giao an anh 9 trường thcs quảng tùng

Ss do this exercise individually, read and underline the correct particle, write down the phrasal verbs -> read out their answers1. T corrects the mistakes , explains the meaning o[r]

Date of preparing: 20/8/2019 Date of teaching: 26/8/2019

Period 1:

REVIEW

 Aim: - Review what students have leant at grade 8.

- Give a test 15 minutes to check students’ knowledge - Help students to prepare textbooks and notebooks  Teaching aids: Test papers.

Procedure: Greeting:

Ask the students some questions about personal questions I The simple present tense :

a With “to be”

(+) S + am/is/are + N/A

(-) S + am/is/are + NOT + N/A (?) Am/is/are + S + N/A?

Example: - I am a student -I am not a student

-Are you a student? b With “to verbs”:

(+) S (I/ you / we / they ) + Inf S (she/ he / it ) + V ( s/ es )

(-) S (I/ you / we / they ) + don/t + Inf S (she/ he / it ) + does not + Inf

(?) Do + S ( I/ you / we / they ) + Inf ? Does + S (( she/ he / it )) + Inf? Note:

-Example: - I read book She watches T.V - I don’t read book She doesn’t watch T.V - Do you read book? Does she watch T.V? - every day( week Month )

- once, twice a week, days a week II The present progressive tense:

* Form: (+) S + am/is/are + V- ing

(-) S + am/ is/ are + NOT + V- ing (?) Am/ is/ are + S + V- ing? Example: - He is playing soccer now -He is not playing soccer now

-Is he playing soccer now?

III CÂU CHỦ ĐỘNG VÀ CÂU BỊ ĐỘNG:

1 Với đơn : S + V(hiện đơn) + O + S + am/ is/ are + P.P + (by + O) ex I buy a new house today.

A new house is bought by me today

2 Với tiếp diễn : S + am / is / are + V-ing + O +

S + am / is / are + being + P.P + + (by + O) ex Lan is writing a letter now

3 Với tương lai gần : S + am / is / are + going to + V(inf) + O + S + am / is / are + going to + be + P.P + +( by + O) ex Lan is going to buy a new house next summer.

A new house is going to be bought by Lan next summer *have to/ ought to :

S + have to/ ought to + V(inf ) + O + S + have to / ought to + be + PP + +( by O)

4 Với tương lai đơn: S + will + V1 + O + S + will + be + P.P (by + O)

5 Với khứ đơn : S + V (quá khứ đơn) + O + S + was / were + P.P + by + O

6 Với khứ tiếp diễn :S + was / were + V-ing + O +

S + was / were being + P.P + by + O

7 Với hồn thành : S + has / have + P.P + O +

S + has / have + been + P.P + by + O

8 Với động từ khuyết thiếu (Modal Verbs): can / could / should / may / might / must + V(inf)

S + M.D + V(inf) + O +

S + M.D + be + P.P + +by +O

9.Với dạng nhờ bảo:

EXERCISE 1- Ask students to this exercise. Use the correct from of the verbs:

1 She (ride) her bike to work now

2 I always (go) fishing with my friends

3 Now, I (play) video games and my sister (watch) T.V He (fly) kites every summer

- Correct and give feedback

EXERCISE 2: CHUYỂN CÁC CÂU SAU SANG BỊ ĐỘNG. 1.My father waters this flower every morning

2.John invited Fiona to his birthday party last night 3.Her mother is preparing the dinner in the kitchen 4.We should clean our teeth twice a day

5.Our teachers have explained the English grammar

Date of preparing: 20/8/2019

Period: 2 Date of teaching: 27 /8/2019

Unit 1: LOCAL ENVIRONMENT

I Objectives

1 Knowledge: By the end of the lesson Ss can Talk about traditional crafts

Understand a dialogue about traditional craft villages 2 Skills: listening and reading

3 Attitude: understand about recipes and eating habits and to well. - General capacity: identification, analyzing, communication, discussion - Own capacity: Practice doing exercises in group work/ pair work/ individual 4 Competence: develop abouta traditional craft village

II TEACHING AIDS

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

2 Students: Books, notebooks, pens

III Procedure

1 1.Warmer : Chatting ( Asking , Answering )

( Use the exercise on page in the stage to save the time )

Ss look at the picture in their textbook ( page 6) and answer the questions

1 Who are they? Where are they? What are they talking about? Do you know any traditional craft villages in our country?

-> T tells some value of traditional crafts, handicrafts and then presents new lesson Matching: keys:

A paintings B drums

C marble sculptures D lacquerware E silk F pottery

G conical hats H lanterns 2.New lesson:

T & ss’ activities Content

1.New lesson

A Presentation *New words

* Checking vocabulary: ask Ss to tell the meanings of the words above and give some examples in English

1.( Listen and Read )T plays the recording and asks Ss to listen and act out the dialogue.

a Can you find a word / phrase that means:

Ss read the conversation again and in pairs find the meanings of the words or phrases in the

conversation

T asks Ss to compare their answers

1.New lesson

B Presentation *New words

- the rest (n): (give examples, explain) - as far as I know ( phrase): ( explain and give examples)

- set up (v) : ( synonym and examples) - workshop (n): ( examples)

- great-grandparents (n) : (explain prefix and ex.)

- artisan (n) : ( explain suffix and example) - memorable (adj): ( explain suffix and example)

- conical (adj) : (pictures or drawings and examples)

- handicraft (n): (explain and give examples) 1.( Listen and Read )T plays the

in groups , write the correct answers on the board if necessary B/ PRACTICE

b Answer the following questions In pairs, Ss ask and answer the questions then present their work before class

Suggested answers:

2 Complete the sentences with the words / phrases to show where in Viet Nam the handicrafts are made.

C.PRODUCTION

3 Quiz: What is the place of interest?

a Ss work in groups to the quiz They might think different answers

b Game:

Divide the class into team In turns ss of each team write a similar quiz and ask another team to answer the quiz

a Can you find a word / phrase that means: * Keys :

1 a handicraft – a thing which is skilfully made with your hand

2 set up – start something ( a business, an organisation, etc…)

3 took over – take control of something ( a business, an organisation, etc…)

4 artisans – people who skilled work, making things with their hands

5 a place of interest – an interesting or enjoyable place to go or thing to a specific region – a particular place memorable – make someone remember or thing about something

8 go outside and look around – walk around a place to see what is there

B/ PRACTICE

b Answer the following questions Suggested answers:

1.They are at a traditional craft workshop in Bat Trang

2 It’s about 700 years old

3 Phong’s great-grandparents started his family workshop

4.Bcause it’s one of the most famous traditional craft villages of Ha Noi People can go there to buy or make pottery

themselves in workshops

5.She visited a conical hat making village in Hue

6,Because the various crafts remind people a specific region

2 Complete the sentences with the words / phrases to show where in Viet Nam the handicrafts are made.

Keys: (conical) hats lanterns silk paintings pottery marble sculptures

5

Further practice (3')

? Recall some information about Bat Trang traditional craft village ? Are there any craft villages in your neighbourhood?

Date of preparing: 22/8/2019

Date of teaching: 30 /8/2019 Period: 3

UNIT : A CLOSER LOOK I Objectives By the end of the lesson Ss can

Use the lexical items related to handicraft

Pronounce the right stress on content words in sentences Talk about a place of interest

1 Knowledge:

2 Skills: listening and reading

3 Attitude: understand about recipes and eating habits and to well. - General capacity: identification, analyzing, communication, discussion - Own capacity: Practice doing exercises in group work/ pair work/ individual 4 Competence

? Recall some information about Bat Trang traditional craft village ? Are there any craft villages in your neighbourhood?

? What products the artisans make? II/ TEACHING AIDS :

1 Teacher: Teaching plan, textboo, computer

2 Students: Books, notebooks, pens

III Procedure

1.Warmer : Checking the old lesson 2 New lesson:

T’s activities ss’ activities

1 New lesson

1 Activity 1: Vocabulary T asks Ss to read the words in the box and write them under the pictures

T explains some new words and guide Ss to describe the pictures

2.New lesson

1.Activity 1: Vocabulary

T asks Ss to read the words in the box and write them under the pictures

2 Activity 2:

a Match the verbs in column A with the groups of nouns in column B.

b Write the correct verb forms Ss review some irregular verbs and

2 Activity 2:

a Match the verbs in column A with the groups of nouns in column B.

Keys: 1- b – d – e – a – f - c T checks and confirms the correct answers

b Write the correct verb forms

Ss review some irregular verbs and complete the table

Infinitive Past tense Past participle to carve I carved it It was

carved to cast I cast it It was cast to weave I wove it It was

woven to

embroider

I

embroidered it

It was

embroidered to knit I knit /

knitted it

It was knit / knitted to mould I moulded

it

It was moulded

a Complete the word web Ss complete the word web with some places of interest

b Complete the passage by filling each blank with a suitable word from the box.

Ss complete the passage then read it aloud

Ss tell some similar places of terests in their town

a Complete the word web

b Complete the passage by filling each blank with a suitable word from the box.

Keys: historical attraction exercise 4.traditional culture

6.handicrafts 4 Activity 4: Pronunciation

( stress on content words in sentences)

a Listen to the speaker read the following sentences and answer the questions.

Other will underline unstressed words with yellow chalk

Ss listen again, repeat and T gives feed back and explain the rules of stress on content words in

sentences:

b 6a Underline the content words in the sentences.

4 Activity 4: Pronunciation ( stress on content words in sentences)

a Listen to the speaker read the following sentences and answer the questions.

In spoken English, main verbs, nouns, adjectives, adverbs, wh-question words and negative auxiliaries are usually stressed.

Words such as pronouns, prepositions, articles, conjunctions, possessive adjectives, be and auxiliary verbs are normally unstressed. b 6a Underline the content words in the sentences.

4 Further practice - Retell the whole lesson 5 Production (2')

? Learn by heart all the new words ? Do Ex A1, 2,B1, (workbook)

? Prepare: Unit 1: Closer Look Tổ P trưởng chuyên môn ký duyệt

Phạm Phương Loan

Entertainin

g Educational- library Places of

interest Cultural

-opera

house Historical-building

Date of preparing: 2/9/2018 Period: 4 Date of teaching: / /2018

UNIT ( Cont ) A CLOSER LOOK 2

I./ OBJECTIVE: By the end of the lesson, students will be able to : - write complex sentences with different dependent clauses

- use some common phrasal verbs correctly and appropriately

1 Knowledge: - Grammar:complex sentences ,commonphrasalverbs - Vocabulary related to traditional crafts

2 Skills: Practicing skills

3 Attitude: - Positive about local environment.

- Students know how to learn English in right way - Ss are interested in doing exercises

-Ss are interested in using complex sentences ,common phrasal verbs in commmunication

4 Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually

- Creativeness: Discuss about traditional crafts in Viet Nam - Using language to talk about traditional crafts in Viet Nam

III/ TEACHING AIDS :

IV/ PROCEDURES

1.Warmer / check up Review types of dependent clause

A dependent clause of concession DC/ purpose DP/ reason DR / time DT begins with: 2.New lesson

T and ss’ activities Content b Make a complex sentences

Ss make complex sentences from pairs of sentences then some of them go to the board and write down One student will write complex sentence Other stand up and read aloud

T give feedback

b Make a complex sentences

* Activity 2: Phrasal verbs a Introduce a phrasal verb

b Matching:

Ss match the phrasal verbs in A with their meaning in B

Keys: c, g, H,4 A, f, b, e, d

* Activity 3:

a Complete each sentence using the correct form of a phrasal verb in 4. Ss complete the sentences and read them out aloud

b Make new sentences with similar meanings to the first sentences using the words given.

* Activity 3:

a Complete each sentence using the correct form of a phrasal verb in 4. Keys:

1 face up to turn down pass down live on close down

6 did….come back

b Make new sentences with similar meanings to the first sentences using the words given.

Keys:

1.Where did you find out the information about Disneyland Resort?

to different beauty spots in Viet Nam 5.I’m looking forward to the weekend!

(Ss’ sentences)

V/ HOMEWORK -Learn by heart the phrasal verbs

- Do Ex A – B in workbook - Prepare communication

Date of preparing: 2/9/2018

Period:5 Date of teaching: /9/2016

UNIT 1: LOCAL ENVIRONMENT Lesson 4: COMMUNICATION

I./ OBJECTIVE: By the end of the lesson, Ss will be able to arrange a visit a place of interest in the region

1 Knowledge: - Vocabulary: vocabulary related to visiting a place of interest like: team-building; set off, turn up, picnic food/ drink/ activities…

- Grammar: planned future tenses 2 Skills: Practicing skills

3 Attitude: - Positive about local environment.

- Ss are interested in making arrangements for a picnic - Students know how to learn English in right way - Ss are interested in doing exercises

-Ss are interested in outdoor activities and places of interest 4 Competences: - Co-oporation: work in pairs, groups, teams - Self- study: work individually

- Using language to talk about future plan for a picnic II./.PREPARATION:

1.Teacher: book, planning, picture, laptop , Tv 2.Students: books, notebooks

IV/ PROCEDURES:

T &ss’ activities Content

1/ Warm – up:

Chatting:

Do you like to plan a day out to a place of interest for your class?

Where to go? How to go? What time?

What to bring? When to come back? Who to prepare?

2/ New lesson

a Activity 1: Listen and complete the table with no more than words. - Ss predict what Nick, Mi, Duong and Mai are planning and try to complete the blanks before listening

- Ss listen to the conversation and correct their predictions

- T gives feedback

- In pairs Ss practice asking and answering the content of the conversation

Ex: Where are they going to go? Who to prepare? some kinds of questions

2/ New lesson

a Activity 1: Listen and complete the table with no more than words.

A day out

Details Who to

prepare

Place (1)……

Means of transport

(2)……… Time to set

off

(3 Mai: stick a

notice

Food (4)bring…

Drinks For everyone Nga: buy in (5)………… Activities Morning: (6)

……….games and quizzes Lunch: 11.30 Afternoon: go to traditional (8)…….at 1.30; (9)…… their own paintings Nick: prepare games Thanh: prepare (7)…… Time to come back (10)………… KEY:

1 Green Park2 bus3 a.m4 own lunch the supermarket6 team-building7 fun quizzes

8 painting village9 make10 p.m

b Activity 2: Imagine a similar plan to a place of interest

- Ss work in groups They have to imagine that their class is going to a place of interest in their area They discuss the plan and make notes in the table

- Ss present their plans to the class Which group has the best plan?

A day out

Details Place

Means of transport Time to set off Food

Drinks Activities

Time to come back

PRODUCTION: (2m) - Redo all the ex

- Do exercise … (Workbook) - Prepare Unit Skill

Date of preparing: 2/9/2018 Period: 6 Date of teaching: /9/2018

UNIT1: LOCAL ENVIRONMENT Lesson 5: SKILLS 1

I./ OBJECTIVE: By the end of the lesson, ss will be able to:

- Read and get general and specific information about a traditional craft village - Listen and get specific information about places of interest in an area

1 Knowledge: - Vocab: vocabulary related to local traditional crafts like: paintings, pottery, drumb, silk, lanterns, conical hats…

2 Skills: Practicing skills

3 Attitude: - Positive about local environment.

- Students know how to learn English in right way - Ss are interested in doing exercises

- Be proud of and love the traditional crafts and local places of interest 4 Competences: - Co-oporation: work in pairs, groups, teams

- Self- study: work individually

- Creativeness: talk about benefits and challenges of traditional craft villages - Using language to talk abouttraditional craft villages

II./ TEACHING AIDS :

1.Teacher: book, planning, picture, laptop, projector 2.Students: books, notebooks

III/ PROCEDURES: Warm up: Ss find out the similarities and differences between the pictures of conical hats

2 Newlesson

T s’activities ss’activities

2/ Pre – reading:

- T asks Ss to read the text and underline any words they don’t know - T and Ss discuss any unfamiliar words from the passage

- Set the scene

2/ Pre – reading: * New words: - layer of leaves (n.phr) - process (n)

- authenticity (n) 3/ While- reading:

+ Part a:

-Ss read the passage independently and match the titles with the paragraphs -T calls one student to give the answers before the class, get the Ss’ agreement

1 Present status of the craft + Part b: Answer the questions:

-T asks Ss to read the text again and answers the questions in pairs

- calls some pairs to ask and answers to questions as a class

-T checks and confirms the correct answe

3/ While- reading: + Part a:

+ Key: A Location and history of conical hat making village

3 How the conical hat is made

+ Part b: Answer the questions: + Suggested answers:

1.Because it is the birthplace of the conical hat in Hue

2.It is 12 km from Hue City

3.Going to the forest to collect leaves 4.The hat layers are very thin

5.The Bai tho conical hat is special and famous with poems or paintings of Hue between the two layers

6.Not only skilful craftmen can make conical hats but also everybody, young or old, can take part in the process

4/ Post – reading: *Speaking

* Part 4: Discussion:

Ss read the ideas given and in groups they discuss if the ideas are about the benefits of traditional crafts or challenges the artisans may face

Ss present their group’s work

T tells some more benefits of traditional crafts and everyone can be rich if they learn how to introduce Vietnamese traditional handicrafts around the world

* Part : Promoting traditional crafts in your area.

Divide the class into groups They have to imagine that their group is responsible fotr promoting traditional crafts in their area Propose an action plan to deal with the challenges

Part can be done in class if we asked Ss to prepare this part at home as homework in the previous period

V/ Homework:

- Prepare U1- Skill - Do Ex C in workbook

- Prepare U1- Skill - Do Ex C in workbook

5 Production: Review this lesson

2 Do exercises …… (Workbook) Prepare lesson Skills

Phạm phương Loan

Date of preparing: /9/2018

Period: 7 Date of teaching: 10/9/2018

UNIT 1: LOCAL ENVIRONMENT Lesson 6: SKILLS 2

I/ OBJECTIVES: - By the end of the lesson, students will be able to : - listen to 4Teen radio’s interview.

- write an email to give advice.

- Skills: listening, writing

II/ LANGUAGE CONTENTS:

- Vocabulary related to the topic “ place of interest”

III/ TEACHING AIDS : Textbook , pictures, CD, sub- boards IV/ PROCEDURES:

T &ss’activities Content

1/ Warm – up: Chatting

Part 1: Ss will describe the pictures in the book page 13

2/ Listening:

a/ Pre – listening:

Supply new words if necessary

Ask Ss where they will go and what they can if they has a day to spend in a place of interest

- Ss predict the statements in part b/ While – listening:

* Part 2: - T plays the recording for Ss to listen through Play the recording again and ask Ss to listen and tick true or false to the statements

- Ss work in pairs to compare their answers with each other

* Part 3: Listen and complete the table

a/ Pre – listening:

Ss listen again and complete the table using no more than words for each blank

- T calls on some SS to give the answers to the class Check and confirm the correct answers + Key:

c/ Post – listening:

- Prepare a sub-board with a filling gap exercise

- Play the recording again and ask Ss to listen and complete the sentences - Call on some Ss to give the answers to

the class and correct the mistakes where and when necessary

Ask some Ss to say their work

c/ Post – listening:

Places Activities Place 1:…… ……… Place 2:…… ………

Place 3… ……

-b/ While – writing:

Ss imagine that their Australian pen friend is coming to Viet Nam and will spend a day in their hometown / city He / She has asked for advice on the places of interest he / she should go to and the things he /she can there

Ss write an email to give him / her some information

b/ While – writing:

c/ Post – writing:

- T gets feedback - corrects the mistakes- asks some students to read aloud V/ Homework:

- Write an email

c/ Post – writing:

Draw experience

Date of preparing: 9/9/2018 Period: 8 Date of teaching: 14/9/2018

UNIT : LOCAL ENVIRONMENT Lesson 7: LOOKING BACK

I/ OBJECTIVES: - By the end of the lesson , students will be able to : - Review what they have learnt in the unit 1

- Self – assessment to see how far they have progressed and which areas need further practice

- Skills: Listening, speaking, reading and writing II/ LANGUAGE CONTENTS:

- Vocabulary and Grammar: Review

III/ TEACHING AIDS : Textbook , pictures, sub- boards IV/ PROCEDURES:

T and ss’activities Content

1/ Warm – up: *Vocabulary 1/ Warm – up: *Vocabulary Activity 1:

* Part 1: Ss go to the board and write some traditional handicrafts in the word web

Activity 1:

- Suggested answers:

Egg shell carving, wood carving,

calligraphy, pottery, toy making, knitting, glass blowing, toy making, puppet making, wooden vase crafts, sculpture, metalwork, mosaic, embroidery… ,

Activity 2:

* Part 2: Complete the sentences: Ss complete the second sentence in each pair by putting the correct form of a verb from the box into each blank

Activity 2:

* Part 2: Complete the sentences: Keys:

1.The artisan casted this statue in bronze 2.I’m embroidering a picture

3.They wove baskets out of bamboo 4.My mum knitted a wool sweater for me 5.He carved this flower from wood

2… 1…

3…

8… handi

crafts 4…

6.I moulded the clay into the desired shape * Part 3: Complete the passage with the

words/ phrases from the box.

Ss read the passage and choose suitable words / phrases to fill in the blanks

* Part 3: Complete the passage with the words/ phrases from the box.

Keys: zoo2 looking forward to looked team building lunch

6 museum craft interest 2/ Grammar:

* Part – Complete the complex sentences with your own ideas.

-Ss complete this task individually (Weaker classes can complete it in pairs or small groups )

-Have Ss compare their answers with a partner Check and confirm the correct answers

- Ss write their sentences on the board T correct mistakes if necessary

2/ Grammar:

* Part – Complete the complex sentences with your own ideas.

*Part - Rewrite the sentences

SS rewrite each sentence so that it contains the phrasal verb in brackets They can change the form of the verb

- T asks some Ss to write the answers on the board Check and confirm the correct answers

*Suggested answers:

1 I don’t remember exactly when my parents set up this workshop

2 We have to try harder so that our handicrafts can keep up with theirs

3 What time will you set off for Da Lat? / set off on your journey to Da Lat?

4 …….she never turned up

5 The artisans in my village can live on basket weaving

*Part - Rewrite the sentences *Suggested answers:

1 I don’t remember exactly when my parents set up this workshop

2 We have to try harder so that our handicrafts can keep up with theirs

3 What time will you set off for Da Lat? / set off on your journey to Da Lat?

4 …….she never turned up

5 The artisans in my village can live on basket weaving

3/ Communication :

Part 6- Work in groups One student thinks of a popular place of interest in their area Other Ss ask Yes/No questions to guess what place he/she is thinking about.

Finished!

Ask Ss to complete the self-assessment Have Ss discuss as a class what difficulties remain and what areas they have mastered

3/ Communication :

PROJECT

What makes you proud of your area?

* Homework: * Homework:

- Do exercises in the workbook

Prepare Unit lesson Getting started – listen and read p.16,17

Draw experience

UNIT TWO : CITY LIFE

GETTING STARTED – DUONG’S FIRST VISIT TO SYDNEY I/ OBJECTIVES

- To present the topic of the unit

- To present the vocabulary and some structures - By the end of the lesson , Ss can

 use the lexical items related to citylife  Talk and write about the life in the city II/ LANGUAGE CONTENTS

-Vocabulary : City life

-Grammar : Simple present tense, simple past tense

Comparison of adjectives and adverbs ( Review ) Phrasal verbs

-Topic of the lesson : City life III/ TEACHING AIDS

- Pictures, textbook, cassette IV/ PROCEDURES

1. New lesson: UNIT 3: CITY LIFE

Teacher and students’activities Content 1 Warmer :

T asks Ss to the puzzle below Ss work in groups ( groups ) T gets feedback

1 craft 5 mould 2 conical 6 history 3 lanterns 7 famous 4 say 8 interest * Key word : City life

// /// /// C R A F T /// C O N I C A L /// /// L A N T E R N S /// /// S A Y /// // /// /// /// M O U L D // /// /// /// /// /// H I S T O R Y /// /// /// F A M O U S I N T E R E S T /// A.Presentation

* T asks some questions , Ss open their books and answer

Ss amswer the questions as a class

From Ss’ answers -> present the topic of the lesson

* Pre teach

( Repeat the procedure of teaching vocabulary )

*T plays the recording and has Ss follow along

- What can you see in this picture ?Where is it ?

- Is it a capital city ? - What is it famous for ?

Do you know these two boys ? Where are they now ? What are they talking about ? - jet lag ( n) (explanation )

- fabulous (adj ) = wonderful( synonym ) - reliable ( adj ) ( translation ) đáng tin cậy

Ss read the conversation again in pairs, then read again and the exercise a individually

- variety ( n) ) ( translation ) phong phú , đa dạng

- trust (v)= believe

- urban (adj) ) ( translation ) thuộc đô thị , thành thị

- grow up ( ph v) example

1/ a/ Complete the sentences with

information from the conversation (P 17) T checks and writes the answers on the board

* Visit ancient natural variety study

icultural B Practice

c Answer the questions

Ss work individuaaly to answer the questions , compare their answers with apartner

T asks Ss to locate the information in the conversation, calls on some pairs to ask and answer , confirms the correct answers

Answers

1 He grew up in Sydney Sydney is

3 It is convenient and reliable Because it is a metropolitan and

multicultural city It was built in 1850

C/ Production

2/ ( p 17 )Replace the word(s) in italics with one of the words from the box

Crowded , international , local , urban, neighbouring

Ss work in pairs , read each word correctly

1 world : international

2 neighbouring : local packed : crowded nearby : neighbouring city : urban

3/ The quiz : City quiz Ss work in pairs

1 A Ha Noi A

Luanda

2 C Canberra C Hoi An

3 C Newyork B Moscow

Ký duyệt Tổ phó chun mơn

Phạm phương Loan

Date of preparing: 8/9/2018 Period: 10 Date of teaching: /9/2018

UNIT : CITY LIFE

Lesson : A CLOSER LOOK 1

I/ OBJECTIVES

- use the adjectives in the right context

- identify in which situation to stress pronouns in sentences and say these sentences correctly

II/ LANGUAGE CONTENTS

- Vocabulary connected with cities and city life / Adjectives - Stress on pronouns in sentences

III/ TEACHING AIDS - textboob, cassette IV/ PROCEDURES

Teacher and students’activities Content Warmer/ Check up Brainstorming

T asks Ss to name all the adjectives they have learnt -> adjectives connected with cities and city life

Ss call out as many words as possible T explains to the ss the normal position of adjectives -> new lesson

noisy

modern

Busy A/ ACTIVITY : VOCABULARY

* 1a Put one of the adjectives in the box in each blank

T goes through all the adjectives , read aloud Ss check the meaning

read through the letter to understand the general idea

T asks them what the content of the letter is ( Jack is writing a letter to Oggy to tell about his trip to Hoi An )

Ss work in pairs to this exercise , read aloud the answers

T corrects their pronunciation and confirm the correct answers

Local, delicious, ancient , historic, helpful,warm, fascinating,

comfortable

* Key

1 ancient / historic warm comfortable helpful fascinating

historic/ancient

7 local delicious

*1b Underline all the other adjectives in the message

T asks Ss to read the letter again and underline all the other adjectives , asks them to give the meanings of these adjectives in the context of the letter, corrects their answers

fabulous, sunny, small Friendly, affordable, good

**2 Which of the following adjectives describe city life ? Put a tick

T has Ss read through the given adjectives and read aloud all the adjectives to make sure they pronounce the adjectives correctly, checks the meanings of the adjectives

* forbidden : Bị cấm Populous : đông dân

Cosmopolitan : thuộc toàn giới easy-going : thoải mái , dễ tính Sample answers

Quickly , T teaches Ss the adjs they not know

Ss work in groups and discuss which adjs describe or are related to city life , encourage them to talk about their choice

stressful v forbidden v cosmopolitan v excitingv

historic v modern v

annoying v busy v frightening v downtown v

populous v polluted v

fashionable v Ss may have different answers providing that

they can explain

*3/ Put a suitable adjective from in each blank

Ss work individually, compare their answers with a partner’sT asks Ss to write their answers on the board.,checks their answers as a class Ss read aloud

 Key

1 fashionable annoying forbidden

4 cosmopolitan modern polluted

B/ ACTIVITY : PRONUNCIATION * Stress on pronounces in sentences

T explains the weak form and strong form of pronouns

Weak form : personal pronouns are normally untressed in sentences

Strong form : especially important / when we want to show a contrast

Gives some more examples Ss read the words in the yellow box to fully understand the rule

4/ Listen and repeat , paying attention to the difference in the underlined pronouns Circle the pronouns that sound strong

T plays the recording Ss repeat

T plays the recording as many times as necessary, corrects their prounciation,

especially the stressed words , has Ss circle the stressed pronouns

* Key

1 A me : weak B me : strong

2 A you : weak B you : strong

3 A him : weak B him : strong

4 A us : weak B us : strong 5a/ Listen and mark the underlined words as W

( weak ) or S (strong)

SS work individually to mark first T gets feedback ( right or wrong is Ok )

T plays the recording , Ss listen and check Ss listen again and mark

T elicits the answers and corrects Ss’ mistakes

5b/ Practise the exchanges above

* Key

1 A: Is he (W) there?

B: No, everybody else is ,but he’s(S) gone home

2 A: Do you know that woman? B: Her (S) er … No, I don’t

recognise her(W)

4 A: I’m afraid we(W) can’t stay any longer

B: What you mean ?:We” (S) I’ve (S) got plenty of time

Ss work in pairs to practise the mini-talks above T goes around and gives support if necessary

 Encourage Ss to give new examples including the weak and strong form

V/ HOMEWORK

Practise reading 4, at home Learn by heart all the adjectives Do exercise : A (1,,2,3), B (1) workbook –Unit two

Date of preparing: 9/9/2018 Period: 11 Date of teaching: /9/2018

UNIT : CITY LIFE Lesson : A CLOSER LOOK 2

I/ OBJECTIVES

By the end of the lesson ,Ss can

- use adjectivs and comparison of adjectives and adverbs correctly - Use common phrasal werbs correctly and appropriately

II/ LANGUAGE CONTENTS

Vocabulary : Adjectives/ adverbs (revision)

Grammar : Comparison of adjectives and adverbs Phrasal verbs

III/ TEACHING AIDS

- Pictures, textboob, workbook IV/ PROCEDURES

1/ Warmer/ check up

T invites two Ss to make sentences in which Ss have to use comparison ,using the cues

Ss can use the right adjectives to write

T gets feedback , gives marks -> the new lesson

1 City life / country life Your house/ Lan’s house Ho Chi Minh City / Pleiku City Nam (1m50)/ Hoa (1m40) Ho Chi Minh City / our country Example

S1 : City life is more comfortable than country life

S2 : City life is busier than country life 2/ New lesson

A/ ACTIVITY : Comparison of adjectives and adverbs

T asks ss to remind of the comparison of adj and adverbs ( comparative/ superlative …) , asks Ss to exeercise

1/ Match the beginings to the correct endings T goes through the meanings

Ss work individually T checks their answers as a class

T helps Ss study the REMEMBER box , gives explanations Ss give some more examples

key :

1 f 2.d 3.e 4.h 5.g 6.a 7.c 8.b

2/ Complete the text with the most suitable form of the adjectives in brackets , add the where necessary

Ss work individually

T asks Ss to write their answers on the board, corrects thei mistakes

T invites one or two Ss to read the passage aloud

* Key

1 The largest smaller the most popular wider the dirtiest cleaner the best the most exciting

B ACTIVITY : Phrasal verbs

T asks SS to recall all the phrasal verbs they have learnt in unit one

To find out , to (be )set up , to take over, to grow up ……

3/ Look at the conversation in Getting started again , find and underline the phrasal verbs Ss read through the conversation , find and underline the phrasal verbs

T asks Ss to recallsome other phrasal verbs they may have learnt

Asks ss to study the rule in REMEMBER box

To get over, ………

4/ Underline the correct particle to complete each phrasal verb

Ss this exercise individually, read and underline the correct particle, write down the phrasal verbs -> read out their answers

T corrects the mistakes , explains the meaning of these phrasal verbs in the sentences

* Key

1 set up gets on with

3 take your hat off grown up shown around pull down

and match them to their meaning

T asks Ss to read the sentences, underline the phrasal verbs and match them to their meaning from the box, calls on some Ss to read the sentences , corrects their answers as a class

refuse, make a note, continue doing

1 turn it off : press the switch turned it down : refused go over : examine

4 go on with : continue doing take off : remove

6 put it down : make a note 6/ Find eight phrasal verbs Match each of

them with a definition from the box

Consider , ask for ( a job), arrive, put on smart clothes, discover, continue,

Make someone feel happier, make progress T goes through the meaning of the words in the box

Ss read the text find phrasal verbs ,then match them with the right words from the box Ss study the context of these phrasal verbs , elicit their meaning

* key

1 dress up : put on smart clothes turn up : arrive

3 find out : discover go on : continue get on : make progress think over : consider apply for : ask for

8 cheer up : make someone feel happier

V/ HOMEWORK

Learn all the phrasal verbs by heart Do exercises B ( 2,3,4,5,6,7,) work book – page 12,13, -Unit two

Date of preparing: 10/9/2018 Period: 12 Date of teaching: /9/2018

UNIT : CITY LIFE

Lesson : COMMUNICATION I/ OBJECTIVES

By the end of the lesson Ss can

- discuss some some features of the city

- speak and write about one of the cities they like II/ LANGUAGE CONTENTS

Vocabulary : related city life III/ TEACHING AIDS

- Pictures, textbook IV/ PROCEDURES

Teacher and students’activities Content

1/ Warmer/ Check up T : correct the homework

2/ New lesson

A/ PRE SPEAKING

T gets feedback

1b/ Discuss their choices

Ss work in groups of three or four to discuss their choices and gives reason why

T asks them to study the example , encourages them to talk as much as possible , gives some cues, moves around and gives help if needed

B/ WHILE SPEAKING

2/ Read the passage , answer the questions T asks some questions to get ss’ interest

Have you ever gone abroad ? Which country did you visit ?

