Giao an TA 9 chuan

Consolidation - Repeat the content of the lesson T.Whole class Homework - Ask sts to learn by heart the lesson at home, do.. exercise and prepare next lesso[r]

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Date of preparing: 12/08/2009 Date of teaching: 17/08/2009 Week 1

Period 1

REVIEW AND TEST I Objectives

After the lesson, sts ‘ll be able to review what they have learnt in English eight II Language content

- Vocab : Review - Structures : Review:

Past simple tense, Present perfect tense III Teachng aids

- Text book, lesson plan, a mini test IV Procedures

1 Warm up

- T : Ask sts some questions to make the lesson interesting Do you have a good holiday?

What did you do?

Are you happpy to come back? - Sts : Answer the questions

- T : Guide and ask sts to a mini test - Sts : pay attention to and prepare to do 2 A mini test

a Tell the tenses you have learnt, give some examples for each type? b Write the WH-questions you have learnt?

c Put the verbs in brackets in the correct form I (watch) an interesting film last night. She(live) since 1990.

He (move) to this city for 10 years. My parents (be) very busy since then. the plane (arrive) yet?

d Change into passive form He sees a movie. I eat an apple.

She bought a TV last month. Break the glass into small peaces.

e Change the following verbs into the pass participle form be go see eat attend live write work 10 collect - Sts : Do the test in 20 minutes

3 Review

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Past simple tense Present perfect tense Structures: Stuctures : S + Did S + Have/Has + PP … S + Didn’t + V-inf S + Haven’t/Hasn’t + PP Did + S + V-inf ? Have/Has + S + PP ?

Yes, S Did/No, S Didn’t Yes, S Have/Has – No, S Haven’t/Hasn’t

b WH-questions:

(What, Where, When, Who, How, Which) + be + S?/ + Aux + S + V? c/ watched 2.has lived has moved have been has - arrived d/ A movie is seen by him.

An apple is eaten by me

A TV was bought bought by her last month. The glass is broken into small peaces.

e/ been gone 3.seen 4.eaten 5.attended lived done written worked 10 collected - Sts : Pay attention to and copy down

4 Consolidation

- T : Repeat the content of the lesson - Sts : Take note

5 Homework

- T : Ask sts to learn by hearrt the lesson at home and prepare next lesson - Sts : Write on the exercise notebook.

6 Adjustment

Date of preparing: 20/8/2008 Date of teaching: 31/8/2009 Week 3

Period:

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I Objectives: By the end of the lesson, students will have some knowledge about Malaysia, one of the countries of the ASEAN

II Contents:

- Vocabulary: divide, region, separate, comprise, tropical climate, currency, ringgit, religion, compulsory, Islam, Buddhism, Hinduism, Tamil

- Structure:

III Teaching aids:

- Students’ and teacher’s books - Pictures in books

- Map of countries of the ASEAN IV Procedures

Stages Content Activities

Warm up

(5 minutes) - T gives Sts a game “Hangman” The word has eight letters.This is a member countries of the ASEAN

G.W

Pre Reading 10 minutes

-Ask sts what they know about Malaysia Questions

Where is it?

What’s the capital of Malaysia? What is its population?

How big is Malaysia?

What language is spoken in this country? -Gives feedback to the class and introduces new words

Vocabulary:

- divide ( v) into: chia - region ( n ): miền - separate ( v ): tách ra - comprise ( v ): bao gồm -tropical climate: khí hậu nhiệt đới

- currency ( n ) : tiền tệ - ringgit ( n )

- religion ( n ): tôn giáo compulsory (adj): bắt buộc - Islam ( n ): hồi giáo - Buddhism ( n ): phật giáo - Hinduism ( n ): Ấn giáo

-Ss read the text to find out the answers to the questions Individual

T Whole class

While Reading 15

minutes

-Ask Sts to read the text to fill in the chart in

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a) Fill in the table with the right information about Malaysia:

MALAYSIA

1. Area: 329,758 sq km

2. Population: over 22 million 3. Climate: tropical climate 4. Unit of currency: ringgit 5. Capital city: Kuala Lumpur 6. Official religion: Islam

7. National language: Bahasa Malaysia ( Malay )

8. Compulsory second language: English

- T gives feedback

- Ask Sts to read the text again to

exercise b) on page 10: check True ( T ) or False ( F ) Then correct the false

statements

b)True or False? Check ( ) the boxes Then correct the false statement:

1 Malaysia is a member country of ASEAN ( T )

2 There are two religions in Malaysia.(F ) There are more two religions.

3.People speak only Malay in Malaysia.( F). English, Chinese, and Tamil are also widely spoken.

4 Primary school children learn three languages at school ( F )  Choose one of the three Malay, Chinese, or Tamil.

5 All secondary school children learn in English ( F )  English is a compulsory second language, not primary language of instruction

to fill in (individually ) -Sts compare their answers with their partners.

(individual)

-Sts read and work in groups

Post Reading

10 minutes -T gives Ss their taskA: You are going to visit Malaysia Prepare some questions to ask Maryam about her country

B: You are Maryam, from Malaysia You have to answer A’s questions about your

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country.

Suggested dialogue:

A: Hi, Maryam I’m going to visit Malaysia on my summer holiday I’d like to know something about your country Can you help me?

B: Yes, certainly.

A: What language is spoken in your country?

B: Malay, English, Chinese and Tamil A:……….

Consolidatio n (2 minutes)

Remind students of rading about Malaysia Homework

(3 minutes) - Ask Sts to learn the lesson and prepare fornext lesson

Adjustment:……… ……… ……….…… . ……… … ……… ……… … . ……… ……… … ……… ……….

Date of preparing:22/ 8/2008 Date of teaching: 9/2009 Week 3

Period:

Unit A visit from a pen pal Lesson 5: write

I Objectives: By the end of the lesson, sts’ll be able to write a personal letter II Contents:

- Vocabulary: review

- Structure:the parts of personal letter III. Teaching aids:

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Warm up (5 minutes)

-T asks some questions

1.Have you ever visited any other places in Vietnam?

2 When did you go? 3 How did you get there?

4 Did you visit any places of interest? 5 Did you buy any thing?

-Sts answer (individual)

Pre Writing 10 minutes

-Set the scene:“Imagine you are visiting your relatives or friends in another part of VN’’ - T asks Ss to answer the questions

Questions:

1 Where are you now? 2 How did you get there? 3 Who did you meet? 4 What have you done? 5 How you feed now?

6 What you think interest you most? T gives feedback to the class

-Review the form of personal letter 1 Heading

- Writer’s address ; The day 2 Opening

- Dear, ….

3 Body of the letter( three paragraphs) 4.Closing

- Your friend/Regards Love

- Guides how to write the body of the letter: + Answer questions: 1, 2,  paragraph 1 (use the simple past tense )

+ Answer question  paragraph ( use the P.P.T, the S.F.T or going to + bare inf )

+ Answer questions: 5, 6,  paragraph 3 (use the S.P.T or simple future

Individual

While Writing 15 minutes

-Ask Sts to write a letter to their family, telling them about their visit

-Present outline through OHP and ask them to follow the outline to write in groups

Suggested ideas:

* I arrived at Da Nang airport at 2pm on

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Saturday My uncle met me at the airport. Then he took me home by car.

* I have visited many places like the beaches, the Cham Museum, Da Nang market, etc I’ve tried different food: seafood, Mi Quang …I’ve bought many souvenirs.

I feel so happy The people’re very friendly. The foods are delicious The sights are beautiful I’ll leave Da Nang at 2pm next Monday and will arrive home at 11pm Please pick me up at the airport.

Post Writing

10 minutes T choose some letters to correct in class by using projector

write on their notebooks Individual Consolidation

(2 minutes) Remind students of writing a personal letter Homework

(3 minutes) T asks Ss to review the past simple tense

Adjustment:……… … ……… ……… ……… Date of preparing:25/ 8/2008

Date of teaching: 07/09/2009 week 4

Period Unit clothing

Lesson 1: getting started + listen and read

I Objectives: By the end of the lesson, students will be able to know some more about ao dai, the traditional dress of Vietnamese

II Contents:

- Vocabulary: poet, poem, consist, a long silk tunic, slit, take inspiration from sth, ethnic minorities, patters

- Structure: review III. Teaching aids:

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IV Procedures

- Divide sts into G and ask them to look at the clothes people are wearing and take turn to decide where each person comes from - Asks questions:Ex

Where does the woman in picture a) come from?

She comes from Japan.

Why you know she comes from Japan? Because she is wearing a Kimono.

a) She comes from Japan because she is wearing a Kimono.

b) She comes from Vietnam because she is wearing ao dai.

c) He comes from Scotland because he is wearing a kilt

d) She comes from India because she is wearing a sari.

e) He comes from USA because he is wearing jeans

f) She comes from Saudi Arabia because she is wearing a veil.

G.W

Presentation 10 minutes

-Pre-teache new words after introduces a text

Vocabulary:

- poet ( n ): nhà thơ

Ex: Nguyen Du, Huy Can and To Huu are poets.

- poem ( n ): thơ - consist ( v ): gồm có

- a long silk tunic ( n ): áo lụa dài - slit ( v ): xẻ

- take inspiration: gây cảm hứng - ethnic minorities: dân tộc thiểu số Ex: Thai, Muong, Ede are ethnic monirities

T.Whole class

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Practice 15 minutes

complete the sentences in part a

a) Complete the sentences Use the information from passage:

1.For a long time the ao dai has been the subject of poems, novels and songs.

2.The ao dai is described as a long silk tunic with slits up the sides worn over loose pants

3.The majority of Vietnamese women prefer to wear modern clothing at work. 4.Some designers have modernized the ao dai by printing lines of poetry on it.

5.Another alternative is to add symbols such as suns, stars, crosses, and stripes.

- T gives feedback

P.W

Production 10 minutes

- Ask sts to answer the questions part b b) Answer the questions:

1.Who used to wear the ao dao by tradition? Men and women used to wear the ao dai 2.Why the majority of Vietnamese women prefer to wear modern clothing at work these days?

Because it is more convenient.

3.What have fashion designers done to modernize the ao dai?

They have printed lines of poetry on it or have added symbols such as suns, stars, crosses & stripes on the ao dai. - T gives feedback

P.W

Consolidatio

n (2 minutes) Remind students of Vietnamese traditional dress of

Homework (3 minutes)

- T asks Ss to write a short paragraph about what they have just discussed with their partner

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Adjustment:……… ……… ……… ……… ……… ……….

Date of preparing:25/ 8/2008 Date of teaching: 09/09/2009 Week4

Period: Unit clothing Lesson 2: speak

I Objectives: By the end of the lesson, students will be able to ask and respond to questions on personal references.

II Contents:

- Vocabulary: colorful, sleeved, sleeveless, stripes, plain, faded, baggy, plaid - Structure:review

IV Procedures

- T asks Ss to look at the pictures on the page 14 & 15 and talk talk about the clothes ( color, sleeve…)

P.W

Pre Speaking 10 minutes

- Introduces some new adjectives to describe clothes

Vocabulary: - colorful: - sleeved: - sleeveless: - striped:

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- plain: - faded: - baggy: - plaid:

- Ask sts to look at the pictures and match the phrases to the pictures

a) Match the phrases to the pictures: a) a colorful T – shirt

b) a sleeveless sweater c) a striped shirt

d) a plain suit e) faded jeans

f) a short – sleeved blouse g) baggy pants

h) a plaid skirt i) blue shorts

Individual

While Speaking 15

minutes

- Ask Ss to match them into the suit Suggested ideas:

I think I wear a plaid skirt and a short sleeved blouse because it’s suitable / comfortable… b)

DO YOUR SURVEY

Name What to wear? Why?

