giao an anh 8 trường thcs quảng tùng

- General capacity: identification, analyzing, communication, discussion - Own capacity: individual / pair/ group work.. II.[r]

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Period 1: REVISION Preparing date:25/8/2018

Teaching date: 28/8/2018 A Aims:

Knowlege: By the end of the lesson, ss will be able to review the main grammar points and vocabulary of English

Language content:

a.Vocabulary: vocabulary of themes b.Grammar :

- Tenses: present simple tense, present progressive tense, present perfect tense, future tense, past simple and past progressive tense

- Passive voice

Skills: skills: speaking, listening, writing B Preparations

Teacher: lesson plan

Students: review all the grammar points and vocabulary in English program C Procedures :

Teacher’s activities Students’ activities I / Warm up:(5 mins)

- T asks Sts some questions:

? Can you tell me what you’ve learned in english 7? II / Revision : (10 mins)

1 The tenses : - Present simple - Present progressive - Present perfect tense - Simple future

- Near future - Past simple

- Past progressive tense

=> Ask Ss to repeat the uses and forms of each tense III Practice (25 mins)

Exercise : Change these sentences into other tenses ( Present simple , Present progressive , Present perfect tense, near future , Simple future and Past simple, Past progressive tense) and add appropriate adverbs of time

1 She is in Grade

2 They are playing soccer She went to Ha Noi last week I will visit my sister next week

- Answer the T’s questions

- Listen and repeat the uses and forms of them

- Copy down

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5 Mai is going to build a new house - Ask Ss to work in pairs

- Call some pairs to demonstrate in front of class - Give feedback

Exercise Supply the correct tense of the verbs in brackets

1 Mary and John (be) _ neighbors They (know) _ each other for a long time Mary (move) _ into her house in 1990, and John (live) _ next door since he (come) _ to the area in 1988

2 Today (be) _ Sunday Nga (not go) _ to school She (stay) _ at home She (do) _ her homework now She (do) _ it for two hours

3 I (be) _ in New York I (come) _ here two years ago My friend, Nancy (live) _ here since 1982 So she (know) _ the area very well

4 Trung usually (go) _ to the library three times a week

5 Yesterday I (be) _ busy, so I (not have) _ time to phone you

6 Mrs Trang (not go) _ to work last week She (not be) _ feeling well

- T calls some Sts to write their answers on the board -and has other students to give remarks

- Give the right answers IV/ Homework : (5 mins)

- Learn by heard all the uses and the forms of the tenses above

Some pairs give the answers in front of the class

St the exercise in person then give the answers in front of the class

1 are/ have known/ moved/ has lived/ came

2 is/ doesn’t go/ stays/ is doing/ has done

3 am/ came/ has lived/ knows goes

5 was/ didn’t have didn’t go/ wasn’t

- Do as the T asks

- Write down

Period:2 Unit 1: leisure activities

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T: 29/8/2018

I Teaching points:

- By the end of the lesson Ss can understand “ It ‘s right up my street ”, review vocabs about leisure activities

- Training listening, reading, speaking, writing skills * Teaching aids: - Pictures, posters, photos, cassette & tape

II Teaching steps

Teacher and Students Board & contents

Warm up (Network)

- Have Ss work in teams

- Get Ss to write down vocabs about leisure activities

A WARM UP (Network) Reading books

- Present new words

- Check: Rub out and Remember

B NEW LESSON * Vocabulary

- craft (n): Đồ thủ công

- craft kit (n): đồ dùng thủ công - bead (n): hạt, vật tròn nhỏ

- button (n): cúc áo, khuy áo - sticker (n): dao chọc

- melody (n) : giai điệu - tool (n): dụng cụ

- It’ right up your/ my street! Đúng vị trí cậu/ tớ

1 Listen and Read Look at the picture

What can you see in the picture?

Why you think Mai, Nick, Phuc are there?

What are they holding in their hands? What are they talking about?

? Can you guess what Mai, Phuc, and Nick like doing in their free time?

1.a. Ss work individually to circle the correct answer

1.b. Go through the list of activities mentioned Encourage Ss to explain what they are and to give examples Ask Ss if they have done any of these activites, or if they know anyone who does these in their free tim

1.c. Draw Ss’ attention to the contexts when

1.Listen & Read

1.a Circle the correct answer Key: bookstore book dog craft kit folk music Vietnamese

1.b Which leisure activities you think Phuc, Mai, and Nick have? Tick () the boxes Then find the information from the conversation to explain your choice.Key:

Ph uc

Mai Ni ck

1 Pet training 

2 Making crafts 

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Mai said ‘Check out this book’ and Phuc said ‘It’s right up your street!’ Together with Ss elicit the meaning of these two expressions

2. Ss work in pairs to match the words/phrases in the box to the photos, then they listen together to check their answers

3. Ss work individually to the task them compare their answers with a partner Tell Ss they need to look for the surrounding key words in order to complete tha task Note that ‘good’ and ‘sastified’ fit both items and Acknowledge this point with Ss who have them the other way round

4. This game can be done in groups of four or six, or as a mingle activity

If your classroom is large enough, ask Ss to stand in two lines facing each other Each pair will talk about one activity for one minute When the time is up and T calls outs

‘Change!’, they will move one step to the left/right to meet a new partner and talk about another activity

4 Listening to music

 Learning

languages



6 Playing sports  

7 Helping

parents with DIY projects

 

1.c Answer the questions.

2 Find words/phrases in the box to describe the photos Then listen to check your answers.

Key: playing computer games playing beach games doing DIY

4 texting

5 visiting museums making crafts

3 Complete the following sentences with words in the box.

Key: satisfied relaxing, exciting fun boring good

Homework

-Sumarize the main points of the lesson -Asign home work

C HOME WORK

- Learn vocabulary by heart

Practice reading “Listen and read” -Prepare the new lesson: A closer look

Period: Unit 1: leisure activities Lesson 2: a closer look 1 P: 26/8/2018

T: 30/8/2018

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

- Pronounce words containing the clusters /br/ and /pr/ correctly in isolation and in context

- Use the lexical items related to leisure activities

*Teaching aids: cassette, poster. III Teaching steps

Teacher & Students Board & contents - Have Ss work in teams

- Get them to write the activities they have relaxed in their free time

- Give feed back

A WARM UP playing sports

Watching TV

- Ask Ss to work in pairs

If necessary, T may elicit information by asking questions such as:

1.

Alternatively, this task can be done as a mingle activity Have Ss write down how much time they spend on leisure on an average day, and the three activities they the most Ss move around and talk with at least three other classmate to find out who spends most time on leisure and what the most popular activities in the class are

2 Have Ss work individually to complete the task

3. For a more able class, ask Ss to cover the category labels Have Ss look at the words and try to guess what these words have in common

4 Have Ss work in small group

5. Have Ss work individually to complete this task Ask Ss to add more words

B NEW LESSON I VOCABULARY

1 Look at the following pie chart on leisure activities in the US and answer the questions.

Key:1 In 2012, people in the US spent 5.1 hours a day on sport and leisure activities The main activities they did include watching TV, socialising and communicating, reading, participating in sports, exercise and recreation, using computers for leisure, relaxing and thinking

leisure

2 Complete the table with info from the pie chart

Name of activity Verb

relaxing thinking using doing watching reading socialising communicating

Relax think use watch read socialise communicate

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which contain these clusters For a more able class, Ss may make sentences with these words and practise saying them

6. Have Ss practise the words with the clusters first

3 Look at the words Match them to the category labels.

Now add more words to each category. Key: 1.e 2.b 3.f 4.a 5.d 6.h 7.c 8.g

II.Pronunciation Clusters: /br/ and /pr/

5 Complete the words under the pictures with /br/ or /pr/ Listen to check your answer and repeat.

Audio script: apricot bridge bracelet bread princess president present broccoli

6 Listen and repeat

Home work

-Summarize the main points of the lesson

-Assign home work

C HOMEWORK.

-Learn by heart new words -Practice the sounds /br/ and /pr/ -Do Ex…in Ex book

Tổ CM ký duyệt Tổ phó

Phạm Phương Loan

Period: Unit 1: leisure activities Lesson 3: a closer look 2 P: 1/9/2018

T:

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

- Use the verbs of liking that are followed by gerunds

- Use the verbs of liking that are followed by to-infinitives

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Teacher & Students Board & contents -Ask Ss to go to the board and write

sentences

-correct, give marks

A OLD LESSON

Ask some Ss to write their own sentences Eg: I like watching / to watch TV

T checks the meaning , use ,and form of the structure

-Explains and gives examples

1. Remind Ss of the concept of the gerund from A CLOSER LOOK 1 Ask them how the gerund is formed and how it functions grammatically Draw Ss’ attention to ‘love to watch’ and ‘enjoy listening’ which appear in the text in GETTING STARTED:

- I love to watch him

- But I think I’ll enjoy listening

Explain that in English if we want to follow a verb with another action, we must use a gerund or an infinitive There are certain verbs that can only be followed by one or the other, and these verbs must be memorised

Read or play the recording in

GETTING STARTED for Ss to listen and ask them to underline the verbs of liking followed by gerunds or to-infinitives that they find in the text For a more able class, T may ask Ss to cover the text and just listen to identify these verbs

Go through the Look out box with Ss Tell Ss that verbs of liking/disliking are

B NEW LESSON. Grammar

Verbs of liking + gerunds Verb of liking + to-infinitives

If we want to follow a verb with another action, we must use a gerund or an infinitive.

1 Read the conversation on Getting Started again Underline verds that are followed by a gerund.

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often followed by gerunds, but verbs such as love, like, hate, start and prefer may go with gerunds or to-infinitives with almost no change in meaning Give some examples for both cases Encourage Ss to give their own examples

Introduce Ss to the Learning tip box, where they can differentiate the difference in terms of degree these verbs of liking/disliking/ Alternatively, T may write these verbs on the board with a really happy smiley face at the top of the board and a really unhappy smiley face at the bottom and then ask Ss to rearrange them in a particular order without looking at the Learning tip

box

2 Ss work individually and then compare the answer with their partners Then play the recording for Ss to check their answers

2 Tick () the appropriate box Then listen to check.

Key:

followed by gerund only

followed by both gerund and to-infinities

1 love 

2 enjoy  detest 

4 prefer 

5 fancy 

Audio script:

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3. Ss work in pair to complete this task, then T gives feedback to Ss as a class

4 This task can be done in groups of five or six Give Ss time to work individually at first and write each sentence on a strip of paper, then in their group mix up the strips Each student picks up and reads out a sentence, then they guess who write that sentence

5. Have ss quickly familiarise themselves with the e-mail by asking: Who wrote this e-mail? To whom? What is it about? Have Ss scan the e-mail to find the answer

a Ss work individually and compare their answers with a classmate

3 Write the correct form of the verbs. Key: making to watch/watching skateboarding to learn/learning sitting

4 Write sentences about what you like or don’t like doing in your free time, beginning with the following Then share what you have written with your partner.

5 Look at the following e-mail that Minh Duc wrote to a new penfriend.

a There are six grammar mistakes in his e-mail Can you find and correct them?

Key:

Hi, my name’s Duc

How are you? This is what I like in my free time I often play video games or watch TV Or I go to the park and play football with my friends I enjoy this very much! I sometimes help my parents too If I have homework, I’ll try to finish it first before I anything else But I don’t like have lots of homework! I don’t mind to homework but I hate spend all evening on it! On Saturday or Sunday, I love eat out with my family The food is delicious!

What about you? Best,

Duc

like → like to do/ like doing enjoy → enjoy doing

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b. Ask Ss to read the e-mail again and answer the questions

6. Ss work individually to write the e-mail then exchange it with their partners and check for mistakes If there is time, have them ask and answer about the e-mails afterwards, using the questions in

5b as a guide If there is not enough time, this task can be done as a group-writing task.

don’t mind to → don’t mind doing hate spend → hate to spend/ hate spending love eat out → love to eat out/ love eating out

b Answer the questionsThe activities Duc mentions in his e-mail is: playing video games, watching TV, going to the park, playing football, helping his parents, doing homework, and eating out with his family

6 Write a similar e-mail to tell your friend about your free time, using the verbs of liking + gerunds or verbs of liking + to-infinitives Swap your work with a partner and check for mistakes.

-Summarize the main points of the lesson

-Guide Ss to home work

C HOME WORK

1 Learn by heart the form and use of the two tenses

2 New lesson: Communication

Period:5 Unit 1: leisure activities Lesson 4: COMMUNICATION

P: 1/9/2018 T:

I.Teaching points: By the end of the lesson, Ss will be able to:

- Develop speaking skill and communicate with their friends *Teaching aids: - Pictures, posters.

II teaching steps

Teacher & Students Board & contents

Warm up Hang man

Have Ss play the game

- Get them to listen to the eliciting and guess the word

A WARM- UP

Hangman _ _ _ _ _ _ _ (1)

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- Ss try to find out the letter building the word

- T gives feed back and decide which is the winner of the game

 relaxing

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Pre Present new words Tell Ss that these vocabs will appear in the task that follow

- Ss listen and answer to find out the meaning of the words

- Note down

Have Ss play game: ROR

1. Explain to Ss that they are going to read about some activities teenagers in their spare time

2 Ask Ss if they notice any other particular features of the text

3 Have Ss work in pairs or small groups to complete the table Allow Ss to read the text more closely to fill in the table

B NEW LESSON 1 Vocabulary

- window shopping (n): di choi ngam -hocked (a)

* to be hocked on sth - addicted (a)

* to be addicted to something -weird (a)

* to sound weird

1 Read the following article on the magazine 4Teen website.

2 Can you understand the abbreviations in the text? Use this ‘netlingo’ dictionary if necessary.

3 Find information in the text to conplete the table Keys:

Who? What activity is mentioned?

What does he/she think of it? Emily -hanging out

with friends (window shopping) - working as a volunteer

She loves it

Hang - cloud watching She adores it It’s easy Linn - going to

community centre, painting, dancing, doing drama

She loves it

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4 Have Ss work in pairs to put the leisure activities in the text in order from the most interesting to the most boring

football - helping his aunt in running cooking classes

it It’s fun Manuel - playing

computer games -doing judo

He’s addicted to it It’s OK

4 Work with your partner and put the activities in in order from the most interesting to the most boring Then compare your ideas with other pairs.

- Summarize the main point of the lesson

- Assign home work

4 Home work

- Learn by heart new vocabs - Do exercises in work book

- New lesson: Skill (reading + speaking)

Date of preparing: 2/9/2018 Date of teaching:

Period 6 UNIT 1: LEISURE ACTIVITIES

LESSON 5: SKILLS 1 I Objectives:

1 Knowledge: By the end of the lesson, students will be able to:

- Reading for general and specific information about the positive and negative effects of using computers (Scanning, skimming)

- Practice speaking by giving fact or opinion about using computers and mobile phone for leisure activities

- Revise tenses of verbs; asking/ giving for an opinion 2 Skills: read and write

3 Attitude: For better understanding of how to spend time for leisure activities. 4 Develop students’capacity

- General capacity: identification, analyzing, communication, discussion

- Own capacity: Practice doing exercises in Group work/ pair work/ individual II Preparation

1 Teacher: Teaching plan, textbook, workbook, Tv

2 Students: Books, notebooks, pens

III Procedure

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Check Act –Communication (a weak ss, a strong ss) 2 New lesson

Teacher’s activities Ss’ activities

1 Purpose (chatting/ task 1) - This activity focuses students on discussing the benefits of using computer/ mobile phone for leisure activities

2 Instruction:

- You try to answer some questions: Do you have a computer at home?

What you use the computer for? What you use the mobile phone for? What are the benefits of using computer or mobile phone? What are the harmful things it may bring us? Purpose (reading: task 2, 3) - This activity focuses students on practicing reading skills Instruction:

- You look at the picture & guess what you are going to read (a student named Quang) & try to guess what is Quang’s story about

1 Purpose (speaking: task 4, 5) - This activity focuses students on practicing speaking skills: asking/ giving an opinion Instruction:

- You answer the questions: What you think about playing computer games? (I think computer games train my mind and memory)

? Do you agree with your friend? (I agree, but you shouldn’t spend much time on it.) …………

Activity

Task :- individually work/ GW

Benefits Bad affects

- a fast and convenient way to get and send information - For entertainment, communication, education

- It’s harmful to your eyes

- You feel tired and dizzy / You are short sighted/

neglect your study / play truant/

play hooky

- Waste of time and money…

- play truant/ hooky: trốn học chơi Activity 2

Exe2 Read the text and choose the correct answers.-

*Voc

- virtual (a): thực tế, thực

- ban – ned (v): cấm (~ sb from doing sth / sth) - rely on (v): dựa vào (~ sth / doing sth) - exist – ed (v): tồn

Key: B C

Exe3 Write the qs for the answers based on … Is Quang’s garden real?

2 What is the problem with using technology in your free time?

3 What leisure activities teenagers these days? What are the benefits of using the computer? Activity 3

Task :- Work in pairs/ groups work * Give the ideas or opinion.

- I think/ My opinion is that / As far as I'm concerned…

Speaking for myself … In my opinion…/ Personally, I think… I'd say that…

Agree - Of course

- You're absolutely right / Yes, I agree./ I think so too / That's a good point

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3 Consolidation

Teacher gets students to retell what they have learnt Homework.

- Learn new words, workbook: C Speaking - Prepare for the next lesson: Skill

Draw experience

Tổ CM ký duyệt

TP: Phạm Phương Loan

Date of preparing:

Date of teaching:

1 Knowledge: By the end of the lesson, students will be able to: - Practice writing to discuss an opinion about leisure activities

- Practice listening for specific information about way of spending time with friends - Language practice: Organizing one’s ideas…

2 Skills: listen and write

3 Attitude: For being aware of spending time on leisure activities 4 Develop students’capacity

1 Teacher: Teaching plan, textbook, workbook,Tv

III Procedure

1 Checking the previous lesson: - a weak ss: Do ex C1

- a strong ss: Do Ex C2 2 New lesson

1 Purpose (chatting/ task 1)

- This activity focuses students on retelling the benefits/ affects of using computer/ mobile phone for leisure activities

Activity

Task : individually work

Exe1 What you usually with your friends in your free time?

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2 Instruction:

- You say aloud the benefits/ affects of using the Internet/ mobile phone

- You answer the question in 1 Purpose (Listening: task 2, 3)

- This activity focuses students on practicing listening skills

2 Instruction:

- You read the questions, underline the key words before listening

- You listen again & complete the table

1 Purpose (writing/ task4, 5)

- This activity focuses students on writing to give an opinion

2 Instruction:

- You study how to give argument writing - Do exercise 4, as directed

Exe5 Write a short passage about giving an opinion Sample:

I believe the best leisure activity for teenagers is any group activity This could be a hobby group or even volunteering

Firstly, teenagers like to feel that they belong to a group

Secondly, being part of a group helps teenagers make friends Friendships are very important to teenagers

In addition to, they will make friends with people who have the same interests as them

For these reasons, I think group activity is the best for teenagers

- I hang out/ go window shopping/ eat out with friends…

Activity 2 Task :

- individually work-compare- say aloud Exe2 Listen to the radio programme and answer the questions.

* Voc

- suggest – ed (v): gợi ý

- basically (adv): bản, - physical health: sức khỏe thể chất *Key:

1 The topic of this week’s program is hanging out with your friends

2 There are main ways: hanging out indoors or outdoors

Exe3 Listen again and complete the table. *Key: movies cinema crafts 4.sports

5 physical health people cultural centre

* If you like staying indoors you can invite your friends over and watch movies and eat popcorn at home It’s more comfortable than going to the cinema…

Activity 3 Task :

- individually work/ small groups *Writing to give an opinion Organizing your ideas.

- Introducing your opinion: In my opinion, I believe

- Explain your opinion: Firstly, secondly , thirdly… , finally

- Concluding / summarizing your opinion: For these reasons, …/ In short,… / As I have noted,…

Exe4 Complete the following paragraph with the words in purple box.

Key: In my opinion,/ I believe 2. Firstly Secondly

4 Besides/ Also / In addition

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3 Consolidation

Teacher gets students to retell what they have learnt 4 Homework.

- Learn new words, workbook: C Speaking - Prepare for the next lesson: Looking back

Draw experience

Date of preparing:

Date of teaching:

LESSON 7: LOOKING BACK I Objectives:

1 Knowledge: By the end of the lesson, students will be able to: Revise the knowledge they’ve learnt about the topic “Leisure activities”

2 Skills: reading, speaking & writing (Ind PW, GW)

3 Attitude: For beingaware of spending time on leisure activities 4 Develop students’capacity

III Procedure

1 Checking the previous lesson: - a weak ss: Do ex D1-b

- a strong ss: Do Ex E1 2 New lesson

1 Purpose (feedback ss’ writing) - This activity focuses ss on their homework & telling aloud how they spend their free time

2 Instruction:

- You read aloud your writing (strong ss)

- Others try to give your ideas Purpose (Vocabulary: Task 1, 2)

- This activity focuses ss on vocabularies related to the topic

2 Instruction:

- You retell as many words related to the topics as possible (weak ss)

Activity

- individually work

Activity

- individually work, then compare

Exe1 Which one is the odd one out?

1 DJY hanging out hospital detest boring computer

Exe2 Rearrange the letters to find the name of the activities.

1 socializing with friends relaxing

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3 Consolidation

Teacher gets students to retell what they have learnt 4 Homework

- Do ex in workbook: E1,2 (whole class), E3 (strong ss) - Prepare for the next lesson: U2: G.started

Draw experience

Date of preparing: Date of teaching:

Period 9 UNIT 2: LIFE IN THE COUNTRYSIDE

LESSON 1: GETTING STARTED I Objectives:

1 Knowledge: By the end of the lesson, students will be able to: - Use the lexical items related to the topic" life in the countryside" - Listen and read for specific information about life in the countryside 2 Skills: reading, listening

3 Attitude: Co-operation & aware of life in the countryside 4 Develop students’capacity

- Own capacity: Practice listening and speaking with the lexical items related to the topic II Preparation

1 Teacher: Teaching plan, textbook, workbook, activeboard, computer

III Procedure

1 Checking the previous lesson: - a weak ss: Do ex E1

- a strong ss: Do Ex E3 2 New lesson

1 Purpose : (INTRODUCTION)

- This activity focuses students on the theme of unit

2 Instruction:

Ss act out some leisure activities in the country The class makes a guess

Activity

- Listen carefully, observe the picture & answer the questions

- Work individually Suggested questions:

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3 Consolidation

Ss practice saying as many words about leisure activities in a countryside as much aspossible

Ex playing board games/ reading… 4 Homework

- Learn new words, exs in workbook B1,2 (whole class), B3 (strong ss) - Prepare for the next lesson: U2: A closer look

Draw experience

LESSON 2: A CLOSER LOOK 1 I Objectives:

1 Knowledge: By the end of the lesson, students will be able to: - Use the lexical items related to the topic "life in the countryside"

- Pronounce words containing the clusters /bl/ and /cl/ correctly in isolation and in context 2 Skills: listening, pronunciation

- Own capacity: Practice listening and speaking with the lexical items related to the topic II Preparation

1 Teacher: Teaching plan, textbook, workbook, TV

III Procedure

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- Weak ss: rewrite new words

- Strong ss: read and translate the dial

2 New lesson

1 Purpose : (INTRODUCTION) - This activity focuses students on reviewing activities in the countryside

2 Instruction:

- You names as many activities in the countryside as possible

1 Purpose (Task1,2 )

- This activity focuses students on studying some words to describe the countryside

2 Instruction:

? How many words are there? What type of words is this?

- what are they used for?

(weak ss)

1 Purpose (Task 3, 4)

- This activity focuses students on practicing more about the part of speech of the words the category labels…

2 Instruction:

- You exercises as directed

(strong ss)

1 Purpose (Task 5, 6,7)

- This activity focuses students on practicing the clusters /bl/ & /cl/ Instruction:

- Look at the words then listen and repeat

Activity

- Listen carefully, repeat new voc - Work in chorus/ individually

Activity

- Listen carefully, repeat new voc - Work in chorus/ individually * Voc

- vast ( adj ) - nomadic (adj) - brave ( adj ) *Answer: Activity

- Elicit ideas from Ss Say, for example, ‘Give me an example of something vast.’Go through all the words in this way to make sure everyone understands them

1 slow colourful friendly 4.hard boring inconvinient vast peaceful Activity

Key: To describe:

- people: friendly, brave, boring, nomadic, colourful

- life: slow, hard, boring, inconvenient, peaceful, nomadic, colourful

- Scenery: colourful, vast, peaceful

Activity 3

- ind/ GW

Ex3 Match the nouns/ noun phrasal with the verbs

ride: a horse, a camel put up: a tent, a pole collect: hay, water

herd: the buffaloes, the cattle pick: wild flowers, apples

Ex4 Gap - filling

Key: 1.picking 2.inconvenient,collect 3.herd 4.ridden, brave

5 peaceful 6.Nomadic vast put up, hard

Activity 4

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3 Consolidation

Ss practice saying as many words about leisure activities as possible Ex playing board games/ reading…

4 Homework

- Do ex in workbook: A1,2 (whole class)

- Prepare for the next lesson: U2: A closer look Draw experience

- Review comparative of adj./ adv & use comparative form of adv of manner

- Practice doing exercises with adjectives/ adverbs of manner 2 Skills: write and doing exercises

- Own capacity: Practice doing exercises with the lexical items related to the topic II Preparation

III Procedure

1 Checking the previous lesson: - Weak ss: rewrite new words

- Strong ss: read and translate the dial

2 New lesson

1 Purpose : (chatting)

- This activity focuses students on chatting about the differences between the life in the countryside & the city

2 Instruction:

- You use adj./ adv to compare the life in the countryside & the city Purpose : (Grammar: task 1, 2) - This activity focuses students on reminding them of comparative form of adjectives/ adverbs

Activity

- Work individually (as many sentences as possible)

Ex

- The city is more comfortable and convenient than the countryside

- It’s easier to get access to the Internet, too ………

Activity 2

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3 Consolidation

- Ss retell form of comparative of Adj./ Adv - Ss make sentences with adj./ adv

4 Homework

- Do ex in workbook B4,5,6 (whole class), B7 (strong ss) - Prepare for the next lesson: U2: Communication

Draw experience

Date of preparing: Date of teaching:

LESSON 4: COMMUNICATION I Objectives:

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- Discuss and share their replies with friends 2 Skills: read and speak

3 Attitude: Have good aware of life in the countryside 4 Develop students’capacity

- General capacity: identification, analyzing, communication, discussion - Own capacity: individual / pair work

II Preparation

1 Teacher: Teaching plan, textbook, workbook, TV

III Procedure

1 Checking the previous lesson:

- Weak ss: rewrite the Comparative forms of advs

- Strong ss: Do ex B5,

2 New lesson

1 Purpose : (chatting)

- This activity focuses students on chatting something about the life in the countryside & the city

2 Instruction:

- You answer some questions

1 Purpose : (Task 1)

- This activity focuses ss on practicing reading skills

2 Instruction:

- You read the online posts & then answer the questions

Activity

Questions: Have you ever had a holiday in the countryside? What did you there?

When? How did you feel? Do you wish you could come back some day? Which place is more peaceful, the city or the countryside? Activity 2

- Work individually/ pairs * Vocabulary:

- disturb – ed (v) - beehives (n) - experience (n)

- home- made products (n) - dig – dug- dug (v)

*Questions: (weak ss)

What could Dennis do? Is this the most interesting vacation Julie has ever had? What did she do? Why can’t Phirun stay in the

countryside any longer? Why will Lan always remember her trip to the countryside? How does Bob feel about the countryside? …

Activity 3

(23)

3 Consolidation

- Rewrite new words on the board - Retell content of the lesson 4 Homework

- Do exs in workbook C1,2 (whole class) - Prepare for the next lesson: U2: Skills

Draw experience

TP:Phạm Phương Loan

- Reading for general and specific information about the Nomadic life on the Gobi highlands (Scanning, skimming)

- Practice speaking by discussing about life of the nomads and life in the countryside - Revise tenses of verbs; asking/ giving for an opinion

2 Skills: read and speak

3 Attitude: Have good aware of life in the countryside 4 Develop students’capacity

- General capacity: identification, analyzing, communication, discussion - Own capacity: individual / pair/ group work

II Preparation

III Procedure

- Weak ss: S1: rewrite new words; S2: Do ex C1

- Strong ss: Do ex C2

2 New lesson

1 Purpose (chatting/ task 1)

- This activity focuses students on thinking of Gobi highland and Mongolia

2 Instruction:

- You try to answer some questions: Do you know Gobi highland? Where is it ?

Activity

(24)

3 Consolidation - Translate the text

- Retell content of the lesson 4 Homework

- Do exs in workbook D1,2 (whole class) - Prepare for the next lesson: U2: Skills

Draw experience

- Practice listening for specific information about changes in the countryside - Practice writing a short paragraph about changes in an rural area

- Language practice: Organizing one’s ideas… 2 Skills: listen and write

3 Attitude: Having aware of positive or negative changes about life in the countryside

4 Develop students’capacity

II Preparation

III Procedure

- Weak ss: S1: Do ex D1b,c

- Strong ss: Do ex D2

2 New lesson

1 Purpose ( brainstorming )

- This activity focuses students on thinking of the changes in the

Activity

(25)

4 Homework

- Do exs in workbook E (whole class)

- Prepare for the next lesson: U2: Looking back

Draw experience

LESSON 7: LOOKING BACK I Objectives:

1 Knowledge: By the end of the lesson, students will be able to: Revise the knowledge they’ve learnt about the topic “Life in the countryside”

2 Skills: Practice reading, speaking & writing skills

3 Attitude: Co-operation & aware of the life in the countryside

II Preparation

III Procedure

- Weak ss: S1: Do ex E1

- Strong ss: Do ex E2

2 New lesson

1 Purpose (feedback ss’ writing)

- This activity focuses ss on their homework & telling about the changes in a rural area

2 Instruction:

- You read aloud your writing - Others try to give you comments Purpose (Vocabulary: Task 1, 2) - This activity focuses ss on vocabularies related to the topic

2 Instruction:

- SS retell as many words related to the topics as possible

- SS study exercises 1, & then as

Activity

- individually work

Activity 2

- individually work, then compare

Ex1 Describe the pictures.

