first term

Education aim: to help students to talk about the school life II - Teaching aids needed:.. + Teacher: book, lesson plan, and small cards, ect.[r]

(1)

Planning date: 1 Teaching date:

Híng dÉn häc vµ kiĨm tra

A- Phần chuẩn bị I- Mục đích, yêu cầu:

1 KiÕn thøc: gióp häc sinh làm quen với sách giáo khoa mới, cách học theo ph-ơng pháp phph-ơng thức kiểm tra

2 Kỹ năng: quan sát, tự tìm tòi, học hỏi sáng tạo

3 Giỏo dục t tởng tình cảm: giúp học sinh có tình cảm thái độ tốt đẹp đất nớc, ngời, văn hố ngơn ngữ nớc nói tiếng Anh; biết tự hào, yêu quý tơn trọng văn hố ngơn ngữ dân tộc II - Đồ dùng dạy học:

1 Giáo viên: Sách giáo viên, sách giáo khoa, sách tập 2 Học sinh: sách giáo khoa, sách tập, ghi, bút

B- ThĨ hiƯn trªn líp : I- Híng dÉn học:

1 Vị trí, vai trò môn học chơng trình giáo dục THPT (5')

- Tiếng Anh, với t cách môn ngoại ngữ, môn văn hoá bản, bắt buộc chơng trình giáo dục phổ thông, phận thiếu cđa häc vÊn phỉ th«ng

- Mơn tiếng Anh trờng phổ thông cung cấp cho hs công cụ giao tiếp để tiếp thu tri thức khoa học, kỹ thuật tiên tiến, tìm hiểu văn hoá đa dạng phong phú giới, dễ dàng hội nhập với cộng đồng quốc tế

- Mơn tiếng Anh trờng phổ thơng góp phần phát triển t ngôn ngữ hỗ trợ cho việc dạy học tiếng Việt Với đặc trng riêng, Góp phần đổi phơng pháp học, lồng ghép chuyển tải nội dung nhều môn học khác trờng ph thụng

- Góp phần hình thành phát triển nhân cách, giúp giáo dục học sinh toàn diện 2 S¸ch gi¸o khoa tiÕng Anh líp 10 (hƯ năm): (15')

- Mc tiờu: ht lp 10 hc sinh có khả sử dụng tiếng Anh học phạm vi chơng trình để: nghe, nói, đọc, viết (cụ thể tài liệu bồi dỡng trang 41)

- Kết cấu: + Gồm 16 đơn vị test + Với chủ đề ( trang 41)

+ gồm phần, học tiÕt Gåm: Reading, Speaking, Listening, Writing and language forcus

+ Sau hai hay bai bµi häc có TEST, TEST tiết + Sau TEST có hai tiết kiểm tra chữa kiểm tra - Kết cấu bµi: (tµi liƯu båi dìng trang 48)

(2)

+ Language focus 3 Cách hoạt động: (15') - Hoạt động đơn lẻ - Hoạt động theo cặp: - Hoạt động theo nhóm: - Hoạt động lớp

Hớng dẫn học sinh cách tự ghi chép, hoạt động nhiệt tình, động theo cặp, nhóm II - Về kiểm tra: (tài liệu bồi dỡng trang 51) (7')

- Các hình thức kiểm tra gồm kiểm tra 10 -15 phót, kiĨm tra tiÕt vµ kiĨm tra hÕt học kỳ hay kiểm tra hết năm học

- Kiểm tra 10 -15 phút tiến hành lớp dới hình thức ngữ hay bút ngữ

- Kiểm tra tiết kiểm tra hết học kỳ hay kiểm tra hết năm học tập trung vào bốn kỹ năng: nghe, nói, đọc, viết ngữ âm, ngữ pháp -từ vựng

- Tỉ trọng nội kiểm tra kiểm tra kiểm tra tiết kiểm tra hết học kỳ hay kiểm tra hết năm học đợc tính ngang nghe 20% , nói 20%, đọc 20%, viết 20% ngữ âm, ngữ pháp -từ vựng 20%

III- Củng cố - hớng dẫn chuẩn bị mới: (3') 1 Củng cố

Kết cấu bài, cách học, cách kiểm tra 2 Hớng dẫn chuẩn bị mới:

Tìm hiểu ngày hoạt động nơng dân từ liên quan đến nghề nông

Unit 1: A day in the life of .

(3)

II -News language: 1 Knowledges:

- Lexical items: plough, harrow, peasant, pump, transplant, ect - Pronunciation: /i/, /i:/

- Grammar: + The present simple + Adverbs of frequency + The past simple

2 Skills:

- Reading: + Guessing meaning in context + Passage comprehension

+ Scanning for specific information

- Speaking: + Asking for and giving information from a timetable + Talking about daily activities

- Listening: Monologue:

+ Listening and numbering pictures + Deciding on True or False statements - Writing: + Writing a narrative

+ Narrative and the past simple + Stages of a narrative

3 Education: to help students prepare and talk or write about a daily routine

III - Dividing time: ( lessons) 1 Reading

2 Speaking 3 Listening 4 Writing

5 Language focus

IV -Teaching aids needed:

1 Teacher: book, lesson plan, radio, record, pictures, ect. 2 Students: book, notebook, ect

(Period 2)

Planning date: 7th September 2007 Teaching date: 8th September 2007

Unit 1: A day in the life of

Lesson 1: Reading

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1 - Knowledge : - To help students be able to understand passages about a day in the life of peasants. Lexical items: plough, harrow, peasant, pump, transplant, ect

Grammar: + The present simple + Adverbs of frequency -Skill: - Reading:

+ Guessing meaning in context + Passage comprehension

+ Scanning for specific information

3 - Education aims: + Educate st to love labors and care for farming work II- Teaching aids needed:

+ Teacher: book, lesson plan, Radio, CD rom, pictures of a peasant, ect + Students: book, notebook, ect

B -Procedure.

Teacher's activities T Students'

activities

Writing board/ (answer keys)

I -Warm up/ review.

- Write some letters on the board and ask students to rewrite them on a word

- Ask some students to write their answer on the board - Give key

-II -New lesson

* Today we learn part A reading in unit

1 Before you read.

a) Ask students to work in pair to ask and answer questions about their daily routine, using the cues below

- Walk round and give any necessary help

-b) Present some pictures:

+ A peasant is leading a buffalo to the field

+ A peasant is ploughing and harrowing

+ A female peasant is doing the transplanting or pumping water

- Then give students some 5'

13'

- Close all the books

- Work in groups

- Work in pair to ask and answer

- Look at the pictures and learn some vocabularies

- Take note

- Read after the teacher

A D i l y e i n r o t u

daily routine

-Unit 1: A day in the life of

Lesson 1: Reading

1 Before you read.

Example: A: What time you often get up

B: I often get up at six

- What time you go to school/ have breakfast/ lunch/ dinner/ go to bed

- What you often in the morning/ afternoon/ evening

-Vocabulary

- Peasant (n): Nông dân

- Leading buffalo to the field (n) /'bʌfələô/: Dẫn trâu đồng

(5)

vocabularies as:

(May translate or draw)

- Read and guide students to read

-c) Present: Mr Vy and Mrs Tuyet are farmers Guess what Mr Vy does and what Mrs Tuyet does - Give students hand out and asks students to tick (x) into the right column

- Give comments

-2 While you read

- Ask sts to skim the passages to find the informations in the part 'Before you read'

a) Task 1

- Guide students skim the passages toguessing meaning in context

- Give comments

-b) Task 2:

- Ask students to answer some questions:

- Call some students speak out the answers:

(* Keys:

1 He's a peasant/ farmer

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

-c) Task 3:

- Ask students to scan the passages to for specific information

20'

- Work in pairs to tick

- Close the book

- Work in pairs to match the verb in A with its object in B

- Work individually (skim the passages) to find these informations

- Work in pairs to choose the best answers

- Work in pairs to

answer the

questions

- Answers the

teacher's questions

- Work in -group and scan the passage and make a brief note about Mr Vy and Mrs Tuyet's daily

- Repairing the banks of the plot of land: sưa l¹i bê rng

- plot of land: Miếng đất

-

-The activities Mrs. Tuyet

Mr. Vy Boiling water

2 Preparing meals Leading buffalo to the field

4 Taking care of children

5 Transplanting Ploughing and harrowing

7 Drinking tea and chatting with friends

X

-2 While you read

a) Task 1

(Keys: C C A 4 A)

-b) Task 2:

(Keys:

3 In the morning he ploughs and harrows his plot of land, drinks tea and smokes local tobacco during his break In the afternoon, they repair the banks of their plot of land Mr Vy pumps water into it while his wife does the transplanting

5 Yes, they are Because they love working and they love their children.)

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- Give comment (In the afternoon:

+ 2.30: Mr Vy and Mrs Tuyet go to the field again, repair the banks of their plot of land He pumps water into it She does the transplanting

+ 6.00 p.m: finish work + 7.00 p.m: have dinner After dinner:

+ watch TV, go to bed

+ Sometimes visit neighbours, chat with them.)

-3 After you read

- Elicit how to

- Collect one student in each groups speak out

- Give comment:

-III -Homework.

- Ask students to exercises in workbook (page: 4, 5)

Prepare for the next period: written 10 subjects are learnt in school

5'

2'

routines

- Compare their note with a partner

- Work in group

- Listen

- Take note

(Keys:

In the morning:

+ 4.30: alarm goes off and Mr Vy gets up, goes down to the kitchen, boils water, drinks tea, has a quick breakfast, leads the buffalo to the field

+ 5.15: leaves the house

+ 5.30: arrives in the field, ploughs and harrows his plot of land

+ 7.45: take a rest + 10.30: goes home

+ 11.30: has lunch with family)

-3 After you read

- exercises in workbook (page: 4, 5)

Prepare for the next period: written 10 subjects are learnt in school

(Period 3)

Lesson 2: Speaking

A - Preparation I - Aims:

1 -Knowledge: - By the end of the lesson, students will be able to talk about his or her daily routine by using given information and pictures

Lexical items: Subjects, verbs, ect Grammar: + The present simple

+ Adverbs of frequency

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3 -Education aim: To help students to know well the qualities of working II - Teaching aids needed:

+ Teacher: book, lesson plan, and small cards of class timetable, ect + Students: book, notebook, ect

B -Procedure.

Teacher's activities T Students' activities I -Warm up/ review.

Networks

Revision of school subjects

- Ask students to work in groups of to and make a list of the subjects they learn at school

- The groups with the most words within a limited time will be the winner

- Note that all the words with wrong spellings are not counted as the correct ones

- Feedback and further explain all the subjects mentioned above especially the ones students are not familiar with

-II -New lesson

* Today we learn part B speaking in unit 1 Presentation (Task 1)

Set the scene

Quan is a tenth-grade student He goes to school every morning Now, look at his weekly timetable on page 15 Ask and answer questions with a partner, using the information from the timetable.

Examples:

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

B: He has Civic Education lesson at 7: 15 a.m.

A: What lesson does Quan have at 7: 15 a.m on Monday? B: (At 7: 15 a.m on Monday he has) Civic Education lesson. Let students work in pairs for about to 10 minutes about Quan's routine

-10'

10'

- Look through ten subjects

- Speak again

- Look at the timetable and work in pairs

(8)

-2 Practice (Task 2)

- Keep students work in pair and ask them to study the pictures care fully If students find it difficult to understand the pictures, T may help by asking questions such as:

- What is Quan doing in picture a)? Is he getting up?

- Ask students to describe Quan' activities during the day

- Go to different pairs and offer help if necessary

- Feedback and give suggested answer (* Keys:

Everyday Quan gets up at 14:00 Then he studies for about two hours He watches TV at 16:30 At 17:00 he rides to the stadium to play football with other boys in the neighborhood He gets back home at 18:30 After having a shower, he has dinner with his family at 19:00 He prepares for the following day's lesson at 20:00.)

-3 Further practice (Task 3)

- Ask students to work in groups of to and talk about their daily routine

- Note: students only talk about their main/ important activities

- Call on some student in each groups to present in front of the class (may give mark)

- Have other students comment on presenters' performance regarding content and pronunciation

-III -Homework.

- Ask students to exercises in workbook (page: 4, 5) Prepare for the next period

15'

7'

3'

- Look at the pictures and work in pairs

- Work in -group and talk about their daily routines

(9)

(Period 4)

Planning date: 13h September 2007 Teaching date: 14th September 2007

Lesson 3: Listening

1 Knowledge: - By the end of the lesson, students will be able to talk about a day in the life of a cyclo driver, and improve listening skill by doing Pictures Ordering and True or False exercises

Lexical items: Subjects, verbs, ect Grammar: + The present simple

+ Adverbs of frequency Skill: - Listening for specific information

3 Education aim: Educate st to know well the worth of working II - Teaching aids needed:

+ Teacher: book, lesson plan, and cassette, ect + Students: book, notebook, ect

(10)

Categorizing

- Ask students to work in groups of to and put the sentences into the correct column

He gets up very early. He works in the streets. He works with children. He lives in the country.

He gets people from one place to another. He corrects homework.

He works in school. He meets o lot of people. He works on the farm.

He is a farmer He is a teacher He is a cyclo driver

- Feedback and give correct answers:

He is a farmer He is a teacher He is a cyclo driver

He gets up very early.

He lives in the country

He works on the farm.

He works with children

He corrects

homework He works in school.

He works in the streets

He gets people from one place to another. He meets o lot of people.

-II -New lesson

* Today we learn unit part C listening 1 Before you listen

Ask and answer

Tell students to work in pairs to ask and answer the following questions:

Have you ever traveled by cyclo? When was it?

Is it interesting to travel by cyclo?

Which you prefer, going by bicycle or by cyclo? Give reasons?

Vocabulary pre teach

- district (n): / / an administrative division, smaller 7'

10'

- Look through nine sentences then work in pairs to put them into the correct column

- Speak again

- Work in pairs to ask and answer

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than a province ( quËn, huyÖn)

- drop (v): / / leave somebody at a place ( chở đến nơi)

- Passengers (n): / / People who travel on a train, bus (hành khách)

- Pedal (n): / / a lever operated by foot to control a bicycle or motorbike (bàn đạp)

- Purchases (n) / / things a person buys (đồ đạc mua)

- Food stall (n): / / small booth, compartment or kiosk in/ near a market where food is sold (quầy bán thực phẩm) Checking technique

Guessing

- Write all the new words on the board

- Explain each word separately and ask students to guess what the word is

Set the scene

- Mr Lam is a cyclo driver He is working in Ho Chi Minh

City Let's guess his routine What does he in his job?

- Encourage students to feel free to have guesses about Mr Lam's routine

-2 While you listen

Task 1- Pictures Ordering

- Play the tape several times if necessary

- Ask students to listen to Mr Lam's talk about his daily routine and number the pictures in their correct order

- Have students compare their answers with a friend

- Feedback and give correct answer

(* Keys: a b.5 c.4 d.6 e.1 f.2)

-Task -True or False.

- Let students read the statements carefully

- Play the tape again and ask students to listen and decide whether the statements are true or false

- Draw students' attention to keywords when they are listening

- Call on some students to explain their answers

- Give correct answer (* Keys:

1 F (Not given.) 2. T

10'

- Guess

- Look at the pictures and work individually

- Then work in pair and whole class

(12)

3. F (He takes his passengers from District to District 1.) 4. F (His first passenger is an old man)

5. F (He has lunch at a food stall near Ben Thanh Market) 6. F (He takes a short rest)

-3 After you listen

- Tell students to work in pair and ask and answer questions about Mr Lam's activities by using the cues below:

- Name Start work Lunch.

- Occupation Passengers rest.

- Call on some pairs ask and answer in front of the class (may give mark)

- Feedback and give suggested answers:

- What is the man's name?

- What does he do?

- What time does he start work?

- Who are his passengers? / Is his first passenger an old man?

- Where does he have lunch? What time does he have lunch?

- Does he take a rest?

- If the time allowed, ask students to gather all the information they have from the above activity and retell the story in front of the class

- Comment and make necessary corrections

-III -Homework.

- Ask students to exercises in workbook (page: 4, 5) Prepare for the next period

5'

3'

- Work in pair

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(Period 5)

Lesson 4: Writing

1 Knowledge: - By the end of the lesson, students will be able to write a narrative by using given prompts

Lexical items: Subjects, verbs, and connectors in writing a narrative, ect Grammar: + The past simple

+ Connectors (time expressions) Skill: Write a narrative

3 Education aim:

II - Teaching aids needed:

+ Teacher: book, lesson plan, and Whiteboard markets, ect + Students: book, notebook, ect

B -Procedure.

Naught and Crosses

- Draw a table containing words in each cell

- Divide class into two: Naught (O) and crosses (X)

- Ask students to choose word by word in the cells and make 10'

(14)

sentences with each word A correct sentence gets one O or X The group with O or X vertically, horizontally or even diagonally will be the winner

At first Before Until Then After As soon as In the end While Since then

- Note: The sentences must be grammatically correct and make sense

-II -New lesson

* Today we learn part D writing in unit 1 Presentation (Task 1)

Vocabulary pre-teach

- Be due to (a): because of, owing to (bëi v×)

- Stare death in the face (v): so scared, afraid (sợ xanh mặt )

- Take off (v): (plane) leave the ground ( cÊt c¸nh)

- Air-hostess (n): person who take care of passengers on a plane (tiếp viên hàng không )

- Fasten seatbelt (v): fix the seatbelt around the body to keep safe

on the plane ( Th¾t dây an toàn)

- Be in danger (v): to be in dangerous situation: gỈp nguy hiĨm)

- Ask students to work in pair, read the passage (a narrative) in the book and find all the verbs that are used in the past simple and the connectors (time expression) in the story

- Call on some students to give the verbs and connectors in frond of the class

- Give suggested answers:

- Verbs: started, was, arrived, got, took off, began, thought, were, told, seemed, realized, were, screamed, thought, felt, announced, was, landed,

- Connectors: on that day, at first, then, just, a few minutes later, one hour later

(Task 2)

- Explain to students the format of a narrative: the events, the climax, and the conclusion

10'

- Whole class

- Take note

- Work in pairs to find all the verbs that are used in the past simple and the connectors (time expression) in the story

(15)

- Tell students to work in groups and identify the events, the climax, and the conclusion of the story Ask them to report the results to class

- Give the answers and explain the development of the story

- The events: Got on plane, plane took off, hostesses were just beginning to serve lunch when plane began to shake, plane seemed to dip, people screamed in panic.

- The climax: We thought we had only minutes to live.

- The conclusion: Pilot announced that every thing was all right, we landed safely.

-2 Practice ( Task 3)

- Instruct the task Tell them to work individually, use the prompts and follow the development of writing, sample in Task to build up a narrative about a hotel fire

- Go round the class and offer help if necessary Encourage students to finish the writing under time pressure

- Ask students to have peer correction Tell them to pay attention to mistakes regarding verb tense and preposition

-3 Production

- Call on some student to read their writing in front of the class (may give mark)

- Comment and correct necessary mistakes

- Give suggested answer:

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

It was Saturday evening and everybody was sitting in the discotheque (Which was) on the ground floor It was crowded with people They were dancing and singing happily Suddenly we smelt smoke Then black smoke began to fill the room Everybody started to scream in panic People ran toward the fire exist One door was blocked Many people began to coughing and choking.

Then, just as we thought we had only minutes to live, the fire brigade arrived Firemen fought their way into the room and soon everyone was safely out of the building Luckily nobody was seriously hurt It was the most frightening experience of my life.

15'

7'

- Group work

- Individual work

(16)

-III -Homework.

