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- Ask students to do exercises as and T corrects .Then complete the missing words in the exercise b> ( Use extra board). 3.[r]
(1)Unit 5: the media
Period 29 : Lesson 2: Speak +language 1,2
Ngay soan:30 / 11/ 2008 Ngay day: 11-2008 I Objectives:
By the end of this lesson Students will be able to develope the speaking skill by expessing agreement or disagreement about something such as: programmes
understand “tag-question” with ,don’t you.? ,do you ? II.Contents:
1.Vocabulary: -Follow the topic: the media 2.Grammar: -Tag-question
III.Teaching aids:
- extra –board, text book IV.Procedures:
Stages Contents Activition
1.Warm up: * Chatting :
–Do you like watching TV ,Huong? _ What kind of programmes you like?
-whole class
2 Pre-speaking:
*Set the scene: Lien and Trung are talking to each other about programmes which they like or
dislike
*Pre-teach vocab :
+documentary (n) (example),foriegn film (n) (example),informative (information)
+violent (adj) (trans)
*Checking Voc.: Rub out and remember *Revision: presenting “tag-question”:
+Do you like watching sports ,don’t you,Trung? (do you like watching sports,Trung?)
+You don’t like foreign films,do you? +Don’t you like foreign films?
-Ask Sts to complate the dialogue between L and T(close the books)
-whole class
-whole class
-whole class -alone
-in group 3.While
speaking:
-Have Ss read the dialogue(pair work) -Have Ss pick out the sentences showing agreement and disagreement to practice
-in pairs -alone 4 Post
reading:
Revision :
- Review the structure ( poster) “Tag- question s2” Note : To be , V(s/es), have/has and V_ed
a Exercise 1:
- Sts work in groups ( groups) …> A pair of
-whole class
(2)T : Correct b.Exercise 2:
T : explains and give example ( the dialogue) S: Read the dialogue
Survey: (poster)
Programe s
S1
S2 S3 1.News
2 Music 3.Sport
………
-Ss work in groups and complete the table - Work in pair
-whole class -alone
-in group -in pairs 5.Homework:
-Learn them by heart and practise them V.Adjustments:
Unit 5: the media
Period 30 : Lesson 3: Listen +language 3,4
Ngay soan:30 / 11/ 2008 Ngay day: 11-2008 I Objectives:
By the end of this lesson Students will be able to develope the listening skill by listening information about something
II.Contents:
1.Vocabulary:
-Follow the topic: the media 2.Grammar:
-Gerund verbs III.Teaching aids:
- extra –board, text book IV.Procedures:
Stages Contents Activition
1.Warm up: *Brainstorming: Gerund verbs -whole class
2.Pre-listen: * Vocab:
newsreel(n): telegraph(n):
(3)viable(adj): co kha nang ton tai force(n): suc manh, luc luong *Cheking: Rub out and remember * Open prediction
* Set the scene
-whole class
3.While-listen: - Play the tape
- Ask Sts to share their idears - Give feedback
- Give answer key
-whole class -alone or groups -whole class 4.Post-listen: Revision:
-Review structures gerund of some verbs: like
enjoy + V-ing hate
a Exercise 3: - Ss use questions -Mapped dialogue
-Sts look at the book and practice
b.Exercise: Matching : ( use columb + columb 3- Ex4-page 4t)
(poster)
Verbs Nouns watch a sports
Play b Advertisement 3…… c ……
-T read the example and explains
-whole class
-whole class -in group
-alone
-whole class
5 Homework:
- Ask Ss to make sentences using Gerund verbs - prepare the next lesson
V.Adjustments:
(4)
Unit 5: THE MEDIA Period 31: Lesson 3: Read
Ngay soan: 6- 12-2008 Ngay day: 12-2008 I Objectives:
By the end of this lesson,SS will be able to improve reading skill and read the text to find information about the Internet
II.Contents: 1.Vocabulary:
-Following the topic: The media 2.Grammar:
-Present simple tense II.Teaching aids:
- Picture (the internet), extra-board III.Procedures:
Stages Contents Activition
1 Warm up: + Hang the picture(the internet) on the board
Do you know what it is?
Have you ever used the internet? What you use it for?
How much time
-whole class
2 Pre- reading: *Set the scene: some people’s ideas about the internet
*Pre-teach Vob:
+ Chatting(gerund) (expl) + Limitation(n) ( ) +Get access to (v) (sym) +Wandering (gerund) (expl) +Leading
*Ask Sts to choose T/F
Internet is very fast and convinient way for us to get information
-whole class -whole class
-whole class
3 While-reading: -T explains and guides SS the way to read and find the information from the text -T reads once
-S read the text (in silence)
-whole class
(5)-Ask S to read each part
-S seek informantion in each part,write down and compare to their ideas
-S get right information and exercise -S read once more - insilence
-S play a game with the questions -Correct and give correct answers *Discussion:2 question
-in group -alone -in group
4 Post- reading: -Hang on extra broad :Fill the word in the blanks:
*It is a very fast and convernient to get information.People the internet for manypurposes:education,communication And cormerce The helps people
communicate with friends and relatives by of email or chatting
However ,the internet has It is time and costly It is also dangerous because of and bad prograns
Anyways,No can deny the benefits of the internet in our modern life
-S work in groups and alonely
-whole class
-alone
5 Home work:
- Have Sts prepare new lesson V.Adjustments:
Unit : The media Period 32 : Lesson 5: Write
Ngay soan: 6- 12-2008 Ngay day: 12-2008 I.Objective :
By the end of this lesson, ss will be able to write a passage about the benefits of the Internet
II.Contents: 1.Vocabulary:
(6)-Present simple tense II.Teaching aids :
-Extraboard III.Procedures:
Stages Contents Activition
1.Warm up: *Net words/ Brainstorming: Benefits of Internet
-alone 2.Pre-writing: *Set the scene: Write about the benefits of
the Internet *Pre-teach vocab: On line school (n) Source (n)
Forum (n) ( Translation) Self-study(n)
On- line lesson (n)
Previous language with the modal verb “can” * Pre – writing task : Matching ( extraboard) A source of information
2.A source of entertainment A man of education e movies
a new, weather , forecast b On – line schools c games , music d articles
f.on-line lessons
- Ss need the information ( P44/p6) check Key :
-ss practice the following topic ( in group) Ex: The first topic: We can…
-whole class
-alone -in group
-whole class -in group
3.While-writing:
-T explains the request of writing -T gives ………
+) The lastest local on global news , check weather conditions book your tickets for… +) Listen to music, play games…
+) Learn English, look up newwornds in a dictionary
-ss work in individual ( write about the benefis of the Internet ) bosing on brainstoming
and wordcues)
-Ask some ss to read their writing ( the monitors )
-whole class
-alone
(7)-T corrects the mistakes -whole class
4.Post-writing:
*Chain game : ( about the benefits of the Internet)
S1: I can …
S2: I can … and…
-in pairs
5 Homework:
-Write a perfect passage about the benefits of the Internet - Prepare new leson
V.Adjustments:
THE 2nd COURSE
===&===
Unit 6: The environment
Period 37: Getting stared + Listen and read
(8)I.Objectives :
By the end of the lesson ss will be able to know about environmental problems and some new board…
II.Teaching aids:
- pictures,extra board, cassette, tape… III.Contents:
1.Grammer: adjectives and adverbs
2.Vocabulary: following the topic :The environment III Procedures:
Stages Contents Activities
1.Warm up: 1.Getting started:
-T hangs on six pictures and ask ss to match - T explain some new words : spray (v) , pesticide(n) , dynamite…
-T corrects and give key
-whole class
2 Presentation: - Set the scene : Mr Brown is talking to some volunteer conver vationists
*) Pre- teach vocabulary: check vocab: What and where
Shore (n) ( explain) Rock (n) ( picture) Dump (n) (Explain)
- Ask Ss to open their books and look the text - Ask to listen to the tape once
- Call some ss to read the text about in front of class to check and correct their mistakes in pronunciation
- Help Ss to know the meaning of some difficult phrases
- Help Ss exercise a ( P48) ( Matching)
- Check and corrects their key after ss compare with each other
- Give out all answer key and help ss to copy the answer
*Comprehension Qs (2b) Ask Ss to give thier answer - Give the answer key
- Ask Ss to find out a conditional sentence in the test
+ Ex: If we work hard, we ll make this’ beacha clean and beautiful place again.