Have you ever gone to Singapore ?

T can give some cues about Singapore if ss not know anything about this country

Ss read the passage ,work in groups to ask and answer , share their answer with a partner T gets feedback , gives the best answers

T asks Ss to read the passage again to find out the points mentioned in the passage T elicits the answers from ss, summarises the main points of the passage

- The location of the city ( Southeast Asia ) - Its attractions

- What is liked most about the city

Answers

1 According to the writer, the best attraction in Singapore is that it is multi cultural

2 Ss’ answers

3/ Read the information about these cities and try to find them on a map

T elicits as much information as possible from Ss Ss find the three cities on a world map or a globe T checks Ss’ understanding

Ss work in groups to talk about each city ( giving full sentences )

T monitors and gives help if necessary

Example : Vung Tau

- Vung Tau is a small coast city in ……

4/ Write a short passage about one of the cities above

T asks ss to choose one of the three cities and write a short passage about it , gives the time , goes around to provide help

Ss work individually C/ POST SPEAKING 5/ Talk about the city

T asks Ss to talk about the city they choose , listens and gets feedback

of the class

T and other Ss give comments, gives marks if Ss well

V/ HOMEWORK Write at home

Do exercise C –Speaking 1,2,3, - workbook –page 15 Ngày tháng năm 2018

Date of preparing: 21 / /2019 Period: 13 Date of teaching: 23 / /2019

UNIT TWO : CITY LIFE Lesson : SKILLS 1

I Objectives

1 Knowledge: By the end of the lesson, students will be able to: - read for specific information about the features of cities

- talk about important features of a city Skills: speaking and reading

3 Attitude: know specific information about the features of cities to try to study and work better

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, activeboard, computer Students: Books, notebooks, pens

III Procedure

Teacher and students’activities Content 1/ Warmer/ check up

S1 talks about one of the cities he/ she likes ( five mains points )

T gets feedback and gives marks 2/ New lesson

A PRE READING

1.What features are important to you in a city? Put the following in order 1-8 ( is the most important )

transport safety education

cost of living climate entertainment culture convenience

* New words

- economist (n) : nhà kinh tế học / người chi tiêu tiết kiệm

- conduct (v) : thực - survey ( n) : điều tra - determine (V) : xác định - factor ( n) : yếu tố

- recreational facilities (n) : phương tiện giải trí (bể bơi , sân thể thao )

- urban sprawl (n) : thị hóa - index (n) số

( repeat rocedure) T goes through the given features, asks

Ss to read through-> read aloud T checks Ss’ inderstanding

Ss work in pairs and put the factors in order of importance

T calls on some pairs to present their order and gives some explanations ( Ss’answers)

2/ Read the pasage quickly and find the information

T asks Ss to read the pasage

individually and find the information to fill the blanks

Key

1 The Economist intelligence Unit ( EIU)

2 2014

3 The best city : Melbourne

The worst cities : Dhaka, Tripoli and Douala

B/ WHILE READING

3/ Read the passage again and answer the questions

Ss read the questions then read the passage again and find the answers to the questions

T reminds Ss to locate the naswers in the passage

Ss compare their answers in pairs T checks and confirms the correct answers

Answers

1.Climate,transport, education,safety,and recreational facilities for cities are used 2.Among the top twenty

3.Because the living conditions there were the most difficult or dangerous

4.Osaka was

5.They are a city’s green space, urban

sprawl,natural features, cultural attractions , convenience,and pollution

C/ POST READING – Speaking 4a/ Conduct a survey to rank your own city/ town or a town / city you know Give 10 points ( the best ) to point ( the worst) to each factor

Ss decide which town or city they are going to rank

T divides the class into groups of two tables

Ss take turns to ask each other the ten questions and write the points that each student gives for each factor in the table

T goes around to give help if necessary

Factors Points given Total

pollution control

V/ HOMEWORK

Learn the vocabulary by heart Date of preparing: 22 / /2019

Period: 14 Date of teaching: 24 / /2019

UNIT TWO : CITY LIFE Lesson : SKILLS

I/ OBJECTIVES

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

- Know how to write a paragraph Skills: listening and writing

3 Attitude: know specific information about the features of cities to try to study and work better

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, TV Students: Books, notebooks, pens IV/ PROCEDURES

1/ Warmer

T introduces the word : “Bangkok” and asks some questions:

T asks ss to talk what they know about this city ( advantages / disadvantages ) Teacher and students’activities Content

Do you know this city ? Where is it ? What is it famous for ?

How many people live there ? ……

A LISTENING * Pre –Listening

1. Does your city or the one nearest to you have any of these drawbacks

Ss work in pairs , think about the problems they have experienced in the city

- urban sprawl - air pollution - noise - bad weather - high cost of living - crime

- traffic jams - overcrowding

2/ New lesson * While listening

2 Listen and write the missing world in each gap (P 23)

T plays the recording one or two times

Ss listen carefully and write down the words

* Key

they hear in the passage

T plays the recording again ( as many times as needed )

Ss listen and check - T gets feedback 3 Listen again and choose the correct answer T plays the recording again

Ss listen and take notes the key words as they listen , choose the correct asnwers as required T corrects as a class

* key

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

B WRITING

* Read the passgeand complete the outline below

T asks Ss to read the passage carefully and complete the outline, asks them to pay attention to the connectors/ markers : Firstly,

secondly……

Outline

Topic sentence : Living in a city has a member of drawbacks

-Problem 1: Traffic jams and traffic accidents

-Problem 2: air pollution

-Problem 3: noise/ noise pollution -Conclusion : These factors contribute to making city life more difficult for its residents

5 Choose one item from the list in Make an outline , and then write a paragraph on one of the topics

T asks ss to make outline first , based on part *** T asks ss to practise writing the paragraph in about 100 words

Ss use their outline along with connectors : Firstly , secondly …….,pay attention to spelling and punctuation

Ss can use the passage in to write their paragraph

T monitors and gives help , collects some ss/ papers and marks them -> gives comments to the class

V/ HOMEWORK

Write the passage at home Do exercise E – writing 1,2,3, - workbook ,p 18

Period: 15 Date of teaching: 27 / /2019 UNIT TWO : CITY LIFE

Lesson LOOKING BACK + PROJECT I.Objectives

1 Knowledge: By the end of the lesson, students will be able to: - revise the vocab, grammar they;ve learnt in Unit

- present the writing a notice about the seminar (chuyên đề ngiên cứu) about features of city life

2 Skills: listening and writing

3 Attitude: use the knowledge to study and work better 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, Tv Students: Books, notebooks, pens IV/ PROCEDURES

Teacher s’activities students’activities

1 Warmer/ Check up New lesson

A.VOCABULARY

* Complete the word webs with nouns and adjectives connected with the city

Ss have a few minutes to complete the word web ( individually or groups )

T encourages ss to find out as many words as possible

**2 Put one word from the box in each gap Noisy, full, crowded, bored, fabulous, urban, fascinating

Ss remind the meaning of these words

SS read the passage and complete this exercise individually-> read aloud sentence by sentence T checks and confirms the correct answers

Key

1 fascinating noisy

3 full crowded urban fabulous bored

B.GRAMMAR

3/ Complete each sentence with the word given, using comparison include any other necessary words

Ss work in pairs ( individually ) T corrects their answers as a class Ss read aloud sentence by sentence

Key

1 as interesting as/ so interesting as the fastest the shortest/ a shorter

4 less entertaining more carefully 4/ Complete each space with a phrasal verb from

the list Change the form of the verb if necessary Ss remind the phrasal verbs -> this task

T gets feedback

*1 has turned towned going on get over

4 cheered up

meaning and contains the word in capitals T explains part

Ss have to use structures with phrasal verbs to rewrite sentences

Ss work individually -> write on the board Ss give comments -> T checks as a class

1.Turn off the lights when you leave the room

2.Mai grew up in a small town in the south

3.Kathy looked up the restaurant on her mobile phone

4.My grandmother has got over her operation

We are looking forward to seeing you again

Ngày 23 tháng năm 2019 Tổ phó chun mơn

Phạm Phương Loan

Date of preparing: /10/2018 Period: 16 Date of teaching: /10/2018 UNIT 3: GETTING STARTED

" SHE'S BEEN A BIT TENSE LATELY "

- understand a dialogue about teen stress and pressure - avoid stress and pressure

II Knowledge: Grammar:

Vocabulary: graduate, medical degree, tense III Skills:

- Main skills: Speaking, Listening - Sub skills: Writing, Reading IV Methods: Communicative

V Teaching techniques: pair-work, group-work, ordering, gap-filling VI Teaching aids: textbooks, posters, pictures and cassette VIII Procedures:

Teacher and students’ activities Content

Warm-up : Chatting

T prepare three magazine cut-outs or photos of teenagers with different facial expressions Ask the whole class to describe the photos and ask them to guess why these teenagers are feeling this way

New lesson GETTING STARTED

T introduces the students in the picture: Nick, Phuc and Veronica

Ask ss to answer the following questions Tell ss they are going to listen to the

conversation between Nick, Phuc and Veronica Play the recording and have ss follow along T explains some new words by giving

examples, pictures, antonyms and explanation * Checking vocabulary: ask Ss to tell the meanings of the words above and give some examples in English

b Choose the best answer

Have ss work individually, then in pairs, to compare their answers with each other Correct the task as a class

Ask ss what they think Veronica's statement means Then explain if necessary

Ss work in pairs complete this task Remind them to pay attention to the content word in sentence, which helps them to find the suitable word

T asks Ss to compare their answers in groups , write the correct answers on the board if

necessary

Question:

1 Where are Nick, Phuc and Veronica?

2 What are they going to do? What are thay talking about? Why you think Mai couldn't come?

Vocabulary

tense (a): unable to relax because of nervousness, anxiety, or stimulation graduate (v):

successfully complete an academic deg ree, course of training, or high school b Choose the best answer

KEY

1 C B C A B A

c What you think Veronica means when she says" Sometimes I wish my parents could put themselves in my shoes"

Veronica wishes her parents could put themselves in her situation to

T explains the meaning of those words

give advice: to give suggestions and ideas to help someone make a decision

encourage: to give someone support and confidence to something

empathise: to be able to understand how people else feel

assure: to tell someone that something is going to be alright, so that they not worry

PRACTICE

As an example, tell the class how you feel today and what was happened that made you feel that way

Encourage ss to select appropriate statements in to resond to what they have told them

HOMEWORK

1 worried/ tense/ stressed; relaxed/ confident

calm

3 depressed/ frustrated confident/ relaxed/ calm delighted/ confident frustrated/ worried Matching

KEY

1 encourage assure empathise

4 assure empathise encourage

PRACTICE

How you feel today?

Date of preparing: /10/2018 Period: 17 Date of teaching: /10/2018 UNIT 3:

A CLOSER LOOK

I objectives: By the end of the lesson, students will be able to: - Use the lexical items related to change adolescence

- Identify in which situations to stress the verb be in sentence and say these sentences correctly

- Avoid stress and pressure II Knowledge:

Vocabulary: self-aware, frustrated, self-control, expectation III Skills:

- Main skills: Speaking, Reading - Sub skills: Writing, Listening IV Methods: Communicative

V Teaching techniques: pair-work, group-work, ordering, gap-filling VI Teaching aids: textbooks, posters, and cassette

VIII Procedures:

Teacher & students’ activities Content

Vocabulary

Ss work individually to complete the exercise

Tell ss to pay attention to the content words surrounding the gaps, and identify the part of speech of the missing words Ss then work in pairs to compare their answers before T gives corrective feedback to the whole class

T explains the phrases in the box first Elicit from ss some examples for each item

T asks ss to share some of their personal experience from their teenager years

T has ss work in groups to discuss which solutions can be used for which situation Elicit answers from the whole class and ask ss to explain their decisions

T refers back to what has been told to the class in Tell ss the ways to deal with these problems

1 Complete the paragraph with the words in the box.

KEY

1 shape and height reasoning skill embarrassed independence self-aware (n):

Having conscious knowledge of one’s own character and feelings:

6 informed 2 Matching

KEY

A.5 B.2 C D E F 3 Which of the following can be done in the above situations?

Suggested answer:

A 1,3,4 B C D.4 E 2,1 F 4 Have you been in any of these

situations If so, what did you to deal with them?

Pronunciation

Play the recording again or say the first sentence in the conversation in GETTING STARTED Draw ss' attention to the stressed "isn't" and ask them to practice saying the question

Pronunciation

Stress on the verb be in sentences REMEMBER!

Normally the verb be is unstressed in the middle or at the start of a sentence or a statement or question.

Explain the Remember box Emphasise that normally the verb be is unstressed, except for the situation mentioned in the box

Ss practice in pairs

Tell ss that those sentences contain both stressed and unstressed form of be

Ss work individually first to underline those that should be stressed Then play the recording for the students to check

HOMEWORK

5 Practice saying the sentences.

6 Underline the verb forms of be which should be stressed

KEY

1 I am worried! But I try not to show it He is But he's a bit shy to speak it Isn't badminton her favourite sport? no stress

5 Actually, you aren't

6 Yes, she is She likes it a lot

Date of preparing: /10/2018 Period: 18 Date of teaching: /10/2018

UNIT 3:

A CLOSER LOOK

I Objectives: By the end of the lesson, students will be able to: - Use reported speech with confidence

- Use question words before to-inf - Do all exercises well

- Avoid stress and pressure II Knowledge:

1 Grammar: reported speech, question words before to-inf 2 Vocabulary:

III Skills:

- Sub skills: Speaking, Listening IV Methods: Communicative

V Teaching techniques: pair-work, group-work, ordering, gap-filling VI Teaching aids: textbooks, posters, pictures

VIII Procedures:

Teacher and students’ activities Content Reported speech

Remind ss of what the conversation in GETTING STARTED is about Ss then work in pairs to complete the

Reported speech (review) Mai: ' I'm too tired and don't want to

go out!'

Mai:' I want to be a designer'

task If necessary, give ss a quick review of reported speech

Divide ss into side A and side B Side A will say some sentences in direct speech for side B to change into directed speech and vice versa

Ss work indiviidually to complete this exercise Then compare their answers in pairs before T gives corrective answers

Questions before to-infinitive

T gives explanation about question words before to-inf

Ss listen carefully and copy down

Ss the exercisse individually

T elicits ss' answers and then confirms the correct ones

Ss work in pairs to complete this exercise

T gives feedback HOMEWORK

Take a piece of paper and write down five sentences that your teacher or classmates said to you today Then relay these sentences to your family members, using reported speech

2 Rewrite the following sentences using direct speech

KEY

1 My parents told me they would visit me that week

2 Our teacher asked us what we were most worried about

3 Phuong told me she was delighted because she had just received a surprise present from her sister

4 Tom said Kate could keep calm even when she had a lot of pressure

5 She told her mother she had got a very high score in her last test

6 The doctor asked him if he slept at least eight hours a day

3 Rewrite the following sentences KEY

1 I don't know what to wear

2 Could you tell me where to sign my name? I have no idea when to leave for the bus We're not sure where to hang the painting He wondered how to tell this news to his parents

4 Rewrite the following sentences KEY

1 They wondered how to use that support device

2 He had no idea who to turn to for help My asked her mother when to turn off the oven

4 Phong and Minh couldn't decide where to park their bikes

Ngày tháng năm 2018

Ngày tháng năm 2018 Tổ phó chuyên môn

Date of preparing: /10/2018 Period: 19 Date of teaching: /10/2018 UNIT 3:

COMMUNICATION

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

- read about necessary life skills for teenagers in the United States - talk about those life skills in Viet Nam

- avoid stress and pressure II Knowledge:

1 Grammar:

2 Vocabulary: cognitive, self-discipline III Skills:

- Main skills: Speaking, Reading - Sub skills: Writing, Listening IV Methods: Communicative

V Teaching techniques: pair-work, group-work VI Teaching aids: textbooks, posters, pictures VII Time: 45 minutes

VIII Procedures:

Teacher's &students’ activities Content

Warm – up Brainstorming

Write life skills on the board and ask ss: + what they think it means + what words or phrases refer to life skills

Ask them to give examples New lesson

Explain the words in the Extra vocabulary box Help ss with the pronunciation

Activity 1: Read about necessary life skills for teenagers in the United States Matching the skills to the category

Vocabulary

cognitive (a) : connected with mental processes of understanding

self-discipline (n) : the ability to make yourself something, especially something difficult or unpleasant

Ss work in pairs to complete this task Go around and offer help if needed

Activity 2: Discussion

Give ss plenty of time to look closer at each skill to discuss the questions in pairs Then, as a whole class, go through each skill and elicit from them the answer to the questions Activity 3: Work out similar lists Ss work in groups to make out similar lists for Vietnamese teens They can base on the text and add their own information

T combines ss' lists

teenagers in the United States Matching the skills to the category

KEY

1 C B D A E Activity 2: Discussion

Activity 3: Work out similar lists Activity 4: Share what you think

with a partner

Ask ss to copy down the big list they have created in Ss then work individually: each st goes through the list and evaluates how good she/he is with each skill

Ss then work in pairs to share their result

Homework:

Activity 4: Share what you think with a partner

+ Which skills you already have? + Which skills you need to develop? Supply the correct verb forms or tenses My teacher always teaches me how (get) _ success in life

2 When (your bike/

steal) _? – Two days ago I don’t have any money, so I wish I _ (have) some to buy that book now

4 The morning paper (read) by over 200,000 people every day

5 How long (you/ learn) English? - We (learn) English for

6 It is years since I last (meet) my uncle At that time, he (be) in Paris When (your bike/ steal) ? – Two days ago I (not have) any money, so I wish I _ (have) some to buy that book now

Date of preparing: /10/2018 Period: 20 Date of teaching: /10/2018 UNIT 3:

Reading and speaking

I objectives: By the end of the lesson, students will be able to:

- read for general and specific information about the helpline service for teens in VN - talk about teen stress and pressure and how to cope with them

- the way to cope with stress and pressure II Knowledge: Grammar:

Vocabulary: counsel, helpline, mental health, sexual abuse III Skills:

- Main skills: Speaking, Reading - Sub skills: Writing, Listening

V Teaching techniques: pair-work, group-work, ordering, gap-filling VI Teaching aids: textbooks, posters, pictures

VIII Procedures:

Teacher's & students’activities Content

Warm up: Chatting

T asks ss some questions

Ss listen and discuss the questions in pairs

Question:

1 Do you know what a child helpline is? What is its number?

Suggested answer:

A child helpline is a telecommunication support service for children and young people When you call a helpline you will get answer and someone from the helpline may even come directly to you to give help

Pre – reading:

T asks Ss to read the text and underline any words they don’t know T and Ss discuss any unfamiliar words from the passage

Pre – reading * New words:

- helpline (n) : a telephone service that provides advice and information about particular problems

- counsel (v) : to advise somebody to something

- sexual abuse (n) : sexually unfair, cruel or violent treatment of somebody

While- reading

+ Part a: Answer the questions:

Ss read the passage independently and answer the questions

T calls some pairs to ask and answers to questions as a class

T checks and confirms the correct answers

3/ While- reading:

+ Part a: Answer the questions: + Key:

1 It's a free service for counselling and protecting children and young people in VN They were callers in the 11-14 and 15-18 years old groups

+ Part b:

T asks Ss to read the text again and the task individually

T calls one student to give the answers before the class, get the Ss’ agreement

mental health

4 Because they are cases of abandoned or missing children, or children who were suffering from violence, trafficking, or sexual abuse

+ Part b: True or False

Key: T T F F F T

Speaking

Find examples for each expression

Ask for advice:

+ What you think I should + What should I do?

+ What would you in this situation? + Could you give me some advice about ? + If you were me, what would you do? * Part : Listen and complete the

note.

Tell ss they are going to listen to two ss calling a helpline Ask ss to look at the note form to get oriented about what they are going to hear

Ss the task individually, give feedback as a class

HOMEWORK

Imagine you are one of these student in You want to call the magic number helpline to ask for help What you say?

Sggested key:

Remember to:

+ briefly introduce yourself + describe your problem + ask for help

Date of preparing: /10/2018 Period: 21 Date of teaching: /10/20168 UNIT 3:

Skills 2

LISTENING AND WRITING

I objectives: By the end of the lesson, students will be able to:

- Listen for general and specific information about the work of advice aolumnist - Write a short note to ask for advice and to give advice

- know how to cope with stress and pressure II Knowledge:

1 Grammar: Caller 1

Caller: girl from Ha Noi, last year of high school

Feeling now: a bit depressed and confused

2 Vocabulary: expressions for giving advice III Skills:

- Main skills: Writing, Listening - Sub skills: Speaking, Reading

V Teaching techniques: pair-work, group-work, ordering, gap-filling VI Teaching aids: textbooks, posters, pictures

VIII Procedures:

Teacher's & students’activities Content

Listening: Pre – listening:

Ask ss if they know what an advice columnist does

Elicits answers from different ss

T introduces the word and gives examples of advice column page in local magazines for teens

Tell ss they are going to listen to an interview with Mrs Blue hair, the advice columnist of 4teen magazine

While – listening:

Ask ss to work individually to complete the task

T plays the recording for Ss to listen through

Ss work in pairs to compare their answers with each other

Play the recording again when providing the key

Listen and complete the table

Ss listen again and answer the questions T calls on some SS to give the answers to the class

Check and confirm the correct answers

Post – listening:

Ss work in pairs to this task

Ask them to explain their decision afterwards

Writing:

Pre – listening:

While – listening

1 Choose the best answer KEY

1 likes

2 no longer in not easy takes time need

2 Answer the questions KEY

1 She feels like she is living her adolescence again, and she loves helping readers by giving them advice

2 She said it's the most important that we put ourselvess in other shoes

3 Because languages should be used sensitively so that the person can get over the negative feelings

3 Expressions for giving advice

KEY No Yes No No Yes GIVING ADVICE

Work through the Study skill box together with ss For each expression , make an example

Ss work individually to complete this task Ss need to write down their advice notes in full sentences Remind them to use the above expressions

Ss work individually first to write a short note to Mrs Blue Hair to ask her for advice about a problem at school or with friends

HOMEWORK

4 Give piece of advice to each student

Suggested answer:

1 I know how you feel but I don't think you should worry about this change It's normal, and it shows that you're growing up

2 If I were you, I wouldn't have too high expectations I would my best in the exam, but I don't think it is s good idea to feel so stressed

3 Have you thought of telling this to your parents? They might think of a good solution to help you

Ngày tháng 10 năm 2018 Tổ phó chun mơn

Phạm Phương Loan

Period 22

UNIT 3- TEEN STRESS AND PRESSURE Looking back

I objectives: By the end of the lesson, students will be able to: - review what they have learnt in the unit

- self – assessment to see how far they have progressed and which areas need further practice

- know how to cope with stress and pressure II Knowledge: Grammar: review Vocabulary: review III Skills:

- Main skills: Writing, Listening, Speaking, Reading

V Teaching techniques: pair-work, group-work, ordering, gap-filling VI Teaching aids: textbooks, posters, pictures

VIII Procedures:

Teacher's and students’activities Content

1 Choose the two best words to describe your feelings in the following situations.

Encourage ss not to refer back to the unit Ask them to keep the record of their answer to each exercise so that they can use that information to complete the Finished! Self-assessment box at the end of the unit Ask ss to complete the sentences by using the support from the pictures, the option provided, and the meaning of the sentences

2 Say something to the students in 1

Ask ss too reemeber the meaning of the verbs: sympathise, congratulate, assure and advise

1 Choose the two best words to describe your feelings in the following situations.

Suggested answers

1 excited/delighted frustrated/upset tense/stress worried/tense

5 disappointed/ frustrated\ emotion/ depressed

2 Say something to the students in 1 Suggested answer:

1 'Congratulation'/ 'Well done You did a great job!'

2 ' You must have been disappointed.' ' Stay calm Everything will be alright'

4 ' I understand how you feel.' 'It might help to consider talking about this to someone.'

5 ' I understand how you feel.' 3 Giving examples

Challenge ss to complete this exercise without looking back at

COMMUNICATION T elicits answers from ss

3 Giving examples KEY

concentrate on doing something, organise your timetable

1 control feelings, know how to get over negative feelings

2 cooperate with others, communicate well know how to act in emergencies, know

when to stop taking risks

4 cook for oneself and others, manage a small budget

Grammar

4 Rewrite the following sentences in reported speech

Ss work individually

T has ss read out their answer and then confirms the correct ones

Grammar

4 Rewrite the following sentences in reported speech

KEY

1 She said she was really stressed out, and that she had had three sleepless nights thinking about her exam

2 He said he couldn't concentrate because it was too noisy in there

3 He said he was very upset at first but she was fine afterwards

4 He said he didn't taking risks too often was a good idea

5 He said he would take a cooking class before he went to college

5 Rewrite the underlined phrases in the following text.

Ss complete this task individually Have Ss compare their answers with a partner Check and confirm the correct answers

Ss write their sentences on the board T correct mistakes if necessary

KEY

1 Today I'm going to tell you what to in case of fire

2 Be sure you know where to find the nearest exit or stairway

3 You should know how to activate the fire alarm

4 You should know who to call

5 You should also know how to reach them Communication

6 Work in pairs Look at the notes of the two callers from and given them advice.

Ask ss to recall the details of the two calls: Who are the callers? Why are they calling the helpline?

Communication

6 Work in pairs Look at the notes of the two callers from and given them advice.

Homework

PROJECT Teen support group

PROJECT Teen support group

Ss work in small groups to design the set up of a teen support group

Period 23

REVIEW (P1) I OBJECTIVES:

By the end of the lesson, Ss can review the language and skills that they have learnt in Unit 1,2 and Help Ss to recall the language and encourage them to contribute as much as possible

II LANGUAGE CONTENT :

+ Vocabulary: about traditional crafts, city life and changes in adolescence. + Pronunciation: Stress on content words/ pronouns in sentences

+ Grammar: Phrasal verbs, reported speech. + Skills: reading, speaking, listening, writing III TEACHING AIDS : Textbook

IV PROCEDURES :

Teacher and students’ activities Content

Activity

- Ask Ss what kinds of words are

underlined Elicit the rule from Ss( they are content words and are stressed because they contain all the important information being conveyed)

- Play the recording for Ss to listen and

Pronunciation

1.Listen and practice saying the sentences Pay attention to the underlined words. 1.My town is nice and peaceful, but it isn’t very big

2 Da Nang Museum of Cham Sculpture attracts a lot of foreign visitors

read along silently, then they can repeat out loud trying to stress and the same words

- Call on some Ss to read out the sentences again

- Correct their pronunciation as a class

Activity 2

- Ss work in pairs first to mark the underlined words as W or S

- T plays the recording for Ss to check - Play the recording again and Ss repeat Pause and correct the pronunciation

Activity

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

Activity 4

- Let Ss read the passage , then this exercise individually, T may ask some Ss to write their answers on the board

- T corrects as a class

Activity

- Ss work individually and then compare their answers with their partners

- Call on some Ss to write their answers

3 A Were you wearing a helmet when you fell off your bike?

B No, I wasn’t

4 Son: Can I go to a party tonight, mum? Mother: OK But please don’t make noise when you come home

5 A My mum’s really a good friend of mine B Is she? Mine is very strict towards me 2 Look at the underlined words in the sentences and mark them as W or S Then listen to check and practice

1 A Is (W) Minh happy about winning the scholarship?

B Yes, he is(S) But his parents are ( W) happier

2 A I can’t (S) understand it! Aren’t(S) you my son?

B I’m terribly sorry, dad But it isn’t entirely my fault

3 A Pho Hien is( W) a very old town in North VietNam

B Is it( S) Where is it ( W) located?

