interested in chess d, though e-mails

-Look at the book and practice writing a short narrative about one of your friend

-Do as required

-Work in groups and as require -Give comments

3, Consolidation : (1min) -The content

4, Homework: (1min) -Ask Ss to underline all the adjectives used to describe Trang

in Task b

-Rewrite their writing on notebook carefully

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UNIT 1: friendship LANGUAGE FOCUS (1) A, AIMS:

- Students should know how to practice Descriptive adjectives - Ss can practice by doing exercises correctly

B, OBJECTIVES:

* By the end of this lesson, Students will able to: - Use descriptive adjectives

- Different verb forms in a narrative C, TEACHING AIDS:

- Text book, handouts, pictures, chalk and board, D, METHOD:

Warm-up (8mins)

Word study (5mins)

(10mins)

(8ms)

(10mins)

-Divide the class into groups and ask Ss write down 10 adjectives describing character of personality The winner will be the group completing the task in the shortest period of time

**Help Ss understand how to use Des Adjs Descriptive adjectives:

-Descriptive adjs or adjs of quality include those of size, shape, age, type, colour, material, origin, purpose and opinion (or general description)

-The positions of descriptive adjs are: attribute (before the noun) and predicative ( after a verb such as be, become, get, seem, feel, look )

Activity 1: Underlining the Adjectives.(T.a P.21)

- Tell Ss to read the sentences and underline the adjectives

-Go over the answers with the class Activity 2: Gap-filling (Task b p.22) -Help Ss with the meanings of some new words

-persistent (a)=continuing without interruption ( dai d¼ng)

-bushy (n)=covered with bushes (rËm r¹p) -piercing (a)=( of sounds) penetrating (the thÐ, ®inh tai)

-phobia (v)=extreme dislike or fear of (sth) (sự ám ảnh, sợ hÃi cách vô lý)

-Tell Ss to read and complete the passage using the words given

-Go over the answers with the class Activity 3: Jumble sentences ( Task c p.22) -Read the example and ask Ss to pay attention to the position of the adjectives

-Ask Ss to rearrange the words to make

-Listen to teacher and work in group -Discuss and complete

-Listen to teacher, understand and write on note book carefully

-Work individuals

-Discuss and compare with your partner than one or two Ss present before the class

-Give comments -Work individuals

-Listen and understanding all new words and meaning

-Discuss and compare with your partner

-Give comments

-Work individuals

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meaningful sentences and then compare with

a partner -Give comments-Write on note book carefully 3, Consolidation : (1min) -The content

4, Homework: (1min) -Ask Ss to Ex in Advanced English Exercise (Past Use of

language- P.13-14)

-Redo all exercises

Date: 3/9/2014 Period: 8

UNIT 1: friendship LANGUAGE FOCUS (2) A, AIMS:

- Students should know how to practice grammar-based (verbs form, linking words) - Ss can practice by doing exercises correctly

B, OBJECTIVES:

* By the end of this lesson, Students will able to: - Use descriptive adjectives

- Different verb forms in a narrative C, TEACHING AIDS:

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Grammar (18mins)

(10mins)

(12mins)

Verb from review (pp.22-23)

-Elicit from Ss the tense used in a narrative (Ex Past Simple, past continuous and past perfect) -Ask Ss to compare these sentences (Ex: The past simple is used for the actions in the story, to tell us what happened next The past continuous is used for sth around a past time or together with the past simple when a shorter action comes in he middle of a longer one.)

-Tell Ss to read and complete the passage using the words given

-Go over the answers with the class Linking word: (p.23)

-Match one line in column A with one in column B

-Ask Ss look at their book and practice by doing Ex

-Call Ss work individuals then read their sentences and check with the class

-Go over the answers with the class FURTHER PRACTICE

-Give Ss a handout with the linking words in column A and the meanings in column B Then ask them to match the linking words with their suitable meanings

A B

1, and 2, but

3, either or 4,neither nor

a, on the contrary; in spite of this

b, not the one or the other c, also, then, following this d, the one or the other

-Ask Ss to read the sentence halves, match one in A with one in B and then use a suitable word in the box to connect them

-Listen to teacher, understanding how to use past simple, past continuous and past perfect) -Give examples

*Work individuals

-Discuss and compare with your partner then present before the class

-Give comments

*Work individuals -Do as required Expected word: 1, and + e 2, or + c 3, but + d 4, either + b 5, Neither + a

*Work individuals

-and=also; then, following this ( used to connect words of the same part of speech, phrases and clauses) -but=on the contrary; in spite of this ( used to connect contrasting ideas)

-either or =the one or the other ( used to connect words or phrases of the same part of speech;

pronoun, noun phrase; verb phrase, adj or adv Phrase)

-neither nor =not the one or the other ( can be used to connect words or phrases of the same part of speech; pronoun; noun phrase, verb phrase, adj or adv phrase) 3, Consolidation : (1min) -The content

4, Homework: (2mins) -Ask Ss to Ex in Advanced English Exercise (Part Use of

language- P.13-14)

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Date: 4/9/2014 Period: 9

UNIT : personal experience READING (1)

A, AIMS:

- Students can express their opinions about personal experience - Reading for gist and for specific information

B, OBJECTIVES:

* By the end of this lesson, Students will able to: - Scan reading for specific information

- Recognize the activities related to the senses C, TEACHING AIDS:

Warm- up and lead-in

(8mins)

Pre- reading (12mins)

*Ask Ss:

-What is ‘experience’?

-Have you ever been in embarrassing situations?

-What was it? What did you then? Teaching vocabulary:

*Elicit meanings from Ss or give explanations yourself;

-in vain (idm.)=with no result; uselessly (vô ích, kết quả)

-retreat into one’s shell (idm.)=become more shy, rerved ( trë nªn rơt rÌ h¬n )

-inept (a.)=completely unskillful, not tactful ( vơng vỊ )

-slip away (v.)=leave quietly without being noticed ( chuồn, )

*Listen to teacher and as required

-‘Event or activity that affects us in some way; knowledge gained from seeing or doing things’,/ or sth similar)

-Listen to teacher, understand and discuss

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While- reading (8mins)

(10mins)

-inadequate (a.)=not sufficiently able or

confident; not good enough ( thiếu tự tin, không đủ khả năng)

-grow out of sth (v.)=(become tô old for sth and) stop doing it; overcome (khắc phục đợc) -dispirited (a.)=discouraged; depressed ( chán nản)

*Give some practice on pronunciation (Read- Ss repeat)

*Activity 1: Guiding question

-Ask Ss to read the text quickly and find the answer to the question:

What was embarrassing about the man? -Call on some Ss to give answers and check with the class

*Activity 2: True-False statements (Task a, p.26)

-Ask Ss to read the text and the statements about the man and say if they are true or false -Ask Ss to work with a partner and compare answers

-Call on Ss to read the statements and say their choice

-Ask Ss give comments

-Work in pairs, discuss and answer

-One or two pairs present before the class

-Give comments

-Work individuals then discuss in pairs and then present before the class

Expected answers:

1, F (He was a shy, quiet, and inept person)

2, T

3, F (To him, making friends was not easy He felt inept to join in the conversation and hard to make friends.)

4, F (He was unable to overcome his shyness.)

5, T 3, Consolidation: (2mins) -The content

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Date: 5/9/2014 Period: 10

UNIT 2: personal experience READING (2)

A, AIMS:

- Students can express their opinions about personal experience - Reading for gist and for specific information

B, OBJECTIVES:

* By the end of this lesson, Students will able to: - Scan reading for specific information

- Recognize the activities related to the senses C, TEACHING AIDS:

Stages Teacher’s activities Students’ activities

(10mins)

Post- reading (20mins)

Activity 3:

* Reading and listing (Task b p.26) -Ask Ss to read the first paragraph and list three pieces of information related to the senses of sight and hearing

-Go over the answer with the class Activity 4:

*Reading and pick out the information (Task c p.26)

-Ask Ss to read the second paragraph then pick out the information which express the writer’s feelings during and after the party

-Go over the answer with the class *Discussion:

-Put Ss into group or

-Ask them to express their opinions on the following questions:

1, Have you ever been in such a situations as the man’s

2, What have you done to grow of/ overcome it?

3, What you think the man should to overcome his shyness?

-Go around to control and give help if necessary

-Listen to teacher and work individuals

-Read carefully and compare answers with a partner

-Read the statements and say their choices

-Comments and write on note book -Listen to teacher and work

individuals

-Read carefully and compare answers with a partner

-Read the statements and say their choices

-Comments and write on note book

-Listen to teacher and work in groups -Do as required

-Discuss your answers with a partner then present before the class

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-Call on Ss to report about their groups’ discussion

-Give feedback and comments on what Ss have

3, Consolidation: (2mins) -The content

4, Home work: (3mins) -Tell Ss to write a short paragraph about the man should in order to overcome his shyness

-Do ex in part Reading P.19-20 (Advanced English Exercises) -Prepare next period

Date: 9/9/2014 Period: 11

UNIT : personal experience listening

A Aims:

- Students should understand more about the personal experiences and practice listening skill

- Listening for gist and for specific information B, OBJECTIVES:

* By the end of this lesson, Students will able to: - Listen for specific details

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Stages teacher’s activities Students’ activities

Warm-up (6mins)

Pre- listening (8mins)

(5mins)

While- listening (7mins)

(6mins)

Post- listening

*Ask Ss some questions 1, Who is your best friend?

2, How did you happen to meet her or him? 3, How long have you known each other? 4, What qualities you admire in your best friend?

-Give comments *Teaching vocabulary:

*Use pictures and explanations to present some new words

-ashamed (a)=felling embarrassment because of one’s own action ( xÊu hỉ, hỉ thĐn)

-absent-mindedness (n)=forgetfulness ( đãng trí)

-witness (v)=be present at sth and see it (chøng kiÕn)

-laugh at sb (phr.v)=ridicule sb ( cêi nh¹o, chÕ giƠu)

-Read the words one by one and ask Ss to repeat Checking vocabulary ( Task a p.27)

-Tell Ss to read the gapped sentences in Task a, and complete them with a suitable word in the box

-Go over the answers with the class Activity 1:

-True-False Statements (Task b p.27)

-Tell Ss they are going to listen to a man’s story, read the statements and decide if they are true or false

-Let Ss listen again if necessary

-Tell Ss to compare answers with a partner -Go over the answers with the class, then let Ss listen again and check

Activity 2:

-Listen and tick (v) (Task c p.27)

-Ask Ss to listen again and tick the adjectives that describe the student and his experience in the story

-Call on Ss to give their answers

-Have Ss listen again and check with the class *Speaking: -Retelling the story

-Ask Ss to work in their groups again -Tell them to retell the story based on the pictures or can give some questions for Ss:

-Listen to teacher and work individuals

Prepare carefully then discuss with the partner

-Answer T’s questions

-Listen to teacher, understand how to use and read after teacher then read in chorus

-Work individuals

-Prepare carefully then discuss with the partner then present before the class

-Comments and write on note book *Work individuals

-Prepare carefully then discuss and compare with the partner

-Present before the class Expected answers:

1, F (It happened on Sunday) 2, T

3, T (He went into a bookstore to buy the book which he was assigned to report on but he had left it home)

4, T 5, T

*Work individuals

-Present before the class Expected answer:

4, embarrassing 6, careless

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(9mins)

1, What kind of experience did the speaker have?

2, When did it happen?

3, Who was cycling beside him on the way to the club?

4, What was his duty at that day meeting? 5, What did his realize on the way to the club? 6, What did he decide to do?

7, Where did he put his bicycle?

8, What was his embarrassing experience? -Go around to control and check

-Call on some Ss to retell the story to the class -Ask for Ss’ comments

Give feedback and comments on what Ss have

-Work in groups to retell the story based on the pictures or can answer some T’s questions -Do as required

-One or two groups present their opinions before the class and other groups give their comments

4, Home work : (1min) *Writing: -Rewrite the story -Prepare next period

Date: 10/9/2014 Period: 12

UNIT : personal experience SPEAKING

A, AIMS:

B, OBJECTIVES:

* By the end of this lesson, Students will able to: -Name the senses in English

-Talk about the activities with the senses C, TEACHING AIDS:

stages Teacher’s activities Students’ activities

Warm-up (5mins)

Pre- speaking (10mins)

*Ask Ss some questions:

1, Have you ever spoken English to a native speaker?

2, How did you meet her? 2, What did you talk about?

3, How did the experience affect you? *Matching pictures with activities (Task a, p.28-29

-Ask Ss to read the phrases in Task a and match them with the pictures

-Tell Ss to compare answers in pairs and then go over the answers with the whole class -Check if Ss know what a smoke sensor is Give explanations

-Ask Ss what ‘differentiate’ mean

-Listen to teacher to understand then work individuals

-Prepare carefully then answer T’s questions

-Look at the book then as required -Prepare carefully the present before the class

-Give comments

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While- Speaking (15mins)

Post- speaking (11mins)

Activity 1: talking about the activities with the senses (Task b, p.29)

-Tell Ss to work in pairs, ask and answer about the things and people mentioned in Task a and their ability

-Go around to monitor and note down errors if any for correction later

-Encourage Ss to talk about their other animals or things that have a good senses of any Or you may want to list a few for Ss to talk about (For example: cats, owls

-Call on some close friend and open pairs to act our their conversations

Listening and Recognizing

-Ask Ss to work in two groups, A and B, listen to your sentences and name the senses implied in each sentence

-If the group can’t get it right, the other group take the turn and score points if they get it right

-Keep a running total of points for each group on the board

-Declare the winner and then give feedback and comments:

* The sentences used in the activity are: 1, I don’t like the fragrance of this flower 2, This juice is a bit too sour for me 3, This table feels tough

4, The house is mall but very nice 5, We love classic music

6, Do you like a sweet soup 7, It’s so quiet in here

8, The water is too cold to swim

-Listen to teacher to understand the work in pairs

-Discuss and present before the class E.g 1, What you thing dogs are good at?

-Well, I guess they are good at smelling in order to search for something

-Do as required -Give comments

* Work in groups

-Listen to teacher to understand how to practice

-Do as required then each group presents before the class

-Give comments Expected answer: 1, smell 2, taste 3, sight 4, sight 5, hearing 6, taste 7, touch 8, touch 3, Consolidation : (1min) -The content

4, Home work : (1min) -Ask Ss to make a few sentences about the activities with the senses

-Do exercises in Par Speaking in Advanced English Exercise (Part a, b, c, d, p.17-18)

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Date: 10/9/2014 Period: 13

UNIT 2: personal experience WRITING

A, AIMS:

- Students should know how to practice writing skill, how to write a personal letter describing a part experience

* By the end of this lesson, Students will able to: -Write a personal letter

-Describe a past experience using the structures and vocabulary that they have learnt in

previous lessons C, TEACHING AIDS:

Warm-up (5mins)

Pre- writing (10mins)

*Ask Ss work in groups and answer some questions:

1, How many part does a personal letter normally have?

2, What are these part?

3, What we normally write in the Salutation?

4, What we normally write in the Closing? 5, Where we normally sign the letter? *Activity 1: Teaching vocabulary:

A B

1, mutual A, unable to think clearly 2,

commencement B, meeting 3, host

C, having the same specified relationship to each other

4, confused

D, person who receives and entertains people as guests

5, gathering E, beginning

-Arrange Ss to work in pairs and give each pair a handout

-Tell Ss to read the words in column A and match them with their explanations in column B

Listen and work in groups: *Expected answers: 1, parts

2, The heading, the Salutation

(Greeting), the Body, the Closing, and the Signature

3, “Dear” or “Hello/Hi

4, “Sincerely”, “your”, “Love” 5, Under the Closing

*Work in groups: -Do as required *Expected answers: 1, c 4, a 2, e 5, b 3, d

-Give comments

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(6mins)

(10mins)

*Activity 2: -Re-arranging

-Write down on the board the steps of a personal letter about a past experience in a random order as follows:

A, Opening/ Greeting

B, The story/ experience to be share ( what, why, when, where, who)

C, Date

D, Closing and ending

E, General information (about self or/ and friends)

-Ask Ss to put the steps in logical order of such a letter

-Tell Ss to compare answers in pairs and then go over the answers

*Gap-filling (Task a, p.30)

-Ask Ss to complete the letter using the words given

-Move around to control and give help if necessary

-Get Ss to compare answers in pairs and then go over the answers

*Questions and Answers:

-Ask Ss to read the passage again and find the answers to the questions

1, What made him feel embarrassed? 2, Why did it happen to him?

3, Where did it happen? 4, When did it happen to him?

5, Who helped him solve the problem at last? *Writing it yourself:

-Ask Ss to write a letter to a friend, telling him/ her about their most embarrassing experience based on the format given and the sample in Task a (p.30)

-Go around to control and give help with vocabulary

-When they have finished, collect Ss’ writing to mark at home

*Peer correction:

-Read a piece of Ss writing, and ask Ss to give comments relating the format (steps), the language use, and the story

-Give feedback and comments

*Work in groups: -Do as required *Expected answers:

1, C 2, A 3, E 4, B 5, D

*Work in groups: *Expected answers:

1, funny 2, social 3, host 4, mutual 5, together 6, dish 7, abroad 8, thanks 9, happened 10, carefully 11, embarrassed 12, Luckily

-Write on note book carefully -Work individuals:

*Expected answers:

1, He couldn’t find his money when he went to pay the bill

2, Because he had put the money in the pocket of another pairs of pants

3, In a restaurant (where he held a reunion dinner)

4, Last weekend 5, His sister

* Work individuals

-Give comments

*Work individuals

- Prepare carefully then discuss with a partner then prepare before the class -Write on note book carefully 3, Consolidation : (1min) -The content

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Date: 11/9/2014 Period: 14

UNIT : personal experience LANGUAGE FOCUS (1) A, AIMS:

- Students should know how to practice Senses verbs - Ss can practice by doing exercises correctly

B, OBJECTIVES:

* By the end of this lesson, Students will able to: - Use verbs of the senses

- Use modal perfect to talk about the past and can use different verb forms C, TEACHING AIDS:

stages Teacher’s activities Students’

activities

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Warm-up (5mins) Word-study (15mins) (7mins) (7mins) (7mins)

adjectives describing character of personality The winner will be the group completing the task in the shortest period of time

*Sense verbs

Elicit from Ss sentences with the senses verbs

-Write down on the board three sentences and ask SS to distinguish the verbs used

A, I can smell something burning B, This flower smells good C, It smells like orange

Notes: The linking verbs and most of these transitive verbs are not used in the present continuous

Activity 1: Talking about the senses: (Task a p.31) -Tell Ss to work in pairs and make questions and answers about the senses, based on the words given -Go around to monitor and note down error for correction later

-Call on some pairs (close and open pairs) to act out their conversations

Activity 2: Answering the quiz: (Task b p.31)

-Ask Ss to answer the questions in Task b and then with a partner ask and answer the questions:

-Call on some pairs to act our their exchanges and go over the answers with the class

*Further practice: Transformation

-Give each student a handout of the transformation exercise -Ask Ss to read the sentences and rewrite them as directed -Go over the answers with the class

The handout:

*Rewrite the sentences as shown, using sense verbs The first one has been done as an example

0, I like the smell of this perfume It’s good => This perfume smells good to me 1, I don’t like the bitter taste of this coffee

-This 2, Don’t touch that water It’s still hot

-That water 3, He thinks the music is terrible

-The 4, Joe had a happy expression

-Joe 5, This dish has a good smell but it tastes horrible

work in groups

-Discuss and complete -Listen to teacher, understand how to use the sense verb in the sentence

Expected answers: -In sentence A, ‘smell’ is a transitive verb, with something as an object -In sentence B and C ‘smell’ is an intransitive verb followed by an adj or a prepositional phrase with ‘like’

-Do as required

-Practice using the sense verbs

-Give comments

-Do as required

-Practice using the sense verbs

-Give comments

-Do as required

-Practice carefully then discuss, compare and then present before the class

-Give comments Expected answers:

1, This coffee tastes bitter to me

2, That water still feels

Senses Transitive verbs Intransitive / linking verbs

Sign Taste Smell Hearing Touch See (thÊy) Taste (nÕm)

Smell (ngöi) +Obj Hear (nghe)

Touch (sê)

Look (trông có vẻ) Taste (có vị)

Smell (có mùi) +Adj / like+N Sound (nghe cã vỴ)

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-This hot, so don’t touch it 3, The music sounds terrible to him 4, Joe looked happy 5, This dish smells good but it tastes horrible 3, Consolidation : (1min) -The content

language- P.23-24)

-Redo all exercises

Date: 16/9/2014 Period: 15

UNIT : personal experience LANGUAGE FOCUS (2) A, AIMS:

- Students should know how to practice Senses verbs - Ss can practice by doing exercises correctly

B, OBJECTIVES:

* By the end of this lesson, Students will able to: - Use verbs of the senses

- Use modal perfect to talk about the past and can use different verb forms C, TEACHING AIDS:

Warm-up (5mins)

Grammar: (10mins)

(10mins)

1, What can you with your (eyes) ? 2, Who can’t this?/ Who can’t (see what you see) ?

3, What animals are good at (seeing) ? *Modal Perfect:

-Elicit the tense, form, use and time these sentences indicate

-Tense : Modal Perfect

-Form : Modal + have + Past Perfect

-Use : To indicate uncertainty/ a past possibility (could/ may/ might + perfective Must + perfective: hẳn, should + perfective : lẽ nên)

Activity 1: Transformation (Task p.32) -Ask Ss to rewrite the sentences as shown to talk about past possibilities

-Tell Ss to compare answers with a partner and then go over the answers with the class

* Work individuals

-Give comments

-Do as required

-Give comments -Do as required

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(8mins)

Verb from Review: Task a (p.32)

-Elicit from Ss the tense used to express a habitual action

-Ask Ss to complete the texts with the correct tense and form of the verb

-Tell Ss to compare answers with a partner than go over the answers

Task b (p.32)

-Elicit from Ss the tense used to express a habitual action

-Ask Ss to complete the texts with the correct tense and form of the verb

-Tell Ss to compare answers with a partner than go over the answers

-Do as required

-Give comments

-Do as required

-Give comments 3, Consolidation : (1min) -The content

4, Homework: (2mins) -Ask Ss to Ex in Advanced English Exercise (Part Use of

language- P.23-24)

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Date: 17/9/2014 Period: 16

The written test 45’ A/ Objectives:

- Sts revise unit and by doing the test B/ procedure:

I Choose one word whose underlined part is pronounced differently from the others:

01) A) prevention B) psychiatrist C) psychology D) pneumonia 02) A) pollution B) ordinary C) alcohol D) doctor

03) A) accompany B) occur C) occasionally D) accident 04) A) float B) road C) coat D) abroad

05) A) death B) health C) spread D) disease II Choose the best answer by choosing A, B, C or D:

06) Who you think I saw yesterday? You can only make three A) ideas B) guesses C) answers D) attempts

07) Japan is often taken as an of a modern industrial country A) idea B) aspect C) example D) era

08) At the moment he is studying business at a university But when his father retires, he will take the company

A) over B) on C) off D) out

09) I enjoy being a teacher On the other , I want to try other careers as well What if I can be a successful business person

A) side B) hand C) part D) face

10) I'm not going to put their smoking any longer

A) up to B) down to C) up with D) down with 11) Monica and Chandler are getting on Sunday

A) married B) marry C) merried D) merry

12) These new ideas will certainly about changes to our working environment

A) cause B) take C) bring D) make

13) His passion is reading books He loves all kinds of books, science fiction in A) particular B) depth C) short D) fact

14) He left school at the of 18 A) period B) ageC) endD) year

15) A person needs eight hours of sleep a day average A) in B) on C) by D) at

16) The young couple went arguing for hours about who should the house work

A) with B) along C) into D) on

17) It is possible that in the of time and effective way to treat AIDS will be found A) period B) length C) course D) amount

18) Putting the table next to this window doesn't a very useful purpose You still have to turn on the lamp to get enough light

A) make B) C) help D) serve 19) He is next year after 30 years with the company

A) reducing B) receiving C) retiring D) returning

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21) You should make better of the English books you have A) advantage B) study C) result D) use

22) At Trang Tien Plaza not many people take the staircases, but the lifts are in constant A) purpose B) use C) usage D) need

23) Rachel is very to other people's feeling

A) senseless B) sensitive C) sensible D) sensual 24) He made one big mistake and, as a , he lost the game

A) result B) cause C) part D) reason

25) Since the beginning of this school year you haven't seemed to much progress in English

A) make B) own C) have D) create

III, Read the passage and choose the best answer:

Janet got (26) to Pedro last Saturday, and we went to the (27) , which (28) place in a lovely little church in the country Janet, the (29) , wore a beautiful while dress; it had a long train made of silk, and it was carried by a young (30) , who was the daughter of her elder sister At the start, her husband-to-be, the (31) , was waiting for her at the front of the church She walked down the aisle to the front with her father, and after the (32) , she came back down again with her husband Afterwards, people (33) photos outside the church, and all the (34) were invited to a (35) in a hotel nearby, where we all had a meal

26) A) engaged B) proposed C) wedded D) married

27) A) marriage B) proposed C) engagement D) wedding 28) A) took B) held C) found D) stood

29) A) bride B) groom C) lady D) maid

30) A) bridesmaid B) bridegroom C) bride D) groom 31) A) man B) groom C) male D) bride

32) A) custom B) party C) celebration D) ceremony 33) A) did B) shot C) made D) took

34) A) guests B) spectators C) members D) viewers 35) A) greeting B) date C) reception D) meeting

III Choose the underlined word or phrase in each sentence that needs correcting:

36) Billy decided to buy in the morning a new car, but in the afternoon he changed his mind A B C D

37) We said them their houses were very nice A B C D

38) Tom said that he had seen John the day before but John didn't see him A B C D 39) The president went fishing after he has finished with the conference A B C D

40) The next important question we have to decide is when we have to finish our work A B C D

The end

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Test correction A/ Objectives:

Help Ss correct all the mistakes in their test Find out good and weak points to fill up on time B/ The test’s content:

I Choose one word whose underlined part is pronounced differently from the others:

01) A) prevention B) psychiatrist C) psychology D) pneumonia 02) A) pollution B) ordinary C) alcohol D) doctor

03) A) accompany B) occur C) occasionally D) accident 04) A) float B) road C) coat D) abroad

05) A) death B) health C) spread D) disease II Choose the best answer by choosing A, B, C or D:

06) Who you think I saw yesterday? You can only make three A) ideas B) guesses C) answers D) attempts

07) Japan is often taken as an of a modern industrial country A) idea B) aspect C) example D) era

08) At the moment he is studying business at a university But when his father retires, he will take the company

A) over B) on C) off D) out

09) I enjoy being a teacher On the other , I want to try other careers as well What if I can be a successful business person

A) side B) hand C) part D) face

10) I'm not going to put their smoking any longer

A) up to B) down to C) up with D) down with 11) Monica and Chandler are getting on Sunday

A) married B) marry C) merried D) merry

12) These new ideas will certainly about changes to our working environment

A) cause B) take C) bring D) make

13) His passion is reading books He loves all kinds of books, science fiction in A) particular B) depth C) short D) fact

14) He left school at the of 18 A) period B) ageC) endD) year

15) A person needs eight hours of sleep a day average A) in B) on C) by D) at

16) The young couple went arguing for hours about who should the house work

A) with B) along C) into D) on

17) It is possible that in the of time and effective way to treat AIDS will be found A) period B) length C) course D) amount

18) Putting the table next to this window doesn't a very useful purpose You still have to turn on the lamp to get enough light

A) make B) C) help D) serve 19) He is next year after 30 years with the company

A) reducing B) receiving C) retiring D) returning

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A) advantage B) study C) result D) use

22) At Trang Tien Plaza not many people take the staircases, but the lifts are in constant A) purpose B) use C) usage D) need

23) Rachel is very to other people's feeling

A) senseless B) sensitive C) sensible D) sensual 24) He made one big mistake and, as a , he lost the game

A) result B) cause C) part D) reason

25) Since the beginning of this school year you haven't seemed to much progress in English

A) make B) own C) have D) create

III, Read the passage and choose the best answer:

Janet got (26) to Pedro last Saturday, and we went to the (27) , which (28) place in a lovely little church in the country Janet, the (29) , wore a beautiful while dress; it had a long train made of silk, and it was carried by a young (30) , who was the daughter of her elder sister At the start, her husband-to-be, the (31) , was waiting for her at the front of the church She walked down the aisle to the front with her father, and after the (32) , she came back down again with her husband Afterwards, people (33) photos outside the church, and all the (34) were invited to a (35) in a hotel nearby, where we all had a meal

26) A) engaged B) proposed C) wedded D) married

27) A) marriage B) proposed C) engagement D) wedding 28) A) took B) held C) found D) stood

29) A) bride B) groom C) lady D) maid

30) A) bridesmaid B) bridegroom C) bride D) groom 31) A) man B) groom C) male D) bride

32) A) custom B) party C) celebration D) ceremony 33) A) did B) shot C) made D) took

34) A) guests B) spectators C) members D) viewers 35) A) greeting B) date C) reception D) meeting

III Choose the underlined word or phrase in each sentence that needs correcting:

36) Billy decided to buy in the morning a new car, but in the afternoon he changed his mind A B C D

37) We said them their houses were very nice A B C D

38) Tom said that he had seen John the day before but John didn't see him A B C D 39) The president went fishing after he has finished with the conference A B C D

40) The next important question we have to decide is when we have to finish our work A B C D

The end Date: 18/9/2014

Period: 18

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- Students can express their opinions about celebrations in their culture - Reading for gist and for specific information

B, OBJECTIVES:

* By the end of this lesson, Students will able to: - scan reading for specific information

-talk about table manners C, TEACHING AIDS:

Warm-up (5mins)

(10mins)

1,When you like to organize your birthday party? During the day or in the evening? 2, What food s and drinks are often served at your birthday party?

