lesson plan lesson plan 10 school year 2009 – 2010 week 01 date of planning period 01 02 date of teaching class introduction i aims to introduce the textbook english 10 to introduce the way of testi

Teacher: To check the information, read the text - Lets sts listen to the tape to learn.. pronunciation of unfamiliar words.[r]

Week: 01 Date of planning: Period: 01 + 02 Date of teaching:

Class: INTRODUCTION

I Aims:

- To introduce the textbook- English 10 - To introduce the way of testing

- To set up some class regulations - To give a fifteen- minute test II Procedures:

1 Textbook introduction:

a Contents: - Six themes:+ You and me + Education + Community

+ Nature and the environment + Recreation

+ People and places - Sixteen units

b The Structure of the book: - There are sixteen units In each unit , there are five main parts: Reading, Speaking, Listening, Writing

+ Language focus: - Pronunciation

- Grammar and vocabulary 2 The system of testing.

3 A fifteen- minute test.

I Complete the following sentences with the correct form of the verbs in brackets 1 The sun always (rise) in the east Look, it (rise) 2 I don't think I (go) tonight I'm too tired

3 Where you ( spend) your summer holiday last year, Tam?

4 Mai (be) very happy when she (receive) a letter from her sister this morning

5 Would you like (join) my class next Sunday? We ( visit) the local museum II Complete the second setence so that it has a similar meaning to the first one. 1 I haven't been to Portugal since 1990

I last 2 When did you start your course?

How long have 3 I know it belongs to them , because there's a label on it

I know it's 4 I recognized him at once

At once I knew 5 The phone call interrupted my breakfast

I was III Choose the best answer

1 The boy like ( playing/ play) games but hate ( doing/ do) lessons

2 Please stop( talking/ to talk/ talk); I'm trying ( to finish/ finishing/ finish) a letter to the Y& Y Green Group

3 His doctor advised him( to give/giving) ( to smoke/ smoking)

4 By (working/ to work) day and night he succeeded in ( finishing/ to finish) the job in time

5 After filling in the form , please (bring/take) it back to me

6 The tourist needs ( finding/ to find) the police station because he has lost money 7 is he able (can join/ to join) the Y & Y Green Group?

10 My mother is busy ( to cook/ cooking)

-Week: 01 Date of planning: Period: 03 Date of teaching:

Class: Unit 1: A DAY IN THE LIFE OF …

Lesson : 01 -

READING-I OBJECTIVES:

- Educational aims: - Students should appreciate country life and farm-work - They will have the love for their hometown and country 2 Knowledge:

* General knowledge: Students learn about daily activities in the life of farmers and farming

* Language: Students practice using the simple present tense to express routine * New words: words related to daily activities and farming

3 Skills: - Reading and guessing the meaning of words in context - Reading and answering the questions

- Scanning and skimming

Teacher’s activities Student’s activities Content I Warm up

- Asks sts to close their books

- Gives handout and asks them to match the places with the jobs - Asks:

+ Where does a teacher work?

+ Where does a doctor work?

II Lead-in: … - Leads to the new lesson: To understand more about the life of a farmer, today we learn unit 1

III Before you read Activity 1: Describing pictures

- Sticks a picture on the board

(The picture is about: A farmer leads his buffalo to the field

Someone is ploughing or repairing his banks of the plot of land

Some women are transplanting and irrigating on plots of land.)

- Uses the picture to teach the new words: - Teaching pronunciation - Gives handout for the next activities

- Pick out some activities which Vietnamese

farmers usually do Handout 1

Singing karaoke, leading a buffalo to the field, getting up early, preparing meals for family, doing homework, chatting with friends, learning lesson, taking care of children, reparing the banks of the plot of land, teaching, pumping water, transplanting, ploughing and harrowing, drinking tea,

- Close their books - Match the places with the jobs

- A teacher works at school

- A doctor works in hospital

… - Listen

- Look at the pictures

- Look at the picture, listen and guess the meaning of the word

- Repeat after the teacher

- Read the handout and do the task in groups

UNIT 1: READING

- Match the places with the jobs

A B 1 teacher 2 doctor 3 worker 4 seller 5 farmer a field b market c factory d hospital e school 1 + e

2 + d 3 + c 4 + b 5 + a

* New words: Peasant (n)

Leading buffaloes to the field (np)

Repairing the banks of the plot of land (np)

Pumping water (np) Transplanting (np)

Ploughing and harrowing Plot of land (n)

Suggested keys:

leading a buffalo to the field, getting up early, preparing meals for family, chatting with friends, taking care of children, reparing the banks of the plot of land, pumping water, transplanting, ploughing and harrowing, drinking tea

- Read the chart and tick () into the right column

Their activities

Mr

correcting exercises

- Asks them to work in groups

- Goes around to get feedback and helps sts - Checking information Activity 2:

- Teacher introduces activity 2:

Mr Vy and Mrs Tuyet are farmers Guess what Mr Vy does and Mrs Tuyet does

- Gives handout 2 and tell them how to do activity 2:

Handout 2

- Read the chart and tick () into the right column - Checking

Teacher: To check the information, read the text - Lets sts listen to the tape to learn

pronunciation of unfamiliar words While you read Activity 1

- Gives them 3 minutes for individually silent reading to compare the information they’ve got in “before you read” - Tell sts how to scan for detailed information, then asks them to work in pairs checking the information

- Checking

Activity 2 (Task 3, page 14)

- Explains the instruction of task 3

- Asks sts to work in groups scanning for details to fill in the chart - Checking

- Listen

- Read handout 2 and do activity 2

- Listen to the tape to learn pronunciation of unfarmiliar words - Read the text individually and compare the

information they’ve got in “before you read”

- Scan individually - Work in pairs to check the

information - Listen

- Scanning for details, filling in the chart - Work in groups - Read Task 2 in their books

- Work in pairs asking and answering the questions

- Pairwork

1 boil… 2 prepare 3.leading a buffalo 4.taking 5 transp 6 plough 7 drink …















Activity 1 (Task 1) 1 C

2 C 3 A 4 A

Activity 2 (Task 3)

 Suggested keys: In the morning:

* 4.30: alarm goes off, Mr Vy gets up, goes down the kitchen, boils the water for tea, drink tea, has quick breakfast, lead the buffalo to the field

* 5.15: leaves house

* 5.30: arrives in the field, ploughs and harrow

*7.45: takes a break *10.30: goes home

Activity 3 (Task 2, page 14)

- Asks sts to read Task 2 in their books

- Asks them to work in pairs asking and

answering the questions - Checking

After you read (12mn) - Asks sts to close their books

- Divides the class into groups, asks them to discuss about Mr Vy and Mrs Tuyet’s daily

activities

- Asks them to work in groups talking about their parents’s routine - Teacher suggests students’

- Discuss in groups

In the afternoon:

*2.30: Mr Vy and Mrs Tuyet goes to the field again, repair the banks of the plot of land He pumps water into the plot of land She does the transplanting

* 6.30: finish work * 7.00: have dinner After dinner:

* watch TV, go to bed

* sometime visit neighbours, chat with them

Activity 3

 Suggested keys:

1 He’s a peasant / a farmer 2 He gets up at 4.30 and then he goes down the kitchen to boil some water for his morning tea 3 In the morning, he ploughs on his plot of land, drinks tea and smokes tobacco during his break 4 In the afternoon, they repair the banks of their plot of land Mr Vy pumps water into it and his wife does the transplanting

5 Yes, they are Because they love working and they love their

children

Homework Write a paragraph of 80 words

about your parents routine’ V SELF-EVALUATION:

……… ……… …… ………… ……… ………

……… ……… ……… ……… ………

……… ……… ……… ……… ………

……… …… ……

Week: 02 Date of planning: Period: 04 Date of teaching:

Class:

Unit 1: A DAY IN THE LIFE OF …

Lesson 2: Speaking:

TALKING ABOUT ROUTINES

- Students should plan their daily activities

- They will make friends in a new class easily when chatting with their new classmates 2 Knowledge:

* General knowledge:

- Through this lesson, students learn how to make a friendly conversation when talking about routines

- They will learn from their friends how to make a good plan for their daily activities * Language:- Asking and answering about their routines and others’

* New words:- Words related to subjects and daily activities 3 Skills: - Fluency in talking about routine.

II METHOD: integrated, mainly communicative III TEACHING AIDS: Handout

IV PROCEDURE:

Teacher’s activities Student’s activities Content I Warm up

- Sticks a note on the board (Subjects they learn at school)

Subjects are learned at school

- Gives them 3 minutes to look at the words, then asks them to retell the words The teacher can give marks to the winner who

remember the most

II Lead-in:

- The teacher leads to the new lesson

III Before you speak Activity 1: Reviewing ways of expressing time - Gives handout and asks them to work in pairs and match the numbers in column A with the

expressions in column B - Goes around to get feedback and offer help IV While you speak Activity 2: Task 1

- Sets the situation through a model dialogue

- The teacher and a talented student do the model

- Asks sts to open the books - Gives instructions and pairwork

- Goes around to get feedback and offer help - Checking

- Look at the note and try to remember all the words

-Some students write all the words they ‘ve got on the board The one who has got the most will be the winner and will get a good mark

- Listen

- Work in pairs matching the

numbers in column A with the

expressions in column B

- Look at the

dialogue and listen

- One student practices with the teacher

UNIT 1: (Cont) SPEAKING

- Rewrite retell all the subjects they remember on the board 1 Civic education

2 Technology 3 Physics 4 Maths 5 Literature 6 Biology 7 Chemistry

8 Physical education 9 Geography 10 History 11 Informatics Handout: A B 1 6.15 2 8.05 3 8.55 4 9.45 5 10.40 6 17.00 7 6.00 8 18.30

a a quarter to ten b five to nine c five past eight d a quarter past six e twenty to eleven f half past six p.m g five o’clock p.m h six o’clock a.m Suggested keys:

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

- Write an example on the blackboard

A: What time does Quan have Civic education lesson on Monday?

Task 2:

- Asks sts to look at the pictures in task 2 and describe them

- Gives instructions and asks them to work in groups - Goes around to get feedback and offer help

V After you speak Task 3: Tell your classmates about your daily routine

- Asks them to close their books

- Asks them to work in groups telling to each other about their daily routine - Asks one student to go to the front and tell the class about his friend’s routine

- Open the books - Work in pairs - Look at the

pictures and describe them

- Work in groups

- Close the books - Work in groups - One student goes to the front and speak - Write down the homework

Monday?

B: Quan has Civic education at a quarter past seven on Monday Task 2:

Answer:

At 2 o’clock p.m, Quan gets up after taking a short nap He studies his lesson at 14.15 He watches TV at 16.30 Then he goes to the stadium by bicycle at 17.00 There he plays football with his friends He comes back home at 18.30, takes a shower at 18.45 He has dinner with his family at 19.00 At 20.00 he reviews his lesson This is a typical day of Quan

Task 3:

- One student goes to the front and speak

VI Homework Write a paragraph of 50 words

about your routine V SELF-EVALUATION:

……… ……… ……… ……… ……… ……… ……… Week: 02 Date of planning:

Period: 05 Date of teaching: Class:

Unit 1: A DAY IN THE LIFE OF …

Lesson 3: LISTENING A working day of a cyclo-driver I OBJECTIVES

1 Educational aims: Students should understand the value of working and appreciate labour

2 Knowledge:

* General knowledge: Students listen to a text about a working day of a cyclo driver * Language:

* New words:- Words related to a cyclo driver’s job 3 Skills: - Listen and number the picture

- Listen and choose T / F - Listen and summarise the text

III TEACHING AIDS: a cassette player, a tape, pictures in the books IV PROCEDURE:

Teacher’s activities Student’s activities Content I Warm up

- Asks sts to close their books - Sticks a note on the board (Jumble words)

- Asks them to put the letters in the right order to make meaningful words

CCLOY RIEDV NSSEGERPA DOFO SALLT - Checking

- Setting a situation:

He has a cyclo He drives his passengers everyday He usually has meals at a food stall

- Checking and leading to the new lesson: “Today we are going to listen about a day of a cyclo driver.”

Activity 1:

- Asks: Have you ever travelled by cyclo? When was it?

.Is it interesting to travel by cyclo?

.Which do you prefer, going by cyclo or bicycle? Explain why?

- Checking Activity 2:

- Teaches some new words and pronunciation

Task 1:

- Asks sts to open their books and describe the pictures - Asks them to work in groups guessing the right order of the pictures

- Sets the situation:

“You will hear Mr.Lam, a cyclo driver in HCM city talking about hid daily routine The pictures in your textbook (on page 16) describe his activities Listen to the tape / my reading, then number the pictures in their correct order - Lets sts listen twice

- Goes around to check after each listening

- Close the books - Look at the notes - Work in groups to find the right order

- Listen

- Answer: + Yes, I have + Last week + Yes, it is + By bicycle I enjoy doing exercises

- Work in groups describing the pictures

- Try to guess the order

- Listen to the teacher

UNIT 1: (Cont) LISTENING

- Work in groups to find the right order

CYCLO DRIVE

PASSENGER FOOD STALL - Asks: Who is he?

+ Answer: HE IS A CYCLO DRIVER

- Write the new words on the blackboard

District, routine, office, pedal, purchases, drop, passenger, ride, park, food stall.

Task 1:

- Gives them the last listening and pause to check the

sentence and its right order Task 2:

- The teacher sets a situation and gives instructions

- Lets sts read task 2 - Tells them that they can guess the answer

- Lets them listen for the first time

- Checks the answers - Lets them listen again - Checking

- Plays the tape again and pause at the sentence to make sure that sts can get the right information

- Asks sts to work in pairs asking and answering about Mr Lam’s activities while using the given words:

Name, occupation, start work, passengers, lunch, rest

Homework: write a paragraph of 50 words about Mr Lam

- Read task 2 - Guess the answers

Task 2: Answers:

1 F (in HoChiMinh city) 2 T

3 F (He takes an old man a ride from district 1 to district 5) 4 F (Mr Lam’s passenger is an old man)

5 F (Mr Lam has lunch at a food stall near Ben Thanh market.)

6 F (After lunch time, he parks his cyclo under the tree and takes a short rest.)

- Asks one student to retell the story

V.SELF EVALUATION

……… ……… ………

Week: 02 Date of planning: Period: 06 Date of teaching:

Class:

Unit 1: A DAY IN THE LIFE OF …

Lesson : 04 WRITING- A NARRATIVE I OBJECTIVES:

1 Educational aims

:- Student should know the loss from disasters and have the awareness of prevention 2 Knowledge:

* General knowledge:

- Ss learn about the organization, and content of a narrative - Ss learn how to write a narrative

* Language: - Simple past tense, connectors

* New words:- Connectors in writing a narrative, words related to the topic

3 Skills:- Putting sentences in the right order and use connectors to make a narrative II METHOD: - Intergrated, mainly communicative

III TEACHING AIDS:

Teacher’s activities Student’s activities Content I Lead-in:

Noughts and crosses - Draws a table containing 9 words

- Divides the class into two groups: Noughts (0) and crosses (x)

- Asks Ss to choose word by word in the cells and make a sentence with each word A correct sentence gets one 0 or x The group with 3 0 or x vertically, horizontally or even

diagonally first will be the winner

Note: The sentences must be grammatically correct and make sense

I Before you write - Shows them a picture of a crash, then leads to the lesson

Vocabulary pre-teach

II.While you write Task 1:

- Asks Ss to work in pairs, read the passage (a

narrative) in the book and find all the verbs that are used in the past simple and the connectors (time expression) in the story - Calls some Ss to give the verbs and connectors in front of the class

Task2:

- Explains to Ss format of a narrative: The events, the climax, and the

conclusion

- Tells Ss to work in groups and identify the events, the climate and the conclusion of the story

- Play a game

- Look at the picture, listen to the teacher

- Listen and guess the meaning of words

- Work in pairs

- Some Ss present their opinion - Work in groups and identify the events, the climate and the conclusion of the story

- Some report the

Noughts and crosses at first before until then after as soon as in the

end while since then

UNIT 1: (Cont) WRITING Newword

- be due to (a): because of, owing to (bởi vì)

- stare death in the face (v): so scared, afraid (sợ xanh mặt) - take off (v) : (using a toy plane to teach)

- air-hostess (n) : (using a picture to teach)

- fasten seatbelt (v): (using pictures and mime to teach) - to be in danger:

Ex: The plane could not land The passengers are in danger

Task 1:

Suggested answers :

Verbs: started, was, arrived, got, took off, began, thought, were, told, seemed, realised, were, felt, screamed, thought, , landed, was, announced,

Connectors: on that day, at first, then, just, a few minutes later, one hour later

Task2:

The events: Got on plane, plane took off, hostesses were just beginning to serve lunch when plane began to shake, plane

seemed to dip, people screamed in panic

- Asks them to report the result to the class

- Gives the answers and explain the development of the story

IV After you write Task 3:

- Instructs the task (a picture of a fire will help) - Tells them to work individually using the prompts and follow the development of writing sample in Task 1 to build up a narrative about a hotel fire

- Goes around the class and offers help if

necessary

- Encourages Ss to finish the writing under time pressure

- Asks Ss to exchange their writing and correct it Tells them to pay attention to mistakes regarding verb tense and preposition - Calls some Ss to read aloud their writing in front of the class

- Comments & corrects necessary mistakes

- Gives suggested answer:

result to the class

- Listen to the teacher

- Listen to the teacher

- Individual work, whole class

- Correct mistakes from their friends’ writing

- Some Ss read aloud their writing in front of the class

The conclusion: The pilot

announced that everything was all right , we landed safely

Task3:

Last year, I spent my summer holidays at a seaside town The hotel was modern and

comfortable I had a wonderful holiday until the fire

Then, just as we thought we had only minutes to live, the fire brigade arrived Firemen found their way into the room and soon everyone was safely out of the building Luckily nobody was seriously hurt It was the most frightening experience of my life

Comments

- Summarize the main points

- Assign homework:

- Listen - Write down homework in their notebooks

Rewrite your story at home

V.SELF EVALUATION

……… ……… ……… ………

Week: 03 Date of planning: Period: 07 Date of teaching:

Class: Unit 1:

Lesson : 5 – LANGUAGE FOCUS I OBJECTIVES

1 Educational aims: 2 Knowledge:

* General knowledge:

* Language:- Correctly pronounce /i/ and /i:/

- Ss will be able to use the simple present, simple past and adverbs of frequency * New words: Adverbs of frequency

3 Skills:

II METHOD: Integrated, mainly communicative III TEACHING AIDS: tape, a cassette player, pictures IV PROCEDURE

Teacher’s activities Student’s activities Content I Warm up - Asks Ss to

close their books - Sticks a picture of a sheep and a ship on the board

- Asks Ss to look at the picture and complete the sentence:

I see a sheep on the ship - Asks Ss to discuss in groups , the group leader will read aloud the

sentence

II Pronunciation Lead-in

- Gets Ss pay attention to the pronunciation of

sheep

“ ” and “ship” - Checking

- Leads to the lesson Presentation Practice Activity 1

- Pronounces two sounds: /i/ & /i:/ - Asks Ss to repeat

- Introduces some words that have the sounds /i/ and /i:/

- Asks Ss to practise pronouncing them Activity 2

- Asks Ss to open their books and work in pairs finding the words which have /i/ or /i:/

- Lets them listen to the tape (or the teacher) and repeat (Pay attention to the sentence stress.) II Grammar and vocabulary

- Lead-in

Shows Ss a picture (A boy goes to school by bike.)

He is a schoolboy He usually goes to school by

- Close their books - Look at the picture - Work in groups to complete the

sentence

- A student reads the sentence loudly

- Listen

- Listen and repeat

- Open their books - Work in pairs - Listen and repeat - Look at the picture, listen to the teacher - Some Ss retell the points

- Listen

LANGUAGE FOCUS

Pronunciation: /i/ & /i:/ Activity 1

- Complete the sentence I see a sheep on the ship - Listen pronouncing two sounds: /i/ and /i:/

- Listen and repeat

- Listen and repeat some words that have the sounds /i/ and/i:/ - Practise pronouncing them /i/ /i:/

hit heat bit bea meet meat lick leek Activity 2

- Find out the words that have the sounds /i/ and /i:/

/i/ /i:/ Cinema Miss Film Lick He Coming interest Bean Meat Cheap Leave Green pea cheese Is he coming to the cinema? We ll miss the beginning of the ‘ film.

Is it an interesting film, Jim? The beans and the meat was quite cheap.

bike everyday but yesterday he went to school on foot

Practice

Activity 1 (Exercise 1) - Explains how to do the task

- Lets Ss work

individually and check in pairs

- Checking

Activity 2 (Exercise 2)  Adverbs of frequency stand before ordinary verbs and after ‘to be’ ( except ‘as a rule’) Eg He usually goes to bed at 10.30

* He is usually late for class

- Lets Ss do exercise 2 in their books in groups - Goes around to get feedback and offer help - Correction if necessary Activity 3 (Exercise 3) - Explains how to do the exercise

- Asks them to work individually and check in pairs

- Goes around to get feedback and offer help - Correction if necessary - Checking

- Do exercise 1

- Write down the note in their notebooks

- Do exercise 2 - Listen to the teacher

- Do exercise 2 - Work individually and check in pairs

- Listen to the teacher

- Do exercise 3 - Work individually and check in pairs

Green Mountains.

Would you like to have meat, peas and cheese?

Grammar:

Review the simple present, adverbs of frequency and the simple past

+ The simple present tense: form, usage

+ Adverbs of frequency: possition, usage

+ The simple past tense: form, usage

Activity 1 (Exercise 1) Keys:

1 is 2 fish 3 worry 4 are 5 catch 6 am 7 catch 8 go 9 give up 10 says 11 realize 12 am Activity 2 (Exercise 2)

Notices: as a rule I go to bed at 10.00pm

- Inordinary order: adverbs of frequency stand before and aftef Be

Keys:

1 He always get up early 2 She is sometimes late for school

3 Lan often practises speaking English

4 Thao is a normally hard working student

Activity 3 (Exercise 3) Suggested keys:

1 was done 2 cook 3 were 4 smelt 5 told 6 sang

7 began 8 felt 9 put out 10 crept 11 slept 12 woke 13 was 14 leapt 15 hurried 16 found 17 wound 18 flowed Comments

- Briefly retell the points - Assign homework V.SELFEVALUATION:

Week: 03 Date of planning: Period: 08 Date of teaching:

Class:

Unit 2: SCHOOL TALKS Lesson : 01 – READING – I OBJECTIVES:

1 Educational aims: Students should know about living condition of their friends, teachers and others so that they have sympathy and good behaviour

2 Knowledge:

* General knowledge:- Students will be able to read for information then talk to their friends on school topic

- Students learn vocabulary in contexts, brainstorming * Language:

* New words: Words related to everyday conversation, health and hobby

3 Skills: - By the end of the lesson, Ss can read and fill in the space with suitable words

- Reading for information

- Reading and answering the questions - Reading and summarising

II METHOD: Integrated, mainly communicative III TEACHING AIDS:

IV PROCEDURE:

Teacher’s activities Student’s activities Content I Warm up

- Chatting

- Asks Ss to work in pairs and discuss this question: When you meet your friends, which of the following topics do you often talk about?

