GIAO AN TIENG ANH 9 TRON BO

Teacher gets some advanced students to translate the text in to Vietnamese.. Homework.[r]

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Tiết 01 Ngày dạy: 16/8/2010 revision

I Aims

- To help students review some important grammatical structures which they learned in English

- To make students become more confident before they study English

II Objectives

Students review:

- The verb tenses: Simple present, simple past, simple future, present continuous, present perfect tense

- Indirect speech

- The passive voice III Materials

- Board, chalk,

IV Anticipated problems

Students may forget the spelling of ‘-ing’, ‘-er’ and ‘-ed’ forms

V Procedure 1 Warmer

- Greeting

- Checking attendance

- Asking for the teaching date

2 Revision

Students review their old knowledge during the new lesson

3. New lesson

Teacher s activities’ Students activities’ a The verb tenses:

- Present simple:

- T listens and gives more information if necessary: S + Vs/es (Third person singular) S + V (Others left)

* The spelling of ‘-s/es’ forms - Present continuous:

- T listens and gives more information if necessary: S + is/am/are + Ving

* The spelling of ‘-ing’ forms - Simple past:

- T listens and gives more information if necessary: S + Ved (Regular verbs)

* The spelling of ‘-ed’ forms * Irregular verbs:

- Work in groups of each to discuss the uses and the forms

- Each group has one students tell in front of the class

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Buy - Bought Make - Made - Simple future:

- T listens and gives more information if necessary: S + will/shall + V(Infinitive)

* We use shall for I and We  Present perfect tense: - Form?

- Use?

To talk about something which started in the past and continues up to the present

- We often use “For” and “Since” with the present perfect tense

+ For: A period of time

+ Since: A point of time (starting point) - yet, already, lately, recently, never, just,  Exercise: Put the verbs in brackets into the Simple present, present continuous, simple past, simple future, present perfect tense and then change them into the negatives and interrogatives:

1 He (watch) TV

2 She (do) her homework They (buy) a new car

4 The children (sit) in the classroom The boys (play) football

 Teacher elicits from students the formations of the indirect speech and the passive form

- S + have/has + PII

- S + have/has + not + PII I haven’t seen him yet Have you seen him lately? -Have/Has + S + PII

I have (I’ve) done my homework

- I’ve live here for 10 years - I’ve lived here since 1998 - Individual work

- Ss the exercises given by teacher

Exercises on Indirect speech: Change the following sentences into indirect speech:

1 “I have something to show you,” I said to her “I’m going away tomorrow, mother,” he said “Does this train stop at York?” asked Bill

4 “Is a return ticket cheaper than two singles?” said my aunt “Where is the ticket office?” asked Mrs Jones

6 He said, “What is happening?”

7 “When are you coming back?” I asked them

8 “I’ll come with you as soon as I am ready,” she replied “Stand up, please!” he said

10 “You should study harder.” the teacher advised Nam 11 Peter said to Paul, “Are you working as well as studying?” 12 “Can you get coffee on the train?” said my aunt

Exercises on the passive voice: Change the following sentences into the passive voice:

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4 Peter writes a letter

5 Somebody built the house last year They speak English in the shop She can sew three shirts a day She gave me the box

9 The students handed in the reports 10.Steven forgot the book

4 Consolidation

Teacher retells and emphasizes the structures students have reviewed

5 Homework

Put the verbs into the correct tense (Simple Past or Past Progressive). While Tom (read) , Amely (watch) a documentary on TV

2 Marvin (come) home, (switch) on the computer and (check) his emails The thief (sneak) into the house, (steal) the jewels and (leave) without a

trace

4 Nobody (listen) while the teacher (explain) the tenses

5 While we (do) a sight-seeing tour, our friends (lie) on the beach He (wake) up and (look) at his watch

7 I (jog) in the park, when two squirrels (cross) my way Robert (fall) off the ladder when he (pick) cherries

9 Archimedes (discover) the theory of buoyancy while he (take) a bath 10.When we (travel) around Ireland, we (meet) some very nice people

Unit A visit from a pen pal

TiÕt 02 Ngày dạy: 18/8/2010

Getting started & listen and read

I Aims

- Reading the text to understand the details

- Presentation and practice in “wish” to talk about unreal present desires II Objectives

By the end of the lesson, students will be able to:

- Understand the details of the text about Lan and her Malaysian pen pal

- Understand and use “Wish” to talk about unreal present desires

III Materials - Text book

- Board, chalk,

- A cassette and an audio compact disk

Students may get confused when using “wish” to express their unreal wishes

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2 Revision

Teacher gets some students to stand in front of the class and tell some important grammatical problems they learned in English

3. New lesson

Teacher s activities’ Students activities’

a Getting started:

- What activities would you if a foreign pen pal is coming to stay with you for a week?

a Going to Hung’s Temple

b Visiting the Literature Temple in Hanoi c Going to Dong Xuan Market or Going

shopping

d Visiting the museum e Eating out

f Going to the theater

b Presentation: Pre teach:

I New words:

+ To correspond [,kɔris'pɔnd] = to write to another

+ To be impressed (by): Bị gây ấn tỵng (bëi) + To pray: (Mime)

+ To depend [di'pend] on: Phơ thc vµo + To keep in touch: Giữ mối liên lạc + A mosque [msk]: Nhà thờ Håi Gi¸o - Teacher reads once again

Pre questions:

Set the scene: Razali Maryam is Lan’s pen pal She came to stay with Lan last week You are going to read a text about Maryam and her visit to Vietnam:

1 Where did Lan take Maryam to?

2 Did Maryam invite Lan to visit her country?

II Listen and read

Presentation text: Listen and Read P.6,7 - Plays the disk

1 Check the prediction

- Answer key:

1 - Hoan Kiem Lake

- Ho Chi Minh’s Mausoleum/ the History Museum and Van Mieu

- Many beautiful lakes and parks in Hanoi, the mosque on Hang Luoc Street

2 Yes, she did

2.Multiple choice: 1-5 p.7,8

3 Grammar note: Model sentence:

- Teacher elicits the model sentence from students: What did Lan say to Maryam?

I wish you had a longer vacation

- Guess the activities from picture a) – f) P.6 (Students can express their own ideas - Work in pairs and compare in groups of

- Tell the meaning of the new words in Vietnamese

- Repeat in chorus - Read in individuals

- Check the spelling and pronunciation

- Copy down on the notebooks

- Work in groups of to predict the answers to the questions

- Listen following the text - Read in individuals to find the correct answers to the questions

- Read the text again then choose the correct option to complete the sentences

- “I wish you had a longer vacation.”

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*Concept check:

- Does Lan want Maryam to have a longer vacation?

- Can Maryam stay longer? - Can her wish come true now?

- Does the sentence express unreal present or past desire?

- What tense is used for the verb in the subordinate clause?

 Notes: “Wish” in the sentence above is used to express unreal present desire The simple past tense is used in the subordinate clause For the verb ‘to be’, “Were” is more often used than “Was”

S 1+ (WISH) + S2 + V(Simple past tense)

III Practice c Practice:

 Repetition drill: Can’t visit Malaysia Can’t see that film don’t have a trip abroad

d Futher practice:

Teacher gives unreal situations:

1 I want to phone her but I don’t know her address

2 We’ve lost the way because we don’t have a map

3 Marie isn’t here now They won’t come with us Today is not a holiday

- No - No - No

- Unreal present desire - The simple past tense

- T: can’t visit Malaysia - Ss: I wish I could visit Malaysia

- Students use ‘Wish’ to finish the second sentence (orally): I wish I knew her address We wish we had a map We wish she were here now We wish they would come with us

5 We wish today were a holiday

4 Consolidation

Teacher retells and emphasises the structures using ‘Wish’ students have studied

5 Homework

- Prepare for the next lesson: Unit 1: Speak + Language focus

- Do exercise page 10 (workbook)

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Tiết 03 Ngày dạy: 23/8/2010

Speak + language focus 1

I Aims

In order to help students practise speaking

II Objectives

By the end of the lesson, students will be able to improve the dialogue based on the provise phrases (P.18)

- Board, chalk,

- Word cards

Students may get difficulties in finding words and phrases to express their ideas

- Greeting

2 Revision  Jumbled words:

Troicendu = introduce Derscopron = correspond Mispres = impress

Daroba = abroad  Answer the questions:

1 Where does Lan’s pen pal come from?

- Team work

- Students write their answer on the notebooks (Individually)

2 How long have they been pen pals?

3 How often they correspond to each other?

4 When did Maryam come to stay with Lan? Where did Lan take Maryam to?

- Teacher collects some notebooks and give feedback - Teacher gives correct answers

3. New lesson

a Pre speaking: I Speaking:

1 Speak a P.8  Ordering:

* Set the scene: “Nga is talking to Maryam

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They are waiting for Lan outside her school.” - What activities would you if a foreign pen pal is coming to stay with you for a week? - Teacher has students give their answer - Teacher elicits the correction from students  Answer key:

1c – 5b – 4d – 2e – 3a –

b While speaking:

2 Speak b P.8

Example:

a Yoko from Tokyo, Japan:

Lan: You must be Yoko – Maryam’s friend Yoko: Yes That’s right I am

Lan: Pleased to meet you, Yoko Let me introduce myself I’m Lan’s classmate

Yoko: Pleased to meet you

Lan: Are you enjoying your stay in Vietnam?

