period 1 period i teaching day review a objectives i knowledge at the end of the lesson ss will be able to check themselves the knowledge in the grade 8 ii skills reading and writing b procedures

*)Answer key:(Teacher / s book) - hangs the task with the missing information and explains some words - plays the tape twice and gets feedback - asks Ss to read the text to check their [r]

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PERIOD I Teaching day:………

REVIEW A./ objectives:

I Knowledge:

At the end of the lesson, Ss will be able to check themselves the knowledge in the grade

II Skills: reading and writing. B./ procedures:

I Settlement: greeting and checking attendance II Warm-up:

III New lesson:

Choose the best answer from A,B,C,D Number has been done as an example.

1 Let/s exercises regularly.

A do B doing C does D.did

2 He has worked for that company last summer.

A for B since C.yet D on

3 The zipper was invented W.L.Judson.

A at B in C by D of

4 Viet Nam is a rice- country.

A exporti B exporting C to export D exports 5 Christmas were popularly performed many years ago.

A Trees B Cards C Songs D Eve

6 She has worked hard pass her next examination. A so to B in order C in order to D so as 7 People in the countryside are very

A friend B friendly C friendship D friendly 8 Nylon is a big by Julian Hill in early 1930s.

A invent B inventing C invention D invented 9 It is easy things like envelopes, glass and plastic bottles.

A reuse B to reuse C reusing D reused 10.We TV when my friends arrived last night.

A watch B watching C.was watching D were watching 11.They told us them this sewing machine.

A give B to give C giving D gave

II Match the questions in column A with the answers in column B Number is an example

A B

0 Could you me a favor?

11 Would you mind opening the door? 12 What about learning English now? 13 What/s the weather like today?

14 Can you give me that book, please?

A I/m afraid not.

B It/s cool and windy

C Let/s it.

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15 I think games are very dangerous. F I disagree.

III Read the passage and choose the best answer from A, B, C or D to fill in the gaps Number is an example.

Mrs Jackson is an old woman who has a small room …(0) an old house She … (16) there since 1974 When her husband died in 1980, she …(17)… very sad She has lived alone (18) a long time After her husband/s death, Mrs Jackson …(19)… no

money at all, so she found work in a factory Her job was to clean offices She …(20).to get up at in the morning She doesn/t have much money but she …(21) happier now.

0 A in B on C from D at

16 A is living B lives C has lived D have lived 17 A was B is C are D were

18 A since B for C in D on

19 A has B have C had D having 20 A must B had C should D ought

21 A is B was C are D will

IV Read the following passage and answer the questions.

This lovely cottage is 500 years old It is in the country, one mile from the village of Parkham Cross, where there is a post office and a small shop There are some very good pubs and restaurants in the area.

The cottage has a big garden with flowers and trees, where children can play safely There are two double bedrooms, a bathroom and a toilet The living room has traditional and old furniture, and an open fire.

22 How old is the cottage?

® 23 How far is it from it to the village of Parkham Cross?

® 24 What are there in the area?

® 25 Where can children play?

® 26 Which rooms are there in the cottage?

® 27 What is the text about?

® T shows the questions on the board Ss the exercises individually

IV CONSOLIDATION: Comments on the lesson V HOMEWORK: Has ss study the Unit 1

THE END

Period: Teaching date: ………

0 A B C D

16 A B C D

17 A B C D

18 A B C D

19 A B C D

20 A B C D

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Unit 1: A VISIT FROM A PEN PAL Lesson 1: getting started and listen & read A./ objectives:

I Knowledge:

At the end of the lesson, Ss will be able to know some famous places in VN, understand Maryam/s trip to Ha Noi and know to use WISH-Clause(Type 1)

II Skills: Listening, reading and speaking B./ procedures:

I Settlement:

II Warm-up: Getting started: Matching *) Answer key:

a,Den Hung festival d ,National museum b,The Temple of Literature e, Food stall

c,Dong Xuan market f, Nha Rong harbor

T: asks Ss to match the phrases with the pictures and then gets feedback Ss: work in groups and then give their answers

T: gives the situation:” your foreign pen pal is coming to stay with you What places would you take him to?

Ss: asks and answer the question in pairs and then present their ideas III New lesson:

Teacher/s activities Ss/ activities

*) Lead-in: Introduce Mariam- Lan’s penal -> Lead in the lesson

1.Presentation: a.Act.1: Vocabulary

- (to) correspond -> correspondence (N) -(to) impress (translation) -> impression(N)

- friendly(adj.) -> friendliness(N) - mosque(N)(picture) - (to) pray (mime) - Elicits and says out the words - Writes and checks

- Uses Matching to check vocab b.Act.2: Guiding questions 1, Where is Maryam from? 2, Was this their first meeting?

3, Where did Lan take Maryam to go? -Hangs on the questions and gives the instructions

- Plays the tape twice

- Listen and take notes

- Answer T’s questions

- Repeat chorally- individually

- Give the meaning& make sentences - Close their books & match the words

with the Vietnamese meaning

®Kuala Lumpur, Malaysia ®Yes, it was

®Hoan Kiem lake, Uncle Ho/s mausoleum - Close the books and read through the questions

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- Gets feedback - Plays the tape again 2.practice:

a.Act.1: Choose the correct option to complete the sentences.(Page 7)

*) answer key:

1.A 2.B 3.D 4.B

- Hangs on the task & explains the way - Asks Ss to read the text again and complete the task

- Gets feedback & checks 3.Further practice: a,Act.1: Wish - clause + Model:

Nam does not have a computer at home ® Nam wishes she had a computer

+Meaning & form: When we want to express the wishes that are unreal in the present or future, we use Wish-clause ®S1 + wish +S2+V simple past

®Note: to be ® were -Asks the questions: Do you have a computer, Nam?

®Nam does not have a computer, so Nam wishes

- Writes the model and checks the meaning, form & use

- Explains the exercises (a,b,c,d)- Lang Focus

- Asks Ss to the exercises - Checks Ss/ answer.

- Check their answers, - Take notes

- Read through the task

- Work in groups to share their ideas - Give their choices & explain the reason

- Give their ideas - Share opinion

IV.Consolidation:

- Asks Ss to work in pairs to talk about the topic - Revises Ss with the way to use Wish-clause V.Homework:

- Asks Ss to revise the lesson

- Asks Ss to prepare: Speak and listen

Period: 3

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Unit 1: ( Lesson 2: SPEAK &listen –Page 9) A./ objectives:

I Knowledge: At the end of the lesson, Ss will be able to:Practice introducing themselves & how to response ,listen and understand the content of the dialogue about Jim/s trip to U.S.A

II Skills: Listening & Speaking. B./ procedures:

I Settlement: Greets and checks attendance II Revision: Role play

T: asks or pairs to introduce themselves and ask and answer about their information

III New lesson:

*)Lead-in: Introduces Carlo and his trip to American

1.pre-listening: a)Act.1: Vocabulary

- downtown (adv.) /…………/ - (a) pond

- (a) park-keeper (who keeps a park) - (a) hamburger /…………./

- elicits first and says out the words - writes and checks

- Checks vocab : What and where b)Act.2: Matching (Pictures P.9) *) Answer key

- Walking on the grass (a1) - Picking up the flowers(a2) - Catching a bus (b1,2)

- eating something in a restaurant(c1,2) - writes the phrases on the board and asks Ss to match them with the pictures

- gets feedback and asks the whole to check

2.while-listening

a,Act.1: Listen and check the number of the correct pictures (P.9)

*)Answer key: a,1 ; b,2 ; c,2 - instructs Ss to read the phrases

- introduces the dialogue about Carlo/s trip. - plays the tape twice

- asks Ss to share their results - plays the tape again

- gets feedback

(Trans) (Picture) (Picture)

- try out and repeat chorally- individually - give the meaning & pronunciation - read and rewrite them on the board

- base on the pictures ,work in groups and write their answers on the board

- check their answers and read them out

- follow teacher/s

- listen and choose the correct answers - work in groups & share their ideas - listen and check their results

- speak out their choices

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- plays the tape again

3.post-listening:a)Act.1: Make the similar dialogue, using the given information.

Example:

Nga: Hello You must be Yoko Yoko: That is right I am

Nga: Pleased to meet you Let me introduce myself I am Nga

Yoko:Pleased to meet you Nga Are you one of Lan/s classmate?

Nga: Yes, I am Are you enjoying your staying in VN?

Yoko: Yes I like Vietnamese people and I love old cities in VN

Nga:

- explains the task and elicits the used language from Ss

- asks them to work in pairs - invites pairs to practice - corrects if necessary

- make the model with teacher

- pair work, taking turns to be Paul and then Jane

- make the dialogue - correct themselves

- uses post-listening activity V.Homework:

- asks Ss to learn vocabulary at home - asks Ss to prepare: Read- P.7

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A./ objectives:

I Knowledge: At the end of the lesson, Ss will be able to:

- learn some vocab And understand the details of the text about Malaysia II Skills: Reading &Speaking

B./ procedures:

I Settlement: Greets and checks attendance II Chatting: Asks the Qs around Ss/ life.

? What time you get up in the morning ? Do you like to take a trip abroad

? Which countries you like to visit Why? I New lesson:

*)Lead-in: T: uses the map of the South East Asian Nations.

? What is this

? How many countries are there in the South East Asian Nations

? Which country is this Do you know its capital?

- introduces the lesson 1.pre-reading:

a)Act.1: Vocabulary

-Tropical climate / -Unit of currency / / -Official religion / / -Compulsory(adj) / / -Second language / / - elicits the words from the Ss and says them out

- writes and checks

- uses “ What & Where” to check vocab - asks Ss to guess the meaning: Buddhism, Hinduism, Islam

b)Act.2: Open prediction(Part a-P.10) - hangs on the Grids and explains the task - asks Ss to work in groups to guess the information about Malaysia

- gets feedback 2.while-reading

a)Act.1: Read the text & check the predictions.

*)Answer key:

1.Area: 329,758 sq Km

-answer the Qs:

This is a map of 10: Viet Nam, Laos, Malaysia Kuala Lumpur

(Explanation) (Realia) (Explanation) (Situation) (Situation)

- try out & repeat chorally-individually - give the meaning

- read & rewrite

- read the text & give their answers

- follow teacher/s.

- work in groups & give their answers on the worksheets

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2.Population: Over 22 millions 3.Climate: Tropical

4.Unit of currency: Ringgit 5.Capital city: Kuala Lumpur 6.Official religion: Islam

- asks Ss to read the text to check their predictions

- gets feedback

b)Act.2: Read the text and choose the statements True(T) or False (F) (P.10) *)Answer key:

1.T, 2.F, 3.F, 4.F; 5.F - hangs the statements on the poster - asks Ss to read the text again - gets feedback

- asks them to work in pairs 3.post-reading:

Survey: Talking about Malaysia. Questions:

? How wide is Malaysia ? What is its climate

? Which unit of currency the Malaysian use

- makes the model, using the information in Act.1-While-reading

- asks Ss to pair work - invites pairs

-read it in Ms & pick out the information - give their answers and explain

- reads through the statements

- reads it individually and then share their ideas in groups

- give their answers and explain and then correct the false statements

It is about 329,758 sq Km 



- make the model with teacher - ask and answer in Ms - present their dialogue IV.Consolidation:

- asks Ss to summarize the information about Malaysia, using T/F statements V.Homework:

- asks Ss to revise the simple past at home - asks Ss to prepare: Write- P.11

Period: 5

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Unit 1: ( Lesson 4: write- Page 11.) A./ objectives:

- Revise the simple past and write a letter about activities their did in their last vacation

II Skills: Writing B./ procedures:

I Settlement: Greets and checks attendance

II Checking: Asks one student to answer some questions about Malaysia. III New lesson:

*)Lead-in: Chatting

- asks some Qs about Ss/ summer vacation ?What did you in your summer

vacation

? Where did you go

? Did you visit your friends

- introduces the tasks of the lesson 1.pre-writing:

a)Act.1: Brainstorm

- presents the Net and focuses Ss on the past activities

- asks Ss to work in groups and list out the activities they did

- gets feedback and write them on the B.B 2.while-writing:

a)Act.1: Write a letter to Mary and talk to her about your last vacation.

Example: Dear Mary,

-answer the Qs individually I went to see my relatives

- follow teacher/s

- share their ideas in groups

- speak out their activities in their summer vacation

Places you visit

Activities in your last summer vacation

What you did

How you feel

People you meet

Food you eat

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I am very glad to talk to you about my last summer vacation.

I visited my grandparents There I Lovers,

Thanh.

- asks the Ss to write the letter ( 100 words), using the information they listed out in ‘Brainstorm’

- notes: Vpast form

- goes round to help Ss 3.post-writing:

Exhibition

- asks Ss to go to the B.B and write their letter

- asks the whole to give comments - asks them to correct their work

- write a letter to Mary, using their own information

- focus on the simple past tense for the used verbs

- complete their letter

- present their work on the B.B - share and compare their work - correct their letter

- asks the Ss to ask and answer the following Qs: ? What did you in your last vacation. ? What places did you visit.

? Who did you meet.

? V.Homework:

- asks Ss to complete their letter and exercises 5,6-P.8,9 ( workbook) at home - asks Ss to prepare: Language Focus - P.11

Period: 6

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Unit 1: ( Lesson 5: language focus- Page 11.) A./ objectives:

- Revise the simple past and practice further in Wish-clause (Type 1) II Skills: Writing and Speaking.

B./ procedures:

I Settlement: Greets and checks attendance.

II Revision: Write the past form of the following verbs.

1.see  saw 4.go 7.live 2.buy 5.paint 8.to be 3.play 6.know 9.make  T: Checks : In which tense will we use the Vpast form?

III New lesson:

1.Act.1: Ask and answer about each person did on the weekend.(P.11) *) Model:

Hai: What did Ba on the weekend? Hoa: He went to see the movies called “ Ghosts and Monster ”.

Hai: When did he see?

Hoa: ( He saw it) on Saturday afternoon. - hangs on the Grids, checks the meaning and run through the phrases

- focuses Ss on the past form of the verbs - makes the model

- asks Ss to work in pairs

- invites pairs to ask and answer about the information on the Grids

- helps Ss to correct

2 Act.2: Write the things Lan and her friends did for the party.(P.12)

*)Example:

- buy flowers (Picture 3)

 They bought flowers for the party.

- hangs the task on the poster and asks Ss to match the verbs with the phrases

- gets feedback and then check the answers - asks them to write full sentences, using the simple past tense

- invites Ss to write their ans on the b.b - asks the whole to check

3.Act.3: Rewrite the sentences, using Wish- clause (Type 1).(P.12).

- give the meaning and read through all the phrases

- give the way to use simple past - make the model with teacher - pair work in Ms

- ask and answer about Ba, Nga, - correct themselves

- work in groups, basing on the pictures - speak out their answers

- write the full sentences individually - write them on the board

- check the sentences with teacher

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*)Model:

-Vuong does not have a computer at home. Vuong wishes he had a computer.

*)Structure:

S1 + wish + S2 + Vpast (subjunctive mood)

 to be were *)Answer key:

b,I wish it were not hot It were cold/ cool c,I wish I had a computer

i,I wish there were some rivers and lakes in my hometown

- elicits the model from the Ss and then write it on the b.b

- revises the meaning, use and the form - asks them to complete Exer

- gets feedback

- asks the whole to check

- answer the questions and copy the model - give the meaning, use and the form of Wish-clause (Type 1)

- work in pairs

- write their answers on the board - check it with teacher

iV Consolidation :

- asks the Ss to revise the simple past and compare Vpast form in indicative mood and the one in subjunctive mood

V Homework:

- asks Ss to excercise 7-P.10 and 8-P.11( workbook) at home - asks Ss to prepare: Unit 2: Getting started & Listen and Read (P.13)

Period: 7

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Unit 2: clothing

Lesson 1: getting started and listen & read A./ objectives:

- know the Ao dai of Viet Nam and some kinds of clothes from another countries in the world

- revise the present perfect tense

II Warm-up: Getting started: (Pictures at page 13 ) *) answer key:

a, She is from Japan d,She is from India b,She is from Viet Nam e, He is from U.S.A c,She is Scotland f, She is from Arabia

T: hangs on the pictures and asks the question: Where is she/he from?/Why you know?

Ss: look at the pictures to answer She is from Japan because she is wearing a kimono.” T: focuses Ss on: a kimono, a sari, a veil, a kilt and asks Ss to make the dialogue

Ss: asks and answer the questions in pairs and then present their ideas III New lesson:

*) Lead-in: Picture a: She is from Viet Nam because she is wearing Ao dai To know more about Ad dai, Vietnamese traditional women/s clothes, today we are going to learn Unit 2; Lesson

1 presentation: a.Act.1: Vocabulary:

- man(N) # woman (example) {men (Plu N) # women (Plu N) Ex: A man but two men

- tradition (N)/ /(translation) - fashion(N)/ / (translation) - wear (V) ( wore,worn) (mime)

- poem (N)/ /- poet (N)(example) - consist of (V) / /

- instructs them to read & invites Ss to read all the words.

b,Act.1: The present perfect tense. + Model:

- Some designers have modernized the Ao

- try out and repeat chorally- individually - give the meaning& make sentences - run through the words

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dai +Form:

®S + have/has +Vp.p + (Obj.)+ - asks Ss to pick out the model in the text and checks the use, form & meaning c.Act.2: Listen to the tape and fill in the gaps (Part a-P.14)

*)Answer key:(Teacher/s book) - hangs the task with the missing information and explains some words - plays the tape twice and gets feedback - asks Ss to read the text to check their answer

- gets feedback again 2.practice:

a.Act.1: Read the text and answer the Qs. (part b-P.14)

*) Answer key:P.24 (Teacher/s book)

- hangs th poster with the Qs and run them through

- asks Ss to read the text again and answer the Qs Gets feedback

- asks the whole to check 3.Further practice:

- instructs them to exercise (a,b,c) ( workbook)

-asks the whole to check

- read through the sentences

-listen and then share their answers in pairs - speak out their answers

- read the text to check their answers, - give the correct answers

- read through the task

- work in pairs to share their ideas - ask and answer the Qs

- check & then copy the answers in their notebooks

- share in pairs and write their answers on the board

- check the answers

IV Consolidation: Discussion(Pair work) ? Do you kike Ao dai Why or why not? V Homework:

- asks Ss to revise the lesson & exercises 1,2 P.12,13 (workbook) - asks Ss to prepare: Speak -P.14,15

Period: Unit 2: CLOTHING

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A./ objectives:

- Talk about their favorite clothes, using Reported Speech and Simple present II Skills: Speaking & writing

B./ procedures:

I Settlement: Greets and checks attendance II Revision: Network

skirt shirt

III New lesson:

*)Lead-in: uses Network to introduce the lesson

1.pre-speaking:

a)Act.1: Match the phrases with the pictures (Part a- P.14)

*) Answer key:

a, a colorful T-shirt b, a sleeveless sweater c, a striped shirt

d, a plain suit e, faded jeans

f, a short-sleeved blouse g, baggy pants

h, a plaid skirt i, blue shorts

- hangs on the pictures and the phrases - gets feedback

- checks and correts the answers

-asks Ss to give the Vietnamese meaning and instruct them to read out the words 2.while-speaking

a)Act.1: Ask and answer about your favorite type of clothing (Part b) *) Worksheet:

-What you usually wear on the weekend?.

-Why you wear these clothes?

-What is your favorite type of clothing? Why?

(Vietnamese meaning can be provided)

à A piece of shorts

- work in groups & share their ideas - go to the board and match

- check it with teacher

- give the meaning and run through the words

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-What are your school uniforms? -What you wear on Tet?*

-What you wear on your birthday?* -hangs on the worksheet and focus Ss on the Vsimple present.

- runs through the Qs and asks Ss to add more Qs.(*)

- makes the model

- asks Ss to interview members of group - invites pairs to practise

- correct if neccessary 3.post-speaking:

a,Act.1:Report the results of your survey (Part c-P.16)

*)Indirect speech: + Model:

Tu said:” I usually wear a skirt on Tet” Tu said that she usually wore a skirt on Tet - asks: What you wear on Tet,Tu?

- gives the model

- asks the whole to revise Reported speech - asks them to report their survey

- invites Ss to go to the board - asks the whole to check

- talk about its use and form

- read them out and focus on the meaning - answer the Qs individually

- asks and answer and then note down - interviewing

Direct: S + Vpresent + (Obj.) Indirect: S + V past + (Obj.)

- answer: I usually wear - copy down and give the way to use reported speech

- write the sentences on their paper - write their worj on the board - check and correct themselves IV.Consolidation: Network

blue shorts

( Ss will close their books and go to the board to write down: teams) V.Homework:

- asks Ss to exercise 4,5-P.15,16 - asks Ss to prepare: Listen- P.16

Period: Unit 2: CLOTHING

Teaching date: ……… Lesson 3: listen Your favorite

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A./ objectives:

- revise the clothing vocabulary and understand an announcement about Mary II Skills: Listening & Speaking.

B./ procedures:

I Settlement: Greets and checks attendance II Revision: Network

blue shorts

III New lesson:

*)Lead-in: uses Network to introduce the lesson

- sandals (plu N) A pair of sandals - boots (plu N).A pair of boots - shoes (plu N).A pair of shoes - Checking vocab : What we call in English?

