Đang tải... (xem toàn văn)
- Ss write their wishes on a piece of paper, then work in pairs to ask and answer.. I/ Objectives: By the end of the lesson, Ss will be able to know some more about the Ao Dai, the tradi[r]
(1)1st Week
Period The date of pre: 16 /08/2009 The date of tea: 17 /08/2009 REVISION
I/Objectives: Help Ss to revise some structures they have learned in grade II/ Language content:
- Tenses and passive voice III/ Teaching aids: flipchart IV/ Procedures:
1, Warm up: * Hangman: T E N S E S (6)
* Brainstorm: simple present simple past
Present perfect simple future
2, Presentation:
- Ask Ss to revise the form of some tenses above and their passive voice Note:
Tenses Form Passive voice simple present
simple past simple future Present perfect
S + V (s/es) + O S + V-ed/ II + O
S + will/shall + Vinf + O S + have/has + V (pp) + O
S + am/is/are + V (pp) + (by O) S + was/were + V (pp) + (by O) S + will/shall + be + V (pp) + (by O) S + have/has + been + V (pp) + (by O) 3, Practice:
- T puts the flipchart on board and tells Ss clearly what to - Ss the exercises individually, then in pairs to check - Call some Ss to read aloud their sentences
- Public check
Exercise 1: Give the correct form of the verbs: Lan (go)………to school everyday
2 They (build) ……….this house for years
3 Yesterday, I (meet)……….her at the birthday party She (fly) ………to HCM City next week
5 We often (play)……… soccer in the afternoon I (visit)……….my grandparents tomorrow He (leave)………his house days ago
8 Nam (learn)………English since 1990 You just (read) ……… this article on the website? 10 I (buy)……….that book tomorrow
11 They (stay)………there a long time ago
12 These students (be)……… never late for school Exercise 2: Change into passive voice:
(2)2 They will sell that house next week The workers have just repainted that gate Mai bought a new bike days ago
5 People speak English all over the world She gave me a gift
7 He has known Miss Pike since 2003 Have you ever eaten durian?
9 Mr Baker will visit this town tomorrow 10 They grow rice in tropical countries 11 People have built hospitals this year
12 The earthquake killed many people last year
4, Production: Make sentences from the words given: They/ buy/ new computer/ since Monday
2 This letter/ write/ by Mary I/ often/ get up/ early/ morning She/ come/ here/ next month
5 People/ cut down/ these trees/ yesterday you/ ever/ see/ that film?
- T puts the flipchart on board and tells Ss what to - Ss work in groups
- Call some Ss to write on board - Public check
V/ Homework:
- Prepare unit 1: getting started + listen and read
(3)1stWeek
Period The date of pre: 20/08/2009 The date of tea: 21/08/2009 UNIT1: A VISIT FROM A PEN PAL
LESSON 1: GETTING STARTED + LISTEN AND READ
I/ Objectives: By the end of the lesson, Ss will be able to know about some places Lan went to with a foreign friend and some activities they took part in together
II/ Language content:
- Vocabulary: correspond, mosque, be impressed by, pray, workship, keep in touch, friendliness, recreation
- Past simple tense with “wish”
III/ Teaching aids: Textbook, pictures, cassette player IV/ Procedures:
1, Warm up:* Chatting: T - whole class + Have you ever sent any letter to anybody? + Do you like to have pen pals?
+ What would you if he/ she visited you?
- Ss look at the pictures (textbook) about the country and people in Vietnam, recognize the places T asks: “Do you like to take your friends there? why?”
- Present the situation “Lan’s pen pal-Maryam is visiting Lan in Ha Noi” and teach some new words 2, Presentation: * Pre-teach vocabulary:
- to correspond (v) (explain: to write letters to each other) - mosque (n) (picture)
- To be impressed by (explain: admire s.o or s.th very much) - Pray (v) (mime)
- friendliness (n) (example: He is very friendly we like his friendliness) - keep in touch (v) (translation)
- workship (n) (translation) - recreation (n)
* Check vocabulary: Slap the board * Listening: (book closed)
- Ss listen and check the table about Maryam and tick on the correct information - Ss open their books, listen to the tape again and read the text
Maryam’s nationality Lan and Maryam have been pen pals for Places she visited Japanese
American Malaysian Indonesian
2 years over years years weeks
(4)* Multiple choice: (textbook page 7)
- Ss work in pairs - read the text again and the exercise in textbook - Get Ss’ feedback (Ss explain why to choose the answer)
Key: C B D B
- T elicits the model sentences from the text
“Maryam only has a short vacation, Lan wanted her to have a longer vacation What did Lan say to Maryam?”
* model sentence: I wish you had a longer vacation
- T explains to Ss about wish sentence (present wish) – draw the structure * Note: The present wish
3, Practice: T puts the flipchart on the board - Ss rewrite the sentences, beginning with “I wish”
a I don’t know many people here d It’s hot today
b She has a little money e They that work c Lan isn’t here f We come to class late - Ss the exercise individually, then work in pairs to check
- Public check
4, Production:
- Let Ss think of their own wish in mins, then Ss work in pairs to ask and answer Ex: S1: What you wish to now ? S2: I wish…
- Some pairs say before class
V/ Homework: - Learn new words and structure - Do exercise p 10 /workbook
(5)2nd Week
Period The date of pre : 23/08/2009 The date of tea : 24/08/2009 UNIT1: A VISIT FROM A PEN PAL
LESSON 2: SPEAK
I/Objective s : By the end of the lesson, Ss will be able to make and respond to introduction and tell something to introduce their city/ country
II/ Language content:
Vocabulary: introduce, especially III/ Teaching aids: textbook, pictures IV/ Procedures:
1, Check up: Ss hand in their writing papers - S reads the text and then answers some questions
- 1S writes the structure of present wish and gives an example sentence with it 2, Warmer: * Matching:
Tokyo Liverpool Perth Ha noi Bombay
Japan England Australia Vietnam India
3, Pre-speaking: * Pre-teach: - introduce (v) (translation) - especially (adv) (translation)
* Presenting the situation: Nga is talking to Maryam They are waiting for Lan outside her school * Rearrange the dialogue (exercise a p 8)
- Ss work in pairs to rearrange the sentences to make a complete dialogue - Public check
Key: 1- c 5- b 4- d 2- e 3- a
- T plays the role of A, S plays the roles of B, reverse roles - Ss work in pairs to practice the dialogue – Reverse roles - some pairs play the roles before class
* Check Ss’understanding by asking the questions: a Have Nga and Maryam met each other before? (No) b Is Maryam enjoying her visit to Hanoi? (Yes)
c What does she like in Vietnam? (The people are friendly and Hanoi is interesting) 4, While speaking: (Exercise b p 8)
* Role play: Ask Ss to take turns to be one of Maryam’s friends and practice the same dialogue - T shows Ss clearly what to
- T assigns clearly Ss will be Jane, Paul, or Yoko (T can divide Ss into groups to roleplay) - Ss work in groups to play the roles
(6)- Call some groups to play the roles before class - T does the delayed correction
*Ss work in pairs, imagine one is a pen pal of Lan from any countries they like and the other is a friend of Lan, say greetings and introduce themselves (T can let Ss work in groups of or 10 to prepare a dialogue and then representatives of each group play the roles before class - mark their work if possible)
V/ Homework:
- Ask Ss to copy the dialogue they like into their notebook - Learn new words + the dialogue
********************************************** 2nd Week
Period The Date of pre: 27/08/2009 The Date of tea: 28/08/2009 UNIT 1: A VISIT FROM A PEN PAL
LESSON 3: LISTEN
I/ Objective s : By the end of the lesson, Ss will be able to listen to specific information to select the correct pictures and to know about the visit of Carlo to Jim in America
II/ Language content: Vocabulary: grass, hamburger, pond. III/ Teaching aids: textbook, pictures, flipchart, cassette player IV/ Procedures:
1, Check up: 2Ss play the roles of Lan’s friend and her pen pal 2, Warmer: *Jumbled words:
+ tccah = catch + rkap = park + ilkl = kill
+ ondp =pond + rssag = grass + rrubhgame = hamburger 3, Pre-listening:
*Set the scene: Tim’s Mexican pen pal, Carlos is visiting Jim in the USA
- Ss look at the pictures and tell what there are in each one, where the places are and what people are doing in the pictures
*open- prediction: Tell Ss that Tim’ s talking to Carlo to visit some places - Ask them to think of the three things that Tim and Carlos are doing - Ss can guess and give several answers before listening
* Possible answers: They are going to the park taking a bus
going to the restaurant 4, While-listening:
* Ss listen to the tape twice, check their guess - Public check
Key: a -1 b -2 c – * Multiple choice :
(7)
1 Tim and Carlo go through the……….to catch a bus on Ocean Drive A Forest B park C yard D station
2 There are trees, flowers and ………in the middle of the park A a yard B a bench C a pond D house
3 The park-keeper is growing some more……… A grass B trees C flowers D roses
4……… walking on the grass because he didn’t see the sign A Tim’s B Carlo’s C You’re D I ’m
Key: - B - C - A - B
- T puts the exercise on a flipchart, gives Ss paper sheets - Get Ss to read through the sentences before listening
- Ss listen and choose the correct option - Public check
5, Post-listening:
- Give Ss some questions about the dialogue (on a flipchart) - Get Ss to listen and then answer
*Questions: a Which sign is there in the park? (keep off the grass) b Which bus will they catch? (the bus number 130) c Where are they going to eat? (an American restaurant)
*Tape script :
Tim: Are you hungry, Carlo? Carlo: Yes
Tim: Okay, let’s go to a restaurant downtown If we go through the park, we can catch a bus on the Ocean Drive.
Carlo: That’s fine, I really like walking in the park You’re lucky to have a place like this close to your home It’s so beautiful with all the trees and flowers and a pond in the middle.
Tim: Carlo, Be careful You‘re walking on the grass The park-keeper is growing some more You’ll kill the new grass.
Carlo: Oh, sorry I didn’t see the sign Tim: Come on It’s time we caught the bus. Carlo: Is that our bus, Tim?
Tim: No, that’s a 103 bus We want the number 130. Carlo: Where are we going to eat?
Tim: It’s up to you There is a new Mexican restaurant in town.
Carlo: Oh, no I can eat Mexican food at home I love American food I’d rather eat hamburgers. Tim: Okay I know exactly where we need to go.
V/ Homework:
- Do exercise 1,3,4 p 5,7,8/workbook - Prepare “read”
3rdWeek The date of pre :30/08/2008
(8)
UNIT 1: A VISIT FROM A PENPAL LESSON : READ
I/ Objectives: Ss practise reading the text for details By the end of the lesson Ss will have some knowledge about Malaysia, one of the countries of the Asian
II/ Language content:
Vocabulary: region, ASEAN, separate, comprise, tropical climate, unit of currency, Islam, religion(Islam, Buddhism, Hinduism) compulsory
III/ Teaching aids: textbook, pictures, cassette player IV/ Procedures:
1, Check up:
2, Warmer: * Shark attack: _ _ _ _ _ _ _ _ (MALAYSIA) *Chatting: Ask Ss these questions:
+ What you know about Malaysia?
+ Do you want to know more about this country? - T leads in the lesson
3, Pre-reading: *Pre-teach vocabulary:
- Tropical climate (elicit by giving example in Vietnamese)
- compulsory (ad ) (ex: you must wear uniform at school Uniform is compulsory ) - Unit of currency (n) (example :dong,dollars,pound .)
- separate (v) (mime )
- The ASEAN (=The Association of South East Asian Nation) - comprise (v) (synonym =include)
- Region (n) ( synonym = area) - religion (n) Buddhism Islam
Hinduism
*Check vocabulary: Ordering (Ss listen to the tape about the text on page 9-10) 4, While reading:
* Gap filling: (exercise a p 10)
- T tells Ss what to with the exercise
- Ss read the text to fill in the table in exercise a/textbook - Ss work individually first ,then in pairs to check.
- Public check
Key: 329,758 sq km over 22 million tropical the ringed Kuala Lumpur Islam Bahamas Malaysia English * True or False: (exercise b p 10 )
- Get Ss to read through the statements - Ss read the text again to the exercise - Work in pairs to check
(9)Key: 1.T 2.F 3.F 4.F 5.F
5, Post reading: * Making questions: Ss work in groups
- T gives Ss their task: Ss will refer to the chart in exercise a to prepare questions about Malaysia - T and 1S as model first –Ss work in pairs
- Some pairs say before the class + Questions :- How big is Malaysia? - What is its population?
- Which climate does it have? - What is its unit of currency?
- Which city is the capital of Malaysia? - What is its official religion?
- What is its national language? - What is its secondary language?
*Gap-filling: Ss work in pairs, prepare a chart (like exercise b p 10) - Ss fill in the gap with the information about Vietnam
- Get Ss’feedback
- Ask Ss to base on the chart to write a short passage to introduce about Vietnam.(Ss can at home)
V/ Homework:
- Learn new words, translate the text into Vietnamese
- Do the writing exercise + exercises 1,2 p 5, 6,7/exercise book
******************************************
3rd Week The date of pre: 03/09/2009
Period The date of tea: 04 /9/2009
UNIT1 : A LETTER FROM A PENPAL
1 Area: 329,247 sq km capital city: Ha Noi
2 Population : over 83 million religions :christianity, protestantism… Climate: tropical National language : Vietnamese
(10)LESSON : WRITE
I/ Objectives: Ss practice writing a personal letter By the end of the lesson, Ss will be able to know how to write the letter
II/ Language content: - Outline of a personal letter
III/ Teaching aids: textbook, flipchart IV/ Procedures:
1, C heck-up: 1S reads the passage and then answers the questions and writes new words: “Where is Malaysia? How big is its? What is its population? Which climate does it have?”
- T collects Ss’writing exercise and correct them at home
2, Warmer * Chatting: - Have you ever visited any other places in Vietnam? - When did you go? How did you get there? Did you visit any places of interest? - Did you buy anything? When you are away, you keep in touch? How? Lead in the new lesson
3, Pre-writing:
* Set the scene: Imagine you are visiting your friends or relatives in another part of Vietnam or in a different country
- Get Ss answer on their own information these questions: + Where are you now? How did you get there?
+ Who did you meet first?
+ What have you done? (What places have you visited? Who have you met? What kinds of food have you eaten ?What have you bought ? )
+ How you feel now? + What interest you most? + When will you return home?
- Ss prepare in mines, then work in pairs to ask and answer - Call some Ss to answer before class
- Remind Ss about the format of a personal letter by asking “what are the parts of a personal letter?” - T takes some notes on the board for the weaker Ss to use in their writing
*Note: Outline of a personal letter
A – Heading: writer’s address and the date B – Opening: Dear….,
C – Body the letter
D – Closing: Your friend / Love……
4, While- writing:
- Tell Ss what to do: write a letter for your family, telling them about the visit - Ss in 15 mines
(11)* For the weaker class, we can let Ss work in groups of ten to write a letter on a flipchart, then put the chart on board and correct –Ss write their letter again at home
5, Post-writing: - Correct the letters
- Collect some of Ss’writing and correct them at home *Suggested idea:
+First paragraph:
- I arrived at Saigon airport/ train station/ bus station at a.m/8 p.m/late in the afternoon/at midnight… on Sunday/Monday…
- Nam/uncle…/aunt met me at the airport/train station/bus station …then he/she took me home by bike/taxi/motorbike…
+Second paragraph:
- I’ve visited/been many places like… I’ve tried many different food … - I’ll visit… tomorrow/on Sunday….- I’ll visit … tomorrow
+ Third paragraph:
- I feel so happy and enjoy myself so much - The people here are so nice and friendly - The food is delicious
- The sights are so beautiful
- I will leave ….at… /next… and will arrive home at … - Please pick me up at the…See you later
V/ Homework:
- Revise the simple past tense - Do exercise p11
- Prepare for the language focus
********************************************
4thWeek The date of pre: 06/09/2009
Period Thedate of tea: 07/09/2009
(12)
LESSON 6: LANGUAGE FOCUS
I/ Objective s : Ss practice the past simple tense and the wish sentences, by the end of the lesson, Ss will know and use the structure well
II/ Language content: - The past simple tense - Wish sentences (present wish)
III/ Teaching aids: Textbook, flipchart IV/ Procedures:
1, Check up: T gives back the writing papers
2, Warmer: * Matching: Ss work in two groups, match the infinitives with their past Infinitives Simple past
To buy made To go lived To make To live went To draw saw To see wanted To paint knew To know bought To hang painted
To want drew 3, Activity 1: The past simple tense
a Presentation: T presents the model conversation : T revises the form and A: What did Bad on the weekend? the usage of the simple B: He went to see a movie called “Ghosts and Monsters” past tense
A: When did he see it?
B: He saw it on Saturday afternoon at two o’clock b Practice: * Speaking (Language focus p 11) - Show Ss the table in textbook, tell Ss what to
- Ss work in pairs, ask and answer about the activities Nga, Lan, Nam and Ba did at the weekend - Some pairs ask and answer before the class
* Writing: (Language focus p 12)
- T presents the situation: Lan and her friends are holding a farewell party for Maryam - Ask Ss to look at the picture and describe what people did (T and whole class)
- Ss use the cues in the box, write to describe the pictures (individually) - Ss work in pairs to check
- Get Ss’feedback: Call some Ss to write on the board – correct
Answer key: She made a cake He colorful lamps in the room/on the wall. She bought some flowers He painted a picture of Ha noi
5 They went shopping
(13)- Ss write the five things they did on last weekend(Ss can it as a homework) 4, Activity 2: Wish sentences
a Presentation: T presents the model: I am short I wish I were taller - Revise the structure of present wish: “S1 +wish +S2 +V(simple past)” b Practice: Get Ss to read the situation in textbook, show them what to do. - Ss write to the exercise, then work in pairs to check
- Get Ss’feedback: call Ss to read aloud the sentences: 1S reads the situation sentence, 1S reads the wish sentence
- Correct – give Ss the correct answers
Answer key: b I wish I were in the swimming pool c I wish I had a computer
d I wish I didn’t live very far from school/I lived (nearer the school/close to school) e I wish I had a sister
f I wish I didn’t draw very badly/I drew well g I wish I had my friend’s phone numbers h I wish I knew many friends
i I wish there were some rivers and lakes in my hometown
c Production: What you wish?(write down your three wishes)
- Ss write their wishes on a piece of paper, then work in pairs to ask and answer Example exchange : S1: I’ll give you three wishes, what you wish?
S2: I wish… - Ss say before the class
V/ Homework: - Learn the structures
- Do exercises 3,5,6,8 p 7,8,9,10,11 / workbook
********************************************
4thWeek The date of pre: 10/09/2009
Period The date of tea: 11/09/2009
UNIT : CLOTHING
(14)I/ Objectives: By the end of the lesson, Ss will be able to know some more about the Ao Dai, the traditional dress of Vietnamese woman and Ss will know more about the present perfect tense
II/ Language content: - Vocabulary: poet, a long silk tunic, to slit, design, inspiration, ethnic minorities, pattern, unique
- structure: present perfect tense
III/ Teaching aids: textbook, pictures, flipchart IV/ Procedures:
1, Check up: 1S write the form of the wish sentence and gives an example 2, Warmer: * Hangman: C L O T H I N G (8)
* QUIZZ: (getting started) T divides the class into two teams, gets Ss to look at the pictures in textbook and guess where each person comes from
picturea: T: Where does she come from? S: She comes from Japan
T: How you know? S: Because she is wearing a Kimono *Answer :b, Vietnam ( Ao dai) c, Scotland (kilt )
d, India (Sari) e, The USA (Jeans ) f, Arabia (veil ) 3, Presentation: T presents the topic of the lesson “clothing” * Pre-teach new words:
- a long silk tunic (n) (picture) - slit (v) (picture) - pattern (n) (picture)
- ethnic minorities (n) (Ex: Bana, Jorai, Mường…are ethnic minorities) - unique (ad) (synonym = only/ ex: Ao dai is very special No country has it) - poet (n) (ex: To Huu, Huy Can are poets)
- inspiration (n) (translation)- to take inspiration from sth *Check vocabulary: Slap the board
Present the text: “you are going to read a text about the traditional dress of Vietnam”
- Get Ss to listen to the tape and read the text in textbook(T can call 1s to read the text again to check the pronunciation)
* Gap-filling: Get Ss to read through the exercise a p 14 - Ss read the text and fill in the gaps
- Ss work in pairs to check - Get Ss’ feedback – correct Key: poems, novels and songs
2 long silk tunic that is slit on the sides worn over loose pants
3 to wear modern clothing at work printing lines of poetry on it symbols such as suns, stars, crosses and stripes
* answer the questions: Get Ss to read through the questions - Ss read the text again to the exercise b p14
- Ss work in pairs to check - Public check
(15)3 They have printed lines of poetry on it or have added symbols such as suns, stars, crosses and stripes to the Ao dai
* elicit the model sentences: T asks Ss:
T: What have fashion designers printed on the Ao dai? Ss: They have printed lines of poetry on it
- Revise the present perfect tense with “already and yet” *Form:
- Already is used in affirmative sentence and in mid-sentence - Yet is used in negative and questions at the end of the sentence
4, Practice:
* Complete the sentences, using the present perfect tense.
a, Writers / mention / ao dai / novels
b, Designers / print / lines of poetry / ao dai
c, They / take / inspiration / Vietnam / ethnic minorities d, They / add / patterns / ao dai
- Ss close their books T puts the flipchart on board and tells Ss what to
- Ss write their sentences in minutes Call Ss to write their sentences on board - Public check (Ss open their books to check)
5,Production: Ss Write sentences about yourself using the present perfect tense Ex: I have lived in pleiku since……
V/ Homework:
- learn new words and the present perfect tense - translate the text into Vietnamese
- prepare for speak: find as many words as possible about clothes
*************************************************
5thWeek The date of pre : 13/09/2009 Period The date of tea : 14/09/2009
UNIT : CLOTHING
LESSON SPEAK S + HAVE/HAS + V (past
(16)I/ Objectives: By the end of the lesson, Ss will be able to ask and respond to questions on personal reference (clothing)
II/ Language content: vocabulary about clothes III/ Teaching aids: Textbook, pictures , real things IV/ Procedures:
1, Check up: - 1S reads the text about Aodai and answer the questions, then writes some new words
- S writes the structure of present perfect and give an example 2, Warmer: * Quizzes (7 quizzes) C L O T H E S
- Ss take turn to choose the numbers T raises Qs, Ss answer In each word, there is a key letter Ss must rearrange the key letters to make the right word
Questions and keys: where does Maryam come from? (Malaysia) A person who writes poem is called…….(poet)
3 A place where Maryam comes to pray…….(mosque)
4 when you see your friend, which greeting you say? (hello) where you go after school? (home)
6 where you go every morning? (school)
7 two people write letter together They …… (correspond)
*Brainstorm: - T asks Ss to tell some names of the clothes they know jeans shorts
- T gets Ss’information and introduces the topic of the lesson 3, Pre-speaking: * Pre-teach:
- plaid (adj) (picture) - plain (adj) (picture) -striped (adj) (picture)
- sleeve (n) - sleeveless (adj) - short sleeved (adj) # long sleeved (adj) - faded (adj) (picture)
- baggy (adj) (picture) - sweater (n) (picture)
* Check new words: Slap the board * Matching: (3a – p14,15)
- Get Ss to work in pairs, look at the pictures and match them with the phrases given - Get Ss’feedback
Key: 1- a 2- h 3- d 4- f 5- b 6- c 7- g 8- e 9- i 4, While speaking:
- Get Ss to work in groups of eight to write two more questions for the last selection of the survey about Ss’clothes
- Get Ss’ feedback –choose the most popular questions for the survey clothe
(17)- Give Ss paper sheets on which printed the questions for the survey - Ss go around the class to ask one of their classmates and fill in the form - T goes around and monitors
Name Casual clothes Favorite clothes School uniform Clothes for special occasion
- Ss the exercise in mines 5, Post speaking:
- After Ss have finished their task, ask them to work in groups to answer the questions:
“How many people like to wear their uniform? What kind of clothes most people like to wear? why?”
