Have Ss work in pairs and take turn to use expressions above to make up answers to the questions on page 130.Go round the class and provide help when necessary... Call on some pairs to [r]
(1)tr
ƯỜ ng THPT TRẦ N PHÚ
gi¸o ¸n
tiÕng anh 11 Năm học: 2008- 2009
*************
Tiết thứ: Ngày soạn: / / Ngày dạy: / / Dạy lớp:
(2)Lesson A: Reading 1 Aims:
By the end of this lesson sts will be able to:
- Develop reading skills: such as: scanning; skimming: guessing meanings from context:
- Use information from the reading text to have discussion with friends 2 Teaching aids:
Textbook; handouts
3 Anticipated problems:
* Sts may need help with the discussion task > T should be ready to help them
IV Procedures
Teacher s activities’ Sts activities’
Warm-up (5 mins).
- T writes the diagram on the board
(possible answers; honest / gives and takes / suspicious / frank / happy ) - T asks: Would you feel happy when you work with your friends? lead in
- Sts work in groups - Give feedback
> Ss give their opinions
2 Before reading (10 mins).
1- Have sts discuss the picture and the poem on page 12
2- Provide eliciting questions
+ What are the girls and a boy doing? + How they feel?
+ What does the picture tell you? - Explain new words
+ lasting
+ to be concern with +constant / constancy + rumor
+ gossip
+ private lives + trust
+ sorrow + pursuit
- Ask ss to read the poem at page 13 and give their idea of a fried in the poem
- Work in pairs as directed: - Give feedback:
* A boy is playing the guitar; the girls are singing
* They feel happy
* Friendship is a nice thing that bring us happiness
->dedicated; thoughtful; helpful
3 While you read (20 mins). Activity 1:
Friendshi p
(3)- Ask sts to look at the reading, play the tape for sts to listen once
- Have sts read the text in silence
- Ask sts to Task 1: Filling words: mutual, incapable of, unselfish, acquaintance / friend, give and take, loyal to, suspicious
- Correct if necessary Activity 2:
- Ask sts to read the text again and Task
- T gives Correct Answer
Activity 3: comprehension checking - Ask sts to Task
- Correct sts’ answers if necessary Keys:
1 unselfishness (paragraph 2)
2 Because they take up an interest with enthusiasm (paragraph 3)
3 loyalty (paragraph 4)
4 Because if not, people cannot feel safe when telling others their secrets (paragraph 5)
5 Because they cannot keep their secret (paragraph 5)
6 sympathy (the last paragraph)
- Look at the reading and listen to the tape
- Read silently - (in pairs) Task - Give feedback
- Do the task individually/ in pairs to choose the correct answers
- Work in groups, ask and answer the questions
- Give feedback
4 After you read (10 mn).
- Ask sts to discuss the questions on the
textbook - Work in groups
- Give out the answers - Feedback
5 wrapping up.
1 T summaries the main point of the lesson 2 Ask ss to extra exercise as for Homework
_
Tiết thứ: Ngày soạn: / / Ngày dạy: / / Dạy lớp:
Unit 1: Friendship Lesson B: speaking
A Objectives By the end of this lesson sts will be able to:
(4)Handouts,
B Procedures.
Warm-up (5 mins).
- T writes the diagrams on the board SS fill in the network
(possible answers; tall, short, handsome, beautiful, medium )
(possible answers; honest / humorous / sincere / frank / caring )
Activity 1: Describing the people's appearance in the picture at page 15 T gives ss the frame below:
1 Height: Tall/ short/ medium Build
3 Hair face Eyes: Nose Chin; Lips Forehead 10.Skin
11 general appearance 12.Age
Activity 2: Describing the people's personality in the picture
- T gives some key words for description: hospitable; modest; sincere; understanding;
caring; general
Activity 3: Act out the interview in pairs: Ask ss to look at their roles at page 16 and the suggestion at page 17
- Sts work in groups
> Ss give their answers
Whole class and pair work
* SS in turns give the description of the boy; then the girl; the man and the woman using the T's frame
Group work and pair work
pair work person's
appearance
tall
people's personalities
(5)Suggested key words and questions:
+ Physical characteristics: What does he/ she look like?
+ Hobbies: What are his/ her hobbies? What does he/ she like doing?
+ Personality: What he/ she like? friendly/ helpful
wrapping
1 T summaries the main point of the lesson
2 Ask ss to extra exercise as for Homework
C Conclusion
T asks; What tense you usually use to talk about personal experiences D Homework
Tell about your memorable experience
_
TiÕt thø: Ngày soạn: / / Ngày dạy: / / Dạy lớp:
Unit 1: Friendship Lesson C: listening A Objectives
I Aims
Ss practice listening comprehension and note taking on specific information II Teaching aids
Tape recorder, cassettes tapes, textbook B Procedures
I Warm-up (3mn)
- T gives handouts to Ss to collect words of people's appearance and personalities
- Sts answer the questions from the teacher II Pre-listening (10 mn)
(6)- T asks sts to work in pairs, look at the questions at page 17 and answer them
- SS gives feedback * Activity 2.
- T reads aloud the words in the “Before you listen” on page 17 and asks sts to repeat in chorus
- T explains some difficult words (eg; go though a rough time, give sb a ring )
* - Ask ss to guess what they are going to listening about III While-listening (20 mn)
* Task 1.
- T introduces the situation of the tape script - T asks sts to read the questions in Task
- T plays the tape once ->- T checks sts’ comprehension
- T plays the tape for the second time ->- T checks sts’ comprehension - T plays the tape for the third time (pause when necessary)
- T gives feedback.:
Lan's talk: F F 3.T F T F Long's talk: F F T 4.T T 6.T * Task (listen to the tape again).
- T asks sts to get the answers from listening and fill in the gaps
- T plays the tape for the 1st time and check sts’ answers for Lan's information
- T plays the tape for the second time an checks sts’ comprehension for Long's information
- (Sts may listen to the tape for the 3rd time if needed) - T corrects sts’ answers ( see T's book)
IV Post-listening (7 mn)
- T asks sts to work in groups (discuss the tasks in the book – page 18) - Some sts present their ideas in front of the class
- T and other sts give comments C Consolidation (3 mn)
Retell the talks from Lan and Long they've heard (excellent sts) D Homework (2 mn)
Write a short passage (about 100 words) to summarize the talks _
Tiết thứ: Ngày soạn: / / Ngày dạy: / / Dạy líp:
Unit 1: Friendship Lesson D: writing A Objectives
1 Aims
(7)Pictures or Handouts B Procedures 1 Warm-up (5 mn)
- SS ask T some questions people's appearance, personality and clothes using guessing games
Eg; T thinks of a person in class > ask ss to make questions for guessing: - Is she a girl?
- Is she short? - Is she friendly? .? - Is she Lan?
2 Before writing. Task 1.
- T provides sts handouts (a description of a person)
- T asks sts to work in groups, read the handouts and asks the: + name; age; sex; home address;
+ appearance: height; hair; eyes; face; clothes + personality: good; helpful
- T introduces briefly the way of writing a description of a person > gives the frame for writing
+ Tense; Present simple tenses
+ Adjectives: tall, beautiful, oval face + Frame: Introduction; body; conclusion (What need to say in each paragraph)
3 Task 2: Ss' writing:
- T requires sts to use the frame given to describe a person they like - T goes around to check
- T asks sts to read aloud their information 4 Post writing Task 3.
- T asks sts to write a letter describing a best friend (individually) - T asks sts to work in pairs to correct their writing
- T asks sts to read aloud (2 sts) and asks other sts to comment - T listens and gives ss remarks
3 Homework.
T asks sts to fulfill their task basing teacher and friends’ ideas and comment
(8)Ngày dạy: / / Dạy lớp:
Unit 1: Friendship ( Language focus) A
Aim
Reviewing infinitive with and without TO B.
Objectives
By the end of the lesson , pupils distinguish the use of infinitive with and without TO
C.
Materials
Textbooks , pictures, diagrams D Procedure:
I Class organisation
- Checking the pupils’ attendance
II Checking homework
Call one or two pupils to read their story about their school days III New lesson:
Time Steps Work
arrangement 10 mn
Activity 1: Pronunciation of sounds / dZ/ and / tS/
1 T explains the differences between these two souds
2 T has ss practising these words and sentences at page 19 with correct pronunciation
ss practise saying the words and sentences aloud: in chorus and individually
15mn
Activity 2: Grammar
Presentation and Practice 1: To+ infinitive review: to infinitive used after a noun: I have a lot of homework to do.
Ask Ss to task
2 have ss Ex aloud
3 T gives correction if necessary
Individual work
15mn Activity 3: Grammar
(9)1 review: infinitive used after a noun/ a pronoun with some verbs like: to see; to hear; to make; to watch; to let; to feel:
I saw a man play football in the garden. Ask Ss to task
2 have ss Ex aloud
3 T gives correction if necessary
5 mn Activity 1: wrapping:
- T gives the conclusion of using infinitive with and without to
- T gives homework tasks to ss
Tiết thứ: Ngày soạn: / / Ngày dạy: / / Dạy lớp:
Unit 2: personal experiences Lesson A: Reading
A Objectives.
1 Aims:
By the end of this lesson sts will be able to
- guess the meaning of the words based on contexts
- scan for specific information about personal experiences - use vocabulary items related to personal experiences 2 Lexical items.
* Vocabulary: Words related to personal experiences (adjectives showing feeling; excited, happy, surprised, happy )
* Structures / grammar: The simple past tense 3 Teaching aids:
Pictures, radio and cassette B Procedures
Teacher s activities’ Sts activities’
Warm-up (3 mn).
- T writes the diagram on the board - Sts work in groups - Give feedback
Feeling
(10)(possible answers; confused / upset / surprised / frightened / sad …)
- T asks; Would you feel embarrassed or upset if you went to class late? lead in - T explains the words “personal experiences”; the things that have happened to you that influence the way you think and behave
2 Before you read (9 mn)
- Have sts work in pairs, look at the pictures on page and guess what is happening in each of them
- Provide eliciting questions + Where are they?
+ What are they doing? - Explain new words + floppy cotton hat + a wad of dollar notes + pop star
(use pictures)
- Work in pairs as directed - Give feedback
3 While you read (20 mn) Activity 1:
- Ask sts to look at the reading, play the tape for sts to listen once
- Have sts read the text in silence - Ask sts to Task
- Correct if necessary Activity 2:
- Ask sts to read the text again and Task
- Correct the task
1 – picture D – picture B 3 – picture F – picture E 5 – picture A – picture C Activity 3:
- Ask sts to Task on page 24 - Correct sts’ answer if necessary
- Look at the reading and listen to the tape
- Read silently - (in pairs) Task - Give feedback
- Do the task individually
- Work in groups, ask and answer the questions (page 24) - Give feedback
4 After you read (8 mn)
- Ask sts to discuss the question;
What you think the girl had to after she discovered that the money she had taken from the boy s bag was not hers?’ - Give some cues
Put up a notice on the school board / get
- Work in groups
(11)on the same bus the next day and look for the boy to return the money to him / do nothing / keep it a secret / ask her father for advice …
- Feedback C Consolidation (3 mn)
T asks; 1) What tense is used to relate personal experiences?
2) What adjectives are used to express feelings in the reading? Can you make some sentences with them?
D Homework (1 mn)
Summarize by writing a short passage within 100 words
_
TiÕt thứ: Ngày soạn: / / Ngày dạy: / / Dạy lớp:
Unit 2: personal experiences Lesson B: speaking
A Objectives I Aims.
Talking about personal experiences and its effect II Lexical items.
Words related to personal experiences III Structures or grammar.
Past tenses
IV Teaching aids. Handouts, pictures …
B Procedures.
I Warm-up
- T gives out some prepared pictures and some adjectives of feeling to describe these pictures (angry, happy, excited, relaxed…)
- T asks sts to work in pairs to talk about the emotion of the people in the pictures
- Sts give feedback - T corrects mistakes
- T gives some guiding questions
1) Have you ever had any personal experiences? 2) How you feel when you meet a famous pop-star? 3) How you feel if you fail the exam?
(12)- T introduces the situation, vocabulary and structures; Seriously (adv)
Appreciate (v) Attitude (n)
Be interested in T gives examples for illustration. Affect (v)
Make + O + V(bare infinitive) Make + O + adjective
- T reads the words aloud and gets sts to repeat in chorus III Practice
1 Task 1.
- T delivers handouts and asks sts to work in pairs - T observes and offers help if needed
- Sts peer correct
- T gives correct answers
- T asks questions in column A – Sts answer freely 2 Task 2.
- T introduces the situation, asks sts to work in pairs to rearrange the sentences into correct order of the dialogue
- Sts peer correct
- T asks sts to practice acting the dialogue 3 Task 3.
- Ss work in pairs to underline the structures used to talk about past experiences in the dialogue, then use the structures and the ideas in Task to make similar dialogues
- T provides useful structures * Have you ever……?
* How did it happen … ? * When did it happen … ?
* How did the experience affect you? - T goes round the class to offer help
- T calls on some pairs to present the dialogues in front of the class C Conclusion
T asks; What tense you usually use to talk about personal experiences D Homework
Tell about your memorable experience
_
Tiết thứ: Ngày soạn: / / Ngày dạy: / / Dạy lớp:
Unit 2: personal experiences Lesson C: listening
(13)I Aims
Practice listening comprehension of a dialogue about a personal experience of a famous person and its impact on her
II Lexical items.
Words related to past experiences (memorable, scream, gas stove, escape, terrified, replace, embarrassed, protected)
III Structures/grammar.
The past simple tense (past tenses) IV Teaching aids
Tape recorder, pictures … B Procedures. I Warm-up (3mn)
- T gives out a prepared picture and ask sts some questions; 1) What is it?
2) How you feel when you see a fire? 3) What would you if you saw a fire? - Sts answer
II Pre-listening (10 mn) * Activity 1.
- T asks sts to work in pairs, look at the picture and say what is happening - T gives feedback
* Activity 2.
- T reads aloud the words in the “Before you listen” on page 27 and asks sts to repeat in chorus
- T explains some difficult words (eg; terrified, escape…) III While-listening (20 mn)
* Task 1.
- T introduces the situation of the tape script - T asks sts to read the questions in Task - T plays the tape once
- T checks sts’ comprehension
- T plays the tape for the second time - T checks sts’ comprehension
- T plays the tape for the third time (pause when necessary) - T gives feedback
* Task (listen to the 2nd part of the text). - T asks sts to guess the answers
- T plays the tape for the 1st time and check sts’ answers
- T plays the tape for the second time an checks sts’ comprehension - (Sts may listen to the tape for the 3rd time if needed)
- T corrects sts’ answers IV Post-listening (7 mn)
- T asks sts to work in groups (discuss the questions in the book – page 28) - Some sts present their ideas in front of the class
- T and other sts comment C Consolidation (3 mn)
Retell the story they have heard (excellent sts) D Homework (2 mn)
(14)_
Tiết thứ: Ngày soạn: / / Ngày dạy: / / Dạy lớp:
Unit 2: personal experiences Lesson D: writing
A Objectives 1 Aims.
Sts can write a personal letter about a past experience 2 Lexical items
Words and phrases related to express emotion and memorable experiences; the happiest / the funniest / the most embarrassing …
Structures; - Simple past tense, past continuous tense 3 Teaching aids:
Pictures or real objects related to the experiences Handouts
B Procedures 1 Warm-up (5 mn)
- T asks sts some questions about sts’ pat experiences Eg; What is your most memorable experience?
When / where did it happen? 2 Practice.
* Task 1.
- T provides sts handouts (a letter + a table)
- T asks sts to work in groups, read the letter and fill the information in the table
- T goes around to check - T gives feedback
- T introduces briefly the way of writing a personal letter about a past experience
+ Tense; Past tenses
+ Informal language, emotional expressions * Task 2.