Key:

Picture a: peaceful, vast, quiet, pasture, paddy field

(26)

Draw experience

Date of preparing: 22/9/2017 Date of teaching: 25/9/2017

Period 16 UNIT 3: PEOPLES OF VIETNAM

LESSON 1: GETTING STARTED I Objectives:

Listen and read for specific information about cultural groups of Viet Nam, practise listening and speaking with the lexical items related to cultural groups of Viet Nam and know more about the Viet group and 53 others

2 Skills: listening, speaking

3 Attitude: love cultural groups of Viet Nam

II Preparation

III Procedure

1 Checking the previous lesson: No checking

2 New lesson

- Review the previous unit by asking Ss to solve a crossword puzzle Draw the

crossword on a big piece of paper Tell Ss that the red word is the key word of the new lesson Divide the class into two teams Ss from each team take turns to solve the puzzle The game finished when a student guesses the red word correctly

- Write the unit title on the board Write

Activity

* Puzzle

- Solve the crossword puzzle below I like to……buffalo in the pastures The farmers are very busy during harvest…

3 Have you ever ridden a….? You have to be brave to it

4 People in the countryside are often open and…

5… was loaded onto a cart and transported home

6 I think….life is more interesting than city life

=> Answer key: Herd 2.Time

(27)

3 Consolidation

- Ss retell content of the lesson 4 Homework

- Do exs in workbook: B1 (whole class)

Tổ phó: Phạm Phương Loan Date of preparing:

Date of teaching

1 Knowledge: By the end of the lesson, students will be able to: Pronounce words containing clustes /sk/,/sp/, and /st/ correctly in isolation and context, they can also use the lexical items related to cultural groups of Viet Nam

2 Skills: listening, speaking, reading, writing

3 Attitude: Educate the students to have sentiment among 54 groups. 4 Develop students’capacity

II Preparation

III Procedure

- weak ss: play in role to read the dial again - Strong ss: Write down new words

2 New lesson

- Divide the class into two teams

Activity Brainstorming

(28)

3 Consolidation

- Ss retell content of the lesson

- Ask ss to find some more words that have these clusters: /sk/, /sp/, and /st/ 4 Homework

- Learn by heart all the new words

- Do exs in workbook: A1,2 (whole class)

- Use the lexical items related to cultural groups of Viet Nam to ask and answer different question types about ethnic people in viet Nam

- Use articles a, an, the

(29)

II Preparation

III Procedure

1 Checking the previous lesson: - Weak ss: Write down new words - 2Strong ss: Do ex A1, A2

2 New lesson

Students have already learned Yes/No questions and Wh-questions Tell Ss that this is a review section T may help Ss recall all types of questions and question words they have learned so far

- Introduce the new lesson

- Give Ss about five minutes to read the passage T may call on some Ss to read aloud to the class Correct their pronounciation, intonation and stress, and give explanation if necessary

- Have Ss work in groups or in pairs and write questions for the answers given To check the work, have some Ss come up and write their questions on the board Accept all question variations that are grammatically correct T gives correction as a class

- Run through the questions

- Ask ss to work individually to the exercise then share their answers with their partner

- T corrects

- Let Ss work in pairs This should be a speaking activity, so encourage Ss to talk with fluency and accurary, and as

Activity 2

I Grammar: Questions review 1 Read the passage

2.Now write questions for these answer Suggested answers:

1 Who is living in the house?

2 How many children they have? Do the grandparents stay at home? How often does Mrs Pha go shopping? How far is Vang’s boarding school? /How far is the town?

6 When does Vang go home (every week)?

7 How they live?

8 Would they like to live (in a modern flat) in the city?

3 Complete the questions

Key: who – which - which – which – what

4 Work in pairs Questions:

(30)

3 Consolidation

- Ss retell content of the lesson

- Ask ss to put a, an, the before some words 4 Homework

- Learn by heart all the new words

- Do exs in workbook: B2,3,4,5 (whole class), B6 (strong ss) - Prepare for the next lesson: U3: Communication

Draw experience

Tổ phó :Phạm Phuong Loan

Date of preparing: Date of teaching

LESSON 4: COMMUNICATION I Objectives:

Use the lexical items related to cultural groups of Viet Nam to ask and answer different question types about ethnic people in Viet Nam

2 Skills: listening, speaking, reading, writing

(31)

II Preparation

III Procedure

1 Checking the previous lesson: - Weak ss: Do exs B2,4

- Strong ss: Do ex B6

2 New lesson

- T checks and gives explanation

- Let them discuss and then write down the ethnic groups in the correct boxes Encourage them to add other ethnic groups they know of to the list T moves around the groups and gives assistance where needed

(some strong ss, some weak ss)

- T may give some facts and/or show pictures to facilitate the activity Give Ss time to prepare, and then let them talk in groups

* Peoples of Viet Nam

Students take turn to write names of peoples of Viet Nam

Viet, Bahna, Ede, Brau, Giarai, Sedang, Hmong, Tay, Yao, Cham, Khmer…

Activity 2

Ex1 Quiz: What you know about the ethnic groups of Viet Nam

- Ss work in pairs to the quiz Group work

Key: B A C B C A

Ex2 Where these ethnic groups mainly live?

- Ss work in groups - Group work

Key :

-Northwest region: Viet, Hmong, Lao

-Northeast region: Viet, Hmong, Tay, Nung -Red River Delta: Viet

-The central Highland: Viet, Bahnar, Brau, Ede, Giarai, Sedang

-Mekong River Delta: Viet, Cham, Khmer

Activity 3

3 Choose one group and talk about them

- Bring the class back together Write on the board subjects that Ss can talk about in

relation to these groups Elicit these subjects if possible:

(32)

3 Consolidation

- Sum up the main content of the lesson - Where the Hmong live most? 4 Homework

- Do exs in workbook: C1,2 (whole class) - Prepare for the next lesson: U3: Skills

Draw experience Date of preparing:

Date of teaching:

1 Knowledge: By the end of the lesson, students will be able to: read for gist and for specific imformation about The Thai group and they can use vocabulary to talk about one of the two ethnic groups: The Bru-Van Kieu peopl and The Khmer people

2 Skills: speaking, reading

II Preparation

III Procedure

1 Checking the previous lesson: - Weak ss: Do ex C1

- Strong ss: Do ex C2

2 New lesson

- T shows pictures of Thai peoples and ask

- Ask them to read the pre questions:

- Ask students to read the text for the first time

- Ask them to discuss to give answers

Activity

Chatting : The Thai peoples

? What ethnic minority is this ? Do you know anything about them ? Where they live?

What is their population? What is their main food?

Activity 2 I Reading Ex1

1 Where the Thai people live? What is their population?

(33)

3 Consolidation

- Sum up the main content of the lesson

4 Homework

- Learn by heart all the new words and structures - Do exs in workbook: D1,2 (whole class)

- Prepare for the next lesson: U3: Skills

Draw experience

Listen for gist and for specific imformation about a traditional dish: five coloured sticky rice And after the lesson, students can write the recipe for a traditional dish

2 Skills: listen, write

(34)

II Preparation

III Procedure

1 Checking the previous lesson: - Weak ss: Do ex D1

- Strong ss: Do ex D2

2 New lesson

- Teacher divides ss into teams

- Call on ss from each team to make lines Ss in each line number ss from to and the distance from one to one is 1meter

- T whispers one sentence to the number of two teams They must whisper to the next The fifth student from each team write the sentence on the board

- Introduce the new lesson - Set the scene

- Make sure that ss understand the meaning of some words

- Then tell Ss to look at the picture and say what they know about that dish

(strong ss)

- Gives feedback Play the recording once to check

- T confirms the correct sentences

- Play the recording once or twice Ask Ss to listen

carefully and tick True or False according to what they hear in the passage

- Play the recording again Ss write down the words as they listen Play the

recording again for them to check T

Activity

Chatting : Whispering

- Take turn, the team with more correct sentences is the winner

Sentences :

+ The Thai have a population of about one and a half million people

+ The Thai also make bamboo items, and weave cloth

Activity 2 * Listening

Vocab:

- represent (v): - element (n): - harmony (n): - turmeric (n)

- shredded coconut (n)

Ex1 Answer the questions

- Ss discuss the two questions in pairs

Ex2 Listen and tick T/ F

Key: 1.T 2.F 3.T 4.F 5.F

Ex3 Listen again and complete the sentences

Key: 1.mountainous 2.purple 3.natural 4.plants 5.ceremonies

(35)

3 Consolidation

- Ss retell content of the lesson 4 Homework

- Learn by heart all the new words - Complete the paragragh at home

Draw experience: Tổ CM ký duyệt

Tổ phó :Phạm Phuong Loan Date of preparing:

Date of teaching:

LESSON 7: LOOKING BACK + PROJECTS I Objectives:

- Produce the language and the grammar from the previous sections and link with the topic: Peoples of Viet Nam

- Revise and make the use of all the target knowledge in unit 2 Skills: speak, write

II Preparation

III Procedure

1 Checking the previous lesson - Weak ss: Do ex E1(2,3,4,5) - Strong ss: Do ex E2(2,3)

2 New lesson

- Lets Ss repeat the words as a class to practice pronounciation

- Lets advanced classes can complete this exercise in pairs (a strong ss)

- Checks with the whole class and give answer key

- Lets Ss the exercise by themselves or

Activity I Vocabulary

1 Complete the sentences

- Ss can complete this exercise individually

Key:

1.cutural group 2.communal/ activities 3.costumes / diverse 5.unique

2 Use the correct form of the words to finish the sentences

(36)

3 Consolidation

- Ask Ss retell content of the lesson 4 Homework

- Do all exs in workbook again

- Prepare for the next lesson: Review

Period 23 REVIEW 1

LESSON 1: LANGUAGE I Objectives:

Review the language they have learnt include: pronunciation, vocabulary and grammar they have learnt from unit 1-2-3 by doing exercises

2 Skills: listen, speak, read, write

3 Attitude: Students are aware to practice the skills well. 4 Develop students’capacity

II Preparation

III Procedure

2 New lesson

- Play the recording

- Play the recording as many times as needed Ss listen and the exercise - Play the recording twice or more Help Ss recognise all the words with /sk, sp, st, br, pr, bl, cl/ then underline them as

instructed

- Teacher pauses and corrects Ss’ pronunciation

- Check pronunciation and intonation

Activity I Pronuciation

Ss listen and repeat Ex2:

Key:

1 I used to climb trees when I was small How can we improve our speaking skill? How annoying, the stadium has closed! I want to buy a blue skirt for my mother “On a dark day, I saw a witch riding a broom in the sky ”

Activity 2 II Vocabulary * Ex3:

- Ss this individually and then share their answers with a partner Check Ss’ answers

(37)

3 Consolidation

- Ask Ss retell content of the lesson - T feedback

4 Homework

- Do all exs 1,2,3 (p24,25) in workbook - Prepare for the next lesson: Review (cont)

Draw experience

LESSON 2: SKILLS I Objectives

1 Knowledge: By the end of the lesson, students will be able to review skills

(reading, speaking, listening & writing they have learnt from unit1-2-3 by doing exercises 2 Skills: listen, speak, read, write

3 Attitude: Students are aware to practice the skills well. 4 Develop students’capacity

II Preparation

1 Teacher: Teaching plan, textbook, workbook, computer

III Procedure

1 Checking the previous lesson

- Weak ss: Do Ex1 (workbook) ; Strong ss: Do Ex1

2 New lesson

- T checks Ss’s answers - T checks as a class

(strong ss, a weak ss/pair)

- After some time, T lets Ss swap pairs

Activity A Reading

- Ss individually and check their answers with a partner before giving their answers to T to confirm the correct answers

* Ex1a (individual) KEY:

(38)

4 Homework

- Do all exs 4,5,6 (whole class), 7,8 (strong ss) p25-27 in workbook - Prepare for the next lesson: The written test

Draw experience

Date of preparing :19/10/2018 Date of teaching: 23/10/2018

Period 25 THE 1ST WRITTEN TEST I Objectives

1 Knowledge: By the end of the test, students will be able to apply their knowledge to do the test well, then have a chance to test their knowledge of English from unit to Teacher will know each student’s comprehension and find out a better method to teach 2 Skills: listen, read, write

3 Attitude: Students are strict to the test well. 4 Develop students’capacity

- General capacity: identification, analyzing, discussion - Own capacity: individual work

II Preparation

1 Teacher: Teaching plan, loudspeaker, test paper

2 Students: knowledge, pens

III Procedure

1. Warm up: greeting and checking the attention of the students 2. Hand out: deliver the test paper to each student

3. Observation

4. Hand in: ask ss to hand in the test paper when the time finishes 5. Remark and give assigment

Matrix

(39)

ận biết

ng hiểu

dụng C g

điể m LISTENI

NG

The village T/F 1 3 1 4 10

Life in the countryside

Gap fill 4 1 4 10

LANGUA GE FOCUS

Sounds of "o", "es"”ed”

MCQs 2 0.5 2 5

Vocab: Units 1,2,3; Grammar points: Verbs of liking + V-ing/to-inf, Comparative adjectives/adverbs ; Wordforms: Comparative adjectives

MCQs 1 7 2,0 8 20

READIN G 1

Hoa Ban Festival Cloze reading 2 2 1 4 10

READIN G 2

The Jaraai Q&A 3 1.5 3 15

WRITIN G

Sentences building Sentences building

2 0.5 2 5

Sentences rewriting

Transformati on

2 1 2 10

Making questions Making questions

2 1 2 10

Total Number

11 14 4 2 10 31 100

Total marks

3.0 4.0 2 1 10

Total Weight

(40)

*MCQs (TN): 30%; *OTHER ITEMS (TL): 70%

Mã 1

LISTENING Listen to the passage and tick T ( for True statements) or F ( False statements)(1 point) 1.He lives in a village by Mekong River

He goes to school on foot

The adults talk about their farm work

4.The the adults run around, playing games and shouting merrily Listen to the passage again and complete the sentences (1 pt).

Life in the English countryside

According to a recent survey by Country Life magazine, about 80 percent of Britain’s population dream of (5)… … in the countryside In fact the countryside of England today shows the wealth of landowners and those who can afford to escape the busy and (6) ………… city life

English village communities are often small and close They are warm and usually welcoming Maggie, who lives in North Yorkshire, says: “Village life is (7)……… and safe for the kids There is a great sense of community here It is more relaxing and you can’t tell who has (8) ……… … and who doesn’t” People in the English countryside use private transport more, and the environment hasn’t been spoilt much

LANGUAGE FOCUS.

Pick out the word which has different sound in the underlined part in each line (0,5pt)

A camel B cattle C buffalo D paddy

10 A lived B populated C harvested D loaded

Choose the best answer to complete each of the following sentences (1,5pts)

11 My mother enjoys traditional food for our family, especially at Tet holiday A cooking B to cook C cook D cooked

12 My father sometimes goes in the forests

A hunt B hunting C to shop D shopping

13 Look! Some children are the buffaloes

A playing B picking C driving D herding 14 ethnic group has a larger population, the Tay or the Ede?

A What B Which C Why D Who

15 Is living in the city _ than living in the country?

A so convenient B as convenient C most convenient D more convenient

(41)

A a B An C the D Ө Give the correct form of words in the blankets (0,5pt)

17.The people of Vietnam are diverse but very (peace)………

18.The exhibition in the museum shows the (diverse)…….………of different cultural groups READING.

Fill the gaps with the words in the box (1,0pt)

festivals celebrated lunar known best the

Spring is the time when there are many (19) ………… in our country Among them, Hoa Ban Festival is (29) ………… most beautiful and interesting, and it takes place in Lai Chau It is typical of the cultural life of the Thai people In the second (21) ………… month of the year, when it gets warmer and Hoa Ban – a kind of beautiful flowers in the northwest mountainous area - blossoms, Hoa Ban Festival is (22) ……… This is a great time for everyone, especially for boys and girls

Read the passage carefully and answer the questions below (1,5pts) Jarai (or Gia rai)

The largest ethnic minority group on the Central Highlands is the Jarai, with a population of about 250,000 It is thought that Jarai people left the coastal plains around 2000 years ago, settling on the fertile plateau around in Gia Lai and Kon Tum provinces Some ethnologists think that Cham people are in fact a branch of the Jarai, and they certainly share common linguistic traits

Villagers are often named for a nearby river, stream or tribal chief In the centre of each can be found a large stilt house, which acts as a kind of community centre where the council of elders and their elected chief meet Houses are traditionally built on stilt, facing north Jarai women typically propose marriage to men through a matchmaker, who delivers the prospective groom a cooper bracelet

23 What’s the population of the Jarai? 24 Where the Jarai live? 25 Do the Jarai live in stilt houses? IV WRITING.

Complete the sentences , using the given words (1,0pt) 26 Which/ ethnic group/ Viet Nam/ have /largest/ population/?

27 People/ Britain/ love/ watch/ TV/ free time.-………

Finish the second sentence so that it stays the same meaning as the first one (1,0pt) 28 Lan really loves to hang out with friends………

29 My house is smaller than your house - Your house ……… Write questions for the underlined parts of the following sentences (1,0pt)

(42)

Where………?

31 The Hoa ethnic group has the most colourful clothing Which ethnic groups………?

-THE END -Mã 2

LISTENING.

Listen to the passage and tick T ( for True statements) or F ( False statements)(1 point) 1.He lives in a village by Mekong River

He goes to school on foot

The adults talk about their farm work

4.The the adults run around, playing games and shouting merrily Listen to the passage again and complete the sentences (1 points).

Life in the English countryside

According to a recent survey by Country Life magazine, about 80 percent of Britain’s population dream of (5)… … in the countryside In fact the countryside of England today shows the wealth of landowners and those who can afford to escape the busy and (6) ………… city life

English village communities are often small and close They are warm and usually welcoming Maggie, who lives in North Yorkshire, says: “Village life is (7)……… and safe for the kids There is a great sense of community here It is more relaxing and you can’t tell who has (8) ……… … and who doesn’t” People in the English countryside use private transport more, and the environment hasn’t been spoilt much

LANGUAGE FOCUS.

Pick out the word which has different sound in the underlined part in each line (0,5pt)

9 A pictures B watches C buses D brushes 10 A homework B mother C open D judo

Choose the best answer to complete each of the following sentences (1,5pts) 11 The Hmong boys fancy ………….the game danh quay in spring

A play B to play C playing D played 12 My father sometimes goes in the forests

A hunt B hunting C to shop D shopping

13 In his freetime, Trung dislikes ………

A making crafts B doing crafts C having crafts D playing crafts 14 The sky is _here in the countryside because there are no buildings to block the view

A tidy B vast C dense D close

15 Is living in the city _ than living in the country?

(43)

16 Which ethnic groups has the largest population in Viet Nam?

A Kinh B Muong C Tay D Hmong Give the correct form of words in the blankets (2pts)

17 The exhibition in the museum shows the (diverse)…….………of different cultural groups 18 Our garden is _ in spring when almost flowers bloom (colour)

READING.

Fill the gaps with the words in the box (1,0pt)

festivals celebrated lunar known best the

Spring is the time when there are many (19) ………… in our country Among them, Hoa Ban Festival is (29) ………… most beautiful and interesting, and it takes place in Lai Chau It is typical of the cultural life of the Thai people In the second (21) ………… month of the year, when it gets warmer and Hoa Ban – a kind of beautiful flowers in the northwest mountainous area - blossoms, Hoa Ban Festival is (22) ……… This is a great time for everyone, especially for boys and girls

Read the passage carefully and answer the questions below (1,5ptsK Jarai (or Gia rai)

The largest ethnic minority group on the Central Highlands is the Jarai, with a population of about 250,000 It is thought that Jarai people left the coastal plains around 2000 years ago, settling on the fertile plateau around in Gia Lai and Kon Tum provinces Some ethnologists think that Cham people are in fact a branch of the Jarai, and they certainly share common linguistic traits

Villagers are often named for a nearby river, stream or tribal chief In the centre of each can be found a large stilt house, which acts as a kind of community centre where the council of elders and their elected chief meet Houses are traditionally built on stilt, facing north Jarai women typically propose marriage to men through a matchmaker, who delivers the prospective groom a cooper bracelet

23.Where can a large stilt house be found? 24 Who are often named for a nearby river?

25 Is Jarai the largest ethnic minority group on the Central Highlands? WRITING.

Complete the sentences , using the given words (1,0pt) 26 Which/ ethnic group/ Viet Nam/ have /largest/ population/?

27 Mai/ enjoy/make/ crafts ………

Finish the second sentence so that it stays the same meaning as the first one (1,0pt)

(44)

29 The red car is cheaper than the house F The house ….……….……….……… Write questions for the underlined parts of the following sentences (1,0pt)

30 The Bru-Van Kieu people live in Quang Binh, Quang Tri and Thua Thien-Hue Where………?

31 The Hoa ethnic group has the most colourful clothing Which ethnic groups………?

-THE

END -Date of preparing: 21/10/2018 Date of teaching: 24/10/2018

Period 26 UNIT 4: CUSTOMS AND TRADITIONS LESSON 1: GETTING STARTED I Objectives

1 Knowledge: By the end of the lesson, students will be able to present the vocabulary and grammar items to be learned Ss then practice listening and speaking with the lexical items related to the topic "Our customs and traditions" by doing exercises

2 Skills: listen, speak

3 Attitude: Students are aware about customs and traditions to well. 4 Develop students’capacity

II Preparation

1 Teacher: Teaching plan, textbook, laptop,loudspeaker

III Procedure

1 Checking the previous lesson: No checking

2 New lesson

- Divide class into teams: A and B

Activity Game

- A student from team A calls out the name of an ethnic group in Vietnam, then points at one student from group B This student has to call out the name of another ethnic group - Write on the board: “Yes, and they have their own ways of life, and _and _

(45)

Draw experience

………

Period 27 UNIT 4: CUSTOMS AND TRADITIONS LESSON 2: A CLOSER LOOK 1 I Objectives

- Use some expressions with the words “custom” and ‘tradition’ These will help them vary their language when talking about customs and traditions

- Pronounce words containing the clusters /spr/ and /str/ correctly in isolation and in context

2 Skills: listen, read

II Preparation

1 Teacher: Teaching plan, textbook, loudspeaker

III Procedure

1 Checking the previous lesson:

- Weak ss: Rewite and read new words - Strong ss: Read and translate the dial

2 New lesson

- Draw Ss’ attention to the Watch out! Box Explain to them the words ‘custom’ and tradition’ can be countable or

uncountable Remember to come back to this point after finishing exercise

- Have Ss look at the table in the book Make sure that they understand what to

- Write them on the board Confirm the correct answers

Activity I Vocabulary

- Read the Watch out

Ex1

Ss complete the exercise individually and then compare their anwers with a partner Call some Ss to give the answers

Key: 1.e 2.d 3.a

(46)

Tổ CM ký duyệt ngày Tổ phó

Period 28 UNIT 4: CUSTOMS AND TRADITIONS LESSON 3: A CLOSER LOOK 2 I Objectives

- Review should/shouldn’t to express advice about customs and traditions Know how to use have to to express obligation or necessity Use the grammar to exercises well

2 Skills: read, write

II Preparation

1 Teacher: Teaching plan, textbook, posters

III Procedure

- Weak ss: ex A2 - Strong ss: ex B3

2 New lesson

- Give a situation:

Your brother is going out with a friend The weather forecast says it’s a hot sunny day Give him some advice

Encourage Ss to express their advice freely If Ss mention should/shouldn’t, tell them that in this lesson they are going to review should/shouldn’t to express advice about customs and traditions If Ss not

I Should and Shouldn't to express advice: review

verb

Ex1:

Key: 1.should 2.shouldn’t 3.should 4.shouldn’t 5.should

(47)

Period 29 CORRECTION THE 1STTEST I Objective

Knowledge: Help Ss to improve their skills of doing a written test and consolidate their knowledge after they finished their test Ss recognize their wrong knowledge to correct for studying better later

Skills: thinking, writing

Attitude: ss try to study better. Develop students’capacity

- General capacity: identification, analyzing, thinking

- Own capacity: consolidate their knowledge after they finished their test II Preparation

T: Prepare the mistakes in the test and what knowledge students have to focus on laptop, S: notebooks, pens

III Procedure

1 Warm up : greeting and return their own test papers (if possible)

2 Remark: give the mistakes they had in the test and what knowledge they have to consolidate

3 Give the answer key

ANSWER KEYS & MARKS No1

A LISTENING

I 0,25 m / correct sentence 1 T 2T 3T 4F

II 0,5 m / correct sentence

5 living noisy small money

B USE OF LANGUAGE I 0,25 m / correct sentence

9.c 10.a

11-a 12-b 13-B 14-b 15-d 16-c III.0,25m

17peaceful 18 diversity

C READING

I 0,25 m / correct sentence

19.festivals 20 the 21 Lunar 22.celebrated

1 about 250.000

2 in Gia lai and Kon tum yes, they

(48)

26. Which ethnic group in Viet Nam have the largest population? 27.People in Britain love watching TV in their free time

II.0,5m

28.lan really enjoys hanging out with friends

29.your house is not as smaller than my house /is bigger than my house

III.0,5 m / correct sentence

30.Where the Bru-Van Kieu live?

31 Which ethnic groups have the most colourful clothing

No2 A LISTENING

I 0,25 m / correct sentence 1 T 2T 3T 4F

5 living noisy small money

B USE OF LANGUAGE I 0,25 m / correct sentence

9.a 10.b

11-c 12-b 13-a 14-b 15-d 16-a III.0,25m

17 diversity 18.colourful

C READING

19.festivals 20 the 21 Lunar 22.celebrated

1 In the centre of each can be found a large stilt house

2 Villagers are often named for a nearby river

3 yes, it is

D WRITING

26. Which ethnic group in Viet Nam have the largest population? 27.Mai enjoys making crafts

II. 0,5 m / correct sentence

28.i fancy listening to music

29.the house is not as cheaper than /is more expensive than the red car

III.0,5 m / correct sentence

30.Where the Bru-Van Kieu live?

31 Which ethnic groups have the most colourful clothing

(49)

LESSON 4: COMMUNICATION I Objectives

1 Knowledge: By the end of the lesson, students will be able to: - Ss can know more about table manners in the UK

- Compare them with those in Viet Nam 2 Skills: speak, read, listen

3 Attitude: Students know the customs and traditions in the UK as well as in Viet nam to well

II Preparation

III Procedure

- Weak ss: ex B4,5 - Strong ss: ex B6

2 New lesson

- Ask ss to play the game by giving table manners in VN

I Warm-up Brainstorming II Vocabulary

- cutlery (n) /ˈkʌt.lə.ri/: dao kéo - mat (n): chiếu

- tray (n): /trei/ khay, mâm - fork (n): nĩa

- prong (n) /prɒŋ/: răng, ngạnh (của nĩa) - palm (n) /pɑːm/:lòng bàn tay

- host (n) /həʊst/: chủ nhà - hostest (female)

* Checking: R0R

III Practice

Ex1: Discuss in pairs.

- Ss look at the pictures and discuss the different between them in pairs

- In the first picture, people are sitting on the mat to have the meal In the second picture, they are sitting around the dining table

(50)

- Introduce new words

- Ask Ss to look at the pictures and discuss the different between them in pairs

- Have some Ss write their answers on the board (strong s

- Encourage Ss to add some more table manners (weak ss)

- Have some Ss present their ideas - Ask Ss to work in pairs and role-play, continue the conversation in the book or make up their own

(a strong and a weak ss/pair)

- Give praise (lời ca ngợi) and feedback on Ss’ conversations

3 Consolidation

- Ask Ss retell content of the lesson and the matching new words

- T give feedback 4 Homework

- Learn new words by heart

- Do exs C1,2 (whole class) in workbook - Prepare next lesson: UNIT 4: SKILLS

- Get Ss to work in pairs Ex3:

- Play the recording for Ss to check their answers Ss listen to the recording twice If there are any incorrect answers, have Ss explain why the sentences are false Teacher gives the correct answers

1F: you hold the fork in the left hand and the knife in the right

2T

3F: There is also a spoon and a fork for dessert

4T

5F: You should never use your own cutlery to take more food from the serving dish, use the serve spoon

6F: You should break off the bread with your hands

7F: Guess have to wait until the host or hostest starts eating

8 You should ask someone to pass you a dish Ex4: Ss work in pairs

Ex5:

- Ss work in pairs and role-play, continue the conversation in the book or make up their own After some time, call some pairs to act out the conversation in front of the class Other Ss give comments

Phạm Phương Loan Date of preparing: 3/11/2018 Date of teaching: 5/11/2018

Period 31 UNIT 4: CUSTOMS AND TRADITIONS LESSON 5: SKILLS 1

(51)

1 Knowledge: By the end of the lesson, students will be able to: - Read for specific information about family customs and traditions - Ask about and describing different customs and traditions

2 Skills: speak, read

3 Attitude: Students know the customs and traditions in Viet Nam to well. 4 Develop students’capacity

- Own capacity: individual / pair/ group work II Preparation

1 Teacher: Teaching plan, textbook, workbook, posters,

2 Students: Books, notebooks,pens

III Procedure

- Weak ss: ex C1

- Strong ss: write new words on the board

2 New lesson

- Have Ss look at the pictures and answer the questions in pairs Elicit answers from Ss (strong ss)

- Tell Ss to read the text quickly and tell if Mi is writing about her family or her society

- Elicit the answers from Ss

- Instruct Ss on the way to the exercises (weak ss)

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

- Ask Ss to give evidence when giving the answers

I READING 1 Pre questions

Picture 1: A family is celebrating a birthday

Picture 2: People are making CHUNG cakes

Picture 3: A family is at an amusement park

2 Reading

Ss read the text quickly and tell if Mi is writing about her family or her society * Key:

- She is writing about her family 3 Matching

Ss the exercises

1C 2A 3C 4B 5A 6B 4 Answer the questions

- Ss give evidence when giving the answers

1 They are having lunch together on the second day of Tet, spending Sunday

together and celebrating her grandparent s’ wedding anniversary on the first Sunday of October

2 They usually go to the cinema or go for a picnic together

3 They don’t remember

(52)

Period 32 UNIT 4: CUSTOMS AND TRADITIONS LESSON 6: SKILLS 2

I Objectives

- Listen to get specific information about a traditional dance of an ethnic group in Viet Nam

- Write a description of a traditional Japanese dance 2 Skills: listen, write

3 Attitude: Students know the customs and traditions in Viet Nam and Japan to well. 4 Develop students’capacity

II Preparation

1 Teacher: Teaching plan, textbook, workbook, loudspeaker

III Procedure

- Weak ss: read the text (A,B) - Strong ss: read the text (C)

2 New lesson

- Tell me the words start with letter C / A

- Present some new words

- Elicit Ss’ answers and have Ss share as much information as possible

(strong ss)

- Play the recording twice Ask for Ss’ answers then write them on the board T checks with whole class

- Play the recording again for Ss to the task individually

- T checks with whole class

*Warm-up:

Ss play game in teams I Listening.