- T gets feedback from several groups to compare and draw out the result of the survey about the whole class
- Ss should report like this: Three people said they liked to wear their uniform ,…
T asks the representatives from the groups to present the result of the survey in front of the class and T notes down on the board
V/ Homework: - learn new words - prepare listen
****************************************************
5thWeek The date of pre : 13/09/2009 Period 10 The date of tea : 14/09/2009
(18)I/ Objectives: By the end of the lesson, Ss will be able to listen for specific information to know how to describe what people are wearing
II/ Language content:
Vocabulary: announcement , missing , entrance , fair , doll III/ Teaching aids: Textbook , cassette player
IV/ Procedures: 2, Warmer: Revision
- T writes the word “ CLOTHING” on board
- Divide Ss into teams Ss from teams go to the board and write the words relating to “CLOTHING” The team which writes more words in limited time is the winner
3, Pre-listening: *
Pre teach :
- announcement (n) (translation)
- missing (adj ) (synonym = lost)
- entrance (n) (synonym = door, gate) - fair (n) (translation)
- doll (n ) (realia)
*Check vocabulary: slap the board
- T asks Ss to look at the pictures page 16/ textbook and asks some questions to elicit and present the task of listening: “What’s this? What are these? What color is it? What color are they?”
* Set the scene : “you will hear an announcement about a lost girl called Mary” 4, While –listening: *Listen and answer the questions:
a How old is Mary? (She is three)
b Where was she last seen? (she was seen near the main entrance to the Car Fair) c What’s she like? (she has short dark hair)
*Listen and check the letter of the correct picture:
- Ss listen again and check the picture to show what Mary is wearing - Get Ss’feedback
KEY : a B (blue shorts) b A (a long sleeved white blouse) c C (brown shoes) Tape script: Announcer (on public announcement)
Attention please Here is a special announcement A little girl is reported missing She was last seen 20 minutes ago near the main entrance to the car fair Her name is Mary And
she is years old She has short dark hair She is wearing shorts and a long sleeved white blouse She is wearing a pair of shoes – brown shoes She may be carrying a large doll If you see Mary, please bring her to the information desk Her father is waiting for her there Thank you
5, Post –listening: * Guessing Game:
(19)Ex: This is a boy/girl He/ she has………….hair He/ she is……… He/ she is wearing…………
V/ Homework:
- Write to describe your friend - Learn new words
- Prepare for Read
******************************************************
6thWeek The date of pre : 20/09/2009 Period 11 The date of tea : 21//09/2009
UNIT : CLOTHING
LESSON 4: READ
I/Objectives: Ss practice reading the text for details By the end of the lesson, Ss will be able to understand the text about jeans
II/ Language content:
Vocabulary: material, cotton , wear out , style , embroider , label ,out of fashion, sailor III/ Teaching aids: Textbook, picture
IV/ Procedures:
1 Check up: check Ss’writing and new words 2.Warmer: * Hang man: _ _ _ _ _ (JEANS) - T leads in the lesson
Pre-reading: *Pre-teach:
- material (n) (realia) - cotton (n) (realia) - wear out (v) (realia) - style (n) (translation) - embroider (v) (realia) - label (n) (realia) - out of fashion (translation ) - sailor (n) (picture) * Check vocabulary: what and where
*True /False prediction: (Ss close the book)
- T puts the statements on board, gets Ss to read through to guess and check true or false - Public check
a Jeans first came from America
b It was named after the cowboys in Texas ,America c In the 18th century , only cowboys love wearing jeans.
d Since the famous designers made their own styles of jeans It became expensive e Nowadays, young people still like wearing jeans
4 While –reading:
(20)Key: a - F b - F c - F d - T e - T * Gap-filling: (exercise a p 17)
- Ss read the text again and fill in the missing dates and words - Ss work in pairs to check
- Get feedback and correct
Key: 18th century – jean cloth 2 1960s – students
3 1970s – cheaper 1980s – fashion
5 1990s – sale
* Answer the questions: (exercise b p 18) - Ss read through the questions to understand - Ss work in pairs to answer
- Get Ss’feedback - Correct
Key: a The word “jeans” comes from a kind of material that was made in Europe b The 1960s’fashions were embroidered jeans, painted jeans and so on
c Because jeans became cheaper at that time
d Jeans at last became high fashion clothing in the 1980s
e The sale of jeans stopped growing because the worldwide economic situation got worse in the 1990s
5 Post –reading:
- T puts the two questions on board, Ss answer about themselves “Do you like wearing jeans? Why?”
- Let Ss work in groups to make report about their ideads
- Each group has a representative to report before the class like this: “ five people said that they liked wearing jeans because they are comfortable and fashionable …”
V/ Homework: - learn new words
- exercises 2, p 13, 15/ exercise book
**********************************************************
6thWeek The date of pre : 24/09/2009 Period 12 The date of tea : 25/09/2009
(21)I/ Objectives: By the end of the lesson, Ss will be able to write an exposition presenting one side of an argument
II/ Language content: - The outline of an argument
- New words: argument, point of view, be equal in, bear one’s name, practical, self-confident, freedom of choice, encourage
III/ Teaching aids: Textbook, flipchart IV/ Procedures:
1, Check up: S read the text , answer the questions and writes some new words + Where does the word jeans come from?
+ What were the 1960s fashions?
+Why did the sale of jeans stop growing? 2, Warm-up:
* Jumbled word: RMIFUNO = ? (UNIFORM)
* Chatting: T asks Ss some questions to elicit their ideas about wearing uniform: + What you wear at school? How often you wear uniform?
+ How you feel when wearing uniform? Do you like wearing it?
+ If you have a choice, what type of clothes you want to wear when going to school? + Why you choose it?
Pre-writing:
*Pre-teach:
- argument (n) (translation)
- point of view (n) (translation) = opinion - to bear one’s name (example)
- practical (adj) (translation) - self-confident (adj) (translation) - freedom of choice (n) (translation) - encourage (v) (explanation) - be equal in (translation) * Check vocabulary: Slap the board
* Presentation:
- T puts the flipchart on which written the table (textbook p18) on board - Tell Ss it is the outline to present one side of an argument
- Let Ss read the outline in textbook in mins, then ask them some Qs to check their understanding (Ss work in pairs )
+ How many parts are there in an outline? what are they? + What you write in “introduction”? what language is used? + How can we present “series of argument”? what language is used? +What you write in “conclusion”? what language is used?
- Ss read the topic and outline A , ask Ss some questions: + What is the topic of the passage?
(22)(Because the uniforms bear their school’s name)
+ How Ss feel when wearing uniform? (They feel equal in many ways) + Do Ss have to think of what to wear everyday?
- Ss read the outline B and answer the questions:
+ What is the topic of the argument? why should secondary Ss wear casual clothes? While –writing:
- Ss write a paragraph of 100-150 words on their own words, using the outline B to support the argument that secondary school students should wear casual clothes
- Ss write individually in 10 mins , then work in pairs to check Post-writing:
- Some Ss write their passages on board - T and the whole class correct
V/ Homework:
- Ss write the correct passage into their notebook - Prepare language focus 1,3,4,5
*************************************************************
7thWeek The date of pre : 27/09/2009 Period 13 The date of tea : 28/09/2009
UNIT : CLOTHING
(23)I/ Objecftives: By the end of the lesson, Ss will be able to use “since” and “for” in the present perfect tense, distinguish the difference between the past simple and the present perfect tense, and use the passive form
II/ Language content: - The present perfect tense - Passive form
- New words: department store, solve, planet, bridge III/ Teaching aids: textbook
IV/ Procedures:
1.Check up: 1S tells the form and usage of the present perfect tense, give an example - 1S tells the outline of an argument – writes some new words
2 Warm up: * Noughts and crosses:
- divide Ss into groups will eat does used - Ss take turns to make sentences, gone visited plays using the verbs given (remain the saw read been original forms)
Activity 1: The present perfect tense:
A Review the present perfect with since and for (L.Focus p 19-20) a Presentation: Ask Ss to look at the dialogue on page 19
- Elicit from Ss: The present perfect tense with since and for
Note: - The present perfect tense is used to talk about something which started in the past and continues up to the present
- We often use For and Since with this tense FOR + a period of time
SINCE + a point of time
b Practice: Ss work in pairs, use the information in the table to make similar dialogue - Ss play the roles before class
*Suggested dialogue : A: Come and see my photo album !
B: Lovely ! Who’s this……….? It’s ……… B: How long have you known ……… ?
A I’ve known ……… for ……… B: Have you seen ……… recently?
A: NoI haven’t seen …………since …He/she has……… c/production:( Language focus 2p20)
*Set the scene: you and your partner are visiting HCM City Look at the notes, there are the things you have done and things you haven’t done
- Ss to use the prompts (textbook) to ask and answer, using already – yet like the model - Ss work in pairs T goes around and monitors, takes notes the mistakes Ss ‘ve made - Some pairs say before the class
(24)a Presentation: Set the scene: Tom and Mary are talking about places they have been to and things they’ve done Ask Ss to look at the model dialogue – elicit from Ss the difference in usage of the simple past and the present perfect tense
Note: SIMPLE PAST: talk about definite past time
PRESENT PERFECT: talk about indefinite past time EVER: is used in question in mid sentence
- Ss work in groups of six to match the verbs with the nouns in the box:
Read - a comic /go - the supermarket / Singapore / the movies
See - an elephant use - a computer play –volleyball eat - durian
b Practice: Ss work in pairs to ask and answer (like the model dialogue ),using the item in the box - Get Ss to say before the class
Activity 2: The passive:
a Presentation: T gives Ss an example: They sell jeans all over the world Jeans are sold all over the world - Elicit and revise the passive form of the verbs
Note: Passive form: be + V(past participle )
+ present perfect tense : have /has +been +V(pp) + simple present: am/is /are +V (pp)
+ simple past: were/was +V(pp)
+ simple future: will /shall + be + V(pp) b Practice: (L.Focus p 21)
- Ask Ss to the exercise individually
- Ss write on board – T and the whole class correct
KEY: a, Jean cloth was made completely from cotton in the 18th century. b, Rice is grown in tropical countries
c, Five million bottles of champagne will be produced in France d, A new style of jeans has just been introduced in the USA e, Two department store have been built this year
* Passive form of the modal verbs :
- Give Ss an example : You must this exercise carefully This exercise must be done carefully
- Elicit from Ss the modal verbs: must, can, should, might, have to, be going to and their passive form
Note: Passive form of the modal verbs: Modals + be + V (pp)
- Ask Ss to exercise p 21
- Ss write on board - T and the whole class correct KEY: a, The problem can be solved
b, Experiment on animals should be stopped c, Life might be found on another planet
(25)V/ Homework: - learn the structures
- exercises 2,4,6,7 p 13,14,15,17,18
********************************************************** 7thWeek The date of pre : 01/09/2009
Period 14 The date of tea : 02/09/2009 The first TEST 45’
I/ Objectives: To check and evaluate Ss’ learning and understanding from unit to unit II/ Language content : - Vocabulary
- Grammar structures III/ Teaching aids: paper sheets
IV/ Procedures: V/ Homework:
- Prepare Unit
(26)MA TRAÄN
NỘI DUNG
NHẬN BIẾT THÔNG HIỂU VẬN
THẤP
DỤNG VẬN
CAO
DỤNG TỔNG SỐ
TN TL TN TL TN TL TN TL TN TL
Pronunciation
0,5
Reading
0,5 0,5
Writing
0,5
0,5
Language
0,25 CỘNG : SỐ CÂU
TỔNG SỐ ĐIỂM
ĐÁP ÁN, BIỂU ĐIỂM Answer Keys:
I A correct sentence is 0.5 ( 0.5 x = 2ps )
1/ a ; 2/ b ; 3/ a ; 4/ c
II A correct sentence is 0.25 ( 0.25 x = 1.5ps )
1/ b ; 2/ c; 3/ c; 4/ b; 5/ b ; 6/ a ;
III A correct sentence is 0.5 ( 0.5 x = 2.5ps ) be - is
2 have has write wrote sing singing 5 visit—will visit
IV A correct sentence is 0,5 ( 0.5 x = 2ps )
1.He is good-looking and very sporty He has big black eyes and a round face He is also very sociable and has a good sense of humor
3 He likes playing volleyball face and reading picture books in his free time 4.Yes, he is
V A correct sentence is 0,5 ( 0.5 x = 2ps )
(Hs viết đung nội dung theo yêu cầu đật điểm tối đa)
(27)Họ tên : KIỂM TRA TIẾT
Lớp : Môn : Anh văn :Lớp :
A Trắc nghiệm : Khoanh tròn câu trả lời câu sau (6 điểm)
1 She will ………me next week
a Visit b To visit c Visits d Visiting Lan ……… at o’clock
a.Get up b Gets up c To get up d Getting up
3 They……… their homeworks
a Has done b Has c Have done d Have
4.My cat……… the mouse in the yard everyday
a Catchs b Catches c.Catch d.Catched
5.We ………the good citizens last year
a Are b Is c Were d Was
6 She ……… two sisters and one brother
a Have b Has c Had d Was
7 I am ……….book when you come
a Read b Reads c To read d Reading
8 He……… swimming when I came
a Is b Are c Was d Were
9 The book ……… given me by my mother last week
a Is b Are c Was d Were
10 Mr Minh always ……… to work on time
a Go b Goes c To go d Gos
11 My family………TV last night
a Watch b Watchs c Watches d Watched
12 It is going to ……… this afternoon
a Rain b Rains c To rain d Raining
B Tự luận : (4 điểm )
Câu Cho dạng động từ ngoặc (2 điểm)
1.My father ( go) ………to Ha Noi since o’ clock They ( eat ) ……… any cakes for hours ? She ( not ) ( want ) ………to anything Hoa ( drink )………a glass of orange juice
Câu 2. Dịch sang tiếng Anh : (2 điểm)
1 Lan có người bạn bốn phương.Tên cô Maryam
……… ……… Chúng làm xong tập nhà từ lúc
(28)8ThWeek The date of pre : 05/09/2009 Period 15 The date of tea : 06/09/2009
UNIT :
LESSON : - GETTING STARTED + LISTEN AND READ
I/ Objectives: By the end of the lesson, Ss will be able to talk about life and activities in the countryside and know more about wish sentence
II/ Language content: - countryside vocabulary - the present wish
III/ Teaching aids: Textbook, pictures, flipchart IV/ Procedures:
Warmer: * Matching: (getting started p22)
Divise Ss into teams Ss look at the pictures and matching : 1.She is watering the vegetables He is feeding the pig
2.They are swimming He is plowing 3.She is feeding the chicken 7.He is flying the kite They are harvesting/cutting the rice They are playing soccer * Chatting: T and the whole class:
- Where can you see these activities?(in the countryside) – Have you ever been to the countryside? – Do you want to have a trip to the countryside?
Present the lesson “The trip to the countryside”
2 Presentation: *Pre-teach:(T uses the pictures to teach new words) - hero (n) (ex: Tran Hung Dao is a Vietnamese hero)
- banyan tree(n) (ex: Cuoi sits under the banyan tree) - bamboo (n) (picture)
- river bank (n) (picture or draw) - shrine (n) (translation) đền thờ
* Check vocabulary: What and where * Listen and read:
- T leads in the lesson: “you will read a passage about Ba’s trip to the countryside” - Get Ss to listen to the tape and read the text
* True-false statements: (exercise a p 23) - Get Ss to go through the sentences in textbook - Ss read the text and then the exercise
- Get Ss’ feedback –Ss correct the false statements
*Answer key: 1.F (Ba and his family had a day trip to their home village) 2.T
(29)5.T
6.F (People had a picnic on the river bank) 7.T
8.F (Liz had a lot of photos to show her parents) 9.T
* Comprehension questions: (exercise b p 23) - Have Ss work in pairs to answer the questions T checks luckynumber
*Answers: It’s about 60 kilometers to the North of Hanoi They got to the village by bus
3 It’s at the entrance to the village
4 They saw a shrine of a Vietnamese hero They had a picnic on the river bank
6 Liz took a lot of photos to show her parents Liz wishes she could visit Ba’s village again - Elicit model sentence from the question
Model sentence: Liz wishes she could visit Ba’s village again - Explain and elicit the structure of wish sentence
* Note: WISH SENTENCE (present wish) S1 +wish(es) + S2 + Could + V (infinitive)
3, Practice: * Word cue drill
- T gives an example to show Ss what to Ex: a, Ba/ can have/ new bicycle
S1: What does Ba wish?
S2: He wishes he could have a new bicycle.
a/ Lan /can speak /French b/He/can pass/ examimation c/they/can visit / their mother
- Ss work in pairs to make sentences from the cues - Public check
KEY: a/ Lan wishes she could speak French b/ He wishes he could pass exam
c/They wish they could visit their mother 4.Production: (Group work)
- Write sentences about your wish: a something you would like to b something you would like to have c somewhere you would like to go V/ Homework:
- Learn new words and structure by heart.-Do exercises 1,2,3 p20-21/ workbook - Write wish sentences into your notebook.-Prepare <speak>
(30)8ThWeek The date of pre : 05/09/2009 Period 16 The date of tea : 06/09/2009
UNIT :
LESSON : - SPEAK
I/ Objectives: By the end of the lesson, Ss will be able to ask for and give information about their own home village
II/ Language content: - countryside vocabulary III/ Teaching aids: Textbook, paper sheets IV/ Procedures:
1 Check up: + 1S reads the text, answers the questions and writes new words - Where is Bag’s village? - What did they see on the mountain?
- What did Liz to show the trip to her parents?
+ S writes the structure of wish sentence and gives a sentence of his/ her own Warmer: * Hang man: H O M E V I L L A G E (11)
* Chatting: ask Ss these questions:
- Do you have a home village? Where is it? Have you ever been there?
- How often you visit your home village? How you go there? How far is it from here?…… + Elicit several ideas from Ss
Pre-speaking: * Matching: (book closed) - T gives Ss paper sheets
- Ss work in pairs to match questions with the answers A
a Where is your home village? b How far is it from the city? c How can you get there ?
d How long does it take to get there?
e What people for a living in your village? f Does your village have a river?
B
1 Yes, there is a river flowing across the village They plant rice and vegetables
3 It takes an hour I can get there by bus
5 It’s about 30 kames from the city It’s to the south of the city
- Get Ss’ feedback
KEY: 6-a , 5-b , 4-c , 3-d , 2-e , 1-f
*Role play: Ss work in pairs to play the roles of the dialogue. - Get some Ss to say before the class
(31)- Get Ss to read the role of B in textbook p 24
- Ss work in pairs, ask and answer, using B as the cues - Get some pairs to say before the class
* Ss work in pairs again, ask and answer, using their own information about their home village - some pairs say before the class
Post-speaking: * Writing:
- Get Ss to write about their own hometown/ village - Ss write to the exercise
V/ Homework:
- Do the writing exercise - Prepare “Listen”
********************************************************* 9ThWeek The date of pre : 11/09/2009
Period 17 The date of tea : 12/09/2009 UNIT :
LESSON : LISTEN + CORRECTING THE FIRST TEST 45’
I/Objectives: By the end of the lesson, Ss will practice listening for specific information to locate on the map and to consolidate Ss’vocabulary of the countryside and help Ss correct their mistakes in the first test 45’
II/ Language content:
Vocabulary: parking lot, gas station, fuel, westward, route, pick up II/ Teaching aids: cassette player, textbook, flipchart
IV/ Procedures:
Check up: Ss play the roles of the dialogue about their own home village (the same as in speak) Warmer: * Jumbled words:
- lofafbu = buffalo - ddypa / ldefi = paddy field
- annyba / eetr = banyan tree -boobam / restfo = bamboo forest
- ndpo = pond - wok = cow
3.Pre-listening: * Pre-teach:
- parking lot (n) (synonym: car-park) - gas station (n) (picture)
- fuel (n) (ex: gas ,oil, petrol are fuel) - westward (follow the way of the sunset)
- route (n) (explanation: the way from one place to another) - pick someone up (v) (translation)
*Check vocabulary: What and Where
(32)* Prediction: - Give Ss the places, ask Ss to look at the map, guess where the places on the map are and compare with their partners
- Get Ss’ ideas before listening 4.While-listening:
* Matching: - Get Ss to listen to the tape and check their prediction - Match the places on the bus route with the letters on the map Answers: A banyan tree B airport C highway No D Dragon bridge E gas station F store G pond H bamboo forest I Parking lot
*Tape script: At 6.30 in the morning, the bus collected Ba and his family from their home After picking everybody up, the bus continued north on the Highway No1 It crossed the Dragon bridge and stopped at the gas station to get some more fuel Then , it left the highway
and turned left onto a smaller road westward This road ran between green paddy fields, so the people on the bus could see a lot of cows and buffaloes The road ended before a big store beside a pond Instead of turning left towards a small airport, the bus went in the opposite direction It didn’t stay on that road for very long, but turned left onto a road which went through a small bamboo forest Finally, the bus dropped everyone off at the parking lot ten meters from a big old banyan tree It parked there and waited for people to come back in the evening
Post –listening:
- Get some Ss to show the bus route they have just listened before the class
* Ss draw a simple map to show the others the route from their house to their school - Call Ss to say before the class
6.Correcting the first test 45’: -Gv phát cho học sinh -Nhận xét làm , vào điểm
-Gv giảng lại điểm sai sót hs -Sửa viết
V/ Homework:
- write a short paragraph to tell the way from your house to your school - learn new words
- prepare for Read
(33)9ThWeek The date of pre : 15/10/2009 Period 18 The date of tea : 16/10/2009
UNIT :
LESSON : READ
I/Objectives:: By the end of the lesson, Ss will be able to understand the text in details about the countryside life in Ohio
II/ Language content: Vocabulary: exchange student III/ Teaching aids: textbook, flipchart
IV/ Procedures:
1 Check up:1S draws a map from his/her house to school and then tells the route Warmer: * Shark attack:
- feed (4 letters) - hot dog (6 letters) - collect (7 letters) - grocery (7 letters) - farmer (6 letters) - eggs (4 letters)
3 Pre-reading: * Pre-teach: - exchange student (n) (translation)
*Set the scene: You will read a passage about Van, a Vietnamese exchange student in the USA He is living on a farm with the Parker family You will know more about farmlife in the USA compared with in Vietnam
4 While –reading:
*Comprehension questions: - Put the questions on the flipchart
- Ss run through the questions , then read the text to answer - Public check
a How long will Van stay there? b What Mr and Mrs Parker do? c How many children they have?
d What does Van after finishing his homework? e How the Parkers spend their weekend?
Key: a He will stay there till the beginning of October.
b Mr Parker is a farmer ,and Mrs Parker works part-time at a grocery store c They have two boys
d He feeds the chickens and collects their eggs
e They eat hamburgers or hot dogs while they watch Peter play *Matching: (exercise a p 26)
- Ask Ss to work in pairs, read the text, match the words in column A with explanation in column B
(34)Key: + maize = corn + feed = give food to eat
+ grocery store = where people buy food and small things + part- time = shorter or less than standard time
+ collect = bring things together *Completing the summary: (exercise b p 26)
- Ask Ss to read through the summary, then Ss work in pairs, read the text, complete the summary, using the information from the passage
- Public check
- Call 1S to read the completed summary in front of the class
key: A Vietnamese boy named Van is living with the Parker family in the American state of Ohio Mr Parker is a farmer and Mrs Parker works part-time at a grocery store in a nearby town. They have two children, Peter and Sam Van often does chores after school Sometimes, he also has to help on the farm The family relaxes on Saturday afternoons and they watch Peter play baseball Van likes the Parkers, and he enjoys being a member of their family.
