Giao an TA 9 tron bo

- By the end of the lesson ss will be able to talk about the clothes and what they like to wear.. C/ Material: - pictures D / Proceduces:.[r]

(1)

Date: 23/8/2008

Period 1: Revision A/ Aims:

- T helps ss review some tenses which they have learnt and practice doing exercises

B/ Objectives:

- By the end of the lesson ss will be able to exercices fluently C/ Material:

- some cards, extra board D / Proceduces:

stages activities Work

arrangement

Warm up

Presentation

- Chatting:

a/ Do you like your last summer? b/ Where you go?

c/ What did you do?

d/ What you think about new school year? I/ Tenses

1/ The present simple tense:

a/ Use: express a truth, a habit, a rule……… b/ Form: + S – verb( s,es)

- S – don’t/ doesn’t – verb ? Do / Does – S – verb….? c/ Adverbs of time:

- always, usually, often…

- everyday, in the morning,…… 2/ The present progressive tense:

a/ Use: express an action which is happening now

b/ Form: + S – am/ is/ are – verb-ing

- S – am/ is/ are – not – verb-ing ? Am/ Is/ Are – S – verb-ing….? c/ Adverbs of time: now, at the moment, at present

3/ Near futue:

a/ Use : express a plan, an object

b/ Form: + S – am/ is/ are – going to – verb - S – am/ is/ are – not – going to – V

? Am/ Is/ Are – S – going to – verb?

c/ Adverbs of time: tomorrow, next year/ week/ Sunday…

4/ The future simple tense:

a/ Use:express an action which will happen in the future

b/ Form: + S – will – verb

- S – will not ( won’t) – verb ? Will – S – verb…?

c/ Adverbs of time: tomorrow, next month,… 5/ The past simple tense:

Group work

(2)

Practice

Production

Homework

a/ Use: express an action which happened and finished in the past

b/ Form: + S – verb-ed

- S – didn’t – verb ? Did – S – verb…?

c/ Adverbs of time: yesterday, last night/ Sunday

6/ The past progressive tense

a/ Use: express an action happening in a definite time in the past

b/ Form: + S – was/ were – v-ing - S – wasn’t/ weren’t – v-ing ? Was/ Were – S – v-ing….? c/ Adverb of time:

- at oclock last night, when… 7/ The present perfect tense:

a/ Use: express an action which happened in the past, happens now and will happen in the future b/ Form: + S – have/ has – past participle - S – haven’t/ hasn’t – PP

? Have/Has – S – PP… ? c/ Adverbs of time: since, for

II/ Practice:

1/ Exercise1: Put the correct verbs in the sentences

a/ The children often ( go ) to school by bike b/ What you (do ) now? I ( play) soccer c/ They ( not ) their homework last night d/ you ( visit) Lan tomorrow?

e/ Mr Minh ( not take) a bus to work everyday f/ Listen! The boys ( sing)

h/ What your plan ( be) in this summer? We ( spent) our vacation in NhaTrang

Noughts and crosses: Make sentences with these words:

Last

week usually Tomorrow

At the

moment Next year Now

On Sunday Everymorning Yesterday

- Review all tenses which have learnt - Do exercise again

- Prepare Unit 1: Listen and read

Individual

(3)

Date: 23/8/2008

Period 2: unit 1: a visit from a penpal Lesson 1: getting started

listen and read- focus 1 A/ Aims:

- T helps ss to read for details Lan’s penpal B/ Objectives:

- By the end of the lesson ss will be able to know about some places where Lan went with her foreign friend - Maryam

C/ Material: - cassette player D / Proceduces:

stages Activities Work

arrangement

Warm up

Pre – reading

While- reading

- Chatting: Getting started a/ Do you have a pen pal? b/ Where does he/she live? c/ Has she/ he visited me?

d/ What activities would you during the visit? ( use pictures in page 6)

Example: We would go to Hung temple Or I would take her to the museum 1/ Pre – teach:

- a mosque: ( sym)

- (to) correspond: ( sit) - (to) be impresed by: (sit) - (to) pray: (mime)

* Rub out and remember 2/ Open- prediction

- an’s Malaysian penpal came to visit her in HN.Can you guess whee they went and what they did during the visit

1/ - Asks them to read the text and check their prediction

- Asks them to read againand choose the correct option to complete the sentenses 1- c, 2- b, 3- d, 4- b

2/ Model sentenses:

S1: What did Lan use to when she was a child?

S2: She used to wald to school

S1: What about now? Does she walk to school ?

S2: No, she doesn’t

Whole class

T – whole class

Individual

Pair work

(4)

Post- reading

Homework

-> Asks them to give the use of “ used to” ( express a habit in the past but it doesn’t last anymore)

- Asks them to give example 1/ Brainstoring:

Visit HCM’s Mau 2/ Languague Focus 3:

- Give example: + I’m small-> I wish I were bigger

-> S – wish – S – Past simple - Asks them to Focus 3: a/ I wish I were taller

b/ I wish I were in the swimming pool c/ I wish I had a computer

d/ I wish I lived near school - New words

- Read text - Do focus

Team work

Whole class

Date: 26/8/2008

Period 3: unit 1: a visit from a penpal Lesson 2: speak.

A/ Aims:

- T helps ss introduce themselves with a foreign friend B/ Objectives:

- By the end of the lesson ss will be able to make a similar dialogue about introducing themselves

C/ Material: - extra board

D / Proceduces:

stages Activities Work arrangement

Warm up

Pre –

- Pelmanism:

Tokyo Perth Liverpool Japan Australia England

Hoi An KualaLumper Bombay Viet Nam Malaysia India

Team work

Pair work Mary

am

What they

(5)

speaking

While – speaking

Post – speaking

Homework

1/ Matching

- T use an extra board and asks them to match one sentense with one sentense – c, – e, – a, – d, – b, 2/ Ordering:

- Asks them to at look the couples of sentenses then order them into a dialogue 1c – 5b – 4d – 2e – 3a –

- Asks them to read the dialogue in pair - Asks them look at the dialogue and change the information which is underlined by the ones in book ( Page 8)

- Asks some pair to read aloud - Example exchange:

Lan: Hello, you must be Yoko Yoko: That’s right, I am

Lan: Please to meet you Let’s me ……… Yoko: Please to meet you, Nga Are you…? Lan: Yes, Iam Are you enjoying……….? Yoko; Oh, yes very much

* Write it up:

- Asks them to write about Yoko, Paul, Jane Example:

Yoko is from Tokyo She like VietNamese people and loves old cities in VN…… - Read the dialogue

- Write about Jane, Paul

Pair work

Individual

Date: 26/8/2008

Period 4: unit 1: a visit from a penpal Lesson 3: listen – focus 1,2

A/ Aims:

- T helps ss listen for specific information and further practice in past simple

B/ Objectives:

- By the end of the lesson ss will be able to select the correct pictures in listening and use past simple

C/ Material: - extra board - cassete player

D / Proceduces:

arrangement

Warm up - Jumbled words: a/ tccah: ( catch) b/ rkap: ( park ) c/ ondp: ( pond ) d/ rssag: ( grass )

(6)

Pre – listening

While- listening

Post – listening

Homework

e/ rrubhmgea: ( hamburger ) * Prediction:

- Tim is talking to visit some places, asks them to think of three things that Tim and Carlos are doing:

1/ ……… 2/ ……… 3/ ………

- The first time: listen and check the prediction

- The second time: listen and choose the correct pictures: ( a- 1, b – ,c – ) - The third time: check again

1/ Languague focus 1:

- Asks them to give the form and use of the Past simple

- Asks them to read the dialogue and then make a similar dialogue

S1: What did Nga on the ……….? S2: She went to a concert called………… S1: When did she see it?

S2: She saw it on Sunday 2/ Languague focus 2:

a/ - Asks them to match the verb and the nouns:

- buy a cake - make flower

- hang a picture of HN - go colorful lamps - paint shopping

+ Asks them to talk and write full sentenses in the notebook:

- They bought a lot of flowers - they made a cake

- Make senenses in the Past simple - Learn irregular verbs in the Past

Individual

Whole class

T – whole class

Pair work

Individual

(7)

Date: 29/8/2008

Period 5: unit 1: a visit from a penpal Lesson 4: read

A/ Aims:

- T helps ss read for details about Malaysia B/ Objectives:

- By the end of the lesson ss will be able to know about Malaysia, one of the countries of the Asian

C/ Material: - extra board

D / Proceduces:

arrangement

Warm up

While – reading

- Hangman:

_ _ _ _ _ _ _ _ Malaysia

1/ Pre- teach:

- (to) divide: chia ( example) - (to) separate: t¸ch ( sym) - (to) comprise: bao gåm (sym) - compulsory (a): b¾t buéc (explain) - offical (a): chÝnh thøc (tran)

- tropical climate: Khí hậu nhiệt đới ( sym) * Slap the board

2/ T/F stagements:

- Asks them to read T/F stagements at P10 in the book then predict T/F

1/ Fill the table:

- Asks them to read the text and fill the table:

1- Area: 329758sqkm 2- Population: 22 million 3- Climate: tropical 4- Currency: ringit

5- Capital city: Kuala Lumper 6- Offical religion: Islam

7- National languague: Bahasa Malaysia

Team work

T – whole class

Individual

(8)

Homework

8- Compulsory languague: English 2/ T/F statements:

- Asks them to read the text again then check the prediction

1- T

2- F ( There are more than wo regions) 3- F ( English, Chinese, and Tamil are also widely spoken)

4- F ( One of the three: Malay, Chinese, Tamil)

5- F ( English is a compulsory second languague, not primary languague of instroction)

* Interviewer:

- Asks them to make questions and answers which they want to know about Malaysia S1: What’s the capital city of Malaysia? S2: It’s Kuala Lumper

S1: ……… S2: ……… - New words

- Write about one country in the Asian

Group work

Date: 03/9/2008

Period 6: unit 1: a visit from a penpal Lesson 5: write

A/ Aims:

- T helps ss write a parsonal letter B/ Objectives:

- By the end of the lesson ss will be able to write a personal letter C/ Material:

- extra board

D / Proceduces:

stages Activities Work arrangement

Warm up - What you know about Thanh Hoa, Da Lat, Nha trang……

Places Sight Accommodation Arriva

(9)

Pre – writing

While – writing

Post- writing

Homework

Thanh

Hoa Sam Son Hotel , houses… Bus, motos DaLat

* Pre- questions:

1/ Which place are you visiting? 2/ When did you arrive?

3/ Who met you at the bus station? 4/ Which place have you visited? 5/ What kind of food have you tried? 6/ Where are you staying now? 7/ What have you bought? 8/ How you feel?

9/ What interests you most?

10/ When are you going to turn home? - Remind ss about the format of a personal letter :

A : Heading ( Writer’s address and date) B: Opening ( Dear… )

C: Body of the letter

D: Closing ( Your friend, Regard, Love…) - Asks them to write a letter basing on the answers

- Example:

Thachxa, ThachThat August 26th 2008.

Dear Hoa,

I am visiting DaLat I arrived here on Sunday I met my friend – Lan at the bus station

I have visited Than Tho lake, beaches,…… The sights here are very beautifull I have tried many kinds of food especially nem… I am staying in Lan’s house Her parents are nice I have bought a lot of souvenirs

I feel so happy and enjoy myself so much I will arrive home at 11 pm on next Sunday Please pick up me at the airport

Your love * Correction:

- Asks them to check in pair

- Choose some letters to read and check in class

- Write the letter in the notebook - Prepare the new lesson

Whole class

T – class

Individual

(10)

Date: 10/9/2008

Period 7: unit 2: clothing

Lesson 1: getting started – listen and read. A/ Aims:

- T helps ss know about national dresses of some countries B/ Objectives:

- By the end of the lesson ss will be able to understand the text of the national dresses

C/ Material: - cassette player D / Proceduces:

arrangements

Warm up

While – reading

- Brainstorming:

Kimoro

- Getting started:

S1: Where are they from?

S2: They are from Japan / India / U.S.A 1/ Pre – teach:

- traditional dress:( sit)

- ethnic minorities: ( example) - ( to) consist of: ( sit)

- (to) mention: ( example) - tunic: (sit)

* R and R

2/ Pre- questions:

a/ What is Vietnamese traditional dress?

b/ Who used to wear the “ ao dai” by tradition? c/ Why the majority of Vietnamese women prefer to modern clothing at work these days? d/ What have fashion designers done to modernize the “ao dai”?

1/ Checking prediction:

- Ask them to read the text and check the prediction

a/ Vietnamese traditional dress is “aodai” b/ Traditionally, men and women used to wear “aodai”

c/ Because it is more convenient

Team work

Pair work

Group work

Pair work

Individual National

(11)

Post – reading

Homework

d/ They have printed lines of poetry on it and 2/ Completing the sentenses:

- Ask them to read again and then to complete the sentenses:

a/ poem, novels, songs

b/ a long silk tunic with that is slit on the sides and worn over loose pants

c/ to wear modern clothes at work d/ e/

- Discussion: Basing on these questions: a/ When you usually wear “ aodai”?

b/ Do you like wearing “aodai”? Why or Why not? - New words

- Read text

(12)

Date: 10/9/2008

Period 8: unit 2: clothing Lesson 2: speak

A/ Aims:

- T helps ss talk about kinds of clothes and what they often wear B/ Objectives:

- By the end of the lesson ss will be able to talk about the clothes and what they like to wear

C/ Material: - pictures D / Proceduces:

arrangements

Warm up

Pre – speaking

While speaking

- Discussion:

a/ What clothes you like to wear?

b/ What clothes you think the most modern? c/ Do you like to wear uniforms? Why or Why not?