4 A It’s raining(W) Are they (W)wearing raincoat?

B She( S) is But he( W) isn’t Vocabulary

3 Math the verbs in column A with the words/ phrases in B

Key: - reduce pollution

- pull down an old building - empathise with someone - make a handicraft

- set up a home business - feel worried and frustrate - have high expectation - provide employment

4 Fill in each gap with a word from the box.

Key.

1 Giant Tallest Attractions Symbol

5 fascinating Excited Affordable 8.interest

Grammar

5 Complete each sentence with the correct form of phrasal verb from the list.

on the board Other Ss comment T corrects as a class

Activity 7

- Ask Ss to discuss in pairs and choose the suitable words / phrases to complete the talks After checking their answers , have some pairs act out the mini talks Homework

T: Guide the tasks at home

4 look up give up put up with got over keep up with

7.Choose the suitable words/ phrases to complete the talks

Key: As far as I know What to do Cool No worries If I was in your shoes

* Homework

- Do exercises at home again - Prepare : Review - Skills

Period 24

REVIEW 1( P2) I OBJECTIVES:

By the end of the lesson, Ss can review the language and skills that they have learnt in Unit 1,2 and Help Ss develop the four skills

II LANGUAGE CONTENT :

+ Vocabulary: about traditional crafts, city life and changes in adolescence. + Pronunciation: Stress on content words/ pronouns in sentences

+ Grammar: Phrasal verbs, reported speech. + Skills: reading, speaking, listening, writing III TEACHING AIDS : Textbook , CD

IV PROCEDURES :

Teacher and students’ activities Content

Reading

- Have Ss read the letters silently, T clarifies anything they not understand - Choose Ss to read the passages aloud sentence by sentence Correct their pronunciation, then Ss the execise in pairs

- T corrects as a class Speaking

- Ss work individually first Have them read all the situations and think of the one that interests them the most Then

S KI LLS

I Reading: Read the two letters, one from a girl, the other from Miss Wiselady. a Underline the phrasal verbs in the letters and say what they mean

- found out: got information - go on with: continue

- face up to: deal with - keep away from: avoid b T/ F statements

1 F T T T F II Speaking

- Talk in group, Prepare a one- minute talk Choose one of the given topics

they talk in groups

- Give them a few minutes to prepare what they want to say

- Encourage them to use the language they have learnt, go around and give assistance if need be

Listening

a.- Play the recording once, Ss listen and write their answers,

- Play the recording again for Ss to check, explain any difficult words if necessary

b - Play the recording again once or twice , or as required , Ss write down the words or phrases as they hear them T corrects

Writing

- Before Ss write , brainstorm Ss’ idea about a craft village( or a place of

interest they have been to if they haven’t been to a craft village) Tell them to look at the cues given , note, they will need modifying slightly for a place of interest - Encourage them to use the words/ phrases they have leant in the unit - Give Ss time to the writing task Then have them swap their work with a partner before handing it in

- Correct their papers to check at home

III Listening

a Listen to the conversation and answer the question.

1 In a little town In a city

b Listen again and complete the sentences

1 a stranger at night downtown entertainment IV Writing

- Write a letter to your pen friends about your last visit to a craft village Refer to the following:

- Time/ Date of your visit - People you went their with - The name of the village - The crafts it makes - What you saw there

- Your impression of the visit

Homework

- Rewrite the exercises at home again - Do exercise

- Prepare Unit 4-L1 Ngày Tháng 10 năm 2018 Ký duyệt TP Chuyên môn

Period 25

THE 1ST 45-MINUTE TEST

I.Teaching points:

- Checking the knowleges they have leant from unit to unit3 II Teaching steps:

1, Warm up: Greeting

2, Giving suggests for the test 3, Sharing the test

4,Collecting

5, Homework: Preparing Unit *Ma Trận

Chủ đề Nhận biết Thông hiểu Vận dụng Tổng

TN TL TN TL TL TN

A.Pronunciation, Vocabulary, Grammar

4câu x 0.25

4câu x

0.25 4câu x

0.25

12 3.0

B Reading

6 câu x 0.25

6câu x 0.25

12

3.0

C Listening 4câu x

0.25

4câu x 0.25

8 2.0

D Writing 4câu x

0.25 5câu x

0.2

9 2.0

Tổng 8

2.0 19

5.0 13

3.0 40

* QUESTIONS:

DONG MY JUNIOR HIGH SCHOOL Name:……… Class: ………

THE 1ST 45-MINUTE TEST

Subject: ENGLISH Code:

MARKS:

A LISTENING

1 Listen to a conversation between a man and a receptionist Fill each of the gaps in the notes with no more than two words or a number You will listen TWICE (1m)

MAYFAIR HOTEL - BOOKING FORM Name: Mark (1) _ Phone number: (2) _ Number of days: (3) _ Number of guests: (4) _ Price: $160

Note: Book a (5) _ for him

2 Listen to a conversation between two friends about a neighbourhood Fill each of the gaps with ONE word You will listen TWICE (1m)

Jollyland is a (1) neighbourhood in the heart of the city The streets are picturesque, full of (2) old shops in gorgeous buildings As there’s so much to within (3) distance, you won’t need to use a car very often There’s the usual variety of bars, restaurants, (4) and so on that you’d expect in a city For families, there are great parks, an excellent public library and good schools close by In Jollyland, there’s a real sense of (5) The locals, a mix of original residents and new arrivals, say it’s almost like living in a village

B USE OF LANGUAGE:

I.Find the word which has a different sound in the part underlined (1m) 1.A frame B.artisan C attraction D.handicraft

2.A.drumhead B.cultural C.pollution D.luxury

3 A.weave B.please C.seafood D.clear

4.A.affordable B.forbidden C.metropolitan D.cosmopolitan II Circle the best word or phrase to complete each sentence (1,5ms) I love going to this place (so/though/so that/ as) it is quiet and peaceful

2 Do you know who’s (bringing out / taking over/ passing down/ turning down) his pottery workshop?

4 When I turned up, the town hall was already (full/packed/crowded/jammed) of teenagers

5 This city has one of the most (efficient/ fashionable/ cosmopolitan/fascinated) underground rail networks in the world

6 Japan is the (most second/ second in most/second most/two most) developed country in the world

III.Complete each sentence using a verb from the box.(1m)

get up turned down passed down turn up

1.The craft of basket weaving is usually from generation to generation 2.What time does your mother usually _ in the morning?

3.I invited her to join our trip to Trang An, but she my invitation

4 We arranged to meet in front of the lantern shop at o’clock, but she didn’t C READING:

I.Read the text and answer the questions.(1m)

Last month, we went to Doi Tam, a village famous for its drum making techniques, in Ha Nam Province The craft was first introduced to the village in the 8th or 9th century Today there are more than six hundred drum makers living in Doi Tam village I was amazed to see big drums in front of every house in the village People say that it takes four workers three days to make a drum with a diameter of 1.5 metres To make a drum, the craftsmen have to follow an eight stage process Stretching the drumhead is the most challenging stage since they have to carefully assess the sound it makes The other steps not require such high skills Nowadays, Doi Tam drums are not only famous in Viet Nam but are also sold to other countries such as Laos, Cambodia, Japan, and the USA

1 When was the craft first introduced to the village?

How many stages the craftsmen have to follow to make a drum?

3.Are Doi Tam drums sold to Japan, and the USA?

4.Where is Doi Tam village?

II Read the passage and coplete it with the words given: (1,5m)

1 A common B regular C unusual D fixed A deal with B, get over C look through D find out

3 A little B.less C more D fewer

4 A care for B, show around C set up D pull down A.urban B central C capital D local A cooking B supporting C helping D serving

D WRITING:

I.Write a new sentence so that it has the same meaning as the first using the word(s) given(1m)

I don’t remember exactly when my parents started this workshop (set up) The doctor told my father to stop smoking (give up)

We decided to go for a walk in the park It was very cold out (even though) ……… “ How can I solve this problems?” Mai asked me (how)

Mai had no idea……… II Do you think self-care skill is important? Why? Why not? (1m)

THE END

DONG MY JUNIOR HIGH SCHOOL Name:……… Class: ………

THE 1ST 45-MINUTE TEST

Subject: ENGLISH Code:

MARKS:

A LISTENING

1 Listen to a conversation between a man and a receptionist Fill each of the gaps in the notes with no more than two words or a number You will listen TWICE (1m)

MAYFAIR HOTEL - BOOKING FORM Name: Mark (1) _ Phone number: (2) _ Number of days: (3) _ Number of guests: (4) _ Price: $160

Note: Book a (5) _ for him

2 Listen to a conversation between two friends about a neighbourhood Fill each of the gaps with ONE word You will listen TWICE (1m)

B USE OF LANGUAGE:

I.Find the word which has a different sound in the part underlined (1m) A attraction B.artisan C frame D.handicraft

2 A.drumhead B pollution C cultural D.luxury

3 A clear B.please C.seafood D weave

4 A metropolitan B.forbidden C affordable D.cosmopolitan II Circle the best word or phrase to complete each sentence (1,5ms)

1 Japan is the (most second/ second in most/second most/two most) developed country in the world

2 When I turned up, the town hall was already (full/packed/crowded/jammed) of teenagers

3 This city has one of the most (efficient/ fashionable/ cosmopolitan/fascinated) underground rail networks in the world

4 I love going to this place (so/though/so that/ as) it is quiet and peaceful

5 Do you know who’s (bringing out / taking over/ passing down/ turning down) his pottery workshop?

6 This sport center is so small that it cannot (keep up with/ face up to/ deal about/set up) the demands of local residents

III.Complete each sentence using a verb from the box.(1m)

get up turned down passed down turn up

1.What time does your mother usually _ in the morning?

2.The craft of basket weaving is usually from generation to generation We arranged to meet in front of the lantern shop at o’clock, but she didn’t 4.I invited her to join our trip to Trang An, but she my invitation

C READING:

I.Read the text and answer the questions.(1m)

Last month, we went to Doi Tam, a village famous for its drum making techniques, in Ha Nam Province The craft was first introduced to the village in the 8th or 9th century Today there are more than six hundred drum makers living in Doi Tam village I was amazed to see big drums in front of every house in the village People say that it takes four workers three days to make a drum with a diameter of 1.5 metres To make a drum, the craftsmen have to follow an eight stage process Stretching the drumhead is the most challenging stage since they have to carefully assess the sound it makes The other steps not require such high skills Nowadays, Doi Tam drums are not only famous in Viet Nam but are also sold to other countries such as Laos, Cambodia, Japan, and the USA

1.Where is Doi Tam village?

Are Doi Tam drums sold to Japan, and the USA?

When was the craft first introduced to the village?

4 How many stages the craftsmen have to follow to make a drum?

II Read the passage and coplete it with the words given: (1,5m)

Homelessness is a problem in many big cities in the world It occurs when a part of the population does not have any (1) place to call home Hundreds of millions of people in the world spend at least some time of the year homeless This is an issue that the authorities are trying to (2) However, there are (3 ) _things that each person can to help those people One of the things that you can to help the homeless is to volunteer your time If you have a lot of free time, you might go on an extended trip to help (4) homes or improve an impoverished area Even with just a few hours a week, it is possible to make an impact in your own city You can also sign up to help at a (5) soup kitchen: most cities have a mission of some kind (6) food to the homeless and offering temporary shelter

1 A fixed B regular C unusual D common A look through B, get over C deal with D, find out A less B little C more D fewer A care for B, show around C pull down D set up A local B central C capital D urban A helping B supporting C cooking D serving

D WRITING:

I.Write a new sentence so that it has the same meaning as the first using the word(s) given(1m)

1 We decided to go for a walk in the park It was very cold out (even though) “ How can I solve this problems?” Mai asked me (how)

Mai had no

idea……… The doctor told my father to stop smoking (give up)

I don’t remember exactly when my parents started this workshop (set up)

……… II Do you think self-care skill is important? Why? Why not? (1m)

Period 26

TEST CORRECTION 1 Objectives

- Revise the old knowledge from unit to unit 3again and correct the test - By the end of the lesson , sts can understand the test well

Teaching aids - Worksheets Procedures

1 Steps of carrying out the lesson: -T hands out the papers

-Ss discuss in group of five to correct the tests

-T asks Ss to come to the board to write down the answers -The rest of the class give comments

-T comments and gives correct answers 2 Answer Key:

A.LISTENING

I Gibson 04046688863 two one tour

II historic fascinating walking gyms community B LEXICO-GRAMMAR

I

1A B D A

II.1 as taking over keep up with full efficcient second most III passed down get up turned down turn up

C READING

I In the 8th and the 9th century stages

3 yes, they are

4 it's in Ha Nam province

II B 2.A 3.A 4.C D 6.D

D WRITING I

1 I don’t remember exactly when my parents set up this workshop The doctor told my father to give up smoking

3 We decided to go for a walk in the park even though it was very cold out Mai had no idea how to solve that problem

II Ss' answers A.LISTENING

I Gibson 04046688863 two one tour

II historic fascinating walking gyms community B LEXICO-GRAMMAR

I

1A B D A

II.1 as taking over keep up with full efficcient second most III passed down get up turned down turn up

C READING

I In the 8th and the 9th century stages

3 yes, they are

4 it's in Ha Nam province

II B 2.A 3.A 4.C D 6.D

D WRITING

I

1 I don’t remember exactly when my parents set up this workshop The doctor told my father to give up smoking

3 We decided to go for a walk in the park even though it was very cold out Mai had no idea how to solve that problem

II Ss' answers

Period 27

UNIT 4: LIFE IN THE PAST GETTING STARTED

I Aims -By the end of the lesson, students will be able to: - use the lexical items related to life in the past

- know more about the Vocabulary and structures to talk about life in the past - use used / didn’t use + to- infinitive to talk about past practices

- Educational aims : Teacher encourages students to know more about our country’life in the past so that students can remind them

II TEACHING STEPS:

Teacher’s and students’ activities Contents

WARM-UP

+ Ordering the pictures

T prepares some photos or magazine cut-outs about some common activities in the past ( 30 years ago) and at the present Show them to Ss and let them

Past Present Oil lamp neon lights

group the pictures into the past or present Ask for an explanation of the groupings

- Ss answer the question as a class - T plays the tape and asks ss to compare their answer with the information in the dialogue and add some more details to their answers NEW LESSON

1 Listen and read

- T asks Ss to work independently to find the words

- T explains the meanings of these words

a Let Ss work independently Encourage them to the questions without looking back at the conversation Then allow Ss to share answers Check their anwers as a class

b Asks Ss to find the expressions in the conversation and rea the context where they appear to make sure that they understand the meanongs of the expressions correctly Ss then the matching Correct the answers as a class Ask Ss if they can think of some more expressions with the same meaning

c Have Ss work independently to find the most suitable response to each item SS can then exchange their anwers T check as a class and explains the answers where necessary

Use the words/ phrases in the box to complete the sentences.(5’)

Make sure Ss understand the meaning of the words in the box T can ask them

Questions:

1 What you think the people in the conversation are talking about? How you understand the title

‘Preserving the past?

I.New words

Movie team:

A mobile movie team: Loudspeaker:

a Read the conversation again and anwer the questions:

KEY:

1. Fathers make kites for sons 2. Once every two months

3. They used to come early, trying to find a place near the screen

4. Only wealthy households

5. Yes, he does He said: “ Sometimes I wish I colud go back to that time” b Match the expressions from the conversations with their meanings Can you add some move expressions with the same meaning?

KEY:1 c a d 4.b

C Choose suitable expressions from 1b to the complete the conversations

KEY:

1. Sure 2.I can’t imagine that

2. How cool!

3. I wish I could go back to that time 4. How cool! I can’t imagine

that

2 Use the words/ phrases in the box to complete the sentences.(5’)

KEY:

to give some examples to show that they understand the phrase “ technology changes” Ss then work independently to complete the sentences Have them share their anwers in pairs Then elicit the anwers from the whole class

5 e f

3 In groups, brainstrom some of the past events and practices in your area Make a list and present them to the class

EX: Women in Hue used to go swimming at the beach fully clothed, to wear palm leaf, to wear the traditional long dress whenever they went out, to stay at home as housewives, to smoke…

III HOMEWORK: (3’)

1 Learn the new words.

2 Prepare the next lesson: A CLOSER LOOK

Đồng Mỹ ngày 23 tháng 10 năm 2017 Tổ trưởng chuyên môn

Hoàng Thị Trâm Period 28

UNIT 4: LIFE IN THE PAST A CLOSER LOOK 1

I Aims -By the end of the lesson, students will be able to:

- use the lexical items related to the topic "Life in the past"

- know more about the Vocabulary and structures to talk about the past - Stress on auxiliary verbs in sentences in which situation

- Educational aims : Teacher encourages students to study more about life in the past. II TEACHING AIDS: pictures, flashcards, colored chalk, role-playing

III TEACHING STEPS:

Teacher’s and students’ activities Contents

I WARM-UP: (3’) Brainstorming

T asks ss too call out some past events and practices in your area they remember from the previous lesson II NEW LESSON

VOCABULARY

1 Match a verb in A with a word/ phrase in B (5’)

- T asks Ss to work individually to read

UNIT FAMILY LIFE

A CLOSER LOOK 1

VOCABULARY

1 Match a verb in A with a word/ phrase in B (5’)

PD: 29/10/17 TD: 31/10/17

the words and phrases in the box

- T shows them the way to the guessing by finding out key words T may one as a model

- Ss match and then compare the result with their partner and discuss (peer-correction is encouraged)

- Ss show their answer and explain for it

- T corrects and gives feedback 2- T asks Ss to work in pairs

- Ask them to choose the correct answer for each sentence first They then read the sentence carefully to determine the form and the sentence carefully to determineb the form and the tense of verb Check the answers as a class

3- T asks Ss to work individually to complete the sentences

- Ss are asked to exchange their answers with their partners

- Check as a class Now ask for volunteers, or select SS, to make new sentences using these words and phrases

- T corrects and gives feedback

4- Ask SS to cover the remember! Box and elicit the definitions of possilble - Ss work in group to this activity - Ss stick their paper on the board then read and comment on each other’s sentences

- T checks to make sure Ss use the correct verbs/verb phrase

PRONUNCIATION

5- T ask ss note all the auxiliariess they find first Discuss with them which ones they think will be stressed Let Ss listen to the recording and underline the stressed auxiliarie then repeat and focus on

KEY

2 Use the newly- formed phrases in 1 with the verbs in their correct forms to complete the sentences.

KEY: Kept diary entertain themselves Preserve our traditons 4.Use your imagination

5 acting out stories Collect the post Going bare- footed Dance to drum music

3 Choose a word/ phrase from the box to complete the sentences KEY:1 seniority illiterate Street vendors

4 strict rules Physical Face to face

4 Complete the sentences with the right form of the words below.

Key: Habit Behaviour Tradition habit

5 practice behaviour

PRONUNCIATION Act5: KEY:

did Hasn’t Don’t

Act 6: KEY: f2 g3 b4.a

- Ss look at REMEMBER box as they

6 Have Ss work individually to stress the auxiliaries, refer to the REMEMBER! Box as they the exercise Then play the recording . SS listen and check.

- T corrects and gives feedback

1 couldn’t have Aren’t / can’t / can doesn’t/ don’t/ does

HOMEWORK: (3’)

1 Prepare the next lesson: A CLOSER LOOK 2

2 Review the use of USED TO

Period 29

UNIT 4: LIFE IN THE PAST A CLOSER LOOK 2

I AIMS: By the end of the lesson, students will be able to: - use the lexical items related to the topic "Life in the past"

- know more about the Vocabulary and structures to talk about life in the past - use used/ didn’t use to +to infinitive to talk about past practices

_ expresss wishes for the present

II TEACHING AIDS: pictures, flashcards, textbook

III TEACHING AIMS:

Teacher’s and students’ activities Contents

Grammar

1 Read the conversation from getting started and underline the examples of used to + infinitive Then tick (V) the correct answer.

T asks ss underline the sentences containing used to/ didn’t use to + inf in the GETTING STARTED Choose the correct anwer A, B, or C

T elicits ss’ answers and then confirms the correct ones and give the rule on the board

2 Use used to or didn’t use to with the verbs from the box to complete the sentences.

Have Ss work individually Then ask them to exchange their answers Correct them a class

*Wishes for present 3.

Grammar

*Review: Used to

1 Read the conversation from getting started and underline the examples of used to + infinitive Then tick (V) the correct answer.

WE use used to and didn’t use to + infinitive to talk about an activity that repeatedly happened in the past

KEY: B

2 Use used to or didn’t use to with the verbs from the box to complete the sentences.

Key: Used to be Didn’t use to transport

3 Used to dye Used to kill Used to pull out didn’t use to spend

*Wishes for present

T asks ss to read the GETTING STARTED again and look for sentences containing wish

asks ss underline the main verbs in the sentences and answer the questions Elicit the rule

T asks ss to read the LOOK OUT! box

4.

Ss this exercise individually then may refer to the rule on the board T checks the answers as a class

5 Ss this exercise individually and give T their answer

T feedbacks

GETTING STARTED and underline the main verbs in the wish sentences and answer the questions.

KEY:

1 For the present

2 The past simple and past continous 4 Tick(V) if the sentence is correct If the sentence is not correct, underline the mistake and correct

KEY: Correct: and 4

Incorrect: Will_ would , can – could , don’t- didn’t Is - was

5 Make up wishes from the prompts KEY:

1.I wish we could communicate with animals

2.I wish no child was/ were suffering from hunger

3.I wish I was/ were playing on the beach 4.I wish there was/ were no more family violence in the world

5.I wish I was/ were going bushwalking with my friends

6.I wish there were four seaons in my area

HOMEWORK:

-Learn by heart the new words and grammar

-Preparethe next lesson

( Communication)

- Do the following exercise * Self evaluation:

Period 30

UNIT 4: LIFE IN THE PAST COMMUNICATION

I AIMS: By the end of the lesson, students will be able to: - decribe the past practices

- develop the skill of speaking

- create their own story - develop their pronunciation

- Educational aims: SS are aware of using their wishes in their daily life

II TEACHING AIDS: pictures, flashcards

III TEACHING STEPS:

Teacher’s and students’ activities Contents

WARM-UP (5’)

Ss look at the pictures and discuss the differences between the past and present

T encourages ss to give extra vocabulary

Pre-teach new words + definition + translation + example …… 1a look at …

T can start this session by writing “ looking back” on the board and leading SS throung the discussion of the questions Encourage Ss to give any or all ideas, there are no wrong answer at this stage

1b:

Have Ss read the passages individually as qickly as possible Then refer to their answers in 1a and see if their guesses are correct

2 Have Ss read the definitions and look for the words in each story They may

Discussion

Discuss the differences between the past and present

Vocabulary + downtown: + remote: + igloo: + domed: +Arctic:

1a Look at the introduction to competition that was lauched on the 4teen website Discussion the questions.

1b Read the stories and see if your anwers are correct.

2 Read the stories and find the words which mean:

KEY:

1 illiterate pass on

3 treat ( some one) block

3.Ss work in groups to use their critical thinking skills to find explainnations for the questions

T gives acts as a facilitator

4 Have Ss work in groups to match the reponses with the stories Ask them to underline the key words in the reponses which help them the matching

5 Ask ss to work in small groups and work out a story of their own Make sure Ss include the necessary information in the story as suggested in the task Each group the presents the story to the class The rest of the class can ask questions about topic

5 survive dogsled

3 What you think? Work in groups Discuss the questions

1 It was difficult to reach the villagers on the mountain/ There were no other means of transport available

2 There was no school in the villages/ The nearest school might be too far away 3.Therewere no other materials avaiable in that destad land./ There were no easy means to transport mareials from other places to the island

4 It was impossible to build a big house with several rooms in the ice and

snow/people felt safer living in commural groups

4 Which responses relate to which story ?

KEY: Story1: 2,4 Story2: 1,3,5

5 Work in groups Work out a story for the Looking Back competition.

Decide:

-What aspect of life you want to talk about -How it was practised

-If you wish it would still be practised Then present it to your class. HOMEWORK: - Practice Work out a story for the

Looking Back competition - Prepare the next lesson: Skill * Self evaluation:

………

Đồng Mỹ ngày 30 tháng 10 năm 2017 Tổ trưởng chuyên môn

Period 31

UNIT 4: LIFE IN THE PAST SKILL 1

I AIMS : By the end of the lesson, students will be able to:

- develop the skills of speaking and reading

- Read for specific information about school life in the past

- Make comments on or express opinions about facts in the past - develop their pronunciation

II TEACHING AIDS: pictures, flashcards

Work out a story for the Looking Back competition. III TEACHING STEPS:

Teacher’s and students’ activities Contents

READING 1 PRE

-Act1: Brainstorm how teens entertained themselves in the past compared to the present

? How different is the way teenagers entertain themselves nowadays compared tto the past?

? What you think might be the biggest difference?

Make notes of the activities in two lists and leave them on the board while the class reads the conversation in

- T corrects and gives feedback 2 While- reading

ACT2 Have ss read the conversation individually and answer the questions Check Ss’ answer as a class Ask SS to show where the information for each answer appears

POST- READING: SPEAKING

T asks ss to read the example in and the expressions for opinions and comment in

READING 1 Think:

Hide –and- seek Playing video games

Skipping doing aerabics

2 Read the conversation between phong and his mother and answer the questions.

KEY:

1 They used to play outdoors, in the fresh air

2 They met and talked face to face It kept them healthy and in shape At home

5 You had to use your own imagination

6 No, They didn’t

SPEAKING

3.Discuss in groups : What you think about the pastimes of teenagers

the REMEMBER! Box at the bottom of the page Once they are clear about what they have to do, they can read eacch pastime in the list and discuss what they think about it in groups of three or four T move around the groups and offer guidance

4 Ss work in groups to express an opinion on a practice in the past Whether they would like to keep the practice alive and explain why

T moves about the class, facilitating where necessary

Two groups of ss join together One interviews the other One s interviews and other notes the answers on the table

presented in the reading? EX: Pastime: riding a bicycle

Response A: I love it I wish I could more often

Response B: I think it’s inconvenient, especially when it rains I prefer a fitness centre

Pastimes: Doing physical activities in the fresh air

2 using nature as your playgroud meeting and talking face- to- face reading

5 Keeping a diary

4 Work in groups What you think about these habits which have been long practised by children in VietNam? Would you like to preserve them? Why or why not?

HOME WORK: -Practice speaking the facts in the past

- Prepare the next lesson: Skills 2 * Self evaluation:

………

Period 32

UNIT 4: LIFE IN THE PAST SKILL 2

I AIMS: By the end of the lesson, students will be able to:

- develop the skills of listening and writing

- listen for specific information about school life in the past

- write a description of how chilren in the past studied without technology

- Educational aims: Teacher encourages students to study more about our life in the past

II TEACHING AIDS: pictures

III TEACHING STEPS:

Teacher’s and students’ activities Contents

LISTENING PRE

1.T asks ss to look at the old photo and read the introduction to the listening and the questions T may even decide to a prediction task by asking ss to guess if each statement is true or false before listening

While:

T plays the tape and SS tick(V) the answer T can play the recording at least twice Elicit the answer from SS Ask them to explain their answers Confirm the answers as a class

Ss write their answers on the board T feedbacks then plays the tape again to check

T plays the tape again if ss have any difficulty

POST WRITING

3.T asks ss to work in groups of four to make a list of facilities they are using for their studies They then tick the ones they think were not available about 20 years ago T may have the groups write their lists on board Leave the list there for

4

Ss work individually, referring to the framework while they are writing If the time allows, T can ask some Ss to share heir writing with the class

1 An old man is talking about his school days Listen and decide if the statements are true(T), false(F), or not given(NG)

1 True or False KEY:

1 F T T NG 5. F T

2 Listen again and fill the blanks with the correct information.

KEY: 15

2 Bare- footed

3 Maths, history ( in any order) Strict rules

5 Extra classes WRITING

3 Make a list of the facilities you are using for your studies nowadays Then tick(V) the one(S) you think was/ were not avaiable about twenty yearsago

Facilities for studies: - Radio, black board…

4 Choose one facility which was not available 20 years ago and write a short description of how SS in the past studies with out that facility

- What facility it is -What is it used for?/

_ How students did the job in the past when they didn’t have it

How you feel about the change

HOME WORK: (3’) Learn the new words and phrases

-writing a short description of how SS in the past studies with out that facility

Prepare the next lesson: Looking back and project

* Self evaluation:

………

Period 33

UNIT 4: LIFE IN THE PAST

LOOKING BACK AND PROJECT

I AIMS By the end of the lesson, students will be able to: - review Vocabulary about the facts in the past

- consolidate the grammar points of the unit

- practice communicating more in English about the topic of life in the past *Teaching aids: pictures,

II TEACHING AIDS: colored chalked, pictures , flashcards

III TEACHING STEPS:

Teacher’s and students’ activities Contents

VOCABULARY

-T encourage ss not to refer back to the unit

1 Choose the best answer A, B or C to complete the sentences.

- Ss work individually

- T invites some Ss to give the answers as a class

- T feedbacks and corrects

2a Match the verbs in A with their definitions in B

- Ss this exercise individually then compare the answer with partner

- T asks some ss to write the answers on the board

- T corrects

2b Use the verbs in A in their correct forms to complete the sentences.