3, What activities you often have at your birthday party?

*Teaching vocabulary:

-Teach the following words through elicitation and explanations:

-etiquette (n)=the formal rules of correct or polite behavior in society or among members of a particular profession.(nghi thøc, phÐp x· giao) *Table manners:=behavior that is consider correct while you are having a meal at a table with others (phÐp t¾c ¨n uèng)

-acceptable (adj)=agreed or approved by most people in a society (có thể chấp nhận đợc) #unacceptable: Acceptable><unacceptable behavior

-observe (v)=obay rules, laws, etc.(tu©n theo) -cutlery (n)=knives, forks and spoons, used for eating and serving food (dông cụ ăn)

-congenial (adj)=pleasant because it suits your character (dƠ chÞu)

Eg : - congenial working environment - refrain (v)=(from sth or doing sth)=stop yourself from doing sth (kiềm chế lại, cố nhịn) -Have Ss repeat the word presented, and then call some Ss to pronounce the words

Activity 1: Table completion:

-Ask Ss to read the text and complete the table (task a, text book p.32)

-Call on some Ss to give the answers

-Ask Ss to write up the answers on the board -Go over the answers with the class

*Activity 2: Practicing the ‘Do’s’ &’Don’ts’ -Ask Ss to take out the realia they prepare beforehand.(a plate, a fork, a spoon )

-Listen to teacher and work individually

-Two Ss present before the class -Give comments

-Using new words and phrases to make sentences

-Do as required

-Give comments

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-Put Ss into pairs

-Ask Ss take turns demonstrating the table manners listed in the text

-Choose some table manners and call on some students to demonstrate them

-Invite class opinions and give feedback

-Give comments 3, Consolidation: (1min) -The content

4, Home work: (2mins) -Read the text once more then translate into Vietnamese -Prepare next period (to be continued)

Date: 23/9/2014 Period: 19

UNIT : parties READING (2) A, AIMS:

- Students can express their opinions about celebrations in their culture - Reading for gist and for specific information

B, OBJECTIVES:

-talk about table manners C, TEACHING AIDS:

Warm-up (5mins)

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(10mins)

party? During the day or in the evening? 2, What food s and drinks are often served at your birthday party?

3, What activities you often have at your birthday party?

Activity 3: (Part b p.36)

-Finding References & word meanings -Ask Ss to individually the task p.b p.36 -Read out the questions and call on Ss to give the answers

-Invite class opinions and make corrections where necessary

Activity 3: (Part b p.36)

-Finding References & word meanings -Ask Ss to individually the task p.b p.36 -Read out the questions and call on Ss to give the answers

Discussion: Role-play

-Student A : -A British guest -Student B : -A Vietnamese host

*Ask pairs to make comparisons between British and Vietnamese table manners: *Put an example of the task

A: We are supposed to chew with the mouth closed Are you, too?

B, Yes, It is good manners to so But it is not good to talk while chewing

A: Yes, it is the same as our table manners B:

-Monitor the class unobtrusively

-Invite some demonstrations and give feedback

-Do as required: -Expected answers: 1, They refers to parties

2, A type of etiquette is a way of explaining table manners

3, The following refers to the information coming after the phrase-the do’s and don’ts which follow -Do as required:

-Expected answers: 1, lifted 2, etiquette 3, cutlery 4, congenial

-Listen to teacher to understand then work in pairs

-Prepare carefully -Do as required

-Prepare carefully then present before the class

-Give comments

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Date: 24/9/2014 Period: 20

UNIT : parties listening A Aims:

- Students should understand more about birthday celebrations in the world and practice listening skill

* By the end of this lesson, Students will able to: - Know more about birthday celebrations in the world

- Listen and pick up specific details C, TEACHING AIDS:

Warm-up (5mins)

1, Where you prefer to celebrate your birthday, at home or in the restaurant? Why? 2, Do your parents celebrate their wedding anniversaries?

3, Are you going to celebrate your wedding anniversaries in the future? Why (not)? *Pre-teaching vocabulary:

-Teach the words below through explanations: -honor (v)=show respect for sth (ca ngợi) -buffet (n)=a meal at which people serve themselves from a table and then stand or sit somewhere else to eat.(tiệc đứng)

-savory (adj)=having a taste that is salty, not sweet (có vị mặn)

-savories (n.pl)=food with a salty taste, not a sweet one, often served at a party etc.(món ăn mặn, không ngọt)

-consist (v) of sth=be formed from the things or people mentioned (bao gåm, gåm cã)

-Work individuals

(35)

(8mins)

Post-listening (10mins)

-accompany (v) sth=happen or appear with sth else (có mặt xảy với gì)

+Ex:-There were strong winds accompanied by heavy rain

-random (adj)=done, chosen, etc without sb thinking or deciding in advance what is going to happen (ngÉu nhiªn)

Ex:-The information is processed in a random order

-plant sth (v)=make detailed arrangements for sth you want to (lËp kÕ hoạch cho gì) Activity 1:

True-False statement (Task b p.38)

-Ask Ss to read through the statements and keep in mind which information they need to look for -Have Ss listen to the first recording and decide whether each statement is true(T) or false (F) -Call on Ss to give the answers and elicit explanations for their choice

-Invite class opinions and give feedback -Ask Ss to listen to the recording again and check answers

Activity 2:

Wh-questions (Task c p.38)

-Have Ss read through the questions and decide which information they need to look for

-Have Ss listen to the second recording and answer the two questions

-Assign two Ss to write the answers on the board

-Invite class opinions

-Have Ss listen again and check the answers Discussion:

-Ask Ss work in groups and discuss and answer the questions:

1, When/where we hold a party? 2, How many guests we invite? 3, Who prepares invitation cards?

4, Who is in charge of preparing foods and drinks/ the decoration?/welcoming guests? 5, Who conducts games and fun activities?

use them in a new context -Write on note book carefully

-Do as required

-Give comments Expected answers: 1, F 2, T 3, T 4, F -Do as required

-Give comments Expected answers:

1, Birthday parties in the USA are often accompanied by colorful decorations

2, He/She makes a ‘birthday wish’

-Do as required

4, Home work : (1min) *Writing: -Write about one of the birthday parties they attended or held

-Prepare next period

(36)

UNIT : parties SPEAKING A, AIMS:

B, OBJECTIVES:

* By the end of this lesson, Students will able to: -Discuss a plan for a party

-Assign responsibilities C, TEACHING AIDS:

Warm-up (5mins)

While-speaking (10mins)

(15mins)

1, On what occasions are parties held?

2, What kind of clothes people often wear at a party?

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

*Teaching some vocabulary:

-farewell (n)=the act of saying goodbye to sb (lêi t¹m biƯt)

-a sit-down meal (tiệc ngồi) ><buffet (n) (tiệc đứng)

-serve (v) give sb food or drink, for example at a restaurant or during a meal (phôc vô)

-Help Ss to pronounce the words on page 36 correctly

-Present or elicit the meaning of these words from the class

Activity 1: Drilling

-Put Ss into pairs (Student A=Linh; Student B=Quy, and vice versa)

-Within pairs, Ss practice the dialogue

-Assign some pairs to role-play the dialogue in front of the whole class

-Make corrections in terms of information, pronunciation and grammar

Activity 2: Situation-based role-playing

-Set the situation: Tell Ss that they are to plan their coming birthday party

-Elicit kinds of information to be included in their discussion

-Refer Ss to the information categories in the previous task

-Elicit some language used to ask for such information

*Making suggestions:

What about/ How about ? Why don’t we ? Let’s

*Assigning duty: Will + verb (bare-infinitive) Take care of, be in charge of, be responsible for -After Ss have finished their discussion, invite some presentations in front of the class

-Elicit class opinions and give feedback Writing and Speaking

-Listen to teacher and work in pairs -Two Ss present before the class -Give comments

-Listen to teacher -Do as required

-Listen to teacher, understand how to pronounce and practice

-Work in pairs -Do as required

-Give comments

(37)

-Give each student an invitation card (realia) -Ask Ss to imagine they were to celebrate their next birthdays

-Get Ss to complete their invitation cards

-Get Ss to stand up and give the card to the invited person in the class

-Ask Ss how many invitation cards they have got -Declare the most invited the least invited

-Do as required

4, Home work : (1min) -Ask Ss to think of some language used to refuse or accept an invitation and write it down onto their notebook

-Do exercises in Par Speaking in Advanced English Exercise (Part a, b, c, d, p.26)

Date: 29/9/2014 Period: 22

UNIT 3: a party WRITING A, AIMS:

- Students should know how to practice writing skill, how to write an invitation letter, a letter of acceptance or refusal

-Write a letter of invitation, a letter of acceptance or refusal C, TEACHING AIDS:

(38)

Warm-up (5mins) Pre-writing (5mins) While-writing (4mins) (6mins) (15mins) Post-writing (6mins)

*Ask Ss work in groups and answer some questions:

1, How many part does a personal letter normally have?

2, What are these part?

3, What we normally write in the Salutation? 4, What we normally write in the Closing? 5, Where we normally sign the letter?

* Give Ss handout and asksk Ss read the content of the letter and ask Ss what kind of letter is: Dear Mai,

I’m going to the Modern Dance this Saturday Would you like to join me? The performance starts at 8:00 p.m at the Center Theatre Please let me know if you can join me With love,

Nhung

*Mai has received a letter of invitation What is she going to do?

Activity 1: What is what? (Task a p.40-41)

-Ask Ss to read the three letters in Task a, and say what kind of letter each one is

-Ask Ss to give reasons for their choice Activity 2: Re-arranging and Matching Format of a letter of Invitation

-Arrange Ss to work in a small groups, give each group a handout and tell them to put the headings into the correct order of a format of a letter of invitation

A, Reason for event (what) B, Closing and ending C, Opening / Greeting D, Request for a reply E, Invitation

F, Venue, date & time (where & when the event takes place)

-Go over the answers with the class Writing a letter

-Put Ss into pairs A, B and C

-Tell pair A to write a letter if invitation based on the situation given in Task c p.42

-Tell pairs B to write a letter of reply, accepting the invitation

-Tell pairs C to write a letter of reply, refusing the invitation

-Go around to control and give help if necessary -When they have finished, collect Ss’ writings for correction later

Peer correction

-Ask three Ss from different pair A, B and C to write their letter on the board

Listen and work in groups: *Expected answers: 1, parts

2, The heading, the Salutation (Greeting), the Body, the Closing, and the Signature

3, “Dear” or “Hello/Hi

4, “Sincerely”, “your”, “Love” 5, Under the Closing

-Give comments *Expected answer: A letter of invitation

-To write a letter reply/of acceptance or refusal)

-Practice carefully then discuss, compare and then present before the class Expected answer: 1, C 2, A 3, F 4, E 5, D 6, B

-Work in groups -Do as required

-Give comments

(39)

-Ask Ss to read the letters and give correction or improve if necessary

compare and then present before the class

4, Home work : (1min) -Ask Ss to think of some language used to refuse or accept an invitation and write it down onto their notebook

-Do exercises in Par Writing in Advanced English Exercise (Part a, b, c, d, p.29-30)

Date of planning: 08.10.2008 UNIT : a party

Period 23 : LANGUAGE FOCUS (1) A, AIMS:

- Students should know how to practice compound nouns, verb form (base form, to + base form and V-ing form

- Ss can practice by doing exercises correctly B, OBJECTIVES:

* By the end of this lesson, Students will able to: - Form and use compound nouns

- Use correct verb form C, TEACHING AIDS:

1 Class organization: (2ms)

Class: Teaching date: Attendance: 11A7

2, New lesson (43ms)

Warm-up (8mins)

Word-study (10mins)

-Ask Ss these questions, one by one, to elicit the language used

1, What you say when you invite someone to something?

2, What you say when you accept an invitation?

3, What you say when you refuse an invitation?

*Note down Ss’ ideas on the board and then check with the class

Compound nouns: -Elicit the form from Ss

*FORM : (N + N = Compound noun) 1, The first noun is normally singular but the

-Work individually -Do as required

-Give comments

(40)

(6mins)

(7mins)

Futher-practice (10mins)

meaning is often plural

Eg: A bookshop is a shop where you can buy books

-An apple tree is a tree that has/produces apples 2, The two nouns are often written as separate words, but we sometimes use a hyphen (-), or we write them as a single word

Eg: A tea break at the table a lager teapot *USE : to mean one thing/ person/ idea

* The first noun is like an adjective-it tells us what kind of thing/person/idea For examples -A tennis ball = a ball used to play tennis -A taxi driver = a person who drives a taxi *Sometimes the first noun tells us which thing etc is mean

-garage roof = The roof of the garage

-sea temperature = the temperature of the sea Activity 1: Writing compound noun (Task a p.42)

-Have Ss Task a, textbook, p.42 -Call on Ss to speak out the answers -Invite class opinions and give feedback Activity 2: Match-up (Task b, p.42)

-Have Ss match up a noun in column A with one in column B to form a compound noun

-Call on Ss to write the answers on the board -Go over the answers with the whole class Activity 3: Sentence completion (Handout)

1, ‘Have you watchedthe _on TV today?’ ‘Yes, it says there will be a heavy storm at about ten tonight, doesn’t it?’

2, The man was fined for exceeding the speech limit Moreover, he wasn’t wearing the 3, A _is a list that you make of all the things you need to buy when you go shopping 4, My father is very interested in history He reads two _a mouth

5, We run out of milk Has the arrived yet? *Call on some Ss to speak out the answers -Elicit class opinions and give feedback

-Give once more egs -Comment

-Write on note book carefully -Work individually

-Give comments

-Work individually

-Give comments -Listen to teacher -Work individually -Do as required

Expected answers: 1, weather forecast 2, seatbelt

3, shopping list 4, history books 5, milkman 3, Consolidation : (1min) -The content

language- P.30-31)

-Redo all exercises

-Prepare next period (cont )

Date of planning: 09.10.2008

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UNIT : a party

Period 24 : LANGUAGE FOCUS (2) A, AIMS:

- Students should know how to practice compound nouns, verb form (base form, to + base form and V-ing form

* By the end of this lesson, Students will able to: - Form and use compound nouns

- Use correct verb form C, TEACHING AIDS:

Warm-up (5mins)

Grammar (5mins)

(6mins)

(10mins)

-Divide the class into groups and ask Ss to write down 10 compound nouns The winner will be the group completing the task in the shortest period of time

-Give comments Activity 1: ( Part a p.43)

-Ask Ss to individually the task p.a p.43 -Ask Ss to read out the dialogue and fill each blank with the correct form then call on Ss to give the answers

Activity 2: ( Part b p.43)

-Ask Ss to work individually p.b p.43

-Ask Ss to use the correct form of the verbs in parentheses

Activity 3: (Part c p.44)

-Put Ss into pairs and have Ss Task C p.44 -Call on Ss to speak out the answers

-Elicit class opinions and give feedback

-Listen to teacher and work in group -Discuss and complete

-Do as required Expected answers: 1, hang 5, come 2, to come 6, to see to have 7, to leave 4, to invite

Expected answers: 1, to let 4, to call 2, know 5, to ride to leave 6, to wake

-Listen to teacher and work in pairs -Do as required

(42)

(15mins) The written Test 15mins Do as required 3, Consolidation : (1min) -The content

language- P.32-33-34)

-Redo all exercises

UNIT : volunteer work and literacy programs Period 25: READING (1)

A, AIMS:

- Students can express their opinions about Volunteer work & Literacy programs - Reading for gist and for specific information

B, OBJECTIVES:

-talk about volunteer work C, TEACHING AIDS:

(43)

Warm-up (5mins)

Futher-practice (Handout) (10mins)

1, What does it mean by ‘Volunteer’? 2, Have you ever done volunteer work?

3, What kind of volunteer work have you done? 4, Why you want to be a volunteer?

-volunteer (n)=person who offers to sth without being forced to (tình nguyện viên) -volunteer (v) to sth (tình nghuyện lam g×) -voluntarily (adv) willing, without being forced -first hand (adj) (only before noun)= obtained or experienced yourself (m¾t thÊy tai nghe ) -remedial (adj) (only before noun)=connected with school students who are slower at learning than others (dµnh cho häc sinh yÕu kÐm)

-conduct (v)=organize and/ or a particular activity (thùc hiÖn)

-hardship (n)= a situation that is difficult and unpleasant because you not have enough money, food, clothes (sự khó khăn, khốn khó) -benefit (v) from sth :

- interpersonal (adj)=connect with relationships between people

-literacy (n)=the ability to read and write (sự biết chữ, khả đọc viết)

-Give Ss some oral practice on the pronunciation of these words Activity 1: Checking (Task a p.46)

-Get Ss to read the activities listed in the text book (task a p.46)

-Have Ss scan the text and check (v) the activities done by student volunteers at Hiep Phuoc village

-After a time limit of five minutes, call on some Ss to give the answers

-Invite class opinions and give feedback Checking vocabulary;

1, Being volunteer has enable me to develop my skills and discover my own talents A, personal B, interpersonal

2, We should spend the money on something that will everyone

A, gain B, benefit

3, We suffered many during that winter A, hardships B, illiteracy

4, Schools need to help children to read A, volunteer B, volunteers

5, You don’t have to attend the course Attendance is purely

A, volunteer B, voluntary

6, The local authorities have just launched a campaign to promote adult

*Work in pairs, discuss and answer -One or two pairs present before the class

-Give comments

-Write on note book carefully Expected answers:

1, 2, v 3, v 4, v 5, v 6,

-Listen to teacher

-Look at the handout then as required

-Prepare carefully the present before the class

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A, literacy B, illiteracy

7, The boy had to go to a class because he was very bad at mathematics

A, weak B, remedial

8, They’re going to a survey on the students’ favorite subjects

A, conduct B, make

9, As the students did volunteer work, they had a good opportunity to gain experience A, first-hand B, second-hand

*Call on Ss to speak out the answers *Elicit class opinions and give feedback

1, B 2, B 3, A 4, B 5, B 6, A 7, B 8, A 9, A

language- P.38-39)

-Redo all exercises and prepare next previous Date of planning: 12.10.2008

UNIT : volunteer work and literacy programs Period 26: READING (2)

A, AIMS:

- Students can express their opinions about Volunteer work & Literacy programs - Reading for gist and for specific information

B, OBJECTIVES:

* By the end of this lesson, Students will able to: -scan reading for specific information

-talk about volunteer work C, TEACHING AIDS:

Warm-up (5mins)

1, What does it mean by ‘Volunteer’? 2, Have you ever done volunteer work? 3, What kind of volunteer work have you done?

4, Why you want to be a volunteer?

Activity 2: Listing

-Put Ss into pairs and get them to read the last paragraph and list the benefits gained by the students volunteers (Task b p.47)

-Give comments

*Listen to teacher

Expected answers:

(45)

Post reading (20mins)

-After minutes, assign some Ss to write the answers onto the board

-Go over the answers with the whole class Discussion:

-Put Ss into groups of six, discussing this questions “ Why people at Hiep Phuoc village suffer from illiteracy?

-Discuss possible causes and suggest appropriate solutions

-Put some example exchanges:

T: Why are so many children at Hiep Phuoc village illiterate/ unable to read and write -Go around offering help where necessary -Monitor the class unobtrusively

-Call on some secretaries to report their discussion

-Invite class opinions and give feedback as appropriate

2, Volunteer work helps promote their friendship

3, Volunteer work helps them discover their talents

*Listen to teacher

1, many children in remote areas can’t read and write because they are not sent to school

2, Many adults in remote villages are still illiterate so they not take special care of their children’s education

S: Because they are not sent to school because they can’t afford schooling *Listen to teacher

language- P.38-39)

(46)

UNIT 4: volunteer work and literacy programs Period 27 : listening

A Aims:

- Students should understand more about volunteer work and practice listening skill - Listening for gist and for specific information

B, OBJECTIVES:

* By the end of this lesson, Students will able to: - Know more about volunteer work

- Listen for specific information C, TEACHING AIDS:

Warm-up (8mins)

(10mins)

1, What high school and college students usually as volunteers in hospital,

orphanages, or homes for the aged?

2, How volunteers help disadvantage and handicapped children to over come their difficulties?

3, Where Ss volunteer to work during summer vacations?

Teaching vocabulary:

-raise (v)=bring or collect money (g©y quü) -discover (v) = find sb/sth that was hidden or that you didn’t expect to find (kh¸m phá) -recycle (v)=tái sử dụng

-collaborate (v)= (hợp tác) Activity 1: Task b text book p.48

-Tell Ss that they are going to listen to two interviews on the main tasks Chinh’s volunteer group and Ba’s have done

-Ask Ss to listen and check (v) the appropriate activities

-Call on Ss to give answers

-Invite class opinions and give feedback -Ask Ss to listen to the recordings again and check the answers

Activity 2: Task c text book p.48

-Have Ss read through the sentences and decide which information they need to look for

-Have Ss listen to the recordings and complete the sentences

-Get Ss to compare their notes with their

-Give comments

-Work individuals

*Work individuals

-Present before the class -Give comments

*Work individuals

(47)

neighbor’s

-Have Ss listen again and check the answers Writing

-Put Ss into pairs

-With in pairs, Ss write a report on either what Ba and his group or what Chinh and his group have done

-Remind Ss to use connectors to make their writing more cohesive

-Move around the class and intervene only where necessary

-Get pairs to exchange reports

-Call on some Ss to read aloud the report they have

1, funds, children, food

2, recycling, flowers, riverbanks 3, responsibility, skills

*Work in pairs, as required -Prepare carefully then discuss and compare with the partner

-Present before the class -Give comments

4, Home work : (1min) *Ask Ss to search on the Net information about other volunteer organizations/ groups such as Working abroad, MSF,

UNIT : volunteer work and literacy programs Period 28: SPEAKING

A, AIMS:

B, OBJECTIVES:

* By the end of this lesson, Students will able to: -Express gratitude

-Respond to thanks C, TEACHING AIDS:

(48)

Warm-up (5mins)

(10mins)

(7mins)

*Ask Ss question:

-Please, name some situations where people say thanks

*Eliciting and introducing language: -Expressing gratitude/ thanks

+It’s very kind of you to

+It was extremely good of you to +I can’t thank you enough for +Thank you very much for +Many thanks to you

+I’m very much obliged to you for +I’m really grateful to you for -Responding to thanks:

+Never mind +Not at all

+No problem +You’re welcome +You’re most welcome

+It’s my pleasure to help (It’s) my pleasure +Delighted I was able to help

+It was the least I could

*Have Ss repeat saying these expressions after T

-Assign individual students to say the expressions

-Make any necessary corrections Activity 1: Role play

-Put Ss into pairs

-Ask Ss to take turn, role playing the six dialogues from above

-Assign some Ss to act out the dialogues -Make corrections if needed

Activity 2: Picture cue Drill -Put Ss into pairs

-Within pairs, Ss practice expressing gratitude and responding to thanks based on the situations in the pictures (Task b text book p.50)

-Assign some pairs to role play the dialogue in front of the whole class

-Make corrections in terms of pronunciation, information and grammar

Activity 3: Free-situations -Put Ss into pairs

-Within pairs, Ss practice expressing gratitude and responding to thanks based on the situations of their own imagination

-Monitor for correctness

-Ask pairs to produce expressions of gratitude and responding to thanks

-Elicit class opinions and give feedback

*Listen and answer:

-A present you have received

-A social invitation you have received -A favour someone has done for you

-Give comments

-Give comments -Work in pairs -Do as required

-Give comments

(49)

Listening

-Read out mixed expressions of gratitude and responses to thanks

-Have Ss listen and sound out ‘G’ (gratitude) or ‘R’ (response)

-Do as required

4, Home work : (1min) -Ask Ss to write a thank-you letter to someone who has done a favour for you

-Do exercises in Par Speaking in Advanced English Exercise (Part a, b, c, d, p.36-37)

UNIT : volunteer work and literacy programs Period 29: WRITING

A, AIMS:

- Students should know how to practice writing skill, how to write a thank-you letter - Speaking for gist and for specific information

B, OBJECTIVES:

* By the end of this lesson, Students will able to: -Write a thank-you letter

-Express gratitude in English C, TEACHING AIDS:

Warm-up (6mins)

Pre-writing (9mins)

*Ask Ss answer some questions:

1, What is the phrases that means ‘people without a home’

2 What is the phrases that means ‘quyªn tiỊn, g©y quü’?

3, What is the adjective that means ‘far away’?

Format of a thank-you letter (Task a, p.51)

-Ask Ss to read the situation in Task a and the letter from a student thanking the volunteers for what they have done to his school -Ask Ss to read the parts in the format corresponding to different parts of the letter Then elicit the general format of a thank-you letter

*Work in pairs, discuss and answer Expected answers:

1, The homeless / Homeless people 2, Raise money / Raise funds 3, Remote

(50)

While-writing (20mins)

Post-writing (6mins)

*A thank-you letter may look like this: 1, Salutation/ Opening

2, Expressing thanks and appreciation for what has been done

3, Saying how useful /helpful the thing or work is

4, Expressing thanks/ gratitude once again 5, Writing a social note

6, Closing and Signature *Writing a thank-you letter -Ask Ss to work in groups

-Tell them to read the situation in Task b p,52 and write a letter to thank Mrs Nam for her special help when they stayed in her house -Tell Ss to refer to the general format of a thank-you letter

-When they have finished, collect Ss’ writings for corrections later

Peer correction

-Call on some Ss to write their letters on the board

-Ask the class to read the letters and give corrections or improvement if necessary -Give feedback and comments

-Give comments

4, Home work : (1min) -Ask Ss to think of some language used to write a thank-you letter and write it down onto their notebook

(51)

UNIT : volunteer work and literacy programs Period 30: LANGUAGE FOCUS (1)

A, AIMS:

- Students should know how to use Adjectives Derived from Nouns, and use these adjectives in contexts and how to use reported speech with verbs of to-base form and gerunds

-Form Adjectives from Nouns and use these adjectives in context

-Understand and use reported speech with verbs of to-base form and gerunds C, TEACHING AIDS:

Warm-up (5mins)

Word study (15mins)

(10mins)

1, Why people volunteer work?