Sports and games Entertainment Heath problems Hobbies

Holidays Films

The weather Work and study II Before you read

- Encourages the Ss to talk about the topics which are not mention in the book such as: fashion, food, picnic, TV, extra classes… - Vocabulary pre-teach - Matching

- Aks Ss to work in groups and matching the subject in A with the information in B

A B

1.Biology a Poem, novel,

- Chatting - Work in pairs discussing on the topics

- Work in groups matching the subject in A with the information in B

- Correct answers 1f, 2d, 3b, 4c, 5g, 6e, 7a

UNIT 2: READING

- Match the subject in A with the information in B

A B

1.Biology a Poem, novel, Nguyen Du 2.Maths b Newton, Olm 3.Physics c Chemicals, H

❑2 O 4.Chemist

ry d Number, minus, Pascal 5.History e Geology,

climate 6.Geograp

hy f animals, plants, ADN 7.Vietnam

ese literature

g revolution, The First World War

1 + f, 2 + d, 3 + b, 4 + c 5 + g, 6 + e, 7 + a

Task 3 - Answering questions (7’)

- Asks Ss to keep working in pairs Read the tasks more carefully and answer the questions

- Calls some Ss to read aloud the questions in front of the class

- Feedback and give correct answers:

IV After you read

- Tells Ss to work in groups: Choose one of the following topics and talk about it for about 5 minutes

What subjects you like learning best and why What you like or dislike doing at school

What you worry about at school

- Goes to different groups and offers help if necessary

- Studies at a high school - Teaches English at a high school - Worries about someone else safety

Phong Mrs Phuong Mr.H.Ha Task 3 - Answering questions 1 He studies at Chu Van An High School

2 He studies many subjects such as Math, Physics, Chemistry…

3 Because it is an international language 4 She says that teaching is hard work, but she enjoys it because she loves working with children

5 Because his son has to ride his bike in narrow and

crowded streets on the way to school

Suggested answers:

I like learning English best because it is very interesting to learn In class we can exchange ideas and discuss various topics in English Besides, we play a lot of exciting and useful games At home, I can watch many TV programs such as films, game shows and talk shows in English It is very interesting to watch TV shows and learn English at the same time Comments

- Summarise the main points - Assign homework

V.SELFEVALUATION :

……… ………

……… ……… Week: 03 Date of planning:

Period: 09 Date of teaching: Class:

Unit 2: SCHOOL TALKS Lesson : 2 – SPEAKING–

I OBJECTIVES:

2 Knowledge:

* General knowledge: By the end of the lesson, Ss will be able to use common expressions in making small talks, to start and to close a conversation

* Language: The simple present tense, Gerund / infinitive, WH-questions * New words: How’s everything at school? / Catch up with you later… 3 Skills: Speaking

* Using questions and answers to start and close dialodues * Making small talks

II METHOD: Integrated, mainly communicative III TEACHING AIDS:

IV PROCEDURE:

Teacher’s activities Student’s activities Content I Warm up - Sets the

sence and writes a short conversation on the board “Suppose that you meet a friend at a supermarket You are very busy What will you say to open and end the coversation?” - Asks them to complete the dialogue

- Encourages Ss to give as many answers as possible - Checking and leading to the new lesson

Before you speak

Activity 1: Task 1 - textbook - page 24

- Giving instruction - Introducing usual

expressions in opening and ending a conversation - Asks them to put the expressions into the right column

- Asks them to work individually then in pairs - Checking and giving possible answers

- Encourages Ss to give more

- Lets them read these aloud

While you speak Activity 2: Task 2 - textbook - page 25

- Rearrange the following sentences to make an appropriate conversation - Asks Ss to work

individually first Then asks them to work in pairs

- Listen

- Complete the dialogue

- Listen

- Work individually to put the expression in the right column - Checking with their partners

- Read the expression aloud

- Work individually to rearrange the following sentences to make an

UNIT 2: (Cont) SPEAKING

- Complete the conversation * Suggested answers: A: - (1) B: Hi Lan How are you? A: I’m fine Mai Thank you! And you?

B: I’m very well Thanks I haven’t seen you for a long time Let’s go somewhere for a drink A: Sorry, - (2) Answer:

1 Hello, Mai / Hi, Mai 2 I’m very busy now I really must go now Another time perhaps

Activity 1: Task 1 - textbook - page 24:Suggested answer:

Starting a

conversation Closing a coversation - Good

morning - How is everything at school? - Hello, How are you? - Hello What are you doing? - Hi How is school?

- Sorry, I’ve got to go Talk to you later - Well It’s been nice talking to you - Good bye See you later

- Great I’ll see you tomorrow - Catch up with you later Activity 2: Task 2 - textbook - page 25

Keys:

- Goes around to get

feedback and offers help if necessary

- Checking and gives correct answers

- Asking Ss to practice the dialogue in pairs

- Goes around and makes sure that Ss have right pronunciation and intonation

Activity 3: Task 3 - Textbook - page 25 - Explains unfamiliar words, if necessary - Asks them to complete the dialogue

- Asks them to practise in pairs

- Goes around to get feedback and offers help After you speak

Activity 4: Task 4 - Textbook - page 25 - Divides the class into 4 groups Each group has to choose a topic for their conversation

- Goes around to offer help if needed

appropriate conversation - Work in pairs to practise the dialogue - Listen to the

teacher

- Complete the

dialogue individually - Practise the

dialogue in pairs

- Practise freely Activity 3: Task 3 - Textbook - page 25

Suggested answer:

A: What’s the matter with you? B: … tired I’ve got a cold A: … You had better go home and have a rest

Activity 4: Task 4 - Textbook - page 25

- Choose a topic and practise speaking freely

Homework: - Write about the conversation

done V SELF-EVALUATION

……… ………

……… ……… ……… Week: 04 Date of planning:

Period: 10 Date of teaching: Class:

Unit 2: SCHOOL TALKS Lesson: 3 – LISTENING – I OBJECTIVES:

1 Educational aims:

- Students should understand how to talk to different kinds of people 2 Knowledge:

* General knowledge:- Students listen to texts about small talks * Language:

* New words:- Words related to everyday conversation 3 Skills:- Listen and number the pictures

- Listen and summarise the text

II METHOD: integrated, mainly communicative

III TEACHING AIDS: a cassette player, a tape, pictures in the books IV PROCEDURE:

Teacher’s activities Student’s activities Content I Lead-in

- Asks sts to make questions for the given situations:

- Introduces the listening tasks II.Before you listen

- Asks the sts to match A and B

III While you listen Task1

- Asks sts to open their books and describe the pictures - Asks them to work in groups guessing the right order of the pictures

- Lets sts listen twice

- Goes around to check after each listening

- Gives them the last listening and pause to check the

sentence and its right order Task 2:

- The teacher sets a situation and gives instructions

- Lets sts read the questions carefully

- Tells them that they can guess the answer

- Lets them listen for the first time

- Checks the answers - Lets them listen again - Checking

- Plays the tape again and pause at the sentence to make sure that sts can get the right information

- Make questions for the given situations: - Listen

- Match A and B - Work in groups describing the pictures

- Try to guess the order

- Do the task

- Listen - Read the

questions carefully - Listen to the texts

- Listen to conversation 4 again and complete the sentences - Talk about the problem(s) they have experienced at school

UNIT 2: (Cont) LISTENING

Make questions for the given situations:

1 I’m taking English 2 I really like it 3 For a work

4 No I’m travelling alone 5 That’s great

Suggested ideas

1 What are you taking this semester?

2 Do you like football /your class / traveling ?

3 How long are you staying there?

4 Are you traveling with your friends/ parents?

5 Would you like to go somewhere for a drink? Match A and B ( Textbook – page 26)

Key:

1.c, 2.e, 3.a, 4.b, 5.d Task 1

Key:

Picture 1- Conversation 4 Picture 2- Conversation 1 Picture 3- Conversation 2 Picture 4- Conversation 3

Task 2 Key:

1 She’s taking English

2 She is in Ms Lan Phuong’s class

3 He’s at a party 4 For a week

Task3

- Asks the sts to listen to conversation 4 again and complete the sentences

- Asks them to listen again and check their answer

After you listen

- Asksthe sts to work in groups Talk about the problem(s) they have experienced at school Homework

- Asks the sts to write about the conversation

Task 3 Key:

1. It here 2. very nice 3. big

4. comfortable 5. traveling 6. no

7. alone 8. for a drink

……… ……… ……… ………

……… ………

……… ……… ………

Week: 04 Date of planning: Period: 11 Date of teaching:

Class:

Unit 2: SCHOOL TALKS Lesson: 4 –WRITING – I AIMS AND OBJECTIVES:

+ Language content : To help students know how to fill a form + Language function :To help students improve their writing skill

+ Educational Aim :To help students be aware of the importance of using suitable language in situation

2 Language:

+ Vocabulary : Related to personal information + Structures : Wh- question

3 Skills : Intergrated skills

4 Method : Communicative approach 5 Techniques : Pairwork, Group work, 6 Teaching aids needed : Text book, sub-board…

Teacher’s activities Student’s activities Content I.Stabilization

- Makes greeting - Checks attendance Warm-up: Game “ Hangman”

- Make greeting

- Pupil’s answer Key word: Form

II Checking-up

the previous knowledge III Presentation of the new materials

1 Lead-in

sticks a form on the BB and introduces the lesson 2 Pre-writing:

- Asks the sts some questions:

TASK 1:

- Asks the sts to work in pairs, answer the questions: - Explains to the sts some new words

- Explains the information needed in a form

3 While-writing: TASK 2:

- Asks the sts to do task 2, match A and B

- Asks the sts to exchange their books so that they can check each other’s work - Gives feedback

TASK 3:

- Asks the sts to fill in the information needed

- Asks the sts to exchange their books so that they can check each other’s work

TASK 4:

- Asks the sts to look at the form on the BB:

- Asks them to fill in the form individually

- Asks the sts to exchange their books so that they can check each other’s work

teacher

- Answer the questions

- Work in pairs and answer the

questions - Listen to the teacher and take notes

- Listen

- Do the task individually - Peer correction

- Fill in the

information needed

- Find out the

information to fill in the form

“ When do we need a form?” “ What kind of form do you know?”

TASK 1:

1 On what occasions do you have to fill in a form ?

2 What sort of information do you often have to provide when you fill that form?

TASK 2

Match A and B

A B

1 First name 2 Surname 3 Date of birth

4 Place of birth 5 Present address 6 Marital status 7 Occupation

a What do you do?

b Where are you living at the moment? c Are you married or single?

d What’s you first name? e When were you born? f What’s your surname? g Where were you born?

KEY: 1-d, 2-f, 3-e, 4-g, 5-b, 6-c, 7-a

TASK 3:

Form asks you to do certain things Do the following: 1 Write your name in block capital:

_ 2 Sign your name:

_ 3 Delete where not applicable: I’m a student/ an employee/ an employer

4 Put a cross if you are male 5 Put a stick if you are female TASK 4:

Fill in the following form:

THE OAK TREE SCHOOL OF ENGLISH ENROLMENT FORM PLEASE WRITE IN CAPITAL LETTERS

_ First name:

_ Date of birth:

_ Nationality:

_ Language(s):

_ Address in your country: _ Occupation:

_ Reason for learning English: Business/pleasure/

exams/others*

How many hours a day do you want to stay at the school?

What date do you want to start?

* Delete where not applicable IV Consolidation

- Asks the some questions about the form and gets their answers

- Answer the questions

V Homework - Take notes - Has sts write an application form

- Asks sts to prepare the next lesson

Self - evaluation:

……… ……… ………

Week: 04 Date of planning: Period: 12 Date of teaching:

Class:

Unit 2: SCHOOL TALKS Lesson: 5 LANGUAGE FOCUS 1 AIMS AND OBJECTIVES:

+ Language content : To help students pronounce two vowels / ^ / and / a: / and review some points of grammar ( Wh-questions, Gerund and to + infinitive)

+ Language function :To help students improve their listening and writing 2 Language:

+ Vocabulary :

+ Structures : - Wh-questions - Gerund or to + infinitive

3 Skills : Integrated skills

4 Method : Communicative approach 5 Techniques : Pairwork,

Teacher’s activities Student’s activities Content I.Stabilization

Makes greeting

Checks attendance - Make greeting- Pupil’s answer II Checking-up

the previous knowledge III Presentation of the new materials

A Language focus: 1

Lead-in

- Points some things in the classroom and ask sts to answer: “What is this?”

- Uses sts’s answer to lead to part of

pronunciation 2 Pre-practice:

3 Controlled- practice: - Has sts read the sentences in the books to prastise

- Corrects mistakes B Grammar and vocabulary

Exercise 1 1 Lead-in

- Asks the sts some questions:

What did you do last night?

How long have you learnt English? Where did you spent your summer

vacation?

- Asks the sts another question:

What kind of

questions did I used? - Introduces the

exercise

2 Prepractice: - Asks the sts to tell again some kinds of Wh-questions

3 Controlled practice:

- Asks the sts to work in pairs to find of the suitable questions - Asks some sts to read their sentences aloud - Corrects mistakes Exercise 2+ 3

- Expected answer: A cup, a card

- Listen carefully - Listen

- Listen and repeat - Read the sentences - Take notes

- Answer the questions

- Answer : Wh-questions

- Tell again - Work in pairs - Read their sentenses aloud - Listen

- Answer

1 Pronunciation

2 Grammar and vocabulary

- Helps sts know how to pronounce the vowels / ^ / & / a:/ Tells sts the difference between the differences between these sounds.

Reads the two sounds and the words in the book once and asks sts to repeat

Grammar:

1 Wh- questions: who, what, when, why, where, how, which

2 gerund and to- infinitive - gerund: danh động từ (V-ing)

- to- infinitive: động từ nguyên mẫu có toExercise 1

Make questions for the following responses

1. ? Just a few days ago

2. ? For a few days

3 _? I came with a friend

4. ? In the centre of the city

5. ? Because it is interesting

6. ? It’s seven o’clock

7. ? They have three children

Exercise 2

Fill in each blank with an -ing or to + infinitive of the verbs in brackets

Dear Lisa,

I have been expecting… …1 (hear) from you I hope you are O.K I m ’ busy but happy.

1 Lead-in

- Asks the sts some questions:

What do you like doing in your free time?

What do you want to do if you have free time?

- Writes some of the sts’ answers on the BB and asks the sts to pay attention to the gerunds and infinitives

- Introduces the exercise

2 Practice

- Asks the sts to tell again some verbs followed by gerunds and some verbs

followed by infinitives 3 Controlled practice: Exercise 2:

- Asks the sts to fill in each blank

- Gives feedback Exercise 3 - Asks the sts to

complete the following sentences using an – ing or to + infinitive form of the verbs in the box

- Corrects mistakes 4 Free practice:

- Asks the sts to work in pairs, use the, tell their partner

something true about themselves

-Look at the sentences

- Listen - Tell again - Take notes

- Do as directed - Take notes

- Do the exercise

- Listen

- Work in pairs

nervous You know I usually avoid 2 (go) to parties because I have … …

trouble … …3 (remember) people s ’ names Well, last night things were different Before the party, I read a book about improving memory, I practised … …4 (do) some of the memory exercises They really helped As a result, I stopped… …5 (worry) about what people think about me, and I tried… …6 (pay) attention to what people were saying And guess what? I had a good time!

I m even planning ’ … …7 (go) dancing with a guy from my class. Why don t you consider ’ … …8 (visit) me? I really miss … …9 you Please write I always enjoy … …10 (hear) from you.

Best wishes, Sonia KEY: 1 to hear, 2 going, 3 remembering, 4 doing, 5 worrying, 6 to pay, 7 to go, 8 visiting, 9 seeing, 10 hearing Exercise 3

Complete the following sentences using an – ing or to + infinitive form of the verbs in the box

Watch make call have lend wait live talk go post find 1 It was a nice day so we decided _ for a walk

2 I’m not in a hurry I don’t mind 3 They were hungry, so she suggested _ dinner early

4 I’m still looking for a job, but I hope _ something soon 5 We must do something We can’t go on _ like this

6 Could you please stop _ so much noise?

7 Our neighbour threatened the police if we didn’t stop the noise 8 Lan was in difficult situation, so I agreed her some money 9 Suddenly everybody stopped _ 10 Don’t forget _ the letter I gave you

KEY:

1 to go, 2 waiting, 3 having, 4 to find, 5 living, 6 making, 7 to call, 8 to lend, 9 talking, 10 to post

Work with a partner Use the –ing form or the infinitive Tell your partner about something that you:

 Forgot to do

IV Consolidation - Asks the sts to tell again what they have just learnt

- Tell again

V Homework - Do it at home - Has sts find some words pronounced / ^ /, / a: /

- Asks sts to prepare the reading of unit 3

Self-evaluation:

……… ………

………

….……… ……… ………… ……….……… ………

Week: 05 Date of planning: Period: 13 Date of teaching:

Class:

Unit 3: PEOPLE S BACKGROUND’ Lesson: 1 READING

I AIMS AND OBJECTIVES:

+ To introduce a text about Marie Curie – a famous female scientist + To have the sts practice skimming and scanning skills

+ To teach the sts the love for science II LANGUAGE:

+Vocabulary: +Structures:

III SKILLS: Integrated skills (pay attention to speaking and reading)

IV METHODS AND TECHNIQUES: Communicative, question- answer, pairwork, group work

V TEACHING AIDS NEEDED: Textbook, ruler, chalk

VI PROCEDURE:

Teacher’s activities Student’s activities Content I Stabilization:

- Greets the sts and checks regular attendance

II Checking up the previous knowledge - Asks the sts some questions about attendance, preparation

- Reads the questions aloud and asks two sts to go to the b.b

* Questions:

- Corrects mistakes, gives remarks and marks

- Greet and answer the teacher

- Answer

- 2 sts called go to the blackboard

- Answer the questions

- Listen

Questions: Who is it ?

1 This was a Polish scientist? 2 This was a female scientist? 3 She discovered radium St1: Says something about his / her hobby

St2: Asks and answers about the sts in the text

III Presentation of the new materials

1 Lead in:

- Questions and let them guess who the person is - Introduces the reading text

2 Prereading: - Reads the text

- Asks the sts to pick out new words and phrases, then explains them - Reads the new words and asks the sts to repeat

- Asks some sts to read loudly

- Corrects mistakes 3 While reading: - Read the text once - Asks sts to skim the text and find out some information about Marie Curie

- Asks sts to work in pairs to exchange their information

TASK 1

- Asks sts to read the text and find out the sentences which contain the words in column A – task 1

- Asks sts to work in pairs and match the words or phrases in A with their meaning in B - Gives out feedback

TASK 2

- Asks sts to read the sentences in task 2 - Explains new words if necessary

- Asks sts to read the text and decide whether the sentences are true or false and correct the false information - Asks sts to exchange in pairs

- Gives feedback TASK 3

- Asks sts to work in pairs, answer the

- Answer the

questions to find out the scientist

- Listen - listen

- listen and guess the meaning of the words

- listen and repeat

- some sts read - correct mistakes

- listen carefully - read the text in silence and find out the information - Exchange their information with their partner

- to read the text and find out the sentences which contain the words in column A – task 1

- do task 1 in pairs - read the sentences in task 2

- read the text and decide whether the sentences are true or false and correct the false information

- exchange in pairs

+To be awarded sth in … for V-ing e.g Mary was awarded a prize in sport for breaking her previous record

+ The atomic weight of radium: + Humanitarian (adj):

MARIE CURIE

Born : 1891 : 1894 : : got married

1903 : 1914 :

TASK 1 A B 1 with flying colour 2 determine 3 mature 4 ease 5 harbour

a having a fully developed mind b keep in the mind c very well, with a very high mark/ grade

d make less severe e find out exactly by making

calculations KEY: 1- c, 2- e, 3- a, 4- d, 5- b TASK 2

Decide whether the sentences are true or false and correct the false information.

1 Marie went to school in Warsaw 2 Her dream was to become a private tutor

3 At the Sorbonne, she studied very well

4 She married Pierre Curie in 1894 5 She was the first woman professor at the Sorbonne

KEY:

1 2 3 4 5

T F T F T

TASK 3

question in task 3 - Gives feedback 4 Post reading: - Asks sts to work in groups of four, find the evidence in the text to prove each of the following adjectives about Marie Curie - gives feedback

IV.Consolidation - Asks sts to close their books and complete the chart about Marie Curie

V Homework - Asks sts to write a short paragraph about Marie Curie ( 100 words)

- listen

- Do the exercise in pairs

- listen

- work in groups of four, find the

evidence in the text to prove each of the following adjectives about Marie Curie - listen

- complete the chart about Marie Curie - take notes

1 When and where was Marie Curie born?

2 What kind of student was she? 3 Why did she work as a private tutor?

4 For what service was she awarded a Nobel Prize in Chemistry?

5 Was the prize her real joy? Why / Why not?

Find the evidence in the text to prove each of the following adjectives about Marie Curie:

Strong-wind ( harboured the dream of scientific carrer – impossible for a woman at that time)

Ambitious ( kept moving up in her career)

Hard-working ( difficult living condition – work hard)

Intelligent ( won the Nobel Prize) Humane (easing human suffering) MARIE CURIE

Date and place of birth

Field of study Degree

Year of getting married

Prize Homework

write a short paragraph about Marie Curie ( 100 words)

Selfevaluation:

………

……… ……… ……… … Week: 05 Date of planning:

Period: 14 Date of teaching: Class:

Unit 3

Lesson : 2 – SPEAKING – I AIMS AND OBJECTIVES:

+ To have sts ask and answer about autobiography of a person

+ To have the sts practice taking notes / asking and answering in a interview + To teach the sts the love for science

II LANGUAGE: +Vocabulary: +Structures:

III SKILLS: Integrated skills (pay attention to speaking and reading)

IV METHODS AND TECHNIQUES: Communicative, question- answer, pairwork, group work

V TEACHING AIDS NEEDED: Textbook, ruler, chalk VI PROCEDURE

Teacher’s activities Student’s activities Content I Stabilization:

- Greets the sts and attendance

- Asks the sts some questions about

attendance, preparation II Checking up the previous knowledge - Calls two student to go to the BB

- Asks them to ask and answer three questions about Marie Curie

- Corrects mistakes, gives remarks and marks

III Presentation of the new materials:

1 Warm up:

- Gives out 3 pictures of three famous people and some information about them

- Ask sts to match the pictures with the right information

2 Lead-in

- From the activity above, asks some questions about the three famous people

- Introduces the main point of speaking

practice: “Talking about someone s ’

background” 2 Prespeaking:

- Asks sts to notice to the questions the teacher used to ask about someone’s background

3 Whilespeaking TASK 1

- Asks sts to work in pairs Decide which of the items below can tell you about somebody’s background

- Asks them to discus in pairs and find out some questions they can use to know about somebody’s

- Greet and answer the teacher

- Answer

- 2 sts called go to the b.b

- Ask and answer three questions about Marie Curie

- listen

- look at the pictures and information

- match the pictures with the right information

- answer the questions

- listen

- Notice to the questions

- discus in pairs and do as directed

- discus in pairs and find out some questions

Matching

Thien Thai Italian Generator Can you tell me some works of Leonardo De Vinci?

What are the famous songs of Van Cao?

Have you ever listened to his songs?

Where and when was Faraday born?

What do I ask you these questions for?

Can you tell me…?

What are the famous songs/ works of…?

Have you ever…? Where and when…?

TASK 1

Decide which of the items below can tell you about somebody’s background: Family Hobby Education Dislikes Appearance Experience e.g When was he / she born ? When did he / she start school?

Van Cao

Faraday

background TASK 2

- Gives each st a table, asks them to interview their partner about his / her background or that of a person he / she knows well and change the roles when they have finishe TASK 3 Groupwork - Asks sts to work in groups, talk to each other about their interview IV.Consolidation - Asks sts to tell again How to ask about someone’s

background

V Homework - Aks sts to write a 50-hundred-word paragraph about the student they interviewed

they can use to know about somebody’s background

- interview their partner about his / her

background or that of a person he / she knows well and change the roles when they have finished

- work in groups, talk to each other about their interview

- tell again How to ask about someone’s background

TASK 2

A B

Date of birth Place of birth Home

Parents

Brothers/ Sisters

Primary school Secondary school School work Favourite subject(s) Experience Homework

write a 50-hundred-word

paragraph about the student they interviewed

Self evaluation:

……… ……… ………

Week: 05 Date of planning: Period: 15 Date of teaching:

Class: Unit 3

Lesson : 3 – LISTENING – I AIMS AND OBJECTIVES

1/Educational aims:

- To help sts understand the value of success in every aspect - To help sts understand the content of the lesson

- To help sts know how to talk about one of the Olympion champion by using the regarding her background and career

2/Knowledge:

* General knowledge: By the end of the lesson, sts can talk about someone by using the information suggesting her ( or his ) background

* Language: The simple present and past tense, WH- questions

* New words: Diploma(n), gymnast (n), degree (n), romantic (adj), sports teacher 3/Skills: Listening

* True or false * Filling in the gaps

* Making the questions and answers

II METHOD: Integrated, mainly communicative III TEACHING AIDS: Textbook, pictures, extra board ……

IV.PROCEDURE:

1 Stabilization:- Make greeting - Check the students’ attendance

2 Checking up the previous knowledge( 5 mn )

3 Presentation of the new materials:

Teacher’s activities Student’s activities Content I Lead-in:

Asks sts some questions:

- What do you know about Olympic? - Can you name some Olympic

champions?