- Ss this exercise individually, Check their answer as a class

GRAMMAR

3 Writing true sentences about the practice of the following things in the past, using used to and didn’t use to - T explains the instructions to Ss clearly

- Ss work in pairs to finish the sentences

- T calls Ss to read aloud the sentences with the answers

- T confirms Ss’ understanding by asking others to give comments

- T corrects and gives feedback

4 Read these situations and write wishes you want to make for them. - Ss work independently then share their wishes for the class

1 Choose the best answer A, B or C to complete the sentences.

KEY: B A C A B

2a Match the verbs in A with their definitions in B

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

2b Use the verbs in A in their correct forms to complete the sentences.

KEY: acting out Die out Preserve Collecting Entertians

GRAMMAR

3 .Writing true sentences about the practice of the following things in the past, using used to and didn’t use to KEY:

1 Men used to be the bread winner of the family

2 Women didn’t use to go to work People didn’t use to travel on

holiday

4 Families didn’t use to be nuclear

5 Peole used to make banh chung at Tet themselves

6 Chilren used to play outdoor games

- T corrects and gives feedback

5 Look at the picture and finish the boy’s wishes.

1 I wish……… COMMUNICATION

6 Rearrange the sentences to make a meaningful conversation.

Ss work in group to complete the exercise Check as a class Then they can practise the conversation with their best pronounciation and fluently

PROJECT

Preserving the past

- T tells Ss what they need to in this activity

- Ss work in groups of or

- This can be done during in class or during the break

- Ss are told to go around and ask their classmates questions to get information for their project

for them.

1 I wish my village had access to clean piped water…

5 Look at the picture and finish the boy’s wishes.

1 I wish it would stop raining COMMUNICATION

6 Rearrange the sentences to

make a meaningful

conversation

KEY: 1-4-5-2-9-7-8-6-3

PROJECT

Preserving the past

HOMEWORK (3’) -Review all the Vocabulary and grammar

point of the whole unit

-Prepare the next lesson: Unit 5-GS Đồng Mỹ ngày tháng 11 năm 2017

Tổ trưởng chun mơn Hồng Thị Trâm

Period 34

UNIT : WONDERS OF VIET NAM GETTING STARTED

I/ OBJECTIVES: By the end of the lesson Ss can

Know some wonders ( natural and man- made wonders) in Viet Nam Understand a dialogue between Veronica and Mi

II/ LANGUAGE CONTENTS

Vocabulary : words to describe wonders of Viet Nam

Grammar : asking for, making and responding to recommendations III/ TEACHING AIDS :

Textbook , tape, … IV/ PROCEDURES

T & ss’ activities Contents

I. Warmer : Chatting ( Asking , Answering ) Ss look at the picture in their

textbook ( page 50) and answer the questions

Where are they? What they may be talking about?

T may ask ss to guess what the bridge in the picturs is and where it is.T may also ask ss to talk about the wonders they visited or heard about from the news, on television…

II New lesson

1 Play the recortding Ss listen and read along T can play the recording more than once Pause the recording at the appropriate places is Ss need help with comprehension a Have ss work independently Then allow them to share their answer answers before

discussing as a class b Tell ss to refer to the conversation to find the phrases Practice saying the phrases( play the recording again as a model if necessary) Pay attention to intonation when asking for, making or responding to

recommendations 2a Have ss work independently

Ss share their answers before playing the recording for them to check Play the recording for them to repeat the phrases T may remind ss to pay attention to the intonation

b Have ss the matching Ss work independently

Ss work in pairs, practising the exchanges

3a Have ss work in pairs to match the names of the places of interest to the pictures b Ss the exercise

1 a Read the conversation again and fill in each gap with no more than words.

1 Hue City Three go by air Beautiful sights use rickshaws the museums

b Read the conversation again and find the expressions Veronica and Mi use to ask for, make, and respond to recommendations.

Asking for recommen dation Making recommendatio n Responding to recommenda tion

- And you know any good places to stay in Hue City? - What is the best way to get around? - So what are the things we shouldn’t – any good museum?

- So else is worth seeing ?

- I’d

recommend the Romance Hotel - I suggest going by train - It’s probably best to use rickshaws - Eh no, don’t bother going to the museums - You should see the Royal Citadel - That sounds better - Hmm, that’s good to know - That’s what I have heard

individually and then compare their answer with a partner Check the answers with the class

4 Model this activity with a more able student

SS work in pairs

T may go around to provide help

Call some pairs to practise in front of the class

T check ss’pronunciation or intonation ( if necessary) V HOMEWORK

Ask Ss to exercise A 1, 2, in workbook

Learn by heart new words

columns Asking for recomme ndations Making recommendations Respondi ng to recomme ndations Recomm ending things Not recommendi ng things - What about places outside Hue City? - Have you got any other tips? - It’s well worth seeing It’s probably best to go by train You really must go to Agra - Don’t drink the water

- I wouldn’t eat anything that’s sold in the street - It isn’t worth seeing - Thanks, that’s really useful

b Match the sentences(1-4) to the sentences (a-d) to make exchanges Then practise the exchanges with a partner.

Key: 1b 2c 3d 4a

3a Below are some places of interest in Viet Nam Match them with the pictures.

Key: 1b 2c 3e 4a 5f 6d

b Now put them in the correct columns Natural wonders Man- made wonders Ha Long Bay

Phong Nha Cave Cuc Phuong National Park

Po Nagar Cham Towers One Pillar Pagoda Saigon Notre - Dame Cathedral

4 Work in pairs Ask and answer questions about some wonders of Viet Nam.

Ex:

A: I’m travelling around Viet Nam next week Can you recommend a good place to visit? B: Ha Long Bay It’s one of the wonders you can’t

miss

A: Ha Long Bay? Where is it? B: It’s in Quang Ninh Province A: Is it a natural wonder?

* Self evaluation:

Period 35 UNIT 5- A CLOSER LOOK 1 I/ OBJECTIVES: By the end of the lesson Ss can

Use the lexical items to describe wonders of Viet Nam

Identify in which situations to stress short words( a, of , or …) in sentences and say these sentences correctly

II/ LANGUAGE CONTENTS

Vocabulary : cavern, limestone, fortress, tomb, geological, picturesque, astounding, administrative…

III/ TEACHING AIDS :

Textbook , tape , pictures IV/ PROCEDURES :

T & ss’ activities Contents

2 Warmer : Checking the old lesson 3 New lesson

3 Activity 1: Vocabulary Ask ss to the matching independently

T explain some new words (if necessary)

2.New lesson

1.Activity 1: Vocabulary

T asks Ss to read the words in the box and write them under the pictures 1B 2D 3A 4E 5C 6F

2 Activity 2:

Ss work independently and then share their answers with their partners T may ask for translation of some adjs to check their understanding

2 Fill in each blank with a suitable adj from the box:

1 located/ situated picturesque astounding Geological administrative

3 ACTIVITY

Ss work in pairs to match the nouns in A with definitions in B

T may ask for translation of the nouns in the box to check their understanding T can ask ss to make sentences with these words

Have ss complete the sentences individually, using phrases in 3a Have some ss read out their answers before checking as a class

3 ACTIVITY

a Match the nouns in A with definitions in B

KEY: b d a e 5.c

b Now use the nouns in a to complete the sentences

KEY: structure measures setting complex recognition

4 Activity 4: Pronunciation ( stress on short words in sentences)

Play the recording and ask ss to listen and repeat the sentences, paying attention to whether the words in red in each sentence are stressed or not

T may play the recording as many times as necessary

4 Activity 4: Pronunciation ( stress on short words in sentences)

Audio script:

1 A: This is a (S) solution, but not the only one

B: Attempts to find a (W) solution have failed

2 A: I’s fond of (W) bananas

B: Bananas are what I’m fond of (S) A: It’s not trick and (S) treat; it’s trick or (S) treat

B: I need Peter and (W) Mary or (W) John and Nick to help me

4 A: It’s good but (W) expensive B: You shouldn’t put “but” (S) at the end of the sentence

* Self evaluation:

………

Period 36 UNIT5- A CLOSER LOOK I/ OBJECTIVES: By the end of the lesson Ss can

Use the impersonal passive and the verb suggest +V-ing / clause with should. II/ LANGUAGE CONTENTS

Grammar : Impersonal passive

suggest +V-ing / clause with should III/ TEACHING AIDS :

Textbook , tape , pictures IV/ PROCEDURES

1 Warmer / check up New lesson

T and ss’ activities Contents

Activity 1:

1 Ask ss to study part of the

conversation from 1a Pay attention to underlined part

Have ss read the conversation in Gettig Started again and find another example of the impersonal passive

Ss work independently and find out Have ss take note

Have ss cover up the yellow box in 1b and try to work out the usage themselves for this structure

Allow ss to anylyse the rule and the examples in the box

Ask ss to give some more examples to check understanding

Impersonal passive

1a Read part of the conversation Pay attention to the underlined part.

Verronica: Great, thanks What’s the best way

to get around?

Mi: It’s probably best to use rickshaws It’s said that they’re quicker and cheaper than taxis

Key: It’s said that this complex monuments is one of the wonders of Viet Nam

Form: It +be + P.P + that + S+ V 1b When you use the impersonal passive? Can you think of any rules. We use the impersonal passive to express other people’s opinions It can be used with reporting verbs ( say, think, believe, know, hope, expect, report, understand

EX:

Active Passive

People think he is a great teacher

It is thought that he…

2 Ss complete the sentences independently

Ask them to share their answers with a partner Ask some ss to say their

answers aloud

Give comments and make any correction if necessary

3.Have ss write sentences in

independently, then compare them with their partners

Ask some ss to say their sentences aloud

Give comments and make any correction if needed

works 16 hours a day

works… They reported that

two people had been injured in the accident

It was reported that…

2 Complete the sentences using the

correct passive form of verbs in brackets The first one has been done for you.

Keys:

1 It is known …

2 It is believed that … It is reported that … It is claimed that… It is understood that … It is expected that…

Here are some things we hear about Po Nagar Cham Towers Write sentences about it using the impersonal passive. KEY:

1 It is claimed that Po Nagar Cham Towers were built in the 8th century by the Cham people in central Viet Nam

2 It is said that the Cham people built Po Nagar Cham temple complex to honor Yang Ino Po Nagar, mother of the kingdom

3 It is believed that the Po Nagar ….774 It is understood that Po Nagar Kalan is the main ……structures

5 It is known that a sculpture …temple It is thought that in the 17th……Tower. Activity 2:

suggest +V-ing / clause with should

4a Ask ss to read part of the conversation from Getting started, paying attention to the underlined part Then explain to ss the structures used with the verb ‘suggest’ and ask them to make some examples to illustrate

* Activity 2:

suggest +V-ing / clause with should

4a Read parts of the conversation Pay attention to the underlined part.

Veronica: My father suggests we should go by air

Mi:That’s too expensive! I suggest going by train

 After ‘suggest’ we can use V-ing or a clause with should:

* S + suggest + V-ing …

b Ask ss to study the rules in the box Draw ss’ attention to the use of the verbs suggest by analysing the examples in 4b and the REMEMBER box

Ask some more able ss to give examples

5 Ask ss to the grammar exercise individually Remind them to refer to the box in 4b and REMEMBER box and use a dictionary if necessary

Have ss compare their answers in pairs before checking with the whole class

clause with should? Can you think of any rules?

We use suggest + V-ing / clause with

should to tell s.o our ideas about what they should do, where they should go…

Ex: I suggest that we should go out to eat I suggested going out in my car REMEMBER!

We can also use suggest + V-ing/ clause with should to report s.o’s ideas about what s.o else should do, or what they should themselves.

Ex:

My mother suggested going to see the doctor. The government suggested closing number of primary schools.

The professor suggested that the students should read a number of books before the exam.

5 Write answers to the following questions

using suggest + V-ing / clause with should

And the prompts in brackets Then

practise them with your partner The first one has been completed for you.

KEY:

1 I suggest the government should limit/ limiting the number of visitors every day I suggest we should control / controlling the deforestation

3 I suggest we should put/ putting these valuable things in high – security places I suggest we should raise/ raising some money

5 I suggest we should reduce/ reducing smoke and exhaust fumes

* Activity 3:

6a First, model this activity with more able students Then ask ss to work in pairs T may go around to provide help Call some pairs to practise in front of the class

b Ask ss to work in pairs, reporting their previous partners’ ideas to the new ones Then T may ask some ss to report their

* Activity 3:

6a Work in pairs Tell your partners what they should in the following situations, using suggest + V-ing/ clause with should.

* Your bicycle has been stolen

* You have lost your way in the city center * You have left your workbook at home * Your laptop isn’t working

* You have forgotten to bring your wallet when going shopping

previous partners ideas to the whole class

A: Oh no! My bicycle has been stolen What should I now?

B: I suggest calling the police./ I suggest you should call the police

V/ HOMEWORK

Ask Ss to Ex 2,3 and 4,5 in student book again

Do Ex C 1, 2, in workbook

Ask Ss to Ex 2,3 and 4,5 in student book again

Do Ex C 1, 2, in workbook

* Self evaluation:

………

Đồng Mỹ ngày 13 tháng 11 năm 2017 Tổ trưởng chuyên môn

Hoàng Thị Trâm

Period 37

UNIT 5: WONDERS OF VIET NAM Lesson 4: COMMUNICATION

I/ OBJECTIVES: - By the end of the lesson , students will be able to :

- talk about man- made wonders of Viet nam and how to protect and preserve them - Describe wonders of Viet Nam

II/ LANGUAGE CONTENTS:

- Vocabulary: related to planning a day out

III/ TEACHING AIDS : Textbook ,sub- boards, pictures

IV/ PROCEDURES:

T &ss’ activities Contents

1/ Warm – up: Introduction

Before Ss open their books, ask them to brainstorm any game shows they know on TV or on the radio Make a list on the board Ask Ss to choose which game show they think is the best and explain their choice Tell Ss they are going to listen to a game show called 'What's What?'and then have a go themselves

Help Ss understand the meanings of the words in the Extra vocabulary box by using examples, definitions, or even translations

What’ s What? Extra vocabulary proper name contestant spectacular

round (in a game)

2/ New lesson

1.Ask Ss to read the instruction carefully and remind them to remember the key words in the statements Play the recording and ask Ss to decide whether the statements are true (T) or false (F) Elicit the answers from Ss and write them on the board Have them correct the false statements where applicable Play the recording again for Ss to check the answers

Audio script:

Ann: Welcome to our game show called ‘What's What?’. Please welcome our three guests Mary, Linda, and Duong who will be taking part in the game today

Mary, Linda, and Duong: Good evening, everyone!

Ann:Now, the rules of the game are simple I will read out six sentences that describe one of the wonders of Viet Nam, either natural or man-made This description won't include the proper names of any places My three

contestants have to work out what the wonder is Whoever gives the correct answer first is the winner

Duong: Sounds easy

AnnWell, let's see you are the winner and get

a special gift if you can give the correct

• Listen to the radio programme from 4Teen. Then decide whether the following statements are true (T) or false (F)

• The MC will read out five sentences that describe one of the wonders of Viet Nam

2 The MC won't mention the proper names of any place in her description

3 The players have to work out where the wonder is and whoever gives the

correct answer first wins

4

5 If any player can give the correct answer before the MC finishes reading out all the sentences, he/she is the winner and gets a special gift

6

7 If any player gives the incorrect answer before the MC finishes reading out all the sentences, he/she is still allowed to continue the game

answer before I finish reading out all six sentences But if you give the incorrect answer, you're out of that round of the game Mary: Exciting!

Ann:Now, all of you understand how to play the game?

Mary, Linda, and Duong: Yes.

Ann:OK, then let's play ‘ What's What? ’!

2.First, have Ss read the next part of the radio programme and guess what the missing word for each gap in the conversation is

Then play the recording The first time, ask Ss to close their books and listen only Then play the recording again and allow Ss to fill in the gaps as they listen

Ask Ss to share their answers in pairs before playing the recording the final time to allow pairs to check their answers

If time is limited, T may play only the sentences that include the information Ss need for their answers

T may ask Ss to read the conversation again, paying attention to the meaning of the

words/phrases: proper name, contestant, spectacular, round.

4.Ask Ss to work in groups of four or five to play the game ‘What's What?’ T goes around the groups to provide help

Listen to the next part of the radio programme Then fill in the gaps with the words/numbers you hear

Key: central 200 (two hundred) park discovered Paradise

3 Write six sentences that describe one of the wonders of Viet Nam you know.

4 Work in groups Paly the game” What’s What?”

Ask ss to rewrite six sentences that describe one of the wonders of Viet Nam you know Do Ex B 1, 2, 3, in workbook

describe one of the wonders of Viet Nam you know

Do Ex B 1, 2, 3, in workbook

* Self evaluation:

………

Period 38 UNIT 5: (cont) Lesson 5: SKILLS 1

I/ OBJECTIVES: - By the end of the lesson, students will be able to : + read for specific information about a man- made wonder of Viet Nam

+ talk about the man – made wonders of VN and how to protect and preserve them - Skills: reading, speaking

II/ LANGUAGE CONTENTS: - Vocabulary related to the topic.

III/ TEACHING AIDS : Textbook ,pictures, sub- boards IV/ PROCEDURES:

T & ss’activities Contents

1/ Warm up:

Have ss look at the picture in Ask What can you see in the picture?/ What is the picture about?

Elicit the new lesson 2/ Pre – reading:

1 Ask ss to scan the passage to find the words/ phrases:

Help ss work out the meanings of these words from the context

Reading

1 Read an article about the Perfume Pagoda Look at the words in the box, then find them in the text and underline them What they mean?

2/ Pre – reading: * New words:

- vast(a): extremely large in area, size, amount : mênh mông, rộng lớn

- pilgrim(n): a person who travels to a holy place for religion reasons: người hành hương, người du hành

- theme(n): the subject or main idea in a talk, piece of writingor work of art: chủ đề, đề tài - backdrop(n): the general scene in which an event take place: vẽ sau sân khấu - reign (n): the period during which a king, queen, emperor, rules….: triều đại



reign(v): trị vì, thống trị T may set a longer time limit for ss

to read the text and answer the questions

1.Where is the Perfume Pagoda located?

2 What does the complex of the Perfume Pagoda include?

3 Where is the centre of this complex located?

4 What is special about the beauty of the Perfume Pagoda?

5 Who visits the Perfume Pagoda during its religious festival?

3 Read the article again and answer the questions It is located in Huong Son Commune, My Duc

District, Ha Noi

2 It includes Den Trinh ( Presentation Shrine), Thien Tru( Heaven’s Kitchen) Pagoda, and the Perfume Temple

3 The center of this complex , the Perfume Temple, also known as Chua Trong (Inner Temple) is located in Huong Tich Cavern Its beauty has been used as the theme of many

fomous songs and a topic of lyric poetry Pilgims from all over Viet Nam

4/ Post – reading: *Speaking

* Part 3:

First, ask ss to work in pairs, to put the things that have caused damage to the man- made wonders of the VN in order of seriousness

T may go around to provide help

After ss finish ask some pairs to report their choices and give the reasons for

Speaking

3 Work in pairs Below are some of the things that have caused damage to the man-made wonders of Viet Nam Put them in order of seriousness Give your reasons Can you add any more?

a Many roads, hotels, factories, etc., have been built around man-made wonders

them c.Local governments don't have long-term measuresto protect man-made wonders from severe weather conditions

d Recent restorations have changed the original structure of some man-made wonders

e Many valuable things have been stolen from man-made wonders

* Part :

A Ask ss to work in pairs and use the ideas in to suggest ways to protect and preserve the man- made wonders of VN T may go around to provide help b Have representative of each pair in turn report their best ideas to the whole class Give comments and make any correction if needed

4a Work in pairs Use the ideas in to suggest ways to protect and preserve the man-made wonders of Viet Nam

A: It is reported that many of our man-made wonders have been damaged What should we to protect and preserve them?

B: I suggest that we should limit the number of tourists visiting them every day

A: That's a good idea I'd like to suggest raising money to restore and preserve them

b Report your best ideas to the class Example:

We suggested limiting the number of tourists who can visit these important sites per day V/ Homework:

Ask Ss to Ex B 5, and C 4,5 Prepare U5- Skills

Ask Ss to Ex B 5, and C 4,5 Prepare U5- Skills

* Self evaluation:

Period 39

UNIT 5: WONDERS OF VIET NAM Lesson 6: SKILLS 2

I/ OBJECTIVES: - By the end of the lesson, students will be able to : - listen for specific information about a natural wonder of Viet Nam. - write an article describing a wonder of VN.

- Skills: listening, writing

II/ LANGUAGE CONTENTS:

- Vocabulary related to the topic “natural wonder”

III/ TEACHING AIDS : Textbook , pictures, CD, sub- boards IV/ PROCEDURES:

T &ss’activities Contents

1/ Warm – up: Chatting

Part 1: Ss will describe the pictures in the book page 57

2/ Listening:

a/ Pre – listening:

I Ask Ss to read the instruction carefully and remind them to underline the key words in the statements Play the recording and ask Ss to decide whether the statements are true or false Then ask two or three Ss to write their answers on the board Play the recording again for Ss to check the answers

Key: 1.T F 3.T 4.T b/ While – listening:

Ss work in pairs to discuss the missing word for each gap from the information they have heard in

Listening

1 Listen to what a tourist says about Ha Long Bay and decide whether the following statements are true (T) or false (F).

KEY : 1T 2F 3T 4T

2 Listen again and complete the data chart.

KEY:

1 Northeast UNESCO Picturesque Zones Caverns astounding

b/ While – writing: Writing

3 Have you or a family member PD: 19/11/17 TD: 23/11/17 T F

1.More tourists have chosen to visit Ha Long Bay since UNESCO's recognition of its natural beauty

2.There are 1,696 islands concentrated in the southeast and the southwest

3.Thien Cung, Dau Go, Sung Sot, and Tam Cung are at the centre of the islands

1 Play the recording again and allow Ss to fill in the gaps as they listen Ask Ss to share their answers in pairs before playing the recording the final time to allow pairs to check their answers If time is limited, T may play only the sentences that include the information Ss need for their answers

b/ While – writing: Writing

3.Ask Ss to make notes about a wonder of Viet Nam that they or their family members have visited in the given table Remind them that they not have to write full sentences and they can use abbreviations Then ask Ss to share their notes with their partners T may ask some more able Ss to read out their notes to the whole class.

c/ Post – writing:

4a+b First, have Ss study the guidelines on howto write a passage describing a place in the REMEMBER! box.

Set up the writing activity Ss should use their notes in 3 and the notes in the REMEMBER! box to help them to structure their writing T can also help them get started by writing the opening sentence on the board, based on the audio script:

It is said that [wonder] is a [adjective] place

Ask Ss to write the first draft T may go around to comment or provide help Then have Ss write their final version in class or at home If they write in class, they can also it in pairs or groups T may display all or some of the work on the wall/noticeboard Other Ss and T give comments Ss edit and revise their writing for homework.

V/ Homework:

- Write an article

Name Location Reason for

choosing the place Main features of the place

Comments and feelings about the place

REMEMBER!

When we write a passage describing a place, we usually write four parts. In the first part, we give the name and location of the place and the reason for choosing it.

In the second and third parts, we describe the main features or aspects of the place We should describe what we can see and there.

In the fourth part, we write our comments and feelings about the place. c/ Post – writing:

4a Use your notes in 3 to write a short article describing a wonder of Viet Nam

* Self evaluation:

………

Đồng Mỹ ngày 21 tháng 11 năm 2017 Tổ trưởng chuyên môn

Hoàng Thị Trâm Period 40

UNIT : WONDERS OF VIETNAM Lesson 7: LOOKING BACK & PROJECT I/ OBJECTIVES: - By the end of the lesson , students will be able to : - Review what they have learnt in the unit 5

- Self – assessment to see how far they have progressed and which areas need further practice

- Skills: Listening, speaking, reading and writing II/ LANGUAGE CONTENTS:

- Vocabulary and Grammar: Review

III/ TEACHING AIDS : Textbook , pictures, sub- boards IV/ PROCEDURES:

T and ss’activities Contents

1/ Warm – up: *Vocabulary 1/ Warm – up: *Vocabulary Activity 1:

* Part 1: Have ss work independently Then they can check their answers with a partner before discussing the answers as a class

Activity 1:

1 Match adjectives (1-5) in column A to definitions (a-e) in column B

Key: 1b 2d 3a 4e 5c Activity 2:

* Part 2: Do the same as activity 1

2.Underline the correct word in each sentence.

Key: Fortress Limestone Cavern Tombs

* Part 3: Do the same as activity 2 3.Use the words from the box to complete the sentences.

KEY:

1 Complex Measures Recognition Setting Structure

2/ Grammar:

* Part 4: Do the same as activity 3

Grammar:

4.Rewrite the following sentences using the impersonnal passive

KEY:

people will attend the festivals at the Perfume Pagoda this year

2 It has been reported that Thien Duong is the longest cave in VN

3 It is believed that the Perfume Pagoda was built during the reign of Le Tahnh Tong in the 15th century.

4 It is said that Ha Long Bay is one of the most extraordinay natural wonders you will ever see

5 It is hoped that many defensive measures will be taken to protect and preserve our man- made wonders

*Part

Ask s to work individually to write down bad things that happened to them yesterday Then have ss discuss with a partner what they should in each siotuation Remind them to use the verb suggest to tell their ideas about what their partners should in each situation

5.Imagine four bad things that happened to you yesterday Ask your partner what you should in each siotuation

EX:

A: I failed in English rest What should I do?

B: I suggest you should watch more TV in English

3/ Communication :

Modal this activity with a more able student Ask ss to work in pairs, one student using prompts in the box to make suggestions and another responding to them T may have ss refer to how to make and respond to suggestions or recommendations in Getting Started

T go around to provide help

T call some pairs to practise in front of the class

First, ask ss to the task individully to choose the sentences (A-F) to complete the conversation Then ask them to check their answers with a partner Confirm the correct answers Ask ss to practise the conversation with their partner

Finished! Ask ss to complete the self – assessment Identify any difficulties and weak areas and provide further practice

3/ Communication :

6.In pairs Make travel suggestions using the prompts and respond to them.

Prompts Responses

It’s well worth going to the…

That’s good to know…

You should

definitely see…

Yes, that’s what I’ve heard

Don’t bother

buying…

Thanks That’s really useful It’s probably best to

go by

That sound good/ better

You really must go to…

Yes, That sound intersting

7.Choose A-F to complete the following conversation Practise the conversation with your partner.

KEY: E D F A C B PROJECT

1- Ask ss to read the brochure about the Complex of Hue Monuments and point out what informationshould be included in a brochure about a place

PROJECT

of interest

2- Ask each group to choose one of the wondres of vN they have visited and design a brochure about it If time allows, T may let ss complete the project in class Otherwise, ss can complete the project as homework

Period 41 Review FOR TEST II

I Aims and objectives.

- Help Ss to review the grammar points, vocabulary from unit to unit to exercises.

- By the end of lesson, Ss will be able to remember all grammar structures and vocabulary to the exercises well.

II Exercises

A VOCABULARY

Give the correct form of the words given to finish the sentences We are really impressed by……….of these villagers (friend) There used to be a big tree at the ………to this village (enter)

3 Paul’s old coat was so ………out that he had to buy a new one (wear) People used to wear just a ……… wrapped round the body (clothes) My grandmother didn’t work outside her home when she was young She only did her……….task (tradition)

6 Students should be …… to be proud of school uniforms (courage) What have they done to ……… their own country? (modern) Lan wants to be a fashion ……….when she grows up (design) Islam is Malaysia’s official ……… (religious)

10.In many countries, education is free and ………… for Children (compel) B READING

1 Read the passage Then write T (true) or F (false):

Last Sunday, Nam went on excursion to Oxford He got up early and took a bus, so he arrived there on time In the morning, he visited the National gallery, Big Ben and the Hyde park In the afternoon, he bought a dictionary and a small disc with the words “Oxford University” He met some English students in the bookshop He was happy to practice speaking English with many foreigners Although he felt tired, he all had a nice day

*True(T) or false(F)? Write T or F

…… 1- Last Monday, Nam went on excursion to Oxford

…… 2- He got up early and took a bus

…….3- In the evening, he visited the National gallery, Big Ben and the Hyde park

…….4- He met some English students in the museum

…….5- He was happy to practice speaking English with many foreigners

…….6- Although he felt tired, he all had a good day 2 Read the passage then write T (true) or F (false):

Dong Nai province is at the Eastern approach to HCM city.ItsProvincial city is Bien Hoa city.The Kinh people account for 82,8% of the total population The ethnic minority groups are Tay, Kho-mu, Nung, Dao,and Ma This area is famous throughout the Eastern part of South Vietnam for its picturesque landscapes This is a very suitable destination for Saigonese to make some short picnics

…… Dong Nai is at the Western approach to HCM city …… The Kinh people account over 80%

………3 There are five ethnic groups in Dong Nai …… Nobody comes to Dong Nai for recreation

3 Read the passage and answer the questions:

education, including a book “How to teach deaf children” in 1998 He has been to Thailand, the Philippines, and Viet Nam to give lectures dealing with “Disable students and integrated education” He married to his assistant, Linda They have two children In the 1990s they lived in the suburb of London They now live in the center of the city In fact, they have lived there since 2000

1- What does John Brown do?……… 2- When did he write the book “ How to teach deaf children” ?……… 3- Who is his wife?……… 4- How long have they lived in the center of the city?……… C WRITNG

1.Use the suggested words to write full sentences to make a meaningful passage: 1- Vietnam, / most newspapers / publish / every day

2- Most people / love / read / them, / and so / I

3- The Tuoi Tre / one / favourite / newspaper / because / it / useful source / information 4- Yesterday / I / buy / one

5- There / so much / interesting / entertaining / news / that newspaper 6- Therefore / I / read / whole paper

2.Write correct sentences to make a complete letter : Dear Sir,

1- I / see / Institute’s adversitement / Today’s TV program 2- I / be interested in / learn English

3- I / would like / information / your institute 4- I / want / improve / reading / writing

5- Could you please / information / length / courses / fees / beginners ? 6- I / complete / spoken English test / necessary

7- I / look forward / hear / you Sincerely,

Tom Baker.

