Giao an TA 12 CB soan ky

- Leads in new lesson: The 22 nd Sea Games - Asks students to work in pairs to look at picture and answer the questions. Where event was it[r]

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Date of preparing : Monday, August 24 2009 Week :

Date of teaching : Tuesday, August 25

2009 Period : 1

LESSON PLAN 1

Introduction and Revision

A.OBJECTIVES:

By the end of the lesson, students will: - Review all of the knowledge of grade 11 - Know how to study and learn English 12 B TEACHING AIDS: textbook, pictures, cassette, tape C METHOD: mainly communicative

D PROCEDURE

:

Stage/Tim e

Teacher’s activities Students’ activities

5mns

Greeting, introduce, get acquaintance with the students A.Revision

-elicit all of the knowledge and language skills of grade 11 1.Verbs tenses ( present simple, past simple, past progressive, past perfect……….)

I HIỆN TẠI ĐƠN (Simple Present)

Cách dùng

1 Diễn tả thói quen việc thường xuyên xảy

Ex: - We come to school on time everyday (Chúng học ngày)

- My mother always gets up early (Mẹ thức dậy sớm) ■ Dấu hiệu thì:

a Cách dùng thường có trạng từ thường xuyên:

• rarely: • usually: thường

thường

• sometimes: đơi • seldom:

• never: khơng • always: ln ln

• often: thường • occasionally: • hardly ever: • everyday: hàng ngày b Các kết cấu với every như:

• every week: hàng tuần • every month: hàng tháng

2 Diễn tả thật hiển nhiên, chân lý

Ex: - The Sun rises in the East (Mặt trời mọc phương đông) - The Earth moves around the sun (Trái đất xoay quanh mặt trời)

3 Diễn tả thật tương đối bền vững

Ex: - Your sister speaks English well (Chị bạn nói tiếng Anh giỏi)

- Dick writes novel (Dick viết tiểu thuyết)

- Children need love and affection (Trẻ em cần tình yêu ấp ủ)

II HIỆN TẠI TIẾP DIỄN (Present Continuous)

Hình thức Subject + am / is / are + V-ing Cách dùng

1 Chỉ việc xảy tại, lúc ta nói

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5mns

Ex: - The farmers are working in the fields now (Các nông dân làm việc đồng)

- My mother is cooking in the kitchen at the moment (Vào lúc mẹ nấu ăn nhà bếp)

■ Dấu hiệu thì:

a Trong câu thường có phó từ: • now:

• at the moment: vào lúc • at present: vào lúc

b Trong câu bắt đầu từ gợi ý như: • Look! Coi

• Listen! Nghe • Hurry up! Nhanh lên

Ex: - Look! The boys are fighting (Coi kìa, bọn trẻ đánh nhau)

- Listen! They are speaking English (Nghe kìa! Họ nói tiếng Anh)

- Hurry up! The bus is coming (Nhanh lên! Xe buýt tới kìa)

c Trong câu có cụm chủ vị có từ WHILE (Trong lúc)

Ex: - I’ll think it over while I’m having my lunch (Tôi suy nghĩ kỹ vấn đề lúc ăn trưa) Diễn tả việc xếp đặt xảy tương lai

Ex: - What are you doing this evening? (Chiều tối bạn định làm gì)

- We are going to Paris on Friday (Chúng định Pari vào thứ Sáu)

III HIỆN TẠI HỒN THÀNH (Present Perfect)

Hình thức : Subject + Has / Have + Past Participle Cách dùng

1 Để diễn tả việc xảy khứ mà thời gian không xác định rõ

Ex: - He has lived in England before (Trước đây, anh sống Anh quốc)

- We have gone to Dalat several times (Chúng Dalat vài lần)

- She has already seen that film (Cô ta xem phim rồi) - He’s never been there (Anh ta chưa đó)

- They haven’t finished their work yet (Họ chưa làm xong việc) - Have you ever spoken Russian before? (Trước có bạn nói tiếng Nga chưa?)

■ Dấu hiệu thì: Trong câu thường có

• already: rồi, • several times: vài lần • never: chưa • never before: trước chưa • yet: chưa • ever: • ever before: trước

2 Để việc bắt đầu xảy khứ xảy

Ex: - So far he has had no trouble (Cho đến nay, anh chưa gặp rắc rối gì)

- He has lived here for five years (Anh ta sống năm năm rồi)

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5mns

bệnh suốt hai tuần vừa qua) ■ Dấu hiệu thì:

Trong câu thường có trạng từ thời gian:

• so far: • up to now: • up to the present: lúc • since then: kể từ lúc • since: kể từ • for: (khoảng thời gian) • in / during the last + khoảng thời gian

3 Để diễn tả hành động mà thời gian chưa kết thúc

Ex: - He has smoked ten cigarettes today (Hôm anh hút 10 điếu thuốc)

- I haven’t seen her this week (Tuần không gặp ấy) ■ Dấu hiệu thì:

Trong câu thường có phó từ như: • today: hơm

• this week: tuần • this month: tháng • this term: học kỳ • this year: năm

4 Để việc vừa xảy so với Ex: - I have seen him lately (Gần tơi có gặp anh ấy)

- She’s just gone out (Cô ta vừa khỏi) ■ Dấu hiệu thì:

Cách dùng thường có từ như: • just: vừa

• recently: gần IV simple past

The Simple Past can be used with a duration which starts and stops in the past Duration is a longer action often indicated by expressions such as : for two years , for five minutes, all day, all year, etc

E.g: I live in Brazil for years

10 The Simple Past can also be used to describe a habit which stopped in the past It can have the same meaning as “used to ” To make it clear that we are talking about a habit, we often add expressions such as: always , often, usually, never, when I was a chid, when I was youger etc

E.g : They never went to school They always skipped their classes

11 The Simple Past can also be used to describe past facts or generalizations which are no longer true As in USE above , this use of the Simple Past is quite similar to the expression “used to ”

E g : She was shy as a child , but now she is very outgoing V.Past continuous :

+ Form : Was / were + V-ing + Meaning : Past time

+ Use :

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5mns

E g : I was watching TV when she called Last at PM , I was eating dinner

* When you use the Past Continuous with two actions in the same sentence, it expresses the idea that both actions were happening in the same time The actions are parallel

E.g: I was studying while he was making dinner VI.Past perfect

Use:

* The Past Perfect expresses the idea that something occurred before another action expressed in the Past Simple It can also show that something happened before a specific time in the past e.g :had never seen such a beautiful beach before I went to Hanoi

2.infinitive and gerund

T reviews the verbs that are followed by an infinitive, a gerund and both (in handouts

Infinitive only

Agree Arrange Ask Choose Decide Demand Deserve expect Fail Hesitate Hope Intend Learn Manage Offer Plan Refuse Seem Wait

Gerund only

Admit Avoid Deny Enjoy Keep

Verbs that are followed by prepositions Both

Begin Start Continue Stop Love Like Hate RememberForget Try Regret

3.reported speech

reviews reported speech with infinitives: + Form: Verb + O + bare-infinitive

+ meaning and use: We usually use an infinitive structure to report orders, requests, advice, suggestions, threats, warning, promises, (dis)agreements, and so on We don’t use “say” in this structure

E.g: I told the kids to be quite The policeman told me not to park here

Note: T might want to remind Ss that time and place references often have to change in reported speech E.g:

4.conditional

T elicits the from and use of coditional sentences (type 1, and ) from Ss If necessary T may give Ss the following handout Type 1.If + simple present will future

In these sentences , the times is the present or future and the situation is real They refer to a possible condition and its probable result

Example :

+ If find her address , I’ll send her an invitation Type2 If + simple past , would + infinitive

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tense in the if – clause is not a true past but a subjuntive , which indicates unreality or improbability

Example :

+ If I were 18 again I would go on a round – the –world – tour (I’m not 18 , in fact I’m 45 )

+ If I studied , I would pass the exams Type If +pat prefect , would have + P2

The time is past , and the condition cannot be fulfilled because the action in the if – clause didn’t happen

Exmple :

+ If I had found her address last week , I would have sent her an invitation

+ If I had studied , I would have passed the exams 5.Relative clauses

Relative Pronouns

Who whom which that whose -Ask ss to retell Relative clause

+ Defining clause + Now- defining clause

-Ask ss to give examples then retell their functions Eg:- I met Jane’s father, who works at the U - I met the man who helpead me yesterday + she is the woman about whom I told you * Relative pronouns with prepositions To

With

Of whom/ which ( + S + V) About ( prohibit) (prep)

Reduce relative clauses 6.Cleft sentences

-Give examples of 3ex 1,2,3 to introduce ss the new grammar points

( Left sentences)

Ex1: The man gave her the book S

->It was the man who gave him the book ( focusing on subject)

Ex2: The boy hit the dog in the grander ->It was the dog that the boy hit in the garden ( focusing on subject)

Ex3:She bought him a present at the shop

-> It was at the shop that she bought him a present ( focusing on subject)

-Through the examples, ask ss to give the way to use ceft sentences them selves

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Was o that…… Adv

-Give other examples then ask ss to practise Home work

-give exercise by handouts

B Introduce the Englisn 12 to students + Introduce the Englisn 12 to students.: - Guide students about the new book - Giude them:

+ How to learn each lesson

+ How to learn each section of the lesson + How to study at the class

+ How to prepare the lesson at home…

Demand students to master: The grammar of the test The main content of the English 12

3 Master the learning methods

Date of preparing : Monday, August 24th 2009 Week : 1

Date of teaching : Tuesday, August 25

2009 Period : 2

LESSON PLAN 2

Written Test 45’

A.OBJECTIVES:

By the end of the lesson, students will: - Do the test well

B TEACHING AIDS: textbook, pictures, cassette, tape C PROCEDURE:

Method: mainly communicative

Họ tên: Lớp: WRITTEN TEST 45’: Tổng số câu /50 I Ch n m t t mà ph n g ch chõn cú cỏch phỏt õm khỏc v i nh ng t cũn l iọ ộ ầ ữ

1 a may b car c day d stay

2 a advice b age c above d affect a dry b sunny c rainy d daily a heal b head c mean d meal a big b mild c winter d spring II Ch n m t đáp án thích h p nh t đ hồn thành câu sau ọ ộ ợ ấ ể

1 The music ………… we are listening is very wonderful a which b to which c with which d who 2.They warned us against ……… that car

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a worked b working c work d be worked The kind of music ………… my group plays is hard to describe

a that b who c whose d whom

6 The ………… tells us the days of the week and the months of the year a calendar b dictionary c exercise book d notebook Both the boss and his colleagues ………… robbed last night

a is b are c were d was Neither you nor I………… here yesterday

a am b are c was d were He admitted ……… that vase

a broke b breaking c to break d for breaking 10 He did well in ………… Maths and history

a either b or c both d and 11 It is the door that needs …………

a replacing b replacement c to replace d replaced 12 It ………… who saw the ghost

a is us b was us c was we d were we 13 The book ………… I give you is very interesting a which b that c  d all are correct

14 The man ………… the bank is a millionaire

a is entering b entering c to be entered d enters 15 Tom was the last person ………… the classroom yesterday a to leave b leaving c left d leaves

III Ch n m t đáp án thích h p đ n vào ch tr ng đo n v n sauọ ộ ợ ể ề ỗ ố ă CELEBRATING NEW YEAR

Tet (New Year according to the lunar calendar) is Nam’s favourite festival He (1) _ new clothes and eats a (2) _ good food on that occasion

On the first day of Tet, Nam and his family (3) _ his grandparents He (4) _ them and his grandparents beam (t i c i) with joy and they (5) _ him tien mung tuoi (the lucky ươ ườ money)

Then his family has lunch (6) _ his grandparents Nam is very surprised (7) _ the delicious spread (b a n linh đình/ th nh so n) of food before him “Nam, I made the spring rolls speciallyữ ă ị (8) _ you You must eat more”, says his grandmother lovingly Of course Nam is very happy because (9) _ is his favourite food After lunch, Nam and his sister (10) _ their mother to clear the table

1 A wear B to wear C wears D wearing A many B lots C much D lot of

3 A visitB to visit C visiting D visits A says B greets C seesD asks A talk B send C receive D give A to B of C with D among A with B at C on D in A for B to C with D at A they B he C she D it 10 A to help B helpC helping D helps

IV Đọc đoạn văn sau chọn đáp án

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Last Sunday was definitely not a good day for me It all started when I got into my car and it refused to start I immediately realized that I had left the lights on and the battery had gone flat I telephoned my friend George and he came round and helped me start the car I then drove into town to see a friend I had arranged to meet him at six thirty, but by the time I got there, it was ten past seven and my friend was not there I waited for him for an hour despite the freezing weather, but he didn’t come When I returned to my car, I saw that someone had broken into it, probably looking for the radio Luckily, I never leave the radio in the car! There was nothing I could but get into my car and drive home Later I spoke with my friend and discovered that he hag waited for only half an hour and left He didn’t even apologise for not waiting for me longer!

1 Why wasn’t the writer’s car started? – Because ……… A the lights had gone wrong B the battery had gone flat C it hadn’t been serviced D the battery had been stolen What was the weather like when the writer waited for his friend?

A coldB hot C rainy D foggy

3 In the writer’s opinion, what did the thief want to steal?

A money B camera C radio D wallet

4 What time did the writer’s friend leave after waiting for him?

A 6:30 B 7:00C 7:10 D 7:30

5 Which of the following sentences is NOT true?

A A friend f the writer’s helped him start the car B A friend f the writer’s lived in town

C The writer had waited his friend until 7:30

D the writer apologized for not waiting his friend for any longer V Viết lại câu sau cho nghĩa câu không đổi

1 Can you pass me the magazine?

- Would you mind ………? The party was so wonderful that we didn’t want to leave - It was ………

3 Tom said : “I’m feeling ill.”

- Tom said that……… father doesn’t drink wine any more

- My father used People drive very fast, that’s why there are so many accidents

- If………

Date of preparing : Thursday, August 25th 2009 Week : 1 Date of teaching : Friday, August 26th 2009 Period : 1

LESSON PLAN 3

UNIT 1: HOME LIFE

A: READING

A.OBJECTIVES:

By the end of the lesson, students will: -understand more about home life

-use vocabulary related to the topic of the lesson through exercise B TEACHING AIDS:

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D PROCEDURE:

Stage/Time Teacher’s activities Students’ activities

Warm- up 5mns

Before-reading 10mns

-Ask Ss to work in groups and tell about their family -suggestions

1.how many people are their in your family? 2.what is your father’s job?

3.what’s your mother’s job? ………

-go round the class and control -call on some Ss to present -feedback

-short introduction the types of family (show the pictures)

Nuclear family

Nuclear family consists of the father, the mother, and the children

Extended family

Extended family consists of the grandparents, aunts, uncles, cousins, nephews, nieces, and in- laws, (relatives through marriage)

SINGLE PARENT FAMILY

A single parent family consists of the children and one parent either the father and the mother + In US, single parent families are popular

+ In Viet Nam , there are more and more the type of single families

BLENDED FAMILIES OR STEPFAMILIES -A family in which both parents have been divorced, each with their own children they remarry and bring both sets chilren into the marriage

+ It consists of stepparents, stepsister, stepbrother, halfbrother and half sister

Pairs work

-have SS to look at the pictures in the textbook and answer questions

1.Who you think they are? 2.Where is the family?

3.What is each member doing? 4.Is the family happy? Why/why not? 5.Are there any pets? What are they? 6.What are they doing?

7.do you like having pets in your house? 8.What pets you want to have?

Call some pairs to answer and give feedbacks - Introduce the text

Explain some new words:

Group work

Discuss Present

Answer

( In English or Vietnamese ) - Work in pairs

* Suggestion:

- Parents and children - At home

- The mother is helping the daughter with her study, the father is playing with the son

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While-reading

10mns

Introduce and explain the meaning of the new words Caring(a): paying attention to the others

2 to run the household to be willing to st household chores responsibility(n):

 responsible to sb For st

6 mischievous(a) obidient(a) close-knit(a) supportive(a) ~ of 10 frankly(adv) 11 secure(a) 12 confident(a)

 confidence(n)

-read aloud and ask Ss to repeat

-explain new words in Vietnamese if necessary - Ask Ss to listen to the tape

- Ask Ss to read the passage silently to understand about it

a Task : Choose the best answer

- Get Ss to read the requirement of task1 - T asks Ss to read through sentences and T helps them if necessary

- Asks Ss to work in pairs and choose the answer - T gets Ss to share the answers with their groups - Call Ss of groups to write down the answers - T checks and give feedbacks:

- Let Ss explain some sentences if necessary b Task : Answer the questions:

- Checks if Ss can answer the comprehension Qs without reading the text again If Ss cannot, T gets them to read the Qs carefully and underline the key words to task

- Gets S to check theirs answers and explain their choices

- T calls some Ss to read theirs answers and explain their choices

- T comments and gives feedbacks

- Answer

Listen to the tape

- Read the passage silently - Find out new words

Read the passages

- Listen to teacher’s reading - Read the text by self - Read the task

- Read through sentences - Work in pairs

- Share the answer

1-B; 2-C; 3-A; 4-B ; 5-A;

- Work in pairs

1 Very busy They have to work long hours and sometimes they have to work at night

2 She is always the first one to get up in the morning to make sure that her children leave home for school having eaten breakfast and dressed in suitable clothes She always makes dinner ready before her husband comes home

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After-reading

4mns

Homework 1mn

- Give some Ss handouts and asks them to fill in the table the missing information from the reading text (work in groups of 4)

?what is your mother/father/you responsibility in your family?

Work father mother children

-washing dishes -cooking ………

*

- T checks and gives feedbacks

- Let Ss compare the family described in the text with your own family (basing on the handouts)

- T tells each group to choose a secretary to note down all of others’ ideas

- T asks the secretary to report their ideas - T comments and corrects Ss’ mistakes

- Learn the new words by heart, read and translate the text, the tasks again

- Prepare the section B (The Speaking part of Unit one)

dishes and takes out the garbage She also looks after the boys/her younger brothers The father sometimes cooks/does some cooking or mends things around the house at weekends

4 She attempts to win a place at university

5 Because they are very closed – knit and supportive of one another They often share their feelings and whenever problems come up, they discuss them frankly and find solutions quickly

Work in groups - Check

- Work in groups - Report their ideas - Listen and comment

Write down the homework requirements

LESSON PLAN 4

UNIT home life

B SPEAKING

A OBJECTIVES:

1 Educational aim:

- Help students ask and answer about household chores and family life 2 Knowledge:

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3. Skills: Speaking and writing

B METHOD: Intergroup, mainly communicative

C TEACHING AIDS: Textbook and some pictures of family D.PROCEDURE:

- Checking attendance:

Warm - up 5mns

Pre – speaking

10mns

While – speaking

20mns

I.Network

- Ask Ss to find out as many as possible words rel related to household chores

- Call some Ss to write on the board - Give comments

Task 1: Read the following statements and tick the ones that apply to you and your family.

- Ask Ss to work in pairs, exchange the ideas

-Walk around and help them

- Call some Ss to talk about their families in front of the class, using the information in task

- Give feedback

Task two:

- Guide students how to practise - Ask students to work in pairs

- Help the students with new structures Give some special expressions

* Could you tell me who… ?

* By the way who in your family …… ? * What about your … ?

- Walk around and help them

- Call some pairs of student to stand up and report before the class

- Correct their mistakes

Expected words: - cleaning the floor - cooking

- doing the washing up - washing clothes - tidying the kitchen - ironing clothes

- hanging dry the clothes - repairing/ mending things - taking care of the baby - taking out the garbage - Work in pairs

- Present in front of the class Feedback:

In my family both my father and mother go to work Almost all members of my family share the household chores Washing the dishes and cleaning the house are what I often help my parents We all like watching films on TV when we have free time at weekends The person I often share my secrets with is my sister I always ask my parents for advice before making an important decision

- Work in pairs Expected questions :

1 Could you tell me who works in your family?

2 By the way who in your family does the washing up?

3 What about your brother ? Does he share the household chores?

4 What’s your responsibility in the family? What exactly you have to do?

6 How you share the household chores? What interests your family members share together?

8 What your family members often together in your free time?

Who you often share your secrets with? 10 Who you often talk to before making an important decision?

Sample dialogue :

household

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Post – speaking

10mns

Homework 1mns

Task : Ask about your partner’s family - Ask Ss to study the table carefully

- Have the Ss to work in pairs, asking about the partner family life, noting down the answers in the table

-Call some pair to act out in front of the class

- Give comments

Report the information - Have Ss to work in pair

- Call some Ss to report in front of the class - Correct and give comments

- More practice the main toppics at home - Prepare the section C (The Listening part of Unit one)

A: - Hi,…Could you tell me a bit about your family life ?

B: - Sure, no problem

A: - Who works in your family?

B: - Both my parents My father is an engineer and my mother is a teacher They work hours a day

A: Do you help them with the household chores?

B:- Of course I help my mother in the kitchen and wash the dishes

A: -What about your father?

B: -He cleans the floor and sometimes when my mom is out of on business he cooks for us A: - What interests your family members share closely?

B: - Watching films We often watch films on TV on Saturday evening when everybody is free

A: - Who you often share your secret with? B: - Mother I think she understand me well A: - So she is the person you often talk to before making an important decision?

B:- No, in fact both my parents help a lot when I have problems

A: - You must be very happy in such a family Thanks for giving me time Bye B: - Bye

Expected answer:

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LESSON PLAN 5

UNIT home life

C: LISTENING

A.OBJECTIVES:

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- develop listening skills: listening for main ideas and specific information B TEACHING AIDS:

textbook, pictures, cassette, tape, handouts and real objects

C

Method : mainly communicative D PROCEDURE:

Warm – up 5mns

Before -listening 10mns

While -listening

Jumbled word

Rearrange the letters to make a meaningful word RINENOU

- Which word can go with “reunion”? * Describing the picture

- Ask students to work in pairs, look at and describe the picture (p16), using the cues:

1 What is happening in the picture?

2 How many pictures are there?/ who are they? How are they feeling? / How they look? - Call some students to answers

- Give feedback and introduce the topic of the lesson:

 Lead- in: In today’s listening section, you’ll hear

the conversation between Paul and Andrea talking about their family

- introduce some new words to students by using pictures or by using definitions in English

 Teacher asks students to repeat the words on the

black board

 Teacher has students pay much attention to the

words and how they’re pronounced and tells students that they’re given cues helping them to listen to the text well

* Vocabulary: Listen and repeat

- Play the tape and ask Ss to read after the tape twice

- Explain new words :

- leftovers / `left u v z/ th c n th aә ә ứ ă - spread ( v) out/spred/ tr i ả

1 to reserve: = to book sth in advance: đặt trước 2.coach (n): xe chở khách đường dài

3.to spread out: to cover a large area

4.leftovers: food that has not been eaten at the end of a meal

5.flight(n): a journey made by air, especially in a plane: chuyeán bay

Task : Listen to the conversation between Paul and

-> REUNION -> Family reunion

Look at the pictures

- Answer the teacher's questions + They are having a big… + many people

+ Very happy

Students repeat individually and in chorus

-Students listen to the tape carefully

- Read through the questions - Work individually to the task - Compare the answers

answer T

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10mns

15mns

After -listening

4mns

Homework 1mn

Andrea and decide whether the statements are T or F and then correct the false statements

Ask students to read through the questions - Play the tape two times

- Ask Ss to individually then compare the answer with a partner

- Play the tape again, have students listen and check the answers

- Call some Ss to give the answers - Checks and gives feedback

Task 2: Note down two things that are different about Paul’s and Andrea’s families.

- Ask students to read through the questions - Let them the task without listening again - Play the tape twice

- Ask students to Task then compare the answer with a partner

- Play the tape again, have students listen and check the answers

- Ask some students to read the answers - Checks and gives feedback

Discussing

- Ask Ss to work in groups, discuss the questions: The importance of family in a person's life

- Ask some students to present their discussion in front of the class

- Give feedback

- Summarise main points - Write about family reunion - Prepare Part D

3 F ( It is about 180 kilometers from they ….)

4 T ( There are children in Paul’s family)

5 T ( There are too many people to cook for, they end up going out to dinner a lot.)

- Read through the questions - Work individually to the task - Try to the task without listening again

- Compare the answers - Listen again and check the answers

answer:

Paul Andrea

His family members are not very close

His family is a close - knit one The families often

eat the meal the mother cooks at home

The family often goes out to eat when they get together

- Work in groups, discuss the questions

- Report their discussion answer:

Family is very important It’s a place where people can share their secrets and find solutions to

problems that arise Only in family, we can enjoy love and comforts We are sure to be welcome back when we have disappointments or failures in life

Date of preparing : Thursday, August 31st 2009 Week : 2 Date of teaching :Friday, September 1st 2009 Period : 4

LESSON PLAN 6

UNIT home life

D: WRITING

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By the end of the lesson, students will: - understand more about home life

- develop listening skills: listening for main ideas and specific information B TEACHING AIDS:

textbook, pictures, cassette, tape, handouts and real objects C : METHOD: mainly communicative

D PROCEDURE:

Warm- up 5mns

Pre-writing 15mns

While-writing 20mns

-Ask Ss to work in pairs and answers some questions

1 Do your parents often let you go out in the evening ?

2 Are you allowed to use your family motorbike?

3.Are you allowed to the household chores? -call on some pairs to present their answer in front of the class

-feedback

Lead in : In today’s lesson, you’re going to write a letter about your family rules

* groups work

Task 1: What rules you have in your family?

+Have students revise the verbs * let sb + V

*allow sb + to V

*have to + V (obligation) *permit sb + to V

- T delivers Ss handouts (Task – Complete tthe following sentences)

1 During the school year, I am not allowed

2 I have to……… My parents allow me……… My parents want me not………

- T asks some Ss to go to the BB to write down their sentences

- T together with Ss finds out the mistakes and corrects them

Task 2: Write a letter to a pen pal about your family rules

- T asks Ss to work in groups and use the ideas they have written above to write a letter about

Pairs work

1 My parents don’t let me come home late

2 My father permits me to use the family motorbike

3 I have to the household chores

- Ss work in groups

1.During the school year, I am not allowed to come home late / watch TV …

2 I have to clean my house / the washing

3 My parents allow me to watch TV / go out with my friends on Saturday or Sunday…

4 My parents want me not to stay up late / chat with my friends on the phone

- Ss work in groups Dear Mary,

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Post-writing 4mns

Homework 1mn

their family rules

T goes around to offer help

- T calls four representatives of four groups to go to the BB to write down their letters

- T together with Ss finds out the mistakes and corrects them

T gives feedback on Ss’ work

T points out some common mistakes made by Ss when doing this writing task

T asks Ss to make a conversation about the content of their letter

T calls some Ss to practice the conversation in the front of class

- T remarks generally Ss’ written work

- Rewrite at home

- Prepare the section E (The Language focus part of Unit one)

few First, during the school year I’m allowed to watch TV until I have finished my homework Sometimes my parents let me go out with my friends on Saturday or Sunday, but I must come home early Second, in my family everybody has to their share of the household chores And mine are doing the washing and preparing meals Third, my parents want me not to chat on the phone more than ten minutes How about your family rules? I am very happy with my family My parents really love me and take good care of me

Love, Daisy

Work in pairs

A Do your parents let you go out in the evening?