Asks sts to look at the picture in the book and asks “ Do you know who she is? If no, please study the lesson and you’ll know about her clearly

II Before you speak Explains some new words:

Reads and asks sts to repeat

Calls some to speak out the words

III While you listen Task 1:

- Asks sts to study the statements carefully before listening Set the situation: Sally has been the Olympic champion You are going to listen to the

conversation between Bob and Sally and then do the tasks followed

- Lets the sts listen twice

- Goes round to check

- Gives them the last listening

- Asks sts to do the task

-Asks them to compare with their partners

Calls some sts to give

- Listen and answer - It’s an

international multi-sport event It takes place every four year

- No, I’m sorry -

- Listen

Listen Repeat

Some read the words

Look at the

statements carefully Listen

-Listen

- Do the task - Compare

- Some speak out the questions loudly Practse the dialogue in pairs

- Look at the board and

Unit three: PEOPLE’SBACBGROUND I.New words:

Gymnast (n) ( Using picture) Diploma (n) ( real thing)

Sports teacher: A teacher who teaches sports

II Task 1:

Listen to the conversation between Bob and Sally Decide whether the

statements are true (T) or false (F): Suggested keys:

1 T 2 T

3 F (I don’t have muchfreetime) 4 T

their answer Feedback and corrects Task 2

-Lets sts listen again and fill in the blanks - calls some sts to speak out loudly - Listens and corrects

IV After you listen - Reads the

conversation again and asks sts to work in pairs to ask and answer about Sally - EX:

A What’s the champion’s name? B Her nams is Sally - Listens and corrects

study the conversation - Listen carefully and try to fill - Some pairs to speak out their conversation

Listen and work in pairs

Ask and answer about Sally One asks One answers

Task 2: Listen to the conversation again and fill in the blanks:

1.Sally got at local schools. 2 She in Manchester with her

3 She like sports basketball and for example

4 She likes to read _ romantic books

5 She wants to get her Suggested key:

1 a general education 2 lives - family

3 different – swimming 4 love stories

5 teache’s diploma After you listen:

Ask and answer about Sally: 1.What’s her name?

2 When was she born? 3 Where was she born?

4 Where did she get her general education?

5.What club did she join? 6.Where does she live?

7.How many brothers does she have?

8 What does she like to do in her freetime?

9 What sort of books does she like to read in her freetime? 10 What does she want to be in the freetime?

IV Consolidation: Asks sts to tell something about Sally.

V HOMEWORK: Asks sts to + Write the conversation in the exercise notebook + Prepare Writing

V SELF-EVALUATION

……… ……… ………

Week: 06 Date of planning: Period: 16 Date of teaching:

Class: Unit 3

Lesson : 4 – WRITING – I AIMS AND OBJECTIVES

1/Educational aims:- To help sts know how to write a simple curriculum vitae - To help sts practise writing skill

2/Knowledge:

* General knowledge:By the end of the lesson sts will be able to write a simple C.V * Language : The simple present and past tense,

* New words : Curriculum vitae, previous job 3/Skills: Listening

* Writing a C.V * Filling in the C.V * Making the sentences

II METHOD: Integrated, mainly communicative

III TEACHING AIDS: Textbook, pictures, extra board …… IV.PROCEDURE:

1 Stabilization: - Make greeting

- Check the students’ attendance 2 Checking up the previous knowledge( 5 mn )

3 Presentation of the new materials:

Teacher’s activities Student’s activities Content 1 Lead-in:

Uses a curriculum vitae to introduce the lesson Asks sts some

questions:

-Have you ever written a C.V?

- When did you write it?

- Do you know to write it in English?

Let’s study the new lesson and you will know how to write it in English

2.Pre- practice:

- Asks sts to open their book and look at the lesson carefully

- Asks them to pick up the new words

- Explains how to do the tasks

- Asks sts to do the tasks

3 Controlled practice: Task 1:

Asks sts to read Mr Brown’s C.V and write a paragraph about him Gives an example Asks sts to write Asks sts to compare their writing with the classmates and check whether the

information about Mr Brown is correct or not

- Listen and answer - Yes, I have

- A month ago - No, I don’t - Listen

Listen and look Pick up the words

Listen

Look at Mr Brown’s C.V carefully

Look at the example

Write a paragraph

- Do the task - Compare

- Some write on the

Unit three: PEOPLE’S BACBGROUND I.New words:

- Curriculum vitae ( C.V ) - Previous (adj) : = old - Travel agency

II Task I:

Read Mr Brown’s C.V and write a paragraph about Mr Brown, using the cues below:

be born like go to … school

from… to pass exam in travel agency work as Suggested answer: Mr Brown was born on

November 12th 1969 in Boston.

He went to Kensington High School and passed exams in English, French and

Mathematics After school, He was a tourist guide in a travel agency from June 1991 to December 1998 And from March 1999 to May 2002 he worked as a hotel telephonist He likes music and dancing Ex:

Mr Brown was born on

Call some sts to write their sentences on the blackboard

Looks and corrects Task 2:

Asks sts for the

information about his/ her parent and

complete the form Asks them to work in pairs

Calls some to write on the b/b

- Leads sts move to task 3

- Asks sts to work basing on CV write about partner

- Asks sts to exchange with a partner

- Call one to write it on the board

b/b

Look carefully Work in pairs to practise

- Work individually

- Give comments

Task 2: Suggestions:

- Education: which school did you go to? When did you start studing? When did you

graduate? When did you finish school?

- Language: how many language can you speak ? are you good at speak English?

* Task 3:

IV.CONSOLIDATION : Asks sts to tell something about Sally

V HOMEWORK: Asks sts to + Write the conversation in the exercise notebook + Prepare Writing

V SELF-EVALUATION:

……… ……… ………

……… ……… Week: 06 Date of planning:

Period: 17 Date of teaching: Class:

Unit 3

Lesson : 5 – LANGUAGE FOCUS – I AIMS AND OBJECTIVES

1/Educational aims:

- To help sts know how to use the past perfect and simple past tense - To help sts distinguish the sounds / e/ and / æ /

2/Knowledge:

* General knowledge:

- By the end of the lesson sts will be able to pronounce the sounds / e/ and /æ/ correctly - Use the past perfect tense perfectly and distinguish it with the past simple

* Language : The simple present and past tense Pronounce the sounds / e/ and / æ/ * New words :

3/Skills: Listening, Speaking, Reading, Writing II METHOD: Integrated, mainly communicative

III TEACHING AIDS: Textbook, pictures, extra board …… IV.PROCEDURE:

1 Stabilization:

- Make greeting

- Check the students’ attendance

2 Checking up the previous knowledge( 5 mn )

3 Presentation of the new materials:

Teacher’s activities Student’s activities Content Activity I

PRONUNCIATION: 1 Lead in:

Gives some things and introduces the lesson

Shows the desk and fan then asks sts to pronounce those words

2.Pre- practice: Pronunciation: Demonstrates the sounds /e/ and / æ / clearly

Writes on the board and helps sts know the differences

between those sounds 3 Controlled

practice:

PRACTICE I: Reads and asks sts to listen and repeat Calls some to read again

Asks sts to work in pair and practise the sentences

Goes round the class and provide help if necessary

Calls some sts to speak out

PRACTICE II: 1 Lead-in:

Asks sts to work in groups and gives each group a table

containing ten verbs Tells them to

complete the table and the group which completes the table first and has more correct verbs will be the winner

2 Pre practice GRAMMAR Review the past

Listen and speak It’s a desk

It’s a fan

Listen Write down

Listen and repeat Some read

Work in pair to practise the sentences

Some peak out these sentences

Look and complete the table in groups

Look and give the form

Form:

S + HAD + PP + O

Unit three: PEOPLE’S BACBGROUND

LANGUAGE FOCUS I Pronunciation:

/e/ - / æ / men man said sad pen pan send sand Practise these sentences: 1 The fat man has a red pen

2.This handbag will be send to Hellen 3 Sam said apples were very

expensive then

4 there’re ten pans on the shelf 5 Ben sat on a bench with a yellow cat

6 Ann never gets bad marks in French

II Table completion Verb

infinitive Past form Past perfect go ate swept broke sleep wrote thrown sang put came GRAMMAR

The past perfect tense a Form:

(+) S + had + PP + O

(-) S + had not ( hadn’d) + O (?) Had + S + PP + O ?

perfect tense

Gives an example and asks sts to give the form

Asks them to give the usages of theis tense Listens and corrects 3 Controlled practice: Asks sts to do exercise 1 Asks them to

compare their answer with the partners Calls some to peak out their answer Listens and corrects

Exercise 2:

Explains how to do this exercise

Calls some sts to read their answer and then write on the

blackboard

Looks and corrects

- Asks sts to do exercise 3

Asks sts to read the story and try to find the mistake in the use of tenses

Asks them to give the reasons

Feedbacks and gives corrects answers 4.Free practice:

Give the usages of the tense

Do the exercise 1 Compare the answer with the partners Speak out the answer Listen Listen

Do ex.2

Go to the b/b and write the answer Do ex 3

Read the story and find the mistakes in use of tenses

No, S + hadn’d 2 Uses:

The past perfect tense can be use to describe an action before a point of time in the past

Ex: 1 I had finished my work before 9 p m last night 2 I had done all my homework before I went to bed

=> use with before and after

Exercise 1:Use the verbs in brackets in the past perfect:

Answer: 1. had broken 2. had done 3. had met

4. hadn’t turned off 5. had ever seen 6. had been 7. had left 8. had moved 9. hadn’t seen 10.had broken in

Exercise 2:Put the verbs in brackets in the past simple or the past perfect: 1 We had just finished dinner when they came

2 He had seldom travelled by bicycle before he went to VN

3 Ann went to get the carpet for the room but someone had already taken it

4 Did …… you manage, had … gone, got

5 had just got, phoned, had seen Exercise 3: There are five mistakes in the use of tenses in the story Find and correct:

Suggested keys:

Sentence Mistake Correction

1 Had

climbed climbed

2 Had

turned turned

3 Had call called

4 Had

heard heard

5 went Had already

gone

IV.CONSOLIDATION : Asks sts to fill in the blank with suggested words in the box to understand the definition of a C.V

A curriculum vitae or a C.V is a personal (1)… of a person’s background, experience, training and skills It (2) … an applicant’s suitability and potential for certain jobs Its main (3) … is to prove that some one are (4) … of doing the job he is looking for A C.V general (5) … Personal education/ data, Education, Previous jobs, Interests … …

Answer: 1 summary 2 shows 3 purpose 4 capable 5 contains V HOMEWORK: Asks sts to

+ Write a paragraph about their parent in the exercise notebook + Prepare Language focus

VI SELF-EVALUATION:

……… ……… ……… ………

………… ……… ……… ……… ……… …… Week: 06 Date of planning:

Period: 18 Date of teaching: Class:

I OBJECTIVES:

- Help the sts to check how they understand the knowledge in Unit 1,2,3

- Have the sts check their skills

II PROCEDURE:

Teacher’s activities Student’s activities Content I Listening:

- Asks the sts to read the task and explain new words

- Play the text and asks the sts to listen and do the task

- Gives feedback

II Reading

- Asks the sts to work in groups and discuss the answer

- Asks the leaders of some groups to say their answer loudly III Grammar

- Aks the sts to work in pairs or group to do the task

- Gives feedback IV Writing - Asks the sts to discuss in group to write the reply letter

- read the task

- Listen and do the task - Listen

- Work in groups and discuss the answer - the leaders of some groups to say their answer loudly - Work in pairs or group to do the task

- Discuss in group to write the reply letter

I Listening: Key:

1 15th January, 1929

2 In 1951 3 For 4 years 4 He met

5 They got married 6 A minister at a 7 The black freedom

movement

8 Heard his speech at the 9 In 1964

10.4th April, 1968

II Reading Key:

1 f, 2.c, 3.a, 4.d, 5.b

III Grammar Key:

1 to apply 2 am 3 attended 4 passed

5 got 6 can

7 reading 8 know

9 am able 10.hearing IV Writing

- Asks some sts to write their letters on the BB

- Gives feedback Homework

- Asks the sts to prepare for the test

- Take notes Self- evaluation:

……… ……… ……… ……… ……… Week: 07 Date of planning:

Period: 19 Date of teaching: Class:

Test 1

I Choose the best answer.

1 Most people start to lose their memory as they get older

a ability to remember b ability to impress c feeling of admiration d ability to affect 2 What…… do students study at a high school?

a subject b subjects c books d language 3 Mr Ha worries about his son’s …… because there is so much traffic

a safe b safely c safety d all are correct 4 Do you want …… with you or do you want to go alone?

a me coming b me to go c that I come d that I will come 5 ……… money do you earn? – about 100 dollars

a How long b How many c How often d How much 6 How long does it take you to go to school?

a It’s a long way b about one kilometer c once a day d thirty minutes 7 Big C supermarket is always ………… with shoppers

a crowding b crowd c crowded d to crowd 8 What do you usually give teachers on the …… of Vietnamese teachers’ day? a time b opportunity c occassion d chance 9…………is a half of football?-forty five minutes

a How long b How often c What time d When 10.Before taking another degree in………., Marie had earned a physics degree a physic b physics c chemistry d mathematics 11.Let me give you a little……… about the president of the country

a specialization b background c concentration d degree 12.I was born …… November, 1990

a on b in c at d by

13…… is the subject I like best because I can know many poets and writers in the world a Literature b History c Geography d Biology

14.I got… as soon as the alarm clock went……

a up/off b up/of c up/down d on/off 15 Remember ……… me a postcard when you get there

a to send b send c sent d sending

16.Curriculum Vitae is a… with details about somebody’s past education and jobs a form b article c paragraph d diploma

17 While he ……… the gardening, he found a strange metal

a does b did c had done d was doing 18.Which sentence is correct?

a Everyday I went to bed after I have lunch b I usually watches TV in the evening

c After I had studied the lesson, I went to bed yesterday d I usually have dinner after lunch

19 Mr Ha/ about/ travelling/ does/ worry/ son’s/ why/ his? a Why Mr Ha does worry about his son’s travelling?

b Why does his son travelling worry Mr Ha ?

c Why does Mr Ha worry about his son’s travelling? d Why his son’s travelling does worry Mr Ha ?

20 How do you do? I’m Peter

a I’m fine thank you b How do you do? I’m John c How are you? d How’s thing? II.Choose the word that has the underlined part pronunced differently from the others. 1 a film b cinema c time d interest

2 a father b dark c garden d narrow 3 a subject b occupation c lunch d Sunday 4 a meat b bean c heat d head

5 a strong-willed b realized c interrupted d determined

III.Pick out the word the has the stress pattern different from that of the others 1 a history b geography c biology d technology 2 a wonderful b enjoyable c marital d household 3 a champion b background c institute d career 4 a buffalo b routine c tobacco d humane 5 a profession b semester c schooling d ambitious IV Which of the following parts is incorrect

1 What do you(a) do usually (b) on (c) Sundays? I often go swimming(d) 2 Miss Phuong loves teaching (a)although (b)it is (c) a hard work(d)

3 We didn’t have (a) phone number because (b) they moved (c)to the south (d) 4 She was awarded (a) a Nobel prize on (b)chemistry for (c)determining the atomic (d) weight of radium

5 Remember sending (a) me a (b) letter when (c) you come there.(d) V Read the passage and then choose the correct answer

I … (1)…… my teaching …(2)… for ten years I spent years (3)…….in a remote village… (4) …the villagers were very poor and the living standard was low Sometimes I was really very disappointed because of … …(5) and low pay I was really homesick However , at that time, with my youth… ……(6) , I try my best to devote … …(7) to the noblest career, that was “teaching” I loved my poor little students They were living in… (8)…… but they could not suffer from the empty mind I am proud of myself …(9)… a teacher, a hard-working “boatman” taking my students to the “destination” of ……(10)

………

1 a start b has started c started d had started 2 a career b job c profession d all are correct 3 a teach b teaching c to teach d taught

4 a which b there c where d when 5 a bad living condition b badly living condition c.bad condition living d living bad condition

6 a enthusiasm b movement c emotion d culture 7 a my time b my career c my duty d myself 8 a poor b poverty c debt d shortage 9 a be b to be c to have been d to being 10.a.competence b background c knowledge d experience VI Rewrite the following sentences as directed

1 You had better get up early

2 It took me an hour to do my homework

I spent………

3 He can type one hundred words in a minute (make question) ……… 4 We go to school six days a week (make question)

………

THE END

Week: 07 Date of planning: Period: 20 Date of teaching:

Class: KEYS:

I.1.a 2.b 3.c 4.b 5.d 6.d 7.c 8.c 9.a 10.d 11.b 12.b 13.a 14.a 15.a 16.a 17.d 18.c 19.c 20.b

II 1.c 2.d 3.b 4.d 5.c III 1.a 2.b 3.d 4.a 5.c IV 1.b 2.d 3.c 4.b 5.a

V 1.a 2.d 3.b 4.c 5.a 6.a 7.d 8.b 9.b 10.c VI 1 …… me to get up early

2 …… an hour doing my homework 3 How fast can he type?

4 How often do we go to school?

Test 2:

A Questions:

I - Phonetics: Choose the word with the different pronunciation of the underlined part Identify your answer by circling the letter A, B, C, D

1 a me b repair c became d decide

2 a break b lead c meat d eat

3 a bike b kind c ride d sick

4 a fast b guitar c march d traffic

II Vocabulary: Choose the best answer to complete the sentences 5 Her parents were very …… because she was out so late last night

a sorry b responsible c overcome d worried

6 He used to …… Her living by delivery vegetables to local hotels

a earn b gain c get d win

7 Where did you …… See him?

a recently b already c last d lately

8 I couldn’t decide whether I …… the blue shirt to the green once

a liked b bloved c preferred d would rather

9 What do you do when you are …… a piece of sound advice?

a given b asked c done d told

10 What did you …… him?

a saw b see c seen d seeing

III Grammar: Choose the word or phrase which best fits each gap of the sentence 11 Linda can …… quickly than last year

a type b typed c types d typing

12 She do…… more gracefully than last year

a dances b dancing c danced d dance

13 After we ……….down, Peter offerred us food and drinks

a have sit b have sat c were sitting d had sat

a get up b got up c used to get up d B and C 15 They …… packed the boxes by the time we arrived

a had not b had not been c was not d were not being IV Reading comprehension: read the passage and choose the best answer

We’re just received some latest information Heat Hurricane Harry has changed its course, and is now heading straight for the mainland We expect to have winds of over 150 miles per hour The hurricane should arrive at about 3.pm this afternoon Please get repaired fot it Board up your doors and windows as much as possible Tie your boats down well No camping is allowed on the beach, it’s too dangerous If you are planning to leave for the day, try to get out of town before 2 for those of you staying in town, stay in-doors and out of your cars After the Hurricane dies down, be careful of loos electric wires the electric company will out of repairing the wires as soon as possible Don’t touch any wires on the ground If your electric goes out, be patient You can be answered that the electric company will be working as quickly as possible Keep your radio turned on this station for more information

16 What is the main reason for making this announcement?

a To tell people of an invitation b To invite people to Harry’s house c To warm people of the danger d T describe an event

17 What is coming?

a an electrical blackout b a storm

c a camping ban d a shark attack

18 When is it coming?

a tomorrow b nextweek

c this afternoon d immediately

19 According to the announcement, which of the following is something you should not do?

a camp on the beach b put wood over the windows

c leave town d stay indoors

20 What does the speaker suggest?

a contact your neighbour b leave town

c watch television d listen to the radio

B- Asnwer:

I Phonetics: 1 a 2 a 3 d 4 d 5 d

II Vocabulary: 6 d 7 a 8 c 9 c 10 b

III Grammar: 11 a 12 a 13 d 14 d 15 a

IV Reading comprehension: 16 c 17 b 18 c 19 a 20 d

Week: 07 Date of planning: Period: 21 Date of teaching:

Class: Unit 4

Lesson : 1 - READING 1 AIMS AND OBJECTIVES:

+ Language content : To help students (sts) know about some knowledge of special education

+ Language function :To help students improve their reading skill and enrich their vocabulary in context

+ Educational Aim : To educate students to love and be interested in the disabled people especially the blind, the dump and the deaf

2 LANGUAGE:

+ Vocabulary: Dump, deaf, disabled, schooling, opposition, add, subtract + Structures :

4 METHOD : Communicative approach

5 TECHNIQUES : Pairwork, group work, skimming, explaination, miming, gap filling 6 TEACHING AIDS NEEDED : Text book, colour chalk

Teacher’s activities Student’s activities Content I.Stabilization

- Makes greeting - Checks attendance

Make greeting The monitor on duty answers II Checking-up

the previous knowledge III Presentation of the new materials

1 Lead-in:

- Gets the sts notice the teacher’ s actions and guess what the teacher want to say with the class

2 Pre-reading:

- Has sts make a list of activities they do in pairs Then discuss which

activities will be difficult for the dump and deaf children. - Asks sts to work with a partner, looking at the Braille Alphabet and work out the message that’s follows

- Gives feedback

- Introduce some newwords in context: + Dump, + deaf, +disabled, + schooling, + opposition, + add, subtract

- Lets sts pronounce the vocabulary in chorus

- Asks sts some questions to check their understanding of the vocabulary

3 While-reading: - Has sts read the text silently and do task 1 on page 45 in pairs

- Gives feedback - Asks sts to read the

passage again and complete the sentences by choosing the correct answers

- Gives feedback 4 Post-reading:

- Asks sts to fill each of the blanks of the summary with

- Expected

answer: I love you - Special language - Listen carefully and take notes

- Do as directed

- Work in pairs Expected answer: We are the world - Take notes - Write into the notebooks - Do as directed - Answer the questions

- Do as directed Matching: 1c; 2e; 3a; 4b; 5d

- Work in pairs - Suggested

answers: 1D; 2B; 3A; 4C; 5D

- Fufill their duty - Correct their answer:

- Asks “ How do you know?”, “Which language do I use?” - Yes, that s right It s’ ’ Special language, The language of the dump and to know more about special education we’re going to study part of reading, unit 4 Please open the books on page 44, 45

I Newwords :

1 Dump (a) : C©m 2 Deaf (a) : §iÕc 3 Disabled (a) : T n tËtà

4 Schooling (n): Sù d¹y dç gi¸o dôc ë trêng

5 Opposition(n): 6 Add (v)# Subtract II Before you read:

Make a list of activities: Go to school, study English, play football, play the guitar, listen to music, go shopping , go

dancing

- Work with a partner, looking at the Braille Alphabet and work out the message that’s follows Expected answer: We are the world

III While you read:

-Read the text silently and do task 1 on page 45 in pairs Matching: 1c; 2e; 3a; 4b; 5d - Read the passage again and complete the sentences by choosing the correct answers - Suggested answers: 1D; 2B; 3A; 4C; 5D

III After you read:

a suitable word from the reading passage

- Gives feedback

- Has sts close their books, divides the class into 4 groups and asks them to retell about the special class in the text they have just studied

- Correct their answers

1.disabled; 2.read; 3.write;

4.effort;5.oppositi on;

6.time-consuming; 7.maths; 8.arms; 9.fingers;

10.proud

- Work in groups - Take notes

from the reading passage

- Feedback: 1.disabled; 2.read; 3.write; 4.effort;5.opposition; 6.time-consuming; 7.maths; 8.arms; 9.fingers; 10.proud

IV Consolidation

- Has representative from each group say something about special education based on the summary

- Do as directed

V Homework - Take notes - learn the new words by heart - prepare the new lesson: Speaking

SELF – EVALUTION:

……… ……… ……… ……… Week: 08 Date of planning:

Period: 22 Date of teaching: Class:

Unit 4: SPECIAL EDUCATION Lesson : 2 -SPEAKING

I AIMS AND OBJECTIVES:

+ Language content : To help students (sts) practice speaking about their studying at school

+ Language function : To help students improve their speaking skills, review the vocabulary they’ve studied, and be self-confident before the crowd

+ Educational Aim : To help students be aware of the important roles of studying 2 LANGUAGE:

+ Vocabulary : + Structures :

3 SKILLS : Integrated skills

4 METHOD : Communicative approach

5 TECHNIQUES : Pairwork, group work, gap filling 6 TEACHING AIDS NEEDED : Text book, colour chalk

Teacher’s activities Student’s activities Content I.Stabilization

- Makes greeting - Checks attendance

- Make greeting - Pupil’s answer II Checking-up

the previous knowledge - Calls a student to go to the blackboard and complete some sentences (Gap filling exercise)

- Gives mark and remarks III Presentation of the new materials

1 Lead-in

- Takes roles to be an interviewer and asks the sts some questions to lead the sts to task 1:

- And now we will know one another well by practise speaking about our studying Please look at your books on page 47

2 Pre-practice:

- Helps the sts know some newwords

- Lets sts pronounce the vocabulary in chorus - Corrects the mistakes if necessary

3 Controlled- practice: a Task 1:

- Explain what to do , and then asks them to do task 1 in pairs

- Calls some pairs of sts to take roles and talk to each other

- Listens and gives the feedback: 4-1-2-6-3-5-7

b Task 2:

- Writes the questions on the blackboard in correct order and has sts ask and answer them in pairs

- Go around the class to see if the sts need help

- Correct the mistakes 4 Free-practice:

- Asks some sts to tell the whole class what they know about their partners

- Answer the questions

- Take notes

- Write into the notebooks

- Repeat - Take notes

- Do as directed - Talk to each other

- Take notes - Do as directed

- Take notes - Take notes

I Newwords:

+ Lower-secondery School: + Oral test

+ Break

+ What’s your name? + Where are you from? + What are you?

