giao an 10 tron bo

- Open the tape three times and call some students to read the passage again and check their pronunciation. Task 2: Work in pairs. Answer the questions: - Ask students to read the questi[r]

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Week Period 1 Giới Thiệu chương trình tiếng Anh 10

Week Period 2 UNIT ONE – A DAY IN THE LIFE OF … Preparing: 22/08/2008

A READING Teaching: 26/08/2008

I OBJECTS

 Aims: after finishing, the students can read a paragraph, find the main idea of the text II LANGUAGE CONTENTS

1 Vocabulary:

 go off - harrow - plot of land - peasant - transplanting - contented with something - content (novae dung) 2 Grammar:

 Note the pronunciation  The present simple tense  The adverbs of frequency  The past simple tense 3 Skills:

 Developing reading skill and scanning skill III TEACHING AIDS

 Teaching plan, textbook, workbook, reference books, … IV TEACHING STEPS

Teacher’s activities and contents Students’ activities and contents I NEW LESSON

A READING (40 minutes) 1 Before you read:

- Ask students to work in pairs Ex:  What time you get up?  I get up at six o’clock ………

Go around the class and check students’ vocabulary and structures which they have learned

2 While you read

- Ask students to read the passage and then the task that follow:

a) Task 1:

- Call some students to read and translate into Vietnamese

- Call some students to answer or give the keys - Help students to find out new words in the lesson Note: - suggest words in the lesson.

+ Go off (v): ring

Go off sb/sth: thích thú gì, chán nản

Janes seems to be going off Peter I have gone off beer

Go off with sb: bỏ chồng, vợ, người yêu … để theo người khác

He went off with his best friend’s wife

I NEW LESSON

A READING (40 minutes) 1 Before you read:

- Work in pairs: Ask and answer questions about your daily routines in minutes

- Work in pairs or in individual, read in whispery in minutes and answer the task

a) Task 1:

- First student and second student read the passage and translate into Vietnamese

- St3 & st4 give the keys

- Students can find out themselves new words in the lesson

Note: Students can write some new words. + Plough (v): caøy

+ Harrow (v & n): bừa, bừa + Peasant (n): farmer

(2)

Go off with sth: rời nơi mang theo khơng phải

He went off with 10,000 pounds of the company’s money

Keys: 1.C C A 4.A b) Task 2:

- Ask students to work in pairs by ask and answer about question of lesson

- Go around and help them if necessary - Call some sts to read the answer Keys:

He’s a farmer

In the morning, he ploughs & harrows his plot of land, drinks tea & smokes local tobacco during his break

He gets up at 4:30 and then he goes down to the kitchen to boil some water for his morning tea

In the afternoon, they repair the banks of their plot of land Mr Vy pumps water into it while his wife does the transplanting

Yes, they are Because they love working and they love their children

c) Task 3

- Ask students to scan the passage and make of brief note about Mr Vy and Mrs Tuyet’s daily routines Then compare your note with a partner

- Call some students to read their brief in the front of the class after that the class comment

Keys:

In the morning, 4:30 alarm goes off; Mr Vy gets up, goes down to the kitchen, boils water for tea, drinks tea, has a quick breakfast, leads the buffalo to the field 5:15 leave the house 5:30 arrives in the field, ploughs and harrows his plot of land 7:45 takes a rest 10:30 goes home 11:30 has lunch with family

In the afternoon, 2:30 p.m 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 7:00p.m have dinner

After dinner, watch TV, go to bed Sometimes visit neighbors, chat with them

3 After you read

- Ask students to work in groups and go around to help students if necessary

II CONSOLIDATION (5 minutes) - Ask students

b) Task 2:

- Ask and answer about the questions of the lesson - St1 reads the questions and st2 answers the questions

c) Task 3

- Scan the passage and make a brief note about Mr Vy and Mrs Tuyet in your English and compare with your partner

- St1 and st2 read their brief note for the class

3 After you read

- Work in groups to talk about Mr Vy and Mrs Tuyet’s daily routines

II CONSOLIDATION (5 Minutes) - Read the passage again

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- Make a brief note about Mr Vy and Mrs Tuyet and read in the class

IV HOMEWORK

- Practice speaking and writing what have been learned - Do exercises in the work book, page 4, 5,

          

Week Period 3. A DAY IN THE LIFE OF … Preparing: 23/08/2008

B SPEAKING Teaching: 26/08/2008

I OBJECTS

Aims: After finishing the lesson, students can speak about their timetable and acts. II LANGUAGE CONTENTS

1 Vocabulary:

 Review all words they have learned in second period 2 Skills:

 Developing speaking skill and listening skill III TEACHING AIDS

Teacher’s activities and contents Students’ activities and contents I CHECK UP (5 minutes)

- Call some students

II TODAY’S LESSON (38 minutes) B SPEAKING

a) Task 1

- Ask students to work in pairs and go around the class to help them if necessary

- Call some pairs to practice in the front of the class b) Task 2

- Ask students to look at Quaân’s activities in the pictures

- Ask students to work in pairs

- Call some pairs to practice in the front of the class c) Task 3

- Ask students to list all their activities in the life - Ask questions: “What time you usually get up / have breakfast / go to school …? 6a.m; 6:30a.m; 7:15a.m; 11:45a.m; 12:00

III CONSOLIDATION (2 minutes) - Ask students to remember

I CHECK UP (5 minutes) - St1 reads the passage again

St2 makes a brief note about Mr Vy on the board St3 checks his brief again

II TODAY’S LESSON (38 minutes) B SPEAKING

a) Task 1

- Look at the timetable and read examples

 “What time does Quaân have a Civic Education lesson on Monday?”

 “What lesson does Quaân have at 7:15 a.m on Monday?”

b) Task 2

- look at the pictures and time: “What does Quaân at 2.p.m?”…

- Work in pairs and ask & answer about pictures Using the present simple tense

c) Task 3

- List the name activities in their life - Practice in pairs about their activities III CONSOLIDATION (2 minutes) - Ask and answer about daily routines: “What time ………?”

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V HOMEWORK

- Practice speaking & writing what’s have learned

- Practice exercises in the workbook part speaking (p7, 8)

          

C LISTENING Teaching: 28/08/2008

I OBJECTS

Aims: After finishing the lesson, students can listen to a passage and understand main idea of the passage, practice what they have listened

II LANGUAGE CONTENTS 1 Vocabulary:

 Cyclo – drop – purchase – ride off – passenger 2 Skills:

 Developing speaking skill and listening skill III TEACHING AIDS

 Teaching plan, textbook, workbook, reference books, CD-Rom, CD Video player, … IV TEACHING STEPS

II TODAY’S LESSON (38 minutes) C LISTENING

1 Before you listen

- Ask students to work in pairs and go around the class to help them if necessary

- Call some pairs to practice in the front of the class - Call some pairs to practice in front the class - Listen and repeat (read)

 Words: district – routine – office – pedal – purchase – drop – passenger – ride – park – food stall

2 While you listen a) Task 1

- You will hear Mr Lam, a cyclo driver, talk about his morning activities Listen to his talk and number the pictures in their correct order

- Now listen to the tape or teacher’s reading Then choose the pictures in their correct order

Tape script:

 Hello everyone, my name is Lam I’m a cyclo driver in Ho Chi Minh City I usually have a busy working day I get up at five thirty in the morning I start work at six My first passenger is usually and old man I take him from District to District After I drop him at a cafe’ near Ho Chi Minh City College of Education I

I CHECK UP (5 minutes)

- St1 talks about Quaân’s timetable on Thursday, other students speak about your timetable

II TODAY’S LESSON (38 minutes) C LISTENING

1 Before you listen

- Work in pairs to practice:

“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?”

- Two pairs practice in front of the class - Listen and repeat again

 Notice about the pronunciation of words 2 While you listen

a) Task 1

- Look at the picture to prepare listening about Mr Lam

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pedal to Thai Binh Market My next passenger is a lady who does shopping there every two days I help her put all her purchases into the cyclo and then take her to her shop in Tran Hung Dao Street At about ten thirty I ride off toward Nguyen Thi Minh Khai school There I park my cyclo, chat with some of my fellows and wait for my third passengers They are two pupils, girl and a boy I take them home At twelve I have lunch at a food stall near Ben Thanh Market After lunch, I park my cyclo under a tree, take a short rest and then continue my afternoon’s work

- Call some students to give the answers Keys: a b.5 c.4 d.6 e.1 f.2

b) Task 2

- Open the tape again or read it in the teacher’s book - Call some students to give the keys

- Open the tape again or read it in the teacher’s book for students to check

Keys: 1.F 2.T 3.F 4.F 5.F 6.F c) Task 3

- Ask students to work in pairs

- Call some students to practice in front of the class III CONSOLIDATION (2 minutes)

- Ask students to remember

- Two students read or write the answers on the board

b) Task 2

- Listen and work in pairs to answer the questions - St1, st2, st3 give the keys

- Listen again and check your answers c) Task 3

- work in pairs: Ask and answer about Mr Lam’s activities

- Some pairs practice in the class III CONSOLIDATION (2 minutes) - All things you have learned

V HOMEWORK

- Practice speaking & writing what’s have learned - Speak about you listen to the tape again

          

D WRITING Teaching:

I OBJECTS

Aims: After finishing the lesson, students can write a passage from 150 words to 200 words about the topics. II LANGUAGE CONTENTS

1 Vocabulary:

 All words in the previous lesson and in the second school 2 Grammar:

 Using the present simple tense, adverbs of frequency, the past simple tense and the present perfect tense 3 Skills:

 Students can practice writing skill, write about a narrative III TEACHING AIDS

- Call some students to speak about Mr Lam’s story II TODAY’S LESSON (38 minutes)

I CHECK UP (5 minutes)

- St1, st2, st3 retell about Mr Lam’s story in your English

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D WRITING a) Task 1

- Ask students to read the passage

- Ask students some new words or help them  Stared death in the face: Face the death  Fasten our seat belts: Tie your seat belts  dip, Dip (Diploma): Vaên baèng

- Ask students to find out the words in the past - Call some students read the passage again b) Task 2

- Ask students to work in pairs Keys:

The events: Got on plane, the 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 everything was all right, we landed safely

c) Task 3

- Ask students to complete the story - Call some students to write on the board III CONSOLIDATION (2 minutes) - Ask students to remember

D WRITING a) Task 1

- Read the passage in the scanning - Note some new words in the lesson - List some the words in the past - Read the passage in front of the class b) Task 2

- Work in pairs Identify the events, the climax, and the conclusion of the story Then report your results

- Students correct your keys again

c) Task 3

- In individual, students can write a narrative about a hotel fire in minutes

- Read their writing in front of the class or write on the board

III CONSOLIDATION (2 minutes) - Write about a story (a narrative) V HOMEWORK

- Practice speaking & writing what’s have learned - Ask students to write a person who they love best - Do exercises in the workbook, part writing

          

E LANGUAGE FOCUS Teaching:

I OBJECTS

Aims: After finishing the lesson, students can review and use the present simple, the past simple, the present perfect tense and adverbs of frequency

 All words in the previous lesson and in the second school 2 Grammar:

 Using the present simple tense, adverbs of frequency, the past simple tense and the present perfect tense 3 Skills:

 Students can use the tense in the English and adverbs of frequency III TEACHING AIDS

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Teacher’s activities and contents Students’ activities and contents I CHECK UP (5’)

- Test 15’

 Ask students to write a narrative about a person who they love best or their daily routines

II TODAY’S LESSON (38’) E LANGUAGE FOCUS 1 Pronunciation

a) Listen and repeat

- Read some times for students - Read again

- Call some students to read again b) Practice these sentences

- Read some times for students - Ask students work in pairs - Call some students to read

- Ask students to find out differences 2 Grammar and Vocabulary

a) Exercises 1

- Ask students to work in pairs / groups / individual - Call some students to write their answers on the board Keys: is – fish – worry – are – catch – am – catch – go – give up – 10 say – 11 realize – 12 am

b) Exercises 2 - Ask students

- Call some students to read their answers Keys:

 He usually / sometimes / often goes to bed at 10:00 p.m

 He usually / sometimes / often late for school c) Exercises 3

- Ask students

- Go around to check students’ activities, remind the past simple tense if necessary

- Call some students to give the answers

Keys: was done – cooked – were – smelt – 5. told – sang – began – felt – put out – 10 crept – 11 slept – 12 wok – 13 was – 14 leapt – 15 hurried – 16 found

III CONSOLIDATION (2’) - Ask students to write

I CHECK UP (5’) - Test 15’

 Write a passage from 150 words to 200 words II TODAY’S LESSON (38’)

E LANGUAGE FOCUS 1 Pronunciation

a) Listen and repeat - Only listen

- Listen and repeat again - students read again b) Practice these sentences - Only listen

- Work in pairs in several minutes - Read in front of the class

- Find some differences betweens /I/ and /i:/ Grammar and Vocabulary

a) Exercises 1

- Read the passage and find out words in the box to complete the blanks in the passage

- St1 and st2 write the answers on the board - Correct your answers again

b) Exercises 2

- Read some adverbs of frequency in the box

- Work in pairs and choose the best adverbs of frequency for each blank

- Correct the your answers c) Exercises 3

- Work in pairs to find the correct past dimple form of the verbs in brackets

- Write the answers on the board

III CONSOLIDATION (2’) - Write about a story (a narrative) V HOMEWORK

- Practice speaking & writing what’s have learned - Do all exercises in the workbook and review the unit

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Week Period 7. UNIT TWO: SCHOOL TALKS Preparing: 06/09/2008

A READING Teaching: 08/09/2008

I OBJECTS

Aims: After finishing the lesson, students can introduce yourself and other persons, answer the questions about a person and talk about sports in the life

 All words in the sports and in the activities of life 2 Grammar:

 Using the gerund and to + infinitive 3 Skills:

 Students can read and understand about a person’s introduction such as students, teacher, and students’ parents who speak about their life or activities

III TEACHING AIDS

II TODAY’S LESSON (38’) A READING

1 Before you read

- Ask students to work in pairs:

“When you meet your friends, which of the following topics you often talk about?

+ Sports

+ Entertainment + Health problems + hobbies

+ Holidays + Films + Weather + Work and study

- Ask students to give some other topics

- Some other topics which aren’t talked in the lesson, for example: Fashion, television, friendship, food, …

2) While you read

- Ask students to work in individual

a) Task 1

- Ask students to read the words in the box again and note some blanks in the task

- Call some students to read their answers

Keys: enjoy – traffic – worry – crowded – 5.

I CHECK UP (5’)

- students introduce about their daily routines in front of the class

- Work in pairs, and speak: When I meet my friends, I often talk about / I’d like to talk my favorite sports and games …

- Some students show other topics

- work in pairs to give some topics which aren’t speak in the lesson

2) While you read

- Read the introduces of some one in individual and note some ideas such as: “Who is talking? What are they talking about? Which words or structures are new / important in each passage? … a) Task 1

- Read and guess some words in the box and some blanks

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language

Note: The gerund: Want For example:

+ I don’t really like getting up early + I love working with children + I want to learn English b) Task 2

- Ask students to read the lesson again - For example:

+ Who enjoys teaching?

+ Miss Phương does (enjoys teaching)

- Call some students to answer or read your answers Keys:

 Phong has to get up early  Phong lives far from school

 Miss Phương loves working with children  Phong loves learning English

 Phong rides a bike to school every day  Phong studies at a high school

 Miss Phương teaches English at a high school  Mr Ha worries about someone else’s safely c) Task 3

- Ask students

- Go around to check students’ activities, and help them if necessary

- Call some students to give the answers Keys:

1) He studies at Chu Vaên An High School

2) He studies many subjects such as Maths, Physics, and so on

3) Because it is and international language

4) 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 to get to school (There’s so much traffic, so many cars, motorbikes and bicycles) - Ask some other questions aren’t have in this part or ask students to retell main ideas of the passages

III CONSOLIDATION (2’) - Ask students to write

- Note the gerund in the lesson

+ Gerund is verb form which is made from the verb and ing

b) Task 2

- Read the passages again, discuss and find out some ideas which who speaks about

- Read your answers in front of the class

c) Task 3

- Work in pairs / Groups: ask and answer the question in the task 3, but don’t look at the book - students ask and answer the questions in front of the class

- retell main ideas of the passages III CONSOLIDATION (2’)

- Write about a topic which you love best (a narrative)

V HOMEWORK

- Practice speaking & writing what’s have learned - Do all exercises in the workbook and review the unit

          

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I OBJECTS

Aims: After finishing the lesson, students can express your ideas in the conversation with other persons. II LANGUAGE CONTENTS

1 Vocabulary:

 headache – sick – a cold – backache – toothache – tired - awful 2 Grammar:

 Using the present perfect tense, the present continuous tense, the past simple tense 3 Skills:

 Students can speak about disease, expressions in the conversation III TEACHING AIDS

 Teaching plan, textbook, workbook, reference books, …

IV TEACHING STEPS

II TODAY’S LESSON (38’) B SPEAKING

a) Task 1: These expressions are commonly used when people are chatting Place them under the appropriate heading The practice with a partner

- Ask students to work in pairs:

“When you meet your friends, which of the following topics you often talk about?

- Call some students about a conversation Keys:

 Good morning./ Hi – Goodbye See you later

 How’s everything at school – Well, it’s been nice meeting you

 Hello How are you? – Sorry, I’ve got to go Talk to you later

 Hi How is school? – Great I’ll see you tomorrow  Hello What are you doing? – Catch you later

b) Task 2: Rearrange the following sentences to make a conversation and then practice it with a partner

- Ask students to work in individual - Call some students to read their answers Keys:

1 D: Hi, Minh Did you have a nice weekend? F: Hello, Quaân Yes, I did It’s great B: What did you do?

4 H: I went to Lan’s birthday party The food was good and the people were interesting What did you Quaân? E: Oh, I stayed at home and did my homework Nothing special.

6 C: Where are you going now?

7 G: I’m going to the library to borrow some books

- students introduce some topics in the life II TODAY’S LESSON (38’)

B SPEAKING

a) Task 1: These expressions are commonly used when people are chatting Place them under the appropriate heading The practice with a partner - Work in pairs, and speak starting a conversation and closing a conversation

- Practice in front of the class about a conversation - Correct your answers in you notebooks

b) Task 2: Rearrange the following sentences to make a conversation and then practice it with a partner

- Read and rearrange the conversation, after that practice this conversation with your partner

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Sorry, I’ve got to go Talk to you later. A: Bye See you later

c) Task 3

- Complete the following conversation by words in the box

- Call some students to answer and read the conversation Keys:

A: Hello, Hoa You don’t look very happy What’s the matter with you?

B: hi, Nam I feel awful I’ve got a headache

A: Sorry to hear that You’d better go home and have a rest.

B: Yes That’s a great idea Goodbye, Nam A: See you later

d) Task 4 - Ask students

- Go around to check students’ activities, and help them if necessary

- Call some students to give their topics in the front of the class

Keys:

A: Hello, Nga B: Hi, Lan

A: Nga, are you free this Saturday evening? Would you like to go the cinema?

B: That’s very kind of you But I have a plan to go out with Tam.

A: Oh

B: Goodbye, Lan A: See you later, Nga

III CONSOLIDATION (2’)

- Ask students to all conversations in the books

c) Task 3

- Work in pairs / Groups: Choose the words, phrases or sentences in the box and then practice it with your partner

- students practice the conversation in front of the class

d) Task 4

- Work in pairs and speak about some topics in the textbook

- Talk about you’re the topics in the front of the class

- Write and speak about a topic for a conversation V HOMEWORK

- Practice speaking & writing what’s have learned

- Speak about starting a conversation and closing a conversation - Do all exercises in the workbook and review the unit

          

C LISTENING Teaching: 11/09/2008

I OBJECTS

Aims: After finishing the lesson, students can listen to a conversation to answer the questions and choose the best information Students can speak about problem in the life Finally, students can use the “Gerund” go following the verbs: “Enjoy, hate, love, without”

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2 Grammar:

 Using the Gerund 3 Skills:

 Students can listen to the conversation and answer the questions according to the conversation III TEACHING AIDS

IV TEACHING STEPS

II TODAY’S LESSON (38’) C LISTENING

1 Before you listen:

- Ask students to work in pairs:  What subjects are you talking …? * I’m taking …

 How long are you …? * For a month

- Call some students practice your work 2 While you listen:

a Task 1

 Listen to the conversations and match them with the pictures

- Ask students to work in pairs, ask and answer about these pictures

- Can ask students describe the pictures:

 For example: Tow young people (students / friends) are at a party Maybe / Perhaps they are talking about food and drinks

 Open the tape or read for students some times Typescript:

 Conversation 1:

A: So, what are you taking this semester, Lan? B: Well, I’m taking English

A: Me too Whose class are you in? B: Miss Lan Phương’s

A: How you like the class? B: I really enjoy it

 Conversation 2:

A: Are you enjoying yourself, Nam? B: Yes, I am

A: Would you like me to get you something to drink? B: Not right now, thanks

Conversation 1: Picture b Conversation 2: Picture c

- students introduce and speak some problems in the life

1 Before you listen::

- Work in pairs, choose the answers in the column A with column B

- Practice in front of the class 2 While you listen :

a Task 1

 Listen to the conversations and match them with the pictures

- Practice, asks and answer about these pictures in the books

 Who are talking? Where are they? What are talking about? What you think they are talking about?

 Listen to the tape and match the pictures - give their answers in front of the class  Conversation 3:

A: Son, how you like the weather in Nha Trang?

B: Oh, it’s great

A: So, when did you get here? B: I arrived yesterday

A: How long are you going to stay? B: For a week

A: Do you want to go for a swim? B: Sure

 Conversation 4:

A: Hoa How you like it here?

B: It’s very nice The hotel is big and my room is comfortable

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Conversation 3: Picture d Conversation 4: Picture a b) Task 2

 Listen again and answer the questions

- Call some students to answer and read the questions Keys:

1 She is taking English

2 She is in Miss Lan Phương’s class He is at a party

4 He plans to stay there for a week No, she doesn’t She travels alone c) Task 3

- Listen to the last conversation again and write in the missing words

- Ask students compare with their partner - Call some pairs to practice this conversation Keys:

1 it here, very nice, big, comfortable traveling, no, alone, for a drink 3 After you listen:

- Ask students to work in groups Some problems such as difficulties in learning, having had marks, being late for school, …

- Ask students:

 What problems have you experienced at school?  What is/are the reason(s)?

 What have you done to solve it/them? III CONSOLIDATION (2’)

- Ask students

B: No I’m traveling alone

A: Would you like to go somewhere for a drink? B: That’s great

- Correct your answers b) Task 2

 Listen again and answer the questions

- Work in pairs / Groups: read the questions to understand them

- students ask and answer the questions in front of the class

c) Task 3

- Listen to the last conversation again and write in the missing words

- compare your answers with partner

- Practice the conversation in front of the class - check your answers

3 After you listen:

- Work in groups Talk about the problem(s) you have experienced at school

- Discuss some problems at your school, answer the questions

- List some problems and solve them V HOMEWORK

- Practice speaking & writing what’s have learned - Do exercises in the workbook

- Write a problem which you have experienced at school

          

Week Period 10. UNIT TWO: SCHOOL TALKS

D WRITING I OBJECTS

Aims: After finishing the lesson, students can fill some information in a form Students can write some your information in a form such as surname, first name, date of birth, Nationality, language, …

 Surname, first name, applicable block capitals, employee, employer, employ, employment 2 Grammar:

 Using the present simple tense 3 Skills:

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II TODAY’S LESSON (38’) D WRITING

1 Filling in a form: a) Task 1

- Ask students work in pairs and answer the questions: - Can suggest for students about: Application form, xin học bổng, gửi nhận tiền ngân hàng, đăng ký thuê bao điện thoại Internet, xin làm thẻ thư viện, thẻ đoàn viên, thẻ hội viên câu lạc bộ, …

- Some information you have to provide when you fill in a form such as name, address, age, occupation, marital status, …

b) Task 2

Match a line in A with a question in B

- Ask students to work the task and explain some new words: marital status, occupation, present address, Keys:

1 d, f, e, g, b, c, 7.a c) Task 3

- Ask students to work in individual some information - Explain some new words: block capitals (viết hoa), sign (ký tên), delete (gạch bỏ, xóa), put a cross (đánh chéo vào), put a tick, …

d) Task 4

- Ask students to fill a form or call some students to write on the board

- Call students to check your answers and talk about the your forms

III CONSOLIDATION (2’) - Ask students

- Talk about the problem(s) you have experienced at school

1 Filling in a form: a) Task 1

- Work in pairs to answer the questions

1) On what occasions you have to fill in a form?

2) What sort of information you often have to provide when you fill in a form?

- Practice in front of the class and give some information you will fill in a form

b) Task 2

Match a line in A with a question in B

- Work in pairs to find out the line in A with a question in B

- Give the answers in front of the class c) Task 3

- Work in individual about your information - Some students give and read their answers

d) Task 4

- Work in pairs to the task 4, write the answers on the board and all class comment the answers III CONSOLIDATION (2’)

- Write a form about you or other people V HOMEWORK

- Write some information about you

          

Week Period 11. UNIT TWO: SCHOOL TALKS

E LANGUAGE FOCUS I OBJECTS

Aims: After finishing the lesson, students can review about the pronunciation and the grammar: Wh-questions and the Gerund & to + infinitive, after that practice some exercises

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1 Vocabulary:  in the old lessons 2 Grammar:

 Using the gerund and to + infinitive 3 Skills:

 Improving the pronunciation and the grammar III TEACHING AIDS

II TODAY’S LESSON (38’) E LANGUAGE FOCUS 1 Pronunciation:

a) Listen and repeat

- Open the tape or read model words some times, difference between /^/ and /a:/

- Call some students to read the words b) Practice these sentences

- Read the words some times

- Call some pairs to practice these sentences 2 Grammar and vocabulary:

Exercise 1:

- Ask students to make some questions with Wh-question, according to given answers.

Keys:

When did you come? How long did you stay? Who did you come with? Where you live?

Why you like learning English? What time is it now?

How many children they have? Exercise 2:

- Note: difference between V-ing plays the Gerund and to + infinitive

- Call some students read their answers or write are wrong

Keys:

1 to hear going remembering doing worrying to pay to go visiting seeing 10 hearing

Exercise 2:

- Ask students to work in pairs in minutes

- Cal some students to read their answers and correct for students

- students read two words: fun - star - cut - hard II TODAY’S LESSON (38’)

E LANGUAGE FOCUS 1 Pronunciation:

a) Listen and repeat - Listen and repeat again

- Read some words in the book and check b) Practice these sentences

- Listen and repeat again - Practice in pairs

2 Grammar and vocabulary: Exercise 1:

- Make the questions for each answer in the book After that compare with your partner’s answers - Correct your answers again

Exercise 2:

- Work in pairs or groups to fill each blank with an –ing or

- Read or write on the board your answers - Correct what are wrong

Exercise 2:

- Work in pairs: Complete following the sentences using an -ing or to + infinitive form of the verbs in the box

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Keys:

1 to go waiting having to find living making to call to lend talking 10 to post

III CONSOLIDATION (2’) - Ask students about:

remembering ing and to + infinitive

- Remember by heart about The gerund and to + infinitive

V HOMEWORK

- Practice speaking & writing what have learned - Do exercises in the workbook

- Remember Gerund and to + infinitive

          

Week Period 12. UNIT THREE: PEOPLE’S BACKGROUND Preparing: 18/09/2008

A READING Teaching: 19/09/2008 I OBJECTS

Aims: After finishing the lesson, students can read the passage about people’s background and answer the tasks in the textbook

 Brilliant, mature, harbor, interrupt, with flying colors, degree, PhD, atomic, determine, ease, easing human suffering, humanitarian, …

2 Grammar: 

3 Skills:

 Improving the reading skill and answer the tasks III TEACHING AIDS

IV TEACHING STEPS

- Call some students or test 15’ II TODAY’S LESSON (38’) A READING

1 Before you read: - Ask students:

Can you name some scientists and specializations? Have you ever heard of Marie Curie?

What you know about her? 2 While you read:

- Ask students to read the tasks first time

- Ask students to read the passage some times in individuals or in pairs

- New words: brilliant /'briljənt/ (adj) : Thieân tài

mature /mə'tjuə/ (adj): trưởng thành, chín chắn harbor

(v): ấp ủ Interrupt /,intə'rʌpt/ (v) gián đoạn with flying

colours: thành công to lớn hiển nhiên PhD (Doctor of

- Remind the gerund and to + infinitive and give some examples

1 Before you read:

- Work in pairs Answer the following questions 1 Pharaday, Asimeùt, News ton,…

2 I have never heard of Mari Curie. 2 While you read:

- Read the tasks first time

- Read the passage some times and guess the contents of the passage

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philosophy): Tiến sĩ Obtain /əb'tein/ (v): Dành

Determine/di'tə:min/ (v) xác định, định

Atomic /ə'tɔmik/ (adj): thuộc nguyên tử Easing human

suffering

- Read the new words some time for students a) Task 1

 Match the words or phrases in A with their meaning in B - Call some students to write on the board your answers and check them

Keys:

1 c – e – a – d – b b) Task 2

- Ask students to read the passage again and help them to the task

- Call students to read the answers in front of the class and check

Keys:

1 T, F (Her dream was to become a scientist) T, F (She married Pierre Curie in 1895) T

c) Task 3

1 Marie curie was born in Warsaw Nov 7th, 1867

2 She was a brilliant and mature student

3 She worked as a private tutor to save money for a study tour abroad.

4 She was awarded a Nobel Prize in Chemistry for determining the atomic weigh of radium.

5 No, it wasn’t He real joy was “easing human suffering”. III CONSOLIDATION (2’)

- Ask students to read the passage again and translate into Vietnamese

- Listen and repeat the new words a) Task 1

 Match the words or phrases in A with their meaning in B

- Write on the board your answers and correct what are wrong

b) Task 2

- Read the passage again and the task

- Discuss your answers and read your answers in front of the class

- Check your answers again

c) Task 3

- Answer the questions in the groups or in pairs - Write the answers on the board And check your answers again

- Read and translate into Vietnamese again V HOMEWORK

- Remember Gerund and to + infinitive

          

Week Period 13. UNIT THREE: PEOPLE’S BACKGROUND

B SPEAKING I OBJECTS

Aims: After finishing the lesson, students can talk about people’s background and your background. II LANGUAGE CONTENTS

1 Vocabulary:

 Family, hobby, education, dislike, appearance, experience, primary school, secondary school, schoolwork, … 2 Grammar:

 3 Skills:

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IV TEACHING STEPS

a) Task 1

Work in pairs: Decide which of the items below can tell you about someone’s background

- Ask students to practice

- Call someone to speak in the front of the class Keys:

 Family – education – experience b) Task 2

Imagine you are a journalist

- If you are a journalist, you can interview a classmate about his/her background or that of a person he/she knows well Change the roles when you have finishes - Ask half a class, they are journalist, but others are guests

- Ask students some questions:  When and where were you born?

 How long have you live / been living …?  Can you tell me about your parents?

 How many brothers and sisters have you got / you have?

 What’s your name of your primary school?  When did you study there?

 Have you ever been a leader of …?  What subject you like best?  How you work at school?

