period unit trêng thpt lª qóy §«n gi¸o ¸n líp 10 period 2 unit 1 a day in the life of 1st period reading i objectives by the end of the lesson ss will be able to talk about their daily routines by l

-Ask the students to read carefully the sample announcement in the textbook and answer the questions below it.. Questions:.[r]

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Period Unit 1: A DAY IN THE LIFE OF … 1st Period: Reading

I Objectives:

By the end of the lesson, Ss will be able to talk about their daily routines by learning a typical day of a farmer

II Materials:

Text book, pictures about farmer and field work …

III Anticipated problems

Ss may not know what a farmer has to during his/her working day

IV Procedure

Time Teacher’s activities Students’ activities 5’

10’

7’

5’

7’

I warm up

- Ask Ss to work in pairs Tells them to ask and answer about their daily routines

II BEFORE YOU READ - Ask Ss to read through the passage and give the new words - Writes the words on board + plough (v) + take a rest + harrow (v) + transplant (v) + plot of land + crop

+ fellow peasants + local tobaco

- Read the new words several times and calls on some Ss to read out

iii while you read Task1

- Asks Ss to read individually and choose the option, B or C

- Calls on some Ss to read aloud their answers Asks them to explain their choice

Task 2

- Has Ss work in pairs and asks and answer about the passage - Calls on some pairs to the task in front of the class

Task 3

- Asks Ss to scan the passage and make a brief note about Mr &

- Work in pairs, ask and answer Such as:

A: What time you often get up? B: I often get up at p.m and so on - Read and underline the new words Try to guess the meaning of them - Read and write on note books

- Listen and chorus

- Stand up, read the words again

- Choose the best suits the meaning of the italicized words

- Give the correct word(s) and explain

1-C; 2-C; 3-A; 4-A. - Pairs work

- Stand up and give the answers, such as:

1- He s a farmer.’

2- He gets up at 4.30 and then goes down the kitchen to boil some water for his morning tea.

3- In the morning, he ploughs and harrows his plot of land, drinks teas and smokes tobaco during his break; and so on.

- Read and write the main points Then give the note, such as:

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8’

3’

Mrs Vy’s daily routines

- Tells Ss to compare with a friend

IV after you read

- Asks Ss to work in pairs or groups and talk about the farmers’ activities

- Calls on some Ss to give a short talk

v wrapping

- Summerises the main points of the lesson

- Asks Ss to the exercise on work book

In the morning: 4.30: gets up and boils water for tea, has quickly breakfast, leads buffalo to field; and so on.

In the afternoon: 2.30 p.m Mr Vy and Mrs Tuyet go to the field, repair the banks of the plot of land She does transplanting; and so on

- Groups work: discuss about the topic

- Stand up, give a short talk about the daily routines of these farmer

- Listen and take notes

Period Unit 1: A DAY IN THE LIFE OF … 2nd Period: Speaking

I Objectives

By the end of the lesson, Ss will be able to talk about his or her daily routines by using given information and pictures

II Materials

Textbook, small card of class timetable

Ss may have difficulty in arranging daily routines in a good order for describing

IV Procedure

Time Teacher’s activities Students’ activities

8’ I warm up

- Asks Ss to work in groups of and make a list of the subjects - Feedback and further explain all the subjects mentioned above

- Make a list of the subjects they learn at school

- Stand up and give the words The groups with the most words within a

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12’

15’

8’

2’

especially the ones Ss are not familiar with

ii presentation

Set the scene: Quan is a teeth grade student He goes to school every morning Now, look at his weekly timetable on page 15, ask and answer the questions with a partner, using the information from the timetable.

- Lets Ss work in pairs and asks them to study the information to make a conversation

iii practice

- Keeps Ss work in pairs; asks them to study the pictures carefully T may help by asking questions

iii further practice

- Asks Ss to work in groups and talk about their daily routines - Calls on some Ss to present in front of the class

v wrapping

- Summarizes the main points of the lesson

- Asks Ss to prepare for next period

limited time will be the winner

- Listen and pairs work

- Stand up and make conversation, such as:

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

B: He has Civic Education lesson at 7.15 a.m.

A: What lesson does Quan have at 7.14 a.m on Monday?

B: Civic Education lesson.

- Discuss and give suggested answer, such as:

“ Everyday Quan gets up at 14.00. then he studies for about hours He watches TV at 16.30 At 17.00 he rides to the stadium to play football with other boys in the neighborhood. He gets back home at 18.30 After having a shower, he has dinner with his family at 19.00 He prepares for the following day s lesson at 20.00.’ - Discuss

- Go to the board and present

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Period Unit 1: A DAY IN THE LIFE OF … 3rd Period: Listening

I Objectives

By the end of the lesson, Ss will be able to:

- Talk about a daily in the life of a cyclo driver

- Improve listening skill by doing Pictures Ordering and True or False exercise

II Materials

- Textbook, tape script

Ss may not be familiar with the life of a cyclo driver

IV Procedure

Time Teacher’s activities Students’ activities I Warm- up

- Ask Ss to tell about their daily activities

II Pre-listening: * Ask and answer: - Ask many Ss:

+ Have you ever traveled by cyclo?

+ When was it?

+ Is it interesting to travel by cyclo?

+ Which you prefer, going by bicycle or by cyclo? Give reason(s)

* Listen and repeat:

- Read the words and ask Ss to repeat

III While-reading : *TASK 1:

- Ask Ss to describe the pictures in the textbooks

- Some Ss tell in front of the class

- Answer the questions

- Listen and repeat

- Look at the pictures and describe, e.g.:

“In picture a, the cyclo driver is riding a woman In picture b, he is having his lunch at a food stall…” - Guess the order of these pictures - listen to the tape

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- Get Ss to guess the order of these pictures

- Play the tape once

- Ask Ss to give the answer key - Play the tape once more to check

@ Answer key:

1 e f a c b d * TASK 2:

- Explain what to - Play the tape once - Give the answer

- Play the tape once more to check the answer (if many Ss can’t give the correct answer, T plays the third time with pause) @ Answer Key:

1 F (in district 1) T

3 F ( He gives an old man a ride from district to district 1)

4 F (Mr Lam’s passenger is an old man)

5 F (Mr Lam has lunch at a food stall near Ben Thanh market)

6 F (After lunch time, he parks his cyclo under the tree and takes a short rest)

IV Post- listening :

- Ask Ss to explain what to in this task

- Tell some pairs to as model

- Ask some Ss retell Mr Lam’s story to the class

V

Homework :

Write about what you remember about Mr Lam

- Give the answer key

- Listen and check once more

- Read the task to know what to - Listen to the tape

- Give the answer and explain for their choice

- Listen and check the answer

- Read the task and explain what to

- Work in pairs, take turns to ask and answer questions about Mr Lam, using the cues

- Retell the story to the class

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Period Unit 1: A DAY IN THE LIFE OF … 1st Period:writing

I Objectives II Materials

III Anticipated problems IV Procedure

Time Teacher’s activities Students’ activities I Warm-up:

- Ask Ss

+ Have you ever heard a frightening story/ an interesting story?

+ When did it happen? + Where did it happen?

+ How did you feel about that? - Lead in the new lesson

II Pre-writing: *TASK 1

- Ask Ss to read the essay,

underline the verbs that are used in simple past tense and circle the connectors (of time)

- Ask Ss to tell the verbs and the connectors they have underlined or circled

- Explain the new words:

+ (to) stare death in the face: đối mặt

+ (to) fasten seat belt: cột chặt dây an toàn

- Answer T’s questions

- Read the essay, underline the simple past tense verbs and circle the connector of time

- Tell the verbs and the connectors - Listen to T

- Work in groups, identify the events,

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+ (to) dip: dìm, nhúng

- Notice Ss to use the simple past tense in a narrative

* TASK

- Ask Ss to work in groups to identify the events, the climax, and the conclusion of the story - Tell Ss to report their result @ Answer Key:

+ events: got the plane, plane took off, hostesses were just beginning to serve lunch when the plane began to shake, plane seemed to dip, people screamed in panic + climax: we though we had only minutes to live

+ Conclusion: the pilot announced everything was all right, we

landed safely

III While-writing: * TASK

- Explain what Ss will in this task

+ fire brigade: đội cứu hoả - Ask Ss to work in groups, writing on posters (each group writes one paragraph of the narrative)

- Go around to help Ss IV Post-writing

- Ask Ss to stick their posters on the board

- Ask S to correct mistakes @ Answer key:

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

It was a Saturday evening and everybody was sitting in the discotheque on the ground floor It was crowded with people They was dancing and singing happily Suddenly we smelt smoke Then black smoke began to fill in the room Every people started to scream in panic People ran toward the fire exits One door was

locked Many people began coughing and choking

Then, just as we thought we had only minutes to live, the fire brigade arrived Firemen fought

the climax and the conclusion - Report the result

- Read the task to know what to - Work in groups, writing on the posters

- Exhibit the paragraphs of the narrative

- Correct mistakes of other groups

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their way into the room and soon everyone was safely out of the building Luckily nobody was seriously hurt It was the most frightening experience in my life V Homework

- Rewrite the narrative

- Prepare new lesson Language Focus

Period Unit 1: A DAY IN THE LIFE OF … 1st Period: Language Focus

Time Teacher’s activities Students’ activities I PRONUNCIATION

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1.Warm-up

- Show the pictures of a sheep and a ship,

Ask Ss t pronounce these two words

- Notice Ss the way to pronounce, lead in the new lesson

2 Presentation

- Present how to pronounce the vowels /i/ and /i:/, emphasize the difference between them

- Read as model 3 Practice

- Read the words of the minimal pairs

/i/ /i:/ hit heat bit beat meet meat interest repeat

- Read the sentences, ask Ss to underline the letter(s) pronounced /i/ or /i:/

- Ask Ss to practice in pairs

- Tell some Ss to read and correct Ss’ pronunciation

4 Further Practice:

- Ask Ss to read the reading text again and find out 10 words containing /i/ or /i:/

II. GRAMMAR AND

VOCABULARY: Warm-up

- Give a situation, write the example on the board:

“He is a schoolboy He usually goes to school by bicycle everyday but yesterday he went to school on foot”

+ goes: simple present tense + went: simple past tense + usually: adverb of frequency - Ask Ss to tell the use of the simple present and the simple past, of the adverbs of frequency

* Exercise 1:

- Ask Ss to explain what to in this exercise

- Ask Ss t work in individual then in pairs to check their work

- tell some Ss to give the answer key

@ Answer Key:

1.is fish worry are

- Look at the pictures and pronounce the words

- Listen to T’s explanation - Repeat

- Listen and repeat - Some ss read

- Read the sentences, underline the letter of these sounds

- Work in pairs - Read aloud in class

- Read the reading text and find out the words containing these sounds

- Listen

- give the tense of the above verbs

- Tell the use of the simple present and the simple past, of the adverbs of frequency

- Explain the task

- Work in individuals then check with their friend

- Give the answer keys

- Explain what to in this task - Listen to T

- Work in pairs - Read the sentences

- Read the task to know what to - Work in pairs

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catch am

7.catch 8.go 9.give up 10.says 11.realize 12 am

* Exercise 2:

- Ask Ss to explain the task

- Notice Ss that “as a rule” is usually placed at the beginning of a sentence

- Ask Ss to work in pairs

- Tell some to read in class for others to check

* Exercise

- Explain what to in this task - Ask ss to work in pairs

- Tell some Ss to write their answer on the board

- Correct Ss’ mistakes if there are any

III HOMEWORK:

Do exercises of the “ Language Focus” in the exercise book

- Write the answer on the board

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Period Unit 2: SCHOOL TALKS

1st Period: Reading I Objectives

II Materials

Time Teacher’s activities Students’ activities I Warm-up

-Ask Ss:

+ Do you have many friends? + Which topics you and your friends usually talk about?

- Introduce new lesson: Ss usually talk about their schools, we’ll read small talks

II Pre-reading: * Pre-questions:

- Ask Ss these questions:

+ What students usually talk about their school?

+ What teachers and parents usually talk about school?

* Brainstorming:

- Ask Ss to give words for these charts

Teachers

Students school subjects

III While- reading: TASK

- Read the task once - Introduce task

- Ask Ss to read silently to write the name of the people

- Collect Ss’ feedback @Answer Key:

- Miss Phuong - Phong -Phong - Phong - Phong and Mr Ha - Miss Phuong

- Miss Phuong - Mr Ha - Phong

TASK

- Ask Ss to read the task to know what to and what words are

-Listen to T

- Answer questions

- Give words they know

- Read the task

- Read the text and the exercise - Give answers

- Read the task and the given words - Scan the sentences

- Read the text again and fill in the blanks, work in individuals then in pairs to check the answers

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given in the box

- Tell Ss to read the five sentences given

- Ask Ss to read the text and fill in the blanks

- Collect Ss’ feedback @ Answer Key:

1 traffic biggest international language crowded worry

TASK

- Ask Ss to read the questions - Tell Ss to read the text silently to answer the questions

- Get Ss to write their answers on the board

- Correct Ss’ task @ Answer Key:

1.He studies at Chu Van An high school

2.He studies many subjects such as Math, Physics, Chemistry, Biology…

3.Because it is an important means of international communication

4.She likes her teaching profession because she loves working with children

5.The man worries about his son’s safety in narrow and crowded streets

IV Post- reading

- Ask Ss to work in groups, talking about:

+ What subject you like best? + What you like or dislike doing at school?

+ What you worry about at school?

V Homework:

- Write about yourself, using the first paragraph as a frame

- Read the questions given

- Read the text again and answer the questions

- Write the answers on the board

- Work in groups

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1st Period: speaking I Objectives

II Materials

Time Teacher’s activities Students’ activities I Warm-up:

- Give a situation: suppose that you meet a friend at the supermarket You are very busy What will you say to open and end the conversation?

A: ………

B: Hi, Lan How are you?

A: I’m fine Thank you! And you? B: I’m very well Thanks I haven’t seen you for a long time Let’s go somewhere for a drink

A: Sorry ……… - Ask Ss to give many ways - Lead in the new lesson II Pre-speaking:

*TASK

- Ask Ss to explain what to

- Give the open and the end of this conversation

Ex: + Hello, Mai./ Hi, Mai

+ I’m very busy now./ I really must go now Perhaps another time

- Give other startings and endings of a conversation

- Read the task to know what to - Work in groups, placing the expressions into two columns

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- Tell Ss to work in groups, placing these expressions under the appropriate heading

- Tell Ss to give more expressions - Ask Ss to read them aloud @ Answer Key:

Starting a

conversation Closingconversation a

- Good

morning!

- How’s

everything at school?

-Hello! How are you?

-Hello! What

are you

doing?

-Hi How is school?

-Sorry, I’ve got to go Talk to you later

-Well It’s been nice talking to you

-Goodbye, see you later

-Great I’ll see you tomorrow -Catch up with you later

III While-speaking: *TASK

- Ask Ss to rearrange the sentences to make a conversation

D F B H E C

- Get Ss to practice with a partner Go around to correct Ss’ intonation and spelling

- Tell some pairs to talk in class * TASK

- Ask Ss to complete the conversation

- Collect Ss’ feedback

- Tell Ss to practice with a partner IV Post-speaking:

* TASK 4:

- Ask Ss to make small talks on the following topics, using the starting and the ending of a conversation in task

+ the weather

+ last night’s TV programmes + football

+ Plans for next weekend - Go around to help Ss V Homework:

- Write a conversation about one of the above topics

- Read them

- Work in groups, rearrange the sentences

- Give the answer key

- Practice in pairs - Some pairs act-out

- Complete the conversation - Some pairs read in class

- Work in four groups, make small talks

- Some Ss present in class

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1st Period: listening I Objectives

II Materials

- Give a poster, ask Ss to make questions for these answers:

+ I’m taking English this semester + I really like it

+ For a week

+ No, I’m traveling alone + That’s great

- Collect Ss’ feedback @ Suggested answer:

1 What are you taking this

- Work in pairs, making questions

- Give the possible questions

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semester?

2 Do you like football?

3 How long are you staying here?

4 Are you u traveling with your friends?

5 Would you like to go for a drink?

II Pre-listening: * Matching:

- Ask Ss to read and match a question in A with a response in B - Tell Ss to give the answer

@ Answer Key:

1 c 2.e a b d III While -reading:

* TASK 1:

- Ask Ss to look at the pictures, and guess:

+ Where are they standing? + What are they talking about? - Play the tape

- Play the tape once more to check

* TASK 2:

- Tell Ss to scan the questions - Ask Ss to work in pairs, answer the questions before listening - Play the tape twice

- Ask Ss to write their answer on the board

- Play the tape once more to check the answers

@ Answer Key:

1 She is taking English Miss Lan Phuong’s at a party

4 For a week No, she doesn’t * TASK 3:

- Ask Ss to scan the conversation and guess what words will be filled in

- Play the tape once

- Tell Ss to give the answer

- Play the tape once more to check the words

@Answer Key:

1 it here very nice big

4 comfortable traveling no

7 alone for a drink

- Read and match the questions and answers

- Tell their matching

- Look at the pictures and guess

- Listen to the tape - Give the answers

- Listen and check the answers

- Read the questions and answer them

- Listen to the tape to find the answers

- Write the answers on the board - Listen again and check the answers

- Scan the conversations - Listen to the tape - Tell the answer - Check the answer

- Work in groups Talking about the problems they have experienced - Report in class

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IV Post-listening:

- Tell Ss to work in groups, talking about the problems they have experienced at school

- Tell some Ss to act-out V Homework:

Write about the problems you have experienced at school

Period 10 Unit 2: SCHOOL TALKS

1st Period: Writing I Objectives

II Materials

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Time Teacher’s activities Students’ activities I Warm-up

* Task

- Ask Ss to work in pairs, answering the questions

@ Suggested Answers

+ Applying for a job, opening an account, sending or receiving money at the post office or banks

+ First name, sure name, address, age, occupation, marital status, etc

II Pre-writing: * Task 2:

- Ask Ss to scan the task

- Ask Ss to match a line in A with a question in B

- Tell Ss to give the answer key - Tell some pairs to act- out @ Answer key:

1,D 2,F 3.E 4.G 5.B 6.C 7.A

* Task

- Explain what Ss in this task - Tell Ss to the exercise

- Show the poster of this exercise, tell one S to on the board

III While-Writing * Task 4:

- Tell Ss to have a look at the form and explain what to

- Ask Ss to fill in the form IV Post- writing

- Show the poster of this exercise on the board, tell one S to write on the board

- Ask Ss to correct the task on the board and that in their notebooks

V Homework

- Do the writing exercise, unit 2, work book

- Work in pairs, answer the questions

- Have a look at the exercise - Do the exercise

- Give the answer

- Practice: one asks one answer

- Read the task - Write in the task

- One S writes on the board

- Scan the exercise before filling in - Work in pairs, fill in the form - Write on the board

- Correct the task

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Period 11 Unit 2: SCHOOL TALKS

1st Period: Language Focus I Objectives

II Materials

Time Teacher’s activities Students’ activities I PRONUNCIATION:

1 Warm-up:

- Hang the poster of these stns, ask Ss to read:

+ My cousin is my uncle’s son + The doctor wants to exam her - Introduce new lesson

2 Presentation

- Explain: /aa/ may come at the beginning or in the middle of a word, e.g.: us, under, must, come - The words containing letters “ou, oo,oe, a” may pronounced as /aa/, e.g.: cousin, flood, was

- /a:/ may come at the beginning or in the middle of a word (never at the end)

- letter “o” before these letters is pronounced/a:/ “ b, d, g, p, or, ck”, e.g.: robin, rod, log, stop, lot, pocket

- Read the stn, notice the pronunciation of the underlined words

- Listen to T

- Repeat

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- Present how to pronounce /aa/ and /a:/, emphasize the difference between them

- Guide Ss to read the sounds 3 Practice:

- Read the words of minimal pairs - Read the sentences, ask Ss to underline the letters pronounced /aa? or /a:/

- Tell some Ss to read and correct their pronunciation

- Ask Ss to work in groups, one read the word- one writes on the board

II GRAMMAR AND

VOCABULARY: 1 Warm-up:

+ What subjects are you taking this semester?