Yoko: Yes, very much I’d like Vietnamese people because they are very friendly I love old cities in Vietnam like Hue and Hanoi

Lan: Is Hanoi different from Tokyo?

Yoko: Yes The two cities are the same in some ways They are both big and busy capital cities

- Teacher monitors and gives help

- Teacher has some pairs practise their dialogue before the class

II Language focus P.11

Example exchange:

S1: What did Nga on the weekend?

S2: She went to the concert – Hanoi singers S1: When did she see it?

S2: She saw it on Saturday morning at o’clock

c Post Speaking: III Practice:  Write it up: Example:

a Yoko is one of Maryam s friends She comes’

from Tokyo, Japan Tokyo is the same as Hanoi capital It is a big and busy city Last week Yoko came to stay with us We took her to some tourist attractions like Van Mieu, Ho Chi Minh s Mausolem, the History Museum ’

She likes She loves b.

- Compare their work in pairs - Copy down

- Students practise the dialogue in pairs

- Students take turns to be one of Maryam’s friends to make similar dialogues

- Practise in pairs

- Read the information given in the box, work in pairs to make similar dialogues

- Write Change the dialogue into narratives (Individual work)

4 Consolidation

Teacher retells and emphasises the aims

5 Homework

- Prepare for the next lesson: Unit 1: Listen+ Language focus 2,

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TiÕt 04 Ngày dạy: /8/2010

Listen + language focus 2, 3

I Aims

Practice in listening skill Listen and choose the picture and practice the past simple tense with “wish”

II Objectives

By the end of the lesson, students will be able to get the information from the text

III Materials

- Text book, a cassette

- Board, chalk, audio disk

- Pictures

Students may meet with difficulties in listening to the disk voice

- Greeting

2. Revision Simple past:

- T listens and gives more information if necessary: S + Ved (Regular verbs)

* The spelling of ‘-ed’ forms * Irregular verbs:

Buy - Bought… Make - Made

- How to make “Wh” questions in the simple past?

- Write some irregular verbs

3. New lesson

I Language focus:

 Language focus P.12

T: How can we use “wish” to express the unreal present desire?

- Teacher check with the whole class  Language focus P.12

- Gets students to write about Lan and her friends preparing for a farewell party

1 Lan made a cake

2 Ba colourful lamps on the walls of Lan’s room to make it brighter

3 Nga went to the market to buy a bunch of flowers

S 1+ (WISH) + S2 + V(Simple past tense)

- Individual work then compare in pairs

- Look at the pictures, read the words given in the box and match the verbs with the nouns to understand what Lan and her friends did to prepare for the party

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4 Nam painted a picture of Hanoi to present Maryam

Tam and Huong went to the market to buy some fruit

II Listening a Pre listening:

* Set the scene: “Carol is Tim’s pen pal She is from Mexico She is visiting the USA Tim suggests doing something.”

 Guessing:

a Keep off the grass / Don’t walk on the grass

b Go by bus / Which bus to take: the 103 bus ur the bus number 130?

c Eat in a Mexican restaurant or eat Hamburgers?

 Pre question:

1 Where does Tom suggest doing? How are they going?

3 Does Carol like walking in the park? b While listening:

 Checking prediction:

1 going to a restaurant down town going by bus

3 Yes, she does  Multiple choice:

a  Keep off the grass

b  Take the bus number 130 c  Eat hamburgers

 Comprehension questions:

- Teacher has students read the questions then plays the disk again

1 Where does Tim suggest going? How are they going?

3 What’s the park like?

4 What does Tim remind Carol to while they are walking in the park?

5 Which bus are they going to take? What are they going to eat?

- Teacher has students give their answers and elicits the correction from students if necessary III Practice:

c Post listening:  Writing:

Tim suggests going to a restaurant downtown They are going by bus It s so’ beautiful with trees, flowers and a pond in the middle He reminds her to keep off the grass. They are going to take the bus number 130. They are going to eat hamburgers.

- Look at the pictures on page and tell what each picture means

- Predict the answers to the questions

- Listen to the disk then find the answers to the pre questions

- Listen and write the answer to the questions (Short answers)

- Listen to the disk again and check the correct pictures

- To a restaurant down town - By bus

- beautiful

- To keep off the grass - number 130

- hamburgers

- Write full answers to questions in “While listening” to make a passage about Tim and Carol’s visit to the down town

4 Consolidation

5 Homework

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- Do exercise 5, (workbook), look for information about Malaysia

- Do exercise II, VII, VIII P.6, 8-9 (Bài tập bổ trợ-Nâng cao tiÕng Anh 9) Unit

A visit from a pen pal

Tiết 05 Ngày dạy /8/2010

read

I Aims

Reading for details about Malaysia, a member of ASEAN

II Objectives

By the end of the lesson, students will be able to understand and retell the text

- Board, chalk, map

- Wordcards

Students might know little about Malaysia

- Greeting

2. Revision  Chatting:

- Do you remember Maryam? - Who is she?

- Where is she from? - Where is Kuala Lumpur?

- Group work

- Teacher – Whole class

3. New lesson

a Pre reading:  Pre teach:

- to divide [di'vaid] into: Chia

- to separate ['seprət] from: T¸ch tõ

- be separated by

- to comprise [kəm'praiz]: Bao gåm (to consist of) - compulsory [kəm'pʌlsəri]: b¾t buéc

- a federation[,fed'rein]: liên đoàn - territory ['tertri] : Vïng l·nh thæ

 Checking vocabulary: R0R

 T/F statements prediction:

1 Malaysia is a country of ASEAN There are two religions in Malaysia People speak only Malay in Malaysia

4 Primary school children learn three language at

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school

5 All secondary school children learn in English b While reading:

 T/F statements:  Answer keys: T T

2 F There are three religions in Malaysia F People speak only Malay in Malaysia F All secondary school children learn in Malay

 Grid:

1 Area: 329,758 km2 Capital city: Kuala

Lumpur

2 Population: over

22.000.000 Official religion:Islam

3 Climate: tropical National language:Bahasa Malaysia

4 Unit of currency:

Malaysia ringgit Compulsory secondlanguage: English

c Post reading:  Discussion:

- What you know about Malaysia?  Write it up

- Read the text about Malaysia then check and correct the false statements

- Read the text in silence then complete the table (Read a P.10)

- Read the information they have found in read a) again then work in groups of four to talk about Malaysia - Write what they know about Malaysia (Individual work)

4 Consolidation

5 Homework

- Prepare for the next lesson: Unit 1: Write

- Do exercise page 7,8 (workbook)

- Exercise I, III, IV, V, VI P.5-8 (Bài tập bổ trợ-Nâng cao tiếng Anh 9) Unit

A visit from a pen pal

Tiết 06 Ngày dạy 01/9/2010

Write

I Aims

Giving students practice in writing a letter to their parents or friends about their visit to another part of the country or a different country

II Objectives

By the end of the lesson, students will be able to write a letter telling about their trip to their friends or relatives in Viet Nam or in different countries

- Board, chalk,

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- Greeting

- Have you ever been to another part of our country?

- When did you go? - Who did you go with? - How did you go?

 Form of a personal letter?

- Teacher – Students

- Group work - Opening: Dear , - Body of the letter + First paragraph + Second paragraph + Third paragraph - Closing: Yours

3. New lesson

I Pre writing:

* Set the scene: “Imagine you are visiting another part of Vietnam Write a letter to your friend or parents.”

 Making outline:  First paragraph:

- Where / you now?

- Have a good or terrible journey?

- Travel by ? / How long ?

- When / arrive?

- Who / met / at ?  Second paragraph:

- What / / the day / arrive?

- On the following days?

- (Visit/take photos/eat/buy souvenirs)

- Meet your friend?  Third paragraph:

- Have a good time?

- How / feel / like / stay?

- (The sights / food / people)

- When / come back?

II Writing:

- Teacher monitors, takes notes of typical mistakes and helps if necessary

 Suggested letter: Dear Mom and Dad,

I m now on holiday in HCM City We had a terrible’

journey We went by train The weather was awful It

- Students work in pairs, ask and answer questions using the information given above to tell each other about their visit

* Example:

S1: Where are you now?

S2: I’m on holiday in Ho Chi Minh City

S1: Did you have a good journey?

S2: No The weather was awfully bad on the day I went

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rained all the time And the train was delayed for three hours.

So it took 50 hours to travel from HN to HCM City I think I will never travel by train again I was so late that nobody met me at Saigon Station I took a taxi to our uncle s house They were so glad to see me.’