-elicits first and says out the words - writes and checks

- asks the question to check vocab

b)Act.2: Open prediction (Pictures P.16) - introduces the situation about a lost little girl called Mary and asks Ss to predict the things she is wearing

- gets feedback 2.while-listening

a)Act.1: listen and check the information about Mary.

*) Answer key:

a, She is wearing blue shorts. b, She is wearing a long-sleeved blouse

c, She is wearing a pair of brown shoes - asks Ss be about listening to the tape & plays the tape twice

- asks them to share their results - gets feedback

- plays the tape once again

b)Act.2: Listen and answer the questions.

(pictures)

- try out and repeat chorally- individually - give the meaning & pronunciation - answer: It is a pair of - base on the pictures and guess the information in groups

- write their predictions on the board

- listen and choose the correct answers - work in groups & share their ideas - speak out their answers

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Questions:

1.What is her name? How old is she?

3 Is she wearing a blue skirt?

- hangs on the Qs & plays the tape twice - asks them to share their results

- gets feedback

- plays the tape once again 3.post-listening:

Describe the pictures

Ex: Her name is Nga She has short dark hair She is wearing a red skirt and - sticks pictures on the board and asks the Ss to describe

- invites Ss to go to the board

à She is Mary

à She is years old

à No, she is not She is wearing blue shorts and a long-sleeved white blouse

- listen and answer the questions - work in groups & share their ideas - speak out their answers

- correct their predictions

- work in groups to describe the appearance of each person

- go to the board and describe the pictures IV.Consolidation:

- checks the remembering of types of clothing V.Homework:

- asks Ss to learn clothing vocabulary at home - asks Ss to prepare: Read- P.17

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A./ objectives:

-understand the details of the text about the origin and developing history of Jeans II Skills: Reading & Speaking

B./ procedures:

I Settlement: Greets and checks attendance II Warm-up: Brainstorm

Long-wearing easy to wear

III New lesson:

*)Lead-in:

- asks the questions:

? Have you ever worn Jeans ? Do you like Jeans Why? - introduces the lesson 1.pre-reading:

- clothes = clothing (Un N) { cloth (Un N)

- material (Un N) / / - sailor (N)/ /

- (to) wear out

Ex: Jeans are not easy to wear out - worldwide = in the world/ all over the world.

- college(N) / / - university(N)/ /

- elicits the words from the Ss and says them out

- writes and checks

- uses “ Matching” to check vocab - instruct Ss to read

b)Act.2: Open prediction(Part a-P.17) - hangs on the poster and asks Ss to predict the missing dates & words

*)Answer key:

- answer the questions individually

(Realia) (Realia) (Example) (Picture) (Situation)

(Example)

- try out & repeat chorally-individually - give the meaning

- match the words with the Vietnamese - run through the words

- stick their answers on th B.B

-read it in Ms & pick out the information

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1.18th century/jean cloth.

2.1960s/students 4.1980s/fashion 3.1970s/cheaper 5.1990s/sale - asks Ss to read the text to check their predictions

- gets feedback

b)Act.2: asks and answer the questions. *)Answer key:(teacher/s book)

1.T, 2.F, 3.F, 4.F; 5.F - hangs the poster with the Qs and run them through

- notes Ss with Simple past tense & asks Ss to read the text again

- gets feedback

- asks the whole to check - asks for pair work 3.post-reading:

Summarizing

- asks the Ss to work in groups for summarizing the text

- invites or representatives

- gives the comments and asks the question ? Do you like Jeans Why?

-give their answers and explain

- read through the Qs

- read it individually and then share their ideas in pairs

- ask and answer

- check the answers with teacher - ask and answer again

- group work in Ms, basing on the part a-P.17

- summarize the text to the front - answer it individually

- generalizes the main contents of the lesson V.Homework:

- asks Ss to read the text again at home - asks Ss to prepare: Write- P.18,19

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A./ objectives:

- know how to write a paragraph of argument and know the way to support their opinions

II Checking: Asks one student to summarize the origin of Jeans III New lesson:

*)Lead-in: Role-play

- Teacher gives the situation: Nam

(Teacher) intends to give up the schooling How you persuade him to stop this ? - introduces the lesson

1.pre-writing:

- persuade/ /(V): (situation) - encourage(V)/ /

{ encouragement(N)(Sit.) - to be proud of: (situation) - practical(Adj.)(Translation) - self-confident (Adj.)(situation) - elicits first and says out the words - writes and checks

- instruct Ss to read

b)Act.2: The form of the argumentative paragraph.

*) Form:

+ Introduction: My opinion is /I think + Series of arguments: Firstly/ + Conclusion: Therefore / In conclusion

- introduces the content & hangs on the Grids, and then elicits main parts with the used language

- asks Ss to read part a (P.18) to pick out each part and its aim

- gets feedback

- gives feedback and more explanations 2.while-writing:

a)Act.1: Write a paragraph to support the argument that Ss should wear casual clothes.(Part b-P.19)

-discuss and give their ideas

Ex: I persuade him to meet Lan

Ex: We encourage them to homework Ex: We are proud of our class

Ex: Wearing uniform is practical

- try out and repeat chorally- individually - give the meaning& make sentences - run them through & copy down

- show their ideas & give their comments

- share their ideas in groups

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- hangs on the outline & explains the task (Note:It is + Adj + for someone +Vto-inf ®V-ing + be + Adj./To-inf + be + Adj - asks Ss to write a paragraph about 100 words individually

- goes round to help them and then gives out the cellophanes

3.post-writing:

Exhibition

- collects drafts from Ss and put them in the overhead

- helps the whole to correct - asks them to copy down

- focus on the information and the form of argument paragraph

-write their paragraph to support their ideas

- discuss in groups, share their ideas and write their work on the cellophanes

- share and compare their work - correct paragraphs with teacher - copy it in their books

- asks the Ss to generalize the form of argument paragraph and the aim of each part

V.Homework:

- asks Ss to write the paragraph with the following content:

“ Taking part in the school activities is unhelpful to the students” Do you agree or not?

Suggesting ideas: + makes students feel self-confident.

+ gives students opportunities to show their abilities + creates cooperation and friendship

- asks Ss to prepare: Language Focus - P.19( Present perfect and passive form)

Period: 12 Unit 2: CLOTHING

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A./ objectives:

- Revise and practice further in the present perfect and the passive form II Skills: Writing and Speaking

B./ procedures:

II Revision: Write the past participial form of the following verbs 1.see  seen 4.build 7.live

2.buy 5.read 8.eat 3.play 6.know 9.make  T: Checks : In which tense will we use the Vp.p?

III New lesson:

1.Act.1: Ask and answer about each person(using part 1-P.19-10)

*) Model:(P.19-textbook).

*) Structure: Present perfect tense S+ have/has + Vp.p + (obj) + +Timing words: never, ever, already, just, yet, recently and Preps ‘ for/ since ‘ - asks Ss to read the dialogue

- focuses Ss present perfect tense

- makes the model with the information on the Table

- invites 3pairs to asks and answer about the information on the Table

-helps Ss to correct

2.Act.2: Ask and answer Qs about the things you done in HCM city.

*)Model:

A: Have you seen Giac Lam Pagoda yet? B: Yes, T have seen it.

A: Have you eaten Vietnamese food yet? B: No, I haven/t.

- hangs the words on the poster and runs through them

- focus Ss on the present perfect - makes the model

- asks the whole to pair work - invites pairs

- helps them to correct

- read the dialogue in pairs

- give the use and form of the present perfect

- make the model with teacher - pair work in Ms

- ask and answer about Lan, Quang, -correct themselves

- run through the phrases - analyze the structure - it with teacher - ask and answer

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3.Act.3: Rewrite the sentences, using the passive form.(Part 4-P.21).

*)Model:

-They sell jeans all over the world Jeans are sold all over the world. -You must this exercise carefully This exercise must be done carefully. *)Answer key:

a, Jean cloth was made b, Rice is grown

c,Five million bottles of champagne will be produced

d, A new style of jeans has just been introduced

e,Two department stores have been built - gives the example & asks Ss to change it in the passive form

- revise the meaning, use and the form - instructs them the way to change the sentence into passive

- asks them to complete Excer - gets feedback

- change it in the passive form - give the form of tenses - give their ideas

- work in pairs

- write their answers on the board - check it with teacher

- asks the Ss to revise the simple past ,simple present, present perfect and modal verbs in passive

V.Homework:

- asks Ss to exercise 6-P.17 and 7-P.18( workbook) at home - asks Ss to prepare: Unit 1, for 45-minute examination

Period: 13 45 MINUTE EXAMINATION Teaching date:………

A./ objectives: I Knowledge:

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B./ procedures:

I Settlement: Greets and checks attendance II Control:

- gives out the testing paper - controls the class

III Collection:

- asks Ss to hand in the tests and evaluates the lesson

- asks them to revise the knowledge at home for the test correction test

I Choose the best answer from A,B or C:

1 is the national official religion in Malaysia

A Hinduism B Buddhism C Islam

2 The Ao dai is the dress of Vietnamese women

A tradition B traditional C traditrative

3 I have been an explorer 10 years

A on B since C for

4 Have you visited China ?

A never B since C yet

5 She is not in class I wish she in class

A is B were C was

II.Use the correct form of the verbs in parentheses.

I (1) (be) born in China, but my father (2) (be/not) a Chinese He comes from Italy In 2001, my family (3) (move) to Australia When I arrived there, I (4) (not/know) anybody Since then I (5) (make) friends with people around me I am now lucky to have a lot of friends I wish we (6) (meet) each other everyday

III.Read the passage and answer the question.

Malaysia is one of the countries of ASEAN It is about 329, 758 sq km The climate in Malaysia is tropical and the Malaysian unit of currency is Ringgit Kuala Lumpur is the largest city in Malaysia Beside Bahasa Malaysia (Malay) seen as the national language, people widely speak English, Chinese and Tamil Children in secondary schools learn Bahasa Malaysia English is a compulsory language

1 What is climate in Malaysia? 2 Which city is the capital of Malaysia? 3 What is Malaysia/ national language? 4 Which language children in secondary schools learn?

IV.Rewrite the following sentences, using the cues.

1 People use this dictionary very often ( This dictionary ) They will build two departments this year ( Two

departments )

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4 They meet a bad man on the road (They wish ) “ I love wearing blue shorts” Nga said (Nga said )

đáp án thang điểm

Câu I: 2,5 điểm (Mổi câu đựoc 0,5 điểm) 1.C 2.B 3.C 4.C 5.B

Câu II: 3,0 điểm (Mổi câu đựoc 0,5 điểm). 1.was is not moved did not know have made met Câu III: 2,0 điểm (Mổi câu đựoc 0,5 điểm) It/ The climate is tropical

2 Kuala Lumpur is the capital of Malaysia It is Bahasa Malaysia

4 They learn Bahasa Malaysia (Malay)

Câu IV: 2,5 điểm (Mổi câu đựoc 0,5 điểm) This dictionary is used very often (by people)

2 Two departments will be built this year Faded jeans have just been bought by us

4 They wish they did not meet that bad man./ They wish they met a good man

5 Nga said she loved wearing blue shorts

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A./ objectives: I Knowledge:

- helps Ss to evaluate their results of the test

- helps Ss to pick out the mistakes and errors they have made and correct themselves

II Skills: Analysis. B./ procedures:

I Settlement: Greets and checks attendance II Checking:

III Content:

1.Act.1: Teacher/s and Ss/ correction.

- evaluates the result generally

- raises the main and important mistakes Ss have made

- hands out the tests

- asks Ss to correct each part of the test - invites Ss who had the mistakes and errors to go to the board

- invites others to correct - asks the class to take notes 2 Act.2: Ss/ correction.

- instructs Ss to correct their tests - goes round to monitor the class - asks Ss to hand in the tests

- listen to the teacher

- share their tests with their partners - go to the board and write their work

- it and explain to the class - note down

- correct themselves

- collect the tests IV.Consolidation:

- asks Ss to revise the main knowledge they have consolidated V.Homework:

- asks Ss to revise the language items at home

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Period: 15 UNIT 3: A TRIP TO THE COUNTRYSIDE Teaching date:……… lesson 1: GETTING STARTED AND LISTEN & READ

A./ objectives:

- understand the text about Ba & Lize/s trip to the countryside and know a lot of activities in the countryside

- revise Wish-clause (Type 1) with “ Can” II Skills: Listening, reading and speaking B./ procedures:

II Warm-up: Getting started: (Pictures at page 22 )

T: hangs on the pictures and asks the question: What is she/he or are they doing? Ss: look at the pictures to answer.”She is watering vegetables.”

T: asks Ss to work in pairs

Ss: asks and answer the questions in pairs and then present their ideas III New lesson:

*) Lead-in:

-introduces activities in the countryside on the picture and then introduces Ba and Lize/s trip.

- leads in the lesson 1 presentation: a.Act.1: Vocabulary:

- (to) have a rest = (to) relax

- (to) have a chance to something = have an opportunity

- entrance(N) / /(Example) - shrine(N)/ / (Situation) -(to ) have a snack (Situation)

- banyan tree / / (Picture) - elicits first and says out the words - writes and checks

- use What and where” to check vocab. b act 2:Wish-clause with “ CAN”. + Model:

- Lize wish she could visit your village again some day

+ Use &Form: When we talk about our possible wishes in the future, we use: ®S1 +wish +S2 + COULD + V bare inf - asks Ss to pick out the model in the text and checks the use, form & meaning

-Ex: I have a rest after a working day -Ex: I have a chance to speak English

- try out and repeat chorally- individually - give the meaning& make sentences

- read and then write the words on the B.B - give the use, form & meaning

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c.Act.3: Predict the statements T or F (Part a-P.23)

- hangs the statements and asks Ss to predict the information

- gets feedback 2.practice:

a.Act.1: Listen to the tape & check the predictions (part a -P.23)

*)Answer key:

1.F 2.T 3.F 4.F 5.T 6.F 7.F 8.F 9.F

- plays the tape twice - asks Ss to share it in pairs - gets feedback

- asks them to read the text to check - invites Ss to correct the false statements a.Act.2: Read the text and answer the Qs. (part b-P.23)

*) Answer key:P (Teacher/s book) - hangs the poster with the Qs and run them through

- asks Ss to read the text again and answer the Qs

- gets feedback

- instructs them to exercise (b,c,d,e) ( workbook)

-asks the whole to check

groups, writing their predictions on the worksheets

- stick their worksheets on the b.b

- listen to the tape and note down - change their results

- give their answers

- read the text and check their predictions - speak out the correct statements

- work in pairs to share their ideas - ask and answer the Qs and write their answers on the b.b

- check & then copy the answers in their notebooks

- share in pairs and write their answers on the board

- check the answers

IV Consolidation: Discussion(Pair work)

- asks Ss to ask and answer about the Qs in part b-P.23 V Homework:

- asks Ss to revise the lesson & exercises 1,2,3 P.20,21 (workbook) - asks Ss to prepare: Speak -P.14,15

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Teaching date:……… Lesson 2: LISTEN &speak A./ objectives:

- Listen and understand the trip to Ba/s village and talk about the way to go to their village and talk about the information of the countryside and activities of their home village

I Settlement: Greets and checks attendance II Checking: Questions

?.Where is your home village?/ How far is it from Dong Ha to your village?/

?How long does it take to get there?/ What people for a living in your village? T: asks Ss to answer these Qs to the front

III New lesson:

*)Lead-in: Introduces Carlo and his trip to American

- Dragon Bridge /…………/ - (a) parking lot

- (to) pick someone up - (to) drop someone off - (a) park but (to) park

- asks for examples

- Checks vocab : What and where b)Act.2: Open prediction

Matching (Map at P.25)

- hangs on the map and the places and introduces the trip to Ba/s village

- runs through the words and asks Ss to predict, matching the places with the letters

Listen and check the predictions *)Answer key:

A banyan tree B.airport C.highway No.1

D.Dragon bridge E.gas station F.store

G.pond H.bamboo forest L.parking

(Trans.) (Picture)

(Trans.)Ex: My mother often picks me up (Trans.)

- try out and repeat chorally- individually - give the meaning & pronunciation - makes the sentences

- read and rewrite them on the board - listen to teacher/s.

- work in groups and wrote their predictions on the worksheets

- stick their predictions on the board

- follow teacher/s

- give: opposite, on the left/right …… - listen and choose the correct answers - work in groups & share their ideas - listen and check their results

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lot

- revises Ss with the prepositions of place - plays the tape twice

- asks Ss to share their results - plays the tape again

- gets feedback

- plays the tape once again 3.post-listening:

Ask and answer about your partner/s

home village, using the information in the boxes.(Part a-P.24)

Questions:

1.Where is your home village? 2 How far is it from the city? 3 How can you get there?

4 How long does it take to get there? 5.What people for a living in your village?

6 Does your village have a river?

- hangs the Qs and the information in the boxes on the poster

- runs them through and explains the meaning of: for a living

- hands out the worksheets - makes the model

- asks Ss to work in pairs - invites pairs to practice - corrects if necessary

- check and choose the correct ones

- focus on the Qs and the Simple present - read out the Qs and the difficult phrases - read them out and focus on the meaning - ask and answer with teacher

- work with the information in worksheets

- asks and answer in pairs - correct themselves

IV.Consolidation: - uses Network

behind opposite

V.Homework:

- asks Ss to learn the lesson at home - asks Ss to prepare: Read- P.25

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Period: 17 Unit 3: A TRIP TO THE COUNTRYSIDE Teaching date:……… Lesson 3: READ

A./ objectives:

- understand the details of the text about Van/s life in the USA and know more about the life on a farm

II Skills: Reading & writing B./ procedures:

I Settlement: Greets and checks attendance II Revision: Chatting

T: asks the following questions:

?Where is your home village/How far is it from Dong Ha Town?/Does your home village have a river?/What people for a living in your village?

Ss: answer the Qs individually III New lesson:

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*)Lead-in: Brainstorming

- gives the task and gets feedback plow on a farm harvest the crops

- introduces Van, an exchange student and leads in the lesson

1.pre-reading: a)Act.1: Vocabulary

- exchange student(s) (N) / / - maize (N) = corn (A.E)

- part-time # full-time(adj/adv) - grocery store (N) / / - elicits the words from the Ss and says them out

- writes and checks - instructs Ss to read

- uses Matching to check vocab -asks the whole to check

b)Act.2: T/F statement predictions. 1.Van is an exchange student He is from the USA

2.He is now living outside Columbus, Ohio

3.There are five people in the Parkers 4.Van often helps Mr Parker at a grocery store

- hangs on the statements ,gives the worksheets and asks Ss to predict them T/F (note: T and F)

*)Answer key:1.F 3.T 2.T 4.F - asks Ss to read the text to check their predictions

- gets feedback

b)Act.2: ask and answer the questions. *)Questions:

1.Who is Van living with in the USA? 2.What does Mr Parker do?

3.Where does Mrs Parker work?

- think about and then speak out their ideas grow rice

feed chickens

(translation) (Realia) (translation) (Picture)

- try out & repeat chorally-individually - give the meaning & make the sentences - run through the words

- share their ideas in pairs ,go to the B.B and match the words with its definitions -correct the answers

- stick their answers on the B.B

-read it in Ms & pick out the information - give their answers and correct the F one - He is living with the Parker family. - He is a farmer.

- She works at a grocery store.

- He feeds the chickens, collects their eggs and helps Mr Parker on the farm.

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4.What does Van help Mr Parker ? 5.Does Van like to live with the Parkers. - hangs the poster with the Qs and run them through

- notes Ss with simple present tense & asks Ss to read the text again

- gets feedback 3.post-reading:

Gap-fill (Part b-P.26)(T limits the gaps) *) answer key: 1.Ohio 2.farmer

3 at a grocery store 4.Peter 5.Sam 6.farm 7.they watch 8.baseball

- hangs on the poster and asks the Ss to work in groups

- read through the Qs

- read it individually and then share their ideas in pairs

- ask and answer the Qs and then check - read the text ,write their answers on the worksheets & then stick them on the b.b and correct with teacher

- generalizes the main contents of the lesson V.Homework:

- asks Ss to read the text again at home and exercise P.21 (workbook) - asks Ss to prepare: Write- P.26, 27

Period: 18 Unit 3: A TRIP TO THE COUNTRYSIDE

Teaching date:……… : Lesson 4: write

A./ objectives:

- know how to write a paragraph about their last picnic and revise the Simple Past Tense

II Skills: Writing and speaking B./ procedures:

II Checking: Asks one student to read the text about Van and answer the questions. ? What does Van do/ ?Who is Van living with in the USA

? How many people are there in the Parker/ III New lesson:

*)Lead-in:

- Teacher introduces Ba and his friends with their last picnic to the countryside

-introduces the task of the lesson 1.pre-writing:

- (to) put down: /put,put/

- listen to teacher

Ex: We put down our suitcases

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- (to) lay out:/laid,laid/ - (to) catch:/caught, caught/

- picnic site (Example)

- instruct Ss to read

b)Act.2: Discover the pictures ? Where did they go

? What did they take with

? How did they get to the picnic side ? What did they lay out

? Which game did they play

? What time did they run to the bus stop ? When did they arrive home.