-whole class -whole class
-alone -alone
-whole class
-in group -whole class
-alone
-whole class
(9)- Hang on extra board with sentences in exercise b.(1 and are Lucky Number ) - Divide the class into two groups
- Check- corrects and find the winter group 4.Production: Revision :
* Conditional sentences (type 1) * Adjectives and adverbs :
-Ask ss to repeat the form of adv : adv = adj + ly ( Note : good- well)
Exsercise 1: - T hangs on the extra board and ask ss to choose adverbs to complete sentences T corrects and give the answer
-whole class
-whole class
5.Homework :
- Learnt by heart new words
V.Adjustments: - Unit 6: The environment
Period 38 : Speak + Language focus
Date of making: 10 / 01 / 2009 Date of teaching: / 01 / 2009 I Objectives :
By the end of the lesson ss will be able to :
- persuade others to to Smith to protect the environment
- develop listening skill and get the main informations to complete the notes II Teaching aids :
-Picture about this subjec , extra board … III.Contents:
1.Grammer: Adverb clause of reason Conditional sentences: type
2.Vocabulary: about the topic: The environment III Procedures:
stages contents activities
1 Warm up : *Open questions:
+ Do you know the environmen nowaday? - Protecting?
- Polluting?
-whole class
2 2.Pre- speaking:* *Pre teach vocabulary:
+ (to) reduce ( explain) + (to) disolve (syn)
+ exhaut fune
(10)* Checking vocab : What and where +to prevent sb from doing st (example) -Give out the way of using the form : to -prevent sb from doing st
of -persuading smb into doing smt
-Show the poster and ask ss to choose the expressions of persuading sb
a I think you should prepare the lesson before going to school b.Let’s go to the movie theater
c.Why don’t you put easter paper into the dustbin
d It would be better if you stay in beb for a few days
e.Why don’t you travel by bike?
-Give out ideas, asks ss to make some sentences T checks and corrects -Let ss to look at the yellow box on P49 to learn more expression
- Copy the following example exchange on the board
St: I think it would be better if we use banana leaves to wap food?
St2: Why?
St3: Because the plastic bags very hard to dissolve and we can save paper
-whole class
-whole class
-alone -alone -alone
3 3While speaking* *Word Cue Drill
+ Ss use the cues in the pink box to make up similar dialogues in pairs
+Let ss give feedback
-whole class
4.post-speaking d) Conditional sentenses type 1:
Form : if clause + main clause
Exercise 5:-Explain the requests of exercise - write example on the board and explain - Ask ss to complete sentences
- Call some presents of each group to give th answer
- T corrects and give feedback
-whole class -in group
-alone
-whole class 5.Homework:
-learn model sentences by heart.
(11)Unit 6: The environment Period 39 : Listen+ Language focus2,3.
Date of making: 17 / 01 / 2009 Date of teaching: / 01 / 2009 I- Objectives:
By the end of the lesson, Ss will be able to:
-develop listening skill and get the main informations to complete the notes II- Teaching aids:
cassette, tape III.Contents:
1Grammer: Adjective+ that clause Adverb clauses of season
2.Vocabulary: about the topic: The environment IV- Procedures:
Stages Contents Activities
1-Warm up: *Networds: The environment -alone
2.Pre-listen: * Pre- teach vocabulary : raw(n) ( explanation ) sewage (n) ( explanation ) oil spill (n) ( explanation )
*open –prediction :- Set the sence and explain requests of the lesson
-T ask to guess which sentencec are true and complete the notes
1 come from ship at sea 2.garbage is
3.most of this pollution comes from the land waste materials come from factoties 5.oil is washed from the land
6….Which is pumped directly into the sea
-whole class
-alone
-whole class
3.While-listen: Have Ss listen to the text twice
- After the second listening ss share their ideas with the partners
- Have Ss listen to the text one more time or until they can complete the notes(p.50) - Get Ss to give resulf and correct
their precition - Give feed back
- Get Ss to go to the board to complete the boxes
-Ask Ss to read the boxes again
-whole class
-alone
-whole class
(12)4.Post-listen: a) Adverb clauses of season ( as, becauses , since)
Exsercise 2: - T hang on the pictures and ask: (work in pairs)
- Write example on the board and explain -Ask ss to look at the picture and join the pairs of sentences together Use because , as , since
-Ask some ss to read the answer - T corrects and give feedback b) adj + that clause
Exercise : -Explain requests of exercise -T writes example on the board and explain structure “ adj + that clause”
Have ss read these dialogues b,c,d,e Call some pairs to read the answer
T corrects and give feedback
Note: Sally : Là cách gọi thân mật gia đình Sally robinson
-whole class -in pairs -alone -alone
-whole class -alone
-alone
5.Homework :
- relook all lesson at home , exercise in WB… - prepare the next lesson
V.Adjustments:
Unit 6: The environment Period 40 : READ +language focus 4
Date of making: 17 / 01 / 2009 Date of teaching: / 01 / 2009 I- Objectives:
By the end of the lesson, Ss will be able to:
- Talk about minimizing pollution in thier school - Talk about what they should to protect thier En - Practice reading comprehension skill
II- Teaching aids:
cassette, tape III.Contents:
1.Grammer: Conditional sentences: type 2.Vocabulary: about the topic: The environment IV- Procedures:
Stages contents activities
(13)2- Pre- reading: - Set the scene: -Pre-teach Voc
a second hand junk(n) a treasure (n)
a stream (n) to minimize (v)
- Ask Ss to guess the answer to the Qs 1.Who is asking?
2.What problems ar they talking about? 3.Who knows more about minimizing the En ?
-whole class
-alone
3-While- reading: Play the tape.