I was rather tried on the day I arrived I didn t do’

much for the first two days On the following days, we spent most of the time visiting Dam Sen Park

I m having a good time in HCM City now I enjoy the’

foods because they are delicious I like the sights because they are beautiful I love the people, too. They are helpful and friendly However, I miss you both and I wish you were here now If you were here we would have more fun I ll come back on 25’ th

September and please pick me up at the Noi Bai Airport at

Love

III Post writing:

- Writes typical mistakes on the board and elicits the correction from students

- Gets some students to read their letters before the class

- Swap their writing and correct any mistakes if necessary

4 Consolidation

Teacher retells and emphasises the way to write a personal letter

5 Homework

- Prepare for the next lesson: Unit 2: Getting started + Listen and read

- Do exercise P.11 WB

- Exercise X Page 10-11 (Bài tập bổ trợ-Nâng cao tiếng Anh 9)

- Complete this letter: Dear Lan,

1 very happy / get / your mail

2 I / back / from / holiday / countryside It / one / most / interesting trip / have

4 I / play / lots / traditional games / eat / fresh / fruits What / about / you? Nice weekend?

6 Please write / back / me / soon / as / possible Love

Answer key: Dear Lan,

1. I am very happy to get your mail.

2. I have come back from my holiday in the countryside. 3. It was one of the most interesting trip I had.

4. I played lots of traditional games and ate fresh fruits. 5. What about you? Did you have a nice weekend? 6. Please write back to me as soon as possible.

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Unit clothing

Tiết 07 Ngày dạy /9/2010

I Aims

- Presenting vocabulary to talk about the development of the “ao dai”

II Objectives

By the end of the lesson, students will be able to know about the traditional clothes of some nations and Ao Dai in Vietnam

- Board, chalk,

- A cassette and an audio compact disk IV Anticipated problems

Students may not know about the traditional clothes of some nations in “Getting started”

- Greeting

2 Revision

In the new lesson

3. New lesson

I Getting started:

- Elicits the answers from students a She comes from Japan

b She comes from Vietnam c He comes from Scotland d She comes from India e He comes from the USA

f She comes from Arabia (Saudi)

II Presentation:

1 New words:

 Forming the words (revision):

To design (N)Designer / design

To wear Simple past/PII: wore/worn To symbolize Noun: Symbol

Tradition Adj / Adv: Traditional(ly)

Frequently Adj: Frequent

Poem Noun: Poet / Poettry

Modern Verb: Modernize

- Tells students any words that they can’t change the form

 New words:

- Look at the pictures of people wearing the national dresses of their country (Pictures a-f) on page 12 and describe where each person comes from

- Forming the words

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- To take inspiration [,inspə'rei∫n] from: LÊy c¶m høng tõ

- Loose > < tight

- Minority[mai'nɔriti]: ThiÓu sè > < Majority [mə'dʒɔriti]

- Velvet ['velvit]: Nhung - Stripes: Vạch kẻ

- a long silk tunic['tju:nik]: áo lụa dài Checking Vocabulary: R0R

- Set the scene: You are going to read the text about the traditional dress of Vietnam – The ao dai

2 Pre questions:

1 What’s our national dress?

2 What’s it made from? – Silk or velvet or both?

3 Who often wears it?

4 When they often wear it? Listen and Read P.13

- Plays the disk - Answer key: The ao dai is

2 It’s either made from silk or velvet Women often wear it

4 They often wear it on special occasions

III Practice:

1 Complete the sentences: - Listen&Read a P.14 - Checks the answers

1 poems, songs and novels.

2 traditional dress of Vietnamese women to wear modern clothing at work

4 lines of poetry on it.

5 traditional designs and symbols like suns, stars, crosses and stripes to velvet.

2 Comprehension questions: - Listen&Read b P.14

1 By traditional, men and women used to wear the ao dai

2 The majority of Vietnamese women prefer to wear the ao dai at work because it’s more convenient To modernize the ao dai, fashion designers have printed lines of poetry on it And they have added traditional designs and symbols like suns, stars, cresses and stripes to velvet

IV Futher practice:  Discussion:

1 When / where / why women in Vietnam like wearing the ao dai?

2 The changes to the traditional ao dai

- Copy down on the notebooks - Work in groups of to predict the answers to the questions

- Listen following the text - Read in individuals to find the correct answers to the questions

- Individual work

- Share answers with their partners

- Pair work

- Work in groups of four each to talk about the ao dai

4 Consolidation

5 Homework

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- Write some sentences about the Ao dai

- Write up what they discussed and talked about in the “Discussion”

- Do exercise II, IV, VIII P 13-15, 17 (Bµi tËp BTNC tiÕng Anh 9) Unit

clothing

Tiết 08 Ngày dạy /9/2010

Speak

I Aims

Giving students more practice in talking about the clothes they like to wear on different occasions

II Objectives

By the end of the lesson, students will be able to talk about their habits or interests in different types of clothes

- Board, chalk,

- Word cards

- Greeting

2. Revision

 Noughts and crosses: Talking about the ao dai.

1 What is our traditional dress? What is it made of?

3 What is the ao dai described as?

4 Who used to wear the ao dai by traditional?

5 Why the majority of Vietnamese women prefer to wear modern clothing at work?

6 What have fashion designers done to modernize the ao dai?

7 On what day you have to wear school uniform? What your teachers often wear on Teachers’ Day?

9 What colour is your school uniform?

- Team work

1

4

7

3. New lesson

a Pre speaking: I New words:

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- Teacher uses the words of different clothes on page 17 (or other clothes Ss are wearing) to teach these words:

- Plaid [plổd]: Kẻ ca rô

- Sleeve [sli:v]: Tay ¸o - Sleeveless: Céc tay - Fade ['feid]: Bạc màu

- Plain [plein]: trơn (Không có hoa)

- Casual['kổjul]: Bình thờng, không trịnh träng

 Checking: What and where

II Speaking:

1 Matching: - Speak a) P.15

a a colourful

T-shirt b a sleevedsweeter c a striped shirt d a plain suit e faded jeans f a shotr-sleevedblouse g baggy pants h a plaid skirt i blue shorts

2 Questions:

1 What you usually wear on the weekend? Why you usually wear these clothes? What is your favorite type of clothing? Why?

3 On what day you wear school uniform? What colour is it?

4 What type of clothing you wear on Tet / your birthday? What would you wear to a party?

3 Survey:

- Speak b P.15

Name Casual clothes Favorite clothes School uniform Clothes for special occasions Hoa A short sleeved blouse/ baggy pants cool, comfortable Short baggy pants and short sleeved blouse Wear it every day except for Sunday Comfortab le, dark blue and white

Jeans and a long sleeved blouse Look stronger in these clothes

c Post Speaking:  Feedback:

Lan: Hoa said she often wore a short-sleeved blouse and baggy pants She said she like them because they were cool and comfortable She said her favorite clothes were short baggy pants and short sleeved blouse She said she wore school uniform every day except for Sunday She said it was comfortable and it had dark blue and white

words in Vietnamese - Repeat in chorus - Read in individuals

- Read the phrases and try to guess the meaning of each phrase

- Do the matching

- Repeat the phrases in chorus - Read the questions on page 14, then work in pairs to add three more questions

- Use the given questions to make a survey

- Ask or of their classmates to get information to complete the table

- Students tell their class what they have interviewed

4 Consolidation

5 Homework

- Prepare for the next lesson: Unit 2: Listen

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Unit clothing

TiÕt 09 Ngày dạy /9/2010

listen

I Aims

Giving students practice in listening for details and describing people

II Objectives

By the end of the lesson, students will be able to describe others (clothes, age, hair)

- Board, chalk,

- Pictures

Students may meet with difficulties in listening to the disk voice and maynot call out the names of clothes in the pictures

- Greeting

2. Revision  Net work:

- Group work of four

- Discuss and write the names of clothes

- Some students take turns to read aloud the word they have, others listen and add the words they don’t have to their list

3. New lesson

a Pre listening:

 Question and answer: * Suggested questions:

1 What you call these clothes in English? What kind of blouse is it?

3 Are these shoes or sandals?

a A pants B blue shorts C a skirt b A a long, white sleeved blouse

- Look at the pictures (Listen a-c P.16), ask and answer questions about the clothes or shoes

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B a short, pink sleeved blouse C a short, white sleeved blouse

c A sandals B boots C brown shoes  Ordering:

Teacher reads:

1 sandals a short, pink sleeved blouse shorts a long sleeved blouse

5 boots

Keys:

1 c)A b)B a)B b)A c)B  Set the scene: “Marry, a three-year-old girl, is getting lost Her father is looking for her Listen to the announcement and put a tick beneath the pictures of what she is weearing.”

b While listening:  Listen P.16: - Plays the disk

- T has students give their answers and elicits the correction from them if necessary

* Answer key: a B – shorts

b C - a short white sleeved blouse c C – brown shoes

- Plays the disk again Keys:

- Age:

- Hair: Short, dark hair

- The thing: a doll

c Post listening:

 Comprehension question: How old is Mary? (3)

2 What color is her hair?(short, dark hair) What is she wearing?

She’s wearing a short sleeved blouse

She’s wearing blue shorts and she’s wearing brown shoes

4 What may she be carrying? (a doll)  Role play:

- Teacher: “Imagine your brother (sister) went shopping with you in a department store You have lost him (her) Now you are at the information desk.”