1/ Prediction:

- Ask them to predict matching the pictures of the clothes with their names

- Ask them to compare with the teacher’s keys a/ a colorful T- shirt

b/ a sleeveless sweater c/ a striped shirt d/ a plain suit e/ paded jeans

f/ a short – sleeved blouse h/ baggy pants

i/ a plaid skirt j/ blue shorts

- Ask them to guess the meaning of these words 2/ Describing their clothes

- Ask them to describe their clothes

Example: I am wearing a yellow shirt and blue jeans

- Ask them to ask and answer the questions: S1: What you usually wear on the weekend? S2: I usually wear

S1: Why?

S2: Because

S1: What is your favorite type of clothes? Why? S2: S1: Do you like school uniforms?

S2: S1: Is it comfortable?

S2: S1: Can you describe it? S2:

Group work

Pair work

Whloe class

(13)

Post – speaking

Homework

S1: What kinds of clothes you like wearing on the special occations?

S2:

- Ask them to talk about the result of the survey + Group 1: Five people said that they often wear shirtt and jeans on the weekend

+ Group 2: All of them said that they don’t like wearing uniforms

+ Group 3: - New words

- Write about clothes they like wearing - Prepare “ Listen”

(14)

Date: 18/9/2008

Period 9: unit 2: clothing

Lesson 3: listen- language focus A/ Aims:

- T helps ss listen a text abd know about clothes B/ Objectives:

- By the end of the lesson ss will be able to find a lost child through her clothes

C/ Material: - pictures

- cassette player D / Proceduces:

arrangements

Warm up

Pre- listening

Post- listening

- Discussion:

a/ What kind of the clothes the children often wear?

b/ How you find a lost child? 1/ Pre- teach:

- a fair: héi chỵ ( example) - a main entrance: lèi vào ( vis) - an annoucement: thông báo ( realia) - missing: l¹c ( syn) * What and Where

2/ Prediction:

- Ask them to predict what clothes Mary is wearing Gr Gr Gr Gr Listen A

B C

- 1st , 2nd time: - Ask them to listen and check the

prediction.( a- B, b- A, c- C)

- 3rd time: Ask them to listen and check the key.

1/ Questions: a/ Who is lost? b/ How old is she? c/ Where is she lost?

d/ What kind of clothes is she wearing? 2/ Present perfect tense:

- Ask them to read the dilogue on page 19

- Ask them to give the use of the present perfect tense: ( to talk about st which started in the past and continues up to the present

- Ask them to give the form of it + S – have/ has – past participle - S – haven’t/ hasn’t – past participle

Whole class

Group work

Whole class

Pair work

(15)

Homework

? Have/Has – S – past participle?

- Adverb of time: +/ for – a period of time +/ since – a point of time - Ask them to use the information in the table on page 20 to make similar dilogues Then practise with your partner

* Example exchange:

A: Come and see my photo album B: Lovely! Who is this boy?

A: Ah, It’s Quang.my brother’s friend B: How long have you know him? A: I have known him for seven months B: Have you seen him recently?

A: No, I haven’t seen him since January - Ask them to practise the dilogue in pair - Ask them to ask and answer the question: S1: How long have you known Mai?

S2: I have known her for three years - New words

- Write a short paragraph about your friend

(16)

Date: 18/9/2008

Period 10: unit 2: clothing Lesson 4: read

A/ Aims:

- T helps ss understand the text and pratice about “ jeans” B/ Objectives:

- By the end of the lesson ss will be able to know the information about jeans and answer the questions

C/ Material: - extra board D / Proceduces:

arrangements

Warm up

Pre- reading

- Hang man:

- - - ( jeans) 1/ Pre- teach:

- material: nguyªn liƯu ( tran) - cotton: vải sợi ( realia) - a style: kiĨu d¸ng ( vis) - a label: nh·n m¸c ( realia) - (to) wear out: r¸ch ( explan) - (to) embroider: thuª ( realia) * R and R

2/ Making questions:

T: What you want to know about jeans?

- Ask them to make questions as much as possiple Example: a/ What were jeans made from?

b/ When did it appear? c/

- Ask them to read the text and find the information they want to know

Team work

Whole class

Individual

(17)

Post reading

Homework

- Read the text again and then fill the missing date and words:

a/ 18th century – jean clothes

b/ 1960s – students c/ 1970s – cheaper d/ 1980s – fashing e/ 1990s – sale

- Ask them to answer the questions:

a/ The words “ jeans” comes from a kind of material that was made in Europe

b/ The 1960s’ fashion were embroidered jeans, painted jeans and so on

c/ Because jeans became cheaper

d/ Jeans at last became high fashion clothing in the 1980s

e/ The sale of jeans stopped growing because the worldwide economic situation got worse in the 1990s

- Discussion:

a/ Do you like wearing jeans? Why or why not? b/ What kind of jeans you love wearing? c/ Do you think jeans are in fashion now? - New words

- Write the discussion in notebook

Pair work

(18)

Date: 24/9/2008

Period 11: unit 2: clothing Lesson 5: write

A/ Aims:

- T helps ss develope skill of writing how to prevent one side of argument B/ Objectives:

- By the end of the lesson ss will be able to write an argument C/ Material:

- extra board D / Proceduces:

arrangements

Warm up

Pre- writing

- Brainstorming:

Uniform shirts

+ Ask them to name the clothes that they know 1/ Pre- teach:

- ( to) encourage:( explanation) - ( to) equal: ( sit)

- (to) bear one’s name: (vis) - freedom of choice: ( sit) - self- confident: ( example) * R and R

2/ Pre- questions: a/ Matching:

- Ask them to match column A with column B Introduction

Series of arguments Conclusion

In conclusion Therefore

My opinion is I think

Firstly Seconndary Thirdly Finally - Ask them to answer the questions: + What you write in “ introduction” ? What languageis used?

+ How can we present series of arguments? What languageis used?

+ What you write in “conclusion” What languageis used?

Team work

Individual

Pair work cloth

(19)

While- writing

Homework

b/ Comprehention questions: Topic A

- Ask them to read the topic A then answer these questions:

+ What is the topic of the passage?

+ Why deos wearing uniforms encourage ss to be proud of their school?

+ How ss feel when wearing uniforms? c/ Topic B

- Ask them to read the outline B then answer the questions:

+ What is the topic of the argument? + Why should ss wear cassual clothes?

- Ask them to write an argument about wearing cassual clothes at school basing on the outline ( about 100-> 150 words)

- Correcting:

+ Ask them to correct in pair

+ Take some writings to correct in front of the class

- New words

- Write a passage in the notebook

Individual

Pair work

Date: 02/10/2008

Period 12: unit 2: clothing Lesson 6: language focus 2,3,4,5 A/ Aims:

- T helps ss practise the present perfect tense with “ already, yet” - They can distinguish the difference in using the past simple and the

present perfect tense - Review the passive forms B/ Objectives:

- By the end of the lesson ss will be able to use “ already, yet” in the present perfect and passive forms

(20)

arrangements Warm up Presentation Practice Presentation Practice  Pelmanism:

- Ask them to choose two numbers that have one verb ( infinitive and past participle)

run go visit buy see

run gone visited bought seen 1/ Present perfect tense:

a/ " Already, yet"

- Set the scene: You and your friend are visiting Ho Chi Minh city Look at the note , there are things you have done, and there are things you haven't done What are they?

-> I have seen GiacLam pagoda

I have eaten Chinese and French foot I haven't seen Unification Palace, zoo, and Botanical Garden I haven't tried Vietnam vegetarian

- Ask them to look at the dilogue:

A: Have you seen the GiacLam pagoda yet? B: Yes, I have already seen it

A: Have you eaten VietNamese food yet? B: No, I haven't

-> Ask them to give the use of " already and yet" + Already: used in affirmative sentenses and it is in the midsentense

+ Yet: used in the negative and altergative sentenses It is at the end of the sentense - Ask them to pratice the dilogue

b/ " Ever"

Tom and Mary are talking to eachother about places they have been to

- Ask them to look at the dilogue

- Ask them to give the difference of the Past simple and Present perfect

-> We use the past simple to talk about definite time

Ex: I went to France last year

-> We use the present perfect to talk about indefinite time

Ex: Have you ever been to London? -> Ever: is used in questions

- Ask them to make similar dilogues 2/ The passive:

- Ask them to give the form of the passive in the present simple, past simple…

-> S - be- past participle - Ask them to exercise:

a/ Jeans cloth were made completely from cotton in the 18th century.

b/ Rice is gronw in tropical countries c/ Five million bottles of champagne will producted in France next year

d/

……… - Ask them to give the form of the passive with

Team work

T - whole class

Pair work

T - whole class

Pair work

T - whole class

(21)

Homework

modal verbs

-> S - modal verb - be - past participle - Ask them to exercise on page 21: a/ The problem can be solved

b/ Experiments on animals should be stopped c/ Life might be found on another planet - Do these exercises again

Date: 02/10/2008

Period 13: test Time: 45 minutes A/ Aims:

- Check ss' knowledge in two units: 1,2 B/ Objectives:

- By the end of the lesson ss will be able to finish the test in silence and by themselves

C/ Material: - tests

D / Proceduces:

I/ Choose the besr answer to complete these sentenses; 1/ She hasn't writen to her sister ………… six months

A: ago B: since C: for D: from

2/ I have two ……… blouses

A: long-sleeved B: long-sleeve C: sleeved-long D: sleeve-long 3/ How long ……… here?

A: you live B: are you living C: have you lived D: did you live 4/ I wish I ………… with you to the countryside next week

A: go B: can go C: went D: could go

5/ In Malaysia education, English is a ……… second language A: foreign B: compulsory C: free D: popular 6/ The students don't like ……… uniforms at school

A: to wear B: wear C: wore D: wearing

II/ Put the correct forms of these verbs in the sentenses. 1/ They used to………( go) fishing when they were young 2/ I wish I ……….( know) how to mend this shirt

3/ Lan ……… ( write) to her penpal for three years, and they first ………… (meet) each other last year

4/ What you………( do) last night? I ……….( have to) help mom

5/ Look! The boys ……….( run) 6/ you ever ……… ( be) to London?

III/ Change these active sentenses into passive sentenses. a/ Mrs Lien gave Lan a story book yesterday

(22)

IV/ Read the story about Charles Dickens and answer the questions:

Charles Dickens was born in Portsmouth in 1812 His family then lived in London His father was a clerk in an office There were eight children in the family, so life was hard Charles went to school and his teacher thought he was very clever When he was only eleven, he had to leave school and went to work on a factory He worked ten hours a day and earned six shillings a week Every night, after work, he walked four miles back to his room Charles hated it and never forgot the experiences He used it in many novels, especially " David Copperfield and Oliver

Twist"

Questions

a/ Where did his family live?

b/ How many people were there in his family? c/ When did he leave school?

d/ How much did he earn a week?

(23)

Date: 07/10/2008

Period 14: correcting the test A/ Aims:

- T helps ss know the results they get and mistakes which they got B/ Objectives:

- By the end of the lesson ss will be able to know the mistakes which they got and how to correct them

C/ Material: - tests

D / Proceduces:

stages Activities arrangementWork

Warm up

Presentation

Production

* Discussion:

a/ What you think about the test? b/ Is it easy or difficult?

c/ which sentense is the most difficult?

d/ How many marks you think you got?

1/ Giving them their test

- Ask them to look at the test and check again 2/ Correcting the test:

I/ marks

1: C, 2: A, 3: C, 4: D, 5: B, 6: D II/ 2,5 marks

1: go, 2: knew, 3: has written, met, 4: did you do, had to, 5: are running, 6: Have you been III/ marks

a/ Lan was given a story book yesterday b/ Your room should be tidied

c/ This mazagine is going to be read d/ Ba is often taken to school by his father e/ Thirty novels have been written by Charles Dicken

f/ Her clothes are being washed

IV/ 2,5 marks

a/ His family lived in London

b/ There were ten people in his family c/ He left school when he was eleven d/ He earned six shillings a week

e/ He used his room in many novels because he hated it and never forgot the experiences

3/ Main mistakes:

- Passive voice with " Be going to" 4/ Name some good tests, bad tests: - Good tests: Hai's, Sen's

- Bad tests: many tests

Whole class

T - whole class

(24)

Homework

1/ Noughts and crosses:

used to since for

ought to How long Why

How far yet ever

- Ask them to make sentenses with these words - Do the test again

(25)

Date: 02/10/2008

Period 15: unit 3: a trip to the countryside Lesson 1: listen and read, language focus 1 A/ Aims:

- T helps ss read for the details about the trip to the countryside of Ba's family

- They can review the present progressive, the past simple and the present simplet tenses

B/ Objectives:

- By the end of the lesson ss will be able to talk about the life and activities in the countryside

C/ Material: - extra board - cassette player D / Proceduces:

arrangements

Warm up

Pre- reading

* Chatting:

- Ask them to answer some questions about the countryside

a/ Have you ever been to the countryside? b/ How you often go there?

c/ Where is it?

d/ Have you got any relatives there? e/ How is the life there?