On the weeken d

On Tet holiday

-Ask them to report the result of their survey in their groups

P.W

Post Speaking 10

minutes

- Ask Sts to talk about themselves - Correct if necessary

P.W

Consolidatio

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Homework

(3 minutes) - Ask Sts to make a list of types of clothingthat most of the Sts in class like wearing on different special cases; learn the lesson and practice speaking;prepare for next lesson

Adjustment:……… ……… ……… ……… ……… ……….

Date of preparing:28/ 8/2008 Date of teaching: 14/09/2009 Week 5

Period 9

Unit clothing

Lesson 3: listen + language focus 1

I Objectives: By the end of the lesson, students will be able to listen to specific information, describe what people are wearing and know how to use the present perfect tense

II Contents:

- Vocabulary: a public announcement, missing, entrance, fair - Structure:review the present perfect tense

- Students’ and teacher’s books - Pictures in books on page 16 - Tape & cassette player

IV Procedures

- Write the word CLOTHING on the board - Ask Sts to go the board and write the words relating to CLOTHING

G.W

Pre Listening (10 minutes)

- Ask Sts to look at the pictures on page 16 answer the questions about each of them Questions:

a) What are these? What color is this? b)

What kinds of blouse is this? c) Are these shoes or sandals? Possible answers:

a) They are trousers, shorts, and skirt

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Colorful trousers, blue shorts, colorful skirt

b) Long sleeved white blouse, short sleeved pink blouse, short sleeved white blouse

c) Sandals, red shoes and brown shoes - Introduce the situation: “ Mary, a little girl is lost in fair ’’ and ask Sts to guess what she is wearing,then ntroduces new words

Sts guess what

she is

wearing(P.W)

While Listening (15 minutes)

- Set the scene: “ You will hear an announcement about a lost girl called Mary ’’

- Ask sts to listen and answer the questions Questions:

1 How old is she? ( three years old ) 2 What is she like? ( has short dark hair )

- Let sts to listen twice and check ( ) the letter of the correct pictures to show what Mary is wearing

- Ask sts to compare with their friends - Give feedback

Key:

- a) B She’s wearing blue shorts

- b) A She’s wearing a long sleeved white blouse

c) C She’s wearing brown shoes

P.W

Post Listening (10 minutes)

- Ask Sts to describe a friend of theirs Questions:

- What’s his/her name? - How old is he/she? - What’s he/she like?

What is he/she wearing today?

- Remind the present perfect tense that they have learnt

The present perfect tense:

Individual

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1. Usage:

- to express an action happened with indefinite time in the past

- to express action which started in the past and continues up to the present

2 Form:

S + have/has + Ved, 3 + O …

- for + a period of time - since + a point of time

- Introduce the situation (exercise on page 19 ): Nga and Mi talk about Lan ( Nga’s old friend )

- Explain the require of the exercise - Ask Sts to practice in pairs

- Give the feedback

T Whole class

P.W

Consolidation

(2 minutes) Remind students of are wearing and know how to use thedescribing what people present perfect tense

Homework

(3 minutes) - Ask Sts to review the present perfecttense and prepare next lesson

Adjustment:……… ……… ……… ……… ……… ……….

Period 10 Unit clothing Lesson 4: Read

I Objectives: By the end of the lesson, students will be able to understand the text for details about jeans

II Contents:

- Vocabulary: material, cotton, wear out, style, embroider, label, generation - Structure:review

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- Students’ and teacher’s books - Pictures in books on page 17

IV Procedures

- Giude Sts to play game “ Hangman ’’

The word has five letters; Clothes ; Come from USA

- Ask Sts to guess the word : JEANS

G.W

Pre Reading (10 minutes)

- Introduce the lesson and new words: This text talks about JEANS

Vocabulary:

- material ( n ): chất liệu - cotton ( n ): bông, sợi bơng - wear out: mịn, rách

- style ( n ): kiểu dáng - embroider ( v ): thêu - label ( n ): nhãn hiệu - generation ( n ): thế hệ

T.Whole class

While Reading (15 minutes)

- Ask Sts to read the text silently and answer some questions “ What you know about jeans?’’

Questions:

- Who first designed jeans? - Where were jeans made? - What were jeans made of?

- When did jeans become popular? Why? - Get Sts to read the text again and fill in the missing dates and words, exercise a) on page 17 a) Fill in the missing dates and words:

- Ask sts to compare their answers with their partners.

- Give feedback

P.W

G.W

1 18 th century: Workers liked to wear jean cloth because the material made from cotton was very strong and could hardly wear out.

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2.1960s: A lot of university and college students wore jeans

3.1970s: Jeans became cheaper so many, many people began wearing jeans.

4.1980s: Jeans became high fashion clothing. 5.1990s: The sale of jeans stopped going up.

Post Reading (10 minutes)

- Ask Sts to discuss the questions

+ Do you like wearing jeans? Why? Why not? + What type of jeans you like wearing? + Do you think jeans are in fashion?

- Ask them to answer the questions part b Then write in the exercise book

- Give feedback

1.The word jeans comes from a kind of material that was made in Europe.

2 The 1960s’ fashion were embroidered jeans,

painted jeans and so on.

3 Because jeans became cheaper.

4 Jeans at last became high fashion clothing in the 1980s.

5 The sale of jeans stopped growing because the worldwide economic situation got worse in the 1990s

P.W

P.W Individual

Consolidation

(2 minutes) Remind students of details about jeans understanding the text for Homework

(3 minutes) Ask sts to learn by heart the lesson at home andprepare next lesson

Adjustment:……… ……… ……… ………

……… .……….

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I Objectives: By the end of the lesson, students will be able to write an exposition = description, presenting one side of an argument

II Language c ontents:

- Vocabulary:encourage, bare one’s name, equal in, freedom of choice, self - confident

- Structures: How to present one side of an argument III Teaching aids:

- Students’ and teacher’s books - Cues in books

IV Procedures

- Ask some questions about reasons which Sts like or dislike wearing uniform

Questions

Must you wear uniform when you are at school?

Do you like wearing uniform? Why?/ Why not?

G.W

Pre Writing (10 minutes)

- Introduce how to present one side of an argument from the reasons which sts answer -Guide how to write and ask Sts to look at model writing on page 18 & 19 ( OHP )

1 Introduction: - My opinion is………… - Or I think………

2 Series of argument: - Firstly,……… - Secondly,……… - Thirdly,………. - ……… - Finally,………

3 Conclusion: - Therefore, ……… Or In conclusion,………

- Explains outline A and introduce new words Vocabulary:

- encourage ( v ): động viên - bear one’s name: mang tên be equal in: công bằng

T.Whole class

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While Writing

(15 minutes)

outline B ( topic + reasons) Vocabulary:

- freedom of choice: tự lựa chọn - self – confident: tự tin

Questions:

- What is the topic of the argument?

Topic: “ secondary school students should wear uniform’’ we write introduction & conclusion by using the topic

- Why should secondary students wear casual clothes

G.W

Post Writing (10 minutes)

- Explain the Outline B and ask Sts to write a paragraph of 100 – 150 words to support the argument that secondary school Sts should wear casual clothes

- Take some writings to present & correc in front of the class

Individual

Consolidation

(2 minutes) Remind students of description, presenting one side of anwriting an exposition = argument

Homework

(3 minutes) Ask sts to learn by heart the main ideas of the 2paragraph of the lesson & prepare next lesson

Adjustment:……… ……… ……… ……… …… ……… ……… …

……… … Date of preparing:3/ 9/2008

Date of teaching: 23/09/2009 Week 6

Period 12 Unit clothing

Lesson 6: language focus 2,3,4

I Objectives: By the end of the lesson, students will be able to use “already & yet’’ in the present perfect tense, distinguish the difference between the past simple and the present perfect tense; and be able to use the passive form of the present perfect, simple present, simple past and simple future; practice passive modal auxiliaries

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- Vocabulary: review - Structures: review

 The present perfect tense  Passive form

- Students’ and teacher’s books - Cues in books

IV Procedures

Warm up (5 minutes)

- Guide sts to play game “Pelmanism”

do visit went see eaten

saw eat done visited go G.W

Practice (15 minutes)

- Ask sts to repeat the present perfect tense - Review the present perfect tense

The present perfect tense - for + a period of time - since + a point of time

- already is used in affirmative sentence; position: mid sentence, between have/has and PP

- yet is used in the negative & question; position: end of the sentence

- Review the passive form of simple present, simple past, simple future & present perfect Passive form: S + BE + PP

Modal verbs Modal verb + BE + PP

Individual T.Whole class

Further Practice (20 minutes)

- Guide and ask sts how to exercises 2,3,4 in the text book

- Call some sts to on the board - Correct:

Ex:4

a) Jean cloth was made complete from cotton in the 18th century.

b) Rice is grown in tropical countries.

c) Five million bottles of champagne will be produced in France next year.

d)  A new style of jeans has just been introduced in the USA

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e)Two department stores have been built this year.

Ex:

a) The problem can be solved

b) Experiments on animals should be stopped c) Life might be found on another planet

d) All the schools in the city have to be improved

e)  A new bridge is going to be built in the area

Consolidatio

n (2 minutes) - Repeat the content of the lesson:yet’’ in the present perfect tense “already & Homework

(3 minutes) - Ask sts to the exercises in the text book againand prepare next lesson

Adjustment:……… … ……… ……… ……… ……… ………

Date of preparing:06/9/2009 Date of teaching : 28/9/2009 Week

Period 13 TEST - 01

Time: 45minutes I - Objectives:

- Sts ‘ll be able to express their knowledge from U1 to U2 (check students’ knowledges from unit1 to unit 2)

II- Language Content: Vocabulary: Review Structures: Review III-Teaching aids

Papper of test Ma Trận

Chủ đề Nhận biết Thông hiểu Vận dụng Tổng

TN TL TN TL TN TL

I Listening 0

II Reading 6

3

6

3

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5 5

IV Writing 4 2 4 2

Tổng 10 5 6

4 2

20

10 Questions

I Read the passage carefully, then answer the questions by circling the letter A,B,C or D(

3marks)

Lan’s Malaysian pen pal, Razali Maryam, was staying with Lan last week Maryam is from Kuala Lumpur Maryam and Lan have been pen pals for over two years and they correspond at least once every two weeks, but this was their first meeting.

Lan took Maryam to Hoan Kiem Lake and visited many interesting places such as Ho Chi Minh’s Mausoleum, the History Museum, Temple of Literature Especially, Maryam also had a worship at the mosque on Hang Luoc Street Like Kuala Lumpur, Ha Noi is a busy modern city Maryam was really impressed by the beauty of the city and by the friendliness of its people

1- How long have Lan and Maryam corresponded to one another ? A a month B two weeks C every day D two years 2- Where is the mosque in Ha Noi ?

A on Hang Bong Street B on Hang Chieu Street C on Hang Luoc Street D on Hue Street

3- What is Maryam’s nationality ?

A Malaysian B Malaysia C Vietnam D Vietnamese Did they visit Hung Temple ?

A.Yes, they did B No, they didn’t C Yes, they are D No, they aren’t Maryan was impressed because………

A Ha Noi was big and modern B Ha Noi people were friendly

C Ha Noi was different from Kuala Lumpur D Ha Noi and Kuala Lumpurwre the same Lan and Malaysian are …………

A pen pals B close friends C friendly D pens II Circle the best answer (5marks)

1 They ………… Da lat last summer

A visited B will visit C visit D have visited We have learned English ………2005

A in B during C for D since I can’t understand those visitors I wish I ……….English better A speak B could speak C spoke D will speak Jean cloth ……….completely from cotton in the 18th century

A is made B is making C made D was made Ba used to …………soccer in the garden

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6 The Ao dai is the ………… dress of Vietnamese women

A beautiful B traditional C polite D casual In Malaysia, official religion is ………

A Islam B Buddhism C Hinduism D Pagoda Kuala Lumpur is the capital city of ………

A China B Brazil C Malaysia D Indonesia English is a ……… second language in Malaysia

A one B compulsory C optional D foreign 10 Students enjoyed wearing jeans because they became ……

A expensive B important C Cheaper D hard III Write a paragraph about 80 – 100 words, using the out line (2marks)

Vietnamese women should wear the ao dai at work Outline

Wearing the ao dai

+ encourages them feel proud of the traditions and customs + makes them more beautiful and charming

+ is practical and modern No need to think of what to wear at work everyday

1 Vietnamese women should wear the ao dai at work

2 Firstly……….

………. ……….