- sticks pictures on the board and ask the above questions.(Pictures at P-27)

- asks Ss to ask and answer with these Qs - gets feedback

- introduces the paragraph through the pictures

- focuses Ss with the Simple Past Tense 2.while-writing:

a)Act.1: Write a paragraph entitled “ A country Picnic “.(P-26,27)

- gives the first model sentence

- asks Ss to write a paragraph ,using the cues in the text book individually

- goes round to help them and then gives out the cellophanes

3.post-writing:

Exhibition

Ex: I caught a bus to school

- try out and repeat chorally- individually - give the meaning& make sentences - run them through & copy down

- look at the pictures and answer the Qs in individuals

- work in pairs with the pictures - ask and answer to the front - listen to the teacher

-give the form and the use

- focus on the past form of the verbs - use the cues to write the paragraph - discuss in groups, share their ideas and write their work on the cellophanes

Possible paragragh

It was a beautiful day, my friends and I went on a picnic.We took a bus to the countryside and then walked about 20 minutes to the picnic site next to the river We

put down the blankets and laid out the food After meal, we played the games What “

song is it ? and Blind man/s buff Late in the afternoon we went fishing We enjoyed”

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- asks the Ss to read out the paragraph and focus on the Simple Past Tense V.Homework:

- asks Ss to write the paragraph about their last picnic at home - asks Ss to prepare: Language Focus - P.28,29

Period: 19 Unit 3: A TRIP TO THE COUNTRYSIDE

Teaching date:……… Lesson 5: language focus

A./ objectives:

- Revise and practice further in Wish-clause (Type 1) and revise Prepositions of time

- Understand and use the adverb clause of result with “ SO” II Skills: Writing and Speaking

B./ procedures:

II Checking: Collects the paragraph Ss wrote at home. III New lesson:

1.Act.1: Write the full sentences, using Wish-Clause (Prat 1-P.28,29)

*) Model:

a) Ba/can have/new bicycle

Ba wishes he could have a new bicycle. *) Structure:

S1+ wish+S2 + Vpast + (obj) + (to bewere; can could;willwould )

*)Answer key:

b,Hoa wishes she could visit her parents c,I wish I passed my exam.

d,We wish it did not rain. e,He wishes he could fly. f, they wish they stayed in Hue

- asks Ss to look at the pictures and gives the model

- asks them to write the sentence, using

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Wish- Clause

- checks the meaning, form and ,use - asks Ss to write the sentences

- invites to write their sentences on B.B - helps Ss to correct

2.Act.2: Fill in the gaps with the suitable preposition of time.(Part 2,3 –P.30)

*)Answer key:

2) a-at; b-on; c-between; d-at; e-at; f-to

3) a-on; b-at/in; c-in; d-at; e-in; f-at

- uses Network to revise the Prepositions of time

- checks the use of some Prepositions - gives the model

- asks the whole to group work - invites the answers

3.Act.3: Match the half-sentences.(Part 4-P.31).

*)Model:

Hoa work hard She passed her exam Hoa worked hard, so she passed her exam.

*)Structure:

The causative clause, SO + the result clause

- gives the example & asks Ss to combine them into one

- checks the meaning, use and the form - asks them to complete Excer 4-P.31 - gets feedback

- write the full sentence

- give the use and form and the meaning of Wish-clause

- work individually

- write their sentences on the board - correct it with teacher

- give Pres They have known - give their ideas

- it with teacher

- choose the suitable Pre to fill in the gaps - speak out their answers and explain

- combine them if possible - give the way to it - work in pairs

- speak out their answers - check it with teacher

- consolidates Ss with Wish-clause and Prepositions of time

- asks Ss to combine the following sentences into one, using the adverb clause of result

1 Linh was out when we came We left a message. 2 There was fog Their flight was delayed.

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- asks Ss to exercise 8,9,10-P.24,25 (workbook) at home - asks Ss to prepare: Unit 4: Getting started and Listen & Read

Period: 20 Unit 4: LEARNING A FOREIGN LANGUAGE

Teaching date:……… Lesson 1: Getting Started And Listen & Read A./ objectives:

- know the ways to learn English and talk about their ways to learn English everyday

- Understand the Indirect Speech with Question words II Skills: Listening, reading and speaking

B./ procedures:

I Settlement: Greets and checks attendance II Warm-up: Getting started: Brainstorm (P.32)

T: asks Ss to choose the ways they learn English Ss: work in groups and add some more

T: gets feedback

Ss: go to the board and write their ideas T: asks the whole to add more

III New lesson:

*) Lead-in: introduces the conversation between Lan and Paola about the course Lan wants to attend

- exam/examination/ / { examiner(N)

{ examine (V)

- (to) attend the course.(example) - (to) pass one/s exam (Situation)

- (to) fail one/s exam (Situation)

- elicits first and says out the words

(Example)

Ex: I want to attend the English course Ex: Lan got mark, so she passes her exam

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- writes and checks

- asks Ss to make the sentences -run through the words

b,Act 2: Reported Speech with Question words.

+ Model:

*” What is your name?” she asked Lan ® She asked Lan what her name was + Form:

®S + asked +Obj+Qs words (What, Who, How )+ S + V +

đNote: Động từ mệnh đề tờng thuật đ-ợc đa xuống

VD: Hiện n quỏkh n

Hiện tiếp diễnđ qu¸ khø tiÕp diƠn

- asks Ss to pick out the Qs in the dialogue - writes the model and checks the meaning, form & use Revises Ss with Reported Speech for Imperatives, Y/N Qs

c.Act.3: Play the role with the dialogue (P-32)

- reads the dialogue twice - asks the Ss to play the role - gets feedback

- asks the following questions

?What are Lan and Paola talking about ?What must Lan to attend the course 2.practice:

a.Act.1: read the dialogue and find out the Qs which the examiner asks Lan (Page 33)

*) answer key:

1,2,6,7,9, 10, 14

- hangs on the Qs & explains the way - asks Ss to read the dialogue again and complete the task

- gets feedback & checks

- asks Ss to ask and answer the Qs from to 10

3.Further practice:

- asks Ss to change the Qs at P.33 - gets feedback

- read them out

- pick out the Qs - give their ideas

- pay attention to the way to change the Direct sentences into Indirect one

- listen to teacher/s.

- play the role as Lan and Paola - practice the dialogue

- read the dialogue to answer the Qs

- work in groups to share their ideas - give their choices & explain the reason - ask and answer about their information

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- asks the whole to check - write their answers on the board - check it with teacher

- asks the Ss to work in pairs, asking and answering the questions (from to 10) V.Homework:

- asks Ss to revise the lesson & exercises 2,3- P.28,29 (workbook) - asks Ss to prepare: Speak -P.34

Period: 21 Unit 4: LEARNING A FOREIGN LANGUAGE Teaching date:……… Lesson 2: speak

A./ objectives:

- use the pieces of language to persuade the others to something and express their ideas about a relevant matter

II Skills: Speaking & writing B./ procedures:

II Checking: asks Ss to change the following sentences into indirect sentences 1.” Where you learn English? ” I asked Lan

2.” Does she go to school?” They asked me 3.” He is playing football.” Nam said

III New lesson:

*)Lead-in: Questions

?If you are awarded a 2000 - dollar scholarship, which countries in the world you want to go for studying

?Which pieces of language you use to persuade your friends

1.pre-speaking: a)Act.1: Vocabulary

- (to) agree # disagree(translation) { agreement (N)

- (a) dormitory / /(a place in which Ss live for studying)

- (a) campus: a place on which universities and colleges stand.

- reputation(N) / / (translation) - culture(N) / / (translation) { cultural (Adj)

- elicits the words from Ss.

- says out and writes them on the board - checks the meaning, pronunciation

(Vietnamese meaning can be provided)

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- runs through the words

b)Act.2: The ways to persuade someone else.

*) Model:

A: I think we should go to the Seattle school of English in the USA You can stay with Vietnamese friends.

B; I disagree because we cannot practice speaking with native speakers.

A: *) The used languages:

I think Why don/t we ?

If we go to , We can I think we /you should -I agree/disagree because -hangs on the model and run it through - elicits the languages and checks the meaning, use

- explains more about the way to use it 2.while-speaking

a)Act.1: Practice persuading someone to do something (P.34)

- hangs on the Table with the information, run through the words and explains some more word phrases

- makes the model

- asks Ss to show their ideas to the front - corrects if necessary

3.post-speaking: a,Act.1: Discussion

Situation: Persuade your friends to visit some beautiful places you would like to go.

Ex: I think we should go to Ha Long bay You can stay in lovely hotels and enjoy the beautiful scenery.

- I disagree but it is too expensive.

- gives the situation and asks Ss to work in groups

- invites each groups to persuade teacher

- give the meaning

- following teacher/s instructions.

- play the role with teacher - talk about its use and form - copy down

- read them through

- express their ideas in pairs  in groups - practice speaking

- persuade their friends

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- asks Ss to revise the ways to persuade someone else V.Homework:

- asks Ss to exercise 4,5-P.29,30 - asks Ss to prepare: Listen- P.35

Period: 22 Unit 4: LEARNING A FOREIGN LANGUAGE Teaching date:……… Lesson 3: listen

A./ objectives:

- understand the dialogue about Nga/s studying English and talk about the problems when they learn English

I Settlement: Greets and checks attendance II Checking: Jumbled sentences.

1.we/don/t/ on campus/Why/ live/in /a dormitory.? (Why don/t we live in a dormitory on campus?)

2.do/think about/ going/What/you/ to Ha Noi capital.? (What you think about going to Ha Noi capital?) III New lesson:

*)Lead-in: Nga is studying English in London Now she is talking to Kate about problems when she learns English

-introduces the lesson 1.pre-listening:

- international bank:(Explanation) - excellent(Adj)/ /(Example) - improve (V) (Translation)

{ improvement (N)

- asks Ss to make sentences and run them through

b)Act.2: T/F statement prediction.(P.35) - hangs on the poster with the statements and introduces the content of the dialogue - runs through the statements

- asks Ss to predict the information - gets feedback

(pictures)

Ex: My writing is excellent

Ex: I always improve my listening skill - try out and repeat chorally- individually - give the meaning & pronunciation

- make the sentences and read through the words

- keep attention - read them first

- work in groups, writing their predictions on the worksheets

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a)Act.1: Listen and check the predictions *) Answer key:

a,T b,T c,F d,T e,F f,T - asks Ss be about listening to the tape & plays the tape twice

- asks them to share their results - plays the tape once again

- gets feedback

- plays the tape once again

b)Act.2: Listen and correct the false statements

*) Answer key:

c,She works for an international bank in Ha Noi.

e,Her listening is terrible (This is her biggest problem People talk very quickly and she can/t understand them)

- plays the tape twice again - asks them to share their results - gets feedback

- plays the tape once again and gives feedback

3.post-listening:

Discussion Questions:

1, What aspects of learning English is difficult for you?

2,Which skills are you good at?/ bad at? 3,What can you to improve your listening/ speaking/ ?

- writes the above questions on the board and asks Ss to discuss in pairs

- invites Ss to give their ideas - helps them more

- listen and choose the correct answers - work in groups & share their ideas - keep listening

- speak out their answers

- check and correct their predictions

- listen and correct the False one - share their ideas in pairs

- speak out their answers - correct their answers

- share their ideas in pairs - express their ideas - get it

- asks Ss to talk about the content of the dialogue, basing on the statements V.Homework:

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Period: 23 Unit 4: LEARNING A FOREIGN LANGUAGE Teaching date:……… : Lesson 4: read

A./ objectives:

- understand the details of the text about Van/s life in the USA and know more about the life on a farm

I Settlement: Greets and checks attendance II checking: Questions.

T: invites one or two Ss and asks the following questions:

?Do you like learning English/ When did you begin studying English? ?Is English difficult/ How can you improve your English at home?. Ss: answer the Qs individually

III New lesson:

*)Lead-in: - asks the Qs

? Do you want to participate in a English course

? Have you ever read any

advertisements for English courses. ? What they say.

-introduces the content of the lesson 1.pre-reading:

- beginner(s) (N,A) / / - intermediate (Adj.)/ / - advanced level (Adj.)

- well- qualified

(Adj.)/ /

Ex: Our school has well-qualified teachers - elicits the words from the Ss and says them out

- uses “ Matching” to check vocab And asks Ss to correct

b)Act.2: Answer the questions.

- think about and then speak out their ideas

(translation) (translation) (translation)

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1.What languages can you study in Foreign Language Council?

2.What can the New English Institute help you.?

3.What can The Academy of Language help you?.

- introduces the topic

- hangs on the Qs and asks Ss to read the advertisements

- gets feedback

- asks the whole to check 2.while-reading

a)Act.1: Read the advertisements and fill in the information.(Part.a - P.36)

*)Answer key: ()

- hangs on the Table and focuses Ss on the information

- asks Ss to read the advertisements to fill in the information

- gets feedback

- makes the model and asks Ss to ask and answer about the information on the table Ex:

A: When does the Academy of Language have the class?

B: In the morning, the afternoon and the evening everyday.

A: 3.post-reading: Discussion

Question:

1 Which school you choose? Why? - asks the question

- gets feedback

-It helps us improve our English

- It helps us speak a foreign language with others.

- keep attention

- work in groups to answer the questions - write their answers on the B.B

- share their ideas

- read through the information

- work in groups, write their answers on the worksheets

- stick them on the board

- share their answers and explain - ask and answer the information

- share their ideas in groups - give their ideas

- gives Ss a piece of advice to choose the course or the way to improve their English

V.Homework:

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Period: 24 Unit 4: LEARNING A FOREIGN LANGUAGE Teaching date:……… Lesson 5: WRITE

A./ objectives:

- know how to write a letter of inquiry to request for the information about the courses

II Skills: Writing. B./ procedures:

I Settlement: Greets and checks attendance II Revision:

T: gives a letter that Nam writes to Hoa with the jumbled order and asks Ss to arrange it into the right order

Ss:Work in groups and give their orders T: asks Ss to comment the order of the letter III New lesson:

*)Lead-in: - Teacher :? Are there any differences between a letter for your friends and the one for your school managers

- introduces the task of the lesson 1.pre-writing:

a)Act.1: Vocabulary - (to) edit: (Example) { edition (N) / / - inquiry(N) / / (trans.) - Could you please + V ? - fee (N) (Example)

- (to ) look forward to + V-ing (Trans.) - elicits first and says out the words

- writes and asks for examples - instruct Ss to read

b)Act.1: Presentation text

*) Outline for A letter of inquiry: + Heading: on the right above the letter.

- address of the writer - date:; April 17th, 2003

+ Opening: Dear , (Sir/Mr./Mrs.) + Body of the letter : What you request

- Introduction:

- listen to teacher

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- Request:

- Further information: + Closing: a polite one

- Yours faithfully/sincerely/ - your signature-Your name.

- asks Ss to read the letter at P.37 to find out the outline

- gets feedback

- explains the steps more clearly by the Q.: What is the aim of this part?

2.while-writing:

a)Act.1: Write a letter of inquiry.(P.37) -asks Ss to read the outline at P.37 again - asks Ss to choose the advertisements at Part 5-P36 to write a letter about 80 words - goes around to instruct Ss

- gives out the cellophanes.(about 4) 3.post-writing: Exhibition

- read it in individuals and give their ideas

- give their opinions

- read the letter and answer, and then copy down the outline

- read and make sure about the contents - use the information in the advertisements to write a letter

- write a letter for themselves

- asks the Ss to revise the outline of a letter of inquiry V.Homework:

- asks Ss to complete their letter at home and give it to T in the next lesson - asks Ss to prepare: Language Focus - P.38

Possible letter

12 Le Loi street, Dong Ha Town Quang Tri Province, Viet Nam November 15th, 2005.

Dir Sir,

I saw your Institute/s advertisement on TV program today I am very interrested in

I can speak little English, but I

Could you please provide more information about ? I look forward to hearing from you soon

(48)

Period: 25 Unit 4: LEARNING A FOREIGN LANGUAGE Teaching date:……… Lesson 6: language focus

A./ objectives:

- Revise and practice further in Modal verbs with IF and Reported Speech II Skills: Writing and Speaking

B./ procedures:

II Checking: Collects the letters Ss wrote at home. III New lesson:

1.Act.1: Complete the sentences, use Modal verbs with the information in the box (Part 1-P.38)

*) Model:

-You want to get good marks You must study hard

If you want to get good marks, you must study hard.

*) Structure: IF-Clause(Type 1)-Possible conditionals at present or in the future IF-Clause,S+modal verbs + V-inf. Or S+modal verbs + V-inf + IF-Clause *)Answer key:(Teacher/s book)

- gives the model and elicits the situation - asks them to combine two into one, using IF- Clause

- checks the meaning, form and ,use - asks Ss to complete Excer I - invites the answers

2.Act.2: Complete the table.(Part –P.38) *)Reported Speech:(Teacher/s book) - elicits the ways to change the direct sentences into indirect one

- asks Ss to complete the table in groups - gets feedback

- emphasizes the ways to change them and helps them to correct

3.Act 3: Change the affirmative sentences into indirect ones.(Part

3 pick out the situation - try to it

- give the use and form and the meaning of IF-clause

- work in pairs

- speak out their answers - correct it with teacher

- revise the ways for Affirmative, Y/N Qs and question words sentences

- share their ideas

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P.39). *)Ex:

“ I/m happy to see you” (Aunt Xuan) Aunt Xuan said she was happy to see you *)Answer key:(Teacher/s book)

- gives the example & asks Ss to change it

- checks the form and focuses Ss on verb form, persons and timing words

- asks them to complete Excer 3-P.39 - gets feedback

4.Act 4: Change the sentences into indirect ones.

*)Ex:

-“ Does she play tennis?”

Nga asked me if /whether I played tennis. -“ Where you live? “ Nga asked

 Nga asked me where I lived *)Answer key: (Teacher/s book)

- gives the example & asks Ss to change it

- checks the form and focuses Ss on reported verb , persons ,timing words and the position of factors in the sentence - asks them to complete Excer 4-P.39 - gets feedback

- change it into the indirect sentence - pick out the way to it

- work in pairs

- write their answer on the board - check it with teacher

- change it into the indirect sentence - pick out the way to it

- work in pairs

- write their answer on the board - check it with teacher

- consolidates structures and the ways to change the direct sentences into the indirect ones

V.Homework:

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Period: 26

Teaching date:……… 45- MINUTE EXAMINATION A./ objectives

I Knowledge:

- helps Ss to examines and evaluate their learning

- helps T to evaluate the teaching way and how well Ss get the aims II Skills: Writing, reading, vocab and grammar practice.

B./ procedures:

III Collection:

- asks them to revise the knowledge at home for the test correction Test

I./ Choose the best answer from A, B and C to fill in the gaps.(3 points) We have waited for him four hours

A in B for C since D after

2 She loves to watch the stars night

A in B on C at D for

3 Linh was out when we came, we left a message

A so B since C when D also

4 Nam said that he with her parents then

A live B is livingC lived D was living

5 She wishes we a lot of students in her class

A knew B know C knowing D known

6 They told me my listening skill

A improve B to improve C Improving D improved II./ Rewrite the following sentences , using the cues (2,5 points)

1 “ How far is it to school? ” Nam asked Lan

 Nam asked Lan “ Do you get home after 10.30 ? ”.I asked him

 I asked him “ I can wait for you outside the office? ” He told me

 He told me They not have the key to open the lab They wish  They wish The holidays were very cheap They booked one immediately (SO) 

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Hai is now staying in London She is studying English for her job Now she works for an international bank in Ha Noi She wants to learn English because she thinks English is an interesting and useful language Her writing skill is quite excellent, but her listening skill is not very good When arriving to London, She finds it very difficult to listen to English people because they speak so quickly that she doesn’t understand them, so she needs to improve her listening skill She hopes she can talk to people from over the world and they can understand her favorite songs

1 Hai lives in London Her job needs English Her listening is excellent

4 She hates English because it is not interesting She hopes she can speak English to anyone

IV./ Answer the following questions, using the information from yourselves (2 points)

1 When did you study English? How you feel about English? What skills in English are difficult for you? How can you improve your English?

Câu I: 3,0 điểm (Mổi câu đựơc 0,5 điểm) 1.B 2.C 3.A 4.D 5.A B Câu II: 2,5 điểm (Mổi câu đựoc 0,5 điểm). Nam asked Lan how far it was to school

2 I asked him if/whether he got home after 10.30

3 He told me that/ said that he could wait for me outside the office They wish they had the key to open the lab

5 The holidays were very cheap, so they booked one immediately Câu III: 2,5 điểm (Mổi câu đựoc 0,5 điểm)

Câu IV: 2,0 điểm (Mổi câu đựoc 0,5 điểm) 1.F 2.T 3.F 4.F 5.T

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Period: 27

Teaching date:……… Test correction A./ objectives:

I Knowledge:

II Skills: Analysis. B./ procedures:

I Settlement: Greets and checks attendance II Checking: Checking in the lesson. III Content:

1.Act.1: Teacher/s and Ss/ correction.

- invites others to correct - asks the class to take notes 2 Act.2: Ss/ correction.

- share their tests with their patners - go to the board and write their work

- collect the tests IV.Consolidation:

- asks them to prepare: Unit 5: Getting started & Listen and Read

Period: 29 UNIT 5: THE MEDIA

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A./ objectives:

- understand and know the benefits of the kinds of media and the development of the information net

I Settlement: Greets and checks attendance II Warm-up: Getting started: Chatting

T: asks Ss to look at the pictures, asking and answering the Qs ? Which of these activities you often in your free time?