1/ Pre- teach:

- home village: ( tran) - a bamboo forest: ( visual) - a banyan tree: ( visual) - a shrine: ( visual) - a riverbank: ( visual) * What and Where 2/ T/F predictions:

a/ Many people like going there for their weekends

b/ There is a small bamboo forest at the entrance to the village

c/ Liz had a snack at the house of Ba's uncle d/ There is a shrine on the mountain near Ba's village

d/ Everyone had a picnic on the mountain f/ Everyone left the village late in the evening g/ Liz had a videotape to show the trip to her parents

h/ Liz wants to go there again 1/ Checking the prediction:

- Ask them to read the text and check their prediction(a: T, b: F, c: F, d: T, e: F, f: T, g: F, h:T) - Ask them to check the false sentenses

b/ There is a big old banyan tree…

c/ People had a snack under the banyan tree e/ People had a picnic on thee riverbank

Pair work

T - whole class

Individual

(26)

Homework

g/ Liz had a lot of photos to show her parents 2/ Comprehension questions:

- Ask them to read the text and answer the questions by playing " Lucky numbers"

( 1- LN, 2- a, 3- c, 4- LN, 5- LN, 6- d, 7- e, 8- f, 9- g, 10- h)

a/ It's 60kms to the north of HN b/ They got to the village by bus c/ It's at the entrance to the village

d/ They saw the shrine of a Vnese hero on the mountain

e/ They had a picnic on the riverbank

f/ Liz took a lot of photos to show her parents g/ Liz wishes she could visit Ba's village again * Language focus 1:

- Ask them to give the form of " wish" +S - wish - S - past subjunctive - Ask them to give the examples - Ask them to make the wishes b/ Hoa wishes she could visit Hue c/ I wish I could pasts the exam c/ We wish it didn't rain

- New words - Read text

- Write sentenses with " wish"

Team work

Individual

Date: 15/10/2008

Period 16: unit 3: a trip to the countryside Lesson 1: speak - listen

A/ Aims:

- T helps ss practice asking and giving information - Practice listening for specific information B/ Objectives:

- By the end of the lesson ss will be able to ask for and give information about their own village

arrangements

Warm up * Wordsquare:

- Ask them to find as many words as possible

o n b a n y a n

(27)

Pre- skeaking While- speaking Pre- listening While- listning Post- listening

t p a d d y e r

d a m l a l e i

n c b u s o r v

o f o r e s t e

p c o w d a o r

b u f f a l o s

* Discussion:

- Ask them to talk about their home village basing on these questions:

a/ Where is your home village? b/ How far is it from here? c/ How often you go there? d/ How you often go there? e/ What is the life like there? * Role play:

- Ask them to look at the information in the boxes and ask and answer the questions

S1: Where is your home village? S2: It's to the south of the city S1: How far is it from the city?

S2: It's about 30 kilometers from the city S1: How can you get there?

S2: I can get there by bus

S1: How long does it take to get there? S2: It takes me about hour

S1: What people for a living in your home village

S2: They plant rice and vegetables S1: Does your village have a river?

S2: Yes, there is a river flowing across the village - Basing on the information above, ask and answer about their home village

* Prediction:

- Ask them to look at the map and find the place if possible

Ex: - high way N1 - Bridge

- Pond -

1st time: - Ask them to listen and order the places

from 1->

2nd time: - Ask them to listen and label the places

on the map

3rd time: Check again.

A: banyan tree F: store B: airport G: pond

C: high way N1 H: bamboo forest D: Dragon bridge I: parking lot E: gas station

- Ask them to look at the map and report the bus

Pair work

Individual

Whole class

(28)

Homework route

- Write a passage about their home village - Prepare " Read"

Date: 15/10/2008

Period 17: unit 3: a trip to the countryside Lesson 3: getting started- read

A/ Aims:

- T helps ss read the text for datails and complete the summary B/ Objectives:

- By the end of the lesson ss will be able to understand the text for datails C/ Material:

arrangements

Warm up

While -reading

* Brainstorming: Getting started:

Plant rice raise chicken - Introduce the text which is about Van, an

exchange student He is from HCM city He is now studies in the USA He is living with Baker family on a farm outside Columbus

- Pre- questions:

a/ What you know about thew life on the farm? b/ Are farmers busy?

c/ What they often on the farm? d/ Do they raise cattle?

1/ Comprehension questions:

- Ask them to read the text and answer the questions

a/ How long will Van stay there? b/ What Mr and Mrs Paker do?

Team work

T - whole class

Pair work

Pair work What

people in the countrysi

(29)

Post - reading

Homework

c/ How many children they have?

d/ What does Van after finishing his homework? e/ How the Paker family spend their weekend? 2/ Matching:

- Ask them to read the text again and match column A with column B

+ maize: corn

+ feed: give food to eat

+ grocery store: where people buy food

+ part- time: shorter or less than standard time + collect: bring things together

3/ Completing the summary:

- Ask them to complete the summary: 1/ Ohio 6/ after 2/ farmer 7/ farm 3/ works 8/ baseball 4/ Peter 9/ they watch 5/ Sam 10/ member

- Ask them to make questions and answers: Van- live? - where is it in USA?

- with whom? - till when? Paker- job? - Mr paker? - Mrs Paker?

- number of children? - their names?

- Read text

- Prepare " write"

Individual

Group work

(30)

Date: 20/10/2008

Period 18: unit 3: a trip to the countryside Lesson 4: write

A/ Aims:

- T helps ss develop writing skill to tell a story B/ Objectives:

- By the end of the lesson ss will be able to write about a picnic C/ Material:

- extra board - Pictures D / Proceduces:

arrangements

Warm up

Pre- writing

* Chatting:

- Ask them to answer the questions about going on a picnic

a/ Have you gone on a picnic? b/ When did you go ?

c/ Where did you go? d/ How did you get there? e/ What did you do?

f/ When did you come back home? g/ Did you enjoy it?

1/ Pre- teach:

- a blanket: chăn, mền ( vis) - (to) lay out: trải , dọn ( mime) - (to) gather: thu lợm ( tran) - site: địa điểm ( tran) * What and where

2/ Describing:

- Ask them to look at the pictures and describe them to their partners

- Ask them to talk to the class about what they can see in each picture

3/ Questions:

a/ Who went on picnic? b/ When did you go? c/ What did you do?

d/ What time did you leave there?

- Ask them to use the pictures and the cues to write a passage

Example exchange:

It was a beautiful day My friends and I decided to go on a picnic We took a bus to the countryside and then walked about 20 minutes to the picnic site next to the river We put down the blanket and laid out the food After meal we played the games

T- whole class

T - whole class

Pair work

Whole class

(31)

Homework

"What song is it?" and blind man's buff Late in the afternoon we went fishing We enjoyed our picnic When we looked at the time, it was nearly 6.30 pm We hurriedly gathered our things and ran to the bus stop We were lucky to catch the last bus and we arrived home very late in the evening * Correcting:

- Ask them to compare with their partners - Choose some good writing to read in front of class

- Correct some main mistakes * Telling the story:

- Ask them to look at the pictures and then tell the story

- New words

- Write the story again

(32)

Date: 20/10/2008

Period 19: unit 3: a trip to the countryside Lesson 5: language focus 2,3,4

A/ Aims:

- T help ss practise in prepositions of the time and adverbs clauses of result

B/ Objectives:

- By the end of the lesson ss will be able to prepositions of time, and adverbs of the result

C/ Material: - extra board - Pictures D / Proceduces:

arrangements

Warm up

Presentation

Practice

* Brainstorming:

- Ask them to talk about their wishes: " I wish I ……… "

learned English well 1/ Pre- teach:

- (to) pass the exam: thi đỗ ( ant) - (to) win the contest: thắng ( tran) - (to) depart: khởi hành ( explain) - itinerary: lịch trình ( vis) * Rub out and remember

2/ Questions:

- Ask them to look at the itinerary and answer the questions

a/ What does he on the first day? And the last day?

b/ What time does the meeting at Raffles Center begin? Finish?

c/ What about the meeting at Lion city Restaurant? d/ What time does the meeting in Raya Palace begin? Finish?

e/ What about the meeting at Little India restaurant?

1/ Language focus 2,3:

- Ask them to use the prepositions in the box to exercise a

Team work

T - whole class

Pair work

Individual What

(33)

Homework

a/ at b/ on c/ between d/ at

e/ at f/ till

- Ask them to complete the sentenses with: at, on, in, for

a/ at b/ at, in c/ in d/ for e/ in f/ at

2/ Adverb clauses of the result ( Language focus 4) - Ask them to look at the sentense: " Everyone felt tired so they sat down under the tree and had a snack" and answer the question:"What did everyone when they felt tired?"

=> They felt tired so they sat down under the tree and had a snack

=> Ask them to give the use of the "so" ( to express the result of the statement before.)

- Ask them to match the half- sentenses.( 1- e, 2- a, 3- d, 4- b, 5- c )

- New words

- Write all the sentenses in Language - Write sentense with " so"

T - whole class

(34)

Date: 28/10/2008

Period 20: unit 4: learning a foreign language Lesson 1: getting started- listen and read A/ Aims:

- T help ss read a dialogue for the details about the questions in an exam B/ Objectives:

- By the end of the lesson ss will be able to produce the questions for an oral exam

arrangements

Warm up

* Brainstarming:

Do homework Read stories

- Ask them to compare with sentenses in " Getting started"

1/ Pre- teach:

- an examiner: giám khảo ( sit) - a candidate: thí sinh ( ant) - aspect: lĩnh vực, khía cạnh ( tran) - a college: trờng cao đẳng, đại học ( example) - written examination/ oral examination: ( sit) - (to) attend: tham dự ( tran) - ( to) learn by heart: học thuộc lòng ( example) * What and where

2/ Pre- questions:

- Set the scene: Lan is talking to Paola- a foreign student- about the oral examination that she has just taken

a/ Were the questions in oral examination difficult or easy?

b/ How many questions did the examiner aks Lan? 1/ Questions:

- Ask them to read the dialogue and check the prediction

a/ They are difficult ( according to lan)

b/ About over questions Beside, she was asked to read a passage

2/ T/F statements:

- Ask them to read the list of questions for the oral

Team work

T - whole class

Pair work

Whole class

Individual How

(35)

Homework

examination of Royal English College

- Ask them to read the dialogue and then decide what questions that the examiner asked Lan

1 What is your name? Where you live?

3 Why are you learning English? Do you speak any other language?

5 How did you learn English in your country? How will you use English in your country? What aspect of learning English you find

most difficult? Read a passage

- Ask them to compare with the direct questions and the rep[orted speech

Ex: What is your name? => She asked me what my name was

* Reported speech:

- Ask them to change the questions that the examiner didn't ask Lan into reported speeches Ex:

1 Where you live? => She asked me where I lived

2 Do you live with your parents? => She asked me if I lived with my parents

- New words

- Complete the above reported speeches

Pair work

Date: 28/10/2008

Period 21: unit 4: learning a foreign language Lesson 2: speak

A/ Aims:

- T help ss practice speaking to persuade someone to something B/ Objectives:

- By the end of the lesson ss will be able to persuade friends to attend the school they like

arrangements

Warm up * Pelmanism:

England China USA Australi

a France London Beijing Washin Canberr Paris

(36)

Pre - speaking

Post - speaking

Homework

gton a

- Ask them to find pairs of words ( one: country, one: city)

1/ Pre- teach:

- scholarship: häc bæng ( explain) - abroad: níc ngoµi ( sit)

- a dormitory: khu kÝ tóc x¸ ( tran)

- a campus: khuôn viên trờng học ( explain) - repution: tiếng P( syn) - a native speaker: ngời địa ( sit)

- (to) persuade: thuyÕt phôc ( example) * Slap the board

2/ Suggestion:

- Ask them to give some sentenses that express suggestion

+ Let's + Verb

+ How about + v-ing + Why don't you + Verb + We should + verb * Word cues drill:

a/ go for a picnic b/ visit our friends c/ watch TV

d/ help this old man  Role play:

- You are Thu, Tam and Kim You are awarded a scholarship of US $2,000 to attend an English language summer course abroad Try to persuade your partner to attend the school you would like to go to Base on the expressions in the box and use the suggestion

Tam: I think we should go to the seatle School of English in the USA You can stay with VietNamese friends

Kim: I disagree because we can't practice speaking English with native speakers

Thu: Why don't we go to the Brighton Language Center in the UK? If we go there, we can live in a dormitory on campus Tam: But the course is too expensive It costs US$2,000

Kim: What you think about the Brisbane Institute of English in Australia?

Thu: ……… * Discussion:

- Ask them to discuss about the topic: "What will you this weekend?"using the suggestions

+ Some ss want to go to the park + Some ss want to go for a picnic + Some ss want to go camping + ………

T - whole class

Whole class

Pair work

Group work ( 4)

(37)

- New words

(38)

Date: 04/11/2008

Period 22: unit 4: learning a foreign language Lesson 3: listen

A/ Aims:

- T help ss develop listening skill B/ Objectives:

- By the end of the lesson ss will be able to identify the correct information by listening

arrangements

Warmup

Pre- reading

While-reading

* Whispering:

- Divide the class into two teams

- Ask them to choose volunteers from each team - Show the first student a sentense then he whispers the sentense to thenext student

- The last sudent writes the sentense on the board Team1: I want to improve my writing/ reading/ listening skill

Team2: English is an interesting language and it's vey useful

1/ Pre- teach:

- national: quèc gia ( sit) - international: quèc tÕ (Ant) - (to) introduce: giíi thiƯu ( mime) - (to) improve: n©ng cao ( sit) * R & R

2/ Prediction:

- Ask them to read the sentenses at page 35 then predict which sentense is true, which is false

- Ask them to discuss with their partners and check the false sentenses

1/ T/f statements:

- Ask them to listen and check the precdiction - Ask them to correct the false sentenses

Guess Listen Correct

a T

b T

c F She works … international bank

d T

e F Her listening is terrible

f T

2/ Comprehention questions:

Team work

T- whole class

Individual

Whole class

(39)

Post-reading

Homework

- Ask them to listen again then asnwer these questions

a/ Why is Nga studying English there? b/ Did she learn English at university? c/ Does she like studying English? d/ Does she like English songs? * Discussion:

- Ask them to talk in group about learning English basing on these questions:

a/ What aspect of learning English don't you like? b/ Are you good at listening/ reading / writing/ speaking?

c/ What can you to improve your English? - Ask each group to write their ideas on a poster - New words

- Write a passage about how to learn English well

(40)

Date: 10/11/2008

Period 23: unit 4: learning a foreign language Lesson 4: read

A/ Aims:

- T help ss read the advertisements to get information B/ Objectives:

- By the end of the lesson ss will be able to get the information about the English classes from the advertisements

arrangeme nts

Warm up

Pre- reading

* Brainstorming:

- Ask them to list things that they when learning English

Do homework Use a dictionary 1/ Pre- teach:

- an advertisement: quảng cáo (realia) - (to) advertise: quảng cáo (syn) - beginner: Chơng trình sơ cấp (sit) - intermediate: trung cấp (ant) - advanded: đạt trình độ cao ( ant) - tuition: dạy kèm ( realia) - an academy: trờng chuyên ngành ( tran) - well - quanlified: chất lợng tốt ( sit)

- a council: hội đồng ( example) * Slap the board

a/ Do you go to an evening English class? b/ Have you read an advertisement? c/ What they say?