- T requires sts to use the table given to fill their personal information - T goes around to check
(15)* Task 3.
- T asks sts to write a letter (individually)
- T asks sts to work in pairs to correct their writing
- T asks sts to read aloud (2 sts) and asks other sts to comment - T listens and comments
3 Homework
T asks sts to fulfill their task basing teacher and friends’ ideas and comment
Tiết thứ: Ngày soạn: / / Ngày dạy: / / Dạy lớp:
Unit 2: personal experience ( Language focus)
A Aim
Reviewing Past Tenses: simple; progress and perfect Tenses B.
Objectives
By the end of the lesson , pupils distinguish :
- the use of the Past Tenses: simple; progress and perfect Tenses - present tense used as in past events
C.
Materials
Textbooks , pictures, diagrams D Procedure:
I Class organization
- Checking the pupils’ attendance
Time Steps Work
arrangement 10 mn
Activity 1: Pronunciation of nasal sounds / m/ ; / n/ and /Y/
3 T explains the differences between these three nasal sounds
4 T has ss practising these words and sentences at page 29 with correct pronunciation
ss practise saying the words and sentences aloud: in chorus and individually
10mn
Activity 2: Grammar
Presentation and Practice 1: present tenses used as past meaning
1 review: present simple tense; present progressive; and present perfect tenses: MEANING+ FORM+ USE
Ask Ss to task
(16)Key:
1 invites; sets gets waves promises 6 carries contains has baked is 10 is shining 11 are singing 12 is
10mn Activity 3: Grammar
Presentation and Practice 1: past simple tense Vs past continuous tense
1 review: past simple tense; past progressive: MEANING+ FORM+ USE
Ask Ss to task
2 have ss Ex aloud Key:
1 broke/ was playing wrote/ was was working/ broke started / were walking told/ were having didn't listen / was thinking 7 phoned/ didn't answer / were doing didn't wear/ didn't notice / was driving
Individual work
10mn Activity 3: Grammar
Presentation and Practice 1: past perfect tense Vs other past tenses
1 review: past perfect tense Vs other past tenses: MEANING+ FORM+ USE
Ask Ss to task
2 have ss Ex aloud Key:
1 had eaten/ arrived 2, found/ had taken got / had closed got / had left got/ had arrived paid/ had phoned went/ said/ had not arrived had looked / asked / cost
Individual work
5 mn Activity 1: wrapping:
- T gives the conclusion of using the past tenses - T gives homework tasks to ss
Bµi kiÓm tra 15’
Choose the word (marked A, B, C or D) whose underlined part is pronounced differently from the underlined parts of the others
1 A bridge B change C together D general A mutual B feature C picture D just Choose the best answer (marked A B C or D) to complete the following sentences.
3 My most experience happened a few years ago
A embarrassing B embarrass C embarrassed D embarrassment When I got to the station, the train
(17)5 While I ………, someone knocked at the door
A had a bath B had had a bath C was having D have a bath Read the following passage and answer the question from to 10 by choosing the best answer (marked A, B, C or D) after each question.
When I was a student, I had a summer job in an expensive restaurant in Glasgow One day we were expecting forty members of a football team for lunch I was given the job of peeling potatoes I thought I was managing quite well with my small knife until the owner appeared to see how I was getting on She was amazed that I was using a knife and asked why I wasn’t using the potato peeler I had no idea what a potato peeler was so she led me into a small room behind the main kitchen There, on the table, was a small machine like the rubbish bins some people have in their bathrooms
She explained as if to a small child that I had to put the potatoes I, close the lid and press the button When she came back ten minutes later, I told her I thought it was quicker to by hand She asked what I meant “Well, they aren’t ready yet,” I replied You can imagine how I felt when she lifted the lid and took out the potatoes the size of peas The potato peeler was not automatic
6 When did the story happen in Glasgow?
A In spring B In summer C In fall D In winter How did the author peel potatoes at first?
A He peeled potatoes with a small knife
C He peeled potatoes with a potato peeler
B He peeled potatoes with a small machine
D He peeled potatoes with a bin How did the owner feel when she saw how the student peeled potatoes at first?
A Happy B Angry C Amazed D Bored
9 The owner explained how to used the potato peeler A Very quickly B Very carefully C Very
beautifully D.carelessly Very 10 The most suitable of the passage is
A A happy experience
C A boring experience B A horrible experienceD An embarrassing experience The words in the following sentences are in the wrong order, rearrange them to make meaningful sentences by choosing the best answer (marked A, B, C or D).
11 my keys / suddenly / that / had / forgotten / I / remembered / I A I remembered that suddenly I had forgotten my keys
B My keys suddenly I remembered that I had forgotten C I suddenly had remembered that I forgotten my keys D I suddenly remembered that I had forgotten my keys 12 she / I / arrived / the / bus-stop / left / had / when / at A When she left the bus-stop, I had arrived at
B When I arrived at the bus-stop, she had left C When I arrived, she had left at the bus-stop D When at the bus-stop she had left, I arrived
13 my child / my wife / cooking dinner / was / while / was / with / playing / the cat
(18)B My wife was cooking dinner while my child was playing with the cat C My wife, my child was cooking dinner while was playing with the cat D While was my wife playing with the cat, my child was cooking dinner Listen to the story and choose the best answer (marked) to questions 14 and 15.
14 What did Mary hear?
A a noise B a mouse C a rat D a squirrel 15 How did she feel when she heard this?
A Happy B Excited C Frightened D Safe _
Đáp ¸n bµi kiĨm tra 15’ The listening passage.
Mary was busy sweeping the floor when she heard a little noise She stood and watched All at once, out popped a little white head Was it a mouse? No, the head was too large Was it a rabbit? No, the ears were too small Was it a squirrel? No, the body had a long smooth tail It might be a rat! Mary felt frightened Quickly she took her things and dashed out She locked the door Now she felt safe
1 C D A B C
6 B A C B 10 D
11 D 12 B 13 B 14 A 15 C
TiÕt thø: Ngày soạn: / / Ngày dạy: / / Dạy lớp:
Unit : A Party Lesson A : Reading
I Aims : At the end of the lesson ss can be able to: -Read for specific information, identify and correct false information - Language contents:
- Lexical item : anniversary, celebrate, childish, clap, cozy -Grammar: infinitive and gerund
-Teaching aids: pictures, some real things, cassette & dish, book II Teaching procedure.
Warm up (5 minutes)
(19)2 Teacher and students sing the song “Happy birth day” in chorus Leading to the lesson
(1) Before you read.(7mn)
Sub-aim: Providing Sts vocabs and structures
Teacher’s activities Students activities -Ask students to work in pair
-Explain new words:
anniversary, celebrating, childish, clap, cozy
-Lead to the practice
-Work in pair Look at the pictures and answer the questions
1 They belong to a family
2.P1 They are celebrating a birth day P2.T hey are celebrating a golden wedding anniversary
-Read new words, take note
(2).While you read.(20mn)
Sub-aim: To help Sts reading comprehension the passage *Brainstorming: T.ask Sts to work individual
T plays the dish while sts follow the reading passage in the book Task 1: T asks Sts to work in pair Sts have to put a tick (v) in the right box
Birth day party Wedding anniversary party
1 People sing a song People eat cake
3 People receive cards and gifts from friends and relatives People joke about their age People remember their wedding
6 People go out to dinner People blow out candles, one for each year
V V V
V V V V V V
T makes a comment (if necessary) Task :
- T asks Sts to read the passage again and work in pair - T calls some Sts to answer the questions
1 Seventh eats presents age years 50th 7 golden
(3) After you read.(5mn)
Sub-aim: To help Sts summary the passage and use it to other exercise like that
(20)- Call sts to practise - Speak in front of the class (4).Comment.(3 mn)
sub-aim: Remind Sts of the common mistakes and errors - T gives general comment the speaking
- T corrects students’ mistakes and errors IV Consolidation.(5mn)
T calls or Sts telling the main idea of the passage in front of the class V Homework (5mn)
Exercise (T gives 10 MCQs about the reading passage)
Exercise Write a short passage of about 50 words about your plan for your birth day party.
TiÕt thø: Ngµy soạn: / / Ngày dạy: / / Dạy c¸c líp:
Unit : A Party Lesson B : Speaking I Aims: After the lesson, Ss will be able to: - Talk about parties and how to plan parties
Language contents:
1 Lexical items: party – goer, entertainment, refreshments Gram mar: Infinitive and gerund, passive infinitive Teaching aids: pictures, some real things, books
II Teaching procedure (30mn) Warm up.(7mn)
1 Checking class attendance Games: Brainstorming
T divides the class into groups and the groups have to write words relating to party They take part in the competition for minutes which group writes down more words than the other will be winner
Group 1: Invite, food, drink, candle
Group 2: Cake, flower, drink, music, sweets Leading to the lesson
1 Presentation.(10 mn) Sub- aim: Providing new words and structures + Party – goers (n) + Infinitive + Gerund
+ Entertainment (n) (like/love/enjoy/start + gerund) + Refreshments (n)
(21)Sub – aim: Control practice: Talking about a party base on questions, suggestions
Task 1: Tell sts to answer the questions individually
- Read the questions and answer them
- Tell sts to work in pair - Work in pair Task 2:
- Tell pupils to work in pair - Work in pair Talking about the party
- Call some sts to speak before the class
- Talk about the party in front of the class
Task 3:
- Ask sts to work in group - Work in group Talk about organizing the best party - Call a representative of each group
to talk in front of the class
- Talk in front of the class 3 Production.(5mn)
Sub – aim: Free practice Sts talk about his/her party and invite his/her friends to come
Task
Teacher’s activities Students’ activities - Divide the class into pairs and ask
Sts to work in pair
- Call some Sts to speak in front of the class
- Work in pair Talk to his/her party and convince them to come
- Speak in front of the class
4 Comment.(5mn)
Sub – aim: Remind Sts of the common mistakes and errors - T corrects the common students mistakes and errors 5 Consolidation & V Homework.(5mn)
- T calls one or two sts talking in front of the class about their party and inviting people to come
- Exercise: You are going to have a birth day party Write a letter to invite your friends./
Tiết thứ: Ngày soạn: / / Ngày dạy: / / Dạy lớp:
Unit : A Party Lesson c : listening A Objectives
At the end of the lesson, Ss will be able to practice listening comprehension and note taking on specific information
(22)Tape recorder, cassette tapes, textbook B Procedures
I Warm-up (3mn)
- T gives handouts to Ss Ask them to collect words relating to birthdays and birthday parties
- Sts answer the questions from the teacher.: What you to prepare your birthday party?
II Pre-listening (10 mn)
* Activity Talking about your birth day party
- T asks sts to work in pairs, look at the questions at page 36 and answer them
- SS gives feedback * Activity 2.
- T reads aloud the words in the “Before you listen” on page 36 and asks sts to repeat in chorus
- T explains some difficult words (eg; icing(n) : sweet, creamy spread for covering cakes; to clap your hands )
* - Ask ss to guess what they are going to listening about III While-listening (20 mn)
* Task 1.
- T introduces the situation of the tape script - T asks sts to read the questions in Task
- T plays the tape once or more ->- T checks sts’ comprehension
- T plays the tape for the second time. ->- T checks sts’ comprehension - T plays the tape for the third time (pause when necessary)
- T gives feedback.:
1 F F F 4.T F * Task (listen to the tape again).
- T asks sts to get the answers from listening
- T plays the tape for the second time an checks sts’ comprehension - (Sts may listen to the tape for the 3rd time if needed)
- T corrects sts’ answers ( see T's book) IV Post-listening (7 mn)
- T asks sts to work in groups (discuss the tasks in the book – page 37) - Some sts present their ideas in front of the class
- T and other sts give comments C Consolidation (3 mn) Retell Mai's birthday party D Homework (2 mn)
(23)TiÕt thứ: Ngày soạn: / / Ngày dạy: / / Dạy lớp:
Unit : A Party Lesson d : writing A Objectives
1 Aims
At the end of this lesson, Sts can write an informal letter of invitation Teaching aids:
Pictures or Handouts B Procedures 1 Warm-up (5 mn)
- T asks ss some questions about when and how to write a letter
- Gives ss a letter of a wedding invitation , asks them to read and then point out that it's an informal letter
2 Before writing. Task 1.
- T provides sts handouts (an informal letter of invitation to a wedding) - T asks sts to work in groups, read the handouts and find the:
+ date, the opening of the letter;
+ the body: occasion, dressing codes, present to give at the party + the closing of the letter: yours / best wishes and then signature
- T introduces briefly the way of writing an informal letter of invitation > gives the frame for writing
+ Tense: Present simple tenses; future with be going to / will + the sentence used for invitation: : Would you like to come?
+ The time, date, the place, and what you are going to at the party + Frame: Introduction; body; conclusion
(What need to say in each paragraph) 3 Task 2: Ss' writing:
- T requires sts to use the frame given to write an informal letter of invitation they like
- T goes around to check
- T asks sts to read aloud their letters 4 Post writing Task 3.
- T asks sts to write another letter inviting someone to come to farewell party at your house (individually)
- T asks sts to work in pairs to correct their writing
- T asks sts to read aloud (2 sts) and asks other sts to comment - T listens and gives ss remarks
3 Homework.
T asks sts to fulfill their task basing on teacher and friends’ obove
(24)Unit : A Party ( Language focus) A
Aim
Reviewing the use of infinitive and gerund in active/ passive voice B.
Objectives
By the end of the lesson , pupils distinguish the use of infinitive and gerund in active/ passive voice
C.
Materials
Textbooks , pictures, diagrams D Procedure:
I Class organization
- Checking the pupils’ attendance
II Checking homework
Call one or two pupils to read their letters they wrote at home III New lesson:
Time Steps Work
arrangement 10 mn
Activity 1: Pronunciation of sounds / l/ and / r/ and /h/
1 T explains the differences between these three sounds
2 T has ss practising these words and sentences at page 39 with correct pronunciation ( if necessary, use tape recorder for practice)
ss practise saying the words and sentences aloud: in chorus and individually
15mn
Activity 2: Grammar
Presentation and Practice 1: The verbs used with the form of infinitive and gerund and both
1 review: (see T's book) Ask Ss to task
2 have ss Ex aloud
3 T gives correction if necessary: having 2 getting 3, to tell 4, practicing 5, to see
Individual work
15mn Activity 3: Grammar
Presentation and Practice 1: The verbs used with the form of passive infinitive and passive gerund (to be + PP/ being + PP )
1 review: give meaning, form, use of passive infinitive and passive gerund
e.g: I have a lot of work to be done I like being welcome at the party Ask Ss to task
2 have ss Ex aloud
(25)3 T gives correction if necessary 1 B A B B 5.A
Activity 3: Grammar - have ss Ex aloud
- T gives correction if necessary 1 D C B B 5.C
Individual work
5 mn Activity 4: wrapping:
- T gives the conclusion of using infinitive and gerund in active/ passive voice
- T gives homework tasks to ss
Tiết thứ: Ngày soạn: / / Ngày dạy: / / Dạy lớp:
Unit : volunteer work Lesson A : Reading
I Aims : At the end of the lesson ss can be able to: - Read for specific information,
- Use the information they've read to discuss the topic - Language contents:
- Lexical item : words about volunteer work
-Teaching aids: pictures, some real things, cassette & dish, book II Teaching procedure.
Warm up (5 minutes)
Sub-aim: To remind Sts of the topic of the lesson Class attendance:
2 Teacher use the "hang man" game to lead to the word "VOLUNTEER" Leading to the lesson
(1) Before you read.(7mn)
Sub-aim: Providing Sts vocabs and structures and topic prediction
Teacher’s activities Students activities -Ask students to work in groups
looking at the picture at page 46 to answer the questions:
What is the old man doing? What does the picture tell you:.