5 Post-reading:
* Chatting: T asks Ss several questions about An phu + Is the life in An Phu easy or hard?
+ What most people for a living in An phu?
+ What people often in their free time? at the weekend?
+ What people eat at the weekend? Do they eat any special food? - Get several ideas from Ss
* Writing: Liz Taylor is an exchange student from America She wants to stay with a farmer family in Vietnam for a few months Imagine that she will stay with your family, write a short paragraph to describe her staying in your family
- T shows Ss clearly what to Ss it as homework V/ Homework: - Do the writing exercise
- Learn new words - Prepare for Write
(35)10ThWeek The date of pre : 18/10/2009 Period 19 The date of tea : 19/10/2009
UNIT :
LESSON : WRITE
I/ Objectives: By the end of the lesson, Ss will be able to write a short paragraph describing a story happened in the past – a picnic in the countryside
II/ Language content: - the simple past tense - vocabulary: picnic site, blanket, lay out, gather
III/ Teaching aids: Textbook, flipchart, pictures, paper sheets. IV/ Procedures:
1, Check up: 1S reads the text again, answers some Qs and writes new words - check some of Ss’writing
2 Warmer: *Hangman: P I C N I C (6)
*Chatting: - Have you ever gone on a picnic in the countryside? - What things did you bring on a picnic?
- T leads in the new lesson and presents Ss about a picnic in the countryside 3.Pre-writing: * Pre-teach :
- blanket (n) (picture) - lay out (v) (mime) - gather (v) (mime)
- picnic site(n) (ex: Our picnic site is Dong Xanh Park) * Check vocabulary: what and where
*Describing:
- T puts the pictures on board, gets Ss to look at the pictures and describe them - T asks: Who went on a picnic? How did you go? Where did you go?
What did you do? When did you arrive home? - Get Ss to read through the cues in textbook
- Tell Ss that they are going to write a passage entitled “A country picnic” - Give Ss the starting sentence “It was a beautiful day, …….”
4.While –writing:
- Ss use the cues and pictures to write the story about “A country picnic” in their notebooks (individually), then work in pairs to check
- Call some Ss to write on board - Public check
* Suggested writing: It was a beautiful day, my friends and I decided to go on a picnic We took a bus to the countryside and then walked about 20 minutes to the picnic site next to a
(36)picnic When we looked at the time, it was nearly 6.30 pm We hurriedly gathered our things and ran to the bus stop We were lucky to catch the last bus and we arrived home very late in the evening
5 Post writing: * Chatting: T asks Ss several Qs about themselves. 1, What day was it?
2, Who went on the picnic? 3, How did you get there? 4, Where did you go?
5, What did you first ? then? 6, How did you feel?
7, When did you come back home?
(T gives Ss the paper sheets on which written the Qs)
- T can put Ss ‘ideas on board for Ss to use them as the cues of their writing * Writing : (Ss can it at home)
- Get Ss to write their own passage about one of their picnics V/ Homework:
- learn new words
- write a passage about your own picnic - prepare language focus
***************************************************** 10ThWeek The date of pre : 22/10/2009 Period 20 The date of tea : 23/10/2009
UNIT :
LESSON 6:LANGUAGE FOCUS
I/ Objectives: By the end of the lesson, Ss will be able to use the adverb clauses of result and the prepositions of time well and modal could with wish
II/ Language content: vocabulary: itinerary, depart - The simple past tense
- Adverb clauses of result - Prepositions of time - could with wish
III/ Teaching aids: Textbook, flipchart IV/ Procedures:
Check up: Check Ss’writing
Warmer: *Jumbled word: TIONPOSIPRE = PREPOSITION Activity 1: The prepositions of time
(37)- itinerary (n) (picture)
- to depart (v) (explain: to start the journey) b, Presentation:
*Matching: Ss work in groups of six –match the prepositions with the words in the box “in/on/at”
- Ss write on the flipchart, after mines – get Ss’feedback
Key: - On: 10th October ,weekend , Christmas, Sunday ,Sunday evening - In: 20th century ,1924 ,winter ,September, the evening
- At: seven o’clock
- T notices Ss about the using of some prepositions of time * Answer the questions:
- Get Ss to look at Mr Thanh’s itinerary p 30, read it and answer:
- What does he on the first day? the second day? the third day? and the last day? - What time does the meeting at Raffles Center begin? finish?
- What about the meeting at Lion City Restaurant?
- What time does the meeting in Raya Palace begin? finish? - What about the meeting at Little India Restaurant?
c, Practice: * Gap-filling (Exercise p 30) - Ss work in pairs to fill in the blanks - Public check
Key : a at b on c between d till e after f up to d, Production: * Complete the sentences: (Exercise p 30,31)
- Ss work in pairs again to complete the sentences - Get Ss’feedback
Key : a on b at/in c in d for e in f at 4, activity 2: Modal could with wish
a Presentation: T elicits from the question: What does Liz wish? Ss: She wishes she could visit Ba’s village again
Present to Ss the modal could with wish
* Note: WISH SENTENCE (present wish) S1 +wish(es) + S2 + Could+ V (infinitive
b, practice:Writing with could.( exercise 1p28-29) Ss write sentences on their paper
Ss share with their partner Give feedback
Key: b,Hoa wishes she could visit her parents cI wish I could pass my exam
d We wish it couldn’t rain
20th century , Christmas ,1924, Saturday ,winter
(38)e he wishes he could fly
f they wish they could stay in Hue
c Production:Ss write sentences with wish give feedback
5 Activity 3 : Adverb clauses of result
a Presentation: elicit by asking Ss :
“What did people and how did they feel after they reached Ba’s village?” - Everyone felt tired, so they sat down under the tree and had a snack
- Ask Ss: what did everyone when they felt tired? – they sat down under… - Present to Ss the adverb clause of result with “so”
Note: SO: + Use : to express the result of the statement before + Meaning :
b Practice: * Matching (Exercise p 31)
- Have Ss work in pairs to match the half sentences - Give feedback
key : 1-e 2-a 3-d 4-b 5-c c Production: *Complete the sentences:
1, The film was boring, so……… 2, We were very hungry, so……… 3, I don’t like him, so………
- Ss write to the exercise - Public check
V/ Homework:
- learn the lesson by heart
- exercises 5,7,8,9 p 22 - 25/ workbook - prepare for unit 4: Listen and Read
(39)11ThWeek The date of pre : 25/10/2009 Period 21 The date of tea : 26/10/2009
UNIT 4:
LESSON : GETTING STARTED & LISTEN AND READ
I/ Objectives: By the end of the lesson, Ss will be able to know how to make reported speech with questions and know some vocabulary about learning a foreign language
II/ Language content:
- Vocabulary about learning a language - Reported questions
III/ Teaching aids: cassette ,textbook, flipchart IV/ Procedures:
1.Check up: - S tells the structure of wish sentence, gives an example - 1S tells about the using of the prepositions of time: in, on ,at
Warmer: * Jumbled word: S H I G L N E (English) - T asks the whole class –Do you like learning English? How you learn your English?
- Elicit several answers from Ss – present Ss the ten ways of studying English in textbook, Ss read through the sentences
- Ss work in pair to check things they in the list and add one more thing - Call some Ss to present their ideas before the class
- T asks Ss: How you your English tests? Do you write? Do you read? Do you listen? Do you speak?
- T: if someone speak in their exam, we say that they take oral exam, today we will learn about an oral exam that Lan has just taken
Presentation : *Pre-teach:
- oral examination (n) (an exam which Ss have to speak)
- written examination (n) (an exam that Ss have to write to the exercises) - examiner (n) (a person who marks the papers in an exam) - candidate (n) (a student who takes part in the exam)
- aspect (n) (translation)Lĩnh vực ,khía cạnh - go on (v) (synonym: continue)
- stage (n) (translation) bước ,giai đoạn(Stage one)
* Check vocabulary : what and where * Listen and read :
(40)- Ss listen to the dialogue on the tape * Practice the dialogue:
- Ss work in pair to play the roles of the dialogue - Call some Ss to say before the class
* Answer: (Exercise b P 33)
- T gives Ss the list of the questions – Ss read them through.
- Work in pairs to check the questions that the examiner really asked Lan - Public check
Key :1-2-6-7-8-9-10-14
* Elicit the model sentences :
The examiner : What is your name ?
Lan told Paola: She asked me what my name was The examiner: Do you speak any other language ?
Lan told Paola: She asked me if I spoke any other language
- T explains to Ss about the indirect speech with Qs (yes-no question and wh-question) *Note : Repoted speech with questions
+ Wh-question: S1+ asked + O + question word + S2 + V2 + Yes-No question: S1+ asked + O + If/ whether + S2 + V2 4, Practice:* (exercise b p33)
Ss work in pairs Ss is examiner and other Ss is an examinee in an oral examination.Ss ask and answer the information in the list
Ex: Ss1: What’s your name ?
Ss2: She asked me what my name was T gets feedback
Key :1,2,6,7,8,9,10,14
* rewrite these sentences in to reported speech 1, “ Are you a student?”
-She asked me……… “ Do you like French music?”
-He asked me ……… “ how long does the course take?” -She asked me……… “What are you doing?”
-She asked me……… - T gives examples to show Ss what to
Ex: “Do you like pop music?” – She asked me if/ whether I liked pop music. “Where you live?” – She asked me where I lived.
- Ss work in pairs to changes the questions into indirect speech
- Call Ss to say before the class: 1S raises the question –1S turns it into indirect Key:
(41)2, She asked me If I liked French music 6,She asked me how long the course took 7,She asked me.what I was doing
5.Production: * Making questions:
- Divide Ss into two groups, in mins Ss have to write the questions as much as possible 1S raises the question –1S turns it into indirect
V/ Homework:
- learn new words + structure
- exercises 2.3 /p 28,29 /workbook - prepare for Speak
********************************************************* 11ThWeek The date of pre : 29/10/2009 Period 22 The date of tea : 30/10/2009
UNIT 4:
LESSON : SPEAK
I/ Objectives: By the end of the lesson, Ss will be able to persuade the others to attend the school they like
II/ Language content: - the expressions of giving one’s ideas - vocabulary of the language school
III/ Teaching aids: Textbook, cards IV/ Procedures:
Check up: 2Ss play the roles of the dialogue - write some new words -1S tells about the indirect questions, writes the sentences into indirect
+ Do you like learning English? – She asked me ……… + How often you learn English? – She asked me……… Warmer: * Matching:
- Ss are divided into two groups , match the countries with their capitals
3.Pre-speaking: * Pre-teach :
- scholarship (n) (translation)Học bổng
- abroad (adv) (explanation: to a foreign countries ) - persuade (v) (translation)thuyết phục
- dormitory (n) (translation) ký túc xá
- campus (n) (the ground of a school )khuôn viên (đại học ,cao đẳng) - reputation (n) (synonym = fame)
- native speaker (n) (a person who speaks his mother tongue)
1.England A.Washington DC Australia B Beijing
(42)* Check vocabulary : slap the board
* Set the scene: Thu, Tam and Kim are awarded a scholarship of 2000 dollars to attend an English language summer course abroad Thu wants to go to the U.K What does she say to persuade her friends to go with her there?
- Elicit the sentence from Ss: I think we should go to the U.K Let’s go to the U.K
Why don’t we go to the U.K? If we go to the U.K, we can…
- Remind Ss the expressions that they can use to give their ideas to persuade other people + I think… / what you think….?/ I agree/disagree because…
+ I don’t understand … / why don’t we/you…? / If we go to….,we can… +We should… / Let’s …
- Present Ss the situation ,get Ss to read the three advertisements to get some information 4 While-speaking:
- Divide the class into three groups ,each group prepare the role of Thu, Tam or Kim
- Call one representative of each group to play the roles with the pupils in the other groups in one turn
- Ss say before the class
Tam: I think we should go to the Seattle school of English in the USA You can stay with Vietnamese friends
Kim:I disagree because we can’t practice speaking English with native speaker
Thu : why don’t we go to the Brighton language center in the united Kingdom? If we go there , we can live in the domitory on campus.
Tam: But the course is too expensive.It costs US$2,000.
Kim : what you think about the Brisbane Institute of English in Australia ? Thu: I think It’s very inconvenient to live with foreigners
Post-speaking:
- Get Ss to discuss about the topic “what place/ school are you going to learn English/ to improve your English?”
- Ss work in groups of three, practice persuading others to choose which school he/she prefers - Call Ss to say before class
Ex: Ss1: I think we should go to the ………School in Vietnam……… Ss2:……… V/ Homework:
- learn new words and the expressions used to persuade someone to something - prepare for Listen
(43)UNIT 4:
LESSON : Listen
I/ Objectives: Ss will be able to identify the correct information by listening to a dialogue about learning English
II/ Language content: Vocabulary about learning English III/ Teaching aids: textbook, cassette player.
IV/ Procedures: 1, Check up: Test 15’
I Choose the best answers to complete the sentences:
1, Would you like to go to the movie with me ……… Sunday evening ?
A, in B, on C, at D, for
2, I love animals , ……… I often go to the zoo
A, so B, because C, because of D, as
3, Some film stars ……… be difficult to work with
A, are said B, say to C, are said to D, are say to 4, I’m going to go to the USA……… October
A, of B, in C, on D, at
5, He is ill , ……… his parents are worried
A, then B, however C, since D, so 6, My mother usually gets up ………… 4.30
A, in B, on C, at D, to
7, He ……… me about it last night
A, told B, tells C, has told D, was told
8, Nam wishes he ……… to Ho Chi Minh City next week
A, can fly B, could fly C, flies D, fly 9, Grocery store is a place where people buy………
A, food & small things B, clothes C, animals D, A&C 10, There is a big old ……… at the entrance to the village
A, Christmas tree B, vegetables C, banyan tree D, building 11, We ……… that house two weeks ago
A, buy B, are buy C, bought D, bought
12, They walked…………half an hour to reach the waterfall
A, in B, after C, for D, up to
13, The word “corn” is the same meaning with ………
A, rice B, maize C, banana D, monkey
14, What did you yesterday ? I ………TV
(44)A, is spoken B, is spoke C, spoke D, is speak 16, “Feed” means …………
A, take a shower B, give food to eat C, bring things together D, lay out the food II
Rewrite the sentences , beginning with “I wish…”
17, I don’t have a computer I wish ……… 18, It rains today I wish ………
19, We can’t visit our parents I wish ……… 20, They come to class late I wish ………
III/ turn in to passive voice
21, Did you send her a present yesterday? 22, He will open the shop tomorrow
23, they make these artificial flowers of silk
24,the auther hasn’t written a special edition for children Key & marks (20ss/10ms)
I/ 1.B 2.A 3.C 4.B 5.D 6.C 7.A 8.B 9.A 10.C 11.D
12.C 13.B 14.C 15.A 16.B
II/ 17 I wish I had a computer. 18 I wish it didn’t rain today.
19 I wish we could visit our parents. 20 I wish they didn’t come to class late
2, Warmer: * Information transmitting:
- divide Ss into teams ,choose volunteers from each team - get Ss to stand in two lines
- show the first student of each line a sentence
- he /she whispers the sentence to the next person in his/her line ,the second whispers to the third and so on ,the last person shouts out the sentence
- If it is the same as the sentence T shows ,that team wins the match
*suggested sentence : - English is an interesting language and It’s useful. - I want to improve my listening, reading, and writing skills.
3, Pre-listening:
* Set the scene : Nga is talking to Kate about her studying English * True/ False Statements prediction:
- ask Ss to read the statements on page 35
- have Ss to work in pairs to predict which is True and which is False - get Ss’feedback
4, While –listening:
- get Ss to listen to the tape twice and check their prediction - Get Ss’feedback and Ss listen again to check the false statements
(45)* Tape transcript:
Host: Kate, can I introduce you to Nga? She is studying English here in London Kate: Hello, pleased to meet you
Nga: Pleased to meet you ,too Kate: Where are you from? Nga: I’m from Vietnam
Kate: Why are you studying English here? Nga: I need it for my job
Kate: Really? So, what you do?
Nga: I work for a bank, an international bank in Ha noi Kate: Oh, I see Did you learn English at school?
Nga: Yes, and at university, too But I’ve forget….forget… Kate: forgotten
Nga: Yes, of course I’ve forgotten a lot of it I want to improve my writing skill You know, sometimes I have to write letters in English
Kate: What about listening, Nga ?
Nga: It’s terrible This is my biggest problem, People talk very quickly and I can’t understand them Kate : Do you like studying English?
Nga: Oh, yes It’s an interesting language and it’s very useful, and I can talk to people from all over the world and I can understand the words of my favorite songs, too
Kate : Well, that’s very good Good luck to you, Nga 5, Post-listening: * Speaking:
- get Ss to work in pairs, ask and answer using their own information a Do you learn English at school?
b Do you like studying English?
c Which skills of English are you good at?
d Which skills of English you want to improve?
e Do you think that studying English is necessary? Why? V/ Homework:
- Prepare for “read”
- answer the questions of post –listening into your notebooks - exercise p 31/ workbook
*************************************************************
12ThWeek The date of pre : 05/11/2009 Period 24 The date of tea : 06/11/2009
(46)LESSON : READ
I/Objectives : By the end of the lesson, Ss will be able to get the information about the English classes from the advertisements
II/Language content : Vocabulary about English school III/Teaching aids : Textbook, flipchart, posters
IV/Procedures :
1/Check up : Ss ask and answer the questions about their studying English 2/Warmer :*Jumbled word: mentsetiverad = ADVERTISEMENT
- Explain to Ss the word “advertisement”
*Chatting: Have you ever read an advertisement? Where did you read it? What was it about ? - Lead in : You will read some advertisements about some language centers
3/Pre-reading : *Pre-teach :
-beginner beginner intermediate advanced -intermediate(adj) (use a chart to explain :
-advanced (adj)
-well-qualified (adj) (translation)
-tuition (n) (synonym = teaching )
-academy (n) (explain : a school for special purposes) -council(n) (translation)
*Check vocabulary : Rub out and Remember *Guiding questions :
1 Where is the Foreign Language Council ?
2 How are the teachers at the Academy of English? 4/While –reading :
- Ss read the advertisements and answer the guiding questions *Key : 1, It’s on the ground floor at 12 Nam trang street
2, They are well-qualified * Comprehension questions:
- put some questions on a flipchart-get Ss to run through them What languages does the Foreign Language Council teach? What is the phone number of the Academy of Language ? What is the address of the New English Institute ?
- Ss read the texts again and answer - Get Ss’feedback
*Key :
3, They teach English ,French, Chinese 4, It is at 108 Tran This street
(47)*
Fill in the form ( exercise a p 36 )
- Get Ss to work in pairs to the exercise a p 36 - Get Ss’feedback
* key :
School Class time Language level Time to start
Academy of
Language
Morning
,afternoon, evening
Advanced First week of Nov Foreign L Council Morning ,evening Beginner, Intermediate 3rd November New E Institute Afternoon, evening
,weekend
Beginner (today/everyday)
*exercise b p 36 :
- get Ss to read the note again ,then answer some Qs about Mr Lam a What language does Mr Lam want to learn? ( English class ) b What class time is he looking for? ( early evening )
c Which level does he need? ( intermediate level )
d When does he want to start? ( late October/ early November )
- Ss look at the advertisements and choose a suitable language school for him then compare with their partners
key: Foreign language Council (Ss give reasons of their choice) 5/Post-reading : * Survey :
Name Class time Language level Time to start School - Ss go around the classroom and ask one of their classmates to fill in the form * Questions: + What time can you go to your English class ?
+ Which level you want to choose ? when you want to start? + Which of these schools above you choose?
- Ss report their survey before class V/Homework :
- learn new words
- use your survey to write a note -prepare for write
13ThWeek The date of pre : 08/11/2009 Period 25 The date of tea : 09/11/2009
(48)LESSON : Write
I/ Objectives : By the end of the lesson ,Ss will be able to write a letter of inquiry to the institution requesting for more information about the courses and fees
II/ Language content : - format of an inquiring letter - Vocabulary about school of language
III/ Teaching aids : flipchart, textbook IV/ Procedures :
1, Check up : - ask Ss some questions about the advertisements in Read + How are the teachers at the Academy of English?
+ What languages does the Foreign Language Council teach? + What is the address of the New English Institute?
Ss write down some new words
2, Warmer :*Jumbled words: treelt = LETTER
* Chatting: Have you ever sent any letters to anyone? Who did you write to? What did you write for?
Lead in the new lesson : “A letter of inquiry” 3, Pre-writing :* Pre-teach:
- fee (n) (some money you have to pay for school every month) - detail (n) (small parts of a whole)
- look forward to (synonym = expect)
- express (v) (show a meaning ,idea or feeling ) - exactly (adv) (translation)
- edition (n) (translation) * Check vocabulary : What and Where *
Reading comprehension :
- get Ss to read the letter on page 37, Ss work in pairs to answer some questions about the letter a Where did Robinson see the school’s advertisement?
b What language does he want to learn?
c What aspect of Vietnamese does he want to improve? d What does Robinson want to know?
- Get Ss’feedback and give correction
* Key : a He saw it in today’s edition of Vietnamese news b He wants to learn Vietnamese
c He wants to learn to read and write Vietnamese
d He wants to know some details of the courses and fees * Matching :
- get Ss to read the outline (four parts of a letter)
(49)- ask Ss to divide the letter written by Robinson into parts and match each part with a suitable headline
- get Ss’feedback
* Key : a, Introduction : “I saw … Vietnamese News” b, Request : “I am… your school”
c, Further information : “I speak …….if necessary” d, Conclusion : “I look….from you”
4, While writing :
- have Ss read the three ads in read p 36 and choose one of the schools they want to attend to improve their English
- have Ss write a letter of inquiry to the institution requesting for more information about the courses and fees
-divide Ss into three groups ,each group writes a letter (on a flipchart) to a school in the three ads (the exercise Matching above will help Ss write their letters)
5, Post –writing :
- the groups put their letters on board - T and the whole class read and correct
V/ Homework :
- learn the outline of a letter of inquiry + new words - write a letter of your own into your notebook - prepare for the language focus 1,2,3
**********************************************************
13ThWeek The date of pre : 12/11/2009 Period 26 The date of tea : 13/11/2009
(50)LESSON : LANGUAGE FOCUS
I/ Objectives : By the end of the lesson, Ss will be able to know and use modal verbs with if sentences and report what they hear well
II/ Language content : - modal verbs with if - direct and indirect speech
- vocabulary about language learning III/ Teaching aids : textbook and flipchart IV/ Procedures :
1, Check up :
- 1S tells about the outline of an inquiring letter and writes some new words - check Ss’ writing assignment at home
2, Warmer : * Revision of modal verbs
- divide the class into teams, in mines Ss have to write down as many modal verbs as possible - which team has more correct words will win
- T draws out the form of the modal verbs * Note :
3, Activity 1 : Modal verbs with if * Presentation :
* Set the scene : What does the examiner say to Lan at the end of the oral exam? “if you want to attend the course, you must pass the written examination” - T presents the model sentence and explains to Ss the conditional sentence type - elicit the structure ,explain and get Ss to write down some notes
* Note : Conditional sentence (type1)
if clause : simple present tense main clause : will (modal verbs) + V-inf
+ we can use a modal verb in the main clause The modal verb gives more information about the outcome relating to ability , certainty , permission , obligation or necessity.
