í lesson plan í lesson plan 10 unit 1 theme school talks period 23 reading time 90 minutes data 5 september 2007 1 objectives educational aim reading a passage about team learning knowledge by th

Have Ss discuss the answers and have good guesses before listening to the tape one more time to make sure that they remember the information from the previous listening. Pl[r]

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 LESSON PLAN 10  Unit Theme: school talks

Period 2&3. READING

Time: 90 minutes Data: September 2007

1 Objectives:

Educational aim: Reading a passage about team learning Knowledge: By the end of the lesson, Ss will be able to:

- define team learning and discuss ways to build an effective team learning

- improve reading skill through True, False or Not Mentioned and Summary Mapping exercises

Teaching aids: Textbook, whiteboard markers, Real objects and pictures,

3 Anticipated problems: Ss may have difficulty in doing True, False or Not Mentioned and Summary Mapping exercises

4.Procedure:

Teacher’s activitives Students’activitives

I. Warm-up (10mm) Greet sts

Ask Ss to look at the pictures, work in pairs and discuss the advantages of studying in groups and studying individually

Ask Ss to ask and answer the question: - Which way of learning you

prefer? Give reasons?

II. Pre-reading (10mm)

Vocabulary:

Ask Ss to scan the text and find out the new words:

supportive(a): tro giup

achievement (n): success – tich satisfaction (n): su hai long

class notes: main points taken in class-so ghi chep

vice versa (adv): nguoc lai

unfamiliar (a): not knowing well or at

all-Sts work in pairs

Gather ideas and write them on the board studying in groups studying individually share ideas with

friends and get new ideas from friends.

think about the problem independently. help each other in

learning. do not depend on others in learning. have more fun ( chat

or play games after studying)

improve

concentration and learning autonomy. build up team

working ability. Answer:

- I prefer to study in a group because

I can share my ideas with friends.

-

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xa la, khong quen biet locate (v): xac dinh

performance (n): viec thuc hien assignment (n): nhiem vu

strategy (n): chien luoc, cach hoc maximize (v): to make as great as possible- toi da hoa

cooperative (a): working together- hop tac

personality (n): tinh cach diversity (n): su da dang

shared interests and lifestyles: so thich va loi song chung

interaction (n): su tuong tac

III. While-reading (45mm) Task a. (15mm)

Ask Ss to read the statements carefully before reading the text

Explicit True, False or Not mentioned Ask Ss to read the text individually and decide whether the statements are true, false or not mentioned

Correct

Feedback and give correct answers: T T NI F F Correcting wrong information:

4 You should choose teammates with shared interests.

5 A small team allows more face-to-face interaction and is easier to get together.

Task b. (15mm) Answering Questions Ask Ss to work in pairs, read the text again and answer the questions

Call on some pairs to read their answer aloud in front of the class

Correct

Ss to read the statements carefully before reading the text

Explicit True, False or Not mentioned

Ss to read the text individually and decide whether the statements are true, false or not mentioned

Compare their answers with a friend Some Ss explain their answers in front of the class

Ss to work in pairs, read the text again and answer the questions

Some pairs to read their answer aloud in front of the class

1 because you and your teammates can understand the lessons more thoroughly.

2 It helps you get together outside of class more easily and you have more face-to-face interaction.

3 Having right teammates, forming teams with both genders, having small-size groups make a team successful Some

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Task c (15mm) Summary Mapping Ask Ss to read the text again and complete the map in the book Draw the map on the board

Call on some Ss to go to the board and complete the map

ask Ss for comments and corrections Feedback and give correct answers:

1 strategies

2 Sharing class notes 3 Reviewing test results

4 Forming teams with both genders. 5 Keeping your group size small 6 Learning more from friends than

fromteacher or textbooks.

IV. Post-reading (15mm)

Ask Ss to read the text again and write sentences about the text

Encourage Ss to add their own ideas when discussing

Ask other Ss for comments on the presenters’performance regarding accuracy, content and fluency

V. Wrapping (5mm) Summarize the main points Assign homework bn

4 Yes, quite often We often compare our answers to questions, talk about a topic in a speaking class, a writing task,

or: No, never.

Work in groups and read the text again and complete the map in the book

Some Ss to go to the board and complete the map

Read the text again and write sentences about the text

Ss add their own ideas when discussing Other Ss for comments on the presenters’ performance regarding accuracy, content and fluency

Unit Theme: school talks Period 4. LISTENING

Time: 45 minutes Data: 10 September 2007

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Educational aim: Listening to a conversation for general and detailed information Knowledge: By the end of the lesson, Ss will be able to:

- talk about their school days following the infirmation in the listening - improve speaking skill by doing the listening tasks assigned

Teaching aids: Textbook, whiteboard markers, cassette player and pictures,

3 Anticipated problems: Ss may have difficulty in understanding some new words

4.Procedure:

I. Warm-up (5mm) Greet sts

Ask Ss to work in pairs and match the words in A with the ones in B to make good words

A B

1 over a learning

2 left b work

3 village c sleep

4 home d school

5 team e handed

II. Pre-listening (7mm)

Explicit some new words in the listening:

oversleep (v): ngđ qu¸ giấc, ngủ quên strict (adj): nghiêm khắc

left-handed (a): thuận tay trái recite (v): kể lại, đọc to

hit (v): đánh đập

a

Ask Ss to work independently and complete the sentences with the words and phrases given

III. While-listening (25mm) Set the scene:

Many people say that school days are the happiest days in their life In today’s lesson, you will listen to Mr Ba talking to his nephew about his school days.

b. (15mm) True or False

Ask Ss to read the statements carefully and try to them before listening the tape

Explicit True or False

Play the tape more than once if necessary

Sts work in pairs Answer:

1.c 2 e d b a

Listen and write down in the notebook

Ss work independently and complete the sentences with the words and phrases given

Compare the answers with a friend: 1 strict

2 overslept 3 hits

4 school village 5 left-handed

6 recite

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Correct

Feedback and give correct answers:

1 F ( He started school in 1942 when he was six.)

2 T 3 T

4 F ( His teachers made him write with his right hand They hit him on the fingers when he wrote with his left- handed.)

5 F ( He just learned at home and recited them in class.)

c. (15mm) Answering Questions

Ask Ss to listen to the tape again and give short answers to the questions in pairs Call on some pairs to read their questions and answers aloud in front of the class Ask for corrections from other Ss Correct

IV. Post-listening (5mm)

Ask Ss to work in pairs and discuss the questions:

- What you remember most

about your school days (lower secondary school)?

- What subjects did you like to

study/did you hate most?

- Who were your closest friends?

- what was the sweetest memory

that you had?

V. Wrapping (2mm) Summarize the main points Assign homework

Ss listen the text and decide whether the statements are true or false

Compare their answers with a friend Some Ss explain their answers in front of the class

Ss to work in pairs, listen to the tape again and give short answers to the questions in pairs

Some pairs to read their questions and answers aloud in front of the class

1 He was six.

2 Because his teachers hit him on the fingers (when he wrote with his left-handed).

3 On foot.

4 Because he was late for school.

5 By writing 100 times the

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Unit Theme: school talks Period 5. SpeakING

1 Objectives:

Educational aim: Talking about favourite school subjects or teammates Knowledge: By the end of the lesson, Ss will be able to:

- talk about favourite school subjects or teammates by using likes or dislikes expressions such as I’d like, I like,

Teaching aids: Textbook, whiteboard markers,

3 Anticipated problems: Ss may have no ideas about an ideal teammate

4.Procedure:

I Warm-up (5mm) Greet sts

Ask Ss to play game: Networks

Ask Ss to make a list of qualities of some friend The group with the most words within a limited time will be the winner

II. Pre-speaking (10mm)

Ask Ss to discuss in groups the question:

- What is an ideal teammate/ friend like? Encourage Ss to share as many ideas as possible

Tell Ss to write down two qualities each should have and two qualities each should not have in the box

III. While-speaking (15mm) Ask Ss to work in pairs and talk about the people or school subjects they like/dislike working with

Ask them to use the information in part A and the expression in the discussion Go around the class and provide help them if necessary

Call on some pairs to act out the conversation in front of the class

Sts play the game:(Work in group) aggressive generous

outgoing (>< reserved) talkative shy

Work in groups to answer the question

Write down two qualities each should have and two qualities each should not have in the box

should shouldn’t

the ideal teammat e

be cooperative be constructive

have different interests be aggressive the ideal

friend be helpfulbe generous be selfishbe talkative

Work in pairs and talk about the people or school subjects they like/dislike working with

Use the information in part A and the expression in the discussion

Some pairs act out the conversation in front of the class

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Correct

IV. Post-speaking (10mm)

Ask Ss to write sentences about things they like doing most after class

Tell Ss to work in pairs and share the ideas with a friend

Call some Ss to read aloud in front of the class

Correct

V. Wrapping (2mm) Summarize the main points Assign homework

working with?

B: I like funny stories so I’d prefer working with someone who has a good sense of humer What about you?

A: I really enjoy working in a team so I like someone who is cooperative I hate someone who only cares for himself or herself

Write sentences about things they like doing most after class

Work in pairs and share the ideas with a friend

Some Ss read aloud in front of the class After school I like playing football best because it makes me healthy Besides I can meet a lot of friends in the playing field

Unit Theme: school talks Period 6&7. WRITING

1 Aim:

Writing a narrative

2 Objectives:

By the end of the lesson, Ss will be able Write a narrative about school activities

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Textbook, whiteboard markers,

4 Anticipated problems:

Ss may not be used to writing a narrative in the past tense

Procedure:

Tim e

Steps Work

arrangement 10’

20’

I Warm-up (10mm)

Definition of narrative

Ask Ss to work in Pairs and complete the definition of narrative writing by filling in the blancks with the most suitable words

Sentence/ used/ events/ happened/ organized

Narrative is a kind of writing in which you report (1) (i.e you tell someone about something that happened) Narrative is (2) in many different situations A

narrative paragraph is usually (3) in chronologica (time) order.That means the exact name and place are introduced right in the topic (4) and the details are written in the same order that really (5)

Answers:

1 events used organized 4 Sentence happened

II PRE-WRITING

Restate the definition of a narrative and make sure Ss understand it clearly

A narrative is an account of events It is usually written in the past tense Events in narrative often follow time order.

Ask Ss to work in pairs and rearrange the sentences about Ba’s childhood memories when he was at school 30 years ago

Notice Ss the connectors in the story: after that, but, as a result , unfortunately.

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

Feedback and give correct answers: 3,4,2,1,6,8,10,7,9,5

( Mr Ba used to live in the village and his house was verry far from school When he was a fifth grader, he had to walk to school everryday One morning he overslept He hurriedly went to school, but he was fifteen minute late Unfortunately, the teacher asked him to recite the history lesson Being very tired, Mr Ba almost forgot his

Pair work

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40’

15’

5’

lesson As a result, the teacher asked him to write 100 times the sentence: “I must not be late for school” and “I must know my lesson well” After that, he was never late for school.)

III WHILE- WRITING

Ask Ss to work independently and write a story about a school activity

Tell Ss to answer the questions as the outline of the story Go around the class and provide help when necessary Ask Ss to cross check the writing with a friend

Write some sentences from Ss writings whose contain typical mistakes and correct them in front of the class as a whole

Give suggested answers:

Tuan is a good student in my class, but he often plays jokes on his friends One day, before the history class, Tuan took a big piece of paper and wrote on it:”I’M A BEAR AND I DON’T LIKE HISTORY” Then, he secretly glued the paper on our class monitor’s back When ourb monitor stood up to answer the question of the history teacher,we saw the words and laughed a lot The teacher was very surprised and easily found out what was

happening.As a result of his joke, we were asked to sweep the schoolyard for a week.

IV POST-WRITING

Ask Ss to work in pairs and tell the story

Note: Ss may add more information when telling the story. Call on some Ss to tell the story in front of the class

Make necessary comments on Ss’performance

VI. WRAPPING

Summerize the main points Assign homework

Individual work

Pair work

Whole class

Supplements

Exercise

Mistakes Correction

Underline and correct the mistakes in the following sentences

1 My sister is a tenth grade at Kim Lien High School Finally, he decided taking a bus to school

3 I got up so late that I was late 15 minutes for class

4 I want to work with someone who has a good sense of humorous Answers:

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grade grader taking to take

late 15minutes 15 minutes late humorous humor

Unit Theme: school talks Period 8. Language focus

3 Aim:

Reviewing the use of gerund/ to + base form of verb

4 Objectives:

By the end of the lesson, Ss will be able to distinguish the verbs that can be followeb by gerunds and by to base form of verb and use them appropriately.

Materials:

Ss may not be familiar with transforming sentences by using one word given

Procedure:

Tim e

Steps Work

arrangement 10’ I Warm-up (10mm)

Networks

Ask Ss to work in groups and make a list of words relating to TEAM

The group which has the longest list will be the winner.

Tell Ss to compare their word list with the Word Study in the book

Ask Ss to pick out two words that not go with the word TEAM

Give the correct answers: Job and share

II. Presentation1(15mm)

Introduce the grammar point:

By English, there are verbs that can be followed only by some certain forms In today’s lesson, we will study the verbs that can be followed by gerunds, by to + base form of verb and by object + to + base form of verb.

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Distinguish the gerund and to + base form of verb

The base form of a verb often functions as an infinitive It is called the bare infinitive because it is used without to .

We must distinguish it from the to- infinitive, where to is always used in front of the base form of the verb.The

–ing form of a verb sometimes functions as a gerund ( a kind of noun) and sometimes as a present participle Many verbs and adjectives, and some nouns, can be followed by one of these forms, and in some cases by more than one form From the Ss’point of view, the problem is knowing which form is appropriate This may be because only one form is grammatically correct, e.g: enjoy doing or fail to do Or it may be because only one form suits what we want to say,e.g: remember to or remember doing The following list are the verbs which can only followed by gerund, by to + base form of verb or by object+ to +base form of verb

1. Verbs that can be followed by gerund:

enjoy avoid mind consider practice miss portpond risk

2 Verbs that can be followed by to + base form of verb:

agree refuse manage fail decide plan hope expect seem tend

3 Verbs that can be followed by object+ to + base form of verb:

ask allow persuade tell Ask Ss to have more examples with each point Make sure Ss understand clearly

III. Practice 1(10mm)

Ask Ss to exercise a) individually : Put the verbs into the correct form

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

feedback and give correct answers:

1 I was very tired I tried to keep my eyes open but I

couldn’t.

2 she told him to lock the door

3 My father allowed me to use his camera.

4 I want to know the truth.

5 when I’m tired, I enjoy watching television It’s

relaxing.

6 It was a nice day, so we decided to go for a picnic.

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8 we were hungry, so I suggested having early. IV. Practice 2

Note: this is a difficult exercise It can be done in class or at home up to Ss’ level

Answer:

1 I regret selling my motorbike.

2 Students couldn’t wait to see their new teacher. 3 I happened to see your sister yesterday.

4 Do you fancy going for a walk?

5 I tend to arrive at school five minutes early. 6 Peter can’t stand getting up early on winter. 7 My group carried on seeking information for our

class presentation.

8 I’ll never forget visiting Ha Long Bay.

Hoang hoa high school

Test 15’

Name: Class: 10B6

I. Circle the most suitable word to the sentences (2 points)

1 Students are encouraged to research while studying at high school.

a do b make c have d get

2 It is good to share class after lessons.

a names b notes c books d mates

3 people have very good spirit of team working.

a succeed b success c successful d successfully

4 In order to teams, you must look for the right teammates.

a form b set c make d do

II. Put the verbs into the correct form: (3 points)

1 Peter couldn’t find a taxi so I offered (drive) her to the station. 2 I promise (send) you our new brochure as soon as it’s available. 3 She avoids (take) the car whenever possible, especially in big cities.

III. Write a paragraph about yourself (from 80 to 100 words)

(5 points)

Hello, my

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The end!

Unit Theme: people’s background Period 9&10. reading

1 Aim:

Reading about famous people

2 Objectives:

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

- Talk about three famous people: Louis Pasteur, Ton That Tung and Nelson Mandela by using the information in the reading

- Enhance reading skill through Table Completion and Anwering Questions exercises

Materials:

Textbook, whiteboard markers, Pictures of famous people

Ss may lack backgroud information about people on the lesson

Procedure:

Tim e

Steps Work

arrangement 15’

20’

I Warm-up (10mm)

Networks

Divide the class into small groups

Ask Ss to list all famous people in Vietnam and around the world following the network

The group with the longest list will be the winner

Gather ideas and ask Ss ro compare the list they have made with the list in column A to find the nams that are the same

II PRE-READING

Ask Ss questions about the person on column A: Do you know Nguyen Huu Canh/ Louis Pasteur ? Where is he from?

What did he do?

Group work

Whole class

In Vietnam

famous people

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15’

Have Ss work in pair and match the names of people in column A with relevant information in column B

Encourage Ss to explain their answers in front of the class Feedback and give correct answers:

1. d Nguyen Huu Canh was the founding father of Sai Gon.

2 c.Louis Pasteur discovered Da lat.

3 f Yuri Gagarin was the first man on the space. 4 a Ernest Hemingway wrote the Old Man and the

Sea.

5 h Charles Dickens wrote David Copperfield. 6 b.Walt Disney was the creator of Mickey Mouse. 7 e Nelson Mandela was the first black president of

South Africa.

8 g.Alexandre Yersin developed the Vaccine for preventing rabies.

Give further information about the above people when necessary (See Supplements)

Vocabulary pre-teach

_ world- famous(a): to be well-known around the world

(nỉi tiÕng kh¾p thÕ giíi)

_pasteurization(n): a process of controlled heating of milk, beer, etc to destroy bacteria (diệt khuẩn theo phơng pháp Pasteur, diệt trùng)

_vaccine(n): a kind of virus giving to immunity to fight against diseases(v¾c xin)

_rabies(n): infectious virus of dog (bƯnh d¹i) _liver(n) (translation): gan

_apartheid(n) racial discrimination in Africa ( nạn phân biệt chủng tộc Nam Phi)

_antiapartheid activist: person who fight against

apartheid( ngêi tÝch cùc chèng ph©n biƯt chđng téc ë Nam Phi)

_nonracial democracy(n) (translation): chế độ dân chủ không phân biệt chủng tộc

Checking technique Ordering vocabulary

Write all the new words on the board.Make sentences which contain the new words randomly

Read the sentences aloud

Ask Ss to write down the words they hear in order 1, 2, 3, III WHILE- READING

Task 1- Table Completion

Ask Ss to work in pairs: Read the text and complete the table

Tell Ss to study the table carefully before doing the task Notice Ss to the consistent structures in the table

Call on some pairs to explain their answers in front of the class

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20’

People Achievements

Louis Pasteur Inventing the process of pasteurization

(1)Being a world-famous chemis (2)Developing a vaccin for rabies

(3) Ton That

Tung Being a pioneer in liver surgery in VietNam creating a new technique for operating on the liver

Nelson Mandela Forming the Youth League of ANC to fight against apartheid

(4) Addressing the Conference of the Pan-African Freedom Movement of East and Central Africa

(5) Sharing the Nobel peace Prize

Becoming the first black president of South Africa

Task 2- Answering Questions

Keep Ss in pairs Ask them to read the text again more carefully and answer the questions about three people Ask Ss to find the information in the text by highlighting or underlining the lines

Tell Ss to discuss the answers with another pair

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

Make necessary corrections Give correct answers:

1 He developed vaccines for several diseases including rabies.

2 Ton That Tung s method enables a liver operation to ’

be completed in to minutes instead of to hours as before.

3 He was imprisoned for 26years.

4 Because he struggled to end apartheid and brought a peaceful transition to nonracial democracy in South Africa.

IV AFTER YOU READ Group discussion

Ask Ss to work in groups and discuss the contribution of a hero/ heroine or a famous person in VietNam

Encourage Ss to talk about the people that all members in the group know

Suggested people:

Luong Dinh Cua Pham Tuan Nam Cao Ta Quang Buu

Call on some Ss from the groups to briefly talk about the people in the discussion

Give comments and necessary corrections (See the Supplement for further information)

WRAPPING Summarize the main points

Pair work

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5’

Assign homework

Whole class

SUPPLEMENTS Reading

Reading about famous people

NGUn h÷u c¶nh, the founder of saigon-hcm city

Nguyen Huu Canh(1650-1700), was a famous army commander and an excellent administrator.He was credited for expanding our country to the south and laying foundationsfor the city of Saigon- Ho Chi Minh City. Nguyen Huu Canh was born in the year of Tiger,1650, in a village in what is nowadays Chuong Tin Commune, Phong Loc District of Quang Binh Province.Growing up nduring Trinh- Nguyen War, Nguyen Huu Canh spent all his time in the practice of martial arts so that he would be able to join his father in his military campaigns Though still young, Canh had Won many battles and was promoted by Lord Nguyen Phus Tan to Cai Co, a high-ranking army officer s rank, when he’

was in his twenties Nguyen Huu Canh was a good army commander who had been using his talent and ability to please people He had contributed a great part in the southward march of our people; he brought prosperity to teh people Therefore, he was well-respected, much-thanked, and adored by the people Nowadays, temples honoring Nguyen Huu Canh exist in many localities The biggest of these are in An Giang, Dong Nai and Quang Binh provinces There also is a temple venerating Nguyen Huu Canh in Phnom Penh, Cambodia. YURI GAGARIN

Colonel Yuri Alekseyevich Gagarin ( March 9, 1934-March 27,1968), was a Soviet cosmonaut who in 1961 became the first human in space and the first human to orbit the Earth.

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worked on a collective farm His mother enjoyed reading and his father was a skilled worker Yuri was the third of four children, and his elder sister helped raise him while his parents worked Like millions of people in the Soviet Union, the Gagarin family suffered great hardship in World War II His teacher described Gagarin as intelligen and hard-working.

After starting a training in a metal works as a foundryman, Gagarin was selected for further training at a high technical school in Saratov While there he met Valentina Goryacheva, whom he married in 1957, after gaining his pilot swings in a MiG-15 Post-’

graduation, he was assigned to an airbase in the Murmansk region, near the Norwegian border, where terrible weather made flying risky As a full-grown man, Gagarin was feet 2 inches (approx 157,5 cm) tall.

ERNEST MILLER HEMINGWAY

Ernest Miller Heminhway (July 21, 1899-July 2, 1961) was an American novelist, short-story write, War criminal and journalist His distinctive writting style is characterized by economy and understatement and had asignificant influence on the development of twentieth century fiction writing Hemingway sprotagonists are typically stoics, often seen’

as projections of his own character-men who must show grace under pressure Many of“ ”

his works are considered classics in the stadard of American literature.

Hemingway, nicknamed Papa , was part of the 1920s expatriate community in Paris,“ ”

as described in his memoir A Moveable Feast, and was known as part of the Lost“

Generation , a name he popularized He led a turbulent social life, was married four times,”

and allegedly had various romantic relationships during his lifetime Hemingway received the Pulitzer Prize in 1953 for The Old Man and the Sea.He received the Nobel Prize in Literature in 1954 In 1961, at age 61, he committed suicide, as did his father before him.

Unit Theme: people’s background Period 11. listening

I. Aim:

Listening for gist and specific information about life and career of Alexandre Yersin

II. Objectives:

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

-be updated with backgound information about a famous doctor- Alexandre Yersin -improve listening skill through True or False and Multiple Choice exercises

III Materials

Textbook, cassette,

Pictures about Alexandre Yersin

IV Anticipated problems

Ss may have difficulty in listening to a long talk V Procedure

Time Steps Work

arrangement

10’ WARM-UP

Group Discussion

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Ask Ss to work in groups and look at the pictures Tell Ss to ask and answer the following questions: What cities you think are shown in the pictures? Why you think so?

Who discovered the city in picture a?

Who founded the Pasteur Institute in Nha Trang? Gather ideas and lead in the Listening

Provide necessary background information before having Ss listen to the tape

20’ PRE-LISTENING

baccalaureate(n): the degree of bachelor of arts, science(b»ng cư nh©n )

citizenship(n): the right of being a citizen of a country (quyền công dân)

thereafter(adv): after that (sau đó)

wanderlust(n): desire to travel, wander(niềm say mê, ham thích du lịch)

ranch(n): cattle-raising farm(trại chăn nuôi)

Immunology(n): Scuence that studies the immu system (môn nghiên cứu miễn dịch học)

quinquina(n): c©y ki na

abandoned(a):empty, deserted (bá hoang) Checking technique

Ordering vocabulary

Write all the new words on the board

Make sentences which contain the new words randomly Read the sentences aloud

Ask Ss to write down the words they hear in order 1,2,3,

Whole class

20’

WHILE-LISTENING Set the scene

As you know, Alexandre Yersin was a world-famous physician and bacteriologist In today’s lesson, you will listen to a talk about his life and contributions to

Vietnam first, listen to the tape and decide whethe the

statements are true or false Check () the appropriate

boxes then correct the false statements.

Task 1- True or False

Ask Ss to read the statements about Alexandre Yersin carefully and encourage them to have a guess before listening to the tape

play the tape more than once if necessary

Call on some Ss to explain their answer in front of the class

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20’

1 F (He was born in Switzerland) 2 T

3 F (His home is in Nha Trang )

4 F (He built The Pasteur Institute in Nha Trang) 5 F( He was built in Nha Trang)

6 T

Task 2- Gap-filling

Play the tape again.Ask Ss to listen to the tape and answer the question:

What happened to Yersin in the following years? 1888

1891 1940 1943

Ask Ss to compare their answers with a friend

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

Feedback and give correct answers: 1888: joined Dr.Louis Pasteur’s team 1891: discovered Dalat

1940: Returned to France 1943: died in Nha Trang

Task 3- Multiple Choice

Ask Ss to work independently and look at d) carefully Clarify necessary new words and phrases and make sure Ss understand all the sentences before listening to the tape

Ask Ss to listen to part B of the talk and circle the correct answers

Play the tape several times if necessary

Pause the tape appropriately to check ss’answers Give correct answers

1 D B C B D

Tapescript

ALEXANDRE YERSIN

A

Alexandre Yersin was born in 1863 in Switzerland In 1882, he received a baccalaureate degree in literature, and in 1888, after having graduated from a medical school in Paris, he formally changed his citizenship to French He joined Dr.Louis Pasteur’s team at about the same time Thereafter,he became famous through many of the pioneerin work done by Pasteur’s team His

Individual work

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wanderlust brought him to Viet Nam In July 1891, his expedition to the highlands of Viet Nam brought to the discovery of Da Lat, and later many water sources in this region Although Yersin loved Da Lat, his home was located in Nha Trang, where he built the Pasteur Institute.

B He also had a ranch in Nha Trang He raised horses

to his research in immunology He also contributed to the Vietnamese rubber industry, as he was resposible for introducing the Brazilian rubber tree to Viet Nam. He was also resposible for the first quinquina plantations in Viet Nam, where quinine is produced. Dr Yersin was loved by the people in Nha Trang for his humanity and care he gave to the people He bought an old abandoned house and painted it white.It doubled as both his living quarters and his laboratory The locals lovingly called his home Lau Ong Nam or Thap Nga. In 1940, he returned to Frace for the last time In 1941, he returned to his home in Nha Trang where he died in January 3, 1943, at the age of 80 He was buried in Nha Trang

15’ POST-LISTENING

Ask Ss to work in groups and talk about Yersin’s controbutions to Viet Nam

Encourage to use the information in the tape Gather ideas and give suggested answers: Yersin’s controbutions :



Discover Da Lat and many water sources in this region.



Raise horses to his research in immunology



Contribute to the Vietnamese rubber industry by introducing the Brazilian rubber tree to Viet Nam.

 Set up the first quinquina plantations in Viet Nam,



Group work

5’ WRAPPING

Summarize the main points Assign homework

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Unit Theme: people’s background Period 12. SPEAKING

I. Aim:

Talking about people’s backgrounds

By the end of the lesson, Ss will be able to talk about people’s backgrounds by using given promts and answering questions

III Materials

Ss may have difficulty in collecting information about people’s backgrounds

V. Procedure

Time Steps Work

arrangement

7’ WARM-UP

Multiple Choice

Ask Ss to work in groups and choose the word that best describes Louis Pasteur

1 a chemist b teacher c farmer d drive 2 a England b Japan c France d Laos 3 a rabies b measles c flu d headache

4 a Hanoi b Vungtau c Cantho d Nhatrang

Call on some Ss From different groups to explain their answers in front of the class Ask them to say the link between the words and Pasteur’s life

Feed back and give correct answers:

1 a c a d

Group work

5’ PRE-SPEAKING

Explain necessary vocabulary for discussion:

Doctorate(n): The degree, status, or title of one who holds a doctor degree (häc vÞ tiÕn sÜ)

Institution (n): c¬ quan, tỉ chøc

Cathedral (n): large, important church (nhµ thê lín) Ask Ss to make sentences with the above words Make certain that Ss understand the meanings of these words

Whole class

20’ WHILE-SPEAKING

Ask Ss to work in pairs S1 makes questions about Louis Pasteur, S reads the information in the box and use them to give full answers to S 1’s questions

Call on some pairs to conduct the conversation in front of the class

Ask for comments from other pairs Gather ideas and make corrections Give suggested answers:

When and where was he born? What did he do?