B Sometimes on Saturday or Sunday A Are you allowed to watch TV? B …………

Date of preparing : Thursday, September 6th 2009 Week : 3 Date of teaching :Friday, September 7th 2009 Period : 5

LESSON PLAN 7

UNIT home life

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A.OBJECTIVES:

By the end of the lesson, students will:

- distinguish and pronounce correctly the ending sounds / s, z / - use correctly the Simple past, past continuous and present perfect B TEACHING AIDS:

textbook, pictures, cassette, tape, handouts and real objects C METHOD: mainly communicative

D PROCEDURE: checking attendance

Warm – up 5mns

Pronuciatio n 10mns

Grammar 15mns

- Tongue twisters.

- Hang a poster on the B.B, Ask Ss to read the tongue twisters as quickly as possible If one read times he wins

She sees Susie sitting in a shoe shine shop.

Where she sits she shines, and where she shines she sits

- Ask Ss to pick out the word containing the ending sounds / s, z / and put in the correct column

- Write on the B.B + Listen and repeat:

- Read and ask students to listen and compare the difference betweet / z / and / s /

- Let students listen again and to repeat

- Write some words on board and ask students to read them aloud

+ Pratise these sentences:

- Read one before then read again and ask students to repeat

- Askk students to practise themselves - Walk around and help them

Tense revision Tense revision :

- Hang a poster, Ask Ss to the exercise

Poster : Use the correct tenses: simple past, past continuous or present perfect.

1 When you (buy) that car? - I (buy) it year ago

2 At this time yesterday we (play) football At p.m last Sunday we (visit) the zoo When I (have ) dinner, my friend (call) I (already/see )Titanic

- Call a student to on the B.B while the other practice individually

- Correct and give feedback

Read the tongue twisters

 The way to read “s”

1 We read /s/ after some voiceless such as / f, k, p, t, /

2 We read /iz/ after some sounds such as / s, z, 2, d2, ~ , t~ /

3 We read /z/ after the left such as /d e, r, le, n, m /

/ s / / z / sits sees shines

+ Listen and repeat: - Listen and practise + Pratise these sentences: - Listen and repeat - Preactise in pairs

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14mns

Homework 1mn

- Ask Ss to remark the uses of these tenses, give comment

remarks

* Simple past is used to denote an action happening at a specific time in the past with no relating to the present

* Past continuous is used to express action that was in progress at a specific time in the past; it is also used to express action that was in progress when something else happened

2, Practice: Exercises (p.18) ; Ex 2( p.19) - Ask Ss to exercises provided in the books - Have them individually, and then compare the answers with the partners

- Call Ss to give the answers - Correct and give feedback

* Additional exercise: Choose the best answers The man got out the car,… round to the back and opened the boot

A walking B walked C walks D walk I saw Maggie at the party She … in several films

A wears B wore C was wearing D has worn

3 After I had had lunch, I… for my bag A looked B had looked C have looked D look

- Redo the exercises at home

- Prepare Unit (The reading part of Unit 2)

was having ; called have already seen Take note

Remarks

Do exercises

Exercises : Underline the most suitable…

1 Have you seen have you enjoyed has been married Did you give ; saw didn’t listen

6 Have you two met Did you meet

Exercises Which answer best fit each …

1 B C C B A 10 C A 11 B B 12 C B 13 C B 14 A 15 B

Date of preparing : Thursday, September 6th 2009 Week : 3 Date of teaching :Friday, September 7th 2009 Period : 1

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UNIT 2: CULTURAL DIVERSITY

A: READING

A.OBJECTIVES:

- understand some more about the senses and personal experiences directly related to the sense - improve their reading skills

B TEACHING AIDS:

D PROCEDURE: - checking attendance

Before -reading

15mns

- Network

Competition game – network

- Prepares a hand out with a network of the word’ a Marriage” and asks Ss the Question

- What things make a marriage happy?

Marriage

- Teacher divides the class into groups and gives each group a hand out Teacher asks Ss to complete the network

- The winner will be the group completing the network in the shortest period of time

- Ask students to look at the pictures and work in pairs to ask and answer the questions

?what can you see in the pictures? What are the differences between them? Call students to answer before the class Feedback

Lead to the lesson * Pair works:

- Ask Ss to work in pairs and discuss the question: +Which of the following factors is the most important for a happy life? Why?

- Love a nice house / flat - Money, a good job

- Parents, approval good health.

- T asks Ss to talk before the class and give the reason why The other can asks Questions

*Vocabulary:

Give some main words to present using vocabulary

Group work

Expected words: -romantic love - understanding - sharing

- partnership of equals ……

Pairs works Answers

Free answers

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While -reading

20’

technique to teach

1.Phycical attractiveness: Confide.(v): chia s , tâm ự Partnership of equals: Trust built on love: 5.diversity (n):tính đđa d ngạ 6.diversify (v):đ đa d ng hóaạ 7.diverse (adj):thay đ i , khác nhauổ 8.approval (n):s ch p thu nự ấ ậ

9.marriage (n):hôn nhân, kết hôn -read aloud and ask Ss to repeat -correct mistake

-Ask Ss to read the text silently to the tasks. Focus on the phrases physical attractiveness; confiding; partnership of equals and trust built on love…

- Open the tape T can ask or good student to read the text aloud

*Task Explain the meaning of the word/ phrases:

- Ask Ss to read the sentences silently to understand what to

If Ss have any problems, T might be able to help them by giving the instruction

- Give handouts Matching

1.Precede a happen or exist before

2 Determine b tell some – one about something Very Private or secret

3.Confide

4 Sacrifice c having a duty to something Obliged d find out

e willingly stop having something you want

-Goes around for help

- Call on Ss to read aloud what they - Give feedback and correct answers

-Get Ss to read the sentences in task loud what they the other can translate them into Vietnamese pairs by pairs

* Task Answer the following questions:

- Get Ss to read the whole text silently to answers the question

- Ask them to work in pairs or groups asks and answers the questions

- Call on some Ss to answer in front of the class - Give feedback

- T divides class into small groups of or and asks

Read the passage silently

Individual work/ group work and pair work

answers

1 – a; – d; 3- b; – e; 5- c

Pair work/ group work and whole class answers

1 They are Physical attractiveness; Confiding ; Partnership of equals; trust built on love

2 The young Americans are much concerned than the young Indians and the Chinese with physical attractiveness

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After-reading

5mns

Homework 1mn

them to discuss the question: what are the differences between a tradition Vietnamese family? * Number of children

*The house they like to have * The head of the family *Who works?

*Who takes care of the housework and children? * The income…

T goes around to help Ss if they have any problem - T asks to talk before the class some pairs groups - Learn the new words by heart, read and translate the text, the tasks again

- Prepare the section B (The Speaking part of Unit two)

woman has to sacrifice more in a marriage than a man

4 The American wife trusts her husband to the right thing because he loves her not because he has to

5 The main finding of the survey is that young Asians are not as romantic as their American counterparts

Pairs work

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Date of preparing : Tuesday, September 8th 2009 Week : 3 Date of teaching : Wednesday,September 9th 2009 Period : 2

LESSON PLAN 9

B: SPEAKING

A.OBJECTIVES:

- understand more about differences among cultures

- discuss information that relates to the differences between Vietnamese and American cultures

- to improve the students’ speaking skills B TEACHING AIDS:

textbook, pictures, cassette, tape, handouts and real objects C METHOD: Intergroup, mainly communicative,

D PROCEDURE:

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Warm - up 5mns

Pre-speaking

10mns

Gives two tables and asks Ss to work in group of three or four to complete the table

Give a picture

-Ask Ss to look at the picture and answer questions

1 What are they doing?

2 Can you guess where they are?

3 In Viet Nam, people often kiss in public? Why or Why not?

4 What about in America?

-lead to the new lesson Today we will learn about the differences between Vietnamese and American cultures

Task 1

T asks Ss to open the book on page 22

- T asks Ss to read the sentences in the box in Task on page 22

- T can explain some special expressions if necessary

- T reads aloud and instructs Ss how to use these expressions

Some special expressions

I think / feel / believe… I don’t agree…… In my opinion …… It’s not true…… For me… That’s true / wrong /…

- T ask Ss to express their point of view on the following ideas, using the words or expressions in the box

● In Vietnam, there are three or vevn more generation may live in a nhome

● A happy marriage should be based on love ● In some Asian countries, love is supposed to follow marriage not precede it

● In some countries, a man and a woman may hold hands and kiss each other in public - T can make a sample conversation with a

Do the task

1 They are kissing

2 In the public / In the street No, they don’t It’s impolite It is very common

Ss open the book and look at the sentences in the box on page 22 - Ss listen to the teacher and write down the new expression in their notebooks

- Ss read after the teacher

- Students choose some of these ideas and then use the expressions in the box to express their points of view

- Ss work in pairs

Sample

T: I think a happy marriage should be based on love.

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While-speaking 15mns Post -speaking 10mns Home work 5mns student

- T goes round the class and helps Ss if necessary

- T can divide the class into the suitable groups Task 2

- ask Ss to look at task on page 23 and tells them to read the typical features of the American culture in pairs, and then discuss and find out the corresponding features of the Vietnamese culture

- help Ss with the new words and the pronunciation

- give Ss some expressions to help them practice the conversation easily

Some expressions Do you know that………? It is said that……

It is said that in the newspaper / on TV / radio that….

-Ask Ss to work in pairs to the task -Call on some pairs to give their ideas - Correct and gives feedback

Task 3: Talk about the similarities and differences between Vietnamese and American in cultures

- Explain how to the task

- Ask Ss to read the answer of task again before doing the task

- Ask Ss to work in group of four - Call on some pairs to give their ideas - Correct and give feedback

-Ask Ss to work the tasks again

- Ask Ss to write a short passage about the differences and similarities in celebrating a wedding ceremony in Vietnam and American - Prepare part C

terrible if there is not true love between a husband and a wife.

T: But in some Asian countries love is supposed to follow marriage, not precede it.

S: For me, I don’t think it’s true (What will happen if there is no true love even after marriage) How can two people who don’t love each other live happily in the same house?

Ss read task

- Ss write down some expressions in their notebooks

Answers

- three or sometime four generations live under one roof

- Elders live with children and are taken care of by their sons

- Asking about age, marriage and income is acceptable

- A Vietnamese greets the head of the family or an older person first, then the younger ones

- Groceries are bought everyday - Tet(Lunar New Year) is the most important

- Children often sleep with their parents Take note

There are differences and similarities between Vietnamese and American cultures In America, there are two generations live in the same house In Vietnam, two, three or even four generations live under on roof It’s tradiotional for children to live near and take care of their parents so old people in Vietnam don’t live in nursing home as Americans Americans don’t want to be asked about age, marriage and income while it is acceptable in Vietnam……

Date of preparing : Monday, September 14th 2009 Week : 4 Date of teaching : Tuesday,September 15th 2009 Period : 3

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C: LISTENING

A.OBJECTIVES:

- Listen and understand the conversation about the wedding ceremony in Vietnam - Listen and fill the missing information in the gaps

- Listen and answer the questions about the wedding ceremony in Vietnam - Know some more new words about wedding ceremony

D PROCEDURE:

Warm-up 5mns

Before-listening

15mns

- cross words

-Give the cross words on the additional board - Read aloud each clue, gets students say aloud the answers

*cross word:

1

3

5

7 *clues:

1 the woman that a man is married to every marriages should be based on this what we call a woman on her wedding day?

4 the man that a woman is married to -checks and correct

-Ask Ss to guess the topic of the lesson today -lead to the new lesson

- ask Ss to open the book

- ask Ss to look at the pictures on page 24 and discuss what is happening in each one

- gives some guide questions: What you see in the pictures? Who are they?

3 What are they doing? -check correct answers

Ask students to discuss the two questions:

 Class work

Each student with a correct answer will be given a present

suggested answers:

1 W I F E L O V E

3 B R I D E H U S B A N D

5 S P R I N G R I N G

7 G R O O M people often choose this season to hold wedding ceremonies

6 to show that you are married, what you often wear?

7 what we call a man on his wedding day?

Ss look at the pictures on page 24, work in groups and then discuss what is happening in each one

- Ss answer the teacher’s questions

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While-listening

15mns

1.Have you ever attended a wedding ceremony?

2.what the bridge and the groom usually at the wedding ceremony?

T introduces the new lesson: You will hear two people talking about a wedding ceremony in Vietnam Listen and some listening tasks

* Vocabulary: Listen and Repeat

T teach some new words first and then plays the tape for students to listen and repeat

Altar: bàn thờ

Master of Ceremony: Banquet:

Groom: rễ Bride:cô dâu

Ancestor: ông bà tổ tiên Tray: khay

Schedule: lịch Blessing: cầu chúc

1.TASK 1

- T explains Task to the Ss

You will hear two people talking about a wedding ceremony in Vietnam Listen to the tape and fill in the blanks the missing information

Get Ss to read carefully five sentences before listening the tape to the task

- Play the tapes twice

(T can play the tape one more time if students have difficulty.)

- Ask Ss to work individually, then compare their answers with the other student

- Call on some Ss to give their answers, correct and give feedback

2 Task 2: Answering

-Ask Ss to read carefully the five questions first, then let them try to answer before listening again to the task

-Play the tape twice, one for doing the task, one for giving feedbacks

Call on some Ss to give their answers, correct and give feedback

-explains the task and asks Ss to work in

3 They are bringing a lot of gifts Answers

1.yes, I have

2 they usually …………

Ss write down the new words in the notebook

- Ss repeat

- Read - Listen

- Expected answer: groom’s parents red paper altar

4 at the wedding banquet wedding cards/ money

Ss read the questions in Task carefully, listen to the tape for three times and answer the question

1 The most important thing the groom’s family has to on the wedding day is to go to the bride’s house bringing gifts wrapped in red paper

2 They would pray, asking their ancestors’ permission to get married

3 After they pray and ask their ancestors’ permission to get married

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After-listening

10mns

Homework 1mn

groups to discuss the question: What do families often to to prepare for a wedding ceremony?

Suggestions

- the importantance of wedding ceremony to Vietnamese people

- the preparation for the wedding - what groom and bride on their

wedding day

- banquet ( place, food, drink….) guests ( gifts, blessing, ….)

-call on some groups to present their answers Write a short paragraph to introduces about the wedding ceremonies in Vietnam

5 They stop by each table to thank their guests

- Ss read the question carefully and then discuss in groups

Answers

The wedding is very important to the bride and the groom as well as the two families. The wedding day is carefully chosenm by the groom’s parents because they think that it will affect the future life of the new couple. Both families have to talk with each other to decide the place, the number of the guests and how to hold the banquet Not oly the bride and the groom but nearly all members in the two families have to be sure in their best clothes on that day The altars od the both families are cleaned and well decorated Then comes the cars and the flowers They have to be ordered in advance so that everything will be available on that day Everybody is very busy but they all look forward to that important day.

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Date of teaching : Tuesday,September 15 2009 Period :

LESSON PLAN 11

C: WRITING

A.OBJECTIVES:

- Write a description about a symbol of the Vietnamese Culture: The Conical Leaf Hat B TEACHING AIDS:

textbook, pictures, cassette, tape, handouts and real objects C METHOD: Intergroup, mainly communicative

D PROCEDURE:

-Paint some pictures on the board :

P1 P2 P3 P4 -Asks Ss to look at the pictures and asks: What’s this?

-Asks Ss some questions:

1 Where in Vietnam people often wear leaf hat?

2 Who wear it? What form is it?

leads to the new lesson →Describing the conical leaf hat.

Gives Ss some new words: + leaf (n) :

+ rim (n): vành

+ ribs (n) : gân ( cây)

+ strap (n) : dây ( da, lụa, vải )

Reads once time and then asks Ss to repeat again

- Ask Ss to copy it down into their notebooks TASK 1

- T can ask Ss to close the book and answer some questions

1 Have you ever worn a conical leaf hat? Have you ever seen a conical leaf hat? If yes, what does it look like?

- Now T asks Ss to open the book on page 25, look at Task

T explains Task 1:

You are going to write about the conical leaf

Look at the board

Look at the pictures and answer: P1:A line/a slope

P2:A conical form P3: A triangle P4: A leaf hat Expected answers: Vietnam, Hue city girls, women Conical form

Listen and repeat again Copy

- Ss listen to the teacher’s questions and give the answers

The answer is optional

- Ss look at the picture on page 25, work in pairs and finish Task

The answer leaf ribs rim strap

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While-writing 20mns Post -Writing 5mns Homework 1mn

hat or “nãn l¸”, a symbol of Vietnamese culture Look at the picture below , write Vietnamese equivalents for the English words

- T suggests useful expressions Useful expression

To be made from: làm

- T gives some suggested questions

1 What is a symbol of Vietnamese girls and women?

2 What is considered as a part of the spirit of Vietnamese nation?

3 What is it made from? What does it look like? What is the diameter? How high is it?

6 How many ribs are shaped into a conical form?

7 What is it used for? - Following questions:

1.How many parts are there in your writing? What are they?

3 What you include in the main body? -Ask Ss to write a passage of about 150 words about the conical leaf hat of Vietnam, using the out line and information below

-ask Ss to work individually

- T goes round the class to help Ss if necessary -After that, asks Ss to exchange their writing

- Feedback to students’ writing

- Collects some of Ss’ works to give feedback -Should draw Ss’ attentions to the

organization of description and the language use , especially the verb tenses

- T asks Ss to write task page 19 in the student’s workbook

1 The conical leaf hat is a symbol of Vietnamese girls and women.

2 It is also considered as a part of the spirit of Vietnamese nation.

3 It’s made from a special kind of bamboo and young soft palm leaves. 4 It has a conical form.

5 The diameter is about 45 or 50 centimeters and it is about 25 or 30 centimeters high.

6 Either 16 or 18 ribs are shaped into a conical form which is then covered with palm leaves The leaves are sewn into rims.

Finally the hat is trimmed and painted with a coat of attar oil.

7 The conical leaf hat is used to protect people from the sun and the rain.

- Wearing this conical leaf hat in summer sunny days, girls look more charming. - The hat also helps to protect their complexion and give them a cool feeling in such hot weather.

1 Three

2 Introduction – main body – conclusion Materials – shape and size – process Sample writing :

The conical leaf hat is one of the typical features of the Vietnamese culture because it can not be found anywhere else in the world The leaf hat is not only a symbol of Vietnamese girls and women but not also become a part of the spirit of the Vietnamese nation

The conical leaf hat is made from a special kind of bamboo and young and soft palm leaves Either 16 or 18 ribs are shaped into a conical form which is about 45 or 50 centimeters in diameter and about 25 or 30 centimeters high The conical form is then covered with palm leaves which are sewn into all ribs Finally, the hat is trimmed and painted with a coat of attar oil

The conical leaf hat is used like an umbrella to protect people from the sun and the rain Beneath the broad rims of the leaf hat, the girls and women look more pretty and attractive Unfortunately they are now only used by pedestrians or those who ride bicycles

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Date of teaching : Friday,September 15 2009 Period :

LESSON PLAN 12

E: LANGUAGE FOCUS

A.OBJECTIVES:

- Pronounce correctly the – ed endings sound of verb in the simple past tense - Review the usage of tenses

D PROCEDURE:

Warm - up 5mns

Pronunciation 10mns

Hang a chart with 12 verbs (both regular verb and irregular verb) with the form: infinitive without “To”

For example

see, need, go, laugh, teach , eat, miss, paint, close, run , play, help

Divide class into groups - Read loudly 12 verbs times

-Ask Ss to rewrite all verbs which they hear -Call leader of each group to go to BB and write down

-Check and choose the winner

-Call some students read all verbs when adding “ed” at the end of each verb

- Ask Ss to give comment and note how to read “ed”

- leads-in new lesson Activity 1:

- T gives Ss the rules of pronouncing the verbs ending in -ed

There are three ways

1 ed /d/ after voiced consonants and vowels.→ ed /t/ after [ → k , p , s , , t∫ ∫ , f )

3 ed /id/ after / t, d/→

- T asks Ss to look at the verbs on the board and then write them into the right column

- T reads aloud and asks Ss to repeat

- T asks Ss to open the book and look at the words on page 27

- look at

- listen - listen - rewrite - answer - listen

Ss change these verbs into past simple

saw, needed, went, laughed, taught, ate, missed, painted, closed, ran, played, helped

Ss write down the rules in the notebook

Suggestion

/ t/ / d / / id /

laughed missed helped

closed

played neededpainted

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Grammar 25mns

Homework 5mns

- T asks Ss to practice Activity 2:

-Ask Ss to practise reading sentences in textbook in pairs and then arrange the verbs into kinds: /t/ - /d/ - /id/

-Check and gives feedback

-Play the tape (or read) and ask Ss repeat (note sentence stress

tense revision

-asksss to look back the examples above and review the tense

I have learned English for years - I visited my friends

- check and give feedback

Exercise1: Use the correct form of the verbs… -Ask Ss to work individually carefully and then work in pairs

-Explains how to use tense if necessary

- Call some Ss to answer and ask class to give comment

- Give feedback

- calls some pairs read the conversation * Exercise 2: Multiple choices

- Ask Ss to read exercise carefully

-Explain the meaning of the difficult words - Explain how to use tense of necessary -Ask Ss work in pairs

-Call on some Ss answer and asks class to give comment

-give feedback

Exercise 3: Complete the letter with the correct form of the verbs in brackets Giude students how to

- Do the first as an example - Ask students to to the exercise - Call the to to on board

- Correct

- Review tenses - / ? / Give handouts:

EX 1: Choose the best answer:

1 The wedding party … at the Rex Hotel A is B is being C will be D are

2 By the end of next year Gorge … English for years

A will have learned B will learn C has learned D would learn

- work in pairs

- remind (groupwork)

answers:

1 Have you seen ; saw ; am going to see

2 drank ; haven’t drunk ; drank has written ; Did she write ; wrote have been cooking ; cooked ; cooked

- Practise the conversation Answers :

1 C C A A C C A A

answer: moved moved have asked have not stopped study

6 will fail could talk -> A

-> A

->B -> B

-> He started teaching 20 years ago

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3 We … English this time last week A learned B were learning C have learned D had learned The child … before the doctor arrived A died B had died

C has died D was dying EX : Rewrite this sentences

1 He has been teaching for 20 years.( He started…)

2 How long have you studied English ? ( When)

3 They finished their work, then they drank in the pub.( After…)

- Prepare Unit

-> After they had finished their work, they drank in the pub

Extra exercises

Choose the best answer a, b, c or d

1.You aren’t concentrating on your work What ……… about? a are you thinking b were you thinking

c did you think d did you thought

2 My brother never ……… the washing up

a b does c makes d make

3 Perhaps people don’t like ……… tourists in their country

a so much b too much c so many d a lot

4 ……… four years in the Olympic Games, we see people from warring countries shake hands

a for b in c after d every

5 I ……… of learning how to fly a plane now

a am thinking b think c thought d have thought

6 My car’s old but it never ………

a breaks down b break down c get down d gets down Lots of tulips ……… grown in Holland

a is b are c have d has

8 This room is used ……… meetings

a for b by c to d as

9 Sister Wendy not only loves God and art but also ……… good food and wine

a hates b dislikes c enjoys d prefers

10 I ……… what you mean

a am not understand b didn’t understand

c don’t understand d haven’t understood

11 About 1,000 people are ……… in that factory

a employed b worked c lost their jobs d redundant 12 Look ……… that strange man over there! What’s he doing?

a after b for c at d up

13 They didn’t tell the policeman ……… they had taken the money

a if b that c whether d Ø

(35)

a spent b went c had gone d had spent 15 Picasso showed his truly exceptional talent ……… a very young age

a in b from c at d during

16 After his mother died, Scott ……… home to seek his fortunate in St Louis

a left b was leaving c had left d has left

17 When I was in paris, I ……… a lot of friends

a took b made c was making d was taking

18 I ……… wash my hair It’s too dirty

a have to b should c will d must

19 He ……… take this medicine three times a day

a can b has to c must d will

20 We aren’t ……… to smoke and chew gum in class

a allowed b managed c able d possible

21 I don’t think you ……… take anything valuable

a have to b should c can d must

22 The more I learn, the more I realize ……… know

a how little I don’t c how little I

c how few I d how few I don’t

23 Tom doesn’t like dancing, but Mike ………

a does b did c d doesn’t

24 Listen! Somebody ……… for help

a are screaming b scream c is screaming d has scream

25 I have a test tomorrow, so I ……… sit up late tonight to study

a will have to b can have to c have d have to

26 Ann agreed to stay behind, she was used to ……… late

a work b working c worked d works

27 Have you booked your holiday? – Yes, we have We ……… to Italy

a will go b can go c are going d must go

28 I haven’t got enough money to pay for my ticket - It’s Ok I ……… you some

a will lend b am lending c am going to lend d lend 29 I think it’s interesting ……… in London

a to go shopping b go shopping c going shopping d in going shopping 30 Have you got toothache again?

- Oh! It’s agony! But I ……… the dentist this afternoon

a see b am seeing c will see d have to see

31 None of them knows very much about the places they ………

a visit b visited c are visiting d going to visit 32 Is it possible ……… rooms with a sea view?

a having b have c to have d to having

33 She really annoys me I can’t stand people ……… her

a with b like c as d the same

34 Why did I agree ……… with you?

a work b working c to work d to working

35 We would like ……… our holiday on the beach

a spend b to spend c spending d to spending

36 I want ……… more careful with your homework in future

(36)

37 I wasn’t allowed ……… out unless my parents knew where I was going

a to go b going c to going d go

38 We don’t like living in ……… towns

a young b capital c excited d busy

39 We have been good friends ……… we were at university

a as b when c while d since

40 Nearly 30 people ……… in the earthquake this morning

a have been injured b were injured c have injured d injured 41 I really look forward ……… you again

a meet b meeting c to meet d to meeting

42 I first met my husband …… 1995

a for b ago c in d since

43 I’ll give you a ring when I ……… the time of the train

a know b am knowing c will know d am know

44 If I ……… the national lottery ticket, I would buy a bigger house

a win b won c get d got

45 We live in the city We wish we ……… in the country

a are living b live c have lived d lived

46 If I ……… travel around the world, I would go to Hawaii

a can b could c may d want

47 If the teacher ……… me extra homework tonight, I will not go out with you

a makes b gives c helps d lets

48 Do you know where ……… my glasses?

a I put b I put c have I put d I have put 49 You won’t tell anyone about the truth, ……… ?

a will you b won’t you c you will d you won’t

50 I have know idea ……… the biggest office in the world is?

a why b what c how d when

51 I’m not sure how many babies ……… every hour

a are born b born c were born d will be born

52 You can use a word processor, ……… you?

a have b don’t c can’t d can

53 I wonder how ……… to celebrate his birthday

a he isgoing b is he going c he will d will he 54 I don’t know where my husband gets the money ………

a to b from c at d in

55 Our train ……… at 7,00, doesn’t it?

a has left b have left c leaves d leave

56 He made me believe that they ……… the district

a had left b left c will leave d are leaving

57 John is not at home He ……… his doctor about his sore throat

a sees b is seeing c saw d has seen

58 They were too late The plane ……… off ten minutes earlier

a took b had taken c has taken d was taking

59 When the teacher speaks, we have to keep quiet, ……… ?

a don’t we b musn’t we c won’t we d.doesn’t he

60 Paper money ……… for over 1,000 years

(37)

61 The weather has been bad this week Next week it ……… probably be even worse

a is b will c is going d must

62 She finally decided ……… her children alone in the house

a to not leave b not to leavec not leaving d not leave

63 She ……… her children to close all the windows It’s raining hard outside

a said b told c ask d remembered

64 We always ……… lots of photos while we are on holiday

a make b take c catch d

65 Can you explain to me ……… so many people think Dolphins are very clever

a why b what c how d whether

66 We are really looking forward to ……… home at the weekend

a to go b gone c going d go

67 I’ ……… exhausted after a hard day

a really b very c rather d quite

68 “I have never been to America”, she ……… to me

a told b said c asked d begged

69 I thought the film ……… interesting

a would be b will be c is d has been

70 “I ……… for the meal”, Mark asks

(38)

Date of preparing : Monday, September 21st 2009 Week : 5 Date of teaching : Tuesday,September 22nd 2009 Period : 1

LESSON PLAN 13

UNIT 3: WAYS OF SOCIALISING

A: READING

A.OBJECTIVES:

- read for specific information about The ways of socialising.