………. - Comment students’ an interviews c) Task 3

Work in groups: Talk about the person you have learnt about from the interview

- Help students to practice this task and check again III CONSOLIDATION (2’)

- Ask students to read the passage again

- Read the passage again and translate into Vietnamese Others write the new words on the board

a) Task 1

Work in pairs: Decide which of the items below can tell you about someone’s background

- Speak about someone’s background in your groups or in pairs

- Speak your answers in front of the class - Check your answers again

b) Task 2

Imagine you are a journalist

- interview your classmate’s background in minutes

- to begin to interview them and answer the given questions

 I was born in Daklak Province  I have been living for 10 years

 My parents work for a hospital in Daklak  I have brothers and sisters in family  My primary school is Kim Dong School  ………

c) Task 3

Work in groups: Talk about the person you have learnt about from the interview

- Practice in the groups and speak in front of the class for other students to listen to

- Ask students to read the passage speak about your background

V HOMEWORK

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- Do exercises in the workbook - Remember background of everyone

          

C LISTENING I OBJECTS

Aims: After finishing the lesson, students can listen to the conversation to choose the best answers and to fill in blankets

 Olympic champions, Olympic gymnast, romantic, Diploma, Star Sport Club, congratulation, certificate, a birth/marriage/death certificate, Degree, a Degree in Chemistry, a Bachelor’s Degree (a BA) cử nhân, a Master’s Degree (a MA) thạc sĩ, a PhD tiến sĩ, …

2 Grammar:

 The past simple tense and the past perfect tense 3 Skills:

 Improving listening and speaking about the background and the Olympic Champions III TEACHING AIDS

 Teaching plan, textbook, cassette player, CD-Rom, workbook, reference books, …

IV TEACHING STEPS

- Ask students: Ask and answer the questions

- Ask students to close books and to listen some new words: Olympic champions – sport teacher – teacher’s Diploma – love story – romantic

- Note:

 Diploma: Chứng văn cấp sau khóa học, cấp học

* She has a diploma in education / a high school diploma  Certificate: Giấy chứng nhận

* a birth / marriage / death certificate

 Degree: Văn trường đại học cấp sau tốt nghiệp

* a degree in chemistry / a chemistry degree 2 While you listen:

a) Task 1: Listen to the conversation between Bob and

- Tow students speak about Ho Chi Minh’s background

1 Before you listen: - Work in pairs:

 Can you name any Olympic champions?

 What would you like to know about these people?

- Only listen to teacher after that to note some thing in the education

 a Bachelor’s Degree (a BA): Bằng cử nhân văn chương (Bachelor of Arts)

(a BS c): Bằng cử nhân khoa học (Bachelor of Science)

 a Master’s Degree (a MA): Bằng thạc só (Master of Arts)

 a PhD (Doctor of Philosophy): Bằng tiến sĩ  Các văn trường đại học cấp thường ghi sau tên người Ví dụ: Mary Young, BA / David Baker, MA / Marie Curie, PhD

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Sally Decide whether the statements are true (T) or false (F).

- Explain for students about the conversation which they have to listen

- Ask students to read the questions before listening - Open the tape or read two times

- Ask students to work in pairs after that compare with your partner’s answers

- Open the tape again and correct what’s wrong Tape script

Bob: Congratulation! You are now the Olympic champion Sally: Thanks Yes, I’m very happy.

Bob: Our readers want to know all about you Sally: That’s nice! Well, ask me your questions Bob: Fist of all, tell me something about yourself.

Sally: Well, I was born in 1980 I got a general education at local school and when I was 15, I joined the Star Sport Club near my house

Bob: Where is your home? Sally: In Manchester.

Bob: I see And you live alone?

Sally: No I live with my family, my parents and two brothers

Keys:

T; T; F (I don’t have much free time); T; F (I want to be a sports teacher)

b) Task 2:

 Listen to the conversation again, and fill in the blanks  Open the tape again or read again

a general education lives; family

different; swimming love stories

teacher’s diploma 3 After you listen:

- Ask students to work in pairs, ask and answer - Call some students to practice in front of the class III CONSOLIDATION (2’)

- Ask students about somebody’s background

a) Task 1: Listen to the conversation between Bob and Sally Decide whether the statements are true (T) or false (F).

- Note and prepare listening, - Read the questions for listening

- Listen to the tape or listen to teacher’s reading - Work in pairs and compare with your partner’s answers in front of the class

- Correct your answers

Bob: What you like to in your free time? Sally: Well, I don’t have much free time, but I like different sports – Basketball and swimming, for example – and just sitting at home reading

Bob: What sort of books you like?. Sally: Oh, love stories – romantic books.

Bob: And what you want to be in the future?. Sally: I want to be a sports teacher I’m a student at college I want to get my teacher’s Diploma Bob: I see Now tell me …

b) Task 2:

 Listen to the conversation again, and fill in the blanks.

 Listen and fill in the blanks

- Read your answers in front of the class - Correct what’ wrong

3 After you listen:

- Work in pairs, ask and answer about Sally in minutes

- Two pairs ask and answer about Sally in front of the class

- Remember to speak about background of a person

V HOMEWORK

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- Write about Ho Chi Minh’s Background

          

Aims: After finishing the lesson, students can write a background of a person and talk about somebody’s background

 Tourist guide, school attended, hotel telephones, travel agency, pass exams, work as 2 Grammar:

 Improving writing skill (write about the background of a person) III TEACHING AIDS

IV TEACHING STEPS

1 Filling about people’s background: a) Task 1:

- Ask students to read the Mr Brown’s background - Explain the C.V (Curriculum vitae): dùng để xin việc and guide students to fill in the form

- Call some students to write Mr Brown’s background on the board

Keys:

 Mr Brown was born on November 12, 1969 (12th

November 1969) in Boston He went to Kensington High School and passed exams in English, French and Mathematics He worked in a travel agency from June 1991 to December 1998 and from 1999 to 2002, he worked as hotel telephones He likes music and dancing. b) Task 2:: Work in pairs Ask and answer for the information about his/her parents and complete the form - Ask students to ask and answer in minutes and read the form After that complete the form

- Help students about the words, expression and writing skill

c) Task 3:: Write a paragraph about your partner’s parents Then ask him/her to read the paragraph and check whether the information is correct.

- Ask students to write someone’s background

- Call some students to write their writing on the board

- Two students speak about person’s background II TODAY’S LESSON (38’)

D WRITING

1 Filling about people’s background: a) Task 1:

- Read the Mr Brown’s background in minutes - Note and write the form (Curriculum vitae) - Two students to write Mr Brown’s background on the board (5 minutes)

b) Task 2: Work in pairs: Ask and answer for the information about his/her parents and complete the form

- Ask and answer about your partner’s parents in minutes, complete the form

- Note and practice in pairs

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and correct what’s wrong III CONSOLIDATION (2’)

- Ask students to write about somebody’s background

check again (10 minutes) III CONSOLIDATION (2’) - Write a someone’s background V HOMEWORK

- Write about Ho Chi Minh’s Background

          

Aims: After finishing the lesson, students can pronunciation about /e/ and /„/, using the past perfect vs the past simple, talk and write about somebody’s background

 All the words in the unit 2 Grammar:

 Grammar skill and writing skill (write about the background of a person) III TEACHING AIDS

IV TEACHING STEPS

a) Listen and repeat:(3’) - Read the /e/ and /„/ first time

Men – said – met – bed – pen – send Man – sad – mat – bad – pan – sand - Read the /e/ and /„/ second time

- Call some students to read again these words b) Practice these sentences:(5’)

- Ask students to read these sentences in

- Call some students to read in front of the class and correct what’s wrong

- Ask students to find out the words which have pronunciation /e/ and /„/

2 Grammar

a) The past perfect tense: 10’) - Ask students to read the example

- Introduce and explain the past perfect tense for

I CHECK UP (5’) - Call some students

a) Listen and repeat:(3’) - Listen only

- Listen and repeat again

- Two students read these words in front of the class

b) Practice these sentences:(5’)

- Read these sentences individual in minutes - Four students read these sentences in front of the class and check yourself

- Find out these words which have pronunciation /e/ and /„/

2 Grammar

a) The past perfect tense: (10’)

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students:

 S + had + v3 (ed): Được dùng để hành động xẩy trước hành khác khứ

For example: When I arrived at the station, the train had left.

- Call some students to give other examples - Correct what’s wrong

b) Exercise 1: (8’)

- Ask students to exercises in

- Call some students to write answers on the board - Correct what’s wrong for students

Keys:

1 Had broken; had done; had met; had not (hadn’t) turned off; had even seen; had been; had left; had moved; had not (hadn’t) seen; 10 had broken in.

c) Exercise 2: (5’)

- Note about the past simple tense and past perfect tense Ask students to exercises in minutes

- Call some students to read or write answers on the board

- Correct what’s wrong Keys:

1 Had just finished; came. 2 had seldom traveled; went. 3 went; had already taken

4 did … manage; had … gone; got. 5 had just got; phoned, had been. d) Exercise 3: (7’)

- Ask students to read all the story to understand the events and usage of the past simple and past perfect tense

- Call some students to write answers on the board - Correct what’s wrong

Keys:

1 (Caâu 1): had climbed  Climbed (Caâu 3): had turned  turned

3 (Caâu 5): had called out  called out (Caâu 7): had heard  heard

5 (Caâu 9): went  had already gone III CONSOLIDATION (2’)

- Ask students to review from unit one to unit

position which her husband had obtained at the Sorbonne

- Listen and note

- Two students give some examples on the board - Check again your examples

b) Exercise 1: (8’)

- Read and exercises in minutes

- Student Writes from sentence to sentence Student Writes from sentence to sentence 6 Student Writes from sentence to sentence 10

c) Exercise 2: (5’)

- Read and exercises in minutes - One student write answers on the board - Check your answers again

d) Exercise 3: (7’)

- Read all the story and find out the mistake in minutes

- Write some answers on the board - Check your answers again

III CONSOLIDATION (2’)

- Ask students to review from unit one to unit V HOMEWORK

- Prepare for next period test (45’)

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Week Period 18. TEST YOURSELF A I OBJECTS

Aims: After finishing the lesson, students can pronunciation about /e/ and /„/, using the past perfect vs the past simple, talk and write about somebody’s background

 All the words in the unit 2 Grammar:

 Grammar skill and writing skill (write about the background of a person) III TEACHING AIDS

           Week Period 18 Forty five minute Test

FIRST PERIOD TEST (đề A)

I LISTENING (2.5 Points) Listen and complete each blank for following passage. Dear Mr Hung,

We have been (1) ……… your proposal, and we have (2) ……… that it is (3) ……… for us to make a decision without more (4) ……… We decided having a meeting on Monday at 10.00 a.m, and we (5) ……… forward to see you there I suggest (6)

………the same materials you presented before, plus a short summary of the products and services you are (7) ……… I apologize in advance if we (8) ……… ask questions, but this project is a big one for us, so we can’t (9) ……… any risks I promise (10)……… a lot time for the meeting so that we can make a decision on Monday.

Sincerely, Peter

II READING (2.5 points) Read the passage and then choose the correct answers among A, B, C or D for each question.

ALFRED NOBEL

Alfred Nobel was born on October 21, 1833 in Sweden His important invention was dynamite – a powerful explosive This dynamite business made him a very rich man

One day, Alfred Nobel read about his death in a newspaper In fact, it was his brother’s death The reporter called him a salesman of death, “The dynamite King” Nobel was very upset He had invented dynamite to save live – lives that were last because other explosives were dangerous to use He hated violence and war And he did not like the world to drink of him as a man of war

He thought of the best way for people to use his fortune for years Finally, he knew what to with his fortune Alfred Nobel established the Nobel Prize, a annual award to honor leaders science, literature and world peace

Alfred Nobel died on December 10, 1896 he was unmarried and had no children His important decision changed the way the world thought of him He was remembered the way he wanted Alfred Nobel, man of peace Dynamite, invented by Nobel, is

A a business B an explosive C a King D a prize

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A to make money B to make war C to be the “Dynamite King” D to save people’s lives

3 The newspaper called him a Salesman of death when

A he invented dynamite B he died

C his brother died D he became a rich man

4 Alfred Nobel died at the age of A thirty – three B sixty C sixty – three D ninety

5 The Nobel prize is awarded to leaders of science, literature and world peace A every year B every month C every tow years D every for year III GRAMMAR (2.5 points) Put the verbs in brackets in the correct tense.

1 He (leave) ………London years ago and I (not, see) ……… him since then On arrival at home I find that she (just, leave) ……… just a few minutes before By the time Sheila go back, Chris (go) ………

4 I suddenly remembered that I (forget) ……… my keys Be quick! I (wait) ……… for you

6 I (go) ……… on holiday twice a year

7 My brother (smoke) ……… 20 cigarettes a day All the family (try) ……… to stop him smoking

8 + Where (you, live) ………? - In a flat, near the university

IV WRITING (2.5 points) Make all the changes and additions necessary, to produce from the following sets of words or phrases, sentences that together make a complete letter.

1 I / write / complain / about / work / your company / do/ my house / last week

Three men / arrive / Monday / paint / inside walls

They use / wrong colour / and drop paint / over / carpets

They also break / valuable vase

Foremen / assure we / they / repaint / walls

I go away / on business / and not return / until / Friday

All / walls / still / same colour

Foremen also promise / company / pay for / damage to / vase

I enclose / bill / for / this

10 I not pay / your bill / decorating / until / house / painted properly

Yours faithfully,

Martin

KEYS (đề A)

I Listening (2.5 points)

1 discussing 2.realized impossible information look

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II Reading (2.5 points)

1 B D C C A

III Grammar (2.5 points)

1 Left – haven’t seen had just left Had gone had forgot / had forgotten are waiting go smokes – are trying are you living IV Writing (2.5 points)

1 I am writing to complain about the work your company did my house last week Three men arrived on Monday to paint the inside walls

3 They used the wrong colour and dropped paint over the carpets They also broke a valuable vase

5 The foremen assured me that they would repaint the walls I went away on business and did not return until Friday All the walls were still the same colour

8 Foreman also promise that the company would pay for the damage I enclose a bill for this

10 I will not pay your bill for the decorating until the house has properly Your faithfully,

Martin

FIRST PERIOD TEST (đề B)

I LISTENING (2.5 Points) Listen and complete each blank for following passage. Dear Mr Hung,

We have been (1) ……… your proposal, and we have (2) ……… that it is (3) ……… for us to make a decision without more (4) ……… We decided having a meeting on Monday at 10.00 a.m, and we (5) ……… forward to see you there I suggest (6)

………the same materials you presented before, plus a short summary of the products and services you are (7) ……… I apologize in advance if we (8) ……… ask questions, but this project is a big one for us, so we can’t (9) ……… any risks I promise (10)……… a lot time for the meeting so that we can make a decision on Monday.

Sincerely, Peter

II READING (2.5 points) Read the passage and then choose the correct answers among A, B, C or D for each question.

ALFRED NOBEL

Alfred Nobel was born on October 21, 1833 in Sweden His important invention was dynamite – a powerful explosive This dynamite business made him a very rich man

One day, Alfred Nobel read about his death in a newspaper In fact, it was his brother’s death The reporter called him a salesman of death, “The dynamite King” Nobel was very upset He had invented dynamite to save live – lives that were last because other explosives were dangerous to use He hated violence and war And he did not like the world to drink of him as a man of war

He thought of the best way for people to use his fortune for years Finally, he knew what to with his fortune Alfred Nobel established the Nobel Prize, a annual award to honor leaders science, literature and world peace

Alfred Nobel died on December 10, 1896 he was unmarried and had no children His important decision changed the way the world thought of him He was remembered the way he wanted Alfred Nobel, man of peace Alfred Nobel died at the age of

A thirty – three B sixty C sixty – three D ninety

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A every year B every month C every tow years D every for year Alfred Nobel invented dynamite

A to make money B to make war C to be the “Dynamite King” D to save people’s lives

4 The newspaper called him a Salesman of death when

A he invented dynamite B he died

C his brother died D he became a rich man

5 Dynamite, invented by Nobel, is

A a business B an explosive C a King D a prize

III GRAMMAR (2.5 points) Put the verbs in brackets in the correct tense. Be quick! I (wait) ……… for you

2 I suddenly remembered that I (forget) ……… my keys

3 My brother (smoke) ……… 20 cigarettes a day All the family (try) ……… to stop him smoking

4 On arrival at home I find that she (just, leave) ……… just a few minutes before He (leave) ………London years ago and I (not, see) ……… him since then By the time Sheila go back, Chris (go) ………

7 + Where (you, live) ………? - In a flat, near the university

8 I (go) ……… on holiday twice a year

IV WRITING (2.5 points) Make all the changes and additions necessary, to produce from the following sets of words or phrases, sentences that together make a complete letter.

1 I / write / complain / about / work / your company / do/ my house / last week

Three men / arrive / Monday / paint / inside walls

They use / wrong colour / and drop paint / over / carpets

They also break / valuable vase

Foremen / assure we / they / repaint / walls

I go away / on business / and not return / until / Friday

All / walls / still / same colour

Foremen also promise / company / pay for / damage to / vase

I enclose / bill / for / this

10 I not pay / your bill / decorating / until / house / painted properly

Yours faithfully,

Martin

KEYS (đề B)

1 discussing 2.realized impossible information look

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1 C A D C B

1 are waiting had forgot/had forgotten smokes – are trying had just left left – haven’t seen had gone are you living go

IV Writing (2.5 points)

Martin

Week Period 17. UNIT FOUR: SPECIAL EDUCATION

A READING I OBJECTS

Aims: After finishing the lesson, students can read, understand about the disabled children and other information in the special school

 special – disabled – dumb – deaf – mute – mentally retarded – proper schooling – prevent - opposition – gradually – effort – time-consuming – one by one – demonstration – proud of – add – subtract

2 Grammar:

 Using the “used to + to infinitive” and the relative clause “Which” 3 Skills:

 Improve the reading skill and understand information of the special school III TEACHING AIDS

IV TEACHING STEPS

- Correct the test 45’

a) Make a list of the activities you every day Then ask your partner which ones he/she thinks would be difficult for blind and deaf people

- Ask students to make a list of the activities

- Check test 45’ again for students II TODAY’S LESSON (38’) A READING

a) Make a list of the activities you every day. Then ask your partner which ones he/she thinks would be difficult for blind and deaf people - Make a list of the activities you every day  For Example:

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- Ask students to read the Braille Cell Keys:

WE ARE THE WORLD

2 While you read: Read the passage and then the tasks that follow

a) Task 1:

- Ask students to read the passage - Ask students to task

- Call some students give the answers on the board Keys:

1 c, e, a, b, d

- Explain “which” in these sentences: “Most of the children come from large and poor families, which prevents them from having proper schooling”.

b) Task 2: Read the passage again and complete the sentences by circling the corresponding letter A, B, C, and D.

- Ask students to read the passage again and exercises below

- Call some students to give their answers in front of the class

Keys:

1 D B A C D 3 After you read:

- Ask students to take some the words in the lesson to complete the story

- Call some students to read the answers in front of the class

Keys:

1 Disabled read write efforts opposition time-consuming maths arms fingers 10 proud

- Ask students to read the passage again

- Read the Braille Cell and give the answer the blanks below

2 While you read: Read the passage and then do the tasks that follow

a) Task 1:

- Read the passage in minutes

- Choose the words in A appear in the reading passage Match them with their definitions in B - Write the answers on the board

New words

 dumb (adj): Caâm

 opposition (n): đối kháng, đối lập  add (v): Cộng, thêm vào

 subtract (v): Trừ, bớt  deaf (adj): điếc

 schooling (n): dạy dỗ, giáo dục NT b) Task 2: Read the passage again and complete the sentences by circling the corresponding letter A, B, C, and D.

- Read the passage again and choose answer the sentences above

- Speak about the answers in front of the class

3 After you read:

- Read and complete the blanks - Speak about the answers - Check your lesson again

- Read the passage again, remember the new words and translate into Vietnamese

V HOMEWORK

- Read and translate into Vietnamese

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Aims: After finishing the lesson, students can speak about information in the school, your activities and other activities at school

 Test – examination – information technology – oral test – change – to be honest – break – course 2 Grammar:

 Using the “Used to + to infinitive” and the relative clause “Who – Which – That” 3 Skills:

 Practice to speak about activities at school and others in the life III TEACHING AIDS

- Call some students to read the passage again, others comment

a) Task 1: The questions in the interviewer below have been left out Work with a partner and fill in the blanks with the right questions

- Introduce the topic of the lesson and ask students to read the questions in the book After that interview your partner

- Go around the class to help them

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

Keys:

A Which lower-secondary school did you go to? B What were your subjects then?

C What was your timetable?

D Can you tell me about the tests and examinations at your school then?

E What about homework?

F What part of the school life didn’t you like then?

G What did you like best about your school then? b) Task 2: Interview your partner, using the questions in task

- Write all the questions on the board

- Ask students to ask and answer with the questions on the board together

- Ask students to play the interview and go around the class to help them if necessary

- Call some students to practice in front of the class c) Task 3:

Tell the whole class what you know about your partner

- One student reads the passage again and translate it into Vietnamese

a) Task 1: The questions in the interviewer below have been left out Work with a partner and fill in the blanks with the right questions

- Read the questions and interview your partner in minutes

- Tow pairs practice the dialogue in front of the class and other students give the comments

b) Task 2: Interview your partner, using the questions in task

- Note the questions on the board

- Using the questions on the board and old lessons to practice together

- Interview your partner with questions in the book

- Three pairs practice in front of the class c) Task 3:

Tell the whole class what you know about your partner

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- Speak some information for the class when the teacher has just interviewed any students

- Call some students to speak about your partner’s information which has interviewed

- Ask students to practice your activities at the school

- Tell for the class

- Speak about the activities at your school and other places

V HOMEWORK

          

C LISTENING (Dạy giáo án điện tử) I OBJECTS

Aims: After finishing the lesson, students can listen to information in the special school, their activities , fill in the blanks after listening, and report the story after listening

 Surrounding – sorrow – passion – labourer – deaf – mute – exhibition – stimulate – photograph – photographer – photography – photogenic – photographic

2 Grammar: 

3 Skills:

 Listening to information to fill in the blanks and retell the story after listening III TEACHING AIDS

 Teaching plan, spotlight, computer, speakers, PowerPoint, textbook, workbook, reference books, …

IV TEACHING STEPS

- Call some students to retell Hanh’s story II TODAY’S LESSON (38’)

C LISTENING 1 Before you listen:

a) Work in pairs: Fill each of the blanks with one word from the box

- Explain words for students

- Ask students to read the story, to prepare to listen to the tape and fill each of the blanks

- Open the tape or CD Rom three times

- Call some students to read their answers in front of the class

Key:

photographic photography photographer photograph photogenic

- Two students retell story of Hanh II TODAY’S LESSON (38’) C LISTENING

1 Before you listen::

a) Work in pairs: Fill each of the blanks with one word from the box

- Listen and note the new words in the box - Read the story, listen to the tape and fill each of the blanks

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b) listen and repeat

Surroundings – sorrow – passion – labourer – deaf – mute – exhibition – stimulate.

- Read some times for students - Read again the words

2 While you listen:

a) Task 1: Listen to some information about a photography club and device whether the statements are true (T) or false (F)

- Ask students to read all of sentences and understand their contents

- Open the tape again some times  Tape scripts:

If you ask my member of the Vang Trang Khuyet Club which time of day they enjoy most, and they will all agree: their photography lesson The Vang Trang Khuyet Club’s members come from the Nhan Chinh School for deaf children, Xa Dan Secondary School for Deaf and Mute Children, and the Hanoi Literature and Art Club for Mentally Retarded Children

“Whenever we hold a camera, wandering around and taking in our surroundings through a lens, we can forget the sorrow of our disabilities, “says club member Nguyen Minh Tam The six-month-old photography club, which comprises 19 deaf, mute or mentally retarded children, is now having its first exhibition in Hanoi

More than 50 colour photos are on display at the exhibition room featuring the beauty of daily life seen through the eyes of these disabled children The subjects are simple and peaceful: old men reading books on the sides of Hoan Kiem Lake, Labourers hard at work or chickens looking for food

The children’s passion for taking pictures stimulated them and helped them escape their sorrow

T F T F T

b) Task 2: Listen again and fill each blank with a suitable word

- Ask students to read the passage which has some missing words in the blanks

- Open the tape two times

- Call some students to speak the answers Keys:

1 Photography 19 exhibition 50 beauty simple peaceful chickens stimulate 10 escape

b) listen and repeat

Surroundings – sorrow – passion – labourer – deaf – mute – exhibition – stimulate.

- Listen and note the pronunciation - Listen and repeat again

a) Task 1: Listen to some information about a photography club and device whether the statements are true (T) or false (F)

- Read all of sentences and try to understand their contents

- Listen to the tape and note to fill each of the blanks

- Speak your answers in front of the class and correct what’s wrong

b) Task 2: Listen again and fill each blank with a suitable word

- Read the story and find some words to fill each blank with suitable words

- Listen to the tape again two times and write some words you has listened

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3 After you listen: Work in groups Retell the story about the Vang Trang Khuyet Photography Club

- Ask students to work in pairs, and retell the story about the Vang Trang Khuyet Photography Club

- Give some questions for students

- Ask students to retell the story of the Vang Trang Khuyet Photography Club

3 After you listen: Work in groups Retell the story about the Vang Trang Khuyet Photography Club

- Work in pairs and retell the story in front of the class

- Who are the members of the club? What are they doing in Hanoi?

How many photographs are on display? What are their photos about?

What does their passion of talking photographs help them?

- Retell the story and remember the story of the Vang Trang Khuyet Photography Club

V HOMEWORK

          

Aims: After finishing the lesson, students can know a structure of the complaint letter and write it. II LANGUAGE CONTENTS

1 Vocabulary:

 Native – air-conditioned – advertisement – complaint - complain 2 Grammar:

 3 Skills:

 Writing a complaint letter and knowing the structure of the complaint letter III TEACHING AIDS

 Teaching plan, spotlight, computer, speakers, PowerPoint, textbook, workbook, reference books, … IV TEACHING STEPS

- Call some students to retell the story about the Vang Trang Khuyet Photography Club

A letter of complaint a) Task 1:

- Ask students to work in pairs and talk about the advertisements

- Ask students to fill each blank with suitable answers - Call some students to write their answers on the board - Correct what’s wrong

- Ask students to practice this conversation

- One or two students retell the story in minutes

A letter of complaint a) Task 1:

- Work in pairs and discuss about the advertisement

- Fill the answers in the blanks

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Keys:

I am not happy with it at all. not all of them are native teachers.

that is not true My class has over 30 students. I had to pay for them.

only some of them Mine is not.

in fact classes often start late and finish early.

b) Task 2: Using the information from the dialogue in Task 1, complete the letter of complaint below

- Correct what’s wrong for students and give marks Keys:

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 In the advertisement, you say we can have books and cassette tapes free of charge but is not fact we had to pay for them. To make the matter worse, the classroom is not air-conditioned This is quite different from the advertisement. Finally what I not like most about your centre is the time The class time is not the same as what the advertisement says Classes not only start late but also finish early.

- Ask students to write a letter of complaint about the time in the class

- Practice this conversation in front of the class

b) Task 2: Using the information from the dialogue in Task 1, complete the letter of complaint below

- Work in pairs to write the letter of complaint in minutes, after that write it on the board

- Check again your write

- Write a letter of complaint about anything V HOMEWORK

          

Aims:  After finishing the lesson, students can know the structure about “the + Adjective”  Using “used to + infinitive”

 using the pronoun “Which” II LANGUAGE CONTENTS

1 Vocabulary:

 injured – unemployed – used to – ambulance – rob – accident 2 Grammar:

 Using “used to + infinitive” - using the pronoun “Which” - know the structure about “the + Adjective” 3 Skills:

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IV TEACHING STEPS

- Call some students to write a letter of complaint II TODAY’S LESSON (38’)

E LANGUAGE FOCUS 1 Pronunciation:

a) Listen and repeat:

- read the words some times - Ask students to read again

- Call some students to repeat the words b) Practise these sentences:

- Read these sentences some times

- Ask students to practice in pairs, note difference between two words

- Call some students to speak in front of the class 2 Grammar and vocabulary:

a) Exercise 1: Complete these sentences using the + one of the adjectives

Injured poor rich sick unemployed young = Note: The + adjectives = the noun

- Ask students to work in individual - Call some students to read their answers Keys:

example the injured the unemployed the sick the Rick / the poor.

b) Exercise 2:

Complete these sentences with used to + infinitive

- Explain the used to + infinitive: It speaks about a habit in the past

- Ask students to complete these sentences in minutes - Call some students to read their answers in front of the class

Keys:

used to have / used to ride used to live

used to like / used to love / used to eat used to be

used to take used to be did use(d) to go

c) Exercise 3: Join a sentence from A with one from B to make a new sentence Use Which

- Explain the Which as a connector and give some the examples for students to understand new structure

Keys:

1 Jill isn’t on the phone, which makes it difficult to

- Write a letter of complaint on the board II TODAY’S LESSON (38’)

E LANGUAGE FOCUS 1 Before you listen: a) Listen and repeat: - Listen only

- Read again the words

- Read the words in front of the class b) Practise these sentences:

- listen only - Practice in pairs

- Read these sentences in front of the class 2 Grammar and vocabulary:

a) Exercise 1:

= Note and write on the notebook - Work in individual in minutes - students read their answers

b) Exercise 2: Complete these sentences with used to + a suitable verb.

- listen and note the explanation

- Complete these sentences in minutes - Read and write the answers on the board

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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

4 Ann offered to put me up for the night, which was very nice of her.

5. The street I live in is very noisy at night, which makes it difficult to sleep

6. Our car has broken down, which means we can’t for away tomorrow.

- Ask students to remember all learning in the old lessons

- Remember all things in the old lessons V HOMEWORK

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Week Period 22. UNIT FIVE: TECHNOLOGY AND YOU

A READING

(Dạy giáo án điện tử) I OBJECTS

Aims:  After finishing the lesson, students can read the passage through the scanning skill, the summary skill, the guessing skill and know the details of the passage They understand some parts of the computer system II LANGUAGE CONTENTS

1 Vocabulary:

 Software – hardware – accuracy – miraculous – device – storage – interact – appropriate – memos – CPU – multiply – magical – calculate.

2 Grammar:

 The present perfect tense and the present perfect passive 3 Skills:

 Practice some skills in the Reading skill (scanning skill – completing skill) III TEACHING AIDS

IV TEACHING STEPS

Teacher’s activities and contents Students’ activities and contents I CHECK UP (5’)

- Call some students to write this sentence again by used to + Infinitive:

1 Before you read: Work in pair Look at the illustrations of different parts of a computer system Match each numbered item with one of the words or phrases in the box

- Ask students to read the words in the box and guess means

- Write This sentence again

“When I lived in Ho Chi Minh City, I _ (visit) the zoo every week

1 Before you read: Work in pair Look at the illustrations of different parts of a computer system Match each numbered item with one of the words or phrases in the box

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- Go around to help them if necessary

- Call some students to speak about the parts of a computer system And correct for them

2 While you read: Read the passage and then the tasks that follow

a) Task 1:

- Ask students to read the passage in minutes

- Ask students to connect information in the column A with information in the column B

- Call some students to read their answers in front of the class

Key: D E G C A F B H b) Task 2: Decide with of the three options below is the best title for the passage

- Ask students to read the passage again to find the title for it

- Call two students to read their answer in front of the class

Key: What can the computer do?

c) Task 3: Work in pairs Answer these questions, using the cues below

1 What can a computer to help us in our daily life?  visit, pay, read, receive, send, learn

2 Why is a computer a miraculous device?

 Capable of, a calculating machine, on electronic store, a magical typewriter, a personal communicator, for entertainment.

- Ask students to work in pairs to answer the questions in minutes

- Call two students to write the answers on the board - Correct what’s wrong for students

- Check your answers

Keys: It (Computer) can help us visit shops, offices, and places of interest; pay bills; read newspapers;…

It is a miraculous device because it is capable of doing anything you ask; it can speed up the calculations etc.