3 Secondly………

……… ……… ………

4 Finally………

……… ………

5 Therefore……….

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Date of preparing:08/9/2009 Date of teaching : 30/9/2009

Week 7

Period 14 TEST Correction I-(Objectives)

By the end of the lesson, Ss will be able to check their mistake in the tset II- (Language Content:

Vocabulary: Review Structures: Review III- Teaching aids Key of the test IV- Procedures

- Give the genaral comment - Point out some basic mistakes

- Ask sts to find out and correct for eachother - Give the key

Questions Content Mark

I

1 D two years 0.5

2 C.on Hang Luoc street 0.5

3 A.Malaysian 0.5

4 B.No, they didn’t 0.5

5 C. 0.5

6 A. 0.5

II

1 A. 0.5

2 D. 0.5

3 B. 0.5

4 D. 0.5

5 A. 0.5

6 B. 0.5

7 A. 0.5

8 C. 0.5

9 B. 0.5

10 C. 0.5

III 1 Vietnamese women should wear the ao dai at work. 0

2 Firstly , the ao dai encourages Vietnamese women to feel proud of the traditions and coustoms of the country

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3

Secondly , wearing the ao dai makes them more beautiful and charming We know that the beauty of Vietnamese women in the ao dai has been mentioned a lot in poems , stories and songs for centuries

0.5

4

Finally , wearing the ao dai is very practical When they go to work , they not think of what to wear every day

0.5 5 In conclusion , when going to work , Vietnamese womenshould wear the ao dai 0.5

Adjustment:……… ……… ………

Date of preparing: 08/01/2010 Week 23

Period: 43

Unit SAVING ENERGY Lesson 2: Speak + Language focus 3 I- Objectives

By the end of this lesson, students will be able to make & respond to suggestions

II-Language Content Vocabulary:

Structures: Practice making and reponding to suggestions III-Teaching aids

Students’ and teacher’s books, pictures, cassette IV-Procedures

Kim’s game

Retell (Rewrite) things they saw and remember from the posters

A: turn off the faucets / fix the faucets B: turn down the gas fire

C: turn off the fan

D: turn off the air-conditioner

E: turn off all the lights & the television F: turn off all the faucets before going out G: travel by bikes instead of motorbikes

H : use the public transport instead of private one

Group work

Pre Speaking (10 minutes)

Model : I suggest taking a shower

- Ask students to find out other ways of making suggestioons

 I think we should

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 Why don’t we ?  How about ?

While Speaking (15 minutes)

Exercise 3.a : Make suggestions - I think we should turn off the faucets - I suggest fixing the faucets

Exercise 3.b :

A : Why don’t we turn off the lights B : OK

C : I think we shouldn’t turn them on if classroom isn’t dark

D : Great ! That’s a good idea

Group work

Post Speaking (10 minutes)

Exercise (Language focus P.64)

a Your class want to help the poor in the neighborhood of your school.

I suggest colecting some money

b Your friend want to improve her/his English. I suggest (that) you should work harder on your pronounciation

Pair work

Individual work

Remind students of making & responding to suggestions

Listen

Ask students to write what they have discussed in

their notebooks Copy

Adjustment:……… ……… ……… ……… ……… … ………

Date of preparing: 10/01/2010

Suggestions

I suggest + V-ing I think we should Shall we ? Why don’t we ? How/what about + V-ing

Let’s

Suggestions

I suggest + V-ing

I think we should

Shall we ?

Why don’t we ? How/what about + V-ing

Let’s

Respond

That’s a good idea

All right

No, I don’t want to

OK

I prefer to

Let’s

Respond

That’s a good idea

All right

No, I don’t want to

OK

I prefer to

(26)

Week 23

Period: 44

Unit SAVING ENERGY Lesson 3: Listen + Language focus 1,2 I- Objectives

By the end of this lesson, students will be able to know more about solar energy by listening

II- Language Content

Vocabulary: solar, solar panel, nuclear power, install Structures: listen to a text for detail and further practice III- Teaching aids

Textbooks , cassette , chalks , board IV- Procedures

Jumbled words

 Neregy = energy

 Leceyrticit = electricity

 Athe = heat

 Oacl = coal

 Lio = oil

Team work

Pre Listening (10 minutes)

Pre teach vocab :

o Solar (adj): thc vỊ mỈt trêi

o Nuclear power (n) : lợng hạt nhân o Install (v): lắp đặt, cài đặt

o Solar panel (n): kim loại để nhận lợng mặt trời

Checking: Rub out and Remember

True - False statements prediction : P 60 (4a)

In chorus Individual

Whole calss

While Listening (15 minutes)

1- Listening & checking :

Answer keys : 1- T

2- F (Most of our electricity comes from the use of coal,

gas, oil or nuclear power)

3- F (1% of the solar energy that gets to the Earth can

provide enough ) 4- T

5- F ( 2015 )

2- Gap filling : P 60 (4b) Answer keys :

1- effective 2- pollution

3- countries 4- store

5- roof 6- instead

(27)

Post Listening (10 minutes)

Language focus Exercise

Answer keys :

a) and b) but c) because d) therefore

e) or f) so g) and h) however

2- Exercise :

Watching : Pictures with verbs  Picture -> look after the baby  Picture -> go on wasting  Picture -> look for

 Picture -> turn on TV

 Picture -> turn off the faucet Answer keys :

a- look after b- go on c- turn on d- look for e- turn off

Pair work

Consolidation (2 minutes)

 Remind students of solar energy by listening Listen Homework

(3 minutes)

Write about solar energy Copy

Adjustment:……… ……… … ……… … ……… … ……… … ………

Period: 45

Unit SAVING ENERGY Lesson 4: Read

(28)

By the end of this lesson, students will be able to know more how North America & European countries save money & natural resources.

Vocabulary: consumer, bulb, scheme, efficient.cotegory Structures:

III- Teaching aids

Textbooks , cassette , chalks , board IV- Procedures

Chatting

1- What’s this ? (It’s a water bill )

2- How much is your family’s water/electricity bill ? 3- Do you think it is enormous ?

4- Are your parents worried about that ? 5- Do you want to save energy ?

6- How people in other countries save them ?

Pair work

Pre teach vocab :

 consumer (n) : ngêi tiªu dïng

 bulb (n) : bóng đèn trịn

 label (n) : nhÃn ê (v) dán nhÃn

scheme (n) : kÕ ho¹ch

 efficient (adj) : hiệu quả, có suất cao

category (n) : lậi, h¹ng

 ultimately (adv) : ci cïng

 innovation (n) : đổi

 conserve (v) : bảo tồn, giữ gìn

Checking: Rub out and Remember - Pre questions :

1- Do people in Western countries think electricity, gas & water are luxury ?

2- Do they want to save electricity ?

3- what they to spend less on lighting ?

T.Whole class In chorus Individual

Whole class

While Reading (15 minutes)

1- Reading & checking :

1- No, they don’t 2- Yes, they 3- turn off

2- Reading for main ideas :

Which of the following is the best summary of the passage ? => l

3- Comprehension questions :

Whole class

(29)

1- products that will not only work effectively but also

save energy

2- use energy saving bulbs instead of ordinary 100

watts bulbs

3- US $2 (because these bulbs use a quarter of the

electricity of standard bulbs)

4- helps the consumers know how energy efficient

the household appliances are

5- because when we save energy, we’ll save money and conserve the Earth’s resources

- Discuss the ways to spend less on lighting - Call some G to present

- Correct if necessary

Group work Consolidation

(2 minutes) Remind students of North America & Europeancountries save money & natural resources Listen Homework

(3 minutes)

Rewrite the ways how to save energy and their ideas Copy

Adjustment:……… ……… ……… ……… ……… ……… ………

Period: 46

Unit SAVING ENERGY Lesson 5: write

I-Objectives

By the end of this lesson, students will be able to write a simple speech & present it before class.

(30)

Vocabulary: sum up,attention,solid ,draft,detail … Structures:

III-Teaching aids

Text book, sub board IV-Procedures

Network

turn off the light Whole class

Pre Writing (10 minutes)

1- Pre teach vocab :

 sum up (v) : tãm t¾t

 attention (n) : sù chó ý, lu t©m

 solid (adj) : cøng,

 draft (v, n) : viết nháp, thảo

detail (n) : chi tiÕt

Matching :

How many parts are there in the speech? What are they?

Keys : - B , - C , - A

T.Whole class In chorus Individual While Writing (15 minutes)

1- Ordering :

Keys : 3 - - 1 2- Writing speeches :

Post Writing

- Have a volunteer from each group present his group’s speech before class

Group work saving

energy saving energy

Topic : Reducing

garbage Topic : Reusing paper Topic : Saving energy

- Good morning, ladies and gentlement My name is & I’m going to tell you how to

reduce garbage - Most of us use too much garbage every day You can reduce garbage by :

collect plastic bags not keep solid waste

with food waste

put different kinds of

waste in different places

- If you follow these simple rules, not only will you reduce garbage, but also keep the environment cleaner

-

reuse paper

-

paper

reuse paper by :

have a separate wastebasket for

wastepaper

keep sheets with single printed page for

drafting

- save money

-

save money

-electricity

reduce electricity by :

turn off the lights

prepare food carefully before turning on

the stove

keep refrigerator door closed

save money,

(31)

(10 minutes) - Correct their mistakes

Remind students of writing a simple speech & presenting it before class

Listen

Copy down one of these speeches Copy

Adjustment:……… ……… ……… ……… ……… ……… Date of preparing: 16/01/2010

Week 25

Period: 47

TEST - 03 Time: 45minutes I- Objectives:

T checks students’ knowledges from unit to unit 7 II- Language Content:

III-Teaching aids: Papper of test Ma trËn

Chủ đề Nhận biết Thông hiểu Vận dụng Tổng

TN TL TN TL TN TL

I Listening 0

II Reading 2.5 2.5

III Language focus 10C 5 10 5

IV Writing

2.5

Tæng 10C

5 2.5

2.5

20

10 Quetions

I Read the passage then write T/F statements 2,5 points

(32)

At present, most of our electricity comes from the use of coal, gas, oil or nuclear power This power could be provided by the sun One percent of the solar energy that reaches the Earth is enough to provide power for the total population Many countries are already using solar energy Solar panels are placed on the roof of a house and the Sun’s energy is used to heat water The energy can be stored for a number of days, so on cloudy days you can use solar energy too

Sweden has an advanced solar energy program There, all buildings will be heated by solar energy and cars will use solar power instead of gas by the year 2015

…… Solar energy doesn’t cause pollution for our environment …… Most of our electricity now comes from nuclear power

…… A lot of countries in the world are already using solar energy …… It is difficult to use solar energy on cloudy days …… All buildings in Sweden were heated by solar energy for 15 years

II Choose the best answer A,B,C or D points

1- He didn’t have much money, he bought a lot of things for Tet

A but B or C and D so

2- The washing machine was expensive, _ we couldn’t afford to buy it

A however B so C but C because

3- Tom begins _ strange stamps

A collect B collecting C to collect D collected

4- The children felt _ when Summer was coming near

A excitement B exciting C excited D excitedly

5- If she continues to use electricity that way, she _ to pay a large bill

A have B used to have C would have D will have

6- They me if I could speak Japanese

A told B said C talked D asked

7- Natural resources _ terribly by the developed countries at the moment A are being destroyed B are destroyed C were destroyed D destroyed

8- I’m looking forward to from you and _good response from your company

A hearing -/- seeing B hear -/- see C hearing -/- see D hear -/- seeing 9- Mai’s eaten hamburgers, ?