1 Vocabulary

- spiritual (adj): thuộc tinh thần - ancient (adj): cổ xưa

- conical hat (n): nón

2 Activity 1

- Ss look at the picture and share what they know about this tradition with a partner

3 Gap fill

1 happy and wealthy

2 private gatherings 30 the circle dance Social fire The music

8 culture and lifestyle Key: According to timeline

4 T/F

(53)

3 Consolidation

- Ask Ss retell content of the lesson and read new words again - T give feedback

4 Homework

- Learn new words by heart

- Do exs E1,2 (whole class) in workbook

- Prepare next lesson: UNIT 4: LOOKING BACK + PROJECT

Date of preparing: 4/11/2018 Date of teaching: /11/2018

Period 33 UNIT 4: CUSTOMS AND TRADITIONS LESSON 7: LOOKING BACK + PROJECT I Objectives

1 Knowledge: By the end of the lesson, students will be able to: - Revise and make the use of all the target knowledge in unit

- To help students recycle the language and skills from the previous sections and link with the topic: customs and traditions

3 Attitude: Students review the knowledge well. 4 Develop students’capacity

II Preparation

1 Teacher: Teaching plan, textbook, workbook, posters

III Procedure

- Weak ss: ex E1(2,3) - Strong ss: ex E2 (4,5)

2 New lesson

- Tell Ss to the task individually and then check with their partners, then correct the mistakes Let them repeat the words Check their pronounciation

I Vocabulary Activity 1: Gap fill

KEY: respect worshipping 3.wrap host

cutlery generations

Activity 2

Write the sentences with the following expressions

Ss work individually then work in pair to swap their sentences

(54)

3 Consolidation

- Ask Ss retell content of the lesson - T give feedback

4 Homework

- Review the vocab, grammar - Do all exs again

- Prepare next lesson: UNIT 5: G.started

Draw experience

……… ………

Tổ CM ký duyệt ngày 5/11/2018 Tổ phó

Period 34 UNIT 5: FESTIVALS IN VIET NAM LESSON 1: GETTING STARTED I Objectives

- Learn some vocabulary about festivals, festival activities and know something about grammar: simple and compound sentences, complex sentence

- Practice listening and speaking with the lexical items related to the topic "Festivals in Viet Nam"

3 Attitude: Students know and love the festivals in VN more. 4 Develop students’capacity

II Preparation

III Procedure

(55)

2 New lesson

Teacher’s activities Ss’activities

- Aks ss to give out the festivals

- Teacher sets the scene by asking Ss about the picture (weak ss)

+ What can you see in the picture? + Where is it? Do you know this place? - Elicits the new words using pictures and explaination

=> Checking Vocab: Back to the board

- T elicits the prediction from Ss

- T gives feedback

- Ask Ss to the exercise individually or in group

Warm up: Brainstorming

Getting started. I Vocabulary

- Oriental (adj): thuộc phương Đông - reunion (n): sum họp

- regret (v): hối tiếc, hối hận - take place (v) : xảy

- recommend (v): giới thiệu, gợi ý - carnival (n) lễ hội hóa trang II Listen and read

1 T/F prediction (1a)

*While reading: Ss read the dialogue and answer the questions:

*While reading: Ss read the dialogue and check T/F:

* Key:

1T 2T 3F 4F 5T 2 Answer the questions (1b)

- Ss read and listen to the conversation to answer the questions individually

(weak ss: 1,2,4; strong ss: 3,5)

Key:

1 In April They can see a grand opening ceremony, an ao dai fashion show, … Duong’s family prepares a five – fruit tray and makes jamm and Chung cakes Because there’re so many interesting things to see and enjoy, it would take too long to describe them

4 In Bac Ninh, on 12th of the first lunar

month

5 Because it’s near Ha Noi, it takes place right after Tet holiday and is full of

tradition events

3 Can you find the expressions in the conversation?

(56)

3 Consolidation

4 Homework - Learn the vocab

- Do all exs in textbook again

- Prepare next lesson: UNIT 5: A closer look

Draw experience

……… ………

Period 35 UNIT 5: FESTIVALS IN VIET NAM LESSON 2: A CLOSER LOOK 1 I Objectives

- Pronouce correctly the stress of words ending in “-ion” and “-ian” in isolation and in context;

- Use the lexical items related to the topic “Festivals in Viet Nam” 2 Skills: listen, speak

II Preparation

III Procedure

- weak ss: play in role to read the dial again - Strong ss: rewrite new words

2 New lesson

- Ask ss to work in groups

- Introduce new words

* Warm up: Network: Ss work in groups

(57)

3 Consolidation

4 Homework

- Learn the vocab and pronunciation - Do all exs in workbook A1,2, B1,2

- Prepare next lesson: UNIT 5: A closer look

Draw experience

(58)

Date of preparing: 05/11/2017 Date of teaching: 11/11/2017

Period 36 UNIT 5: FESTIVALS IN VIET NAM LESSON 3: A CLOSER LOOK 2 I Objectives

Write compound sentences using conjunctions and, but, or, yet, so and conjunctive adverbs however, nevertheless, moreover, therefore, otherwise to make compound sentences or complex sentences

2 Skills: write, exercises

II Preparation

III Procedure

- Weak ss: rewite new words - strong ss: ex A2, B1

Teacher checks Ss’ homework 2 New lesson

- Remind Ss of what is simple and compound sentence

+ A simple sentence is one independent clause

+ A compound sentence is two or more independent clauses joined together Each clause is of equal importance and could stand alone

Grammar

I Simple and compound sentences 1 Activity 1

- Ss work in pairs

1S 2C 3C 4S 5S

2 Activity 2

- Ss work individually and check with another S

(59)

3 Consolidation

4 Homework

- Learn the grammar

- Do all exs in workbook B 3,4,5,6 (whole class) B6,7 (strong ss) - Prepare next lesson: UNIT 5: Communication

Draw experience

……… ………

Phạm Thị Anh

Period 37 UNIT 5: FESTIVALS IN VIET NAM LESSON 4: COMMUNICATION I Objectives

1 Knowledge: By the end of the lesson, students will be able to: - Listen for details about Ooc bom boc festival

- Use the vocabs and grammar have learnt to talk about festivals 2 Skills: write, listen

(60)

II Preparation

III Procedure

- Weak ss: ex B3 - Strong ss: ex B6

- Teacher uses different techniques to teach vocab (situation, realia)

Follow the seven steps of teaching vocab

- T sets the scene

- T notes down on board - Gives feedback

- Play the recording for Ss to check the answers

- T gives feedback

- First, have Ss read the questions in the table carefully and ask them to note their answers

- Ask Ss to decide which festival to talk

I.Vocabulary

- bamboo archway (n) cổng vòm tre - green rice flakes (n) cốm xanh

- coconut (n) dừa

- clasped hands (v) chắp tay

- floating lanterns : thả trôi lồng đèn - Checking: R0R

Activity Label the picture Ss predict and

1 Bamboo archway Green rice flakes Potatoes Coconuts Pia cake Claspes hands lanterns Dragon boat race

II Listening

Activity Listen and check.

=> b Ooc bom boc festival

Activity Listen and complete the table.

- First, Ss read the questions in the table carefully and ask them to note their answers Then ask Ss to share their

answers in pairs to find out what they have in common with their partners

1 In Soc Trang

2 14th , 15th evenings of the 10th lunar

month

3 Moon God

4 have a worshipping ceremony float paper lanterns

6 hold dragon boat races

III Speaking

Activity Role-play

(61)

3 Consolidation

4 Homework - Learn the vocabs

- Do all exs in workbook C1,2 (whole class) - Prepare next lesson: UNIT 5: Skills

Draw experience

……… ………

Period 38 UNIT 5: FESTIVALS IN VIET NAM LESSON 5: SKILLS 1

I Objectives

1 Knowledge: By the end of the lesson, students will be able to: - Use the vocabs cand grammar have learnt to talk about festivals - Read for specific information about festivals

3 Attitude: Students know about the festivals in VN more. 4 Develop students’capacity

II Preparation

III Procedure

- Weak ss: ex C1 - Strong ss: ex C2

- In small groups, have Ss look at the pictures and answer the questions

I READING 1 Guessing

(62)

3 Consolidation

4 Homework

- Do all exs in workbook D1a, (whole class), D1b (strong ss) - Prepare next lesson: UNIT 5: Skills

Draw experience

……… ………

Period 39 UNIT 5: FESTIVALS IN VIET NAM LESSON 6: SKILLS 2

I Objectives

1 Knowledge: By the end of the lesson, students will be able to: - Listen for specific information about a festival

- Write about a festival they like or have been to 2 Skills: listen, write

3 Attitude: Students know about the festivals in VN more. 4 Develop students’capacity

II Preparation

1 Teacher: Teaching plan, textbook, a loudspeaker

III Procedure

- Weak ss: ex D1a - Strong ss: ex D1b

(63)

4 Homework

- Learn the grammar

- Do all exs in workbook E1,2 (whole class)

- Prepare next lesson: UNIT 5: Looking back + Project

Phạm Phương Loan Date of preparing: 22/11/2018

Date of teaching: 27/11/2018

Period 40 UNIT 5: FESTIVALS IN VIET NAM LESSON 7: LOOKING BACK + PROJECT I Objectives

- To recycle the language from the previous sections and link with the topic: Festivals in Viet Nam

- Revise and make the use of all the target knowledge in unit 2 Skills: read, speak, write

3 Attitude: Students know perverse the festivals in VN more. 4 Develop students’capacity

II Preparation

1 Teacher: Teaching plan, textbook,

III Procedure

- Weak ss: ex E1 - Strong ss: ex E2

- Ask ss to tell about one festival in Viet Nam that you like most

* Warm – up: Speaking

- Tell us about one festival in Viet Nam that you like most

Name ? Where ? When ?

What activities ? How ?

(64)

3 Consolidation

4 Homework

- Review the vocab and grammar - Prepare next lesson: REVIEW

Date of preparing: 24/11/2018 Date of teaching: 28 /11/2018

Period 41 REVIEW

I Objectives

- Revise and make the use of all the targe language in unit + 5, such as: modal verbs and compound/ complex sentences

- Practice doing exercises related 2 Skills: listen, speak, read, write

3 Attitude: Students review the knowledge well. 4 Develop students’capacity

II Preparation

III Procedure

1 Checking the previous lesson Teacher checks Ss’ homework 2 New lesson

? What are the target languages we learnt in Unit and

? T gets ss to retell something about these

* Warm – up: Hanging man

Ss play game in teams to find out the word: Customs ( words )

2 Traditions ( 11 words ) Festivals ( words ) I Revision

- Modal verbs

(65)

4 Homework

- Review the vocab and grammar - Prepare next lesson: Test 45 minutes

Period 42 THE WRITTEN TEST 2 I Objectives

- General capacity: identification, analyzing, discussion - Own capacity: individual work

II Preparation

1 Teacher: Teaching plan, audivideo, computer, activeboard, test paper

III Procedure

3. Observation

Matrix

Chủ đề Nội dung Loại câu hỏi Nh

ận biết

Thô ng hiểu

Vận dụng

VD C

Tổn g điể

m

Số câu Tỉ lệ %

LISTENI NG

Xoe dance T/F 1 3 1 4 10

Xoe dance Gap fill 4 1 4 10

(66)

Vocab: Units 1,2,3; Grammar points: Verbs

/adjectives/adverbs ;

Should

Correct verb: should/ have to

MCQs 1 7 2,0 8 20

READIN G 1

Hoa Ban Festival Cloze reading 2 2 1 4 10

READIN G 2

TET holiday Q&A 3 1.5 3 15

WRITIN G

Sentences building Sentences building

4 0.5 4 20

Sentences rewriting

Transformati on

2 1 2 10

Total Number

11 14 4 2 10 31 100

Total marks

3.0 4.0 2 1 10

Total Weight

30 40 20 10 100

*MCQs (TN): 30%; *OTHER ITEMS (TL): 70%

WRITTEN TEST NO 2- Shool year: 2018-2019

(67)

Mark Feedback

NO Listen to Mai’s presentation and tick True (T) or False (F) : (1 point) The Xoe dance is a spiritual tradition of Thai ethnic people

There are 16 ancient forms of Xoe

Only young people perform the circle dance

Dances with conical hats, paper fans or scarves are some forms of Xoe

Question II Listen again and complete the Mai’s presentation : (1 point)

Today I’m going to tell you about the xoe dance, a traditional dance of the Thai ethnic group in Viet Nam Thai people have followed this spiritual tradition for(5) ……….The Xoe dance expresses people’s working life and wishes for a happy and wealthy life It is (6) ……… in both public and private gathering such as celebrations, festivals or family reunions.The Xoe dance has more than (7) ……… forms based on the first six ancient forms The most popular form is the Xoe vong or ‘ circle dance’ because it expresses social unity People, young or old alike, join hands to make a circle around the fire and dance to the music Besides the circle dance, there are dances with (8)………, paper fans or scarves

PRONUNCIATION :

Find the word which has different sound in the part underlined ( 0,5 pt) A concentration B composition C consideration D conversation

10 A coordination B depression C donation D erection

Choose the best answer A, B, C , or D to complete the sentences (1,5 pts) 11 You _ miss any of the meetings They’re always very useful

A needn’t B should C shouldn’t D can 12 When having meals with a Britain family, you should never chew with your open

A hand B eye C finger D mouth

13 My sister has been living in Da Lat for two years; _, she has never been to Than Tho Lake

A however B although C if D because 14 The Hung King Temple festival in Phu Tho

A take B take places C takes place D take place 15 People burn incense to show respect to their … … during Tet

A relatives B ancestors C friends D neighbors 16 At Huong pagoda, we offer Buddha a tray of fruit to _him A worship B commemorate C preserve D pray .Give the correct form of the following words: ( 0,5 pt)

(68)

18.Peter to homework (have ) READ

Read the passage and answer these questions below.(1.5 pts)

TET holiday is celebrated on the first day of the Lunar New Year in Viet Nam Some weeks before the New Year, the Vietnamese clean their houses and paint the walls New clothes are bought for the occasion One or two days before the festival, people make Banh Chung, which is the traditional cake, and kinds of jam On the new Year’s Eve, the whole family get together for a reunion dinner Every member of the family should be present during the dinner in which many different kinds of dishes are served On the New Year morning, the young member of the family pay their respects to the elders And the children receive lucky money wrapped in red tiny envelops Then people go to visit their neighbors, friends and relatives

19 Is TET holiday celebrated on the second day of the Lunar New Year in Viet Nam? - ……… 20 What the Vietnamese often some weeks before the New Year?

-……… 21 Who people often visit on TET holiday?

- ……… Choose A, B or C for each blank in the passage below.(1.0pt)

started especially become comes cultural celebrated Spring is a time when there are many festivals in our country Among them, Hoa Ban Festival is the most beautiful and interesting and it takes place in Lai Chau It is typical of the (22)………life of the Thai people In the second lunar month of the year, when it (23) …… warmer and hoa ban - a kind of beautiful flower in the northwest mountainous area - blossoms, Hoa Ban Festival is (24)……… This is a great time for everyone, (25) …… for boys and girls The boy picks the most beautiful flower and gives it to his girlfriend WRITE

Combine each pair of sentences to make one sentence, using the words given in brackets ( 2,0pts)

26.Lang Lieu couldn’t buy any special food He was very poor (BECAUSE) → ……… 27 Nick wanted to travel around Viet Nam to take pictures of festivals He started to save money (therefore)

→ ……… 28 People cheer to encourage the elephants They are racing ( while )

………

29.During Tet, Vietnamese people buy all kinds of sweets They make Chung cakes as well.(and)

……… Complete the sentences , using the given words(1,0pt)

30.Life/ the countryside/ changed/ a lot/ the/ ten /years

(69)

………

THE 2ND 45 MINUTE TEST

ENGLISH: 8

FULL NAME: ………CLASS 8…… Mark Feedback

NO Question I Listen to Mai’s presentation and tick True (T) or False (F) : (1 point)

The Xoe dance is a spiritual tradition of Thai ethnic people There are 16 ancient forms of Xoe

Only young people perform the circle dance

Dances with conical hats, paper fans or scarves are some forms of Xoe

Question II Listen again and complete the Mai’s presentation : (1 point)

Today I’m going to tell you about the xoe dance, a traditional dance of the Thai ethnic group in Viet Nam Thai people have followed this spiritual tradition for(5) ……….The Xoe dance expresses people’s working life and wishes for a happy and wealthy life It is (6) ……… in both public and private gathering such as celebrations, festivals or family reunions.The Xoe dance has more than (7) ……… forms based on the first six ancient forms The most popular form is the Xoe vong or ‘ circle dance’ because it expresses social unity People, young or old alike, join hands to make a circle around the fire and dance to the music Besides the circle dance, there are dances with (8)………, paper fans or scarves

PRONUNCIATION :

III Find the word which has different sound in the part underlined ( 0,5 pt) A concentration B composition C consideration D conversation

10 A coordination B depression C donation D erection

IV.Choose the best answer A, B, C , or D to complete the sentences (1,5 pts) 11 Tet is an occasion for family in Viet Nam

A reunions B Meeting C visitings D seeings 12 spring comes, many Vietnamese villages prepare for a new festival season

A While B When C Nevertheless D However 13 People burn incense to show respect to their … … during Tet

A relatives B ancestors C friends D neighbors 14 The … … of Quan ho singing has been recognized as a world heritage A preservation B procession C song D performance 15 Tam is a beautiful girl;……… …… , she’s kind - hearted

(70)

16 When you eating in India, you _ use the right hand Never use the left hand A must B should C shouldn’t D mustn’t

.Give the correct form of the following words: ( 0,5 m)

17 Children should _ old people (respect) 18 They……… to homework (have ) READ

Read the passage and answer these questions below.(1.5 pts)

TET holiday is celebrated on the first day of the Lunar New Year in Viet Nam Some weeks before the New Year, the Vietnamese clean their houses and paint the walls New clothes are bought for the occasion One or two days before the festival, people make Banh Chung, which is the traditional cake, and kinds of jam On the new Year’s Eve, the whole family get together for a reunion dinner Every member of the family should be present during the dinner in which many different kinds of dishes are served On the New Year morning, the young member of the family pay their respects to the elders The children receive lucky money wrapped in red tiny envelops Then people go to visit their neighbors, friends and relatives

19 Is TET holiday celebrated on the third day of the Lunar New Year in Viet Nam? - ……… 20 What the Vietnamese often one or two days before the festival?

-……… 21 Who are received lucky money wrapped in red tiny envelops?

-……… … Choose A, B or C for each blank in the passage below.(1.0pt)

started especially become comes cultural celebrated Spring is a time when there are many festivals in our country Among them, Hoa Ban Festival is the most beautiful and interesting and it takes place in Lai Chau It is typical of the (22)………….life of the Thai people In the second lunar month of the year, when it (23) …….… warmer and hoa ban - a kind of beautiful flower in the northwest mountainous area - blossoms, Hoa Ban Festival is (24)……… This is a great time for everyone, (25) ……… for boys and girls The boy picks the most beautiful flower and gives it to his girlfriend Combine each pair of sentences to make one sentence, using the words given in brackets ( 2,0pts)

26.During Tet, Vietnamese people buy all kinds of sweets They make Chung cakes as well (and)

……… … 27 You can go to the Giong Festival You can go to the Huong Pagoda Festival (otherwise) →

28 People cheer to encourage the elephants They are racing ( while ) ………

29 At the festival, we float beautiful paper lanterns on the river We also hold thrilling dragon boat races (moreover)

(71)

30.Life/ the countryside/ changed/ a lot/ the/ ten /years

……… 31.Tet / is / occasion / family / reunions/ Viet Nam

………

Duyệt Tổ CM TP

Phạm Phương Loan

Date of preparing: 29/11/2018 Date of teaching: / /2018

Period 43 UNIT 6: FOLK TALES

LESSON 1: GETTING STARTED I Objectives

1 Knowledge: By the end of the lesson, students will be able to: - Vocab: Characters in a folk tale, adjectives describing characters - Grammar: Past simple, past continuous

3 Attitude: Students know and love the folk tales more. 4 Develop students’capacity

II Preparation

1 Teacher: Teaching plan, textbook, a loudspeaker

(72)

III Procedure

2 New lesson

Teacher’s activities Students’ activities

- Teacher sets the scene by asking Ss about the picture

+ Where are Duong and Nick? (weak ss)

+ What are they doing? (weak ss)

+ What are they talking about?

(strong ss)

- Elicits the new words using pictures and explaination

* Checking Vocabulary: R.O.R

- Ask Ss to the task individually Compare in pairs

- T checks as a class

* Warm – up: Brainstorm

NAMES OF FOLKTALES OF VIET NAM Getting started

1 Vocabulary

- to research (v): làm nghiên cứu - to give birth to sb: sinh

- legend (n): huyền thoại

- folk tale (n): câu truyện dân gian

- genre /ˈʒɑ̃ːnrə/ (n) = type : loại, thể loại - plot (n): (the content of a story) cốt truyện - origin (n): nguồn gốc

a Multiple choice

- Ss the task individually Compare in pairs

1B 2C 3A 4C 5A

- Ask Ss to the task individually Compare in pairs

- Have Ss discuss in pairs then draw Ss’ attention to the structure

- Have Ss study the Grammar box

b Matching

1c 2d 3a 4b c Complete the table

Title: Lac Long Quan and Au Co Genre: Legend

Main characters: Lac Long Quan, Au Co and their sons.

Plot: + Lac Long Quan married Au co + Au Co gave birth to 100 baby boys + Lac Long Quan missed the sea + LLQ took 50 of their sons to the sea. + Au Co took the others to the

mountain. d Model sentence

- Ss the task individually What an interesting legend it is! Ss practise using the cues given: handsome/man

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Date of preparing: /12/2018 Date of teaching: /12/2018

LESSON 2: A CLOSER LOOK 1 I Objectives

1 Knowledge: By the end of the lesson, students will be able to: - Pronouce correctly the intonation in exclamatory sentences;

- Use the lexical items related to the topic “Folk tales”.Vocab: Characters in a folk tale, adjectives describing characters

II Preparation

III Procedure

S1: Do ex A2 (3,4); S2: ex A2 (5,6)

2 New lesson

- T leads in the lesson * Pre teach Vocabulary:

I Vocabulary

- Buddha (n) /ˈbʊdə/ : phật - knight (n) /naɪt/ : hiệp sĩ - witch (n) /wɪtʃ/ : bà phù thủy - ogre (n) /ˈəʊ.ɡər/ : yêu tinh, quỷ - wolf (n) /wʊlf/ : chó sói

- eagle (n): chim đại bàng

- cunning (adj): mưu mẹo, xảo trá - wicked (adj): ác, - fierce (adj) /fɪəs/ : dữ, tợn 1 Activity 1, 2: Matching

Act 1: 1G 2C 3E 4B 5H 6A 7D 8F Act 2: 1G 2F 3A 4E 5B 6C 7H 8D 2 Activity 3

II Pronunciation

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=> Cheking vocab: Back to the board - Have Ss read the name aloud

- Have them match the names with the pictures

- Correct as a class

- Have Ss work independently Ss then compare in pairs

- T plays the recording twice

- Play the recording the third time for Ss to check the answers

- Call some Ss to practise in front of the class

- T plays the recording and Ss listen and repeat

3 Listen and repeat (Act 4)

- Ss listen and repeat, paying attention to the intonation of each sentence - Ss to check the answers

4 Practise these sentences (Act 5)

- Ss work in pairs, first practise saying the sentences

- Ss listen and repeat

3 Consolidation

4 Homework

- Learn the vocab and pronunciation - Do exs B1,2,3 (P45) in workbook

- Prepare next lesson: Unit 6: A closer look

Draw experience

……… ………

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I Objectives

1 Knowledge: By the end of the lesson, students will be able to: Use the past continuous tense correctly and distinguish between the past continous tense and the simple past tense 2 Skills: write, speak

3 Attitude: Students know how to use the grammar to exercises correctly. 4 Develop students’capacity

II Preparation

III Procedure

S1: Do ex B1; S2: ex B2

2 New lesson

- T leads in the lesson

- Elicit model sentence from Ss (strong ss)

- T does the concept check

- Get Ss to complete the exercise individually, then T checks as a class

- Get Ss to study the Look out box - Get Ss to complete the exercise individually

(strong ss-1,2,5; weak ss-3,4,6)

* Warm – up: Chatting I Presentation

* Model sentence:

I was doing some Internet research on Vietnamese legends for my project - Ss study the grammar box

The past continous tense * Form

S + was/were + V¬ing * Use

II Practice

- Ss compare in pairs Exercise 2

1 was wearing Were you doing was doing ran

5 was not/wasn’t waiting Exercise 3

- Get Ss to complete the exercise individually

- Ss compare in pairs

1 The servant was spinning in the woods 2…

Exercise 4

- Ss to study the Look out box

- Ss to complete the exercise individually - Ss compare in pairs

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- Get Ss to complete the exercise individually

2 was lying, heard, needed heard, was following, started dropped, ate

5 were dancing, left

6 was missing/missed, decided

Exercise 5

- Ss to complete the exercise individually - Ss compare in pairs

1 was shining was sleeping

3 went were flying opened fell

- Ss discuss the moral lesson of the fable in pairs

“Be happy with what you have.”

