GIAO AN TIENG ANH 11 MOI

Giáo Viên : Nguyeãn Thò Thanh Thuùy - 11 - Trường THPT Traàn Vaên Ôn... Have Ss practice the exercises given in the textbook Ask Ss to read out the answers.[r]

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Unit

A.Reading

I Objectives:

By the end of the lesson , the Ss will be able to know the value of the true friend

 Read and guess meaning in context  Passage comprehension

II Teaching method: communicative approach

II Teaching aids: textbooks, pictures, handouts, reference books, cassette IV Procedures:

Teacher’s activities Students’ activities 1.Warm - up (5ms)

Stick the picture in the textbook on the Bb Ask some questions:

- What are the people in the picture doing?

- What is the boy doing? - Are they happy?

- In your opinion, what relationship are they?

Ask Ss to open the book and read the poem about a friend

- What you think about friendship?

- Do you have friends? What is a good friend like, according to you?

- What quality should we have to have true friendship?

Transition: - In today’s reading, we’ll get to know more about friend and friendship

2 Before you read (10ms) a Pre- teach vocabulary:

- Unselfish (a) : (example)

- Constancy (n) ( translation)

- Loyalty (n) ( situation)

- Trust (v) ( synonym)

- Suspicion (n) ( antonym)

- Sympathy (n) ( translation)

Look at the picture Answer the questions

Read the poem and tell the meaning

Ask the questions

Take part in the teacher’s work

Copy and say the words after the teacher

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3 While you read (18ms)

b Task 1: Give Ss the hand-outs ( sentences in task 1) Feedback

Ask Ss to open their book and read the passage and task two in pairs

c Task : ( pairwork)

Key: B ( Conditions of true friendship) d Task 3:

- Run through all the questions before asking Ss to work in pairs

- Monitoring

- Give help if necessary - Give feedback

After you read ( 10ms)

Ask Ss to work in groups to discuss the question : “ Why we need to have friends?”

Remarks

5.Homework (2ms )

- Learn the new words

- Do the task three again in their notebooks - Prepare for the speaking

Work in pairs

Read out their sentences, others give remarks

Pairwork

Translate all the questions Work in pairs

Practice asking and answering

+ Close pairs + Open pairs

Work in groups of four Present their discussion

Remark :

Unit

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B Speaking

I Objectives:

By the end of the lesson , the Ss will be able to know how to describe their friends

 Describing physical characteristics  Discussing personalities

 Role playing : talking about a famous friend

II Teaching method: communicative approach II Teaching aids: textbooks, pictures, handouts IV Procedures:

Give the handouts

Match the adjective from the box with the parts of the body:

Short – broad – straight – tallish – crooked – pointed – oval – turn-up square – flat – large – wide – wrinkled – dyed – long - curly

Parts of the body Adjectives

Face Nose Hair Forehead Height

Ask some pairs go to the Bb Give feed back

Pre- speaking (10ms) Help Ss to read those words

Help them use those words in their own sentences to describe one of their friends in their class

Elicit them by asking:

+ What does he / she look like? + What is / she like?

+ Is he / she tall?

While- speaking (18ms) a Task 1:

Get the handouts and work in pairs

Fill in the gaps

Correct their papers Read the words

Describe one of their friends

Open their books and

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Ask Ss to open their books and describe the four persons in the textbook

Give them some useful expressions:

- He is of medium height.

- He has got a square face with blue eyes - She wears her hair in a pony tail.( đuôi ngựa) - Her long hair hangs down to her shoulder

 Model dialogue:

T: Could you tell me something about your friend? What’s he like?

S: Oh, he is friendly. T: What does he look like? S: Tall and good-looking.

e Task : ( groupwork)

Ask Ss to rearrange the adjectives in order of importance of friendship and tell the reasons of their choice

f Task 3:

- Set the scene and ask Ss to work in groups to make questions or facts about a famous friend based on the suggestions in the textbook before doing the task

- Monitoring

- Give help if necessary

T: Hello, I’m ……… I’m a journalist for … T: I know you are …… ….friend Could you give me some information about …… ? - When was he born? / What’s he like?

- What’s his hobby? / What does he in his free time? / Why is he interested in math? / how much time does he spend on math?/ What made him so successful?, etc …

T: Thanks for giving me time Bye

4 Post speaking ( 10ms)

- Give feedback and remark Homework (2ms)

- Write a short paragraph about their friend - Prepare for the listening

describe

Copy and say the expressions after the teacher

Work in pairs to practice the dialogue

Groupwork

Explain their choice

Work in groups and the task

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Remark :

Unit

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C Listening

I Objectives:

By the end of the lesson , the Ss will be able to understand the daily activities of a labourer

 Deciding on True or false statements  Listening and taking notes

II Teaching aids: textbooks, pictures, handouts, cassette player IV Procedures:

Teacher’s activities Students’ activities 1.Warm up (5ms) Checking the previous lesson

- Talk about his /her famous friends - Feedback

2.Pre – listening (10 ms) 1 Matching

1 apartment building picture 4 2 sense of humour picture 1 3 guitarist picture 5 4 motorbike picture 2 5 around picture 3

- Call Ss to matching on BB - correct

- Read the word as model - Model the dialogue:

T: Who is your best friend? T: How did you meet him / her?

T: How long have you known each other? T: What qualities you admire in your best friend?

Set the scene to teach the new words:

 Apartment building ( translation)

 Guitarist ( picture)

 Motorbike ( picture)

 Sense of humour ( translation)

 Favourite (example )

 To share (situation)

 To introduce ( situation)

- Present - note

Work in pairs - matching on BB

- take notes - listen and repeat

Listen and take part in the dialogue

T  S , S  S

Copy down and read the words after the teacher Give the meaning Make examples

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Help Ss to read those words

Help them use those words in their own sentences to describe one of their friends in their class

While- listening (18ms) Ask Ss to open their books a Task 1:

Ask the students to go through the statements Elicit the key words so that they focus on listening Have them listen to the tape twice

Ask Sts to write the answers on the Bb Ask other students to remark and correct Let Ss to listen the tape again

Give feedback

 Suggested keys:

- Talk A:

1 2 3 4 5 6

F F T F T F

Ask Ss to correct the statements if possible b Task 2:

- Set the scene and explain

- Tell Ss the way of doing this exercise - Have them listen twice

- Let Ss listen to the tape one more and ask them to give the answers

4 Post - speaking ( 10ms)

How / where they met

What they like

Lan - used to live in

the same

residential area in Hanoi.

- Lan in Doson, Ha went to help

- friendly and helpful.

- Ha knew many people and introduced Lan around.

Long - met in college. - Minh played the guitar - Long sang.

- a great sense of humour.

- good listener. - friendly and helpful.

- Give feedback and remark

* Ask Ss to retell the relationship between Lan and Ha, Long and Minh

Open their books

Read the statements and understand them before listening

Listen and the task Do as directed

Listen and compare their answers

- Talk B:

1 2 3 4 5 6

F F T T T F

Listen and the task in pairs Listen and discuss the answers Listen again and give the answers

Go to the Bb to write down their answers

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* Give the handouts of some proverbs about friendship and ask them to give their opinions

1 With a friend at your side, no road seems too long ( Japanese proverb)

2 Hold a true friend with both your hands ( Nigerian proverb)

3 One can without people, but one has need of a friend ( Chinese proverb)

Ask some students to tell about their discussions 5.Homework (2ms)

- Write about you and your friend has become best friends - Prepare for the writing

Practice asking and answering based on the chart

Work in groups

Discuss and their opinions

Remark :

Unit

D Writing I Objectives:

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By the end of the lesson , the Ss will be able to write a short paragraph to describe their friends

II Teaching method: communicative approach II Teaching aids: textbooks, handouts

IV Procedures:

Teacher’s activities Students’ activities Warm up (5ms)

Expanding sentence:

- Write the word “Friend” on the Bb

- Ask Ss to expand it by adding the beginning or the end to make a meaningful sentence

Introduce the new lesson Pre- writing (10ms)

Review some useful words that helps them to describe someone ( speaking lesson)

Short broad straight tallish crooked

-pointed - oval - turn-up square - flat - large - wide - wrinkled - dyed - long - curly

Parts of the body

Adjectives Face

Nose Hair Forehead Height

While- writing (20ms) Ask Ss to open their books Go through all the guidelines Elicit some structures:

a) S + VL + Adjectives b) S + To have + Noun

+ What I like most about him / her is + We have the same interest in + It is her / him who I can share + I first met him / her in ( when

Help Ss to make the outline Limit Ss time to finish writing Monitoring

Share their ideas and writing with his friend

Look and as directed

Give the meaning Make examples

Open their books Do as directed

Make the outline before writing

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Ask two students write their writing on the Bb Post- writing ( 8ms)

Let Ss to remark before giving feedback Correct the mistakes and give marks Homework (2ms)

- Write the passage again in their textbooks - Prepare for the language focus

Check his friend’s writing Come to the Bb

Others give their opinions Correct their mistakes

Remark :

Unit

E Language focus I Objectives:

By the end of the lesson , the Ss will be able to pronounce and know the differences between the two sounds /ʧ/ & /ʤ/

 Know and use the bare infinitive and full infinitive

II Teaching method: communicative approach II Teaching aids: textbooks, handouts

IV Procedures:

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Teacher’s activities Students’ activities 1) Pronunciation:

a) Show pictures of “Chair” & “Bridge” - Ask Ss to read those word and tell the differences

- Ask Ss to give other words containing those sounds

- Introduce the new lesson - Ask Ss to open their books

b) Read those sounds and ask Ss to repeat - Read words and sentences on page 19 - Ask Ss to tell the letters containing those

sounds

The letters such as “Ch, Tu, Tch” contain the

sound /ʧ/ ( question, righteous)

The letters such as “J, G, Dg” contain the

sound /ʤ/ ( soldier, educate)

c) Listen and decide if the word belonging to group /ʤ / or group / ʧ /

Age, each, badge, coach , college, chew, junk, jeans, joke, purchase, magic, match, tragic

2) Grammar:

Stick a sentence on the Bb

- Ex: They arrived late last night.  I saw

Expected answer : “I saw them arrive late ”

Ask Ss to give more verb following the bare infinitive if possible

Introduce the new lesson Write the structure on the Bb

S+ Perceptive verbs + Object + Bare inf - see - hear - listen to

- watch - feel - smell - taste - observe , notice

* Other verbs : let make , help

a) Task

Look and as directed

Open their books Read those sounds Do as directed

Give the meaning Make examples

Listen and give the answers

( class work)

Look at the Bb and as directed

Discuss and give the answer

Listen and take part in their teacher’s work

Tell the meaning Make examples Copy down

Do the exercise and compare with the partner

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Have Ss practice the exercises given in the textbook Ask Ss to read out the answers

Give them a chance to practice the structures by using model dialogue:

A: Where is Nam?

B: I saw him go out a minute ago. A: What wrong with him?

B: I heard him say that he is not well.

b) Task

Set the scene to teach the “To-inf”

What we go to school for? What you learn English for?

* We go to school to enrich our mind with knowledge.

* I study English to go abroad / to speak to the foreigner / to find a good job.

“To infinitive” is used in these sentences to

express a purpose

Ask Ss to the given exercises in textbook Give feedback

 Homework:

* Make questions for the responses: 1) I saw him sit in the park alone.

2) Nothing I think we have to eat out today. 3) Too tired to go now.

4) Why not? Let’s join them.

5) Oh, he‘s old enough

- Do the exercises again in their notebooks - Prepare for the unit

Practice the dialogue and replace situation if

possible

Answer the teacher’s questions

Draw out the structure

Open their books and the exercises

Come to the Bb ad write down their answer

Do as directed

Remark :

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Unit

A Reading I Objectives:

By the end of the lesson , the Ss will be able to express their experiences in the past

 Read and guess meaning in context

 Understand the sequence of events in a story  Passage comprehension

II Teaching method: Communicative approach

II Teaching aids: textbooks, pictures, handouts, reference books, cassette

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IV Procedures:

Teacher’s activities Students’ activities Warm - up (5ms)

Ask Ss to find suitable words to fill in the chart below:

Keys: sad , happy, excited , bored , frightened, upset, confused, etc

Ask some question to lead in the reading:

a).If you got bad marks, how would you feel?

b) If you made a mistake, how would you feel?

Transition: - In today’s reading, we’ll get to know about the things that have happened to you that influence the way you think and behave It is “Personal experiences”

2 Before you read (8ms) a Pre- teach vocabulary:

 Embarrassing (a) : (situation)  Extremely (adv) = very

 To decide (example)

 To make a fuss (translation )  To reply = answer ( synonym)  To imagine ( translation)  To imitate ( translation)

* Checking : rub out and remember While you read(20ms)

b Task 1: Give Ss the hand-outs ( sentences in task 1)

* Suggested keys:

1 glanced making a fuss embarrassing idiots

sneaky

Feedback

Look at the chart

Discuss and find out the words

Fill in the blanks

Answer the questions

Copy and say the words after the teacher

Work in pairs

Read out their sentences, others give remarks

Giáo Viên : Nguyễn Thị Thanh Thúy - 14 - Trường THPT Trần Văn Ơn

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Ask Ss to open their book and read the passage and check the answers

c Task : ( pairwork)

1 Picture D Picture B 3 Picture F Picture E 5 Picture A Picture C

Task 3:

- Run through all the questions before asking Ss to work in pairs

- Monitoring

- Give help if necessary - Give feedback After you read( 10ms)

Ask Ss to work in groups to discuss the question : “ What you think the girl had to after she

discovered that the money she had taken from the boy’s bag was not hers?”

Elicit :

- Put up a notice on the school board.

- Get on the same bus the next day and look

for the boy to return the money to him.

- Do nothing.

- Keep it a secret.

- Ask her father for advice.

Remarks

5.Homework (2ms)

- Do the task three again in their notebooks - Prepare for the speaking

Pairwork

Translate all the questions Work in pairs

Work in groups of four Present their discussion

Remark :

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Unit

B Speaking I Objectives :

1.Aim : By the end of the lesson, students will be able to talk about past experiences and

how they affected one’s life

2.Lexical items: words related to personal experiences: seriously, appreciate, turtle

3.Structures: -Have you ever … ?

-How did it happen? -When did it happen?

-How did the experience affect you? II.Teaching method : communicative approach

III Teaching aids: picture, poster, pieces of paper, real object IV.Procedures

Teacher ’s activities Students’ activities 1.Warm - up: (5 ms.)

-Ask Ss some questions to lead to the lesson, -Listen and answer

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such as:

Have you ever been ill? When were you ill? Why? What you think after that?

Pre-speaking: (10 ms.) * Task 1: Matching phrases: -Have Sts close their books

-Stick pieces of paper on the board: 1 speaking English to a native English speaker.

being seriously ill.

traveling to other parts of the country. failing an exam.

talking to a famous pop star

-Explain vocabulary: ▪ seriously (adv)

-T: “ That is the things you might have done or experienced And now how they might have affected you.”

-Stick pieces of paper:

a makes you love your country more.

b teaches you a lesson and makes you study harder.

c makes you appreciate your health more. e changes your attitude to pop star.

-Explain voc :

▪appreciate (v) ▪ attitude(n)

-Match pieces on the board

3.While- speaking: (20s.)

* Task 2: Ordering the dialogue: -Introduce task (p.25)

-Ask Ss to open their books and the task -Explain voc :

▪turtle (n) : (real object)

-Go around helping Sts

-Correct: 1b, 2d, 3h, 4a, 5e, 6g, 7c, 8f

*Task 3: Make dialogue: -Have Sts open their books

-Close their books -Read phrases

-Take notes

- Read phrases

-Take notes

-Work in pairs to match one number with one letter

-Say aloud their result

*Suggested answers: 1d 2c 3a 4b 5e

-Listen -Read -Take notes

-Work in pairs to put the correct order

-Practise the dialogue

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-Ask Sts to underline the structures used to talk about past in the dialogue (task 2)

-Write on the board

-Ask Sts to use these structures and the ideas in Task to make similar dialogues

-Go around helping

*Note: Use Simple Past and Past Perfect to talk

about past experiences

4.Post-speaking: (8 ms.)

-Call some pairs to practice the dialogue Homework: (2 ms)

-Learn voc

-Practise the dialogue again -Prepare the next lesson

-Close books

-Underline the structures: +Have you ever …? +How did it happen? +When did it happen?

+How did the experience affect you?

-Work in pairs to make dialogue

-Practise the dialogue as required

-Write down

Remark _

Unit

C Listening I Objectives:

Aim :Listening to an interview to get information about Christina’s unforgettable

experience in her life and how it affected her Lexical items words related to the fire

Structures: The past tenses II Teaching method : communicative approach III Teaching aids : picture of a fire and posters IV.Procedure :

Teacher’s activities Students’activities Warm- up (5ms)

-Asks sts to close books -close books

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- Shows the picture of a fire and ask some sts to describe it

- Ask some questions:

What you see in the picture?  Who you see in the picture?  How the girls look?

 Have you ever seen a fire?

- Leads to the lesson

2 Before you listen (10ms) 1.Pre-teach vocabulary

Elicites the meaning of some new words

Memorable (adj) Terrified (adj) Scream (v) Embrace (v) Escape(v) Appreciate (v)

Reads aloud the words in the text book and get sts to repeat

2- True False prediction ( task1- page 27 ) -Sticks a poster of true false statements on the board after introducing the situation ( (Christina is being interviewed about the most

unforgettable experience in her life )

- Gets sts to underline the key words in the statements

3.While you listen (17 ms ) Task

- Plays the recording and get sts to listen to the first part (From the beginning to minor burn ) to check their prediction (two times)

- Give feedback and play for recording for the third time

Task

-Ask Ss to open book and the task

- Asks the sts to recognize the part of speech in the gaps

-plays the recording and gets sts to listen to the second part of the dialogue (two times )

-Give feedback and plays the recording for the rd time

- Look at the picture and answer some questions:

-Listen and repeat

Repeat chorally and individually

-Guess individually and write their prediction on board

-Listen , check and write their answers on board again

Suggested answers

(1) T (2) F (3) F (4) F (5) T

Check and take notes Work in pairs

-Listen , fill in the blanks and write their words on board Suggested answers

(1) small (2) everything (3) family (4) replaced (5) took (6) appreciate

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4.After you listen (13 ms)

-Discussion : Christina says that family is important than things

-Do you agree or disagree with her? Why ?

- Call two groups to present in the front -Give the corrections

5.Homework (2ms)

(1) Rewrite what you have discussed in class Prepare for the next lesson

Work in groups of four -present in the front -Listen

Write home work

Remark :

Unit

D Writing I.Objectives :

1.Aim :By the end of the lesson,sts will be able to write a personal letter telling

about a past experience, using the structures and vocabulary that they have

learned in previous lesson 2.Lexical items:

3.Structures: Use the simple present, the past simple,past progressive, and past

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perfect correctly in particular situation in writing II Teaching method : communicative approach

III.Teaching aids: posters and pictures IV.Procedure

Teacher’s activities Students’ activities 1.Warm-up (5ms)

-Show the quiz about writing personal letter

1 How mant part does a personal letter normally have ?

2.What are these parts ?

3.What we normally write in the salutation ?

4 What we normally write in the Closing ?

5.Where we normally sign the letter ?

Answers

1.Five parts

2.The Heading, the Salutation , the Body , the Closing, and the Signature

3 We normally write “ Dear ” or “ Hello ”

4 We normally write “ Sincerely ” “ Your”

“Love” ….

5 Our signature normally goes under the Closing

2.Before you write (10ms) - Set the scene

The whole class – Group work Give the answer

What happened ?

Where it happened ?

How it happened ? When it

happeneed ?

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-Have Ss plan their stories according to the questions on the board, then compare and check with a peer

Eg A sample outline

- Go around to check and offer help

- Collect some outlines and provides corrective ffedback

3.While you write (20ms)

- Ask Ss to write their own letter in 10 minutes

- Ask Ss to get in pairs, exchange their letter and correct each other

- go around to offer help

Pair work - Groupwork

Individual work - pair work

Giáo Viên : Nguyeãn Thị Thanh Thúy - 22 - Trường THPT Trần Văn Ơn

How it affected you ?

Who was involved ?

What happened ? I nearly drowned

Where it happened ? A year ago, my last summer vacation When it happeneed ? A river near my grandparents’s house How it happened ? When I was swimming, I suddenly caught a

cold, I felt so dizzy and I was too weak to swim Who was involved ? Some of my friends were also swimming at that

time , one tried to save me

How it affected you ? I learned that the life is so important HCM city 24 May 2007

Dear Minh,

How have you been doing ? Have you got any plan for the coming school break ? Let me tell you about my last summer vacation at my grandparents’ It was almoet a year ago and was one of my most unforgetable experiences My grandparents live a small village , which is about 70km southest of HCM city There is alarge river at the back their house where I often swimming every afternoon when I spend my vacation with them

One day when I was swimming with some of my friends I suddenly caught cold I felt so dizzy and was too weak to continue swimming,so I started to sink I thought I was going to drown but I couldn’t call out of because I was too tired and terrified Luckily, one of friends saw that and shouted for help

Immediately, another friend who swims the best among us swam towards me and tried to pull me up me Then other friends swam towards us to help him push me in My life was finally saved

Now recalling the moment I thought I was going to die, I understand how precious my life This experience taught me to appreciate my life

What about you ? Have you got any unforgettable holiday that you would like to share with me ?