+ How long are you staying?

+ I like to learn English I really don’t like getting up early

+ I enjoying teaching and love working with children

- Hang on the poster of these sentences, ask Ss what kind of question they are and how the verbs followed “like” and “love” is

2 Presentation: a) WH- questions:

- Ask Ss to give some WH- words and make questions with some of them:

+WHO, WHAT, WHERE, WHEN, WHY…

b) Gerund and To infinitive: * Gerund:

- Some common verbs follow by Gerund: like, love, enjoy, finish, keep, mind, postpone, suggest, consider, practice, etc

Ex: We postpone going to Ha Noi - After a preposition

- Common expressions with go + V-ing: go camping, go dancing, go shopping, go lucking, go fishing, go swimming…

* To - infinitive:

- Common verbs followed by to-inf: decide, hope, want, agree, plan, demand…

- Practice in individuals, then in pairs for their partner to correct mistakes - Some Ss read aloud in class

- Work in groups

- look at the poster

- Answer T’s question

- Give some WH- words and make questions with them

- Give examples

- Work in pairs

- Write the questions on the board

- Scan the letter

- Do the task individually, and then check with the partner

- Give feedback

- Work in pairs - Give the answer

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- Some verbs + Object + to- inf: ask, advise, order, tell, request, want

Ex: She advises me to leave early 3 Practice:

* Exercise 1:

- Ask Ss to work in pairs, then write the questions on the board - Correct Ss’ task on the board * Exercise 2:

- Ask Ss to scan the letter

- Tell Ss to work in individual then in pairs to check the answers - Ask Ss to give the answer

@ Answer Key: to hear going remembering doing worrying to pay to go visiting seeing 10 hearing * Exercise 3:

- Ask SS to work in pairs - Collect Ss’ feedback

@Key:1.to go 2.waiting having 4.to find living making to call to lend talking 10 to post III HOMEWORK:

- Do Exercises in Workbook, Language Focus

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Period 12 Unit 3: PEOPLE’S BACKGROUND 1st Period: Reading

- Ask Ss to work in groups to list the name of the famous scientists The group with more names of scientists will be the winner

- Ask further questions about some scientists regarding their specializations and achievements II Pre-Reading:

* Questions:

1 Have you ever heard of Marie Curie?

2 What you know about her? What you want to know more about her?

* Pre-teach Vocabulary:

- general education: giáo dục phổ thông

- brilliant (adj): sáng chói, rực rỡ

- PhD: Doctor of Philosophy: Tiến só

- tragic death: chết bi thảm - (to) be awarded: trao thưởng

- atomic weight: khối lượng nguyên tử

- humanitarian wish: ước muốn nhân đạo

III While- Reading: * Task 1:

- Ask Ss to work individually, then check with their friends

- Work in groups, list the name of the scientists they know

- Tell sth more about some of these scientists

- Answer T’s questions about Marie Curie

- listen and take notes

- Scan the words and phrases in task

- Read the text and match the words and phrases

- give the answers

- Read the text again and decide True or False

- Give the answer and explain, correct the false information

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1.c e 3.a d 5.b * Task 2:

- Tell Ss to work in pairs to decide true or false Correct the false information

- Have Ss explain their answers: T

2 F ( Her dream was to become a scientist)

3 T

4 F ( She married Pierre Curie in 1895)

5 T * Task 3:

- Have Ss to read the questions - Tell Ss to read the text silently to answer the questions, then compare with partner

- Tell Ss to write their answer on the board and correct

@ Answer Key:

1 She was born in Warsaw on November 7, 1867

2 She was a brilliant and mature student

3 She worked as a private tutor to save money to study abroad She was awarded a Nobel Prize

in Chemistry for determining the atomic weight of radium

5 No, it wasn’t Her real joy was “ easing human suffering”

IV Post- Reading:

- Ask Ss to work in groups, find the evidence from the passage to prove that Marie Curie was:

- strong-willed intelligent ambitious humane hard-working - Explain the meaning of these words

- Ask Ss to give answers:

+ strong-willed: she harbored the dream of scientific career, which was impossible for a woman at time

+ ambitious: In spite of her difficulty situation, she worked extremely hard and earned a degree in Physics with flying colors

+ hard-working: She worked extremely hard

+ intelligent: As a brilliant student…

- Read the questions and then the text to answer these questions

- Write on the board

- Work in groups, highlight or underline the evidence from the passage

- Listen to T

- Tell their answers

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+ humane: She had a humanitarian wish that ease human suffering V Homework:

- Write a short paragraph of 100 words about Marie Curie

Period 13 Unit 3: PEOPLE’S BACKGROUND 1st Period: Speakimg

* Kim s game’

- Hang the poster of these words: Family hobby education experience home parents

- Work in three groups, try to remember the words on the poster - Some Ss write on the board

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schoolwork favorite subjects date of birth appearance dislikes

II Pre-Speaking: * Task 1:

- Ask Ss to work in pairs, decide the items can be used to tell about somebody’s background and discuss what questions can be asked to know about sb’s background

- Collect Ss’ feedback @ Answers:

+ family, hobby, education, dislikes

+ When and where were you born?

+ How many people are there in your family?

+ Which schools you study in? + What subjects you like best? + What degree you have? III While- Speaking:

* Task 2:

- Set the scene: a journalist interview a classmate about his/ her background, using the cues, change the role when you have finished

- Ask Ss to study the cues carefully and find the questions for each item

- Ask Ss to work in pairs, go around helping them

@ Suggested Answers:

+date of birth: When were you born?

+place of birth: Where were you born?

+ home: Where you live?

+ parents: Could you tell me about your parents? What does he/ she do? How old are they?

+ brothers: How many brothers you have? What they do? How old are they?

+primary school: Which primary school did you go to? What did you at school?

+schoolwork: How you work at school? Did you join all school activities?

+favorite subjects: What subjects you like best?

- work in pairs

- Give feedback

- Listen to T

- Study the cues and find the questions to ask in each item

- Work in pairs

- Tell about the person they have just interviewed, work in group

- Talk in class

- One plays role, others interviewed

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+experience: How you work at school? What experience you have? How long have you worked as a doctor/ teacher…?

IV Post- Speaking: * Task

- Ask Ss to work in groups and talk about the person they have known through interview

- Tell some Ss to give a small talk in front of the class Comment and make necessary corrections

* Role- play :

- Ask one S to play the role of a famous person that he/she knows well, others interview him/her V Homework:

- Ss write a short paragraph about their background

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Period 14 Unit 3:PEOPLE’S BACKGROUND 1st Period: Listening

Time Teacher’s activities Students’ activities I Warm-up

- Ask S to work in pairs, talk about Olympic and Olympic champions - Gather ideas that Ss discuss and give some background information about the Olympic and the Olympic Champions

II Pre-Listening: * Pre-teach Vocabulary: - a diploma: cấp

- a degree: mức độ, trình độ - to certificate: cấp chứng nhận * Work in pairs:

- What would you like to know about the champion?

- Tell some more information about the Olympic and the Olympic champions

III While-Listening: * Task 1:

- Ask S to scan task

- Ask Ss to listen to the tape - Play the tape twice

- Get Ss to check their answer with their friend

- tell some Ss to explain their answers and correct the task

@ Answer Key: T

2 T

3 F (I don’t have much free time)

4 T

5 F ( I want to be a sports teacher)

* Task 2:

- Tell Ss to read the stn carefully and try to guess the missing words in the blanks

- Play the tape once and ask Ss to give the words

- work in pairs - Tell in class

- Listen and tell the meaning if possible

- Work in pairs, discuss the question

- Give the information

- Scan the task to know what they are going to

- Listen to the tape

- Check the answer with partner - Give the answers

- Read the sentences and guess the missing words

- Listen to the tape and fill in the blanks

- Give the answers - Listen and check

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- Play the tape the second time and check (If many Ss don’t give correct answers, play tape 3rd time

with pause to make sure that Ss catch the information

@ Answer Key: 1.a general education 2.lives, family

3.different, swimming 4.love stories

5.teacher’s diploma IV Post-Listening:

- Tell S to work in pairs, ask and answer questions about Sally - Give some notes about Sally’s background:

1980/ local schools/ 15/ family/ basket ball and swimming/ sports teacher/ teacher’s diploma

- Tell some to ask and answer in class, comment on Ss’ performance regarding pronunciation and body language V Homework:

-Write a short paragraph about Sally of 50 words

- Work in pairs, ask and answer about Sally

- Some pairs present in class

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Period 15 Unit 3: PEOPLE’S BACKGROUND 1st Period: Writing

Time Teacher’s activities Students’ activities I Warm-up

* Matching:

- Hang a poster, ask Ss to match

A B

1.name

2.date of birth 3.place of birth 4.school

attended 5.exams passed 6.previous jobs 7.interests

a Boston

b.Kensington high school

c English, French, math

d.Tourist guide e David Brown f.12/11/69

g.Music and

dancing - Tell Ss to give the answer - Lead in the new lesson II Pre- Writing:

*Task

- Implicit the elements of a C.V by asking Ss t read Mr Brown’s C.V

- Introduce the elements of a C.V.: + Personal information

+ Education + Previous jobs + Interests

- Tell Ss to speak, expand the ideas into sentences, using the cues ( T may give sentences as model)

III While-Writing:

- Ask Ss to work independently and write a paragraph about Mr Brown, using the cues

- Have Ss compare their writing with a partner

- Hang a poster of suggested answer: Mr Brown was born on 12th November,

- Match the words and phrases in two columns

- Give the answer

- Read the C.V - Listen to T

- Speak to the partner, expand the ideas into sentences

- Write a paragraph - Compare with a partner - Self-correct the writing task

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1969 in Boston He went to Kensington High school and passed exams in English, French, and Mathematics, He worked in a travel agency from June 1991 to December 1998 And from 1999 to 2002, he worked as a hotel telephonist He likes music and dancing

IV Further Practice: * Task

- Ask Ss to work in pairs and ask the partner for the information about his/her parent and complete the form

- Go around and provide help if necessary Ex: Education: When did he go to school? When did he graduate/ finish?

Language: How many languages can he speak? Is he/she good at English?

V Homework

- Write a paragraph about your partner’s parent

- Work in pairs, ask a partner and fill in the form

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Period 16 Unit 3: PEOPLE’S BACKGROUND 1st Period: Language Focus

1 Warm-up

- Show the picture of a bag and a bed, ask Ss to pronounce them correctly

- Introduce the new lesson 2 Presentation:

- Demonstrate the sounds /e/ and /oe/ by pronouncing them clearly and slowly

- Explain to Ss the position of the lips, tongue and the open of the mouth

- Ask Ss to pronounce and repeat the sound several times

3 Practice:

- Read the words of minimal pairs, ask Ss to repeat

- Read the sentences

- Ask Ss to underline the words containing the sounds /e/ or /oe/ - Tell Ss to practice in pairs

- Tell some Ss to read the words and the sentences loudly, correct their pronunciation

- Dive the class into three groups, ask them to choose three presentatives to write on the board, others read the words containing these sounds for them to write

II. GRAMMAR AND

VOCABULARY 1 Revision:

- Ask Ss to read the example in the textbook and tell why “had obtained” is used

2 Presentation:

- Review the form and the use of the past perfect tense

+ Form: S + had + V3 ed

+ Use: The past perfect tense can be used to describe

 An action before a point of time in the past

-Pronounce the words

- Listen to T

- Listen and repeat

- Repeat - Listen to T

- Underline the words - Practice in pairs - Read aloud in class

- Work in groups, choose the Ss to write on the board

- Read the example

- Listen to T’s explanation

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Ex: I had done all my homework before p.m last night

 An action that had happened before another past action

Ex: I had done all my homework before I watch TV

3 Practice: * Exercise 1:

- Tell Ss to this exercise themselves then check with their partner

- Tell some Ss to give their answers in class

@ Answer Key: had broken 2, had done had met had not turned off had ever seen had not learned had left had moved had not seen 10 had broken in

* Exercise 2:

- Tell Ss to this exercise themselves then check with their partner

- Tell some Ss to give their answers in class

@ Answer Key:

1 had just finished - came had seldom travelled – went went – had already taken did you manage – had … gone – got had just got – phoned – was

* Exercise 3:

- Explain what to in this task - Ask Ss to work in pairs

- Tell S top give the answer in class

@ Answer Key:

1 climbed turned called

4 heard had already gone

III HOMEWORK:

-Do exercises in Workbook, Language Focus

- Read the task and explain

- Work in individuals and compare their answer with their partner

- Give the answer

- Do the exercise and check with partner

- Give the answer

- Listen to T - Work in pairs - Give the answer

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Objectives:

-To review what students have studied in the lessons 1, 2, and Teaching methods: communicative approach.

Teaching aids: cassette, posters… Content:

Teacher’s Activities Students’ Activities

Activity 1: Listening

- Ask Ss to read the statements carefully before listening to the tape

- Play the tape twice

- Ask Ss to compare their answers with a friend - Call Ss to read and explain their answers in class - Feedback and give correct answers:

1 15, January 1929 in 1951 for years he met they got married a minister at the black freedom movement heard his speech at the in 1964 10 4, April 1968

Activity 2: Reading

- Tell Ss to have a look at the given phrases

- Tell Ss to work individually, read the passage and choose one appropriate phrase in the box for each blank

- Call on some Ss to explain their answers @ Answers: 1.F C A D B

Activity 3: Grammar

- Review the grammar point: Gerund and Infinitive

- Ask Ss to read the letter of application and use the correct form of the verbs in brackets

- Tell some Ss give their answers

- Feedback and give the correct answers

@ Answers: to apply am attended passed got can reading know am able 10 hearing

Activity 4: Writing

- Ask Ss to read the letter carefully and find out what to write

- Have Ss to tell what they should write

+ yourself: age, appearance, family members… + your school: big?, students,…

+ your daily routine: subjects or timetable…

- Divide Ss into groups, ask them to write on a poster - Exhibition and correct Ss’ task on the board

- Read the statements, listen to the tape and fill in the blanks

- Compare the answer with a partner

- Explain the answers

- Read the given phrases - Read the passage and choose the phrase to fill in the blanks

- Give the answers - Tell the grammar - Read the letter and give the correct verb form - Give the answers

- Read the letter and find out what to write

-Work in groups

- Exhibit the writing task

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22 Marie Curie was ……… the Nobel Prize in chemistry for determining the atomic weight of radium

A won B awarded C dedicated D devoted 23 Please contact us if you want to have ………

A some more information B some informations C an information D many informations

24 ……… her difficult living conditions, she worked extremely hard A In spite of B Despite of C Although D However READING: Read the text and answer the following questions:

One of the most famous writers from England by far is Agatha Christie Her books and plays can be found in more foreign languages than any other writers except Shakespeare

Agatha Christie’s real name was Agatha Miller She was born in England in 1890 She married Archibald Christie when she was 24 years old, and she changed her family name to Christie She sold her mystery book in 1920 This book was the first time that the world met Mrs Christie’s famous detective Hercule Poirot Ten years after that, Mrs Christie wrote her first book with her second famous detective, Miss Marple

In 1928, Mrs Christie’s first marriage broke up She married M E L Mallowan in 1930, but she continued to write her books under the name Agatha Christie

Over her life, Agatha Christie wrote 60 books, 16 plays, and more than 100 short stories She passed away in 1976 when she was 85 years old Her books can still be found for sale in bookstores all around the world

25 What did Agatha do?

A She was a detective B She was a mystery

C She wrote books D She knew famous detectives 26 Agatha Christie sold her first book in …

A 1890 B 1920 C 1928 D 1930

27 Who was Hercule Poirot?

A A person in her books B Her husband C One of her books D A writer 28 Miss Marple …………

A was a detective B was a woman in her books C was first seen in 1930 D all of the above

29 What happened in 1976?

A Agatha Christie died B Agatha Christie left her husband C Agatha Christie wrote her last book D Agatha Christie wrote her last story GRAMMAR:

Write questions for these statements:

30 She talked to him for an hour

……… 31 They are coming to visit tomorrow

……… 32 The club is not far from their house

……… 33 My mother is cooking in the kitchen

……… 34 It takes me 15 minutes to get to school on foot ………

TEST CORRECTION Week Period 19 I 2p, 0,25p * items

1D 2C 3A 4D 5A 6C 7A 8A II 4p, 0,25 * 16 items:

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III 2p 0,4 * items 25C 26B 27A 28B 29A IV 2p 0,4p * items

How long did she talk to her When are they coming to visit? Where is the club?