- Ask students to rewrite task at home Prepare for the next period

3'

- Take note Comments:

(Period 6)

Lesson 5: Language focus

1 Knowledge: - By the end of the lesson, students will be able to be more confident in pronouncing the sounds / I / - / i: / and better at using the past and the present simple tense and adverbs of frequency

Pronunciation: Identifying the sounds: / I / - / i: / Grammar and vocabulary: To help students revise:

+ The present simple + Adverbs of frequency + The past simple Skill:

3 Education aim: + help st know the qualities of being educated II - Teaching aids needed:

+ Teacher: book, lesson plan, whiteboard markets, ect + Students: book, notebook, ect

B -Procedure.

Categorizing

- Ask students to work in groups of to

- Give out 10 or 15 words and tell students to put them under appropriate heading:

Adverbs of manner Adverbs of frequency Adverbs of time

- Adverbs: tomorrow, usually, carefully, beautifully, hardly, ever, 5'

(17)

yesterday, tonight, always, last night, dangerously, never, often, next year, slowly.

- Ask some students to write their answer on the board

- Feedback and give correct answers:

Adverbs of manner Adverbs of frequency Adverbs of time Carefully, hardly,

beautifully, slowly, dangerously

Always, usually, often, ever, never

Yesterday, last night, tonight, tomorrow, next year

-II -New lesson

* Today we learn part E language focus in unit 1 Pronunciation.

a)Presentation 1:

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

- Help students to distinguish these two sounds

- Instruct the way to pronounce:

/ i: /: open your mouth very little to make the sound / i: / / i: /: is a long sound

/ I / : First practice the sound / i: / Then open your mouth a little more / I /: is a short sound

-b)Practice 1

- Read and ask students to repeat

- Call on some students to repeat the sounds clearly to class

- Aks students to work in pairs and practice the sentences

- Introduce peer correction

- Go round the class and provide help if necessary

-2 Grammar and vocabulary

a) Exercise 1 * Presentation

Review the present simple tense and adverbs of frequency.

- Ask students to work in pair and discuss the form and use of the present simple tense

Call on some students to answer some questions regarding the use and form of the present simple tense

When we use this tense?

(We often use the present simple tense to talk about permanent situations, or about things that happen regularly, recently or all the time.)

5'

- Work in groups

- Whole class

- Pair work

(18)

What adverbs of frequency does it go with?

(Always, usually, normally, often, sometimes, never, ect.) -* Practice:

- Ask students to work individually and complete the blanks in the passage Use the correct simple present form of the verbs in the box (There are more verbs than needed and you will have to use some verbs more than once.)

- Ask students to compare the answers with a friend - Call on students to read the complete passage - Give correct answers:

(* Keys:

1 Is fish worry

4 are catch am

7 catch go give up

10 says 11 realize 12 am

-b) Exercise 2

* Presentation:

Review adverbs of frequency.

When we use adverbs of frequency?

(Adverbs of frequency show how often something happens) always 100% usually

normally often sometimes

never 0%

Position

We put the adverbs of frequency:

- In front of normal verb: we never go to bed late.

- Between an auxiliary verb and the main verb: He doesn't usually read newspapers after dinner.

- After the verbs to be: I am always free on Sundays

-* Practice:

- Ask students to put the adverbs in its correct order into the sentences in the book

- Call on some students to read aloud their sentences to class

5'

- Work individually scan the passage and complete the blanks in the passage

- Compare their answers with a partner

- Answers the teacher's questions

(19)

- Feedback and give suggested answers: (Keys:

- He usually gets up early.

- She is never late for school.

- Lan sometimes practices speaking English.

- Thao is always a hard-working student.)

c) Exercise 3

* Presentation

Review the past simple tense.

- Ask students to work in pair and discuss the form and use of the past simple tense

Call on some students to answer some questions regarding the use and form of the past simple tense

When we use this tense?

(We often use the past simple tense to describe a completed action or situations in the past.)

What adverbs of frequency does it go with?

(Yesterday, last night, ect.)

- Ask students to make more sentences with the past simple tense

* Practice:

- Ask students to work in pair and supply the correct past simple form of the verbs in the brackets in the passage

- Remind students to have correct past form of some irregular verbs - Walk round and give any necessary help

- Ask students to compare the answers with a friend

- Call on students to read the completed passage aloud in front of the class

- Give correct answers: (* Keys:

1 was done cooked were

4 smelt told sang

7 began felt put out

10 crept 11 slept 12 woke

13 was 14 leapt 15 hurried

16 found 17 wound 18 flowed

-III -Homework.

- Ask students to exercises in workbook (page 6, 7)

Prepare for the next period: what you talk about when you meet your friends?

5'

- Work in pair

- Take note

(20)

I - Expressions: To speak about school life

II -News language: 1 Knowledge:

Lexical items: School, sports, and games, ect.  Pronunciation: /L/, /a:/

 Grammar: Wh-questions: who, what, when, how, why Gerund and to- infinitive.

2 Skills:

 Reading: Reading for exact information

 Speaking: Making questions and responses in small talks  Listening: - Listening to small talks and numbering pictures

- Completing a dialogue.  Writing: Filling in a form

3 Education: to help students speak about school life III - Dividing time: ( periods)

1 Reading 2 Speaking 3 Listening 4 Writing

5 Language focus IV -Teaching aids needed:

1 Teacher: book, lesson plan, radio, record, pictures about people, ect. 2 Students: book, notebook, ect

(Period 7)

Planning date: 20th September 2007 Teaching date: 21st September 2007

(21)

Lesson 1: Reading

1 Knowledge: - By the end of the lesson, students will be able to talk about their school and better their reading comprehension skill by doing True or False exercise and Answering question

- Reading about schools and related problems Lexical items: School, sports, games, ect

Grammar: + Wh-questions: who, what, when, how, why + Gerund and to- infinitive

2 Skill: - Reading for exact information

3 Education aim: to help students speak about school life II - Teaching aids needed:

+ Teacher: book, lesson plan, Radio, whiteboard markets, ect + Students: book, notebook, ect

B -Procedure ( Oral test - Check students' Knowledges at the end of the lesson and mark them)

Teacher's activities T Students' activities Writing board/ (answer keys) I -Warm up/ review.

- Present a picture (two students are in the school yard)

- Ask students to answer some questions

- Feedback and give suggested answer

-II -New lesson

* I think the most popular topic students often talk about is their school Today we will study a new lesson, school talk 1 Before you read.

a) Ask students to work in pair to ask and answer question, using the cues below

? When you meet your friends, 5'

7'

- Work in pairs to answer

- Open all the books and notebooks

- When I meet my

Questions:

1 Where are they?

2 Can you guess what they are talking about?

3 Which topics students often talk about?

(Suggested answer:

1 They are in the schoolyard

2 I think they are talking about sports and games, entertainment, health problems, hobbies, holidays, films, the weather, work and study, the teachers, their friends, their school, ect .)

- -

-1 Before you read.

(22)

which of the following topics you often talk about?

b) Ask students to work in groups to match the subject in A with the information in B Feedback and give answer: (1.f/ 2.d/ 3.b/ 4.c/ 5.g/ 6.e/ 7.a)

-2 While you read

Set the scene

You are going to read three talks given by a student, a teacher and a student's father about school You read them and the tasks assigned a) Task 1

- Ask sts to skim the passages to the task (There are more words than the blanks) - Feedback and give answer:

-b) Task 2:

- Ask students to work in pairs - Encourage students to discuss with their partners to get the correct answers

- Call some students speak out the answers

-c) Task 3:

- Ask students to work in pairs to answer the questions

- Call some students speak out the answers in front of the class

- Feedback and give correct answer:

7'

friends I often talk about sports/

- Work in groups to match the subject in

A with the

information in B

- Listen to the teacher

- Work individually (skim the passages) and fill each blank with one of the words in the box

- Compare the answer with a friend

- Work in pairs to read the small talks again and find out whom

- Discuss with their partners to get the correct answers

- Work in pairs to read the small talks more carefully again and answer the questions

A B

1 Biolog

y

a Poem, novel, Nguyen Du

2 Math b Newton, Olm

3 Physic

s

c Chemicals, H2O

4 Chemi

stry

d Number, minus, Pascal

5 Histor y

e Geology, climate

6 Geogra

phy

f Animals, plants, DNA

7 Vietna

mese Literature

g Revolution, The First World War

-2 While you read

a) Task -Gap-filling

(Answer: enjoy traffic worry

4 Crowded language)

-b) Task -Finding who

(Answer:

Miss Phuong 1, 4, Phong 2, 3, 5, 6, Mr Hong Ha 9.)

-b) Task –Answering questions

(Answer:

1 He studies at Chu Van An High School He studies many subjects such as Math,

(23)

-3 After you read

- Elicit how to do: Choose one of the following topics and talk about it for about minutes

- Give comment and may give mark

-III -Homework.

- Ask students to exercises in workbook (page: 10, 11) Prepare for the next period: Find out the common problems at school and small talks at school with friends

9'

3'

- Work in groups

- Take note

3 Because it is an international language She says that teaching is hard work, but

she enjoys it because she loves working with children

5 Because his son has to ride his bike in narrow and crowded streets on the way to school.)

-3 After you read

Suggested questions:

What subjects you like learning best and why?

What you like or dislike doing at school? What you worry about at school?

(Suggested answer:

Strong-willed: She harbored the dream of scientific career, which impossible for a woman at that time.

Ambitions: In spite of her difficult situation, she worked extremely hard and earned a degree in Physics with flying colors.

(40)

each groups speak out

-III Homework - summary 1.Summary

? Can you tell me some thing

about Marie Curie? 2 Homework

Prepare for the next period: describe about someone's background

3'

- Answer

- Take note

Intelligent: As a brilliant student,

Humane: She had a humanitarian wish that ease human suffering.)

-(Period 13)

(41)

Lesson 2: Speaking

1 Knowledge: - By the end of the lesson, students will be able to talk about their own background and know how to ask for other people's background

- Asking and answering questions about people's background - Role-playing

Lexical items: nouns and verbs about background, ect Grammar: + The past perfect

2 Skill: speak about someone's background

3 Education aim: to help students to talk about the school life II - Teaching aids needed:

B -Procedure.

Rearranging

- Ask students to work in pair

- Give out some words whose are not in good order

- Ask students to rearranging the words to make complete sentences

- Feedback, give the answers Where can we get information of one famous person?

-II -New lesson

* Today we will practice speaking conducting an interview

1 Presentation (Task 1) Ask students to look at task in the book

Explicit the term “background” 7'

10'

- Work in pair

- Speak again

- Answer

-Whole class

4 Born, Marie Curie, November 7th, Warsaw, in, was, on, 1867

(Suggested answers:

5 Marie Curie was born in Warsaw on November 7th 1867,)

(Suggested answers: in book, magazines, and newspapers, from an interview

-Task 1

(Suggested answers: + Family

+ Education + Experience)

(42)

Have students work in pairs and decided which items and choose the appropriate ones Ask students to discuss the questions that can be used to get information for each item Call on some students to give questions for each item

-2 Practice Task 2

Set the scene: Imagine you are a journalist Use the cues below to interview a classmate about his/ her background or that of a person he/ she know well Change the role when you have finished.

- Give students the interview form or ask students to draw a form by themselves

- Comment on students' performance give suggested answers:

-3 Production Task

Ask students to work in groups to talk about the person they have known through interview Walk round and give any necessary help

- Call on some student to give small talk in front of the class

15'

10'

- Work in pairs May study the expression in task again to have the correct rearrangement.

- Work in groups - Speak out

How many people are there in your family? What does your father do?

+ Education:

Where did you study at high school? What subjects you like best? What degree you have? + Experience:

How long have you worked as a doctor/ teacher?

What experience you have?)

-Task 2

(Suggested answers: Interview form

Order Items Infor mation Greeting: Good morning!

2 Date of birth:

When were you born? Place of birth:

Where were you born? Home: Where you live? Parents: Can you tell me

about your parents?

6 Brothers: How many brothers/ sisters have you got?

7 Primary school: What's the name of your primary school/ secondary school?

8 Schoolwork: Have you ever been a leader of ?

9 Favorite subjects:

What subjects you like best?

10 Experience:

How you work at school? 11 Thanking:

Thank you very much!

Task

(43)

- Comment on sts' performance and make necessary corrections

-III Homework - summary

3'

- Take note

1991in Sonla There are five people in her family )

Prepare for the next period: Olympic

Champions

(Period 14)

Planning date: 7th October 2007 Teaching date: 8th October 2007

(44)

1 Knowledge: - By the end of the lesson, students will be able to make a mini conversation about daily topics such as study at school, weather and traveling

- Listening to mini conversation for specific information Lexical items: Subjects, verbs, ect

Grammar: + The past perfect

2 Skill: speak about someone's background

3 Education aim: to help students have more knowledge about famous scientists especially about Olympic Champions

B -Procedure.

- Ask students to work in pairs and talk about Olympic and Olympic Champions

- Call on some pairs to speak in front of the class

- Gather ideas that students discuss and give some background information about

Olympic and Olympic

Champions

-II -New lesson

1 Before you listen

Vocabulary pre-teaches Firstly, let's have a quick look at some new words and phrases that you will come across in the passage

- Present some new 5'

10'

- Some pairs to practice in front of the class

- Open all the

books and

notebooks

(Answers keys:

What you know about Olympic? Do you know any Olympic Champions? What you want to know about an Olympic Champion? Do you want to know about his/ her family/ background/ career success/ medals?)

-1 Before you listen

- Diploma (n): Chứng văn

- Certificate (n): Giấy chøng nhËn nh giÊy chøng sinh

(45)

vocabularies, write on the board

Read

-2 While you listen

Set the scene: Sally has been the Olympic Champion You are going to listen to a conversation between her Bob and the task followed Task 1-

Ask students to listen to small talks and decided whether the statements are true or false

-Task -Gap filling.

- Let students read the sentences carefully and try to guess the missing words in the blanks

- Play the tape again and ask students to listen and fill in the gaps

-3 After you listen

- Give students the outline of Sally's background:

- Ask students to work in 10'

10'

- Work

individually

- Listen to a conversation - Compare their answers with a friend

-Read the sentences carefully

- Listen and answer

- Group work

th¹c sÜ

- Sports teacher: GV d¹y thĨ dơc

Task 1-

(* Keys: 1.T 2 T 3 F 4 T 5 F )

Task -Gap filling.

(* Keys:

6. General education.

7. lives/ family.

8. different/ swimming

9. love stories

10. teacher's diploma.)

- Outline of Sally's background:

(46)

groups of or and base on these guidelines to make a short talk about Sally

- Call on some to give the talk in front of the class

-III -Homework

- Ask students to exercises in workbook (page: 19, 20) Prepare for the next period: Writing a C.V about people's background

3'

- Take note

-(Period 15)

Lesson 4: Writing

1 Knowledge: - By the end of the lesson, students will be able to write a simple C.V; And get to know the format, layout and essential information of a C.V

(47)

2 Skill: - Writing a C.V about people's background

3 Education aim: to help students have more knowledge about people's background II - Teaching aids needed:

+ Teacher: book, lesson plan, Whiteboard markets, and some C V samples, ect + Students: book, notebook, ect

B -Procedure.

Present some paper sheets Ask students to match A with B (Suggested answers: e f a b c d g -II -New lesson

* Today we learn how to write a simple C.V

1 Task 1 * Presentation.

Implicit the elements of a C.V by asking students to read Mr Brown's C.V

Ask students to find the elements of a C.V

Introduce find the elements of a C.V

* Practice

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

Ask students to check whether 10'

10'

- Whole class - Read Mr Brown's C.V and find the elements of a C.V - Take note

Work

independently and write a paragraph about Mr Brown Compare their answers with a partner

match A with B

-1 Task 1

* Presentation

A C V normally consists of following items:

Personal information/ data: Education:

Previous jobs: Interests:

* Practice

(Suggested answers:Mr Brown was born on

12th November 1969 in Boston He went to Kensington High school and passed the exams in English, French and Mathematics He worked in a travel agency from June 1991 to December 1998 And from 1999 to 2002, he worked as a hotel telephonist He likes music and dancing.)

A B

1 Name Date of birth Place of birth School attended Exams passed Previous jobs Interests

a) Boston

b) Kensington High school

c) English, French, Math

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

g) Music and

(48)

the information about Mr Brown is correct or not

-2 Task

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

-3 Task 3

- Ask students to work independently

- Call on some students to give the answers in front of the class (May give mark)

-III -Homework. 1 Summary: How to write a C.V? - Retell

2 Homework

Prepare for the next period: Revise + The past perfect + The past perfect vs + The past simple

5'

7'

3'

- Work in pairs to match a line in A

with a question in

B

- Take note

-2 Task

-3 Task 3

-+ The past perfect + The past perfect vs + The past simple

(Period 16)

A - Preparation

1 - Aims: - By the end of the lesson, students will be able to be more confident in pronouncing the sounds /e/, /æ/ and distinguish the past perfect tense.

(49)

+ The past simple + The past perfect + The past perfect vs Teaching aids needed:

B -Procedure.

- Give students a table containing 10 verbs and ask them to complete

- The group, which completes the table first and has more correct verbs, be the winner

-II -New lesson

Ask students to read out loud two words: met - mat

* Today we will practise Pronunciation the two sounds /e/ and /æ/

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

-b)Practice 1

- Ask students to find out 5'

5'

- Group work

- Whole class

- Pair work

V- infinitive Past form PII

Take Took taken

meet met met

leave left left break broke broken

come came come

go went gone

get got gotten

be Was/ were been

do did done

see saw seen

-1 Pronunciation.

met - mat /e/ - / æ /

/e/ / æ /

5 pen

6 sent, Helen said,very, then

8 ten, shelf

(50)

which words contain sound /e/ or / æ /

-2 Grammar & vocabulary a) Exercise 1

* Presentation:

Distinguish the past perfect tense form, and usage.

Use: The past perfect tense can be used to describe: an action before a point of time in the past; an action that had happened before another past action.

-* Practice:

- Ask students to exercise 1: Use the verbs in brackets in the past perfect tense

-b) Exercise 2

* Presentation:

Identify the past simple tense and the past perfect tense Demonstrate the point by analyzing the example:

Ask students to identify which action happened first

-* Practice: 5' 8' 5'

- Whole class

-Individual work

Compare their answers with a partner

- Whole class

- Take note

-5 Ben, bench never, get, French

6 Ann, bad, mark

Exercise 1

Review the past perfect tense Form:

(+) S + had + PII + O

(-) S + had not (hadn't) + PII + O (?) Had + S + PII + O? - Yes, S + had - No, S hadn't

Use:

Eg1: I had done all my homework before p.m last night

Eg2: I had done all my homework before I watch TV

1 had broken had done had met hadn't turned had ever seen

6 had been had left had moved hadn't seen 10 had broken in)

-Exercise 2

E.g.: She (watch) TV after she (do) all her homework.

* We use the past perfect tense for the action happened first and the past simple tense for the latter action

E.g.: She watched TV after she had done all her homework.

(51)

- Ask students to exercise 2: Use the verbs in brackets in the past perfect tense or the past simple tense

Feedback and give suggested answers:

-c) Exercise 3

- Tell students to read the story carefully and ask them some questions about the story to make sure that students have general understanding:

- Ask students to work in pairs and find five mistakes in the use of tenses in the story - Walk round and give any necessary help

- Ask students to compare the answers with other pairs - Call on students to read the correct sentences aloud in front of the class

- Give correct answers:

-III -Homework.

1 Summary:

- Retell the Pronunciation the two sounds /ʌ/ and / a:/ - Retell the using of –ing or

to-infinitive form of the verbs

2 -Homework

- Ask students to exercises in workbook (page 6, 7) Prepare for the next period:

7'

5'

3'

Individual work

- Pair Work

1 had just finished/ came had seldom traveled/ Went went/ Had already taken Did you manage/ had he gone had just got/ phoned

-Exercise 3

What is the story about? Who are in the story?