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4.After you write (8’)

-Choose one letter and call Ss to read in front of class

-Elicit corrective feedback from the class and give final comment

afterwards

The whole class

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5.Homework (2’)

Ask Ss to write a personal experience about 100 words

Remark :

Unit

E Language focus I Objectives :

1.Aim : By the end of the lesson, sts will be able to: - Pronounce /m/, n/, /ŋ/ correctly

- Use the simple present, the past simple ,past progressive, and past perfect

correctly in particular situation in speaking or in writing 2.Structures: tenses

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II Teaching method : communicative approach III.Teaching aids: posters and pictures

IV.Procedure

Teacher’s activities Students’ activities A Pronunciation(15mn)

1.Activity1

-Aks sts to put the words into the correct column make, nose, wrong, summer, money, bringing 2.Activity

Listen and repeat

-Introduces how to pronounce /m/, n/, /ŋ/ * Poster (the words in the textbook)

-Reads aloud the words

-Calls some sts to pronounce them -Feedbacks

Practice reading aloud the sentences Poster(statements in the textbook) -Pronounces the words with /m/,/n/,/ng/ -Reads aloud the sentences

-Calls some sts to read aloud them -Feedbacks

B Grammar (28ms) Presentation(10mn)

a The simple present indicating past time -Elicits the model, the tense, and the use b Past simple and past progressive -Elicits the models by using pictures -Elicits the tense and the use

c .Past simple and past perfect -Elicits the model by using a picture

-Elicits the tense and the use 2.Practice(20 mn)

-Asks sts to take turn to Ex1,2,3 in the textbook

-Feedbacks

Suggested answers

-Model: The story is about a girl called Little Red Riding Hood who lives with her mother -Tense: simple present

-Use: to tell about the story in the past to make the ideas in it

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1 It rained yesterday

2.I was reading a book when it rained yesterday -Tense:

1 Past simple

2 Past progressive -past simple -Use:

1 Past simple: an action happened and ended in the past

2 Past progressive: describe the situation that the action happened in

C Homework (2ms)

1 Do Ex 3,4,5 on page 15,16 in Exercise Book Prepare for next lesson

more lively -Answer -Answer

Suggested answers

-Model: when the police arrived, the car had gone

Tense: past simple-past perfect -Use: past simple:(above) past perfect: the action happened

Remark :

Unit 3:

A Reading

I Objectives:

1.Aim :By the end of the lessons Ss will be able to know how to plan a party,

scan for specific information , identify and correct false sentences Lexical items: Word and phrases related to a party

II Teaching method : communicative approach III Teaching aids: Textbook, posters, pictures,… IV Procedures:

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Teacher’s activities Students’ activities Warm- up (5ms)

- Shows the picture of a birthday party - Asks Ss some questions:

* What is it?

*What we need for a birthday party? Lead to the lesson

1.What is the relationship between the people in the pictures?

What are they celebrating? Before you read ( 10ms)

- Gets Ss to listen to the reading text - Preteach vocabulary

+ Candle (n) (real thing) + Celebrate (v) (situation) + anniversary (n) (picture) + joke (v) (definition) + adult (n) (antonym) - Rubout and remember

- Shows the chart of Task

- Asks Sts to work in group to guess - Asks Ss to answer

3 While you read ( 20ms)

- Asks So to read the reading silently - Asks to discuss with their partner - Feed back

Task

- Asks so to work in group

- Asks so to read the reading the second time - Feed back

Key:

1 eighth -> seventh makes -> eats food -> presents anniversary -> ages months -> years 5th -> 50th

silver -> golden After you read ( 10ms) - Asks so to discuss in pairs

- Calls some pairs to practise in front of the class

Look at

- Answer

- Work in pairs to find the answers

- Listen

- Listen and guess the meaning of the words

- Work in group and guess

- Read in silence (individually)

- Discus in pairs

 Answer key (P.34)

- Read and translate task in group

- Read silently and Task

- Pairwork: ask and answer the questions

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5 Homework

- Asks Ss to write about their latest birthday party Remark :

Unit 3:

B Speaking

I Objectives:

By the end of the lesson , the Ss will be able to know how to organize a party

Lexical items : Words / phrases related to a birthday party II Teaching method: communicative approach

III Teaching aids: textbooks, pictures, handouts IV Procedures:

Teacher’s activities Students’ activities 1.Warm up (5ms)

Pairwork:

What we have to before giving a party?

Work in pairs and find out the answer

- decorate the room

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Introduce the lesson Pre- speaking (10ms)

- Help them pronounce the new words: “decorate, decoration, gift, host, hostess, occasion”

Task 1:

- Ask Ss to answer those questions in individual While- speaking (20ms)

Tell a partner about the party a Task 2:

 Model dialogue:

A: Oh, I have just been invited to my teacher house for dinner

B; How nice, Did you take a gift?

A: Well, it is a custom to bring a small gift B: Really, like what?

A: Maybe some flowers or something for desert b Task : ( groupwork)

- Set the situation and ask Ss to work in groups to plan a party

- Monitoring

- Elicit they by giving some questions:

Budget ( how much you spend for your

party?

 Date and time ( when you organize…? Who to invite ( How many people you

invite ?

 Place ( Where you hold a party?)  Formal or informal dress ( What kind of

clothes you wear … ?)

 Decorations ( How you decorate your

party?)

 Entertainment ( What activities will take

place?)

 Food and drink ( What food and drink will be

served?)

c Task : tell the rest of the class about your party Try to convince them to come

4 Post speaking ( 8ms)

- Give feedback and remark 5.Homework (2ms)

- who to invite

- plan the menu

- go shopping read the words answer the questions

Take part in the dialogue Practice the dialogue

Work in groups and the task

Each group has a person write or tell about their plan

Others give their opinions

(30)

- Write a short paragraph about a party that their group

planned

- Prepare for the listening Remark :

Unit 3:

C Listening

I Objective

Aims: Listening to get information about a birthday party Lecical items : Words / phrases related to a birthday party II Teaching method : communicative approach

III Teaching aids : pictures of a party, text book , cassette player IV Procedure

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

-Shows the pictures ( cards, pictures of the party ….) -Asks some questions

-look at the pictures -answer

(31)

 Can you name the cards?

 Which parties?

-Introduces the lesson

2 Before you listen- ( 10ms)

-Asks Ss to read the new words ( p 36 )

 gathering - decorated - prizes

slices - icing - clapped

-Asks Ss to answer some questions in “ Before you listen”

3.While-you listen ( 20m)  Task

-Asks Ss to read the sentences and guess the answers before listening to the tape

- Write Ss’ guess on the Bb - Have them listen the tape twice

- Check their answer then let them listen once more before correcting

1 F F F T F

 Task

- Asks Ss to try to answer before listening again -Asks Ss to listen twice

- Asks Ss to listen again - Feedback

1 She was 16 years old

2 Because it is noisy and expensive

3 She served them soft drink and biscuits at the beginning of the party

4 The birthday cake was brought out at about 30 It was beautifully decorated with pink and white icing

6 They clapped their hands eagerly and sang “ Happy Birthday”

7 At about in the evening 4.After you listen ( 8ms) - Asks Ss to retell the story

- Walk around and offers ideas and comments when Ss need help

1.Mai’s birthday party

2.3p.m/ 20 persons/ Mai’s house 3.present/ happy

- birthday cards, wedding cards………

- a birthday party - listen & repeat

- answer ( work in pairs )

read the sentence and guess listen

Listen again and check the answers

Work in pair to guess the answer

Listen and compare with a partner

- Work in groups - Retell

(32)

4.soft drink / biscuits /

5.listen to music / play cards

6 birthday cake / blow out the candles 7.clap/ sing

p.m / end / tired / happy 5.Homework (2ms)

-Asks Ss to write their parties - Prepare for the next lesson

- Write-it-up

Remark :

Unit 3:

D Writing I Objectives :

Aims: By the end of the lesson , Ss will be able to write a letter of invitation

Lexical items: Words and phrases used in letters of invitation Structures: I am having a… _ at… on… _

Would you like .? There will be lots of _ Please let me know _ II Teaching method : communicative approach III.Teaching aids: a copy of a letter of invitation II Procedure:

(33)

Teacher ‘s activities Students’ activities Warm up (5ms)

Handout:

Choose the correct beginning or ending for a letter of invitation: Dear Jane,

Thank you for inviting me to your summer holiday Dear Mary,

This is just a note to ask if you are free on next Sunday

3 Please let me know if you can come Best wishes,

4 We are looking forward to seeing you then Best wishes,

Ask Ss to open books and answer the questions in task Introduce the letter

2 Pre-writing:(15ms) a Task 2:

-Ask Ss to read and tell the parts of speech of missing words - Ask Ss to complete

1 at my house to come refreshments to cook winners by Monday

- Ask Ss to stick “heading, greeting, body, closing and signature - Remind Ss of some useful structures

I am having a… _… at _ on _ Would you like _…?

There will be lots of _ Please let me know While- writing:(20ms)

c Task

Run through all the questions before doing the task Ask Ss to answer

Monitor and give help After you write (5ms)

Do as directed in pairs

Pairwork

- Work in group

Groupwork

(34)

62 Nguyen Dinh Chieu Street Ba Tri,

……… Ask some student to read his letter and give comments

Feedback

5 Homework:

Ask Ss to write a letter of invitation Prepare for language focus

Read their letter

Write-it-up Remark :

Unit 3:

Aims: Ss learn how to use the infinitive and gerund, passive form of infinitive and gerund

How to pronounce the sounds “ / l / , / r / & / h /” II Teaching method : communicative approach

III Teaching aids: texkbooks, handouts…… IV Procedures:

Teacher’s Activities Students’ Activities

A Pronunciation(15mn)

(35)

Listen and repeat

-Introduces how to pronounce “ / l / , / r / & / h /” -Reads aloud the words

-Calls some Ss to pronounce them -Feedbacks

Notes:

a).The letter /h/is silent when it follows “g, k, r” at the beginning of the word and in the words “honest, hour, rhinocer”

b).The letter /r/is silent if there is no vowel sound after it ( artist, organ, urgent…)

c) The letter /l/can be silent in the words “half, calm, talk, could”

B Grammar (27mn)

( Review unit 2- grade 10 )

Handout ( underline the verbs follow by gerund) Enjoy, plan, decide, mind, refuse, agree,

mention, admit, ask , hope, mean, dislike, suggest, demand, keep, want, risk, expect

Feedback

Note that other verbs following by to infinitive -Gives some Ex to elicit Ss

Ex:- She decides to stay at home V V

- She avoids meeting me V V -Explains the structures

Listen and repeat

Repeat chorally, then practise in pairs

Pronounce

Listen and copy down

Work in pairs and as directed

Copy down

Make their own sentences

(36)

Exercise

Ask Ss to fill in each blank with the correct form

Answer keys:

1 having getting to tell practising to see

Feedback

Elicit an example before doing exercise Ex: He hates ………about his past ( ask)

Simple verb Active To see

seeing Passive To be seen

Being seen Exercise

Ask Ss to use the correct form of the verb Answer

B A B B A

3 Exercise

D C B B C

Home work

-Ask Ss to study the lesson carefully and prepare for the Unit

Do the task and compare with a partner

Look and answer

Copy down

Work in pairs Give the answer

Remark :

Unit

(37)

A Reading

I Objectives

1.Aim : By the end of the lesson, Ss are able to know and talk about volunteer

work , scan reading for specific information Lexical items: words related to volunteer work 3.Structure :

II Teaching method : communicative approach

III Teaching aids: Textbook , pictures, chalks, handouts IV Procedure:

Show the picture and ask some questions: a Who are they? What are they doing? b Where are they? Do they get paid for their

work?

- We call their work volunteer work Lead to the new lesson

2 Before you read (10ms)

a Brainstorming: “Volunteer work” b Pre-teach vocabulary

 Volunteer (n) : picture & situation

 Organization (n) : Vietnamese meaning

 Orphanage (n) : example

 Participate (v) : synonym

 Give comfort to : Vietnamese meaning

3 White you read ( 20ms)

Look at the picture and answer

Take park in the teacher’s work

Work in groups to find out the work that volunteers often

Listen and copy down Repeat after the teacher

Open book and as directed in pairs

(38)

Ask Ss to open book, read and find the work that volunteers often and compare with what they have told

Have Ss read the test and find the word “Volunteer” and its forms

Noun Adjective Adverb Verb

Volunteer Voluntary Voluntarily Volunteer a Task

Ask Ss to tell the part of speech before doing the task

voluntary voluntarily volunteers volunteers b Task

Have Ss read the task before reading the text again

Ask Ss work in pairs Use peer feedback

B A D B D

c Task

Run through all the questions Give help if necessary

They usually visit these places They read books, play games with them or listen to their problems

They give care and comfort to them and help them overcome their difficulties

During summer vacations, they volunteer to work in remote or mountainous area

4 After you read ( 10ms)

Talk about some kinds of volunteers work that you are going to join next summer and say why Home work (2ms)

-Write what they have said again in the notebook

- Prepare for the speaking

Make a list of the volunteers’ work

Read and fill in the chart

N Adj Adv V

Tell the part of speech which each sentence needs

Work in pairs

Pairwork

Read the text and find the answers

Peer feedback

Work in pairs

Practice asking and speaking

Do as directed Write – it- up

Remark :

(39)

-_ Unit

B Speaking

I Objectives:

1.Aim : Students will be able to talk about types of volunteer work 2.Lexical items: words / phrases related to volunteer work

Structures: Gerund and present participle II Teaching method : Communicative approach III Teaching aids: Pictures

IV Procedure:

Ask Ss some questions:

a What are the students of “Blue summer movement” doing in your village ?

b Are they participating in volunteer work? c What kind of volunteer work people usually do?

Shows the pictures Pre-speaking ( 8ms) Task

Have students work in pairs and task one Ask students to take a sheet of paper and divide into two column

Volunteer work Not volunteer work - Helping people in

remote or

mountainous areas - Giving care and comfort to the poor and the sick

- Providing education for disadvantaged

- Taking part in an excursion

- Participating in the English speaking club - Joining in the Green Saturday Movement

Listen and answer Practice asking and answering

Look at the pictures and tell what kind of volunteer work are there in the pictures Do as directed

Volunteer work

Not volunteer work

Talk about their results

- Listen and correct the mistakes

(40)

children

3 While – speaking ( 20ms)

Have students practise playing roles the conversation in task

Walk around the class, offers ideas and comments when students need help

Select some pairs and has them play roles in front of the class

Have students work in pairs and discuss the two columns in task

Ask Ss to discuss what exactly they have to for each volunteer work

Example:

- A: What kind of volunteer work are you participating in?

- B: We’re helping old sick people - A: What exactly are you doing?

- B: cleaning up the house, doing the shopping cooking meals, doing the washing up, working in the garden (students give more)

4 Post-speaking (10ms)

- Teacher has students work individually take a sheet of paper and write a kind of volunteer work they or their friends usually to help people - Teacher has some students read their paper in front of the class

5 Homework (2ms )

- Write a short paragraph about a kind of

volunteer work your family and you usually to help people

- Students sit in pairs and play roles, using the conversation in task

Work in pairs and practise the conversation

Listen and correct the mistakes

Write at least three sentences for each volunteer work

Talk on front of the class

Remark :

(41)

Unit

C Listening I Objective :

Aims: Listening to pieces of conversation to get information about someone’s name,

address, and about leaving and taking messages Lexical items: words / phrases related to volunteer work : Structures: Gerund and present participle

II Teaching method : Communicative approach III Teaching aids: cassette – player , pictures II Procedure:

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

- Asks some questions (using pictures of some disadvantages persons.)

+ What are they like?

+ Are they happy or unhappy? + What you to help them? Before you listen: (10ms)

Introduce the new lesson and pre-teach new vocabulary

 Charity: Vietnamese meaning

 Donations: situation

 Fund-raising: Vietnamese meaning

 Set up (v): synonym

 Co-operate(v) : example

 Disadvantaged(a) : Vietnamese meaning

Have students the exercise in “Before you listen”

Read and ask students to repeat

From the words above can you guess what kind

- Answer:

+ They are poor, + They are unhappy, + Give money,

Repeat and copy down

Do as directed Think and answer

S: help disadvantaged children

(42)

of volunteer work the listening test is about? While you listen (20ms)

a) Task 1:

Help students understand what word form suitable for each blank

Have Ss listen to the tape and fill in the missing information

Ask them listen again and give feedback * Suggested key:

informal 30 street students 250 chiildren (with special difficulties) 1998 Volunteers, June b) Task 2:

Run through all the questions Have Ss listen to the tape Use peer feedback Conduct the correction * Suggested key:

1 It provides classes to disadvantaged children in HCM City

Dance, theatre, singing and folk music classes were set up in 1999

3 Because they need money to continue their English and performance Art classes

4 They dance , sing and play music at one of the largest hotels in HCM City

5 They are needed because the school needs help to organize the dinner held annually in June

4 After you listen (8ms)

Ask Ss to work in groups & summarize the story

Go around to give help when necessary

Asks some groups to summarize in front of the class

Gives remarks Homework (2ms)

Learn some words related to volunteer work Prepare the next lesson (writing)

to learn performing Arts This kind of work needs money, so they have to fundraise or co – operate with other

organizations

Take part in the teacher’s work Listen twice and give the answers

Peer feedback

Read the questions and guess the answers ( pairwork)

Listen twice and give the answers

Peer feedback

Work in groups

- Summarize in front of the class

Do as requested

(43)

Remark :

Unit

D Writing

I Objectives:

Aims: Students will be able to write an informal letter expressing gratitude

Lexical items: words / phrases related to letter-writing Structures: S + Be + Adj + to infinitive

S + Verbs + To- infinitive S + Look forward to + V-ing II Teaching method : Communicative approach

III Teaching aids : handouts, posters, textbook IV Procedure:

Teacher’s activities Students’ activities Warm up: (3’)

* Magic hat: ( Find a word related to volunteer work)

* Key “Donation” Lead to the lesson

Before you write: (10’) a) Task 1: ( Set the scene)

Think and answer

(44)

Have Ss the task after giving clear instruction

 The opening of the letter: Dear Sir/Madam

 The donated amount : I am

happy……… .some days ago

 The way the money is used : The money

will help us ……… handicapped students

 The way the receipt is issued: We will

certainly ………as possible

 The gratitude to the donor: I would like

……… the donation

 The closing of the letter: Yours faithfully,

-David James Feedback

Introduce the new lesson and revise some structure:

S + Be + Adj + to infinitive S + Verbs + To- infinitive

S + Look forward to + V-ing While you write (20’)

b) Task 2:

Set the scene: ( Imagine that you have just received a donation of one million dong from one of the local organizations to build your school library

Give clear instruction Dear Sir,

I am very happy to received a donation of one million dong from your organization some days ago I think that the money will help us to build a school library for our students We will certainly issue a receipt as soon as possible I would like to express our thanks for the donation from your organizations and hope to get more assistance and cooperation from your organization in the future

Your faithfully,

After you write: (10’)

Work in pairs

Compare with the others Peer feedback

Listen and give the answers Copy down

Work in individual

Compare with his partner Peer feedback

Go to the Bb to write his writing

Do as requested

Peer feedback

Write- it - up

(45)

Ask Ss to give their opinion before correcting Give remarks

Homework: (2’)

Learn new words and structures

Prepare the next lesson (Language focus) Remark :

Unit

Aims: Students will be able to

-use the gerund or perfect gerund, present participle or perfect participle

-pronounce the sounds / w / & / j / Structures: Verbs followed by gerunds II Teaching method : Communicative approach III Teaching aids: handouts, posters, textbook IV Procedure:

Teacher’s activities Students’ activities Warm up: (5’)

Use real things to ask Ss some question such as: What color is this pen? _ Yellow

What’s this? _ A watch

Ask Ss to read those two words three times and ask them tell about the sounds

Lead to the lesson

Think and answer

(46)

Pronunciation: (10’) Introduce the two sounds:

Help Ss to pronounce them in words and then sentences

More exercises:

- Read some words and ask Ss to put them in the correct column

Ex: youngster, went, yard, used, yarn, won, universe, were, yam, you

Remarks

Grammar: (27’)

a) Warm –up: ( Poster)

Ask Ss to give the “Ing- form” of these verbs: Run, travel , lie, drive, stay, get,

arrive, try, wait, begin Revise Ss the uses of gerund

Teach Ss the uses of Present participle  S + Verb + Object + V-Ing

Verbs: see, watch, smell, catch, find Ex: We found him lying on the floor  S + Verb + Time / Money + V-Ing

Verbs : waste, spend

Ex: They spend a day fishing in the river  Present participle can be used as a subject

of the sentence to replace an adverbial clause It is used to emphasize an action that happened in the past

Ex: Because he had failed twice, he didn’t want to try again

 Having failed twice, he didn’t want to try

again

b) Exercise

 Suggested key:

listening bending behaving

meeting spending waiting

starting c) Exercise 2:

 Suggested key:

burning – rising reading lying

Listen and repeat Chorus & individual

Listen and check Group 1: / w /

Group 2: / j /

Look at the poster and as directed

Take part in the teacher’s work Copy down

Work in individual

Compare with his partner Peer feedback

(47)

shopping preparing trying

modernizing d) Exercise 3:  Suggested key:

having made having been having been

being tied having read having taken

Homework: (2’)

Learn new words and structures Prepare the next lesson (Unit 5)

Do the exercises again in their notebooks

Remark :

Unit

A Reading

I Objectives :

1.Aim : Students will be able to improve the Sts' vocabulary, skim for main content and scan for specific details

Lexical items: words / phrases related to letter-writing Structures

II.Teaching method: Communicative Approach III.Teaching aids: textbook , objects, pictures IV.Procedure :

Teacher’s activities Students’ activities

1 Warm – up(5ms) : Guessing Game:

(48)

- T prepares a bag/ box with some objects : pen, book , ruler, notebook, blackboard, chair, table… - T divides sts into groups and chooses a leader - The leader touches the thing in the bag ( without seeing) and uses some words , phrases to describe it so that the others can guess what it is

- The winner is the group which has more answers than the others

2 Before you read (10ms)

a/Task 1: Question answering : - What is it?