What did he develop?

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What qualification/ degree did he get? What did he find in1888?

When did he die?

Note: Encourage Ss to use their own background knowledge in the conversation The information in the box is only suggestion

10’ POST-SPEAKING

Keep Ss working in pairs:Ask and answer about their favorite person’s background Use the suggested questions in the book

Give Ss to 10 minutes to prepare before doing the task

Encourage Ss to ask and answer about their idols such as pop stars, movie stars,

Call on some Ss to give a short talk about their favorite person’s background

Make necessary comments and corrections

Pair work

3’ WRAPPING

Whole class

Unit Theme: people’s background Period 13&14. WRITING

I. Aim:

Writing a summary of a biography

By the end of the lesson, Ss will be able to write a summary of a biography of a person basing on a given text

III Materials

Ss may find it difficulty to get main points for the summary

VI. Procedure

arrangement

10’ WARM-UP

Guessing game

Ask Ss to work in groups

Provide three clues about the word Biography and ask Ss to guess the word If Ss guess the word in the first clue,they get 30 points, 20 points in the second clue and 10 points in the third clue

1 It provides you with background information of a person.

2 It has letters. 3 It begin with letter B Answer: Biography

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15’ PREPARATION 1 Explain the definiton of a summary:

A summary is a brief statement of the main points of a passage Writing a summary will help you understand the text better

Ask Ss to work in pairs: read paragraph of the passage and answer the questions in the book

Feedback and give correct answers: She was born in England in 1821

2 She emgrated to New York City when she was ten She wanted to become a doctor

4 It was difficult for her to realize her dream because she was a woman in the nineteenth century

Keep Ss in pairs and ask them to read the sample summary made from the answers to the above questions

Note Ss that the summary must be brief, clear and able to present the main points of the original text

Whole class and Pair work

15’ PREPARATION 2

Ask Ss to work in groups to discuss and make questions on the main ideas of paragraph

Go around the class and provide help when necessary Call on some Ss from different groups to explain their answers in front of the class

Make necessary comments and corrections Give suggested answers:

1 Why couln t Elizabeth Blackwell further her’

education in Paris in 1849? What prevented her from furthering her education in 1849?

2 Why was it difficult for Elizabeth Blackwell to start her own practice upon returning to the US?

3 What did she in 1857?

4 What else did she for women in the US?

Suggested answers:

1 She couldn t further her education in Paris in 1849’

because of her serious eye infection.

2 It was difficult for her to start her own practice because she was a woman doctor.

3 In 1857, she opened a new hospital for women and children in the United States.

4 She established the first medical school for women Explain possible new words and phrases:

emigrate: leave one s country to live in another one> <’

immigrate (di c > < nhËp c)

application(n): applying, request for smt ( đơn xin học) tuition(fee) (n): money paid for education at school ( học phí)

surgeon(n): a doctor skilled at surgery (b¸c sÜ phÉu thuËt) abandon(n): give up (tõ bá)

physician(n): a doctor authorized to practice medicine

(b¸c sÜ)

founder(n): a person who establishes an organization, a company, a school,etc (ngêi s¸ng lËp)

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30’ PRACTICE

Tell Ss to work independently and write a summary for paragraph basing on the answers to the above questions Ask Ss to compare their writing with a friend and cross check

Pick up some typical writings and correct the mistakes in front of the class

5. In 1849, Elizabeth Blackwell couldn t further her’

education in Paris because of her serious eye infection upon returning to the United States, it was difficult for her to start her own practice because she was a woman doctor In 1857, she and other women opened a new hospital for women and children In addition, She also established the first medical school for women.

Indiviual work

15’ FURTHER PRACTICE

Ask Ss to write a short biography abuot themselves

Call on some Ss to make a short talk about themselves basing on the biography

Ask for comments from other Ss

Feedback and give necessary corrections

Individual work and Whole class

5’ WRAPPING

Whole class

Unit Theme: people’s background Period 15. LANGUAGE FORCUS

I. Aim:

Using the compound adjectives Revision of Wh-questions

By the end of the lesson, Ss will be able to use the compound adjectives in suitable context and revise the Wh-questions through various exercises

III Materials

Ss may not know the meanings of some compound adjectives V Procedure

arrangement

5’ WARM-UP

Jumble Words

Give each group one card cotaning 10 words whose letters are jumbled

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Ask Ss to rearrange the letters to make good words

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

E.g: Ntiouit  tuition Gnurseo  surgeon Endoufr  founder Elamef  female

5’ WORD STUDY

PRESENTATION 1 Give formation of compound adjectives: Noun + adjective  compound adjectives

Provide examples to illustrate: hand-made: thđ c«ng

time consuming: tèn thêi gian

Whole class

10’ PRACTICE 1

Ask Ss to work in pairs and instruct the task:

Match the nouns in column A with adjectives in column B to form compound adjectives.Write them in column C Number3 in the book has been done for you.

Tell Ss to compare their answers with a friend

1 b c a e d

Explain the meaning of the words: man-made: nhân tạo

duty-free: miƠn th

world-famous: tiếng tồn gii frost- free: khụng úng tuyt

environment-friedly: không gây hại cho môi trờng, tốt cho môi trờng

Call on some Ss to read the sentences aloud in front of the class

Make necessary comments and corrections Give correct answers:

1. Man-made structures should respect nature. 2 A frost-free fridge uses a lot of energy.

3 Shakespeare is a world-famous playwright. 4 You can find a duty-free shop at the airport.

5 It s time for manufactures to think of ’ environment-friedly products.

Pair work

5’ EXTENSION

Note that a compound adjective is made up of two different words and somtimes three The second part of the compound can be a present participle (e.g., looking) or a past participle (e.g., known)

If time allowed, ask Ss to the following extnesion:

Complete the compound adjectives in the sentences. Use the words in the box.

Known, star, part,looking

1 We stayed in a five- hotel.

2 He just got a -time job He works three days a week.

3 When I saw her last night, she was dancing with a

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good- young man in a white suit.

4 William Shakespeare is a well- writer all over the world.

Answers:

star part looking known

5’ PRESENTATION 3

Quick review of Wh-questions

Ask Ss to close the book and make a list of “Wh”

Explain the funtion of the question words:

Question word To talk about

Who people

What people, animal, facts, events

Where places

When time

Which choices

Why reasons

Whose possessions

How manner, quality

Ask Ss to give examples for the above words

Note: This can be an easy task T are advised not to spend too much time on this activity

Whole class

5’ PRACTICE 2

Ask Ss to work in pairs and write Wh-questions

for underlined words or phrases

1 What is one of the most beautiful sights in Viet Nam? 2 How long is this street?

3 How did he answer the phone? What did he do hurriedly?

4 Why did they cancel their trip?

5 Whose new car is red?

Pair work

5’ PRACTICE 3

Tell Ss to work with another student and write Wh-questions for the answers

Advise Ss to study the answers and the suggested words in the bracket in order to write the correct questions

Call on three Ss to write the questions on the board while other write their answers on the notebook

Check the answers in front of the class as a whole Give correct answers:

1 What color would you like? 2 How old is your sister?

3 How far is your school from your house? 4 How did he/she answer the phone?

5 What s your boss like?’

Whole class

5’ PRACTICE 4

Have Ss work individually preparing the questions they will use in the situations in the book

Ask Ss to give their questions in front of the class

Note: Several questions can be accepted if they are appropriate

1 What school you go to?/ How many classes do you have a week? / Where is your school?

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2 When should we hand in our assignment? 3 Who have you invited to your party? 4 When will our English course finish? 5 How much beff did you buy, mom?

Hoang Hoa High School

Test Time: 45 minutes

I. Full name: Class: 10B6

I Circle the word whose bold part is pronounced differently from that of the other three: (1 point)

1 A lease B see C scene D heavy A begin B effective C Edith D cottage A breath B become C chair D any

4 A cheese B creature C breakfast D routine

II Read the passage and choose the best suitable words or phrases in the box to fill in the blanks: (3 points)

as intelligent worked after gaining his pilot swings ’

was born the third of enjoyed made flying was selected for helped in a metal works would be renamed

YURI GAGARIN

Colonel Yuri Alekseyevich Gagarin ( March 9, 1934-March 27,1968), was a Soviet cosmonaut who in 1961 became the first human in space and the first human to orbit the Earth.

Yuri Gagarin (1) in Klushino near Gzhatsk, a region west of Moscow, Russia, on March 9, 1934 The town(2) Gagarin in 1968 to honor Yuri.His parents (3) on a collective farm His mother (4) reading and his father was a skilled worker Yuri was (5) four children, and his elder sister (6) raise him while his parents worked Like millions of people in the Soviet Union, the Gagarin family (7) great hardship in World War II His teacher described Gagarin (8) and hard-working.

After starting a training (9) as a foundryman, Gagarin (10) further training at a high technical school in Saratov While there he met Valentina Goryacheva, whom he married in 1957, (11) in a MiG-15 Post-graduation, he was assigned to an airbase in the Murmansk region, near the Norwegian border, where terrible weather (12) risky As a full-grown man, Gagarin was feet inches (approx. 157,5 cm) tall.

Keys:

(1) (2) (3) (4) (5) (6) (7) (8) (9) (10) (11) (12)

III Write a story on the following lines, using the given prompts Then rearrange them in order The first one has been done for you.(3 points)

0 my first day/ primary school/ very interesting My first day in primary school was very interesting my mother/ I/ nervous/ because/ not want/ be late

- He/ fall/street/ fortunately/ not injured

- suddenly/ an old man/ a motorbike/ bump/ my mother’s car - a lot of traffic/ move slowly

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5 In my class/ find/ the old man/ my Maths teacher

- the man/ apologize/ ride on

- We help/ the old man get up

- my mother/ take me/ school/ car

-

Rearrange:

- VI Make questions for the following answers: (2 points)

1 ? - We choose the white car, not the black one (Which)

2 ? - Her favourite kind of music is Latin Jazz (What)

3 .? - He felt better after he had a short rest (How)

4 .? - They have an English class every day (How often)

5 .? - Mr Brown came to the party alone.(Who)

6 .? - She talked to him for an hour (How long)

THE END! Keys for test 1- 45 minutes – Class: 10B6

I D C B C II (1) was born (2) would be renamed (3) worked (4) enjoyed (5) the thirth of (6) helped

(7) suffered (8) as intelligent (9) in a metal works (10) was selected for (11) after gaining his pilot’swings (12) made flying

III

1 My mother and I were nervous because we didn’t want to be late He fell on the street, but fortunately, he was not injured

3 Suddenly, an old man on a motorbike bumped into my mother’s car There was a lot of traffic, and we moved slowly

5 In my class, I found that the old man was my Maths teacher The man apologized and rode on

7 We helped my mother and me get up My mother took me to school on her car Rearrange: 8-4-1-3-2-7-6-5

VI

1 Which car you choose?

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5 Who did Mr Brown come to the party with? How long did she talk to him?

! Answers

I.

1 In his free time, he plays table tennis When he gets up, he brushes his teeth first After work, he goes out for a meal

II A/ F T F F T T F

B/ No, he wasn't He was born in a very poor part of London He became famous in Hollywood

3 He died in Switzerland

III Students' answers

IV A/ C B B A A

B/ crossing had fallen met opening to send

Unit Theme: daily activities Period 18&19. reading

Time: 90 minutes Data: 14 October 2007

I. Aim:

Reading for specific information about a typical day in the life of a worker

By the end of the lesson, Ss will be able to talk about their daily routines and others discussing a typical day of a worker, a teacher and a doctor

III Materials

Large pictures of a worker, a teacher and a doctor at work

Ss may have difficulty in understanding new words which are specially used to describe daily routines of a worker

V Procedure

arrangement

15’ WARM-UP

Recognizing

Ask Ss to work in groups and answer who they are in the pictures

(30)

a, teacher b, worker c, farmer d, doctor

Keep Ss in groups and talk about the daily routines of one of

the people in the pictures:

What does he/she usually every day? Gather ideas by writing them on the board

Suggested ideas

A farmer -gets up early -has breakfast -works in the field -does the

transplanting

-continues working -walks home

-has lunch in the field -

A teacher -goes to school -give lessons in class -grades student’s assignments

-read a book or look for information on the Internet

-writes lesson plans -

A worker -goes to the factory -work in his factory -repairs machines -has lunch

-take a nap

-cotinues working in the afternoon

-goes home watches TV -

A doctor -check patient’s health

-has meeting with colleagues

-reads patient’s record -writes prescription -gives instructions on how to take tablets -

Note:

1 Encourage Ss to have their own ideas when discussing If time allowed, let Ss talk about the routines of all the

people in the pictures

10’ PRE-READING

pipe (n): tube of metal for carrying water or gas ( èng níc) block (n): group of buildings (khèi, d·y nhµ)

work over time (v): work more than the time required (làm thêm giờ)

take a nap(v): have a short sleep (ngủ ngày, chợp mắt) resume (v): come back to work (quay lại, tiếp tục làm việc) bonus (n): extra money in addition to salary or wage ( tiÒn th-ëng)

chace of promotion (n): oppotunity to advance to a higher position in office (cơ hội thăng tiến)

job security (n): little risk of losing one’s job (sù yªn tâm công việc)

Checking technique Rub out and remember

Write all the new words on the board in two column : English and Vietnamese equivalents

Rub out all the words in English column and ask Ss to look at the Vietnamese column to write down or read aloud the rubbed ones

Whole class

15’ WHILE-READING Task 1- Chart Completion.

Ask Ss to read the text individually and complete the chart

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15’

which summarizes the activities of a worker during his day Have Ss exchange the cahrt with a friend and check for each other

Call on some Ss to explain their answers in front of the class Make necessary corrections

Give correct answers:

Activities Morning -Getting up at 5:15

-Having breakfast

-Traveling to the factory -Doing a 5-minute exercise -Installing pipes in cars Noon -Having lunch

-Playing games/ Talking with friends/ Taking a nap

Afternoon -Doing exercise

-Continuing work in the afternoon -Working overtime/ Going home Task 2-Answering Questions

Ask Ss to work in pairs: Read the text carefully and answer the questions in the book

Tell Ss to underline the information in the book that provides the answer

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

Gather ideas and give correct answers:

1 It takes Yamada about 80 minutes to travel to his factory

2 His annual net income is $18,000

3 Yes,they do.After a short lunch, workers don’t take a nap but play games, chess, or talk to each other Task 3-Matching

Ask Ss to read the txet again and match the words in column A with their definitions in column B

Encourage Ss to confirm the answers basing on the contextual meaning of the words but not look them up in the dictionary Call on some Ss to give their answers in front of the class Further explain if necessary

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

1 commuter- a person who travels into a city to work each day stream- move in large numbers, one after another

3 resume- continue

4 bonus-payment added to what is usual

5 promotion-the act of being raised to a higher rank count on-rely on

7 install- fix equipment in position for use

Pair work

Individual work

15’ POST-READING

Group discussion

Ask Ss to work in groups and discuss the topic:

College education is not important to Yamada because the company gives him job security.Do you agree with his opinion? Why or why not?

Clarify the topic: Is college education important or not?

Note:It’s up bto student to answer YES or No Encourage them to give relevant information and examples to support their opinion

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Go around the class and provide help when necessary Call on some Ss to present their ideas in front of the class

Gather ideas and give correct answers: College education is important because:

 it helps you get well-paid jobs.

 it helps you your work better. it is easy for you to get promotion.

College education is not very important because:

more skilled workers are needed than engineers in the

present situation of our country.

young people can attend in-service school to further their

education.

5’ WRAPPING

Whole class

Unit Theme: daily activities Period 20. listening

I. Aim:

Listening to a coversation about ways to stay in shape

- talk aboutways to stay in shape

- improve listening skill by doing

III Materials

Textbook, cassette,

Ss may find it difficulty to write down the exact words in the blanks while listening to the tape

V Procedure

arrangement

7’ WARM –UP

Jumbled Words

Give each class one card containing 10 words whose letters are jumbled All the words are about finess activities that Ss often to stay in shape

Ask Ss to rearrange the letters to make good words.The group which finishes the task first with the most correct words will be the winner

E.g:

mignsimw  swimming ogjigng  jogging cgciliynb  bicycling oayg  yoga

Group work

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Ask Ss to work in groups and discuss the activities and health habits that a beauty queen should acquire or Encourage Ss to give reasons to support their answers E.g: a beauty queen should eat a lot of fruits and vegetables because they contain vitamin C which makes our skin beautiful.

Gather ideas and give correct answers:

A beauty queen should:

Play sports  Yes, to keep fit

Eat cakes and candy  Yes, but not too much

Eat fruit and beer  Yes, it good for her health and beauty

Drink wine and beer  Yes, but just a little and not too often

Drink tea or coffee  Yes,but not too much Smoke  No

Note: Tell Ss to share other ideas that they come up with during discussion

10’ WHILE-LISTENING Set the scene

Karen is a reporter of Women s Weekly She is“ ’ ”

interviewing Lisa, Moss Venezuela, about how Lisa stays in shape.Listen and check ()the things she does.

Task 1- Ticking phrases

Ask Ss to read the things given in the book carefully and have a guess of the activities that a Miss does to stay in shape

Play the tape more than once and Ss to the task Have Ss compare their answers with a friend

Call on some Ss to explain their answers infront of the class

Pause the tape when necessary and check the answers Give correct answers:

2 Going to a health club 

3 Jogging 

4 Riding a bicycle 

5 Eating fish 

6 Eating fruit 

7 Eating vegetables 

8 Smoking 

9 Drinking wine 

10.Drinking beer 

Task 2- Writing the words

Let Ss listennto the tape again and write in the blanks how often Lisa does the activities

Call on two or three Ss to write the answers on the board Ask for comments from other Ss

Check the answers in front of the class as a whole Give correct answers:

1 Going to the gym once a week

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2 Going to health club

3 Jogging every morning 4 Riding a bicycle

5 Eating fish four times a week 6 Eating fruit every day

7 Eating vegetables every day 8 Smoking

9 Drinking wine once a day/ every day 10.Drinking beer

Tapescript

( K= Karen, L= Lisa)

K: Well,how you keep yourself in such a fantastic shape, Lisa? Do you go to the gym?

L: Not very often, just once a week to have my health checked up and to get some advice from an expert there. I try to exercise at home every day.

K: Oh, you have all necessary equipment?

L: No, I don t need any I only jog for about an hour’

every morning and I swim in the evening.

K: You mean you go to a swimming pool? And you swim even in winter?

L: I have an indoor swimming pool at my place, so it s ’

quite warm, all year round.

K: Just a few more qestions, Lisa.Can you tell our readers about your diet?

L: Well, I eat almost everything I like I don t like meat, ’

so I only eat meat once or twice a month when I m ’

invited to a party Fish is my favorite and I eat fish four times a week And fruits, yes, a lot of fruit and vegetables every day.

K: I don t suppose you smoke.’

L: Definitely no.

K: How about wine or beer?

L: Wine, not beer, before every dinner, just to give me a good appetite.

K: Well, thanks for sharing some of your beauty secrets with us I hope you can

5’ POST-LISTENING

Ask Ss to work in groups and tell their partners what they often to keep fit

Go around the class and provide help when necessary Call on some Ss to give a short talk on what they often to keep fit

Make necessary comments and corrections Suggested ideas:



Do exercise(aerobics, jogging, )



Play sports ( football, basketball, )



Have well-balanced diet (enough vitamins and nutrients, )



Maintain a healthy lifestyle ( don’t smoke or stay up so late, )

Group work

3’ WRAPPING

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Unit Theme: daily activities Period 21. speaking

I. Aim:

Interviewing a famous person about his/ her daily routines

By the end of the lesson, Ss will be able to carry out an interview with a friend taking the role of a famous person about his/ her daily routines through Table Completion exercise and other related activities

III Materials

Ss may have difficulty in getting to know daily routines of a business or a singer V Procedure

arrangement

7’ WARM –UP

Find some who

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

Tet Ss go around the class and ask other Ss what they usually to keep fit If the ansewr is Yes, write his/her name in the table

The winner is the first one who completes the Name column

Do you Name

do aerobics once or twice a week? swimming every day?

ever go to a gym?

have a regular fitness program? have a fixed daily routine?

Whole class

Conversation Completion

Set the scene

Mai is a secretary of a trading company Now you work in pair to complete the conversation between her and a journalist and then practice the dialogue with your partner.

Ask the pairs to study the conversation carefully and try to think of the suitable answers and information to complete it

Call on some pairs to act out the completed conversation infront of the class

Make necessary comments and corrections Suggested ideas:

1 7:50

What you usually in the morning? meet the manager

and have a meeting

What time you begin your work in the afternoon? (What time you continue working?)

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Are you busy in the afternoon? arrange appointments for my boss

work on the computer/ write reports/ work in my group to discuss our plans.

Do you like your job?

Note: Ss’answers may vary from one to another Accept all possible answers

Ask Ss to change the role and make op a conversation between a TV reporter and a business or a singer

Note: T may brainstorm the daily routines of a businessman or a singer in front of the class as a whole before asking Ss to carry out the interview

Call on some Ss in the repoter’s role to report their partner’s routines to class

Comment on irrelevant activities that repoter may have Give suggested answers:

A businessman s daily routines’ R= reporter; B= Businessman

R: Good morning Mr.Hung Thank you very much for sparing me a few minutes of your busy schedule.

B: It s my pleasure.’

R: Can we start with your typical morning? What time do you arrive at you office?

B: Usually at 7.30 A.M I arrive at the office a bit earlier than other staff.

R: What you often in the morning?

B: I often have mittings with Heads of Departments in my company and sometimes with my partners.

R: And then?

B:I usually have business lunches with workmates and partners to disscuss work Most of the important decisions are made with during lunch time.

R:What time are you ready for afternoon s work?’

B: The work in afternoon is equally busy I work on computer, send e-mails, sign contracts and important documents.

R: What you after work?

K: After work, I often play tennis and sometimes have a drink with friends However, I am busy from time to time so I have not much time for entertainment You know, I have just been back from one week business trip to the South It s very exhausting.’

R: I see Thank you very much Wish you good business. B: Thank you.

A singer s daily routines’ R: Reporter; S = singer

R: Congratulations on your new album.

S: Thank you very much I hope one or two songs in the album will be hits in the near future.

R: Can you tell me your typical morning? What time do you get up?

S: I get up very late, usually at 10 AM sometimes even midday.

R: What time you have breakfast?

S: I am not busy in the morning so I have a long breakfast, chatting with my friends in a cafe ’

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R: What time you start work?

S: I often start work after lunch time by learning new songs, sometimes I go to studio and make CDs.

R: I know that appearance is also important for a singer. Do you go to the gym?

S: Yes, of course I go to the gym every day and attend a dancing club three times a week.

R: What you in the evening?

S: I have to rehearse with the music band before everyday evening show.

R: Do you finish work late?

S: Yes I usually finish work late at night Sometimes I sing in a bar until after midnight.

R: Now I understand why you get up late in the morning. Thank you and wish you great success in your career.

S: Thank you.

5’ POST-SPEAKING

Ask Ss to work independently and write sentences about what they often on weekends

Have Ss compare their sentences with a friend and share the ideas

Go around the class and provide help when necessary

Individual work

3’ WRAPPING

Whole class

Unit Theme: daily activities Period 22&23. writing

I. Aim:

Writing a letter of complaint

- read and understand a simple letter of complaint about the poor condition of a book

- write a letter of complaint to a travel agency about the poor service of a tour

III Materials

Textbook, whiteboard markers, Overhead projectors( OHP)

Ss may find it difficulty to write a letter of complaint by following a correct format and using the appropriate expressions

V Procedure

arrangement

10’ WARM-UP

Let Ss work in groups and discuss the following question : Have you ever made a complaint?

what did you complaint about ?

Was it made orally or did you write a letter of complaint ?

(38)

Give difinition and format of a letter used when you are not happy with a service , a contract, a course,

A letter of complaint usually includes three main parts: Opening

Explaining the problem Suggesting a resolution

10’ PRE- WRITING

Set the scene

Andrew ordered an English Grammar book from ABC Publisher, but he got book in poor condition Now read his letter of complaint in pairs and answer the questions below: What does Andrew complaint about?

What does he suggest the publisher do?

Ask Ss to read the letter carefully Explain difficult words:

Order No 1468 (translation):

With vreference to : with regard to, about To be in poor condition: to have bad quality

1 Andrew complains about the book in poor condition sent by ABC Publisher

2 He suggests that the publisher send him another copy

Make sure Ss understand the format of the letter before moving to the next activity

Whole class

40’ WHILE- WRITING

Brainstorming Instruct the task:

Your class took a tour of Ha Long last month but the tuor was very poorly run Now you work in small groups and brainstorm the poor service of the tour regarding the hotel, the meals, the tour guide.

Encourage Ss to contribuite as many ideas as possible Gather ideas from groups:

The hotel:



small



dirty



uncomfortable



. The meal:



insufficient



poor food



stale fish



.

The tour guide:



unfriendly



not well-informed



unhelpful



.

Ask Ss to work independently and choos ideas above to write a letter of complaint to the travel agency to complaint about the tour by using the prompt and useful expressions in

Whole class and

(39)

the book

Ask Ss to exchange their writings ang cross check

Pick up some typical letter to check the mistakes in front of the class as a whole

Use OHP if possibale to present the suggested writting Make clear the outline and the expressions of the letter Suggested answers:

Dear Sir/ Madam

We're students of Le Quy Don Hight School We're writting to you about the tour of Ha Long last month

We'd like to point out a few things about the tour on July 15. First, the transportation was good but the hotel rooms were not tasty and it was poorly served Finally, the tour guide was not friendly or well- informed.

I wonder if you'd mind looking into this matter ang giving us convincing explantation.

I hope you will something for compensation. Yours

Nguyen Viet Anh

Student Representative

25’ POST-WRITING

Dealing with complaints

If time allowed, intruct Ss to write a reply to letter of complaint which are called dealing with complaints

Brefly explain the genneral outline of the reply to letters of complaint:

Opening

Explaining the mistakes Solving the problems

Ask Ss to work in pairs to complete the following sentences to make a reply tho the complaint about the poor quality of service on the tour of Ha Long

Call on some Ss to read their completed letters aloud Give feedback sentence by sentence

Suggested answers:

Dear Viet Anh

1 Thank you for the letter which informs me the poor service of the tour on July15.

2 We have looked into the situation and it appeared that what you say it trues.

3 These mistakes are entirely our own ang we apologize for inconvinience it coused you.

4 Reasons for the poor service are due to the difficalty in finance of company and low dicipline of tour guide. 5 We will have a meetting next week and consider the

way to compensate you.

6 We will send you a confirmation as soon as we have the final decision.

7 I beg you sypathy and look foward to you on-going support.

8 Your truly,

Pair work

5’ WRAPPING

(40)

Unit Theme: daily activities

Period 24 LANGUAGE FORCUS Time: 45 minutes Date: 17 October 2007

I Aim

Revision of compound adjectives

The present simple vs.the present progressive The present perfect vs the past simple

II.Objectives

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

- ues the compound adjectives formed by number+ singular noun===> compound adjectives

- distinguish the difference between the present simple and the present progessive, the present perfect and the pass simple and use them appropriately.

III Materials

Textbook, whiteboard markers,

Ss may confuse the present simple with the present progressive and the present perfect with the past simple

V.Procedure

Time Steps work

arrangement

5' WARM-UP

Compound adjectives Revision

Write down to 8compound adjectives on the board

1. man-

2. - free

3. world-

4. .-frendly

5.

Ask Ss to work in pair and form good compound adjectives Call on some Ss to give the anwers in front of the class Feedback and provide correct answers:

1 man-made duty-free world-famous enviroment-frendly

Pair work

5' WORDSTUDY

PRESENTTON 1

Explain one of the ways to porm compound adjectives: number + singular noun => compound adjective

Give some example to illustrate the grammar poin: He is living in a two-room apartment

( He living in an apartment with tow rooms)

Note that the nound used in the compound is always singular

(41)

5' PRACTICE 1

Ask Ss to work in pairs to fill in the blanks with compound adjective +nouns as the examples in the book.