(Suggested answers:

Sentence Mistake Correction Had climbed climbed Had turned turned Had called called Had heard heard

9 went Had already gone

(52)

-what you talk about when you meet your friends?

- Take note

(Period 17)

Test yourself a

1 Knowledge: - to check sts' knowledge. - Lexical items: nouns and verbs, ect - Grammar: + The past perfect

+ The past perfect vs + The past simple Skill: - Reading, listening, writing

3 Education aim: to help students to learn for test II - Teaching aids needed:

(53)

Greet

-II -New lesson

* Today we will the first test yourself

1 Listening

- Let students read the table carefully and try to guess the missing words in the blanks

-2 Reading

Set the scene

You are going to read the passage and choose one appropriate phrase in the box for each blank There are more phrases than needed

- Ask sts to skim the passages to the task

- Feedback and give answer:

-3 Grammar

- Ask students to exercise Use the verbs in brackets in the correct form tense

- Call on some students to read aloud their sentences to

2' 10' 7' 8' Reply

- Open all the books and notebooks - Ad the sentences carefully

- Listen and answer

- Work individually (skim the passages) - Compare the answer with a friend

-Work individually

Compare their

answers with a partner

- -

-Test yourself

1 Listening (Suggested answer:

1 15, January 1929

2 in 1951

3 for years

4 he met

5 they got married

6 a minister at

7 the black freedom movement

8 heard his speech at the

9 in 1964

10.4, April 1968

-2 Reading (Answer: f c a d )

-3 Grammar

(Suggested answers:

1 to apply am

2 attended passed

4 got can

6 reading know

(54)

class

-4 Writing

- Ask students to work independently and write a reply letter

? Can you tell me how to write

a reply letter? 2 Homework

- Ask students to redo exercises

Prepare for the test

15'

3'

-Work independently and write a paragraph about Mr Brown

Compare their

- Answer

- Take note

-4 Writing

(Suggested answers Son la, Vietnam Dear Sally,

I am very delighted to be your pen friend. I am 16 years old and I am only 1.50 meters tall I have got dark, short hair and black eyes I live in Sonla with my parents and elder sister She is a student at To Hieu high school.

I am a student at Chieng sinh high school It is small school in Sonla There are about one thousand and forty sts and seventy teachers in my school I study many subjects: English, Chemistry, physics, Maths, History I like English most because I want to sing English songs I go to school in the afternoon and have five periods every day from 13: 00 to 5: 10 In the morning I study at home and help my parents with the housework. I'm looking forward to hear from you soon.

Give my best wishes to your parents and two sisters.

Yours, Phong

(55)

-(Period 18)

WRITTEN TEST (45ms)

A - Preparation I -Aims:

1 Knowledge: To check students Knowledges

- Lexical items: Sts use the taught words and phrases to the test - Grammar: + Wh-questions: who, what, when, how, why

+ Gerund and to- infinitive + The past perfect

+ The past perfect vs + The past simple - Pronunciation: / i/, /i:/, /a:/, / /

2 Skill: Sts have tobe skillful at doing the test

3 Education aim: Create sts' solemnest, honestness in doing the test II Teaching aids needed:

+ Teacher: Copy for all sts Hand out the tests, supervise sts during the time doing the test + Students: book, notebook, ect

B/ QUESTION, ANSWERS AND LEVEL MARK.

I - Odd one out:(1ms)

(56)

* a- men b- bed c- pen d- prepare * a- father b- target c- marvelous d- sand

II- Choose the best answer: (2,5ms)

(0.25) * We usually to school by bus

A- goes B- go C- went D- had gone * The boy his bicycle to the countryside at weekends

A- drives B- rides C- works D- carries

* The children football in the field every afternoon but yesterday they basketball instead A- played played B- played play C- play played D- played had played * There fifty pupils in our class

A- are B- is C - were D -had been * We lunch when they came

A- had finished B- finished C- has finished D- finish * Subjects you like best?

A- who B- when C- where D- what * I like football

A- playing B- to play C- played D- had played * As soon as he the driving test, he bought a motorbike

A- had passed B-passes C- was passing D- will pass * Is Tam now? -He is in the classroom

A- who B- where C- when D- what * Mrs Kent is doing the same thing every day

A- hate B- fed up with C- bored D- love

III- Read the following passage then answers the questions below: (2,5ms)

Ernest Miller Hemingway was born in 1899 His father was a doctor and he was the second of six children In 1918 he went to work as a driver on the Italian Front where he was badly wounded He returned to America in 1919 and married in 1921 He began his writing career in 1922 and settle in Paris in the same year In this city he met many of his old friends who often encouraged him in his career

(0.5)* When was he born? - Ernest Miller Hemingway was born in 1899 * What did his father do? - His father was a doctor

* How many people were there in his family? -There are people in his family

* What did he in 1918? - In 1918 he went to work as a driver on the Italian Front where he was badly wounded

* When did he begin his writing career? - He began his writing career in 1922

IV- Read the following passage then fill the gaps with the suggested words below: (2,5ms)

(57)

the cyclo and then take her to the shop in Tran Hung Dao street At about ten thirty, I ride toward Nguyen Thi Minh Khai School There I park my cyclo, chat with my friends and wait for my thirst passengers They are two school (7) , a girl and a boy I (8) them home At twelve, I (9) lunch at a food stall near Ben Thanh market After lunch, I (10) my cyclo under a tree, take a short rest and then continue my afternoon's work

1 A- teacher B- cyclo C- worker D- pilot (0.25)

2 A- have B- give C- take D- get

3 A-give B- make C- get D- wake

4 A- finish B- stop C- open D-start A- Passenger B- guess C- friend D- fellow A-fellow B- guess C- friend D- Passenger A- teachers B- pupils C- doctors D- drivers A- give B- leave C- take D- carry A- eat B- C- make D- have

10 A-park B- stop C- go D-ride

IV- Write something about you: (1,5ms) (about 100 words)

II/ Handing in papers:

(58)

Unit 4: Special education

I - Expressions:

 Lexical items: School, disabled, ect.  Pronunciation: /ɔ:/, //

 Grammar: The + adjective

Used to + infinitive Which as a connector 2 Skills:

 Reading: Vocabulary comprehension: matching.

Extensive reading: multiple-choice questions. Intensive reading: gap-fill.

 Speaking: Making an interview: matching.

Making an interview and reporting on results

 Listening: - Monologue: Deciding on True or False statements. Gap-filling.

 Writing: Writing a letter complaint.

3 Education: to help students have more knowledge about people who are disabled.

III - Dividing time: (5 periods) 11 Reading

12.Speaking 13.Listening 14.Writing

15.Language focus

(59)

4 Teacher: book, lesson plan, radio, record, pictures about people who are disabled, ect. 5 Students: book, notebook, ect

(Period 19)

Planning date: 16th October 2007 Teaching date: 17th October2007

Lesson 1: Reading

1 Knowledge: - By the end of the lesson, students will be able to understand the term special education and talk about it through Matching and Multiple Choice exercise

- Lexical items: School, disabled, ect - Grammar: + The + adjective

+ Used to + infinitive + Which as a connector Skill: - Reading about special education

3 Education aim: to help students have more knowledge about people who are disabled II - Teaching aids needed:

+ Teacher: book, lesson plan, Radio, whiteboard markets, Pictures about special classes and Braille Alphabet, ect

+ Students: book, notebook, ect

- What did you this morning?

- Ask students to answer - Feedback and write answer on the board

-II -New lesson

* You can many things as read, listen, speak, ect but some people can't they are disabled Today we will read

5'

-Questions: (Answer:

I did my homework I went to school I went shopping

- - -Unit 4: Special education

(60)

about a special class 1 Before you read.

a) Ask students to work in pair to ask and answer question, ? Can you name some activities that would be difficult for blind and deaf people?

? Look at the Braille Alphabet Then work out the message that follows

b) Vocabulary pre-teaches Firstly, let's have a quick look at some new words and phrases that you will come across in the passage

- Read

-2 While you read

Set the scene

You are going to read about a special class You read them and the tasks assigned a) Task 1

-b) Task 2:

- Encourage students to discuss with their partners to get the correct answers

? Can you give me the information in the passage? - Feedback and give answer:

15'

6'

- Work individually (skim the passages) and match the words or phrases in A with their definitions in B - Compare the answer with a friend

- Work individually to read the passage again and complete the letter A, B, C or D

1 Before you read.

(Suggested answer:

It is difficult for the blind to read book/ watch TV

It is difficult for the deaf to listen to the radio/ watch TV )

We are the world

- Special education (n): Giáo dục đặc biệt - Blind (a):

- Dumb (a): câm

- Deaf (a): điếc

- Proper schooling (n): học hành đầy đủ

- Opposition (n): ý kin phn i

- Make effort (v): nỗ lực, cè g¾ng

- To be proud of (adj): tù hµo

-2 While you read

(Answer:

5 c : tµn tËt

6 e : chËm ph¸t triĨn trÝ t a : tèn nhiÒu thêi gian b : thuyÕt minh d : dÇn dÇn)

-b) Task -Multiple Choice

(61)

-3 After you read

- Ask students to work in pairs and read the summary of the passage carefully

- Encourage students to guess the missing words

- Collect one student speak out

about special class? 2 Homework

- Ask students to exercises in workbook (page: 23) Prepare for the next period: describe about the lower-secondary school

10'

3'

- Work in pairs and complete the passage

- Answer

- Take note

(Suggested answer:

1 disabled read write efforts

5 opposition time- consuming Math arms

9 fingers 10 proud

(62)

-(Period 20)

Planning date: 20th October 2007 Teaching date: 21st October 2007

Lesson 2: Speaking

1 Knowledge: - By the end of the lesson, students will be able to talk about school life a student and actively engage in an interview

- Asking and answering questions about school life Lexical items: school life, ect

Grammar: + The + adjective

+ Used to + infinitive Skill: talk about school life

3 Education aim: to help students have more knowledge school life II - Teaching aids needed:

+ Teacher: book, lesson plan, ect + Students: book, notebook, ect B -Procedure.

Write new words of the last lesson?

- Ask a student to rewrite on the board and others write in their paper

-II -New lesson

* Today we will practice speaking about school life

1 Presentation (Task 1)

Ask students to look at task in the book

Ask students to study the questions in the interview carefully

Give students tips by asking them to read the answers before

10'

7'

- Close all the books - Work individually

- Answer

-Work individually and fill in the blanks with the right questions

(Suggested answers:

- Special education (n): Giáo dục đặc biệt

- Blind (a): Clever, quick at learning

- Dumb (a): câm

- Deaf (a): điếc

- Proper schooling (n): học hành đầy đủ

- Opposition (n): ý kiến phản đối

- Make effort (v): nỗ lực, cố gắng

- To be proud of (adj): tù hµo

-Task 1

(Suggested answers: A-

(63)

deciding the best question in the blanks

Call on some students explains their answers

-2 Practice

Task 2

Set the scene: Interview your partner using the questions in task 1.

- Ask students to work in pairs and carry out the interview, using the question in Task

- Comment on students'

performance give suggested answers

-3 Production

Task

- Call on some student to use the information in the interview to make a mini-presentation about his/ her partner in front of the class

15'

10'

3'

Work in pairs to act the role

- Work in pairs

-Work individually - Speak out

- Take note

G- 7)

-Task 2

-Task

(Suggested answers:

Hanh went to Long Bien Lower-secondary school She had 10 subjects to learn at school She went to school in the morning and often had classes each morning )

-(Period 21)

Planning date: 21st October 2007 Teaching date: 22nd October 2007

(64)

1 Knowledge: - By the end of the lesson, students will be able to listen better through True or False and Gap-filling exercises

- Listening for specific information about a special class for disabled children Lexical items: School, disabled, ect

Grammar: + The + adjective

+ Used to + infinitive + Which as a connector Skill: speak about special education

3 Education aim: to help students have more knowledge about people who are disabled II - Teaching aids needed:

B -Procedure.

- Ask students talk about school life

- Call on some students to speak in front of the class

-II -New lesson

1 Before you listen

Explain the meaning of the words in the box

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

Call on some students to read the answers aloud in front of the class

Feedback and give correct answer

-Vocabulary pre-teaches

7'

13'

- Some students to practice in front of the class

- Open all the

books and

notebooks Whole class

Work in pairs

- Have a quick

(Answers keys:

Hanh went to Long Bien Lower-secondary school She had 10 subjects to learn at school She went to school in the morning and often had classes each morning )

- Photograph (n): bøc ¶nh (picture)

- Photographer (n): nghƯ sÜ nhiÕp ¶nh(picture)

- Photography (n): nghƯ tht nhiÕp ¶nh

- Photogenic (a): ¨n ¶nh (Trans)

- Photographic (a):thc vỊ nhiÕp ¶nh ( Suggested answers:

1 Photographic Photography Photographer Photograph Photogenic)

(65)

Firstly, let's have a quick look at some new words and phrases that you will come across in the passage

Read

-2 While you listen

Set the scene: You are going to listen to a talk about a club for disabled children You listen to it and the tasks followed

Task 1- True or False

Ask students to listen to the tape and decided whether the statements are true or false

- Play the tape

several times if necessary

- Have students

compare their answers with a friend

- Feedback and

give correct answer

7'

8'

look at some new words and phrases - Whole class - Take note - Repeat

-Individual working

Listen to a conversation - Compare their answers with a friend

- Listen and answer

- Surroundings (n): m«i trêng xung quanh (Trans)

- sorrow (n): nỗi buồn - (Trans)

- passion (n): niềm đam mê (Trans)

- labourer (n): ngời lao động (Trans)

- mute (a): c©m (guess)

- exhibition (n): triĨn l·m (Trans)

Task 1- True or False

(* Keys: 1.T

2 F (Information not given) 3 T

4 F (The subjects of their photos about people and scenery)

5 T )

(* Keys:

1 photographic 2 19

3 exhibition 4 50

(66)

-3 After you listen

- Give students some

questions:

- Ask students to work in groups of or and base on these questions to make a short talk

-III

–Homework-summary

Summary: Summarize the main points

Homework: Ask students to redo task and

Prepare for the next period:

7'

3'

- Group work

- Take note

What is the name of the club? Who are the members of the club? Where they come from?

How many are there?

How many photographs about?

What does their passion of taking photographs help them?

-(Period 22)

Planning date: 22nd October 2007 Teaching date: 23rd October 2007

Lesson 4: Writing

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1 Knowledge: - By the end of the lesson, students will be able to read and understand a simple letter of complaint; write a letter of complaint about the poor quality of the service at an English Center

Lexical items: Subjects, verbs, and connectors in Writing a letter complaint, ect Grammar: + The + adjective

+ Used to + infinitive + Which as a connector Skill: Writing a letter complaint

3 Education aim: to help students to write a letter complaint II - Teaching aids needed:

B -Procedure.

1 Have you ever write a letter of complaint?

2 When you write it? What sort of information

do you often have to provide when you write a letter of complaint about the poor quality of the service at an English Center?

-II -New lesson

* Today we learn how to write a letter of complaint

1 Presentation

Task - Ask students to work in pairs and read the advertisement

Explain some difficult words:

Present some new vocabularies, write on the board - Read

-Set the scene:

7'

15'

-Work in pairs

-(Suggested answers: 1.Yes/ No

2 Complaint about the service Room, time, monney, teacher, ect.)

-Task

- Native teachers (n): GV ngời xứ - Air-conditioned (a): đợc trang bị điều hoà

-(Suggested answers:

(68)

After studying for two weeks at English for Today Center, you notice that everything is worse than what the advertisement says A friend of yours wants to know about the center and you tell him/ her the facts Now you work in pairs and complete the dialogue with your own ideas

- Call on some students to read the answers in frond of the class

Give suggested answers:

-1.Practice - Task 2

Ask students to read the letter of complaint in the book and complete it basing on the dialogue in Task

Ask students to use appropriate connectors to make the writing smoother

Tell them to work individually, - Go round the class and offer help if necessary

Tell students to exchange their writing with a friend

Introduce peer correction Pick up some writings to check the mistakes as the whole class.

-III -Homework. 1 Summary:

How to write a letter of complaint? - Retell

2 Homework

20'

3'

- Work individually - Compare their answers with a partner

- Take note

2 There are only few native teaches, not all of them are native ones.

3 in fact there are more than 30 students in my class.

4 I have to pay for them

5 The room is not air-conditioned There is only one ceiling fan in my classroom It is very hot.

6 In fact the classes often start late and finish early.)

-Task

(Suggested answers:

First of all, you say that there are only native teachers, but my class has one Vietnamese teacher and two native teachers You also say that each class has no more than 20 students but there are over 30 students in my class Furthermore, in the advertisement, you say we can have books and cassette tapes free of charge but in fact we had to pay for them To make the matter worse, the classroom is not air-conditioned.That is quite different from the advertisement Finally, what I not like the most about your center is the time The class time is not the same as what the advertisement says Classes not only start late but also finish early.)

(69)

Ask students to rewrite task at home

Prepare for the next period:

(Period 23)

1 Knowledge: - By the end of the lesson, students will be able to be more confident in pronouncing the sounds /ɔ:/, // and distinguish the use of gerund and to -infinitive

(70)

+ The + adjective

+ Used to + infinitive + Which as a connector Skill: Making questions, filling in the gaps

B -Procedure.

Find someone who:

Prepare a two-column table with Yes/ No questions and Name

Let students go around the class and ask other students what they are used to when they were small If the answer is Yes, write his/ her name in the table

The winner is the first one who completes the name column

-II -New lesson

Ask students to read out loud two words: Study - Task * Today we will practise Pronunciation the two sounds /ɔ:/, //

a Demonstrate the sounds

/ɔ:/ and //by pronouncing them clearly and slowly b Help students to distinguish these two sounds c Instruct the way to

7'

5'

- Group work

- Work in groups

- Whole class

Did you use to Name

Cry at night? Mai

Go to bed late? Be afraid of ghost? Eat a lot of ice cream?

-1 Pronunciation.

top - Talk /tp/ - /tɔ:lk/

/ɔ:/ // //: is a very short sound

(71)

pronounce:

-b)Practice 1

Ask students to find out which words contain sound

/ɔ:/ or //

Introduce peer correction Go round the class and provide help if necessary

* Presentation:

Explicit the use of The + adjective by analysing the example:

We use The + adjective to describe a group of people as a whole These adjectives are followed by a plural verb

- Ask students to compare the answers with a friend - Call on some students to read the completed sentences aloud in front of the class - Give suggested answers:

-b) Exercise 2 * Presentation:

Revision of used to + infinitive to express a past action and state It has no present equivalent -5' 9' 8'

- Pair work and

practice the

sentences

- Whole class

- Take note

-Work individually and complete the sentences using

The + adjectives.

- Compare the answers with a friend

- Whole class

- Take note

// /ɔ:/

1 top, box job, doctor wrong, boss

4 walking, called, sport 5.talk, more

6 four, walked, fourteen

Exercise 1 The + adjective

E.g: The young have the future in their hands

The young = Young people Note:The + adjective

E.g the blind, the rich, the poor.

The rich means a group of people who are all

rich

7. The young 8. the injured 9. the unemployed 10 the sick

11 the rich the poor)

-Exercise

E.g: When I was a child, we used to go on holiday to the seaside

Notice the negative and the question: Where did you use to go?

(72)

* Practice:

Ask students to complete the sentences with used to + a suitable verb.

Call on some students to read aloud their sentences to class

-c) Exercise 3

* Presentation:

Which can be used in relative clause to refer to the whole of the earlier clause

-* Practice:

- Ask students to work in pairs and join a sentence from A with one from B to make a new sentence using

which

-III -Homework.