+ Where did you study? How many subjects do you study?

Newwords in context:

+ Lower-secondery School: + Oral test

+ Break Task 1:

- Explain what to do , and then asks them to do task 1 in pairs

- Calls some pairs of sts to take roles and talk to each other

- Listens and gives the feedback: 4-1-2-6-3-5-7 Task 2:

- Writes the questions on the blackboard in correct order and has sts ask and answer them in pairs

- Go around the class to see if the sts need help

- Correct the mistakes

IV Homework ;

- Asks sts to write a short passage about their studying - Asks sts to prepare the next period

- write a short passage about their studying now

- prepare the next period SELF – EVALUATION

……… ………

Week: 08 Date of planning: Period: 23 Date of teaching:

Unit 4: SPECIAL EDUCATION

Lesson : 3 - LISTENING 1.Aims and objectives:

+ Language content : To introduce students (sts) about a special photography club and help sts understand more about the disabled people’s life

+ Language function :To help students improve their listening, and encourage them to be able to listen and prastise speaking outside the class

+ Educational Aim : To educate students to love, be interested in, and have right behaviour with the disabled people

2 Language:

+ Vocabulary : photographic, photogenic, photography, stimulate, sorrow, passion, surroundings

+ Structures :

3 Skills : Intergrated skills

4 Method : Communicative approach

5 Techniques : Pairwork, Group work, gap filling 6 Teaching aids needed : Text book

Teacher’s activities Student’s activities Content I.Stabilization

- Makes greeting - Checks attendance

- Make greeting - Pupil’s answer II Checking-up

the previous knowledge

- Calls a student to go to the blackboard and talk about his

studying

- Gives mark and remarks

- Fufills the duty - Take notes

III Presentation of the new materials 1 Lead-in

- Lets the sts to play the game: “Jumbled words” Divide the class into 4 groups, rearrange the given letters into the words which can be derived from the word

“photo” The team having the qickest answer s will be the winner 2 Pre-listening: - Gets the sts to pronounce the above words in chorus, pay attention to the stressed syllables. - Asks the sts to work in pairs to fill each of

- Play the game Expected answers: + photographic,

photogenic,photograph y,

photograph,photograph er

- Pronounce in chorus - Do as directed

Suggested answers: 1 photographic 2 photography 3 photographer 4 photograph 5 photogenic

1 Before you listen

- Work in pairs to fill each of the blanks with the words given

the blanks with the words they have just found out

- Helps the sts to know some words relating to the tasks: 3 While-listening: Task 1:

- Asks the sts to read the request and the statements in task 1 carefully, underline the keywords in each sentence

- Has the sts listen to task 1 on page 49 in individual twice and then work in pairs to compare their

answers

- Let them listen the last one to check themseves

- Gives feedback Task 2:

- Has the sts work in pairs to read the passage carefully, trying to guess the meaning of the passage and the words they have to fill in, based on the words before and after the blanks - Has the sts listen to task 2 in individual twice and then work in pairs to compare their answers - Gives feedback - Asks sts to work in groups to retell the photography VTK club

- write some

suggested questions on the board

4 Post-listening: - Has the sts work in group retelling the story about the Vang Trang Khuyet Club

- Do as directed

- Work in individual and then in pairs: 1T; 2F: 3T; 4F; 5T

- Listen and check - Take notes

- Do as directed

- Listen carefully Answers:

- Do as directed

- work in group - Use the suggested questions to retell the story

2 While you listen: a Task 1

- The sts to read the request and the statements in task 1 carefully, underline the keywords in each sentence

- Listen to task 1 on page 49 in individual twice and then work in pairs to compare their answers: 1T; 2F: 3T; 4F; 5T

b Task 2

- The sts work in pairs to read the passage carefull

- Listen to task 2 in individual twice and then work in pairs to compare their answers:

Answer:

1 photography ; 2 19 3 exhibition; 4 50 5 beauty; 6 simple; 7 peaceful; 8 chickens 9 stimulated; 10 escape

Task 3:

1 Who are the member of the club? 2 What are they doing in Ha noi? 3 How many photographs are on display?

4 How many disabled children are there in photographic club?

5 How many colour photos are on display at the exhibition?

6 What are the subjects of the photos?

7 What has the passion for taking photographs helped the disable? 3 After you read:

IV Homework - Asks sts to prepare the next lesson- Retelling the story about the Vang Trang Khuyet Photography Club SELF-EVALUTION

……… ……… ……… ……… Week: 08 Date of planning:

Period: 24 Date of teaching: Class:

Unit 4: SPECIAL EDUCATION Lesson : 4 - WRITIING I AIMS AND OBJECTIVES:

+ Language content : To help students know how to write a complaint letter + Language function :To help students improve their writing skill

+ Educational Aim :To help students be aware of the importance of using suitable language in situation

2 LANGUAGE:

+ Vocabulary : + Structures :

3 SKILLS : Intergrated skills

4 METHOD : Communicative approach

5 TECHNIQUES : Pairwork, Group work, Real object (a new pen) 6 TEACHING AIDS NEEDED : Text book

Teacher’s activities Student’s activities Content I Checking-up

The previous knowledge No II Presentation of the new materials

1 Lead-in

- Lets the sts see a new pen for writing on the board : - To understand what a letter of complaint is and how to write it, we are going to study part of writing on page 50, 51 2 Pre-writing:

- Explains: A letter of complaint is written when someone is unhappy or dissatified with something - Asks the sts in pairs to read the advertisement carefully complete the fisrt column of the chart, then gives another situation: After two weeks learning in the centre you find

everything is worse than advertised What are they?

- Listen to the teacher

Suggested answers: Change/ Write a letter

- A letter of complaint - Listen to the teacher

- Listen to the teacher and take notes

- Do as directed

“ I’ve just bought a pen Now, I write new lesson Oh, I can not write anything How can I do now?”

- “Oh, write a letter? What kind of the letters: a letter of complaint or a thank-you letter?”

Before you write

- Explains: A letter of complaint is written when someone is unhappy or dissatified with something - Sts in pairs to read the

Complete the second column of the chart below :

3 While-writing: Task 1:

- Asks the sts to work in pairs, read the instruction carefully and complete the dialogue

- Has some pairs read their dialogue and compare one another

4 Post-writing: Task 2:

- Asks sts in groups to use the information in task 1 and complete the complaint letter

- Provide sts with some phrases and structures:

- Work in pair - Take notes

- Work in group

- Take notes

- Take notes

Advertised Reality Teachers native

teachers

Vietnamese teachers

Number of students/ class

No more

than 20 more than 30

Books &cassette tapes

free Had to buy /expensive

Classroom

s All-airconditione d

No air-conditioned

Classtime 5:30 pm- 8:30 pm

5:30 pm- 8:00 pm While you read:

Task 1

- Sts work in pairs, read the

instruction carefully and complete the dialogue

- Some pairs read their dialogue and compare one another

After you read: Task 2:

- Sts in groups use the information in task 1 and complete the

complaint letter

- Some phrases and structures helpfuL:

1 You say in the advertisement , but (actually)

… …

2 First … Second, …

3 Moreover, … In addition, … What is worse is …

4 In fact, …

- Sts exchange and correct their friends’ letters with the teacher’s help

IV Consolidation No V Homework ;- Has sts write a complaint letter about the motorbike he / she has just bought

- Asks sts to prepare the next lesson

write a complaint letter about the motorbike he / she has just

bought.

Self evaluation

……… ……… Week: 09 Date of planning:

Period: 25 Date of teaching: Class:

:

Lesson: 5 - LANUGAGE FOCUS 1 AIMS AND OBJECTIVES:

+ Language content : To help students pronounce two vowels /a/ and / ɔ:/and review some points of grammar

+ Language function :To help students improve their listening and writing 2 LANGUAGE:

+ Vocabulary : + Structures : - The + adj as a plural noun

- Which as a connector to modify a whole sentence - Used to + infinitive

3 SKILLS : Integrated skills

4 METHOD : Communicative approach 5 TECHNIQUES : Pairwork,

6 TEACHING AIDS NEEDED : Text book

Teacher’s activities Student’s activities Content Makes greeting

Checks attendance Make greetingPupil’s answer 1 Lead-in

- Points some things in the classroom and ask sts to answer: “What is this?”

- Uses sts’s answer to lead to part of

pronunciation 2 Pre-practice:

- Helps sts know how to pronounce the vowels /a/ and / ɔ/ Tells sts the difference between the length & intensity of these sounds

3 Controlled- practice: 1 Pronunciation Reads the two sounds and the words in the book once and asks sts to repeat

- Has sts read the

sentences in the books to prastise

- Corrects mistakes 2 Grammar and vocabulary Exercise 1

- Asks sts to read the adjectives given in the instruction and checks to be sure that they know

- Expected answer: door, floor, clock, bottle…

- Listen carefully - Take notes

- Listen and repeat - Read the sentences - Take notes

- Do as directed - Take notes - Take notes

Expected answers: 2 the injured 3 the unemployed 4.the sick

5 the rich; the poor

1 Pronunciation

2 Grammar and vocabulary

Exercise 1

all the words - Tells sts these

adjectives can be used as plural nouns by using “the” before them - Asks sts to use the + one of the adjectives to complete the sentences To do this exercise quickly remind sts to notice the main words in each sentence lelating to the adjective they

choose: accident – injured; nurse – sick … - Gives feedback

Exercise 2:

- Helps sts review the structure Used to + Bare inf and its use - Has them do the exercise in pairs

- Correct mistakes and gives feedback

Exercise 3:

- Helps sts review relative clause using which to modify a whole sentence, then has them do exxercise 3

- Gives feedback 4 Free-practice: - Gets sts play a game: “guessing” Sts mime and another ones guess the activity their friend used to do

- Take notes - Work in pair - Write down

Answer: 2 used to ride/ have, 3 used to l;ive, 4 used to eat/ like / love, 5 used to be, 6 used to take, 7 used to be, 8 did you use to

- Do as directed Expected answers: 2c, 3f, 4g, 5a, 6d, 7b - Take notes

- Play the game

4.the sick

5 the rich; the poor

Exercise 2

Answer: 2 used to ride/ have, 3 used to l;ive, 4 used to eat/ like / love, 5 used to be, 6 used to take, 7 used to be, 8 did you use to

Exercise 3 Answers:

2c, 3f, 4g, 5a, 6d, 7b

Home work - Do it at home - Has sts find some words pronounced /a/ and / ɔ:/

- Asks sts to prepare the reading of unit 5

Self-evaluation:

……… Week: 09 Date of planning:

Period: 26 Date of teaching: Class:

UNIT 5: TiÕt 25: LESSON 1: READING I Objectives:

1 Education aims: - Students know more about computers 2 Knowledge:

b Language: - The present simple tense - Vocabulary concerning computers 3 Skills: - Speaking: talk in pairs and in groups

- Reading comprehension: to match words in column A with their meaning in column B, to find the best title for the reading passage and then answer the questions II Anticipated problems:

- Students may have difficulties in understanding the words about computers III Teaching aids: board, textbook, chalk.

IV Procedures:

Teacher s activities’ Students activities’ 1 Homework checking (5 mins)

- Ask two sts to do EX2 and EX4 in the workbook on the board

- Ask other sts to give remarks - Give remarks and marks 2 Before you read( 10 mins) - Aims: to prepare information and vocabularies for the topic.

- Ask sts to look at the textbook and work in pairs to match each numbered item with one of words or phrases in the box

- Move round to conduct the activity - Ask some sts to give feedback - Check and give remarks

- Introduce some new words: + mi'raculous ( adj ) : remarkable. + de'vice ( n ) : a thing for special purposes

+ a'ppropriate ( adj ) : suitable

+ 'storage ( n ) : the storing of information + 'data ( n - U ) : information

+ 'memo ( n ) : a record of agreement

EX 2:

1 stimulate 2 origin 3 disabled 4 sorrow 5 professional

6 opposition 7 time- consuming 8 exhibit

EX 4:

1 She used to play the piano but she hasn't played the piano for years 2 She used to be very lazy but she works very hard these days

- Look at the board and listen to the teacher

- Work in pairs to match the items with the words/ phrases

+ leave ( n ) : the time that a person is permitted to be absent from work

- Ask sts to listen and read the words again then ask some sts to read again

- Listen and check

3.While you read: (20 mins )

- Aims: Read the passage for information to do the tasks.

+ Task 1: Matching.

- Ask the sts to read the passage

individually and do Task 1: the words in A appear in the reading passage Match them with their definition in B

- Encourage sts to guess the meaning of the words in the context

- Tell sts to compare their answers with a partner

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

- Give correct answers and explain all the words carefully to make sure the students understand the meaning of the words + Task 2: Passage Headings

- Ask the students to read the passage more carefully and choose the best title for it - Move around to conduct the activity - Let sts dicuss the answer with their partners

- Ask one st to give the answer and encourage them to explain their choice - Give further explanation and tyhe correct answer

- Give explanation to some words/ phrases or expressions if needed

+ Task 3: Answering questions

- Ask sts to work in pairs and answer the questions using the cues

- Go around the class and provide help if necessary

- Call on some pairs to report in front of the whole class

- Listen and give remarks 4 After you read:( 9 mins )

- Aims: Give sts a chance to discuss the topic

- Ask sts to work in groups to discuss two questions:

1 What are the advantages of computers? 2 What are the disadvantages of

computers?

- Move around to conduct the activity - Ask some representatives to report

- listen and repeat

- some sts stand up to read the words again

Task 1:

- Read the passage and do the task individually

- Share their answers with their partners

- Some sts give out their answers 1 c; 2 - e; 3 – a; 4 - b ; 5 - d

-Listen and self-correct the exercise - Copy down

Task 2:

- Students do the work individually - Compare their answers with their partners

- C What can the computer do? - Self-correct the work

Task 3:

- Work in pairs to to ask and answer - Answers:

S1 : What can the computer do to help us in our daily life?

S2: It can help us visit shops, offices and places of interest; pay bills; read newspapers.

S3: Why is a computer a miraculous device?

S4: Because it is capable of doing anything you ask; it can speed up the calculations, ect.

- Suggested ideas: 1 Advantages: - storing data

- a means of entertainment

5 Homework:( 1 min )

- Part A (page 28) - a waste of time and money on games.- being harmful to people's health - spam or electronic junk mail.

Week: 09 Date of planning: Period: 27 Date of teaching:

Class: UNIT 5:

LESSON 2: SPEAKING I Objectives:

1 Education aims: Sts know about the uses of modern inventions 2 Knowledge

a General knowledge: Sts can talk about the uses of the modern inventions in daily life such as radio, TV, fax machine, air conditioner

b Language: - The simple present passive

- Verbs concerning the modern inventions 3 Skills

+ Speaking: - Asking and answering about the uses of the modern inventions -Talking about the uses of the information technology

+ Reading: - Using the suitable verbs to complete the sentences II Anticipated problems

Sts may not know about the uses of some inventions such as fax machine or air conditioner

III Teaching aids

Textbook, chalk, board, pictures of some modern inventions IV Procedures:

Teacher s activities’ Students activities’ 1 Homework checking ( 5 mins )

- Ask two sts to talk about the uses of computers in daily life

- Listen and give the corrections 2 Before you speak (10 mins)

Aims: Sts get used to the topic and then they ask and answer about the uses of modern inventions.

- Give some pictures and writes the names of these inventions on board:

a Electric cooker e Computer b Refrigerator f Cassette player c Television g Air conditioner d Washing machine h Fax machine

- Ask sts to give name for the each modern invention

- Ask some sts to read their names aloud and then give remarks

+ Task 1: Asking and answering

- Ask sts to work in pairs to ask and answer about the uses of modern inventions basing on the cues

- Do the first example:

+ Have you got a cell phone? Yes, / No,

- Look at the board and think about these inventions

- Sts read the name of the inventions in chorus and then individually

Task 1:

- Work in pairs -Suggested answers:

1 Could you tell me what the radio is used for?

+Could you tell me what the cell phone used for?

Well, it s used to talk to people when ’ you are away from home.

- Give sts the form of the questions and answer:

Question:

What is the used to ? Answer:

It is used to + infinitive or infinitive phrase.

- Go around and help sts if necessary - Ask some pairs to report

- Listen and give remarks

3 While you speak( 15 mins)

Aims: Sts practice completing the suitable verbs to talk about the uses of modern inventions.

+ Task 2: Completing sentences

- Ask sts to read all the verbs in the box and explain some of them:

+ transmit ( v ) truyÒn th«ng tin + process( v ): xö lÝ th«ng tin + make use of: sö dông, tËn dông - Ask sts to read the new words - ask sts to work in pairs

- Go around to help sts

- Ask some sts to read the sentences aloud in front of the class

- Listen and give correct answers: + Task3: Ranking:

- Ask sts to look at the ideas in Task 2 and rank them in order of importance Give the reasons

- Ask sts to work in groups of three or four - Suggest some structures in discussion: I think/ believe that the most important use of information technology is because - Go around to help sts to give the reasons to support their ideas

- Ask some sts to present in front of the class

5 After you speak( 14 mins )

Aims: Sts can talk about the uses of modern inventions

+ Task 4:

- Ask sts to work in groups to talk about the uses of information technology using the information above

- Go around to help sts

- Ask one or two sts to present in front of the class

2 Could you tell me what the TV is used for?

Well, it s used to watch the news, ’ performances and football matches. 3 Could you tell me what the fax machine is used for?

Well, it s used to send and receive ’ letters quickly.

4 Could you tell me what the electric cooker is used for?

Well, it s used to cook rice, meat, fish’ and keep food, rice warm.

5 Could you tell me what the air conditioners is used for?

Well, it s used to keep the air cool or ’ cold when it s hot or cold.’

Task 2:

- Read all the new words and make sure they know them

- Read the new words

- Work in pairs to find the suitable verbs

- Some sts to read the sentences 1 store 2 transmit 3 process 4 send 5 hold 6 make 7 send 8 receive 9.design - Work in groups to discuss

Task 3:

- Work in group

- One or two students talk about the uses of information technology: Task 4:

- Listen and give remarks 5 Homework ( 1 min )

Write a passage about the uses of information technology

Week: 10 Date of planning: Period: 28 Date of teaching:

Class: UNIT 5:

LESSON 3: LISTENING I Objectives:

1 General knowledge:

- Sts know how difficult it is for the elderly to learn how to use a computer 2 Language: - The past simple tense

- Vocabulary on computers 3 Skills: - Listening and marking True/False

- Listening and filling in gaps

- Speaking: Discussing and retelling the story II Anticipated problems:

- Students may have difficulties in catching the exact words for the blanks III Teaching aids:

- chalk, board, textbook IV Procedures:

Teacher s activities’ Students activities’ 1 Homework checking: (9 mins)

- Two sts tell the whole class about the roles of information technology in our daily life 2 Before you listen:(10 mins)

Aims: to focus sts on the topic and review/ introduce the words and phrases used in the listening text.

- Ask sts to work in groups and make a list of modern electronic/ digital devices that they use daily and then compare their list with other groups’

- Ask sts to discuss if it is difficult to learn how to use these devices

- Ask some sts to give their answer

- Asks S to look at the words in the book and read after T / the tape

- Introduce some new words

- 'memory (n): the power to remember things - re'fuse (v): say 'no' when someone asks you to do st

- ex'cuse (n) saying sorry for doing st wrong - Read the words again and ask sts to repeat - Ask sts to read the words in pairs

- Work in groups and make a list of the modern devices on a sheet of paper

Sts compare theirs notes - TV - radio - camcorder - computer - camera - cell phone

- Discuss in groups

- Some sts stand up and give their answer

- Look at the words and read after T /the tape

- Copy the words and phrases

- Listen and repeat

- Ask some sts to read the words again 3 While you listen: (10 mins )

+ Task 1

Aims: Practise listening and marking True/ false.

- Introduce the topic: An old company director talking about his experience of learning how to use the computer.

- Ask sts to listen to the tape/ teacher’ reading and decide whether the given statements are true or false

- Ask sts to read the statements to see if they understand them

- Play the tape/ read the text twice and ask sts to tick to the box to indicate T/ F statement and underline the false information

- Ask sts to compare their answer in pairs - Check sts’ answer

- Play the tape once again, stop the tape where necessary and conduct the correction + Task 2

Aims: Practice listening for specific information by filling in the gaps.

- Ask sts to have a look at the passage and read them in pairs and make sure they understand it T encourages sts guess the word to fill in the gaps

- Ask sts to listen to the tape/T once or twice again fill in the gaps with the missing words - Ask sts to compare their answer in pairs - Check sts’ answer

- Play the tape once again, stop the tape where necessary and conduct the correction 4 After you listen: (8 mins)

- Ask sts to work in pairs and use the suggested sentence and the information in Task 1 and 2 to retell the story about the old director

- Move round to check the activities and to make sure that sts are working effectively - Ask one or two sts to retell the story in front of the whole class

- Check and give remarks IV Homework:(1 min)

Write a short paragraph about how they learnt to use the computer

- Some individuals read the words aloud

Task 1:

- Listen to the T

- Read the statements in pairs

- Listen to the tape / the teacher and do the task

- Compare their answer - Give their answer

1 F 2 T 3 T 4 F 5 F 6 F

- Check their answer, say it aloud, and then correct their work if they have the wrong answer

Task 2:

- Work in pairs to read the passage and try to fill in the gaps

- Listen and do the task - Give their answer

- Check their answer, say it aloud, and then correct their work if they have the wrong answer

1 invited 2 still 3 refused 4 excuse 5 anything

- Work in pairs

- One/ two sts present

Week: 10 Date of planning: Period: 29 Date of teaching:

LESSON 4: WRITING I Objectives:

1 Education Aims: - Students can write simple instructions on how to use some household appliances

2 Knowledge:

a General knowledge: - Writing instructions b Language: - Language used in instructions

- Connectors and the imperative form of of the verbs

3 Skills: - Reading: read the set of instructions on how to use a public telephone - Speaking: work in pairs and in groups to read the set of instructions and to answer the questions

- Writing: write a set of instructions on how to operate a TV with a remote control

II Anticipated problems:

- Students may not be familiar with the verbs used in certain instructions III Teaching Aids: - board, textbook, chalk.