- Ask Ss to read then check thier answer - Let Ss read one more then match A whith B(5a)
-Ask Ss to give thier answers - Correct
1+c 2+g 3+f 4+e 5+d 6+a 7+b
- Ask Ss to read one more to answer the Qs (5b)
- Give feedback - Correct
-whole class -alone
-in pairs
-whole class
4- Post-reading: d) Conditional sentenses type 1:
Form : if clause + main clause Exercise 4: -T wrires example on the board and explain
-T hangs on extra board and ask ss to match column A with B
- Call some ss to read the answrer - T corrects and give the answer
-whole class -alone
-in group
5- Homework:
- Ss discuss in group to answer:
you like this poem? Why?/ Why not? Does she advice the boy to protect the En.? How we clean our school?
What is the poem want us to do?
(14)(15)
Unit 6: The environment Period 41: Write
Date of making: 10 / 02 / 2009 Date of teaching: / 02 / 2009 I Objective :
-the end of the lesson , ss will be able to know the format of a letter and practice writing a letter
II Teaching aids : -Extra board,… III.Contents:
1.Grammer: Conditional sentences: type Adjective+ that clause
Adverb clauses of season 2.Vocabulary: about the topic: The environment IV Procedures :
Stages Contents Activities
1 Warm up : *chatting:
- Ask ss some questions dealing with writing letters:
+ Have you ever writen to someone? + to whom? Do you usually write? + What you often write about?
-whole class
2.Pre-writing *set the sence
a) Pre – teach vocab -tras(n)
-lorry -look forward
refreshment (n) (short break ) -S-C-R-A-P
* cheking : Rub out and remember b) labeling : ( hang on extra board )
-Ask ss to lable each section with the correct letter
-T checks and corrects * comprehension question:
-Ask ss to work in pairs and answer some question ( pair work)
- Who wrote the letter ? To whom ? -What are these in the situation? -What is the main part of the letter?
-whole class
-in group
-whole class -in pairs
(16)the given information such an Dear Mr President
I am writing to you about… 4.Post- writing - Call Ss read aloud their letters
- Correct
-alone
5 Home work:
- Ask Sts to prepare next lesson V.Adjustments:
Unit : Saving energy
Period 42: Getting started & Listen and read
Date of making: 10 / 02 / 2009 Date of teaching: / 02 / 2009 I Objectives:
After the lesson Students can suggest someone doing Smth and they know how to save energy and enviroment
II Contents 1- Vocabulary
2- Structures : S + suggest+V-ing
S + suggest(that)+S + should III Teaching aids :
cassette,tape, picture V Procedures :
Stages Contents Activities
1.Warm up: A/ Getting started:
- Ask Sts to look at the picures in the textbook and ask some Qs:
+ Who is watching TV?
(17)+ Should we turn the TV off?
+ What should we to save energy? 2Presentation: - Set the scene.
*Vocab:
+ Plumber (n) (picture)
+Enormous (adj) (synonym = very big) +crack (n) (relia)
+dripping faucet (picture)
Checking vocabulary: Rubout and remember - Teacher introduce new structure from ex x amples
Ex: 1.suggest a shower (take) 2.She suggets energy(save) 3.He suggest |we| save energy -Ask studens to these examples -Correct answer :1 I suggest talking a shower
She suggest saving energy He suggest that we should save enegry - *Let SS give from:
S +suggest+V-ing
S +suggest(that)+S +should - Teacher sets the scene:Mrs Mi is talking
with her nighbor,Mrs Ha
- -Ask SS to exercise 2b _ page 58 - *Hang on the extraboard:T/F prediction
-whole class
-whole class
-alone
-whole class
-whole class -in group
3.Practice: - Play the tape and asks to listen to the tape and answer question
- Ask to exsercise 2b_p58 and check their prediction
- Correct answer : 1T ; 2T ; 3F ; 4F ; 5T - Call on some SS to play the roles of Mrs.Mi, Mrs.Ha and practice the dialogue
- Correct their pronunciation
-whole class -in group
-in pairs
4.Production: - Ask SS to write sentences from prompts a.Lan / suggest / save / money
b.We / suggest / fix / chairs
c.Is / suggest / mother / not / spend / a lot money
d.He / suggest / buy / a partment / HN
(18)- Give feedbook 5 Homework :
- Ask SS to exercise 12 in workbook at page - Make up sentences with new structure V.Adjustments:
Unit : Saving energy
Period 43: Lesson : Speak + Laguage focus
Date of making: / 02 / 2009 Date of teaching: / 02 / 2009 I.Objectives :
By the end of the lesson, ss will be able to practise making and respond to suggestion…
-Develove speaking drill II.Content :
1 - Vocabulary : gasfire, lid, cookingpot
2-Gramar : Review the structure : Make suggestion III.Teaching aids:
Picture, extra-board, cassette,tape IV.Teaching procedure :
Stages Contents Activities
1 Warm up: *Matching with the pictureat page 59 -ask ss to write the sentences with them.
-whole class -alone
2.Pre- speaking: *Vo: - gasfire ( n) ( picture ) -lid (n) ( picture) - cooking pot (n) (picture) -Review structures
-Matching and responding to suggestion -Hang on the extra board
-Teacher explains how to use (extra-board)
-whole class
-in group -whole class
3.While-speak: -Ask students to at the picture and work in pairs Ex : S1: What should we in the picture A S2: I think we should turn of the fauced
- -Teacher corrects and gives correct answers
-in pairs
-whole class
4.Post –
speaking :
* Stubstitution drill -Ex:
A : I think we should take a shower instead of a bathroom to save enegy
B: That’s a good idea
C: how about making posters on enegy saving
(19)and hanging them around our school? D: Great! Let’s that
- Make a similar dialogue
A: Go to school/ bike / indobike / petrol B: All right
C: Bus
D: Oh! That ;s good idea 5) Laguage focus3:
- Give examples and ask S to give structures + I suggest saving energy
+ I suggest that we should save energy - Structures
- Ask S to the exercise - Give answer key
-in pairs
-whole class
-in group -whole class
5.Homework:
-Ask S to make sentences with " suggest + v-ing " V.Adjustments:
-*Matching with the pictureat page
1.Turn off the faucets in the bathroom m picture a
2.Turn off the light ht picture b
3 Turn off .the air conditionin g picture c
(20)picture e
6 Turn off the fan n
picture f
7 go to school by bike to save the petro o picture lg
8 take a bus to save money y picture h
- teach gives feedback
Unit : Saving energy
Period 44: Lesson Listen + Laguage focus 1,
Date of making: 14 / 02 / 2009 Date of teaching: / 02 / 2009 I.Objectives :
Listen to the news on solou enegy for specific information II Teaching aids :
tape , texbook , posters III Content :
IV Teaching procedures:
Stages Contents Activities
1.Warm up : *Ask ss to answer the question :
“ How to save enegy ?” - Turn off the light/frudge/tv - Use solar enegy
-whole class
2.Pre- listening: * Pre-teach vocabulary : -unclear power (n) - sofar enegy (n)
* checking vocabulary : Jumberled words - Hang on the extra board and ask ss to guess T/F prediction
Guess Listen Correct
1
-whole class
(21)2 3.While-listening: -Play the tape
- Ask ss to work in pairs and compare their answers
- Call on students give answres -Teacher gives correct answers * Gap – fifling
- Hang some ss read in part 4b and ss to guess the words
- Gap – fifling prediction 1……
2……… 3……… 4…… 5…… 6……
-asks ss to listen to the tape again - Prediction check
- correct answers :
1 effective Pollution countries store roof instead
-whole class -in pairs -alone -in group -alone -in group
-whole class
4.Post – listening : - Group word : Discussion
1 What kind of enegy can be used nowadays?
2 what is solar enegy?
