unit 1 a day in the life of lesson plan english 10 unit 1 a day in the life of lesson 1 reading period 2nd i aims reading for specific information about a day in the life of a farmer ii ojectives by

Pairs work Listen Repeat in chorus Individually Individually Pairs work Give the answers Work in groups and compare the answers. Individually Complete their notes Pairs work Give t[r]

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UNIT 1: A DAY IN THE LIFE OF…

Lesson 1: Reading Period: 2nd

I/ AIMS: Reading for specific information about a day in the life of a farmer.

II/ OJECTIVES:By the end of the lesson , students will be able to talk about their daily routines by learning a typical day of a farmer

III/ LEXICAL ITEMS:Vocabulary

IV/ TEACHING AIDS: Textbook, pictures about farmer and field work… V/ PROCEDURE:

T CONTENTS TEACHER’S STUDENTS’

7’

10’

5’

A WARM UP: Chatting

T: What time you often get up? S: I often get up at six

_ What time you go to school/ have breakfast/ lunch/ dinner/ go to bed

_ What you often in the morning/ afternoon/ evening B NEW LESSON :

1 Pre- reading : VOCABULARY:

_ plough (v): furrow, turn up the soil _ harrow (v): break the soil

_ plot of land (translation)

_ fellow peasants (n): farmers working in the same field _ local tobacco (translation)

_ take a short rest (v): have a rest for a short time _ transplant (v): grow rice

_ crop (n): (translation) 2.While reading: TASK1:Multiple choice.

1

C C A A

TASK2: Answering questions He’s a peasant/ farmer

2 He gets up at 4:30 and then he goes down to the kitchen to boil some water for his morning tea

3 In the morning he ploughs and harrows his plot of land, drika tea and smokes local tobacco during his break In the afternoon, they repair the banks of their plot of land Mr Vy pumps water into it while his wife does the transplanting

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

TASK3:Note completion. In the

morning 4:30:alarm goes off, Mr.Vy gets up, goes down to the kitchen, boils water for tea, drinks tea, has a quick breakfast, leads the buffalo to the field

5:15: leaves the house

Tells Ss to ask and answer about their daily routines by using the cues Teaches vocabulary Model

Writes the words on the board

Asks Ss to read the passages individually and choose the option A, Bor C that best suits the meaning of the italicised word(s) Goes around & gives help Calls on some Ss to read aloud their answers

Asks them to explain their choice

Have ss work in pairs , ask and answer about the passages Calls on some pairs to the task in front of the class

Gives feedback and suggested answers

Asks Ss scan the passage & make a brief note about Mr.vy & Mrs.Tuyet’s daily routines

Teels Ss to compare

Pair work Individual work Whole class Listen Repeat Write out Work individually

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10’

3’

5:30: arrives in the field, ploughs and harrows his plot of land

7:45: takes a rest 10:30: goes home

11:30: has lunch with family In the

afternoon

2:30p.m.:Mr Vy and Mrs Tuyet g oto the field again, repair the banks of their plot of land He pumps water into it She does the transplanting 6:00p.m.: finish work

7;00p.m.: have dinner After

dinner

Watch TV, go to bed

Sometimes visit neighbours, chat with them 3 Post reading:

1 This activity can be carried out through the game True or False Repetition drill

T reads aloud to7 statements abiut Mr.Vy and Mrs Tuyet If they are true, Ss willrepeat them If they are false , Ss will stay silent Ss who don’t follow this rule will get a kind “punishment” agreed by class

2 T also lets Ss the extra exercise in groups if they wish

C/ HOMEWORK:

Summarise the main points Assign homework

their notes with a friend

Give correct answer

Asks SS to talk about Mr Vy and Mrs Tuyet’s daily routines

Calls on some Ss to give a short talk about the daily routines of these vtwo farmers Corrcts Ss’ pronunciation mistakes

Group work

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UNIT 1: A DAY IN THE LIFE OF… Lesson 2: Speaking Period: 3rd I/ AIMS: Speaking about one’s daily routine.

II/ OJECTIVES: By the end of the lesson , students will be able to talk about his or her daily routine by using given information and pictures

IV/ TEACHING AIDS: Textbook, small cards of class timetable,… V/ PROCEDURE:

10’

15’

7’

A WARM UP: Revision of school subjects

SUBJECTS B NEW LESSON :

1 Pre- speaking : VOCABULARY _ tenth-grade student:

_ weekly timetable: _ Civic Education: _ class meeting:

* What time does Quan have + subject + on + day?  ask about the time of subject

* What lesson does Quan have at + time + on + day?  ask about the lesson

TASK 1:Quan is a tenth-grade student He goes to school every morning Now, look at his weekly timetable on page 15 Ask and answer questions with a partner, using the

information from the timetable.

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

B: He has Civic Education lesson at 7:15 a.m

A: What lesson does Quan have at 7:15 a.m on Monday? B: Civic Education

2 While speaking:

TASK 2: Talk about Quan’ activities, using the pictures. Suggested answer:

Everyday Quan gets up at 14:00 Then he studies for about two hours He watches TV at 16:30 At 17:00 he rides to the stadium to play footballwith other boys in the neighborhood He gets back home at 18:30 After having a shower, he has dinner with his family at 19:00 He prepares for the folowing day’s lesson at 20:00

3 After speaking:

TASK 3:Tell yur classmates about your daily routine. Suggestion:

_ In the morning:

Divide the class into small groups Ask SS to make a list of the subjects they learn at school

Elicits, teaches words

Lets Ss work in pairs about Quan’ routine

Keep Ss work in pairs and askthem to study the pictures carefully Asks Ss to describe Quan’s activities during the day Goes around & offer help Gives

Group work

Pair work

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3’

6:00: I get up and have breakfast

7:00; I go to school an have five lessons 12:00: I get back home and have lunch _ In the afternoon:

13:00: I have a short nap

14:00: I get up and my homework 17:00: I go swimming with my classmates 18:00: I get back home and have a bath 18:30: I have dinner with my family _ In the evening

19:30: I watch TV 20:00: I study English 23:00: I go to bed C/ HOMEWORK:

feedback Asks Ss to talk about their daily routine

Calls on some Ss to present in front of class

Have other Ss comment on presenters’ performance regarding content and pronunciation

Whole class

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UNIT 1: A DAY IN THE LIFE OF… Lesson 3: Listening Period: 4th I/ Aim(s): Listening for specific information.

II/ Objectstive(s): By the end of the lesson, students will be able to : _ Talk about a day in the life a cyclo driver

_ Improve listening skill by doing Pictures Ordering and True or False exercises III/ Lexical items:

_ Vocabulary _ Structures

IV/ Teaching aids: Textbook, cassette player. V/ Procedures:

7’

10’

A.WARM UP: Categorising a He gets up very early b He works in the streets c He vworks with children d He vlives in the country

e He gets people from one place to another f He corrects homework

g He works in school h He meets a lot of people i He works on the farm

He is a farmer He is a teacher He’s a cyclo driver

a, d, i c, f, g b, e, h

B.NEW LESSON: 1.Pre- listening: Answering questions.

 Yes, I have./ I have travelled by cyclo already  When I was six years old

 yes, it is./ it is very interesting to travel by cyclo

 I prefer going by cyclo because I can enjoy the view without worrying about riding the vehicle

Vocabulary:

_ district (n): an administrative division, smaller than a province

_ drop (v): leave Sb at a place

_ passengers (n): people who travel on a train, bus,…

_ pedal (n): a lever operated by foot to control a bicycle or motorbike

_ purchases (n): things a person buys

_ food stall (n): small booth, compartment or kiosk in/ near a market where food is sold

2 While Listening: TASK 1:Pictures Ordering

1

e f a c b d

TASK2: True or False

Asks Ss to put the sentences into the correct column

Tells Ss to ask and answer the

questions

Writes all the new words on the board

Explain each word separately and ask Ss to guess what the word is Lays the tape two times

Asks Ss to listen to Mr Lam’s talk about his daily routine and number the pictures in their correct order Have Ss compare their answers with a friend

Group work

Individually Pairs work

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5’

3’

1

F T F F F F

3 Post listening:

What is the man’s name? What does he do?

What time does he start work? Who are his passengers?

Is his first passenger an old man? Where does he have lunch? What time does he have lunch? Does he take a rest?

C/ HOMEWORK:

_ Summarises the main points of the lesson _ Learn by heart the new words

Feedback and gives correct answers

Lets Ss read the statements carefully Play the tape again, asks Ss to listen and decide whether the

statements are T/ F Tells Ss to ask and answer about Mr Lam’ activities by using the cues Goes around to help

Calls on some pairs ask and answer in front of class

work

Whole class Pair work

Whole class

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UNIT 1: A DAY IN THE LIFE OF… Lesson 4:Writing Period: 5th I/ AIMS: Writing a narrative.

II/ OJECTIVES:By the end of the lesson , students will be able to write a narrative by using given prompts

III/ LEXICAL ITEMS:words, expressions. IV/ TEACHING AIDS: Textbook, charts. V/ PROCEDURE:

10’

A/ WAMR UP: Noughts and crosses

Draw a table containing words in each cell

Divide class into two two groups: Noughts (O) and Crosses (X) Ss choose word by word in the cells and make sentences with each word A correct sentence gets one O or X The group with O or X vertically, horizontally or even diagonally first will be the winner

at first before until

then after as soon as

in the end while since then

B/ NEW LESSON: 1.Pre- writing: VOCABULARY

_ be due to (a): because of, owing to

_ stare death in the face (v): so scared, afraid _ take off (v): leave the ground

_ air-hostess (n): person who takes care of passengers on a plane

_ fasten seatbelt (v): fix the seatbelt around the body to keep safe on the plane

_ be in danger (v): to be in dangerous situation

TASK 1:Read the following passage and find all the verbs that are used in the past simple and the connectors in the story. Verbs: started, was, arrived, got, took off, began, thought, were, told, seemed, realised, were, screamed, thought, felt, annonced, was, landed

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

TASK 2:Identify the events, the climax, and the conclusion of the story.

The events: Got on plane, plane took off, hostesses were just beginning to serve lunch when plane began to shake, plane seemed to dip, people screamed in panic

The climax: We thought we had only minutes to live.

The conclusion: Pilot announced that everything was all right, we landed safely

2 While writing:

Introduces the game

Asks Ss to read the passage and find the verbs and the connectors in the story

Calls on some Ss to give them in front of class

Tells Ss to identify the events, the climax, the conclusion of the story Asks tem to report the results to class

Work in groups

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15’

7’ 3’

TASK 3:Build up the narrative about a hotel fire.

Last year, I spent my summer holidays at a seaside town The hotel was modern and comfortable I had a wonderful holiday until the fire

It was Saturday evening and everybody was siting in the discotheque (which was) on the ground floor It was crowded with people They are dancing and singing happily Suddently we smelt smoke Then black smoke began to fill the room Everybody started to sceam in panic People ran toward the fire exits One door was blocked Many people began coughing and choking

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

3 Post- writing: Peer correction C HOMEWORK:

Gives the answers and explains the development of the story

Instruct the task, tells them to use the prompts to build up a narrative about a hotel fire Goes around to offer help Encourage Ss to finish the writing under time pressure

Asks Ss to have peer correction Comment and correct necessary mistakes

Individual work & whole class

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UNIT 1: A DAY IN THE LIFE OF… Lesson 5:Language focus Period: 6th I/ AIMS: _ Identifying the sounds /i/ and /i:/

_ Reviewing the present and past simple tenses and adverbs offrequency II/ OJECTIVES:By the end of the lesson , students will be able to be more confident in pronouncing the sounds /i/ and /i:/ and better at using the present and past simple tenses and adverbs of frequency

III/ LEXICAL ITEMS:Two sounds; structures.

IV/ TEACHING AIDS: Textbook, pictures, handouts. V/ PROCEDURE:

5’

10’

A/ WARM UP: Categorising

Adverbs: tomorrow, usually, carefully, beautifully, hardly ever, yesterday,

Adv of manner Adv.of frequency Adv of time B/ NEW LESSON:

PRONUNCIATION:

_ /i /:is a short sound First practice the sound /i:/ Then open your mouth a little more

_ /i: /: is a long sound Open your mouth very little to make the sound /i:/

GRAMMAR: 1.Presentation:

a The present simple tense

Use: The present simple tense is ues for: _ repeated action

Ex: My friend often draws nice posters _ things in general

Ex: The sun rises in the East

_ fixed arrangements, scheduled events Ex: the plane flies to London every Monday _ instructions

Ex: Open your book at page 15

Signal words:always, usually, regularly, normally, often, sometimes, occasionally, rarely, seldom, never

b The past simple tense

Use: The past simple is used for

_ actions completed in the past at the definite time Ex: I went shopping yesterday

_ a past habit

Ex: I often went swimming every Sunday last year _ an action whose time is not given but occupied a period of time now terminated

Ex: He lived in HN from 1990 to 2000

Signal words: yesterday, time + ago, last + time, this

Asks Ss to put words under appropriate heading

Play the tape and ask Ss to repeat Calls on some Ss to repeat the sounds clearly to class Asks Ss to practice the sentences Asks Ss to discuss the form and use of the present simple tense

Calls on some Ss to class

Groups work

Whole class

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5’

3’ 2’

morning, in + time in the past 2 Practice:

Exercise 1:

1.is fish worry are catch am catch go give up 10 say 11 realise 12 am Exercise 2:

He usually/ sometimes/ often goes to bed at 10 p.m He is usually/ sometimes/ often/ late for class Exercise 3:

1 was done began 13 was 2.cooked felt 14 leapt were put out 15 hurried smelt 10 crept 16 found told 11 slept 17 wound sang 12 woke 18 flowed 3 Production:

Give some extra examples C/ HOMEWORK:

Asks Ss to complete the blanks in the passage

Asks Ss to put each of the adverbs in its correct order into the sentences Asks Ss to supply the correct past simple form of the verbs in the brackets

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UNIT 2: SCHOOL TALKS

Lesson 1: Reading Period: 7th

I/ AIMS: Reading passages about school and related problems.

II/ OJECTIVES:By the end of the lesson , students will be able to talk about their school and better their reading comprehension skill by doing True or False exercise and Answering questions

5’

7’

A WARM UP: Chatting

T:When you meet your friends, which of the following topics you often talk about?

S:When I meet my friends, we often talk about the sports and games we play at school like football, badminton, chess or even hide and seek Study is also our favourite topic We often discuss the best way to improve our English

B NEW LESSON : 1 Pre- reading :

VOCABULARY:Matching

A B

1 Biology a Poem, novel, Nguyen Du Math b Newton, Olm

3 Physics c Chemicals, H2O Chemistry d Number, minus, Pascal History e Geoloy, climate

6 Geography f Animals, plants, DNA… Vietnamese

literature

g Revolution, The First World War… Answer:1 f; d; b; c; g; e; a.

2.While reading: TASK1:Gap-filling.

1 enjoy crowded traffic language worry

TASK2: Finding who….

A: Who enjoys teaching? B:Miss Phuong A: Who has to get up early?  B: Phong A: Who lives far from school?  B: Phong A: Who loves working with children?  B: Miss Phuong A: Who loves learning English?  B: Phong

A: Who rides a bike to school every day?  B: Phong A: Who studies at a high school?  B: Phong

Asks Ss to discuss the question Encourage Ss to talk about the topics

Asks Ss to match the subject in A with the

information in B

Asks Ss to fill each blanks with one words in the box Have Ss compare the answers with a friend

Feedback & gives correct answers Asks Ss to read the small talks again

Pair work

Group work

Individual work

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7’

9’

3’

A: Who teaches Eng At a high school?  B: Miss Phuong A: Who worries about someone else’s safety?  B: Mr HH TASK3:Answering questions.

1 He studies at Chu Van An High School

2 He studies many subjects such as Maths, Physics, Chemistry, and so on

3 B/c it is internartional language

4 She says that teaching is hard work, but she enjoys it b/c she loves working with children

5 Because his son has to ride his bike in narrow and crowded streets to get to school

Post reading:

_ I like learning English best because it is necessary for my future job

_ At school, I like taking up some sports and dislike having to too many exercises

_ At school, I am worried about the way to pass difficult tests C/ HOMEWORK:

and find out who….Encourage Ss to discuss with their partners to get the correct answers

Call on some pairs to explain their answers to

class.Give correct answer

Asks Ss to read the talks carefully and answer the

questions Calls on some Ss to read aloud the question in front of the class Feedback & gives correct answers

Choose one of the following topics and talk about it for about minutes

Pair work

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UNIT 2: SCHOOL TALKS Lesson 2: Speaking Period: 8th I/ AIMS:Making small talks in daily situations.

II/ OJECTIVES: By the end of the lesson , students will be able to: _ Use common expression in making small talks

_ Start and close a conversation III/ LEXICAL ITEMS:Vocabulary

7’

10’

5’

10’

A WARM UP: Rearranging.

1 has, nice to, yu, talking, been, it, very weekend, did, nice, have, a, you? up, late, catch, you, with

4 school, everything, how, at, is? Answer:

1 It has been very nice talking to you Did you have a nice weekend? Catch up with you later

4 How’s everything at school? B NEW LESSON :

1 Pre- speaking :

TASK 1:Place the expressions under the appropriate heading. Start the conversation Closing a conversation Good morning Goodbye See you later How’s evrything at school? Well, It has been nice

talking to you

Hello, How are you? Sorry, I got to go Talk to you later

Hi How is school? Great I’’l see you tomorrow Hello, What are you doing? Catcg up with you later 2 While speaking:

TASK 2: Sentences Rearrangement.

1

D F B H E C G A

TASK 3: Conversation completion.

A: Hello, Hoa You don’t look very happy What’s the matter with you?

B: Hi, Nam I feel tired I’ve got a headche

A: Sorry to heard that You’d better go home and have a rest B: Yes, that’s great ideas Goodbye , Nam

A: See you later 3 Post speaking:

TASK 4:Make small talks on the following topics. A: Hi How are you today?

B: I’m fine Thank you Did you watch TV last night?

Gives out to sentences whose words are not in good order

Asks Ss rearrage the words to make complete sentences

Have Ss to put the expressions under appropriate heading Explaining unfamiliar structures

Have Ss practice these expresions with his/ her partner

Feedback and give correct answer Asks Ss to rearrage the sens

Calls on some pairs to practicein front of class

Asks Ss to complete conversation with suitable words Calls on some pairs

Pair work

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3’

A: It’s a pity I had to finish my homework last night Is there anything interesting?

B: Yes It’s the first time a contestant could answer 13 out of 15 questons in the game show Who wants to be millionaire He is very brilliant

A: Really? I will try to finish homework early tomorrow so that I will be able to watch the repeated broadcast at p.m B: That’s a good idea I got to gonow See you then A: Take care Bye

C/ HOMEWORK:

to pratice the completed

conversation in front of class.Gives answers

Have Ss make small talk on the topics Calls on some pair to act out the

conversation in front of class

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UNIT 2: SCHOOL TALKS Lesson 3: Listening Period: 9th I/ Aim(s): Listening to mini conversations for specific information.

II/ Objectstive(s): By the end of the lesson, students will be able to make mini conversations about daily topics such as study at school, weather and travelling …

III/ Lexical items: _ Vocabulary _ Structures

IV/ Teaching aids: Textbook, cassette player. V/ Procedures: 10’ 7’ 7’ 7’ 6’

A.WARM UP: Conversation Build.

Hi, ………How? ……… fine ………… Niceweekend? ……… wonderful ………to……….the beach………

B.NEW LESSON:

1.Pre- listening:Matching.

1

c e a b d

Pictures description

What you see in the pictures? Who are they?

What are they doing? 2 While Listening: TASK 1:Matching.

Conver

Picture b c d a

TASK2:Answering questions. She is taking english

2 She is in Miss Lan Phuong’s class He is at a party

4 He plans to stay there for a week No, she doesn’t She travels alone TASK 3: Conversation completion.

1 it here travelling very nice No big alone comfortable for a drink 3 Post listening:

Talk about the problem(s) you have experienced at school _ facing with difficulties in learning a subject

_ being late for school _ having bad marks _ failing a test

_ failing to catch up with other students

_ having problems in relationship with classmates Suggested questios:

What problem(s) have you experienced at school?

Asks Ss to build conversation basing on the key words Comment

Asks Ss to match a question in A with a response in B calls on some pairs to read aloud the question and

response in front of the class Feedback Asks Ss to listen to the and match them with the pictures

Play the tape more than once if

necessary

Have Ss listen to the tape again and answer the questions.calls on some Ss to read aloud their answers in front of the class Asks Ss to listen to it and complete the conversationby filling in the missing information

Asks Ss to discuss the problems they have experienced at school

Goes around the

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3’

What is/are reason(s)?

What have you done to solve it/ them? Who helps you to solve it/ them? C/ HOMEWORK:

class and offer help

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UNIT 2: SCHOOL TALKS Lesson 4:Writing Period: 10th I/ AIMS:Flling in the form.

II/ OJECTIVES:By the end of the lesson , students will be able to :

_ Fill some common forms such as enrolment form, simple applicationform, library admission form,…

_ Use useful words and structures in some certain forms III/ LEXICAL ITEMS:Words expressions.

IV/ TEACHING AIDS: Textbook, charts. V/ PROCEDURE:

5’

10’

5’

10’

A/ WAMR UP: Question and answer. TASK1: Answering questions.

1.ve you ever fill in a form? On what occasions?

 I have to fill in a form in many occasions, for example when I apply for a job or apply for a scholarship, open a bank accout, register a fixed phone number, and register a library card What sort of information you often have to provide when you fill in a form?

 When I fill in a form, I often have to provide such information as my full name, age, occupation, address, sex and marital status

B/ NEW LESSON: 1.Pre- writing: VOCABULARY

_ country of origin: quê quán _ present address:chỗ _ material status:tình trạng nhân _ occupation: job

_ block capitals: chữ viết hoa _ delete: xóa

_ applicable: thích hợp, phù hợp TASK 2: Matching.

1

d f e g b c a

TASK 3:Doing What Form ask Viết tên chữ in hoa Ký tên

3 Gạch bỏ thông tin không phù hợp Đánh dấu X bạn nam Đánh dấu Vnếu bạn nữ TASK 4:Filling in the form.

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

Mr./ Mrs./ Miss Surname: NGUYEN

Asks Ss to answer the questions Gives examples of some commonly-used forms: application form, entry admission form…

Asks Ss to task Match a line in A with a questions in B

Have Ss compare their answers with a partner

Expali and give correct answers Have Ss the task individually

Goes around & provide help

Further explain and translate into Vnese

Pair work

Pair work Whole class Individual work

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12’ 3’

First name:THUY NGOC Date of birth: 22/01/1990 Nationality: VIETNAMESE

Language(s): VIETNAMESE, ENGLISH

Address in your country: 19 LANG STREET, HANOI Occupation: STUDENT

Reason for learning English: Busuness/ Pleasure/ Exams? Others ( If others, please specific)

How many hours a day you want to stay at the school? HOURS What date you want to start? 5/9/2006

3 Post writing. Peer correction C HOMEWORK:

Asks Ss to study the form carefully and fill in the form using their own

information

Calls on Ss to fill in the form on the board while others doing the task in the textbook

Tells Ss to comment on their

performance

Corrects the form as the whole class Gives suggested answer

Pair work

(19)

UNIT 2: SCHOOL TALKS

Lesson 5:Language focus Period: 11th I/ AIMS: _ Revision of the sounds / / and /a:/

_ Using gerund and to-infinitive

II/ OJECTIVES:By the end of the lesson , students will be able to: _ pronounce the vowels / / and /a:/

_ distinguish the use of gerund and to-infinitive. III/ LEXICAL ITEMS:Two sounds; structures. IV/ TEACHING AIDS: Textbook, cassette. V/ PROCEDURE:

5’

10’

A/ WARM UP: Jumbled words. bsutcej -> subject skat -> task lmeeaf -> female ctarfif -> traffic B/ NEW LESSON:

PRONUNCIATION:

_ / /:is very short sound First practice the sound / / then put your tongue back a little

_ /a:/: is a long sound First pronounce the sound /a:/ then put your tongue down and back

GRAMMAR: 1.Presentation: a WH- questions:

* WH- questions allow a speakers to find out more information about topics

When? Where? Who? Why? How? What?