A isn’t she B is Mai C hasn’t she D has Mai

10- Lan attend this course, won’t she ?

A want to B won C will D won’t

III- Write a complain letter using the cue words (Em hÃy viết th phàn nàn sử dụng từ gợi ý cho sẵn) 2,5 points

1 I / write / you / the pollution made / factory / near / school

……… They / produce / lot / smoke / so / we / not / breathe

……… They / also make / river / behind / school / dirty / chemical waste

……… I suggest / local authority / make / them / stop / polluting activities

……… I / look / to / see / response

(33)

Period: 48

TEST CORRECTION I-Objectives:

By the end of the lesson, Ss will be able to check their mistake in the test II- Language Content:

III-Teaching aids: Key of the test

I

1 T 0.5

2 F 0.5

3 T 0.5

4 F 0.5

5 F 0.5

II

1 A 0.5

2 B 0.5

3 B 0.5

4 C 0.5

5 D 0.5

6 D 0.5

7 A 0.5

8 A 0.5

9 C 0.5

10 C 0.5

III

(34)

3 dirty with chemical waste.They also make the river behind my school 0.5 4 them to stop polluting activities.I suggest the local authority should make 0.5 5 response from you.I’m looking forward to seeing good 0.5 Adjustment………

………. ………. ………. ………. ………. Date of preparing: 28/01/2010 Week 26

Period: 49

Unit CELEBRATIONS

Lesson 1: Getting started - Listen and Read I-Objectives

By the end of lesson ss will be able to know more about the popular celebrations in the world.

II-Language Content

Vocabulary: accur , decorate, freedom, slaverly, jewish, parade Structures:

Text book, lesson plan, extra board … IV-Procedures

Matching: Getting started

Keys: Easter, wedding, birthday 4 Christmas, Mid-Fall Festival

6 Lunar New Year

Pair work

Presentation (10 minutes)

- Introduce the situation part 2 * Vocabulary

- occur:(v) x¶y ra - decorate:(v) trang trÝ - freedom:(n) sù tù do - slavery:(n) sù n« lƯ - jewish :(n) ngêi Do th¸i

- parade :(n) cuộc diễu hành, đám ruớc * Check up: “What and where

G.W Practice

(15 minutes)

- Have sts read listen and read the passage about celebrarions in Vietnam and in other countries

- Ask them to complete the table with five

Individual

(35)

headings: celebration, when, activities, food, countries.

- Ask them to compare their table with a friend

- Feedback and give necessay corrections.

Production (10 minutes)

- Mini presentation:

Have sts to work in groups of Base on the information in the table, ask sts to make a mini presentation about the celebrations. - Give suggested answers:

Good morning, everybody It’s my pleasure to be here today to tell you about one of the biggest celebrarions in Vietnam It is Lunar New Year festival or Tet This is the most important family gatherings which falls in late January or early February …

G.W Individual

- Repeat the content of the lesson T.Whole class Homework

(3 minutes)

- Ask sts to learn by heart the lesson at home, do exercise and prepare next lesson

Adjustment:……… ……… ……… ……… ……… ………

Period: 50

Unit CELEBRATIONS Lesson 2: Speak + Listen I-Objectives:

Sts will be able to give the compliments and responds; Listen to the song “Auld Lang Syne” and fill the information in the gap.

Vocabulary: contest, activist, nominate, acquaintance, bring to mind, trusty … Structures

(36)

* Brainstorming:

- Ask sts to make the list of thing people in western countries on New Year’s Eve - Gather ideas by calling on some sts to say about that

- Feedback:

Holding parties, dancing, drinking, exchanging best wishes, giving present, singing

G.W

* Vocabulary: contest:

activist: nominate: acquaintance: bring to mind: trusty:

kindness:

* Check up: “ Rub out and remember”

T Whole class In chorus Individual

G.W

Practice (15 minutes)

- Guide and ask sts to practice part “ speak”: Read the situations in the book and then give and responds to appropriate

compliments

- Call some P to practice the dialogue before class

- Feedback and give suggested answers b Mother: Well done, Huyen

Huyen: Thanks, Mom

- Gide and ask sts to read the song part “listen” and guess the missing words - Play the tape several time if neccessary - Ask sts to sompare the answers with a friend

- Call some sts to sing the song loud in front of the class

- Feedback and give suggested answers: a day b take c mind d hand e kindness

T.Whole class

P.W

G.W

Individual

- Ask sts to work in groups and dicuss : “ What you and family usually on New Year’s Eve (Lunar New Year)?

- Suggested answers: Go out in the streets See fireworks display Hold year-end party Wait for lucky money

(37)

- Repeat the content of the lesson T.Whole class Homework

(3 minutes)

- Ask sts to learn by heart the lesson at home, exercise and prepare next lesson

Copy

Adjustment:……… ……… ……… ……… ……… ……….

Period: 51

UNIT 8: CELEBRATION

Lesson3: Read I-Objectives:

Sts will be able to read the text talking about the public holiday of some countries and definite the specific information of the lesson

Vocabulary: generous, distinguish, terrific, priority,hug Structures

Students’ and teacher’s books, extra board IV-Procedures

Warm up *Game Pelmanism:

T-whole class

Prereading * Vocabulary:

- hug ( v ): ôm ( chào ):( mime ) - considerate ( adj ): ân cần, chu đáo

- generous ( adj ): rộng lượng

- priority ( n ): ưu tiên, quyền ưu tiên ( explanation: being earlier in time or order ) - sense of humor ( n ): khiếu hài hước

- distinguish ( v ): phân biệt, làm khác biệt - terrific ( adj ): tuyệt vời, kì diệu

* Checking vocabulary: Rub out and Remember

* Prediction

Setting the scene: On Father’s Day in Australia and in the USA, children show their love to their fathers by giving their fathers presents, cards

- Ask students to think of the adjectives that children use to talk about their fathers

- Give feedback

G.W T-whole

(38)

 Strong generous ✓ considerate

✓

 Handsome humorous ✓ healthy  great ✓ the best ✓ terrific ✓

While reading

* Reading and checking

- Have students read the opinions, feelings and memories of children about their fathers on Father’s Day in Australia and the USA

- Ask them to compare the adjectives they guess with the adjectives Rita, Bob and Jane use to describle their fathers

* Comprehension questions

- Get students to work in pairs to answer the questions on page 69

- Give feedback Teacher can ask students to write the answers on the board

- Have students practice asking and asnwering the questions in open pairs and then closed pairs

* Answer keys:

a Who you think Rita send this card to? - To her dad

b Is Jane’s father alive or dead? How you know this?

- He is possibly dead These ideas may tell about that: how much you are missed , I now have children, Dad,

c What quality make Bob’s father different from others?

- His sense of humor

d What image of a father can you draw from the three passages?

- The best person in the world, a teacher, a care taker, a friend

G.W

P.W

Post reading

* Writing:

Have students write their feelings, opinions and memories about their fathers Three passages are samples They should write Individualy and then share with their partners

Individual

Consolidation - Repeat the content of the lesson T.Whole class Homework - Ask sts to learn by heart the lesson at home,

exercise and prepare next lesson

(39)

……… … ……… … ……… ….

Period: 52

UNIT 8: CELEBRATION

Lesson4: Write I-Objectives:

Sts will be able to write a letter to a friend to share the point of view that: It’s necessary to have a public holiday for Dad and Mom.

Vocabulary: enhance, have a day off, support, nationwide Structures

Students’ and teacher’s books, extra board IV-Procedures

Warm up * Game:

“Word Square”

G.W Pre-writing * Vocabulary

- enhance ( v ): tăng cường, tôn lên - have a day off: nghỉ ngày - support ( v ): ủng hộ, hỗ trợ

- nationwide ( adv ): toàn quốc, nước * Checking up: What and where

* Ordering

- Ask students to keep their books closed, show the outline on the board

- Get students to put the parts in the correct order ( ) Give details about:

 When to celebrate, in what season, or what month ( why? )

 How to celebrate: having parties, sending cards  What special gift to give

 What special food to offer

( ) State whether or not you think your idea will be supported and you hope the day will be celebrated natinwide

( ) Tell your friend the reason for celebrating this day * Answer keys:

(40)

- paragraph 1: ( ) - paragraph 2: ( )

- paragraph 3: ( )

While writing

- Have students write individually to a friend to tell him/ her about why they want to celebrate Mother’s Day or Father’s Day in Vietnam and how to celebrate it The outline on page 70 will help students to write easily * Suggested ideas:

In my opinion, it is essential to have a day to celebrate for our parents

On these occations, children will have special day to express their feelings, memories and love for their parents We have an opportunity to enhance family traditions Members of families can have a chance to get together, to know one another and to help one another I think first Sunday of April is suitable Sunday is a day off so everybody is free from work or study April is late Spring or early summer, and the weather is generally fine at this time of the year, many activities can happen outdoors.

It is not necessary to have parties but it’s a good idea to have lunch or dinner with all members of the family Children should give their parents flowers, send them cards or bring them special cake Morever, children should serve their parents the food that they like best

I belive the idea will be supported and the day will be celebrated nationwide because everybody loves their parents and want their parents to be happy

Individual

Post writing

- Have students share their writing with their partners and correct their partners’ mistakes

- Ask some students to read aloud their writing before class

- Get students to give their opinions - Correct mistakes

- Have students write on their notebooks

G.W

Consolidation - Repeat the content of the lesson T.Wholeclass Homework - Ask sts to learn by heart the lesson at home, doexercise and prepare next lesson

(41)

Period: 53

Unit CELEBRATIONS Lesson 5: Language focus I- Objectives

By the end of lesson ss will be able to use relative clauses

II-Language Content Vocab:

Structures: III-Teaching aids

Textbook, sub board

IV-Procedures

Game: Networks

Tet

Rules: Students are divided into groups They have to find out the information based on the subject Each correct information gets mark The winner is the group that gets the highest score

Whole class

Lead in: Asking students to say about some festivals in Viet Nam (Teacher helps them to use relative clauses)

Reviewing the use of relative pronouns: “who”, “which”

N (people) + who + V

N (think) + which + V / (S + V) Controlled (10’)

- Explaining the example of exercise (page 70) - Asking students to exercise

Whole class

(42)

- Correcting the mistakes Further

- Showing pictures of exercise (page 71) and explaining the example

- Asking students to describe each of the people in the pictures (pair work) Some pairs perform it before class

Pair work

Practice (15 minutes)

Lead in : asking students

- Which is the most important celebration for Vietnamese people?

 Tet is the most important celebration for Vietnamese people

 Although there are many celebrations throughout the year, Tet is…

- Explaining the use of adverb clauses of concession with “Although”, “Though”, “Even though”

Controlled

- Asking students to observe the example of exercise and helping them to it

- Correcting the mistakes Further:

- Showing pictures of exercise (page 72), explaining how to complete the sentences

- Asking students to exercise (pair work) then present it before class

- Correcting the mistakes

Whole class

Pair work

Game: “Lucky number”

Rules: students are divided into groups Teacher writes some numbers on the board There are some lucky numbers Students choose the numbers and answer the questions Each correct answer gets 2 marks and each lucky number gets marks too The winner is the group that gains the highest score.

Lucky numbers : 2,5,6

1 Join the sentences (use relative clause)

Group work

Although

Though + Clause Even though

1 2 3

(43)

- She likes reading novels Novels tell about the detective

3 Join the sentences

- They went camping last week The weather was very bad (even though)

4 Look at the picture and describe Nam (use relative clause)

- Correcting the mistakes and giving remarks

Consolidatio n (2 minutes)

Remind students of using relative clauses Listen

Do exercises in workbook Copy

Adjustment:……… ……… ……… ……… ……… ………

Period: 54

Unit NATURAL DISASTERS

Lesson 1: Getting started - Listen and Read I-Objectives

By the end of lesson ss will be able to get the information about weather from the weather focast

Vocab: turn up, expect, thunderstorm, delta, trust

Structures: reading a dialogue for detail about the weather focast

Students’ and teacher’s books, pictures, cassette

(44)

Showings pictures (textbook page 74), one by one (explaining in simple English and gestures)

They are some natural phenomenons but they damage human life

+ How we stay out of them?