- Look at the pictures and answer the questions
1 he's teaching the boy to read
(26)-Explain new words:
to volunteer, the aged, to suffer, to participate, remote, orphanage
-Lead to the practice
- Ask ss to task 1: -> revise: the forms of the word: volunteer by filling in the gaps of the passage 1 voluntary voluntarily 3 volunteers volunteered
-Read new words, take note
ss work in pairs
(2).While you read.(20mn)
Have ss read the passage in mins and task 2: individually 1 A 2.D B 4.D B
Have ss read the passage in mins and task 3: in pairs Key;
1 They read books to people, play games with them, listen to their problem 2 They give care and comfort to them- help them overcome difficulties 3 They volunteer to work in remote areas
(3) After you read
T asks Sts to work in pairs to discuss the questions in the text book - T goes round the class to give helps if necessary
- T calls some pairs to to report their ideas to the class - T gives feedback to ss
(4).Wrapping.(3 mn)
: Remind Sts of the common mistakes and errors - T gives general comment the speaking - T corrects students’ mistakes and errors
- T calls or Sts telling the main idea of the passage in front of the class
V Homework (5mn)
Extra activity Exercise will be done at home
Tiết thứ: Ngày soạn: / / Ngày dạy: / / Dạy líp:
Unit : volunteer work Lesson B : Speaking I Aims: By the end of the lesson, Ss will be able to:
- Talk about different kinds of activities relating to volunteer work Language contents:
(27)2 Gram mar: resent continuous tense
3 Teaching aids: pictures, some real things, books II Teaching procedure (30mn)
Warm up.(7mn)
1 Checking class attendance
2 Games: T gives each group of ss a picture ask the to work in goups and find what is happening in each picture
1 The student is teaching the poor children. 2 The Ss are taking parts in directing the traffic 3 The medical student is examining the old people 4 SS are taking care of babies
5 The ss are taking parts in a blood Donation activity 6 the ss are collecting rubbish
7 Ss are helping soldiers to build the road
8 SS are helping examinees on the way to take university entrance examination
2 Practice.(20mn)
Task 1: Tell sts to decide which of activities are volunteer work? Why?
- ss work in pairs then give the correct answers
- Getting feedback from ss and correct them
- The answers can be varied but point put ss that volunteer work must be served the community / helping people
- Work in pairs then individually
Task 2:
- Ask ss to read the model
conversation(page 50) -> have ss pick out the volunteer work in the passage
- Work in pair Talking about volunteer work after the model
- Call some sts to speak before the class
- Talk about the volunteer work in front of the class
3 Production.(5mn) Task 3:
- Ask sts to work in group to talk more about the volunteer work they should to take part in
- Work in groups
- Call a representative of each group to talk in front of the class
- Remind Sts of the common mistakes and errors
- T corrects the common students
(28)mistakes and errors
5 Consolidation & V Homework.(5mn)
- T asks ss to write to talk more about the volunteer work they should to take part in
in their - Exercise books for homework
TiÕt thø: Ngµy soạn: / / Ngày dạy: / / Dạy c¸c líp:
Unit : volunteer work Lesson c : listening A Objectives
By the end of the lesson, Ss will be able to practice listening comprehension and note taking on specific information
II Teaching aids
Tape recorder, cassette tapes, textbook, handouts B Procedures
I Warm-up (3mn)
- T gives words relating to volunteer work on the board Ask ss to play the game "Slap the board""
The words given: war invalid, martyr, intersection, the aged, orphanage, remote, suffer
II Pre-listening (10 mn)
* Activity Sts discuss the questions at page 51 then, call them to report before class.
- SS gives feedback T gives corrections to them * Activity Pre-teach new words:
Fund raising activities; Donation; sum of money; Informal school; Organization for Education Development.; operate ; disadvantaged; co-ordinate; Sponsor.
* Activity 3: set up the context : Ss are going to listen to the passage talking about Spring school- a special school in Ho chi Minh city.
* Activity 4: have ss the prediction task - Ask ss to guess what they are going to listening about III While-listening (20 mn)
* Task 1.
- T introduces the situation of the tape script
- T asks sts to read the questions in Task to fill in the blanks for the given sentences
(29)- T plays the tape for the second time. ->- T checks sts’ comprehension - T plays the tape for the third time (pause when necessary)
- T gives feedback.:
6 informal 30 street children 250 chilren 1998 10 volunteers, June
* Task (listen to the tape again).
- T asks sts to get the answers from listening
- T plays the tape for the second time an checks sts’ comprehension - (Sts may listen to the tape for the 3rd time if needed)
- T corrects sts’ answers ( see the answers in T's book) IV Post-listening (7 mn)
- T asks sts to work in groups : to summaries the story about the Spring School
- Some sts present their ideas in front of the class - T and other sts give comments
C Consolidation (3 mn) Retell the main points of the passage D Homework (2 mn)
Write a short summarize the story about spring School and extra exercises as home work
_
TiÕt thø: Ngày soạn: / / Ngày dạy: / / Dạy lớp:
Unit : volunteer work Lesson d : writing A Objectives
1 Aims
by the end of this lesson, Sts can write a thank you letter Teaching aids:
Pictures or Handouts B Procedures 1 Warm-up (5 mn)
- T asks ss some questions about how to write a formal letter in English - Gives ss a quiz to ss to in groups (see key in T's book)
2 Before writing. Task 1.
(30)+ the body:
+ the closing of the letter: yours faithfully , then signature
- T introduces briefly the way of writing a formal letter to thank someone > gives the frame for writing
+ Tense: Present simple tenses; future with be going to / will + the sentence used : : Would you like ?
+ The time, date, the place, and what you are going to + Frame: Introduction; body; conclusion
(What need to say in each paragraph) 3 Task 2: Ss' writing:
- T requires sts to use the frame given to write a formal letter to thank someone
- T goes around to check
- T asks sts to read aloud their letters
4 Post writing Task 3.: feed back on ss' writings
- T asks sts to write another letter inviting someone to thank someone for the present at the party (individually)
- T asks sts to work in pairs to correct their writing
- T asks sts to read aloud (2 sts) and asks other sts to comment - T listens and gives ss remarks
3 Homework.
T asks sts to fulfill their task basing on teacher and friends’ above - Do extra exercises as homework
Tiết thứ: Ngày soạn: / / Ngày dạy: / / Dạy lớp:
Unit : volunteer work ( Language focus)
A Aim
Reviewing the use of infinitive gerund and present participle ; perfect gerunds and perfect participles.
B.
Objectives
By the end of the lesson , pupils distinguish the use of gerund and present participle ; perfect gerunds and perfect participles appropriately.
C.
Materials
Textbooks , pictures, diagrams D Procedure:
I Class organization
- Checking the pupils’ attendance
II Checking homework
(31)Time Steps Work arrangement 10 mn
Activity 1: Pronunciation of sounds /wl/ and /j/
1 T explains the differences between these three sounds
2 T has ss practising these words and sentences with correct pronunciation ( if necessary, use tape recorder for practice)
ss practise saying the words and sentences aloud: in chorus and individually
15mn
Activity 2: Grammar: Gerund
Presentation and Practice 1: The gerunds used - - - as a subject of a sentence
- as a complement of the verb: be+ gerund - after a preposition
- in compound noun like: dinning room review: (see T's book)
Ask Ss to task
2 have ss Ex aloud
3 T gives correction if necessary: hearing 2 bending 3, behaving 4, meeting 5, spending 6, waiting starting
Individual work
15mn Activity 3: Grammar; Present participle Presentation and Practice 2: The verbs used : - to form continuous tenses: be+ Ving
- after verb of movement: go swimming - in structure: see/ hear/ watch sb + Ving - as an adjective-
-Ving time- clause
1 review: give meaning, form, use of present participle
Ask Ss to task
2 have ss Ex aloud
3 T gives correction if necessary 1 burning/ rising
2 reading 3 lying 4 shopping 5 preparing 6 trying
modernizing
Individual work
Activity 3: Grammar: Perfect gerund and perfect participle
Presentation and Practice 3: The verbs used : having + PP/ > referring to the past actions review: give meaning, form, use of perfect participle
Ask Ss to task
(32)2 have ss Ex aloud
3 T gives correction if necessary 1 having
2 having been 3 having been 4 having tied 5 having read 6 having taken
5 mn Activity 4: wrapping:
- T gives the conclusion of using gerund and present participle ; perfect gerunds and perfect participles appropriately.
- T gives extra homework tasks to ss
Tiết thứ: Ngày soạn: / / Ngày dạy: / / Dạy lớp:
UNIT ILLITERACY Lesson a: Reading A. Objectives
I Aims.
By the end of the lesson, students will be able to:
- Read to find the Vietnamese equivalent to the words or phrases of the topic: illiteracy
- Read to find the main idea of the text
- Read to take the detail information of the text II Lexical items
Words or phrases relating to illiteracy and education
- universalisation
- illiteracy eradication
- struggle III Structures.
- to provide reading and writing skill
- to take part in
Grammar: the past tense
(33)I Warm up (3mn)
Ask Ss to work in group of or and make a list of words and phrases relating to education:
- student, teacher, class, school, teach, read, write, literate, illiteracy, university
II Before you read (10mn)
- Ask Ss to look at the picture at the page No 56 and then work in pairs to answer the questions written on the board
+ Where you think the class is?
+ Are the students in the class at the same age? + What is this class different from your class?
- Vocabulary pre-teach: Illiterate (adj)
Remote and mountainous area Ethnic minority (n)
Eradicate (v)
III While you read (28 mn)
Have students read through the text once Task
- Ask students to look at the text and underline the expressions in the task
- Divide the class into groups and ask them to work in groups to guess the meaning of the expressions Each group will find the Vietnamese equivalent to one expression
- Call leader of each group to show their result Task
- Have students read carefully the four options in this task
- Ask them to work in pairs to this task
- Call some pairs to show their choice
- Correct their answer Suggested answer: D Task
- Ask Ss to read all the five questions and then translate them into Vietnamese
- Have Ss show the key words of these questions and underline
- Get Ss to read the text again and work in pairs to answer the questions
Suggested answer:
1 94% of the population
2 The campaign for illiteracy eradication 600 in 2000 and 800 Ss in 2001
4 They voluntarily spent their vacations teaching ethnic minority illiterate people to read and write
(34)IV After you read (3mn)
- Ask Ss to work in pairs to this task
- Have Ss discuss freely about the question V Homework (1mn)
Learn by heart the expressions in the task
Tiết thứ: Ngày soạn: / / Ngày dạy: / / Dạy lớp:
UNIT 5: ILLITERACY LESSON B: SPEAKING Aims:
- Students work in pairs to ask and answer about the school problems and offer solutions
- They can talk about about the school problems and offer solutions Lexical items:
- Words: - Words concerning school subjects
- structures & grammar: - The present simple tense - Should ST
Teaching aids: - picture, board, chalks, textbook Procedures:
1 Warm-up:( mins) - Jumble word
- Fill in the blank with suitable letters to make a meaningful word P - - - - e- s
- Students work in groups
- Students go to the board to fill
- Suggestion: problems ( school problem, class problem, individual problem)
2 Presentation:( mins)
- Introduce briefly what sts are going to in this lesson
- Ask sts about the verb tense to use in talking about the school problems and offer solutions
- Remind sts of some rules of the present simple tense - Help sts use structure: should st
- Guide vocabs 3 Practice:( 33 mins) + Task 1:
- Ask sts to open their books
- Introduce the requirement of the task
(35)- Ask sts work in pairs - Suggest answer:
1 b-g a-e d-f c h-i-j + Task 2:
- Introduce the requirement of the task - Ask sts to work in groups
- Suggest: see tast1 * Useful expressions:
- Have you thought about - Why don’t you stop - How about/What about - We need to
- I think we should - Call some sts speaking
- Correct + Task 3:
- Introduce the requirement of the task - Ask sts to work in groups
- Call some sts speaking - Correct
4 Homework:( mins)
In not more than 50 words write about your class problems& what you have done to solve them
TiÕt thø: Ngày soạn: / / Ngày dạy: / / Dạy lớp:
Lesson c: Listening A. Objectives
I Aims
- Listen to a survey carried out in Perth, Australia II Lexical items
- maturity, self-respect, academic III Structures
- to give some input into
- to set realistic goals
Grammar: past simple tense, should st IV Teaching aids needed
- cassette, tape, textbook B Procedures
I Warm up (3mn)
- Divide the class into groups and ask them to discuss Question: What makes an effective school?
(36)+ Others: clubs, infrastructure II Before you listen (10mn)
- Introduce the topic of the lesson, explain the word “survey”
- Ask Ss to answer quickly the two questions
- Read aloud the words and get Ss to listen and repeat
- Give the meaning of the words III While you listen (25mn)
Task
- Have Ss pre- read the sentences in this task, explain the meaning of the words and phrases if necessary
- Have Ss guess the answer before listening
- Play the tape two times, ask some Ss to give their answers Others listen to and remark
- Play the tape the third time to confirm the answers
- Correct the answer
1-D 2-B 3-B 4-B
Task
- Get Ss to read the questions and answer them before listening again
- Correct the question
- Play the tape to answer the two questions
- Answers:
1 It took place in Perth 80 per cent
3 They felt that they should be allowed to give some input into school decision making
IV After you listen (6mn)
- Ask Ss to work in pairs to discuss the question - Have some pairs present
V Homework (1mn)
Write sentences to answer the question in the part After you listen
Tiết thứ: Ngày soạn: / / Ngày dạy: / / Dạy lớp:
Unit : Illiteracy Lesson D : Writing
(37)Aims : Students learn how to write a paragraph describing the information / data in the table
Lexical items : words related to describing data : decrease , gradual , dramatic…
Structures : The table describes the … / The rate varied considerably between …/……
Teaching aids : textbooks , … Procedures :
Teachers’ activities Students’ activities
Warm up( minutes )
- provide the disordered words and ask students to arrange into a meaningful sentence :
number/ rise / in / there / male / was / of / and / female / literate/ the / a/ who / both / were //
- lead to the new lesson Pre-writing: (10 minutes ) task :
- ask students to read the text
- explain the new words if necessary - check before class
-ask a question for elicitation :
What should we write in a paragraph of describing the data in the table ?
While –writing : ( 20 minutes ) Task 2:
- provide the situation and guide the way to describe the table
- discuss the outline of a paragraph of describing the data in the table as shown in the model in task
-encourage students to study the useful language / phrases.: the table shows / describes …/ words in page 62
-Look at the words carefully and work in groups to find out the correct
sentence
Suggested answer : There was a rise in the number of both males and females who were literate
-read the text carefully
-choose the right word to fill in each blank
- compare with their partner
- suggested answers :1 varied / rise / who / number / different /6 between / dramatically / for - Students’ answers may vary suggested answers :
understanding the information in the table
finding some words of contrast , difference , rise , increase …
- read the data - work in groups
- -study the useful phrases - write the paragraph on board a sample paragraph:
the table describes the trends of
literacy rates in Sunshine country from 1998 to 2007
(38)Post – writing : ( 12 minutes )
- read some students’ paragraphs and give comments
-homework : write the prepared paragraphs in notebook
of both males and females in the Lowlands with 50% in 1998 , 53% in 2002 and 56% in 2004 Then this rate went up sharply to reach 95% in 2007 Similarly , there was a steady rise from 70% in 1998 to 85% in 2007 for the number of literate males and females in the Midlands
On the contrary , the literacy rate in the Highlands declined steadily In 1998 , 50% of the population was literate but this number decreased gradually over the next six years It was only 30% in 2007
This data may help the researchers make suitable plans for educational development in each area of the country
TiÕt thø: Ngày soạn: / / Ngày dạy: / / Dạy lớp:
Unit : Illiteracy
Lesson E : ( Language focus) A
Aim:
Reviewing the use of reported speech with infinitive B.
Objectives
By the end of the lesson , pupils distinguish the use of reported speech with infinitive
C.