Time(thời gian) Place (nơi chốn) Person (con người) Reason (lí do) Manner(cách thức)

Object/ idea/ action (vật/ý kiến/hành động)

* Other words can also be used to inquire about specific information

Which (one)? Whose? Whom? How much? How many? How long? How often? How far? What kind(of)?

Choice of alternatives (chọn lựa) Possession ( sở hữu)

Person (object formal) (người) Price, amount (non-count) Quality (count)

Duration (khỏang thời gian) Frequency (sự thường xuyên) Distance (khỏang cách) Description (sự miêu tả)

b Some common verbs/ expressions followed by a gerund.

Asks Ss to rearrange the letters to makr good words Play the tape and ask Ss to repeat Calls on some Ss to repeat the sounds clearly to class Asks Ss to practice the sentences

Groups work

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7’

6’

Admit/ avoid/ can’t help/ consider/ complete/ delay/ deny/ detest/ dislike/ enjoy/ excuse/ explain/ finish/ escape/ imagine/ keep/ mind/ report/ risk/ postpone

Be used to/ get used to/ be worth/ be busy/ would you mind/ it’sno used/ it’s no good

c Some common verbs followed by to + base form of verb. Agree/ arrange/ beg/ desire/ decide/ demand/ determine/ expect/ fail/ hope/ intend/ learn/ need/ offer/ plan/ prepare/ pretend/ promise/ refuse/ seem/ tend/ threaten/ want/ wish d Some common verbs followed by Obect + to + base form of verb.

Advise/ ask/ allow/ beg/ encourage/ expect/ permit/ persuade/ order/ recommend/ request/ tell/ want 2 Practice:

Exercise 1:

1.When did you come? How long did you stay? Who did you come with? Where you live?

5 Why you like learning English? What time is it now?

7 How many children they have? Exercise 2:

1 to hear to pay going to go remembering visiting doing seeing worrying 10 hearing Exercise 3:

1 to go making waiting to call having to lend to find talking living 10 to post 3 Production:

Asks Ss to make questions for the responses

Calls on some pairs to read the Q & A in front of the class

Asks Ss to read the letters carefully and fill in each blank with a verb in bracket

Gives correct Asks Ss to complete the sentences using a verb in the box Calls on some Ss to read their answers aloud in front of class Feedback and give correct answers

Pair work

Whole class Individually

(21)

UNIT 3: PEOPLE’S BACKGROUND Lesson 1: Reading Period: 12th I/ AIMS: Reading for general ideas and specific information

II/ OJECTIVES:By the end of the lesson , students will be able to: _ read better through Matching and True or False exercises

_ improve background knowledge about famous scientists especially about Marie Curie… III/ LEXICAL ITEMS:Vocabulary

IV/ TEACHING AIDS: Textbook, pictures of some famous scientists…. V/ PROCEDURE:

10’

7’

A WARM UP: Networks

B NEW LESSON : 1 Pre- reading : VOCABULARY:

_ general education(n): comprehensive study of all subjects and skills (giáo dục phổ thoâng)

_ brilliant (a) : clever, quick at learning.

_ mature (a) : fully-grown/ developed in character and power _ harbour the dream of : foster/ keep in mind the dream of doing something

_ flying colours : (leave university) with excellent grade _ PhD : doctor of Phylosophy ( Tiến só)

_ to be awarded : to be presented with _ tragic death : die painfully, tragically

_ atomic weight of radium : trọng lượng nguyên tử _ humanitarian wish : mong muốn nhân đạo 2.While reading:

TASK1:Matching.

1

c e a d b

TASK2: True or False.

1

T F T F T

TASK3: Answering questions

1 Marie Curie was born in Warsaw on Nov 7, 1867 She was a brilliant and mature student

3 She worked as a private tutor to save money for a study tour

Asks Ss to make a list of famous scientists

Teaches vocabulary Model

Asks Ss to read the passages

individually and match the words or phrases in A with the meanings in B Goes around & gives help Calls on some Ss to read aloud their answers Asks them to

explain their choice

Have Ss read the passage and decide whether the

statements are T/ F Have Ss work in

Group work

Individual work Whole class Listen Repeat Write out

(22)

5’

3’

abroad

4 She was awarded a Nobel Prize in Chemistry for determining the atomic weight of radium

5 No, it wasn’t Her real joy was “easting human suffering” 3 Post reading:

_ strong-willed(ý chí mạnh mẽ): She harbouyred the dream of a scientific career, which was impossible for a woman at that time / Finally in 1891, Marie, with very little money to live on, went to Paris to realise her dream at the sorbonne _ ambitious (khát vọng lớn): She harboured the dream of a scientific career, which was impossible for a woman at that time / She earned a degree in Physics with flying colours and went on to take another degree in Mathematics

_ hard-working (chăm chỉ): In spite of her difficult living conditions, she worked extremely hard

_ intelligent (thoâng minh): She earned a degree in Physics with flying colours / Soon after, she was awarded a Nobel Prize in chemistry for determining the atomic weight of radium

_ humane (nhân đạo): But her real joy was “easting human suffering”

C/ HOMEWORK:

pairs , ask and answer about the passages.Calls on some pairs to the task in front of the class

Gives feedback and suggested answers Asks Ss to work in groups and highlight or underline the evidence that they find in the passage

Group work

(23)

UNIT 3: PEOPLE’S BACKGROUND Lesson 2: Speaking Period: 13th I/ AIMS: Speaking about someone’s background.

II/ OJECTIVES: By the end of the lesson , students will be able to talk about their own background and know how to ask for other people’s background

IV/ TEACHING AIDS: Textbook, small cards, interview forms, posters, V/ PROCEDURE:

10’

7’

15’

A WARM UP: Word Square.

H B R I L L I A N T

U A H N B W L M H V

M M A T U R E B S R

A C R E C D K I E C

N H D L Y W A T D U

E E D L R A D I U M

E M S I G B T O W P

O I Z G V W C U O F

R S M E U S R S T R

S T T N O B E L V A

W B A T O M I C B C

Answers: brilliant, mature, radium, Nobel, atomic humane, hard, chemist, intelligent, ambitious B NEW LESSON :

TASK 1:Decide which of the the items below can tell you about Sb’s background.

Family: _ How many people are there in your family? _ Where you live?

_ What does your father do?

_ Do you have any brothers or sisters? Hobby: _ What arte your hobbies?

_ What you like to in your free time? Education: _ Where you go to school?

_ Where did you go to primary school? Dislike: _ What don’t you like to do?

Experience: _ Have you ever been to ….? _ Have you ever done……?

_ Have you ever been a moniter/ monitress? 2 While speaking:

TASK 2: Imagine you are a journalist Use the cues below to interview a classmate about his/ her background or that of a person he/ she knows well Change the role when you have finish.

Greeting: Good morning!

Ask Ssin groups to find the words by circling the words and write them down below the word square

Asks Ss to decide which items can tell sb’s background Encourage Ss to discuss the items and choose the appropriate ones Asks Ss to discuss the questions that can be used to get information for each item

Calls on some Ss to give questions for each item

Gives suggested answers

Gives Ss the interview form

Group work

Whole class

(24)

10’

3’

Date of birth: When were you born? Place of birth: Where were you born? Home: Where you live?

Parents: can you tell me about your parents?

Brothers: How many brothers/ sisters have you got? Primary school: What’s the name of your primary school/ secondary school?

Schoolwork: Have you ever been a leader of…/ Were you a member of any clubs?

Favourite subject: What subjects you like best? Experience: How you work at school?

Thanking: Thank you very much! 3 After speaking:

TASK 3:Talk about the person you have learnt about from the interview.

Suggestion:

The person I interview is Lan She was born in 1991 in Hanoi There are five members in her family…

C/ HOMEWORK:

Gives questions for the information items

Goes around and offer help

Make sure that all Ss have the form filled before moving to the next activity

Asks Ss to talk about the person they have known through interview Calls on some Ss to give a small talk in front of the class Comment and gives correct

Group work

(25)

UNIT 3: PEOPLE’S BACKGROUND Lesson 3: Listening Period: 14th I/ Aim(s): Listening for specific information about Olympic Games.

II/ Objectstive(s): By the end of the lesson, students will be able to talk about one of the Olympic champion by using the information regarding her background and career

5’

7’

10’

A.WARM UP: Chatting.

Olympic & Olympic champions What you know about Olympic? When did the Olympic start? How often is it held?

Do you know any Olympic champion?

What you want to know about an Olympic champion? Do oyu want to know about his/ her family background/ career success/ medals?

B.NEW LESSON: 1.Pre- listening: Answering questions. Vocabulary:

_ Diploma (n): the formal document recognising the successful completon of a certain programme of academic studies E.g: high school diploma

_ certificate (n): the general testimonial of sth Such as a birth/ marriage/ death certificate

_ degree (n) the award given by university for completing an academic study programme such as bachelor’s degree, Master’s Degree

_ sport teacher (n): a teacher who teaches sports 2 While Listening:

TASK1: True or False

1

T T F T F

TASK2: Gap-filling. a general education lives; family

3 different; swimming love story

5 teacher’s diploma 3 Post listening:

Ask and answer about Sally. _ When was she born? _ Where does she live?

Asks Ss to talk about Olympic and Olympic

champions

Asks Ss to listen to the tape and decide whether the statements are T or F

Play the tape several times Have Ss compare their answers with a friend

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

Feedback and give correct answers Tells Ss to read the sentences carefully and try to guess the missing words in the blanks Asks Ss to listen

Pair work

Whole class

Individual work Individual work

(26)

3’

_ Who does she live with? _ Where did she go to school?

_ What does she like to in her free time? _ What sort of books does she like reading? _ What does she want to be in the future? C/ HOMEWORK:

the coversation again and fill the blanks.Play the tape more than once

Asks Ss to ask & answer about Sally

Calls n some Ss to give the talk to class

Comment on Ss’ performance regarding

pronounciation and body language

Whole class

(27)

UNIT 3: PEOPLE’S BACKGROUND Lesson 4:Writing Period: 15th I/ AIMS: Writing a C.V about people’s background.

II/ OJECTIVES:By the end of the lesson , students will be able to: _ Write a simple C.V

_ Get to know the format, layout and essential information of a C.V III/ LEXICAL ITEMS:words, expressions.

IV/ TEACHING AIDS: Textbook,some C.V samples. V/ PROCEDURE:

5’

10’

17’

A/ WAMR UP: Gap filling: Definition of a C.V. Purpose, summary, capable, shows, contains

A curriculum Vitae or a C.V is a personl summary of a

person’s background, experience, training and skills It shows an applicant’s suitability and potential for certain jobs Its main purpose is to prove that someone are capable of doing the job he/ she looking for A C.v generally contains Personal information/ data, Education, Previous jobs, Interests……… B/ NEW LESSON:

1.Pre- writing:

A C.V normally consist of following items. Personal information/ data:

Education: Previous jobs: Interest:

TASK 1:Read Mr Brown’s C.V and write a paragraph about Mr Brown.

Mr Brown was born on november 12, 1969 in Boston He went to Kensington High School and passed exams in English, French and Mathematics He worked in a travel agency from June 1991 to December 1998 And from 1999 to 2002, he worked as a hotel telephonist He like music and dancing TASK2:Ask yourpartner for the information about his/ her parent and complete the form.

Name: Tran Thanh Mr./ Ms Date of birth: 15/12/63

Place of birth: tien Giang Education

School attended: Nguyen Dinh Chieu High School

Exams passed: Chemistry, Literature, Mathematics, Physics Previous jobs

Job Date from Date to Office worker February 1986 August 1990 Reporter April 1991 April 1996 Interest: Reading & travelling

Asks Ss to fill in the blank with the words given

Implicit the elementof a C.V by asking Ss to read Mr Brown’s C.V

Introduce the elements of a C.V

Asks Ss to write a paragraph about Mr Brown Have Ss compare their writing with a friend

Asks SS to ask the partners for the information about his/ her parent and complete the form Goes around the class and provide help

Work in groups

Whole class

(28)

10’

3’

TASK3:Write a paragraph about your partner’s parent Then ask him/ her to read the paragraph and check whether the information is correct.

His name is Tran Thanh He was born in Tien Giang on december 15, 1963 He went to Nguyen Dinh Chieu High School where he passed exams in Chemistry, Literature, Mathematics and Physics

He started working as an office worker in February 1986 and quit four years later, in ugust 1990 Then he became a reporter in April 1991, after half a year unemployed But he quit that job again in April 1996

He likes reading and travelling a lot 3 Post- writing:

Peer correction C/ HOMEWORK:

Asks Ss to write about his/her partner’s parent

Group work

(29)

UNIT 3: PEOPLE’S BACKGROUND Lesson 5:Language focus Period: 16th I/ AIMS: _ distinguishing the sounds /e/ and / /

_ Learning how to use past perfect tense

II/ OJECTIVES:By the end of the lesson , students will be able to: _ pronounce the sounds /e/ and / / correctly

_ use the past perfect tense appropriately and distinguish it with the past simple tense III/ LEXICAL ITEMS:Two sounds; structures.

5’

10’

5’

8’

A/ WARM UP:table completion

Verb infinitive Past form Past participle take

met

left broke

come

gone got

been

saw B/ NEW LESSON: PRONUNCIATION:

_ /e /:is a short sound First pronouce the sound I then open your mouth a little more

_ / /: first pronounce the sound /e/ then open your mouth a little more

GRAMMAR: 1.Presentation: The past perfect tense.

Form: (+) S + had + V-ed/ V3 + O

(-) S + had not (hadn’t) + V-ed/ V3 + O (?) Had + S + V-ed/ V3 + O?

Use: The past perfect tense can be ued to describe: _ an action before a point of time in the past

Ex: I had done all my homework before p.m last night _an action that had happened before another past action Ex: I had done all my homework before I watched TV 2 Practice:

Exercise 1:

1 had broken had been had done had left had met had moved

4 had not (hadn’t) turned off had not (hadn’t) seen

Tells Ss to

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

Play the tape and ask Ss to repeat Calls on some Ss to repeat the sounds clearly to class Asks Ss to practice the sentences Asks Ss to discuss the form and use of the past perfect tense

Asks Ss to Ex.1 Have Ss compare their answer with a friend Make sure all the verbs have

Groups work

Whole class

(30)

12’

5’

5 had ever seen 10 had broken in Exercise 2:

1.had just finished, came; 2.had seldom travelled, went; 3.went, had already taken;

4.Did…………manage, had………gone, got; 5.had just got, phoned, had been

Exercise 3:

1.(sent.1) had climbed  climbed (sent.3) had turned  turned

3 (sent.5) had called out  called out (sent.7) had heard  heard

5 (sent.9) went  had already gone 3 Production:

been put in the correct form Identify the past simple tense and the past perfect tense Asks Ss to Ex.2

Tells Ss to read the story carefully and ask them some questions about the story to make sure Ss have general understanding

Pair work

(31)

TEST YOURSELF A Period: 17th LISTENING:

1 15th January 1929 6 a minister at a

2 In 1951 the black freedom movement

3 for years heard his speech at the

4 he met In 1964

5 they got married 10 4th April 1968

Tapescript

Martin Luther King was born on 15th january 1929 in Atlanta, Georgia In 1951, he went to Boston

University, where he studied for four years In 1952, he met Coretta Scott, and as soon as he saw her, he fell in love They got married in 1953, and they had four children In 1954, the Kings left Boston, and Martin became a minister at a Baptist Church in Montgomery, Alabama Then he stared working for the black freedom movement Thousands of people walked to Washington to hear his famous speech at the Lincoln Memorial in 1963, and he won the Nobel Peace Prize in 1964, he died on 4th

April 1968 in Memphis, Tennessee, from a gunshot wound New words:

Fall in love: yêu, phải lòng Get married: kết hôn

The black freedom movement: phong trào tự người da đen READING

1.F C A D

New words:

_ to be married with (three children): lập gia đình (và có con) _ research: nghiên cứu

_ principal: hiệu trưởng

_ Technical College: trường Đại học kỹ thuật

_ Public Health Council: hội đồng sức khỏe cộng đồng GRAMMAR.

1 to apply am attended passed got

6 can reading know am able 10 hearing WRITING

29 Hang Bai Street, Hanoi, vietnam Dear Sally,

I am very delighted to be your pen friend I’m sixteen years old and I am only 1.50 meters tall I’ve got dark, short hair and black eyes I live in the centre of Hanoi with my parents and younger sister She is a student at Thang Long Primary School

I am a stuent at Chu Van An High School It’s a big and beautiful school in Hanoi There are about one thousand students and sixty teachers in my school I study many subjects: English, Chemistry, Physics, Maths, History…… I like English most b/c I want to sing English songs I go to school in the morning and have five periods every day from 7:15 to 11:30 In the afternoon I study at home and help my parents with the housework

I’m looking forward to hearing from you soon Give my best wishes to your parents and two sisters Yours ,

(32)

AN HOUR TEST Period: 18th

CORRECTING THE TEST Period: 19th

UNIT 4: SPECIAL EDUCATION Lesson 1: Reading Period: 20th I/ AIMS: Reading about special education

II/ OJECTIVES:By the end of the lesson , students will be able to understand the term special education and talk about it through Matching and Multiple choice exercises

IV/ TEACHING AIDS: Textbook, pictures about special classes and Braille Alphabet V/ PROCEDURE:

10’

7’

8’

7’

10’

3’

A WARM UP: Brainstorming

Look at thte Braille Alphabet in the book and work out the message that follows

Answer: We Are The World B NEW LESSON :

1 Pre- reading : VOCABULARY:

_ disabled (a): be unable/ incapable of doing Sth _ dumb (a): not being able to speak

_ proper schooling (n): enough and good study

_ opposition (n): opposing ideas, disagreeing viewpoints _ make effort (v): try, attempt

_ to be proud of (a) : take pride on 2.While reading:

TASK1:Matching.

1

c e a b d

TASK2: Multiple choice.

1

D B A C D

3 Post reading After you read

1 disabled time- consuming read maths

3 write arms efforts fingers opposition 10 proud C/ HOMEWORK:

Asks Ss to transfer the raised dots in Braille Alphabet to English Alphabet Teaches vocabulary Model

Asks Ss to read the passages

individually and task Encourage Ss to guess the

meaning of the words in the context Calls on some Ss to read their answers aloud in front of class Tells Ss to read the passage again more carefully and complete the sens by circling the corresponding Encourage Ss to guess the missing word

Have Ss complete

Group work

Whole class

Individual work

(33)

(34)

UNIT4: SPECIAL EDUCATION Lesson 2: Speaking Period: 21st I/ AIMS: Talking about school life

II/ OJECTIVES: By the end of the lesson , students will be able to: _ talk about school life a student

_ actively engage in an interview III/ LEXICAL ITEMS:Vocabulary

IV/ TEACHING AIDS: Textbook, whiteboard markers,… V/ PROCEDURE:

10’

7’

15’

10’

3’

A WARM UP: Networks

SUBJECTS Suggested answers:

_ Subjects: English, Literature… _ Test: oral, final, mid-term,…… _ Break

_ Homework _ Teacher

_ Secondary ( lower and upper secondary) B NEW LESSON :

TASK 1: Work with a partner and fill in the blanks with the right questions.

A B C D E F G

4

TASK 2: Interview your partner , using the questions in task 1 Note: Ss are suggested to use his/ her own information to answer the questions However, they may use the answers in the books as samples

3 Post speaking:

TASK 3:Tell the whols class what you know about your partner

Suggestion:

Hanh went to Long Bien Lower- secondary school She had 10 subjects to learn at school She went to school in the morning and often had classes each morning…

C/ HOMEWORK:

Asks Ss to make a list of words relating to school The group with the longest list will be the winner

Asks Ss to fill in the blanks with the right questions Call on some Ss to explain their answers Asks Ss to carry out the interview, using the questions in task

Goes around provide help Calls on some ss to use the information in the interview to make a mini-presentation about his/ her partner Tells the whole class to comment on presenters’

performance

Group work

Individual work

Pair work

Individual work and whole class

(35)

UNIT 4: SPECIAL EDUCATION Lesson 3: Listening Period: 22nd

I/ Aim(s): Listening for specific information about a special class for disabled children

II/ Objectstive(s): By the end of the lesson, students will be able to listen better through True or False and Gap-filling exercises

7’

10’

8’

10’

A.WARM UP: Word form Sorry; second; decide; able Suggested answers:

Sorry – sorrow, sorrily…

Second – secondary, secondly, secondhand…… Decide – decision, decisive, decisively,… Able – disabled, disability, …

B.NEW LESSON: 1.Pre- listening: Vocabulary:

_ photograph (n): a picture or image taken by photographers _ photographer (n): a person who takes pictures

_ photography (n): the study/ the art of forming and fixing images by the chemical action of light and other elements _ photogenic (a): having interesting features that are suitable for photographing

_ photographic (a): belonging to photography photographic

2 photography photographer photograph photogenic

_ surroundings (n): conditions, objects that make the living environment

_ sorrow (n): pain or distress caused by loss or disability _ passion (n): great love for Sth

_ labourer (n): a person who works manually, working class _ deaf (a): partially or entirely unable to hear

_ mute (a): unable to speak

_ exhibition (n): a display, a public showing 2 While Listening:

TASK 1:True or False

1

T F T F T

TASK2: Gap- filling.

1 photographic simple

Asks Ss to find the different words that derive from the following roots The group with the longest list of correct words will be the winner Explain the meaning of the words in the box

Asks Ss to fill each of the blanks with one word from the box

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

Gives correct answers

Let Ss read the statements carefully

Ss listen to the tape and decide whether

Group work

Whole class

(36)

7’

3’

2 19 peaceful exhibition chickens 50 stimulated beauty 10 escape 3.Post listening:

Retell the story about the Vang Trang Khuyet Photography Club.

What is the name of the club?

Who are the members of the club? Where they come from? How many are there?

How many photographs are on display? What are their photographs about?

What does their passion of taking photographs help them? C/ HOMEWORK:

the statements are true or false Plays the tape more than once

Have Ss listen to the tape and write in each blank with a suitable word Calls on some SS to read the answers aloud in front of the class Tells Ss to ask and answer about the Vang Trang Khuyet Photographic Club

work

Group work

Whole class

(37)

UNIT 4: SPECIAL EDUCATION Lesson 4:Writing Period: 23rd I/ AIMS: Writing aletter of complaint.

II/ OJECTIVES:By the end of the lesson , students will be able to; _ read and understand a simple letter of complaint

_ write a letter of complaint about the poor quality of the service at an English Centre III/ LEXICAL ITEMS:words, expressions.

7’

10’

A/ WAMR UP: Categorising

Put these words under two headings: compliments and complaints

Bad, helpful, expensive, lazy, hard-working, good, careful, poor, unhappy, beautiful

Compliments Complaints

Helpful Bad

Hard- working Expensive

Good Lazy

Careful Poor

Beautiful Unhappy

…… ……

Complaint is a kind of formal letter used when you are not happy with a service, a contract, a course,…

A letter of complaint usually includes three main parts. Opening

Explaining the broblem Suggesting a resolution B/ NEW LESSON: 1.Pre- writing: VOCABULARY

_ native teachers (n): teachers who come from English- speaking countries

_ air- conditioner (a): to be equipped/ furnished with air – conditioner

TASK 1:After studying for two weeks at English for Today Centre, you notice that everything is worse than what the advertisement says A friend of yours wants to know about the centre and you tell him/ her tha facts Now you work in pairs and complete the dialogue with your own ideas.

1 I am not happy with it at all

2 not all of them are native teachers

3 that is not true My class has over 30 students I had to pay for them

5 only some of them Mine is not

6 in fact classes often start late and finish early

Gives ten or more adjectives and ask Ss to put them under two heading

Explain some difficult words Goes around the class and offer help Call on some Ss to read their own answers aloud to class

Work in groups

(38)

15’

10’ 3’

TASK 2:Complete the letter of complaint. 2 While writing:

TASK 2:Complete the letter of complaint.