3 Can we use sofar enegy on rainy/cloudy day?
4 Do you want to use solar enegy ? Why? Why not?
-in group
5 Homework :
- write it up about solar energy V.Adjustments:
Unit 7: Saving Energy Period 45: Section : Read
(22)By the end of the lesson, ss will be known more how North American and European save money and natural resourses
II.Contents:
1.Vocabulary: following the topic: Saving energy 2.Grammer: Structure: not only but also III.Teaching aids:
-extra-board IV.Procedure:
Stages Contents Activities
1.Warm up: *Networds: Advantages of rola energy -whole class
2.Pre-reading: *Pre-teach vocabulary:
Consumer(n) category(n) Bulb(n) ultimately(adv) Label(n/v) innovation(n) Cheme(n) conserve(v) *Check them: What and Where *Pre-questions:
-Give ss question and ask them to discuss with their partners to predict the answer: 1.Do people in Western countries think elictricity gas and water are luxury?
2.Do they want to save elictricity? What they to spend less on lighting?
-whole class
-in group
3.While-reading: *Have ss to read the text to check their prediction
-give answer key
-have ss read again and exercise 5a in group -ask ss to give answer and T give feedback *Have ss work in pairs to find out the answer to the question
-Call on some ss to answer the question -Check and write the answer on the board: 1.Western Consumers are interested in products that will not only work effectively but also save energy
2.We can use energy saving bulb instead of ordinary 100 walts bulb to spend less on lighting
*Model sentense:
Western Consumers are interested in products that will not only work effectively but also save energy
-whole class -alone
-in group -in pairs -alone
-whole class
(23)4.Post-reading: *Have ss to discuss the way to spend less on lighting
-in group 5.Homework:
Ask ss to write down ideas on how to save energy -learn them by heart
(24)Unit 7: Saving Energy Period 46: Section : Write
Ngay soan:20-02-2009 Ngay day: -02-2009 I.Objectives :
-By the end of this lesson ,ss will be able to know a speech ‘s functions and write a simple speech
-Develop writing skill II.Content:
1-Vocabulary :sperate 2.Grammer: all tenses III.Teaching aids: - extraboard IV.Proceduces:
Stages Contents Activities
1 Warm up: *Open prediction:
-Give some questions ss to answer;
? How many parts are there in this essay ? What are they
?What’s function of each part
-Hang on extraboard part 6a (page 61) and ask ss to work in groups then matching:
-Give feedback
-whole class
-in group 2 Pre-writing: * Pre-teach vocabulary:
-separate (adj) (translate) - solid (adj) (liquid) -drafting (n) (explaination)
* Checking vocabulary :what and where
-whole class
-alone 3 While-writing. -Let somebody read the section carefully
then put them in the correct a speech (work in pairs)
-Have ss to share the key
-Call on ss to read their speech before class and correct mistakes
*Give key:
Part of speech
Contents A:
Introduction
-Good
evening,ladies and
B: Body -Most of us too
much gas C:
Conclusion
-Of you follow these simple
-in pairs
(25)-Ask one student to read a speech aloud -Ask students to look at the part C (on page 62) and choose one of the topics and prepare a speech for your classmates
-Teacher explain topics and their outline -Guide ss the 3rd topic.
-Saving energy in the kitchen: *Group 1:Introduction(opi
*Group 2:Body (give detail)
*Group 3:Conclusion(summing up) -Let student write a speech on the board -Correct mistakes
-alone -in group
-in group -in group
-alone 4 Post writing: -Speak the 3rd topic before the class. -alone 5.Homework:
(26)Full name: Class Test on English
Marks Remarks
I) Choose the word in each group that has the underlined part pronounced differently from the rest.
1- A city B my C sky D cry 2- A region B group C.green D guitar 3- A flow B borrow C know D now 4- A.fly B hobby C enrgy D ordinary 5- A.dump B bulb C.suggest D.plumber II) Choose the best answer for each of the folowing sentencens: 1- he had no money for a bus, he had to walk all the way home A.For B So C As
2- We are all destroying the environment around us A slow B slowly C quick 3- Hoa is studying for her test next Monday A good B hardly C.hard 4- Mr Ha suggests tennis this afternoon
A play B playing C to play 5- Mrs Lan forgot to the faucet when she left for work A turn off B turn on C turn of
6- I can’t go out with you beacause I have to look my younger sister A for B at C after
III) There is a mistake in four underlined parts of each sentencen Find it. 1- My brother are going to study in New York next month
A B C D
2- If there will be too much exhaust fume in the air, our breathing will be hardly A B C D effected
3- We suggest to plant more trees along the streets to have more shades and fresh air A B C D 4- Our neighbor will look for the garden when we go on holiday
A B C D 5- What can we to spend less in lighting? A B C D
(27)( as, not only but olso, and , but, therefore)
1- Quang sold his old bike last year.He bought a new one last year, too
2- Mrs Thanh wants to buy energy- saving bulbs.She doesn’t know where to buy energy- saving bulbs
3- My brother failed his English test He has to the test again
4- Lan is beautifull She is intelligent, too
5- You shouldn’t throw these bottles away They can be corrected and recycled
V) Write complete sentences using the words:
1- I / suggest / that / you / collect / all / bag / and / take / garbage dump
2- I / be / happy / that / you / be / work / hard
3- Minh / answer / very / soft / so / teacher / not hear / her / clearly / yesterday
-KEY Question I:
1-A 2- A 3- D 4- A 5- C Question II:
1- C 2-B 3-C 4- B 5- A 6- C Question III:
1-B 2- A 3- A 4- B 5- D Question IV:
1- Quang sold his old bike and he bought a new one last year
2- Mrs Thanh wants to buy energy- saving bulbs but she doesn’t know where to buy them
(28)5- You shouldn’t throw these bottles away as they can be corrected and recycled Question V:
1- I suggest that you should collect all the bags and take them to the garbage dump 2- I’m happy that you are working hard
3- Minh answered very soft so the teacher didn’t hear her clearly yesterday ( Q.I + Q.II + Q III + Q IV=21/3 = points
Q V = points )
-Unit 8: Celebrations
Period 49: Lesson - Getting started + Listen & read
Date of making: 01 / 3/ 2009 Date of teaching: / / 2009 I) Objectives:
By the end of the lesson, sts will be able to know more about the popular celebrations in the world
II) Teaching aids:
-pictures,cassette, tape, extraboad III.Contents:
1.Grammer: relative pronoun: which, when 2.Vocabulary: following the topic: celebration III) Procedures:
Stages Contents Activities
1.Warm up: A- Getting started:
- Have Stslook at the icons on page 65 and match them with the suitable name of the celebration
- Answer keys:
Easter wedding birthday christmast mid - Fall Festival lunnar new year
-whole class
-alone
2.Presentation: -*Pre - teach vocab occur (v) slavery(n)
decorate(v) parade(n)
jewish(adj) freedom(n)
(29)- Checking Voc: What and where *Set the scene
- Play the tape then ask the Sts to listen to the tape twice
- Ask Sts to read
- Ask Sts to complate the table on page 66 - Call Sts to give feedback
- Give answer keys
- Introduce the new structures
Ex: - Tet is a festival which occurs in late January
- Family members who live apart try to be together at Tet
-alone
-whole class -alone
-in pairs -alone
-whole class
3 Practice: - Ask Sts to make up sentences using Relative Pro
- Ask Sts to give thier sentences
-whole class -alone
4- Production: - Have Sts the exercise
a.The boy are playing soccer in my cousinns
b The vegetables Mr Green sells are not fresh
c Is this the book you lost?