Period 42

THE SECOND 45-MINUTE TEST I.Teaching points:

- Checking the knowleges they have leant from unit to unit II Teaching steps:

III Matrix

MA TRẬN ĐỀ KT TIẾT SỐ 2- LỚP 6

Chủ đề Nhận biết Thông hiểu Vận dụng Tổng

TN TL TN TL TL TN

A.Pronunciation,

Vocabulary, 4câu x 0.25

4câu x

0.25 4câu x

0.25

Grammar B Reading

6 câu x 0.25

6câu x 0.25

12

3.0

C Listening 4câu x

0.25

4câu x 0.25

8 2.0

D Writing 4câu x

0.25 5câu x

0.2

9 2.0

Tổng 8

2.0 19

5.0 13

3.0 40

10.0

IV Questions:

DONG MY JUNIOR HIGH SCHOOL Name:……… Class: ………

THE 1ST 45-MINUTE TEST

Subject: ENGLISH Code:

MARKS:

A LISTENING

I Listen and answer the questions: ( m) Who went to the Aquarium with Liz?

What did Liz think about the colourful little fish ?

What did Mrs Robinson buy?

Why didn’t Liz eat fish?

II Listen again and complete the sentences (1m)

1 Liz and her parents went to Tri Nguyen in Nha Trang They saw many different types of

B PRONUNCIATION Underline the short- stressed words in the sentences (0,5m) A: Who are you looking for?

B: I am looking for the book I bought yesterday C LANGUAGE FOCUS:

I Circle the best option (1.5 ms) I wish I her tomorrow

A would meet B meet C met D meet

2 I suggest harder for our exam

A.study B studying C to study D studies

3 My father didn’t coffee for breakfast

A used to have B use to have C use to having D use be having

4 It is important to the wonders of the world so that future generations can see them

A destroy B ignore C remain D preserve

5 My grandparents used to face to face

A communicate B communication C communicated D communicating

6 In VietNam, often refers to age and social position, not to wealth

A seniority B tradition C generation D street

vendors

II Fill each blank with the correct form of the words in brackets (1m)

1 I wish I can learn more about other people’s……… TRADITIONAL This book is about …… … features of Viet Nam GEOLOGIC

3 Ha Long Bay has been by UNESCO as a World Heritage Site RECOGNITION

4 Many ethnic people in mountainous areas are……… They can’t read or write ILLITERACY

D READING

I Read the passage and decide whether the statements are True(T) or False(F) (1m)

Perfume Pagoda is a religious site as well as being a great sight-seeing spot in Viet Nam It is situated in Huong Son Commune, My Duc District, Ha Noi It is a vast complex of Buddhist temples and shrines, including Den Trinh (Presentation Shrine) and Thien Tru (Heaven Kitchen) Pagoda, in the limestone Huong Tich mountains The centre of this complex is the Perfume Temple, also called Chua Trong (Inner Temple), located in Huong Tich Cavern It is thought that the first temple was built on the current site of Thien Tru in the 15th century during the reign of Le Thanh Tong Over the years some of its structures which were in ruins have been restored or replaced

its festival (from the middle of January to the middle of March on the lunar calendar), Perfume Pagoda attracts large numbers of pilgrims from all over Viet Nam

A T F

1 Perfume Pagoda is both a religious site and a great sight-seeing spot in Viet Nam

2 Perfume Pagoda includes Den Trinh (Presentation Shrine), Thien Tru (Heaven Kitchen) Pagoda, and the Perfume Temple

3 The Perfume Temple is located in Huong Tich Cavern

4 The first temple is thought to have been built on the current site of Thien Tru in the 1600s

II Read the passage carefully then fill each gap with one suitable word.(1.5m)

structures ride culture full moon surrounded former

Listed as a World Heritage Site in 1999, Hoi An is the (1) main port of Viet Nam dating back to the 16th century Today, most of its historic (2) have been preserved as landmarks There are many things you can there For example, you can walk down the streets, (3) by the atmosphere of times gone by You should visit the town during the (4) , when the shop owners turn off the lights and decorate the streets with candle lanterns You can also take a sampan (5) down the Song Do River, hunting traces of foreign traders such as the Japanese, Chinese, and Dutch who made Hoi An a centre of (6) in old Viet Nam

E WRITING :

I Rewrite the sentences (1.5ms)

1 People say that this complex of monuments is one of the wonders of Viet Nam It is

2 When I was a 10-year-old child, I often went swimming But now I don't it any more

I used Why don’t we visit Trang An, a natural wonder of our area?

I suggest What a pity we can not communicate with animals

I wish We all expected the professor to arrive yesterday morning

It was I'm very sorry that I can't help you with your problem!

I wish II Write about one natural wonder that you know well (1.0m)

THE END

Period 43

TEST CORRECTION 2 Objectives

- Revise the old knowledge from unit to unit again and correct the test - By the end of the lesson , sts can understand the test well

Teaching aids - Worksheets Procedures

1 Steps of carrying out the lesson: -T hands out the papers

-Ss discuss in group of five to correct the tests

-T asks Ss to come to the board to write down the answers -The rest of the class give comments

-T comments and gives correct answers 2 Answer Key:

A.LISTENING

I Answer the questions: ( 1,5 ms)

1 She thought they were the most beautiful She bought a poster

3 Because she remembered the colourful fish in the aquarium II Complete the sentences (1m)

1 aquarium fish dolphin foodstall B PRONUNCIATION

A: Who are you looking for

B:I am looking for the book I bought yesterday C LANGUAGE FOCUS:

I

1A B B D

5.A A calculator/compass

II Fill each blank with the correct form of the words in brackets (1m) I wish I can learn more about other people’s……… TRADITIONS

2 This book is about …… … features of Viet Nam GEOLOGICAL Ha Long Bay has been by UNESCO as a World Heritage Site RECOGNISED

4 Many ethnic people in mountainous areas are……… They can’t read or write ILLITERATE

D READING

I Read the passage carefully then fill each gap with one suitable word (1,5m)

1 former structures surrounded full moon ride culture

II Read the passage and choose the best answer (1,0m) 1.Children’s education is changing rapidly today

2 In the past, teachers made children sit still for hours and memorize all sorts of things

3 They were made to learn everything by heart

It is letting children learn and discover things for themselves E WRITING :

I Rewrite a new sentence so that it has the same meaning as the first using the word(s) given (1m)

1 It is that this complex of monuments is one of the wonders of Viet Nam I used go swimming when I was a 10-year-old child

3 I suggest visiting Trang An, a natural wonder of our area 4.I wish we could communicate with animals

Period 44

UNIT VIETNAM: THEN AND NOW

LESSON 1 GETTING STARTED - Our school in the past I OBJECTIVES.

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

- use the lexical items related to the topic "Our school in the past” - use adjectives and adverbs to describe the changes

- Skills: Listening, speaking, reading

- Educational aim: Ss should know more about Vietnamese schools in the past II Language contents:

- Vocab & structures:

* Vocab: roof, sandals, thatches house, tiled, trench, tunnel, underpass, - Grammar: - past perfect review

- Adj + to-inf / Adj + that clause

III Teaching aids: pictures, cassette + tape, sub- boards. IV TEACHING STEPS.

PD: 03/12/17

TD: 07/12/17

Teacher and Students' activities Contents

INTRODUCTION - Let Ss paly a game

- T shows pictures of wonders (towels, citadels, tombs, caves, palaces ) T shows the pictures one by one

- Ss call out the right word denoting the wonder shown

- The team with more points wins

INTRODUCTION

T: write the words “past and present” on the board and ask Ss to give another expression for the phrase

Ss: “ now and then”

T: Ask Ss to look at the picture and answer the questions

S: give their answer

T: write their ideas on the board

T; play the recording and have Ss follow along

Ss: compare their answer with the information in the dialogue

Ss work in pairs to label the pictures with the words given

T: allow ss to share their answers before

NEW LESSON I Activity 1. Qs:

1 Who can yopu see in the picture? Where you think they are?

3 Is there anything in the small pictures on the wall related to past and present?

1a Put the word/ phrase from the box under each picture.

Key:

1 trench tiled roof

Period 45

UNIT VIETNAM: THEN AND NOW

LESSON 2 A CLOSER LOOK 1

I OBJECTIVES.

- By the end of the lesson , Ss can:

- have some controlled practice on vocabulary related to the topic "then and now": The changes in transport systems, family groups and school life in VN

- know how to stress on all words in sentences - Skills: Listening, speaking, reading, writing II Language contents:

- Vocabulary : underpass, flyover, skytrain, elevated walkway, tunnel, tram… III Teaching aids:

- Cassette, pictures, sub- boards IV TEACHING STEPS.

Teacher and Students' activities Contents

Warm up

Checking up :

Ask pairs of Ss to come to the front to play a quick game: Write as many Adj and Adv describing degree and speed of change that they have learnt as possible (in minutes)

A. WARM UP Ex:

dramatically considerable significantly slightly gradually ACTIVITY

Vocabulary

1.T elicit some vocab in part

T asks Ss to read the words in the box carefully, then look at the pictures and match the words

Ss work in pairs / compare their answers

- Ss work independently, share their ideas with a partner before checking as a class

3

-Give Ss a couple of minutes to work in pairs to the matching Then check answer as a class

-Ask the class these questions and ask for a show of hands:

1 Who lives in an extended family?

B NEW LESSON

Vocabulary

* Vocabulary

-underpass: đường hầm cho người qua đường

- flyover: cầu vượt

- elevated walkway: lối cho người - tunnel: đương hầm, cống ngầm

- tram: xe điện, tàu điện

1 Put the word under the picture.

* Answers

1 tram flyover elevated walkway skytrain underpass tunnel

2 Fill each blank with a suitable word from 1, making them plural where necessary

* Answers

1 tunnel elevated walkway flyover skytrain

Đồng Mỹ ngày 04 tháng 12 năm 2017

Tổ trưởng chuyên môn

Period 46 UNIT VIETNAM: THEN AND NOW

LESSON A CLOSER LOOK

I OBJECTIVES.

-By the end of the lesson , students can: - review Past perfect tense

- know how to use some new structures: - Skills: Listening, speaking, reading, writing II Language contents:

- Vocab & structures:

* Structures: It + be + Adj + to-inf / S + be + Adj + to-inf / S + be + Adj + that clause III Teaching aids:

pictures, sub- boards Iv TEACHING STEPS.

Teacher and Students Board & contents Warm up

*Checking up: When we use the Past perfect?

A. WARM UP

Period 51 REVIEW

I Objectives: By the end of the lesson, students will be able to: - Review what they have learnt from unit to unit

- Recall what they have learnt in terms of language, vocabulary and grammar Summarise their answers in notes and write them down

II Language contents: - Vocabulary and Grammar: Review III Techniques:

- Pairwork, Groupwork, asking- answering, role-play, communicative approach IV Teaching aids:

- Pictures, sub- boards

V Teaching procedures:

Teacher’s and students’ activities Contents I LANGUAGE:

1 Listen and circle the red words which you think are stressed:

Review the rules of stress on auxiliaries, article and prepositions with Ss as a class Have Ss then circle the stress

independently Play the recording Ss listen and check their answers Cofirm their answers Listen again and repeat, in chorus and individually II VOCABULARY:

1 Choose the phrases in the box to complete the sentences:

- Ss: this activity individually Then compare their answers with a partner - T: ask for Ss’ answers

- Ss: go to the board and write their answers

- T: give feedback

2 Change the word form of the words given to complete the sentences:

T: Ask Ss to read the sentences carefully and complete them with the correct form of the words from the box

Ss: Work in pairs

- Ss: go to the board and write their answers

- T: give feedback

I PRONUNCIATION

1 Listen and circle the red words which you think are stressed: Key:

1 at - isn’t – is won’t - Please can’t – on - did

4 haven’t – about – is – look

II VOCABULARY:

1 Choose the phrases in the box to complete the sentences:

Key:

1 +d 2+ a 3+ g + f + c + h + e + b

2 Change the word form of the words given to complete the sentences:

III GRAMMAR:

1 Choose the correct answer A, B, C or D to complete the sentences

- Revise the use of impersonal passive, suggest, adjectives + to infinitive/ that + clause

+ It + be P.P + ( that) + a clause + S + suggest + V-ing + S + suggest + ( that) + a clause. + It + be + Adj + to-inf

+ S + be + Adj + that clause + S + be + Adj + to-inf

- Ss: this exercise individually Then compare their answers with a partner - T: check ss’ answers

2 Complete the wishes for situations: - Have Ss read the situations and decide which type of wish is used in each sentence

- Elicit their answers

- Ss: Do this exercise individually Then compare their answers with a partner - Ss: some Ss write their answers on the board

- T: check Ss’ answers EVERYDAY ENGLISH

1 Complete the conversation with A – D :

Have Ss read the phrases and sentences carefully before they this exercise in pairs

Correct their answer and ask some pairs to act the dialogue

III GRAMMAR:

1 Choose the correct answer A, B, C or D to complete the sentences

Key:

1 B D B C D C

2 Complete the wishes for situations: I wish I was now participate in an international summer camp in Brazil I wish we still had traditional market I wish I could visit Nha Trang

4 I wish I had time to learn ceramic painting

5 I wish I was not at home writing an essay./ I wish I was playing with my friends

1 Complete the conversation with A – D :

1 + C + A

3 + D + B

Homework:

- T: guide Ss how to exercises in workbook and what to prepare for the new lesson

- Ss: write down in their notebook

* Homework:

- Rewrite the exercises in the notebooks - Do exercises in the workbook

- Prepare Skills in Review Period 52

REVIEW

- Recall what they have learnt in terms of skills Summarise their answers in notes and write them down

II Language contents:

- Skills: Reading, Speaking, Listening and Writing III Techniques :

- Pairwork, Groupwork, asking- answering, role-play, communicative approach IV Teaching aids:

- Pictures, sub- boards

V Teaching procedures:

Teacher’s and students’ activities Contents SKILLS:

I READING:

1 Read the text and choose the correct answers:

Have Ss read the text and answer the questions independently

They can then compare their answers with a partner

Check and have Ss explain where in the text they found the information for the answers

II SPEAKING:

1 These are some ideas taken from reading Do you agree or disagree with them?

Support your answers with ideas from the passage or of your own

- This is an open speaking exercise Allow Ss some time to read the ideas and from their own opinion

- Ss can work in groups

- Have some groups / Ss present their own opinions in front of the class

I READING

1 Read the text and choose the correct answers: Key: A D D C C II SPEAKING:

1 Talk about some ideas taken from reading

1 Children back then saw nature as their playground

2 Playing games in groups made it easier and faster for children to make friends

3 Childhood bonds were stronger as they grew up playing together

III LISTENING:

1 Listen to Nguyen’s presentation about a natural wonder in Viet Nam and decide if the sentences are true or false

Ask Ss to carefully read the questions first

T then plays the recording

Ss listen and decide if the statements are T or F

Write Ss’ answers on the board

Don’t confirm their answer at this stage Have them listen again and check their own answers

III LISTENING:

1 Listen to Nguyen’s presentation about a natural wonder in Viet Nam and decide if the sentences are true or false

1, People visit Moc Chau in spring only

2 The beauty of Moc Chau is like nowhere else in Viet Nam

3 Visitors eat the local dishes because they love the way they smell

4 Visitors to a small village are likely to be treated with home-made corn wine

IV WRITING:

1 Base on the note below, write a short paragraph about a traditional home in the countryside in VN in the past :

Have Ss read the phrases and sentences carefully before they this exercise in pairs

Correct their answer and ask some pairs to act the dialogue

atraction of tourists

6 It’s difficult to reach Moc Chau IV WRITING:

1 Base on the note below, write a short paragraph about a traditional home in the countryside in VN in the past :

 Accommodation: Three-room and two-wing house

+ Well-off: made of wood, bricks and tiled

+ Poorer: made of bamboo, earth and straw

 family structure: extended  Man: dominant figure/ head of

household

 food and drink: mainly home-grown and home-made

 marriages: arranged by parents Homework:

- T: guide Ss how to exercises in workbook and what to prepare for the new lesson

- Ss: write down in their notebook

* Homework:

- Rewrite the exercises in the notebooks

- Do exercises in the workbook

- Prepare for the test before the first semester test

Ngày 11 tháng 12 năm 2017 Tổ trưởng

Hoàng Thị Trâm Period 53

REVIEW I Objectives:

By the end of the lesson, students will be able to: - Review what they have learnt from unit to unit - Students practise more exercises

ii EXERCISES:

A Turn into Passive forms:

1 People speak English all over the world

_English ……… They sell jeans all over the world

-Jeans ……… They have built two department stores this year

_Two department stores ……… The doctor has operated Tom since 10 o’clock

_Tom ……… A man returned the keys to me

_The keys ……… They made jean cloth completely from cotton in the 18th century.

_Jean cloth ………

7 The teacher won’t correct the exercises tomorrow

_The exercises ……… My cousin will meet you at the station

_You ……… He can’t repair my bike

_My bike ……… 10 We can solve the problem

_The problem ……… 11 You must this exercise carefully

_This exercise ……… 12 People should stop experiments on animals

_Experiments on animals……… 13 We might find life on another planets

_Life ……… 14 We have to improve all the schools in the city

_All the schools in the city ……… 15 They are going to build a new bridge in the area

_A new bridge……… B Choose the best answer.

1 If you to get well soon, you must take this medicine a want b will want c wanted d would want Our traditional dress by some designers recently

a are modernized b has modernized.c has been modernized d modernized In the past people got the news from town criers

a latest b newest c newer d recent

4 I took o lot of photos to show the trip you a for b to c with d at He told me that he was going abroad

a the following b next year c the next year d now

6 Nam wishes he good at Math a is b was being c will be d were Listen carefully, ? a will you b won’t you c are you d don’t you

8 Van is student in the USA

a a change b an exchange c boarding d good Internet is a very fast and convenient way for us to get a communication b invention c situation d information 10 Maryam is Lan’s pen pal and they at least once a week

a talk b correspondent c correspond d keep * Key: 1a,2c,3a,4b,5c,6d,7b,8b,9d,10c.

C Do as directed.

=> They told me ( they was having a wonderful time there.)

2 Have you fixed the washing machine? =>Has (the washing machine been fixed ?) Liz was tired She went to bed early

=>Liz was so (tired that she went to bed early) My sister won’t come home at Christmas

=> I wish ( my sister would come home at Christmas.)

5 You forgot to lock the door before going to work, didn’t you ? => You didn’t ( lock the door before going to work, did you ? ) “Do you run every morning ?” Hia asked me

.=> Hai wanted to know ( if I ran every morning )

7 Work hard or you will fail the exam

=> Unless ( you work hard, you will fail the exam.) The film was very boring She fell asleep

=> It was ( such a boring film that she fell asleep ) Reading newspaper is my favorite hobby

=> I enjoy ( reading newspaper )

IV Rewrite each sentences, using Reported Speech:

1- “I will go to China next year.” - Minh said -2- “I like learning English.” _Lan said -3- “I may go to the movies with Mai tomorow.”_ Peter said -4- “I love these sunflowers.”_ Miss Nga said -5- “We are doing the exercises now.” _They said -6- “Is your school near here?” _ I asked Minh 7- “Do you like classical music ?” _He asked Lan -8- “Will you go with me ?” _ She asked Ba -9- “Can you play video games ?”_ Peter asked me -10- “Are you a new student?” _ She asked me

Ngày 18 tháng 12 năm 2017 Tổ trưởng

Period54

TRƯỜNG THCS ĐỒNG MỸ ĐỀ KIỂM TRA HỌC KỲ I Họ tên:……… Năm học: 2017-2018

Lớp:……… Mơn: Tiếng Anh thí điểm.

Thời gian làm bài: 45 phút ( không kể thời gian giao đề )

( Học sinh làm đề thi ) I MATRIX:

Chủ đề Nhận biết Thông hiểu Vận dụng Tổng

TN TL TN TL TL TN

Pronunciation, Vocabulary, Grammar

2 câu x 0.25

6 câu x 0.25

8 2.0

Reading câu x

0.25 4câu x 0.25

8

2.0

Listening 4câu x 0.25 4câu x

0.25

8 2.0

Writing câu x

0.25 4câu x 0.2

8 2.0

Tổng 6

1.5 18

4.5

8 2.0

32 8.0 PD: 22/12/17 TD: 26/12/17

Period 47

UNIT VIETNAM: THEN AND NOW

LESSON 4 COMMUNICATION

I OBJECTIVES.

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

- Know more the extra vocabulary related to the subject

- Discuss about the changes in Viet Nam and in their neighbourhood - Skills: listening, speaking

- Educational aim: Students should know the development of their country ii Language contents:

- Vocab: suffered, illiteracy, exporter, mushrooming iii Teaching aids:

pictures, sub- boards Iv TEACHING STEPS.

Teacher and Students Contents

A. WARM UP

Check and correct Ex (P64) Pre – speaking:

-T: quickly teach the words - Ss: pronunciation drill

-Have Ss skim-read the posts individually Remember the main ideas to compare in pairs

-read again for detail

B NEW LESSON *Extra Vocabulary:

- suffer: to experience something unpleasant, such as injury, defeat or lost - illiteracy: inability to read and write - exporter: a person, company, or a country that sells goods to another country.

- mushroom: a metaphor verb showing ST that grows or develops fast in term of number and speed

1 Act Read the posts on Viet Travel Forum (VTF) from people who visited VN a long time ago.

While-speaking

- Ss work in groups of three in

2 Read the posts again to retell them to your friends.

EG:

Period 48 UNIT VIETNAM: THEN AND NOW

LESSON 5 SKILLS 1

I OBJECTIVES.

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

- read for specific information about tram system in Ha Noi then and now

- talk about changes in transport in the neighbourhood and expressing opinions about these changes

II Skills: reading, speaking III.Teaching aids:

pictures, sub- boards IV TEACHING STEPS.

Teacher and Students Contents

A. WARM UP Reading

Pre-reading:

- introduce some new words

- Let Ss look at the pictures to answer the Qs

1 What are the thing in the pictures? When and where can you see them?

B NEW LESSON. I READING * New words: -boom: bùng nổ

- compartment: toa xe - clanging: tiếng leng keng

- elevated walkway: lối dành cho người

- trench: hào giao thông

Đồng Mỹ ngày 26 tháng 12 năm 2016 Tổ trưởng chuyên môn Hoàng Thị Trâm

Period 49

UNIT VIETNAM: THEN AND NOW

LESSON SKILLS I OBJECTIVES By the end of the lesson, students will be able to:

- listen for specific information about life in an extended family

- write about some qualities a person needs to get along in an extended family - Skills: listening, writing

- Educational aim: family loving II Techniques :

- Pairwork, Groupwork, asking- answering, role-play, communicative approach III Teaching aids:

IV TEACHING STEPS.

Teacher and Students Contents

Discussion:

1 Do you live in a big family or a small family?

2 Do you like living in your family or you want to have any thing changed?

A. WARM UP.

Listening

Pre-listening:

- ss look at the pictures and describe each picture

“In the first picture, there are seven or eight people: They are: grandparents, parents and children They live in a big family (extended family)

In the second picture, there are people They are parents and a child They live in a small family (nuclear family) ”

While-listening:

- T: play the recording

- Ss: fill in the blanks with suitable information

- T: write the answers on the board - T: play the recording again

- Ss: listen again to check and give the keys

- T: give feedback

Post-listening

-Ss: Work in pairs to remember and discuss about the qualities Mrs Ha mentioned

- T: play the recording again - Ss: check and correct

B NEW LESSON I Listening

1 Act1 Describe the pictures.

2 Act2 Nick is talking to Mrs Ha, Duong’ mother

about her family in the past Listen to the conversation and fill in the blanks. Key:

1 extended family three generations

3 shared their day

5 their work things happening

7 to be tolerant talk

9 listen 10 compromise

3 Act3 Listen again and decide the statements are true or false

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

4 Act4 which qualities Mrs Ha mentioned in the conversation.

Key:

hardworking , tolerant, kind,

caring

Writing

While-writing

- Ss: Read the instruction carefully : Write a paragraph about the three most important qualities you think a person needs to be able to get along with other members in an extended family

5 Act5 Write about the three most important qualities you think a person needs to be able to get along with other members in an extended family Use the words in Act4.

Eg:

Living in an extended family is happy but

Period 50

UNIT VIETNAM: THEN AND NOW LESSON LOOKING BACK+ PROJECT

I Objectives: By the end of the lesson, students will be able to: - Review what they have learnt in the unit

- Self – assessment to see how far they have progressed and which areas need further practice

- Skills: Listening, speaking, reading and writing II Language contents:

- Vocabulary and Grammar: Review III Techniques :

- Pairwork, Groupwork, asking- answering, role-play, communicative approach IV Teaching aids:

- Pictures, sub- boards

V Teaching procedures:

Teacher’s and students’ activities Contents - Ss: work in teams to finish the

word web The team with more words will win

Activity 2

- Ss: this activity individually Then compare their answers with a partner

- T: ask for Ss’ answers

- Ss: go to the board and write their answers

- T: give feedback

Activity 3:

T: Ask Ss to read the passage carefully and complete them with an adjective from the box

Ss: Work in pairs

- Ss: go to the board and write their

A NEW LESSON I VOCABULARY

1 Complete the following word web with transport systems in VN then and now.

earthen roads Concrete roads

2 Fill in the blank with one word/ phrase.

Key:

1 extended nuclear

3 facilities rubber sandals trenches

3 Read the passage and fill in the blank with a suitable word in the box.

Key:

1 extended nuclear disobedient

4 sympathetic/ understanding sympathetic/ understanding tolerant caring Transportation

answers

- T: give feedback share

Activity 3:

- Ss: this exercise individually Then compare their answers with a partner

- T: check ss’ answers

Activity 4:

- Ss: Do this exercise individually Then compare their answers with a partner

- Ss: some Ss write their answers on the board

- T: check Ss’ answers

Activity 5:

- Ss: Do this exercise individually Then compare their answers with a partner

- Ss: some Ss write their answers on the board

- T: check Ss’ answers

II GRAMMAR:

4 Complete sentences with appropriate adjectives.

Key:

1 necessary/ important certain/ sure/ hopeful certain/ sure/ confident sorry/ sure sorry convinced/ certain/ sure

5 Correct the italised text where necessary.

Key:

1 no change take = could take no change let = to let

5 no change no change no change be = was

Activity 6:

- Ss: Do the task in pairs

Ss: interview a travel agent about Vmese people’s holiday trends before and after 2000 Use the cues in the table for the interview

-III COMMUNICATION

6 Role-play

before 2000 after 2000

Where to go

-beaches, mountains -inside the country

-beaches, mountains -to other countries When to go summer holiday summer holiday national day How to travel coach, train, coach, train, plane

Who to go with father, mother, alone family, friends PROJECT:

-Prepare a photo exhibition of their own It would be done as a computer slide show

- ss prepare at home in groups in weeks

Then present their work, ask the whole class to vote for the best

B PROJECT:

exhibition/ show Homework:

- T: guide Ss how to exercises in workbook and what to prepare for the new lesson

- Ss: write down in their notebook

* Homework:

- Rewrite the exercises in the notebooks - Do exercises in the workbook

- Complete the project ( in weeks):

Đồng Mỹ ngày 08 tháng 01 năm 2018 Tổ trưởng chuyên môn

Hoàng Thị Trâm

Period 55

UNIT RECIPES AND EATING HABITS LESSON GETTING STARTED

I Objectives:

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

- use the lexical items related to dishes, and ways of preparing and cooking food - Skills: Listening, speaking, reading, writing

- Educational aim: Ss should know more about II Language contents:

- Vocab & structures:

* Vocab: spring onion, celery, Cobb salad, fajitas, lasagna, curry, steak pie, sushi, versatile, drain, combine,

- Grammar: Review: - Modal verb: should, can, will, -The first conditional sentence III Techniques :

- Pairwork, Groupwork, asking- answering, role-play, communicative approach IV Teaching aids:

- CD, pictures, sub- boards V.

P rocedures :

1 Greetings and roll call.

2 Checking up: ask and answer about the food you like

3 The new lesson: LESSON 1: GETTING STARTED : My favourite salad

Teacher’s and students’ activities Contents Warm-up:

Word circle!

Ss work in whole class to ask and answer about the food you know T: Call out one issue you’ve known S1: rice

S2: bread S3: meat

T: Do you know what ingredients on the table? Can you tell what food is going to be cooked?

S: … =>

T: Great Today I am going to help you know more how to make this food Lead-in

T: introduce a new lesson to Ss

*Vocabulary:

-Cobb salad : Món xà lách thập cẩm -Fajitas: Món bánh (trứng) cuộn thịt rau -Lasagna: Món bánh kẹp thịt, large flat pieces of

pasta

-curry : cà ry

-steak pie : Bánh kẹp thịt bò -sushi :

-Spring onion: A type of small onion with a long

green stem and leaves Spring onions are often

eaten raw in salads

-Versatile: he's a versatile actor who has played a

wide variety of parts Lead-in

T introduces a new lesson to Ss T: Great Today I am going to help you know more information about recipes and eating habits

Searching

Have Ss work independently to find the words with the given meanings in the dialogue Quickly write the

correct answers on the board Word webs

Ask Ss to work in pairs and complete the word webs Call on one pair to write their answers on the board Other pairs add more words if needed

Comprehension questions

Have Ss read the questions to make

1a Can you find a word that means:

1 a light dish served as the first part of a meal

= starter

2 have lots of uses = versatile

3 pour the water away = drain

4 take off the outer layer of food = peel

5 cut food into pieces with a knife = chop

6 mix = combine

1b Find all the words related to the topic of food

in the conversation Put them in the word webs.

sure they understand them Ask them firstly to answer the questions

without reading the dialogue again Have Ss exchange their answers with a classmate

Now ask them to check their answers by reading the dialogue again

Ask for Ss' answers

Naming

Have Ss look at the pictures Tell Ss that in the box are some dishes from different countries in the world Ask Ss to match these dishes with the pictures, and then compare their answers in pairs Play the audio for Ss to check and repeat the answers Discussion

Have Ss work in pairs to discuss what country in the box is associated with each dish in Check and confirm the correct answers

Gap-fill

Tell Ss to complete the sentences with the names of the dishes in The complete sentences will give Ss information about these dishes Call on two Ss to write their answers on the board

1 Who knows the recipe for this salad? - Nick's mum.

2 Why does Nick's mum like this salad? - Because it's simple and delicious. When are salads popular in England? - In the summertime.

4 What does Mi like about salads?

- They are versatile, and you can use lots of

different ingredients in a salad.

5 What does each person to prepare the salad?

- Nick's mum boils and drains the prawns Nick

washes the celery, peels the prawns, and mixes

the ingredients Mi washes the spring onions,

chops the celery and spring onions, and mixes the

ingredients.