Materials
Textbooks , pictures, diagrams D Procedure:
I Class organization
- Checking the pupils’ attendance
II Checking homework
(39)Time Steps Work arrangement 10 mn
Activity 1: Pronunciation of consonant cluster sounds /pl/ and /bl/ /pr /br/
1 T explains the differences between these three sounds
2 T has ss practising these words and sentences with correct pronunciation ( if necessary, use tape recorder for practice)
ss practise saying the words and sentences aloud: in chorus and individually
15mn
Activity 2: Grammar: Gerund
Presentation and Practice 1: The gerunds used - - - as a subject of a sentence
- as a complement of the verb: be+ gerund - after a preposition
- in compound noun like: dinning room review: (see T's book)
Ask Ss to task
2 have ss Ex aloud
3 T gives correction if necessary: hearing 2 bending 3, behaving 4, meeting 5, spending 6, waiting starting
Individual work
15mn Activity 3: Grammar; Present participle Presentation and Practice 2: The verbs used : - to form continuous tenses: be+ Ving
- after verb of movement: go swimming - in structure: see/ hear/ watch sb + Ving - as an adjective-
-Ving time- clause
1 review: give meaning, form, use of present participle
Ask Ss to task
2 have ss Ex aloud
3 T gives correction if necessary 7 burning/ rising
8 reading 9 lying 10.shopping 11 preparing 12.trying
modernizing
Individual work
Activity 3: Grammar: Perfect gerund and perfect participle
Presentation and Practice 3: The verbs used : having + PP/ > referring to the past actions review: give meaning, form, use of perfect participle
Ask Ss to task
(40)2 have ss Ex aloud
3 T gives correction if necessary 7 having
8 having been 9 having been 10.having tied 11 having read 12.having taken
5 mn Activity 4: wrapping:
- T gives the conclusion of using gerund and present participle ; perfect gerunds and perfect participles appropriately.
- T gives extera homework tasks to ss
test UNIT ILLITERACY
1 Pick out the word which has the underlined part pronounced differently from the rest.
A please B play C plenty D people
2 Choose the word whose main stressed syllable is different from the rest A prescription B problem C bloody D blanket
3 Choose the most suitable word to complete the sentence below David’s school ……….is very bad this term
A period B semester C report D day
4 Choose the underlined word or phrase in the sentence below that needs correcting.
The teacher told us not to create much noise in class A B C D
5 Choose the best answer to complete the sentence
In Cambodia, 90 per cent of males can read and write, but only 24 per cent of females are
A literate B illiterate C literacy D illiteracy Choose the best answer to complete the sentence
Vietnam has the highest …… for literate males with 96 per cent A rank B ranking C standard D figure Choose the best answer to put the sentence into reported speech
“ I won t it again’ ” A Jane said not to it again
(41)D Jane promised not to it again
8 Decide which of the four options has the same meaning as the sentence in italic.
Give me your homework.
A The teacher told us to give him our homework B The teacher ordered us to give him our homework C The teacher advised us to give him our homework D The teacher said us to give him our homework Choose the best answer to complete the sentence Students have the ability to learn …… failure
A at B from C with D on
10 The teachers are motivated and …… in what students are doing A excited B surprised C interested D willing Read the passage below and then choose the correct answer.
In the summer of 2000, the Vietnam Society of Learning Promotion started a campaign for illiteracy eradication In the campaign, six hundred ethnic minority students from the northern highlands were asked to provide reading and writing skills to 1,200 illiterate people living in their home villages In 2001, eight hundred volunteer students took part in the campaign The number of people receiving reading and writing lessons reached 4,623 This was an effective way to help people in remote and mountainous areas to read and write
Those students who took part in the fight against illiteracy considered it an honorable job to help people in their home villages They voluntarily spent their summer vacations teaching illiterate people to read and write Some even prepared relevant materials for their classes They talked about new farming techniques and family planning Before they left, they promised to come back the next summer
1 The main idea of the passage is ………… A teaching illiterate people
B illiteracy eradication campaign C ethnic minority students’ program
D an honorable job to help illiterate people
2 How many students took part in the campaign from 2000 to 2001?
A 600 B 800 C 1,400 D 1,200
3 Why did the students take part in the campaign? A They had to it
B They enjoyed teaching illiterate people
C They wanted to go to remote and mountainous areas D They were volunteers
4 What did they to help eradicate illiteracy? A taught illiterate people to read and write B prepared relevant materials for their class
(42)Tiết thứ: Ngày soạn: / / Ngày dạy: / / Dạy lớp:
Unit 6: COM PETITIONS Lesson a: READING A Aims:
Reading about the competitions or contest
Scanning for specific information of competitions To talk about the English Competitions
- Lexical item:
Words about competitions
Structure and grammar: The past simple tense
- Teaching aids: pictures of competitions B. Procedure
* Warm up: ( minutes)
Teacher gives the question and asks SS
Do you like listening me singing ? Today I ‘ll sing a song
Teacher sings the “ Road to Mount Olympia” song
Teacher claps hand and makes the sign for Ss sing together
Teacher leads in the lesson I Presentation (10 mn) Teacher asks Ss to look at the pictures and match the words or phrases in the box
Teacher goes round and gives help Teacher calls one good Ss in front of class
Teacher checks the answer
Teacher asks Ss to work in pairs Teacher asks three good Ss to stand up and give answer
Teacher gives feedback
II Practice (25 minutes)
Teacher pre-teaches vocabulary Annual ( adj) = every year
Ss answer the question Yes, we
Ss listen to the teacher Ss can sing with the teacher
Ss look at the picture and match Ss work individually
Suggested answer
a Quiz: “ Road to Mount Olympia”
b London Marathon
c Sao Mai Television Singing Contest
d Olympic Game Ss work in pairs The answer may vary Suggested answer
1 Yes, I Because when I take part in these competitions I’ll get some usefulness such as keeping mind, keeping health……
2 Of course I hope to win… Winning is the most important
(43)Stimulate (v) = encourage Spirit (n) tâm thần, khí Sponsored (v) đồng tình, tán thành Representative (n) đại diện
Teacher repeat the past simple tense; note on form of it
E.g I went to sleep at 11 last night I didn’t go to sleep at 11 last night
Did you go to bed at 11 last night?
Task 1. Matching
T asks Ss to the task individually T goes round and gives offers
T explains the meaning of the words if they don’t know
T asks one Ss to in front of class T gives feedback
Task 2.
T asks Ss to work in pairs T goes round and gives offers
T checks grammar and structures if necessary
T asks pairs to in front of the class
Task
T asks Ss to work individually
T asks Ss to read the last paragraph to find the missing information
T calls Ss read these sentenses loudly
T gives feedback
* After you read (5 mn) T asks Ss to work individually
Ss copy vocabulary Ss read in chorus
Ss try to pronoun the words correctly Ss note on stress mark
Ss revise the past tense Ss read the passage in silent Ss the three tasks
Ss work individually
Ss try to guess the meaning of the words if they don’t know
The Ss’answer may vary Suggested answer
1 d e b f c a Ss work in pairs
The answer may vary Ss in front of the class Suggested answer
1 The representatives of three classes of the school took part in the annual final English competition last Saturday Its aim was to stimulate the
spirit of learning English amon students
3 The student’s Parents Sciety sponsored the competition …
5 … …
Ss work individually Ss in front of the class Suggested answer
1 …to recite/ complete the poem
2 ….became the winner of the competition
3 … got 60 points … “ For me the most
(44)T goes round and gives offers, explains new words; to pattern, windowpane
T asks Ss to translate into Vietnamese in front of the class
T corrects the mistakes if necesarry
Ñnjoyment we had from it Ss read the poem
Ss translate into Vietnamese
III. Homework
Talk about a competition that you have attended or seen
Tiết thứ: Ngày soạn: / / Ngày dạy: / / Dạy
líp: Unit 6
COM PETITIONS Lesson B: speaking A Aims:
To know some kinds of competitions
Speaking for specific information of competitions To talk about the English Competitions
- Lexical item:
Words related to competitions Structure and grammar:
Make sbd adjectives Noun to + verb
- Teaching aids: pictures of competitions B. Procedure
* Warm up: ( minutes) Guessing game
T divides the class in to group T gives questions ask groups if which group gives answer earlier, they are winners
1 Which game often takes place at weekend for Ss at high school? Which game is on VTV3 on
Monday night for Ss from/ at universities?
3 Which game makes people become a millionaire?
I Presentation (8 mn) Introducing situation, vocabulary and structure
Ss play the game
Ss try to give the answer earlier Suggested answer
1 The Road to Mount Olympia Ring the Gold Bell
3 Who is the millionair?
(45)Words; quiz, sculpture, poetry reading, reciting competition……
Structure; makes sbd adjective Noun to + verb
II Practice (30 mn) Task 1 Type of competitions T asks Ss to work individually T goes round and gives offers
Teacher asks three good Ss to stand up and give answer
Teacher gives feedback
Task 2. Ask and answer about the games in task
T asks Ss to work in pairs T goes round and gives offers
T checks grammar and structures if necessary
T explains the meaning of the words if they don’t know
T asks one Ss to in front of class T gives feedback
Task Talk about a competition or contest you have recently joined or seen
T asks Ss to work in pairs T goes round and gives offers
Read these words in chorus
Ss work individually
Ss compare the answer with their partner
Ss’ answer may vary
Ss work in pairs The answer may vary Ss in front of the class A; What you think of yhe General Knowledge Quiz?
B; Oh , It’s great It’s an opportunity to test my general knowledge
Ss continue to like that using theords in book
Ss continue to like this in front of class
Ss use available questions in the text book
Ss make upgrading take note what their friends talk the competitions to help other group know the different competitions
Ss compare their note down with the others
III Homework (2 mn) Sumerise the contents of the lesson T asks Ss to rewrite a competition they have seen or taken in
Tiết thứ: Ngày soạn: / / Ngày dạy: / / Dạy lớp:
Unit 6: COM PETITIONS Lesson c: Listening A Aims:
To know the history of Boston Marathon
Listening for specific information of competitions
- Lexical item:
(46)The past simple tense with when, who, how many took part in, took place
Teaching aids: pictures of competitions B. Procedure
* Warm up: ( minutes) Game ; guessing the distance of running
T divides the class into three groups T shows some pictures about the running-race with the athletics that Ss know
T use some suggestions to help Ss if they can not guest them especially the long running
T leads in the lesson
I Presentation ( 8mn) Introducing situation, vocabulary and structures
Words: athletic, formally, association, female, McDermott, Kuscsik, clock The past simple and the present simple passive
The Boston Marathon is held every year in USA
It began in 1897
Ss give the answer for two questions
II Practice ( 25mn) Task
T talks about the aim of this task T asks Ss to read these statements in minutes
T plays the cassette two times T asks Ss to answer in front of class T corrects
Task 2
T plays the cassette two times again T lets Ss exchange information that they listen in two times
T asks Ss to answer the questions aloud in front of the class
T corrects
Fee Practice (10 mn) T asks Ss to work in pairs to talk about Dang Thi Teo in the last
Ss play the game Ss work in group
Who is quicker they are winners Ss’ answer may vary
Ss copy vocabulary
Read these words in chorus
Ss revise the past tense and simple present passive
Ss’ answer may vary because they don’t know about the Boston Marathon
Listen to the tape Give correct answers The answer may vary Ss in front of the class Suggested answer
1 T F T T F F
Work in pairs
Give correct answers The answer may vary Ss in front of the class Suggested answer
1 He came from Newyork in 1972
(47)competition of her
T goes round and gives offers
T checks grammar and structures if necessary
T asks pairs to in front of the class
The answer may vary Ss in front of the class
III Homework ( 2 mn)
Rewite the last competition of Dang Thi Teo
Listen and note down the homework
Tiết thứ: Ngày soạn: / / Ngày dạy: / / Dạy líp:
Unit 8: celebrations Lesson A: reading A Aims of the lesson.
- Help Sts read the passage and understand its content
- Help Sts know about Tet holiday in Vietnam and the ways people celebrate it in Vietnam
- Lexical items: words/phrases related to activities on Tet holiday in Vietnam
B Teaching aids.
- Text books, pictures… C Teaching procedure. I Warm up.
- T lets sts listen to the song Happy new year then answer the questions: - What is the title of the song?
- When people often sing it? - What is it about?
II Presentation. 1 Before you read.
- Sts work in pairs and discuss the questions
- T calls some sts to tell the others about which of these activities they enjoy doing most at Tet holiday
- T may give sts some suggestions in order to help them it much more easily
2 While you read.
- Sts read the passage in silence individually
- T gives sts the meanings of some new word and phrases if necessary - T calls one or two sts to read the passage aloud in turn
1.1. Task 1.
- T asks sts to find what the words given mean in Vietnamese, using a dictionary if necessary
(48)1.2. Task
- Sts read the pasage once more then choose which sentence is True and which is False
- T asks sts to answer in oral
- T gives the corrections and remarks 1.3. Task 3.
- Sts work in pairs, read the passage and answer the questions well in turn
- T calls some sts to give their answers aloud - T gives them the comments and the corrections 2 After you read.
- Sts work in groups, tell each other about his/her last Tet holiday, focuss on the points given
- T goes round and helps sts work well
- T calls some sts to well in turn then gives them the comments 3 Homework.
-
TiÕt thø: Ngày soạn: / / Ngày dạy: / / Dạy lớp:
Unit 8: celebrations Lesson B: Speaking A
Aims of the lesson.
- Talking about celebration of Tet ang other festivals’ activities - Lexical items: words describing celebrations
B Teaching aids.
- Text books, pictures… C Teaching procedure. I Warm up.
Games: Brainstorming
- Sts work in groups, write down as many words related to activities on Tet holiday in Vietnam
- Leading to the lesson II Presentation.
- Introduce the situations, vocabulary and structures such as: Thanksgiving parade
Valentine’s Day roast turkey Mid-Autumn festival …
III Practice. 1 Task
- Sts works in pairs, practise reading the dialogue
- Role play: representative of some Sts speaking about their activities on Tet holiday
(49)2 Task
- Sts work in pairs, match each of the holidays with its main purpose and activities
- Ask some good Sts to look at the pictures and talk about their main purposes and activities
1 Task 3.
- Sts work in pairs, ask and answer about the holidays above using questions such as:
- What you know about……? - When is it exactly?
- What people often at… ?
- T calls some pairs of Sts to speak aloud, then gives them the correction and remarks
IV Consolidation.
- Summerize the content of the lesson V Homework
- Learn all the words relating to Tet holiday and other festivals’ activities
Tiết thứ: Ngày soạn: / / Ngày dạy: / / Dạy lớp:
Unit 8: celebrations Lesson 3: Listening A Aims of the lesson.
- Listen to the dialogue then selective listening and comprehension questions
- Lexical items: Words about celebrations Grammar: Simple present tense B Teaching aids.
- Text books, cassette player, tape/CD dics C Teaching procedure.
I. Warm up.
- T shows some pictures about celebrations in Japan and notes some words such as: kimono, shrine, pine trees…
- T asks some questions to lead in the lesson II. Before you listen.
- Sts work in groups, guess which of the given activities the Japanese often on their New Year’s Days
- T helps Sts read the words and phrases given fluently
- T plays the tape, asking Sts to listen and repeat word by word twice - T asks some Sts to answer the question: What other things you
think the Japanese also at the New Year? III. While you listen.
(50)- T plays the tape twice then ask Sts to tick the things they hear - T calls some Sts to show their work to the class
- T order some other Sts to give their comments on their friends’s work - T calls some Sts to talk about what the Japanese often on their New
Year’s Day 3 Task 2.
- T plays the tapes again
- Sts work in pairs, listen to the tape and answer the questions given well
- T calls some pairs of Sts to give their answers - T/Other sts give the comments
IV. After you listen.
- T asks sts to work in pairs to find out the different and special aspects between the ways people celebrate the New Year’s Day
- T calls some sts to show their work to the whole class - T and the others give the comments and the correction V Homework.