IV Procedures:

Teacher's activities Students' activities 1 Warm-up:( 3 mins)

- Aims: to introduce the topic and to raise sts' interest in the topic.

- Ask sts to in groups to match the word in A with the words in B

A B

1 insert a the long pips 2 make b.a button 3 press c a card 4 hear d a call

- Ask a member of a group to present the ideas

- Listen and check

- Introduce the topic of the lesson. 2 Before you write:( 20 mins) - Aims: to give sts a chance read samples of some instructions and to help sts to prepare vocabulary and information before they write. - Explain some new words: + lift ( v ) : raise something + re'ceiver ( n ) : the part of a telephone that receives the sound

+ slot ( n ): a narrow opening to put a card or a coin in

- Listen to the teacher - Work in groups to match

- A st stands up to present the ideas: 1 - c ; 2 - d ; 3 - b ; 4 - a

- Listen to the teacher

+ 'ambulance ( n ): a special vehicle used to for carrying sick people to hospital

+ remote control ( n ): ( picture ) + cord ( n ): ( realia )

- Ask sts to listen and repeat and then some sts stand up to read again

+ Task 1:

-Ask sts to work in pairs and read the set of instructions on how to use a public telephone

- Move round to conduct the activity and to help sts if necessary

- Ask some questions to make sure that sts understand the instructions

T: What should I have to make a call? T: How many stages are there to operate the telephone?

T: What number should I dial to call the fire service?

- Listen and check + Task 2:

- Ask sts to work in pairs to read the instructions again and find out the connectors and the imperative form of the verbs

- Move around to help sts if necessary - Ask sts to compare their answers with other pairs

- Ask 2 sts to read their answers aloud - Ask other sts give remarks

- Check and give the correct answers + Task 3:

- Ask sts to look at the TV and the remote control in the picture and then work in pairs to answer the questions - Move round to conduct the activity and to help sts if necessary

- Ask some pairs to report and check

3 While you write:( 10 mins) - Aims: Sts practise writing a set of instructions on how to operate a TV with a remote control.

- Let sts write the instructions

- Move around to conduct the activity 4 After you write:( 5 mins)

- Get feedback by asking one or two sts to read their work aloud

- Ask some other sts to give remarks - Check and give the correct answer

- Listen and read after the teacher

- Some sts stand up and read aloud, other sts listen and give remarks

- Read the set of instructions in pairs Task 1:

- Answer teacher's questions:

S1: You will need a phone card and the number you are calling.

S2: There are four stages. S3: You should dial 114. Task 2:

- Work in pairs to do the task - Two sts read their answers aloud: + Connectors: first, next, then, until + Verbs: lift, insert, press, wait

- Check their answers and correct them if they are wrong

Task 3:

- Listen to the teacher and then work in pairs

- Some pairs report:

S1: What do you have to make sure if you want to operate the ?

S2: If you want to operate , you have to make sure that the cord is plugged in and the main is turned on.

. - Do the writing task

- Read their writing:

" .

To turn on the TV, press the POWER button

To turn off the TV, press the POWER button again.

5 Homework: ( 1min)

- Part D ( Page 33- workbook)

PROGRAMME button.

To watch VTV1, press button number 1. To watch VTV2, press button number 2. .

Week: 10 Date of planning: Period: 30 Date of teaching:

Class: UNIT 5:

LESSON 5: LANGUAGE FOCUS I Objectives:

1 Education Aims:- Students can distinguish the sound / ʊ / from the sound /u:/ and pronounce them correctly

- Students revise the present perfect, the present perfect passive and the relative clauses with "who, which" and "that."

2 Knowledge:

+ Language: - Pronunciation: / ʊ / and /u:/ - The present perfect

- The present perfect passive

- Relative clauses with " who, which, that" 3 Skills: + Speaking: - Work in pairs to discuss the exercises + Reading: - Read words and sentences aloud

- Read the sentences silently to do the exercises II Anticipated problems:

- Students may have difficulty in distinguishing sound / ʊ / from sound / u:/ and pronouncing them correctly

III Teaching aids: - board, chalk, textbook. IV Procedures:

Teacher's activities Students' activities 1 Homework checking: ( 5mins)

- Ask one st to tell their friends how to make tea in front of the whole class

- Ask one st to give remarks - Check and give a mark 2 Pronunciation: ( 10 mins)

- Aims: to introduce two sound / ʊ / and /u:/ and help sts to practice these sounds.

a Write two sounds on the board and pronounce them clearly twice, then ask sts to repeat

- Tell sts the difference between two sounds - Ask them to look at the textbook, listen and repeat

- Then ask sts to work in pairs to read the words again so that they can check for each other

- Move around to help

- Ask two sts to read again and give remarks

- One st speaks aloud in front of the whole class

- Give remarks

- Listen to the teacher

- Write down two sounds

- Listen to the teacher and repeat - Look at the book , listen and repeat / u/ /u:/

put food pull school full tooth

b Ask sts to look at sentences in page 60 in the book

- Ask them to work in pairs to read the sentences and then find out the words containing sound / ʊ / and the words containing sound /u:/

- Ask them to work in 2 minutes - Move around to conduct the activity - Ask one st to report and other sts to give remarks

- Check and give the correct answers - Ask some sts to read these sentences aloud

- Listen and give remarks 3 Grammar: ( 29 mins)

a Aims: to revise the present perfect tense and have sts do Ex 1.

- Ask sts to think about the present perfect and tell the teacher the form and the use of this tense

- Ask one st to present

- Ask some sts to give examples

- Ask sts to look at Ex1 and to do the task - Ask sts to do the exercise individually and then compare their answers in pairs

- Move round to conduct the activity - Ask two sts to do this task on the board - Ask one st to give remarks

- Listen and give remarks

b Aims: to review the present perfect passive and get sts to do Ex 2.

- Ask sts to tell the teacher the form of the present perfect passive

- Ask sts to do Ex 2 individually and then share the answers with their friends - Move round to help if necessary - Ask two sts to do this exercise on the board

- Ask one st to give remarks - Check and give remarks

c Aims: to revise the use of "who, which, that" as relative pronouns and ask sts to do exercise 3.

- Recall sts of the relative clauses with "

- Look at the book and work in pairs - Answers:

/ ʊ / /u:/ could Miss June put Moon book shoes full boots look school .

+ Form:

( + ) S + have/ has + PII

( - ) S + have/has + not + PII

( ? ) Have/ Has + S + PII ?

+ Uses:

- The present perfect expresses the idea that something happened in the past before now at an unspecified time in the past.

- Do the task individually and then share their ideas with their friends - Two sts do this task on the board EX 1:

2 He has turned on the TV. 3 He has tidied the house. 4 He has cleaned the floor. .

- Listen and correct their work if necessary

Ex: 2 + Form:

( + ) S + have/ has + been + PII

( - ) S + have / has + not + been + PII

( ? ) Have / Has + S +been + PII ?

- Do the exercise individually and compare their answers with their partners

- Do the exercise on the board 1 A new hospital for children has been built in our city.

2 Another man-made satellite has been sent up into space.

3 More and more trees have been cut down for wood by farmers.

. - Listen to the teacher

- Listen to the teacher

- Read the requirement carefully - Do Ex 3

who,which, that".

- Ask sts to read the requirement of Ex3 and then do the task individually

- Go round to conduct the activity

- Ask some sts to read sentence by sentence - Listen and give remarks

5 Homework ( 1 min)

- Part B ( Page 30 - workbook)

2 which 7 who

3 which 8 which/ that 4 who 9 which 5 who 10 who

………

……… ……… ………

……… ……… ………

……… ……… ………

……… ………

……… …………

……… ………… Week: 11 Date of planning:

Period: 31 Date of teaching: Class:

Unit 6

LESSON 1: READING I Objectives:

1 Education aims: - Students know more about some famous places in Vietnam and read an informal letter in English

2 Knowledge:

a General knowledge: - Knowledge about some famous places in Vietnam b Language: - The present progressive tense (with a future meaning)

- Vocabulary concerning tourism 3 Skills: - Speaking: talk in pairs and in groups

- Reading comprehension: to do multiple choice exercise and to answer the questions II Anticipated problems:

- Students may lack background information about famous places in Vietnam III Teaching aids: board, textbook, chalk.

IV Procedures:

Teacher s activities’ Students activities’ 1 Warm-up: ( 3 mins )

Aims: Sts get used to the topic

- Ask the sts to work in groups of three or four and make a list of famous places in Vietnam

- 3 representatives are required to speak out the lists in front of the class

- Check if who has the longest list wins the game

2 Before you read: ( 15 mins ) Aims: to prepare information and

vocabularies for the topic and to provide students with new words/phrases.

a Vocabulary:

- Provide the students with new words/phrases

+ Lotus (n): hoa sen + resort (n): n¬i nghØ

+ picturesque site (n): nơi đẹp nhu tranh + cave ( n ): hang động

+ permission (n): sù cho phÐp to get smb s permission : ’ xin phÐp ai + persuade (v): thuyÕt phôc

- Read each word twice and ask the sts to repeat it

- Leave the sts 1 minute to self-practice - Ask 1-2 sts to read all the words/phrases aloud in front of the class

- Listen and help the students to read the words/phrases correctly

b Matching:

- Ask sts to work in pairs to match the photos with the information given

- Ask one st to report the answer and ask him/her to say the names of these places if they can

- Ask some other sts to tell the teacher which of places they would like to visit and the reasons as well

3 While you read:( 17 mins )

Aims: Sts read the letter for information to do the tasks.

+ Task 1: Multiple choice.

- Ask sts to read the letter individually and choose the best answer( A, B, C, or D) to complete each of the sentences

- Tell sts to compare their answers with a friend

- Call on some sts to report and explain their answers aloud in front of the class

- Give correct answers to the sts Task 2: Answering questions.

- Ask the students to work in pairs and answer the questions

- Work in groups of 3-4 students - 3 students speak aloud

- Listen to their friends and the teacher

- Listen and then copy down

- Listen to the teacher and repeat - Read these words silently - Others listen

- Self-correct - Work in pairs

- One st report the answer: 1 - d ( Thien Mu Pagoda) 2 - b ( Ha Long Bay ) 3 - a ( One-pillar Pagoda ) 4 - c ( Da Lat )

- Some sts stand up and speak aloud

Task 1:

- Do the task individually - Share their answers with their partners

- Report their answers:

Key: 1 – C 2 – D 3 - A Task 2:

- 5 pairs of students are required to act out orally in front of the class

- Listen and check the answers in front of the class

4 After you read:( 9 mins )

Aims: Give the summary of the topic. - Ask sts to work independently and fill in each blank with a suitable group of words from the text

- Ask them to read the summary carefully before doing the task

- Ask the sts to compare the answers with a friend

- one or two sts are required to read the completed summary

- Check and give feedback 5 Homework: ( 1 min ) - Part A (page 35 )

1 They are going to have some days off at the end of the first term.

2 Because they want to understand more about rock formations and many of them have never been inside a cave.

3 It s only over 20 kms.’

4 They are going to have a two - day trip and a night campfire.

5 Lan is anxious about her parents ’ permission They may not want to let her stay the night away from home. - Listen and self-correct

- Work individually

- Work in pairs to compare the answers

1 is going to go on 2 some caves 3 want to see 4 have learnt 5 their trip 6 only problem 7 to persuade them

8 her classmates

Week: 11 Date of planning: Period: 32 Date of teaching:

Class: Unit 6

LESSON 2: SPEAKING I Objectives:

1 Education aims: - Students know about a boat trip 2 Knowledge:

a General knowledge:

- Students can talk about the seat plan on a boat trip on Lake Michigan in Chicago b Language: - The simple present

- Vocabulary on traveling

3 Skills: - Asking and answering about the seat plan on a boat trip. - Talking about a boat trip abroad

II Anticipated problems:

- Students may not know much about a boat trip in Chicago III Teaching aids:

Textbook, lesson plan, chalk, board

I V Procedures:

Teacher s activities’ Students activities’ 1 Homework checking

- Ask one st to talk about their excursion which they like best

- Listen and give corrections 2 Before you speak

Aims: focus sts on the topic and introduce new words

- Ask sts to look at the picture (page 67) and give the new words:

+ sundeck (n): platform extending from side to side of a ship

+ get sunburnt (v): the skin hurt or destroyed by the sunlight

+ travel sickness (n): the state of being sick due to traveling

+ non air- conditioned >< air - conditioned + refreshment (n): room that serves food and drinks to refresh in a boat

+ occupied (adj ): being kept, in use

- Read these words aloud and ask sts to listen and repeat

+ Task 1:

a Ask sts to work in groups to get the information about the people in the pictures - Ask sts some questions:

1 Where doesn't Mrs Andrews like to sit? 2 What does she want?

3 Where does Susan want to sit? 4 What doesn't she want?

b Ask sts to list all the seats for each person - Ask sts to work in groups

- Move around to help sts if necessary - Ask some sts to report

- One st talks about his/ her excursion

- Look at their books in page 67

- Listen and take notes

- Listen and read the new words and then some sts stand up and read again

Task 1:

- Work in groups to read the information

- Some sts answer the teacher’s questions

1 She doesn't want to sit in the sundeck.

2 She wants to see all the students. 3 She wants to be near Mary. 4 She doesn't want to get sunburnt. .

- Work in groups to find the best seat for each person

- Some sts report

- Check and give remarks

3 While you speak

Aims: Sts practice asking and answering about the seat plan on an boat trip.

+ Task 2: Deciding the best seat for each person.

- Ask sts to read the model in the book - Ask sts to work in groups to do the task - Give sts some useful expressions:

What do you think?/ What is your idea? I think Mary should

She d better ’

Seat would be better

Maybe you are right but I still think that

- Ask sts to make the conversation like the example in the book

- Go around to help if necessary

- Call on some sts to conduct the conversation in front of the class

- Listen and check 4 After you speak

Aims: Sts practice making the conversation to arrange the seats on a boat trip for

themselves.

+ Task 3: Giving reasons

- Ask sts to work in pairs and discuss: Which seat do you think the most suitable for you? Why? Use information in Task 1 as

suggestions

- Call on some sts to talk about their seat preference in front of the class

- Listen and give corrections 5 Homework

- Part C ( page 39 - workbook )

sundeck but can help see all the students: seats 46, 43, 40, 45, 34. S2: Mary s seats have plenty of fresh ’ air : seats 31, 37, 19, 20, 26, 32. S3: John s seats aren t air ’ ’ – conditioned; suitable for taking photographs: seats 10, 11, 12.

S4: Tim seats are in the sundeck: 1, ’ 6.

S5: Sam seats can help a good view, ’ safe: seats 16, 29, 34

Task 2:

- Look at the seat plan and read the conversation in the textbook as an example

- Work in groups to call all the suitable seats for each person - Some sts present to give the answers

A: Now let s begin with Mrs ’ Andrew Which seat seems suitable for her?

B: I think she should sit in seat 12 From here she can see all the students.

C: But look! It s in the sundeck and ’ she doesn t like it What about seat ’ 34?

A: OK I think she will like it, so seat 34 for Mrs Andrew.

Task 3:

- Work in pairs to discuss the seat plan

- Some sts talk about their seat preference in front of the class

Week: 11 Date of planning: Period: 33 Date of teaching:

Class: Unit 6

LESSON 3: LISTENING I Objectives:

1 General knowledge:

- Sts know about a weekend picnic in the Botanical Garden

2 Language: - The past simple tense

- Vocabulary on sts' everyday life 3 Skills: - Listening and ordering pictures

- Listening and filling in gaps

- Listening and answering questions

- Discussing and making a plan for a class picnic II Anticipated problems:

- Sts have to fill in the gaps with long groups of words - The answers to some questions are too long

III Teaching aids: - Textbook , tape

IV Procedures:

Teacher s activities’ Students activities’ 1 Before you listen:(10 mins)

Aims: focus sts on the topic and review/ introduce the words and phrases used in the listening text.

a T asks sts to work in groups and asks each other the following questions

- Do you often go for a picnic? - Who do you go with?

- When is the best time for a picnic? - Why do people go for picnic? - Ask some sts to give their answer

b T asks S read after T / the tape the words in the textbook without looking at them

- Introduce some new words

+destination (n): e.g.: the train to Hanoi: Hanoi is the ~

+ glorious (adj): famous / wonderful /

- Work in groups to ask and answer the questions

-Some sts stand up and give their answer

- Read after T

- Copy the words and phrases - Listen and repeat

beautiful

+ spacious (adj) adj of space

+ left-overs (n): foods left after a meal + delicious (adj): good tasty

- Read the words again and ask sts to repeat - Ask sts to read the words in pairs

- Ask some sts to read the words again 2 While you listen:( 24 mins)

+ Task 1:

Aims: Practise listening and ordering pictures.

- Ask sts to work in pairs, look at the pictures in the textbook and describe each picture - Give one example:

"In the first picture is a peaceful place with green trees, a big lake and white clouds in the sky."

- Introduce the situation about a st talking about a picnic to the Botanical garden T asks sts to listen to the teacher’ reading and number the picture in the correct order

- Read the text twice

- Ask sts to compare their answer in pairs - Check sts’ answer

- Read the text once again, stop where necessary and conduct the correction + Task 2:

Aims: Practice listening for specific information by filling in the gaps.

- Ask sts to have a look at the given sentences and read them in pairs and make sure they understand them T encourages sts guess the words/ phrases to fill in the gaps

- Ask sts to listen to T once or twice again fill in the gaps with the missing words/phrases - Ask sts to compare their answer in pairs - Check sts’ answer

- Read the text once again, stop where necessary and conduct the correction + Task 3:

Aims: Practice listening for specific information by answering given questions. - Ask sts to read the questions in pairs and make sure they understand the questions and know what information they need to answer the questions

- Ask sts to listen to T once/twice and take short notes to answer the questions

- Ask sts to compare their answer in pairs - Read the text once again, stop where necessary and conduct the correction

correct each other’s mistakes - Some individuals read the words aloud

- Look at the pictures and listen to the T

Task 1:

- Describe the other pictures in pairs

- Listen to the teacher

- Listen to the teacher and do the task

- Compare their answer - Give their answer

Key: 1a – 2e –3b– 4c – 5f – 6d

- Check their answer and then correct their work if they have the wrong answer

Task 2:

- Work in pairs to read the passage and try to fill in the gaps

- Listen and do the task - Give their answer 1 was just a few 2 to pay a visit

3 at the school gate 4 a short tour

5 playing some more

- Check their answer, and then correct their work if they have the wrong answer

Task 3:

- Work in pairs to read the questions

- Listen and do the task - Compare their notes

- Check their answer, and then correct their work if they have the wrong answer

1 It was very nice. 2 Yes, it was. 3 It was beautiful.

3 After you listen:(10 mins)

- Ask sts to work in group and plan for their picnic this weekend

- Ask sts to pay attention to the times, means of transport, picnic sites, food, equipment - Move round to check the activities and to make sure that sts are working effectively - Ask two sts to report in front of the whole class

- Check and give remarks 4 Homework:(1 min)

Write a short paragraph about how they learnt to use the computer

quiet in the garden.

5 They took pictures, played games, talked, sang and danced. - Work in groups.

-Two sts present

Week: 12 Date of planning: Period: 34 Date of teaching:

Class: Unit 6

LESSON 4: WRITING I Objectives:

1 Education Aims: - Students can write a confirmation letter responding to a request or an invitation

2 Knowledge:

a General knowledge: - Writing a confirmation latter b Language: - Language used in informal letters

- The future simple tense and "be going to " 3 Skills: - Reading: read two sample letters

- Speaking: work in pairs to discuss the two letters - Writing: write confirmation letters

II Anticipated problems:

- Students may not be familiar with confirmation letters III Teaching Aids: - board, textbook, chalk.

IV Procedures:

Teacher's activities Students' activities 1 Homework checking :( 5 mins)

- Ask one st to talk about his/ her plans for the picnic if his/ her class could have one - Ask other sts to listen to their friends and give remarks

- Check and give remarks 2 Before you write:( 20 mins)

- Aims: to give sts a chance read the sample letters and to help sts to prepare

vocabulary and information before they write.

+ Task 1:

- Ask sts to look at two letters in page 69 - Explain the definition of " request " and " confirmation " letters :

+ Request is the letter that asks for information or help.

- Listen to their friend and give remarks

- Listen to the teacher Task 1:

- Listen to the teacher carefully - Copy these words into their notebooks

+ Confirmation is the letter that responds to the request It confirms whether the help is provided or the information is available or not

- Ask sts to work in pairs to read the two letters and to find the requests in Nga's letter and confirmation in Hoa's

- Ask sts to pay attention to the structure showing requests and confirmation - Move round to help if necessary

- Ask sts to compare their ideas with other pairs

- Ask two sts to say their answers aloud - Listen and give remarks

+ Task 2:

- Ask sts to read the situations in this part - Explain some new words:

+ bunch ( n ): things of the same kind grouping together Eg: a bunch of bananas/ keys.

+ 'wildlife ( n ) : life of fre animals/ plants in the nature

+ a'ccept ( v ): > < refuse

- Ask sts to listen and repeat and then some sts stand up to read again

- Ask sts to read the situations in 2 minutes and then ask them some questions to make sure they understand the situations

- Ask some sts to answer T's questions: T: What is Lan going to do?

T: What does she ask you to do? T: Will you help her?

T: What does Minh want to do? .

- Remind sts that these are informal letters so they can use abbreviations and that they should mention the information in requests again

3 While you write:( 10 mins)

- Aims: Sts practise writing one of the two confirmation letters.

- Divide the whole class into two groups and ask sts in each group to write one letter - Let sts write in 8 minutes

- Move around to conduct the activity 4 After you write:( 9 mins)

- Get feedback by asking two sts to read their work aloud

- Ask some other sts to give remarks - Check and give the correct answer

- If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks

- Read the letters in pairs

- Share their ideas with other sts Requests: "Can you go shopping with me to buy the things we need for the trip?"

Confirmation: Certainly, I will help you to prepare everything you need for the trip.

I will be waiting for you at 2.30 p.m. Task 2:

- Listen to the teacher - Copy these words

- Read after the teacher and then some sts stand up to read them again - Read the situations thoroughly

S1: She's going to have birthday party at

S2: She asks me to buy her two bunches of

S3: Yes, I will.

S4: he wants to borrow a book about

.

- Listen to the teacher and take notes

- Do the writing task

- Read their writing: 1 Dear Lan,

It's great to hear about your birthday party.

Sure, I'll help you with the shopping this Saturday It wouldn't be a

problem And I'll bring them to your house before the party I want to help you prepare the party, too.

5 Homework: ( 1min) - Write the other letter

2 Dear Minh,

Sure you can have my book I've just finished reading it.

But 9 a.m this Saturday is not a good time I won't be home at that time Can you come later? Is 10 a.m good for you?