What is your mother doing (in the kitchen)? How long does it take you to get toschool? Remarks:

……… ………

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Period 20 Unit 4: SPECIAL EDUCATION

1st Period: Reading I Objectives

II Materials

- Ask Ss to work in groups and make a list of the activities that blind and deaf people have difficulty doing

- Gather ideas and introduce the topic of the lesson: “special education and Braille”

II Pre-reading:

* Work with a partner:

- Ask Ss to work in pairs: look at the Braille Alphabet and work out the message that follows

@ Answer: We Are The World

- work in groups, make a list

- Listen to T

- Work in pairs, look at the Braille Alphabet and work out the message

- Listen to T, say the meaning if they know

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* Pre-teach Vocabulary: - dumb (adj)

- proper schooling: enough and good study

- opposition: opposing ideas, disagreeing ideas

- to make effort: to try, to attempt - to be proud of: to take pride on * Checking: Rub out and Remember

III While- Reading: *Task 1:

- Ask Ss to the task individually to the task, try to guess the meaning of the words in context - Tell S to check their answer with a partner

- Call some Ss to read their answer in class

- Give the correct answers and explain the words carefully to make sure that Ss understand the meaning of the new words

* Task 2:

- Tell Ss to read the passage again more carefully and complete the sentences by circling the corresponding letter A, B, C or D - Ask Ss to give explanation for their choice

- Give feedback and give correct answers

@ Answer Key: D B A C D

IV Post- Reading :

- Ask S to work in pairs and read the summary of the text carefully, encourage Ss to guess the missing words

- Have Ss to complete the summary in pairs

- Call some Ss to read the completed summary aloud in class

- Feedback and give the correct answers:

(1) disabled (2) read (3) write (4) efforts (5) opposition (6) time-consuming (7) Maths (8) arms (9) fingers (10) proud V Homework:

- Do exercises in Workbook

- Work individually, match the two columns, try to guess the meaning - Check the answer with a partner - Read the answer

- Read the passage and the task individually

- Explain for their answer

- Work in pairs, complete the summary

- Read the summary in class

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Period 21 Unit 4: SPECIAL EDUCATIOPN 1st Period: Speaking

* Matching:

- Ask Ss to match the subjects and the topics

1 maths a plant and animals

2 physics b gymnastics history c 25x2-3x + 10

=

4 geography d e = mc2

5 physical

education e H2O

6 English f the countries of the world chemistry g the 2nd world

war

8 biology h computer and their

applications information

technology i.writing reading,and spelling

@Answers: 1.c 2d 3g 4f 5b 6i 7e 8a 9h

* Questions:

+ What are your favorite subjects? + Which one didn’t you like?

+ How much time you prepare your lesson everyday?

II Pre-Speaking: *Task 1:

- Have Ss study the questions in the interview carefully

- Ask Ss to work with a partner and fill in the blanks with the right questions

- Call Ss to read the answers

- Look at the poster and match the two columns

- Give the answers - Answer T’s questions

- Study the questions

- Work with a partner, fill in the blanks

- Practice the conversation in pairs

- Work in pairs, interview the partner

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before deciding the best question in the blanks

- Tell Ss to practice the conversation in pairs

@ Answer Key:

(A).4 Which lower-secondary school did you go to?

(B) What were your subjects then?

(C) What was your timetable? (D) Can you tell me about the test and the examination at your school then?

(E) What about homework? (F) What part of the school life didn’t you like then?

(G) What did you like best about your school then?

III Practice: *Task 2:

- Ask Ss to work in pairs, interview their partner, using the questions in Task

- Suggest Ss to use their own information to answer the questions

- Go around and help when necessary

IV Post- speaking:

- Call Ss to use the information in the interview to make a short presentation about their partner - Tell other Ss to comment on their friends’, presentation

- Make necessary correction V Homework:

- Write a short paragraph about their schooling at school

- Present in class, telling about the partner they have just interviewed

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Period 22 Unit 4: SPECIAL EDUCATIOPN 1st Period: Listening

- Ask Ss to give the words that can be derived from the word “photo” - Tell Ss to give the grammatical function of these words they have just given

II Pre-listening:

- Explain the meaning of the words in the box

- Ask Ss to work in pairs and fill in each of the blanks with one word from the box

- Tell some Ss to read their answers in class

- Feedback

@ Answers: 1.photographic 2.photography photographer photograph photogenic

* Vocabulary:

- Ask Ss to listen and repeat, explain the meaning: surroundings (n), sorrow (n), passion (n), labourer (n), deaf (adj) mute (adj), exhibition (n), stimulate (v)

III While-listening: *Task 1:

- Let Ss to read the statements carefully

- Ask Ss to listen once to decide T/F

- Play the tape once more if necessary

- Work in groups, find out the words that can be derived from “photo” - Give the grammatical function of these

- Listen to T - Work in pairs - Give the answers

- Listen and repeat

- Read the statements - Listen to the tape - Give the answers

- Read, guess

- Listen and fill in the blanks - Give the answers

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- Check the answers in class

@Answer: 1.T 2.F ( information not given) 3.T 4.F (The subject of the photos is about people and scenery) 5.T

*Task 2:

- Ask Ss to read the task carefully and have a guess of the missing words

- Have Ss to listen to the tape and write in each blank with a suitable word

- Tell some Ss to read their answers aloud in class

- Give the correct answers: @ Answers:

1 photographic 19 exhibition 50 beauty simple peaceful chickens stimulated 10 escape

- Ask Ss to work in groups, retell the story about the Vang Trang Khuyet Photography Club

- Suggest some questions:

+Who are the members of the club?

+Where are they from?

+How many disabled children are there?

+How many photographs are on display?

+What are the subjects of the photos?

+What does the passion of taking photographs help them?

V Homework :

- Write a short paragraph about the Vang Trang Khuyet Club

- Work in groups, retell the story

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Period 23 Unit 4: SPECIAL EDUCATIOPN 1st Period: Writing

- Ask Ss to work in groups, put the following adjectives into the two headings: compliments and complaints: bad, helpful, expensive, lazy, good, careful, poor, unhappy, beautiful

- Give definition and format of a letter of complaint: it is used when you are not happy wit a service, a contract, a course,… A letter of complaint usually includes three main parts: opening, explaining the problem, suggesting a resolution

II Pre-writing:

- Ask Ss to read the advertisement - Set the scene

*Task 1:

- Ask Ss to work in pairs, complete the dialogue, and ask them to speak naturally

- Tell some Ss to read their answers aloud in class

- Feedback and give the suggested answers:

+I’m not happy with the study at all

+There is only one native teacher

- Work in groups, put the adj into two groups

+Compliments: helpful, good, careful, beautiful…

+ Complaints: bad, expensive, lazy, poor, unhappy…

- Read the advertisement - Rea the task

- Work n pairs, complete the dialogue

- Read the answers

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+there are more than 30 students in my class

+I have to pay for them

+the room is not air-conditioned It is very hot

+Classes often start late and finish earlier

III While-writing: *Task 2:

- Tell Ss to read the letter of complaint and complete it, using the information in task Notice Ss to use appropriate connectors to make the writing better

- Go around and help Ss when necessary

IV Post-writing

- Tell Ss to exchange the writing for correcting

- Tell some Ss to read their writing - Pick up some writing to check the mistakes in class

V Homework:

- Do exercise workbook, Writing - Prepare new lesson: E Language Focus

- Read the letter and complete it

- Exchange the task, correct their friends’ task

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Period 24 Unit 4: SPECIAL EDUCATIOPN 1st Period: Language Focus

1 Warm-up:

- Ask Ss to read these sentences: Ex: Laura’s daughter bought a horse and called it Laura

John wants to watch Walter wash the dog

- Lead in new lesson 2 Presentation:

- Demonstrate the sounds /o/ and /o: / by pronouncing them clearly and slowly

- Ask Ss to pronounce and repeat the sound several times

3 Practice:

- Read the words, ask Ss to repeat - Read the sentences

- Ask Ss to underline the words containing the sounds /e/ or /oe/ - Tell Ss to practice in pairs and correct their friends’ mistakes - Tell some Ss to read the words and the sentences loudly, correct their pronunciation

- Dive the class into three groups, ask them to give words containing these two sounds, write on the board

II GRAMMAR AND

VOCABULARY: * Exercise 1:

- Explicit the use of “the + adj” by the example

- “the + adj” is used to describe a group of people as a whole (followed by a plural verbs)

Ex: the rich = rich people

- - Ask Ss to wok individually and complete the sentences by using “the + adj”

- Call on some Ss to read their

- Read sentences

- Listen to T - Repeat

- Repeat - Read stns

- Underline the words - Work in pairs

- Read aloud in class

- Work in groups to find words

- Read the example - Listen to T

- Do exercise - Read the answer

-Listen to T

- Work in pairs

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sentences

- Feedback and give correct answers

@Answer key:

2 the injured the unemployed the sick

5 the rich – the poor *Exercise 2:

- Review the use of “used to + infinitive”

We use used to + infinitive to express a past action or state

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

Where did you use to go? We didn’t use to go to Dalat - Ask Ss to work in pairs, complete the sentences with used to + a suitable verb

- Check the answer as the whole class

@ Answer key:

2 used to have used to live used to eat used to be used to take 7.used to be 8.did you use to go

* Exercise 3:

- Review the use of which

Which can be used in a relative clause to refer to the earlier clause Ex: She arrived on time, which amazed everybody

Sheila couldn’t come to the party, which was a pity

- Ask Ss to work in pairs: join a sentence from A with one from B to make a new sentence using which

- Call some Ss to read their sentences

@ Answer keys:

2 Jill isn’t on the phone, which makes it difficult to contact her Neil has passed his examinations, which is good news Our flight was delayed, which meant we had to wait

5 Ann offered to let me stay in her house, which was very nice of her The street I live in is very noisy at night, which makes it difficult to sleep

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

HOMEWORK:

- Do exercise in Workbook

- Read the answer

- Listen to T

- Work in pairs - Read the answer

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Period 25 Unit 5: TECHNOLOGY AND YOU 1st Period: Reading

- Ask Ss to work in pairs, look at the illustrations, match the numbered items with the words or phrases in the box

- Tell Ss to read their answer in class

- Give further explanation

@ Answers: 1.D 2.E 3.G 4.C 5.A 6.F 7.B 8.H

II Pre-reading:

* Vocabulary pre-teach:

- miraculous (a): wonderful, fantastic

- Work in pairs, match the items with the words or phrases

- Read the answer

- Listen and tell the word if they know

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- calculations (n) phép tính

- lightning speed (n): tốc độ ánh sáng

- storage device: a thing used to keep or store information (thiết bị lưu trữ thông tin)

- memos = memorandums (sổ ghi nhớ, tin nhắn)

* Brainstorming:

- Ask SS what a computer can be used for

- Gather information:

Ex: to get information, to send or receive mail, type documents, to entertain (chat, game, listening to music ), to teach and study, to the shopping, to draw, to design… III While-reading:

- Read the text once *Task 1:

- Ask Ss to read the phrases in B - Ask Ss to read the passage and match, encourage them to guess the meaning of the words in context

- Tell Ss to give the answer

@ Answers: 1c 2e 3a 4b 5d *Task 2:

- Tell S to read the passage more carefully and choose the best title for it

- Let Ss discuss and explain their choice

- Give the correct answer and give further explanation: C What can a computer do?

*Task 3:

- Tell Ss to work in pairs and answer the questions using the cues given

- Go around to provide help if necessary

- Tell some Ss to give answers @Suggested Answers:

1 It helps us visit shops, offices and places of interests, pay bills, read newspapers, receive letters Because it is capable of doing anything you ask: it can speed up the calculations, allow you to type and print any kind of document… IV Post-reading:

- Ask Ss to work in groups, talk about the other use of computer in their daily life

-Tell some Ss to talk in class V Homework:

- Listen to T

- Read the phrases in B

- read the passage and match

- Give the answers

- Read the passage and choose the best title

- Work in pairs, answer the questions

- Give the answers

- Work in groups, talking about the use of computer

- Present in class

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- Find out some problems that people encounter when using computers

Period 26 Unit 5: SPE TECHNOLOGY AND YOU 1st Period: Speaking

*What is it?

- Divide the class into two groups, each group list 10 words about modern inventions Group A explain the words, team B guess what the word is and vice versus Ex: TV, fax machine, air conditioner, radio, electric cooker,

- Work in groups, list the words

- Explain the words and guess

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fridge, cell phone, washing machine, car, microwave oven… II Pre-speaking:

*Task

- Tell Ss to work in pairs: Ask and answer questions about the uses of modern inventions, using the prompts

- Tell some pairs to ask and answer in front of the class

@Suggested Answers:

S1: Can/Could you tell me what the radio/ TV/ fax machine/ electric cooker/ air conditioner used for?

S2: Well, it is used to listen to the news and learn foreign language -Well, it is used to watch football match and TV game shows

-Well, it is used to send and receive letters quickly

-Well, it is used to cook rice and keep rice warm

-Well, it is used to keep the air cool when it is hot and vice versus III While-speaking:

*Task 2:

- Ask SS to work in pairs, complete the sentences by using the words in the box

- Call some pairs to read the sentences aloud in class

1 store transmit process send hold make send receive design

*Task 3:

-Ask Ss to work in groups pf four, look at the ideas in task and then rank them in order of importance - Encourage Ss to discuss in groups to give reason to support their ideas and persuade the others that your ideas are the right one

IV Post-speaking. *Task 4:

- Have Ss to work in groups and talk about the use of their most favorite invention

- Call some Ss to give a short talk about their most favorite invention V Homework:

- Write a short paragraph about the use of some modern inventions

- Work n pairs

- Some pairs ask and answer in class

- Work in pairs, complete the sentences

- Give the answers

- Work in groups, rank the ideas in order of importance

- Talk about the use of their most favorite invention

- Present in class

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Period 27 Unit 5: SP TECHNOLOGY AND YOU 1st Period: Listening

I Warm-up: * Ask and answer:

-Ask Ss to work independently and answer the question by checking the right column:

How often you use each of the items below? Very

often Sometimes Never Radio

Cell phone Camcorder Computer TV

Fax machine

- Answer the questions, checking the right column

- Work in pairs compare and further discuss the use of these items

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- Tell Ss to compare their answers with a friend and further discuss the use of these items

II Pre-listening: *Vocabulary preteach: -worried: to be anxious -shy (adj): self-conscious -to refuse: từ chối

-to make an excuse: to say sorry -VDU= visual display unit * Listen and repeat

III While-listening: * Set the scene

* Task 1:

- Ask Ss to read the statements carefully before listening to the tape

- Ask Ss to compare their answer with a friend - Call on some S to read and explain their answers in front of the class

- Feedback and give correct answers Answer key:

1.F (He wasn’t worried) T 3.T

4 F (He understood about computers and became the man’s teacher)

5 F ( He didn’t understand the lesson very well) F

* Task 2:

-Play the tape again, ask Ss to write the missing words

- Tell Ss to give their answers -Give the correct answers

1 invited still refused excuse anything

- Let Ss listen the tape once more, then retell the story Give them some suggested questions: What did the man’s son buy?

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

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

V Homework

- Write the story in the notebook - Prepare new lesson: Writing

- Listen to T an say the word if they know

- Listen and repeat - Listen to T

- Read the statements

- Listen to the tape, deciding T or F

- Compare the answer in pairs

- Read the answers, explain

-Listen to the tape and write in the missing words

- Give the answers

- Listen to the tape and retell the story

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Period 28 Unit 5: TECHNOLOGY AND YOU 1st Period:Writing

* Questions:

+ Have you ever used a public telephone?

+ Is it easy or difficult to use it? + Can you tell me how to use it? - Ask Ss to answer the above questions

II Pre-writing: *Task

@Vocabulary pre-teach:

- to lift: to rise to a higher level - receiver (n): oáng nghe

- a slot: khe

- to press: to put a force on something

- emergency (n): cấp cứu

- An ambulance: special vehicle used for carrying sick people to hospital

- cord (n): thick string used as TV wire (dây dẫn)

- Ask Ss to read the set of instructions on how to use a public telephone

- Some Ss answer these questions

- Listen to T, say the words if they know

- Listen and repeat

- Work in pairs, find out the connectors and the imperative verbs - Give the answers

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*Task

- Tell Ss to work in pairs to find out the connectors and the imperative forms of the verbs from the instructions

- Tell some Ss to read their answers aloud in front of the class

- Feedback and give correct answers:

+Connector: first, next, then, until +Imperatives: lift, insert, press, wait

III While-writing:

*Task 3: Answering the questions: - Ask Ss to work in groups: look at the TV and the remote control and answer the questions on how to operate the TV

- Call on some Ss from the groups to answer the questions in front of the class

- Feedback and give correct answers:

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

2 To turn on the TV, press the POWER button

To turn off the TV, press the POWER button again

3 To select the programme, press the PROGRAM button

4 To watch VTV1, press button number

To watch VTV2, press button number

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

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

IV Post-writing:

- Tell Ss to compare their writing with a friend

- Pick up some writing and correct in front of the class

- Call on some Ss to read the

- Work in groups, answering the questions

- Answer the questions in class

- Write a set of instructions, using the picture and the questions as suggestions

- Compare the writing

- Read their writing, others comment

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writing aloud in front of the class, ask others to comment

V Homework: - Review the lesson

- Write instructions for one of the modern devices in their house

Period 29 Unit 5: NOLOGTECHY AND YOU 1st Period: Language Focus

1 Warm-up:

- Ask Ss to read these sentences: Ex: Laura’s daughter bought a horse and called it Laura

John wants to watch Walter

- Read sentences

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wash the dog

- Lead in new lesson 2 Presentation:

- Demonstrate the sounds /u/ and /u: / by pronouncing them clearly and slowly

- Ask Ss to repeat the sound several times

3 Practice:

- Read the words, ask Ss to repeat - Read the sentences

- Ask Ss to underline the words containing the sounds /e/ or /oe/ - Tell Ss to practice in pairs and correct their friends’ mistakes - Tell some Ss to read the words and the sentences loudly, correct their pronunciation

- Dive the class into three groups, ask them to find words containing these two sounds on the board, write on the board

II GRAMMAR AND

VOCABULARY: 1 The present perfect

- Review the form and the use of the present perfect form

Form: S + have/ has + V3ed

Use:

+ The present perfect express an action which began in the past and still continues:

I have worked as a teacher for five years

+ Notice that we use for with a period of time, and since with a point of time

e.g FOR two years/ a month/ half an hour/ a few minutes

SINCE 1970/ the end of the lesson/ Christmas

* Exercise 1:

- Ask Ss to study the situation and put the verbs in the present perfect tense

- Call some Ss to read their answer aloud in front of the class

1.Tan has opened the door 2.He has turned on the TV 3.He has tidied the house 4.He has cleaned the house 5.He has turned on the lights

- Listen to T

- Repeat - Repeat - Read stns

- Underline the words - Work in pairs - Read aloud in class

- Work in groups to find words

- Read at the example - Listen to T

- Do exercise - Read the answer

-Listen to T

- Work in pairs

- Read the answer, then write on the board - Correct the mistakes

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6.He has laid two bottle of water on the table

2 The present perfect passive: - Review the rules of changing active into passive voice

- Explain the form of the present perfect passive

S + have/ has + Ved

*Exercise 2:

- Ask Ss to work in pairs: build the sentences after the model

- Tell Ss to check in pairs

- Call on some Ss to write their answers on the board

- Check and give feedback @ Answers:

A new hospital for children has been built in our city

Another man-made satellite has been sent up into outer space More and more trees have been cut down for wood by farmers Thousands of animal have been killed in the forest fire

About one hundred buildings and houses have been destroyed in the earthquake

More than 50 films have been shown in Hanoi since June

Their hands have been washed and cried on a towel

Another books have been read by the students

Some ink has been splitted on the carpet

She has been shown how to it 3.Who, which, that:

Who and which can be used in place of noun subjects and noun subjects When they refer to the object, they can normally be omitted

Ex: This is the man who(m) I like This is the man I like

* Exercise 3:

- Ask Ss to work in pairs, fill in the blanks with who which or that - Call on some Ss to read their sentences aloud in front of the class

- Comment and give correct answers:

@ Answer keys:

1 which which which who who who who(m) which which 10 who

*More Exercises:

- Ask Ss to give examples, using

- Listen to T

- Work in pairs - Read the answer

- Make sentences

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the present perfect, present perfect passive and who, whom, which, that

HOMEWORK:

Period 30 Unit 6: AN EXCURSION 1st Period: Reading

 WARM-UP ( 4’ )

- Asks question: “What would you if you had some days off?”