- be able to talk some back ground information of The ways of socialising. - Give the Vietnamese equivalents to the following words and phrases

- Decide which of the three options below is the best title for the passage and answer the questions of the lesson

textbook, pictures, cassette, tape, handouts and real objects C Method: mainly communicative

C PROCEDURE:

Warm-up

5mns - Write the words whose letters are in a random Jumbled words order on the board

- Divide the class into two teams Ss from two teams go to the board and write the correct words - The team which writes correct words first will be the winner

Whole class

(39)

1 osiacsilgin fo

3 sawy

Answer : 1 socialising , 2 of , 3 ways

- Have Ss guess the phrase of words above Ways of socialising

- Lead in: T asks Ss to open the textbook on page 31

T: Today we are going to learn Unit 3- Ways of socialising- A: Reading

- Ask students to look at the pictures, work in pairs to ask and answer the questions

1 What are the people in the picture doing? Can you guess what they say to each other? What will you / say if:

+ you want to get your teacher’s attention in class?

+ you need to ask someone a question, but they are busy

talking to someone else? -Go around to offer help

-Call on some Ss to present their answers and elicits comments from other Ss Give feedback if necessary

* Teaching Vocabulary:

- T asks Ss to skim the passage and underline the new words

- T explains the new words

1 attract (v) 2 assistance(n) 3 whistle (v) 4 clap (v) 5 attention (n) 6 acceptable (a)

7.Compliment: (n): (synonym) 8.Decent: ( adj) (situation)

9.Appropriate: ( adj) ( translation) 10.Kidding(n) ( situation)

11.Signal (n): ( example)

12.Marvellous: ( adj): ( synonym)

- Ask Ss to give the Vietnamese equivalent (if necessary)

- Read a new word three times Ss listen and repeat after the teacher

Task ( 5mns)

- The team which writes correct words first will be the winner

Pairs work Discuss Answers

1.In the pictures, people are shaking hands and waving with each other. 2.they may be greeting each other 3 - If we want to get our teacher’s attention in class, we can raise our hands slightly.

- If we need to ask someone a question, but they are busy talking to someone else, we can…

skim the passage and underline the new words

(40)

While-reading

19mns

T writes these words on the board:

- verbal (a) - non-verbal (a)

- attract someone’s attention - impolite (a) # polite (a) - rude(a) # polite

- informality (adv) # formality - approach (v)

- a slight nod will do

-Ask Ss to give the Vietnamese equivalent to the following words and phrases

-Instruct Ss to read the passage quickly and stop at the words to guess their meanings

-Guess the meaning of the words based on the context in the sentences

-Check that Ss understand the word correctly -Call some students to give the answers - Ask others students to correct

- Give the true answers

Task (4mns)

-Ask students to read the questions carefully - Ask students to read through the passage again - Devide the class into pairs to

- Call some students to give the answers - Ask others students to correct

- Give the true answers Task ( 10mns)

Questions and answers

Ask Ss to work in pairs and ask and answer the questions in the book basing on the information in the reading passage

- Ask Ss to read the text again and write down the answers to the following questions

- T moves around class to give help

-call on some pairs to present their answers in front of the class

-give correct answers * Discussion

- Ask Ss to work in pairs to discuss the meaning of whisling and hand- clapping in Vietnamese culture - Move around to help Ss

- Ask some pairs to act out their conversation - T gives feedback

-asks Ss to learnt by heart the lesson

listen and repeat after the teacher Copy down

give the Vietnamese equivalent to the following words and phrases

read the passage quickly and stop at the words to guess their meanings Present answers

- verbal (a): lời, hữu ngôn - non-verbal (a); kh«ng b»ng lêi, phi ng«n

- attract someone’s attention: thu hut sù chó ý cđa ai

- impolite (a) # polite (a): không lịch sù

- rude(a) # polite: th« tơc, th« bạo - informality (adv) # formality: thân mật, không nghi thøc

- approach (v): tiÕp cËn

- a slight nod will do: gật đầu nhẹ đủ

Work in pairs

read the passage more carefully & choose the best title for it

Answers

A ( Attracting Attention: Non- verbal Cues)

work in pairs and ask and answer the questions in the book basing on the information in the reading passage Answers

We can use either verbal or non- verbal communication

Because they are strong actions that can easily be seen

(41)

After-reading

8mns

Homework 1mn

- Review the points that have been covered in the lesson and the exercise in the exercise book - prepare the next part: Speaking

assistance

4.You can use a small friendly wave to attract his or her attention

5 Because it’s considered rude

work in pairs to discuss the meaning of whisling and hand- clapping in Vietnamese culture

Date of preparing : Monday, September 21st 2009 Week : 5 Date of teaching : Tuesday,September 22nd 2009 Period : 2

LESSON PLAN 14

B: SPEAKING

A.OBJECTIVES:

- practise speaking exactly and appropriately about the ways of socialising, based on the vocabulary and structures that they have learnt in the lesson

(42)

D PROCEDURE:

Warm-up 6mns

Pre-speaking

10mns

Guessing word: T: What is it?

Divide the class into two groups

T says that he has a word in his mind and he going to give some information about the word Members of each group will listen and may stop at any information they hear to guess what the word is Each group has only two chances to gues the word The first group to tell exactly what the word is wins the game

T gives information about the word

1 It’s a noun.

2 It has got ten letters.

3 It is an expression by word or action, or admiration.

4 It shows one respect, give and respond your feeling about things which are beautiful, good, or interesting, etc.

What is the word?

T gives the correct answer Answer key: COMPLIMENT Task 1:

- Introduces the task: You are going to work in your

group to practise reading these dialogues, paying attention to how people give and respond to compliments in each situation.

Elicit the new words by asking Ps Vocabulary:

- compliments(n) - hairstyle(n) - terrific(a) - kidding(a)

Ask Ps to take notes and practise reading vocabulary Ask Ps to work in pairs, practise reading these dialogues, paying attention to how people give and respond to compliments in each situation

T reads once Ask Ps to listen

Hang the table on the board Ask Ps to look at the information about compliments in the table



Useful language:

Give compliments Respond to

compliments - beautiful - Thank you/ Thanks

 Listen to the

teacher Work in groups

Listen and find out the answers

Work in pairs

- Look at the table on the board

(43)

While-speaking

15mns

- perfect

- I’ve never seen… - terrific/ t6r1f1k / - better

I think

-What a/an……you have/ have got!

-How + adj/adv………… -You really have……… -Your ……is/are…

- That’s a nice

compliment I think

I’m glad you like it Thank you I think/ thought……… Thank you That’s a nice compliment You must have got to be kidding

-Ask Ss to use the information in the table to suitable information and play the roles in the dialogues to practise the dialogues

-Move around to give help Task 2: 7mns

-Read the cues once Ask Ss to listen and look at the information in the task

-Explain the situations of each dialogues -Guide Ss to use suitable compliments in each dialogues, using the cues

-Ask Ss to work in pairs, practise giving compliments to suit the responses

Move around to give help

-Call on some pairs to act out their conversation in front of the class

-Give comments on their conversations

Task 3

8mns

-Read the cues once Ask Ss to listen and look at the information in the task

-Explain the situations of each dialogues -Guide Ss to use suitable compliments in each dialogues, using the cues

Ask Ss to work in pairs, practise responding compliments to suit the responses

Move around to give help

-Call on some pairs to act out their conversation in front of the class

-Give comments on their conversations.

Task 4:

-Before getting Ss to discuss, T reminds them of some useful expressions for giving and responding

compliments in Task

-Divide the class into small groups of or & gets

- Take notes

use the information in the table to suitable information and play the roles in the dialogues to practise the dialogues

- Work in pairs

listen and look at the information in the task

- Some pairs perform Others listen to

David: You really have a beautiful dress It is the most beautiful dress I have seen Hung: Your motorbike is really terrific Then…

Michel: I Though your badminton was a lot better … - Work in groups

- Listen to the teacher

- Listen to the teacher act out their conversation in front of the class

- Thank you, Phil I think you can it as well as I - Thank you, Peter That’s a

nice compliment

You must be kidding I think it is acceptable

(44)

Post-speakin

g 10mns

Home work 2mns

them to discuss the task

-Go around to check and offer help

-After checking that all the groups have finished, T calls on the representative of each group to report their peer’ ideas T check if other groups would have the same or different ideas

- Listen & take note of their errors T provides

Work with your friends: Make compliments and responses about something or performances of your friends in class

- study

- speaking English - singing

- briefcase/ a new pen/ a nice hat/ -Prepare the next part

Share with the other pairs

Present the dialogues

Take note teacher’s feedback

 A nice pair of glasses:

A: Your pair of glasses are really nice I really like them B: Really, Peter I just bought it yesterday

 A new and expensive watch;

A: You really have a new and expensive watch, ……… How did you get it?

B: Thank you, ……… My father bought it for me on my birthday

 A new cell phone:

A: Your new cell phone looks great I have never seen such a nice one before

B: Thanks I finally found a suitable one for me

(45)

Date of teaching : Friday,September 25 2009 Period :

LESSON PLAN 15

C: LISTENING

A.OBJECTIVES:

By the end of the lesson, students will: - Develop extensive listening skills

- Use the information they have listened to for other communicative tasks B TEACHING AIDS:

D PROCEDURE:

Warm Up 5mns

Before-listening

10mns

Jumbled words:

Write the words whose letters are in a random order on the board

- Divide the class into two teams Ss from two teams go to the board and write the correct words

- The team which writes correct words first will be the winner

aniotuergl  regulation

oenetlehp  telephone

lacl  call

acidev  advice

T sets the scene: You are going to listen to Linda Cupple, a social worker, advises young people on how to use the telephone in her family Listen to her talk and decide whether the statements are true(T) or false (F).

Ask Ps to look at the pictures in the textbook and answer the questions

Elicit the new words by asking questions, using the techniques suggested above

Vocabulary: - argument(n) - regulation(n) - absolute(a) - maximum(n,a) - install(v) - chitchat(n) - starling(a) Listen and repeat:

-Help Ss to pronounce the words in their book correctly

-Play the tape and then ask Ss to repeat after the

Pairs work Rearrange

Whole class

Listen to the teacher

look at the pictures in the textbook and answer the questions

Answer the teacher's questions + They are greeting…

+ They are saying goodbye…

(46)

While-listening

20mns

After-listening

8mns

tape in chorus and individually - T corrects errors, if any

-Check that Ss know the meaning of these words

Task 1: 10mns

-Get Ss to read through the statements to understand them and underline the key words -Guide students the requests of the task - Let students listen twice time

- Write on board from to and call some students to come and write their answers

- Let them listen on again and correct - Correct

Task 2:10mns Gap- fill

T: Now listen to the rest of the listening text again and work in pairs to write the missing words You will listen to the tape twice.

Check if Ps can answer the questions in task without listening again Play the tape for them to listen again but before doing this, T should encourage Ps to read through all the questions, identify the information they need to look for in each question

Play the tape again for Ps to listen & answer the questions

Get Ps to check their answers with a partner Then T checks with the whole class

Play the tape twice

Call on some pairs to give the answers Go over the answers with the class

-Before getting Ss to summarize Ms Linda Cupple’s talk, T reminds them of some useful languages Task 1,2

Suggested ideas:

- Length of time for each call - Time for calling

- Calling late at night - Calling at weekend

-Divide the class into small groups of or & gets them to summarise the listening passage -Go around to check and offer help

Listen to the tape and read in chorus & individually

Individual work, pair work & whole class

read through all the questions, identify the information they need to look for in each question ( question word: what, where, when, how…)

listen and answer the questions answers

1 T F T F F T

Individual work, pair work & whole class

read through all the questions, identify the information they need to look for in each question

check their answers with a partner give the answers

Answer:

1 agreed waking

2 to avoid heart particular kindness adults to stick Individual work, pair work & whole class

(47)

Homework 2mns

-After checking that all the groups have finished, T calls on the representative of each group to report their peer’ ideas T check if other groups would have the same or different ideas

-Listen & take note of their errors T provides corrective feedback after that

- Learn the new words by heart

- Review the points that have been covered in the lesson and the exercise in the exercise book

- Prepare the next part

LESSON PLAN 16

C: WRITING

A.OBJECTIVES:

-can use the words to build complete sentences in Task 1,

-put the jumbled sentences in their correct order and then rearrange them to write the complete paragraphs in Task

D PROCEDURE:

Warm –up

5mns -give the table on the board and asks sts to MATCHING match them in correct orders

a.pointing at someone b.being late for class c.making mistakes d.being into the farewell

1 saying goodbye 2.admitting one’swrongdoing 3.saying“I’m sorry I’m late ”

4 being rule and impolite

-check mistakes

Pre-teach : Vocabulary

- abruptly / 6’br^ptl1 / (adv) bất ngờ , đột ngột

- (to) apologize

- discourtesy

- Gosh

- sorrow

- pleasant and thoughtful

Sts think what T asks , give their key

Sts correct

Key: a+4; b+3; c+2 ; d+

Look at the board, listen to the teacher and take notes

give the Vietnamese equivalent (if necessary)

(48)

Pre-Writing 15mns

- Ask Ss to give the Vietnamese equivalent (if necessary)

- Read a new word three times Ps listen and repeat after the T

Task1 : Use the words to make sentences Change the form of the verb.( No addition or omission is

required)

- introduce the aims of tasks in writing lesson In task 1,T asks sts to discuss how to use suggested words in sentences

- go around the class to help sts if necessary - ask sts to show their key.T gives key to check

-Ask Ps to work in pairs or in group to read and discuss about the re-ordered paragraphs

- Go around giving help

- Ask Ss to compare their answers in pairs and read aloud in front of the class

- Ask Ps to read their answers

- Listen to Ps and collect their mistakes for indirect correction

Checking

- T correct with Ps

- T gives feedback on Ps’ work

- T points out some common mistakes made by Ps

- Ask Ps to give comments on the others’ writing

Paragraph 2:

1 C E B A D

1 The simplest way to apologize is to say “ I’m sorry”.

2 Let’s take a common situation Tom is late for class and enters the classroom.

3 What does he do? The most polite actionis usually to take a seat as quitely as possible and apologize later.

4 But if the teacher stops and waits for him to say something, he could apologize simply “ I’m sorry I’m late”, ask permission to take his seat and sit down.

5 Naturally, more than this is needed, but it is not the time for it because it has already caused some interruption and doesn’t need to make it any longer.

Sts listen, repeat and copy them

Sts rewrite some words

Sts know what they are going to learn Sts work in pairs and dis -cuss how to make senten -ces with re -quired words

Sts compare their key and show them Sts correct

Key:

1.There are many ways to tell someone goodbye, and most of them depend on the situation at hand

2.However, there is one rule that all situations observe: We seldom say goodbye abruptly

3.In English it is necessary to prepare a person for departure

4.We lead into the farewell by saying something pleasant and thoughtful like “I’ve really enjoyed talking to you” 5.We might also say something relating to the time like“Gosh, I can’t believe how late it is ! I really must be going!”

work in pairs or in group to read and discuss about the re-ordered

paragraphs

compare their answers in pairs and read aloud in front of the class

give comments on the others’ writing Paragraph 1:

1 C E A B D

1 It is difficult to write rules that tell exactly when you should apologize, but it is not difficult to learn how.

2 If we have done something to hurt someone’s feeling, we apologize. 3 An apology indicates that we realize we’ve made a mistake, and we’re sorry for it.

4 It’s a way of expressing our regret or sorrow for something.

(49)

Homework

Dicussion:

Ask Ps to work in pair to discuss the question: - In what ways people tell someone goodbye? - Go around giving help

- Ask some Ps to give their answers

- Listen to Ps and collect their mistakes for indirect correction

- Aks Ps to learnt by heart the lessson

- Review the points that have been covered in the lesson and the exercise in the exercise book

- Prepare for the next part

work in pair to discuss the question give their answers

LESSON PLAN 17

E : LANGUAGE FOCUS

I Objectives:

1 Educational aim: Students can pronounce the stress in two- syllable words Knowledge:

- General knowledge: By the end of the lesson, students will be able to: + Remind of the ways of changing the reported speech

+ Students can the tasks well

- Language: the ways of changing the reported speech Skill: the stress in two- syllable words

II Method: Intergrated, mainly communicative III Teaching aids: textbook, handout

IV Procedures:

- Explain how to pronounce the stress in two – syllable words

* If verbs, adj , adv, prepositions if the second syllable which has long vowel or double vowel( except ou )- the stress falls the second syllable But if the second

1 Những tính từ or danh từ có âm tiết trọng âm nhấn âm đầu

Ex: student, table, happy, courage Những động từ có âm tiết trọng âm nhấn âm tiết thứ

(50)

Grammar 20mns

syllable which has short vowel or double vowel or finishes by one consonant the stress falls the first syllable.

* For nouns in which the second syllable have short vowel the stress falls the first syllable(` money ) If the second syllable which has long vowel or double vowel the stress falls the second syllable ( de’sign) - Ask students to read the words and practise giving the correct stress

- Call some students to read the words in front of the class

Practising sentences:

- Ask students to work in pairs and give the correct stress of the words in the sentences and then read the aloud the given sentences - Call some students to read the sentences in front of the class

- Comment and read the sentences once to the whole class

Exercise 1: Presentation

a, - Ask students remind of the rules to change the reported speech:

+ Change the tenses of verbs

+ Change pronouns suitable with the situations given.

+ Change the time as the sentences given b, Practise doing exercise

- Let students read the situation and change into the reported speech

- Let students practise doing exercise and each of them stands and speak out the sentences they’ve done

- Go around , listen and hepl them if neccessary

3.2 Những động từ có âm tiết mà tận EL, EN, ER, LE, ISH, OW, Y trọng âm nhấn âm tiết thứ Ex: open, finish, borrow,

Listen to the teacher and write some rules in the notebooks

- Ex : Polite/ai/, police/ i:/,between - waving/ei/, pointing

- student, signal - design, police

- Listen to the teacher and work in pairs to give the correct stress

- Read the words in front of the class - Work in pairs to practise giving the correct stress of the words in the sentences - Some students read in front of the class - Listen to the teacher

- Listen and remind of the ways to exchange the reported speech

- Listen to the teacher and note down in the notebook

- Practise changing the sentences

2, Thuan said he worked for a big company. 3,Thuan said he was their marketing manager.

4, Thuan sais the company had opened an office in Ho Chi Minh city.

5,Thuan said it had been very successful. 6, Thuan said he had been chosen to run an office in District 5.

7, Thuan asked me howlong I had been learning English.

8, Thuan said he didn’t have much time to enjoy himself.

- Practise doing and speaking out the sentences they’ve changed - Listen to the teacher’s correction and write down their notebooks

Work in pairs the dialogue between Lan and Tuan firstly and try to find out the tense of verbs, pronouns and time in the dialogue

(51)

Homework 2mns

Exercise 2 -

,Ask students to read the dialoge between Lan and Tuan , then they have to complete the conversation Tuan had with Tung by changing in reported speech

- Let students work in pairs

b, Ask students to read the dialoge between Tung and Tuan by using reported speech to retell what Lan has told Tuan

Go around and listen to students or help the if they need

-Ask students to revise the whole unit - Ask students to all the exercises

- I, you, he ,she

- Time indecates in the dialoge * Work in pairs:

- P1 : Lan - P2 : Tuan

+ Each pair stands up and read the dialoge -Work in pairs and practise changing reported speech

1, She said she didn’t want to talk to you.

2, She said she was upset too 3, She said she was not interested

4, Because you had promised to go to the cinema.

5, But you hadn’t turned up

6, She said she didn’t want to see you

7, She said she didn’t believe you had tried.

8, She said she would talk to you later.

9, She said she had to go otherwise she would be late for school.

- Each student stands and speak out their sentences they’ve made

- Listen and write down their notebooks

Date of preparing : Thursday, October 1st 2009 Week : 6 Date of teaching : Friday , October 2nd 2009 Period : 18

LESSON PLAN 18

Test yourself A

A Objectives:

1 Educational aim: - According to the TEST students can revise all the language skills and grammatical points which they have studied and used in the three units: 1,2 and

- Students can improve their techniques of doing the simple tests Knowledge: After this lesson, students will be able to:

- Check themselves their skills in reading, speaking, listening, writing - Improve their knowledge through the test yourself

- Language: Students can improve their techniques of doing the simple tests Skill: After this lesson, students will be able to:

B Method: Integrated, mainly communicative

(52)

D Procedures:

Stage/Time Teacher’s activities Students’activities

Warm-up mns Listening 10mns Reading 10mns Grammar 8mns Greeting

- Ask students something about the test yourself A

* Have you prepared it at home? * Have you got any difficulties?

- Asks students to read all the sentences first

- Ask students to listen to the tape once - Ask students to listen again and speak out the statements are true or false

- Ask students to listen in the third time, the work in groups to compare and discuss the answers with each others to find the correct answers

- Present the task:

- Ask pupils to work in groups to compare the answers they have already done to find the correct ones

- Give the correct answers to the class: 1 We can communicate not only through words but also through body laguage. 2 They are our posture, facial expression, gestures.

3 If your posture is slumped and your head is down , this could mean that you are sad or lack cofidence.

4 A person who doesn’t look away is expressinga chllenge A personwho doesn’t look at you is expressing lack of interestor is shy

5, Because that person might be angry at you or feel superior to you.

A, Practise circlingthe correct anwer (A,B,C or D) to complete the letter

- Ask students to work in groups to give the correct form of verbs in the paasage

* Give the correct form of verbs

1, C: have been. 2, D : will be 3,B : are having

4,A : could have put off 5,B : will have finished 6,D :have seen

B, Let students finish each of of the

- Greeting

- Answer teacher’s questions

- Look at the book and listen to the task - understand the task

- Read the questions - Listen to the tape

- Listen again and say the statements are true or false

- Listen and discuss in groups to find the correct answers:

1-T, 2-F, 3-F, 4-T, 5-T

- Look at the textbook and listen to the teacher - Work in groups to discuss about the passage - Finish the task

- Compare their results with the other groups, and then with the keys

- Write the answers on the board

- Listen to the teacher and correct the answers

- Compare the results with the other groups - Show the answers in front of the class - Observe the keys and correct their anwres

*Work in groups and practise writing the sentences given in reported speech

1, Lan asked John what he had done before working for that company.

2,Bill promised to come to see me the next Sunday.

3, Tom apologized for not ringing me earlier.

4,Miss White thanked Peter for giving her present

- Students work in groups and practise writing about their families

(53)

Writing 10mns

Homework 2mns

following sentences in such a way that it has the same meaning as the original sentence

- Call the students to read the suggested sentences in front of the class

+ Give the number of your family members, their names, ages and jobs.

+ How they share the housework? + How they behave?

+What are their hobbies?

+ What you like about each of them? +

- Check their writings and help them correct the mistakes if they’ve made

- Asks students:

+ to study all the lessons again

+ to get ready for the 45 minute-test in the next period

my father’s name is Tuan,he is fourty-five years old and he is a doctor My mother is Lan, she is fourty years old and she is a teacher , my sister is Huong and she is a student in Hanoi, I am Hoang, sixteen years old and I am a pupil of grade 12 We are a close- knite family, we often share the household - Give the writings by reading aloud - Read the letter carefully

- In groups or in pairs, write her a letter - Compare the results with the other groups

- Correct mistakes

- Study all the lessons again

- Get the knowledge ready for the coming test

Date of preparing : Monday, October 5th 2009 Week : 7 Date of teaching : Tuesday , October 6th 2009 Period : 1

LESSON PLAN 20

UNIT : SCHOOL EDUCATION SYSTEM

A : READING

I OBJECTIVES:

1 Educational aim:

- Reading and guessing meaning in context - Scanning for specific information

- To introduce Ss to School Education System in England 2 Knowledge:

Understanding more about School Education System in England 3. Skills: Reading for gist and for specific information

II METHOD:Intergroup, mainly communicative

(54)

Stage/Time Teacher’s activities Students’ activities Warm -up

5mns

Pre-reading

10mns

While-reading

12mns

8mns

Hang man

S C H O O L

SCHOOL EDUCATION SYSTEM

-Give instructions

-Divides class into groups ,As ss to guess the word

-Choose the winner

 lead to the lesson

- To explain the requirement of before you read - To show Ss to complete the task given

- To show Ss to guess what the meaning of passage is

- To read the passage twice - To introduce new words :

* Academic / `k6’dem1k/ (adj) of education in school , universities , ect … -The academic year * Educate / ‘ed2$ke1t / (v) to teach sb over a period of time at school , university

ect………

Ex : She was educated in France

* Certificate / s6’tifik6t/ (n) an official written or printed statement that may be used as proof or evidence of certain facts

* Curriculum / k6’r1kj$l6m/ (n) the subjects included in a course of study or taught at a particular school , college , ………

- parallel / ‘p`r6lel / (adj) song song, tương đương - core subject : môn học

- for short : ngắn gọn

- compusory / k6m’p^ls6r1 / (adj) ép buộc, bắt buộc

- commence /k6’mens /(v)bắt đầu, mở đầu, đậu,đỗ - tuition / tj$:’1~n / (n) dạy học

-

listen to the teacher

- work in groups and then and answer

To listen to the teacher * WORK IN PAIRS

- To ask pairs of to complete the task given , choosing True or False : (1) T (2) T (3) T (4) F (5) T

- To listen to the teacher

-năm học , toàn thời gian năm việc giảng dạy tiến hành ỡ trường học

- giấy chứng nhận, Bằng, Bằng cấp Ex :an examination certificate (ie proving that sb has passed an examination )

- chương trình giảng dạy

Ex : Is Spanish on the curriculum at your school ?