- What is it used for? … - Do you have them?

- Why you need them? b/Task :Picture describing(5ms) :

T shows the picture and asks sts to describe in groups of

T calls some sts to present their ideas in front of the class

* Suggested questions :

- Where you think the class is?

- What you think of the people in the class?

- Are they at the same age?

- What you think of the teacher? - Is this class different from your class? While you read (20ms)

a/ Task : Vocabulary:

- Find the Vietnamese equivalent to the following expressions:

* Feedback:

1 phổ cập giáo dục Kỷ thuật canh tác

2 Hội khuyến học Việt Nam

3 Xóa mù chữ Kế hoạch hóa gia đình

b/ Task 2: Scanning for main content (5ms): T asks sts read the text again to task * Suggested answer :

D The fight again illiteracy

Take in the game

- T shows real objects and makes questions

- Sts answer individually + It's a pen / a ruler / a blackboard

+ It's used for writing/ drawing

+ I'm a student I used them for studying

Sts can ask and answer to get more information about the picture

* Suggested words/ phrases to answers:

- remote, mountainous areas

- ethnic minority - soldier…

- T reads through the text once

- T calls some sts to read the text paragraph by paragraph - Sts read the text in silent to task in textbook in pairs

- Sts can discuss in groups of

- T calls some students to talk about their choice

- Sts this task in pairs

(49)

c/ Task 3: Answering the questions(8ms): * Answer:

1 94% of the population

2 The campaign for illiteracy eradication

3 600 students in 2000 and 800 students in 2001 They willingly/ voluntarily spent their vocations

teach ethnic minority illiterate people to read and write

5 Illiterate will be soon eradicated

4 After you read (8ms)

Discussion: Discussing the two questions below: Are there any illiterate people in your

neighborhood?

What you think we should to help them read and write?

* Suggested ideas:

- prepare books, notebooks, pen, pencil… - teach them how to write / read at night, every Sunday, on summer vocation…

5 Homework (2ms)

- Write a paragraph about what they have just discussed

- Prepare for the next lesson

- T divides sts into big groups to answer questions in textbook

- Sts in each big groups work in groups of

- After minutes, T asks sts to write their ideas on poster and tick them on the board - T calls group's leaders to present in front of the class

Remark :

Unit

B Speaking

I Objectives : - To enable students to talk about literacy problem and offer solutions - To improve the students’ speaking skill

(50)

II Teaching Method : Communicative approach III Teaching-aids: posters , pictures, textbooks IV Procedure:

Lead-in (5’)

T has sts answer the questions to introduce the lesson

Are there still illiterate people in the highland ? What you think we should to help them read and write?

1 asking about literacy problem

2 asking for solutions

New lesson :

2.Pre- speaking (10’) Matching

 Ac.1 : Vocabulary ( Handouts)

Match a verb in A with a phrase in B

A B

1 Cheat Enforce Set up Collect Provide

a old clothes b a club c in a game d education for children

e traffic regulations

T has sts read the table given in the textbook (p.59) carefully and the matching

T shows sts ways to ask for and offer solutions  Ac.2 (Task 1)

Suggested answers

1.b-g 2.a-e 3.d-f 4.c 5.h-i-j

Ac ( Task 2) : Useful expressions

* Asking for solutions : What you think we should to

* Offering solutions : I think we should While speaking (20’)

Talking about school problems and offering solutions

T and sts act out the model then has st work in groups of three to talk about the problems and

Think and answer

Pair work

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

Pair work

Some sts are asked to read the answers Others listen and give comments

Group work

(51)

offer solutions

4 Post speaking (8’)

Talking about class problems Ac.1 : Brainstorming

Make too much noise ? ?

? Problems carve on the table/walls

play truant ? fights between A&B Ac.2 : Talking about

T goes round and offer some help A: Talk about class problems B : Offering solutions

5 Homework(2’)

- Write about the problems in studying English that high school students have and suggest an effective way to solve them

- Prepare for the listening lesson

T has sts think of some problems their class have besides the ones given in the textbook

Group work

Sts talk about the problems their class often have and try to think of some effective solutions to these problems

Practice speaking Example :

A : Some students in our class are always go to school late, which affects our study What you think we should to put an end to this ?

B : I think we should tell this to our form teacher so that he can have ways to deal with this Write-it –up

(52)

Remark :

Unit

C Listening

I. Objective: Help students improve their listening skill and listening for gist

II. Teaching method: Communicative approach

III. Teaching aids: Textbooks, poster, tape

IV. Procedure:

(53)

1 Warm-up (5ms)

Game: Crossword puzzle

T asks sts to answer the question: ”What does this means?”

a .A public garden or an area in a town where people go to walk , play, relax

b The first meal of the day

c An area of land and the buildings on it used for growing crops of keeping animals

d A thing to play with: especially for a child e A building made for people to live in ,usually for one family

New lesson

Before you listen (10ms)

Task Asks and answer the questions

-T asks students some questions to lead students to new content

1 Do you know where Perth is? Have you ever done a survey? Task 2: Listen and repeat

-T reads and asks students to repeat

Effective Maturity Weaknesses Performance Self-respect Academic Perth Western Australia 3.While you listen (18ms)

Task 1.: Multiple choice

-Teacher introduces the situation: Listen and choose the best option to complete the following sentences -Teacher opens the tape twice

-Teacher lets students listen again with some pauses and help them correct their answer

* T’feedback: D B B B Task 2: Answer the questions :

T asks sts to read the questions Suggested answers:

1 In Perth

2 80% of the students

3 They think that they should be allowed to give some in put into school decision making

Groupwork

Students answer * Across

Park Breakfast Farm Toy House

* Down: Perth

Think and answer

Repeat after teacher

-Teacher asks students to read the sentences and guess the answer

-Students listen to the tape and work in pairs

-Students listen again to correct their answer

Peer feedback

-Sts listen to the tape twice -Sts compare their answer with the others

-Sts listen again to correct their

(54)

4.After you listen (10ms) Discussion

-T asks students to discuss the question:

”Which you think is more essential for better leaning good teachers or good textbooks?”

-T divides class into groups and asks sts to discuss in group, using the cues

-T goes around the to help sts if necessary * The cues:

- Method of learning - Timetable

- Guidance - Exercise Homework (2ms)

- Learn the new words and structures - Prepare for the writing lesson

answer

Groupwork

-T has the representative of each group present their talk in front of the class The others listen and give comment

Do as directed Remark :

Unit

D Writing

I Objectives : - To enable students to describe information in a table - To improve the students’ describing trends from a table II Teaching Method : Communicative approach

III.Teaching aids: Textbooks, table , posters IV.Procedure:

1 Check-up (5’) Sts: gives answers

(55)

T: Checks one or two Sts

a What you think your school should to help you learn better?

b What you expect from your teacher?

New lesson: Writing: Describing trends Before you write (10’)

* T: Introducing some kinds of charts: T: Shows the pictures to illustrate

- Table / Bar chart / Circle (Pie) chart / Graph

* Task 1: Filling in the blank with a suitable word from the box:

T: Asks Sts read the complete passage again T: From the model, has Sts underline the words or phrases describing trends

T: has sts draw a table for the reading passage - Suggested answers:

varied rise who number rate different dramatically Regions Lowlands Midlands Highlands Males

Females

T: Elicits some useful languages While you write (20’)

 Some useful words and expressions to

describe trends:

* Intro: - The table shows / describes/ illustrates

* Body: - As can be seen from the table/ chart / graph

- As shown in the bar chart - It can be seen from the chart that - There was a Adj + Noun

slight rise gradual increase

steady decrease (in the number of ) sharp decline

dramatic fall/drop

Possible answers:

- Provide modern facilities

- Give Sts more practical lessons - Encourage Sts' creative ability - Make Sts more active

- Make the lessons more interesting

Sts: Name kinds of charts if possible

Sts: One reads , the others correct the mistakes if necessary

Sts: Read the model and identify the outline of this kind of

writing

- Verb + Adv rise slightly

increase gradually from to

decrease steadily by % decline sharply

fall /drop dramatically

(56)

* Conclusion: -In conclusion / In summary /

 Task 2: Writing a paragraph of about 120

words, describing the information in the table:

 Suggested answers:

The table describes the trend of literacy rates in different parts of Sunshine country from 1994 to 2003

As can be seen from the data in the table, there was a gradual rise in the number of literate people in both the East and the West In 1994 the literacy rate was 50% in the East and 70% in the West but in 2003 it increased by 95 % and 85 % respectively This shows that the number of literate people in the East went up more sharply than that in the West On the contrary, in the South this rate declined steadily from 50% in 1994 to 30% in 2003

These data suggest that more plans for education development should be made in these areas of the country , especially in the South 4.After you read

Gives feedback , focus on the main point: the structure to describe “ increasing, steadiness, decreasing”

5 Homework: exercises in Workbook Prepare for the language focus

- on the increase / decrease - fluctuate (v) - remain unchanged

T: has Sts write in groups , T goes round to observe and give help if possible

T: has the representative of two groups write their writing on the chalkboard for the others to remark

Do as directed

Remark :

Unit

E Language focus

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I. Objectives : Help sts pronounce consonants sounds /pl/,/bl/, /pr/, and / br/ correctly Help sts know reported speech with infinitives

II. Teaching method : Communicative Approach

III. Teaching aids: textbook , objects, handouts, cassette tape

IV. Procedure:

* Warm – up 5’: Whispering Game: - Black brown blouse and jeans - Please give me a precious ring

- T divides sts into groups and each group chooses sts to play the game

- T whispers the sentences to the first st then he / she whisper them to the next st and does the same to the last one

A Pronunciation(10’)

1/ Presentation : - T underlines the words to introduce the lesson

- black brown please precious /bl/ /br/ /pl/ /pr/ 2/Activity :Listen and repeat:

/ pl/ /bl/ /pr/ /br/ - Textbook - page 63

- T plays the cassette recorder, sts listen to the tape then repeat

- Practice reading aloud the dialogue:

3/ Activity 3: Listen to the sentences and check the sounds: - T reads the sentences

1 The boys played football all day long His presence frightened the children The table was broken yesterday She won a special prize

B Grammar(25’) 1/Presentation:

- T has sts look at the reported speech and give the structure

 Nam was ill You are his classmate What will

you say to advise him?

Ex: You should see the doctor.( direct speech) I advise him to see the doctor ( indirect speech)

Take part in the gam

- The last student writes what he/ she heard from his / her friends

The group having less mistakes will win

- T pronounces these sounds first, sts observe T's mouth - Sts listen to the tape first, then practice in pairs

- T asks some pairs to present in front of the class

- Sts listen to the sentences Stand up when you hear the consonant

/pl/, clap your hand when you hear the consonant/bl/

stamp your feet when you hear /pr/ and raise your hand when you hear /br/ ( individually) - T asks sts to give some more verbs having the same structure - Textbook - page 64

- T asks sts to complete the second sentence so that it has a similar meaning to the first one

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* Structure: Reported Speech with Infinitive - Reported orders, requests, offers and

suggestions:

tell/ ask / advise

S +V remind/ offer/ order + O +(not) TO Infinitive

request/ beg / want… 2/ Practice:

* Exercise 1: Sentence completing:  Feedback:

1 They promised to come back again The lifeguard advised us not to …………

3 John asked Peter to close the window The teacher encouraged Eric to join * Exercise 2: Sentence rewriting:

 Feedback:

1 He advised me not to drink ……… She invited me to come and see ……… He asked me not to smoke……

4 He told Sue to give him ……… 3/ Production (5’):

Slip of paper

- T prepares for each group a slip of paper

- then, T exchanges their paper and asks them to make a full sentence with the verb they had * Homework

- Do exercise 2, page 36 in exercise book - Prepare for the next lesson

- Sts work in pairs - T's feedback

- Textbook - page 65 - T asks sts to write the

following sentences in reported speech, using the right form of the words given in the brackets - Sts work individually, then share their answer in the groups of

- T calls some sts go to the board and write

- Sts work in groups of - First, sts write in the slip of paper one verb that can be used in reported speech with

infinitive

- Sts take turn to read aloud their groups' sentences

- The most interesting, correct sentence will be the winner

Remark :

Unit

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A.Reading

I Objectives:

- Aims: Develop such reading micro-skill as scanning for specific ideas and identifying meaning in context

- Lexical items: Use the information they have read to discuss the related topic - Structure:

II.Teaching method : Communicative Approach III.Teaching aids: textbook , pictures, handouts, IV.Procedures:

Teacher’s activities Students’ activities 1.Warm- up (5’)

Have Ss work in pairs , matching the given competitions with the correct pictures on page 66

Answers :

a Quiz: “ Road to Mount Olympia ’’ b London Marathon

c Sao Mai television singing contest d Olympic Games

2 Before you read (7’)

-Introduce the topic of the lesson and have Ss work in pair and answer the questions on page 67

-Call on some Ss to answer the questions and ask them to give reason for their answers

-Elicit comment from class and ask Ss to guess what they are going to read about Vocabulary

Representative (n) Annual ( adj)

Stimulate (v) Sponsor (v) Competition (n)

3.While you read(23’) TASK :

- Work in pairs

-Whole class

- Rub out and remember

- Repeat after the teacher individual then choral

- Come to the board and wtite English words again

- Copy down

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-Get Ss to read the passage silently then task

-Check the answers with the whole class Answers :

1.d 2.f 3.e 4.c 5.b 6.a -Check Ss understand all these words correctly by calling on some Ss to tell the meaning of the words in Vietnamese

TASK

- Ask Ss skim the questions to understand them and task

-Have Ss check their answers with a partner

- Call on some Ss to read aloud their answers and ask them to explain their choices

- Give the correct answers Answers :

1.The representatives of three classes of the speaker’s school

2 The aim was to stimulate of learning English among students

3 The students’ Parents Society

4 They had to complete activities in all On completion of each activity, they had to answer the question in the

worksheets within minutes

5 They had to observe and score the students’ performance A maximum score for each activity was 15 At the of the competition they would anounce the total scores of each group The group

Work individually Whole class

-Work individually

.Underline the key words to decide what information they need to find in the text .Go back to the passage and locate the key words in the passage

Read around the key words carefully to find the answer

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that got the highest score will be the winnwer

6.A set of CDs for studying English and aqn Oxford advanced Learner’s

Dictionary TASK

-Ask Ss skim the questions to understand them and task

Have Ss check their answers with a partner

- Call on some Ss to read aloud their answers and ask them to explain their choices

- Give the correct answers Answers :

1…to recite / complete the poem

because he could not remember the last sentences

2 …became the winner of the competition

3….60 points

4….“For me the important thing was our participation in the competition and enjoyment we had from it ”

4 After you read (7’)

-Let Ss practise reciting the poem in their own groups

-Go around and offer help

-Call on different groups to read their translations to the class

5.Homework ( 3’)

Write a paragraph to explain whether

-Work individually

.Underline the key words to decide what information they need to find in the text .Go back to the passage and locate the key words in the passage

-Whole class

Read around the key words carefully to find the answer

Group work & whole class

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and why they would agree or disagree with the statement that “ It is not important whether we win or lose a competition The important thing is our participation in it and the enjoyment we have from it ”

Remark :

UNIT

B Speaking

I Objectives:

- Aims: Ask for and give information about types of competitions - Lexical items: Talk about a competition or contest

- Structure:

II.Teaching method : Communicative Approach III.Teaching aids: textbook , objects, handouts IV.Procedures

Teacher’s activities Students’ activities 1.Warm-up (5’)

-Prepare pictures of the famous TV game shows “ Whowants to be amillionaire ? ” “ Viet Nam idols ” “ Chuyen nho ”

-Show the pictures to Ss and get them have the names of the games in Vietnamese -Elicit what Ss know about these games and if there are similar ones in Viet Nam

- Introduce the topic of the lesson

“ Talking about competition and contests.” Pre-speaking (10’)

TASK

-Introduce the task and have Ss to it individually and then compare their answers with a partner

- Elicit the meaning of the new words

Whole class

- Guess the meaning of the new words

- Individual work , Pair work , Whole class

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Eg : General knowledge quiz include “ Hành trình văn hóa” “ Ai la triieu phu ” etc Singing contest include “ Sao Mai diem hen ” “ Tieng hat truyen hinh ”

-Call on different pairs to report their answers

- Encourage Ss to explan why they like or dislike a game / contest

3.While-speaking (18’) TASK

- Introduce the task and call on one or two pairs of Ss to read aloud the sample

dialogue

-Go over the table of useful expressions on page 69 and explains new words to Ss when necessary

E.g

Asking for opinions:

-What you think about ? -What’s your opinion about ? -How you feel about ? -Do you like ?

Giving opinions :

-I think… is / are good / fun / great /

wonderful / perfect / extremely interesting / stimulating / hilarious / amusing /

I think … is /are boring /silly / dull

-Have Ss make similar conversation to the sample dialogue , using the structures and vocabulary they have learned

-Go around to check and offer help -Call on different pairs to perform their conversations

-Elicit comments from the class and provide feedback

4 Post-speaking (10’) TASK

-Ask Ss to choose a famous TV game / talent show or competition / contest and

-Pair work

-Read aloud the sample dialogue

Pair work

The whole class

Group work

(They should not let other groups know what game / contest it is.)

The whole class

(The whole class will askquestions

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work out details about it -Go around to offer help

-Call on each group to come to the front and give name the famous TV game / talent show or competition / contest

5.Homework (2’)

Ask Ss to write a paragraph about a game show/ contest they like , using task as guiding questions

about the game / contest and guess what name / contest it is)

1.Where and when did you see or take part in it ?

2 What type of competition or contest was it ?

3.Who organized it? 4.Who participated in it ? 5.Who won the competition /contest ?

6.Did you enjoy it ? Why ? Why not?

UNIT

C Listening

I Objectives:

- Aims: Develop extensive listening skills

- Lexical items: Use the information they have listened to for other communicative tasks

II.Teaching method : Communicative Approach

III.Teaching aids: textbook , objects, handouts, cassette tape IV Procedures

Teacher’s activities Students’ activities Warm –up (5’)

-Divide class into groups

-Give each group one card containing 10 words whose letters are jumbled and ask Ss to rearrange the letters to make good words

The card

Letters Answers

Group work

(the group which finishes tha task first with the most correct words will be the winner)

(65)

1.cirang 2.nurning 3.crae 4.conpahim 5.chiatelt 6.tohamarn 7.storp 8.centadis

1.racing 2.running 3.race 4.champion 5.athletic 6.marathon 7.sport 8.distance

2 Before you listen (10’)

- Introduce the topic of the lesson by using the picture in the textbook -Give questions

1 What you see in the picture ? What event is it ?

3.Where you think the Boston Marathon mihgt take place ? Who can participate it ?