- Introduce new lesson

 BEFORE YOU READ ( 10’ )

* Pair work:

- Answer

- Suggested answers:

+ going fishing + having a picnic

+ traveling + going camping

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- Hang four pictures of Thien Mu Pagoda, Dalat, Ha Long Bay, The One-Pillar Pagoda

- Let Ss look at the photos and discuss them

- Hang the poster of information about photos

- Ask Ss to match the photos with the information provided

- Feedback

- Ask Ss to name the places in these pictures

* Pre-teach vocabulary: - a cave : (translate) - an excursion:(explain) - permission(n) (explain) - (to) persuade: (synonym)

Checking technique: Rub out and Remember

* Set the scene:

- You are going to read a letter from Lan to her friend, Minh She tells Minh about the plan for her class trip Read the letter and the tasks followed

 WHILE YOU READ

* Task 1:Multiple choice ( 10’ )

- Asks Ss to read the letter and choose the best answer for each sentence - Lets Ss compare their answers with their friends

- Asks some Ss to tell their answers - Feedback

* Task 2: Answering the questions ( 10’ )

- Goes through these questions and make sure Ss understand them

- Asks Ss to work in pairs: ask and answer the questions

- Asks some pairs to act this activity before class

- Corrects and gives suggested answers

Answers:

1 They are going on a trip when they have some days off after the first term. 2 They are visiting some caves because they want to understand their geography lesson better and many of them have never been inside a cave. 3 It s only over 20 km.’

4 They are going to make a two- day trip and have a night campfire They are bringing their own food and sharing buses with some other classes to make the trip cheap.

5 Lan is anxious about her parents’

permission They may not want to let her stay the night away from home.

 AFTER YOU READ ( 8’ ) * Game: Lucky numbers

- Explains the rules to play the game and make sure that Ss all know how to play - Lets Ss play game

- Corrects and gives answers

1 is going to go on their trip 2 some caves only problem 3 want to s e to persuade them 4 have learnt her classmates

+ staying at home + visiting relatives /friends

- Look at the bb

- Look at the photos and discuss - Match the photos with their information

- Answers: 1d ; 2b ; 3a ; 4c - Name the places

- Listen and repeat after the T - Reread ( chorally , individually ) - Copy down

- Listen

- Read the letter individually, Task1

- Compare answers - Give answers

 Answers: 1C ; 2D ; 3A

- Work in pairs: ask and answer - Some act, others listen and feedback

- Listen - Play game - Answer

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 HOMEWORK ( 3’ )

- Asks Ss to reread Lan’s letter and make sentences with these words: caves, excursion, permission, persuade

 COMMENTS:

- Do as requested

Period 31 Unit 6: AN EXCURSION 1st Period: Speaking

Time Teacher’s activities Students’ activities I Warm-up (4’):

- Give out the handout consisting of the seat plan similar to the seat plan in the book, p.67 except the keys on the boat

- Explain new words after Ss

-Close the books

-Deal with the task in groups of four to tell what the capital letters (A,B,C,E,R,T and X

) stand for

Keys:

A: air -conditioned E: exit

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finish the task

- Lead ss to the new lesson

II Pre-speaking activities: * Task 1:

-Explain new words (5’): + (to) get sun burnt

+ (to) suffer from

+ refreshments (n): room that serves food and drinks in a boat

+ occupied (a): being kept, in use + (to) be by oneself

-Checking(2m): Rub Out and Remember

- Explain the task (7’) - Ask s to work individually

-Provide some important information about Chicago:

Chicago is the third biggest city in the United States of America It is the crucial centre of business and industry in Illinois and situated on the South -West bank of Lake Michigan

-Ask Ss some questions to check students’ comprehension Ex: What you know about Tim? III While- speaking :

Task 2: ( 15’): -Explains the task -Models:

A:I think Mary should sit in section B.

B: Yes ,put her in seat 16

- Provides some useful expressions:

 I don t think so’

 To be suitable for…

 Why/Why not ?

 What you think… ?

 What s your idea ?’

 Had better+V1

- Tell S to conduct the conversation like the example - Go around and provide help when necessary

- Call some groups to conduct the conversation

IV Post -speaking (10’) : * Task

-Explain the task -Ask ss to work in pairs

-Invite some pairs to present the conversation

B: non air –conditioned R: refreshments C: sundeck T: toilet

X : occupied

-Listen to the teacher

-Pay attention to the pronunciation, meaning, use of newwords

- Remember

-Remind of the meanings of the new lexis -Read the information about some of the participants (p.67)

-Listen to T

-Listen to T and respond to his questions :

1 He likes to sit in the sun and he wants to be by himself

2 He is going on a boat trip with his class on lake Michigan in Chicago.

-Listen to T

-Follow the sample conversation -Work in groups

-Act out the micro dialogue in pairs ( four pairs)

Suggested answers:

A: Now let’s begin with Mrs Andrew Which seat seems suitable for her?

B:I think she should sit in seat 12 From here she can see all her students

A: But look! It’s in the sundeck and she doesn’t like it What about seat 34 ?

B: Ok I think she will like it, so seat 34 for Mrs Andrew

………

-Listen to the teacher

-Work in pairs , following T’s instructions -Act out the conversation

-Listen to T - Take notes

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* Consolidation:

-Reminds ss of the techniques of expressing agreements and disagreements and giving opinions V Homework ( )’ :

- Review expressions for expressing agreements and disagreements

Period 32 Unit 6: AN EXCURSION 1st Period: Listening

Time Teacher’s activities Students’ activities I Warm-up (5 ):’

*Brainstorming: - Answer T’s Question:

e.g.: go to the cinema, go

swimming, review the lessons, go

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II Pre-listening (10 )’ * Answer the questions

- Have Ss work in pairs to ask and answer the questions

- Asks some pairs to give their answers 1 Yes, I do.

2 I think the best time for a picnic is at weekends.

3 Because they want to relax after a week of working hard.

* Listen and repeat:

- Play the tape, asks Ss to repeat chorally twice

- Gets some good Ss to repeat the words while others listen (books opened)

- Explains the meaning III While-listening (20 )’ *Task 1:

- ask Ss to work in groups to discuss and arrange the pictures in the order

- Ask a representative of each group to give their opinions

- Let Ss listen to the tape twice, and then compare the answers

- Ask Ss to give their answers

- (If necessary, play the cassette again) - Gives feedback

answers: 1.a 2.e 3.b 4.c 5.f 6.d

* Task 2:

- Give instructions and have Ss read the sentences quickly and guess the answers - Lets Ss listen once and asks them to fill in the banks with the information they hear - Asks Ss to compare the answers with their partner Then asks Ss to give their answers - Gives feedback

1 was just a few to pay a visit 3 at the school gate a short tour 5 playing some more

* Task 3:

- Gets Ss to read the questions quickly - Lets Ss listen once and discuss with a partner to answer the questions

- Asks some pairs to give their answers by asking and answering the questions while others listen

- Asks the class to give comments - Gives feedback

1 It was very nice Yes, it was.3 It was beautiful

4 They slept soundly because it was so

for a picnic, visit grandparents, play football, stay home and listen to music……

- Listen and then work in pairs to ask and answer the questions - Give answers:

-Listen and repeat chorally - Repeat individually - Take notes

- Work in groups of five or six to discuss and arrange the pictures in the order

- Give their guesses

- Listen to the cassette and rearrange the pictures - Give answers

- (Listen again)

- Read the sentences and make a guess

- Listen and fill in the blanks - Compare the answers with a partner

- Give answers

- Listen and read the questions fast - Listen and discuss with a partner to answer the questions

- Practice asking and answering the questions

- Give comments

- Work in groups of five or six to discuss a plan for class picnic this weekend

65

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peaceful and quiet in the garden.

5 They took pictures, played games, talked together, sang and danced…

IV Post-listening (10 )’

- Give instructions and ask Ss to work in groups and discuss to plan a picnic for their class this weekend

- Ask a representative of each group to present their plan in front of the class - Give comments

Suggested answer:

We would meet at the school gate at 6 o clock on Sunday We would start to go to’ the beach about 6.30 AM by bike We would arrive at the beach about 7.30 AM. We would have breakfast there Then we would play football After that we would swim in the sea We would have lunch at 12 o clock After lunch, we would take a’ short rest about 20 minutes In the afternoon, we would go for walk around the beach and take pictures We would return home at 3.00 PM.

* HOME WORK:

- Rewrite the plan for class picnic - Prepare the next lesson: Writing

- Make presentations in front of the class

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Period 33 Unit 6: AN EXCURSION 1st Period: Writing

Time Teacher’s activities Students’ activities I Brainstorming : (4’)

- Ask Ss to work in groups and write on board

- Introduce the new lesson II Pre-writing (10 ‘):

- Ask Ss to read through the letter - Explain the new words

+to pick someone up +to be convenient

+ as soon as possible (exp)

+let someone have an early reply

- Ask Ss to work in groups to find out Nga’s requests and Hoa’s confirmation

- Go around to help Ss

 Nga s requests’ :

+ Can you go shopping with me to buy the things we need for the trip?

+ Please let me know as soon as possible

 Hoa s confirmation’ :

+Certainly, I will help you to prepare everything you need for the trip.

+ I ll be waiting for you at 2:30’ p.m tomorrow

- Ask Ss to work in groups to discuss what they should write in a confirmation letter

- Give Ss some words for confirming

 Notes: - Certainly, I will …. or I will certainly ….

- I am sure that ….

- I am writing to confirm .

…

-Work in groups and try to win the game

- - Read the letter

-Write and read as requested - Discuss in groups

-Write down

- Read through the two given situations and ask T for help if necessary

- Work in groups to write the letter

*Suggested letter: Dear Lan,

I m glad to join your birthday party’ next Sunday I have no lesson on that day I ll be glad to go shopping for’

67 complai

nt

Letter

complaint

Letter Thank

you

apolog y

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III While-writing:

-Make sure that Ss understand the situations

 Letter (controlled- writing): (10’)

- Show the poster and ask Ss to work in groups and use the prompts given to write the letter

 Prompts

1 I m glad/join/your birthday’ party/next Sunday

2 I/have no lesson/that day 3 I ll be glad/go shopping/you’ 4 You can be sure/I ll bring’ bananas oranges and mangoes/your house/7:00/that day 5 Let s me know/you need/help’ 6 I look forward/ see you then - Ask some groups to show their writings on the board, others read and give comments

 Letter (free-writing) (7’) - Ask Ss to write individually - Go around to help

*Suggested letter Dear Minh,

I have just got your letter this morning You asked me to lend you a book about wildlife You can get it as long as you need The only problem is that I am going to visit my grandmother this Saturday so I can t be back home’ at the time.

Why don t we meet at in the’ afternoon?

I ll be waiting for you then.’ Yours, Nga

V Post-writing: (10’)

- Ask some Ss to write their letters (the 2nd situation) on the posters,

others to write in their notebooks - Get Ss to show the letters on the board and give remarks

- Give correction and comments V Homework (3 )’

- Ask Ss to write a letter of accepting an invitation to a birthday party of one friend

- Prepare next lesson: Language Focus

you You can be sure that I ll bring’ bananas , oranges and mangoes to your house at 7:00 on that day

Let s me know if you need more help’ I look forward to seeing you then. Yours,

Nga

-Read the letters on posters and comment

-Write individually -Read and comment

-Do homework and prepare the next lesson as requested

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Period 34 Unit 6: AN EXCURSION 1st Period:Language Focus

Time Teacher’s activities Students’ activities A Pronunciation (7’)

I Warm up:(3’ )

-Ask Ss to divide the words into two groups according to the sound of the underlined parts

skirt, order, earth, fur, bird, brother nurse, other

- Give feedback

/ / fur; brother; order ;other / 3/ bird; earth, nurse, skirt II Presentation:

-Introduce the pronunciation of these two sounds: /  / - / 3/ III Practice:

-Ask Ss to repeat words chorally (books closed)

-Have Ss read the words individually

-Model the sentences twice

-Work in group to pick out

-Repeat after the T

-Chorally - Individually

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-Correct students’ mispronunciation

IV Further Practice:

- Ask Ss to give some examples of the words containing these sounds B Grammar

I Presentation (8‘ )

-Give students some examples on the poster to explain the usage of the structure

 The present progressive and

be going to:

A The present progressive Ex: What are you doing tonight? - I am going to the cinema with my father.

Be + V-ing (with a future meaning ) is used to talk about plans as in agenda

B Be going to

Ex : She is going to buy a new computer

-be going to + V-inf is used to talk about sth planned before the moment of speaking or sth which surely happens soon

Notice : Be going to isn t’ usually used with verbs like : go; come

II Practice (15 )’ 1 Exercise 1:

-Give instructions, have Ss ex1 individually

- Asks Ss to compare the answer with a partner - Feedback

- Answer keys

1 Are you doing 4.Am going to be

2.Is getting married 5.Is going to

3.Are you going 2 Exercise 2:

-Explain the task, get Ss to ex in pairs

-Ask Ss to give the answer -Give feedback

Are going4 Are you putting Are having Is not going to give

3 Is going to catch  Exercise

-Give Ss instruction and ask Ss to in pairs

-Ask some Ss to give their ideas -Comment, give feedback

* Suggested answers

Are you going to see it?

No, I m busy I m doing my’ ’

-Look at the poster

-Give the structures

-Tell the usage of the structure

-Do the exercise individually, then compare with a partner

-Listen to the T’s instruction to complete the exercise

-Work in pairs

-Work in pairs -Present ideas

-Do as asked

-Gives the answers

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home work

But we are visiting our grand parents

What is he doing with the money?

It is going to rain soon I m going to clean it later‘ III Production (8 )’

-Give Ss some exercises

 Put the verbs in brackets into the correct form , using Be going to or the present progressive

We (have) a party next Sunday, would you like to come? I think it (rain) because the sky is cloudy

He has made up his mind He (buy ) a new motorbike

Oh, Your luggage is ready now What time you (leave) ? -Conduct the correction

 Suggested answers

1 are having 5.Is going to 2 is going to rain are you leaving

3 is going to buy

 Homework (2 )’

-Ask Ss to learn the forms and usages of the present progressive (with a future meaning) and “be going to”

-Ss prepare next lesson: Test Yourself

 Comments (2 )’

-Take notes and as requested

TEST YOURSELF B Period 35

Objectives: Week 12

-To review what students have studied in the lessons 4,5and Teaching methods: communicative approach.