3 Consolidation

4 Homework

- Learn the grammar

- Do exs B4,5,6 (whole class) , B7 (strong ss) (P46,47) in workbook - Prepare next lesson: Unit 6: Communication

Phạm Phuong Loan

Date of preparing: /12/2018 Date of teaching: /12/2018

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Knowledge: Help Ss to improve their skills of doing a written test and consolidate their knowledge after they finished their test Ss recognize their wrong knowledge to correct for studying better later

T: Prepare the mistakes in the test and what knowledge students have to focus on, activeboard, audiotape

S: notebooks, pens III Procedure

1 Warm up: greeting and return their own test papers (if possible)

ANSWER KEYS & MARKS Test correction 2

No

LISTENING:

Listen to Mai’s presentation and tick True (T) or False (F) : (1 point) ( 0,25đ/ câu đúng)

1 T

2 F

3 F

4 T

Listen again and complete the Mai’s presentation : (1 point) ( 0,25đ/ câu đúng)

5 generations performed 30

8.conical hats

Find the word which has different sound in the part underlined ( 0,5 point)

( 0,25đ/ câu đúng) 9.C 10.A

Choose the best answer A, B, C , or D to complete the sentences (1,5points) ( 0,25đ/ câu đúng)

11 C shouldn’t 12 D mouth

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14 C takes place 15 B ancestors 16 A worship

.Give the correct form of the following words: ( 0,5pt) ( 0,25đ/ câu đúng) 17 take

18.has

Read the passage and answer these questions below.(1.0 point) ( 0,5đ/ câu đúng)

19 No, It is not

20 the Vietnamese clean their houses and paint the walls 21 visit their neighbors, friends and relatives

Choose A, B or C for each blank in the passage below.(1.0) ( 0,25đ/ câu đúng) 22 cultural 23 comes 24 .celebrated 25 especially Combine each pair of sentences to make one sentence, using the words given in brackets ( 1,0pt) ( 0,5đ/ câu đúng)

26 Lang Lieu couldn’t buy any special food because he was very poor 27 Nick wanted to travel around Viet Nam to take pictures of festivals; Therefore, He started to save money

28 People cheer to encourage the elephants while They are racing

29.During Tet, Vietnamese people buy all kinds of sweets, and they make Chung cakes as well

Complete the sentences , using the given words(1,0pt) ( 0,5đ/ câu đúng) 30.Nowadays teenagers rely on technology more than in the past

31.Life in the countryside has changed a lot over the past ten years No2

Listen to Mai’s presentation and tick True (T) or False (F) : (1 point) ( 0,25đ/ câu đúng)

1 T

2 F

3 F

4 T

Listen again and complete the Mai’s presentation : (1 point) ( 0,25đ/ câu đúng)

5 generations performed 30

8.conical hats

Find the word which has different sound in the part underlined ( 0,5 point)

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9.C 10.A

Choose the best answer A, B, C , or D to complete the sentences (1,5points) ( 0,25đ/ câu đúng)

11 A 12 B 13 B 14 D

15 C 16 B

.Give the correct form of the following words: ( 0,5pt) ( 0,25đ/ câu đúng) 17 respect

18.have

Read the passage and answer these questions below.(1.0 point) ( 0,5đ/ câu 19 No, It is not

20 One or two days before the festival, people make Banh Chung, which is the traditional cake, and kinds of jam

21 The children

Choose A, B or C for each blank in the passage below.(1.0) ( 0,25đ/ câu đúng) 22 cultural 23 comes 24 .celebrated 25 especially Combine each pair of sentences to make one sentence, using the words given in brackets ( 1,0pt) ( 0,5đ/ câu đúng)

26.During Tet, Vietnamese people buy all kinds of sweets, and they make Chung cakes as well.(and)

27 You can go to the Giong Festival ;otherwise, You can go to the Huong Pagoda Festival 28 People cheer to encourage the elephants while they are racing

29 At the festival, we float beautiful paper lanterns on the river; moreover, We also hold thrilling dragon boat races

Complete the sentences , using the given words(1,0pt) ( 0,5đ/ câu đúng) 28.Nowadays teenagers rely on technology more than in the past

29 Tet is an occasion for family reunions in Viet Nam

Audio Script:

Today I’m going to tell you about the xoe dance, a traditional dance of the Thai ethnic group in VietNam Thai people have followed this spiritual tradition for generations The xoe dance expresses people’s working life and wishes for a happy and wealthy life It is performed in both public and private gatherings such as celebrations, festivals or family reunions

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young or old alike, join hands to make a circle around the fire and dance to the music Besides the circle dance, there are dances with conical hats, paper fans or scarves

Old people say they shouldn’t break with this tradition because it reflects Thai culture and lifestyle As a Thai folk song goes, without the xoe dance, the rice won’t grow and people won’t get married

1 Knowledge: By the end of the lesson, students will be able to: retell the story “Little Red Riding Hood” and some folk tales in English

2 Skills: read, speak

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II Preparation

1 Teacher: Teaching plan, textbook, workbook,

III Procedure

S1: Do ex B5; S2: ex B6 (2,3); S3: ex B6 (4,5)

- Teacher checks Ss’ homework 2 New lesson

- T asks Ss what fairy tales they liked to read when they were little Get Ss to think about how fairy tales are structured

- T leads in the lesson - T presents the new words - Have Ss work individually

- Allow Ss to work in pairs, comparing their answers and discuss any

differences

- Ask Ss to work in groups of six, in turn retelling the fairy tale to their group members in their own words T sets a three-minute time limit per story and have one group member keep time

- Ask the students to work in the same groups again, discussing and writing their own ending for the fairy tale Encourage them to have fun and be creative

- Choose a student from each group to read the ending to the whole class

(strong ss)

- Elicit comment from Ss from other groups

- Make comment and correct Ss’

* Warm – up: Chatting

1 New words

- granny (n): bà (thân mật)

- scream (v): gào thét, kêu thất - swallow (v): nuốt (thức ăn)

2 Activity 1a, b

- Ss work individually

- Ss to work in pairs, comparing their answers and discuss any differences Keys: 1h 2a 3e 4f 5d 6c 7b 8g 3 Activity 2

- Ss work in groups of six

4 Activity 3

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mistakes

3 Consolidation

- Do exs C1,2 (whole class), C3 (strong ss) (P48) in workbook - Prepare next lesson: Unit 6: Skills

Draw experience

……… ………

Period 48 UNIT 6: FOLK TALES LESSON 5: SKILLS 1 I Objectives

1 Knowledge: By the end of the lesson, students will be able to: - Read a passage for specific information in a fairy tale

- Talk about a legend, folk tale, fairy tale, fable (its plot, main characters, ect) 2 Skills: read, speak

3 Attitude: Students know and love the fables more. 4 Develop students’capacity

II Preparation

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III Procedure

S1: Do ex C1; S2: ex C2 ; S3: ex C3a

- Ask ss to retell the story “ Little Red Riding Hood” in front of the class - Ask others give comments

- Ask Ss to scan the passage to find where the words fortune, starfruit tree, filled, load and repay are in the story

- Help Ss work out the meaning of these words in context

- T calls on some Ss to read the questions from exercise first (weak ss)

- Ask Ss to pay attention to the keywords they will need to understand the meaning of the passage and answer the questions - T asks Ss to read the text and find the information that can be used to answer the questions

As the whole class, T and Ss discuss any unfamiliar words from the passage when necessary

- Teacher asks Ss to read the passage again and the task individually - T corrects the answers as the whole class

- Retell the story “ Little Red Riding Hood” in front of the class

- Others give comments - T leads in the lesson I Reading

1 New words

- Ss scan the passage to find where the words fortune, starfruit tree, filled, load and repay are in the story

- Ss work out the meaning of these words in context

- starfruit tree (n): khế - ripe (adj): chín

- fortune (n: vận may - load (v): vận chuyển, tải - repay (v): trả lại

2 Comprehension questions - Some Ss read the questions from exercise first

* Key:

1 only a starfruit tree

2 The eagle promised to repay him in gold

3 He offered to swap his fortune for his brother’s starfruit tree

4 He filled a very large bag and all his pockets with gold

5 He was dropped into the sea 3 Gap fill

- Ss read the passage again and the task individually

Key:

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- Teacher asks Ss to exercise individually

- T may help Ss with any new words - T moves around to provide help Call

some pairs to practise in front of the class

II Speaking

Activity 4: Read the story summaries - Ss to exercise individually

Activity 5

- Ss work in pairs asking and answering about the stories

A: I want to read Saint Giong B: What kind of story it is? A: It’s a legend

B: Who are the main characters…? A:…

Activity 6: Game: Who am I? - Ss play the game in group of four

- Do exs D1,2 (whole class), D3 (strong ss) (P49-50) in workbook - Prepare next lesson: Unit 6: Skills

Phạm Phuong Loan

Period 49 UNIT 6: FOLK TALES LESSON 6: SKILLS 2 I Objectives

(85)

3 Attitude: Students know and love the fairy tales more. 4 Develop students’capacity

II Preparation

1 Teacher: Teaching plan, textbook, workbook, activeboard, actview, computer

III Procedure

S1: Do ex D1; S2: ex D2 (weak ss) ; S3: ex D3(strong ss)

- Teacher checks Ss’ homework

- Ask ss to retell the story “ The starfruit tree” in front of the class (strong ss) - T feedback

- Ask ss read the statements carefully and underlined the keywords

- T play the recording twice - Ask ss listen and the task - T checks ss and give feedback

- Ask Ss read the story carefully and guess the words to fill in

- T play the recording twice - Ask ss listen and the task - T checks ss and give feedback

- Ask ss to make notes about one of their favourite fairy tales or invent their own fairy tale

- Retell the story “ The starfruit tree” in front of the class

- Others give comments I.Listening

1 Listen to the fairy tale The princess and the Dragon and correct the following statements

- Ss read the statements carefully and underlined the keywords

- Ss listen and the task Key:

Prince -> princess 2.A giant -> an ugly orge Sing -> cry

2 Made friends -> married

2 Listen and fill in the missing words - Ss read the story carefully and guess the words to fill in

- Ss listen and the task Key:

1 Castle Give gold with anger breath strong back II.Writing

Task a

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- Ask Ss work individual to write their story

- Ask ss exchange their writing and correct each other

- T check some and correct - T gives feedback

Title

Main character Plot: beginning Plot: middle Plot: end Task b:

- Ss work individual to write their story - Ss exchange their writing and correct each other

- T check some and correct - T gives feedback

3 Consolidation

4 Homework

- Complete the writing

- Do exs E1,2 (whole class) in workbook - Prepare next lesson: Unit 6: Looking back

Draw experience

……… ………

LESSON 7: LOOKING BACK + PROJECT I Objectives

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- Revise and make the use of all the target knowledge in unit 2 Skills: speak, read, write

II Preparation

III Procedure

S1: Do ex E1; S2: ex E2

- Ask Ss think of as many examples of different types of stories as possible Then ask some ss to say their examples in front of the class

- For Act & 3, ask Ss the task individually Correct as a whole class

- For 4, T model the activity first with a more able ss first Then ss in groups T may go around to help Call some pairs to practice in front of the class

I VOCABULARY

Exercise 1: Think of an example for each type of story in the box

- Ss think of as many examples of different types of stories as possible Ex: The

Adventures of Robin Hood is a legend. - For & 3, Ss the task individually Exercise 2: Write the correct words under the pictures

Key:

1.witch hare 3.knight 4.ogre fairy tortoise giant dragon Exercise 3: Put the words in the box into the correct columns

Characters Personality

woodcutter, witch, dragon, fairy, giant, hare, emperor tortoise, knight, ogre, eagle, Buddha

cruel, kind, generous, mean, wicked, cheerful, fierce, evil, cunning, brave, greedy

II GRAMMAR

Exercise 4: The following people were at home at 5.pm yesterday What were they doing? Work in pairs, ask and answer questions

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- First, T model this activity with a more able student Then ask Ss to work in pairs T may go around to provide help if necessary Call some pairs to practise in front of the class

- Model these activities with a more able Ss first Then ask Ss to work in pairs T may go around to provide help if

necessary Call some pairs to practise in front of the class

- First, ask Ss to the task individually to number the lines of the dialogue Then ask them to check their answers with the whole class After finishing, ask Ss to practise saying the dialogue with their partners

1 Ask Ss to read the fairy tale Sleeping Beauty. Each student may make notes about the main characters and the plot of the fairy tale

2 Ask each student to imagine he/ she is one of the characters and write two or more entries in the diary from the point of view of this character Remind Ss to study the given example carefully because it may help them understand what they should Note the use of the past simple

Key:

1 Nam/ play video games

A: Was Nam playing video games?

B: No, he wasn’t He was playing the piano …

Exercise 5: What were you doing at the following times? Work in pairs, ask and answer questions

- Ss to work in pairs Some pairs to practise in front of the class

Ex:

At 10p.m.yesterday evening

A: What were you doing at ten o’clock yesterday evening?

B: I was watching TV

Exercise 6: Work in pairs Make

exclamatory sentences about your partner of other classmates

EX: What a lovely shirt you’re wearing! III COMMUNICATION

Exercise 7: Number the lines of the dialogue in the correct order

Ss to the task individually to number the lines of the dialogue Then check their answers with the whole class After finishing, Ss to practise saying the dialogue with their partners

Key:

1.D 2.I 3.A 4.C 5.F 6.H 7.J 8.B G 10 E

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and the past continuous in the example If there is enough time, T may let Ss complete the project in clasS OR at homework

3 When Ss have finished their entries, Ask them to display their work on the wall/board T may choose some of the entries and ask Ss to read them out and take questions from the class Praise all attempts at creativity

3 Consolidation

4 Homework

- Complete the Project at home - Do all exs again

- Prepare next lesson: Review 2: LANGUAGE

Draw experience

……… ………

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1 Knowledge: By the end of the lesson, students will be able to: review the language they have learnt include: pronunciation, vocabulary and grammar from unit4-5-6 by doing exercises

3 Attitude: Students riview the knowledge better. 4 Develop students’capacity

II Preparation

III Procedure

1 Checking the previous lesson - Teacher checks Ss’ homework 2 New lesson

Tell the Ss the first tongue twister for practising the sounds/ i/ and /i:/, the second sounds /t/and /st/ and the thirt sounds /s/ and / /

Play the tape

Have Ss practise individually, in pairs

Play game: “Race to the board”

Team work: Asks for 20 Ss for two teams; each team has 10 Ss The two teams stand in lines facing towards the board and when they hear a signal sound from the teacher they will take turns to write the opposites on the board as quickly as they can The fastest team which has the most correct answer wins

Checks and dicides who is the winner Asks Ss to write down on their notebook Asks Ss to close their books

Reads the definitions and have Ss guess the words

Asks Ss open their books and check

A Pronuciation * Activity 1

Listen to the recording and practise: + individually

+ in pairs

B Vocabulary * Activity 2: Play game:

On hearing the signal of the teacher, take turns to write the opposites on the board small noisy cheap low sad desert unimportant short clean 10 boring

* Activity 3: - Close the book

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Gives answer key

asks Ss to give some words they know each of the topics

Asks Ss to put the words in bold in activity in their appropriate group Allow ss to work together for this task Give the answers

Do the first sentence with Ss as a model Ask them to indentify the adjective asks them to give the opposite then ilicit the new sentence beginning the the subject “Viet Nam ”

Asks Ss to the same Asks Ss some questions: - How often you online? - What you online?

Tells Ss the Internet is useful, but

sometimes it can be dangerous because it is difficult to say if the information they receive can be trusted

CEOP is a police agency (sở, nhánh) of the UK government, which helps reduce child exploitation and protects children when they go online

asks Ss to complete the passage and then read the passage

Asks Ss to work in pairs to match the questions with the replies to make mini dialogue and practise saying the dialogues together

1 square first footer waterfall

4 shop museum desert wish lucky money

mountain * Activivty 4:

Give some words about the topic

Write the words in bold in activity in the correct group

a square, supermarket, school, shop, theater, museum

b desert, rocks, forest, mountain

c wish, greet, lucky money, new clothes C Grammar

Activity 5:

- cold - hot

a Viet Nam is much hotter than Sweden b The andes in the longest mountain

range in the world

c A car is often more expensive than a motorbike

d HCMC is noisier than Hoi An e The air in the city is often more

polluted than the air in the countryside f Ba Be Lake is the largest natural lake in

Viet Nam Activity 6:

Answer the teacher’s questions

- sometimes, usually

- searching for information, playing

games, chatting, watching movies, Choose should or shouldn’t to complete the sentence

1 should should should shouldn’t should should Activity 7:

Complete the passage with: WILL or WON’T

1 won’t be will be will celebrate will spend will visit will take will go won’t cook will have D Everyday English

Activity 8

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1 a c f b d 3.Consolidation

Teacher gets students to retell what they have learnt T feedback

4.Homework

- Do the “Test yourself 2”: Exercise 1- (P.52- 53 in WB) - Prepare for the next lesson: Review 2: Skills

Draw experience

……… ………

Phạm Thị Anh

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LESSON 2: SKILLS I Objectives

1 Knowledge: By the end of the lesson, students will be able to: review the skills they have learnt include: listen, speak, read, write from unit4-5-6 by doing exercises

3 Attitude: Students riview the knowledge better 4 Develop students’capacity

II Preparation

III Procedure

- Ask ss to this exercise individually and check their answers with a partner before giving their answers to confirm the correct answers

- Ask Ss to this activity individually, making notes of six tips about social customs in his/ her country Remind Ss that they may use the given ideas as well as their own ones

- Ask ss to work in pairs, taking turns to tell each other their tips They may discuss to choose the most appropriate tips (a strong ss, a weak ss/pair)

- Play the recording once or more for Ss to listen and choose their answers Then check their answers

- Encourage ss to use the ideas they provided in the speaking section T may

I Reading

1 Read about Vu Lan festival in Viet Nam and decide whether T/F

Key: T F F T 5.T II Speaking

a. Ss individually

b. Ss work in pairs

III Listening

Key: A B A C

IV Writing

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brainstorm the language necessary for writing and note some necessary

expressions and language on the board Give ss time to the writing task Then collect their papers to check out of class (some strong ss, some weak ss)

3 Consolidation

- Teacher gets students to retell what they have learnt - T feedback

4 Homework

- Do the “Test yourself 2”: Exercise 5- (P.52- 55 WB) - Prepare for the next lesson: Review 1st semester test

Draw experience

……… ………

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Period 53 REVIEW FOR THE 1ST SEMESTER

I Objectives

1 Knowledge: By the end of the lesson, students will be able to: review the knowledge they have learnt include: pronunciation, vocabulary and grammar, listen, speak, read, write from unit 1-6 by doing exercises

3 Attitude: Students riview the knowledge better. 4 Develop students’capacity

II Preparation

III Procedure

A GRAMMAR

UNIT 1: GERUND AND TO-INFINITIVE I) GERUND: động từ thêm –ing.

* Những động từ theo sau GERUND:

admit (thừa nhận) suggest (đề nghị) risk : liều lĩnh avoid (tránh) give up (bỏ) recollect (hồi tưởng lại)appreciate (đánh giá cao) hate (ghét)

regret (hối tiếc ,ân hận)

consider (cho ,xem là) imagine = fancy (tưởng tượng) resist(chịu được, chống lại

deny (phủ nhận) mention (đề cập ,nói đến) start / begin

delay (trì hỗn) mind (phản đối,phiền) support (ủng hộ)

detest = dislike : ko thích mean (invole) understand discuss (talk about) miss (nhớ /bỏ lỡ) spend

dread (sợ) prefer (thích hơn) enjoy (thưởng thức) prevent (ngăn)

escape (trốn thốt) postpone = put off (trì hỗn) finish (hoàn thành) quit (từ bỏ) forgive recall (gợi lại,nhớ lại) like / love / hate / enjoy / dislike + V-ing : sở thích

* Những thành ngữ với “go +V-ing”:

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be interested in (thích thú) think about (nghĩ về) apologize for (xin lỗi về)

insist on (khăng khăng về) talk about (nói về) instead of (thay vì)

look forward to (mong đợi) II) TO-INFINITIVE

* Những động từ theo sau TO-INFINITIVE:

decide to (quyết định) pretend to (giả vờ) would like to hope to (hi vọng) expect to (mong chờ) be able to

want to mean to (muốn) be willing to ( sẵn sàng)

need to try to (cố gắng) be going to

ask to fail to (rớt) manage to ( xoay sở)

demand to (yêu cầu)… deserve to (xứng đáng) volunteer to agree to (đồng ý) struggle to ( đấu tranh) appear to

consent to (đồng ý) offer to (cung cấp/ cống hiến) warn to refuse to (từ chối) plan to (dự định) intend to

beg to (cầu xin) care to (quan tâm) swear to (thề)

claim to (đòi hỏi, thỉnh cầu) threaten to (đe dọa) promise to (hứa)

hestiate to (do dự) afford to (đủ khả năng) learn to ( học)

begin / start continue seem to

- like / love / prefer : dùng để diễn tả việc thích muốn làm việc vào thời điểm cụ thể

* Verb +O +To-infinitive:

want s.o to encourage s.o to need s.o to remind s.o to

ask s.o to (hỏi , nhờ) invite s.o to Would like s.o to permit s.o to

advise s.o to (khuyên) allow s.o to

tell s.o to (bảo) warn s.b to (cảnh báo) request s.o to (yêu cầu); order s.o to (ra lệnh) require s.o to (đòi hỏi) force s.o to order s.o to (ra lệnh)

Ex: She advises me to leave here early

UNIT 2: Comparative form of Adj and Adv A Grammar:

1 Comparative form of adj ( revise) Form:

- Short adjectives

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S1 + be ( chia) + more + long adj + than + S2 Ex: E is more difficult than History.

2 Comparative form of adverbs ( adverbs of manner) - Short adv

S1+ V+ short adv+ er + than + S2 Ex: Hung runs faster than me / I do - long adv

S1+ V + more / less + long adv+ than + S2 Ex: Tung writes less carefully than Nhung. - Almost adverbs of manner ending in ly Adj + ly -> adv

Ex: - easy -> easily - happy -> happily - bad -> badly - clear -> clearly - Special cases

- well -> better , - badly-> worse B Exercises

Use the adjectives in brackets in their correct form of comparison Which one is ………… , the city or the countryside?(noisy)

2 Some people think that country folk are ………… city people ( friendly) In the countryside, havest time is often ……… and …………time (busy, hard) My village has only 1,200 people It’s not ……… the city (crowed)

5 The city offers more services It’s much ……… the countryside ( convenient) A city has ……… activities than the countryside (interesting)

7 Of the three types of cattle in the Mogolian desert, the sheep is………… ( slow) A village is much ………… a city size (small)

UNIT 3: Comparisons; Present perfect and passive voice; WH-questions; a/an/the

A Grammar

1 Articles: a, an and the

- A: - sử dụng trước danh từ đếm số bắt đầu phụ âm Ex: I need a new pen

- An : sử dụng trước danh từ số bắt đầu môt nguyên âm. Ex: there is an eraser on the table

- The :

+ sử dụng trước danh từ, danh từ đề cập Ex: there ‘s a festival in my village The festival is very old + sử dụng liên quan tới danh từ, danh từ The Kinh speak Vetnamese

+ sử dụng trước so sánh tính từ trạng từ Ex: Lan is the tallest student in my class

*Note:

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a university, a uniform 2 Questions

- which: dược sử dụng thay cho what who dể hỏi ngươì để biết chính xác hay nhiều người thứ số giới hạn

Ex: which of person has to clean the floor? My sister does Which school you go to? Ngoc Son secondary school

UNIT 4 1 Should and shouldn’t

- Should: (nên ): Lời khuyên nên làm điều

- Shouldn’t (khơng nên) : khun khơng nên làm điều ( +) S + should + V (infi)

Ex: You should learn harder

(-) S + should + not (shouldn’t) + V (infi) Ex: You shouldn’t thow trash on the streets (? ) Shouldl + S + V (infi)… ?

Ex: Should we study together?

2 Have to ( phải): biểu đạt nghiã vụ, bổn phận cần thiết

- Have to : biểu đạt nghiã vụ, bổn phận cần thiết bổn phận bên ngồi (+) S+ have/ has to + V(ìni)

Ex: We have to clean the house carefully before Tet (-) S+ don’t have/ doesn’t have to + V (infi)

Ex: She doesn’t have to wear uniform (?) do/ Does + S + have to + V(infi)…?

Ex: Do you have to your homework before going to school? UNIT 5

I Compound sentences ( câu ghép)

Câu ghép hai nhiều mệnh đề độc lập kết hợp lại với Mỗi mệnh đề quan trọng đứng Chúng có thê kết liên từ : and , but, or , so, yet liên từ trạng từ: however, nevertheless, moreover, therefore, otherwise. Ex: I like bread and milk

I like Spring but I don’t like the spring rain II Complex sentences ( câu phức)

1 Câu phức bao gồm mệnh đề độc lập 1( nhiều) mệnh đề phụ thuộc Mệnh đề phụ thuộc đứng trước hoăc đứng sau mệnh dề độc lập

- Nếu mệnh đề phụ thuộc đứng trước, phải có dấu phẩy

Ex: While the elephants are racing, people cheer to encourage them mệnh đề phụ thuộc mệnh đề độc lập

- Nếu mệnh đề độc lập đứng trước mệnh đề phụ thuộc khơng cần dấu phẩy. Ex:People cheer to encourage the elephants while they are racing

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UNIT 6 1 Past continuous

a Use:

Thì khứ tiếp diễn dùng để:

- hành động xảy thời điểm khứ Ex: They were watching TV at 7p.m last night

- Chỉ hành động xảy khứ hành động khác đan xen vào làm gián đoạn

Ex: I was listening to music when she came

- Chỉ hai hay nhiều hành động xảy đồng thời khứ Ex: I was watching TV while my mother was cooking

- Chỉ việc hành động ttiếp diễn khứ vào thời gian không xác định Ex: They were doing exercises

b Form

(+) S +was/ were + V-ing

Ex: She was playing the piano at 10 o’clock yesterday (-) S + wasn’t/ weren’t + V-ing

Ex: They weren’t watching TV at o’clck yesterday (?) Was/ were + S + V-ing…?

Ex: Was she eating? Yes, S + was / were No, S + wasn’t /weren’

Wh-Q + was/ were + S + V-ing? + was: I, he , she

+ were: you , we, they + was not = wasn’t +Were not = weren’t 3 Consolidation

4 Homework

- Prepare for the next lesson: Review 1st semester test

Draw experience: ………

Period 53 REVIEW FOR THE 1ST SEMESTER

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1 Knowledge: By the end of the lesson, students will be able to: review the knowledge they have learnt include: pronunciation, vocabulary and grammar, listen, speak, read, write from unit 1-6 by doing exercises

3 Attitude: Students review the knowledge better. 4 Develop students’capacity

II Preparation

1 Teacher: Teaching plan, textbook, workbook, activeboard, activeview, computer

III Procedure

B DOING EXERCISES ĐỀ SỐ 1

A Phonetics: (1pt)

Choose the word whose underlined part pronounced differently from the others: A sound B cloud C found D favourite

2 A crafts B comics C streets D stamps A camel B cattle C paddy D buffalo

4 A lived B loaded C harvested D populated B Grammar and Vocabulary: (4,5pts)

I Choose the best answer to complete each of the following sentences:(2,5 pts) I don’t like………….up early in the winter days I love………in bed late

A getting/ stay B get/ stay C getting/ staying D get/ staying My brother is learning to………a horse at the moment

A ride B collect C herd D pick

3 ……….does Hoa Ban festival take place?- In Lai Chau

A What B When C How D Where

4 Mai studies Maths a little bit………

A bad B badly C good D smartly

5 Why don’t we………our parents with some DIY projects?.- I think it’s useful

A B make C help D give

6 It is typical of the cultural life of………….Thai people

A some B a C the D x

7 The Viet people have many……… customs and crafts

A tradition B traditional C culture D customary The streets in the cities are………than those in the countryside

A crowded B crowdeder C more crowded D less crowded

9 The ………on display in Da Nang Museum of Cham Sculpture are very interesting A items B goods C products D shows

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A having B staying C moving D going II Give the correct forms of the verbs: (1pt)

1 They adore (make)………… and (eat)………… good food I used to climb trees when I (be)………small

3 It is necessary (water)……….the flowers twice a day

III Fill in the blank with the appropriate form of the word in brackets: (1pt)

1 It is very……….for people in remote areas to get to hospitals (CONVENIENT) My sister doesn’t like surfing the Internet, she says it is……….(BORE)

3 Our family has lived……… in the country than in the town since last year (HAPPY)

4 The……….have a very hard life They can not live permanently in one place (NOMADIC)

C Reading: (2pts)

* Read the passage, then answer the questions: MY VILLAGE

We are Khmer Krom, one of the biggest ethnic groups in the south of Viet Nam We live by farming – mostly rice – and fishing on the Mekong River Life is sometimes hard as our work depends heavily on the weather When it is not harvest time, the men of the village go fishing from early morning and don’t return until late afternoon By the time they return, most of the village women will be waiting for them on the river bank They wait to buy the fish, which they will later sell at the local market or bring to the nearby town for a higher price Our children will be there too We love running around the beach and waiting

for the boats to come in

Our most important festival of the year is the Chol Chnam Thmay, which celebrates the New Year It falls in mid-April Every family tries to prepare well for the festive activities The community also visits and helps poor families so that everybody has a happy New Year

Questions:

1 Where the Khmer Krom live?

……… Why is life hard for the Khmer?

……… When the women and children of the village go to the river bank? ……… What the women with the fish they buy from the fishermen? ……… D Writing: (2,5 pts)

I Write questions for the underlined parts in the following sentences: (1,5pts) It is about seven kilometers from the centre to the Museum of Ethnology



………? The Tay People have the second largest population in Viet Nam



………? The Yao people are famous for their elaborate costumes



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II Rewrite sentences with the same meanings of the root ones: (1pt) A sports car goes faster than an ordinary car



An ordinary car goes……… He likes listening to pop music better than watching TV



He prefers……… ĐỀ SỐ 2

A LISTENING: Listen and complete the passage (1p)

I live in a (1)……… village My parents often tell me stories about their life in the past It’s not much like the village I can see nowadays

Some villagers now live in brick houses instead of (2)……… ones Our houses are better equipped with electric fans and TVs Thanks to the TV, we now know more about life outside our village We don’t use oil lamps any more We have (3)

……… lights which are much brighter More villagers are using (4)……… for transport instead of riding a horse or walking We – village children - no longer have to walk a long way and cross a stream to get to school, which is dangerous in the rainy season Now there’s a new school nearby We also have more (5)……… from the city They come to experience our way of life

B LANGUAGE FOCUS: (3ps) I Pronunciation: (1p)

Choose the word which has a different sound in the part underlined (0,5p)

1 A camel B buffalo C cattle D paddy

2 A lived B populated C harvested D loaded

Choose the word which has a different stress pattern from the others (0,5p)

3 A ancester B curious C heritage D tradition

4 A buffalo B recognise C convenient D cultural

II Choose A, B, C, D for each gap in the following sentences (2ps)

1 My mother enjoys _ traditional food for our family, especially at Tet holiday A cook B to cook C cooking D cooked

2 My father sometimes goes in the forests He’d like to find some more food for our family

A hunt B hunting C to hunt D hunted Look! Some children are the buffaloes

A picking B herding C driving D playing The sky is _here in the countryside because there are no buildings to block the view

A tidy B close C dense D vast Is living in the city _ than living in the country?

A more convenient B as convenient C most convenient D so convenient

6 He is surprised that there are 54 ethnic groups in our country

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7 The Viet (or Kinh) have number of people, account for about 86% of the population

A large B the large C larger D the largest ethnic group has a larger population, the Tay or the Ede?

A What B Which C Why D Who C READING: (3ps)

I Read the following passage and choose the correct answer for each gap (2,5ps) I go on the Internet every day, but I’ve never (1) more than an hour at a time online I’ve got laptop and also a smartphone, so I can (2) _ the Internet anywhere Today, for instance, I’ve been (3) three times

Mainly I just (4) my friends I read online magazines and I look (5) information, too I also compare prices of things, (6) _ I’ve never bought anything online because I don’t think it’s safe

I’m not an Internet addict, but some of my friends (7) _ One friend of mine always looks (8) _ because he spends all night online Although he’s got a lot of bad marks for the exams, he hasn’t (9) _ his habits

In my experience, it’s very useful for people who use the Internet (10)

1 A spend B spending C spent

2 A have B use C play

3 A online B Internet C computer

4 A write B email C send

5 A at B in C for

6 A because B but C although

7 A is B were C are

8 A tired B hard C happily

9 A change B to change C changed

10 A sensible B sensibly C sensibleness

II Read the text and answer the questions: (0,5p) Is the writer an Internet addict?

→……… Why has he never bought anything online?