* Practice : (Language focus p 38)
- Ss work in pairs to complete the conditional sentences with the verbs in the box and the modals - public check
* key : c, you should exercise regularly d, he might miss the train
e, you ought to stay in bed f, you must your homework
(51)* Production : Complete the sentences
a If you get up late, you ………
b If they don’t catch the bus, they ……… c If she is here, she ………
- T tells Ss what to this exercise - Get Ss’ feedback
4/ Activity 2: Reported speech * Presentation :
* Set the scene : T asks: “What are you doing now, Hoa?” Hoa: “I am learning English now”
- T tells the whole class: “ Hoa said that she was learning then” - Explain to Ss about the reported speech with statements
- Elicit and draw out the structures, notice Ss about the changes of tenses and adds in the reported speech
* Note : Statements : S1 + said (that) + S2 + V2
- Ss work in pairs to fill in the gaps about the changes of verbs and the adds in reported speech (Language focus p 38)
- public check
Direct speech Indirect speech Direct speech Indirect speech Present simple Past simple This/these That/those Present
continuous Past continuous
Now/here/today Then /there/that
day
Future simple Would +V-info Tomorrow The following day Must/may/can Had to/might/could yesterday The previous day * Practice : (Language focus p 39)
- Have Ss write to the exercise, then Ss work in pairs to check - call some Ss to write on board
- T and the whole class check and correct
* KEY: a Uncle Hung said that birthday cake was delicious b Miss Nga said that she loved those roses
c Cousin Mai said she was having a wonderful time there d Mr Chi said he would go to Hue the following day e Mrs Hoa said she might have a new job
f Mr Quang said he had to leave then * Production: Correct the mistakes
a Nam said he will visit his parents tomorrow b Nga said she likes listening to music
(52)* key: a (will)would - (tomorrow)the following day b (likes)liked c (has)had – (now)the d (is)was
5/Activity 3: reported questions Presentation:
T sets the scene:-“ Do you like pop music?” Lan answers: “ yes, I like pop music”
Lan tells the whole class She asked me if I liked pop music
- T explains to Ss about the indirect speech with Qs (yes-no question and wh-question) *Note : Repoted speech with questions
+ Wh-question: S1+ asked + O + question word + S2 + V2 + Yes-No question: S1+ asked + O + If/ whether + S2 + V2 *practice:( language focus4 p39)
Ss work in pairs to exercise T ges feedback
Key:
a/ She asked me how old I was
b/She asked me If my school was near here c/She asked me what the name was of my school d/She asked me If I went to school by bicycle e/She asked me which grade I was in
f/ She asked me If I could use a computer g/She asked me why I wanted that job
h/She asked me when my school vacation started Production:
Ss work in group to ask and answer using reported questions Ex: Ss1: “ What’s your name?”
Ss2:She asked me what my name was T calls ss roleplay before class
V/ Homework :
- learn the structures of reported speech and conditional sentences with modals - exercises 1,2,3,4,5/workbook
- revise the structures and vocabulary of unit 3,4 - prepare for the second test 45 mins
(53)14th Week The date of preparing :16/ 11/2009 Period 27th The date of teaching: 17/11/2009
TEST
Allotted time : 45ms I Objectives:
Through the test, Ss will be able to consolidate their knowledge and teacher can check and appreciate Ss’ knowledge
II The test 45minutes ( Coppied paper) III Ma trận & Đáp án , biểu điểm
MA TRẬN
NỘI DUNG NHẬN BIẾT THÔNG HIỂU THẤPVẬN DỤNG VẬNCAO DỤNG TỔNG SOÁ
TN TL TN TL TN TL TN TL TN TL
Pronunciation
0,25
Reading
0,5
Writing
0,5 0,5
Language
0,25 CỘNG : SỐ CÂU
TỔNG SỐ ĐIỂM
ĐÁP ÁN, BIỂU ĐIỂM
(54)(55)Họ tên:……… KIỂM TRA TIẾT Lớp……… MÔN: ANH VĂN– LỚP
Điểm Lời phê giáo viên
I Choose the word that has a different pronuciation from the others of each group.(1ms)
1 a child b live c will d kitchen
2 a. hour b honey c hurry d how
3 a knife b kitchen c knock d know
4 a why b watch c work d write
II Choose the best answer to complete the following sentences (4ms)
1 I'm looking forward to from you soon
a hearing b to hear c.be hear d.hear
2 Our school year starts learning English September 5th,2002
a in b on c for d at
3 If he hard, he will pass the exam
a study b studied c studies d to study
4.“ Are you tired now ,Mary ?” He asked Mary
a if she was tired then b Is she tired then c if she was tired now 5.“What does your father ,Ba ?Lan asked:
a Lan asked Ba What did his father b Lan asked Ba his father does c Lan asked what his father did Lan asked me where I
a live b lived c am living d did lived
7 The teachers wish all students their homework
a can b could c will d shall
8 Mai got up late she couldn’t catch the first train
a because b however c so d but
III.Read the passage, then answer the questions (2,5ms)
(56)* Answer the questions
1 Where is Lan’s home village ?
Where did Lan and Mary stay ?
Did they have lunch and dinner in a restaurant ?
What did they during the day ?
Did they enjoy their holiday in Do Son ?
V Write a passage using the following sets of words and phrases (2,5ps)
1 Last weekend/ my class/have a picnic/ the Green Field Park
We / take/ some pictures of the whole class
Then we / play/ a lot of games on grassland
One of boys/ bring along/ his guitar
After a delicious meal / we/ sing /favorite songs and laugh
(57)14th Week The date of preparing :16/ 11/2009 Period 28th The date of teaching: 17/11/2009
Lesson : GETTING STARTED + LISTEN AND READ
I/ Objectives: By the end of the lesson, Ss will practice reading a text about some media for details and practice the gerund after some verbs
II/ Language content: vocabulary about media - gerunds after some verbs
III/ Teaching aids: Textbook, pictures, regalia, flipchart, cassette player. IV/ Procedures:
1 Warmer : * Jumbled word: UMDIME = MEDIUM
- T presents Ss the meaning of the word and the plural form of it - T asks : What are some kinds of media ? – elicits from Ss
- Get Ss to look at the pictures and the phrases in textbook - Ask Ss: + What is your favorite activity in free time?
+ How much time you spend on it ? - Get several ideas from Ss - lead in the lesson Presentation:
* Pre-teach :
- crier (n) (picture)
- channel (n) (ex: you select the programs on TV by choosing the right channel) - remote control (n) (explain: what you use to tune into your favorite program/regalia) - interactive (ad) (translation )
- to interact (v)
- benefit (n) (explain :something helpful ) - viewer (n) (a person who watches TV)
- program (n) ( VTV1 is an interesting program) * Check vocabulary : rub out and remember
* Present the text :
- T: “You will listen to a text about some popular media What are they?” - Ss close their books, listen and answer
- Ss open their books, listen again and read the text to check their answers * Key : newspapers; magazines; television
* Grids:(exercise a p 41)
- Get Ss to work in pairs to fill in the grid after telling them clearly what to - Public check
* key : 1-D 2-B 3-B 4-C 5-A 6-D * Comprehension questions : (exercise b p 42)
(58)- Get Ss’ feedback
* key : He was a person who went through the city streets ringing a bell and shouted the latest news
2 Kien Thuc Ngay Nay is one of the most popular magazines
3.People can get the latest information and enjoy interesting programs in an inexpensive and convenient way
* Model sentences :
T : What most Vietnamese people love reading ? S : They love reading newspapers and magazines T :How can viewers ask questions about the shows?
S : They can get questions about the shows by using their remote control - T presents and notices Ss about the gerunds in the above sentences - Public check
* Note : Gerunds after some verbs:
+ Gerund : V-in is used after some verbs or after the prepositions.
+ Verbs that are followed by gerunds : love, like, dislike, enjoy, hate, finish, stop. Practice: * word cue drill
- Ss work in pairs to ask and answer questions with the cues given - Get Ss’ feedback
a read/ detective stories b eat/ candy
c go/ movies d listen/ music
ex: S1: Do you like playing soccer? S2: Yes, I love it / Yes, I
No, I hate it / I don’t know I’ve never tried it Production : * Survey:
Name Favorite type of media How much time Why
Ha Television Two hours interesting
- Ss work in pairs to ask their partners about what they like and fill in the grid Ex: S1: What’s your favorite type of media, Ha? S2: Television
S1: Why? S2: interesting
S1: How much time you spend on it? S2: two hours
- Ss can report their survey like this “He likes watching TV because it is very interesting He often spends two hours on it.”
V/ Homework :
- learn new words + structure
(59)15th Week The date of preparing :24/ 11/2009 Period 29th The date of teaching: 25/11/2009
Lesson : SPEAK
I/ Objectives: By the end of the lesson, Ss will be able to talk to their friends about the programs that they like or dislike
II/ Language content:
- vocabulary about the TV programs III/ Teaching aids: Textbook, flipchart IV/ Procedures:
1 Check up:-1S reads the text, answers some questions and writes new words + What did the town criers do? What Vietnamese people love reading? -1S tells the verbs that followed by gerunds and gives an example
Warmer:* Information transmitting:
- Divide class into teams Choose volunteers from each team Get them to stand in lines Show the first S in each line a sentence
Ex:- you don’t like drinking coffee, you? – you eat a lot of candy, don’t you?
- The first S in each line whispers the sentence to the next person in his/her line…and so on The last S shouts out the sentence then writes it on board, if it is the same as the sentence T shows, that team wins the game
Pre-speaking: *Pre-teach: - Violent (ad) (translation) - Documentary (n) (regalia)
- Informative (ad) (a lot of information) - Drama (n) (synonym = play) * Check vocabulary: Rub out and remember * Presentation the dialogue:
- T presents the dialogue, get Ss to drill the dialogue after T - Call some pairs to say before the class
- Check Ss’understanding the dialogue: ask them some questions
a Does Trung like sports? why? (No,he doesn’t because some sports are so violent) b What does he like watching ? (documentaries)
c What does Lien think of documentaries? (She thinks they seem quite boring) d Why Lien and Trung like the news? (Because it’s very informative ) * Present Ss the tag questions :
T elicits the model sentences from the dialogue : -You like watching sports ,don’t you? -yes
-you don’ t like foreign films, you ? –No, I don’t
(60)* Note : Tag question
+Form : S + V ,+ auxiliary verb + S (personal pronoun) ? Positive statement Negative tag question
Negative statement Positive tag question
* Notice Ss the way to show their agreement and disagreement with some expressions “ I prefer…/ I love…./ I enjoy…./ I don’t like …/ I am the opposite.”
4 While speaking:
- T tells Ss to read the daily TV guide in textbook
- Ss work in pairs to talk about the TV programs they like or dislike, using the information in the box and the dialogue between Trung and Lien as a model
- Call some pairs to say before the class
5 Post –speaking:
- T takes notes about Ss’mistakes during the speaking time and correct after Ss finish speaking V/ Homework:
- Learn new words
- Rewrite the dialogue into your notebook - Prepare for Listen
**********************************************************
15th Week The date of preparing :26/ 11/2009 Period 30th The date of teaching: 27/11/2009
Lesson : LISTEN + CORRECTING THE SECOND TEST 45’
I/ Objectives : By the end of the lesson, Ss will be able to listen to the text about some media and complete the table
II/ Language content : vocabulary about some media III/ Teaching aids : textbook, flipchart, cassette player IV/ Procedures :
Check up : Ss roleplay the dialogue and write some new words Warmer : * Jumbled words
- oar = radio - aimed = media - tennis = internet - iieenvstt = television Pre-listening :* Pre-teach :
- appear (v) (translation) - telegraph (n) (translation )
- journalism (n) (explain: the job that journalists do) - newsreel (n) (explain: films about the news)
(61)- commercially (adv ) (translation) - viable (ad) (translation) * Check vocabulary :what and where
* Set the scene: Chau is doing an assignment about the history of media, she wants to ask her father some information to the assignment
* Prediction:
- Have Ss work in pairs to guess and fill in the table (p 43) before listening - T checks several ideas of Ss
While-listening:
- Ss listen twice and check their prediction - Public check
* Answer key :
a The late 19th century b Radio and newsreel
c In the 1950s d The internet
* Tape script:
Chau: Dad, I’m doing an assignment Can you help me with the information? Chau’s father: What is the assignment about?
Chau: It’s about the important dates of the media Where and when did the first printed newspaper appear, Dad?
Chau’s father: It first appeared in the 7th or 8th century AD, in China. Chau: And when was the telegraph invented?
Chau’s father: Perhaps it was in the late 19th century Do you know what two new forms of news media appeared in the early 20th century?
Chau: Radio and newsreels?
Chau’s father: Excellent! And when did television become commercially viable, can you guess? Chau: In the 1940s?
Chau’s father: No It was in the 1950s
Chau: When did the internet become a major force in journalism? Chau’s father: In the mid and late 1990s
Chau: Thank you, Dad Now I can answer all the questions for my assignment Post –listening :
- T asks Ss some questions about the dialogue between Chau and her father to check their understanding
a What is the assignment about? (It is about the important dates of the media)
b Where and when did the first printed newspaper appear? (in 7th and 8th century AD, in China) c When was the telegraph invented? (in the late 19th century)
d When did the Radio and newsreels appear? (in the early 20th century) e When did TV become popular ? ( in the 1950s )
(62)V/ Homework : - Learn new words - Prepare for Read
***************************************************
16th Week The date of preparing :01/12/2009 Period 31th The date of teaching: 02/ 12 / 2009 UNIT : THE MEDIA
Lesson : READ
I Objectives: By the end of the lesson, Ss will be able to get some knowledge about the internet by practicing reading comprehension
II Language content: Vocabulary about the internet III Teaching aids: Textbook, flipchart ,picture IV Procedures:
Check up: check Ss’vocabulary
Warmer: * hangman I N T E R N E T ( letters ) *Brainstorm: What people use the internet for?
entertainment
communication education
commerce T leads in the new lesson Pre-reading: * Pre-teach :
- get access to (v) (translation )
- wander (v) (explain: go without any purposes) - limitation (n) (translation )
- spam (n) = electronic junk mail (very bad e-mail )
- forum (n) (explain : the place where people can say things on the internet) - deny (v) (translation )
- surf (v) (picture)
- alert (ad ) ( synonym : be attentive / aware )
* Check vocabulary : Matching (Vietnamese and English words)
* Set the scene: There is a forum on the internet, the question for discussion is: “ Do you find the internet useful? What you use the internet for?” You will read the responses
(63)*
True-false prediction:
a Internet is a wonderful invention of modern life
b The internet is available not only in cities but also in the countryside c People use the internet for two purposes : education and entertainment d Bad program is one of the limitations of the internet
e You should be alert when using the internet - Ask Ss to close their books
- T puts the statements on a flipchart, get Ss to read through them and then predict if they are true or false – Ss work in pairs to
- Public check
While –reading:* Checking the true-false prediction : - Ss read the text on page 43,44 and check
- Ss work in pairs to check - Get Ss’feedback
key: at b F c F dot eat * Matching:
- Ss work in pairs to match the words in English with their meaning in Vietnamese A B
a Increase ……… 1.Khám phas b explore ……… 2.tăng lean c risk ………… 3.maát thou gian
d time- consuming ………… 4.sự rủi ro mạo Hiram Key: a-2 b-1 c-4 d-3
* Comprehension questions:(1, 2, p 44) - Ss read through the questions in textbook - Ss work in pairs, read the text and answer - Public check
* Key: She uses the internet to get information and to communicate with friends and relatives Because she lives in the countryside where the internet is not available
3 People use the internet for education, communication, entertainment and commerce Post-reading: * Making a list :
- Divide the class into groups
- Ask Ss to make a list about benefits and disadvantages of the internet, according to the three responses
- Ss write on a flipchart in mines - Public check
*
Discussion :
- T and the whole class
(64)- T asks several Ss to get their ideas * Write it up:
- Ss write short passage to show their own ideas with the forum(Ss can at home) V Homework:
- learn new words - the writing exercise - prepare for Write
********************************************************
16th Week The date of preparing :03/ 12/2009 Period 32th The date of teaching: 04/12 / 2009 UNIT : THE MEDIA
Lesson : WRITE
I/ Objectives: By the end of the lesson, Ss will be able to write a passage about the benefits of the Internet
II/ Language content: - Internet vocabulary III/ Teaching aids: Textbook, flipchart IV/ Procedures:
Check up: Ss read the passages in Read and answer some questions and write the new words Warmer: *Brainstorm
education
Pre-writing: * Reading and discussion
- Have Ss read the text (Read p 43,44) again and show out how does Hanson ,Honcho, Sandra respond to the forum
- Have Ss discuss the benefits of the Internet ,using the cues P 44 * Possible answers:
+ The Internet as a source of information: news, weather forecast, articles, city maps, the prices of things, shopping,…
+ The Internet as a source of entertainment: music, movies, games, novels…
+ The Internet as a means of education: on line schools, on line lessons, self-study, learning languages…
+ A fast and convenient way to get information
+ Communicate with other people: friends, relatives, new friends… by using email, chatting, web cam
+ Order tickets, goods, trips, hotels or check the airplane schedules… Benefit of
(65)+ Sell and buy things (on line supermarket ) + Advertisements
4 While –writing:
- T divides the class into groups
- Get Ss to use the ideas they have just discussed to write a passage about the benefits of the Internet
- Ss work in groups, each groups write on a flipchart about one of the benefits of the Internet - T monitors and helps Ss with the words they need
- After about 10 minutes , T collects the flipchart and puts on board 5 Post –writing:
- T and the whole class read the writing of each group and correct - Ss copy down the one they like best onto their notebook
* Suggested ideas:
The Internet has increasingly developed and become part of our everyday life Nobody can deny the benefits of the Internet in our life
Firstly, the Internet is a source of information It is a fast and convenient way to get information such as: news, weather forecast, articles, city maps, the prices of things, shopping,… Secondly, the Internet is a source of entertainment You can listen to music, see the movies, play games, read novels…
Thirdly, the Internet is a means of education You can learn English through many interesting programs You can look up a dictionary or take a learning course on the Internet…
Therefore, the Internet is a wonderful invention of modern life It makes our world a small village
V/ Homework:
- Write the passage again at home, you can write about anything you like about the internet - Prepare Language Focus
(66)17th Week The date of preparing :08/ 12/2009 Period 33th The date of teaching: 09/12 / 2009 UNIT : THE MEDIA
Lesson : LANGUAGE FOCUS
I/ Objective s: By the end of the lesson, Ss will be able to know and use the gerunds after some verbs and the tag questions well by further practicing on these structure
II/ Language content:- Vocabulary: publish, cable TV, quiz. - Gerunds after some verbs
- Tag questions
III/ Teaching aids: Textbook, flipchart. IV/ Procedures:
1, Check up: Check some of Ss’writing exercise at home 2, Warmer: * Guessing game
- Get Ss to think about the activities in their free time and write one on a piece of paper
- Get Ss to ask yes/ no questions to guess their friends’ favorite activity (Ss only ask questions) ex: Do you like watching TV?
- Call the S who has the correct guess to the front of the class and the game continues 3, Activity 1: Tag questions
* Presentation: pre –teach :
- publish (v) (translation) - cable TV (n) (elicit)
- quiz (n) (example and elicit) + Check : Rub out and Remember
+ Set the scene: Remember the Speak: “What does Lien say Trung and what does Trung reply?”
Model : You like watching sports, don’t you? –Yes, I You don’t like foreign films, you? – No, I don’t - T explains to Ss about the tag question and elicits the structures
Note : Tag questions
+ negative : S + V , auxiliary verb +not + S (personal pronoun) ? + positive : S + V (not ), auxiliary verb + S (personal pronoun)?
- A tag question has the same auxiliary as in the main clause, if there is no auxiliary ,use do/does/did.
- Negative forms are usually contracted (not)
+ Intonation: if we are asking a real question, use a rising tone; if we are sure about the answer, use a falling tone.
* Practice: Complete the dialogue (L Focus P 45)
- Tell Ss what to – Ss work in pairs to complete the dialogue with tag questions - Get Ss’ feedback
(67)Key: b didn’t he c wasn’t it d you e aren’t we * Production: (Language Focus p 45)
- Get Ss to look at the table on page 45, Ss ask and answer questions about TV programs these people like or dislike, using tag questions
- T gives Ss some examples to show Ss what to - Ss work in pairs to – Get Ss’feedback
4, Activity 2: * presentation
+ Set the sense: Remember the “listen and read” What most Vietnamese people love reading? Model: They love reading newspapers and magazines
- T explains to Ss about gerunds after some verbs
Note: These verbs are often followed by gerunds: like, dislike, love, enjoy, hate, finish, stop.
* Practice: Word cue drill
a I/ like/ watch TV (I like watching TV)
b They/ enjoy/ listen to music? (Do they enjoy listening to music?) c She/ hate/ drink/ wine (She hates drinking wine.)
d He/ start/ learn English/ three years ago.(He started learning English three years ago) - T tells Ss what to do, Ss use the cues given to make the sentences
- Public check
* word cue drill(Language focus 3)
- Ss work in pairs to ask and answer questions with the cues given - Get Ss’ feedback
a read/ detective stories b eat/ candy
c go/ movies d listen/ music
ex: S1: Do you like playing soccer? S2: Yes, I love it / Yes, I
No, I hate it / I don’t know I’ve never tried it * Production: (language focus p 46)
+ Writing (substitution box)
- Have Ss write true sentences about their family members, relatives, friends and themselves - Ss use the words in the box as the cues
- Ss write on board or say the sentences aloud before the class - T and the whole class check and correct
V/ Homework:
- Learn the form of the tag questions by heart
- Write sentences about you and your friends using gerunds
(68)REVISION
I/ Objectives: To revise Ss some main structures and vocabulary they’ve learnt during the first term
II/ Language content:
- reported speech - wish sentence - tag questions - passive voice III/ Teaching aids: flipchart ,paper sheets IV/ Procedures:
1, Warmer: * Matching
T divides Ss into two teams, Team will make true sentences, Team will make wish sentences, T collects all and put them into boxes, each team will pick out sentence at a time and read them aloud, which pair of sentences has the most suitable sentence will win
2, Make sentences based on the cues given: a students/ said/ they/ not happy/ hear/ news
(The students said they were not happy to hear the news.) b the teacher/ said/ students/ had/ follow/ school plan
(The teacher said that students had to follow the school plan)
c They/ had/ work/ hard/ during/ Christmas (They had work hard during the Christmas) d She/ said/ she not/ ready/ examination
(She said she was not ready for the examination)
e Other students/ said/ they/ happier/ if/ teacher/ delay/exam
(Other students said they would be happier if the teacher delayed the exam) f The teacher/ said/ time/ not/ changed
(The teacher said the time would not be changed)
g all students /made/sad/news (All the students were made sad by the news) h one of the students/ told/ teacher/ it/ Christmas/ following week
(One of the students told the teacher that it would be Christmas the following week.) 3, Rewrite the following sentences ,beginning with the given words:
a You must learn these verbs by heart - These verbs……… b Jimmy has helped you a lot ,………? ( add tag question)
(69)b Jimmy has helped you a lot, hasn’t he ? c She wishes she got good marks.
d They asked me where my brother had to stay.
e She said that she would visit her parents the following summer. f He didn’t like her so he didn’t write to her.
g Mary wishes she could sing well.
h They have cancelled the match because of the bad weather. I I was made to wash the clothes by my mother.