6 How we know that Nick wants to eat the

salad?

- Because he is finding it difficult to wait for one

hour.

2 Write the name of each dish in the box under each picture.

A Cobb salad B sushi C steak pie D fajitas

E lasagne F mango sticky rice G beef noodle soup H curry

3a In pairs, discuss which country from the box is associated with each dish in 2 Key: Lasagne curry steak pie 4 Fajitas sushi

4 FOOD QUIZ Name

A game

Ask Ss to work in groups to the quiz The group which has the answers the fastest is invited to read out their answers Elicit feedback from other groups and ask them to add some other answers

TWO foods which you have to peel - strawberry, lychee /lai e/quả vải, cherry, pomegranate

THREE foods which are made from milk - prawn, potato

FOUR fruits which are red - broccoli, spinach, lettuce, celery, kohlrabi

FIVE vegetables which are green -

cheese, butter, ice cream

Homework:

- T: guide ss how to exercises in workbook and what to prepare for the new lesson

- Ss: write down in their notebook

* Homework:

- Learn the vocab and the structures by heart

- Do exercises (B1,B2,) p4 in workbook - Prepare for the new lesson: U7 (cont.) A closer look (vocabulary-yellow boxes-page 8-9)

Period 56

UNIT RECIPES AND EATING HABITS LESSON A CLOSER LOOK 1

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

At the completion of this lesson, Ss will be able to use the lexical items related to dishes, and ways of preparing and cooking food and ask statement questions with the correct intonation

II Skills: Listening, speaking, reading, writing.

- Educational aim: Ss should know more about some verbs that used in talking about cooking

III Teaching aids:

- CD, pictures, sub- boards IV.

P rocedures :

1 Greetings and roll call.

2 Checking up: Ask and answer about the dialogue

3 The new lesson: LESSON 2: A CLOSER LOOK 1

Teacher and students’ activities Contents I Warm-up

Chatting!

Ss work in whole class

T: Do you love cooking? S1: Yes, I ( expected )

T: Do you know how to cook any dish? S1: Sure …

Lead-in

T introduces a new lesson to Ss

Matching

Have Ss work individually to this exercise and then compare their answers with a classmate

Elicit the answers from Ss and quickly write them on the board Do not

confirm the correct answers at his stage Have Ss explain the meaning of each verb in English or Vietnamese Correct Ss' explanations

when needed

Gap-fill

The purpose of this exercise is to help Ss use the verbs correctly to talk about food preparation Ask Ss to work in pairs to the exercise Check the answers as a class If time allows, have Ss make sentences

Matching

Have Ss this exercise individually and then compare their answers with a partner

Check and confirm the correct answers

Have Ss give the Vietnamese translation of the words if needed

about? You’ll know more in this lesson I Vocabulary

1 Write a food preparation verb from the box under each picture.

A chop B slice C grate

D marinate E whisk F dip

G sprinkle H spread 2 Complete the sentences with the correct form of the verbs in 1.

1 Don't……….… the cucumber into chunks …………it thinly

2 My mother usually ……… some cheese and ………it over the pasta

3 ……… the chicken in white wine for one hour before roasting

4 To make this cake successfully, you should ……the eggs lightly

5 ……… the prawns into the batter Can you ………… the butter on this slice of bread for me?

Key:

1 chop; Slice grates; sprinkles Marinate whisk

5 Dip spread

3 Match each cooking verb in A with its definition in B.

Key:

1 stir-fry + g cook thin strips of vegetables or meat quickly by stirring them in very hot oil deep-fry + f fry food in oil that covers it completely

3 roast + h cook meat, or vegetables without liquid in an oven or over a fire

Asking and answering

Ask Ss to answer the two questions Elicit their answers Ask them if they have ever eaten or made a pizza

Gap-fill

Have Ss complete the instructions individually and then compare their answers with a partner Check the answers as a class Ask Ss who have not made a pizza before if they can make a pizza themselves after reading the instructions

Explanation

Explain to Ss the meaning of

'statement' (a telling sentence that ends with a full stop) and 'statement

question' (used to check information; has the order of a statement but ends with a question mark)

Listen and draw

Ask Ss to read through the three

conversations Play the recording for Ss to draw appropriate arrows to indicate the intonation of each sentence

a Ask Ss to work in pairs to complete the mini-dialogues with suitable statement questions

strong heat

5 bake + e cook cakes or bread in an oven steam + a place food over boiling water so that it cooks in the steam

7 stew + d cook something slowly in liquid in a closed dish

8 simmer + b cook something by keeping it almost at boiling point

4a What can you see in the pictures? Do you know what dish these ingredients are used for?

b Complete the instructions below with the verbs in 1and 3.One verb is used twice.

1 …Chop…….the onion, bacon and an apple …Grate…….the cheese

3 …Spread… the tomato sauce on the pizza base

4 …Sprinkle… the cheese on the pizza base …Spread… the chopped onion, bacon and apple on top

6 … Bake … the pizza in the oven for about 10 minutes

Do you think you can make a pizza yourself?

II Pronunciation

Tones in statements used as questions

6a Work in pairs Complete the

b Have Ss practise the dialogues and act them out in front of the class with the correct intonation

Homework:

- T: guide ss how to exercises in workbook and what to prepare for the new lesson

- Ss: write down in their notebook

Homework :

-Learn the vocab by heart and practise using them

-Do the exercises A,1,2-WOKBOOK p in your notebooks

- Prepare Unit 7: A closer look 2.(vocabulary-page10-11, write yellow box into notebooks)

Period 57

UNIT RECIPES AND EATING HABITS LESSON A CLOSER LOOK 2

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

At the completion of this lesson, Ss will be able to use some quantifiers correctly and write and use conditional sentences type with modal verbs- Skills: Listening, speaking, reading, writing

- Educational aim: Ss should know more about II Teaching aids:

- CD, pictures, sub- boards III.

P rocedures :

1 Greetings and roll call.

2 Checking up: new words

3 The new lesson:

Teacher and students’ activities Contents Slap the board

Ss work in groups T gives feedback

Lead-in

T introduces a new lesson to Ss

Gap-fill

Ask Ss about the use of the four quantifiers

Make any necessary comments Have Ss this exercise

individually and then compare their

T: Today you will review some quantifiers correctly and study new grammar points Grammar

I a, an, some, any

1/ Fill each blank with a, an, some, or any.

Key:

1 a a some some/any a some an any

PD: 14/01/18 TD: 18/01/18

effect

pollutan death

answers in pairs

Have Ss read the information in the Look out! box Explain any unclear points If time allows, ask Ss to give examples with the quantifiers

Matching

Have Ss the exercise individually and then compare their answers with a partner Remind them that some quantifiers can go with more than one noun Check the answers as a class

Gap-fill

Have Ss work in pairs to read the instructions to make a chicken salad and to fill each blank with a word/ phrase from the box Check as a class

Write-it-up

Ask Ss to work in pairs, and think about a simple salad they know Together Ss write the instructions to make it

Explanation

Ask them to give the standard form of conditional sentences type T may call on one student to write the form on the board Now have Ss read the information and examples

2/ Match the food quantifiers with the nouns Some quantifiers can go with more than one noun.

Key:

1 a,g 2.a f, g 4.c 5.h b,d e, f 8.b 3a Read the instructions to make a chicken salad Fill each blank with a word/phrase in the box.

Key:

1 200 grams an tablespoons

4 teaspoon teaspoon some b/ Work in pairs Think about a simple salad Write the instructions on how to make it using the quantifiers and cooking verbs you have learnt Share the

instructions with the whole class Vote for the best salad

II Modal verbs in conditional sentences type 1

4/ Read these sentences from the

in the grammar box Write the form of the examples on the board

Matching

Have Ss the exercise individually and then compare their answers in pairs Ask some Ss to read out loud the complete sentences

Write-it-up

Have Ss work in pairs to read the situations and write appropriate if-sentences

Call on some Ss to write their sentences on the board

Give necessary correction

5 Match the first half of the sentence in A with the second half in B.

Key: c e a b f d 6 What will you say in these situations? Use suitable modal verbs with conditional sentences type 1.

Key:

1 If you want to have good health, you must reduce the amount of salt in your food

2 If my brother is hungry, he can eat three bowls of rice

3 You can take a cooking class if it is at the weekend

4 If I eat this undercooked pork, I may have a stomachache

Homework:

- T: guide ss how to exercises in workbook and what to prepare for the new lesson

- Ss: write down in their notebook

Homework :

-Learn the vocab by heart and practise using them

-Do the exercises B4,5 in WORKBOOK page

-Prepare Unit 7/ Lesson 4: Communication

P. 11

(prepare vocabulary- collect pictures of pollution)

Đồng Mỹ ngày 15 tháng 01 năm 2018 Tổ trưởng chuyên môn

Hoàng Thị Trâm

Period 58

UNIT RECIPES AND EATING HABITS LESSON COMMUNICATION

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

- talk about a popular dish and know how to make it - Skills: Listening, speaking

- Educational aim: Ss should know more about how to make a dish. II.Teaching aids:

- CD, pictures, sub- boards III P rocedures :

1 Greetings and roll call.

2 Checking up:

Example: A: If I were you, I would have breakfast

3 The new lesson: LESSON 4: COMMUNICATION

T and Ss’ ACTIVITIES CONTENTS

Word web!

Ss work in two groups T gives feedback

Lead-in

T introduces a new lesson to Ss

T elicits vocabulary Mine

Picture Explanation Situation/ Mime Visual

Ss copy down the words Picture

P.13 Chatting

Have Ss look at the picture and answer the questions Quickly elicit their answers and write them on the board

Listen and check

Play the first part of the recording for Ss to check their answers Confirm the correct ones

Gap-fill

Play the recording again for Ss to the exercise Have them compare their answers in pairs Call on two Ss to write their answers on the board Ask other Ss to correct these answers if

chop boil

spread

T: Do you want to know more about how to make a dish?

Ss: Yes ( expected )

T: Great You will get more knowledge about it in the lesson today

New words

- (to) púrée : xay nhuyễn - (to) gárnish : trang trí (món ăn) - ténder (adj.) : mềm

- shallót (n) : hành khô

- cube (n) : miếng hình lập phương * Set the scene:

Activity 1: Look at the picture Answer the questions.

1 Can you guess the name of the dish in the picture?

2 What you think the ingredients are for this dish?

Activity 2a: Now listen to the first part of a talk where Mi is presenting how to prepare the ingredients Check your answers.

2b. Listen to the first part of the talk again Fill each blank with a

word/phrase. Preparing

needed

Play the recording one more time for Ss to check their answers

Ordering

Have Ss read the steps to cook the soup and try to rearrange the steps

Ask some Ss to write their order on the board

Play the recording for Ss to check their answers

Ask Ss to comment on the orders on the board

If there are any unclear points, play the recording a second time

Answer the question

Without playing the recording again, ask Ss about the benefits of the soup If Ss are not sure about any points, play the recording again Have one student talk about the benefits

Discussion

Have Ss work in groups to discuss a dish they like Ss take notes of the ingredients, how to prepare the dish, and the steps to cook it on a big piece of paper Move around to provide any necessary help

Monitoring

Ask groups to stick their answers on the walls around the class Ask other Ss

Activity 3a Read the steps to make the dish Rearrange them into the correct order.

a Add the cream and simmer for to minutes

b Heat the butter in a deep pan, add the shallots and celery and stir fry for a few minutes

c Puree the soup in a mixer until it is smooth

d For the finishing touch, garnish it with some celery leaves

e Add the pumpkin and stir fry for a few more minutes

f Add 750ml of water and a pinch of salt and cook until the pumpkin is tender Cool for 10 minutes

3b Listen to the second part of the talk and check your answer.

Key:

3c Listen to the second part again What are the health benefits of this dish?

to move around to each

group and listen to the group's

presentation about the dish Have Ss vote for the best dish and explain the reasons

4b Organise a gallery walk Move around to each group and listen to their presentation Vote for the best dish.

Homework:

- T: guide ss how to exercises in workbook and what to prepare for the new lesson

- Ss: write down in their notebook

Homework:

-Learn the vocab by heart -Do the exercises B6,

C1,C2-WORKBOOK-p 5-6 in your notebooks -Prepare Unit 7/ Lesson 5: Skills1 P 12 (vocabulary- collect pictures- draw a diagram into notebooks)

Period 59

UNIT RECIPES AND EATING HABITS LESSON SKILLS 1

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

- talk about read for general and specific information about the eating habits of Japanese people and talk about the eating habits of Vietnamese people

- Skills: Reading, speaking

- Educational aim: Ss should know more water pollution II Teaching aids:

- CD, pictures, sub- boards III.

P rocedures :

1 Greetings and roll call.

2 Checking up: ask your partner a short presentation about one dish.

3 The new lesson: LESSON 5: SKILLS 1

T and Ss’ ACTIVITIES CONTENTS

Jumped words Ss work in whole-class

T gives feedback Lead-in

T introduces a new lesson to Ss

Asking and answering T - Ss

Have Ss work in pairs to discuss the questions Elicit their answers Because it is an open activity, accept

different answers

Matching

Ask Ss to read the headings quickly Make sure they understand the meaning of each heading

Now Ss read the paragraphs and match them with the headings Ask them to compare their answers with a classmate Elicit their answers

Comprehension question

Have Ss read the passage again to answer the questions

Ss can underline parts of the text that help them with the answers

Ask Ss to compare their answers before giving the answers to T

Ask them to give

evidence when giving the answers

Put letters in the correct word

1 NISHGAR  GARNISH HSDI  DISH

3 GREDINIENT  INGREDIENT BERUTT  BUTTER

T: What ingredients you need to make one dish?

How about the lesson you are going to study today?

I READING

Activity Work in pairs Answer the questions.

1 What can you see in each picture? S: I can see…

2 Have you ever tried the dishes in the pictures? If so, how did you find them? S: Yes/ No…

Activity Now read an article about Japanese eating habits Match the headings (1-3)with the paragraphs (A-C).

The art of arranging dishes. 2 The habit of having raw food and simple sauces

3 Components in a typical Japanese meal.

Key: A B C 1

Activity Read the article again and answer the questions.

KEY:1 - They like raw food and not use sauces with a strong flavour.

2 - They cut fresh fish.

Discussion

This part helps Ss understand more about the eating habits of Vietnamese people Have Ss work in groups to discuss the eating habits of Vietnamese people Ss use the questions provided as cues

Ask the groups to organise their ideas to prepare for a

short presentation

Report

Have one group of students act as examiners and other groups as

competitors The groups take turns to present their ideas Give additional comments

T asks Ss to at home

pickles).

5 - Rice is the staple food and is very nutritious.

6 - Because the dishes are presented in different bowls and plates, and are arranged carefully according to a traditional pattern.

II SPEAKING

Activity 4 Work in groups Discuss the eating habits of

Vietnamese people You can use the following questions as cues.

1 What is the most important feature of Vietnamese eating habits?

2 What are the typical components in a Vietnamese meal?

3 What is the staple of our country? How are the dishes arranged?

5 Are there any other characteristics of our eating

habits that you know?

6 In general, Vietnamese people have healthy eating habits?

Activity 5 Imagine that you take part in an international

competition in which competitors talk about the eating habits of their own country Present your group's ideas about Vietnamese eating habits. Homework:

- T: guide ss how to exercises in

workbook and what to prepare for the new lesson

- Ss: write down in their notebook

Homework:

-Learn the vocab by heart and practise reading the passage

-Do the exercises D1, D2, D3-p 7-8 in your notebook

Period 60

UNIT RECIPES AND EATING HABITS LESSON SKILLS 2

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

to listen for detailed and specific information about teenagers' eating habits and write about the eating habits of a classmate

- Skills: Listening, writing, II Teaching aids:

- CD, pictures, sub- boards III P rocedures :

1 Greetings and roll call.

2 Checking up:

3 The new lesson:

T and Ss’ ACTIVITIES CONTENTS

Bingo!

Each student chooses words, then tick the words they hear from their teacher T gives feedback

Lead-in

T introduces a new lesson to Ss

T: Where you have your breakfast? St : I have my breakfast at…

T: What you often have for your breakfast?

St: I often have…

T: Today you will practice listening and writing about someone’s eating habits Make a comparison

Have Ss this activity in pairs They ask each other questions to find out the differences between the two pictures Elicit the answers from Ss Ask them to describe the underlying meaning of the pictures

True-false statement

Tell Ss that they are going to listen to two students talking about their eating habits Before listening, Ss read

through the statements to make sure they understand them and to underline key words Play the recording

for them to the exercise Gap-fill

Without listening to the recording again, Ss complete the table by filling each blank with no more than three words Have Ss compare their answers with a classmate before giving T the answers Ask two Ss to write their answers on the board

Play the recording one last time to confirm the answers for both and Asking and answering

Ask Ss to work in pairs They ask and answer questions about each other's eating habits, and take notes of their partner's answers in the table

After that give Ss a few minutes to read their notes again to answer the questions provided

T should move around to give comments as there may not be enough time for checking with the whole class

T: Look at the pictures.

Who are they? What are they doing? What the pictures tell you?

Activity 1 Work in pairs One of you looks at picture A,and the other looks at picture B on page 17 Ask each other questions to find out the differences between your pictures.

Activity 2 4Teen Radio is asking two students about

their eating habits Listen to what they say and decide if the statements are true (T) or false (F).

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

Activity Listen again and complete the table Use no more than three words for each blank.

Key:

Activity Work in pairs Ask and answer questions about each other's eating habits Take notes of your partner's answers in the table.

- Do you think your partner has healthy eating habits? Why/why not?

- Is there anything he/she should change if he/she wants to be healthier?

Activity 5a Write about your partner's eating habits.

Include information about his/her meals, your opinion about his/her eating habits and possible changes.

Write-it-up

Ask Ss to write about their partner's eating habits When they have finished, Ss exchange their writing

to spot any mistakes Have Ss share the mistakes with the whole class T may collect some Ss' work to mark

at home

comments.

Homework:

- T: guide ss how to exercises in workbook and what to prepare for the new lesson

- Ss: write down in their notebook

Homework:

-Learn the vocab by heart and practise telling the story

-Do the exercises E1, E2-WORKBOOK in your notebook- page 10

-Prepare Unit 7/ Lesson 7: Looking Back - Project

Đồng Mỹ ngày 22 tháng 01 năm 2018 Tổ trưởng:

Hoàng Thị Trâm Period 61

UNIT RECIPES AND EATING HABITS

LESSON LOOKING BACK AND PROJECT I Objectives: By the end of the lesson, students will be able to:

to review vocabulary and grammar -structures and they can check how well they did at each question and use that information when filling in the self-assessment

- Skills: Listening, speaking, reading and writing, II Language contents:

- Vocab & structures: - Grammar: III Techniques :

- Pairwork, Groupwork, asking- answering, role-play, communicative approach IV Teaching aids:

- CD, pictures, sub- boards Pictures, Chalk, Board, Visual, Cassette recorder, Textbook…

V.

P rocedures :

T and Ss’ ACTIVITIES CONTENTS

What and where

T erases the words one by one Ss rewrite the words

T gives feedback Lead-in

T introduces a new lesson to Ss Matching

Have Ss this exercise

T: Today you will help you practice more exercises on vocabulary, grammar-structures and speaking

I VOCABULARY

Activity 1 Match the words in A with PD: 28/01/18 TD: 30/01/18

individually and then compare their answers with a partner

Call on Ss to read out loud their answers

T confirms the answers Labeling

Ask Ss to complete the words individually

Check Ss' answers as a class If time allows, call on one or two Ss to write their answers on the board

Gap-fill

Ask Ss to this exercise

individually Have some Ss read out their answers Confirm the correct ones

MCQ

Have Ss this exercise

individually Check the answers as a class

T may ask Ss to explain their choice

Write-it-up

Ask Ss to write the sentences individually Have two Ss write the sentences on the board Ask other Ss to give comments Correct the sentences if needed

Ordering

Have Ss rearrange the lines to make a complete conversation, first individually and then share their answers with a partner

their description or definition in B.

Key: 1.d 2.e 3.g 4.b 5.a 6.c 7.h 8.f

Activity 2 Write a verb for a cooking method under each picture The first letter has been provided

Key:

Activity 3 Fill each blank with a

word/phrase in the box There is one extra word.

Key: hamburger sushi deep-fry

steam stew II GRAMMAR

Activity 4 Circle the correct answer

Key:1.slice sticks any - some bag 5 clove bunch

Activity 5 Complete the sentences with your own ideas Use the modal verbs provided.

Key: 1 If you keep eating fast food, you might become overweight.

2 If you promise to finish your homework tonight, you can go to the cinema with your friend.

3 He should eat less sweets if he doesn't want to have toothache.

4 She must eat less rice and bread if she wants to lose weight.

5 If you join this cooking lesson, you can cook many delicious dishes.

III COMMUNICATION

Activity 6. Rearrange the lines to make a complete conversation.

Ask some pairs to read out loud the conversation

Do a project

Have Ss work in groups of four or five They go to other classes and ask different Ss about their eating habits

them

B What a pleasant Sunday morning it is! C Shall I peel the bananas for you? D I can't wait to try your first pancakes! They look delicious

E Yes It's cool and sunny What are you doing?

F I'm making some pancakes

G Sure, you can give me a hand if you want to

H Really? Will we have them with honey? I Some pancakes?

J Yes, some honey and some slices of banana

Key:

* PROJECT ( Ss at home)

A SURVEY ON EATING HABITS Homework:

- T: guide ss how to exercises in workbook and what to prepare for the new lesson

- Ss: write down in their notebook

Homework:

-Learn the vocab by heart and practise reading the sentences

-Finish the exercises UNIT in workbook in your notebooks

Period 62 UNIT TOURISM

LESSON GETTING STARTED

I OBJECTIVES By the end of the lesson, students will be able to: - use the lexical items related to the topic "Tourism"

- know more about the Vocabulary and structures to talk about tourism - Educational aims : Make students be proud of the scenic beauty of Viet Nam II KNOWLEDGE

- Vocabulary: package tour, picture, be into, make up one's mind - Grammar:

III SKILLS

+ Main skill: speaking, reading + Sub skills: Listening, writing IV TEACHING AIDS: CD

V TEACHING PROCEDURES:

Teacher’s and students’ activities Contents

WARM-UP

+ Kim’s Game: (5’)

- T shows a slideshow of photo of famous cities in 30 seconds teams try to remember and go to the board to write down the words as much as possible Which team with more correct answers will be the winner

1 Listen and read (7’) - Play the tape

- T asks Ss to read the text in silence and underline the words or phrases which are new to them and guess the meaning

- T explains the meanings of these words through explanation, synonym and example

UNIT TOURISM

(GETTING STARTED)

VOCABULARY:

+ package tour: A holiday organized by a travel agent,

with arrangements for transport, accommodation, etc., made at an inclusive price

a Find the word/phrase in the conversation

- T plays the recording twice if necessary

- Ss are required to give read the conversation again, and then the exercise individually

- T corrects and gives feedback

- T explains to ss the meaning and use of the three expressions in the Watch out! Box Ask them to locate them in the conversation, and give examples if time allows

b True or False

- Ss work in pairs to complete the task - T may explain to ss that although some people don't like the thought of eating snails and frogs' legs, they are considered specialities in France

- T checks ss' answers

c Answer the questions (10’)

- T tells Ss to take a quick look at the questions and then answer them individually

2 Collocation

- Ss are asked to pay attention to words that usually go together (collocation) - Ss are encouraged to think out more words on their own

3 Fill in

- Ss work individually to the task - T checks the answer Call on some ss to read the passage with the correct answers

4 Give the names of the following - Ss the quiz individually and check their answer

+ picture (v) = imagine

+tanned (a) : having golden-brown skin after exposure to the sun

a Find the word/phrase in the conversation that means:

KEY:

1 made up your mind narrowed it down a package tour explore

5 not my cup of tea b True or False KEY:

1 F T F T F c Answer the questions

KEY:

1 It means Nick's parents are relaxed and open-minded

2 It's quite warm

3 Visit the Alps and Mont Blanc, explore Paris, and go sightseeing in Versailles Eat snails and frogs' legs

5 She says 'lucky you' when Nick says he can make his own decisions

2 Collocation KEY:

1 holiday resort tour trip

3 Fill in each blank with a word/phrase.

KEY:

1 seaside resort souvenirs destination in advance delayed luggage accommodation price

KEY

1 Da Nang ciy

2 The Great Wall of China Jeju island

4 Ss' answers

E HOMEWORK: (3’) 1 Learn the new words.

Period 63 UNIT TOURISM LESSON A CLOSER LOOK 1

I OBJECTIVES By the end of the lesson, students will be able to:

- use the lexical items related to the topic " Travelling and tourism" - identify tones in asking for information and ask information with the correct intonation

- understand the form and meanings of compound nouns

- Educational aims : Make students be proud of the scenic beauty of Viet Nam II KNOWLEDGE

- Vocabulary: compound noun

- Grammar: the combinations of compound nouns III SKILLS

+ Main skill: speaking, reading + Sub skills: Listening, writing IV TEACHING AIDS: hand-out V.TEACHING PROCEDURES:

Teacher’s and students’ activities Contents

VOCABULARY: 1 Matching (3')

Ss work individually then compare their answers with a partner

T has ss make sentences with the words

2 Fill in (5’)

- T asks Ss to work in pairs to the task

- T calls on some ss to write their answers on the board Correct their answer as a class

- T may ask ss to answer some questions about the passage

1 What piece of writing is it? What is Ecotour?

3 What is special about Ecotours?

UNIT TOURISM

A Closer look 1

VOCABULARY 1 Matching KEY:

1 tour resort travel tour guide trip expedition

2 Fill each blank with a word from the list

KEY:

1 travel visit guides book environment holiday

7 reasonable pleased

COMPOUND NOUNS

Compound noun is a noun that is made of two or more words Compound nouns can be formed using the following combinations

- T gives some examples of the compound nouns ss already know Then helps ss study the grammar box - Ss look up the spelling of words in the dictionary if they are not sure

3 Complete the sentences

- T lets ss the exercise individually - T checks their answers and write the answers on the board Ask ss to pay attention to the spelling of those words: whether the words are written as one word, or as two separate words, or with a hyphen

4 Complete the sentences

- Ss work in pairs to complete the task - T has them read the sentences carefully and insert the compound nouns appropriately

PRONUNCIATION (10’)

- T tells Ss to take a quick look at the Look out! box, and then explains it to them

3 Complete the sentences KEY:

1 jet lag drawback stopover peak season check-in bus stop 4 Complete the sentences KEY:

1 checkout swimming pool mix-up pile-up

5 touchdown full board PRONUNCIATION

Tones in asking for information

Finding out questions: usually end with a falling tone

Making sure questions: usually end with a falling-rising tone

5 Listen and repeat KEY:

1 (falling tone) (falling tone)

3 (falling-rising tone) (falling-rising tone) E HOMEWORK: (3’)

1 Learn the new words.

2 Prepare the next lesson: A CLOSER LOOK 2

Đồng Mỹ ngày 29 tháng 01 năm 2018

Tổ trưởng chun mơn

Hồng Thị Trâm Period 64

LESSON A CLOSER LOOK 2

I OBJECTIVES By the end of the lesson, students will be able to: - Use a, an, the and zero article correctly and appropriately - Use lexical items related to the topic

- Educational aims : Make students be proud of the scenic beauty of Viet Nam II KNOWLEDGE

- Vocabulary:

- Grammar: a, an, the and zero article III SKILLS

+ Main skill: speaking, reading + Sub skills: Listening, writing IV TEACHING AIDS: hand-out, CD V TEACHING PROCEDURES:

Teacher’s and students’ activities Contents

Grammar

Ss have already learnt some uses of articles in Tieng Anh

T helps ss recall these and have them give some examples Their examples should relate to the topic of travelling and tourism

T explains carefully the uses of a, an, the and zero article Introduce the special use of the in the Look out! box 1 T may give ss the information about the Dominican Republic

Ss work individually to complete the task Then have them compare their answers with a partner's

2

a Ask and answer the questions. Choose from the list

- T asks Ss to work in groups to the task, try to agree on which of these names have before them

- T calls on some ss to write their answers on the board Correct their answer as a class

- T may ask ss to give explanations if necessary

b Choose one item and say what you know about it as a tourist attraction. Ss work in groups

T tells ss that each of them chooses one item in 2a and says what they know about it

Grammar: Articles 1 The

2 A, An

3 Zero articles.

1 Complete the text with a/an, the or zero article.

KEY:

1 the the3 the the the the 10 The 11 12 13 the 14 an 2a Ask and answer the questions. Choose from the list

KEY:

1 the Forbidden city The Thames Lake Baikal Ha Long Bay Son Doong cave the Statue of Liberty

3.

a Write answers to the questions Ss work individually Make sure they understand fully that they have to write down in their notebooks the answer to the questions, using articles in each answer

b b Tell your answer to a partner and ask him/her to guess which answers are not true?

After finish 3a, let them form pairs and swap their answers Each of them has to read carefully and guess which ones of their partner's answers are true, and which are not

4 Complete the sentences

Ss work individually to make full sentences from the words/ phrases and write them down

3

a Write answers to the questions b Tell your answer to a partner and

ask him/her to guess which answers are not true?

4 Complete the sentences KEY:

1 The original name of Ha Noi was Phu Xuan

2 The most famous Egyptian pyramids are found at

Giza in Cairo

3 There is a city called Kiev in America My Son, a set of ruins from the ancient

Cham Emprire, is a Unesco World Heritage

5 English is the first language in many countries outside the UK

E HOMEWORK: (3’)

1 Prepare the next lesson: COMMUNICATION by finding some information about two countries on p.25

Period 65 UNIT TOURISM

LESSON COMMUNICATION

I OBJECTIVES By the end of the lesson, students will be able to:

- use the lexical items related to the topic “Travelling and tourism" - practice speaking on the topic of the unit

- Educational aims : Make students be proud of the scenic beauty of Viet Nam II SKILLS :

+ Main skill: speaking, reading + Sub skills: Listening, writing III TEACHING PROCEDURES:

Teacher’s and students’ activities Contents

T has ss brainstorm the landscapes/places of Viet Nam that foreign tourists would like to visit most and ask them why

T shows some pictures of famous landscape in VN

VOCABULARY:

T asks ss to explain the vocabulary or give the Vietnamese equivalent

Ss work in pairs to give examples for those new words

1

a Read the information about tourism in Viet Nam

Have ss quickly read the information about tourism in Viet Nam Then tell them to look at the pictures and read these foreign visitors say about their choice of Viet Nam as a holiday destination

b Discuss the visitors’ opinions above Do you agree?