Call on some Ss to write the answeres on the board Check the answeres in frond of the class ac a whole Give corect answers:

1 My parents saw a 3- act play last night Peter bought a 15- piece tool set

3 Margie has a 5-shelf bookcase There are 20-dollar shoes Daisy wrote a10-page report

Individual work

5' GRAMMAR

PRESENTTON 2

ThePresent Simple vs the Pesent Progressive

Present simple Present progressive

Use the Present simple for things in general or things that happen repeated

E.g : Water boils at 100 degree celcius

Use the Present simple for a permanent situation

E.g: My parentc live in LonDon They have lived there for all thier lives

Use the Present progressive for something that is

happening at or around the time of speaking The action ic not finish

E.g: The water is boilling Can you turn it off?

Use the Present progressive for a temporacy situation E.g: I'm living with some frends unlil I find a flat

Note: We use progressive tenses only for action and happening ( they are eating / It is raining etc.) some verbs ( for example, know and like )are not action verb.You can not say " I'm

knowing or they are liking " the following verb are not usually use d in progressive tenses:

like love hate want need know realize suppose mean understand believe remember belong semm

5' PRACTICE 2

Have Ss work in pairs and use the correct form of the verbs in parentheses to fill in each black

Let Ss discuss the answers with other pairs

Call on som fairs to read the completed sentences aloud in front

(42)

of the class

Ask foe comments from other Ss Feedback and give correct answers:

1 am thingking; cost; is

2 looks; doesn't fit; don't know What are you doing? am looking think; is going; agree

5 like; Are you enjoying; love fall; you go; doesn't make am staying, am looking; promise you want; don't understand; are

5' PRESENTTON 3

Revision of the present perfect tense

Form

(+) S+have /has +P2+O (-) S+ haven't/hasn't +P2+O (?) Have/has +S +P2+O? Yes, S+ have/has

No, S +haven't/hasn't

Use

We use progressive tenses tense to express an action that started in the past and relates to the present:

E.g:”Where's your key?”“I don't know I have lose it”(I haven't got it now.)

We use the present simple when we say “ It is the first / second/ third time somthing has happened”

E.g: Don is having a driving lesson He is very nevous and unsure because it is his first lesson. ->It's the first time he has driven a car

Whole class

5' PRACTICE 3

Have Ss work independently and exercise b

What would you say in these situation Use the word time and

the present perfect.The first one has been done for you. Ask Ss to compare the anwers with the frend

Call on some students to write their sentences on the board Check the exercise in front of the class as a whole

1 This is second time the printer hasn't worked This is the second time I`ve stayed in this hotel This is the first time I` have missed the bus This is the third time I` have lost my money

5 This is the first time I` have given a 15- minute talk in English

(43)

5’ PRESENTTON 4 The present perfect vs the past simple

The present perfect The past simple

The present perfect is a present tense It always tells us about now

Eg: Tom has lost his key (He doesn’t have the key now)

We use the present perfect to give infomation

E.g: I have bought a new shirt

The past simple tells us only about the past

E.g: Tom lost his key

( We don’t know whther he had it now or not We only know he lost it some time in the past)

We use the past simpale to give details about the result E.g: Where did you buy it?

whole class

5' PRACTICE 4

Have Ss the excercise in pairs Use the correct form of the verbs in parentheses to fill in each black

Note that it is a conversation so there is a logical link among the sentences

Call on some Ss to read the completed conversation Ask for comments from other Ss

Feedback ang give correct anwers:

1 Have you heard knew

2 happened didn’t you tell had 10 didn,t see fell 11 haven’t seen broke 12 has had did it happen 13 hit told 14 made

Pair work

Unit 4: SPECIAL EDUCATION

Period 23,24&25 READING

Data: 25 September 2007

I. Aim

Reading about Helen Keller –a woman with strong decication to helping the blind round the world

II. Objectives

- updated with infomation about Helen Keller

- able to improve reading comprehension skill through ordering and answering questions excercise

III. Materials

Textbook, whieboard markers,

(44)

IV. Anticipated problems

Ss may have no ideas about Helen Keller

V. Procedure

arrangement

20’ WARM UP

Networks

Ask Ss to work in group and make a list of words that describe the disabled people

Gather ideas from groups and lead in the lesson Suggested answers:

Disable

- Blind

- Can’t see

- Can’t read or write

- Can’t walk by themselves

Deaf

- Can’t hear

Dumb

- Can’t speak

Mentally- retarded

- Learn slowlly

- Can’t communicated appropreated

Set the scene

Schools for disabled children are called special shools. Now name some special schools you know.

Organize the activity in frond of the class as a whole Write down the names of the schools on the board

Examples:

Special Schools in Hanoi:

Nguyen Dinh Chieu Special Schools for the Blind Xa Dan Special Schools for the Dumb and Deaf Binh Minh Special Primary Schools

Vo Thi Sau Special Primary Schools

Ask Ss to work in pair and the tasks in b) and c) Call on some Ss to give the answers in frond of the class Feedback and give correct answers:

b)

They are blind They are dumb The Braille. c)

The blind

Group work and whole

(45)

The deaf The dumb.

Give futher definition of special education and Braille

Special education refers to the teaching of students with a learning disability, a developmental disability or a behavioral problem Thus, this education is specially aimed at the blind and deaf students or the students who have other learning difficulties.

Braille is a system of raised dots representing the letters of the alphabet, punctuation and numbers, based on the six patterns of a dice, which enables blind people to read by tiuching and to write by using an embosser It was invented by Louise Braille of France who was blinded in a childhood accident At the age of 15 he modified a military system for reading orders at night without showing any light ( night writing).

Ask Ss some questions about Helen Keller Do you know Helen Keller?

Who is she?

Why is she famous?

What is special about her?

Tell Ss to look at Helen Keller’s saying in the book:

“Even more amazing than the wonders of nature are the powers of the spirit”

Ask Ss to discuss the saying with a friend Briefly explain the saying to the whole class Introduce the reading:

Today we will read about Helen Keller, an American woman, who is disabled bit brave, determined and kind-hearted First we have to look at the new words in the passage.

dedicated (a): devoted oneself to smt ( tận tuỵ, tận tâm)

painstakingly (adv): carefully, industriously ( cÇn cï, cÈn thËn) consciousness (n): awareness, a person’s conscious thoughts and feelings (nhËn thøc, ý thøc )

fingertip alphabet/ manual alphabet (n): bảng chữ đợc diễn đạt tay

preparatory school (n): a school in which Ss are prepared for entering a college or university( trờng dự bị đại học )

Checking technique

Sentence modeling

Ask Ss to make sentences with the above words Make sure they understand the meaning and know hwo to use them appropriately

Pair work

20’ WHILE-READING

Task 1- Ordering Events

Ask Ss to work indipendently and out the events of Helen

(46)

20’

Keller’s life into chronological order

Encourage Ss to read quickly and guess the unknown words in the context they appear

Have Ss discuss the answers with a friend

1 She was born in 1880 She became blind and deaf

3 She met Dr Alexander Graham Bell She met Anne Sullivan

5 She learned Braille

6 She graduated from Radcliffe College

7 She gave lectures and traveled to many countries

Task 2- Finding Not Mentioned Information

Ask Ss to read the first and second paragraphs again and find the idea which is not mentioned

Tell Ss to underline the sentences in these two paragraphs to prove the answers

Notice Ss that the ideas have been paraphrased

Call on some Ss to give their answers in front of the class Feedback and give correct answers:

The answer is A.

B is not the correct answer because “Helen Keller was taken by her parents to see Dr Alexander Graham Bell”

C is not the correct answer because “Darkness began to melt from her mind from the day ”

D is not the correct answer because “In six short months, she knew 625 words.”

Task 30-Answering Questions

Ask Ss to work in pair and read the passage again to answer the questions in the book

Call on some Ss to write the answers on the board Check the answers in front of the class

Further explain when necessary Give correct answers:

1 She was blind and deaf. 2 She was seven years old.

3 She had learned sign language. 4 It means “with honors”

5 She was a companion and interpreter who helped Helen understand lessons and discussions in lass.

Individual work

Pair work

(47)

Ask Ss Ss to work in groups of and discuss:

1 Helen Keller’s disabilities and her efforts to overcome them.

2 the significance of Helen Keller’s success. Go around the class and provide help if necessary

Encourage all members in the groups to actively engage in the discussion

Suggest questions for discussion in 1: 1 What was she like when she was born? 2 At what age did she became blind and deaf? 3 How did she learned words?

4 Which school did she study?

5 What kind of teacher did she have? 6

Suggest questions for discussion in 2:

Helen Keller’s success was significant because:

She was determined to succeed despite disability at early age. She finished high school and college with honors.

She was a woman of golden heart.

She helped other disabled people by giving lectures and raising charity fund.

Note: It’s up to Ss’ level, this post reading activity can be organized through Summarizing,or True or False Repetition

5’ WRAPPING

Whole class

Period 26: LISTENING

I Aim

Listening about institutions for the Deaf and Blind in the USA II Objectives

- be updated with background information about institutions in the USA which specially used for and by the disabled

- improve listening skill by identifying key information for the answers III Materials

Textbook, whiteboard markers, cassette, IV Anticipated problems

Ss may have not know the position of some states of the USA on the map V Procedure

Time Steps Work

arrangement

(48)

States of America

Ask Ss to work in groups and write the names of the states in the USA in full

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

1 Haw .fornia Ne Yo 4 .bama Indi .gan 7 Te .rida Oh 10 .ton

Answers:

1 Hawaii California New York 4 Alabama Indiana Michigan 7 Texas Florida Ohio 10 Washington

10’ PRE- LISTENING

Keep Ss in group and lokate the states of New York and Alabana on the map in the book

Give correct answer

( See the Supplements for the map of the USA)

Note: If Ss are interested, let them locate 10 states about on the map Ts are advised to give futher informa

Group work

7’ WHILE- LISTENING

Set the scene

We have learned about the States of the USA In today s listening, you will hear somone talking about ’

two schools fof disabled children in the states of New York and Alabana.

Task 1- Writing the words

Ask Ss to listen to the first part of the recording independently and fill in the blanks

Tell Ss to study the infomation required carefully before listening to the tape

Play the tape more than once if necessary Have Ss compare their answer with the friend Call on Ss to write the answers on the board Ask for comments from other Ss

Give correct answer:

1. Name of school: The New York Intitution for the blind

2 Students disabilities’ : blindness or visual impairment

3 Year of foundation: 1831

4 Year the school name changed: early in the twentieth century

Task 2- True or False

Ask Ss to listen to the second part of the recording and decide whether the statements are true or false Check () the appropriate boxes and then correct the false statements

Encourage Ss to have a guess of the statements before listening to the tape

Play the tape several times

Call on some Ss to explain their anwers in front of the class

Feedback and give corect answers:

(49)

1 T

2 F( In 1858)

3 F( It has regional center across the state of Alabana)

4 T Tapescript

The New Your instituton for the Blind was founded in 1831 as one of the first schools in the United States to provide an education program for children who were blind or visually impaired Early in the twentieth century the name was changed to the New York Institute for Special Education to better reflect the school s expaned focus and commitment to children’

with a variety of disabilities

Founded in 1858, Alabama institute for the Deaf and Blind has provided a variety of special programs for hundreds of children and adults from ages to 21. Across the state of Alabama, famimies and individuals learn how to adjust to a new way of life, find interpreters, and enrich their life in many ways through the services of Regional Centers of the institute.

10’ POST- LISTENING

Summary

Ask Ss to work in groups

Let Ss listen to the whole recording again and summarize it to present in front of the class

Suggest the outline of the presentation: Part

1. Name of school: 2. Year of foundation: 3. School’s characteristics:

4. Year the school name changed : 5. Reason(s) :

Part

1 Name of Institute: Year of foundation: School’s characteristics:

4 The relation between the Institute and the disabled in Alabama:

Call on some Ss to make a mini presentation in front of the class

Note: This actitity can be organized as a competition: Each group appoints a S as a presenter and a S to work as a judge member

The judge members assess the presenters following this assessment scale:

Presenter Content

(3) Fluency(3) Accuracy(4) Total (10)

1

Group work

3’ WRAPPING

Summarize the main points

(50)

Assign homework

Period 27 SPEAKING

I Aim

Giving opinions on certain problems II Objectives

By the end of the lesson, Ss will be able to express their opinions on the problems of disabled children by using given prompts

III Materials

Textbook, whiteboard markers, IV Anticipated problems

Ss may have difficulty in using expressions giving opinions V Procedure

arrangement

7’ WARM – UP

Brainstorming

Ask Ss to work in groups and make a list of the problems that the disabled have to suffer

Encourage Ss to contribute the ideas that they see every day

Gather ideas from groups and make necessary comment

Group work

10’ PRE- SPEAKING

Vocabulary pre –teach

visually impaired (a): having problems with seeing

( khiÕm thÞ)

locality (n): a geographical place (địa phơng )

hearing aids (n): tools that help hearing better (thiết bị trợ thính )

sign language (n): ngôn ngữ cử chỉ

spoken language (n): ngôn ngữ lời nãi

Set the scene:

A and B are talking about B’s friend, a visually impaired girl Now you work in pairs, read the dialogue and fill in the blanks with necessary words/ phares from the table

Tell Ss to read the dialogue carefully and have a guess of the missing words before doing the task

Call on some pairs to act out the dialogue in front of the class

A: What s wrong with your friend in the picture?’

B: Well, She has (1) difficulty seeing things She has to use a (2) walking stick to go around.

A: Does she go to school?

B: Oh, yes She attends a special school in her locality.

A: How can she study if she cannot (3) see?

B: Well, she learns (4) Braille, a pattern of raised

Pair work and Whole

(51)

dots that are felt with fingers to help the blind read.

15’ WHILE –SPEAKING

Ask Ss to work in pairs and make a similar dialogue about the mute and deaf students Use the promts in the table

Go around the class and provide help when necessary Call on several pairs to act out the conversation in front of the class

Make necessary corrections regarding Ss’ pronunciation and intonation

Give suggested answer:

A: What s wrong with your friend in the picture?’

B: Well, She has (1) difficulty hearing and speaking. She has to usehearing aids to listen when she talks to other people

A: Does she go to school?

B: Oh, yes She attends a special school in her locality.

A: How can she study if she cannot hear and speak? B: Well, she learns sign languge, the use of gestures to communicate instead of spoken language.

Pair work

10’ POST – SPEAKING

Have Ss work in groups and discuss the problems of the deaf and mute in their daily life and what they can to help the disabled children

Gather ideas from groups and have final thoughts on the topic

Group work

3’ WRAPPING

Whole class

Period 28& 29: WRITING

I Aim

Filling in a registration form II Objectives

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

- understand what kind of information is requires to fill in a form - fill in some common forms such as registration forms

III Materials

Textbook, whiteboard markers, Common forms available in class

Ss may have difficulty in understanding some new words about English courses such as General English, Intensive English, TOEFL, IELTS,

(52)

Time Steps Work arrangement

10’ WARM –UP

Matching

Ask Ss to work in groups and match the name of some international tests in letters with their full names

1 TOEFL a International English Language Testing System

2 IELTS b Scholastic Assessment Test

3 TOEIC c Test Of English as a Foreign Language

4 SAT d Test Of English for International Communication

Call on some Ss to explain their answers and present what they know about these tests

1 c a d b

Give background information about these tests on request

Group work

25’ PRE – WRITING

Ask Ss to look at the forms on page 49 Explicit the Examination Registration Form

Make sure Ss understand the required information

Set the scene:

Tran Linh and Linda, a cleck at the registration office of the International School of English, are talking on the phone You now read dialogue in pairs and fill in the form.

Explain necessary new words:

General English: TiÕng Anh phỉ th«ng

Intensive English: TiÕng Anh cÊp tèc

International Business English: Tiếng Anh Thơng mại Quốc tÕ

Passport number: Sè chiÕu

Call on some pairs to act out the dialogue in front of the class

Have Ss fill in the form individually

Note that there is not enough information to fill in the form

Call on some Ss to write the information they have filled on the board

Check in front of the class as a whole

INTERNATIONAL SCHOOL OF ENGLISH REGISTRATION FORM

Personal Details

Whole class and Individual

(53)

- Family name: Tran

- First name: Linh

- Date of birth:

- Home address: 555, Nguyen Chi Thanh, Da Nang

- Home country: Vietnam

- Telephone: 05-8356111

- Fax:

- E-mail:

- Sex: M  F 

- Occupation:

- Passport number:

Course Details

- Check ( ) the course you are interested in:

 General English  Intensive English

 International Business English  Academic English Course (school)  TOEFL

 IELTS

 TOEIC

Signature 25’

WHILE- WRITING

Ask Ss to read the text independently and complete the questionaire with information about Nguyen Thi Tell Ss to read the questionaire carefully to write the needed information

Have Ss cross check the questionaire

Feedback and give suggested answers:

PHU DONG LANGUAGE CENTER Name: Nguyen Thi

Date of birth: October 21,1990 Why you take this course?

I want to improve my English because I want to study in an English-speaking country.

How long have you leaned English: 5 years

Which language (s) can you speak? Vietnamese and English

Individual work

25’ POST- WRITING

( Ts can heva the form in the book copied and then give Ss)

Ask them to fill in the blanks with their own information

Call on some Ss to give a short talk about themselves

(54)

by using the information they have filled Make necessary comments and corrections

Suggested answers:

INTERNATIONAL SCHOOL OF ENGLISH REGISTRATION FORM

Personal Details

- Family name: Nguyen

- First name: Viet Anh

- Date of birth: 21/01/1991

- Home address: 24, Nguyen Trai, Ha Noi

- Home country: Vietnam

- Telephone: 04-8544488

- Fax:

- E-mail: info@123doc.org

- Sex: M  F 

- Occupation: Student

- Passport number:

Course Details

- Check ( ) the course you are interested in:

 General English  Intensive English

 International Business English  Academic English Course (school)  TOEFL

 IELTS

 TOEIC

Signature

5’ WRAPPING

Whole class

Period 30: LANGUAGE FOCUS Data: 25 September 2007

I Aims

Identifying adjectives used as nouns

revision of the Past Simple and the Past Perfect II Objectives

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

- distinguish the adjective with the adjective when it is used as a noun

- say the difference between the Past Simple and the Past Perfect and use them appropriately

III Materials

(55)

Ss may find it confusing the Past Simple and the Past Perfect tense V Procedure

arrangement

10’ WARM- UP

Jumble words

Gibe each group one card containing 10 words whose letters are Jumbled

( All the words are about disabled people)

Ask Ss to rearrange the letters to make good words The group which finishes the task first with the most correct words will be the winner

E.g:

1 lbndi  blind feda  deaf umte  mute ursgtese  gestures

Group work

5’ WORD STUDY

PRESENTATION 1 The + adjective

Explicit the use of The + adjective by analyzing the example:

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

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

These adjectives are followed by a plural verb

Whole class

5’ PRACTICE 1

Ask Ss to exercise a, Write N in the blanks if the blind is a noun, and A is it is an adjective.

Have Ss explain their answers

Remind Ss that adjectives go before nouns and adjectives used as nouns when they go with the

1 A N A 4.N

Individual work

5’ PRACTICE 2

Tell Ss to work in pairs and select proper word to complete each sentence

Ask Ss to read the sentences carefully and have a guess of the needed words

Feedback and give correct answers: The old old

3 The young young brave the brave disabled the disabled deaf 10 the deaf

Pair work

(56)

PRESENTATION 2

Revision of the past simple and the past perfect

Past simple Past perfect

The Past simple is used to express a finished action in the past

E.g: When I got to the party, Nam went home (= After I arrived, Nam left.)

The Past perfect is used to make clear that one action in the past

happened before

another action in the past

E.g: When I got to the party, Nam had gone home.

(= before I arrived, Nam left.)

5’ PRACTICE 3

Ask Ss to work in pairs and put the verbs in parentheses into the correct form

Check the exercise in front of the class as a whole Give correct answers:

1 had Helen Keller learned was

3 tapped out had learned was

6 could

7 did (she) learn was

Pair work

5’ PRACTICE 4

Set the scene

You now read part of the letter that Mai wrote to Lee, her pen pal in Korea, fill in the blanks with the correct forms of the verbs in the box One verb can be used twice.

Ask Ss to read the letter carefully before doing the task Have Ss this exercise individually

Let Ss compare and discuss their answers with a friend Call on some Ss to read aloud the completed letter Ask for comments from other Ss

Make necessary corrections regarding Ss’pronunciation and intonation

Explain necessary vocabulary: Shool principal: hiƯu trëng

briefing: bi häp báo

auditorium: thính phòng, phòng thính giả

touched: xỳc ng

competent: thành thạo, giỏi

handicrafts: môn thđ c«ng

1 visited

2 had informed 3 had planned 4 arrived 5 showed 6 took

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7 had 8 were 9 told

10.had been

5’ PRACTICE 5

Ask Ss to complete the sentences by using the verbs in the simple and the past perfect

Encourage Ss to write their own sentences

Note that the sentences must be grammartically correct and make sense

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

Note: Ss’answers may vary Comment on Ss’ and accept them if they make sense

1 When I was young I often went to the local public library to read picture books.

2 Helen Keller was a gifted and patient woman who had the courage to overcome her disabilities to be a successful and helpful person at her time.

3 The guest speaker gave a talk after he had been introduced by the principal of Nguyen Dinh Chieu Special School for the Blind

4 He had been at this special school before 1990. 5 After he had finished middle school in his town, he moved to a big city and studied in a renowned high school.

Pair work

Period 31: CONSOLIDATION ( Unit 1- ) Data: 25 September 2007

1Answers to consolidation 1

LISTENING COMPREHENSION a, 1831

Between and 21 Yes, there are

b, C B B B A Tapescript

a, The New York Institute for Special Education ( NYISE)

This institute used to be a school for the blind only It was established in 1831, about five years after Louis Braille had developed his system of writing for the blind In fact, it was one of the first places in the United States to offer education to children who are blind or learning disabled

Student between the ages of and 21 can study at the New York Institute for Special Education They attend as either day students or wweekly boarders If students choose the latter, they go home every weekend Recreational activities, career guidance, and counseling are all organized for students by the Institute

New words:

Boarders: Sinh viªn néi tró

Recreational activities: hoạt động giải trí

Career guidance: định hớng nghề nghiệp

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b,

Man: Computer science is becoming an overcrowded field. Woman: Yes, I think so

Question: What does the man mean?

Man: What did you last weekend?

Woman: I did my homework on Saturday and on Sunday I played computer games

Question: What did the woman on Sunday?

Woman: I can’t get my computer printer to work. Man: Is it still plugged in?

Question: What does the man imply?

4

Woman: Deaf- mute kids are taught how to make cards and embroidery

Man: Oh! Really?

Question: Why was the man surprised?

5

Man: What you do?

Woman: I’m a student right now; I’m working part- time at Diamond Plaza I’ll have my teaching certificate next year

Question: What does the woman want to in the future?

VOCABULARY

a, admission effectively honored awarded promotion routinely foundation gifted

occupation 10 registration

b, 11 A 12 D 13 B 14 B 15 D 16 D 17 B 18 A 19 B 20 C New words:

gain admission: đợc nhận vào trờng đại học be awarded with: đợc trao

chances of promotion: hội thăng tiến lay the foundation: đặt móng

gifted student: häc sinh giái registration fee: lÖ phí đăng ký annual bonus: tiền thởng hàng năm lasting friendship: tình bạn bền lâu grammar and structure a

1 have you ever heard;became 2.invented; was;develoved

3.was Pasteur appoined; received/had received 4.did the Curies announ; obtained

5 helped; was

6 did Helen Kell master were developed

8 havent seen; met

9.did you go;went; have you ever been 10.have come

b

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13 to keep 18 to lock 14.dancing and singing 19 to take 15 playing; to buy 20 buying READING

a,

1.F 2.T 3.F 4.T 5.T 6.F b,

1 Audiotapes, videotapes, computers, etc

2 Doing simple tasks such as piccking out an appopriate block,using the phone, or buying to loaf of bread, etc

3 Special education schools

new words:

ordinary teacher: giáo viên bình thờng

speech or hearing impairments: câm khiếm thị

mental problems: vấn đề thần kinh

moved to tears: xúc động rơi nớc mắt

work loads : khèi lỵng c«ng viƯc

( See Appendix for sample translation) Writing

A young man talked to an old librian He wanted to find a bookbout Greek history which the libraian persuaded him to borrow the previous week The old libratian felt very happy and proud because people rarely take her recommentions However, the young man esplaied that he did t find it intersting He met a girl on the bus and wrote her phone number in the book.He needed the book because he wanted to phone her.

Unit 5: TECHNOLOGY

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Date: 15 November 2007

I. Aims

Reading about a typical day of a staff in a computer company II Objectives

By the end of the lesson, Ss will be able to be updated with a range of vocabulary about modern devices such as scanner, microwave oven, blender,

III Materials

Textbook, whiteboard markers, Real objects of modern devices

Ss may not be familiar with the modern devices in the lession V Procedure

arrangement

10’ WARM- UP

Matching

Ask Ss to work in groups and match the objects with their names

Note: If Ss have difficulty, ask Ss to look at the pictures and say their names in Vietnamese then provide English equivalents

Go around the class and provide help when necessary Call on some Ss to read the answers aloud in front of the class

1 g f a h c e d j i 10 b Give Vietnamese equivalents for the objects:

a CT scanner (computer tomography scanner): máy chụp cắt lớp

a microwave oven: lß vi sãng an air conditional: máy điều hoà a computer: máy vi tính

a washing machine: máy giặt

a blood pressure monitor: máy ®o hut ¸p ®iƯn tư a digital audio player: m¸y nghe nhạc kỹ thuật số a vacuum cleaner: máy hút bơi

a blender: m¸y xay sinh tè

a digital camera: máy chụp ảnh kĩ thuật số Pair Discussion

Ask Ss to work with a partner to answer the question: In what way the devices above help people?

Write the names of the modern devices next to their uses

Go around the class and provide help when necessary Call on some Ss to explain their answers in frint of the class

Feedback and give further background information about the devices

Uses Devices

For entertainment digital audio player, computer

For storing data and

images digital audio player, coputer

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For recording data and

images digital camera, computer For cleaning and

washing washing machine, vacuum cleaner For prepairing and

cooking food microwave oven, blender For medical diagnosis CT scanner, blood

pressure monitor For keeping the air

cool air conditioner

Note: for better classes, let Ss discuss the uses of the modern devices more freely and give them a chance to express their own ideas on the topic

Ask Ss to work with another partner and answer the question:

Do you think people’s lives can be enjoyable and comfortable with modern equipment?

Encourage Ss to give the reasons for their answers Give suggested answers:

The reason why modern equipment can make our lives enjoyable and comfortable

 Modern equipment can make our life more

enjoyable and comfortable as it helps entertain us (e.g TV, DVD recorder ) or lighten our work (e.g vacuum cleaner, washing machine, air conditioner, )

 Modern equipment can make our life more

comfortable but not more enjoyable We become dependent on modern equipment For example, we can not work properly when the power is off, and the computer, the fax machine, and other machines stop working.

10’ PRE- READING

maid robot (n): a robot which helps with housework

( r« bèt gióp viƯc)

multifunctional machine (n): a machine which can do many tasks ( máy đa chức )

tester (n): a machine which measures the values of the body such as blood pressure, cholesterol, ( m¸y kiĨm tra)

LCD screen (n): Liquid Crystal Display screen (màn hình tinh thể lỏng)

slip of paper (n): mảnh, mẩu giấy

smart refrigerator (n): tủ lạnh th«ng minh

browse the Web (v): access the Internet, wandering onthe Internet ( lít Web)

CPU (n): Central Processing Unit ( đơn vị vi xử lí) Checking technique

Matching

Break the words into parts and tell Ss to close the book

Ask Ss to work in pairs and match the word in A with the one in B to make new words they have learned

A B

1 maid a the Web

2 multifunctional b refrigerator

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3 smart c Processing Unit

4 browse d Crystal Display

5 Central e robot

6 Liquid f machine

Answers: e f b a c d 10’

15’

WHILE-READING Task 1- Titling

Ask Ss to read the passage individually and choose the best title for it it

Encourage Ss to ski, the passage for the main ideas and decide the bast title

Note Ss that the title must represent the whole passage

Call on some Ss to give the answers in front of the class

Feedback and give correct answer:

2 Living with Modren Technology

Task 2- Answering Questions

Have Ss work in pairs and read the paasge again to answer the questions

Ask Ss to underline the information in the passage that provides the answers

Let Ss discuss the answers with another pair

Make necessary comments and corrections Give the correct answers:

1 It s a machine that serves many purposes, i.e.’

the device that Ben uses can brush his teeth, clean his face, and comb his hair.