Tell me what you think. Tung

Week: 12 Date of planning: Period: 35 Date of teaching:

Class: Unit 6

LESSON 5: LANGUAGE FOCUS I Objectives:

1 Education Aims: - Students can distinguish the sound / ə / from the sound / ɜ:/ and pronounce them correctly

- Students revise the present progressive (with a future meaning) and be going to 2 Knowledge:

+ Language: - Pronunciation: / ə / and / ɜ:/

- The present progressive (with a future meaning) - "Be going to"

3 Skills: + Speaking: - Work in pairs to discuss the exercises + Reading: - Read words and sentences aloud - Read the sentences silently to do the exercises

II Anticipated problems:

- Students may have difficulty in distinguishing sound / ə / from sound / ɜ:/ and pronouncing them correctly

III Teaching aids: - board, chalk, textbook. IV Procedures:

Teacher's activities Students' activities 1 Homework checking: ( 5mins)

- Ask one st to read his/her confirmation letter aloud

- Ask another st to give remarks - Check and give a mark

2 Pronunciation:( 10 mins)

- Aims: to introduce two sound / ə / and / ɜ:/ and help sts to practice these sounds.

a Write two sounds on the board and

pronounce them clearly twice, then ask sts to repeat

- Tell sts the difference between two sounds - Ask them to look at the textbook, listen and repeat

- One st speaks aloud in front of the whole class

- Give remarks

- Listen to the teacher

- Write down two sounds

- Listen to the teacher and repeat - Look at the book, listen and repeat / ə / / ɜ:/

teacher bird together work about church

- Then ask sts to work in pairs to read the words again so that they can check for each other

- Move around to help

- Ask two sts to read again and give remarks b Ask sts to look at sentences in page 60 in the book

- Ask them to work in pairs to read the sentences and then find out the words containing sound / ə / and the words containing sound / ɜ:/

- Ask them to work in 2 minutes - Move around to conduct the activity - Ask one st to report and other sts to give remarks

- Check and give the correct answers

- Ask some sts to read these sentences aloud - Listen and give remarks

3 Grammar: ( 29 mins)

Aims: to revise the present progressive with a future meaning be going to" and have sts“ do Ex 1, EX 2 and EX 3.

- Give two examples:

eg: Fiona is having a birthday party next Saturday.

I'm feeling unwell so I'm going to see the doctor some time this week.

- Ask sts to think about the use of present progressive and "be going to" in these sentences

- Ask one st to present

- Remind sts that "be going to" can also be used to predict something with some

evidence

Eg: The ceiling looks unsafe I think it's going to fall.

- Notes: Avoid using the present progressive with " be" and " go"

- Ask some sts to give examples + Exercise 1:

- Ask sts to look at Ex1 and to do the task - Ask sts to do the exercise individually and then compare their answers in pairs

- Move round to conduct the activity - Check the exercise sentence by sentence - Listen and give remarks

+ Exercise 2:

- Ask sts to do Ex 2 individually and then share the answers with their friends - Move round to help if necessary

- Ask two sts to do this exercise on the board - Ask one st to give remarks

- Check and give remarks + Exercise 3:

- Read these words in pairs and check for their partners

- Look at the book and work in pairs

- Answers:

/ ə / / ɜ:/ about heard pagoda excursion father birds teacher learning river German .

- Read the examples

+ The present progressive: a definite arrangement.

+ "Be going to": an intention to do something in the future although no definite arrangement has been made.

- Listen to the T attentively and take notes

- Do the task individually and then share their ideas with their friends EX 1:

1 are you doing 2 is getting married. 3 Are you going to

4 am going to be sick 5 is going to

- Listen and correct their work if necessary

- Do the Ex individually EX 2:

1 are going 2 are having 3 is going to catch

4 are you putting 5 isn't going to give - Listen to the teacher

- Ask sts to read the requirement of Ex3 and then do the task individually

- Go round to conduct the activity

- Ask some sts to read sentence by sentence - Listen and give remarks

5 Homework: ( 1 min)

- Part B ( Page 37 - workbook)

- Do Ex 3

1 Are you going to see it? / I'm doing my homework

2 we are visiting our grandparents 3 What is he going to do with it / he 's going to buy a new motorbike/ villa.

4 It's going to rain soon. 5 I am going to clean them.

Week: 12 Date of planning: Period: 36 Date of teaching:

Class: I Objectives:

1 Aims: - Sts revise what they have learned in unit 4, unit 5 and unit 6. 2 Knowledge: - General knowledge in unit 4, unit 5 and unit 6.

- Language: pronunciation and grammar in the above units 3 Skills: listening, speaking and writing

II Teaching aids: textbook, chalk, board. III Procedures:

Teacher's activities Students' activities 1 Homework checking:( 5 mins)

- Ask one st to do Ex 3 in the workbook on the board

- Ask one st to give remarks - Give remarks and marks

2 The new lesson:( 39 minutes)

- Ask sts to do part II, part III and part IV at home in advance to save time

- Give sts the time duration for each part : part II: 10 minutes, part III: 10 minutes, part IV: 15 minutes

- Ask sts to do listening in class 2.1 Listening:

- Ask sts to read the table in the textbook - Introduce new words:

+ in'habitant (n) : a person living in a place

+ lo cate’ (v) : build in a place location (n)

+ stroll (v) : walk slowly

- Read the text twice and ask sts to try to complete the table in the second time - Ask sts to share their ideas with their partners

- Read the text again so that sts can check their task for the last time

- Ask 2 sts to write their answers on the board

EX 3:

1 is going to be 2 am not using 3 is going to rain 4 are having 5 is going to buy 6 are doing 7 are you leaving 8 is coming/ is traveling/ am meeting. - One st gives remarks

Listening:

- Look at the textbook and try to

understand the information in the table - Copy these words into their notebooks - Listen and read after the teacher

- Listen carefully and do the task

- Work in pairs to discuss their answers 1 50 miles to the west of London

2 120,000 inhabitants/ people

3 market town 4 biscuit factory. 5 computer industry

6 in central England

- Ask other sts to give remarks - Check and give feedback 2.2 Reading:

- Ask sts to work in groups to compare their answers

- Ask one st to report his/ her answers aloud

- Listen and check 2.3 Grammar:

- Ask sts to discuss their answers in groups

- Ask 2 sts to write their answers on the board

- Ask two other sts to give remarks - Check and give the correct answers 2.4 Writing:

- Ask some sts to to read their letters aloud

- Ask some sts to give remarks - Listen and give remarks on:

+ form + grammar and vocabulary + ideas + style

Outline :

Introduction: plan/ visit / computer factory (date, number of students, means of transportation, purpose

………

Request: time staying in the factory / places to visit / guide for the visit / meeting with the workers ………… Conclusion: confirm the visit / ask for a reply letter

3 Homework: ( 1 min)

- Part D ( Page 40 - workbook)

Reading:

- work in groups to share their ideas - one st stands up to report

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

- Discuss in groups - Answers:

1 out by scientist 2 opportunities for other

3 there is 4 which attempts 5 all the 6 organizing the 7 inventions a/ per/ every

8 developed by

9 it is 10 it be wanted? - Read their letters aloud

- Listen to the teacher's remarks Letter suggested :

123, Hung Vuong st., CT 20th December, 2006

Dear Uncle Thanh,

Our class are planning to have a three-hour visit to a factory in the local area as part of our technology lesson I am writing to ask for your permission to visit your computer factory as it is near our school so we can go by bicycle Forty-five members of our class will arrive at your factory at 7:30 on Monday, 22nd December, 2006.

Would you be so kind as to recommend someone who can show us around? We would so much like to know how

computers are made and we would also like to talk with the workers there We hope that you will create favourable conditions for us to have an interesting and useful visit to your factory

We are looking forward to hearing from you

Yours sincerely

……… ………

……… ……… ………

……… ………

……… ………

………

……… …… Week: 13 Date of planning: Period: 37 Date of teaching:

Class:

I Aims: to check sts’ understanding ideas about what they have learnt in Unit 4, 5 and 6 (Vocabulary, grammar, pronunciation)

- To drill sts’ listening, reading, and writing skills - To explains and corrects sts’ mistakes

II Aids: textbook, lesson plan, reference book, chalk, ruler III Presentation:

T: a series of questions base on the 2 units copies into pieces of paper Sts: pen

IV Implement:

T: delivers the copy to each student Sts: do the test seriously in 45’

T: collects the copy and givens comments and homework I Listening:

You are going to listen to a conversation between two people about their last weekend Listen and answer the questions from 1 to 10 You will hear the conversation 3 times 1,2,3 What is W.O.M.A.D?

It is World of M…… (1), A………(2) and D……… (3) 4 Where is the festival?

A Reading B Bristol C York

5 Where was Karen’s favorite band from?

A Uganda B Colombia C Korea

6 Which kind of food doesn’t she mention?

A North African B Mexican

C Turkish D Japanese E Indian

7 How many people were there?

A hundreds B thousands C a million

8 What was the weather like at the festival on Saturday morning?

A dry and sunny B cold and wet C cloudy but warm 9 Where were they?

A in a tent B in a hotel C in a caravan

10 How long were they there?

A Friday to Sunday B only on Saturday C Saturday and Sunday II Reading

Choose A, B, C or D to fill each numbered space to complete the letter. 14 Hillside Road, Dover

December 12th, 2005

Dear sir,

to (7) up the door, the brakes didn’t (8) so I crashed into a tree and smashed the radiator Also, one of the wheels came off

Do you really think this car is (9) $150? Well, if you do, I don’t What are you going (10) about it?

Yours faithfully, Eric Smith

1 A about B of C on D at

2 A buy B has bought C had bought D bought

3 A for B of C in D on

4 A took B got C tried D gave

5 A changing B changed C change D to change

6 A of B off C away D on

7 A get B give C pick D come

8 A go B come C do D work

9 A valuable B worth C cost D sold

10 A to do B do C to doing D did

III Writing:

Ba is going to take an English course He wants to borrow some English tapes from you He is coming at 7.00 p m this Sunday You accept his request but suggest an earlier time Write a letter to tell him your idea.

IV Language focus:

A Choose the word that has the underlined part pronounced differently from the others.

1 A because B caught C laugh D autumn

2 A wood B choose C boot D pool

3 A picture B suggest C sunburn D future

4 A proper B shop C clock D morning

5 A encourage B problem C excellent D kitchen B Find and correct the mistake in each sentence.

1 Did he used to smoke a lot when he was young? A B C D 2 The blind is unable to see anything

A B C D

3 Every evening since last Christmas, I take my dog out for a walk in the park A B C D 4 It's eleven o'clock and you don't finish breakfast yet

A B C D

5 The fax machine broke down yesterday, but it is working again It has repaired A B C D

C Combine the sentences to make one sentence using the relative pronouns Make any necessary changes.

1 The bus goes up Orchard Avenue It doesn't stop at the supermarket

2 I am lazy This annoys my parents

4 Jill always come to class late This makes the teacher angry

5 The film is about a girl The girl runs away from home

D Complete the second sentence so that it has a similar meaning to the first one. 1 They have taught her how to sew ® She

has 2 They have built a school near our house ® A new

school

3 He has just cleaned the windows ® The windows have

………

4 It's the first time I've ever met such a famous person ® I have

never

5 I haven't seen him since I was a student ® I

last

Week: 13 Date of planning: Period: 38 Date of teaching:

Class:

I Listening:

1 Music 2 Art 3 Dance 4 A 5 A 6 C 7 B 8 C 9 C 10 A Tapescript:

Ben : Hi, Karen

Karen: Hello, Ben How are you? Ben : I’m fine, thanks And you? Karen: Fine

Ben : Were you and Josh away at the weekend? Karen: Yes, we were at WOMAD

B: WOMAD? What’s that?

Karen: Oh, it’s a music festival World of Music, Art and Dance B: Oh, I see Where was that?

K: It was in Reading B: Oh, right was it good?

K: yes, it was fantastic There were bands and singers from all over the world my favourite band was from Uganda they were so good And there was lots of wonderful food ~ Indian, North African, Mexican, Japanese

B: Were there many people there? K: Yes, thousands

B It sounds great

K : Yes, it was – apart from the weather! B : Why? What was the weather like? K : Wet?

B : Oh, really? It wasn’t too bad here It was a bit cloudy, but it was dry

B: Oh, that’s a pity

K: yes, but at least we were in a caravan, so we were all right, but a lot of people were in tents, so it wasn’t very nice to them

B: No, i bet it wasn’t Were you there all weekend?

K: Yes from Friday evening till Sunday evening And how was your weekend? B: Oh, it was Ok I was at………

II Reading

1 A 2 D 3 B 4 C 5 A

6 B 7 C 8 D 9 B 10 A

IV Language Focus:

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

B 1 A® he use 2 B ® are unable 3 B ® have taken

4 C ® haven't finished 5 D ® has been repaired C

1 The bus which goes up Orchard Avenue doesn't stop at the supermarket 2 I am lazy, which annoys my parents

3 The performance which was carefully prepared went on for three hours 4 Jill always comes to class late, which makes the teacher angry

5 The film is about a girl who runs away from home D

1 She has been taught how to sew

2 A new school has been built near our house 3 The windows have just been cleaned

4 I have never met such a famous person before 5 I last saw him when I was a student

Week: 13 Date of planning:

Period: 39 Date of teaching: Class:

Unit 7:

Lesson: 1 READING I Objectives:

1 Education aims: - Students read about TV programmes schedules 2 Knowledge:

a General knowledge: - Knowledge about TV programme schedules b Language: - The present simple tense

- Vocabulary concerning TV programmes 3 Skills: - Speaking: talk in pairs and in groups

- Reading comprehension: Read for general ideas and specific information II Anticipated problems:

IV Procedures:

Teacher s activities’ Students activities’ 1.Warm-up:( 3 mins)

Aims: sts get used to the topic + Jumbled words.

- Give 5 words about the forms of mass media whose letters are in the wrong order and ask sts to work in groups of 3-4 sts to rearrange them in good order to make the right words 1 enslieisov 2 rwepeapns

3 idora 4 agenmzia 5.evido - 4 representatives are required to write the words on the blackboard

- Check and give remarks 2 Before you read: (10 mins) Aims: to prepare information and vocabularies for the topic.

+ Pairwork:

- Ask the sts to work in pairs to answer the question given in the part and some other questions

- For each question, 3-4 sts are required to answer orally in front of the class ( 1 st/ 1 time)

- Gather the ideas and give some background information about TV channels in Vietnam + VTV1: Combination of Politics,

- Work in groups of 3-4 sts

- Sts write the words individually on the blackboard

1 television 2 newspaper 3 radio 4 magazine 5 video

- Listen to the teacher

- Work in pairs

- Do the work orally in front of the class

Economics and Entertainment. + VTV2: Science and Education. + VTV3: Sports and Entertainment. + VTV4: For the overseas Vietnamese. + VTV5: For the Ethnic minority groups + Vocabulary:

- Provide the students with new words/phrases + channel (n) : Kªnh ( truyÒn h×nh)

+ Mass media (n): public institutions that report news and other stories

+ Population and Development (phr): D©n sè vµ ph¸t triÓn

+ TV Series (n): Phim truyÒn h×nh dµi tËp + Folk Songs (n): D©n ca nh¹c cæ

+ News Headlines (n): ®iÓm tin chÝnh + Weather Forecast (n): Dù b¸o thêi tiÕt + Quiz Show (n): trß ch¬i truyÒn h×nh

+ Portrait of Life (phr): Ch©n dung cuéc sèng + Documentary (n): Phim tµi liÖu

+ Wildlife World (n): ThÕ giíi thiªn nhiªn hoang d·

+ Around The World (phr): Vßng quanh thÕ giíi

- Read each word/phrase twice and ask sts to repeat it and leave sts 1 minute to

self-practice

- Ask 4-5 st to read all the word/phrases aloud in front of the class

- Listen and help sts to read the words/phrases correctly

3 While you read:( 20 mins)

Aims: Read the passage for information to do the tasks.

+ Task 1: Matching.

- Ask sts to read the TV programme schedules and do task 1: Match the words in A which appear in the reading passage with their definitions in B

- Sts are required to compare their results with their partners

- 4 sts are required to do the task orally in front of the class (1 st/ 1 time)

- Listen and help sts to do the task correctly + Task 2: True or false:

- Sts are required to read the programmes carefully, individually and decide whether the statements are true (T) or false (F)

- 5 sts are required to give their answers orally, individually in front of the class with the evidence in the reading passage

- Listen and check the answers orally in front of the class

+ Task 3: Answering questions.

- Ask sts to work in pairs and answer the questions in the book basing on the information in the reading passage

- Listen and then copy down

- Listen and repeat

- Some sts stand up and read these word aloud

- Others listen - Self-correct

- Work in pairs to read the programmes and do the task - Share their answers with their friends

- Some sts present their answers: 1 – c; 2 – a; 3 – d; 4 – b - Others listen

- Work individually 1 T 2 T

3 F ( The Nature of Language is on VTV3.)

4 T

5 F (VTV1 starts at 5:35 and the last programme starts at 23:30 - Others listen and check - Work in pairs

- Some pairs stand up and ask and answer:

- 6 pairs are required to answer orally in front of the class ( 1 pair/ 1 time)

- Listen and help sts to answer the question correctly

4 After you read:( 10 mins)

Aims: to give the summary of the topic.

- Sts are required to work in pairs to tell their partners about one of the TV programmes they like watching best and explain why - 2-3 sts are required to give short talks on the given topic

- Get feedback and help the students to give correct talks

5 Homework:( 2 mins)

- Write a paragraph about a programme you like best

7:00p.m on VTV3. 3 VTV2

4 The Quiz Show.

5 (You should watch) VTV1 6 Football

- Work in pairs

- Some sts talk in front of the whole class

- Others listen

- Listen and self-correct

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……… …… Week: 14 Date of planning: Period: 40 Date of teaching:

Class:

Unit 7:

LESSON 2: SPEAKING I Objectives:

1 Education aims: - Students know about the differences and similarities of some popular types of the mass media

2 Knowledge:

a General knowledge: - Students can talk about the different types of the mass media b Language: - The simple present

- Vocabulary on the mass media

3 Skills: - Speaking about different types of the mass media.

- Discussing about the features the types of the mass media have in common and the main features each of them has

II Anticipated problems:

- Students may find it difficult to compare different types of mass media III Teaching aids:

Textbook, chalk, board

IV Procedures:

Teacher s activities’ Students activities’ 1 Homework checking:( 5 mins)

- Ask one st to talk about the TV programme they like watching best

2 Before you speak: (5 mins)

Aims: Sts distinguish the different types of the mass media from the others.

- Introduce some new words:

+ 'orally ( adv ) : spoken by mouth + 'aurally ( adv ) : seen by eyes + 'visually ( adv ): heard by ears - Ask sts to read the new words orally + Task 1:

- Ask sts to work in pairs and decide which items are types of the mass media

- Ask sts about the definition of the mass media:

Mass media (take a singular or plural verb) : communication media in general- all of the communication media that reach a large audience, especially television, radio and newspapers.

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

- Give sts correct answers

3 While you speak:(18 mins)

Aims: Sts compare the features of the types of the mass media.

+ Task 2: Work out what features the types of the mass media have in common and what main features each of them has Ask sts to use the cues below

- Ask sts to read some phrases: present

receive

provide information and entertainment get

deliver

- Give sts the meaning of those words if they don’t know

- Ask sts to work in pairs and carry out the activity using the cues in the book

- Go around the class and help sts if necessary

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

- Ask sts to look at the information above and talk about the different types of mass media eg The common feature of the mass media is that they all provide information and

- Write the new words and read them aloud

- Work in pairs

- Listen and take notes

- Some sts give their answer in front of the class

1 Television 2 Radio

3 Newspapers 4 The Internet

- Read after the teacher and ask the meaning if they don’t know

- Work in pairs to discuss some popular types of the mass media - Some sts give the answers in front of the class

+ The mass media:

- Provide information and entertainment

+ The radio:

- Present information and entertainment orally (through mouth)

- Receive information aurally(through ears)

entertainment.

Television provides information and entertainment orally and visually, and we receive them through our eyes and ears. 4 After you speak: ( 15 minutes)

Aims: Talking about the different types of the mass media.

+ Task 3:

- Ask sts to work in groups and answer the following questions:

+What are the different types of the mass media?

+ What features do they have in common?

+ What are their distinctive (own) features?

- Ask sts some more questions :

Which types of the mass media do you usually get information from?

Which one do you like most? Why? - Go around to help sts if necessary

- Ask some sts to answer and give correct answers

5 Homework:( 2 mins)

- Write a paragraph (about 50 words) about the features of the types of mass media

- Work in groups to answer the questions in the book

S1: Television, radio, newspapers, the Internet.

S2: Provide/ deliver information and entertainment.

S3: TV presents information and entertainment orally and visually while radio provides

- Some sts answer:

I like TV most because I can watch films and performance on it/ I prefer newspapers because I can choose to read them whenever I have free time, and I can also choose to read only what I m ’ interested in.

Week: 14 Date of planning: Period: 41 Date of teaching:

Class:

Unit 7:

LESSON 3: LISTENING I Objectives:

1 General knowledge:

- Sts understand 2 news stories on the radio 2 Language: - The simple present tense

- Vocabulary on adjective to describe weather

3 Skills: - Listening: tick on the word they heard, fill in the gaps, answer the questions

- Speaking: Retell the stories II Anticipated problems:

- Sts have to fill in the gaps with long groups of words - The answers to some question are too long

- Textbook , tape, cassette, lesson plan IV Procedures:

Teacher s activities’ Students activities’ 1 Before you listen:(10mins)

Aims: focus sts on the topic and review/ introduce the words and phrases used in the listening text.

+ Pair work:

- Ask sts to work in pairs and asks each other the following questions

- How often do you listen to the radio? - Which program do you like listening to? - Do you like listening to strange stories? - Ask some sts to give their answer

+ New words

+ Mount (n): e.g.: Mount Everest

+ in spite of + N (phr): = despite + N = Although + Clause

- Give some examples

- Read the words asks sts to repeat - Ask sts to read the words in pairs - Ask some sts to read the words again 2 While you listen:

+ Task 1: (7 mins)

Aims: Practice listening and tick the word they hear.

- Tell sts that they are going to listen to two news stories and the words will appear in the stories

- Ask sts to work in pairs, look at the words given and guess what the news stories about - Ask sts to listen to the news and tick the right column to indicate which words appear in which stories

- Play the tape twice and ask sts to compare their answer in pairs

- Check sts’ answer

- Play the tape once again, stop the tape where necessary and conduct the correction

+ Task 2: (10 mins)

Aims: Practice listening for specific information by filling in the gaps.

- Ask sts to have a look at the stories in the textbook and read them in pairs and make sure they understand them T encourages sts to guess the words/ phrases to fill in the gaps - Ask sts to listen to the tape once or twice again to fill in the gaps with the missing words/phrases

- Ask sts to compare their answer in pairs - Check sts’ answer

- Work in pairs to ask and answer the questions

- Some sts stand up and give their answer

- Copy the words and phrases - Listen and repeat

- Read the words in pairs and correct each other’s mistakes - Some individuals read the words aloud

- Listen to the teacher

- Listen to the tape and do the task - Compare their answer

- Give their answer

News story 1: strong, cloudy. News story 2: healthy, young, highest, wonderful

- Check their answer, say it aloud, and then correct their work if they have the wrong answer

- Work in pairs to read the passages and try to fill in the gaps

- Listen and do the task - Give their answer News story 1

1 has caused floods 2 has left their homes 3 have risen 4 two meters

5 has stopped 6 cloudy

- Play the tape once again, stop the tape where necessary and conduct the correction

+ Task 3 (7 mins)

Aims: Practice listening for specific information by answering given questions. - Ask sts to read the questions in pairs and make sure they understand the questions and know what information they need to answer the questions

- Ask sts to listen to the tape once/twice and take short notes to answer the questions - Ask sts to compare their answer in pairs - Play the tape once again, stop the tape where necessary and conduct the correction

- Listen and check

3 After you listen:(10 mins)

- Ask sts to work in pairs and each retell one news story

- Move round to check the activities and to make sure that sts are working effectively - Ask two sts to present in front of the whole class

- Check and give remarks 4 Homework:(1min)

Write a short paragraph about a news story they have just heard on the radio or TV

News story 2

1 twenty third 2 4,418 3 California 4 wonderful 5 young and healthy

- Check their answer, say it aloud, and then correct their work if they have the wrong answer

- Work in pairs to read the questions

- Listen and do the task - Compare their notes

- Some sts answer the questions: 1 Heavy rain has caused floods all over the country.