- Listen to the teacher and repeat - read the new words by them selves - To have Ss read all new words in chorus Each word is read twice

- To have Ss read the passage in silence - To listen to teacher

(55)

Post-reading

8mns

Homework 2mns

- Reads the new words and ask Ss to repeat.(twice) -Asks Ss to read by themselves

- Asks Ss to read the passage and the task TASK

- To show Ss to complete the task given

- To remind Ss to read the passage learned once more before doing the task supplied

- To help Ss to finish the task given , going around whole class

- To correct Ss’ pronunciation

TASK - To use answer key on page 46 , English 12 teacher’s book

-To help Ss to complete the task given , going around whole class

- To correct Ss’ pronunciation TASK

- To explain its meaning

- To show Ss to complete the task given - To help Ss to finish the task given , going around whole class

- To use cues supplied on page , English 12 teacher’s book

- To show Ss to finish the task given

- To explain the meaning of words supplied

- To remind Ss to practise reading the passage learned several times,

- Learn by heart the new words and prepare the next period

(1) State school (2) Primary school (3) Second school (4) Compulsory

(5) The General Certificate of Second School

(6) Curriculum

(7) The General Certificate Of

Education Advanced Level or The GCSA “A Level”

- To listen to the teacher * WORK IN PAIRS :

- To have pairs of Ss answer the questions

supplied by oral drill

- To write down answer key given into their notebooks

-To have Ss complete the task supplied by oral drill

- To write down the answer key into their notebooks

To listn to the teacher

- To wrie down those words into their notebooks :

(1) IELTS : International English Language Tests

(2) TOEFL : Test Of English as a Second Language

(3) FCE : First Certificate English (4) KET : Key English Tests

(5) PET : Preliminary English Tests

LESSON PLAN 21

B : SPEAKING

I OBJECTIVES:

1 Educational aim: - To practise Ss on speaking skill and reading skill

- To show Ss to askl and answer the questions about the School Education System in Vietnam

(56)

3. Skills: Reading for gist and for specific information II METHOD: Intergroup, mainly communicative III TEACHING AIDS: Textbook and some pictures IV.PROCEDURE: - Checking attendance:

Stage/Time Teacher’s activities Ss’ activities

Warm- up 5mns

Pre- speaking 10mns

While -speaking

22mns

-T gets Ss to play the game “ clap the board “ - T puts some words they learned from the previous lessons on the board Two representatives of the two teams come up to the board, listen to the teacher giving the words’ definitions and clap the correct word on the board The team that gets more correct words will win the game ( the words suggested : ( curriculumn, core , tuition fees, state school, primary education, secondary education…)

- T leads to the lesson - Introduces new words + nursery school (n)

+ kindergarten (n) + primary school (n) + lower secondary school + upper secondary school - Checks understanding.ROR

Activity 1.

Questions and answers

- Lets Ss work in pairs to ask and answer the questions abut the school education system in Vietnam based on the table

- appoints two Ss to check the reading , the vocabulary in the passage

School Education System - gives some remarks

- Works with a student to model

Calls some pairs to act out the conversation Gives feedback and comments

Example :

A: When the children in Vietnam go to primary school ?

B : When they are years

A: How long is the primary education? A : years, from grade to grade Activity 2:

Puts Ss into groups to practise talking about

Unit : SCHOOL EDUCATION SYSTEM

Period2: Section : Speaking

New words: write on the books and give the meaning of them.

Task : Questions and answers

A: When the children in Vietnam go to primary school ?

B : When they are years

A : How long is the primary education ? A : years, from grade to grade - go to the board to write the new words

(57)

Post-speaking

6mns

Homework 2mns

the school education system in Vietnam Using the information from task 1

Calls on some pairs to act out their ideas Gives feedback on what Ss have done and make comments

Writing about the similarities and differences.

Devides the class into six groups

Assigns three groups to write the similarities between the school system in Vietnam and England and the other three groups to write about the differences

Calls on some groups to report their resuls to the class

Gives feedback and comments Consolidation

Confirms the content of the lesson

Asks Ss learn by heart new words

education system in Vietnam. There are three levels of education in Vietnam – pre-school, primary

education and secondary education Children often go to pre-school when they are one year old which is optional Primary and lower secondary school education are compulsory in Vietnam Children start to go to primary school at the age of eleven Children stay in lower secondary school until the age of

fourteen when they finish lower

secondary school and then they have to take an examination to go to upper secondary school

(58)

Date of teaching : Tuesday , October 13 2009 Period :

LESSON PLAN 22

C : LISTENING

I Objectives:

1 Educational aim: Students should know about someone’s background Knowledge:

- General knowledge: Students talk about someone’s background Skill: Listening for gist and for specific information

II Method: Integrated, mainly communicative

III Teaching aids: Board, tape, cassetteplayer, chalks, textbook and notebook IV Procedures:

Warm-up 5mns

Pre-listening 9mns

While-listening

20mns

- Ask Ss some questions about their studies at school

1 What school subjects are you good at? Which ones you enjoy most/least in your class? Explain why

- Ask Ss to look at “Listen and repeat” - Read and ask students to listen - Let students listen again and repeat - Write some words on board and ask students to read them aloud

- Let they work in pairs - Listen and correct mistakes Task (10 minutes):

- Ask students to read the questions quickly

- Guide students the requests of the task - Let students listen twice

- Write on board from to and call some students to come and write their answers - Let them listen again and correct

Task (10 minutes):

- Teacher introduces the task “Listen again and answer the questions”

1 When did Gavin think he listed to the teacher well?

2 How did Gavin find the exams?

3 Why couldn’t Gavin pass the exams easily?

4 Why did Gavin say he didn’t think his school days were the best time of his life?

- Listen to the teacher - Answer the questions:

- Work in pairs

- Listen and understand the meanings of those words

- Read the questions quickly - Listen to the listening script - Answer the questions Answer:

1 Jenny/ Gavin Gavin Jenny

5 Jenny/ Gavin

- Look at the task and listen to the teacher

- Read the questions and try to understand them

- Listen to the tape script - Give correct answers:

(59)

Post-listening 10mns

Homework 2mns

- Read or turn on the tape script again once or twice

- Help students give the correct answers

- Teacher introduces the task “Work in pairs Talk about the results of your current exams at school and what you will to prepare for the next exams”

- Go round and help students - Correct mistakes

- Ask students to rewrite a passage about their school days in secondary school - Ask students to prepare the part Writing at home

2 He found it very difficult

3 Because they were difficult for him to in a short time

4 Because he went away to boarding school when he was quite young and he didn’t like that So school days weren’t the best days of his life

- Work in pairs Talk about the results of your current exams at school and what you will to prepare for the next exams E.x I didn’t well in the last exam period I was content with my math, physics and chemistry results but my English result wasn’t very good I made too many mistakes so I barely passed it

I think I have to spend more time studying English to get higher grade in the coming exam

(60)

LESSON PLAN 24

D : WRITING

I Objectives:

1 Educational aim: Students learn how to understand the school education system in Vietnam Knowledge:

- General knowledge: Students will be able to write the school education system in Vietnam - Language

- New words: Words relating to school education systems Skill :

II Method: Integrated mainly communicative III Teaching aids: Textbook, board markers IV Procedure:

Warm-up 5mns

- Ask students some questions about school education systems in Vietnam How many levels of educations are there in your school system?

2 How long does it take to complete each level?

3 How many classes are there in each level?

4 When children start Grade I?

- Lead Ss to the new lesson: “write a paragraph on the formal school education system in Vietnam”

- Teacher introduces the task: In about 150 words, write a paragraph on the formal school education system in Vietnam, using the information given in Speaking Tasks on page 47 You may follow the suggestions below:

- Work in pairs, discuss and find out the answers

1-

2- Primary: years/

Lower secondary years/ upper secondary -3 years

- Understand the aim of the lesson

(61)

While-Writing

20mns

- Levels of education:

primary (5 years; start from the age of 6) lower secondary (4 years)

upper secondary (3 years)

- Compulsory education: years (primary & lower secondary)

- The academic year: 35 weeks (9 months, from September to May)

School terms: terms: term (Sept -Dec.), term (Jan - May)

- Time of the national examination for GCSE (early June)

- Guide Ss to write Topic Sentence Supporting Details Closing Sentence

- Walk round the class to give Ss assistance

- Ask Ss to write

- Call on some Ss to read out their writing in front of the class

- Ask Ss to exchange their writings for peer correction

- Correct mistakes Suggested answer

The formal school system in Vietnam consists of two levels of education, primary and secondary education The children start Grade/ Year at the age of and they normally complete the primary education at the age of 10 They move to lower secondary school to study in Grade when they are eleven years old They will finish nine-year compulsory education when they complete Grade at the age of 14 The children may go to upper secondary schools if they pass all the subjects tested at the end of Grade They will stay there until they complete Grade 12 at the age of 17 If they want to sit for the entrance exam to universities or colleges they have to take the national examination for GCSE which takes place at the end of Mayor beginning of June The academic year in Vietnam runs from September to May and is divided into two terms The first term ends in January with a week holiday and the

1

Topic Sentence

The formal school system in Vietnam consists of two levels of education, primary and secondary education.

2

Supporting Details

3

Closing Sentence

- Use main ideas in the outline to write a paragraph on the formal school education system in Vietnam

- Exchange their writings for peer correction - Correct mistakes

- Read the paragraph again - Correct mistakes

- Rewrite the paragraph at home

(62)

Post-Writing

5mns

Homework 1mn

second term finishes in May before a long summer holiday comes.

- Ask Ss to read the paragraph again - Give remarks on the writing

- Rewrite the paragraph at home

- Prepare the section D (The Language focus part of Unit 4)

LESSON PLAN 25

E: LANGUAGE FOCUS

I Objectives

To help the students to get some rules of the stress in three syllabe words To help the students to use Passive voice

II Teaching aids: Textbook, picture III Method : mainly communicative IV Procedure :

Warm- up 6mns

- Write some three-syllable words on the board, and then pronounce those words aloud - Pay attention to its stress

- Ask Ss to read after

1 algebra carefully 3 politics 4.physical 5 computing compulsory 6 September

-How we pronounce these words?

Unit : SCHOOL EDUCATION SYSTEM

Period5: Section : Language focus - Listen to teacher

- Read aloud

- Pay attention to its stress

(63)

Grammar

- Read again these words and lead to the lesson - Stress in three – syllable words.

a Give Ss some rules of word stress in three-syllable words

A Nouns and adjectives of three syllable words

If the final syllable contains a short vowel, it is unstressed, and the middle syllable contains a long vowel or diphthong, or it ends with more than one consonant, the middle syllable will be stressed

Ex: disaster, potato, tomato.,important, fantastic

If the final syllable contains a short vowel and the middle syllable contains ashort vowel and end with not more than one consonant, both final and middle syllables are unstressed and the first syllable is stressed

Ex: quantity, cinema, emperor B.Verbs of three syllable

- If the last syllable contains a short vowel and ends with not more than one consonant that syllable will be unstressed, and stressed will be placed on the preceding syllable

Ex: encounter , determine

If the final syllable contains a long vowel or diphthong or ends with more than one consonant that syllable will be streesed

Ex: entertain, interupt

- Help students how to pronounce those words correctly by reading first as model

b Practice:

- Read the words first: clearly, correctly

- Listen and correct their pronunciation if it’s needed

- Let students read the sentences and work in groups

- Listen and remark each group

a) Review some grammar structures: Passive voice

S + to be + past participle - Give some examples

- Ask Ss to make sentences with the structures b Practice:

* Exercise 1: (10m’)

page 47 , Unit Four , English 12 textbook

Each word is read twice

- Listen and repeat from 2-3 times - Some of them stand and read words aloud

- Practise in groups

- Some groups compare with their results and read the words in sentences aloud

- To appoint Ss to finish the exercise given by oral drill :

(1) is divided (2) is separated (3) is set

(4) is made up (5) is paid (6) are selected

- To write down answer key into their notebook

- To appoint Ss to achieve the exercise supplied by oral drill Each sentence is read twice

- To write down answer key into their notebook

- To listen to the teacher _ To read the text in silence

- To appoint Ss to finish the exercise by oral drill

(64)

Homework

- Introduce the task: Fill each blank with the simple present passive form of the verb in brackets

- Guide Ss to

- Ask Ss to fill each blank with the simple present passive form of the verb in brackets - Correct mistakes

- Introduce the task: Rewrite the following sentences using the passive voice

- Guide Ss to

- Ask Ss to rewrite the following sentences using the passive voice

- Correct mistakes Exercise (10m’)

- Introduce the task: Fill in the spaces of the following passage with the correct tense in passive voice of the verbs in brackets

- Guide Ss to

- Ask Ss to fill in the spaces of the following passage with the correct tense in passive voice of the verbs in brackets

- Correct mistakes

- Assign homework

Do exercise ‘part E-language focus in work book

- Understand the task

- Fill each blank with the simple present passive form of the verb in brackets

Answers: is separated

2 is set - must be followed is made up

4 is paid are selected

- Rewrite the following sentences using the passive voice

Answers: Exercise

1 This school was built in 1997

2 This dictionary was published in 1870 A surprise party is going to be organized by the students in my class tomorrow morning

4 The kitchen is being painted now “Romeo and Juliet” was written by Shakespeare in 1605

6 Shakespeare’s tragedies have been translated into many languages

7 A new primary school has just been built in my village

8 English will be spoken at the conference

9 The floor hasn't been cleaned (by Jane) yet

10 The house will be repainted…

Exercise

1 Was built were sold has been made can be bought are used can be used is stored are done must be told 10.can be done - Do exercise ‘part E-language focus’ in work book

(65)

LESSON PLAN 26

UNIT 5: HIGHER EDUCATION

A :READING

I Objectives:

1 Educational aim: Students should know about their first impressions of university life Knowledge: - General knowledge: Students know about higher education

- Language: verbs in past tense

- New words: Words related to higher education II Method: Integrated, mainly communicative

(66)

Stages /Time Teacher’s activities Students’ activities Warm-up 5mns Pre-reading 7mns While-reading 23mns

- Ask Ss some questions:

1 What are you going to after you finish high school?

2 Which university would you like to attend?

3 Where will you live if you study at a university far from your house?

- Get feedback

- Lead Ss to the new lesson: higher education

- Ask Ss to work in pairs, ask and answer the following questions:

1 How you say in English the names of these universities?

2 What university would you like to apply for and why?

- Get feedback

- Give Ss suggested answers

- Ask students to look through the passage and read in silence

- Help students read the passage

- Explain pronunciation and meaning of new words which appear in the passage

Task : (3 minutes)

- Introduce the task: Complete the following sentences, using the right forms of the words in the box

- Ask Ss to complete the following sentences, using the right forms of the words in the box

- Go around class and help Ss if they need - Call on Ss to give their answers

- Correct mistakes

Task 2: (4 minutes)

- Introduce the task: Find out who:

a attended a party on the first weekend at college

b didn't get on very well with the roommate

c was not used to meeting different people every day at college

d liked having a chance to be creative

- Work in pairs, discuss and answer the questions

- Stand up and tell the class the answers - Understand the aim of the lesson: Unit 5:

higher education

- Work in pairs, ask and answer the questions

1 Hue University

2 Hanoi University of Architecture Hanoi University of Natural Science I would like to apply for Hanoi University of Natural Science

- Read the text in silence - Find out new words

- Understand the aim of the text - Do the tasks that follow

Task1:

- Study the task carefully

- Choose the right word to fill in the blanks

- Exchange their answers for peer correction

- Tell the class the answers campus

2 blamed scariest challenges amazing

- Look at the task, read the text again to give the answers

Sarah: 1- a attended a party on the first weekend at college

2- e was very excited about going to college

Ellen: 3- b didn't get on very well with the roommate

4 c was not used to meeting different people every day at college

(67)

Home work 2mns

e was very excited about going to college f enjoyed the first year at college

- Correct mistakes Task 3: (10minutes)

- Introduce the task: Answer the following questions

1 What did Sarah on the first weekend?

2 Why did Sarah feel so lonely at the party?

3 What problems did Ellen have with her roommate?

4 What did Brenden think about his first year at college?

5 What does the social calendar of the colleges provide him?

- Guide Ss to answer

- Go round the class to help Ss if necessary

- Call on some Ss to give their answers - Correct mistakes

- Ask students to read the passage again - Ask students to Reading exercise of Unit in workbook and prepare Part B : Speaking at home

6- f enjoyed the first year at college - Understand the task

- Read the text again, answer the questions on the text

1 She went out with her new friends, walking around the campus

2 Because at the party everyone was busy playing some games and no one seemed to noticed her

3 Her roommate left the window open when it was cold outside She went to bed early She blamed Ellen for making her sick

4 Brenden thought the first year at college was the best and most challenging of his life

5 It provides him plenty of opportunities to meet non-engineering students as well as other engineers and many of them have become his best friends

-Do Reading exercise of Unit in workbook and prepare Part B : Speaking at home

Date of preparing : Thursday, October 22nd 2009 Week : 9 Date of teaching : Friday , October 23rd 2009 Period : 2

LESSON PLAN 27

B :SPEAKING

I Objectives:

1 Educational aim: By the end of the lesson, students will be able to talking about the application process to tertiary institutions in Vietnam

2 Knowledge:

- General knowledge: Students know how to talk about school; make an interview and reporting on results - Language: words related to higher education

(68)

III Teaching aids: textbook, board, rising questions, hand-outs IV Procedures:

Stages/Time Teacher’s activities Students’ activities

Warm-up 5mns

Pre-speaking

10mns

While-speaking

20mns

what is my job?

-Call on an S to go to the board and ask him/her to choose a job that he/she wants to in the future and mime a typical activity which it involves

-Ask the whole class to look at their friend’s activity then ask him/her yes/no question to guess his/her job

-Observe students playing game and stop when there is a winner

- Teacher introduces the task1: Below are the admission requirements for tertiary institutions in some countries Work in groups Tick () those which are

obligatory for you to be admitted to a university in Vietnam

1 an application form an identity card a reference letter

4 a copy of the originals of your school certificate

5 a birth certificate

6 a copy of the record of your performance at school scores of the required entrance examination

- Call on some Ss to tell their answers - Listen and correct pronunciation mistakes

Task 2

- Teacher introduces the task “Work in pairs Ask and answer the questions about the application process to tertiary study in Vietnam using the following cues”

- Guide Ss to practice:

E.g A- When you fill in and send the application form?

B- In March

- Have Ss to ask and answer in pairs - Go around and provide help if necessary

- Correct mistakes

- One S goes to the board, chooses a job that he/she wants to in the future and mime a typical activity which it involves -The S asks the others :

- What is my job?

-The others watch his/her activity and make yes/no questions to guess the job

Possible questions:

-Are you mending something? -Are you typing?

-Do you work outside?

-The S answers the questions using only yes or no The game is over if an S guess the job

- Work in groups, tick () those which

are obligatory for you to be admitted to a university in Vietnam

- Stand up tell the class their answers - Others listen and compare with their

ticks

- Understand

- Work in pairs Ask and answer the questions about the application process to tertiary study in Vietnam using the cues Expected pair work:

S1: When you fill in and send the application form?

S2: In March

(69)

Post-speaking

10mns

Homework 3mns

- Teacher introduces the task: Task Work in groups Discuss the process of applying to a tertiary institution in Vietnam

- Guide Ss to discuss the process of applying to a tertiary institution in Vietnam

- Go around and provide help if necessary

- Correct mistakes Expected group work:

S1: I think the first process of applying to a tertiary institution in Vietnam is to fill in and send the application form.

S2: Yes, then we must take the GCSE examination

S3: Only when we pass the GCSE examination, can we take the entrance exam It often takes place in July.

…

- Ask students to write about the process of applying to a tertiary institution in Vietnam

S2: in May …

- Stand up, ask and answer about the application process to tertiary study in Vietnam

- Others listen and check the pronunciation

- Work in groups Discuss the process of applying to a tertiary institution in Vietnam

Answer: In order to be admitted to a university in Vietnam, all students have to following the process of applying During March, they have to fill in the application form and send it to the university they choose in March After passing the GCSE examination held in May, all students are able to sit for the entrance examination in July Successful candidates will be sent a letter of acceptance from the university All students have to now is to prepare all required papers to be officially accepted of that university

- Do homework Prepare part C listening

LESSON PLAN 28

C :LISTENING

I Objectives:

1 Educational aim:

(70)

- General knowledge: Students learn more about the problems they may have when studying in a new school

- New words: Words related to higher education

3 Skills: - Listening and deciding on True or False statements II Method: Intergrated, mainly communicative

III Teaching aids: Student’s book, tape and cassette player IV Procedure:

Stages &time Teacher’s activities Students’ activities

Warm-up

Pre-listening (7 mins)

While-listening

20 mns

: interview

-Ask students form pairs and give them instructions:

-Imagine that in each pair, one of you is a Vietnamese student studying in a foreign country; the other ask her/him problems facing students when studying in a foreign country

- Ask students to look at the part: Before listening

- Read loudly the words:

Proportion; majority; tutorial; international; available; appointment ;

Agricultural; rural; thoroughly

- Walk round, listen and help students - Ask students to repeat loudly the words - Listen and check pronunciation +Pre-teach

-Introduce the new words that will appear in the listening task and elicit the meanings -Read these words aloud and ask students to read them in chorus and individually

Task 1

- Introduce the task: Listen to the conversation between John and David and circle the best option (A, B, C or D) to complete the following sentences - Ask students to read the questions quickly - Guide students the requests of the task - Read the conversation twice

- call some students to give their answers - Read the conversation the third time for

Ss to correct

Key: 1-C; 2-A; 3-C; 4-A; 5-B

- Ask Ss to work in pairs Ask and answer the question:

- Students form pairs and listen to T’s instructions

-Work in pairs, asking and answering the problems facing students when studying in a foreign country

Possible questions:

S1: What problem you have to face when studying in America?

S2: there are many problems such as: food, accommodation, living cost…

-some pairs report their interviews; other pairs listen and give comments

-Listen to T and guess the meanings of these words

-Practise reading the words in chorus and individually

Proportion; majority; tutorial; international; available; appointment ; Agricultural; rural ;thoroughly

- Understand those words

- Read the questions quickly - Listen to the listening script - Answer the questions Answer:

(71)

After-listening 10mns

Homework 3mns

"Would you prefer to an undergraduate course abroad or in your country?” Explain your choice

- Guide Ss to

- Call some Ss to practice asking and answering the question

E.g.

A Would you like to an undergraduate course abroad or in your country?

B I would like to an undergraduate course in my country

A Why?

B Because my English is not very good and I cannot afford tuition fees and accommodation for studying oversea

- Assign homework

- Prepare the section C (The Writing part of Unit 5)

- Work in pairs Ask and answer the question:

"Would you prefer to an undergraduate course abroad or in your country?”

- Stand up and speak out E.g.

A Would you like to an undergraduate course abroad or in your country?

B I would like to an undergraduate course in my country

A Why?

B Because my English is not very good and I cannot afford tuition fees and accommodation for studying oversea - Prepare the section C (The Writing part of Unit 5)

LESSON PLAN 29

(72)

D :WRITING

I Objectives:

1 Educational aim: Students learn how to write a letter of request to UCAS to ask for the information about the admission requirements to the university

2 Knowledge:

- General knowledge: Students will be able to write a letter of request - New words: Words relating to higher education

3 Skill :

II Method: Integrated mainly communicative III Teaching aids: Textbook, board markers IV Procedure:

Warm- up 5mns

-Ask students:

-Do you want to study abroad? Why or why not?

-Call some students to answer then give remarks

- Teacher introduces the task: You want to apply for an undergraduate programme in a university in England Write a letter of request (about 150 words) to UCAS to ask for the information about the admission requirements to the university, using information in the Reading and Speaking section on page 52 & 56 You may follow the outline below:

- Guide Ss to write outlines

a) Introduction:

- State the reasons why you are writing, your interest in tertiary study in England (mention the name of the programme/the universities/ )

b) Request:

- State what information you would like them to provide: tuition fee, accommodation, exams,

Further information:

- Say you would be happy to supply further information about yourself such as your English proficiency and record of secondary education study,

c) Conclusion:

- End with a polite closing

- Walk round the class to give Ss assistance

-Listen to the T’s question

- Some students answer T’s question Students can exchange their opinions with their friends

Possible answers :

-Yes, I want to study abroad because the learning environment there is better than in Vietnam

-No I don’t want to study abroad because the cost of studying and living there ix much higher in Vietnam

- Study the task carefully - Work in pairs to give outlines

a) Introduction:

- State the reasons why you are writing, your interest in tertiary study in England (mention the name of the programme/the universities/ )

b) Request:

- State what information you would like them to provide: tuition fee, accommodation, exams,

Further information:

- Say you would be happy to supply further information about yourself such as your English proficiency and record of secondary education study,

c) Conclusion:

- End with a polite closing

(73)

Post- writing 5mns

Homework 2mns

- Ask Ss to write

475/57 Le Ton St District Ho Chi Minh City

March 15th, 2008 Dear sir/madam,

I’ve read a lot about tertiary study in the UK and very impressed by the reputation of many famous universities there Now I am tin last year of the high school and will finish secondary education in months I am very much interested in an undergraduate course in economics in Birmingham University Could you please send me some information about the admission requirements, tuitions fees, accommodation and details of the course? I am ready to supply any information about myself if necessary

I look forward to hearing from you soon Yours faithfully,

Hoang Thanh Nam

- Ask Ss to read the letter again - Give remarks on the writing - Rewrite the letter at home

- Prepare the section D (The Language focus part of Unit 4)

to ask for the information about the admission requirements to the university - Exchange their writings for peer correction

- Correct mistakes

- Read the letter again - Correct mistakes

- Rewrite the letter at home

(74)

LESSON PLAN 30

E :LANGUAGE FOCUS

I Objectives:

1 Educational aim: Students know how to pronounce and mark the stress in words more than three-syllable

2 Knowledge:

- General knowledge: Students learn some information to fill in a form - New words: Words related to a form

3 Skills:

- Pronunciation: Stress in words more than three-syllable - Grammar: Conditional sentences

II Method: Integrated, mainly communicative III Teaching aids: Text books,

IV Procedures:

Warm-up 4mns

Pronun ciation

- Write some more than three-syllable words on the board, and then pronounce those words aloud

- Pay attention to its stress - Ask Ss to read after

o economics o psychology o philosophy o engineering o sociology o mathematics o geographical o archeology

-How we pronounce these words?