1 Summary:

- Retell the Pronunciation the two sounds /ɔ:/ or // -Retell the using of grammar

2 -Homework

Ask students to exercises Prepare for the next period:

9'

2'

-Work individually

- Whole class

- Take note

-Work individually

- Help teacher to

summarize - Take note

1 used to smoke used to have used to live used to eat used to be used to take used to be

8 did you use to go

-Exercise 3

E.g: She arived on time, which amazed everybody

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

2 Jill isn't on the phone, which makes it difficult to contact her

2 Neil has passed his examinations, which is good news

3 Our flight was delayed, which meant we had to wait for hours at the airport Ann offered to let me stay in her

house, which was very nice of her The street I live in is very noisy at

night, which makes it difficult to sleep Our car has broken down, which

means we can't go away tomorrow.)

-Do exercises in workbook (page 24, 25)

(73)

(Period 24)

Planning date: 30th October 2007 Teaching date: 31st October 2007

Correct WRITTEN TEST.(45ms) A - Preparation

I -Aims:

1 Knowledge: To help students to check their knowledges

+ Gerund and to- infinitive + The past perfect

+ The past perfect vs + The past simple - Pronunciation: / i/, /i:/, /a:/, / /

3 Education aim: Create sts' solemness, honestness in doing the test II Teaching aids needed:

+ Teacher: lesson plan

+ Students: book, notebook, ect B- Procedure.

I - Odd one out:(1ms)

(74)

* a- lunch b- hurry c- usual d- up * a- men b- bed c- pen d- prepare

* a- father b- target c- marvellous d- sand II- Choose the best answer : (2,5ms)

(0.25) * We usually to school by bus

A- goes B- go C- went D- had gone

* The boy his bicycle to the countryside at weekends

A- drives B- rides C- works D- carries

* the children football in the field every afternoon but yesterday they basketball instead

A- played played B- played play C- play played D- played had played * There fifty pupils in our class

A- are B- is C - were D -had been

* we lunch when they came

A- had finished B- finished C- has finished D- finish

* subjects you like best?

A- who B- when C- where D- what

* I like football

A- playing B- to play C- played D- had played * As soon as he the driving test, he bought a motorbike

A- had passed B-passes C- was passing D- will pass * Is Tam now? -He is in the classroom

A- who B- where C- when D- what * Mrs Kent is doing the same thing every day

A- hate B- fed up with C- bored D- love

III- Read the following passage then answer the questions below: (2,5ms)

Ernest Miller Hemingway was born in 1899 His father was a doctor and he was the second of six childrens In 1918 he went to work as a driver on the Italian Front where he was badly wounded He returned to America in 1919 and married in 1921 He began his writing career in 1922 and settle in Paris in the same year In this city he met many of his old friends who often encouraged him in his career

* When was he born? - Ernest Miller Hemingway was born in 1899 * What did his father do? - His father was a doctor

* How many people were there in his family? - There were 7/ people in his family

* What did he in 1918? - In 1918 he went to work as a driver on the Italian Front where he was badly wounded

* When did he begin his writing career? - He began his writing career in 1922

IV- Read the following passage then fill the gaps with the suggessed words below: (2,5ms)

(75)

Khai School There I park my cyclo, chat with my friends and wait for my thirst passengers They are two shool (7) , a girl and a boy I (8) them home At twelve, I (9) lunch at a foodstall near Ben Thanh market After lunch, I (10) my cyclo under a tree, take a short rest and then continue my afternoon's work

1 A- teacher B- cyclo C- worker D- pilot (0.25)

2 A- have B- give C- take D- get

3 A-give B- make C- get D- wake

4 A- finish B- stop C- open D-start A- Passenger B- guess C- friend D- fellow A-fellow B- guess C- friend D- Passenger A- teachers B- pupils C- doctors D- drivers

8 A- give B- leave C- take D- carry

9 A- eat B- C- make D- have

10 A-park B- stop C- go D-ride

II/ Handing in papers:

III/ Home work: Prepare unit

Unit 5: Technology and you

I - Expressions: Know more about technology.

II -New language: 1 Knowledges:

 Lexical items: technology, ect.  Pronunciation: /u:/, //

 Grammar: The present perfect

The present perfect passive Who, which, that

2 Skills:

 Reading: Vocabulary comprehension: matching. Identifying the main idea.

Passage comprehension

 Speaking: Asking for and giving information about the uses of modern inventions.

Talking about the uses of mordern technology.  Listening: Monologue: Deciding on True or False statements.

(76)

 Writing: Writing a set of instructions. Sequence connectors. Imperative verb form.

3 Education: to help students have more knowledge about mordern technology. III - Dividing time: (5 periods)

16.Reading 17.Speaking 18.Listening 19.Writing

20.Language focus

6 Teacher: book, lesson plan, radio, record, pictures of a computer, ect. 7 Students: book, notebook, ect

Planning date: Novenber 10th,2009 Teaching date: 10D - November 12th,2009

10A,10B,10C- November 13th,2009 Period 25

Unit 5: Technology and you Lesson 1: Reading

A - Preparation I - Aims: Reading about computer

1 Knowledge: - By the end of the lesson, students will be able to use number of words about computers such as CPU, VDU, CD Rums, floppy disks and talk about their benefits in our modern life; improve reading skill through Matching and Answering questions exercises

- Lexical items: School, disabled, ect - Grammar: + The present perfect

+ The present perfect passive + Who, which, that

2 Skill: - Vocabulary comprehension: matching - Identifying the main idea - Passage comprehension

3 Education aim: to help students have more knowledge about computer II - Teaching aids needed:

+ Teacher: book, lesson plan, Radio, whiteboard markets, Pictures about parts of a computer

+ Students: book, notebook, ect

(77)

- What you know about computer?

-II -New lesson

* You can many things with the help of computer, they are useful to our life Today we will read about what a computer can

1 Before you read.

a) Ask students to work in pair to match each number with one of the words or phrases in the box

- Ask students to read the words several times to make sure students pronounce them b) Vocabulary pre-teaches Firstly, let's have a quick look at some new words and phrases that you will come across in the passage

- Read

-2 While you read

Set the scene

You are going to read about what a computer can do. You read them and the tasks assigned.

a) Task 1

-b) Task 2:

2'

15'

6'

- Close all the books - answer

- Open all the books and notebooks - Work in pair to match

- Work individually (skim the passages) and match the words or phrases in A with their definitions in B - Compare the answer with a friend

- Work individually

Questions: computer?

- -

Unit 5: Technology and

you

1 Before you read. Suggested answer:

1 D E G C

5 A F B F

Vocabulary pre-teach - miraculous (a): tuyÖt vêi

- calculating machine (n): m¸y tÝnh

- calculations (add, subtract, multiply, divide)

- lightning speed (n): tốc độ ánh sáng

- storage devide (n): thiÕt bÞ lu trữ thông tin.

- Memos (n):Sổ ghi nhớ, tin nhắn.

- Request for leave (n):Xin phép nghỉ làm, nghØ häc

-2 While you read

a) Task -Matching (Answer:

10.c : Có phép thần 11 e : cảnh đẹp

12.a : ¶nh hëng lÉn 13.b : phÇn mỊm

14.d : phÇn cøng)

(78)

- Encourage students to discuss with their partners to get the correct answers

-c) Task 3:

- Ask students to work in pairs - Encourage students to discuss with their partners to get the correct answers

-3 After you read

Ask students to work in pairs or in groups and discuss other uses of computer in daily life

- Collect one student speak out

about Computer? 2 Homework

- Ask students to exercises in workbook (page: 23) Prepare for the next period: describe about the lower-secondary school

5'

7'

3'

to read the passage again and choose the best title for it

- Work in pairs and answer the questions

- Work in pairs or in groups and discuss other uses of computer in daily life

- Answer

- Take note

(Answer:

C What can the computer do?)

-c)Task 3:

(Suggested answer:

1 It helps us visit shops, offices and places of interests, pay bills, read newspapers, receive letters.

2 Because it is capable of doing anything you ask; it can speed up the calculations, allow you to type and print any kind of document )

(Suggested questions for discussion: Do you usually use computers?

What you when you use computers?

What you like most about computers?

What use of computer may bring bad effects to its users?

(79)

-Planning date: November 12th,2009 Teaching date: 10 -November 2009

(Period 26) 10

Unit 5: Technology and you Lesson 2: Speaking

A - Preparation

I - Aims: Talking about the uses of mordern inventions

1 Knowledge: - By the end of the lesson, students will be able to talk about the uses of mordern inventions in daily life such as radio, TV, fax machine, air conditioner

Lexical items: information technology, ect Grammar: + The present simple

2 Skill: talk about information technology

3 Education aim: to help students have more knowledge information technology II - Teaching aids needed:

Write new words of the last lesson?

-II -New lesson

* Today we will practice speaking about information technology 1 Presentation (Task 1)

Ask students Work in pair and answer the questions

Give students the model

Call on some students ask and answer loud

10'

7'

- Answer

-Work in pair and

answer the

questions

(Suggested answers: miraculous (a): tut vêi

- calculating machine (n): m¸y tÝnh

- calculations (add, subtract, multiply, divide)

- lightning speed (n): tốc độ ánh sáng

- storage devide (n): thiết bị lu trữ thông tin.

- Memos (n):Sỉ ghi nhí, tin nh¾n.

-Task 1- Asking and answering A: Can/ Could you tell me what a radio is used for?

B: Well, it is used to listen to the news and learn foreign languages. (Suggested answers:

A: Can/ Could you tell me what a TV is used for?

(80)

-2 Practice

Task

- Ask students to work in pairs and ask them to complete the sentences by using the words in the box

- Comment on students'

performance give suggested answers

-3 Production

Task

- Ask students to work in groups by joining two pairs Ask them to look at the ideas in task and then rank them in order of importance

- Encourage students actively discuss in groups to give the reasons to support their ideas and persuade the others that your order is the right one

- Suggest some structures in discuscussion

-4 Further practice Task 4

- Ask students to work in groups to talk about their most favourite invention of our daily life

- Summarize the main points: information technology

7'

10'

8'

3'

- Work in pairs

-Work in groups by joining two pairs - Speak out

-Work in groups

- Take note

-Task 2-Sentence Completion

(Suggested answers:

1 store transmit process send hold

6 make send receive design

-Task - Ordering

(Suggested answers:

I think/ believe that the most important use of information technology is because )

Further practice - Task 4

(81)

-Planning date: November 12th,2009 Teaching date: 10 - November 2009

(Period 27)

Unit 5: Technology and you Lesson 3: Listening

1 Knowledge: - By the end of the lesson, students will be able to know how a person learns to use a computer and improve listening skill through True or False and Gap-filling exercises

- Monologue: Deciding on True or False statements Gap-filling

Lexical items: Worried, refused, memory, excuse, etc Grammar: + The present simple

2 Skill: listening skill

3 Education aim: to help listening for gist and specific information about using a computer II - Teaching aids needed:

+ Teacher: book, lesson plan, and cassette, ect + Students: book, notebook, ect.

B -Procedure.

- Ask students talk about information technology

-II -New lesson

1 Before you listen

Explain the meaning of the words in the box

Ask students to work in pairs Call on some students to read the answers aloud in front of the class

Feedback and give correct answer

Vocabulary pre-teaches

7'

13'

- Open all the

books and

notebooks Work in pairs Whole class

(Answers keys:

information technology )

- worried (a): lo l¾ng (picture)

- Make an excuse (v): xin lỗi (picture)

- shy (a): xÊu hỉ, ngỵng ngïng

- refuse (v): tõ chèi(Trans)

(82)

Firstly, let's have a quick look at some new words and phrases that you will come across in the passage

Read

-2 While you listen

Set the scene: You are going to listen to an old company director talking about his experience of learning how to use a computer You listen to it and the tasks followed Task 1- True or False

Ask students to listen to the tape and decided whether the statements are true or false

-7'

8'

- Have a quick look at some new words and phrases - Whole class - Take note - Repeat

-Individual working

- Listen and answer

- -2 While you listen

(* Keys: F ( He wasn't worried) 2 T

3 T

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

5 F 6 F )

(* Keys: 11 invited 12 still 13 refused 14 excuse 15 anything

(83)

-3 After you listen

- Give students some

questions:

- Ask students to work in groups of or and base on these questions to make a short talk

-III

–Homework-summary

Homework: Ask students to redo task and

Prepare for the next period Find out how to use a phone card and a remote control

7'

3'

- Pair work

- Take note

3 After you listen

1 What did the man's son buy? Why did the man become worried? What didn't the man know?

4 What happened to the man's memory?

5 What did the man suggest?

-Planning date: November 12th,2009 Teaching date: 10 - November 2009

(Period 28)

Unit 5: Technology and you Lesson 4: Writing

1 Knowledge: - By the end of the lesson, students will be able to write simple instructions on how to use some household appliances

Lexical items: Imperative verbs and connectors in Writing instructions, ect Grammar: + Imperative

2 Skill: Writing instructions

3 Education aim: to help students to write instructions II - Teaching aids needed:

+ Teacher: book, lesson plan, and Whiteboard markets, a phone card and a remote control, ect

(84)

Have you ever use a phone card?

Can you tell me how to use it?

-II -New lesson

* Today we learn how to write a instruction

1 Presentation

Task - Ask students to work in pairs and read the instruction

Explain some difficult words:

-Task 2

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

- Tell students to work in pair to find out the Connectors and the imperatives forms of the verbs from the instructions - Call on some students to read the answers in frond of the class

-2 Practice

Task 3

Ask students to look at the TV and the remote control and answer the questions on how to operate the TV

5'

10'

12'

-Work in pairs

- Work in pair - Compare their answers with a partner

- group work

- Compare their answers with a

(Suggested answers: Yes/ No

)

-1 Task

Vocabulary pre-teach - lift (v): GV nhÊc lªn - receiver (n): èng nghe - insert (v): đa vào - slot (n): khe - press (v): Ên

- emergency (n): cÊp cøu - ambulance (n): xe cÊp cøu

- remote control (v): ®iỊu khiĨn tõ xa - cord (n): d©y dÉn

-Task 2

Finding Connectors and Imperatives

Suggested answers:

Connectors: first, next, then, until Imperatives: lift, insert, press, wait)

-2 Practice

Task - Answering questions (Suggested answers:

(85)

Tell students to look at the remote control carefully when doing the task

Call on some students from the groups to answer in frond of the class

-Task 4

Ask students to use connectors and task to make the writing Tell them to work individually, - Go round the class and offer help if necessary

Tell students to exchange their writing with a friend in front of the class

Introduce peer correction Pick up some writings to check the mistakes as the whole class.

-15'

partner

- Individual work

-turned on

2 To turn on the TV, press the POWER button

To turn off the TV, press the POWER button again

3 To sellect a programme, press the

programme button

4 To watch VTV 1, press the button number

1

To watch VTV 2, press the button number

5 To adjust the volume, press the Volume

button up or down

6 If you don't want to hear the sound, press the mute button.)

-Task -Writing Instructions

(Suggested answers:

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

To turn on the TV, press the POWER button To turn off the TV, press the POWER button again

To sellect a programme, press the

programme button

To watch VTV 1, press the button number To watch VTV 2, press the button number To watch VTV 3, press the button number To watch VTV 4, press the button number To adjust the volume, press the Volume

button up or down

If you don't want to hear the sound, press the

mute button.)

(86)

-III -Homework. 1 Summary:

How to write instructions? -Retell

2 Homework

Prepare for the next period: Revise the use of

3' - Take note

Planning date: November 12th,2009 Teaching date: 10 - November 2009

(Period 28)

Unit 5: Technology and you Lesson 5: Language focus A - Preparation

I - Aims:

1 Knowledge: - By the end of the lesson, students will be able to be more confident in pronouncing the sounds /u:/, / / and distinguish the use The present perfect, the present perfect passive and who, which, that

Pronunciation: Identifying the sounds: /u:/, / / Grammar and vocabulary: - To help students revise:

+ The present perfect

(87)

B -Procedure.

Write two sentences on the board:

? What sounds are you learning today?

-II -New lesson

Ask students to read out loud two words: Study - Task * Today we will practise Pronunciation the two

sounds /u:/, /u/

a Demonstrate the sounds /u:/ and /u/by pronouncing them clearly and slowly b Help students to distinguish these two sounds c Instruct the way to pronounce:

-b)Practice 1

Ask students to find out which words contain sound /u:/ or //

Introduce peer correction Go round the class and

5'

- Work in groups

- Whole class

- Pair work and

practice the

sentences

E.g: Sue often go to school on foot Look at your shoes, take them off /u:/: look, foot ( short u) /u/: shoes, Sue, school, to ( long/ u:/)

-1 Pronunciation.

food - foot /fu:d/ - /fut/ /u:/ /u/

/u/: is a very short sound

/u:/: is a long sound.

// /u:/

could, put, book, bookself, full, look looking

(88)

provide help if necessary

* Presentation:

Explicit the use and the forms of The present perfect tense

Give e.g

-b) Exercise 2 * Presentation:

Revision the rules of changing active into the passive voice

Explain the form The present perfect passive:

Give e.g

-* Practice:

Ask students to complete the sentences

Tell them to exchange the exercise and cross check Call on some students to write their answers on the board

Feedback and give suggested answers: 5' 5' 5' 5'

- Whole class

- Take note

-Work individually Study the situation and put the verbs in The present perfect tense.

- Whole class

- Take note

-Work in pairs

Exercise 1

The present perfect tense

Form: S + have/ has + PII (ed/ column 3) Usage: It is used to press a recently complete action or expresses an action which began in the past and still continues

E.g: I have just had lunch

1 Tan has opened the door He has turned on the TV He has tidied the house He has cleaned the floor He has turned on the light

6 He has laid two bottles of water on the tables)

-Exercise

The present perfect passive Form: S + have/ has + been + PII

E.g: A new bridge has been built across the river

1 A new hospital for children has been built in our city

2 An other man-made satellite has been sent up into space

3 More and more trees have been cut down for woods by farmers

4 Thousands of animals have been killed in the forest fire

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

(89)

-c) Exercise 3

* Presentation:

Overview of Who, Which, that: can be used in place of noun subjects and noun objects in relative clause When they refer to the subject, they can not normally be omitted

When they refer to the object, they can normally be omitted

-* Practice:

- Ask students to work individuallyand fill the gaps - Walk round and give any necessary help

-III -Homework

-Summary

1 Summary:

- Retell the Pronunciation the two sounds /u:/ or /u/ -Retell the using of grammar

2 -Homework

Ask students to exercises Prepare for the next period:

5'

2'

3'

- Whole class

- Take note

-Work individually

- Help teacher to

7 Their hands have been washed and dried on a towel

8 Another book has been read by students Some ink has been spilt on the carpet 10 She has been shown how to it.)

-Exercise 3

E.g: This is the man who lives next door

E.g:This is the man who(m) I like Who refers to people

Which refers to things

1 which which which who who who who which which 10 who.)

(90)

Unit6: An excursion

I - Expressions: Know more about beauty spot of Vietnam

II -New language: 1 Knowledges:

 Lexical items:

 P8ronunciation: //, /3:/  Grammar: - Be going to

- The present progressive ( with a future meaning) 2 Skills:

 Reading: - Extensive reading: mutiple-choice questions - passage comprehension

- Intensive reading: gap-fill

 Speaking: - Expressing agreements and disagreements - Giving opinions

 Listening: Monologue:

(91)

- Comprehension questions. - Gap-filling.

 Writing: Writing a confirmation letter.