+ How we know about them before they come & destroy everything?

+ Have you ever listened to the weather forecast on the radio or on TV?

+ When is there the weather forecast on TV? + Do you think weather forecast is useful in daily life? How is it useful?

Pair work

I- Pre-teach vocabulary

- to turn up/down (the volume of TV or radio) - to expect (explanation)

- thunderstorm (n) (picture)

- delta (n)

- just in case (n) (translation) - to trust = to rely on

* checking vocabulary: what and where II- Pre-questions

- Introducing the situation

Thuy is talking to her grandmother while they both are watching TV

+ What program are they watching? - Give feedback

Inchorus Individual

Practice

I- Gap filling

- Have Ss read the dialogue silently and exercise 2b on page 75

- Get them to share their answers with their partners

- Give feedback - Correct the task

1 Thuy’s gradmother wants her to turn up the volume on TV because she wants to listen to the weather forecast

2.The coast of Thanh Hoa will be raining

3.The central highlands will experience thunderstorms

4 Ho Chi Minh City will have temperature between

Individual

P.W

(45)

(15 minutes) 27°C and 35°C.

5 Although Thuy’s grandmother doesn’t trust weather forecast she likes watching them

II- Comprehension questions

- Show the questions on the poster Ask Ss to answer the questions in pairs

- Get Ss to call out their answers, T corrects if necessary

1 Why does Thuy’s grandmother ask her to turn up the volume?

- Because she wants to listen to the weather forecast

2 Which city is the hottest today? - HCM City is the hottest

3 Where is Thuy going? - She’s going on a picnic

4 What does Thuy’s grandmother want her to do?

- She wants her to bring along a raincoat * Have the Ss work in pairs

III- Practice the dialogue

- Let Ss listen to the dialogue and focus on the pronunciation

- Call on some Ss to play the roles of Thuy, her grandmother and weatherman to practice the dialogue

- Ask Ss to practice the dialogue in group of three

P.W

G.W

- Ask Ss to reread the weather forecast on TV and notice some phrases

+ will have temperature between … and … + will experience temperature between … and … + HCMC’s temperature will be between … and … + can expect clouds/ thunderstorms

- Ask Ss to look at the map and play the role of the weatherman to present the weather forecast, based on the information provided

- Call on Ss to present before the class

- Have Ss work in pairs – one student speaks, the other listens & writes down

G.W

P.W

Remind students of getting the information about

(46)

- Write a weather forecast by themselves, based on the dialogue

Ss can change the details, the places, the temperature…

- Collect some pictures about natural disasters such as tsunami, typhoon, tornado, vocalno, earthquarke, flood, land slide …

Adjustment:……… ……… ……… ……… ……… ………

Date of preparing:05/0 3/2010 Week 29

Period 55

Unit NATURAL DISASTERS Lesson 2: speak + Listen I-Objectives

By the end of lesson ss will be able to talk about what they want to by and to prepare for a typhoon

Vocab: Bucket , leak, tie, tatch, ladder, blanket, available

Strucures: III-Teaching aids

(47)

Stages Content Activities Warm up

(5 minutes)

- Ask questions to review the previous lesson - Ask the others to comment

- Comment and give mark

Individual

Pre Speaking & Listening (10 minutes)

 Introducing the new lesson:

Ask students some questions about earthquakes

- Have you ever heard of an earthquake? - What happens if there is an earthquake?

- In which country earthquakes occur frequently?

- What would you if there was an earthquake?

T- whole class

While Speaking &

Listening (15 minutes)

 Having students listen to the tape and the listening task (twice)

 Teach vocabulary

- block (v)

- roller (n)

- strike → struck → struck (v) = hit - erupt (v) / I’rΛpt /

- eruption (n)

Having students listen to the tape (the third time)

T-whole class

Post Speaking &

Listening (10 minutes)

 Asking sts to give the answer + correcting mistakes

 Exercise:

Fill in the gap with a suitable verb. One of the strongest earthquakes in this century (1) _ in Anchorage, Alaska, on March 24, 1964, at about clock in the evening When the earthquake

(2) that evening, many

families (3) _ down to eat dinner people in the city _(4)

themselves in the dark because most of the lights in the city went out when the earthquake occurred Many people

(5) _ instantly when tall

building (6) _ and

(7) _ tons of brick and concrete

crashing into the streets

When (8) _ the next earthquake? No one really knows for sure  Revision of relative pronouns:

T.Whole class

(48)

Ask them to answer the questions, using the relative pronouns which or who

Exercise: use relative pronouns “who” or “which”

1 The city was struck by a huge earthquake in 1995 is Kobe

2 The explorer discovered America is Christopher Columbus

3 The planet is closest to the earth is Venus

The animal was chosen to be the logo of Sea games 2003 is buffalo

P.W

Remind students of talking about what they want to by and to prepare for a typhoon

T.Whole class

Homework

(3 minutes) Do exercise page 61 (your workbook).Prepare unit (read).

Adjustment:……… ……… ……… ……… ……… ……… Date of preparing:06/0 3/2010 Week 29

Period 56

Unit NATURAL DISASTERS Lesson 3: Read

I-Objectives

By the end of lesson ss will be able to get more information about the natural disasters in the world

Vocab: tidal wave, abrupt, shift, warn , funel- shaped

Textbooks , cassette , chalks , board IV-Procedures

Warm up - Showing four pictures on page 74 and ask Matching and chatting

(49)

(5 minutes)

students to match them with four words: snowstorm, earthquake, volcano, typhoon - Answer keys:

Picture 1: snowstorm Picture 2: earthquake Picture 3: volcano Picture 4: typhoon

- Giving students some questions about the four natural disasters

- How you know it is a snowstorm/ an earthquake/ a volcano/a typhoon?

- Have you ever experienced any of these natural disasters?

- What happened? - How did you feel?

*Vocabulary Tidal wave (n)

Abrupt (adj)=sudden = quick Shift (n)

Warm (v) –ed Funnel-shaped (adj) Suck up (v)

Tornado (n) Majority (n)

* Checking vocabulary:

* True-False statement predictions:

- Hanging the poster of T/F statements (exercise a/p79) on the board

- Getting students to work in pair to guess which statements are true or false

* Answer keys (T or F)

Statement 1: T Statement 2: T Statement 3: F

Statement 4: T Statement 5: F Statement 6: T

T.whole class

Pair work

While Reading (15 minutes)

* Reading and checking

- Having students read the text on page 78 and correct false statements

- Statement 3: F correct: A huge tidal ware traveled from Alaska to California

- Statement 5: F correct: The cruption of mount pinatubo is the world’s largest volcanic eruption in more than 50 years

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* Complete the sentences:

- Having Ss work in pairs and complete the sentences 5b P/79

* Answer keys:

1 The majority of earthqualas occur around the Pacific Rim

2 During the earthquake in Kobe, many people were killed when homes, office blocks and highways collapsed

3 A tidal wave can only occur when there is an abrupt shift in the underwater movement of the Earth

4 In Australia, a tropical storm is known as a cyclone

5 Christopher Columbus gave us the word “typhoon”

A tornado is a type of storm that passes overland below a thunderstorm and sucks up anything that is in its path

Pair work

* Asking and answering.

- Dividing the class into four groups - Having Ss read the text again

- Having groups ask and answer questions Example :

1.What does “typhoon” mean? Can we predict a volcano?

Group work

Remind students of getting more information about the natural disasters in the world

T.Whole class

- Learn new words by heart.

- Having Ss write Exercise 5b into their notebooks, using their ideas

Adjustment:……… ……… ……… ………

………

Date of preparing:07/03/2010 Week 30

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Unit NATURAL DISASTERS Lesson 4: write

I-Objectives

By the end of lesson ss will be able to write a story about a typhoon

Vocab: Behave, shelter, all of sudden

Text book, sub board IV- Procedures

 Dividing the class into 2groups Ss from groups go to the board and write the correct words The groups which write more correct words first win the game

1 otnophy damotro lacono tearquahke

5 ormst

Group work

Pre Writing (10 minutes)

Pre Teach vocabulary: - To behave(v) - Shelter( n)

- All of sudden = suddenly

 Having Ss repeat the new words after the teacher Telling the story:

 Showing six pictures on the board

 Setting the scene: This is Lan’s family, they are at home

 Pointing to each picture and asking Ss some questions to elicit the story

1 Who is this? Where is she? How is the dog? What’s on TV?

5.What is Mrs Quyen and her family doing? How is the weather before and after the storm? 7.How are they now?

 Guiding Ss how to write the story, reminding Ss of

T.Whole class In chorus

Individual

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using past simple tense Ex: It was a beautiful day While

Writing (15 minutes)

 Having Ss write the story

 Going around and helping Ss write

 Having Ss share their writings with their partners  Asking Ss to write their writings on the board

Individual

Post Writing (10 minutes)

- Correcting the mistakes

- Asking Ss to look at the pictures and then retell the story

- Correct if necessary

Pair work

Remind students ofwriting a story about a typhoon T.Whole class

- Learn the new words by heart

- Prerare language focus( review relative pronoun and relative clause)

- Ss write another story( about a flood….) They can make changes or add more details to the story

Adjustment:……… ……… ……… ……… ……… ………. Date of preparing:10/03/2010 Week 30

Period: 58

Unit NATURAL DISASTERS Lesson 5: language focus I-Objectives

By the end of lesson ss will be able to distinguish between defining relative clause and no- defining relative clause

Vocab: Sweep , destroy , extensive, border

Structures: III-Teaching aids IV

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- T gives a chart on the board

1 Tet is a festival………occures in late January or early February

2 Family members ………live apart try to be together at Tet

3 Vietnam,………is in South East Asia, exports rice

4 I like this picture……….my father bought yesterday

- Correct Answer keys:

1 Which Who Which/ That Which/ That

T- Whole class

- T gives Ss pairs sentences

1 Vietnam exports rice Vietnam is in the Southeast Asia

Vietnam, which is in the South East Asia, exports rice

2 The novel has been lost You gave me the novel on my birthday

The novel which you gave me on my birthday has been lost

- Help Sts distinguish between defining and non- defining relative clauses

* Defining relative clauses identify nouns These clauses tell us which nouns, which person or thing the speaker means

T- Whole class

* Non- defining relative clauses give more information about a person or thing already identified When we write these clauses, we put “ commas” at the beginning of the clauses( and often at the end of the clauses) * We can use “ that” in a non- defining relative clause

* In a non- defining relative clause, we can’t leave out who or which

3 Neil Armstrong, who first walked on the moon, lived in the USA

Practice

(15 minutes) - Have Ss the exercise 3/ p 83Task 1

- Ask Ss to underline the relative clause in each sentence, then add commas to seperate the non- defining relative clause from the rest

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of the sentence

- Ask some Ss to write the sentences on the board and underline

- T corrects

Task 2: - Have Ss the exercise 1/ p 81

- Call some Ss to write the answers on the board

- Correct

Task 3 - Have Ss exercise 2/ p 81 - Ask Ss to match column A with B

- Call some pairs to perform before the class - Correct

Pair work

- Have Ss rewrite the sentences in Language Focus 4/ p82

- ask Ss to replace each underlined clause with their own clause

- call some Ss to write on the board - T corrects

Group work

Remind students of distinguishing between defining relative clause and no- defining relative clause

T.Whole class

- Ask sts to learn by heart the lesson at home, exercise and prepare next lesson

Adjustment:………

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Week 31 Period 59

TEST - 04 Time: 45minutes I- Objectives

Check students’ knowledges from unit to unit 7 II-Language Content

III- Teaching aids Papper of test Matrận

Chủ đề TNNhận biếtTL TNThông hiểuTL TNVận dụngTL Tổng I Listening

4 2.