Teaching aids: cassette, posters… Content:

Teacher’s Activities Students’ Activities

- Ask Ss to read the table carefully before listening to the tape

1 50 miles to the west of London 120,000 people market town biscuit factory computer industry in central England 90,000 people

- Read the table, listen to the tape and fill in the blanks

- Compare the answer with a partner

- Explain the answers

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university car factory 10 Cowley Road Activity 2: Reading

- Tell Ss to have a look at the statements

- Tell Ss to work individually, read the passage and decide whether the following statements are true or false

- Call on some Ss to explain their answers, correct the false ones

@ Answers:

1 F ( Teachers gives too much homework)

2 F (They say that it is unnecessary for children to much homework at home in their freetime)

3 T

4 F (Ss have to repeat tasks which they have already done at home)

5 T

- Explain what to in the task: Read the paragraph, one word is missing from each line Put the stroke (/) where the word have been omitted and write the missing word in each blank

- Ask Ss to read the paragraph and the task - Tell some Ss give their answers

- Feedback and give the correct answers

@ Answers: by for there which the the a/per by it 10 be

- Set the scene: your class would like to visit your uncle’s computer factory Write to him and ask for permission to visit

- Ask Ss to read the outline carefully and find out what to write

- Have Ss to tell what they should write

- Divide Ss into groups, ask them to write on a poster

- Exhibition and correct Ss’ task on the board

* Suggested answer: Our class are going to have a three hour visit to a factory to ask you for permission to visit your computer factory as a part of our lesson I am writing to ask your for permission to visit your company as it is near our school so we can go by bike 45 members of our class will arrive at your factory at 7.30 on Monday, 22 December

- Read the passage and decide whether the following statements are true or false

- Give the answers

- Tell the grammar

- Read the letter and give the correct verb form

- Give the answers

- Listen to T

- Work in pairs, read the paragraph and write the missing word

- Give the answers

-Work in groups

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FORTY-FIVE MINUTE TEST Period 36 Objectives:

-To test what students have studied in the lessons4, 5, and Preparation:

- Teacher: compile the test

- Students: review the lesson carefully Content:

FORTY-FIVE MINUTE TEST Subject: English 10

I Pronunciation (2p)

Circle the word whose underlined part is pronounced differently from the others

1 a more b score c word d store a house b would c proud d cloud a food b foot c school d afternoon a around b famous c today d make

Circle the word that are stressed differently from the others

5 a technology b message c languages d distance

6 a calculate b document c capable d communicator a permission b entertain c geography d excursion a botanic b glorious c delicious d request II Vocabulary and Grammar (3p)

Circle the best answer for each blank Now I don’t go to school on foot as I ……

a had been b did c used to d was

10.Thuy’s class is different ………other classes because the children are disabled

a on b from c in d at

11 Computers are capable ………doing almost anything you ask a In b at c of d with

12.Can you help me find the man ……….saved the girl? a Who b whom c whose d which

13.Tell me about your plan, Lan? What ……….this Saturday evening? a Are you doing b have you done

c would you d will you be doing

14.My parents may not want to let me stay a night ……… home a away b away from c from d far away

15.John is always late for class, ……….annoys the teacher a which b this c what d that

16 Without the Braille alphabet it would be very difficult for ……… a the disabled b the deaf c the mute d the blind

17.Jane ……….for the telephone company, but now she has a job at the post-office

a used to work b works c working d has worked 18.What ……… when I saw you yesterday?

a you did b were you doing c did you d have you done 19.My father has just bought an ……… computer

a electric b electrical c electricity d electronic

20.The man ………I had seen before wasn’t at the party a whom b that c x d all are correct

III Reading (2.5p ) :

Read the following passage and choose the best answer

Compact discs (CDs) have revolutionized the music industry with their surprisingly realistic sound The six-inch discs look liker thin plastic sandwiches with aluminum in the center They have digitally recorded material that is read by laser beams, so the sound has none of the cracking of vinyl records Also, it is impossible to destroy CDs, and they are smaller and lighter than conventional records (LPs) Since their

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introduction, CDs have become more affordable and widely available In fact they are now sold in electronics and video stores that haven’t formally carried records or cassettes

There has been a remarkable growth in the sale of CDs Sales climbed dramatically during the second half of the 1980s in the 1990s, sales have been greater CDs have nearly replaced LPs in stores and, in spite of their being less affordable than cassettes, continue to gain in popularity

21.The main appeal of CDs is their ………

a price b size c sound d availability

22.The word “revolutionized” as used in the line could best be replaced by

………

a changed b fought c surprised d marked

23.The author refers to CDs as “sandwiches” because they ……… a are light b are small c have layers d don’t break 24.This passage states that it is difficult to ………

a play a CD b produce a CD c record a CD d destroy a CD

25.The author’s main purpose is to ………

a tell how CDs are made b discuss the growth of CDs c compare CD to a sandwiches d describe the store that sell CDs IV Writing (2.5p)

Choose the sentence that has the same meaning as the given one 26.Someone has typed the document

a The document has typed b The document has been typed c The document had been typed d The document had been typing

27.I saw a friend of yours a few moments ago

a I haven’t seen a friend of yours since a few moments b I’ve just seen a friend of yours

c I’ve never seen a friend of yours d I haven’t seen a friend of yours yet 28.I’m still writing my letters

a I have finished writing my letters b I finished writing my letter ages ago c I haven’t been writing my letters yet d I haven’t finished writing my letters yet 29.It’s two years since he last went home

a He hasn’t gone home for two years

b The last time he went home was two years ago c He didn’t go home two years ago

d Both A & B are correct

30.I’m not used to getting up early on Sundays a I have to get up early on Sundays

b I feel strange to get up early on Sundays c I don’t want to get up early on Sundays d I always get up early on Sundays

31.It’s a long time since we spoke to your sister

a We haven’t spoken to your sister for a long time b We have spoken to your sister for a long time c It’s ages since we last spoke to your sister d A & C

Combine these sentences, using who, which or that

32.A girl was injured in the accident She is now in hospital

The………

………

33.A waitress served us She was impolite and impatient

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The………

………

34.A building was destroyed in the fire It has now been rebuilt

The………

………

35.A bus goes to the airport It runs every half hour

The………

………

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CORRECTION OF THE TEST Period 37 Week 13 ANSWER KEY

I Pronunciation (2p) 0.25 đ câu trả lời

1.c 2.b 3.b 4.a 5.a 6.d 7.b 8.b

II Vocabulary and Grammar (3p) 0.25 đ câu trả lời

9.c 10 b 11.c 12.a 13.a 14.b

15 a 16 d 17 a 18 b 19.b 20 b

III Reading (2.5p ) : 0.5 đ câu trả lời

21.c 22.a 23.b 24.b 25.b

IV Writing (2.5p) 0.25 đ câu trả lời

26 b 27.b 28 d 29 d 30 c 31 d 32 The girl who was injured in the accidents now in the hospital

33.The waitress who served us was impolite and impatient

34 The building which was destroyed in the fire has now been rebuilt 35 The bus which goes to the airport run every half hour

Remarks:

……… ………

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Period 38 Unit 7: THE MASS MEDIA 1st Period: Reading

Time Teacher’s activities Students’ activities Warm-up (3 )’

- Ask Ss : you watch TV last night?

- Introduce new lesson: TV is a typical type of mass media Today we are learning some TV programmers on VTV channel Pre-reading:

+ When you often watch TV? + How many channels are there in our national TV?

+ Which programmers you often watch?

+ Which channel you like best? (VTV1: combination of Politics, Economics and Entertainment;

- Answer T’s question

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VTV2: Science and Education; VTV3: Entertainment; VTV4: For the oversea Vietnamese; VTV5: for the Ethnic minority groups, VTV6: for the Young)

* Pre-teach Vocabulary:

-Give the Vietnamese meaning: + Sport Comment: Bình luận thể thao

+ Folk Songs: Dân ca

+ News Headlines: Điểm tin

+TV series: Phim truyền hình d ià tập

+Population and Development: Dân số v Phát trià ển

+Wildlife World: Thế giới thiên nhiên hoang dã

+Portrait of life: Chân dung sống

While-reading: * Task 1:

- Let Ss the task in pairs -Go around to give help

- Ask Ss to compare result with other’s

- Have Ss tell their answer

- Ask for Ss’ comment and then correct errors

@ Suggested answer: 1.c 2.a 3.d 4.b

* Task 2:

- Make sure Ss understand the instruction

- Have Ss the task in individual, and then discuss with a partner -Go around to give help

- Ask some Ss to tell the answer @ Suggested answers:

1T 2T

3F The Nature of Language is the documentary programmers at 15:15 on VTV3

4T

5F The last programme starts at 23:30

*Task 3:

-Make sure Ss understand the questions

-Guide them how to the task -Tell Ss to work in pairs

-Have Ss write the answers on the board

-Check the answers and correct the errors

@Suggested answer:

- Give the Vietnamese meaning if they know

- Work in pairs

-Tell the answer in class

-tell what to in this task - Do the task individually

-Tell the answer in class

- Work in pairs

-Write the answers on the board

-Work in groups, discuss with partners on a TV programme you like best and tell the reasons why (at least reasons)

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1 Five films are on

2 At 9:00 am, 12:00, 7:00 p.m, 11:00 p.m on VTV1 and 7:00 p.m on VTV3 VTV2

4 The Quiz show

5 I should watch VTV1 Football

Post-reading:

-Ask Ss to work in groups of four - Go around to give help

- Call on some Ss to present in class

HOMEWORK:

- Learn by heart all the new words - Prepare next lesson

Period 39 Unit 7: THE MASS MEDIA

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1st Period: Speaking I Objectives

II Materials

Time Teacher’s activities Students’ activities I Warm up (3 )’

-Ask Ss some questions:

+Could you tell me some types of mass media?

+Which type you often use? II Pre-speaking:

* Task 1:

-Let Ss work in pairs -Go around to give help

-Call some Ss to tell and write the answers on the board

-Check for errors and correct them @Suggested answer:

book, TV, magazines, newspapers, Internet

*Task 2: (15 )’

-Help Ss understand some words: orally, aurally, visually, through eyes/ mouth

-Ask Ss read the cues, make sure they can master all of them

- Explain the example

- After Ss finish, ask some to present their discussion

III While-speaking: Task (15 )’

- Put students in groups of four

- Go round to give help

- Have students write the answers on the board

- Ask for comments and correct errors

Suggested answers:

1 The mass media include TV, radio, newspapers, and internet The features they have in common are that theyprovide information and entertainment to people

3 TV present information and entertainment visually and we receive them through our eyes -Radio provides information and entertainment orally and we receive them aurally

-Newspapers present information and entertainment visually and we receive them through our eyes -Internet provides information and

- Answer teacher's questions

- Work in pairs, putting a tick next to the words that are types of media

- Take turns to tell the results to T

- Copy down new words

- Try to understand the cues

- In pairs, practise talking about the features of mass media

- Present in front of the class as suggested

Work in groups, talking about different types of media

- Answer the questions

- Give comments

- Copy down correct ones

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entertainment visually and orally and we receive them through our eyes and our ears

Homework - comment: (2 )’

- Write a paragraph about the features of media based on the questions in task

- Prepare part C Listening

Period 40 Unit 7: THE MASS MEDIA 1st Period: Listening

Time Teacher’s activities Students’ activities Warm – up : (4’)

- Show a picture of a radio and ask - Answers the questions

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Ss some Qs: What’s it?

2 How often you listen to the radio?

3 What topics you like listening to? why?

Pre – listening : (8’)

- Review the words in the table: +heavy rain (n) : mưa lớn +to cause : gây ra

+strong (adj) : maïnh

+healthy (adj) :khỏe mạnh +cloudy (adj) :có mây +top (n) : đỉnh (núi) While – listening : (23’)

Task 1

- Explain the instruction

- Play the tape the first time for Ss to get the meaning

- Play the tape again and ask Ss to the task

- Play the recording the third time for students to check the answers

Expected answer:

News

story Newsstory healthy strong young cloudy highest wonderful √ √ √ √ √ √ Task 2

- Ask Ss to listen to the radio news stories again and fill in the missing words

- Tell Ss to discuss the answers in pairs

- Call Some Ss to read the answers and correct the mistakes

Suggested answers:

- f - h - b - a

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30’

1’

- Ask ss to discuss in groups to match things in column A with those in column B

- Give feedback

While-speaking

* Task 2

- Tell ss that the situation in task happened in the past and if Nga's class wants to express what they wish had or hadn't happened they have to use the conditional type with the following form:

If-clause , main clause Past perfect Past perfect conditional

(had+V3) (would have+V3)

- Give a model for student to practise A: I heard you went by coach so most of you got carsick

B: If we hadn't gone by coach, we wouldn't have got carsick

or: If we had gone by bike, we wouldn't have got carsick

- Ask students to continue with the other things

- Go around to help if possible

- Asking some pairs of students to practise before class

* Task 3

- ask ss to discuss in groups about what they did or not in the past by asking some Qs to elicit:

T: Did you pass the Maths exam? S: No, I didn't

T: What would have happened if you had tried your best in Maths exam? T: I would have got good marks if I had tried my best in Maths exam. - Ask ss to go on with five more things and going around to help if possible - Ask some representative to say before class

Post-speaking

- Ask ss to complete the following sentences:

If we had had free

time,

Would you have been rewarded if you ?

If they _, they couldn't have built that school

Homework

- Ask ss to write out the things they did or did in the past

- e - g - c - d

- Listening and taking notes where necessary

Suggested answers:

A: you didn't bring enough food so you had to spend a lot of money B: If we had brought enough food, we wouldn't have had to spend

A: some had food poisoning so you couldn't enjoy your visit

B: If we hadn't had food poisoning, we would have enjoyed our

4 A: you had no raincoats so you got wet and some got a cold

B: If we had had raincoats, we wouldn't have got wet and some wouldn't have had a cold

5 A: some of you left your luggage on the coach when you arrived so you had no clothes or money with you

B: If some of us hadn't left ., we would have had And so on

- Practising before class - Discussing groups

- Think of five more things and say out

- Tell before class - Doing the task * Suggested answers:

If we had had free time, we would have gone to the cinema with you.

Would you have been rewarded if you had been good at all the school subjects?

If they had had enough money, they could have built that school.

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Period 67 Unit 11: NATIONAL PARKS

3rd Period: Listening I Objectives

- Talk about the Cuc Phuong National park

- Improve listening skill by doing the exercises

II Materials

Ss may not be familiar with the forest fire

IV. Procedure

4’

10’

20’

Warm up

- Show picture on p.115 and ask some Qs:

"What can you see in the picture?" "Are they old or young?"

"Can you guess where they are?" - Today you will listen to a passage about Cuc Phuong National Park

Pre-listening

- Ask ss to work in pairs to discuss about the answers to the Qs on p.115 (short answers)

- Ask ss to practise in close pairs then open pairs

- For the words on page 116, running through to check if students know their meanings

- Pronounce the words and ask ss to repeat (choral and individual)

While-listening

* Task 1

- Ask ss to discuss in pairs to guess the missing words

- Go around to help if possible - Ask ss to listen to the text twice - Ask some representatives to go to the board to write out the answers - Ask ss to listen to the text the third time to check their answers

* Task 2

- ask ss to work in groups to answer

- Looking at the picture - "(We can see) trees." - " (They are) old."

- "In Cuc Phuong National Park."

- Discuss in pairs to find the answers

Suggested answers:

(It is) in the South West of Hanoi It contains over 200 sq kms of rainforest.

It is during the dry season, from October to April, when rain season is over

Butterflies, caves, mountains and 1,000-year-old trees can be seen there. - Practise in close pairs and open pairs - Giving the meanings of the words on p.116

- Repeat after the teacher

- Work in pairs

- Listen to the text carefully

- Go to the board to write out the answers

- Listen to the text the third time

Suggested answers:

It belongs to provinces: Ninh Binh, Hoa Binh, and Thanh Hoa.

It is about 160km.

They come there to see work being done to protect endangered species. Nguyen Hue defeated the Qing invaders in the spring of 1789.

They live mainly on bee keeping and farming.

- Work in groups of five or six

Cuc Phuong is the first national park in VN

It covers Ninh Binh, Hoa Binh and Thanh Hoa provinces

In 2002, nearly 100,000 visitors made their way to Cuc Phuong

There are about 2,000 different species of flora and 450 species of fauna

Nguyen Hue's army was stationed in Cuc Phuong in the spring of 1789 - Giving the answers orally

Period 68 Unit 11:NATIONAL PARKS 4th Period: Writing

I Objectives

By the end of the lesson, Students will be able to write the way to accepting or refusing an invitation

II Materials

Ss may not be familiar with the use of connectors in writing letter

V. Procedure

5’ Warm-up

- Gives students handouts of four - Work in pairs to find out the

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13’

15’

10’

2’

letters

a Letter of Acceptance b Letter of Complaint c Confirmation letter d Letter of Refusal e Invitation letter

- Asks students to work in pairs to match one letter with a suitable kind of letter then underline the language used to express acceptance and refusal in these letters

Pre-writing

- Ask ss to discuss in groups of four to find the ways of accepting and refusing

- Walk around and offer help when necessary

- Ask ss to give answers

Task 1

- Ask ss to the task in pairs

- Walk around the class to monitor and help ss

Task 2

- Ask ss to make groups of four and Task

- Monitor and give feedback

- Help ss to find out the format of an acceptance or refusal letter basing on the above letters

While writing - Divide the class into groups

- Ask a group to write a letter to accept the invitation of going to the cinema and another group write a letter to refuse that invitation

- Ask Ss to sit into groups of four to the task on the posters

- Walk around and offer help when necessary

- Ask some groups to stick their posters on the board

Post writing - Ask other groups to remark

-Help ss to correct mistakes (typical mistake correction)

Homework

- Ask ss to write a letter to refuse the invitation of going to the cinema if they had written an acceptance letter and in contrast

answers

Suggested answer:

1-e 2-a 3-c 4-d The language used to express acceptance: I’d be very happy to come

The language used to express refusal: I’m afraid I can’t come

- Discuss in groups

- Go to the board to write their answers

Ss’ answers may vary

- Sit in pairs to Task Students’ answers may vary Yes, I’d like to

2 I’m sorry I can’t come because Yes, that’s a great idea

- Self-correct with the teacher’s help - Sit in groups of four and Task Suggested answer: d - e - c - a - f -b

Greeting

Thanking for the invitation

Stating the acceptance politely with delight

refusal politely with regret

 Closing

- Sit in groups of four to the task Students’ answers may vary

- Stick posters on the board

Students’ answer may vary

(125)

Period 69 Unit 11: NATIONAL PARKS 5th Period:Language Focus

I Objectives

After the lesson, Students will be able to distinguish the differences between consonants / t/ and / d/ and be better at using the present and past simple tense and adverbs of frequency

II Materials

Ss may not know how to pronounce the sounds /t/ and /d/ correctly

IV Procedure

10’

35’

Pronounciation:

- read the words and ask Ss to repeat

-read the sounds /t /, /d / and ask Ss to repeat

- show pictures of the movement of the mouth when pronouncing the sounds /t / and /d / and explain the difference

-have Ss read the words again, correct their pronunciation

- read the stns and ask Ss to repeat after T twice, paying attention to the two vowels /t / and /d /

GRAMMAR

Pre-task (10’)

T: -Nam failed the final exam.What would have happened if Nam had worked harder?

- ask Ss to underline the verb tenses

-listen and repeat

-“The sounds /t / and /d /

-repetition drill: chorus and individuals

-listen carefully

-listen and repeat

-repetition drill: chorus and individuals

-listen and repeat

- read word by word in chorus

-some students write the words on the bb

Ss: -If Nam had worked hard, he wouldn’t have failed the final exam/ he would have passed the exam Ss: -Conditional sentences type

(126)

-write the Ss’answer on the bb and asks: What grammatical point we are going to learn today?