- Help Ss pronounce the words in the book correctly

-Elicit Ss to know the meaning of these words

race formally female McDermott athletic clock association Kuscik

3 While you listen (20’) TASK

-Have Ss to read through the statements to understand them and underline key words

For example , the key words in the statement are “ every year ” and “USA”

-Play the tape ( or read the tapescript ) once

or twice for Ss to listen and the task - Ask Ss to check their answers with the partner

-Check the answers with the whole class - If many Ss cannot answer questons , T plays the tapes one or more times and

Whole class ( express their ideas)

- Listen then repeat after the teacher

-Individual work

Individual work

Pair work

The whole class

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pause at the answers for them to catch -Answers

1.T 2.T

3.F ( hours 50 minutes and 10 seconds) 4.F ( 1967)

5.T

6 F (pass through 13 towns and ends in centre of Boston )

TASK

-Encourage Ss to read through all the questions, identify the information they need to look for in each question by finding the key words and the question word, e.g

“ what, where, how, when ”

-Play the tape again for Ss to listen and answer the question

- Ask Ss to check their answers with a partner.Then check with the whole class

- If many Ss can not complete the task , T should play the tape again and pause at difficult points

- Answer : New York in 1972

6164

4 After you listen (8’) -Introduce the task : Ss talk about a famous Vietnamese runner or

sportsman / sportswoman that they like - Put Ss in small groups of or

Individual work

( write down only the main points –not full the sentences)

Pair work

The whole class

Group work

( Each group will prepare a short biography of a famous Vietvamese runner or sportsman / sportswoman that they like but they should not let other groups know who this person is )

-The whole class

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-Go around to check and offer help - Call on then representatives of each group to talk abouttheir favourite sportsman / sportswoman, without telling the class the name of this person Other groups will try to guess who this person is

-Listen and take note of Ss’errors -Provide corrective feedback

5 Homework (2’)

-Ask Ss to learn by heart new words and make sentences with them

UNIT

D Writing I Objectives:

- Aims : Write a letter to reply to the request of information

- Lexical items: Use the information they have mastered from the Reading Speaking Listening

II.Teaching method : Communicative Approach III.Teaching aids: textbook , picture , handouts, IV Procedures

Teacher’s activities Students’ activities 1.Warm –up (5’)

-Ask Ss to give the names of such TV shows they have watched

-Individual work Eg :

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2.Before you write (10’)

-Ask Ss if they want to participate in a competition / contest, what information about the competition/ contest they would like to know and would look for - Write the answer on the board

-When ? (the date and time ) -Where ? ( the venue)

-Who ? ( who can (participate, who are the hosts /judges, who to contact, etc…) -How ? (how to apply to participate, how the contest, proceeds,how the

candidates’s performance is assesses (ước định)

-What ? (what is expected of the candidates,what the award is)

-Have Ss to read the letter in Task individually

-Ask ss to identify who wrote the letter, for what purpose, what information she requested and compare their answers with the ideas on the board

3.While you write (20’)

-Ask ss to read the requirements of Task and work out with a partner what they need to include in the reply letter and what kind of language (formal ? informal ? ) they need to use

- Check the answers with the class and

The Magic Conical Hat (the wheel of fortune) Vietnam Idol

Who wants to be the millionaire ? Chuyen Nho

Truc Xanh Not Nhac Xanh Hat Voi Ngoi Sao Kim Tu Thap Rong Vang

Vuot Len Chinh Minh

-Individual work

Write the answer on the board

Whole class

Individual work

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give feedback

-Get Ss write their own letter in 10 minutes

-Ask Ss to get in pairs, exchange their letters and correct each other

-Go around to offer help A sample letter

Work in pairs

English for the World

106 Tran Hung Dao St, Hoan Kiem District HaNoi- October 18,2007

Dear Thu Trang,

Thanh you for four interest in our English Speaking Competition Here is the information that you request

Date and time : 8.00 p.m , October 25,2007

Venue : 106 Tran Dao Number of participants : 25

Entry procedure : Candidates fill an application form to participate

This year we limit the number of participants to only 25, applications submitted late will not be considered

For further information, please contact me on 9838188 or email me at Englishclub06@ yahoo.com

(70)

-Choose one or two letters and read it / them to the class

-Elicit correct feedback from the class and give final comments afterwards T should draw Ss’attention to the format of the letter, the organisation of ideas and language use

5.Homework (2’)

You are working at the Organising Committee for Vietnam Idol A young singer named Lan Anh wrote you aletter toask information about the contest Write her areply, including in your letter the information about :

-The date and time -The venue

-The entry procedure-The contact person -The contact phone number

Whole class

UNIT

E Language Focus I Objectives:

- Aims : Distinguish the pronunciation of / tr /, / dr / , / tw / and pronounce the words and sentences containing them correctly

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- Lexical items : Understand reported speech with gerund and use these structures

to solve communicative task II Teaching method : Communicative approach

III.Teaching aids: textbook , hand out IV Procedures

Teacher’s activities Students’ activities PRONUNCIATION (10’)

*Distinguish the sounds

-Model the three letters / tr /, / dr / , / tw /

for a few times and explain how to produce them

-Play the tape (or read) once for Ss to hear the words containing these clusters (nhóm từ ) Play the tape (or read ) again and this time ask Ss to repeat after the tape

-Ask Ss to read the words in each

column out loud inchorus for a few more times

-Call on some Ss to read the words out loud

-Listen and correct if Ss pronounce the target words incorrectly

* Practising sentences containing the target sounds

-Ask to work in pairs and take turn to tead aloud the given sentences

-Go around to listen and take note of the typical error

-Call on some Ss to read the sentences again and provides corrective feedback GRAMMAR (20’)

a Presentation

-Review reported speech with gerund + Form : Verb + OBJECT + preposition + (NOT ) V-ing

Some verbs with prepositions:

6 I thank you for giving me a hand We apologized the teacher for

Whole class

Individual work

Work in pairs

Whole class

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making noise in class

8 He blamed me for breaking his glass window

9 The justice accused the man of killing his wife

Some verbs not need a preposition : *He stopped smoking because of his bad health

* She suggested going out for a change * I admitted meeting some difficulties in my work

-Call on some Ss to remind that time and place references often have to change in reported speech :

Now Then

Today That day

Here There

This that

This week that week

Tomorrow The following day The next day The day after

Next week The following week The next week The week after Yesterday The previous day

The day before Last week The previous week

The week before

Ago Previously

Before

Tonight That night

Last Saturday The previous Saturday

The Saturday before Next Saturday The following

Saturday

The next Saturday The Saturday after b.Practice

Exercise :

Individual work

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-Have Ss Exercise individual and then find a partner to check their answers with

- Check with the whole class and provide corrective feedback Answer :

1.John congratulated us on passing our exam

2.Mary apologised for not phoning me earlier

3.Peter insisted on driving Linda to the station

4.The teacher acuused the boys not paying attention to what he had said 5.Bob has always dreamed of being rich 6.I warned Ann against staying at the hotel neat the airport

7.Her mother prevented Jane from going out that night

8.Miss White thanked Jack for visiting her

Exercise 2:

Have Ss Exercise individual and then find a partner to check their answers with

- Check with the whole class and provide corrective feedback Answer :

1 Tom insisted on paying for the meal Mr and Mrs Smith looked forward to meeting their children soon

3 the boy denied bkreaking the window of the woman’s house

4.The policeman stopped the customer from leaving the shop

5The thief admitted stealing Mrs.Brown’s car

6.Ann suggested having a party the next Saturday

7 John and his wife were thinking of

Pair work

Individual work

Pair work

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buying the house 3.HOMEWORK (2’)

-Ask Ss to revise reported speech with infinitive and exercises in the workbook

page 43 (Ex2) page 44(Ex3) Unit

A Reading I Objective

Aims : - Helping Sts improve speaking, listening and writing skills, mainly reading skill for gist and detailed information about world population

- Helping Sts guess the meaning of some words in context II Teaching method : Communicative approach

III.Teaching aids : Books, pictures, poster, handouts IV.Procedure:

1 Warm - up: (3ms)

- Show pictures and ask questions: “ What can you see in these pictures?” Before you read: ( 10ms)

- Ask questions:

Where can you find these scenes? What does each of the pictures tell you? - Ask Sts Tell some countries which have big population

- What problems may happen if the

population of the word increases faster and faster

- Give the hand out Vocabulary:

A B

1) number (n) 2) to provide for

3) way to limit the number

a) Support b) resource 4) Figure

- Look at the pictures and answer (Students’ answers may vary.)

- Work in pairs - Answer

+ China, India

+ Social problems, shortage of water, food and other

resources

- Guess the words - Answer

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of children born

4) water, iron, gold, silver 5) # decrease (v)

5) birth- control method - Check vocabulary

3) While you read (20 ms) a) Task 1:

- Ask Ss to task ( page 82)

- Elicit Ss to say the meaning of some sentences

- Ask Ss to read the Reading - Feedback

Task 2:

- Ask Ss to read Task (page 82) and guess its meanings

- Control

- Call some pairs ask and answer the questions - Feedback

4 After you read (10ms)

- Ask Ss to work in groups to find out reasons why people think we should control the growth of world population ( para 2)

Suggested keys:

a Our resources are limited

b There is a limit to the earth ‘s land used for farming and raising animals

c There is a limit to the water we can use d There are limits ……… gold and other metals

- Feedback

5 Homework :(2ms)

- Ask Ss to write five reasons why we shouldn’t have more children

- Read the words after the teacher and tell their meaning

- Read in silence

Work in pairs - Answer

- Read

- Check the answers again

- Read and guess - Work in pairs

- Ask and answer the questions - Correct

- Work in groups and discuss

- Write their answers on the poster

- Correct

Do as directed

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Unit

B Speaking I Objectives :

Aims: Students will be able to talk about causes to population explosion,

problems of overpopulation and offer solutions

Lexical items: words / phrases related to the causes of population explosion and

the solutions to the problems of over population II Teaching method : Communicative approach

III Teaching aids: pictures, textbooks, posters and a computer screen IV Procedure

1 Warm - up (3’)

-T asks Sts to answer some questions and then introducing the new lesson and having

+ Please tell some causes of population explosion?

+ Can you give some solutions to those causes?

New lesson

Pre-speaking: (10’)

Sts open their books to task

-T introduces the situation and asks Sts to work in pairs in 3’

-T goes around and offers help if necessary

-Ss’ answers may vary

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Activity 1: Put the causes of population explosion in order of importance and explain why

Fewer children die at birth

People are not aware of the problem of overpopulation

People are not properly educated

People believe that having many children means happiness

Religion doesn’t encourage people to have fewer children

Many people believe that having a large family is a form of insurance

Activity (3’): Present the task to the class Ex: We/ I think the first cause is the most important because there are a lot of modern medical techniques nowadays

3 While-speaking (20’)

a Task 2: Ss are asked to work in pairs in 4’ to task in the textbook (List the problems facing poor and overpopulated countries.)

T asks them to use “useful language” in task to be able to match them into phrases and find some more other problems

Useful language: Poor

Low not enough lack/ shortage of

living conditions living standards food

school/ hospital/ teacher/ doctor/ nurse

- T goes around and offers help if necessary - T can ask Sts the following question before they report the results in front of the class “What are the problems facing poor and overpopulated countries?”

b Task 3:

Activity 1: Work out the solutions to the problems of overpopulation

Useful language:

-Then T asks some students present their ideas to the class

-T can ask them the following question:

“Which cause you think it is the most important? Why?”

-T gives an example orally

*For example:

+poor living conditions +unhealthy living conditions +not enough food/ expensive food +illiteracy/ unemployment

+a lot of diseases

-Ss are asked to report the results to the class

-The answers may vary

Report the results to the class Ex: - The problems facing poor and overpopulated countries arepoor living conditions, - Theyare ………

- First ……… - Second ……… - Third ………

-T asks Sts to work in groups of in 4’

, using “useful language” in task -T goes around and helps them if necessary

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raise

exercise/ implement carry out use

- an awareness of the problems of overpopulation

- living standards

- reward and punishment policies

- population education programs - family planning programs - birth control methods

Activity 2: Report the results to the class *Suggested results:

 People should raise an awareness of the

problems of overpopulation and living standards

 The government should exercise

reward and punishment policies

 Population education programs and

family planning programs should be carried out to high school students

 Safe birth control methods should be

used

4 Post-speaking ( 10’)

Activity 1: Talk about the problems of overpopulation and offer solutions, using the results of tasks 1, &

-T asks students to work in groups of 8’ in 5’, asking them to write down their ideas on a poster

-T walks around and offers ideas and comments when students need help

Activity 2: Present the results to the class Homework (2’)

-Write a paragraph about 100 words about the problems of overpopulation and offer solutions - Prepare for the listening

-3 representatives of the fastest groups will be asked to report the results in front the class

-T will take down some good ideas on the board and praise them

-T has representatives of the three fastest groups to go to the board and present their results

-T and other groups correct the mistakes and T will give good marks to the best group

-Ss are asked to write a complete passage from the models on the board

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Unit

C Listening

I Objective :

Aims : To help Ss listen for gist & for specific information II Teaching method : Communicative approach

III Teaching aids: textbooks, Cassette player, poster, hand outs IV.Procedures

Warm- up (5’)

T ask Ss to answer the questions as the lead in of the new lesson

- T checks & gives feedback

 Discuss there questions in pairs

a) Do you think that our world is over populated?

Look at the picture (of a family with many children) and answer the

questions

- Pair work Ask and answer

(80)

b) What continent has the largest population? 2.Before you listen (10’)

- T explains these words’ meanings

- T emphasizes these words appearance in the text

a) Vocabulary:

 population exploration (n)

 punishment (n)

 generation (n)

 improvement (n)

 inexpensive (a)

 particularly (adv)

- T introduces: you’ll hear an interview of world population

While you listen (20’)

 Task 1: You’ll hear Dr Brown, a world

population expert, talk about the world

population Listen to the interview and choose the best answer:

- T plays the cassette twice - T observes & gives feedback:

1.c 6,6 billion 2.d about 76 billion 3.c Latin America

4.d a decrease in death rates 5.a literacy

 Task 2:

Activity 1: Listen again and answer these questions

1) According to the expert, what will the world population be by 2015?

2) What did the expert say about the population growth rates in some parts? 3) What is the reason for a fall in the death rates?

4) What problems does population explosion cause to the world?

5) How many solutions did the expert offer and what are they?

Activity 2: ask and answer the questions (on poster)

Ask Ss to listen and repeat these words

Ask Sts to give the meaning if possible

- Ss listen & this task Compare with a partner Peer feedback

- Ss listen & this task Poster

Read the questions carefully on the poster

- T checks Ss’ understanding of these questions

- Ss listen and this task

- Some Ss to answer these questions orally

Pair work

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4 After you listen (8’)

Work in groups of five to summarize the main ideas of the passage

5 Homework (2’)

- Write a paragraph about the solutions to the problems of overpopulation

- Prepare for the writing

Group work: Ss can use the words in “vocabulary part”

T asks Ss to it at home

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Unit

D Writing

I Objective :

Aim: To help Ss practise describing the information in a chart II Teaching method: Communicative Approach

III Teaching aids : Chart, poster, hand outs IV Procedures

1 Warm- up (5’)

- T asks Ss to discuss these questions

1) Do you know any continents in our world? List them as quickly as you can

2) Which continent has the largest population?

2 Before you write (10’)

Answer the questions ( Hand-outs) 1) What does this chart tell you?

2) What’s the percentage of the population of Oceania?

3) Let make a comparison between the percentage of the population of Europe and that of South Asia?

4) Which continent ranks first and which ranks last in population?

5) What can you conclude from this charts? - After Ss have discussed the questions T asks them to give the answers From the answer T corrects & introduces the useful language for writing

3 While you write (20’)

 Task 1: Recognize useful language:

1) It shows the distribution of world population by region

2) It accounts for percent

3) The population of South Asia in more than double that of Europe

OR: The population of Europe is nearly half

Listen and answer

Work in pairs to find out the answers for these questions - Chart (Books opened)

- It can be seen that - distributed unevenly - account for per cent - more than double the

population of

- half as much as / nearly half of

- rank first / last

(83)

of that of South Asia (half as much as)

4) The population of South Asia ranks first & Oceania ranks last

5) The population of the world is distributed unevenly by region

 Task 2: Describe the chart using the useful

language from Task

- T emphasizes the beginning and the conclusion of the paragraph

You may begin with:

“The chart shows the distribution of world population by region…”

Suggested Key:

As seen from the chart, the world population is not distributed evenly South Asia has the largest population with 32% while the Oceana is the least populated with only 2% A bit higher that that of the Oceana are the rates of Latin America and Northern America with 8% for the former and 6% for the later Europe accounts for 15% of the world population and Africa is a bit lower with only 11%

To sum up, more people are found in Asia than in other parts of the world

4 After you write ( 8’) Correction & Evaluation Homework (2’)

- Write the paragraph again their notebook - Prepare for the language focus

- T can stop & check Ss’

understanding by asking them to translate these expressions

underlined into Vietnamese

- T asks Ss to write the underlined parts & makes sure they understand there useful expressions

Ss look at the chart & use expressions from Task & the beginning like this to write a paragraph of 100-12- words describing the information in the chart

Ss go to the board and write their paragraph on the board

Other Ss look at the board and correct the mistakes if necessary

(84)

Unit

E Language focus

I Objective : -To help Sts know how to pronounce consonants /kl/, /gl/, /kr/,/kw/ correctly

- To help Sts revise Conditional sentences as well as conditional in reported speech

II Teaching method: Communicative approach III Teaching aids: Pictures

IV Procedures :

Teacher’ s activities Students’ activities Warm- up:(2’)

Look at the pictures What/ Who’s this?

New lesson:(10’)

A Pronunciation (15’)

-T pronounces the consonants first  Activity 1: Listen and repeat

/kl/ /gl/ /kr/ /gr/ /kw/

Listen and put the words in correct rows:

Groupwork

Look at the pictures for minute, then write out the names of the things on the board

- The group having more correct answers will be winners

-T asks Sts to pay attention to the consonants underlined and

introduces new lesson: /kl/,/kr/,/gl/ /gr/ , /kr/

Repeat in chorus

Listen and put the words in correct numbered rows:

* Key:

1./kl/ : class, claim, clown 2./gl/: glean, glad, ugly

3./kr/: crash, creature, crowed, creep

4./gr/: grouping, ground, green 5./kw/: quarrel, quarter

(85)

Glean, crash ,class, creature, grouping, quarrel, ugly, claim, green, glad, crowed, quarter, clown ,creep, ground

1./kl/:……….…… /gl/:……… 3./kr/:……… /gr/:……… /kw/:………

 Activity 2: Practise reading aloud this dialogue

A: Didn’t you go to the cricket club? B: Yes, I did go to the cricket club A: Was it crowded?

B: Was Greg there? A: ……… B:……… B Grammar (22’)

1 Revision of conditional sentences Use poster

Ex: ( We’ll go camping tomorrow but it depends on the weather.)

 If it rains heavily, we’ll stay at home

2 ( I don’t have a bike so I have to walk to school)

=> If I had a bike , I didn’t have to walk to go to school

3 ( Betty didn’t study hard so she didn’t pass the last examination.)

 If Betty had studied hard, she would have

passed the last examination Structures:

If clause Main clause

Type 1: Present simple Will/Shall+ Bare.inf Type 2: Past simple

(To be: were)

Would + Bare inf Type 3: Past perfect Would+ Have+ P.P Exercise 1: Put the verbs in brackets into the correct form Add “ ’ll or ‘d/ would” if necessary - T corrects the answers if necessary Feedback:

(Paiwork)

- Practise the dialogue in pairs - T corrects the pronunciation mistakes if necessary

Look at the poster and as directed

Pairwork

- St(s) work in pairs to find out the structures of each kind of

Conditional sentences

Take part in the lesson and copy down

-Sts work individually, then compare with their partner’s answers

(86)

Exercise 1:

would drive could is will take closed will come Exercise 2: Put the verbs in the brackets into the correct form: (T corrects the mistakes if necessary.) Feedback:

were told had realized

wouldn’t have been would have bought had studied

2 Conditional in reported speech

-T gives St(s) examples and asks them to pay attention to some important points when the report conditional sentences

Ex: “If I have a lot of money, I’ll build houses for the poor.”, John said

 John said if he had a lot of money, he would

build houses for the poor

2 “ If today were Sunday, we wouldn’t go to school” they said to me

=> They told me if that day were Sunday, they wouldn’t go to school

Note:

Conditional sentences type and can be the same in tenses in reported speech

Exercise 3: Change the following conditional sentences into reported speech

1 The man told her that he would come to see her if he had time

2 He asked her what she would say if someone stepped on her feet

3 They told me that if it didn’t rain , they would go out with me

4 The man asked the woman what she would if she were a millionaire

5 The man told me that If I had asked him he would have lent me his motorbike

6 The man said to his daughter that they would be very disappointed if she didn’t come

7 The boy told the girl that he was sure they

Work individually

Listen and copy down Look at the handouts

Work in individually and compare with a partner

Practice speaking

(87)

would understand if she explained the situation to them

C Homework: (3’)

 Put the sentences into reported speech:

1 “If the weather is fine, I’ll go on a picnic with my friends”, Lan said to her brother “ “I’m sure she will help you if you ask her,

Jim”, said Mary

3 “If I were you, I would give up smoking”, the woman said to her husband

4 “I would have come to see you if I had known you were ill”, Kate said to Susan “ You will be disappointed if you meet

him” , Betty said to me

 Prepare for unit 8- reading

Get the handouts and it at home Do the task again in their

notebooks

Do as directed

(88)

Unit

A Reading

I Objective: By the end of the lesson, Sts will be able to master general and specific information Sts’4 skills are improved

II Teaching method: Communicative approach

III.Teaching aids: power point, textbook, chalk, board, handouts, posters IV Procedure:

1 Warm-up (5’)

Show a real thing ( lucky money bag) and ask some questions:

+ What is this?

+On what occasion we get / receive it? Or let them listen to the song “Happy New Year” + What is the title of the song?

+ When people often sing it? + What is it about?

Lead to the new lesson Before you read (10’) Give the handouts:

Activities Before

Tet

New Year Eve

During Tet 1) making banh chung

2) cleaning the house 3) going to flower

Look and answer

Listen and answer

Do as directed Work in pairs Peer feedback

Repeat in chorus to individuals

T goes round the class to help if necessary ( explanations of

(89)

markets

4) watching fireworks 5) visiting relatives and friends

6) giving /receiving money

7) doing worship / going to pagoda

8) eating special / traditional foods

9) decorating streets with colored lights and banners

Tell your partner which of these activities you enjoy doing most at Tet

Pre-teach vocabulary:

* Checking vocabulary While you read (18’) a Task

 grand (a): large / important

 agrarian (a): connected with farming

 banner (n):a long piece of cloth with a message on

which is in a public place

 pray (v):speak to God to give thanks or ask for help

 sugared apples: tao dam

 excitement (n) the state of feeling excited

b Task (textbook)

Ask Sts to read the text and decide whether the statements are true or false

T can go round the class to give offers of help if necessary or observe

* Suggested key:

F F F F F F c Task (in textbook)

Lucky number

1

3 L L

Let Sts prepare the answers in three minutes and start the game

4 After you read (10’)

words: decorate, fireworks, pagoda…)

Repetition drills: chorus-individuals

Practise speaking

Take part in the teacher’s work Read and copy down

 ( to ) mark : mine

 peach blossom ( apricot )

: situation

 sticky rice : real object

 positive : translation

 (to) pray : mine

Work in pairs Peer feedback

Open book and the task in individual and then compare with a partner

Tell their sentences and correct the mistakes if possible

Work in two groups Play the game

Work in groups and the task Present in front of class

Do as directed

(90)

Discussion

Ask Sts to work in groups of four and the task Run through all the main points before writing Go around and give help

Comment

5 Homework (2’)

- Rewrite information you applied after the discussion ( 100-150 words)

- Prepare for the listening

Unit

B Speaking

I Objectives: Talking about the celebration of Tet and other festival activities II Teaching method: Communicative approach

III.Teaching aids: book, picture, posters IV.Procedures:

1 Warm –up (5’)

What celebrates you think of when seeing these pictures? What people during Tet holidays? What you say to foreigners about it?