First of all, you say that there are only native treachers, but my class has one Vietnamese teacher and two native teachers You also say that each class has no more than 20 students but there are over 30 students in my class In the advertisement, you say we can have books and cassette tapes free of charge but in fact we had to pay for them To make the matter worse, the classroom is not air- conditioned That is quite different from the advertisement Finally, what I not like most about your centre is the time The class time is not the same as what the advertisement says Classes not only start late but also finish early

3 Post- writing: Peer correction C/ HOMEWORK:

Have Ss read the letter of complaint in the bookand complete is base on the dialoguege in task

Tell Ss to exchange their wring with a friend

Introduce peer correction Pick up some writing to check their mistakes as the whole class

Individual work

(39)

UNIT 4: SPECIAL EDUCATION Lesson 5:Language focus Period: 24th I/ AIMS: _ Distinguish the sounds / / and / :/

_Using the + adjective, used to + infinitive and which. II/ OJECTIVES:By the end of the lesson , students will be able to: _ distinguish and pronounce the sounds / / and / :/ correctly

_ use the + adjective as a noun, combine two sentences with which and review used to + infinitive.

IV/ TEACHING AIDS: Textbook, whiteboard markers… V/ PROCEDURE:

T CONTENTS TEACHER’S STUDENT

S’ 7’

10’

13’

5’

A/ WARM UP: Find someone who

Did you use to … Name

cry at night go to bed late? be afraid of ghost? eat a lot of ice cream? ………

B/ NEW LESSON: PRONUNCIATION:

_ / /:is a short sound First pronounce the sound / / then put your tougue slightly back and bring your lips slightly forward _ / :/: is a long sound First practice the sound then put the back of your tongue up a little

GRAMMAR: 1.Presentation: a The + adjective

We use the + adjective to describe a group of people as a whole: e.g the blind, the rich, the poor,…

The rich means a group of people who are all rich These adjectives are followed by a plural verb b Used to + infinitive

we use used to + infinitive to express a past action and state It has no present equivalent

Ex: When I was a child, we used to go on a holiday to the seaside

Notice the negative and the question: Where did you use to go?

We didn’t use anything interesting.

c Which can be used in relative clauses to refer to the whole of the earlier clause

Ex: She arrived on time, which amazed everybody 2 Practice:

Exercise 1:

Let SS g oround the class and ask other SS what they used to when they were small If the answer is Yes, write his/ her in the table Make sure that Ss are aware of the difference between the two sounds.Asks Ss to repeat several times

Play the tape and ask Ss to repeat Calls on some Ss to repeat the sounds clearly to class Asks Ss to practice the sentences Asks Ss to discuss the form and use of the present simple tense

Group work

(40)

3’

7’

2 the injured the unemployed the sick

5 the rich; the poor Exercise 2:

2 used to have/ used to ride used to live

4 used to like/ used to love/ used to eat used to be

6 used to take used to be

8 did you use(d) to go? Exercise 3:

2 Jill isn’t on the phone, which makes it difficult to contact her Neil has passed his exams, which is good new

4 Our flight was delayed, which meant we had to wait for hours at the air port

5 Ann offered to put me up for the night, which was very nice of her

6 The street I live in is very noisy at night, which makes it difficult to sleep

7 Our car has broken down, which means we can’t go away tomorrow

3 Production:

Asks Ss to complete the blanks in the passage

Asks Ss to put each of the adverbs in its correct order into the sentences Asks Ss to supply the correct past simple form of the verbs in the brackets

Whole class Individually

Individual work Pair work

(41)

UNIT 5: TECHNOLOGY AND YOU Lesson 1: Reading Period: 25th I/ AIMS: Reading about computers

II/ OJECTIVES:By the end of the lesson , students will be able to;

_ use a number of words about computers such as CPU, VDU, CD, ROMS, fpoppy disk……and talk about their benefits in our modern life

_ improve reading skill through Matching and Answering questions exercises III/ LEXICAL ITEMS:Vocabulary

IV/ TEACHING AIDS: Textbook, pictures about computers or a computer available in class V/ PROCEDURE:

7’

10’

7’

5’ 6’

7’

A WARM UP: Matching

Look at the illustrations of different parts of a computer system Match each numbered item with one of the words or phrases in the box

1

D E G C A F B H

_ miraculous (a): wonderful, fantastic

_ calculating machine(n): a machine used for adding, subtracting…

_ lightning speed (n): very fast speed like the lightning _ storage device (n): a thing used to keep or store information _ memos = memorandums(n): brief notes of things to be remembered / informal letters usually sent from one personto another in an office

_ request for leave (n): askingfor the absence from class or office 2.While reading:

TASK1:Matching

1

c e a b d

TASK2: Passage heading C What can the computer do? TASK3:Answering questions

1 Computer can help us visit shop, offices, and places of interest; pay bills; read newspapers, etc

2 It is a miraculous device b/c it is capaple of doing anything you ask; it can speed up the calculations etc

Post reading:

Discuss other uses of the computer in our daily life. Suggest questions for discussion:

Do you usually use computers?

Asks Ss to match the number with the word

Call on some Ss to read their answers in front of the class, gives further explainations Teaches vocabulary Model

Writes the words on the board Asks Ss to read the passages and match the words in A with the

definition in B Calls oc some Ss to read and explain their answers in fornt of the class Feedback and give correct answers Tells Ss to read the passage and choose the best title for it Have Ss answer the questions using

Pair work

Whole class Listen Repeat Write out

Work individually Work in pairs

Pair work

(42)

3’

What you when you use computers? What you like most about computers?

What uses of computer may bring bad effecrts to its users? Suggest answer:

Apart form those uses of the computer mentioned in the textbook, I think there are some more effective uses of the computer in every life First of all, students can surf on the net to look for learning materials, for example, the biography of the great scientist Thomas Edison Those who want to further their study abroad can also search for information on

scholarships of English speaking countries loke Britain, Autralia, the USA or Singapore The computer is also an effective means in setting an appropriate timetable for each student There are a number of software vprograms which support this work such as excel or forbase Last but not least, making frinds with people around the world is no doubt enabled by having a networked computer

C/ HOMEWORK:

the given cuses Goes around and provide help.Calls on some pairs to act out the activity in front of te class Asks Ss to discuss other uses of computer in daily life

(43)

UNIT 5: TECHNOLOGY AND YOU Lesson 2: Speaking Period: 26th I/ AIMS: Talking about the uses of modern inventions.

II/ OJECTIVES: By the end of the lesson , students will be able to talk about the uses of modern inventions in daily life such as radio, TV, fax machine, air conditioner……

IV/ TEACHING AIDS: Textbook, real objects of modern inventios. V/ PROCEDURE:

10’

7’

10’

A WARM UP: What is it?

1 TV fax machine air conditonal electric cooker fridge cell phone washing machine car microwave oven B NEW LESSON :

TASK 1:Asking and answering.

_ Can you tell me what a radio is used for?

Well, it is used to listen to the news or music and to learn foreign languages

_ Can you tell me what a TV is used for?

Well, it is used to watch the news, performances or football matches, and to learn forgeign languages

_ Can you tell me what a fax machine is used for?

Well, it is used to send or receive letters and pictures quickly _ Can you tell me what an electric cooker is used for?

Well, it is used to cook rice, meat, fish, or vegetables, and to keep food or rice warm

_ Can you tell me what an air conditioner is used for?

Well, it is used to keep the air cool or warm when it is hot or cold

TASK 2: Sentence Completion.

1 store transmit process send hold make send receive design TASK 3+ 4:Ordering.

The most important uses of IT are vtransmiting information quickly and processing information as soon as we receive it This is precisely because in the industrialised world today, time is money, these uses can save businessmen millions of dollars lost as well as bring back profits worth millions of dollars The second most important use of IT is that it allows us to store very large amounts of information This is very significant because when the world gets more developed, there is much more information on different aspects

( economics, politics, culture, ect…) which needs storing Third

Divide the class into two groups Gives team A a list of words about modern inventions

Team A has to explain the words and team b has to guess what is it? Have Ss ask and answer questions about the uses of modern inventions following the example

Calls on some pair to practise in front of the class

Comment and give suggested answers

Asks Ss to study the sentences carfully before deciding which word to be used

Asks Ss to look at the ideas in Task and then rank them in order of

importance

Group work

Pair work

(44)

8’ 3’

come the interestinguses of sendingmessages from one computerto another and holding long distance meetings in which the participants can see each other on a screen This can create and tighten the friendship and fellowship in particular and better the relationship of people around the world as a whole Next is use of sending TV programs to other countries, which is useful as regards the exchange matters Ranking at the bottom of the list is the design of houses, bridges, gardens and buildings With the help of IT, the work gets much quicker and better However, in the past, architects and designers still worked well with only papers and pens That is why I find this use not as important as others

Talk about their most favourite invention of our daily life C/ HOMEWORK:

Encourage Ss to actively discuss in groups to give the reasons to support their ideas and persuade the others that your order is the right one

Whole class

(45)

UNIT 5: TECHNOLOGY AND YOU Lesson 3: Listening Period: 27th I/ Aim(s): Listening for gist specific information about using a computer.

II/ Objectstive(s): By the end of the lesson, students will be able to know how a person learns to use a computer and improve listening skill through True or False ans Gap- filling exercises III/ Lexical items:

5’

7’

10’

A.WARM UP: Ask and answer.

How often you use each of the items below?

very often sometimes never Radio

Cell phone Camcorder Computer TV

Fax machine B.NEW LESSON: 1.Pre- listening: Vocabulary:

_ worried (a): to be anxious, at ease

_ shy (a): self-conscious, uneasy in fornt of other people _ memory (n): a compartmentby which things are recalled to or kept in mind

_ refuse (v): reject, incline to sth _ make an excuse(v): say sorry

_ headache(n): continous pain in head 2 While Listening:

TASK 1:True or False.

1

F T T F F F

TASK2: Gap-filling.

1

invited still refused excuse anything 3 Post listening:

What did the man’s son buy? Why did the man become worried? What didn’t the man know?

What happened to the man’s memory? What did the man suggested?

The story is about an old director who doesn’t know how to use the computer He did not pay attention when his son bought a computer home until one day his secretary asked him to buy one He became really worried about his knowing

Asks Ss to answer the questions by checking the right column

Tells Ss to compare their answers with a friend and further discuss the uses of thses items

Asks Ss to read the statements carefully before listening to the tape Play the tape more than once if necessary Asks Ss to compare their answers with a friend Calls on some Ss to read and explain their

answers in front of the class

Play the tape again and ask Ss to Task

Lets Ss discuss the answers with a friend

Asks Ss to ask and answer about the

Pair work

Individually Pair work

Individual work

Whole class

(46)

3’

nothing about the computer, so he decided to take lessons in computering with his son as the teacher However, he could not understand a bit of his son’s words The problem was that he was too shy to raise his voice After some time trying in vain, he quitted and never said anything about the computer to his son and secretary

C/ HOMEWORK:

man’s story

Whole class

(47)

UNIT 5: TECHNOLOGY AND YOU Lesson 4:Writing Period: 28th I/ AIMS: Writing instructions.

II/ OJECTIVES:By the end of the lesson , students will be able to write simple instructions on how to use some household appliances

5’

10’

7’

A/ WAMR UP: Matching.

A B

1 insert a long bip

2 make b button

3 press c card

4 hear d a call

Answers: c; d; b; a B/ NEW LESSON:

1.Pre- writing:

TASK1: Read the following set of instructions. VOCABULARY

_ lift (v): raise to higher level

_ receiver (n): machine for receiving transmitted signals _ insert (v): put things into another

_ slot (n): a slit in machine etc for something especially coin to be inserted

_ press (v): put a steady force to something

_ emergency (n): sudden and unexpected state of danger calling for immediate action

_ ambulance (n): special vehicle used for carrying sick people to hospital

_ remote control (n): a device to tune in, switch on and off the TV from a distance

_ cord (n): thick string used as TV wire TASK 2:Finding Connectors and Imperatives Connectors: first, next, then, until

Imperatives: lift, insert, press, wait 2 While writing:

TASK 3:Answering questions.

1  If you want to operate the TV with the remote control, you have to make sure that the cord is plugged in and the main is turned on

2  To turn on the TV, press the POWER button

To turn off the TV, press the POWER button again  To select a programme, press the PROGRAMME button  To watch VTV1, press button number

To watch VTV2, press button number

Asks Ss to match the words in A with thr words in B

Write all the new words and their meaning on the board

Rub out all the words in English and keep their Vnese meaning When all the words are rubbed , ask Ss to look at the Vnese meanings and recall all the English words Asks Ss to read the set of instructions on how to use a ublic telephone Make sure Ss get general

understanding of the instruction Calls on some Ss to read their answers aloud in front of the class

Asks Ss to look at the TV remote control and answer

Work in groups

Whole class

(48)

15’

5’ 3’

To watch VTV3, press button number To watch VTV4, press button number

5 To adjust the volume, press the VOLUME button up or down  If you don’t want to hear the sound, press the MUTE button TASK 4: Writing instructions

If you want to operate a TV with a remote control, you must make sure that the cord is plugged in and the main is turn on First, to turn on the TV, press button POWER.Then to select a programme, just press the PROGRAMME button To be specific, if you want to watch VTV1, all you have to is to press button number 1, VTV2 button number 2, VTV3 button number 3, and VTV4 button number Besides, to adjust the volume, press the VOLUME button up or down, and if you don’t want to hear the sound, press the MUTE button Press the POWER again when you want to turn off the TV

3 Post- writing: Peer correction C/ HOMEWORK:

the questions on how to operate the TV

Tell Ss look at the remote control carefully when doing the task Callls on some Ss from the groups to answer the

questions in front of the class

Asks Ss to write a set of instructions on how to operate a TV with a remote control Use the picture in the book and the answers above as

suggestions Tells Ss to compare their writing with a friend

Pick up some writings and correct in front of the class as a whole

Individual work

(49)

UNIT 5: TECHNOLOGY AND YOU Lesson 5:Language focus Period: 29th I/ AIMS: Distinguishing the sounds /u / and /u:/

II/ OJECTIVES:By the end of the lesson , students will be able to: _ pronounce the sounds /u/ and /u:/

_ use the present perfect and present perfect passive appropriately III/ LEXICAL ITEMS:Two sounds; structures.

5’

10’

Words: nurse, teacher, book, park, museum,…

Who Which Where

_ /u /:is a short sound First pronounce the sound /a/ then put the back of your tongue forward and up a little _ /u: /: is a long sound.First pronounce the sound /u/ then put ypur tongue up and back

a The present perfect tense

Form: (+) S + have/ has + V-ed/ V3 +O (-) S + haven’t/ hasn’t + V-ed/ V3 + O (?) Have/ Has + S + V-ed/ V3 + O?

Use: The present perfect expresses an action which began in the past and still continues:

Ex: I have worked as a teacher for five years

Notice: We use for with a period time, and since with a point in time

For two years/ a month/ a few minutes/ half an hour Since 1970/ the end of the lesson/ August/ Christmas b The present perfect passive.

S + have/ has + been + V-ed/ V3 + O.

Ex: A new bridge has been built across the river c Who, which, that:

Who and which (that) can be used in place of noun subjects and noun objects

When they refer to the subject, they can not normally be omitted

Ex: This is the man who lives next door

When they refer to the object, they can normally be omitted

Ex: this is the man who(m) I like * Who refer to people

Asks Ss to put words under appropriate heading

Play the tape and ask Ss to repeat Calls on some Ss to repeat the sounds clearly to class Asks Ss to practice the sentences Asks Ss to discuss the form and use of the present perfect tense

Calls on some Ss to give opinion before the class

Groups work

Whole class

(50)

5’

* Which refer to things. 2 Practice:

Exercise 1:

1 Tan has opened the door

2 Tan has turned/ switched on the TV Tan has tidied the house

4 Tan has cleaned the floor

5 Tan has turned/ switched on the flights Tan has laid two bottles of water on the table Exercise 2:

1 A new hospital for children has been built in our c Another man- made satellite has been sent up into space

3 More andd more trees have been cut down for wood by farmers

4 Thousands of animals have been killed in the forest fire About one hundred buildings and houses have been destroyed in the earthquake

6 More than 50 films have been shown in Hanoi since June

7 Their hands have been washed and dried on a towel Another book has been ready by the students

9 some ink has been spilt on the carpet 10 She has been shown how to it Exercise 3:

1 A clock is an instrument which tells you the vtime A fridge is a machine which is used for keeping food fresh

3 April 1st is the day which is called April Fool’s Day in

the West

4 A nurse is a person who looks after patients

5 A teacher is a person who gives lessons to students A blind person is the one who cannot see anything The man who(m) you visisted last month is a famous scientist

8 Please think of a word which/ that comes from a foreign language into Vietnamese

9 These are the pictures which my son drew when he was young

10 Can you help me find the man who saves the girl? 3 Production:

Study the situation and put the verbs in the present perfect tense Calls on some Ss to read their answers aloud in front of the class

Review the rules of changing active into passive voice Build the

sentences after the model Use the present perfect passive

Tell them to exchange the exercise and cross check Calls on some Ss to write their answers on the board

Fill in the blanks with who, which, that Calls on some Ss to read their sentences aloud in front of the class Comment and make necessary corrections

Individual work

Whole class

(51)

UNIT 6: AN EXCURSION

Lesson 1: Reading Period: 30th I/ AIMS: Reading a letter about an excursion t a beauty spot near Hanoi. II/ OJECTIVES:By the end of the lesson , students will be able to:

_ get information about some famous places in Vietnam throgh activities Before and Afterr you read

_ improve reading comprehension skill by doing Multiple choice nad Answering questions exercises

IV/ TEACHING AIDS: Textbook, pictures about Thien Mu Pagoda, Ha Long Bay, The One Pillar Pagoda, and Dalat

V/ PROCEDURE:

10’

5’

10’

A WARM UP: Matching

Match the photos with the information

1

d b a c

B NEW LESSON : 1 Pre- reading :

Ask and answer the following questions. Do oyu usually have an excursion? When did you last have it? Where to? What impressed you most?

What was the most interesting thing that you did on the excursion?

Set the scene:

You are going to read a letter from Lan to her friend, Minh about his recent fantastic excursion to a cave near Hanoi You read the letter and the tasks followed

2.While reading: TASK1:Multiple choice.

1

C D A

1 They are going on a trip when they have some days off after the first term

2 They are visiting some caves because they want to understand their geography lesson better and many of them have never been inside a cave

3 It’s only over 20 km

4 They are going to make a two-day trip and have a night campfire They are bringing their own food and sharing buses with some other classes to make the trip cheap Lan is anxious about her parents’ permission They may

Asks Ss to match the photos with the information, then tell each other which of the places you would like to visit and give reasons

Asks Ss to read the letter individually and choose the best answer A, B, C or D to complete each of the

sentences Tells Ss to compare their answers with a friend

Calls on Ss to read and explain their answers in front of the class

Asks Ss to answer the questions Calls on some pairs to act out the activity

Group work

Pair work

(52)

7’

3’

not want to let her stay the night away from home Post reading:Summary completion.

1 is going to go on their trip some caves only problem want to see to persuade them have learnt her classmates C/ HOMEWORK:

in front of the class Check the answers in front of the class as a whole

Have Ss fill in each blank with a suitable group of words from the text Asks Ss to read the summary carefully before doing the task Have them compare the answers with a friend

Calls on some Ss to read the completed summary

Individual work

(53)

Lesson 2: Speaking Period: 31st I/ AIMS: Talking about a boat trip abroad

II/ OJECTIVES: By the end of the lesson , students will be able to talk about the seat plan on a boat trip on Lake Michigan in Chicago

4’ 10’

15’

A WARM UP: B NEW LESSON :

1 Pre- speaking : VOCABULARY

_ sundeck (n): platform extending from side to side of a ship _ get sunburnt (v): the skin hurt or destroyed by the sunlight _ travel sickness (n): the state of being sick due to travelling _ air- conditoned > < non air- conditioned

_ refreshments (n): room that servers food and drinks to refresh in a boat

_ occupied (a): being kept, in use 2 While speaking:

TASK 1&2: Conversation Conduct Suggestsome useful structures: _ I think seat XYZ is good for…

_ What you think if we put X in seat Z? _ X should sit in section C, don’t you think? _ What’s your idea?

_ We’d better put X in……

* Agree: _ Yes, that’s a good idea _ Yes, let’s it

_ Absolutely _ You’re right

* Disagree: _ Well, I think it’s not good enough because…… _ I don’t think so

A: I think seat is most suitable for Mary. B: Why?

C: Because she suffers from travel sickness so she can get lost of fresh air from that seat

D: Yes, put her in seat What about John? B: Put him in seat 45

A: I don’t think so John doesn’t like air- conditioning so put him in seat 37 He can take as many photographs as he likes

C: OK I think Susan had better take the seat 10 What you think?

B: I think it’s a good idea because she wants to be near Mary

Make certain that Ss understand the meaning of the words and pronounce them correctly

Asks Ss to read the seat plan carefully and decide the best seat for each person Further explain the seat plan

Tells Ss to conduct the conversation Go around to help Calls on some groups to conduct the conversation in front of the class Comment and give suggested answers

Group work

(54)

10’

3’

…………

3 Post speaking: TASK 3:Giving reasons.

Which seat you think the most suitable for you? Why? _ I would take seat 11 because I want to have a good view and plenty of fresh air Moreover, I can enjoy the sunshine as well I am not afraid of getting sunburnt

_ I’d like to sit in section B because I often suffer from travel sickness Air- conditioning would make me sick And I don’t want to sit in the sun I hate sunburnt So any seat in section B would be OK Seat 16 may be good because I want to move around easily

C/ HOMEWORK:

Tells Ss to discuss the question Calls on some Ss to talk about their seat preference in front of the class Comment and make necessary

corrections Whole class

(55)

UNIT 6: AN EXCURSION Lesson 3: Listening Period: 32nd I/ Aim(s): Listeningto a short talk about a picnic.

II/ Objectstive(s): By the end of the lesson, students will be able to improve their listening skill through Odering , Gap-filling and Answering questions exercises

7’

6’

7’

A.WARM UP: Find someone who

Do you… Name

like to go for a picnic? go with your friend/ family

always go to the beach for a picnic?

bring food with you when you go for a picnic? always go to the mountain for a picnic? ………

B.New lesson:

1.Pre- listening: Question and answer. Do you often go for a picnic?

When is the most important time for a picnic? Why people go for picnics?

Vocabulary:

_ glorious (a): beautiful, shinning _ assemble (v): gather

_ destination (n): a place to which a person is going to _ left- overs (n): the rest

_ delicious (a): tasty _ Botanic Garden(n):

_ spacious(a): large, have a lot of space _ sleep soundly (v): to be in deep sleep 2 While Listening:

TASK 1:Pictures Ordering

1

a e b c f d

1 was just a few a short tour

2 to pay a visit playing some more at the school gate

TASK3: Answering questions. The weather was very nice Yes, it was

3 The garden was beautiful

4 Because it was so paeceful and quite in the garden They took pictures, played games, talked, sang and

Let Ss go around the class & ask other Ss what they used to when they were small If the answer is YES, write his/ her name in the table The winner is the first one who completes the Name column

Make sure Ss have ideas about the pictures and they can tell the

differences among them Have Ss listen to the tape and number the pictures in the order they hear Let Ss the task in pairs

Play the tape more than once Calls on some Ss to explain their answers in front of the class

Asks Ss to listen to the tape again and fill in the blanks with exact words

Whole class

Pair work

Individual work

(56)

8’

3’

danced…

3 Post listening: Questions:

_ Where should we go?

_ Where should we assamble? _ What time should we start? _ What should we bring? _ What can we there? Answer:

_ What you think if we… _ What about going to… _ Let’s go to…

_ That’s good/ great idea _ I think we should/ could… C/ HOMEWORK:

they hear Tells Ss to read the

sentences carefully and have a guess of the missing words first

Play the tape again and ask Ss to answer the questions independently Asks Ss to plan for the picnic this weekend Go around the class and provide help

Group work

Whole class

(57)

UNIT 6: AN EXCURSION Lesson 4:Writing Period: 33rd I/ AIMS: Writing a confirmation letter.

II/ OJECTIVES:By the end of the lesson , students will be able to write a confirmation letter responding to a request and an invitation

5’

7’

15’

15’ 3’

A/ WAMR UP: Jumbled words. ubsutnrn  sunburnt cpinci  picnic snisksecs  sickness pdccouie  occupied B/ NEW LESSON:

1.Pre- writing:

Request is the letter that asks for information or help. Confirmation is the letter that responds to the request It confirms whether the help is provided or the information is available or not

TASK 1:Finding Request and Confirmation.

Request: Can you go shopping with me to buythe things we need for the trip?

Confirmation: Certainly, I will help you to prepare evyrything you need for the trip.