1/ Complete the form:

- Ask them to read the advertisements then complete the table

School Class time Language

level Time to start Academ Morning advanced 1stweek of

Team work

T-whole class

Individual

Whole class

Individual How you

(41)

Homework

of

Languag AfternoonEvening November Foreign

language Council

Morning

Evening IntermediateBeginner November

rd

New English Institude

Afternoon Evening Weekend

Beginner (today)

2/ Choose the best school for Mr Lam basing on the note.

- Ask them choose the best school for Mr Lam then give the reasons

Ex: I think he should go to because * Write it up:

- Ask them to write an advertisement for a French course for the beginner in the morming and weekend - Ask them to write in group on a poster

- Ask them to stick their posters on the board - New words

- Write the advertisement in their notebook

Whole class

(42)

Date: 20/11/2008

Period 24: unit 4: learning a foreign language Lesson 5: write

A/ Aims:

- T help ss write a letter of inquiry B/ Objectives:

- By the end of the lesson ss will be able to write a letter of inquiry to the institution requesting for more information about the course and fee C/ Material:

arrangements

Warm up

Pre- writing

* Jumbled words:

 Versetimadnet => advertisement

 Swne => news

 Atmorfioinn => information

 Eef => fee

 Sasecenry => necessary

 Resetin => interest

1/ Pre- teach:

- an edition: xuÊt b¶n ( example) - a detail: chi tiÕt ( sit) - fee: lệ phí ( example) - (to) request: yêu cầu ( syn) - (to) look forward to: mong chê ( sit) - (to) express: thĨ hiƯn, diƠn t¶ ( example) * Slap the board

2/ Reading comprehension:

- Ask them to read the letter witten by John Robinson then answer the questions:

a) Where did Robinson see the school's advertisement?

b) What language does he want to learn?

c) What aspect of VietNamese does he want to improve?

d) What does he want to know? * Answer key:

a) He saw the school's advertisement in today's edition of Vietnamese news

b) He want to learn Vietnamese

c) He want to learn to read and write Vietnamese

d) He want to know some details of the course and fees

3/ Matching:

- Give them four parts of a letter of inquiry a) Introduction

b) Request

c) Further information d) Conclusion

- Ask them to divide the letter into four parts and match each paragraph with a suitable headline

Team work

T-whole class

Individual Pair work

Individual

Whole class

(43)

Post- writing

Homework

- Ask them to read again the three advertisements on page 36 and choose one of the school they want to attend to improve their English

- Ask them to write a letter of inquiry to the institution requesting for more information about the courses and the fees

* Suggested letter: Dear sir,

I saw your Institute's advertisement on today's TV programs I am very interested in learning English and I would like some more information about your Institute

I can speak a little English, but I read it slowly and my writing is bad So I want to improve my reading and writing

Could you provide more information about the length of the courses and fees for beginners? I can supply my record of English if necessary

I look forward to hearing from you Your faithfully

…

- Choose three letters which were written to three schools

- Ask them to read aloud the letters - Give feedback and correct

- New words

- Write the letter again

Date: 20/11/2008

Period 25: unit 4: learning a foreign language Lesson : language focus

A/ Aims:

- T help ss furthet practice in direct and reported speech B/ Objectives:

- By the end of the lesson ss will be able to report what they hear C/ Material:

arrangements

Warm up * Modal verbs with "if"

- Ask them to use the modal verbs to complete the sentenses

c/ you should more exercises d/ he might miss the train

e/ you ought to stay in bed f/ you must your homework

(44)

Presentatio n

Practice

Production

Revision of direct and reported speech. a/ Complete the table

Direct speech Reported speech Present simple tense

Present progressive Past simple

Future simple tense Can/may

Must

b/ Matching:

- T write the adverbs and the articles in the poster this today

now tomorrow those then there here these that the following day that day

- Ask them to go to the board and then find the pairs of adverbs or articles

Group Group

1/ Reported speech

- Ask them to language focus

- Set the scene: Lan's father held to celebrate his mother's birthday Unfortunately, Mrs Thu, her grandmother, has a hearing problem and she couldn't hear what people were saying After party, Lan reported everything to her grandmother

Eg: " I am happy to see you." (Mrs Xuan) => Mrs Xuan said she was happy to see you - Ask them to work in pair

2/ Reported questions:

- Ask them to language focus

- Set the scene: This morning Nga had an interview for a summer job When she arrived home, she told her mother about the interview Eg: a/ " Do you like pop music?"

=> She asked me if I liked pop music b/ " Where you live?"

=> She asked me where I lived - Ask them to work in pair

* Lucky number:

- Ask them to change the questions into reported speech

1) Lucky number

2) Do you enjoy reading picture books? 3) Is your house near our school?

4) Lucky number

5) How does your father go to work? 6) I like playing badminton

T-whole class

Teamwork

Pair work

(45)

Homework

7) Lucky number 8) Lucky number

9) Why you learn English? 10) My mother is a teacher - Prepare the test

Date: 26/11/2008

- By the end of the lesson ss will be able to finish the test in silence and by themselves

C/ Material: - tests

D / Proceduces: A: listening

Listen to the story then tick " Yes" or " No" for these questions: ( marks) Yes No

1) Is Nga leaning English in Paris?

2) Did Nga learn English at university?

3) Does she work in an international bank in Hanoi? 4) Is her listening excellent?

B: reading:

Read the passage and answer the questions below ( 2,5 marks)

My last weekend.

On Saturday morning I got up late I ate breakfast and read a magazine In the afternoon I saw a good movie at the Plaza That evening I went to a party On Sunday morning I went to the club There I met some friends and we had a good time together We swam in the pool and played volleyball After lunch I took a nap and went to the church I come home for dinnrer around six o'clock and watch television for a while Later I had a talk with my best friend on the phone and at eleven o'clock I went to bed That's I spent last weekend

Questions

1/ What did the boy after breakfast? 2/ Where did he go that evening?

3/ What did he on Sunday morning? 4/ What time did he have dinner? 5/ Who did he talk on the phone with?

(46)

Change these sentenses into reported speeches ( 2,5 marks) 1) " What is your mother's name?" Lan asked me

2) " I will visit my grandmother next Sunday" Mai said 3) " Do you walk to school?" My teacher asked us 4) " Can you lend me your hat" Trung asked me 5) " Where are you going now?" Hung asked his sister D: Language focus:

I/ Choose the best answer to compete these sentenses: ( mark) 1/ Mary wishes she … a new bike

A: have B: having C: to have D: had

2/ The children are interested … playing soccer

A: on B: in C: of D: at

3/ My sister started … piano ten years ago

A: playing B: to play C: play D: played 4/ She asked me … I lived

A: what B: how C: where D: which

5/ If you want to lose your weight, you should … more exercises

A: to B: doing C: D: does

6/ The bus collect us … o'clock early … the morning

A: on - in B: in - in C: at - on D: at - in 7/ Hoa worked hard, … she passed her exam

A: so B: because C: if D: but

8/ My family … in the countryside

A: live B: living C: lives D: to live

9/ Look! The boys …

A: sing B: are singing C: sang D: have sung 10/ They have worked in this factory … 1997

A: since B: for C: in D: at

Date: 27/11/2008

(47)

D / Proceduces:

Warm up

Presentatio n

Production

* Discussion:

c/ which sentense is the most difficult? d/ How many marks you think you got?

1/ Giving them their test.

- Ask them to look at the test and check again 2/ Correcting the test:

A: listening

Listen to the story then tick " Yes" or " No" for these questions: ( marks)

1- no, 2- yes, 3- yes, 4- no B: reading:

Read the passage and answer the questions below ( 2,5 marks)

1/ He read a magszine 2/ He went to a party 3/ He went to the club 4/ He had dinner at o'clock 5/ He talked to his best friend

C: writing:

Change these sentenses into reported speeches ( 2,5 marks)

1/ Lan asked me what my mother's name was 2/ Mai said that she would visit her grandmother the following day

3/ My teacher asked us if we walked to school 4/ Trung asked me to lend him my hat

5/ Hung asked his sister where she was going then D: Language focus

Choose the best answer to compete these sentenses: ( mark)

(1:D 2: B, 3: A, 4: C, 5: C, 6: D, 7: A, 8: C, 9: D, 10: A.)

3/ Main mistakes: - Reported speech - Listening skill

4/ Name some good tests, bad tests: - Good tests: Hai's, Sen's

- Bad tests: many tests 1/ Noughts and crosses:

- Ask them to make reported speech with these words

told said lived

Whole class

T - whole class

(48)

Homework

had to might how

where if to sit down

(49)

Date: 30/11/2008

Period 28: unit 5: the media

Lesson 1: getting started, listen and read

A/ Aims:

- T help ss read for details, ask and answer the questions about the media B/ Objectives:

- By the end of the lesson ss will be able to know more about the media C/ Material:

- extra board - cassette player D / Proceduces:

arrangements

Warm up

* Brainstorming:

- Ask them to list things that they like doing in the free time:

Go fishing watch TV

- Ask them to look at the pictures and answer the questions:

a/ Which of these is your favorite activities in your free time?

b/ How many hours a week you spend… ? 1/ Pre- teach:

- a crier: ngêi giao bán ( vis) - benefit: lợi nhuận ( tran) - remote: xa x«i ( syn) - interactive: tơng tác ( explain) - a varity: đa dạng ( tran) - a channel: kªnh (example) - to control: ®iỊu khiĨn ( tran) * What and where

2/ Prediction

- Ask them to name all of the media they know ( newspaper, TV, internet, radio,…)

1/ Complete the table:

- Ask them to read the text and find the topic of these passages

A: Crier

B: Newspaper and magazines

Team work

Pair work

T-Whole class

(50)

Homework

C: Radio and TV D: Interactive TV

- Ask them to read the text and complete the table with the passage letters in which these facts or events are mentioned

( 1: D,2: B, 3: B, 4: C, 5: A, 6: D) 2/ Anwer the questions:

- Ask them to read the text again then answer the questions:

a/ A town crier was a person whose job was to go through city street ringing a bell to shout the latest news

b/ The KTNN is one of the most popular magazines and widely read by both teenagers and adults

c/ People can get the latest information and enjoy interesting and inexpensive local and international programs in a convenient way

* Discussion:

- Ask them to talk about the media that they like basing on questions d,e

- New words - Read the text

- Prepare part " Speak"

Pair work

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Date: 05/11/2008

Lesson 2: speak and language focus

A/ Aims:

- T help ss understand the tag uestions and practice dialogue B/ Objectives:

- By the end of the lesson ss will be able to use the tag questions C/ Material:

arrangements

Warm up

Presentation

Practice

* Guessing game:

- Ask them to name activities that they at the free time on a small piece of paper and guess the partners' favorite activities

Ex:

S1: Do you like watching TV? S2: No,

S3: Do you like reading books? S2: Yes

1/ Pre-teach:

- a documentary: phim tµi liƯu ( example) - a wife life: c/s hoang d· ( sit)

- folk - music nhạc nhẹ ( syn) - cable TV: truyền hình cáp ( sit) - a quiz: thi đố vui ( tran) - (to) publish: ấn hành ( tran) - violent: bạo lực ( ant) * Rub put and remember

2/ Model sentense:

- Set the scene: Look at this dialogue: Lan: You like watching TV, don't you? Mai: Yes, I

Lan: You don't like reading books, you? Mai: No, I don't

- Ask them to name the kind of these questions: => Tag - question

- Ask them to give the form of the tag question  A tag question has the same auxiliary as in

the main clause

 If the main clause has the full verb "be" , we use "be" in the question tag

 We use "do,does,did, have" for question tags

 We put a negative question tag with a positive statements, and a positive question tag with a negative statement

- Ask them to give the use of the tag question

1/ Word cues drill:

Hoa/not like/ music

Whole class

T-Whole class

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Procduction

Homework

The children/ love/ cartoon You / be / teacher

Mr Minh/ not enjoy/ film They/ not be/ students

Ex: S1: Hoa doesn't like music, does she? S2: No, she doesn't

2/ Language focus 2:

- Ask them to complete these tag questions: a) didn't she

b) did you c) haven't you d) shouldn't you e) aren't you * Speaking:

- Ask them to read the dialogue in pair

- Ask them to make the similar dialogue to talk about the programs they like or dislike basing on the "Daily television Guide"

Example exchange:

S1: You like watching cartoon , don't you? S2: Yes, I

S1: You don't like watching documentary, you? S2: No, I don't

- New words - Model sentenses - Make tag questions

Individual

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Date: 05/11/2008

Lesson 3: listen and language focus 1,3,4.

A/ Aims:

- T help ss develop listening skill and practice doing exercises B/ Objectives:

- By the end of the lesson ss will be able to listen for details about the information of the media and exercises

arrangements

Warm up

Pre- listening

While- listning

* Brainstorming:

- Ask them to name kinds of the media that they know

television 1/ Pre- teach:

- a telegraph: ®iƯn tÝn ( tran) - force: lùc lỵng (tran) - a newscreel: phim thêi sù ( syn) - (to) appear: xuÊt hiÖn ( tran) - viable: cã khả tồn ( sit) * What and where

- Ask them to guess the asnwers of these questions

a) When was the telegraph invented?

b) When did the first printed newspaper appear? c) When did the internet become a major force in

journalism? * Listening:

- Ask them to listen and check their prediction - Ask them to listen again and then complete the table

a) The late 19th century

b) Radio and newscreel c) In the 1950s

d) Internet * Language focus:

1/ Focus 1: Tag- question:

Team work

T-Whole class

Whole class

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Homework

- Ask them to complete the correct tags a) Didn't he

b) Wasn't it c) Do you d) Aren't you

2/ Focus 3: Gerund aftersome verbs:

- Ask them to list the verbs which go with gerund ( like, love, enjoy, start, finish, hate, dislike…) - Ask them to ask and answer about their hobbies S1: Do you like eating candy?