NEW LESSON: Pre- speaking (10’)

T shows pictures and asks questions to elicit the lesson Moon festival

Tet holidays

(91)

TASK

*Practice reading the dialogue Useful language

Did you know ……… ? It’s the time when ……… ? What you often ………?

*Practice the dialogue again, using the cues below: Did / know / next month / Tet holiday?

What / Tet?

It / time / when / celebrate / spring When / it / exactly?

This year / it / February What / often / / Tet?

Eat / special foods / dress up / friends / relatives / play / traditional games

That / sound / interesting While –speaking (18’) TASK

*Explanation: thanksgiving (n) mask (n)

parade (n) roast turkey (n)

There are some popular holidays and celebrations in Vietnam and in the world Match the holidays with its meaning and activities

4.Post- speaking (10’)

TASK 3: Ask and answer about the holidays, using the dialogue in Task as the model Homework (2’)

Write a short paragraph about the holidays above Prepare ‘Listening’

Ss play the roles

T explains these structures

Pair works Closed books

T hangs the poster on the board Ss practice the dialogue again T asks pairs to present their work in front of the class

T explains the meaning of some words

Translation Realia Picture Translation

Ss task individually, then work in groups of

St1: reads the name of a holiday St2: reads its meaning

St3: reads its activities

Pair works

Closed pairs – Open pairs T corrects the mistakes

(92)

(93)

Unit

C Listening

I Objectives: Students listen to the tape carefully and complete the tests well II Teaching method: Communicative approach

III Teaching aids: Books, posters, handouts IV Procedures:

1.Warm-up (5’)

Game “Hear and do” NEW LESSON

Activity 1: Discuss the following questions

Guess which of the following activities the Japanese often on their New Year days?

* exchanging gifts and cards

* decorating the house with peach flowers * wearing kimonos or special dress

* giving / receiving lucky money * going to the pagoda

* visiting friends

What other things you think the Japanese also at the New Year?

Activity 2: Vocabulary

Similarities housewives longevity

T lets Ss play a game to warm the class up

Pair works

T asks Ss to this task in pairs

T introduces the new words of the lesson

T asks Ss to read the sentences before listening to the dialogue

First: Individually then both can exchange their ideas and this task

Feed back

T has Ss listen to the tape again and answer the questions

(94)

constancy

Kimonos shrine pine trees represent

Activity 3: Listen and repeat While you listen (20’)

TASK 1: You will hear two people talking about how the New Year is celebrated in Japan Listen and check the things you hear

TASK 2: Answer the following questions

1 Why the Japanese a big clean up before the New Year comes?

2 Where the Japanese hear the bells from?

3 What the Japanese often wear when they go to visit their shrines?

4 Do the Japanese often celebrate the New Year with their friends?

4 After you listen (8’)

Compare the following aspects of the Vietnamese New Year with those of the Japanese one

* preparations * foods and clothes * activities on New Year’s Eve * people to celebrate with

5 Homework (2’)

- Write a short paragraph about the differences between Vietnamese New Year and Japanese New Year

- Prepare ‘Writing’

Group works

(95)

Unit

D Writing

I Objectives: Students describe a celebration’s activities II Teaching method: Communicative approach

III.Teaching aids: - books, posters, blackboard… IV.Procedures:

1 Check –up (5’) NEW LESSON

2.Before you write (10’)

Match a word in A with one in B to have a complete phrase :

A B

To crowd - the colorful parade to decorate - special food

to celebrate - the greeting cards to visit - the home

to express - friends and relatives to watch - family traditions to receive - the emotion to enhance - the street to enjoy - a hug

to give - the festival

Complete the table : T has Ss complete the missing information :

Celebration When Purposes Activities Women’s

Day

- Women are honored

-Group work

- Suggested answers : to crowd the street to decorate the home to celebrate the festival to visit friends and relatives to express the emotion to watch the colorful parade

7 to receive the greeting cards

8 to enhance family traditions to enjoy special foods

10 to give a hug

- Ss discuss in their groups and then write their answers on the board

(96)

15th of the 8th lunar month

- People celebrate the largest full moon in the year

- wear marks - have parties with special cakes and lots of fruits

- parade in the street with lanterns - watch lion dance

- People express their feelings, memories and love for their teachers

- watching fireworks

-visiting relatives and friends

- going to the pagoda

- eating special foods

- receiving “ lucky money “ - going to the pagoda

-decorating the house

-going to the flower market 3.While you write (18’)

- Ss write this paragraph individually and can exchange their ideas in pairs

- T goes around and collects mistakes and errors

- T writes Ss’ typical errors on the board and elicits self and peer correction T provides corrections only when Ss are not able to correct the errors

- T asks students to present their writings on the board -T gives general comments - T summarizes the main points

(97)

T has Ss write a description of one of the popular

celebrations in Vietnam Their description should include the following main points:

name and time of festival purpose / meaning of festival activities

whether you like it or not and the reasons

After you write (8’)

-T has two Ss present a description of one of the popular celebrations in Vietnam

5 Homework (2’)

Rewrite the paragraph in the book Prepare ‘Language Focus’

(98)

Unit

1.Aim : By the end of the lesson, sts will be able to: - Pronounce / fl /, / fr /, / өr/ correctly

2.Structures: Use pronouns one(s), someone, anyone, no one ,everyone 3.Vocabulary : Words describing celebrations

II Teaching method: Communicative approach III.Teaching aids: - books, posters, blackboard… IV.Procedures:

A Pronounciation (15’) *Distinguishing sounds

-Play the tape (or read ) once for Ss to hear the words containing these clusters

-Play the tape again and this time T asks Ss to repeat after the tape

-Ask Ss to read the words in each column out in chorus for a few more times

-Call on some Ss to read the words aloud

-Listen and correct if Ss pronoun the target words incorrectly

*Practicing the dialogue containing the target sounds

-Ask Ss to work in pairs and return to read aloud the given dialogue on page 97

-Go around to listen and take note of the typical errors

-Call on some Ss to read the dialogue again and provides corrective feedback

B Grammar (25’) a Presentation

The whole class

Individual work

Pairwork

(99)

-Set the scene with some sentences and ask Ss to comment on the use of one(s) , someone noone, anyone , and everyone

+ I don’t like the red shirt, I prefer the blue one + Don’t buy the sour oranges Buy the sweet ones + There ‘s someone waiting for the director in the office

+Have you met anyone like him ? + No one likes her story

+ Everyone laughs at him

-Check with the whole class , making clear that : *one and ones : are used to replace a previously mentioned noun (ones : plural , one : singular) * someone = somebody : It used with a singular verb in an affirmative statement or a question when the speaker / writer expects the “yes” answer

* anyone = anybody : It used with a singular verb in a negative statement or a question

* no one = nobody usually takes a singular affirmative verb

* everyone = everybody : It used goes with a singular verb It is used to refer to every person or all people

b Practice Exercise

-Ask Ss to exercise individually and then compare their answers with another student -Give correct answer

1.anyone no one 3.anyone 4.someone 5.no one 6.everyone no one

Exercise

-Ask ss to exercise in pairs

-Ask Ss to compare their answers with another pair -Call on some Ss to go to the board to write their answers

-Ask other ss to feedback and give correct answers Answers :

1 Of the three bags, I like the blue one

Work in pairs to work out the use of the pronouns

Individual work

Work in pairs

Rewrite the sentences, using the pronoun one / ones

The whole class

(100)

2.Mai is making afruit cake Huong is making , too I like reading books, especially the ones about the natural world

4.I don’t have a computer , and my father doesn’t want me to have one

5.They let me choose a pencil, I took the red one 6.There are several national celebrations Iin Vietnam,but perhaps the most meaningful one is Tet holiday

7.We told each other both happy stories and sad ones about our lives

Exercise

-Ask Ss to read each sentence carefully to understand its meaning

-Ask Ss to look that box of words to find out the word which has the most appropriate in meaning to complete the sentence Then continue with the other sentences

Ask Ss to give the answers and give feedback Answers

1 traditional grand gifts

4 celebrating polite good luck excitement C Homework

Do exercise on page 55 in the workbook

Individual work

Compare their answers with the person sitting next to them

(101)

UNIT

A.Reading I Objectives

Aims: By the end of the lesson, sts can learn new words choosing the opposite

meaning And can scan for specific information of the reading, especially

know many services of post office II Teaching method : communicative approach

III.Teaching aids : cassette, tape, posters, handouts IV.Procedure:

Teacher’s activities Student’s activities Warm- up (5’)

T gives some pictures and asks sts " What's it?" Stamp, phonecard, envelope, telephone

Then asks some questions: - Where can we buy it ?

- How often you go to the post office? What for?

- How far is it from your house to the nearest post office?

- How you go to the post office?

- What services you think the post office offers?

2 Before you read (10’) * Teaching vocabulary:

- Elicit meanings from sts or give explanations yourself and then has sts match these words:

Words Explanations

Work individually

T gives some pictures and asks sts to give the names, then answer some questions

Work in pairs

T asks sts to read the words, explanations and then match them Feedback

1-b 2-d 3-e 4-a 5-c 6-f 7-g

(102)

1 spacious courteous 3.surface mail 4.transfer 5.recipient subscribe 7.original

a.to hand over sth to sb b.having a lot of space

c.a person who receives sth from sb

d.having good manner or polite

e.mail by car, by train, f.to agree to buy newspaper and magazines regularly over a period of time

g.not copied

- Give sts some practise on pronunciation * Checking vocabulary: Rub out and remember While you read ( 20’)

1.Task 1: Circle the letter ( A, B, C or D) before the word that has the opposite meaning to the italicised word

a Thanh Ba Post office has a spacious and pleasant from office

A.large B.beautiful C.cramped D.open

b.Our well-trained staff are always courteous to customers

A.helpful B.rude C.friendly D.open c.This speedy and secure service of trasferring money can be useful

A.rapid B.hurried C.careful D.slow

d.If you want to send a document and not want to lose its original shape, send it by a fax machine

A.unique B.outdated C.change D.imaginative

2 Task 2: Read the text again and then answer the questions:

a.What is Thanh Ba Post office equipped with? b.What services are offerd at Thanh Ba Post Office?

c.According to the text, what are three different

Work in pairs

T asks sts to choose and give feedback

T corrects the mistakes if neccesary Feedback

a-C b-B c-D d-C

Work in groups of Feedback

a.Thanh Ba Post office is equipped with advanced technology and has a spacious and pleasant front office b.Mail and Parcel Service, Express Money Transfer, Phone Calls and Faxes, Press Distribution

c.They are mail, surface amil and the Express Mail Service ( EMS) d.It's used for notifying the recipient of the time and place to receive the call

e.You will have to subcribe to your favourite newspaper and magazines

Work in pairs

Feedback

(103)

ways of sending a letter?

d.What is the Messenger Call Survice used for? e.What will you have to if you want to get your newspapers and magazines delivered to your house?

3.Task 3: Find the evidence in the text to supportthese statements:

a.You cannot make a pone call at Thanh Ba Post Office at 10 p.m

b.You can save some money if you send a parcel which is under 15 kg

c.The post office offers a special mail service which is particularly fast

d.Your relatives mot have to wait till tomorrow to get the money you send them today

4 After you read

Work in groups Answer the following questions

1.Which services provided by Thanh Ba Post Office you think is the most important and why?

2.What services you think Thanh Ba Post

a The post office opens daily from a.m to p.m

b We offer a very competitive rate for parcels under 15 kg

c We also have the Express Mail Service and your EMS mail will be delivered in the shortest possible time

d We offer a speedy and secure service of transferring money in less than 24 hours

(104)

Office should have in th future? Homework:

Learn new words and questions by heart Prepare the “Speaking”

Remark :

(105)

UNIT

B.Speaking I Objectives

 Aim: have sts know how to register services provided by post offices

 Lexical items: words related to the process of registering a service provided by

the post office

 Structures: sentences used to describe a process of registering a service

provided by the post office

II Teaching method: Integrated, mainly communicative III.Teaching aids: posters, pictures, handouts

IV.Procedure

Teacher’s activities Student’s activities I Warm-up (5’)

- Describe the picture - Do you often use the services provided by the post office ? - Are the services provided by the post office very helpful ?

II New lesson:

Task _ textbook/103

1.1 Match the parts of the sentences

A B

What can I is that? Could you help

me

it for you? How much on the table

What's to send this

document to my office by fax You can see the the fax number?

T questions - ss answer

Pair work Key:

- What can I it for you? - Could you help me to send this document ?

- How much is that? - What's the fax number? - You can see the rates on the table

(106)

rates

1.2 Questions:

+ Which things does the customer says? + Which thing does the clerk says? + What service is the customer using? 1.3 Read the dialogue

Task _ textbook/104

Work with your partner, make a

conversation from the suggestion below: Student A (clerk) Student B (customer)

Great B and ask if say that you want to

he can help have a telephone line

installed at home ask where B live give your address and ask when the installation will take place say that the installation ask if A can come

will take place one on Friday week after registration

agree and ask if B has say that you already

a telephone have a telephone and ask about the installation fee and

monthly fee tell B about the fees and

ask B to fill in a form

T questions - ss answer Key:

The customer is using the fax service

Pair work

- T has pairs to speak out in front of the class

- Sts work in pairs T walks around the class to make sure that all ss are working

T selects some pairs and has them demonstrate their conversation in front of the class

Key:

A: Good morning Can I help you?

B: I want to have a telephone line installed at home A: Ok Where you live? B: I live at 123 Le Loi street When does the installation take place?

A: The installation takes place one week after your

registration

B: Can you come on Friday? A: Yes Do you have a telephone yet?

B: Yes, I have How much is the installation fee and

monthly fee?

A: You can see the rates on the table

- Ss work in pairs, complete their paper Then they may

(107)

Task _ textbook/104

3.1 Complete the conversation below A: Good morning

a ?

B: b to subscribe to Lao Dong daily newspaper

A: yes How long would you like to subscribe it?

B: c A:

d ? B: At home, please I live at 67 Ngoc HA Street

A: Ok B:

e ? A: Before 6:00? Well, it might be a little bit early .f ?

B: Ok, 6:30

A: Can you fill in this form?

3.2 Make a conversation for the 2nd situation in textbook/104

III.Homework:

Your uncle's wedding is on 20th March You want to use Mail and Parcel Service

exchange their paper to other pairs to check their answer - T has pairs to demonstrate their conversation

T comments Key:

a, can I help you? b, I would like c, for a year

d, where would you like to get the newspaper?

e, can I get the newspaper every morning before 6:00? f, how about 6:30?

Pair work

Sts work in pairs T walks around the class to make sure that all ss are working and offers ideas when ss need help T selects some pairs and has them demonstrate their conversation in front of the class

(108)

provided by the post office to send him a present Make a dialogue follow the situation above

Remark :

(109)

UNIT

C Listening

I Objective: By the end of the lesson, students will be able to listen and answer the

development of Vietnamese network; summarize the listening by writing

and speaking

II.Teaching method : Communicative approach

II Teaching aids: a cassette player and tape, pictures, posters, hand - outs III Procedures:

Teacher’s activities Student’s activities Warm- up (5’)

GAME: STOP THE BUS !

a Find things that you use to contact with your friends

b Find things that belong to a cellphone c Find things that you can buy at a post office

d Find names of cellphone that are popular in Vietnam

Activity 1: Ask and answer the following questions

a Do you like talking on the phone?

b Is your family on the phone? What is your phone number?

c Does any member of your family have a cellphone? What make is it?

d What you think are the advantages and disadvantages of cellphone?

* Suggestions :

(d) - Advantages: When you have a mobile phone,

Group work

T divides the class into four groups Each group tries to find words as quickly as possible after T’s questions The group that finish firstly will shout: “Stop the bus!” and go to the board to write down the answers

If the group give the right answer, they will get one mark

The group that get the best marks will be the winner

Pair work

(Poster/ Extra board)

Ss work in pairs, ask and answer the questions

T can gives some suggestions

(110)

you can:

+ contact other people easily

+ be reached at almost anytime anywhere + not miss any important information

+ feel close to your family when you live far away from home, go on business

- Disadvantages:

+ Don’t have much privacy

+ It’s irritating to get a call when you are sleeping or in a meeting

+ Cost amount of money for paying every week/ month

2 Activity 2: Listen and repeat

Commune (n) communal growth Digit subscriber rural network Upgrade (n) capacity (n)

3 While you listen (18’)

1 Activity 1: (Task 1) Listen to information about the development of Vietnam’s telephone system over the past few years and the tasks

* Guiding questions:

a How many subscribers were there in

Vietnam in the early 1990? How many ones now?

a How many percent of communes in Vietnam have telephone services?

* Feedback of task 1:

1 B D C D 5.C

T explains new words that appear in the listening

Ss listen and repeat in chorus and individually

Pair work - Hand-outs

- T asks some questions and

encourages Ss to try answering based on their general knowledge before they listen to the listening

T introduces the listening and asks Ss to scan the task

Ss work in pairs and underline key words

Ss listen to the first time to choose the right answers and the second time to check their answers

T corrects after the second time of listening

(Pair work) (Poster)

Ss read the Qs and try answering by their memory

Ss listen to the listening for the first

(111)

2 Activity (Task 2): Listen again and answer the following questions:

a According to the passage, which country has the biggest growth in the number of

telephone subscribers?

b How many telephone subscribers does Vietnam have now?

b How many telephones were there in Vietnam in the early 1990?

c How were the fixed telephone numbers changed in 1996?

d When did the change of mobile telephone numbers take place?

e According to the passage, how many communal post offices are there in Vietnam? * Feedback:

a China has the highest growth in the number of telephone subscribers

b More than six million telephone subscribers c There were only 140,000 telephone

subscribers

d The fixed telephone numbers were changed from six to seven digits in Hanoi and HCM City as well as six digits in other provinces e In 2001

f There are 6,014 communal post offices in Vietnam

4 After you listen (10’) Activity 1: Lucky number

1

4

1) China ranks second to Vietnam for

time to write down the answers, the second time to complete their answers Ss work in pairs, practice asking and answering the questions

T asks Ss to go to the board and write down their answers

T corrects

(Group work) (Poster)

T divides the class into groups Each group chooses any number in the poster and answers the questions For each right answer, the group will get one mark

If the group choose the lucky number, they will get marks without

answering the question

(Group work)

Ss work in groups of four or six to retell the main information of the listening based on Task and Task

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growth in the number of telephone subscribers (F)

2) At present Vietnam has two million subscribers (F)

3) Nowadays, 93 percent of communes across Vietnam have the telephone services (T)

4) Lucky number

5) Since 2000, Vietnam has increased the price of several services (F)

6) Vietnam has set up a network of 6,014 communal post offices (T)

Activity 2: Summarize the main ideas of the listening passage with following points Vietnam’s rapid growth in telephone

numbers

2 The addition of digits to existing telephone numbers to meet the increasing demands The reduction in monthly telephone fees

T asks or Ss to present in front of the class

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4 The expansion of the telephone networks to Vietnam’s rural areas

Homework : Prepare the “Writing ”

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UNIT

D.Writing

I Objectives

Aims: - Help ss know how to write a letter to express satisfaction/ dissatisfaction

- Practice writing a letter to express satisfaction/ dissatisfaction II Teaching method : communicate approach

III.Teaching aids: Picture, posters IV.Procedure:

Teacher’s activities Students’ Activities 1.Warm-up (4’)

Lucky star

Use a Picture of Danang central post office covered with pieces of paper, on which there are numbers from to Ss choose the number and answer the question to uncover the picture For each correct answer ss get marks and the piece of paper with the number they choose will be taken out If they have the number with a lucky star , they will get marks for their correct answer Then the group which can guess the picture will have marks The one with more marks will win the game

Questions :

-T gives instructions

- Ss work in groups Each group will take turns to choose the number and answer the questions to get marks

Feedback:

1 Mail and parcel service

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1 Which service you use if you want to send a parcel to your friend?

2 Which service you use if you want to make a call?

3 Which service you use if you want to have your newspapers delivered to your house?

4 Which service you use if you want to send your brother some money?

 Picture : Danang (central) post office

Questions to lead in:

1) Have you ever been to a post office? 2) What you there?