Tiết thứ: Ngày soạn: / / Ngày dạy: / / Dạy lớp:
Unit 9:Undersea world
lesson A: reading
I Aim
Reading a passage about dolphins II Objectives
By the end of the lesson, Ss will be able :
-use certain words about types of sea creatures such as humback whale,shark, lobster, star fish,…
-talk about dolphins and other sea creatures by using a variety of related words and phrases including warm- blooded mammals,shipwreck, medical treatment, caution, natural habit,…
-improve reading skill through True , False and Answering Questions exercise
III Materiails
Textbook, whitechalk,…
(51)Ss may have difficulty in understanding some difficult words in the reading
V Procedure Time/stage
s
Steps Work
arrangement
Lead-in Q&A
Ask Ss to work in pairs or in groups and discuss the following questions about dolphins
What you know about dolphins? What can dolphins be used for? Are they dangerous?
Have you ever seen a dolphin’s performance? Where did you see it?
…
Gather ideas from Ss and introduce the text Vocabulary pre-teach
Warmed- blooded mammals(n): animals which have warm body temperature under any surrounding sircumstances (động vật có vú máu nóng)
Victims (n): persons who are killed or injured by situations beyond their control(nạn nhân)
Shipwreck(n): a ship or part of it aftyer being wrecked Stressful situation(n):difficult, tiring condition or circumstance
Medical treatment(n) cure using medicine Caution(n): carefullness
Checking technique Rub out and remember
Write all the new words on the boad in two columns: Ennglish and vietnamese equivalents
Rub out all the words in English columns and ask ss to look at the Vietnamese column to write down or red aloud the rubbed ones
Group work
Before you
read whole class
While-Reading
Set the scene
Dolphins are specious kind of sea creatures They bring many benefits to our life In today’s lesson, we will read about dolphins and their uses in our life
Task – True or False
(52)statement are true or falfe
Ask them to check(٧) the appropriate boxes and then correct thhe false statements
Tell ss to read the statements carefully and have a guess before doing the task
Go round the class and provide helpwhen necessary Ask ss to compare their answers with with a friend
Call on some ss to explain their anwers aloud in front of the class
Feed back and give the correct answers: T
2 F ( Dolphins are fascinnating animals because they help people in difficulty.)
3 T
4 F ( beside using medicine, patients playing with dolphins may get better)
5 F ( Frequent contact with people is not good for dolphins because they may lose their natural habits of protecting themselves from danger so as to survive in the wild)
6 Dolphins are friendly, but they may bite people when they are disturbed)
Task – Answering question
Let Ss read the text again and answer the questions in the book
Have Ss discuss the answers while doing the task
Call on some Ss to read their answers in front of the class Give feedback and make necessary corrections
Give correct answers:
1.They helped fishermen in fishing or rescued shipwrect victims
2.Its purpose is to help people with health problems,improve their life quality and trengthen their spirit
3.After the program, petients with down’syndrom feel more positive, learn new behaviors, and communicative better with other people
4.Dolphins can get angry and become dangerous when they are disturbed
5.because if taken out of their natural habitat, dolphin may ose the habits of protecting themseves and may lose their
work
Pair work
(53)fear of human
Task 3- Finding the words
Ask Ss to read the text againmore carefully and find the words and expressions with the meanings in the book Note: ss may find it difficult to find the words in the long text T is advised to help Ss by giving the location of the words/ telling them the paragraphs in the words appear Caal on some Ss to write their answers on the board Check the exercise in front of the class as a whole Give correct answers:
1 mammals
2 take the way out disturb
4 cotack(n)
5 bite the hand that feed (them) caution
Post-reading
Group discussion
Have Ss to work in groups and discuss the statement: many people are against traing dolphins to perform in the circus because it may danger these animals Do you agree or disagree? Why?
Go rounnd the class and provide help when necessary Call on some ss to expain their ideas in front of the class Feedback and give correct answers:
Agree Disagree
They entertain people They may get hurt or injured during the training performance
They attract the large number of tourists to recreational centers
They lose natural abilityof a sea creature such as giving birth
They help contribute to the wealth of the country
They look miserable when being keplt in pools and forced to follow routines everyday
Group work
Wrapping Summarise the main points Assign homework
(54)TiÕt thứ: Ngày soạn: / / Ngày dạy: / / Dạy lớp:
Unit 9:Undersea world
lesson B: speaking I.Aim
Asking for and giving reasons or explanations II.Objectives
By the end of the lesson, Ss will be able to :
Ask for and give reasos by using words such as why, why not, because cause…
III.Materials
Textbook, white chalk,… IV.Anticipated problems
Ss may have difficulty in finding ideas for some situations in the lesson
V.Procedure
Time Steps arrangementWork
Warm- up Why- BecauseDivide the class into two teams
Team asks questions with why and the team answers with because The loser is the team which can’t make a question or give an answer within one minute
Note:
Questions and answers may be various Accept all possible questios and answers if they make sense
Group work
Pre-speaking
Structures introduction
Have Ss look at the useful expressions and read the examples in the book
Explain the words to ask for reasons or explanations: Why…
… Why?
(55)How come …?
… How come?
And the words to give reasons or explanations: Because …
Cos / Cause
‘ ‘
Because of …
Give examples to illustrate the structures Further explain the structures:
Why + inversion of subject – verb
How come (in spoken language) – no inversion of subject – verb
Because/ Cos or Cause’ ‘ + clause
(‘Cos or Cause ‘ = short form of because and is casually used only in spoken language)
Because of + noun phrase
Adding reasons and explanations
Instruct the task: Look at some suggested activities below and decide if you want to them or not You can add to the list your own reasons / explanations for doing or not doing them.
Have Ss the task in pairs
Call on some Ss to give their explanations in front of the class
Feedback and give suggested ideas:
Activities Why? Why not
To eat seafood or
fish Tasty, delicious smelly To fish with a
fishing rod Happy when catching a fish Not want to hurt or kill fish To keep gold fish
as pets Very beautiful and clean Not as lively as a dog or a cat To explore the
bottom of the sea Practice swimming and diving
Fear of water
To go to the circus to see dolphin’s performance
Dolphins- intelligent and friendly
dangerous
While-speaking
Asking foor and givingreasons and explanations 1 Ask Ss to work in pairs and talk about the above activities using the seasons and explanations they have discussed
Example:
A: I like eating seafood ‘cause it’s not fatty How about
(56)you?
B: I don’t
A: You don’t like seafood! Why not? B: Because i’m allergic to it
Go around the class and provide help when necessary Call on some pairs to practice in front of the class Make necessary corrections
Suggested answers:
A: I like fishing with a fishing rod very much because it makes me patient Do you like it?
B: No, I don’t A: Why not?
B: because I don’t want to hurt or kill fish
A: Do you like keeping goldfish as pets? B: No
A: No? How come?
B: ‘ Cos it’s a waste of time …
Asking for and giving reasons and explanations
Have Ss work in groups and figure out what is happening in each picture in c)
Give further background information about each picture
Call on some Ss to describle the pictures in front of the class
Feedback and give correct answers:
Picture 2: The whales are blowing water up Picture workers are cleaning up the beach
Picture 4: an environmentallist is burying sea turtle eggs in the sand
Picture 5: A lot of fish died
Ask Ss to work in pairs and talk about the pictures in front of the class
Check the exercise in front of the class as a whole Suggested answers:
2 A The whales are blowing the water up B Why are they doing it?
A ‘ cause they are exhaling air through their blowholes
B
C C Workers are cleaning up the beach D D How come they are doing it?
E C because an oil slick has made the beach dirty F G An environmentalist is burying sea turtle eggs
in the sand G H How come?
(57)eaten by other animals E A lot of fish died F Why did they die?
E Because of polluted sea water
Post-speaking
Pair talk
Ask Ss to work in pairs and take turn to ask for and give reasons or explantaion for the situations in the book
Have Ss read thhe situation carefully and think of the reasons for the situations before working in pairs
Call on some pair to practice the situations in front of the class
Make necessary comments annd corrections: A your neighbor broke his leg How come?
B be cause he fell of a ladder while cleaning the windows
3 C Why did your classmate fail the Ennlish test? D ‘ cause they didn’t learn the lessons well enough E You fell asleep in class yesterday Why?
F ‘Cos I watched a soccer game on TV until a.m and had only three hours’ sleep after that
5 G You look rather unhappy today Why? H I got only in the English test
Pair work
Wrapping Summarise the main points.Assign homework Whole class
Tiết thứ: Ngày soạn: / / Ngày dạy: / / Dạy lớp:
Unit 9:Undersea world
lesson C: listening
I.Aim
IV. Listening to a song about whales II.Obectives
By the end of the lesson, Ss will be able to :
- understanding the implications and the tune in a song
- Improve listening skillto a song through gap-filling exercise III.Materials
(58)IV.Anticipated problems
Ss may have difficulty in filling the gaps while listening to a song at the same time
V.Procedure
Time Steps arrangementWork
Warm-up
Group discussion
Have Ss work in groups and discuss questions about whales:
What you know about whales? Where they live?
What they look like?
What danger they have to face? …
Gather ideas from groups and introduce the listening.
Group work
Pre-listening Ask Ss to look at the pictures of hapoons and harpoon gun and say what the fishermen use them for Tell Ss to look at the shape of the harpoons to havve the ideas for the answer
Fishermen use harpoon gun to kill(catch) whales and other big fish
Vocabulary pre- teach
Moonlight (n) : the light of the moon(ánh trăng) Reef (n): a mass of sand or rocks( vỉa đadá ngầm) Grunting (v):making a soft sound(càu nhàu)
Squeak(n): a thin and sharp sound(tiếng kêu the thé) Shriek (n): a sharp cry or sceam(tiếng hét inh tai)
Fate(n): the power which is thought to dertermine one’s future,success or failure(số phận)
Checking tecnique Sentence modeling
Ask ss to make sentences with the same word to make sure Ss the meaning of the words
Pair work
While-listening
Ask Ss to read The song of The World’Last Whale through before listening to the tape
Tell Ss to listen to the tape and compllete the song by filling the blanks
Play the tape several times when necesarry Call on some Ss to write the words on the board
Play the tape again and check the exercisein front of the class as a whole
Give correct answers: spring recorder singing heart
(59)5 harpoons death feel save
Post-listening Ask Ss to work in groups of to and discuss the following questions: Which sections of the song are assumed to be
spoken by the song writerand which by the humback whale?
2 Does this song have a happy or sad tune? Why you think so?
Call on some Ss to explain theis answers in front of the class
Feedback and give correctted answers: Spoken by the song writer: 1, ,3 ,5 ,6 Spoken by the whale: section
2 This song is sad with it’s slow and sad tune.Its lyrics reveal the sufferings whales have to endure
Group work
wrapping Summarise the main points
Assign homework Whole class
Tiết thứ: Ngày soạn: / / Ngày dạy: / / Dạy líp:
Unit 9:Undersea world
lesson d: writing I.Aim
Writing invitations II.Objectives
By the end of the lesson, Ss will be able to :
- be updated with the format of the letter of invitation through arranging exercises
- Write a letter of invitation on certain topic.III.Materials Textbook, white chalk,…
IV.Anticipated problems
Ss may not be fablle to distinghuisg a fomal letter from an informal letter
(60)Time Steps arrangementWork
Warm- up
Group discussion
Ask Ss to work in groups and discuss the following questions:
Have you ever written an invitation letter in English? On which occasion?
When did you write it?
What difficulty did you have when writing a letter? Did you follow any formats?
Group work
Pre-
writing Table completionAsk Ss to work in pairs or groups: read four invitations and
complletet the table with words and phrases from them
Npte: In order to save class time , T may divide the the class into groups and each group reads one invitation
Go round the class and provide help if necessary Draw the table on the board and call on some Ss to completet the table on the board
Check the exercise in front of the class as a whole Give correct answers:
Letter1 Letter Letter Letter Reason for invitation Going to the movies Going to Tri nguyen aquarium Ann and John are passing through To welcome back Pro A1 Statement of invitation + suggestio n (time, date annd place) - How about going to the movies tonight? -How about going to the movies tonight? -at the Diamond Plaza _do you feel like joining us? _this saturday _can you come to dinner on Saturday? _I should very much like you , as our advisor, to join us _The date have in mind is june 20 -at the Swiss café
Request
for reply - Give me a call -Phone me to connfirm -leave a note before Saturday -Would this be suitable for you-? Letters rearrangement
Have Ss work in pairs and rearrange the sentences to complete two letters of invitation
Call on some Ss to explain their answers in front of the class
Whole class and Pair work
(61)Feedback and give correct answers: Letter
(2) dear laura,
(6) Sorry we’ve been out of touch so long
(4) As the vacation is coming , it’d be nice to see you here with my family
(7) Rosa and Carol will be here ,too So we all can go scuba diving together to explore the sea near my house
(3) If you can come , just rop us a line to say when you will arrive
(1) With love, (5) Kerry Letter
(3)Dear Mr Lee,
(2)Thank you for your letter of January 20
(5) In view of interest in our school and student , we are extremely happy to welcome your visit
Two possible dates which we can offer are february 25 and March15
(1)Two possible dates which we can offerare february and March
(4)could you please let us know if one of these is suitable for you?
(7)Your cincerely, (7)Nguyen thi van
Keep ss in pairs and decide which letter is formal and which one is informal
Note: ss may not fully understand the difference between formal annd informal letters Let ss express their
understanding naturally
Call on some ss to explain their answers in front of the class Require ss to show the structures in the letters thet indicate whether the letter is formal or informal
Feedback and give suggested answers: Letter is informal because it has:
-short, incomplete sentences ( sorry we ‘ve been out of touch …, so we all can go…)
-informal expressions, shortened form ( we’ve, It’d, you”ll, just drop us a line)
Letter is formal because it has: -complete sentences ,full forms
-Modal auxiliariesto show politeness(can, could)
-Formal expressions(your sincerely, could you please , in view of ,)
Run over the points again to make sure ss have a clear unnderstanding of a letter of invitation
While-writing
Ask Ss to work individually and choose one topic in the book to write a letter of invitation
Make clear that if Ss choose topic 1, they are required to
(62)write a formal letter If ss choose topic , they are required to write an informal letter
Explain the requirements of two letters
Have ss exchange their writings and cross check
Pic up some writing which contain typical mistakes and check them in front of the class
Suggested writing:
1.Formal invitation letter Dear Mr dean Brown,
We know that you are an enthusiastic wildlife
protectionactivist who is famous for many moving speeches about endangerded animals
We should like to invite you, as chair for the green peace Association, to talk to the students in our school about how to protect endangered sea animals
The date we have in mind is february 25 Please let us know if this is convinient for you
Your cincerely, Nguyen van Tu
Secretary Of the Youth leage of Hung Vuong High School 2 Informal invitation letter
Dear carol,
I stop by to let you know that my class has a very interesting plan We” ll clean the beach near our school this Saturday morning
Do you feel like joining us? I’m sure you”ll have more vietnamese herer
Phone me to confirm I’ll be home after p.m Lan
Post-writing Introduce some expressions for invitations and replies:Invitations: Would you like to……?
Do you want to….? Can you?
Let’s….?
Why don’t we…? Shall we….?
Possible positive replies: I’d love to…
Sure, thanks… Sounds good… Yes, let’s… All right I’d like that Absolutely!