?How many hours a week you spend (watching TV )? Ss: ask and answer the above Qs in pairs and give their ideas III New lesson:

*) Lead-in: Network

Television

1.Presentation: a.Act.1: Vocabulary - (a) town crier(Picture) - late (A,Adv) # latest (A,Adv) - interact(v) (trans.)

{ interaction(N) {interactive(A)

- (a) remote control./ / (Picture) - (to) bring about(Trans.)

- asks Ss to make the sentences

- uses What and Where to check vocab b.Act.2: Listen and then match the passage with the facts and events (Part a).

*)Answer key:

D 2.B 3.B 4.C 5.A 6.D - hangs on the poster and focus Ss on the information

- explains the listening task - plays the tape twice

- asks Ss to share their answers in pairs

Newspaper

Ex: TV brings about the interesting programs to us.

- try out and repeat chorally- individually - give the meaning & make sentences - read and rewrite the words on the board

- have M to read through the facts and events

- follow T/s and copy down the numbers. - listen and take notes

- share their results and read the text to check what they get

(54)

and then read the text to check - gets feedback

- helps the whole to check 2.practice:

a.Act.1: Comprehension questions (Part b - Page 42)

*) answer key:

1 He/She goes through the city, ringing a bell and shouting the latest news.

2 It is widely read by both teenagers and adults.

3 TV brings about the latest information and interesting programs in an

inexpensive and convenient way 4 They are able to ask questions about the show by using their remote controls - hangs on the Qs & explains the way - asks Ss to read the text again and answer the four questions

- gets feedback

a,Act.1: Ask and answer about yourselves.

1 What kinds of magazines and newspapers you read?

2 What is your favorite type of media? Why?

- writes the Qs On the board and asks Ss to work in groups

- gets feedback

- helps Ss to add more information

- give their answers

- check and explain the results

(How can viewers interact with TV) - read through the task

- work in pairs to share their ideas

- ask and answer the questions and then write the right answers on the board - check the answers with teacher

- work in groups of four - give their ideas

- copy down IV.Consolidation: Brainstorm

- Asks Ss to work in groups to list out benefits of types of media. V.Homework:

- asks Ss to revise the lesson & exercises 1- P.35 (workbook) - asks Ss to prepare: Speak -P.42

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Teaching date:……… Unit 5: Lesson 2: speak and listen A./ objectives:

- understand the dialogue about Nga/s studying English and talk about the problems when they learn English

- understand and use Tag question for agreements and disagreements II Skills: Listening & Speaking.

B./ procedures:

III New lesson:

*)Lead-in:

- asks Ss to list out the types of the media. ? What benefits can we get from the media ? When and where did the first

newspapers appear.

? How about the telegraph - introduces the lesson. 1.pre-listening:

a)Act.1: Vocabulary - (the) assignment - (to) appear :(Trans.)

- (the) telegraph/ /(Example) - viable(Adj.)/ / = popular

- instructs Ss to read the words b)Act.2: Open prediction.(P.43)

- hangs on the poster with the Table and hands out the worksheets

- runs through the information and focuses on the time and the events

- asks Ss to predict the missing information

a) the late 19th century

b) Radio and Newsreels c) in the 1950s

d) the Internet - gives instructions

Answer the questions in individuals Others comment and modify

- try out and repeat chorally- individually - give the meaning & pronunciation - runs through them and copy down - keep attention

- read through the information and tell out their ideas

- pay attention

(56)

- plays the tape twice

- gets feedback

- plays the tape once again and checks the information

3.post-listening: *) Model:

Lien: You like watching sports, don t you/ ?

Trung: Yes, I do

Lien: You don/ t like foreign films, you?

Trung: No, I don/t.

*) Structure: Tag question

Affirmative sentence, Negative question? Negative sentence, Affirmative question? - runs though them and check the

understanding

- talks about the intonation: raising tone for searching information; falling tone for searching agreements; and then gives notes Talk about the programs you like or dislike (P.42)

*) Model:

Lan: You like watching Folk music, don/t

you?

Hai: What time? Lan: At 8.30 on VTV1

Hai: No, I don/t I prefer Cartoons I like

Tom& Jerry.

- runs through the words on the table -hangs on the model and makes the model - asks Ss to work in groups & goes round to elicit the expressions from Ss

- asks Ss to show their ideas to the

- work in groups & share their ideas - keep listening

- give feedback and correct their predictions

*) Notes:

+ especial verbs

- I am a student, am I not? Am/t I

- She may visit him, may she not? Mayn/t

- They can come there, cannot they? + Semi-negative words:

- Never, hardly, scarcely, seldom, rarely - no one, nowhere, nobody

Ex: You never read books, you? - practice it in pairs and pick out the Qs - give the meaning and discover the structure and use

- listen and copy down

- read them through

- make the model with teacher - express their ideas in groups - practice speaking

- uses Activity in Post- Listening V.Homework:

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Period:31

Teaching date:……… Unit 5: Lesson 3: read A./ objectives:

- understand and know the advantages and disadvantages of Internet II Skills: Reading, speaking, listening & writing

B./ procedures:

I Settlement: Greets and checks attendance II revision: Brainstorm.

books magazines

Internet newspapers III New lesson:

*)Lead-in: - asks the Qs

?Have you ever used the Internet ? What you think about the Internet. -introduces the content of the lesson 1.pre-reading:

- convenience (N,) / / {convenient(Adj)

- (to) communicate (with)/ / { communication (N)

-(to) get access to - time-consuming(Adj.) - (to) wander

Ex: I spend most of the time wandering on the Internet.

- uses “ Matching” to check vocab and asks Ss to correct

b)Act.2: Guiding questions

1.How many people are using the Internet in the Forum? Who are they?

2 What are they talking about?

- introduces the topic of the text and asks two above questions

- gets feedback

(translation) (translation) (translation) (Situation) (Example)

- share their ideas and go to the B.B and match the words with the paralel meaning -Four: Jim hello, Sandra Morgan,

Honghoa and Huansui.

- about the advantages & disadvantages of the Internet.

- read the text to answer the questions

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- makes the content of the text more clearly

2.while-reading

a)Act.1: Read the text and answer the questions.(P.44)

*)Answer key:

1.She uses the Internet to get information and to communicate with her friends & relatives.

2 Because she lives in the countryside, where the Internet is not available. 3 People use the Internet for education, communication, entertainment

&commerce

- hangs on the Qs from to on the board & asks Ss to read the responses to answer - gets feedback

- asks Ss to play the role with the Qs., Ex: What you use the Internet for? 3.post-reading:

Question:

1 Do you agree or disagree with the responses?

2 What is your response to this forum? - writes down the above questions and asks Ss to work in pairs

- gets feedback

- speak out their answers - take notes

- read through the responses and answer them in pairs

- speak out &write their answers on the BB - correct the answers and copy down

- ask and answer the Qs  I use it to get ……….

- share their ideas in pairs - give their ideas

IV.Consolidation: Brainstorming

- asks Ss to work in groups and write the advantages and disadvantages on the board for getting information time- consuming costly

for communication dangerous because viruses V.Homework:

- asks Ss to read the text at home again and exercise P.40 (workbook) - asks Ss to prepare: Write- P.44

Period: 32

Teaching date:……… UNIT 5: LESSON 4: WRITE

Advantages of using the Internet

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A./ objectives:

- write a passage about the benefits of the Internet in people/s life. II Skills: Writing.

B./ procedures:

I Settlement: Greets and checks attendance II Revision: Brainstorm

+ People get information from: Internet, newspapers, magazines, …… + Purposes to use the Internet: Education, communication, entertainment and

commerce

- asks Ss to list out all their ideas about that III New lesson:

*)Lead-in:

- introduces the task of the lesson, using Brainstorm.

1.pre-writing:

a)Act.1: Brainstorm. Benefits of the Internet + a source of information:

- get information conveniently and fast - get local and international news

- book tickets for the next soccer match + a source of entertainment:

- listen to music/ the radio/ - watch videos

- play games

+ a source of education:

- learn English, look up new words, - take part in a learning course by on-line schools/lessons

+ means of commerce:

- make a contact on business

- introduces the Internet and asks Ss to list out its main benefits

- writes their ideas on the board and adds some more

- explains: on-line, book, make a contact - instructs Ss to write a passage about benefits of the Internet, using: Firstly, secondly, next, and then, finally…… Ex: The Internet has increasingly developed and become part of our everyday life.

- listen to teacher

- read the texts at P-43, share their ideas and then speak them out

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Firstly, We use it as a source of

information such as: we can ………. 2.while-writing:

a)Act.1: Write a passage about benefits of the Internet (Part 6-P.44)

- asks Ss to read the outline and the texts at P 43 again to write a passage individually - goes around to instruct Ss

- gives out the cellophanes(about 4) and asks Ss to write their passages in groups 3.post-writing:

Exhibition

- read it and write it individually, using the information in Brainstorm and the text - write a letter for themselves

- share and compare their work - correct passages with teacher - copy it in their books

- asks the Ss to revise the way to write a passage and benefits pf the Internet V.Homework:

- asks Ss to complete their letter at home and give it to T in the next lesson - asks Ss to prepare: Language Focus - P.45

Possible form

The Internet has become part of our everyday life Is very useful and has a lot of benefits Firstly, we can use it as a source of communication For example, we can communicate with our friends or relatives in another countries and ……

Secondly, the Internet is seen as a means of education We can take part in a learning course by on-line schools and learn English or French……

Next, We can use it as a source of entertainment such as playing games, listening to music and watching videos …

Finally, we can use it as a means of commerce We can make contacts on business and …………

(61)

Period: 33

Teaching date:……… Unit 5: Lesson 5: language focus A./ objectives:

- Revise and practice further in Tag questions ,Gerund and V-to-infinitive II Skills: Writing and Speaking

B./ procedures:

I Settlement: Greets and checks attendance II Checking: Game: Verb Focus.

III New lesson:

1.Act.1: Complete the dialogue with correct Tag questions (Part 1-P.45) *) Model:

-You have read this article, haven/t you?.

*) Answer key:

b, didnt/t he? d, you?

c, wasn/t it? e, aren/t we?

- gives the model and checks the way to use Tag question

- asks them to complete the excer in pairs - gets feedback & helps Ss to correct - asks them to practice the dialogue in pairs

- invites three pairs to practice

2.Act.2: Ask and answer questions about the television programs, using Tag

questions( Part 2-P-45) *) Example:

a, A: Tuan likes news, doesn/t he ?

B: Yes, he does.

b, A: Mai and Anh don/t like news,

they?

B: No, they don/t.

- asks Ss to read through the information in the Table and gives the model

- checks the way to use Tag question again - asks Ss to ask and answer the questions in pairs

- give the structure - work in pairs

- speak out their answers & correct it - play the role with the dialogues - practice the dialogue orally

- read through the Table

- revive Tag question with the way and use - work in pairs, using the model

like enjoy hate finish postpone avoid want invite

ask tell

V+ V-ing V + V-to-inf - enjoy

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- gets feedback

3.Act 3: Write true sentences, using the words in three boxes.(Part 4-P.46). *)Ex:

My father likes watching sports but my mother doesn/ She loves listening to

music.

- gives the example & checks the way to use: like, enjoy,……

- asks Ss to write other sentences by choosing one word in each box - invites the answers on the board - asks the whole to check

- ask and answer, using Tag - correct themselves

- like/enjoy/… + V-ing

- work individually and then in pairs, writing about their mother, father…… - write their answer on the board

- check it with teacher IV.Consolidation:

- asks Ss to work in groups to complete the following exercices *) Complete the following sentences, using Tag Questions: We love using the Internet, …………?

2 I am learning English now, ………….? We have never used the Internet,…… ?

4 They didn/t read advertisements yesterday, ……… ? *) Use the right form of the verb in parentheses.

1 My sister enjoy …………(watch) cartoons

2 They are excited at ……… (hear) the information Do you mind ……… (buy) me a newspaper?

4 They want him ……….(work) hard in English I /d like …… (invite ) Nga and Lan to my house. V.Homework:

- asks Ss to exercise 5-P.39 (workbook) at home

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Period: 34

Teaching date:……… review A./ objectives:

- Revise and practice further in the Word-formation, tenses, wish-clause and Reported Speech

III content:

1.Act.1: Use the right form of the words in parentheses.

a We have completed the exercise b.The Internet helps us get fast.

c.The local are listed in the newspapers d Nam speaks English

e She draws the pictures

- hangs on the excer and asks Ss to explain the way to it

- asks them to complete the excer in pairs - gets feedback & helps Ss to correct 2.Act.2: Use the correct tense of the verbs in parentheses.

a Nam (buy) a dictionary yesterday. b When (you/start) school? It was at 6? c We (never/meet) Hung.

d (she/work) for this company for three years?

e My mother (like) watching TV but my father(not/enjoy) it.

f What are they doing? They (play) in the yard at the moment.

- hangs on the excer and asks Ss to revise the way to use the simple present, simple past, present continuous & present perfect - asks Ss to complete it in pairs

- gets feedback

- helps them to correct and gives feedback 3.Act 3: Rewrite the following sentences with the words given.

*)Ex: Nga is not in the class

a We don/t have chance to use the Internet

(difficulty)  difficult (inform)  information (entertain)  entertainments (fluent)  fluently

(good)  well

- give the way to complete it - work in pairs

- speak out their answers & correct it

- bought - did you start - have never met - Has she worked - likes/ does not enjoy - are playing.

- give the structures and the use

- work in pairs, using the model

- give their answers and explain the way - correct themselves

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b I gave Mary this present an hour ago. c They have found oil in the Antarctic. d I will not stay at home this evening . e Please clean this room I told Hai f Do you come to class early, Tu? She asked.

g What time will you get up tomorrow?. - gives the example & checks the way to complete the task

- explains more how the used knowledge - asks Ss to write other sentences by using the words given

- invites the answers on the board - asks the whole to check

This present …… Oil ………

Lan said that …… …… I told Hai ……… She asked Tu ………. I asked her …………

- talk about passive, wish-clause and reported speech

- copy it down

- work individually and then in groups - write their answers on the board - check it with teacher

- asks Ss to work in pairs to complete the following sentences We/visit/Ha Long/3 years ago

- We visited Ha Long years ago.

2 My mother/work/a factory/since 2001

- My mother has worked in a factory since 2001.

3 I/enjoy/use /Internet/and/take part in/collect/ garbage

- I enjoy using the Internet and taking part in collecting garbage. V.Homework:

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Period: 35

Teaching date:……… review A./ objectives:

- Revise and practice further in the Word-formation, tenses, wish-clause ,Reported Speech, report speech

III content:

I Choose the best answer from A ,B , C or D . They move to Thai Land ……… May 17

A on B for C in D at

2 His brother was born …………

A 1975,April B at 1975,April C on April 1975 D in April,1975 What subjects are you good …… in the 9th form?.

A about B at C in D on

4 I am looking forward to …… from you soon

A hear B heard C hearing D hears

5 Most of us are interested in ……… the Internet

A use B to use C using D used

6 This painting comes from his private …………

A collect B collection C collective D collecting We have had a lot of ………….to answer that question?

A difficult B difficulty C difficultly D difficulties Tim often practices his listening skill ………

A excellence B excellent C excellently D excellenty She asked me …………I liked pop music

A if B who C whether D A & C

10 Yesterday I ……… to walk to school because I had no bicycle II Read the passage and choose the best answer from A, B, C or D to fill in the gaps Number is an example.

Mrs Jackson is an old woman who has a small room …(0) an old house She … (15) there since 1974 When her husband died in 1980, she …(16)… very sad She has lived alone (17) a long time After her husband/s death, Mrs Jackson had …(18) money at all, so she found work in a factory Her job was to clean offices She …(19).to get up at in the morning She doesn/t have much money but she …(20) happier now. 15 A is living B lives C has lived D have lived

16 A was B is C are D were

17 A since B for C in D on

18 A any B more C no D many

19 A must B had C should D ought

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III./ Read the text and decide the statements to be true(T) or false (F).

Like other languages, English is always changing, but it changes very slowly People invent new words, borrow words from other languages and change the meaning of the words as needed For example, the English word “ Byte” was invented by

computer specialists in 1959 The word “ Tomato” was borrowed from Nahuati, an American Indian language spoken in Mexico The word “ Meat” once referred to food in general People learn English as well as languages by listening, copying what they hear and using the language Most school children learn their first language easily and sometimes other languages as well

21 Some English words borrowed from other languages 21 22 Some English words were invented by computers 22

23 “ Meat” means Food in general 23

24 One of the way to learn English is copying what you hear 24 25 It is not easy for children to learn their first language 25……… III./ Rewrite the following sentences in a different way, using the words given.

27 The workers have built two new stores for three months

 Two new stores .….……… 28 We don/t have time playing computer games.

 We wish we…… ……… 29 Daisy is not at home now, so I cannot meet her

 I wish ………… .……… 30 “What games you often play, Nga?.” They asked

 They asked Nga ……… 31 “We are wandering on the Internet this time” said Tom

 Tom said that .……… 32 It took me three hours to take photos of Olympic champions on the net

 I spent three hours ……… C©u I: 1.A 2.D 3.B 4.C 5.C 6.B 7.D

8.C D 10.A 11 C 12 C 13 B 14 A C©u II: 15 C 16.A 17 B 18 C 19.B 20 A C©u III: 21.T 22.F 23.F 24.T 25.F

C©u IV:

26 Two new stores have been built by the workers for three months 27 We wish we had time playing computer games

28 I wish Daisy were at home now.Or I wish I could meet Daisy 29 They asked Nga what games she often played

30 Tom said that they were wandering on the Internet that time

31 I spent three hours taking photos of Olympic champions on the net IV.Consolidation: comments on the lesson

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Unit6: the environment

( Lesson 1: getting started and listen & read) A./ objectives:

I Knowlege: At the end of the lesson, Ss will be able to:

- understand and know the environmental problems and talk about activities they have done to protect the environment

- Revise Ss with the conditional clause (Type 1) II Skills: Reading and speaking

B./ procedures:

I Settlement: Greets and checks attendance II Warm-up: Getting started: Matching

T: hangs on the picture and asks Ss to match the pictures with the phrases a, air pollution (Ô nhiễm không khí)

b, spraying pesticides( Phun thuốc trừ sâu) c, garbage dump (BÃi rác)

d, water pollution (Ô nhiễm nớc) e, deforestation (Nạn phá rừng)

f, dynamite fishing (Đánh cá thuốc nổ) Ss: Work in groups and give their ideas

T: asks Ss to think about the environment nowaday III New lesson:

*) Lead-in:

- asks Ss to think about the environment and leads in the lesson 1.Presentation:

a.Act.1: Vocabulary - pollute(V)

{pollution (N) /………/(Trans.) Ex: Our environment is heavily polluted - (the) sand (Picture)

- (the) rock (picture) - spoil (V) (Trans.)

Ex: We will spoil our area.

- uses What and Where to check vocab b.Act.2: Matching (Part a-P.48). *)Answerkey:

f 2.e 3.b 4.a 5.c 6.d

- hangs on the poster and focus Ss on the informations and sets the scene

- asks Ss to predict the information

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- gets feedback 2.practice:

a.Act.1: Read the passage & check the predictions

*)Answerkey:

f 2.e 3.b 4.a 5.c 6.d - asks Ss to read the passage in Ms - gets feedback

a.Act.1: Comprehension questions (Part b - Page 48)

*) Answer key:

1 Mr Brown is the speaker.

2.The volunteer conservationist is the listeners.

3 They are on the beach.

4.They are going to clean the beach. 5 If they work hard today, they will make the beach clean and beautiful again. - hangs on the Qs & explains the way - asks Ss to read the text again and answer the above questions

- gets feedback

a,Act.1:Conditional clause (Type 1) *)Model:

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

*)Use and form: to talk about activities that possible or impossible to happen at present or future.

IF-CLAUSE - MAIN CLAUSE

Simple Present, S+ will/shall + V-inf. *)Exercise: (b,c,d at P 46-Workbook) - asks Ss to pick out the sentences in the passage

- writes and does concept check - gives feedback

- asks Ss to exercises- P 46 (workbook) - gets feedback

- work in groups and write their answrs on the worksheets

- stick their worksheets on the board

- read it to check their predictions - speak out their answers

- check it and explain the information

- read through the questions

- work in pairs to share their ideas

- ask and answer the questions and then write the right answers on the board - check the answers with teacher

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b,Act.2: Discussion

?What did you to protect the environment

-asks Ss to work in pairs and then invite them to ask and answer

- ask and answer the question and then present their ideas

IV.Consolidation: Brainstorm (groupwork)

To protect the environment,

We should We should not

- collect garbage

- clean the places we live

- ………

- destroy forests

- throw waste things away - ………

V.Homework:

- asks Ss to revise the lesson & excercises 8,10-P.46 (workbook) - asks Ss to prepare: Speak -P.49

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Unit 6: ( Lesson 2: speak –Page 49) A./ objectives:

- talk about the ways to protect the environment and use the expressions: I think you should/ Why don/t you/…… to persuade others to something.

- revise Adverb clause of reason with because/as/since/for II Skills: Speaking & writing

B./ procedures:

II Checking: Asks two Ss to write down activites they should or should not to protect the environment.

III New lesson:

*)Lead-in: Questions - hangs on the pictures

?What you think about our environment today.