3) Are you satisfied with everything there? 2.Before you write (10’):

Act 1: Discuss some matters of the post office Group +2 :

1.The opening hours of the post office 2.The quality of the equipment

Group 3+ 4:

3.The security conditions of the post office 4.The attitude of the staff

Group +6:

5.The prices of the services

6.The punctuality of delivery of letters and newspapers

2 Phone call and faxes service

3 Press distribution

4 Express money transfer

-T asks questions to elicit -Ss answer individually

-Poster

-SS work in groups discussing the matters given

-T goes to some groups and gives help if necessary

-the representatives of the group presents their opinions

-T writes the words/expressions ss use to talk about the matters and adds some more

Feedback:

1.too late/ early…

2.good/bad/ poor quality/ needs repairing…

3.good/ poor security condition/ no one to keep motorbikes or bikes/ pickpockets…

4.polite/ helpful/ rude/ arrogant…

5.low/ high/ reasonable… 6.always/ never punctual/ sometimes late/ letters and newspapers are lost…

-T asks some ss to express their ideas in full sentences and writes them on the board

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Act 2: Give model sentences:

Ex: 1)The staff here are very helpful and polite They are willing to help you when you need 2) The equipment there needs upgrading Sometimes I needed to fax an urgent document but it was impossible because the fax machine was out of order

…

Act 3: Prepare for writing the letter: 3.1 Read the requirements of task 3.2 Give useful language

Sentence connectors:

First , Second, Third, … Finally Moreover,

Furthermore, However,…

Note : If you express both satisfaction and dissatisfaction, you should show your satisfaction first

3.While you write (20’) Task

After a year in the job, the director of Thanh Ba Post Office has invited residents in the

neighborhood to write letters to him describing the quality of the services they have received Write such a letter, using the ideas you discussed in Task

- Correct some writings - Model writing

(address) Dear Sir,

I have lived here for five years and during this time I have used most of the services of Thanh Ba post office Now I am writing to show you my opinions of these services The staff here are very helpful and polite They are willing to help when we need The

-T asks ss to read the task carefully and translate it into Vietnamese

-T asks ss some sentence connectors they may use in the letter

-SS work in groups of writing the letter on the poster

-Ss may use the models sentences in Act in their writing

-Peer check

-T corrects some writings -T gives ss model writing

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prices of the services here are quite reasonable, so most people in our neighborhood use the services here However, there are still some matters The equipment in the post office needs upgrading Sometimes I needed to fax an urgent document but it was impossible because the fax machine was out of order Moreover, the delivery of newspapers is never punctual One more thing I want to mention is that the security conditions of the post office are not very good There used to be property loss here I am writing in the hope that these matters will be improved If so, I believe more and more people will go to Thanh Ba post office

Yours faithfully,

5.Homework (2’)

- write a letter to show your satisfaction/ dissatisfaction with the services of the railroad company

Remark :

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UNIT

E.Language focus I Objectives:

 Aim(s): Show Ss how to pronounce the sounds /sp/, /st/, /sk/ , and helps Ss

practise reading correctly these sounds in the sentences T also helps Ss to review kinds of relative clauses

 Lexical items: words contain sounds /sp/, /st/, /sk/, and revision

 Structures: Defining relative clauses and Non-defining relative clauses

II.Teaching method : communicative approach III Teaching aids : Pictures, handouts, posters IV Procedure:

Teacher’s activities

Students ‘activities Warm up: Name the pictures

Star Spider Skull /star/ /spaid∂/ /skl^l/ Pronunciation:

/sp/ /st/ /sk/: voiceless unaspirated /sp/ /st/ /sk/

speak Stanley ask

speech stand disk

speedy stop dusk

crisp best skill

spacious text school

Practise reading aloud this dialogue: (page 108)

T shows Ss some pictures and asks them to give the English names of the pictures

T corrects if necessary T introduces the new lesson

T has Ss to listen to the tape and then repeat several times

T calls Ss’ attention to these sounds in the sentences

Ss have to recognize these sounds in the dialogue

Atlas Axis Mandible

Zygomatic

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3 Grammar: Defining relative clauses and Non-defining relative clauses

 Presentation

Ex1: Elephants who marry mice are very unusual

Ex2: My friend John, who went to the same school as me, has just written a best-selling novel

Ex3: Let's go to a country where the sun always shines Ex4: Elephants, which are large and grey, can sometimes be found in zoos

Defining relative clauses give essential information to

define or identify the person or thing we are talking about Non-defining relative clauses are always separated from the rest of the sentence by commas

Notes:

1 In non-defining clauses, you cannot use ‘that’ instead of who, whom or which

2 You cannot leave out the relative pronoun, even when it is the object of the verb in the relative clause

3 Non-defining clauses can be introduced by expressions like all of, many of + relative pronoun:

Examples: There were a lot of people at the party, many of whom I had known for years

 Practice:

 Exercise 1: Explain what the words below

mean, using the phrases from the box (Textbooks page 109): Key: A burglar is someone breaks into a house to steal things

A customer is someone buys something from a shop A shoplifter is someone who steals from a shop A coward is someone who is not brave

A tenant is someone who pays rent to live in a house or flat

 Exercise 2: Complete each sentence, using

who, whom, or whose:(Textbook page 109)

Key: who/that whose whom/who/that 4.whose whom/who/that

 Exercise 3: Join the sentences, using who,

that, or which: (Textbook page 109)

Key: The man who answer the phone told me you were away

T asks Ss to identify what kind of relative clause the examples are (ex1,3: defining; Ex 2,4: Non-defining)

T asks Ss to recall how to use relative clauses T can give Ss some more notes

Pairwork

T has Ss to read the phrases and match the words with them Then read loudly the sentences

T asks Ss to give Vietnamese meanings Pairwork

T can ask Ss to recall where to put who, whom, or whose before doing the task

Pairwork

After doing the task in pairwork, T calls Ss to choose the square he/she

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The waitress served us who was very impolite and impatient

The building which was destroyed in the fire has now been rebuilt

The people who were arrested have now been rebuilt

The bus which goes to the airport runs every half an hour

 Exercise 4: Join the sentences below,

using who, whose or which: (Textbook page 110)

Key: Peter, who has never been abroad, is studying French and German

You’ve all met Michael Wood, who is visiting us for a couple of days

We are moving to Manchester, which is in the North-west

I’ll be staying with Adrian, whose brother is one of my closest friends

John Bridge, has just gone to live in Canada, is one of my oldest friends

4.Homework ( )

Production: Combine the sentences using a relative clause Use relative pronouns only where necessary Note that you have to use commas in some of the sentences

A holiday in Scotland

1 We spent our holiday in Scotland last year Scotland is in the north of Great Britain.(We )

2 People live in Scotland They are called Scots (The people )

3 We first went to Edinburgh Edinburgh is the capital of Scotland.(We first .)

4 Arthur Conan Doyle was born in Edinburgh He wrote the Sherlock Holmes stories.(Arthur Conan Doyle .)

5 Then we visited a lake It is in the Highlands (The lake .)

6 Loch Ness is 37 km long People know it for its friendly monster (Loch Ness .)

7 There we met an old man He told us that he had seen Nessie (An old man .)

8 We then travelled to a mountain The mountain is near the town of Fort William (We then .)

likes, and he/she has to the sentence with number behind the square (LN: Lucky)

2 LN Pairwork

Applying steps like Ex3 T remembers to ask Ss to pay attention to the difference between non-defining relative and defining relative clause

Handouts Pairwork

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9 The mountain is the highest mountain in Great Britain It is called Ben Nevis (The mountain .)

10 I sent you a postcard It was written on the summit of Ben Nevis (The postcard .)

Remark :

Unit 10

A.Reading

I Objectives:

By the end of the lesson , the Ss will be able to know the value of the nature

 Read and guess meaning in context  Identifying main idea

 Passage comprehension

II Teaching aids: textbooks, pictures, handouts, reference books, cassette IV Procedures:

Brain storming : Put the suitable words into the empty

boxes Look and guess

Answer

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Suggested answer

Pollution - floods Before you read (10ms)

-Ask Ss to read the facts about endangered species and discuss the question below

- Helps Ss use English to discuss and get pleasant air before learning new lesson

Suggested answers :

1.The fact above show that the numbers ofsome wild rare animals become extinct

2 The number of these animals have become small because they are killed forfood fur or skin

Pre- teach vocabulary:

Human being (adj) người

- Work in pairs

-Discuss to answers the questions

-Ss are able to give many different ideas

Forest fires

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Cheetah (n): báo Panda (n) : gấu trúc

Pollutant (n): chất gây ô nhiểm Danger (n) : mối nguy hiểm Disappear (v) : biến Rare (adj) : quí Wild (adj) : hoang dả Species (n) : loài Survive(v) : sống sót

Offspring (n) : sinh While you read (18ms)

-Ask Ss to read the text silently and task after reading

Take note :

Synonym: = human race = Human = being people -Words about destroying nature : influence , change , affect , destroy , kill , cut, disappear …

-Words about actionof protection environment : protect,

Save , set up , raise , prohibit , establish…

-Use of verbial phrases : have a great influence on , result in, as the result, so… that …, in danger of becoming extinct,…

Task

- Guide Ss to find the part of speech of the needed words

- Ask Ss to read the passage silently and then fill each blank with a suitable word in the box

- Get Ss to give their answers - Give feedback

- Suggested answer :

extinct protect decreasing

pollutants endangered interference

Task : ( pairwork)

- Get Ss to read the instruction - Explain some words if necessary

- Ask Ss to work in groups to the task

-Work individual

- give the answers in front of class

- Others remark , correct if necessary

- Read the instruction - Do the task in groups - Give the answers - Take notes

-Work in pairs -Practise speaking without

writing in class

- work in groups to discuss - present their ideas in front of class

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- Monitor class

- Ask Ss to give their answers

- Check their answers and then give feedback Key :

1.C 2.B 3.A 4.C Task 3:

-Ask Ss to scan and find the necessary information to answer the questions

-Go around clas to chect Ss’ activities and help Ss who have difficulty

4 After you read ( 10ms)

Get Ss to work in groups to find out why some animals have become extinct

- Monitor class

- Get Ss to give their opinions in front of class Suggested answers

People hunt animals for meat, skin, leather, stucks, … Our country not have policy to protect them

5.Homework (2ms )

- Ask Ss to write the questions of task at home - Prepare for the speaking

Remark :

Unit 10

B Speaking I Objectives:

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

 to talk about nature in danger

 to talk about measures for protecting endangered nature

II Teaching method: communicative approach II Teaching aids: textbooks, pictures, handouts IV Procedures:

(125)

Introduce the lesson by giving the questions

1.Why we call some animals such as tigers, bears, elephants, whales endangered animals ?

2 What should we to protect and save them ? Suggested answers

1 We call these animals endangered animals because they are hunted or killed in large number so that they are in danger of becoming extinct

2 We should stop eating and killing wild animals Pre- speaking (10ms)

Give the request

* Put the reasons why nature is threatened in order of importance

- Explanation

- Give the modelling with three students

T : In your opinion which reason is the most important ? S1 : I think burning the forest is the most important Because animals and plants will die, which cause the air pllution

S2 : I think cutting drown trees for wood is the most important because without trees and plants , most water would run off and cause not only erosion but also

floods

-Go around to help Ss and check - Check speaking in front of class While- speaking (18ms)

- Give the request of the task a Task 1:

* Put some reason in the order of importance

( Ss may have the different orders The main purpose of task is Ss understand and remember the structures introduced in the lesson )

b Task 2:

Match the reasons in task with possible measures for protecting endangered nature in the box below

* Setting a model

A : It is said that people are killing animals for fur, skin

Close the textbook - think a minute - answer individual

-Work in pairs

- Discuss and put the reason

- Work individual - Order the reasons

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and food

B : I think killing animals for fur , skin and food should be banned

-Go around to help Ss and check - Check speaking in front of class

Task 1: Reasons Task Measures killing animals for fur,

skin and food

2.keeping animals as pets 3.Hunting or capturing animals for recreation and entertainment

4.cutting down trees for wood and burning the forests

5.using fertilifers

pesticides for cultivation

6 discharge chemicals pollutants into the environment

- killing animals for fur, skin and food should be banned

- keeping animals as pets should be discouraged - alnimals should not be captured for recreation and entertainment - all of kinds of anlmals and plants should be protected

- decreasing the use of fertilifers and pesticides for farming should be encouraged

- discharge chemicals pollutants into the environment should be prohibited

Post speaking ( 10ms) - Give the request of the task

* State the negative impact made by people on the environment and suggest measures to protect it -Setting a model

A : It is said in the newspaper that people are burning forests and cutting down trees for wood

B : That’s why the forests are destroyed C : What should we to protect forests ?

B : I think burning forests and cutting down trees for wood should be banned and planting trees should be encouraged

-Go around to help Ss and check

- Check speaking in front of class ( or pairs ) Homework (2ms)

-Work in pairs

-Find measure for each reason

-Practice in pairs

- Use “ should be + V3/ed

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- Find out three reasons why nature is threatened and three measures to protect it

Remark :

Unit 10

C Listening

I Objectives

Educational aim: By the end of the lesson students can be able

to listen to the passage to get information about national park

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2.Lexical items: words , phrases related to national park II Teaching method : communicative approach

III Teaching aids : textbooks , cassette player ,chalk , poster , picture……… IV Procedure

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

1.Warm-up(5mn)

- Show picture of a national park –ask: 1.Do you know what it is ?

2.Can you name some national parks in Viet Nam?

2.Pre-lisnening (5mn)

- Introduce the new words reading in the tape on page 119

scenic feature devasting maintenance

approximately

vehicles completely - Give the Vietnamese meaning

- Read model once

- Check Ss’ pronunciation - Ask Ss

T : Can you guess what the listening passage is about ?

S : It’s about the national park 3.While- lisnening (23mn) Task

- Ask Ss to close their book - Hang up the poster on the board - Ask Ss to work in pairs to guess T-F after reading the staments carefully - Play the cassette twice

- Ask Ss to give feedback on the board - Correct

Suggested answers

1 To whom it may concern

2.It was a service for which I will be grateful 3.The success of a shared holiday depends on whom you share with it

4.Do you like the person who sits next to you ? 5.Midway through the second half Manchester United scored their goal, at which point Leeds United gave up completely

6.There is one person to whom I owe more than I say

7.It was the kind of accident for which nobody

Suggested answers: Mrs Swan screams when she sees a small snack slowly

creeping across her foot

-Listen, repeat and take notes

-work in pairs to pick out the words

- read aloud in front of class - take notes

- Rewiew and listen - Work in pairs

- Go to the board to exercises

- Take notes

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was really to blame

Exercise : Combine the following sentences, using prepositions + whom / which

- Go around to help Ss - Check in front of class - Conduct the feedback Suggested answers

1 and (examples in the textbook)

3.The man to whom I talked yesterdaywas being kind

4.The man about whom I told you works in the hospital

5.The man about whom I am telling teaches me English

6.The movie about which they are talking is fantastic

7.The picture at which she was looking was beautiful

8.I’ll give you the address to which you should write

Exercise : Combine the following sentences, using prepositions who, which or that

- Go around to help Ss - Check in front of class - Conduct the feedback Suggested answers

1.Jack is the one that I miss most

2.It was a kind of computer with which I was not familiar

3.Do you get on with the person who lives next door ?

4 I must thank the man from whom I got the present

5 It is an event which / that I would never forget 6.The meeting to which I went was interesting 7.The person who did it was interesting

8.That’s the girl to whom Jim used to be married

* REMARK ( If having time, Teacher can provide Sss exercises related to the Grammar points to consolidate the knowledge, teacher

- Practice individual - Check in pairs

- Take notes

- Practice individual - Check in pairs

- Take notes

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write the exercises on posters to hang up on the board)

Remark :

Unit 11

A.Reading I.Objectives:

 Aim: By the end of this lesson, Sts can have more knowledge about sources of

energy and alternative sources of energy

 Lexical items: Word, phrases related to sources of energy and alternative

sources of energy

 Skills: Reading for general and specific information

(136)

II.Teaching method: Integrated, mainly communicative

III.Teaching aids: Pictures in textbook, posters, handout ……… IV.Procedures:

Teacher’s activities Sts’ activities

1.Warm- up (3ms)

-Ask Sts to close their books

-Hang the pictures on the boards, ask Sts to

match the pictures with their names Pictures Names

Windmill Solar panel Dam of hydroelectricity

Nuclear energy -Correct

2 Pre -reading (8ms)

-Ask: How many kinds of sources of energy

Do you know?

What we need energy for? Teaching New Words

alternative sources of energy ( T gives ex)

geothermal heat (n) (T translates) potential (n) ( T translates)

researcher = scientist (n) to be exhausted ( T gives ex) infinite ( Adj )

3 While – reading (24 ms)

-Ask Sts to read the text silently in ms Task (8 ms)

-Give the instruction

-Add the poster of task on the board, asks Sts to it in pairs

-Ask some Sts to write the answers on the poster

-Ask the others to remark - Correct

Task (10 ms)

-Give the instructions and asks Sts to

Close the books

-Match pictures with names

-Answer: coal, gas, petroleum ……… -Answer: cooking, heating, running machines …………

- Listen, copy down, as T’s instructions

- Read the reading silently

-Work in pairs -Write the answer - Others remark

-Read the text again -Work in groups

(137)

read the text again quickly to task -Give Sts handout of task and asks them to work in groups of

-Ask them to compare the answers with others

-Add the poster of task on the board then calls Sts of groups to the board to stick in the advantages or

disadvantages of some kinds of energy - Correct if necessary

Task (6 ms)

-Ask Sts to work in pairs to find out the answers for these questions

1 What is our major source of energy? How many sources of energy are mentioned in the text, and which one you think has the most potential?

-Give Sts marks to encourage them 4.Post – reading (8 ms)

-Give the instruction -Ask Sts to work in pairs

- Ask Sts to write the answers on the board

-Ask others to remark - Correct

5.Homework (2 ms)

Sts find some other sources of energy are used in their villages

-Compare the answer with each other -Go to the board

- Others remark

-Work in pairs to answer

-Present in the front of the class

- Work in pairs

- Write the answers on the board - Remark

Remark :

Unit 11

B Speaking I.Objectives:

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Aim: Sts learn to talk about the advantages and disadvantages of alterative energy Lexical items: Phrase and expression related to energy

Structure: Sentences used to express one’s idea II Teaching method : Integrated, mainly communicative

III.Teaching aids: Pictures, newspapers, material related to alterative energy IV.Procedure:

Teacher’s activities Sts’ activities

I/ Warm up (3 ms)

Tasks:1/ Name some present sources of energy?

2/ Can they be used up? 3/ What are the alternative sources in the future?

II/ Pre – speaking (8 ms) Task :

* Read the sentences in the box and tick if these facts are advantages or

disadvantages

- Ask Sts to discuss -Gives feedback -Suggested answers

1 – D, –D, – D, – A, – D, – A, – D

III/ While – speaking (18 ms)

-Ask Sts to work in pairs to talk about the advantages and disadvantages of using each alterative energy, using the suggestion in task

- Ask Sts to scan “ Useful expression” I think that …………

Why you think / believe so ? It is………… However ,………

-Hang the poster of task on the board, calls one St to play roles the

conversation with him * Model

T : More and more people worry about the shortage of fossil fuels

Answer: 1/ oil, coal, natural gas …… 2/ ………

3/ ………

-Work in pairs -Do the assignment

-Others listen to their T and friend

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S : That’s true and I think that wind power can be an alternative source of energy

T : Why you think so ?

S : Because our main major source of energy is running out while the wind is abudant and unlimited

T : I know it is also clean and safe to the environment However, it is not

available when there is no wind -Ask Sts to the same in pairs

- Call some pairs to present in front of the class and gives comments

IV/ Post – speaking (14 ms)

T asks Sts to work in groups to make other conversation depending on the example and task

A: I think water power provides energy without pollution

B: Why you think that?

A: Because………the water ………

B: I………….when there is a shortage of water

T asks some pairs to present T gives marks

V/ Homework (2ms)

Sts give the opinion on the using of alternative sources of energy in the future

-Work in pairs

- Present in the front of the class

-Work in groups

-Present in the front of the class

-Do the homework

Remark :

Unit 11

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C Listening I.Objectives:

Aim: Listen to the talk to get the information about natural sources that are necessary for life

Lexical items: Word related to sources of energy II.Teaching method : Integrated, mainly communicative III.Teaching aids: Pictures, cassette player

IV.Procedure:

Teacher’s activities Students’ activities Warm up (3 ms)

-Ask 1/ What are the natural resources that are necessary for life?

2/ Which are renewable or non-renewable?

2 Pre – listening (5 ms)

- Ask Sts to list some of the things which use energy in their houses - Read the words and ask Sts to repeat Ecologist resources renewable Fossil unlimited fertilizer While – listening (25 ms)

Task 1: T asks Sts to read task -Have Sts listen to the passage and choose the correct answer

-Ask Sts to give the answer -Correct

-Have Sts listen again to check the answers

Task 2:

- Get Sts to read the passage in textbooks

-Let Sts listen to the last part of the talk and fill in the missing words

-Call some Sts to give the answers -Correct

-Answer: gas, water, air, coal, forest……

- List: T.V, fan, cooker, radio ……

-Repeat

-Read

-Listen twice to the task -Give the answers

-Listen again

-Have a look at the passage -Listen and the task

-Share the answers with the others Answers: unlimited atmosphere may 4.gases amount

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4 Post – listening (10 ms) -Divide Sts into groups

-Call Sts come to the board to write the answers

-Correct

5 Homework (2 ms)

Sts write a paragraph about how to use energy economically (50 words)

-Discuss to find out which energy is renewable or non

-Do at home

Remark :

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Unit 11

D.Writing I.Objectives:

Aim: By the end of this lesson Sts will be able to describe the chart of consumption in

Highland

Lexical items: Word and phrases related to energy consumption `Structures: Simple past tense

II.Teaching method: Integrated, mainly communicative III Teaching aids: The chart in text book, poster

IV.Procedure

Teacher’s activities Students’ activities Warm up (5 ms)

-Let Sts play a spider game

-Divide class into groups then call them to the board to write the words related to energy

Energy: gas, coal, wood, petroleum……

2.Pre – writing (10 ms) Task 1:

-Attache the picture of the energy consumption in Highland in 2000 and 2005 on the board and asks Sts to discuss

-Ask them to remark the chart by giving questions

1/ How many tons of coal were used in Highland in 2000?

2/ How many tons of petroleum were used in Highland in 2000?