Put ss in groups of five or six Have them discuss the visitors’ opinions in 1a

Ss may or may not agree with these

Brainstorm

VOCABULARY

-Breathtaking (a): very surprising, exciting and expressive

-Affordable (a) : not expensive, cheap enough for you to buy

-Not break the bank: an idiom used to say that sth won’t cost a lot of money

Ex: We can go to Thailand for a holiday if you want-that won’t break the bank

1

a Read the information about tourism in Viet Nam

b Discuss the visitors’ opinions above. Do you agree?

- Cultural diversity - Beautiful beaches

- Easy and various means of transport - Traditional festivals

- Natural beauty

2 Complete the table by writing one or two famous thing that visitors can see or do in each country

Landsca pesplace

People

opinions

Ask for the class’s agreement by a show of hands for each tourist’s opinion

2 Complete the table by writing one or two famous thing that visitors can see or in each country

Have ss read the facts about the top-ten most visited countries

Ss work in pairs and complete the table by writing one or two famous thing that visitors can see or in each country

Ss have already prepared at at home so they just need to swap their papers

Suggested answer

1 France: Go up the Eiffel Tower, visit the Louvre Museum

2 United States: visit the Statue of Liberty, the Grand Canyon

3 Spain: Tour Madrid, visit the legendary land of Don Quixote

4 China: Climb the Great Wall, visit the Stone Forest

E HOMEWORK: (3’)

1 Learn the new words.

2 Prepare the next lesson: SKILLS

Period 66 UNIT TOURISM LESSON SKILLS 1

I OBJECTIVES By the end of the lesson, students will be able to:

- use the lexical items related to the topic “Travelling and tourism" - read for general and specific information about tourist attraction - talk about their choices of holiday

- Vocabulary: inaccessible, stalagmites II SKILLS

+ Main skill: speaking, reading + Sub skills: Listening, writing III TEACHING PROCEDURES:

Teacher’s and students’ activities Contents

READING

1a Name some famous caves in VN and in the world

T has ss brainstorm the names of some famous caves in Viet Nam and in the world

1b Answer the questions

Let ss work in pairs and answer the questions with their own ideas It’s important that ss not be allowed to read the passage yet

Have ss quickly read the passage and check the information themselves 2 Answer the questions or choose the correct answer

T may have ss read the passage in chorus first, paying special attention to new words Explain and clarify anything difficult then allow ss to read the passage individually and find the information needed for their answer SPEAKING

T may begin by letting ss talk about the experiences they have had when travelling or going on holiday

3 Which would you like to most

UNIT TOURISM

Skills 1

I READING

1a Name some famous caves in VN and in the world

Brainstorm

Viet Nam

- Phong Nha cave - En cave

- Thien Duong cave - Sung Sot cave

In the world

- Deer cave - Onondaga cave 1b Answer the questions

2 Answer the questions or choose the correct answer

KEY

1 ABC aired a live program on ‘Good morning America’

2 By river water eroding away the limestone underneath the mountain From February to August C D

II SPEAKING

on holiday?

Have ss study the list of holiday areas T may ask ss what they think about these ways of spending one’s holiday and whether they have done any of them Then let them choose things from the list

4 Talk about one of your choice, trying to persuade your group to join you

Ss work in groups

T tells ss to refer to the three things they have ticked in Let them choose one and prepare to talk about it

While ss are talking, T goes around to give ss assistance if necessary

holiday?

4 Talk about one of your choice, trying to persuade your group to join you

E HOMEWORK: (3’) 1 Practice speaking again

2 Prepare the next lesson: SKILLS 2 Đồng Mỹ ngày tháng 02 năm 2018 Tổ trưởng chuyên môn

Hoàng Thị Trâm Period 67

UNIT TOURISM LESSON SKILLS 2

I OBJECTIVES By the end of the lesson, students will be able to:

- use the lexical items related to the topic “Travelling and tourism"

- listen for specific and detailed information about the benefits of tourism to an area/country

- write a paragraph about the negative effects of tourism on an area - Educational aims : Make students be proud of the scenic beauty of Viet Nam

+ Main skill: listening, writing + Sub skills: speaking, reading II TEACHING AIDS: hand-out, CD III TEACHING PROCEDURES:

Teacher’s and students’ activities Contents

LISTENING

1 Answer the question

Ss work in pairs and think about the importance of tourism to VN

T elicits as many ideas from ss as possible

2 True or False

Play the recording one or two times Clarify anything which is unclear or difficult Ask ss to listen carefully and tick T/F as they hear the answers in the lecture

3 Listen again and choose the correct answer

Play the recording again and tell ss to pay attention to the last sentence of the lecture Then they choose the correct answer as required

T corrects as a class WRITING

4 Talk about the negative effects of tourism on an area or country.

Have ss discuss in groups using the prompts given

UNIT TOURISM

Skills 2

I LISTENING

1 Answer the question

Is tourism important to VN? Give at least a reason

2 True or False KEY

1. T

2. T

3. F

4. T

5. T

6. F

3 Listen again and choose the correct answer.

The next part of the lecture probably continues to discuss ……

KEY: 1C II WRITING

4 Talk about the negative effects of tourism on an area or country.

- natural environment is damaged - natural beauty is spoiled

5 Write a paragraph about one of the negative effects you have discussed Tell ss to recall any of their previous work about the negative effect that they have discussed in and write a paragraph of about 100-120 words about it

Ss swap their writing and check each other’s work

5 Write a paragraph about one of the negative effects you have discussed

Sample writing

One of the drawbacks of tourism is the damage to the environment of the country or area In the first place, tourists use a lot of local resources such as water, food, energy etc…, and this puts pressure on the environment Secondly, there is the problem of pollution Many cities and towns become overcrowded with tourists, with all their vehicles causing traffic jams as well as air and noise pollution Another dad effect of tourism is the destruction of the wildlife in some places. The habitat of wild plants and animals is lost because of the building of tourist resorts, and by visitors’ activities In short, the development of tourism has dad effects on the environment.

E HOMEWORK: (3’)

1 Finish the paragraph at home.

2 Prepare the next lesson: LOOKING BACK AND PROJECT

Period 68 UNIT TOURISM

LESSON LOOKING BACK AND PROJECT I OBJECTIVES By the end of the lesson, students will be able to: - use the lexical items related to the topic “Travelling and tourism" - review what they have learnt in the unit

- self – assessment to see how far they have progressed and which areas need further practice

- Educational aims : Make students be proud of the scenic beauty of Viet Nam II TEACHING PROCEDURES:

Teacher’s and students’ activities Contents

VOCABULARY

1 Fill each gap with a word from the box to complete the passage.

UNIT TOURISM

Looking back & project

VOCABULARY

1 Fill each gap with a word from the box to complete the passage.

Let ss read the words in the box first, then read the passage and complete the

exercise individually Tell them to pay attention to the collocations related to the topic of the unit

2 Form compound nouns from the following words, then fill the gaps to complete the sentences

Tell ss to look at the 12 elements and try to form compound nouns from them then have them read the sentences and fill in gaps with the compound nouns formed 3 Form compound noun from these words then make sentences with them Ss the task by themselves

T corrects as a class GRAMMAR

4 Find the correct mistakes

Have ss quickly review the articles a, an, the and zero article they have learnt

Ss the task and write down their answers in the notebooks

5 Write a paragraph about one of the negative effects you have discussed Ss work independently then share their answer for the class

T corrects and gives feedback

COMMUNICATION

a What would you like to most on holiday?

Have ss read the things one can on holiday, and stick things they would most like to and then share their ideas with a partner

PROJECT

Have ss read the advertisement for a

KEY

1 safaris/expeditions expeditions/safaris

3 holidays touring travelers experience

2 Form compound nouns from the following words, then fill the gaps to complete the sentences

KEY

1 jet lag checkout stopover sunglasses holidaymaker take-offs

3 Form compound noun from these words then make sentences with them KEY

1 Package tour, return ticket, software Round trip

GRAMMAR

4 Find the correct mistakes KEY

1  the sun, the UK  the brain works  The bicycle

4 an/the expeditions, the interior  a long trip

6  in history, the history of

5 Rewrite the sentences so that it has the similar meaning

KEY What a terrible journey!

2 We stayed at a lovely hotel by the sea The programme I watched yesterday was interesting

4 My friend has just bought an old guitar

5 She needs to go on a business trip to Kyoto

COMMUNICATION

a What would you like to most on holiday?

-go camping -watch the wildlife -visit a museum -meet local people -visit historic places

-relax and laze around

-make new friends -go to a theme park b Name three things you don’t like to do on holiday

holiday in Italy Tell them to underline the features that may attract tourists and make them want to visit the country

Tell ss to think of a place in their locality or neighboring area to introduce to tourist Ask ss to write their advertisement out of class

2 What good ways to write an advertisement?

1 Create a striking headline keep your ad brief

3 Write some drawbacks Try to attract attention Ask a lot of questions Give the main features KEY

1,2,4,6

E HOMEWORK: (3’) 1 Finish the project in groups

2.Prepare the next lesson: UNIT 9: GETTING STARTED

Đồng Mỹ ngày 20 tháng 02 năm 2018 Tổ trưởng chuyên môn

Hoàng Thị Trâm Period 69

UNIT ENGLISH IN THE WORLD LESSON GETTING STARTED I OBJECTIVES

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

-use the lexical items related to the topic "English in the world"

- know more about the Vocabulary and structures to talk about the topic

-Educational aims : Help students be aware of the importance of English and try to study hard

II TEACHING AIDS: cassette

III TEACHING PROCEDURES:

Teacher’s and students’ activities Contents

WARM-UP + Chatting

- T ask ss questions about the picture Ask ss to guess what the topic of the conversation is and where it takes place, T may ask ss to tell about the English club they have taken part in

Question:

1 Where are Duong and Vy? Who is standing at the board? What are they talking about?

UNIT : ENGLISH IN THE WORLD

(GETTING STARTED)

1 Listen and read - Play the tape

- T asks Ss to read the text in silence and underline the words or phrases which are new to them and guess the meaning

- T explains the meanings of these words through explanation, synonym and example

a.Findthe nouns in the conversation -plays the recording twice if necessary - Ss are required to give read the conversation again, and then the exercise individually

- T corrects and gives feedback

- T explains to ss how to form the nouns from these adjectives

b.Convert the adjectives into nouns -Ss work in pairs to complete the task -T may remind them to use a dictionary to check

c Choose the correct answers

- T tells Ss to take a quick look at the questions and then choose the correct answer individually

2 Matching

Ss work individually

T allows ss to share their answers before discussing as a class Call on some ss to give explanations for their answers

VOCABULARY:

+ technical term (n): thuật ngữ kỹ thuật

a Find the nouns of the adjectives simple and flexibility

KEY:

1 simplicity flexibility

b Convert the adjectives into nouns KEY:

1 sadness darkness stupidity popularity happiness punctuality c Choose the correct answers KEY:

1 B C A C B 2 Matching

KEY:

1 c e b a 5.d 3 Matching

KEY:

3 Matching

- Ss work individually to the task - T checks the answer Call on some ss to read the passage with the correct answers.4 Ask and answer questions about the English language using the information from 3

First, model this activity with a more able student then ask ss to work in pairs T goes around to give help

Some pairs practice in front of the class

the English language using the information from 3

HOMEWORK:

1 Learn the new words.

2 Prepare the next lesson: A CLOSER LOOK 1

Period 70

UNIT ENGLISH IN THE WORLD LESSON A CLOSER LOOK I OBJECTIVES

By the end of the lesson, students will be able to: - use the lexical items related to the topic

- identify tones for new and known intonation

- Educational aims : Help students be aware of the importance of English and try to study hard

II.KNOWLEDGE:

- Vocabulary: compound noun

- Grammar: the combinations of compound nouns III TEACHING AIDS: cassette

IV TEACHING PROCEDURES:

Teacher’s and students’ activities Contents

VOCABULARY: 1 Matching

Ss work individually then compare their answers with a partner

T has ss make sentences with the words 2 Fill in - T asks Ss to work in pairs to the task

- T calls on some ss to write their answers on the board Correct their answer as a class

VOCABULARY 1 Matching

KEY: 1.b 2.e 3.a 4.d 5.f 6.c

2a Fill each blank with a word from the list

KEY:

1 at 2.by 3.in of bit up

2b Choose phrases from 2a to make sentences about yourself or people you know.

Ss write sentences with the phrases from 2a

T asks some ss to say their sentences in front of the class Other ss give comments

3a Matching

First, t has ss work individually to match the words/phrases Then allow them to share their answers before checking with the whole class

T may ask for translation of the phrases in the box to check their understanding 3b Fill in the blanks

- Ss work in pairs to complete the task - T has them read the sentences carefully and insert the word appropriately

PRONUNCIATION

- T tells Ss to take a quick look at the Look out! box, and then explains it to them

4 Listen and repeat

Play the recording and ask ss to listen and repeat the sentences, paying attention to whether the voice on the underlined words in each sentence goes up or down 5 Does the voice go up or down on the underlined words?

Ss listen to the recording and pay attention to whether the voice of each second sentence goes up or down

T may play the recording as many times as necessary

sentences about yourself or people you know.

3a Matching KEY:

1 e h g 3.b a c d f

3b Fill in the blanks KEY:

1 know 2.guess look up have imitate make correct translate PRONUNCIATION

Tones in new and known information

4 Listen and repeat KEY:

1.up down up down

5 Does the voice go up or down on the underlined words?

KEY:

1.up 2.down 3.up 4.down 5.down 6.up

HOMEWORK: 1 Practice reading aloud the

When we are referring to something in the conversation, we not have to repeat exactly the same words, in this conversation, the voice goes up on the words/phrases that are replaced

conversation and pay attention to the intonation

2 Prepare the next lesson: A CLOSER LOOK 2

Period 71

UNIT ENGLISH IN THE WORLD LESSON A CLOSER LOOK 2

I OBJECTIVES

By the end of the lesson, students will be able to: - use the lexical items related to the topic

- use relative clauses correctly and appropriately

- Educational aims : Help students be aware of the importance of English and try to study hard

II KNOWLEDGE: - Vocabulary:

- Grammar: relative clauses III TEACHING PROCEDURES:

Teacher’s and students’ activities Contents

Grammar

Ss have already learnt the form and uses of conditional type in Tieng Anh T helps ss recall these and have them give some examples Their examples should relate to the topic of the lesson Draw ss’ attention to the notes and the exam

Ss work individually to complete the task Then have them compare their answers with a partner's

1b Write Yes or No to answer the questions about each sentence

T asks Ss to work in groups to the task

T calls on some ss to give out their answers Correct their answer as a class T may ask ss to give explanations if

UNIT 9: ENGLISH IN THE WORD

A Closer look 2

Grammar: Conditional sentence type 2 (review)

1b Write Yes or No to answer the questions about each sentence

KEY: No Yes No No

PD: 25/02/18 TD: 01/03/18

necessary

2 Rewrite the sentences

Ss work independently to write the sentences

Ss share their answers with a partner

Ask ss to read part of the conversation from Getting started, paying attention to the underlined clause

Ss read the Remember! Box and explain to ss the words that are used to introduce a relative clause

Ask ss to make some examples to illustrate

Ask ss to study the rules in the grammar box Draw ss’ attention to the use of relative clause by analyzing the examples in the grammar box in 3b Ss the exercise individually then compare their answer in pairs

Ss the exercise individually, writing sentences about themselves

Ask ss to share their sentences with one or more partners to find out how many things they have in common

Ss read their sentences aloud

T comments and makes any corrections if needed

5 No

2 Rewrite the sentences

1 If my English were/was good, I would feel confident at interviews

2 If Minh had time, she would read a lot of English books

3 If I were you, I would spend more time improving my pronunciation

4 If Mai didn’t have friends who were native speakers of English, she wouldn’t be so good at the language

5 If you could speak English, we could offer you the job

RELATIVE CLAUSE

b Where we use relative clauses? Can you think of any rules?

4 Circle the correct word KEY

1 Who/that 2.Where Whose When/that 5.Whom/who why

5 Write true sentences about yourself 6 Rewrite the sentences

KEY

2 Parts of the palace where/in which the queen lives are open to the public

3 English has borrowed many words which come from other languages

4 I moved to a new school where English is taught by native speakers

5 There were several reasons why I don’t like English

6 The new girl in my class, whose name is Mi, is reasonably good at English

HOMEWORK: 1 Prepare the next lesson:

COMMUNICATION A relative clause is introduced by a

relative pronoun such as who, whom, which, that, whose, where, why and when

We use relative clauses to give extra information about

Đồng Mỹ ngày 26 tháng 02 năm 2018 Tổ trưởng chuyên môn

Period 72

UNIT ENGLISH IN THE WORLD LESSON COMMUNICATION

I OBJECTIVES By the end of the lesson, students will be able to:

- use the lexical items related to the topic “English in the world" - practice speaking on the topic of the unit

II TEACHING AIDS: hand-out III TEACHING PROCEDURES:

Teacher’s and students’ activities Contents

Have ss work in groups to discuss the questions

Elicit ss’ answers

1 Make notes about yourself

Give ss about 10 minutes to work independently, making notes about themselves by answering the questions in the tables in

Discuss the question:

What you think are the best ways to master English?

What are the things that you like and don’t like about the English language?

UNIT 9: ENGLISH IN THE WORLD

Communication

1 Make notes about yourself English learner

profile

You Your partner

How long have

you been

2 Take turn to ask answer the questions in 1

Ss work in pairs, taking turns to ask and answer the questions in

Remind ss to make notes on what their partners say in the table in Then ask each of them to identify how many things they have in common with their partners

Put two pairs together to work in group of four, reporting on the things that they and their partners have in common

T moves around the class to listen to the discussions and provide help only if necessary

Why are you interested in English now? How can you improve your English outside the class?

2 Take turn to ask answer the questions in 1

3 Tell your group the things that you and your partner have in common.

E HOMEWORK: (3’)

1 Learn the new words.

2 Prepare the next lesson: SKILLS 1 One thing we have in

common is that we both want to study English at an

Period 73 UNIT ENGLISH IN THE WORLD

LESSON KILLS 1: READING & SPEAKING I OBJECTIVES

By the end of the lesson, students will be able to: - use the lexical items related to the topic

- read for general and specific information about English as a means of international communication

- talk about experience in learning and using English

ii Educational aims : Help students be aware of the importance of English and try to study hard

III KNOWLEDGE:

- Vocabulary: settlement, immersion, derivatives, establishment, dominant - Grammar:

IV SKILLS :

+ Main skill: speaking, reading + Sub skills: Listening, writing V TEACHING PROCEDURES:

Teacher’s and students’ activities Contents

READING

Ss work in groups to discuss those questions

Explain that Vietglish is the blend of Vietnamese and English

Ask ss to open the books and scan the text to find the words settlement, immersion, derivatives, establishment and dominant

T may help ss work out the meanings

UNIT ENGLISH IN THE WORLD

Skills 1 Question:

1.Which countries speak English around the world?

2 Does the English language belong to England? If not, why not?

3 Does ‘Vietglish’ exist? I READING

1 Vocabulary

settlement (n) the process of people making their homes in a place

Immersion (n) the language teaching method in which people are put in situations where they have to use the new language for everything

derivatives (n) words that have been developed from other words

establishment (n) the act of starting or creating something that is meant to last for

of these words out of the context

T has ss work independently, reading through the article and choosing a suitable heading for each paragraph

T may set a longer time limit for ss to read the text again and answer the questions

Ss notes where they found the information that helped

them to answer the questions

SPEAKING

3 Put the list of ways to improve your English in order of importance for you

Give ss minutes to put their own list in order of importance Encourage ss to think of the reasons for their order Ss work in groups and compare their order to group’s members

a long time

dominant (a) more important, powerful or noticeable than other things

2a Matching

KEY 1.b 2.c 3.a 2b Answer the questions KEY

1 It is the export of the English language and the great growth of population in the United States that has led to its dominance in the world today

2 Mass immigration

3 They all their school subjects and everyday activities in English

4 It is a blend of English and Hindi words and phrases

5 They are being invented every day all over the world due to the free admissions of words from other languages and the easy creation of compounds and derivatives

II SPEAKING

3 Put the list of ways to improve your English in order of importance for you

4 Compare your list Explain your order.

5 Take one of the ideas from and think about how you can achieve it?

HOMEWORK:

1 Practice speaking again

2 Prepare the next lesson: SKILLS 2

UNIT ENGLISH IN THE WORLD

LESSON SKILLS 2: LISTENING AND WRITING I OBJECTIVES

By the end of the lesson, students will be able to: - use the lexical items related to the topic

- listen for specific and detailed information about some students’ experiences in learning and using languages

- write a paragraph about the uses of English in everyday life II SKILLS :

+ Main skill: listening, writing + Sub skills: speaking, reading III TEACHING AIDS: CASSETTE IV TEACHING PROCEDURES:

Teacher’s and students’ activities Contents

LISTENING 1 Matching

Ss read the instruction carefully and underline the key words in each sentence

T plays the recording and asks ss to match the summarizes to the speakers T asks two or three ss to write their answers on the board

2 Answer the questions

Play the recording one or two times Clarify anything which is unclear or difficult Ask ss to listen carefully and answer the questions

T corrects as a class

WRITING

3 Make notes of four uses of English in your daily life and give explanations

UNIT ENGLISH IN THE WORLD

Skills 2

LISTENING 1 Matching KEY

1 Speaker 1: E Speaker 2: A Speaker 3: B Speaker 4: D 2 Answer the questions KEY

7. He went to Rome

8. She can have a conversation in Italy, but it’s a bit rusty

9. He picked up enough words and phrases to get by

10.He used to be quite bad at English WRITING

Ask ss to work individually making notes of up to four uses of English in their daily life Remind them that they not have to write full sentences and they can use abbreviation and note-form

4.Write about what you use English for in your daily life

Tell ss to recall any of their previous work about the uses of English that they have discussed in and write a paragraph of about 100-120 words about it

Ss swap their writing and check each other’s work

4 Write about what you use English for in your daily life

Sample writing

I use English for different purposes in my everyday life Firstly, English helps me communicate with people all over the world I have made friends with some friends from the UK and Australia I use English to chat with them about many things Secondly, English helps me get information and improve my knowledge …

E HOMEWORK: (3’)

1 Finish the paragraph

2 Prepare the next lesson: LOOKING BACK AND PROJECT

Đồng Mỹ ngày 05 tháng 03 năm 2018

Tổ trưởng chuyên môn

Hoàng Thị Trâm

Period 75

UNIT 9: ENGLISH IN THE WORLD LESSON 7: LOOKING BACK

I OBJECTIVES

- review what they have learnt in the unit

- self – assessment to see how far they have progressed and which areas need further practice

II TEACHING PROCEDURES:

Teacher’s and students’ activities Contents

VOCABULARY

1 Underline the correct word in each sentence

Let ss read the words in the box first, then read the passage and complete the exercise individually Tell them to pay attention to the collocations related to the topic of the unit

2 Fill in

Ss work independently

3 Rewrite sentences

Ss the task by themselves T corrects as a class

4 Complete the sentences Ss the task by themselves T corrects as a class

GRAMMAR

5 Put the correct relative pronouns in each sentence

UNIT ENGLISH IN THE WORLD

Looking back & project

VOCABULARY

1 Underline the correct word in each sentence

KEY

1 first accent dialect second official

2 Fill in KEY

1 am reasonably good can also get by picked up am bilingual also fluent in

6 can have a conversation It’s a bit rusty

8 am quite bad at know a few words 10.can’t speak a word 3 Rewrite sentences KEY

1 I can’t speak a word of French I picked up a few words of

English on holiday

3 My brother is fluent in English I am bilingual in English and

French

5 I can get by German on holiday My Russian is a bit rusty

4 Complete the sentences KEY

1.accent 2.imitate 3.guess 4.look up 5.translate 6.mistakes 7.corrects 8.communicate GRAMMAR

Ss work independently then share their answer to the class

T corrects and gives feedback

COMMUNICATION

a Complete the conversation

Ss work independently then share their answer to the class

Ss practice the conversation with their partners

PROJECT

Ask ss to read the chart showing the differences in vocabulary between British English and American English and fill in blanks with the words from the box

KEY

1.Those are the stairs where I broke my arm

2.There’s a shop where you can by English books and CDs

3.The English couple who/that live next to us can get by in Vietnamese

4.Look up the new words in the dictionary which/that has just been published by Oxford University Press COMMUNICATION

a Complete the conversation KEY

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

PROJECT 1 Fill in KEY

1 sweets soccer nappy pavement highway underground rubbish flashlight

2 Write a similar chart and organize an exhibition

E HOMEWORK: (3’) 1 Finish the project

2 Prepare the next lesson: REVIE

Period 76 REVIEW 3( U7.8.9) I OBJECTIVES:

By the end of the lesson, Ss can review the language and skills that they have learnt in Unit 7,8 and Help Ss to recall the language and encourage them to contribute as much as possible

II LANGUAGE CONTENT :

+ Vocabulary: About different dishes, ways of preparing and cooking, tourism and languages

+ Pronunciation: Tones in statements used as questions, tones in asking for information and tones in new and known information

+ Grammar: Modal verbs in traditional types 1, 2, articles, relative clauses + Skills: reading, speaking, listening, writing

III TEACHING AIDS : Textbook IV PROCEDURES :

Teacher and students’ activities Contents

Activity

- Review the use of falling, rising and falling- rising tones in statement

questions, finding out question, making sure questions and sentences to show new and known information

- Ask Ss to this exercise individually and then share their answers with a partner before giving T the answers - Play the recordings for Ss to check and repeat

- Have some Ss read out the

conversations with correct intonation T gives comment

Activity 2

- Have Ss this exercise in pairs - Check the answer as a class

Activity

- Ask Ss to work out what kind of word each blank needs to complete the

sentence( N, V, Adj….)

- Have Ss complete the sentence individually

- Ask some Ss to write their answers on the board, then confirm the correct answers

Activity

- Have Ss read the sentences, then ask them to find the mistake in each

sentence and write the corrected version

Pronunciation

1 Mark the questions with falling, rising, or falling – rising arrows Then listen, check and repeat

a.

A.What are you doing? Are you baking? B Yes, I’m trying a recipe for Japanese cotton cheesecake

A Japanese cotton cheesecake Sounds strange

B Right, but my friends say it’s really delicious

A Do they sell that kind of cake in bakeries? B Yes, but I want to make it myself

b A This tour is cheap. B That tour is cheaper

A Let’s book that tour today

B But the travel agent is closed today A Tomorrow is fine

Vocabulary.

2 Fill each blank with a word/ phrase from the box

1 marinate; tender Garnish stew Jet lag 5.excursion 6.full board

7.bilingual 8.official language 3 Fill each blank with the correct form of the word given

1 guide reasonable rusty 4.fluent 5.season 6.grated 7.steam 8.passer Grammar

4 There is one mistake in the underlined words in the sentences Find and correct it. B The Lake Hudson -> Lake Hudson C bunches ->cloves

3.D will be -> would be

of the sentence

- Have Ss compare their answers in pairs

- Check their answers as a class

Activity

- Have Ss read the situations and write suitable sentences

- Call on two Ss to write their sentences on the board

- T and other Ss give comments and correct any mistakes

Activity

- Elicit from the Ss the relative pronouns and their uses

- Ask Ss to the exercise individually and compare their answers with a partner

- Have Ss read out their sentences - Correct any mistakes

Activity

- Elicit the meanings of the sentences in the box

- Have Ss the exercise in pairs After checking their answers, ask one or two pairs to act out the short dialogues

6 D the Vietnamese American -> a Vietnamese American

5 What would you say in these situations? Use conditional structures and the words given to write suitable sentences

1 If you want to widen your El vocabulary, you should read short stories in El

2 You can become a tour guide if you learn more about history and culture

3 If you want to improve your El, you may go to either the Sun or The Shine language centres

4 if I saw a fly in my soup, I would tell the manager

5.If I were you, I would go to Song Nhi resort

6 Combine each pair of sentences to make a complete sentence, using a suitable relative pronoun

1 Last holiday we stay in a resort which/ that Mi recommended

2 I don’t like the people who talk loudly in public places

3 The dishes which/ that my mother has cooked are so hot

4 Last year I visited a small town where/ in which they filmed The Little Girl

5 Ms Mi was a teacher whom/ who I will never forget

Everyday English

7 Complete each short dialogue with a sentence in the box

1.C A E 4.B D

Reading

a Have Ss read the email and decide if the statements are T or F

- Ask Ss to compare their answers with a partner before giving the T the

answer

S KI LLS I Reading:

1 Read Mi’s email to Nick and the exercises that follow

a T/ F statements T

- Confirm the correct answers

- Ask Ss to explain the false statements b Have Ss the excises individually, check their answers with a partner before giving the answer to T

- Some Ss can write the answers on the board if time allows

Speaking

- Ask Ss to work in groups to discuss the questions

- Have Ss report their groups’ answers to the class

- Give comments and summarise Ss’ ideas

Listening

- Have Ss read the notes carefully Play the recording for the first time Ss listen and fill each blank no more than words

- Elicit the answers from Ss and write them on the board

- Play the recording a second time for Ss to check their answers

- Confirm their answers Writing

- Have Ss choose one of the topics and write a paragraph

- Collect some paragraphs to correct at home, ask Ss to rewrite their paragraph as their homework

3 F( they played the games before lunch) 4.T

5 F( they let all the fish go) b Answer the questions They drew lots

2 She comes from a school in Tokyo/ from Tokyo

3 They won the first prize

4 It’s for non- native English speaking students

5 It’s about his tips on how to learn English II Speaking

2 Work in groups and discuss the questions

1 Have you ever joined an El speaking camp? If Yes, share you experience with your

friends

If No, Tell your friends about the class excursion you liked best

2 Do you think it is a good idea to take part in an El speaking camp? Why? Why not?

III Listening

3 Listen to Hung giving a presentation on his tips for learning El well Complete the listener’s notes Use no more than words for each blanks

1 stories and books vocabulary correctly Grammar books international project 6.different culture 7.self- confident Activities IV Writing

4 Choose one of the topics and write a paragraph about it

a What are your tips for learning El well? b What you think you can learn from other countries’ foods?