3 After you read: Work in pairs Discuss other uses of the computer in our daily life

- Ask students to discuss other uses of the computer III CONSOLIDATION (2’)

- Ask students to remember all parts of the computer system, and new words

- Work in pairs in minutes

- Some students read their answers in front of the class

2 While you read: Read the passage and then do the tasks that follow

a) Task 1:

- Students read the passage in minutes and then task

- Connect information in minutes - Give the answers in front of the class

b) Task 2: Decide with of the three options below is the best title for the passage

- Read the passage again and find the title for it - Work in pairs in minutes to find the title - Read your answer in front of the class - Check again your answer

c) Task 3: Work in pairs Answer these questions, using the cues below

1 What can a computer to help us in our daily life?  visit, pay, read, receive, send, learn

2 Why is a computer a miraculous device?

 Capable of, a calculating machine, on electronic store, a magical typewriter, a personal communicator, for entertainment.

- Work in pairs to answer the questions in minutes

- Two students write their answers on the board - Check your answers

3 After you read: Work in pairs Discuss other uses of the computer in our daily life

- Discuss and write on the board III CONSOLIDATION (2’)

- Remember the parts of the computer system and new words

V HOMEWORK

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- Read the passage again and translate it into Vietnamese

          

Aims:  After finishing the lesson, students can speak about the uses of information technology, ask and answer the functions of modern inventions such as Television, radio, fax machine, electric cooker and air conditioner II LANGUAGE CONTENTS

1 Vocabulary:

 Fax machine – send – receive – transmit – process – store – hold – design – message – development 2 Grammar:

 Develop the speaking and listening skill III TEACHING AIDS

IV TEACHING STEPS

- Call some students to write the new words on the board and others read the passage and translate it into Vietnamese

1 Task 1: Work in pair Ask and answer questions about the uses of modern inventions

- Now we study this example:

A Can / Could you tell me what a cell phone is used for? B Well, it is used to talk to people when you are away from home.

- Read this sentence some times for students - Go around to help students to the exercises

2 Task 2: Work in pair Complete these sentences below Use the words in the box (You will have to use some verbs more than one)

- Ask students to work in pairs or in the groups Go around to help students, if necessary

- Call some students to write the answers on the board, after correct what’s wrong

Keys: store transmit process send 5 hold make send receive design

3 Task 3: Look at the ideas in task 2, and then rank them in order of importance Give reason(s)

- Go around the class to help students if necessary - Call some students to write on the board

4 Task 4: Work in pairs Talk about the uses of

- Two students write the new words on the board and other student read the passage again

1 Task 1: Work in pair Ask and answer questions about the uses of modern inventions

- Read and make the questions for each modern inventions and practice with your partner

- Only listen and note about pronunciation - Do exercises in minutes

2 Task 2: Work in pair Complete these sentences below Use the words in the box (You will have to use some verbs more than one) - Complete these sentences in minutes in the groups or in pairs

- write your answers on the board and check your answers again

3 Task 3: Look at the ideas in task 2, and then rank them in order of importance Give reason(s) - Work in pairs or in individual and give reasons - Write reason on the board

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information technology Use the information above - Ask students to talk about the uses of information technology

- Call some students to write on the board III CONSOLIDATION (2’)

- Ask students to remember uses of information technology

information technology Use the information above

- Discuss the uses of information technology in minutes

- Write some uses of information technology III CONSOLIDATION (2’)

- Remember and talk about the information technology

V HOMEWORK

- Read the passage again and translate it into Vietnamese

          

Aims:  After finishing the lesson, students can listen to old man talking about his experience of learning how to use a computer Listening to fill the blank, choose True or False, summarize the listening

 Worried – memory – refused – excuse – VDU – headache – decided 2 Grammar:

 Develop the speaking and listening skill III TEACHING AIDS

IV TEACHING STEPS

- Call some students to talk about uses of information technology

 How often you use each of the items below? Put a tick () in the right column Then compare your answers with a partner

 Listen and repeat

Worried - memory - refused - excuse VDU (visual display unit) - headache

- Two students speak about uses of information technology

 How often you use each of the items below? Put a tick () in the right column Then compare your answers with a partner

very often sometimes never

radio 

cell phone 

camcorder 

computer 

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- Read some times for students 2 While you listen:

a) Task 1: Listen to an old company director talking about his experience of learning how to use a computer Decide whether the statements are true (T) of false (F)

- Explain the topic for students before listening - Open the tape or read three times

- Call some students to write their answers on the board and ask “why?”

- Correct what’s wrong for students Keys: F T T F F F

b) Task 2: Listen to the old man’s story again and write in the missing words

- Task tow In this task, you will hear part of the man’s talk Listen to his story again and write in the missing words

- Ask students to read the passage in the minutes before listening

- Open the tape three times and ask students to tasks - Call some students to read their answers

Keys: invited still refused excuse anything.

3 After you listen: Listen to the man’s talk again Then retell his story, beginning the story with the following sentence

- Open the tape some times again for students and ask students to retell the story again

- Help students if they have problem III CONSOLIDATION (2’)

- Ask students to remember and retell the story again at home

fax machine

- Listen and repeat some words 2 While you listen:

a) Task 1: Listen to an old company director talking about his experience of learning how to use a computer Decide whether the statements are true (T) of false (F)

- Listening and prepare for listen

- Listen only in three times after choose True of False

- Write your answers on the board and give reasons

- Check your answers

b) Task 2: Listen to the old man’s story again and write in the missing words

- Listen to the explanations

- Read the passage before listening to understand its contents

- Listen and fill missing words now in minutes - Two students read their answers and check your answers

3 After you listen: Listen to the man’s talk again. Then retell his story, beginning the story with the following sentence

- Listen to the tape again and retell the story again

- Remember and retell the story again at home V HOMEWORK

- Retell the story of man again

          

Aims:  After finishing the lesson, students can write the instructions of the television and other moderns in the life

(41)

2 Grammar:

 Develop the writing skill about the instructions and parallel structures III TEACHING AIDS

IV TEACHING STEPS

- Call some students retell the story again at home II TODAY’S LESSON (38’)

D WRITING Writing instructions:

1 Task 1: Read the following set of instructions on how to use a public telephone

- Ask students to read the instructions about the public telephone in individual

- Help students about some new words: instruction make sure – phone card – lift – receiver – dial – tone insert – slot – press – pip.

- Call some students to read the instructions some times 2 Task 2: Work in pairs Find out the connectors and the imperative form of the verbs from the instructions

- Ask students to work in pairs to find out the connectors - Call two students to speak the connectors in front of the class

Keys : First – next – then.

3 Task 3: Work in pairs Look at the TV and the remote control below, and answer the following questions

 Notice: Having some words: cord, remote control, operate, turn off, turn on, select, adjust, sound.

- Ask students to work in pairs in minutes and answer the questions about the TV

- Call students to write their answers on the board - Correct what’s wrong for students

Keys:

1 What you have to make sure if you want to operate the TV with the remote control?

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

2 What should you if you want to turn on or turn off the TV?

 To turn on the TV, Press the POWER button  To turn off the TV, press the POWER button

3 What should you if you want to select a

- Retell the story again at home II TODAY’S LESSON (38’) D WRITING

Writing instructions:

1 Task 1: Read the following set of instructions on how to use a public telephone

- Read the instructions in individual in minutes - Notice some new words in the instructions - Two students read the instructions in front of the class

2 Task 2: Work in pairs Find out the connectors and the imperative form of the verbs from the instructions

- Find out the connectors in minute - Speak the connectors in front of the class

3 Task 3: Work in pairs Look at the TV and the remote control below, and answer the following questions

- Work in pairs in minutes to answer the questions

- Write the answers on the board - Check your answers

4 What should you if you want to watch VTV1, VTV2, VTV3 and VTV4?

 To watch VTV1, press button number  To watch VTV2, press button number  To watch VTV3, press button number  To watch VTV4, press button number

5 What should you if you want to adjust the volume?

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programmes?

 To select a programmes, press the PROGRAMME button.

4 Task 4: Write a set of instructions on how to operate a TV with a remote control Use the picture and the questions above as suggestions If you may begin with: If you want to operate a TV with a remote control, you must make sure that the cord is plugged in and the main is turned on To turn on the TV, press ………

- Ask students work in minutes

- Call two students to write their answers on the board, and correct what’s wrong

- Ask students to write the instructions the TV

up or down.

6 What should you if you don’t want to hear the sound?

 If you don’t want to hear the sound, press the MUTE button

4 Task 4: Write a set of instructions on how to operate a TV with a remote control Use the picture and the questions above as suggestions If you may begin with:

If you want to operate a TV with a remote control, you must make sure that the cord is plugged in and the main is turned on To turn on the TV, press ………

- Write your answers on the board and check your answers

- Students to write the instructions the TV V HOMEWORK

          

Aims:  After finishing the lesson, students can write the instructions of the television and other moderns in the life

 All the words in the old lesson 2 Grammar:

 The present perfect tense, the present perfect passive and the relative pronoun “Who – Which – That” 3 Skills:

 Pronunciation skill, grammar skill and vocabulary skill III TEACHING AIDS

IV TEACHING STEPS

- Call some students write the instructions about the television

a) Listen and repeat: - Read some times

- Call some students to read again and correct for them

- Two students write the instructions of the television

a) Listen and repeat: - Listen only

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b) Practise these sentences:

- read two times and explain the between /u/ and /u:/ - Call some students to read these sentences

- Ask students to work in pairs in minutes 2 Grammar and vocabulary:

a) Exercise 1: The present perfect tense.

- Give the function of the present perfect tense “The present perfect tense expresses the action and event happened in the past before now, at an unspecified time in the past, the exact time it happened is not important. - Ask students to change these sentences into the present perfect tense

Keys:

1 Tan has opened the door.

2. Tan / He has turned / switched on the TV. 3 Tan / He has tidied the house.

4 Tan / He has cleaned the floor.

5. Tan / He has turned / switched on the lights. 6 Tan / He has laid two bottles of water on the

table.

b) Exercise 2: The present perfect passive. Active: S + has / have + V3 (ed / pp) + O

Passive: S + has / have + been + V3 (ed / pp) + by agent - Ask students to in 10 minutes

- Call some students to write on the board - Correct what’ wrong for students

Keys:

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

2. Another man-made satellite has been sent up into space.

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

4. Thousands of animals have been killed in the forest fire.

c) Exercise 3: Fill each blank with who, which or that. Ex:

I thanked the woman She helped me

 I thanked the woman who helped me  I thanked the woman that helped me

- Ask students to these exercises in minutes and correct what’s wrong

your pronunciation

b) Practise these sentences:

- Notice and practice these sentences

- Three students read these sentences and show the between two vowels

- Practice in pairs in minutes 2 Grammar and vocabulary:

a) Exercise 1: The present perfect tense. - Example:

I have studied English for five years.

Having some adverbs in the present perfect tense: “never – ever – already – just – not … yet – for – since”

- Work in pairs in minutes and write on the board your doing

b) Exercise 2: The present perfect passive. Ex:

+ new bridge / build / across the river

 A new bridge has been built across the river - Do these sentences in 10 minutes

- Write your answers on the board - Check your answers again

5. About on hundred buildings and houses have been destroyed in the earthquake.

6. More than 50 films have been shown in Hanoi since June.

7. Their hands have been washed and dried on a towel.

8. Another book has been read by the students. 9. Some ink has been spilt on the carpet. 10.She has been shown how to it.

c) Exercise 3: Fill each blank with who, which or that.

Notice:  The adjective clause is a dependent clause that modifies a noun It describes, identifies, or gives further information about a noun (An adjective clause is also called a relative clause)

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Keys:

1. a clock is an instrument which tells you the time.

2. A fridge is machine which is used for keeping food fresh.

3. April 1st is the day which is called April Fool’s

Day in the West.

4. A nurse is a person who looks after patients.

5. A teacher is a person who gives lessons to students.

- Ask students to remember using of the present perfect tense, the present perfect passive and relative pronouns

6. A blind person is the one who cannot see anything.

7. The man who(m) you visited last month is a famous scientist.

8. Please think of a word which / that comes from a foreign language into Vietnamese.

9. These are the pictures which my son drew when he was young.

10.Can you help me find the man who saved the girl?

- Remember using of the present perfect tense, the present perfect passive and relative pronouns

V HOMEWORK

- Prepare the new lesson

          

Week 10 Period 27. UNIT SIX: AN EXCURSION

A READING

(Dạy giáo án điện tử) I OBJECTS

Aims:  After finishing the lesson, students can know some beautiful places in Viet nam, prepare the picnic, and write a letter to friend about the trip

 Cave – excursion – permission – persuade – pagoda – days off – suppose – sharing – occasion 2 Grammar:

 The present progressive tense with “be going to” 3 Skills:

 Reading skill to find detail ideas III TEACHING AIDS

IV TEACHING STEPS

Teacher’s activities and contents Students’ activities and contents I WARMER (2’)

- Ask students, suggestions for types of vacation:

? What activities you like doing when you have a few days off?

- Ask students to answer in front of the class

- suggestion: going aboard / visiting a foreign country / travelling cities / travelling through their own country by car or train

 Additional activity: - If bad students:

- Give students some task forms: Tick activities you often when you have a few days off

- Call some students to show their choices and correct for

I WARMER (2’)

- Students close their books And work in pairs minutes

- Visiting friends and relatives Taking a bicycle tour, cruise, going camping, hiking, fishing, relaxing at the beach Staying at home, catching up on reading a book, fixing up or redecorating the house

 Additional activity: - Close your books

- Do some activities you in the days off in pairs Activities you often when

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them

 Introducing the new lesson: AN EXCURSION II TODAY’S LESSON (41’)

A READING

1 Before you read: Work in pairs Math the photos with the information below, and then tell each other which of the places you would like to visit and give reasons

- guide students to look at the pictures and guess their names

- Go around the class and help them, teacher can explain some new words

- Check students’ answers in front of the class 1 d: Thien Mu pagoda b: Ha Long Bay 3 a: The One-Pillar pagoda c: Valley of Love - Explain for students:

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 days off

e) the night away from home

- Task in front of the class and teacher can explain the means of words

2 While you read: Read the letter and then the task that follow:

- Help students to understand above words through the questions:

What are they planning to do? (to make an excursion) How long is it? (It’s two-day trip) What will be lan’s problem? Will Lan’s parents let herstay the night away from home? What’s Lan worrying about? What did Lan write at the end of the letter? (give her love to Minh’s parents)

a) Task 1: Choose the best answer A, B, C, or D to complete each of the sentences

- Explain the task and ask students to read it - Give some new words if necessary

- Call some students to answer in front of the class Keys: 1.C D A

b) Task 2: Answer the questions: - Give some new words if necessary

- Check students’ answers in front of the class

- traveling cities

- visiting friends and relatives - going camping

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

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

1 Before you read: Work in pairs Math the photos with the information below, and then tell each other which of the places you would like to visit and give reasons

- Open your books

- Work in groups and read the given information and arrange them with the pictures

- Some students read their answers in front of the class

- Close your books - Work in pairs:

1 to have a few days 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: Read the letter and then the task that follow:

- Open your books, listen to the tape and underline some words of above sentences

a) Task 1: Choose the best answer A, B, C, or D to complete each of the sentences

- Read the task and choose the best answers - Work in pairs in minutes

- Give answers in front of the class b) Task 2: Answer the questions: - Read the questions in minutes

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Keys:

1 after the first term ends.

2 because they have just studied rock formations and they have never been inside 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 the night away from home.

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

So it is an excursion which lasts one day

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

So it is trip which lasts two days

3 After you read: Fill each blank in the summary if the letter with a suitable group of words from the box bellow: - Ask students to work in pairs to fill in the blanks

- Go around to help them if necessary III CONSOLIDATION (2’)

- Ask students

- Work in pairs and give the answers Keys: a day excursion, a two day trip.

3 After you read: Fill each blank in the summary if the letter with a suitable group of words from the box bellow:

- Work in pairs and fill in the blanks - Keys: is going to make, some caves, 3 want to see, have learnt, relax themselves 6 problem is, to persuade them, her classmates.

Read the passage again and remember some new words

V HOMEWORK

 Write a trip which you like best

 Practice speaking & writing what’s have learned  Do exercises in the workbook

          

Aims:  After finishing the lesson, students can know to arrange a seat on the boat suitable personal needs, give agree and disagree with other people

 Sundeck – suffer – plenty of – air-conditioned – freshmen 2 Grammar:

 Mary should sit in section A 3 Skills:

 Speaking skill about the trip III TEACHING AIDS

IV TEACHING STEPS

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I WARMER (2’) - Ask students

- Give students a form which has picture in the page 67, but writing the section A, B, C, E, R and T

- Explain the new words for students and check students’ answers

 Guiding to new lesson II TODAY’S LESSON (41’) B SPEAKING

1 Task 1:

a) Give the statements.

- The Tim’s class will have trip by boat on the Michigan in Chicago You will work in pairs and read information about Mrs Andrews, Susan, Mary, Tim John, and Sam - Call some students the answers

- Check your answers in front of the class Keys:

1 Seats which aren’t in the sundeck but can help to see the students: seats 46, 43, 40, 45, 34 (Mrs Andrews)

2 Seats which have plenty of fresh air: seats 31, 37, 19, 20, 26, 32 (Mary)

3 Seats which aren’t air conditioned; suitable for taking photographs: seats 10, 11,12 (John)

4 Seats which are in the sundeck: seats 1, (Tim)

5 Seats which can help a good view, safe: seats 16, 29, 34 (Sam)

2 Task 2: Work in groups Read seat plan Decide the best seat for each person, using the information in the Task

- Introducing new structures, useful expressions to help students to this task

 Useful expressions:  What you think?  What your idea?

 I think Mary should  She’d better

 It’s not a good idea because  Seat 34 would be better

 Maybe you are right but I still think that - To modern examples with some students - Go around and help them

- Call some students to speak about this task Keys:

I WARMER (2’) - Close your books

- Work in pairs and write the seat on the boat - Open your book and correct your answers II TODAY’S LESSON (41’)

B SPEAKING 1 Task 1:

a) Open the books and check your answers. - Work in pairs and read everybody’s ideas

- Give the answers in front of the class - List some seats which

1) aren’t in the sundeck; can help see all the students (Mrs Andrews)

2) Have plenty of fresh air (Mary)

3) aren’t air-conditioned; suitable for taking photograph (John).

4) are in the sundeck (Tim)

5 can help to give a good view (Sam) - Work in pairs and the tasks - Correct your answers again

1 Task 2: Work in groups Find the best seat for every person

- Note and write down your notebook

- Read the conversation in the book and compare with comments

- Note and listen to teacher

- Practice in the groups in minutes

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

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

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

B: Ok I think she will like it, so seat 34 for Mrs Andrews. continue for next persons

- Ask students III CONSOLIDATION (2’)- Rewrite completed sentences and arrange seat for yourself you have just done in the groups and pairs

V HOMEWORK

 Redo the task at your house

          

Aims:  After finishing the lesson, students can listen and report the trip in the park or the Botanical Garden, arrange the pictures when they listen to the tape, fill in the blanks and answer the questions

 Glorious – destination – tour – delicious – spacious – Botanical Garden 2 Grammar:

 3 Skills:

 Listening skill about the picnic and complete some information III TEACHING AIDS

IV TEACHING STEPS

- Ask students

- Write a word which is not completed, only write the first letter and last letter S_ _ _ _ _ k P _ _ _ _ _ r _ _ p P _ _ _ _ c. Sundeck Photograph Picnic and guiding the new lesson

1 Before you listen: a) brainstorming: - Ask students:

? Where you often go for a picnic? ? When you often have a picnic? ? What you often at a picnic?

- Guess the missing letters and fill them in the blanks to have a meaningful word

1 Before you listen: a) brainstorming:

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Where? When? Activities? 1 _ park _

2 _ 3 _ 4 _

1 _Sunday 2 _ 3 _ 4 _

1. playgames_ 2 _ 3 _ 4 _  Read the words in the part “listen and repeat”

Glorious – destination – tour – delicious – spacious – guitar – left-over – Botanical Garden.

2 While you listen: a) Task 1:

- Give statements and explain

- Check your answers: Suggest “Pa: trees, sunny, beautiful sight – Pb: on the bus, on the way – Pc: taking pictures, have fun, in the Botanical Garden – Pd: having meal, gathering in groups – Pe: coming to school, gathering at the school gate, ready to depart – Pf: playing games, singing, playing the guitar.

- Open the tape first time

- Task some students if they have best answers - Open the tape second time and correct for them Keys: 1.A 2.E 3.B 4.C 5.F 6.D

b) Task 2: Listen again and fill in the blanks with the exact words you hear

- Explain the task for students

- Read the sentences in the task 2, sure students understand contents

- Open the tape first time - Open the tape second time - Check students’ answers

Keys: was just few to pay a visit at the school gate a short tour playing some more games. c) Task 3: Answer the questions

- Ask students to read the questions and understand their contents

- Open the tape some time and check their answers - Call some students to write the answers on the board Keys: It was a glorious Sunday Yes, it was It was beautiful places It was so peaceful and quiet there made short tours round the garden, took pictures, played games, sang songs, talked, danced, ate, slept.

3 After you listen: Work in Paris If your class could go for a picnic this weekends, what would your plan be? III CONSOLIDATION (2’)

- Ask students

Where? When? Activities

1. peak / zoo 2. valley 3. beach 4. hill/mountain

1. Sunday 2. weekends 3. holidays 4. weekends

1. _ play games 2. _ go sightseeing 3. _ games / swim 4 _ go hiking / climbing / signing…

 Listen and repeat the words you will listen to the tape next time

2 While you listen: a) Task 1:

- Open your books and describe pictures, using the questions with Who – What – When – Where

While Work in pairs ask and answer about the pictures

- Listen and order correct numbers for each pictures - Two or three students and answer in front of the class

- Listen again and complete the pictures

b) Task 2: Listen again and fill in the blanks with the exact words you hear

- Listen and

- Note and prepare for this task

- Listen first time and give the answers - Listen and give the complete the sentences - Correct what’s wrong

c) Task 3: Answer the questions

- Read the questions and understand their contents - Listen and answer the questions

- Three students write their answers on the board And correct what’s wrong

3 After you listen: Work in Paris If your class could go for a picnic this weekends, what would your plan be?

- Remember all things which you have just learnt and about the picnic

V HOMEWORK

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          

Week 11 Period 30. CORRECT THE TEST 45’

KEYS (đề A) hệ công lập

1 A C B D A

6 C B D C 10 A

1 B D C C A

1 D A C C

5 A B C D

Martin

KEYS (đề B) hệ công lập

1 B D A B C

6 D A B D 10 C

1 C A D C B

1 D A C B

5 C A D B

Martin

KEYS (đề A) hệ bán công

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1 C B C D A

6 A B D D 10 A

1 B D C C A

1 D A C C

5 A B C D

Mr Brown was born on November 12th, 1969 in Boston He went to Kensington High School and passed exams in

English, French and Mathematics He worked in a travel agency from June 1991 to December 1998 and from 2002, he worked as a hotel telephonist He likes music and dancing

KEYS (đề B) hệ bán công

I PHONETIC (2.5 points)

1 C B C D A

6 A B D D 10 A

1 C A D C B

1 D A C B

5 C A D B

Mr Brown was born on November 12th, 1969 in Boston He went to Kinsington High School and passed exams in

English, French and Mathematics He worked in a travel agency from June 1991 to December 1998 and from 2002, he worked as a hotel telephonist He likes music and dancing

          

Aims:  After finishing the lesson, students can write a confirmation letter with suggested things. II LANGUAGE CONTENTS

1 Vocabulary:

 Convenient – possible – request – confirmation – prepare – fortunately 2 Grammar:

 Structure of letter of the request letter and confirmation letter 3 Skills:

 Writing a confirmation letter III TEACHING AIDS

IV TEACHING STEPS

- Ask students to find out the words which are used with the LETTER

- Call some students to answer For example:

friendly LETTER: business

I WARMER (2’)

- Close your books, work in pairs and find out the words which are used with the LETTER

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invitation apology thank you complaint love

confirmation get-well II TODAY’S LESSON (41’)

D WRITING

1 A confirmation letter:

a) Task 1: Work in pairs Read the two letters below and find the request in Nga’s letter and the confirmation in Hoa’s

- Ask students to open the books, work in Paris and read two letters

- Note: to pick some up, to be convenient for, let someone have an early reply.

- Ask students: What Hoa’s and Nga’s letters have? Can you list some contents in a paper After that, going around to help them

b) Task 2: Read the situations and write a confirmation letter responding to each of them

- Ask students to read the two letters carefully and attend some new words

- Explain some new words for students and help them - Ask students to work in groups and call a group to write any letter on the board Correct the mistakes for students Keys:

a) Dear Lan,

I’m glad to join your birthday party 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.

Yours truly, Nga.

b) Dear Minh,

I have just got your letter this morning in which you asked me to lend you a book about wildlife Of course you can get it as long as you need The only problem is that I am going to the market with my mother this Saturday so I can’t be back home at that time Why don’t we meet at in the afternoon?

I will be waiting for you then. Yours,

Nga.

- Ask students to write request letter and confirmation letter

- Remember some new words

1 A confirmation letter:

a) Task 1: Work in pairs Read the two letters below and find the request in Nga’s letter and the confirmation in Hoa’s

- Open the books, work in Paris and read two letters in page 99

- write down some words in your notebooks

- Work in pairs and try to understand contents of the letters And then, preparing to write the letters b) Task 2: Read the situations and write a confirmation letter responding to each of them - Read the two letters carefully and note some new words

- Work in groups and write letters - Some new information:

a) Agree to bring two bunches of bananas, three kilos of oranges, ten mangoes to Lan’s house at 7p.m on Saturday.

b) Agree to lend Minh a book about wildlife at 10a.m Reason why not at 9.00a.m (busy going to the market with mum)

- After that, check your answers again and correct what’s wrong

- Remember to write a request letter and confirmation letter

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studied V HOMEWORK

 Write a request and confirmation letter about 100 words  Practice speaking & writing what’s have learned

 Do exercises in the workbook

          

Week 11 Period 32 + 33. UNIT SIX: AN EXCURSION

Aims:  After finishing the lesson, students can pronunciate two vowels // and /:/ and using the present progressive tense which has mean in the future, it compares with the “be going to”

 Church – term – bird – shirt – together (each other) 2 Grammar:

 The present progressive tense with “be going to” 3 Skills:

 Pronunciation skill and grammar skill III TEACHING AIDS

IV TEACHING STEPS

- Ask students to close the books

- Give two phrasal words, read and note the word has in the new lesson :

1) earn, bird, fir, other. 2) today, nurse, from, of II TODAY’S LESSON (41’) E LANGUAGE FOCUS 1 Pronunciation:

 Listen and repeat

- Explain and two vowels: // and /:/

- Ask students to read and practice some words which have the same pronunciation

- Minimal pairs:

// /:/

Was

Some (weak Form) Does (weak Form)

From

Were Sir Dirt

Fir - Open the tape some times about the words:

a) // - teacher, other, together, pagoda, about, today b) /:/ - bird, work, term, shirt, church, early

 Sentences with sounds // and /:/

1) Have you heard of the excursion to Thay Pagoda? 2) Her father is learning German with a teacher

- Listen and repeat above words Keys: 1) other / d/

2) nurse /:/

 Listen and repeat

- Note and read two vowels: // and /:/

- Practice in pairs and note difference between // and /:/

- Practice with teacher

- Listen and repeat

 Sentences with sounds // and /:/

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3) Last year the birds returned to the river earlier than this year

4) The girl worked in the church on Thursday 5) Was it Barbara’s camera?

6) I’m thirsty, Nurse I want a glass of water 2 Grammar:

a) The present progressive (with a future meaning) and “be going to”

 Exercise 1: Choose the correct option in brackets - Give some the statements and ask students to answer the best statements

1) Tom: I hear Mary is in hospital now.

Jim: Really? I’m going to see her tomorrow / I will see her tomorrow / I’m seeing her tomorrow. 2) Mary: Let’s go to the cinema tonight.

Jack: Sorry, I’m going to help my sister with her homework tonight.

- Check students’ answers, correct what’s wrong and explain for them:

 “Be going to + Verb without TO”: talking about something planned before the moment of speaking or something which is surely to happen soon.

 “Will + verb without TO”: talking about something coming out the moment of speaking.

 “Be + V-ing + adverb denoting the future”: talking about plans as in agenda

 Exercise 2: Put the verbs in brackets in the present progressive or be going to

- Ask students to practice this exercise - Correct what’s wrong for students

Keys: 1) are going 2) are having 3) is going to catch 4) are you putting 5) is not going to give.

 Exercise 3: Complete the exchanges, using the present progressive or be going to

- Ask students to complete these given conversations - Ask students to in groups and practice in pairs Keys: 1) Are you going to see it? – No I’m busy I’m doing my homework 2) But we are visiting our grandparents 3) What is he going to with the money? 4) It’s going to rain soon 5) I’m going to clean it later. III CONSOLIDATION (2’)

- Ask students to review the present progressive and be going to.

2 Grammar:

a) The present progressive (with a future meaning) and “be going to”

 Exercise 1: Choose the correct option in brackets - Practice in individual and check together

3) Look! It’s windy and cloudy Run and look for a shelter It is going to rain hard./ It will rain bard. Keys:

1) Jim: Really? I will see her tomorrow.

2) Sorry, I’m helping my sister with her homework tonight.

3) It is going to rain.

 Note and remember something which you have just learnt

- practice the exercise in the book and check again what’s wrong

Keys: 1) are going 2) is getting married 3) are you going to watch 4) is Tom going to; is going to 5) is going to.

 Exercise 2: Put the verbs in brackets in the present progressive or be going to

- Work in individual and check together again - Correct your answers again

 Exercise 3: Complete the exchanges, using the present progressive or be going to

- Complete these conversations now with the present progressive and be going to

- Check your answers with your partner again

- Remember all things which you have just studied V HOMEWORK

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Week 12 Period 34. TEST YOURSELF B

I OBJECTS

Aims:  After finishing the lesson, students test your studying which have learnt from unit to unit again. II LANGUAGE CONTENTS

1 Vocabulary:

 All the words in old lessons 2 Grammar:

 Review all the things which students have studied 3 Skills:

 Review all skills of the previous lessons III TEACHING AIDS

IV TEACHING STEPS

Teacher’s activities and contents Students’ activities and contents TODAY’S LESSON (41’)

I LISTENING (2.5 points) Listen and complete the table below

- Ask students to look the table, and note the Reading (‘rediη) is a place in the England not the skill in the

lesson Students can listen three times

- Open the tape or read first time for students to note the exercise

- Open the tape or read two times for students to the exercise

- Go around the class and help them if necessary - Call some students to write the answers on the board before give the best answers

- Open the tape again for students last time

Tapescript: We start our journey in Reading This town lies about 50 miles to the west of London in the country of Berkshire It is a medium-sized town of about 120,000 inhabitants In times gone by Reading was just a market town best know for its Huntley and Palmers biscuit factory Now it is at the heart of the computer industry in the UK and is expanding rapidly Computer companies everywhere It’s not a very pretty town but one which says a lot about England.

Keys: 1) 50 miles to the west of London 2) 120,000 inhabitants / people 3) market town 4) biscuit factory. 5) computer industry 6) in central England 7) 90,000 people 8) university 9) car factory 10) Cowley Road II READING (2.5 points) Read the passage and decide whether the following statements are true (T) or false (F)

TODAY’S LESSON (41’)

I LISTENING (2.5 points) Listen and complete the table below

- Look the table to know the contents of the listen - Only listen and note the exercise now

- Listen and the exercise in individual - Check your listening with your partner

- Three students write their answers on the board before

- Listen and check your answers again

Oxford is most definitely prettier It is located in central England It has a population of about 90,000 of which a large number work in or for the university. This is obviously what the city is famous form, but in terms of getting to know the country, what is really of interest in the British Leyland car factory at Cowley. This is huge employing about 20,000 people, yet, because of the university, it is usually forgotten. Spend a day looking round the works, seeing how they make the cars Fascinating Or stroll up Cowley Road and watch the work walk with you.