2, Where students volunteer to work during summer vocations?

3, How volunteers help disadvantaged and handicapped children to overcome their difficulties?

A, Adjectives derived from nouns: -Put these categories on the board Nouns -Ful -Ous -Al -Able -Have Ss put the adjectives (from the word search) into the correct column

-Call on Ss to give the corresponding nouns (fill in the nouns column)

-Go over the answers with the whole class -Have Ss repeat the nouns and then adjectives (harm-harmful) after teacher

-Call on Ss to say the words -Make more corrections if needed *Elicit the form of these adjectives: N + al/ ous/ ful/ able =ADJ -Change ‘y’ into ‘i’

Study-studious; mystery-mysterious -Drop E ending before adding-ous, al, able Fame-famous, culture-cultural

There are no changes when you add the suffix ‘ful’

Activity 1: Matching up (Task a p.52) -Put Ss into groups of four

-Give Ss a set of cup adjectives (all adjectives from the table above)

-Give each group a poster

Expected answers:

Nouns: harm, use, help, care, beauty -Ful: harmful, useful, careful -Ous: dangerous, famous, nervous -Al: national, coastal, cultural -Able: comfortable, valuable -Work in pairs

-Do as required

(52)

(10mins)

-Set a time limit of minutes

-Have Ss match up the words and suffixes to form adjectives

-Get groups to stick up their posters onto the board

-Go over the answer with the whole class -The group which get all the adjectives correct will be the winner

Activity 2: Forming adjectives (Task b p.52) -Give each Ss a copy of the task below -Give the adjectives of the words below using suffixes-al, ous, ful, able as appropriate -Call on some Ss to speak out the adjectives first, then write them on the board

-Go over the answers with the whole class

-Give comments

language- P.42)

-Redo all exercises

UNIT : volunteer work and literacy programs Period 31: LANGUAGE FOCUS (2)

A, AIMS:

- Students should know how to use Adjectives Derived from Nouns, and use these adjectives in contexts and how to use reported speech with verbs of to-base form and gerunds

-Form Adjectives from Nouns and use these adjectives in context

-Understand and use reported speech with verbs of to-base form and gerunds C, TEACHING AIDS:

(53)

stages Teacher’s activities Students’ activities Reported

speech (7mins)

(10mins)

(8mins)

Matching up:

- Give each S a copy of the task below - Put Ss into pairs and ask Ss to the task - Call on some Ss to give the answer - Go over the answer with the class Reported verbs with: To-infinitive:

- Ask, advise, promise, refuse, beg, request, remind, order, tell, offer

Activity 1: ( Part a p.53-54)

-Ask Ss to work individually p.a p.53 -Ask Ss to read then practice by rewrite carefully

Activity 2: ( Part b p.53-54)

-Ask Ss to work individually p.b p.53 -Ask Ss to read then practice by rewrite carefully

Reported verbs with: - Gerunds:

Admit, deny, insist, apologize (for), criticize (for), congratulate (for)

Activity 3: (part c p 53-54)

- Ask Ss to work individually in Ex in p.55 - Ask Ss to read then practice by rewrite carefully

- Listen to teacher -Work in pairs - Do as required

- Practice carefully then discuss, compare and then present before the class

- Give comments

-Work in pairs - Do as required + Expected answers:

1, The teacher told his students to all the home work before they came to class

2, Trung told Hoang to go and see the game the following day

3, The father told his son not to waste his time playing games all day

4, The interviewer told the interviewee to go a head

5, The employer told his assistant

-Work in pairs - Do as required + Expected answers:

1, Nam asked Mai to it for him 2, The teacher ordered his students to it right away

3, The flight attendant reminded the man that smoking was not allowed 4, My mother advised me not to lose 5, Peter requested David to it for him

6, The little boy begged the lady to give him some more soup

(54)

- Move around to control and give help if necessary

- Get Ss to compare answers in pairs and then go over the answers

1, Ba suggested exchanging their notes 2, The manager insisted on offering me a position in the company

3, The teacher suggested stopping then and fishing it later

4, She suggested not going out alone late at night

5, The team leader suggested sitting down and taking a rest

6, My father suggested eating out that night

7, My sister suggested / proposed going to the beach to collect

language- P.42-43)

-Redo all exercises -Prepare next period

Date of planning: 22.10.2008 Period 32: CONSOLIDATION (1) A, AIMS:

- Language functions presented : Consolidate all the grammar in the last Unit - Ss can practice by doing exercises correctly

B, OBJECTIVES:

-Recall all important knowledge that they have learnt in order to finish all exercises C, TEACHING AIDS:

- Text book, lesson plan D, METHOD:

- Consolidating E, PROCEDURES:

Warm-up (3mins)

*Repeat all important topics as well as grammatical issue that you learnt in last

(55)

Pronunciation (5mins) (5mins) Listening comprehension (5mins) (5mins) Vocabulary (5mins) (5mins) Grammar and structure (5mins)

Task a : p.57

-Ask Ss to work individually p.b p.53 -Ask Ss to read then practice by doing exercises carefully

Task b : p.57

Task a : p.57

Task b : p.58

Task a : p.58

Task b : p.59

Task c : p.59

Task a : p.60

Task b : p.60

-Work individuals -Do as required -Expected answers: 1, B 2, D

3, C 4, B 5, A -Do as required

-Expected answers: 1, D 2, A 3, B 4, A 5, C -Work individuals -Do as required -Expected answers:

1, # 2, v 3, v 4, # 5, # 6, v -Work individuals

-Do as required -Expected answers: 1, It offers volunteer work 2, No, They don’t

3, An hour or two a week

4, To make the lonely old people happy

Work individual -Do as required

-Give comments

Work in pairs -Do as required

-Give comments Work in pairs -Do as required

(56)

(5mins)

Task c : p.58

4, Homework: (1min) -Redo all exercises and prepare next previous -Prepare next period

B, OBJECTIVES:

Reading (10mins)

(8mins)

Task 1: p.a p.63

*Activity 2: True-False statements (Task b, p.63)

-Ask Ss to read the text and the statements about the man and say if they are true or false -Ask Ss to work with a partner and compare answers

-Ask Ss give comments

-Listen to teacher and as required Expected answer:

1, for life 2, get off 3, spare 4, offering 4, when skies are darkest 5, depressed

Work in pairs -Do as required

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Writing (23mins)

-Go over the answers with the class Activity 3: Re-arranging and Matching Format of a letter of Invitation

-Arrange Ss to work in a small groups, give each group a handout and tell them to put the headings into the correct order of a format of a letter of invitation

A, Reason for event (what) B, Closing and ending C, Opening / Greeting D, Request for a reply E, Invitation

F, Venue, date & time (where & when the event takes place)

-Go over the answers with the class *Ask Ss prepare a letter of invitation then present before the class

-Give comments and ask Ss write on note book carefully

1, T 2, T 3, T 4, No Infor 5, T

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- Sts revise unit and by doing the test B/ Procedures:

2 The test’s content:

I Choose one word whose underlined part is pronounced differently from the others: 01) A) causative B) cause C) casual D) causal

02) A) weighed B) teased C) loved D) washed 03) A) deputy B) depress C) depute D) debate 04) A) bags B) doors C) fools D) cats 05) A) statue B) status C) station D) state II Choose the best answer by choosing A, B, C or D:

06) If you careful with electricity, you might get a shock

A) won't B) aren't C) don't D) wouldn't 07) He was homesick, and all his friends and family

A) lacked B) desired C) lost D) missed 08) Let's go out for a walk, ?

A) shall we B) don't we C) let not us D) we

09) If I the trick with my own eyes, I would never have believed it possible

A) hadn't seen B) didn't see C) don't see D) haven't seen 10) It was such a funny sight that we couldn't stop

A) laughing B) laugh C) to laugh D) to laughing

11) the people who saw the exhibition thought it was marvelous

A) AllB) Every oneC) Most D) Each 12) I turned down the job, the attractive salary

A) although B) despite C) because of D) because 13) My car isn't It's always letting me down

A) trusty B) unreliableC) believable D) reliable 14) The earth on the sun for its heat and light

A) dependedB) depends C) has depend D) is depending 15) Since we have to be there in a hurry, we take a taxi

A) may B) had betterC) have been used to D) are able to

16) I suggest you down on your spending

A) must B) should cutC) to cut D) had better cut

17) I accused him of at cards, but he denied it A) deceivingB) tricking C) cheating D) taking in

18) Mary's children are used to up after school everyday They don't have to walk

home

A) be pickedB) picking C) pick D) being picked

19) Employees hopes that their salary will with the cost of living

A) rise B) develop C) raise D) grow

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A) had written B) wrote C) had been writing D) has written 21) Against her parents' wishes, she wants to be

A) the journalist B) journalistsC) journalist D) a journalist 22) He made the soup by mixing _meat with some rice

A) a few B) few C) a little D) little 23) What weather we are having! It's such a nice day!

A) such lovely B) lovely C) a lovely D) so lovely

24) The winner of the competition was with a cheque for 500 dollars

A) given B) presented C) awarded D) offered

25) Thank you for the invitation What time would you like ?

A) us to come B) that we come C) we come D) we to come III, Read the passage and choose the best answer:

What does a personal trainer do? I meet each client to discuss what he or she looking for It could be anything from improving general fitness to losing-or, in a few cases,

(26) weight I then devise a training programme for them which I think will help them to achieve their (27) If they've had anything (28) with them, say a back injury, I speak to their doctor who will (29) me what not to If someone eats and drinks too much, it's easy to suggest they (30) , but if that doesn't (31) , I look at their diet I prefer to train on a one-to-one basis, though I sometimes work with (32) if they are friends and want to train together

Who needs a personal trainer? I think most people A trainer will push you to try (33) You achieve 20 per cent more than you could training alone, no (34) how dedicated you are I've got a lot of Americans on my books, and I actually prefer them (35) most Brits, who still haven't really got the idea, Americans know how to work out

26).A) adding B) gaining C) finding D) putting

27) A) aimB) wish C) intention D) hope 28) A) badB) wrong C) offD) ill

29) A) persuade B) order C) advise D) suggest 30) A) cut off B) cut out C) cut down D) cut back

31) A) function B) advance C) manage D) work 32) A) couples B) twins C) doubles D) crowds

33) A) better B) harder C) stronger D) more 34) A) wayB) matter C) doubt D) point

35) A) Compared B) Different C) Unlike D) Contrary

IV Choose the underlined word or phrase in each sentence that needs correcting: 36) The book that you see laying on the table belongs to the teacher

A B C D

37) I suggest that he goes to the doctor as soon as he returns from taking the exam

A B C D

38) The new technique calls for heat the mixture before applying in to the wood

A B C D

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A B C D

40) A five-thousand-dollars reward was offered for the capture of the escaped criminals A B C D

-The

end-Date of planning: 28.10.2008 Period: 39

- Help Ss correct all the mistakes in their test - Find out good and weak points to fill up on time B/ Procedures:

01 ; / = ~ 11 ; / = ~ 21 ; / = ~ 31 ; / = ~ 02 ; / = ~ 12 ; / = ~ 22 ; / = ~ 32 ; / = ~ 03 ; / = ~ 13 ; / = ~ 23 ; / = ~ 33 ; / = ~ 04 ; / = ~ 14 ; / = ~ 24 ; / = ~ 34 ; / = ~ 05 ; / = ~ 15 ; / = ~ 25 ; / = ~ 35 ; / = ~ 06 ; / = ~ 16 ; / = ~ 26 ; / = ~ 36 ; / = ~ 07 ; / = ~ 17 ; / = ~ 27 ; / = ~ 37 ; / = ~ 08 ; / = ~ 18 ; / = ~ 28 ; / = ~ 38 ; / = ~ 09 ; / = ~ 19 ; / = ~ 29 ; / = ~ 39 ; / = ~ 10 ; / = ~ 20 ; / = ~ 30 ; / = ~ 40 ; / = ~ * Cách tính điểm : - 40 câu x 0,25 điểm/1 câu = 10điểm

(61)

Period 35: READING (1) A, AIMS:

- Students can express their opinions about the competitions - Reading for gist and for specific information

B, OBJECTIVES:

* By the end of this lesson, Students will able to: -Scan reading for specific information

-Read between the lines C, TEACHING AIDS:

Warm up (5mins)

(8mins)

1, Do you like taking part in some competitions? Why? Why not?

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

Teaching Vocabulary

-controversial (a)=causing public discussion or argument (g©y tranh c·i)

-purity (n)=state of being pure-clean (sù tinh khiÕt)

-pure (a)=make sth pure

-celibate (a)=remaining unmarried (độc thân)

-refrain from sth (v)=kiềm chế, cố nhịn) -degradation (n)=sự suy đồi, danh giá) -disqualify (v)=loại, cấm

-object to sb/sth=phản đối

-feminist =ngêi ñng thuyết nam nữ bình quyền)

*Give some practise on pronunciation Checking Vocabulary

-Give Ss handouts and ask them to work in pairs, completing the sentences, using the words just learned

1, The local people find it necessary to test the of the water in the river

2, As a Buddhist, you should from doing evil things such as theft, or killing animals 3, The plan to built a chemical factory in the area is still a problem

4, Most contestant to be asked to wear swimsuits on the stage

5, The athletes who had taken dope were from the competition

6, For the old generation in my village, taking part in beauty contests itself is a

-Listen to teacher -Work in pairs -Do as required

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*Tell Ss to compare answers in pairs and then go over the answers with the class

Activity 1: Questions and answers: (Task a p.65-66)

-Ask Ss to read the text and find the answers to the questions

-Tell Ss to work with a partner, asking and answering the questions

-Call on some pairs to ask and answer and check with the class

-Go over the answer with the class

Expected answers:

1, In Atlantic City, New Jersey, USA, in 1921

2, Contestants may dress in no more than a swimsuit

3, They must not be married, must agree to remain celibate during their 4, Miss World competition (founded in 1951) Miss Universe ( founded in 1952) 5, Possible arguments against beauty contests

4, Home work: (2mins) -Do ex 1-2 (p.48-49) in English Ex Advanced (Part Reading)

UNIT : competitions Period 36: READING (2) A, AIMS:

- Students can express their opinions about the competitions - Reading for gist and for specific information

B, OBJECTIVES:

-Read between the lines C, TEACHING AIDS:

Warm-up (5mins)

(63)

Activity 2: True-False Statements (Task b p.66)

*Ask Ss to read the text and the statements about beauty contests and say if they are true or false

-Ask Ss to work with a partner and compare answers

-Call on Ss to read the statements and says their choice

-Go over the answers with the class Discussion:

-Put Ss into groups of or

-Ask them to discuss and share ideas on the following questions:

A, What you like or dislike about beauty contests?

B, ‘Industry, appearance, speech and behavior are attributes that should be required of an ideal modern woman.’ Do you agree or disagree? To what extent?

-Explain the meanings of the four qualities -Go around to monitor and give help if necessary

-Call on some SS to report about their groups’ discussion and share

-Work in pairs -Do as required *Expected answers: 1, T 2, F 3, T 4, F 5, T 6, F 7, T 8, T

-Listen to teacher -Work in pairs

-Do as required

4, Home work: (2mins) -Do ex 1-2 (p.48-49) in English Ex Advanced (Part Reading) -Redo all exercises

(64)

Date of planning: 03.11.2008 UNIT 5: competitions Period 37 : listening A Aims:

- Students should understand more about the competitions and practice listening skill - Listening for gist and for specific information

B, OBJECTIVES:

* By the end of this lesson, Students will able to: - Listen for specific information

- Listen and take notes C, TEACHING AIDS:

Warm-up (5mins)

Pre-Listening (4mins)

(5mins)

While-listening

1, Are there any illiterate people in your neighborhood?

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

Teaching Vocabulary:

*Elicit meanings or give explanations to present some new words

-ambition (n)=strong desire to achieve sth ( hoµi b·o)

-eloquence (n)=skillful use of expressive language to persuade an audience(sù hïng biÖn)

-major(n)=principle course of a student at university (ngµnh häc)

-Read the words one by one and ask Ss to repeat

Task a p.67

-Ask Ss to work in pairs to talk about the job they want to in the future (their hobby, their ambition or wish)

-Give offer help if necessary -Ask Ss present before the class -Give comments

Activity 1: Completing the table (P.b p.67)

*Work individuals -Listen and read after to T

-Write on note book carefully -Work in pairs

-Do as required

(65)

(12mins)

(10mins)

-Tell Ss they are going to listen to the introductory part of a quiz show

-Play the tape and ask Ss to complete the table with the correct information about the

contestants

-Let Ss listen the second time if necessary -Tell Ss to compare answers in pairs

-Go over the answer with the class; then let Ss listen again and check

Activity 2: Taking notes ( Task c p.67) -Ask Ss to listen again and take notes on the questions or expressions used to ask for personal information

Questions or Expressions used

Age Job Hobby/ interests Ambition/ wish

-Ask Ss to compare answers in small groups -Have Ss listen again and check with the class Speaking: Personalization

-Arrange Ss to work in small groups

-Tell them to interview one another in order to get and give information about their age, their hobby or interest, and their ambition or wish -Go around to monitor and give help if necessary

-Call on some Ss to report to the class about their partners

-Do as required -Work in pairs -Do as required

-Work individual -Do as required Expected answers:

Questions or Expressions used

Age How old are you Job You’re an accountant,

aren’t you? Hobby/

interests What you do? Like doing in your spare time? How about your hobby?

Ambition / wish

And your ambition? What would you wish to do? Have you got any

-Listen to teacher -Work in groups -Do as required

4, Home work : (1min) *Learn by heart all new words, meaning -Prepare next period

(66)

UNIT 5: competitions Period 38: SPEAKING A, AIMS:

B, OBJECTIVES:

* By the end of this lesson, Students will able to: -Express their opinions in English

-Give opinions about different C, TEACHING AIDS:

Warm-up (5mins)

(15mins)

Task a, p.68-69)

Matching pictures with names of competition

-Ask Ss to match the pictures in the book with the names of game or competition given

-Tell Ss to compare answers in pairs and give the answers

Activity 1: Task b, p.69

-Talking about the positive and negative aspects of competitions

-Tell Ss to work in small groups, discuss the positive and negative aspects of

competitions held in their school or community

-Tell Ss they can use the phrases suggested and ideas of their own

-Go around to monitor and jot down errors for corrective later

Task c, p.70: Presentation

-Put Ss into small groups of five or six -Each student in the groups makes a short presentation about the contest that he/she has taken part in or watched

(67)

-Tell Ss they can talk about:

*Type of contest *Number of contestants *How it was going on *Final results *Overall impression

-The other Ss in the groups can make questions or give comments

-Ask the groups if they have special presentation to share with the class -Give feedback and comments

Listening: Name the events or programmes -Ask Ss to work in two groups A and B -Read definitions or explanations and ask the groups to name the programmes described as quickly as possible -Keep a running total of point for each group on the board

*There are the explanations and programmes

1,A, It’s a competition for young girls B, The girls are assessed based on their physical appearance and general knowledge C, This is done through fashion shows and answering questions

2, A, It’s a competition for university students around the country

B, One hundred students answers the question at the same time

C, Those who give incorrect answer the question are left out, and the last student to answer the question wins a big prize

Expected answers: 1, A beauty contest

2, Ring the golden Bell’ 3, Consolidation : (1min) -The content

4, Home work : (1min) -Do exercises in Par Speaking in Advanced English Exercise (Part a, b, c, d, p.47-48)

(68)

(69)

Date of planning: 09.11.2008 UNIT : competitions

Period 41: LANGUAGE FOCUS (1) A, AIMS:

- Students should know how to use the different nouns derived from verbs, how to

distinguish between gerund and present participle, and perfect gerund and perfect participle - Ss can practice by doing exercises correctly

B, OBJECTIVES:

* By the end of this lesson, Students will able to: -different nouns derived from verb

-distinguish between gerund and present participle, and perfect gerund and perfect participle C, TEACHING AIDS:

Warm-up (5mins)

Word-study

Noun derived from Verbs:

-Tell Ss there are two kind of nouns derived

(70)

(15mins)

(10mins)

from verbs, one denoting person who does an activity ( or things which a particular job), and the other denoting action or activity -Elicit from Ss different suffixes used to form nouns from verbs

Activity 1:

Completing the table (Task a, P.37)

-Ask Ss to write the nouns denoting doer and activity from the verbs given in the table -Tell Ss to compare answers in pairs and then go over the answers with the whole class

Activity 2:

Sentence Completion (Task b, P.73)

-Ask Ss to complete the sentences with words from the table in Task a

-Tell Ss to compare answers in small groups -Call on Ss to read their completed sentences and check the answers with the class

-Do as required

language- P.51-52-53-54)

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Date of planning: 10.11.2008 UNIT : competitions

B, OBJECTIVES:

Grammar (19mins)

Gerund and Present Participle

*Give a presentation of the language point -The GERUND and the PRESENT

PARTICIPLE have exactly the same form that is, Verb + ing; working, running, etc -The GERUND functions as a noun and, therefore, it can be used in the following ways:

1, as subject of a sentence: Eg : Learning English is fund 2, as complement of a verb

Eg : My hobby is collecting stamps 3, after prepositions:

Eg : She is interested in reading

4, after certain verbs, such as enjoy, stop, avoid, suggest, admit, etc

Eg : He enjoys eating out

*The present (or active) participle indicates action, more like a verb or an adjective It can be used:

1, to form the continuous tenses: Eg: We are learning English 2, as adjective:

Eg: English is an interesting subject 3, to replace a relative pronoun + verb: Eg: People needing financial help 4, to replace subject + verb in other main or subordinate clauses:

-Listen to teacher

-Understand the different between the gerund and the present participle -Work in pairs and then give examples

-Listen to teacher

-Understand the different between the gerund and the present participle -Work in pairs and then give examples

-Listen to teacher

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(12mins)

(10mins)

Eg: Having graduated from university, Minh began looking for a job

*Perfect Gerund is the perfect form of the gerund: having + pp; it can be used instead of the present gerund form when we are

referring to a past action

Eg: Mai admitted having broken the vase *Perfect Participle (having + pp; active) is the perfect form of the present participle It can be used instead of the present participle to replace a main clause When one action is immediately followed by another with the same subject, emphasizing that the first action is complete before the second one starts

Eg: Having finished his home work, Mai watched TV

Activity 1:

Sentence Completion (Task a, p.75)

-Ask Ss to complete each sentence with the correct form of the verb in blankets

-Tell Ss to compare answers with a partner and then go over the answers with the class Activity 2:

Matching (Task B, p.76)

-Ask Ss to match phrases in column A with their suitable phrases in column B to make meaningful sentences

-Listen to teacher

-Understand the different between the gerund and the present participle -Work in pairs and then give examples -Give comments and write on note book carefully

-Listen to teacher work in pairs -Do as required

Expected answer:

1, a 2, b 3, c 4, h 5, g 6, d 7, e 8, f

language- P.51-52-53-54)

-Redo all exercises

UNIT : population Period 43: READING (1) A, AIMS:

- Students can express their opinions about the population - Reading for gist and for specific information

B, OBJECTIVES:

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-To complete a summary C, TEACHING AIDS:

Warm-up (5mins)

Ask Ss to answer the questions:

1, What is the big country situated to the north

of Vietnam?

2, What is the capital city in Latin America which has the same name as its country? Teaching Vocabulary:

-Ask Ss to complete the sentences in Task b, p.78 and check the meanings of the phrases given

Elicit the meanings of other words or give explanations yourself

-approximately (adv)=almost exactly (xấp xỉ) -density (n)= quality of being crowded together in great numbers (mật độ dân c ) -dense (a)=dày đặc, đông đúc

-implement (v) = carry out; put into effect (thùc hiÖn)

-account for (v)=take up, be the explanation of sth (gi¶i thÝch cho ; chiÕm )

-immigrant (n)=person who has come to live permanently in a foreign country (ngêi nhËp c)

-populous (a) =having a large population (đông đúc dân c )

-record speed (n)=highest speech (tốc độ kỷ lục)

Activity 1:

True-False Statements (Task a, p.80) -Ask Ss to read the text and the statements about the population in China and decide if the statements are true or false

-Tell Ss to compare answers with a partner -Call on Ss to read the sentences aloud and say their choice Ask Ss to give explanations for false sentences

-Check with the whole class

-Work in pairs and then give examples -Give comments and write on note book carefully

Expected answers: 1, F

2, T

3, F (to 0,58% / by 10,63%) 4, T

5, T (30.000 x 200 = 6.000.000) 6, T

(74)

UNIT : population Period 44: READING (2) A, AIMS:

- Students can express their opinions about the population - Reading for gist and for specific information

B, OBJECTIVES:

-To complete a summary C, TEACHING AIDS:

Activity 2:

Which charts or graphs (Task b, p.80-81) -Tell Ss to read the charts and graphs about the population trend in China and choose the one that illustrates accurate facts in each case -Ask Ss to work with a partner and compare answers

Expected answers:

(75)

(15mins)

Activity 3:

Completing the summary:

-Put Ss into pairs and give out handouts of a gapped summary of the text about China’s population trend

* This is the summary for the handout:

China, the most (1) country in the world, accounts for nearly (2) of the world population The population (3) is extremely high in Shanghai which reaches over two thousand people per square kilometer

Thanks to the implementation of (4)

programmes, the population growth rate in China (5) considerably from 25,83% to 0,58% in (6) years (1970-2005) However, the (7) in Shenzhen has a population of million, (8) of which are immigrants from all over the country The city’s (9) in population partly contributes to its rapid (10)

Discussion: (Part C, p.79)

-Arrange Ss to work in small groups

-Ask them to part Task a, p.78, putting the phrases in the correct columns of possible causes and consequences

-Ask Ss to tick (v) the causes and consequences that are true for Vietnam -Check with the class

-Tell the groups to discuss the topic on what should be included in the population

education programme in Vietnamese high schools

-Go around to monitor and give help if necessary

-Call on Ss to report bout their groups’ discussion

Expected answers: 1, populous

2 22% 3, density 4, birth control

5, fell/ decreased / declined 6, 35

7, population growth rate 8, 90%

9, rapid increase 10, growth

-Give comments and write on note book carefully

(76)

Date of planning: 19.11.2008 UNIT 6: population Period 45: listening A Aims:

- Students should understand more about the population and practice listening skill - Listening for gist and for specific information

B, OBJECTIVES:

- Listen and understand the message C, TEACHING AIDS:

Warm-up (5mins)

Ask Ss to answer the questions about the countries in Southeast Asia:

1, Which country borders Vietnam in the southwest?

2, Which country has an S-shape?

3, Which country’s name contains only four letters?

4, It’s a small country where English is an official language?