-have Ss review of the structure and usage of conditional sentences type

-explains the target language: form, use if necessary

While-task (15 )’

-Task 1: Complete the following sentences, using the correct form of the verbs in brackets

- Give instructions and model - ask Ss to work in pairs -monitors

-aks some Ss to say out their answers

-gives feedback

-Task 2: Write a sentences: ( textbook p.120)

-model the first sentence

-ask Ss to work in pairs to rewrite the sentences (write the answers on the poster)

-monitors and gives help if necessary

-asks some groups to stick their posters on the bb

-has Ss’self correct the mistakes with the T’s help

-explains the sentence number 5: These are two actions happen in different time, If-clause in type because there is an adverb “now”

Post-task (10 )’

Task 3:( page 120)

-explain the example clearly

-ask Ss to work in groups to rewrite the stns on the poster

- give help if necessary

-ask some groups to stick their poster on the bb

-have Ss sefl-correct mistakes with T’s help

Homework:

-Do test yourself D

-say out the grammatical point -work in pairs in 5mn

-say out the answers feedback:

1 had known 2.had would have gone

4 .would have passed 5.would have enjoyed had known had stoppe had called

-work in pairs feedback:

1 If the driver in front hadn’t stopped so suddenly, the acidents wouldn t have happened.’

2 If I had known that Lam had to get up early, I would have woken him up. If Hoa hadn’t lent me the money, I wouldn t have been able to buy the’ car.

4 If Mary hadn’t been wearing a seat belt, she would have been injured in the crash

5 If you had had breakfast, you wouldn t be hungry now.’

6 If I had had some money on me, I would have got a taxi.

-work in groups feedback:

1 If I had been working at the restaurant last night, I would have waited on your table

2 If they had been paying attention, they would have seen the sign marking their exit from the highway Carol would have answered the phone if she hadn’t been studying If the sun hadn’t been shining, we wouldn’t have gone to the beach yesterday

5 If the music hadn’t been playing loudly at the restaurant, I would have heard everything Mr Lee said during the dinner

TEST YOURSELF D Period 70 Objectives: Week 24

(127)

-To review what students have studied in the lessons 9, 10 and 11 Teaching methods: communicative approach.

Teacher s Activities’ Students Activities’ Activity 1: Listening

- Ask Ss to read the table carefully before listening to the tape

- Ask Ss to compare their answers with a friend

- Call Ss to read and explain their answers in class

- Feedback and give correct answers: 50 miles to the west of London 120,000 people market town

biscuit factory computer industry in central England 90,000 people university car factory 10 Cowley Road

- Tell Ss to have a look at the statements - Tell Ss to work individually, read the passage and decide whether the following statements are true or false

- Call on some Ss to explain their answers, correct the false ones

@ Answers:

1 F ( Teachers gives too much homework)

2 F (They say that it is unnecessary for children to much homework at home in their freetime)

3 T

4 F (Ss have to repeat tasks which they have already done at home) T

- Explain what to in the task: Read the paragraph, one word is missing from each line Put the stroke (/) where the word have been omitted and write the missing word in each blank

- Ask Ss to read the paragraph and the task

- Feedback and give the correct answers @ Answers: by for there which the the a/per by it 10 be Activity 4: Writing

- Set the scene: your class would like to visit your uncle’s computer factory Write to him and ask for permission to visit - Ask Ss to read the outline carefully and find out what to write

- Have Ss to tell what they should write - Divide Ss into groups, ask them to

- Read the table, listen to the tape and fill in the blanks

- Compare the answer with a partner - Explain the answers

- Read the passage and decide

whether the following statements are true or false

- Give the answers

- Tell the grammar

- Read the letter and give the correct verb form

- Give the answers

- Listen to T

- Work in pairs, read the paragraph and write the missing word

- Give the answers

-Work in groups

(128)

write on a poster

- Exhibition and correct Ss’ task on the board

* Suggested answer: Our class are going to have a three hour visit to a factory to ask you for permission to visit your computer factory as a part of our lesson I am writing to ask your for permission to visit your company as it is near our school so we can go by bike 45 members of our class will arrive at your factory at 7.30 on Monday, 22 December

Remarks:

……… ……… ……… ……… ……… ………

(129)

FORTY-FIVE MINUTE TEST Period 71

Week 24

Objectives:

-To test what students have studied in the lessons 9, 10, and 11 Preparation:

- Teacher: compile the test

- Students: review the lesson carefully Content:

FORTY-FIVE MINUTE TEST Subject: English 10

I Pronunciation (2p)

Circle the word whose underlined part is pronounced differently from the others a parked b watched c endangered d stopped

2 a listen b visitor c continue d interesting a line b medicine c examine d determine a clear b hear c idea d heart Circle the word that is stressed differently from the others

5 a ocean b divide c challenge d picture a oversize b sattellite c existence d pesticide a conservation b variety c reconstruction d circulation a locate b contain c water d exist II Vocabulary and Grammar (3p)

Circle the best answer for each blank

9 We cannot ………….without water, food and air

A.protect B surround C conserve D exist 10.In national parks, endangered plants and animals ………… from the

destructive influence of human beings

A can protect B can be protected C being protected D that can be protected

11 I wonder when the world came into ………

A exist B existence C existent D existential 12.Sally ……….the phone if she were in the room now

A will answer B answers C would answer D answered 13.Whales and sharks are stilled …………for food and medicine

A died B hunted C fished D cooked 14.All the plants and animals need a constant ……of water to live

A offer B borrow C supply D provide 15.If I ……….you were coming, I’d have met you at the station

A knew B has known C had known D would know 16.One species is dependent on another for ………

A survival B arrival C orphanage D abandon 17.Because it had not rained for several months, there was a ……… of water

A shortage B drop C scare D waste

18.The existence of different kinds of animals and plants which make a balanced environment is called …………

A biodivrsity B challenge C rubbish D maintain

19.The blue -is the largest known animal ever to have lived on sea or land A krill B tuna C whale D shell

20.The farmer enrich the soil with ………

A fertilizers B herbicides C insecticides D gases III Reading (2.5p ) :

Read the following passage and choose the best answer

Conservation is the (21) …… and wise management of the environment People practise conservation (22) ……….the environment can preserve their

nneeds and the needs of all (23) ……… living things

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Without conservation, all the rsources necessary (24) ……….life – air, animals, energy, minerals, plants, soil and water – would be damage, (25) ………., or destroyed

Conservation also involves a (26) ………….for the quality of the environment, so that people can enjoy living (27) ………means keeping the environment comfortable and safe – and an interseting, stimulating place in which (28) ……… A healthy environment (29) ……….clean streets and highways, with open spaces in cities for parks and playgrounds Ideal surroundings mean landscapes free of junk and litter They include wilderness, regions (30) ………animals and plants can be safe from destruction by human beings

21.A protection B prevention C maintenance D rebuilding 22.A so B so that C in order D such that 23.A else B another C others D other

24.A to B for C with D as 25.A cut B burnt C wasted D used 26.A worry B bother C concern D anxiety 27.A It B These C Those D There 28.A to live B living C live D lives

29.A keeps B includes C consists D contains 30.A which B that C in that D where

IV Writing (2.5p)

Rewrite these sentences, using the given words

1 She drinks too much coffee She doesn’t feel sleepy

If ………

2 They don’t understand the problem They won’t find a solution

If ………

3 I couldn’t call Sally because I had lost her phone number

If ………

4 It didn’t snow, so we couldn’t go skiing

If ………

5 Alexander Fleming discovered pennicilin in 1928

Pennicilin………

The End

TEST CORRECTION Week 24

Period 72 Từ câu 1- 30: câu trả lời 0.25 đ

Câu 10 11 12 13 14 15

Đáp án C A A D B C B C D B B C B C C

Câu 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30

Đáp án A A A C A A B D B C C A A B D IV> Writing: câu trả lời 0,5 đ ( vế trả lời 0,25 đ) If she didn’t drink too much coffee, she would feel sleepy

2 If they understood the problem, they would find a solution I could have called Sally if I hadn’t lost her phone number

(131)

4 If it had snowed, we could have gone skiing

5 Pennicillin was discovered by Alexander Fleming in 1928

(132)

Period 73 Unit 12: MUSIC 1st Period: Reading I Objectives

By the end of the lesson, Ss will be able to talk about their hobbies such as music

II Materials

Text book, pictures about the famous musicians

Ss may not know about some of famous musicians

IV Procedure

5’

10’

I Warm-up

- Ask Ss to tell some kinds of music

- Ask Ss some more questions: + Do you like listening to music? + What band you like best? +What singer you like best? + What sort of music you often listen to?

II Pre-reading * Matching:

-Ask Ss to match the two columns b 2.e 3.d 4.c 5.a

* Picture telling:

- Ask ss to look at the pictures in the textbook and answer:

+ What kind of music does she play in the first picture?

+ What band in the second picture? What kind of music they play? + What kind of music they play in the third picture?

III While-Reading:

*Task 1

- Explain what to in this task - Ask Ss read the text to find out and underline the words given in task 1, guessing their meanings

- Ask Ss to read the sentences and fill in the blanks with the suitable part of speech

- Ss work individually, then in pairs - Collect Ss’ feedback

- Answer, e.g.: pop, jazz, classical, rock n roll’

*Suggested answers:

+ Yes, I / No, I don t’

+ I like ( the Beatles) the best. + I like ……… the best

+ Like to listen to classical music.

- Work in pairs, discuss and match each of the descriptions to a type of music

- Look at the pictures and answer

* Answer Key

Folk music

The Beatles Rock n roll ’ 3.Classical music

- Listen to T

- Read, underlined the given words - Read the stns and fill in the blanks

- Give feedback

* Answer Key:

1 communicate lull delights 4. integral part solemn emotion 7. mournful

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10’

7’

3’

*Task 2

- Ask Ss to read the questions and then the text to find out the answer - Ask Ss to work individually, then in pairs

IV Post-Reading

- Ask Ss to work in pairs, ask and answer the questions

+ Five roles It makes humans different from all other animal It can express ideas, thought and feelings It sets the tone for all important events and occasions It lulls babies to sleep at night It entertains

+ I think it is the most important that music makes humans different from all other animals…

V Homework -Review new words

-Read the text again

-Prepare new lesson: Speaking

- Read the text and answer

* Answer Key:

1 Language and music

2 It can express ideas thought and feeling.

3 It adds joyfulness to the atmosphere of the festival and makes a funeral more solemn and mournful.

4 It makes people happy and excited. 5 It is considered as the most popular

form of entertainment. - Answer T’s questions

Period 74 Unit 12: MUSIC

2nd Period: Speaking I Objectives

By the end of the lesson, Ss will be able to talk about the kind of music that they like

II Materials

Textbook, some name of bands

Ss may have difficulty in talking about the bands

IV Procedure

5’ I Warm-up

- Ask Ss to listen to the song and answer:

+ What song is it? + Who sings this song? + Who wrote this song?

II Pre- speaking

- Listen to music and answer

(134)

12’

15’

5’

2’

*Task 1

-Ask Ss to open the book, read the paragraph

-Ss work in pairs, ask and answer the questions about Ha Anh’s hobby of music

* Answer:

1.She likes pop music.

2.Because it keeps her happy.

3.Her favorite band is Backstreet Boys 4.She listens to music all the time.

*Task 2

- Hang a poster on the board, ask a S as model

- Ask Ss to work in groups, ask partners to get information to complete the table

- Tell some pairs to ask and answer in class

III While-speaking

*Task 3

-Explain what to in this task - Ask some Ss to talk in class

IV Post-speaking

- Ask Ss to write a short paragraph about themselves by answering these questions:

a What kind of music you like best? b Why you listen to music?

c What is your favorite band/ musician?

d What is your favorite song? e When you listen to music?

V Homework -Review the lesson

-Prepare new lesson: Listening

- Read the paragraph and answer the questions

- Ask partners to get information and complete the table

- Some pairs practise in class

- Listen to T

- Report what they have found out about their partners

Ex1: Both B and C like classical music They like it because…… Ex2: B likes classical music, but C prefers jazz…

- Write a short paragraph Ex: I like pop music……

- Discuss and write

(135)

Period 75 Unit 12: MUSIC 3rd Period: Listening

I Objectives

- Talk about a daily in the life of a cyclo driver

- Improve listening skill by doing Pictures Ordering and True or False exercise

II Materials

Ss may not be familiar with the life of a cyclo driver

IV Procedure

5’

9’

20’

I Warm-up

- Ask Ss to tell sth about Van Cao’ music

+ Some of his songs + When he born/ died

+ When he write Tien Quan Ca II Pre-listening

- Ask Ss to work in pairs, choose the song written by Van Cao

* Pre-teach Vocabulary: + rousing (adj) + lyrical + solemn

- Ask Ss to listen and repeat the words - Tell Ss to decide which of these words can be used to describe Van Cao’s music and explain

III While-listening

*Task 1

- Ask Ss to scan the statements - Play the tape once

- Tell some Ss to give their answers - Play the tape

- Tell Ss to work in pairs to exchange the answer then collect Ss’ feedback - Play the tape the third time to check the answer

- Tell sth about Van Cao’s music

- work in group, choose the song written by Van Cao

* answer: Suoi Mo, Tien Quan Ca, Truong Ca Song Lo, Lang Toi

- Listen and repeat - Give their own ideas

- Scan the statements

- Listen to the tape and decide T/F - Give the answer if they can - listen

- Exchange and give feedback - Listen and check the answer @ Answer:

1 F The guest is Quang Hung

2 He likes some Vietnamese

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10’

1’

*Task 2

- Ask Ss to scan the questions - Play the tape twice

- Play the tape the third time to check the answer

IV Post-listening

- Ask Ss to work in groups, discussing Quang Hung ideas about Van Cao’s music

* Some suggested questions:

1 What does QH think about Van Cao?

2 What does he when he listens to Tien Quan Ca?

3 What does he think about Van Cao’s other songs

4 Do you agree or disagree with him? V Homework

- Write a short paragraph of their own ideas about Van Cao’s music

musicians T

4 F It was written in 1944

5 F He always feels proud of his country when he heard the song

- Scan the questions and guess the answer

- Listen

- Give answers

- Listen and check the answers * Answer Key:

1 It s My favorite musician’ “ ” 2 Tien Quan Ca

3 It s hard and solemn, it makes him’ feel great and proud of his country.

4th Period: Writing I Objectives

By the end of the lesson, Students will be able to write a profile by using given prompts

II Materials

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Ss may not be familiar with the use of connectors in writing a profile

IV Procedure

5’

10’

15’

13’

2’

I Warm-up

- Ask Ss to read their paragraphs about Van Cao

II Pre-writing

*Task 1

- Explain what to in task 1: use the prompt to make up complete sentences about Scott Joplin

- Ask S to work in pairs

- Tell some Ss to write the complete sentences on the board

- Correct Ss’ task

III While-Writing

* Task 2

- Let Ss have a look of what to write - Ask Ss to write about the life story of Van Cao, using the prompts, divide Ss into groups and ask them to write on the posters

- Go around to give help IV Post-Writing

- Ask ss to exhibit their task on the board for others to comment

V Homework:

- Write a short paragraph about one of their favorite musician or singer

- Read the paragraphs about Van Cao

- Read through the task to understand what to

- Work in pairs

- Write the sentences on the board * Answer Key:

1 He learnt to play the guitar when he was very young

2 He learnt to play the works of composers like Bach, Beethoven, Mozart as well as to compose music He quickly became famous

4 His tunes were wonderful mixture of classical European and African All in all, he wrote 50 piano rags, and was called the King of Ragtime Scott Joplin died in 1917

- Go through the task to know what to write

- Work in groups

- Exhibit and comment the task on the board

* Suggested answer:

Van Cao was born in Nam Ha in 1923, into a poor worker family He could compose music when he was very young He composed his first song in 1939 and quickly became famous Tien Quan Ca, the Vietnamese National Anthem, was composed in 1944 His artistic works were songs, poems, and paintings He died in 1995 Van Cao was known as a very talented musician and is highly appreciate by the Vietnamese people.

(138)

5th Period: Language Focus I Objectives

After the lesson, Students will be able to distinguish the differences between consonants / s/ and / z/ and be better at using the present and past simple tense and adverbs of frequency

II Materials

Ss may not know how to pronounce the sounds /s/ and /z/ correctly

IV Procedure

5’

10’

Pronunciation 1 Warm-up

- Ask Ss to read to read this sentence: To relax, Susan listens to jazz music - correct Ss’ pronunciation of /s/ and /z/

2 Presentation

- Demonstrate the sounds /s/ and /z/ by pronouncing them clearly and slowly

- Read the minimal pairs, ask Ss to repeat

- Ask Ss to underline the words containing the sounds /s/ in the given

- Read the sentence

-Listen to know the pronunciation of /s/ and /z/

- Listen and repeat

- Read the word in columns and then

(139)

32’

sentences

GRAMMAR

I TO + INFINITIVE:

Ex: To feel relax, I listen to classical music

Usage: To- infinitive is used to express a purpose

Exercise 1:

- Ask Ss to work in pairs to ask and answer the Qs

* Key: I phoned he to tell her good news

2 I am saving money to buy a cassette 3 She practises singing all day to win the singing contest.

4 I m learning French to sing French’ song.

5 The monitor always goes to class on time to set a good example for the class.

Exercise 2:

- Ask S to use the right form of the verb:

- Tell some Ss to give their answers * Answer key: 1.to read to buy to send to invite to learn/ to study

- Introduce that to tell about purpose, we can use: in order (not) to/ so as (not) to + Infinitive

Ex: She study very hard in order not to fail the exam

II WH- Questions

- Introduce the pattern of WH questions:

WH + aux + S + V? WH + V… ?