3 Education: to help students prepare and talk or write about excrsion III - Dividing time: ( periods)

21.Reading 22.Speaking 23.Listening 24.Writing

25.Language focus IV -Teaching aids needed:

8 Teacher: book, lesson plan, radio, record, pictures, ect. 2 Students: book, notebook, ect

(Period 30)

Planning date: 13th November 2007 Teaching date: 14th November 2007

Unit An excursion

Period 1: Reading

1 Knowledge: Reading a letter about an excursion to a beauty spot near Hanoi

By the end of the lesson, students will be able to get information about some famous places in Vietnam through activities Befor and After you read; improve reading comprehension skill by doing Multiple choice and Answering questions exercises

- Lexical items: lotus, picturesque site, permission, persuade, destination, ect - Pronunciation: //, /3:/

- Grammar: + Be going to

+ The present progressive (with a future meaning) Skill: reading

3 Education: to help students be able to understand a letter about some famous beauty-spots in Vietnam as Thay pagoda, Huong pagoda in the Northern of Vietnam and some task about them

II -Teaching aids needed :

(92)

2 Students: book, notebook, ect. B -Procedure.

- Give students small paper sheets and asks them:

Tick activities you often do when you have a few days

off

- Ask some students to speak out their answers

-II -New lesson

* Today we'll practise reading a letter about an excursion

1 Before you read.

- Guide students how to and ask them to work in pairs

- May give students some newwords as:

(may translate or draw )

- Collect some students to speak out the name of the places in the pictures

- Give coments

* Ask students some questions: (if have enough time)

-5'

12'

- Work in groups to tick the answers

- Some students to speak out their answers

- Work in pairs to match the photos

with the

information

- Speak out the choice and name the places in each pictures

- Answer the

teacher's questions

- Before you read. Questions

1 In what cities are they located?

2 What more you know about these places?

3 What should we there? Which places should we visit? When is the best time to go there? Why?

1) d Thien Mu Pagoda (Hue) 2) b Ha Long Bay (Quang Ninh) 3) a The One-Pillar Pagoda (Ha Noi)

Activities you often when having a few days off

Yes

- visiting a foreign country - traveling to cities

- visiting friends and relatives - taking a bicycle tour

- going camping - going hiking - going fishing - having a picnic - relaxing at the beach

- staying at home reading a book - staying at home watching TV - fixing up or redecorating the house

⇃

Excursion (n) Du lÞch

Lotus (n) /'ləʋtəs/ Hoa sen

Picturesque(adj)/,piktjə'resk/ đẹp nh

tranh

Resort (n) /ri'zɔ:t/ Khu du

lịch

Altitude (n) /'ổltitju:d/ Độ cao

Pine (n) /pain/ Cây thông

waterfall (n) /'w:tf:l/ Thác

(93)

* Ask students to match the verbs with its objects

- Give coments

1.to have some day off 2.to make an excursion 3.to make a two-day trip 4.to stay the night away from home

5.to give our love to them

-2 While you read

a) Ask students some questions: (Use an extra-board)

b) Task 1:

- guide students how to choose the best answer A, B, C or D to complete each of the sentences - Checking

-c) Task 2:

- Guide students how to - Call some students speak out the answers:

-* Introduce the use of adjectives about time or measures

10'

- Close the book

- Work in pairs to match the verb in A with its object in B

-Work in pair to

answers the

teacher's questions

Work individually to read the task and then choose the best answer

- Read the task and Work in pair

find the

information to

answers the

questions, then check each other's answers

- Listen and write down

- Skim the letter

4) c Valley of love (Da Lat)

-2 While you read

+ Who is going to have a few days off? (Lan and her classmates)

+ What are they planning to do? (To make an excursion)

+ How long is it? (It's a two-day trip)

+ What will be Lan's problem?/ Will Lan's parents let her stay the night away from home?/ What is Lan worrying about?

+ What did Lan write at the end of the letter? (give her love to Minh's parents)

Task 1:

(Suggested answers: 1.C D A

-Task 2:

Keys:

1 after the first term ends

2 because they have just studied rock formations and the have never been insite a cave

3 20 kilometres away

4 have a two-day trip and spend a night together by a campfire

5 her parents' permission They are so protective and don't want to let her stay a night away from home

-+ How long will it take them to make an excursion to Thay Pagoda? -A one day

A B

1 to have 2 to make 3 to make 4 to stay 5 to give

a an excursion b our love to them c a two-day trip d some day off

(94)

- give the situation: -give coment

-3 Before you read

- Elicit how to

- Give coment:

- -III -Homework - Summary Summary:

Retell about the letter 2 Homework

- Ask students to write a favorite excursion

- Prepare for the next period Think about a boat trip

7'

3'

to find them

- Remark how to form:

-Work individually to fill the gaps

- Take note

+ How long will it take them to make the trip to Huong Pagoda? -A two days

=> So it is a trip which lasts two days

- Eg: A day excursion; A two-day trip

-3 Before you read

(Suggested answers:

-Unit An excursion (Period 1: Reading)

Exercise 1: Tick activities you often when you have a few days off

Activities you often when having a few days off Yes

- visiting a foreign country - traveling to cities

- visiting friends and relatives - taking a bicycle tour

- going camping - going hiking - going fishing - having a picnic - relaxing at the beach

- staying at home reading a book - staying at home watching TV - fixing up or redecorating the house

⇃

Exercise 2: Answer the questions: 1. In what cities are they located?

2. What more you know about these places? 3 What should we there?

4 Which places should we visit?

5 When is the best time to go there? Why?

(95)

Exercise 3: Match the verbs with it sobjects

A B

1 to have 2 to make 3 to make 4 to stay 5 to give

a an excursion b our love to them c a two-day trip d some day off

e the night away from home Exercise 4: Answer the questions:

1. Who is going to have a few days off? 2. What are they planning to do? 3. How long is it?

4. What will be Lan's problem

5. What did Lan write at the end of the letter? (Period 31)

Unit An excursion

Lesson 2: Speaking

A - Preparation I - Aims: Talking about a boat trip abroad

1 Knowledge: - By the end of the lesson, students will be able to talk about the seat plan on a boat trip on lake Michigan in Chicago

Lexical items: information about the seat plan on a boat trip on lake Michigan in Chicago, ect.

Grammar: + The present simple

2 Skill: Speaking: - Expressing agreements and disagreements - Giving opinions

3 Education aim: to help students prepare and talk or write about excrsion II - Teaching aids needed:

What you about a trip boat? What are there in a boat?

-II -New lesson

* Today we will practice speaking about the seat plan on a boat trip

5'

- Answer

(Suggested answers: Toilet

Exit Sundeck

Seat

(96)

-on lake Michigan in Chicago 1 Presentation

Set the scene: Tim's clas is going to on a boat trip on lake Michigan in Chicago Read the information about some of the participants to know their problems and their wishes

2 Practice Task and 2

Ask students work in groups to read the seat plan carefully and decide the best seat for each person, using the information in task

further explain the seat plan if necessary

Suggest some useful structures: Tell students to conduct the conversation like the example in the book

Go around the class and provide help when necessary

Call on some students ask and answer loud

-3 Production

Task

- Ask students to work in pairs and discuss:

- Call on some students to talk 12'

15'

10'

Work in groups

- Work in pairs

- Sundeck (n): boong tÇu (picture)

- Get sunburnt (v): rám nắng

- Travel sickness (n): say tầu(Trans)

- Refreshments (n): phòng ăn uống giải khát tầu (picture)

- Occupied (a): ®ang cã ngêi sư dơng

Task and I don't think so To be suitable for Why? Why not? What you think? What's your ideas? Had better

(Suggested answers:

A: I think Mary should sit in section 1.

B: Why?

C: Because she suffers from travel sickness so she can get lots of fresh air from that seat.

D: Yes Put her in the seat What about John?

B: Put him in the seat 45.

A: I don't think so John doesn't like air-conditioning so put him in seat 37 He can take as many photographs as he likes.

C: Ok I think Susan had better take the seat 10 What you think? B: I think it's a good idea because she want to be near Mary

-Task -Giving reasons

Which seat you the most suitable for you?

Why? Use information in task as suggestions.

(97)

about their seat preference in front of the class

- Comment and make necessary corrections

- Summarize the main points

- Ask students to exercises in workbook (page: 39)

3'

- Take note

I think that the most suitable seat for me is because )

-Crossword

1 2

3 4 5

6 7

1 A natural cavity below the earth surface or in the mountain. 2 Light of the sun.

3 A large naturalstream of water. 4 A short journey usually for pleaure.

5 A temple or sacred tower in Asian countries.

6 The science that studies the surface of the earth and its associated physical, biological, economic, political features.

7 A hill of impressive height.

Crossword

1 2

3 4 5

6 7

(98)

3 A large naturalstream of water. 4 A short journey usually for pleaure.

5 A temple or sacred tower in Asian countries.

6 The science that studies the surface of the earth and its associated physical, biological, economic, political features.

7 A hill of impressive height. (Period 32)

Planning date: 21stth November 2007 Teaching date: 22nd November 2007

Unit An excursion

Lesson 3: Listening

1 Knowledge: - By the end of the lesson, students will be able to improve their listening skill through Ordering, Gap-filling, Answering questions exercises

Lexical items: glorious, assemble, destination, left-overs, ect Grammar: + The present progressive

2 Skill: Listening: Monologue: - Listening and numbering pictures - Comprehension questions

- Gap-filling

3 Education aim: to help listening to a short talk about a picnic II - Teaching aids needed:

B -Procedure.

- Ask students talk about a day off

-II -New lesson

1 Before you listen

Ask students to work in pairs and discuss the following questions

5'

10'

- Open all the

books and

notebooks Work in pairs

(Answers keys: )

(99)

Call on some students to read the answers aloud in front of the class

Feedback and give correct answer.

-Vocabulary pre-teaches Firstly, let's have a quick look at some new words and phrases that you will come across in the passage

Read

-2 While you listen

Set the scene: You are going to listen to a short talk by a student about his picnic with classmates You listen to the tape and the task belowed Task 1- Pictures Ordering Ask students to work in pairs and study the pictures carefully

Make sure students have ideas about the pictures and they can tell the differences among them

6'

7'

Whole class

-Work in pairs

- Listen to the tape and number the pictures in the order they hear - Compare their answers with a friend

- Listen and

- glorious (a): đẹp trời (Trans)

- Assemble (v): tËp hỵp (Trans)

- destination (n): điểm, đích đến(Trans)

- left-overs (n): thức ăn thừa (Trans)

- delicious (a): bé nhí(Trans)

- Botanic Garden (n): Vên Bách Thảo

- Spacious (a): rộng, nhiều không gian (Trans)

- Sleep soundly (v): ngñ say (Trans)

Task 1- Pictures Ordering

(* Keys: 1 a 2 e 3 b 4 c 5 f 6 d)

(* Keys:

(100)

-Task 3

- Play the tape again

-3 After you listen

- Ask students to work in groups of or and map out the plan for the picnic this weekend

-III

–Homework-summary

Homework: Ask students to read task and again

Prepare for the next period Find out how to use write a confirmation letter

6'

7'

3'

answer

- Individual work to

answer the

questions.

-Work in groups

- Take note

19 a short tour

20 playing some more

Task

(* Keys:

1 The weather was very nice Yes, it was

3 The garden was very beautyful

4 They could sleep soundly because it was so peaceful and queit in the garden They took pictures, played games,

talked, sang and danced.)

After you listen

The plan include: Destination:

Means of transport: How many:

How long: Who with: What activities: Bring any food?

(101)

(Period 33)

Planning date: 21st November 2007 Teaching date: 22nd November 2007

Unit An excursion

Lesson 4: Writing

1 Knowledge: - By the end of the lesson, students will be able to write a confirmation letter responding to a request and an invitation

Lexical items: Imperative verbs and connectors in Writing a confirmation letter, ect Grammar: + Be going to

+ The present progressive ( with a future meaning) + The future simple tense

2 Skill: Writing a confirmation letter

3 Education aim: to help students to write a confirmation letter

II - Teaching aids needed:

B -Procedure.

Divide the class into small groups

Give each group one card containing 10 words whose letters are jumbled

Ask students to rearrange the letters to make good words The group which finishes the task first with the most correct words will be the winner

-II -New lesson

* Today we learn how to write a instruction

1 Presentation

Explain the definition of request and confirmation letter:

7'

10'

Close all the books

Group work

- Whole class - Take note

E.g

1 ubsutnrn -> sunburnt cpinci -> picnic snisksecs -> sickness pdccouie -> occupied

Presentation

Request: is the letter that asks for information or help.

(102)

Task

Ask students to work in pairs Tell students to underline the structure showing requests and confirmation

Call on some students to explain their answers in front of the class

Further explain the format and structures used in the letters

-2 Practice Task 2

- Elicit students how to write the first paragraph

- Write suggestions at the side of the board

- Elicit how to write confirmation Write their examples on the board:

- Tell students to edit their own drafts

- Walk around class while they are writing and look at students' work to find out some the mistakes to the whole class

- Give coment:

-III -Homework. 25' 3' - Repeat

Work in pairs and read the two letters below and find the requests in Nga's

letter and

confirmation in Hoa's

- Take note

Read the letter aloud in front of the class

- Think of the ideas for the first paragraph

- Look at the situations and give confirmation orally

- Write the first letter

- Exchange their drafts, read their friend's draft, giving feedback on language accuracy

and unclear

expression Then hand back

- Correct and add if necessary

- Take note

Vocabulary pre-teach To pick someone up: §ãn

To be convenient for: ThÝch hỵp, thn lỵi Let someone have an early reply: Cho biÕt c©u tr¶ lêi sím

Bunch of bananas: N¶i chi Mango: Xoµi

Wildlife: Cuộc sống hoang dã To come for something: đến lấy 1 Task 1

(Suggested answers:

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

Confirmation: Certainly, I will help you to prepare everything you need for the trip.)

-2 Practice Task 2

- Eg: + Agree to bring two bunches of bananas, three kilos of oranges, ten mangoes to Lan's house at 7p.m on Sunday + Agree to lend Minh a book about wildlife at 10 a.m Reason why not at 9.00 a.m (busy going to the market with mum) (Suggestions:

1 The first letter: Dear Lan,

I'm glad to join your birthday next sunday I have no lesson on that day so I'll be glad to go shopping for you You can be sure that I will bring bananas, oranges and mangoes to your house at 7.00 on that day.

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

Nga

2 The second letter: Dear Minh,

(103)

1 Summary:

How to write instructions? -Retell

2 Homework

Prepare for the next period: Revise the use of Be going to and the present progressive (with a future meaning)

you need The only problem is that I am going to the market with my mother this Sarturday so I can't be back home at that time Why don't we meet at 10a.m?

I will be waiting for you then Yours,

Nga)

-(Period 34)

Planning date: 23rd November 2007 Teaching date: 24th November 2007

(104)

1 Knowledge: - By the end of the lesson, students will be able to be more confident in pronouncing the sounds //, /3:/ and distinguish the use Be going to, the present progressive ( with a future meaning) and the future simple tense

Pronunciation: Identifying the sounds: //, /3:/ Grammar and vocabulary: - To help students revise:

+ Be going to

2 Skill: filling in the gaps

B -Procedure.

Write two sentences on the board:

? What sounds are you learning today?

-II -New lesson

Ask students to read out loud two words: Study - Task * Today we will practise Pronunciation the two sounds / 3: /, /  /

d Demonstrate the sounds /

3: / and / / by pronouncing

them clearly and slowly e Help students to distinguish these two sounds f Instruct the way to

5'

- Work in groups

- Whole class

E.g: My brother is going to Thay pagoda

next Sunday

/ 3: / brother ( long ¬) /  / pagoda (short ¬)

-1 Pronunciation.

pagoda - brother /  / / 3: / /  / is a very short sound

(105)

pronounce:

-b)Practice 1

Ask students to find out which words contain sound / 3: / or /  /:

Introduce peer correction Go round the class and provide help if necessary

* Presentation:

Explain the use and the forms of The future simple tense

Give e.g

Explain the use and the forms of be going to

Give e.g

The present progressive tense

Usage: It is used to express a future arrangement between people It's common with verbs such as go, come, see, visit, meet, leave, have ( a party)

5'

12'

5'

- Pair work and

practice the

sentences

- Whole class

- Take note

-Work individually Study the situation and put the verbs in correct tense - Compare the answers with a friend

/ 3: / /  /

Learning, German, bird, early, girl, church, thirsty, nurse

Pagoda, father, teacher, camera,

Exercise 1

The future simple tense Form: S + will + V (bare)

Usage: It is used to expresses an intention or decision made at the moment of speaking E.g: I will give you my phone number Ring me tonight

Be going to

Form: S + am/ is/ are + going to + V (bare) Usage: It is used to expresses an intention or decision thought about before the moment of speaking It expresses a plan, a prediction E.g: I am going to have a holiday in Sam Son this summer

Look! It is going to rain

12 are you doing 13 is getting married 14 Are you going 15 am going to be 16 is going to)

(106)

- -b) Exercise 2

-c) Exercise 3

-III -Homework

-Summary

1 Summary:

- Retell the Pronunciation the two sounds / 3: / or /  / Retell the using of grammar

2 -Homework

Ask students to exercises Prepare for test yourself B

5'

3'

-Work in pairs

- Help teacher to

Exercise (Suggested answers: are going

2 are having is going to catch are you putting is not going to give)

-c) Exercise 3

(Suggested answers:

9 Are you going to see it? I'm doing my homework

10 We are visiting our grandparents 11 What's he going to with it? He's going to buy a new motorbike 12 It's going to rain soon

13 I'm going to clean them later.)

(Period 35)

Planning date: 23rd November 2007 Teaching date: 24th November 2007

Test yourself B

(107)

2 Skill: - Reading, listening, writing

B -Procedure

Teacher's activities T Students' activities Writing board/ (answer keys) I -Warm up/ review Greet

-II -New lesson

1 Listening

- Let students read the table carefully and try to guess the missing words in the blanks

- -2 Reading

Set the scene

You are going to read the passage and decide whether the following statements are true or false

Ask sts to skim the passages to the task

-3 Grammar

- Ask students to exercise

- Call on some students to 2' 10' 7' 8' Reply

- Listen and answer

- Work individually (skim the passages) - Compare the answer with a friend

-Work individually

Compare their

- -

-Test yourself B

1 Listening (Suggested answer:

Reading Oxford

Loca-tion

1 50 miles to the west of London

6 in central England Popu-lation 120.000 people 90.000 people Note-d for

3 market town 4.biscuit factory Computor industry

8 university car factory 10 Cowley Road

-2 Reading

(Answer:

1 F (Teachers give too much homework) F (They say that it is unnecessary for children to work at home in their free time)

3 T

4 F (sts have to repeat tasks which they have already done at school) T

-3 Grammar

(Suggested answers:

(108)

read aloud their sentences to class Feedback and give suggested answers

-4 Writing

- Ask students to work independently and write a reply letter

? Can you tell me how to write

a reply letter? 2 Homework

15'

3'

-Work independently and write a paragraph about Mr Brown

Compare their

- Answer

- Take note

7.a/ per year 8. by private

9.it is 10.be wanted

-4 Writing (Suggested answers)

Son la, Vietnam 24th November, 2006 Dear Nam,

Our class are planning to have a three-hour visit to a factory as part of our technology lesson I am writing to ask you for permission to visit your computer factory as it is near our school so we can go by bicyclr Forty-five members of our class will arrive at your factory at 7: 30 on Monday, 28th December, 2006 Would you be so kind as to recommend someone who can give us a tour around the factory? We would so much like to know how computers are made and we also like to talk with the workers there. We hope that you will create favorable conditions for us to have an interesting and useful visit to your factory.

We are looking forward to receiving your reply soon.