5, Which country has its name beginning with P

-Elicits meanings or give explanations to present some new words

-worship(n, v) =give respect or love for a god (thê, cóng b¸i )

-export (n) =goods sent to another country for sale (xuÊt khÈu, hµng xuÊt khÈu )

-import (n) =goods brought from another country to one’s country (nhËp khÈu, hµng nhËp khÈu

*Read the words one by one and ask Ss to repeat

Activity 1:

Completing the table (Task b, p 82)

-Listen carefully then answer T’s questions:

Expected answer: 1, Cambodia 2, Vietnam 3, Laos 4, Singapore 5, The Philippines

-Practice carefully then discuss, make sentences, compare and then present before the class

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(10mins)

-Play the tape and ask Ss to listen and see if their information is correct

-Tell Ss to listen again and complete the table with the correct information about Brunei -Let Ss listen again if necessary

-Ask Ss to compare answers in pairs and then go over the answers with the class

B r u

N e i Area (sq.km)

Population Population of the capital

Main religion Activity 2:

Questions and answers: (Task C, p.82-83) -Have Ss listen to the second part of the talk and find the answers to the questions about Brunei

-Tell Ss to compare answers in pairs

-Go over the answers with the class and let Ss listen once again to check

Writing: An introduction of Brunei -Arrange Ss to work in pairs

-Tell them to write a short introduction of Brunei, using the information in the table in Activity (and the information in Activity 3, if possible)

-Tell Ss to begin their passage with:

“Brunei is one of the smallest countries in the world ”

-Call on some Ss to read their pair’s writing and ask the class to give comments

-Do as required

Expected answers: B r

u N e i Area (sq.km) More than

5,000 Population About

3000.000 people Population of the

capital About 2000.000 people Main religion muslim

Date of planning: 21.11.2008 UNIT 6: population Period 46: SPEAKING A, AIMS:

B, OBJECTIVES:

* By the end of this lesson, Students will able to: -State their points of view in English

-Argue, share and learn from one another C, TEACHING AIDS:

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D, METHOD:

Warm-up (5mins)

(8mins)

Ask Ss to answer the questions:

1, What is the big country situated to the North of Vietnam?

2, What is the capital city in Latin America which has the same as its country?

-give up (v)=abandon; stop doing sth (tõ bá) -vote (n, v)=formally express one’s choice by ballot or show of hands (bÇu cư)

-impose sth on sb/sth (v)=place ( a tax, ) officially on sb/ sth (áp đặt )

Activity 1:

Are you for or Against it? (Task a, p.83) -Ask Ss to read the proposed solutions to the problems of overpopulation and tick the box of their choice, either for against -Then ask Ss to work in with a partner and state their point of view toward the

measures, giving explanations to support or argue against them

-Go around and give offer help if necessary Activity 2:

Agree or Disagree? Argue for your choice -Tel Ss to work in their groups again, discuss whether they agree or disagree with the solutions above and give arguments for their choice

-Ask the groups to present their view points toward the solutions and the other groups to argue if they have different points of view -Give feedback and comment

Writing:

-Tell Ss to work in pairs, choose a certain problem and solution and write a short paragraph expressing their point of view toward it

-Ask Ss to exchange their writings for correction

-Go around to control and give help if

Expected answer: 1, China

2, Mexico City -Do as required

-Give comments

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necessary

-Give feedback and comments and then present before the class -Give comments

Date of planning: 22.11.2008 UNIT : population Period 47: WRITING A, AIMS:

- Students should know how to practice writing a description of the information illustrated in graphs

- Speaking for gist and for specific information B, OBJECTIVES:

* By the end of this lesson, Students will able to: -Describe trends in graphs

-Write a description of the information illustrated in graphs C, TEACHING AIDS:

Warm-up (5mins)

*Ask Ss to work into small groups and write down:

1, verbs that have same form as their nouns

2, nouns that have the same form as their verbs but with different stress patterns 3, adverbs of manner, describing speed (of change)

4, verbs that mean ‘become bigger in size or number’

5, verbs that mean ‘become smaller in size or number’

-Work in pairs and as required -Compare and present before the class Expected answer:

1, export, import, rise, report, raise, 2, increase, decrease, import, export 3, fast, rapidly, quickly, steadily 4, rise, increase, go up 5, decrease, fall, decline, go down, plummet, drop

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Pre-writing (5mins)

(10mins)

Activity 1: (Task a, p.85)

Matching graphs with descriptions

-First ask Ss to underline the verb and noun phrases describing trends or changes in the descriptions

-Then ask Ss to look at the graphs and read the descriptions, and then match the graphs with their descriptions

-Tell Ss to compare answers in pairs and then go over the answers with the class Activity 2: Task B, P.86-87

Completing the descriptions: -Put Ss into pairs

-Ask them to study the graphs and then complete the descriptions with the phrases in the box

-Go over the answers with the class Writing a description of information in graphs ( Task C, P.87)

-From the descriptions in Task B, elicit the general outline of a graph description -Expected: General Outline

+A general statement (title, what the graph is about)

+Trends at different times or significant points of change)

+Overall trend

-Ask Ss to work in small groups and write a description of the information illustrated in graph A or graph B

-When they have finished, collect Ss’ writings for correction later

Peer correction:

-Ask Ss to exchange their writings for correction

-Go around to monitor and check -Give feedback and comments

-Give comments Expected answers: 1, C 2, A 3, D 4, B

-Give comments

-Work in small groups -Do as required

Practice carefully then discuss, compare and then present before the class

-Give comments

-Listen to teacher and as required -Give comments

4, Home work : (1min) -Ask Ss to learn the verbs and adverbs used to describe trends of

changes in graphs

-Do exercises in Par Writing in Advanced English Exercise (Part a, b, c, d, p.60-61-62)

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Date of planning: 24.11.2008 UNIT : population

B, OBJECTIVES:

Warm-up (5mins)

Word-study (6mins)

(7mins)

Grammar (16mins)

1, verbs that have same form as their nouns 2, nouns that have the same form as their verbs but with different stress patterns 3, adverbs of manner, describing speed (of change)

Fractions:

-Draw a circle on the board and divide it into equal parts

-Ask Ss how many parts they can see in the circle, and then elicit 1/4, 1/2, 3/4

Completing the sentences: (P.87-88)

-Ask Ss to complete the sentences with the full form of the fractions

-Tell Ss to compare answers in pairs -Call some Ss to read their answers while some others write them down on the board -Check with the whole class

Relative Clauses:

-Elicit and present the types of relative clauses and their features:

-Comments and write on note book *Work in pairs and as required -Compare and present before the class Expected answers:

-1/4=a quarter -1/2=a half

-3/4=three-quarters

*Work in pairs and as required -Compare and present before the class Expected answer:

1, Three-fourths/ three quarters 2, Three-fifths

3, a third/ one-third 4, half

5, Seven-tenths

Restrictive/ defining relative

clauses Non-restrictive/ Non-defining relative clauses Form &

structure s

Without commas to separate

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(8mins) Activity 1: Error Correction (Task a P.88) -Ask Ss to read the sentences, underline the words or phrases that are incorrect and write the correct word or phrase Tick (V) the sentences that are correct

Practice carefully then discuss, compare and then present before the class -Give comments

-Write on note book carefully 3, Consolidation : (1min) -The content

-Redo all exercises

Date of planning: 25.11.2008 UNIT : population

B, OBJECTIVES:

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11A7 2, New lesson (43ms)

Warm-up (5mins)

Grammar (15mins)

(15mins)

(6mins)

1, verbs that have same form as their nouns 2, nouns that have the same form as their verbs but with different stress patterns 3, adverbs of manner, describing speed (of change)

Activity 2:

Joining the sentences (Task b, P.89) -Tell Ss to read the pairs of sentences and combine them using relative words and add commas where necessary

-Call on some Ss to write their sentences on the board and check with the class

Activity 3:

Answering questions using relative clauses (Task C, P.89)

-Ask Ss to answer the questions using the information provided in relative clauses -Tell Ss to compare answers with a partner -Go over the answers with the class Extra Practice: Sentence Completion : * Give out handouts and ask Ss to the exercises “Complete each sentence with a suitable relative word Where more than one is acceptable, write all the alternatives 1, The winner, set a new record, is a humble person

2, Jack can’t remember _he lent his car to 3, The food _was left was eaten the following day

4, I can never forget the day _I met you 5, The people _were waiting out side were becoming impatient

-Comments and write on note book -Work in pairs and as required -Compare and present before the class -Expected answers:

1, whose 5, when 2, who/ that 6, whose 3, where 7, which

4, whose 8, who(m)/ that -Work in pairs and as required -Compare and present before the class -Expected answers:

1, whose 6, whose 2, whose 7, which 3, whose 8, whose 4, whose 9, when 5, which 10, which

-Work in pairs and as required -Compare and present before the class -Expected answers:

1, who

2, who/ whom 3, which/ that 4, when/ V 5, who/ that

-Comments and write on note book carefully

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Period 50 : The written test 45’ A/ Objectives:

- Sts revise unit and by doing the test B/ Procedures:

2 The test’s content: I Phonetic:

1 Choose one word whose underlined part is pronounced differently from the others:

01, A, bear B, hear C, pear D, share

02, A, comb B, come C, dome D, home

03, A, boot B, foot C, shoot D, soot

04, A, cheese B, choice C, chord D, chunk

05, A, caused B, increased C, practised D, promised 2, Pick out the word whose main stressed syllable is different from the rest: 06, A, interesting B, surprising C, amusing D, successful 07, A, understand B, engineer C, benefit D, Vietnamese 08, A, applicant B, uniform C, yesterday D, employment

09, A, paper B, tonight C, lecture D, story

10, A, money B, army C, afraid D, people

II Vocabulary and Grammar:

Choose the best answer by choosing A, B, C or D:

11, We that we are unable to attend the reception on 18 September

A, regret B, sympathize C, beg D, apologize

12, I feel terrible, I didn’t sleep last night

A, an eye B, a wink C, a jot D, an inch

13, You’ve had a escape, I thought you’d never get away from him

A, near B, narrow C, short D, close

14, “With you wish to speak?” the receptionist asked me

A, what B, who C, whom D, which

15, My mother never lets me go out at night because she’s very protective me

A, of B, with C, for D, about

16, Shakespeare was not only a famous playwright _a poet _well

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17, _the causes of allergies is a complex yet valuable part of patient diagnosis

A, Determine B, Determined C, Determining D, To determine

18, Any time you choose _about another person, you risk a painful, but rarely fatal, broken heart

A, caring B, to care C, care D, cared

19, There is no need _a broken heart stop your life

A, let B, letting C, to let D, and let

20, Pain is a part of living and can be _with in ways that help us learn

A, deal B, dealing C, dealt D, have dealt

21, I’m going to take an exercise class at Jim’s gym Do you know _there? A, way to B, how to get C, why to get D, what getting 22, Jim’s gym? _Charles He’s taking a class there

A, Should ask B, Asking C, Ask D, Could ask

23, The American family _a lot in the past forty years

A, changed B, has changed C, had changed D, changes

24, Before 1960, most children _in their parents’ homes until they _married

A, stayed/ got B, stayed/ getting C, staying/ got D, staying/ getting 25, This pattern _since then and today many single people _alone

A, changed/ live B, changes/ are living C, has changed/ live D, changed/ live III, reading comprehension:

Read the passage and choose the best answer

According to UN estimates, the population of the world was about 300 million in the year A.D, and it (1) more than 1,500 years to reach the 500 million mark Starting in the 17th century, great

advances in (2) knowledge, agriculture, industry, (3) , and social organization made possible rapid acceleration in population growth Machines gradually replaced (4) and animal labor People slowly acquired the knowledge to (5) disease By 1900 the world population had (6) 1.65 billion, and by 1960 it stood at 3.04 billion

Projections issued in 2000 show the (7) population increasing from 6.1 billion in 2000 to 7.9 billion in 2025 and 9.3 billion in 2050 “High” and “Low” projections for 2025 are 8.4 billion and 7.5 billion respectively The (8) world birth rate is projected to decline from the 1990 level of 26 per 1,000 to 22 per 1,000 at the end of the (9) and to 17.6 per 1,000 in 2025 Average world life expectancy is projected to (10) from 65 years in 1990 to 71.3 years in 2025

1, A took B, spent C, cost D, lost

2, A, science B, scientific C, scientist D, scientifically 3, A, medical B, medically C, medicinal D, medicine

4, A, manly B, woman C, human D, humane

5, A, control B, kill C, hide D, escape

6, A, came B, arrived C, went up D, reached

7, A, country B, world C, Europe D, continent

8, A, average B, medium C, middle D, common

9, A, decade B, generation C, century D, millennium

10, A, raise B, run C, fly D, rise

IV, use of English

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

1, That manufacturer is not only raising the price of his product but also decreasing the productivity as well

A B C D

2, The director encouraged them wok in groups to plan a more effective advertising campaign for the new

A B C D product

3, Lason’s professor forced him to rewrite his thesis many time before allowing him to present it to the

A B C D committee

4, Mr Harirs will be divided the biology class into two sections to prevent overcrowding in his classroom

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5, Hundreds of houses and other buildings were destroying by the raging tropical storm which developed

A B C D into hurricane

-The

end-Date of planning: 28.11.2008 Period: 55

- Help Ss correct all the mistakes in their test - Find out good and weak points to fill up on time B/ Procedures:

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UNIT : celebrations Period 51: READING (1) A, AIMS:

- Students can express their opinions about celebrations in the world - Reading for gist and for specific information

B, OBJECTIVES:

-Know more about celebrations in the world C, TEACHING AIDS:

Warm-up (5mins)

Pre-reading (8mins)

*Ask Ss to look at the pictures and answer the questions:

1, What time of the year is it?

2, What are the people in the picture doing? 3, What else you see in the picture? -Give comments and check

-observe(v)=celebrate festivals, birthdays, etc (tiÕn hµnh)

-observance (n)=the practise of celebrating a festival birthdays, etc (sự tiến hành) -procession (n)=a line of people or vehicles that move along slowly, especially as part of a ceremony (đám rớc, đoàn diễu hành) -fast (v)=eat little or no food for a period, especially for religious reasons (nhịn đói) -repentance (n)=the fact of showing that you are sorry for sth wrong that you have done (sự hối hận)

-offering (n)=sth that is given to a god as part of religious worship (lÔ vËt)

-resolution (n)=a firm decision to or not to sth (quyÕt t©m)

-haunt (v)=If something unpleasant haunts you, it keeps coming to your mind so that you cant forget it (ám ảnh)

Activity 1: Identify the main ideas

-Get Ss to skim the text and match the main ideas below to the paragraphs

Activity 2: Task a p,49

Expected answer:

1, It’s the time of Spring, the beginning time of the year in Vietnam

2, They’re members of a family: 3, There are flowers, fruits, and some special food

-Practice carefully then discuss how to make sentence, compare and then present before the class

-Work individual then compare with a partner and present before the class Expected answers:

1, B 2, D 3, A 4, E 5, C

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(20mins) -Put Ss in pairs

-Get Ss to read through the table to know what they need to look for

-Have Ss to read the text and complete the table

-After a certain time limit, call on some Ss to speak out the answers

-Compare and present before the class -Expected answers:

-CULTURE: Shiite, Vietnamese -WHAT: Rosh Hashanah

-WHEN: January, September or October first days of first lunar month

-ACTIVITIES: making new year’s resolutions Processions gathering Visiting family members, neighbors and close friends Engaging in games and 3, Consolidation: (1min) -The content

UNIT : celebrations Period 52: READING (2) A, AIMS:

- Students can express their opinions about celebrations in the world - Reading for gist and for specific information

B, OBJECTIVES:

-Know more about celebrations in the world C, TEACHING AIDS:

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Warm-up (5mins)

*Ask Ss to look at the pictures and answer the questions:

1, What time of the year is it?

2, What are the people in the picture doing? 3, What else you see in the picture? -Give comments and check

Activity 3: (Task b, P.94-95) *Wh-questions:

-Put Ss into groups of three

-Get Ss to read the questions from to -Remind Ss to look for the information needed to answer the questions

-Ask Ss to read the text and find the answers

-Get Ss to compare answers with their neighbor’s

-Assign some Ss to write short answers onto the board

*Discussion:

-Put Ss into groups of four, discussing Question 9, text book, p.95

-Put some example exchanges

T: Have you ever made any New year’s resolutions?

S: Yes, I have

T: Good Tell me one resolution that you made

S: I was determined to write letters to my parents more often because I lived far away from home

T: Were you successful?

-Within pairs, Ss discuss the question -Go around offering help where necessary -Monitor the class unobtrusively

-Call on some Ss to report what their partners said

Expected answer:

1, It’s the time of Spring, the beginning time of the year in Vietnam

2, They’re members of a family: 3, There are flowers, fruits, and some special food

-Work in groups and as required -Compare and present before the class -Expected answers:

1, Since 1582

2, Its original meaning was Janus-The Roman god of doors and or beginnings 3, No, they don’t They observe their New year in the 1st month of the Islamic

calendar

4, September or October

5, Children often receive ‘li xi’ It is ‘lucky’ money put inside red envelopes

-Practice carefully then discuss how to make practice, compare and then present before the class

-Give comments and check

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Date of planning: 02.12.2008 UNIT 7: celebrations Period 53 : listening A Aims:

- Students should understand more about celebrations and practice listening skill - Listening for gist and for specific information

B, OBJECTIVES:

* By the end of this lesson, Students will able to: - Listen for general & specific information

- Know more about some popular songs on celebrations C, TEACHING AIDS:

Warm-up (7mins)

1, When is Tet holiday in Vietnam? 2, How long did Tet preparations and celebrations last in the past?

3, What streets look like before Tet? Teaching Vocabulary:

*Pre-teach the words below through explanations

-Listen carefully then answer T’s questions: Expected answer:

1, It’s sometimes between January 19 and February 20 (on the Western calendar) 2, (They used to last) for months

3, They are decorated with colored lights and red banners

-Do as required

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(12mins)

-fireworks (pl)=display of fireworks (sự bắn pháo hoa)

-sleigh (n)=a vehicle that slides over snow, especially one pulled by horses: (xe trợt tuyết)

-bobtail (n)=ngựa chó cộc đuôi) -dash (v)=go quickly (®i nhanh) Activity 1: (Task part A p.95)

-Identifying topics & saying the titles of songs

-Ask Ss to listen to the pieces of music one by one and tell what kind of celebration it is

-Call on Ss to give the answers and elicit explanations for their choices

-Invite class opinions and give feedback -Ask Ss to listen to the songs again and check the answers

Activity 2: Gap-filling (Task b, P.96) -Put Ss into pairs

-Have Ss to read through the gapped lyrics and guess which word from the box can fill each gap

-Elicit some guesses from Ss

-Have Ss listen to the songs and fill in the gaps

-Have Ss listen again and check the answers

Discussion: (Task c, P97)

-Ask Ss to work in pairs then complete the title of the two songs they have just listened to

-Ask Ss present before the class -Give comments and check

1, New year=>Happy new year 2, Christmas=> Jingle Bells

3, Birthday=>Happy birthday to you -Work in pairs and as required -Compare and present before the class -Expected answers:

Paragraph

1, fireworks 2, party 3, time 4, May 5, friend 6, hopes Paragraph

7, snow 8, laughing 9, Bells 10, ride -Work in pairs and as required

-Compare and present before the class -Expected answers:

1, Happy new year by ABBA 2, Jingle Bells by J Pierpont 3, Consolidation : (1min) -The content

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Date of planning: 04.12.2008 UNIT 7: celebrations Period 54: SPEAKING A, AIMS:

B, OBJECTIVES:

* By the end of this lesson, Students will able to: -Talk about celebrations

-To conduct short conversations C, TEACHING AIDS:

Warm-up (6mins)

(5mins)

1, When is Tet holiday in Vietnam? 2, How long did Tet preparations and celebrations last in the past?

3, What streets look like before Tet? 4, What people often to prepare for Tet?

5, What is banh chung made from? 6, What is mut?

7, What are some popular activities at Tet? Teaching some expressions:

-is coming round the corner/ coming (very) near/ approaching

-Could you tell me/ us more about ? -We always/ usually/ normally/ often + V-present simple

-spend time + V-ing

Eg: (We spend weeks planning parties) -be busy + V-ing

Eg: We are busy decorating Christmas crÌches

-Have Ss repeat saying these expressions after T

*Answering questions: (Task a, P.97-98) -Have Ss read the conversation and answer

Expected answer:

1, It’s sometimes between January 19 and February 20 (on the Western calendar) 2, (They used to last) for months

3, They are decorated with colored lights and red banners

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

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

-Do as required

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these questions

1, What nationality is Tom?

2, When people in Tom’s country begin their preparations for Christmas?

3, What they as preparations for Christmas?

-Call on Ss to speak out the answers -Invite class opinions and give feedback *Activity 2: (Task b, P.98-99)

-Put Ss into pairs

-Within pairs, Ss play the role of Tam and Tom, telling each other about Tet-the Vietnamese New year based on the hints provided

-Assign some pairs to perform their conversation in front of the whole class -Make corrections in terms of

pronunciation, intonation and grammar if necessary

Integrated skills:

-Put Ss into groups of four Each Ss is given a card with a text on some celebration -Have Ss silently read their given text and name what celebration it is

-Get Ss to takes turn to read the text to the whole group and have the other members to name the celebration

sentences, compare and then present before the class

Expected answer: 1, American

2, As soon as December begins 3, They spend weeks decorating the home, planning parties, and shopping for gifts

-Do as required

Expected answers:

1, Halloween Day (31st October)

2, Valentine’s Day (14th February)

3, Christmas (25th December)

4, April Fool’s Day 1st April

-Write about one social event of their own choice -Prepare next period

Date of planning: 05.12.2008 UNIT : celebrations Period 56: WRITING A, AIMS:

- Students should know how to practice writing a proposal for a celebration event - Speaking for gist and for specific information

B, OBJECTIVES:

* By the end of this lesson, Students will able to: -Write notes for a proposal

-Write a proposal for a celebration event C, TEACHING AIDS:

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Warm-up (5mins)

Pre-writing (5mins)

(18mins)

Games: Word grid:

-Give each Ss a copy of the task below -Put Ss into groups

-Set a time limit of minutes

-With the clues given, Ss work out the word in shaded squares by completing the word grid

-Award one point for each correct word from 1-8, and five extra points for the correct word in shaded squares

-Go over the answers with the whole class *Presenting an outline

-Elicit what to include in a proposal

-Have Ss study the notes for a proposal (Text book p.100)

-Go through the notes with the whole class and give explanations for each category Activity 1:

Table complement : (Task a p,102) -Put Ss into groups

-Within groups, Ss the task a P.102 -Go around giving help where necessary -Call on two groups representatives to write up their notes on the board

-Elicit class opinions and give feedback Activity 2: Write it up

-Ask Ss to write up a proposal based on the notes They have written down

-Move around the class, offering help where necessary

-Select one proposal and read aloud in front of the whole class

-Elicit class opinions in terms of content, organization, cohesion and grammar

-Note down mistakes as Ss locate them on the board and suggest corrections

Peer correction:

-Get Ss to exchange the proposals they wrote in Activity 2, and have Ss try to correcting it -Ask Ss to hand in the corrected paper

1, popular 2, record 3, resolution 4, whisper 5, joke 6, show 7, holiday 8, sleigh

*The word in shaded squares: PROPOSAL

-Listen to teacher and understand -Expected answers:

-Objective -Time & avenue -Participants

-Preparations & student in charge -Activities -Expenses -Prepared by -Approved by -Work in groups

-Do as required

-Practice carefully then discuss to write their notes, compare and then present before the class

-Give comments

-Practice carefully then discuss to make the proposal, compare and then present before the class

-Practice carefully, compare and then present before the class

-Give comments

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Date of planning: 08.12.2007 UNIT : celebrations

- Students should know how to write a proposal and use genitive’s - Ss can practice by doing exercises correctly

B, OBJECTIVES:

* By the end of this lesson, Students will able to: -form and use genitive’s

-understand and use conditional sentences C, TEACHING AIDS:

Warm-up (5mins)

Word

*Ask Ss some questions: 1, how you prepared for Tet? 2, how you decorated your house? 3, who you visited?

4, what special foods you ate?

5, What activities you enjoyed doing most during Tet?

A, Genitives:

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study: (10mins)

(15mins)

(10mins)

-Have Ss look at the labels on the board again

-Elicit the form of genitive’s

-Draw Ss’ attention to the following spelling notes

*FORM:

-Singular noun + ‘s -Plural noun + ’ -Irregular plural’s -Time Expression + ’s /’ - >One noun + ’s

USE: -We normally genitive’s for people or animals; for things, we normally use ‘of’ Activity 1: Transformations:

-Give each Ss a copy of the exercise below -Complete the second sentence so that it means the same as the first, using no more than three words

1, These shoes belong to my friend These shoes 2, What are your teachers called? What names? 3, These are clothes for children

These clothes 4, The meeting tomorrow has been canceled

Tomorrow canceled 5, Exports from Britain to the United States have fallen recently

Britain The United States have fallen recently

6, This is a magazine for women This magazine 7, It is a school for girls

It is school

Activity 2: Matching-up (Text book P.102) -Have Ss match up the words in column A and column B and use genitives to make appropriate phrases

-Call on Ss to write the phrases on the board -Go over the answers with the whole class

-Practice carefully, give example, compare and then present before the class

-Give comments

-Give comments *Expected answers: 1, are my friend’s 2, are your teachers’ 3, are children’s 4, ’s meeting has been 5, ’s exports to

6, is a women’s 7, a girl’s

-Write on note book carefully -Listen to teacher

-Do as required

-Redo all exercises

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Date of planning: 10.12.2008 UNIT : celebrations

- Students should know how to write a proposal and use genitive’s - Ss can practice by doing exercises correctly

B, OBJECTIVES:

* By the end of this lesson, Students will able to: -form and use genitive’s

-understand and use conditional sentences C, TEACHING AIDS:

Conditional Sentences (5mins) Type (5mins)

Type (5mins)

(20mins)

1, Revision of conditional sentences (type 1,2, and 3)

A, presentation:

*If clause (The Present simple)

*Main clause (The present simple WILL, CAN, MAY, + Verb

*Meaning: These sentences refer to habitual activities, activities that are true in general or future activities

*Use:

*If clause (The past simple)

*Main clause ( Would, Could, + Verb *Meaning: These sentences refer to thing that are not real or not probable now *If clause (Past Perfect)

*Main clause: (Would/ Could, + Have + past participle

*Meaning: These sentences refer to unreal past events-things that didn’t happen *Activity 1: Supplying verb form (Text book ,P 103-104)

-Give comments

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-Ask Ss to give the correct form of the verbs in brackets (sentence 1-5)

-Call on Ss to speak out the answers and then write them up on the board

compare and then present before the class

-Give comments Expected answers: 1, will come and visit

2, would not have been, would not have gotten

3, is 4, falls

5, would Saint Giong have grown, gotten

6, will still love 7, will cat

8, would not have had 9, will never get 10, will have 11, work 12, catches 3, Consolidation : (1min) -The content

-Redo all exercises

-Prepare next period (cont )

UNIT : postal and telecommunications services Period 59: READING (1)

A, AIMS:

- Students can express their opinions about the Internet & its services - Reading for gist and for specific information

B, OBJECTIVES:

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-Talk about the Internet & its services C, TEACHING AIDS:

Warm-up (5mins)

Pre-reading (8mins)

1, Have you ever used the Internet? 2, What you use it for?

3, Can you log on the Internet at home? 4, What kind of access is it?