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- Organize the class to work in groups

- Go around the class to help students about the words and the showing if necessary

- Call some pairs to ask answer the questions in front of the class

- Correct what’s wrong and give the marks Keys: 1)F 2)F 3)T 4)F 5)T

III GRAMMAR (2.5 points) Read the following paragraph One word is missing from each line Put a stroke(/) where the word has been omitted and write the missing

- Ask students to work in pairs about the answers - Call some students to give the answers and others correct again

- Correct what’s wrong and give the marks for students to test

Keys: 1) out by scientists 2) opportunities for other 3) there is 4) which attempts.

IV WRITING (2.5 points) Your class would like to visit your uncle’s computer factory which is located near your school Write to him and ask for permission to visit

- Ask student to work in groups about the suggested contents and write the confirmation letter

- Call some students to write the answers on the board 132, Thai Binh Street, Hoa Binh 20th December, 2006

Dear Uncle Hoang,

Our class are planning to have a three-hour visit to a factory in the local area as part of our technology lesson I am writing to ask for your permission to visit your computer factory as it is near our school so we can go by bicycle Forty-five minutes members of our class will arrive at your factory at 7:30 on Monday, 22nd

December, 2006.

III CONSOLIDATION (2’) - Ask students to write the letter

- Discuss in the groups to find out the answers

- If you need some things about the task you can ask the teacher

- Three pairs ask and answer the questions in front of the class

- Correct and check yourself

III GRAMMAR (2.5 points) Read the following paragraph One word is missing from each line Put a stroke(/) where the word has been omitted and write the missing

- Work in pairs to find out the answers

- Three students write the answers on the board for other students to comment

- Correct what’s wrong again

IV WRITING (2.5 points) Your class would like to visit your uncle’s computer factory which is located near your school Write to him and ask for permission to visit

- Work in groups to write the confirmation letter in minutes

- Write your answers on the board after that correct what’s wrong

Would you be so kind as to recommend someone who can show us around? We should so much like to know computers are made and we would also like to talk with the workers there We hope that you will create favorable conditions for us to have and interesting and useful visit to your factory.

We are looking forward to hearing from you. Yours sincerely,

Nguyen Anh Dung.

III CONSOLIDATION (2’) - Write the letter at your home V HOMEWORK

 Write a request and confirmation letter about 100 words  Practice speaking & writing what’s have learned

 Do exercises in the workbook  Prepare the forty-five minutes

          

Week 12 Period 35 FORTY-FIVE MINUTE TEST

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Name

PART I: LISTENING Listen to the passage and choose the correct answer A, B, C or D write your answers in the space provided (2.5 points).

People are fascinated (1) _ robots Science fiction books and movies feed people’s imagination, making them wonder about the possibilities of robots living and (2) with them Is it possible for robots to look like people, work like people, and (3) _ like people? In the future, anything is possible Already today, there are tens of thousands of robots doing work all (4) the world

Robot is the name (5) _ to any machine that can a certain job automatically These machines come in any shapes and (6) It is possible to build a robot in the shape of a person, but most look like machines built for specific purposes They are controlled by (7) The computers tell the robot what to and how to it People write the (8) _ for computers that control the robots Robots can sense the environment around them and respond (9) it They can complete several steps in a process and can try other methods if one does not work Ordinary machines (10) these things

1 A by B tied C bye D buy

2 A making B working C taking D making

3 A thinks B thick C think D thin

4 A order B over C other D oven

5 A even B give C gave D given

6 A sizes B size C side D sides

7 A computer B computers C computeres D computered

8 A programs B program C programes D programms

9 A two B too C to D tove

10 A can B cant’ C cans D Cannot

PART II READING Read the passage and the tasks that follow (2.5 points)

Camping holidays are always popular with students and young people – they are a cheap and easy way to see a country People often travel by train, by coach or on foot, so one thing is important to remember before starting: you can only take with you what you can carry – usually in a rucksack on your back

If you travel with a friend, of course some items can be shared – a tent, a gas stove, food Other things must be taken by each person – clothes, foot wear, a sleeping bag

So you must be sure of how much you can carry Most people find 10 kg about right Much more than that and you need another holiday when you get home! And remember, if the weather is met your rucksack is heavier Many people who go camping for the first time take too much and then find they have forgotten the essentials – a tin of beans is no good without a tin opener! But with practice and good advice you can have a fantastic holiday Task 1: In the blank lines, write your answers to the questions.

1 Why are camping holidays very popular with students and young people?

 In what ways they often travel?

 How they usually carry things with them?

 Does each person always have to carry everything? Why / why not?

 What should computers remember?

 Task 2: Read the passage again, find the word in the passage which means the same as:

6 Shoes: things: not expensive: wonderful: _ 10 things considered very necessary:

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1 The court was asked to make allowance for They are going to build a school for There should be television subtitles for _ This films appealed especially to

5 _ need to be provided with shelters, clothing and food

6 All and in the disaster were evacuated to a safe place The government should take the plight of _ into consideration Our class is raising money for _ and

PART IV PHONETICS Pick out the word whose underlined part is pronounced from that of the other words (2.5 points).

1 A tall B water C land D fall

2 A moon B pool C shoot D foot

3 A term B advertise C germ D dern

4 A father B about C pagoda D machine

5 A wood B book C hook D too

6 A park B warm C hard D apartment

7 A shirt B bird C hire D stir

8 A bull B culture C dull D cupboard

9 A teacher B other C together D term

10 A school B cook C food D tooth

 The end 

Week 13 Period 36. UNIT SEVEN: THE MASS MEDIA

Aims:  After finishing the lesson, students can know some programs on the television on VTV1, VTV2, VTV3 in Viet Nam

 Cartoon – series – comedy – army – punishment – comments – folk songs – portrait – wildlife – drama 2 Grammar:

 3 Skills:

 Reading to information according to context, reading to answer the questions in the text, reading to retell the contents again

IV TEACHING STEPS

- Ask students to close your books

- Divide the class into groups, give them some letters and ask students to emerge all letters into words

- Work in groups and emerge all letters become a meaning word

poor blind sick unemployed needy

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- Ask students to paste on the board your answers and check students’ answers with students

Suggested keys: 1.INTERNET, 2.TELEVISION, 3.RADIO, 4.BOOK, 5.MAGAZINE, 6.NEWSPAPER.

- Ask students to use a phrasal word to express above words Keys: THE MASS MEDIA

1 Before you read: Work in pairs Ask and answer the following questions

- Ask students to answer all the questions in groups 1) When you often watch TV?

2) How many channels are there on our national TV? 3) How many hours per week you watch TV? 4) Where can you find all of these programmes? 5) Which programme you usually watch? 6) Which channels you like best?

- Can open some theme songs (nhạc hiệu) and ask students to guess these theme songs on TV

- Open theme songs again for students to listen

2 While you read: Look at some popular TV programmes, and then the rask that following

a) Task 1: The words in A appear in the reading passage. Match them with their definitions in B

- Introduce and explain for students to understand its contents

- Go around help them if necessary Then give the keys - Ask some questions:

Have you ever seen Tom and Jerry? Do you like it? Which cartoon you like best? Do you like watching drama? Can you name some other quiz shows?

- Ask students to in individual, after that work in pairs - Check their answers and give the best answers for students

Keys: 1) b 2) d 3) c 4) e 5) a

b) Task 2: Decide whether the following statements are true (T) or false (F)

- Ask students to read all questions in books before listening

- Go around the class and help them if necessary - Ask some students give the answers on the board Keys: 1) T, 2) T, 3) F, 4) T, 5) T

c) Task 3: Work in pairs Ask and answer the following questions

- Ask students three programmes again

- Ask students read the questions and solve difficult words if having

- Some students paste your answers on the board After correct

- One student can express above words by a phrasal words

1 Before you read: Work in pairs Ask and answer the following questions

- Work in groups to ask and answer the questions in minutes After that answer in front of the class

- Listen and guess theme songs on television Example: Film – Cartoon – News headline – Weather forecast – Quiz show – Documentary – Football

2 While you read: Look at some popular TV programmes, and then the risk that following a) Task 1: The words in A appear in the reading passage Match them with their definitions in B - Listen and the task in pairs

A B

1 Cartoon Drama Comedy Documentary Quiz show

a Road to Olympia Peak b Tom and Jerry

c Gala Cuoi

d Hon Truong Ba Ba Hang Thit e Journey along the Mekong - Work in individual and in pairs

- Check and correct what’s wrong

b) Task 2: Decide whether the following statements are true (T) or false (F)

- Read the questions in individual and after work in pairs

- Three students give their answers on the board, and check your answers

c) Task 3: Work in pairs Ask and answer the following questions

- Read three programmes again

- Read the questions and check some difficult words

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- Ask students in individual before working in pairs - Go around help them if necessary and check their answers, give the best answers

Keys:

1) five films are on

2) at 9.00, 12.00, 19.00 and 23.00 on VTV1 and 19.00 on VTV3

3) VTV2

4) The Quiz Show: Road to Olympia Peak

5) Football: Liverpool vs West ham

3 After you read: Work in pairs Tell your partner about one of the TV programs you like watching best and explain why

- Divide the class into groups and ask each group to design a special programs of the school

For example: EAH1 to EAH5

5.00 Morning exercise – 5.30 – 6.00 – 6.45 – 7.00 - … III CONSOLIDATION (2’)

- Ask students to read the TV programs and write a special program for you and your school

- All class check your answers and correct what’s wrong

3 After you read: Work in pairs Tell your partner about one of the TV programs you like watching best and explain why

- Work in groups and design the special programs for the your school

- Write a special TV programs for you are for your school

V HOMEWORK

 Write a special TV program

 Prepare the next lesson

          

Week 13 Period 37. GIVING BACK THE FORTY-FIVE MINUTE TEST Keys

PART I LISTENING (2.5 points)

1 A by B working C think B over D given

6 A sizes B computers A programs C to 10 D cannot PART II READING (2.5 points)

Task

1 because they are a cheap and easy way to see a country by train, by coach or on foot

3 in a rucksack

4 no if they travel with a friend, some items can be shared

5 They should take with them only what they can carry in a rucksack and their language must not be too heavy Task

6 footwear items cheap fantastic 10 essentials

PART III GRAMMAR (2.5 points)

1 the blind the deaf the young the homeless the sick the sick / the wounded the unemployed the poor / the needy

PART IV PHONETICS (2.5 points)

1 C land D foot B advertise A father D too

6 B warm C hire A bull D term 10 B cook

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Week 13 Period 38. UNIT SEVEN: THE MASS MEDIA B SPEAKING

I OBJECTS

Aims:  After finishing the lesson, students can speak about some types of the mass media common. II LANGUAGE CONTENTS

1 Vocabulary:

 provide – receive – present – get – deliver – ear – eye – mouth – through – magazines 2 Grammar:

 3 Skills:

 Speak the mass media in our life today and using it III TEACHING AIDS

IV TEACHING STEPS

- Ask students close your books and divide the class into groups

- Bring circles and write the numbers in them and paste on the board, but one big circle is centre of four circles

Questions for each circle: 1) It was invented in 1925.

2) We can listen to the news but we can’t see it. 3) It contains information and pictures.

4) We use it to find information quickly, chat with friends and send email.

- Read some information two times

- After that teacher can upturn all numbers

Keys: 1) television – 2) radio – 3) newspapers – 4) the internet Main word: THE MASS MEDIA

II TODAY’S LESSON (41’) A SPEAKING

a) Task 1: Work in pairs Which of the following are the types of the mass media? Put a tick () next to the words

- Ask students look at the all words in the books and work in pairs

- Call some students choose the words which are according to the mass media

Keys: They are television, radio, newspapers and the internet.

b) Task 2: Work in pairs Work out what feature(s) the types of the mass media have in common and what main feature(s) each of them has Use the cues below

I WARMER (2’)

- Close your books and listen to teacher’s explaining

- Choose the number for the group

- Listen to teacher’s reading and guess the information for each number

- Check your answers again II TODAY’S LESSON (41’) A SPEAKING

a) Task 1: Work in pairs Which of the following are the types of the mass media? Put a tick () next to the words

- Look at the information in the books and work with your partner

- Read the words which are bellowed the mass media and check your answers

b) Task 2: Work in pairs Work out what feature(s) the types of the mass media have in common and what main feature(s) each of them has Use the cues below

What is it?

1

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- Ask students look at the table in the books and this task by put a tick to each feature(s)

- Explain some new words if necessary and go around to help them

Features The mass media

TV Radio books Internet

1 Provide information and entertainment orally

  

2 receive information and entertainment visually

 

3 present information and entertainment visually

  

4 receive information visually    present information and

entertainment visually & orally



6 get information aurally & visually



7 provide/deliver information and entertainment

   

c) Task 3: Work in groups: Talk about different types of the mass media Answer the questions

- Ask students work in groups

- Go around the class and help students if necessary - Call some students answer the questions on the board - Correct and give the best answers for students

Keys:

1) Television, films, books, magazines, radio, newspapers, plays, the internet (from task 1) 2) Provide / deliver information and entertainment

(from above table)

TV presents information and entertainment orally and visually (from above table)

- Look at the table and the task with your tick in each sentence

- Work in pairs and put a tick for each answer And correct what’s wrong

c) Task 3: Work in groups: Talk about different types of the mass media Answer the questions - Answer the questions in groups

- Three students write the answers on the board - Check answers again and correct your answers

III CONSOLIDATION (2’) V HOMEWORK

 Write a special features of the mass media about from 50 words to 100 words  Practice speaking & writing what’s have learned

 Do exercises in the workbook  Prepare the next lesson

          

Aims:  After finishing the lesson, students can listen to news on the radio and television to choose the best words with the listening, to complete missing information in the text, to answer the questions

 flood – cloudy – healthy – wonderful – climb – in spite of 2 Grammar:

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3 Skills:

 Improve listening skill and exercise through the listening skill III TEACHING AIDS

IV TEACHING STEPS

- Ask student close your books

- Introduce the picture which is the radio and ask some questions:

1) What is it?  It is radio. 2) What is it used for?

3) How often you listen to radio?

4) How many hours per week you listen to it? 5) What topics you listening to and why? II TODAY’S LESSON (41’)

1) Before you listen:

- Read some the adjectives

- Explain the adjectives if necessary 2) While you listen:

a) Task 1: Listen to the two radio news stories and tick the words you hear in the right column under News story and News story 2.

- Ask students read the table in the task

- Open the tape first time and ask sts give answers

- Open the tape second time and ask students to work in individual after that in pairs

- Check your answers in front of the class or in front of the class

- Listen to the tape third time and ask students to correct their answers

Keys:

News story News story

Healthy X

Strong X

Young X

Cloudy X

Highest X

Wonderful X

Fine X

b) Task 2: Listen to the radio news stories again and fill in the missing word(s)

- Ask students to read the passage which has some missing words

- Open the tape first time and ask sts give the answers - Open the tape second and ask students to write their answers on the board

- Check their answers and correct what’s wrong

I WARMER (2’) - Close the books

- Answer the teacher’s questions in groups or in pairs

1) It is radio.

2) It is used to listen to information and enter… 3) I sometimes listen to radio.

4) It is about hours per week. 5) I usually listen to music. II TODAY’S LESSON (41’) 1) Before you listen:

- Listen and repeat again some adjectives - Note some explains

2) While you listen:

a) Task 1: Listen to the two radio news stories and tick the words you hear in the right column under News story and News story

- Read the task and prepare listening - Listen and give some answers before

- Listen again and work in individual and work in pairs

- Give answers on the board or in front of the class

- Listen and correct your answers again

b) Task 2: Listen to the radio news stories again and fill in the missing word(s)

- Read the passage which has some missing words

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Tape script:

The time is o’clock and here is the news summary.

Heavy rain during the night has caused floods all over the country today Many people have left their homes because rivers have risen Some roads in the north-west are under two metres of water The rain has stopped at the moment, but it’s still cloudy and there’s a strong wind Because of the bad weather, people can’t go out to work.

A ninety-year old woman has climbed Mount Whitney in California for the twenty-third time At 4,418 metres, Mount Whitney is the highest mountain in California The woman says the views from the top is wonderful, so she tries to climb it often She also says that the mountain has kept her young and healthy In spite of her old age, the woman tries to climb the mountain very often.

c) Task 3: Listen again, and answer the following questions

- Ask students to listen to the tape again and answer the questions

- Call some students to write the answers on the board - Correct what’s wrong for students

Keys:

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-third times.

4) Because it has kept her young and healthy.

3) After you listen: Work in pairs Choose one of the news stories and tell your classmates about it

- Ask students to work in pairs and tell the story or story in front of the class

- Call some students to retell in front of the class III CONSOLIDATION (2’)

Keys:

News story 1: Has caused floods – have left their homes – have risen – two metres – has stopped – cloudy – strong wind.

News story 2: Twenty-third – 4,418 – California – wonderful – young and healthy.

c) Task 3: Listen again, and answer the following questions

- Listen again and answer the questions again in front of the class

- Three students write the answers on the board - Check and correct what’s wrong

3) After you listen: Work in pairs Choose one of the news stories and tell your classmates about it

- Listen again and retell the story or story in front of the class

- Two students retell the story again in front of the class

III CONSOLIDATION (2’) V HOMEWORK

          

Aims:  After finishing the lesson, students can understand and write the advantages and disadvantages of the mass media, write about the advantages / disadvantages of the computer in 100 words

 Memorable – effective – entertain – enjoyable – increase – popularity – aware – global – responsibility – passive – brain – lazy – encourage – violent – interfere - communication.

2 Grammar:

 Using “the simple tense” 3 Skills:

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IV TEACHING STEPS

- Ask students close the books and answer the questions

1) What are some kinds of the mass media? 2) Which one is the most popular?

3) What are the advantages and disadvantages of TV? Guide to the new lesson

II TODAY’S LESSON (41’)

1) Writing about advantages and disadvantages: a) Task 1: Read about the advantages and disadvantages of television below

- Ask students read and arrange some information for advantages – disadvantages of TV

1) Interfere with family life and communication

2) Make things more memorable because it presents information in an effective way.

3) Make people violent

4) Encourage us to buy things that we don’t need. 5) Increase the popularity of sports and games 6) Make us passive

7) Entertain us

8) Take must time away from activities such as many new things.

9) Lean more about the word and to know and see many new things.

b) Task 2: Work in pairs Discuss the advantages and disadvantages of the mass media, and write them down in the columns below

- Divide the class into groups and fill in the advantages and disadvantages of the mass media - Go around to help students if necessary

Keys

Mass media Advantages Disadvantages Listening to

radio

 Make people

happy, life easier

 Relax

 Get, enlarge,

broaden knowledge & understanding

 Share opinions,

experiences

 Waste time  Make people

passive

Reading newspapers

 Make people

happy, life easier

 Get information

on many fields: art, culture, business

 Relax and

 Harm people

eyes: be short-sighted

 Cost time and

money

 Make people

I WARMER (2’)

- Close your books and answer the questions 1) The internet, television, radio, newspapers. 2) The television is the most popular.

3) Having some advantages and disadvantages. II TODAY’S LESSON (41’)

1) Writing about advantages and disadvantages: a) Task 1: Read about the advantages and disadvantages of television below

- Work in pairs and rearrange the information about advantages / disadvantages of television

Advantages of TV Disadvantages of TV  Make things more

memorable because it presents information in a more effective way  Increase the popularity of sports and games

 Learn more about the world and know and wee many new things  Entertain us

 Interfere with family life and communication  Make people violent

 Encourage us to buy things that we don’t need

 Make us passive

b) Task 2: Work in pairs Discuss the advantages and disadvantages of the mass media, and write them down in the columns below

- Work in groups each topics in minutes:  Listen to music

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entertain passive Using the

internet

 Make people

happy, life easier

 Cost a lot of time

and money

c) Task 3: write a paragraph about the advantages and disadvantages of one of the mass media discussed in Task

- According to the Task you can write a paragraph advantages and disadvantages of the mass media - Ask students work in groups and help them if necessary

- Ask students write about advantages and disadvantages of the mass media at home

c) Task 3: write a paragraph about the advantages and disadvantages of one of the mass media discussed in Task

- Write about advantages and disadvantages of listening to music, reading newspapers, using the internet, watching television

- Check your answers again and correct what’s wrong - Write about the advantages and disadvantages of the mass media

V HOMEWORK

          

Aims:  After finishing the lesson, students can pronunciate three vowels /ei/, /ai/ and /ɔi/, review the present perfect tense and use the adverb “Because of” – “in spite of”

 Toy – height – type – destroy - mistake 2 Grammar:

 Using “the present perfect tense”, “because of”, “in spite of” 3 Skills:

 Improve the pronunciation and using the ‘because of”, “in spite of” III TEACHING AIDS

IV TEACHING STEPS

Teacher’s activities and contents Students’ activities and contents I PRONUCIATION

1) Listen and repeat:

- Ask students underline words which have pronunciation /ei/, /ai/ and /ɔi/,

Examples:

Wildlife – enjoy – day – climb – style – fly – toy – noise – demonstration – place – airline – railway – afraid – buy – radio – paper – time – play – destroy – height

2) Practice these sentences:

1) I’m afraid you’ve made a mistake.

2) They changed the timetable at the end of April.

I PRONUCIATION 1) Listen and repeat:

- Underline words which have pronunciation /ei/, /ai/ and /ɔi/,

- Work in pairs to underline words which have pronunciation /ei/, /ai/ and /ɔi/,

2) Practice these sentences:

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3) I have ninety-nine pages to type by Friday.

4) Would you like to go for a ride with me on Friday. 5) This is the noisiest Rolls Royce I’ve ever heard. 6)While you’re changing the oil, I’ll go and visit my b boy.

II GRAMMAR AND VOCABULARY:

1) Exercise 1: Complete the letter, using the present perfect of the verbs in the box

- Write some examples on the board: a) I have just cleaned the floor.

b) My brother has read “gone with the wind” three times.

c) He has worked for BBC since 1990.

- Ask students show the present perfect tense and using of the present perfect tense

- According to the examples ask students to give the structure of the present perfect tense

 Usage of the present perfect tense:  An action has just happened

 An action repeated many times in the past

 An action began in the past, happened in present and maybe in the future.

- Ask students read the letter and choose the verbs in the box to complete each blank with present perfect tense

- Go around and help them if necessary Keys:

1) have been 2) has lived 3) have met 4) have done 5) has had 6) have taken 7) have watched

2) Exercise 2: Complete the following sentences using for, since or ago.

- Ask students read these sentences and complete them by for, since or ago

- Note using of verbs in different tenses, especial for, since and ago.

- Call some students write answers on the board and correct what’s wrong

Keys:

1) since 2) ago 3) for 4) for 5) since 6) ago 7) ago 8) ago 9) since 10) since.

3) Exercise 3: Complete the following sentences, using the information in the box

- Give handout for students and ask students connect clause in the column A with column B

A B

1 They did the test well He couldn’t solve the problem

3 The train was late

a because of her injured leg b though it was difficult c although he is good at mathematics

- some students read these sentences in front of the class

- Correct what’s wrong

II GRAMMAR AND VOCABULARY:

1) Exercise 1: Complete the letter, using the present perfect of the verbs in the box

- Show and give the function of the present perfect tense

- Give the structure of the present perfect tense

- Read the letter and complete the letter with the verbs in the box

2) Exercise 2: Complete the following sentences using for, since or ago.

- Read these sentences and complete in minutes, work in pairs

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

3) Exercise 3: Complete the following sentences, using the information in the box

- Read the table and combine the information in the column A with column B

- Work in pair in minutes and speak in front of the class

Remember:

Phrases and clauses of reason

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4 She walked slowly I went to school on time I was happy

7 John succeeded in exam They continued to work

d though it got dark

e because he worked hard and methodically

f because of the thick fog g because I passed the exam h in spite of the heavy rain

Keys:

1) They did the rest well though it was difficult.

2) He couldn’t solve the problem although he is good at math.

3) The train was late because of the thick fog 4) She walked slowly because of her uninjured leg 5) I went to school on time in spite of the heavy rain 6) I was happy because I passed the exam

7 John succeeded in his exam because he worked hard and methodically

8) They continued to work though it got dark The next exercise in the page 81

- Ask students to work in pairs and show your answers on the board

- Go around and help them if necessary, correct what’s wrong for students

Keys: 1: c, f 2: b, d 3: a, e 4: h, j 5:I, g - Ask two groups play new games

Group one uses the phrases and clauses of reason and phrases and clauses and clause of concession - Nhóm viết mệnh đề nhóm viết mệnh đề phụ Sau phút yêu cầu học sinh nhóm viết lên bảng nhóm viết mệnh đề

Phrases and clauses of concession

The next exercise in the page 81

- Work in pairs in minutes and give your answers on the board

- Check and correct what’s wrong

- Hai nhóm làm theo lời hướng dẫn, học sinh làm ghép câu

- Viết câu trả lời lên bảng giáo viên sửa lỗi sau Học sinh kiểm tra lại sửa

V HOMEWORK

          

Week 15 Period 42. UNIT EIGHT: THE STORY OF MY VILLAGE A READING

I OBJECTS

Aims:  After finishing the lesson, students can read the text and understand it, read the text to know the information and guess meaning of words, read the text and retell the main ideas of the text

 make and meet – in need of many things – straw – mud – bettering their lives – brick – cash crops – bumper crops – lifestyle.

2 Grammar:

 Using “the reported speech: statements” 3 Skills:

 Improve reading skill and reading comprehension III TEACHING AIDS

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IV TEACHING STEPS

- Ask students to close your books

- Introduce some cells of words which are not fill in the blanks Ask students complete them

V L E

Key: VILLAGE

- Go into the new lesson II TODAY’S LESSON (41’) A READING

1 Before you read: Work in pairs Look at the picture Discuss the questions

- Can introduce pictures about the countryside 1) a muddy house 2) a brick house 3) simple farming tools: pick(cuốc), plough(cày) 4) modern farming tools: machines 5) a man is carryings rice on feet 6) a man is carrying rice by motorbike. 2 While you read: Read the passage, and then the tasks that follow

a) New words:

 straw /strɔ:/ (n): rôm  mud /mʌd/ (n): bùn, vấy

bùn, chui xuống bùn  bumper crops: vụ mùa bội thu  cask crops: trồng để thu hoa lợi

b) Task 1: The words in A appear in the reading passage Match them with their definitions in B - Ask students to read the phrasal words in the table and find out these phrasal words in the text After that guess their meaning in the table

- Ask students to work in pairs in minutes Go around and help them if necessary

- Call some students to write answers on the board - Correct what’s wrong

Keys: 1.b – 2.d – 3.a – 4.e – 5.c

c) Task 1: The reading passage tells us about many changes in the village Complete the following table - Ask students to read the table to understand their meaning

- Ask students to work in pairs and help them if necessary Call some students to give the answers

Areas of change Before Now

House Made of straw & mud Made of brick Radio and TV Few Many Farming method Buffalo, plough Machine Crops Enough to eat More to sell Travel Foot, bicycle Motorbike d) Task 1: Answer the following questions.

- Ask students to read the passage again and answer

I WARMER (2’)

- Close your book and practice this arrangement

- Work in pairs to find the missing words in the cells, some students give the key on the board

1 Before you read: Work in pairs Look at the picture. Discuss the questions

- Look at the pictures and arrange from ancient to now in correct order

Ancient: muddy house – simple farming tools – carry rice on feet.

Now: brick house – modern farming tools – machines. 2 While you read: Read the passage, and then the tasks that follow

a) New words:

 Write the new words and notes their means

b) Task 1: The words in A appear in the reading passage Match them with their definitions in B

- Read the phrasal words in the table and find them in the passage Then guess their meaning

- students write their answers on the board - Check your answers again

c) Task 1: The reading passage tells us about many changes in the village Complete the following table - Read the passage, find information or sentence and complete the table

- Give your answers on the board and check your answers again

d) Task 1: Answer the following questions.

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the questions

- Ask students to work in individual and work in pairs in minutes

- Call some students to write their answers on the board Can call only two students ask and answer Keys:

1) In the author’s village many years ago, the life was simple and the people were in need of many things.

2) Because they hoped that with and 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.

3 After you read: Work in pairs/groups: Discuss the following questions

 How can people with an education help make the life of their community better?

- Ask students to work in groups and write on the board

- Work in individual and in work pairs in minutes - students write your answers on the board And students ask and answer the questions in front of the class

4) He said that their live had changed a lot thanks to the knowledge their children had brought home.

5) He told his grandchildren to study harder so that they could even more for the village than their parents had done.

3 After you read: Work in pairs/groups: Discuss the following questions

 How can people with an education help make the life of their community better?

- Work in groups After that write on the board V HOMEWORK

 Write this questions on the notebook: How can people with an education help make the life of their community better?

          

Week 15 Period 43. UNIT EIGHT: THE STORY OF MY VILLAGE B SPEAKING

I OBJECTS

Aims:  After finishing the lesson, students can speak about plans in the future and the results can happen. II LANGUAGE CONTENTS

1 Vocabulary:

 Widen – raise – resurface canal – condition – export –flood 2 Grammar:

 The present progressive tense and conditional sentence type and 3 Skills:

 Speak the mass media in our life today and using it III TEACHING AIDS

IV TEACHING STEPS

- Ask students close your books and write some word on the board with missing words

- Ask students to complete these words

Example: RO DS, M DIC L, C NT E, CR PS, BRI G S, SCH L.

I WARMER (2’)

- Close your and teacher’s requests - Complete the missing words on the board

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-To make life in the country better what should be done with things mentioned above?

a) Task 1: The villagers of Ha Xuyen are discussing plans to improve their life in the village Math each of the plans with its possible result

- Explain the task in the book

- Going through the table/explaining the new words/match the plans to their possible results

- Go around the class and help them if necessary - Call some pairs to practice in front the class Keys: 1.b – 2.g – 3.d – 4.e – 5.f – 6.c – 7.a

b) Task 2: The villagers are discussing their plans Read and practise the conversation in groups of three

- Explain the task

- Ask students to practice this task in the pairs

 Examples: Call students to practice the conversations in the book

- Ask students to note the pronunciation of the new words: Widen – raise – resurface – cash crops – bridge – canal – grow.

- Ask all the class to listen to and repeat these conversations

- Call some pairs to practice these conversation in front of the class

c) Task 3: Work in pairs Continue the conversation, using the ideas in the table in Task Add some more possible results if you like

- Introduce the task and ask students to practice free in the class

- Go around the class and help them if necessary And ask some intelligent students to speak about the plans of the village in the future

- Call some students to speak in front of the class

a) Task 1: The villagers of Ha Xuyen are discussing plans to improve their life in the village Math each of the plans with its possible result

- Note and teacher’s requests

- Work in pairs or groups: ask and answer the questions:

Model: A: Why should we widen the roads?

B: We should widen the roads/them so that cars and lorries can get to the village.

b) Task 2: The villagers are discussing their plans. Read and practise the conversation in groups of three

- Only listen and note

- Work in pairs and practice these sentences  Two students practice these conversations in the book

- Note the new words

- Listen and repeat the conversations

- Three pairs practice these conversations in front of the class

c) Task 3: Work in pairs Continue the conversation, using the ideas in the table in Task Add some more possible results if you like - Practice in freedom in the class in minutes - Note: two-tier-task : nhiệm vụ hai tầng, Some intelligent students can speak about the plans of the village in the future

- students speak in front of the class V HOMEWORK

 Write this questions on the notebook: How can people with an education help make the life of their community better?