- Read again these words and lead to the lesson

- Today, we learn how to pronounce more than three-syllable words

I Pronunciation

a Give Ss some rules of word stress in more

Listen to teacher - Read aloud

- Pay attention to its stress

- Understand the aim of the new lesson - Listen and repeat from 2-3 times - Some of them stand and read words aloud

- The answers can be various

(75)

(10 mins)

Grammar 25mns

than three-syllable words

- Help students how to pronounce those words correctly by reading first as model b Practice:

- Read the words first: clearly, correctly - Listen and correct their pronunciation if it’s needed

- Listen and remark each group a) Review some grammar structures: conditional sentences

- Give some examples

- Ask Ss to make sentences with the structures

b Practice:

- Introduce the task: Complete the sentences using conditional sentence type I

- Guide Ss to

- Ask Ss to complete the sentences using conditional sentence type I

- Correct mistakes

- Introduce the task: Express these situations using conditional sentence type II

- Guide Ss to

- Ask Ss to express these situations using conditional sentence type II

- Correct mistakes

- Understand the task Answers:

1 If you fail the GCSE examination, you will not be allowed to take the entrance examination to the university

2 You won't be able to get into the exanimation room if you are 10 minutes late

3 If you don't send the application form on time, you will not be able / allowed to take the entrance exam

4 If you don't have a reference letter, you won't be able / allowed to submit your application form

5 Unless you show your identity card you won't be able / allowed to get into the examination room

- Understand the task - Do the exercise - Correct mistakes Answers:

1 She doesn't have a car She doesn't go out in the evening

If she had a car, she would go out in the evening

2 Sarah doesn't study hard She hates school

If Sarah liked school, she would study hard

3 I can't the test It is too difficult I would/ could the test if it was/were not too difficult

4 Peter doesn't read a lot He can't find the time

Peter would read a lot if he found the time/had more time

5 I can't translate this I don't speak Korean

(76)

Homework 2mns

Exercise (10m’)

- Introduce the task: Complete the sentences with the correct form of the verbs in brackets

- Guide Ss to

- Ask Ss to complete the sentences with the correct form of the verbs in brackets

- Correct mistakes

- Assign homework

- Do exercise ‘part E-language focus in work book

Prepare Unit 6: FUTURE JOBS

If they weren't afraid of flying, they would travel far a lot

- Understand the task - Do the exercise - Correct mistakes Answers:

1 If John had passed the GCSE examination, he would have been allowed to take the entrance examination to the university

2 If you had sent the application on time, they might have called you for an interview I can't understand why you didn't

3 If John had installed an alarm, the thieves wouldn't have broken into his house

4 I would have made a film with him if I had been a famous director, but I was not

5 If you had told me earlier I would have given it to you

6 We would have sent you a Christmas card if we had had your address

- Do exercise ‘part E-language focus’ in work book

(77)

Date of preparing :Monday, November 2nd 2009 Week : 11 Date of teacher :Tuesday, November 3rd 2009 Period : 1

LESSON PLAN 31

Unit 6: FUTURE JOBS

A :READING

I Objectives:

1 Educational aim: Students should know about preparing for a job interview Knowledge:

- General knowledge: Students know about future jobs - New words: Words related to future jobs

3 Skills: - Guessing meaning from context - Reading for specific information II Method: Integrated, mainly communicative

III Teaching aids: Student’s book and pictures showing farmers’ daily routines, etc. IV Procedure:

Stages /time Teacher’s activities Students’ activities

Warm-up 5mns

Pre-reading mins

- Ask Ss some questions:

1 Tell the class some jobs you know?

2 Which job would you like to be in the future? Why?

- Get feedback

- Lead Ss to the new lesson: future jobs - Ask Ss to work in groups Tick () the

factors that they think would help them succeed in a job interview

- - Work in pairs, discuss and answer the questions

- Stand up and tell the class the answers - Understand the aim of the lesson: Unit

6: future jobs

(78)

While-reading

23mns

Post-reading

• wearing casual clothes • giving clear, honest answers • feeling self-confident • feeling nervous

• having a good sense of humour • avoiding difficult questions - Get feedback

- Give Ss suggested answers

- Introduce the task: These words are from the passage Look back to the text and circle the best meanings A, B or C

- Ask Ss to circle the best meanings A, B or C

- Correct mistakes

Task 2: (10minutes)

- Introduce the task: Work in pairs Decide whether the following statements are true (T) or false (F)

1 Try to reduce the feeling of pressure and make a good impression on your interviewer Find out as much information as you can about the job and the vacancy

3 Bring with you a letter of application and your resumes to the interview

4 Take all your certificates and letters of recommendation with you

5 Remember to dress neatly and formally Your voice should be clear and polite Tell the interviewer about your shortcomings

8 Remember to say goodbye to the interviewer before leaving the interview - Go around class and help Ss if they need - Call on Ss to give their answers

- Correct mistakes

- Introduce the task: Work in groups Discuss

that they think would help them succeed in a job interview

E.g

- avoiding difficult questions - giving clear, honest answers - feeling self-confident

- Read the text in silence - Find out new words

- Understand the aim of the text - Do the tasks that follow

Task1:

- Study the task carefully

- Choose the right option to finish the task

- Exchange their answers for peer correction

- Tell the class the answers B

7 C A B

- Look at the task, read the text again to give the answers

- Read the text again, decide whether the statements are true (T) or false (F) - Answers: 1-F; 2-T; 3-F; 4-T; 5-T; 6-F;

(79)

8mns

Home work 2mns

the question: Which pieces of advice given in the passage you find most useful and least useful? Why? - Guide Ss to answer

- Go round the class to help Ss if necessary - Call on some Ss to give their answers - Correct mistakes

- Ask students to read the passage again - Ask students to Reading exercise of Unit in workbook and prepare Part B : Speaking at home

- Answer the following questions:

1 What you prepare for a job interview?

2 What should we and shouldn’t before, during and after an interview?

Do Reading exercise of Unit in workbook and prepare Part B :

Date of preparing :Monday, November 2nd 2009 Week : 11 Date of teacher :Tuesday, November 3rd 2009 Period : 2

LESSON PLAN 32

Unit 6: FUTURE JOBS

B:SPEAKING

I Objectives:

1 Educational aim: Students should know to giving opinions about jobs Knowledge:

- General knowledge: Students learn about opinions about jobs - Language: Talking about opinions about jobs

- New words: words related to opinions about jobs Skills: talking about opinions about jobs

II Method: integrated, mainly communicative III Teaching aids: pictures

IV Procedure:

Warm-up 5mns

Pre-speaking 12mns

- Ask Ss some questions about jobs: 1.Would you like to work as a teacher? 2.What you think about teaching job? - Get feedback

- Lead Ss to new lesson Task 1

- Introduce the task: Work in pairs Match a

job in A with at least two descriptions in B.

A B

- Listen to the questions - Discuss the question

- Stand up, answer the questions

(80)

While-speaking

15mns

Post-speaking

10mns

- a doctor - a farmer - a tourist guide

- a writer

• take care of people's health • create imaginary characters and events

• find good and safe hotels for customers

• take people to places of interest • construct irrigation systems • apply new farming techniques • help save people's lives • tell stories through pictures - Ask Ss to match a job in A with at least two descriptions in B

- Correct mistakes Task

- Introduce the task: Task2 Work in pairs Discuss which of the jobs in column A you would/would not like to Explain why/why not? You can use the cues in column B

A B

pilot waiter taxi driver electrician policeman journalist

hotel receptionist computer programmer

boring rewarding difficult interesting fascinating dangerous challenging fantastic - Guide students how to practise - Ask students to work in pairs

- Help the students with new structures - Walk around and help them

- Call some student to stand up and report before the class

- Correct their mistakes Example:

I would like to work as a doctor Working as a doctor would be fascinating job because I would have a chance to take care of people health

Task 3

-Teacher introduces the task: Task3. Work in groups Talk about a job you may after you finish school, using the following cues

• Where you will work

- Match a job in A with at least two descriptions in B

Example: A: a doctor

B: • take care of people's health • help save people's lives - In turn, stand up and practice

- Work in pairs Discuss which of the jobs in column A they would/would not like to Explain why/why not? use the cues in column B

Example:

I would like to work as a doctor. Working as a doctor would be fascinating job because I would have a chance to take care of people health

(81)

Homework 3mns

• Who you will work with • The salary you may get paid • The working conditions - Let them work in groups

- Ask some students to stand up and tell loudly - Walk round and help them

- Listen and correct mistakes

- Assign homework

- Ask students to prepare Part C- Listening and homework

job they may after they finish school

Example: I would like to work as a tourist guide It would be a challenging and fascinating job because I would have a chance to travel all over Vietnam and meet many interesting people If I work for a foreign tourist company, I can get high salary and improve my English speaking and listening skills Also, I am a sociable and confident person and I can work hard for a long time so I want to work far away from home to know more about the world around me

Date of preparing :Friday, November 6th 2009 Week : 11 Date of teacher :Saturday, November 7th 2009 Period : 3

LESSON PLAN 33

UNIT 6: FUTURE JOBS

C :LISTENING

I Objectives:

1 Educational aim: Students should know about future jobs and recent changes in job market Knowledge:

- General knowledge: Students learn more about jobs - New words: Words related to future jobs

3 Skills: - Filling in missing information

- Deciding on True or False statements II Method: Intergrated, mainly communicative

III Teaching aids: Student’s book, tape and cassette player IV Procedure:

Warm-up

5mns -Give Ss a question to discuss: Which is the most popular job in Vietnam?

- Get feedback

- Lead Ss to new lesson

E.g. Accountant nurse lawyer teacher computer programmer…

- Discuss and answer the questions - E.g. Accountant nurse lawyer

teacher computer programmer…

(82)

While-listening

20mns

- Ask students to look at the part: Before listening

workforce manufacturing retail service category goods job market economy wholesale - Walk round, listen and help students - Ask students to repeat loudly the words - Listen and check pronunciation Task 1

- Introduce the task: Task Listen to the passage and fill in the missing words in the boxes

- Ask students to read the questions quickly

- Guide students the requests of the task - Call some students to give their answers - Read the passage the third time for Ss

to correct Key:

1- manufacturing 2- service 3- transportation 4- finance 5- service Task 2

- Introduce the task: Task Listen again and decide whether the statements are true (T) or false (F)

1 American workers have changed from manufacturing jobs to service jobs

2 Manufacturing jobs are jobs in which workers make something

3 Personal services are one of the five service jobs

4 70% of workers produced goods one hundred years ago

5 80% of workers will work in the service sector by the year 2020

- Read the passage again

- Ask Ss to decide whether the statements are true (T) or false (F)

- Go round the class, give help to Ss if they need

- Call some Ss to give the answers

- Read the passage the last time to check

service category goods job market economy

wholesale

- Understand those words

- Read the questions quickly - Listen to the listening script - Answer the questions

Answer:

1- manufacturing 2- service 3- transportation 4- finance 5- service

- Read the statements quickly - Listen to the listening script - Answer the questions

Answers:

(83)

Homework 3mns

their answers

Suggested answers:

1- T 2- T 3- T 4- F 5- F

- Work in groups Summarize the passage using the information in Tasks and - Guide Ss to

- Call some Ss to summarize the passage

- Assign homework

- Prepare the section D (The Writing part of Unit 6)

read them in chorus and individually

- Work in groups Summarize the passage using the information in Tasks and

- Prepare the section D (The Writing part of Unit 5)

words

Date of preparing :Monday, November 9th 2009 Week : 12 Date of teacher :Tuesday, November 10th 2009 Period : 4

LESSON PLAN 34

D :WRITING

I Objectives:

1 Educational aim: Students learn how to understand a formal letter Knowledge:

- General knowledge: Students will be able to write a formal letter of job application - Language

- New words: Words relating to job application Skill :

(84)

IV Procedure:

Warm-up 3mns Pre-writing 15mns While-writing 20mns

- Raise a picture of a beauty spot ( Keo Pagoda in Vu Thu Thai Binh) and ask Ss some questions:

- Where is it?

- What is it famous for?

- Do you want to work as a tourist guide here?

- What qualification you need? - Get feedback

- Lead Ss to the new lesson: “Writing a formal letter of job application”

- Teacher introduces the task: Task Work in pairs Read the following advertisement and fill in the notes

English-speaking Tour Guides Wanted We are a travel company managing holiday tours We need English-speaking local guides to accompany foreign visitors on trips throughout Vietnam If you have a high school diploma, have experience as a tour guide, a good manner, speak fluent English and are willing to work hard for long hours, please contact: The Manager, Vinatour, 450 Nguyen Du Street, Hanoi. Telephone No: 04 824 0139

• Type of job: ………

• Level of education needed: ……… • Work experience: ……… • Character and interests: ……… - Guide Ss to fill in the notes

- Walk round the class to give Ss assistance - Teacher introduces the task: Task Write a letter to Vinatour, applying for the job mentioned in the advertisement in Task Your letter should include the following details

• Your name, address and date of writing • Name and address of the company • Greeting

• Introduction: say where you saw the advertisement and why you are writing the letter of application

• Body: mention your education, work

- Work in pairs, answer the questions - Understand the aim of the lesson - The new lesson: “Writing a formal letter of job application”

- Work in pairs Read the following advertisement and fill in the notes English-speaking Tour Guides Wanted We are a travel company managing holiday tours We need English-speaking local guides to accompany foreign visitors on trips throughout Vietnam If you have a high school diploma………….

Answers:

1 Tour guide

2 high school diploma

3 experience as a tour guide, fluent English

4 a good manner, willing to work hard for long hours

- Study the task carefully - Work in pairs to give outlines

- Base on the outline write a letter to Vinatour, applying for the job mentioned in the advertisement in Task

- Exchange their writing for peer correction

- Read out the letter - Correct mistakes

Flat 3,324, Ly Thuong Kiet Street, Hanoi

16, October, 2004 Hanoi Vinatour

250, Nguyen Du Street, Hanoi Dear Sir or Madam,

(85)

Post- writing 5mns

Homework 2mns

experience and your character / interests • Conclusion: express your willingness to work for the company and when you are available for interview

• Closing

- Guide Ss to write outlines - Ask Ss to write

- Ask Ss to read the letter again - Give remarks on the writing

- Prepare the section E (The Language focus part of Unit 6)

experienced English-speaking local guides to accompany foreign visitors on trips throughout Vietnam

I think I meet all of the qualifications that you specify I was awarded High School Certificate two years ago After leaving high school, I worked as an accountant in a small travel agency for one year, where I was given a training course on tourism Then I had one year of experience as a tour guide so I know many tourist areas in Vietnam arid have a basic knowledge of Vietnamese culture, history and geography I speak English fluently In addition, I am a sociable and confident person and can work hard for long hours I would like to work for you and would appreciate the opportunity to discuss this position with you in person

I am looking forward to hearing from you at your convenience.

Yours faithfully, Nguyen Quoc Anh

- Prepare the section E (The Language focus part of Unit 6)

Date of preparing :Monday, November 9th 2009 Week : 12 Date of teacher :Tuesday, November 10th 2009 Period : 5

LESSON PLAN 35

E :LANGUAGE FOCUS

I Objectives:

1 Educational aim: Students know how to pronounce weak/strong forms of some conjunctions & prepositions

2 Knowledge:

- General knowledge: Students learn some information to fill in a form - Language:

- New words: Words related to a form Skills:

(86)

II Method: Integrated, mainly communicative III Teaching aids: Text books,

IV Procedures:

Warm-up 4mns

Grammar 10mns

-Write some words on the board, and then pronounce those words aloud

-Pay attention to its weak/strong forms - Ask Ss to read after

- Ask Ss to look at this table

- Read the words and their weak and strong form

- Ask Ss to read after - Call some Ss to read seats

- Help students how to pronounce those words correctly by reading first as model b Practice: Practise reading these sentences

1 What are you looking at?

2 I want to go but I don't know when She bought a book and two pens Thanks for coming

5 Where is it from? I'm from Hanoi

7 She's the one I'm fond of

8 First of all, I want to thank you for coming

9 The letter was to him, not from him 10 I want to ask you a question

- Read the words first: clearly, correctly - Listen and correct their pronunciation if it’s needed

- Listen and remark each group

a) Review some grammar structures: Relative clauses

Whom; who; which; whoever; whose………

- Give some examples

- Ask Ss to make sentences with the structures

b Practice:

- Introduce the task: Exercise Add who, whoever, whose, whom or which to complete the following sentences

- Listen to teacher - Read aloud

- Pay attention to its weak/ strong forms

- Understand the aim of the new lesson

- Listen and repeat from 2-3 times - Some of them stand and read words aloud

- The answers can be various

- Listen and give more questions in pairs

- Read the sentences in chorus aloud

- Fill each blank with the simple present passive form of the verb in brackets

Answers: is separated

2 is set - must be followed is made up

(87)

Practice 20mns

- Guide Ss to

- Ask Ss to fill each blank with who, whoever, whose, whom or which

- Correct mistakes Suggested answers:

1 whom which Whoever which Which Who

7 Whose who which 10 whom * Exercise 2: (10m’)

- Introduce the task: Exercise Join the following sentences in two ways

Example:

1 Look at the man He is teaching in the classroom

a) Look at the man who is teaching in the classroom

b) Look at the man teaching in the classroom

- Guide Ss to

- Ask Ss to rewrite the following sentences using the passive voice

- Correct mistakes

1 I read a book that was written by a friend of mine

- I read a book written by a friend of mine A man who was carrying a lot of money in a box got on the bus

- A man carrying a lot of money in a box got on the bus

3 In the street there were several people who were waiting for the shop to open - In the street there were several people waiting for the shop to open

4 Britain imports many cars which that were made in Japan

- Britain imports many cars made in Japan There are a lot of people in your office who want to talk to you

- There are a lot of people in your office wanting to talk to you

6 The cowboy who had been wounded by an arrow fell off his horse

- The cowboy wounded by an arrow fell off ms horse

7 Most of the people who were injured in the crash recovered quickly

- Most of the people injured in the crash recovered quickly

5 are selected

- Rewrite the following sentences using the passive voice

Answers: Exercise

- Do exercise ‘part E-language focus’ in work book

- Prepare Unit 5: Higher education I read a book that was written by a friend of mine

- I read a book written by a friend of mine

2 A man who was carrying a lot of money in a box got on the bus

- A man carrying a lot of money in a box got on the bus

3 In the street there were several people who were waiting for the shop to open

- In the street there were several people waiting for the shop to open

4 Britain imports many cars which that were made in Japan

- Britain imports many cars made in Japan

5 There are a lot of people in your office who want to talk to you

- There are a lot of people in your office wanting to talk to you

6 The cowboy who had been wounded by an arrow fell off his horse

- The cowboy wounded by an arrow fell off ms horse

7 Most of the people who were injured in the crash recovered quickly

- Most of the people injured in the crash recovered quickly

(88)

Homework

8 John, who wished he hadn't come to the party, looked anxiously at his watch - John, wishing he hadn't come to the party, looked anxiously at his watch

9 The children who were playing football in the schoolyard were my students

- The children playing football in the schoolyard were my students

10 Vietnam exports a lot of rice which is grown mainly in the south of the country - Vietnam exports a lot of rice grown mainly in the south of the country

- Assign homework

- Do exercise ‘part E-language focus in work book

-students

- The children playing football in the schoolyard were my students

10 Vietnam exports a lot of rice which is grown mainly in the south of the country

- Vietnam exports a lot of rice grown mainly in the south of the country -Listen to the pronunciation of the words

-Listen and then repeat in chorus then individually

(89)

Date of preparing : Thursday, November 12th 2009 Week : 12 Date of teaching : Friday, November 13th 2009 Period : 1

LESSON PLAN 36

TEST YOURSELF B

I Objectives: After this lesson, students will be able to:

II Method: Integrated, mainly communicative.

II Teaching aids: Textbook, tape, cassetteplayer, board, hand-outs… IV Procedures:

Stage/ Time Teacher’s activities Students’ activities

Warm-up 5mns

Listening 10mns

Reading 10mns

- Greeting

- Ask students something about the test yourself B

* Have you prepared it at home? * Have you got any difficulties? Test yourself

I (2.5 points)

- Present the task: Listen and complete the table below

- Tell students the topic of the table - Get students to look through the table - Explain the meaning of new words

- After that turn on the tape of the passage aloud twice

- Let students fill in the blanks with the words they have just heard

- Go round the class to control the work - Then turn on the tape of the passage the last time for students to check their results

- Correct mistakes

II (2.5 points)

- Present the task: Read the passgae and fill in each blank with a suitable word from the box

- Get students to work in groups, discuss about the passage

- Go round the class to control the discussion

- Greeting

- Listen to the tape carefully

- Fill in the blanks with the words they’ve just heard

- Correct mistakes Keys:

1 sorts of things, learn at all,

3 things for themselves, make them go,

5 a certain age

- Look at the textbook and listen to the teacher then read the passage and fill in each blank with a suitable word from the box

(90)

Grammar 10mns

Writing 7mns

Homework 2mns

- State the best option - Correct mistakes

III (2.5 points) - Recall the grammar - Giude students how to - Give them some newwords: - Do the first as an example - Ask students to to the exercise - Call the to to on board

- Go round the class to control the set’s activities

- State the keys - Correct mistakes

IV (2.5 points)

- Giude students how to write

- Give students some models and structures to writes

- Ask students to write - Call the to to on board

- Go round the class to control the students’ activities

- Correct mistakes - Ask students:

+ to get ready for the 45 minute-test in the next period

- Finish the task

- Compare their results with the other groups, and correct

Keys:

1 Final 6.Qualification requirements 7.Grader when 8.Equivalent courses Count subjects 10 Who - Listen to the teacher

- Work in groups to complete the sentences

- Compare the results with the other groups

1 The widows have been cleaned A super market is going to built Lan is said to have won

4 If you listen carefully, you will know what to

5 If I had a car, I would

6 If we had brought a city map, we wouldn’t have

- Listen to the teacher carefully - Work in groups or in pairs then write - Compare the results with the other groups

Dear

- Correct mistakes

(91)

Unit : Economic reforms

A Language skills 1 Reading:

- To help students gain some knowledge about economic reforms in Vietnam

- To help students improve their reading skills: scanning and skimming, guessing the meaning of

words in context

Students learn words and phrases in terms of economics and policies 2 Speaking:

- Students can ask and answer about a picture

- Students can ask and answer about the measures that the government and people of Fantasia have

done in carrying out economic reforms

- Students learn more words and phrases in term of economy

3 Listening:

- Students can improve their listening skill : they can understand the passage and then they can

summarize the passage that they have listened to

- Students learn more words and phrases in term of music

4 Writing:

- Students can write a report basing on the information given in the Table of Tango’ economic

development in two decades B Language focus

1 Pronunciation:

- Students can pronounce correctly the sounds /s/ and /z/ and words pronounced with /s/ and /z/

2 Grammar:

- Students know how to use “to infinitive” to talk about purposes - Students revise information questions

(92)

Date of preparing : Monday, November, 16th 2009 Week : 13 Date of teaching : Tuesday, November 17th , 2009 Period : 1

LESSON PLAN 38

Unit 7

:

ECONOMIC REFORMS

A READING

I Objectives:

1 Educational aim:

- Students read and guess the meaning of words in contexts - They read and answer questions about the texts

- They practice scanning for specific information in the texts Knowledge:

- General knowledge: The changes brought about by the economic reforms - Language: Common knowledge of education, healthcare, agriculture,…

- New words: Words related to the topic (economic, medical and agricultural terms) Skills:

- Guessing meaning in context, scanning for specific information and passage comprehension II Method:

- Integrated, mainly communicative III Teaching aids:

-Picture, board, chalks, textbook, handouts,… IV Procedure:

Stage/Time Teacher’s activities Students’ ativities

Warm up 5mns

Pre- reading 15mns

- Greet Ss

- Ask students to look at the picture page 70 and ask Ss to answer some questions:

1 What can you see in the picture? 2 Do you think that the people in this picture lead a rich or poor life?

3 What, in your opinion, should be done to improve the situation?

- Call a pair to report their discussion - Introduce the topic:

“Economic reforms in Vietnam”

- Teach some new words: ask students whether they know the words, if they

-Greet teacher

- Listen to the teacher and think about the topic

(93)

While – Reading 20mns

not know them, explain in English then ask them to give Vietnamese equivalents to check their understanding

- initiate(v): start sth

- shift(v): move or be moved from one

position or place to another

- sector(n): a part of the business

activity of a country

- priority(n): the state of being more

important than sb/sth or of coming before sb/sth else

- intervention(n): the act of

intervening, especially a deliberate entry into a situation or dispute in order to influence events or prevent undesirable consequences

subsequent(n): coming after or later encourage(v): give hope, support or confidence to sb

- inefficient(adj): not working or

producing results in the best way, so that time or money is wasted

- Let the whole class read the new words twice or three times

- Call 2-3 students to read new words again

- Ask students to read the passage in silence

- Ask students to Task 1: Give Vietnamese equivalent words to ones given in the passage

-Ask students to discuss the answers in pairs

- Check Ss’ answer

- Write down the answers on the board - Let the whole class read the new words twice or three times

- Ask students to task in pairs - Go around to supervise students if necessary

- Ask representatives of pairs to give the answers If students’ answers are right, repeat them, if not, give the right answers

- Give Vietnamese equivalents

- initiate(v): bắt đầu, đề xớng - shift(v): chuyển đổi

- sector(n): ngành, lĩnh vực - priority(n): quyền u tiên

- intervention(n): sù can thiÖp

- subsequent(n): tiÕp theo

- inefficient(adj): không hiệu quả

encourage(v): khuyn khớch, ng viên - Read the words

- Read the passage in silence - Do task

- Discuss the answers in pairs.

National

Congress: Đại hội toàn quốc Renovation: đổi mới

Under-developed: Cha ph¸t triĨn / ph¸t triĨn thÊp Dominate: Chi phèi, thèng trị Stagnant: Trì trệ

Inflation: Lạm phát Government

subsidies: Nh÷ng sù bao cÊp cđachÝnh phđ Government

commitment: Sù cam kÕt cña chÝnh phñ Dissolve: Tan r·

Substantial: Lớn lao, đáng kể

- Write down the answers and read the words - Do task in pairs

- Give the answers:

1 F F T F T - Do task

(94)

Post- reading

- Ask students to task in groups - Go around to supervise students if necessary

- Ask representatives of groups to answer the questions If students’ answers are right, repeat them, if not, give the right answers

- Ask students to After you read in pairs, scanning the text to find

information to complete the note - Go around to supervise them Note down the serious and common mistakes - Call some pairs to read their note

1 It was officially initiated in 1986 by our Vietnam Communist Party.

2 Its aim was to restructure the economy of Vietnam and to raise the living standards of the people.

3 The measures the Government introduced to implement Doi Moi were (as follows):

- eliminated government subsidies,

-shifted economic priority from heavy industry to three major economic programs:

production of food, production of consumer goods and production of exports,

-reduced state intervention in business, - opened trade relations with all countries in the world,

- encouraged foreign and domestic private investment.

4 Since Doi Moi, Vietnam has undergone substantial changes They are:

- productivity and agricultural exports have constantly increased,

- the farmers have enjoyed land use rights and have had greater choice on How to use their agriculture land,

- the workers have worked harder,

- the children, particularly those from ethnic minorities have had more opportunities to enjoy education and training.

5 We believe that with the strong commitment of our Party and Government to Doi Moi, we will attract more foreign capital investment and build a better life for our people.

- Do the Task in pairs * Suggested answers:

Before Doi Moi:

Economy: under-developed, dominated by traditional agriculture

Country and people: poor Production: stagnant

Shortage of schools, hospitals Inflation

Government’s renovation measures: Eliminated government subsidies,

Opened trade relations with all countries in the world,

(95)

Homework 1mn

- Give feedback and correct some serious or common mistakes

production of food, production of consumer goods and production of exports,

Reduced state intervention in business, Encouraged foreign and domestic private investment.