4, Supply the correct tense form of the verbs in brackets : a The Pikes (move) have moved to London since 2002
b The students (play) are playing badminton at the moment c Mai’s sister (buy) bought some new story books yesterday d The children usually (visit) visit each other quite well for years e The phone (ring) rang at midnight last Sunday
f The Brown (travel) have traveled to Asia many times
g Phuong (make) will make a book report for this group next week h That film (show) was shown on television last month
I People (speak) speak English in India a long time ago
j They (practice) were practicing their music lesson at o’clock last night k This book (just publish) has just published by Kim Dong publisher l The kids (sleep) were sleeping when the bell rang
V/ Home work:
- Revise the structure and vocabulary from unit to unit to prepare for the first term test *************************************************
(70)REVISION
I/ Aims: To revise Ss some main structures and vocabulary they’ve learnt during the first term
II/ Language content:
- reported speech - wish sentence
- passive voice
III/ Teaching aids: flipchart ,paper sheets IV/ Procedures:
1, Warmer: * Matching
A B
a The play was boring, b so she went to bed early b Liz was tired after the trip, a so we went home
c The bus was late, e so Pike wanted to go there again d They didn’t like the food, c so we got home after midnight e The place was beautiful, d so they walked out of the restaurant
2, Write sentences with “wish”
a Mai doesn’t know a lot of students in her class She wishes she knew a lot of students in her class.
b They don’t have the key to open the lab They wish they had the key to open the lab. c We live in the city but we don’t like it We wish we didn’t live in the city.
d I would like to go to Hong’s birthday party but I can’t I wish I could go to Hong’s birthday party.
e LAN has to stay in bed because she is sick
She wishes she didn’t have to stay in bed/ she wasn’t sick. f You don’t have a new computer I wish I had a new computer. g Nam can’t play soccer in the school team
He wishes he could play soccer in the school team
h Mina doesn’t remember Hoe’s number He wishes he remembered Hoe’s number. 3, Rewrite the following sentences ,beginning with the given words:
a They produce champagne in France Champagne is produced in France.
b People don’t use this dictionary very often This dictionary isn’t used very often. c They have found oil in the Antarctic Oil has been found in the Antarctic.
d Someone gave Mary this present an hour ago Mary was given this present an hour ago
e They will probably translate her new book into a number of foreign languages Her new book will probably be translated into a number of foreign languages. f Has someone repaired this telephone? Has this telephone been repaired?
(71)a Where are you from? Mrs Smith asked me where I was from b Is there a phone? I asked her if there was a phone.
c I live here with my parents Nam said he lived there with his parents. d Do you have many friends? She asked me whether I had many friends. e How far is it to the school? Mina asked LAN how far it was to the school f I must come to the meeting tomorrow
Mr Bad said he had to come to the meeting the following day. V/ Home work:
- Revise the structure and vocabulary from unit to unit to prepare for the first term test ****************************************************
(72)UNIT :
LESSON : GETTING STARTED + LISTEN AND READ
I/ Objectives: By the end of the lesson, Ss will know more about the environment problems and the solutions and use the structure of the conditional sentence type
II/ Language content: - vocabulary around the topic the environment. - conditional sentence type
III/ Teaching aids: Pictures, textbook, flipchart. IV/ Procedures:
1.Warmer: * Jumbled words: MENTENRONVI = ENVIRONMENT * Brainstorm: - Ask Ss to think of the environmental problems in their city
- Elicit some ideas from Ss, then teach them some new words
Dirty street garbage Air pollution 2.Presentation: * Pre-teach:
- deforestation (n) (picture) - garbage dump (n) (picture) - dynamite fishing (n) (picture) - spraying pesticides (n) (picture) - spoil (v) (translation) - achieve (v) (translation)
- conservationist (n) (explain: a person who protects the environment) - disappointed (ad ) (synonym = upset)
* Check vocabulary : What and where * Matching: (Getting Started)
- Ask Ss to look at the six pictures on page 47 and work in groups to match the words in the box with the correct pictures
Key: a air pollution b spraying pesticides c garbage dump d water pollution e deforestation f dynamite fishing
* Set the scene: Mr Brown is talking to some volunteer conservationists They are going to clean the beach
* Matching: (exercise a p 48)
- Ask Ss to read the text and match the names in column A with the tasks in column B - Ss work in pairs to check
- Public check
(73)Key: 1, f 2, e 3, b 4, a 5, c 6, d * Comprehension questions: (exercise b p 48)
- Get Ss to read through the questions, work in pairs to answer - Get Ss’ feedback
- Give the correct answers
Key: Mr Brown is the speaker
2 The volunteer conservationists are the listeners They are on the beach
4 They are going to clean the beach
5 If they work hard today, they will make this beach a clean and beautiful place again 6&7 (Shown answers)
* Elicit the model sentences:
- T elicits the model sentence by repeating the question What will they achieve if they work hard today ?
If they work hard today, they will make the beach clean.
- Ask Ss: “How many clauses are there? Which tense is used in each clause?” - Explain to Ss about the conditional sentence type
* Note: Conditional sentence type (real condition - possibly true) If clause: simple present tense
Main clause: simple future tense
+ We use this structure to express an action or situation which usually occurs, or will occur if the circumstances in the main clause are met.
3, Practice: * Matching:
*Ss work in pairs to match each half sentence in column A with a suitable one in - Public check
A B
1 If I drink coffee at night, a he may lose weight
2 If you see her, b I don’t know what he will do. 3 If people use public transport, c there will be less pollution. 4 If they don’t give him the job, d will you give her flowers? 5 If Henry does exercise regularly, e I can’t sleep
Key: 1.e 2.d 3.c 4.b 5.a Production: * Complete the sentences
- T tells Ss clearly how to the exercise by giving an example Ex: a, If the rice paddies are polluted,……… (rice plants/ die) If the rice paddies are polluted, the rice plants will die. - Call some Ss to write on the board
- T and the whole class check and correct
a/ If the earth gets warmer, the sea will get warmer…(sea/get warmer) b/If it rains this evening ,I won’t go out.(I/not/go out)
(74)d/If you(not work hard) don’t work hard ,you won’t pass your test V/ Homework:
- learn new words and the structure - exercises 9,10 /workbook
**********************************************
19th Week The date of preparing :31/ 12/2009 Period 38th The date of teaching: 02/01 / 2010
UNIT 6 :
LESSON 2: SPEAK
I/ Objectives: By the end of the lesson ,Ss will be able to persuade their friends to protect the environment
II/ Language content: Vocabulary about the environment III/ Teaching aids: textbook, pictures, flipchart
IV/ Procedures:
Check up:- S reads the text, answers some questions and writes new words - S tells about the conditional sentence type 1, makes a sentence, using the structure 2.Warmer: * Jumbled words: LUPOTILON = POLLUTION
- Ask Ss to tell some things can be polluted they see in their life - Lead in the lesson
Pre-speaking: * Pre-teach new words: - Prevent (v) (translation)
- Reduce (v) (ex: Last month, they sell4000, now they sell 2000, what happens?) - Wrap (v) (mime)
- Leaf –Leaves (n) (regalia) - Dissolve (v) (translation ) - Traffic Jam (n) (picture)
- Energy (n) (ex: coal, oil, water, electricity …are some kinds of energy) - Questionnaire (n) (regalia)
- Exhaust fume (translation)
* Check vocabulary: Rub out and remember * Matching: (exercise a-p 49)
- Ss work individually and then in pairs to check
- Ask Ss to complete the expressions in column A by using one of the lines in column B - Public check
- Elicit the structure of sentences to persuade someone to something Note: Sentences Of Persuasion
(75)+ Won’t you ………?
+ It would be better if you………
+ Can I persuade you to …………
+ Why don’t you ……… ?
+ Why not ……….?
+ What/ How about + V-in ?
4.While –speaking:
- Each student calls out one of their sentences until all sentences are finished (Ss use the expressions and the ideas in a-p 49)
Ex: S1: I think you should use banana leaves to wrap food S2: Won’t you reuse and recycle bottles and cans ?
S3: It would be better if you don’t throw trash onto the water S4:………
- Ss work in groups to say the sentences * Questionnaire:
- Get Ss to work in pairs to answer the questions in questionnaire (Ss can use the table in “a” as the cue)
- Get Ss’ feedback – T corrects and writes some answers on board - Ask Ss to practice asking and answering before the class
Ex: S 1: How can we save paper ?
S2: I think we should recycle used paper 5, Post-speaking: * Discussion
- Divide Ss into groups, each group has a secretary, ask Ss to discuss the question “ What can we to protect the environment ?”
- Ss work in groups, give out their opinions, the secretary writes down on the flipchart - After mines, Ss put their posters on board, T and the whole class correct
- Each group has a representative to present their opinions V/ Homework:
- Learn new words + sentences of persuasion - Write to answer the discussion question
****************************************************
(76)UNIT 6 :
LESSON 3: LISTEN
I/ Aim: Ss will be able to practice listening for details to complete the notes about the reasons why the ocean is polluted
II/ Language content: - vocabulary about water pollution III/ Teaching aids: textbook, paper sheets, cassette player IV/ Procedures:
1, Check up: T raises the question: “What can we to protect our environment?” -1S makes sentences of persuasion, writes some new words
2, Warmer: * Hangman: O C E A N (5)
* Brainstorm: Ask Ss: What are some problems of the ocean today? oil spills
ship’s waste dynamite fishing
- Elicit some ideas from Ss and then teach them some new words 3, Pre-listening: * Pre-teach :
- extremely (adv) (synonym = very) - raw sewage (translation)
- pump (v) (explain: we take water from the well, we pump water) - be guilty of (translation)
- oil spill (n) (translation)
- vessel (n) (synonym = a big ship) - marine life (n) (explain : the life at the sea) - deliberate (ad) (translation)
* Check vocabulary: Rub out and remember * True/ False prediction:
a The oceans are getting dirty now
b Most of the oceans’ pollution comes from the marine life
c Only developed countries pump raw sewage directly into the sea d Oil leaking from ships pollutes the water and kills fish
- Get Ss to read the statements and guess if they are true or false - Get Ss’feedback
4, While listening:* Listen and check:
- Ss listen to the tape twice and check their prediction. - Public check
Key: a T b F c F d T
* Multiple choice:
- T puts the exercise on the board, Ss run through the sentences. Ocean
(77)- Ss listen and choose the correct answer(twice) - Public check
Listen and choose the best answer for each sentence:
a Most of the oceans’ pollution comes from ……… A people B factories C countries
b Ships drop about ……….tons of garbage into the sea each year A eight millions B sixty million C six million
c A ship has ………and oil leaks from the vessel
A fish B an accident C waste material d There are waste ……… from factories
A things B paper C materials e Oil is washed from land
A dynamite B sewage C oil Key: a A b C c B d C e C * Gap-filling: (exercise p 50)
- Let Ss listen to the report on how our oceans are polluted then complete the notes - Ss work in pairs to check
- Public check
Key: - Secondly: Garbage is…… - Thirdly: …… come from ships
- Next: There are waste materials from factories - Finally: Oil is washed from land
* Tape script: Our oceans are becoming extremely polluted Most of this pollution comes from the land, which means it comes from people First, there is raw sewage, which is pumped directly into sea Many countries, both developed and developing, are guilty of doing this Secondly, ships drop about million tons of garbage into the sea each year Thirdly, there are oil spills from ships A ship has an accident and oil leaks from the vessel This not only pollutes the water, but it also kills marine life Next, there are waste materials from factories Without proper regulations, factory owners let the waste run directly into the rivers, which then leads to the sea And finally, oil is washed from land This can be the result of carelessness or a deliberate dumping of waste
5, Post-listening: * Discussion:
- T raises the question : “What can we to protect the oceans?”
- Elicit the ideas from Ss (Ss can use the information from the listen to answer) V/ Homework:
- Write a short passage about what people should to protect the ocean from the pollution - Learn new words
- Prepare for Read
(78)UNIT 6 :
LESSON 4: READ
I/ Aims: Ss practice reading a poem about the environment pollution By the end of the lesson, Ss will be able to understand the poem and know what to with the environment
II/ Language content: -vocabulary about the environment III/ Teaching aids: textbook, posters, pictures
IV/ Procedures:
1, Check up: 1S answers the question “What should we to protect the oceans?” ,writes some new words
2, Warmer: * Hangman: P O E T R Y (6 letters) * Chatting: - Do you like poetry ?
- Do you think it’s easy to understand a poem?
- Have you ever read an English poem? Do you understand it? Do you like it? T leads in the lesson
3, Pre-reading: * Pre-teach:
- junk-yard (n) (the place where people store waste) - treasure (n) (translation)
- hedge (n) (visual) - nonsense (n) (translation)
- foam (n) (synonym = bubble) - folk (n) (synonym = people) - precious (ad) (synonym = valuable) - end up (v) (translation)
* Check vocabulary : Rub out and Remember * Guiding questions:
- Set the scene: Two people are going on a picnic, they’re talking about the pollution - Give Ss the questions
a Who are the people in the poem? b Where are they?
4, While –reading:
- Ss read the poem and answer - get Ss’feedback
* Key: a The mother and her son b They are in the park (woods) * Matching: (exercise a p 51)
- Have Ss practice guessing the meaning of the words by matching the words in A with their meaning in B
- Ss work in pairs to match - Get feedback
(79)* Comprehension questions: (exercise b p 51) - Get Ss to read through the questions (1 – 5) - Ss read the poem again and answer
- Ss work in pairs to check - Public check
Key: 1, If the pollution goes on, the world will end up like a second hand junk yard 2, The mother thinks other folk pollute the environment but not her
3, She will take him home right away
4, No Because he is right, if he throws the bottle, that will pollute the woods
5, He wants us to learn that everyone is responsible for keeping the environment clean 5, Post-reading: * Discussion
- Divide Ss into groups
- Have Ss discuss the question “What could you in your school to minimize the pollution?” - Ss work in groups, say and have a secretary write their ideas on a flipchart
- After mines, Ss put their flipchart on the board, representative of each group will present their group’s ideas
- T correct some grammar and spell mistakes of Ss V/ Homework:
- Write things you could to protect th - Prepare Write
****************************************************8
21th Week The date of preparing :10/01/2010 Period 41th The date of teaching: 11/01 / 2010 UNIT 6 :
LESSON 5: WRITE
I/ Aims: To get Ss to practice writing a letter of complaint By the end of the lesson, Ss will be able to write a letter of complaint
II/ Language content: the form of a letter of complaint III/ Teaching aids: textbook, flipchart, pictures
IV/ Procedures:
1, Check up: 1S reads the poem, answers some questions and writes new words 2, Warmer: * Brainstorm: What are the environmental problems in your country? Spraying pesticides dynamite fishing
Air pollution exhaust fume Garbage dump
3, Pre-writing: * Pre-teach
- complain (v) complaint (n) (translation)
(80)- complication (n) (translation) - resolution (n) (translation) - float (v) (picture) - prohibit (v) (picture) - refreshment (n) (translation) - fine (v)
- toad (n)
- frog (n) (picture) - electric shock waves (n) (translation) * Check vocabulary: Slap the board * Ordering: (exercise a p 52)
Set the scene: Mr Nat wrote a letter to the director of L & P company in HCM City The five sections of the letter are not in the right order Label each section with the appropriate letter: S, C, R, A or P
- Get Ss to read them through to understand
- Ss work in pairs to put the sections into correct order - Get Ss’ feedback
Key: - S “I’m writing…….to the north” C “When the trucks……… smell and flies” - R “I would suggest……… before living” - A “I look forward………… your company” - P “Yours faithfully”
- Get Ss to take some notes
* Note: Form of a complaint letter
- Situation: states the reason for writing - Complication: mention the problem. - Resolution: makes a suggestion. - Action: talks about future action. - Politeness: ends the letter politely 4, While- writing:
- Let Ss read the production b p 53
- Ask Ss some questions to make sure Ss know what they have to write Questions : What people in the lake behind your house these days? (They begin to catch fish)
2 What makes you worried? (They use electricity to catch fish)
3 To whom you write the letter? (The head of the local authorities)
4 What suggestion you want to make? (We suggest the local authorities should prohibit and fine heavily anyone catching fish in this way)
(81)- Ss write the letter individually
- T goes around the class and helps Ss 5, Post-writing:
- Call some Ss to write their letters on board - T and the whole class check and correct
- T writes some common mistakes on board and corrects them with the whole class V/ Homework:
- Write the letter again
- Learn new words and the format of a complaint letter - Prepare language focus
*************************************************
21th Week The date of preparing :14/01/2010 Period 42th The date of teaching: 15/01 / 2010 UNIT 6 :
LESSON 6: LANGUAGE FOCUS
I/ Aims: By the end of the lesson, Ss will be able to know and use adjectives and adverbs to make sentences with ad + that clause, how to make sentences with because/since/as and revise the conditional type I
II/ Language content: These structures above III/ Teaching aids: textbook, flipchart
IV/ Procedures:
1, Check up: check several writing papers of Ss 2, Warmer: * Matching: Ad And Adv
extreme happy sad good fast slow extremely happily sadly well fast slowly 3, Activity 1: Adjectives and Adverbs
a Presentation: New words:
- sigh (v) (mime) - amazed (ad) (translation) * Revision of the ad and adv:
- T revises the ad and adv and their position in sentences Note: Ad – ly adv of manner
- an ad can come before a noun and after the verbs be, look - an adv go after the direct object of after the verb
b Practice: Ask Ss to use the adv provided in the matching game to complete the sentences in L Focus p 53
- Let Ss work in pairs
- Public check key: b slowly c sadly d happily e well c.production:: Choose the correct word to complete the sentences:
(82)2.Do you usually feel (nervous/nervously)……… before examination 3.He had an accident because he drove too (fast/ fastly)……… 4.Her English is quite (fluent/ fluently)………
5.She fell and hurt herself (bad/ badly)……… 6.You look (terrible / terribly)……… ! Are you all right?
4, Activity 2: Adjective + That clause
a Presentation: *Set the scene: Bad: I got mark on my test
Father: That’s wonderful I’m pleased that you are working hard - elicit the form: S + be + ad + that + clause.
b. Practice: Ask Ss to the exercise in Language Focus p 55 - Let Ss work in pairs to complete the dialogue
- get Ss’feedback
Key: b I’m excited that I will go to Delta c I’m sorry that I broke the bicycle
d I’m disappointed that you did not phone me about it e I’m amazed that I could win the first prize
c.production: Ask Ss to make sentence of their own, using the structure 5, Activity 3: The adverbial clause of reason
a. Presentation: Give two sentences and ask Ss to combine them into one: ex: Bad stayed up late watching TV, so he is tired
- Ask Ss: Why is Bad tired? He is tired because he stayed up late watching TV - Revise Ss the adv clause of reason with Because /As /Since
b Practice: Have Ss the Language Focus p 54,55
- Ss work in pairs to join the sentences using “because, since, as” - Call Ss to read aloud their sentences
Key: b I have a broken leg because/ since/ as I fell over while I was playing c I’m going to be late for school because/ since/ as the bus is late
d I broke the cup because/ since/ as I was careless e I want to go home because/ since/ as I feel sick f I’m hungry because/ since/ as I haven’t eaten all day 6, Activity 4: Conditional sentence type
a Presentation: T elicits the model sentence from the 2.Listen And Read: “What will they achieve if they work hard?”
“If they work hard, they will make the beach a clean and beautiful place again.” - explain to Ss about the conditional sentence type – elicit the structure
* Note: Conditional sentence type 1 (real condition _possibly true) If clause: simple present tense
Main clause: simple future tense
b. Practice:- Ask Ss to match the half sentences in Language Focus p 56 - Public check
(83)* Complete the sentences (L.Focus p 56)
- T tells Ss clearly how to the exercise by giving an example Ex: a, If the rice paddies are polluted,……… (rice plants/ die) If the rice paddies are polluted, the rice plants will die. - Call some Ss to write on the board
- T and the whole class check and correct
*key: b ……, the environment will become seriously polluted c ………, we will have more shade and fresh air
d ………., the vegetables will become poisonous and inedible e ……… , we will live a happier and healthier life
V/ Homework:
- Learn new words + structures
- Do exercises 1,3,4,5 p 41,42,43/ workbook
- Prepare Unit 7: Listen And Read ********************************************************
22th Week The date of preparing :19/01/2010 Period 43th The date of teaching: 20/01 / 2010
UNIT 7: LESSON 1: GETTING STARTED + LISTEN & READ
I/ Aims: By the end of the lesson, Ss will be able to understand the dialogue about the way to save energy and use the structure for making suggestions
II/ Language content: New words around the topic - Grammar: making suggestion
III/ Teaching aids: textbook, posters, cassette player, regalia. IV/ Procedures:
1, Check up:1S retells about the form of adverb and the position of adverb, adjective Complete the sentence: My father works……… He is a……….worker.(careful/ carefully)
2, Warmer: * Jumbled word: y g r e n e = ENERGY + What are some kinds of energy you know?
* Chatting: T and the whole class
- Have Ss look at the picture (p 57) and ask some questions:
+ Is the light on? Who is watching TV? Who is listening to music? Must we pay for water and electricity we use? Does the family waste the energy? What should they to save the energy?
- Ss answer and T leads in the lesson: How to save energy 3, Presentation: * Pre-teach:
- water bill (n) (regalia) - pipe (n) (regalia)
- enormous (ad) (synonym = very big)
(84)- plumber (n) (explain: the person who repairs the water pipes) - crack (n) (regalia)
- turn off (v) (mime)
* Check vocabulary : Rub out and Remember * Presentation the text:
T: Mrs Ha is talking to Mrs Mi about her family using of water - Ss listen to the tape and read the text in textbook
- Ss work in pairs to play the roles of the dialogue - Some pairs say before the class
* True-false statement: (exercise b p 58)
- Get Ss to read through the statements to understand - Ss the exercise then work in pairs to check
- Get Ss’feedback Key: T T F F T * Comprehension questions:
- Have Ss work in pairs to find out the answers to these questions a Why is Mrs Ha worried? (Because her water bill is enormous)
b How much money does Mrs Ha pay for her water bill? (200,000 dong)
c What does Mrs Mi advise Mrs Ha to do? (She advises Mrs Ha to get a plumber to check the water pipes, take showers instead of baths and turn off the faucets after use)
d How much water can be wasted a month by a dripping faucet? (500 liters of water) * Elicit the model sentence:
- Elicit the model sentence by asking Ss: what does Mrs Mi suggest Mrs Ha to do? I suggest taking showers
Or I suggest that you should take showers
- Explain to Ss about the structures of suggestion, elicit the structure. * Note: Making suggestion:
4, Practice: * Word cue drill:
* Set the scene: your family are talking about how to save energy in the family to save money, use the cues to make suggestions
- reuse the plastic bags - turn off the lights when going out - repair the dripping faucet - take showers
- recycle bottles and cans - go to work by bicycle Ex: I suggest reusing plastic bags/ I suggest that we should reuse the plastic bags - Ss work in groups of to make sentences of suggestion
- Public check
5, Production: * Discussion: “How we save energy at home?”