Possible negative replies:
(63)I’d love to… I’m afraid I… I’m afraid not
I wish I could, but… Thanks, but…
Have ss work in pairs and practice giving and replying invitations by using the above structures
Call on some pairs to practice in front of the class Make necessary comments and corrections
Suggested answers:
A: Would you like to go to the movies with me tonight? B: Yes I’d love to
…
Note: It’s up to ss’level, T may encourage Ss to have extended dialoges using the invitation structures
Wrapping
Summarise the main points
Assign homework Whole class
Tiết thứ: Ngày soạn: / / Ngày dạy: / / Dạy lớp:
Unit 9:Undersea world
lesson E: language focus I Aim
Using compound adjectives
Revision of relative clauses and passive voice II Objectives
By the end of the lesson, Ss will be able to:
- form compound adjactives and use them appropriately
- Understand the difference between the restrictive clauses and non-restrictive clauses and join two sentences using relative pronouns who, what and that
- Review passive voice and change active sentences into passive sentennces
III Materials
(64)IV Anticipated problems
Ss may not know how to form compound adjectives V Procedure
Time/Stages
Steps arrangementWork
Warm- up Noughts and crossesDraw a table containing words in each cell
Divide class into two groups:noughts (o) annd Crosses (x) Ask ss to choose the word in the cell and make a sentence with that word A correct sentence with the given word will give one O or X The group with three O or x vertically, horizontally, or diagonally first will be the winner
whale Warm- blooded blowholes
shark wild Oil slick
crab intelligent shell
Group work
Word study
Presentation 1
Give definition of a compound adjactive:
A compound adjective is made up of two different words, and sometimes three The second part of the compound is often a present participle (v- ing) or a past participle (V-ed) Explain the meaning of the compound adjectives by
analizing the example:
They are warm- blooded animals
= They are animals that have warm- blood
Ask ss to give some more examples to make sure they understand the form and the meaning of compound adjactives
Whole class
Practice 1
ASs to the exercise inndependently: fill in the blanks with appropriate compound adjactives following the example in the book
Have Ss compare their answers with a friend
Call on some ss to write their answers on the board Check the exercise in front of thhe class as a whole Give correct answers:
1 ( warm- blooded) fail- haired bad –tempered blue- eyed long- necked empty-headed cold- hearted
Pair work
Grammar Introduction to restrictive clauses and non- restrictive clauses Restrictive clauses
Restrictive clauses qualify a noun, and tell us exactly which person or thing is being reffered to
Examples:
She likes people who are good fun to be with
(65)( she likes peopleon it’s own doesn’t mean very much; we need to know which people she likes)
Students who are always go to school late are not good ( who always go to school late tells us exactly which
students are not good Without it, the speaker is saying that all students are good.)
Non-restrictive clauses
Non- restrictive clauses add secondary information to a sentence, almost as an afterthough
My friend Dvia, Who is American, speaks vietnamese very well
(My friend David is clearly defined We don’t need to know which david is being discussed The clause who is American gives us extra information about him.)
students, Who always come to school late , are not good ( The clause who always come to school late suggests that all students are not good It isn’t necessary to identify only those that decieve-they all do.)
Practice
Ask Ss to exercise a) and b) individually: Joining the sentences with who, that or which using restrictive and non- restrictive clauses
Go round the class and provide help whhen necessary Gather some sentences which contain typical mistakes and correct them in front of the class
Give correct answers:
a) relative Clauses (restrictive)
1 Chinese people have a special kind of soup thhat i which is made from shark’s fin
2 A lot of fish that / which live in polluted sea die everyday
3 We have a new teacher that / who (m) really like many people that / who eat puffer fish, a very
poisonous species, get sick or die every year She”ll tell you astory that/ which will surprise you b) relative clauses (non- restrictive )
1b The Nile, Which is in Egypt, is the home of a great variety of fish
2e yesterday I visited Tri nguyen aquarium, which has various species of fish
3d The movies harry Potter, which i’m longing to see , is coming soon
4a Then he was caught in the mouth of a white shark, which is the most dagerous sea ceature
5c) the most beautiful park, which has a lot of big trees, is opposite my house
Individual work and Pair
work
(66)Revision of passive voice
Review the form of passive voice and the basic rules in changing active sentences into passive sentences
Whole class
Practice 3
Have ss exercise c) in pairs: Put the sentences into passive Call on some ss to write their passive sentences on the board Ask for comments from other ss in the class
Give correct answers:
1 The garage is cleaned everyday
2 Hundreds of sea turtle eggs have been found and buried today Why aren’t dolphins classified as fish?
4 Tons of sellfish were exported to Japan last year Lots of junk mail is sent to our office everyday
6 Are dolphinss’ lives affected by contact wiith people?
Pair work
Tiết thứ: Ngày soạn: / / Ngày dạy: / / Dạy líp:
Unit 1o: conservation
lesson a: reading I Aim
Reading a passage about a National park II Objectives
By the end of the lesson, Ss will be able to:
- Use certain words about environment such as ecosystem, habittat, retiles, amphibian, lanscape,…
- Discuss solutions to protect the environment
- Enhance reading skill through heading and Matching exercises III Materiails
- Textbook, whitechalk,…
(67)IV Anticipated problems
Ss may have difficulty in understanding somedifficult words in the reading
V Procedure
Time/Stages Steps Work
arrangement
Warm - up
Matching
Ask Ss to look at the pictures showing environmental damage and answer questions about the pictures: What you see in the pictures?
What problems are they?
Do you suggest any solutions to these problems? …
Have Ss work in pairs to match the solutions with the pictures
Explain necessary new words: Forest destruction:nạn phá rừng
Wildlife extinctions: Sự tuyệt chủng loài động vật hoang dã
Wildlife poaching and tradingáăn bắn buôn bán loại động vật hoang dã
Call on some Ss to explain their answers in front of the class
Feedback and give correct answers:
Damage Solutions
a Water pollution Clean up the beaches b Forest destruction Control the cutting
down of trees
c Wildlife extinction Ban wildlife poaching and trading
Pair work
Pre-Reading
Vocabulary pre-teach
Mosaic (n): work composed of bits of tones or glass forming a pattern or picture (tranh khảm trai)
Diversity (n): the state of being diverse (Sự đa dạng) Ecosystem (n): a group of organisms and their nonliving environment (hệ sinh thái)
Ecotourism(n): a form of tourism which combines environmental and social factors (du lịch sinh thái) Habitat (n): the region whhere species or individual
(68)usually lives or is found (môi trường sống) Flaura and fauna species (n): hệ động thực vật Mammals: động vật có vú
Reptiles: lồi bị sát
Amphibians: lồi động vật lưỡng cư Biosphere reserve: khu dự trữ sinh Checking tecnique
Slap the board
Write or put the words on the board
Have two Ss or two teams of ss to stand at an equal distance from the board
Call out one of the words in english in loud voice, the two ss must run forward and slap the word on the board The one who slaps the correct word first will be the winner If ss play in teams, the score will be added up and the winner is the team which has more scores
While -reading
Task 1- Headings
Ask Ss to read the text independently and match the headings with the appropriate paragraph
Tell Ss to read the text quickly to get main ideas of each paragraph
Have Ss compare their answers with a friend
Call on some Ss to explain their answers in front of the class
Make necessary comments annd corrections Give correct answers:
1 Tour Discoveries- paragraph C Benefits of the park- Paragraph D
3 Nam cat Tien national park as an Ecotourism Site – Paragraph A
4 Significant biological Diversiti- paragraph B Task 2- Matching
Have Ss read the text again more carefully and match the words or phrases in column A with their appropriate meanings in column B
Encourage Ss to get the meanings of the words in the context they appear
Call on some Ss to write their answers on the board Check the exercise in front of the class as a whole
Individual work
(69)Futher explain and give correct answers:
1 c ( ecotourism site: a natural area where people can visit and learn about it in a way that will not hurt the environment)
2 e ( diversity: a range of difference things) a( exploit: use something fully and effectively) d( biosphere reserve: a piece of land in which
animals and plants can live)
5 b( conservation: the protection of animals, plants, forest etc…, to prevent them from being spoiled or destroyed)
Task 3- Answering Questions
Ask Ss to work in pairs and answer the questions in the book
Tell Ss to underline the information in the text to support their answers
Call on some Ss to read the answers aloud in front of the class
Note:Encourage Ss to use their own words to answer the questionsinstead of taking the exact words from the text Feedback and give correct answers:
1 Because of its nature beauty and economic development
2 Flaura species and fauna species (mammals, retiles, amphibians, birds, fish, and insects)
3 To promote the economy and provide more fund for conservation
4 He implies that developing ecotourism in this national park will bring benefits to the economy and the conservation work
Pair work
Post-Reading Group discussionHave ss work in groups and discuss the benefits of
developing ecotourism in the national parks
Go round the class and provide help when necessary Note: Ss may use Vietnamese during the discussion Ts are adviced to give English equivalents later Gather ideas from groups and provide necessary and relevant vocabulary
(70)Benefits of ecotourism:
- Provide more funds for conservation
- Raise people’s awareness in conserving the environment
- Create jobs for local people by providing necessary tourism service
- Promote local and national economy
Wrapping
Summarise the main points
Assign homework Whole class
Tiết thứ: Ngày soạn: / / Ngày dạy: / / Dạy lớp:
Unit 1o: conservation
lesson B: speaking I Aim
Making suggestions about nature conservation II.Objectives
By the end of the lesson, Ss will be able to make sugesstions about nature conservation and use them appropriately
III.Materials
Textbook, whitechalk,… VI.Anticipated problems
Ss may not know how to use the useful suggestion expressions in making up questions and answers
V.Procedure Time/stages
Steps arrangementWork
Warm-up
Briefly introduce the useful expressions to make suggestions:
It migh be a good idea to… I think you / we/ they/ should… It would be better if…
(71)One think you/ we/ they could is…
Ask Ss to make sentences with the above expressions Make sure SSs understand the use of the expressions Note:Ss’ sentences may vary from one to another
Accept all the sentences if they are garmmatically correct
Pre- speaking
Vocabulary pre- teach
Deforestation (): The clearance of forest or the cutting down trees
Forest fire (n):
Disposal products (n): Product s which can be disposed
Environment- frienly products(n) Products which no harm to the environment
Checking technique Sentence modeling
Ask ss to make sentences with the above work
Make sure they they understand the meaning and know how to use them appropriately
Making suggestions
Have Ss work in pairs and take turn to use expressions above to make up answers to the questions on page 130.Go round the class and provide help when necessary
Call on some pairs to act out the questions ans answers in front of the class
Ask for comments from ather Ss Give sugested answers:
2 I think it is We should conserve nature, ie control the cutting down of trees and keep the river clean
3 Maybe because they don’t know the importance of coservation
4 yes I think we should reduce water pollution by not throwing trash into the rivers
5 We have One thing we could is keep rare animals in their natural habitats
Pair work
While -Speaking
Havve Ss work in pairs: Use the expressions above and prompts in the book to make up exchanges about environmental damage and their sollutions
Give examples before letting Ss the task
Call on some pairs to act out the exchanges in front of the class
Make necessary cooments and corrections Put a special attention to ss’ pronuciation and intonation
Give suggested answers Situation
Student 1: have you ever thought of reducing deforestation?
(72)Student 2: I think we should control the cutting down of trees
Situation
Student 1: Why don’t you reduce littering?
Student 2: It would be better if we used environment-friendly products
Situation 3:
Student 1: Don’t you think it might be a good idea to protect wildlife from extinction?
Student 2: yes One think ew could is to keep rare animalsin their natural habitats
Situation
Student 1: Have you ever thought of reducing forest fire? Student: It might be a good idea to control the burning of forsts
Post- speaking
Dos and don’ts
Keep Ss in pairs and make a list of dos and don’ts tourists should follow on a camping trip
Example:
A: What should we on a camping trip?
B: I think we should use environment- friendly products such as paper bags, organic fruit,…
Ask Ss to compare their list with another pairs and let them discuss in groups
Give suggested answers:
Dos Don’ts
- use environment- friendly products/ things
- learn to be friendly with nature
- learn about the value of the environment to human beings
-litter in national parks -tease and feed animals -kill fish
- chop younng trees
- -build campfire
Group work
Wrapping Summaise the main points.Assign homework
Whole class
(73)Dạy lớp: Unit 1o: conservation
lesson C: listening I.Aim
Listen to a class discussion about ecotourism II.Objectives
By the end of the lesson, Ss will be able to :
-Understand more deeply about the benefits of ecotourism - better their listening skill through Gap- filling exercise III.Materials
Textbook, whitechalk, casette IV.Anticipated problems
Ss may
Have difficulty in understanding some new words about ecotourism in the listening
V Procedure
Time Steps arrangementWork
Warm-up
Jumbled words
Write the words whose letters are in a random order on the board All the words are about environment
Divide the class into two teams Ss from two teams go to the board and write the correct words
The team which writes more correct words first will be the winner
1 atbhtia noitavresnoc pedlanacs nauaf answrs:
1 habitat conservation landscape fauna …
Pair work
Pre-Group discussion
Have Ss work in groups of four and make a list of some activities that cause harm to the natural environment Encourage Ss to think of the activities that they know or
(74)Listening sometimes do.Call on some Ss from groups to write the activities on thhe board
Feedback and give correct answers: hunting rare animals
2 damaging young trees/ bushes building camfires
4 cutting trees burning frest …
While-Listening
Set the sence
Miss Linh is holding a class discussion about
ecotourism You now listen to the tape and fill in the blanks with the most suitable words and phrases from the tape
Tell Ss to read the sentences carefully and have a guess of the missing words before listening to the tape
Play the tape more than once if necessary
Have Ss discuss and compare their answers with a friend
Call on some Ss to explain their answers in front of the class
Feedback and give correct answers: national park
2 wildlife feed; tease lifestype
5 fauna and flora educational chopping; fish
8 conservation/ preservation
Individual work
Post-Listening
Group discussion
Ask Ss to work in groups and discuss the following questions:
1 Have you ever takken ecotour? Where did you know?
3 Can you tell me what we shouldn’t as ecotourists? Give reasons for your answers Call on some Ss to explain their answers in front
of the class
(75)Make necessary comments and corrections: Gather ideas and final thought on the topic
Suggested ideas of what Ss shouldn’t as ecotourists:
- Don’t tease animals because they will get sick and can not live long
- Don’t cause damage to the forests because this will harm to nature
- Don’t kill animals/ catch fish for food because these animals will become exctint
- Don’t feed animals in conservation ares/ nature reserves because this will harm to these animals
- ……
Wrapping Summarise the main points.
Assign homework Whole class
Tiết thứ: Ngày soạn: / / Ngày dạy: / / Dạy lớp:
Unit 1o: conservation
lesson d: writing I.Aim
Writing a letter of acceptance or refusal II Objectives
By the end of the lesson, Ss will be able to write a letter of acceptance or refusal by using the righht language and follow the right format.: III.Materials
Textbook, whitechalk,… IV.Anticipated problems
Ss may not be familiar with letters of acceptance or refusal V Procedure
Time
Steps arrangementWork
Warm-up
Group discussion
Have Ss work in groups and discuss the following questions:
Do you often accept or refuse invitations?
What words/ structures we use when accepting or
(76)refusing an invitation?
Have you ever written a letter of acceptance or refusal? If yes, on which occasions?