0

4

2.0

II Reading 5 2.5 5 2.5

III Language focus

7 3.5

7

3.5

IV Writing 4 2.0 4 2.0

Tổng 10 5 5 2.5 5 2.5 20 10

Questions I Listen and choose the best answers

Tet or the Lunar New Year holiday is the most (1) …….festival in Viet Nam Tet is a joyful festival which occurs in late(2) …… or early February It is a time for families to (3)…… and decorate their houses, wear new clothes and enjoy special (4)…… such as sticky rice cakes Family members who live apart try to be together at Tet

1 A unimportant B important C import D interesting 2 A February B March C January D December 3 A clean B to clean C cleaned D cleaning

4 A food B drinks C dinner D meals

II Read the passage carefully, then answer the following questions

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Dirty air is a problem in many parts of the world Without our forest, this problem might be much worse Protecting forest is important for everyone People should plant more new trees? They also help improve our environment.

1 Forests give people _

A many kinds of plants B animals for food C wood for building and heating D a home to live

2 According to the passage, all the followings are true EXCEPT that

A city people can take a vacation B people can learn about nature in forests

C people can breath fresh air and sleep in a quiet place D people can clean the air

3 What is a problem in many country?

A Clean air B Dirty air

C Our forest D The leaves on the trees in a forest 4 The word “They” in last sentence refers to A forests B new trees C people D new forests 5 What is the topic of the passage ?

A Large forests B New forest

C The important of forest D Taking vacation in forests III Choose A, B, C or D to complete the following sentences

1 Last night we came to the show late …… the traffic was terrible.

A although B despite C and D because

2 I live in Da Lat, … is one of the most beautiful cities of Vietnam.

A who B which C whom D whose

3 Can you tell me the reason for … the Mother’s Day?

A celebrating B celebration C celebrate D celebrated 4 It’s very nice …… you to say so!

A in B on C of D at

5 According to the weather … ………., it will be raining tonight.

A forecast B forecaster C Forecaste D Forecasting Many people become …… because of natural disasters every year.

A homeland B homesick C homeless D homework We think that Mother’s Day should be celebrated ……….

A nationhood B nationwide C nationality D nation IV Combine these pairs of sentences, using who, which, where

1 He met many friends The friends encouraged him in his work. 2 He often tells me about his village He was born there.

3 The book was rather difficult I gave him that book. 4 The man is a worker We play with his son every day.

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TEST CORRECTION - 04 I-Objectives

By the end of the lesson, Ss will be able to check their mistake in the tset II-Procedures

- Give a general comment - Point out some mistakes

- Ask sts to find out and correct for each other - Do the model

- Give them the key

I

1 B 0.5

2 C 0.5

3 A 0.5

4 A 0.5

II

1 C 0.5

2 D 0.5

3 B 0.5

4 B 0.5

5 C 0.5

III

1 D 0.5

2 B 0.5

3 A 0.5

4 C 0.5

5 A 0.5

6 C 0.5

7 B 0.5

IV

1 He met many friends who encouraged him in his work. 0.5 2 He often tells me about his village where He was born. 0.5 3 The book was rather difficult which I gave him. 0.5 4 The man is a worker whose son We play with everyday. 0.5 Adjustment………. ……… ……… ……… ………

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Unit 10 LIFE ON OTHER PLANETS Lesson 1: Getting started - Listen and Read I-Objectives

By the end of lesson ss will be able to know more about UFOs II-Language Content

Vocab: Spacecraft, meteor, evidence, alien, capture Structures:

Text book, lesson plan, extra board, picture IV-Procedures

* Chatting:

- Show the picture on page 83 to the students and ask them some questions about UFOs

* What can you see in the pictures? * What we call them in Vietnamese? * Do you know another word for UFOs? (flying saucer)

* Do you thing they really exist?

* Have you ever seen any films on UFOs?

* Do you want to see a UFO? What you want to know about UFOs?

* If you saw an UFOs, what would you do?

T-whole class

* Vocabulary

spacecraft (n): tàu vũ trụ (picture) meteor (n): băng (visual, picture) evidence (v): chứng

definiton: anything that makes clear, shows or proves) alien (n): người hành tinh khác

(definition: person on other planets) capture (v): bắt

(synonym: catch (by force) arrest) device (n): dụng cụ, thiết bị (translation) claim (v): đòi quyền, nhận (translation)

* Checking vocabulary: what and where

T.whole class

Practice (15 minutes)

- Get students to listen and read the text and find the words in the text that have the meanings given in * a on page 84:

- Ask students to work in pair - Give feedback

* Answer keys:

1 proof, support = evidence

2 falling star or shooting star = meteor

3 unknown/strange people or thing = aliments bringing together or gathering = collecting caught as a prisoner = captured

Pair work

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6 because impossible to see = disappeared * Complete the notes

- Have students to exercise 2b on page 84

- Get sts to read the text again and complete the notes - Call on some students to read aloud their sentences * Answer keys:

UFO Sightings:

a) An aircraft , a weather balloon or a meteor can be mistaken for a alien spacecraft

b) In 1947, a pilot saw nine large round objects traveling at about 2.800 meters an hours c) There were over 1.500 UFO sightings

worldwide in 1952

d) In 1954, a woman and her children saw a UFO above their house

e) A farmer saw an egg- shaped object in one of his fields and also aliens collecting soil samples in 1964

f) In 1971, two men claimed they were captured by aliens and taken aboard a spacecraft

g) A pilot and his plane disappeared after sighting an UFO in 1978

h) In 1981, a Frenchman reported that he saw a plate – like device at a treetop 30 meters away from his garden

Individual work Pair work

* Discussion:

- Have the whole class discuss the topic “UFOs” - Choose good students to be the leader

- Get the leader to make a summary of the evidence of the existence of UFOs and then discuss with his/ her friends

- Give the leader some questions for him / her to ask his/ her friends

* Do you believe in Kenneth Arnold, or the woman who saw a UFO above her house?

* Have you ever seen a picture of an alien? Can you imagine what the aliens are like? Are they small or big?Are they intelligent?(If yes) Why you think so?

Whole class

Consolidation

(2 minutes) Remind students of UFOs Homework

(3 minutes)

- Have students write the notes on page 84 in their notebook

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Unit 10 LIFE ON OTHER PLANETS Lesson 2: Speak + Language focus 1 I.Objectives

By the end of lesson ss will be able to talk to one another about what they think there might be on Mars on the moon and the other planets.

II.Language Content

Vocab: Microorganism, gemstone, sprkling, creature, trace Structures:

III.Teaching aids

Students’ and teacher’s books, pictures, cassette IV.Procedures

* Word square

S E A R T H

M U M E R C

U R N S A U

S S R U B R

A A R V C Y

M O O N T S

 Earth  Sun

 Mars (Hoả)

 Moon

 Mercury (Thủy) - Ask students some questions about the solar system * Which planet is the nearest to the sun? (M)

* Which is the biggest? * Which is the hottest?

T.whole class

Pre Speaking (10 minutes)

* Vocabulary

- microorganism (n): vi sinh vật (translation) - gemstone (n): đá quý (relia)

- sparkling (adj): lấp lánh (realia) - creature (n): sinh vật (translation) - trace (n): dấu vết (visual)

- mineral (n): khoáng sản (example)

* Checking vocabulary: Rub out and remember

- Rub out the new word one at a time Each time you rub out the word in English, point to the Vietnamese

translation and ask students to repeat in English When all the English words are rubbed out go through the

Vietnamese list and get the whole class to call out the English words

* Revision of model verbs: may – might * Form: May/might + infinitive

* Use: We use may, might to talk about present or future possibility

- Might is normally a little less sure than may.

T.Whole class

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Speaking (15 minutes)

many things there and noted them down These are drawing of things Try to guess and match the drawings with their names.

- Number from to from left and right * Answer keys:

1) Minerals] 2) Water 3) Mountains 4) Plants

5) Little creatures 6) Gas

7) Gemstone * Drill

- Use the drawing to drill * Exchange: what’s this? This may be water on Mars

1 What are they?

They may be minerals on Mars What are they?

They might be plants on Mars What’s this?

This may be gas on Mars What are they?

They may be gemstones on Mars What are they?

The may be little creatures * Practice the dialogue

- Have students practice the dialogue between Nam and Hung on page 85

- Call on some pairs of students to practice the dialogue - Correct their pronunciation

- Have all students work in pairs to practice the dialogue

* Dialogue

Nam: What these drawing say, Hung? Hung: There might be water on Mars

Nam: And what about those back sparkling spots on the right corner?

Hung: Well, they might be traces of gemstones There may be a lot of precious stones on Mars

T.Whole class

Pair work

Post Speaking (10 minutes)

* Drill:

- Have students look at the pictures on page 89-90 to exercise in Language Focus

- Get students to work in pairs They have to practice asking and answering

a Ex: S1: What may it be?

S2: It may be a look or it might be a game b What may it be?

It may be a box of crayons or it might b a box of plaint c What may it be?

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It may be a football or it might bad a basketball d What may it be?

It may be a boat or it might be a train e What may it be?

It may be a flying saucer or it might be a meteor f What may it be?

It may be an evening star or it might be a spacecraft

Remind students of talking to one another about what they think there might be on Mars on the moon and the other planets

Give students the topic “What may there be on Mercury/on the moon/ on Mars?”

- Ask students to write the dialogue in their notebooks

Adjustment:……… ……… ……… ……… ……… ……….

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Unit 10 LIFE ON OTHER PLANETS Lesson 3: listen + Language focus 2,3,4

I-Objectives

By the end of the lesson, students will be able to know more about the moon by listening and relative pronouns who – which – that.

Vocabulary: expect, knowledge, crater, onesixth, two- fifths

Structures: model verbs ,May - might

* Shark’s attack:

- Prepare a shark (or a crocodile) and a school girl/boy on cards

- Draw some steps on the board, then stick the girl/boy on top of the steps, the shark is in the sea (around the steps)

- Draw gaps for the word: MOON

- Get students into teams (or ask them as a whole class) They have to try to guess the letter If their guess is right, they will get one mark (The girl/boy stands till)

- The game continues until students find out all the letters of the word MOON and the shark can’t eat the girl/boy

- The game can go on with the words: * Temperature

* Lake * Mountain

T- whole class

Pre Listening 10 minutes

* Pre-teach vocabulary

- expert (n): chuyên gia (definition: a person who has special knowledge, skill or proactive)

- crater (n): hố (bom), miệng núi lửa (visual/picture) - one – sixth = phần sáu

- two – fifths = hai phần năm * Checking vocabulary: Matching * Prediction

- Set the scene: “You will listen to the description of the moon But before listening, you should read the statements on page 86 and guess which is correct and which is incorrect”.

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- Have students work in pair to tick the statements that they think they are correct

- Give feedback

a There is no air on the moon

b There are rivers and lakes on the moon c There is no sound on the moon

d It is very cold at night on the moon

e During the day the temperature is even lower f There are no round holes on the moon

g There are no mountains on the moon

h You will weigh kilo heavier on the moon i You will be able to jump very high on the moon j One day on the moon lasts for two weeks

Pair work

While Listening 15 minutes

- Have students listen to tape twice and check their perdition

* Answer keys: a, c, d, f, i, j

* Comprehension questions

- Give students some questions and ask them to work in pair to answer them

- Give feedback * Questions:

1 Why are there no sounds on the moon? How many craters are there on the moon? How much will you weigh on the moon if you weigh 50 kilos on the earth?