→……… D WRITING: (3ps)

I Complete each sentence so it means the same as the sentence above (2ps) Cats cannot swim as well as dogs

→ Dogs can swim Minh really loves to hang out with friends

→ Minh really enjoys Playing beach games is very interesting

→ It is He uses all his free time to look after his garden

→ He spends

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→ The Hoa ethnic group has the most colourful clothing

→ 3 Consolidation

4 Homework

- Prepare for the 1st semester test

Draw experience

……… ………

Period 55 UNIT 7: POLLUTION

LESSON 1: GETTING STARTED I Objectives

1 Knowledge: By the end of the lesson, students will be able to: know something about pollution, types of pollution and practice listening and reading dialogue

3 Attitude: Students are aware about protect the environment. 4 Develop students’capacity

II Preparation

1 Teacher: Teaching plan, textbook, workbook, activeboard, actiview, computer

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III Procedure

1 Checking the previous lesson: No checking

2 New lesson

- T guides ss play game in teams - T leads in the lesson

- T gets ss to look at the pictures ? Who are they ? (weak ss)

? What you think they are talking about ? (strong ss)

? What’s this? What colour is the water in the river? (weak ss)

? What happened to the fish ? (strong ss) ? What causes this ? (strong ss)

- T plays the tape twice

-T correct pronunciation and gives feedback

-T gets ss to work individually

-T checks and corrects

Have ss look at the Watch out and quickly read the information T explains more

Have ss read the questions and make sure they understand them

 Warm up:

Ss play game: “Shark attact” to guess out the word: WATER POLLUTION

I Getting started - Nick and Mi

- It’s a river

II Listen and read - Ss listen and repeat

-Practice reading the dialogue Task a:

-Ss work independently to find the words with the given meanings in the

conversation

-Compare with partners No longer alive = dead

2 Growing or living in, on or near water = aquatic

3.Throwing away something you not want, especially in a place which is not allowed = dump

4 A substance that can make people or animals ill or kill them if they eat or drink it = poison

5 Made unclean or unsafe to use = polluted

6 To think of an idea or a plan = to come up with

*Watch out:

-Bless you! : Cầu chúa phù hộ cho bạn! -I can’t believe my eyes! : Không thể tin vào mắt

Task b: Answer the questions

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Ask ss to work in pairs T checks and corrects

Have ss read the sentences quickly and decide if they are T/ F without reading the dialogue

Then have them read the conversation to check again

-Have ss look at the pictures What are these in the pictures?

-Have ss to work in pairs to the task

Have ss read the sentences and get a general understanding

( T runs through: contamination: ô nhiễm, truyền nhiểm )

If have time

Ask and answer in pairs

1.They are in Mi’s home village It’s almost black

3 She is surprised because she sees the fish are dead

4 It’s dumping poison into the lake He’s sneezing so much because the air is not clean

Task c: T/ F / NI

1.F T 3.NI 4.T T

Activity 2:

=> types of pollution

A.Radioactive pollution ( nhiễm phóng xạ )

B.Noise pollution ( ô nhiễm tiếng ồn ) C Visual pollution ( ô nhiễm thị giác ) D Thermal pollution ( ô nhiễm nhiệt ) E Water pollution ( ô nhiễm nước ) F Land / soil pollution ( ô nhiễm đất ) G Light pollution ( ô nhiễm ánh sáng ) H Air pollution ( nhiễm khơng khí ) Activity 3: Complete

Ss individuals => compare 1.Thermal pollution

2.Air pollution

3 Radioactive pollution Light pollution

5 Water pollution land/ noise pollution Noise pollution visual pollution Activity 4:

-It’s air pollution, water pollution and noise pollution

-Air pollution and water pollution are harmful to our health and noise pollution can make us stressed

3.Consolidation

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4.Homework

- Do exercise B1, in workbook

- Prepare for the next lesson: Unit 7: A closer look Draw experience

……… ………

1 Knowledge: By the end of the lesson, students will be able to: Use the lexical items related to the topic “Pollution” Know how to put stress in words ending in “ic” and “al” 2 Skills: listen, speak, write

II Preparation

III Procedure

S1,2: Read the dial (a weak ss)

S3: exercise B1 (strong ss) 2 New lesson

- Have ss look at the table in the book, make sure that they understand what to

T checks and gives feedback

* Warm – up: Skim

I Vocabulary Task 1:

Ss complete the exercise individually and then compare with a partner

=> Key:

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Have ss read each sentence silently to have a general understanding and decide which word form should be filled in each blank

T points out that the provided letter is a clue to help them find the word

T checks and gives feedback

Have ss look at the language box Tell ss that the words and phrases in the box express cause and effect relationships Have ss learnt “so / because/ because of

Ask ss to read each pair of sentence which one is an effect

Ask ss to combine each pair of sentences into a complete sentence

1.Poison Contaminate ( làm ô uế, ô nhiễm )

3.pollutant 4.polluted Death 6.damaged

Task 2:

Ss exercise individual and then compare with a partner

=> Key: Poisonous Pollutants Dead

4.contaminated damage 6.pollute

Language box

Quickly go through the rest of the words and phrases as follow:

-“Because/ since or due to/ because of” are used to talk about the causes of something

Because = Since + clause Because of = due to + N phrase / V-ing -“so / cause / lead to / result in / make ” are used to talk about effects

So + clause

(to) cause / lead to / result in + noun phrase

Make sb/st st

Task 3:

a) Ss compare with partner T checks and corrects

b) ask ss to read the example

? What changes can you see in the new sentence (strong ss)

=>Key:

1 C – E C – E C – E E – C 5.E – C

2 Oil spills from ships in oceans and rivers lead to the death of many aquatic animals and plants

3 Households dump waste into the river so it is polluted

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Ask ss to look at the rules and the examples in the box

Go through the rules with ss

-Play the recording for ss to stress the words Ask ss to say where the stress in each word is

Play the recording again for ss to repeat the words

T checks, corrects

the light pollution

Task 4 ( at home )

II Pronunciation

Stress in words ending in “ic” and “al” Ss to repeat the words

Some ss to read again the words

Date of

preparing: 07/01/2018 Date of teaching: 12/01/2018

1 Knowledge: By the end of the lesson, students will be able to: Use the conditional sentences type correctly and distinguish between the conditional sentence type and conditional sentence type Practice using conditional sentences type 1,

2 Skills: speak, write

II Preparation

III Procedure

S1: Do exercise A2 (weak ss) 3.Consolidation

- Teacher gets students to retell what they have learnt 4.Homework

- Learn by heart vocabulary and structures - Practise pronunciation more at home - Do exercise A1, 2, B3 in workbook

……… ……

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S2: Do exercise B3 (strong ss) 2 New lesson

Teacher's activities Ss' activities

T elicits form and use from ss Ask ss to give some example

Have ss read out their answers T confirms the correct ones

Have ss read the pairs of the sentences Ask two ss to write the new conditional sentences type on the board while other ss write their own sentences Ask ss to comment on the sentences on the board Give feedback on these sentences and ask other ss to correct them if necessary

T asks ss ? What would you if you a billionaire ? (strong ss)

? What type of sentece is this? (strong ss)

* Warm – up: Chatting I Conditional sentence type 1

Form: If + S + V( present simple ) , S + will/ can/ must + V-bare

Eg: If he studies harder, he can get better marks

Practice

Task 1: ss the exercise individually then compare their answers with a partner =>Key:

1.recycle ; will help 2.won’t dump; fines 3.travel; will be 4.will save; don’t waste 5.use; will have

Task 2:

=>Key: Students will be more aware of protecting the environment if teachers teach environmental issues at school When light pollution happens, animals will change their behaviour patterns The levels of radioactive pollution will decrease if we switch from nuclear power to renewable energy sources

4 if the water temperature increases, some aquatic creatures will be unable to reproduce

5 people will get more diseases if the water is contaminated

II Conditional sentence type 2

-Model sentence: If I were a billionaire, I would travel around the world.

=>Conditional sentence type 2:

+Form: If+ S + V(past simple ) , S + would/ could/ might + V-bare

+Use: - to describe a thing which is not true or is unlikely to happen in the present or future

-to give advice ( if I were you, )

Note: we can use both “was/ were” for he, she, it

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T checks and corrects

T invite ss to come to board and write down; others read and correct

T goes through the answers with the class

Have ss quicky read the example Ask ss to comment on the example

Have ss the exercise individually and then compare their answers with a classmate

then compare with a partner

=>Key: 1.b 2.c 3.d 4.e 5.a

Task 4: ss the exercise individually =>Key: 1.Were; would….do 2.exercised; would be

3.had; would build 4.tidied;wouldn’t be was/were; would grow

Task 5: They may see that the meaning of the original sentences was made opposite in the new conditional sentences

Ss the exercise individually and then compare their answers with a classmate If there weren’t so many billboards in our city, people could enjoy the veiw If there wasn’t/ weren’t so much light in the city at night, we could see the stars clearly

4 If we didn’t turn on the heater all the time, we wouldn’t have to pay three million dong

Phạm Thị Phuong Loan 3.Consolidation

- Teacher gets students to retell what they have learnt 4.Homework

- Practise grammar more at home

- Do exercise B4, B5 (whole class), B6 (strong ss) - Prepare for the next lesson: Unit 7: Communication

Draw experience

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1 Knowledge: By the end of the lesson, students will be able to: Know something more about noise pollution

2 Skills: speak, listen

II Preparation

III Procedure

S1,2: Do exercise B4,5 (weak ss)

Can you name some types of pollution? (strong ss)

Which one you think the most dangerous? (strong ss)

What type of pollution does your

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neigborhood face? (weak ss)

Does your neighborhood have noise pollution? (weak ss)

What you know about noise pollution? (strong ss)

Have ss read the questions in the questionaire to make sure they understand everything

Explain any unclear points

- Have Ss answer the questionaire individually

Remind them to circle their answer - Ask Ss work in pairs to compare their answers and see if they have any different answers

- Ask some pairs to report on their differences

- Play the recording for ss to check their answers

- T checks and gives feedback

- Have ss work in groups (4 groups ) to discuss more ways to reduce noise pollution

- Ask Ss writes answers on a bid piece of papper and then present their answer after minutes

Have ss vote for the best way

I Vocabulary

T presents the new words - permanent (adj ) vĩnh viễn - earplug (n) nut tai - affect (v) làm ảnh hưởng - hearing loss (n) thính lực - blood pressure (n) huyết áp

=> checking vocab: back to the board II Prediction

Activity 1:

- Ss read the questions in the questionaire to make sure they understand everything - Explain any unclear points

- Have Ss answer the questionaire individually

- Circle their answer Activity 2:

- Ss work in pairs to compare their answers and see if they have any different answers They don’t have to reach an agreement at this stage Ask some pairs to report on their differences

III Listening

- Ss listen to the recording twice to check their answer

- Ss correct their answers

=>Key: 1.B 2.C 3.A 4.B 5.C 6.A 7.A 8.C

? Which answer surprises you the most? Why ?

IV Communication

Which of the eight questions in the questionaire proposes ways to prevent ways to prevent noise pollution ?

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- Ss writes answers on a bid piece of papper and then present their answer after minutes

- Ss vote for the best way

- Practise grammar more at home

- Prepare for the next lesson: Unit 7: Skills

Draw experience

……… ………

LESSON 5: SKILLS 1 I Objectives

1 Knowledge: By the end of the lesson, students will be able to: Read for specific information about water pollution Use the vocabs cand grammar have learnt to talk about solutions to water pollution

II Preparation

III Procedure

S1: Do exercise C1 (weak ss)

S2: Do exercise C2 (strong ss) 2 New lesson

- Ask Ss work in pairs - T models with a student:

- T: Are there five ducks in your picture ? (weak ss)

? What the two pictures tell us about

I READING

1 Picture comparison.

Ss work in pairs One ss look at picture A on page 12 while the other looks at picture B on page 15

Ss ask each other yes/ no questions to find out the differences between the two

pictures

Ss: yes, there are Are the ducks in your 3 Consolidation

- Teacher gets students to retell what they have learnt

4 Homework

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(weak ss)

=> water pollution - T leads in the lesson

- Ask Ss read the passage again and complete the sentences in minutes

- Ask Ss work in groups to discuss the solutions to water pollution To help them focus ideas, T can suggest they make two sub-heading

- Ask Ss work in groups again to

picture black ?

2 Reading text and answer the questions Ask ss to read the passage quickly and then answer the questions. Ss work in minutes

Ss compare the answer to their partner  Key:

1.The second paragraph tells about the cuases of water pollution

2 The third paragraph tells about the effects of water pollution

3 it’s the water beneath the Earth’s surface

4 They are industrial waste, sewage, pesticides, and herbicides

5 they are pollutants from storm water and the atmosphere

6 they use herbicides to kill weeds 3 Gap fill

Ss read the passage again and complete the sentences in minutes

Ss read the sentences quickly to underline the keywords, then locate the keywords in the passage and pick the suitable words to fill in the blank

Ss read aloud their answers T checks and corrects

Key: Cholera Die 3.polluted water 4.dead

5 Aquatic plants

II SPEAKING 4 Work in groups

- Ss work in groups to discuss the

solutions to water pollution To help them focus ideas, T can suggest they make two sub-heading

Point sourse pollution Non-point sourse pollution

Ss make notes of their answers on a piece of paper T invites one group to quickly present their solutions

Other groups add any ideas if necessary 5 Complete the diagram

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complete the diagram in minutes Write down on posters

- Ask some groups to give a presentation about water pollution in front of the class

Other listen and give comments

diagram in minutes Write down on posters 6 Speaking

Some groups to give a presentation about water pollution in front of the class Other listen and give comments

Draw experience

……… ………

1 Knowledge: By the end of the lesson, students will be able to: Listen to a conversation on TV between a reporter and an environmentalist about thermal pollution Write an article about causes and effects of a type of pollution in their area

II Preparation

III Procedure

S1,2: Do exercise D1,2 (weak ss)

S2: Do exercise D3 (strong ss) 2 New lesson

- Ask Ss work in pairs, describing the pictures and the relationship betwee them Call on one or two sts to give their

I LISTENING

1 Ss work in pairs, describing the pictures and the relationship betwee them One or two sts to give their answers

3 Consolidation

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answers

- Play the recording for ss to check their answers

- Ask ss what they know about thermal pollution

- Have ss quickly read the diagram and identify the form of the word/ phrase to be filled in each blank For example, the words for blank s and are adjectives - Play the recording twice Ss listen - Ask for ss’ answers and note down on the board

- Play the recording again and let ss check their answers

- T corrects, gives feedback

- Ask Ss work in pairs and decide which type of pollution in their area they are going to discuss

Have ss take note one of the causes and effects Move around to offer help as pairs discuss their idea

- Ask Ss write in pairs, one writes about the causes and the other writes about

- play the recording for ss to check their answers

Key: The first picture shows an algal bloom in coastal seawater.

The second picture shows the cooling towers from a power station.

They are both related to thermal pollution.

2 Ask ss what they know about thermal pollution

Have ss quickly read the diagram and identify the form of the word/ phrase to be filled in each blank For example, the words for blank s and are adjectives Play the recording twice Ss listen

Ask for ss’ answers and note down on the board

Play the recording again and let ss check their answers

T corrects, gives feedback, =>Key:

1.hotter Cooler 3.cool Warm rivers Warmer water

6 fish populations 7.harmful

8 Colour

9.poison 10.cool down II WRITING

1.Brainstorm

T elicits from ss ( whole class ) 2.Activity 3

Ss work in pairs and decide which type of pollution in their area they are going to discuss

Have ss take note one of the causes and effects Move around to offer help as pairs discuss their idea

3.Activity 4

-Ss write in pairs, one writes about the causes and the other writes about effects

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effects based on their note from

- Remind ss use markers like firstly/ secondly / finally to navigate through their points

- Move around and offer help and take notes of any structures or language that Ss are struggling with

- Bring the whole class together if there is a point that T wants to clarify

- Ss share their work with each otherand combine it to make a complete article Tell them that they should add one or two sentences at the beginning to introduce the topic and other ones at the end to conclude their article

based on their note from

Remind ss use markers like firstly/ secondly / finally to navigate through their points

Move around and offer help and take notes of any structures or language that Ss are struggling with

Bring the whole class together if there is a point that T wants to clarify

4.Activity 5

Ss share their work with each otherand combine it to make a complete article Tell them that they should add one or two sentences at the beginning to introduce the topic and other ones at the end to conclude their article

Sample article WATER POLLUTION

There are serveral types of pollution. However, water pollution is the most serious in our area.

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People in our area are all aware of this problem, and we are thinking of some ways to solve it.

- Prepare for the next lesson: Unit 7: Looking back

Draw experience

……… ………

Phạm Thị Anh

LESSON 7: LOOKING BACK + PROJECT I Objectives

1 Knowledge: By the end of the lesson, students will be able to: - Review the lexical items related to pollution

- Review the use of conditional sentences type 1,2 2 Skills: speak, read, write

II Preparation

III Procedure

S1: Do exercise E1 (weak ss)

S2: Do exercise E2 (strong ss) 2 New lesson

- Ask Ss this exercise individually then

I VOCABULARY

1.Complete the sentences with the correct form of the words in brackets 3 Consolidation

(120)

compare with a partner - T checks and corrects

- Ask Ss this exercise individually then compare their answers with a partner Check ss’ answers

- Ask Ss write the sentences using the words in brackets Ss compare their sentences with a partner Have two ss wirte their sentences on the board

- T and other ss give comments

- Ask Ss this exercise individually and then share the answers with a classmate Check their answers

- Ss this exercise individually then compare with a partner

=>Key:

1 pollution contaminated death

4 poisonous Pollutants

2.Write types of pollution in the word web.

Ss this exercise individually then compare their answers with a partner 1.radioactive pollution 2.noise pollution

3.visual pollution 4.thermal pollution

5.water pollution 6.land/ soil pollution

7 light pollution 8.air pollution

3 Rewrite the sentences, using the words in brackets.

Ss write the sentences using the words in brackets Ss compare their sentences with a partner Have two ss wirte their

sentences on the board

=>Key: 1.The residents of the street can not sleep because of the loud noise from the music club

2 Vy had a stomachache since she ate a big dinner

3 the road in front of my house was flooded due to the heavy rain

4 His mother is unhappy because his room is untidy

5 Too much carbon dioxide ( CO2) in the atmosphere causes global warming

II GRAMMAR

4 Put the verbs in brakets

- Ss this exercise individually and then share the answers with a classmate Check their answers

=>Key: 1.won’t be ; don’t take 2.continue; will be

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- Ask Ss complete the sentences individually using their own ideas

- Remind them to identify whether sentence is a conditional senntence type or type - Call some ss to share their sentences Accept all sentences if they make sense

- Ask Ss work in groups to discuss what they would or say in each situation Ask ss to read the example

Ss may not need to discuss all the situations Two or three groups may discuss the same situation

Move around the class to listen to their ideas

- Ask Ss it at home and give a short presentation in front of the class later

5 would travel; didn’t have Wouldn’t be; didn’t take care

5 Complete the sentences using

Ss complete the sentences individually using their own ideas

Remind them to identify whether

sentence is a conditional senntence type or type

Call some ss to share their sentences Accept all sentences if they make sense

III COMMUNICATION

6 Work in groups Discuss what you would or say in each situation

Ss work in groups to discuss what they would or say in each situation Ask ss to read the example

Ss may not need to discuss all the situations

Two or three groups may discuss the same situation

Move around the class to listen to their ideas

7 Project

Ss it at home and give a short presentation in front of the class later

- Review the voc and grammar

- Prepare for the next lesson: Unit 8: Looking back Draw experience

……… ………

Period 62 UNIT 8: ENGLISH SPEAKING COUNTRIES LESSON 1: GETTING STARTED

I Objectives

1 Knowledge: By the end of the lesson, students will be able to: - Interact using a dialogue about Phong’s international summer camp - Understand the dialogue

3 Consolidation

(122)

- Know some names of English speaking countries 2 Skills: listen, speak, read

3 Attitude: Students know more about the English speaking countries. 4 Develop students’capacity

II Preparation

III Procedure

1 Checking the previous lesson: No checking 2 New lesson

- T shows some cards including flags of some countries

T shout loud the names of the countries given

( ss play in teams )

Which of the above countries speak English ?

-Ask ss to look at the title of the

conversation and the picture Ask them some questions:

? where are the children?

What you think they are doing ? Ss answer the questions as a class ?

- T plays the recording and have ss repeat twice

- T calls some ss to read aloud and correct pronunciation

- Guide ss to look at the beginning of a reply/ a sentence for the answers

Allow ss to share their answers T checks and corrects

- Plays the recording agian without letting ss read along

Ask ss to try to answer as many questions as possible

-Have some ss read out their answers T checks and corrects

* Warm-up: Which country is it? - Ss play in teams

Which of the above countries speak English ?

I Listen and read

- Ss to look at the title of the conversation and the picture Ask them some

questions:

-Ss answer the questions as a class - Some ss to read aloud and correct pronunciation

Task a:

Ss work independently

Key: 1.awesome, just awesome 2.Any of the following: Absolutely / Right

3 It’s hard to say 4.Perhaps

Task b:

Answer as many questions as possible Ss then read the conversation again to check their answers

(123)

- Ask ss to underline these words / phrases in the conversation and make sure they understand their meaning T checks and corrects

-Have ss work in pairs / groups to match the flags with the countries

2.They come from different countries/ from all over the world

3 He has made new friends, visited places ( and taken part in different activities )

4.because he uses English everyday with people from different countries

5.Two boys from australia and a girl from the USA

6 After July 15th

II Through ( Vocab and Funtions ) 2.Complete the sentences with

Ss work independently to complete the sentences then compare with a partner

Key: 1.summer camp English speaking countries 3.native speakers 4.the USA

5 Accents ( giong ) 6.official language

3 Put the names of

Ss work in pairs / groups to match the flags with the countries

=>Key: The USA

2 The United Kingdom 3.Singapore

4.Australia

5.Canada New Zealand

4 Game ( if have time )

Ss play game in teams

Period 63 UNIT 8: ENGLISH SPEAKING COUNTRIES LESSON 2: A CLOSER LOOK 1

I Objectives

- Know how to form words of people/ nationality from words of country - Know how to change words into a noun, an adj or a verb

- Know how to stress on words ending in “ese”/ “ee” 2 Skills: listen, speak, read

3 Consolidation

- Teacher gets students to retell what they have learnt 4 Homework

- Practise reading the dialogue more at home - Do exercises in workbook ( A1,2 )

……… ……

(124)

II Preparation

III Procedure

S1: Do exercise A1 (weak ss)

S2: Do exercise A2 (strong ss) S3,4: Read the dial

2 New lesson

Teacher’s activities Students’activities

- Ask Ss list out names of the countries in the world speak english

-Ask ss to work indvidually Allow ss to share their answers T plays the recording for them to check their answers

-Ask Ss work independently or in pairs -Ask ss to come to bb and write down T checks and corrects

* Warm-up: Brainstorm

- Ss list out names of the countries in the world speak english

I Vocabulary

Task 1: Write the names for the people who belong to these places

Ss to work indvidually Allow ss to share their answers

=>Key: The Americans

2 The English The Scottish/the Scots

4.the Welsh The Irish The Canadians

7 the Australians The New Zealanders SS listen again and repeat

Task 2: Change the words in to a noun, an adjective or a verb

Ss work independently or in pairs Ss in minutes

Ss to come to bb and write down

Key: History Symbolize Legendary 4.icon

5.spectacular 6.festival Scenic Attract

(125)

-Have ss look at the pictures Ask them what they see in each of them

-Allow them then to work individually to match the words/ phrases to the pictures Check the answers as a class by asking ss in which countries from the list in

-Ask Ss listen and repeat, then say the words individually

-Put the underlined words on the board Have volunteer ss come to bb and mark the stress in the words first

Plays the recording

Task 3: Use the words in the box to complete the sentences

Ss look at the pictures Ask them what they see in each of them

Work individually to match the words/ phrases to the pictures

=>Key: Castle Loch Parade Monument

5 state Cattle station II PRONUNCIATION

Stress in words ending in “ ese” and “ ee”

Task 5: Listen and repeat

Ss listen and repeat, then say the words individually

Ss mark the stress in the words in pairs, then say the words aloud

Ss listen to the recording, check and repeat

Key:

-ese -ee

1.Canto’nese 2.Taiwa’nese Japa’nese Portu’guese

5 employ’ee adop’tee 7.addre’ssee 8.interview’ee

Task 6: Mark the stress in the underlined words Then listen and repeat the sentences.

Put the underlined words on the board Ss come to bb and mark the stress in the words first

Ss listen and check Ss say aloud the sentences

1.Chi’nese Refu’gee Trai’nee

4 japa’nese Guaran’tee

3 Consolidation

(126)

………

Phạm Thị Anh Date of preparing: 27/01/2018

Date of teaching: 30/01/2018

Period 64 UNIT 8: ENGLISH SPEAKING COUNTRIES LESSON 3: A CLOSER LOOK 2

I Objectives

- Look back at the present tenses (present simple, present continuous, present perfect) - Use present simple with a future meaning

2 Skills: speak, read, write

II Preparation

III Procedure

S1: Do exercise B1 (weak ss)

- Calls some ss to retell the form and use of the present tenses ( present simple, present continuous, present perfect ) (strong ss)

- Others give comments (weak ss)

- T gives feedback then leads in the lesson

- Remind ss of the use of the present simple, present continuous, present perfect

* Warm-up: Review ( check old language )

- Some ss to retell the form and use of the present tenses ( present simple, present continuous, present perfect )

- Others give comments I Present tenses: review

Task 1: Complete the sentences with the correcr forms of the verbs

(127)

and their distinct time signals

- Ask ss to work indvidually in minutes - Allow ss to share their answers

- T check their answers, encourage them to explain how they decided on the tense in each sentence

- T checks and corrects

- Ask Ss work independently then discuss in pairs in minutes

- Ask ss to come to bb and write down Calls some ss explain why a certain tense is used (strong ss)

- T gives feedback and sums up

- Ask ss to read the monthly schedule for the extra activities at Vancouver Christian School

- Tell them to underline the verbs in the two sentences

- Allow ss time to discuss and find the answers to the questions If ss are having difficulty answering question 2, T may ask questions such as “ Is a schedule usually for present or future activities?”

- Then have ss read the REMEMBER box

their distinct time signals

- Ss work indvidually in minutes, share their answers

- Explain how they decided on the tense in each sentence

=>Key:

1 Has served Is increasing symbolises form Has celebrated is

Task 2: Four of the underlined verbs in the passage are incorrect in tense Find and correct them.

- Ss work independently then discuss in pairs in minutes

- Ss come to bb and write down

- Some ss explain why a certain tense is used

Key: visit => have visited Increases => is increasing Has celebrated => celebrated Are dancing => dance

II Present simple for the future Task 3a: Read the schedule and underline the verbs in the sentences describing the activities

-Ss read the monthly schedule for the extra activities at Vancouver Christian School - Underline the verbs in the two sentences

Key:

1 The Debating Competition takes

place in the Main Hall on April 3rd

2 The bus for the excursion to the chocolate factory leaves at 8.00 a.m on April 14th

Task 3b: Work in groups Discuss the questions

- Ss discuss and find the answers to the questions

- Ss read the REMEMBER box

=>Key: 1, The future 2, The present simple

(128)

- Ask Ss this ex independently Encourage them to be imaginative - Walk around and help ss with new vocabulary

discribing other activities 3a.

Have ss this exercise independently Ss compare

=>Key:

1 Starts – finishes Takes place Holds

4 hosts Lasts

Task 5: Make notes of some activities your school has planned for next week

- Ss this ex independently Encourage them to be imaginative

- Ss exchange and talk about their schedule in a small groups

- Some ss say aloud in front of the class.Others give comments (weak ss) 3 Consolidation

- Do exercises in workbook ( B4,5 (whole class), B6 (strong ss) - Prepare for the next lesson: Unit 8: Communication

Draw experience

……… ………

Period 65 UNIT 8: ENGLISH SPEAKING COUNTRIES LESSON 4: COMMUNICATION

I Objectives

1 Knowledge: By the end of the lesson, students will be able to: - Know some more information about countries in the world - Introduce a country

II Preparation

III Procedure

(129)

S1,2: Do exercise B4,5 (weak ss)

- T thinks of a country and gives three clues

- Have ss the quiz individually as quickly as possible

-T lets ss in minutes

-Allow ss to share their answers -T check their answers as a class -T checks and corrects

-Have ss work independently Then compare their answers in pairs -T confirms the correct answers as a class

-Put ss in groups of five or six Explain that now thay have a chance to put

together what they know about a country, including all the information they have got so far from the lesson too

-Ask them to write the information in short notes first without mentioning the name of the country

-Ask each group to stand up in front of the class Each member of the group will give one fact about the country

* Warm-up: Guessing Game

- Ss listen to the information then guess out the name of the country

1.This country is in Europe and it is the lowest country in the world

2 It is the homeland of a very famous artist: Van Gogh

3 Its famous type of flower is tulips => Holland / Netherlands

Task 1: Do the quiz and choose the correct answers

- Ss the quiz individaully as quickly as possible

=>Key:

1.C A C B B B 7.C 8.A 9.B 10 A

Task 2: Write the names of the countries next to the facts.

Ss work independently Then compare their answers in pairs

=>Key: The USA New Zealand 3.The United Kingdom 4.Canada Australia

Task 3: Game: How much you know about a country ?

a.Work in groups Choose a country and together find out as much about it as possible Then prepare a small

introduction of that country Don’t say the name of the country.