S2: Yes, I

3/ Focus 4: Write it up.

- Ask them to write true sentenses about their parents, relatives using "like, love, enjoy, +V-ing  My father watching sports, but my mother

doesn't she loves listening to music

 My parents hate reading newspaper, but they like playing sports

 I like writing letters to my friends but my sister doesn't she hates writing

- New words

- Complete the writing

Pair work

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Date: 10/11/2008

Lesson 4: read.

A/ Aims:

- T help ss read the text about the Internet B/ Objectives:

- By the end of the lesson ss will be able to get some knowledge about the Internet

arrangements

Warm up

Pre- reading

* Chatting:

- Show them a picture of a computer and ask them some questions:

a/ What is this? b/ Can you use it?

c/ Have you ever used Internet? d/ Do you find the Internet useful? e/ What you use the Internet for? 1/ Pre- teach:

- forum: diễn đàn (tran) - limitation: giới hạn (tran) - spam: th rác (tran) - (to) get access to: tiếp cận (sit) - (to) surf: lớt mạng (tran) - (to) deny: từ chối (syn) - (to) wander: lang thang (explain) - alert: ( a) tỉnh táo, nhanh nhí (tran) * Matching

2/ T/ F statements:

- Set the scene: There is a forum on the Internet You will read some opinions about the advantages and disadvantages of the Internet

- Ask them to read the T/F statements and guess which is true , which is false

a) Internet is a wonderful invention of modern life

b) The Internet is available not only in cities but also in the countryside

c) People use the Internet for two purpose: education and entertainment

d) Bad program is one of the limitation of the Internet

e) You should be alert when using the Internet 1/ Checking the prediction:

- Ask them to read the text and check their prediction and correct the false sentenses

Guess Read Correct

a T

b F The Internet is only available in the cities

c F People use Internet for many

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Homework

purposes: education,

information, information…

d T

e T

2/ Comprehension questions:

- Ask them to read the text again and answer the questions

1) Sandra uses the Internet to get information and to communicate with friends and relatives 2) Because she lives in the countryside where the

Internet is unavailable

3) People use the Internet for educasion, communication, entertainment and commerce 4) Benefits of the Internet:

 Fast and convenient way to get information

 Communication  Education  Entertainment  Commerce

5) Yes, there are some disadvantages  Time - consuming

 Costly

 Dangerous because of viruses and bad programs

 Spam/ electronic junk mail  Personal information leaking * Discussion:

a/ Do you agree or disagree with th reponses? b/ What is your reponse to this forum?

- New words

- Write their reponse in the notebook

Pair work

Group work

Date: 10/11/2008

Lesson 5: write.

A/ Aims:

- T help ss write a paraghaph to tell about the benefits of the Internet B/ Objectives:

- By the end of the lesson ss will be able to write a passage about the Internet

Stages Activities Work

arrangements

Warm up * Jumbled words:

- teg- saeccs => get access - daectinou => education - msiuc => music

- orfnitinoam => information - nirettne => internet - bienfti => benifit

(57)

Pre- writing

Post- writing

Homework

* Discussion:

- Ask them to discuss in groups about the benefits of the Internet

 A very fast and convenient way to get information

 A very fast and cheap to communicate with your friends…

 A sourse of the entertainment, music and games…

 A sourse of education: on - line - school, self study…

* Writing:

- Ask them to base on the ideas of the discussion, wirte a paragraph about the benefits of the Internet

_ Suggested idas:

Benefits of the Internet

The Internet has increasingly developed and become part of our everyday life And no one can deny the benefits of the Internet

The Internet is a sourse of information It's really a very fast and convenient way to get information You can get the latest local or global news easily You can check weather conditions before you go some where: going camping, fishing, outdoors…you can find a timtable and maps of the busses you want to take, you can book your tickets for the next concert or soccer match, trips or hotels…

Internet is a very fast and cheap way to communicate with your friends or relatives by emails, chatting…

Beside the Internet is a sourse of the entertainment, you can listen to all kinds of music,the radio, watch video We also use the Internet to play games

The Internet is also a rich sourse of educational materials We can learn English through many inteeresting programs We can look up a dictionary…

The Internet is a wonderful invention of the modern life And it makes our world a small village

* Correcting

- Ask them to read aloud their paragraphs - Correct some main mistakes

* Discussion:

- Ask them to discuss about the disadvantages of the Internet

- New words

- Write about the disadvantages of the Internet basing on the discussion

T-Whole class

Individual

T- whole class

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(59)

Date: 16/12/2008

Period 33: revision A/ Aims:

- T help ss review reported speech and the first conditional sentenses B/ Objectives:

- By the end of the lesson ss will be able to use the structures to exercises

arrangements

Warm up

Activity 1

Activity 2

* T/F repetition:

- T reads the sentenses then ss repeat or keep silence

a) My mother said she will go to HN next week b) Are you a teacher?

c) If it rains I won't visit you d) You don't like English, are you? e) He likes cookies, don't he? f) She asked me where I was from 1/ Reported speech:

Reviewing:

- Ask them to answer some questions: a/ When we use the reported speech?

b/ List some rules of changing a direct speech into indirect speech?

Practice:

- Ask them to change these sentenses into the reported speech:

a) " Do you enjoy watching TV?" Lan asked me b) "What's your brother's name?" Trung asked

Mai

c) " I will visit you next Monday." Mr Minh said d) " I had a good time in Dalat." Lien told me e) " Why you learn English? " she asked Lan f) " Could you give that pen on the table?" Nam

said to me

g) "You should go to school on time." My teacher said to us

h) " Don't talk in class." The teacher told the students

2/ The first conditional sentenses:

" to wish":

- Ask them to give the use and the form of "to wish."

=> S - wish - S - Past simple

Ex: My mother wishes I learned English well

The first conditional sentenses:

+ Use: + Form:

T- whole class

Individual Pair compare

(60)

Homework

Main clause If- clause

S - will, can, must, - V If - Present simple Ex: If you want to pass the exam, you must study hard

The second conditional sentenses: + Use:

+ Form:

Main clause If- clause S - would, could - V If - Past simple

Ex: If I had a lot of money, I would travel all over the world

Practice: Put the correct verbs in these sentenses.

a) She wishes she ( be) in Dalat now b) If I have money, I ( buy) this house c) She ( do) that if she ( be) me

d) You must stay in bed if you ( want) to be better

e) Lan wishes she ( speak) English as well as a foreigner

f) If I (get) good mark at the math, my mother ( take) me to the zoo tomorrow

- Structures - Tag - questions

(61)

Date: 16/12/2008

Period 34: revision A/ Aims:

- T help ss review the tag - questions, and passive voice B/ Objectives:

- By the end of the lesson ss will be able to use the structures to exercises

arrangements

Warm up

Activity 1

Activity 2

* Pelmanism:

- Ask the to find suitable couples:

like wants had are have known don't doesn't didn't aren't haven't 1/ Tag - question:

Reviewing:

- Ask them to give the use and the forms of the tag- question:

+ Use: + Form:

Ex: You will go to Hanoi tomorrow, won't you? Practice:

Complete these tag- questions:

a) He went to the movie last night, ? b) You have been to London, ?

c) Mrs Lien drives her car very fast, ? d) The children don't have to go to school on

Sunday, ?

e) You are a farmer, ?

f) They boys were swimming when you came, ? g) My mother didn't watch TV yesterday

afternoon, ?

h) Mr Minh doesn't work in the factory, ? 2/ Passive voice:

Reviewing:

- Ask them to give the form of the passive voice => S - V - O

S - be - past participle - ( by)

Practice:

+ Change these snetense into the passive voive.

a) My mother often buys me shirts b) Last night Lan took me to the cinema c) What can you help Lan?

d) Mr Minh will teach us tomorrow e) They are writing a letter

f) Have you ever read "Hamlet"?

Team work

T- whole class

Individual Pair compare

T - whole class

(62)

Homework

g) Mai gave me a book yesterday

h) People grow rice in the tropical coutry i) The children are clean the beach

j) They can help the students use the computer

+ Put the beginnings and ends together.

beginnings ends

1) Although he was a very bad- tempered 2) Always brush your

teeth

3) As Liz told you 4) Because I knew her

family,

5) Talk to me like that again

6) He had a terrible temper

7) Liz explained to you

8) I was sorry for her 9) If you that again 10) There'll be trouble

a) after you have meal b) and I'll hit you c) but everybody liked

him

d) he had lots of friends

e) I did what I could for her

f) her mother left for Berlin last Friday g) so I tried to help

her

h) that her mother went back home last week

i) unless you stop that

j) you'll be sorry - Do the exercises again

(63)

Date: 10/01/2009

Period 37: unit 6: the environment

Lesson 1: getting started, listen and read

A/ Aims:

- T help ss introduce the topic of the environment, read for details about the environment and the conditional sentenses type

B/ Objectives:

- By the end of the lesson ss will be able to talk about they have done to keep the environment clear

arrangements

Warm up

* Brainstorming:

- Ask them to list things that make the environment polluted

Garbage dump 1/ Pre- teach:

- garbage dump: bãi rác thải ( vis) - spraying pesticides: phun thuốc sâu ( vis) - dynamite fishing: đánh cá thuốc nổ (vis) - defortation: nạn phá rừng (vis) - a shore: bờ biển (syn) - sand: cát ( rea) * What and where

2/ Getting started:

- Ask them to match the environments to the pictures

a/ What are we talking about?

b/ What we usually to protect our environment?

1/ Matching:

- Ask them to read the text and then match the names in column A with the tasts in column B Then write the full sentenses

a/ Group walks along the shore b/ Group checks the sand

Team work

T- whole class

Individual Pair compare Pair work

T - whole class What makes the

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Homework

c/ Group checks among the rock

d/ Mr Jones collects all the bags and takes them to the garbage dump

e/ Mrs Smith provides the picnic lunch for everyone

f/ Mr Brown gives our the bags 2/ Comprehentions questions:

- Ask them toread again and answer the questions a/ Mr Brown

b/ They are the volunteer conservationists c/ They are on the beach

d/ They are going to clean the beach

e/ If they work hard today, they will make the beach clean and beautiful again

* Discussion:

- Ask them to base on the answers in the "pre-questions" and questions 6,7 to talk about what they did to keep the environment clean

Ex: We cleaned the school yard/ the park/ street We collected the rubbish and took them to the garbage dump

If the polution continues, the environment around us won't be good and it will be harmful to our health, our life

- New words

- Write a paragraph about the environment around them and what they have done to make it clean

Pair work

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Date: 10/01/2009

Lesson 2: speak

A/ Aims:

- T help ss speaking to persuade people to protect the environment B/ Objectives:

- By the end of the lesson ss will be able to persuade their friends to protect the environment

arrangements

Warm up

Pre - speaking

* Discussion:

- Ask them to discuss about this question: " What should you to protect the environment?"

+ We should plant more trees

+ We shouldn't pick up the flowers and the trees + We should collect the waste paper

+

1/ Pre-teach:

- a faucet: vßi níc ( vis) - a leaf ( leaves): (rea) - (to) persuade: thuyết phục (sit) - (to) wrap: gãi ( mime) - (to) prevent: ngăn chặn (sit) - (to) dissolve: khó phân huỷ (sit) - (to) reduce: làm giảm (ant) * Slap the board

2/ Dialogue:

- Ask them to read the dialogue and change the information in the box to make the similar dialogue

3/ Persuasion:

- Ask them to look at the dialogue and find the persuasions in it

+ I think you should - V + It would be better if you - V + Can I persuade you to - V + why don't you - V

+ What - V-ing + How - Ving 1/ Speaking:

- Ask them to work in group to talk about the best way to protect the environment using the ideas in part "a" and "b"

Ex:

S1: We should use the banana leaves to wrap the food Because plastic bags are very hard to dissolve

S2: That's a good idea Why don't we turn off the lights before going to bed?

S3:

Team work

T- whole class

Pair work

T - whole class

Group work

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Post - speaking

Homework

2/ Questionaire:

- Ask them to match the items in the green box with the items in the red box Then work in pair to answer the questions in the questionaire

Ex:

+ How can we save paper?

- I think we should use the banana leaves to wrap food

- Why don't we write on the both sides of the paper

- How about recycling the used paper -

* Exhibition:

- Divide the class into groups to discuss the question: " What you to protect the environment?"

- Ask them to write on the posters and stick them on the wall

- Ask them to go around the class to read posters

- New words

- Write a para to persuade their family mambers to protect the environment

(67)

Date: 13/01/2009

Lesson 3: listen

A/ Aims:

- T help ss listen for the details about the ocean, and practice the conditional sentenses type

B/ Objectives:

- By the end of the lesson ss will be able to talk and write about how thw ocean is polluted and exercises

arrangements Warm up Pre- listening While- listning Post- listening

* Ordering words:

- T gives them some words and ask them to order them into a right sentense

+ is/ How/ the / polluted/ ocean? => How is the ocean polluted? 1/ Pre-teach:

- sewage: níc th¶i ( vis) - marine life: cc sèng trªn biĨn (sit) - (to) leak: ch¶y (sit) - (to) be pumped: rØ ( tran) * Rub out and remember

2/ Prediction:

- Ask them to predict things that make the ocean polluted

- 1sttime: Listen and check the prediction.

( raw sewage, garbage, oil spills, waste materials) - 2nd time: listen and complete the gap fill.