Since Doi Moi:

Productivity and agriculture exports: increased

Farmers: enjoyed land rights, had greater choice to use their land

Workers: worked harder

Children: enjoyed education and training.

- Listen to the feedback and correct their mistakes

Date of preparing : Monday, November, 16th 2009 Week : 13 Date of teaching : Tuesday, November 17th , 2009 Period : 39

LESSON PLAN 39

Unit : ECONOMIC REFORMS

B SPEAKING

I Objectives:

1 Educational aim:

- Students work in pairs to describe the pictures

- Students talk about measures and effects of the economic reforms in Fantasia 2 Knowledge:

- General knowledge: Economic reforms

- Language: + The way to make suggestions or predictions + The tenses

(96)

- Discribing details in pictures

- Talking about changes the new economic reform has brought about II Method:

- Pictures, board, chalks, textbook, handouts

IV Procedure:

Warm-up 5mns

While-speaking

15mns

-Tell a short story to prove that the renovation measures has apparently changed the social and people’s lives positively

Task 1

- Explain the requirements clearly in English “in your textbook, there are four pictures Now, what I would like you to do is to look at them carefully and say what they are about”

- Ask students to work in pairs to discus the three questions and find the answers - Correct the students’ work and give remark

Task 2

- Explain the requirements “The country of Fantasia started its overall reforms…” - Divide the class into groups, asks each group to discus a section: Education Health care Agriculture

- Guide the students how to speak by giving them useful suggestions:

+ They have………… so …… + Due to the ………

+ Thanks to the……… + By applying……….

- Walk round from group to group to give

Listen and give one’s own ideas or story if being asked

- Work in pairs to discus the three questions and find the answers

A: What does each pair of picture tell you? B: It tells us the contrast between the present

and past situations.

A: What changes can you see in each pair of…?

B: The new school and factory are much bigger

and more beautiful than the old ones. A: What you think … to achieve these…? B: They must have taken some renovation measures.

- Correct the answers oneself Group 1: Education

S1: The government of Fantasia has changed the curriculum and textbooks. S2: They also provided schools with more equipment and facilities.

S3: They build more schools and raised the teachers’ salaries.

S1: It is obvious that they……

Group 2: Health care

S1: Many hospitals have been built as well as the doctors’ and nurses’ salaries have been raised.

S2: Due to the government’s policy, many more highly qualified doctors have worked to improve the people’s health.

Group 3: Agriculture

(97)

Post-speaking 10mns

Homework 3mns

help if necessary

- Encourage students to speak out what they think even a phrase or a singular word

Task 3

- Ask students to work individually to summarize what they’ve discussed in their own words

- Move round to check the activities and to make sure that students are working effectively

- Ask one or two students to report in front of the whole class

- Check and give remarks

Name some measures we’ve made to promote our economic system

and damps, irrigation and drainage systems.

S2: They’ve also applied new and advanced farming techniques, more facilities and equipment.

S3: They use fertilizers, pesticides and insecticides to protect their crops.

S1: The government of Fantasia has changed the curriculum and textbooks. They also provided schools with more equipment and facilities They build more schools and raised the teachers’ salaries… S2: Fantasia has applied appropriate policy to encourage farmers to work more efficiently, and they have built more dykes and damps, irrigation and drainage systems They’ve also applied new and advanced farming techniques, more facilities and equipment They use fertilizers, pesticides and insecticides to protect their crops.

- Write down the homework to at home

Warm - up

Introduce the game Give instruction

Check for students’ understanding

Divide class into groups, let them play the game

Check and dicide the winner Pelmanism

- Listen to the teacher and write the title in their notebooks

Listen to teacher

Play the game in two groups

1_education a.schools, teachers 2-health care b.hospitals, doctors 3- agriculture c.plants, rice, land 4- economy d.doing business 5- industry e.metals,factory

1

3

5

b

c

d

e

4

2

(98)

- Introduce the lesson:

Today, we learn Unit 7: Economic Reforms,

part B Speaking(Write on the board the title)

Pre-speaking mins

- Ask students to look at Task - Ask students to Task

- While students discuss, walk around the class to guide or supervise them and give them help if necessary

- Ask one pair to report what they have talked

- Give comments, correct the common mistakes after they finish

- Look at Task - Do Task

- Work in pairs and discuss in about minutes

S1: What does each pair of pictures tell you?

S2: Picture 1a, 1b are about a school, picture 2a, 2b are about a company S1: What changes can you see in each pair of pictures?

S2: The school in 1b is larger than it is in 1a; it consists of three two-floor

buildings The factory in 2b is larger and better equipped than it is in 2a.

S1: What you think people have done to change them?

S1: I think people have invest more money in the school and the factory.

While-speaking

28 mins

Task 2

- Introduce some new words (eliciting , give the definitions in English then ask students to translate them into Vietnamese to check their understanding)

 disadvantaged(adj): in a bad social or

economic situation; poor

 method(n): a way of doing sth

 qualified(adj) having passed an exam or

having the knowledge, experience, etc in order to be able to sth

 insurance(n): an arrangement with a

company in which you pay them regular amounts of money and they agree to pay the costs if, for example, you die or are ill, or if you lose or damage sth

 irrigation(n): bringing a supply of water to a

dry area, especially in order to help crops to grow

 drainage(n): a system used for making water,

etc flow away from a place

 fertilizer(n): a natural or chemical substance

that is put on land or soil to make plants grow better

 pesticide(n): a chemical substance that is

used for killing animals, especially insects, that eat food crops

- Guess the meaning of the new words

 disadvantaged: thiệt thòi

- method: Phơng pháp

qualified: dủ t cách, giỏi chuyên môn

insurance: b¶o hiĨm

- irrigation: viƯc tíi níc - drainage: việc tháo nớc - fertilizer: phân bón - pesticide: thuèc trõ s©u

(99)

- insecticide(n): a substance that is used for killing insects

- Call 2-3 students to read new words again - Ask students to Task in groups

- Read the new words - Do Task in groups

The country of Fantasia started its overall reform in the early 1970s The reform has brought about positive effects in many sectors of the economy, particularly in education, health care and agriculture Work in groups, suggesting What the government and the people of Fantasia have done to improve their economy in these sectors.

+ Which tense we use When talking about recent changes?

- Call one student to repeat the instruction to check whether they are clear about what they have to

- Go around to supervise them Note down serious and common mistakes

Present perfect tense

- One student repeats the teacher’s instruction

- The others listen to their friends to make clear about what they have to - Do Task

Post-speaking

10 mins

Homework mins

Task 3

- After about minutes of discussion, call some groups to report what they have done

- Ask the others to listen to their friends

- Listen to students attentively and pay attention to the mistakes they have made

- After students finish, give them comments: correct some pronunciation mistakes they have made

- Read aloud the words and ask the whole class to repeat

- Call pair to role play in front of the whole class

- Ask the others listen attentively to their friends’ dialogue and give comments or ask questions - Call another group if there is enough time - Give feedback and correct serious or common mistakes

- Prepare a presentation about the development of Vietnam after Doi Moi

- Some groups report what they have discussed

S1: What have the government and the people of Fantasia done to improve education?

S2: They have built more schools and have equipped more equipment and facilities. S3: They also give more scholarships to poor of disadvantage students.

- Repeat after the teacher

- One pair to role play in front of the whole class

- Listen attentively to their friends’ dialogue and give comments or ask questions

- Listen to the teacher and correct the mistakes

(100)

Date of preparing : Monday, November, 23rd 2009 Week : 14 Date of teaching : Tuesday, November 24th , 2009 Period : 3

LESSON PLAN 40

C LISTENING

I Objectives:

-Students know the harm of taking drug 2 Knowledge:

- General knowledge: Listen for specific information - Language: The present simple tense

- New words: Words related to to the topic

3 Skills: - Listening and deciding on True or False statements. - Listening comprehension

II Method:

- Intergrated, mainly communicative III Teaching aids:

- Tape, cassetteplayer, board, chalks, textbook IV Procedure:

Stages/Time Teacher’ activities Learners’ activities

Warm up 4mns

Pre- listening 6mins

Wordsquare

W C O N S T R U C T I O M O T I V A T E S Z R Y T S D F G Z L C P K F A Y X U T A N L J I L N Q S R N W X V Q N V G P K D B S T O P G A O Z G O V E R N M E N T

Key : goverment, construct, stop, working, motivate, island, Tango

 Introduction  Problem facing the

government of Tango island

- Let students play crosswords to revise the vocabulary in Reading lesson

- Call some pairs to give the answers - Ask students to task 1: discuss the question: Do you think that drug- taking should be banned? Why and Why not? - Ask one pair to report what they have discussed.

- Introduce some new words (eliciting ,

- Listen to the teacher - Play the game - Do task in pairs

S1: Do you think that drug-taking should be banned?

S2: Yes, I think so. S1: Why so?

S2: Because taking drug is harmful to people’s health.

- rationally(adv): cã lÝ trÝ

- unfortunately(adv): không may mắn - discourage(v): làm nản lòng

(101)

give the definitions in English then ask students to translate them into Vietnamese to check their understanding)

- rationally(adv): contrary to or lacking

in reason or logic

- unfortunately(adv): not lucky - discourage(v): stop sb doing sth,

especially by making him/her realize that it would not be successful or a good idea

- ruin(v): damage sth so badly that it

loses all its value, pleasure, etc.

- measure(n): an action that is done for a

special reason

- drug- taker(n): a person who use drugs - solution(n): a way of solving a problem,

dealing with a difficult situation, etc. islander(n): a person who lives on a small island

- measure(n): giải pháp - drug- taker(n): nghiện - solution(n): cách giải quyết

- islander(n): ngời đảo

- Read the new words

While-listening

29mins

Task 1

- Ask students to listen to the passage the first time

- Read the passage twice

- Ask some students to give their answers If their answers are right, repeat them; if not give the correct answers

- Listen to the passage and answer the questions

* Answers:

1. F(in the Atlantic Ocean) 2. F(a plant which contained a powerful drug)

3.T T 5.F(on TV) 6.F(nobody took any notice) 7.T 8.T F(other countries)

Task 2

- Ask them to listen again the second and the third time to finish task 2:

- Ask students to discuss the answers to the questions in pairs

- Go around to supervise students if necessary

- Eliciting the answers from students, if their answers are right, repeat the answers, if they are wrong, give them the answers: - If most students not catch the

information for the questions, let them listen again to the passage once more

1 What did the people of Tango discover? 2 What did they with the plant?

- Listen again the third time to finish the task

- Discuss the answers to the questions in pairs

- Answer the questions, and correct the wrong answers

1 They discovered a plant which contained a powerful drug.

2 They grew it all over the island. 3 The negative effects the drug brought about were:

(102)

3 What negative effects did the drug bring about?

4 How many measures did the Government take and what were they? 5 What did the Government of Tango decide to eventually?

and

- The whole population began to run short of food.

4 The government took three measure: introduced a law to make the drug illegal, put the drug- takers into prison, and exported the drug to other countries. 5 Eventually they decided to export the drug to other countries.

Post- listening 10mns

- Ask students to After you read in groups _ discuss the question: Do you think that the government of Tango’s decision to export the drug to other countries was a better solution? Why/ Why not?

- Ask one group to report what they have discussed

- Give comments after they finish - Call another group if there is enough time

- Give feedback and correct serious or common mistakes

- Do After you read in groups - Suggested expression:

In my opinion… I think…

I believe… I not think… From where I stand…

- Report what they have discussed - Listen to the teacher and correct the mistakes

(103)

Handout

1

1 D O M I N A T E

2 I N F L A T I O N I

S

3 S T A G N A N T

4 C O N S U M E R A

5 R E N O V A T I O N T

L E

6 R E S O L V E

7 E D U C T I O N

Fill in the box with the words which means… Down:

1 to become or to make sth become liquid

2 a soft silver-white metal that is often mixed with other metals

3 a large area of land in the countryside that is owned by one person or family Across:

1 to be more powerful, important or noticeable than others a general rise in prices; the rate at which prices rise

3 not flowing and therefore dirty and having an unpleasant smell a person who buys things or uses services

5 bring something such as a building back to a former better state by means of repairs, redecoration , or remodeling

6 to find an answer to a problem

(104)

Answers:

1

1 D O M I N A T E I N F L A T I O N I S S T A G N A N T C O N S U M E R A R E N O V A T I O N T

L E

6 R E S O L V E

7 E D U C T I O N

Date of preparing : Monday, November, 23rd 2009 Week : 14 Date of teaching : Tuesday, November 24th , 2009 Period : 4

LESSON PLAN 42

D.WRITING

I Objectives:

- Writing a report based on given information Knowledge:

- General knowledge: Writing a report on the economic development - Language: +The tenses

+ Connectors (time expressions) - New words: Words related to economic reforms 3 Skills:

- Writing a report II Method:

(105)

IV Procedure:

Stages/ Time Teacher’s activities Students’ activities

Warm-up: 5mns

Pre- writing 7mins

- Free talk about the changes in one’s home village during the renovation process

- Write on the board the title of the lesson: Unit 7: Economic reforms

Part D Writing

- Ask students to look at the table page 76

This table presents the achievements the government and the people of Tango have gained in some braches of the economy after two decades of their economic reform.

- Introduce some new words.( eliciting , give the definitions in English then ask students to translate them into Vietnamese to check their understanding)

 Fishery: the catching, processing, or

selling of fish, including the industries and occupations involved in these activities

 Forestry: the science or skill of

planting and growing trees or managing forests

Do as required

Exchange the ideas with others

- Write down in the notebooks the title

- Look at the table page 76 - Listen to the teacher

- Fishery :ng nghiƯp

- Forestry: l©m nghiƯp

- Read the words

While-writing 28 mins

Task 1

- Ask students to answer the questions in pairs

- Go around to supervise them if necessary - Call some pairs to give the answers If their answers are right, repeat them; if not give the correct answers

- Answer the questions in pairs

* Give the answers:

S1: What was the economic situation in Tango before 1980?

S2: Before 1980, Tango was in ruins, starvation was popular because of the lack of rice and foods.

S1: What can you say about the

economic situation in Tango from 1980 to 2000?

S2: From 1982 to 2000, Tango’s economy has developed quickly. S1:What you think the government and the people of Tango have done to achieve these result?

(106)

Task 2

- Ask students to Task individually: write a report of 150 words on the economic

development of Tango It must conclude details such as:

 the economic situation of Tango before

1980

 the measures taken by the government

and the people of Tango to overcome the problems.

 the achievements (as presented in the

table) they have made as a result of the reform.

What words you often use to express changes in economy?

- Show and correct some common mistakes

- Do Task individually

stagnant

underdeveloped increase

decrease steadily by…percent gradually…

- Write the description

Post- writing 10 mins

Homework 1mn

- Ask students to revise their description - Ask students to hand in their work to mark

- Asks Ss to prepare the next period Language Focus

- Revise their description - Hand in their work

Date of preparing : Monday, November, 30th 2009 Week : 15 Date of teaching : Tuesday, December 1st , 2009 Period : 5

LESSON PLAN 43

E.LANGUAGE FOCUS

(107)

- Strong form and weak form of auxiliaries Adverbial clauses 2 Knowledge:

- General knowledge: Combining the sentences - Language: Know how to use although, even though…

- New words: Words related to the exercises 3 Skills:

- Writing sentences with adverbial clauses of concession II Method:

- Board, cassetteplayer, chalks, textbook and notebook IV Procedure:

Warm - up 5mns

Grammar 23mns

- Introduce the lesson to the students - Explain the way to use strong form (emphasis, positive, stressed cases ), weak form (interrogative, unstressed cases) - Help students to know the pronunciation - Practice:

A: Can you speak English? B: Yes, I can.

A: Must we go now? B: I think we must. A: Have you met Quang? B: Yes, I have

A: Has she gone? B: Yes, she has. A: Shall we go now? B: I think we ought to. A: Will you come tomorrow? B: Yes, I will.

A: Do you really have time for it? B: Yes, I do.

- Explain once again the “Clause of concession”

Though

Although S + V, S + V Even though

Guide the students how to the exercises Divide the class into groups, ask them to the exercises

- Walk round to give help if necessary Correct the students’ work if necessary Exercise1:

Get the teacher’s explanation strong form weak form

Can /kæn/ /k6n/

Could /k$d/ /k6d/

Must /m^st/ /m6st/ (w)

Have /hæv/ /h6v/

Has /hæz/ /h6z/

Do /du/ before consonant /d6/ before vowel /d^/

Does /d^z/

Is /iz/

Am / æ m/ / 6m/

Will /wil/

Shall /∫æl/

Practice reading in chorus or individually

Exercise 2:

Although I was very tired

Although I had never seen her before although it was pretty cold

although we don’t like them very much Although I didn’t speak the language Although the heat was on

although I’d met her twice before although we have known ……

(108)

Homework 2mns

Although it rained a lot, we enjoyed our vacation.

Although we had planned everything carefully, a lot of things went wrong.

Even though/ Although the doctor has advised him to quit, Bob (still)….

Although it was cold and rainy, we managed to go to class in time.

Although Luong has studied English only for six months, he can …….

I didn’t go to bed early although I was …

- Ask students to revise the strong form and weak form of auxiliaries, the use of clause of concession, redo all the exercises and prepare to correct the second test at home

we forget many things they were very happy

he could speak/ read the language… Although he had revised everything… it is pretty cold/ there hasn’t been….

- Listen to the teacher and write down homework to at home

l

Date of preparing : Monday, November, 30th 2009 Week : 15 Date of teaching : Tuesday, December 1st , 2009 Period : 1

LESSON PLAN 44

(109)

A READING

I Objectives:

1 Educational aim:

- Students read and guess the meaning of words in contexts - They read and decide on True or False statements - They note taking and comprehend the passage Knowledge:

- General knowledge: The changes of the life in the future

- Language: Common knowledge of the life and the environment… - New words: Words related to the life and the economic, environment… Skills:

- Guessing meaning in context, deciding on true or false and passage comprehension II Method:

-Picture, board, chalks, textbook, handouts,… IV Procedure:

Stages/Time Teacher’s activities Students’ activities

Warm-up 5mns

Pre- reading mns

Aims: to introduce the topic of the lesson and to raise students' interest.

- Introduce the new lesson to the students - Ask students to look at the picture, page 80 and ask:

What are the people going to do? Does it look like a normal airplane? How is it different?

Do you think that life in the future will be like this?

- Introduce the lesson

- Ask students to look at the questions in Before you read, page 80, working in pairs to discuss the question in Before you read:

1 Do you think life will be better in the future? Why/ Why not?

2 List three things that might happen in the future.

- Call a pair to report their discussion

- Look at the picture and answer the questions:

They are going to fly. No

It looks more modern than a normal airplane It has no wings.

Yes, No

Possible answers

S1: Do you think life will be better in the future?

S2: Yes S1: Why?

S2: Because of the development of science and technology

S1: List three things that might happen in the future

S2: I think in the future, people can live in the Mar, people will be healthy without any diseases, and they can travel by plane to work everyday.

While-reading

30 mns

- Teach some new words: ask students whether they know the words, if they not know them, explain in English then ask

(110)

them to give Vietnamese equivalents to check their understanding

- Corporation(n): a large business company - Chore(n): a job that is not interesting but

that you must do

- Burden(n): something that is heavy and

difficult to carry

- Influence(v): to have an effect on or power

over sb/sth so that he/she/it changes

- Methane(n): a gas without color or smell,

that burns easily and that we can use to produce heat

- Responsibility(n): a duty to deal with sth

so that it is your fault if sth goes wrong

- Call 2-3 students to read new words again Task 1

- Ask students to read the passage in silence - Ask students to Task 1:

Find the words in the passage that can match with the definition on the right column.

Task 2

- Ask individuals to the Task

- Write down the answers on the board

1 Pessimists 2 Optimists

3 Economic depression 4 Terrorism

5 Wiped out 6 Space shuttle

- Check students’ understanding of the words by asking them to give the Vietnamese equivalents

- Call 2-3 students to read new words again - Ask students to task in groups:

Answer the questions according to the passage.

- Ask representatives of groups to answer the questions If students’ answers are right, repeat them, if not, give the right answers

1 What will happen in an economic

- Corporation(n): doanh nghiệp - Chore(n): chuyện vặt vãnh

- Burden(n): gánh naëng

- Influence(v): ảnh hưởng, tác động

- Methane(n): chất mê tan

- Responsibility(n): trách nhiệm

- Read the words

- Read the passage in silence - Do the task

- Discuss the answers in pairs - Give the answers

- Write down the answers

1 Pessimists: người bi quan 2 Optimists: người lạc quan 3 Economic depression:suy thái kinh tế 4 Terrorism: khủng bố

5 Wiped out: xóa sạch 6 Space shuttle: tàu vũ truï

- Read the words - Do task in groups

- Answer the questions

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depression?

2 Why, according to pessimist, will security of the earth be threatened? 3 What will life be in the future,

according to optimists?

4 What are the most important factors that will bring about dramatic changes in different aspects of out lives?

Task 3

- If students’ answers are right, repeat them, if not, give the right answers

- Ask students to After you read in pairs:

Scan the text to find information to complete the note.

- Go around to supervise them Note down the serious and common mistakes

- Call some pairs to read their note

- If students’ answers are right, repeat them, if not, give the right answers

threatened by terrorism, as terrorist groups will become more powerful and more dangerous.

3 People will be living in much cleaner environment, breathing fresher air and eating healthier foods They will also be better looked after by a modern medical system Domestic chores will no longer be a burden thanks to the interventions of labor- saving devices.

4 They are developments in micro technology- computer and telecommunication

- Do the Task in pairs

1 Work: factories will be run by robots, offices will go electronic, many people will work from home.

2 Travel: travel by space shuttle very fast, at 15000 kms per hour; cars could run on electricity or methane gas and fitted with computers.

Post-reading

10mns

Home work 1mns

- Ask students to After you read in groups

What are the advantages of robots? What are the disadvantages of robots?

(write the answers on the board)

- Read the passage again

- Emphasize words and structures in the passage

- Do After you read in groups

Advantages: save labor, difficult jobs so that men have more time to enjoy life or more creative work.

Disadvantages: replace human beings in many fields so many people will lose their jobs or go jobless

- Report what they have discussed

- Listen to the feedback and correct their mistakes

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Date of preparing : Thursday, December, 2009 Week : 15 Date of teaching : Friday, December 5st , 2009 Period : 2

LESSON PLAN 45

UNIT : LIFE IN THE FUTURE

B SPEAKING

I Objectives:

- Talking about the life in the future

- Discussing predictions about life in the future… 2 Knowledge:

- General knowledge: The life in the future

- Language: + The way to make the life better in the future + The tenses

- New words: words related to the life in the future 3 Skills:

- Discussing predictions about life in the future - Talking about changes the life in the future II Method:

- Board, chalks, textbook, handouts IV Procedure:

Stage/Time Teacher’s activities Students’ activities

Warm up mns

Before -Speaking

- Tell students a riddle + Ask students the question:

How can we get some clean water?

+ Give the answer: Bring the water from the river and wash it

- to be declared open: to be stated

publicly and officially

- holiday resort: a place where a lot of

people go to on holiday

- a cure for: a medicine or treatment that

can cure an illness, etc.

- holiday maker: a person who go on

holiday.

- running on: the action or sport of

- Listen to the riddle - Answer the question

+ We buy clean water from the shop + We ask our parents for it

+ ………

- to be declared open: đợc công bố rộng

r·i

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While-speaking (28 min.)

Task 1 (13 min.)

running

- cold war: the war against common cold. - Let the whole class read the new words twice or three times

- Ask students to look at Task - Ask students to Task 1:

Look at these newspaper cuttings from the future, They were written on 1st of April

Say what will have happened and what people will be doing by the end of the 21st

century

- Revise the use of future tense:

+ When we want to say about an event going on at a particular time or over a period of time in the future, which tense we use?

+ When we want to talk about something that will be ended, completed or achieved by a particular point in the future, which tense we use?

Look at the example, this action will be completed by the end of the 21st century, so

we use will+ have+ P.II.

- Ask one student to read the example - Ask Ss to work in pairs to say what will have happened and what people will be doing by the end of the 21st century. - Walk around the class to guide or supervise them and give them help if necessary

- Ask some pairs to report what they have talked

- Give comments; correct the common mistakes after they finish

- Living standard: the quality of life - Fatal disease: disease causing or

ending in death.

How can we say if we want to make

- cold war: cuoc chien chong lai benh

cam

- Look at Task - Do Task

We use “will+be+V_ing.”

- Read the example - Do Task in pairs

- Work in pairs

- Report what they have talked - Listen to the teacher and correct the mistakes

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Task 2 (16 min.)

Post-speaking

15 mns

prediction? What else?

-> We often base on something to make prediction, you have to give reasons for your prediction.

Could you tell me how we say to give reason for something?

If we mean that the reasons are negative, what should we use

If the reasons are positive, what should we use?

Give some expressions of reasons: -…because living standards will be/ have been improved.

- …the cures for fatal diseases will be/ have been found.

-… it’s (Jupiter/Mars/moon) too far. -… It’s (Jupiter/Mars/moon) too cold/ hot there.

-… there’s no water there./ The atmosphere is too thin there.

-…It’s too costly/ just impossible to that.

- Ask one student to read the example - Ask some Ss to recall the way to show opinion

- Give example:

In my opinion, it’s unlikely that by the end of the 21st century people will be living to

the age of 150 because there will be more and more diseases.

- Ask students to Task in pairs,

discussing which of the predictions are likely/ unlikely to happen Give at least two reasons for each

- Call one student to repeat the instruction to check whether they are clear about what they have to

- After about minutes of discussion, call some pairs to report what they have done - After students finish, give them

comments: correct some pronunciation mistakes they have made

It is likely that+ clause It is unlikely that+ clause It is possible that+ clause It is impossible that+ clause Because+ clause

Because of+ Noun phrase Since/As + clause

For+ Noun phrase As a result of

Thanks to+ Noun phrase

In my opinion

from my point of view As far as I am concerned. I think

I believe

- Do Task in pairs

- One student repeats the teacher’s instruction

- The others listen to their friends to make clear about what they have to

- Some pairs report

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Homework 2mns

Task 3:

- Ask students to Task 3: : making some more predictions about what life will be like one hundred years from now.( work in groups of 4)

- After about minutes of discussion, call some groups to report what they have done

- After students finish, give them comments: correct some pronunciation mistakes they have made

- Work in groups to Task

- Some groups report what they have discussed:

I think it is likely by the end of 2106, scientists will have found a cure for AIDS thanks to the developments of science and technology

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Date of preparing : Moday, December, 2009 Week : 16 Date of teaching : Tuesday, December 8th , 2009 Period : 46

LESSON PLAN 46

C LISTENING

- Listening, mastering the content of the tape.