?What should we do - introduces the lesson. 1.pre-speaking:

*)Answer key:

1.e 2.d 3.f 4.c 5.b a - hangs on the poster and asks Ss to read Part a and then match it

- gets feedback & asks Ss to check - runs them through

- aks Ss to make the sentences b)Act.2: Presentation text. *) Model:

Lien:I think it would be better if we use banana leaves to wrap food

Trung: Why? How come?

- work in pairs and match the words with the Vietnamese meaning

- go to the board and then check it - read and then copy the words - make examples for the words

A B

1.(to)dissolve plastic bags (to) kill fish (to) recycle 5.(to) save energy

6 (to) avoid traffic jams (to) cause

8 (to) prevent St/S.O from St

a.Tránh tắc nghẽn giao thông b.Tiết kiệm lợng

c.Tái chế

d Những túi nhựa e Phân hoá

f Giết chết cá g G©y

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Lien: Because plastic bags are very hard to dissolve They will cause pollution. Trung: OK.

*) Structure:

+To persuade someone: I think you should ……… It would be better if you …… Why don/t you + V-inf………… ?

……… - elicits the language from Ss and writes it on the board

- runs though them and check the understanding

- talks about the form and the use, help Ss be clearer with Because/For/…

2.while-speaking

a)Act.1: Questionaire (P.49) *) Model:

Lan:I think you should save paper. Hai: How can we save it?

Lan: It would be better if you collect waste paper and recycle it.

Hai: And………….

-hangs on the questions and makes the model

- asks Ss to work in groups & goes round to elicit the expressions from Ss

- asks Ss to show their ideas to the front - corrects if neccessary

3.post-speaking:

a,Act.1: Brainstorm (Groupwork)

The best ways to protect the environment -asks Ss to list out their ideas in groups

+ To explain reasons:

Because + clause of reason, clause of result

As

Since/For

- read the text and try to give it out - give the meaning and discover the structure and use

- listen and copy down

- read them through

- make the model with teacher - expess their ideas in groups - practice speaking

- asks Ss to check the results of Brainstom V.Homework:

- asks Ss to excercise 3,4-P.38 - asks Ss to prepare: Listen- P.43 Period: 39

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Unit 6: ( Lesson 3: listen - Page 50) A./ objectives:

- understand the situation causing the pollution in the oceans and have a plan to make it better

II Skills: Listening & Writing. B./ procedures:

I Settlement: Greets and checks attendance II Checking: 5-minute examination

- asks Ss to write the activities they will to make the environment of their school clear and beautiful

III New lesson:

*)Lead-in: Chatting

? Have you ever been to the beach ?What you think about our oceans today.

? Are they polluted? What causes the pollution in the oceans

- introduces the lesson. 1.pre-listening:

- raw sewage/ /(N)(Example) - (to) pump (Trans.)

Ex: Raw sewage is pumped into the sea - (to) drop (Trans.)

- oil spills (N) (Trans.)

- marine life (N)/ / (Trans.) - elicits first and says out the words

- writes and checks

- uses What and Where to check vocab b)Act.2: T/F statements

1, Most of pollution comes from the weather.

2, Many countries pumped raw sewage into the oceans.

3, Oil spills cannot kill marine life.

4,Factory owners let garbage run into the rivers.

5,Things made the oceans polluted: Raw sewage, garbage from the ships, oil spills and waste materials.

- hangs on the poster with the statements and runs through the information

- try out and repeat chorally- individually - give the meaning & pronounciation - read and then rewrite them

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- asks Ss to predict the statements be T or F

1.F T F 4.F 5.T - asks Ss be about listening to the text about the pollution in the oceans - plays the tape twice

- gets feedback

b)Act.2: Listen and fill the missing information in the notes.(Part 4-P.50) *) Answer key

Secondly: Garbage is ….

Thirdly: come from ships at sea.

Next: Waste materials come from factory. Finally: Oil is washed from the land.

- hangs on the Grids and focuses Ss on the information

- plays the tape again (twice) - gets feedback

- plays the tape once more and gets feedback

Brainstorm

List out the solutions to protect the oceans from pollution.

-asks Ss to work in groups

- pay attention

- listen and take notes

- give feedback and correct their predictions

- read through the grid with infomation - listen and then share their ideas in groups - write their answers on the board

- listen again and check the answers

- share their ideas and the write them on the board

IV.Consolidation: Network

V.Homework:

- asks Ss to write about pollution in oceans at home and prepare : Read(P51) Period:40

Date:

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Unit 6: ( Lesson 4: read - Page 51) A./ objectives:

- understand the details of the poem about the pollution of environment and know how to reduce it

I Settlement: Greets and checks attendance II revision: Network

Throwing trash, garbage, cutting the forests

Pumping raw sewage into rivers, oceans, III New lesson:

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*)Lead-in:

-introduces the story from a mother with the boy and introduces the lesson

- (a) junkyard / / (Example) - (to) cover (Trans.)

- foam (Un N) (Example)

Ex:The streams will be covered with foam. - (to) end up (Trans.)

- treasure(N) (Example) - folk (N) = people

b)Act.2: Matching (Part a-P.51) *)Anser key:

c g 3.f 4.e d 6.a 7.b

c)Act.3: Guiding questions

1 What are Mom and the boy talking about?

2.Can we enjoy our day now?Why (not)? - introduces the topic of the text and asks two above questions

- gets feedback

- makes the content of the text more clealy 2.while-reading

a)Act.1: Read the text and answer the questions.(P.51)

*)Questions:

1.What will happen if the pollution goes on?.

2.What will happen with the fields & streams?

3 Do you think the boy/s question (lines

9-10) is silly? Why (not)?

4 Who make the environment polluted?

- share their ideas and go to the B.B and match the words with the definations

- They are talking about the pollution -No Because the environment is very polluted

- read the text to answer the questions - speak out their answers

- take notes

- If the pollution goes on, the world will end up like a second-hand junkyard. - The fields will be littered with plastics and tins; the streams will be covered with foam.

- No.Because if he thows the bottles, that will be polluting the woods.

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5 What does the poet want us to for the environment?

- hangs on the Qs on the board & asks Ss to read the poem to answer

- gets feedback

- asks Ss to play the role with the Qs., 3.post-reading:

Brainstorm

What could you to minimize pollution in your school?

- writes down the above questions and asks Ss to work in groups

- gets feedback

- The poet wants us to take responsibilities for protecting the environment.

- read the poem and answer them in pairs - speak out &write their answers on the BB - correct the answers and copy down

- ask and answer the Qs

Ex: - pick up the garbage

- put the bins aroud the school yard - share their ideas in groups

- write their ideas on the board and then check them

- uses the Brainstorm to revise the lesson and talk about our responsibilities of protecting the environment

V.Homework:

- asks Ss to read the text at home again and list out the way to protect the environment

- asks Ss to prepare: Write- P.52 Period: 41

Date: /

Unit 6:( Lesson 5: write- Page 52) A./ objectives:

- understand and know how to write a letter for complaints and write their letters to complain something about pollution

I Settlement: Greets and checks attendance II Revision:

- asks Ss to revise the form of a letter about enquiry + Introduction:

+ Request:

+ Further information: + Conclusion:

III New lesson:

*)Lead-in:

- introduces the situation in which Ss want to complain about pollution around their area

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1.pre-writing:

a)Act.1: Vocabulary - (to) suggest (Trans.)

Ex: I suggest that you should keep your school clean.

- response (N) (Trans.) - (a) frog (Picture) - (a) toad (Picture)

- (the) electric shock wave (Trans.) - (to) prohibit (Trans.)/ / - elicits the words from the Ss and says them out

- writes and checks

- uses “ R.O.R” to check vocab and asks Ss to correct

b)Act.2: Presentation text

+ Form of the complaint letter: (P.52) + Matching: ( The jumbled letter at P.52) - hangs the form of the copmplaint letter on the board and explains the way form each part

- hangs on the jumbled letter named for each part: from to

- asks Ss to macth them with: Address, opening, S, C, R, A, P/ Closing

- gets feedback

- asks the whole to check and asks the Qs about the content of the letter

a)Act.1: Write a complaint letter about catching fish by electricity (Part b-P.53) Ex: Dear Mr President,

I am writing to you about the problem of fish catching in

- introduces the situation and asks Ss to write their complaint letter

- goes around to instruct Ss

- gives out the cellophanes(about 4) and asks Ss to write their letters in groups 3.post-writing:

Exhibition

- helps the whole to correct

- try out & repeat chorally-individually - give the meaning & make the sentences - read the rubbed words and write them again on the board

- work in four groups, share their ideas and then write their answers on the worksheets

- check the answers with teacher and answer the questions

- read it and write it individually, using the information in Brainstom and the text - write a letter for themselves

- discuss in groups, share their ideas and write their letter on the cellophanes

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- asks them to copy down

- asks the Ss to revise the way to write a complaint letter V.Homework:

- asks Ss to write a complaint letter for school management about a lot of Ss to throw waste paper, garbage aroud the school

- asks Ss to prepare: Language Focus - P.53-56 Period: 42

Date: / /200

Unit 6:( Lesson 6: language focus- Page 53-56) A./ objectives:

- Revise and practise further in Adjectives and Adv of manner, adverb clauses of reason, adjective + that clause and If-clause (Type 1)

III New lesson:

1.Act.1: Complete the sentences with the adverbs of manner.(Part 1-P.53)

*) Model:

- Extreme  Extremely *)Answer key:

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

- gives the model and checks the way to change Adj into Adv of manner

- checks the meaning and its function - asks them to complete the excer in pairs

- give the structure and work in pairs  modifying verbs and coming at the end of the sentence.

Possible letter Dear Sir,

I am writing to you about the problem of fish catching in the lake behind my house I am very worried because people use electricity to catch fish They made a lot of fish died and floated on the water surface Other animals such as frogs, toads and even birds also died from electric shock waves

I suggest the local authorities should prohibit and fine heavily anyone using this way to catch fish

I look forward to hearing from you and see the protection of environment from the local authority

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- gets feedback & helps Ss to correct 2.Act.2: Adverb clause of reason- Because/as/since ( Part 2-P-54) *) Example:

Ba is tired because/as/since he stayed up Or Because Ba stayed up , he is tired - asks Ss to read through the example and give the meaning, form

- asks Ss to compare it with Pre “Since” - asks Ss to ask and answer the questions in pairs

- gets feedback

3.Act 3: Use That clause with adjectives (Part 4-P.46).

*)Ex:

That/s wonderful I am pleased that you

are working hard. *)Structure:

S + be + Adj + that + clause (N clause) *)Answer key:

b,I am excited that I will go to Da Lat. c,I am sorry that I broke your bicycle yesterday.

d,I am disappointed that you did not phone me.

e, I am amazed that I could win the first prize.

- gives the example & checks the meaning & the form

- asks Ss to work in pairs to complete the exercise

- invites the answers - asks the whole to check

4.Act 4: Match the two columns, focusing on If - clause (Type 1)( Part 4-P.56) *)Example:

If we pollute the water, we will have no fresh water to use.

- gives the example and asks Ss to revise the use and form of If-clause (Type 1) - asks Ss to exercise

- gets feedback

- speak out their answers & correct it - play the role with the dialogues

- pick out the main clause and subordinate clause

- compare it

- work in pairs, using the form - write their answers on the board - correct themselves

- discover the use and form

- asks and answer to complete the exer - write their answer on the board

- check it with teacher

- revise the use and form of conditional adverb clause

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4.Act 4: Put the verbs in parentheses in the right form (exer 10-P.46-workbook) Ex: If we (run) out of oil, we (need) other kind of energy

- asks Ss sto work in pairs and then write their answers on the board

- give their answers and explain - check them with teacher

- run/will need

- complete from C to F in pairs and then write their answers on the board

- check them with teacher IV.Consolidation:

- asks Ss to revise the grammatical items again V.Homework:

- asks Ss to excercise 9,105-P.46 (workbook) at home

- asks Ss to prepare: 15-minute exam and Unit 7: Getting started & Listen and Read

Period: 42

Date: … /… Unit 7: saving energy

- understand and know how to save energy in their daily life - revise the way to use the adverb clause of contrast

II Skills: Listening, reading and writing B./ procedures:

I Settlement: Greets and checks attendance II Warm-up: 15-minute examination

III New lesson:

*) Lead-in: Getting started

- hangs on the pictures at P.57 and asks Ss to think about how people waste energy - asks the Qs:

?Is TV on/ Who are using water/ Who are listen to music/………

/Should we turn off TV/radio… ?What should we to save energy.

- introduces the lesson 1.Presentation:

a.Act.1: Vocabulary

- energy /……… / (N)(Example) - (a) water bill (Trans.)

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- (a) crack (Realia)

- (to) turn off # (to) turn on (Mime) - (to) waste # (to) save (Trans.) Ex: We should save water. - (a) dripping faucet (Picture) - elicits first and says out the words - writes and checks

- asks Ss to make the sentences - uses R.O.R to check vocab

b.Act.2: Listen and practice the dialogue. *)Guiding questions:

1 How much does Mrs Ha pay for the water bill?

2.Does Baths waste more water than showers ?

- writes the questions on the board

- introduces the conversation between Mrs Mi and Ha and tells out the task

- plays the tape twice - gets feedback

- plays the tape again

- asks Ss to practice the dialogue and then invite three pairs to pratice the dialogue - helps Ss to correct pronunciation

2.practice:

a.Act.1: T/F statements (Part b-P58) *)Answerkey:

T 2.T 3.F 4.F 5.T - hangs on the poster with the statements and runs through the information

- asks Ss to read the dialogue again to decide the statement T or F

- gets feedback 3.Further practice:

*) Adverb clause of contrast:

a.Model: We came to her house, but we did not meet her

We can use But as a co-ordinating conjunction

- gives the model and asks Ss to pick out the use

- asks Ss to compare it with So, Because, if

- She pays 200.000 - yes, it does

- reads through the infomation -pay attention

- listen to the tape to get information - give their answer individually - check their answers again - practice the dialogue in pairs - correct themselves

- read through the statements

- read it and share their ideas in pairs - give their answers and correct the false statements

b.Structure:

Main clause, but + adverb clause of contrast

- share their ideas in pairs and pick out the use and structure

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- gives feedback

- asks Ss to exercise 1- P.47 (workbook)

- gets feedback

- match two columns, using: and, but, because or so.

IV.Consolidation: Brainstorm (Goupwork)

- asks Ss to work in groups to list out the ways they usually to save water everyday EX: - We turn off the faucets when we not use water

- We check the pines to make sure there are no cracks - ………

V.Homework:

- asks Ss to revise the lesson & excercises 2,3-P.47,48 (workbook) - asks Ss to prepare: Speak -P.58

Period: 43

Date: …/…./200

Unit 7: ( Lesson 2: speak –Page 58) A./ objectives:

- talk about the ways to save energy and make suggestions about how to save energy using: I suggest + V-ing/Why don/t we….?/…………

II Skills: Speaking & writing B./ procedures:

II Checking: asks Ss to answer the question: What you to save water? III New lesson:

*)Lead-in: Network

water petrol

gas

?What the sources of energy help us - introduces the lesson.

1.pre-speaking: a)Act.1: Vocabulary

- instead of (Trans.)

Ex: we should use neons instead of lights -(a) cooking pot (Picture)

- gas fire (Picture)

- (an) air- conditioner (Picture) - neon (N) (Realia)

electricity

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- uses the question: What is this? to check b)Act.2: Presentation text

1.Model:

Lan: I think we should turn off the faucet Hoa: I suggest fixing the faucet

2 Structure: When we make suggestions, we use (P.58)

-I suggest + V-ing Ok

-I think we should That/s a good idea

-Why don/t we… ? All right

-Let/s ……… No I don/t want to

- asks Ss to look at the picture a: What happened? What should we do?

- writes the model and runs through them - revises the structure , meaning and form - explains more

2.while-speaking

a)Act.1: Discover the pictures (P.59) *) Possible questions:

Pic.A: What happened with the faucet? Pic.B: What we use to cook?

Pic.C: What happened?

……… -hangs on the pictures, the cues and makes the model

- asks Ss to work in groups & goes round to elicit the expressions from Ss

b)Act.2: Make suggestions about how to save energy.

*)Example exchange: Pic.A:

Nga: I think we should turn off the faucet to save water.

Ba: That/s a good idea.

- makes the model and asks Ss to practice with the pictures

- goes round to help Ss and then gets feedback

- try out and repeat chorally- individually - give the meaning, stress & make

sentences

- This is a neon/……

- look at the picture and answer the questions

- read through the model

- give the meaning, structure and use - listen and copy down

- look at them and make the model with teacher

- ask and answer to discover the pictures - expess their ideas individually

- practise making suggestions about how to save energy

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3.post-speaking:

a,Act.1: Brainstorm (Groupwork)

- asks Ss to work in groups and list out the ways to save energy on the cellophanes - asks the whole to share their ideas

- share their ideas in groups and put their ideas in the overhead projector

- check and add more

- use Post- Speaking to consolidate the lesson V.Homework:

- asks Ss to excercise 6-P.50 and continue finding the ways to save energy at home - asks Ss to prepare: Listen- P.60

Period: 45 n0 Date: …/……/200

Unit 7: ( Lesson 3: listen - Page 60) A./ objectives:

- listen and understand how people use solar energy and its advantages in the life II Skills: Listening & Writing.

B./ procedures:

I Settlement: Greets and checks attendance II.Revision: Network

oil electricity

water gas

nuclear power solar energy III New lesson:

*)Lead-in:

- uses Network to introduce the lesson. 1.pre-listening:

- solar energy / … /(N)(Example) - solar pannel /………./ (N) (Picture) - effective /………./ (Adj) (Trans.) - roof (N) (Picture)

- nuclear power /……… / (Trans.) - elicits first and says out the words - writes and checks

- uses R.O.R to check vocab

b)Act.2: T/F statement prediction.(Part a

- try out and repeat chorally- individually - give the meaning & pronounciation - read and then rewrite the rubbed words Sources of enery

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–P.60)

- hangs on the poster with the statements and runs through the information

- asks Ss to predict the statements T or F - gets feedback

1.T 2.F 3.F 4.T 5.F - asks Ss be about listening to the text about the solar energy

- gets feedback

b)Act.2: Listen and fill the missing information in the gaps.(Part b-P.60) *) Answer key

1 effective store 2 pollution roof 3 countries instead

- hangs on the poster with the sentences and focuses Ss on the information - plays the tape again (twice) - gets feedback

- plays the tape once more and gets feedback again

Brainstorm

List out the advantages of using solar energy.

Example:

-Solar energy is cheap , clean & available - It doesn/t cause pollution.

- We can save natural resourses such as gas, oil…

………. - asks Ss to work in groups and list out the advantages of solar energy

- asks the whole to share their ideas

- read through the statements

- pay attention

- give feedback and correct the false statements

- read through the infomation

- listen and then share their ideas in groups - write their answers on the board

- listen again and check the answers - copy down

- share their ideas and the write them on the board

(86)

- uses Post-Listening to consolidate the lesson V.Homework:

- asks Ss to write the passage about advantages of solar energy at home - instructs them to prepare : Read (P60)

Period: 44

Teaching date:… / … UNIT 7: SAVING ENERGY LESSON 4: READ - Page 51 A./ OBJECTIVES:

- understand the details of the passage about saving electricity and know how to save electriciry in their daily life

II Skills: Reading & writing B./ PROCEDURES:

I Settlement: Greets and checks attendance.

II Check-up: Asks two Ss to write the advantages of using solar energy on the board III New lesson:

*)Lead-in: Chatting

? Do your family use electricity ? What equipments are uses with electricity.

? How much does your family spend for electricity

?How will you save electricity

- introduces the electricity-saving of the people in the world

1.Pre-reading: a)Act.1: Vocabulary

- consumer (N) / … / (Defination) - light bulb (N) (Realia)

- (a) labeling scheme (N) (Realia) - tumble dryer (N)(Picture)

- conserve(V) /………./ (Trans.) - not only…… but also…….

Ex: We not only save energy but also conserve it

- elicits the words from the Ss and says

(87)

them out

b)Act.2: Choose the best summary of the passage (Part a-P.61)

- hangs on the statements and focus Ss on the information

- asks Ss to read the passage individually and then share their ideas in groups

- gets feedback:What is the passage about? - explains more to make it clearer

2.While-reading

a)Act.1: Read the passage and answer the questions.(P.61)

*)Questions:

1.They are interested in products that not only work effectively but also save money 2.We can use energy-saving bulbs instead of ordinary 100-watt light bulbs.

3 She will pay US$ for lighting if she uses two energy-saving bulbs instead. 4 The perpose of the labeling scheme is to tell the consumers how much energy effiency each model has so that they can save money and energy.

5.We should save energy to conserve the Earth/s resources.