d The street leads to my school is very wide
e The flowers I bought for my sister are roses
-whole class
4- Homework:
-Ask Sts to look at thetable and introduce the celebrations: Tet - Passover - Easter V.Adjustments:
(30)
Unit 8: Celebration Period 50: Lesson 2: Speak + Listen
Date of making: 07 / 3/ 2009 Date of teaching: / / 2009 I.Objectives:
- By the end of this lesson ,ss will be able to give compliment and respond to a compliment basing on the situations
- Develop speaking skill II.Contents :
+ Vocabulary: nominate ,charity ,activist + Grammar: Give a compliment and respond III.Teaching aids:
extra board , cassette, tape IV.Teaching procedures:
Stages Contents Activities
1.Warm up *Brainstorming: Celebration -whole class
2 Pre-speaking:
*pre-teach vocabulary : nominate (v)translation charity (n )explanation
activist (n) explanation/example
(31)Pre-listening;
*checking :jumpled word -Give situation in class :ex : Nam has a new shirt Hung has 10 point
-Gets ss to give compliment and respond Ex 1: S1 :That’s a nice shirt
S2 :Thanks
-Hangs on the extraboard and introduce some model sentences
* Give a compliments:
Well done That’s a great /an excellent Let me congratulate you on *Respond to a compliment Thanks
It’s nice of you to stay so That’s very kind if you *Explain something about above model
Explain the title of the song “Auld lang syne”
-Auld: old,Lang:long ,Syne: since
-Vocabylary: -acquaintance (n) (explain) -trusty (adj) (translation) Check : jumpled words
-whole class
-whole class
-whole class
-whole class
3 While – speaking
While-listening;
*Give ss a situation :Nga has just bought an interesting book
-Asks ss to work in pairs to give compliment and respond basing on the model
-Corrects
-Hangs the pitures gets ss to read the situation in the book and work in pairs -Corrects and gives answer key
- Ask students to listen to the tape twice (stop at each sentence if necessary)
-Ask ss to fill in the gaps then compare with other partners
-Play the tape one more time -Ask ss to give their answer -Give the answer keys:
-whole class -in pairs
-in pairs
(32)-a days c mind e.kindness -b take d.hand 4
Post-speaking:
*Write some situations on the pieces of paper ,asks ss to get them and work in pairs Ex: Ba has a offerd a nice hat by his friend on his birthday
You: Ba:
-in group
5.Homework:
Asks ss to make up dialogues using compliment and respond V.Adjustments:
-Unit 8: Celebration Period 51: Lesson : Read
Date of making: 22 / 3/ 2009 Date of teaching: / / 2009 I.Objectives :
By the end of the lesson, ss will be able to :
(33)II Teaching aids :
- extraboard… III.Contents:
1.Vocabulary: follow the topic:celebration 2.Grammer:
IV Teaching procedures:
Stages Contents Activities
1 Warm up : *Chain game :
Ask ss to give celebrations which they know Start : women’s day
-whole class
2. Pre –
reading:
*Set the scene:
Pre- teach vocabulary :
Priotity(n) …> Translation distingwish(v) …> Translation *Checking : Rub out and remember *T/F predictions:
a) Rita’s father teachers him how to love b) Jane’sfather didn’t cry when she was walking…
c) Bob’s mother gave her a hug in her wedding
d) rita’s,Jane and Bob send their feelings, memories to their fathers on father’s Day
-whole class
-alone -in group
3 While – reading
- the text and asks ss to listen and look at the text
- Have ss read the text in silent then read aloud passages
- Asks ss to check their prediction Corrects and gives answer key
- - Asks ss to ask and answer the questions on page 69
- - Gets ss to compare their answers with their pasness
- - Asks ss to give their answer before class
- Correct and gives answer key
-whole class -alone
-whole class -in pairs -in group -whole class
4 Post – reading:
* Discussion
Do you think we should organize the father’s Day in VN?
When?
-in group
(34)Ask sts to write the answer on the notebooks V.Adjustments:
Unit 8: Celebrations Period 52: Lesson 4: Write
Date of making: 22 / 3/ 2009 Date of teaching: / / 2009 I.Objectives:
By the end of the lesson ,students will be able to: -write a letter to a friend (share their ideas to celebrate Mother’s Day or Father’s Day)
II.Teaching aids:
extra board III.Contents:
1.Grammer:
2.Vocabulary: following the topic: Celebration IV.Procedures:
Stages Contents Activities
1 Warm up: *chatting
1,Do you celebrate your birthday? 2, What you usually prepare for your birthday?
3, Do people often celebrate Mother’s Day or Father’s Day in Vietnam?
4,Should we organise Father’s Day or Mothher’s Day in Vietnam? When?
-in pairs
2 Pre-writing: *Net work:
-What cchildren on Mother’s Day? -Give flowers/ cook meal
*Discussion:
According to you ,it is necessary to have a
-in group
(35)day to celebrate for our parents? -The reasons for celebrating this day -When to celebrate?
-How to celebrate? (a good lunch /dinner; flowers,presents; give special food ) *Elicilaton:
part:
-first paragraph (opinion ,reason)
-second paragraph:when ,how ,what should we celebrate
-third paragraph : your ideas
-alone
3.While- writing:
-Have students work individually to write a letter to a friend
-alone
4.Post- writing: -Have ss read their letters -Correct ss’s mistakes
-alone 5.Homework:
Ask ss to write a pasage to express their feelings about their father or mother V.Adjustments:
Unit 8: Celebrations Period 53: Lesson 5: Language focus
(36)I.Objectives:
Further practice : -Relative clauses
-Adverb clauses of concession II.Teaching aids:
extra board III.Contents:
1.Grammer:
-Review relative pronoun 2,Vocabulary:
III.Procedures:
Stages Contents Activities
1.Warm up:/review:
*Jumble word:
Which Who Although Eventhough
-whole class
2.Practice: *Exercise1:
Lucky number:3,7,6,10
10 11 12
-Ss read aloud their sentences before the class
-Teacher checks and corrects
*Exercise 2:
-T gives a poster to ss: Family member Dad Mum Me
1, a, is wearing awhite-Tshirt 2, b, is sitting on an armchair 3, c, is giving a present for her mother 4, d,
5, 6, 7, 8, -Students use sentences in extra board to describe each of the people in the picture that use relative clauses with “who” -Students read their sentences before the class
-Teacher corrects
*Exercise3: Join the sentences
-Teacher explains although / even though + clause
-Have students combine the sentences using adv of concessions in brackets
-Get students to compare their answers -Asks students to read their sentences
-whole class
-in group
-whole class
-in group
-in pairs
-alone
(37)-Corrects
*Exercise 4: Look at the
pictures.Complete the sentences -Hangs the pictures
-Asks students some questions base on the pictures
Ex:
-What is Tuan doing? Tuan is doing his homework
- ?