- Doing the tasks fluently (true or false statements and the details) Knowledge:

- General knowledge: By the end of the lesson ,students will be able to understand how to make the life better and longer in the future

- Language: The present simple tense and the simple future tense - New words: Words related to to the topic

3 Skills: - Listening and deciding on True or False statements. - Listening for details

II Method:

Stages/Time Teacher’ activities Students’ activities

Warm up

Pre-listening

10mns

- Let students play a game - Introduce the game rule:

This is Lucky number game We have four teams I will give a definition, and you have to give the word it refers to You have to raise your hand to answer the question

Who raises the hand first will have the right to answer the question

If your answer is right, you will get one point If not, the other team will answer the question The team which gets the true answer can choose the next question, if it is a lucky number, that team will get points

- Let Ss play

- Ask students to Task 1:

Discuss the question: Which of the following factors you think might help people have a long and healthy life?

+ No smoking? Why? + Love a lot? Why?

- Ask one pair to report what they have discussed - Introduce some new words (eliciting , give the definitions in English then ask students to translate them into Vietnamese to check their

- Listen to the instruction

- Do Task in pairs

S1: Which factors you think might help people to have a long and healthy life/ S2: I think they are no smoking, eating healthy food, laughing a lot, and doing exercise because by doing so, we can improve our health

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While-listening

28

understanding)

- incredible(adj ): impossible or very difficult to believe tin đc, lạ thường

- centenarian(adj ):belong to the century, 100 years

- eradicate(v): to destroy or get rid of sth completely nhỗ rễ, trừ tiệt

- life expectancy(n): the number of years that a person is likely to live

- eternal life(n): life without beginning or end; existing or continuing for ever - mushroom(v):rise quickly

- curable(adj.): (used about a disease) that can be made better

- Ask students to read the statements in Task - Ask students to listen to the passage the first time:

Listen to an interview about people’s life expectancy in the future, listen and decide whether the statements are true or false

- Play the tape or read the passage twice - Ask some students to give their answers Ask them to give reason for their answers If their answers are right, repeat them; if not give the correct answers

Task 2

- Ask them to listen again the second and the third time to finish Task 2: answer the questions

- Go around to supervise students if necessary - Call some students to give the answers If their answers are right, repeat the answers, if they are wrong, give them the answers:

- If most students not catch the information for the questions, let them listen again to the passage once more

1 What are factors that help people have longer life expectancy according to Dr Davis?

2 Which factor is the most important one? Why?

3 What will we have been able to about AIDS in ten years’ time?

- Ask students to After you listen in

- Read the statements in Task - Listen to the passage and answer the questions

1 F(Some scientists can predict) F(Because we look after ourselves,

eat more healthily, cut down on things like butter, alcohol and cigarettes)

2 F(80) T T

- Listen again the third time to finish the Task

1 Eating more healthily, cutting down on things like butter, alcohol and cigarettes

2 The development in medical science

3 In ten years’ time AIDS will also be brought under control / We’ll have been able to bring AIDS under control

- Do After you listen in groups

Advantages:

- Do many things they want to do/ enjoy life more

- See their children and grandchildren grow up - Help their children and

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Post-listening

10

Homework

groups

Work in groups and the advantages and disadvantages of having a very long life - Eliciting some ideas from the students:

What are the advantages of having a very long life?

What are the disadvantages of having a very long life (write the answers on the board)

- Give comments after they finish

- Call another group if there is enough time - Give feedback and correct serious or common mistakes

- Asks ss to prepare the next period

- Children and grandchildren are happy with them

Disadvantages:

- Too weak to things and often ill - Feel lonely when children have

grown up and busy with their own lives, and friends are dead

- Do the task in groups

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Games

Lucky number

1 Pessimists: a person who always thinks that bad things will happen or that sth will be not be successful

2 Lucky number

3 Economic depression: a period when the economic situation is bad, with little business activity and many people without a job

4 Terrorism: the killing of ordinary people for political purposes 5 Lucky number

6 Wipe st out: to destroy sth completely Corporation(n): a large business company 8 Lucky number

9 Chore(n): a job that is not interesting but that you must 10 Burden(n): something that is heavy and difficult to carry

11 Influence(v): to have an effect on or power over sb/sth so that he/she/it changes 12 Lucky number

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Date of preparing : Wednesday, December 9th 2009 Week : 16 Date of teaching : Thursday, December 10th , 2009 Period : 47

LESSON PLAN 47

C WRITING

I Objectives:

- Discribing the world you would like to live in in the future Knowledge:

- General knowledge: Writing about some one's ideas or imagines - Language: +The tenses

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- New words: Words related to the life in the future, environment… 3 Skills:

_ To practise students’ speaking and writing skills

_ To help students to able to write about the ideal world they would like to live in the year 2020 II Method:

- Board, chalks, textbook and notebook IV Procedure:

Warm-up 5mns

Pre- writing 10 mns

- Free talk about the life in the future

Ex: In the Future people will live on the Mar, they have high living standard

- Write on the board the title of the lesson: Unit 8: Life in the future

Part D Writing

- Introduce some new words and expressions - Under the threat of terrorism: đe

doạ chủ nghĩa khủng bè - Live in harmony: sèng hoµ thuËn

- Live in clean healthy environment: sèng m«i trêng sạch, lành mạnh - My main desire is : mong ớc, khát vọng

chính

- Materialistic (a): theo chđ nghÜa vËt chÊt, nỈng vỊ vËt chÊt

- Call 2-3 students to read new words again - Ask students to read the passage to analyze

it

- Go around to supervise students if necessary - Call some students to give the answers If their answers are right, repeat the answers, if they are wrong, give them the answers: 1.What are the student’s concerns about? World peace?

Employment? The environment? The people ?

Ss can talk many things about the future

+ conflict (n) + harmony (n) + materialistic (a)

- Read the words

- Read the passage to analyze it - Discuss the answers to the questions in pairs

- World peace: peaceful world, no war, no conflicts, no threat of terrorism, people love in harmony

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While-writing 20 mns

Post-writing

15 mns

Homework 2mns

2 Are your concerns similar to those?

3 Do you have other concerns? What are they? - Ask students to Task individually write about the ideal world in which you would like to live in the year 2020 using the ideas you have discussed in Task

Try to use the expression like: my main desire is to…., I would also wish…

- Show and correct some common mistakes - Ask students to exchange their work to check - Ask students to revise their description - Ask students to hand in their work to mark - Ask students to rewrite the task at home and preapare part Language Focus at home

wildlife is protected

- People: less materialistic, less selfish, less violent, and more loving

Yes, they are

Yes, I wish people can the job that they like, and they no longer suffer from fatal diseases

- Do Task individually

- Exchange the writing - Revise their description

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LESSON PLAN 48

E : LANGUAGE FOCUS

I Objectives:

1 Educational aim: - Contracted form of auxiliaries (cotinued). - Prepositions and articles

2 Knowledge:

- General knowledge: Combining the sentences

- Language: Know how to use in, on, at, of, by, about, among, to, with…

_ To practise students’ pronunciation and writing skills

_ To help students to be able pronounce the full forms and the contracted forms of auxiliaries and introduce to them the use of some prepositions and articles

II Method:

- Board, tape, cassetteplayer, chalks, textbook and notebook IV Procedure:

Warm up 5mns Pronunciation

15mns

Grammar 23mns

- Introduce the lesson to the students

_ play the tape and asks students to listen to the sounds listed in their books

_ asks students to listen to the tape then repeat the words in chorus

_ asks students to repeat the words individually

_ correct their pronunciation if necessary _ asks students to read the sentences suggested individually

_ can read the sentences first and notice the sounds in words

_ asks some students to read the sentences aloud

_ asks others to give comments then correct their pronunciation if necessary

Exercise1:

_ explains how to change direct speech into reported speech with gerund briefly then give some examples to illustrate and asks students to work in pairs to the exercise suggested

_ asks students to discuss the answers with

Get the teacher’s explanation

_ listen to the sounds listed in their books _ listen to the tape then repeat the words in chorus

_ some individuals repeat the words _ listen to the teacher’s correction

_ read the sentences suggested individually

_ listen to the teacher’s explanation _ work in pairs Do the exercise given in the textbooks

(124)

Homework 3mns

their friends

_ asks some of the students to the exercise orally

_ asks others to give comments

_ gives the suggested answers if necessary

Exercise 2:

_ explains the example carefully

_ asks students to work in pairs to the exercise suggested

_ asks students to discuss the answers with their friends

_ asks some of the students to the exercise orally

_ asks others to give comments

_ gives the suggested answers if necessary

- Ask students to revise the strong form and weak form of auxiliaries, the use of prepositions and articles, redo all the exercises and prepare Test yourself C at home

_ discuss the answers with their friends _ some of the students to the exercise orally

_ other students give comments _ take notes of the suggested answers Keys:

1 in, 2.of, 3.on, 4.at, 5.to, 6.in, 7.about, 8.for, between, 10.to

_ notice the teacher’s explanation

_ work in pairs Do the exercise given in the textbooks

_ discuss the answers with their friends then correct the mistakes themselves _ some of the students to the exercise orally

_ other students give comments _ take notes of the suggested answers Keys:

1Փ, Փ ,3 Փ The the, 4.the., the, 6.the., 7.the, 8.an.the.the, the, 10.Փ ,a

- Listen to the teacher and write down homework to at home

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LESSON PLAN 49

TEST YOURSELF C

I Objectives: After this lesson, students will be able to:

II Method: Integrated, mainly communicative.

II Teaching aids: Textbook, tape, cassetteplayer, board, hand-outs… IV Procedures:

Warm-up 5mns

Reading 10mns

- Greeting

- Ask students something about the test yourself C

* Have you prepared it at home? * Have you got any difficulties?

TEST YOURSELF I Listening(2.5 points) (10 minutes)

- Present the task: Listen and complete the table below

- Tell students the topic of the table - Get students to look through the table - Explain the meaning of new words

- After that turn on the tape of the passage aloud twice

- Let students fill in the blanks with the words they have just heard

- Go round the class to control the work - Then turn on the tape of the passage the last time for students to check their results - Correct mistakes

II Reading (2.5 points) (10 minutes) - Present the task: Read the passgae and choose the statements are True or False - Get students to work in groups, discuss about the passage

- Go round the class to control the discussion

- State the best option - Correct mistakes

III Grammar(2.5 points) (8 minutes)

- Greeting

- Listen to the tape carefully

- Fill in the blanks with the words they’ve just heard

1.B, C, A, B, C

- Look at the textbook and listen to the teacher then read the passage and choose the statements are True or False - Work in groups to discuss about the passage

- Finish the task

- Compare their results with the other groups, and correct

Keys:

1 F, F, T, T, F - Listen to the teacher

- Work in groups to complete the sentences

(126)

Grammar 8mns

Writing

Homework 5mns

- Recall the grammar of articals - Guide students how to - Give them some newwords: - Do the first as an example - Ask students to to the exercise - Call the to to on board

- Go round the class to control the set’s activities

- State the keys - Correct mistakes

IV Writing(2.5 points) (7 minutes) - Giude students how to write

- Give students some models and structures to writes

- Ask students to write - Call the to to on board

- Go round the class to control the students’ activities

- Correct mistakes - Ask students:

groups

A

1 The, An, 3.Փ The, A, 6.Փ.

B

1 Athough Nam worked very hard, he didn't pass the exam

2 Although I was very tired, I couldn't sleep

3 Eventhough she had all the ……

4 Athough the traffic was bad, we arrived on time

- Listen to the teacher carefully - Work in groups or in pairs then write - Compare the results with the other groups

- Correct mistakes

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LESSON PLAN 50

REVIEW FOR THE FIRST TERM

LESSON 1– TENSE REVISION A Objectives;

1- Knowledge: By the end of the lesson students will be able to;

- use the correct verbs in simple present, simple past, present continuous, past continuous 3- Skills:

- Remembering the use of each tense in context 4- Education:

- study the differences in use of the verb-tense in English language B.Teaching aids;

1.Teacher: - Method: mainly communicative approach - Materials: helping board, textbook, handouts

2 Student:- Materials: Student’s book

3 Anticipated problems: SS may find the use of present simple is misty

C.Procedure;

Stage/Time Teacher's activities Student's activities

I Organize

( m')

1- Check the student's list

2- Arrange the seats if it's necessary

- Monitor gives names of absent students

II Presentation

(35 m')

A- The Present Simple Tense.

- T gives some examples on helping board or handouts

- Put the verbs into correct form A1: I always (go)… to bed at 10 p.m A2:She (visit)… her daugster every Sunday B1: This book (be)… very interesting

B2:Ann and Linda (play) tennis very well C1: Water (freeze)… at zero degree Centigrade

C2: The Sun (not move) around the Earth D1: I (think)… they should work harder for the exam

D2:Jane (like)… living in the country? - Gives questions:

1 What are the affirmative form and negative form?

2 What are the uses of present simple?

- Call some pairs to answer - T feedback and correct

B- The Past Simple Tense.

- T gives some examples on helping board, ask Ss to give the correct form of the verbs

A1: I (go)… to bed at 10 p.m yesterday A2:She (visit)… HaNoi two years ago

B1: They often (buy)… picture stories when

- work in pair, study the examples and asnwer the Teacher's questions; * Expected answer;

I form.

Affir: S + V-s,es V- infinitive Negat: S + does

Do not + V-infinitive II use.

1- habit or daily routine

2- for present situation, state or ability

3- for true fact or universal truth 4- for view, feeling or hobby

* Expected answer; I form.

Affir: S + V-ed

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they were at sencodary school

B2:Ann often (go)… out for lunch after work C1: He (come)… home, (turn)… the light, and (open) the windows

C2: I (run)… out of my office, (wave) a taxi, and (go) to Hellen's house

- Gives questions:

1 What are the affirmative form and negative form?

2 What are the uses of present simple?

C- The Present Continuous And Past Continuous Tense.

- T gives some examples on helping board, ask Ss to study the ex and answer the questions

Present continuous(1) Past continuous(2) A1: Look at that man!

He is wearing a traditional suit A2: Where are your children?

- They are playing in the front garden B1: We are working hard this week for the coming exams

B2: He is looking for a job as a journalist C1: Harry up It is getting dark C2: The price of petrol is rising rapidly D1: We are having a party this Sunday evening

D2: She is leaving London for New york this week

A1: I was reading book at p.m yesterday

A2:They were

visiting Ho Chi Minh museum yesterdy morning

B1: I was watching TV while my wife was cooking

B2: while she was studying, her roomate was listening to music C1: He was playing football all last summer

C2: They were dancing all the yesterday evening D1: It rained when we were camping D2: When I came, she was crying - Gives questions:

1 What are the affirmative form and negative form of each tense?

2 What are the uses of present continuous?

II use.

1- for completed action at definite time

2- for past habit

3- for a series of actions happened in the past

(1) S + is,are,am + V-ing (2) S + was,were + V-ing II use.

(1)

1- for a progressive action at the time of speaking

2- for a progressive action happening at present period of time

3- for a gradual happening action 4- for a near future plan

(2)

1- for a progressive action at a definite time in the past 2- for or more progressive simultaneous actions happening at definite time in the past

3- to emphasize the sequence of action at a period of time

4- for a progressive action

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IV Summary

(2 m')

- T summarize the content of the lesson + use and form of the verb

- listen and understand

V Homework

(2 m')

- Asign homeworks: exercise 2,3,4 page ( English 12, workbook); exercise 1,2 page 18(English 12- student book)

- Prepare for tense revision: Revise the present perfect, present perfect continuous, past perfect continuous

Date of preparing : Thursday, December 17th 2009 Week : 17 Date of teaching : Friday, December 18th , 2009 Period : 51

(130)

LESSON – TENSE REVISION A Objectives;

1- Knowledge: By the end of the lesson students will be able to;

- use the correct verbs of present perfect, present perfect continuous, past perfect continuous 3- Skills:

- Remembering the use of each tense in context 4- Education:

- study the differences in use of the verb-tense in English language B.Teaching aids;

3 Anticipated problems: SS may find difficult to distinguish the use of present perfect, present perfect continuous

C.Procedure;

Organize mn

2- Arrange the seats if it's necessary - Monitor gives names of absent students

Presentation 35 mns

A- The Present Perfect Tense.

- T gives some examples on helping board or handouts

- Put the verbs into correct form

Present perfect(1) Present perfect cont(1) A1: I have done my

homeworks.( finished) A2: He has studied Frech for a year

B1: We haven't met her for age

B2: He has worked as a journalist since 1999

A1: I have been doing my homeworks (continue)

A2:She has been studying Frech for a year.( emphasize on constant of action) B1: I am tired I have been working too hard

B2: He has been running He looks exhausted

- Gives questions:

1 What are the affirmative form and negative form of each tense?

2 What are the uses of present continuous?

- work in pair, study the examples and asnwer the Teacher's questions;

(1) S + have/has + PII

(2) S + have/has + been + V-ing II use.

(1)

1- for an action happened in the past and has finished but don't mention its comlete point of time

2- for an action started in the past and extended into present used with Since; For + time

(2)

1- for an action that started in the past and continue to present

2- for an action that has just finished often relates to present result

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B- The Past Perfect Continuous Tense. - T gives some examples on helping board, ask Ss to give the correct form of the verbs

A1: I (phone)… him before he came yesterday

A2:When she arrived at the station, Her parents ( leave)…

A3: He sold his house after he ( redecorate) ….it

B- Practice

- T give handout and ssk Ss to exercise English 12 – workbook

1 Sam….(not receive) the parcel the last time I… (speak) to him

2 I …(consider) buying a house but now I… ( change) my mind

3 When you…(feel) hungry later, room service… (bring) you whatever you… (want)

4 I… (find) it difficult to convince the ticket inspector that I … (lose) my ticket

5 Since I … (pay) for our lunch, I …( try) to attract the waiter's attention

6 As soon as I …(have) a good look at the designs, I… (send) them back to you

7 I… (hope) to meet you ever since I … (read) your first novel

8 Whatever…(happen) , I… (meet) you here in a week's time

9 By the time you …(finish) getting ready, we … (miss) the train!

10 Sally! I …(not expect) to see you here! What… (you do) in New York?

- Call some Ss to pesent answer orally - Feedback and give correction

1- for an action happened before another simple past action

- Do the task in minutes - exchange their answers - Present the answers orally * Answer:

1 haven't received; spoke 2 was considering/have been considering; have changed 3 feel; will bring;want 4 found; had lost 5 was paying; tried 6 have had; will send 7 have been hoping; read 8 happens; will meet

9 finish/have finished; will have missed

10 didn't expect/was not expecting; are doing

Summary 2 mns

- T summarize the content of the lesson + use and form of the verb

- listen and understand

Homework mns

- Asign homeworks: exercise 1,2,3 page 28(English 12- student book)

- Prepare for indirect speech; Revise the rules of transforming directed into indirected

Date of preparing : Monday, December 21st 2009 Week : 18 Date of teaching : Tuesday, December 22nd , 2009 Period : 52

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LESSON – INDIRECT SPEECH A Objectives;

1- Knowledge: By the end of the lesson students will be able to; - speak and write sentences in the reported speech

3- Skills:

- Remembering the use of each kind of reported speech in context 4- Education:

- study use of reported speech in English language B.Teaching aids;

3 Anticipated problems: SS may find difficult to the equivalent forms of Pronouns, adverbs in reported speech

C.Procedure;

Organize mn

Warm-up mns

*Rewrite these sentences in reported speech

- Ask Ss to in minutes

1 " I love my parents very much" Jane said Jane said………

2 " I am going to work in Ha Noi next month" Peter said

Peter said he………

- Ask Ss to pay attention to the examples and give remarks the indirect speech

1 Tense?

2 Pronouns? ( personal, possessive, demonstrative)

3 Adverbs? ( place, time)

A Grammar :Reported speech

- T give examples and ask Ss to give remarks I) We change the tenses of the verb if

reported verb is simple past. 1, Reported speech: statement

Ex1: He said, "I have just bought a laptop today."

-> He said (that) he had bought a laptop that day

Ex2: They said, " We are having a party for our victory tomrrow."

-> They said they were having a party for their victory the following day

+ What are the changes needed?

- Rewrite these sentences - Present on the board - discuss and correct * Expected answers:

1 Jane said she loved her parents very much

2 Peter said he was going to work in HaNoi the month after

- feedback and take notes

- rewrite and correct

- Give remarks on the changes of reported speech

- Listen to the teacher's explaining and note down

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The needed changes are: Tense, pronouns, adverbs

2, Reported speech: questions

Basic rule :

S + asked + (O) + if /whether + S+ V S + asked + (O)+ W/ H + S + V

Ex1: “ Have you seen this film ?” Tom said -> He asked me if / whether I had seen that film

Ex2: “ Where is the post office ? “ Jane said -> She asked me where the post office was 3, Command and request

S +

told/asked/ordered/reminded/warned + O + ( not ) + to + V

Ex1" “ Keep silent!” He said -> He told us to keep silent

Ex2: “ Don’t come late!” Peter said -> He asked us not to come late

Ex3: " don't touch that machine It's

dangerous." She said -> She warned me not to touch that machine as it was dangerous -Give notes : Special cases:

II) We don’t change the tenses of the verb in indirect speech in the following cases:

1 An action happened at exact time

“ I was born in 1998 “ -> He said he was born in 1998

2 Conditional sentences ( types 2, ) - “ If I were you, I wouldn’t that.”-> He said if he were me, he would not that

- Give remarks on the changes of reported speech

- Listen and write down the rules - rewrite and correct the sentences - Give remarks on the changes of reported speech

- Listen and write down the rules - rewrite and correct the sentences - Listen to the teacher's explaining and note down

3 Past subjunctives ( wish- clause; as if )

-“ I wish I were a boy, “Mary said.-> Mary said she wished she were a boy 4, could , would , should, might, used to, ought to, would rather, had better, - “ You had better not contact her,” he said to me

-> He said to me I had better not contact to her

5, general truths

- “ The sun rises in the east.” -> He said the sun rises in the east

Summary mns

- T summarize the content of the lesson

+ give remarks on the basic rules. - listen and understand

Homework mns

- Asign homeworks: exercise 1,2 page 38(English 12- student book) exercise 2,3,4 page 22 ( English 12, workbook)

- Prepare for passive voice and conditional sientences: Revise the rules of transformation of active to passive

LESSON PLAN 53

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LESSON – PASSIVE VOICE, CONDITIONAL SENTENCE A Objectives;

1- Knowledge: By the end of the lesson students will be able to; - use the correct passive sentence and conditional sentences 3- Skills:

- Remembering the use of passive voice and conditional sentences 4- Education:

- present wishes and passive speech in English language B.Teaching aids;

3 Anticipated problems: SS may find difficult to distinguish the use of conditional sentence type1 and type2 in some cases

C.Procedure;

Organize mn

Warm-up mn

- Ask some questions:

1 Do you know when was this school built at the first time?

2 How many pupils have been taught since 1999? 3 If you were the headmaster, what should be done to make our school better?

- Call some Ss to answer orally,

- Take note the answer on the board and feedback

- Instroduce the revision grammar point

Work in pairs - write down the answers - give the answers orally - other ss give remarks on the answers

A Grammar : I) Passive voice.

- T give examples and ask Ss to give remarks

Ex1: This bike is made of plastic.

Ex2: Her book was read by thousand of students last year.

Ex3: These rooms have been painted several times.

- Ask Ss to give remarks on the form 1- form

To be + Past participle (PII) 2- Rules of changing active to passive. 2.1) Subject, object, verb.

Ex1: VietNam exports rice

-> Rice is exported by

VietNam.

Active: Subject verb obiect

- study the examples and give remarks on the form

- buid the form

- study the model

- give explaination to the rules - write down

- study the active

(135)

Passive:Subject be + PII by object

2.2) Tenses:

Active tenses Passive tenses - simple present

- simple past

- present continuous - past continuous - present perfect - past perfect

- S + is/am/are + PII - S + was/were + PII - S +is/am/are + being + PII

- S +was/were+ being + PII

- S + has/have + been + PII

- S + had + been + PII 2.3) Modal verbs:

( can, could, may, must,

should

…

)

S + modal verbs + be + PII

Ex1: Our village may be flooded in the rain season.

II) Conditional and wish sentence. 1- Conditional sentence;

1.1) Conditional sentence type 1. a- Form;

Ex1: If he visits us, I will tell him the truth

If clause Main clause

S + V(simple present tense) S + will + V(infinitive) b- Use;

b.1) express an real condition that is in present or may happen in the future

Ex1: If I have time, I'll visit you.

Ex2: He will get good marks if he studies harder.

b.2) Will" can be replaced by " can, may, must, should)

Ex1: If you feel tired, you can stay at home. Ex2: We may finish our before noon if we start now.

Ex3: If you want a good job, you must work hard now.

Ex1: If he lived next to us, we would ask him for help

S + V(simple past tense) S + would + V(infinitive) b- Use;

b.1) express an unreal condition that can't happen

Ex1: If I were a millionaire, I would buy a luxury car.

Ex2: What would you if you won 100.000$?

- write down

- study the model

- give explaination to the form - write down

- study the models

- give explaination to the use - write down

- study the model

- study the models

- give explaination to the use - write down

- study the model

- study the models

(136)

Ex1: If he lived next to us, we would ask him for help

S + V(past perfect tense) S + would have + V(infinitive) b- Use;

b.1) express an unreal condition in the past that coundn't happen

Ex1: If he had studied hard, he would have entered an university.

Ex2: We wouldn't have missed the train if we had got up earlier.

* Notice:

If…not = Unless (trõ phi)

Ex1: If he doesn't call her, she will be unhappy -> Unless he call her, she will be unhappy 2- wish, if only + clause ( giá mà)

2.1) unreal wish at present

Ex1: I wish my life were better.

Ex2: If only he loved me, I would be the happiest woman

2.2) unreal wish in the past

Ex1: We wish she hadn't failed the exam.

Ex2: If only you had bought that house, we would have lived near the city center.

- write down

- listen to the teacher, - take notes

Summary mns

+ give remarks on the basic rules. - listen and understand

Homework mns

- Asign homeworks: exercise 1,2,3 page 50(English 12- student book) exercise 1,2,3 page 34 ( English 12, workbook)

- Prepare for passive voice and conditional sientences: Revise the rules of transformation of active to passive

LESSON PLAN 53

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LESSON – RELATIVE CLAUSES, ADVERB CLAUSE OF CONTRAST

A Objectives;

1- Knowledge: By the end of the lesson students will be able to; - use relative clauses and adverb clause of contrast accurately 3- Skills:

- Remembering the use of relative clauses and adverb clause of contrast 4- Education:

- aware of the similarities of Vietnamese and English language through complex sentences B.Teaching aids;

3 Anticipated problems: SS may find difficult to distinguish the differences between defining and non-difining clauses in some cases

C.Procedure;

Theme Teacher's activities Student's activities

I Organize

( m')

2- Arrange the seats if it's necessary

- Monitor gives names of absent students II

Warm-up (5 m')

Gap-filling - Ask Ss to the task in pairs

1, I really like the book … is writen by To Hoai. 2, The child… you saw at the party is Hellen's son. 3, I have been to the village… my parents used to live.