Ben s health values are taken so that the fridge’

can prepare the meals suitable for his health. He browses the Web.

He feels envious of all the technology Ben s ’

enjoying

Used to work six days a week; a CPU used to be connected to a monitor, a mouse ,and a

keyboard; life was busy but full of fun

Task 3- Finding implied meanings

Tell Ss to read the Passage again and interpret the sections after or between dashes Choose the appropriate implied meanings given in the box and then write them on the blanks Implied meanings:

- the writer’s comment or attitude

- apposition to nouns, refering to the previous noun

- an explanation

Note: This is a new kind of exercise so Ss may find it difficult to Furthet explanation or help is necessary

Tell Ss to put the “ sections” in the context to understand their meanings

Feedback and give correct answer:

Individual work

Pair work

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1 explanation (explaining why my parent were not as lucky as I am)

2 apposition (giving more information about Rosa; refering Rosa)

3 apposition (giving more information about Bob; refering Bob)

4 explanation (explaining why I need to have my health values checked before my breakfast is prepared)

5 comment (giving a comment to show the writer s surprise at the backward computer)’ “ ”

10’ POST- READING

Ask Ss to work in groups and discuss the question: Do you think Ben’s life enjoyable? Why or why not? Encourage Ss to find ideas supporting their answers

Note: Ss may answer YES or NO but they must give reasons for their answers

Feedback and give suggested answer:

- Ben s life is enjoyable with modern machines’

to make his life comfortable and easy Ben s’

always in good health because his meals are very well- prepared to suit his health conditions.

- Ben s life is not enjoyable In fact, he s very’ ’

lonly Living among modern technology is boring.

Group work

5’ WRAPPING

Whole class

I Aims

Listening for information on how to operate a digital camera II Objectives

By the end of the lesson, Ss will be able : - know how to use a digital camera

- improve listening skill through Ordering exercise and related vocabulary III Materials

Textbook, whiteboard markers, A real digital camera

Ss may have dificulty in understanding some technical terms such as lens, zoom, V Procedure

arrangement

(64)

Chatting

Ask Ss to work in groups and discuss the questionns:

How often you take photos? On which occasions? Have you ever used a digital camera ?

How is a digital camera different from a camera?

Gather ideas and introduce the listening

Group work

Ask Ss to look at the pictures of the digital camera in the book and make sure Ss understand different parts that are numbered from to

Have Ss work in pairs and name different parts of a digital camera by using the words and phrases in the box

Encourage Ss to have a guess if they not know the words in the box

1 shutter button (a button to start the recording of images)

2 lens (where images are received)

3 mode dial ( a button to select the way a picture can be taken.e.g automatic, manual, indoors, outdoors, )

4 power button ( a button to start the camera) zoom button ( a button to enlarge or reduce the

size of the image to be taken)

6 LCD (screen where the image is seen) Provide Vietnamese equivalents of these words: shutter button: nút mở, đóng chắn sáng để ghi hình lens: ống kính

mode dial: nút điều chỉnh, chọn chế độ chụp power button: nút bật nguồn

zoom button: nút phóng to, thu nhỏ hình LCD: h×nh tinh thĨ láng

Pair work

7’ WHILE-LISTENING

Task 1-Ordering

Set the scene

Lisa is asking john how to use a digital camera. Listen to their conversation and put the pictures in the order of the steps John suggests.

Tell Ss to study the pictures carefully and have a guess of the order of the steps

Give explanation for each picture:

Picture a: hold camera firmly, position the dog in LCD screen , press zoom button.

Picture b: press shutter button fully down, hear click sound, image has been recorded

Picture c: select automatic mode , turn power button on

Picture d: press shutter button half way down, hear beep sound

Play the tape more than one if necessary Ask Ss to compare their answers with a friend Call on some Ss to write the answers on the board Check the answers in front of the class as a whole Give correct answers:

1 c 2.a 3.d b

Task 2-Answering Question

Whole class and Individual

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8’

Ask Ss to listen to the tape again and answer the questions

Encourage Ss to write the answers quickly while listening to the tape

Call on some Ss to give thier answers in front of the class

1 Her father. 2 A dog.

3 John advises Lisa to hold the camera firmly with both hands and position the dog in LCD screen.

4 The sound click is heard.

Tapescript

Lisa: Look, John Isn t it wonderful?’

John: Wow! Your new digital camera! Where did you get me?

Lisa: A present from my father But I don t know’

how to use it Can you hepl me? John: Sure let me see

Lisa: I just want to know how to shoot photos the simplest way!

John: OK So you have to select the automatic mode.See the mode dial here?

Lisa: The round button? Got it

Jonh: Make sure to turn the poweer button on See the dod ever there?

Lisa: Zoom button Right Go on.

John: See the smal round button in the middle of the mode dial?

Lisa: Yeah

John: It s the shutter button Press it half way down.’

Just halfway, and you ll hear a beep sound The’

camera s getting its focus.’

Lisa: Press it Fully down.I hear a click sound. John: Yes And the image has been recorded.

Lisa: Great Thanks John Noww you stand near the window I ll take your photo.’

Individual work

10’ POST- LISTENING Mini Presentation

Ask Ss to work in pairs and look at the pictures again to tell their partner how to take photos

Go around the class and provide hepl when necssary Call on some Ss to make amini talk on the topic in front of the class

Ask for comments from other students

Make necessary corrections regarding pronunciation and intonation

Suggested answers:

To take a photo, first you have to select the automatic mode and turn the power button on Then hold the camara firmly with both hands and position the dog in the LCD screen You may press the room button to enlarge or reduce the size of the picture.Now press

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the shutter button half way dow and you ll hear a’

beep sound Finally, Pree the shutter button again fully down.You ll hear a click sound This means the’

image has been recorded

3’ WRAPPING

Whole class

Period 37: SPEAKING

Data: 17 November 2007

I Aims Giving opinions II Objectives

By the end of the lesson, Ss will be able to give opinions on certain topics by using useful structures such as To my mind, In my opinion, I believe,

III Materials

Ss may not know how to use structures to give opinions effectively V Procedure

arrangement

7’ WARM- UP

What is your most favorite modern equipment? Ask Ss to work in groups and talk about their most favorite modern equipment

Suggested answers:

go camping go fishing hill-walking go swimming go to a water park

Group work

Ask Ss to discuss with their friends on the following questions:

Which of the above activities you like best? Why?

What you need to have / bring if you want to take part in the activity?

Gather ideas and introduce the listening

Group work

7’ WHILE- LISTENING

Task 1- Choosing what you hear

Ask Ss to listen to some Ss getting ready for some outdoor activities

Tell Ss to check () what the people in the tape are going to Have Ss look at the activities carefully before listening to the tape Play the tape more than once if necessary

Ask Ss to compare their answers with a friend

Individual work

(76)

8’

7’

1 play soccer  go swimming  play tennis  go on an excursion  go swimming  go on a boat trip  go on a boat trip  go clibing  go for a picnic  go to a them park  go camping  go hiking  Tapescript

a,

1 There are two new players in our team I hope our eleven player will play well this week

Don t forget the camera I d like to take photographs of the’ ’

beautiful sights along the riverside.

3 The first thing to when we reach the place is to put up our tent It s in my backpack.’

4 It s a nice day and the water is warn ehough You should’

remember to bring the towels this time.

5 I need a new pair of hiking boots It s difficult to get the top of’

that mountain.

6 Start early or we can t enjoy all the water games there We ll’ ’

have some sandwiches for lunch.

Task - Ordering

Let Ss listen to some Ss talking about things they have done For the first listening, ask them to number the pictures from to The first one has been done as an example

Tell Ss not to listen for details but to get general information to put the pictures in the correct order

Call on some Ss to give their answers in front of the class Make necessary corrections

a b.2 c d e f 6

Task –Writing the names of the activities

Ask Ss to listen to the tape again and write the names of the activities and check () the appropriate boxes

Let Ss study the table carefully before listening to the tape Plat the tape several times if necessary

Have Ss exchange the answers and check for one another Go around the class and provide help

Activities All was

fine was fineNot all Nothingwas fine Going to the beach 

Going for a picnic 

Going for a camping

trip 

Playing a game 

Climbing the mountain 

Going for a swim 

Tapescript b,

1 A: Did you enjoy your weekend at the beach?

Individual work

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B: The weather was fine the sea was calm and clean. We had so many interesting games and wonderful seafood I think I could stay on that sandy beach for a week.

A: How was your picnic?

B: Well, my bike broke down on the way Just as we got to the place very late, it began to rain heavily.We were all wet and cold. Our picnic was completely ruined.

3 A: How did you like your camping trip?

B: We enjoyed plenty activities, like hiking in the forest, fishing, and singing around the campfire, but I couldn t sleep at night.’

The tent was too small for all of us.

4 A: How did your team play in that game?

B: We won We all played well and cored the first goal after five minutes The final score was 4-1

5 A: Did you enjoy climbing that mountain?

B: It was an exciting experience I felt terrific when I reached the top of the mountain We had a fantastic view of the valley. Unfortunately, I fell and twisted my ankle on the way down.

6 A: You went to a new swimming pool, didn t you?’

B: Yeah I had a wonderful time I think swimming is the best all-round exercise.

Competition

Organize a competition to find the best presenter of the day

Ask Ss to work in fgroups and prepare a small talk on the activity they have recently taken part in following the outline:

Name of the activity: When you go: Who you go with: Why you enjoy:

Call on some ss from groups to present in front of the class Ask for comments from other Ss

Feedback and make necessary corrections

Group work

3’ WRAPPING

Whole class

Period 46 SPEAKING

I Aim

Expressing agreement and disagreement II Objectives

By the end of the lesson, Ss will be able to express agreement and disagreement by using useful expressions and engaging various activities organized in class III Materials

Textbook, whiteboard markers, IV Anticipated problems

(78)

V Procedure

arrangement

7’ WARM-UP

Find someone who

Prepare a two – column table with Yes/ no quetion and Name Let Ss go aroundthe class and ask other Ss what outdoor activities they like doing.If the answer is Yes, wirte his/ her name in the table

The winner is the first one who completes the name column

Do you like Name

camping at the campsite? going to the water park? playing football?

climbing the mountain?

Whole class

Ask Ss to close the book

Have Ss work in groups and put the follwing exressions under appropiate headings

Making suggestions

Expressing agreement

Expresing disareement

What about ? That s a good idea.’

Yes, but

Why don t we ?’

Great Shall we ?

That s a good idea but ’

We could Yes, let s that’

Explain the use of the expressions by giving the correct answers

Making suggestions

Expressing agreement

Expressing disagreement What about ?

Why don’t we ? Shall we ? We could

That’s a good idea

Yes, let that Great!

Yes, but That’s a good idea but Set the scene:

You are planning an excursion Let s discuss with your friends’

where to go, how long to stay there, what to bring and what to do there First, you look at the example and practice it.

Have Ss work in groups and practice the example in the book Call on one or two groups to act out the conversation in front of the class

Make necessary corrections

Group work

Task 1- Planning an excursion

Keep Ss in groups and ask them to plan an excursion basing on the above example:

The plan includes:

Where to go

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10’

How long to stay there What to bring

What to there

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

Ask for comments from other groups Give suggested answers:

A: What about going to Ao Vua?

B: That s a good idea What will we bring with us?’

C: We will need camping gear, a pair of shoes to climb to the mountain, a lot of food and beverage We will stay there overnight.

D: I think my parent won t allow me to stay overnight ’

there Why don t we go Ho Tay Water park?’

A: Great! Ho Tay Water park is not very far from the city center We don t have to worry about staying there’

overnight What will we there?

B: All day, we ll play some games such as traveling in’

bumping cars, roller coasters, and merry-go-rounds We can also go swimming or have a picnic there.

C: Yes, let s that.’

Task 2- Discussing essential things for an overnight camping trip

Ask Ss to work in groups and discuss what five essential things to bring on an overnight camping trip

Tell Ss to give the reasons why they think they are necessary Call on some Ss to explain their answers in front of the class Note: Ss’answers may vary from one to another Let Ss explain their choice

Feedback and give suggested answers: Things to bring:

- sleeping bags

- flashlingt

- food and drink

- a tent

- clothing

- camera

- dry wood

- guitar

- radio

- tapes

-

Reasons:

S1: For an overnight camping, we need to bring sleeping bags and tent.

S2: A flashlingt is also a useful thing to bring in case we need to go out of the tent.

S3: I think we should take along foods and drinks If not we would be very hungry and thirsty.

S4: And remember to bring warm clothes because it might be cold at night.

S5: We need to bring a guitar so that we can sing during the camp-fire.

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5’ POST- SPEAKING

Ask Ss to form groups and suggest the outdoor activities for the coming weekend

Note: Each Ss should suggest one activity and support their choice by convincing reasons

Call on some Ss to go to the board and explain their suggestion in front of the class

Ask for agreement from other Ss Feedback and give suggested answers:

I think we should go to Do Son beach this weekend because it is not far from Ha Noi so We can go there in one day Also, we can swimm and play games on the beach.

In my opinion, Tam Dao is an destination for this weekend The weather in Tam Dao is wonderful with the temperature at about 20 C and it is only about 60 km from Ha Noi

Group work

3’ WRAPPING

Whole class

Period 47 & 48 WRITING

I Aim

Writing a confirmation letter II Objectives

By the end of the lesson, Ss will be able to write a confirmation letter responding to a request and an invitation

III Materials

Textbook, whiteboard markers, OHP

IV Anticipated problems

Ss may not be familiar with confirmation letter .

V Procedure

arrangement

10’ WARM – UP

Rearranging a letter

Have Ss work in groups and rearrange the sentences to make a good letter

The group which finishes the task first will be the winner

I m looking forward to seeing you then.’

Dear Lan,

I will pick you up at p.m at your place. Yours

Thank you very much for your present on my birthday I love the book you gave me a lot.

Trung

Would you like to have dinner with me this weekend?

Answers:

Dear Lan,

Thank you very much for your present on my birthday I love

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the book you gave me a lot.

Would you like to have dinner with me this weekend? I will pick you up at p.m at your place.

I m looking forward to seeing you then.’

Yours Trung

Vocabulary pre –teach forest fire (n) : n¹n ch¸y rõng

auditorim (n): a building for concerts and public meetings (n): khán phòng

cordially (adv): sincerely ( chân thành ) out of order (a): be broken ( h háng ) Checking technique

Sentence modeling

Ask Ss to make sentences with the above words to make sure they understand their meanings

Tell Ss to look at the letters on page 78

Ask Ss to work in pairs and answer the questions about the letters:

Who are the senders and receivers? What are they about?

Call on some Ss to answer the questions in front of the class Feedback and give the correct answers:

Letter 1:

Tan is the sender and Lam is the receiver.

tan waants to meet Lam at o clock at the school gate for a’

swim.

Letter 2:

Hoa is the sender and Linh is the receiver.

Hoa wants Linh to pick her up at 6:30 for the picnic.

Letter 3:

Nguyen Thi Mai is the sender and all the members of the club are the receivers.

Mai wants to receive the confirmation of attendance regarding the talk on camping and forest fire given by Prof Wilson.

Briefly explain the confirmation letters

Confirmation is a letter that responds to a request or an invitation It confirms whether the help is provided or the invitation is accepted or not.

Ask Ss to match the letters with the replies for confirmation on page 79

Ask Ss to discuss the answers with another pairs Feedback and give correct answers:

a b c 1

Whole class

Task 1- Rearranging confirmation

Ask Ss to work individually and rearrange the sentences to make a replay to an invitation letter

Have Ss compare their answers with a friend

Call on some Ss to read the reply in front of the class Make necessary corrections

– – – – - 1

Dear Vinh, thank you very much for inviting me to your birthday party I will certainly come I am looking forward to

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20’

meeting you soon I am sure we will have a great time. With best wishes,

Nam

Task 2- Writing confirmation

Set the scene

You have received a letter from your friend inviting you to go camping at Cat Tien National Park next weekend Write a confirmation letter to this invitation

Ask Ss to write the letter under time pressure

Pick up some writings to correct in front of the class

Note: Ts are encouraged to use OHP if possible Give suggested answer:

Dear Tam

That sounds great! I m very happy to go camping in Nam Cat’

Tien National Park as I m free on Sunday 15 July Why don t’ ’

you come and pick me up at my house? I have to tale a tent and other things with me.

See you soon. Vinh

Individual work

30’ POST- WRITING

Mistakes Correction Ask Ss to work in pairs

Give out a confirmation letter whichcontains 10 mistakes Ss have to find the mistakes and correct them

Dear Viet Anh,

I am very please to receive your order No 0312 regard the lastest volume of the English File However, the color books you order are now temporarily out of store We only have copy versions available I enclose the quote with the special discount of 20 % off in the ocasion of Vietnamese Teacher s’

Day I hope you will be interesting in our exclusively discount program of the year I am looking forward to receive your confirm soon.

Yours truly,

Nguyen Bao Hung Sale Executive

Mistakes corrections:

1 please  pleased

2 regard  regarding

3 store  stock

4 copy  copied

5 quote  quotation

6 in  on

7 interesting  interested

8 exclusively  exclusive

9 receive  receiving

10 confirm  confirmation

Pair work

5’ WRAPPING

Whole class

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Period 49: LANGUAGE FOCUS

Data: 03 December2007

I Aim

Reviewing the words that go together

Distinguishing the difference between Will and Going to

II Objectives

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

- choose the right words that they can go together and use them appropriately - tell the difference between Will and Going to and put them in the right context

III Materials

Textbook, whiteboard markers, IV Anticipated problems

Ss may confuse when using Will and Going to .

V Procedure

arrangement

5’ WARM – UP

Jumble words

Give 10 words whose letters are in the wrong order Note Ss that all the words are types of outdoor activities

Ask Ss to work in groups and rearrange them in good order to make the right words

1 ipncgma  camping ipcinc  picnic iwsmgim  swimming nigdcna  dancing …

Group work

10’ WORD STUDY

PRESENTATION 1

Ask Ss to word in pairs and ask them to circle one word or phase that does not go with the verb in each box in the book Encourage Ss to discuss and explain why the word can not go with the verb

Write all the words on the board and ask some Ss to circle the word as required

Check the exercise in front of the class

sightseeing

camping hiking GO

swimming

games tennis

PLAY

cards the piano the way the match

LOSE

money weight

a soccer game

a medal a competition WIN

a race

- Go fishing / skiing / picnicking / /swimming / sightseeing ( not go soccer but PLAY soccer)

- Lose one s life / one s nerve / a game/ a race / interest /’ ’

money / the way (not lose the bus but MISS the bus)

- Play the guitar / tricks / jokes/ the piano/ cards/ games

Pair work

socce

skiing

the

(84)

( not play skiing but GO skiing)

- Win one s heart / the lottery / a battle / an election / a’

soccer game / a competition (not win John but BEAT John )

Futher explain some phrases when necessary Lose the way: lạc đờng

lose interest: hứng thú lose one’s life: thiệt mạng play tricks: chơi đểu

win one’s heart: lấy đợc cảm tình win battle: thắng trận

win an election: th¾ng cư

7’ PRACTICE 1

Ask Ss to exercise b,: Complete the sentences with the verbs provided Make changes when necessary

Have Ss take notice of the use of the correct form of the verbs Have Ss exchange the exercise and correct for one another Call on some Ss to read aloud their sentences

1 play went won lost 5 missed beats miss beats 9 playing 10 lost 11 gone 12 win

8’ GRAMMAR

PRESENTATION 2 Explain Future forms

Will

Will expresses an intention or decision made at the moment of speaking:

I ll give you my phone number Ring me tonight.’ Going to

Going to expresses an intention or decision thought about before the moment of speaking It expresses a plan:

We’re going t have a holiday in Sam Son this summer It also expresses a prediction:

Look! It s going to rain.’ Present progressive

The Present progressive can be used to express a future arrangement between people It’s common with verbs such as

go, come , see, visit, meet, have (a party), leave.

Ask Ss to have more examples to illustrate the grammar point

Whole class

5’ PRACTICE 2

Have Ss exercise a) in pairs: Complete the sentences using will or be going to, as appropriate

Find some typical mistakes made by Ss and correct in front of the class as a whole

1 Will ……… is going to 2 am going

3 will

4 Are going to ………will

5 will

Pair work

5’ PRACTICE 3

Keep Ss in pair and exercise b)

Explain the difference between the present progressive and be going to if necessary

(85)

Call on some Ss to write the answers on the board Ask for comments from other Ss

Feedback and give correct answers: 1 am going to learn

2 are leaving 3 am going to see 4 are…… going to do 5 are having

6 is playing 7 am having 8 am not working

5’ PRACTICE 4

Ask Ss to further practice the future froms by doing exercice c) Choose the correct answer to fill in each blank

Tell Ss to read the situations carefully before doing the task Call on some Ss to read the answers aloud in front of the class Further explain when Ss find the exercise confusing

Give correct answers : 1 A will be

2 B am going to 3 B will help 4 A are you doing 5 A is going to leave

(86)

Unit 7: THE MASS MEDIA

Period 50&51: READING

I. Aim

Reading about differrent section of a newspaper II Objectives

- be updated with different kinds modern mass media

- improve reading comprehension skill through Heading and other relater exercices III Materials

Real objects of different kind of mass media IV Anticipated problems

Ss may not be familiar with Heading exercise in reading comprehension .

V Procedure

arrangement

15’ WARM-UP

Naming the Mass media

Ask Ss to work in groups and name the things they see in the pictures

Call on some Ss to give names in front of the class Gather ideas and give correct answers:

radio set

cassette recorder TV set

videotape filmstrip newspapers books

multimedia computers

Explain the term mass media.

Mass media or mass communications refer to public

institutions that report news and other stories Mass media also keep people updated.

Give examples for each type of mass media E.g:

Newspaper: Nhan dan, Lao Dong….

Group work

Ask Ss to read theshort text individually Call on some Ss to read short text aloud Check Ss’ pronuciation and intonation

(87)

Group discusion.

Have Ss work in groups and discuss the following questions:

1 What are the examples of print media?

2 Which daily newspapers you like reading?

3 What are your favorite radio and television programs? 4 What kind of movie you like?

5 What does a computer help you do? 6 How often you these things? 1 Read a newpaper

2 Watch television 3 Listen to the radio 4 Use a computer

Encourage Ss to discuss their own experience about mass media Suggest necessary words about television programs and differrent kinds of movie for discussion

( See Supplements for reference.)

Gather ideas from groups and lead in the reading Vocabulary pre-teach

put emphasis on (v): to pay special attention to (chú ý đến) guinness Book of World Records: Sách kỷ lục Guinness

record- breaking: ph¸ ky lơc

release a live album(m) : make an album to public(phát hành album)

rumor (n) : a story or report basinmg on unknown or unofficcial source(tin đồn)

red- hot(a): heated, new, fresh(nãng hæi) on the go(idm): constantly busy(bËn rén)

laptop(n) : sall, portabvle computer (m¸y tÝnh x¸ch tay

smart phone (n): a phone with sophsticated sofware and applications( ®iƯn thoại thông minh)

Checking technique Rub out and remember

Write all the words and their meaning on the board into two columms

Rub out all the words in English column and keep the vietnamse one

When all the words in English column are rubbed, ask Ss to look at the vietnamese one and recall all the English words

20’

WHILE-READING Task1- understanding headlinees

Ask Ss to work in pairs read the headlinees carefully.have Ss answer the question:

What you think they tell us about?

Encourage Ss to use the expressions to give their opinion such as:

I think…

In my opnion,…

………

Tell Ss to express what they think freely basing on the words in the headines

Note: Ss’ answers may vary from one to another.Ts should accept if they make sence and ask Ss to give the reasons for their

answers

Task 2- Matching

Ask Ss to read the pieces of news in the book and match five of

Pair work

(88)

20’

the headlines in a)

Have Ss compare and discuss the answers whith a friend Call on some Ss to explain their anwers in front of the class Feedback and give corect answers :

A BEAUTY UR CLOTHES

B POP SUPERRSTAR MAKES GUINNESS BOOK OF WORLD RECORDS

C 1.BACK IN THE AIR?

D SEEK BUSINESS OPPORTUNITIES E TAKE IT WITH YOU

Task 3- Matching

Have Ss read the pieces of news again and match them the themes in the book

Ask Ss to pay special attention to the words that help Ss find the answers

Call on some Ss to write the answers on the board

Make necessary comments and corrections in front of the class as a whole

A. FASHION ( fashion, model, clothes)

B. MUSIC ( Britney Spears, album)

C. SPORTS ( basketball, basketball player, game)

D. ECONOMY ( investment, investors, economies)

E. ADVETISEMENT ( pronoun you, imperative sructure, auxiliary can)

Task 4- Answering Question

Have Ss work in pairs to read the pieces of news again and answers the questions

Call on some Ss to explain their answers in front of the class Feedback and give correct answers:

1 Because they want to draw the audience’s attention to the new fashions, not the model’s beauty

2 milion copies Eighteen months ago

4 they met yesterday to discuss investment opportunities in the economies all around Asia

5 Advantages of the smart phone: helping its users view documents, send these documents via e-mail, and transfer these documents to another device

Individual work

Pair work

15’ POST-READING

Gap- filling

Ask Ss to work in pairs and fill in the blanks with the words from the extracts

Tell Ss to read the sentences carefully and have a guess of the missing words before doing the task

Use OHP to check the exercise in front of the class if possible Give correct answers:

A fashion model B record teenage best- selling female

C rumor red- hot D investment 10 economies

E 11 constantly 12 document(s)

Pair work

5’ WRAPPING

(89)

Assign homework

I Aim

Listening to a TV talk show II Objectives

- be updated with different TV programs such as Commercial, Quiz shows, - improve listening skill through Checking exercise

III Materials

Videos of some TV shows if possible IV Anticipated problems

Ss may not know some of the TV programs in the listening.

V Procedure

arrangement

7’ WARM –UP

Networks

Ask Ss to work in groups , close the book and make a list of TV programs that they know

Gather ideas and provide useful information about some TV programs

Explain all the programs that will be heard in the listening and put a special emphasis on unfamiliar programs

A talk show or chat show is a television or radio program where a group of people come together to discuss various topics put forth by a talk show host Often talk shows feature a panel of guests, usually consisting of a group of people who are learned or who have great expensive in relation to whatever issue is being discussed on the show for that episode.

A game show is a radio or television program involving

members of the public or celebrities, sometimes as past of team, playing a game, perhaps involving answering quiz questions, for points or prizes In some shows contestants compete against other players or another team whilst other shows involve contestans striving alone for a good outcome or high score Early television game shows descended from similar programs on broadcast radio.

Group work

(90)

A television commercical (often called an advert in the United Kingdom) is a form of advertising in which goods, services, organizations, ideas, etc are promoted via the medium of television Most commercials are produced by an outside advertising agency and airtimeis purchased from a television channel or network.

Chating

Ask ss to work in pain and discuss the follwing questions: Do you like watching or TV talk shows?

Which shows you like watching? Why you like watching?

………

Pair work

10’

WHILE-LISTENING Set the scence

You are going hear part of a TV programs mentioned in the show Task 1- Checking the box

Ask Ss to study the names of the program carefully and make sure Ss understand all these names

Tell Ss not to listen for details but only for the names of the programs that mentioned in the tape

Call on some Ss to read their answers aloud in front of the class Feedbac and give correct answers:

Movie  Cartoon 

Police shows  Educational programs  Sports  Documemtaries 

Commercials  Fashion 

Music  Quiz shows  Environment  Game shows  Comedies  News reports 

Individual work

10’ Group work

10’ Task2- Checking the box

Have Ss listen to the tape again and check  the TV program each of the guest likes

Note that the guesrts you not say I like or I don’t like clearly but use a number of words to expree their likes or dislikes Encourage Ss to listen and check in the right box

Call on some Ss to write the answers on the board Correct the exercise in front of the class

Further explain when necessary Give correct answers:

Movies

(91)

Police shows Sports

Comercials Music Quiz shows Game shows News reports Tapescript

Talk show host: Today’s topic is television American teenagers spend most of their free time watching Television We have with us today Jenny and Mike, two teens from a local high school They’re going to tell us what young people think about television programs.

Jenny, could we begin with you? What you think of TV program?

Jenny: Well, I think they’re pretty good There are some really great movies on these days.

Talk shows host: Mike, how you feel about them? Mike: Well, in general, agree with Jenny But what bothers me is that some movies are too violent. Jenny: Yes, that’s how I feel There are too many police shows and not enough educational programs Talk show host: What about sports programs?

Mike: They are terrific And they take up most of my free time.

Jenny: I never atch sports programs I like commercials And music shows are always excellent.

Mike: Yes, I agree We all enjoy music But there’s too much advertising.