4 Will you sleep very well on the moon? Why? Why not?

- Let students listen to the tape once again (or twice) and they check their answers

- Call on some students to read aloud their answers Corrects their answer and let them listen to a tape again if they can’t answer the question

* Answer key:

1 Because there is no air on the moon

2 There are about 30.000 craters on the moon If I weigh 50 kilos, I’ll weigh only a little more than kilos

4 No, we won’t Because one day lasts for two weeks on the moon

- Ask students to practice asking and answering in pairs

T- whole class

Pair work

Post Listening 10 minutes

* Revision of modal verbs: may and might * Form : May/Might + infinitive (without to) Revision of conditional sentences type 1

* Form: If clause: simple present tense main clause: simple future (will + verb (infinitive)) * Use: We use this structure when there is a possibility that the situation in the if – clause will

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happen in the future or is true in the present * Practice:

- Have students work in pair to the exercise in Language Focus on page 90

- Ask students the fives sentences, using conditional sentences type

- Call on some students to read their sentences before the class

- Give feedback and correct * Answer keys:

a If Ba forgets his lunch, he’ll be hungry at lunch time

b Lan will miss the bus if she does not hurry c If Ha is not careful, he’ll drop the cup

d Mrs Nga will join us if she finishing her works early

e If Mrs Binh writes a shopping list, she won’t forget what to buy

* Conditional sentences type 2

- Set the scene: Ba is not rich so he can’t travel around the word

- Ask students to complete the sentences:

* If Ba ………rich, he ………around

……… * Answer keys:

 If Ba were rich, he would travel around the world

* Form : Main Clause: would/ could/ might + verb If Clause: past simple tense/ past subjunctive * Use: We use this structure to talk about unreal or unlikely present of future situations

We often use “If I were you” to give advice

- Ask students to Language Focus exercise on page 90 They have to work with a partner and make commotional sentences type

- Give an example first (3a) - Let students work in pairs - Give feedback and correct * Answer keys:

a If Mr Loc had a car, he would drive to work b If Lan lived in Ho Chi Minh City, she should visit SaiGon Water Park

c If Nam had an alarm clock, he would arrive at school on time

d If Hoa lived in Hue, she would see her parents every day

e If Nga owned a piano, she would play it very well f If Tuan studied harder, he would get better grades g If Na had enough money, she would buy a new

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Computer

(Na would buy a new Computer if she had enough money)

Consolidation

(2 minutes) Remind students of the moon by listening and relative pronouns who – which – that

Do exercises in workbook

Adjustment:……… ……… ……… ……… ……… ……….

Period 64

Unit 10 LIFE ON OTHER PLANETS Lesson 4: Read

I-Objectives

By the end of the lesson, students will be able to understand the text about a space trip

Vocabulary: Push- up , orbit , totally, marvelous, physical Structures: Conditional sentence II

* Chatting:

- Prepare some lectures of a spaceship or of the first travel of man to the moon

- Show students that picture and ask them some questions to involve students in the topic of the lesson * Do you want to travel?

* Have you ever traveled in our country or broad? * Have you ever dreamed of a trip to space? * Do you want to be an astronaut?

* Do you think traveling into space takes a lot of money?

T.Whole class

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Pre Reading 10 minutes

- push – up (v): hít đất (mime)

- orbit (n/v:) quĩ đạo/di chuyển theo quĩ đạo (visual/picture/translation)

- totally (adv): hoàn toàn (synonym: completely) - marvelous (adj): tuyệt diệu, kỳ diệu (synonym: wonderful)

- physical condition (n): tình trạng thể chất, thể lực (translation)

* Checking vocabulary: Slap the board * Ordering statements

- Show the poster of five statements on the board - Have students work in pair to put the statements in order to show what they need and get in Joining a trip space

1 Get a letter from a doctor to show you are in perfect health

2 See pictures of the earth, its interesting places, and the stars from very far

3 Feel tree and enjoy wonderful feeling

4 Get ready and be in an excellent physical condition Get on the trip

- Give feedback

class

G.W

While Reading 15 minutes

- Have students read the text and check their guess * Answer keys: a b c d e * Comprehension question:

- Have students read the text again and work in pairs to answer the questions on page 87

- Call on some students to answer the questions loudly - Correct their answer

- Get students to practice asking answering the questions

* Answer keys:

1) What will you have to if you decide to take a space trip?

- If you decide to take a space trip, you’ll have to run a lot, swim every day, and aerobics and push – ups to have an excellent physical condition

2) What must you if you want to show you are in perfect health?

- If you want to show you are in perfect health, you must get a letter from the doctor

3) What scenes on the earth can you see from the outer space?

- You can see pictures of the earth: your country, interesting places, the oceans, and the big rive the tall mountains

4) How many times a day can you see those scenes? - We can see those scenes 16 times a day

5) What things can you while you are in orbit that you cannot when you are on the earth?

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- We can walk on the wall or on the ceiling

Post Reading 10 minutes

* Discussion:

- Give students the topic of the discussion

“If you were able to take a space trip, what would you to prepare for the trip? What would you like to bring along?

- Divide the class into groups The students discuss on groups

- Ask each group to choose one leader who will present his/her group’s opinions

- Help students to show their ideas

G.W

Consolidation

(2 minutes) Remind students of a space trip Homework

(3 minutes)

- Get students to write a short paragraph to answer the questions in the discussion

Adjustment:……….………… ……….………… . ……….… ……….… ……….….

Period 65

Unit 10 LIFE ON OTHER PLANETS Lesson 5: write

I-Objectives

By the end of the lesson, students will be able to write an exposition about the existence of UFOs.

Vocabulary: imagination, trick, man- like creature, mysterious, flying saucer

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* Jumbled words:

- Write the words whose letters are in random other on the board

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

(rearrange the letters in correct order) The team which writes more correct words first wins the game

1 ucinionttrod = introduction oybd = body

3 nculcoonsi = conclusion taimnenterent = entertainment caret = trace

6 peapaceran = appearance

Whole class

Pre Writing 10 minutes

* Pre-teach vocabulary

- imagination (n): tưởng tượng (translation)

- trick (n): mẹo, kỷ xảo (definition: a cunning action) - man – like creature (n): sinh vật giống người (translation)

- mysterious (adj): bí hiểm (definition: difficult or impossible to explain)

- Flying saucer (n): đĩa bay (synonym: UFO) * Checking vocabulary: What and Where * Matching:

- Get students to exercise 6a on page 88

- Have students read the outline of an exposition in column A and put the paragraphs in column B in order to match the sections in A

* Answer keys:

1 Introduction: I don’t believe there exist UFOs even though

Many new sappers talk a lot about them

2 Body: Firstly, flying saucers might be aircrafts, balloons clouds or tricks of light Secondly, there are not enough photos showing clearly the shapes of the UFOs Moreover, if there are UFOs, there will certainly be traces of their landing on the ground

3 Conclusion: There fore, UFOs are just the imagination of some writes and they exist only in films for entertainment.

* Reading the dialogue

- Have students read the dialogue between An and Ba about the existence of UFOs

- Give students some questions to make sure they understand the dialogue

T-Whole class

G.W Individual

P.W

While Writing 15

minutes

* Writing:

- Get students to use Ba’s opinion to write an exposition about the existence of UFOs

- Let students write the exposition individually then

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share with their partners and correct mistakes by themselves

* Suggested writing:

“I believe UFOs exist because article and reports in newspapers talked a lot about their appearance First, many people from different countries reports that once saw flying saucers

Second, there are many photos of flying saucers and some of the photographers said they saw man – like creatures get out of the saucers

Moreover, people are discussing the mysterious circles on the fields in the countryside of Great Britain

So I think UFOs are not human’s imagination They are real; and we should be ready to welcome their visits”

Post Writing 10 minutes

* Correction:

- Collect some writing to correct the mistake before the class

- Call on some students to read aloud their writings - Get students to write an exposition, using An’s opinion

T.Whole class Individual Consolidation

(2 minutes) Remind students of existence of UFOs.writing an exposition about the Homework

(3 minutes)

Ask sts to learn by heart the lesson at home, exercise and prepare next lesson

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Period 66

REVIEW I-Objectives

Review and consolidate the basic knowledge of the second term program II-Language Content

Vocabulary: Review Structures: Review III- Teaching aids

Text book, lesson plan, extra board IV-Procedures

1 Warm up

- Ask sst to exercise on the board and the others on the paper - Ask the others to comment

- Comment and give marks 2 Review

- Ask sts to repeat the basic knowledge they have learnt in the second term - Repeat and focus sts on the following knowledge

Lesson Competences Language focus 6

- Persuade

- Complete a questionnaire

- Write a letter of compliment

- Adjectives and adverbs - Adverb clause of reason: as, because, since

- Adjectives + that clause - Conditional sentences: Type 7

- Show concert

- Give & respond to suggestions - Seek information

- Write a speech

- Connectives: And, but, because, or, so, therefore, however

- Phrases verbs

- Make suggestions: Suggest + Ving/

Suggest (that) S should 8

- Give and respond to compliments - Describe events

- Express opinions

- Write a letter to a pen pal

- Relative clauses

- Adverb clauses of concession

9

- Make predictions

- Talk about the weather forecast - Describe events

- Write a story

- Relative pronouns - Relative clauses

10 - talk about possibilitt- Seek information - Write an exposition

- Modals: May, might

- Conditional sentences: Type &

3 Consolidation

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4 Homework

- Give exercises, ask them to at home and prepare next lesson

Adjustment:……… ……… ……… ……… ……… ………. Date of preparing: 10/4/2010 Week 35

Period 67

Review and consolidate the basic knowledge of the whole program (ninth form) II-Language Content

1 Warm up

- Ask sts to repeat the basic knowledge of the ninth form - Repeat and focus sts on the following knowledge

+ Present simple tense S4 + Vinf / S3 + Vs/es

S4 + don’t + Vinf / S3 doesn’t + V inf Do + S4 + Vinf ?/ Does + S3 + Vinf ?

Yes, S4 do/ S3 does / No, S4 don’t/ S3 doesn’t + Present continuous tense S + Be + Ving

+ Past simple tense S + Did

+ Present perfect tense S + have/has + PP + Future simple tense (will) S + Will + Vinf + + Future with be going to S + be going to + Vinf + Comparison of adjectives and adverbs

+ Connectives: and, but, or, therefore, however + Modal verbs: May, might, can Could

+ Relative pronouns: Which, who, whom, whose, that, where, when. + Conditional sentences with type and 2

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Type 2: If + S + V(QKĐ)- be: were , S + Would/could + Vinf Vd: Type1: If today is Monday, Tomorrow will be Tuesday. Type 2: If I were you, I would take a space trip.

+ Gerunds after some verbs + Tag questions

+ Prepositions of time: in, on, at 3 Practice

- Guide and ask sts to some exercise

1 Combine the following sentences using the relative pronouns

a My friend Tom can compose songs Tom sings western folk songs very well. → My friend Tom can compose songs who sings western folk songs very well. b I like reading books Books tell me about different peoples and cutures. → I like reading books which tell me about different peoples and cutures. c Mr John is a doctor We play with his son every day

→ Mr John is a doctor whose son We play with everyday 2 Identifying errors and correct them

a Nam have visited some famous places in Asia have →has b If I was you, I would love her was → were

c This is the most long bridge in Vietnam I have ever seen most long→ longest d What didn’t you go to school yesterday? Because, I was ill What →Why

e There is no water in the moon In →on

f A young pilot and his plane appeared in 1978 appeared →disappeared g According to the weather forecaster, it will be raining tomorrow

forecaster →forecast h A falling start is similar to a ballon ballon→ meteor 4 Consilidation

Repeat the content of the lesson 5 Homework

Give sts exercises, ask them to at home and prepare next lesson

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Period 68

Review and consolidate the basic kind of exercise relating to the exam II-Language Content

1 Warm up

- Ask sts to name some kinds of exercise they have learnt and done - Focus them on the following kinds of exercise

* Matching: Match the information in the column A with the information in the column B ( you it by using a ruler to draw or write the right number with the letter

* Choose the best answer : You it by circling the letter A, B, C or D; You must circling only one letter

* T/ F statements: You heva a passage, read it and decide whether the following

statements are true or false, put T if you think the sentences are true and F if you think they are false.