- Ss in groups of five or six

- They write the information in short notes first without mentioning the name of the country

b.Each group then presents their production to the class

(130)

When they have finished, the rest of the class can guess what country it is When every group has done their presentation, the class can vote for the most

informative and interesting one

one fact about the country

When they have finished, the rest of the class can guess what country it is When every group has done their presentation, the class can vote for the most informative and interesting one

3 Consolidation

- Do exercises in workbook C1,2

Draw experience: ………

Period 66 UNIT 8: ENGLISH SPEAKING COUNTRIES LESSON 5: SKILLS 1

I Objectives

1 Knowledge: By the end of the lesson, students will be able to: - Read about Scotland and know some information about it

- Speak about Scotland and Australia 2 Skills: read, speak

3 Attitude: Students know more about Scotland and Australia. 4 Develop students’capacity

II Preparation

III Procedure

S1: Do exercise C1 (weak ss)

S2: Do exercise C2 (strong ss) 2 New lesson

1.This country is in Europe

2 It is famous for a kind of cake whose name start with letter “P”

3 This country looks like a boot => Italy

(131)

-Have ss or minutes to discuss the questions

-Show a map of Great Britain and highlight Scotland

-Have ss read the passage silently and check their answers

-Have ss call out their answers and say where they found the information in the passage

-Have ss work independently Read the passage again Ask them to scan the places first

-T confirms the correct answers as a class

- Have ss answer the questions individually in minutes

- Give ss a minute to think about a thing they like most about Scotland and the reasons

- Ss ask and answer in pairs

- Encourage ss to come up with more questions about Scotland (strong ss)

Task 1: Discuss the questions then read the passage

Ss have or minutes to discuss the questions

- Ss read the passage silently and check their answers

-Ss call out their answers and say where they found the information in the passage =>Key: It’s in the north of Great Britain

2 It’s famous for its rich and unique culture as well as its amazing natural beauty, its histiric castles, its traditional festivals and its whisky It is famous for various inventions

Task 2: Matching

-Ss work independently Read the passage again Ask them to scan the places first -Ss compare

=>Key:

1 Edinnburgh: d,f Castles: a,c Highland Games: b,h Lochs: e, g

Task 3: Answer the questions

-Ss answer the questions individually in minutes

Ss ask and answer in pairs

=>Key: Yes, it is A ghost Piping, drumming, dancing

4 The telephone, telivision, peniciline, the rain coat

5 in 1824

II SPEAKING Task 4:

- Ss have a minute to think about a thing they like most about Scotland and the reasons

- Ss ask and answer in pairs

- Ss come up with more questions about Scotland

Task 5:

(132)

-Have ss work in small groups of Ask them to look through the interesting facts, and discuss if there is any piece of

information they are not clear about

about

Ss prepare in minutes

Ss present in front of the class Other groups give comments

3 Consolidation

- Do exercises in workbook D1,2

Draw experience

……… ………

Period 67 UNIT 8: ENGLISH SPEAKING COUNTRIES LESSON 6: SKILLS 2

I Objectives

1 Knowledge: By the end of the lesson, students will be able to: - Listen about the schedule for a day trip to Wanaka in New Zealand - Write a passage describing the schedule for a day trip

3 Attitude: Students know more about Wanaka in New Zealand. 4 Develop students’capacity

II Preparation

III Procedure

S1: Do exercise D1 (weak ss)

S2: Do exercise D2 (strong ss) 2 New lesson

- T ask ss to listen to the information then guess out the name of the country

1.This country is in Europe

2 It is famous for a kind of cake whose name start with letter “P”

(133)

T sets the scene using the pictures Where is it in the picture?

How is this place like ? What are you interested in ?

-Ask ss to read the questionss and the table

-Have ss predict the information to fill in, t notes down

-T plays the tape twice Ss listen and check

-Have ss call out their answers -T checks and corrects

-Give ss minute to read the events -Run through

-T confirms the correct answers as a class

-Ask ss to work in groups of

-Ask them to note down or tick on books

- Allow them time to schedule their visit and fill in the schedule table, then helps them if necessary

-Have each group write a description of their visit The description should include: the name of the activity, the time they it, and what it involves If possible, give each group a big piece of paper to write their answers

-Ask the two quickest groups to present their answers

Other groups give comments Give marks to the groups

I LISTENING

Task 1: listen and fill in the time for the schedule

-Ss read the questionss and the table -Ss predict the information to fill in, then notes down

-Ss listen and check -Ss call out their answers

=>Key: 1, 9:30 2, 12:30 3, 4.00 4, 4.15

Task 2: listen again and choose the right answer

Ss predict, then notes down on board Ss listen once and check their answer =>Key: 1.B C 3.C

4.B 5.A II WRITING

Task 3a: choose four activities from the list

-Ss work in groups of

-Ss read the activities and decide on the activities they would like to together in their two-day visit to Washinton DC

- Note down or tick on books

Task 3b

-Once students have made their decision, allow them time to schedule their visit and fill in the schedule table

Task 4: write a passage describing the schedule

Each group write a description of their visit The description should include: the name of the activity, the time they it, and what it involves If possible, each group a big piece of paper to write their answers

-Two quickest groups to present their answers

(134)

3 Consolidation

- Do exercises in workbook E1,2

- Prepare for the next lesson: Unit 8: LOOKING BACK + PROJECT Draw experience

……… ………

Period 68 UNIT 8: ENGLISH SPEAKING COUNTRIES LESSON 7: LOOKING BACK + PROJECT I Objectives

1 Knowledge: By the end of the lesson, students will be able to: - Review some vocabularies of the unit

- Review more about present tenses 2 Skills: listen, write

3 Attitude: Students review the knowledge better 4 Develop students’capacity

II Preparation

III Procedure

S1: Do exercise E1 (weak ss)

S2: Do exercise E2 (strong ss) 2 New lesson

-Encourage ss to complete the Looking back without refering to the previous sections in the unit (strong ss)

Ss should record their results for each exercise to complete the final “

Finished”

I VOCABULARY

(135)

-Ask Ss to complete this exercises independently

-Check their answers as a class

-Ask Ss work individually Compare with partners

-T checks as a class

-Ask Ss to discuss in pairs then decide themseves/ individually

-Checks as a class

-T tells ss to read the sentences carefully and find out the clues that help them decide which tense should be used

-Ask Ss work individually then compare with a partner

-Ask Ss work in groups discussing the atatements and decide if they are true or not

-Ask Ss then correct the false one

-DIVIDE ss in groups of five or six.

definitions.

Ss complete this exercises independently =>Key: 1.c 2.e 3.f 4.b 5.d 6.a

Task 2: choose the best answer to complete the sentences

Ss work individually Compare with partners

=>Key: 1.C 2.A 3.C 4.B 5.B 6.A

II GRAMMAR

Task 3: decide if the sentences have a present meaning (p ) or a future meaning ( F )

-Ss discuss in pairs then decide themseves/ individually

=>Key: F 2.F 3.P 4.P F

Task 4: complete the sentences with the appropriate present tense of verbs in brackets

- Ss ead the sentences carefully and find out the clues that help them decide which tense should be used

-Ss work individually -Ss compare with a partner

=>Key: 1.faces 2.doesn’t set 3.has won

4.has done 5.is Are trying

III.COMMUNICATION Task 5:

Ss work in groups discussing the

atatements and decide if they are true or not

Ss then correct the false one =>Key: Scottish men wear kilt 2.the USA has the biggest population Carlifornia is a state in the USA they live in Australia

5 English and French

Ss complete the self-assessment IV.PROJECT

(136)

Instruct them on what to

-Encourage them to think creatively and daringly

-Have ss present their poster in the next lesson When all the groups have given the presentations, thw whole class vote for the best

Ss think creatively and daringly Ss this at home

Ss present their poster in the next lesson When all the groups have given the

presentations, the whole class vote for the best

3 Consolidation

- Do exercises in workbook again

- Prepare for the next lesson: Unit 9: GETTING STARTED Draw experience

……… ………

Period 69 UNIT 9: NATURAL DISASTERS LESSON 1: GETTING STARTED I Objectives

- Interact using a dialogue between Duong and Nick about natural disasters - Understand the dialogue

- Know some names of natural disasters 2 Skills: listen, speak

3 Attitude: Students know more about natural disasters in the world. 4 Develop students’capacity

II Preparation

III Procedure

2 New lesson

- Ask Ss to look at the pictures and match the names given to a suitable picture ) Ss work in teams in minute then come to the board and write down their answer -T checks and gives feedback

*W arm –up: Matching ( Use task Page 27 )

Ss look at the pictures and match the names given to a suitable picture )

(137)

? What are these pictures about ?

-Let ss open their books and look at the pictures

-Ask ss questions about the pictures Where are Duong and Nick ?

What are they talking about ?

Which natural disasters can you see in the bubbles ?

Play the recording Ss listen and read in silent

T plays the recording again ( sentence by sentence ) , ss listen and repeat

T runs through some words :

-Ask Ss complete this exercises

independently Check their answers as a class

-Nick use the expression : “ That’s

terrible” to react to the news of the tropical storm Read the conversation again and find similar response

-T makes a model sentence by giving a bad news : “ there will be a huge storm hitting Ha Tinh in days” SS respond -T checks as a class then gives feedback

-Ask Ss discuss in small groups -T calls some ss to read aloud their answers

- T checks and corrects

board and write down their answer

=>Key: C D 3.F 4.B 5.G A H 8.E

=>Natural disasters I LISTEN AND READ

-Ss open their books and look at the pictures

-Ss questions about the pictures -Ss listen and read in silent

- Severe (adj ) trầm trọng, nghiêm trọng

- Injure (v) -> minor injury (n) thương tích nhẹ

- Rescue (v) cứu hợ,

- Trapped (adj ) : bị mắc kẹt - Against (prep ) chống lại

- Debris (n) mãnh vung vãi, vật đổ nát - Supply (n) cung cấp

- Temporary (adj ) tạm thời - Property ( n) tài sản

Task 1a: Read and fill in the blank with no more than words

Ss complete this exercises independently =>Key: 1.tropical storm 2.injured 3.damage 4.trapped

5.medical supplies Temporary accomadation

Task 1b: Responding to news.

Nick use the expression : “ That’s terrible” to react to the news of the tropical storm -Read the conversation again and find similar response

Ss respond

Ss discuss in pairs too find out some more in the conversation

=>Key: Oh, no That’s a relief That’s awful

Task 2a: Write the responses into the correct columns Then listen

Ss discuss in small groups

T calls some ss to read aloud their answers

Respond to good news

(138)

-Ask Ss work independently Then compare with a partner

-T checks and corrects as a class

-Ask ss which of these natural disasters can happen in Viet Nam Then modal this activity with with more able students -Call on some pairs to present in front of the class

Wow ; That’s great ; That’s a relief

How wonderful; That’s awesome

Oh, no; Oh,dear ; That’s awful That’s shocking; How terrible; Task 2b:Matching

Ss work independently Then compare with a partner

=> 1.b 2.d 3.f 4.c 5.a 6.e

Task 4: work in pairs Ask and answer about natural disasters in Viet Nam Ss work in pairs

Some pairs to present in front of the class

3 Consolidation

- Learn the vocabs

- Practise reading the dialogue more at home

………

Phạm Thị Anh

Period 70 UNIT 9: NATURAL DISASTERS LESSON 2: A CLOSER LOOK 1 I Objectives

- Know more words about natural disasters and use them properly - Know how to pronounce them correctly

(139)

II Preparation

1 Teacher: Teaching plan, textbook, workbook, tv

III Procedure

1 Checking the previous lesson: -S1: Rewrite new words

-S2,3: Read the dial

2 New lesson

Teacher’activities Ss’activities

( Represent the questions in Task – getting started )

-Ask ss to work indvidually Allow ss to share their answers T plays the recording for them to check their answers

-Ask ss to come to board and write down T checks and corrects

-T checks meaning

-Have ss complete the sentences individually, using the phrases in

Have some read out their answers before checking with the whole class

Confirm the correct answers

-Play the recording and ask ss to listen and repeat the words, paying attention to the stressed sylable of the word

* Warm-up: Chatting I Vocabulary

Task 1: Fill in each blank with a suitable verb in the correct form

-Ss write the word “ erupt” on board and elicits the past form from ss Then the same with all verbs Checks meaning -Ss work indvidually then share their answers

=>Key: struck erupted shook

4.buried raged collapsed -Ss listen again and repeat

Task 2: Match the verbs in column A to the noun in column B

Key: b d a e 5.c

Task 3: use the phrases in to complete the sentences

Ss complete the sentences individually, using the phrases in

Some read out their answers before checking with the whole class =>key: Provide aid Put out the forest fire

3 took shelter Scattered debris Evacuate the village

II PRONUNCIATION

Stress in words ending in “-logy” and “ – graphy”

Draw experience

(140)

Period 71 UNIT 9: NATURAL DISASTERS LESSON 3: A CLOSER LOOK 2 I Objectives

1 Knowledge: By the end of the lesson, students will be able to: - Look back at the PASSIVE VOICE

- Learn about the past perfect tense - Practice doing exercise related 2 Skills: listen, speak

II Preparation

III Procedure

1 Checking the previous lesson: -S1: Do ex A1

-S2: Do ex A2

2 New lesson

Ask ss if they remember how to form the passive voice

Ask st to come to board and write down the form of passive

Ask ss to read REMEMBER box again Draw ss’ attention to how the passive voice is formed by analysing the rule

Ask ss to read the conversation in Getting started again and underlined all instances of the passive voice

T calls some ss to read aloud

Ask Ss work independently then discuss in pairs in minutes

Ask ss to say their answer aloud

Calls some ss explain why a certain tense is used

I Passive voice: review Task 1:

One st come to board and write down the form of passive

=> S + (aux ) + be + VPP + by O

Ss read REMEMBER box again Ss attent how the passive voice is formed by

analysing the rule

Ss read the conversation in Getting started again and underlined all instances of the passive voice

Some ss read aloud

=>1 Was anyone injured ?

2 Only a few minor injuries were reported

Task 2: Complete the sentences using the correct passive form

Ss work independently then discuss in pairs in minutes

Ss to say their answer aloud

(141)

3 Consolidation

- Review all the grammar

- Prepare for the next lesson: Unit 9: Communication

- Do exercises in workbook B1,2,3 (whole class), B4,5 (strong ss) Draw experience

……… ………

Period 72 UNIT 9: NATURAL DISASTERS LESSON 4: COMMUNICATION I Objectives

1 Knowledge: By the end of the lesson, students will be able to: - Know some more information about natural disasters

- Talk about their view about natural disasters 2 Skills: listen, speak

II Preparation

III Procedure

1 Checking the previous lesson: -S1,2 (weak ss): Do ex B1,2

-S3,4(strong ss): Do ex B4,5

2 New lesson

- Can we prevent natural disasters with the help of modern technology ?

- Help ss understand the meaning of the words by using vocabulary teaching technique

* Warm-up: Chatting Ss express their own opinion I Extra vocabulary

-Climate change : (explaination) : a permanent change in weather condition

(142)

3 Consolidation

- Review all the knowledge

- Do exercises in workbook C1 (whole class), C2 (strong ss) Draw experience

……… ………

Tổ CM ký duyệt ngày 18/2 Tổ phó

Phạm Phương Loan Date of preparing: 21/02/2019

Date of teaching: 26 /0 2/2019

Period 73 UNIT 9: NATURAL DISASTERS LESSON 5: SKILLS 1 I Objectives

1 Knowledge: By the end of the lesson, students will be able to: - Read an article about preparations for a natural disaster

- Speak about preparations for a natural disaster 2 Skills: read, speak

3 Attitude: Students know more preparations for a natural disaster. 4 Develop students’capacity

II Preparation

1 Teacher: Teaching plan, textbook, tv

III Procedure

-S1 (weak ss): Do ex C1 -S2 (strong ss): Do ex C2

2 New lesson

- T thinks of a natural disaster then gives three clues

1.This natural disaster often happens in Asia

2 It also a common natural disaster in Ha Tinh

- T thinks of a natural disaster then gives three clues

- Ss listen to the information then guess out the name of the natural disaster

(143)

3 The another name for it is tropical storm

- T gives feedback then leads in the lesson Have ss to scan the article to find out where the words/ phrases are in the article

Ask if ss know the meaning of each word T then explain the word

Have ss work independently Read the article again and answer in minutes Ask them to note down where they found the information

T confirms the correct answers as a class

Ask ss to read each news report T may help with new vocabulary

Ask ss to match each news report to the correct picture

Have some read aloud their answers before checking with the whole class First remind ss of the resposes they practiced in GS ( eg: That’s shocking ) Ask ss to work in groups of and role play telling each other about one of the news reports in 3a

Call some groups to the role play in front of the class

Ask ss what disasters often happens in Ha Tinh

Elicits from ss and choose disasters

3 Consolidation

Task 1: Read an article about how to prepare for a natural disaster

Ss scan the article to find out where the words/ phrases are in the article

- wreak havoc: great harm or damage to sb/ st (làm hại/ gây hại )

- essential = necessary ( cần thiết )

- destructive: causing major damage ( gây ra thiệt hại lớn/ hủy diệt )

- guideline : rules or instructions telling you how to something (hướng dẫn, quy luật ) - emergency : a suddenly serious and

dangerous event or situation ( tình trạng cấp cứu )

Task 2: Read and answer the questions Ss work independently

=>Key:

1 Because they can wreak havoc across large areas and cause loss of life or damage to property

2 Learn about the risks in your areas and read the information about

natural disasters on local government sites 3.Enter all the emergency contact numbers in your mobile phone so you can call the rescue and emergency workers if necessary Your emergency supply kit ( thùng gỗ, túi đựng đồ đạc ) should include food, water, medications, personal hygiene items, copies of personal decuments and some money We need to know the evacuation routes and shelters

II SPEAKING Task 3a:

Ss read each news report

Ssmatch each news report to the correct picture

Some read aloud their answers before checking with the whole class

=>Key: C B A

Task 3b:

(144)

4 Homework

- Do exercises in workbook D1,2 (whole class)

Some groups to the role play in front of the class

Task 4a:

Ss choose disasters

Ss work in small groups of – 5,

Period 74 UNIT 9: NATURAL DISASTERS LESSON 6: SKILLS 2 I Objectives

1 Knowledge: By the end of the lesson, students will be able to: - Listen to the news report about a disaster

- Write a news report about a natural disaster 2 Skills: listen, write

3 Attitude: Students know more a natural disaster. 4 Develop students’capacity

II Preparation

1 Teacher: Teaching plan, textbook,tv

III Procedure

-S1 (weak ss): Do ex D1 -S2 (strong ss): Do ex D2

2 New lesson

? What natural disasters often happen in Ha Tinh ?

Which one is more destructive ? Do you remember a recent disaster happening last year ?

Can you tell me something about it ? - T leads in the lesson

Remind ss about listening for keywords in statements

Play the recording and ask ss to correct the

* Warm-up: Chatting

I LISTENING

Task 1: Listen to the news report Ss listen for keywords in statements Ss correct the statements

(145)

statements

Ask or ss write their answers on the board

Play recording again to check

First, ask ss to work in pairs to discuss the missing words for each gap from the information they had heard in

Play the recording again and ask ss to fill in the gaps as they listen

Ask ss to share their answers in pairs before playing the recording a final time to check as a class

Ask ss to make note about a natural disaster they have experienced using the guidelines in the table

Remind them that they don’t need to write full sentences but they can use

abbreviations

Ask ss to share their notes with their partners

Ask some good ss to read aloud

Ask ss to work in groups of or write a news report about a disaster in Ha Tinh they have experienced

Ask ss to write a draft report first Ss exchange their writing to check and correct mistakes each other

T collects one or writing, reading out and gives feedback

=>Key: A typhoon hit Nghe An province lastnight

2 Dozens of people were seriously injured in the storm

3 There was extensive damage to property in Cua Lo, a coastal town in Nghe An the storm had already weakened when rescue workers arrived in the area

5 According to the weather bureau, heavy rain will continue over the next few days Task 2: Listen and complete the data chart.

Ss work in pairs to discuss the missing words for each gap from the information they had heard in

Ss fill in the gaps as they listen

Ss share their answers in pairs before playing the recording a final time to check as a class

=>Key: winds 2.homeless 3.damage Flood

5.debris Accomadation II WRITING

Task 3

Ss make note about a natural disaster they have experienced using the guidelines in the table

They don’t need to write full sentences but they can use abbreviations

Ss share their notes with their partners Some good ss to read aloud

Task 4: use the notes in to write a news report

Ss work in groups of or write a news report about a disaster in Ha Tinh they have experienced

Ss write a draft report first

Ss exchange their writing to check and correct mistakes each other

3 Consolidation

(146)

- Prepare for the next lesson: Unit 9: Looking back - Do exercises in workbook E1,2 (whole class)

Draw experience

……… ………

Date of preparing: 22/02/2019 Date of teaching: /02/2019

Period 75 UNIT 9: NATURAL DISASTERS LESSON 7: LOOKING BACK + PROJECT I Objectives

1 Knowledge: By the end of the lesson, students will be able to: - Review some vocabularies of the unit

- Review more about past perfect tense and passive voice 2 Skills: speak, write

3 Attitude: Students practice the knowledge better. 4 Develop students’capacity

II Preparation

III Procedure

1 Checking the previous lesson: -S1 (weak ss): Do ex E1

-S2 (strong ss): Do ex E2

2 New lesson

- Encourage ss to complete the Looking back without refering to the previous sections in the unit

-Ask Ss complete this exercise

independently Compare their answers to a partner

T checks their answers as a class

- Ss complete the Looking back without refering to the previous sections in the unit

- Ss should record their results for each exercise to complete the final

“ Finished”

I VOCABULARY

Task 1: Match the words with the definitions.

Ss complete this exercise independently Compare their answers to a partner

=>Key: 1.C 2.F 3.D 4.B 5.A 6.E

(147)

-Ask Ss to discuss in pairs then decide themseves/ individually Checks as a class

-T tells ss to read the sentences carefully and match

T checks as a class

a.First, ask ss to work individually writing down sentences

Ask them to share with their partners Call some ss to read aloud

b.Ask ss to work in groups Remind them to add time clauses and use the past perfect with their sentences

Ask ss to take turn to say their sentences in groups

Call a group to present in front of the class

T models the activity with a more able student Consolidation

4 Homework

- Review all the knowledge - Do project at home

- Do exercises in workbook in workbook again

- Prepare for the next lesson: Review

the correct form to

Ss work individually Compare with partners

=>Key: 1.evacuated 2.put out 3.take 4.provided 5.scattered II GRAMMAR

Task 3: decide which of the sentences can be changed to passive voice.

Ss discuss in pairs then decide themseves/ individually Checks as a class

=>Key: The tickets will be collected by Mr Smith

2 A play was put on ( by the students ) at the end of term

3 ( CAN’T CHANGE ) because its main verb ( nội động từ ) is not a transitive verb

4 The message was taken by Julie

5 The picture was painted by a local artist ( CAN’T CHANGE ) because its main verb is not a transitive verb

Task 4: Match the parts to make complete sentences

Ss work individually Ss compare with a partner

=>Key: 1.d 2.f 3.a b 5.c e

Task 5: Imagine five bad things happened to you yesterday

a.Ss work individually writing down sentences

Share with their partners Some ss read aloud

b.Ss work in groups Add time clauses and use the past perfect with their sentences Ss take turn to say their sentences in groups

A group present in front of the class

III COMMUNICATION Task 6: Respond to the news

(148)

I Objectives

- Review some vocabularies and target languages and skills of UNIT 7,8,9 - Review more about stress on words ending with: ese, ic, graphy, al - Practice doing exercises related

3 Attitude: Students practice the knowledge better. 4 Develop students’capacity

II Preparation

III Procedure

2 New lesson

T plays the recording, ss listen and check T confirms correct answers then play the tape again for ss to repeat

Ask Ss work individually Compare with partners

T checks as a class

LANGUAGE

I.PRONUNCIATION

Task 1: Mark the stress on the correct sylables in the words

Review the rules of stress in words ending in “ic, al, ese, logy and graphy”

Ss stress on words independently Compare their answers to a partner =>Key: Nepa’lese ath’letic eco’nomic ge’ography

‘musical tech’nology bi’ology ‘physical Pho’tography refe’ree japa’nese exami’nee

II.VOCABULARY

Task Complete each sentence with the suitable form of the words provided. Ss work individually Compare with partners

(149)

Ask Ss discuss in pairs then decide themseves/ individually

Checks as a class

T tells ss to read the sentences carefully ? What target languages are used in the sentences?

Ss individually then compare T checks and corrects as a class

Have ss read and decide which type of conditional is used in each sentenc Elicit from ss then let them this exercise individually

Check and write the correct answer on the board

Ask ss to look at the subject and the verbs to decide if an active or passive voice is needed

Have ss discuss and the exercise in pairs

Check and write the answer on the board

Have ss the exercise in pairs Correct their answer as a class Ask some pairs to act out the mini dialogue

4.culture 5.flooded 6.polluted

Task 3: Match the definition with their words.

Ss discuss in pairs then decide themseves/ individually

Checks as a class

=>Key: C 2.a 3.f 4.b 5.d 6.e

III GRAMMAR

Task 4: Choose the correct answer Ss read the sentences carefully

? What target languages are used in the sentences?

Ss individually then compare

=>Key: A B 3.C 4.A 5.C B

Task 5: Use the verbs in brackets in correct form

Ss read and decide which type of conditional is used in each sentence Ss this exercise individually

Check and write the correct answer on the board

=>Key: 1.get; will grow

2.was/were; would not have to work 3.could choose; would go 4.don’t act; will lose

5.was/ were; would be Used; would be Task 6: Choose the correct voice to complete the sentences

Ss look at the subject and the verbs to decide if an active or passive voice is needed

Ss discuss and the exercise in pairs Check and write the answer on the board =>Key: 1.have been sent

2.organized 3.is made up

4 is caused was chosen have replaced

III EVERYDAY ENGLISH Ss the exercise in pairs Correct their answer as a class

(150)

Ask Ss read the text and the task individually

Ss compare their answers T then checks and corrects as a class

Let ss to work in pairs and choose one topic to speak about

Ss think of their questions and answers, remind them to use the expressions they have learnt from the conversations in Getting Started to respond in a natural way

T may make model with some more able students first

Ss practice in pairs

Call some pairs to act out their conversations in front of the class Other pairs give comments

T tells ss to read the statements carefully and underline the key words

Ss listen and decide if the statements are T or F ( twice )

T elicits from ss and writes their answers on bb

Have ss listen again to check their answers

T gives feedback

5.d 6.f SKILLS

I.READING

Task 1: Read the text and choose one correct answer

Ss read the text and the task individually

Ss compare their answers

=>Key: 1.B 2.D 3.A 4.B 5.C II SPEAKING

Task 2: work in pairs Choose one of the topics and make a short conversation Ss work in pairs and choose one topic to speak about

Ss think of their questions and answers, remind them to use the expressions they have learnt from the conversations in Getting Started to respond in a natural way

T may make model with some more able students first

Ss practice in pairs Some pairs act out their conversations in front of the class Other pairs give comments

III LISTENING

Task 3: Listen to Nguyen talking with his his friend Phong who has just come back from a visit to Singapore and decide if the sentences are T or F Ss read the statements carefully and underline the key words

Ss listen and decide if the statements are T or F ( twice )

Have ss listen again to check their answers

=>Key: T 2.T 3.F 4.F 5.F 6.T

IV.WRITING

(151)

Have ss read to understand the schedule of the Fight Pollution day They then choose the activity they would like their friends to participate in and write to him/ her to introduce it Remind ss what they can use the present simple to talk about practical aspect of an event in the future Call on one ss to come to bb and write down his/ her letter on bb

Other ss comment on it

T checks again and corrects mistakes in front of the class

ss then refer back to their own work and correct themselves

T collects some papers to correct at home

him/ her introducing it

Ss read to understand the schedule of the Fight Pollution day They then choose the activity they would like their friends to participate in and write to him/ her to introduce it Remind ss what they can use the present simple to talk about practical aspect of an event in the future

One ss to come to bb and write down his/ her letter on bb

Other ss comment on it

3 Consolidation

- Do exercises in workbook Part Test yourshelf again - Prepare for the next lesson: Test

Draw experience

……… ………

(152)

I Objectives

- General capacity: identification, analyzing, thinking - Own capacity: individual work

II Preparation

1 Teacher: Teaching plan, audivideo, computer, test paper

III Procedure

3. Observation

4. Hand in: ask ss to hand in the test paper when the time finishes 5 Remark and give assigment

MA TRẬN ĐỀ KIỂM TRA TIẾT LẦN

Chủ đề Nội dung Loại câuhỏi Nhậnbiết Thônghiểu

Vận dụn g

Vận dụn g cao

Tổng điểm

Số câu

Tỉ lệ % LISTENI

NG

Topics: Natural

disasters T/F 4 1 4 10

Gap-filling 4 1 4 10

Sounds : ed MCQs 2 0.5 2 5

Stress (two-syllable

words) MCQs 2 0.5 2 5

Communicative situations (suggestion)

MCQs conditional

sentenses, passive voice,noun,verbs,ad jective.