- Ss work in groups of 6, think of what they can to save energy at their homes and make a list - Public check: the representative of each group say aloud their suggestions
S + suggest + V-ing
(85)V/ Homework: - Learn new words and structures
- Write to the exercise (production) again in exercise book Prepare “Speak and Listen’’
*****************************************
22th Week The date of preparing :21/01/2010 Period 44th The date of teaching: 22/01 /2010
UNIT 7: Lesson 2: SPEAK
I/ Aims: By the end of the lesson, Ss will be able to make and respond to suggestion Ss will be to make sentences
II/ Language content: -suggestions and the response -vocabulary about saving energy
III/ Teaching aids: Textbook, pictures, IV/ Procedures:
1, Check up: Ss play the roles of Diaz, answer the questions, write new words -1S writes the structures of making suggestions, gives an example with the structure 2, Warmer: * Kim’s game: Ss are divided into groups
- Have Ss look at the posters of things dealing with activities that people can to save energy (for 30 seconds) on page 59 and try to remember as many activities as possible
Put away the poster and ask Ss to go to the board and write the names of the activities they’ve just seen from memory The group has more correct words will win
key: A turn off the faucet B turn down the gas fire C turn off the electric fan
D Turn off the air conditioner E turn off the lights and TV F Turn off the faucets G go to work by bike instead of by motorbike H use public buses to go to school 3, Pre-speaking:
*
Pre teach :
Electric fan(n)(picture) Air conditioner(n)(picture) Fix=mend (v)
* Check vocabulary rub out and remember - Elicit from Ss to draw the exchange:
S1: I think we should turn off the faucet./ I suggest fixing the faucet S2: Ok Let’s that
- Ask Ss to remember and tell the ways of making suggestions and elicits the response * Note: Ways of making suggestions and responding
I suggest +V-in Ok.
(86)Shall we + … ? All right.
Why don’t we ….? No I don’t want to Let’s + V-bare info Let’s………
4, While –speaking:
* Pair work:(exercise 3a p 59) - Ss work in pairs to practice making suggestions and responding to the suggestions, using the pictures p 59
- public check :call some pairs to say before class
ex: S1: I think we should turn off the faucet S2: All right!
* Group work:(exercise 3b p 59) - Ss work in groups of to discuss and work out an action plan to save energy for their class
- Ss can say and a secretary of each group can write the ideas on a flipchart 5, Post- speaking: * (group work)
Ask Ss to work in group of four to work out an action plan to save energy for their class Ex; S1; I think we should take a shower instead of a bath to save energy
S2: that’s a good idea
S3: how about making poster on energy and hanging them around our school ? S4: Great let’s that
T calls some groups to say before class V/ Homework:
- learn the form of making suggestions and response by heart - Prepare for listen
***********************************************
(87)
UNIT 7: Lesson 3: Listen
I/ Aims: By the end of the lesson, Ss will be able to practice listening to a text for details to know more about solar energy
II/ Language content: -vocabulary about saving energy III/ Teaching aids: Textbook, pictures, cassette player IV/ Procedures:
1, Check up: Ss tells about the way of making suggestions and make a suggestion 2, Warmer: * Information transmitting: Ss are divided into teams
Choose six volunteers from each team and the volunteers stand in two lines Teacher shows the first student in each line a sentence
-The first student whispers the whole sentence to the second student whisper to the third and so on -the last student shouts out the sentence 9or write the board ) if it the same as the sentence teacher shows that team wins the match
Sentence 1: I suggest collecting waste paper Sentence 2: I suggest practising English everyday 3, Pre-listening
* Pre teach:
- solar (ad) (explain :of the sun, belong to the sun) solar panel, solar energy - nuclear power (n) (translation)
- install (v) (mime)
- store (v) (translation) - a source of power (translation) - effective (ad) (translation)
* Check vocabulary: Slap the board 4, While –listening:
* True/ false statements: (exercise 4a p 60) - Ask Ss to look at the sentences p 60
- Have Ss listen to the news on solar energy and decide whether the statements are true or false - Public check
Key: T F(Most of our electricity comes from the uses of coal, gas, oil or nuclear power) F (Can not - can) T F (2050 - 2015)
* Gap - filling: (exercise 4b p 60) - Ss listen again and fill in the blanks - Public check
key: effective pollution countries store roof instead
(88)most of our electricity comes from the use of coal and gas, oil or nuclear power This power could be provided by the sun One percent of the solar energy that reaches the Earth is enough to provide power for the total population Many countries are already using solar energy Solar panels are placed on the roof of a house and the sun’s energy is used to heat water The energy can be stored for numbers of days, so on cloudy days you can use solar energy, too Sweden has an advanced solar energy program There, all buildings will be heated by solar energy and cars will use solar power instead of gas by the year 2015”
5/post- listening * Discussion: “How we save energy at home?” 1/ what are the benerfits of the solar energy ?
2/how can people get solar energy?
T puts questions on board and tells ss clearly what to Ss write on their poster and stick on board
T corrects
V/ Homework: - Learn new words - Prepare for Read
************************************************
23h Week The date of preparing :28/01/2010 Period 46th The date of teaching: 29/01/2010
UNIT 7: LESSON 4: READ
I/ Aims: Ss will practice reading a text about saving energy for details By the end of the lesson, Ss will know more about how North American and European countries save money and natural
resources
II/ Language content: - vocabulary around the topic III/ Teaching aids: Textbook, flipchart
IV/ Procedures:
1, Check up: 1S answers some questions and writes new words
- Where does most of our electricity come from? Can solar energy be used on cloudy days? How can people get solar energy?
2, Warmer: * Hangman _ _ _ _ (bill )
* Chatting: Show Ss a water bill and an electricity bill
+ How much is your family water bill ? electricity bill? Do you think it’s enormous ? +What can you to reduce the amount of electricity and water we use?
- elicit several answers from Ss, presents the topic of the lesson “way to save energy” 3, Pre-reading: * Pre-teach:
- consumer (n) (explain: a person who buys goods that he will use himself) - bulb (n) (regalia)
(89)- luxury (n) (translation) - efficiency (n) (translation)
- category (n) (synonym = sort/type)
- ultimately (adv) (synonym = finally /in the end ) - innovation (n) (synonym = improvement ) - conserve (v) (synonym = save /keep)
* Check vocabulary: Rub out and remember * Guiding questions: T put these on board
a Where are electricity ,gas and water not luxuries but necessities? b Where is there a labeling scheme for refrigerator?
- Ss run through the questions 4, While –reading:
- Ss open their books, read the text and answer - Public check
Key: a In Western Countries b In Europe * Comprehension questions:(exercise 5b p 61)
- Get Ss to read through the questions to understand, Ss read the text again to answer - Ss work in pairs to check
- Get Ss’feedback
Key: They are interested in products that will not only work effectively but also save money We can replace an ordinary 100-walt bulb with an energy saving bulb to spend less on lighting She will pay US $ if she uses two energy saving bulbs instead
4 The label tells the consumers how much energy efficiency each model has, compared with other appliances in the same category
5 We should save energy to save money as well as conserve the Earth’s resources * Multiple choice: Choose the best option for each sentence:
1 ………now know that consumers want effective and energy saving products A countries B governments C companies
2 ………accounts for 10 to 15 percent of the electricity bill for most North American households
A lighting B cooking C heating
3 The energy –saving bulb use ……… of the electricity of standard bulbs A a half B a third C a quarter
4 We can save ……… for each energy saving bulb
A US$7 to US $10 B US$10 to US$21 C US$7 to US$21 - T gives the exercise on flipchart
- Ss work in pairs to - Public check
Key: 1C 2A 3C 4C
5, Post-reading: * choose the best summary for the passage (exercise 5a p 61) - Get Ss to work in pairs, choose the best summary for the passage
(90)Key:
* Writing: Ask Ss to work in groups of 8, choosing a secretary then discuss the way to save electricity at home The secretary writes the ideas on the poster
- Have Ss stick the poster on the board, then let Ss go around the class to read other groups’ posters - T collects the ideas from the posters and make a summary for the whole class
V/ Homework:
- Do the writing again ,write to show how you can save electricity at home - learn new words
- prepare Write
***********************************************
24h Week The date of preparing :23/02/2010 Period 47th The date of teaching: 24/02 / 2010 UNIT 7:
LESSON : WRITE
I/ Aims: To get Ss to practice writing a speech about some topics By the end of the lesson, Ss will be able to know how to write a speech
II/ Language content: - the outline of a speech. - vocabulary around saving energy.
III/ Teaching aids: textbook, flipchart IV/ Procedures:
1, Check up: S reads the text, answers the questions and writes some new words 2, Warmer:
3, Pre-writing: * Pre teach:
- sum up (v) (translation) - draft (n) (regalia) - solid (ad) (translation) * Matching: (exercise 6a p 61)
- Get Ss to work in pairs to match each part of a speech in column A with a suitable function in column B
- Get Ss’feedback
- Explain to Ss about the outline of a speech key: 1-B 2-C 3-A
*Note: The outline of a speech
+ Introduction: getting people’s attention and telling them what you are going to talk about. + Body: giving details in easy to understand language.
+ Conclusion: summing up what you have said.
* Ordering: (exercise 6b p 61,62)
- Get Ss to read the sections in 6b and put them in correct order to form a speech - Ss work in pairs to check
- Public check : Call some Ss to read the speech aloud before class key: 3- 2-
4, While –writing:
(91)- Get Ss to read through the suggested ideas in textbook and encourage them to give some more ideas of their own
- Ss write on a flipchart and T goes around to monitor and help 5, Post –writing:
- Ss put their writing on the board - T and the whole class read and check * Possible speech:
- Good morning ,Ladies and Gentlemen My name is …… and I am going to tell you about how to… - Most of us use too much ………… every day, you can reduce this by ……….
- If you follow these rules, you will not only ………,but also save energy - T notices Ss again about how to write a speech
V/ Homework:
- copy down the speeches into the notebooks - prepare language focus
- learn the outline of a speech by heart
********************************************************
24h Week The date of preparing :25/02/2010 Period 48th The date of teaching: 26/02 /2010
UNIT 7:
LESSON 6: LANGUAGE FOCUS
I/ Aims: To get Ss to practice further in connectives, phrases verbs, and making suggestions. II/ Language content: - The connectives: and, but, or, because, so, therefore.
- Some Phrasal Verbs: turn off, turn on, look for, look after, go on
- Making Suggestions: suggest + V-in, suggest (that) +S + should + V-info III/ Teaching aids: textbook, paper sheets
IV/ Procedures:
1, Check up: 1S presents the speech(about one of the three topics in the Write), tells the outline of a speech
2, Warmer: *bingo
- Ss write down verbs with prepositions, T prepares a list of phrasal verbs then call them
- T’s list: look at, look for, come in, listen to, sit down, look after, stand up, talk to, talk about, look up, wait for, go on, go away, tell about, turn on, turn off, turn down, turn up
- Ss listen to T carefully If anyone has the same V +pre, they cross it out The first S crossing out all V +pre will win the game
3, Activity 1: Phrasal verbs a Presentation: * Matching:
(92)Key: P1: look after the baby P2: go on wasting water P3: look for sty P4: turn on TV P5: turn off the faucet
- Explain to Ss about the phrasal verbs b Practice: (Language Focus p 63)
- Have Ss work in pairs to Language Focus p 63 They have to use suitable verbs to complete the sentences
- Get Ss’ feedback
Key: a look after b go on d turn on c looked for e turn off c Production:
- Get Ss to work in groups of six to write down some sentences with the phrasal verbs in mines on a flipchart
- T and the whole class read and check 4, Activity 2: The Connectives
a Presentation: * Jumbled word: NECVETICONS = CONNECTIVES *matching: and
But Because Or nhiên So There for However
Note: Some connectives: and, but, or, however, so, therefore, because b Practice: (Language Focus p 62,63)
- Have Ss work individually to exercise p 62,63 - Ss work in pairs to check Public check
Key: a and b but c because d therefore e or f so g and h however c Further practice: Use “and, but, because and so” to connect each half-sentence
A B 1, Ann studied every subject very hard…
2, Hoa was offered a vacation in Singapore……
3, Queen could go to upper-secondary school without taking the entrance exam 4, Van was very good at Vietnamese in grade 8…………
5, Mai tried her best………
6, Tran worked hard on Vietnamese……
a … she was not happy with her results b … she is not interested in it in grade c ….she won her school’s Best Student Prize this year
d … her parents did not let her to go to the beach with them
e …….her teacher of Vietnamese was very happy
f …….she failed the final exam last year - Ss work in pairs to Public check.
Key: 1.but- b 2.because- c 3.because- c 4.but- b/ so- e 5.but- a/f 6.and- e/but- f 5, Activity 3: Making Suggestions
a Presentation: to elicit the model from the speak
(93)- Revise Ss the structures of making suggestion * Making suggestion: - S1 + suggest + V-ing
- S1 + suggest that + S2 + should + infi b Practice: (Language focus alb)
- Show Ss what to
- Ss work in pairs to make suggestion with the cues given - Get feedback: public check
Ex: I suggest collecting unused clothes
I suggest we should write sentences with new words c Further practice:
- Ss work in groups of six, write out some more suggestions of their own about the topics (alb) “ How to help the poor in your neighborhood” and “ How to improve your English”
- Public check: Ss of each group put their sentences on board - T and the whole class read and check
- The class will congratulate the group that has more correct sentences V/ Homework:
- Learn new words and the structures - Revise Unit 6,7 and prepare for the test
********************************************
********************************************************
(94)Test: 45'
I- Aims
I- Aims
- To check Ss' understanding - To check Ss' understanding - Integrated skills
- Integrated skills
II- Objectives.
II- Objectives.
- By the end of the lesson, Ss can evaluate their understanding - By the end of the lesson, Ss can evaluate their understanding
III-Teaching aids.
III-Teaching aids. Posters.Posters
IV- Procedures.
IV- Procedures.
1.Presentation:45'
1.Presentation:45'
- Ss the test by writing - Ss the test by writing
2 Homework:
2 Homework: - Prepare unit
ĐÁP ÁN& MA TRẬN KIỂM TRA TIẾT : Môn : Tiếng anh 9
MỨC Độ
LINH VỰC NỘI DUNG NHẬN BIẾT THƠNG HIỂU
VẬN THẤP
DỤNG VẬN CAO
DỤNG TỔNG SỐ
TN TL TN TL TN TL TN TL TN TL
Writing 2
1,0 1,0 2,0
6 12
Language focus
3,0 3,0 2,0 6,0 2,0
COÄNG : SỐ
CÂU 6
2 12
TỔNG SỐ
ĐIỂM 3,0 3,0 1,0 1,0 6,0 4,0
MA TRAÄN
P N, BIU IM
A / Trăc nghim (6im) Mỗi câu 0,5 điểm.
(95)B/ Tù luËn
I/ Answer the questions
Mỗi câu 0,5 điểm:
1.Nam wishes his little sister were here with him now 2.I went to bed early because I felt tired
3 This car has been bought for years If he had a bicycle, he would go to the zoo
II/ Cho dạng động từ ngoặc (2 điểm)
Mỗi câu 0,5 điểm:
be were visit visit know have known go will go
Họ Và Tên:……… KIEÅM TRA Lớp 9: ……… MÔN : Tiếng Anh
(96)Điểm Lời phê giáo viên:
A / Tr nghiƯmắc (6 Điểm)
* Tõ vùng vµ ngữ pháp : Chọn a, b,c d cho câu sau (6 đ)
1 I suggest you should………volleyball with us
A playing B to play C play D plays
2 I’m interested ……… learning English
A at B in C with D of
3 I think he will join with us, ……… ?
A doesn’t he B will he C does he D won’t he Nam hates ……… his bicycle to school
A to ride B riding C rideing D rides
5 Lan can’t go to the movies with us tonight She will have to ……… her little sister A looks B.looks after C look for D look after
6 Ba got wet ……… he forgot his umbrella
A although B.so C because D.because of
7 I don’t know his name I wish I ……… his name
A have known B knew C to know D.know
8 If the rice paddies are polluted, the rice plants……… A will die B would die C die D will not dies 9.Oh, it is nearly midnight, isn’t it? Please……… the lamp A turn on B off C turn off D the turn off 10 The dustmen……… the rubbish every day
A pick B collect C bring D worry
11 I am looking forward to ……… on vacation
A go B be going C going D having gone
12 If he ……… harder, the results would be better A.has worked B.works C worked D will work B Tự Luận
Câu 1: Viết lại câu sau (2 điểm)
a Nam is sorry that his little sister isn’t here with him now
-> Nam wishes his little sister……… b I felt very tired so I went to bed early
-> I went to bed early……… c They have bought this car for years
(97)-> If he ……… Câu 2: Cho dạng động từ ngoặc (2 điểm)
a She didn’t go to the theatre with me because she (be)……… ill b Mai suggest that Ba should (visit)……… his mother on the weekend c I (know)……… Minh since 2006
d If it stops raining, we (go)……… out
……… The end………
(98)UNIT 8:
LESSON 1: GETTING STARTED + LISTEN AND READ
I/ Aims: By the end of the lesson, Ss will be able to know more about popular celebrations in the world and know about the relative clause
II/ Language content: - vocabulary about celebrations - Relative clause with “ Who, which”
III/ Teaching aids: textbook, cassette, flipchart IV/ Procedures:
1, Warmer: * Hangman: C E L E B R A T I O N (11 letters) * Brainstorm:
- Let Ss think of the names of the celebrations all over the world they ‘vet known (Ss call out and T writes on board)
- Ask Ss to match the pictures with the celebrations (Getting Started p 65) Key: Easter 2.wedding 3.birthday 4.Christmas
5.Mid-Fall Festival 6.Lunar New Year 2, Presentation: * Pre-teach:
- occur (v) (synonym = happen) - decorate (v) (picture/mime) - slavery (n) (translation) - Jewish (n) (translation)
- parade (n) (synonym = march) - Passover (n) (translation) - as long as ( = if)
* Check vocabulary: Matching
* Set the scene: “You will read a text about the celebrations in the world” * Prediction: - Which celebrations in the following does the text say about?
- Ss guess to choose the celebrations * Listen and read:
- Get Ss to listen to the tape and read the text, check their prediction - Get Ss’feedback
Answer: Tet Holiday, Passover, Easter Grids:(p 66)
Celebrations When? What to do? Special food Where? Tet holiday Late Jan or
early Feb
Clean and decorate house
Sticky rice cake Viet name Passover Late Mar or
early Apr
Eat special food Special meal Israel Mid-Fall Festival , Christmas, Tet Holiday, Wedding ,Birthday,
(99)- Get Ss’feedback
- T elicits and present the model sentence from the text +T : What is Tet? When does it occur?
+ Ss: Tet is a festival It occurs in late January or early February
+ T : “Tet is a festival which occurs in late January or early February”
Relative clause
+ T : Family members try to be together at Tat They live apart Or “Family members who live apart try to be together at Tet”
Relative clause
- T explains to Ss about the relative clause with relative pronoun “which and who” * Note: The Relative Clause
A relative clause is used to form one sentence from two separate ones It replaces one of two identical noun phrases and relates the clauses to each other.
+ Relative pronoun “which”: is used to indicate things + Relative pronoun “who”: is used to indicate people
3, Practice: Combine the following sentences into one, using relative pronoun “which” or “who”
a People in Israel often celebrate their festival It is called Passover
b Do you know the name of a festival? It is celebrated in Vietnam on August 15th c Tat is a festival It is a time for families to clean and decorate their homes
- Ss work in pairs to combine the sentences - Public check
Key: a People in Israel often celebrate their festival which is called Passover
b Do you know the name of a festival which is celebrated in Vietnam on August 15th. c Tet is a festival which is a time for families to clean and decorate their homes
4, Production:
- Get Ss to write to complete the sentences:
a Tet holiday is an important festival which……
b My father is a person whoc That is the house which ……… c Mr Tuan is a man who ………
V/ Homework:
- Learn new words + the structure by heart - Do exercise 1,2 p 52,53/ workbook
26th Week The date of preparing :09/03/2010 Period 51th The date of teaching: 10/03 /2010
(100)LESSON 2: SPEAK
I/ Aims: By the end of the lesson, Ss will be able to give and respond to compliments. II/ Language content: vocabulary about giving and responding to compliments
III/ Teaching aids: Textbook, paper cards IV/ Procedures:
1, Check up:-1S reads the text, answers the questions and writes some new words
+ When does the Tat holiday occur? Where is Passover celebrated? What people often in the Easter?
-1S tells about the relative clause with “who, which” and fills in the blank with the correct relative pronoun:
Ex: This is a good book ………talks about wild animals 2, Warmer: * Jumbled words:
EAGRT = GREAT INKD = KIND CINE = NICE
FULWONDER = WONDERFUL LLENTEXCE = EXCELLENT
3, Pre-speaking: * Pre-teach:
- active (ad ) (antonym # passive) - activist (n) (explanation) - nominate (v) (synonym = name) nomination (n)
- charity (n) (example) - compliment (n) (example)
* Check vocabulary: Rub out and remember
* Set the scene: Tran has just won the first prize in the English speaking contest What does Mai say to pay Tran a compliment ? And what does Tran respond?
Ex: Mai: Well done, Tran Tran: Thanks
- Elicit from Ss several ways to give a compliment and respond, get Ss to write some notes
Note: + Giving compliment: Well done/ That’s a (great/ wonderful/ excellent …… )/ Let me congratulate you on ………/ Congratulations on ………
+ Responding to compliment: That ‘s very kind of you/ Thanks/ Thank you a lot/ It’s very (nice/kind) of you to say so
4, While –speaking: * Word –cue drill: (T-whole class) a Well done/ thanks
b Congratulations/ thanks a lot
c Let/ congratulate/ on passing the exam/ kind d Great report/ nice of you
- Get Ss to use the cues to give and respond to the compliment Open pairs
* Pair-work: Ask Ss to work in pairs, read the situation on page 66,67 and then give and respond to compliments
- Get Ss’feedback
- Call some pairs to act out
(101)d - That’s a beautiful painting, Hoax - That’s very kind of you 5, Post –speaking:
- Get Ss to work in groups of or 10
- Ss think of situation in which they can give compliments
- Ask team A to give the situation, team B,C,D make up dialogue - Have the teams take turns giving the situations and make dialogue
V/ Home work:
- Each student writes a situation and then makes a dialogue giving the compliment and respond to it - Learn new words and note
- Prepare “Listen”
****************************************************
26th Week The date of preparing :11/03/2010 Period 52th The date of teaching: 12/03 /2010
UNIT 8:
LESSON 3: LISTEN + CORRECTING THE THIRD TEST 45’
I/ Aims: By the end of the lesson, Ss will be able to complete a song and know a traditional song of English people Ss can correct some their mistakes in the test 45’
II/ Language content: “The Auld Lang Sine” Song III/ Teaching aids: Textbook, pictures, cassette player IV/ Procedures:
1, Check up: T gives the situation, Ss give and respond to the compliment + Your friend has just passed the final exams
+ Your sister has a beautiful skirt 2, Warmer: * Box and ball:
- T prepares some questions and a ball
- Get Ss to listen to some songs and pass the ball to their friends Whenever the song is interrupted, Ss who has the ball in his/her hand will have to answer a question, if he can’t, he will be punished 3, Pre-listening: * Pre-teach:
- Auld Lang Sine = The good old days
- Acquaintance (n) (explain: the people we know) - Trusty (ad ) ( translation)
- kindness (n) (translation) - Thane (possessive ad /pro) = your
* Check vocabulary: Rub out and Remember * Guessing:
- Ss work in pairs, guess and fill in the song before listening - Get several ideas form Ss
(102)- Get Ss’feedback
Key: a days b take c mind d hand e kindness
Tape script: Should Auld acquaintance be forgot and never brought to mind ? Should Auld acquaintance be forgot and days of Auld Lang Sine? For Auld Lang Sine, my dear, for Auld Lang Sine,
We’ll take a cup of kindness yet ,for Auld Lang Sine.