+Secondly: garbage is

+ Thirtly: come from ships at sea

+ Next: Waste material comes from the factories - 3rdtime: Listen again and check the gap fill

again

* Language focus:

1/ Focus 1: Adjectives and adverbs. - Adjective+ly-> adverb

- Ask them to change the adjectives into the adverbs and then complete the sentenses

b/ slowly c/ sadly d/ happily e/ well

2/ Adverb clause of reason with " because, since, as"

- Ask them to use " because, since, as" to join the pairs of sentenses together

b/ I fell over while I was playing basketball as I have a broken leg

Whole class

T- whole class

Individual

Whole class

Group work

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Homework

c/ I'm going to be late for school because the bus is late

d/ I was careless since I broke the cup e/ I want to go home because I feel sick f/ I'm hungry as I haven't eaten all day 3/ Focus 3: Complete the dialogue. - Form: S - be - adj - that - clause

- Ask them to complete the dialogue in pairs - Ask them to read aloud

b/ I'm excited that I can go to Dalat this time c/ I'm sorry that I broke your bike yesterday

d/ I'm disappointed that you did not phone me about it

e/ I'm amazed that I could win the first prize 4/ Focus 4: Match two halves of sentense.

- Ask them to give the form of the first conditioal sentense

-> If - S - simple present - S - will/ can/ may - verb - Ask them to match individual

( 1- e, 2- a, 3- c, 4- d, 5- b)

5/ Focus 5: The first conditional sentense: - Ask them to complete the sentenses:

b/ the environment will become seriously polluted

c/ we'll have more shades and fresh air

c/ the vegetables will become poisonous and inedible

d/ we'll live happier and healthier life - New words

- Make five conditional sentenses

Pair work

Group work

(69)

Date: 15/01/2009

Lesson 4: read

A/ Aims:

- T help ss read a poem about the environment B/ Objectives:

- By the end of the lesson ss will be able to understand a poem and talk about minimizing pollution in their school

arrangements

Warm up

* Chatting:

- Ask them to answer some questions a/ Do you like poetry?

b/ Which poet you like best?

c/ Name some poems that are your favorite? d/ Do you think it is easy to understand a poem? e/ Have you ever read an English poem? Do you understand it? Do you like it?

1/ Pre- teach:

- a junk yard: b·i phÕ th¶i ( syn) - a stream: dßng suèi ( sit) - treasure: có giá trị ( tran) - a hedge: hàng rào (vis) - nonsense: điều vô nghĩa (tran) - foam: bät (vis) * What and where

2/ Pre- question:

- Ask them to predict answering these questions a/ Who is talking?

b/ Who is answering? c/ Where are they?

d/ What are they talking about?

e/ Who know more about making the environment clean?

1/ Checking the prediction:

- Ask them to read the poem then check their prediction

a/ The mother b/ Her son

c/ They are at the wood

d/ They are talking about the environment e/ Her son

2/ Matching:

- Ask them to read the poem again then match column A with Column B

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

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Individual

Whole class

Group work

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Homework

3/ Answering:

- Ask them to work in pairs

a/ If the pollution goes on, the world will end up like a second hand junk yard

b/ The mother thinks other folk pollute the environment but not her or her son

c/ His mother will take him home right away d/ No because he is right: if he throws the bottle hat will be polluting the woods

e/ The poet wants us to learn that everyone is responsible for keeping the environment from pollution

* Discussion:

- Ask them to discuss in group about this question

" What could you in your school/ house to minimize pollution?"

- New words

- Write things that they have to to keep the environment unpolluted

(71)

Date: 15/01/2009

Lesson : write

A/ Aims:

- T help ss write a letter of complaint B/ Objectives:

- By the end of the lesson ss will be able to write a complaint letter C/ Material:

arrangements

Warm up

Pre- writing

*Brainstorming:

- Ask them to name all kinds of letter that they have learnt

Personal letter

Thanks - letter 1/ Pre- teach:

- a local authority: quan chức địa phơng (sit) - wave: sóng ( tran) - resolution: giải pháp ( tran) - (to) complain: phàn nàn (sit) - (to) float: (tran) - (to) prohibit: phạt (sit) * Slap the board

2/ Reading:

- Ask them to read the letter and match each section with the appropriate letter: S, C, R, A, P ( R, S, A, C, P)

- Ask them to read the letter then answer the questions

a/ What make you worried? b/ What's the problem?

c/ What people in the lake behind your house these days?

d/ What suggestion you want to make? e/ Any future plan you want to make? 1/ Questions:

- Ask them to answer these questions to make sure that they know what they have to write

a/ What people in the lake behind your house these days?

b/ What makes you worried?

c/ To whom you write the letter to? d/ What suggestion you want to make?

Team work

T- whole class

Individual

Pair work

Pair work Types of

(72)

Post- writing Homework

e/ any future plan you want to make? 2/ Writing a complaint letter

- Ask them to write the letter individual Dear Mr President,

I am writing to you about the catching of fish of many people in the lake behind my house

I am very worried because they use electricity to catch fish After a short time, they leave the lake, a lot of small fish die and float on the water surface Other animals such as frogs, toads, and even birds have aso die from electric shock waves

I would suggest the local authorities should prohibit and fine heavily anyone using this way of catching fish

I look forward to hearing from you and seeing the protection of environment from the local authorities

Sincerely, * Correction:

- Ask them to correct their writing in pair - New words

- Write the letter in the notebook

(73)

Date: 03/02/2009

Period 42: unit 7: saving energy

Lesson : getting started - listen and read

A/ Aims:

- T help ss read a dialogue for details about saving water B/ Objectives:

- By the end of the lesson ss will be able to understand the dialogue and about the ways to save energy

C/ Material: - extra board - Cassette player D / Proceduces:

arrangements

Warm up

* Chatting:

- Ask them to look at the pictures and ask some questions

a) Is the TV on?

b) Who is watching TV? c) Is the light still burning? d) What happens to the faucets? e) Should we turn the TV off?

f) Must we pay for water and electricity we use in our home?

g) What should we to save energy? 1/ Pre- teach:

- a water bill: hoá đơn ( vis) - a plumber: thợ sửa ống nớc (sit) - a pipe: ống nớc (vis) - a dripping faucet: vòi nớc bị rỉ (vis) - crack: vết rạn (tran) - enormous: lớn (syn) * Rub out and remember

2/ T/F statements prediction.

a) Mrs Ha is worried about her wateer bill b) Mrs Mi gives Mrs Ha advice on how to save

water

c) Mrs Ha has checked the pipes in her house and found no cracks

d) Mrs Ha suggests getting some tools to check cracks in the pipes

e) Mrs Mi suggests taking showers to save water

1/ T/F statements:

- Ask them to read the dialogue and check their prediction

- Ask them to read again and then correct the false sentenses

a/ T b/ T

c/ F Mrs Ha hasn't checked the pipes in her house d/ F A plumber is a person who repairs water pipes

Team work

T- whole class

Individual

T- whole class

(74)

Homework

e/ T

2/ Comprehension:

- Ask them to answer these questions: a) Why is Mrs Ha worried?

b) How much money does Mrs Ha pay for her water bill?

c) What does Mrs Mi advise Mrs Ha to do?

d) How much water can be wasted a month by a dripping faucet?

* Discussion:

- Ask them to work in groups, discuss about the topic: " What you to save energy at home and at school?"

- Suggesting:

+ taking a shower instead of a bath + turning off faucets after use

+ making sure there are no cracks in the water pipes

+ turning off lights before leaving + …

- New words

- Write five things you should to save energy at home and at school

(75)

Date: 03/02/2009

Lesson : speak - language focus 3

A/ Aims:

- T help ss make and repond to the suggestions B/ Objectives:

- By the end of the lesson ss will be able to make and repond to the suggestions

arrangements

Warm up

Presentatio n

Practice

* Brainstorming:

Take a shower 1/ Suggestion:

- Ask them some questions

a/ How many ways of suggestions you know? b/ What are they?

Suggestions Reponds

+ I suggest + V-ing + I think you should + verb

+ Shall we + verb …? + Why don't you + Verb…?

+ How about + verb-ing?

+ What about + verb-ing?

+ Let's + verb

+ OK

+ That's a good idea + All right

+ Let's

- No, I don't want to - I prefer to…

- Ask them to take note

2/ Practice: Language focus 3:

- Ask them to make suggestions to help the poor using the following ideas

a/ Why don't you collect unused clothes

b/ How about organizing a show to raise money c/ I think we should give lessons to the poor children

d/ …

- Ask them to make similar suggestions to help their friends to improve English

Team work

T- whole class

Individual

Pair work What should you to

(76)

Production

Homework

 I suggest that you should write sentense with words

 I think you should speak English in class  What about buying a dictionary

 …

- Ask them to look at the pictures and make dialogues to save energy

a/ S1: I suggest fixing the faucets S2: That's a good ideas

b/ S1: Let's turn down the fire S2: All right

c/ S1: What about turning off the fan S2: Let's

d/ …

- Suggestions

- Make five suggestions to learn Math better

(77)

Date: 10/02/2009

Lesson : listen and language focus 1,2

A/ Aims:

- T help ss listen to a text details and practice phrase verbs B/ Objectives:

- By the end of the lesson ss will be able to know more about solar energy by listening

arrangements

Warm up

Pre- listening

While- listning

* Information transmitting: ( whispering)

- Choose two groups, teacher gives the sentense to the first student then the first whispers it with the second student…

a/ I suggest collecting waste paper b/ I suggest practicing English everyday 1/ Pre-teach:

- solar panel: dàn lợng ( vis) - nuclear power: lợng hạt nhân ( tran) - (to) install: lắp dặt ( tran) - (to) store: dù tr÷ (tran) - effective: hiƯu ( sit) - solar: thuộc lợng mỈt trêi ( sit) * Slap the board

2/ Prediction:

- Ask them to read the statements on the page 60 and guess which statements are true and which are false

1) Solar energy can be cheap and clean

2) Most of our electricity now comes from nuclear power

3) The solar energy that get to the Earth cannot provide enoughpower for the world's population

4) Solar energy can be used on the cloud days 5) All building in Sweden will be heated by solar

energy in 2050 1/ T/F statements:

- Ask them to listen the text and check their prediction

1) T

2) F - most of our eletricity comes from the use of coal, gas, or nuclear power

3) F - 1% of the solar energy that get to the Earth can provide enough powere for the world's population

4) T

5) F - they will heated by solar energy in 2015

Team work

T- whole class

Individual

Pair work

Whole class

(78)

Homework

2/ Gap filling:

- Ask them to look at the exercise 4b on page 60 and work in pair to guess the words in the blanks - Ask them to listen the fill the blanks

1) Effective 2) Polution 3) Countries 4) Store 5) Roof 6) Instead * Write it up.

- Ask them to write a passage about the solar energy, using the information in the two exercises above

Eg: Most of our electricity now comes from coal, gas, oil or nuclear power The sun could provide this power so many countries are already using energy Only one percent of the solar energy that gets to the Earth can provide enough power for the world's population…

- New words

- Complete the passage

(79)

Date: 13/02/2009

Lesson : read

A/ Aims:

- T help ss read a text about saving energy for details B/ Objectives:

- By the end of the lesson ss will be able to know more how North American and Eurpoean countries save meney and natural resources C/ Material:

- extra board - cassette player D / Proceduces:

arrangements

Warm up

* Chatting:

- T gives a water bill then ask them some questions

a) What's this?

b) How much is your family's water bill? c) How much is your family's electricity bill? d) Do you think it is enormous?

e) Are your parents worried about them?

f) Do you want to reduce the amount of electricity and water your family use?

g) What should you do?

h) Do you want to know how people in pther countries save energy?

1/ Pre- teach:

- a consumer: ngời tiêu dùng (sit) - a bulb: bóng đèn (rea) - label: nhãn mác ( vis) - scheme: kế hoạch ( tran) - a category: loạ, hạng ( tran) - innovation: đổi ( tran) - (to) conserve: bảo tồn (sit) - efficient: hiệu ( sit) - ultimately: cuối ( tran) * Slap the board

a/ Do people in Western countries think electricity, gas, and water are luxury?

b/ Do they want to save electricity? What they to spend less on lighting?

1/ Check the questions:

- Ask them to read the text and then check their prediction

2/ Summary:

- Ask them to read the text again then find the best summary

=> North American and European countries are interested in saving money and natrural resources 3/ Comprehension questions:

a) They are interested in products that will not only work effectively but also save money

T- whole class

Individual

Whole class

(80)

Homework

b) They can use energy saving bulbs instead of ordinary 100 watts bulbs to spend less on lighting

c) She will pay US$2 because these bulbs use a quarter of the electricity of standard bulbs

d) The labeling scheme helps the customers know how energy efficeint the household appliances are

* Write it up:

- Ask them to write about the ways to spend less on lighting

Suggestions:

- using energy saving bulbs instead of ordinary 100 watts light bulbs

- turning the lights before leaving the room -

- New words

- Complete the passage about how to spend less on lighting

(81)

Date: 20/02/2009

Lesson : write

A/ Aims:

- T help ss write a speech about saving energy B/ Objectives:

- By the end of the lesson ss will be able to write a simple speech and present it before the class

arrangements

Warm up

Pre- writing

* Brainstorming:

Use a shower 1/Matching:

- There are three parts in a speech: Introduction, Body, Conclusion

- Ask them to match each part of a speech in column A to a suitable function in column B

1/ Introduction: B: Getting people's attention and telling them what you are going to talk about 2/ Body: C: Giving details

in-easy-to understand language

3/ Conclusion: A: summing u[ what you have said

2/ Ordering:

- Ask them to put the sections in 6b on page 62 in the correct order to form a speech

=> 3,2,1

- Ask them to read the speech aloud

- Ask them to read the ideas and then write a speech in group

- Group 1: reducing the garbage - Group2: Reusing the paper

- Group3: Saving energy in the kitchen * KEY:

1/ Reduce garbage:

Team work

T- whole class

Individual

Group work How to save

(82)

Post- writing Homework

Good evening, ladies and gentlemen, my name is Hoa and I am going to tell you about how to reduce garbage

Most of us use too much garbage everyday You can reduce garbage by:

- collecting plastic bags

- not keeping solid waste with food waste

- putting different kinds of waste in different places

If you follow those simple rules, you'll not only reduce garbage but also keep the environment cleaner

2/ Reusing paper:

Good evening, ladies and gentlemen, my name is Hoa and I am going to tell you about how to reusing paper

Most of us use too much paper everyday We should reuse paper by:

- Having a separate waste basket for waste paper - Keeping sheets with single printed page for drafting

If you follow those simple rules, you'll not only reduce garbage but also save money

- Correcting their speeches

- Ask them to read the speech aloud - Write the other speech in the notebook

(83)

Date: 26/11/2008

- By the end of the lesson ss will be able to finish the test in silence and by themselves

C/ Material: - tests

D / Proceduces: A: listening

Listen to the dialogue then tick "T or "F" for these questions: (2 marks) T F

1 A plumber is the person who check the pipes Baths use as much water as showers

3 She suggests taking showers

4 Five hundred liters of water can be wasted a month by a dripping faucet

B: reading:

When we talk of the environment today, many people think only of tree planting and keeping their surroundings clean Although both those activities are important, they are only a small part of the environmental story

The environment is both urban and rural It includes the seashore, river, mountains and so on It includes the cities, towns and villages The water we drink and the air we breathe are important elements of the environment, so are the trees, plants and animals So the environment is the sum total of the country's natural resources

Questions

1/ What many people think about the environment?