- hangs on the Qs on the board & runs through them

- asks them to read the passage again to answer all

- gets feed back

- asks Ss to play the role with the Qs., 3.Post-reading:

Brainstorm

List out the ways to save electricity - writes down the above task and asks Ss to work in groups to list out their ideas on the worksgeets

- give the meaning & make the sentences - run through the words

- share their ideas and go to the B.B and match the words with the definations *)Anser key:

North American and European countries are interested in saving money and natural resources

- read through the summaries

- read the passge and then share their ideas in groups to choose the best sumary

- gives their answers and their ideas - copy down

- read it and share their ideas in pairs - speak out &write their answers on the BB - correct the answers and copy down

- ask and answer the Qs

- share their ideas in groups and list out the ways to save electricity

(88)

- gets feedback

- asks the whole to share their ideas IV Consolidation:

- uses the Brainstorm: + We should turn off the light, TV, radio when we not use it. + Turn off electricity when we go out

+ Use energy-saving light bulbs instead of ordinary bulbs V Homework:

- asks Ss to read the text at home again and list out the ways to save electricity. - asks Ss to prepare: Write- P.61

Period: 4̀̀̀̀̀̀

̀̀̀

̀

5

Teaching date: / UNIT 7: SAVING ENERGY LESSON 4: WRITE- Page 61

A./ OBJECTIVES:

- know how to make a speech and prepare a speech about the environment or energy-saving

II Skills: Writing and speaking. B./ PROCEDURES:

I Settlement: Greets and checks attendance II Warm-up: Slap the board

III New lesson:

*)Lead-in:

- introduces the task of the lesson 1.Pre-writing:

a)Act.1: Presentation text (Matching - Part a-P.61)

*) Parts of a speech:

1 Introduction: Getting people/s attention

and telling them what you are going to talk.

2 Body: Giving details in easy-going language.

3 Conclusion: Summing up what you have said.

- introduces a speech and asks Ss to match exercise a-P.61

- gets feedback and checks the

- listen to teacher

- work in pairs to complete it

- give their answers and explain the fuctions of each part of a speech - copy it down

- find out the differences

environment energy conserve

garbage

(89)

understanding of the form

- explains more each part of a speech and notices Ss the conjunctions, connectors… used to connect the ideas

- asks Ss to compare each part b)Act.2: Ordering (Part b – P.61) *) Answer key:

Oder: 3-2-1

- hangs the speech that is not in a right order and asks Ss to read through it - asks them to work in groups to order it into a complete speech

- gets feedback

- makes the meaning clearer 2.While-writing:

a)Act.1: Write a speech (Part c-P.62) Example:

Good morning., ladies and gentlemen I am …… and today I am going to tell you how to reduce garbage.

……… - introduces three topics and explains some words in the callouts

- asks Ss to choose their topics and write a spech

- goes around to help Ss

- gives out the cellophanes (about 4) and asks Ss to write their speech in groups 3.Post-writing:

Exhibition

- collects speeches from Ss and put them in the overhead

- asks Ss to read out their speeches to the front

- read it through to make sure the meaning

- work in four groups, share their ideas and then order it

- give their orders and explain

-copy it down and then read out the speech

- read it and write it individually, using the information in Brainstom and the text - write a letter for themselves

- discuss in groups, share their ideas and write their letter on the cellophanes

- share and complete their work

- correct the speches with teacher - present their speech to the front of the class

Example Good morning, ladies and gentlemen

Today I am going to tell you how to reduce garbage

Firstly, we should collect plastic bags and make the other use for them

Secondly, we should not keep solid waste with food way

(90)

- asks the Ss to revise the way to make a speech V.Homework:

- asks Ss to complete their speech at home - asks Ss to prepare: Language Focus - P.62-64 Period: 46

Teaching date: / UNIT 7: SAVING ENERGY

LESSON 5: LANGUAGE FOCUS- Page 62-64 A./ OBJECTIVES:

- Revise and practise further in connectives: and, but,… , some of phrasal verbs and making suggestions

II Skills: Writing B./ PROCEDURES:

II Checking: asks two Ss to present their speech to the front of the lass. III New lesson:

1.Act.1: Use the correct connectives to complete the sentences.(Part 1-P.62) - gives theconnectives : and,or, but, so,… and checks the meaning, the fuction,use - asks them to complete the excer in pairs - gets feedback & helps Ss to correct

2.Act.2: Use the right tense form of the phrasal verbs in the box and the pictures ( Part 2-P-63)

- asks Ss to match the phrasal verbs with the pictures to find out the meaning - gets feedback and explains their meaning - asks Ss to complete exercise in pairs - gets feedback

3.Act 3: Rewrite the sentences, using the cues.(Part 4-P.64).

*)Example:

- collect some money

- give the structure and work in pairs  adverb clause of reason,result, conccession……….

- speak out their answers & correct it *)Answer key:

a and b but c because

d Therefore e or f so g and h, however

- match it in groups to find out the meaning

- work in pairs, using the phrasal verbs and the tense form

- write their answers on the board - correct the answers and copy down *) Answer key:

a, look after b, go on c, turn on d, look for e, turn off

- S + suggest + V-ing

(91)

 I suggest collecting some money. - work harder on your pronunciation  I suggest (that) you should work harder on your pronunciation

- gives the example & checks the meaning & the form

- asks Ss to work individually and the in pairs to complete the exercise

a)

- I suggest collecting unuesd clothes. - I suggest organizing a show to raise money.

b)

- I suggest that you should write sentences with new words.

- I suggest that you should speak English in class.

- write the ways to make suggestions ; first Exer (a) and then (b)

- write their answers on the board

- check it with teacher and then copy down IV.Consolidation: Multiple choice

Circle the best answer in the parentheses (Groupwork)

1 Nam always goes to school on time, (but,so, because) he goes to class late today We suggest (turn, turned, turning) the faucets

3 They (want, enjoy, suggest) the plumbers to check the pines

4 I am busy today because I have to ( look for, look after, look at) my house Nga was sick.( However,Therefore,So), she went to school

V.Homework:

- asks Ss to revise the lesson at home

(92)

Period: 47

Teaching date:… /……

45 – minute examination A./ OBJECTIVES:

I Knowlege:

- helps Ss to examinize and evaluate their learning

B./ PROCEDURES:

III Collection:

- asks them to revise the knowlege at home for the test correction Test

I Choose the correct letter among A,B, C or D which best fits each sentences. ……… is one of the causes of flood

A Forest B Forestry C Deforestation D Forests Ba is pleased …… his English is improving day-by-day

A that B so C although D but

3 Gases from vehicles mainly causes air………

A pollute B polluting C polluted D pollution

4 I suggest that you …………study harder in English

A can B could C should D will

5 Students will not understand the lesson…… they not listen to teacher

A so B if C however D as

6 She was tired ………., she had to continute her work

A However B Because C so D if

7 We should …… the amount of garbage by cycling them

A.reduce B reduction C reducing D reduced

8 Participants suggested ………… a show to raise money

A organize B organizing C to organize D organized II Complete the sentences, using the phrasal verbs in the box.

1 “ Please ……… the radio It is too loud.”

2 Mai will ……… the baby when you go out tonight

3 Students should ……… the school activities to develop their social skills “ Don/t be lazy You have to ……… collecting plastic bags.” Mr Jone said. After graduating from college, he want to ……….a job

(93)

III Rewrite the secound sentence in an another way that has the same meaning as the first one.

1 Remember to take care of this tree or it will die

 If we don/t ……….

2 My classmates suggested that we should collect garbage around the school  My classmates suggested ……… Minh is very good at speaking English

 Minh can speak ……… The Browns want to use solar energy They can save money

 Because ……… IV Write three or four your ideas about the ways to save elctricity in your daily life.

(H y viết đến ý tã ởng em cách tiết kiệm điện em dùng hàng ngày)

(94)

Period: 48

Teaching date:……… TEST CORRECTION A./ OBJECTIVES:

I Knowledge:

II Skills: Analysis. B./ PROCEDURES:

1.Act.1: Teacher/s and Ss/ correction.

- invites others to correct - asks the class to take notes 2 Act.2: Ss/ correction.

Đ

áp án thang điểm

Cõu I: 4,0 điểm (Mổi câu đựoc 0,5 điểm)

1.C 2.A 3.D 4.C 5.B 6.A A 8.B

Câu II: 2,0 điểm (Mổi câu đựoc 0,4 điểm).

1.turn off look after take part in go on look for

Câu III: 2,0 điểm (Mổi câu đựoc 0,5 điểm)

1 If we not take care of this tree, it

- collect the tests

Câu IV: 2,0 điểm (Mổi câu đựoc 0,5 điểm)

Possible answers:

- We should turn off TV, radio,…… when we not use them

- We should use energy-saving light bulbs instead of ordinary bulbs

- We should use gas fire to cook meals instead of electricity

(95)

will die

2 My classmates suggested collecting garbage around the school

3 Minh can speak English well/skillfully

4 Because they can save money, the Browns want to use solar energy

Period: 49

Teaching date: … /… UNIT 8: CELEBRATIONS LESSON 1: LISTEN & READ A./ OBJECTIVES:

(96)

- Understand the way to use the Relative clauses with “Which,Who and Whom” II Skills: Listening, reading and writing.

B./ PROCEDURES:

I Settlement: Greets and checks attendance II Revision: Maching (Getting started- P.65)

T: uses the pictures and asks Ss to share their ideas in groups to match them with the celebrations Questions:

? When does Lunar New Year/ Christmas/… occur

? What the people often at Lunar New Year/ Christmas/… ? Which celebrations you like best Why?

III New lesson:

*) Lead-in:

- elicits more festivals from Ss and introduces the lesson

1 Presentation: a.Act.1: Vocabulary

-(to) celabrate/………./ (Trans.) { celebration (N)

- (to) occur (Trans.)

- (to) decorate /………… / (Examples.) - (a) sticky rice cake (Picture)

- slavery /…………./ (N) (Situation) - elicits first and says out the words - writes and checks

- asks Ss to make the sentences and runs through the words

- uses Slap the board to check vocab b.Act.2: Listen and answer the Qs *)Guiding questions:

1 What celebrations people talk about?

2.Which countries celebrate TET? 3 Which countries celebrate Passover? - writes the questions on the board - introduces the passage

- plays the tape twice - gets feedback

- aks Ss to read the text again to check 2 Practice:

a.Act.1: Word map (Read the text and fill the information on the Table- P.66)

*)Answerkey:

- try out and repeat chorally- individually - give the meaning & make sentences and read through them

- play the game into two teams

- … Tet, Passover and Easter - … Viet Nam

-… Israel

- reads through the infomation - pay attention

- listen to the tape to get information - give their answer individually - check their answers again

- read it and confirm their answers

Celebration When? Activities? Food? Country?

TET in late January or early February

cleaning and decorating homes and enjoying special food

sticky rice cakes

Viet Nam Passover late March or

(97)

- hangs on the poster with the Table and runs through the information

- asks Ss to read the text again and find out the missing information

- gets feedback

b.Act.2: Asks and answer about the celebrations (In the Table)

- makes the model with Ss and asks them to work in pairs

3.Further practice: *) Relative clause. Example:

- Tet is a festival It occurs in late January  Tet is a festival which occurs in late January

- The doctor is Mr.Nam He has checked our health

 The doctor who has checked our health is Mr Nam

- The teacher is generous I saw him yesterday

 The teacher whom I saw yesterday is generous

- gives the model and asks Ss to pick out the use

- gives feedback

- read through the Table

- read it and share their ideas in pairs - give their answers and explain them - check the answers with T

Possible questions: 1 When is Tet celebrated?

2 Which activities people often do? 3 What food they often eat?

4 Which countries is it celebrated in? - ask and answer the information on the Table

*) Use and form: The relative clause is the subordinate adjective clause It begins with relative/ adverb pronouns and comes after the modifying nouns/ noun phrases - share their ideas in pairs and pick out the use and structure

- copy down the rule

IV.Consolidation: Summarizing

- aks Ss to talk about the celebrations, using the infomations on the Table V.Homework:

- asks Ss to revise the lesson & excercises 1,2-P.52,53 -workbook) - asks Ss to prepare: Speak -P.66

Period: 50

Teaching date: … /… UNIT 8: CELEBRATIONS

LESSON 2: SPEAK AND LISTEN –PAGE 66 A./ OBJECTIVES:

(98)

B./ PROCEDURES:

II Checking: Asks Ss to answer the following questions. 1 When does Tet occur?

2 What people often on Tet holiday? 3 What people often eat at Easter? 4 In which countries does Easter occur? III New lesson:

*)Lead-in:

- gives the situations

?Minh does not want to continue going to school What should you say to persuade Minh to go to school again

? Lan gets 10 marks for her English exam, What will you tell her - introduces the lesson.

1.Pre-speaking: a)Act.1: Vocabulary

- compliment (N) /………./ (Explanation) Ex: we should give him a compliment. - congratulate (V) /………/ { congratulation (N)

 to cogratulate someone on s.thing - charity (N) /……… / (Situation) - nominate (V) /…………./ (Trans.) {nomination

- asks Ss to make the sentences - uses Matching to check vocab b)Act.2: Presentation picture 1.Model:

Lan: Congratulations on your result Hoa: Thanks

2 Form: When we want to give a compliment , we use (P.58)

+Give a compliment - Well done

- Congratulations on …… - Let me cogratulate you on …… - ………

- gives a picture in which Hoa gets 10

sentences

- match the words with the Vietnamese meaning

+ Respond to a compliment: - Thanks

- It/s nice of you to say so

- That/s very kind of you.

……… - look at the picture and answer the questions

- try to pick out the language - read through the model

- give the meaning, form and use - listen and copy down

*) Questions for Teacher ?Who are they

(99)

marks for her exam

? How many marks does Hoa get ? What does Lan want to say

- asks Ss to look at the picture and elicits the target language from Ss

- writes the model and runs through them - does concept check

-explains more and runs through the model 2.While-speaking

a)Act.1: Give the appropiate compliment and respond for each situation (P.66) *) Example:

Mai:Well done, Trang Trang: Thanks

-hangs on the pictures and helps Ss to pick out the situation

- gives the example and asks Ss to work in pairs to practice giving and respoding to complimemts

3.Post-speaking: a,Act.1: Roleplay

- asks Ss to work in groups and build up the situations in which they can

compliment their friends

- invites four pairs to play the role - asks the whole to share their ideas

? What does Trang respond. - look at them , answer the Qs

- make the model with teacher and build up their conversations through pictures - practice giving a compliment

- share their ideas in groups and make the conversations

- play the role to the front - compare their language

Listen and check the predictions *) Answer key:

a, days e, hand b, take f, kindness c, mind

- Checks the understanding of the lesson

? When will we use: Well done/ Let me congratulate you on……/……… ? How can we respond to compliments

V.Homework:

- asks Ss to to revise the lesson at home - asks Ss to prepare: Listen- P.68

Period: 51 n0

Teaching date: … /…

Unit 8: Celebrations( Lesson 3: listen - Page 68) A./ objectives:

- listen and understand the concent of the song Auld Lang Syne - Practice singing this song

(100)

B./ procedures:

I Settlement: Greets and checks attendance II.Wam-up: Wordsquare (Teamgame)

O L D N L O N

R A U L d o g

A N d e u n S

N G l o n g I

G a r d e n N

E g g s t h C

s y n e l l e

III New lesson:

*)Lead-in:

- uses Wordsquare to introduce the song: Auld Lang Syne

- Auld Lang Syne (N): The time goes past; the good old days

In Scots: Auld = old; Lang = Long; Syne = Since

- acquaintance (N) / ………… / (Trans)

- thine = yours

- uses What and Where to check vocab b)Act.2: Open prediction.

- hangs on the poster with the song and runs through the information

- asks Ss to predict the missing information in the gaps

- gets feedback 2.while-listening a)Act.1:

- asks Ss be about listening to the text about the song

- gets feedback

b)Act.2: Comprehension questions.

- try out and repeat chorally- individually - give the meaning & pronounciation - read and then rewrite the rubbed words - read through the song

- pay attention

Possible answer

(101)

? What is the main content of the song

- asks Ss to read through the song and answer this question individually - gets and gives feedback

Practicing singing the song - instructs Ss to sing the song

- give feedback and correct the answers and their predictions

- It talks about the friendship, the good old memories and the best wishes to one another

- read it and answer it quickly - copd it down

- sing it chorally, and then individually IV.Consolidation:

- Asks the whole to sing the song again V.Homework:

- asks Ss to practise the song at home - instructs them to prepare : Read (P68)

Period: 51

Teaching date: … /… UNIT 8: CELEBRATIONS LESSON 4: READ - Page 68 A./ OBJECTIVES:

- understand the details of the passages about the feelings from the children for their fathers

- know more about Father/s Day and talk about their fathers. II Skills: Reading & Speaking

B./ PROCEDURES:

(102)

II Revision: Matching

T: sticks the cards on the board and asks Ss to match them with the following celebrations

Women/s Day Teacher/s Day Father/s Day

Christmas Day Lunar New Year Birthday III New lesson:

*)Lead-in: Chatting

? Do you know Father/s Day What will

you on Father/s day.?

-introduces the lesson 1.Pre-reading:

- hug (N) / { (to) hug/ to give a hug - considerate(Adj.) /

- sense of humor { humorous (Adj) Ex: Nam always has a sense of humor. - Priority (N) /…………./

- terrific (Adj) /………… /

- writes and checks

- uses Slap The Board to check vocab b)Act.2: T/F statement predictions *) Statements:

1 Rita/s father teach him how to love, cry

and laugh.

2 Jane is now a little girl She always remembers the days when she lived with her father.

3 Jane is always a liitle girl of her father. 4 Bob/s father is a considerate and

generous man.

5 All his friends not know him a lot. - hangs on the statements and focus Ss on the information Asks Ss to predict the information in groups

- gets feedback 2.While-reading

a)Act.1: Read the passages and check the predictions.

- asks Ss to read the passages again to check their predictions

- gets feedback again

(Picture) (Trans.) (Explanation)

(Trans.) = wonderful

- try out & repeat chorally-individually - give the meaning & make the sentences - Play the game into two teams

- read them through

- share their ideas and write their predictions on the worksheets - stick the worksheets on the board

- read it and then share their ideas in pairs - give their answers

- give out the information in the passages

*)Answer key: a,……to his father.

b, He is possibly dead These ideas: How much you are missed and loved …

(103)

- checks the understanding

a)Act.1: Read the passage and answer the questions.(P.69)

- hangs on the Qs on the board & runs through them

- asks them to read the passage again to answer all

- gets feed back

- asks Ss to play the role with the Qs., 3.Post-reading:

Talk about your father

- writes down the above Table and asks Ss to complete it with the infomations about their father

- makes the model and asks them to ask and answer about their father

- gets feedback

c, He has a sense of humor.

d, A father as a teacher, a caretaker , a friend, ……

*)Answer key:

T F T T F ? When is Father/s Day

- It is on the third Sunday in June. - read through the questions

- ask and answer the Qs Ex:

S1: What is your father/s name?

S2: He is Nam S1: How old is he?

S2: He is forty- five years old ………

- complete the informations in the Table about their father

- make the model with T and use their own language to ask and answer

- make the conversations to the front IV.Consolidation:

- ? What should you on Father/s Day. V.Homework:

- asks Ss to read the text at home again and write about their father , using the information on the Table

- asks Ss to prepare: Write- P.70 Period: 52

Teaching date: … /… UNIT 8: CELEBRARION LESSON 5: WRITE- Page 70 A./ OBJECTIVES:

- write a paragragh about their ideas of celebrating Mother/s Day or Father/s Day. II Skills: Writing

B./ PROCEDURES:

I Settlement: Greets and checks attendance II Warm-up: Network

Women/s Day Teacher/s Day

Name Nam

Age 45

Job Worker

Appearance Tall

Character Generous

Your feelings Love,…

(104)

III New lesson:

*)Lead-in: Chatting

?Do Vietnamese people celebrate Father/s

or Mother/s Day

? In which countries people celebrate it ? When does it occur

? What people often on that day. - introduces the task of the lesson 1.Pre-writing:

- (to) express one/s feelings (Explanation)

- (to) enhance (Trans.)

- (to) have an opportunity to something = (to) have a chance to something - memory (N) (Trans.)

- (to) support (N) (Trans.)

- writes and checks

- uses Slap The Board to check vocab b)Act.2: Presentation text

*) Outline of a paragragh:

1 Introduction: Talking about the reasons you want to celebrate Mother/s Day or

Father/s Day.

2 Body: Giving details about when, how to celebrate, what special gifts and food to offer.

3 Conclusion: State whether or not you think your ideas will be reported and you hope it will be celebrated.

- asks Ss to read the outline at P.70 - gets feedback and checks the understanding of the outline

- explains more each part of a paragragh used to connect the ideas

2.While-writing:

a)Act.1: Answer the questions.

1 Why you want to celebrate Mother/s

Day/ Father/s Day ?.

2 When will you celebrate it? Why you

- try out & repeat chorally-individually - give the meaning & make the sentences - Play the game into two teams

- read it and give their answers and explain the main content of each paragragh

- copy it down

- ask and answer the questions to pick out the information

- ask and answer to the front - take notes

- write a paragragh about having a day to celebrate for their Mom

(105)

want that day?