Should Auld acquaintance be forgot and never brought to mind? Should Auld acquaintance be forgot and days of Auld Lang Sine? And here’s a hand ,my trusty friend And give a hand outshine We’ll take a cup unkindness yet For Auld Lang Sine
5, Post –listening:
- Ss practice singing the song
- Whole class and then in groups and individuals sing 6, Correcting the third test 45’:
V/ Homework: - learn new words
- practice singing the song at home - Prepare 5-Read
*************************************************************
27th Week The date of preparing :18/03/2010 Period 53th The date of teaching: 19/03 /2010
UNIT 8:
(103)I/ Aims: Ss practice reading for details By the end of the lesson, Ss will know more about the opinions, feelings and memories of children about their father on the Father’s day in the USA and in Australia
II/ Language content: vocabulary around the topic III/ Teaching aids: textbook, paper sheets, flipchart IV/ Procedures:
1, Check up: 1S sings the song Auld Lang Sine again 2, Warmer: * Matching:
- T prepares 12 cards, divides Ss into teams to play March 8th November
20th
June 1st December 25th
May 1st
September 2nd
Women’s day
Teachers’ day
Children’s day
Christmas day
May day
Independence Day
3, Pre-reading: * Pre-teach: - hug (v) (picture)
- considerate (ad ) (translation)
- generous (ad ) (antonym # mean) - priority (n) (translation) - sense of humor (n) (translation)
- distinguish (v) (synonym = differ) - terrific (ad ) (synonym = excellent)
* check vocabulary: Rub out and Remember
* Set the scene: On Father’s Day in the USA and Australia (it is celebrated on the third Sunday in June) children show their love to their fathers by giving them presents, postcards …
* Prediction:
- Ask Ss to think of the adjectives that children can use to talk about their fathers - Get Ss’feedback –write on board
*Possible answer: “strong, healthy, generous, clever, intelligent, good, great, considerate, handsome, humorous, terrific….”
4, While –reading:
- Ss read the short passages and pick out the adjectives, compare with the ads they guess * Comprehension questions: (a-d p 69)
- Ss read the text and answer, Ss work in pairs to check - Public check
Key: a to her dad
b He is possibly dead, these ideas may tell about that” How much you are missed and loved; I now have children, Dad”
c His sense of humor
(104)* Multiple choice:
1 According to Rita, a person who teaches us how to love, cry and laugh is the ………… A teacher B friend C father D mother
2 To Jane, her……….is the day when she remembers most
A Wedding day B Birthday C Graduating day D Christmas day Bob’s father is very ………
A generous B humorous C considerate D friendly Jane………her father very much
A loved & waited for B missed C waited for D depended on 5.……… can express the parents’ feelings for their children
A some words B many words C no words D a few words
- T puts the exercises on a flipchart and gets Ss to read through them before reading and doing - Ss work in pairs to check
- Public check
Key: C A B B C 5, Post –reading: * Writing:
- Ask several Ss the question: “ How is your father? What you think about him?”
- Have Ss write similar passage, telling their feelings, opinions and memories about their father - Ss write individually
- T collects and marks some writing paper V/ Homework:
- learn new words
- translate the passage into Vietnamese - complete the writing exercise
- Prepare for Write
*******************************************
27th Week The date of preparing :19/03/2010 Period 54th The date of teaching: 20/03 /2010
UNIT 8:
(105)I/ Aims: To get Ss to practice writing a letter to a friend By the end of the lesson, Ss will be able to write a letter to someone to share their ideas
II/ Language content: - new words around the Father ‘s Day and Mother ‘s Day. III/ Teaching aids: flipchart, textbook, posters.
IV/ Procedures: 1, Check up:
- 1S reads the passages, answers some questions and writes new words 2, Warm-up: * Word square (T gives Ss paper sheets)
Celebrate, tradition, flowers, father ‘s day, love, party
Card, picnic Special food Gift Memory
Mother ‘s day
3, Pre-writing: * Pre-teach:
- enhance (v) (translation)
- have a day off (situation: every week, we have a day off on Sunday ) - support (v) (translation)
- nationwide (adv) (synonym = all over the country ) * Check vocabulary: Rub out and remember
* Ordering:
- Ss close their books, put the outline on board - Get Ss to put the parts in the correct order
Key: - First paragraph: Tell your friend the reasons for celebrating this day - Second paragraph: Give details about:
+ when to celebrate + how to celebrate
+ what special gifts to give + What special food to offer
- Third paragraph: state whether or not you think your ideas will be supported and you hope the day will be celebrated nationwide
4, While –writing:
- Get Ss to work in groups of eight to write (on posters) to a friend to tell him/her about why they want to celebrate Mother or Father’s day in Viet name and how to celebrate it
(The outline on page 70 will help them to write easily) 5, Post –writing:
- Ss put their posters on board
- T and the whole class check and correct
C E L E B R A T E M
S I F L O W E R S E
P A R T Y R S T U M E Y A D ‘S R E H T O
C I A L F O O D Z R
T R A D I T I O N Y
F A T H E R ‘S D A Y
I L O V E N D R A C
(106)- Ss copy down their own writing into their notebooks V/ Homework:
- write their own letter at home - learn new words
- Prepare Language focus
*************************************************
28th Week The date of preparing :23/03/2010 Period 55th The date of teaching: 24/03 /2010
UNIT 8:
LESSON : LANGUAGE FOCUS
I/ Aims: To get Ss to practice in Relative clauses and the clause of concession By the end of the lesson, Ss will be able to know and use the structures well
II/ Language content:- Relative clause - The clause of concession
III/ Teaching aids: flipchart, textbook IV/ Procedures:
1, Check up: Check Ss’writing 2, Warmer: * Jumbled words:
- TLAOUHGH = ALTHOUGH - LOFK = FOLK - UBCLPI = PUBLIC
- PPAENH = HAPPEN - STIEAVFL = FESTIVAL
3, Pre-teach new words:
- compose (v) (example) - due to (ad) (translation) - satisfy (v) (synonym = please) - violet (ad ) (regalia) - jumper (n) (picture) - lap (n) (regalia) - bureau (n) (synonym = office)
* Check vocabulary: Slap the board 4, Activity 1: Relative clause
a Presentation: T shows Ss the pictures, presents: “This is Tuan He is wearing a shirt”
This is Tuan who is wearing a shirt. ? Which festival is it? When does it occur?
“Tet is a festival This festival occurs in late Jan or early Far” Tet is a festival which occurs in late Janor early Far.
- Elicit and explain to Ss about the relative clause with relative pronouns “who, which” Note: Relative clause
- A relative clause is used to form one sentence from two separate ones It replaces one of two identical noun phrases and relates the clauses to each other.
+ Relative pronoun “which” : is used to indicate things
(107)b Practice: (Language Focus p 71,72)
- Have Ss work in pairs to Language Focus
- Ss join the sentences into one, using relative pronouns “who, which” - Call Ss to write on board and correct
Key: a Auld Lang Sine is a song which is sung on the New Year’s Eve. b This watch is a gift which was given to me by my aunt on my 14th birthday. c My friend Tom who sing western folk songs very well can compose songs d We often go to the town cultural house which always opens on public holidays e I like reading books which tell about different peoples and their cultures
f On my mom’s birthday my dad gave her roses which were very sweet and beautiful g Judy liked the full-moon festival which is celebrated in mid fall very much
h Tomorrow I will go to the airport to meet my friends who come to stay with us during the Christmas
c Production: - Have Ss look at the two pictures on page 71 to describe each of the people in the pictures, using relative clauses
- Ss work in pairs to Ss read aloud the sentence before class. - Public check
key: a Mom is the woman who is sitting on an armchair/ receiving a gift from the little girl b Dad is the man who is standing behind my sister
c Linda is the girl who is standing in front of mom
d Grandmother is the woman who is giving a toy to the baby/ wearing a violet blouse e Uncle John is the man who is wearing an orange jumper
f Jack is the little boy who is sitting on his mother’s lap 5, Activity 2: The clause of concession
a Presentation: T presents: “Thu Ha is not satisfied with her preparations for Tet Thu Ha has decorated her house and made plenty of cakes”
Thu Ha is not satisfied with her preparations for Tet even though she has decorated her house and made plenty of cakes
- Explain to Ss about the adv clause of concession
Note: Clause of concession show a contrast between two ideas, they are introduced by: “although/ even though/ though”
b Practice: (Language focus p 71,72)
- Have Ss the exercise individually, they have to join the sentences using “though/ although/ even though”
- Call Ss to read aloud the sentences and correct
Key: b Although we don’t have a Mother’s day in VN, Dad and I … cower went to Hanoi ………even though we live in Nam Din
d Many tourists enjoy ………….though they don’t understand ………… e Even though in Australia, Christmas season is in summer, people ……… f Although Jim came to the show late due to the traffic jam ,he ………… c Further practice: * Pair work
(108)- Call some Ss to read aloud their sentences - T corrects
- Ss copy down the sentences into their notebooks Key: b ……… , she is still watching TV
c ……… the weather bureau predicted there was fine weather d Bad ate a lot of food………
e ………, she still finished the letter V/ Homework:
- learn new words + structures
- exercises 3,4,5 p 5357 / workbook - prepare Unit 9: Listen And Read
**********************************************************
28th Week The date of preparing :25/03/2010 Period 56th The date of teaching: 26/03 /2010
UNIT :
LESSON : GETTING STARTED + LISTEN & READ
I/ Aims: By the end of the lesson, Ss will be able to get the information about weather from the weather forecast and tell about the weather
II/ Language content:- weather vocabulary
- It’s /It will be…… / S + will have temperature between ……… and ……… III/ Teaching aids: textbook, cassette, pictures
IV/ Procedures:
1, Check up:- 1S tells about the relative clause with “who, which”, then combine the sentences: “The boy is very strong He can lift the heavy box.”
The boy who can lift the heavy box is very strong “Can I borrow your book? It talks about wild animals” Can I borrow your book which talks about wild animals?
- 1S tells about the clause of concession with “although/though/even though”, then combine these sentences: She got up late She went to school on time
2, Warmer: * Jumbledword: THEAWER = WEATHER * Chatting: Ask Ss some questions about weather
- What’s the weather like today? What weather you like? How you know what the weather will be tomorrow?
- Have you ever listened to the weather forecast on the radio or on TV? - Do you think the weather forecast is useful? How is it useful?
- Ss answer one by one T leads in the lesson 3, Presentation: * Pre-teach:
- turn up (v) (mime) # turn down
(109)- delta (n) (translation) - Just in case (translation)
- trust (v) (synonym = believe) - earthquake (n)
- volcano (n) (picture) natural disasters - typhoon (n)
- thunderstorm (n)
* Check vocabulary: Slap the board
* Getting started: Get Ss to match the pictures with the disasters Key: snowstorm earthquake volcano typhoon
* Set the scene: They is talking to her grandmother while they both are watching TV - Give Ss the question and ask them to guess and answer: “What are they watching?” * Listening: - Ss close their books, listen to the dialogue and check their answer - Ss open their books, listen again and check, ask Ss to focus on the pronunciation * Roleplay: - Ss practice the dialogue in groups of three
- Call some groups to say before the class * Gap-filling: (exercise 2b p 75)
- Have Ss read the dialogue silently and the exercise - Ss work in pairs to check
- Public check
Key: Turn up/ weather forecast raining central highlands have temperatures the weather forecast/ watching them
* Model sentences: Ask Ss to read again the weather forecast on TV and elicit some phrases: Ha noi will have temperatures between 23 and 27
It will be raining along the coast of Than Hoax. Hue will experience temperatures between 25 and 30. The south central coast can expect thunderstorms.
Ho Chi Mina City’s temperatures will be between 27 and 35.
-Explain to Ss about the ways to tell about the temperatures in the weather forecast Note: S + will have/ experience + temperatures between …… and …………
It will be……… 4, Practice: * Grids:
- T gives Ss worksheets on which printed the grid
- Get Ss to work in pairs, ask and answer about the weather and temperatures of some places, then fill in the grids (S A has the information that S B doesn’t)
Ex: S.A: What ‘s the weather like in …………? S.B: It will be…………
S.A: What ‘s the temperature in ………….?
S.B: It will have temperatures between……….and………
(110)Him city v Sa Pa 15 – 19
Nha Tran v
Grid B: Temeerature Sunny Cloudy Rainy Thunderstorm
Ha No v
Him city 27 – 35
Sa Pa v
Nihau Tran 18 – 25
5, Production: * Write it up: (Ss can at home)
- Ss use the grid and the information there to write a weather forecast for the four places like this:“Ha No will have temperature between 23 and 27.It will be thunderstorm.Him city
- Call some Ss to read their writing aloud - Public check
V/ Homework:
- learn new words and the structures to predict the weather - practice reading the dialogue
******************************************
29th Week The date of preparing :30/03/2010 Period 57th The date of teaching: 31/03 /2010
UNIT :
LESSON : SPEAK and LISTEN
I/ Aims: By the end of the lesson, Ss will be able to talk about what they want to to prepare for a typhoon Ss practice listening to get some details about how to live with an earthquake and practice on Relative pronouns:who,which to combine sentences
II/ Language content: - vocabulary around the topic III/Teaching aids: textbook, flipchart
IV/ Procedures:
1, Check up: Ss use the cues to ask and answer about the weather Ex: Hay Phuong/ 18-25/ cloudy
S1: What is the temperature in Hay Phuong? S2: It’ all have temperatures between 18 and 25 S1: What is the weather like in Hay Phuong? S2: It’ all be cloudy
Write some new words
2, Warmer: * Jumbled word: NOOPHYT = TYPHOON
* Brainstorm: What can you prepare for a typhoon ?
(111)
store water buy candles
Elicit the lesson
3, Pre-speaking: * Pre-teach: - bucket (n) (regalia) - leak (n) (picture) - latch (n) (regalia) - available (ad) (translation)
- damage (v) (synonym = destroy ) - block (v) (action)
- snout (n) (picture) - swallow (v) (mime)
* Check vocabulary: Matching * Revision:
T : What may happen if there is a typhoon ?
Ss : There may be heavy rain/ There must be strong wind blowing
- T revises Ss the structure “may/must + V-info”, used in deduction or prediction and elicit some more ideas about what happen in a typhoon
4, While –speaking: T-Whole class - Have Ss exercise 3a on p 76
- Ss check what preparations they think should be done for a typhoon - Get Ss’feedback
- Ask Ss a few questions to show Ss a model
T : What should we to prepare for a typhoon? S1: I think we should buy some canned food T : Why we need to buy canned food?
S1: Because the market will be closed and no food will be available T : What food we need to buy?
S1: rice, oil, instant noodles
- Get Ss to work in pairs to tell about their preparations for a typhoon, let Ss use the expressions “I think …/ I think we should …………/ Yes, I think so……… / What for ……….?”
- T goes around and helps Ss, encourages Ss to use their own ideas 5, Post- speaking:
- Call some pairs to demonstrate before the class - T can remark some pairs
* listen: Have Ss look at the box on page 77 and guess the words in the blanks from to 9. - Get feedback
- Get Ss to listen to the tape twice and check their prediction
Key: (1) bottom shelf of your bookshelves (2) fridge (3) washing machine (4) mirrors (5) a window (6) inside (7) under a strong table
(112)(8) doorway (9) corner of a room
Tape script: If you live in an earthquake zone, you should take some time to look around your house Place heavy books on the bottom shelf of your bookshelves Block the rollers on your fridge and washing machine to prevent them from moving Put hanging potted plants in plastic containers Check the mirrors in your bathroom and bedroom Make sure they can’t move Don’t put your bed next to a window Planning where you are going to be during an earthquake is very important The first thing to remember is to stay inside Then you should sit under a strong table or doorway or stand in the corner of a room
V/ Homework:
- Write something about what you have to to prepare for a typhoon - Learn new words
*****************************************************
29th Week The date of preparing :01/04/2010 Period 58th The date of teaching: 02/04 /2010
UNIT :
LESSON : READ
I/ Aims: By the end of the lesson, Ss will be able to get more information about the natural disasters in the world by reading a text on natural disasters
II/ Language content: - vocabulary around the topic. III/ Teaching aids: textbook, flipchart, pictures, regalia IV/ Procedures:
1, Warmer: * Jumbled words:
RALTUNA/TERSSASDI = NATURAL DISASTERS
* Chatting: Can your tell some names of natural disasters which you know? Have you ever heard any of these natural disasters? How did you feel?
T: Today we will read some passages about some natural disasters 2, Pre-reading: * Pre-teach:
- tidal wave (n) (picture) - tornado (n) (picture) - funnel –shaped (ad ) (regalia) - suck-up (v) ( mime)
- erupt (v) (picture) eruption (n) - abrupt (ad ) (synonym = sudden) - shift (n) (mime)
* Check vocabulary: Slap the board * Guiding questions:
(113)- Get Ss to read through the guiding questions before reading 3, While –reading:
- Ss read the text and answer the guiding questions - Get Ss’feedback
Key: a There are five natural disasters in the passage
b They are earthquake, tidal wave, typhoon, volcano and tornado * True –false statements: (exercise a p 79)
- Get Ss to read through the sentences to understand
- Ss read the text again and tick true or false, then correct the false ones - Work in pairs to check
- Public check
Key: 1-T 2- T 3- F (from Anchorage, Alaska to California) 4- T 5-F (ever: in more than 50 years) 6 –T
* Complete the sentences: (exercise b p 79)
- Ss work in groups of eight to complete the sentences (Ss can write on a flipchart) - Get feedback: Ss put the flipchart on board, T and the whole class check
- T gives the correct answers - Ss copy down
Key: 1, ……occur around the Pacific Rim (The Ring of Fire)
2,…… people were killed when homes, office blocks and highways collapsed 3, ……….there is an abrupt shift in the underwater movement of the Earth 4, …….a cyclone
5, …… the word “ typhoon”
6, ……passes overland below a thunderstorm and sucks up anything that is in its path 5, Post-reading: * Lucky numbers:
1 Where most of the earthquakes occur? (The Pacific Rim)
2 Which city in Japan was struck by a huge earthquake in 1995? (Kobe)
3 What people call a tropical storm in North and South America? (a hurricane) What shape is a tornado? (funnel –shaped)
5 What does “typhoon” mean? (big wind)
6 When did a huge tidal wave hit Anchorage, Alaska? (In the 1960s) - Ss are divided into two groups to play “ Lucky Numbers” game
V/ Homework: - learn new words - prepare for write
(114)UNIT :
LESSON : WRITE
I/ Aims: To get Ss to practice writing a story about typhoon By the end of the lesson, Ss will be able to write a story to describe a disaster they have experienced
II/ Language content: - vocabulary around the topic “typhoon” III/ Teaching aids: textbook, flipchart, pictures
IV/ Procedures:
1, Check up: 1S reads the passages in Read, answers some questions, writes some new words 2, Warmer: * Jumbled words: OTNOPHY = TYPHOON
* Chatting: Have you ever heard about typhoon? How is it? How you feel? - Lead in the lesson
3, Pre-writing: * Pre-teach: - behave (v) ( translation)
- shelter (n) (example: house, hotel… ) - all of a sudden (synonym = suddenly) - circle (n) (T draws)
- scared (ad ) (synonym = afraid )
* Check vocabulary: Rub out and Remember * Telling the story:
- T shows Ss six pictures on board
Set the scene: This is LAN’s family They are at home - Ask Ss some questions to elicit the story
+ Who is this ? Where is she? What is she doing?
+ How is the dog? (She keeps running around in circles)
+ What is on TV? What does LAN’s mother say? (She says there is a typhoon coming) + What are they doing? (They are finding shelter in the house)
+ What ‘s the weather like now? (It’ s very dark) + What ‘s the weather like now? (The storm finishes) How are they now? (They are glad)
- Call some Ss to retell the story 4, While –writing:
- Ss write the story individually - T goes around and helps Ss
- Ss work in pairs, share with their partners and correct mistakes 5, Post-writing:
- Take some writings and correct before the class - Ss correct into their notebooks
(115)Skippy was doing LAN’s mother, Mrs Queen told LAN that she heard on TV that there was a typhoon coming Mrs Queen gathered her family and told them to find shelter in the house Suddenly,the sky became very dark The storm came with strong winds and heavy rain Mrs Queen and her family were scared, But soon the storm finished and everyone was glad What a clever dog Skippy is!She saved LAN from being caught in the typhoon.
V/ Homework:
- Get Ss to write another story of their own, they can make changes or add more details to the story - Learn new words
- Prepare Language focus
************************************************
30th Week The date of preparing :08/04/2010 Period 60th The date of teaching: 09/04 /2010
UNIT :
Lesson : LANGUAGE FOCUS
I/ Aims: By the end of the lesson, Ss will be able to distinguish the defining and non-defining relative clauses
II/ Language content: - the defining and non-defining relative clauses III/ Teaching aids: textbook, flipchart
IV/ Procedures:
1, Check up: 1S retells about the relative clause with relative pronouns “who/which” then fills in the gaps with suitable relative pronouns
Ex1: Nam is my friend who speaks English fluently Ex2: This is Tom ‘s house which was built years ago
2, Warmer: * Matching:
- Kangaroos Langston - Tokyo Australia - Sacramento Japan - Pompeii California - Neil Armstrong Italy
- Key clung The USA 3, Presentation: * Pre-teach:
- sweep–swept–swept (v) (mime)
- destroy (v) (define: to fall down or break to pieces) - extensive (ad ) (synonym: large, wide)
- border (v) (translation) * Check vocabulary: Slap the board
(116)- T gives Ss the pairs of sentences and asks Ss to combine them into one using the relative pronouns “Who or Which”
Ex: The film was boring I saw it last week
The film which I saw last week last week was boring Ex: Viet Nam exports rice Viet Nam is my country Vietnam, which is my country, exports rice
- Explain and help Ss to distinguish the defining and non-defining relative clauses
Note: + Defining Relative clause: identify nouns, these clauses tell us which person or thing the speaker means
+ Non-defining Relative clause: give more information about a person or thing already identified When we write these clause, we put commas at the beginning and the end of the clause
- We can’t use “That” in a non-defining relative clause
- In a non-defining clause, we can’t leave out “Who” or “which”
b/ Practice: * Recognizing non-defining relative clause: (language focus p 82)
- Ask Ss to underline the relative clause in each sentence, then add commas to separate the non-defining relative clause from the rest of the sentence
- Ss work in pairs to check
- Call some Ss to write on board, T and the whole class correct Answers: b Kangaroos, which come from Australia, have long tails c Bad, who lives in Tran Tine street, likes playing the guitar
d The novel that you gave me on my birthday has been lost
e Neil Armstrong, who first walked on the moon, lives in the USA
f The chair that I bought yesterday is broken g Mrs Lien, who sings very well, is my English teacher
c/production: * Matching: (Language focus p 81)
- Ss work individually to match each of the sentences in column A with a related sentence in B Then combine them into one with a suitable relative pronouns
- Ss work in pairs to check - Give feedback
Key: 1- e Andrew is flying to Sacramento, which is the capital city of California 2- g It snowed in Lang Son, which is on the Key Clung river, in the winter of 2002
3- f Pompeii, which is an ancient city of Italy, was completely destroyed in A.D 79 by an eruption o f Mount Vesuvius
4- a Hurricane Andrew, which swept through southern Florida in August 1992, killed 41 people and made more than 200,000 people homeless
5- c The cyclone of November 1970 in Bangladesh, which killed about 500,000 people was one of the worst natural disasters of the 20th century
6- d The most disastrous earthquake in Japanese history which occurred in 1923, damaged Tokyo and Yokohama and killed about 150,000 people
(117)Activity relative pronouns : which /who/ that a Presentation: * Quiz: Group work
- Divide Ss into two teams, T calls out the questions and Ss have to answer as quickly as possible The team having the right answers gets good marks The teams which has more marks will win Questions: Which country won the 1998 Tiger cup? (Singapore)
2 Which animal has or horns on its snout? (Rhinoceros) Which explorer discovered America? (Christopher Columbus) Which planet is closet to the earth? (Venus)
5 Which animal was chosen to be the logo of Sea Games 2003? (buffalo) Which ASEAN country is divided into two regions by the Sea? (Malaysia) Which food can you chew but can’t swallow? (chewing gum)
8 Which thing can you swallow but can’t chew? (water) * Revision of the relative pronouns: Who, which, that + Who: is used for people
+ Which: is used for thing
+ That: is used for both who or which
b/ Practice: - Ss work in pairs to answer the questions (L Focus 1), using the relative pronouns: “Who, which or that”
- Public check: some pairs ask and answer before the class
Key: b The country which won the 1998 Tiger Cup is Singapore c The animal which has one or two horns on its snout is Rhinoceros d The explorer who discovered America is Christopher Columbus e The planet which is closet to the Earth is Venus
f The animal which was chosen to be the logo of SEA GAMES 2003 is buffalo g The Asian country which is divided into two regions by the sea is Malaysia
h The food which you can chew but can’t swallow is chewing gum and the thing which you can swallow but can’t chew is water
c/ Production: (Language focus p 82)
- Have Ss rewrite the sentences in Language focus p 82, ask Ss to replace each underlined clause by their own clauses
- Give feedback V/ Homework:
- Learn new words + structures - Do exercises 1,2,3,4- workbook
- Revise unit 8, to prepare for the test 45’
***************************************************
31th Week The date of preparing :13/04/2010 Period 60th The date of teaching: 14/04 /2010
Test: 45'
I- Aims
(118)- To check Ss' understanding - To check Ss' understanding - Integrated skills
- Integrated skills
II- Objectives.