Homework

- Rewrite the exercises at home again - Do exercise

Period: 77

THE 3TH 45-MINUTE TEST

I.Teaching points:

- Checking the knowleges they have leant from unit to unit II Teaching steps:

1, Warm up: Greeting

2, Giving suggests for the test 3, Sharing the test

4,Collecting

5, Homework: Preparing Unit 10 III.Matrix:

Chủ đề Nhận biết Thông hiểu Vận dụng Tổng

TN TL TN TL TN TL

A.Pronunciation , Vocabulary, Grammar

Câu I: MCQ 4câu x 0.25

Câu III: MCQ 8câu x 0.25

12 3.0

B Reading Câu II:

MCQ 4câu x 0.5

Câu I: Answer questions where, yes-no

3câu x 0.5

7

2.5

C Listening Câu II: Gap-fill questions 4câu x 0.25

Câu I: Gap-fill 4câu x 0.25

8 2.0

D Writing Câu I:

3câu x 0.5

Câu II: Rewrite

4x 0.25

7 2.5

Tổng

2.0 19

5.5 2.5

34 10.0 IV CONTENTS:

DONG MY JUNIOR HIGH SCHOOL Name:……… Class: ………

THE 3rd 45-MINUTE TEST

Subject: ENGLISH Code:

MARKS:

A LISTENING:

I Listen to a radio talk about Canada Fill each of the gaps with no more than two words

( 1m)

CANADA

Most large cities have (1)

It is popular to see restaurants serving (2) Food is reasonably priced and of (3) _

For shopping, there are a lot of huge (4) _

II Listen to the recording about how to make Vietnamese spring rolls Put the steps of making spring rolls (A – D) in the right order ( 1m)

A Make long thin rolls B Take the rolls out from the pan C Put ingredients into a big bowl D Fry the rolls in heated oil - Step one: (1) _ - Step two: (2) _ - Step three: (3) _ - Step four: (4) _ B GRAMMAR AND VOCABULARY

I Draw rising or falling arrows in the responses (B) to show if you think the tone of voice goes up or down ( 1m)

1 a A: The new car is cheap a A: What time’s dinner? B: The second-hand one is cheaper B: Dinner is at 8.00 pm

b A: Why did you buy the second-hand car? b.A: Let’s go for a walk at 8.00 pm B: The second-hand one is cheaper B: Dinner is at 8.00 pm

II Circle A, B, C or D to indicate the best option for each blank in the sentences ( 2ms)

1 Make sure you _ a hotel before you come to our island, especially in the summer A book B keep C put D buy Captain Cool discovered Australia on a _ to the Pacific

A vacation B travel C cruise D voyage Most tourist attractions in London charge an admission _

A fare B ticket C fee D pay The hotel where we are _ is quite luxurious

A living B existing C remaining D staying Sound symbolism means that we often _ the meaning of a word from its sound A guess B judge C imagine D expect I can have a conversation in Italian, but I’m _ rusty

A a bit B a lot C very D too Is English a(n) _ language in your country?

8 He spoke a _ of French that we found hard to understand

A slang B jargon C dialect D language C READING

I Read the passage and answer the questions.( 1,5ms)

Like other languages English is always changing, but it changes very slowly People invent new words, borrow words from other languages, and change the meaning of words as needed For example, the English word byte was invented by computer specialists in 1959 The word tomato was borrowed from Nahuati, an American Indian language spoken in Mexico The word meat once referred to food in general People learn English as well as languages by listening, copying what they hear, and using the language Most schoolchildren learn their first language easily – and sometimes other languages as well How does English change?

In English people invent new word and borrow words form other languages? How people learn English and languages in general?

II Fill each blank with a suitable word.(1m)

My mother has very good eating (1) For breakfast, she usually has a bowl of rice, some lean chicken or pork, a plate of vegetables, and a banana She never (2) _ this important meal For lunch, she has different types of salad, some fish, and some rice She doesn’t eat (3) for dinner, just some vegetables and lean meat She encourages us to eat healthily by avoiding fast foods and soft drinks In addition, every morning, we get up early to (4) together It’s a good way to keep fit, isn’t it?

D WRITING

I For each of sentences below, wirte a new sentences as similar as possible in meaning to the original sentences, using the given word This word must not be altered in anyway.(1,5ms)

1 She learned a few words of German last month (UP)

Duong’s sister can speak Italian very well (IN)

Nam hasn’t practised his English for ages (RUSTY)

VI Combine the pairs of sentences, using ralative clauses.(1m)

1 My friend has decided to buy a motorbike His bicycle was stolen last week

3.I never forget the village I was born there

I don’t like her There are several reasons for that

THE END

Period 78 TEST CORRECTION

I.Teaching points:

- Checking the knowleges they have leant from unit 4to unit II Teaching steps:

1, Warm up: Greeting

2, Giving suggests for the test 3, Sharing the test

4,Collecting

5, Homework: Preparing Unit 10

KEYS

A LISTENING: Nga is talking to Kate about her studying English I.Listen to the coversation and answer T or F (1m)

1 Chinatown Regional menus Good quality Shopping malls I.Listen to the coversation again and complete the sentences (1m)

1 A C D B B GRAMMAR AND VOCABULARY

I Draw rising or falling arrows in the responses (B) to show if you think the tone of voice goes up or down ( 1m)

1 a A: The new car is cheap a A: What time’s dinner? B: The second-hand one is cheaper  B: Dinner is at 8.00 pm 

b A: Why did you buy the second-hand car? b.A: Let’s go for a walk at 8.00 pm B: The second-hand one is cheaper  B: Dinner is at 8.00 pm 

II Circle A, B, C or D to indicate the best option for each blank in the sentences. ( 2ms)

1 A book 2.D voyage 3.C fee D staying 5.A guess 6.A bit 7.B offical 8.C dialect

C READING

I Read the passage and answer the questions.( 1,5ms) English changes very slowly

2 Yes, they

3 People learn English as well as languages by listening, copying what they hear, and using the language

II Fill each blank with a suitable word.(1m)

1 habits misses/ skips much/ a lot eat exercise/ exercises

D WRITING

I For each of sentences below, wirte a new sentences as similar as possible in meaning to the original sentences, using the given word This word must not be altered in anyway.(1,5ms)

1 She picked up a few words of German last month Duong’s sister is fluent in Italian

3 Nam’s English is a bit rusty

VI Combine the pairs of sentences, using ralative clauses.(1m)

1 My friend whose bicycle was stolen last week has decided to buy a motorbike “Who Wants to be a Millionaire?” is a TV show which/ that is very popular I never forget the village where I was born

Period 79 UNIT 10 SPACE TRAVEL LESSON GETTING STARTED A mission to Mars

I Knowledge: By the end of the lesson , students will be able to : - use the lexical items related to astronomy and space travel

- use the vocabulary in the right context -Topic of the lesson : space travel

- Educational aims : know more vocabulary about related to astronomy and space travel

II Skills: reading, writing and integrated skills

III Attitude: Active to join activities and tasks in class IV Orientation of ability development

-General ability: self-studying, giving solutions, brainstorming, managing, communicative and co-operative abilities

-Special ability: Know and talk something about astronomy and space travel. *Teaching aids: pictures, cassette + tape, sub- boards

V TEACHING STEPS.

PD: 18 /3 /18 TD: 22 /3 /18

Teacher and Students Contents

-T asks Ss to tell the planets in the solar system

-T asks:

+Do you want to travel to one of the planets?

+Can you tell some popular films about space? (Martian, Apollo 13, Gravity…) -T leads in the topic of the unit

WARM UP

-Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune

NEW LESSON

* Introduce the lesson

-Where are Phuc and Nick? May be, In Phuc’s room.

What are they talking? About the space What can you see in the room?

What you think Phuc is interested in? Why you think so?

-their answers Ss answer as a class

-T plays the recording -> Ss follow along

-Ss compare their answers with the information in the dialogue

A PRESENTATION * New words

- astronaut (n) ['æstrənɔ:t] : phi hành gia (pic)

- astronomy (n) [əs'trɔnəmi]: thiên văn học (trans)

- spacewalk (n)['speiswɔ:k]: chuyến không gian (trans)

- satellite (n) ['sætəlait] : vệ tinh (pic) - rocket (n) ['rɔkit]: tên lửa (pic)

- meteorite (n)['mi:tjərait] : thiên thạch (explanation)

- habitable (adj)[hỉbitəbl]: có đủ điều kiện cho sống (explanation)

Period 80

UNIT 10 SPACE TRAVEL LESSON A CLOSER LOOK 1 I OBJECTIVES.

1 Knowledge: By the end of the lesson , students will be able to : * have some practice with the words in the lesson

* ask statements questions with the correct intonation

- Educational aims : know more vocabulary about related to space 2 Skills: reading, writing and integrated skills

-Special ability: Know and talk something about dishes and ways of preparing and cooking food

ii Teaching aids:

- Cassette, pictures, sub- boards III TEACHING STEPS.

Teacher and Students Contents

Warm up A. WARM UP

1.T elicit some vocab in part

Check vocabulary : what and where -T asks Ss to work individually to this exercise (remind them to modify the verbs where necessary) and then

compare their answers with a classmate - T reminds SS of some words about space they have learnt earlier, for example: astronaut, jet pilot,

weightlessness, water tank laboratory, microgravity

- Ss work individually to complete the gaps Ask Ss to pay attention to the key words to understand the text, as well as to the part of speech of missing words -T checks the answers as a class

-SS cover the column on the right so that they can attempt to guess the meaning of the idiom first Then they uncover the column and the matching exercise

-T checks the answers as a class, and make sure the idioms are understanding before moving on to b

-Have Ss work in pairs to make short

B NEW LESSON

* VOCABULARY

* New words

-orbit (v) : xoay quanh (n) :đi theo quỹ đạo

-launch (v) : phóng (vệ tinh)

-a flight suit (n) : trang phục cho phi công(guessing)

-space suit (n) : trang phuc du hành vũ trụ

1.Fill the gaps with the verbs provided Orbit Experienced

3 Launched Landed Trained

2 Choose a word/ phrase in the box to fill each blank

1 good health A flight suit Parabolic flights operate spacewalks

3a Match these space – related idioms to their meanings

1 over the moon : delighted

2 once in a blue moon : occasionally

3 out of this world: amazing

4 The sky’s the limit: almost without limit

Đồng Mỹ ngày 19 tháng năm 2018

Tổ trưởng chuyên môn

Period 81

UNIT 10 SPACE TRAVEL

LESSON A CLOSER LOOK

I OBJECTIVES.

1 Knowledge: By the end of the lesson , students will be able to : * use the past perfect with confidence

* Use defining relative clauses correctly and appropriately

- Educational aims : know more about past perfect and relative clauses 2 Skills: reading, writing and integrated skills

3 Attitude: Active to join activities and tasks in class 4 Orientation of ability development

-General ability: self-studying, giving solutions, brainstorming, managing, communicative and co-operative abilities

II Teaching aids: pictures, sub- boards III TEACHING STEPS.

Teacher and Students Board & contents

Warm up

*Checking up: When we use the Past perfect?

A. WARM UP

The Past perfect is used to describe an action before a stated time in the past or an action that happened before another action in the past.

Form: S + had + PP

-T asks Ss to study the timeline to familarise themselves with events and when they happened

-T can read out any two of the events on the timeline, and ask Ss which event happened first

-T remind Ss how to use the past simple and past perfect

-Have Ss work individually to complete the exercise

-T tell Ss to look at the LOOK OUT box pay attention to the position of already in the sentences

-Ss read aloud the information in the look out box

-T explains any unclear points

-Ss complete the box with T’s year of birth Then ask Ss to check where the dates fit into the timeline Ss can write out the dates and events from the timelines along a line drawn on a piece of paper They can add in this task four

B NEW LESSON GRAMMAR

A PAST SIMPLE & PAST PERFECT: REVIEW

1.Look at the timeline and put the verbs in brackets into the correct tense.

Key :

1 Had been sent; made

2 Became ; had (already) been launched

3 Had flown; flew; walked

4 Put; had already sent

5 Was established; had (already) travelled

2/ Add the missing add of birth to the box, choose an event from the timeline Ask and answer the Qs.

additional dates

-Call on some pairs to give their Qs and answers in front of the class

T draws Ss’ attention to the grammar box and Look Out box T can give examples Ensure Ss have understood the rules before moving on

-Have Ss work individually to complete the exercise and compare their answers with the partners Remind Ss that a relative pronoun may not be required to complete the sentences This is indicated in the key with a cross (x)

- Ss work in pairs/ groups, one student in the group describes the object/ person/ event using defining clauses for the other student or group to guess

Ex: It’s the dog that was the first dog ever fly into space

 That’s Laika!

DEFINING RELATIVE CLAUSES

3a/ Fill in the blank with a word/ phrase in the box

*Key:

1 Who/ that Where

3 Which/ that/x which/ that

5 Which/ that/x 6.when

4/ Combine each pair of sentences into one, using the prompts provided.

Key:

1 The film which/ that/x the class watched yesterday was about the Apollo 13 space mission

2 We read an astronaut who travelled into space 1961

3 This is the man who works for NASA

4 The team who/ that plays on the left has never won the championship

5 The ground – breaking space mission

which/ that/x this article describes is called Rosetta

6 The task which/ that/x the Rosetta mission has is comparable to fly trying to land on a speeding bullet

5 In pairs, use the information from the timeline to talk about someone, something or some moments in space exploration history Don’t mention their exact name so that the other has to guess.

Homework:

T : give homework and guide ss how to prepare the new lesson

Ss : copy down

- Do Ex at home

- Copy the answers into your notebooks - Review the grammar notes

- Do exercises in workbook - Prepare : U10- Communication

Period 82 UNIT 10 SPACE TRAVEL

LESSON 4 COMMUNICATION

I OBJECTIVES.

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

* talk about life on a space station

- Educational aims : know more about life on a space station 2 Skills: reading, writing and integrated skills

3 Attitude: Active to join activities and tasks in class 4 Orientation of ability development

-General ability: self-studying, giving solutions, brainstorming, managing, communicative and co-operative abilities

-Special ability: Know and talk about life on a space station. II Teaching aids:

pictures, sub- boards III TEACHING STEPS.

Teacher and Students Board & contents

A. WARM UP

- T write “The international Space Station – ISS” on the board and asks Ss if they know anything about it

- T shows the photo of the ISS, Have Ss think how the astronauts live on the ISS Write the list on the board

-T goes through the extra vocabulary with students, if they don’t know -> T teaches some words

Check vocabulary

B NEW LESSON * New words

- attach (v) : buộc, gài

- maintenance (n) : tình trạng

- crew (n) : Phi hành đoàn

- rinseless (adj): không cần xả nước

- Mission Control Center: Trung tâm kiểm soát chuyến

-Ss look at the pictures and the exercise

-Accept all answers from Ss and remember to ask them to explain their decisions ( Do not give corrective feedback at this point)

-Ask Ss to read the text and answer the questions

-T elicits their answers and write them on the board (not confirm the correct answers )

- Have Ss work in individually and then in pairs for the task

-After Ss have finished, ask them to study the three photos of the ISS in the textbook and connect these photos with the information in the text

-Ss work in small groups and agree on the three items they will bring to

1 Put a tick () next to the things you think ISS astronauts and cross (x) next to the things they don’t Then read the text and check your answers

1.D sleeping in space

2 E morning routine in space B working in space

4 C eating in space A time off in space

2.Life on the ISS Match the subheadings with the paragraphs of the text in

3.Work in groups Imagine that you are

Period 83

UNIT 10 SPACE TRAVEL

LESSON SKILLS

I OBJECTIVES.

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

* read for general and specific information about two famous astronauts’ space travel * talk about space travel history and discuss the skills needed to become an astronaut - Educational aims: : know more about life on a space station

2 Skills: reading, writing and integrated skills

3 Attitude: Active to join activities and tasks in class 4 Orientation of ability development

-General ability: self-studying, giving solutions, brainstorming, managing, communicative and co-operative abilities

-Special ability: Know and talk something about space II Teaching aids:

Teacher and Students Board & contents A. WARM UP

Ss talk about the item they need when travelling the ISS

-Sswork in pairs to discuss about the photos and try identifying the

Vietnamese astronaut (Pham Tuan) -Pairs can share what they already known about Pham Tuan

-Ss turn the page upside down and read the Quick Facts box

-T explain to SS they are going to read a text about famous astronauts talking about their space travel experience

-SS guess what they think famous astronauts will talk about T may refer back to the information about the ISS that SS have learned in

COMMUNICATION

B NEW LESSON. I READING

1.Do you recognise the Vietnamese

astronaut in these photos? Discuss with a partner what you know about him Then turn page around and read Quick Facts box.

2.Read the text and exercise.

a Place these sentences in appropriate paragraph

Key:

1 C 2 A 3 B

While-reading

-Ss read the passage again to answer the questions, underline parts of the text that help them with the answers -T asks Ss to compare their answers -> give their answers, asks them to give evidence when giving the answers

a Read the text and answer the questions Key: 1 Pham Tuan is Viet Nam’s first astronaut, and Christer Fuglesang is Sweden’s first astronaut

2 He found that the Earth didn’t look as he thought, and he thought we should cooperate to take care of it

3 It seemed it didn’t enjoyed it much since it wasn’t fresh

4 They talked to him when he was in space and that him happy

Đồng Mỹ ngày 26 tháng năm 2018

Tổ trưởng chuyên môn

Hoàng Thị Trâm Period 84

UNIT 10 SPACE TRAVEL

LESSON SKILLS

I OBJECTIVES.

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

* listen for detailed and specific information about some space tourism services * write a short paragraph using advertising languag

- Educational aims: know more about some space tourism services - Skills: listening, writing

- Educational aim: II Techniques :

- Pairwork, Groupwork, asking- answering, role-play, communicative approach

*Teaching aids: - Pictures, CD

III TEACHING STEPS.

PD: 25 /3 /18 TD: 29 /3 /18

Teacher and Students Contents

Discussion:

1 Do you live in a big family or a small family?

2 Do you like living in your family or you want to have any thing changed?

A. WARM UP

Listening

-Ss the task in pairs

-T elicits what they find interesting about them (a person relaxing on a planet in a spacesuit, people pulling suitcases for holidays in the universe, etc…)

-Have Ss read the questions first Remind them that they can only write no than more three words to answer the questions Allow Ss to listen to the recording several times and give them plenty of time to complete this task

-Have Ss match the numbers to their references with what they remember from the last listening

B NEW LESSON I Listening

1 Look at the pictures and discuss with your partner what is happening in them Can you guess what the recording is about? Now listen and check

Key: The recording is about space tourism

2 Listen again then answer the questions with NO MORE THAN THREE WORDS

Key:

1 Recreational, leisure, business International Space Station “Spacewalk”

4 “manned spaceflight”

5 Costly, dangerous, unsustainable 3.Match the numbers to their

Đồng Mỹ ngày 25 tháng năm 2018

Tổ trưởng chuyên môn

Hoàng Thị Trâm

Period 85

UNIT 10 SPACE TRAVEL

LESSON LOOKING BACK + PROJECT I Objectives:

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

- record their results for each exercise in the Looking Back section in order to complete the final Finished! Now I can… assessment

2 Language contents :

- Educational aims : record their results for each exercise in the Looking Back section in order to complete the final Finished

3 Attitude: Active to join activities and tasks in class 4 Orientation of ability development

-General ability: self-studying, giving solutions, brainstorming, managing, communicative and co-operative abilities

5.Teaching aids: - Pictures, sub- boards II Teaching procedures:

Teacher’s and students’ activities Contents A NEW LESSON I VOCABULARY

-Have SS work individually to fill the gaps and then compare their answers with a partner Challenge them to complete the task without using the prompts

-Ask SS work individually to matching exercise If time allows, ask them to work in pairs to make the sentences using the phrases

1 Complete the sentences using the prompts provided

KEY

1.satellite habitable spacecraft

2.parabolic flight attach Touring meteorites

2 Which verbs go with which phrases. KEY

1 f: to launch a spacecraft a: to live abroad the ISS D: to orbit Earth

5 c: to train to become an astronaut e: to experience microgravity b: to experiments

GRAMMAR

-Ask Ss to work individually and write down the actions in full sentences -Then ask Ss to work in pairs and talk about these actions

-Ask Ss to work individually and write down the actions in full sentences -Then ask Ss to work in pairs and talk about these actions

-Ask Ss to work individually to complete the task and then compare their answers with a partner A cross means no relative pronoun is required

II GRAMMAR:

3 Complete the following tasks, using the past perfect.

a These are the things that Jack had done before his birthday party last week Report them to your partner. KEY

He had cleaned the house He had bought candles He had made a cake

He had selected a nice music playlist He had up balloons

He had chosen a funny movie

b Look at the following training tasks that Mai had completed before she became a professional astronaut Report them to your partner KEY

She had passed a swimming test She had studied spacecraft systems She had learnt about the ISS

She had experienced microgravity She had taken parabolic flights She had tried crew activities 4 Circle the best answer KEY

1 x Who

3 Which 4.X

5 Where that

-Ask Ss to follow the instructions to play this game If time allows, both alternatives can be done to provide Ss

with further practice on defining relative clauses

-Work in groups, Ss play – role While Ss role-play, T goes around and

provides help Later call on some volunteer groups to role-play in front of the class

2.Role play In groups of four, take turn to be two interviewers for teen radio station and two astronauts who have spend time on the ISS The interview should focus on daily life on the ISS

A holiday out of this world!

Encourage SS to design attractive posters by using graphics and impressive advertising language Alternatively, SS can prepare a short slide show presentation (3-4 slides) to talk about their company’s tour

B PROJECT:

A holiday out of this world!

Homework:

- T: guide Ss how to exercises in workbook and what to prepare for the new lesson

- Ss: write down in their notebook

* Homework:

- Rewrite the exercises in the notebooks - Do exercises in the workbook

- Complete the project ( in weeks): Period 86

UNIT 11 CHANGING ROLES IN SOCIETYCHANGING ROLES IN SOCIETY GETTING STARTED

I OBJECTIVES: By the end of this unit, St can:

use the lexical items related to changing roles in society understand the conversation

II AIDS: Pictures, recording, visual aids in the classroom III PROCEDURE:

IV Warm up:

Ask Ss to list some groups of people and their roles in society Ask Ss if they think the roles of these people will change in the future If yes, ask how they will change,

explanations for their opinions, V New lesson:

Teacher’s and students’ activities Contents

1. Listen and Read :

Ask Ss to look at the title of the conversation and the picture Ask them some questions:

Have Ss answer the questions as a class Play the recording and have Ss follow along

1 Listen and Read:

1. What you think the guests at the Beyond 2030 forum are talking about?

2. What does the title ' Into the future' mean to you?

a/ Tick (V) the person who has this idea

- Ss work independently

Encourage them to the exercise without looking back at the conversation After that, allow Ss to share answers Check their answers as a class

b Answer the questions

- Ask Ss to read the questions and underline the key words in each question (e.g purpose in, who in -) This helps Ss determine what information they need to answer those questions

Ss refer back to the conversation and look for the answers Correct the answers as a class

c Work in groups Discuss and find the meaning of the phrases and sentences:

- Ask Ss to work in groups of four or five Ask them to find the

phrases/sentences in the

conversation Ask them to look at the context around where these phrases/sentences appear and elicit their meanings Correct the answers as a class

2,Explanation for each word from the conversation

- Have Ss work independently to choose the correct option A or B for

a/ Tick (V) the person who has this idea

b Answer the questions

- Key:

1 It's for people to share their vision of the future.

2 Some students from OakTree School in Happy Valley.

3 He says that learning will also take place outside school.

4 It will give them a sense of participation and of being part of society.

5 No, he won't He may still go to work.

6 No, he doesn't.

c Work in groups Discuss and find the meaning of the phrases and sentences:

Suggested answers:

1 after the year 2030

2 ideas about what life will be like in the future

3 Both housework and paid work are worthy of respect.

4 I love being with my father\ 2’Explanation for each word from the conversation

3,Suggested answers:

1 Cars powered by solar energy will be common.

2 People will live in houses in the sky.

3 People will be able to talk with their pets.

Key:

1 Phong Mai 3 Phong

4 Nguyen5 Mai

each question Have them share their answers in pairs Check as a class

3.Work in groups, discuss what pictures mean

- Have Ss work in groups of four or five Ask them to look at the pictures and guess what future visions the pictures represent Encourage them to come up with as many predictions as possible Then have them present their ideas to the class

4.GAME

- Divide the class into two teams One team names a service and the other team says what they think the service will be like in the future Try to give every student a go, not just the most advanced ones in the class - For a less able class, allow both teams to come up with the services first Write them on the board and allow Ss about five minutes to prepare When the time is over, the game starts The group with the most Predictions wins

4 Robots will be doing the housework.

5 Trains will be running as fast as 300km/h.

6 Land will become barrenr 4.GAME

E HOMEWORK: (3’)

1 - Learn by heart all the new words. - Review the lesson

- Do the exercises in the WB - Prepare ‘A closer look 1’

Period 87

UNIT 11 CHANGING ROLES IN SOCIETYCHANGING ROLES IN SOCIETY A CLOSER LOOK 1

I OBJECTIVES: By the end of this unit, St can:

 use the lexical items related to changing roles in society  use the forms of the words correctly

 identify the rising or falling tones in agreement and disagreement sentences

and say the sentences correctly II AIDS: Pictures, visual aids in the classroom III PROCEDURE:

IV Check up: - Tell something about the change of roles in the future. - Give some visions of the future

V New lesson:

Teacher’s and students’ activities Contents

VOCABULARY

1. Complete the table with appropriate words:

- Ask Ss to complete the word table

individually or in pairs Then allow them to share their answers with a partner/another pair Check as a class:

Note: Ss might have difficulty with the

forms of the words T may allow them to use a dictionary

2 Use the words in the table in the sentences

-This is quite a demanding exercise Let Ss work in pairs Ask them to determine the form of the word which is missing from each sentence first Then ask them to read the whole sentence carefully and determine the meaning of the missing word After that, they choose the correct word Allow Ss to share their answers with other pairs Check the answers as a class

3 Choose the correct answer

-Have Ss work individually Ask Ss to use the context of each sentence as guidance Once they have completed the exercise, they can exchange their answers with a partner Check the

VOCABULARY

1Complete the table with appropriate words:

Key:

Verb Noun Noun (person)

attend attendance attendant

facilitate facility facilitator

provide provision provider

develop development developer

interview interview interviewer

/interviewe

evaluate evaluation evaluator

participat e

participation participant

apply application applicant

2 Use the words in the table in the sentences Key:

1 attend 2 facilitate 3. provider 4 developed 5 interviews evaluation 7. participation apply

3Choose the correct answer

‘Can you name some countries which you think are male-dominated?’

‘Do you always study in a traditional classroom?’

4,Complete the sentences Key:

answers as a class

-To make sure that Ss understand the meaning of these words/phrases, ask for volunteers, or select Ss, to make new sentences using them OrT can check by asking questions like:

4 Complete the sentences

-Before Ss the task, ask them to read the REMEMBER! box Ask Ss to read the phrases in the table Make sure they understand the meanings of the phrases by giving equivalents in Vietnamese Have Ss then complete all the sentences Confirm the correct answers as a class

PRONUNCIATION Agreeing and disagreeing tones 5, Listen carefully and tick (V ) the correct box

Have Ss listen to the tecording and tick the correct column for each question Then let them listen again and have them repeat the sentences with a focus on the tones

6,Mark Mike's sentences with falling (agreeing) or rising (disagreeing) arrows

Have Ss work individually Ask them to read the conversation carefully and refer to the REMEMBER! box as they the exercise Then play the recording Ss listen, check, and say the sentences Call on some Ss to say the sentences individually

of humour sense of time

4 sense of responsibility sense of style PRONUNCIATION

Agreeing and disagreeing tones 5, Listen carefully and tick (V ) the correct box

REMEMBER!

When we agree with another person the tone of our voice often drops at the end of the sentence

Example; Yes, you re’right

However, if we disagree with someone, our voice often rises slightly. This makes our message sound unfinished and therefore more polite

Example: Weil, maybe

We can also express our disagreement by repeating a statement as a question with a natural rising tones

Example: He can't be trusted? Key + Audio script:

1 No one can deny it 4 You will be cooking

2 All of us can see

your point, 5 Well, youmay be right 3 We will help him

with the money

E HOMEWORK: (3’)

1 Learn the new words

- Do the exercises in Workbook - Prepare A closer look

Hoàng Thị Trâm Period 88

UNIT 11 CHANGING ROLES IN SOCIETYCHANGING ROLES IN SOCIETY A CLOSER LOOK 2

I OBJECTIVES: By the end of this unit, St can: use the future passive correctly

recognise non-defining relative clauses 3nd use them correctly II AIDS: Pictures, visual aids in the classroom

III PROCEDURE:

IV Warmup: Future passive review

Before doing the exercise, T may write the two example sentences using the future active and passive on the board Let Ss work out the difference between the two sentences This reminder should help Ss to complete exercise

Example: They will build a new bridge here A new bridge will be built here V New lesson:

Teacher’s and students’ activities Contents

1 Choose the future active or passive to complete the sentences. - Ask Ss to work individually They then share their answers with a partner Check the answers as a class

2 Rewrite the sentences without changing their original meanings - Have Ss work individually Ask them to exchange their answers for checking Have Ss write their answers on the board T corrects if needed

Note: For Ss who are weak at this kind of exercise, ask them to underline the verb phrases in the original sentences which will have to be changed Then ask them to change the sentences into future passive first, before completing the rest of the sentences

GRAMMAR

1 Choose the future active or passive to complete the sentences.

- Ask Ss to work individually They then share their answers with a partner Check the answers as a class

Key: A 2 B B A A B 2 Rewrite the sentences without changing their original meanings

Key:

1 Classes will also be held in places like restaurants or supermarkets. 2 The school's curriculum will

constantly be tailored to meet changes in society.

3 Students' academic performance will not be evaluated through exams only.

4 Not all the decisions in the family will be made by men.

5 Women will be freed from most housework by high technology.

nervousness, anxiety, or stimulation. successfully complete academic high school conscious travel agent, arrangements transport, accommodation, et inclusive golden- exposure