Yours sincerely, Ha Thu Hoa (Period 36)

WRITTEN TEST (45ms) A - Preparation

I -Aims:

- Lexical items: Sts use the taught words and phrases to the test - Grammar: + The + adjective

+ Used to + infinitive + Which as a connector + The present perfect

+ Be going to

(109)

+ The future simple tense - Pronunciation: /ɔ:/, //,/u:/, / /, //, /3:/ Skill: Sts have tobe skillful at doing the test

3 Education aim: Create sts' solemnest, honestness in doing the test II Teaching aids needed:

B/ QUESTION, ANSWERS AND LEVEL MARK. I - Odd one out:(1ms)

* a- Top b- Job c- Box d- Sport * a- food b- foot c- tooth d- school * a- teacher b- water c- term d- other

* a- bird b- shirt c- thirsty d- tired II- Choose the best answer: (2 ms)

* Jane isn't on the phone, makes it difficult to contact her A- who B- which C- what D- where

* The boy rides his bicycle to the countryside at weekends is very handsome A- who B- which C- what D- where

* Thousands of animals in the forest fire

A- has killed B- have been killed C- killed D- has been killed

* Lan's class on a two-day excursion to visit some caves near Huong Pagoda next weekend A- will be gone B- is going to go C -went D -has been gone

* Computers part of our daily lives

A- have become B- become C- became D- have been become * The Vang Trang Khuyet Club's members are all children

A- disable B- disabled C- deafs D- disabed * I'm now learning

A- photograph B- photography C- photogenic D- photographer * What before I came?

A- had you done B- have you done C -have you been done D -did you

III- Jame is going to Sri landka She ask Matha about what she should take on the trip Put their words (a -l) in the order: (2 ms)

a.I'm making a list of things I should take on my trip to Sri Landka Can you give me some advice? b You should pack some warm clothes, too because it get cold at night

c.Well, when Iwas in Sri Landka, the thing I needed most of all was a sun hat It can get very hot You should take some cream, as well

d Really? Then I take a couple of pullovers e.Are you going in the rainy season?

f What? Do you think it's going to rain?

g That's a nice idea What clothes should I bring?

(110)

i Take an extra emty bag You never know what you may want to bring back as souvenirs And don't forget to take your camera It's such a fascinating country

j I'm going in August

k OK Anything else?

l Then you'd better take an umbrella, as well

1 _ _ _ _ _ _

7 _ _ _ 10 _ 11 _ 12 _

IV- Read the following passage then answers the questions below: (1 ms)

Many people in Vietnam now think that teachers give students too much homework They say that it is unecessary for children to work at home in their free time Moreover, they agree that most teachers not properly plan the homework tasks they give to students The result is that students have to repeat tasks which they have already done at school

Most people agree that homework is unfair A student who can his homework in a quiet and comfortable room is in a much better position than a student who does his homework in a small noisy room with the TV on

* Do many people in Vietnam now think that teachers give students too much homework? - * What they agree?- * What students have to repeat? - _ _ * Who is in a better position, a student who can his homework in a quiet and comfortable room or a

student who does his homework in a small noisy room with the TV on?

- V - Read the following passage then fill the gaps with the suggested words below: (2,5ms)

The weekend picnic I enjoyed most was just a few weeks ago My class decided (1) a visit to the Botanic Garden

It was a (2) Sunday We assembled at the school gate on time and travelled to the Botanic Garden by bus It was a long way to our destination and we sang merrily all the way

(3) Botanic Garden was a very beautiful place We (4) a short tour round the garden and took some pictures of the whole class Then we played a lot of games on a spacious piece of grassland One of the boys brought along his guitar and we (5) our favourite songs We laughed, talked and danced, too (6) a delicious meal with various kinds of food that we brought, we all took a rest Some of (7) slept very (8) because it was so peaceful and (9) there In the afternoon, we went on playing some more games Then we packed up the (10) and started home We all felt happy

A- pay B- to C- to pay D- take

A- beautifully B- very C- on D- glorious

A- In B- The C- A D- At

A- took B- take C- D- have

A- danced B- sang C- sing D- played

(111)

A- we B- our C- us D- ours

A- soundly B- sound C- tired D- quiet

A- peaceful B- quiet C- noisy D- busy

A- Shoe B- Left-over C- hat D- Left-overs

VI - You want to apply to go on a study holiday Fill in the form that follows about yourself: (1,5ms) Chieng Sinh High School

Son La Town

28 November to December

Family name: First name: Present address: Date of birth: (day/ month/ year): Nationality: Occupation:

Why are you applying for a study holiday? What languages can you speak? How will you be travelling? Signature: II/ Handing in papers:

III/ Homework: Prepare unit

Unit7: The mass media

I - Expressions: To talk about the mass media.

 Lexical items: channel, comedy, radio, film, newspapers, television, ect.  Pronunciation: /s/, /z/

 Grammar: To + infinitive to talk about purposes Wh- questions

2 Skills:

 Reading: Vocabulary comprehension: gap-fill. Passage comprehension.

 Speaking: Asking and answering questions about music. Talking about favourite kinds of music.  Listening: Deciding on True or False statement.

Comprehension questions.  Writing: Writing a profile.

(112)

5 Language focus

Teacher: book, lesson plan, radio, record, TV programme, ect. Students: book, notebook, ect

(Period 37)

Lesson 1: Reading

1 Knowledge: - By the end of the lesson, students will:

+ be updated with names of some popular TV programmes such as Quiz Show, Portrait of life

+ be able to talk about their favourite programmes - Lexical items: nouns about TV programmes, ect

- Grammar: + To + infinitive to talk about purposes + Wh- questions

2 Skill: - Reading for vocabulary comprehension: gap-fill and passage comprehension Education aim: to help students have more knowledge about TV programmes

+ Teacher: book, lesson plan, Radio, whiteboard markets, TV programmes, ect + Students: book, notebook, ect

(113)

I -Warm up/ review.

- Give students worksheets - Ask students to match the people with their job

Feedback and give suggested answer

-II -New lesson

* Mass media or mass communications refer to public institutions that report news and other stories Mass media also keep people updated

1 Before you read.

a) Ask students to work in pair to ask and answer question:

? When you often watch TV?

How many channels are there in our national TV? How many hours per week you watch TV?

Gather ideas and give some background information about TV channel in Vietnam :

-b) Vocabulary pre-teaches

Give Vietnamese

equivalences for some TV Programmes, write on the board

Read

Correct students' phonetic

5'

10'

Questions: Match the people with their job.

A B

1 Lai Van Sam a) Speaker Nguyen Hong Son b) Singer

3 My Tam c) teacher

4 Mr Huy d) actor

5 David Beckam e) Football player (Answer: a -2 d -3 b -4 c -5 e)

- - -Unit 7: the mass media

1 Before you read. (Suggested answer:

VTV1:combination of Politics, Economics and Entertainment

VTV2: Science and Education VTV3: Entertainment

VTV4: For the overseas Vietnamese VTV5: For the Ethnic minority groups.)

-Vocabulary pre-teach

- Population and Development(n): Dân số và phát triển

- TV Series (n): Phim truyền hình dài tập - Folk songs: Dân ca nhạc cổ

- News headlines: Điểm tin chính - Weather Forecast: Dù b¸o thêi tiÕt - Quiz Show: Trò chơi truyền hình - Portrait of life: Chân dung cc sèng - Documentary: Phim tµi liƯu

- Wildlife World: ThÕ giíi TN hoang d· - Around the world: Vòng quanh giới. - Cartoon: Phim hoạt hình.

- comedy: Hài kịch. - Drama: bi kịch

- Culture and Education: Văn hoá - giáo dục - Sport comments: B×nh ln thĨ thao - Business Comments: BL kinh doanh

(114)

- -2 While you read

Set the scene

You are going to read about TV programmes and the tasks assigned

a) Task 1

- Ask sts to skim the TV programmes to the task - Feedback and give answer:

-b) Task 2:

- Encourage students to discuss with their partners to get the correct answers - Call some students speak out the answers

? Why is it true/ false?

? Can you give me the information in the TV programmes?

-c) Task 3:

-3 After you read

- Keep students in pairs and ask them to tell their parner about one of the TV programmes they like

5'

10'

7'

-Listen to the teacher Work individually (skim the Tv programmes) and match the words or phrases in A with their meanings in B Compare the answer with a friend

- Work

individually to read the programmes again and decide

whether the

statements are true (T) or false (F) - Discuss with their partners to get the correct answers

-2 While you read

(Answer: c a d b)

-b) Task -True or False

(Answer: T T

3 F (The Nature of language is the documentary programme at 15:15 on VTV3)

4 T

5 F (VTV started at 5:35 and the last programmes starts at 23: 30)

-b) Task -Answering questions

(Answer:

1 There are five films on

2 At 9:00 a.m., 12:00 at noon, 7:00 p.m., 11:00 p.m on VTV1 and 7:00 p.m on VTV3

3 VTV2

4 The Quiz Show

5 ( You should watch) VTV1 The football.)

Game shows:

Wheel of fortune

Who wants to be millionaire? The price is right

(115)

watching best and explain why

- Collect some student to give short talks on the given topic

? Can you tell me some thing about TV programme you like best?

2 Homework

Prepare for the next period: talk about different types of the mass media

3'

- Work in pairs

- Answer

- Take note

We are soldiers (Suggested answer:

I like Game show The price is right most because it is very interresting, easy to play Besides the reward for the winner is valuable Another reason I like this game show is the MC Mr Luu Minh Vu is humorous and very intelligent )

I like Game show We are soldiers most because it is very interresting, funny and easy to play Besides the reward for the winner is valuable Another reason I like this game show is the MC Mr Lai Van Sam is humorous and very intelligent )

(116)

-(Period 38)

Planning date: 9th December 2007 Teaching date: 10th December 2007

Unit 7: The mass media

Lesson 2: Speaking

1 Knowledge: - By the end of the lesson, students will be able to talk about the differences and similarities of some popular types of the mass media

- Asking and answering questions about music. Talking about favourite kinds of music Lexical items: nouns of the mass media, ect

Grammar: + To + infinitive to talk about purposes + Wh- questions

2 Skill: speak about different types of the mass media Education aim: to help students to talk about the school life II - Teaching aids needed:

B -Procedure.

- Ask students to work in two groups and find out a header of each groups

- Give out some words Ask students to make body words and the headers speak out the words

- Feedback, give the mark

7'

- Work in groups

- Speak again

- Answer

Smile Laugh Listen Sleep

(117)

-II -New lesson

* Today we will practice speaking

1 Presentation

Vocabulary pre-teaches Give Vietnamese equivalences for some TV Programmes, write on the board

Read

Correct students' phonetic -(Task 1)

Have students work in pairs and decided which items are types of the mass media Notice students to refer to the definition of the mass media Call on some students to explain their answers in front of the class

Set the scene: You have discussed some popular types of the mass media As you know, each type has its own features Now, you work in pairs and work out what features the types of the mass media have in common and what main features each of them has.

- Ask students to carry out the activity using the cues in the book

3'

5'

15'

10'

- Have a quick look at some new

words and

phrases

- Work in pairs

-1 Vocabulary pre-teach

- Orally (adv): Spoken by mouth - visually (adv): seen by eyes - aurally (adv): heard by ears

-2 Task 1

(Suggested answers: + Television

+ radio + Newspaper + The Internet)

-3 Task 2

(Suggested answers: The mass

media

Provide/ deliver information and entertainment The radio Provide information and

entertainment orally (through mouth)

Receive information aurally (through ears)

Newspaper Present information and entertainment visually (through eyes)

Receive information visually (through eyes)

(118)

- Call on some students to explain their answers in front of the class

-3 Further practice Task

Ask students to work in groups to talk about different types of the mass media.

Walk round and give any necessary help

- Call on some student to give small talk in front of the class

- Comment on sts'

performance and make necessary corrections

? Can you tell me some thing about the mass media?

2 Homework

3'

- Take note

entertainment orally (through mouth) and visually (through eyes)

Get information aurally (through ears) and visually (through eyes)

-Task -Answering questions

(Suggested answers:

The mass media includes TV, the radio, newspapers, and the Internet The feature they in common is that they provide information and entertainment for people The radio provide information and entertainment orally (through the mouth) and we receive information aurally (through ears )

(119)

(Period 39)

Lesson 3: Listening

1 Knowledge: - By the end of the lesson, students will be able to better their ability to listen to news editions through Gap-filling exercise

- Listening to a short news edition Lexical items: nouns of the mass media., ect

2 Skill: : Deciding on True or False statement Comprehension questions

3 Education aim: to help students speak about different types of the mass media II - Teaching aids needed:

B -Procedure.

- Ask students to work in pairs and talk about radio

-II -New lesson

1 Before you listen

- Ask students to work in pairs and talk about radio

- Gather ideas that students 5'

7'

(Answers keys:

What is it used for?- To listen to news, music )

How often you listen to radio?

How many hours per week you listen to it?

(120)

discuss and give some background information about radio

Present some new

vocabularies, write on the boardRead

-2 While you listen

Set the scene

News broadcast is a popular programme on the radio. Today you will listen to a short news edition You listen to it and the tasks assigned Task 1-

Elicit the items of the news (2 items)

Ask students to listen to the two radio news stories and tick the right column under News story and News story

- Play the tape twice if necessary

- Let students read the two news stories carefully and try to guess the missing words in the blanks

- Draw students' attention to 7'

10'

- Open all the

books and

notebooks

- Work

individually

- Listen and answer

- flood (n): Chứng văn

- Heavy rain (n): GiÊy chøng nhËn nh giÊy chøng sinh

- climb (n): Văn ĐH đỗ cử nhân, thạc sĩ

- In spite of: GV d¹y thĨ dơc

Task 1- Ticking the words

(* Keys

News story News story 2

Healthy  strong  young  cloudy  hightest  Wonderful  fine 

(* Keys: News story 1

1 has caused floods 2 have left their home 3 have risen

(121)

keywords when they are listening

-c) Task 3:

-3 After you listen

- Give students the outline of Sally's background:

- Ask students to work in groups of or and use their own words to tell other members about one of the two news stories

-III–Homework

-summary 1.Summary

? Can you tell me some thing about the news story?

2 Homework

- Ask students to exercises in workbook (page: 42)

10'

5'

3'

- Work in pairs to read the small talks more carefully again and answer the questions - Compare their note with a partner

- Group work

- Take note

News story 2 1 twenty-third 2 4,418 3 California 4 wonderful

5.young and healthy)

Task -Answering questions

(Answer:

1 Heavy rain has caused floods all over the country during the night

2 Because rivers have risen

3 The old woman has climbed Mount Whitney twenty-three times

4 Because it has kept her young and healthy.)

(122)

-Prepare for the next period: Writing about advantages and dis advantages

(Period 40)

Lesson 4: Writing

1 Knowledge: - By the end of the lesson, students will be able to write a passage about advantages and dis advantages of television and other types of mass media

Lexical items: Subjects, verbs, and connectors in writing a passage about advantages and dis advantages of television and other types of mass media, ect

2 Skill: - Writing a profile about advantages and dis advantages

3 Education aim: to help students have more knowledge about the mass media II - Teaching aids needed:

+ Teacher: book, lesson plan, Whiteboard markets, ect + Students: book, notebook, ect

B -Procedure.

Present some paper sheets Ask students to match A with B

(Suggested answers: d

2 c b a

5'

A B

1.The mass media

a Present information and entertainment orally (through mouth) and visually (through eyes) Get information aurally (through ears) and visually (through eyes) 2.The

radio

b Present information and entertainment visually (through eyes)

Receive information visually (through eyes)

3.Teli-vision

c Provide information and entertainment orally (through mouth)

Receive information aurally (through ears)

4.New -spaper

(123)

-II -New lesson

1 Presentation (Task 1) Implicit the elements of advantage and disadvantage by analysing the examples:

Ask students to find out: - Which sentence says good about television?

- Which sentence says bad about television?

Ask students to read about the advantages and disadvantages of television

Have students underline the key words of each idea

Go round the class and provide help if necessary

Make sure students understand all the advantages and disadvantages mentioned in the book

-2 Practice Task

- Ask students to work in pairs and discuss the advantages and disadvantages of the mass media and write them down in the column

- Let students choose of the three types of the mass media to discuss

- Encourage students to find the ideas related to the topics

- Ask students to share the ideas with other pairs

10'

15'

- Whole class - Take note

Work independently

- Work in pairs - Compare their answers with other pairs

-1 Presentation (Task 1) E.g - Television makes us passive

- Television helps us to learn more about the world

* vocabulary:

- help someone to something - Encourage someone to something - make someone/ something + adjective:

-2

Practice ( Task ) (Suggested answers:

Radio

- Advantages: + It provides you hourly updated news and information

+ It is convenient because you can listen to it almost everywhere

+ It makes our life easier and enjoyable It also releases stress

- Disadvantages: + It only provides information orally

+ It can be boring because we can't watch films or sports programmes

Newspapers

- Advantages: + It provides news and current affairs updatedly

+ It is very mobile because we can bring them along everywhere we go

(124)

-3 Task 3

- Ask students to work independently

- Call on some students to give the answers in front of the class (May give mark)

-III -Homework- Summary

1 Summary:

How to write about advantages and disadvantages?

- Retell

2 Homework

- Rewrite task at home - Revise:

+ The present perfect + Because of and In spite of

12'

3'

- Individual work - Compare their answers with a partner.

- Take note

- Disadvantages: + It only provides information visually

+ It is less updated than other kinds of media as there is no more information until the next edition

+ The text and the pictures are not moving so it is not as exciting as other kinds of media

The Internet

- Advantages: + It provides you hourly updated news and information

+ It is convenient because you can listen to it almost everywhere

+ It makes our life easier and enjoyable It also releases stress

- Disadvantages: + It only provides information orally

-3 Task 3

-+ The present perfect + Because of and In spite of

(Period 41)

(125)

Unit 7: The mass media

A - Preparation

1 - Aims: - By the end of the lesson, students will be able to be more confident in pronouncing the sounds /ei/, /ai/, /ɔi/ and distinguish the present perfect tense

2 Pronunciation: Identifying the sounds: /ei/, /ai/ , /ɔi/ Grammar and vocabulary: - To help students revise:

+ Because of and In spite of Teaching aids needed:

B -Procedure.

- Give students a table containing 10 verbs and ask them to complete

-II -New lesson

Ask students to read out loud two words: met - mat

* Today we will practise Pronunciation the two sounds

/ei/, /ai/ and /ɔi/

- Demonstrate the sounds

/ei/, /ai/ and /ɔi/ by pronouncing them clearly and slowly

5'

- Group work

- Whole class

Take Took taken

meet met met

come came come

go went gone

get got gotten

be Was/ were been

do did done

see saw seen

-1 Pronunciation.

play - time - voice

(126)

-b)Practice 1

- Ask students to find out which words contain sound /ei/, /ai/ and /ɔi/

* Presentation:

Distinguish the present perfect tense form, and usage. Usage: It is used to press a recently complete action or expresses an action which began in the past and still continues

-* Practice:

- Ask students to exercise 1: complete the letter, using the present perfect of the verbs in the box

5'

8'

- Pair work

- Whole class

-Individual work

/ei/ / / /ɔi/

1.afraid 2.They, timetable, April page, Friday changing I 2.timetable ninety-nine, type, by, Friday like, ride While, my

5 noisiest, Rolls, Royce oil, boy

Exercise 1

Review the past perfect tense Form:

(+) S + has/ have + PII + O

(-) S + has/ have not + PII + O (hasn't/ haven't)

(?) Have/ has + S + PII + O? - Yes, S + has/ have

- No, S + haven't/ hasn't

Use:

Eg1: I has done all my homework

Eg2: I has done all my homework for two hours

1 have been 11 has lived 12 have met 13 have done

14 have had 15 have taken 16 have watched)

(127)

- -b) Exercise 2

* Presentation:

Identify the past simple tense and the present perfect tense Demonstrate the point by analyzing the example:

-* Practice:

- Ask students to exercise 2: Use the verbs in brackets in the past perfect tense or the past simple tense

-c) Exercise 3

* Presentation:

Distinguish the use of Because of and In spite of.