- Look at the pictures about different types of clothes (P.16) the listen to the teacher’s reading, write the order of the pictures as they hear

- Listen to the disk then put a tick beneath the pictures of the clothes, shoes, sandals or boots Mary is wearing

- Listen to the disk again and check the correct pictures - Take notes of Mary’s age, hair and the thing she may be carrying

- Work in pairs to ask and answer questions about Mary

- Work with your partner to make a similar dialogue to describe him (her) (age, height, hair, clothes)

4 Consolidation

5 Homework

- Prepare for the next lesson: Unit 2: Read

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clothing

Tiết 10 Ngày dạy /9/2010

read

I Aims

Giving students practice in reading for details

II Objectives

By the end of the lesson, students will be able to tell their friends about the history of jeans

- Board, chalk, map

- Wordcards

Students might have no problems

- Greeting

2. Revision  Network:

- Group work of four

- Discuss and write the names of clothes

3. New lesson

a Pre reading: I New words:  Pre teach: - not easy = hard

- to name after sombody: Đặt tên - to wear [we] out: mòn - to embroider [im'brid]: thêu

Checking vocabulary: Slap the board

II Reading:

 Set the scene: T: (use the picture of students

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(P.17):

- What kinds of trousers are these students wearing?

- Are they tight or loose jeans?  Pre questions:

1.What was jean cloth made from?

2 Who gave the name “jean” to this material? When did jeans appear for the first time and where?

b While reading:  Checking predition:

1 from cotton

2 Sailors from Genoa in Italy did In the 18th century in Europe.  Gap fill:

- Read a) P.17

1 In the 18th century, jean cloth In the 1960s, students

3 In the 1970s, cheaper In the 1980s, fashion In the 1990s, sale

 Comprehension questions: - Read b) P.18

1 It comes from a kind of material that was made in Europe

2 They were embroidered jeans, painted jeans

3 Because jeans became cheaper

4 Because many famous designers started making their own styles of jeans, with their own labels on them

5 Because the worldwide economic situation got worse

c Post reading:  Chain games:

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

2 The 1990s’ fashions were jeans

3 In the 1970s, more and more people began wearing jeans because they became cheaper Jeans, at last, became high fashion clothing in the 1980s when famous designers started making their own styles of jeans with their own labels on them

5 The sale of jeans stopped going up because the worldwide economic situation got worse

- Read the text about the history of jeans and find the answers to the pre questions

- Read the text again then complete the sentences

- Work in pairs to answer the questions

- Work in groups of four, take turns to tell about jeans (Use the answers to the questions in “Read b)” P.18

4 Consolidation

Teacher gets some advanced students to translate the text in to Vietnamese

5 Homework

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- Summarize the text

- Do exercise VI, VII P.16-17 (Bµi tËp BTNC tiÕng Anh 9)

Unit clothing

Tiết 11 Ngày dạy /9/2010

Write

I Aims

- Presenting a written argument

- Giving students practice in writing their own argument about students’ uniform

II Objectives

By the end of the lesson, students will be able to write their own argument about students’ uniform

- Board, chalk,

- Poster

- Greeting

- Do you like wearing jeans?

- Why? / Why not?

- Teacher uses this situation to lead Ss to the new lesson

- Students give reasons for their choice

3. New lesson

a Pre writing: 1 New words:  Pre teach:

- to argue ['ɑ:gju:]: Tranh c·i

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- to conclude [kən'klu:d]: KÕt luËn

- to encourage[in'kʌridʒ]: §éng viªn, k khÝch

- to bear one’s name: Mang tªn - Self-confident = sure: Tù tin

- Constrained[kən'streind]: Ðp bc, miƠn cìng - Equal ['i:kwəl]: C«ng b»ng

- Practical ['prỉktikl]: thùc tiƠn Checking: R0R

2 Presenting an argument:

- Teacher checks students’ understanding: a How many parts does an argument have? b What are they?

c What the writer write in each part?

(I think / My opinion is )

Topic sentence / Point

of view Firstly Therefore / In conclusion Secondly Finally  Reading the model: Questions:

1 What does the writer want to persuade readers?

2 How many reasons does the writer give? Keys:

1 He wants to persuade readers that it’s necessary for secondary school students to wear uniform

2 He gives reasons Firstly Secondly Thirly

b While writing:

 Suggested answer:

My opinion is that high school students should wear casual clothes.

Firstly, wearing casual clothes makes Ss feel more comfortable They don t feel constrained to wear’

uniform they don t like.’

Secondly, wearing casual clothes gives students freedom of choice They have the right to choose sizes, colors, and fashions of clothes that they love. Finally, casual clothes make school more colorful and lovely Students feel self-confident when they are in their favorite clothes.

In conclusion, students, particularly high school students should wear casual clothes Wearing casual clothes is convenient, comfortable and fun.

c Post writing:  Correction:

- Gets some students to read their arguments before the class

- Students read the form of an argument given in table P.18

- Read the topic and outline A, then read the passage again and answer the questions given by teacher

- Read outline b) carefully then work in pairs or in groups to write to support the arhument that high school students should wear casual clothes (Read 6b P.19)

4 Consolidation

Teacher retells and emphasises the way to write an argument

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- Prepare for the next lesson: Unit 2: Language focus

- Rewrite the passage

- Do exercise X P.18 (Bµi tËp BTNC TiÕng Anh 9)

Unit clothing

Tiết 12 Ngày dạy /9/2010

Language focus

I Aims

- Giving students more practice in asking for and giving information using the present perfect and simple past

- Revision and further practice in the passive form with “can/should/might/have to”

II Objectives

By the end of the lesson, students will be able to get the aims well

- Board, chalk,

- Workbook

The lesson may take time

- Greeting

2. Revision

 Correcting homework:

- Gets a student to read his/her argument in front of the class

- Listen and make comment on it Give the student mark

- Reads the argument

3. New lesson

Teacher s activities’ Students activities’ The present perfect:

- T uses the dialogue in language focus P.19 to help Ss revise the use of the present perfect: Present perfect with “since” and “for” and

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“recently, how long ”:

- Since: a point of time - For: a period of time

- Both “Since” and “For” can be used to answer the question “How long have/has + PII” - Recently: Indicate an incomplete period of time

- How long: Ask a period of time of an action - When: Ask a start of time of an action

2 The difference between the Simple past and the Present perfect

Practice:

 Language focus P.20  Substitution table:

- T has some pairs practise their dialogues before the class

 Language focus P.20 (Yet/Already)  Matching:

See Giac Lam

Pagoda Visit ReunificationHall Go to the zoo and

Botanical Garderns Amusement ParkGo to Dam Sen Eat Vietnamese food

 Find someone who has already  Example Exchange:

You: Have you seen Giac Lam pagoda yet? S1: Yes, I’ve already seen it

You: Have you eaten Chinese food? S1: No, I haven

- T has some pairs practise before the class  Language focus

- Elicits and focuses on the difference between the present perfect and the simple past (Have you seen ?/When did you see ?)

* Noughts and crosses:

- Divides class in to teams - Read the word

1 Comic Computer Supermarket

4 Volleyball Singapore Movies

7 Elephant Hue Durian

* Example: T says: “Comic”

S1: Have you ever read a comic? S2: Yes, I have/No, I haven’t  The passive form:

- Write some irregular verbs

- Read the information given in the box, work in pairs to make similar dialogues

- Read the dialogue in pairs, then make similar dialogues using the information from the substitution table P.20

- Match th verbs with the words or phrases

- Get out of their seats and asks two of their classmates if they have already done or haven’t done something yet

- Read the example carefully - Read the words in the box (P.20) the find suitable verb that can go with each word - Choose the number

- Make up similar dialogue with the word given by teacher

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 Revision: Model sentence:

This exercise must be done carefully Model: S + modal verbs + be + PII

 Practice:

- Language focus 4, P.21

- T has students give their answer and does direct correction if necessary

- Do the exercises orally

- Write on their notebooks

4 Consolidation

Written test (10 minutes) 9A

Use the given words to rewrite each of the following sentences in such a way that it means exactly the same as the sentence given:

1 I last saw him five years ago (I haven’t ) I can’t swim (I wish……)

3 People used to call him “FAT” (He )

4 It’s a pity I don’t know how to make a cake (If only ) It’s a pity he didn’t study hard (He wishes )

9B

Use the given words to rewrite each of the following sentences in such a way that it means exactly the same as the sentence given:

1 It’s a pity I didn’t tell the police the truth (I wish………… ) Mr Nghia no longer smokes (Mr Nghia doesn’t……….)

3 I am sorry I didn’t listen to my teacher’s advice (If only……… ) I don’t mind going out alone at night (I am………)

5 I haven’t seen Bill for three years (It is………)

5 Homework

- Prepare for the next written test

- Prepare for the next written test, exercises 3-9 P.14-19 WB

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TiÕt 13 Ngµy kiĨm tra … ……/ /2010 Written test 45’’

A Aims

- Nh»m kiÓm tra kiến thức ngôn ngữ, kỹ bản, khả tiếp thu học học sinh

- Giúp phân loại học sinh Từ giáo viên có biện pháp giảng dạy, giúp đỡ thích hợp

B Objectives

Lớp 9A

The content of the test Đề số (Đề lẻ)

I Listen to a passage then check if each of the following sentences is true or false: Alexander G.Bell was born in the USA

2 He work with deaf-mute patients in a hospital in Boston Thomas Watson was Bell’s assistant

4 Bell invented the telephone

II Rewrite each of the sentences below in such a way that it means exactly the same as the sentence printed before Begin the sentences with the words or phrase given:

1 Henry always went swimming after school last year

- Henry used I last saw him years ago

- I haven’t… It’s a pity Tom is sick today

- If only How long have you learn English?