          

Week 15 Period 44. UNIT EIGHT: THE STORY OF MY VILLAGE C LISTENING

I OBJECTS

Aims:  After finishing the lesson, students can listen to the changes in the small town Listen to the information about the changes of the town

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1 Vocabulary:

 atmosphere – pull down – suburb – Popffero – department store – peaceful – change 2 Grammar:

 Using “Reported speech – Conditional sentence type – if and when” 3 Skills:

 Improve listening skill and exercise through the listening skill III TEACHING AIDS

IV TEACHING STEPS

- Ask student close your books

- Enlarge two pictures in the book, and hang on the board After that ask students to find out differences between two pictures

Keys:

1) in the past, there weren’t any hotels, but now there is a hotel in the town.

2) In the past, the town used to have only small hose, there were cows grazing on the field, the road was narrow, there were a lot of trees. II TODAY’S LESSON (41’)

1) Before you listen:

- Ask students to answer some questions:

1) Have you ever heard of ‘Popffero’? What is? Where is? (According to students’ knowledge and guide to the new lesson)

2) While you listen:

a) Task 1: Decide if the following statements are true (T) or false (F) according to the talk

- Ask students to read the sentences and understand their contents

- Open the tape first time

- Ask some students to give their answers - Open the tape second time

- Call some students to write answers on the board - Open the tape third time and ask students to check answers again

Keys:

1) F-Popffero is a small town on the South coast of E. 2) F-It used to be a small quiet town.

3) T.

4) F-A lot of trees have been cut down for wider st. 5) F-Some people don’t like the changes, they miss the quiet and peaceful life.

b) Task 2: Listen to the talk again, and write in the missing words

I WARMER (2’) - Close the books

- Look at the large pictures on the board and find out differences between them

II TODAY’S LESSON (41’) 1) Before you listen:

- Answer the questions in front of the class 1) Yes, I have – It’s a town – It’s in England. 2) While you listen:

a) Task 1: Decide if the following statements are true (T) or false (F) according to the talk

- Read the sentences in minutes to understand their contents

- Listen the tape first time

- Show your answers in front of the class

- Listen again and work in individual and then work in pairs

- students write the answers on the board

- Listen the tape again and check your answers to remember the information

Notes:

Correct what’s wrong

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- Ask students to read the missing words and guess - Open the tape first time

- Ask some students to give the answers - Open the tape second time

- Ask students to work in pair or in individual - Correct what’s wrong

Keys: house – hotel – widened – cut – car – shop – department – expensive.

3) After you listen: Work in pairs Discuss the changes in your own hometown or home village

- Ask students to work in pairs and discuss about the changes in your hometown

- Notes: Some new structures: used to + infinitive, (there is/are used to, there used to be, there didn’t use to be) have/has done …

- Read the missing words and guess them - Listen and fill in the missing words - Show your answers first time - Listen to the tape again

- Work in individual or in work pairs - Write or speak your answers on the board

3) After you listen: Work in pairs Discuss the changes in your own hometown or home village

- Work in pairs and discuss about the changes

- Note some new structures in the lesson when you use them

V HOMEWORK

 Write a story about changes in your hometown the passage has 50 – 100 words           

Week 16 Period 45. UNIT EIGHT: THE STORY OF MY VILLAGE D WRITING

I OBJECTS

Aims:  After finishing the lesson, students can understand and write a giving direction and enclose the map. II LANGUAGE CONTENTS

1 Vocabulary:

 Turn right/left – come out of the – go over – the first turning on the left/right – walk past – go straight – enclose – come to the

2 Grammar:

 Using “the direct speech – conditional sentence type – if and when” 3 Skills:

 Improve writing skill and through writing about giving directions according to the map III TEACHING AIDS

IV TEACHING STEPS

- Ask students close the books and answer the questions

1) What’s your address? 2) Where you live?

3) Do you know the place where she lives? Do you know how to get there?

Guide to the new lesson II TODAY’S LESSON (41’)

I WARMER (2’)

- Students close the books and answer some questions

1) I live at Hoang Dieu street. 2) It is in Buon Ma Thuot City. 3) Yes, I know it.

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1) WRITING: GIVING DIRECTIONS:

a) Task 1: Jim has decided to come to Ann’s place for his holiday Ann writes him a letter directions to her house Work in pairs Read the letter and look at the map Find Ann’s house on the map

- Introduce the events

- Ask students to read the letter quickly

- Explain some new words: Come out of – turn right/left

Keep walking – go over – walk past – take the first/second – turning on the left – it’s the on with. - The map on the page 88 can enlarge and hang on the board

- Call some students to write answer on the board and correct what’s wrong

b) Task 2: Read the letter again Underline the words and phrases you can use to give directions Then write them down in your notebook

- Give some examples: Turn right – keep walking – walk past a small shop.

- Call some students to write answers on the board and correct what’s wrong

- Give other directions: go ahead – go along – go straight ahead – go down / up.

c) Task 3: Your house is A on the map Write a letter to Jim, telling him the way to your house from Roston Railway Station

- Ask students to work in pairs, show the way to the A on the map

- Remind the structures which they have just learnt to write the giving directions

- Go around the class and help them if necessary - Correct what’s wrong and comment

1) WRITING: GIVING DIRECTIONS:

a) Task 1: Jim has decided to come to Ann’s place for his holiday Ann writes him a letter directions to her house Work in pairs Read the letter and look at the map Find Ann’s house on the map

- Listen and note the events - Read the letter quickly

- Note the new words and work in pairs to find Ann’s house on the map

- Look at the map on the board and write a direction to show Ann’s address

- Write your answer on the board and check your answer again

b) Task 2: Read the letter again Underline the words and phrases you can use to give directions Then write them down in your notebook

- Read and find some words which show the roads to go Ann’s house

- Two students write answers on the board and check again

c) Task 3: Your house is A on the map Write a letter to Jim, telling him the way to your house from Roston Railway Station

- Work in pairs Give the way from the station to the A on the map

- Using the structures to write the giving directions to go to your house

- Write the answer on the board - Check your answers again V HOMEWORK

 Write a letter to invite friends to go to your house from the bus station it is about 50 – 100 words           

Week 16 Period 46 + 47 UNIT EIGHT: THE STORY OF MY VILLAGE E LANGUAGE FOCUS

I OBJECTS

Aims:  After finishing the lesson, students can pronunciation three vowels /au/, and /ou/ Study the reported

speech, conditional sentence type and using the ‘if and when’ II LANGUAGE CONTENTS

1 Vocabulary:

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 Using “Study the reported speech, conditional sentence type and using the if and when” 3 Skills:

 Improve the pronunciation and using the reported speech, conditional sentence type and using the if and when”

IV TEACHING STEPS

Teacher’s activities and contents Students’ activities and contents I WARMER

- Ask students to close the book

- Show two word groups don’t order: Jumbled sentences.

 1) counted / coming / cows / mountain / the / Mr. Brown / down.

2) knows / Joes / Rose / phones / Sophie / Sophie / and Joe / but don’t know / knows / Rose.

Keys: 1) Mr Brown counted cows coming down the mountain.

2) Rose knows Joe phones Sophie, but Sophie and Joe don’t know Rose knows.

II PRONUNCIATION: 1) Listen and repeat: /au/ and /ou/

- Introduce these pronunciation for students

- Read these words two times and ask students to repeat

 cow – house – town – couch – how – mouse  coat – phone – bone – bowl – note – close

- Show some new words which have pronunciation /au/ and /ou/ and ask students to realize them:

a) drove love work hole b) snow low cow show c) owl loud allow flow d) foul group shout mouse 2) Practise the sentences:

- Ask students to pick out the words which have /au/ and /ou/ in each sentences

- Open the tape or read for students III GRAMMAR AND VOCABULARY: 1) Reported speech: statements:

a) Exercise 1: Report these statements, using the verbs suggested

- Ask students some questions: I can a drive a car, what about you? What can you do? And reported students’ speech He said he could swim / sing … - Note the structure: statements (reported speech): For example: ‘our lives changed a lot thanks to the knowledge our children brought home’.

I WARMER - Close the book

- Work in groups To rearrange the jumbled sentences in correcting and write your answers on the board

II PRONUNCIATION: 1) Listen and repeat: /au/ and /ou/

- Listen and note these vowels - Listen to these words and repeat

- choose the word which have different pronunciation with other words in a) – b) – c) – d)

2) Practise the sentences:

- Work in pairs Pick out the words have pronunciation /au/ and /ou/

- Listen and repeat the teacher or tape II GRAMMAR AND VOCABULARY: 1) Reported speech: statements:

a) Exercise 1:

- Two students answer the questions: I can swim / sing / play the guitar … (optional).

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 An old farmer said our lives had changed a lot thanks to the knowledge our children had bought home  Tell + person + (that) / Say + (that)

- Call some students to write the answers on the board And correct what’s wrong

b) Exercise 2: Complete the sentences, using the correct form of say, tell or talk

- Ask students to work in pairs and give the answers in front of the class

Keys: 1) told – 2) said – 3) said – 4) told - talked 2) Conditional sentence type 1:

c) Exercise 3: Look at what Ha Anh hopes will happen in the future

Make sentences, using If ………, …… will ……… Example:

 If I don’t go out much, I’ll more homework  If I more homework, I’ll ……… - Ask students some questions:

 What will you if you have a lot of money? - Review the conditional sentence type  How many clauses are there?

 What tense is used in if clause? Main clause?  What is its use?

- Ask students to write these conditional sentence type with suggested examples in the book

- Correct what’s wrong If I don’t go out much, I’ll more homework Of I more homework, I’ll pass my exams If I pass my exams, I’ll go to university If I go to university, I’ll study medicine If I study medicine, I’ll become a doctor If I become a doctor, I’ll be able to cure disease and help sick people.

d) Exercise 4: Put when or if into each gap

- Note the if or when: When we use the ‘when’ as we know things happen surely But if when the things don’t happen surely

Keys: 1) if – 2) when – 3) if – 4) if – 5) when.

 Present perfect  Past simple  Will

 Can

 Past perfect  Past perfect  Would  Could

- Some students write the answers on the board And then check your answers again

b) Exercise 2: Complete the sentences, using the correct form of say, tell or talk

- Work in pairs and show your answers in the front of the class

- Check your answers again 2) Conditional sentence type 1:

c) Exercise 3: Look at what Ha Anh hopes will happen in the future

Make sentences, using If ………, …… will ………

- Answer:

 If I have a lot of the money, I will………

- Remember the conditional sentence type again  (two: if clause and main clause)

 (Simple present / simple future)

 (The first condition is used to express a possible condition and a probable result in the future)

- Write these conditional sentences in five minutes and write on the board

d) Exercise 4: Put when or if into each gap

- Note and exercise in minutes and speak your answers in front of the class

V HOMEWORK

 Practice speaking & writing what’s have learned  Do part language focus in the workbook

          

Week 17 Period 48 TEST YOURSELF C

I OBJECTS

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

2 Grammar: 

3 Skills:

 Test yourself in 45 minutes and check yourself III TEACHING AIDS

IV TEACHING STEPS

Teacher’s activities and contents Students’ activities and contents I LISTENING: (10 minutes)

A Listen to what Sheila Brooks says about her village and decide whether the statements are true (T) or false (F)

- Ask students to read the task to understand their contents

- Open the tape two times for students - Correct what’s wrong

B Listen again and fill each blank with the word you hear

- Open the tape only one time - Correct what’s wrong

Tape script: I live in a small village called Henfield – there are about 500 people here I love it because it’s quiet and life is slow and easy You never have to queue in shops or banks The village is clean – people look after it and don’t throw their rubbish in the streets The air is also clean because there’s not much heavy traffic It’s much more friendly here than in a city Every knows everyone and if someone has a problem, there are always people who can help.

II READING: (10 minutes)

Read the passage , and then answer the questions that follow

- Ask students to read the passage and answer the questions

1 Because people can sit comfortably at home, watching TV They don’t have to go out and pay for expensive seats at the theatre or in the cinema.

2 They can see plays and films of every kind, exciting football matches, current events, the latest developments in science and politics, etc. 3 Because he has everything presented to him

while he needs to nothing. III GRAMMAR: (10 minutes)

I LISTENING:

1 Listen to what Sheila Brooks says about her village and decide whether the statements are true (T) or false (F)

- Read the task and understand their contents before listening

- Listen and the task A - Check your answers again

B Listen again and fill each blank with the word you hear

- Listen and fill each blank - Check your answers again A F – F – T – F – T

II READING: (10 minutes)

Read the passage , and then answer the questions that follow

- Read the passage and answer the questions in minutes

4. TV will dominate our lives, and we won’t have time to talk to each other and other things. 5 TV in itself is neither good nor bad It is as

good or as bad as we make it.

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Fill each blank with the correct form of a verb in the box

- Ask students to work in pairs in minutes before show in the answers

- Correct what’s wrong questions

1 have been; haven’t had – haven’t given; have paid said – had take – 5.thought; would come – 6. told; have got.

IV WRITING: (15 minutes)

Look at the map, and use the cues below to write the directions for your friend, who will come to the area by bus, to meet you at the Indian Restaurant Begin your writing with when you come out of the bus station,

- Ask students to write the directions for your friend Suggested keys:

When you come out of the bus station, turn right, and walk along King Street until you reach the traffic lights Turn left at the traffic lights into Redham Road. Go straight along the road The restaurant is on the left, after Beach Parade It’s quiet easy to find.

Fill each blank with the correct form of a verb in the box

- Work in pairs and show the answers in front of the class

IV WRITING: (15 minutes)

Look at the map, and use the cues below to write the directions for your friend, who will come to the area by bus, to meet you at the Indian Restaurant Begin your writing with when you come out of the bus station,

- Write the directions in 10 minutes and check your writing again

V HOMEWORK

 Practice speaking & writing what’s have learned  Do part language focus in the workbook

 Prepare to review from unit to unit for the examination in this first term           

Week 17 Period 49 + 50 REVIEW THE OLD UNITS

I UNIT 1:

II UNIT 2: III UNIT 3:

Week 18 ALL EXAMINATIONS OF THE FIRST TERM

          

Week 20 Period 55. UNIT NINE: UNDERSEA WORLD

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Aims:  After finishing the lesson, students can read the text and understand it, read the text to know the information and guess meaning of words, read the text and retell the main ideas of the text And then students to know some animals and plants under sea

 Pacific – Atlantic – Indian – Antarctic – Arctic – gulf – challenge – mystery – beneath – overcome – submarine – investigate – seabed – marine – precious – starfish – shark – organism – jellyfish – oversize – contribute – biodiversity – at stake.

2 Grammar:

 Using “model verbs” and ‘conditional sentence type 3 Skills:

 Improve reading skill and reading comprehension III TEACHING AIDS

 Teaching plan, spotlight, computer, speakers, PowerPoint, textbook, workbook, reference books, cassette …

IV TEACHING STEPS

- Ask students to think some animals and write them in the papers

- Choose some words and write them on the board For examples: Shark – dolphin – whale And write the title on the board.

a) Work with a partner Look at the map and give the Vietnamese names for the oceans on the map

- Ask students some questions when students still close the books

1) Can you name the Sea in the world?

b) Work with a partner Look at the pictures below. Can you name the sea animal in each picture? The first letter of the word has been given to help you - Write names of the sea animals: S_ _ _ J _ _ _ _ _ _ _ _ T _ _ _ _ _ S _ _ _ _

Keys: Seal – Jellyfish – Turtle – Shark.

2 While you read: Read the text and the tasks that follow

a) Task 1: The words in the box all appear in the passage Fill each blank with one of them There are more words than needed

- Ask students to open books and listen to the tape order to read the new words

- Ask students to read the passage in minutes quickly

- Ask students to find out some new words in the passage you have to remember ‘gulf – oversized –

I WARMER - Close your books

- Think and write some animals undersea that you have known

- Note and prepare the new lesson II TODAY’S LESSON (41’) A READING

1 Before you read: Work with a partner Look at the map and give the Vietnamese names for the oceans on the map

- Answer the questions when your books are closed 1) Can speak Vietnamese ‘Thái Bình Dương …’

b) Work with a partner Look at the pictures below. Can you name the sea animal in each picture? The first letter of the word has been given to help you - Think and write the names of sea animals with first letter given

2 While you read: Read the text and the tasks that follow

a) Task 1: The words in the box all appear in the passage Fill each blank with one of them There are more words than needed

- Open your books and prepare to listen to the tape and read the new words

- Read the passage in minutes quickly

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biodiversity –challenges – investigate – tiny – samples – provide – submarine – maintained – at stake – seabed – contribute – move – independently.

- Ask students to read in scanning to find some words in the task

- Ask students to work in pairs And go around to help them if necessary

- Call some students to write your answers on the board or speak in front of the class

Keys: 1) tiny – 2) investigate – 3) gulf – 4) biodiversity – 5) samples.

b) Task 2: Read the passage again and then answer the following questions

- Ask students to read the questions before read the passage again Help them the new words if having - Call some students to write their answers on the board

- Call some students to comment that answers on the board

Keys:

1) the earth is covered 75% by ocean and seas.

2) By using more sophisticated (kỹ thuật) tools. 3) To investigate the seabed and bring samples of

the marine life back to the surface for study. 4) Produce a wide range of information, including

water temperature, depth and the undersea populations.

3 After you read: Work in pairs Complete the summary of the reading passage by filling each blank with a word or phrase given in the box below

- Ask students to read the passage again and complete each blank in groups or in pairs

- Guide students to this exercise and help them if necessary

- Call some students to give their answers on the board or speak in front of the class

Keys: 1) three-quarters, 2) mysterious, 3) modern, 4) discoveries, 5) plants and animals, 6) huge, 7) biodiversity, 8) closely connected.

- Read the passage quickly and find words in the passage

- Work in pairs and complete this exercise in minutes

- Some students write or speak your answers in front of the class And check your answers again

b) Task 2: Read the passage again and then answer the following questions

- Read the passage and work in pairs to find information in the passage in minutes

- Write your answers on the board and check them again

- Some other students comment the answers on the board Correct what is wrong again

5) Group 1: live on or depend on the bottom like the starfish.

Group 2: Swimming animals such as fishes and sharks.

Group 3: Tiny organisms that are carried along by the currents like the jellyfish.

6) If the sea biodiversity was not maintained, the marine life would be at stake.

3 After you read: Work in pairs Complete the summary of the reading passage by filling each blank with a word or phrase given in the box below

- Work in groups or in pairs to complete the each blank of the summary of the passage

- listen and note before to this exercise

- Write on the board or speak your answers in front of the class After thar correct what is wrong

V HOMEWORK

 Practice speaking & writing what’s have learned

 Read the passage again and exercises in the page 49  Prepare the next lesson

          

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Aims:  After finishing the lesson, students can speak about protection of the environment and using some words of the environment protection

 dustbin – sparingly – endanger – species – dispose of sth – herbicide – pesticide – fertilizer – release – tanker occur – offer – solution – rubbish.

2 Grammar:

 Using “model verbs” and ‘conditional sentence type 3 Skills:

 Improve speak about the protection of environment III TEACHING AIDS

IV TEACHING STEPS

- Give some new words for students to listen and repeat them

- Ask students some questions:

What would you …? Would you mind telling me …? II TODAY’S LESSON (41’)

B SPEAKING

a Task 1: Below are some actions that should be taken to protect our oceans Work in pairs Put the actions in the order of importance and then say what we should or should not

- Explain the requirements of the task and some new words dustbin (n): thùng rác – sparingly (adv): tiết kiệm – endanger (v): gay nguy hiểm – herbicide (n): thuốc diệt cỏ – pesticide (n): thuốc trừ sâu – fertilizer (n); phân bón – release (v): phóng thích – rubbish (n)

- Show the new structure: S + should + V1 + … - Ask students some questions:

1) In your opinion, which action should you to protect oceans at first?

2) Which action shouldn’t you do?

- Ask students to speak their opinions in front of the class and explain

- Show the way of using ‘Should and should not’  What think of using herbicides  How you feel about being a smart shopper  What’s your opinion of fishing for species b Task 2: Work in groups Below are some threats to the health of the oceans Discuss the consequences that might occur and offer some possible solutions

I WARMER

- Close your books and note

- Write, listen and repeat the new words according to the teacher

- Answer the questions of the teacher:

Place (Put) rubbish in dustbins Place (Put) plastic bags in proper dustbins.

a Task 1: Below are some actions that should be taken to protect our oceans Work in pairs Put the actions in the order of importance and then say what we should or should not

- Note and prepare to the task

- Remember and practice this structure - Answer the teacher’s questions:

1) We should place the plastic bags in proper dustbins.

2) We shouldn’t use the water wastefully.

- Can speak: I think that action (f) is th most important because if we learn all we can know about the oceans we will understand their values and try to protect them. - Note and work in pairs

 Well, I think

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- Ask students to read the sentences quickly

- Some new word: occur (v): xẩy ra, xuất – tanker (n): tàu chở dầu – explosive (n): thuốc nổ – spill (v): đổ ra.

- Call some students to speak in front of the class Suggested keys:

Threats Consequences Solutions

1 Beaches filled

with plastic bags - Polluted water - Place plastic bags inproper dustbins Whales hunted

for food - Extinct, disappear - Don’t let people sellwhale products Explosives used

to catch fish - A lot of fishdied - be banned Oil spilled from

the tankers

- polluted water - punish captain Pesticides

blown off the fields into the sea

- polluted water - Clean up the water before running into the sea

c Task 3: Report to the class things that your group has discussed

- Ask students to work in groups to give opinions to protect the oceans

- Call some representatives of groups to speak in front the class

- Correct what is wrong

- Discuss the consequences and offer some possible solutions in groups

- Two students speak their discussion in front of the class Can give some causes, consequences, after that give some solutions

c Task 3: Report to the class things that your group has discussed

- Work in groups to discuss protection of the oceans - Some representatives of groups speak in front the class

- Check your speaking again V HOMEWORK

 Practice speaking & writing protection of environment  Do exercise in the workbooks

          

Aims:  After finishing the lesson, students can listen to the tape to choose True or False, understand the contents of the listening, to answer the questions

 mammal – krill – migrate – conservations - whaling 2 Grammar:

 Using “model verbs” and conditional sentence type 3 Skills:

 Developing listening skill and listening to understand and choose the True or False III TEACHING AIDS

IV TEACHING STEPS

- Ask students to give some actions to protect the

I WARMER - Close your book

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environment and check their answers II TODAY’S LESSON (41’)

C LSITENING 1 Before you listen:

a) Work with a partner Discuss the following questions

1) Do you think whales are fish? Why (not)? 2) Why people keep hunting whales? b) Listen and repeat

- Introduce some new words in the listening

Mammal – blue whale – Atlantic – Pacific – krill – whaling – migrate – conservation.

a Task 1: Listen to some information about whales and decide whether the following statements are true (T) or false (F)

- Ask students to read five sentences before listening and underline main words

- Go around and help them id necessary

- Ask students read these sentences and check new words that will appear in the listening

- Open the tape second times

- Ask students to work in individual and give answers - Call some students speak their answers in front of the class

Keys: 1.F – 2.T – 3.T – 4.F – 5.T

b Task 2: Listen again and then answer the following questions

- Ask students to read six sentences before listening and underline main words

- Give some suggestion:  The length and weight

 Why to feed in the cold oceans  What – good feeding grounds

 What – main reason – decrease whale population  What – groups asked to

 What happen – didn’t take any measures to protect - Open the tape second times

- Call some students to give answers in front of the class and correct what is wrong

Keys:

1) Blue whale grows to 30 meters in length & over 200 tons in weight.

2) Because there is many krill.

3) Cold water in the North & South Atlantic / P. 4) Heavy hunting is the main reason.

environment

II TODAY’S LESSON (41’) C LSITENING

a) Work with a partner Discuss the following questions

1) Whales are not fish because they raises their young on milk.

2) Because they want to catch whales for food, oil, leather and other products.

b) Listen and repeat

- Note some new words that you have to listen to in the tape But you can read before listening

a Task 1: Listen to some information about whales and decide whether the following statements are true (T) or false (F)

- Read five sentences and underline main word before listening

- Read in individual in minutes

- Check the new words in these sentences - Listen to the tape in second times

- Do the task in individual after give your answers - Five students give answers in front of the class b Task 2: Listen again and then answer the following questions

- Read six sentences and underline main word before listening

- Listen and answer the questions

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5) To stop most whaling.

6) Whales would disappear forever.

3 After you listen: Work in groups Talk about whales, using the following cues

 their length and weight

 their feeding grounds and food  the reasons for protecting whales

- Ask students to work in groups to speak about some information for the whales

3 After you listen: Work in groups Talk about whales, using the following cues

 their length and weight

 their feeding grounds and food  the reasons for protecting whales

- Speak about the information of whales in groups and speak in front of the class

V HOMEWORK

 Practice speaking & writing some properties of whales  Do exercise in the workbooks

          

Aims:  After finishing the lesson, students can show the information and show them from the table to become a paragraph

 sperm – carnivore – squid – calf – gestation – brain – accidental – entrapment – net – due to – range – concer.

2 Grammar:

 Using “model verbs” and ‘conditional sentence type 2’ 3 Skills:

 Writing information in the table and write a paragraph III TEACHING AIDS

IV TEACHING STEPS

- Ask some students to show general features of whale

- Introduce the new lesson: Interpreting facts and figures

D WRITING: Describing information from a table

a Task 1: Work in pairs Read the description of the sperm whale and then complete the table that follows

- Ask students to read the passage in minutes - Explain some new words: carnivore (n): animals eat meat – squid (n): mực ống / gestation (n): thai nghén / calf (n): cá / accidental (a): ngẫu nhiên,

I WARMER

- Close your the book

- Two students speak about the general features of whale in front of the class

D WRITING: Describing information from a table a Task 1: Work in pairs Read the description of the sperm whale and then complete the table that follows - Read the passage about the sperm whale in ms - Note some new words in the passage

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tình cờ / entrapment (n): việc đánh bẫy / net (n): lưới. - Ask students to read the information in the table - Ask students to read the passage again

- Call some students to write your answers on the board

- Give some questions:

 Where are sperm whales? Where can sperm whales be found? Which oceans they prefer?  Would you tell me the length and the weight of a male and female whale?

 In your minh, whales are fish?

 How long is a gestation period? How about offspring?

 How long / How many years / can whales be?  What are special features of sperm whales?

 What are some stricks that people play on whales? Why should people be concerned about endangered whales?

- Check students’ answers

b Task 2: The table on the next page gives some information about the dolphin Write a paragraph that describes the facts and figures provided in the table

- Ask students to read the information in the table carefully and read the passage in the task again - Go around the class and help them if necessary Example: Dolphin are not fish They are mammals that live in the water Dolphin are among the most intelligent animals on earth Although they can be found in all oceans in the world, dolphin prefer coastal water and bays The size of dolphin vary greatly The smallest dolphin is just about 50kg in weight and 1.2 meters in length while the largest one can weight up to 8.200kg and is 10 meters long. Dolphin are carnivores and they eat mainly fish A female dolphin gives birth to one calf every two years after a gestation period of eleven to twelve months A dolphin can normally live from 25 to 65 years and some species of dolphin can even live longer Dolphin populations are at risk due to the pollution of their habitat and accidental entrapment in fishing nets

- Read the passage again and complete the table - Write your answers on the board

- Answer the questions in your English, not Vietnamese

Range & habitat

All oceans, prefer waters with high squid populations

Size 17m, 54.000kg (M) – 12m, 17.000kg (F) Feeding

habits

Carnivore: eat mainly squid, eat up to 1.500kg a day

Offspring Give birth to one calf every 5-7, gestation period 14 – 19 months Life span Up to 60 – 70 years

Special

features Biggest animals that have teeth,largest brain of all mammals Conservasion

concerns At risk due to hunting & accidentalfishing net entrapment - Correct what’s wrong

b Task 2: The table on the next page gives some information about the dolphin Write a paragraph that describes the facts and figures provided in the table - Read the informtion in the table carefully and read the passage in the task again

- Work in pairs or groups in 10 minutes to write the P

V HOMEWORK

 Write a paragraph about the whale or dolphin  Do exercise in the workbooks

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Aims:  After finishing the lesson, students can pronounce the /iə/ - /eə/ - /uə/ II LANGUAGE CONTENTS

1 Vocabulary:

 in previous periods 2 Grammar:

 Using “model verbs” and ‘conditional sentence type 2’ 3 Skills:

 Review some pronunciations, grammar and vocabulary III TEACHING AIDS

IV TEACHING STEPS

Teacher’s activities and contents Students’ activities and contents I TODAY’S LESSON (41’)

1 Pronunciation:

a Listen and repeat: /iə/ - /eə/ - /uə/ - Open the tape two times

- Open the tape and ask students to repeat the tape - Open the tape last times

- Ask students to close the book and open the tape again

b Practise these sentences:

- Open the tape first time and ask students to repeat - Ask students to practice these sentences in minutes

- Call some students to read these sentences again 2 Grammar and vocabulary:

a Should:  Exercise 1:

- Ask students to read the example

- Explain the using of the Should / Shouldn’t

- Go around to help them if necessary and correct what’s wrong

Keys:

1) She should go away for a few days. 2) You should look for another job. 3) He shouldn’t go to bed so late.

 Exercise 2: Read the situations and write sentences with I think / I don’t think … should …

- Ask students to read the example carefully

- Explain new structures for students I don’t think…  Example: “ I think they shouldn’t get married” but you should speak “I don’t think they should get married” And ask students to work in groups - Suggested questions: What think of “smoking in restaurant / going out this evening / making too many mistakes.

b Conditional sentence type 2:

I TODAY’S LESSON (41’) 1 Pronunciation:

a Listen and repeat: /iə/ - /eə/ - /uə/ - Listen and note the pronunciate - Listen and repeat the tape

- Listen and check your pronunciation again - Close your book and listen again

- Listen and repeat these sentences first time

- Practice these sentences with your partner in minutes

- Six students read these sentences and check again 2 Grammar and vocabulary:

a Should:  Exercise 1:

- Read the example carefully - Work in pairs about this exercise

- Some students write the answers on the board 4) You should take a photograph.

5) She shouldn’t use her car so much. 6) He should put some pictures on the wall.

 Exercise 2: Read the situations and write sentences with I think / I don’t think … should …

- Read the example before doing this exercise - Note the new structures

 Work in pairs this exercise in minutes Keys:

2) I think smoking should be banned, especial in restaurants.

3) You say to me I don’t think you should go out this evening.

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 Exercise 3: Put the verbs into the correct form - Ask some students to remember conditional sentence before explaining the conditional sentence type 2: Untrue in the present and in the future

New structure: If + s + V2  S + would +V1

Example: if I had 100.000 USD, I would buy a modest car.

Keys:

3) If I had been offered the job, I think would take it. 4) I’m sure Amy will lend you the money; I’d be very surprised if she refused.

5) If I sold may car, I would not get much money for it.

6) A lot of people would be out of work if the factory closed down.

7) What would happen if I pressed that red button? 8) Liz gave me this ring; she would be very upset if I lost it.

 More exercise:

- Give some events to students to them 1) You don’t have a car, you don’t drive to work. 

2) The weather is good; we have lunch outside. 

3) You don’t have time; you don’t come to see me. 

 Exercise 3: Put the verbs into the correct form

- Three students answer the conditional sentence type, which they have learnt in the second school

- Work in pairs, and give your answers in front of the class After that correct what’s wrong

9) Mark and carol are expecting us They would be disappointed if we did not come.

10) Would Tim mind if I borrowed his bicycle without asking him?

11) If somebody walked in here with a gun, I’d be very frightened.

12) I’m sure Sue would understand if you explained the situation to her.