……… 2/ Are tree planting and keeping the surroundings clean important?

……… 3/ What does the environment include?

………

4/ Are the water and the air elements of the environment?

………

C: writing:

Use the suggested words to write full meaning sentenses ( marks) 1) Why/ not/ we/ use/ showers?

(84)

2) He/ suggest/ use/ gas/ instead/ burn/ coal/ for/ cook

……… 3) You/ not remember/ turn off/ lights/ when/ leave/ house/ this morning ……… D: Language focus:

Choose the best answer to compete these sentenses: ( marks) 1/ They suggested that he … by bicycle or public transport

A: should travel B: might travel C: travels D: traveled 2/ Minh is motivated to study … he knows that a good education can improve his life A: therefore B: however C: because D: so

3/ If we go on wasting water, we … have fresh water to use

A: shouldn't B: wasn't C: don't D: won't 4/ Why don't we … the garbage bins around the school yard

A: putting B: to put C: put D: should put 5/ It rained very hard, … he went out without a raincoat

A: so B: because C: but D: and 6/ You should get a … to check if there is any cracks in the pipes

(85)

Date: 27/02/2008

D / Proceduces:

Warm up

Presentatio n

* Discussion:

A: listening

Listen to the story then tick " T" or " T" for these questions: ( marks)

1- T, 2- F, 3- T, 4- T B: reading:

Read the passage and answer the questions below ( marks)

a) They think only tree planting and surounding clean

b) Yes, they are c) It includes … d) Yes, they are

C: writing:

Change these sentenses into reported speeches ( marks)

a) Why don't we use showers?

b) He suggests using gas instead of coal for cook

c) You didn't remember turning off the lights when you left for the hoyse this morning D: Language focus

(1:A 2: , 3: D, 4: C, 5: C, 6: B, ) 3/ Main mistakes:

- Write the sentenses - Listening skill

4/ Name some good tests, bad tests:

Whole class

(86)

Production

Homework

- Good tests: Hai's, Sen's - Bad tests: many tests 1/ Noughts and crosses:

- Ask them to make reported speech with these words

told said lived

had to might how

where if to sit down

- Prepare Unit ( Listen and read)

(87)

Date: 02/03/2009

Period 49: unit 8: celebrations

Lesson : getting started and listen and read

A/ Aims:

- T help ss read for details about some celebrations in the world B/ Objectives:

- By the end of the lesson ss will be able toknow more about the popular celebrations in the world

C/ Material: - extra board D / Proceduces:

Warm up

Pre-reading

While-reading

* Shark attack:

- Draw 12 gaps for the word "celebrations" _ _ _ _ _ _ _ _ _ _ _ _

- Ask them to guess letter one by one 1/ Pre-teach:

- freedom: tù (tran) - slavery: n« lƯ (tran) - jewish: Ngíi th¸i (vis) - a parade: cc diƠu hµnh (vis) - (to) occur: diÔn (syn) - (to) decorate: trang trÝ (vis) * Rub out and remember

2/ Brainstorming:

- Ask them to list all the celebrations in the world that they know

+ Celebrations: Women's day, Lular new year, birthday, Teacher's day,…

3/ Matching:

- Ask them to look at the pictures and match them with the suitable name of the celebration

1 easter Wedding birthday Christmas

5 Mid- Autumn Festival Lunar New Year 1/ Grid:

-Ask them to read the text and then complete the word map on page 66

Celebrati

on When Activities Food Country Tet In late

January or early February

Clean, decorate homes, wear new clothes, Sticky rice cake VN Whole class

T - whole class

Team work

Whole class

(88)

Post-reading Homework

enjoy special food Passover In late

March or early April

Special

meals Seder Israel Easter In late

March or early April

Watch colorful parates

Choco late, sugar, eggs

In many countries

* Write it up

- Ask them to base on the grid then write about these celebrations

- New words

- Complete their writing

Individual

Date: 02/03/2009

Lesson : speak and listen

A/ Aims:

- T help ss practice giving and responding to compliments B/ Objectives:

- By the end of the lesson ss will be able to give and respond to compliments and sing the song

C/ Material: - extra board - Cassette player D / Proceduces:

Warm up

Presentatio

* Jumbled words:

- dkin => kind - Kanth => thank - Llwe => well - Tegar => great - Cnie => nice

- Abtieulfu => beautiful

Team work

(89)

n

Practice

Pre-listening

Production

Homework

1/ Pre-teach:

- an activist: ngời hoạt động tập thể (sit) - nomination/ nominate: danh tiếng/ tiếng(tran) - charity: lòng từ thiện (tran) - active: (a) hoạt bát sôi (syn) * R and R

2/ Set the scene:

Trang has just won the first prize in the speaking contest What does Mai say to pay Trang a compliment? And what does Trang respond?

Mai: Well done, Trang Trang: Thanks

=> giving compliments: - Well done

- That's a great …

- Let me congratulation … => Respond:

- Thanks - Thanks a lot

- It's nice of you to say so - That's very kind of you * Picture drill:

- Ask them to work in pair to make compliments and respond them

- Ask them to read aloud a) Mother: Well done, Huyen Huyen: Thanks Mom

b) Friends: Congratulation on your nomination, Tuan

Tuan: It's very nice of you to say so c) You: That's a very beautiful picture, Hoa Hoa: Thanks

1/ Pre-teach: - auld = old (syn) - lang = long (syn) - syne: since (syn)

- acquaintance: sù quen biÕt (tran) * What and Where

2/ Prediction:

- Ask them to guess the missing words in the song - Ask them to listen to the song then check their prediction

 Days  Take,  Mind  Hands  Kindness

- Ask them to listen again then sing after the tape Questions:

a) Do you feel happy to sing?

b) Do you remember your old days?

Pair work

T- whole class

Whole class

(90)

c) Can you learn anything from the song? d) Are songs good for learning English? - New words

(91)

Date: 02/03/2009

Lesson : read

A/ Aims:

- T help ss read for details about children's emotion on Father's Day B/ Objectives:

- By the end of the lesson ss will be able to know more about the opinions, feelings and memories of children about father on the Father's Day in the USA and Australia

Warm up

Pre-reading

While-reading

* Pelmanism:

- Ask them to find a couple that have same meanings

20/11 Teacher's Day

8/3 Women's Day

2/9 Vnese Independence Day

1/6 Children's Day

24/12 Christ mas

1/5 May Day

1/ Pre-teach:

- a hug: ôm (mime) - priority: u (tran) - sense of humor: tính hài hớc (sit) - (to) considerate: quan tâm (tran) - (to) distinguish: phân biệt (syn) - generous: độ lợng (sit) - terrific: tuyệt vời (syn) * R and R

2/ Prediction:

- On Father's Day in Australia and in USA, children show their love to their fathers by giving their fathers presents and cards

- Ask them to think of the adjectives that children use to talk about their father

( strong, generous, great, terrific…) 1/ Checking the prediction:

- Ask them to read the opinions, feelings and memories of children about their fathers on Father's Day

- Ask them to compare the adjectives they guess with the adjectives of Rita, Bob, and Jane

( considerate, humorous, great, generous, terrific) 2/ Comprehension questions:

a) To her dad

b) He is possible dead " Now I have children,

Team work

T - whole class

Individual

(92)

Post-reading

Homework

Dad"

c) His sense of humour

d) The best person in the world, a teacher, a caretaker, a friend

* Writing:

- Ask them to write their feelings, opinions and memories about their father basing on three samples

- Ask them to share with their partners - New words

- Complete the passage about feelings for their fathers

(93)

Date: 13/03/2009

Lesson : write

A/ Aims:

- T help ss write a letter for a friend B/ Objectives:

- By the end of the lesson ss will be able to write a letter to a friend or a penpal to share their ideas

Warm up

Pre-writing

While-writing

* Wordsquare:

- Ask them to find as many words as possible

c e l e b r a t e m

s i f l o w e r s e

p k p o p r s t u m

e o n m o y w w v o

c i a l f o o d z r

t r a d i t i o n y

f i a o d c b a n m

i g i l m n d r a c

g h k r q o p s y W

1/ Pre- teach: - (to) enhance: (sit) - (to) have a day off: (sit) - (to) support: (tran) - nationwide: (sit) * Rub and remember 2/ Discussion:

- Ask them to answer these questions

a/ Why we celebrate Father's and Mother's Day?

b/ When should we celebrate? c/ What activities will be hold?

- Ask them to base on the outline and write to a friend to tell him about why they want to celebrate Mother's Day or Father's Day in VietNam and How to celebrate it

Suggested ideas: Dear…,

In my opinion, it is essential to have a day to celebrate for out parents

On these occasions, children will have a special day to express their feeling, memories and love for their parents We have an opportunity to enhance family traditions Members of families can have a chance to get togewther, to know one another I think the first Sunday of April is suitable Sunday is a day off so everybody is free from work or study April is late Spring or early summer, and the weather is generally fine at this time of the year,

Team work

T - whole class

Whole class

(94)

Post-writing

Homework

many cativities can happen outdoors

It is not necessary to have parties but it's a good idea to have lunch or dinner with all members of the family Children should give their parents flowers, send them cards, or bring them special cake Moreover, children should serve their parents the food that they like best

I believe the idea will be supported and the day will be celebrated nationwide because everybody loves their parents and want them to be happy Love

Lan

- Ask them to read their writing aloud * Discussion:

- Ask them to talk about: "What will you do/ say to your parents on Mother's Day and Father's day?" - New words

- Complete their writing - Prepare Language focus

(95)

Date: 15/03/2009

Lesson : language focus

A/ Aims:

- T help ss practice in relative clauses B/ Objectives:

- By the end of the lesson ss will be able to use the relative clauses in doing exercises

Warm up

Presentatio n

Practice

* Jumbled words:

 tlaouhgh = although  lofk = folk

 ubclpi = public  ppaenh = happen  stieavfl = festival

- Ask them to arrange these letters into correct words

1/ Pre- teach:

- a lap: đùi (rea) - culture: văn hoá (example) - a jumper: áo trùm đầu (vis) - (to) compose: soạn nhạc (sit) - satisfy: thoả mãn (tran) - violet: màu tím (rea) * What and where

2/ Gap fills:

* Set the scene: Lan and Hoa are sitting in a room with some books on the table

- Ask them to read the dialogue and then complete it by using these words

( who, blue, which, written, writer) S1: Who is Lan?

S2: She is the girl … is wearing a … shirt S1: What books are those?

S2: They are novels … are … by a famous … - Ask them to name relative pronouns and their uses

- Ask them to to use the relatice clauses to combine these sentenses

a) Auld Lang Syne is a song which is sung on New Year's Eve

b) This watch is a gift which was given to me by my aunt on my 14th birthday

c) My friend tom who sings Western folk songs very well can compose songs

d) We often go to the town cultural house which always opens on public holidays

e) I like reading books which tell about different

Team work

T - whole class

Whole class

(96)

Production

Homework

people and their cultures

f) On my mom's birthday my dad gave her roses which were very sweet and beautiful

g) Judy liked the full-moon festival which is celebrated in mid-fall very much

h) Tomorrow I will go to the airport to meet my friends who comes to stay with us during the Christmas

- Ask them to look at the pictures and then make sentenses to describe the people using the relative clauses

Ex:

a/ Linda is the girl who is giving her mother a gift b/ My dad is the man who is standing behind Linda

c/ Jack is a boy who is being hold by Aunt Judy Language focus 3:

- Ask them to use " although, though, even though" to join a pair of sentenses

- New words

- Do these exercises again - Do Language focus

Pair work

(97)

Date: 20/03/2009

Period 54: unit 9: natural Disasters

A/ Aims:

- T help ss read a dialogue for details about the weather forecast B/ Objectives:

- By the end of the lesson ss will be able to get the information about weather from the weather forecast

Warm up

Pre-reading

While-reading

* Chatting:

- Ask them to answer some questions:  What's the weather like today?  Do you like hot or cold weather?

 Have you ever listened to the weather forecast on the radio or on TV?

 Do you think weather forecast is useful for us? How is it useful?