…
gather ideas and lead in the pre- writing Format recognition
Ask ss to look at the format in the book and make necssary introduction to the format of a letter of acceptance or refusal
Underlining Expressions
Ask Ss to read the invitation in pairs and answer the questions:
1 Who is the sender of the letter? Who are the recievers?
2 What will they in a few days?
3 How far is it from van’s house to cuc Phuong National park?
4 … Answers:
1 van is the sender Linh and Laura are recievers, They’ll spend a few days on a camping trip in Cuc
Phuong national Park It’s just Two kilometers …
Tell Ss to read and underline the language used to express acceptance and refusal in two reply letters
Go round the class and provide help when necessary Call on some Ss to read the underlined sentences aloud in fronnt of the class
Feedback and give correct answers: Letter of acceptance
June 15, 20…
Thank you very much for your invitation I’d be happy to come It’ll great fun going camping in this national park See you on July 15,
Yours, Linh
Letter of refusal July 25, 20… Dear Van,
Thank you for your invitation, but unfortunately I’m quite unable to come, I have to go back to my hometown to see my parents and attend my sister’s wedding
I’m sorry but i can’t make it, Yours,
Laura
(77)While-Writing
Set the scene
Suppose that you are asked to join a volunteer work to conserve nature Let’s write a letter of acceptance if you can or a letter of refusal if you can’t
Ask ss to use the language on page 133 and the task independently
Have Ss exchang their writing and cross check with a friend
Gather some typical mistakes and write them on the boar Ask for corrections from Ss in the class
Suggested writing:
Letter of acceptance Letter of refusal June 20
-Dear Tam,
I’m very happy to join his volunteer work Your invitation is a lovely surprise
See you next weekend Yours,
Nhan
June5, 20 -Dear Huong,
Thank you for your
invitation I’m terribly sorry but I can’t make it because I’m busy preparing for me final exam
Hope to join this volunteer work next time
Yours, Lam
Individual work and pairwork
Post-Writing Mistake CorrectionsAsk ss to work in groups of three
Give out a letter of refusal which contains five typical mistakes ans ask ss to correct them
Encourage Ss to the task as quickly as they can Call on some Ss to write the answers on the board Check the exercise in front of the class as a whole Letter of refusal
Ha Noi, december o7, 2006
Dear Tung,
Thank you very much for your invite.Unfortulate I will not be able to come to your birthday party I have to stay home and prepare for the end of term exam which will be holded the day after your birthday
I’m sorrow but i can’t make it Yours,
Nam
Mistakes Corrections 1 Invite invitation
2 Unfortulate unfortulately has have
4 holded hold sorrow sorry
Group work
(78)Wrapping Assign homework Whole class
Tiết thứ: Ngày soạn: / / Ngày dạy: / / Dạy lớp:
Unit 1o: conservation
lesson E: language focus I.Aim
- Revision of auxiliary verb should
- Revision of Conditional sentence type and introduction to conditional sentence type
II.Objectives
By the end of the lesson, Ss will be able to distinguish Conditional sentence type from Conditional sentence type and use them appropriately
III.Materials
Textbook, cassette, whitechalk,… VI.Anticipated problems
Ss may fuse the connditional sentence type with the connditional sentence type
V.Procedure Time
Steps arrngementWork
Warm- Up
Networks
Revision of words about environment
Have Ss work in groups and make a list of words about species of animals and way to protect the environment Collect the words from groups and feeback in front of the
class as a whole
Group work
Word study
Presentation 1 Noun endings
(79)Introduce some common noun endings:
- ment: development, entertainment,…
- ess: darkness, laziness,…
- ship: friendship, membership,…
- ion: invitation, information,…
- … Practice 1
Have ss the exercise individually: Complete the following sentences, using appropriate forms of the words in
parentheses
Make sure Ss understand clearly why all the words in the parentheses must nouns
Call on some Ss to write the answers on the board Check the exercise in front of the class as a whole Give correct answer:
1 Conservation destruction Prevention Protection reduction
Individual work
7′
Grammar Presentation
Form and use of modal auxiliary Should Form
(+) S + should + V- infi + O
(-) S + Should not ( Shouldn’t) + V-infinitive + V + O (?) Should + S + V- infi + O?
Yes, S + Should No, S + shouldn’t Use
We should give advice or an opinion: E.g:
We should recycle things such as bags, cans, and bottles Explain necessary words about environment:
Toxic chemical: Discharge: Rhino: Horn:
Global warming: Exshaust gas:
Pair work
Pratice
Ask Ss to work independently and exercise a): Write answers to the questions with shouldn’t and the prompts in parentheses
(80)Note: All the sentencesare about environment Have Ss compare their sentences with a friend
Call on some Ss to read their sentences aloud in front of the class
Make necessary comments and corrections Give correct answers:
1 B: I think we should treat toxic chemicals before discharging them into the river
2 B: Well we should not use rhino horns and their associated products
3 B: I think we should control the deforestation
4 B : Well , we should reduce smoke and exshaust gas B: I think we should not build camfires in national
parks
6 B: we should use less enery/ gas
7 B: I think we should control the use of gas
Presentation 3 Conditional type
Form
If S1 + did, S2 + would Use
The second conditional sentences express unreal or improbable situations We use past tense forms to show unreality and distance from the presence
e.g:
If I were Prime Minister, I would spend more money on conserving the environment
Whole class
Practice 3
Ask ss to exercise individually: Write answers to the questions
Check the exercise in front of the class Gather answers from several students
Note: Ss’ answers may vary from one to another Encourage Ss to to think of “senible “ answers
Give suggested answers:
1 They would suffer a shortage of enery and air pollution Local people would suffer from a shortage of fish for
food soon
3 People shoulld suffer from sea pollution Polar bears would become extint soon
5 We would suffer from air pollution/ a shortage of gas The earth would be damage/ Humans would suffer
from natural disasters
7 Forests in national parks woulld be destroyed
(81)Presentation 3 Form
S1 + had done + S2 + would have done Use
The third conditional sentences express situation which is contrary to reality in the past This unreality is shown by a tense shift from past to the past perfect
E.g: If there had not been the establishment of Nam cat Tien, most of the are’s ecosystem would have been greadly damage
Whole class
Practice 3
Ask Ss to the exercise in pairs: Complete the sentences, using appropriate forms of the verbs in the parentheses
Make sure Ss understand the form of the verb in if clause and main clause
Call on some ss to write the verbs on the board Check the exercise in front of the class as a whole Give correct answers:
1…….Wouldn’t have suffered…… 2…… would have been conserved 3…… hadn’t discharged…… 4…….had reduced…… 5…….had been thrown……
6…….wouldn’t have endured…… 7…….had used……
8…….wouldn’t have been destroyed
Note: T may give additional exercises about conditional sentences on request
Pair work
Tiết thứ: Ngày soạn: / / Ngày dạy: / / Dạy lớp:
UNIT 11 : SOURCES OF ENERGY Lesson B : Speaking
A Aims :
- Talking about advantages and disadvantages of alternative sources of energy
Lexical items:
Words and phrases relating to alternative sources of energy, advantages and disadvantages of them
Teaching aids needed :
(82)Warm up:
Games : brainstorming:
Divide the class into groups then ask them to write down as many words relating to sources of energy as possible within one minute Which group write most will be the winner
Task1
-Help Ss with the new words and pronunciation
-Ss work individually reading the statements carefully and doing the task -Ss works inpairs to compare the answers
-Call on some Ss to give the answers -Feedback and give the correct answers Suggested answers:
1-D , 2-D 3-D 4-A 5-D 6-A 7-D Task2
-Help Ss with the new words and give some useful expressions: I think that
Why you think / believe so ? It is However,
-T works with a good student as a model -Ask some pairs to repeat the model
-Ask Ss to work in pairs making similar dialoges -Walk around to observe and offer help
-Call on some pairs to practice in front of the class -Feedback
Task 3
-Ask Ss to work in groups to express their belief on the increasing use of alternative sources in the future, using the ideas from task
-T models first
-Walk around to offer help
-Call on some Ss to report before the class -Feedback
Homework
Make a short talk about the advantages and disadvantages of using solar energy as an alternative source of energy
Tiết thứ: Ngày soạn: / / Ngày dạy: / / Dạy lớp:
Unit 12 : THE ASIAN GAMES LESSON A: READING
Aim: Ss will be able to know the history of the Asian Games and
their purposes
Lexical items: - Words related to sports
(83) Procedure:
I- Warm-up: (5 mins) - Checking Ss’ attendance
- Let Ss listen to a Sea Game song
II – Presentation: (7mins)
- Introducing the topic.
- Teaching vocabulary.
Athelete['æθli:t] (n)
Participaten [pɑ:'tisipeit] (n) Enthusiasm [in'θju:ziæzm] (n) Solidarity [,sɔli'dærəti] (n)
Intercultural / intә’۸t∫әrl/ (adj)
III – Practice:( 31 mins) Before you read:
- Showing a pictures of some types of sports
- Ss guess the names of the given sports : Tennis, Wushu, football… - Ss work in groups to discuss the questions in text-book
- Giving feedback
- Playing the tape while Ss read the passage While you read:
a Task 1:
-Ss read the requirement and the whole task
- Ss work in pairs to discuss the most suitable words for each blank - Ss exchange the answers in groups
- Giving feedback and correct answers b Task 2:
- Ss read the task and scan the passage to complete the table in pairs - Ss exchange the answers in groups
- Giving feedback and correct answers c Task 3:
- Ss read the questions and work in pairs to ask and answer the questions in text-book
- Checking Ss’ general understanding by raising questions - Giving feedback
(84)- Ss practice talking about the sports in which Vietnamese atheletes
have won gold medals at the Asian Games ( in groups)
- Calling on some ss to speak aloud in front of class - Giving feedback and marks
IV – Homework: ( mins)
- Writing about the sports in which Vietnamese atheletes have won gold medals at the Asian Games
V Comment:
Tiết thứ: Ngày soạn: / / Ngày dạy: / / Dạy líp:
Unit 12 : THE ASIAN GAMES LESSON B: SPEAKING
Aim: Ss will be able to talk about the Asian Games and talk about
the sports results of the Vietnamese atheletes
Lexical items: - Words related to the Asian Games: Names of some coutries
- Wh – questions in the past simple tense Teaching aids: Text book, chalk, …
Procedure:
I – Warm –up: ( mins) - Rasing two questions with multiple choice answers
(85)A China B Korea C Malina D India
2 How many coutries took part in the Games?
A 44 B 11 C 18 D 37
- Ss work in pairs to give the answer as soon as possible will be the winner.
II- Presentation: ( 10 mins) -Introducing vocabulary and structures. A Vocabulary:
- Philippines / ‘filipi:n/ - Thailand /’tailænd/
- Korea / kә’riә/
- Qatar /’k ۸ ta:/
- Iran / i’ra:n/ Read as model.
Ask Ss to read after T.
Rub out all the words in English column and keep the Vietnamese one. Ask Ss to look at the Vietnamese one and recall all the English words. B Structures:
- Wh + Ved +… ? - Wh + was/ were + S + PII…?
- Wh + did + S + bare verb +…?
- Eg 1: How many coutries took part in the Games?
- Eg 2: When and where were the 14th Asian Games held?
- Eg 3: In which sports events did the Vietnamese atheletes win gold
medals at the Busan Games?
Let Ss read again these examples to remember the way then lead to practice.
III – Practice: ( 28 mins)
1. Task 1: - Ask Ss to work in pairs to ask and asnwer questions about the Asian Games, using the information from the table in text book - Go around and offer help if necessary.
- Call on some pairs to ask and answer questions aloud in front of class.
(86)2. Task 2: - Ask Ss to read the requirement and the information from the table.
- Ask Ss to work in groups to talk about the sports results of the Vietnamese atheletes at the 14th Asian Games as example in text
book.
- Call on someone to speak aloud in front of class. - Feedback and and give correct answers.
IV – Homework: ( 02 mins)
Ask Ss to write a passage about 100 words to tell about the sports results of the Vietnamese atheletes at the 14th Asian Games
Tiết thứ: Ngày soạn: / / Ngày dạy: / / Dạy líp:
Unit 12 : THE ASIAN GAMES
LESSON C: listening
Aim: Developing listening micro-skills for specific information and
taking notes while listening
Lexical items: - Words and phrases related to the Asian Games Teaching aids: Text book, cassette, tape, pictures …
Procedure:
I- Warm- up: (5 mins)
- Ss look at pictures of the athletes on the board and match the given name of player with each picture
1 Vichai Yuko Lily Lee Bong-Ju II- Presentation: (2mins)
- Introducing the topic. III – Practice:
(87)- Ss look at pictures and work in groups to answer the questions in text-book
- Giving feedback
- Let Ss listen and repeat the given words in text-book - Explaining meanings if necessary
1 While you listen:
a Task 1: (10 mins)
- Asking Ss to read the whole Task and work in groups to discuss
and guess the answers.
- Playing the tape once
- Ss exchange the answers in groups - Giving feedback and correct answers b Task 2: (10 mins)
- Ss read the requirement and the whole questions in text-book - Ss work in groups to guess the answers
- Playing the tape once more time - Ss exchange the answers in groups
- Checking the answers in front of class and correcting them After you listen: (8 mins)
- Ss work in groups and talk about the gymnasts they has just listened to
- Playing the tape the final time
- Asking Ss to retell what they can remember about the gymnasts - Giving marks
III – Homework: ( 2mins)
- Asking Ss to write a 120-word paragraph about their favourite sport star
IV – Comment:
Tiết thứ: Ngày soạn: / / Ngày dạy: / /
Dạy các
(88)Unit 12 : THE ASIAN GAMES
LESSON D: writing
Aim: Ss will be able to write a passage about the preparation for
the Asian Games held in Vietnam
Lexical items: - Words and phrases related to the preparation for theAsian Games: Upgrade, recruit, facility, promote…
Teaching aids: Text book, chalk, … Procedure:
II-Warm – up : (05mins)
- Showing Ss some disordered connectors.
- Ss work in groups to paste them in the possible corecrt order. - The quicker the winner.
Finally Then First of all
After that And Next
II- Presentation: (05mins) Introducing situation.
Teaching vocabulary
- Upgrade [ʌp'greid] (v)
- Advertise ['ædvətaiz] (v)
- Recruit [ri'kru:t] (v)
- Facility [fə'siliti] (n)
- Promote [prə'mout] (v)
Leading Ss to the lesson
III- Practice: (20mins)
Activity 1:
- Ss read the table in text book, guess the meaning of words. - Explaining the meaning of difficult words if necessary.
- Ss work in pairs to match the verbs in colum A with the noun phrases in column B.
(89)- Checking and giving feed back.
2 Activity 2:
- Deviding class into groups:
- Handing out Aopapers, and giving tasks:
1 Group – Make sentences with verbs: upgrade and widen Group – Making sentences with verbs: promote and advertise Group – Making sentences with verbs: recuit and hold
- Going around to control and offering help if needed.
IV: Production: (07mins) - Showing Ss’ work on board.
- Ss work in groups to connect the three parts into a paragraph.
V: Comment and correction: (04mins) - Giving feedback.
Consolidation: (02mins)
- Repeating the ways of making a preparation. Homework: (02mins)
- Asking Ss to write a paragraph of 120 words to describe the prepareration for the Games.
TiÕt thø: Ngày soạn: / / Ngày dạy: / / Dạy lớp:
unit 13: hobbies lesson A: reading I Objectives:
(90)- Sts listen to the passage to get information about reading and its benefits
2 Language: Sts recall and learn more about: - The simple past tense
- Have to
- Vocabularies on hobby of reading book Skills: Sts develop the following skills:
- Listening and marking True/False - Listening and filling in gaps
- Talk about the disadvantages of over-reading II Anticipated problems:
- Sts not know some new words
- Sts have trouble listening to a conversation read by a teacher III Teaching aids:
- Some real objects and pictures of reading book IV Procedures:
Teacher’s activities Students’ activities 1 Warm up:( mins)
- Two sts tell the whole class about two people's hobbies
- Listen and give remarks and marks 2 Before you listen:( 10 mins)
+ Ask sts to work in groups and write down three benefits of reading book.Compare their ideas with other groups’
- Introduce the topic of the listening text: ‘Reading book’ and ask sts to open their books
- Move around to help sts
- Ask some pairs to present and gives remarks
- Ask some sts to speak aloud
+ Ask sts to look at the words (Listen and repeat) in the book and read after T / the tape - Introduce some new words
- Magazines - Otherwise - Gigantic - Profitably - Bygone - Ignorantly
- Read the words and ask sts to repeat 3 While you listen:( 20 mins)
+ Task 1:
Aims: Practice listening for specific
- Two sts stand in front of the class to speak
- Work in groups and write down three benefits of reading book on a sheet of paper
- Compare theirs notes
- Listen to the T and open the book - Some pairs stand up and report
- Learn about so many things
- Get more knowledge
- Learn things easier
- Look at the words and read after T /the tape
- Copy the words and phrases
- Listen and repeat
- Read the words in pairs and correct each other’s mistakes
(91)information by deciding whether the given statements are true or false.