Ex: When you listen music? Who wrote this book? * Exercise 3:

- Ask Ss to have a look and find out the WH words suitable to the underlined words or phrases

- Tell some S to write their answers on the board Answer key:

1 What will you if it rains?

2 What sort of music does her father enjoy listening to?

3 When did he leave for Ho Chi Minh City?

4 Who wants to talk to you?

5 How did you spend the evening last night?

6 When dose the film start? 7 Who is your favorite musician?

in minimal pairs - Read the sentences

- Underline the word containing /s/ in the stns

- practise in pairs - some Ss read aloud

- Read and choose the word that are pronounced differently * Answer Keys:

1 relax Susan listens jazz music

- Read the example and find out what “to feel relax” is used for

- Work in pairs

- Some pairs practice in class - Write on the board

- Listen to T

-Read their answers

-Listen to T

- Find the suitable Wh- words for each word or phrase

- Work in pairs

-Write their answers on the board

(140)

3’

8 Why you like pop music? Homework - Review the lesson

- Do exercises in Work book, Language Focus

Period 78 Unit 13: FILMS AND CINEMA 1st Period: Reading

I Objectives

By the end of the lesson, Ss will be able to talk about the films and cinema topic

II Materials

Text book, pictures some films

Ss may not know some name of films (in English)

IV Procedure

10’

15

I Pre-Reading

- Ask Ss to work in pairs and answer the questions:

1 Do you want to see a film at the cinema or on TV? Why?

2 Can you name some of the film you have seen?

3 What kind of films you like to see? Why?

- Ask Ss to compare films nowadays and films years ago

Films nowadays Films years ago - long

- natural - colorful - music -

- 1-5 minutes -

- black and white - silent

-II While Reading

* Task 1

- Explain what to in this task

- Ask Ss to work individually then compare with their friends

- Collect Ss’ answer * Answer Key:

1 cinema sequence decade 4 rapidly scene actors

* Task 2

- Explain what to in this task - Tell Ss to work in pairs

- Have some Ss to write the answers on the board

* Answer Keys:

1 The history of cinema began in the early 19th century.

2 They discovered that when a sequence of still pictures were set in motion, they could give the

- Work in pairs, ask and answering these questions

- Keep working in pairs, compare films nowadays and films years ago

- Some Ss say out the differences

- Listen to T

- Read the passage and find the words

- Give out the answer

- Work in pairs, read the text again and answer the questions

- Write the Ans on the board

(141)

5’

4’

1’

feeling of movement. 3 No, they don t.’ 4 In the early 1910s 5 at the end of the 1920s 6 the musical cinema

* Task 3

- Ask Ss to choose the best title for the passage

* Answer Key:

B A Brief History of Cinema III Post Reading

- Give ss the point of time and the brief act happened at that time

- Tell Ss to work in groups, doing the task

- Ask some Ss to speak in class IV Homework - Read the text again

- Prepare new lesson: Speaking

- Choose the best title for the passage

- Take note the main point and talk about the cinema

- Report in class

Listen and takes notes

Period 79 Unit 13: FILMS AND CINEMA

II Materials

IV Procedure

(142)

I Warm-up

- Have Ss to tell about the history of Cinema

II Pre Speaking

* Task 1

- Explain the kind of film

+ science fiction : fim khoa häc viÔn tëng.

+ horror: fim kinh dÞ

+ detective : fim trinh thám + thriller: fim điều tra ly kú.

- Ask Ss to work individually, put a stick in a right column, then compare your answer with a partner’s

- Have some Ss to tell how much and whether they like these kinds of film or not

* Task 2

- Explain the new words + action: fim hành động + moving (adj): xúc động +violent (adj): bạo lực + terrifying (adj): sợ hãi. - Have Ss to work in groups - Go aroung to help

* Task 3

- Explain what to in this task - Tell Ss to work in pairs

- Tell some pairs to present their work III While Speaking

- Explain carefully what to in this task ( T may give some samples) - Ask Ss to work in groups

IV Post Speaking - Tell some Ss to talk in class

V Homework - Prepare new lesson: Listening

- Tell what they know about the history of Cinema

- Listen to T

- Work individually, compare with a partner

- Tell about their preference of films

- Listen to T

- Work in groups

- Listen to T - Work in pairs - Present in class

- Read the task to know what to - Work in groups

- Talk in class

(143)

Period 80 Unit 13: FILMS AND CINEMA 3rd Period: Listening

I Objectives

- Talk about the films and cinema

- Improve listening skill by filling into the blank and answer the questions exercises

II Materials

Ss may not be familiar with the new words in the conversation

IV Procedure

5’

9’

25’

I Warm-up

- Ask Ss to work in groups, telling things they usually in their free time

- Tell the secretary of each group to tell five things that their friends the most often

II Pre Listening

- Ask Ss to put a stick in the right column, then compare the answers with a partner

- Tell some Ss to give the answer * Explain the new words:

+ suppose (v): cho lµ, nghÜ + Instead (adv) : thay v×

III While Listening

* Task 1

- Explain the task - Read the tape once

- Ask Ss if they can answer If not, let Ss give the answer when listening to

- Work in groups

- Pit a stick, compare

- Some Ss say about them selves - Listen and repeat

- Listen to T

- Listen to T to know what they are going to

- Listen to the tape

- Give answers if they can

(144)

5’

1’

do task

* Task 2

- Explain what to do: write the plans on the calendar SS listen three times: 1st take note the activities, 2nd time try

to find who each act, 3rd Ss

self-check their work

- Read the tape once then pause to collect Ss’ task

- Read the tape 2nd then pause to collect

feedback

- Read the tape 3rd time

- Read and pause to check the information

* Task 3

- Ask Ss to answer: on what day can they meet?

IV Post Listening

- Ask Ss to work in groups, telling about Lan’s and Huong’s plan for next week

V Homework - Prepare new lesson: Writing

* Answer: They are going to the cinema together

- Listen to T

- Listen to the tape and give feedback

- Answer: “ They can meet on Thursday”

- Work in groups

(145)

Period 81 Unit 13: FILMS AND CINEMA 4th Period: Writing

I Objectives

By the end of the lesson, Students will be able to discribe a film

II Materials

Ss may not be familiar with discribing a film

IV Procedure

5’ 15’

13’

10’

I Warm-up

- Ask Ss to tell about the film Titanic II Pre Writing

- Ask Ss to read the description of the film Titanic and then answer the questions

- Explain some new words: + tragic (adj): bi kÞch + to sink: ch×m

+ to base on: dùa trên, dựa vào. + generous (adj): rộng rÃi, rộng lỵng - Tell some S to give the answer

* Answer Key:

1 The title of the film is Titanic. 2 It is a love story film.

3 It is about the sinking of a luxury ship on its first voyage. 4 It is made in America.

5 It is based on the true story of the Titanic disaster.

6 Jack Dawson and Rose De Witt Bukater

7 The man is a young generous adventurer And the woman is one coming from a rich and high class family who is very hopeless when she is forced to get married with a person she doesn t love.’

8 It has a sad ending because one of these lovers was killed by the chill in Atlantic ocean when the ship sank

III While Writing

- Ask Ss what films they are writing - Choose about five of them, give Ss some new words about these films: what kind, what about, what based on - Ask Ss to work in pairs, write on posters

- Go around to give help IV Post Writing

- Exhibit some of Ss’ task ( choose both good and bad work)

V Homework

- Tell about the film Titanic - Work individually

- Some Ss answer orally

- Answer T’ questions - Listen to T’s explanation - work in pairs

- Exhibit and correct others’ task

(146)

2’ - Rewrite the description in thenotebook after getting correction from T and friends

- Prepare new lesson : Language Focus - Listen and take notes

Period 82 Unit 13: FILMS AND CINEMA 5th Period: Language Focus

I Objectives

After the lesson, Students will be able to distinguish the differences between vowels / f/ and / v/ and be better at using the present and past simple tense and adverbs of frequency

II Materials

Ss may not know how to pronounce the sounds /f/ and /v/ correctly

IV Procedure

10’ A PRONOUNCIATION

- Write pictures of a face and a vase on the board Ask Ss to read

- Ask Ss to tell the difference between these two sounds

- Demonstrate the sounds /f/ and /v/ by pronouncing them clearly and slowly

- Read “ a vase”, “ a face” - Answer: different in meaning and consonant sound

-Listen to know the pronunciation of /f/ and /v/

(147)

33’

- Read the minimal pairs, ask Ss to repeat

- Read the sentences

- Ask Ss to underline the words containing the sounds /f/ & /v/ in the given sentences

- Tell Ss to practice in pairs

B GRAMMAR 1 Adjectives of attitude

- Ask Ss to look at the examples: Ex: The movie was very disappointing

We were disappointed with the movie.

- Ask Ss to tell the differences in use between the two adjectives

- Explain the differences after listening to Ss’ ideas

+ Adjectives ending with “ing” used with nouns referring to things implying the active meaning

+ Adjectives ending with “ed” used with nouns referring to people, implying the passive meaning

* Exercise

- Explain what to

- Ask S to work individually

- Ask some Ss to read their answer

* Exercise2

- Ask Ss to work in pairs - Collect Ss’ feedback

* Answer key:

1 a) depressing b) depressed 2 a) interested b) interesting 3 a) boring b) bored 4 a) excited b) exciting 5 a) exhausting b) exhausted 2 UNTIL: khi

- Ask Ss to read the examples and tell the differences in meanings and in structures of these two examples - Introduce the grammar note:

+ affirmative clause + UNTIL: expresses an action that stops when the action after “until” happens

+ negative clause + UNTIL: expresses an action that occurs when the action after “until” stops

* Exercise 3:

- Tell some Ss to read their sentences and then write their sentences on the board

- Listen and repeat

- Read the words in columns and then in minimal pairs

- Read the sentences - Practise in pairs - some Ss read aloud

- Work in groups, find the other words of minimal pairs

- Look at the example

- Tell the differences - Listen to T

- Take notes

- Read the task to know what to - work individually

- read the answer - Listen to T - Work in pairs - Give answer

- Read the examples, tell the differences

- Listen to T - Work in pairs

- Read and write the answers on the board

* Answers:

1.It was not until 1990 she became a teacher.

2.It was not until he was 30, he knew how to swim.

3.It was not until 1980 that they began to learn English.

4.It was not until his father came home the boy did his homework. 5.It was not until the lights were on

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2’

- Correct Ss’ task on the board 3 A(N) / THE

- Give an example:

Ex: I have ……… book .book is very

………

interesting

- Ask Ss to fill “a” or “the” in the blanks

- Introduce the grammar note:

+ A(n): used when referring to what we mention the first time

+ The: used when referring to what we have already mentioned, when both speaker and listener already know to be mentioned

* Exercise 4:

- Ask Ss to work in pairs - Collect Ss’ feedback: * Answer key:

1 a the the

2 an a a the the 9. a

3 10 a 11 a 12 the 13 the 4 14 an 15 a 16 a 17 the 18 a

HOMEWORK - Do exercises in Workbook

that the football match started.

- Look at the example, fill in the blanks with a/ the

- Listen to T’ explanation

- work in pairs - Tell the answers

- Take notes

(149)

Period 83 Unit 14: THE WORLD CUP 1st Period: Reading

I Objectives

By the end of the lesson, Ss will be able to talk about the football championship

II Materials

Text book, pictures the football

Ss may not know about the football’s history

IV Procedure

4’

10’

20’

Warm-up - write the song

-Ask:

+What is the name of the song? +What is the song about?

To understand more about WC, let’s move to the new lesson, The World Cup

Pre-reading

New words:

*Show a globe and check the meaning globe (n) = earth

* Stick poster on the board and have Ss work in

pairs to guess the meanings of the underlined words

-Read the underlined words -Give feedback

-Write on the board: tournament (n) host nation / country jointly (adv)

trophy (n) = honored title = a prize for winning a competition

runner-up (n)

Task1:

-Stick poster

-Guide Ss to the task -Give feedback

While-reading

Task 2

Scan the text and complete the sentences:

-Ask Ss to read sentences fast to identify what are filled in the blanks -Have Ss scan the text and complete the stns:

Task 3: True or False:

- Ask Ss to read the text again and decide whether their sentence is true or false

- read a famous song of the 1998 World Cup

+ the cup of life + football/ World Cup + answering question

- Look at, give the meaning and write down

- Work in pair - Repeat

- Write down

- Work in groups to choose the correct answers:

+ D + B +3 A + D

-Read sentences and identify: 1, 2, 4, 5: a number 3: a noun - Work in pair and give the correct answers:

13 32 Argentina one 26

- Work in pairs

- Give the answer and explain more *Answers: 1.F T T F - work in groups:

* Answer Key:

(150)

9’

2’

- Give feedback

Post-reading

-Talk about the events mentioned in the text

-Stick a poster on the board

Homework

-Write the events mentioned in the text, using the figures as cues: 1904, 13, 1930, 17, 32, 2002

-Do the Reading part in Work Book 14 page 80

+ In 1904 FIFA was set up +There were only 13 teams competing in the first Worl Cup

+ In 1930 the 1st World Cup was held + By the year 2002, the world had witnessed 17 World Cup

+ Today the final tournament of the World Cup has 32 teams

+ The 2002 World Cup final was jointly held by Japan and Korea - Listen and take notes

Period 84 Unit 14: THE WORLD CUP

II Materials

IV Procedure

5’ Warm up

Jumbles words

- Ask Ss to work in groups of to 4, to put the letters in the right order to make the meaningful words

- Stick on the board jumbled words: 1. pu rennur

- Work in groups

- Each group goes to the board to write their words

Answers

1. runner-up

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8’

18’

12’

2’

2. thos conurty 3. pionchma 4. nernniw 5. recos - Correct

- Make a transition:

Can you guess what topic we will discuss today?

Before you speak

Show pictures of famous football teams and ask:

- What you know about these football teams?

Ask Ss to match the name of the nation with the picture

Comment

While you speak Stick the poster on the board Read the model conversation: A Where was the first WC held? B It was held in Uruguay.

A Which teams played in the final match?

B Uruguay and Argentina.

A Which team became the champion?

B Uruguay.

A What was the score of the match? B 4-2

Ask pairs to practise the model conversation

Ask Ss to practise in pairs about other matches in the poster

After you speak

- Divide class into 12 groups (each table is a group)

- Give each group one handout - Guide them how to the exercise Example: The first WC was held in Uruguay in 1930 The final match was between Uruguay and Argentina. Uruguay defeated Argentina by to 2. - Review how to read the score of the match :

Example : – : Nil – nil. – : one – nil. – : two all.

- Ask each group to talk about a WC winner

- Give comments Homework

Write a passage (50 to 70 words) about a football player you like best

2. host country 3. champion 4. winner 5. score

Today we will talk about the WC - These are football teams joined in World Cup 2002

- Work in groups and then go to the board to matching game

+ picture : England + picture : France + picture : Italia + picture : Germany

- Look at the poster to know some information about the World Cup - Listen carefully and pay attention to important information such as : host country, teams in the final match, the winner and the score of the match

- Practise the model conversation in front of class

- Each pair talks about one WC match

-Listen carefully and work in groups - Have one member of their group to practise talking about the supplied WC match

- Write down

- Prepare the next period

(152)

Period 95 Unit 14: THE WORLD CUP 3rd Period: Listening

I Objectives

- Talk about the brief history of Pele

- Improve listening skill by filling and complete the table exercises

II Materials

Ss may not be familiar with the life of Pele

IV Procedure

3’

6’

24’

Warm-up

- Ask Ss to close their books - Ask some questions:

1. Name some famous football players in the world?

2. Who you like best?

3. Do you know this football player? Who?

Before you listen

- Put a poster on the board and ask Ss to repeat these words and then to give their meanings

Goal-scorer hero Ambassador Brazil kicking Retirement promote championship

- Ask Ss to close their books and ask:

1. Do you know any thing about Pele?

Today we will listen to some thing about Pele.

While you listen

Task 1 You will hear some information about Pele, a famous Brazilian football player Listen and complete the poster - Ask Ss to close their books and look at the poster

Ss answer free

- Ss look at the photo - Pele

- Look at the poster and repeat 1. ngêi ghi bµn

2. nghØ hu

3. ngêi anh hïng 4. thêng trùc 5. có sót 6. CÇm bãng

- Listen carefully and answer:

1 Pele is the greatest player of all time.

2 He was born in Brazil.

3 He was an ambassador for the sport.

4 He was good at kicking and controlling the ball.

5 He scored 1200 goals and has become a national hero.

- Work in groups and decide their answers

- Read their answers free 1/ 1940

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10’

2’

Poster

year events

(1) _ Born in Brazil 1956 (2)

_ (3)

_ Firstchampionshipworld cup (4)

_ 1,200

th goal

1977 (5)

_ - Go around the class to help Ss who need helping

- Feedback

Task 2: Listen again and answer the following questions:

Poster:

What was Pele famous for as a football player?

How many World Cups did he participate in?

Where did he play football before he retired?

What did he after his retirement?

-feedback

After you listen

- Teacher has Ss sit in groups of four and tell one another about the

milestones in Pele’s life

- Do an example and go around the class to help them

- Ask Ss to talk

Homework

Ask Ss to write down the passage (50-70 words) about Pele’s life

2/ joined a Brazilian club 3/ 1962

4/ 1974 5/ retired

- Listen carefully and change their answers if necessary

- Ss themselves feedback

- Work in pair to ask and answer free - Listen the tape again and feedback their answers

- Work in groups

- Talk in front of the class

- Students’ answer may vary Suggested answer:

Pele was born in 1940 in Brazil He was famous for his powerful kicking and controlling the ball He joined a Brazilian football club in 1956 and in 1962 he left his team to its first world cup championship By 1974, Pele had scored 1,200 goals and became a Brazilian national hero He retired in 1977 Later, Pele became an international ambassador to the sport, working to promote peace and understanding through friendly sport activities

- Do homework

- Prepare the lesson WRITING

Period 83 Unit 14: THE WORLD CUP

4th Period: Writing I Objectives

By the end of the lesson, Students will be able to write an announcement by using given prompts

II Materials

(154)

Ss may not be familiar with the use of verbs in writing an annoucement

IV Procedure

5’

8’

12’

18’

WARM UP

- Show a poster and ask the class to read and answer the questions in the announcement

Questions:

1/ Name of the parents of the engaged couple.

2/ Name of the engaged couple.

3/ Employment of the engaged couple. 4/ Date of the wedding.

PRE-WRITING

-Ask the students to read carefully the sample announcement in the textbook and answer the questions below it

Questions:

1/ Who is the announcer?

2/ What is the announcement about? 3/ When will the match be played? 4/ Where will the match be played? -Explain to the class that in an announcement there are some information about the announcer, its content, time and place

WHILE WRITING -Provide the new vocabulary

- Remind the students of writing the announcement to answer the questions WHO, WHAT, WHEN and WHERE - Ask each group to choose one situation to write an announcement ( page 149 )

- Going round the class to give help if necessary

POST WRITING

-Ask some of the students to read their writings

-Correct some of the writings, points out the mistakes that the students often make, and gives a sample announcement

Situation 1:

You are the captain of the school football team The team now needs new players for the new football season. Write an announcement in which you

- Look at the poster and answer the questions about the announcement

Answers:

1/ Mr and Mrs Joseph Gonsalves. 2/ Lynne Anne Gonsalves and Robert Ingalles.

3/ Miss Gonsalves is the hostess and her fiance is the employee of

Harvehill Tool, Company 4/ On June 14.

-Sit in pairs, read the announcement in the textbook and Task

Answers:

1/ The National Football Championship Organizing Committee.

2/ The announcement is about the match between Nam Dinh and Binh Duong on Sunday, April 18, has been postponed due to severe weather conditions.

3/ The match will be played at p.m. on Sunday, April 25.

4/ The match will be played at My Dinh National Stadium.