- When…… ? He hasn’t seen the younger son for three weeks

- The younger son The manager must sign the cheque

- The cheque III Put the verbs in brackets into the correct form:

1 He (buy) this car five years ago

2 I (not write) to her since she left school My mother used (go) to school on foot Henry gets used (eat) at p.m

5 Maryam has decided (stay) for another week It’s time we (catch) the bus

IV Choose and circle on the letter A, B, C or D before word or phrase which completes each of the sentences below the best:

1 Has he here since he left school?

A working B work C worked D works

2 Are those jeans in China?

A produced B producing C produces D produce Today young generation is still fond wearing jeans

A in B of C at D on

4 The material is different that of the old days

A to B with C from D at

5 Some scientists believe that life might on another planet A be found B found C have found D find Jean cloth was made from cotton in the USA

A completion B complete C completed D completely The man decided in a hotel on the side of the lake

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8 This shirt carefully before using

A must have washed B must wash

C must have wash D must be washed

Đề số (Đề chẵn)

I Listen to a passage then check if each of the following sentences is true or false: Alexander G.Bell was born in the USA

2 He work with deaf-mute patients in a hospital in Boston Thomas Watson was Bell’s assistant

4 Bell invented the telephone

II Rewrite each of the sentences below in such a way that it means exactly the same as the sentence printed before Begin the sentences with the words or phrase given:

1 Henry always went swimming after school last year

- Henry used I last saw him years ago

- I haven’t… It’s a pity Tom is sick today

- If only How long have you learn English?

- When…… ? He hasn’t seen the younger son for three weeks

- The younger son The manager must sign the cheque

- The cheque III Put the verbs in brackets into the correct form:

1 He (buy) this car five years ago

2 I (not write) to her since she left school My mother used (go) to school on foot Henry gets used (eat) at p.m

5 Maryam has decided (stay) for another week It’s time we (catch) the bus

IV Choose and circle on the letter A, B, C or D before word or phrase which completes each of the sentences below the best:

1 I find the times for English meals very strange I’m not used dinner at p.m

A to having B to have C having D have

2 Was this mobile phone last year?

A buying B buys C buy D bought

3 The word jeans was named sailors from Genoa

A by B from C after D of

4 The material is different that of the old days

A to B at C from D with

5 Some scientists believe that life might on another planet

A be found B found C have found D find Jeans never been fashion

A have / out of B has / out of C have / on of D has / on of My parents advised me alone in the dark

A not go to B not going C not to go D to go not I wish I a teacher

A am B were C are D be

Líp 9b

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II Choose the word or phrase which best completes each sentence Circle the best answer A, B, C or D (2 pts)

1 How can I _ to the post office?

A get B find C reach D arrive

2 Couldn't you go a little faster? I'm _ a hurry

A at B on C in D of

3 "Must I take my umbrella?" "No, you _ It's not going to rain."

A have to B don't C needn't D mustn't She hasn't written to me _ we met last time

A ago B before C for D since

5 Can we _ at your house and go to the party together?

A see B come C meet D find

6 Shall we go? - No, let’s _

A be not B don’t C go not D not

7 “Are you leaving?” “Yes, but I wish I _ to go

A didn’t have B will not have C don’t have D may not have This record-shop _ be a book-shop a few years ago

A used B used C use D used to

III Find ONE suitable word to fill in each blank to complete the following letter: ( pts)

Dear Sir,

I (1) _writing to complain about EASY camera I bought (2) _two weeks ago I just received my first set (3) _color photos only yesterday I am enclosing them with this letter You will see that they are very dark

I think that your EASY (4) _is very bad, but I will try again You see, (5) _wasted my money on (6) _first set of photos Would (7) _please send a new film to me? If the next photos are also very (8) _, I will send the camera to you and ask you to return my money

Yours faithfully,

Your answer:

1……… 2……… 3……… 4……… 5……… 6……… 7……… 8………

IV Finish each of the following sentences in such a way that it means exactly the same as the sentence printed before it (3 pts).

1 People use computers to design new models

Cambridge Language College EVENING CLASSES Student Enrolment Form

To be completed for all new students

Student details:

 Surname: ………

 First name: Maria

 Nationality: Mexican

 Language: ………, a little English

 Occupation (Job): ……… ………

 Date of birth:……… …………

 Address: ………… Cherry Road

 Postcode: ………

 Telephone number: ……… ……… Course details:

 English, 139 Intermediate

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- Computers……… ……… I’ve never read such an interesting book before

- It is the most.……… ……… The exercise is so difficult that I can’t it

- The exercise isn’t… ……… ……… He bought the book last week

- The book………

5 He doesn’t smoke any more

- He used……… ……… “You should pay more attention to your study,” my teacher said

- My teacher advised……… ………… V Give the correct form of the words in brackets to fill in the blanks (1 pts)

1 What have fashion designers done to the ao dai? (MODERN) There are a lot of mountains in Vietnam (BEAUTY)

§Ị sè (Đề chẵn)

I Listen to a telephone conversation then fill in the blanks with the information you hear (2 pts)

II Choose the word or phrase which best completes each sentence Circle the best answer A, B, C or D (2 pts)

1 He told me he couldn’t go to sleep That’s what he

A said me B talked to me C told to me D said to me I borrowed this coat _my father

A at B to C from D by

3 I asked her a question but she _silent

A ashamed B stopped C remained D concerned How fast did he drive? - _30 miles an hour

A At B With C To D By

5 _he was a brilliant scientist

A He is said that B It is said that C People are said that D To be that I can’t see you tonight I have to _ a meeting

A assist to B be on C take place at D attend Tom doesn’t work here _ He left about six months ago

A still B yet C no longer D any longer Remote controls _interact with TV

 Surname: ………

 First name: Maria

 Language: ………, a little English

 Occupation (Job): ……… ………

 Date of birth:……… …………

 Address: ………… Cherry Road

 Postcode: ………

 Telephone number: ……… ……… Course details:

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A used to B use to C are used to D uses to

III Find ONE suitable word to fill in each blank to complete the following letter: (2 pts)

Dear Sir,

I (1) writing to complain about EASY camera I bought (2) two weeks ago I just received my first set (3) color photos only yesterday I am enclosing them with this letter You will see that they are very dark

I think that your EASY (4) is very bad, but I will try again You see, (5) wasted my money on (6) first set of photos Would (7) please send a new film to me? If the next photos are also very (8) , I will send the camera to you and ask you to return my money

Yours faithfully,

Your answer:

1……… 2……… 3……… 4………

5……… 6……… 7……… 8………

IV Finish each of the following sentences in such a way that it means exactly the same as the sentence printed before it (3 pts).

1 People use computers to design new models

- Computers……… ……… I’ve never read such an interesting book before

- It is the most.……… ……… The exercise is so difficult that I can’t it

- The exercise isn’t… ……… ……… He bought the book last week

- The book………

5 He doesn’t smoke any more

- He used……… ……… “You should pay more attention to your study,” my teacher said

- My teacher advised……… ………… V Give the correct form of the words in brackets to fill in the blanks (1 pts)

1 What have fashion designers done to the ao dai? (MODERN) There are a lot of mountains in Vietnam (BEAUTY)

III Collecting the tests

- When the time is over, teacher collects students’ tests

IV Homework

- Review unit and

Tiết 14 Ngày dạy /10/2010

check the test

A Aims

- Nhằm đánh giá mức độ làm học sinh

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- Tìm học sinh yế kỹ để từ giáo viên có biện pháp giúp đỡ thích hợp

- Gióp học sinh học tập cách trình bày kiểm tra sẽ, khoa học bạn

B Procedure 1 Warmer

- Greeting

2 New lesson

- NhËn xÐt chung vỊ bµi kiĨm tra:

- Đa lỗi sai tiêu biểu mà nhiều học sinh mắc phải: + Kỹ viết h¹n chÕ

+ Grammar mistakes: Bài chia động từ nhiều lỗi, lỗi vết câu bị động, + Spelling: Thiếu dấu câu, đầu câu không viết hoa, khoảng cách từ câu liền nhau,

Chữa kiểm tra:

Answer keys: Lớp 9a Đề chẵn + Lẻ I M Give 0.5 mark for each correct sentence:

1F 2F 3T 4T

Transcript:

On March 3, 1874, Alexander Graham Bell was born in Edinburgh He was a Scotman although he later emigrated, first to Canada and then to the USA in the 1870s In America, he work with deaf-mutes at Boston University Soon, Bell started experimenting with ways of transmitting speech over a long distance This led to the invention of the telephone

Bell and his assistant, Thomas Watson, conducted many experiments and finally came up with a device which they first introduced in 1876 Bell said on the telephone: “Mr.Watson, come here I want you” This was the first telephone message II M Give 0.5 mark for each correct sentence:

1 Henry used to go swimming after school last year We started studying English five years ago

3 If only Tom were not sick today The concert has been postponed

5 The younger son hasn’t been seen for three weeks The cheque must be signed by the manager

III M Give 0.5 mark for each correct verb:

1 bought haven’t written to go to eating

5 to stay caught

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1C 2A 3B 4C

5A 6D 7B 8D

Đề chẵn IV M Give 0.25 mark for each correct answer:

1B 2D 3C 4A

5A 6A 7C 8B

Lớp 9B Đề chẵn + Lẻ

I Listening (0,25 x = §)

Transcrip:

Receptionist:….Hello, Cambridge Language College

Maria: Oh….Yes Hello I’d like to attend one of your evening classes… Receptionist: Oh, yes Which classes are you interested in?