- Ask sts to have a look at the statements and read them in pairs and make sure they understand the statements
- Ask sts to listen to the tape/T and tick the box to indicate if the statements are true or false
- Read/ play the tape twice
- Ask sts to compare their answer in pairs - Check sts’ answers
- Read/play the tape once again, stop the tape where necessary and conduct the correction
+ Task 2:
- Aims: sts listen for specific information to fill in the blanks.
- Ask sts to listen to the conversation again and fill in the gaps with the suitable words/ phrases
- Read/play the conversation twice
- Ask sts to compare their answer in pairs - Check sts’ answers
- Read/play the tape once again, stop the tape where necessary and conduct the correction
4 After you listen:( mins)
- Aims: to check sts'comprehension in the previous stage.
- Ask sts to work in groups and use the information in Task and to ask and answer about the disadvantage of over-reading
- Move round to check the activities and to make sure that sts are working effectively - Check and give remarks
5 Homework:( min)
- Write a short paragraph about the disadvantage of over-reading(about 50 words)
- Work in pairs to read the statements
- Listen and the task
- discuss their answers in pairs - Gives their answers:
1T; 2F; 3F; 4F; 5T;6T;7T;8F. - Say their answers aloud, and then correct their work if they have the wrong answer
- Listen to the tape / the teacher and the task
- compare their answers - Give their answers
1 wonderful 2 disease 3 jungle 4 certainly 5 ignorantly
- Check their answers, and then correct their work if they have the wrong answers
- Ask and answer in groups - One/ two sts present
(92)unit 13: hobbies: test I writing
. The words in the original sentence have been rearranged Choose from the alternatives A, B, C, and D the one best way to rearrange the words to make a meaningful sentence Identify your answer by circling the corresponding letter A, B, C, or D.
11 my / swimming / pastime / is / favourite A Swimming is my favourite pastime B My swimming is favourite pastime C Swimming is my pastime favourite D My pastime is favourite swimming
12 interested / I / in / only / am / a boat/ sitting / in / nothing / doing /and
A I only am interested in sitting in a boat and doing nothing B I am interested only in sitting in a boat and doing nothing C I interested am only in sitting in a boat and doing nothing D I am only interested in sitting in a boat and doing nothing 13 is /afraid / he / of / the / in / swimming / river
A He is afraid in swimming of the river B He afraid is of swimming in the river C He is afraid of the river in swimming D He is afraid of swimming in the river Key:
1.A 2.D 3.D II.Listening:
Listen to the following passage then answer questions 14,15 After each question there are four possible answers marked A, B, C, or D. Choose the correct answer by circling its corresponding letter A, B, C, or D
14 What is the main idea of the passage?
A hobby B music C sports D education
15 According to the passage, what don’t hobbyists often in their free time?
A raise pets B watch birds C grow vegetables D hunt animals Key:
14.A 15.B Tapescript:
People have hobbies because these activities offer enjoyment, friendship, knowledge, and relaxation Sometimes they can bring financial profit Hobbies also bring interesting activities for people who have retired People, rich or poor, old or young, sick or well, can follow a satisfying hobby, regardless of their age, position, or in come.
(93)physical or mental illness Hobbies give these patients activities to do, and provide interests that prevent them from thinking about themselves.
Reading:
Choose the word or phrase among A,B,C or D that best fits the blank space in the following passage :
Hobby can be type of avtivity that people doing during their leisure time Most people (1)…… a hobby for relaxation, pleasure, or freindships, or (2)……new interests A hobby can also lead to additional income
People of almost any age can enjoy hobbies A hobby offers a way (3) …… after periods of hard work Hobbies offer broadened areas of interest and ways to pass the time pleasantly Hobbies can be important in helping patients recover from physical or mental illness because they provide
distractions from the patient’s problems For people who are ill or bedridden, hobbies offer(4)…… ways to pass the time Hobbies can also be an
important form of occupational therapy
Almost any kind of leisure activity can become a hobby Most hobbies fall into one of four general categories,(5)…….may overlap They are the arts, collecting, handicrafts, games and sports
1 A take in B take up C bring in D bring up A developing B develops C developed D to develop A to relax B of relax C for relax D which relaxes A fascinate B fascinated C fascinating D fascinates A and B that C who D which
KEY: 1B D A C D
TiÕt thứ: Ngày soạn: / / Ngày dạy: / / Dạy lớp:
Unit 13: Hobbies
Lesson d: WRITING
A Aims:
(94)- Words related to collecting things Structures/ grammar:
- like doing smt, classify things into categories, put each category…in with a name tag on it …
Teaching aids: real objects and pictures showing stamps, books …
B Procedures:
Teacher's activities Students' activities *.Warm up:(3ms)
- Sts close their book
- Sts find words going with Collect - Sts work in groups of four then give the answers
- T corrects
- Leading to the lesson
1.Presentation.(5ms) : write about a real or imaginary collection
- Introducing situation - Vocabs/ structures :
I like collecting …(My hobby is…)
I buy / find /ask… I classify/ put …into… I keep … in ( album,….) I collect it to…
2 Practices: (35ms)
Task 1:(5ms)you are going to write about your real , imaginary collections, using the points in the text book as guidelines
- Going through the suggested guidelines :
Task 2:(10ms)
- Ss work in groups to make out line - T walks around and help Ss when Ss need
- T asks two groups to read their answers
- T corrects
- Sts’ answers may vary:
* Suggestions: Collect stamps, dolls, toy cars, old money, pens, key rings… - Ss look at the guidelines to know some structures using in practice
* Notes :
- Name of your collection
- When you started your collection -How you collect them…
* Suggestions: Making a detailed outline - name of your collection : stamp
collection
- when you started your collection: years ago
- how you collect them : Both local stamps and foreign stamps from the letters of friends and relatives…
- how you classify them : into categories, put stamps of animals, flowers…
- how you keep them ; in two albums, one for local and the other for foreign ones
- why you collect them : keep beautiful pictures on the stamps/ broaden
knowledge about the world/ an effective way to be good at geography…
- your plan for the future : Join the stamps exhibitions to learn from experienced stamp collectors…
(95)Task :(18ms)Write about a collection - Ps write individually
- Move round to help sts if necessary - Ask some pairs to stand up to report their ideas
- Add some more ideas - Give remarks
- Go round the classroom to make sure that all sts are writing and they know how to
- Ask them to share their answers with their partners
3 Homework: ( ms)
- Make a similar passage about collecting newspapers
* Suggestions :
My hobby is collecting stamps I have been collected them for years I often collect both local stamps and foreign stamps from the letters of friends and relatives Then I classify them into categories : stamps of animals, flowers, people, football players…They are put in albums
I collect stamps to broaden my
knowledge and it’s also an effective way to be good at geography In the future , I think I’ll join the stamps exhibitions to learn from experienced stamp collectors
- Ps make outline first
- Write a passage about 50 words
Tiết thứ: Ngày soạn: / / Ngày dạy: / / Dạy lớp:
Unit 16: THE WONDERS OF THE WORLD Lesson a: READING
I/ AIMS OF THE LESSON:
- Help students read and guess the meaning of the word basing on the text
- Help students read and answer the questions
- Develop reading skills as well as speaking, listening and writing II/ TEACHING METHOD:
Communicative III/ TEACHING AIDS:
- Book, pictures, cassette, tape IV/ PROCEDUCE
(96)3- New lesson:
Teacher s activities’ A- Warm up: 2’
- Show some pictures of the wonders in the world
- Ask students the questions: Do you know these wonders? Can you list their names?
- Introduce some wonders such as: Great Wall, Pyramids
- Lead to the new lesson B- Before you read: 6’
- Ask students to look at the pictures in the textbook and then answer three questions - Check and give the correct answers
- Introduce some information about pyramids to lead to passage
C- While you read: 25’
- Read the passage or play the tape
- Introduce some new words and grammatical structures:
Wonder: Ky quan Tomb: Mo
Chamber: Phòng
The Great Wall is believe to have been built
1- Task 1:
- Ask students to read in silence and then to the task
- Call some students to give the answers, others check
- Check the answers 2 - Task 2:
- Ask students to read again and answer the questions
- Explain difficult questions if necessary - Call two students to on the board and others orally
- Check and correct
Students activities’
- Look at some pictures and answer Teacher’s questions
- Listen to the teacher
- Look at two pictures then answer three questions
1 Two wonders are Pyramids and Taij Mahal
2 Pyramids in Egypt and Taij Mahal in India
- Listen to
- Read in silence and the task - Give the answers and comment Keys:
1- Tomb 4- Champ
2- Wonder 5- Mysterious 3- Ramp 6- Sprial - Work in pairs to task
- students on the board others orally
(97)5- It is thought that ancient Egyptians used straight or spvial ramps 6- The boat is believe to have been used to carry the body of khuyu 3- Task 3:
- Ask students to work in pairs
- Call some students to give the answers - Check and correct
D- After you read: 10’
- Ask students to work in group of - Go round and help
- Call one or two students to report in front of the class
- Call students to give comment - Check and give comment
- Work in pairs - Give the answers Keys:
- “Who” refer to the thceive - “It” refer to the Great Pyramid - “Each” refer to “the block of stone” - Work in group of to discuss - Report
- Give comment
V- HOMEWORK: 1’
Ask students to write a paragraph (about 80 words) about a wonder they know
VI – COMMENT.
-Tiết thứ: Ngày soạn: / / Ngày dạy: / / Dạy lớp:
Unit 16: THE WONDERS OF THE WORLD Lesson b: SPEAKING
I/ AIMS OF THE LESSON:
- Help students distinguish fact and opinion
- Help students use fact and opinion to talk about features of the Great Pyramids of Giza
- Lexical items:
+ Vocabulary: Words related to the wonders + Structures and grammar: - Past simple
- Passive of past simple II/ TEACHING METHOD:
Communicative III/ TEACHING AIDS:
(98)IV/ PROCEDUCE 4- Organization: 1’ 5- Check up:
6- New lesson:
Teacher s activities’ A- Warm up: 3’
- Ask students to tell some information about the Great Pyramids of Giza
- Lead to the new lesson B- Presentation: ’
- Introduce some new words: + Rank:
+ The block of stone: + Bury
- Read the new words, ask students to repeat C- Practice:
1- Task 1:10’
- Explain the diffence between “fact” and “opinion”
- Ask Students to work in pairs
- Call Students to give answer and some to give comment
2 - Task 2: 10’
- Ask students to work in pairs to tell about some fact and opinions of the Great Pyramid of Giza, give the example
- Example:
Fact: The Great Pyramid was 147 m height Opinion: The Great Pyramid is believe to have been built over a 20 – year period - Call some pairs to practice
- Chech and give answer
Students activities’
- Work in pair to give some information about Pyramids of Giza
- Listen to the teacher
- Read in chorus
- Work in pairs - Give the answer
- Work in pairs to task
- Some pairs practise in front of the class
3- Task 3:15’
- Introduce some grammatical structures: + I think that
The Great Pyramid
of Giza
Materia l
Yea r buil t
Heigh t
Time existenc
(99)+ In my opinion,
- Ask Students to work in group of to answer the questions
- Go around and help
- Call two or three Students to report in front of the class
- Check and give comment
- Work in group of to discuss
- Report
V- HOMEWORK: 1’
Ask students to write a paragraph (about 80 words) about the Great of Giza VI COMMENT.
Tiết thứ: Ngày soạn: / / Ngày dạy: / / Dạy líp:
Unit 16: THE WONDERS OF THE WORLD Lesson c: LISTENING
I/ AIMS OF THE LESSON:
- Help students listen and fill the missing information into the blank
- Help students listen and answer the questions - Lexical items: Words related to the Great Wall II/ TEACHING METHOD:
Communicative III/ TEACHING AIDS:
- Book, pictures, cassettes, tape IV/ PROCEDURE
7- Organization: 1’ 8- Check up:
9- New lesson:
Teacher s activities’ A- Warm up: 3’
- Ask students to tell the names the quetion: Do you know the of some wonders in the world
+ The Great Wall
+ Great Pyramid of Giza
- Introduce some wonders such as: Great Wall, Pyramids
B- Before you listen: 10’
- Ask students to look at the pictures in the text book and then answer three questions - Call some Students to give the answers,
Students activities’
- Give the answers
(100)others to give comment - Correct
- Read words and phrases or play the tape and ask Students to repeat
- Explain these words if necessary C- While you listen: 25’
1- Task 1:
- Explain the situation of task
- Someone will talk about the Great Wall of China
- Ask Students to read information in task - Explain new words if necessary
- Play the tape the fist time
- Ask Students give the answer if they can - Play tape again
- Call some Students give the answers, others give comment
- Check and correct Key:
1- The moon 5- 200 B.C
2- 1987 6- 6.000 km
3- The Ming Dynasty 7- 11 m
4- 200 8- stone
2 - Task 2:
- Ask students to read questions and guess the answers
- Play the tape in the fist time and ask Students to give the answer if necessary - Play the tape agian and call two students to give the answers
- Check and correct
- Some Students give answers, others give comment
- Listen and repeat in chorus - Listen to the teacher
- Listen to the teacher
- Listen to
- Listen again, check the answer - Some gvies the answers, others give comment
- Read the questions and guess the answers
- Listen to and then give the answers - Listen again, some Students give the answers
- Listen to the teacher Key:
1- The ancient Chinese started to build the Great Wall in 1368 2- Five provinces
3- Because it can be seen from the moon
4- The part in the in the north of Beijing is the best choice for visit because it is still in its original state
D- After you read: 10’
- Ask students to work in group of to answer the questions:
+ Why is the Great Wall of China consider one of the greatest wonders in the world?
(101)+ How was it built?
- Call students to report - Report
V- HOMEWORK: 1’
Ask students to write a paragraph (about 80 words) about the Great Wall VI – COMMENT.
Tiết thứ: Ngày soạn: / / Ngày dạy: / / Dạy lớp:
Unit 16: THE WONDERS OF THE WORLD Lesson D: WRITING
I/ AIMS OF THE LESSON:
- Help students understand the summary of the wonders in the country
- Help students write a paragraph/ report about the trip - Lexical items:
+ Structures and grammar: - Past simple
- Passive of past simple II/ TEACHING METHOD:
Communicative
III/ TEACHING AIDS: Handout, book, pictures, blackboard IV/ PROCEDURE
10- Organization: 1’ 11- Check up:
12- New lesson:
Teacher s activities’ A- Warm up: 3’
- Show the picture of Ponagar Cham Towers - Ask Students some questions:
+ Do you know what is it? + Have you ever been there? - Lead to the new lesson
B- Pre - Writing
- Ask Students to read some information about trip/visit to Ponagar Cham Towers - Explain some words:
+ Brief tour + built in honour of
Students s activities’
- Look at the picture and answer the teacher’s questions
- Read some information about the trip to Cham Towers
(102)+ marble + Buddha’s throne + dedicated
C- While writing:
- Ask Students to work in pairs to discuss the information in the table, to help Students to understand the content
- Ask Students to work in individual to write from 10 to 15 sentences about the trip to Ponagar Cham Towers, using given information
- Ask students to work in group of to change the answers to give comments
- Go round and help
- Call one student to write a paragraph on the blackboard, others read to give comment - Check and correct
- Gvie a model paragraph
- work in pairs to discuss the information in the table
- Work in individual to write a paragraph
- Work in group of
- One student write a paragraph on the blackboard
- Listen to the teacher
V- HOMEWORK: ’