- Work in groups

- Each group choose one of the situations to write about ( in the textbook on page 149 )

- Write the announcement after discussing the content with each other

-Swap their writings to correct each other

- Some students read their writings

Sample announcement:

Nguyen Gia Thieu High School football team wishes to announce that the team is seeking new players for the new football season

Volunteers must be good at football and are studying at Nguyen Gia Thieu High School A short list of the team members will be made after a couple tests The first meeting of volunteers will be at p.m on Saturday, July 12, 2003 at Nguyen Gia Thieu High School football field.

(155)

2’

call for volunteers and state where and when the first meeting of the team will take place and how they can contact you.

HOMEWORK

Ask the students to write an announcement to hold a class party at the end of the school year

-Prepare lesson 5: Language focus

If you want further information you contact Do An Duc, class 12A or telephone number 7222898. - Remember to the assignment

Period 84 Unit 14: THE WORLD CUP

5th Period: Language Focus I Objectives

After the lesson, Students will be able to distinguish the differences between vowels / g/ and / k/ and be better at using the going to + infinitive and will

II Materials

Ss may not know how to pronounce the sounds /g/ and /k/ correctly

IV Procedure

5’

30’

Warm-up - Stick a picture on the board

- ask Ss to look at the picture and answer some Questions

1/ Who is he? 2/ What is it?

3/ Who has just kicked the ball into the goal?

- emphasize two words “kicked” & “goal” to lead to the lesson

PRONUNCIATION:

Ex: go, begin, bag, keep, jacket, book,

- Put a poster on the board - Read the words in the poster: * Listen and repeat (p 150)

* Practise these sentences ( p 150) GRAMMAR

* Presentation:

- Look at the picture and listen carefully

- Answer the questions: 1.Huúnh §øc

the ball/ the goal Huúnh §øc

- Some Ss read these words and sentences

(156)

5’

- Explain how to use “will” and “going to”

- Ask Ss to say again the differences between WILL and Going to

- put a poster on the board( rewrite the sentences on page 150)

- Feedback * Practice:

Exercise 1: Complete the sentences using will(‘ll) or going to:

- Give some examples

1. I m going to visit my’ grandparents tomorrow.

2. A:I need to buy a dictionary, but I don t have enough money B: Don t’ ’ worry I ll lend you some.’

3. Mary s been studying very hard’ for her exams I m sure she will pass’ the exams easily.

4 It is so hot in this soon I’ll open the window

- Ask Ss to compare the way of using in Ex1 and Ex2; Ex3 & Ex4

practice: * Exercise

- Ask Ss to tell again the differences between “going to” & “will”

- Ask Ss to the Exercise - feedback

* Exercise 2:

- Ask Ss to complete the sentences using “will” making offers

- Ask some Ss to go to the board - Feedback

* Exercise 3: Make offers with I will

for the following situations Do as Exercise

Feedback

Homework

Ask Ss to make sentences with: - one sentence using “going to”

- one sentence using “will”making decision,

making predictions, making offers Exercise 2: Complete the sentences, using will or won t’ and any other words that are needed

- Explain how to the Exercise - Feedback

Exercise 3: Make offers with I ll’ for the following situation

- Guide how to these sentences - Feedback

* Ask Ss to make sentences : using “going to”, “will- making decision”, “ making predictions”, and” will-making offers”

- Work in pair

- Give their answers on the board - work in pair

- Give their answer on the board -work in pair( the dialogue), ask and answer the dialogue

- Feedback

- Listen and take notes - Work in pair

- Give their answers -Key:

+1 I ll get’

+2 I m going to wash.’ +3 are you going to paint. +4 am going to buy.

+5 I ll show you.’ +6 I ll have’ +7 I ll do’ -Feedback

- Work in groups

- Ask and answer the sentences on poster

- Key:

+1 he ll help’

+2 won t lend me any money’ +3 it ll rain today’

+4 will have to wear glasses +5 will have a headache +6 won t like it’

+7 I won t pass it’ - Feedback

-Work in pair, then give their answers

- Key:

+1 I ll make you a cup of tea.’ +2 I ll open it’

+3 I ll lend you some’ +4 I ll give you’

+5 I ll carry them for you ’ - Do as talked

- prepare Unit 15 ( lesson 1) - Feedback

- Do homework

- Prepare the lesson

(157)

Period 86 Unit 15: CITIES 1st Period:Reading

Time Teacher’s activities Students’ activities Warm up : ( 3mns)

Teacher shows pictures of some cities

1 Ha Noi Sydney New york Paris

- asks ss to give the names of the cities

- has the class give comments - Introduce new lesson:

Ex: There are many beautiful cities in the world, New York is one of them To day we’ll learn more about this city

- work in pairs in minutes then give the names of the cities

- work in pairs and the task

(158)

Before you read : ( mns) - has Ss work in pairs, match the names to the pictures

Asks pupils to give their results Gets other students to remark - remarks, explains and gives information about the cities

a The Empire State building is the building office in Manhattan, New York It was built in 1931, with 102 floors

b Times square is a well known place with the colour lights at night and cinemas

c Central park : the park in the centre of Manhattan

- ask Ss to close their books, discuss with their friends and answer the two questions

Where is New York ?

What you know about this city?

Gets pairs to give feedback

Get other ss to remark or give more information

Teacher pre-teaches some voc New words:

To mingle (v): Hồ lẫn, trộn lẫn

Ice- free (adj) khơng bị đóng băng

Take over (v) = to get control Unusual (adj) = special, strange Metropolitan (n) khu đô thị lớn Teacher reads as model and gets ss to repeat

While you read Task (8mn)

- have ss read the passage to find the information that they‘ve already discussed

Gets ss to read the words in columns, read the passage again , then match them

- help ss guess new words through the context

Gets ss feedback

Key : 1.d 2.c 3.e 4.a 5.b Task 2: (7mns) - have ss guess the answers

- ask Ss to compare their answers with their friends’

- asks some ss to give their answers

- conducts correction

Keys : 1.T 2.F 3.T 4.T 5.T

- speak out and write on the board 1.a 2.b 3.d 4.c

- listen and correct

- work in pairs

( one asks one answers)

They ask and answer aloud in front of class

Ss repeat in chorus

- read the passage

They work in pairs, read the passage, discuss with their friends then match the words in column A with their definitions in column B

They give the answers and explain

They work individually, read the statements then get the answers They sit in pairs and compare the results

They speak out one by one Then write on the board

They sit in pairs and the task @ Answer key:

B It’s in the Southeastern part of New York state

B million in the city and 19 million in the metropolitan

B Because it was founded by the Dutch

B Because it is the home … and business

B The Statue of liberty, Wall street

(159)

Task 3: Answers the questions: (10mns)

- have ss sit in pairs, ask and answer the questions in some minutes

Teacher goes round and helps - asks some ss to practise in front of class

Teacher asks the other stdents to remark and correct together

After you read: (8 mns)

- has sts to work in groups, to talk about New York city and answer the question

- asks st to ask Q and one to answer in front of class

Remark together Homework (1 mn )

Teacher asks ss to learn words and prepare new lesson

Comments (1mn)

Broadway theatre district

They work in groups in some minutes They ask and answer the questions

(160)

Period 89 Unit 15: CITIES 1st Period:Speaking I Objectives

II Materials

Warm up: Brainstorming (3mns)

* Pre-speaking (5mns) Task 1:

- Have Ss sit in pairs and complete each question in A with a suitable word in B

- Reviews how to make questions about area, population, people, etc * While- speaking (25mns) - Gets Ss to close their books Task 2:

Teacher asks Ss to work in pairs One reads the information about New York and the other about London Then ask and answer questions about two cities

- Give Ss handouts Handout A (p 159) Handout B (p 159) -Goes around the class - Helps students if necessary - Checks some pairs

Then:

- Asks Ss to open their books - Gets Ss to look at the Task ? What is the total area of London?

What about New York?

 London is larger than New York

- Explains comparative clauses - Gets Ss to make somesentences of comparison

Ss’answers

- Do the task Answer key:

1.d; 2.f; 3.e; 4.e; 5.b/c; 6.b/c - Practice making questions

- Close their books Work in pairs

- Exchange the information

- Suggested questions:( on poster) When was New York founded? What is the population of N Y/ London?

3 What is the total area of NY/ London?

4 How many national holidays are there in New York / London?

5 How many high buildings are there in N Y/ London?

6 How many big parks are there in N Y/ L?

7 What are the people like in NY/ Ld?

8 What is the transport in NY / London?

- Open their books

- Answer: The total area of London is 1610km2/ New York is 946km2

160

NewYork city

Times Square

Located in the Southern part of New York State The largest city largest city N.Y city million people city Some famous places Central Park Empire State building Founded by the

Dutch

The total area of 946 km2

(161)

Task 3: Read and practice the dialogue

- Asks Ss to look at the task - Reads this dialogue one time - Plays role (T plays the role of A, Ss plays the role of B)

- Asks Ss to practice in pairs in minutes

- Goes around and helps them if necessary

- Gets some pairs to represent (without looking at their textbooks on the whole of time)

- Asks Ss to pay attention to comparative phrases

- Asks Ss to work in pairs and make some sentences of comparison between London and NY, using the information in Task in

- Asks some Ss to make some stns of comparison

* Post- Speaking (10mns) Task

- Asks Ss to work in groups of and tell each other which of the two cities they prefer and give reasons

- Goes around

- Gets some Ss to present their talks

Homework:

Teacher assigns homework Comment(2mns)

- Take notes

1 London’s population is as big as the population of New York

2 NY has more high buildings than Ld

3 London has more big parks than N Y

- Listen -Listen

- Practice in pairs

-Pay attention to them - They work in pairs

- They give answers Answers:

1 London has more big parks than New York

2 The transport in New York is as convenient as the transport in London

ect

……… ………

Example:

I prefer London to New York because it has more parks, and…

-Present their talks in front of the class

- Use the information in task to write a paragraph (about 50 words) about London

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Period 90 Unit 15: CITIES 1st Period:Listening I Objectives

II Materials

Time Teacher’s activities Students’ activities Warm up: (3minutes) Matching:

- Uses a poster: Match the names of the cities in column A with the names of the countries in column B

- Corrects

* Pre-listening (6minutes)

- Gets Ss to work in pairs to answer questions in textbook

* While-listening (23minutes) + Task

- Explains the instruction and has Ss read the task quickly in minute before listening

- Plays the tape twice

- Listens to Ss’answers(from 1-5) and get Ss to listen the last time to make sure that

- Go to the board and match the words

Ss’answers may vary

1 It is the Statue of Liberty

2 It is the Statue of a woman /It is tall/ It is big

3 It got a crown in her head It’s got a tablet in her left hand It’s holding a burning torch It’s wearing a robe

- Read the task quickly

- Listen and choose the correct answers

Answer key: B A B A

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they can correct their answers by themselves + Task 2

- Explains the instruction

- Gets Ss to read quickly Task in minute

- Plays the tape twice

- Asks Ss what they have heard - Listens to Ss’answers

- Plays the tape the last time to make sure that Ss can fill in the table enough with correct information

* Post- listening (13minutes) - Divides the class into groups

- Has the students sit in groups of six and retell their friends what they have learnt about the Statue of Liberty, using the information in the table

- Goes around to help students - Gets representatives of two groups to present their talks - Gives feedback

Homework

Assigns homework Comment

5 C

- Give their answers

- Listen again to correct their answers -Listen to teacher’s explanation

- Read the task quickly

- Listen to the tape and fill in the table

- Give their answers

- Listen to the tape and correct the answers

Answer key

1 Liberty Enlightening the World

2 46 meters 205 tons

4 Copper (outside) and iron (frame)

5 (Made of) stone and concrete 9.30 a.m to p.m daily

(everyday) except Christmas Day

- Work in groups

- Ss present their talks in front of class

- Other Ss listen to their friends’ presentation

Write a paragraph (about 50 words) about the Statue of Liberty

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Period 91 Unit 15: CITIES 1st Period:Writing

Time Teacher’s activities Students’ activities I Warm up : (3 )’

- asks some questions

1 What you know about London?

2 Do you like it? Give reason(s)

II Pre - writing : (15’)

- asks students to look at the pictures in the texbook

- asks students to read paragraph in silence

- goes around class to help students - explains some structures when describing a city

+ (be) situated + cover an area of + (be) founded by + (be) famous for

+ The best thing about …… is ……

Answer

- Gives feedback (individually)

III While - writing : (15’)

(165)

- Elicits famous cities

Give cues

* HCM city : - Population – abou t milli on peop le - Area : 2,092 square km

- Founded : 1968

- Famous : BenThanh market, Duc Ba church

* CanTho : - Population - about million people

- Area : 2,964 square km

- Founded : 2004 - Famous:NinhKieupier,Canhoport

- asks students some questions about each of them (questions in task 1)

- asks students to write a paragraph to describe one of the two above cities (based on questions in task 1) by using posters

- Goes around class to help students - asks ss to exchange their writings - goes around tohelp them if necessary

- asks one student in each group to stick the posters on the board

- Work in groups, discuss, and answer the questions in task

IV Post - writing : (11’) - Answers

1 In southern English, on river thames It covers an are a of 1,610 sguare kilometres

3 million

4 It is a capital city

5 It was founded by the roman in 43AD It is famous for many things : such as St paul’s cathedral and the houses of parliament, its museums and its many shops

7 The best thing about London is the park - corrects mistakes

- T & ss work together

V Homework : (1’)

- asks students to write a short paragraph about the province of Ben Tre

(166)

- work in groups to write about a city of their interest

- exchange their writings and correct them each other

- correct

- the work at home

Period 92 Unit 15: CITIES 1st Period:Language Focus I Objectives

II Materials

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Time Teacher’s activities Students’ activities Warm up.(3 mns)

- Shows a picture of Tom’s family

(3 brothers)

- Asks:How many people are there in Tom’s family?

- How many brothers are there in Tom’s family?

-Writes this sentence on the blackboard

There are three brothers in Tom’s

family

Pronuciation(12mns)

-There are three brothers in Tom’s

family

/ /θ / ð / - asks students to read this sentence in chorus

- asks them to pronounce two sounds:

- describe how to pronounce the sounds clearly

Activity 1:

Asks students to open their books page 164

Ask Ss to listen and repeat:/ /θ /ð/ - asks students to practise in pairs - gets some students to pronounce these words individually before the class

- Play a game

- without looking back at the textbooks, put some words pronounced / /θ in column A and some words pronounced / ð / in column B

Class is divided into groups Choose the winner

Activity

Practise the sentences

(These sentences are written on a poster)

asks students to listen and repeat gets some ss to go to the blackboard and use two kinds of coloured chalk to underline the words pronounced / /θ , / ð /

Teacher conducts correction Gets students to practise minutes

Gets some ss to read these stns individually

Correct their mistakes

Gets Ss to read these stn in chorus again

Grammar(30mns) A Exercise

-five people three brothers

-read in chorus

-pronounce the sounds in chorus

repeat after the teacher(3 times) pratise in pairs

pronounce

A B / / θ / ð /

Repeat in chorus

Practise Read

Read in chorus

Who, whom, that ,which,… It is New York Harbour

Copy down

Write down

(168)

Non-defining and defining relative clauses.

Relative pro: which, who, whom, whose,that

Activity 1:

Shows a picture of New York Harbour (textbook)

Asks: What is it?

*Says: New York Harbour, which is ice-free in

N R - Clause

–

all seasons , is one of the largest and finest harbours in the world - Writes this sentence on the blackboard

- explain

Theory: Mệnh đe quan hệà không giới hạn ( non-defining relative clause) cung cấp thêm thông tin Nêu bỏ mệnh đe câu cóà nghĩa Nó đứng cuối câu, ngăn cách với pha nà khác cùa câu dấu phẩy

Gives another example

*The man who lives next door is very friendly

-explains

Theory: Mđe quan hệ giớià hạn (defining relative clause) cung cấp thông tin ca nà thiết Để đảm bảo nghĩa câu, ta bỏ mệnh đe này.à

@ Note

“That” is not used in non-defining rela clauses

Activity 2. Do exercise 1: Gives the instruction

Asks students to work individually Gets students to correct in pairs Gets some sts to this exercise before the class

Corrects

B.Exercise 2

Connecting contrasting ideas: Although.

“Who lives next door” is relative clause

- write down

take notes

Work individually Correct in pairs Answers:

1.Washington, D.C., which is located on the East Coast of the United States, has many interesting and historical places to visit

2 Brasilia, which is the capital of Brazil, is less than 50 years old

3.Mexico City, which has a population of nearly 20,000,000, is the largest metropolitan area in the world

4 Seoul, which hosted the 1988 Summer Olympics, is well-known for its shopping centres

5 Kyoto, which used to be the capital of Japan, has many temples

It is raining

They are playing football Copy down

Copy down

Write down

Take notes

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Activity 1

Gives an example Asks questions: It …… What are they doing? Says: Although it is raining,they’re still playing football S V

Writes this sentence on the b.b Explains

Asks ss to look at the example in their textbooks

Ex: Although New York is not the capital of the

S V

U.S.A, it is the home of the United Nations

-analyses -explains

Theory: Although ( mặc dù) liên từ dùng để nối hai mệnh đề có nghĩa trái ngược câu Sau Although ta dùng mệnh đe @ notes

_Although = Even though= Though

ex: Though it is raining, they’re still playing football

Activity 2. Do exercise

Gives the instruction

Asks students to work individually -gets them to correct in pairs

-corrects

Homework:

Teacher assigns homework Comments.

Work individually Correct in pairs Answers:

1 Although there is not much to in the countryside, I prefer living in there

2 Although there is a lot of pollution in Los Angeles, it is an ideal place to live

3 Although the shops are crowded, people are not buying much

4 Although the city is a favourite tourist destination for many people, it has its problems

5 Although it is a safe neighbourhood, it is best to be careful

Do the exercises again

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1st Period:Language Focus I Objectives

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period unit trêng thpt lª qóy §«n gi¸o ¸n líp 10 period 2 unit 1 a day in the life of 1st period reading i objectives by the end of the lesson ss will be able to talk about their daily routines by l

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period unit tr­êng thpt lª qóy §«n gi¸o ¸n líp 10 period 2 unit 1 a day in the life of 1st period reading i objectives by the end of the lesson ss will be able to talk about their daily routines by l

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period unit trêng thpt lª qóy §«n gi¸o ¸n líp 10 period 2 unit 1 a day in the life of 1st period reading i objectives by the end of the lesson ss will be able to talk about their daily routines by l