-Asks students to complete the sentences using suitable tenses of verb cues under each picture
-Teacher corrects
-whole class
-in pairs
-alone
4.Further practice:
-Ask students to describe their friends or things in class using relative pronouns, adverbs of concession for author to guess who is he /she/ What is this?
-alone
5.Homework: -Ask students make sentences with: Relative clauses
-Adverb clauses of concession
*Asks students make sentences with: - Relative clauses
Adverb clauses of concession
-in group
-alone
V.Adjustments:
(38)
(39)
Unit 9: Natural Disasters P
er iod 54 : Getting started & Listen and read
Date of making: 22 / 3/ 2009 Date of teaching: / / 2009 I.Objectives:
By the end of the lesson, students will be able to: -Know more names of natural disasters
-Get information about the weather forecast II.Contents:
1Vocab:
-thunderstorm,highland,coast,earthquake,trust,forecast 2.Grammer:
III.Teaching aids:
- pictures ,extra board IV.Procedures:
Stages Contents Activities
1.Warm up: Getting started :
*Open questons:
?Did you watch the weather forecast oc TV last night?
?What’s the weather like today? ?Have you ever heard about natural disasters?
?Name some disasters you know
-Match the words to the correct pictures (Group work)
-Feedback:1.Snowstorm 2.earthquake 3.vocalno 4.typhoon
-whole class
-in group
4.Presentation: *Pre-teach vocab:
thunderstorm (v) (translation) highland (n) (example) coast (n) (picture)
earthquake (n) (picture) forecast (n) (explanation) trust (v) (translation) *Set the scene :Introduce the dialogue T/F Prediction
1.Thuy and her grandma are talking about the weather forecast
2.The temperature in Hanoi will be 30 and 35
3.It’s will be raining along the coast of Thanhhoa
4.HCM city will have temperature between
-whole class
(40)27 and35
-Group work to guess -in group
3.Practice: -Let students listen to the tape twice then check their prediction
Feedback:1T 2.F 3.T 4.T
- Get students practice the dialogue in group of three
- Closed group practice reading
- Correct the mistakes and pronunciation - Divide the class into group to fill in the blank
*Answer keys:
-whole class
-in group
-in group 4.Production: -Get students to talk the weather forecast
using cues
1.Hanoi /rainy/20 c and 25 c 2.Hue/sunny/25 c and 30 c 3.Dalat/cloudy/20 c and 25 c
-alone
5.Homework:
- Ask Sts to exercices in WB and prepare new lesson V.Adjustments:
Unit 9: Natural Disaster Period 55 : Speak + Listen
Date of making: 08 / 4/ 2009 Date of teaching: / / 2009 I.Objectives:
By the end of this lesson ,students will be able to talk about what prepare for a typhoon
Practicing and develop speak skill: II Contents:
Vocab: bucket ,leak, latch, blanket III.Teaching aids:
Cassette, tape, extra board IV.Procedure:
Stages Contents Activities
1.Warm up *brainstorming: Natural disaster -whole class
2.Pre-speaking: *Vocab :bucket (n) (visual) Leak (n) (visual) Latch (n) (picture)
(41).Pre-Listening:
Blanket(n) (picture) Roller (n) (explain)
Fixture (n ) (picture)
Earthquake drill(n) (explain) -Check :What and where
-Ask sts to check (v) if they live an earthquake area.What should they do? -Extra board : Place heavy book on the bottom shelf of your bookshelf
2.check the mirtors
3 Stand outside the house 4.your bed near the window 5.Sit under the trees
-alone -in group 3.While-speaking: While listening :
*Write ‘part a’ on the extra board and ask students to check what preparation they think should be done before a typhoon -Write part b and somecues on the extra board and ask students to match
* Matching: -feedback
Use the extra board above and guide students to speak
Ex: T: I think we should buy some Good st: Yes, I think so
T : I think
St: What for ?/ Why?
Ask students to practice in pairs –close / open paies
*Write the table on an extraboard -Set the scene:An expert
-Turn on the tape two times , then ask sts to complete the missing words (individual) -Compare their answer with the partners -Turn on the tape once more time and correct
*Answer key :
-whole class -in group -alone -in pairs -whole class -in pairs
Post – listening
Discussion :Imagine :we are living in earthquakes areas what should we if the earthquake happen?
- Divide students into groups of and discuss about buying things before a typhoon
-in group
5.Homework:
(42)V.Adjustments:
UNit 9: Natural Disasters Period 56: Reading
Date of making: / 4/ 2009 Date of teaching: / / 2009 I.Objectives :
By the end of this lesson Sts will be able to practice reading to know about natural disasters and dangers
II.Constents:
- Develop reading skills
-Vocab: tidal waves , collapse, erupt ,Pacific Rim , lift III.Teaching aids:
Cassette, tape, extra board IV Procedures :
Stages Contents Activities
1.Warm up *Match these words to the correct
pictures:Earthquakes tidal waves , typhoons ,vocanoes ,tornadoes
-Correct; -explain these words clearly
-whole class
2.Pre reading *Set the scene
* Pre- teaching vocab: tidal waves (n) (picture) collapse (v) (explain) erupt (v) (translate)
Pacific Rim (n) (translate ) Lift (v) (mime)
*Checking :Rub out and remember *T/F prediction: ( extra board )
- Have sts discuss and guess (T/f on page 79)
-whole class
-whole class
3.While reading:
-Teacher reads the text once ,students listen -Have students read in silence
-Pairs work to check the prediction -Ask to read the text again and give the answer
*Feed back: 1T 4T 2F 5F 3F 6T
-Pairs work to complete the sentences
-whole class -alone
(43)-Get students to compare the answer -Have students read aloud the completed sentences
-Feed back
-alone
4 Post reading - Discuss about natural disasters -groups work(where /when /what happens ,result
-in group
5.Homework:
- Ask Ss to learn by hearts Vo V.Adjustments:
-Unit 9: Natural Disasters Period 57: Lesson : Write
Date of making: 14 / 4/ 2009 Date of teaching: / / 2009 I.Objectives:
By the end of the lesson, ss will be able to write a story and develop writing skill II.Content
Vocabulary: shelter ,scared
Grammar: Review the past tense III.Teaching aid : extrab.
IV.Procedures:
Stages Contents Activities
1.Warm up *Picture ordering statements(use picture on page 80)
*Chatting _Ask sts to look at the pictures and answer the questions
1 What’s she doing?
(44)3 What are they talking about? Where are they?
5 Now ,what’s the weather like? Where are they ? How are
they?