TASK 2: Writing confirmation Dear Lan,

It’s great to hear about your birthday party

Sure, I’ll help you with the shopping this Saturday It wouldn’t be a problem And I’ll bring them to your house an hour before the party I want to help you prepare for the party, too

I’ll see you on Saturday then Minh

2 Hello Minh,

Sure you can have my book I’ve just finished reading it But a.m this Saturday is not a good time I won’t be home at that time Can you come later? Is 10 a.m good foryou? Tell me what you think

Anh

Asks Ss to rearrange the letters to make good words Explain the definition of request and confirmation letters

Asks Ss to read two letters below and find the requests in Nga’s letter and

confirmation in Hoa’s letter Tells SS to underline the structure showing request and confirmation Make sure Ss get the requests clearly Tells Ss to choose one of these situations to write a

confirmation letter responding to each of them

Asks SS to exchange their writing with a friend

Pick up some writings to check in front of the class

Work in groups

Whole class

(58)

as a whole

VI/ SELF- EVALUATION:

Lesson 5:Language focus Period: 34th I/ AIMS: _ distinguishing the sounds / / and / :/

_ Reviewing the present progressive (with a future meaning) and be going to II/ OJECTIVES:By the end of the lesson , students will be able to:

_ pronounce the sounds / / and / :/ correctly

_ distinguish the present progressive (with a future meaning) and be going to and use them appropriately

10’

8’

A/ WARM UP: Find someone who

Are you going to… Name

take an English class in the evening? spend summer holiday on the beach? watch the game show Who wants to be millionaire on VTV3?

go to the cinema? ……

_ / /:is a short sound First pronounce the sound /:/ but make it short

_ / : /: is a long sound First pronounce the sound / / then put your tongue forward and up a little

GRAMMAR: 1.Presentation: a Will

Will expresses an intention or decision made at the moment of speaking

Ex: I’ll give you my phone number Ring me tonight b Going to

Going to expresses an intention or decision thought about before the moment of speaking It expresses a plan Ex: We’re going to have a holiday in Sam Son this summer

It also expresses a prediction: Ex: Look! It’s going to rain c The present progressive.

The present progressive can be used to express a future arrangement between people It’s common with verbs such as go, come, see, visit, meet, have (a party), leave

Let Ss go around the class & ask other Ss what they usedd to when they were small If the anwer is YES, write his/ her name in the table

Help Ss to distinguish these two sounds.Play the tape & Ask Ss to repeat Asks Ss to practice the sentences Go around and provide help

Explains future forms

Have Ss compare & discuss the answers with a

Whole class

(59)

5’

4’

Exercise 1:

1.are you doing am going to be is getting married is going to Are you going to

Exercise 2:

1 are going are you putting are having is not going to give is going to catch

Exercise 3:

1 Are you going to see it? / I’m doing my homework we are visiting our grandparents

3 What’ s he going to with it (the money)? / he’s going to buy a new motorbike

4 It’s going to rain soon I’m going to clean them 3 Production:

some SS to read & explain

theirvanswers in front of the class Asks SS to compare their answers with a friend Check it in front of the class as a whople

Asks Ss to Ex3 Calls on some pairs to act out the exchanges in front of the class

Individual work Pair work Individual work

Pair work

(60)

TEST YOURSELF B Period: 35th LISTENING:

1 50 miles to the west of London in central England 120,000 inhabitants/ people 90,000 people

3.market town university

4.biscuit factory car factory

5.computer industry 10 Cowley Road

Tapescript

We start our journey in Reading This town lies about 50 miles to the west of London in the country of Berkshire It is a medium-sized town of about 120,000 inhabitants In times gone by Reading was just a vmarket town best known for its Huntley and Palmers biscuit factory Now it is at the heart of the computer industry in the UK and is expanding rapidly Computer companies everywhere It’s not a very pretty town, but one which says a lot about England

Oxford is most definitely prettier It is located in central England It has a population of about 90,000 of which a large number work in or for the university This is obviously what the city is famous for, but in terms of getting to know the country, what is really of interest is the British Leyland car factory at Cowley This is huge, employing about 20,000 people, yet, because of the university, it is usually forgotten Spend a day looking round the works, seeing how they make the cars Fascinating Or stroll up Cowley Road and watch the world walk with you

READING

1.F F T F T

GRAMMAR.

1 out by scientists organizing the

2 opportunities for other inventions a/ per/ every

3 there is developed by

4 which attempts it is

5 all the 10 it be wanted

WRITING

132, Thai Binh Street, HoaBinh 20th december, 2006

Dear Uncle Thanh,

Our class are planning to have a three-hour visit to a factory in the local area as a part of our technology lesson I am writing to ask for your permission to visit your computer factory as it is near our school so we can go by bicycle Forty- five members of our class will arrive at your factory at 7:30 on Monday, 22nd December, 2006.

Would you be so kind as to recommend someone who can show us around? We would so much like to know how computers are made and we would also like to talk with the workers there We hope that you will create favourable conditions for us to have an interesting and useful visit to your factory

(61)

Phong AN HOUR TEST Period: 36th

UNIT 7: THE MASS MEDIA

Lesson 1: Reading Period: 38th I/ AIMS: Reading TV programme schedules

II/ OJECTIVES:By the end of the lesson , students will:

_ be updated with names of some popular TV programmes such as Quiz Show, Portrait of life… _ be able to talk about their favourite programmes

IV/ TEACHING AIDS: Textbook, TV schedules extracted from newspapers V/ PROCEDURE:

5’

10’

A WARM UP: Jumbled words enslieisov  television

2 rwepeapns  newspaper idora  radio

4 agenmiza  magazine …

B NEW LESSON : 1 Pre- reading : Answering questions.

1  I often watch TV in the evening, after dinner

2  There are three They are VTV1, VTV2, and VTV3  I usually spend about 7-10 hours a week watching TV _ VTV1: combination of Politics, Economics and

Entertainment

_ VTV2: Science and Education _ VTV3: Entertainment

_ VTV4: For the overseas Vietnamese _ VTV5: For the Ethnic minority groups VOCABULARY:

_ Population and development: _ TV Series:

_ Folk songs: _ New headlines: _ Weather Forecast: _ Quiz Show: _ Portrait of life: _ Documentary: _ Wildlife World:

Give 10 words whose letters arew in wrong oder.Asks Ss to rearrange them in good oder to make the right words

Havs Ss ask and answer the

following questions

Give Vnese equivalences for some TV

programmes Asks Ss to read three TV programme schedules and

Group work

(62)

6’

7’

3’

_ Around the World: 2.While reading: TASK1:Matching.

1

c a d b

1

T T F T F

TASK3:Answering questions. Five films are on

2 At 9:00 a.m., 12:00, 7:00 p.m., 11:00 p.m on VTV1 and 7:00 p.m on VTV3

3 VTV2

4 The Quiz Show

5 ( You should watch) VTV1 Football

3 Post reading: * Likes

_ I like sth./ doing sth Best/ the most _ I prefer sth to sth

_ Something is (one of) my favourite(s) * Dislike

_ I don’t like it very much _ It’s not my favourite

A: What programme on TV you like best?

B: well, I like a lot of programmes, but maybe cartoon is the one I will never miss

A: I like cartoon, too Which one you like?

B: Tom and Jerry I usually watch it on VTV3 when I am backhome from school

A: Really? I like The Adventure of Donald Duck the most It’s now shown on VTV1 at 7:20 every morning

B: I know The Adventure of Donald Duck is also one of my favourites I think donald Duck is as wonderful as Tom and Jerry

A: Yeah They give a lot of fun

B: Sure And I really like the friendship between Tom and Jerry

C/ HOMEWORK:

Task

Have Ss compare and discuss their answers with a friend

Asks Ss to explain their answers by giving evidence in the reading passage Asks Ss to ask and answer the

questions basing on the information in the reading passage Calls on some pairs to ask and answer in front of the class Asks Ss to tell their partner about one of the TV programmes they like watching best and explain why

Calls on some Ss to give short talks on the given topic

Individual work

Work in pairs

(63)

UNIT 7: THE MASS MEDIA Lesson 2: Speaking Period: 39 thrd I/ AIMS: Speaking aboutdifferent types of the mass media.

II/ OJECTIVES: By the end of the lesson , students will be able to talk about the differences and similarities of some popular types o the mass media

IV/ TEACHING AIDS: Textbook, whiteboard. V/ PROCEDURE:

12’

15’

3’

A WARM UP: Greeting B NEW LESSON :

1 Pre- speaking : VOCABULARY _ orally (adv): spoken by mouth _ visually (adv): seen by eyes _ aurally (adv): heard by ears TASK 1:Mass media includes:

Television; radio; newspapers; the internet 2 While speaking:

TASK 2: The mass

media * provide/ deliver information and entertainment The radio * provide information and entertainment

orally ( through mouth)

* receive information aurrally (through ears)

Newspapers * present information and entertainment visually (through eyes)

* receive information visually ( through eyes)

Television * present information and entertainment orrally (through mouth) and visually (through eyes)

* get information aurally (through ears) and visually (through eyes)

TASK 3:Talk about different types of the mass media.

The mass media includes TV, the radio, newspapers and the internet The feature they have in common is that they provide information and entertainment to people The radio provides information and entertainment orally (through our mouth) and we receive them aurally (through our ears) C/ HOMEWORK:

Asks Ss to decide which items are types of the mass media Check the answers in front of the class as a whole

Asks Ss to carry out the activity using the cues in the book Go aroud the class & provide help Calls on some pairs to explain their answers in front of the class

Have Ss talk about different types of the mass media Gather ideas and have final thoughts on the topic

Pair work

Group work

Whole class

(64)

UNIT 7: THE MASS MEDIA Lesson 3: Listening Period: 40th I/ Aim(s): Listening a short news edition.

II/ Objectstive(s): By the end of the lesson, students will be able to better their ability to listen to news editions through Gap-filling exercise

7’

5’

7’

10’

A.WARM UP: Guessing game It is one of the radio programmes

2 It broadcasts daily and live from radio station

3 It updates you with the latest information, current affairs domestically and internationally

Answer: News/ News broadcast B.NEW LESSON:

1.Pre- listening: Questions and Answer

1 How often you listen to the radio?

2 How many hours per week you listen to it? What programme you like listening to and why?

Set the scene: News broadcast is a popular programme on the radio Today you will listen to a short news edition You listen to it and the tasks assigned

TASK 1:Ticking the words.

News story 1 News story 2

healthy v

strong v

young v

cloudy v

highest v

wonderful v

fine v

TASK2: Gap- filling. News story 1:

1 has caused floods has stopped have left their home cloudy have risen strong wind two metres

News story 2:

1 twenty- third woderful

2 4,418 young and healthy California

Ss have to guess the word

Asks Ss to ask and answer the

questions

Expltcit the items of the news Asks Ss to task Play the tape once or twice Check the answers in front of the class as a whole Gives correct answers Let Ss read the two news ories

carefully and have the guess of the missing words Play the tape and ask Ss to fill in the missing

words.Calls on

Group work

Pair work

Individual work

(65)

5’ 3’

1 Heavy rain has caused foods all over the country during the night

2 Because rivers have risen

3 The old woman has climbed Mount Whitney twenty- three times

4 Because it has kept her young and healthy 3 After you listen:

C/ HOMEWORK:

complted stories Asks Ss to answer the questions Calls on some Ss to read their answers aloud in front of the class

Pair work

Pair work Whole class

(66)

UNIT 7: THE MASS MEDIA Lesson 4:Writing Period: 41st I/ AIMS: Writing about advantages nad disadvantages.

II/ OJECTIVES:By the end of the lesson , students will be able to write a paragraph about advantages ans disadvantages of television and other types of mass media

7’

16’

A/ WAMR UP: B/ NEW LESSON: 1.Pre- writing:

Implcit the meaning of advantage and disadvantage by analysing the examples:

Television helps us to learn more about the world. Television makes us passive.

Which sentence says good about television? Which one is bad? TASK 1:Read about the advantages and disadvantages of television in the book.

TASK 2:Discuss the advantages and disadvantages of the mass media, and write them down in the columns.

Radio:

Advantages Disadvantages

It provides you hourly-updated news and information

It is convenient b/c you can listen to it almost

everywhere

It makes our life easier and enjoyable It also releases stress

……

It only provides information aurally

It can be boring b/c we can’t watch films or sports

programmes

Newspapers:

It provides news & current affairs updatedly

It’s very mobile b/c we can bring them along

everywhere we go

It’s less updated than other kinds of media as there is no more information until the next edition

The texts and pictures are not moving so it is as not exciting as other kinds of media which have vivid

Asks Ss t oread task Make surwe Ss understand all the A & D mentioned in the book

Asks Ss to discuss the A& D of the mass media and write them down in the column

Let Ss choose of the three types of mass media to discuss

Encourage Ss to find the ideas related to the topics Ask Ss to share the ideas with other pairs

Whole class

(67)

15’

5’

newspaper cost only approximately 2000VND ………

everywhere due to bad condition of transportation The internet:

It is a rich source of

information We can access to Internet & get all the information we need This is impossible for other types of media like radio or TV It ia great tool of

entertainment We can plays games and listen to music online with great pleasure It is a very good way to study We can register for online courses and study with the help of modern aids such as speakers, keyboard…

It makes us confused when there is too much

information Thus, it is difficult to find the necessary information

It may bring bad effects on children as it contain “unhealthy” websites such as sex or violence

It damages our health due to prolonged and inappropriate use

3 Post- writing:

TASK3: Write a paragraph about the advantages & disadvantagesof one of the masss media.

The Internet is now the largest source of information and entertainment for people With a computer connected to the Internet, you can get a lot of information about any places in the world The Internet provides you with the latest changes in the markets such as the increase or decrease in price of gold or oil You can entertain yourselves by watching films or football matches, listening to music on-line ao chtting to friends or relatives living thousands kilometres away However, the Internet can be dangerous b/c you can be exposed to harmful websites, for example, the websites containing violent scenes Moreover, chatting or playing games online can take you a lot of time and you are very likely to neglect your schooling In short, the Internet can be good or bad so you should know how to use it properly C/ HOMEWORK:

Let Ss work independently and write under time presure Introduce peer correction if time allowed Pick up some writings to correct in front of the class as a whole Give suggested writing

Individual work

(68)

UNIT 7: THE MASS MEDIA

Lesson 5:Language focus Period: 42nd I/ AIMS: _ Distinguishing the sounds /ei/, /ai/ and /oi/

_ Reviewing the present perfect and using because of and in spite of appropriately II/ OJECTIVES:By the end of the lesson , students will be able to

_ pronounce the sounds /ei/, /ai/ and /oi/ clearly ans correctly

_ master the use of the present perfect tense and use because of and in spite of appropriately. III/ LEXICAL ITEMS:Two sounds; structures.

5’

10’

8’

7’

Suggested words: 1990, three months, two weeks, … Which words go with since or for

_ /ei /:has two sounds e & i First make the sound e.Now make it longer eee.Then add i This is very short

_ /ai/: has two sounds a and i First practice the sound a This is a long sound and then add i This is very short _ /oi/ has tow sounds o and i First practice the sound o Now make it longer ooo Then add i This is very short GRAMMAR:

1.Presentation:

a The present perfect tense: Have/ has + V-ed/ V3. Review the form & the use of the present perfect tense b Because of & In spite of:

* Because of: is used as a prepositional phrase to express the reason

Because of + Noun phrase/ Pronoun + Gerund phrase

Ex:He goes to class late because of the traffic jam.

* In spite of: is used as a prepositional phrase to express the concession

In spite of + Noun phrase/ Pronoun + Gerund phrase

Ex: He comes to class on time in spite of the traffic jam. 2 Practice:

Exercise 1:

1.have been have had has lived have taken have met have watched have done

Exercise 2:

1 since for Since ago since

Asks Ss to decide which words go with Since/ For Play the tape and ask Ss to repeat Calls on some Ss to repeat the sounds clearly to class Asks Ss to practice the sentences Asks Ss to discuss the form and use of the present perfect tense

Calls on some Ss to read and explain their uses in front of the class

Complete the letter Have SS compare their answers with a friend

Complete the

Group work

Whole class

(69)

8’

Exercise 3:

1 2 3 4 5

c,f b,d a, e h, j i, g

3 Production:

Asks Ss to compare the answers & discuss them with a

friend Whole class Individually Individual work Pair work

(70)

UNIT 8: THE STORY OF MY VILLAGE Lesson 1: Reading Period: 43rd I/ AIMS: Reading the changes in the country life.

II/ OJECTIVES:By the end of the lesson , students will be able to:

_ better their reading skill through vocabulary Matching and Table completion exercises _ enlarge vocabulary about country life such as bumper crops, cash crops, brick houses, straw, mud,…

IV/ TEACHING AIDS: Textbook, pictures about country life… V/ PROCEDURE:

10’

6’

10’

A WARM UP: Greeting. B NEW LESSON : 1 Pre- reading : Picture description.

1 The farmers are harvesting the crop./ They are collecting rice from the field

2 they are working very hard It’s a good/ bumper crop

4 Good farming methods, good varieties, modern technology used, people work hard…

VOCABULARY:

_ straw (n): dry cut stalks of various cereals _ mud (n):wet, soft soil

_ technical high school (n): _ farming methods (n):

_ brick houses (n): housess made of bricks _ thanks to (prep): owing to, because of 2.While reading:

TASK1:Vocabulary Matching.

1 2 3 4 5

b d a e c

TASK2: Table Completion.

Areas of change Before Now

houses made of staw &

mud made of brick

radio and TV few families had a

radio or a TV set many families have a radio or a TV set

farming methods old new

crops poor good/ bumer

travle by motorbike

Have Ss to discuss the questions in the book Call on some Ss to read their answers aloud in front of the class Feedback and give suggested answers Write all the new words and their meanings on the board

Asks Ss to read the passage and match the words which all appear in the passage in A with their definitions in B Let Ss study the table carefully before doing the task Tells Ss to discuss the answers with a friend Check the answers in front of the class as a whole

Pair work

(71)

7’

3’

1 It was poor and simple

2 Because they hope that with an education of science & technology, their children could find a way of bettering their lives

3 They introduced new farming methods which resulted in bumper crops They also helped grow cash crops for export He said their lives had changed a lot thanks to the

knowledge their children had brought home

5 He told his grandchildren: “ Study harder so that you can even more for the village than your parents did”

Post reading:

Discuss the questions: How can people with an education help make the life of their community better?

1.Farming:

_ aplly new and more effective farming methods, use new farming machine > bumper crops

_ grow cash crops for export > have more money houses

_ houses made of bricks, no longer of mud or straw > better and safer

3 Lifestyle

_ using motorbikes to shopping or visit friends _ watching TV and listening to the radio > get more information and means of entertainment > life becomes easier

C/ HOMEWORK:

the information that support the answers Have Ss compare their answers with another pair Call on some Ss to read their answers aloud in front of the class

Asks Ss to discuss the questions in the book Tell Ss to look back to the passage to get the ideas for the questions Go to groups and provide help Give

suggested answers

pairs

Group work

Whole class

(72)

UNIT 8: THE STORY OF MY VILLAGE Lesson 2: Speaking Period: 44th I/ AIMS: Talking about plans and results.

II/ OJECTIVES: By the end of the lesson , students will be able to talk about plans to improve life of a village and their possible results

7’

10’

A WARM UP: Brainstorming. Ss close the book

Ss to work in small groups and make a list of the ideas that can be carried out to improve the village life

Ss may share ideas in Vietnamese and ask T later for English equivalences

B NEW LESSON : 1 Pre- speaking : TASK 1:Matching.

The villagers of Ha Xyuyen are discussing plans to improve life in the village Match the plans with the possible results.

NEW WORDS:

_ resurface (v): put new surface on, renew _ canal (n): man-made waterway for irrigation _ muddy (a): full of mud

1 2 3 4 5 6 7

b g d e f c a

TASK 2: Read and practise the conversation in groups. * Conditional sentence type 1: ( briefly explain)

If + S + V(inf.)/ V-s/es, S + will/may/can/might/ + V(inf.) If clause(with present tense forms) to describe possible situations

Main clause( with modals will, may, might) to discribe possible consequences that are possible in the prwesent or future

Ex: If the roads are widened, cars and lorries can get to our village

Asks Ss to make a list of the ideas Gather ideas and lead in the Presentation Tell Ss to give explaination for their answers Call on some Ss to read the answers aloud in front of the class Check the answers in front of the class as a whole Give correct answers Asks Ss to read and practice the conversation Call on some groups to practice the conversation in front of the class

Group work

Pair work

(73)

7’

3’

TASK 3:Controlled discussion.

* Structures : Conditional type 1/ S + should + V(inf.)

Agreement Disagreement

_ I think so _ Absolutely

_ That’s a good idea _ That’s what I think _ Yes

_ I don’t think that’ a good idea.

_ I don’t think so

_ I’m afraid that’s a good idea I’m afraid that does not work A:I think we should build a football ground, too

B: I completely agree with you If a football ground is built, young people can play sports to improve their health

C: A football ground is also a place where people can meet and exchange ideas

A: What about a medical centre? I think it’s necessart to build a medical centre

B: That’s a good idea If a medical centre is built, people’s health will be looked after better

C: Yes And if we get sick, we won’t have to go to district and provincial hospital for treatment C/ HOMEWORK:

and continue the conversation, using the ideas in the table in Task Go around the class and provide help when

necessary Call on some groups to act out the

conversation in front of the class Comment and have necessary

corrections

Whole class

(74)

UNIT 8: THE STORY OF MY VILLAGE Lesson 3: Listening Period: 45th

I/ Aim(s): Listening for information about the changes of a small town in England II/ Objectstive(s): By the end of the lesson, students will be able to :

_ compare the past and the present of a town

_ improve listening skill through True or False and Gap- filling exercises III/ Lexical items:

10’

7’

10’

5’ 3’

A.WARM UP: Find somone who

Did you use to …? Name

have a favourite toy when you were a child? have a nickname?

have a pet?

cry at night when you were a child? hate school?

play hide- and- seek? B.NEW LESSON: 1.Pre- listening:

Look at the two pictures of the same town Discuss the differences between them.

_ In the past, there used to be no cars in the town, but now there is a big car park with a lot of cars inside

_ In the past, the roads used to be small, but now they are bigger and wider

_ In the past, the buffalos used to walk on the roads, but now there aren’t any buffaloson the roads

_ In the past, the roads used to be dirty, but now they ar very clean

2 While listening: TASK 1: True or False

1

F F T F F

1 houses car hotel shop widened department cut expensive 3 Post listening:

Discuss the changes in your own hometown or home village. C/ HOMEWORK:

Tell Ss to study the pictures carefully and find as many defferences as possible Call on some Ss to share their findings in front of the class

Play the tape several times for Ss to listen to and decide if the statements are true or false

Ask Ss to read a part of the talk carefully and have a guess of the missing words Ask Ss to listen to the tape again & fill the gaps with the words they hear

Group work

Pair work

Individual work Individual work

Pair work

(75)

UNIT 8: THE STORY OF MY VILLAGE Lesson 4:Writing Period: 46th I/ AIMS: Writing and giving directions.

II/ OJECTIVES: By the end of the lesson , students will be able to write a letter giving directions to a certain place

7’

10’

15’

A/ WAMR UP: Follow directions.

This activity can be interesting when Ss are required to follow directions like turn right, turn left, go ahead, go past the door… B/ NEW LESSON:

1.Pre- writing: Set the scene.

TASK 1:Jim has decided to come to Ann’s place for his holiday Ann writes him a letter giving directions to her house. Now let’s work in pairs, read the letter and study the map carefully to find Ann’s house on the map.

TASK 2:Underline the words & phrases you can use to give directions Then write them down in your notebook.

_ come out of _ turn right _ keep walking _ go over _ Walk past

_ Take the first/ second turning on the left/ right _ it’s the one with…

TASK 3:Your house is A on the map Write a letter to Jim, telling him the way to your house from Roston Railway Station.