-* Practice:

- Ask students to work in pairs and complete the sentences, using the information in the box

5'

7'

5'

- Whole class

- Take note

-Individual work

- Whole class

- Pair Work

Exercise 2

E.g She (do) all her homework since I (come)

E.g.: She has done all her homework since I came

Thì HT: Since + Mốc thời gian Thì HT: For + Khoảng thời gian Thì khứ đơn: Khoảng thời gian + Ago (Suggested answers:

1 since ago for for since

6 for ago ago since 10 since

-Exercise 3

"Because of": Shows the cause "In spite of": Shows the confession

1 c f

2 b d

3 a e

4 h j

(128)

-III -Homework.

1 Summary:

- Retell the Pronunciation the two sounds /ei/, /ai/ and /ɔi/- Retell the using of because of and In spite of form of the verbs

2 -Homework

Ask students to exercises

3'

- Take note

- Homework: exercises in workbook (page 42, 43)

Prepare for the next period: revise lessons for the first term

(Period 42)

Correct WRITTEN TEST 2.(45ms) A - Preparation

I -Aims:

1 Knowledge: To help students to check their knowledges - Lexical items: Sts use the taught words and phrases to the test - Grammar: + The + adjective

(129)

+ Be going to

- Pronunciation: /ɔ:/, //,/u:/, / /, //, /3:/ Skill: Sts have tobe skillful at doing the test

3 Education aim: Create sts' solemness, honestness in doing the test II Teaching aids needed:

+ Teacher: lesson plan

+ Students: book, notebook, ect B- Procedure.

Remark about students' test I - Odd one out:(1ms)

(0.25) * a- Top b- Job c- Box d- Sport * a- food b- foot c- tooth d- school * a- teacher b- water c- term d- other

* a- bird b- shirt c- thirsty d- tired II- Choose the best answer: (2 ms)

* Jane isn't on the phone, makes it difficult to contact her A- who B- which C- what D- where

* The boy rides his bicycle to the countryside at weekends is very handsome A- who B- which C- what D- where

* Thousands of animals in the forest fire

A- has killed B- have been killed C- killed D- has been killed

* Lan's class on a two-day excursion to visit some caves near Huong Pagoda next weekend A- will be gone B- is going to go C -went D -has been gone

* Computers part of our daily lives

A- have become B- become C- became D- have been become * The Vang Trang Khuyet Club's members are all children

A- disable B- disabled C- deafs D- disabed * I'm now learning

A- photograph B- photography C- photogenic D- photographer * What before I came?

A- had you done B- have you done C -have you been done D -did you

III- Jame is going to Sri landka She ask Matha about what she should take on the trip Put their words (a -l) in the order: (2 ms)

a.I'm making a list of things I should take on my trip to Sri Landka Can you give me some advice? b You should pack some warm clothes, too because it get cold at night

(130)

d Really? Then I take a couple of pullovers e.Are you going in the rainy season?

f What? Do you think it's going to rain?

g That's a nice idea What clothes should I bring?

h Well, August is the rainy season in Sri Landka -you ought to be ready for bad weatger And good insect spray is very helpful The mosquitoes can be very unpleasant, if not dangerous

i Take an extra emty bag You never know what you may want to bring back as souvenirs And don't forget to take your camera It's such a fascinating country

j I'm going in August

k OK Anything else?

l Then you'd better take an umbrella, as well

1 a c g b d l

7 f e j 10 h 11 i 12 k

IV- Read the following passage then answers the questions below: (1 ms)

Many people in Vietnam now think that teachers give students too much homework They say that it is unecessary for children to work at home in their free time Moreover, they agree that most teachers not properly plan the homework tasks they give to students The result is that students have to repeat tasks which they have already done at school

Most people agree that homework is unfair A student who can his homework in a quiet and comfortable room is in a much better position than a student who does his homework in a small noisy room with the TV on

(0.25) * Do many people in Vietnam now think that teachers give students too much homework? - Yes, they

* What they agree?- they agree that most teachers not properly plan the homework tasks they give to students

* What students have to repeat? - that students have to repeat tasks which they have already done at school

* Who is in a better position, a student who can his homework in a quiet and comfortable room or a student who does his homework in a small noisy room with the TV on?

- a student who can his homework in a quiet and comfortable room is

V - Read the following passage then fill the gaps with the suggested words below: (2,5ms)

The weekend picnic I enjoyed most was just a few weeks ago My class decided (1) a visit to the Botanic Garden

It was a (2) Sunday We assembled at the school gate on time and travelled to the Botanic Garden by bus It was a long way to our destination and we sang merrily all the way

(131)

A- pay B- to C- to pay (0.25) D- take

A- beautifully B- very C- on D- glorious

A- In B- The C- A D- At

A- took B- take C- D- have

A- danced B- sang C- sing D- played

A- After B- Then C- Before D- Although

A- we B- our C- us D- ours

A- soundly B- sound C- tired D- quiet

A- peaceful B- quiet C- noisy D- busy

A- Shoe B- Left-over C- hat D- Left-overs

VI - You want to apply to go on a study holiday Fill in the form that follows about yourself: (1,5ms) Chieng Sinh High School

Son La Town

28 November to December

Family name: Thu Hoa

First name: Ha

Present address: Son la town.

Date of birth: (day/ month/ year): 21st July, 1987 Nationality: Vietnamese

Occupation: Student

Why are you applying for a study holiday? Because I want to see the country What languages can you speak? English, Vietnames

How will you be travelling? By bus

Signature: Hoa

II/ Handing in papers: III/ Home work: Prepare unit

Unit 8: THE STORY OF MY VILLAGE

I - Expressions: To talk about the life in the village.

 Lexical items: field, straw, mud, shortage, cash crop, ect.  Pronunciation: /a/, /ə/

 Grammar: + Reported speech: statements + Conditional sentence type 1

2 Skills:

 Reading: Vocabulary comprehension: matching. Scanning for the specific information Passage comprehension.

(132)

 Listening: Monologue: Deciding on True or False statement. Gap-filling.

 Writing: Writing an informal letter: giving directions

3 Education: to help students have more knowledge about the life in the village.

5 Language focus

4 Teacher: book, lesson plan, radio, record, TV programme, ect. 5 Students: book, notebook, ect

Lesson 1: Reading

1 Knowledge: Reading about the changes in the country life - By the end of the lesson, students will:

+ be better their reading skill through vocabulary Matching and Table completion exercises

+ enlarge vocabulary about country life such as bumper crops, crash crops, brick

houses, straw, mud

- Lexical items: field, straw, mud, shortage, cash crop, ect - Grammar: + Reported speech: statements

+ Conditional sentence type

2 Skill: - Reading for vocabulary comprehension: matching

(133)

3 Education aim: to help students have more knowledge about the life in the village II - Teaching aids needed:

+ Teacher: book, lesson plan, Radio, whiteboard markets, TV programmes, ect + Students: book, notebook, ect

- Ask students to work in groups of four and make a list of words related to the country

The group with the longest list will be the winner

-II -New lesson

1 Before you read.

Ask students to look at the picture and answer the questions:

What you see in the picture?

Who are they? What are they using?

Ask students to work in pairs and discuss the questions in the book

Call on some students speak out the answers in front of the class

-b) Vocabulary pre-teaches

Give Vietnamese

equivalences for some TV Programmes, write on the board

Read

5'

10'

- Close all the books - Work in groups to answer

Questions: Networks

- - -1 Before you read.

(Suggested answer:

1 The farmers are harvesting the crop they are working very hard

3 It's a good/ bumper crop

4 Good farming methods, good varieties, modern technology used, people work hard.)

-Vocabulary pre-teach

- straw (n): dry cut stalks of various cereals (r¬m)

- mud (n): wet, soft soil (bïn)

- technical high school (n): trêng THKT d¹y nghỊ

- farming methods (n): phơng pháp canh tác - brick houses (n): houses made of bricks - Thanks to: owing to, because of (nhê cã) -

- shortage (n): sù thiÕu thèn, tóng thiÕu - manage to something: gi¶i quyÕt, xoay xë

- to send somebody to school/ college: gửi/ cho học PT/ đại học

- result in (v): dẫn đến, đa đến - lifestyle (n): lối sống

(134)

Correct students' phonetic

-2 While you read

Set the scene

You are going to read a passage about life changes in the country and the tasks assigned

a) Task 1

- Ask sts to skim the passage to the task - Call on some students speak out the answers in front of the class

-b) Task 2:

- Ask students to scan the pasage to get specific information to complete the table

-Encourage students to discuss with their partners to get the correct answers - Call some students speak out the answers

-c) Task 3:

- Call on some students speak out the answers in front of the class

5'

10'

-Listen to the teacher Work individually (skim the passage) and match the words or phrases in A with their definitions in B

Compare the answer with a friend

- Work

individually to read the table carefully before doing the task

- better (v): làm cho tốt hơn, cải thiện.

-2 While you read

(Answer:

1 b – make ends meet (v) kiếm tằn tiện đủ sống

2 d - be in need of (adj)many things: cÇn/ thiÕu nhiỊu thø

3 a – bettering one's life – c¶i thiƯn cc sèng

4 e - bumper crop (n): vụ mùa bội thu 5 c - cash crop (n): vụ mùa trồng để bán)

-b) Task - Table Completion

(Answer:

Areas of change

Before Now

houses Made of straw and mud

Made of bricks

Radio and TV

Few families had a radio or a TV

set

many families had a radio or

a TV set

Farming methods

Old new

Crops poor Good/ bumper

travel By motorbike

-c) Task -Answering questions

(Answer:

1 It was poor and simple

2 Because of they hope that with an education of science and technology their children could find a way of bettering their lives

3 They introduced new farming methods which resulted in bumper crops They also helped grow cash crops for export

(135)

-3 After you read

- Ask students to work in groups and discuss the question: How can people with an education help make the life of their community better?

- Tell students to look back to the passage to get the ideas for the questions

- Collect some student to give the answers

Summarize all taught languages.

2 Homework

- Ask students to learn by heart all words and phrases Prepare for the next period: talk about plans and results

7'

3'

- Work in pairs

- Answer

- Take note

thanks to the knowledge their children had brought home

5 He told his grandchildren: "Study harder so that you can more for the village than your parents did.")

People with an education refers to people with university study

Introduce new farming methods Grow cash crops for export

Help local people apply modern technology in farming

Help community especially young people access to ways of entertainment

Raise people's awareness about food safety and environmental hygiene

(136)

Lesson 2: Speaking

1 Knowledge: - By the end of the lesson, students will be able to talk about plans to improve life of a village and their possible results

Lexical items: nouns of the village, ect Grammar: + Conditional sentence type

2 Skill: speak about plans to improve life of a village and their possible results Education aim: to help students have more knowledge about the life in the village II - Teaching aids needed:

B -Procedure.

- Ask students write all newwords of the last period Feedback, give the mark

10' - Close all the books

- Answer

- straw (n): dry cut stalks of various cereals (r¬m)

- mud (n): wet, soft soil (bïn)

- technical high school (n): trêng THKT d¹y nghỊ

(137)

-II -New lesson

* Today we will practice speaking

1 Presentation

Vocabulary pre-teaches Give Vietnamese equivalences for some TV Programmes, write on the board

Read

Correct students' phonetic -(Task 1)

Have students work in pairs Call on some students to explain their answers in front of the class

- Ask students to work in groups of four: Read and practice the conversation

- Briefly explain Conditional sentence type 1:

- pairs and offer help if necessary

- Call on some students to explain their answers in front of the class

-3'

5'

14'

- Have a quick look at some new

words and

phrases

- Work in pairs

- Thanks to: owing to, because of (nhê cã) - shortage (n): sù thiÕu thèn, tóng thiÕu

- better (v): làm cho tốt hơn, cải thiện

-1 Vocabulary pre-teach

- Resurface (v): put new surface on

- cannal (n): man-made waterway for irrigation

- muddy (adj): full of mud

-2 Task 1

(Suggested answers:

1 b g d

4 e f c

)

-3 Task 2

Conditional sentence type 1: If S + do(present tense), S + will/ can + If clause Main clause E.g If the roads are widened, cars and lorries

can get to our village

-Task 3Controlled discussion.

(138)

3 Further practice Task

Ask students to work in groups and continue the conversation, using the ideas in the table in task

Walk round and give any necessary help

- Call on some students to give small talk in front of the class

- Comment on sts'

performance and make necessary corrections

? Can you tell me some thing about the mass media?

2 Homework

- Ask students to exercises in workbook (page: ) Prepare for the next period:

10'

3'

- Take note

If a football ground is built, young people can play sports to improve their health

If a medical centre is built, people's health will be looked after better

If a football ground is built, young people will be able to play sport

If cash crops are grown, people will export the crops

If a bridge is built over the canal, villagers will have a shorter way to town

If a new school is built, children will have better learning conditions

Prepare for the next period: short news edition

(139)

Lesson 3: Listening

1 Knowledge: - By the end of the lesson, students will be able to compare the past and the present of a town, and improve listening skill through true or False and Gap-filling exercises - Listening for information about the changes of a small town in England

Lexical items: pull down, cut down, atmosphere, peaceful, ect Grammar: + Used to + infinitive

+ present simple

2 Skill: Monologue: Deciding on True or False statement Gap-filling

3 Education aim: to help students to listen for information about the changes of a small town in England II - Teaching aids needed:

B -Procedure.

- Ask students to answer the question:

What did you use to when you were a baby?

-II -New lesson

5' - Close all the books and answer

-(Answers keys:

I used to cry, play football )

(140)

-* Today we learn unit part C listening

1 Before you listen

- Ask students to work in pairs look at the pictures of the same town in the book and discuss the differences between them Follow the example

- Tell students to study the pictures carefully and find as many differences as possible

Present some new

vocabularies, write on the boardRead

-2 While you listen

Set the scene

Today you will hear someone talking about the changes in his hometown You listen to it and the tasks assigned Task 1-

Ask students to listen to the tape and decide if the statements are True or False according to the talk

- Play the tape twice if necessary

10'

7'

- Open all the

books and

notebooks

-Work individually

- Listen to the tape

- Compare their answers with a friend

In the past, there used to be no cars in the town, but now there is a big car park with a lot of cars inside

In the past, buffalos used to walk on the roads in the town, but now there aren't any buffalos on the roads

- tourist resort (n): khu nghỉ ngơi

- Pull down (v): phá bá

- Cut down (v): chỈt bá

- Atmosphere (n): bầu không khí

- peaceful (adj): thanh b×nh

(* Keys

1 F (It's on the south coast of England) 2 F(It used to be a small quiet town) 3 T

4 F (A lot of trees have been cut down for wider streets)

5 F (Some people don't like the changes, they miss the quiet and peaceful life of the old town)

(141)

- Let students read a part of the talk carefully and try to guess the missing words in the blanks

-3 After you listen

- Ask students to work in groups of or and use their own words to discuss the changes in your own hometown or home village

-III–Homework, summary 1.Summary

summarize the main points 2 Homework

- Ask students to exercises in workbook (page: ) Prepare for the next period: Writing and giving directions

10'

3'

Read the sentences carefully

- Listen and answer

- Group work

- Take note

(* Keys: 1 houses 2 hotel 3 widened 4 cut 5 car 6 shop 7 department 8 expensive)

- streets

- houses

- trees

- hotel

-Comments:

==================================================== ==================================

(142)

Lesson 4: Writing

1 Knowledge: - By the end of the lesson, students will be able to write a letter giving directions to a certain place

Lexical items: Subjects, verbs, and connectors in writing a letter giving directions to a certain place, ect

Grammar: imperative

2 Skill: - Writing a letter giving directions to a certain place

3 Education aim: to help students have more knowledge about the mass media II - Teaching aids needed:

+ Teacher: book, lesson plan, Whiteboard markets, ect + Students: book, notebook, ect

B -Procedure.

Ask students to speak about the changes in their own hometown or home village

-II -New lesson

Set the scene

Jim has to come to Ann's place for his holiday Ann writes him a letter giving directions to her house Now let's work in pairs, read the letter and study the map carefully to find Ann's house on the map.

1 Presentation

5'

7'

- -1 Presentation

Task 1:

(143)

Task 1

Ask students to find out Ann's house

Explain and check in front of the class as a whole

-Task 2

Have students read the letter again and underline the words and phrases that use to give directions

Go round the class and provide help if necessary

Gather the phrases and write them on the board:

-2 Practice Task 3

- Ask students to work independently to write a letter to Jim, telling him the way to their house, A on the map from Roston Railway Station

- Ask students to compare their answers with a partner

-3 Further practice

- Give out the prepared map of Son La town ask students to ask and answer the directions to some certain places on the map as hospital, market center

- Call on some students to give the answers in front of the class

(May give mark)

-III -Homework- Summary

10'

15'

5'

- pair work

- Take note

-Task 2

Come out off Turn right/ left Keep walking Go over Walk past

Take the first/ second turning on the left/ right

It's the one with

-2

Practice ( Task 3 ) (Suggested answers:

When you come out of the station, turn right Keep walking for about minutes, you will see a small bridge ahead Go over the bridge, go along the street past the medical centre and car park then take the second turning on the left Walk past the shoe shop and you will see my house It's on the left, next to the shop, opossite the souvenir shop

-3 Task 3

(144)

-1 Summary:

How to write a letter giving directions?

- Retell

2 Homework

Prepare for the next period: Revise:

+ Reported speech: statements + Conditional sentence type

3'

+ Reported speech: statements + Conditional sentence type

Comments:

(145)

1 Knowledge: - By the end of the lesson, students will be able to be more confident in pronouncing the sounds /a/, /ə/ and distinguish the present perfect tense Pronunciation: Identifying the sounds: /a/, /ə/

Grammar and vocabulary: - To help students revise: + Reported speech: statements + Conditional sentence type

2 Skill: writing

3 Education aim: to help students have more knowledge about grammar II Teaching aids needed:

B -Procedure.

- Give students a table containing verbs and ask them to complete

-II -New lesson

Ask students to read out loud two words: cow, bowl

* Today we will practise Pronunciation the two sounds

3'

5'

- Group work

- Whole class

Take Took taken

meet met met

come came come

-1 Pronunciation.

cow - bowl

(146)

/a/, /ə/

- Demonstrate the sounds /a/, /ə/ by pronouncing them clearly and slowly

-b)Practice 1

- Ask students to find out which words contain sound /a/, /ə/

* Presentation:

Usage: Reported speech refers to using a noun clause to report what someone has said. No quotation marks are used. Verb form also change from direct speech to reported speech as follows.

Note: + If the reporting verb is in the present tense (says, asks) there is no tense change

+ If the reporting verb is in the past tense (said, asked, told) it is usual for verb in the reported clause to move "one tense back".