V HOMEWORK

 Write the conditional sentence type 2, sentences in conditional sentences type two  Do exercise in the workbooks

          

Week 21 Period 60. UNIT TEN: CONSERVATION

Aims:  After finishing the lesson, students can read the passage to understand contents of the text, answer the questions when they read, summarize the passage after reading

 Cancer – disease – eliminate – destruction – hydroelectric – circulation – soil – run-off – defense 2 Grammar:

 Using “the passive voice” 3 Skills:

 Read the passage and understand contents III TEACHING AIDS

IV TEACHING STEPS

Teacher’s activities and contents Students’ activities and contents

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- Ask students to close the book And introduce the situations: Brainstorm: Put the suitable words into the empty boxes!

- Give the keys for students: What are some global problems? (the extinction of plants and animals, pollution, floods, forest fire) – What need we to solve these problems? (planting trees, preventing global warning, conservation) -

II TODAY’S LESSON (41’) A READING:

a Look at the pictures, and then answer the questions: 1) Have you ever visited a zoo or a forest?

2) What animals are you interested in? Why? 3) Do we need to protect animals and forests? - Ask students some questions:

1) What cause some plants and animals to become extinct? 2) How they are protected and saved?

2 While you read:

 Read the paragraphs, and then the tasks that follow

a Task 1: Match the word in A with a suitable definition in B

- Ask students to open the book and guide them to work this task

- Ask students to read the information before students work in pairs

- Go around and help them if necessary And help students to guess the new words in the text

- Call students to write their answers on the board - Correct what’s wrong after checking

Keys: 1.c – a – d – b

b Task 2: Decide whether the following statements are true (T) or false (F)

- Ask students to read these sentences before choosing T or F

- Call some students to give answers in front of the

- Close the book And Put the suitable words into the empty boxes!

- Note the new topic in the next lesson: conservation - Answer the questions: What is conservation? – Conservation is the protection of natural things, such as plants and animals / Do we need to protect plants and animals? Why or why not?

II TODAY’S LESSON (41’) A READING:

a Look at the pictures, and then answer the questions: 1) I have ever visited any zoo or forest.

2) I like elephant best, because it is very lovely. 3) Yes, we should protect animals and forest. - Answer the questions:

1) Killing wild animals, destroying forests.

2) Keeping wild animals and plants in natural environment.

 Read the paragraphs, and then the tasks that follow

a Task 1: Match the word in A with a suitable definition in B

- Open the book and the task

- Read the information before you the task in pairs in minutes

- Note and read the passage to pick out main idea for the task

- Four students write the answers on the board - Check your answers and correct what’s wrong b Task 2: Decide whether the following statements are true (T) or false (F)

- Read these sentences to understand its requirements in the task through the paragraphs

- discuss in pairs and show answers in front of the

Environment al problems

Fores t fire ?

The extinction

of plants and animals

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class And keys: 1.T – 2.T – 3.T – 4.T – 5.F – 6.F c Task 3: Choose the most suitable main idea for each paragraph

- Ask students to read the paragraphs again to choose the most suitable idea for them

- Can explain some main sentences, which have in the paragraphs

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

Keys: 3.A – 4.B – 2.C

3 After you read: Answer the following questions. - Ask students to work in groups to answer the questions 1, 2,

- Go around and help them if necessary

- Call some students to write answers on the board Keys:

1) The loss of much forests is destroying the earths. 2) Man and most animals need constant supply of water to live Farmers need water for their crops. 3) We should stop polluting rivers and seas and stop the disappearance of plants and animals.

class

c Task 3: Choose the most suitable main idea for each paragraph

- Read the paragraphs again to choose the most suitable idea for them in minutes

- Listen and note about each main sentences in the paragraphs

- Three students speak their answers in front of the class and check your answers

3 After you read: Answer the following questions. - Work in groups to answer the questions in the page 106 in your book

- Discuss the questions before answering

- Three students write the answers on the board

V HOMEWORK

 Write the conditional sentence type 2, sentences in conditional sentences type two  Do exercise in the workbooks

          

Aims:  After finishing the lesson, students can speak about protection of endangered species in the natural environment and in zoos of the new kind

 Sensitive – image – imprison – reconstruct – breed – reintroducing – gorillas – injured – keeper 2 Grammar:

 Read the paragraphs and speak about protection of the endangered species in the world III TEACHING AIDS

IV TEACHING STEPS

- Ask students to close the book And give students handout to this exercise

Farm animals Wild & zoo animals Pets

I WARMER

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Horse – elephant – monkey – sheep – pig – hen – tiger giraffe – snake – lion – gorilla – cat – parrot – tortoise – panda – wolf – wild boar – deer – bear – dog.

1) Have you ever seen the zoo? 2) What animals can you see in the zoo and in the wild? 3) What are opened for? 4) What animals are in danger?

II TODAY’S LESSON (41’) B SPEAKING:

a Task 1: work in pairs Read the paragraphs and answer the questions

- Ask students to open the book and read the paragraphs before answering the questions

1) For what purpose are zoos of the new kind opened? 2) What are their main features?

b Task 2: Put a tick () in the right box to show your agreement or disagreement Then share your ideas with a partner

- Ask students to read the requirements in the task - Call some students to speak answers in front of the class

A B

1) Animals may suffer from dangerous diseases 2) Animals may what they want to.

3) Animals may develop 4) Animals may feel happier.

1) I am afraid that I can’t agree with you. 2) Yes, that’s right 3) I can’t agree with you 4) Yes, I believe so.

c Task 3: Work in groups Discuss the advantages and disadvantages of zoos of the new kind Use the cues below

- Ask students to read the sentences in the task

Advantages Disadvantages

- The conditions the animals are in.

- The animals that people can visit.

- The money spent on reconstructions of the animals natural environment.

- The dangers that the keepers may have.

- Call some pairs to speak in front of the class and give them marks

d Task 4: Make group reports, sharing your views with the rest of the class

- Ask students to work in groups and after that report in front of the class

answers again

- Answer the questions:

1) – 2) – 3) – 4) According to students’ answers II TODAY’S LESSON (41’)

B SPEAKING:

a Task 1: work in pairs Read the paragraphs and answer the questions

- Read the paragraphs to find ideas for questions And work in pairs in minutes

1) To help endangered species can develop.

2) The animals are not kept in cages They live in the natural environment.

b Task 2: Put a tick () in the right box to show your agreement or disagreement Then share your ideas with a partner

- Read the requirements in the task in minutes - Some students speak answers in front of the class See the table and choose suitable for each answers in A with in B

c Task 3: Work in groups Discuss the advantages and disadvantages of zoos of the new kind Use the cues below

- Read the sentences in the task and discuss about advantages and disadvantages of the new zoos

- Show the your discussion in front of the class and check your discussion again However, students give some another advantages and disadvantages

- I think you zoos of the new kind are very food for animals.

- Two pairs speak their discussion in front of the class d Task 4: Make group reports, sharing your views with the rest of the class

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V HOMEWORK

 Write a paragraph about the zoos of the new kind  Do exercise in the workbooks

          

Aims:  After finishing the lesson, students can listen to about forest fire and to protection the forest in your country now

 forest – forester – campfire – destroy – valuable – awful 2 Grammar:

 Listen to the forest fire and understand the forest fire to protect forest III TEACHING AIDS

IV TEACHING STEPS

- Give some forest fire and ask students some questions about them

1) What you see in the pictures? And show your ideas in front of the class?

a Task 1: Listen and number the events in the order you hear

- Explain the requirement for students

I WARMER - Close your book

- Look at the pictures and answer the questions about them

And then compare with forests which are natural environment

1) Speak about the pictures in front of the ideas when you see the pictures.

a Task 1: Listen and number the events in the order you hear

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- Ask students to read the sentences in the task - Open the cassette two times and stop the tape, and then check students’ answers

- Open the cassette more time to correct what’s wrong Keys: – – – – 4.

b Task 2: listen again, and decide whether the following statements are true (T) or false (F)

- Ask students to read the task before choose true or false

- Call some students to give answers on the board - Correct what’s wrong for students

Keys: 1.F – 2.F – 3.T – 4.T -5.F

c Task 3: listen again, and tick () the sentences you hear

- Ask students to read the sentences before answer - Explain the difference between sentence a) and b) - Open the cassette two times and check students’ answers in front of the class

Keys: 1.a – 2.b – 3.a

- Read the sentences in the task before you listen - Listen to the tape two times and show your answers in front of the class

- Listen again and check your answers

b Task 2: listen again, and decide whether the following statements are true (T) or false (F)

- Read the task before you answer in front of the class

- Five students show answers on the board - Check your answers again

c Task 3: listen again, and tick () the sentences you hear

- Read the task before listen again to answer - Notice before you listen again

- Listen the tape and give your answers in front of the class, and correct what’s wrong

V HOMEWORK

 Write things you remember about the forest fire  Do exercise in the workbooks

          

Week 22 Period 63. UNIT 10: CONSERVATION

Aims:  After finishing the lesson, students can write an invitation letters with provided information. II LANGUAGE CONTENTS

1 Vocabulary:

 invite – invitation – chicken soup – trip – afterward – preparation 2 Grammar:

 improve the writing skill about the invitation letters III TEACHING AIDS

IV TEACHING STEPS

- Give some words which can make a suitable sentence

 a / dinner / evening / for / go / like / out / this / to / you / would?

- Ask students about aim of this sentence - Ask students more questions:

1) Have you written a letter of invitation? On which

- Work in pairs to make a sentence completely

 “Would you like to go out this evening for dinner?” - Answer the question of the teacher

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occasion?

2) What you often write in a letter of invitation? 3) What are some expressions you write in an invitation letter?

D WRITING: A LETTER OF INVITATION

a Task 1: write out the sentences by matching the first half in A with the most suitable half in B

- Ask students to open the book and explain the task - Ask students to work in pairs in minutes and go around to help them if necessary

- Call some students to show the keys in front of the class

Keys: 1.c – 2.f,h – 3.a – 4.g,d – 5.h,f – 6.d,g – 7.e – 8.b b Task 2: Fill each blank in these invitation letters with a suitable expression provided in Task

- Ask students to read the exercises and underline new words

- Ask students to work in pairs and compare with your partners

- Call some students to give the answers in front of the class and correct what’s wrong

Keys:

1) Are you free / would you like

2) Would you like / How about / Are you free to go 3) Can you; why don’t we / shall we

c Task 3: Nam invites his friend – Lam, who is now living in a different town, to spend a weekend with him Help Nam to write a letter, using the cues below - Ask students to read the missing letter carefully And go around to help students if necessary

- Note some adverbs in the letter: since – now - soon Dear Lam,

We haven’t met since you moved. I miss you a lot.

We are both having some days-off between the two terms soon If you haven’t made any other plans, why don’t we spend a weekend together? Do you feel like visiting the forest near my grandparents’ house again. It looks quite different now because very many young trees have been planted at the Tree-Planting Festivals. Do come if you find it possible and I’ll make all the preparations

Please give my love to your parents. Your friend,

Nam.

everybody.

2) According to the students 3) According to the students II TODAY’S LESSON (41’)

D WRITING: A LETTER OF INVITATION

a Task 1: write out the sentences by matching the first half in A with the most suitable half in B

- Open your book and note the task

- Work in pairs and the task in minutes

- Four students write the answers on the board and check your answers

b Task 2: Fill each blank in these invitation letters with a suitable expression provided in Task

- Read the task and underline new word in the exercise if having

- Work in pairs and compare your answers with your partners

- Three students give answers in front of the class and check again

c Task 3: Nam invites his friend – Lam, who is now living in a different town, to spend a weekend with him Help Nam to write a letter, using the cues below - Read the missing letter in work groups carefully and complete the Nam’s letter

- Two students write the completed letter on the board and check again

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 Write a letter of invitation at your home  Do exercise in the workbooks

          

Week 23 Period 64. UNIT 10: CONSERVATION

Aims:  After finishing the lesson, students can pronounce two consonants /b/ and /p/, and remind the “passive voice”.

II LANGUAGE CONTENTS

1 Vocabulary:  Bee – cab – ban – cap – pan – puppy – carpet. 2 Grammar:  Use “the passive voice”.

3 Skills:  Review some structures of grammar. III TEACHING AIDS

IV TEACHING STEPS

- Write the missed sentences and ask students to do, then speak these sentences

Example:

1) back / bed / brought/big/ breakfast/Bernie/to/a/ the// 2) put / purple / pool / the / paint / in / Pat//

- Call some students to read these sentences II TODAY’S LESSON (41’)

E LANGUAG FOCUS: a Pronunciation:

1 Listen and repeat: /b/ and /p/

- Open the cassette first time and ask students to note - Open the cassette some times

- Call some students to read these words 2 practice these sentences:

- Open the tape some times for students

- Call some students to read these sentences in front of the class

b Grammar:

1 The passive voice:

- Ask students to work in pairs or groups to write some passive voice about the cat and mouse

 Exercise 1: Choose the right form of the future looks bad

- Explain the exercise for students

- Work in pairs to complete these sentences and read these sentences in front of the class

 Bernie brought a big breakfast back to the bed  Pat put purple paint in the pool

- Two students read these sentences II TODAY’S LESSON (41’)

E LANGUAG FOCUS: a Pronunciation:

1 Listen and repeat: /b/ and /p/

- Listen to the cassette first time and note /b/ - /p/ - Listen and repeat the cassette

- Four students read these words in front of the class 2 practice these sentences:

- Listen and read again to work in pairs

- Four students read these sentences in front of the class

b Grammar:

1 The passive voice:

- Look at the pictures about the cat and the mouse after that write some passive voice sentences in your groups And write your answers on the board Check your answers again

* The cat is going to catch the mousse – The mouse are going to be caught by the cat.

 Exercise 1: Choose the right form of the future looks bad

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- Ask students to read the exercise and it - Call some students to write answers on the board - Correct what’s wrong for students

Keys: 1) were reported – 2) grow – 3) be spoken – 4) am not invited – 5) are being built.

 Exercise 2: Put the verbs in brackets in the correct form

- Explain the exercise for students before doing - Ask students to work in individual before work with your partner

- Call some students to show your answers and correct what’s wrong

Keys:

1) Came; had started / had been started; were 2) Is standing; is being photographed

3) Have … been told 4) Was being laid; decided 5) Will … be planted

 Exercise 3: Fill each blank with the correct form of a verb in the box

- Explain the exercise and ask students to individual before write your answers on the board - Call some students to write answers on the board - Correct what’s wrong for students

Keys: 1) was organized – 2) arrived – 3) were met – 4) taken – 5) had been cleaned – 6) (had been) put – 7) was – 8) prepared – 9)) made – 10) were served.

- Read and exercise in individual

- Three students write the answers on the board - Check your answers again

 Exercise 2: Put the verbs in brackets in the correct form

- Listen and note requirement of the exercise

- Work in individual before compare with your partner

- Five students give their answers in front of the class and check your answers

 Exercise 3: Fill each blank with the correct form of a verb in the box

- Work this exercise individual before write on the board

- Three students write answers on the board - Check your answers again

V HOMEWORK

 Remember passive voice and tense of the verbs  Do exercise in the workbooks

          

Week 23 Period 65. UNIT 11: NATIONAL PARKS

Aims:  After finishing the lesson, students can know national parks in the world, animals, plants and things in the national forest / parks Advantages of national forest and protect them

 Contain – square – surprise – recognize – survival – orphan – abandon – tropical – habit – nearby – contamination – toxic.

2 Grammar:

 Use “conditional sentence type 3” 3 Skills:

 Read to guess meaning of the words according to context, answer the questions, understand contents of the text

(96)

IV TEACHING STEPS

- Show some pictures and ask students: 1) What can you see in the pictures?

2) Where can they live together? In the mountain or in the national park?

Introduce the new lesson for students: UNIT 11. NATIONAL PARKS.

II TODAY’S LESSON (41’) 1 Before you read:

a Work with a partner Answer the following questions

1) You can name some national parks in Vietnam you hear about or know?

2) Can you name some of th national parks in Vietnam and in the world.

3) What trees and animals can you see in a national P? 2 While you read: Read the passage, and then the tasks that follow

a Task 1.

- Ask students to find the words in the passages that best suit each of the following definition

- Go around to help them if necessary about the new words

- Call some students to give answers in front of the class

- Look at the pictures and answer the questions: 1) We/I can see trees, rivers, plants, animals, mountans, and maps.

2) They coexist (live together) in the national park

There are some inational parks in the world can you see them Which national parks you have seen Can you call their names.

a Work with a partner Answer the following questions

1) Cuc Phuong, Cat Tien, Cat Ba, U Minh, Bach Ma 2) Cat Tien is located in my province.

3) I can see trees and animals in the national parks. 2 While you read: Read the passage, and then the tasks that follow

a Task 1.

- Work in pairs To find the words in the passages that best suit each of the following definition

- Read and find the words in the passages that best suit each of following definition in minutes

(97)

Keys: establish – contain – species – 4. survival

5 sub-tropical – contamination.

 More exercise:Choose the right of the words in the Task

1) The kinh of plant grows well in weather. 2) the development of wildlife habitat reserves is necessary for the of wide range of .

3) Whisky a large percentage of alcohol. 4) They have national parks to protect endangered animals.

5) The of the water supply causes to disasters.

Keys: sub-tropical – survival/species – 3. contains

4 established – contamination.

b Task Answer the following questions:

- Ask students to read the questions and work in pairs - Go around and help them if necessary After that call some students to give answers on the board Keys:

1) 200 square km

2) Because the raniny season is over

3) They can learn about the habits of animals and how ones species is dependent upon another for survival. 4) In the Orphanage, orphaned and/or abandoned animals are taken care of

5) Everglades National Park is endangered because of the toxic levels of chemicals in the water

6) If more chemicals are released into the water, plants and animals will die / be killed / destroyed 3 After you read: Discuss in groups Which of the three national parks would you like to visit most? Why?

- Ask students to discuss and answer the questions: 1) Why you like to visit Cuc Phuong National Park? 2) Why government set up national parks in their country?

b Task Answer the following questions: - Read and work in pairs in minutes

- Show answers on the board and check your answers

3 After you read: Discuss in groups Which of the three national parks would you like to visit most? Why?

1) Because we can look at the 1,000-year-old-tree.

V HOMEWORK

 Remember reading and note features of the national parks  Do exercise in the workbooks

          

(98)

Aims:  After finishing the lesson, students can speak about plans to visit a place and study the conditional sentence type

 Coach – poisoning – raincoast – carsick – fine – excursion 2 Grammar:

 Speak about the plan to visit a sightseeing in the country or in the world III TEACHING AIDS

IV TEACHING STEPS

- Last year we had a camping trip at school (or a picnic with your friends / family) Tell me what you prepared for that trip? And go around helping them

II TODAY’S LESSON (41’) 1 Speaking:

a Task Combine the things in column A with the corresponding consequences in column B and say out the sentences

- Ask students to work in pairs and find out the combined sentences

- Call some students to read the key sentences in front of the class And note some new words: a fine – coach – poisoning – luggage.

Keys: 1) They went Huong pagoda by coach so most of them got carsick.

2) e – 3) h – 4) g – 5) b – 6) c – 7) a – 8) d

b Task Most of the students in Nga’s class are not happy with their excursion to Huong Pagoda Now they are talking about what they wish they had of hadn’t done

- Example:

A: I heard they went by coach so most of them got carsick.

B: If they hadn’t gone by coach, they wouldn’t have got carsick.

Or If they had gone by bikes, they wouldn’t have got

- Work in pairs and remember things you have prepared for the trip “We prepared food, drinks, tents, blankets, candles or noodles …

II TODAY’S LESSON (41’) 1 Speaking:

a Task Combine the things in column A with the corresponding consequences in column B and say out the sentences

- Work in pairs and find out the answers for each 1), 2), 3), 4), 5), 6), 7) and 8)

- Six students speak their answers in front of the class

b Task Most of the students in Nga’s class are not happy with their excursion to Huong Pagoda Now they are talking about what they wish they had of hadn’t done

(99)

carsick

- Explain the conditional sentences type for students If clause  main clause

(past perfect) (Would have +PP)  It is untrue in the past

2) A: I heard they did not bring enough food & drinks. B: If they had brought enough food & drinks, they wouldn’t have had to spent …

3) A: I heard some hadn’t had food poisoning so they couldn’t enjoy their visit.

B: If some hadn’t had food poisoning, they could have enjoyed their visit.

4) A: I heard they had no raincoat so they got wet and some had a cold.

B: If they had had raincoat, they wouldn’t have got wet and some wouldn’t have had cold.

5) ……… c Task You are Nga Work in pairs with a partner. Tell her / him about your class’ excursion to Huong Pagoda and express your regrets about what you did or didn’t during the excursion

- Ask students to speak about things you did and didn’t in the Huong Pagoda

- Ask students: Did you pass the Maths exam?

EX: What would have happened if you had tried your best in Maths exam?

- Call some students to speak in front of the class - Ask students to these exercises:

1) if we had had free time, _ 2) Would you have rewarded if _ 3) If they They couldn’t have built that school.

- Note the conditional sentence type and remember it

And speak continuously with your friends

c Task You are Nga Work in pairs with a partner. Tell her / him about your class’ excursion to Huong Pagoda and express your regrets about what you did or didn’t during the excursion

- Work in pairs and speak about things which did or didn’t in the Huong Pagoda

- Answer: No, I didn’t

EX: I would have got good marks … or if I hadn’t tried in Maths, I would have got bad marks.

- Four students speak in front of the class - Do these exercises at your home

V HOMEWORK

 Remember the conditional sentence type  Do exercise in the workbooks

          

Aims:  After finishing the lesson, students can listen to Cuc Phuong National Park in Viet Nam, listen to the tape in order to fill each blank and answer the questions

 Ethnic minority – flora – fauna – attack – enemy – threatened and endangered species 2 Grammar:

(100)

IV TEACHING STEPS

- Write down some names of National Parks in Viet Nam?

II TODAY’S LESSON (41’) 1 Before you listen:

a Work in groups Ask and answer the following questions:

1) Where is Cuc Phuong National Park?

2) What is the area of the rainforest in Cuc Phuong National Park?

3) When is the best time to visit Cuc Phuong N P? 4) What can be seen in Cuc Phuong National Park? New words: flora: hệ thực vật – fauna: hệ động vật – enemy: kẻ thù – attack: công – ethnic minority: dân tộc thiểu số (Mường, Meo, Eđê, Monong, Tay, Jarai, Thai are Vietnam’s ethnic minorities)

a Task Listen and fill in the missing information. - Ask students to read the five sentences before listening and give answers before

- Open the tape two times and ask students to work in pairs and go around to help them if necessary

- Call some students to check their answers again - Open the tape again and correct what’s wrong Keys: 1960 – 160 km south west of – 1000.000 visitors – 2.000-450 – Quen Voi before it made its surprise attack on Thang Long.

b Task Listen again and answer the following questions

- Ask students to read the questions before listening - Open the tape two times and ask students to find out the answers with a partner

- Ask students write the answers on the board - Correct what’s wrong

Keys:

1) It covers provinces: Ninh Binh, Hoa Binh, Thanh Hoa.

2) It is about 160 km.

3) They come there to see the work being done to protect endangered species.

4) Nguyen Hue defeated Thanh enemies in the spring of 1789.

5) They live mainly on bee keeping and farming.

- Answer: Cat Ba – Cat Tien – Cuc Phuong – Bach Ma – U Minh.

a Work in groups Ask and answer the following questions:

1) It is in the South West of Hanoi.

2) It contains over 200 quare km of rainforest. 3) Because the rainy season is over.

4) We can see many butterflies, caves hike mountains and the 1,000 year-old-trees.

a Task Listen and fill in the missing information. - Work in pairs , read the five sentences and show your answers before you listening

Ex: …in … (year) – … located … (number) – … nearby … (number) – … there are … (number) – … in … (place).

- Listen and correct what’s wrong

b Task Listen again and answer the following questions

- Read the questions carefully in minutes

- Listen again, work in pairs and find out the answers in minutes

(101)

3 After you listen: Work in groups Talk about the special features of Cuc Phuong National park

- Ask students to summarize special features of Cuc Phuong National Park in your groups

Ex:

- Cuc Phuong is the first - It covers - In 2002, nearby - There are about - Nguyen Hue army

3 After you listen: Work in groups Talk about the special features of Cuc Phuong National park

- Summarize the features of Cuc Phuong National park in minutes

V HOMEWORK

 Remember the features of the Cuc Phuong National Park  Do exercise in the workbooks

          

Aims:  After finishing the lesson, students can write about a letter of acceptance or refusal and understand. II LANGUAGE CONTENTS

1 Vocabulary:

 Acceptance – refusal – delighted to – to be afraid – regard to 2 Grammar:

 Writing a letter of acceptance and refusal III TEACHING AIDS

IV TEACHING STEPS

- Show the some envelops, tamps and ask: 1) What is that?

2) How often you write it? 3) Who you often write to? II TODAY’S LESSON (41’)

1 Write a letter of acceptance or refusal:

a Task Below are some common ways of accepting or refusing an invitation Read them, and fill each blank of the notes with a suitable expression

- Ask students to read the information before doing this task

- Ask students to work in pairs and complete the blanks

- Call some students to give answers on the board

- Answer the teacher’s questions: 1) It is a letter (or an envelope)

2) Twice a week / a month … (or sometimes) 3) I often write to my friends.

1 Write a letter of acceptance or refusal:

a Task Below are some common ways of accepting or refusing an invitation Read them, and fill each blank of the notes with a suitable expression

- Read the information of the ways of accepting or refusing an invitation

(102)

Keys:

1) I’d like to / I’d love to

2) I’m sorry I can’t because / I’d love to, but… 3) I’d be lighted to

b Task Rearrange the following sentences to make a letter accepting an invitation to spend a weekend in the country

- Ask students to read the sentences carefully and rearrange a letter accepting an invitation

- Call some students to write answers on the board and correct what’s wrong

- Keys: 1.d – e – 3.c – 4.a – 5.f – 6.b

c Task One of your friends has invitation you to go for a picnic to Cuc Phuong National Park next weekend Write a reply letter accepting or declining his / her invitation

- Ask students to work in pairs and write the letter - Go around and help them if necessary

- Keys: Dear Nam,

Thank you for your letter It’s lovely to hear that you are going to spend the next weekend in the country I would really like to come You know how much I love spending a weekend in the country after a long and hard term.

I will catch the usual train on Friday evening. Give my best regards to your parents.

Love, Liem.

your answers again

b Task Rearrange the following sentences to make a letter accepting an invitation to spend a weekend in the country

- Read the sentences carefully and rearrange the letter accepting an invitation in pairs

- Two students write the letter on the board and check again

c Task One of your friends has invitation you to go for a picnic to Cuc Phuong National Park next weekend Write a reply letter accepting or declining his / her invitation

- Work in pairs and write the letter in 10 minutes - Can ask the teacher if necessary

V HOMEWORK

 Write a letter accepting or refusing  Do exercise in the workbooks  Prepare the next lesson

          

Aims:  After finishing the lesson, students can write about a letter of acceptance or refusal and understand. II LANGUAGE CONTENTS

1 Vocabulary:

 Acceptance – refusal – delighted to – to be afraid – regard to 2 Grammar:

 Writing a letter of acceptance and refusal III TEACHING AIDS

(103)

IV TEACHING STEPS

Week 25 Period 70. TEST YOURSELF D

I OBJECTS

Aims:  After finishing the lesson, students can review all things they have learned. II LANGUAGE CONTENTS

1 Vocabulary:

 From Unit to Unit 11 2 Grammar:

 Use “conditional sentence type & 3” 3 Skills:

 Writing a letter of invitation, reading skill, listening skill and grammar skill III TEACHING AIDS

IV TEACHING STEPS

           Week 25 Period 71.

KIỂM TRA 45 PHÚT – LỚP 10 Name:

Class : 10

PART I PHONETICS (1 point).

Rearrange these words which have pronunciation –ed with /d/ and /t/ (2 points).

1 /d/: /t/:

PART II.

A: Read the passage carefully and the tasks that follow

Dolphins are not fish They are mammals that live in the water Dolphins are among the most intelligent animals on Earth Although they can be found in all oceans in the world, dolphins prefer coastal waters and bays The size of dolphins varies greatly The smallest dolphin is just about 50 kg in weigh and 1.2 metres in length Dolphins are carnivores and they eat mainly fish A female dolphin gives birth to one calf every two years after a gestation period of eleven to twelve months A dolphin can normally live from twenty-five to sixty-five years and some species of dolphin can even live longer Dolphin populations are at risk due to the pollution of their habitat and accidental entrapment in fishing nets

Task Answer the questions (2 points) Where dolphins live?

(104)

How many years can dolphins bear calves?

Why are dolphin populations in dangerous today?

What kinds of food dolphins like best?

Task Find the words or phrases in the passage that are best suits each of the following definitions (1 p) can feed children by milk

2 .is period of development of the fetus

3 .are large expanse of salt water, especially any of the Earth’s five main such areas, the Atlantic, Pacific, Indian, Arctic, and Antarctic Oceans

4 .relates to whales and an intelligent marine mammal animal they live in all oceans

B: Choose the best answer (2 points)

1 The earth’s surface is covered with oceans

A 65 percent B 75 percent C 70 percent D 80 percent Animals and plants are called _ by people

A speices B pieces C species D special

3 Every year 5,000 species of plants and animals are from the earth

A eliminated B moved C eleminated D elimenated

4 A campfire near a heap f leaves may easily cause a

A frest fire B fire forest C forest fired D forest fire

5 There’s a film on the television from 22:30 to 23:30 on Saturday to watch it? A Would you like B Do you like feel C Why don’t you D How about

6 There are new roads _ in this my Dak Lak Province A are building B are being built C is being built D is building

7 If they hadn’t brought enough food and drinks, they a lot of money eating in expensive restaurants

A Will have spent B would has spent C would have spend D would have spent Dear Lan,

Thanks for your invitation to go for a picnic to Cat Ba National Park Of course, We can see at 8:00 A.M on Saturday and we will have a very good time together

A I’m afraid I can’t go because B I’m sorry I can’t C Yes, that’s a good idea D I’d love to, but

PART IV LANGUAGE FOCUS.

Task Put the verbs in brackets below in correct tense ( point)

1 if you had worked hard, you (pass) your all examinations The rice _ (grow) in Cuu Long River Delta

3 What would happen if he (ride) motorbike fast on the streets?

4 When he came here The meeting _ (start) ten minutes He was late

Task Rewrite the following sentence with suggested information (2 points)

1 I haven’t 1,000,000 dollars, so I don’t buy a new car

 If I had My mother gives me a new bikcycle

 I am given The gorillas were very dangerous for everyone, so people couldn’t be near them

(105)

4 I’m not a bird, so I can’t fly to Buon Me Thuoät City now

 If I was

PART III WRITING (1 points).

Translate these sentences into English.

1 Nếu bạn học hành chăm bạn qua kỳ thi

2 Chiếc cầu xây dựng huyện năm

The end           

Week 25 Period 72. UNIT 12: MUSIC

Aims:  After finishing the lesson, students can understand the importance of music in the our life, realize some music and improve the reading skill

 Communicate – emotion – express – anger – feelings – dreams – integral part – convey – occasion – joyfulness – funeral – solemn – mournful – delight – imagine.

2 Grammar:

 Use “to + infinitive” and “Wh-questions” 3 Skills:

 Reading skill and then answer the questions III TEACHING AIDS

IV TEACHING STEPS

- Ask students to close the book - Show the diagram

- Ask students some questions: 1) Do you like listen to music? 2) What band you like best? 3) What singer you like best?

4) What sort of music you often listen to?

5) Can you name some singers or bands who play pop music?

Work in pairs Discuss and match each of the descriptions to a type of music

- Ask students to look at the pictures and answer 1) What kind of music does she play in the first pic?