- Ask Ss to give the answer and explain the use of relative pronouns

- lead Ss to the new lesson

- work in pairs - give the answers orally

- explain the use of relative pronouns

III Presentation

(35 m')

A- Grammar I Relative clauses.

1) Relative pronouns, relative averbs.

- Ask Ss to fill in the blanks with suitable

relative pronouns, relative adverbs.

Relative pronouns

1 The boy… sits behind me can speak Spanish. 2 The man… Jane loves is a film actor.

3 People… houses were damaged in the flood will receice 100$ from Government.

4 I like the the house… situated on the left bank of Huong river.

Relative adverbs

1 I can't remember the place… I left my keys. 2 Do you remember the day the festival start? 3 I don't know the reason … he refused my help.

- Call some groups to give explainations to the use of each relative of pronouns, relative of adverb

2 Defining clause and Non-defining clause - Ask Ss to discuss and explain the use of …

Defining clause Non-defining clause

- work in groups of - give the answers orally

- explain the use of relative pronouns

1 "Who, whom, whose, that" are used to modify man

2 "Which, that" are used to modify things "where" is used to modify adverb of places

(138)

1 This is the lady who saw the accident. 2 The car which Peter bought last week is made in USA.

3 The town where we used to live is very quiet and peaceful.

1 Shakespeare, who wrote Romeo and Juliet, died in 1616.

2 David's house, which was built last year, is designed by a French architect.

3 These horses, which are expensive, are mine.

- Call some groups to explain

- Feedback and give clear definition 3 Reduction of relative clauses.

* to reduce relative clause, we omit " relative pronouns and the form of to be"

Ex1: The boy who is talking to Marry is my boyfriend. -> The boy talking to Marry is my boy friend.

Ex2: The books the are on the table are mine. -> The books on the table are mine.

II Adverb clause of contrast. 1- Adverb clause of contrast.

- Ask Ss to choose one of the words in the box

to fill in the blank of each sentence.

1 although, though, eventhough

2 While, whereas 3 yet

1 mặc dù 2 khi 3 nhiên

1 He didn't receive anything … he worked hard. 2 … She had to housework, her sister didn 't have to.

3 Some children like apple … others hate it. 4 He studied hard for the exam, … he failed again. - Feedback, explain the use of adverb clause of contrast.

2- Noun- phrase of contrast.

+ In spite of + Noun/Pronoun ( mỈc dï) + Despite + Noun/Pronoun ( mỈc dï) - Gives some examples

Ex1: In spite of bad weather, we managed to build the bridge.

Ex2: Despite of working hard, he earned a little money.

- Study the examples and discuss the use - explain orally in front of the class - other groups give remarks

- listen to the teacher's feedback and

notedown

- Study the examples and discuss the use - explain orally in front of the class - other groups give remarks

- listen to the teacher's feedback and

notedown

- Study the examples and discuss the use - listen to the teacher's feedback and

notedown IV

Summary (2 m')

+ give remarks on the basic use of relative clauses.

(139)

V Homework

(2 m')

- Asign homeworks: exercise 1,2 page 70- 1,2 page 82 (English 12- student book) exercise page 41 - 2,3 page 47 ( English 12, workbook)

- Prepare for the examination of the first term

- Listen to the teacher - Write down the

homework to at home

Unit : Deserts

A Language skills Reading:

- To help students gain some knowledge about deserts

- To help students improve their reading skills: scanning and skimming, guessing the meaning of words in

context

Students learn words and phrases in terms of deserts

Speaking:

- Students can ask and answer about a picture - Sts know the deserts in Autralia

Listening:

- Students can improve their listening skill : they can understand the passage and then they can summarize the

passage that they have listened to

- Students learn more words and phrases in term of deserds

(140)

- Students can write a report basing on the information given in the Table of the Sahara desert

B Language focus 1 Pronunciation:

- Students can use full and contracted forms of auxiliaries

2 Grammar:

(141)

Date of preparing : Monday, January 11th 2010 Week : 20 Date of teaching : Tuesday, January 12th 2010 Period : 55

LESSON PLAN 55

UNIT 9: DESERTS

A : READING

I Objectives:

1 Educational aim:

- Guessing the meaning in the context Deciding true or false statements - Passage comprehesions and Understanding the humour of the story Knowledge:

- General knowledge: Lives of plants animals in deserts

- Language: Common knowledge of the life of plants and animals in the deserts - New words: Words related to the lives of plants and animals in deserts

3 Skills:

- Guessing meaning in context, deciding on true or false and passage comprehension II Method:

-Picture, board, chalks, textbook, handouts,…

IV Procedure:

Warm-up 5mns

Before-reading

7mns

- Introduce the new lesson to the students - Ask students to look at the picture page 91 and ask Ss to answer some questions:

1 What you know about deserts?

2 what kinds of plants and animals live in a desert.

3 Name some of the countries which have deserts

Deserts

- Teach some new words: ask students whether they know the words, if they not

- Listen to teacher

- Look at the picture, listen to the teacher then ask and answer the questions in the book

1 They are vast areas of sandy land, with very little water and vegetation plants : cactus, some kinds of grass,

Animals: camels, lizards,

3 Iraq, Afghanistan, India, Morocco, Algeria, Sudan, the USA

(142)

While-reading

23mns

know them, explain in English then ask them to give Vietnamese equivalents to check their understanding

: (23 minutes)

- Teach some new words: ask students whether they know the words, if they not know them, explain in English then ask them to give Vietnamese equivalents to check their understanding

- strech - sandy

- aerial survey

- Royal Giographical Society of

Autralia

- Australia Aborigine - dune

- sloping - hummock - crest - spinifex Task : (3 minutes)

- Ask students to read through the text once to find out some new words, guess the main idea

- Explain new words (give the Vietnamese equivalents), guide the sts to get the main contents of the reading text

- Ask students to work individually in minutes to this task

- Guide students to read through the passage , then focus on only the sentences surrounding the suggested words to the task effectively

- Give students some more words that may be new/ unfamiliar to them

- Guide the students to read the word in chorus and individually

- Ask some new words if necessary

- Work individually to read the text then choose the the words and phrases in the passage:

- Share the key with other students:

Keys:

1 Kéo dài, căng ra 2 Có cát,

3 Trc lợng khơng 4 Hội địa lý hồng gia Austra 5 Thổ dân Australia

6 Cồn cát, đụn cát độ dốc, dốc thoai thoải 8 Dốc đứng, dốc ngợc 9 Gò, đống

10 nh (gũ/ng)

11 Cỏ nhỏ mọc xa m¹c

- Listen to the teacher then the task

- Works in pais: Keys:

1 F, F, T, F, F, T

- Work individually to read the text then answer the questions:

- Share the key with other students: Keys:

1 They are Great Victoria Deserts, Gibbon….

2 It lies between Lake Eyre in the south, the….

(143)

After – reading 8mns After – reading (2mns)

- Ask students to read the passage again then work in pairs to choose the statements are true or false

- Walk round the class to give help if necessary

- Give suggested words, phrases or useful suggestions

- Correct the students’ work Task 3: (6 minutes)

- Ask students to read the questions carefully

- Ask students to read through the passage again

- Ask the class to

- Call some students to give the answers - Ask others students to correct

- Give the true answers

- Ask student to read the story. Ask them for the humour of the story Explain

- Review the reading and prepare the speaking at home

4 He was the President of the South…. 5 They took camels across the desert. 6 In thwe western part, they are short, mostly ….

7 Two They are hummock grasses and spinifex

- Read the story then answer - Work in groups

(144)

LESSON PLAN 56

UNIT 9: DESERTS

B SPEAKING

I Objectives:

- Explaining why some kind of trees and animals can exit in the deserts 2 Knowledge:

- General knowledge: The lives of treas and animals in the deserts - Language: + The way to make the life better in the deserts + The tenses

- New words: words related to the trees and animals in the deserts 3 Skills:

- Talking about nature features of the deserts

- Explaining why some thing should be brought along while going across a desert II Method:

- Board, chalks, textbook, handouts

IV Procedure:

Warm-up 5mns

- Ask students about the deserts of Australia

Task 1

- Guide students how to practise - Ask students to work in pairs - Explaining some new worrds

- eucalyptus :/ ju:k6’lipt6s / bạch đàn - cactus / ‘k%kt6s / xương rồng

- Answer teacher's question

- Pair work

- Practice answering the toppic:

(145)

While-speaking

15mns

Homework 3mns

- date palm / / chà - lizard / ‘liz6d / thaèn laèn - rabbit / ‘r%bit / thoû - Walk around and help them - Call students to say

Ask sts to find out as many natural features of adesert as possible Then compare your note with the other pairs using the given cues

eg : It is very hot in summer and it is cold in winter

Task 2

- Guide students how to practise - Ask students to work in pairs

- Help the students with new structures - Walk around and help them

- Call some student to stand up and report before the class

- Correct their mistakes Task 3

- Guide students how to practise - Ask students to work in groups

- Call some pairs of student to stand up and practise

- Ask the students to prepare the listening at home

hot in desert … ……… I think …

- Listen to the teacher and the task Ex:

A I think the climate in desert is very rude There is very little rain and it is always very hot…

I think …… ………

- Free practices

- The students who are called stand up to talk to the class about their ideas

- Some groups report what they have discussed

S1 : I choose : food , water , camel , knife, blanket,

S2 : Ichoose : wter ,car food, camel , blanket.

- Repeat after the teacher

- One pair to role play in front of the whole class

(146)

Date of preparing :Thursday, January 14th 2010 Week : 20 Date of teaching : Friday, January 15th 2010 Period : 57

LESSON PLAN 57

UNIT 9: DESERTS

C.LISTENING

I Objectives:

- Listening, mastering the content of the tape.

- Doing the tasks fluently (true or false statements and the details) Knowledge:

- General knowledge: By the end of the lesson ,students will be able to understand how to make the lives in the deserts better

- Language: The present simple tense - New words: Words related to to the topic

3 Skills: - Listening and deciding on True or False statements. - Listening for details and gap-filling

II Method:

Stages/Time Teacher’ activities Learners’ activities

Pre- listening

6mns Warm up:- Ask sts to answer the questions What is a desert ?

(147)

2 How is a desert formed ?

3 Can human being make a desert ?

While-listening

(29min.)

Task 1

- Ask students to listen to the passage the first time

- Read the passage twice

- Ask some students to give their answers If their answers are right, repeat them; if not give the correct answers

- Listen to the passage and answer the questions

* Answers:

3. T 4. T 5. F 6. F 7. T Task 2

- Ask them to listen again the second and the third time to finish task 2:

- Go around to supervise students if necessary - Eliciting the answers from students, if their answers are right, repeat the answers, if they are wrong, give them the answers:

- If most students not catch the information for the questions, let them listen again to the passage once more

Task Ask sts to listen again and fill in the

missing words

- Listen again the third time to finish the task

Keys:

1 It examines deserts, what are they and how they are formed

2 It is hot, dry and sandy place, it is a beautiful land of silence and space The sun shines, the wind blow and time and space seem endless.

3 Natural and human.

4 They contribute by eating every plant they can find, this makes the land become deserts

1 90 percent smaller plants prevent speading capital canals

Post-listening

10mns

- Ask students to After you read in groups _ discuss the questions in the book

- Give comments after they finish

- Call another group if there is enough time - Give feedback and correct serious or common mistakes

wor in groups

- Listen to the teacher’s explanation then correct the answers oneself

(148)

Homework

2mns

- Asks ss to prepare part D writing

LESSON PLAN 58

UNIT 9: DESERTS

D.WRITING

I Objectives:

- Describing main features of a deserts Knowledge:

- General knowledge: Writing about the Sahara deserts - Language: +The tenses

+ Connectors (time expressions) - New words: Words related to the Sahara desert 3 Skills:

_ To practise students’ speaking and writing skills

_ To help students to able to write about the Sahara deserts II Method:

(149)

Stage/time Teacher’s activities Students’ activities Warm -up

5mns Pre- writing

7mns

- Play a game “Who am I ?”

- T gives some actions and then asks ss who T is describing

- Write on the board the title of the lesson: Unit

Part D Writing

- Ask students to look at the table page 96

This table presents the information about the Sahara resert

- Introduce some new words.( eliciting , give the definitions in English then ask students to translate them into Vietnamese to check their understanding)

arid : / ‘%r1d / (a) khô cằn

moisture :/ ‘m01st~6 / (n) ẩm, nước ẩm

elevation :/el1’ve1~n /(n) độ cao,sự nâng lên

acacia :/ 6’ke1~6 /(n) xiêm gai ( giống keo)

Gazelle :/ g6’zel/ (n) linh dương jackal :/ ‘d2`k0:l /(n) chó rừng

- Look at the table page 96 - Listen to the teacher

- Read the words

- antelope /’`nt1l6$p / (n) sơn dương - eastward / ‘1stw6d/ (adv) hướng đông

While-writing 22 mns

- Go around to supervise them if necessary - Call some pairs to give the answers If their answers are right, repeat them; if not give the correct answers

.- Ask the teacher about the words or phrases if can't understand

- Listen to the teacher - discuss and write down - work in groups

Questions

1 Where is the Sahara desert ? 2 What is its total area ? 3 How long is it ? 4 How wide is it?

5 What is its natural feature ? - Land

- Climate - sand -Table land

What kinds of trees can live in the Sahara desert ?

- Show and correct some common

- Compare the result to the other groups Ex:

The Sahara is the largest desert in the world It is located in the Northern Africa The desert extends from……

- Listen to the teacher’s explanations - Exchange the writing to other groups to check and give remarks

- Represent the task on board if being asked

Read the writing to get others’ remarks - Do as the teacher asked

(150)

mistakes

Post-writing 10 mns

Homework 1mn

- Ask students to revise their description - Ask students to hand in their work to mark

- Ask students to rewrite the task at home and preapare part Language Focus at home

- Revise their description - Hand in their work

- Listen to the teacher and write down homework

Suggested writing

The Shahara is the world’s largest desert , located in northern Africa It extends from the Atlantic Ocean eastward past the Red sea to Iraq Its large part lies in Morocco, Algeria, Tunisia, Egypt, Mauritania, Mali, Niger and Sudan It covers more than 9,065,000 square meters, is 1610 km wide and about 5150 km long from east to west There are large sandy dunes , few oases The climate is arid and dry, very hot in summer and very cold in winter

There are few forms of animal and vegetable life The main trees include cactus, date palm, and a form of acacia Some species of animals can be found, such as gazelle, antelope, fox, jackal and camel

LESSON PLAN 59

UNIT 9: DESERTS

E LANGUAGE FOCUS

I Objectives:

1 Educational aim: - Full and contracted forms of auxiliaries. - So, but, however and therefore

2 Knowledge:

- General knowledge: Combining the sentences

- Language: Know how to use so, but, however and therefore

_ To practise students’ pronunciation and writing skills

_ To help students to be able pronounce the full forms and the contracted forms of auxiliaries and introduce to them the use of so, but, however and therefore

II Method:

(151)

- Board, tape, cassetteplayer, chalks, textbook and notebook IV Procedure:

Pronunciatio n 7mns

Auxiliary often has the strong form when it is used in short answers, and it has the weak form when it is used in questions.

- Read the auxiliaries both full and

contracted forms for students to recognize the difference

- Read the second time for the students to repeat

- Ask 2-3 students to repeat, correct their mispronounce

- Listen to the teacher - Listen to the teacher

Get the teacher’s explanation

_ Listen to the sounds listed in their books _ Listen to the tape then repeat the words in chorus

_ Some individuals repeat the words _ Listen to the teacher’s correction _ Read the sentences suggested individually

Practice these sentences

- Read times the sentences, and then let the whole class read the sentences twice or three times

- Read the sentences twice or three times - Read the sentences again

- Read the sentences in pairs Grammar

38mns Exercise 1Explain how to use so or but

Can you tell me what the difference so and

but ? Give me some example

It began to rain , so I open my umbrella It began to rain , but he didn"t open his umbrella

Note : Before " so , but " there is a comma

- Call some students to give their answers If students’ answers are right, repeat them, if not, give the right answers

.

Exercise 2

Underline the correct alternative(để lựa chọn, or kia) in the sentences Note : explain how to use however

+ However expresses contrast idea, It can stand behind subject (there is comma) It can stand infront of a clause and there is a simicolon(dấu chấm phẩy) infront of it and a comma behind it It can stand ta the

beginning of a sentence there is a comma behind its clause

- Give the answers

1 so 2 but 3 so 4 but 5 so 6 but 7 but 8 so

- give the answer 1 but

(152)

Homework

Go around to supervise them Ex:

Exercise 3

Add so , therefore , or however Note The use of therefore

Go around to supervise them - Ask students to exercise - Go around to supervise them

- Ask students to discuss the answers in pairs

+ Therefore (do đó) express the result - can also be use, but is normal in fairly Formal sentences

- Therefore : đứng sau S mệnh đề sau mà không cần tách biệt dấu phẩy - Nó đứng đầu câu

Asks ss to prepare next lesson

6 therfore 7 so

8 howerver .

ex: It was late, the workers therefore stopped work and left the company ex: It was late Therefore the workers stopped work and left the company

LESSON PLAN 60

UNIT 10 : ENDANGERED SPECIES

A Language skills 5 Reading:

- To help students gain some knowledge about endangered species

words in context

Students learn words and phrases in terms of plants and animals 6 Speaking:

- Students can ask and answer about a picture

- Students learn more words and phrases in term of plants and animals

7 Listening:

(153)

- Students learn more words and phrases in term of plants and animals

8 Writing:

- Students can write a report basing on the information given in the Table of the Sahara desert

- Rhythm

2 Grammar:

- Students know how to use Modal verbs : may , might, must mustn't , needn't

LESSON PLAN 60

A READING

I Objectives:

1 Educational aim:

- Students read and guess the meaning of words in contexts - They read and answer questions about the texts

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- Finding supporting evidence Knowledge:

- General knowledge: Ss know some endangered species are plant and animal species - Language: Common knowledge of environment,…

- New words: Words related to the topic (endangered animals,plants ) Skills:

- Guessing meaning in context, scanning for specific information and passage comprehension II Method:

-Picture, board, chalks, textbook, handouts,…

IV Procedure:

Warm-up 5mns

While-reading

13mns

Aims: to introduce the topic of the lesson and to raise students' interest.

- T hangs out some pictures in and asks Ss to answer the questions

1 Which of the folloing animals and insects are found in Vietnam ?

2 Which of them is / are in danger ?/

- Ask students (to work in pairs) to open their books, look at the pictures, and the tasks that follow

+ which of the animals and insects below can be found in VietNam?

+Which of them are in danger of becoming extinct?

- Ask them to work in minutes,

- Teacher moves round to help if necessary - Ask some pairs to report

- Give some remark if necessary * New words:

Endangered species

- Teach some new words: ask students whether they know the words, if they not know them, explain in English then ask them to give Vietnamese equivalents to check their understanding

- rhinoceros / ra1’n4s6r6s / - leopard / ‘lep6d / baùo - parrot / ‘p`r6t /

- impact / /

- enact / 1’n`kt / (v) ban hành -vulnarable / ‘v^ln6r6bl / dễ bị tổn thương

- urbanization / ‘3b6na1z / đô thị

1.tortoise,rhinoceos,monkey, elephant,leopard,,parrot

2.elephant,leopard, rhinoceos are in danger

-Greet teacher

- Listen to the teacher and think about the topic

- Answer teacher’s questions in pairs

- Give Vietnamese equivalents

- Read the words

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After-reading

10 mns

Homework 2mns

hoùa

- derive from / d1’va1v / bắt nguồn - habitat / ‘h`b1t`t / (n)

- Call 2-3 students to read new words again - Ask students to read the passage in silence - Ask students to Task 1: Give

Vietnamese equivalent words to ones given in the passage

- Check Ss’ answer

- Write down the answers on the board - Let the whole class read the new words twice or three times

- Call 2-3 students to read new words again - Ask students to task in pairs

- Ask representatives of pairs to give the answers If students’ answers are right, repeat them, if not, give the right answers - Ask students to task in groups - Go around to supervise students if necessary

- Ask representatives of groups to answer the questions If students’ answers are right, repeat them, if not, give the right answers - Ask students to After you read in pairs, scanning the text to find information to complete the note

- Go around to supervise them Note down the serious and common mistakes

- Call some pairs to read their note

Answer : 1.1-d 2- e 3

-a

4 -b 5 -c

- Write down the answers and read the words

- Do task in pairs - Give the answers: d

2 b a a d

- Do the Task in pairs

* Suggested answers:

1 The primary causes of species extinction or endangerment are habitat destruction, commercial exploitation and pollution.

2 Diversities of species can provide food, clean air and water, and fertile soil for agriculture In addition, people benifit greatly from the

medicines and other products that biodiversity provides, because, as we all know , 40 percnt of our modern medicinesare derived from plan and animals.

3 The Red List have chance to survice and develop.

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B SPEAKING

I Objectives:

1 Educational aim:

- Students work in pairs to ask anh answer some questions about endangered animals - Students talk about the information of some endangered animals

2 Knowledge:

- General knowledge: endangered animals

- Language: + The way to make suggestions or predictions + The tenses

- New words: words related to endangered species Skills:

- Talking about the information of some endangered animals II Method:

- picture, board, chalks, textbook, handouts

IV Procedure:

Warm-up 5mns

Before-Speaking

10mns

While-speaking

25mns

Hang out the pictures of animals and ask Ss to give the name of them

- Ask students to look at Task - Ask students to Task 1; Ask and answer the questions

1 How you call ;Gau truc, Te Giac , Ho , Voi ,in English

2 Where does each of them live ? Which of animals can use as pets or for food or medicine ?

4 Which of them is/ are in dangered ? Can you guees the population of each species ?

- Give comments, correct the common mistakes after they finish

Ask and answer the following the questions.

- Ask students to work in pairs to discus the four questions and find the answers - Move round to make sure that all students are working and to help them if necessary

- Ask some students to report and give

- Look at the pictures ang give the name of animals

1.It is a tiger 2.It is a rhino 3.It is a pandal 4.It is an elephant

1.Pandal ,rhino,tiger,elephant

2.We can find these animals in the forests in Asia,Afica,etc

3.Rhino can be used for medicine 4.All of them are in danger

- Listen to the teacher - work in pair to task A:where gaint pandas live?

B: They live in bamboo forests in the mountain in central and western China A: What is the population of pandas in the world?

B: Only about 600 A: How are they? B: about 1.2 to 1.5m

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After-speaking

10mns

feedback

- Correct the students’ work and give remark

Word explanation

decline : (v) giảm,khước từ swamp (n) đầm lầy bark (n) vỏ cây Task 2

Ask and answer questions about 4 endangered animals.

- Aks Ss to read the information about the giant panda,tiger,rhino,elephant - Explain how to task

- Walk round from group to group to give help if necessary

_T checks and gives feedback Task 3:

Take turns to give an oral report on the animals mentioned in task

-T ask Ss to work in group to task - Walk round from group to group to give help if necessary

- Encourage students to speak out what they think

- Ask students to work individually to summarize what they’ve learnt in unit 10

- Ask one or two students to report in front of the whole class

Name some measures we’ve made to protect the endanger animals

B: About 75 kg to 160 kg A: what they eat B:Bamboo

A: Why are they in danger?

B: People destroy their habitat and hurt them for trade

- Work in group to give an oral report Group 1: Giant pandas live in bamboo forests in the moutain in Western China only about 600 pandas are living there.They attain a height of 1.2m to 1.5m and wigh from 75kg to 160 kg they are in danger because People destroy their habitat and hurt them for trade

Group 2: Rhino Group 3:tiger Group elephant

-Students work individually to summarize what they’ve learnt in unit 10

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Homework 2mns

Date of preparing : Thursday, January 28th 2010 Week : 22 Date of teaching : Friday, January 29th 2010 Period : 62

LESSON PLAN 62

C.LISTENING

I Objectives:

1 Educational aim:

-Students know the life of gorillas Knowledge:

- General knowledge: extensive listening: Multiple-choice questions Gap filling

- Language: modal verbs

- New words: Words related to to the topic

3 Skills: - Listening and deciding on True or False statements - Listening comprehension

II Method:

- Intergrated, mainly communicative. III Teaching aids:

- Tape, board, chalks, textbook

IV Procedure:

Stages/Time Teacher’ activities Students’ activities

Warm-up 5mns

While Rearange the letters to make a meaningful word

GOLLARI

- Ask students to work in pairs to discuss and choose the best answer A,B,C

- Guide the students to answer if necessary

- Give further information

- Explain the words that will appear in the listening text

- Ask students to read in chorus then individually

Task 1

- Work in pairs to Rearrange the letters to make a meaningful work

GORILIA

- Work in pairs to discuss and give correct answers

- Listen and repeat:

Gorilla Sociable Sub-adult Nest

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listening 20mns

After-listening

10mns

- Ask students to read the statement at least once first

- Ask them to guess the answers

- Play the tape once then check how many answers can students find

- Play the tape again - Check and give remarks

- Call some sts to say out their answers and the evidences they get to prove their answers

Task 2

- Play the tape once then check how many answers can sts find

- Call some students to say out their answers and the evidences they get to prove their answers

- In group, ask students to summarise the main ideas of the passage ,using the information and the answers in task and

-Read the statement once to get the main contents

- Listen to the tape and the task - Find evidences to each of the

answers

- Represent if being asked Keys:

1.A 2.B 3.D 4.B 5.C

- Listen to the teacher’s explanation then correct the answers onself

- Read the questions once to get the main contents

answers

- Represent if being asked 1.peaceful

2.plant – eating

3.a few females and their young 4.plants and a few insects 5.in trees

6.in grasses 7.civil war

8.forests being cut down

- Listen to the teacher’s explanation then correct the answers oneself..

- Listen to the teacher’s guide to correct oneself

-Work in group to summarise the main ideas of the passage

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Homework 3mns

- Move around to help if necessary - Give remarks or even suggestions

- in not more than 80 words write about the life of a gorilla

Date of preparing : Monday, February 1st 2010 Week : 23 Date of teaching : Tuesday, February 2nd 2010 Period : 63

LESSON PLAN 63

UNIT 10 :

ENDANGERED SPECIES

D.WRITING

I Objectives:

1 Educational aim: - Writing a report. Knowledge:

- General knowledge: Writing about measures to protect endangered species and possible results - Language: +The tenses

+ Connectors

- New words: Words related to endangered species Skills:

- A picture, board, chalks, textbook

IV Procedure:

Warm-up 5mns

Fill in the chart with some informatio n about endangered species’ problems

Endangered species

causes Measures to save them

+tiger Habitat

destruction Provideenough wildlife hanitat reserves

- Explain as clearly as possible the way to write a passage

+topic sentence

- Do as required

- Exchange the ideas with others - Listen to the teacher

- Get the task

- Work in pairs to the task

- Listen to the teacher to correct oneself

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+supporting idea +supporting idea +Concluding sentence

+conectors:first,second,third Task 1

- Ask students to look at Task

- In pairs, ask students to ask and answer the questions

- Move around to give help - Check and give remarks

Task 2

- Explain the requirements: Writing a paragraph

- Ask students to work in groups to write paragraph