Teaching vocabulary:

-search (n)=an act of looking for

information in a computer net work (sự tìm tòi)

-search (v)=look carefully for sth/ sb (tìm tòi, tìm kiếm)

-access (n) (to sth)=the opportunity or right to use sth (c¬ héi quyền sử dụng gì)

-Get access for sth

-hook up to sth= connect sth to a piece of electronic equipment or to a power supply (kÕt nối với gì)

-on-line (adj)=controlled by or connected to a computer or to the Internet (trùc tuyÕn) -Tele=over a long distance, far (trên khoảng cách xa, xa )

-Give some practise on the pronunciation of these words

Activity 1:

Matching headings with paragraphs (Task a, P.107)

-Get Ss to read through the subheadings in the textbook (P,107)

-Have Ss skim the text and match the subheadings to the paragraphs

-After minutes, call on some Ss to speak out the answers

-Practice carefully, give example,

compare and then present before the class -Give comments

Expected answers:

1, B The growth of the Internet 2, E Connecting to the Net

3, A Different Uses of the Internet 4, F Sending and Receiving E-Mail 5, D Keeping Blogs or On-Line Diaries 3, Consolidation: (1min) -The content

4, Home work: (2mins) -Do ex 1-2 (p.58-59) in English Ex Advanced (Part Reading) -Learn by heart all new words, phrases and meaning

(100)

UNIT : postal and telecommunications services Period 60: READING (2)

A, AIMS:

- Students can express their opinions about the Internet & its services - Reading for gist and for specific information

B, OBJECTIVES:

* By the end of this lesson, Students will able to: -Read for general and specific information

-Talk about the Internet & its services C, TEACHING AIDS:

Warm-up (5mins)

3, Can you log on the Internet at home?

(101)

(15mins)

4, What kind of access is it? Activity 2: (Task b, P.108)

True (T), False (F) or not mentioned (NI) -Get Ss to read through the statements from 1-6 to decide which information to look for -Ask Ss to scan the text and find answers -Get Ss to compare answers with their peers -Assign some Ss to speak out the answers and give explanations for their choices Then get Ss to write the answers onto the board -Go over the answers with the whole class Activity : Summary completion

-Ask Ss to read the text again and complete the summary below using the words provided Read the text again and complete the

summary below using the words provided

The internet

The internet has become an essential part in our modern society No one knows for sure the exact (1) _of Internet users today But one thing every body doesn’t know is that more and more people are (2) _the Internet for different purposes Businesses use the Internet for advertising and electronic (3) _ Also, (4) news and abundant forms of entertainment are made available for access via the Internet In addition, organizations use the Internet for teleconferencing, (5) _, tele-educating, and of course for research and communication (6) _is gaining in popularity as a means of communication Event (7) _have appeared recently as websites for commentary and news or simply as personal on-line diaries The internet has really transformed (8) _we live and work Discussion:

-Put Ss into groups of four, discussing the advantages and disadvantages of the Internet -Get Ss to initiate the discussion by rising this question What you think of the Internet What are some advantages and disadvantages of the Internet

-Within groups, Ss the discussing -Go around offering help if necessary

-Call on some Ss to speak out the advantages and disadvantages of the Internet

-Give comments -Listen to teacher -Do as required

-Give comments *Expected answers:

1, F (More than one billion internet users at the end of 2006.)

2, T 3, T 4, T 5, NI 6, NI

-Give comments

-Give comments *Expected answers: 1, number

2, using 3, commerce 4, on-line

5, telecommuting 6, Emailing 7, blogs 8, how

-Give comments

(102)

-Redo all exercises and translate into Vietnamese -Prepare next period

UNIT 8: postal and telecommunications services Period 61 : listening

A Aims:

- Students should know how to give addresses and make telephone conversations and practice listening skill

* By the end of this lesson, Students will able to: - Listen for general & specific information

- Know how to give addresses and make telephone conversations C, TEACHING AIDS:

Warm-up (8mins)

Game: Lucky numbers

-Stick ten animal magnets which are marked from to at the back corresponding to ten questions below (Handout)

-Divide the class into two groups A & B -Each group takes turns to choose animal and answer the corresponding question (The teacher read out the question) One correct answer gains the group one point If the number is a lucky number, the group gains two bonus points only to choose again! -Play continues until all the members are chosen

-Keep a running total of points for each group on the board

-The group with more points wins *Teaching vocabulary:

-keep in touch (with sb)=communicate with sb, especially by writing to them or

telephoning (

-spell (v)= say or write the letters of a word in the correct order (

-area (n)=the numbers for a particular area or city that you use when you are making a

-Practice carefully, discuss and then present before the class

-Give comments *Suggested answers: 1, address 2, surname 3, spell 4, Hang on 5, message 6, called 7, Speaking Who’s that 8, call sb back

(103)

(10mins)

telephone call from outside the local area ( -message (n)=(from sb) (to sb)= a written spoken piece of information, etc that you send to sb or leave for sb when you cannot speak to them yourself (

-give sb a call= call/phone/ring sb ( Activity 1: Identifying errors

-Ask Ss to read the mail label in the text book (p.108) and identify as name, address, and telephone number

-Tell Ss that this mail label has five mistakes in it and get Ss to listen to the first recording and locate the mistakes and correct them -Call on some Ss to give the answers -Invite class opinions and give feedback -Ask Ss to listen to the recording again and check the answers

Activity 2: Note-taking:

-Have Ss read through the gapped form (Task C, text book, P.109) to have an idea of what kind of information to look for

-Have Ss listen to the school recording

(telephone conversation) and fill the gaps with the missing information

-Assign Ss to write the answers on the board -Invite class opinions

-Have Ss listen again and check answers Making phone calls:

-Put Ss into pairs, back to back -Get Ss to make phone calls and leave messages, based on the situations below *You phone your friend:

-to borrow the mathematics textbook -remind him or her of the deadline for an assignment

-to invite him or her for a walk tonight

-Give comments

-Do as required *Expected answers:

1, CLIF => CLIFF 2, 90 => 19 3, ROAD => STREET 4, SOLORA => SONORA 5, 209-5325371 => 209-5323571 -Give comments

-Do as required *Expected answers: 1, Mr Norris 2, Mary Brown 3, 703-6417738 4, 10-day 5, 15

UNIT 8: postal and telecommunications services Period 62: SPEAKING

A, AIMS:

- Students should know how to practice to make international direct dialing calls - Speaking for gist and for specific information

B, OBJECTIVES:

(104)

- give instructions on how to sth C, TEACHING AIDS:

Warm-up (5mins)

(15mins)

Post-*Ask Ss some questions:

3, Can you log on the Internet at home? 4, What kind of access is it?

Teaching useful language Describing sequencing

-First, Second, Next, Then, After that, .Finally

*Making a phone call -landline telephone: -cell phone:

-Press (v)=push or squeeze part of device in order to make it work (

-key (v) (in)=enter (

Key the country code of the USA

-Have Ss repeat saying these words or phrases after teacher

-Make corrections where needed Activity 1:

-Put Ss into pairs

-Ask Ss to take turns, role-playing the conversation

-Assign some Ss to act out the conversation -Make corrections where needed

Activity 2: Prompt-based role play (Task b P 101-102)

-Put Ss in to pairs

-Ask each to quickly draw blank flow charts like this:

-Within pairs, Ss take turns asking and giving instructions on how to make international direct dialing calls to the numbers provided -As Ss the role-playing, they take turns filling the blank flow chart

-Assign some pairs to perform their conversation in front of the class -Make corrections if necessary Guided Writing

-Give each student a copy of the exercise

-Give comments

-Do as required

-Give comments

(105)

speaking

(8mins) -Ask Ss to to exercise.-Call on some Ss to write their explanation up on the board

-Elicit class opinions and give feedback -Look at the picture and the flow chart below on how to use a cassette player and fill the each gap with on of the verbs provided Then use transistors to write an explanation of the process.

Insert Plug turning Open push pushing 1, Plug the machine into an electrical outlet 2, the small door on the front by the button on the bottom left

3, the tape and close the door

4, the button in the middle to start the tape

5, You can change the volume by the knob on the right

-Give comments

-Write on note book carefully *Expected answers:

-First, plug the machine into an electrical outlet Next open the small door on the front by pushing the button on the bottom left Then insert the tape and close the door After doing that, press the button in the middle to start the tape You can change the volume by turning the knob on the right

-Have Ss choose a home device and write an explanation on how to use it

UNIT 8: postal and telecommunications services Period 63: WRITING

A, AIMS:

- Students should know how to practice writing a letter of complaint - Speaking for gist and for specific information

B, OBJECTIVES:

* By the end of this lesson, Students will able to: -Write complaints with justification

-Write a letter of complaint C, TEACHING AIDS:

Warm-up (5mins)

-Draw faces (one happy, one’s angry) and ask Ss:

1, How they feel?

2, Are they happy/ angry/ surprises? T asks “What kind of letter you write if

(106)

Pre-writing (5mins)

(2mins)

(10mins)

(7mins)

you feel angry about something? Match up: (Task a, P.111-112) -Put Ss into pairs

-Get Ss to read the model letter in the text book (P.112)

-Ask Ss to match the paragraphs to the main ideas below

a, Complaint with justification (complaint with reasons)

b, Demand for action (request/ suggestion) c, Purpose of letter (subject of the complaint) Presenting an outline

A letter of complaint usually consists of three main parts:

Activity 1: Completion (Handout) -Put Ss into pairs

-Within pairs, Ss put in the appropriate linking words and write the beginning and the end for each of these letters

-Go around giving help where necessary -Call on Ss to write the beginning and the end on the board

-Elicit class opinions and give feedback Activity 2: Write a letter of complaint (Task b, P.113)

-Ask Ss to write a letter of complaint based on the situation in the book

-Move round offering help where necessary -Select one letter and make corrections in front of the whole class

Peer correction:

-Get Ss to exchange the proposals they wrote in Activity 2, and have Ss try to correcting it -Ask Ss to hand in the corrected paper

-Give comments

-Work in pairs and as required -Practice carefully, compare and then present before the class

-Give comments *Expected answers: -Para1: c

-Para2: a -Para3: a -Para4: b

*Expected answers:

1, Purpose of letter (subject of the complaint)

2, Complaint with justification (complaint with reasons) 3, Demand for action (request/ suggestion)

*Expected answer: Dear Sir or madam,

I’m writing to complaint about the poor service provided by your shop The quality of your service is not as good as advertised The flowers sent to my mother as her birthday present came to her two days after her birthday What made the matter worse was that the flowers became withered

I expect a full refund from your shop and I believe I’m entitled to

compensation

I look forward to hearing from you soon Your faithfully

Hoang Lam -Do as required

-Give comments

(107)

4, Home work : (1min) -Do exercises in Par Writing in Advanced English Exercise (Part a, b, c, d, p.80-81-82)

Date of planning:.01 01.2009

UNIT : postal and telecommunications services Period 64: LANGUAGE FOCUS (1)

A, AIMS:

- Students should know more words used in computing and telephoning - Ss can practice by doing exercises correctly

B, OBJECTIVES:

* By the end of this lesson, Students will able to: -know more words used in computing and telephoning -practice by doing all exercises perfectly

C, TEACHING AIDS:

Warm-up (5mins)

Word study (7mins)

(10mins)

*Ask Ss some questions

1, What can a computer to help us in our daily life?

2, Why is a computer a miraculous device? A, Words used in computing

-Have Ss look at the matches on the board again

-Get Ss to repeat the words after teacher -Assign some Ss to read aloud the words -Make corrective if necessary

Gap-filling (Task b, P.115)

-Have Ss to the Task b, text book, P.115 -Call on some Ss to write the answers on the board

-Invite class opinions and give feedback B, Expressions used in telephoning *Making the call:

+Saying who you are

-Hello, it’s Lan / Hello, this is Lan

-Do as required

-Give comments

-Do as required

-Give comments

-Do as required *Expected answers

1, check / send 2, contact

3, have 4, E-mail / Contact 5, send 6, reply

7, forward / send 8, receive 9, chat 10, play -Listen to teacher

(108)

(8mins)

+Asking for the person

-Is Lan there? / Is that you, Lan ? +Leaving a message

-I’ll call back later / Could I leave a message, please?

*Answering the phone +Replying to the question

-Yes, it’s me / Speaking Who’s that? -Hold on, I’ll get her./ Hold on/

-Sorry, she’s not here right now/ at the moment Could you call back?

+Offering to take a message

-Can I take a message? / I’ll ask her to call you back./ Shall I get her to call you back +Answering a wrong number

-I think you have the wrong number Matching up (Task c, P.115) -Put Ss into pairs

-Have Ss match up each sentence in column A with its response in column B

-Call on some Ss to write the answers on the board

-Give comments

-Do as required

*Expected answers:

1, b 2, d 3, e 4, a 5, f 6, c 3, Consolidation : (1min) -The content

-Redo all exercises

Date of planning:.02.01.2009

UNIT : postal and telecommunications services Period 65: LANGUAGE FOCUS (2)

A, AIMS:

- Students should know how to put conditional sentences in reported speech - Ss can practice by doing exercises correctly

(109)

* By the end of this lesson, Students will able to: -put conditional sentences in reported speech -practice by doing all exercises perfectly

C, TEACHING AIDS:

Warm-up (5mins)

Pronouns (10mins)

1, What can a computer to help us in our daily life?

2, Why is a computer a miraculous device? *Help Ss understand how to use some pronouns 1, *Someone, anyone, everyone, no one = indefinite pronouns They refer to people without saying exactly who

(=somebody, anybody, everybody, nobody) *These pronouns are followed by a singular verb, but we refer back to them in a sentence with they/ them/ their

-Someone has been waiting for you They have been waiting for some time

2, *Someone/ anyone.+Someone is common in positive sentences and anyone in questions and negatives

+Someone has the idea of a definite idea, and anyone has the meaning of ‘no limit’

3, *Everyone/ no one

+Everyone/ everybody = all the people in a group

Eg -Everyone likes Sue +No one/ nobody = no people Eg -No one knows the answer * Don’t use double negatives:

Eg -No one knows (NOT No one doesn’t know) 4, *One(s)

+Is used to avoid repeating a countable noun Eg -Could you lend me a pen?

-‘Sorry, I haven’t got one’

-I’d like some shoes like the ones in the window +If there’s no adjective, we not use a with one

Eg -‘What sort of cake would you like?’ -‘A big one with cream./ One with cream +Use some/ any without ones, mine instead of my one, etc

Eg.-‘Could you lend me some stamps’ ‘I haven’t got any./ any ones

-‘Which car shall I take?’ ‘Mine./ My one.’

-Do as required

-Give comments

-Listen to teacher, understand how to use some pronouns, discuss, give example then present before the class

Eg -There is someone at the door -Does anyone know the answer? -There isn’t anyone at home Eg.-Is someone coming to collect you? (There must be a particular person)

-Is anyone coming to collect you? (anyone at all)

(110)

(7mins)

Indirect speech with conditional sentences (8mins)

(11mins)

Gap-filling: (P.116)

-Ask Ss to the gap-fill exercise in the textbook

-Call on some Ss to speak out the answers -Invite class opinions and give feedback Review of changes made in reported speech -Remind Ss of common changes made in reported speech

+Change of tense

+Change of references to people, places and time

Note: If the report is about something which is always true, it is not necessary to change tenses If the report is about something that has immediate relevance, we usually not change the tenses

Activity 2: Sentence completion (Task P.117) -Have Ss the exercise in the text book -Call on Ss to speak out the answers and then write them up on the board

-Do as re required Expected answers:

1, everyone 2, someone 3, one 4, anyone 5, everyone 6, anyone 7, everyone-ones 8, someone-no one 9, anyone 10, no one

-Redo all exercises Date of planning: 10.01.2009

UNIT : Nature in Danger

Period 73: READING (1) A, AIMS:

- Students can express their opinions about Nature in danger - Reading for gist and for specific information

B, OBJECTIVES:

* By the end of this lesson, Students will able to: - Skim for general ideas

- Scan for specific information

-More aware of need to protect nature C, TEACHING AIDS:

2 Previous lesson check: (During the lesson) New lesson: (40ms)

Warm-up (5mins)

1, What is the highest mountain in the world? 2, What is the name of the famous mountain

(111)

Pre-reading (5mins)

(10mins)

(9mins)

in Japan?

3, Name at least three famous national parks around the world?

*What is the common topic of these things? *What is happening to the nature?

*Matching pictures with tourist attractions: -Ask Ss to open their books to page 126 and look at the pictures then ask Ss to match them with their name

-Tell Ss these famous places are being destroyed because of tourism

-Elicit how tourism harm to them *Teaching Vocabulary:

-Elicit meanings from Ss or give explanations or synonyms yourself

-explode (v)=increase quickly (bïng nỉ, bïng ph¸t )

-explosion (n)

-attempt (n, v) =try, make effort (cố gắng, nỗ lực )

-junkyard (n)=b·i phÕ liÖu

-summit (n)=peak, top (of a mountain)=đỉnh -hallucinate (n, v)=see or hear sth when no such thing is present (bị ảo giác)

-survival (v, n)=state of continuing to live or exist (sù sèng sãt, tån t¹i )

-deposit (n, v)= sum of money that sb pays in advance in case he damages or loses sth he is renting ( tiÒn cäc )

Checking Vocabulary: Gap-filling

*Give Ss handout and ask them to complete the sentences using the words just learnt 1, Living in the wild, animals have to struggle for

2, Dave said he would to break the world record this time

3, A few minutes after taking the drug, he began to

4, You have to pay a $50 before you can move into the flat

5, Together with the development of

economy, world population and reached billion in the twentieth century

6, Lots people have tried to climb to the of this mountain but not many have reached it

Activity 1: Identifying the best title (Task a, P.128)

-Ask Ss to read the passage and then choose the best title for the text

-Call on Ss to say what they choose and give explanations

2, Mount Fuji

3, Yellowstone, Everglades, Cat Ba, Bach Ma, Nairobi

*Nature

*It’s in danger/ Human beings are destroying it

-Do as required

-Practice carefully, discuss and then present before the class

-Give comments

-Do as required

-Work in pairs and then give examples -Practice carefully then discuss how to make sentence, compare and then present before the class

-Do as required

-Practice carefully and compare and then present before the class

-Work individually and then give once more examples

*Expected answers:

1, survival 2, attempt 3, hallucinate 4, deposit 5, exploded 6, summit

-Do as required

-Listen and read carefully then choose the best title of the text

*Expected answers:

(112)

5, Home work : (1min) *Learn by heart all new words, meaning -Translate the text into Vietnamese -Prepare next period

UNIT : Nature in Danger Period 74: READING (2)

A, AIMS:

- Students can express their opinions about Nature in danger - Reading for gist and for specific information

B, OBJECTIVES:

- Scan for specific information

-More aware of need to protect nature C, TEACHING AIDS:

Warm-up (5mins)

1, What is the most famous tourist attraction in Quang Binh?

2, What is the smallest continent in the world?

3, What is the biggest land mammal? *What is the common topic of these things? *What is happening to the nature?

Activity 2: Questions and Answers: (Task b, P.128)

-Tell Ss to read the text again and find the answers to the questions, and then work with a partner to ask and answer the questions

-Go a round to monitor and give help if necessary

-Call on pairs of Ss to ask and answer, and check with the class

Expected answer: 1, Phong nha Cave 2, Australia

3, The Elephant *Nature

*It’s in danger/ Human beings are destroying it

-Do as required *Expected answers:

1, Because Mt Everest-the highest place on earth-has a lot of garbage now

2, They need oxygen bottles when they climb to the height of more than 7,000 meters, where there is not enough oxygen to breathe in

3, They need fuel canisters, oxygen, batteries, foods, and drinks

4, The Sherpas pick up garbage, put it in their backpacks, and bring it down to the foot of the mountain

(113)

(8mins)

Activity 3:

Find the words and expressions: (Task c, P.129)

-Tell Ss to read the text again and find the words and expressions, and then work with a partner to complete by doing the Task carefully

-Go a round to monitor and give help if necessary

-Call on pairs of Ss to ask and answer, and check with the class

Activity 4: Discussion

(Task d, P.129)

-Ask Ss to work in groups of or 5, and discuss the problems in Vietnam’s national parks and famous tourist attractions, and then suggest solutions to the problems -Go around to control and give help if necessary

-Call on Ss to report about their groups’ ideas and encourage Ss to argue for or against their friends’ ideas

-Do as required

-Give comment and write on note book carefully

*Expected answers: 1, hallucinate 2, explode 3, summit 4, attempt 5, deposit

-Do as required

-Work in groups and then give once more examples

5, Home work : (1min) *Learn by heart all new words, meaning -Do exercise in Advanced English Exercise (Past Reading

P 88-89-90)

Date of planning: 13.01.2009 UNIT : Nature in Danger Period 75: Listening

A Aims:

- Students should understand more about the nature in danger and practice listening skill - Listening for gist and for specific information

B, OBJECTIVES:

(114)

D, METHOD:

Warm-up (5mins)

(10mins)

1, What should or should not you have to to protect the environment?

2, What are some current problems in Viet Nam’s national parks and tourist attractions?

Talking about the picture: (Task a, P.129)

-Tell Ss the tourists in the pictures are taking an eco-tour

-Ask Ss to say what these people might be doing, and then ask them if what these eco-tourists does any harm to the environment -Ask Ss present before the class and then give comments

Activity 1: True-False Statements (Task b, P.130)

-Tell Ss they are going to listen to a talk by an environmentalist about the effects of

ecotourism

-Ask Ss to listen to the first part of the talk and decide if the statements in Task b are True (T) or False (F)

-Let Ss listen for he second time if necessary -Go over the answers with the class

Activity 2: Listen and Complete the table (Task c, P.131)

-Ask Ss to listen to the second part and complete the table about the activities done by eco-tourists and their effects on the environment

-Tell Ss to compare answers with a partner -Call on Ss to read their name the activities and their effects, and check with the class Speaking: Discussion

-Work in pairs, as required *Expected answer:

1, I should plan some trees

I shouldn’t throw rubbish in the forest I should not catch fish by dynamite 2, Pollution, illegal hunting Forest station,

-Do as required

*Expected answer:

Picture.a: They are watching birds with binoculars

P.b: They are riding an elephant P.c: They are taking a boat trip along a canal or river

P.d: They are hiking/ walking in the forest

P.e: They are making a campfire P.f: They are watching a Whale swimming in the sea

-Work individuals Do as required -Practice carefully and compare and then present before the class

*Expected answers: 1, F

2, T 3, T 4, F

-Work individuals Do as required -Practice carefully and compare and then present before the class

*Expected answers:

1, (Watching) whales or dolphins 2, (Noise from boats) disturbs whales and dolphins, which can become stressed and eat less)

3, (Watching) birds

4, (The strong light from the flashes) might frighten the birds

(115)

Post listening

(8mins) -Arrange Ss into small groups.-Ask them to discuss the possible effects of eco-tour activities, both positive and negative ones

-Move around to monitor and give help if necessary

-Give comments and feedback

-Do as required

-Give comments

4, Home work : (2min) *Give Ss the following handout and ask them to exercise at home *Sentence building: Make meaningful sentences using the words given

1, Eco-tourism/ be very popular today/ be a fashionable label/ travel/ concerned / environment./ 2, Eco-tourists / feel/ they/ part/ solution/ not part/ problem./ 3, However,/ many/ activities/ cause/ harm/ environment/ without/ awareness.//

Date of planning: 14 01.2009 UNIT : Nature in Danger Period 76: speaking

A, AIMS:

- Students should know how to practice speaking skill with the topic ‘Nature in Danger’ - Speaking for gist and for specific information

B, OBJECTIVES:

* By the end of this lesson, Students will able to: -Ask for explanations

-Know how to give explanations for actions C, TEACHING AIDS:

Warm-up (5mins)

Pre

1, Why should tourists wear sunglasses when they visit Ayers Rock?

2, Why should we bring warm clothes when we visit Phong Nha Cave?

Eliciting and Introducing Useful Language

-Work in pairs, as required *Expected answer:

(116)

speaking (5mins)

(5mins)

While – speaking (11mins)

(10mins)

-Elicit from Ss the structures used to ask for reasons for actions and those used to give explanations of actions

Completing the Brochures (Task a, P.132-133)

-Tell Ss to complete the brochures for tourists in Task a using the information in the box and the tour guide’s notes

-Ask Ss to compare answers with a partner -Go over the answers with the class

Activity 1: Role play (Task b, P.134)

-Arrange Ss to work in groups of four, one is the tour guide, the others are tourists

-Ask Ss to act out the conversation between the tourists, asking for the reasons why they should or shouldn’t these things, and the tour guide, giving explanations for these actions

-With a student, give a model

-Tell Ss to change roles for different tourist attractions

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

-Ask Ss to work in groups and discuss what tourists should or shouldn’t in your neighbor hood (Choose a national park or tourist attraction)

Listening and Responding:

-Ask Ss to read explanations one by one and ask Ss to say what actions are mentioned -Check with the whole class

These are the explanations:

1, Well, because it might be very cold underground

2, The thing is, the strong sunlight there can be harmful to your skin

3, in order to avoid cuts on rough rock surfaces

4, so that you won’t get lost

5, The thing is, cigarette buds can cause fires

-Listen to teacher and know how to practice, discuss and give examples

-Listen to teacher and as required Discuss and present before the class -Do as required

-Give comments

-Work in groups, as required -Discuss and present before the class -Give comments

*Expected answer:

1, should bring warm clothes 2, should wear sunscreen

3, should wear sports/ walking shoes 4, shouldn’t leave the group

5, shouldn’t smoke

5, Home work : (1min) -Do exercises in Par Speaking in Advanced English Exercise

Useful Expressions:

Asking for an Explanations Giving an

Explanations

Why should ? 1, Because

2, The thing is + CLAUSE

Why shouldn’t ? 3, If I could explain 4, so that

1, so as to/ so as not to

What for? + Infinitive

(117)

(Part a, b, c, d, p.87-88)

Date of planning: 18.01.2009 UNIT : Nature in Danger Period 77: writing

A, AIMS:

- Students should know how to practice writing a description of information in a table - Speaking for gist and for specific information

B, OBJECTIVES:

* By the end of this lesson, Students will able to: -Compare trends and figures in a table

-Write a description of information in a table C, TEACHING AIDS:

Warm-up (5mins)

Pre-writing (7mins)

(3mins)

While-writing

*Eliciting and Introducing Useful Language

-Tell Ss that in order to write a report about changes of information in tables, they need to include the following:

A, An introduction sentence (what the table is about)

B, The kind of change (increase or decrease)

C, The period of time involved D, A comparison of different sets of information

Expressions of comparison

-compare with -similar to -in comparison with -the same (as)

-more/ fewer / less than -a difference of

Review the use of some words:

-more + plural countable nouns/ singular uncountable nouns

-fewer + plural countable nouns -less + singular uncountable nouns -a number of + plural countable nouns -an amount of + singular uncountable nouns

Reading and Recognizing:

-Ask Ss to study the table and read the description on page 134, then underline the expressions of comparison used in the

-Listen to teacher, understand how to practice

-Understand how to practice with an outline of the description

-Do as required

-Work individual, as required -Discuss and present before the class -Give comments

*Expected answer:

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(7mins)

(15mins)

description

-Ask Ss to compare with their partner -Call on some Ss to read the phrases and check with the class

Activity 1: Gap-filling (Task 1, P.135) -Put Ss into pairs, and give each pair a handout of a gapped description of the information in Table

-Tell Ss to study the table and complete the description with suitable information -Ask Ss to compare answers in small groups

-Go over the answer with the class Studying the table and complete the description with suitable information Table shows the (1) situation in three Southeast Asian (2) , Cambodia, Indonesia, and Laos between 1990 (3) 2005 As can be seen, Indonesia had (4) forest cover, with 116,5 (5) in 1990, very much larger than Laos’ and Cambodia’s, which were only 17,3 and 12,9 million hectares

respectively The figures also indicates that within (6) , from 1990 to 2005, Indonesia had the highest percentage of forest loss, at (7) , while (8) at 19,3 percent and Laos the (9) at only (10)

Activity 2: Writing a Description (Task 2, P,135)

-Write on the board a list of questions about the information in Table 2, and ask Ss to study the table to find the answers to the questions

-Tell Ss to use conjunctions and connectors to make a complete description from the answers These are the questions: 1, What does Table show? (Where and when?)