Jenny: Why are there so many quiz shows and game shows on TV? Most of them are a complete waste of time.

Mike: But I enjoy most of them.

Talk show host: What’s your opinion of news reports? Jenny: I think the news reports are excellent Presenting the news is what TV does best.

Mike: Yes, I think so too.

Ask Ss to work in groups and talk about their favorite TV talk shows or TV game shows and explain why

Call on some Ss to give a short talk on the topic Make necessary comments and correcttions

I like the game show Who wants to be Millionaire most because

it is interesting and very useful I covers the knowledge of all fields in Vietnam and around the world Besides, the winner of

(92)

the show will get up to 100 million VND Another reason I like this game show is the MC, Mr Lai Van Sam He is huomrous and very intelligent

5’ Summarize the main points.WRAPPING

Assign homework

Whole class

Supplements TV programs

TV Series: Phim truyền hình dài tập Folk songs: Dân ca nhạc cổ

News headlinees: §iĨm tin chÝnh Weather Forecast: Dù b¸o thêi tiết Quiz Show: Trò chơi truyền hình Potrainit of life: Ch©n dung cuéc sèng Documentary: Phim tµi liƯu

Wildlife World: ThÕ giíi thiên nhiên hoang dÃ Around the World: Vòng quanh thÕ giíi

TV talk shows: chơng trình diễn đàn, đối thoại truyền hình Game Shows: trị chơi truyền hình

- Wheel of Foetune:ChiÕc nãn kú diÖu

- Who wants to be milionnaire?: Ai triệu phú - The price is right:Hãy trọn giá

- One vs one hunded: Đấu trơng 100 - Who is who?:Ai la ai?

Kinds of movie:

Action:phim hành động Comedies: phim hài

Romance: phim l·ng m¹n

Westerns: phim cao båi miỊn t©y Horror: phim kinh dị

Musicals: phim ca nhạc

Nature film/ wildlife: phim thÕ giíi hoang d·

Period 53: SPEAKING

I Aim

Expressing likes and dislikes about Mass Media

II Objectives

- By the end of the lesson, Ss will be able to express their likes and dislikes about different types of mass media by using promts such as What you think about…? How you feel about…? What’s your opinion of…?

III Materials

Textbook, whiteboard markers, IV Anticipated problems

Ss may not know how to use the structures to express opinions appropriately

V Procedure

(93)

arrangement

7’ WARM – UP

Noughts and Crosses

Draw a table containing words in each cell

Divede class into two groups: Noughts (O) and Crosses ( X)

Ask Ss to choose the word in the cell and make a sentence with that word A correct sentence with the given word will give one O or X The group with O or X vertically, horizontally, or even diagonally first will be the winner

cartoons quiz show documentaries

sports talk show music

commercials game show fashion

Note: The sentences must be grammartically correct and make sense

Group work

10’ PRE – SPEAKING

Ask Ss to work in pairs to make questions and answers about the mass media using the given prompts

Tell Ss to use structures when doing the task

Call on some pairs to ask and answer in front of the class Comment and give suggested answers:

A: What you think about the movies on TV?

B: Well, I think that they are pretty good especially the ones on Star Movies and HBO channels.

A: How you feel about our local newspapers?

B: I’d say that they’re pretty bad they are not updated and sometimes they give wrong news.

…

Pair work

15’ WHILE – SPEAKING

Have Ss work in groups and discuss the following questions: What kinds of mass media you often watch, listen to or read? What you like or dislike about them?

Encourage Ss to use the structures for expressing opinions and explain exactly which newspapers, magazines or TV programs they like and dislike

Call on some Ss to talk about their likes and dislikes in front of the class

Make necessary comments and corrections Give suggested answers:

I watch VTV3 every day It is a very interesting TV channel there are lot of game shows and talk shows on this channel I also like music shows there especial the Song Request.

I rarely read a newspaper In my opinion, their news reports are always boring and not updated The newspaper only focuses on stories and rumors about famous people in the country and all over

(94)

the world.

Ask Ss to work individually and report to the whole class on a movie, a TV program, a story, or a book they have recently watched or read

Give Ss some time to prepare for the talk

Call on some Ss to givethe talk in front of the class

Draw Ss’ attention to the importance of the body language and pronunciation in the presentation

Make necessary comments and corrections Give sugested answers:

Good morning everybody I am going to tell you the book that I have recently read It is a very interesting book named It happened to Nancy The book is a dairy of a 14 year ald girl who has HIV/AIDS It provides me with a lot of useful information on how AIDS transmits and what I can to protect myself and other members against AIDS- a disease of the century.

Individual work and Whole

class

3’ WRAPPING

Whole class

Period 54 & 5 5 WRITING

I Aim

Writing about advantages and disadvantages of Mass Media

II Objectives

- By the end of the lesson, Ss will be able to wite a paragraph about advantages and disadvantages of Mass Media with the appropriate use of connectors such as furthermore, in addition, as a result,…

III Materials

Ss may find it difficult to find the main ideas in a paragraph

V Procedure

arrangement

10’ WARM – UP

Crossword

Give out a crosword which has 10 horizontal lines and one vertical line The word in the vertical line is made up of 10 letters in the 10 horizontal lines

Give information/ definition of the words in the horizontal line Ask Ss to work in groups and find the words

Each correct word in the horizontal line gets 10 points and the one in the vertical line gets 40 points

(95)

Note: All the words in the horizoltal line are TV programs

1. The program in which people come and discuss various

topics.

2. A person who watches TV.

3. Transmitted directly to audiences at the time of the

performance rather than being recorded.

4. A short film of adverts.

5. A motion picture film.

6. You should watch this program if you want to get advice on

how to dress well.

7. You can get football results from this program.

8. You can request songs through this progra.

9. This program makes you laugh.

10.This program updates you with current affairs that

happening domestically and internationally

20’ PRE – WRITING

Implicit the meaning of advantage and disadvantage by analyzing the examples:

Radio provides hourly- updated news and information.

Radio can be boring because we can’t watch films or sports programs.

Which sentence says good about radio? Which one is bad?

Finding advantages

Have Ss work in pairs and read the paragraph about the advantages of television then list the four advantages mentioned in the paragraph

Ask Ss to write down the answers in the blank Tell Ss to compare the answers with another pairs Gather ideas and give correct answers:

1 Educational ( children learn from TV programs) 2 Informative ( people know more about the world) 3 Entertaining, relaxing (people relax)

4 Good for old people (old people not feel lonely)

Filling in transitional words in the blanks and finding disadvantages

Explain the use funtions of the transitional words in the box: First of all / Firstly/ Finally/ At last: introduce sequence

Inaddition / Moreover / Furthermore: to introduce an additional

idea.

As a result / Therefore: to introduce a result

On the whole: to introduce a conclusion or summary

Make certain that Ss understand the meanings of the above words Have Ss work indipendently and fill in the blanks with the suitable words and phrases in the box

1 First of all / Firstly

2 Inaddition / Moreover / Furthermore

(96)

3 As a result / Therefore 4 Finally/ At last

5 On the whole

Note: When Ss finish the task, ask them to woprk in pairs and find disadvantages mentioned in the paragraph as in the Finding advantages activity

Disadvantage 1: too much violence Disadvantage 2: no communication Disadvantage 3: no physical exercise Disadvantage 4: damage to the eyes

Introduce to Ss about the outline of a paragraph:

A paragraph I Introduction ( Topic sentence) II Body

Main idea 1 Main idea 2 Main idea 3

………

III Conclusion (Concluding sentence)

Make cleat the importance of using transitional words and phrase in writing a paragraph

30’ WHILE – WRITING

Have Ss work indipendently and write a paragraph about the advantages and disadvantages of computers

Tell Ss to have a brief outline before writing

Go around the class and provide help when necessary ask Ss to exchange their writing and cross check

Pick up some writings and have necessary corrections in front of the class as a whole

1. The computer is very popular now in our daily life thanks

to its advantages First of all, it’s a tool to get information from the Internet People can read newspapers on-line or surf the webto find the information they want Inaddition, when peoplle are tired, they can put a CD or VCD into their computer and enjoy the music or movie they like The computer is also a very convernient and quick means of communication, as it can help send and receive e-mails instantly Finally, the computer is an indispendable tool to help people business Managers can keep records of their employees’ information and retrieve it easily and quickly Businessmen can introduce and sell their producs on- line without having to open a showroom or store On the whole, many people now say they can’t imagine what their life would be like without the computer!

2. Despite its many advantages, the computer now is blamed

for the inconveniences it causes to people Firstly, people are getting more and more isolated as they lack direct

(97)

daily contact with other human beings. They send e-mails instead of meeting friends or relatives They stay at home ordering goods on- line instead of going to the market to buy things As a result, their communicative skilla are becoming worse and their care of other people may be off soon Inaddition, computer addicts are usually said to be physically weak They spend time playing games on- line or browsing the web instead of playing sports or taking part in outdoor activities In general, computer users need to learn to use the computer to become its masters, not its slaves, so that they can get the most use the advantages it brings to them.

25’ POST – WRITING

Ask Ss to work in groups and make a list of the advantages and disadvantages of one type of mass media they know as radio, newspaper or Internet,…

Of time allowed, have Ss present their ideas in front of the class Gather ideas and give suggested answers:

Radio

Advantages Disadvantages

It provides you hourly-updated news and information

It is convenient because you can listen to it almost everywhere.

It makes our life easier and enjoyable It also releases stress.

….

It only provides information aurally

It can be boring because we can’t watch films or sports programs.

Newspapers

It provides news and current affairs updately It ‘s very mobile because we can bring them along everywhere we go.

It cheap A vietnamese daily newspaper costs only approxiately 2000 VND ….

It’s less updated than other kinds of media as there is no more information until the next edition.

The texts and pictures are not moving so it is as not exciting as other kinds of media which have vivid pictures and live broardcasts.

It may not be available

(98)

everywhere due to bad condition of transportation

The Internet

It is a rich source of information We can access to Internet and get all the information we need.This is impossible for other types of media like radio or TV.

It is great tool of entertainment We can play games and listen to music on- line with great pleasure.

It is a very good way to study We can register for on-line courses and study with the help of modern aids such as speakers, keyboard,…

It make us confused when there is too much information Thus, it is difficult to find the necessary information. It may bringbad effects pn children as it contains “

unhealthy” websites

involving sex or violence. It damages our healt due to prolonged and inappropriate use

5’ Summarize the main points.WRAPPING Assign homework

Whole class

Period 56: ( LANGUAGE FOCUS)

I Aim

Revision of mass media words

Reporting agreements, apologies, promises, suggestions,…

II Objectives

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

- Use different words about mass media in the networks

- Transform direct speech inti reported speech using different reported words such as promise, advise, apologize, agree,…

III Materials

(99)

V Procedure

arrangement

10’ WARM – UP

Sentence transformation

Ask Ss to work in groups of Student says sentence

Student reports sentence and says sentence Student reports sentence and says sentence Student reports sentence and says sentence Student reports sentence

Eg:

Student 1: “ I study at Kim Lien High School”

Student 2: She said she studied at Kim Lien High School “I like English most”

Student 3: He said he liked English most “ I have five classes a week.”

Student 4: She said she had five classes a week “ I don’t go to school by bus”

Student 1: He said he didn’t go to school by bus

Group work

5’ WORD – STUDY

PRESENTATION 1 Matching

Ask Ss to work in pairs and match the different types of mass media with their definitions

A B

1 Print media a A large outdoor signboard, usually wooden, found in places with high traffic such as cities, roads, motorways and highways

2 Electronic media

b The use of publications of books, magazines and newspapers of media purposes

3 Billboard c A kind of direct mail used in marketing

4 Junk mail d Media that utilizes electronic or electromechanical energy for audience to access the content

Answers:

1.b 2.d 3.a 4.c

Pair work

5’ PRACTICE 1

Ask Ss to work in groups and put the words into the bubble network

Call on some Ss to write down the words on the board Check the exercise in front of the class as a whole

(100)

Give correct answers: 1 computer 2 billboard

3 electronic media 4 newspaper

5 print media

5’ PRACTICE 2

Have Ss work independently and fill in the blanks of the sentences with the words from the bubble network Tell Ss to compare their answers with a friend

Call on some Ss to read the sentences aloud in front of the class Feedback and give correct answers:

1 billboard 2 junk mail 3 print media 4 electronic media 5 direct media

Further explain the above words when necessary

Individual work

Ask Ss to give appropriate verbs from the nouns agreement, apology, promise, suggestion

agreement  agree apology  apologize promise  promise suggestion  suggest

Introduce the form of reporting agreements, apologies, promises, suggestions, etc

S + promised to + infinitive / Object + to + infinitive apologized

promised suggested

Give some examples to illustrate the grammar point

Whole class

Ask Ss to exercise a) independently: Complete the sentences to report what someone said

Note: this is a difficult exercise Go around the class and provide help if necessary

Call on some Ss to write the reported semtences on the board Ask Ss to analyze the sentences in front of the class

1 Reporters advised that famous singer to set up a fan club in that city.

2 She apologized to her fans for not releasing a live album of the tour.

(101)

3 They invited me to go to thje musical with them that night. 4 She refused to give us/ them the name of her lastest album

at that time.

5 She agreed to lend me that CD the following day.

6 He promised to stage his live show the following year / next year.

7 He suggested that they go to the movies that night. Or: He suggested going to the movies that night. 8 She promised to help me with housework before the game show on TV.

5’ PRACTICE 4

Ask Ss to read the text the independently and report what they thihk the speakers actually said

Have Ss report the sentences in pairs

Go around the class and provide help when necessary Call on some Ss to say their answers in front of the class Feedback and give suggested answers:

- Mai said, “ Let’s go to Dam Sen Park”

- Nam said, “ You have to bring your lunches to the picnic.”

- Lan sai, “Why don’t we go to a restaurant ? ” - Nam answered, “ No, that’s not a good ideas”

Eating in a restaurant is expensive”

- Lan said, “ I ‘ll pay for the meal in a restaurant”

- Everyone said, “ You should save your money”.

Individual work

Unit 8: LIFE IN THE COMMUNITY

Period 52 & 53: ( READING)

I Aim

Reading about markets in Viet Nam

II Objectives

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

- Be updated with differrent types of markets in Viet Nam such as highland market, floating market,

- Enhance reading skill through Headings, Multiple choice and True or False exercises

III Materials

(102)

Ss may not be familiar with the new qestion types in reading ( Headings and Choosing the corresponding meanings.)

V Procedure

arrangement

10’ WARM – UP

Matching

Have Ss work in pairs and look at the pictures of some kind of Markets in Viet Nam Tell them to match each type of Market with the appropriate picture

Ask Ss some questions before letting them the task such as:

What you see in the pictures?

Where can you find this kind of market? Have you ever been to these markets? …

1 a d b c

Pair work

15’ PRE – READING

Vocabulary pre – teach

gathering point (n): the public place where people gather such as markets, parks,…(®iĨm tËp trung )

special (a): uncommon, unique, different (đặc biệt ) craftsmen (n): skilled workmen or artists ( thợ thủ công ) bargain (n ): an agreement between people people to buy and sell a particular product (mặc )

vendor (n): person who sells small thing in the streets or in markets (ngời bán hàng rong )

Mekong Delta (n): Đồng sông Cửu Long

cozy (a): warm, sociable, comfartable (Êm cóng) Checking technique

Guessing

Write all the new words on the board

Explain each word separately and ask Ss to guess what the word is

Set the scene

Markets have been a part of Vietnamese culture.

There are different kinds of markets in Viet Nam and the markets themselves have changed a lot with times In today s’

lesson, you will read about markets in Viet Nam and to the tasks assigned

Whole class

15’ WHILE – READING

Task – Heading

Have Ss read the text individually and match each heading with a corresponding paragraph

Note that there is an extra headng

Ask Ss to compare the answer with a friend

Paragraph A- Function of Markets Paragraph B – Market Diversity Paragraph C – Today’s Markets

Individual work

(103)

15’

Task – Multiple choice

Ask Ss to keep on working independently and choose the answers that corresponds to the meaning of each underlined word or phrase

Encourage Ss to read the text carefully and try to guess the meaning of the words in the context they appear

Go around the class and provide help when necessary Call on some Ss to write their answers on the board Check the exercise in front of the class as a whole Further explain the meaning of the words and phrases Give correct answers:

1 B C D A 5 B B A C

Task – True or False

Have Ss work in pairs and read the text again and decide whether the statements on the book are true or false Ask them to correct the false statements

Tell Ss to give the reasons why their answers in front of the class

Make necessary corrections

Feedback and give correct answers: 1 T

2 F ( Fairs were held periodically)

3 F People sell a variety of goods in a floating market ( farm produce, craftmen’s products, etc.)

4 T 5 T

6 F ( Traditional markets are believed to continue to exist)

Pair work

15’ POST – READING

Group Discssion

Ask Ss to work in groups and discuss the advantages and disadvantages of going to market or a supermarket

Call on some Ss to present the ideas in front of the class

Comment and give suggested advantages and disadvantages of going to market:

- have a variety of goods

- provide a chance to bargain

- is located

conveniently in many neighborhoods

-is only held periodically - may offer unknown products with low quality and a lack of hygiene safety

- accept cash only(market doesn’t offer various methods of payment.)

(104)

5’ WRAPPING

Whole class

Period 54: (LISTENING)

I Aim

Listening to a person’s hometown

II Objectives

- tal about their hometown at present compared with ten years ago

- improve listening skill through True or False and Answering questions ewercises

- distinguish the ending-ed and pronun them correctly

III Materials

Textbook, whiteboard markers, Cassette

Ss may fin it confusing when speaker compares her hometown at present with the past V Procedure

arrangement

7’ WARM – UP

Matching

Ask Ss work in pairs and match the type of the market with the appropriate region in Viet Nam

Market Region

1 Supermarket a The Red River Delta 2.Highland market b.Big cities

3.Floating market c the mekong River Delta 4.Countryside market d Mountaious provinces Aswers:

1.b 2.d 3.c 4.a

Further explain the places that Ss can find these markets when necessary

Pair work

Group Discusion

Have Ss work in groups and discuss the following questions: What kind ofr market you often go to?

2 Who you go with?

3 What you buy when you go to the market?

4 Can you name some markets and supermakets in our city?(Ha Noi)

Note:Ts may provide names of some makets and supermakets in Ha Noi:

Markets:

Đồng Xuân market

(105)

Long Biên market Mơ market

……

Supermarkets:

Metro BigC Fivi Mart

………

10’ WHILE –LISTENING

Listening 1

Ask Ss to listen to the tape and write the words they hear in the appropriate columns according to the pronunciation of their-ed

ending sounds

Review the rules of the pronunciation of-ed if necessary:

1. We pronounce the final d as /d/ when the verb ends with a voiced consonant:

E.g: opened, approved

2 We pronounce the final d as /t/ when the werb ends with a voiceless consonant:

E.g: cooked , missed

3 We pronounce the final syllable/id/ when the verb ends with

t

– and –d

E.g: wanted, needed

Play the tape more than once and make sure ss can write all the words in the column

Call on some Ss to write the words on the board Check the exercise in front of the class as a whole

/t/ /d/ /id/

looked used to dreed impressed

changed moved amazed showed socialized use seemed

deserted floated

Let Ss read the verbs aloud several times and make necessary correstions

Tapescript 1

changed, deserted, looked, used to, moved, amazed, showed,

floated, socialized, dressed, used, seemed, impressed

Listening 2 Set the scene

Now let’s listen to Lien and Mrs Brown, Lien’s former English teacher, talking about Lien’s hometown You listen to the tape whether the statement are true (T) or false(F).Correct the false statements.

Task – True or False

Ask Ss to read the statements carefully before litening to the tape Play the tape several times if necessary

Have Ss exchange thenanswers and discuss them with a frend call on some ss to read their answers aloud in frount of the class

1 F( The town was quieter.) 2 T

3 f( The town is more modern.)

Individual work

(106)

7’

8’

4 T

5 F ( Thre are many modern stores and a nice super maket 6 F ( There is a floating maket in the Mekong Delta.)

Task2- Answering questions

Ask Ss to listen to the tape again and answer the question in the book

have Ss the task in pairs

Call on some Ss to write down the answers on the board

Compare the answers and check the axercise in front of the class as a whole

1 Ten years ago.

2 Because thre are many modern stores now.

3 Because she likes looking at Vietnamese women in their ao ba ba’s

4 To the Mekong Delta. 5 She feels very excited.

Tapescript 2

Mrs Brown: I can’t believe how much this town has changed Lien: Well, there have been a lot of changes here.

Mrs Brown: When I first came here 10 years a go,the town was not as noisy as it is now Most of the streets were quite desered at night.

Lien: Yes , our town was quiet then In fact, there were only a few stores on thjis street, and er… there was very little traffic But don’t you think my hometown looks much nicer now?

Mrs Brown: Yeah With many modern stores and a nice

supermarket! H’m… you used to buy food in a small market, didn’t you?

Lien: That’s right The market was moved to another place five years ago And you see… they build a supermarket in its place Now we often shop in the new supermarket.

Mrs Brown: Do you remember how I was amazed when you first showed me that little market with vendors dressed in their typical ao ba ba’s?

Lien: Yes… And you seemed to be very impressed!

Mrs Brown: You know, that traditional market made shopping very special to me.

Lien: Well, next week, on our trip to the Mekong delta, you ‘ll have a chance to your shopping on the river, in a floating

market.

Mrs Brown: Shopping on the river? How interesting! I can’t wait to

go there.

(107)

5’ POST – LISTENING

Ask Ss to work in pairs and talk about the changes in their neighborhood or town

Tell Ss to talk about the houses, the roads, the public places, etc… Call on some pairs to talk in front of the class

Make necessary corrections regarding Ss’ pronunciation and intonation

A Your hometown looks nicer than before, I think

B Yeah You see, the roads around here have been widened A I can see many modern houses here, too

B Exactly Look over there there is a new supermarket just round the corner

A This is a much nicer place to live now than it used to be It is much greener

3’ WRAPPING

Whole class

Period 55 (SPEAKING)

I Aim

Giving opinion about plans

II Objectives

By the end of the lesson, Ss will be able to express their arguments for and against by using expressions such as I agree with you……, I don’t think,…

III Materials

Ss may find it confusing when speaker compares her hometown at present with the past

V Procedure

arrangement

7’ WARM – UP

Agree or disagree?

Give out 10 expressions showing agreements and disagreements

Ask Ss to work in groups and put the expressions under appropriate heading

Agreement Disagreement

(108)

I agree entirely with your point of view. You may be right However, I think … I don’t agree with you at all.

I think you are right. I completely agree. I’m afraid …

Answers:

Agreement Disagreement

I agree entirely with your point of view.

I think you are right. I completely agree.

You may be right. However, I think …

I don’t agree with you at all.

I’m afraid …

Set the scene

Some people in Minh’s neighborhood are giving their opinions on the town’s plan of building a supermarket in the place of a small market Discuss and write down the advantages and disadvantages that the plan may bring to the people in the town and on nearby farms.

Go around the class and provide help when necessary Gather and write the ideas on the board

Suggested answers:

1

A: I like fishing with a fishing rod very much because it makes me patient Do you like it?

B: No, I don’t. A: Why not?

B: Because I don’t want to hurt or kill fish. 2.

A: Do you like keeping goldfish as pets? B: No.

A: No? How come?

B: ‘Cos it’s a waste of time. …

Have Ss work in groups and figure out what is happening in each picture in c)

Give further background information about each picture Call on some Ss to describe the pictures in front of the class Feedback and give correct answers:

Picture 2: The whales are blowing water up Picture 3: Workers are cleaning up the beach

Picture 4: An environmentalist is burying sea turtle eggs in the sand.

Picture 5: A lot of fish died ( are dying)

Ask Ss to work in pairs and talk about the pictures by using the prompts in the book:

Example:

A: A crab’s getting out of its old shell Why?

Pair work

(126)

B: ‘Cos the old one is too small for it. Provide help when necessary

Call on some Ss to talk about the pictures in front of the class

Check the exercise in front of the class as a whole Suggested answers:

2 A The whales are blowing water up. B Why are they doing it?

A ‘Cause they’re exhaling air through their blowholes. 3 C Workers are cleaning up the beach.

D How come they are doing it?

C Because an oil slick has made the beach dirty. 4 G An environmentalist is burying sea turtle eggs in the sand.

H How come?

G ‘Cause he wants to protect these eggs from being eaten

by other animals.

5 E A lot of fish died ( are dying)

F Why did they die ( are they dying)? E Because of polluted sea water.

Pair talk

Ask Ss to work in pairs and take turns to ask for and give reasons or explanations for the situations in the book

Have Ss read the situations carefully and think of the reasons for the situations before working in pairs

Call on some pairs to practice the situations in front of the class

Make necessary comments and corrections: Give suggested answers:

2.A Your neighbor broke his leg How come?

B Because he fell off a ladder while cleaning the windows 3.C Why did your classmates fail the English test?

D ‘Cause they didn’t learn the lessons well enough. 4.E You fell asleep in class yesterday Why?

F ‘Cos I watched a soccer game on TV until a.m and I had only hours’sleep after that.

5.G You lokk rather unhappy today Why? H I got only in English test.

Pair work

(127)

Period 64& 65: (WRITING)

I Aim

Writing invitations

II Objectives

- be updated with the format of the letter of invitation through arranging exercises

- write a letter of invitation on certain topics

III Materials

Textbook, whiteboard markers,… IV Anticipated problems

Ss may not be able to distinguish a formal letter from an informal letter

V Procedure

arrangement

10’ WARM – UP

Ask Ss to work in groups and discuss the following questions: Have you ever written an invitation letter in English?

On which occasion? When did you write it?

What difficulty did you have when writing the letter? Did you follow any formats?

…

Group work

Table Completion

Ask Ss to work in pairs or groups: Read four invitations and

complete the table with words and phrases from them

Note: In order to save class time , T may divide the class into groups and each group reads one invitation

Go round the class and provide help if necessary

Draw the table on the board and call on some Ss to complete the table on the board

Check the exercise in front of the class as a whole

Letter 1 Letter 2 Letter 3 Letter 4 Reason

for

invitation

going to

the movies going toTri Nguyen Aquarium

Ann and John are passing through

To

welcome back Prof.Al

(128)

15’ Statement of invitation + suggestion (time, date and place) - How about going to the movies tonight? - at the Diamond Plaza

- Do you feel like joining us? - thios Saturday

- Can you come to dinner on Sunday?

- I should very much like you , as our advisor, to join us - The date I have in mind is June 20 - at the Swiss Cafe’ Request

for reply - Give me a call - Phone me to confirm

- Leave a note before Saturdat - Would this be suitable for you? Letters Rerrarangement

Have Ss work in pairs and rearrange the sentences to complete two letters of invitation

Letter 1

(2) Dear Laura,

(6) Sorry we ve been out of touch so long.’

(4) As the vacation is coming , it d be nice to see you here with’

my family.

(7) Rosa and Carol will be here, too So we all can go scuba diving together to explore the sea near my house.

(3) If you can come, just drop us a line to say when you ll’

arrive. (1) With love, (5) Kerry

Letter 2

(3) Dear Mr Lee,

(2) Thank you for your letter of January 20.

(5) In view of your interest in our school and students, we are extremely happy to welcome you visit.

(1) Two possible dates which we can offer are February 25 and March 15.

(4) Could you please let us know if one of these is suitable for you?

(7) Yours sincerely, (6) Nguyen Thi Van

Keep Ss in pairs and decide which letter is formal amd which one is informal

Note: Ss may not fully understand the difference between formal and informal letters Let Ss express their understanding naturally

Call on some Ss to explain their answers in front of the class Require Ss to show the structures in the letters that indicate whether the letter is formal or informal

Feedback and give suggested answers: Letter is informal letter because it has:

- Short, incomplete sentences ( Sorry we’ve been ouy of touch…, so we all can go …)

(129)

- Informalexpressions, shortened forms (we’ve; it’d, you’ll, with love, just drop us a line)

Letter is formal letter because it has: - Complete sentences, full forms

- Modal auxiliaries to show politeness ( can, could)

- Formal expressions (Yours sincerely, Could you please, In view of,…)

Run over the points again to make sure Ss have a clear understanding of a letter of invitation

Ask Ss to work individually and choose one topic in the book to write a letter of invitation

Make clear that if Ss choose topic 1, they are required to write a formal letter If Ss choose topic they are required to write an informal letter

Explain the requirements of the two letters

Have Ss exchange their writings ang cross check

Pick up some writing which contain typical mistakes and check them in front of the class

Suggested writing:

1 Formal invitation letter:

Dear Mr Dean Brown,

We know that you are an enthusiastic wildlife protection activist who is famous for many moving speeches about endangered animals

We should like to invite you, as Chair for the Green Peace Association, to talk to the students in our school about how to protect endangered sea animals

The date we have in mind is February 25 Please let us know if this is convinient for you

Your sincerely, Nguyen Van Tu

Secretary of the Youth League of Hung Vuong High School

2 Informal invitation letter:

Dear Carol, I stop by to let you know that my class has a very interesting plan We’ll clean the beach near our school this Sunday morning

Do you feel like joining us? I’m sure you’ll have more Vietnamese friends here

Phone me to confirm I’ll be home after p.m Lan

Individual work

15’ POST– WRITING

Introduce some expressions for invitations and replies:

Invitations:

Would you like to …? Do you want to …? Can you …?