-Discuss in their groups -Go to the board

-Discuss in groups

-Remark the chart by answering the questions

1: 40 2: 57

-Look at the poster -Work in pairs

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-Hand poster of task on the board then gives instruction

-Ask Sts to work in pairs

Then T calls them to write the answer on the poster

-Ask others to remark -Correct

3 While – writing (18 ms) Task

- Ask Sts to read through task again and continue discuss the consumption of energy in Highland in 2005

-Ask them to describe the chart of energy consumption based on task 1.( pairs write on the poster)

-Ask Sts to share the answers with their friends

-Call pairs to stick the posters on the board

-Ask the others to remark -Give feedback

-Ask Sts to copy down 4.Post – writing (10 ms) Task 3:

-Ask Sts to describe the chart based on Task and

-Ask Sts to write on the board -Ask others to remark

-Correct and give marks V/ Homework (2 ms)

-Give Sts the chart of food consumption in Vietnam in 2000 then asks them to describe at home

Write the answer on the poster Remark

-Work in pairs

-Share and correct the answers -Stick the poster on the board Others remark

-Copy down

-Do the exercise -Write on the board -Remark

-Do the assignment at home

Remark :

(144)

Unit 11

E Language focus I.Objectives:

Aim: Sts learn how to pronounce /sr/ / spl/ / spr/ accurately

Sts learn to use relative clauses replaced by participles and to infinitives correctly

Lexical items: Words and phrases used for everyday exchanges Structures: + Relative clauses

+ To infinitive

II.Teaching method : Integrated, mainly communicative III.Teaching aids: Pictures, posters

IV.Procedure:

1 Pronunciation (16 ms)

-Describe how to pronounce the consonant clusters / sr/ / spl/ / spr/

-Pronounce the consonant clusters one by one -Ask Sts to repeat the clusters

-Ask Sts repeat the words -Read the sentences one by one

-Give some more sentences which contain these consonants on the board

-Ask Sts to underline the consonants they have learned

2.Grammar (25 ms) Exercise 1:

-Listen to T -Listen

- Repeat after T

Some Sts read the words -Practice the words in pairs -Practice the sentences in pairs -Go to the board to underline

(145)

-Show the examples

1/ The man who spoke to John is my brother 2/ The man speaking to John is my brother -Ask Sts to remark the examples

-Explain how to reduce

-Ask Sts to the exercises in the book in pairs *Rewrite the following sentences, using present participle phrase

-Correct

Suggested answers :

1.The boy playing the piano is Bend 2… the woman coming towqard us ? 3.The people waiting for the bus……

4.The scientists researching the causes of the cancer …

5 The fence surrounding our house… 6… an apartment overlooking the park Exercise 2:

-Ask Sts the same as exercise

*Rewrite the following sentences, using past participle phrase

-Correct

Suggested answers :

1.The ideas presented in that book are interesting 2.a city located in the southern part of the country 3….a house built in 1890

4.The photographs published in the newspaper were extraordinary

5.The experiment conducted at the unversity of Chicago was successful

6… a hospital sponsored by the government Exercise 3:

-Explain how to reduce relative clauses into to infinitive by giving examples to illustrate Example:

Yuri Gagarin was the first man who flew into space Yuri Gagarin was the first man to fly into space -Ask Sts to the exercise in text book in pairs * Rewrite the following sentences ,using To - ifinitive

-Correct

-Work in pairs to remark

-Work in pairs then share the answers with the others -Give the answers

-Listen to T and take notes

-Work in pairs

-Share the answers with the others

-Give the answers

(146)

Suggested answers :

1 ….the last man to reach the top The last person to leave the room … The first person to see is Mr.Smith ….the second person to be killed… The first person to catch…

Homework (4 ms)

Gives homework by using handouts

-Do at home

Remark :

Unit 12

A Reading I.Objectives:

Aim: By the end of this lesson, Sts can

Guess meaning in context / scan for specific information / master passage comprehension

Lexical items: words related sport, games, gymnastic

Structures: summarize the text in the way of speaking or writing II.Teaching method : Integrated, mainly communicative

III.Teaching aids: Pictures, posters IV.Procedure:

1 Warm-up (5mns)

-Show the pictures about the games of sport -Give the questions

1.What sports you see in the photos ? 2.Which one you like to play ? why ? 3.In which sporting events are these sports competed ?

Suggested answers

1.They are : football, basketball, tennis, volleyball bodybuilding ,hockey, wushu

2.I like to play ……… because it makes me healthy

3 In Sea Games and Asian Games 2.Before you read (10mns)

-Close their textbooks

-Work in pairs -Give the answers

- Open their textbooks - Look at the pictures in the

(147)

- Ask Sts to look at the pictures in the textbook and say names of sport

Keys : Tennis, wushu, fencing, football -Ask Sts to answer the questions in page 136 -Check in front of class

Suggested answers

1.facilities 2.aquatic 3.enthusium

4.effort 5.advancing 6.appreciated

Task

*Scan the passage and complete the following table -Go around to help Sts

-Check in front of class Suggested answers 1951

2.the 2nd Asian Games in Manila, the Philippines 3.1958

4.Squash, rugby, fencing and mountain biking 5.2002

Task

*Ask Sts to answer the questions Go around to help Sts

-Check in front of class

textbook and say names of sport

- Work in groups of four - Give the answer

- Guess the words - Answer

- Read the words after the teacher and tell their meaning

- Read in silence - Work in pairs

- Present in front of class

-Work individual - Compare the answers

- Work in pairs - Ask and answer

(underline the question words “ what,

How many, in which sports events)

(148)

Suggested answers

1.The purpose of the Asian Gamesis to develop intercultural knowledge and friendship within Asia 9,919 participants took part int the 14th Asian Games

3.They won the gold medals in bodybuilding Billards and

Women ‘s karatedo at the Busan Games 4.After you read (8mns)

* -Ask Sts to disccus about the names of sports in which Vietnamese athletes have gold medals at the Asian Games

-Call the representatives of groups tell in front of class

5 Homework (2mns)

Name some sport games you know

- Work in groups of four - Present in front of class

Remark :

Unit 12

B Speaking I.Objectives:

Aim: By the end of this lesson, Sts can

Ask for and give information about the Asian Games / talk about sport result

Lexical items: words related sport, games, gymnastic Structures: summarize the text in the way of speaking II.Teaching method : Integrated, mainly communicative III.Teaching aids: Pictures, posters

IV.Procedure:

1 Before you speak (13mns) Set the scene (poster )

-Ask Sts to put in order of the words provided to complete sentences

1 were, 14th ,the, where ,Asian ,held, Games, when ,

-Close their textbooks

-Work in pairs

(149)

and ?

2.countries , in ,how, the , many , took, Games ? were, at, Games, sports, many, completed, how, the ?

Suggested answer

1 Have you found the bike you lost ?

2 most of the classmates he invited to the party couldn’t come

3.The short stories John told were very funny 4.The dictionary I bought yesterday is expensive, but very interesting

5.I didn’t like the man we met this morning The beef we had for lunch was really delicious

Exercise

Complete each of the following sentences, using a suitable in the box to make relative clause with a preposition

Ask sts to work in pairs

-Give the remark Caâu a : relative clause

Caâu b : Omission of relative pronouns

- Work individual

- Compare in pairs

- Read the answers loudly

-Work in pairs

-Compare the answer - Present in front of class

(158)

Suggested answer

1 I enjoy my job because I like the people I work with

2 The dinner party we went to wasn’t very enjoyable

3.The house we’re living in is not I good condition

4 I wasn’t interested in the things they were walking about

5 He didn’t get the job he applied for The bed I slept in was very modern 4.Activity (10mns)

Exercise

Tick  the sentences in which the relative

pronoun can be omitted

-Ask sts to work individual then compare in pairs

 Relative Pronouns as objects can be omitted  Relative Pronouns as sujects can not be

omitted

Suggested answer

1.The girl who we are going to see is from Britain

2 He work for a company that makes cars 3.What was the name of the man who you met yesterday ?

4 The table that was broken has now been repaired ?

5.Do you know the girl who is talking to This is the novel that I’ve been expecting Homework (2mns )

-Complete the sentences with relative clauses Do like the play ? That was the lady

- Work individual

- Compare in pairs

- Read the answers loudly

(159)

3.I will tell you a story

4 Tom’s friend , _ Remark :

Unit 13

A.Reading I.Objectives:

Aim: By the end of this lesson, Sts can read and understand personal hobby Lexical items: words related with hobby by speaking and writing

Structures:

II.Teaching method : Integrated, mainly communicative III.Teaching aids: Pictures, posters

IV.Procedure:

1 Warm-up (3mns)

-Use the pictures to introduce the hobbies Playing the guitar, keeping fish, fishing , swimming ,playing football, watching TV 2.Before you read (10mns)

-Request sts to work in pairs to ask about their own

-Close their textbooks - Guess the pictures

-Work in pairs

(160)

hobbies

S1 : What you in your free time ? S2 : I play football And you ?

………

Collect the different hobbies of sts on the board -Playing the guitar singing -Keeping fish fishing -Paying computer games swimming -Collecting coins reading -Keeping stamps gardening -Playing football cooking 3.While you read (20mns)

* Ask sts to read the text in silence Task 1:

Ask Sts to guess the meaning of words by using dictionary or situation

1.accomplished = well trained, skilled : taøi ba 2.accompanying = going with asinger, using a musical

instrument : đệm đàn

3.modest = humble, unamusing : nhỏ , khiêm tốn 4.avid = eager : say meâ

5.discarded =thrown away : bị bỏ

6.indulge in = allow oneself the pleasure of : đam mê vào

việc

7 keep me occupied = keep me busy : làm cho bận rộn

Task

-Ask Sts to work in pairs to answer the question about the content of the text

- Go around to help Sts who have difficulty in speaking

Suggested answers

1.His first hobby is playing his guitar 2.No, he isn’t

3 Because he’s an accomplished guitarist and he is good at accopanying people singing by his guitar 4.His second hobby is keeping fish

5.He bought some from the shop and collected some

-Ask and anwer

- Open their textbooks - Read in silence

Work in pairs - Guess the answer

- Read the words after the teacher

and tell their meaning

- Work in pairs - Ask and answer

(161)

from the rice field near his house 6.He is an avid stamp collector

7.He collected them from discarded envelopes his relatives anf friends give him

8 local stamps

9.He keeps the less common ones inside a small album The common ones he usually gives away to others or if no one wants them he simply throws them away

-Remark

4.After you read (10mns)

-Ask sts to work in pairs to talk about their hobbies - Go around to help Sts who have difficulty in speaking

- Call Sts to present in front of class Homework (2mns)

Write the answers in task down your notebooks

Remark :

Unit 13

B.Speaking I.Objective:

Aim: By the end of the lesson, students will be able to talk about their hobbies, as well as about the others’ Lexical items: useful words and phrases for expressing a hobby

(162)

II.Teaching method : Integrated, mainly communicative III.Teaching aids: text book, realia(stamps, hats )

IV.Procedure:

Teacher’s activities Students’ activities 1.Warm-up:(5m)

Brainstorming:

Ask students to find some kinds of collection

Ask: Which/What you like to collect? Why or Why not?

2.Pre-speaking: (10 m)

Run through some new words to classify (v) a category(n)

Ask students to work in pairs to practise the dialogue in the text book

3.While-speaking: (20m)

Have students work in pairs to make a short dialogue about stamp collection

Suggest by asking some questions

1.What is the name of the collection? 2.How to collect them?

3.How to organize them?

Students’ answers may vary: stamp, book, hat, money, pen etc

Students may have their own opinions

Work in pairs Suggested answers:

Stamp

Buy from the post office, be given from

friends

classify into different pictures: animals, landscape, plants,…

(163)

4.Where you keep them? 5.Why you collect stamps?

6.What is your plan for the collection in the future?

Walk around to help students with new words or structures

Get some pairs to make a dialogue in front of the class

( grade if they have good dialogue) Correct students’ mistakes in pronunciation if necessary

4.Post-speaking: (10m) Write it up:

Ask students to speak a brief paragraph about their stamp collection, using the information in the dialogue

Have one or two students present in front of class

Comment Homework :

Write how a person collect stamps

in album

to relax, to enrich knowledge… Collect more…

- Work in pairs to the task

- Work individually

- present in front of class

Remark :

Unit 13

C Listening I.Objectives:

Aims: listening to pieces of paragraph to get information about someone’s

hobby

(164)

Lexical items: words related to a certain hobby

II.Teaching method : Integrated, mainly communicative

III Teaching aids: some magazines, newspaper, posters, cassette player IV.Procedure:

Teacher’s activities Students’ activities Warm-up: (3minutes)

-Show magazines, newspaper to the students

-Ask:

Do you like reading magazines? What is your hobby?

Pre-listening:(7 minutes) Brain-storming:

-Go through the new words in the text book

While-listening:(20minutes) Task 1:

-Hang the poster of task1

-Students may answer “yes” or “no” -Students’ answers may be different: I like……

My hobby is…

-Work in pairs, and write the answers on the board

Expected answers: relaxing

entertaining

getting information…

-Listen and repeat

Benefits of reading books

1 The writer started his hobby when he was young

2 His parents were interested in reading fairy tales and other stories to him

3 The writer didn’t start with the ABC books

4 Now he reads all the books available

5 Reading helps the writer to know many things

6 According to the writer, by reading he does not have to study hard

7 The writer is able to know about a tiger through reading

(165)

-Have students find out the meaning of these statements

_Get students to predict whether the statements are True or False

-Play the tape twice

_Call some students to give the answers

_Play the tape again and correct students’ answers

1.T 2.F 3.F 4.F 5.T 6.T 7.T 8.F

Task 2:

_Ask students to read the passage and decide what part of speech is

-Work in groups of four

_Guess

_Listen and the task Then compare with partners

_Listen and correct the mistakes if necessary

(166)

needed for each blank

_Give students some words, including the missing ones

wonderful, single, certainly, disease, beautiful, jungle, especially, ignorantly

( Teacher can run through these words or not It’s up to the level of the students.)

_Play the tape twice

_Call groups to write the answers on the board

Group

1

Group

1

Teacher’s correction

wonderful disease jungle certainly ignorantly

Post-listening:(15minutes) Discussion

Topic: talk about the advantages and

_Work in pairs

_ Work in group of to fill in the blanks

_Correct the mistakes if necessary

(167)

the disadvantages of reading books

_Go around to help the students with new words or ideas

_Call some students from each to present

_Give comments

Homework : Write a short paragraph about your hobby

_Sit in two groups:

one talks about advantages

one talks about disadvantages

_Present

Remark :

Unit 13

(168)

D Writing

I.Objectives:

-Aim: By the end of the lesson, students will be able to write about their collections and the others’

-Lexical items: words and structures used to describe a collection II.Teaching method : Integrated, mainly communicative

III.Teaching aids: pictures, real things (stamps, books ), posters IV.Procedure

Teacher’s activities

Students’ activities Warm-up:(3m)

Brainstorming

Ask : find some kinds of collection

Pre-writing: (10m)

Pre-question

1.What collection you have? 2.When did you start your collection?

3.Why you collect them?

Students surely have different answers:

stamp, book, toy,…

Work in pair Students’ answers may vary

stamp, book, hat toy, pen,… years, 3years,…

(169)

4.How you collect them ?

5.How you keep them?

6.How you classify them?

8.What will you plan for the future?

While-writing:(20m)

Suggest some topics for students to write about : stamp collection, coin collection, pen collection,…

Ask students to make an out-line for the topic chosen

Call some pairs to give out their out-line

Give feedback

Get students to start writing Go around and help

Ask one or two groups to write their writing on the board

Conduct the correction Post-writing:(10m)

Have students practise asking and answering about their collections using the above questions

Comment : (2m)

to relax, to train some characteristic: patience, orderliness,…

buy, someone gives,…

in safe place, in boxes, hanging on the wall,…

by colours, shapes, sizes,…

make the collection bigger, buy some to raise a fund for charity work,…

Work in pair

Take notes

Do the task in group of four Do the task

Remark :

(170)

Unit 13

E Landuage focus I.Objectives:

Aim : By the end of the lesson, student will be able to distinguish some consonant sounds:/pt/,

/bd/, /ps/, /bz/ and to build cleft sentence to focus on subject, object and adverb II.Teaching method : Integrated, mainly communicative

III.Teaching aids: text book, teacher’s book IV.Procedure:

Teacher’s activities Students’activities Pronunciation:

Pronounce the words in the text book

Explain:

Voiceless sounds + ed _ /t/ Voiced sounds + ed _/d/ Voiceless sounds + s_ /s/ Voiced sounds + s _/z/

Pronounce the words in the sentences (in the text book) Grammar:

cleft sentence

Give definition of cleft sentence: cleft sentences are used to

emphasize

Give model sentences:

It was the man who gave me the book

Listen and repeat Take notes

Listen and repeat

May have different ideas: A, B, C, D

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A B C D

Ask: Which is emphasized A, B, C or D, in your opinion?

Explain: The man is emphasized Ask: What is the function of the man in this sentence, subject or object? Draw out the structure used to emphasize subject:

It + (be) + subject (noun) + who + verb +

2 It was the dog that the boy hit in the

A B C garden

D

Ask: Which………?

Explain: The dog is emphasized Ask: What is the function of the dog in this sentence?

Draw out the structures used to emphasize object:

For things:

It + (be) + object + that + clause For people:

It + (be) + object + who/whom + clause

To emphasize adverbs:

It +(be) + adverbial phrase + that + clause

Ask students exercise in the tex book

Have some students write down the answers

Conduct the correction

The answer surely is subject

Take note

The answers may vary The answer surely is object

Take notes

Work in pairs Do the task

(172)

Homework: exercise Remark :

Unit 14

A Reading

I.OBJECTIVES:

- Aim(s): By the end of the lesson, ss will be able to guess the word meaning from context

- Lexical items: Words / phrases related to recreation: snooker, pool, dart, rugby, cricket, bricklaying,

- Structure: V-ing

II.Teaching method : Integrated, mainly communicative III.Teaching aids: cassette tape, pictures, poster

IV.PROCEDURE:

I/ Warm-up: ( 3’)

- asks ss to look at the pictures and answer the questions:

1/ What are they doing?

2/ What are these pictures about? II/ Pre-reading: (7’)

- asks ss to answer the questions ( using a poster )

Which of the following leisure activities you think British people often in their spare time?

- asks them to report their work - pre-teach vocabulary:

* “All work and no play makes Jack a dull boy ”

* bricklaying * sophisticated * glass

- work in pairs

- work in groups

- report their work - listen and copy

- read the passage and answer the question

(173)

engraving

* snooker * pool * dart

- has ss look at the text quickly and answer the question:

+ What is the passage about? III/ While-reading: (26’) + Task 1: (13’)

- T reads or plays the recording of the reading text

- has ss Task

- conducts the correction of Task

+ Task 2: (13’)

- T instructs ss how to get information that they need to answer the questions in Task

- has some of the ss answer the questions in front of the class

IV/ Post-reading: (8’)

- T instructs ss to discuss the questions on page 157 and compare the forms of popular entertainment in Vietnam with those in Britain

* Remarks

- listen to T or to the recording

- read the text silently and answer to Task in pairs or groups

- compare their work with their partners’ * Answers:

1- A, 2- B, 3- B, 4- A, 5- B, 6- A - read and answer the questions individually

- in pairs,compare their answers with their partners’

- listen and give remarks * Answers:

1/ Because without them people will become dull

2/ Football and rugby in winter, and cricket and athletics in summer 3/ Walking and swimming 4/ Because this is a new kind of

entertainment which gives them pleasure - discuss in groups

* Homework: (1’)

- learn new words and make sentences with them

- summarize the reading text - prepare lesson ( Speaking )

Remark :

(174)

Unit 14

B Speaking

I Objective

- Aim(s): students learn to express agreement and disagreement

- Lexical items: words / phrases related to entertainment activities, stating the reasons - Structures: - Let’s + bare infinitive

- Expressions of agreement and disagreement - Conditional sentence type

- Have to + infinitive

II.Teaching method : Integrated, mainly communicative III.Teaching aids: pictures of some beautiful places, posters IV.Procedure:

I/ Warm-up: (5’)

- Ask ss some questions:

1/ Do you enjoy visiting some beautiful places?

2/ Would you like to go out after class? II/ Pre-speaking: (10’) Task

-What you say to show agreement and disagreement ?

-Call Sts who raise their hands Suggested answers

Agreement expressions I quite agree

- Answer the questions

-Close their textbooks - Work individual - Check some pairs

(175)

I agree with what you say That’s right

Disagreement expression I don’t agree

I’m afraid I disagree That’s wrong

- Use posters of some expressions of agreement and disagreement

- Read and ask ss the meaning - Check and give feedback III/ While-speaking: (20’) * Task 2:

- Introduce the dialog - Set a model

A : Let’s go camping

B : Yes, let’s that Then we can rest and

enjoy ourselves in the quiet countryside

C : Oh, I don’t think it’s a good idea If we go camping, we ‘ll have to bring a lot of equipments with us

- Ask ss to practise the dialog in groups - Remind the modal verb “ can” and If clause type

- Check ss’ memory (set the time) * Task 3:

- Use the poster - Set a model

A : We are going to have two days of next week Have you had any plans yet ? B : Yes, let’s go camping in the

countryside

A : Yes, that’s a good idea then we can rest and enjoy ourselves in the quiet countryside…

C : I don’t think that’s a good idea If we go there , we’ll have to hire a bus and it will be rather expensive

- Mode dialogue

- Guide ss how to replace

- Look at the posters

- Answer the question ( Answer key: 1- A, 2- D, 3- A, 4- A, 5- D, 6- A, 7- A

- Listen carefully - Look at the poster - Work in groups

- Close books, practise in groups

- Listen and write down on their notebooks

- Work in groups

- Practise in groups

- Report in front of the class

(176)

- Ask ss to practise in groups

- Go around the class and help ss if necessary

- Take notes ss’ mistakes ( pronunciation)

- Correct some of common mistakes - Ask some groups to present in front of the class

- Remark

IV/ Post-writing: (8’)

- Call some groups to report fheir discussion to the class

- Ask ss to give the reasons ( why ? / why not ?)