Dear Jim,

It’s a nice surprise that we are seeing each other here soon! I’m writing this letter to tell you how to get to my house when you are at Roston Railway Station

First, you have to come out of the station Turn right at the entrance and go straight ahead After about minutes walking, you will see a bridge Go over the bridge, and keep on until you come to the end of it, Bridge Street Then take the second turning on the left Now you are in the Bright Street, go along it and walk past a souvenir shop on your right My house is the one on the right, opposite the crossroads It is the one with the white gate, so you can’t miss it

I look forward to seeing you soon

Ss who not follow the

directions correctly will be the loser Have Ss work in pairs & the task Hang the map on the board Explain & check in front of the class

Ask Ss to read the letter & underline the words & phrases Ss can use to give directions

Ask Ss to write the letter

independently and go around the class, provide help when necessary Have Ss compare their writing with a friend Pick up some writings and correct in front of the class

Whole class

(76)

10’

3’

Best wishes, Lan

P.S: I have enclosed a map so that you can find it easier to follow my directions

3 Post- writing:

Give out the prepared map of a city/ a university…

Have Ss ask & answer the directions to some certain places on the map

C/ HOMEWORK:

Group work

Whole class

(77)

UNIT 8: THE STORY OF MY VILLAGE Lesson 5:Language focus Period: 47th I/ AIMS: _ Distinguishing the sounds /au/ and / u/

_ Reviewing reported speech andconditional sentence type II/ OJECTIVES: By the end of the lesson , students will be able to: _ pronounce the sounds /au/ and / u/ clearly and correctly

_ transform direct speech into reported speech following correct rules

_ say the defference between when and if in conditional sentence type and related exercises

5’

10’

A/ WARM UP: Sentence transformation. S1 says sentence

S2 reports sentence and says sentence S3 reports sentence and says sentence S4 reports sentence and says sentence S1 reports sentence

S1: “ I study at Kim Lien High School.”

S2: She said she studied at Kim Lien High School “ Ilike English most.”

S3: He said he liked English most “I have five classes a week.”

S4: She said she had five classes a week “I don’t go to school by bus.”

S1: He said he didn’t go to school by bus B/ NEW LESSON:

PRONUNCIATION:

_ /au /:has two sounds /a/ and /u/ First practice the sound /a/ and then add /u/

_ / u/:has two sounds / / and /u/.First pronounce the sound/ / And now makeit longer Then add /u/

a Reported speech: ( Câu tuờng thuật, lời nói gián tiếp). Là câu tường thuật lại lời nói người khác

* Những điều cần làm đổi câu trực tiếp sang câu gián tiếp

a/ Câu tường thuật bắt đầu : S+ said that…… hoặc S+ told me that……

b/ Phải bỏ dấu ngoặc kép tường thuật.

c/ Thay đổi động từ câu tường thuật. _ Present simple Past simple

_ Present perfect  Past perfect

_ Present continuous  Past continuous _ Past continuous  Past perfect continuous

_ Present perfect continuous  Past perfect continuous

Play the tape and ask Ss to repeat Calls on some Ss to repeat the sounds clearly to class Asks Ss to practice the sentences

Group work

Whole class

(78)

5’

3’ 2’

_ Modals: will, can, may  Past modals: would, could, might d/ Thay đổi đại từ tính từ sở hữu câu.

e/ Thay đổi trạng từ thời gian nơi chốn. _ today  that day

_ next (week)  the next (week)/ the following (week) _ tonight  that night

_ last (week)  the (week) before/ the previous (week) _ now  then

_ ago  before

_ tomorrow  the next day/ the following day _ this/ these  that/ those

_ yesterday  the day before/ the previous day _ here  there

*Những trường hợp khơng thay đổi THÌ động từ a/ “must” giữ nguyên đổi thành ‘ had to”

b/ “ should” “ought to” thường giữ nguyên c/ Khơng thay đổi hình thức động từ câu điều kiện lọai

b Conditional sentence type 1.

* Meaning: Điều kiện xảy tương lai * Form:

If- clause Main clause _ be: am, is, are

_ V(inf.)/ V- s/es

will + V( inf.)

Notes: Có thể dùng mệnh đề ‘ Unless” với ý nghĩa “ if… not”

Ex: If it doesn’t rain , we will go swimming tomorrow = Unless it rains, we will go swimming tomorrow

2 Practice: Exercise 1:

1 An oldd farmer said their lives had changed a lot thanks to the knowledge their children had brought home

2 She said she was going to HCM city soon I thought the film would be interesting

4 She said she couldn’t help me/ you/him/ her… b/c she had too much to

5 Rick told me that anne had written jim a letter

6 He told me it had taken him three hours to get there b/c the roads had been muddy and slippery

7 She said she thought it was a crazy idea nad that it wouldn’t work

8 He announced that breakfast was served between 7:; and 9:00

Exercise 2:

1 told told said talked said

Ask Ss to exercise Have them compare the answers with a friend Check the answers in front of the class as a whole

Make clear the difference between say, tell and talk Make sure Ss understand the use

Individual work

(79)

more homework, I’ll pass my exam If I pass my exam, I’ll go to medical college If I go to medical college, I’ll study medicine If I study medicine, I’ll become a doctor If I become a doctor, I’ll be able to cure diseases and help sick people

Exercise 4:

1 If When if If when 3 Production:

Call on some pair to read their answers aloud in front of the class Tell Ss to exercise orally Call on some Ss to explain their answers in front of the class

Pair work

(80)

TEST YOURSELF C Period: 48th

LISTENING:

A True or False.

1 2 3 4 5

F F T F T

B Gap-filling

1 2 3 4 5

aren’t evening cinemas theatres knows

Tapescript

I live in a small village called Henfield- there are about 500 people here I love it b/c it’s quiet and life is slow and easy You never have to queue in shops or banks The village is clean – people look after it and don’t throw their rubbish in the streets The air is also clean b/c there’s not much heavy traffic It’s much more friendly here than in a city Everyone knows everyone and if someone has a problem, there are always people who can help

There aren’t many things I don’t like about Henfield One thing is that there’s not much to in the evening – we haven’t got any cinemas or theatres Another problem is that people always talk about each other and evryone knows what everyone else is doing But I stil prefer village life to life in a big city

READING

1.Because people can sit comfortably at home, watching TV They don’t have to go out and pay for expensive seats at the theatre or in the cinema

2 They can see plays and films of very kind, exciting football matches, current events, the latest developments in science and politics, etc

3 Because he has everything presented to him while he needs to nothing

4 TV will dominate our lives, and we won’t have time to talk to each other and other things TV in itself is neither good nor bad It is as good or as bad as we make it

GRAMMAR.

1 have been; haven’t had had taken

2 haven’t given; have paid thought; would come

3 said told; have got

WRITING

When you come out of the bus station, turn right, and walk along King Street until you reach the traffic lights Turn left at the traffic lights into Redham Road Go straight along the road The restaurant is on the left, after Beach Parade It’s quite easy to find

(81)

UNIT 9: UNDERSEA WORLD

Lesson 1: Reading Period: 55th I/ AIMS:

_ guess the meaning of words based on contexts and components of the words _ scan for specific information

_ use vocabulary items related to the undersea world to read and talk about the topic III/ LEXICAL ITEMS:Vocabulary

IV/ TEACHING AIDS: Textbook, a map of the world V/ PROCEDURE:

T CONTENTS STUDENTS’

7’

10’

7’

8’

A WARM UP: Giving the Vietnamese names for the oceans on the map.

1 Arctic Ocean: Bắc Băng Dương Antarctic Ocean: Nam Băng Dương Pacific Ocean: Thái Bình Dương Atlantic Ocean: Đại Tây Dương Indian Ocean: Ấn Độ Dương B NEW LESSON :

1 Pre- reading :

Finding names of sea animals

1 Seal Jellyfish Turtle Shark VOCABULARY:

_ Bay (n): Vịnh

_ mystery (n): a thing of which the cause or origin is unknown or impossible to explain

_ beneath (prep): under sb/ sth _ submarine (n):

_ marine life (n): life in the sea

_ fall into (v): to be able to be divided into sth _ water current (n):

_ Organism (n): a living being _ at stake: at risk

2.While reading:

TASK1:Gap filling based on word meaning guessing. Instruction: Fill each blank with one of the words in the box All of the words appear in the reading passage

1

tiny investigate gulf Biodiversity samples

Ask Ss to read the names of the oceans on the map & map with the appropriate English names Ask Ss to give the Vnese names of the animals in the ictures Then Ask Ss for the English names of these animals

Write the words on the board Ss guess the meaning of the words T checks that Ss understand the words correctly Ask Ss to the task Go around and provide help Ask Ss to exchange their answers with other Ss Ask Ss for their answers & tell them to explain their choices

Group work

Whole class Listen Repeat Write out

Work

(82)

10’

3’

TASK2: Answering questions 75% of the earth’s surface By using modern devices

3 They investigate the seabed and bring samples of the marine life back to the surface for further study

4 We can know a wide range of information including water temperature, depth and the undersea populations

5 They are those that live on or depend on the bottom like the starfish, those that move independently of water currents and those that are carried along by the currents

6 Marine life would be at stake if the sea biodiversity were not maintained

3 Post reading: Gap filling.

1.three- quarters biodiversity mysyerious huge

3 modern plants and animals discoveries closely connected C/ HOMEWORK:

Ask Ss to the task individually Ss discuss their

answers with their peers Call on some Ss to write their answers on the board and ask them to explain their choices

Ss read the passage again for the main ideas & complete the summary T checks with the whole class

Work in pairs

Group work

(83)

UNIT 9: UNDERSEA WORLD Lesson 2: Speaking Period: 56th I/ AIMS:.

II/ OJECTIVES: By the end of the lesson , students will be able to: _ offer solutions to sea problems using should/ shouldn’t

_ talk about causes and consequences of sea problem _ report on discussion results

IV/ TEACHING AIDS: Textbook, pictures of the sea problems,… V/ PROCEDURE:

5’ 12’

15’

A WARM UP: Greeting & chatting B NEW LESSON :

TASK 1: Offering solutions

You arerequired to work in pairs to put the actions in the oder of importance and then say what we should or should not do. VOCABULARY

_ sparingly (adv): not wasting sth

_ dispose of (v): to get rid of sth that one dose not want or cannot keep

_ herbicide (n): a substance that is poisonous to plants, used to destroy lants growing where they are not wanted

_ pesticide (n): a chemical substance used to kill insects _ release (v): to allow a person or an animal to come out of a place

1

a b c d e f g h

TASK 2: Discussing consequences and offering solutions. A: Beaches are filled with plastic bags, pieces of glass and cigarette butts This makes thesea polluted and endangers sea plants and animals

B: We should clean beaches and tell other people not to litter them

2 A: Whales and sharks are still hunted for food, medicine, and other products This put whales and sharks at stake and they can become extinct

B: We should stop hunting these animals and make people aware of the danger of it

3 A: Explosives are used to catch fish and other sea animals This make a lot of sea animals even the young ones die They then float on the water surface and make the water dirty B: We should ban people from using explosives and suggest better ways to catch fish and sea animals

4 A: Oil is spilled from tankers This make the sea heavily

Ask Ss to read through the actions.T elicits some voc Ask Ss to put the actions in the oder or importance and say what they should or should not T

encourage Ss to give the reasons for their choices Ask Ss to present their answers Ask Ss to discuss the threats, their consequences and possible solutions To save time, T may ask groups to discuss one threat Go around and offer help T takes notes of Ss’ mistakes for later correction

Pair work Pair work

(84)

10’ 3’

polluted and puts all the sea animals and plants in danger B: We should prevent spilling and start cleaning the sea water

TASK 3:Reporting on the discussion results. C/ HOMEWORK:

T calls on some Ss to report that theirbgroups have discussed ans asks other Ss to takes note and compare with their groups’ ideas

Whole class

(85)

UNIT 9: UNDERSEA WORLD Lesson 3: Listening Period: 57th I/ Aim(s):

II/ Objectstive(s): By the end of the lesson, students will be able to : _ listen to get specific information about whales

IV/ Teaching aids: Textbook, cassette player. V/ Procedures: 5’ 10’ 10’ 10’ 10’

A.WARM UP: Greeting. B.NEW LESSON: 1.Pre- listening:

Discuss the following questions.

1 The whale is a mammal because it raises its young on milk Because they want to catch whales for food, oil, leather and other products

Vocabulary: _ krill (n):

_ whaling: hunting for whales

_ migrate (v): to move from one habitat to another according to the seasons

_ conservation (n): preservation of the natural environment and wildlife

2 While listening: TASK1: True or False

1

F T T F T

TASK2: Answering questions.

1 The blue whale grows to 30 metres in length and over 200 tons in weight

2 B/c there is a lot of krill- their favorite food in cold waters Cold waters in the North and South Atlantic Ocean and the North and South Pacific are their favorite feeding grounds Heavy hunting is the main reason for the decrease in whale population

5 They have asked the International Whaling Commission to stop most whaling

6 If we didn’t take any measures to protect whales, they would disappear forever

3 Post listening:Talk about whale. 1 Some basic information

_ length: 30 metres _ weight: 200 tons

 the largest animal and also the most intelligent one in the ocean

Ask Ss to discuss the questions T calls on some Ss to present their answers

T pre- teaching some new words Ss read through the statements to understand them Listen to the tape and pay attention to the key words T plays the tape once for Ss to the task

Asks Ss to guess the answers to the questions based on the previous time of listening Asks Ss to answer the questions and exchange

answers T plays the tape again , pausing at difficult points

Asks Ss to talk about whales T goes around for help Calls on some Ss to give a talk about whales

(86)

2 Feeding grounds and food _ Feeding grounds

+ cold waters in the Noth and South Atlantic Ocean + The North and South Pacific

_ Favorite food: krill

3 Reasons for protecting whales

_ Whaling makes whale population decrease

_ Whales could disappear if we did not protect them Suggested solutions:

_ Ask the International Whaling Commission to stop most whaling

_ Tell people about the importance/ valua of whales C/ HOMEWORK:

(87)

UNIT 9: UNDERSEA WORLD Lesson 4:Writing Period: 58th I/ AIMS:

_ write a descriptive paragraph about dolphins by using the facts and figures from a table III/ LEXICAL ITEMS:words, expressions.

5’ 7’

8’

15’

A/ WAMR UP: Greeting B/ NEW LESSON: 1.Pre- writing: VOCABULARY _ sperm whale (n): _ squid (n):

_ gestation (n): the process of carrying a young person or animal inside the mother’s body for the period before birth _ entrapment (n):

_ habitat (n): the natural environment of an animal or plant _ offspring (n): a child, the young of an animal

_ life span (n): the length of time that that sth is likely to live TASK 1:Expoiting the model.

SPERM WHALE RANGE &

HABITAT All oceansPrefer waters with high squid populations

SIZE Male: 18 metres in length; 54,000 kilograms in weight

Female: 12 metres in length; 17,000 kilograms in weight

FEEDING HABITS Carnivores; Eat mainly squid Eat up to 1,500 kgs of food daily OFFSPRING Give birth to one calf every 5-7 years

Gestation period: 14-19 months LIFE SPAN Up to 60-70 years

SPECIAL FEATURES

Biggest animals that have teeth on Earth

Have the largest brain of all mammals

CONSERVATION

CONCERNS At risk due to hunting and accidental fishing net entrapment 2 While writing:

TASK 2: Write a paragraph that describes the facts and figuresprovided in the table.

Dolphins are not fish They are mammals that live in the water Dolphins are among the most intelligent animals on

Asks Ss to work in pairs to complete the table with the information in the paragraph

Asks Ss to exchange their answers with another pairs Checks Ss answers by asking some Ss to go to the board to write their answers

Gives feedback and the correct answers

Asks Ss to write the paragraphs; remind them to refer to the model

Whole class

(88)

7’ 3’

Earth Although they can be found in all oceans in the world, dolphins prefer coastal waters and bays The size of dolphins varies greatly The smallest dolphin is just about 50 kilograms in weight and 1.2 metres in length while the largest one can weigh up to 8,200 kilograms and is 10 metres long Dolphins are carnivores and they eat mainly fish A female dolphin gives birth to one calf every two years after a gestation period of eleven to twelve months A dolphin can normally live from twenty- five to sixty-five years and some species of dolphins can even live longer Dolphin populations are at risk due to the pollution of their habitat and accidental entrapment in fishing nets

paragraph in task

If Ss find it

difficult, T may ask them to write sentence by sentence and combine them later

While Ss write the paragraph T should go around to observe nad

provide help Pair work & Whole class

(89)

UNIT 9: UNDERSEA WORLD

Lesson 5:Language focus Period: 59th I/ AIMS:

II/ OJECTIVES:By the end of the lesson , students will be able to: _ distinguish the sounds /i /, /e / and /u /

_ pronounce the words and sentences containing these sounds correctly _ use Should and Conditional type appropriately

15’

5’

A/ WARM UP: Greeting. B/ NEW LESSON: PRONUNCIATION:

_ /i /:here, dear, birlliant, idea, opinion _ /e /: care, air, parent, wear, their _ /u /: poor, tour, insurance, cruel, during GRAMMAR:

1.Presentation:

a Should and shouldn’t: are used to offer solutions and give strong advice

_ You should sth = it is a good thing to or the right thing to

Ex: You look tired You should go to bed

_ You shouldn’t sth = it isn’t a good thing to Ex: You shouldn’t believe everything you read in the newspapers

_ We usually use should with I think/ I don’t think/ Do you think…?

b Conditional sentence type 2:

* Form: If + subject + past simple, subject + would/ could * Meaning: The second conditional is used to talk about things which are unreal (not true or not possible) in the present or the future

* Use: It is not used to talk about things that can happen in the present or future

Ex: If I were you, I would drive more carefully in the rain 2 Practice:

Exercise 1:

2 You should look for another job He shouldn’t go to bed so late You shouldn’t take a photograph She shouldn’t use her car so much He should put some pictures on the wall Exercise 2:

2 I think smoking should be banned, especially in

Play the tape and ask Ss to repeat Calls on some Ss to repeat the sounds clearly to class Asks Ss to practice the sentences T revises the use of should and shouldn’t quicly Asks Ss to discuss the form and use of the conditional sentence type Calls on some Ss to class

Asks Ss to exercise &2 Goes around and provide help Asks Ss to compare their answers with another student

Pair work

Whole class Individual work

(90)

5’

restaurants

3 I don’t think you should go out this evening I think the boss shoul resign

Exercise 3:

3 would take refused would not get closed down pressed would be did not come 10 borrowed 11 walked 12 would understand

3 Production:

Ask Ss to exercise in pairs Ask them to compare answers with another pair

Whole class Individually Individual work Pair work

(91)

UNIT 10: CONSERVATION

II/ OJECTIVES:By the end of the lesson , students will be able to: _ use vocabulary items related to the issue of conservation

_ guess the meaning of words based onn contexts and components of the words _ scan for specific information about conservation

_ skim for general ideas about conservation III/ LEXICAL ITEMS:Vocabulary

5’

10’

7’

6’

A WARM UP: Answering questions. T: Have you ever visited a zoo or a forest? S: Yes, I have

T: What animals are you interested in? Why?

S: I like horses b/c they look beautiful and they can run along distance fast./ I like leopards b/c they look strong and flexible T: Do you need to protect animals and forests?

S: Yes We have to protect animals & forests b/c they are part of our earth

_ destroy (v): end sth, kill sb/ sth _ destruction (n): the act of destroying _ constant (adj): always present or available _ play an important part in sth:

_ conserve (v): protect sth from harm _ clean up (v): make sth clean or neat

_ worsen (v): to become worse, to make sth become worse _ pass laws:

TASK1:Matching based on word guessing.

1 2 3 4

c a d b

1 2 3 4 5 6

T T T T F F

TASK3: Choosing the main ideas for each paragragh.

A B C

3 4 2

3 Post reading:

Asks Ss to discuss the question in the book Asks Ss to present their group’s answers and others to add any other ideas

Teaches some vocabulary items

Asks Ss to the matching Asks ss for thei ranswers and asks other students if they agree with their friends’ answers Calls on some Ss to give their answers & asks them to explain their choices

Asks Ss to the task Gives feedback

Group work

Work individually

Work in pairs

Group work

(92)

10’ Discussing the questions in the book.

1 What is the consequence of losing forest?

 We wouldn’t be able to use many plants to treat various dangerous diseases Animals wouldn’t have a place to live in And as the plants are destroyed the water would run off, which causes floods and erosion

2 How important is water in our life?

 Mankind and most plants and animals can’t survive without water Farmers need water for their crops

3 What should we for the future of our planet?

 We should stop polluting the environment and destroying plants and animals in it while scientists search for solutions We should pass laws cin nature’s defence

C/ HOMEWORK:

Asks Ss in groups to discuss the

questions in the book Calls on some groups to report their ideas to the class Gives feedback

(93)

UNIT 10: CONSERVATION Lesson 2: Speaking Period: 61st I/ AIMS:

II/ OJECTIVES: By the end of the lesson , students will be able to:

_ ask for someone’s opinions, and show their agreement or disagreement about the new kind of zoo

_ talk about the advantages & disadvantages of the new kind of zoo _ report on discussion results

10’

15’

A WARM UP: Greeting B NEW LESSON :

1 Pre- speaking : VOCABULARY

_ sensitive (adj): quick to respond to, or be affected by slight changes, signals, or influences

_ imprison (v): put or keep in prison _ reconstruct (v): build again

_ breed (v): cause (an animal) to produce offspring

_ reintroduce (v): put ( a species of animal or plant) back into a formmer habitat

TASK 1: Discussing the questions about the features of the new kind of zoo

1 They arte opened to help endangered species develop The animals are not kept in cages They cn live in their natural environment

TASK 2: Showing agreement or disagreement about the new kind of zoo

Asking for opinions Giving opinions What you think of…?

Do you think…? Do you agree with…?

I think…

I don’t think… In my opinion…

Showing agreement Showing disagreement I agree with…

Yes, I think you are right Exactly

I don’t really think so Yes, … but

I would doubt that…

TASK 3: Discussing the advantages & disadvantages of zoos of the new kind

_ The animals can live in a better environment and are safe than when they are in nature

_ It is expensive to reconstruct such environment though _ People can visit many kinds of animals which they would only be able tosee in pictures or on TV

_ But it is risky for zoo keepers because there is no cage and

Asks ss to read through the two paragraphs

Teaches some new words Asks Ss to discuss the two questions Goes around to observe Ss working Asks some Ss present their answers

Asks Ss to work in pairs to share their ideas Ss can explain their ideas as well Goes around to observe and offer help, taking notes of Ss’ miatakes for later correction

Asks Ss to discudd A or D of the new kind of zoo

Individual work & pair work

(94)

10’

the animals can go around 3 Post speaking:

TASK 4: Reporting on the discussion results. C/ HOMEWORK:

T calls some Ss to report that their groups have discussed T asks Ss to take notes and compare with their groups’ ideas

Whole class

(95)

UNIT 10: CONSERVATION Lesson 3: Listening Period: 62nd I/ Aim(s):

II/ Objectstive(s): By the end of the lesson, students will be able to : _ listen to get specific information about forest fires

_ talk about the causes of forest fires and ways to prevent them III/ Lexical items:

7’

10’

5’

3’

A.WARM UP: Discussing. What may cause a forest fire? _ When it is too hot and dry

_ When someone starts a fire (campfire, for example) in the forest without putting it out completely before leaving B.NEW LESSON:

1.Pre- listening: Vocabulary:

_ forester (n): a person in charge of a forest or skilled in foresty

_ awful (adj): very bad or unpleasant _ put out (v): extinguish a fire

_ a heap of: a large quantity or amount 2 While listening:

TASK 1:Numbering events. TASK2: True or False

1

F F T T F

TASK 3: Choosing the sentences heard. a b a 3 Post listening:

Role play

_ A forest fire may start when campers leave a campfire burning near a heap of leaves It is even easier during late summer when woods and forests are very dry

_ Campers must take great care not to start a forest fire Thwey have to remember to put out their fire completely by covering it with earth before leaving They should remember that a forest fire makes our life more difficult by destroying wood, wildlife and good soil

C/ HOMEWORK:

Calls on some Ss to present their answers Asks other Ss to add more ideas

Elicits some of the words given in the book

Plays the tape once for Ss to the task Asks Ss for their answers and write them on the board

Asks Ss to give the answers & write them on the board Plays the tape once for Ss to the task Check Ss’ answers

Group work

Individual work

(96)

VI/ Self- evaluation:

UNIT 10: CONSERVATION Lesson 4:Writing Period: 63rd I/ AIMS:

II/ OJECTIVES:By the end of the lesson , students will be able to write a letter of invitation using the cues provided

10’

6’

15’

A/ WAMR UP: Ordering a Hope to see you then

b We would like to invite you yo the wedding

c You are wellcome to stay the night as there is plenty of room, though it would help if you could let me know advance

d Mary and I are getting married soon after we return to Melbourne- on June 20th.

e Dear John, f Best wishes, Alex

g It will be at my parents’ house in Parkville, probably at 2:30pm., and there will be a party afterwards, starting at about 8pm.