2.Pre-writing *Pre- Teach vocabulary Shelter (n) (explain)
Scared (adj) (synonym) afraid * Checking: What and Where
*Grammar :Review the past tense * Set the scene :
Which tense is used to retell a story? Can you tell me the use , form?
*Word cues : a It/ Be / rainy yesterday b We /visit/ Hanoi last week c The sky / become / dark
-whole class
-alone
-in group
3.While – writing
*Set the scene:
-Explain something about the cues to write a story
-Group work :Divide the class into groups -Ask sb to use the pictures and in the box to write a completed sentences
-Each student writes sentences then share the result to the group
-Ss correction :write in the paper -T monitors and take note
-whole class
-in group
-in group -alone 4.Post –writing -Display the student ‘s work
-T remark and correct
-Close book and retell the story using the pictures
-alone
5.Homework:
-Write the story into the notebook V.Adjustments:
(45)
-Stages Contents Activities
Unit 9: Natural Disasters
Period 58: Laguage focus
Date of making: / / 2008 Date of teaching: / / 2008
I) Objectives:
By the end of the lesson, S will be able to consolidate the main contents of the units: - Relative pronouns: WHO, WHICH, THAT
- Relative clauses II) Teaching aids : Extrab
III) Procedures : 1- Warm up: 2- Exercice :
- Call one S to read the example ? What grammar point is used - Explaination
(46)- Call Ss give the answers - Correct
3- Exercice :
- Let Ss read the example
- Explain the commans on the non- defining R C - Let Ss work in groups to the EX
- Require the groups to complete the results - Ask Ss to give the answers
- Correct 4- Exercice :
- Explain the EX - Ask Ss to
- Call Ss to give the answers - Correct
5- Exercice :
- Ask Ss to dentify the non – defining and defining clauses
- Explaination - Let Ss the EX
- Call Ss give the answers - Correct
6- Homework:
- Ask ss to review for the test
Periods 59 + 60: TEST & CORRECTING THE TEST
Date of making: / / 2008 Date of teaching: / / 2008 I)
I) Complete the sentences with the correct form of the verbs:
1.The students ( learn ) English since they ( be) five I ( not watch) TV last night I ( read) an interecting book
3 My father ( drink) coffee every morning II) Choose the best words to complate the sentences:
1 This is a machine which to wash clothes
(47)2 If a natural disaster in an area, people from other areas will offer to help
A- happens B- will happen C- happening The is too much traffic the air is polluted
A- however B- therefore C- but Yesterday I met some people car is broken down
A- who B- who’s C- whose What the name of the girl is singing on the stage? A- who B- whose C- which
6 The weather bureau predicted there would be a heavy rain it was sunny this morning
A- because B- although C- and
7 All the things we bought are for the party on the New Year’s Eve A- who B- which C- where
8 .I had an umbrella, I got very wet in the rain
A- Eventhough B- because C- however 9- It very kind you to help me with my homework
A- of B- for C- with 10- I wish it fine tomorrow
A- will be B- is C- would be
III) Find in each blank with a correct relative pronoun ( who, that, which, where, whose)
1.Last week I went to Hue is an ancient capital of Vietnam
2 A tropical storm reaches 120 km per hour is call a “ hurricane/ typhoon”
3.Jack London, wrote “ The call of the wild”, is a famous American writer
4 This is the house he used to live
5 That is the man daughter won the first prize in the contest IV) Combine the following sentences:
1.Last month I went to Hai Phong My sister is working there
2.Look at the girl She is wearing a white shirt
V)Read each of the following list of the words and underline one word that does not belong to each list:
1 mother, father, sister, teacher earthquake, volcano, tornado, rain how,which,that,whose
4 although,eventhough, though, thought 5.typhoon, hurrican, snowstorm, cyclone
Key
(48)2.didn’t wach - read drinks
II) B A 3.B C A A B A A 10 C
III) which / that which / that who where whose
IV) Last month I went to HP where my sister is working Look at the girl who is wearing a white shirt
V) teacher rain how thought snowstorm
( II + III + IV + V = ponts )
Unit 10: Life on other planets Period 61: Getting started –Listen and read
Date of making: 10 / / 2008 Date of teaching: / / 2008 I.Objectives:
After the lesson ,Ss can:
-Know more about OFOs
- Get to know conditional sentences type12 II.Contents :
1.Vocabulary: alien, spacecraft, claim,capture ,meteor,evidence 2.Techniques : T/f prediction
III.Teaching aids :
pictures , extra board, cassete, tape IV.Procedures:
A.Getting started:
-Ask students to look at the pictures in the text book and answer question
Have you ever heard about UFO s ?
What you want to know about UFOs?
-Teacher explains the meaning of UFOs (Unidentified Flying Object) ( It is the same meaning of “ Flying sourcers “
( B Listen and read: Presentation:
(49)*Pre-teach Vocab
1 alien (n) (explanation) spacecraf (n) (picture) claim (v) ( translation ) capture (v) (trans ) meteor (n) (trans ) evidence (n) (trans) Check : Rub out and remember * Grammar : Conditional sentences
Type1 : If people see a UFO , it might be an airscaft Type 2: If you saw a UFO, what would you do?