* Gap-filling: You must find a suitable word to fill in the blanket Write the answer after the number of the sentence, not necessary to repeat the whole sentence.

* Rewrite: You must write the new sentence that keeps the same meaning with the original using the suggestion.

Ex: I spent one hour going to school → It took me one hour to go to school. * Combine the sentences using the suggestions: You must use the suggestions to combine sentences into one sentence

Ex: He passes the exam He studies hard (Because) → Because he studies hard, he passes the exam. 3 Practice

- Guide and ask sts to some exercises A Choose the best answers

Tet or the Lunar New Year holiday is the most (1) …….festival in Viet Nam Tet is a joyful festival which occurs in late(2) …… or early February It is a time for families to (3)…… and decorate their houses, wear new clothes and enjoy special (4)…… such as sticky rice cakes Family members who live apart try to be together at Tet

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2 A February B March C January D December 3 A clean B to clean C cleaned D cleaning

4 A food B drinks C dinner D meals

B Choose A, B, C or D to complete the following sentences 1 Last night we came to the show late …… the traffic was terrible.

A although B despite C and D because

2 I live in Da Lat, … is one of the most beautiful cities of Vietnam.

A who B which C whom D whose

3 Can you tell me the reason for … the Mother’s Day?

A celebrating B celebration C celebrate D celebrated 4 It’s very nice …… you to say so!

A in B on C of D at

5 According to the weather … ………., it will be raining tonight.

A forecast B forecaster C Forecaste D Forecasting Many people become …… because of natural disasters every year.

A homeland B homesick C homeless D homework We think that Mother’s Day should be celebrated ……….

A nationhood B nationwide C nationality D nation C

Combine these pairs of sentences, using who, which, where 1 He met many friends The friends encouraged him in his work. 2 He often tells me about his village He was born there.

3 The book was rather difficult I gave him that book. 4 The man is a worker We play with his son every day. * Answers:

A 1.B C A A

B D B A C A C B C He met many friends who encouraged him in his work.

2 He often tells me about his village where He was born. 3 The book was rather difficult whcih I gave him

4 The man is a worker whose son We play with every day. 4 Consilidation

Give sts exercises, ask them to at home and prepare next lesson

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Period 69

Sts are done a test like the exam, perfect the skills to exercises and the exam. II-Language Content

1 Warm up

- Repeat the content of the previous lesson 2 Practice

- Guide and let sts a mini test consisting of some exercises like in the exam Exercise 1: Choose the best answer A,B,C or D

1- He didn’t have much money, he bought a lot of things for Tet

A but B or C and D so

2- The washing machine was expensive, _ we couldn’t afford to buy it

A however B so C but C because

3- Tom begins _ strange stamps

A collect B collecting C to collect D collected

4- The children felt _ when Summer was coming near

A excitement B exciting C excited D excitedly

5- If she continues to use electricity that way, she _ to pay a large bill

A have B used to have C would have D will have

6- They me if I could speak Japanese

A told B said C talked D asked

7- Natural resources _ terribly by the developed countries at the moment A are being destroyed B are destroyed C were destroyed D destroyed

8- I’m looking forward to from you and _good response from your company

A hearing -/- seeing B hear -/- see C hearing -/- see D hear -/- seeing 9- Mai’s eaten hamburgers, ?

A isn’t she B is Mai C hasn’t she D has Mai

10- Lan attend this course, won’t she ?

A want to B won C will D won’t

Exercise 2: Combine these pairs of sentences, using who, which, where

1 He met many friends The friends encouraged him in his work He often tells me about his village He was born there

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Exercise 3: Read the passage carefully, then answer the following questions

Large forests are important to us in many ways They give us wood for building and heating They are a home for many kinds of plants and animals And for many city people, forests are a place to go for a vacation People can learn about nature here They can breath fresh air and sleep in a quiet place But there is one more reason why forests are important for everyone The leaves on the trees in a forest help clean the air Dirty air is a problem in many parts of the world Without our forest, this problem might be much worse Protecting forest is important for everyone People should plant more new trees? They also help improve our environment

1 Forests give people _

A many kinds of plants B animals for food C wood for building and heating D a home to live

2 According to the passage, all the followings are true EXCEPT that E city people can take a vacation

F people can learn about nature in forests

G people can breath fresh air and sleep in a quiet place H people can clean the air

3 What is a problem in many country?

A Clean air B Dirty air

C Our forest D The leaves on the trees in a forest The word “They” in last sentence refers to A forests B new trees C people D new forests What is the topic of the passage ?

A Large forests B New forest

C The important of forest D Taking vacation in forests

* Correct if necessary 3 Consolidation

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Period 70

SECOND TERM EXAM

ĐỀ THI HỌC KÌ II Năm Học : 2009-2010 Mơn : Tiếng Anh - Lớp : 9

Thời gian làm : 45 phút I Ma Trận

Chủ Đề Nhận Biết Thông Hiểu Vận Dụng Tổng

TN TL TN TL TN TL

I Listening

II.Reading 5

2,5

5 2,5 III.Language

Focus

15 5

IV Writing 5

2,5 5 2,5 Tổng 15

5

5 2,5

25 10 ĐỀ THI

Question I: Choose the best answer to complete the following passage

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A Complete the following sentences with a suitable word

1 Ho Chi Minh city’s temperatures will be 270 C and 350 C 2 If I were you, I have a space trip

3 A huge earthquake the city of Kobe in Japan in 1995 4 There is no water and no air on the

5 I think it would be better to use leaves to wrap food. B Choose the best answer by circling the letter A, B, C or D 1 It’s very nice you to say so.

A in B on C of D at 2 Can you tell me the reasons for the Mother’s Day? A celebrating B celebration C celebrate D celebrated 3 She doesn’s know the man sent her this letter.

A Which B Who C Whom D Whose 4 I suggest to the movies.

A going B to go C go D went 5 If I a bird, I would be a dove.

A am B is C are D were 6 The car she has just bought is very comfortable. A Which B Who C Whom D Whose 7 According to the weather , it will be raining tonight A forecasting B forecasted C forecaster D forecast 8 Hue will temperatures between 230 C and 270 C. A has B have C had D having

9 An energy-saving light bulb can last longer than an ordinary 100-walt bulb

A six times B seven times C eight times D nine times

10 In order to take the space trip, you must get a letter from to show that you are in perfect health.

A a teacher B a farmer C a doctor D an engineer

Question III Combine the following sentences using the words in the brackets 1 My friends Tom can compose songs Tom sings Western folk songs very well (Who) → 2 I like reading books Books tell me about different peoples and cultures.

→ 3 Nam will pass the exam He studies hard (because)

→ 4 I think we should take a shower instead of a bath to save energy (Let)

→ 5 It takes me 30 minutes to go to school (spend)

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ĐÁP ÁN VÀ HƯỚNG DẪN CHẤM Question I: 2,5đ – 0,5 đ cho câu đúng

C A D A B Question II: đ

A 2,5đ – 0,5 đ cho câu đúng

1 between would/could struck moon banana B 2,5đ – 0,25 đ cho câu đúng

1 C A B A D A D B C 10 C Question III: 2,5đ – 0,5 đ cho câu đúng

1 My friend Tom can compose songs who sings Western folk songs very well. 2 I like reading books which tell me about different peoples and cultures. 3 Nam will pass the exam because he study hard.

4 Let take a shower instead of a bath to save energy. 5 I spend 30 minutes going to school.

* Tổng số câu : 25 Thang điểm 10

Điểm thi làm tròn đến 0,5

Review and consolidate the basis knowledges, correct the second semester test II-Language Content

Vocabulary: Review Structures: Review III-Teaching aids

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- Give a general comment - Point out some mistakes

- Ask sts to find out and correct for themselves - Do the model

- Give the key

Question I: 2,5đ – 0,5 đ cho câu đúng

C A D A B Question II: đ

A 2,5đ – 0,5 đ cho câu đúng

1 between would/could struck moon banana B 2,5đ – 0,25 đ cho câu đúng

1 C A B A D A D B C 10 C Question III: 2,5đ – 0,5 đ cho câu đúng

1 My friend Tom can compose songs who sings Western folk songs very well. 2 I like reading books which tell me about different peoples and cultures. 3 Nam will pass the exam because he study hard.

4 Let take a shower instead of a bath to save energy. 5 I spend 30 minutes going to school.

V Results

Lớp Sĩ số Giỏi Khá TB Yếu Kém

SL % SL % SL % SL % SL %

9A1 9A2 9A3 9A4

Adjustment:

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Week 37

Review and consolidate the basis knowledges II-Language Content

Vocabulary: Review Structures: Review III-Teaching aids

1 Warm up

- Ask questions to review the previous lesson - Comment and correct

2 Practice

- Repeat the basis knowledge for sts

- Guide and ask them to some following exercises Exercise 1:Read the passage and the tasks that follow.

Advertisements are very important in the modern world Often your T-shirt or jeans show the name of the company that made them This is a popular form of advertising. A special picture or symbol, called logo, is sometimes used.

You see logos on many different products The idea of a logo is that whenever you see it, you think of that product or company.

Many people like to buy a product because it is made by a certain company Some people only buy a product that is made by a famous company People wear clothes and carry bags that have a famous label to show that they are fashionable and have good taste.

It is very common to see advertisements on TV and hear them on the radio Most advertisements are only a few seconds long but very attractive Sometimes, the advertiser uses a slogan because it is easy to say and easy to remember.

The idea of advertisements is to try to make you buy the product They sometimes show rich and famous people using that product The message is, if you want to feel rich and famous, then buy this product.

a Choose the most suitable ending to each of the following sentences (1.0 pt) 1 A logo is a _.

A company’s name B special company C type of product D company symbol 2 A popular form of advertising is to _. A wear jeans B use logo

C watch TV D use different products 3 A good slogan is _.

A easy to remember B useful to produce C simple to make D easy to buy

4 The main purpose of an advertisement is to _.

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b Answer the following questions

1 What your T- shirt or jeans often show?

……… 2 Why people wear clothes and carry bags that have a famous label? ……… ………… 3 Where people often see and hear advertisements?

………

Exercise 2: Circle the correct answer A, B, C or D to complete each of the following sentences.

1 My father for the motor- bike factory since 1995.

A worked B was working C has worked D is working 2 I don’t have a computer I wish I _ a new one

A have B have had C had D will have 3 The city theatre _ in 1900.

A built B was built C has been built D will be built 4 The teacher said: “This homework carefully”

A has to B has to be done C had to D had to be done 5 Thong Nhat bicycles produced in Vietnam.

A are B have been C were D will be 6 Your father doesn’t work in that bank, he?

A is B does C doesn’t D isn’t 7 If he soon, we might miss the last bus.

A doesn’t come B isn’t coming C didn’t come D won’t come 8 The interviewer asked me why I _ learning English.

A like B will like C liked D would like 9 Tom said that he in Leeds in Great Britain.

A has lived B is living C were living D lived 10 He asked me

A what is my phone number B what my phone number is C what was my phone number D what my phone number was 11 _ Monday morning, there is a meeting between 11 am and pm. A on B for C in D at 12 He was sick yesterday, he didn’t go to school.

A since B because C so D but

Exercise 3: You are an exchange student in France Write a letter to your friend telling her/him about your new life there, using the following word cues

I / time / France / host family / nice / and / my French / better big challenge / learning / how / behave / dinner table

It / not polite / put bread / plate Be / rude / eat / hands / except bread Keep / hands / not elbows / table * Correct if necessary

Consolidation: Repeat the content of the lesson