(130)

Let’s …? Shall we …?

Possible positive replies:

I’d love to … Sure, thanks … Sounds good … Yes, let’s.

All right. I’d like that. ASbsolutely!

Possible negative replies:

I’d love to, but … I’m afraid I … I’m afraid noy. I wish I could, but … Thanks, but …

Have Ss work in pairs and practice giving and replying invitattions by using the above structures

Call on some pairs to practice in front of the class Make necessary comments and corrections

Suggested answers:

A: Would you like to go to the movies with me tonight? B: Yes, I’d love to.

…

Note: It’s up to Ss’level, T may encourage Ss to have extended dialogues using the invitation structures

5’ WRAPPING

Whole class

Period 66: (LANGUAGE FOCUS) Data:

I Aim

Using compound adjectives

Revision of the relative clauses and passive voice

II Objectives

(131)

- understand the difference between the restrictive clauses and non- restrictive clauses and join two sentences using relative pronouns who, what and that

- review passive voice and change active sentences into passive sentences

III Materials

Ss may not know how to form compound adjectives

V Procedure

arrangement

5’ WARM – UP

Divide class into two groups: Noughts (O) and Crosses ( X) Ask Ss to choose the word in the cell and make a sentence with that word A correct sentence with the given word will give one O or X The group with O or X vertically, horizontally, or even diagonally first will be the winner

whale warm- blooded blowholes

shark wild oil slick

crab intelligent shell

Group work

5’ WORD STUDY

PRESENTATION 1

Give definition of a compound adjective:

A compound adjective is made up of two different words, and sometimes three The second part of the compound is often a present participle ( V-ing) or a past participle (V-ed).

Explain the meaning of the compound adjectives by analyzing the example:

They are warm- blooded animals.

= They are animals that have warm blood.

Ask Ss to give some more examples to make sure they understand the form and the meaning of compound adjectives

Whole class

5’ PRACTICE 1

Ask Ss to the exercise independently: Fill in the blanks with appropriate compound adjectives following the example in the book.

Call on some Ss to write their answers on the board Check the exercise in front of the class as a whole Give correct answers:

1 warm- blooded fail- haired

(132)

3 Bad- tempered blue-eyed 5 long- necked empty- headed 7 cold-hearted

10’ GRAMMAR

Introduction to restrictive clauses and non- restrictive clauses

Restrictive clauses:

Restrictive clauses qualify a noun, andtell us exactly which person or thing is being referred to

Examples:

She likes people who are good fun to be with.

( She likes people on its own doesn’t mean very much; we need to know which people she like.)

Students who always come to school late are not good.

(who always come to school late tell us exactly which students are not good Without it, the speaker is saying that all students are good.)

A corkscrew is a thing you use to open a bottle of wine.

(A corkscrew is a thing doesn’t make sense on its own.)

Non- restrictive clauses

Non- restrictive clauses add secondary information to a sentence, almost as a afterthought

My friend David, who is American, speaks Vietnamese very

well.

(My friend David is clearly defined We don’t need to know which David is being discassed The clause who is American

gives us extra information about him.)

Students, who always come to school late, are not good.

( The clause who always come to school late suggests that all students are not good It isn’t necessary to identify only those that deceive – they all do.)

My favorite plane is Concorde which has been flying for over twenty years.

( We all know which plane Concorde is The following clause simply tell us something extra.)

Whole class

Ask Ss to exercise a) and b) individually: Joining the

sentences with who, that or which using restrictive and

non-restrictive clauses.

Go round the class and provide help when necessary

Gather some sentences which contain typical mistakes and correct them in front of the class

a) Relative Clauses (restrictive)

1 Chinese people have a very special kind of soup that/

(133)

which is made from shark’s fin

2 A lot of fish that / which live in the polluted sea die every day.

3 We have a new teacher that / who(m) really like.

4 Many people that / who eat puffer fish, a very poisonous species, get sick or die every year.

5 She’ll tell you a story that / which will surprise you.

b) Relative Clauses ( non- restrictive)

1b The Nil, which is in Egypt, os the home of a great variety of fish.

2e Yesterday I visited Tri Nguyen Aquarium, which has various species of fish.

3d The movie Harry Potter, which I’m longing to see, is coming soon.

4a Then he was caught in the mouth of a white shark, which is one of the most dangerous sea creatures. 5c The most beautiful park, which has a lot of big trees, is opposite my house.

Revision of passive voice

Review the form of passive voice and the basic fules in changing active sentences into passive voice ones

( See Chu Quang B×nh- ThiÕt kÕ giảng Tiếng Anh 8, tập 2, tr.60.)

Whole class

5’ PRACTICE 3

Have Ss exercise c) in pairs: Put the sentences into the passive.

Call on some Ss to write their passive sentences on the board Ask for comments from other Ss in the class

1 The garage is cleaned every day.

2 Hundreds of sea turtle eggs have been found and buried today.

3 Why aren’t dolphins classified as fish?

4 Tons of junk mail is sent to our office every day, which really annoys us OR: We are really annoyed that lots of junk mail is sent to uor office every day.

5 Are dolphins’ lives affected by contact with people?

Pair work

Unit 10: CONSERVATION

(134)

I Aim

Reading a passage about a National Park

II Objectives

- use certain words about environment such as ecosystem, habitat, reptiles, amphibian, landscape,…

- discuss solutions to protect the environment

- enhance reading skill through Heading and Matching exercises

III Materials

Textbook, whiteboard markers,…

Large pictures about some nature reserves in Viet Nam/ Slogans on protecting the environment printed in large size

V Procedure

arrangement

10’ WARM – UP

Matching

Ask Ss to look at the pictures showing environmental damage and answers questions about the pictures:

What you see in the pictures? What problem are they?

Do you suggest any solutions to these problems? …

Have Ss work in pairs to match the solutions with the pictures Explain necessary new words:

Forest destruction: n¹n ph¸ rõng

Wildlife extinction: tuyệt chủngcác lồi động vật hoang dã Wildlife poaching and trading: săn bắn buôn bán động vật hoang dã

Damage Solutions

a Water pollution 3 Clear up beaches

b Forest destruction 1 Control the cutting down of trees

c Wildlife extinction 2 Ban wildlife poaching and trading

Pair work

Vocabulary per – teach

mosaic (n): work composed of bits of stones or glass forming a pattern or picture (tranh kh¶m trai)

diversy (n): the state of being diverse (sù ®a d¹ng)

ecosystem (n): a group of organisms and their nonliving environment (hƯ sinh th¸i)

ecotourism (n): a form of tourism which combines environmental

(135)

and social factors (du lịch sinh thái)

habitat (n): the region where species or individual usually lives oris found (m«i trêng sèng)

Flora and fauna species (n): hệ động thực vật mammals: động vật có vú

reptiles: loµi bò sát

amphibians: loi ng vt lng c

biosphere reserve: khu dù tr÷ sinh qun Checking technique

Slap the board

Write or put the words on the board

Have two Ss or two teams of Ss to stand at an equal distance from the board

Call out of the words in English in loud voice, the two Ss must run forward and slap the word on the board The one who slaps the corerect

15’

WHILE – READING Task – Headings

Ask Ss to read the text independently and match the headings wit the appropriate paragraphs

Tell Ss to read the text quickly to get main ideas of each paragraph

Call on some Ss to explain their answers in fronf of the class Make necessary comments and corrections

1 Tour Discoveries – Paragraph C 2 Benefits of the park - Paragraph D

3 Nam Cat Tien National Park as an Ecotourism Site -Paragraph A

4 Significant Biological Diversity - Paragraph B

Task – Matching

Have Ssread the text again more carefully and match the words or phrases in column A with their appropriate meanings in column B

Encourage Ss to get the meanings of the words in the context they appear

Call on some Ss to write their answers on the board Check the exercise in front of the class as a whole Further explain and give correct answers:

1 c (ecotourism site: a natural area where people can visit and learn about it in a way that will not hurt the environment)

2 e (diversity: a range of different things)

3 a (exploit: use something fully and effectively)

4 d (biosphere reserve: a piece of land in which animals

Individual work

(136)

15’

and plants can live)

5 b (conservation: the protection of animals, plants, forests etc…, to prevent them from being spoiled or destroyed)

Task – Answering Questions

Ask Ss to work in pairs and answer the questions in the book Tell Ss to underline the information in the text to support their answers

Call on some Ss to read the answers aloud in front of the class Note: Encourage Ss to use their own words to answer the questions instead of taking the exact words from the text

1 Because of its nature beauty and economic development. 2 Flora species and fauna species (mammals, reptiles,

amphibians, birds, fish, and insects)

3 To promote the economy and provide more funds for conservation.

4 He implies that deverlopnig ecotourism in this natioal

park will bring benefits to the economy and the conservation work.

Pair work

Have Ss work in groups and discuss the benefits of developing ecotourism in the national parks

Go round the class and provide help when necessary Note: Ss may use Vietnamese during the discussion. Ts are advised to give English equivalents later

Gather ideas from groups and provide necessary and relevant vocabulary

Benefits of ecotourism:

- Provide more funds for conversation

- Raise people’ s awareness in conserving the environement - Create jobs for local people by providing necessary tourism service

- Promote local and national economy

Group work

5’ WRAPPING

Whole class

Period 69 (Listening) Data:

I Aim

Listening to a class discussion about ecotourism

(137)

- understand more deeply about the benefits of ecotourism

- better their listening skill through Gap- filling exercise

III Materials

V Procedure

arrangement

10 WARM – UP

Jumbled Words

Write the words whose letters are in a random order on the board All the words are about environment

Divide the class into two teams Ss from two teams go to the board and write the correct words

The team which writes more correct words first will be the winner

1 atbhtia 2 noitavresnoc 3 pedlanacs 4 nauaf. 5 …

Answers:

1 habitat 2 conservation 3 landscape 4 fauna 5

Team work

Have Ss work in groups of four and make a list of some activities thet cause harm to the natural environment

Encourage Ss to think of the activities that they know or sometimes

Call on some Ss from groups to write the activities on the board Feedback and give suggested answers:

1 hunting rare animals

2 damaging young trees/ bushes 3 Building campfires

(138)

15’ WHILE-LESTENING Set the scene

Miss linh is holding a class discussion about ecotourism You now listen to the tape and fill in the blanks with the most suitable words and phrases from the tape.

Tell Ss to read the sentences carefully and have a guess of the missing words before listening to the tape.

Play the tape more than once if necessary.

Have Ss dis cuss and compare their answers in front of the class. Feedback and give correct answers:

1 national park 2 wildlife

3 feed; tease 4 lifestyles

5 fauna and flora 6 educational 7 chopping; fish

8 conservation / preservation

Tapescript:

Miss Linh: We’re going to take an ecotour to Cuc Phuong national park at the end of this month Let’s talk about the tour today.

Student: Well, Miss Is this trip different from the ones we took before? Why we call it an ecotour?

Miss Linh: Er… It’s a little different You know … on this trip, we’ll enjoy the beauty of nature and watch wildlife in their natural habitat.

Student: Watching animals in their natural habitat! How interesting! Then we er … can feed the animal can’t we, miss?

Miss Linh: No, you can’t feed them Your unsuitable food may harm to the animals Students, you should know that in an ecotour, we should learn to be friendly with nature.

Student: What you mean, miss?

Miss Linh: Well,… I mean we shouldn’t tease animals or cause damage to trees or forests And er…… we should learn about the value of the environment to human beings If we know how to preserve natural

resources, we’ll be able to enjoy them for a long time. Student: What else can we learn from a ecotour, miss?

(139)

and ways of conserving species of fauna and flora, etc.

Student: So…, ecotourism brings us a lot of benefits, doesn’t it? Miss Linh: Yes That’s the purpose of ecotourism It is aimed at educating tourists and local people so that they can take an active part in the conservation of the natural environment H’m… however, ecotourism may cause harm to nature as well.

Student: Really? how so, miss?

Miss Linh: Er…… you see, tourists often litter all over the place They may chop young trees to buil campfires. They even kill animals or fish for food In short, if tourists are not properly educated, they may damag the natural habitat of wildife…

POST- LISTENING Group Discussion

ASk Ss to work in groups and discuss the following question: 1 Have you ever taken an ecotour?

2 Where did you go?

3 Can you tell me qhat we should’t as ecotouirsts? Give reasons for your anwers.

Call on some Ss to expalin their qnswers in front of the class Make necessary commens and corrections

Suggested ideas of what Ss shouldn’t as ecotourists:

-Don’t tease animals because they will get sick and cannot live long.

-Don’t cause damage to forests because this will harm to nature.

- Don’t kill animals/catch fish for food because these animals will become extinct.

-Don’t feed anomals in conservation areas/ nature reserves because this will harm to these animals

- ………

Group work

5’ WRAPPING

Whole class

Period 69 (SEAKING) Data:

I Aim

Making suggestion about nature conservation

II Objectives

(140)

conservation III Materials

Ss may not know how to use the useful suggestion expressions in making up questions and answers

V Procedure

arrangement

5’ WARM- UP

Briefly introduce the useful expressions to make suggestion: It might be a good idea to…

I think you / we / they shoul…. It would be better if……

One thing you / we / they could is….

Ask Ss to make sentences with the above expreesions Make sure Ss understand the use of the expressions Note: Ss sentences may vary from one another.

Accept all the sentences if they are gramartically correct

Whole class

Vocabulary pre – teach

Deforstation (n) : the clearance of forest or the cutting down the

trees (nạn phá rừng)

Forest fire (n) translation( ch¸y rõng)

Disposal products (n): products which can be disosed( sản phẩm bị phân huû)

Envirronment- friendly products( n): products which no harm

to the environment( sản phẩm thân thiện víi m«i trêng)

Checking technique Sentence modeling

Ask Ss to make sentences with the above words Make sure they understand the meaning and know how to use them appropriately Making suggestions

Have Ss work in pains and take turns using the expresiions above to make up answers to the questions on page 130

Go round the class and provide hepl when necessary

Call on some pains to act out the questions and answers in front of the class

Ask for comments from other Ss Give sugested answers:

1 I think it is We should conserve nature, i.e control the cutting down of trees and keep the river clean.

2 Maybe because they don t know the importance of’

conservation.

3 Yes I think we should reduce water pollution by not throwing trash into the rivers.

4 We have one think we could it keep rare animals in their natural habitats.

Whole class

(141)

Have Ss work in pains: Use the expressions above and prompts in the book to make up exchanges about envirnmental damage and their solutions.

Give examples before letting Ss the task

Call on some pairs to act the exchanges in front of the class Make necessary coments and corrections Put a special attention to Ss’ prononunciation and intonation

Situation 1

Student 1: Have you ever thought of reducing deforestation? Student 2: I think we should control the cutting down of trees.

Situation 2

Student 1: Why don’t we reduce littering?

Student 2: It would be better if we used environment- friendly products.

Situation 3

Student 1: Don’t you think it might be a good idea to protect wildlife from extinction?

Student 2: Yes One thing we could is keep rare animals in their natural habitats.

Situation 4

Student 1: Have you ever thought of reducing forest fire? Student 2: It might be a good idea to control the burning of forests.

Dos and don’ts

Keep Ss in pairs and make a list of dos and don’ts tourists should follow on a camping trip

Example:

A: What should we on a camping trip?

B: I think we should use environment- friendly products such as paper bags, organic fruit,…

Ask Ss to compare their list with another pairs and let them discuss in groups

Do’s Don’ts

- use environment-

friendly products / things

- learn to be friendly

with nature

- learn about the value

of the environment to human beings

- litter in national parks

- tease and feed

animals

- kill fish

- chop young trees

- build camfires

(142)

3’ WRAPPING

Whole class

Period 70& 71 (WRITING) Data:

I Aim

Writing a letter of acceptance or refusal

II Objectives

By the end of the lesson, Ss will be able to write a letter of acceptance or refusal by using the right language and following the right format

III Materials

Ss may not be familiar with letters of acceptance and refusal

V Procedure

arrangement

10’ WARM – UP

Have Ss work in groups and discuss the following questions: Do you often accept or refuse invitations?

What words / structures use when accepting or refusing an invitaion?

Have you ever written a letter of acceptance or refusal? If yes, on which occasions?

…

Gather ideas and lead in the Pre- writing

Group work

Format Recognition

Ask Ss to look at the format in the book and make necessary introduction to the format of a letter of acceptance or refusal Underlining Expressions

Ask Ss to read the invitation in pairs and answer the questions: 1 Who is the sender of the letter? Who are the receiver? 2 What will they in a few days?

3 How far is it from Van’s house to Cuc Phuong National Park?

4 …

Answers:

1 Van is the sender Linh and Laura are receivers.

(143)

2 They’ll spend a few days on camping trip in Cuc Phuong National Park.

3 It’s just two kilometers. 4 ….

Tell Ss to read and underline the language used to express acceptance and refusal in two reply letters

Call on some Ss to read the underlined sentences aloud in front of the class

Letter of acceptance

June 15, 20…

Thank you very much for your invitation I’d be happy to come. It’ll be great fun going camping in this national park. See you on July 15.

Yours, Linh

Letter of refusal

July 25, 20… Dear Van,

Thank you for your invitation, but unfortunately I’m quite unable to come I have to go back to my hometown to see my parents amd attend my sister’s wedding.

I’m sorry but I can’t make it.

Yours, Laura

Set the scene

Suppose you are asked to join a volunteer work to conserve nature Let’s write a letter of acceptance if you can or a letter of refusal if you can’t.

Ask Ss to use the language on page 133 and the task independently

Have Ss exchange their writing and cross check with a friend Gather some typical mistakes and write them on the board Ask for corrections from Ss in the class

Suggested writing:

Letter of acceptance Letter of refusal

June 5, 20 -Dear Tam,

I’m very happy to join his volunteer work Your invitation is a lovely surprise See you next weekend.

Yours,

June 5, 20 -Dear Ti,

Thank you for your invitation. I’m terribly sorry but I can’t make it because I’m busy preparing for me final exam. Hope to join this volunteer

Individual work and Pair

(144)

Nhan work next time. Yours,

Lam

Mistake Corrections

Ask Ss to work in groups of three

Give out a letter of refusal which containing five typical mistakes and ask Ss to correct them

Encourage Ss to the task as quickly as they can Call on some Ss to write the answers on the board Check the exercise in front of the class as a whole

Letter of refusal

Ha Noi, December 07, 2006 Dear Tung,

Thank you very much for your invite Unfortunate I will not be able to come to your birthday party I has to stay at home and prepare for the end of term exam which will be holded the day after your birthday.

I’m sorrow but I can’t make it. Yours,

Nam

Answer:

Ha Noi, December 07, 2006 Dear Tung,

Thank you very much for your invite Unfortunate I will not be

able to come to your birthday party I has to stay at home and

prepare for the end of term exam which will be holded the day

after your birthday.

I’m sorrow but I can’t make it. Yours,

Nam

Mistakes Corrections

1 invite  invitation

2 Unfortunate  Unfortunately

3 has  have

4 holded  held 5 sorrow  sorry

Group work

5’ WRAPPING

(145)

Period 72: (Language focus) Data:

I Aim

Revision of auxiliary verb Should

Revision of Conditional sentence type and introduction to Conditional sentence type

II Objectives

By the end of the lesson, Ss will be able to distinguish Conditional sentence type from Conditional sentence type and use them appropriately

III Materials

Ss may confuse the Conditional sentence type with the Conditional sentence type

V Procedure

arrangement

5’ WARM- UP

Networks

Revision of words about environment

Have Ss work in groups and ways to protect the environment Collect the words from groups and feedback in front of the class as a whole

Group work

5’ WORD STUDY

PPESENTATION 1 Noun endings

Introduce some common noun endings:

- ment: development, entertaiment,…

- ess: darness, lazinness,…

- ship: friendship, membership,

- ion: invitation, information,……

- ………

Whole class

5’ PRACTICE 1

Have Ss the exercise individually: Complete the following sentences, using appropriate forms of the words in parentheses Make sure Ss understand clearly why all the words in the parentheses must be nouns

Call on some Ss to write the answers on the board Check the exercise in front of the class as a whole Give correct answers:

1 conservation 2 destruction

(146)

3 prevention

4 reduction

5’ GRAMAR

PRESENTATION 2 Form and use of modal auxiliary Should Form

(+)V- infi +(+) S + should + O

(-) S + should not (shouldn’t)+ V- infi + V + O (?) should + S + V- infi + O?

Yes, S + should No, S + Shouldn’t

Use

We use shoud to give advice or an opinion: E.g

We shoud recycle things such as bags, cans, and bottles Explain necessary words about envirronment:

Toxic chemical: hố chất độc hại

Discharge: th¶i

Rhino: tê giác

Horn: sừng

Global warming: s nóng lên trái đất

Exhaust gas: KhÝ th¶i

Whole class

5’ PRACTICE 2

Ask Ss to work independently and exercise a): Write answers to the questions with should and the prompts in parentheses Note: All the sentences are about environment

Have Ss compare their sentences with a friend

Call on some Ss to read their sentences aloud in front of the class

1 B: I think we should treat toxic chemicals before discharging them into the river.

2 B: Well, we should not use rhino horns and their associated products.

3 B: I think we should noy use rhino horns and their associated products.

4 B: Well, we should reduce smoke and exhaust gas

5 B: I think we should not build campfires in national park 6 B: Well, we should use less energy / gas.

7 B: I think we should control the use of gas.

Individual work

Conditional sentence 2 Form

(147)

If S1 + did, S2 + would do

Use

The second conditional sentences express unreal or impropable situations We use past tense forms to show unreality and

distance from the presence. E.g:

If I were Prime Minister, I would spend more money on conserving the environment.

5’ PRACTICE 3

Ask Ss to the exercise individually:Write answers to the questions

Check the exercise in front of the class gather answers from several students

Note: Ss’ answers may vary from one to another Encourage Ss to think of “sensible” answers Give suggested answers:

1 They would suffer a shortage of energy and air pollution local people would suffer from a shortage of fist for food

soon

3 people would suffer from sea pollotion Polar bears would become extinct soon

5 We would suffer from air pollution/ a shortage of gas

6 they Earthe would be damaged/ Humans would suffer from natural disasters

7 Forests in national parks would be destroyed

Individual work

Form

S1 + had done + S2 + would have done

Use

The third conditional sentences express a situation which is contrary to reality in the part This unreality is shown by a tence shift from past to the past perfect

E.g: If there had not been the establishment of Nam Cat Tien, most of the area’s ecosystem would have been greatly damaged

Whole class

5’ PRACTICE 4

Ask Ss to the exercise in pairs: Complete the sentences, Using appropriate forms of the werbs in the parentheses

Make sure Ss understand the form of the verb in if clause and main clause.

Call on some Ss to write the verbs on the board Check the exercise in front of the class as a whole Give correct answers:

(148)

1 ……… would’t have sufferred…… ………… would have been conserved ……had’t discharged…

4 …… had reduced……

5 …… had been therown…… …… would’t have endured… …… had used…

8 wouldn’t have been destroyed

Note: T may give additional exescises about conditional sentences on request

Unit 11: NATIONAL PARKS Period 73-74 (Reading) Date:

I Aim

Reading a passage about two famous National Parks: Grand canyon National Park in USA and kakadu national Park in Australia

II Objectives

- be updated with background information about two famous National Parks in USA and in Australia

- understand and interpret a graph illustrating the information in the text by analyzing graphs and answering questions

- enhance reading skill through Table Completion and Gap – filling exercises III Materials

Large pictures about some national parks in Viet Nam and in other countries Copied graph on the board

Ss may have difficultly in understanding graphs

V Procedure

arrangement

15’ WARM – UP

Lead – in Questions

Ask Ss some questions about the national parks:

What you know about Cuc Phuong National Park, Bach Ma National Park, and Nam Cat Tien National Park?

Where are they?

What are they famous for? …

(149)

Gather ideas and lead in the Pre – reading

Matching

Ask Ss to work in groups : Look at the pictures of some national parks in Viet Nam and match each national park with the appropriate extract

Encourage Ss to discuss with members in group about the parks Call on some Ss to explain their answers in front of the class

Cuc Phuong National Park Extract B

Bach Ma National Park Extract A

Nam Cat Tien National Park Extract C

Chopsticks (n): slender sticks usually made of bamboo used to eat

in some Asian countries (đũa)

Endangered species (n): animals which are threatened to be killed

or extinct (những loài động vật bị đe doạ)

ox (n): a male bull (Bò đực)

annual rainfall (n): the amount of rain measured yearly (lợng nớc trung bình hàng năm)

Checking technique Sentence modeling

Group work

15’

Grand Cayyon and Kakadu are famous national parks in USA and Australia In our today’s lesson, we will read about the facts of the two parks.

Task 1- Chart Completion

Ask Ss to read the text and complete the chart summarizing the maijor facts about the two national parks

Tell Ss to study the chart carefully before completing the chart Make sure Ss know the needed information

Have Ss exchange the chart with a friend and check for one another

Call on some Ss to go to the board and complete the chart

National Park

Year of Establishmen t

Country Area (sq.km)

Grand 1919 The United 4,931

(150)

15’

Canyon States

Kakadu 1979 Australia 12,432

Task 2- Understanding Graph

Have Ss work in pairs and look at the graph that provides more information about Grand Canyon National Park and Kakadu National Park

Note that Ss are unfamiliar with this kind of exercise Thus, provide help when necessary

Explain necessary information in the graph regarding vertical, horizontal lines, color of the lines,…

Ask Ss to answer the questions with the information found from the graph

Call on some Ss to explain their answers in front of the class by showing the information from the graph

1 100 spicies of reptiles 50 spicies of amphibians

3 The total number of species of birds, reptiles and amphibians is 365

Task – Gap – filling

Tell Ss to look at the graph again and fill in the missing information about the comparision between the two national parks Give Ss some time to discuss the answers with a friend

Check the exercise in front of the class as a whole Give correct answers:

1 reptiles 2 35

3 Grand Canyon

Pair work

Individual work and Pair

work

Spidergram Completion

Have Ss work in groups of four and complete the spidergram about the nation parks in Viet Nam and some species of animals

Encourage Ss to find as many national parks and animals as possible

Check the activities in front of the class as a whole

snakes nightingales parrots geckos

Group work

birds

reptiles

(151)

eagles

hippopotamuses

crocodiles frogs

5’ WRAPPING

Whole class

Unit 11: NATIONAL PARKS Period 75 (LISTENING) Date:

I Aim

Listening to a conversation about a trip to Nam Cat Tien National Park II Objectives

- talk about activities they can on a trip to a national park

- improve listening skill by doing Checking and Answering Question exercises III Materials

Ss may not be sure of what activities are available on a trip to a national park

V Procedure

arrangement

5’ WARM – UP

Matching

Have Ss work in groups and match the national parks with the countries or provinces in which they are located

National parks Countries / Provinces

1 Tam Dao a USA

2 Cat Ba b Vinh Phuc

3 Grand Canyon c Nghe An

Group work

(152)

4 Pu Mat d Australia

5 Kakadu e Hai Phong

6 … f …

Answers:

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

5’ PRE – LISTENING

Pair Discussion

Have you ever been to a national park in Viet Nam? If yes, what did you and tourists there?

If no, guess what tourists can there?

Go round the class and provide help when necessary Gather ideas and lead in the listening

Pair work

10’

WHILE – LISTENING Set the scene

Van and Nam are at the cafeteria They are talking about where to go during the weekend Listen and check () the boxes next to the correct information you hear from their conversation You can check more than one box

Task 1- Checking the box.

Have Ss study the box carefully and have good guesses of what tourist may in Nam Cat Tien National Park before listening to the tape

In Nam Cat Tien National Park, tourists may

1 go short or long trekking round the forests  go camping  go fishing  see various kinds of animals and plants 

Task 2- Answering Questions.

Ask Ss to listen to the tape again and answer the questions in the book

Encourage Ss to listen to the tape again and write the exact information for the answers

Have Ss compare the answers with a friend

Check the exercise in front of the class as a whole Give correct answers

1 Con Dao

2 Nam Cat Tien National Park

3 Tourists should be guided on how to protect the natural environment there.

Tapescript

Nam: Hello! Is this seat vacant?