I WARMER

- Students close the book

- Look at the diagram and speak some music

- Answer the questions 1)

2) 3) 4) 5)

a Work in pairs Discuss and match each of the descriptions to a type of music

- Look at the pictures and answer the questions 1) Folk music

(106)

2) What bands in the second picture? What kind of music they play?

3) What kind of music you think they play in the third picture?

- Ask students to rearrange type of music is suitable descriptions

- Call some students to show answers in front of the class Correct what’s wrong

Keys: 1) b – 2) e – 3) d – 4) a – 5) c 2 While you read:

a New words and task 1: communicate – emotion – express – anger – feelings – dreams – integral part – convey (truyền, chuyển) – occasion – joyfulnes – funeral – solemn – mournful – delight (laøm vui thich) – imagine.

- Read the new words some times and ask students to repeat them

- Ask students to read the passage carefully and some tasks

- Ask students to realize the word-class in the task - Go around and help them if necessary

Keys: 1) communicate – 2) lull – 3) delights – 4) integral part – 5) solemn – 6) emotion – 7) mournful b Task 2: Answer the questions:

- Ask students to read the passage again, read the questions before answer the questions

- Ask students to work in pair or in individual

- Call some students to give answers on the board and correct what’s wrong

Keys:

1) Language and music

2) It can express ideas, thoughts and feelings.

3) It adds joyfulness to the atmosphere of the festival and makes a funeral more solemn and mournful.

4) It makes people happy, excited and uplifted.

5) Because music is considered as the most popular means of entertainment.

c Task 3: Ask student to the passage again and choose the topic of the passage

A Music plays an important part in our life.

B Music makes human different from all other animals C Music is a big business.

2) The Beatles, Rock ‘n’ roll 3) Classical music

- According to suggested information and complete the gaps

- Five students give answers in front of the class and check your answers again

a New words: Write the new words and note

- Listen and repeat the teacher

- Read the passage carefully and complete the task and task

- Realize the word-class in the task before doing - Show the answers and check again

b Task 2: Answer the questions:

- Read the passage and the questions carefully, then answer the questions

- Work in pairs or individual

- Five students write answers on the board and check answers again

c Task 3: Read the passage again and choose the topic of the passage

V HOMEWORK

 Do exercise in the workbooks  Prepare the next lesson

          

(107)

I OBJECTS

Aims:  After finishing the lesson, students can speak about the kind of music they like, when they listen to music, and what kinds of bands they like best

 Cheer – song – reason – favorite – piece 2 Grammar:

 Speaking about the music and kinds of music III TEACHING AIDS

IV TEACHING STEPS

- Open the music “Show me the meaning of being lonely” of the Backstreet Boys Band And ask students some questions:

1) What song is it?

2) Do you like this boy band?

And introduce poster of Backstreet Boys Band II TODAY’S LESSON (41’)

1 Task 1: Read what Ha Anh says about music. - Read the passage some times

- Ask students to read the passage

- Ask students to play Ha Anh and Ha Anh’s friends - Note some new words: Cheer (someone) up – keep (someone) happy – have the radio on – be easy to listen.

- Call some students to answer the questions Keys:

1) She like po music.

2) Because it keeps her happy.

3) Her favourite band is Backstreet Boys. 4) She listens to music all the time.

2 Task 2: Work in groups Ask your partners questions to get information to complete the table below

- Draw the table on the board and ask some good students in the class Show some words of music: rousing – lyrical – serene – peaceful – pleasant / help (someone) forget troubles – make (someone) excited – make (someone) feel relaxed.

Partner Partner Kind of music

Reasons for listening to music Favourite band / piece of music When listen to music

I WARMER

- Students close the book - Listen and and the questions

1) 2) 3)

a Task 1: Read what Ha Anh says about music. - Listen and note the passage

- Read the passage in minutes

- Work in pairs and practice through some questions - Write the new words

- Speak the answers in front of the class and check

2 Task 2: Work in groups Ask your partners questions to get information to complete the table below

(108)

1) What kind music you like best? 2) Why you listen to music?

3) What is your favourite band / musician? 4) What is your favourite song?

5) When you listen to music?

3 Task 3: Now report what you have found out about your partners

- For example: Both B and C like classical music B likes classical music, but C prefers Jazz

- Note using the “both and ” and “but ” - Call some students to speak in front of the class II Homework:

- Ask students to write a paragraph with suggested information below: what kind of music you like best? – why you listen to music? – what is your favourite band/musician? – what is your favourite song? – when you listen to music?

3 Task 3: Now report what you have found out about your partners

- Notice the example and work in groups to speak about your partners have found out

- Some students speak in front of the class

V HOMEWORK

          

Aims:  After finishing the lesson, students can listen to Nam Cao’s review in Viet Nam, listen and answer the questions about the music

 rousing – boring – exciting – solemn – lyrical – sweet ann gentle 2 Grammar:

 Listening to Nam Cao’s music and his songs III TEACHING AIDS

IV TEACHING STEPS

- Ask students to close the book - Ask students some questions:

1) What song all students always sing on every Monday morning? When they salute the flag.

2) Do you know who the composer?

3) Do you have any information about him? 4) When were he born? Where?

5) Is he still alive? When did he died?

I WARMER

- Students close the book - Answer the questions: 1) Tien Quan Ca

2) Van Cao 3)

(109)

6) What was his first song?

7) What were some of his other songs that you know? II TODAY’S LESSON (41’)

1 Befor you listen: Work in pairs Look at the picture of Van Cao Tell each other what you know about him - Ask students to give some words which describe Van Cao’s music:

1) Who is in the picture? 2) What is he doing now?

a Which of the songs were written by Van Cao?: 1 Suoi Mo – Ha Noi Mua Thu – Tien Quan Ca – 4.Truong Ca Song Lo – Lang Toi – Tinh Ca b Listen and repeat:

- During the listening, the following words in the listening lesson, so listen and repeat:

Sweet and gentle: Folk songs are sweet and gentle but Rap and Hip Hop ones are noisily exciting.

Rousing: Mạnh mẽ, hào hứng, sơi nổi.

Exciting: Kích thích – boring: nhạt nhẽo, buồng tẻ. Lyrical: Say mê, trữ tình, bốc đồng – solemn: trang nghiêm, uy nghi, uy nghiêm.

- Open the tape or read for students the adjectives c Which of the words above can you use to describe Van Cao’s music?:

- Ask some students Sweet and gentle – rousing – exciting – lyrical – solemn.

a Task 1: Listen and then decide whether the statements are true (T) or false (F)

- Ask students to read the statements before listening - Open the tape or read the first time

- Call some students to give answers - Open the tape or read second time - Ask students to work in pairs

- Open the tape third time and ask students to correct what’s wrong

Keys:

1 F: The guest is Quang Hung

F: He likes some Vietnamese musicians T

F: It was writtien in 1944

F: He always feels proud of his country when he hear the song.

- But ask students: Why you think it’s true / false? b Task 2: Listen again and answer the questions. - Aks students to read the questions before listening - Open the first time and call some students

6) Suoi Mo

7) Truong Ca Song Lo – Lang Toi – Truong Chi – Ngay Mua.

1 Befor you listen: Work in pairs Look at the picture of Van Cao Tell each other what you know about him - work in pairs and show some words which describe about Nam Cao’s music:

1) He is Nam Cao.

2) He is listening to music.

a Which of the songs were written by Van Cao?: They are Suoi Mo, Tien Quan Ca, Truong Ca Song Lo, Lang Toi.

b Listen and repeat:

- Note, listen and repeat some adjectives in the listening lesson

- Listen and repeat again

c Which of the words above can you use to describe Van Cao’s music?:

- Answer the teacher: not “boring” 2 While you listen:

a Task 1: Listen and then decide whether the statements are true (T) or false (F)

- Read the statements in minutes before listening - Only listen to the tape

- Three students give answers in front of the class - Listen and check your answers again

- Work in pairs and check

- Listen again and correct what’s wrong

- Answer the teacher questions: Because b Task 2: Listen again and answer the questions. - Read the questions before listening the tape - Listen and show answers

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- Open the second time and call some students to write answer on the board

- Open the third time and correct what’s wrong Keys:

1) It’s “my favourite musician” 2) Tien Quan Ca

3) It’s hard and solemn, it makes him feel great and proud of his country.

3 After you listen: Work in groups Discuss Quang Hung’s ideas about Van Cao’s music Do you agree or disagree with him?

1) What does Quang Hung think about Van Cao? 2) What does Quang Hung when he listen Tien QC? 3) What does QH think about Van Cao’s other songs? About the rural life in Vietnam?

4) Do you agree or disagree with him?

- Listen again and correct

3 After you listen: Work in groups Discuss Quang Hung’s ideas about Van Cao’s music Do you agree or disagree with him?

V HOMEWORK

 Write your ideas about Van Cao’s music in 50 words  Do exercise in the workbooks

           Week 26 Period 75.

TRẢ BÀI KIIỂM TRA TIẾT

Aims:  After finishing the lesson, students can write about famous man’s profile and write about a famous American musician and a famous Vietnamese musician who is Van Cao

 profile – compose – wonderful – beat (nhịp) – mixture (sự pha trộn) – rag (mảnh vụn) – tune (sư hòa âm, giai điệu) – Anthem (bài quốc ca, ca ngợi) – appreciate (hiểu rõ giá trị, thưởng thức, cảm kích) – ragtime (nhac ractim – khôi hài, không nghiêm túc).

2 Grammar:  Use “to + infinitive” and “Wh-questions”. 3 Skills:

 Writing about a famous man’s profile in Vietnam and in the world III TEACHING AIDS

IV TEACHING STEPS

- Open Beethoven’s music and ask students:

I WARMER

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1) Who compose this music?

2) Do you know any information about him? II TODAY’S LESSON (41’)

Writing a profile

1 Task 1:Work in pairs Use the prompts below to make up complete sentences about Scott Joplin, a famous American musician

- Ask students to work in individual before work in pairs

- Give students some papers (5 groups) and ask students to write completed sentences

Keys:

1) He learned to play the guitar when he was very young.

2) He learned to play the works of composers like Bach, Beethoven, Mozart as well as to compose music.

3) He quickly became famous.

4) His tunes were wonderful mixture of classical European and African.

5) All in all, he wrote 50 piano rafs, and was called the King of Ragtime.

6) Scott Joplin died in 1917.

2 Task 2: Wrtie about the life story of Van Cao, using the prompts below

- Ask students to complete the table below:

A B

1 When was he born? Where was he born? How was his family?

4 When did he compose music?

5 When did he compose his first song? When did he compose Vietnamese national anthem Tien Quan Ca?

7 What are his artistic works? When did he die?

b g c e d h a f - Divide the class into groups and ask students to wrtie a completed passage, after hang on the board  Van Cao was born in Nam Ha in 1923, into a poor worker famil He could compose music when he was very young He composed his first song in 1939 and quickly became famous Tien Quan Ca, the Vietnamese National Anthem, was composed in 1944 His artistic works were songs, poems and paintings He died in 1995 Van Cao was known as a very talented musician and is highly appreciated by the Vietnamese people.

1) Beethoven

2) He is a deaf person

II TODAY’S LESSON (41’) Writing a profile

1 Task 1:Work in pairs Use the prompts below to make up complete sentences about Scott Joplin, a famous American musician

- Work in individual before work in pairs

- Work in groups and write answer in the papers After show on the board, check again

2 Task 2: Wrtie about the life story of Van Cao, using the prompts below

- Work in pairs and answer thequestions in olumn A a songs, poems, paintings

b 1923 c very poor d 1939

e When he was very young f 1995

g Nam Ha h 1944

- Six groups write a completed passage and hang it on the board, after check what’s wrong

V HOMEWORK

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          

Aims:  After finishing the lesson, students can spell two consonants /s/ and /z/ and review to infinitive – information questions

 prize – buzz – piece – sip – peas – zip – please 2 Grammar:

 Review old lessons which students have just learned in Unit 12 III TEACHING AIDS

IV TEACHING STEPS

- Ask students to these exercises below:

Which word has the underlined part is pronounced differently from that of the others:

a) peas zoo relax prize b) Susan spring sad solf c) fiction listens wish mission d) missing jazz kiss message Pronunciation

1 Listen and repeat: /s/ - /z/ - Ask students to listen and repeat

/s/: Sue – sip – piece – price – said – bus – price /z/: zoo – zip – peas – please – buzz – prize

- Read some times and ask students to repeat After that call some students to read in front of the class 2 Practise these sentences:

- Ask students to read before practice in front of the class

- Ask some students to underline some words which have the consonants /s/ and /z/

Grammar

1 To + infinitive:

a Exercise 1: Use the words in brackets to answer the questions:

- Ask students to study example in the book Then the exercises in the book

Example: What you listen to classical music for?

I WARMER

- Students to close the book

- Do these exercises below in individual a) relax

b) Susan c) Listens d) jazz Pronunciation

1 Listen and repeat: /s/ - /z/

- Listen and repeat the consonant /s/ and /z/

- Listen and repeat some times Then read in front of the class

2 Practise these sentences:

- Practice these sentences in the books before read in front of the class

- Write on the board and underline words which have the consonants with /s/ and /z/

Grammar

1 To + infinitive:

a Exercise 1: Use the words in brackets to answer the questions:

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(feel relaxed).

 To feel relaxed, I listen to classical music  I listen to classical music to feel relaxed

- Explain: We use the “to infinitive” for the aim: in order to/ so as to + infinitive

- Call some students to write answers on the board Keys:

1) I phoned her to tell her the good news. 2) I’m saving money to buy a cassette player.

3) She practices singing all day t win the singing contest. - the negative: in order not to/so as not to + infinitive Ex: She studied hard in order not to fail the exams b Exercise 2: Complete the sentences with the right from of a suitable verb

- Call students to read the exercises and them - Call some students to speak or write in front of the class

Keys: 1) to read/to see – 2) to buy – 3) to send/to post 4) to invite – 5) to learn/to speak

2 Wh- questions:

c Exercise 3: Ask questions for the underlined words/phrases in the following sentences

- Explain the new structures: WH + auxiliary verb + subject + main verb? What for?

- Example:

I often listen to music whenever I have free time.  When you listen to music?

1) What will you if it rains?

2) What kind of music does your father enjoy listening to? 3) When did he leave for Ho Chi Minh City?

4) Who wants to talk to you?

- Note the explaining about the “to infinitive” - Write your answers on the board and check again 4) I’m learning French to sing French songs.

5) The monitor always goes to class on time to set a good example for the class

b Exercise 2: Complete the sentences with the right from of a suitable verb

- Read and exercises in minutes

- Five students write or speak about your answers in front of the class Then check answers again

2 Wh- questions:

c Exercise 3: Ask questions for the underlined words/phrases in the following sentences

- Note the new structures and write them

- Note the example and the exercises Then write answers on the board and check again

5) How did you spend the evening last night? 6) When does the film start?

7) Who is your favourite musician? 8) Why you like pop music? V HOMEWORK

          

Week 27 Period 79. UNIT 13: FILM AND CINEMA

Aims:  After finishing the lesson, students can understand motion pictures and ask – answer the questions. II LANGUAGE CONTENTS

1 Vocabulary:

 Still pictures – moving pictures – film maker – thriller – screen – movement – scene – audience – introduce – spread – silent.

2 Grammar:

 Use “V-ing, verb in the past and vocabulary” 3 Skills:

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IV TEACHING STEPS

- Show pictures of some the films and ask some questions:

1) Have you ever seen these films? 2) Where have you seen them? 3) Can you name these films? 4)

1 Before you read: Work in pairs Watching and identify the kind of films and tick the right kind of films in the order you watch from the Video tape

Order Kinds of films

? a) Cartoons

? b) Science Fiction films

? c) Comedies

? d) Westerns

? e) Detectives

? f) Love stories

? g) Horrors

? h) Action films

? i) War films

I WARMER

- See some pictures and answer the questions

1 Before you read: Work in pairs Watching and identify the kind of films and tick the right kind of films in the order you watch from the Video tape Answers

a) Tom and Jerry b) Stars War c) Mr Bean

d) The Good The Bad and The Ugly e) Sherlock Holmes f) Titanic

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2 While you read: a Task 1:

- Show the words and ask students to read the passage to find out “Cinema – sequence – a decade – rapidly – scene – character” Then write some new words on the board: “sequence – motion – decade – character – sound – spread – silent – replace”

- Go around and help them if necessary

- Call some students to speak their answers in front of the class And correct what’s wrong again

Keys: 1) cinema – 2) sequence – 3) a decade – 4) rapidly – 5) scene – 6) character.

- Now complete the flow chart with information found in the passage

Early in the 19th Cinema began Moving photographs minute long.

1905 Five/ten minutes long,

changes of scene & camera positions to tell a story actor played characters part.

Early 1910s 1915

First long films, really became an industry, longer, better films Movie theaters appeared.

Late 1920s Sound was introduced, old silent films were replaced by spoken by ones, musical cinema appeared.

- Open the tape three times and call some students to read the passage again and check their pronunciation b Task 2: Work in pairs Answer the questions: - Ask students to read the questions before answering the questions

- Call some students to give the answers on the board Keys:

1) In the 19th century

2) At that time scientists discovered that when a sequence of still pictures were set in motion, they could give the feeling of movement.

3) No, they didn’t

4) Audiences were able to see long films in the early 1920s.

5) The sound was introduced at the end of the 1920s.

6) As the old silent films were being replaced by spoken ones, the musical cinema appeared. c Task 3: Decide which of the options below is the best title for the passage

- Ask students to read some titles and choose the best title for the passage

- Correct what’s wrong for students

h) Charlie’s Angels i) Preal Habour 2 While you read:

a Task 1:

- Read the passage and find out some words in the passage that can match with the definition on the right column Work in pairs and discuss

- Speak answers in front of the class and check again - Complete the flow chart:

- Listen the tape read the passage again

b Task 2: Work in pairs Answer the questions: - Read the questions before answering the questions in front of the class But in the pairs

- Write answers on the board & correct what’s wrong

c Task 3: Decide which of the options below is the best title for the passage

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Keys: A Brief History of Cinema.

3 After you read : Work in groups Talk about the passage, using the cues below

19th century – 1905 – 1910s – 1915 – 1920.

- Go around and help them if necessary Then correct their answer in front of the class

3 After you read : Work in groups Talk about the passage, using the cues below

19th century – 1905 – 1910s – 1915 – 1920.

- Write answer when students have finished from the groups

V HOMEWORK

 Write the paragraph about the history of the cinema in 100 words  Do exercise in the workbooks

          

Aims:  After finishing the lesson, students can ask – answer the questions about the cinema, your favourite films, describe a film with provided information

 Science fiction – cartoon – horror – detective – thriller – action film – violent – terrifying 2 Grammar:

 Speak about the favourite films III TEACHING AIDS

IV TEACHING STEPS

- Ask students to find out some adjectives which describe the films

Examples: boring – interesting … - Call some students to give adjectives II TODAY’S LESSON (41’)

1 Task 1: How much you like each kind of film? Put a tick () in the right column Then compare your answers with a partner’s

- Call some students to speak your answers in front of the class and your partner’s and explain some new words

2 Task 2: Work in groups Find out what your friend feel about each kind of film Use the words in the table below

- Ask students to read the words in the table before this task

- Read the sample sentences with their tones and doing with students

I WARMER

- Find out some adjectives which are used to describe the films

- Three students give some adjectives in front of class II TODAY’S LESSON (41’)

1 Task 1: How much you like each kind of film? Put a tick () in the right column Then compare your answers with a partner’s

- Three students speak your favourite films in front of the class

2 Task 2: Work in groups Find out what your friend feel about each kind of film Use the words in the table below

- Read the words in the table before doing this task with groups

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- Call some students to practice in front of the class 3 Task 3: Work with a partner Find out his / her preferences for films Use the cues below

- Explain for students requires of the lesson

- Read the sample sentences with their tones and doing with students

Ex: A Which you prefer, detective films or science fiction films?

B Well, it’s difficult to say But I suppose I prefer science fiction films to detective films.

- Call some students to practice in front of the class 4 Task 4: Work in groups Talk about a film you have seen Use suggestion below

- Explain for students requires of the lesson - Go around to help students if necessary

I saw a very good film on TV last night It’s an educational film It is about a man who felt sorry for what he had done in the past and then he tried to do something as a compensation for his terrible mistakes. It is a moving film I like it and learn many things from it It also gives me good lessons for life.

- Three pairs practice in front of the class

3 Task 3: Work with a partner Find out his / her preferences for films Use the cues below

- Work with a partner about the favourite films

- Listen and note the tones of the sentences After that work in pairs

- Three pairs practice in front of the class

4 Task 4: Work in groups Talk about a film you have seen Use suggestion below

- Work in groups about the favourite films - Ask teacher some information if necessary

V HOMEWORK

 Write the paragraph about the film you like best and have seen  Do exercise in the workbooks

          

Aims:  After finishing the lesson, students can listen and know Lan and Huong’s planning on the next week. II LANGUAGE CONTENTS

1 Vocabulary:

 suppose – guess – instead 2 Grammar:

 Listen to Lan and Huong’s planning on the next week III TEACHING AIDS

IV TEACHING STEPS

- Ask students some questions about the films 1) What you in your free time?

going shopping – watching TV – listen to music - .

I WARMER

- Answer the questions about the films

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a Complete the table:

- Ask students to complete the table following - Call some students to read the answers b Listen and repeat:

Titanic – suppose – cinema – guess – instead – picnic. - Read some words one time and second time ask students to repeat

a Task 1: Listen to the dialogue What are Lan and Huong planning to together?

- Explain the requires for students before listening - Open the tape two times and ask students about the answers in front of the class

- Open the tape again and give the answers Keys: They are going to see the Titanic together. b Task 2: Listen again Write their plans for the next week on the calendar

- Ask students to read the table and complete it

Lan Huong

Mon Tue

Wed Work & go to the singing club Thu

Fri Sat Sun

- Call some students to write answers on the board c Task 3: Compare your answers with a partner’s On what day can they meet?

- Call some students to show answer in front of the class and correct what’s wrong

Keys: - They can meet o Tuesday.

3 After you listen: Work in groups Talk about Lan and Huong’s plans for the next week

a Complete the table:

- Complete the table in minutes

- Three students speak their answers and compare with partners

b Listen and repeat:

- Listen and repeat some words in the listening lesson which you will listen to

a Task 1: Listen to the dialogue What are Lan and Huong planning to together?

- Listen and note before listening

- Listen to the tape two times and give the answers in front of the class

- Check answers again - Listen again check answers

b Task 2: Listen again Write their plans for the next week on the calendar

- Listen again and complete the table

Lan Huong

Mon See a play Tue

Wed Work & go to the singing club

Thu Visit grandparents

Fri Study Chinese

Sat Work (busy)

Sun Go on picnic

- Five students write answers on the board

c Task 3: Compare your answers with a partner’s On what day can they meet?

- Two students give answer in front of the class and check answer again

3 After you listen: Work in groups Talk about Lan and Huong’s plans for the next week

V HOMEWORK

          Á

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1 Vocabulary:

 Tragic – sink – luxury (xa hoa) – liner (ship) – voyage (chuyến xa) – disaster – occure – generous – adventurer - engage (cam keát) – fall in love – iceberg.

2 Grammar:

 Writing a film (describing a film) III TEACHING AIDS

IV TEACHING STEPS

- Ask students to close the book - Ask students about the Titanic:

 What you know about the Titanic? II TODAY’S LESSON (41’)

1 Writing a film:

a Task 1: Read the following description of the film Titanic, and then answer the questions below

New words:

luxury (a): xa hoa – liner (ship) – voyage (chuyến đi xa) – disaster (n): thảm họa – occur(v): xẩy – generous (a): rộng lượng – adventurer (n): người phiêu lưu – engage (v): cam kết – fall in love: yêu say đắm – iceberg (n): núi băng.

- Ask students to read the passage of the Titanic and answer the questions in the book

- Call some students to show the answers on the board and correct what’s wrong

Keys:

1) The title of the film is Titanic. 2) It is a love story.

3) The film is about two lovers who first met each other while they were on the board.

4) It is set in America.

5) It is based on a true story of the Titanic disaster

6) Jack Dawson and Rose De Witt Bukater are the main characters.

b Task 2: Write about a film you have seen Use the description of Titanic and the questions above as suggestions

- Ask students films that they like best - Ask students to write on the paper

“Australia, an adopted girl from Vietnam, have to decide either to live with his real father or her

I WARMER

- Work in groups and answer the questions

 large luxury liner; famous; sink; iceberg; lovers; many people died

II TODAY’S LESSON (41’) 1 Writing a film:

a Task 1: Read the following description of the film Titanic, and then answer the questions below

- Work in groups Read and answer the questions in 10 minutes And then show the answers on the board and check answers again

7) The man is the young and generous adventurer. And the woman is one coming from a rich and high class family who is very hopeless when she is forced to get married with a person she doesn’t love.

8) It has a sad ending because one of these lovers was killed by the child in Atlantic ocean when the ship sank.

b Task 2: Write about a film you have seen Use the description of Titanic and the questions above as suggestions

- Lost film – Ju-mong – Dechangkum

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adopted parents”

Keys: of all the films I have seen, I like ON LOAN best. It is an educational film about a little girl who is living happily with her adopted parents in Australia The story goes to its climax when her real father came and wanted to tale her back to Vietnam The film is based on the real stories from many children who were taken apart to another family abroad during the war in Vietnam It is a moving film and it presents a predicament for those who are in a similar situation. The film has a suitable and logical ending It’s a moving film and reminds us to remember our origin (root).

V HOMEWORK

 Describe a film which you like best and you have seen  Do exercise in the workbooks

          

Aims:  After finishing the lesson, students can read two consonants /f/ and /v/ and review using the Adjective of attitude, using sample sentence: “It was not until that”; using “a – an – the”

 vine (cây nho) – vote(sự bỏ phiếu-bầu cử) – fan – van (quân tiên phong-xe tải-máy quạt thóc-cánh chim) – form – profile – irritate (làm phát cáu, chọc tức) – amuse (làm cười, vui thú) – surprise – embarrass (làm lúng túng, ngượng ngiụ) – frustrate (làm thất bại, làm hỏng).

2 Grammar:

 Writing a film (describing a film) III TEACHING AIDS

IV TEACHING STEPS

- Using the pictures to introduce the words: face-vase 1) What’s this?

2) What’s the difference between the Two words? (Different consonant sound)

I WARMER

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II TODAY’S LESSON (41’) 1 Pronunciation:

a Listen and repeat: /f/ and /v/

fan – first – form – fiction – photograph – enough van – vine – view – vote – Stephen – leave.

- Open the tape two times for students - Open third time and ask students to repeat Adding examples:

 Face – ferry(bến phà) – fear – fine – fat – fan – fee(lệ phí) – shuffle(lê bước) – life - half – safe – leaf – offer – belief – file

- Ask students to read these sentences and show two words /f/ and /v/ in the sentences in front of the class 1) They went to the cafeteria for some coffee.

2) This room has comfortable furniture.

3) If you don’t know the telephone number call the information centre.

4) California has fine climate.

- And ask students to practice some sentences in book 2 Grammar and vocabulary:

Introduce the grammar:

 Adjective ending –ING or –ED form  Introducing:

- Ask students: + What you think about this film? + So you are interested in the film - So when did I use an adjective ending with ING and when with an adjective ending with ED?

a Exercise 1: Write the adjectival forms of the verbs below

- Ask students to this exercise in minutes and show in front of the class

 Fascinating – exciting – terrifying – irritating (làm phát cáu, chọc tức) – horrifying (gây kinh hoàng) – boring – surprising – amusing (làm cho buồn cười) – embarrassing (làm lúng túng) – frustrating (làm thất bại, làm hỏng).

b Exercise 2: Complete two sentences for each situation Use an adjective ending –ing or –ed form of the verb in brackets to complete each sentence

- Ask students to work in individual and then compare with your partners

a Listen and repeat: /f/ and /v/

fan – first – form – fiction – photograph – enough van – vine – view – vote – Stephen – leave.

- Listen and note the pronunciation - Listen and repeat

 Vase – very – veer(sự xoay chiều/xoay chiều)) – vine – view – vat (hụ, bể chứa, thùng to) – van(quân tiên phong) – v – shovel(cái xẻng) – live – halve – save – leave – over – believe – vile(ghê tởm, đê mạt)

- Practice these sentences in minutes and show two words in these sentences in front of the class

1) I live very near Avery Avenue. 2) All English vowels are voiced. 3) Have you ever visited Vicksburg? 4) Five and seven make twelve.

- Practice some sentences in the book 2 Grammar and vocabulary:

Introduce the grammar:

 Adjective ending –ING or –ED form  Introducing:

- Answer: + Very interesting + Sure

- Adjective ending ING used with nouns refering to things implying the active meaning Adjective ending with ED with nouns refering to people, implying the passive meaning

a Exercise 1: Write the adjectival forms of the verbs below

- Work in pairs in minutes and show in front of the class

b Exercise 2: Complete two sentences for each situation Use an adjective ending –ing or –ed form of the verb in brackets to complete each sentence

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- Call some students to show answers in front of the class and correct what’s wrong

 depressing – depressed – interested – interesting – boring – bored – excited – exciting – exhausting – exhausted (kiệt sức).

c Exercise 3: Rewrite the following sentences. - Explain the example:

 The cinema did not become an industry until 1915  It was not until 1915 that the cinema really became an industry.

- Ask students:

1) When did you first study English? 2) So you didn’t study English before that?

3) Yeah, so it was not until 2001 that you started to learn English?

- Explain the new structure and ask students to this exercise

Keys:

1) It was not until 1990 that she became a teacher. 2) It was not until he was 30 that he knew how to wmim 3) It was not untill 1980 that they began to learn E. d Exercise 4: Put a(n) or the in the numbered blanks. - Explain the articles for students

 We use a/an only with a singular noun, but we can use the with any noun We also use some as a plural equipment of a/an.

 a/an is the indefinite article, and the is the definite article We use the when it is clear which one we mean This can happen in three different ways Firstly, by repetition: we say an exhibition when we first mention it, but the exhibition when it is mentioned again, when it means”the exhibition just mentioned” Secondly, when there is only one: the captain And thirdly, because a phrase or clause after the noun makes clear which one is meant: the woman sitting behind us.

- Ask students to this exercise

1) a – 2) the – 3) the – 4) an – 5) a – 6) a – 7) the – 8) the – 9) the – 10) the – 11) the – 12) the – 13) the – 14) an – 15) a – 16) a – 17) the – 18) a.

- Give your answers in front of the class and check your answers again

c Exercise 3: Rewrite the following sentences. - Note the example:

 The cinema did not become an industry until 1915  It was not until 1915 that the cinema really became an industry.

- Answer the questions: 1) In 2001

2) Yes

3) students comment and note the new structure.

- Note and this exercise in minutes, then show answers in front of the class And correct what’s wrong

4) It was not until his father came home that the boy did his homework.

5) It was not until the lights were on that the match started.

d Exercise 4: Put a(n) or the in the numbered blanks. - Note and write the articles

 The Royal Society for the Prevention of Accident held an exhibition at Harrogate, in the north of England Some shelves were put up to display the exhibits During the exhibition, the shelves fell down, injuring a visitor.

 Write explain using of “the, a, an” and comment the, an, a in this example.

- Work in pairs and show answers in front of the class

V HOMEWORK

          

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Aims:  After finishing the lesson, students can speak about the history of the world cup and understand the text. II LANGUAGE CONTENTS

1 Vocabulary:

 passionate – attracted – tournament (vòng thi đấn) – championship – gain (thu được) – champion – within (trong khoảng thời gian) – compete (ganh đua) – elimination (loại ra) – jointly (cùng nhau) – trophy (chiến tích) – honour (danh dự) – facility (khả năng) – involving.