2, Were there more or fewer fires in 1990 than in 1980?

3, What about the acres burned in 1990 compared with 1980?

4, Compare the number of fires in 1990 and 2000

5, Compare the number of acres burned in these two years

6, Say how different they were in the two years

Peer correction

When Ss have finished, call on two Ss to write their descriptions on the board -Tell the class to read together and give correction if necessary

-Look at the book and as required -Work in groups and then finish the exercise

*Expected answer:

1,deforestation 2, countries 3, and 4, the largest 5, million hectares 6,15 years 7, 24 percent 8, Cambodia 9, lowest 10, 6,7 percent

-Give comments

-Do as required

-Give comments

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make comparison

-Prepare next period Date of planning: 20.01.2009

UNIT : Nature in Danger Period 78: language focus (1) A, AIMS:

- Students should know how to use the suffix –al and to-infinitive phrases or participle phrases

instead of relative clauses

* By the end of this lesson, Students will able to: -Use the suffix -al

-Use to-infinitive phrases or participle phrases instead of relative clauses C, TEACHING AIDS:

Warm-up (10mins)

Word study (10mins)

(10mins)

*Game: Word Formation

-Divide Ss into small groups and give each group a piece of paper

-Write down a list of words on the board and ask the groups to form as many new words as possible from the word given Tell Ss they can change the spelling if necessary

-Set a time limit and have Ss start the game -When Ss have finished, collect the pieces of paper and check with the class

-The group with more correct words will win the game

This is the list of words:

educate read nation approve *Ask Ss some questions:

1, What you add when you form new words?

2, What does a prefix or suffix to the word stem?

The suffix-al

-The suffix-al changes the word-class of the word

+Verb + al =Noun -Eg: Survive + al =survival

+Noun + al = Adjective -Eg: option + al =

Activity 1: Noun + Adjective? Task a, P.135

-Do as required

-Practice carefully then discuss, compare and then present before the class and give comments

*Expected answer

1, Educate: education, educational, educated, educationalist, uneducated, educator, educationally, uneducational 2, Read: readable, unreadable, reader 3, Nation: national, nationally,

international, internationally 4, Approve: approval, approving, approvingly, disapprove, disapproval, *Expected answer:

1, Prefixes and suffixes

2, Change the meaning of word-class of the word

-Give once more examples -Work in small groups -Do as required

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(10mins)

-Ask Ss to read the words and decide if they are noun or adjective Write N or A next to the words

-Tell Ss to compare answers with a partner -Go over the answers with the class and check if they know the meanings of these words

Activity 2: Gap-filling Task b, P.136

-Tell Ss to read the changes and complete each space with suitable noun or adjective from the list in Task a

-Call on some pairs to read the changes and check the answers with the class

and then present before the class -Give comments

-Write on note book carefully -Do as required

Practice carefully then discuss, compare and then present before the class *Expected answer:

1, rental 2, postal 3, disposal 4, optional 5, remedial

language- P.93-94)

-Redo all exercises

Date of planning: 20.01.2009 UNIT : Nature in Danger Period 79: language focus (2) A, AIMS:

- Students should know how to use the suffix –al and to-infinitive phrases or participle phrases

instead of relative clauses

* By the end of this lesson, Students will able to: -Use the suffix -al

-Use to-infinitive phrases or participle phrases instead of relative clauses C, TEACHING AIDS:

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D, METHOD:

Grammar (20mins)

(10mins)

Introduce different ways of reducing relative clauses:

1, To infinitives can be used to replace Relative Clauses when the preceding noun/ pronoun contains the first/ second, etc , the next, last, only, and the superlatives

-We can leave out the noun (except after only) if the meaning is clear

Eg: The captain was the last person who left the sinking ship

-The captain was the last to leave the sinking ship

-To-infinitive can also be used to replace relative clauses when there is an idea of purpose or permission

Eg: Jane had a few letters that she had to type

-Jane had a few letters to type

2, Present Participles can be used to replace relative clauses when the verb in the clause is active (relative pron + active verb = present participle)

-This structure is often used when the verb in the clause is in the progressive tense, expresses a habitual or continuous action, or expresses a wish (eg: wish, desire, want, hope)

-The boy waiting outside is her classmate -People working in this office have to wear uniform

3, Past Participles can be used to replace relative clauses when the verb in the clause is passive (relative pron + passive verb = past participle)

-The school founded years ago is still there Activity 1: Answering Question

Pp 136-137

-Tell Ss to answer the questions in the task using a to-infinitive phrase as the reduced form of the relative clause

-Call on some pairs to act out the conversations

-Go over the answers with the class Activity 2: Sentence Transformation Pp 137-138

-Do as required

-Practice carefully then using some suggestion to make sentences then discuss, compare and then present before the class

-Give comments

-Do as required

-Give comments

-Do as required

-Work in small groups and as required *Expected answer:

1, Yes, I’m usually the first guess to come to the party

2, Louis Armstrong was the first man to land on the Moon

3, Yes, It’s the most popular route to lead 4, Yes, It’s on of the most beautiful caves to have ever been discovered

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-Read the examples and ask Ss why a certain phrase is used

-Tell Ss to rewrite the sentences, using to-infinitive phrases, present or past participle phrases as the reduced form of relative clauses

-Check Ss understanding of instructions and let them the task

-Call on some Ss to read their sentences and check with the class

1, In the years to come, all the trees in this forest will disappear it nothing is done to protect them

2, They couldn’t find a way to help clean 3, Animals born in zoos know nothing about life in the forests

4, The governments of many countries are discussing methods to protect the

environment

5, During a boat tour along the canals, tourists can see the birds searching for food or the cranes flying in flocks 4, Consolidation : (1min) -The content

5, Homework: (1min) -Ask Ss to make some sentences containing reduced relative

clauses of different types

-Ask Ss to Ex in Advanced English Exercise (Past Use of language- P.93-94)

-Redo all exercises and prepare next period

Date of planning: 22.01.2009 UNIT 10 : sources of energy Period 80: READING (1)

A, AIMS:

- Students can express their opinion about sources of energy for the poor - Reading for gist and for specific information

B, OBJECTIVES:

- Scan for specific information -Understand the contend of the text C, TEACHING AIDS:

Warm up (5mins)

1, What is our major source of energy? 2, What you need energy for?

Matching pictures with sources of energy:

-Listen carefully then answers: Expected answer:

1, Our major source of energy comes from fossil fuels

2, We need energy to live and work, to cook meals, to light, heat or cool the house, to run machines

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Pre-reading (5mins)

(5mins)

(7mins)

(Task a P.139-140)

-Tell Ss to look at the pictures and match them with words or phrases for the sources of energy

-Check with the whole class

-Ask Ss which source of energy they use for home cooking and heating and the reason why

Categorizing: Renewable or Non-renewable? (Task b P.140)

-Ask Ss to read the descriptions of two kinds of energy sources and then put the names in Task a in the correct category

*Teaching Vocabulary:

-Introduce some new vocabulary:

-fundamental (a)=basic, essential =cơ bản, thiết yếu.)

-dim (a) =not bright=(mờ mê)

-arduous (a)=need much effort or energy, laborious = (khó khăn, gian nan)

-urgent (a) =need immediate attention or action =(khÈn, khÈn cÊp)

-carry sth out (v)=fulfill, perform=(thc hiƯn) -respiratory (a)= of breathing air =(thc vỊ h« hÊp)

-expose (v)=leave sb/ sth unprotected= (để cho tiếp xuc với )

-generate (v)=produce, cause sth to exist = (ph¸t sinh)

-grind (v)=crush sth to powder =(nghiÒn, xay.)

*Read the words one by one and ask Ss to repeat

Activity 1: Choose the best title for the Text (Task a P.141)

-Ask Ss to read the text quickly and choose among the phrases given the best title for the passage

-Call on Ss to give their ideas and

explanations and then go over the answer with the class

Expected answer 1, f 2, a 3, e 4, b 5, c 6, g 7, d 8, h

-Listen carefully then answers: Expected answer

Renewable

Energy Sources Non-Renewable Energy Sources -wind

-garbage -solar energy -biogas

-coal -natural gas -oil -nuclear energy

Do as required

-Do as required

-Listen and read carefully then choose the best title of the text

*Expected answers:

3, Sources of Energy for the Poor 4, Consolidation : (1min) -The content

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Date of planning: 24.01.2009 UNIT 10 : sources of energy Period 81: READING (2)

A, AIMS:

- Students can express their opinion about sources of energy for the poor - Reading for gist and for specific information

B, OBJECTIVES:

Class organization: (2ms)

Warm-up (8mins)

*Game: ‘Stop the Bus’

-Arrange the class in four or five groups -Tell each group to take out a sheet of paper -Tell Ss you’re going to ask them to write down three certain things each time They will listen and what you ask them to as quickly as possible

-Tell Ss that when they have the words, they must shout “Stop the Bus!” and hold their group’s sheet of paper in the air to win -Read the words and check with the class before awarding points to the group The group with more points wins the game -Declare the winner

Activity 2: (Task b, P.142)

Which information, Which Paragraph? -Tell Ss work in pairs

-Ask Ss to scan the text and find out which paragraph discusses each of the ideas provided in the list

-Ask Ss to compare answers in small groups -Call on some Ss to say their choice

Encourage them to say where (which phrase) in the paragraph helps them to decide and

-Work in groups, as required -Practice carefully then discuss, compare and then present before the class

*These are the phrases on the handout and suggested answers:

1, Three things you can feel but can not see (wind, heat, cold )

2, Three things you can use to cook (gas, wood, electricity )

3, Three planets we can see clearly from the Earth ( Sun, Moon, Mercury ) 4, Three kinds of liquid ( water, oil, petrol )

-Listen carefully then answers: Expected answer

1, Smoke affects people’s health (C, D) 2, Non-renewable sources are being used up (E)

3, The new source helps farmers their work better (D)

4, The new source generates electricity for poor people (C, D)

5, The new source may save people’s lives (D)

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(10mins)

make their choice

Activity 3: Questions and answers: (Task c P.142)

-Tell Ss to read the text again and find the answers to the questions

-When they have finished, ask Ss to work with a partner and act out the exchange -Call on pairs to ask and answer the questions and check with the class

*Discussion:

-Put Ss into small groups of or

-Ask them to express their opinions on the following questions:

A, Which energy sources are people in different areas in Viet Nam currently using for home cooking?

B, The advantages and disadvantages of renewable sources of energy

7, People may use wind power to serve their life in the future (E)

8, People don’t have electricity (A, B) -Listen carefully then answers:

Expected answer

1, Because they supply people with electricity to improve their life 2, Wood for cooking, kerosene for lighting, and batteries for the radios and flashlights

3, Saving human energy, solving the problem of air pollution , providing better health care and education

4, Pollution-free/ smoke-free and cheap -Work in groups, discuss and then present before the class

Expected answer

*Common energy sources used for cooking in Viet Nam;

-Cities: Electricity, natural gas ( sometimes kerosene and coal)

-Rural areas: wood/ straw / plant stalks, coal, kerosene, biogas

-Mountainous regions: wood, solar energy (using solar stoves)

P 100-101-102)

Date of planning: 24.01.2009 UNIT 10 : Sources of energy Period 82: Listening

A Aims:

- Students should understand more about the sources of energy and practice listening skill - Listening for gist and for specific information

B, OBJECTIVES:

(126)

E, PROCEDURES:

Warm-up (5mins) Pre-listening (7mins) While-listening (10mins) (8mins) Post-listening (10mins)

1, What is our major source of energy? 2, What you need energy for?

Eliciting Ideas (Task a, P.142) -Arrange Ss to work in small groups -Tell them to look at the pictures of some kinds of biomass, and discuss how each kind can be used as a source of energy and if they would like to use it as an energy source -Go around to monitor and encourage Ss to participate in the discussion

-Call on some Ss to report about their groups -Invite Ss to give comments

-Give comments and feedback Activity 1:

Listen and check (v) (Task b P.143)

-Tell Ss to listen and check the ideas that are mentioned in the listening

-Ask Ss to compare answers with a partner -Have Ss listen again and check with the class Activity 2: Listen and complete the diagram (Task c P.143)

-Play the CD (or Read) and tell Ss to listen to the second part of the lecture and try to complete the diagram of the biomass cycle -Ask Ss to compare answers in small groups -Have Ss listen again and check with the class Speaking: Discussion

-Ask Ss to work in groups

-Write down on the board some kinds of energy used for home:

diesel gas electricity fire wood biogas other

-Tell them to talk about the sources of energy their family used to use for cooking, heating, and lighting in the house, and what they are currently using, and then discuss the

advantages and disadvantages of these -Go around to monitor and note down error for correction later

2, We need energy to live and work, to cook meals, to light, heat or cool the house, to run machines

-Work in groups, discuss and then present before the class

Expected answer

*Wood=>being burned to cook foods, heat buildings, or run engines

*Garbage=>being burned to produce steam for making electricity or to provide heat to industries and homes *Biogas=>being burned to cook food, heating buildings, or generate electricity *Crops =>Making athanol

-Work individual, discuss and then present before the class

Expected answer 2, 3, 4, 6, 7,

Expected answer

1, e 2, c 3, b 4, d 5, a 6, f -Work individual, discuss and then present before the class

Expected answer

1, E=> Corn, the biomass from plants, is used as an energy source

2, C=>Corn are finely ground

3, B=>Then They are made into sugars 4, D=>These sugars are made into ethanol

5, A=>Ethanol can be used as a kind of fuel for cars

6, F=>Cars using ethanol may give out carbon dioxide (CO2)

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-Call on some Ss to report about their partners -Invite Ss to give comments

-Give comments and feedback on what Ss have

carbon dioxide in the air to reduce air pollution, and again it is used as an energy source

Date of planning: 26.01.2009 UNIT 10: sources of energy Period 83: SPEAKING

A, AIMS:

B, OBJECTIVES:

* By the end of this lesson, Students will able to: -Use alternative ways to say things

-Ask for or give clarification C, TEACHING AIDS:

Warm-up (5mins)

Pre-*Give Ss a handout and ask Ss answer the questions:

1, What is our major source of energy? 2, How many sources of energy are

mentioned in the handout, and which one you think has the most potential?

*Eliciting and Introducing Useful Language:

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speaking (6mins) While-speaking (12mins) (12mins) Post-speaking (6mins)

-Elicit from Ss questions for clarification when they don’t understand something -Elicit the structures used to give explanation for something

-Read the example exchange and explain the situation for Ss to see how the phrases are used

Activity 1: Advantages and Disadvantages Information Gap (Task b P.145)

-Ask Ss to work in pairs, talking about the advantages and disadvantages of the sources of energy Ss with a gap in the explanation will ask for clarification, and Ss with full information will make clarification

-Model an example exchange with a student and then have Ss the task

-Go around to monitor and note down errors if any for correction later

-Call on some close and open pairs to act out their conversations in front of the class *Activity 2: Personalization: (Task c, P.145) -Ask Ss to work in pairs, talking about the advantages and disadvantages of the cooking fuels and transportation fuels currently used in their home or neighborhood

-Act out the example exchange with a student as a model

-Have Ss start the activity

-Go around to monitor and give help with vocabulary or ideas if necessary

-Call on some pairs to act out their

conversations and invite Ss to give comments -Give feedback and comments

*Listening: Stop and correct -Tell Ss you are going to read some

statements about some sources of energy but with some wrong information

-Ask Ss to say ‘Stop’ when they hear

something that is not relevant or correct, and then give suitable or correct information -Give an example:

“Coal is not costly and it is environment-friendly.” (In this case, Ss are expected to say ‘Harmful to the environment.’

*The statements used in the activity are: 1, Solar energy depends on weather but it is non-renewable and environment-friendly 2, Nuclear energy is not expensive but very dangerous

3, Biogas is costly but pollution-free

to practice

-Look at the book, work in pairs and as required

Expected answer: *Example:

A, I think using coal as an energy source is not a good idea It’s running out

B, What does that mean?

A, I mean there will be no coal left if we continue to exploit it

B, Really?

-Look at the book, work in pairs and as required

Expected answer:

A, We use natural gas for cooking at home It’s very convenient

B, What exactly you mean?

A, Let me give you an example I can prepare breakfast within only 10 minutes, without wasting time making a wood fire!

B, I see

-Do as required

-Give comments *Expected answers: 1, renewable 2, expensive 3, not costly

Useful Expression

Asking people to clarify Saying sth in another way *Sorry, I don’t quite understand.

*What exactly you mean? *What does that mean? *

*I mean / That means

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-Prepare next period Date of planning:.27.01.2009

UNIT 10: sources of energy Period 84: WRITING

A, AIMS:

- Students should know how to practice writing skill - Speaking for gist and for specific information B, OBJECTIVES:

* By the end of this lesson, Students will able to: -Know more about different place in the world -Write about a certain place

C, TEACHING AIDS:

Warm-up (5mins)

Pre-writing (5mins)

(5mins)

1, Which energy source (electricity, wood or coal) is used by half the world’s population for cooking and heating?

2, Which place has 85% of its island covered by ice?

3, What is the country where 3,000 million flowers are grown each years?

4, Which country imports more oil than any other country in the world?

5, What language is spoken as a first

language by the largest number of people in the world?

1, Fill in a Table: (Task a, P.146)

-Ask Ss to read the paragraph about the Kingdom of Thailand and complete the table with correct information

-Tell Ss to compare answers in pairs and then go over the answers with the class 2, Outline of the paragraph:

(Task c, P.146)

-Ask Ss to skim the paragraph again and complete the brief outline of the description -Tell Ss to compare answers in small groups and then check with the whole class

1, Wood 2, Greenland 3, Holland 4, Japan

5, Mandarin Chinese or Chinese

Expected answer 1, Geography

2, Exports and imports 3, Electricity production

(130)

Post- writing (7mins)

*Writing it yourself

-Ask Ss to write a paragraph about either Venezuela or Brunei, referring to the previous tasks as example

-When they have finished, collect their writings to mark at home

*Peer correction:

-Call on two Ss to write their writings on the board

-Ask the class to read their friend’s paragraphs and give correction if any -Give feedback and comments

*Expected answer:

The King doom of Sweden is 449,964 square kilometers in area It has a population of more than million Stockholm, its capital, has about 761,721 people Sweden exports a lot of

transportation equipment, -Listen to teacher

-Do as required

5, Homework: (1min) -Give each Ss a handout with information about Vietnam and ask

Ss to write a paragraph about Vietnam

-Rewrite their writing on notebook carefully

Date of planning: 10.02.2009 UNIT 10: sources of energy Period 85: LANGUAGE FOCUS (1) A, AIMS:

- Students should know how to practice with BIO (bound morpheme) - Speaking for gist and for specific information

B, OBJECTIVES:

* By the end of this lesson, Students will able to: -Use words formed with bio

-Do all exercises correctly C, TEACHING AIDS:

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E, PROCEDURES:

Warm-up (7mins)

Word-study (13mins)

(10mins)

1, What percentage of the world’s electricity is used by the USA?

2, In which country are houses heated by hot water from under the ground?

3, What is the capital of Hungary?

Bio- hình vị phụ thuộc (bound morpheme) khơng thể đứng độc lập, mà phải kết hợp với hình vị khác để tạo thành từ có nghĩa Nghĩa hình vị góp phần tạo nên nghĩa từ

VÝ dô: bio-(life) + graphy (write) =>

biography = a piece of writing about people’s life

Activity 1: Matching words with definitions (Task a, P 149)

-Ask Ss to read and match the words in column A with their meanings in column B -Tell Ss to work with a partner and compare answers

-Go over the answers with the class and check if Ss know the Vietnamese equivalents Activity 2: Gap-filling (Task b, P.149)

-Tell Ss to read the sentences and fill in each blank with a suitable word from the box in Task a

-Call on some Ss to read their completed sentences and check with the whole class

1, 33% 2, Iceland 3, Budapest

-Look at the book, listen to teacher and understand how to practice and give once more examples

-Do as required

*Expected answer:

1, d 2, f 3, e 4, g 5, a 6, c 7, b

-Do as required

*Expected answer:

1, biodata 2, biology 3, biotech 4, biography 5, biogas

language- P.113-114)

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Date of planning: 11.02.2009 UNIT 10: sources of energy Period 86: LANGUAGE FOCUS (2) A, AIMS:

- Students should know how to practice with relative clauses with prepositions - Speaking for gist and for specific information

B, OBJECTIVES:

-Use words formed with relative clauses with prepositions -Do all exercises correctly

C, TEACHING AIDS:

Grammar (12mins)

Grammar: Relative clauses with prepositions: Giới từ mệnh đề quan hệ vị trí sau:

1, Tr ớc đại từ quan hệ

Trong trờng hợp ta dùng đại từ quan hệ Who hay That l ợc bỏ đại từ quan hệ Ví dụ: She is the woman to whom I gave the money

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(10mins)

(9mins)

2, Cuối câu mệnh đề:

Ta lợc bỏ đại từ quan hệ: Ví dụ : She is the woman I gave the money to her =>Ta biến đổi ví dụ nh sau: => She is the woman that/ whom I gave the money to =She is the woman I gave the money to

Note: Relative word THAT không đợc dùng sau giới từ hoăc non-restrictive relative clause

VÝ dô : This is the bus that I’ve been waiting for = This is the bus for which I’ve been waiting (Don’t use THAT)

-That is Mr John, with whom I’m working on the project (Don’t use THAT) = That is Mr John, whom I’m working with on the project (Don’t use THAT)

*Cấu trúc với giới từ cuối relative clause đợc dùng văn phong không trang trọng (Informal style)

Activity 1: Sentence Completion (Task a, P.149)

-Ask Ss to read the paragraph about Mary and then complete the sentences about her

Activity 2: Completing the questions: (Task b, P 150)

-Tell Ss to read the situations and complete the questions

-When they have finished, ask Ss to work with a partner and act out the exchange, one student plays the role of the person in the situation -*Model an example:

S1 (Mai): I stayed at a hotel

S2: Did you like the hotel you stayed at? -Call on pairs of Ss to act out the small

exchanges and check the answers with the class Activity 3: Sentence Combination

(Task c, P 150)

-Tell Ss to read the pairs of sentences and then combine them using relative clauses

-Tell Ss when more than one way is possible, write all the alternatives,

-Do as required

-Redo all exercises

(134)

A/ Objectives:

- Sts revise unit 9, 10 and 11 by doing the test B/ Procedures:

I, Phonetic: Choose one word whose underlined part is pronounced differently from the others:

01) A) event B) question C) solidarity D) test 02) A) demand B) energy C) develop D) potential 03) A) part B) spa C) parcel D) spacious

04) A) answer B) sweat C) swan D) swing 05) A) relative B) solar C) panel D) another II, Vocabulary: Choose the best answer A, B, C or D:

06) is a kind of energy formed from the remains of dead plants and animals A) Fossil fuel B) Nuclear power C) Geothermal D) Solar energy

07) A is an activity, infused with ritual significance, performed on a special occasion A) anniversary B) service C) birthday party D) ceremony

08) Coal provides about 23 percent of all the commercial used in the world A) source B) force C) resource D) energy

09) Natural gas can be compressed into a and transported long distances through pipelines A) liquid B) water C) running form D) juice

10) Like petroleum, natural gas comes from deposits in the A) earth B) dust C) surface D) sand

11) The world's chief of energy are, in order of importance, fossil fuels, water power, and nuclear energy

A) sources B) roots C) means D) resources

12) People are looking forward to watching the program "World " to study the evidence of how our world began

A) Creating B) Creature C) Creation D) Creative

13) Wild animals, like bears and wolves, are since they have fewer places to live when humans move into their habitats They are hunted and eventually wiped out in some areas

A) endangered B) of dangers C) put out of danger D) very dangerous 14) A large of money was spent on building up the town after the severe storm

A) sum B) number C) size D) quality

15) Five sources used most often are hydropower (water), solar, wind, geothermal, and biomass

A) renewed B) renewable C) renewing D) renew III, Grammar: Choose the best answer A, B, C or D:

16) If you want to join this club, you must this application form A) make up B) fill in C) up D) write down

17) On Friday afternoons, the highways people on their way out of the city

A) are crowded with B) crowded by C) are crowding by D) are being crowd with 18) "Have you seen the place the graduation ceremony will be held?"

A) is where that B) which C) in that D) where

19) On average, a healthy heart to pump five tablespoons of blood with every beat A) must B) should C) ought D) can

20) You have to pay extra if you take too with you

A) much luggage B) many luggage C) much luggages D) many luggages 21) There's a law that says that you throw trash on the streets

A) couldn't B) might not C) don't have D) must not 22) Since we have to be there in a hurry, we take a taxi

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23) When Harry robbed his aunt, he that his crime would never be detected A) was convinced B) convinced C) had convinced D) persuaded 24) The earth on the Sun for its heat and light

A) depended B) has depended C) depends D) is depending 25) My parents wouldn't let me up late when I was a child

A) staying B) stay C) to be stay D) to stay IV, STRUCTURES:

Choose the underlined word or phrase in each sentence that needs correcting: 26) Hundreds of houses and other buildings were destroying by the raging tropical storm which developed into

A B C D hurricane

27) Mary has registered for both the afternoon anthropology class as well as the evening sociology one

A B C D 28) Food prices have raised so rapidly in the past few months that some families have been forced to alter their

A B C D

eating habits

29) Although Lan's family is not rich, but they are very kind to people who live nearby A B C D

30) How ever her severe pain, Pat decided to come to the meeting so that there would be enough people to

A B C D reach a final decision

V, Reading: Choose the best word or phrase to fit each gap of the passage

The tourist industry is considered to be the world’s largest industry Before 1950 about million people (31) abroad each year (32) by the 1990s the figure had (33) to over 400 million every year (34) large numbers of tourist, however, are beginning to cause problems For example, in the Alps the skiers are destroying the mountains (35) came to enjoy Even parts of Mount Everest in the Himalayas are reported to be covered (36) old tins, tents and food that have been (37) away

But at a time when we have greater freedom to travel (38) ever before, more and more people are asking how they can enjoy their holiday (39) causing problems by spoiling the countryside Now there is a new holiday guide called Holidays That Don’t Cost the Earth It (40) you how you can help the tourist industry by asking your travel agent or your tour operator the right questions before you go on holiday

31) A) sailed B) were C) came D) traveled 32) A) but B) when C) as D) because

33) A) risen B) gone C) flown D) raised 34) A) So B) Few C) More D) Such 35) A) they B) youC) who D) which 36) A) with B) for C) on D) below

37) A) put B) given C) thrown D) tided 38) A) when B) then C) while D) than 39) A) instead B) without C) outside D) beside

40) A) fives B) tells C) offers D) says -The

end-Date of planning: 29.02.2008 Period 92 : Test correction A/ Objectives:

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B/ Procedures:

01 ; / = ~ 11 ; / = ~ 21 ; / = ~ 31 ; / = ~ 02 ; / = ~ 12 ; / = ~ 22 ; / = ~ 32 ; / = ~ 03 ; / = ~ 13 ; / = ~ 23 ; / = ~ 33 ; / = ~ 04 ; / = ~ 14 ; / = ~ 24 ; / = ~ 34 ; / = ~ 05 ; / = ~ 15 ; / = ~ 25 ; / = ~ 35 ; / = ~ 06 ; / = ~ 16 ; / = ~ 26 ; / = ~ 36 ; / = ~ 07 ; / = ~ 17 ; / = ~ 27 ; / = ~ 37 ; / = ~ 08 ; / = ~ 18 ; / = ~ 28 ; / = ~ 38 ; / = ~ 09 ; / = ~ 19 ; / = ~ 29 ; / = ~ 39 ; / = ~ 10 ; / = ~ 20 ; / = ~ 30 ; / = ~ 40 ; / = ~

Date of planning: 12.02.2009 UNIT 11: The Asian games Period 88: READING (1)

A, AIMS:

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- Reading for gist and for specific information B, OBJECTIVES:

* By the end of this lesson, Students will able to: -Read for specific information

-Express their ideas about the Asian Games C, TEACHING AIDS:

Warm-up (8mins)

Pre-reaching (12mins)

(6mins)

1, How often are the Asian Games held? 2, How many countries take part in the Asian Games?