MCQs 3 1 1 4 10

Verb form/ word form

Verb form/

word form 4 1 4 10

READIN

G 1 Reading Alaska

(150 - 200 words) MCQs 4 1 4 10

(153)

G 2

pollution Specific information, main idea, references, inferences (250 - 300 words) WRITIN

G

Sentence rewriting Transformation 3 1.5 3 1.5

Sentence building Sentencebuilding 2 1 2 10

Total Number 15 11 4 2 10 32 100

Total

Mark 3.75 3.25 2 1 10

Total Weight 38 33 20 10

*MCQs 30% (TN)

*OTHER ITEMS (TL): 70%

Content of the test

ĐỀ 1

SECTION :LISTENING

Part 1:Listen again and tick T/ F: ( 1.0m) T F Place heavy books on the top shelf of your bookshelf Check the mirrors in your bathroom and bedroom Put your bed beside a window Remember to stay inside your house Part 2:Listen twice and fill a correct word that you hear into the blank: ( 1.0m)

5 If you live in an zone, you should take some time to look around your house

6 You should block the rollers on your and washing machine to prevent them from

7 Then you should under a strong table or doorway SECTION 2: PHONETICS, VOCABULARY & GRAMMAR Part 1: PHONETICS

Find the word which has different sound in the part underlined (0.5 points)

8 A wanted B played C named D needed

9 A who B when C where D what

Find the word which has different stress pattern from the others (0.5 points)

(154)

Part 2: VOCABULARY & GRAMMAR

Choose the best answer (A,B, C or D ) ( 1.0 point)

12 How about going to the English seaking contest ?

A Yes.I’d love to B No.Thanks C I would like D I love too

13.If the air wasn’t dirty, I so much

A wouldn’t sneeze B sneeze C would sneeze D to sneeze 14 If the factory continues dumping poison into the lake, all the fish and other aquatic animals

A die B to died C dead D will die 15 Water pollution is the in the lake has made the fish die

A contaminating B contaminate C contaminated D contamination

Put the verbs in brackets into the correct form.( 1.0 point)

16.The Statue of Liberty in New York is a monument which (symbolize) freedom

17.There are about 750 million English speakers in the world, and this number ( increase) fast

18 Scotland is an interesting place to visit with its rich (CULTURAL) 19 Scientists say that exhaust fumes are our city.(POISON)

18 If today were Sunday, we ( have ) _ a lot of fun 19 They went to bed after they ………(do ) the homework

SECTION : READING

Part1: Read the passage and the tasks that follow.( 1.0 point)

IN BY BOTH SUMMER UNSEEN Alaska is perhaps the most amazing state in the USA It has coastlines facing (.1) …… the Arctic Ocean and the Pacific Ocean This state has an incredible three million lakes That’s four lakes per person living there

Many cities in Alaska cannot be reached (2)… road, sea, or river The only way to get in and out is by air, on foot, or by dogsled That’s why Alaska has the busiest sea airport in the world, Lake Hood Seaplane Base Nearly two hundred floatplanes take off and land on the water of this airport every day It is a really fun scene to watch

Alaska is called the land of Midnight Sun because in (3)………… , the sun does not set for nearly three months But in winter the sun stays almost (4)………

Part 2: Read the passage and answer the questions.(1.5 points) Visual pollution has a greater effect on people than you may think I remember when I went to a big city, I was really scared because so much graffiti on the buildings' wall Then I looked up, and I saw a lot of power lines over my head Although they were not dangerous, I still felt unsafe since I thought they might fall down These things prevented me from

enjoying the beautiful sights of the city

(155)

Questions.

24.How did the author feel when she saw the power lines? ………

25 Did the writer buy a small plants and placed it in a corner of the room? ………

26 What you think when you look a messy room?………

SECTION 4:WRITINGComplete the second sentence so that it has similar meaning to the first sentence.(1.5 points)

27.People speak English all over the world.-English ………

28.Many rivers and lakes are poisoned.Factories produce waste and pour it into rivers and lakes

Because ………

29.They provided food then cleared up the debris.-After they Complete sentences using the clues given (1.0 point)

30 What/ happen/ if/ there/ be/ no/car/ world? 31 How/ you/ feel/ if/ you/ get/ good mark/ test? THE END

TEST 45 MINUTES NO - ENGLISH – SCHOOL YEAR 2017-2018 FULL NAME :……….CLASS: 8…….

ĐỀ 2

SECTION :LISTENING

Part 1:Listen again and tick T/ F: ( 1.0m) T F Place heavy books on the top shelf of your bookshelf Check the mirrors in your bathroom and bedroom Put your bed beside a window Remember to stay inside your house Part 2:Listen twice and fill a correct word that you hear into the blank: ( 1.0m)

5 If you live in an zone, you should take some time to look around your house

6 You should block the rollers on your and washing machine to prevent them from

7 Then you should under a strong table or doorway SECTION 2: PHONETICS, VOCABULARY & GRAMMAR

Part 1: PHONETICS

Find the word which has different sound in the part underlined (0.5 points)

8 A wanted B naked C danced D needed

9 A who B when C where D what

Find the word which has different stress pattern from the others (0.5 points)

10 A artistic B historic C dramatic D scientific 11.A medical B hospital C politic D Electric Part 2: VOCABULARY & GRAMMAR

Choose the best answer (A,B, C or D ) ( 1.0 point)

(156)

A Yes.I’d love to B No.Thanks C I would like D I love too

13.If the air wasn’t dirty, I so much

A wouldn’t sneeze B sneeze C would sneeze D to sneeze 14 If the factory continues dumping poison into the lake, all the fish and other aquatic animals

A die B to died C dead D will die 15 Water pollution is the in the lake has made the fish die

A contaminating B contaminate C contaminated D contamination

Put the verbs in brackets into the correct form.( 1.0 point)

16 Scotland is an interesting place to visit with its rich (CULTURAL) 17 Scientists say that exhaust fumes are our city.(POISON)

18 Factories (not dump) _waste into rivers if the government fines them heavily

19 When we arrived at the canyon, it (stop) snowing SECTION : READING

Part1: Read the passage and the tasks that follow.( 1.0 point)

IN BY BOTH SUMMER UNSEEN

Alaska is perhaps the most amazing state in the USA It has coastlines facing (.1) …… the Arctic Ocean and the Pacific Ocean This state has an incredible three million lakes That’s four lakes per person living there

Many cities in Alaska cannot be reached (2)… road, sea, or river The only way to get in and out is by air, on foot, or by dogsled That’s why Alaska has the busiest sea airport in the world, Lake Hood Seaplane Base Nearly two hundred floatplanes take off and land on the water of this airport every day It is a really fun scene to watch

Alaska is called the land of Midnight Sun because in (3)………… , the sun does not set for nearly three months But in winter the sun stays almost (4)………

Part 2: Read the passage and answer the questions.(1.5 points)

Visual pollution has a greater effect on people than you may think I remember when I went to a big city, I was really scared because so much graffiti on the buildings' wall Then I looked up, and I saw a lot of power lines over my head Although they were not dangerous, I still felt unsafe since I thought they might fall down These things prevented me from enjoying the beautiful sights of the city

I also remember the time when I was a student at a university Once I was so busy with my assignments that I did not tidy my room for two weeks Looking at the messy room caused me so much stress that I did not want to study Then I decided to clean the room and put my thing in their proper places I also bought a small plants and placed it in a corner of the room These simple actions increased my motivation and helped me to focus on my learning

Questions.

24 Did the writer buy a small plants and placed it in a corner of the room ?

………

(157)

26 What you think when you look a messy room?

……… SECTION 4:WRITING

Complete the second sentence so that it has similar meaning to the first sentence.(1.5 points)

27 Mr Smith will collect the tickets.- The tickets ………

28.Many rivers and lakes are poisoned.Factories produce waste and pour it into rivers and lakes

Because …………

29.They did the housework then watch TV.-After they……… Complete sentences using the clues given (1.0 point)

a If/ I/ be/ you, I/ plant/ flowers/ garden………

b More/ tourist/ come/ here/ if / beach/ be/ cleaner………

THE END

Period 78 UNIT 10: COMMUNICATION LESSON 1: GETTING STARTED I Objectives

- Interact using a dialogue between Phuc and Nick about what happened to their appointment

- Understand the dialogue

- Know some ways of communication 2 Skills: listen, read

3 Attitude: Students know some ways of communication better. 4 Develop students’capacity

II Preparation

III Procedure

(158)

2 New lesson

T write on board: “ways of

communication”, checks understanding T gives an example

T gives feedback and leads in the lesson

Let ss open their books and look at the pictures

Ask ss questions about the pictures (weak ss)

What you think Phuc and Nick are talking about on the phone ?

Where are Mai and Phuc in the 1st picture ? What are they doing there ? Where is Nick in the 2nd picture ? What is he doing there ?

Tell ss they are going to listen to the conversation between Phuc and Nick to check if their thought are right or wrong Play the recording T plays the recording again ( sentence by sentence )

Ask Ss to complete this exercises independently then compare with their partners

Check their answers as a class

Ask Ss complete this exercises

independently then compare with their partners

Encourage ss to expalain for both T or F Ask ss to work in groups of or and discuss the questions

What would they if thery were in that situation ?

*Warm –up: Brainstorming Ss think and list out ways of communication in minute

Ss work in teams calling out in turn The team has more answers is the winner I LISTEN AND READ

Ss answer as their imagination ( without T’s correction )

Ss listen and read in silent Ss listen and repeat

Ss practice reading in pairs

Call on some pairs to practice reading aloud (a strong ss, a weak ss)

Task 1a: Find words or phrases in the conversation that mean

Ss complete this exercises independently then compare with their partners

=>Key: 1.wait for ages 2.show up get through

4 My battery was flat Are you kidding? We can try again

Task 1b: Decide if the statements are T or F

Ss complete this exercises independently then compare with their partners

=>Key : 1.T 2.T F 4.T 5.T 6.T

Task c:

Ss work in groups of or and discuss the questions

(159)

Ask Ss discuss in pairs

T calls some ss to read aloud their answers

Others give comments T checks and corrects

Ask ss to underline the cues in each item and consider the part of speech of the missing words

T checks and corrects as a class

Explain the “Look out” box

wrong cinama They couldn’t communicate clearly the name and the address of the cinema beforehand Then they were not able to contact each other because the battery of Nick’s mobile phone was flat

Task 2: Match the words/ phrases with the photos about ways of

communication Ss discuss in pairs

Some ss read aloud their answers Others give comments

=>Key: Having a video conference Emailing 3.video chatting

4 meeting face to face using social media using telephathy Sending letters ( snail mail )

Task 3: Fill in the gaps with the correct form of the words/ phrases

Ss underline the cues in each item and consider the part of speech of the missing words

Ss work independently Then compare with a partner

=> Key: 1.using social media 2.meet face to face

3.emailing/ sending letters 4.using telephathy

5 video chatting

6 Have a video conference Ss add more words to the list

3 Consolidation

- Review all the ways of communication Read the dial again - Prepare for the next lesson: Unit 10: A closer look

Draw experience

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Period 79 UNIT 10: COMMUNICATION LESSON 2: A CLOSER LOOK 1 I Objectives

- Know more words about communication and use them properly - Know how to pronounce them correctly

- Know how to stress on words ending in “ity” and “itive” 2 Skills: listen, speak

3 Attitude: Students know more words about communication and use them properly 4. Develop students’capacity

II Preparation

1 Teacher: Teaching plan, tv

III Procedure

S1,2: (a strong, a weak ss): read the dial in role

2 New lesson

Run through words

Ask ss to work indvidually Allow ss to

I Vocabulary

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share their answers T plays the recording for them to check their answers

Checking meaning

Ask ss to come to board and write down T checks and corrects Maybe, T connects to the Internet in the classroom, go online and show ss an example of how these communication channels work ( chat room / message board )

T checks meaning

Have ss complete the diagram in groups, using the communication ways learnt so far

Have some read out their answers before checking with the whole class (strong ss) T gives feedback

Ask Ss to work in teams compete with other

Each team choose one form of communication

The rest of the class will be the audience

Explain the rules in REMEMBER box Play the recording and ask ss to listen and repeat the words, paying attention to the stressed sylable of the word

Call some ss to read aloud the words again

T checks meaning

T play the recording Ss listen to the recording, check and repeat

Run through words

Ss work indvidually Ss share their answers Check their answers =>Key: Using music

2 Using signs Leaving a note 4.painting a picture

5 Communicating non-verbally with animals Using codes 7.sending flowers 8.using body language

Task 2: Match the words with the definitions

Key: d e b 4.c 5.a

Task 3: Complete the diagram with the communication

Ss complete the diagram in groups, using the communication ways learnt so far Some read out their answers before checking with the whole class

Task 4: Debate Choose one or more pairs of ways of communicating Ss work in teams compete with other Each team choose one form of

communication

The rest of the class will be the audience The two compet teams have to try their best to persuade the audience The audience decide the winner

Stress in words ending in “-ity” and “ – itive”

Task 5: Mark the stress Listen and repeat

Ss mark the stress basing on the rules =>Key: 1.compe’titive In’finitive Re’petitive 4.’positive

5 A’bility 6.possi’bility curi’osity Natio’nality

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3 Consolidation

- Teacher gets students to retell what they have learnt, T feedback

4 Homework

- Practice the vocabs and pronunciation - Do exs A1,2; B1,2 (whole class); B3 (strong ss)

- Prepare for the next lesson: Unit 10: A closer look

word

Some ss to read aloud the words again

Task 6: Fill in the gaps with words and practice saying the sentence

Ssfind a suitable word to fill in then practice saying the sentences aloud

Key: 1.nationality Re’petitive 3.compe’titive

4.possi’bility 5.ability

Draw experience

……… ………

Date of planning: -3-2019 Date of teaching: -3-2019

Period 80: CORRECTION TEST 3 I Objective

Knowledge: Help Ss to improve their skills of doing a written test and consolidate their knowledge after they finished their test Ss reliaze their wrong knowledge to correct for studying better later

T: Prepare the mistakes in the test and what knowledge students have to focus on, actiview,

S: notebooks, pens III Procedure

1 Warm up : greeting and return their own test papers (if possible)

ANSWER KEYS & MARKS I.OBJECTIVE:

-By the end of the lesson, Ss will be able to rewiew the test

Keys

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ĐỀ 1

SECTION LISTENING

1.F 2.T 3.F 4.T

5 earthquake 6 fridge / moving 7. sit

SECTION PHONETICS, VOCABULARY & GRAMMAR

8 C 9 A 10 D 11 D 12 A 13 A 14 D 15.

D

16 symbolizes 17 is incresing 18 culture 19 poisonous

SECTION READING

20.both 21 by 22 Summer 23 unseen

24. She felt unsafe

25. Yes,she did

26. - Student s’answer………

SECTION WRITING

27. English is spoken all over the world

28.Because factories produce waste and pour it into rivers and lakes,many rivers and lakes are poisoned

29.After they had provided food, they cleared up the debris

30 What would happen/ if there would be no car in the world? 31 How will you feel if you get good mark with test?

TAPESCRIP:

If you live in an earthquake zone, you should take sometime to look around your

house.Place heavy books on the bottom shelf of your bookshelves Block the rollers on your fridge and wasing machine to prevent them from moving Put hanging potted plants in plastic containers.Check the mirrors in your bathroom and bedroom.Make sure they can’t move Don’t put your bed next to a window

Planning where you are going to be during an earthquake is very important The first thing to remember is to remember to stay inside Then you should sit under a strong table or doorway, or stand in the corner of a room

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SECTION LISTENING

1.F 2.T 3.F 4.T

5 earthquake 6 fridge / moving 7. sit

SECTION PHONETICS, VOCABULARY & GRAMMAR

8 C 9 A 10 D 11 D 12 A 13 A 14 D 15.

D

16 symbolizes 17 is incresing 18 culture 19 poisonous

SECTION READING

20.both 21 by 22 Summer 23 unseen

24. She felt unsafe

25. Yes,she did

26. - Student s’answer………

SECTION WRITING

27. English is spoken all over the world

28.Because factories produce waste and pour it into rivers and lakes,many rivers and lakes are poisoned

29.After they had provided food, they cleared up the debris

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Period 81 UNIT 10: COMMUNICATION LESSON 3: A CLOSER LOOK 2 I Objectives

1 Knowledge: By the end of the lesson, students will be able to: - Look back at future continuous tense

- Learn more about verb + to infinitive - Practice doing exercise related 2 Skills: listen, speak, write

3 Attitude: Students know to use some grammar in communication properly 4 Develop students’capacity

II Preparation

III Procedure

S1 (weak ss): Do ex A2 S2 (strong ss): Do ex B3

2 New lesson

Ask ss to have a look again at the

dialogue in Getting started and underline the future continuous tense and answer the questions given

I Future continuous: review Task 1:

Ss have a look again at the dialogue in Getting started and underline the future continuous tense and answer the questions given

=>Key:

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What tense is used?

T asks ss to retell the form and use of future continuous tense (strong ss) Ask ss to read REMEMBER box again Draw ss’ attention to the use of this tense by underlining the time ( Tonight at 8.30 p.m )

Ask some more able ss to make some sentences about what they at these time tomorrow

Draw ss’ attention in the “Look Out” box, make sure they understand it Ask ss to underline the specific time expression in each item

Ask ss to say their answer aloud

Ask Ss the ex in minutes in groups, discussing what year to put in the gaps Go through each sentence Ask each group to call out their choice

Ask them to explain for their choice Ask ss to read the conversation from Getting Started and write down all the verbs that are followed by to-infinitive that they can find

Then, refer to the yellow box, explaining more about the rules and going through the examples

Verbs followed by to infinitives: Get ss to read aloud “Watch out”

Allow ss time to discuss and find the

=>Form: +) S + will be + V-ing -) S + won’t be + V-ing ?)Will + S + be + V-ing ? Ss read REMEMBER box again Some more able ss to make some

sentences about what they at these time tomorrow

Task 2: Complete the sentences with the future continuous.

Ss underline the specific time expression in each item

Ss work independently then discuss in pairs in minutes

Ss say their answer aloud

Key: 1.will he still be sleeping; will be studying will be having 3.will be eating Will she be staying; will be writing

5.will be playing 6.will be learning T gives feedback and sums up

Task 3: rewrite the following sentences using passive voice

Ss the ex in minutes in groups, discussing what year to put in the gaps Go through each sentence

Each group to call out their choice

Explain for their choice

II Verb + to- infinitive

Task 4: Read the conversation from Getting Started

Ss read the conversation from Getting Started and write down all the verbs that are followed by to-infinitive that they can find

Verbs followed by to infinitives: choose, decide, plan, prefer, try , want

Ss read aloud “Watch out”

Task 5: choose the best answer

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answers to the sentences

Then T goes through the rules from the boxes by analysing the examples given T gets ss to say aloud the answers then gives feedback

T tells ss to imagine that they are in the year 2050 Work in pairs and select three ways of communication that they think will be most common

Ask ss to share their ideas with other groups by saying full sentences using future tense

? what tense is used ?

? what are you talking about ?

sentences

Ss say aloud the answers then gives feedback

=>Key: 1.c 2.b 3.a 4.c 5.a

Task 6: The dream list

Ss imagine that they are in the year 2050 Work in pairs and select three ways of communication that they think will be most common

Ss share their ideas with other groups by saying full sentences using future tense =>Example: We’ll be using video conferencing in every meeting

3 Consolidation

- Teacher gets students to retell what they have learnt, T feedback 4 Homework

- Practice all the grammar - Do exs B4,5,6 (whole class);

- Prepare for the next lesson: Unit 10: Communication Draw experience

……… ………

Tổ CM kí duyệt Tổ phó

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Period 82 UNIT 10: COMMUNICATION LESSON 4: COMMUNICATION I Objectives

- Know some more information about communication breakdown and abbreviations for online chatting

- Talk about communication breakdown and abbreviations for online chatting 2 Skills: listen, speak

3 Attitude: Students know some more information about communication breakdown and abbreviations for online chatting to use properly

II Preparation

III Procedure

S1 (weak ss): Do ex B4 S2 (strong ss): Do ex B6

2 New lesson

Have you ever talked to someone but they don’t understand ?

Have you ever seen any abbreviations online while chatting ?

Have you ever had a communication breakdown ?

Help ss understand the meaning of the words by using vocabulary teaching technique

* Warm-up: Chatting Ss answer the ques

I Extra vocabulary

Ss understand the meaning of the words - Language barrier (explaination) : rào

cản ngôn ngữ

- Cultural difference (exp ): khác biệt văn hóa

- Communication channel (n): kênh giao tiếp

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T runs through the reasons given

T the first item with ss Lets ss work in pairs to complete the task

T checks and confirms the correct answers as a class

T sets the sence: T an action of body language and ask ss the meaning T says: If you don’t understand body language, communication breakdown may happen Have ss work independently , then checks as a class

T write on the board some of the language for online communication learnt in Unit and ask ss if they can read them in the full form Explain that using abbreviations for online chatting and texting is not always easy to understand Ss then work in pairs to complete this task

Ask ss to work in groups For each

communication breakdown mentioned in 1, think of a future technology idea that will help avoid it Share your ideas with the class

- Glance (v) : liếc

Task 1: Match the following posible reasons for communication

Ss work in pairs to complete the task Ss write down their answers on bb =>Key: A 2.B C C 5.A 6.B

Ss add more examples

Task 2: Match the body language with the meaning

Ss work independently , then checks as a class

=>Key: 1.c 2.a 3.e 4.b 5.d Ss more body languages in front of the class

Others say out the meaning

Task 3: Using abbriviations for online chatting and texting is not always easy to understand Can you decode the following sentences written in texting/ chatting style without looking at the cues

=>Key: Where are you? We are at Lotte on the second floor

2 I’ll be minutes late See you soon Do you want to see a movie this weekend ?

4 Please call me right back Thanks Hi! What are you doing tonight ? Did you see it? Laugh out loud!

Task 4: Ideas Bank.

Ss work in groups to make their groups’ Ideas Bank by discussing a technology solution that will help people avoid the communication breakdown mentioned The groups then make a short presentation of their ideas to share with the class to make a big Ideas Bank

3 Consolidation

- Practice all the vocabs

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Period 83 UNIT 10: COMMUNICATION LESSON 5: SKILLS 1 I Objectives

1 Knowledge: By the end of the lesson, students will be able to: - Read about communication in the future

- Speak about ways of communication 2 Skills: read, speak

3 Attitude: Students know some more information about communication in the future and use properly

II Preparation

III Procedure

S1 (weak ss): Do ex C1 S2 (strong ss): Do ex C3

2 New lesson

Ask ss to look at the letters …project Why you think they chose this way to communicate with each other ?

Ask ss when was the last time they sent somebody a real letter, to whom, and on what occasion

Then ask ss to look at the photos Explain that these are the letters ss from two schools in Viet Nam and Sweden sent to

Ask them to pay attention to the

highlighted words and the matching task

I READING

Task 1: Look at the letters

Look at the letters the children from Viet Nam and Sweden sent to each other in a penfriend project Then answer the ques Ss look at the photos Explain that these are the letters ss from two schools in Viet Nam and Sweden sent to each other in a penfriend project Ss brainstorm the

reasons why they think these ss chose this way to communicate with each other Ss answer what they think is happening in the two other photos in the text in Task 2: Read the text

Ss read the text quickly for the first time Ss pay attention to the highlighted words and the matching task

Ss compare with their partner

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Ask Ss try to find the answers individually first then compare the answers in pairs Once they have agreed on the answers they can practise asking and answering the questions with each other

First ask ss where in the text the author’s opinion is expressed Then they work in pairs or small groups to tell each other if they agree with the author’s opinion or not, and explain why Then call on some pairs/ groups to share what they have discussed

What ways of communication you use for the following purposes now and what will they be in the year 2030?

3 Consolidation

4 Homework

- Review all the vocabs and read the text Task

- Practice speaking more about ways of communication

- Do exs D1,2 (whole class);

4.cyberworld 5.network Task 3: Answer the following questions. Ss try to find the answers individually first then compare the answers in pairs Once they have agreed on the answers they can practise asking and answering the

questions with each other

1 They love to write and read real letters One student likes to send sweets with the letters as well

2 They are telephathy and holography Telephathy uses a tiny device in our head to communicate by thought over the network Holography gives three – dimensional images and we will be able to interact with each other in real time

3 She prefers to use real, face – to – face communication because she thinks this makes life more interesting

II SPEAKING

Task 4: In small groups, decide whether you agree with the author of this text Why/ Why not ? Share your ideas with the class

Ss answer where in the text the author’s opinion is expressed Then they work in pairs or small groups to tell each other if they agree with the author’s opinion or not, and explain why Some pairs/ groups to share what they have discussed

Task 5: Class survey

This can be done as a mingle activity where ss stand up and talk to different classmates to complete the survey

Otherwise, ss can it in groups of five or

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- Listen to a interview between a 4Teen magazine reporter and Dr Minh Vu - Write an email using netiquette

3 Attitude: Students know how to use the ways of communication properly. 4 Develop students’capacity

II Preparation

1 Teacher: Teaching plan, tv

III Procedure

S1 (weak ss): Do ex D1 S2 (strong ss): Do ex D2

2 New lesson

Ask ss to look at the message board Ask them who posted the message and who they think the message is for Ask them to try to identify what problems in terms of communication politeness they think the message has

Write on the board “netiquette” and ask Ss what they think it means Explain they are going to listen to a researcher talking about the way we communicate online Explain CAPSLOCK in the box if necessary

Have ss look at the questions first Encourage them to give some answers Then play the recording Ss work

individually then in pairs to compare their answers

I LISTENING

Task 1: Look at the way this message is posted on an e-learning message

board

Ss look at the message board

Ss answer Who posted the message and who they think the message is for Ss try to identify what problems in terms of communication politeness they think the message has

Task 2: Listen to this interview between a 4Teen magazine reporter and Dr Minh Vu about netiquette and answer the questions.

Ss answer what they think it means Ss are going to listen to a researcher talking about the way we communicate online Explain CAPSLOCK in the box if necessary

Ss look at the questions first to give some answers Ss work individually then in pairs to compare their answers

=>Key: 1.The word is a combination of “net” and “netiquette” It’s a set of rules for behaving properly online

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Before playing the recording again, first ask ss to look at the grid and try to complete it with as much as information from the recording as they can remember Elicit the answers from Ss If their answers are correct, move to the next activity Otherwise, play the recording again

Ask Ss work in pairs to complete this task You may call two or three pairs to write their versions of the message on the board and the class votes for the best one

Draw Ss’ attention to the REMEMBER box If possible, illustrate each of the bullet points mentioned by an example you find from the Internet, or those that you create yourself

First Ss work in groups to discuss what information they would include in the email They may look at the email in for ideas Then Ss work individually on this task Ask them to pay attention to the netiquette they have learnt When Ss have finished, they swap the writing with their partner to check before handing it in to T

online, just like in real life

3.It’s how we communicate with each other online

Play the recording again if necessary Task 3: Listen again to the interview and complete the following grid

Ss to look at the grid and try to complete it with as much as information from the recording as they can remember

Task 4: Look at the message in Work with a partner to improve it

with the netiquette you have learnt so far

Ss work in pairs to complete this task You may call two or three pairs to write their versions of the message on the board and the class votes for the best one

II.WRITING

Writing an email using netiquette

Task 5: Put the following parts in their correct place to make an email

Ss attent to the REMEMBER box If possible, illustrate each of the bullet points mentioned by an example you find from the Internet, or those that you create yourself

=>Key: 1.c 2.f 3.e 4.b 5.a 6.d

Task 6: Write a short email to your teacher to submit your group

homework for thus week Check if you have used the netiquette learnt.

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For a more able class, T may ask Ss to try the following task as homework ( Ss may look at for more ideas )

Write a short post on your class message board to ask how many words the final essay should be

For a more able class, Ss try the following task as homework ( Ss may look at for more ideas )

Write a short post on your class message board to ask how many words the final essay should be

Write a short post on a message board to help somebody answer the question What does communication breakdown mean? 3 Consolidation

- Do exs E1,2,3 (whole class);

- Prepare for the next lesson: Unit 10: Looking back + project Draw experience

……… ………

Period 85 UNIT 10: COMMUNICATION LESSON 7: LOOKING BACK I Objectives

1 Knowledge: By the end of the lesson, students will be able to: - Review the lexical items related to communication

- Review more about the future continuous tense and To infinitives 2 Skills: read, speak

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II Preparation

III Procedure

S1 (weak ss): Do ex E1 S2 (strong ss): Do ex E2

2 New lesson

Encourage ss not to refer back to the unit Ask them to keep a record of their answers to each exercise so that they can use that information to complete the seft-assessment box at the end of the unit

Ask Ss to complete the sentences by using the support from the pictures, the letter cues, and the meaning of the sentences

(weak ss)

Challenge Ss to try this task without looking back at COMMUNICATION Have two or three Ss write their answers on the board (strong ss)

I VOCABULARY

Ss not to refer back to the unit and keep a record of their answers to each exercise so that they can use that information to

complete the seft-assessment box at the end of the unit

Task 1: Complete the sentences using the cues provided

Ss complete the sentences by using the support from the pictures, the letter cues, and the meaning of the sentences They work individually first and then compare with a partner

=>Key:

1.body language 2.multimedia 3.face – to – face 4.cultural differences 5.telepathy 6.netiquette

Task 2: Write the following text message/ chat lines in shorthand form Ss try this task without looking back at COMMUNICATION Two or three Ss write their answers on the board

=>Key:

1 Thx ur gift

2 BTW, wot r u doin this wkd?

3 Pls call me rite now 4.LOL! C U 2nite

Task 3: Have you ever used music, art, codes, signs or any non-verbal ways to communicate ? Tell a partner what you did Was the communication

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Ask Ss work in pairs for this task Remind Ss that these are non-verbal ways of

communication Then call on some pairs to report the talk

(a weak ss and a strong ss/pair)

Ask Ss work individually then in pairs to compare their answers

Ask Ss work individually then in pairs to compare their answers If time allows encourage Ss to think of other verbs that are followed by gerunds and by to infinitives and make sentences using them

Ask Ss discuss this task in pairs Remind them that they can choose to talk about forms of communication people will be using or will not be using in the year 2100 and they should give the reasons why they think so

For a more able class, this can be done as a debate if some particular forms of

communication are selected beforehand for Ss to discuss

Ask ss to complete the self-assessment box Identify any difficulties or weak areas and provide further practice

Ss work in pairs for this task Some pairs to report the talk

II.GRAMMAR

Task 4: Underline the correct answer

Ss work individually then in pairs to compare their answers

=>Key: 1.will not be sleeping

2.will be playing 3.will he be doing 4.will be waiting

5.will not be using; will be using will be raining

Task 5: Gerund or to-infinitive ?