Maria: English…it course 139

Receptionist: I see…Course 139 is for intermediate students Is that the course you want? Maria: yes, it is Intermediate

Receptionist: Right Do you want the short course or the long course? Maria: The long course, please That’s twelve weeks, isn’t it?

Receptionist: Yes Now, I need to take some personal details first Your name, please? Maria: Silvia

Receptionist: Silvia’s your surname, isn’t it? Maria: Yes

Receptionist: Can you spell that for me? Maria: Yes S-I-L-V-A

Receptionist: Thank you And you first name? Maria: Maria

Receptionist: Maria…Thank you Oh, what’s your nationality?

Maria: I’m Mexican I’m a student at university in Mexico City I’m here for the summer Receptionist: I see So you speak Spanish and…any other languages?

Maria: No, just Spanish…and a little English!

Receptionist: And you are a student…And your date of birth? Maria: My date…Oh! The eleventh of October 1983

Receptionist: Eleventh of October…1983 Where are you staying in Cambridge? Maria: Sorry?

Receptionist: What’s your address here?

Maria: Oh It 24 Cherry Road The postcode is CB1 5AW

Receptionist: OK Now then Maria, you have a telephone number? Maria: Yes It’s 742980

Receptionist: 742980 That fine The next intermediate English long course starts on Monday at seven p.m

III 0,25 x = §

1 am it of camera

5 I the/my you dark

 Surname: Silvia  First name: Maria

 Language: Spanish, a little English

 Occupation (Job): Student  Date of birth: 11/10/1983  Address: 24 Cherry Road

 Postcode: CB1 5AW  Telephone number: 74289

Course details:

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IV 0,5 x = §

1 Computers are used to design new models It is the most interesting book I’ve ever read The exercise isn’t easy enough for me to drink The book was bought last week

5 He used to smoke

6 My teacher advised me to pay more attention to my study V 0,5 x = §

1 modernize beautiful

Đề lẻ II M Give 0.25 mark for each correct answer:

1A 2C 3C 4D

5C 6D 7A 8D

Đề chẵn II M Give 0.25 mark for each correct answer:

1D 2C 3C 4A

5B 6D 7B 8C

- Gv giải đáp thắc mắc học sinh có - Lấy điểm vào xổ

3 Homework

- Prepare: Unit 3: Getting started + Listen and read Unit

A trip to the countryside

Tiết 15 Ngày dạy /10/2010

Getting started + listen and read I Aims

Reading the text about a trip to the countryside to understand the details and practicing countryside vocabulary

II Objectives

By the end of the lesson, students will be able to get the aims well III Materials

- Text book - Board, chalk,

The lesson may take time V Procedure

1 Warmer - Greeting

- Asking for the teaching date 2 Revision

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Teacher s activities’ Students activities’  Chatting: (Getting started)

- Do you live in the countryside? - Do you like living in the countryside?

- What activities you see or in the countryside?

a Presentation: I New words:

- Banyan tree: Cây đa

- A shrine: Miếu thờ, điện thờ - Hero: Anh hïng

- Entrance: Lèi vµo, cỉng vµo - Bamboo forest: Rõng tre Checking: What and where

 Set the scene: “You are going to read the text about Liz’ trip to Ba’s village”

II T/F statement prediction: - Listen and Read a) P.23  Presentation text:

- Plays the disk twice

1F 2T 3F

4F 5T 6F

7T 8F 9T

 Correction:

1 Ba and his family had a day trip to their home village There is a big old banyan tree at the entrance to the village

4 Liz had lunch under the banyan tree People had a picnic on the river bank

8 Liz took a lot of photos to show the trip to her parents

III Comprehension questions:

- Teacher works with weak students to give them help

- Has Ss give their answers

1 Ba’s home village is about 100 km to the North of Hanoi It lies near the foot of a mountain and by a river bank

2 They got to the village by bus

3 There’s a banyan tree at the entrance to the village On the mountain they saw a shrine of a young Vietnamese hero

5 They had a picnic on the river bank

6 Liz took a lot of photos to show the trip to her parents She wishes she could visit Ba’s village again some days

IV Further Practice:

 Tell about the trip to Ba’s village: - Gives students cues:

When to go / who to go with / how to go What to during the trip

How to feel after the trip

- Copy down on the notebooks - Read the statements on page 23 and predict if they are true or false (Pairworks)

- Listen to the disk and read the text to check the prediction

- Give the answers then correct the false statements

- Work with partners, ask and answer the questions

- Write the answer in their notebooks

- Copy down on the notebooks - Swap their notebooks with their partners to help each other correct the mistakes if necessary

- Work in pairs, take turns to play the role of Ba to tell each other about the trip to his home village

Example: “It was a beautiful day So I invited Liz to visit my home town with my family We got up early and went there by bus, ”

4. Consolidation

5. Homework

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- Read the text and learn new words by heart Unit

Tiết 16 Ngày dạy /10/2010

Speak & listen

I Aims

- Talking about one’s home village

- Practice in listening to the text about a trip to Ba’s home village for details

II Objectives

- Board, chalk,

- A cassette and an audio disk

Students may get difficulties in finding words and phrases to express their ideas and they may get confused with the disk voice

- Greeting

2. Revision  Brainstorming:

- Students work in groups

3. New lesson

a Pre listening:

 Set the scene: Teacher asks:

1 Where did Ba and his family go last Sunday?

- To his home town

2 How did they go? (By bus)

- Answer the questions

(38)

3 What did they see during their trip?

- Green paddy fields, a big old banyan tree, a shrine, mountains, rivers,

T: “You are going to listen to the passage about Ba’s trip to his home village and match the places on the bus route with the letter on the map.”

 Prediction:

- Give any explanation if necessary

- Draw the map on the board and write Ss’ prediction on the board

b While listening:  Checking prediction - Plays the disk three times

A Banyan tree B Airport

C high way No D Dragon Bridge

E Gas station F Store

G Pond H Bamboo forest

I Parking lot  Comprehension questions: - Plays the disk

1 Where did the bus collect Ba and his family? (From his house)

2 Where did it stop to get some more fuel? ( At the gas station)

3 Where did it go after leaving the high way? ( turned left onto a smaller road westward) Where did the bus go next?

(turned right then turned left onto a road which went through a bamboo forest)

5 Did the road to Ba’s home village go through a bamboo forest? (Yes)

6 Where did the bus drop every one? (At a parking lot near a banyan tree)

c While Speaking:  Speak a P.24

- Ss ask and answer about:

Lacation: Where is your home village?

Distance: How far is it from Hanoi?

Transport: How can you get there?

Time to get there: How long does it take to get there?

Things people often for a living: What people often for a living?

The sights: Does your village have a river? How are the sights there?

Feelings: How you think about your village?/How often you go there?

 Speak b P.24

- T monitors and gives help

- Listen to the teacher

- Students repeat the words (1-9)

- Predict the answer (Listen P.25)

- Lisen and check the prediction

- Read the questions carefully then listen to the dialogue again to find the answers to the questions

- Work with a partner, read the questions the play the role of A and B asking and answering about their partner’s home village using the information given in the box

(39)

d Post speaking:

* Example:

“I was born in the countryside It s about 50’ km from the city I live now It is near a river ”

- Write about their real home village

4 Consolidation

5 Homework

(40)

Unit

TiÕt 17 Ngày dạy /10/2010

read

I Aims

Practice in reading for details II Objectives

By the end of the lesson, students will be able to understand a life of an exchange student and summarize the text about his life in the USA

- Board, chalk, map - Posters

IV Anticipated problems Students might have no problems V Procedure

- Asking for the teaching date 2. Revision

 Brainstorming:

- Work in groups think about things people and their life - Discuss and write the names of clothes

3. New lesson

a Pre reading:

 Set the scene: “Van is a student He is from HCM City Now he is studying in the USA He is living with the Parker family on a farm.”

 Pre questions: 1.Where is the farm?

2 Does he enjoy his stay there? b While reading:

 Checking predition:

1 It’s 100 km outside Colombus, Ohio Yes, he does

(41)

 Matching: - Read a) P.26

- Elicits the answers from Ss and helps them practise saying the words or phrases

 Gap fill: - Read b) P.26

- T elicits the answer from students Ohio, Colombus farmer works part time Peter Sam after farm Watch baseball 10 member c Post reading:

 Lucky Numbers:

- Divides students into teams Where is Van now?