Suggested Answers:

1

e d b g c a f

B/ NEW LESSON: 1.Pre- writing: TASK 1: Matching.

You are going to write out the sentences by matching the first half in A with the suitable half/ halves in B

1 2 3 4 5 6 7 8

c f/h a g/d h/f d/g e b

TASK 2: Letter completion

You are required to fill each blank in these invitation letters with a suitable expression provide in Task for each blank you can have more than one answer.

1 Would you like/ Are you free Would you like/ Are you free Can you; Why don’t we/ Shall we

TASK 3: Writing an invitation letter based on cues.

You are going to write an invitation in which Nam invites Lam to spend a weekend with him, using the cues provided.

Dear Lam,

We haven’t met since you moved And I miss you a lot

Asks Ss to discuss to reorder the sentences to make a complete letter of invitation The winner will be the group with the quickest and correct order

Asks Ass to the Task, reminding them that one expression in A can go with more than one

expression in B and they should write the

sentences

Asks Ss to the same with the other two letters Asks Ss to

exchange answers with other pairs Calls on one pair to give answers Asks Ss to write the letter T goes around to observe and provide help T reminds them

Work in groups

Pair work

(97)

5’ 3’

spend a weekend together?

Do you feel like visiting the forest near my grandparents’ home again? It looks quite different now because very many young trees have been planted at the Trees Planting Festivals Do come if you find it possible and I’ll make all the

preparation then

Please give my love to your parents Your friend,

Nam

use all the language items provided together with other items to produce

meaningful and grammatically correct sentences Also, Ss should use capitalized letters and punctuation

marks properly Whole class

(98)

UNIT 10: CONSERVATION Lesson 5:Language focus Period: 64th I/ AIMS:

II/ OJECTIVES: By the end of the lesson , students will be able to: _ distinguish the sounds /b/ and /p/

_ pronounce the words and sentences containing these sounds correctly _ use the passive voice appropriately

5’ 10’

10’

5’

_ /b/:Bob, blame, about, brother, beautiful _ /p/: pen, plane, Paris, airport, passenger GRAMMAR:

1.Presentation: The passive voice

a Form: be + past participle

The passive can be used in various tenses b Meaning: Passive

c Use: The passive is mainly used in three ways:

* when we don’t want to take responsibility for something Ex: The matter will be dealt with soon ( We don’t know or want to say who’ll deal with it)

* when we want to focus on a happening, not who or what did it

Ex: Our roof was damaged in last night’s storm ( We ‘re concerned about the roof)

* when we want to avoid “ vague subjects’ like one, someone, they, etc

Ex: the form has to be signed ( not “ SO/ one has to sign the form)

Howevwe, the passive is not used when we want to focus on the person or thing that does the action

Ex: You should finish this letter ( Not” This lettershould be finished”) = It is you who should finish this letter 2 Practice:

Exercise 1:

1.were reported am not invited grow are being built be spoken

Exercise 2:

T pronouces the sounds and asks Ss to repeat

T elicits the form, meaning and use of the passive voice

Asks Ss to the exercises Goes around and help.Asks Ss to compare their answers with another student

Whole class Individually Individual work Pair work

(99)

5’

3’ 2’

3 Have…… been told was being laid; decided will…… be planted Exercise 3:

1 was organized (had been) put arrived was

3 were met prepared taken made

5 had been cleaned 10 were served 3 Production:

the board to write their answers T gives correct answers

Ss have to fill each blank with the correct form of a verb in the box Calls on some Ss to read out their answers

Pair work

(100)

UNIT 11: NATIONAL PARKS

II/ OJECTIVES:By the end of the lesson , students will be able to: _ use vocabulary items related to national parks

_ guess the meaning of words based on contexts _ scan for specific information about nation parks III/ LEXICAL ITEMS:Vocabulary

IV/ TEACHING AIDS: Textbook V/ PROCEDURE:

7’

8’

10’

A WARM UP: Answering.

1 Have you ever been to a national park?

 Yes, I have been to Cuc Phuong National Park in Ninh Binh Can you name some of the national parks in VN & in the world?

 They are Ba Vi National Park in Ha Tay, Bach Ma National Park in Hue, Dartmoor National Park in the United Kingdom, Nairobi National Park in Kenya

3 What trees and animals can you see in a national park?  I can see a lot of trees such as pine trees, ferm-palms, and animals for example, monkeys, lizards, bears, etc

_ to be located in: to be in a particular place _ establish (v): set up

_ rainforest (n): forest in the tropical region

_ orphan (n): a child without parents, an animal without mother _ orphan (v): to make sb an orphan

_ orphanage (n): home for orphans _ tropical (adj):

_ temperate (adj):

_ toxic (adj): involving sth poisonous 2.While reading:

TASK1: Matching based on word guessing.

You are required to find the word in the passage that can match with the definition given in task 1.

2 contain sub- tropical species contamination survival

1 ( The area of the rainforest in Cuc Phuong National Park)

Asks Ss to discuss the questions in the book Goes around to provide help Ss to present their group’s answers and others to add any other ideas

Elicits some vocabulary items

Asks Ss to read through the

passages silentlyto find the suitable words to fill the blanks Calls on Ss to present & explain

Group work

(101)

5’

2 Because the rainy season is over

3 They can learn about the habits of anomals and how one specises is dependent upon another for survival

4 In the Orphanage, orphaned and/ or abandoned animals are taken care of

5 Everglades National Park is endangeredb/c of the tox 3 Post reading:

Discussing:Which of the three national parks would you like to visit most? Why?

Suggested answer:

* Reasons for visiting Cuc Phuong National Park:

_ to look at the 1,000 year-old tree (Why you like doing so) _ to study butterflies ( Why can you study butterflies?)

_ to visit caves (What can you see in caves? Would it be dangeruos to so?)

_ to hike mountains

* Reasons for visiting Nairobi National Park:

_ to learn to recognise the different species of animals and plants (Why can you recognise?)

_ to learn about the habits of animals and their dependence on one another ( How can you learn?)

_ to visit the Orphannage and see how the orphaned and abandoned animals are taken care of

* Reasons for visiting Everglades National Park: _ to see the plants and animals from both tropical and temperate zones (Why can you so?)

_ to see the wilderness of the southeastern United States _ to know how toxic chemicals in water can affect the park and animals in it

C/ HOMEWORK:

task Then discuss their answers with their peers Calls on some Ss to write their answers on the board and ask them to explain their

choices Group work

Whole class

(102)

UNIT 11: NATIONAL PARKS Lesson 2: Speaking Period: 66th I/ AIMS:

II/ OJECTIVES: By the end of the lesson , students will be able to: _ use conditional sentences type to express regrets

_ talk about an excursion

III/ LEXICAL ITEMS:Vocabulary IV/ TEACHING AIDS: Textbook, … V/ PROCEDURE:

10’

15’

A WARM UP: Greeting. B NEW LESSON :

1 Pre- speaking : VOCABULARY _ food poisoning:

_ fine (n): cash paid as punishment _ get lost: unable to find way

_ carsick (adj): feeling sick because of a car’s movement TASK 1:Matching.

Last week Nga’s class went on an excursion to Huong Pagoda Unfortunately, the excursion turned out to be a disacter Most of the things they did went wrong You are required to match the thing in column A with the corresponding consequences in column B and read out the sentences

1 2 3 4 5 6 7 8

f e h g b c a d

2 While speaking: TASK 2: Showing regrets.

Imagine that you are Nga’s classmtes and you are not happy with the excursion to Huong Pagoda Now you are talking with some friends about what you wish you had or hadn’t done. If we had brought enough food and drinks, we wouldn’t have spent a lot of money eating in expensive restaurants If some of us hadn’t had food poisoning, we would have enjoyed our visit

4 If we had had raincoats, we wouldn’t have got wet and have got a cold

5 If some of us hadn’t left our luggage on the coach when we arrived, we would have had clothes and money with us

6 If we had been careful when walking in Huong Pagoda, we wouldn’t have got lost

7 If we hadn’t thrown waste in the forest, we wouldn’t have got a fine

8 If we had stayed there more than one day, we would have been able to visit all the pagodas

Asks Ss to read through the sentences in the two columns T may elicit some words or

expressions Asks Ss to the task, goes around to observe Ss working Checks Ss’

answers and gives feedback

Revises the conditional sentence type quickly Asks Ss to compare their answers with another group T calls on some Ss to speak out their sentences and ask otherss to listen and feedback

Whole class

Pair work

(103)

is one of Nga’s friends who studies in another school Ask and answer about the excursion.

T: Last Saturday, I phoned you but you weren’t at home Your dad said that you were going on an excursion Where did you go?

N: I went to Huong Pagoda with my class T: Really? Was that fun?

N: Not really T: Why so?

N: Most of the things we did went wrong T: Tell me, how did you go there?

…

C/ HOMEWORK:

task Goes around to observe and collect errors Asks some Ss to

comment T writes some typical errors on the board and ask for self and peer correction T gives correction only when other Ss cannot correct the

errors Whole class

(104)

UNIT 11: NATIONAL PARKS Lesson 3: Listening Period: 67th I/ Aim(s):.

II/ Objectstive(s): By the end of the lesson, students will be able to : _ listen to get specific information about Cuc Phuong National Park III/ Lexical items:

7’

10’

8’

10’

A.WARM UP: Answering questions. Where is Cuc Phuong National Park?

 Cuc Phuong National Park is in Ninh Binh province/ is located 160 kilometres south west of Ha Noi

2 What is the area of the rainforest in Cuc Phuong National Park?

 200 square kilometres

3 When is the best time to visit Cuc Phuong National Park? In the dry season

4 What can be seen in Cuc Phuong National Park?  You can see a lot of wild animals and odd trees in Cuc Phuong National Park

B.NEW LESSON: 1.Pre- listening: Vocabulary:

_ threatened and endangered specie:

_ ethnic minority: an ethnic group that is a minority within a nation or society

_ flora (n): all the plants found in a particular country or region _ fauna (n): the animal life of a particular region or country _ defeat (v): win a victory over a competitior

_ The Qing invaders: 2 While listening:

TASK 1:Filling missing information and verifying the guesses You are going to listen to the passage to fill in the missing information and check your answers to the quiz.

1 1960 about 2,000; 450 160 km south west of surprise attack 100,000 visitors

TASK2: Answering questions.

You are going to listen to the tape again to answer the questions.

1 It belongs to provinces: Ninh Binh, Hoa Binh, Thanh Hoa It is about 160 km

3 They come there to seee the work being done to protect

Elicits the answers from Ss and writes them on the board for checking later

Teaches some of the words given in the book

Ss read the

sentences carefully T plays the tape once for Ss to the task T asks for SS’ answers & writes them on the board Checks Ss’ answers by calling on some Ss

Asks Ss to listen to the passage again

Group work

Individually

Individual work

(105)

10’

4 Nguyen Hue defeated the Qing invaders in the spring of 1789

5 They live mainly on bee keeping and farming 3 Post listening:

Talk bout the special features of Cuc Phuong National Park. Suggested Answer:

_ the first national park to be established in Vietnam _ 1,000 year- old tree

_ spanning three provines: NB, HB, and TH _ great variety of flora and fauna

_ home to the Muong ethnic minority C/ HOMEWORK:

the tape once for Ss to check their answers

Asks Ss to write about the special features of Cuc Phuong National Park T listen and feedback

Whole class

(106)

UNIT 11: NATIONAL PARKS Lesson 4:Writing Period: 68th I/ AIMS:

II/ OJECTIVES:By the end of the lesson , students will be able to: _ writeletters of acceptance of refusal

5’ 10’

10’

15’

5’

A/ WAMR UP: Greeting. B/ NEW LESSON: 1.Pre- writing:

TASK 1:Filling the blank

You are going to complete the letters on page 117 by fill each blank with one of the ways to accept or refuse an invitation provided in the table.

Suggested Answers: That’s good idea

2 I’d love to, but…/ I’m afraid I can’t come because… I’d love to/ I’d be delighted to

TASK 2: Ordering.

You are required to arrange the sentences in the correct order to make a letter of accepting an invitation to spend a weekend in the country

1 2 3 4 5 6

d e c a f b

TASK 3:Writing a letter of acceptance or refusal

One of your friends has invited you to go for a picnic to Cuc Phuong National Park next weekend Write a reply letter accepting or declining his/ herr invitation.

Dear Nam,

Thank you for your letter It’s lovely to hear that you are going to spend the next weekend in the country I would really like to come You know how much I love spending a weekend in the country after a long and hard term

I will catch the usual train on Friday evening Give my best regards to your parents

Love, Lam

Asks Ss to the task , reminds them that for each blank they can have more than one answer Calls on some Ss to go and write their answers on the board Give own feedback

Asks Ss to the task & exchange their answer with another student when they have finished

Asks Ss to write the letter

individually While Ss write the letter, T shouls go around to observe and provide help

Writes SS’ typical errors on the board and elicits self and peer correction

Pair work

(107)

UNIT 11: NATIONAL PARKS

II/ OJECTIVES:By the end of the lesson , students will be able to: _ distinguish the sounds /t/ and /d/

_ pronounce the words and sentences containing these sounds correctly _ use the passive voice appropriately

5’ 10’ 5’ 7’ 8’ 7’

_ /t/:tore, let, steak, bottle, telephone _/d/: door, dad, drink, study, damage GRAMMAR:

1.Presentation:

Conditional sentences type 3

Form: If + S + had+ V-ed/ V3, S + would have + Ved/ V3 2 Practice:

Exercise 1:

1 had known could have enjoyed had had had known

3 would have gone had stopped would have passed had killed Exercise 2:

1 If the driver in front hadn’t stopped so suddenly, the accidents wouldn’t have happened

2 If I had known that Lam had to get up early, I would have woken him up

3 If Hoa hadn’t lent me the money, I wouldn’t have been able to buy the car

4 If Mary hadn’t been wearing a seat belt, she would have been injured

5 If you had had breakfast, you wouldn’t be hungry now If I had had some money on me, I would have got a taxi Exercise 3:

1 If I had been working at the restaurant last night, I would have waited on your table

2 If they had been paying attention, they would have seen the sign marking their exit from the highway

3 Carol would have answered the phone if she hadn’t been studying

4 If the sun hadn’t been shining, we wouldn’t have gone to the beach yesterday

T pronounce the sounds and asks Ss to repeat Ss practice the sounds

Asks Ss to go to the board and write down the vform of the third

conditional T calls on some Ss to tell the class about the meaning and use of the third conditional Asks Ss to exercise &2 T goes around and provide help Asks Ss to compare their answers with another student Asks some Ss to go to the board to write their answers T asks Ss to exercise in pairs Ss have to use the information given to make

conditional sentences type Asks Ss to compare

Whole class Whole class, individual work & pair work

(108)

3’

5 If the music hadn’t been playing loudly at the restaurant, I would have heard everything Mr Lee said during the dinner

3 Production:

answers with another pair Calls on some Ss to read out their answers T feedback and gives suggested answers

Whole class

(109)

TEST YOURSELF D Period: 70th LISTENING:

1 They go to a national park to enjoy nature It became a national park in 1872

3 No, it isn’t It’s the world’s largest park It has about 70 geysers

5 They musn’t pick the flowers, feed or hunt the animals Tapescript

A national park is a large piece of land In the park, animals are free to come and go Trees and plants grow everywhere People go to a national park to enjoy nature Many people stay in campgrounds in national parks They sleep in tents and cook their food over campfires They also walk on trails or paths in the park

Yellowstone is the world’s oldest national park It became a national park in 1872 it is also the world’s largest park

Yellowstone is famous for its geysers These holes in the ground shoot hot water into the air There are about seventy geysers in the park The most famous is Old Faithful About every hour Old faithful shoots hot water hundreds od feet into the air

Two-and-a-half million people visit this beautiful park each year Visitors ar not allowed to pick the flowes They must not feed or hunt the animals, either

READING

1 a junk and litter b landscape c highway d healthy

2 a T b T c F d F e T f T

GRAMMAR.

a (1) has been cleaned (2) have been turned on (3) are waiting

b (1) knew (2) would help (3) knows

c (1) decided (2) to stay (3) would have gone out

(4) hadn’t been WRITING

Dear Alex,

You will be delighted to know Father is giving a party to celebrate the New year He has invited some of our relatives and his friends to make the party a success

I too have invited a number of my friends in the neighbourhood Mother has asked me to tell you to come home for the New Year celebration

I’m sure you will be here in time to share the fun with us on that day Your sister,

Helen

AN HOUR TEST Period: 71st

(110)

UNIT 12: MUSIC

Lesson 1: Reading Period: 73rd I/ AIMS:

II/ OJECTIVES: By the end of the lesson , students will be able to: _ use vocabulary items related to music

_ guess meaning of words based on contexts _ scan for specific information about music III/ LEXICAL ITEMS:Vocabulary

IV/ TEACHING AIDS: Textbook, handout V/ PROCEDURE:

7’

10’

5’

A WARM UP : Discussing. Name some kinds of music:

_ folk music: traditional of music of acountry

_ rock’n’ roll: a style of music with a strong and loud beat _ pop music: modern music that is popular with young people _ classical music: serious and traditional Western European music

_ jazz: a combination of African and Western music Matching:

1

b e d a c

_ express (v): state thoughts or feeling in words, show meaning by gesture, behaviour…

_ convey (v): express sth

_ funeral (n): ceremoney for someone who has died _ solemn (adj) : humorless, formal

_ sence (n): physical faculty 2.While reading:

TASK1: Gap filling based on word meaning guessing Fill each blank with one of the words in the box All of the words appear in the reading passage.

1 communicate solemn lull emotion delights mournful integral part

Pair work

(111)

5’

10’

3’

2 music is a powerful means of communication because it can express ideas, thoughts and feelings

3 It adds joyfulness to the atmosphere of a festival and makes a funeral more solemn and mournful

4 It makes people happy, excited and uplifted It delights the senses

5 Music has always been a big business it is a billion- dollar industry

3 Post reading:

1 There are five roles of music that are mentioned in the text: _ Music can express ideas, thoughts and feelings

_ Music sets the tone for important events and occasions _ Music lulls babies to sleep

_ Music wakes students up in the morning _ Music entertains

2 Discussing the question

A: B, what you think is the most important role of music? B: I think the most important role is that it entertains people A: Why you think so?

B: You know, as students, we are quite busy with our learning Sometimes, when I get home after a day of studying hard, I feel very tired Listening to music helps me feel more relaxed After listening to it, I feel less stressful and can continue with other work What about you?

A: I am most impressed by the fact that music can set the tone for important evnts and occasions

B: Why so?

A: Well, nowadays, music is played in almost every big event such as in sport competitions For example, in a football match, whenever a footballer scores a goal, a piece of very exciting music is played It makes the whole supporters feel so excited They all want to stand up and cheer Music adds a joyful atmostphere to the whole stadium

C/ HOMEWORK:

Work in pairs

Group work

Whole class

(112)

UNIT 12: MUSIC

Lesson 2: Speaking Period: 74th I/ AIMS:

II/ OJECTIVES: By the end of the lesson , students will be able to: _ ask and answer questions about music

_ talk about favourite kinds of music III/ LEXICAL ITEMS:Vocabulary

IV/ TEACHING AIDS: Textbook, picture/ posters,… V/ PROCEDURE:

5’

10’

12’

1 Pre- speaking : VOCABULARY _ keep sb happy: make sb happy _ cheer sb up: make sb feel less sad

_ band (n): a group of musicians who play together _ easy to listen to

TASK 1:Answering questions based on the reading text. You going to read what Ha Anh says about music Work in pairs to answer the questions.

1 She likes pop music

2 Because it keeps her happy The Backstreet Boys

4 She listens to music all the time 2 While speaking:

TASK 2: Asking and answering about music taste

You are going to two of your classmates to get the information to complete the table.

Suggested answers:

_ What kind/ sort of music you like? _ What is your favourite kind of music?

_ Can you tell me what your favourite kind of music is? + Why you like it?

+ What makes you like it? + Why are you interested in it? + Can you give me the reasons?

* Who is your favourite musician/ band/ singer? * Why you like him/ her/ them?

_ What is your favourite song/ piece of music/ music programme?

_ Why you like it?

+ When/ What time you often listen to music? + How often you listen to music a day/ a week? + How long you listen to it each time?

Asks some Ss read aloud the passage Then answer the Qs goes around & observe Ss

working Asks some Sss to present their answers Gives feedback & gives correct answers Tells Ss o form groups, one of them will be a journalist who want to interview high- school students about their music taste The journalist has to asl two Ss some questions and fill in the table for his/ her later article Ss can change their roles if time permits Goes aroud observing, offering help, collecting any mistakes and errors for later correction Elicits the

(113)

3’

Now report what you have found out to the whole class. * Đồng sở thích:

_ Both A and B like jazz

_ A likes jazz and B likes it, too _ A likes jazz and so does B * Khác sở thích:

_ A likes jazz but B likes pop music _ A likes jazz but B doesn’t

_ A likes jazz but B prefers pop music C/ HOMEWORK:

Calls on some Ss to report what they have found out about their partners Takes notes of Ss’ mistakes for later correction

Whole class

(114)

UNIT 12: MUSIC

Lesson 3: Listening Period: 75th I/ Aim(s):

II/ Objectstive(s): By the end of the lesson, students will be able to : _ listen to get specific information

5’ 12’

8’

A.WARM UP: Greeting B.NEW LESSON: 1.Pre- listening: Vocabulary:

_ rousing (adj): filling people with passion, emotion and enthusiasm

_ lyrical (adj): widely enthusiastic and emotional about sth _ rural ( adj): found in or living in the countryside

Talking about Van Cao. * Date of birth/ date of death _ Van Cao was born in … _ He died in …

* Hometown

_ Van Cao was born at/ in… _ His hometown is … _ His birthplace is … * Family

_ He was born into a rich/ poor family

_ There are … (how many) people in his family _ Are any members of his family musicians or music composers?

* Career

_ His first song is … (name/ time/ main content) _ What kind of music does he often compose? _ What are his famous songs?

_ What can we say about his music? _ What makes people admire him? * Personal life

_ Is he single/ married? _ Has he got any children?

* Van Cao’s songs: Suoi Mo; Tien Quan Ca; Truong Ca Song Lo; Lang Toi

2 While listening: TASK1: True or False

Asks Ss to look at the picture in the book & tell the class anything they know about Van Cao Elicits some new words Have Ss read through the statements Plays the tape once for Ss to the task Asks for Ss’ answers and writes them on the board Plays the tape second time for Ss to check their answers Asks Ss to work in groups to compare their answers Checks Ss’ answers by caling on some Ss to give and explain their answers Gives the correct answers

Whole class Group work

(115)

7’

10’

3’

Listen and decide whether the statements are True or False.

1

F F T F F

TASK 2: Answering questions.

You are going to listen to the tape again to answer the questions.

1 It is “ My favourite Musician”

2 He likes the song “ Tien Quan Ca” most

3 He likes it b/c it’s hard and solemn; it makes him feel great and proud of his country

After you listen: Find someone who … Q.Hung’s

ideas

Person who agree

Person who disagree

Reasons The best Vnese

musician of all time is VC TQC is hard & solemn

His song is about rural life in VN are sweet, gentle& very lyrical C/ HOMEWORK:

Asks Ss to give the answers and write them on the board Plays the tape once for Ss to check their answers

Asks Ss to go aroun interviewing different Ss to complete the table They should write the name of the Ss who agree or disagree with Q Hung’s ideas in the second or third column and the reason in last column

Pairs work Whole class Individual work

Whole class Group work

Whole class

(116)

UNIT 12: MUSIC

Lesson 4:Writing Period: 76th I/ AIMS:

II/ OJECTIVES:By the end of the lesson , students will be able to: _ Write a profile based on prompts provided

5’

15’

7’ 3’

TASK 1: Sentence completion

You are required to make up complete sentences about Scott Joplin, a famous American musician, using the prompts provided.