+ Typical pronoun, time, place 3'

10'

- Pair work

- Whole class

/a/ /ə/

1 out shouting house allowed cows

1 old toes shoulders road know

Exercise 1

Reported speech: Statement

Eg: She said: "I watch TV every day." (DS) She said that she watched TV every day (RS)

Use:

Present => Past

Past/ Present perfect => Past perfect 1 Pronoun changes:

Direct speech Reported speech

I He/ she

We They

Mine His/ hers

Me/ you Him/ her

Us Them

Ours Theirs

my His/ her

our their

2 Time and place changes: Direct speech Reported speech

now Then

ago Before

today That day

(147)

and modal verb changes

-* Practice:

- Ask students to exercise 1: Report the statements using the verbs suggested

- Call on some students to write their sentences on the board

-b) Exercise 2

- Ask students to exercise 2: make clear the difference between Say, Tell and Talk:

- Demonstrate the verb use by giving exaples

-c) Exercise 3

* Presentation:

Review the form and use of 7'

4'

7'

-Individual work

- Whole class

- Take note

Whole class

Tomorrow The next/ following day yesterday The day before

Last night The night before

here there

This/ these That/ those 3 modal verb changes:

Direct speech Reported speech

can Could

will Would

may might

1.An old man said their lives had changed

a lot thanks to the knowledge their children had brought home

2.She said she was going to HCM City soon

3.I thought the film would be interesting 4.She said she couldn't help me because

she had too much to

5.Rich told me that Anne had written Jim a letter

6.He told me It had taken him hours to get there because the roads were muddy and slippery

7.She said she thought it was a crazy idea and it wouldn't work

8.He announced that breakfaast was served between 7:00 and 9:00

-Exercise 2

Say (without object) + clause Tell (with object) + clause Talk (to smb) + about smt (Suggested answers:

1 told told said talked said

-Exercise 3

(148)

conditional sentence type 1. Demonstrate by analysing the following example:

-* Practice:

- Ask students to work in pairs and look at what Ha Anh hopes will happen in the future Make sentences, using If , will

-d) Exercise 4

Ask students to exercise 4: Put WHEN or IF into each gap

Tell students to work in pairs and this exercise orally - Call on students to read the correct sentences aloud in front of the class

-III -Homework.

1 Summary:

- Retell the Pronunciation the two sounds /a/, /ə/ Retell the using of If, when, and reported speech

2 -Homework

Ask students to exercises

3'

- Take note

- Pair Work

- Pair Work Compare their answers with a partner

- Take note

If clause

I will go to Hue for holiday.

Main clause

If I don't go out so much, I'll more homework

If I more homework, I'll pass my exam If I pass my exam, I'll go to medical college If I go to medical college, I'll study medicine

If I study medicine, I'll become a doctor If I become a doctor, I'll be able to cure diseases and help sick people

-Exercise 4

(Suggested answers:

1 if if when when if )

- Homework: exercises in workbook (page )

Prepare for the next period: revise lessons for the test yourself C

(149)

REVIEW FOR THE THROUGHOUT TEST OF THE FIRST TERM

OVERVIEW OF THE LESSON

A LANGUAGE POINTS: I Grammar:

+ Wh-questions: who, what, when, how, why + Gerunds and to- infinitive

(150)

+ The present perfect + The present perfect vs + The past simple + The past perfect + The past perfect vs + The future simple + Be going to

+ The present progressive with the future meaning + The + Adjective

+ Because of, In spite of

+ Relative pronoun, relative adverbs: WHO, WHICH, THAT II Vocabulary:

Words realted to the topics of the lessons Word Forms

III Skills:

Reading to answers questions B DIVIDING TIME: Periods

1 The present simple tense, adverbs of frequency, Wh- question, Gerunds, to + infinitive The past simple tense, the past perfect tense, Used to + Infinitive

3 The + adjectives, Which as a connector, Relative pronouns: Who, Which, that The present perfect tense, The present perfect passive

5 The present progressive( with future meaning), Be going to, Because of, In spite of C REFERENCE:

Grammar in Use

On Luyen Tieng Anh( Pham Dang Binh) On luyen Tieng Anh ( Vinh Ba)

Workbook 10

On tap va kiem tra Tieng Anh 10

(Period 43)

Review for the first term A - Preparation

I - Aims:

1 Knowledge: - to check sts' knowledge. - Lexical items: nouns and verbs, ect - Grammar: + The presenrt simple

+ Adverbs of frequency + Wh- question

(151)

2 Skill: - Reading, listening, writing

B -Procedure

Greet

-II -Review lesson

* Today we will revise for the first term

1 Review the present simple tense and adverbs of frequency.

- Ask students to work in pair and discuss the form and use of the present simple tense Call on some students to answer some questions regarding the use and form of the present simple tense When we use this tense?

What adverbs of frequency does it go with?

-2: Review adverbs of frequency.

When we use adverbs of frequency?

(Adverbs of frequency show how often something happens)

Position

We put the adverbs of 2'

10'

7'

Reply

- Whole class

- Take note

- Whole class

- Take note

- -

-1 The present simple tense

Use: (We often use the present simple tense to talk about permanent situations, or about things that happen regularly, recently or all the time.)

Form: (+) S + V-(es/ s) + O

(-) S + not/ does not + V + O (?) WH_ + do/ does + S + V + O? Adverbs: adverbs of frequency(Always, usually, normally, often, sometimes, never, ect.)

E.g I usually go to shool by bus

-2 Adverbs of frequency

always 100% usually normally often sometimes never 0% Position

(152)

frequency:

-3

Distinguish the To- infinitive

and -ing form.

remember, forget, regret, try, and stop.

- Remember + To- infinitive: refers to an action in the future

- Remember + _ing: refers to an action in the past

- Forget + To- infinitive: refers to future actions

- Forget + _ing: refers to the past

- Regret + To- infinitive: refers to the future or present

- Regret + _ing: refers to present or past

- Stop + To- infinitive: refers to a purpose

- Stop + _ing: is the object of the verb

-4 Exercises

- Ask students to work independently and exercise II, III – page in the test book

- Collect some students 10'

13'

- Whole class

- Take note

-Work independently

Compare their

to bed late.

- Between an auxiliary verb and the main verb:

He doesn't usually read newspapers after dinner.

- After the verbs to be:

I am always free on Sundays.

-3- Gerunds and To-infinitive

* Gerunds:

- Common verbs followed by gerunds: like, love, enjoy, finish, keep, mind, postpone, suggest, consider, practice, ect.

E.g.: We practice doing some memory

exercises

- Common expressions with go + ing: go camping, go shopping, and go fishing, ect.

E.g.: What time you often go shopping

on Sunday?

- Preposition + gerund: interested in, think about, talk about, instead of, apologizes for, ect.

* To- infinitive:

- Common verbs follow by To- infinitive: Decide, hope, want, agree, plan, demand, ect.

- Common verbs +Object + To- infinitive: want, ask, advise, tell, request, order, ect.

remember, forget, regret, try, and stop.

-4 Exercises

Keys:

(153)

speak out

Summarize all grammar review

2 Homework

3'

- Answer

- Take note

-(Period ……)

I - Aims:

+ The past perfect vs + The past simple + Used to + Infinitive Skill: - Reading, listening, writing

(154)

B -Procedure

Teacher's activities T Students' activities Writing board/ (answer keys) I -Warm up/ review Greet

-II -New lesson

1.Review the past simple tense.

- Ask students to work in pair and discuss the form and use of the past simple tense

Call on some students to answer some questions regarding the use and form of the past simple tense

When we use this tense? What adverbs of frequency does it go with?

- Ask students to make more sentences with the past simple tense.

Review

Distinguish the past perfect tense form, and usage.

Use: The past perfect tense can be used to describe: an action before a point of time in the past; an action that had happened before another past action.

- Identify the past simple tense and the past perfect tense Demonstrate the point by analyzing the example:

Ask students to identify which action happened first.

-3.

Revision of used to + infinitive

to express a past action and 2'

10'

Reply

- Whole class

- Take note

- Whole class

- Take note

- Answer

- -

-1 The past simple tense.

Use: (We often use the past simple tense to describe a completed action or situations in the past.)

Form: (+) S+ V-ed +O

(-) S + did not + V + O (?) WH- + did + S + V + O?

Advs: (Yesterday, last night, ago, ect.)

2 The past perfect tense

Form:

(+) S + had + PII + O

(-) S + had not (hadn't) + PII + O (?) Had + S + PII + O? - Yes, S + had - No, S hadn't

Use:

Eg1: I had done all my homework before p.m last night

Eg2: I had done all my homework before I watch TV

E.g.: She (watch) TV after she (do) all her homework.

* We use the past perfect tense for the action happened first and the past simple tense for the latter action

E.g.: She watched TV after she had done all her homework.

-3 E.g: When I was a child, we used to go on holiday to the seaside

(155)

state It has no present equivalent.

-4 Exercises

- Ask students to work independently and exercise IV– page 33 in the test book

- Collect some students speak out Give comment and may give mark

2 Homework

8'

10'

3'

- Take note

-Work independently

Compare their

- Answer

- Take note

Where did you use to go?

We didn't use do anything interesting

-4 Exercises

Keys:

1 had noticed had wondered hadn't seen had begun had been parked

6 had crossed had notices had watched had arrived 10 had gone

(Period 45)

Planning date: 20th December 2007 Teaching date: 21st December 2007

I - Aims:

1 Knowledge: - to check sts' knowledge. - Lexical items: nouns and verbs, ect

- Grammar: + The + adjectives

+ Which as a connector

+ Relative pronouns: Who, Which, that Skill: - Reading, listening, writing

B -Procedure

(156)

I -Warm up/ review. Greet

-II -New lesson

1.

Explicit the use of The + adjective by analysing the example:

We use The + adjective to describe a group of people as a whole These adjectives are followed by a plural verb

-2.

Which can be used in relative clause to refer to the whole of the earlier clause.

-3.

Overview of Who, Which, that: can be used in place of noun subjects and noun objects in relative clause

When they refer to the subject, they can not normally be omitted

When they refer to the object, they can normally be omitted

-4 Exercises

- Ask students to work independently and exercise page in the test book

- Collect some students speak out

Give comment and may give mark

2'

10'

5'

10'

15'

Reply

- Whole class

- Take note

- Whole class

- Take note

- Whole class

- Take note

-Work independently

Compare their

- -

-1 The + adjective

E.g: The young have the future in their hands

The young = Young people Note:The + adjective

E.g the blind, the rich, the poor.

The rich means a group of people who are

all rich

-2 Which as a connector

E.g: She arived on time, which amazed everybody

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

-3 Relative pronouns: Who, Which, that. E.g: This is the man who lives next door

E.g:This is the man who(m) I like Who refers to people

Which refers to things

-4 Exercises

(157)

2 Homework

3'

- Answer

- Take note

Planning date: 51 Teaching date: Review for the first term

Period 4

1 Knowledge: - to check sts' knowledge. - Lexical items: nouns and verbs, ect - Grammar: + The present perfect tense

+ The present perfect passive Skill: - Reading, listening, writing

B -Procedure

(158)

-II -New lesson

1 * Presentation:

Distinguish the present perfect tense form, and usage.

Usage: It is used to press a recently complete action or expresses an action which began in the past and still continues.

Explicit the use and the forms of The present perfect tense

- Give e.g.

Identify the past simple tense and the present perfect tense Demonstrate the point by analyzing the example:

-2

Revision the rules of changing active into the passive voice Explain the form The present perfect passive:

Give e.g

-3 Exercises

2'

15'

7'

18'

Reply

- Listen and answer

- Whole class

- Take note

-Work independently

Compare their

- -

-1 The present perfect tense

Usage: It is used to press a recently complete action or expresses an action which began in the past and still continues

E.g: I have just had lunch

Form:

(+) S + has/ have + PII + O

(-) S + has/ have not + PII + O (hasn't/ haven't)

(?) Have/ has + S + PII + O? - Yes, S + has/ have

- No, S + haven't/ hasn't

Eg1: I has done all my homework

Eg2: I has done all my homework for two hours

E.g She (do) all her homework since I (come)

E.g.: She has done all her homework since I came

Th× HT: Since + Mốc thời gian Thì HT: For + Khoảng thời gian

Thỡ qu khứ đơn: Khoảng thời gian Ago

-2 The present perfect passive

Form: S + have/ has + been + PII

E.g: A new bridge has been built across the river

-3 Exercises

(159)

2 Homework

3'

- Answer

- Take note

-Comments:

Planning date: 52 Teaching date: Review for the first term

Period 5

1 Knowledge: - to check sts' knowledge. - Lexical items: nouns and verbs, ect

- Grammar: + The present progressive( with future meaning) + Be going to

+ Because of, In spite of Skill: - Reading, listening, writing

B -Procedure

(160)

-II -New lesson

* Today we will the first test yourself

1.

Explain the use and the forms of The future simple tense Give e.g

Explain the use and the forms of be going to

Give e.g

The present progressive tense

Usage: It is used to express a future arrangement between people It's common with verbs such as go, come, see, visit, meet, leave, have ( a party)

-2

Distinguish the use of Because of and In spite of.

-3. Exercises

2'

15'

7'

18'

Reply

- Listen and answer

- Whole class

- Take note

-Work independently

Compare their

- Answer

- -

-1 The future simple tense Form: S + will + V (bare)

Usage: It is used to expresses an intention or decision made at the moment of speaking

E.g: I will give you my phone number Ring me tonight

Be going to

Form: S + am/ is/ are + going to + V (bare)

Usage: It is used to expresses an intention or decision thought about before the moment of speaking It expresses a plan, a prediction

E.g: I am going to have a holiday in Sam Son this summer

Look! It is going to rain

-2 "Because of": Shows the cause "In spite of": Shows the confession

-3 Exercises

Keys:

(161)

-? Can you tell me how to write a reply letter?

2 Homework

3' - Take note

Comments:

Planning date: 12 – 12 53 Teaching date: 27 – 12 - 2006

WRITTEN TEST for the first term (45ms) A - Preparation

I – Aims:

+ Gerunds and to- infinitive + The present simple

(162)

+ Be going to

+ The present progressive with the future meaning + The + Adjective

+ Because of, In spite of

+ Relative pronoun, relative adverbs: WHO, WHICH, THAT

- Pronunciation: / i/, /i:/, /a:/, / ʌ /, /e/,ỉ /, //, /ª/, /u:/, /з/, /ə/, /ei/, /ai/ , /i/

3 Education aim: Create sts’ solemnest, honestness in doing the test II Teaching aids needed:

B/ QUESTION, ANSWERS AND LEVEL MARK.

Sở GD &ĐT Sơn la

Trung tâm GDTX sốp Cộp

Đề Thi Học kỳ I

(163)

.

………

I - Odd one out:(2 marks)

1. A- heat B- beat C- meat D- heard

2. A- food B- school C- foot D- tooth

3. A- voice B- noice C- enjoy D- radio

4. A- put B- pull C- full D- June

5. A- man B- bad C- ago D- sand

6. A- sport B- more C- boss D- four

7. A- teacher B- about C- today D- work

8. A- driver B- buy C- study D- July

II- Choose the best answer: (4 marks)

9 We usually to school by bus

A- goes B- go C- went D- had gone

10 The children football in the field every afternoon but yesterday they basketball instead A- played played B- played play

C- play played D- played had played 11 subjects you like best?

A- Who B- When C- Where D- Which 12 As soon as he the driving test, he bought a motorbike

A- had passed B-passes C- was passing D- will pass

13 In England there is an old story about a man called Robin Hood It is said that he robbed and gave the money to

A- poor rich B- the poor the rich

C- the rich the poor D- the rich people poor 14 I David James for two weeks

A- had seen B- did not see C- saw D- have not seen 15 My cousin is keen on the English Club

A- join B- to join C - joining D – has joined 16 The Vang Trang Khuyet Club’s members are all children

A- disable B- disabled C- deafs D- disabed 17 Computers part of our daily lives

A- have become B- become C- became D- have been become 18 I’m now learning

A- photograph B- photography C- photogenic D- photographer 19 What time you have a lesson on Monday?

A Civic Education B Education Civic C Physicist D Biologist 20.It was a nice day, so we decided for a walk

A to go B going C go D gone 21 Suddenly everyone stopped

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22.Sally got education at local schools

A normal B disable C specie D general

23.Why did Tom's mother get angry with him? – Because he her favourite vase A broke B break C had broken D has broken

24 There are a lot of black clouds in the sky It

A will be rain B is raining C is going to rain D rains

III- Read the following passage then answer the questions below: (1m)

Robbie Williams and His School Day Story

On my first day at school I saw all these kids crying as they said goodbye to their mums, but I was more concerned with playing with the boys I told Mum to go home; she was more upset than I was! After Millhill Primary School I went on to St Margaret Ward, which was the local High School I was there until sixteen and graduated with eight or nine GCSEs I was a good boy at school because I never got caught I did the normal things that you would expect from fourteen-year-old I didn't smoke, but I went to smokers' corners And you weren't allowed to wear sport shoes, so I'd always put them on I always used to be the one that would make the class laugh Then as soon as the teacher turned round, I'd sit straight and the rest of the class would be laughing and the teacher would tell them off

25 On his first day at school, Robbie

A was more upset than his mother B wanted to go home

C cried a lot D was fond of playing with other boys 26 Robbie studied at his high school until he was

A sixteen B nine C eight D fourteen

27 According to the text, at high school Robbie did not A always wear sport shoes B smoke

C go to the place where others smoked D often make the class laugh

28 The phrase " tell them off" in the last line of the text probably means that the teacher _ A enjoyed the class environment B laughed with the student

C spoke angrily to the students D told students to continue studying

VI - Read the passage and choose the best answer to complete it.

David is a bank manager David gets up at 7:30 am and has a shower He leaves home at 8:30 and goes to work (29) train He arrives at the bank at 9:00

David finishes work at 5:30 pm and (30) shopping in a supermarket near the bank Then he goes home and (31) the dinner He eats alone in the kitchen at 7:00 and then usually (32) TV in the living room

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IV- Choose the best sentence in such a way that it means as the same as the sentence printed before it.

33 I am reading the book I bought it in Sydney in 1996

A I am reading the book which I bought it in Sydney in 1996 B I am reading the book which I bought in Sydney in 1996 C I am reading the book where I bought in Sydney in 1996 D I am reading the book who I bought in Sydney in 1996 34 Because the sea was rough, the Ferry could not sail

A Because of the sea rough, the Ferry could not sail B Because of the sea was rough, the Ferry could not sail C Because of the rough sea, the Ferry could not sail D Because the rough sea, the Ferry could not sail 35 Did anything disturb you in the night?

A Were anything disturbed you in the night? B Were you disturbed in the night?

C Were you disturb in the night? D You were disturbed in the night?

36 Jane could not come to the party, this was a pity

A Jane could not come to the party, which was a pity B Jane could not come to the party, who was a pity C Jane, who could not come to the party, this was a pity D This was a pity, which Jane could come to the party 37 Although he took a taxi, Bill still arrived late for the concert

A In spite of took a taxi, Bill still arrived late for the concert B In spite of taking a taxi, Bill still arrived late for the concert C In spite of late for the concert, Bill still took a taxi

D Because of taking a taxi, Bill still arrived late for the concert 38 In spite of his age, Mr Benson runs four miles before breakfast

A In spite of he is very old, Mr Benson runs four miles before breakfast B Because of his age, Mr Benson runs four miles before breakfast C Although he is very age, Mr Benson runs four miles before breakfast D Although he is very old, Mr Benson runs four miles before breakfast 39 Nobody has invited her to the party

A She has not been invited to the party B She has not invited to the party

C She has been invited to the party by nobody D She has invited to the party by nobody

(166)

Key: ( 0,25 MARK PER ONE) 1. D

(0,25ms)

2. C 3. D 4. A 5. C

6. C 7. D 8. C 9. A 10 C

11 D 12 A 13 C 14 D 15 C

16 B 17 A 18 B 19 A 20 A

21 A 22 D 23 C 24 C 25 D

26 A 27 B 28 C 29 A 30 B

31 C 32 D 33 B 34 C 35 B

Định dạng
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Dung lượng	1,65 MB