3, What sports in Vietnam best at? *Teaching Vocabulary:

-build up sth (v)=develop sth; make sth higher or stronger than before (phát triển, vun đắp)

-attend (v)=be present at an event (tham dù) -symbolic (adj)= being used as a symbol (biÓu trng, tỵng trng)

-competitive (adj)=used to describe a situation in which people or organizations compete against each other (c¹nh tranh, tranh ®ua)

-venue(n)=a place where people meet for an organized event (nơi gặp gỡ, điểm thi đấu) -host (v) organize an event to which others are invited and make all the arrangements for them (đăng cai, chủ nhà)

*Activity : Table completion: (Task a, P153)

-Get Ss to read through the notes in the table to get an idea of what to look for

-Ask Ss to read the text and complete the table

-Call on some Ss to write the answers up on the board

-Go over the answers with the whole class Activity 2: Multiple choice questions (Handout)

-Give each Ss a copy of the exercise below -Read the text and choose the best answer (A, B, C, or D ) to the following questions

1, Which of the following is not mentioned as messages of the Asian Games

Expected answer:

1, The Asian Games are held every four years

2, There were 45 countries

3, Vietnam is best at bodybuilding, billards and women’s karatedo -Listen and read after to T

-Using new words to make sentences -Write on note book carefully

-Do as required

-Work individually and then give once more examples

-Do as required

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A, Competitiveness B, Warmth C, Friendship C, Unity

2, The 15th Asian Games took place

A, in New Delhi in 1951 B, in Guangzhou, China C, in Doha in 2006 D, in Pusan in 2002

3, The word ‘triathlon’ in paragraph means a sporting event in which people in

difference sports

A, two B, three C, four D, five

4, What is not true about the 15th Asian

Games?

A, The opening and closing ceremonies were hosted by Khalifa Stadium

B, 50,000 people got into the stadium to watch the opening

C, There were 45 countries and regions participating in the Games

D, More than 100,00 athletes took part in 39 sports

more examples

*Expected answers: 1, A

2, C 3, B 4, D

Date of planning: 15.02.2009 UNIT 11: The Asian games Period 89: READING (2)

A, AIMS:

- Students can express their opinions about The Asian Games - Reading for gist and for specific information

B, OBJECTIVES:

* By the end of this lesson, Students will able to: -Read for specific information

-Express their ideas about the Asian Games C, TEACHING AIDS:

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Warm-up (7mins)

Pre-reading (15min)

1, What is the purpose of the Asian Games?

2, How many participants took part in the 15th Asian Games?

3, In Which sports events did the Vietnamese athletes win gold medals at the Doha Games?

Checking vocabulary: Gap-filling 1, Solar systems in the village would reduce the arduous work of

firewood , enable the clinic to .at night, and allow children to in the evening

2, Biogas is mainly used for .and

3, People tend to use of energy when non-renewable ones are running out

4, The competition attracted over 500 contestants 10 different countries

5, The band will be playing at twenty different on their UK tour 6, The meeting was by 90% of shareholders

7, The dove is of peace

8, The spirit of the Asian Games has been up over a long period of time 9, The graduates have to fight for jobs in a highly

10, The 2002 World Cup was by two nations, Japan and South Korea Activity 1: (Part b, P.153)

-Ask Ss to work in groups and answer the questions:

1, Where is Qatar on the world map? 2, What sports did Vietnam take part in? -Ask Ss to read the passage and fill in each gap with a suitable word from the box

-When they have finished, tell Ss to work with a partner and compare answers -Call on some Ss to read their completed sentences and check with the class Activity 2: Discussion (Part c, P.153) *Ask Ss to work in groups of discussing the two questions in textbook

-Go around giving help if necessary -Call on some Ss to give the answers -Invite class opinions and give feedback

-Work individuals

-Complete and present before the class

-Work individually : -Do as required

-Discuss and then present before the class -Give comments

*Expected answers:

1, collection , operate, study 2, cooking, heating

3, renewable sources 4, representing 5, venues 6, attended 7, symbolic 8, built

9, competitive 10, hosted

-Do as required

-Listen to teacher and as required *Expected answers:

1, From the Arabian Sea, move toward the northwest and you can see Qatar

2, Bodybuilding, karate, judo, tae kwon do, weightlifting

-Do as required

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-Ask Ss to Ex in Advanced English Exercise (Past Reading- P.110-111) -Prepare next period

Date of planning: 18.02.2009 UNIT 11 : THE Asian games Period 90: Listening

A Aims:

- Students should understand more about the Asian Games and practice listening skill - Listening for gist and for specific information

B, OBJECTIVES:

- Listen and pick up specific details and understand general ideas - Understand some sports news

C, TEACHING AIDS:

Warm-up (5mins)

*Ask Ss to complete the handout: 1, The meeting was by 90% of shareholders

2, The dove is of peace

3, The spirit of the Asian Games has been up over a long period of time 4, The graduates have to fight for jobs in a highly

5, The 2002 World Cup was by two nations, Japan and South Korea

-sell out (of sth) = have sold all the available items, tickets, etc bán sạch, bán hết

-boost (v)= make sth increase, or become better or more successful=thúc đẩy, đẩy mạnh -dispute (n)=an argument or disagreement between two people=cuéc tranh c·ii, sù tranh c·i

*Do as required

*Expected answer: 1, attended

2, symbolic 3, built

4, competitive 5, hosted

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(10mins)

-walk out (n)= the act of suddently leaving a meeting as a protest against sth= bỏ -suspension (n)= the act of removing sb from their team for a period of time, usually as a punishment =sự đình

-be rained out (idm)= be canceled or to have to stop because it is raining =bị dừng lại hay hủy bỏ trời ma

Activity 1: Main ideas (Task a, P.154) -Tell Ss they are going to listen to the four recordings on sport news

-Ask Ss to listen and match the recordings to the pictures

-Call on Ss to give the answers

-Have Ss listen again and go over the answers with the class

Activity 2: Multiple choice questions (Task b, P.154-155 )

-Ask Ss to read through the questions to know what they need to look for

-Have Ss listen to the recordings and the exercise

-Call on Ss to give the answers -Elicit class opinions

-Have Ss listen again and check the answers *Speaking: Role play

-Put Ss into pairs (A: is a journalist, B: is one member of the organizing committee)

-Ask Ss to conduct an interview on what has happened, based on the information from the recordings

-Move round giving help where needed -Call on some pairs to act out their interviews

sentences, compare and then present before the class

-Do as required

Expected answers: 1, D 2, C 3, B 4, A

-Do as required

Expected answers:

1, C 2, B 3, A 4, B 5, C 6, C

7, C 8, A 9, B 10, A

-Do as required

-Give comments

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A, AIMS:

B, OBJECTIVES:

* By the end of this lesson, Students will able to: -Report information from a schedule

-Express likes and dislikes C, TEACHING AIDS:

Warm-up (5mins)

(10mins)

1, What is the purpose of the Asian Games? 2, How many participants took part in the 15th Asian Games?

3, In Which sports events did the

Vietnamese athletes win gold medals at the Doha Games?

Eliciting and Introducing Useful Language -take place=occur=happen (x¶y ra)

-According to the schedule, / As can be seen from the schedule, / As the schedule shows/ As is shown by the schedule, (Theo lịch thi đấu)

-be due/ supposed/ expected to sth (đợc đinh thời gian, đợc đặt để làm gì) -beat (v) so at sth=defeat sb in a game or competition (đánh bại, đánh thắng ai) Activity 1: Talking about schedule Textbook, P.156

-Arrange Ss into groups of fours, asking and answering questions about due dates of games based on the schedule provided -Go around to monitor the class and give help if necessary

-Call on some Ss to act out their conversations

-Invite class opinions and give feedback Activity 2: Talking about soccer results Task c, Textbook, P.158

-Have Ss work in pairs, talking about the results of the soccer games provided in the textbook

-Call on Ss to give their performances to the whole class

-Work individually : -Do as required

-Discuss and then present before the class -Give comments

-Listen to teacher Work in pairs -Do as required

*Do as required

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Talking about your favorite sports -Put Ss into groups of four

-Get Ss to discuss their favorite sports -Move around the class offering help where necessary

-Elicit answers from Ss

-Give comments as appropriate

*Do as required

Date of planning: 22.02.2009 UNIT 11 : THE Asian games Period 93: writing

A, AIMS:

- Students should know how to practice writing skill - Speaking for gist and for specific information B, OBJECTIVES:

* By the end of this lesson, Students will able to: -Write a report on preparations for an event C, TEACHING AIDS:

(144)

Warm-up (4mins) Pre-writing (4mins) (4mins) (10mins) While-writing (15mins)

-Have you ever written a report? -When?

-What for?

-Elicit and explain the meanings of the following words

-range (n) of sth= variety of things of a particular type

-condition (n)= physical state of sth -surprisingly (adv) # not surprisingly -Read the words one by one and ask Ss to repeat

Activity 1: Re-arranging (Task a, text book, P 158) -Put Ss into pairs

-Ask Ss to read the paragraphs and rearrange them to make a good report

-Assign two Ss to write the sequence of the report on the board

-Go over the answers with the whole class -Draw Ss’ attention to the tense used in the report

+Present tenses are used for describing things

+Past tenses are used to describe actions that happened in the past

Activity 2: How to write a report 1, Providing some guidelines

-Go through the guidelines in the textbook and give explanations one by one to the class by referring back to the corresponding paragraphs of the report

-Make sure Ss understand these guidelines 2, Providing useful expressions

-Introduction

+This report aims to / The aim of this report is

-Reporting impressions and findings +It seems/ appears that / It strikes me that

3, Quoting

-According to X,

-Y said/ felt / mentioned that 4, Summing up

-In conclusion / In short/ To conclude 5, Making recommendations

-In my opinion/ In my point of view *Writing it up:

-Ask Ss work in groups of four -Tell Ss to write a report based on the situation below (textbook P.159)

-Go around to monitor the class and give help where needed

-When they have finished, get groups to hang their poster on the board

-Get Ss to read through the reports and pick out the best one

-Work individuals then compare the answers with a partner

-Do as required

*Expected answers: ( 4, 3, 1, 5, )

-Do as required

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*Peer correction:

-Call on two Ss to write their writings on the board

-Ask the class to read their friend’s paragraphs and give correction if any -Give feedback and comments

5, Homework: (1min) -Have Ss make sentences to report impressions and findings of

things they have observed

-Rewrite their writing on notebook carefully -Prepare next period

Date of planning: 24.02.2009 UNIT 11: The Asian games Period 94: LANGUAGE FOCUS (1) A, AIMS:

- Students should know how to practice compound nouns - Speaking for gist and for specific information

B, OBJECTIVES:

* By the end of this lesson, Students will able to: -Form and use compound nouns

Word study (20mins)

I, Compound nouns formed from phrasal verbs (Nominalized forms)

*STRUCTURE: *Verb + particle +Most nominalized form are derived form verbs + particle Combinations

Eg: -to break down -> a breakdown -to check in -> a check-in

-to hold sb up -> a hold-up -to make sth up -> a mix-up *Verb + preposition

*Some are formed in this way

Eg:-to run through sth-> a run-through *Particle + verb

+A few nominalized forms have this structure, e.g upkeep, outlay

*The meanings of these nouns are related to the meanings of their corresponding phrasal

-Give comments

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(10mins)

Handout (10mins)

verbs *STRESS

+ The stress is on the first element: breakdown, check-in, takeoff, upkeep, outlay

*SPELLING

+ Many nominalized forms can be written with or without a hyphen (-) It is a matter of established usage

However, those which place the particle/ preposition first are not hyphenated, as in upkeep, outlay

*PLURALS

+ Where a plural is possible, (i.e where the nominalized form is countable, it is formed in the usual way with the addition of –s eg: breakdowns , hold-ups , check-ins

*Ask Ss to work individual to fill in the blanks with the compound nouns above to complete the sentences

-Ask Ss to fill each gap with one of the nominalized forms just learnt

-Call on some Ss to speak out the answers and write them up on the board

Exercise Matching the compound nouns with their meanings 1, DROPOUT a person who leaves school or college before they have finished their studies

2, an occasion when a vehicle or machine stops working

3, permission for sb to start doing sth

4, the act of showing your ticket, etc when you arrive at an airport

5, expenditure or amount of money spent

6, a short practice or a series of gentle exercises that you to prepare yourself for doing a particular sport a activity

7, the start of a game of football 8, the moment at which an aircraft leaves the ground and starts to fly 9, the act of closing a factory or business or stopping a large machine from working

10, practice for a performance of a play, show, etc

-Give comments

-Do as required

-Give comments

-Do as required

*Expected answers:

1, breakdown 2, warm-up 3, takeoff 4, dropout 5, kickoff 6, check-in 7, shutdown 8, go ahead

-Give comments

-Write on note book carefully *Expected answers:

1, dropout 2, breakdown 3, go-ahead 4, check-in 5, outlay 6, warm-up 7, kick-off 8, takeoff 9, shutdown 10, run-through 4, Consolidation : (1min) -The content

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Date of planning: 25.02.2009 UNIT 11: The Asian games Period 95: LANGUAGE FOCUS (2) A, AIMS:

- Students should know how to practice relative pronouns where possible - Speaking for gist and for specific information

B, OBJECTIVES:

* By the end of this lesson, Students will able to: -Omit relative pronouns where possible

Grammar: (15mins)

Exercise: (15mins)

(10mins)

Omission of relative pronouns:

1, We can leave out the relative pronoun in a defining relative clause that refers to the object

Eg: Have you found the keys that you lost?

=Have you found the keys you lost? Eg; The bed that/ which I slept in last night wasn’t comfortable = The bed I slept in last night wasn’t comfortable

1, We can’t leave out the relative pronoun in a defining relative clause that refers to the subject

Eg: The doctor who treated me told me not to worry

3, In a non-defining relative clause we must keep the relative pronoun

Eg Tom, whom I talked on to the phone last night, is an architect

4, We can also leave out the relative pronoun after a superlative

Eg: This is the best meal (that) I’ve ever eaten

*Activity 1: Checking (Task a P.161-162) -Put Ss into pairs

-Ask Ss to the task

-Go round giving help if needed -Call on Ss to give the answers

-Invite class opinions and give feedback *Activity 2: Matching (Task b, P.162) -Tell Ss to the task individually

-Listen to teacher as required -Practice carefully, give example, compare and then present before the class

-Give comments

-Listen to teacher as required -Practice carefully, give example, compare and then present before the class

-Give comments

-Write on note book carefully -Listen to teacher as required *Expected answers:

1, 3,

-Listen to teacher as required *Expected answers:

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-Call on some Ss to write the sentences up on the board

-Go over the answers with the whole class 4, Consolidation : (1min) -The content

UNIT 12 : hobbies Period 96: READING (1) A, AIMS:

- Students can express their opinions about Hobbies - Reading for gist and for specific information B, OBJECTIVES:

- Scan for specific information -Express their ideas about hobbies C, TEACHING AIDS:

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E, PROCEDURES:

Warm-up (5mins)

*Ask Ss some questions 1, What’s your hobbies?

2, Could you tell me how you collect your books?

3, How you organize your collection? *Teaching vocabulary:

-collect (v)=buy or find things of a particular type and keep them as a hobby (su tËp) -collection (n)=a group of objects, often of the same sort, that has been collected (bé su tËp)

-collector (n)=a person who collects things, either as a hobby, or as a job (ngêi su tËp) -take sth up= learn or start to sth,

especially for pleasure (bắt đầu thú tiêu khiển đó)

Expertise (n) (in sth/ in doing sth)=expect knowledge or skill in a particular subject, activity, or job (kiến thức kỹ chuyên môn)

-result (n) from sth = happen because of sth else that happened first (do gây ra, có từ )

-prosperity (n)=the state of being successful, especially financially (sự phát đạt, phồn vinh)

-original (n)=a document Work of art, etc produced from the first time, from which copies are later made (bản gốc, nguyên bản) -duplicate (n)=one of two or more things that are the same in every detail (b¶n sao)

Activity 1: Wh-questions Task a, Text book, P.165) -Arrange Ss into pairs

-Get Ss to read trough the questions to know what is being asked

-Ask Ss to read the text and answer the questions

-Call on Ss to speak out the answers -Invite class opinions and give feedback

-Do as required

Do as required

(150)

UNIT 12 : hobbies Period 97: READING (2) A, AIMS:

- Students can express their opinions about Hobbies - Reading for gist and for specific information B, OBJECTIVES:

- Scan for specific information -Express their ideas about hobbies C, TEACHING AIDS:

Warm-up (5mins)

3, How you organize your collection? *Activity 1: Summary (Handout)

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(16mins)

-Arrange Ss into groups of three

-Ask Ss to read the text again and complete the summary below using the words

provided

Activity 2: Table completion: Task b, text book, P.165

-Put Ss into pairs

-Have Ss read the text again and complete the table

-Swap partners and have Ss to compare their answers

-Call on Ss to write the answers up o the board

-Go over the answers with the class Discussion: Task c, text book P.165

-Ask Ss to work in groups of discussing the questions in the textbook

-Go around giving help if necessary -Call on some Ss to give the answers -Invite class opinions and give feedback

Do as required

*Do as required

P 119-120-121)

Complete the sentences, using the words just learned

collecting free investment originals interest provides shell expertise permanent watching

Thanks to shortened working hours and greater prosperity, people nowadays have become more interested in what to in their (1) time (2) _things is one of the most popular hobbies It is relatively passive, but can require considerable (3) _ Indeed, collecting things as a past time, brings about great benefits Coin collecting (4) _hours of pleasure and satisfaction of (5) _the collection grow In addition, a good coin collection is an (6) _ Coin of all kinds will always worth at least as much as the metals, often precious, in which they are made Another interesting hobby is (7) _collecting It enables collectors to develop serious (8) _in science Moreover, it requires not only little care because shells’ colors are normally (9) _and shells just not break easily Collectors can also enlarge their collections by exchanging (10) _or duplicates However, it is only when

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Date of planning: 09.03.2009 UNIT 12 : Hobbies

Period 98: Listening A Aims:

- Students should understand how to practice listening skill with the topic Hobbies - Listening for gist and for specific information

B, OBJECTIVES:

- Listen and pick up specific details and understand general ideas - Learn more about hobbies

C, TEACHING AIDS:

Warm-up (5mins)

3, How you organize your collection? *Teaching Vocabulary:

-like (v)# dislike + V-ing

-lie (v)(lay/lain) (lying)=be or put yourself in a flat or horizontal position so that you are not standing or sitting (n»m)

-cycle (v)=ride a bicycle / traveler by bicycle -muscle (n)= a piece of body tissue that you tighten and relax in order to move a particular part of the body (cơ bắp)

-gain weight (idm)=gradually get more of weight (tăng cân) # lose weight (giảm cân) -efficient (adj)= doing sth well and

thoroughly with no waste of time, money, or energy (cã hiƯu qu¶)

Activity 1: Likes or dislikes

*Do as required

(153)

(12mins)

Task a, textbook, P166

-Tell Ss they are going to listen to Andrew talking about himself

-Ask Ss to listen and note down what he likes and dislikes doing

-Have Ss listen again and go over the answers with the class

Activity : Sentence completion Task b, textbook, P.166

-Tell Ss that they are going to listen to a conversation between Dick and Tom -Ask Ss read thought the sentence to know what kind of information they need to look for

-Elicit the kind of information needed to complete each sentence

(Expected answer: Reasons) -Call on Ss to give the answers -Elicit class opinions

-Have Ss listen again and check the answers with the class

*Speaking: Discussion

-Arrange Ss into groups of five

-Ask Ss to discuss what they like or dislike doing

-Assign group secretary who will have note down what their group members like and dislike doing by completing the table below -Move round giving help where needed -Call on group secretaries to report what their group members’ likes and dislikes

-Make any corrections in terms of grammar, pronunciation if necessary

Name likes dislikes

1

*Do as required

Period 99: speaking A, AIMS:

B, OBJECTIVES:

(154)

-Talk about hobbies -Express preferences C, TEACHING AIDS:

Warm-up (5mins)

(12mins)

3, How you organize your collection? Eliciting and introducing Useful Language *Like and dislike:

-enjoy + V-ing

-like/ love + V-ing # dislike/ hate + V-ing -want to-infinitive

-be interested/ engrossed/ indulged in sth or doing sth

-be addicted to in sth or doing sth *Preferences:

-prefer to sth: I prefer to listen to music -prefer + V-ing TO V-ing

*Reasons:

-I like collecting stamps because it is both interesting and educational

-I enjoy swimming as/ since/ for it is an excellent way of getting rid of stress *Activity 1:

-Tell Ss to write one leisure activity they enjoy doing and one they are not interested in down on a piece of paper

-Get Ss to stand up and move around the class to ask questions to find those who have the same interests

*Give some examples

T: I enjoy swimming in my free time Do you?/ What (How) about you?

S1: Me too./That’s the same for me./ So I

S2: Really?/Oh, that’s interesting./ Oh, I’m the opposite I’d rather read novels

*Activity 2: Group discussion:

-Based on the conversations in activity 1, group Ss who have the same hobbies -Ask Ss to discuss why they are interested in such things

-Go around to monitor the class and give

*Do as required

(155)

help if necessary

-Call on some groups representatives to introduce the hobbies they have in common and report the reasons for such interests *Listening:

-Have Ss listen to a talk about David’s hobby and complete the sentences below (Appendix)

examples

*Do as required

5, Home work : (1min) -Do exercises in Par Speaking in Advanced English Exercise (Part a, b, c, d, p.119-120-121)

Period 100: writing A, AIMS:

- Students should know how to practice writing about hobbies - Speaking for gist and for specific information

B, OBJECTIVES:

* By the end of this lesson, Students will able to: -Write about hobbies

-Express themselves in writing C, TEACHING AIDS:

Stages Teacher’s activities Students’ activities *Games: Jigsaw reading

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Warm-up (5mins) Pre-writing (2mins) (7mins) While-writing (20mins) Post-writing (8mins)

person’s hobby (Textbook, P.168-Appendix) -Put Ss into groups of five

-Hand the cards out to the groups

(Ask Ss to close all their textbooks before carrying out this task.)

-Within group to finish with the correct paragraph wins

-Ask Ss what the paragraph is about (Expected answer:

(A person’s hobby-collecting stamps.) *Teaching Vocabulary:

-pen pal (n) of sth= pen friend = a person that you make friends with by writing letters, often sb you have never met

-issue (n)=a number of set of things that are supplied and made available at the same time -give out of sth (idm)= give sth to alot of people

Presenting an outline

*Chart completion (Task a, textbook, P 168) -Put Ss into pairs

-Ask Ss to read the paragraph and complete the chart

-Assign Ss to give the answers

-Check the answers with the whole class Note:

+Present tenses are used for describing things +Past tenses are used to describe actions that happened in the past

*Providing useful language: 1-Introduction:

2-When your hobby started:

3-How your hobby has been built up: 4-Why you had this hobby:

5-Your feelings about the hobby *Writing it up:

-Elicit the answers to the questions similar to the content in the chart (Textbook, P168) -Ask Ss work in groups of four

-Tell Ss to write a report based on the situation below (textbook P.168)

Reading: Cloze test (Handout) -Arrange Ss into groups of three -Give each groups a copy of the task -Ask Ss to the task

-Call on Ss to give the answers and explanations for their choices -Give comments

-Listen to teacher

-Give comments

-Do as required

4 Consolidation : (1min) -The content

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Period 101: Language focus (1) A, AIMS:

- Students should know how to form related words - Ss can practice by doing exercises correctly

B, OBJECTIVES:

* By the end of this lesson, Students will able to: - Form related words

-Use related words to all exercises C, TEACHING AIDS:

Word study (15mins)

*Word derivation:

-Elicit words related to the verbs on the board, i.e., get Ss to give the equivalent nouns, adjectives and adverbs (Task a Textbook, P.169)

-Call on Ss to speak out the answers -Invite class opinions and give feedback -Draw Ss attention to the stress changes in certain parts of speech

Activity 1: Gap-filling

-Do as required

Noun Adjective Adverb Verb

1. encourage

2. prosperous

3 label

4. include

5. purely

6. wealthy

7. creative

8 pleasure

9. profitable

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(10mins)

Further practice (15mins)

Textbook, Task b, P.169

-Put Ss into pairs and ask Ss to fill each gap with the correct word form

-Call on some Ss to speak out the answers and then write them up on the board

Activity 2: Error recognition and correction -Choose A, B, C or D that indicates incorrect word form, and then correct it

1, I think hers is a highly profitably business A B C D 2, The pure of the water is tested regularly A B C D 3, The country is enjoying a period of peace A B C

and prosper D

4, ‘Where they live?’ ‘They live in A B a wealth suburb of Chicago.’ C D

5, We carefully labels each item with the A B C contents and dates

D

6, Creative and originally are more important A B C than technical skill

D

7, Her disappearance has never been A B C satisfactory explained

D

8, You should inclusive some examples in A B C your essays

D

9, It gives me great pleasant to introduce our A B C

guest speaker D

10, He needs all the support and encourages A B C he can get

D

-Do as required

*Expected answers: 1, C highly profitable 2, A the purity 3, D prosperity 4, C wealthy 5, A carefully labels 6, A creativity 7, D satisfactorily 8, A should include 9, B great pleasure 10, C encouragement

-Redo all exercises

Period 102: Language focus (2) A, AIMS:

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* By the end of this lesson, Students will able to: - Cleft sentences, both and , not only but also - Use to all exercises

C, TEACHING AIDS:

Cleft sentence (8mins)

(5mins)

I, Cleft sentences (Câu chẻ)

-Đợc dùng để nhấn mạnh thành phần câu trừ động từ:

-These are sentences introduced by it is / it was Different parts of the sentence can be emphasized in this way:

Eg: Sue sent me a letter yesterday *Subject focus (NhÊn m¹nh chđ ng÷)

=>It was Sue who sent me a letter yesterday (not Mary or Linda)

*Object focus (NhÊn m¹nh tân ngữ)

=>It was letter that Sue sent me (not a book or anything else)

*Adverbial focus (NhÊn mạnh trạng ngữ)

=>It was yesterday that Sue sent me a letter (not three days ago)

1, Who is usually used for proper subjects That is usual for non-personal subjects:

Eg: It’s speed that causes accidents, not bad roads

2, When the object is a proper noun, that is more usual than who With all others objects, that is the correct form

Eg: It was Ann that I saw Activity 1: Handout:

Check (v) the option that indicates the emphasized part of the sentence:

1, It was on television that I watched this film A, subject B, object C, adverbial 2, It’s Tom who is smiling

A, subject B, object C, adverbial 3, It was beer that we ordered

A, subject B, object C, adverbial 4, It was at the supermarket that my brother works

A, subject B, object C, adverbial 5, It was the lift that broke down

A, subject B, object C, adverbial 6, It’s a party that they are having

A, subject B, object C, adverbial

-Do as required

*Expected answers: 1, C

(160)

(6mins)

(7mins)

(5mins)

(9mins)

Activity 2: Rewriting (Text book, P.170) -Ask Ss to the task individually

-Go round giving help if necessary

-Call on Ss to write the answers up on the board -Go over the answers with the whole class

II, Co-ordinating conjunctions (Liên từ kết hợp) ( Both and, not only but also )

*Both and or not only but also is used to emphasize a combination of two adjectives, nouns, verbs, etc

Eg: -It was both cold and wet = It was not only cold but also wet

-He is both an actor and a director = He is not only an actor but also a director

-He both paints and writes = He not only paints but also writes

Activity 3: Handout:

Complete each sentence with both, and, not only, but also:

1, John and Rica were late

2, I was both tired hungry when I arrived home 3, She’s beautiful, but also intelligent 4, He collects paintings but also jewelry 5, You should not only eat vegetables drink a lot of water

6, They write cartoons but also novels Activity 4: Sentence rewriting

(Text book, P.171) -Put Ss into groups of three

-Tell Ss to identify the errors and then rewrite the sentences

-Call on Ss to write the sentences up on the board -Go over the answers with the whole class

-Do as required

*Expected answers: 1, Both 4, not only 2, and 5, but also 3, not only 6, not only

-Do as required

-Redo all exercises

Noun noun

Not only adjective but also adjective

Both adverb and adverb

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B, OBJECTIVES:

Warm-up (3mins) Pronunciation (5mins)

*Repeat all important topics as well as grammatical issue that you learnt in last lesson

Task a : p.172

-Listen to teacher and as required

(162)

(5mins) Listening comprehension (5mins) Vocabulary (5mins) (5mins) (5mins) Grammar and structure (5mins) (5mins)

Task b : p.172

Task : p.57

-Give comments and check Task a : p.173

Task b : p.173

Task c : p.173

Task a : p.60

Task b : p.60

3, B 4, B 5, C -Do as required

-Expected answers: 1, A 2, C 3, B 4, A 5, B -Work individuals -Do as required -Expected answers:

1, F 2, T 3, T 4, F 5, F 6, T 7, T 8, T Work individual

-Do as required

-Give comments

*Work in pairs -Do as required

-Give comments *Work in pairs -Do as required

(163)

B, OBJECTIVES:

Reading (10mins)

(8mins)

Writing (23mins)

Task 1: p.a p.177

Task b : p.177

*Write a report on your school’s preparation for a sports competition in Nha Trang in September You might use the guidelines, the expressions in the textbook, and prompts below

+Place where the competition will be held +Kinds of sports students will take part in

-Listen to teacher and as required -Give comments

*Expected answer: 1, e 2, f 3, a 4, b 5, c 6, d

-Do as required

-give comments and check -Expected answers:

1, C 2, A 3, B 4, C 5, C

-Do as required

-give comments and check -Expected answers:

(164)

+Students’ health

+the readiness of both trainers and students for the competition

-Ask Ss work in groups of four

-Tell Ss to write a report based on the situation below (textbook P.178)

students in our school for s sports competition held in Nha Trang in September

This year, students in our school will participate in swimming, volleyball, table tennis, karate, and chess At present, most students are strong and healthy Both students and their trainers are ready for the games In short, there are many opportunities for the students to win prizes

4 Consolidation : (1min) -The content

Date of planning: 20.03.2009 UNIT 13 : entertainment Period 106: READING (1) A, AIMS:

- Students can express their opinion about the entertainments and practice reading skill

(165)

- Skim for general ideas - Scan for specific information -Understand the contend of the text C, TEACHING AIDS:

Warm-up (5mins)

Pre-reading (8mins)

(5mins)

*Ask Ss to look at their books and work in pairs:

-Match the pictures with the appropriate form of entertainment

-Introduce some new words using examples, synonyms or explanations

-a melting pot (n)= place where large

numbers of immigrants from many different countries live together (n¬i pha trộn nhiều màu sắc)

-exhibition (n)=collection of things shown publicly (cuéc triÓn l·m)

-exhibit (v)=display sth for the public -renown (n)=fame, distinction (tiếng tăm, danh tiếng.)

-renowned as/ for sth (a) = famous

-mislead (v)=cause sb to have a wrong idea about sth (lµm cho nghÜ sai l¹c vỊ ) -criticism (n)=remark that points out faults (sự/ lời trích, phê phán.)

*Checking Vocabulary: Rub out and remember

-Rub out the words, one or two at a time and ask Ss to read all the words again Continue until no word is left on the board and Ss can read them all out

Activity 1: Guiding question

-Ask Ss to skim the text quickly to answer the question: What is the paragraph about? -Tell Ss to work with a partner, asking and answering the questions

-Call on a pair to ask and answer and check with the class

Activity 2:

1, C 2, D 3, B 4, A

-Do as required

*Work individually -Do as required

-Practice carefully then present before the class

*Expected answer:

(166)

(15mins) Matching subtitles with paragraphs(Task a, P.180) -Ask Ss to read the text and match the subtitles with the paragraphs

-when they have finished, tell Ss to compare answers in pairs

-Work in pairs -Do as required -Expected answers: 1, C 3, B 2, D 4, A 4, Consolidation : (1min) -The content

Date of planning: 21.03.2009 UNIT 13 : entertainment Period 107: READING (2) A, AIMS:

- Students can express their opinion about the entertainments and practice reading skill

(167)

Warm-up (7mins) While-reading (6mins) (16mins) Post-reading (12mins)

-Give Ss handouts of incomplete sentences about the content of the text

-Tell Ss to read the text again and complete each sentence with the correct information -When they have finished, tell Ss to compare answers with a partner -Go over the answers with the class: *Complete the sentences with the correct information (This is the handout)

1, It’s in its major cities that many world-famous , and theatrical performances are found

2, However, the most popular sources of entertainment are , and

3, Most Americans enjoyed They either themselves or their favorite sports and teams

4, Americans love to travel and is their most common leisure activity

Activity 3: (Task b, P.181)

-Ask Ss to look at their book and work individuals

-Instruct Ss to read the passage quickly and stop at the lines that contain these words to guess meanings

-Ask Ss guess the meaning of the words based on the contexts in the sentences -Check that Ss understanding the words correctly

-Ask Ss work individually to the task -Go around to help Ss if necessary -Ask Ss to exchange their answers with other Ss

-Ask Ss explain their choices Activity 4: (Task c, P 181) True, False, or Not mentioned -Arrange Ss to work in pair

-Ask Ss to scan the text and read the

statements and say if they are true, false, or not mentioned in the text

-Move around to monitor unobtrusively -Tell Ss to compare answers in small groups

-Encourage Ss to give explanations for their choice

-Go over the answers with the class *Discussion:

-Put Ss into small groups of or

-Ask them to discuss and share ideas on the following topics

A, popular forms of entertainment in your home town

B, Your favorite forms of entertainment -Go around to monitor and give help if necessary

-Call on Ss to report about their groups’

-Do as required

-Give comments -Expected answers:

1, concerts; art exhibitions

2, television; movies; recorded music 3, sports; play sports; watch

4, car travel

-Listen to teacher and as required

*Expected answer: 1, C 2, D 3, A 4, B 5, F 6, E

-Listen to teacher and as required -Practice carefully then discuss, compare and then present before the class

*Expected answer: 1, NI

2, T 3, T

4, F (Americans play sports themselves 5, F (Americans prefer traveling both by car and by plane

6, T

-Listen to teacher and as required *Expected answer:

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discussion and share

-Give feedback and comments games or chatting on the Net 4, Consolidation : (1min) -The content

P 128-129-130)

Date of planning: 22.03.2009 UNIT 13 : entertainment Period 108: Listening A Aims:

- Students should understand more about the entrainment and practice listening skill - Listening for gist and for specific information

B, OBJECTIVES:

-Listen and understand the message

-Learn more about cultural activities in Britain C, TEACHING AIDS:

Warm-up (6mins)

*Ask Ss to look at their books and work in pairs:

-Match the pictures with the appropriate form of entertainment

-Ask Ss to write up the answers on the board

-Go over the answers with the class *Teaching Vocabulary:

(Task a, P.182)

-Ask Ss to match the words or phrases with the pictures

-Check if Ss know the meanings of the words

-Show Ss how to pronounce the words +marquee (n)= a large tent used at social events

+ball (n)= a big formal party with dance -Go over the answers with the class *Activity 1: True-false Statement

1, A 2, C 3, B 4, D

*Expected answer: 1, D (a marquee)

2, C (a rowing competition) 3, B (a bow tie)

4, A (a ball)

(169)

(10mins)

(Task b, P.182)

-Tell Ss they are going to listen to Jack’s letter, telling Ann about the activities he did at the university

-Ask Ss to read the statements, listen and check whether they are true or false If they are false, give the correct

information

-Let Ss listen the second time if necessary -Tell Ss to compare answers in pairs -Go over the answers with the class; then let Ss listen again and check

*Activity 2: Questions and answers (Task c, P.183)

-Ask Ss to listen again and find the answers to the questions

-Ask Ss to work with a partner, ask and answer the questions to compare answers in pairs

-Have Ss listen again and check with the class

*Speaking: Personalization

-Arrange Ss to work in small groups -Tell them to talk and share ideas on holiday activities in their community or home town

-Call on some Ss to report to the class about their groups

*Expected answer: 1, T

2, F (Nowadays Ss usually wear jeans and T-shirts)

3, F (“The bath” is a typical Cambridge student pub)

4, T 5, T

*Expected answer: 1, In the college grounds 2, All night

3, On the boats on the river 4, A ‘rowing competition”

5, They weave brightly colored scarves into a beautiful pattern around a long pole

*Expected answer: *Some holiday activities:

-Unicorn dance, rowing competition, ball, family gathering, get-togethers with friends or parties on New year’s day or on birthdays, Mid-Autumn Festivals, 4, Consolidation : (1min) -The content

(170)

A, AIMS:

B, OBJECTIVES:

-Express agreement or disagreement about holiday activities -Give some reasons to argue for their opinion

C, TEACHING AIDS:

Warm-up (10mins)

(5mins)

*Speaking: Personalization

-Arrange Ss to work in small groups -Tell them to talk and share ideas on holiday activities in their community or home town

-Call on some Ss to report to the class about their groups

1, Matching pictures with holiday activities: (Task a, P 183-184)

-Ask Ss to study the pictures and match them with the holiday activities

-Tell Ss to compare answers in pairs -Go over the answers with the whole class 2, Introducing useful language:

(Task b, P.184)

-Elicit and introduce expressions of agreement and disagreement and the language used to explain reasons

*Expected answer: *Some holiday activities:

-Unicorn dance, rowing competition, ball, family gathering, get-togethers with friends or parties on New year’s day or on birthdays, Mid-Autumn Festivals,

Useful Expression

Agreement

-That’s true I completely agree with you

-I’m with you there And besides, -I can’t agree with you more.

-I can’t help thinking the same! -You can say that again.

-Yeah, you are right. -Yes, I think so, too

Disagreement -Well I personally think that -I don’t quite agree with you because

-That’s not the way I see it You see

-That’s an interesting point of view, but I think

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*Task C: (P 185)

Talking about holiday activities:

-Tell Ss to work in small groups, discuss the positive and negative aspects of some holiday activities, and express their agreement or disagreement with their partners, plus explanations of reasons -Tell Ss they can use the phrases suggested in the box and ideas of their own

-Work with a student to model an example -Suggest some holiday activities around the world for Ss to express their opinions -Go around to monitor and jot down errors for correction later

*Writing about themselves:

-Ask Ss to work in pairs and write a few sentences about themselves and their friends concerning entertainment activities -Tell Ss they can use the prompts given to help them

*Most of us *Some found it but others

-Call on some Ss to read their sentences and ask the class to give comments

-Do as required

-Give comments

-Do as required

-Give comments

Date of planning: 28.03.2009 UNIT 13: Entertainment Period 111: writing

A, AIMS:

- Students should know how to describe holiday activities - Speaking for gist and for specific information

B, OBJECTIVES:

* By the end of this lesson, Students will able to: -Describe holiday activities

-Organize and write about holiday C, TEACHING AIDS:

(172)

(173)

Date of planning: 29.03.2009 UNIT 13: ENTERTAINMENT Period 112: LANGUAGE FOCUS (1) A, AIMS:

- Students should learn more vocabulary related to entertainment - Speaking for gist and for specific information

B, OBJECTIVES:

* By the end of this lesson, Students will able to: -Know how to use vocabulary related to entertainment -Do all exercises correctly

C, TEACHING AIDS:

Word study (25mins)

(16mins)

*Word related to entertainment:

Activity 1: Categories-completing the table (Task a, P,187)

-Ask Ss to put the nouns in the box in the correct column in the table

-Tell Ss to compare answers with a partner and then check with the whole class

-Check to see if Ss know the meanings of the words

Activity 2: Gap-filling (Task b, P,188) -Ask Ss to complete each of the sentences with a noun from the table in Task a correct form of the verbs given in the box

-Call on Ss to read their completed sentences and check the answers with the whole class

-Do as required

(174)

-Redo all exercises Date of planning: 01.04.20089

UNIT 13: ENTERTAINMENT Period 113: LANGUAGE FOCUS (2) A, AIMS:

- Students should know how to use + cleft sentences in the passive and

+either or , neither nor., both, and subject-verb agreement - Speaking for gist and for specific information

B, OBJECTIVES:

* By the end of this lesson, Students will able to: -Know how to use vocabulary related to entertainment -Do all exercises correctly

C, TEACHING AIDS:

Grammar (10mins)

(5mins)

(9mins)

*Cleft sentences in the Passive:

-The object is emphasized, and followed by a defining relative clause in the passive

*It + be + noun/ pronoun + that + be + pp Eg: They reduced the income tax, not VAT =>It was the income tax that was reduced, not VAT

*Or the adverb is emphasized, and followed by a clause in the passive

*It + be + prepositional/ adverb phrase + that + subject + be + pp

Eg: It’s on New Year’s Day that children are given lucky money

Activity: Rewrite the Sentences: (Task, P 188)

-Ask Ss to read the sentences in the task and rewrite them using the passive structure -Tell Ss to work with a partner and compare answers

-Call on Ss to write their sentences on the board and check with the class

*Linking Words with Either or , Neither nor , or Both

*Either or + affirmative/ interrogative

-Do as required

(175)

(6mins)

(5mins)

verb is used to express alternatives

emphatically when either or is the subject or object of the verb, meaning “any one of two”

Eg: Either Lan or her sister must be home now

-It’s urgent, so could you either phone or tax -Either or cannot be the subject of a negative verb In other cases, either or + negative verb can replace neither nor Eg: Tom didn’t either write or phone home -Neither nor + affirmative verb is an emphatic way of combining two negatives, meaning “Not one and not the other” -Tom neither wrote nor phoned home *Sentence with “Both”

-Both is used to refer to two As the subject of the verb, both takes a plural verb

-Eg: Nam likes action film So does Ba => Both of them like action films *Subject – Verb Agreement -In sentences with either or or

neither nor as the subject, the verb may be singular or plural depending on whether the noun/ pronoun following or and nor is singular or plural

*We have the formulas: Either or

+ noun + + singular noun+ Neither nor singular verb Eg: Either you or Joe is wrong

Either or

+ noun + + plural noun + Neither nor plural verb Eg: Either Tom or his friends are coming to see you

Activity 1: Sentence Transformation (Task P, 189)

-Tell Ss to read the sentences and rewrite the using either or instead of both and -Remind Ss of the parallel structure of sentences with these liking words

-Call on Ss to read their sentences and check with the whole class

-Give feedback and comments Activity 2: Sentence Combination (Task P.189)

-Read the example and tell Ss to pay attention to how the words link the ideas

-Ask Ss to read the pairs of sentences and combine them using neither nor -Tell Ss to compare answers in pairs

-Do as required

(176)

(5mins)

-Call on Ss to write their sentences on the board for the class to check

-Go over the answers with the whole class *Activity 3: Sentence Completion

(Task p 189-190)

-Ask Ss to read the sentences and fill in each blanks with a suitable word either, neither or both

-Tell Ss to pay attention to the meanings and the verb forms of the sentences

-Tell Ss to compare answers with a partner -Go over the answers with the class Activity 4: Choose the Correct Verb Form (Task p, 190)

-Ask Ss to read the sentences and exchanges and choose the correct verb forms for each -Tell Ss to pay attention to the linking words used in each case

-Tell Ss to compare answers with a partner -Call on Ss to read their completed sentences -Then go over the answers with the class

-Do as required

-Redo all exercises

Date of planning: 02.04.2009 UNIT 14: space conquest Period 114: READING (1) A, AIMS:

- Students can express their opinion about the space conquest and practice reading skill

* By the end of this lesson, Students will able to: - Scan for specific details

- Skim for general ideas

- Understand the content of the text C, TEACHING AIDS:

(177)

Warm-up (8mins)

(5mins)

(13mins)

*Ask Ss to answer the questions:

1, Who is the first human to fly into space? 2, Can you name the first humans to set foot on the moon?

3, Who is the first Vietnamese to fly into space?

-Teach some vocabulary items through a multiple choice task

-Ask Ss to choose the word or phrase that is closest in meaning to the word in bold

1, the market research on the demand for space tourist

A, equipment B, need C, request 2, the first research was conducted in Japan

A, carried out B, indicated C, investigated 3, This survey revealed that

A, showed B, proved C, proposed 4, NASA is sponsoring a project _ A, working on B, supporting financially C, preparing

5, Wimberley Allison Tong & Goo envisages a hotel _

A, builds B, constructed C, imagines 6, Passengers might be ferried to and from it by _

A, transported B, led C, required 7, Space will provide vast new frontiers for the adventurous to explore

A, enjoy B, travel C, examine *Checking General Knowledge:

(Task a, P.192)

-Read the questions in Task a and ask Ss to choose the best answer to each question -Check with the whole class

*Discussion: (Task b, P.192) -Put Ss into small groups of or

-Ask them to discuss and share ideas on the following topics

A, If you were to travel into space, what would you bring with you?

B, If I were to travel into space, I would bring

-Call on Ss to report about their groups’ discussion and share

-Listen to teacher and as required -Discuss, compare and then present before the class

*Expected answer:

1, Yuri Gagarin, a Russian astronaut 2, Neil Armstrong and Buzz Aldrin, two American astronaut

3, It was Pham Tuan

-Listen to teacher

Expected answer: 1, B

2, A 3, A 4, B 5, C 6, A 7, C

-Work in pairs and then give once more examples (if necessary)

*Do as required

-Do as required

(178)

Date of planning: 04.04.20089 UNIT 14: space conquest Period 115: READING (2) A, AIMS:

- Students can express their opinion about the space conquest and practice reading skill

* By the end of this lesson, Students will able to: - Scan for specific details

- Skim for general ideas

-Understand the content of the text C, TEACHING AIDS:

Warm-up (5mins)

Activity 1: True-False Statements (Task a, P 193)

-Ask Ss to read the text and statements about the space exploration and decide if the they are true or false

-Tell Ss to compare answers with a partner

*Expected answer:

3, It was Pham Tuan

(179)

(10mins)

-Call on some Ss to read the sentences aloud and say their choice Ask Ss to give

explanations for false sentences -Check with the whole class Activity 2: Questions and answers: (Task b, P.193)

-Tell Ss to read the text again and find the answers to the questions

-Ask Ss to work with a partner, ask and answers the questions

-Call on pairs to ask and answer them and check with the whole class

-Arrange Ss o work in small groups of or -Ask them to discuss the following questions 1, If affordable, would you like to take a space trip? Why? Why not?

2, Where would you go?

3, How long would you stay there? 4, What would you there?

-Call on some Ss to report about their groups and invite the class to give comments

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

*Expected answer:

1, NASA stands for the National Aeronautics and Space Administration of the United States

2, Because they want to satisfy their curiosity.(they want to enjoy

adventures)

-Do as required

-Give comments

-Write on note book carefully 4, Consolidation : (1min) -The content

P 137-138-139)

(180)

A Aims:

- Students should understand more about the entrainment and practice listening skill - Listening for gist and for specific information

B, OBJECTIVES:

- Listen and understand the message

- Learn more about cultural activities in Britain C, TEACHING AIDS:

Warm-up (5mins)

(10mins)

Post-*Ask Ss some questions:

1, How old was Gagarin when he became the first human being in space?

2, How long was he in space? *Brainstorming : (Task a, P.194) -Tell Ss to work in small groups

-Ask Ss to read the phrases in Task a and check (V) the that are required of astronauts -Ask Ss to add more things that they think are required of astronauts

-Elicit Ss the countries that have developed space exploration (USA, Russia, China) *Activity 1: Completing the table (Task b, P 194)

-Tell Ss they are going to listen to a talk about astronaut selection in different countries -Ask Ss to listen and complete the table with the information about the countries

-Let Ss listen again if necessary

-Ask Ss to compare answers in pairs and then go over the answers with the whole class *Activity 2: Gap-questions

(Task c, P 194)

-Ask Ss to listen again and complete the sentences with the correct information -Ask Ss to compare answers with a partner -Call on Ss to read their completed sentences -Have Ss listen again and check the answers with the class

*Writing:

-Arrange Ss to work in pairs

-Tell them to write a short paragraph about

-Listen to teacher and as required -Compare and then present before the class *Expected answer:

1, He was 27 then

2, He was in space for 108 minutes -Listen to teacher and as required -Compare and then present before the class *Expected answer:

1, good health 2, strong mind 3, self-confidence 4, experience 5, education

-Do as required

-Give comments

-Listen to teacher and as required -Compare and then present before the class

*Expected answer: 1, the military 2, male

3, engineers, mission 4, self-confidence

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listening

(10mins) how astronauts were selected in The USA or Russia -Tell Ss to refer to the table for the

information

-Call on some Ss to read their pairs’ writings and ask the class to give correction and comments

to practice -Do as required

-Give comments

Date of planning: 05.04.2009 UNIT 14: space conquest Period 117: SPEAKING

A, AIMS:

- Students should know how to express degrees of certainly and practice speaking skill - Speaking for gist and for specific information

B, OBJECTIVES:

* By the end of this lesson, Students will able to: -Express degrees of certainly

-Talk about their plans for future activities C, TEACHING AIDS:

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Warm-up (5mins)

(12mins)

Eliciting and Introducing Useful language -Make questions to elicit and then introduce the language used to express possibility -Draw a continuum to show the degree of certainty the modals express (Textbook) Activity 1: Talking about the Situations: (Task a, P.195)

-Ask Ss to work in pairs, read the situations and make sentences using a suitable modal to express possibility

-Call on pairs of Ss to act out the exchanges for the situations

Activity 2: Talking about plans for next summer vacation:

(Task b, P 196)

-Arrange Ss to work in small groups -Ask Ss in their groups to talk about what they plan to next summer vacation Tell them to use the modals to express possibility -Work with a student to model the example exchange

-Have Ss the task

-Go around to check and give help if necessary

-Call on some Ss to report about their groups -Give feedback and comments

*Writing about your plans

-Tell Ss to write a few sentences about what they might next summer vacation -Ask Ss to form small groups of or 5, exchange their writings for correction and share ideas

-Give feedback and comment

*Expected answer:

3, It was Pham Tuan

-Do as required

-Give comments

-Do as required

-Give comments

-Do as required

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Date of planning: 08.04.2009 UNIT 14: space conquest Period upload.123doc.net: WRITING A, AIMS:

- Students should know how to practice writing a report - Speaking for gist and for specific information

B, OBJECTIVES:

* By the end of this lesson, Students will able to: -Write about a report on a trip or vacation -Use different tenses in a report

C, TEACHING AIDS:

Warm-up (5mins)

Pre-writing (5mins)

*Give some information about a country and ask Ss what country it is?

1, It’s a country in South East Asia 2, It’s known as a country of elephant

3, Its national football team has won the Tiger Cup several times

4, Its capital is Bangkok

Activity 1: Completing the report (Task a, P.196)

-Tell Ss to work in pairs

-Ask them to read the report and complete it by filling in each space with the correct form of a suitable word in the box

-Go over the answers with the class Activity 2: Recognizing verb forms -Ask Ss to underline all the verbs used to report about the trip

*Expected answer: *Thailand

*Expected answer:

1, g 2, c 3, i 4, e 5, a 6, h 7, b 8, d 9, f

-Listen to teacher and as required *Expected answer:

1, The past simple

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(4mins)

-Ask Ss what tenses are used in the report Activity 3: Guidelines

-Elicit from Ss what to include in a report on a trip and give them some guidelines on the content of the report

Writing about yourself (Task b, P.196) -Ask Ss to write a report on their holiday trip or vacation

-Tell Ss to refer to the guidelines and previous tasks as sample

-Go around to monitor and give help with vocabulary

-When Ss have finished, collect their writings for correction later

*Peer correction:

-Arrange Ss to work in small groups of -Deliver four pieces of writing to each group -Ask the groups to read the reports together, give correction or improvement if necessary Then tell them to choose the best report -Go around to monitor and check

perfect

-Do as required

5, Homework: (1min) -Rewrite their writing on notebook carefully -Prepare next period

Date of planning: 10.04.2009 UNIT 14: space conquest Period 119: LANGUAGE FOCUS (1) A, AIMS:

A report should include the following things

1, Where and when you took the trip.

2, Details of the activities you did and the places you visited

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- Students should learn more to make compound nouns with the word space and air - Speaking for gist and for specific information

B, OBJECTIVES:

-Know how to make compound nouns with the word space and air -Do all exercises correctly

C, TEACHING AIDS:

Word study (10mins)

(10mins)

Further practice (11mins)

*Compound nouns:

-Elicit from Ss the information, meaning and stress pattern of the words

+Formation : Space + noun Air + noun

+Meaning: The meanings of these compounds take the meanings of both elements of the expression

+Stress pattern: Like most compound nouns, these compound nouns have the main stress on the first part

*Activity 1: Matching to make compound nouns (Task a, P.197)

-Ask Ss to combine a word in column A with a suitable word in column B to form a compound noun

-Call some Ss to read their compounds while some others write them down on the board -Check with the whole class

-Have Ss practice reading the words

-Check to see if Ss know the meanings of all words

*Activity 2: Gap-filling (Task b, P197) -Ask Ss to read the sentences and fill in each space with the suitable word from the list -Tell Ss to compare answers in pairs and then go over the answers with the whole class

*Completing the networks:

-Write a list of words and draw the following networks on the board

-Ask Ss in pairs to complete the networks with the suitable expressions, formed by a

-Do as required

*Expected answers:

1, spaceman, space shuttle, space suit, space walk

2, airline, airplane, air bed, airsick -Do as required

*Expected answers:

1, spaceman 2, airsick 3, space shuttle 4, space suit 5, an air bed

-Do as required

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combination of space or air with a word in the box

-Tell Ss to compare answers in small groups -Go over the answers with the class

*These are the words and the networks:

*Traveling: aircrew, airport, aircraft, airship, airhostess

*Space exploration: spacecraft, spaceship, space station, space walk

*Household goods: airbed, air-conditioning, air cushion

-Redo all exercises crew port craft ship

bed