2 Who is he living with? Where is the farm? LN

5 What Mrs And mr Parker every day? How many children have they got?

7 LN

8 What has Van learnt since his arrival? Does he feel like his stay there? Why? 10 What does he every day?

- Monitors and find the winning team

- Read the text again and guess the meaning of the words by matching

- Read and complete the summary using the information from the passage

- Pairs compare the answers

- Team work

- Read the text again, try to remember as many things about the Parker’s life as possible - Close the books to play the game

4 Consolidation

Teacher gets some advanced students to translate the text in to Vietnamese 5 Homework

- Prepare for the next lesson: Unit 3: Write - Do exercise 6, 10 page 22, 25 (workbook)

Unit

TiÕt 18 Ngày dạy /10/2010

Write I Aims

Giving students practice in writing about “A countryside picnic” II Objectives

By the end of the lesson, students will be able to write a narration about a picnic to the countryside

III Materials - Text book - Board, chalk, - Poster

- Wordcards

(42)

 Write the simple past and the past participle of the verbs:

To put To take To run To lay To catch To blow - T has students wtite their answers on the board and elicits the correction from Ss if necessary

- Individual work then pair compare

3. New lesson

Teacher s activities’ Students activities’ I Pre writing:

1 New words:

- To play blind man’s buff (picture) - To take a photo (picture)

- To go fishing (picture) - Hurriedly (picture)

- To lay out the food (picture) - To take/catch a bus (picture)

* Checking vocabulary: Matching pictures 2 Picture drill

* Set the scene: “You and your friend had a picnic in the countryside Write a passage entitled “A country trip”

II While writing:

1 Picture and word cue drill:

- T has Ss read the words and asks for any explanation if necessary

- Monitors and gives help

- T has some Ss talk about their trip before the class beatiful day/my friend/I/decide/go/picnic

2 Take / bus / countryside / walk / 10 minutes / picnic site / river

3 Put down/blanket/lay out/food

4 After meal/play/games/”What song is it?”/blind man’s buff

5 Late/afternoon/go fishing

6 We/enjoy/picnic Wind/blow/gently/.Air/fresh When/look at/time/it/nearly 6.30 p.m/hurriedly gather/things/run/bus stop

8 Lucky/catch/last bus/arrive/home/very late/evening 2 While writing:

 Suggested answer:

It was a beautiful day So my friend and I decided to go on a picnic We took a bus to the countryside and walked about 20 minutes to the picnic site next to a river When we arrived, we put down the blankets and laid out the food After meal we played some games such as What song is it? and blind man s buff Late“ ” ’

in the afternoon we went fishing We enjoyed the picnic The wind blew gently The air was so fresh. But when we looked at the time, it was nearly 6.30. We hurriedly gathered the things and run to the bus

- Write what the people in the pictures (P.26-27 TB) are doing

- Look at the pictures and the words on page 26-27, work with thei partners to tell about their trip (students may talk in Vietnamese if necessary) - Other Ss listen and give remarks

(43)

stop We were lucky to catch the last bus and we arrived home very late in the evening.

III Post writing:  Correction:

- Gets some students to read their writings before the class

Teacher retells and emphasises the aims 5. Homework

- Prepare for the next lesson: Unit 3: Language focus - Rewrite the passage

Unit

TiÕt 19 Ngày dạy /10/2010

Language focus

I Aims

Giving students more practice in using “Wish”, prepositions of time and adverb clauses of result

II Objectives

III Materials - Text book - Board, chalk,

- Workbook

Students may have no problems

- Greeting

2. Revision

The prepositions of time:

In On At Between Of

After Until Till Before Up to

- Language focus P.30

a at b on c between d till e after f up to

- Revise the prepositions of time

(44)

a on b at in c in d for e in f at

3. New lesson

 Adverb clauses of result:

* Model sentence:

Hoa passed the exam because she worked hard  Hoa worked hard, so she passed the exam.

* Concept check:

- Is “so she passed the exam” in the second sentence an adverb clause of result or of reason?

* Matching:

1e 2a 3d 4b 5c

people in the pictures wish - Individual work – compaire in pairs

- “Of result”

- Translate the two sentences into Vietnamese

- Work in pairs

4 Consolidation

5 Homework

- Do exercises 1, 2, 3, 4, 7, 8, WB

Unit

Learning a foreign language

Tiết 20 Ngày dạy /11/2009

(45)

- Reading the dialogue to understand the details and introducing “Yes-No” questions in reported speech

- Practice in reported requests, questions

II Objectives

- Board, chalk,

Students may get confused with the reported questions

- Greeting

2. Revision

 Brainstorming: - Group work of four

- Read “Getting started” and compare

- Add what they don’t have in their lists

3. New lesson

a Presentation dialogue:

- Listen and read P.33

 Set the scene: Last week Lan had an oral examination of English Lan is talking to Paola about her exam

 Practice the dialogue:

- Elicits model sentence from students:  Model sentences:

Where you come from? The examiner asked mewhere I came from. Do you speak any other

languages?

The examiner asked if (whether) I spoke any other languages.

Read this passage. The examiner asked me toread that passage.

- Listen

- Practise the dialogue in pairs the look at the list of questions to check what exactly the examiner asked her

- We say “where I came Your way of

(46)

- Concept checking:

- Do we say “Where did I come or where I came from” in reported “Wh-question”?

- Do we use “if / whether” in “Yes-No reported question”?

- Do we use “to-infinitive / not to-infinitive” in reported command and request?

- Do we change the tense of verb in reported question when the verb in the main part of the sentence is in the simple past tense?

- Translate the model sentences into Vietnamese

b Practice:

- Teacher has students report the examiner’s questions before the class

1 What is your name?

- The examiner asked me what my name was Where you come from?

- The examiner asked me where I came from Why are you learning English?

- The examiner asked me why I was learning English

c Futher practice:  Personalization:

Teacher says “Imagine last week you visited your home village and you met an old friend of yours He asked you a lot of questions about your life and study Now you report your friend s questions to your classmates ’ ” Which school you go to?

2 How you go to school?

3 Do you wear uniform on week days?

4 How are you getting on with your study at school?

5 Is your life interesting? Come and see me some day

from” - Yes - Yes - Yes

- Practise the dialogue in pairs then report the examiner’s questions

- My friend asked which school I went to

- He asked how I went to school

-

4 Consolidation

Teacher retells and emphasises the structures

5 Homework

- Prepare for the next lesson: Unit 4: Speak

(47)

Unit

Tiết 21 Ngày dạy /11/2009

Speak

I Aims

Giving students more practice in expressing ideas about which school they should attend

II Objectives

By the end of the lesson, students will be able to know how to persuade their friends to something

- Board, chalk,

- Word cards

- Greeting

2. Revision  Brainstorming:

- T elicits from students the answers:

I think Let’s We should

- Team work

3. New lesson

a Pre speaking:

- T has students open their books and read the expressions given

 Pre teach:

- scholarship: Häc bæng

- Read to add any expressions that they don’t have in their lists - Tell the meaning of the new words in Vietnamese

- Repeat in chorus

(48)

- reputation: danh tiÕng - dormitory: ký tóc x¸ - approximately: xÊp xØ

- campus: (on/off campus): Khu trêng häc - native speaker: Ngêi b¶n xø

 Checking: What and where

 Set the scene: T: “ You are Thu, Tam and Kim You are awarded a scholarship to attend an English summer course abroad Try to persuade your partners to attend the school you would like to go”

b While speaking:  Talk about schools - Example:

Accommodation: We can live in dormitory oncampus.

Quality: The school has an excellentreputation.

Time of the course: The course lasts weeks.

Fees of the course: It costs about US $ 2,00.

 Discussion:

- T monitors and helps

- T has some groups practise their dialogues before the class

c Post Speaking:  Write it up:

After our discussion, we have decided to attend Brisbane Institute of English because

- Read in individuals

- Copy down on the notebooks - Listen and take notes

- Read the questions on page 14, then work in pairs to add three more questions

- Read the information given about schools and tell each other about the advantages and disadvantages of each school

- Work in groups of Each one chooses one school and tries to persuade their friends to attend the school he (she) has chosen - Write about the school their group has chosen

4 Consolidation

5 Homework

- Prepare for the next lesson: Unit 4: Listen

(49)

Unit

TiÕt 22 Ngày dạy /11/2009

Listen

I Aims

Practise in listening for comprehension

II Objectives

By the end of the lesson, students will be able to tell each other about their learning English

- Board, chalk,

- An audio disk, a cassette IV Anticipated problems

- Greeting

2. Revision  Discussion:

Ex: S1: I have problem in speaking English I find it difficult to communicate

S2: I think you should get a chance to practise speaking English with your friends and teachers or native speakers

(Listen to English programs, songs, learn songs in English, write letters, essays, )

- Work in pairs to tell each other about their problems in learning English Their partners would find a solution for them

3. New lesson

a Pre listening:  Set the scene:

T: “Nga is learning English in London She has some problems in learning English She’s talking to Kate, her friend, about her problems.”