2 Because the rivers have risen. 3 (The old lady has climbed Mount Whitney ) 23 times.

4 Because it has kept her young and healthy.

- Check their answer, and then correct their work if they have the wrong answer

Two sts present

Week: 14 Date of planning: Period: 42 Date of teaching:

Class:

Unit 7:

LESSON 4: WRITING I Objectives:

1 Education Aims: - Students can write a paragraph about advantages and disadvantages of television and other types of mass media

2 Knowledge:

a General knowledge: - Advantages and disadvantages of different types of mass media

b Language: - Language concerning mass media - The present simple tense

3 Skills: - Reading: read about the advantages and disadvantages of television

- Writing: write a paragraph about the advantages and disadvantages of the mass media II Anticipated problems:

- Students may have difficulty in finding ideas about advantages and disadvantages for writing

III Teaching Aids: - board, textbook, chalk. IV Procedures:

Teacher's activities Students' activities 1 Homework checking :( 5 mins)

- Ask one st to talk about one of the news stories that he/she is interested in

- Ask other sts to listen to their friend and give remarks

- Check and give remarks 2 Before you write:( 20 mins) - Aims: to get sts to read about the

advantages and disadvantages of television and to help sts to prepare vocabulary and information before they write.

+ Task 1:

- Ask sts to read the advantages and disadvantages of television

- Explain some new words:

+ 'memorable (adj) : easy to remember + en'joyable (adj) : pleasant

+ popu'larity (n) : the noun of " popular" + be a'ware of (v) : realize

+ brain (n) : part of the body inside the head + 'violent (adj) : fighting, killing, etc

+ inter'fere with (v) : get in the way of something

- Ask sts listen to the teacher and repeat , then write these words into their notebooks - Ask sts to work in pairs to read about the advantages and disadvantages of television - Make sure that sts know what "advantage" and "disadvantage" are

- Ask sts to pay attention to the basic structures used in the table

- Move round to help if necessary

- Ask sts some questions to make sure that they understand all the advantages and disadvantages of television

What are the (dis)advantages of television? - Listen and give remarks

+ Task 2:

- Divide the whole class into three groups and ask each pair in group 1 to discuss the advantages and disadvantages of radio, each pair in group 2 discuss those of newspapers, and each pair in group 3 discuss those of the internet

- Ask sts to work in 7 minutes

- Listen to their friend and give remarks

- Listen to the teacher

- Listen to the teacher carefully

- Copy these words into theit notebooks

- Listen to the teacher and then read these words in chorus and

individually

- Read the table in pairs - Structures:

+ help/encourage someone to do something: help us to learn, encourage us to buy

+ make someone/ something + adjective: make things memorable, make us aware of, make us passive, make people violent

S: Television helps us to learn more

- Work in pairs to discuss

- Some sts stand up to give their ideas * Radio:

+ Advantages:

- It helps us to get updated news and information.

- Move round to help if necessary and then ask them to share their ideas with other pairs

- Ask three three sts to present their ideas - Ask other sts to give remarks

- Listen and give remarks 3 While you write:( 10 mins)

- Aims: Sts practise writing a paragraph about the advantages and disadvantages of one of the mass media.

- Ask sts to write a paragraph about the advantages and disadvantages of one of the mass media they have discussed in task 2 - Let sts write in 8 minutes

- Move around to conduct the activity 4 After you write:( 9 mins)

- Get feedback by asking three sts to read their work aloud

- Ask some other sts to give remarks - Check and give the correct answer

- If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks

5 Homework: ( 1min)

- Write a paragraph about another types of mass media

dramas, etc.

- It is not harmful to people's eyes. + Disadvantages:

- It is rather boring because we can't see anything.

- The programmes are not very vivid; there are no games and films, etc. - Listen to the teacher and take notes

- Do the writing task

- Read their writing: ( a sample paragraph)

"The Internet is now the largest source of information and

entertainment for people Firstly, you can get a lot of information about any places in the world The Internet provides you with the latest changes in the markets such as the increase or decrease in the price of gold or oil You can relax by watching films or football matches, listening to music on-line or chatting to friends or relatives living thousands kilometers away However, the Internet can be dangerous because you can be exposed to harmful websites, for example, the websites containing violent scenes Moreover, chatting or playing games online can take you a lot of time In short, the Internet can be good or bad so you should know how to use it properly."

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……… …… Week: 15 Date of planning: Period: 43 Date of teaching:

Class:

LESSON 5: LANGUAGE FOCUS I Objectives:

1 Education Aims:- Students know how to pronounce the sound / eɪ/, /aɪ/ and /ɔɪ/ correctly

- Students revise the present perfect and because of and in spite of 2 Knowledge:

+ Language: - Pronunciation: /eɪ/, /aɪ/ and /ɔɪ/ - The present perfect tense

- Because of and in spite of

3 Skills: + Speaking: - Work in pairs to discuss the exercises + Reading: - Read words and sentences aloud

- Read the sentences silently to do the exercises II Anticipated problems:

- Students may confuse the use of because of and in spite of III Teaching aids: - board, chalk, textbook.

IV Procedures:

Teacher's activities Students' activities 1 Homework checking: ( 5mins)

- Ask one st to tell the whole class the advantages and disadvantages of one of the mass media

- Ask another st to give remarks - Check and give a mark

2 Pronunciation:( 10 mins)

- Aims: to introduce three sounds /ei/,/ai/ and /ɔɪ/ and help sts to practice these sounds. a Write three sounds on the board and

pronounce them clearly twice, then ask sts to repeat

- Tell sts how to pronounce these sounds accurately

- Ask them to look at the textbook, listen and repeat

- Then ask sts to work in pairs to read the words again so that they can check for each other

- Move around to help

- Ask two sts to read again and give remarks b Ask sts to look at sentences in page 79 in the book

- Ask them to work in pairs to read the sentences and then find out the words containing sound /eɪ/, /aɪ/ and /ɔɪ/ - Ask them to work in 2 minutes - Move around to conduct the activity - Ask one st to report and other sts to give remarks

- Check and give the correct answers

- Ask some sts to read these sentences aloud - Listen and give remarks

3 Grammar: ( 29 mins)

- One st speaks aloud in front of the whole class

- Give remarks

- Listen to the teacher - Write down three sounds

- Listen to the teacher and repeat - Look at the book , listen and repeat

/eɪ/ /aɪ/ /ɔɪ/ play time voice today wildlife noise radio height toy . - Read these words in pairs and check for their partners

- Look at the book and work in pairs

- Answers:

/ei/ /ai/ /ɔɪ/ afraid ninety-nine noisiest

Aims: to revise the present perfect and "because of" and "in spite of" and have sts do Ex1, EX 2 and EX3.

a The present perfect tense: - Give two examples:

eg: I've known her for five years We have been here since 7.00 a.m.

- Ask sts to think about the use of the present perfect in these sentences

- Ask one st to report and recall the use of since and for.

b Present the use of because of and in spite of through some examples.

Eg1: Because of being ill Mary didn't go to school.

In spite of being ill Tom went to school. Eg2: Because of the rain we stopped playing football.

In spite of the rain they continued playing football.

- Ask sts to think about the use of because of and in spite of in these sentences

- Ask some sts to report

- Distinguish because of from because and in spite of from although.

- Ask some sts to give examples + Exercise 1:

- Ask sts to look at Ex1 and to do the task - Ask sts to do the exercise individually and then compare their answers in pairs

- Move round to conduct the activity - Check the exercise sentence by sentence - Listen and give remarks

+ Exercise 2:

- Ask sts to do Ex 2 individually and then share the answers with their friends - Move round to help if necessary

- Ask two sts to do this exercise on the board - Ask one st to give remarks

- Check and give remarks + Exercise 3:

- Ask sts to read the requirement of Ex3 and then do the task in pairs

- Go round to conduct the activity - Ask some pairs to read sentence by sentence

- Listen and give remarks 5 Homework ( 1 min)

- Part B ( Page 42 - Workbook)

+ The present perfect:

"How long an action has lasted up to the present."

- Listen to the T attentively and take notes

+ because of + N/NP, V-ing in spite of

+ Because of is used as a

preposition to express the reason + In spite of is used as a preposition to express a concession

- Listen to the teacher attentively and take notes if necessary

- Do the task individually and then share their ideas with their friends EX 1:

1 have been 2 has lived 3 have met 4 have done 5 have had 6 have taken 7 have watched.

- Listen and correct their work if necessary

- Do the Ex individually EX 2:

1 since 2 ago 3 for 4 for 5 since 6 for 7 ago 8 ago 9 since 10 since

- Listen to the teacher

- Read the requirement carefully - Do Ex 3

1 c, f 2 b d 3 a , e 4 h, j 5 i, g.

WRITTEN TEST

Time allowed : 15 minutes

I Put the words in the box into the correct columns

afraid side

/eɪ/ /aɪ/ /ɔɪ/

II Choose the best answer.

1 I have studied French I was a little girl

A for B since C during D when

2 I've told her several times that I couldn't come

A just B already C ever D yet

3 his lack of time, he watches football every night

A Although B Because C Because of D In spite of 4 He walked slowly his bad leg

A although B because C because of D in spite of

5 his old age, Mr Nam runs three kilometers every morning

A Although B Because C Because of D In spite of

ANSWERS

II 1 B 2 B 3 D 4 C 5 D

I

/eɪ/ /aɪ/ /ɔɪ/

safe cycle oil

stay guide boy

great lie spoil

grey type joy

afraid side destroy

Week: 15 Date of planning: Period: 44 Date of teaching:

Class: UNIT 8:

LESSON 1: READING I Objectives:

1 Education aims: - Students read about the changes in the country life 2 Knowledge:

a General knowledge: - Knowledge about the country life b Language: - Verb tenses and reported speech

- Vocabulary about country life such as bumper crops, cash crops, brick houses, straw, mud

3 Skills: - Speaking : talk in pairs and in groups

- Reading comprehension: vocabulary matching and table completion exercises

II Anticipated problems:

- Students may lack of vocabulary about country life

IV Procedures:

Teacher s activities’ Students activities’ 1 Warm-up:( 4 mins)

- Aims : - Get used to the topic

- Sts are required to work in groups of 3 or 4 to make a list of words related to the country in written form

- The group with the longest list will be the winner

2 Before you read: ( 10 mins) - Aims: - Prepare information and vocabularies for the topic.

- Introduce the topic of the reading passage a Pair work:

- Ask sts to work in pairs to answer the questions given in the part

- For each question, 3- 4 sts are required to answer orally in front of the class ( 1 st/ 1 time)

- Gather the ideas and help the sts to give correct answers

b.Vocabulary:

- Provide the sts with new words/phrases + Straw(n): dry cut stalks of various cereals( r¬m)

+ Mud(n) : wet, soft soil (bïn)

+ Technical high school (n): trêng trung häc kü thuËt d¹y nhÒ

+ Farming method(n): ph¬ng ph¸p canh t¸c + Brick house (n): houses made of

bricks( nhµ x©y b»ng g¹ch)

+ Thank to(prep): = owing to = because of (nhê cã)

- Read each word/phrase 3 times and ask sts

- Work in groups of 3-4 students - Give the lists to the teacher

- Work in pairs

- Do the work orally in front of the class

Suggested answers:

1 The farmers are harvesting the crop

2 They are working very hard. 3 It s a good/ bumper crop.’ 4 Good farming methods, good varieties, modern technology used, people work hard

- Listen and then copy down

to repeat it

- Leave the sts 1 minute to self-practice reading the words, then ask 4-5 sts to read all the word/phrases aloud in front of the class

- Listen and check 3

While you read : ( 20 mins)

- Aims: Read the passage for information to do the tasks.

+ Task 1: Vocabulary Matching.

- Ask sts to read the passage and do task 1: Match the words in A which appear in the reading passage with their definitions in B - Sts are required to compare their results with their partners

- 4 sts are required to do the task orally in front of the class (1 st/ 1 time)

- Listen and help the sts to do the task correctly

- Explain the meaning of these words and phrases if necessary

+ Task 2:Table Completion.

- Ask sts to scan the passage to get specific information to complete the table

- Let sts to study the table carefully before doing the task

- Go round the class and provide help when necessary

- Tell sts to discuss the answers with a friend

- Check the answers in front of the class as a whole

- Give correct answers.

+ Task 3: Answering Questions:

- Ask sts to work in pairs to read the passage again and answer the questions in task 3 - Sts are required to underline the

information that supports the answers - Sts are required to compare their answers with another pair

- Ask 5-6 sts to read their answers aloud in front of the class

- Give feedback and correct answers.

4 After you read: ( 10 mins)

- Self-correct

- Read the passage and then do the task

- Share their answers with their partners

- Report their work + 1 – b

+ 2 – d + 3 – a + 4 – e + 5 – c

- Work individually - Study the table

- Discuss the answers with a friend

- Report their answers

a.o.c before Now

hous

es Made of strawand mud Made of bricks R

and TV

Few families had a radio or a TV set

Many families have a radio or a TV set

F.M old New

crops poor Good/

bumper

travel By

motorbike - Work in pairs to ask and answer the questions

- Ask sts to report their work in pairs 1 It was poor and simple.

2 Because they hope that with an education of science and technology their children could find a way of bettering their lives.

3 They introduced new farming methods which resulted in bumper crops They also helped grow crash crops for export.

4 He said their lives had changed a lot thanks to the knowledge their children had brought home.

- Aims: Give the summary of the topic. + Discussion:

- Sts are required to work in groups and discuss the question: How can people with an education help make the life of their community better?

- Clarify some terms if needed:

+ People with an education: people with a university study.

- Sts are required to look back to the passage to get the ideas for the questions

- Go to groups and provide help when necessary

- Ask some representatives to report the groups' ideas

5 Homework:( 1 min)

- Ask sts to write a paragraph about the topic they discussed in After you read

- Listen to the teacher - Discuss in groups

- Some representatives are required to report

- Give suggested answers:

+ Introduce new farming methods. + Grow crash crops for export. + Help local people apply modern technology in farming.

+ Help community especially young people access to ways of

entertainment.

+ Raise people s awareness about ’ food safety and environmental hygiene.

Week: 15 Date of planning: Period: 45 Date of teaching:

Class: UNIT 8:

LESSON 2: SPEAKING I Objectives:

1 Education aims: - Students know about plan to improve life of a village and their possible results

2 Knowledge:

a General knowledge: - Students can talk about plans and results b Language: - "Should" and conditional sentences type 1 - Vocabulary on the plan to improve life of a village 3 Skills: - Speaking about plan and results.

- Discussing plans to improve life in the village II Anticipated problems:

- Students may find it difficult to find ideas to discuss by themselves III Teaching aids:

Textbook, chalk, board IV Procedures:

Teacher s activities’ Students activities’ 1 Homework checking( 5 mins)

- Ask one st to tell about the life of the village in the text

- Listen and give remarks and marks 2 Warm-up( 5 mins)

- Ask sts to work in groups and make a list of the ideas that carried out to improve the village life Sts may share ideas in

Vietnamese and ask T for English equivalences

- One st tell about the village - Listen to the teacher

- Work in groups

- Check ideas and lead in the new lesson 3 Before you speak: (10 mins)

Aims: Sts can match each of the plan to improve life in the village with its possible result.

+ Task 1: The village of Ha Xuyen are discussing plans to improve life in the village Match the plans with possible results.( 10 minutes)

- Explain some new words:

resurface (v ):put new surface on, renew

widen (v )

canal (n): man-made waterway for irrigation

muddy(a ): full of mud

- Ask sts to do the task in pairs and give explanation for their answers

- Ask some sts to read the answers in front of the class

- Give the correct answers

4 While you speak: ( 10 mins)

Aims: Sts practice discussing the plans to improve the life in the village and the possible results.

+ Task 2: The villagers are discussing their plans Read and practice the conversation in groups of three

- Read the conversation in the textbook - Ask sts to work in groups using

conditional type 1 and "should"

- Briefly explain Conditional sentence type 1 and should:

If + S + V(present tense), S + will/can/may + V

( to talk about something that will or is likely to happen in the future)

E g.: If the roads are widened, cars and lorries can get to our village.

Should or shouldn t’: to give opinions about what is the best thing to do.

- Ask sts to practise the conversation in the textbook

- Ask some groups to practice the conversation in front of the class 5 After you speak: ( 14 mins)

Task 3: Continue the conversation, using

- Listen and take notes

- Work in pairs

- Read the answers aloud in front of the class

1 b 2 g 3 d 4 e 5 f 6 c

- Listen to the T

- Listen and take notes

- Work in groups of three

- Some groups practice the conversation in front of the class

the ideas in table in Task 1 Add some more possible if you like

- Ask sts to work in groups and continue the conversation

- Write the main phrases on board and ask sts to look at these phrases to practice their conversation

- medical center health

- cash crops export, money - bridge shorter way to town

- football ground play sports, exchange ideas

- Go around to help sts if necessary Sts may add their own ideas in the

conversation

- Comment and give necessary corrections 6 Homework: ( 1 min)

Write a passage about plans to improve the life in the area where you live

- Some groups present in front of the class

A: I think we should build a football ground, too.

B: I agree with you If a football ground is built, young people can play sports in the free time.

C: A football ground is also a place where people can meet and exchange ideas.

A: What about a medical centre? I think it s necessary to build a medical ’ centre.

B: Yes If a medical center is built, People s health will be looked after ’ better.

C: Yes And if we get sick we won t ’ have to go to the provincial hospital for treatment.

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……… …… Week: 16 Date of planning: Period: 46 Date of teaching:

Class: UNIT 8:

LESSON 3: LISTENING I Objectives:

1 General knowledge:

- Sts know the changes in a small town on the South coast of England 2 Language: - The past tense: used to

- The passive voice - Vocabulary on villages

3 Skills: - Listening: choose True/ False statements, fill in the gaps with one suitable word, answer the questions

- Speaking: Discuss the changes in sts' hometown/ home village II Anticipated problems:

- - The town is strange to sts III Teaching aids:

IV Procedures:

Teacher s activities’ Students activities’ 1 Home work checking:(7 mins)

- One st talks about what people should do to improve life in their village/ town

2 Before you listen:(10 mins)

Aims:to focus sts on the topic and review/ introduce the words and phrases used in the listening text.

a Focus sts on the two pictures in the textbook and asks sts to work in groups to compare them to see the changes of the town following the model in the book E.g.: - There didn't use to be any hotel in the town

- There used to be small houses - Cows used to graze in the field . - Ask some sts to give their answer b Introduces some new words

- atmosphere (n): không khí - resurface(v): trải lại ( mặt đờng) - turn into (v): trở thành

- Read the words and ask sts to repeat - Ask sts to read the words in pairs - Ask some sts to read the words again 3 While you listen:( 17 mins)

+ Task 1:

Aims:Sts practise listening and marking True/ False statements.

- Tell sts that they are going to listen to a talk about the changes in a small town in England

- Ask sts to work in pairs, look at the statements given and guess if they are true or false

- Ask sts to listen to the talk and tick the right column to indicate their answer and

- One st presents

- Others listen and give remarks

- Work in groups to ask and compare the two pictures

- Some sts stand up and give their answer

Sts copy the words and phrases

- Listen and repeat

- Read the words in pairs and correct each other’s mistakes

- Some individuals read the words aloud

- Listen to the T

- Work in pairs to guess if the statements are true or false

- Listen to the tape and do the task - Compare their answer

underline the false information T plays the tape twice

- Ask sts to compare their answer in pairs - Check sts’ answer

- Play the tape once again, stop the tape where necessary and conduct the correction + Task 2:

Aims: Sts practise listening for specific information by filling in the gaps with ONE word.

- Ask sts to have a look at the paragraph in the textbook and to read them in pairs and make sure they understand them T

encourages sts guess the words to fill in the gaps

- Ask sts to listen to the tape once or twice again to fill in the gaps with the missing words

- Ask sts to compare their answer in pairs - Check sts’ answer

- Play the tape once again, stop the tape where necessary and conduct the correction 4 After you listen:(10 mins)

- Ask sts to work in pairs and tell each other about the changes in their village/ town - Move round to check the activities and to make sure that sts are working effectively - Ask two sts to present in front of the whole class

- Check and gives remarks 5 Homework:(1min)

Write a short paragraph about the changes in their village/town

1 F It's on the south coast of England.

2 F It's used to be a small quiet town. 3 T

4 F The big trees have been cut down.

5 F Some people don't like the changes

- Check their answer and then correct their work if they have the wrong answer

- Work in pairs to read the passages and try to fill in the gaps

- Listen and do the task - Give their answer

1 houses 2 hotel 3 widened 4 cut 5 car 6 shop 7 department 8 expensive

- Check their answer and then correct their work if they have the wrong answer

- Work in pairs -Two sts present

Week: 16 Date of planning: Period: 47 Date of teaching:

Class: UNIT 8:

LESSON 4: WRITING I Objectives:

1 Education Aims: - Students can write a letter giving directions to a certain place. 2 Knowledge:

a General knowledge: - Giving directions

b Language: - Language used to give directions - Imperative sentences

- Speaking: work in pairs to find Ann's house on the map as well as the words and phrases used to give directions

- Writing: write a letter to tell Jim the way to house A on the map II Anticipated problems:

- Students may have difficulty in giving directions in letters III Teaching Aids: - board, textbook, chalk.

IV Procedures:

Teacher's activities Students' activities 1 Homework checking :( 5 mins)

- Ask one st to talk about the changes in our hometown or his/her home village

- Ask other sts to listen to their friend and give remarks

- Check and give remarks 2 Before you write:( 20 mins)

- Aims:to get sts to read the sample letter and to help them to prepare vocabulary and information before they write.

+ Task 1:

- Introduce the situation - Explain some new words:

+ direction (n) : the way that a person or thing moves along

+ enclose (v): put something in a letter or a parcel

- Ask sts to listen to the teacher and repeat , then write these words into their notebooks - Ask sts to work in pairs to read about the letter and to look at the map to find Ann's house

- Listen to their friend and give remarks

- Listen to the teacher

- Listen to the teacher carefully

- Copy these words into theit notebooks

- Listen to the teacher and then read these words in chorus and

- Move round to help if necessary

- Ask sts to compare their ideas with other pairs

- Ask some sts to tell the whole class where Ann's house is T may ask them to explain more about their answer

- Listen and give remarks + Task 2:

- Ask sts to work in pairs to read the letter again and underline the words and phrases used to give directions

- Move round to help if necessary

- Ask 2 sts to write these words/ phrases on the board

- Check and give remarks

- Ask sts to make some examples with these words

3 While you write:( 10 mins)

- Aims: Sts practise writing a letter to Jim, telling him the way to house A from Roston Railway Station.

- Ask sts to write a letter to Jim, telling him the way to house A from Roston Railway Station

- Let sts write in 8 minutes

- Move around to conduct the activity 4 After you write:( 9 mins)

Aims: to get feedback and check sts' work. - Get feedback by asking some sts to read their work aloud

- Ask some other sts to give remarks - Check and give the correct answer - If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks

5 Homework: ( 1min)

- Write a letter to tell their friends the way to their house from Hai Duong Railway

Station

- Read the letter in pairs

- Share their answer with their friends

- Present their ideas Answer: H

- Listen to the teacher

- Work in pairs to read the letter and undreline the words/phrases

- Two sts write the words and phrases on the board

get out of go over ( a bridge) turn right/left walk past ( a medical centre)

keep walking take the first/second

- Do the writing task

- Read their writing: ( a sample paragraph)

"Dear Jim,

I'm very glad that you will come here for the summer

holiday from Roston Raiway Station.