3 How will you celebrate it?

4 What special gifts you want to give to your Mother/Father?

5 What foods you want to offer them? - hangs on the Qs and asks Ss to ask and answer them in pairs

- gets feedback

- makes some information clearly b)Act.2: Write a paragragh. -asks Ss to write the paragragh individually

- goes around to help Ss

- gives out the cellophanes (about 4) and asks Ss to write their paragragh in groups 3.Post-writing:

Exhibition

- collects paragraghs from Ss and put them in the overhead

- share and compare their work - correct the paragraghs with teacher

- uses Exhibition to revise the way too write a paragragh V.Homework:

- asks Ss to complete their paragraghs and write another one about a day for their Fathers

- asks Ss to prepare: Language Focus - P.70-73

Period 53:

Teaching date: … /… UNIT 8: CELEBRATION LESSON 5: LANGUAGE FOCUS- PAGE 70-73 A./ OBJECTIVES:

- Revise and practise further in connectives: and, but,… , some of phrasal verbs and making suggestions

II Skills: Writing B./ PROCEDURES:

II Checking: asks two Ss to present their speech to the front of the lass. III New lesson:

(106)

a, and b, but c, because d,Therefore e, or f,so g,and h, however - gives theconnectives : and,or, but, so,… and checks the meaning, the fuction,use - asks them to complete the excer in pairs - gets feedback & helps Ss to correct 2.Act.2: Use the right tense form of the phrasal verbs in the box and the pictures ( Part 2-P-63)

*) Answer key:

a, look after b, go on c, turn on d, look for e, turn off

- asks Ss to match the phrasal verbs with the pictures to find out the meaning

- gets feedback and explains their meaning - asks Ss to complete exercise in pairs - gets feedback

3.Act 3: Rewrite the sentences, using the cues.(Part 4-P.64).

*)Example:

- collect some money

 I suggest collecting some money. - work harder on your pronunciation

 I suggest (that) you should work harder on your pronunciation

*)Answer key: a)

- I suggest collecting unuesd clothes.

- I suggest organizing a show to raise money. ………

b)

- I suggest that you should write sentences with new words.

- I suggest that you should speak English in class.

……… - gives the example & checks the meaning & the form

- asks Ss to work individually and the in pairs to complete the exercise

- give the structure and work in pairs  adverb clause of reason,result, conccession……….

- speak out their answers & correct it

- match it in groups to find out the meaning

- work in pairs, using the phrasal verbs and the tense form

- write their answers on the board - correct the answers and copy down

- S + suggest + V-ing

- S + suggest (that) + S + should + V-inf.

- write the ways to make suggestions ; first Exer (a) and then (b)

- write their answers on the board - check it with teacher and then copy

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IV.Consolidation: Multiple choice

Circle the best answer in the parentheses (Groupwork)

6 Nam always goes to school on time, (but,so, because) he goes to class late today We suggest (turn, turned, turning) the faucets

8 They (want, enjoy, suggest) the plumbers to check the pines

9 I am busy today because I have to ( look for, look after, look at) my house 10.Nga was sick.( However,Therefore,So), she went to school

V.Homework:

- asks Ss to revise the lesson at home

- asks Ss to revise from Unit to to prepare for 45-minute examination

Period: 54

Teaching date: … /…

UNIT 9: NATURAL DISASTERS LESSON 1: LISTEN & READ A./ OBJECTIVES:

- Learn vocabulary about disasters and understand the dialogue about the weather - Talk about the weather of the countries in Viet Nam

II Skills: Listening, reading and speaking. B./ PROCEDURES:

I Settlement: Greets and checks attendance II Revision: Maching (Getting started- P.65)

T: uses the pictures and asks Ss to share their ideas in groups to match them with the phrases

1 snowstorm volcano 2 earthquake 4 typhoon III New lesson:

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?Do you often see a snowstorm/ earthquake/….

? Where does a snowstorm/ earthquake …. often occur

- snowstorm (N) /………./ (Pic ) - earthquake(n) /………? (Pic.) - volcano (N) /………./(Pic) - typhoon (N)/……… /(Pic.)

- thunderstorm (N) /……… / (Tras.) - elicits first and says out the words

- writes and checks

- asks Ss to make the sentences and runs through the words

- uses Slap the board to check vocab b.Act.2: Listen and answer the Qs *)Guiding questions:

1 What is on TV?

2.What is the temperature in HCM city? 3 Does Grandma trust weather porecast? - writes the questions on the board

- introduces the passage - plays the tape twice - gets feedback

- aks Ss to read the text again to check - asks Ss to read the text aloud in groups 2 Practice:

a.Act.1: Read the tex and fill in the blank (Part b-P.75)

*)Answerkey:

1 turn up- weather forecast raining

3 central highlands have temperatures

5 the weather forecast- watching them - hangs on the poster with the missing information and runs through the information

- gets feedback

3.Further practice: Ask and answer

- try out and repeat chorally- individually - give the meaning & make sentences and read through them

- play the game into two teams

- The weather porecast … - between 27oC and 32oC

- No, she doesn/t

- reads through the infomation - pay attention

- listen to the tape to get information - give their answer individually - check their answers again

- read it and confirm their answers - play the role in groups of five

(109)

about the weather Example exchange:

S1: What/s the weather like in Ha Noi?

S2: It is hot and sunny

S1: What is the temperature?

S2: It has the temperature between 27oC

and 35oC

- gives the languge and makes the model - asks Ss to practice it in pairs, basing the map at P.75

- gives feedback

- make the model with T

- ask and answer about the weather in different places in VN

- talk about the weather IV.Consolidation: Summarizing

- use Further practice V.Homework:

- asks Ss to revise the lesson

- asks Ss to prepare: Speak and Listen

Period: 55

Teaching date: … /… UNIT 9: NATURAL DISASTERS LESSON 2: SPEAK AND LISTEN A./ Objectives:

- understand and use SHOULD for advice to talk about their preparation for a forthcoming typhoon

II Skills: Speaking and writing. B./ Procedures:

repair the house buy some candles

.

III New lesson:

*)Lead-in:

- gives the situations

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A typhoon if coming You know it and you want to prepare something - introduces the lesson.

1.Pre-speaking:

a)Act.1: Check what preparations you think should be made for a typhoon (P76)

- asks Ss to work in groups to pick out the good ideas to prepare for a typhoon

- gets and gives feedback

- asks the whole to share their ideas b)Act.2: Presentation Text

1.Model:

S1: I think we should buy some canned food before a typhoon.

S2: Yes, I think so But why?

S1: Because the markets will be closed and no food will be available

S2: I think we should buy a ladder. S1: What for?

S2: We need to fix the roof because there must be strong wind.

2 Form: Use to give advice or make suggestions:

- I think we should …… It would be better if we …

- asks Ss to practice the model in the book and then pick out the language

-explains more and runs through the model 2.While-speaking

a)Act.1: Discussion (Part b-P 76)

- asks Ss to use the information at P.76 and practice giving their ideas in pairs. - asks Ss to show their ideas to the front - corrects if necessary

Listening

b)Act. : Listen and check the predictions

- asks Ss be about listening to the text - plays the tape twice

- write their answers on the posters - stick the posters on the board - share and compare

sentences

- try to pick out the language - read through the model

- make the model with teacher first and build up their conversations through the cues

- practice giving their ideas about preperations for a typhoon

- correct themselves - pay attention

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- gets feedback

3.Post-speaking: a,Act.1: Brainstorm

( List out your preparations for a flood) - asks Ss to work in groups and list out their preparations

- goes round to help them

- invites the representative of each group - asks the whole to share their ideas

and their predictions *) Answer key:

1 bottom sheft of your bookshelves 2 fridge inside

3 washing machine under a strong table

4 mirrors doorway

5 a window corner of a room

- work in groups and write their ideas on the posters

- sick their answers on the board - share and compare their results IV.Consolidation:

- use Post-speaking V.Homework:

- asks Ss to to revise the lesson at home and write their preparations for a forthcoming flood at home

- asks Ss to prepare: Lesson 3: Read Period: 5̉̉̉̉̉̉

̉̉̉̉̉ 6

Teaching date: … /… UNIT 9: NATURAL DISASTERS LESSON 3: READ

A./ Objectives:

- understand the details of the passages about the natural disasters that usually happen in the world

II Skills: Reading, Writing and Speaking B./ Procedures:

I Settlement: Greets and checks attendance. II revision: Slap the board

III New lesson:

*)Lead-in: Chatting

?Where earthquakes usually happen -introduces the lesson

1.Pre-reading: a)Act.1: Vocabulary

- (to) collapse (Pic.)

- (the) abrupt shift (Trans.)/……… / - (the) tidal waves (Trans)

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- (to) erupt (Pick)

{ volcanic eruption (N) - (to) suck up (Pict.) - (a) funnel (Pict.)

- writes and checks

- uses Matching to check vocab

b)Act.2: T/F statement predictions(P.79) - hangs on the statements and focus Ss on the information

- asks Ss to predict the information in groups

- gets feedback 2.While-reading

a)Act.1: Read the passages and check the predictions.

*)Answer key:

T T F T F 6.T - asks Ss to read the passages again to check their predictions

- gets feedback again - checks the understanding

a)Act.1: Read the passage and complete the sentences.(P.79)

*)Answer key:

1,… occur in the Pacific Rim 2,… people were killed

3, …….there is an abrupt shift in the underwater movement of the Earth 4,…….a cyclone

5,… the word “Typhoon”

6,… pass overland below a thunderstorm. - hangs on the sentences on the board & runs through them

- asks them to read the passage again to complete it

- gets feed back

- asks the whole to check 3.Post-reading:

Talk about natural disasters 1,Where earthquakes often occur? 2, When the tidal waves occur

- try out & repeat chorally-individually - give the meaning & make the sentences - match the words with Vietnamese meaning

- read them through

- share their ideas and write their predictions on the worksheets - stick the worksheets on the board

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3, What are the names of tropical storms? 4,What are tornaodes?

- writes down the questions and asks Ss to answer them in pairs

- gets feedback

- read the text again and practice asking and answering

- make the conversations to the front

IV.Consolidation: - Use Post-reading V.Homework:

- asks Ss to read the text at home again. - asks Ss to prepare: Write- P.80

Period: ̀̃57

Teaching date: … /… UNIT 9: NATURAL DISASTERS LESSON 4: WRITE

A./ Objectives:

- write a paragragh about their ideas of celebrating Mother/s Day or Father/s Day. II Skills: Writing

B./ Procedures:

I Settlement: Greets and checks attendance II check - up: Questions

? Where earthquakes usually occur ? When does a tidal wave occur

? What we call a tropical storm in Australia/ Asia/ South and North America/ China

? What is a tornado III New lesson:

*)Lead-in: Chatting

?Have you ever see a strom ? What did it look like.

- introduces the task of the lesson 1.Pre-writing:

a)Act.1: Discover the picture (P.80) - hangs on the pictures and ask Ss to work in groups to pick out their meaning

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- elicits the language from Ss.

- asks the whole to share their ideas and express their ideas from the pictures Ex: Pic.1: Lan played with her dog - notices Ss with the Simple past, Past continuous and Past perfect

2.While-writing:

a)Act.1: Write a story about a typhoon. - makes the model for the first sentence and ask for Ss/ understanding.

- asks Ss to complete the story individually  in groups

- goes round to help Ss

- makes some information clearly 3.Post-writing:

Exhibition

- asks each S to write their sentence on the blackboard

- asks the whole to correct the result - gives feedback

Ex: S1: What did she do?

S2: She played with her dog - express their ideas to the front

- give their ideas and take notes

- pay attention

- write their story and then share their ideas in groups

- go to the board and write their sentences - correct the story with teacher

- copy down IV.Consolidation:

- uses Exhibition to revise the way to write a paragragh

V.Homework:

- asks Ss to complete their paragraghs at home - asks Ss to prepare: Language Focus - P.80-82

Possible story

It was a beautifull day The sun was shining The sky was blue and the weather was perfect Lan was outside playing with her dog, Skippy All of a sudden, her dog behaved strangely She kept running aroud in circles Lan ran

home with her dog and told her mother what Skippy did Lan/s mother- Mrs.

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Period 58:

Teaching date: … /… UNIT 9: NATURAL DISASTERS LESSON 5: LANGUAGE FOCUS A./ Objectives:

I Knowlege: At the end of the lesson, Ss will be able to: - understand and use Non-defining relative clause

- revise and practise further in Defining and Non-defining relative clause II Skills: Writing and speaking

B./ Procedures:

II revision: asks two Ss to combine two following sentences into one I like reading books They tell me about different people and cultures A girl is my friend She Stayed with us during Christmas

3 My aunt is a woman Her house was broken by a typhoon - asks Ss to check and revise defining relative clause

III New lesson:

1.Act.1: Use “ Who, Whom, Which, that “ to combine two sentences.(Part 1-P.81) a, The city is Kobe It was struck by a huge earthquake in 1995 in Japan.

b, The animal is rhinoceros It has one or two horns on its snout.

c, The explorer is Christopher Columbus He discovered America.

d, That boy is playing football We askes him some questions.

- checks the understanding of Relative - give Relative pronouns/ adverbs Defining relative clause Relative pronouns Relative adverbs Who, whom, which, whose Where, when, why

(116)

clause

- hangs on the exer and check the way to this task

- asks them to complete the excer in pairs - gets feedback & helps Ss to correct 2.Act.2: Use Non-defining relative clause ( Part 3-P82)

a,Model

- Viet Nam exports rice It is in the South-East Asia

 Viet Nam, which is in the South-east Asia, exports rice

b, Use: Differences from Defining - defining noun is very clear.

- There is a comman before and after Non-defining relative clause.

- “That” cannot replase “ Who, whom, which.

- gives the example and asks Ss to combine it

- does concept check

- asks Ss to complete exer –P.82 - gets feedback

3.Act 3: Combine two sentences into one a, Lan sings very well She got a prize on her ferformance.

b, Lang Son is on the Ky Cung river It snowed in Lang Son in the winter of 2002. c, The earthquake was dangerous We felt scared about it.

d, My English teacher is Mrs Lien She sings very nicely.

- hangs on the exer and helps Ss to define ther task

- asks Ss to work individually and the in pairs to complete these exercises

- give the ways to it.

- write their answers on the boeard and check them with T

- combine two sentences into one

- talk about the way to use and discover the differences as against Defining Clause - complete it in pairs

- write their answers on the board - check the answers with teacher

- discover the Defining and Non-defining relative clause

- combine these sentences

- check it with teacher and then copy down

IV.Consolidation: Gap-fill

(117)

V.Homework:

- asks Ss to exer 3-P 81 (Textbook), exer –P 62 (Workbook )at home - asks Ss to revise from Unit to to prepare for 45-minute examination

Period: 59

Date:…… /……

45 – MINUTE EXAMINATION A./ OBJECTIVES:

I Knowlege:

- helps Ss to examinize and evaluate their learning

B./ PROCEDURES:

III Collection:

- asks them to revise the knowlege at home for the test correction Test

I Circle the best answer from three options in parentheses. That/s very kind ……… (of, in, at) you to say so.

2 Trinh is the student who can speak English very…… (good, bad, well) in my class Most of earthquakes in the world ………(happens, occur, erupt) in the Ring of Fire When tropical storms reaches 120 km per hour, it is called … (tornado, typhoon, snowstorm)

5 The person … (who, whom, which) reaches the South Pole was Norwegian explorer

6 The ocean sunfish is the name of the fish ……(which, who, whose) produces eggs She couldn/t work,…………(because, although, so) she was ill.

8 (Although, If, Because) … the weather was bad, the children went camping II Match the words with its description on the right

1 Easter

2 Father/s Day Lunar New year Tornadoes Tidal waves

a They occur when there is an abrupt shift in the underwater movement of the Earth

b.is the day which is celebrated on the third Sunday in June. c The day when Christians celebrate the birth of Christ.

d The festival occurs in late January or February It is time for families to clean and decorate their homes

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III Combine two sentences into one, using relative pronouns and relative adverbs. Minu is my favorite dog It looks after my house very well

2 We have told about the girl You wrote her a letter last year

3 My grandmother often tells me good stories Her house was broken by an earthequake

4 Kangaroos have a long tails They come from Australia Ba likes playing the guitar He lives on Trang Tien street

IV Read the passage and decide if the following sentences are tru (T) or false (F) Almost a hundred thousand people were killed and half a mollion homes destroyed as a result of an earthquake in Tokyo in 1923 The earthquake began a minute before noon when people were cooking their midday meals Thousands oof stoves were overturned as soon as the earth began to shake As a result, small fires broke out everywhere and quickly spread It is impossible to use fire fighting equipment

Consequently, over ninety percent of the dammage was caused by fire rather than by the collapse of buildings

1 A hundered thousand people were killed in Tokyo in 1923 because of a tornado - …

2 The earthquake began a minute before midnight…-……… People used fire fighting equipments to prevent fires…-……… Over ninety percent of the dammage was caused by fire…-………….…… IV Find out one mistake in each sentence and correct it.

1 Tet is a festival that occurs in late January or early in Febrary……….….……… The doctor who car was lost is talking to the policemen………

…………

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Period: 60

Teaching date:………… / … TEST CORRECTION A./ OBJECTIVES:

I Knowledge:

II Skills: Analysis. B./ PROCEDURES:

1.Act.1: Teacher/s and Ss/ correction.

- invites others to correct - asks the class to take notes 2 Act.2: Ss/ correction.

Câu I: 2,0 điểm (Mổi câu đựoc 0,25 điểm)

1 of well occur typhoon who which because 8.although Câu II: 1,5 điểm (Mổi câu đựoc 0,3 điểm).

1.c b 3.d

- collect the tests

Câu IV: 2,0 điểm (Mổi câu đựoc 0,5 điểm)

1.F 2.F 3.F

4.T

(120)

4 e a

1 Kangaroos, which come from Australia, have a long tail

2 Ba, who lives on Trang Tien street, likes playing the guitar

1 that  which go  going who  whose it  which

Câu III: 2,5 điểm (Mổi câu đựoc 0,5 điểm)

3 Minu, which looks after my house very well, is my favorite dog

or Minu is my favorite dog which looks after my house very well

4 We have told about the girl whom you wrote a letter last year

5 My grandmother whose house was broken by an earthquake often tells me good stories

(121)

Period: 63

Date: … /… 200

Unit 10: life on other planets

- Learn vocabulary UFOs and understand some information about the other planets

- Talk about the life on other planets II Skills: Listening, reading and speaking. B./ procedures:

I Settlement: Greets and checks attendance II Revision: Chatting (Getting Started )

- hangs on the pictures and asks Ss to use the questions at P 83 to ank aand answer - invites Ss/ ideas

III New lesson:

*) Lead-in:

?Have you ever seen UFOs

? Do you believe the life on other planets. - introduces the lesson

- (a) strange object /………./ (Trans.) - (a) spacecraft /………/ (Pic.)

- (an) alien (N) /………./(Pic) -(to) sight /(Trans.)

- (to) disappear /….……… / (Trans.) - elicits first and says out the words - writes and checks

- uses R.O.R to check vocab

b.Act.2: Read the text and find out the synonyms.(Part a-P.84)

*)Answer key:

1.evidence collecting 2.meteor capture 3 aliens disappear

- asks Ss to read through the task at P 84 and explains the task

- asks them to read the text in groups to find out their synonyms

- gets feedback and invites the explanations

- try out and repeat chorally- individually - give the meaning & stress

- read and then rewrite the rubbed-oput words

- listen to T/s instructions

- read the text and share their ideas in groups

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- gives feedback 2.practice:

a.Act.1: Read the tex and fill in the blank (Part b-P.84)

*)Answerkey:

a, An aircraft, a weather ballon or s meteor

b, nine large round objects travelling at about 2.800 meters an hour

c, 1,500 UFOs sighting d, a UFO above their

e, an egg-shaped object in one of his fields and also aliens collecting soil samples. F, claimed they were captured by aliens and taken abroad a spacecraft.

g, and his plane disappeared after sighting a UFO

h, That he saw a plate-like device at a treetop 30 meters away.

- hangs on the poster with the missing information and runs through the information

- gets feedback

3.Further practice: Summarizing - asks Ss to work in groups again to

summarize the text and then invite two Ss to present to the front

- copy down

- read it and share their ideas in pairs - give their answers and explain them - check the answers with T

- work in groups and then pesent their text to the front

IV.Consolidation: - use Further practice V.Homework:

- asks Ss to revise the lesson - asks Ss to prepare: Speak -P.85

Period: 64

(123)

Unit 10: life on other planets ( Lesson 2: speak –Page 85) A./ objectives:

- understand and use SHOULD for advice to talk about their preparation for a forthcoming typhoon

II Skills: Speaking and writing. B./ procedures:

aliens spacecraft clever people modern life

III New lesson:

*)Lead-in:

- Things out of the earth is not very strange to us now because of modern equippments We can see and hear about other planets everyday - introduces the lesson.

1.pre-speaking: a)Act.1:Vocabulary

- Mar (Trans) - Minerals (Pic.) - Gemstones (Pic.)

- Microorganism/……… / - Little creature /………… / (Pic.) - (the) sparking spot (Trans) - elicits first and says out the words - writes and checks

- uses Matching to check vocab b)Act.2: Presentation Text 1.Model:

Nam: What these drawings say, Hung? Hung: There might be water in Mars. Nam: What about those black sparking spots on the right corner?

Hung: Well, They might be traces of

gemstones There may be a lot of precious stones on Mars.