II- Objectives.
- By the end of the lesson, Ss can evaluate their understanding - By the end of the lesson, Ss can evaluate their understanding
III-Teaching aids.
III-Teaching aids. Posters.Posters
IV- Procedures.
IV- Procedures.
1.Presentation:45'
1.Presentation:45'
- Ss the test by writing - Ss the test by writing
2 Homework:
2 Homework: - Prepare unit
ĐÁP ÁN& MA TRẬN KIỂM TRA TIẾT : Môn : Tiếng anh 9
MỨC Độ
LINH VỰC NỘI DUNG NHẬN BIẾT THƠNG HIỂU
VẬN
THẤP DỤNG VẬNCAO DỤNG TỔNG SỐ
TN TL TN TL TN TL TN TL TN TL
Writing 2
1,0 1,0 2,0
6 12
Language focus
3,0 3,0 2,0 6,0 2,0
CỘNG : SỐ
CAÂU 6 2 12
TỔNG SỐ
ĐIỂM 3,0 3,0 1,0 1,0 6,0 4,0
MA TRAÄN
ĐÁP ÁN, BIỂU ĐIỂM
A / Trăc nghim (6im) Mi cõu ỳng 0,5 điểm.
Câu 10 11 12
(119)B/ Tù luËn
1/ Sử dụng đại từ quan hệ sau để nối lại câu sau “Who – Which’’(2 điểm)
1.The book which is on the table is mine
My friend who is 1.70 tall is Nam
Jane is the woman who is going to Hue next month I’ve just bought a new bike which costed 500.000 dong
2/ Cho dạng động từ ngoặc(2 điểm) know – have known
2 smoke – smoke watch – watching be – been
KIỂM TRA 45 PHÚT
Họ tên :……… Môn : Tiếng anh Lớp
Lớp : Thời gian : 45 phút < không kể thời gian phát đề>
I/TRẮC NGHIỆM: Chọn câu nhất(6 điểm)
Tet is a festival happens in late Jan and early in Feb
A Which B Who C Why D where
2. The boys often play soccer the weekend
(120)3. I think he will join with us, ……… ?
A doesn’t he B will he C does he D won’t he
4. I suggest the faucet
A to fix B fixes C fixing D fixs
5. I have to my homework I can’t play soccer
A because of B so C however D since
6.On …………., children show their love to their father
A, Lunar New Year B, Christmas C, Easter D, Father’s day
7.Choose the correct sentence (chọn câu nhất)
A, Mr Lam is standing over there who is my uncle B, Mr Lam who is standing over there is my uncle C, Mr Lam is standing who is my uncle over there D, Mr Lam who is my uncle over there is standin
8. It’s very nice………… you to say so
A, with B, of C, for D, to
9 Tet is the time for families to clean and ………….their homes
A, decorate B, paint C, stay D, celebrate
10. Vietnamese people enjoy special food such as………… on Tet holiday
A, sticky rice cakes B, sugar eggs C, chocolate D, Seder
11 . Mrs Lan forgot to the faucet when she lelf for work
A turn on B look for C turn off D go on
12. Where did you last summer holiday ?
A visited B went C going D go
II/ TỰ LUẬN: (4 điểm)
1 Sử dụng đại từ quan hệ sau để nối lại câu sau “Who – Which’’(2 điểm)
a The book is mine It is on the table
b My friend is Nam He is 1.70 tall
c Jane is the woman She is going to Hue next month
d.I’ve just bought a new bike It costed 500.000 dong
………
2 Cho dạng động từ ngoặc(2 điểm)
a I (know)……… Minh since 2006
b.I suggest you should not (smoke)………every day c.Nam hates (watch)……… cartoon film
d Have you ever (be)………to Nha Trang, Ba?
*********************************************
(121)UNIT 10 :
LESSON : GETTING STARTED + LISTEN & READ
I/ Aims: By the end of the lesson, Ss will be able to get the information about the UFO and practice the conditional sentence type II to tell about the present unreal condition
II/ Language content: - vocabulary around the topic
- the present unreal conditional sentence
III/ Teaching aids: pictures, flipchart, textbook, cassette player IV/ Procedures:
1, Warmer: * Jumbled words: FIEDDENTIUNI = UNIDENTIFIED INGFLY = FLYING ECTSOBJ = OBJECTS UFOs - T shows Ss the pictures (p 83), asks Ss some questions:
+ What can you see in the pictures? What we call them in Vietnamese? + Do you know another word for UFOs? Do you think they really exist?
+ Have you seen any films on UFOs? What you want to know about UFOs? - Ss answer sentence by sentence
- T leads in the lesson
2, Presentation: * Pre-teach: - spacecraft (n) (picture) - meteor (n) (picture)
- evidence (n) (explanation or translation)
- alien (n) (picture/ definition: people on other planets) - capture (v) (synonym = catch)
- device (n) (translation) - claim (v) (synonym = say)
* Check vocabulary: Rub out and Remember * Presentation the text:
Set the scene: These are some information about the UFOs - Ss listen to the to the tape and read the text (twice)
* Find the words in the text having the following meanings (exercise a p 84) - Ss read through the words and understand the meanings
- Get Ss to read the text then find the words that have the meanings given in exercise a - Ss work in pairs to check
Key: evidence meteor aliens collecting 5.captured 6.disappeared * Complete the note: (exercise b p 84)
(122)- Ss work in pairs again to check
- Get Ss’feedback: some Ss read aloud their sentences Key: a an aircraft - a weather balloon/ a meteor
b …….nine large round objects traveling at about 2800 meters an hour c…….1500 UFO sightings
d…… UFO above the house
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 aboard a spacecraft
g …… and his plane disappeared after sighting a UFO
h …….that he saw a plate – like device at a tree top 30 meters away * Elicit model sentences:
- T elicits by asking: What many scientists say about UFOs?
If people see a UFO, it might be an aircraft.
- T revises Ss the conditional sentence type I and elicits to present the conditional sentence type II
If you saw a UFO, what would you do? I would take some photos if I saw a UFO.
- T notices Ss that “You don’t see a UFO now”, explains to Ss about the conditional sentences type II, elicits the structure
Note: Conditional sentence type II
Main clause: Would /could /might + V (info) If clause: Past Simple (be: were)
-we use this structure to talk about unreal or unlikely present situations. 3, Practice: * Give the correct form of the verbs:
a LAN (see) would see her parents more often if she lived in Ha No b If I (have) had a lot of money, I would a lot of books
c He (take) would take a photo if he found his camera
d If she (not lose) didn’t lose the key, she could get into the house e If he (be) were free today, he would go to the beach
- Ss work individually then in pairs to check - Public check
4, Production:
- T raises the question: What would you if you saw a UFO?
- Ss work in groups of to answer and write the answers on a flipchart - Get Ss’feedback: Ss present their answers before the class
V/ Homework:
- Learn new words + structure
- Do exercises 4,5,6,8 p 68 71/ workbook - Prepare for Speak
*******************************************
(123)UNIT 10 :
LESSON : SPEAK
I/ Aims: By the end of the lesson, Ss will be able to talk to one another about what they think there might be on Mars, on the moon and on other planets
II/ Language content: - vocabulary around the topic III/ Teaching aids: textbook, pictures, posters
IV/ Procedures:
1, Check up: 1S reads the text and answers the questions, writes some new words
- 1S tells about the structures and usage of the conditional sentence type II, puts the verbs in brackets in the correct form:
Ex: He (buy)……… many things if he (have)……… a million dollars. 2, Warmer: * Word square (T and the whole class)
Earth ,moon Sun
Mars Mercury
- T: Which planet is the nearest to the sun? (Mars) Which is the biggest? the hottest?
3, Pre-speaking: * Pre-teach: - microorganism (n) (translation) - gemstone (n) (regalia) - sparkling (ad) (regalia) - creature (n) (translation) - trace (n) (translation) - mineral (n) (translation)
* Check vocabulary: Rub out and Remember * Matching:
Set the scene: A space tourist traveled to Mars, he saw many things there and noted them down These are drawings of things Try to guess and match the drawings with their names (number from to from left to right)
Key: minerals water mountains plants
5 little creatures gas gemstones - Ss work in groups of to match
- Public check
4, While –speaking: * Drill: (use the drawings to drill)
S E A R T H
M U M E R C
U R N S A U
S S R U B R
A A R V C Y
(124)What are they? - They may be mountains on Mars - Ss work in pairs to practice
- Some pairs say before the class * Practice the dialogue:
- Get Ss to practice the dialogue between Nam and Hung on page 85 - Some Ss play the roles before class
* Making dialogues:
- Have Ss make up similar dialogues about the drawings, using the cues in a - Ss work in pairs to practice
- Call some pairs to say before the class 5, Post-speaking: * Discussion
- Give Ss the topic “What may there be on Mercury /the moon /Mars ? - Ss work in groups of 8, write sentences on the posters
- Put the posters on board, each group has a representative to present the sentences - T and the whole class listen, check and compare
V/ Homework: - Learn new words - Prepare for Listen
******************************************
32th Week The date of preparing :13/04/2010 Period 63th The date of teaching: 14/04 /2010
UNIT 10 :
LESSON : LISTEN + CORRECTING THE FOURTH TEST 45’
I/ Aims: Ss practice listening for details to complete a table and correct some Ss ‘ mistakes in the fourth test 45’
(125)- Correcting the fourth test 45’ III/ Teaching aids: cassette, pictures, textbook
IV/ Procedures:
1, Check up: Ss roleplay the dialogue in speak, write new words 2, Warmer: * Shark attack: M O O N (4)
- T presents the topic of the lesson: Today we will learn about life on the moon 3, P re- Listening: * Pre-teach:
- expert (n) (a person who has special knowledge, skill or practice) - crater (n) (picture/ translation)
- one-sixth = 1/ - hole (n) (picture)
* Check vocabulary: Matching * Prediction:
- Set the scene: “you will listen to the description of the moon But before listening you should read the statements on page 86 and guess which is correct and which is incorrect
- Have Ss work in pairs to tick the statements that they think they are correct - Give feedback
4, While –listening:
- Have Ss listen to the tape twice and check their prediction Key: a, c, d, f, I, j
Tape script: “Good evening Welcome to our science for fun program This week, we’ve received a lot of questions asking about life on the moon We’ve talked to some experts and this is what we’ve found out There is no water or air on the moon It is all silent because there is no air Of course, there will be no music, no sounds There are no rivers and no lakes At night, it is very cold The temperature goes down to 151 degree Celsius below zero But during the day the temperature rises to 100 degree Celsius above zero
There are great round holes on the moon They look like big lakes They are called craters There are more than 30,000 craters on the moon There are also high mountains The highest mountains on the moon are about 26,000 feet or 8.000 meters high And here is something very interesting to know: on the moon you weigh one sixth of what you weigh on earth If you weigh 50 kilos, on the moon you will weigh only a little more than kilos You will be able to jump very high, even higher than an Olympic Champion You can take very long steps as well And … May be you won’t sleep very well because one day on the moon lasts for weeks So is there life on the moon? I ‘all leave the question for you to answer yourself”
5, Post –listening: T asks Ss some Yes/No questions: a Is there air on the moon?
b Are there any lakes on the moon? c Is it very cold at night?
(126)- Ss answer
6, Correcting the fourth test 45’ V/ Homework:
- Learn new words
- Do exercises 1,2,3 p 65 68/ workbook - Prepare for Read
**********************************************
32th Week The date of preparing :13/04/2010 Period 63th The date of teaching: 14/04 /2010
UNIT 10 :
LESSON : READ
I/ Aims: Ss practice reading a text about a space trip By the end of the lesson, Ss will be able to understand the text about a space trip
II/ Language content: topic: a space trip - vocabulary around the topic
III/ Teaching aids: textbook, pictures IV/ Procedures:
1, Warmer: * Shark attack: S P A C E (5)
* Chatting:(T can prepare some pictures of a spaceship or of the first travel of man to the moon, show Ss those pictures and ask them some questions to involve students in the topic of the lesson) + Do you want to travel? Have you traveled in our country or abroad?
+ Have you ever dreamed of a trip to space? Do you want to be an astronaut? + Do you think traveling into space takes a lot of money?
- Ss answer sentence by sentence T presents the topic of the lesson 2, Pre - reading: * Pre-teach:
- push up (v) (mime)
- orbit (v/n) (picture/translation)
- totally (adv) (synonym = completely ) - marvelous (ad ) (synonym = wonderful) - physical condition (n) (translation)
* Check vocabulary: Slap the board * Ordering statements: (prediction)
(127)- Have Ss work in pairs to put the statements in correct order to show what they need and get in joining a trip into space
1 get a letter from a doctor to show you are in perfect health
2 see pictures of the earth ,its interesting places and the stars from very far feel free and enjoy wonderful feeling
4 get ready and be in an excellent physical condition get on the trip
- Get Ss’feedback
3, While –reading:
- Have Ss read the text and check their guess Key: a-4 b-1 c-5 d-2 e-3
* Comprehension questions: (textbook p87) - Have Ss read the questions through to understand - Ss read the text again and work in pairs to answer
- call some students to answer the questions loudly.( correct) - Get Ss to practice asking and answering the questions
Key:1 If you decide to take a space trip, you’ll have to run a lot, swim everyday, and aerobics and push-ups to have an excellent physical condition
2 If you want to show you are in perfect health, you must get a letter from the doctor 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 We can walk on the wall or on the ceiling
4, Post –reading: * Discussion: - Give Ss the topic of the discussion
“If you were able to take a space trip, what would you to prepare for the trip? What would you like to bring along?”
- divide the class into four groups, the students discuss in groups
- ask each group chooses one leader/ representative who will present his/ her group’s opinions - help Ss to show their ideas
V/ Homework:
- Get Ss to write a short paragraph to answer the questions in the discussion - Learn the lesson by heart
- Prepare for Write
************************************************
(128)UNIT 10 :
LESSON 5: WRITE
I/ Aims: Ss practice writing an exposition about the existence of UFOs By the end of the lesson, Ss will be able to write an exposition about the existence of UFOs
II/ Language content: topic: the existence of UFOs Vocabulary around the topic
III/ Teaching aids: textbook, posters IV/ Procedures:
1,Check up: 1S reads the text about a trip to space, answers some questions and writes new words
2, Warmer: * Jumbled words:
1 ucinionttrod = Introduction 2 oybd = Body
3 nculcoonsi = Conclusion 4 taimnenterent = Entertainment
5 caret= Trace 6 ceranpeaap = Appearance
3, Pre-writing: * Pre –teach: - imagination (n) (translation)
- trick (n) (definition : a cunning action) - man-like creature (n) (translation) - mysterious (ad ) (difficult to explain ) - flying saucer (n) (synonym : UFO)
* Check vocabulary: What and Where * Matching:
- Get Ss to exercise 6a on page 88
- Have Ss read the outline of an exposition in column A and put the paragraphs in Column B in order to match the sections in A
Key: Introduction: “I don’t believe ………about them” Body: “Firstly ,flying objects… on the ground”
3 Conclusion: “Therefore, UFOs ……….entertainment” - T gets Ss ‘feedback
- T notices Ss something about an outline for an exposition Note: An exposition has parts:
+ Introduction: state about the writer’s opinion about some topic + Body: give explanation about the opinion
(129)- Have Ss read the dialogue between An and Bad about the existence of UFOs - Give Ss some questions to make sure they understand the dialogue
a Does An believe there are UFOs? (No, he doesn’t)
b Does Bad believe in the existence of UFOs? (Yes, he does)
c What does An think about UFOs? (He thinks that it might be people’s imagination)
d Why does Bad think UFOs exist? (Because newspapers talk a lot about UFOs and many people around the world say they have seen flying saucers)
e What evidence makes Bad believe in UFOs?
(There are plenty of photos of them and the mysterious circles on the fields) - Call on some students to answer the questions
- Correct their answers 4, While –writing:
- Get Ss to use Bag’s opinion to write an exposition about the existence of UFOs - Let Ss write the exposition in groups of 10, then put the posters on board
5, Post-writing:
- T and the whole class correct the mistakes - Call on some Ss to read aloud their writings
* Chatting:
+ Do you believe there are UFOs? What you think about UFOs?
+ What evidence make you believe in UFOs? Why don’t think UFOs exist? - Get several ideas from Ss
- Get Ss to write an exposition of their own about UFOs’ existence V/Homework:
- Do the writing exercise - Learn new words
- Prepare for Language focus 1,2,3,4 * Drawing experience:
(130)PERIOD 67 Date of pre : May 3rd ,2009 Date of tea : May 7th ,2009
UNIT 10 : LIFE ON OTHER PLANETS
LESSON : LANGUAGE FOCUS
I/ Aims: By the end of the lesson, Ss will be able to use conditional sentences and modal verbs well
II/ Language content: - conditional sentences (type1 and type 2) - modal verbs (may/might)
III/ Teaching aids: textbook IV/ Procedures:
1, Check up: check some of Ss’writing 2, Warmer: * Jumbledwords:
- sir = rich - lock = clock - tidies = visit - alma = alarm - alien = alien - pace = space
- Ss are divided into two teams to play, which team has more correct words in mines will win 3, Activity 1: Conditional sentence type 1
a Presentation:
- T shows a picture : This is LAN, she is going to go out It is going to rain She says: “If it rains, I will bring my umbrella with me”
- T asks Ss to retell the structure of the sentence, revise the conditional sentence type * Remember: Conditional sentence – type
Form: If clause: simple present tense Main clause: simple future
Use: we use this structure when there is a possibility that the situation in the if clause will happen in the future or is true in the present
b Practice:
- Have Ss work in pairs to the exercise in Language focus p 90
- Ask Ss to use the verbs in the box to complete the five sentences, using conditional sentence type
- Call some Ss to read their sentences before the class - Correct
Answer key: b LAN will miss the bus if she does not hurry c If Ha is not careful, he’ll drop the cup
d Mrs Nag will join us if she finishes her work early
e If Mrs Bin writes a shopping list, she won’t forget what to buy c Production: Complete the sentence with your own ideas
(131)b We will stay at home if ……… c If you see Mai tomorrow, ………
- Get Ss to write the sentence individually, then work in groups of ten to check - Each group gives out their sentences before class (in turns)
4, Activity 2: Conditional sentence type 2
a Presentation:
Set the scene: Bad is not rich so he can’t travel around the world, but he does like to so he says: “If I were rich, I would travel around the world”
- Elicit and explain to Ss about the conditional sentence type * Remember: Conditional sentence type
Form: If clause: simple past tense (be :were) Main clause: would /could /might + V-info
Use: we use this structure to talk about unreal or unlikely present or future situation b Practice:
- Ask Ss to language focus p 90
- Ss work with a partner and make conditional sentences type - Give Ss an example first, then work in pairs to
- Give feedback and correct
Answer key: b If Mr Loc had a car, he would drive it to work
c If LAN lived in Ho Chi Mina City, she would visit Said Goon water park d If Nam had an alarm clock, he would arrive at school on time
e If Hoax lived in Hue, she would see her parents every day f If Nag owned a piano, she would play it very well
g If Tuan studied harder, he would get better grades
hive Na had enough money, she would buy a new computer c Production: * Writing: (language focus p 92)
- Give Ss the topic and ask Ss to discuss in groups before writing “What would you if you met an alien from outer space?” - Give Ss an example first
- Have Ss write things they would like to - Get Ss to share with their partners
- Call some students to call out their sentences before the class - T and the whole class correct
5, Activity 3: Modal verbs
a Presentation:
(132)- T revises the modal verbs: May /Might * Remember: Modal verbs
Form: S + may /might + V (bare info )
Usage: may/ might is used to talk about present or future possibility Might is normally a little less sure than May
b Practice: (language focus p 89-90)
- Have Ss look at the pictures on pages 89,90 to the exercise - Ss work in pairs, ask and answer
- Public check
Ex: S1: What may it be? S2: It may be a book or it might be a game c Production: * Guessing game
- Ss work in groups of ten, each group prepares something wrapped in paper, group A shows the things and asks “What may it be?”, group B answers
V/ Homework:
- Ss complete their writing exercise at home - Learn the lesson by heart
- Do exercises 4,5,6,8 p 68,69,70/ workbook
- Revise the Units 6,7,8,9,10 to prepare for the second semester exam * Drawing experience:
……… ……… ……… ………
(133)Date of tea : May 6th,2008 REVISION
I/ Aims: To revise Ss some vocabulary and grammar points they learned in the second term (unit to unit 10)
II/ Language content:
III/ Teaching aids: Paper sheets IV/ Procedures:
- T gives Ss the paper sheets
- Get Ss to the exercises in 30 mines
- T calls Ss to call aloud their answers, one by one - T and the whole class listen and check, then correct - T revises and explains the grammar points if necessary I Rewrite the following sentences as directed:
1 The weather isn’t nice today, so we don’t go for a picnic (conditional) Nam lent me this book He is a friend of mine (relative)
3 People speak English all over the world (passive)
4 She was seriously ill but she enjoyed life very much (although) We don’t have enough money to go on holiday (conditional) His house s very big It is not very far from here (relative) There was a cow on the street All the cars stopped (because) Turn down the gas fire, please (suggest)
9 I want to hear the weather forecast on TV well (turn up) 10 Please collect bottles and cans for mini project (suggest)
II Use the correct tense or form of the verbs in brackets: If I (be)……… you, I would help him
2 We (fly)……… to HCM City if we buy enough tickets They (come)………to the party if they had free time
4 If you (not get)……… up early, you (be)……….late for class He will visit his friends if the train (arrive)……… early
6 She couldn’t earn much money if she (not work)……… harder III Rewrite these sentences using relative clauses:
1 This is my uncle He is repairing my bike
2 There are some words They are very difficult to translate They ‘vet captured all the animals They escaped from the zoo That is Mr Carter He teaches me Math
(134)7 My office is very small It is on the second floor of the building A man has gone to prison He shot two policemen
9 A bomb caused a lot of damage It went off this morning
10 A scientist has won the Nobel Prize He discovered a new planet * Drawing experience:
……… ……… ……… ……… ………