Ss work individually then in pairs to compare their answers If time allows encourage Ss to think of other verbs that are followed by gerunds and by to infinitives and make sentences using them

=>Key: 1.talking 2.to use

3.to show 4.communicating 5.chatting 6.to have

III COMMUNICATION

Task 6: Choose any three forms of communication in this unit and work with a partner to decide if people will be using them in the year 2100 or not Give at least two reasons for each decision

Ss discuss this task in pairs They can choose to talk about forms of

communication people will be using or will not be using in the year 2100 and they should give the reasons why they think so

For a more able class, this can be done as a debate if some particular forms of

communication are selected beforehand for Ss to discuss

Ss complete the self-assessment box Identify any difficulties or weak areas and provide further practice

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Put them into groups and ask them to think of a sketch or role-play of a

communication breakdown Give them time to brainstorm some ideas Move around the class, giving help where necessary

Alternatively, T can prepare the following scenarios if Ss are short of ideas

or time Print each sketch on a piece of paper and fold it up

-The reasons for communication breakdown in COMMUNICATION - Different ways of communicating in GETTING STARTED and A CLOSER LOOK

Ss are divided into groups and ask them to think of a sketch or role-play of a

communication breakdown, brainstorm some ideas

Each group will pick one piece of paper and prepare their performance More than one group can have the same subject, because they will interprete it differently Ss may prepare the sketch out of class if more time is needed

3 Consolidation

- Learn by heart vocabulary and structures

- Prepare for the next lesson: Unit 11: Getting started Draw experience

……… ………

Period 86 UNIT 11: SCIENCE AND TECHNOLOGY LESSON 1: GETTING STARTED I Objectives

1 Knowledge: By the end of the lesson, students will be able to: - Interact using a dialogue between Dr.Nelson, Nick and Duong - Understand the dialogue

- Know about the roles of science and technology 2 Skills: read, listen

3 Attitude: Students know more about the roles of science and technology to study better. 4 Develop students’capacity

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III Procedure

1 Checking the previous lesson : No checking

2 New lesson

Review the previous unit by asking ss to call out all the forms of communication that they canremember from the previous unit Then divide the class into teams Call out a form of communication

Ask ss to open their books to unit 11, cover the conversation and look at the pictures T asks prediction questions: (weak ss)

Then play the recording and have ss listen and follow along Check if Ss’ predicted answers match the conversation If not, have ss correct them

Play the recording Ss listen and read in silent

T plays the recording again ( sentence by sentence ) , ss listen and repeat

Ask ss to read the conversation again and this exercises independently then compare with their partners

*Warm –up:

Ss call out all the forms of communication that they canremember from the previous unit Then call out a form of communication

Eg: body language The first group to give an example of body language gets a point, and so on

Do a brainstorming session by suggesting any words or phrases related to this topic Accept all ideas, organize them in a word web if possible

I LISTEN AND READ

Open their books to unit 11, cover the conversation and look at the pictures Answer the prediction questions:

What can you see in the pictures ? Do you know these characters? Where are they now?

What are they talking about ? Ss answer the questions as a class

Ss listen and follow along Check if Ss’ predicted answers match the conversation Ss correct them

Ss listen and read in silent Ss listen and repeat

Ss practice reading in pairs

Some pairs practice reading aloud

Task 1a: Find words or phrases in the conversation that mean

Ss read the conversation again and this exercises independently then compare with their partners

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Ask ss to read the conversation again and answer the questions independently then compare with their partners

Check their answers as a class Have them say where they found the answers in the conversation

Ask ss to work in pairs and discuss and the task (strong ss)

Checks as a class

Have Ss this exercise in pairs Ask some Ss to present their answers Confirm the correct answers

Task 1b: Answer the questions

Ss read the conversation again and answer the questions independently then compare with their partners

Ss say where they found the answers in the conversation

=>Key :

1.They are at the Science Club

2 It is the roles of science and technology in the 21st century.

3.Science and technology are greatly changing everything

4 He told Nick that only robots would work in factories and clean our homes in the future

5 He/she said that there would be no more schools: they’d just stay at home and learn on the Internet

Task c: Work with a partner What fields are mentioned in the conversation which are affected by science and technology ?

Ss work in pairs and discuss and the task

Checks as a class

=>Key: 1.the economy ( economic development )

2.the workplace ( robots in factories ) 3.the home (robots cleaning our homes ) 4.travel ( traffic jams )

5.education (school via the Internet ) Task d: Put a word/ phrase from the box in each blank

Ss this exercise in pairs Ss present their answers Confirm the correct answers =>Key: 1.field 2.space 3.the key 4.economic development flying cars

Ss read Look out! Ss distinguish the words

Task 2: Put one of the words/phrases from the box in each gap

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Tell ss that in the box are some more words and phrases related to science and technology Let them work in pairs Check their work by calling on some Ss to read out their sentences Allow Ss to write the translations next to the words

Tell Ss to look at the example T may give some more Then let them the task by themselves After that, they swap their answers with a partner Correct Ss’ answers as a class Then let them repeat the words in chorus

Set this up as a mingle activity Let Ss stand up and move around with pens and paper/ notebooks to ask questions and take notes Observe ans assist where needed Once a student has a name in each box they should sit back down Continue until all, or most, Ss have sat back down Congratulate the winner(s) T calls on the winning Ss to present their results to the class

technology Work in pairs Call on some Ss to read out their sentences Ss write the translations next to the words

=>Key: 1.Science subjects 2.technology 3.researchers 4.machines 5.scientific progress Task 3:Give the opposite of the words in brackets, using the prefix “un” or “im”

Ss to look at the example Ss the task by themselves After that, they swap their answers with a partner Ss repeat the words in chorus

=>Key:1.unknown 2.unrealistic 3.impossible 4.unimportant unpolluted

Task 4: FIND SOMEONE WHO

Ss stand up and move around with pens and paper/ notebooks to ask questions and take notes Once a student has a name in each box they should sit back down Continue until all, or most, Ss have sat back down The winning Ss to present their results to the class

3 Consolidation

- Learn by heart vocabulary - Read the dial again

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Draw experience

……… ………

Date of preparing: / /2019 Date of teaching: / /2019

Period 87 UNIT 11: SCIENCE AND TECHNOLOGY LESSON 2: A CLOSER LOOK 1 I Objectives

1 Knowledge: By the end of the lesson, students will be able to: - Know words forming a noun indicating people

- Know how to stress in words starting with “un” and “im” - Practice doing exercises related

2 Skills: read, speak,listen

II Preparation

III Procedure

- S1, 2,3: Play in role to read and translate the dial

2 New lesson

I Vocabulary

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Do this activity the first time around as a quiz Divide the class in to teams Read out item one and ask team A to answer If they get it wrong, the option goes to Team B to answer Keep a score on the board to increase the fun element Now have ss work individually to the task in their books Finally, ask some Ss to write the answers on the board Correct their answers as a class

Ask Ss work in pairs and discuss what the word is for each picture T checks as a class For more able Ss, have pairs write the descriptions of these people in the same style as activity Then put pairs together to read out their descriptions and challenge each other to guess the person, like in the quiz in

T asks Ss to read the sentences and guess part of speech of the word to be filled each blank Have ss call out their guesses

Ss work individually Ask some Ss to write their answers on the board (strong ss) Check their answers as a class

Explain to Ss that the prefixes “un” and “im” are used to make adjectives ( and adverbs) negative Explain to them that when these prefixes are added, the stress of the new word does not normally change

the box to describe the photos

Do this activity the first time around as a quiz Ss are divided teams to play Ss work individually to the task in their books Finally, some Ss to write the answers on the board Correct their answers as a class

=>Key: 1.adviser/ advisor 2.chemist designer 4.programmer biologist Checking meaning

Task 2: Write a noun from the list under each picture

Ss work in pairs and discuss what the word is for each picture For more able Ss, some pairs write the descriptions of these people in the same style as activity Some pairs together read out their descriptions and challenge each other to guess the person, like in the quiz in Key: chemist Software developer engineer 4.physicist 5.doctor 6.conservationist 7.explorer 8.archeologist Task 3: Give the correct form of the words in brackets

Ss read the sentences and guess part of speech of the word to be filled each blank Ss call out their guesses

Ss work individually Some Ss write their answers on the board Check their answers as a class

=>Key: 1.developments 2.scientists 3.exploration medical economic

Stress in words starting with “un” and “ im”

Task 4: Explain

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Give some examples

Play the recording for Ss to repeat the words Play the recording as many times as necessary Correct Ss’ pronunciation, especially the stress Then have Ss mark the stress on the words by drawing circle above the stressed syllable

Have Ss read out the words first Then they work in groups to put the words in the right columns Call on some Ss to write the answers on the board

(some strong ss, some weak ss)

Confirm the correct answers

Have ss work individually to write down the words Play the recording two or three times for Ss to check

Task 5: Fill in the gaps with words and practice saying the sentence

Ss read out the words first Then they work in groups to put the words in the right columns Some Ss to write the answers on the board

o0 o0o oo0 Un’wise

Im’pure Un’hurt

Un’lucky Un’healthy Im’patient

Unfore’seen Imma’ture Impo’lite Ss listen to the recording, check and repeat

Task 6:

Ss work individually to write down the words Ss check

=>Key: 1.impure 2.unhealthy 3.impossible 4.unlimited 5.impatient

3 Consolidation

- Learn by heart vocabulary - Do exs A1,2,3

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Period 88 UNIT 11: SCIENCE AND TECHNOLOGY LESSON 3: A CLOSER LOOK 2 I Objectives

1 Knowledge: By the end of the lesson, students will be able to: - Look back at future tenses

- Learn more about reported speech - Practice doing exercise related 2 Skills: write, speak

II Preparation

III Procedure

- S1: Do exA1 - S2: Do exA2

2 New lesson

Ask Ss have already learned the future simple “will do” and the future continuous “will be doing” Tell ss that this is a review section T may help ss recall the form and uses of these two tenses

*Warm-up: Introduction

Ss have already learned the future simple “will do” and the future continuous “will be doing” Tell ss that this is a review section Ss recall the form and uses of these two tenses

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Also remind them the uses of present simple and “going to” to express future actions

Have ss work individually Check their answers as a class T may ask why a certain tense is used to check that Ss understand the rules

Tell ss to study the example first Then they work in pairs to the activity Encourage them to talk as much as possible Remember that there is no “right” or “wrong” as long as their sentences are grammatically correct Move around the class and listen to Ss If there is a point which everyone is confused about, bring the class back together and a quick review of it Reported Speech: Explain to Ss the differences between direct speech and reported speech Go through the table carefully, using the examples to clarify the rules

Tell Ss to refer back to the conversation in Getting Started and find the examples of reported speech Focus them on the use of the verbs

Ask Ss work in pairs Ask them to write down the sentences in their notebooks Call on some ss to read out what they

“going to” to express future actions I Future tenses: review

Task 1: Put the verbs in brackets into the correct tenses

Have ss work individually Ss are checked understand the rules

=>Key: 1.will have 2.will be working 3.will she be

4.won’t pass 5.decide; will support

II Reported Speech.

Task 2: Work in pairs Read the following predictions about the year 2040 and say whether you think it will happen

Ss study the example first Then they work in pairs to the activity Ss talk as much as possible

Reported Speech: Ss listen the differences between direct speech and reported speech

Task 3: Look at the conversation in Getting Started again

Ss refer back to the conversation in Getting started and find the examples of reported speech Focus them on the use of the verbs

=>Key: + Well, my dad told me that only robots would work in factories and clean our homes in the future

+ Our science teacher said that there would be no more schools: we’d just stay at home and learn on the Internet Task 4: Complete sentence b in each pair so that it means the same as sentence a, using reported speech.

Ss work in pairs Write down the sentences in their notebooks Some ss read out what they have done Have two Ss write their answers on the board

=>Key: 1.Nick said that he came from a small town in England

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have done For a class which needs more support, have two Ss write their answers on the board (weak ss)

Correct their mistakes

Ask Ss this task individually While they are working, some ss may write their sentences on the board. (strong ss)

Correct their sentences as a class

- Guide ss to work at home

the World Cup

3.Olive told Chau that she was leaving Viet nam the next day/ the following day David told Catherine that he was unable to read her writing

5 Minh said that he had overslept that morning

Task 5: Change the following sentences into reported speech, using the words given in brackets

Ss this task individually While they are working, some ss may write their sentences on the board

=>Key: He said that he hadn’t said anything at the meeting the week before/ the previsous day

2 She told me that letter had been opened

3 Tom said that in 50 years’s time we would probably be living on Mars Mi said she hoped they would build a city out at sea

5 Son told us that his wish was to become a young inventor

Task 6: My Friend Said - Ss work at home

3 Consolidation

- Review all grammar

- Do exs B1,2,3 (whole class), B4 (strong ss)

- Prepare for the next lesson: Unit 11: Communication Draw experience

……… ………

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Period 89 UNIT 11: SCIENCE AND TECHNOLOGY LESSON 4: COMMUNICATION I Objectives

1 Knowledge: By the end of the lesson, students will be able to: - Know some more information about inventions around the world - Everyday English : using reported speech to talk about inventions 2 Skills: write, speak

II Preparation

III Procedure

- S1: Do exB1 (weak ss) - S2: Do exB2 (strong ss)

2 New lesson

Do you have good knowledge about inventions ?

Can you tell me about an invention you know ?

- Let ss one minutes to individually - T gets ss to play games in teams, matching the names of the inventors to their inventions

T gives feedback

* Warm-up: chatting

Task 1: Quiz : who invented what ? - Ss have one minutes to individually - Ss play games in teams, match the names of the inventors to their inventions

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Ss work in groups of or

Ss discuss to answering the question Encourage them to talk as much as possible

Invite some groups to present their ideas Other groups can add some ideas if possible

T gives feedback T sets the sence:

Call on confident ss to come to the front and act out the dialogue between and Alexander G Bell

Then put ss into pairs to report on the conversation

Let ss work in pairs to role play, usins the information given T walks around to observe and give help if needed If time allows, ask some pairs to role – play in front of the class The class then votes for the best performance

3 Consolidation

4 Homework

- Review all knowledge

- Do exs B5,6 (whole class), B7 (strong ss) - Prepare for the next lesson: Unit 11: Skills

4 The Wright brothers -> the airplane James Watt -? The steam engine Mark Zukerberg -> facebook Tim Berners –Lee -> the Internet Task 2: Discussion: which invention is more useful ?

Ss work in groups of or

Ss discuss to answering the question Talk as much as possible

Some groups to present their ideas Other groups can add some ideas if possible

Task 3a: Ha had an interesting dream last night

T sets the sence:

2 confident ss to come to the front and act out the dialogue between he/she and Alexander G Bell

Ss work in pairs to report on the conversation

1.Alexander G Bell said/ told me ( that ) he was born in 1847 in Scotland

2.He said / told that he had allways liked

3 He said/ told me that he had taught

4 He said/ told me that he had invented

Task 4: Role play

Works in pairs One of you is a reporter, and the other is Tim Berners- Lee Role-play, using reported speech

Ss work in pairs to role play, using the information given If time allows, some pairs to role – play in front of the class The class then votes for the best

performance

Draw experience

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Period 90 UNIT 11: SCIENCE AND TECHNOLOGY LESSON 5: SKILLS 1

I Objectives

1 Knowledge: By the end of the lesson, students will be able to: - Read about some future developments in science and technology

- Speak about advantages and disadvantages of some scientific advances 2 Skills: read, speak

II Preparation

III Procedure

- S1,2: Do exB5,6 (weak ss) - S3: Do exB7 (strong ss)

2 New lesson

T writes the headings on the board Brainstorm with the class some

predictions for the future developments in these three fields Encourage ss to use their imagination Now open the book and the reading tasks

Ask ss to read the passages quickly and underline the keywords and then match them with the headings

Ss work individually

Warm – up : Brainstorming

Pay attention the headings on the board

Predict the future developments in these three fields Ss use their imagination and the reading tasks

I READING

Task 1: quickly read the passages Match the headings with the passages.

Ss read the passages quickly and underline the keywords and then match them with the headings

Ss work individually

=>Key: 1.B 2.A 3.C Task 2: Underline the following words and phrases in the passages in Match each of them with its explanation.

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Ss read the text again and the task individually

Ask ss to read the passages again and answer the questions in pairs

T calls some pairs to ask and answer in front of the class

T gives feedback after asking ss to read out the sentences related

Set up the speaking stage by getting ss to think about the pros and cons of

advancements in science and technology Explain that nothing is “black and white”; there are always advantages and

disadvantages

Example: More and more robots will be invented and used in the future One of the advantages of this is that robots will be able to dirty and dangerous jobs that humans don’t want to At the same time, there are disadvantages – robots will replace people in some areas so there will be unemployment

Ss work in pairs to think about the pros and cons Encourage ss to think as many ideas as possible

Ss read the text again and the task individually

=>Key: 1.D 2.A 3.E 4.B 5.F 6.C

Task 3: Answer the questions

Ss read the passages again and answer the questions in pairs

Some pairs ask and answer in front of the class

=>Key:

1 To explore Mars / To find out if there is, or ever has been, life there

2.They help people live longer 3.70 or 75 years old

4.Solar panels and solar windows 5.They can chores such as cleaning, cooking, washing and organizing things

II SPEAKING

Task 4: Think about your ideas about scientific advances in these fields Look at the example and make notes

Ss think about the pros and cons of

advancements in science and technology Explain that nothing is “black and white”; there are always advantages and

disadvantages

Ss work in pairs to think about the pros and cons Ss think as many ideas as possible 1.Nuclear energy: - convenient, clean, available

- expensive, unsafe, environmentally unfriendly

2 Nutrition pills: - people can live longer, convenient

- expensive, create an ageing population, create overpopulation

3 Smart phones: - convenient, quick, entertaining

- environmentally unfriendly, discourage face – to – face communication, people can be tracked at all times

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Call somests to read aloud the examples given

Divide class into groups of five or six Each group choose a field and talk about T calls some groups to present in front of the class

T gives feedback

Task 5: Work in groups

Somests to read aloud the examples given Work in groups of five or six Each group choose a field and talk about

Some groups to present in front of the class

3 Consolidation

- Review all knowledge; Practice speaking more about pros and cons of scientific advances - Do exs C1,2, D1,2,3 (whole class)

Draw experience

……… ………

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1 Knowledge: By the end of the lesson, students will be able to: - Listen to benefits and drawbacks of scientific advantaces - Write a paragraph to express agreement and disagreement 2 Skills: write, listen

II Preparation

III Procedure

- S1,2: Do exC1,D1 (weak ss)- S3: Do exD2 (strong ss)

2 New lesson

Have ss read the three options Then play the recording and elicit the answer from ss ( once )

Play the recording again, once or twice Ask ss to listen carefully and tick the words/ phrases according to what they hear in the passage

Before playing the recording again, run through the questions

Play the recording again Tell ss to take notes / write down the key words as they listen Then they answer the questions in writing or verbally Correct their answers as a class

Tell ss to read the notes in the box carefully

T explains more

Have ss read the sample paragraph

I LISTENING

Task 1: Listen to the conversation and choose the best summary

Ss read the three options and answer ( once )

=>Key: b.The benefits and drawbacks that advances in science and technology may bring to people’s lives

Task 2: Listen again to the conversation between Nick, Duong and Chau Circle the words and phrases as you hear them. Ss listen carefully and tick the words/ phrases according to what they hear in the passage

=>Key: 1.problems 2.high yields overcrowding

6 bring unemployment

Task 3: Listen again and answer the questions

Ss take notes / write down the key words as they listen Then they answer the questions in writing or verbally

=>Key:

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Explain that the first sentence in the

sample is the topic sentence which tells the reader whether the author agrees or

disagrees with the statement The

following sentences express the reasons The last sentence is the concluding sentence, which summarises the main points in the paragraph Now have ss work in pairs to fill the outline Check as a class Have ss read the argument put forward Then work in pairs to make notes using the model in They must decide if they decide if they agree or disagree, give three supporting points, then conclude their argument Move around to provide help T practice writing a paragraph using the notes

If have time, T collects some ss’ papers to correct

T gives feedback

2 (We may be able to live ) on other planets He says he likes the idea of having lessons at home with a robot, and on the Internet Yes, she does

5 He thinks there will be many new problems

II WRITING

Writing to express agreement or disagreement

Ss read the notes in the box carefully

Task 4: Look at the sample paragraph and fill the outline below.

Ss read the sample paragraph Ss work in pairs to fill the outline

Task 5: Make notes, then write a paragraph on the folowing topic

Ss read the argument put forward

3 Consolidation

- Review all knowledge; - Do exs E1,2 (whole class)

- Prepare for the next lesson: Unit 11: Looking back + Proje

Phạm Phương Loan Date of preparing: /04/2019

Date of teaching: /04/2019

Period 92 UNIT 11: SCIENCE AND TECHNOLOGY LESSON 7: LOOKING BACK

I Objectives

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2 Skills: write, speak

II Preparation

III Procedure

- S1,2: Do exE1 (weak ss) - S3: Do exE2 (strong ss)

2 New lesson

Encourage ss not to refer back to the unit Ask them to keep a record of their

answers to each exercise so that they can use that information to complete the seft-assessment box at the end of the unit

Ask Ss to the task individually, then compair with partners

Give ss a few minutes to complete the word web

T may give some cues

Let ss read the passage and complete this exercise individually Less advanced

I VOCABULARY

Ss not refer back to the unit Keep a record of their answers to each exercise so that they can use that information to complete the seft-assessment box at the end of the unit

Task 1: Write the correct form the words in brackets

Ss the task individually, then compair with partners

=>Key: 1.scientific 2.environmental 3.developments

4.discoveries 5.unnatural Task 2: Complete the word web with the fields that could benifit from science and technology.

Ss have a few minutes to complete the word web

=>Key:

- engineering - farming - homelife - entertainment

- energy - medicines

- space exploration - communication - architecture - leisure

Ss read out loud their answers

Task 3: Fill each gap from the box to complete the passage.

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classes can complete exercise in pairs

First let ss repeat the rules of changing the pronouns, the verbs and time and place expressions in reported speech Have them tasks and in their notebooks Then call on some ss to read their

answers, sentence by sentence Correct their answers

Ask Ss work individually then in pairs to compare their answers

classes can complete exercise in pairs => Key: 1.inventions

2.laboratory 3.science

4.inventing 5.benefits 6.productive

II.GRAMMAR

Task 4: Change the sentences into reported speech

Ss repeat the rules of changing the pronouns, the verbs and time and place expressions in reported speech Do tasks and in their notebooks Some ss read their answers, sentence by sentence =>Key: 1.He said that they were doing an experiment

2 She told me that I had to sign the paper again

3 Tam said that they had watched a television documentary on the future of nuclear power

4.They announced that the 10 o’clock flight to Kuala Lumpur would be an hour late

5 Scientists said that in 50 years’ time we might be living on the moon

Task 5: Rewrite these sentences in direct speech

Ss work individually then in pairs to compare their answers

=>Key: 1.Kien said: “ I missed / have missed the train”

2 Duong said, “ I can run very fast.” “I’ll hand in the report tomorrow,” Mia told me

4 She said, “I’m reading a science fiction book about life on Venus.”

5 “I’ll be a lawyer when I grow up,” he told me

III.COMMUNICATION

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Have ss work individually Tell them to be imaginative Make sure they write a prediction for at least three of the fields Have ss read out one of their predictions to the class Others can ask them

questions about their prediction This can also be done in small groups

Finished!

T asks ss to complete the self-

assessment Discuss with the class what difficulties remain and what areas Ss have mastered Provide further pratice on the weak areas of the class

Ss work individually They have to be imaginative They write a prediction for at least three of the fields Ss read out one of their predictions to the class Others can ask them questions about their prediction

Finished!

Ss complete the self- assessment Discuss with the class what difficulties remain and what areas Ss have mastered Provide further pratice on the weak areas of the class

3 Consolidation

- Review all knowledge;

- Do all exs again (whole class) - Prepare for the next lesson: Review

Draw experience

……… ………

Period 93 REVIEW I Objectives

- Review some vocabularies and target languages and skills of UNIT 10,11

- Review more about stress on words ending with -ity, -itive, starting with un,im… - Practice doing exercises related

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II Preparation

III Procedure

1 Checking the previous lesson T check ss’ homework

2 New lesson

I VOCABULARY

- Remind for ss the vocabs related unit 10,11 II PRONUNCIATION

- Review more about stress on words ending with -ity, -itive, starting with un,im… III GRAMMAR & SKILLS

- Ask ss to recall all grammar structures and skills of unit 10,11 + Future continuous

+ Verb + to-inf + Reported speech

IV DOING MODEL TEST

- Ask ss to individually, then T correct I.LISTENING (2pts )

Exercise 1: You will hear a telephone conversation A girl wants to speak to Martin, but he is not there Listen twice and complete questions –

PHONE MESSAGE To: MARTIN

From: (1) Party at (2) Time: (3) Please bring (4) Her phone number (5) Exercise 2: Listen and choose one correct answer.

1 - What music will they have at the party? ( A guitar B piano C new CDs ) - When will the man go on holiday? ( A.June B.July C August ) - What will the weather be like tomorrow ? ( A.hot B rainy C.cold and windy ) II.LEXICO – GRAMMAR

Exercise 1: Mark the stress for the following words ( pt )

1.unhealthy 2.opportunity 3.positive 4.impossible 5.unwise EX2:Choose one correct answer to complete the following sentences ( 1.5 pt )

1.The calories in the food we eat are a form of ( chemistry / chemical / chemist ) energy 2.Every day we hear about new ( developments / design /media ) in science and

technology

3 A person who gives advice is an ( advice / archeologist / advisor )

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5 Communication ( success / breakdown / channel ) may happen due to cultural differences

6 This job would be ( impolite / impatient / impossible ) without the help of computer Exercise 2: Choose one correct answer to complete the sentences ( 1.0 pts )

1.Look at those clouds – I think it ( rain )

2 I ( watch ) a science fiction film on TV at 9.00 tonight I’ve decided (stay ) in Ho Chi Minh City for three more days The Internet ( replace ) books in the future

III Reading

Exercise 1: Read the following passage and choose one word from the list to fill in each gap ( 1.5 pts )

Once - Scientist – fields of – graduated from – successfully - the first - was

Professor Vo Hong Anh – the only daughter of General Vo Nguyen Giap and Nguyen Thi Quang Thai – was a famous Vietnamese (1.) ……… Vo Hong Anh was born in 1939 She (2) Lomonosov University, Russia, in 1965 On returning to Viet Nam, she worked as a researcher at the National Institute of Science In 1982 she (3.) completed her doctor’s degree in maths and physics, and in 1983 she was appointed professor She continued to research in the (4) maths and physics Over the 40 years of her study and research, she had more than 50 scientific works published (mostly overseas) In 1988 she was (5) Vietnamese woman to be awarded the Kovalevskaia Prize for her contribution to science She died in 2009 in Ha Noi She was the pride of Vietnamese women

Exercise 2: Read the above passage again and answer the questions ( 1pt ) 1.Who is Professor Vo Hong Anh’s father ?

2 Did she publish her scientific works in Viet Nam ? IV Writing

Exerise 1: Change the following sentences in to reported speech (1.5pt ) 1.“ I come from a small town in England”, Nick said

2.“I didn’t say anything at the meeting last week”, He said 3.“I will clean all the class windows tomorrow” said Trung “We can play the guitar.” Mary said

5 “I’m leaving here for HN tomorrow” he said ANSWER KEY AND MARKS

I.Listening ( x 0,25 = 2pts )

Exercise 1: You will hear a telephone conversation

(1).Elaine (2).Grand hotel (3) 8.30 (4).a friend (5)7245936 Exercise 2: Listen and choose one correct answer.

1 - C new CDs - B.July - C.cold and windy II.LEXICO – GRAMMAR

Exercise 1: Mark the stress for the following words ( x 0,2 = pt )

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5 breakdown impossible

Exercise 2: Choose one correct answer ( x 0,2 = 1.0 pts )

1 is going to rain Will be watching to stay will replace III Reading

Exercise 1: Read the following passage ( x 0,3 = 1.5 pts )

1.scientist 2.graduated from 3.sucessfully 4.fields of 5.the first Exercise 2: Read the above passage again and answer the questions ( 1pt )

1.General Vo Nguyen Giap No, he didn’t IV Writing

Exerise 1: Change the following sentences in to reported speech (1.5pt ) Nick said that he came from a small town in England

2 He said that he hadn’t said anything at the meeting the previous week Trung said that he would clean all the class windows the next day Mary said that they could play the guitar

5 He said that he was leaving there for Ha Noi the next day 3 Consolidation

- Review all knowledge;

- Do all exs again (whole class) - Prepare for the next lesson: The test

Period 94 THE WRITTEN TEST 4 I Objectives

1 Knowledge: By the end of the test, students will be able to apply their knowledge to do the test well, then have a chance to test their knowledge of English from unit 10 ,11 Teacher will know each student’s comprehension and find out a better method to teach 2 Skills: listen, read, write

- General capacity: identification, analyzing, thinking - Own capacity: individual work

II Preparation

1 Teacher: Teaching plan, audivideo, computer, test paper

III Procedure

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3. Observation

Matrix

Chủ đề-nội dung Nhận biết Thông hiểu Vận dụng Tổng

TN TL TN TL TN TL

I Language focus - Multiple choice about the stress, vocabs, grammar.

Grammar about

Future continuous, Verb + to-inf, Reported speech -Give the correct form of the following words/verbs 2,0 20 % 0,5 0.5 % 1.0 10 % 12 3,5 35% II Reading

- Gap fill(passage about an American) -Read and answer questio(passage about Australia) 1,5 15 % 1,0 10 % 10 2,5 25 % III Writing

-Rewrite the sentence

4 1,0 10 % 1,0 10 % 6 2,0 20 % IV Listening

- Gap fill

- T/F statements

4 1,0 10 % 1,0 10 % 8 2,0 20 % Tổng 14 3,5 35 % 18 4,5 45 % 4 2,0 20 % 36 10,0 100 % Content of the test

THE 4th ENGLISH TEST: Time 45’

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