2 Grammar:

 Use “Will vs going to – Will: making predictions – Will: making offers” 3 Skills:

 Reading about the world cup in the world III TEACHING AIDS

IV TEACHING STEPS

- Open the world cup’s song and ask or call the name of the song of the world cup 98

What is the name of the song of the world cup 98? What is the song about?

 Do you know any information about World Cup? To understand more about World Cup, let’s move to the new lesson, The World Cup.

a Work in pairs: Answer the following questions or these exercises below

1) How often is the World Cup held? 2) Where was the 2002 World Cup held?

3) Brazil defeated and won the World Cup in 2002? 4) When did the first World Cup take place?

5) The World Cup is watched by millions of people around?

6) organizes World cups.

b Work in pairs: Guess the meanings of the underlined words:

1) Japan & South Korea were the host countries

2) The 2002 World Cup was held jointly by Japan & South Korea.

3) In the 2002 World Cup, Brazil defeated Germany and won the trophy / honoured title.

4) Germany was the runner-up in the 2002 World Cup. 5) The international football tournament is held every fours years.

6) There are 32 teams in a final tournament but there are teams final game / final match.

I WARMER

- Students close the book - Listen and guess the song The cup of life

The song is about football / world cup

a Work in pairs: Answer the following questions: 1) A Every year – B Every four years – C Every Ys 2) A Japan – B Argentina – C Japan & South Korea 3) A Holland – B Germany – C Japan – D Italy 4) A 1930 – B 1951 – C 1966 – D 1998

5) A Asia – B Europe – C Africa – D Globe 6) A WHO – B W.T.O – C UNESCO – D.FIFA b Work in pairs: Guess the meanings of the underlined words:

1) Nước chủ nhà 2) Đồng tổ chức

3) Cup/ danh hiệu cao quý 4) AÙ quaân

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a Task 2: Scan the passage and complete each of the following sentences with one word or number

- Ask students to listen to the tape or teacher Then open the tape two times Go around and help them if necessary

- Call some students to give answers in front of the class Then correct wha’t wrong

Keys: 1) 13 – 2) 32 – 3) Argentina – 4) one – 5) 26 b Task 3: Read the text again and decide whether the following statements are True (T) or False (F) Correct the false ones

- Ask students to read the statements before reading the text

- Call some students to show answers in front of the class, and correct what’s wrong

Keys:

1) False (The first World Cup was held in Uruguay in 1930).

2) False (The first World Cup is held one every four years)

3) True

 Added exercises: Complete the following table

Year Envent(s)

(1) FIFA was set up

1930 Only (2) took part in the first tournament

1930 (3)

(4) The world witnessed 17 World Cup tournament

Up to

now National football teams must complete inelimination games within their own region before becoming one of the (5)

2002 (6)

3 After you read: Work in pairs Talk about the events mentioned in the passage, using the following figures as cues

- Ask students to close the books and ask students to retell the football 2002 in the book

- Hide right column in the table and open the left column

a Task 2: Scan the passage and complete each of the following sentences with one word or number

- Listen to the tape or teacher and read the passage again And scan the passage and complete each of the following sentences with one word or number

- Work in individual and in pairs Then show answers in front of the class And check your answers again b Task 3: Read the text again and decide whether the following statements are True (T) or False (F) Correct the false ones

- Read the statements before reading the text in minutes and read the passage again

- Give answers in front of the class and check again 4) False (32 national teams compete in the final

tournament)

5) False (Brazil was awarded the gold cup in the 2002 World Cup.

 Added exercises: Complete the following table 1) 1904

2) 13

3) The first World Cup was held 4) Up to 2002

5) 32 trinalists

6) It was the first time World Cup was held Asia. It was the first time World Cup was hosted by 2 nations.

Brazil became the first team to win the trophy five times.

3 After you read: Work in pairs Talk about the events mentioned in the passage, using the following figures as cues

- Retell the World Cup 2002 in the book which you have learnt

- Look at the left column and retell the World Cup 2002

V HOMEWORK

 Write events mentioned in the passage, using the years as cues  Do exercise in the workbooks

          

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Aims:  After finishing the lesson, students can ask and answer about the World Cup. II LANGUAGE CONTENTS

1 Vocabulary:

 passionate – attracted – tournament (vòng thi đấn) – championship – gain (thu được) – champion – within (trong khoảng thời gian) – compete (ganh đua) – elimination (loại ra) – jointly (cùng nhau) – trophy (chiến tích) – honour (danh dự) – facility (khả năng) – involving.

2 Grammar:

 Reading about the world cup in the world III TEACHING AIDS

IV TEACHING STEPS

- Give students some handout to play the Jumble words Then call some students to show answers on the board Some words: winner, Score, Runner-up, Host country, champion.

- Ask students: Can you guess what topic will we discuss today? Today we will talk about World Cup.

1 Task 1: Look at the table and answer the questions - Ask students some questions

Year Winner Score Runner-up Score Host country

1930 Urguay Argentina Urgauay

- Questions:

 Where was the first World Cup held?  Which teams played in the final match?  Which team became the champion?  What was the score of the match?

- Speak about the score: 0-0: Nil – nil / 1-0: One – nil / 2-2: Two all / Penalty kick shoot out

HANDOUT A

Yea

r Winner Score Runnerup Score countryHost

1930 Uruguay Argentina

1938 France

1950 Uruguay

1954

1966 England West Ger England

1978 Netherland Argentina

1986 Argentina

1994 Brazil 0 The USA

I WARMER

- groups can play this game to arrange the letters into the meaningful words

Show answers: show answers on the board and check again

1 Task 1: Look at the table & answer the questions - Answer the questions of the teacher

 It was held played in Urguay  Urguay and Argentina  Urguay

 –

HANDOUT A

Year Winner Score Runner Score Host

country

1930 Uruguay

1938 Italy Hungary

1950 Brazil Brazil

1954 West Ger Hungary switzerland

1966

1978 Argentina

1986 West G Mexico

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1998 France Brazil

2002 Brazil Germany

defeated was defeated

1998 France

2002 J & S Ko

- Work in pairs or groups Look at the diagram and talk about the World Cup

Suggested answers: The 17th World Cup was held in

Korea and Japan in 2002 the final match was between Brazil and Germany Brazil defeated Germany by to brazil became the champion and Brazil was the nunner-up.

V HOMEWORK

 Write 50 words about a football player of football team you like best  Do exercise in the workbooks

          

Week 30 Period 86. UNIT 14: THE WORLD CUP

Aims:  After finishing the lesson, students can listen to Pele’s conservation and then complete the table, and answer the questions

 goal-score – hero – ambassador – kicking – retirement – promote 2 Grammar:

 Listening about the world cup on the tape, on television, on the radio III TEACHING AIDS

IV TEACHING STEPS

- Ask students to talk some famous football players in the world and Vietnam: Name some of the famous

I WARMER

- Answer the questions of teacher That is Pele.

2002 Korea & Japan

Final Match

Brazil Germany

2 0

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football players in the world? Who you like best? Why?

Among some famous football players, who is greatest player of all time?

- Do you know any thing about Pele? Tell me some information about Pele’ And correct what’s wrong. - Today we will listen something about Pele Listen and repeat:

- Open the tape three times and ask students to repeat 2 While you listen:

a Task 1: You will hear some information about Pele, a famous Brazilian football player listening and complete the table

- Ask students to complete the table before listening about Pele

- Open the tape three times and ask students to complete the table

- Open the tape again and correct what’s wrong Keys: 1) 1940 – 2) joined a Brazilian football club. 3) 1962 – 4) 1974 – 5) retired.

a Task 1: Listen again and answer the following questions

- Open the tape again and ask students about Pele - Ask students to scan the questions before listening - Ask some pairs to answer before listen again - Open the tape three times and ask students

- Call some students to give answers in front of the class and correct what’s wrong

Keys:

1) As a football player, Pele’ was famous for his powerful kicking and controlling the ball.

2) He participated in three World Cups.

Among some famous football players, who is greatest player of all time?

- Pele is the greatest player of all time He was born in Brazil He was an ambassador for the sport He was good at kicking and controlling the ball He scored 1200 goals and has become a national hero.

Listen and repeat:

- Listen and repeat the tape some times before listen 2 While you listen:

a Task 1: You will hear some information about Pele, a famous Brazilian football player listening and complete the table

- Complete the table about Pele in minutes before listening

- Listen and then complete the table about Pele, check your answers again

- Listen again and check your answers

a Task 1: Listen again and answer the following questions

- Listen again and answer the questions

- Read the questions quickly and answer the questions - Two pairs answer questions before listen again - Listen to the tape and answer

- After listening and show answers in front of the class, and check your answers

Tapescript:

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3) He played for an international ambassador for the sport, working to promote peace and understanding through friendly sport activities.

2 After you listen: Work in groups Talk about the milestones in Pele’ life

- Call some groups to give the milestones in Pele’s life: Keys: Pele was born in 1940 in Brazil Pele was famous for his powerful kicking and controlling the ball He joined a Brazilian football club in 1956 and 1962 he left his team to its first world cup

championship By 1974, Pele had scored 1,200 goals and became a Brazilian national hero He retired in 1977 Later Pele became a international ambassador to the sport, working to promote peace and

understanding through friendly sport activities.

controlling the ball He joined a Brazilian football club in 1956, and in 1962 he led the team to its first world cup championship Pele’ became the only player to participate in three World Cup in 1958, 1962, and 1970 by 1974, Pele’ had scored 1,200 goals and became a Brazilian national hero He played for an American football club for two years before he retired in 1977 Later Pele’ became an international ambassador for the sport, working to promote peace and understanding through friendly sport activities.

V HOMEWORK

 Write a paragraph about the milestone in Pele’s life  Do exercise in the workbooks

          

Week 29 Period 85. UNIT 14: THE WORLD CUP

Aims:  After finishing the lesson, students can write an announcement. II LANGUAGE CONTENTS

1 Vocabulary:

 announce – postpone – condition – severe(khắt khe, đòi hỏi kỹ cao) – volunteer – season – state(tình trạng) – take place – contact – Communist Youth Union – field.

2 Grammar:

 Improving writing skill III TEACHING AIDS

IV TEACHING STEPS

- Give some announcements to students and ask some questions:

1) What is it?

2) Where you often see the announcements? 3) What we use announcements for?

4) Have you ever read any English announcements?  Today we learn how to write an English

I WARMER

- Look at the announcements and answer the questions

1) It’s an announcement.

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announcement.

1 Task 1: Read the following announcement and answer the questions that follow

- Ask students to read the sample announcement carefully and questions

- Note: some announcements have announcer; contents; time; and places And go around to help them if necessary

Questions:

1) Who is the announcer?

2) What is the announcement about? 3) When will the match be played? 4) Where will the match be played?

2 Task 2: Choose one of the following situations to write about announcements

- Ask students to work in groups and choose one topic - Help students about the new words if necessary - Ask some students in groups to answer the questions before writing announcements

Questions:

1) Who is announcer?

2) What is the announcement about?

3) Where / When will the first meeting of the team take place? 4) Where and when will the match be played? - Note the tenses in writing announcements

Topic A: You are the captain of the school football team The team now needs more players for the new football season Write an announcement in which you call for volunteers and state where and when the first meeting of the team will take place and how they can contact you.

Keys:

A: Nguyen Gia Thieu High School football team wishes to announce that the team is seeking new player for the new football season Volunteers must be good at football and are studying at Nguyen Gia Thieu High School A shortlist of the team members will be made after a couple of tests The first meeting of volunteers will be at p.m on Saturday, July 12, 2006 at Nguyen Gia Thieu High School football field If you want further informations you contact Do An Duc, class 12B6 or telephone number 777838.

3 Homework: Write an announcement about flooded village in Dak Lak province.

- Suggested information: Announcer: the monitor of class 10b7 Contents: The musical performance of class 10b7 to raise money for people in flooded areas.

1 Task 1: Read the following announcement and answer the questions that follow

- Read the sample announcement and questions carefully

- Notice some information of announcements when you write an announcement and correct what’s wrong Answers:

1) The National Football championship organizing committee. 2) The announcement is about the match between Nam Dinh and Binh Duong.

3) Sunday, April 18

4) My Dinh National Stadium

2 Task 2: Choose one of the following situations to write about announcements

- Work in groups with a topic for the groups - Note some new words if necessary

- Answer the questions before writing 1)

2) 3) 4)

- Notice tenses when writing the announcements Topic B: You are the head of the Ho Chi Minh Communist Youth Union of your school Your school’s football team is going to play a friendly match with New Stars Football Club at p.m on Sunday, April 20th in the football field of the same club Write an

announcement for this match. Keys:

B: Nguyen Gia Thieu High School’s Ho Chi Minh Communist Youth Union wishes to announce that the school football team will play a friendly match with New Stars Football Club at 135 Ngo Quyen Street, HCM City Tickets football team will be sold at the Ho Chi Minh Communist Youth Union’s office from Math 26 and cost 50,000ñ each All money collected from the match will be used to help disabled students in Tra Bong dictrict in Quang Ngai province Buy a ticket for match to enjoy good football and make a small contribution to disadvanged students.

3 Homework: Write an announcement about flooded village in Dak Lak province.

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Place: School meeting hall Time: 7:30 pm Thursday 23th November Ticket price: 5000ñ.

7:30 p.m on Thursday 23th November in the school meeting hall The ticket price is 5000ñ.

V HOMEWORK

 Write an announcement about flooded areas  Do exercise in the workbooks

          

Week 29 Period 86 + 87. UNIT 14: THE WORLD CUP

Aims:  After finishing the lesson, students can read two consonants /g/ and /k/, review “will” vs “going to”, will making predictions and will making offers

 Weak – ticket – goal – Margaret – kick – compete 2 Grammar:

 Reciew grammar of unit 14 III TEACHING AIDS

IV TEACHING STEPS

- Ask students to explain meaning of this sentence:  This is the biggest cup I’ve ever seen

 Today we will practice pronoun the two sounds /g/ and /k/.

 /g/ can be in front of the word, end of word and middle of word Ex: go – begin – beg

 /k/ can be in front of the word, end of word and middle of word Ex: keep – jack – week

 The most words have “k”, can read /k/: kill – lake  Word “c”stand in front of the a, o, u we can read /k/: Cup – because – become – cut

 Word “k” stand in front of the “n” we can’t read /k/: know – knit – knot – knife

a Listen and repeat:

- Ask students to listen to the tape and repeat - Ask students to pracice this task

- Call some students to read these words

 Practice: Group – together – goal – Uruguay – game – dog – Margaret Club – cup – school – complete – kick – ticket – because – week.

I WARMER

- Explain this sentence and read lound

1 Pronunciation: Note the /g/ and /k/ using of them in the words Write new grammar and remember them

a Listen and repeat: - Listen and repeat the tape - Practice in individual

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b Pick out the word containing the sound /g/ and /k/: - Ask students to pick out the words containing the sound /g/ and /k/

- Ask students to read these task and correct what’s wrong

These sentences:

1) Our group hasn’t scored a goal. 2) Uruguay will lose another game again. 3) Margaret took the dog and the cat for a walk. 2 Grammar and vocabulary:

a Notice: Will vs going to

- Give some examples for “Will” and “going to” 1) I am going to see her tomorrow.

2) How can we get to her house?

3) I will borrow my brother’s motorbike. 4) Mary’s studying very hard for her exams. - Ask students to compare above examples

 “going to”: sử dụng diễn đạt kế hoạch xếp theo thời gian “will”: sử dụng để diễn đạt định lúc nói

b Presentation:

- “GOING TO”: Nói lên dự định tương lai xếp trước thời gian nói – I’m going to leave here next week.

“WILL”: Được sử dụng để diễn đạt định ngay lúc nói – I’ll phone her now “WILL” sử dụng để nói lên dự đốn – Don’t sit in the sun for too long You will have a headache “WILL”: sử dụng đưa đề nghị – Shall I open the door for you?

c Exercise 1: Complete the sentences using will (‘ll) or going to

- Ask students to work in pairs And write answers on the board

Keys: 1) I’ll – 2) I’m going to wash – 3) are you going to paint – 4) am going to buy – 5) I’ll show you – 6) I’ll have – 7) I’ll do.

d Exercise 2: Complete the sentences using will or won’t and any other words that are needed

- Ask students to work in pairs in minutes and write answers on the board

Keys: 1) He’ll help – 2) won’t rain today – 3) it’ll rain today – 4) will have to wear glasses – 5) won’t like pass it.

e Exercise 3: Make offers with I’ll for the following situations

b Pick out the word containing the sound /g/ and /k/: - Practice and pick out the words which have sound / g/ and /k/

- Work in pairs and read in front of the class and check your task

4) Can your school club compete in the next tournament.

5) He can’t kick the ball because he’s too weak.

6) He has got a ticket for the next World Cup in Germany.

2 Grammar and vocabulary: a Notice: Will vs going to - Note the “Will” and “going to”

5) I’m sure she will pass the exams easily. 6) “It’s so hot in this room”.

7) I’ll open the window.

- Work in pairs and compare all examples

b Presentation:

- Note and write about “will” and “going to”

c Exercise 1: Complete the sentences using will (‘ll) or going to

- Work in pairs and write answers on the board Then correct what’s wrong

d Exercise 2: Complete the sentences using will or won’t and any other words that are needed

- Work in pairs and write answers on the board Then correct what’s wrong

e Exercise 3: Make offers with I’ll for the following situations

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- Ask students to work in pairs in minutes and write answers on the board

Keys:

1) I’ll make you a cup of tea.

2) I’ll open it.

correct what’s wrong 3) I’ll lend you some. 4) I’ll give you

5) I’ll carry them for you V HOMEWORK

 Complete the sentences with will + one of these verbs (be – become – get – like – look – meat – pass) 1) Don’t worry about your exam I’m sure you will _

2) Why don’t you try on this Jacket? It _ nice on you. 3) You must talk to George sometime I think you _ him. 4) It’s raining Don’t go out You _ wet.

5) They’s invited me to their house They _ offended if I don’t go. Keys: 1) pass – 2) It’ll look – 3) you’ll like – 4) will get – 5) they will be.  Do exercise in the workbooks

          

Week 29 Period 88 TEST YOURSELF E

I OBJECTS

Aims:  After finishing the lesson, students can review four skills such as “Writing – listening – speaking – reading” and “grammar in all units of second term”.

 All words in unit 12 – 13 – 14 2 Grammar:

 All words in unit 12 – 13 – 14 3 Skills:

 “Writing – listening – speaking – reading” and “grammar in all units of second term” III TEACHING AIDS

IV TEACHING STEPS

Week 31 Period 89. KIỂM TRA 45 PHÚT – LỚP 10

Name: Class : 10

PART I PHONETICS (2 points).

Task Which word has the underlined part is pronounced differently from that of the others (1 point).

1 A club B School C walk D knife

1. A gather B laugh C again D game

2. A first B enough C Stephen D form

3. A peas B stops C laughs D looks

Task Choose the best pronunciation of each word (1 point).

Piece A /pi:s/ B /pis/ C /piz/ D /pi:z/

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3 Together A /təgeđə/ B /tə'geđər/ C /tə'geđa/ D /tu'geđə/

4 tournament A /'tɔnəmənt / B /tɔ:nəmənt / C /'tɔ:nəmənt / D /'tɔ:nəamənt /

PART II.

A: Read the passage carefully and the tasks that follow (2 points)

Ho Chi Minh (1890-1969), Vietnamese Communist leader, who was the first president (1945-1969) of the Democratic Republic of Vietnam and the principal force behind the Vietnamese struggle against French colonial rule after World War II (1939-1945) Ho’s childhood name was Nguyen Sinh Cung, but in accordance with Vietnamese custom, he received a new name, Nguyen Tat Thanh, at the age of 10 Ho was born in the village of Kim Lien in Nam Dan – Nghe An Province As an adolescent (thanh thiếu niên), Ho attended a French-run school in Hue Expelled (Trục xuất) for rebellious (hoạt động chống đối) activities in 1908, he then briefly taught at a private school in Phan Thiet In 1911 Ho signed on as a cook for a French steamship liner, and then worked in the United States and London, England It was while living abroad that Ho evidently (hiển nhiên rõ ràng) became acquainted (quen biết, quen thuộc) with the ideas of German political theorist Karl Marx, which form the basis of communism

Ho settled in Paris in 1917 as World War I (1914-1918) was concluding There, under the name Nguyen Ai Quoc, he attempted to present a petition (đơn xin) demanding self-determination for the Vietnamese people to the victorious Allied (liên minh) leaders attending the Paris Peace Conference at Versailles Ho began to engage in radical activities and became a founding member of the French Communist Party In late 1924 Ho traveled to the city of Guangzhou (Canton) in southern China, where he organized a revolutionary movement among Vietnamese exiles (người sống xa quê)

In Vietnam today, Ho Chi Minh is viewed as the very soul of the Vietnamese revolution and the country’s long struggle for independence His personal qualities of simplicity, integrity, and determination brought him respect and admiration not only in Vietnam but all over the world Whatever the controversy over his real beliefs and intentions, there is no doubt that Ho Chi Minh was one of the most influential figures of the 20th century

Task Answer the questions.

1 Where was Ho Chi Minh born?

When did Ho Chi Minh work for a French steamship liner?

In late 1924 what did he ?

Who did he meet when he lived in abroad?

Task Choose provided words for each of the following definition. Sequence – folk music – Tournament – Trophy

1 a competition in which players compete against each other in a series of games until there is a minner .series of related events or actions

3 .traditional music of a country a prize for winning a competition

B: Choose the best answer (2 points)

1 Van Cao’s music is very _

A bad and mournful B solemn and exciting C interesting and boring D funny and bad Serious and traditional Western European music which are called _

A classical music B folk music C pop music D rock ‘n’ roll Last week we saw a science film, but it made us

A boring B interesting C bored D exciting The eighteenth World Cup was held in Germany that is

A host country B host nation C host countryside D A and B are correct We _ visit Ho Chi Minh City next week

A would go to B are going to C is going to D will go to

6 When I have breakfast my friend phone to ask me _ a good film at the EaH’Leo Culture tomorrow A are you going to see B you see C will you see D will you to see

7 Pele’ is a famous football player about _

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 A It was not until 1915 the movies became an industry  B It were not until 1915 the movies became an industry  C It was not until 1915 the movie became an industry  D It was not until 1915 the movies became a industry

PART III WRITING Choose one of topics and write a paragraph about 100 words (2 points).

A Topic 1: You are the captain of the school football team Your school football team is going to play a friendly match with Phan Chu Trinhs’ football team at p.m on Sunday, May 27th, 2007 in the football field of the EaH’Leo Write an announcement for this match.

B Topic 2: Write about Pele’ with information provided 1940 / born / Brazil.// Pele’ / famous / powerful kicking / controlling the ball.// He / joined / Brazilian football club / 1956.// 1962 / he / led / team / to its first world club championship.// Pele’ / became / the only player/ participate / three World Cups / 1958 / 1962 / 1970.// 1974 / Pele’ / scored / 1,200 goals / became / a Brazilian national hero.// 1977 / he / retired.// Later Pele’ / became / international ambassador for the sport / working / promote peace / understanding through friendly sport activities.

PART IV LANGUAGE FOCUS (2 points)

Task Put the verbs in brackets below in correct tense.

1 My mother is having a party (celebrate) her birthday After the day’s work at the hospital my father is often _ (exhaust) If John had 100.000 USD, he _ (buy) an modest car for his father What are you doing now? I _ (wash) my clothes for my mother

Task Rewrite the following sentence with suggested information.

1 He was not a lawyer until when he graduated the Lawyer University of Ho Chi Minh City

 it was not until It’s so hot in these rooms where we live in

 I (open) Why are you closing the door of the car?

 My grandmother (sleep) The Titanic film which I have seen this morning, is a famous film in the world

 This film (made)

Week 31 Period 90. UNIT 15: CITIES

Aims:  After finishing the lesson, students can develop reading skill through guessing the words and context. II LANGUAGE CONTENTS

1 Vocabulary:

 Mingle – ice-free – metropolitan – region – total – found – apartment building – gallery – empire - finance 2 Grammar:

 Use “Non-defining and defining relative clauses” and connecting contrasting ideas: “although” 3 Skills:

 Reading skill through guessing means of the words in context and sentences III TEACHING AIDS

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- Ask students to close the book - Show some pictures for students

- Ask students to speak about these cities And check - Introduce the new lesson: Among beautiful cities in the world, NEW YORK is one of the most famous cities We will learn more about this city in the lesson today: UNIT – CITIES

II TODAY’S LESSON (41’) 1 Before you read

a Work in pairs Give students some Handout and explain “doing way”

Choose the best answer to complete these sentences. 1) New York is the of _.

a) capital / the USA b) Home / the United nations. c) state / the USA c) b and c are sorrect.

2) The city was founded by _

a)the Dutch b) the French c) the American d) the Asian

- Ask students to open the books and read the passage in individual Or listen to the tape and repeat

- Note some new words: Mingle /'miηgl / :trộn lẫn,

pha trộn – ice-free – metropolitan /,metrə'pɔlitən/:

thuộc thủ đô, tổng giám mục – region – total – found

I WARMER

- Look at the pictures and talk about them

- Talk about these names of the cities in the pictures - Listen to introducing new lesson

II TODAY’S LESSON (41’) 1 Before you read

a Work in pairs Give students some Handout and explain “doing way”

3) New Yorkers are people who come from a) Vietnam b) only the United States c) all over the United States and many parts in the world.

4) It is famous for

a) its intersting places b) its largest and finest habour. c) its high building, art galleries and museums

d) All a, b, c. 2 While you read

- Read about the New York and understand its meanings And discuss in pairs, then check again - Note and write some new words which you have met in the passage

Times Square

The Empire State

Building Central Park, New York City

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:sáng lập, thành lập – apartment building – gallery /'gỉləri/: phòng trưng bày tác phẩm nghệ

thuật – empire /'empaiə/: đế quốc; đế chế , Empire City : thành phố Niu-óoc, Empire Day : ngày sinh hoàng hậu Vích-to-ri-a ( 24 tháng 5), Empire State : bang Niu-óoc, empire-building : sự mưu đồ quyền lực – finance /'fainỉns; fi'nỉns/: tài chính, vốn liếng – Minister of Finance: Bộ

trưởng tài – The Finance Department: Bộ tài chính.

a Task 1: The words in A appear in the reading passag Match them with their definitions in B

- Ask students to work in pairs in minutes and show answers on the board

- Call some students show answers on the board and correct what’s wrong

Keys: 1) d – 2) c – 3) e – 4) a – 5) b

b Task 2: Decide whether the statements are true (T) or false (F)

- Ask students to read the statements before doing - Call some students to show answers in front of the class

- Correct what’s wrong for students Keys: 1) T – 2) F – 3) T – 4) T – 5) T c Task 3: Answer the questions.

- Give students some handout and ask them to it Name of the city

Tatol population Two rivers Tatol area

Founded by whom, when Its names before

Its name now

A special city because it is Place for visiting

- Call some students to write answers on the board 3 After you read: Work in pairs Discuss the following question

If you could visit New York, which place(s) of interest there would you like to see? Why?

a Task 1: The words in A appear in the reading passag Match them with their definitions in B

- Work in pairs in minutes to complete the table and give answers on the board

- Write your answers on the board and check again b Task 2: Decide whether the statements are true (T) or false (F)

- Read the statements in minutes and this task - Some students give answers in front of the class - Check your answers again

c Task 3: Answer the questions.

- Work in pairs in minutes and complete the table ? New York

? 26 million

? The Huson and the Passaic ? 946 square km

? Dutch / 1624

? Fort Amsterdam / New Amsterdam ? New York

? The home of United Nations – The centre of global finance / communication / business

? The Statue Of Liberty – The Empire State Building – Wall Street – Boardway Theatre district - Write answers on the board and check again

3 After you read: Work in pairs Discuss the following question

If you could visit New York, which place(s) of interest there would you like to see? Why?

V HOMEWORK

 Answer all the questions in the workbook in page 158  Prepare the next lesson

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Aims:  After finishing the lesson, students can describe scene of the city and compare with another cities. II LANGUAGE CONTENTS

1 Vocabulary:

 Mingle – ice-free – metropolitan – region – total – found – apartment building – gallery – empire - finance 2 Grammar:

 Improve the speaking skill and practice in front of the class III TEACHING AIDS

IV TEACHING STEPS

- Give students some handouts and ask students to When was the city founded?

2 What is the means of transportation like? What are the people like?

4 How many parks are there? What is the population of the city? What is the area of the city? What is the name of the city?

Keys: 1) C – 2) A – 3) D – 4) B – 5) F – 6) G – 7) E II TODAY’S LESSON (41’)

1 Task 1: Complete each question in A with a suitable word in B

- Ask students to close the book and complete the questions below with words provided

People – area – population parks – founded - transport A When was New York city _? B It was founded in 1624

A What are the _ like? B They are friendly and open. A What is the like? B It is convenient.

A How many are there? B One big park.

A What is the of the city? B million.

A What is its _ ? B 946 square km.

 founded – people – transport – parks – population – area.

2 Task 2: Work in pairs One pupil reads the information about New York and the other about London Then ask and answer questions about the tow cities

I WARMER

- Complete these handouts and show answers a convenient

b one big park c 1624

d friendly, open e New York f million g 946 square km

1 Task 1: Complete each question in A with a suitable word in B

- Complete the questions below in pairs with words provided

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- Can give students some handouts and ask student to them

London New York

Founded: _ Population: _ Area: National holidays: Architectures: _ People: Transport:

Founded: _ Population: _ Area: National holidays: Architectures: _ People: Transport: - Ask students some questions about London and New York Then write answers on the board

1) What is the total area of London / New York? 2) What is the population of London / New York? 3) How many high buildings are there in Ldon / Nyork?

- Write sentences and compare with others about comparative

 The are of London is 1610 square km, and that of New York is 946 square km So London is larger than New York.

 New York and London have a population of million So London’s population is as big as the population of New York.

 New York has more high buildings than London - Explain the comparative sentences for students to understand Then ask students to practice in pairs and correct what’s wrong

3 Task 3: Read and pratice the dialogue.

- Ask students to practice the dialogue in minutes in pairs And practice in front of the class

- Call some students to practice in front of the class Then correct their reading and speaking skills

- Ask students some questions about cities: 1) Which city you prefer?

2) Why you like it?

- Write requires on the board:

 Tell your friends which of the tow cities you prefer and give the reasons.

- Receive some handouts and them Some students give answers and check again when they open the books and read them again in page 159

- Answer the questions

1) The total area of London is 1610 square km 2) The population of London is million

3) There are many high buildings in New York but there are few high buildings in London.

- Listen and note the comparative sentences on the board

- Listen and practice this task in pairs in minutes And practice in front of the class After check your answers again

3 Task 3: Read and pratice the dialogue.

- Practice the dialogue in minutes and the practice in front of the class

- Three pairs practice in front of the class And check your reading and speaking skills again

- Answer the questions: 1) I like the London.

2) Because it has many big parks. - Look at the requires and it in pairs  I prefer to like the New York Because

V HOMEWORK

 Do excercises in the workbook in page 158  Prepare the next lesson

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Aims:  After finishing the lesson, students can describe and speak about the Statue of Liberty, find and realize the information in the listening

 Crown – copper – burning torch – tablet – robe – concrete – base – pedestal – stone – except 2 Grammar:

IV TEACHING STEPS

V HOMEWORK

 Do excercises in the workbook  Prepare the next lesson

          

Aims:  After finishing the lesson, students can describe cities in Viet Nam and in the world. II LANGUAGE CONTENTS

1 Vocabulary:

 Historic – Houses of Parliament – ideal – cover – St Paul’s Cathedral – AD (abbreviation for Anno Domini) – BC (abbreviation for Before Christ)

2 Grammar:

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