* Getting started:

- Ask them to match picture to the correct words 1: snowstorm 3: volcano

2: earthquake 4: typhoon 1/ Pre-teach:

- thunderstorm: sấm,chớp (vis) - disaster: thảm hoạ (sit) - a snowstorm: bão tuyết (vis) - an earthquake: động đất (vis) - typhoon: bão nhiết đới (sit) - Delta: đồng (example) - (to) turn up:vặn to (mime) - (to) expect: mong chờ (tran) - (to) trust: tin tởng (sym) - just in case: phòng (tran) * what and where

- Thuy is talking to her grandmother while they are watching TV

+ What are they watching? 1/ Gap fill:

- Ask them to read the dialogue silently and fill the gaps

- Key:

1 turn up, weather forecast raining

3 thurderstorm have temperature

5 weather forecast, watching them 2/ Comprehension questions:

- Ask them to answer these questions:

Pair work

T - whole class

Whole class

Individual

(98)

Post-reading

Homework

a) Why does Thuy's grandmother ask her to turn up the volume? => Because she wants to listen to the weather forecast

b) Which city is the hottest today? => Ho Chi Minh city is the hottest

c) Where is Thuy going? => She is going on to a part on the ather side of Thang Long Bridge with her old friends

d) What does her grandmother want her to do? => She wants he to bring a long the raincoat * Talking:

- Ask them to talk about the prediction of the weather tomorrow

S1: It will be sunny and the temperrature is between 23oC and 30oC

S2: …

- New wprds

- Wrie a weather forecast for HaNoi tomorrow

(99)

Date: 24/03/2009

Lesson : speak and listen

A/ Aims:

- T help ss practice speaking about the preparations for a typhoon and develop listening skill

B/ Objectives:

- By the end of the lesson ss will be able to talk about what they want to buy and to p[repare for a typhoon or an earthquake

Warm up

Pre-speaking

While- speaking

Pre-listening

* Chatting:

- Ask them to answer some questions:

 What should you when there is a typhoon?

 What should you buy?

Speaking:

1/ Pre-teach:

- a bucket: xô (vis) - a leak: chổ thủng, dột (tran) - a latch: chốt cửa (rea) - a ladder: thang (vis) - a blanket: chăn (vis) - a mirror: gơng (vis) - (to) tie: cột, buộc ( mime) - (to) damage: phá huỷ (tran) - (to) place: đặt, để (syn) - available: có sẵn (tran) * Slap the board

2/ Pre-questions:

- Ask them to answer this question:

 What preparation we should before a typhoon?

- Ask them to check the preparation that should be made for a typhoon

- Ask them to base on the questions and make dialogues

 Will we need bottlkes of water?

 Why we need ti fill bucket with water?  Do we need rice?

 Do we need anything else?

S1: I think we should fill the buckets of water S2: What for?

S1: Because the pipes may be damages by the typhoon

S2: That'sa a good idea

Listening:

1/ Pre-questions:

Pair work

T - whole class

Whole class

Group work

(100)

Homework

a) Where should we put heavy books? b) What should we block the roller? c) What should we check?

d) Where should we stay/ sit/ stand? 2/ Listen:

- Ask them to listen to the tpe and check their prediction:

- Ask them to listen again then complete the sentenses

 Bottom shelf of your bookshelf  Fridge and washing machines  Mirrors

 A window  Inside

 Under a strong table or door way  Corner of the room

* Discussion:

- Ask them to list all things we should when there is an earthquake

- New words

- Write about things we should when there is an earthquake

Whoe class

(101)

Date: 20/03/2009

Lesson : read

A/ Aims:

- T help ss read a text about natural disasters for details B/ Objectives:

- By the end of the lesson ss will be able to get the information about natural disasters in the world

Warm up

Pre-reading

While-reading

* Chatting:

- Ask them to answer some questions about the natural disasters

a) Have you ever experienced any natural disasters?

b) When was it? c) What happened? d) How did you feel? 1/ Pre-teach:

- tidal wave: (tran) - shift: (tran) - a tornado: (vis) - majority: (sit) - (to) abrupt: (syn) - (to) warn: (sit) - (to) suck up: (tran) - funnel- shaped: (vis) * Matching:

2/ T/F prediction:

a) Most of the earthquakes in the world occur in the Ring of Fire

b) The earthquake in Kobe in 1995 caused severe damage

c) A huge tidal wave traveled from Califomia to Alaska and hit Anchorage in the 1960s

d) Typhoon, hurricane and tropical storm are different words for the same natural disasters e) The eruption of Mount Pinatubo is the world's

largest ever vocano eruption f) A tornado looks like a funnel 1/ T/F statements:

Guess Read Correct

a T

b T

c F It traveled from Alaska to California

d T

e F … in more than 50 years

f T

Pair work

T - whole class

Individual

Whole class

(102)

Post-reading

Homework

2/ Complete the sentenses:

- Ask them to read the text again then complete the sentenses

1 The majority of earthquakes occur around the Pacific Rim

2 During the earthquake in Kobe, many people were killed when homes, office blocks and highways collapsed

3 A tidal wave can only occur when there is an abrupt shift in the underwater movement of the earth

4 In Autralia, a tropical storm is known as a cyclone

5 Christopher Columbus gave us the word:"typhoon"

6 A tornado is type of storm that paases overland below a thunderstorm and sucks up anything that is iin its path

* Discussion:

- Ask them to answer sone questions:

a) Why dopeople call the Pacific Rim "Ring of Fire"?

b) What will happen when there is an abrupt shift in the underwater movement of the earth?

c) What does "typhoon" mean? d) Can we predict a vocano? - New words

- Read the text

Write these answers in the notebook

(103)

Date: 30/03/2009

Lesson : write

A/ Aims:

- T help ss write a story about a typhoon B/ Objectives:

- By the end of the lesson ss will be able to write a story C/ Material:

- extra board D / Proceduces:

Warm up

Pre-writing

While-writing

* Jumbled words:

- Ask them to arrange these words - onotphy -> typhoon

- damotro -> tornado

- laconov -> volcano

- tearquakhe -> earthquake

- ormst -> storm

1/ Pre-teach:

- a shelter: chỗ ngụ (sit) - a circle: vßng trßn (rea) - (to) behave: c sư (sit) - (to) gather: tËp trung (tran) - stragely: l¹ lÉm (syn) * R & R

2/ Describing the pictures:

- Ask them to look at the pictures and then talk what are they doing basing on some questions:

a) picture 1: - Who is this? - Where is she? - What is she doing? b) Picture 2:

- How is the dog? c) picture 3:

- what is on TV?

- What does Lan's mother say? d) Picture 4:

- What are they doing? e) Picture 5:

- What is the weather like now? f) picture 6:

- What is the weather now? - How are they now?

- Ask them to look at the pictures and the questions then write a story

- Ask them to use the past simple tense * Example exchange:

It was a beautiful day The sun was shiny, the sky was blue and the weather was perfect Lan was outside playing with her dog- Skippy All of sudden, the dog began behaving strangely She kept running around circles Lan ran home with her dog to tell her mother what Skippy was doing

Team work

T - whole class

Pair work

(104)

Post-writing

Homework

Lan's mother , Mrs Quyen told Lan that she heart on TV that there were a typhoon coming Mrs Quyen gathered her family and told them to find shelter in the house

Suddenly, the sky became very dark The storm came with strong wind and heavy rain Mrs Quyen and her family were scared, but soon the storm finished and everyone was glad What a clever dog Skippy is She saved Lan from being caught in the typhoon

- Ask them to share with their partners * Correction:

- Take some writing to correct front of the class - Ask them to rewrite their writing in notebook - New words

- Complete the story - Write an other story

(105)

Date: 03/04/2009

Lesson : language focus

A/ Aims:

- T help ss practice in relative clauses B/ Objectives:

- By the end of the lesson ss will be able to use the relative clauses C/ Material:

- extra board D / Proceduces:

Warm up

Presentatio n

Practice

* Brainstorming:

- Ask them to name the relative proouns

who

Relative clauses: 1/ Language focus 1:

- Ask them to answer these questions and use the relative clauses

a) The city which was struck by a huge earthquake in 1995 in Japan is Kobe

b) The country which won the 1998 Tiger Cup is Singapore

c) The animal which has one or two horns on his snout is rhinoceros

d) The explorer who discovered America is Christopher Columbus

e) The planet which is closest to the earth is Venus

f) The animal which was chosen to be the logo of SeaGames 2003 is buffalo

g) The food which you can chew but you can't swallow is the chewing gum and the thing you can swallow but you can't chew is water

2/ Language focus 2: Matching:

- Ask them to match each of the sentences in column A with a related sentences in column B, then use a suitable relative pronoun to join the two sentences

Key:

1- which - e 2- which - g 3- which - f 4- which - a 5- which - c 6- which - d 7- which - b

3/ Language focus 3: Non- defining relative

Team work

T - whole class

Pair work

Individual

(106)

Production

Homework

clauses.

- Ask them to give the use, forms of the non-relative clauses

- Ask them to underline the relative clause on the sentense, add commas to separate the non-defining relative clause from the rest if the sentence

a) Kangaroos, which come from Australia, have long tails

b) Ba, who lives in Trang Tien street, likes playing the guitar

c) The novel that you gave me on my birthday has been lost

d) … * Writing:

- Ask them to rewritee the sentences in Language and replace each underlined clause with a clause you have written

- Do these exercises again - Prepare the test

(107)

Date: 10/4/2009

- Check ss' knowledge in two units: 8.9 B/ Objectives:

- By the end of the lesson ss will be able to finish the test in silence and by themselves

C/ Material: - tests

D / Proceduces:

A: reading:

Teacher's Day in VietNam falls on the twentieth of November each year Generally, it is meant for schoolchildren to show their appreciation to their teachers who have painstakingly guided them in their studies It is a time to forget the bad experiences students may have of their teachers scolding and punishing them

Students give their teachers flowers and gifts Such gestures are small in comparison to the teacher's dedication and hard work Parties are held and there has an atmosphere of fun and amusement in the school

Questions

1/ When is Teacher's Day in VietNam?

……… 2/ What is it meant?

……… 3/ What the students often give their teachers?

……… 4/ What are held in that day?

………

B: writing:

Combine two sentences using the relative clauses.( marks) 1) Binh is studying English and Frech He has never been abroad

……… 2) I like reading books Books tell about different people and their cultures

……… 3) Hawaii is a favorite vacation spot It consists of eight principal islands

……… 4) I'll go to the airport to meet my friends My friends come to stay with us during

the Christmas

………

……… 5) He likes Mexico city He worked there last year

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6) We often go to the English club It opens every Saturday evening

………

D: Language focus:

Choose the best answer to compete these sentenses: ( marks) 1/ The hat ………….Lam is wearing is very funny

A: who B: which C: where D: when 2/ Do you still remember the day ………… we first met?

A: when B: who C: that D: where 3/ Have you seen the place ……… The graduation ceremony will be held? A: who B: which C: where D: when

4/ She suggests me that I ………… hard

A: should learn B: learn C: learning D: to learn 5/ A tropical storm is called a ………… in Australia

A: typhoon B: hurrican C: cyclone D: tornado 6/ Ninety percents of ……… occur around the Pacific Rim

A: earthquakes B: snowstorms C: volcanoes D:tornadoes

7/ The animal in VietNam which was chosen to be the logo of Sea Games 2003 is

…………

A: duck B: buffalo C: chicken D: pig 8/ The girl ……… is sitting next to Mrs Hoa is y sister

A: which B: where C: who D: whose

Date: 10/04/2009

D / Proceduces:

Warm up * Discussion:

(109)

Presentatio n

Production

Homework

A: reading:

Read the passage and answer the questions below ( marks)

a) It falls on the 20th of November each year b) It is meant for school children to show their

appreciation to their teachers

c) They give their teachers flowers and gifts d) Parties are held

C: writing:

Join two sentences using the relative clauses.

a) Binh, who has never been abroad, is studying English and Friend

b) I like reading books which tell abouut different people nd their cultures

c) Hawaii is a favorite vacation spot, which consists of eight principle islands

d) I'll go to the airport to meet my friends who come to stay with us during the Christmas e) He likes Mexico city where he worked last

year

f) We often go to the English club which opens every Saturday evening

D: Language focus

(1:B 2: A, 3: C, 4: A, 5: C, 6: A, 7: B, 8: C) 3/ Main mistakes:

- Write the sentenses - Listening skill

4/ Name some good tests, bad tests: - Good tests: Hai's, Sen's

- Bad tests: many tests 1/ Noughts and crosses:

- Ask them to make sentences using the relative clauses

which who when

where that whom

whose who which

- Prepare Unit ( Listen and read)

T - whole class

(110)

(111)

Date: 13/04/2009

Period 61: unit 10: life on other planets

A/ Aims:

- T help ss read a text about UFOs for details to complete the notes B/ Objectives:

- By the end of the lesson ss will be able to get the information about UFOs

Warm up

Pre-reading

While-reading

* Discussion:

- Ask them to look at the pictures and then answer the questions

a) Have you ever heart about UFOs? b) Do you think they exist?

c) Have you ever seen any films on UFOs? d) What you want to know about UFOs? e) If you saw a UFO, what would you do? 1/ Pre-teach:

- a spacecraft: (vis) - meteor: (vis) - evidence: (sit) - an alien: (exlpain) - (to) capture: (syn) - (to) device: (tran) - (to) claim: (tran) * Slap the board 2/ T/F prediction:

a) Many people believe in UFOs

b) Some people have seen UFOs in the sky c) In 1952 there were more than 15 UFOs

d) Two men were axamined by the strange people on an UFO

e) An UFO was seen as an egg-shaped object 1/ T/F statements:

- Ask them to read the text and then check their prediction

a) T b) T c) F d) T e) T

2/ Fnding the words:

- Ask them to read the text again then find the words in the text which have below meanings

a) Evidence b) Meteor c) Alienas d) Collecting

Whole class

T - whole class

Individual

Pair work

(112)

Post-reading

Homework

e) Capture f) Disappeared

3/ Completing the sentences:

- Ask them to reads the text and complete the sentences

a) An aircraft

b) large round objects c) 1,500 UFO

d) An UFO above ther house e) An egg-shape

f) Claim they were g) And his plane h) That

* Retelling:

- Ask them to base on the T/F statements and then retell the story about UFO

- New words - Read the text - Retell the story

Individual