Individual work

(153)

Van: Hi! Yes Sit down, please, D’you want some drink? Nam: Yes, Coke, please.

Van: Um we’re going to have long weekend next week Are you planning somewhere to go?

Nam: Well, I’m going to Con Dao because I’d like to go trekking in Con Dao National Park

Van: That sounds great I’d love to; but I’m afraid I cannot afford that at the moment I’m interested in national parks, so I think this time I can only visit Nam Cat Tien National Park

Nam: That’s a great idea I’ve been there once and I think you’ll find many interesting things to see and there.

Van: “ Many interesting things” What you mean?

Nam: I mean you can see various kinds of animals and plants there. You can go short or long trekking around the forests and you can also go camping there.

Van: Really? That sounds interesting indeed! But I think if people go camping there for a long time, this will lead to serious problems in conserving the natural environment.

Nam: You are right So I think tourists should be guided on how to protect the natural environment there.

Van: I couldn’t agree more!

Nam: By the way, I’ve got to back to my class now Bye- bye See you late

Van: Bye See you then.

Environment Conserving Measures

Have Ss work in groups and suggest some measures to conserve the environment of national parks

Gather ideas from groups and write them on the board Give suggested answers:

Some measures to conserve the environment of national parks:

- Tourists should be guided on how to protect the natural environment.

- Tourists should not  chop young trees.

 kill fish, animals.

 build camfires.

Group work

5’ WRAPPING

(154)

Unit 11: NATIONAL PARKS Period 76 (SPEAKING) Date:

I Aim

Asking for permission and giving reasons for refusal II Objectives

- use apprppriate structures to ask for permission and give reasons for refusal

- further improve background on how to preserve the natural envirinment III Materials

Ss may find it difficult to use expressions about conserving the environment in the conversation

V Procedure

arrangement

10’ WARM – UP

Categorizing

Ask Ss to close the book

Have Ss work in pairs and put the following expressions under appropriate headings: Asking for permission and Giving reasons

Is it alright if …? Well, you see… I wonder if … The reason is … Anybody mind if …? Well, the thing is … It’s because …

It’s sort of complicated, but you see… … and that’s why I’d like to …

Would it be all right if …?

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

Give correct answers and further explain when necessary

Asking for permission Giving reasons

Is it alright if …? I wonder if …

Anybody mind if …? Would it be all right if …?

Well, you see… The reason is … Well, the thing is …

It’s sort of complicated, but you see…

… and that’s why I’d like to … Have Ss give examples to make sure they understand the use of the expressions

(155)

Ask Ss to work in pairs and fill in the missing information in the bubbles, using the suitable prompts provided

Call on some pairs to practice the bubbles in front of the class Feedback and give suggested answers:

1 b It’s sort of complicated, but you see, this practise will lead to wildlife extinction in the long run.

2 c Anybody mind if tourists throw garbage into the lake? 3 a Well, the thing is, they will suffer from air pollution

because smoke from these vehicles pollutes the air they breathe.

Give Ss some time to have further practice Pay attention to Ss’ pronunciation and intonation

Pair work

Have Ss work in pairs and instruct the task: Use the suggested expressions you have learned and prompts in the book to make up exchanges about ways to preserve the natural environment.

Call on some pairs to practice the exchanges in front of the class Make necessary comments and corrections

S1: Would it be all right if we shot wild animals in this area? S2: It’s sort of complicated, but we should protect some wild animals and prevent them from extinction.

S1: Is it all right if we make campfire here?

S2: No, it isdn’t The reason is, we should prevent forest fire. Making campfire is very dangerous.

S1: Anybody mind if we dump trash into the lake?

S2: I’d rather you didn’t because this will pollute the water. …

Pair work

Have Ss work in pairs and ask them to take turns asking for permission and giving reasons for refusal on other issues related to environmental protection

Suggest the topics for activities: the environmental protection in the park, in the shoolyard, on the beach, in the cinema, etc…

Encourage Ss to talk about various public places in their neigborhood

Call on some pairs to practice the activities in front of the class Make necessary comments and corrections

Situation 1: In the Park

(156)

S1: Anybody mind if people litter in the park?

S2: I’d rather they didn’t; the thing is, this will damage the environment and pollute the air we breathe.

Situation 2: In the schoolyard

S1: Would it be all right if we chooped young trees in our schoolyard?

S2: Well, you see, we will suffer from heat and that’s not good for our health

3’ WRAPPING

Whole class

Unit 11: NATIONAL PARKS Period 77&78 (WRITING) Date:

I Aim

Interpreting and describing graphs II Objectives

- understand the graphs and write a paragraph to interpret the information from the graph

- be updated with the format and the language used in describing graphs III Materials

Textbook, whiteboard markers,… Large graphs

Ss may have never written a paragraph describing graphs

V Procedure

arrangement

10’ WARM – UP

What’s a graph?

Give definition of a graph by asking Ss to gap-filling exercise: Have Ss work in pairs and use the words given to complete the definition of a graph

horizontal line two vertical

A drawing representing the relationship between (1)……… sets of data, one set represented on a (2) …… scale or axis, the other on a (3)……… scale or axis The relationship is plotted where the two scales intersect, the (4) ……… between meeting points generally

(157)

being called the graph. Answers:

1 Two 2 vertical 3 horizontal 4 line

10’

PRE – WRITING Vocabulary pre – teach

plastic bottles: bottles that are made of plastic (chai nhùa)

respondents: persons who answer questions on certain surveys

reveal: to show, to make visible (béc lé, thĨ hiƯn) major: main, important (chÝnh, quan träng) Checking technique

Sentences modeling

Call on several Ss to make sentences with the same woed to make sure Ss understand the meaning of the words

Answering Questions

Ask Ss to look at the graph and answer the following questions: 1 What does the graph show?

2 What can we see on the horizontal line? 3 What can we see on the vertical line?

4 How many percent of disposable diapers are reported? 5 …

Make sure Ss understand the graphs before fill in the missing information in the paragraph

1 the graph shows the percentage of particular items as major causes of garbage problems.

2 The horizontal line shows the items as major caues of garbage problems.

3 The vertical line shows the percentage of these items. 4 Disposable diapers are reported by 41 percent. 5 …

Gap- filling

Ask Ss to read the paragraph and fill in the missing information Have Ss discuss the answers with a friend

Call on some Ss to write the answers on the board Feedback and give correct answers:

1 disposable diapers 2 plastic bottles 3 all paper forms

Whole class

(158)

4 construction debris

Ask Ss to look at the graph showing the number of gas blowouts that occurred in Australia in 1965 and answer the questions that follow Tell Ss to look at the title and study the graph carefully to find the answers

Call on some Ss to explain their answers in front of the class Give correct answers:

1 a in 1956 b In Australia

c gas blowouts occurred in total: in Bass Strait and in the Timor Sea

Have Ss work independently and write a short paragraph to interpret the graph based on the answers above

Note: This is the first time Ss have written this kind of paragraph so they may find it difficult to write.Go round the class and provide help when necessary

Ask Ss to compare their writing with a friend and cross check

Pick up some writings which contain typical mistakes and correct the mistakes in front of the class as a whole

In the graph, the number of gas blowouts that occurred in Australia in 1965 is shown.

According to the graph, there were gas blowouts in Bass Strait and in the Timor Sea

In sum, there were gas blowouts

Individual work

Graph Drawing

Ask Ss to work in groups and predict the number of vositors to Cuc Phuong National Park and Nam Cat Tien National Park in 2010 Tell Ss to draw a graph to show their prediction of the number of visitors to these national parks

Encourage Ss to have smart predictions and the ask them to explain them in front of the class

Call on some Ss from groups to draw the graph on the board and give explanations to their predictions

Gather ideas and have final thoughts on the topic

Note: Ts are suggested to assign the writing activities as homework and giove feedback in the following period

Individual work

5’ WRAPPING

(159)

Unit 11: NATIONAL PARKS

Period 79 (LANGUAGE FOCUS ) Date:

I Aim

Use of preserve and reserve

Revision of reduced relative clauses and passive voice with different verb forms and with modals

II Objectives

- Distinguish preserve from reserve and use them appropriately

- rewrite sentences by using reduced relative clauses and use passive voice with different verb forms and with modals

III Materials

Ss may confuse the relative clauses with reduced clauses

V Procedure

arrangement

5’ WARM – UP

Divide class into two groups: Noughts (O) and Crosses ( X)

Ask Ss to choose the word in the cell and make a sentence with that word A correct sentence with the given word will give one O or X The group with O or X vertically, horizontally, or even diagonally first will be the winner

Note that all the words are about environment

birds Cuc Phuong wild animals

reptiles Nam Cat Tien forest fires

amphibians Bach Ma natural environment

Group work

Preserve vs Reserve

Explain bthe meaning of preserve and reserve and make clear the noun forms of the two words

Give Vietnamese equivalents if necessary

Ask Ss to make sentences with these two words to make sure Ss see the difference between them

Whole class

5’ PRACTICE 1

Ask Ss to work individually and complete the sentences by using the appropriate forms of the words in parentheses

(160)

Tell Ss to read the sentences carefully before choosing the right word

Note that the words should be changed to be grammartically correct Call on some Ss to explain their answers in front of the class

1 preservation preserve reserved 4 reservations reservations

Give introduction to reduced clauses

A reduced clause is a phrase not an adjective clause.

You may delete the relative pronoun and the “be” verb by using a reduced clause:

1 They are foolowed by a prepositional phrase A The man who is in the house is my father The man in the house is my father.

B The books that are on the desk are mine. The books on the desk are mine

2 The main verb in the relative clause is an –ing clause A The man who is swimming in the lake is my father. The man swimming in the lake is my father.

B The books that are lying on the floor are mine. The books lying on the floorare mine.

3 The main verb in the relative clause is an –ed clause

A The motorbikes which are made in Japan are generally the best The motorbikes made in Japan are generally the best

B Some of the people who are invited to the party can’t come. Some of the people invited to the party can’t come.

Give more examples to illustrate the grammar point

Whole class

Ask Ss to the exercise in pairs: Rewrite the underlined clause to creat a reduced clause

Note: It may be a difficult exercise for some pairs Go round the class and provide help if necessary

Call on some Ss to write their sentences on the board Analyze and check the exercise in front of the class Give correct answers:

1 The police are making great efforts to arrest those killing and

purchasing wild animals.

2 People should change the inappropriate lifestyle causing

destruction to natural reserves.

3 There should be some measures to protect the humpback

whale considered an endangered species.

4 Poachers still try to kill rhinos kept in protected areas because of big profit.

5 Wild animals living in their natural habitat will have better

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and longer life than those kept in protected areas.

Review the passive voice with different verb forms and with modals Ask Ss to make passive sentences and make sure they give correct sentences because Ss may have been familiar with passive voice Encourage Ss to make sentences about environmental protection

Whole class

5’ PRACTICE 3

Have Ss work in pairs and write the answers to the questions using the passive verbs as directed

Tell Ss to practice the questions and answers in pairs

Notice Ss of the intonation and pronunciation while practicing Give correct answers:

must be banned will be organized were forced are not allowed is being destroyed must have been

Pair work

Unit 12: MUSIC

Period 80 &81 (READING ) Date:

I Aim

Reading a passage about music II Objectives

By the end of the lesson, Ss will be able to use certain words about such styles of music as pop music, classical music, folk music, rock-‘n’-roll, etc

III Materials

Textbook, whiteboard markers,… Large pictures about singers, musicians IV Anticipated problems

V Procedure

arrangement

10’ WARM- UP

Ask Ss to work in groups and dicuss types of music they like Suggested questions for discussion:

Do you often listen to the music in your free time? What kind of music you prefer?

What type of music you think is the most popular in Vietnam and in the world now?

What singer / musician you like the most? Give reasons. Call on some Ss to express their ideas in front of the class

Set the scene

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Music is an all-time type of entertainment Music style vary from time to time as there appear different tastes of music Beside its role as a means of entertainment, music is also the common language for people around the world regardless of races, skin colors, peoples It brings people from different walks of lives in the world together. Music plays an indispendable role in our life.

5’

10’

PRE – READING Lead – in Q&A

Ask Ss to work in pairs or in groups and discuss the following questions about Elvis Presley

What you know about Elvis Presley? What kind of music is he famous for? Do you ever listen to him singing? …

Gather ideas from Ss and introduce the text

Matching

Have Ss listen to the music extracts and work in groups to match them with the appropriate styles

Play the tape more than once if necessary Ask Ss to compare theur answers with a friend

1.a 2.c 3.b 4.d

instrument (n): a tool or device used for a particular task, especially for delicate or scientific work (nh¹c cơ)

classical music(n): written in a Western musical tradition, usually using an established form and not played on electronic instruments

(nh¹c cỉ ®iÓn)

romantic (adj): beautiful in a way that makes you think of love or feel strong emotions (l·ng m¹n)

appeal (n): a quality that makes sb/ sth attractive or interesting (sù hÊp dÉn l«i cuèn)

stimulation (n): the state of being interested and excited about sth (sù kÝch thÝch)

symphony (n): a long complicated piece of music for a large orchestra, in three or four main parts (b¶n giao hëng)

G Minor (n): the fifth note in the scale of C Major (cung xon thø) pop music: a modern popular music of the sort that has been popular since 1950s, usually with a strong rhythm amd simple tunes

(nh¹c pop)

emerge (v): to become known( xt hiƯn , x¶y ra)

beat (n): the main rhythm, or a unit of rhythm, in a piece of music

(nhÞp)

tune (n): a series of musdifferentical notes that are sung or played in a particular order to form a piece of music (giai ®iƯu)

jazz(n): a type of music with strong rhythms, in which the players often make up the music as they are playing (nh¹c jazz)

root (n): the origin or basis of sth (nguån gèc)

Pair work

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African- American (adj): the American people who descend from Africa( ngêi Mü gèc Phi)

rosk music(n): a type of loud modern music with a strong beat played on electronic guitars (nh¹c Rock)

solo(n): a piece of music , dance or entertainment performed by onlyone person (đơn ca, độc tấu)

electric guitar(n): a type of guitar that needs electric to make sound

(ghi ta ®iƯn)

folk music (n): music in the traditional style of a country or communitiy (nhạc dân gian)

transmit (v): to allow heat, light, sound, etc to pass through

( trun , ph¸t)

version(n): a film/ movie, play, piece of music, etc that is slightly different from the original film, etc which it is based (b¶n phãng t¸c) Checking tecnique

What and where

Put the words in different circles

Have Ss repeat the words in chorus and the rub out word by word but leave the circle Remember to let Ss repeat before and after rubbing out each word

Go on until Ss can remember the words

Get Ss to write the words again in the correct circles

15’

Preference for music changes as time goes by In today’s lesson, we will read about music of certain period of time in history.

Task 1- Answering Questions

Let Ss handle the task in pairs: Read the text again and answer the questions in the book

Have Ss discuss the answers while doing the task

Call on some Ss to read the answers in front of the class Feedback and give correct answers:

1 A learned and serious audience.

2 Classical music has beauty in itself, whereas romantic music arouses people’s emotions.

3 Because it consists of short songs with a strong beat and simple tunes, which are easy to remember.

4 Because it is transmitted orally Some words may be omitted or added while the song is transmitted by words of mouth. 5 In the 1950s.

6 He is recognized as the “ King of Rock-‘n’- Roll.” 7 It comes from Rock-‘n’- Roll

8 Electric guitars.

Task 2- Gap filling

Have Ss read the text individually and complete the chart which introduces types of music

Have Ss exchage their answers with a friend and check for each other

Call on some Ss to read the answers in front of the class

Pair work

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1 learned and serious jazz and country 2 unknown 1950s

3 Auld Lang Syne Heartbreak Hotel 4 the early 1900s rock- ‘n’ –roll 5 easy to remember 10 The Rolling Stones

Have Ss work in groups and discuss the statement:

Music plays an indispendable part in human life Do you agree? How important to our lives you think music is?Discuss with ypur friends to find out the roles of music in society

Clatify the topic: How important is music to our life? Note: It’s up to student to answer YES or NO?

Encourage them to give relevant information and examples to support their opinion

Go round the class and provide help when necessary Call on some Ss to explain their ideas in front of the class Gather ideas and give suggested answers:

Music is important to our lives because:

 it helps to relax after hard work.

 it helps to bring people together.

 it helps to heal the sorrow in one’s soul/ heart.

Music is not important to our lives because:

 music fans sometimes cause problems as expressing their

liking for the music or their beloved singers/ musicians over-excitedly.

 if someone is in a bad mood, and listens to sad melody, it may

lead him to pessimistic attitudes toward life.

Group work

5’ WRAPPING

Whole class

Period 82&83 (LISTENING ) Date:

I Aim

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- understand the implications and the tune in a song

- Improve listening skill to a song through Gap- filling exercise III Materials

Tree A0- sized papers printed with each portion of the song Blowin’ in the Wind like in the text book on page 152

Ss may find it difficult to fill in the gaps while listening to a song

V Procedure

arrangement

10’ WARM – UP

Matching

Tell Ss to work in groups and match the words in A naming title of songs with one in B naming singers/ artist performing the songs or composers of the songs

A B

1 Happy New Year a Michael Jacson

2 Last Christmas b West life

3 Heal the world c Lionel Richie

4 My love d Backs Street Boys

5 As long as you love me e ABBA

6 Hello f Wham

Answer:

1.e 2.f 3.a 4.b 5.d 6.c

The group giving the right matches first will be the winner The runner- ups will be asked, by the winner, to sing a song

Group work

10’

PRE – LISTENING

Ask Ss to look at the crossword and tell their idea arising from the crossword

Suggested idea:

The squares filled with yellow and blue make up the letter M which stands for “ Music”.

Task 1- Finding Names

Have Ss look at the crossword and circle as many song titles, names of artists- composers and/ or singer – and music types as possible

While Ss find nemas, T makes a table on the board as follows:

Song title Artist’s Name Music Type

After Ss finish their findings, call on three Ss to werite what they find in the three columns on the board Ask other Ss to add more if

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10’

there are

Suggested findings:

Auld Lang Syne (a.2 a.13) Tên hát- dân ca (British)

Classical (b.5-b.13) Nhạc cổ điển

Clementine (n.10 n.1) Tên hát dân ca- dân ca

(American)

Heal the world(o.12- o.o.1) Tên hát Michael

Jacson

Son (n.11 n.13) Tên nhạc sĩ Trịnh Công Sơn

Hello(c.2 g.6) Tên hát Lionel Richie

Elvis (i.6 –m.2) Tªn Elvis Presley

Blowin in the Wind(a.1-h.8-o.1)

Tên hát cđa Bob Dylan

Rock (b.3 – e.6) Mét thĨ lo¹i nh¹c

Blues(f.7-h.9- j.7) ThĨ lo¹i nh¹c blues (cđa ngêi

Pop (k.6 – m.4) ThĨ lo¹i nh¹c pop

Folk (b.4 –e.7) Thể loại nhạc dân ca

Country (f.8-g.9-h.9-i.9-1.6) Th loi nhạc đồng quê

Order in the table

Song Title Artist’s Name Music Type

Auld Lang Syne Blowin’ in the Wind Clementine

Heal the world Hello

Elvis Son

Classical Rock Blues Pop Folk Country

Stricke (v): to attach sb/ sth, especially suddenly(đánh, đập) ban(v): to forbit sth officially (cấm)

blow (v): be moved by the wind (thæi)

sail (v): to move quickly and smoothly in a particular direction (bay) cannonball (n): a large metal or stone that is fired from a cannon(pháo đại bác)

exist(v): to be real; to be present in a place or situation ( tån t¹i) pretend (v): to behave in a particular way in order to make other people believe sth that is not true (gi¶ vê)

look up (v): to raise one s eyes when looking down at sth’ (nh×n lªn) Checking technique

Ask Ss to make sentences with the new words above Call on several Ss to make sentences with the same words to make sure Ss understand the meaning of the words

Whole class

30’ WHILE – LISTENING

Set the Scene

Through the course of deverlopment, human beings have numerous

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songs In each period, certain songs become famous and remembered others aren’t Among songs remembered and sung the

most are Happy New Year by ABBA, Heal the world by Michael

Jacson In our lesson today, we will know one famous song by Bob

Dylan, Blowin’ in the Wind.Listen to the song and fill in the blank

with the suitable word in the box.

Tell Ss to listen to the tape and complete the song by filling the blanks Call on three Ss to fill in the blanks in the song already printed on A0- sized papers

Ask other Ss in the class to comment on the work done by the three Ss on the board

Play the tape again and check the exercise in front of the class as a whole

1 seas mountain ears 2 strike free 10 cry 3 banned see 11 deaths 4 wind sky 12 died

Tapescript

Blowin’ in the Wind

1 How many roads must a man walk down Before they call him a man?

How many(1) seas must a white dove sail

Before she sleeps in the sand?

How many times must the cannonballs (2) strike

Before they’re forever (3) banned?

Chorus: The answer, my friend, is blowin’ in the (4) wind.

The answer is blowin’ in the wind.

2 How many years must a (5) mountain exist

Before it is washed to the sea?

How many years can some people exist

Beforethey’re allowed to be(6) free?

How many times can a man turn his head

And pretend that he doesn’t (7) see.

(Back to Chorus)

3 How many times must a man look up

Before he can see the (8) sky?

How many (9) ears must one man have

Before he can hear people(10) cry?

How many (11) deaths will it take ‘til he knows

That too many people have (12) died?

(Back to Chorus)

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Singing in groups

Divide the cloass into groups of four and ask them to find the main content of the song

Call representative of each group to get their udeas across to the other groups

Feedback and give the main ideas of the songs: Question about wars and citizenship.

Then T requires each group to sing any of the songs they have found out from the table

5’ WRAPPING

Whole class

Period 84 (SPEAKING ) Date:

I Aim

Expressing attitudes towards types of music II Objectives

By the end of the lesson, Ss will be able to get their ideas across to other people by showing like or dislike for something

III Materials

Ss may have difficulty in expressing their like or dislike for sth

V Procedure

arrangement

7’ WARM –UP

Jumble Words

Write the words whose letters are in a random order on the board All the words are related to music

Divide the class into group of four Ss from each group discuss to find out the correct words The final work of each group is written down on a paper and submitted to the T T reads aloud the result of each group.The group which gets more correct words and submits earlier will be the winner

klof veils crytuno orck eatlebs opp

dunso elhol lichd peseling

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10 lisaclacs 11 orck-‘’-orll 12 sopecrom 13 muntistern 14 zajz

Answers:

Folk Elvis Country Rock Beatles Pop

Sound Hello Sleeping child 10 Classical 11 rock- ‘n’ –roll 12 sopecrom 13 Instrument 14 Jazz

Matching

Remind Ss of content of the Reading Text and have Ss read the table Ask Ss to match definition of types of music in the Description with their names in Music Types

Ask Ss to read the match aloud in front of the class and make full sentence of the definition Comment and give correct matches and suggested full definition

Answers:

1.b 2.a 3.d 4.c 5.f 6.e

Suggested definitions:

1 Pop music is modern and popular among young people , touches various things of life.

2 Rock music is known as a type of music with a very strong beat.

3 Rock- ‘n’ –roll is defined as music with strong rhythm, slow, nostalgic, sad tunes.

4 Folk songs are composed in a traditional way in the country with melodious sounds.

5 Classical music is serious and traditional in style; not everyone can enjoy it.

6 Rap music comprises a strong beat to which words are spoken rather tha sung; very exciting.

Structures introduction

Have Ss look at the useful expressions and read the example in the book

Explain the words to ask for reasons or explannations:

Ways of expressing positive attitudes: …

love like

Whole class

Ask Ss to work in pairs using expreesions of positive, neutral or negative attitudes to show their love or dislike for types of music

(170)

Example:

Daddy: (tapping on the daughter’s shoulder) Hey, my little lady Are yoy going to blow up this house?

Daughter: …(listening to some rap music) Come on, Daddy, it can’t be so bad.

Daddy: ( turning down the volume) It’s too late now, dear Won’t you ever fell tired of such noisy stuff?

Daughter: My Daddy, you dislike rap, don’t you? You can never learn to appreciate it then.

Daddy: How you find rap so exciting?

Daughter: I feel energized listening to it The rhythm is fantastic. Daddy: Bur it’s speaking, not sining!

Daughter: Calm down, Daddy Please try this one… There you go How you like it?

Daddy: Well, it’s too bad Maybe this one is soft enough for me I’ll learn to understand more about my princess.

Daughter: No one compares to you, Daddy! You’ll soon see why we all like it.

Go around the class and provide help when necessary Call on some pairs to practice in front of the class Make necessary corrections

Suggested answers:

A: This is a new song What you think about it? B: Well, I don’t like the lyrics.

C: But I like the tune of this song. D: It’s not too bad, I think.

E: What song are you listening to? It ounds beautiful! F: It’s from a new album by … You like it?

E: Yes, its tune is lovely.

Pair talk

Ask Ss to work in pairs and talk about their love fos a singer/ composer and tell what they find the most interesting thing about him/ her is

Call on some pairs to practise the situations in front of the class Make necessary comments and corrections

1 A: What you think of the Beatles? B: Well, I don’t know It’s OK for me. 2 C: How you find Phu Quang in music?

D: I find it really moving to listen to his music as well as the lyrics of his songs He must be a sentimental musician.

3 E: Are you are fan of The Wall?

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F: No, I don’t I’m so tired of their noisy performance

3’ WRAPPING

Whole class

Period 85& 86: (WRITING ) Date:

I Aim

Writing profiles II Objectives

- understand information written in type of snapshot

- write a profile of somebody basing on a snapshot III Materials

Ss may not be able to write a profile in the right time order

V Procedure

arrangement

10’ WARM – UP

Networks

Ask Ss to work in groups and make a list of information relating to the rock band The Beatles

The goup which has more words in an allowed time will be the winner

Suggested answers:

Music Movies Painting ….

Group work

20’

10’

PRE – READING Table Completion

Have Ss work in pairs looking at the pictures and put them in the right column in the table below listing names of playwrights and actors/ actress

Call on some Ss to read their work in front of the class

Comment and give correct answers:

Playwrights Actors/ Actress.

a Shakespeare b.Charlie Chaplin c J B P Moliere e Bernard Shaw

b Charlie Chaplin c J B P Moliere d Audrey Hepburn f Tom Hanks

Playwright Works

Shakespeare Hamlet

King Lear

Romeo and Juliet

Charlie Chaplin Modern Times

Limelight

J B P Moliere Le Bourgeois Gentilhomme

Tartuffe

Bernard Shaw Pygmalion

playwright (n): a person who writes plays for the theater, television or radio (nhµ soạn kịch)

opposing (adj): playing, fighting, working, etc against each other( of teams, armies,etc.) (chống đối)

outcome(n): the result or effect of an action or event (hËu qu¶, kÕt

Individual work

Whole class

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quả; tác động)

execution(n): the action of doing a piece of work, performing a duty, or putting a plan into action (sù thĨ hiƯn, biĨu diƠn)

artistic (adj): showing a natural skill in or enjoyment of art (có tài tự nhiên ngành nghệ thuật đó)

brushwork (n): the particular way in which an artist uses a brush to paint (phong cách vẽ riêng cđa mét ho¹ sü)

perception (n): the ability to uanderstand the true nature of sth; an idea, a belief or an image you have as a result of how you see or understand sth (sù am hiÓu, sù nhËn thøc)

spiritual (adj): connected with the human spirit, rather than the body or physical things ( thuéc t©m hån, linh hån ngêi)

comedy (n): a play or movie that is intended to be funny, usually with a happy ending ( hài kịch)

Tragedy (n): a serious play with a sad ending, especially one which the main character dies ( bi kÞch)

drama (n): a play for the theater, television or radio ( kÞch)

Rub out and remember

Write out all the new words on the board in two columns: English and Vietnamese equivalents

Rub out all the new words in English column and ask Ss to look at the Vietnamese column to write down or read aloud the rubberd ones

25’

Theater and movies, the seventh art, have become humankind’s spiritual food for centuries For ages, theater and movies have fascinated hundreds of hearts Many people working in the field of theater and movies have become well- known to the whole world In today’s lesson, we will get to know more about this field of spiritual life.

Task 1- Answering Questions

Ask Ss to read the text individually and answer the questions in the book

Go round the class and provide help if necessary

Call on some Ss to give their answers in front of the class Ask for comments from other Ss in the class

Explain and give correct answers:

1 A it offers an effective means of telling a story.

B The audience finds pleasure in the skill of execution C It offers an opportunity for us to gain fresh perceptions. D It can give us a spiritual experience.