Week: 17 Date of planning: Period: 48 Date of teaching:

Class: UNIT 8:

LESSON 5: LANGUAGE FOCUS I Objectives:

1 Education Aims:

- Students know how to pronounce the sound /aʊ/ and /əʊ/ correctly - Students revise reported speech and conditional sentence type 1 2 Knowledge:

+ Language: - Pronunciation: /aʊ/ and/əʊ/ - Reported speech

- Conditional sentence type 1

3 Skills: + Speaking: - Work in pairs to discuss the exercises + Reading: - Read words and sentences aloud

- Read the sentences silently to do the exercises II Anticipated problems:

- Students may confuse these sounds with some sounds in Vietnamese III Teaching aids: - board, chalk, textbook.

IV Procedures:

Teacher's activities Students' activities 1 Homework checking: ( 5mins)

- Ask one st to tell the whole class the way to their house from Hai Duong Railway Station - Ask another st to give remarks

- Check and give a mark 2 Pronunciation:( 10 mins)

- Aims: to introduce three sounds /aʊ/ and /əʊ/ and help sts to practice these sounds a Write two sounds on the board and

pronounce them clearly twice, then ask sts to repeat

- Tell sts how to pronounce these sounds accurately

- Ask them to look at the textbook, listen and repeat

- Then ask sts to work in pairs to read the words again so that they can check for each other

- Move around to help

- Ask two sts to read again and give remarks b Ask sts to look at sentences in page 89 in the book

- Ask them to work in pairs to read the sentences and then find out the words containing sound /aʊ/ and sound /əʊ/ - Ask them to work in 2 minutes

- Move around to conduct the activity - Ask one st to report and other sts to give remarks

- One st speaks aloud in front of the whole class

- Give remarks

- Listen to the teacher

- Write down two sounds

- Listen to the teacher and repeat - Look at the book , listen and repeat

/aʊ/ /əʊ/ cow coat town phone how bone . - Read these words in pairs and check for their partners

- Look at the book and work in pairs

- Answers:

- Check and give the correct answers

- Ask some sts to read these sentences aloud - Listen and give remarks

3 Grammar: ( 29 mins)

Aims: to revise the reported speech and conditional sentence type 1 and have sts do Ex1, EX 2, EX3and EX4.

a Reported speech: Statements

- Recall the use of reported speech: to report what someone has said No quotation marks are used and some parts of speech have to be changed.

- Give an example:

eg: "I worked late yesterday," said Susan Susan said she had worked late the previous day.

- Ask sts to read the example and think about the changes when we turn a sentence into reported speech

- Ask sts to complete the table below:

Direct speech Reported speech do (1)

will do (2) (3) might me/you (4) last night (5) (6) there

- Ask sts to work in pairs and complete the table and then ask some sts to report and give remarks

- Make clear the difference between say, tell and talk:

Say + clause Tell + O + clause Talk (to sb) about sth

b Conditional sentence type 1:

- Review the form and the use of conditional sentence type 1 by giving some examples: eg: If I have enough money, I will go to Hue for holiday.

If it rains I won't go there.

- Ask sts to read the examples and point out the form as well as the use of conditional sentence type 1

- Distinguish when-clause and if-clause: eg; When summer comes, he will go to Hue for holiday.

- Ask sts to compare this example with the first example

- Ask some sts to give examples + Exercise 1:

- Ask sts to look at Ex1 and to do the task - Ask sts to do the exercise individually and

- Listen to the teacher - Copy down the example - Read the example and think about the changes

- Work in pairs to complete the table

- Some sts report

1 did 4 him/her 2 would do 5 the night before

3 may/ might 6 here - Listen to their friends and their teacher

- Listen and copy down

- Read the examples and point out the form and the use of conditional sentence type 1: + Form:

If- clause , main clause

S + V( P.S) , S + V( S.F)

+ Use: something that may

happen at present or in the future - When-clause:

something that will certainly happen in the future

- Do the task individually and then share their ideas with their friends

EX 1:

1 An old farmer said their lives had changed a lot children had brought home

then compare their answers in pairs - Move round to conduct the activity - Check the exercise sentence by sentence

- Listen and give remarks + Exercise 2:

- Ask sts to do Ex 2 individually and then share the answers with their friends - Move round to help if necessary

- Ask two sts to do this exercise on the board - Ask one st to give remarks

- Check and give remarks + Exercise 3:

- Ask sts to read the requirement of Ex3 and then do the task in pairs

- Go round to conduct the activity - Ask some pairs to read sentence by sentence

- Listen and give remarks 5 Homework:( 1 min) - Ex 4 ( page 90- sts' book)

Chi Minh City soon.

3 I thought the film would be interesting.

. - Listen and correct their work if necessary

- Do the Ex individually EX 2:

1 told 2 said 3 said 4 told 5 talked

- Listen to the teacher

- Read the requirement carefully - Do Ex 3

If I do more homework, I will pass my exam If I pass my exam I'll go to medical college If I go to medical colege, I'll study medicine

Week: 17 Date of planning: Period: 49 Date of teaching:

Class: I Objectives:

1 Aims: - Sts revise what they have learned in unit 7.and unit 8. 2 Knowledge: - General knowledge in unit 7 and unit 8.

- Language: pronunciation and grammar in the above units 3 Skills: listening, speaking and writing

II Teaching aids: textbook, chalk, board. III Procedures:

1 Homework checking:( 5 mins)

- Ask one st to do Ex 4 in the workbook on the board

- Ask one st to give remarks - Give remarks and marks

2 The new lesson:( 39 minutes)

- Ask sts to do part II, part III and part IV at home in advance to save time

- Give sts the time duration for each part : part II: 10 minutes, part III: 10 minutes, part IV: 15 minutes

- Ask sts to do listening in class 2.1 Listening:

- Ask sts to read the requirement of the task

- Introduce new words: + queue (v) : xÕp hµng

+ traffic (n) : cars, motorbikes, traffic lights,

heavy traffic

- Play the tape twice and ask sts to do the task

- Ask sts to share their ideas with their partners

- Get feedback and play the tape again so that sts can check their answers

- Ask sts to read the paragraph in part B and try to guess what will be filled in each blank

- Play the tape again

- Ask 2 sts to write their answers on the board

- Ask other sts to give remarks - Check and give feedback 2.2 Reading:

- Ask sts to work in groups to compare their answers

- Ask some sts to report his/ her answers aloud

- Listen and check

2.3 Grammar:

- Ask sts to discuss their answers in groups

- Ask 2 sts to write their answers on the board

- Ask two other sts to give remarks - Check and give the correct answers 2.4 Writing:

- Ask some sts to read their writing aloud

EX 4:

1 If 2 When 3 if 4 If 5 when

- One st gives remarks

- Look at the textbook and read the statements

- Try to focus on the important words - Copy down these words into their notebooks

- Listen and read after the teacher - Listen carefully and do the task

- Work in pairs to discuss their answers 1 F 2.F 3 T 4.F 5 T

- Read the paragraph

- Listen carefully and complete the paragraph

1 aren't 2 evening 3 cinemas 4 theatres 5 knows

- work in groups to share their ideas - Some sts stand up to report

1 because people can sit comfortable at home, they don't have to pay for expensive seats at the theatres or in the cinemas.

2 People can see films, plays of every kind, political discussions and the latest exciting football matches.

- Discuss in groups - Answers:

1 have been haven't had 2 haven't given have paid 3 said 4 had taken 5 thought would come 6 told have got - Read their writing aloud

- Ask some sts to give remarks

3 Homework: ( 1 min)

- Part D ( Page 52 - workbook)

about 10 minutes The Indian

Restaurant is the pink building on the left after the Beach Parade It is very easy to find."

- Listen to the teacher's remarks

* Exercise: I Listening:

A B.

1 F 1 aren’t

2 F 2 evening

3 T 3 cinemas

4 F 4 theatres

5 T 5 knows

Typescript:

I live in a small village called Henfield – there are about 500 people here I love it because it’s quiet and life is slow and easy You never have to queue in shops or banks The village is clean – people look after it and don’t throw their rubbish in the streets The air is also clean because there’s not much heavy traffic It’s much more friendly here than in the city Everyone knows everyone and if someone has problem, there are always people who can help

There aren’t many things I don’t like about Henfield One thing is that there’s not much to do in the evenings – we haven’t got any cinemas or theatres Another problem is that people always talk about each other and everyone knows what everyone is doing But I still prefer village life to life to life in a big city

II Reading:

1 Because people don’t have to go out to watch TV They don’t have to pay for expensive seats at the theatres or in the cinema And there is no transport to arrange 2 They can see plays, film of every kind, political discussions and football matches 3 Because they need to do nothing They don’t even use their legs and make no choice Everything is presented to them

4 TV will begin to dominate our lives, and we don’t have time to talk to each other and do other things

5 TV, itself, is neither good nor bad TV is as good or bad as we make it New words:

Source of entertainment: Nguồn kênh giải trí Not to mention: cha đề cập

Neither ……… nor ………… : hoÆc c¸i nµy hoÆc c¸i kia III Grammar:

1 I have been in London for a month but so far I haven t had’ time to visit the Tower 2 You haven t given’ me quite enough, Sir The bill is $ 20 and you have paid me only $ 19

3 Ann said to me she would leave a message for Peter

4 I was told that it had taken the children nearly 2 hours to get to their school because of the flood

5 We thought that they would come to the party, but they were busy 6 She told Lan, “You have got my hat Yours is over there

When you come of the bus station, turn right, and walk along King Street until you reach the traffic lights Turn left at the traffic lights into Redham Road Go straight along the road The restaurant is on the left, after Beach Parade It’s quite easy to find

5 Preparation of the new lesson: review for first term test 6 Self – evaluation:

……… ………

……… ……… ………

……… ………

……… ………

………

……… …… Week: 18 Date of planning: Period: 50 Date of teaching:

Class:

I / AIMS AND OBJECTIVES: *Language content:

- To help Ss to review grammar as well as vocabulary to prepare for the first term test *Language function:

- To introduce Ss the way to do exercises fast and effectively. * Educational aim: - To help Ss combine the theory and practice. 1 Language:

a Vocabulary: some key words from unit 1 to unit 8

b Structure: repeat the structures learn from unit 1 to unit 8 2 Skills: Writing, Speaking and Reading, listening

3 Method: Communicative approach

4 Techniques: Rearrange, discussion, table completion 5 Materials needed: Text book, paper board

II PROCEDURE IN CLASS: 1 Stabilization:

a Warm-up: Makes greeting

b Checking absence: Asks monitor 2 Checking the previous knowledge: 5ms

……… 3 Presentation of the new materials:

* Teacher give some exercises. I.Pronunciation :

1 a read b teach c deaf d sleep

2 a marks b caves c exams d days

3 a picture b sunburnt c excursion d nurse

4 a pity b children c finger d blind

5 a time b height c buy d interest

6 a spend b said c men d man

II.Vocabulary and structure :

7 I'm going to wait until you your work

a finished b had finished c have finished d will finish 8.My parents ………… tomorrow to stay with me for a few days

a are coming b come c will have come d is coming

9.We hope the excursion will help us ………a lot after working hard

a relaxed b relaxing c relax d be relax

10.The port is capable……….handing 10 million tons of coal a year

a of b on c in d for

11 Hue is famous for its spots

a beautiful b beautify c beautifully d beauty 12.Marie,……… I met at the party, caked me last night

a that b whose c which d who

13.I work from Tuesday to Saturday, and Sunday and Monday are my ……… a days out b days off c working days d day offs

14 He got bad marks _his laziness

a because b in spite of c although d because of

15.The street is very noisy, ………makes sleeping difficult

a it b what c that d which

16.Fax machine ………send or receive letter quickly

a.is used for b used to c is used to d used for

17.He was busy ……….his homework

a that he was doing b doing c he was doing d to do 18.Look at those cars ! They ……….!

a.will crash b are going to crash c will be crash d are crashing 19.When I arrived the theatre, the play ……… I missed the first part a had started b started c was starting d has started 20 the heavy rain, they still went to school

a Although b In spite c Despite d However

21.Please ………your phone cards in the slot before pressing the number you require

a adjust b insert c plug d operate

22.What programme is on VTV3 _7:00?

a at / in b on / at c on / on d in / in

Phần III: Complete the following sentences

1 Because of _he did not go to work

2 Dalat is a wonderful city All of us enjoy 3.Although he took a taxi, John still arrived late for the concert



In spite of _ 4 The man is a famous doctor We visited him last month



The man _ Phần IV: Each sentence has one mistake Circle that mistake :

1.Then the computer will ask you restart it A B C D 2.The stories what I’ve told you are all true A B C D

3.The girl whom you met last night was used to be a singer A B C D

4 Everything is ready, but the guests haven't came yet A B C D

5 Trung Vuong high school has been built many years ago A B C D

Week: 18 Date of planning: Period: 51 Date of teaching:

Phần 1: Ch n tọ ừ, cụm từ thch hợp (ứng với A hoặc B, C, D) để ho n th nh cu à à 5) Can you show me machine?

A) how using B) how to use C) how use D) how you used 6) By the time he arrived , his brother _

A) has left B) had left C) left D) left

7) Now we don't go to school on foot as we

A) used to B) did C) had been D) was

8) A new school _ in the area lately

A) was built B) has built C) has been built D) was being built 9) Some of the more time - consuming jobs can now be done by machines

A) odd B) taking little time C) taking much timeD) not affected by time

10) He invented a new kind of wheelchair for the

A).disabled B) unemployed C) unhappy D) the disabled

11) His job is of mentally retarded children in the area

A) taking care B) looking C) watching D) taking notice 12) What when you met her yesterday?

A) did she do B) she did C) has she done D) was she doing 13) It was hot all the time, was a great pity

A) which B) what C) that D) who

14) My aunt has talent in _ and she has won many prizes

A) photograph B) photography C) photogenic D).photographic 15) They friends since they at high school A) were/ have been B) have been/ were C) had been/ have beenD) were/ were 16) Computer are capable _ doing almost anything you ask

A) at B) of C) on D) about

17) The little girl is helping cross the street

A) the rich B) the young C) the poor D) the blind

18) A(n) person can't hear any kind of sound

A) unemployed B) blind C) injured D) deaf

19) John is always late for school, annoys the teacher

A) what B) this C) which D) that

Phần III: Xác định từ có gạch dưới ca n phải sửa, để câu sau trở à thành chính xác.

20) Ms Hoa used to going late for work A B C D

21 What should you to do if you want to open the TV? A B C D

22.These are the pictures who my son drew when he was young

Pha n IV: à Chọn câu ( ứng với A hoặc B, C, D) diễn đạt đúng nghĩa của câu.

23) They enjoy leaning mathematics

A) They are learning English B) They are anxious about learning English C) They are tired of learning English D) They are interested in learning English 24) My brother used to live in Ho Chi Minh city ten years ago

A) My brother lived in Ho Chi Minh city ten years ago B) My brother used lived in Ho Chi Minh city ten years ago C) My brother used to living in Ho Chi Minh city ten years ago D) My brother is used to live in Ho Chi Minh city ten years ago

A) A mobile phone is used to talk to people when you are away from home B) A mobile phone used for talking to people when you are away from home

C) A mobile phone is not used for talking to people when you are away from home D) A mobile phone used to talk to people when you are away from home

Week: 19 Date of planning: Period: 52 Date of teaching:

Class:

Test 1

I/Pronunciation:

1 a pasture b picture c mature d adventure

2 a hissed b accomplished c cooked d gained

3 a dine b line c combine d routine

4 a ready b death c scream d peasant

II.Vocabulary and grammar :

1 Will you please stop ………… T.V channels ?

a changing b change c be changed d to change 2 What is your surname ?

a first name b second name c nickname d family name 3 When I am tired, I like to watch television It is ………

a relaxing b thrilling c nervous d lovely 4 Ann is interested in ……….young children

a teaching b teaches c to teach d teach

5 I finished ……… the book and went to bed

a to read b reading c read d to be read

6 My teacher always expected me……… well in exams

a to do b doing c do d to have done

7 Peter is learning English at the moment He often … English three periods a week a is learning b has learned c learns d will learn

8 ………… Peter leave for London ? -Two weeks ago

a Why has b Where did c When will d What did

9 Water …….at one hundred degrees Celsius and freezes at zero degree Celsius

a cooks b steams c boil d boils

10.Marie Curie …………extremely hard when she was a student

a worked b works c was working d had been worked 11 We had a nice chat over a cup of tea

a informal talk b formal talk c serious talk d long talk 12.It was time to ……… the kids ready for bed

a prepare b take c get d make

13.I’d like to borrow this book ……… yet ?

a Did you read b Had you read c Have you read d Do you read 14.We …… in this town for a long time We ……… here sixteen years ago

a had been/ come b have been / came c were / came d are / came 15.The fire alarm went off when smoke rose

a exploded b rang c shouted d burned

16.I’ll see him when he ………… here tomorrow

a come b will come c has come d comes

17.The Pikes live …… farming They work hard ……….the field everyday a on / in b at / with c in / on d with / for

18.He ……… twenty calves last week, now he ……… them up to sell

a had bought/ fed b buys / feeds c bought / is feeding d was buying / fed 19.Harry works all the time He ………

a relaxes never b never relaxes c often relaxes d relaxes sometimes 20.It takes me about three hours ………… the report

a to complete b complete c completing d completed 21.Since men ……… fire, human civilization ……… with high speed

a discovered / has developed b discovered / had developed

c had discovered / developed d discovered / would have developed 22.The guide encouraged the tourists ……….the Prado Museum in Madrid

a to visit b visit c visiting d visited

23.We all admire his ……… knowledge of chemistry

a special b specialized c specialize d specialization

24.When we were on the phone, the crossed line was …………because of a wrong connection

a obtained b interrupt c specialized d interrupted 25.“Why are you mad ?” “I dislike ………… by my first name”

a being called b calling me c you call d you call me 26.He is interested in ………… He is a …………

a science/scientist b scientist/science c scientific/science d.scientist/scientific

27.Don’t forget ………home as soon as you arrive at your destination a to be called b calling c having called d to call

28.It is raining I hate rain The weather is ………… It makes me ……… a depressing / depressed b depress / depressing

c depressed /depress d depressed / depresses 29.Before the plane takes off, the passengers ……… to fasten their seat belt

a are told b are telling c told d tell 30.I’m tired because I’m not used to stay up late

A B C D

31.I bought this new software for learning Chinese A B C D

32.It was an extremely frightened experience in my life A B C D

33.An old man walking along the road stopped talking to us A B C D

34.I decided changing jobs because my boss made me work overtime A B C D

III Speaking: Choose the sentences or phrases that best complete this dialogue: A: (1)……….in your exam !

B: (2)………I hope we both pass A: Did you study all last night ?

B:(3)………I watched T.V and went to bed (4)……… A:I did the same (5)……….,after the exam

B: All right.(6)………for a drink

1 a Good luck b Have a good c How are you d What about you 2 a Like you b You do c same of you d Same to you 3 a No, of course notb Yes, I did c Of course, I did d I not do that 4 a What did you? b How are you? c And you did? d What about you? 5 a See you later b Nice to see you c Good bye d Meet you again 6 a We go b Don’t you go c Could you go d Let’s go

IV.Writing: Write the sentences using the words given : 1 Marie Curie / born / November 7th,1867 / Warsaw

->………

2 Her dream / become / career

3 She / first / woman / the Sorbonne

->………

Test 2

I/Pronunciation:

1.a weekend b men c women d recommend

2.a heart b repeat c heat d eating

3.a examine b fine c combine d find

4.a.improve b lost c prove d movement

II.Vocabulary and grammar :

1 Although floods destroy many things, they also make the ………….richer

a ground b globe c earth d soil

2.We have been working for more than eight hours It is time to ……… a rest

a do b make c practice d take

3 The children are looking forward ………… Their grandma again

a to see b seeing c to seeing d to be seen

4.Marie Curie harbored the dream of a ………… career which was impossible for a woman at that time

a scientific b science c scientist d scientifically

5 He passed the final examination with flying colors , which made his parents pleased a difficulty b no hope c very high marks d very good

6 The morning’s work was constantly ………by phone calls

a interrupted b made c created d changed

7.Family……… is very important for a child to form his personality a name b background c specialization d degree 8.Maria is going to stop ………….dinner, so she may be late

a to eat b eating c for eating d eat

9 Daisy …….Peter if he ………… to London the previous month

a asks /was b asked / has been c asked / had been d had asked / was 10.Jones often …… to work by car everyday but today he ………….by bus a goes / is going b is going / will go c went / has gone d goes / goes 11.I don’t mind ……….home but I’d rather ………a taxi

a to walk / to get b walking / to get c walking / get d to walk / getting 12.Planes often ………on time and passengers have to arrive at the airport 30’earlier

a go off b take off c turn off d keep off

13 11.Johnny ………the paper when I ………… him

a read / interrupted b read / was interrupting c has read/interrupted d was reading / interrupted 14.Five years ………… since I last ………….her

a passed / saw b will pass/have seen c has passed/ saw d pass / see 15.I asked him ………,but he went away

a not to go b to not go c not going d he doesn’t go 16 15.My morning …………is to get up at seven, have breakfast and leave home at eight

a timetable b habit c routine d action

17.She’s upstairs getting ready to go out

a preparing b determining c planning d dressing 18.The house was very quiet when I got home Everybody ……….to bed

a had gone b went c have gone d goes

19.Shhh.! I hear someone……….in the distance Do you hear it too ?

a shouting b shouted c to shout d shout

a in b on c of d with

21.Her good ……… for the test resulted in the fact that she got the best grade

a prepare b preparation c prepare d preparedly

22 Just keep on ………… what you like

a doing b did c do d done

23.I ……… English for four years now

a have learned b have been learning c learned d am learning 24.I want ………….volleyball I hope ……….for the team

a to play/to be chosen b to play / to choose c playing/being chosen d to play/choosing

25.She got ………….as soon as the alarm clock went ………

a up / off b up / down c over / on d on / off

26.She had …………for the post of the secretary, but she was refused

a improved b presented c demanded d applied

27.Although he coughed badly, he made no effort to stop smoking a As his bad cough b Even he coughed badly

c In spite of his bad cough d Because he cough badly

28.When the plane lands, the passengers are requested to keep their seat belt………

a fastened b made c fasten d tied

29.When Martin …………the car, he took it out for a drive

a had repaired b has repaired c was repairing d repaired 30.All the children have been returned safe to their parents

A B C D

31.I know you’re too busy to stay but I look forward to see you again A B C D

32 Why you call me so late last night ? A B C D

33.Mike usually drives to work, but today he walks A B C D

34.Let’s stop to watch so much T.V so that we can read or go out instead A B C D

III.Speaking: Choose the sentence or phrase that best completes the dialogue : A: What do you usually do on your day off ? B: (1)……… A: Do you get much exercise ? B: (2)……… A: How often do you exercise ? B: (3)……… A: What do you usually do ? B: (4)……… A: Where do you go swimming ? B: (5)……… A: You’re really in good shape ! B: (6)……… 1 a I usually drive to work b I will sleep all day

c Nothing much I always sleep until noon d I usually do not much 2 a I usually do b Very often c How about you? d Yes, I do

3 a No, I sometimes do b Yes, I often do c Often I don’t do d About three times a week

4 a I watch T.V a lot b No, I never do

c I go straight home after work d I usually go swimming and play badminton

5 a Everyday from 5 to 6 b No, I play tennis

c I always go to the pool d I usually go by motorbike

6 a Thanks a lot b Oh, are you? c Yeah, I’m good d Good for you IV Writing: Write the sentences using the words given:

1 Marie Curie / went / Paris / realize / her dream / 1981

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………

2 She / awarded / Nobel Prize / Chemistry / determining / atomic weight / radium

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