1 Scott was born in Texas in 1886, into a poor but musical black family

2 He learned to play music when he was very young Scott learned to play the works of composers like Bach, Beethoven, and Mozart as well as to compose music He quickly became famous

5 His tunes were wonderful mixture of classical European and African beats which were known as Ragtime

6 all in all, he wrote 50 piano rags, and was called the King of Ragtime

7 Scott Joplin died in 1917 2 While writing:

TASK 2: Profile writing.

You are going to write a life story of Van Cao using the prompts provided.

Van Cao was born on the fifteenth of November, 1923 in Nam Dinh His parents were poor workers However, he started composing music when he was very young His first song waswritten in 1939 and it quickly became famous The song “ Tien Quan Ca”, which is the national anthem of VN, was written in 1944 Van Cao was also very good at other artistic works like song writing, poem writing and paintings He died on the tenth of July, 1995 He was/ is known as a very talented musician and highly appreciated by the Vietnamese people 3 Post- writing:

Introduce some features of a profile A profile usually includes: date, …

Divides ss into groups, each group member will write a sentence Goes around to help Calls on Ss to go to the board and write down the sentence Elicits self and peer correction when Ss are not able to correct the errors, gives suggested answers Asks ss to read through prompts, T reminds Ss to use the right tense of vebrs and

supplement articles, prepositions, pronouns …when necessary Asks Ss to exchange their letter with another studentfor peer correction Collects some writings for

Whole class Work in groups

Individual work

Whole class

(117)

(118)

UNIT 12: MUSIC

II/ OJECTIVES:By the end of the lesson , students will be able to: _ distinguish the sounds /s/ and /z/

_ pronounce the words and sentences containing these sounds correctly

_ used to + infinitive to express purposes and make Wh- questions appropriately III/ LEXICAL ITEMS:Two sounds; structures.

10’

15’

A/ WARM UP: Greeting B/ NEW LESSON: PRONUNCIATION:

_ /s/: sit, star, six, seaside, expensive _ /z/: zoo, prize, is, noise, amazing GRAMMAR:

1.Presentation:

a To-infinitive to show purpose.

* We often use an infinitive to talk about a person’s purpose why he/ she does something

Ex: _ I sat down to rest.

_ I’m going to Britain to study English. _ To switch on, press the red button. * We can also use in order to or so as to

We normally use in order/ so as before a negative infinitive

Ex: _ I moved to a new flat in order to / so as to be near my work

_ I’m going to leave now, so as not to be late. * For is sometimes used to express purpose, but it is a preposition and is followed by a noun object

Ex: _ I went to the store for some food.

_ I went to the store to buy some food ( NOT I went to the store for buying som food)

b Wh- questions:

Wh-questions allow a speaker to find out more

information about topics ( Wh-question giúp người nói biết thêm thơng tin chủ điểm.)

When? Where? Who? Why? How? What?

Time Place Person Reason Manner

Object/ Idea/ Action

Ronounces the sounds & asks Ss to repeat

( individually & in chorus)

Writes some sentences on the board Asks Ss to comment on the use of to- inf., tell Ss in these sent to-inf are used to express purpose Asks Ss to give some similar examples

Calls on some Ss to make up some Wh-questions and write them on the board Elicits question words and how to make wh-question from Ss

Whole class

Whole class, individual work, Pair work, Group work

(119)

5’

3’ 2’

information ( Có từ khác dùng để tìm hiểu thêm thơng tin cụ thể)

Which (one)? Whose? Whom? How much? How many? How long? How often? How far? What kind (of)?

Choice of alternatives Possession

Person ( objective formal) Price, amount ( non-count) Quantity (count)

Duration Frequency Distance Description 2 Practice:

Exercise 1:

1 I phoned her to tell her the good news I’m saving money to buy a cassette player

3 She vpractises singing all day to win the singing contest I’m learning French to sing French songs

5 The monitor always goes to class on time to ste a good example for the class

Exercise 2:

1 My father didn’t have time to read the newspaper I wish I had enough money to buy a new bicycle I went to the post office to post a letter

4 He telephoned me to invite me to the party She’s going to Britain to learn English Exercise 3:

1 What will you if it rains?

2 What sort of music does your father enjoy listening to? When did he leave for Ho Chi Minh city?

4 Who wants to talk to you?

5 How did you spend the evening last night? When does the film start?

7 Who is your favourite musician? Why you like pop music? 3 Production:

Asks Ss to Exercise &2 individually then compare their answers with another students Calls on some Ss to read out their answers Gives correct answers

Asks Ss to exercise in pairs Asks them to compare answers with another pair Calls on some Ss to go to the board to write their

answers

(120)

UNIT 13: FILMS AND CINEMA

II/ OJECTIVES: By the end of the lesson , students will be able to:

_ Develop such reading micro-skills as skimming for main ideas, summarising main ideas, scannig for specific ideas, and guessing meaning in context

_ Use the grammatical structure “It was not until … that …” and cinema vocabulary such as silent films, screen, character and so on in order to read and talk about the topic

III/ LEXICAL ITEMS:Vocabulary IV/ TEACHING AIDS: Textbook V/ PROCEDURE:

5’

7’

A WARM UP: Answering the questions.

1 Do you want to see a film at the cinema or on TV? Why?

At the cinema On TV

_ big screen  easy to see _ lound sound  feel the atmostphere of a film realistically

_ up-to-date films (TV viewers have to wait for long before those films are shown on TV)

_ high-quality films (winning some prizes, famous film-stars, etc.)

_ good occasion for friend meetings, romantic date, etc

_ no need to go out  no fear of traffic, coming home late, etc

_ watch TV in any way you like (lying in bed, sitting on sofa, etc.)

_ cheap (no tickets) _ a lot of private tasks while watching (doing housework, eating, answering phones, etc.)

2 Dựa vào kinh nghiệm cá nhân

3 I like cartoon films First of all, the characters are normally animals such as rabbits, cats, mice They are very close to us in life Secondly, most cartoons are very interesting The music is exciting The characters everything such as running, playing hide and seek, at an incredible speed, which makes you never fall asleep or feel bored The situations in cartoons are funny, too Thus, cartoons help me have fun and be cheerful all the time

B NEW LESSON : 1 Pre- reading : VOCABULARY:

_ motion (n): the act of moving, or changing place or position _ still (a): silent

Guides Ss to discuss the following

questions in pairs Goes around to offer help

Gets Ss to read the passageindividually Asks Ss to the

Pair work

(121)

7’

5’

10’

3’

_ spread (v) : to extend over a place _ replace (v) : thay theá

TASK 1:Find the word in the passage that can match with the definition on the right column.

1 cinema rapidly sequence scene decate character TASK2: Answering questions

1 The history of cinema began in the early 19th century.

2 At that time scientists discovered that when a sequence of still pictures were set in motion, they could give the feeling of movement

3 No, they didn’t

4 Audiences were able to see long films in the early 1910s The sound was introduced at the end of the 1920s

6 As the old silent films were being replaced by spoken ones, the musical cinema appred

TASK3: Which of the options below is the best title for the passage.

B A Brief History of Cinema Post reading:

The history of cinema began in the early 19th century At that

time, films were little more than moving photographs and they were usually short, just about one minute long However, in 1905, films were longer with the changes of scene and camera positions,as well as characters In those days, films were about five or ten minutes in length It was not until the early 1910s that the first long films were produced Nevertheless, the cinema only began to become an industry in 1915 Films became longer and better and special places were built to show films only At the end of the 1920s, sound was

introduced This made the cinema change completely, from America to thr rest of the world At this time, a new form of cinema appeared, that was the musical one

C/ HOMEWORK:

their answers in pairs Calls on some Ss to present and explain their answers Finally, T provides the correct answers

Asks Ss to work individually to answer the questions, then discuss their answers with their peers Calls on some Ss to present & explain their answers Gives feedback Gives Ss some minutes to the task and check with the whole class Gets Ss to work in groups and take notes of the main events described in the passage, based on the cues given in the textbook

Write out

Work individually

Work in pairs

Group work

Whole class

(122)

UNIT 13: FILMS AND CINEMA Lesson 2: Speaking Period: 79th I/ AIMS:

II/ OJECTIVES: By the end of the lesson , students will be able to: _ Ask and answer questions about the plot of afilm based on prompts _ Tell what kinds of film they like or dislike

_ Express their opinions about a film, using attitudinal adjectives III/ LEXICAL ITEMS:Vocabulary

IV/ TEACHING AIDS: Textbook, handouts, some film posters,… V/ PROCEDURE:

10’

A WARM UP: Greeting. B NEW LESSON : 1 Pre- speaking :

TASK 1: How much you like each kind of film? Question:

How much you like… (science fiction films/ cartoons)? Answer:

I like them very much Not much

I don’t like them very much I don’t like them at all I hate it

TASK 2: Find out what your friends feel about each kind of film.

Vocabulary: interesting, exciting, fascinating, amusing, boring, horrifying, …

Structure: somebody find sth/ sb + Adj express one’s opinion about sth or someone

Agreement Disagreement

I agree Yes, exactly Right! Sure!

I don’t think so Yes, but … Do you think so? You can’t be serious! You must be kidding! A: What you think of horroor film?

B: Oh, I find them really terrifying

C: I don’t quite agree with you I find them very interesting ………

TASK 3:Find out his/ her preferences for films.

* Prefer something to something: can be used to talk about one’s preferences

Ex: I prefer romantic films to action films.

A: Which you prefer, detective filmsor science fiction

Asks Ss to move around the

classroom and find as many friends that have the same preferences as them as possible Ss have to take notes of who and how many friends like or dislike the same types of films as them

Asks Ss to look at the Adjs In the right column and explains the meaning of them Calls on Ss to read the model conversation in the book Divides class in to groups Calls on sme groups to report their findings, while they speak, T takes notes of their errors and correct them after that Calls on two Ss to read the model conversation Asks Ss to find out their

Whole class

Individual work

Group work

(123)

15’

B: Well, it’s difficult to say But I suppose I prefer science fiction films to detective ones

TASK 4: Talk about a film you have seen.

Yesterday, I went to the National Cinema and I watched a Korean film, it is “Shadowless Sword” It is a romantic and historical film The film tells us about the adventure of a soldier girl, So Ha, in the search of the prince of her country This prince, whose name is Jeonghyeon, used to be exiled to a faraway place Since then, he leads the life of a normal person and does not want to involve in politics any more However, after seeing how brave the soldier girl is, the prince changes his mind So Ha also makes him believe in his own power and ability Finally, he falls in love with her and determines to be a good king It is tragic that So Ha is killed on the way, leaving him alone Jeonghyeon keeps his promise to be a good king and helps the country out of trouble In my opinion, the film is very interesting It strengthens my belief that if you have enthusiasm and determination, you can a lot of good things C/ HOMEWORK:

preference Gives feedback & corrections

Instructs Ss to work in pairs, ask & answer questions about a film that they have seen, using the

suggestions given in the textbook T asks Ss to take notes of their friends’s

story.Goes around & offer help Calls on some Ss to report their friends’ story

Group work

Whole class

(124)

UNIT 13: FILMS AND CINEMA Lesson 3: Listening Period:80th I/ Aim(s):

II/ Objectstive(s): By the end of the lesson, students will be able to :

_ Develop such listening micro-skills as listening for specific information, taking notes while listening, and summarising main ideas

7’

5’ 10’

3’

A.WARM UP: A quiz about Titanic

1 What is the name of the main female character in “Titanic”? _ Rose

2 Who played the main female character? _ Kate Winslet What is the name of the main male character ? _ Jack Who played the main male character? _ Leonardo Dicarprio

5.What is the theme song for“Titanic”?_“My heart will go on” Who sang this song in the movie? _ Celine Dion

7 In what year did “ Titanic” come to the theatres? _ 1997 How many awards did it have? _ 11 awards

B.NEW LESSON: 1.Pre- listening: Answering questions.

Set the scene: You are going to listen to two friends, Lan and Huong, talking about their plans for next week

_ What can you see in the picture?

_ What you think they may want to do? _ What film may they want to see?

2 While Listening:

TASK 1:Answering the question.

 They’re planing to go to see the “ Titanic” TASK2: Completing the table

LAN HUONG

Mon See a play

Tue

Wed Work & go to the

singing club Thu Visit grandparents

Fri Study Chinese

Sat Work (busy)

Sun Go on a picnic

TASK 3: Answering the question.

Divides class into groups Reads out the questions and ask each to give the answer Gets Ss to add up the points and announces the winner

Asks Ss to look at the picture in Task and predict the content of the conversation Elicits the

meanings of these words T plays the tape, asking Ss to listen to how the words are pronounced and repeat after the tape

Asks Ss to look through the calendar T plays the tape once Ss check their answers with a partner Calls on some Ss to present their answers Provides correct answers

Group work

Individually

Pairs work

(125)

10’

3’

This is what Lan and Huong plan to for the next week On Monday, Lan is going to see a play On Wednesday, huong is quite busy and she going to the singing club at night Lan is visiting her grandparents on Thursday The next day, Huong has to study Chinese As for the weekend, Saturday is a busy day of Lan, and Huong is going on a picnic with her friends Therefore, the only day they can meet each other is Tuesday C/ HOMEWORK:

explain their answers Asks Ss to summarise the conversation between the two girls T goes around to help Role play

Individual work

Whole class

(126)

UNIT 13: FILMS AND CINEMA Lesson 4:Writing Period: 81st I/ AIMS:

Write a descriptive paragraph about a film they have seen, based on prompts III/ LEXICAL ITEMS:words, expressions.

5’

10’

17’

10’ 3’

TASK 1:Working with the model. Tittle? Titanic

Type? Love story film

Plot? A tragic story of love and the sinking of a luxury ship in the Atlantic Ocean, causing mare than 1,000 people to die, including the main male character

Filming place

America

Based on? The true story of the Titanic disaster in 1912 Main

characters?

_ Jack: young & generous adventure, who died in the disaster

_ Rose: was saved by Jack, with whom she fell in love later

TASK 2: Write about a film you have seen

I have never seen a more interesting film than the film “Underworld 2”, which was on TV yesterday It is a horror fiction film It is about the war between human beings and the evils in 2050 The film is set in America It is based on the fictional assumption that apart from human beings, there is another world of the evils, which consist of the vampires, wolf monsters and so on The vampires, which are thought to have died a long time ago still survive and they want to kill all human beings They are fought against by two brave soldiers, Michael and Selene, who have undergone genetic changes and become much stronger than they used to be Finally, the vampires lose and the world is saved The film has a happy ending, in which the two soldiers fall in love and live happily with each other

3 Post- writing: Peer correction

Asks Ss to read the text about the film “Titanic”

individually Then find a partner to answer the questions and complete the table of summary together T checks the answers with the whole class

Asks Ss to spend times gathering and organizing ideas for their paragraph T instructs Ss to write their paragraph Asks Ss to exchange their paragraph with a partner and in pairs check for each other T goes around helping and collecting typical errors

Write Ss’ errors on the board and elicits self and

Whole class

(127)

(128)

UNIT 13: FILMS AND CINEMA Lesson 5:Language focus Period: 82nd I/ AIMS:

II/ OJECTIVES:By the end of the lesson , students will be able to: _ Distinguish the sounds /f/ and /v/

_ Pronounce the words and sentences containing these sounds correctly

_ Use attitudinal adjectives to describe films or to express their opinion about particular films _ Use structure “it was not until… that….” And articles “a/ an/ the” appropriately

10’

15’

5’

_ /f/: feel, few, leaf, sofa, Phillip _ /v/: veal, view, leave, lovely, Victor GRAMMAR:

1.Presentation:

a Adjectives of attitude:

_ Adjectives of attitude are used to express one’s feeling or emotion

Ex: I’m interested in playing the piano

_ Present participle and past participle are used as adjectives of attitude

+ the –ing form has an active meaning Ex: That game is thrilling (Active meaning) + the –ed form has a passive meaning

Ex: I was amused at his joke (Passive meaning) b It was not until that….

It was not until + time + that + clause express a

commencement of something, emphasizing on the starting time that something lappens

Ex: It was not until 1915 that the cinema really became an industry

c Using Articles: the, a, an

Articles

Definite Indefinite

the A, an

We use “the” when we are talking about one thing in particular We use “a, an” when we are talking about one thing in general

Plays the tape once for Ss to hearthe words containing these two sounds T plays the tape again and this time asks Ss to repeat after the tape Explains difficult cases When adding –ing to the verb roots, ss need to omit “e”

Elicits from Ss the form, meaning, and use of the

structure’ It was not until … that…” Elicits from Ss the form, meaning, and use of the articles “a, an, the”

T should check that

Whole class Whole class

Individual work Pair work Group work

(129)

5’

3 terrifying amusing irritating embarrassing horrifying 10 frustrating Exercise 2:

1 a depressing b depressed a interested b interesting a boring b bored a excited b exciting a exhausting b exhausted Exercise 3:

1 It was not until 1990 that she became a teacher It was not until he was 30 that he knew how to swim It was not until 1980 that they began to learn English It was not until his father came home that the boy did his homework

5 It was not until the lights were on that the football match started

Exercise 4:

1 2 3 4 5 6 7 8 9

a The the an A a The the the

10 11 12 13 14 15 16 17 18

the the The the an a a the a

3 Production:

meaning of these forms orrectly Gets Ss to the exercise

individually and goes around

checking that they work Calls on Ss to go to the board and write the answers Gets Ss to Exercise

individually, then find a partner to check their answers with Gets Ss to Exercise

individually, then find a partner to check their answers with

Group work

Individual work, group work

(130)

UNIT 14: THE WORLD CUP

Lesson 1: Reading Period: 82nd

I/ AIMS

_Develop such reading micro- skill as scanning for specific information, intensive reading for details and guessing meaning in context

_Usesome football voc To read and talk about the topic III/ LEXICAL ITEMS:Vocabulary

10’

5’

A WARM UP: Greeting B NEW LESSON : 1 Pre- reading : VOCABULARY:

_ captain: the player who leads and directs the other players on the field

_ goalkeeper: the player in front of the goal who tries to stop the other team scoring

_ defender: the player who tries to stop the other team scoring _ midfielder: the player who plays mainly in the middle part of the pitch

_ forward: the player whose duty is to score goals South Korea and Japan

2 Brazil Germany 2.While reading: TASK1:Matching

1

b c a e d

TASK2: Complete the sentences

1

13 32 Argentina one 26

TASK3: True or false statements

1

F F T T F

3 Post reading:

_ 13: the number of teams taking part in the first worl Cup _ 1930: the year when the first WC was held

_ 17: the number if WC tournaments that have been organized up to now

_ 32: the number of finalists in the 2002 WC

_ 2002: the year when the Wc was joinly held by Japan and South Korea, the year when the WC was played for the first time in Asia

Teaches voc Model

Instructs Ss to read the passage quickly to guess their meaning Gives Ss sometime to re-read the passage Calls on Ss to answer Asks Ss how to this task

Calls on some Ss to write their answer on the board and ask them to explain their choices Give the correct

answers

Asks Ss to discuss the question in the book Goes around to help Ss Asks every two pairs to share ideas

Calls on Ss to report their ideas to the class Gives feedback

(131)

UNIT 14: THE WORLD CUP Lesson 2: Speaking Period: 83rd I/ AIMS:

II/ OJECTIVES: By the end of the lesson , students will be able to :

_ Use some football voc to ask and answer about the World Cup and to talk about the World Cup winner

Time CONTENTS TEACHER’S STUDENTS’

8’

15’

7’

A WARM UP: B NEW LESSON : 1 Pre- speaking :

TASK 1:What you know about these football teams? Picture 1: Team of England

Picture 2: Team of France Picture 3: Team of Italy Picture 4: Team of Germany While speaking:

TASK 2: Answer the questions. A: Where was the first WC held? B: It was held in uruguay

A: Which team played in the final match? B: Uruguay and Argentina

A: Which team became the champion? B: Uruguay

A: What was the score of the match? B: 4-

TASK 3:Talk about the World Cup winner.

The first World Cup was held in 1930 The final match was between Uruguay and Argentina Uruguay defeated Argentina by to 2…

3 After speaking: C/ HOMEWORK:

Introduces the task

Pre- teaches some Voc

Goes around to check and offer help

Corrective feedback

Work in groups

Pairs work Whole class

Pairs work

(132)

UNIT 14: THE WORLD CUP Lesson 3: Listening Period: 85th I/ Aim(s):

_ Develop such listening micro-skills as intensive listening for specific information and taking notes while listening

IV/ Teaching aids: Textbook, cassette player, handout. V/ Procedures:

10

15

A.WARM UP: Greeting B.NEW LESSON: 1.Pre- listening:

1 Picture 1: Pele (Brazilian) Picture 2: Maradona (Argentina) Picture 3: Zidane ( French) Picture 4: Barthez ( French) 5.Picture 5: Beckham ( English) Vocabulary:

_ goal – scorer: _ kick:

_ ambassador: _ peace:

2 While listening:

TASK 1: Listen andcomplete the table

Year Events

(1) 1940 Born in Brazil

1956 (2) joined a brazilian football club (3) 1962 First world club championship (4) 1974 1200th goal

1977 (5) retired TASK 2:Answer the questions

1 as a football player, Pele was famous for his powerful kicking and controlling the ball

2 He participated in three World Cups

3 He played for an American football club before he retired

4 He became an international ambassador for the sport,

Teaches new words Reads aloud first Gets Ss to make sentenceswith the words and gives corrective feedback Plays the tape once for Ss to the task Asks for Ss’answers and writes them on the board

Plays the tape the second time for the Ss to check their answers.Checks and corrects Ss’ answers by calling on some Ss and asks Ss to

explain their answer If many Ss cannot answer the questions, plays the tape one or two more times and pauses at the answer for them to catch Plays the tape again for Ss to the task Checks their answers

Pairs work

Listen Repeat in chorus Individually

(133)

8’

2’

3 After you listen:

Talk about the milestones in Pele life. Pele was born in 1940

He joined a Brazilian football club in 1956

He led the team to the first world club championship in 1962

By 1974, he had scored 1,200 goals and became a national hero

He played for an American football club for years before he retired in 1977

After his retirement, he became an international

ambassador for the sport, working to promote peace and understanding through friendly sport activities

C/ HOMEWORK:

give the answers and elicits feedback from other St

Calls on some pairs to present their answers

Elicits feedback from the class and gives final comments

Work in groups Pairs work

(134)

UNIT 14: THE WORLD CUP Lesson 4:Writing Period: 86th I/ AIMS:

II/ OJECTIVES:By the end of the lesson , students will be able to : _Write a short announcement about a sport event

III/ LEXICAL ITEMS:words, expressions.

IV/ TEACHING AIDS: Textbook, handouts charts. V/ PROCEDURE:

10’

25’

A/ WAMR UP: B/ NEW LESSON: 1.Pre- writing:

TASK 1:Answer the questions.

1 The National Football Championship Organizing Committee

2 It announces that the match between Nam Dinh and Binh Duong on Sunday, April 18 has been postponed due to serve weather conditions At 3pm On Sunday, April 25

4 At My Dinh national stadium 2 While writing:

TASK 2: Write an announcement. Suggested writing:

Chau Thanh Hight School wishes to announce that it is now seeking for players for its new football season Volunteers must be good at football and are studying at the school They will need to pass a couple of tests and a shortlist of successful candidates will be made public within the next day The team’s first meeting will be at pm On Saturday, 26 june For further information, please contact Duong Duc Long, class 11A, or call 2.227.828

The HCM Communist Youth Union of Tran Hung Dao High School wishes to announce that

Gets Ss to read the task and the guidelines silently and work out what they are require to write about Elicits the verb tenses

Move around to control and give help with voc When the Ss have finished, collects Ss’ writing

Delivers each group pieces of writings and tells them to read and choose the best piece of writing

Calls a St to read their group best writing and gives comments

Work in groups

Work in groups Write the answers

(135)

8’ 2’

20 in the latter’s football field at 112 Quan Thanh Street, Hanoi Tickets will be sold at HCM

Communist Youth Union’s office from March 27 for 5,000 VND each All the money collected will be sent to the Organge agent Victims Fund

_ Learn by heart the descriptive charts _ Prepare for the next lesson

exchange it with their peer Whole class

Work in groups

UNIT 14: THE WORLD CUP

Lesson 5:Language focus Period:87th I/ AIMS:

II/ OJECTIVES:By the end of the lesson , students will be able to : _ Distinguish the sounds / g /and //k/

_ Pronounce the words and sentences containing these sounds correctly

_ Use structure with “will” totalk about unplanned future intentions to make predictions or offers _ Use structure “going to” to talk about definite future plans

10’

_ /g /: group, goal, together, Uruguay,… _ /k /:kick, ticket, club, compete,… GRAMMAR:

1.Presentation:

a WILL:Dùng cho định thời ( lúc nói) Trước người nói chưa định chưa chuẩn bị

Ex: It’s too cold in here! – OK I’ll go and shut the window

b BE GOING TO: có định có dự tính trước.