-Teacher explains something about the tense of the conditional sentences
T/ F Prediction Practice:
- Students listen to the tape twice - 1st listen and compare
- 2nd listen and check
- Students read the text silent and correct T/F prediction - Teacher gives answer key( 1F,2T,3F ,4T)
- Students read the text again and T correct pronounciation (if any)
- Ask students to exercises as and T corrects Then complete the missing words in the exercise b> ( Use extra board)
3 Production: ( Further Practice) -Students work in groups
Group 1;1947 Group 2: Nine large round objects 4.Homework:
-Students make up some conditional sentences Type and at home
Unit 10: Life on other planets Period 62 : Speak + Language forcus 1
Date of making: 10 / / 2008 Date of teaching: / / 2008 I.Objectives:
After the lesson,students will be able : -To talk about things on Mars
(50)II Contents :
1 Vocabulary: minerals ,little creature,microorganism, gemstone,sparking,precious
2 Grammar: Modal verb :may ,might III.Teaching aids:
extra board ,pictures, IV.Procedures :
1.Warm up: *Brainstorming: 2.Pre-speaking:
a Vocabulary:
mineral (n) (picture) little creature (n) (tran)
microorganism (n) (trans) sparking (a) (realia)
gemstone (n) (trans) precious (a) (tran)
*Checking vocabulary: slap the board
-Students work in group to match the picture (given by teacher) with right word Ex: -mineral - water - plants
b.Grammar:
-Teacher gives introduction about modal verb Ex: There may be flowers on Mars
Therre might be gas on mars
-Teacher explains how to use modal verb :may ,might 3.While –speaking:
-T introduces the dialogue then ask ss to work in pairs
-Ask ss to use the word cue in the section (a) to make similar dialogues (subtitution drill)
-Call some pairs to practice their dialogues and T corrects pronunciation 4.Post –speaking:
*Net work
-Let ss free talk about planets (in pairs ) such as: on the moon ,on the mecury Languae forcus 1:
* picture drill
- Ss repect the sentence ( picturea) in chorus and in individual - Ss make sentences with other pictures
- T corrects
* answer key( in teacher’s book) - T asks ss to give the form of Modal S+ may/might + V inf
(51)-T ask ss to use May or Might to talk about things in their birthday presents next year
-Unit 10: Life on other planets Period 63 : Section : Listen + Language forcus 2,3,4
Date of making: 15 / / 2008 Date of teaching: / / 2008 I.Objectives :
After the lesson ss will be able to listen and know the main information about the moon
II.Teaching aids :
Tape, cassette III Procedures:
1) Warm up:
* Brainstorming 2) Pre – listening
a) Vocabulary - Expert (n) ( tran)
- Crater (n) ( tran)
b) T/F Prediction ( from A to J – extra board) 3) While – listening
-Get ss to listen to check their prediction
- Let ss listen to the tape to compare their answers
-Let ss listen to the tape one more turn before giving key -Let ss answer , the others correct
- T corrects and give answer key
a…… c………
b…… d……… Post – listening
-Ask ss to work in pairs and discuss about life on the moon * Chaingame
S1 : There are rives on the Moon
S2: There are rives and lakes on the Moon
S3: There are rives and lakes and mountain on the Moon S4: There are no sounds on the Moon
5.Language forcus 2: Complete the sentences
- T makes example and gives the form
…
(52)* Gap fill
- T gives extra board
- Ss work individual and compare with their parter - Call ss to go to the board and complete the sentences - T correct
* Answer key: ( in teacher’s book) 6.Language forcus 3:
-Ss look at the picture and complete the sentences - T give the use and form of type
* Type : If + past tences, s+ would/could/might+ V * Picture drill
- T make the ex with picture (a)
- Ss repect on chorus and in individual
- Ss make sentences with other pictures in dividual -T correct
* Ss make sentences with other pictures Language forcus
Survey : What would you if you met an……
-Ss work in pairs
Write it up : Ex : If Hoa met …, she would…
- ss Write in individual and compare with their partners - Ex: If i met …., I would…
- T asks ss to read their best writing and gives mark 8.Homework:
Ask Ss to review for the test
Unit 10: Life on other planets
Name Thiks would like to do
Hoa
invite Talk…
……
You …… ……… …….
Name Thiks would like to do
Hoa
invite Talk…
……
(53)Period 64 : Read
Date of making: 20 / / 2008 Date of teaching: / / 2008 I) Objectives :
-By the end of the lesson , ss will be able to :
- Practice reading to get information about a space trip - Review the conditional sentences and
II Contens :
1 Vocabulary : condition,orbit,maverlous,push.ups Grammar : Review conditional sentences type and2 III Procedures:
1 Warm up :
-T ask some question throuhg the picture * Where is he?
* How dose he travel to the moon? * Do you like travelling to the space?
* If we want to travel in the space , What should we do? Pre – reading :
- T introduces the topic through the picture * Pre-teach vocabulary :
- condition (n) ( explaination) -Ordit (v) ( explaination) -maverlous (adj) (syn) -Push-ups(n) (ex) * Jumbled words :
-Ask ss to find the conditional sentences and in the text and review the use and form the conditional sentences
1 and
* Open prediction : Ordering a P.87 (extra board)
3) While – reading : -T reads aloud
- Ask ss to read in silensce the text then put the phrases in order -ss compare with their partners
-T gives answer key : 4-1-5-2-3
* Comprehension question : b.page 87 * Lucky numbers
lucky numbers : 2,5,7,10
(54)- Ask students to read the text aloud 4) Post – reading:
Ask ss to dicuss about a space trip -If you had a chance to take a space trip What would you to prepare?
What would you feel? ……… 5) Homework:
(55)Unit 10: Life on other planets Lesson : Wtite
I Objectives : By the end of the lesson , ss will be able to get information from a dialogue to write an exposiotion about existence of UFOs
II Contents :
1 Vocabulary : review
2 Gramar : Review modal : May , Might Conditional sentences III Teaching aids : - textbook , extra board V Precedures:
1) warm up: Let ss discuss about some question * What you know about UFOs? Do they exitst? * Have you ever seen the UFOs on T.V/ newspaper? Pre – writing
- T introduces the enquiry of an exposition : It consists sections Introduction , body , Conclusion
- T expalin , the topic of writing : some people thnk that UFOs exitst , but some people disagree
- T explains ( I, B, C) and write the outline on the board
Introduction ( 1st paragrapha) : Presents the writer’s view point - I think…
- I believe…
- I don’t believe…
Body : gives reasons / example for persuasion
- Firstly…
- Secondly
- Thirdly
- Morely…
Conclusion : sum up the aggument
- Therefore…
- Finally…
- SS read in silent part a and match - - T corrects the matching
- * Answer key: (ii) introduction (iii) Body ( i) Conclusion
- T introduces the dialogue between An and ba about existence of UFOs - SS read the dialogue in silent
(56) ( teacher writrs questions on extraboard)
Questions - ss answers – T writes the answers
Does Ba agree with existence of UFOs? If yes which sentences Ba agree?
Does Ba think that flying saucers is an imagimation of many people ?
Which line talk about?
Do people talk about the mysterious circles on the fields Where is it?
Does Ba believe that UFOs is real? Which sentences? 3.While – writing:
- Ss write an exposition about the sentences of UFOs , using Ba’s opinion in the dialogue and the answers above
4 Post – writing :
- Ss work in group to compare their expositions and check
- Presentator of each group write the expositions of his/har group - T correct and give marks
5 Homework:
(57)Unit 10: Life on other planets Lesson 6: Language focus
I Objectives : By the end of the lesson , ss will be able to use and practure : Modal verbs and conditional sentences
II Contents : vocabulary Grammar III Teaching methods: Methods: Communicative
2 Teachnigues : Gap fill , picture drill
IV Teaching aids : textbook,picture, extra board V Procedures
1 Warm up :
- T gives a present and asks ss to guess what is in beginning with It may/ might be…
- T gives an open question:
- What will you if you have the present? Practice:
+) Ex1: * picture drill
- Ss repect the sentence ( picturea) in chorus and in individual - Ss make sentences with other pictures
- T corrects
* answer key( in teacher’s book) - T asks ss to give the form of Modal S+ may/might + V inf
+) Ex2: complete the sentences
- T makes example and gives the form
Type 1: If + present tense, S+ will/can/may…+ V(inf) * Gap fill
- T gives extra board
- Ss work individual and compare with their parter - Call ss to go to the board and complete the sentences - T correct
* Answer key: ( in teacher’s book) * Ex3 :3 Further practice
-Ss look at the picture and complete the sentences - T give the use and form of type
* Type : If + past tences, s+ would/could/might+ V * Picture drill
- T make the ex with picture (a)
- Ss repect on chorus and in individual
(58)* Ss make sentences with other pictures +)Ex4: Further practice
Survey : What would you if you met an……
-Ss work in pairs
Write it up : Ex : If Hoa met …, she would… - ss Write in individual and compare with their partners - Ex: If i met …., I would…
- T asks ss to read their best writing and gives mark 4) homework :
SS exercise again at home
Name Thiks would like to do
Hoa
invite Talk…
……