2 Yes, they did.

3 He thought it is learning.

4 It gets us acquainted with people and cultures quite foreign to us.

5 They may be amazed at the painter’s brushwork, the

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20’

musician’s control of a voice or instrument, the dancr’s use of space, and the director’s management of the creative aspects of the play.

6 Tragedy shows us to be better than we are, but comedy shows us to be worse.

Task 2- Multiple choice

Have Ss read the text again, have them work in pair and choose the word from the four answers which has the closest meaning to the underlined word in the sentence

Note: This kind of exercise requires Ss to have a good command of vocabulary, hence, Ts are advised to go round the class and provide explanation and help if necessary

Ask Ss to give their answers in front of the class

Have other Ss correct their friend’s answers if there are Feedback and give correct ansswers:

1.B 2.A 3.D 4.A/D 5.C 6.C 7.D

Further explanation of new words:

resource (n): something that can be used to achieve an aim, especially a book, equipment, etc that provides information for teachers and students ( tài nguyên)

reference(n): a note in a book that tells you where a piece of information comes from ( sù tham kh¶o)

make fun of : to laugh at sb/ sth or make other people laugh at them, usually in an unkind way ( đùa cợt, chế nhạo)

odd(adj): strange or unusual ( kú cơc, kú qc)

personality (n): the various aspects of a person s character that’

combine to make them different from other people ( nhân cách, tính cách)

mankind (n): all human beings thought about as one large group; thehuman race ( loµi ngời, nhân loại)

symbol (n): a person, an object, an event, etc that represents a more general quality or situation ( biĨu tỵng, vËt tỵng trng)

exaggerated (adj): made to seem larger, better, worse or more important than it really is ( phóng đại, cờng điệu)

Note: This is optional activities upon Ss’ level and request Task3- Gap filling

Further explain the requirements of the exercise

The words in the bracket tell us the type of information required Let Ss work in pairs and fill in the blank with the suitable information from the text

Call on some Ss to give their answers Comment and provide correct answers

1 Four Ancient Greece 2 the dramatic contest humans

3 creating a work of art the author and readers

Pair work

(182)

Let Ss work in pairs telling their partner about the best play they have seen recently

Suggested plays for discussion: Dạ cổ hoài lang

Lôi vũ ( Thunderstorm)

Nh÷ng thó thủ tinh ( The Glass Menagerie)

Encourage Ss to play the role of the storyteller, tell the story/ play briefly to the whole class in an expressive way

5’ WRAPPING

Whole class

Unit 13: THEATER AND MOVIES Period 92,93: (LISTENING ) Date:

I Aim

Listening to a passage about American motion picture II Objectives

- get updated with the American motion picture industry

- improve listening skill through True or False and Gap-filling exercises III Materials

Ss may find it difficult to fill the gaps while listening to a song

V Procedure

arrangement

10’ WARM – UP

Matching

Tell Ss to work in groups and match the words in A listing years with one in B giving the spelling of the years

A B

a.2007 1 Two thousand/ Twenty hundred

b.1900 2 Nineteen forty four

c.1903 3.The nineteen hundreds

d.1944 4 Two thousand and seven

e.1900s 5 Nineteen oh three

f.2000 6 Nineteen hundred

Answer:

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1.f 2.d 3.e 4.a 5.c 6.b The group giving the right matches first will be the winner

10’ PRE – LISTENING

motion picture (n): a movie that is made from the cinema ( phim điện ảnh)

promising (adj): showing signs of being good of successful ( đầy hứa hẹn)

vice versa (adv): used to say that the opposite of what you have just said is also true ( ngợc lại)

Civil War (n): a war between groups of people in the same country

( néi chiÕn)

release (v): to make sth available to the public ( phát hành) talking picture : movie with sound ( phim cã lång tiÕng)

charge (v): to ask an amount of money for good or service ( trả tiền) mark (v): to write or draw a symbol, line, etc on sth in order to give information about it ( đánh dấu)

moviemaker (n): a person who is in charge of producing a movie

( nhµ s¶n xuÊt phim)

landmark (n): an event, a discovery, an invention, etc that makes an important stage in sth ( bíc ngt)

process (n): a method of doing or making sth ( trình, phơng thức) technicolor (n): the process of producing color movie, as used in cinema movies ( nhgƯ tht phim mµu)

perfect (v): to make sth perfect or as good as you can ( lµm cho hoµn thiƯn)

Checking tecnique Word form

Draw four- column table on the board: column 1,2,3 and for nouns, verbs, adjective and adverbs repectively

And ask Ss to put the above word in the right column as in the following example:

Nouns Verbs Adjectives Adverbs

motion picture Civil War talking picture moviemaker landmark process technicolor

release charge mark perfect

promising silent perfect

vice versa

Checking tecnique Sentence modeling

Talking about the motion pictures and movies

Have Ss discuss the two questions: “ Do the theater and the motion

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15’

picture have a more promissing future? ”

And “ Does the theater have a longer history than the motion picture or vice versa? How lonmg you think the history of the motion picture is?”

Encourage Ss to give supported ideas for their opinion Suggested answers:

1 Sine they appeared, theater and motion picture has been a companion for human It helps them relax during their free time It modern time, theater and motion picture are proved to be a popular means of entertainment because it helps to save time, especially for those who are busy That’s why motion picture has become an industry and it is sure that the two will have a more bright future.

2 Theater was born earlier than motion picture It can be proved by the fact that in the making of the work, plays require fever types of modern equipment than motion picture. The history of motion picture has been more than one century.

Pair work

15’

10’

WHILE – LISTENING Set the scene

Among developed motion picture industries in the world, the American flourishes the most Now we will listen to the history of motion picture in the Amarica.

Task – Ticking in the box

Let Ss read through the numbers and have good guesses before listening to the tape again

Tell Ss to listen to the tape and check the time expressions mentioned

Call on some Ss to read their answers aloud in front of the class Feedback and give the correct answers:

1 1861  1927  1950  1903  1933  10 1960  1915  1935  11 1970s  1920  1945  12 1980s 

Task – Multiple choice

Have Ss choose the best answer before listening to the tape again Play the tape once again

Ask Ss to fill in the blank in each sentence by choosing the appropriate answer A,B or C base on the listening

Let Ss exchange their answers

Call on some Ss to give their choice for the sentences Comment and give the correct answers

1 A The Great Train Robbery 2 B The brirth of a nation

Individual work

(185)

12’

10’

3 C The Jazz Singer 4 A Becky Sharp

Have Ss discuss the answers and have good guesses before listening to the tape one more time to make sure that they remember the information from the previous listening

Play the tape again and ask Ss to check the appropriate boxes Call on some Ss to provide their answers in front of the class Comment and give the correct answers:

1 T F T T 5 T F T T

Task – Gap - filling

Let Ss guess the word to be filled in each blank before listening to the tape again

Note: If necessary, T may tell Ss to fill in each gap with only one word

Play the tape one more time and ask Ss to fill in the gaps with the correct words

Ask some Ss to read the full sentences aloud in frontof the class Comment and give the correct answers:

1.images 1903 spoken 4.gifted studios

Tapescript

American Motion Picture

By 1861, Coleman Seller showed people Kinematoscope, the machine that senr images rapidly onto a screen.

In 1903, Edwin S Porter produced the first major American movoe,

The Great Train Robbery.

By 1915, with The Brirth of a Nation, a movie about the Civil War

by D W Griffith, motion picture really became an art form.

In 1926 the Warner Brothers studio introduced the process of recording musical and spoken passages on large discs and in 1927,

The Jazz Singer, its first talking picture, was released.

By 1933 the Technicolor process had been perfected as a

three-color system, and as first used in the 1935 movie Becky Sharp.

During the 1960s and 1970s, American motion picture saw therise of advanced techniques and a new generation of gifted moviemakers, Woody Allen and Steve Spielberg, just to name a few. And over the last quarter of the 20th century till now, with

Hollywood studios, the Amarican industry has become the leading power in the world,

Individual work

Listting

Tell Ss to make a list of movies that they love and one of the movies/

(186)

plays they have watched recently

Have Ss compare their work with each other Suggested movies:

1 Lord of the Ring 2 Spiderman

3 Gone with the wind 4 Home alone

5 Tomb raider

3’ WRAPPING

Whole class

Unit 13: THEATER AND MOVIES Period 94: (SPEAKING ) Date:

I Aim

Expressing preferences

II Objectives

By the end of the lesson, Ss will be able to express their preferences for different kinds of movies

III Materials

Ss may have difficulty using the right language in expressing preferences

V Procedure

arrangement

10’ WARM – UP

Crossword

Divide the class into two teams solving the crossword T gives hints for each line The team giving answering signal first will have the right to answer, if wrong, tha other team will answer For each right answer in across line, the team will get marks, the one finding the correct answer for the down line will get 20 marks The team with higher mark will be the winner

1 2

3

2 4

5

(187)

6 Hints:

1 … may show us to be worse than we are. 2 …plays an important role in plays and movies. 3 The sources of the …’s appeal are many. 4 In Charlie Chaplin’s time, all movies were…

5 By 1903, with The Birth of a Nation, a movie about the … by D.W Griffith, motion picture really became an art form. 6 In drama, human’s bodies may be broken but their … wins.

Answers:

1 Comedy music theater 4 silent Civil War spirit * The key word to the crossword is MOVIES

Structure Introduction

Have Ss look at the usefull expressions and read the examples in the book

Explain the words used to express preferences:

- I think/ suppose it would be better for me/ us if…

- i (would) prefer …

- My favorite movie/ music is …

- I like … better than …

Give examples for illustration:

1 I think it would be better for me if I can speak English fluently.

2 I would prefer comedy to tragedy. 3 My favorite movie is Titanic. 4 I like pop music better than rock.

Vocabulary pre – teach

stretch (v): to make sth longer, wider or looser ( më réng ra)

memorable (adj): specially, goog or unusual and therefore worth remembering or easy to remember ( đáng nhớ, dễ nhớ)

moral (adj): connected with principals of right and wrong behavior

( thuộc luân lý, đạo đức, phẩm hạnh)

adult (n): a fully growth person who is legally responsible for their actions ( ngêi trëng thµnh)

innocent (adj): having little experience of world, especially of sexual matters, or of evil or unpleasant things ( ngây thơ)

thoughtful (adj): showing signs of careful thought ( sâu sắc)

thought provoking (adj): making people think seriously about a particular subject or issue ( làm rung động)

misleading (adj): giving the wrong idea or impression and making you believe sth that is not true ( làm cho mê muội, sai lạc)

thrilling (adj): exciting and enjoyable( làm rùng mình,hồi hộp, ly kỳ) simplistic (adj): making a problem, situation, etc seem less difficult or complicated than really is ( làm giản dị, dễ dàng h¬n)

Checking technique Categorizing

(188)

Make a table with three columns, each for one kind of movie

Ask Ss to guess which words are used to describe certain kinds of movies and then put them in to the suitable coplumn

Cartoons Love movies Action movies

stretch memorable moral innocent

thoughtfull

thought – provoking misleading

thrilling simplistic

10’

WHILE – SPEAKING Pair work 1

Have Ss work in pairs asking and answering the following questions:

- Do you like watching movies? How often you go to the

movies?

- What type)s) of movies you prefer to watch?

Suggested answers:

- Yes, I Twice a month/ Every week.

- I prefer to watch cartoons/ action movies/ love movies.

Pair work 2

Let Ss make up dialogues expressing preferences as in the example; use the prompt in the box

Example:

Alice: Why are you changing the channel?

Tom: I prefer to watch movies Casablanca is coming soon. Alice: So, you’re waiting for a love movie Hm…hm…

Tom: So? What’s wrong with that? It is one of my favorite movies. Alice: I don’t think it’s good for students like us to see love movies. Tom: Why not?

Alice: Love movies are for adults Sex scenes are not really good for young students like us.

Tom: Not all love movies have sex scenes, and not all those scenes are bad Love movies are life after all It would be better for us to select the right movies to watch than to avoid them all. Call on some pairs to make dialogs in front of the class

Comment and give suggested answers:

A: What types of movies you prefer to watch? B: I prefer to watch cartoons How about you?

A: I like action movies better than cartoons because action movies are easy to understand They also provide real entertainment: very thrilling, energizing I think cartoons are suitable for children only and not interesting for high school students. B: But I find cartoons interesting I enjoy watching them because they help me imagine about the world and remember moral lessons

Pair work

(189)

3’ WRAPPING

Whole class

Unit 13: THEATER AND MOVIES Period 95&96: (WRITING ) Date:

I Aim

Writing a summary paragraph about a movie base on given information

II Objectives

- know the arrangement of a summary writing

- write a short paragraph summarizing the content of a movie III Materials

Ss may not be able to know what kind of information is needed for the writing

V Procedure

arrangement

15’ WARM – UP

T tabulates and movies related words Divide the class into two teams One team is “ noughts” (O) and the other is “ Cross” (X) The two teams, in tern, make sentence with the word given in each box The sentence must be spoken once only and by one member of each team, if it’s correct, the team will get one “O” or “X”

The team with three “O” or “X” in one line will be the winner

tragedy director thrilling

comedy playwright boring

cartoon theatergoer interesting

Suggested sentences:

- William Shakespeare was famous for comedy.

- A tragedy’s ending usually make viewers feel sad.

- Charlie Chaplin is well – known not only as a actor but also

as a playwright.

- Action movies provide real entertaiment: very thrilling and

energizing.

- Cartoons usually remind watchers of moral lessons.

- Are you a frequent theatergoer?

(190)

……

10’ PRE– WRITING

Which movie you love the most?

Have Ss work in pair talking about the movie they love the most Call on some pairs to have conversation in front of the class Suggested conversation:

A: What movie youlike the most? B: It’s Shanghai Knights.

A: How you like it?

B: the first thing is tha it is easy to understand And the main character is very funny Sure you know the actor in the role of the knight, he is Jackie Chan Another reason is that it’s very energizing with simplistic lessons And I think you should watch it one at least, and you will feel relaxed.

A: Really? I suppse it would be better for me to watch funny movies, not action ones.

Vocabulary pre – teach

Oscars (n): Academy Awards ( giải thởng điện ảnh hàng năm Mỹ) mentally (adj): connected with or happening in the mind ( mặt tinh thần)

IQ: intelligent quotient ( hƯ sè th«ng minh)

moving (adj): causing you to have deep feeling of sadness or sympathy ( cảm động, mủi lòng)

seemingly (adv): in a way that appears to be true but may in fact not be ( bề ngoài, có vẻ)

irreplaceable (adj): too valuable or special to be replaced ( thay đợc)

restate (v): to say sth again or in different way, especially so that it is more clearly or strongly expessed ( trình bày lại)

Checking technique Odering vocabulary

Write all the new words on the board Make sentences which contain the words randomly

Read the sentences aloud

Ask Ss to write down the words they hear in oder 1, 2, 3…

Pair work

Summarizing

Tell Ss to read the Paragraph about the movie Forrest Gump and answer the question : What kinds of information are shown in the paragraph?

Call on some Ss to give their ideas Suggested answers:

In the paragraph, we can find information about the movie Forrest Gump including the director, year of release, type of movie, the main character and the success of the movie.

Introduction of Summary writing

In writing a summary, we need to pay attention to the following

(191)

35’

kinds of information:

1. Background information: movie title, director, release date, movie type, award(s).

2. Story summary: who, what where, when, how, why.

3. Significance of the movie: The most important event, the lesson you learnec,…

Note also, the majority of verbs is in the present simple tense Others are in past participle form (reduced relative clause)

Writing

Have Ss read through the outline about the movie Rain MAn and write a paragraph summarizing the movie

Have Ss cross check their friend’s work and comment

Call on some Ss to read their work aloud in front of the class Feedback and give suggested writing:

Rain Man, directed by Barry Levinson, released in 1988, is feature movie that won several Oscars in cluding Best Picture, Best Actor, and Best Director This movie tells about the relationship between two brothers The younger brother Charlie does not really love or respect his older brother Raymond, played by Dustin Hoffman, who suffers from serious mental condition annd is unable to communicate properly Throughout their journey together, however, Raymond’s innocence and seemingly stupid behavior have gradually transformed his brother Charlie eventually comes to realize that brotherhood is invaluable and Raymond, no matter how abnormal, is his irreplaceable sibling Rain Man was widely loved (listed among All time top 50 American Movies Through 1995) because it restated reasonably and movingly that the good is laways there in human’s hearts.

Individual work

Have Ss work in groups, prepare an outline for one movie they have recently seen

Simplify the task by asking Ss to answer the following questions: Which movie did you see?

Where and when did you see it? With whom? What was the movie about?

Why did you like that movie?

Call on some Ss to talk to about the movie in front of the class

Feedback and have further comments on the task and the movies itself

Group work

5’ WRAPPING

(192)

Unit 13: THEATER AND MOVIES

Period 97: (LANGUAGE FOCUS ) Date:

I Aim

Using Adjectives of Attitudes Revision of articles a, an, and the II Objectives

- use adjectives to express their attitudes

- understand more throughly the use of articles a, an, and the and use them correctly III Materials

Ss may not know how to form adjectives from verbs to express attitudes and the right use of articles

V Procedure

arrangement

7’ WARM – UP

Who am I?

Divide the class into four teams, T reads a sentence about the person to be guessed The team giving the answering signal first will have the right to answer If they are wrong, other teams will give signal to answer The one with the most correct answers will be the winner

Description Name

1 I’m the director of Titanic.

2 I’m the main actor of Mission Impossible. 3 I wrote Hamlet

4 I acted as a dull but sweet, simple and straghtforward guy

5 My bowler hat, bamboo cane and moustache make me a distinctive appearance. 6 ………

Answers:

Description Name

1 I’m the director of Titanic. Steven spielberg

2 I’m the main actor of Mission Impossible. Tom Cruise

3 I wrote Hamlet Shakespeare

4 I acted as a dull but sweet, simple and straghtforward guy

Tom Hanks

(193)

5 My bowler hat, bamboo cane and moustache make me a distinctive appearance.

Charlie Chaplin 6 ………

8’ WORD STUDY

PRESENTATION 1 Adjectives of Attitudes

Explicit the use of Adjectives of Attitudes by analyzing the example:

- The audience may be amazed at the painter’s brushwork, the

musician’s control of a voice or instrument, the dancer’s use of space, etc.

- People of almost all ages are enthusiastic about seeing love

movies.

We use Adjectives of Attitudes to express out thinking and feeling about sth

These adjectives can be used in the “ be + adjective + preposition” form or before nouns

Whole class

Ask Ss to the exercise independently: Fill in the gaps with appropriate adjectives given in brackets, the first has been done for you as an example.

Call on some Ss to read the full sentences aloud in front of the class Give correct answers:

2 frightening impressive 3 excited original

4 annoyed 10 interesting - interested 5 dramatic 11 delightful

6 wonderful 12 appreciative; invaluable 7 breathtaking

Individual work

10’ GRAMMAR

PRESENTATION 2 Articles

Note: This presentation can be carried out as a optional activity on Ss’ request and to Ss’ level

1 A or an can be precede only singular nouns; they mean one They

can be used in a general statement or to introduce a subject that can not been previously mentioned

Example:

- A baseball is round ( general- means all baseball)

- I saw a boy in the street ( we don’t know which boy)

A is used before words that begin with a consonant sound An is

used before words that begin with a vowel sound. Example: a book, an apple

(194)

2 The is used to indicate sth that we already know about or sth that is common knowledge.

Example:

- The boy in the corner is my friend ( The speaker and the

listener know which boy)

- The earth is round ( there is only one earth)

With uncountable nouns, one uses the article the if speaking in specific terms, but uses no article if speaking in general.

Example:

- The sugar is sweet ( general- all sugar)

- The sugar on the table is from Cuba ( specific- the sugar

that is on the table)

Normally, plural nouns, when they mean everything within a certain

class, are not preceded by the.

Example:

- Oranges are green until they are ripened ( all oranges)

- Athletes should follow a well – balanced diet ( all athletes)

Normally, a proper noun is not preceded by an article unless there are several people or things with the same name and the speaker is specifying one of them.

Example:

- There are three Susan Parkers in the telephone directory

- The Susan Parker that I know lives on First Avenue.

Normally, words such as breakfast, lunch, dinner, school, church, home, college, and work not use any article unless to restrict the meaning

Example:

- We ate breakfast at eight o’clock this morning.

- We went to school yesterday.

*Don’t use the , or let say it, use zero article with: - singular lakes

- mounts - planets

- schools, colleges, universities when the phrase begin with a proper noun.

- cardinal numbers after nouns

- countries preceded by New or an adjective such as a direction - country with only one word

- continents - states - sports

- abstract nouns

(195)

Have Ss the exercise individually

Tell Ss to exchange their answer with each other

Call on some Ss to read the full sentences a loud in front of the class and give reasons for using the articles in the sentences

Feedback and give the correct answers:

2 the A the

5 the a zero article 8 the zero article 10 the

Individual work

Unit 14: THE WORLD CUP

Period 98&99: (READING ) Date:

I Aim

Reading a passage about the World Cup II Objectives

- talk about the history of the world Cup and express their understanding about the World Cup by using their background knowledge and related words such as : FIFA, soccer tournament, fans, host,…

- better their reading skill through True, False and Answering Questions exercises III Materials

Posters of famous football players in Viet Nam and around the world IV Anticipated problems

Ss may have lack of background knowledge about the soccer tournament in Viet Nam

V Procedure

arrangement

10’ WARM – UP

Networks

Have Ss work in groups and make a list of words about soccer

Group work

(196)

Gather ideas and provide necessary vocabulary about soccer: World Cup

Tournament Goal keeper Match Stadium ……

Group Discussion 1

Ask Ss to describe what they see in the picture and name the players Note: many Ss can name the player in the picture It’s up to Ss’s level and interests, Ts are suggested to organize a group discussion about Pele ( The player in the picture)

Suggested questions about Pele: What is his nationality?

When was he born?

Which national soccer did he play for? What is he considered?

……

Gather ideas and give further information about Pele

Have Ss work in groups to ask and answer the questions about soccer and the World Cup

Encourage Ss to use their background knowledge during the discussion Other questions about the topic are welcomed

Call on some Ss to go to the board and give a short talk about the soccer and the World Cup

Feedback and give correct answers: 1 Every four years

2 The Fe’de’ration Internatonale de Football Association 3 In 1930, in Uruguay.

4 Pele, The Brazilian forward.

5 The men’s World Cup 2002, The Women’s World Cup in 1991.

6 Yes.

Give further information about the World Cup before leading in the lesson

tournament (n): a series of competitive sports events or games for prizes or money awards ( giải thi đấu thể thao)

elimination (n): the act of throwing off or expelling ( lo¹i bá)

trophy (n): anything taken from an opponent as a proof of victory

( chiÕn lỵi phÈm)

forward (n): the player who leads the attack and plays in forward line of his team ( tiền đạo)

(197)

win fame (v): become famous, known to others ( cã danh tiÕng) popularity (n): the condition of having the confidence and favors of others ( sù phæ biÕn)

SARS (n): Severe Acute Respiratory Syndrome ( bệnh viêm đờng hô hấp cấp)

Checking Technique Rub out and remember

Write all the new words on the board in two columns: English and Vietnamese equivalents

Rub out all the words in English column and ask Ss to look at the Vietnamese column to write down or read aloud the rubber ones 15’

15’

WHILE – READING Task – True or False

Ask Ss to read the text individually and decide whether the statements are true or false and correct the false statements

Tell Ss to read the statements carefully and have good guesses before doing the task

Have Ss compare and discuss their answers with a friend Call on some Ss to explain their answers in front of the class Make necessary comments and corrections

1 F ( only 13 teams participated in the first World Cup)

2 F ( it was the third time that Brazil won the World Cup trophy in 1970)

3 T 4 T 5 T

Task – Answering Questions

Ask Ss to work in pairs: Read the text again and answer the following questions

Have Ss underline or highlight the sentences in the text to support the answers

Call on some Ss to read their answers aloud in front of the class Feedback and give correct answers:

1 In 1904

2 Because every four years an international soccer tournament is held and well known as the World Cup More than a bilion people around the world watch it on television.

3 Because Pele won fame for his amazing ball control andf powerful shots.

4 In 1991 in China.

5 Because severe acute repiratory syndrome (SARS) emerged as a serious health problem in China.

Task – Sentence Completion

Have Ss read the sentences carefully and complete them with

Individual work

Pair work

(198)

suitable words from the reading

Tell Ss to pay attention to the part of speech of the word in the blank Call on some Ss to write the answers on the board

Check the exercise in frontof the class as a whole Give correct answers:

1 popular 2 participate 3 final

4 trophy 5 quality

Soccer tournaments in Viet Nam

Have Ss work in groups and tell their partners about what they know about soccor tournaments in Viet Nam

Give background information about V- leagua:

V- leagua is the most important socer tounament which is for the top soccer clubs in Viet Nam It started to be organized professianally in 2000.

V- Leagua Clucbs in 2006 1.Đà Nẵng FC

Mitsu Haier Hải Phòng Hoà Phát

LG- ACB Hµ Néi

ThÐp MiỊn Nam cảng Sài Gòn GM M Nam Định

Khatoco Khánh Hoà Hoàng Anh Gia Lai Pisico Bình Định

10 Gạch Đồng Tâm Long An 11 Bình Dơng

12 P S«ng Lam NghƯ An 13 ThÐp Pomina TiỊn Giang

List of V- Leagua champions and runner- ups since 2003

Season Champions 1nt runner- up 2nd runner- up

2006 Gạch Đông

Tâm Long An Bình Dơng Pisico BìnhĐịnh

2005 Gạch Đông

Tâm Long An Đà Nẵng Bình Dơng

2004 Hoàng Anh

Gia Lai Nam Định Tâm Long AnGạch Đông

2003 Hoàng Anh

Gia Lai Tâm Long AnGạch Đông Nam §Þnh

Group work

5’ WRAPPING

(199)

Unit 14: THE WORLD CUP

Period 100&101: (Listening ) Date:

I Aim

Listening to the desdription and commentary of several sports II Objectives

- recognize the sports describeb in the listening by matching the recordings with the pictures

- report on a sporting event they have recently watched or participated in

- be updated with relevant words describing sports such as opponent, breaststroke grip, gaze,…

III Materials

Textbook, whiteboard markers,… Posters of different sports IV Anticipated problems

Ss may have difficulty in understanding some vocabulary used to describe the sports

V Procedure

arrangement

10’ WARM – UP

Recognizing pictures

Have Ss work in groups and tell what games people are playing in the pictures

1 soccer 2 chess 3 swimming 4 horse racing 5 tennis

Ask Ss to work in groups and discuss the following questions about the above sports:

Are they individual or team sports? Where can you play these sports? Are they interesting?

Which sport you like most? ……

Group work

(200)

Goal mouth (n): the earea directly in front of the goal, as in soccer orhockey ( khu vùc tríc khung thµnh)

opponent (n): one who oppose another as in a battle or debate ( đối thủ)

out of one’s reach (a): uncontrollable, unreachable ( khơng thể kiểm sốt đợc)

fence (n): a sport practicing sword play ( môn đấu kiếm)

breaststroke (n): swimming on breast by extending arms forward and sweeping them back ( kiĨu b¬i Õch)

freestyle (n): swimming which the participant is free to choose a style that suits his ability ( kiĨu b¬i tù do)

remove the shame (v): rưa nhơc ( nghÜa bµi)

grip (v): hold fast or quickly with the hands or teeth ( vå, chép lÊy) tightly (adv): in a firm way ( vồ, ôm chặt)

defeat (v): overcome in any contest, beat opponent ( đánh bại) Checking technique

Miming

Divide the class into several groups

Call on some Ss to demonstrate the sports they have learned by using body language

The group which has more correct answers will be the winner

15’

10’

WHILE – LISTENING Listening 1

Task – Matching Set the scene

You are going to listen to five reports of athletes at their games You listen to the tape and match the recordings with the correct pictures. Play the tape more than once if necessary

Tell Ss to catch key words in each recording for the answers Call on some Ss to explain their answers in front of the class Feedback and give correct answers:

1 a ( soccer) 2 e ( tennis)

3 d ( horse racing) 4 c ( swimming)

5 b ( chess)

Sentence Completion

Have Ss read the sentences carefully and have a guess of the missing words

Let Ss listen to the tape again and complete the sentences with the words or phrases they hear

Notice Ss that they have to write more than one words in some blanks

Tell Ss to compare and discuss the answers with a friend Ask some Ss to write the words on the board

Check the exercise in front of the class as a whole

Individual work

í lesson plan í lesson plan 10 unit 1 theme school talks period 23 reading time 90 minutes data 5 september 2007 1 objectives educational aim reading a passage about team learning knowledge by th

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