2 Form: Talk about the possibility:

sentences

- try to pick out the language

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- S + May/Might + V-inf +…… - There may/might be + Noun phrase - elicits the model from the book

-explains more and runs through the model 2.while-speaking

a)Act.1: Ask and answer about things on Mars ( Part b-P.85)

- makes the model first and instructs Ss to change the information, using the cues - asks Ss to use the information at P.85 and practice giving their ideas in pairs

3.post-speaking: a,Act.1: Discussion

( What might there on Mars/ Jupiter….) - asks Ss to work in pairs and list out their ideas about Mars/ Jupiter……

- goes round to help them

- invites pairs to give their ideas - asks the whole to share their ideas

- give the model

- read through the model

- make the model with teacher first and build up their conversations through the cues

- practice giving their ideas things on Mars

- work in pairs , asking and answering the questions

- tell out their ideas to the front - share and compare their ideas IV.Consolidation:

- use Post-speaking V.Homework:

- asks Ss to to write things might there on Mars/ Jupiter - asks Ss to prepare: Listen- P.86

Vi.supplementary notes:

(125)

Period: 65

Date: …/……/200

Unit 10: life on other planets ( Lesson 3: listen - Page 77) A./ objectives:

- listen and understand the content of the text about the life on the moon - talk about the life on the moon

II Skills: Listening & speaking. B./ procedures:

I Settlement: Greets and checks attendance II Revision: Slap the board

III New lesson:

*)Lead-in:

- uses the picture and asks the questions ? Where is it

? What is the weather like on the moon ? What you think about life on the moon

- below/ above zero (Examples) - (an) expert (Trans)

- (a) craker (N) (Picture) - (to) jump (Mime)

- uses What and Where to check vocab b)Act.2: Open prediction (P.77).

water

- writes down the task and asks Ss to predict the information individually - gets feedback

- try out and repeat chorally- individually - give the meaning & pronounciation - read and then rewrite the rubbed words

water air river lake music sounds - read through the information and then guess the things that is not available on the moon

- speak out their predictions

temperature the moon air weigh last

On the moon, there is no…

(126)

a)Act.1: Listen and check the predictions

- asks Ss be about listening to the text - plays the tape twice

- gets feedback

bAct.2: Listen and check the correct statements (P.86)

*)Answer key:

a – c – d – f – i – j

- asks Ss to read through the statements and checks the understanding

- plays the tape twice again

- asks Ss to share their answers in pairs - plays the tape once more

- gets feedback

- plays the tape and asks Ss to check their answers

Ask and answer the questions 1 What is the weather like on the moon 2 What is the temperature?

3 What you if you live on the moon? - asks Ss to work in pairs

- pay attention

- give feedback and correct the answers and their predictions

- read through them

- listen to the tape and take notes - share their ideas in pairs

- keep listening

- speak out their answers - listen and check the results

- share their ideas in pairs IV.Consolidation:

- Asks Ss to summarize the life on the moon, using the statements V.Homework:

- asks Ss to revise the lesson and exercise 2,3 P.67 at home - instructs them to prepare : Read (P86)

(127)

Period: 66

Date:… /…./200

Unit 10: life on other planets ( Lesson 4: read - Page 86) A./ objectives:

I Knowlege: At the end of the lesson, Ss will be able to: - understand the details of the text about the trip to space - talk about the forthcoming space trip they will take II Skills: Reading and Speaking

B./ procedures:

I Settlement: Greets and checks attendance. II revision: Questions and answers

? Do you want to go to the moon

? What is the weather like on the moon ? What is the temperature

? What are not there on the moon ? Can we go to the moon

III New lesson:

*)Lead-in:

- uses above questions to lead in the lesson

- in the space (Sit.) = in the outer space

- (to) orbit (Trans) { in orbit

- (the) physical condition (Trans.) - (to) get out of ( Trans.)

- writes and checks

- uses R.O.R to check vocab b)Act.2: Ordering (P.87) *)Answer key:

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– – - -

- hangs on the statements and focus Ss on the information

- asks Ss to work in groups to put it in the right orders

a)Act.1: Compre Questions.(P.87) *)Answer key:

1,If you decide … , you will have to run a lot, swimm every day, and aerobics and pushs-up to have an excellent perfect health.

2, If you want to show you are in perfect health, you must get a letter from the docter.

3, You can see pictures of the Earth: Your country, interesting places, the oceans, the big rivers, the tall mountains.

4, We can see those scenes 16 times a day 5, We can walk on the walls or on the ceiling.

- hangs on the questions on the board & runs through them

- asks them to read the passage again to answer them in pairs

- gets feed back

- asks the whole to check 3.post-reading:

Discussion

1,If you were able to take a space trip, What would you to prepare for the trip?

2, What would you like to bring along? - writes down the questions and asks Ss to answer them in pairs

- gets feedback

- read them through

- share their ideas and write read the text to complete the task in groups

- speak out their orders and explain the information

- practice asking and answering - show their ideas to the front IV.Consolidation:

- Use Post-reading and then revise Ss with IF-Clause (Type and Type 2).

IF-Clause Main clause

Type 1: Possible Conditionals - The Simple Present

Type 2: Unreal present or future

(129)

conditionals

- The Simple Past - S + Would/Should/Could + V-inf

V.Homework:

- asks Ss to read the text at home again and exer 4,5 – P 68,69. - asks Ss to prepare: Write- P.88

……….……… ……….……… Period: 67

Date: / /

Unit 10: life on other planets ( Lesson 5: write- Page 88) A./ objectives:

- write a paragragh to talk about opinions to the existence of UFOs II Skills: Writing

B./ procedures:

I Settlement: Greets and checks attendance II revision: Questions

? Do you believe in UFOs

? What makes you believe /not believe ? Where can you see UFOs or aliens III New lesson:

*)Lead-in:

- introduces the task of the lesson 1.pre-writing:

- (an) imagination/………… /(Trans.) { imaginative (Adj.)

- (the) flying saucer (Pict.) - (the) man-like creature (Trans.) - (the) mysterious circle (Trans.) - (to) exist

{ existence (N) (Trans.)

- writes and checks

- uses Matching to check vocab b)Act.2: Matching (P.88-Part a) *)Form of argumentative paragragh:

1, Introduction: present the viewpoint I think ………

I believe/ I don/t believe ……. 2, Body: give reasons

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- Firstly/secondly/………

+ add ideas: What is more,/ Moreover,/ Additionally,/ In addition,/…

3, Conclusion: Sum up the argument - Therefore,/ in general,/ to sum up,/… - asks Ss to work in groups to match the parts of argumentative paragragh

- gets feedback and then explains the form of this paragragh

a)Act.1: Write a paragragh about the existence of UFOs (Part b-P.88). - asks Ss to read the dialogue and then share their ideas in pairs to write a paragragh

- asks Ss to complete the paragragh in groups

- goes round to help Ss

- makes some information clearly 3.post-writing:

Exhibition

- asks two groups to write their paragraghs on the blackboard

- asks the whole to correct the result - gives feedback

- read the information and share their ideas in groups

- give their answers and make it clearer with T

- read the dialogue and then write a paragragh to support the existence of UFOs The left half will be against the existence

- share their ideas in groups to complete it

- go to the board and write their paragraghs - check it with T and compare their

paragraghs IV.Consolidation:

- uses Exhibition to revise the way to write a paragragh

V.Homework:

- asks Ss to complete their paragraghs at home - asks Ss to prepare: Language Focus - P.89-90 Vi.supplementary notes:

……… Possible Paragragh

I believe UFOs exist because articles and reports in newspapers talk lots about UFO appearance

Firstly, many people around the world say they have seen flying saucers. Secondly, there are plenty of photos of them And some of the photograghers said they saw man-like creature get out of the saucers Moreover, people are talking about the mysterious circles on the fields in Great Britain.

Therefore, UFOs are no longer human beings/ imagination They are real and we

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……… ……… ……… ………

Period 68:

Date: / /

Unit 10: ( Lesson 6: language focus- Page 89-92) A./ objectives:

- revise how to use Modal verbs and If – Clause:Type and Type II Skills: Writing and speaking

B./ procedures:

I Settlement: Greets and checks attendance II revision:

III New lesson:

1.Act.1: Use “ Who, Whom, Which, that “ to combine two sentences.(Part 1-P.81) a, The city is Kobe It was struck by a huge earthquake in 1995 in Japan.

b, The animal is rhinoceros It has one or two horns on its snout.

c, The explorer is Christopher Columbus He discovered America.

d, That boy is playing football We askes him some questions.

- checks the understanding of Relative clause

- hangs on the exer and check the way to this task

- asks them to complete the excer in pairs - gets feedback & helps Ss to correct 2.Act.2: Use Non-defining relative clause ( Part 3-P82)

a,Model

- Viet Nam exports rice It is in the South-East Asia

 Viet Nam, which is in the South-east Asia, exports rice

b, Use: Differences from Defining

- give Relative pronouns/ adverbs - give the ways to it.

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- defining noun is very clear.

- There is a comman before and after Non-defining relative clause.

- “That” cannot replase “ Who, whom, which.

- gives the example and asks Ss to combine it

- does concept check

- asks Ss to complete exer –P.82 - gets feedback

3.Act 3: Combine two sentences into one a, Lan sings very well She got a prize on her ferformance.

b, Lang Son is on the Ky Cung river It snowed in Lang Son in the winter of 2002. c, The earthquake was dangerous We felt scared about it.

d, My English teacher is Mrs Lien She sings very nicely.

- hangs on the exer and helps Ss to define ther task

- asks Ss to work individually and the in pairs to complete these exercises

- combine two sentences into one

- talk about the way to use and discover the differences as against Defining Clause - complete it in pairs

- write their answers on the board - check the answers with teacher

- discover the Defining and Non-defining relative clause

- combine these sentences

- check it with teacher and then copy down

IV.Consolidation: Gap-fill

- asks Ss to complete exer – P 52 (Workbook) V.Homework:

- asks Ss to exer 3-P 81 (Textbook), exer –P 62 (Workbook )at home - asks Ss to revise from Unit to to prepare for 45-minute examination Vi.supplementary notes:

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Period: 69

Date: …./…… /……

review A./ objectives:

- Revise and practise further in the Word-formation, tenses, if-clause and Relative clause

III content:

I Choose the best answer from the words in psrentheses.

1 He is the most …… ( care, careful, carefully, carelessly) student in my class His ………(difficult, difficulty, difficultly, diffiness) is admirable

3 What ……(would,can,did,will) you if you had money?

4 My friends come to stay…… us …….Christmas (on/in, with/at, at/with) We are looking …… (at, for,in, of) a job at the moment

6 I suggested you ……… (must,should,will,ought) study harder If the weather…… (was,were,is,are) fine, we will go swimming All of us enjoy ………(sight, sighting,sighted, to sight) the UFOs

9 ……….(Earthequake, typhoons, tornadoes, volcanoes) are stroms that pass underland below a thunderstorm

10 In Asia, a tropical storm is called a ………(typhoon, hurricane, cyclone,tornado) 11.She is tired …… (so, because, if,and) she worked hard

12 (If, Although,So, When) It is raining, they play soccer

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II Use the cues to complete the following sentences. The city is Ha Noi It is the capital of Viet Nam

- The city……… Nga lives in Ho Chi Minh city She saw UFO

- Nga……… “ Shall we drive a car to work?

- I suggested……… They cannot visit the moon because they have no money

- If ……… He tried hard,but he did not pass the exam

- Although ……… The students doesn/t see the UFOS.

- They wish……… I am not rich,so I cannot buy that house

- If ……… III./ Complete the following sentences.

1 We /enjoy/read/books/the morning We/learn/English/since/2002

3 They/spend/time/do/homework/last night Nga/be used/get/early/the morning

5 The house/build/the workers/last month They/going/visit/Ha Noi/thia summer IV.Consolidation:

- asks Ss to work in pairs to complete the following sentences We/visit/Ha Long/3 years ago

- We visited Ha Long years ago.

5 My mother/work/a factory/since 2001

- My mother has worked in a factory since 2001.

6 I/enjoy/use /Internet/and/take part in/collect/ garbage

- I enjoy using the Internet and taking part in collecting garbage. V.Homework:

- asks Ss to prepare: The tenses (active and passive), Relative clause, If/Wish-clause, Adverb clause of concession, ….prepositions, for the second semester exam

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Period 70

Date:……/…… /

Đề THI HọC Kì iI môn anh văn lớp 9

N¡M HäC 2005 – 2006

Thời gian: 45/ (Không kể thời gian giao đề)

Học sinh làm đề thi này Họ tên:……… Học sinh lớp: ……… …Số báo danh: ………

§Ị thi

I.Choose the best answer from A,B , C or D Number is an example. I ……a student

A am B are C is D A & C

1 My friends come to stay …… us…… Christmas

đề thi thức

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A with/inB to/in C in/at D.with/ at I don/t know where the book is I am looking …… it now.

A in B for C at D up

3 ……… are storms which pass overland below a thunderstorm

A typhoons B tornadoes C volcanoes D earthquakes Solar energy doesn/t cause ………… in the air.

A pollution B polluted C pollute D pollutant We suggest they ………use energy saving bulbs

A should B must C can D ought

6 If the weather …… fine, we will go out for a walk

A am B was C were D is

7 My sister………… in the city since 1995

A lived B have lived C has lived D lives We enjoy ……… to classical music

A listen B to listen C listening D listened She couldn/t go to work ……… there was a storm.

A because B even though C but D where 10 He is the man……… helped me last week

A which B who C whom D whose

11 The car…… she has just bought is very modern

A which B whose C whom D where

12 Do you remember the boy……… you met yesterday?

A whose B who C whom D which

II Read the passage and choose the best answer from A, B, C or D to fill in the gaps Number is an example.

English is a very useful language If we …(0)… English, we can go to any countries we like We will not find it hard to make people understand …(13) we want to say English also helps us to learn all kinds of plans Hundreds of books are…(14)… in English every day in …(15) countries English has also …(16) to spread ideas and knowledge in all corners (17) the world.Therefore, the English languge helped to spread better …(18) and friendship among countries of the world

0 A to know B know C knew D known

13 A what B where C when D how

14 A write B wrote C written D to write

15.A much B lot of C many D a lots of

16.A made B helped C help D taken

17.A of B in C on D with

18.A understand B understood C to understand D understanding

III./ Read the text and decide if the following statements are true (T) or false (F) Number is an example.

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overturned as soon as the earthquake began to shake As a result, small fires broke out everywhere and quickly spread The fire engines were prevented from going to help because many of the roads had cracked open It is impossible to use fire fighting

equipments Consequently, over ninety percent of the damage was caused by fire rather than by the collapse of buildings

0 An earthquake occurs in Tokyo in 1932

19 A hundred thousand people were killed in 1923 because of a tornado 20 The earthquake began a minute before midnight

21 Small fires broke out everwhere because of the overturned stoves 22 People used fire fighting equipments to prevent fires

23 Over ninety percent of the damage was caused by fire

IV./ Use the given words to rewrite the following sentences Number is an example. 0 Cats are not friendly, but dogs are friendly  Cats are different from dogs.

24 The city is Kobe in Japan It was struck by a huge earthquake in 1995  The city………… ………

……… 25 Neil Armstrong lived in the USA He first walked on the moon  Neil Armstrong .…….…

……… 26 Nga cannot buy a bike because she doesn/t have money.  If Nga……

……… 27 It/s raining hard, but the children go camping.

 Although ……… .………

……… 28 What about going to the cinema tonight?

 They suggested ………

………

V Put the given sentences in the correct order (1 to 6) to complete the paragragh . 29 When you are in orbit, you will feel totally free and you will be able to walk on the

wall or on the ceiling

30 I believe in the future we can take a trip to space and enjoy wonderful feeling 31 If you take the trip, you should run a lot, swim every day, and aerobics and

push-ups

32 Once you get on the trip, you will see pictures of the Earth You may find your country and other interesting places

33 Moreover, you must get a letter from the doctor that shows you are in perfect health

34 Therefore, taking a space trip is not so difficult Start your dream now and it may come true some day

Phòng gd đakrông

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Híng dÈn chÊm vµ biểu điểm thi học kì Ii môn anh văn lớp 9

Năm học: 2005 2006

Cõu I: (Từ câu đến câu 12)(3,0 điểm - Mổi câu đợc 0, 25 điểm) 1.D 2.B 3.B 4.A 5.A 6.D

7.C 8.C A 10.B 11 A 12 C

Câu II: (Từ câu 13 đến câu 18)(1,5 điểm - Mổi câu đợc 0,25 điểm) 13 A 14.C 15.C 16.B 17.A 18.D

Câu III: (Từ câu 19 đến câu 23) (1,5 điểm - Mổi câu đợc 0,3 điểm) 19.F 20.F 21.T 22.F 23.T

Câu IV: (Từ câu 24 đến câu 28) ( 2,0 điểm - Mổi câu đợc 0,4 điểm) 24 The city ( which was) struck by a huge earthquake in 1995 is Kobe in Japan 25 Neil Armstrong, who first walked on the moon, lived in the USA

26 If Nga had money, she could buy a bike

27 Although it is raining hard, the children go camping 28 They suggested going to the cinema tonight

Câu V: (Từ câu 29 đến câu 34) ( 2,0 điểm - Mổi câu đợc 0,33 điểm)

THE END

1

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Period 20:

Date: / /

Unit 4: big or small Lesson 2: a1-2 A./ objectives:

I Knowlege: At the end of the lesson, Ss will be able to: - to discribe a school using possesion’s

II Skills: writing and reading B./ procedures:

III New lesson:

I Pre- reading - gives a game * Pelmanism: I His Thu My He Your You Her Pre- teach

- presents new words - big: lín

- small : nhâ

-in the city : ë thµnh - in the country : ë n«ng th«n * Predict( matching)

- asks Ss to predict

II while- reading(A1)

- asks Ss to read and then checks Correct Ss’s prediction

2 Comprehension questions A2( p.44) a->d

III Post - Reading

- play the game

- take notes

- repeat after the teacher

- predict the topic

- the exercise Big Phong ‘s school small

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- asks Ss to roles play * Model sentences

A: Is Phong’s school small? B : Yes, it is/No,it isn’t

( Your school, your hour, your brother’s house)

* Chain games: Dao’s ruler

- roles play

- practice

- asks Ss to talk about topic using the structure V.Homework:

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Period 21:

Date: / /

Unit 4: big or small ? Lesson 2: a3-5 A./ objectives:

- to read a text about school to understandails and get further practice in number and school vocabulary

I Settlement: Greets and checks attendance II revision: play the game Bingo

III New lesson:

I Pre - reading * Open prediction

- Asks Ss to predict what these numbers about, to with the school:

400, 900,8,20

e.g: students,teachers,desks,windows II While- reading A3(p.45)

-asks Ss to read the text and then make questions

1 Where’s Phong’s school? How many classroom are

there in Phong’s school ? How many students are there

in Phong’s school? Where’s Thu’s school? Is it small?

6 How many classroom are there in Thu’s school ?

7 How many students are there in Thu’s school?

III Post- Reading A4(p 46)

* Transformation writing:

-asks Ss to take one of the text A3 (p 450 and rewrite it according to their school

- predict the topic

- check their prediction - make questions

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- asks Ss to read their writing and disscuss about them V.Homework:

- rewrite the text

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Period 22:

Date: / /

Unit 4: big or small? Lesson 2: B1-5 A./ objectives:

- to listen to a dialogue about school and understand the details,cardinal and ordinal number

II Skills: Listening B./ procedures:

III New lesson:

I Pre- Listening Pre-teach:

- presents new wodds - and

- the first floor - the sixth grade R.O.R

-uses technique R.O.R to chech new words - gets Ss to write the words again on the BB

- the first= 1st - the second = 2nd - the third = 3rd - the fourth = 4th - the fif = 5th - the sixth = 6th - the seventh = 7th - the eighth = 8th - the nineth = 9th - the tenth = 10th

II While - listening: B1(47)

- take notes

- copy down

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- plays the tape III Post - listening * Board drill

Grade class Floor

Thu 7c 2nd

Phong 6a 1st

You

Example exchange - asks Ss to exercise S1:Which grade is Thu in? S2: She’s in grade

A: Where ‘s classroom?

B: It’s on the first floor*Write it up

- exercise

-asks Ss to read and understand the text V.Homework:

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Period 31:

Date: / /

Unit 5: Things i do Lesson 6: C2-3 A./ objectives:

- to know days of week vocabulary with “ has/doesn’t have” to talk about the weekly time table

III New lesson:

I Presentation * Vocabulary - Monday - Tuesday -wenesday - Thursday - Friday -Saturday - Sunday

II Presentation dialogue ( predict dialogue)

Nga: When we have Ba : We have it on and Nga: When we have Ba : We have it on and Nga : Does Lan have Math on .? III Practice

- take notes

- copy down

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* Board drill:

Thø2 Thø3 Thø4 Thø5 Thø6 Thø7t

T V T A V T

T V T TH V S

Sö A § Sư §

GDCD A S MT KT

CC SH

Nga: When we have Math ?

Ba : We have it on Monday and Friday

- practice

IV.Consolidation: Gap-fill - asks Ss to read the text V.Homework:

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Teaching date:

Period

INTRODUCING THE SUBJECT AND HOW TO LEARN IT A./ objectives:

I Knowlege: At the end of the lesson, Ss will be able to: - to use the books for the sixth form Ss and how tow to learn it II Skills:

B./ procedures:

III New lesson:

I Presentation - Tells a story

1 Introduces characteristics of this

subjectand troubles( having influences on) that Ss always face

2 Introduces how to use ‘’ tieng Anh 6’’ books

- Introduction ( P 3) - Sumary (4-9)

- Unit 1- Unit 16 (P.10-190) - Glossary ( 191-206)

3.How to learn English

- Learn by heart vocabolary and structures - Practice by doing exercises at home about new pattern

-Prepare new lesson

- Listen carefully and take notes

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