Ex: I’m going to repair my bicycle

Notes: Những cách dùng khác “ Will’

_ “ Will”  diễn tả đoán.( I think, I suppose, I’m sure)

Ex: I think everything will all right. _ “ Will”  lời yêu cầu, lời mời, lời hứa

Ex: Will you please stop making noise? The baby’s sleeping. Will you come to my birthday party next Sunday? _ Không dùng “Will/ Shall” mệnh đề theo sau liên

Divide the class into two groups Asks Ss in each group write the words containing the sounds Reads aloud the words that contains the sounds

Reads the words again and asks Ss to repeat

Gives examples Explains

Asks some Ss to comment on the example

(136)

8’

1’

từ thời gian như: When, as soon as, after, before, until, … mà phải dùng đơn

Ex: I’ll phone you when I finish work this evening. 2 Practice:

Exercise 1:

1.I’ll get I’ll show you I am going to wash I’ll have are you going to paint I’ll I am going to buy

Exercise 2: he will help

2 won’t lend me any money it will rain today

4 will have to wear glasses will have a headache won’t like it

7 I won’t pass it Exercise 3:

1 I’ll make you a cup of tea I’ll open it

3 I’ll lend you some I’ll give you

5 I’ll carry them for you 3 Production:

Asks ss to Ex1 individually and then compare their answers with other student

Calls on some ss to read out their answers Gives correct answers

Asks Ss to Ex2 in pairs Calls on some ss to write their answers on the board.Gives correct answers Asks Ss to Ex3 in pairs Calls on some ss to write their answers on the board Gives correct answers

Groups work Give the answers Whole class Individually Compare the answers Pairs work Compare these answers

VI/ SELF- EVALUATION:

TEST YOURSELF E Period: 88th LISTENING:

1 8:45 students MOUNTAIN are reduced 7:30

Tapescript

This is a recorded announcement for the week beginning Monday October 22 Studio One: Voyage to Jupiter – doors open at pm., programme begins 2:30, last complete performance at 8:45 All seats bookable, adults $3, children, students and senior citizens $1.50

(137)

Studio Three: starting today the long- awaited epic Master Dragon One showing daily at 7:30 No advance booking but patrons are advised to queue early Doors open pm For further details and booking office phone 0342 5791 any time between 10am and pm that’s 0342 5791 READING

1 He/ She has to a lot of practice and open spends a Saturday or Sunday away from home They are often played on Saturdays and Sundays

3 To play against other school teams

4 No Sometimes parents, friends and other students will travel with them The whole school does

GRAMMAR

1 10

zero the zero zero the a the the the a

1 I stayed in to watch a film on television

2 I wrote them a letter to thank them for the weekend She went to university to study engineering

4 You should go to Britain to improve your English

5 You should book the tickets well in advance to see that football match WRITING

The monitor of class 10G wishes to announce that the musical performance of class 10G to raise money for the people in the flooded areas will be held at 7:30 pm On Thursday 23rd

November in the school meeting hall The ticket price is 5,000 VND AN HOUR TEST

Period: 89th

UNIT 15: CITIES Lesson 1: Reading Period: 91st I/ AIMS

_Develop such reading micro- skill as scanning fr specific ideas , and guessing meaning in context

_Use the information they have read totalk about New York City III/ LEXICAL ITEMS:Vocabulary

(138)

8

10

15

2’

B NEW LESSON : 1 Pre- reading : VOCABULARY: _ to be located in/on/ at: _ to found:

_ global finance:

_ to be characterised by:

Picture 1- a; P.2 – b; P.3 – d; P.4 - c 2.While reading:

TASK1: Matching.

1

d c e a b

1

T F T T T T

TASK3: Answer the questions

1 It is in the Southeastern part of New York State

2 There are million people in the city and 19 million in the metropolitan region

3 because it was founded by the Dutch

4 B/c it is the home of the United Nations, the centre og golbal finance, communications and business

5 They are attracted to the Statue of Liberty , the Empire State Building and the broadway theatre district

3 Post reading:

If you could visit New York, which place(s) of interest there would you like to see? Why?

C/ HOMEWORK:

Teaches voc Model

answers

whole class Ss answer the question Pair work Listen Repeat Write out Work individually Exchange their answers Answer and explain their choices Individual two pair work Pair work Skim the six questions to understand them Read the part carefully to find the answer Discuss the answers with their peers Work in pairs Report the results to the class

UNIT 15: CITIES

Lesson 2: Speaking Period: 92nd I/ AIMS:

_ Describe a city, using the voc And structures that they have learned in the lesson

_ compare different cities, using the comparative structures that they have learned in the lesson _ State their preferences and explain the reasons

(139)

V/ PROCEDURE:

8’

13’

15’

7’

2’

A WARM UP: Greeting. B NEW LESSON : 1 Pre- speaking :

TASK 1:Complete questions.

1

d f a/e a/e b/c b/c

TASK 2: Ask and answer about NY and LD

A: OK Let’s have a look at NY The city was founded in 1624.What about LD?

B: It was founded in 43 AD

A: So, NY has a longer history than LD What’s LD”s population?

B: Its population is million What about Ny? How many people are there?

A: There are million people, too

B: OK And how large is NY? LD has an area of 1610 square km

A: NY is only 946 square km TASK 3: Practice the dialoge _ LD has a longer history than NY _ The population of LD is as big as NY

_Ld is much larger than NY/Ld is nearly twice as big as N _ Lders have more national holidays than Nyers

_ NY has more high building than LD _ There are more parks in LD than in NY

_ People in NY are friendlier and opener than those in Ld _ Transport in LD is as convenient as the one in NY 3 After speaking:

TASK 4: Tell which of the two cities you prefer and give reasons.

I prefer NY to Ld b/c people are friendlier and opener I prefer living in NY to living in LD b/c there are more high buildings but I prefer working in LD b/c there are more holidays

C/ HOMEWORK:

Introduces the task

Goes around to check and offer help

Corrective feedback

Work in groups

Pairs work

UNIT 15: CITIES

Lesson 3: Listening Period: 93rd I/ Aim(s):

_ Develop such listening micro-skills as intensive listening for specific information and taking notes while listening

(140)

_ Structures

IV/ Teaching aids: Textbook, cassette player, handout. V/ Procedures: 10 10 15 8’ 2’

1 It’s the Statue of liberty It’s the statue of a woman It’s got a crown on its head It’s got a tablet on its left hand

5 It’s holding a burning torch in its right hand It’s wearing a robe

Vocabulary: _ image (n); _ symbol (n): _ tablet (n): _ iron frame (n): 2 While speaking:

TASK 1: Listen and choose the best answer.

1

B A B A C

TASK 2: Listen again and fill in the missing information in the table:

Formal name Liberty Enlightening the World

Height 46 metres

Weight 205 tons

Material Copper (outside) and iron(frame) The base Made of stone and concrete Opening time 9:30a.m.- 5:00p.m daily expect

christmas Day 3 After you listen:

Tell about the Statue of Liberty.

The statue of Liberty is the symbol of New York City in America The formal name is Liberty Enlightening of the World it is 46m high and it weighs 205 tons The outside is made of copper Inside, it has an iron frame It is placed on a base, which is made of stone and

concrete The base and the pedestal increase the height of the statue to 93 m Nowadays, tourists can visit the statue from 9:30am To 5pm Every day except christmas Day

C/ HOMEWORK:

_ Summarize the main points of the lesson

Teaches new words Reads aloud first Gets Ss to make sentences with the words and gives corrective feedback Plays the tape once for Ss to the task Asks for Ss’ answers and writes them on the board

Plays the tape the second time for the Ss to check their answers Checks and corrects Ss’ answers by calling on some Ss and asks Ss to

explain their answer If many Ss cannot answer the questions, plays the tape one or two more times and pauses at the answer for them to catch Plays the tape again for Ss to the task Checks their answers Calls on some Ss to give the answers and elicits feedback from other St

(141)

VI/ SELF – EVALUATION

UNIT 15: CITIES

Lesson 4:Writing Period: 94th I/ AIMS:

_ Describe a city of their choice, using the structures and vocabulary they have learned in the lesson

III/ LEXICAL ITEMS: words, expressions.

10’

25’

A/ WAMR UP: Greeting B/ NEW LESSON: 1.Pre- writing:

TASK 1:Answer the questions.

1 In Southern England, on the river Thames It covers an area of 1,610 square kilometres million

4 It is a capital city

5 It was founded by the Romans in 43 AD

6 It is famous for many things: its historic buildings, such as St Paul’s Cathedral and the Houses of Parliament; its museums and its many shops The best thing about London is the parks 2 While writing:

TASK 2: Write a description of the city * Paragraph 1: General information _ Location _ Area _ Weather _ Population _ History

* Paragraph 3: Specific information _ Famous places

_ Most outstanding feature Suggested writing:

Hanoi ,which is the capital city of VN, was founded by the Ly dynasty in 1010 The city has a population of million Situated in northern VN, on the Red River, it covers an area of 921 square kilometres Hanoi is famous for many things Tourists come from all over the world to see its historic monuments, such as One Pillar Pagoda, Temple of Literature, or Flag

Gets Ss to read the task and the guidelines silently and work out what they are require to write about Elicits the verb tenses

Move around to control and give help with voc When the Ss have finished, collects Ss’ writing

Calls a St to read their group best writing and gives comments Gives feedback

Work in groups

Work in groups Write the answers

(142)

8’ 2’

Tower of Hanoi They also come to visit its

museums such as Vnese National History Museum, the National Museum of Ethnology, the National Museum of Fine Arts and the Revolution Museum The most special thing about Hanoi is its Old Quarter and its lakes The Old Quarter has the original street layout and architecture of the old Hanoi And the lakes are ideals places for people to hang out and enjoy their free time

Whole class

Work in groups

VI/ SELF – EVALUATION:

UNIT 15: CITIES

II/ OJECTIVES: By the end of the lesson , students will be able to : _ Distinguish the sounds / /and //ñ/

_ Pronounce the words and sentences containing these sounds correctly _ Use structure with “ although” to contrast ideas

_ Distinguish non- defining relative clauses with “ which” and use them correctly to connect sentences when speaking and writing

III/ LEXICAL ITEMS: Two sounds; structures.

10’

A/ WARM UP: Greeting B/ NEW LESSON: PRONUNCIATION:

_ / /: think, thought, mouth, birthday,… _ /ñ /:they, those, clothes, then,… GRAMMAR:

1.Presentation:

a Non- defining and defining relative clauses: * Definig relatives:

The man who was killed in the accident had four small children

The train which was going to Hanoi was twenty minutes late

* Non- defining relatives:

Divide the class into two groups Asks Ss in each group write the words containing the sounds Reads aloud the words that contains the sounds

(143)

10’

4’

1’

agency

Dam Sen Park, which was founded about fifteen years ago, is a popular place of visitors

b Although : a contrasting connector.

Ex Although/ Though/ Even though it was very cold, Tom went swimming

1 Washington DC, which is located on the East Coast of the United States, has many interesting and historical places to visit

2 Brasilia, which is the capital of Brazil, is less than 50 years old

3 Mexico city, which has a population of nearly

20,000,000, is the largest metropolitan area in the world Seoul, which hosted the 1998 Summer Olympics, is well- known for its shopping centre

5 Kyoto, which used to be the capital of Japan, has many temples

Exercise 2:

1 Although there is not much to in the countryside, I prefer living in there

2 Although there is a lot of population in Los Angeles, it is an ideal place to live

3 Although the shops are crowded, people are not buying much

4 Although the city is a favourite tourist destination for many people, it has its problems

5 Although it is a safe neighbourhood, it is best to be careful

3 Production:

comment on the example

Asks Ss to Ex2 in pairs Calls on some ss to write their answers on the board.Gives correct answers

Groups work Give the answers Whole class Individually Compare the answers Pairs work Compare these answers

VI/ SELF – EVALUATION:

UNIT 16: HISTORICAL PLACES

Lesson 1: Reading Period: 96th

I/ AIMS

_Develop such reading micro- skill as scanning fr specific ideas , and guessing meaning in context

(144)

5’ 10 10 8’ 10 2’

A WARM UP: Greeting. B NEW LESSON : 1 Pre- reading :

_ Some hstorical places in VN: Co Loa Citadel; Hoa Lu Capital; Den Hung Remains, Hue Imperial City; Cu Chi Tunnels

_ Van Mieu- Quoc Tu Giam is a historical place

_ This place is the first university of VN It was built along time ago

VOCABULARY: _ remains (n) = relic _ Confucian (adj):  Confucianism (n): _ stele – stelae (n): _ Banyan tree (n): _ tortoise (n) = turtle: 2.While reading:

TASK1: Choose the best word

1

B A C B C

1

F T F F T T

3 Post reading:

Discuss: Talk about Van Mieu – Quoc Tu Giam.

Van Mieu – Quoc Tu Giam is a place of interest in VN It is also a famous historical and cultural site in HN Van Mieu was built in 1070 in the Ly dynasty Six years later, the first university of VN was established here under the name Quoc TU Giam A lot of talented men in VN were trained during fuedal time in Quoc Tu Giam In 1482, Van Mieu became a place to memorize the most brilliant scholars of the country Their names, places of birth and achievements were

engraved on stone stelae, which were carried by giant tortoises Nowadays, visitors can still see them and they can learn much about the education and culture of VN

C/ HOMEWORK:

Teaches voc Model

answers

Pair work & whole class Ss answer the question Pair work Listen Repeat Write out Work individually Exchange their answers Answer and explain their choices Individual two pair work Pair work Skim the six questions to understand them Read the part carefully to find the answer Discuss the answers with their peers Work in pairs Report the results to the class

VI/ SELF- EVALUATION:

(145)

_ Ask and answer questions about a historical place, based on the vocabulary and structures that they have learned in the leson

_ Talk about historical place based on the given information III/ LEXICAL ITEMS:Vocabulary

8’

13’

15’

1 Pre- speaking : VOCABULARY _ stand (n) = place

_ late = deceased, no longer holding the position * Name: What is it name?

* Location: - Where is it?

- Where is it located? - Where is it situated?

* Construction: - When was it constructed? - How long was the construction? * Areas: - How many parts are there?

- How many floors are there? * Details: - What is there on each floor? - What are the floors used for? - What is special about it?

* Visiting hours: - What time is it open each day? - When is it open?

* Fee:- How much is the admission fee? * Rules: - Can I take photograph there?

- Are we allowed to take photographs? - Is it possible to take photographs inside the building?

TASK 1: A foreign visitor has taken some notes about President HCM’s Mausolium Ask and answer questions with a partner, using his notes.

_ Where is the Mausoleum?

_ When did the construction of the Mausoleum start? _ When did the construction of the Mausoleum finish? _ How many floors are there in the Mausoleum? _ What is the use of each floor?

_ On what days can we visit the Mausoleum?

_ What times can we visit the Mausoleum in summer? _ Can we visit the Mausoleum in october? Why not? Can we take photographs inside the Mausoleum? TASK 2: Take turns to act as a tourist guide and give a short introduction to either of the historical places

Introduces the task

Gtes Ss to read aloud the model conversation Elicits the ways to ask for the

information Provides corrections

Gets Ss to ask and answer the above questions

Goes around and offer help

Calls on some pairs to perform in front of the class

Introduces the task

Work in groups

(146)

7’

2’

HUE IMPERIAL CITY.

Wellcome all of you to Hue Imperial City, which was listed as a World Cultural Heritage by UNESCO in 19993 it lies in Hue city, which is 654 km from Hanoi and 1,071 km from Ho Chi Minh City The construction of the Imperial City started in 1805 and lasted 27 years It comprises three sections: the Royal Citadel, the Imperial Enclosure and the Forbidden City The city is open daily to all visitors With the admission fee of only 55,000 VND, you can discover one of the most famous historical and cultural relics in VN yourself Get on the trip right now!

THONG HAT CONFERENCE HALL

Your knowledge of Vnese history can never be fulfilled without paying a visit to Thong Nhat conference Hall, which is also called the Reunification Hall or the

Independence Palace It is situated in District No 1, HCM City, 1,730 km south of HN The hall was originally built in 1856 In February 1963, it was heavily damaged by an air bombardment Therefore, it was rebuilt and the

construction completed in 1966 The building has five floors with 100 beautifully decorated rooms and chambers It is open daily from 7:30 to 11:00 a.m and from 1:00 to 4:00 p.m just pay the admission fee of only 10,000 VND and there you are, in the middle of this historical building 3 After speaking:

TASK 3: Ask other members of the group questios about a historical place they have been to or know about, note down the main information, and then report to the class what you have learnt about that place.

C/ HOMEWORK:

Write about the friend you have just talked about

Asks Ss to ask and answer the question Goes around to check and offer help

Corrective feedback

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UNIT 16: HISTORICAL PLACES Lesson 3: Listening Period: 98th I/ Aim(s):

_ Develop such listening micro-skills as listening for specific information and listening for detailed information

_ Use the information in the listening passage to talk about Hoi An III/ Lexical items:

IV/ Teaching aids: Textbook, cassette player, handout. V/ Procedures: 5’ 5’ 10 15 8’

1 Notre Dame Cathedral Ha Long Bay

3 The Huc Bridge Noon Gate Vocabulary: _ merchant (n): _ vessel(n) = big ship _ ornamental (adj): _ certify (v): 2 While listening:

TASK 1: Listen and choose the best answer

1

B A C C C

TASK 2: Listen again and answer the questions.

1 It lies on the Thu Bon River, 30 km south of Da Nang It was known as a major trading centre in Southeast Asia between the 16th and the 17th centuries.

3 Hoi An is now famous for its old temples, pagodas, small tile- roofed houses and narrow streets

4 they were made of wood and their pillars were carved with ornamental designs

5 It was built in 1855

6 It was built nearly two centuries ago

7 The house now looks almost exactly as it did in the early 19th century.

8 In 1999

3 After you listen:

_ Its location: on the Thu Bon River, 30 km south of Da Nang

_ Its role in the past: a major trading centre in Souyheast Asia and a major port

Teaches new words Reads aloud first Gets Ss to make sentenceswith the words and gives corrective feedback Plays the tape once for Ss to the task Asks for Ss’answers and writes them on the board

Plays the tape the second time for the Ss to check their answers.Checks and corrects Ss’ answers by calling on some Ss and asks Ss to

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2’

_ Its attractivecharacteristics at present: old temples, pagodas, small tile- roofed houses and narrow streets The houses were made of wood and their pillars were carved with ornamental designs

_ Its main tourist attractions: the Japanese Coveredd Bridge , the Assembly Hall of Cantonese chinese Congregation , Tan Ky House

C/ HOMEWORK:

Elicits feedback from the class and gives final comments

groups

Pairs work

VI/ Self- evaluation:

UNIT 16: HISTORICAL PLACES Lesson 4:Writing Period: 99th I/ AIMS:

_ Describe the information presented in a chart, using comparative structures and based on cues III/ LEXICAL ITEMS: words, expressions.

10’

* Introductory paragraph

_ Tell what the bar chart is about; that is the time, the location, and what is being described in the chart

Ex: The chart shows the estimated population of Australia in 2003

*Body paragraph

_ Begins with a sentence that sums up the general trend

Ex: Generally, the population distribution was not the same across the country

_ Describe the chart in detail * Concluding paragraph

Introduces the game

Hangs on a chart with descriptive paragraphs on the board Gives feedback on what Ss have Gets Ss to read the task and the guidelines silently and work out what they are require to write about Elicits the verb tenses

Work in groups

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15’

8’ 2’

TASK 1:Answer the questions. The USA

2 99,700 Australia No, it isn’t France

6 The number of American visitors to Vn in 2002 increased by 29,497 in comparison with that in 2001 2 While writing:

TASK 2: Write a description of the chart Suggested writing:

The chart shows the number of visitor arrivals to VN from the USA, France and Australia in 2001 and 2002 The statistics were provided by Vn National Administration of Tourism It is clear from the chart that the number of visitors to Vn from the USA, France and Autralia in 2002 is higher than that in 2001 According to the chart, the USA had the biggest number of visitors to VN with 230,470 visitors in 2001 and 259,967 in 2002 France ranked second with 99,700 visitors in 2001 and 111,546 in 2002 Australia had a little fewer visitors than France although the number of Australian visitors to Vn increased from 84,085 in 2001 to 96,924 in 2002 3 Post- writing:

control and give help with voc When the Ss have finished, collects Ss’ writing

Calls a St to read their group best writing and gives comments Gives feedback

Whole class Prepare an outline for the writing and exchange it with their peer Whole class

Work in groups

UNIT 16: HISTORICAL PLACES Lesson 5: Language focus Period: 100th I/ AIMS:

II/ OJECTIVES: By the end of the lesson , students will be able to : _ Distinguish two sound

_ Pronounce the words and sentences containing these sounds correctly _ Use comparatives and superlatives correctly when making comparison III/ LEXICAL ITEMS: Two sounds; structures.

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10’ 10’ 5’ 10’ 8’ 2’

_ /z /: television, pleasure, measure, … _ /s /: shop, machine, Swedish, washing,… GRAMMAR:

1.Presentation: a Comparative :

_ Short Adj: Adj + ER + Than _ Long Adj: More + Adj + Than b Superlative:

_ Short Adj: The +Adj + EST _ Long Adj: The + Most + Adj 2 Practice:

Exercise 1:

3 younger, the youngest happier, the happiest bigger, the biggest busier, the busiest

7 more intelligent, the most intelligent more beautiful, the most beautiful worse, the worst

10 farther/ the farthest 11 newer, the newest

12 more dangerous, the most dangerous Exercise 2:

2 My sister is younger than me Who is the oldest in the class?

4 Concord used to be the fastest passenger plane in the world

5 Your book is more interesting than my book Peter bought the most expensive watch in the shop Did you buy the cheapest watch in the shop?

8 German is much more difficult than English The weather today is much better than yesterday Exercise3:

2 so; more; the; the; than; of; 10 it; 11 and; 12 the; 15 that

3 Production:

into two groups Asks Ss in each group write the words containing the sounds Reads aloud the words that contains the sounds

Asks Ss to practice reading the words in the text book Asks Ss to practice reading the

sentences

Calls on some Ss to read aloud

Asks some Ss to comment on the example

Calls on some Ss to give out some verbs that are followed by bare inf

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TEST YOURSELF F Period: 101st LISTENING:

(1) three (2) friends (3) capital (4) crowds (5) noisy

(6) interesting (7) streets (8) flowers (9) enjoy (10) modern Tapescript

Well, I think that living in Bangkok is very exciting I haven’t lived here all my life My family came here when I was three But now it is my home Nearly all my friends live here

It’s our capital city, and very big From morning till night there are crowds of people on the main streets Some parts of the city are very noisy I have a long journey to school every day, but I don’t mind because it’s so interesting There’s always something happening in the streets There are all kinds of people selling things – fruits, flowers, cooked food, clothes – everything you could imagine I really enjoy the excitement of the crowded streets and large modern buildings I love walking around the streets at the weekend with some other boys from my class READING

1

C A A A A

GRAMMAR.

1 Their house, which is quite big and modern, is in the suburb of the city The new English teacher, who I met yesterday, seems to be very friendly

3 Sandra has got a new job with Capital Insurers, which is a much better company than the last one she worked for

4 Her latest novel, which I read on holiday, is really good

5 This bag, which I carried all the way from the station, is full of books

1

bigger best better more polluted more stressful

WRITING

Taipei, which is the capital city of Taiwan, was founded in the 18th century It has a

population of 2.3 million It is the country’s most exciting city, but the weather there is very humid and not very pleasant Taipei is a busy city, and the streets are always full of people/ crowded It is famous for excellent museums ( that many tourists visit)

AN HOUR TEST Period: 102nd

unit 1 a day in the life of lesson plan english 10 unit 1 a day in the life of lesson 1 reading period 2nd i aims reading for specific information about a day in the life of a farmer ii ojectives by

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