* Homework: (2’) Ss write a dialogue to express agreement / disagreement about a four-day holiday to Da Lat

- Give the reasons

Remark :

Unit 14

C Listening

I Objective

- Aim(s): students learn to listen monologue about enterainment activities in summer holiday

- Lexical items :

III.Teaching aids: students’ books , teacher’s book , cassette player

(177)

IV.Procedure:

1 Warm-up (5mns)

-Ask Sts to write daily entertainment activities with the verbs below :

- Go …… - Watch …… - Read …… - Listen…… - Play……

Suggested answers

go swimming , watch television, read books , listen to music, play sports…

2 Before you listen (10mns )

-Ask Sts to look at the pictures and and anwer the questions

1 Who are they ? Where are they ? 3.What are they doing ? Eg : Picture

-They are students

- They are in the countryside - They are going for a picnic Picture

- They are tourists - They are in a town

- They are going sightseeing Vocabulary

campgrounds (n) nơi cắm trại trash (n) rác rưởi

widerness (n) vùng hoang dã waterfalls (n) thác nước dirt bike (n) xe đạp đầy bụi giant tree (n) khổng lồ depressed (adj) chán nãn solitude (n) trạng thái cô độc While you listen (20mns) - Task :

-Ask Sts to go through the statements in task to master the meaning

-Play the tape once

- Close their textbooks - Work in pairs

- Answer

- Open their textbooks - Work in pairs

- Guess

- Asnwer freely

-Listen and repeat after the teacher

- Work individual - Listen

(178)

- Check whether Sts have answers -Play the tape twice

-Pause the tape right the answer to help Sts get information

Suggested answers

1 T 2.T 3.F 4.T 5.F 6.T

- Play the tape three times to help Sts listen the sentences with wrong information to correct - 3.F He used to

-5.F She doesn’t want to live in nature and enjoy it because of the solitude of the winderness

-Task :

-Ask Sts to go through the answer in task to master the meaning

- Play the tape once

- Check whether Sts have answers -Play the tape twice

-Pause the tape right the answer to help Sts get information

4.After you listen (8mns)

-Ask Sts to list three advantages of having a camping holiday

- Check in front of class Sugessted answer

When you have a camping holiday

-you can get close to nature and enjoy it -your friendship can be better

- you can learn lots of things from real life Homework (2mns)

-Write about advantages and disadvantages of having a camping holiday

- Listen - Answer

- Listen and correct

- - Listen - Listen - Answer

- Listen and correct - Work in pairs

- Present in front class

Remark :

(179)

Unit 14

D Writing

I Objective

- Aim(s): students learn to describe a camping holiday

(180)

- Lexical items :

III.Teaching aids: students’ books , teacher’s book , pictures … IV.Procedure:

1 Warm – up (5mns)

Set the scene ( picture about camping) - Give the answers

1 What activities you see in this picture ?

2.How often you take part in this activity?

3.When did you last it ? -Call sts who raise their hands Suggested answer

1.It’s a camping day 2.Sometimes

3.Last year

2 Before you write (10mns )

Task : Last week , class 11A2 went to Bavi for a camping holiday

-Ask Sts to match activities with the correct pictures

- Go around to check and help - Check in front of class

Suggested answer

a – the bus leaving school b – putting up the umbrella tent c – watching wildlife in the forest d – swimming in the lake

e – fishing

f – cooking food over an open fire g – singing and dancing around the campfire

h – playing a quiz game i – leaving campsite

3 While you write (20mns ) Task

- Ask Sts to discuss and write apassage about class’s camping holiday, using the information in task

Close their textbooks - Look at the picture - Discuss in groups of four - Guess the answers

- Work in pairs

- Work in group

- Exchange their writing with another to check and correct mistakes

(181)

-Ask each chef hang his writing on the board

- Read and correct in front of class the mistakes sts ofen take

-Give the comment Suggested passage :

Last weekend we all went to Bavi for a camping holiday We went to school at 30 because the bus would leave at 5.00 The first thing we did at the campsite was putting up the umbrella tent Next we went around to watch wildlife in the forest Some went fishing and swimming in the lake.Then we went back to our tents and prepared lunch we took a rest In the evening we sang and danced around the camp fire and also

Played aquiz game there We left the campsite at p.m the next day although all of us were tired, we had a good time to live together

4 After you write (8mns )

- Ask sts to practice speaking about camping

holiday , using the suggested passage Homework (2mns)

Write no more than 50 words a pagraph about your camping holiday

- Practice speaking (pairs)

Remark :

(182)

Unit 14

E Language focus

I Objectives:

1 Aims: Ss will be able to – Pronounce / ts /, /dz /, / dӡd , tt/

- Use the conjonctions: both……and……, not noly… .but also……

Either… or……, Neither……nor…… - Use cleft sentences in the passive Lexical items: pedestrian, occasion, to park

II.Teaching method : Integrated, mainly communicative III Teaching aids: pictures, posters, textbooks, worksheets… IV Procedure

Teacher’s activities Students’ activities A Pronunciation

1 Introduction: (7mn) a) / ts /

Ex: He eats bread every morning => How you pronounce / ts / ? - Gives instructions

- Pronounces / ts/

- Pronounces the words b) / dz/: done the same

- asks them to compare the differences between / ts/ and / dz/

c) / dӡd , /tt / : Done the same

2 Practice: ( 6mn)

- Reads sentence by sentence Production (2mn)

- asks them to find out the words containing / / ts /, /dz /, / dӡd , tt/

B Grammar: (30mn) Presentation: (6mn)

- hangs some pictures and asks Ss some questions -> leads to the grammar lesson

+ Both Tom and John are fat

+ Tom is not only short but also fat + Either Tom or John is tall

+ Neither Tom nor John has blue eyes

- answer

- listen and repeat - listen and repeat - pair work

- listen and repeat - work in pair noticing intonation ,stress and stress sylable

- the task

Tom John

Answer

(183)

- asks Ss to give structure Practice: (9mn)

- asks Ss to look at the example, and the exercise individually in 5mn Then share with their partner

- gives feedback Exercise2: (15mn) Presentation (5mn) - gives an example

Ex: The boy hit the dog in the garden

 It was the dog that was hit in the garden

2 Practice: (8mn)

- asks them to the exercise indidually and then copmpare with your partners

- gives feedback 3.Free production

- make sentences about youselves using the structures you have learnt

- gives them good marks if they well III Homework (2mn)

- Do exercise in workbook - Learn the lesson

- Prepare new lesson

- copy down

- the exercise - share their ideas - write on the board - copy down

- discuss then give structures

- the exercise - compare

- write on the board - copy down

- pair work - take notes

Remark :

(184)

Unit 15

A Reading I.Objectives

_ Aim(s): By the end of the lesson, sts will be able to know the first human to fly into space

_ Lexical items: Words related to space conquest: cosmonaut, weightlessness, enormous, venture, conquest, conquer

_ Structures: Wh-questions / Simple past and passive voice II.Teaching method : Integrated, mainly communicative III.Teaching aids: posters, pictures,……

IV.Procedure T’s activities 1.Warm-up (5ms)

_ Ask sts some questions

1 Who is the first human to fly into space?

2 Can you name the first human to set foot on the moon?

3 Who is the first Vietnamese to fly into space?

“ Today we talk about the first human to fly into space?”

2.Before you read (8ms) Pre- teaching vocabulary Cosmonaut (n)

Weightlessness (n) Enormous (ad) Venture (n) Conquest (n) To conquer

_ Check (broke out and remember) _ Introduce “ There are topics and headings”

3.While you read (20ms) Task (5m)

_ Ask sts to read the text silently

Ss’ activities _ Answer Key

1 Yuri Gagarin

2 Neil Armstrong and Buzz Aldrin

3 Pham Tuan

_ Listen

_ Repeat

_ Give meaning

_ Read individually

(185)

_ Has some sts match the headings to the paragraph

_ Give feedback Task (15m)

_ Ask sts to run through the questions then read the text again

_ Call some sts to ask and answer in front of the class

_ Give feedback

4.After you read (10m)

_ Ask sts to read the words or phrases in the box and translate

_ Instruct sts how to it

_ Ask sts to scan the reading passage _ Ask sts to complete the summary individually and share with the others _ Give feedback

5.Homework (2m)

Rewrite a paragraph about Yuri Gagarin (about 80 words)

_ Work in pairs _ Do it

_ Sts-sts’ correction Key

P1: B, P2: D, P3: E, P4: C, P5: A _ Run through

_ Read the text again

_ Work in pairs to ask and answer questions, change the role

_ The others give remarks

_ Read and translate _ Listen

_ Read

_ Work individually _ Pairwork

Key

cosmonaut in space lasted

4 success 5.gravity view

7 impossible named after

Remark :

(186)

Unit 15

B Speaking I.Objective

_ Aim (s): By the end of the lesson, sts will be able to know important events in space conquest

_ Lexical items: Words thst related to space conquest _ Structures: Simple past tense, Wh questions

II.Teaching method : Integrated, mainly communicative III.Teaching aids: pictures, textbook, posters,……… IV.Procedure

T’s activities Ss’ activities

1.Warm-up (3m)

- Show the pictures about some well-known astronauts in the world

-Give the questions: -Who are they ?

- What are their nationalities ? Suggested answers

1.Yuri Gagarin – Russian astronaut

2.Valentina Tereshkova - Russian astronaut 3.Amstrong – American astronaut

4 Liwei – Chinese astronaut

5 Pham Tuan – Vietnamese astronaut 2.Pre – Speaking (6m)

_Ask sts to work in groups to read the

following piece of news ( provide key words) - Ask sts to make questions with :

When…… ? What …… ? How old …… ?

How important …… ? How many …… ? Set model

- Look the pictures - Pairwork

- Guess the answers

- Answer

_ Pairwork

(187)

“ When did China launch its first manned spacecraft into space?”

- On October 15, 2003

_ Ask sts to ask and answer about the reading

3.While – Speaking (26m)

_ Ask sts to look at the pictures in the

textbook and his/her important event in space exploration

- Set model

A : When did Russian launch its first artifical satellite ?

B : On October 4, 1957

A : What is the name of Russia’s first artifical satellite ?

B : Sputnik

A : How important was the artifical satellite to Russia ?

B : The first the artifical satellite marked the beginning of Space Age

_ Ask sts to practise speaking about these events

_ Go around to help

_ Call some sts in some groups to check in front of the class

_ Give feedback 4.Post –Speaking(8m)

_ Show the pictures and ask sts to talk about his/her important event in space exploration _ Give feedback

5 Homework (2m)

Which picture you like best? Why? Write a paragraph about 30-40 words Remarks

_ Ask and answer

-Observe the example

_ Whole class Practise _ St-Sts’s correction

_ Individual

_ St- sts’ correction

Remark :

(188)

Unit 15

C.Listening I.Objectives

_ Aim (s): Listening for specific information about the first human moon landing _ Lexical items: Words related to the first human moon landing

_ Structures: _ Wh – questions

_ Simple past and Passive voice

II.Teaching method : Integrated, mainly communicative III.Teaching aids: Cassette player, pictures, poster,… IV.Procedure

(189)

TIẾNG ANH 11 CƠ BẢN

1.Warm- up (3m)

Jumble word (the name of the first man in the moon)

2.Pre- Listening ( 10m)

“ These are the pictures which were taken in the first time when the men walked on the moon’s surface” _ Ask sts to match the pictures with the captions

_ Provide vocabulary

caption, congress, orbit, mission, reminder

3.While _ Listening (20m) Task (10m)

Set the scene

“ You will hear a talk about the first human moon landing , one of the most important historical events in the 20th century Listen to the talk and then the task that follow” _ Show the poster of sentences in task

_ Ask sts to guess whether the sentences are True or False _ Run through the sentences _ Ask sts to listen to the tape and decide T/F

_ Play the tape several timesi f necessary

_ Ask sts to give their answers _ Give feedback

Task (10m)

_Ask sts to listen again and answer the following questions

_ Show the poster of these questions on the board

_ Ask sts to look at these questions quickly

_ Play the tape and ask sts to listen to the tape times to answer these questions

_ Ask sts to answer orally and go to the board to write the answer

_ Ask the whole class to remark T/ F

_ Give feedback

4.Post – Listening (10m)

_ Rearrange on the board Key Neil Armstrong

_ Pairwork _ Fepeat

_ Give meaning

_ Listen

_ Guess

_ Listen and answer

_ Listen and the task individually _ Compare the answers in pairs

_ Look at the poster _ Listen

_ Work individually

_ Compare the answers in groups _ Write on the board

_ Groupwork

(190)

Remark :

Unit 15

D Writing I.Objectives

_ Aim (s): Listening for specific information about the first human moon landing _ Lexical items: Words related to the first human moon landing

_ Structures: _ Wh – questions

_ Simple past and Passive voice

II.Teaching method : Integrated, mainly communicative III.Teaching aids: pictures, poster,…

IV.Procedure

T’s activities Ss’ activities 1.Warm –up (5mns)

Show the picture of astronaut Neil Amstrong and give Sts questions

1 Who is he ?

2 Is he a Russian or American astronaut ? Who did he set foot on the moon with ? Suggested answers

1.He is Neil Amstrong

2.He is an American astronaut

3 He set foot on the moon with Buzz Aldrin Before you write (10mns)

Ask sts to find out some necessary information to write a biography

- Close their textbooks - Look the picture - Pairwork

- Answer

-Work individual - Check in pairs

Place of birth Date of birth

Career Quote Known as

(đoạn trích)

(191)

- Introduce the lesson :

Writing about astronaut Neil Amstrong ‘s biography

3 While you write (20mns) Task

Vocabulary

Appoint (v) : định

Vice chairman (n) : phó chủ tịch Committee (n) uỷ ban

Investigate (v) điều tra

Challenger (n) người thách thức Shuttle ( n) thoi

Disaster ( n) thảm họa -Ask Sts to task

Go around to help and check Suggested answers

1 Birth

2 Place of Birth Known as Career Quote Task

-Ask sts to write a biography of Neil Amstrong from the information given in task

-Note :

Use the prepositions : at , on , in , from , to , with

Use the articles : a , an , the

Use the phrases to write a biography :

- known as , work as , receive from , resign …from

Use the past simple , present simple -Go around to help and check

- Correct – Remark the general mistakes After you write (8mns)

- Ask Sts to summarize a biography of Neil

- Repeat

- Give meaning

- Groupwork

- Practice in four groups - Exchange the writing

between the groups to correct

- Representatives of groups hang the task on the board

- Practise speaking to summarize a biography

(192)

Amstrong by speaking

5.Homework (2mns)

Write a biography of Neil Amstrong down your notebook

Remark :

Unit 15

E.Language focus I.Objective

_ Aim(s): Help sts know how to pronounce /nt/- /nd/- /n0/- /ns/- /nz/ and master grammar and vocabulary

_ Lexical items: Words related to the lesson _ Structures: _ Could, be able to

_ Tag questions

II.Teaching method : Integrated, mainly communicative III Teaching aids: Pictures, poster,………

IV.Procedure

T’s activities Ss’ activities I Pronunciation:(10mn)

Warm – up:

_ Give a Vietnamese sentence Toi di Ha Noi vao thang roi _Ask sts to read alound

_ Check pronunciation _ Read once or twice

_ Show posters ( /nt/, /n0/, /nd/, /ns/, /nz/)

_Ask sts to find some more words _ Explain sts how to pronounce _ Correct mistakes

_ Free practice: Reaarange the mixed words ( show poster)

_ Translate individually I went to Hanoi last month

_ The whole class read alound the sentence

_ Individuals read

_ Pronounce chorally, individually _ Pairwork

_ Individual

(193)

II Vocabulary:(8mn) III Grammar(25mn) Presentation (8mn)

_ Set the scene ( Give examples) _ Ask sts to draw the structure Practice (10mn)

_ Ask sts to work in pairs _ Call individuals

_ Give feedback Production (7mn)

_ Make sentences using could, couldn’t, or (not) be able to

_ Complete these sentences using Tag questions

Homework (2mn) _ Give more exercises Remarks

_ Rearrange on the board

_ Look at the board _ Draw the structures _ Copy

_ Pairwork _ Individual

_ Individual

_ Work in pairs to compare the answers

Remark :

(194)

Unit 16

A Reading I Objectives:

Aims: By the end of the lesson, students will be able to get information about the Great Pyramid of Gaza

Lexical items: words related to “ The Great Pyramid of Giza” Structures:

II.Teaching method : Integrated, mainly communicative III Teaching aids: posters, pictures…

IV Procedure:

1 WARM – UP:

- Give pictures and names of places - Let Ss match the pictures with the places

1 picture a The Great Pyramid of Giza

2 picture b Taj Mahal picture c The Great Wall picture d Eiffle

2 PRE – READING:

- Focus on the picture of The Great Pyramid of Giza

- Ask some questions:

Who? Why?

- Work in groups - Do the matching

- Work in pairs, discuss and tell the T what they know about The Great Pyramid

(195)

The Great Pyramid

When? How?

Where? - Pre-teach Vocabularies:

+ tomb (n) (picture) + burial champer (n) (explanation) + spiral ramp (n) (picture) + mysterious ( adj.) (translation) + weight arm (n) (explanation) - Check Voc : Rub out and Remember

3 WHILE – READING: * Task 1:

- Stick the poster of Task on the board - Give instruction

- Ask Ss to work in pairs and fill in the blanks - Check the answers

1 tomb chamber wonder mysterious ramp spiral * Task 2: (Task in textbook) -Let Ss work in groups

- Call some Ss to give their answers - Give feed back

+ Answer key:

who ( line 4) refers to thieves

it (line 8) The Great Pyramid It ( line 9) The Great Pyramid Each ( line 12) block of stone * Task : ( Task in textbook)

- Stick the questions of the Task on the board - Let Ss work in pairs

- Ask Ss to compare the answers with other pairs, then write the answer on the board

- Give feedback

- Listen and take notes

- Repeat

- Look at the poster

- Work in pairs, close their books - Go to the board and fill in the blanks

- Write down the correct answers in their books

- Work in groups to the Task - Give answers

- Work in pairs answering the questions

- Compare the answer with other pairs

- Write answers on the board - Copy down the correct answers

(196)

4 POST – READING:

- Ask Ss to discuss about a beauty spot in Vietnam that they have ever visited / known - Give guidelines:

1 Where is it?

2 What is it famous for?

3 Some specialties of that place? People there?

5 Weather?

6 Feeling / Impression?

- Call or groups present their ideas HOMEWORK:

- Ask Ss to write a paragraph about a beauty spot in VN , using the information in Post – reading

- Work in group and discuss about the topic

- Write a paragraph

Remark :

(197)

Unit 16

B Speaking I Objectives:

* Aims: By the end of the lesson, Ss will be able to distinguish facts and opinions and use facts and opinions about features of man-made places

* Lexical items: words related to “the wonders of the world” * Structure: sentences used to describe facts and opinion

S + can + V1

II.Teaching method : Integrated, mainly communicative III Teaching aids: pictures, poster

IV.Procedures:

Teacher’s activities Students’ activities 1.Warm up(3’)

Show the picture of “ the great Pyramid of Giza”

Ask questions What is it?

When was it built?

How long has it been built? Give sentences

The great Pyramid of Giza was built around the year 2560 B.C

It is believed to have been built over a 20 years period

Distinguish fact and opinion

Look at them and answer

(198)

2.Pre- speaking: Task 1:

Stick poster

Read through the sentences Ask sts work in pairs

Call sts answer individually Suggested answers:

Facts

2 The Great Pyramid was 147 meters hight

3 The Great Pyramif ranked as the tallest structure on earth for more than 43 centuries

4 The structure consisted of

approximately million blocks of stone

Opinions

The Great Pyramid is believed to have been

built over a 20-year period

5 One theory involves the construction of a straight or spiral ramp that was raised as the construction proceeded A second theory suggests that the

blocks were lifted and placed using thousands of huge weight arms

7 The boat is believed to have been used to carry the body of Khufu in his last journey on earth before being buried inside the Pyramid

Give some useful expressions(p 182) 3.While speaking

Task 2:

-Give instructions of task

-Call pair to model the task: says the fact and says the option

- Set model

Fact : The Great Pyramid was 147 meters hight Opinion : The Great Pyramid is believed to have been

built over a 20-year period

Work in pairs

Work in groups

Give their opinions

(199)

-Ask sts to work in pairs

-Point out some pairs to stand up and task -Correct pronunciation/grammar…if there are some mistakes

4.Post-speaking: Task 3:

-Stick the poster ( Useful language ) I think / I am sure…

It is said that …

The Pypamid is said… They must…

-Explain the questions

- Set model

A : Who built The Great Pyramid of Giza ? B : I think The Great Pyramid of Giza was built by the

Egyptian Paraoh Khufu

C : I am sure that the Egyptian Paraoh Khufu the

Great Pyramid of Giza

A : How long did it take them to build it ?

B : Probably they spent over 20years to compete it

C : Oh, no ! It is said to have been built in 20 years

-Let sts work in groups to ask and answer the questions, using the useful expressions and cues -Go around and give help

-Call some groups to give their opinions -Correct mistakes

5.Homework:

Prepare listening (p.182)

Make sentences, using some useful expression to express their opinions

Look at the poster

- Observe the model

Work in pairs

(200)

Remark :

Unit 16

C Listening I/ Objective

1) Aims: Help sts to listen to the text to get information about The Great Wall of China

2) Lexical items: words related to describing

II.Teaching method : Integrated, mainly communicative III.Teaching aids: cassette player, posters, pictures IV Procedure:

Teacher’s activities Students’ activities 1.WARM- UP (3’)

- List some wonders of the world

* Suggested answers: The Great Wall of China, The Great Pyramid of Egypt… PRE- LISTENING (12’)

1) Show the picture of The Great Wall and ask: 1) What can you see in the picture?

2) Where you think it is?

3) When you think it was built?

- List some wonders