* Pre question:

What problems does she have in learning English?

b While listening:

- Plays the disk

- T has students give their answers and elicits

- Listen and take notes

- Listen to the disk the answer the pre question

(50)

the correction from them if necessary * Answer key:

She has problems in speaking and listening  T/F statements:

- Listen P.35

- Plays the disk again

- T asks Ss to give their answers and elicits correction from them if necessary

Keys:

a.T b.T c.T d.T e.F f.T e Her listening is terrible This is her biggest problem People talk very quickly and she can’t understand them

c Post listening:  Survey:

Name Questions Answers

A

1 Which skill are you good at?

2 What aspect of learning English don’t you like?

3 What you think you should to improve your English?

Ss’ answers

B 1, 2,

- Read the statements (a-f) then listen to the disk again to decide if each statement is T or F and correct the false statements

- Get out of their seats, ask two of their classmates question to complete the table

4 Consolidation

5 Homework

- Write something about your friends’ ways of learning English Unit

Tiết 23 Ngày dạy /11/2009

read

I Aims

Giving students practice in scanning for specific information

II Objectives

By the end of the lesson, students will be able to understand the advertisements about English courses

- Board, chalk,

Students might have no problems

(51)

2. Revision  Guessing game:

Example: Lan writes: “I listen to songs in English and learn them by heart”

Hoa: Do you talk to foreigners? Lan: No, I don’t

Mai: Do you ?

X: What you do?

Lan: I listen to songs in English and learn them by heart

- Write what they often to improve their English The others guess what they by asking “Do you ?”

(Groups work of 8)

3. New lesson

- intermediate level: Trình độ trung bình - council: Hội đồng

- academy of language: Viện hàn lâm ngôn ngữ

- available: có khả

- Well-qualified: cú trỡnh cao - tuition: giảng dạy

 Checking vocabulary: Slap the board

 Set the scene: T: “Mrs Lam wants to go to an English language school He made a note of what he needs There are some advantagements about language classes Read these advertisements and help him choose a suitable school”

b While reading:  Grid:

- Read a P.36

- T has students give their answers and elicits correction from students if necessary

 Comprehension questions: - Read b) P.36

1 What classes does he want to attend? What is his level of English?

3 When does he want the course begin?

c Post reading:

 Which school you choose for Mr Lam and why?

 Example exchange:

S1: Which school should Mr Lam go to? S2: I think he should go to Foreign Language Council

S1: Why?

- Listen

- Work in pairs to read and note down the information about the English classes from the advertisements

- Read Mr Lam’s notes and answer the given questions - Work in pairs to answer the questions

(52)

S2: Because he can go to evening classes There he can attend classes at intermediate level And the course starts on November 3rd.

4 Consolidation

5 Homework

- Exercise P.31 WB

Unit

TiÕt 24 Ngày dạy /11/2009

Write

I Aims

Reading the letter to understand the details the practise writing another letter of inquiry

II Objectives

By the end of the lesson, students will be able to write a formal letter III Materials

- Text book - Board, chalk, - Poster

Students may get difficulties in finding words and phrases to express their ideas V Procedure

- Asking for the teaching date 2 Revision: Games

English frequency English for children

From beginner to

advanced.

49 hours over 11 weeks Available on Mon/Wed/Fri or Tue/ Thur/Sat.

Fee: 150 USD Add: 36 Cat Linh St Tel: 7.338402

For children aged to 12. Level from started to flyers.

Well-qualified teachers. 36 hours over or 12 weeks.

Fee: 160 USD Add: 10 Thai Ha St Tel: 5.636608

- Shows Ss the advertisements for minute the put them out

- Asks Ss some questions: Who should take this course?

2 On what days is the course available? How much is it?

- Individual work then pair compare

(53)

- Answer the questions

3. New lesson institution.

I am learning English at :Le Quy Don secondary school I can speak English, but my listening and writing skills are not so good So, I want to improve them Could you send me details of courses and fees? I can complete a spoken test if necessary.

I look forward to hearing from you. Sincerely,

Tran Mai Thao Ly c Post writing:

 Correction:

- Gets some students to read their writings before the class

choose a secretary to take notes of every member’s ideas first, then each member writes his/her own letter)

4 Consolidation

Teacher retells and emphasises the aims 5 Homework

- Prepare for the next lesson: Unit 4: Language focus - Rewrite the letter

Unit

Tiết 25 Ngày dạy /11/2009

Language focus

(54)

- Further practice in modal verbs with “if”

- Further practice in reported speech with “here” and “now” words and reported questions

II Objectives

- Board, chalk,

- Workbook

- Greeting

2. Revision

 Checking the previous lesson:

- Gets students to read their letter in front of the class

- Comment and give Ss marks

- The others listen and make comment on them

3. New lesson

Teacher s activities’ Students activities’ Modal verbs with if:

* Revision:

If you want to improve your English, we can help you.

* Concept check:

1 Is the simple present used in the conditional clause?

2 Is the main verb preceded by a modal verb? Name some modal verbs?

- Language focus P.38  Reported speech: * “Now” and “Here”:

- Grid (Language focus P.38)

- T elicits the answer from students to complete the table

- Revise the prepositions of time

- Yes - Yes

- Can, might, should, must, have to, ought to, may, could,

- Individual work - Complete the table

Direct speech Indirect speech Direct speech Indirect speech

Present simple Past simple This That

These Those

Present progressive Past progressive Here There

Future simple Future in the past Now Then

(55)

 Practice:

* Language focus P.39 Keys:

a) Uncle Hung said (that) that birthday cake was delicious

* Language focus P.39 Example exchange:

Mother: What did she ask you, Nga? Nga: She asked me how old I was And Keys:

a) She asked me how old I was

b) She asked me if my school was nere there c) She asked me what the name of my school was d) She asked me if I went to school by bicycle e) She asked me which grade I was in

f) She asked me if I could use a computer g) She asked me why I wanted that job

h) She asked me when my school vacation started

- Copy the table and the words in the notebooks

- Read the instruction carefully, then play the role of Lan to report everything to her grand mother

- Read the instruction carefully, then play the role of Nga to report everything to her mother

4 Consolidation

5 Homework

- Prepare for the coming written test 45’

- Do exercises 3, 4, 5, P.28-29 WB

TiÕt 26 Ngµy kiĨm tra /11/2008

Written test 45’’

A Aims

- Nhằm kiểm tra kiến thức ngôn ngữ, kỹ bản, khả tiếp thu học häc sinh

B Objectives

I.Em hóy nghe đoạn văn sau đánh dấu (T) vào trớc câu đúng, (F) vào trớc câu sai (2 Đ)

1 The pasage is about Christmas Carols Christmas songs were stories put to music

3 These song became popular again about 118 years ago People don’t enjoy Christmas songs

II HÃy chọn từ mà phần gạch chân có cách phát âm khác từ lại (1§):

1 A How B Hour C High D Hot

(56)

3 A Answered B Asked C Helped D Dressed

4 A Bought B Thought C Ought D Through

III Chọn đáp án cho câu sau: (3 Đ)

1 I wish I have a computer

A.can B.will C.may D.could

2 Many designers took from Vietnam's ethnic minorities

A.impression B.fashion C.inspiration D.friendliness Wearing uniform helps students equal in many ways

A.felt B.fall C.fell D.feel

4 Maryam and Lan pen pals for over two years

A.have been B.are C.will be D.were

5 There old buildings in this area

A.used to B.used to being C.used to be D.used Please go on

A to write B written C write D writing

IV H·y ®iỊn vào chỗ trống từ thích hợp số từ sau: (2 Đ)

In Everything Other With Was

To When As For Up

When I (1) a child, I used (2) go to see my grandmother I thought her house was (3) beautiful as a palace and the garden seemed bigger than a park (4) I grew (5) the house and (6) seemed smaller but I still loved visiting the old lady There were so many beautiful things in the house Sometimes, I played (7) the doll’s house which was older than grandmother herself At (8) times, I looked for books which were more interesting than my children’s books at home

V Hãy dùng gợi ý ngoặc để hoàn thành câu sau: (2 Đ)

1 I got up late I didnt go to school on time (Liên kết câu dïng BECAUSE) It is raining hard We will stay at home (Liên kết câu dùng SO)

3 Where are you studying? Said Mai (Chuyển sang câu gián tiếp) “Do you live there?” Liz asked (Chun sang c©u gián tiếp)

Đề số (Đề chẵn)

I.Em nghe đoạn văn sau đánh dấu (T) vào trớc câu đúng, (F) vào trớc câu sai (2 Đ)

1 The pasage is about Christmas Carols Christmas songs were stories put to music

(57)

II HÃy chọn từ mà phần gạch chân có cách phát âm khác từ lại (1Đ):

1 A Campus B Relax C Locate D Fashion

2 A Qualify B Baggy C Grocery D Scenery

3 A Gather B There C Ethnic D Although

4 A ploughed B published C ordered D prayed

III Chọn đáp án cho câu sau: (3 Đ)

1 I wish I have a computer

A.can B.could C.may D.will

2 Many designers took from Vietnam's ethnic minorities

A.inspiration B.fashion C.impression D.friendliness Wearing uniform helps students equal in many ways

A.fall B.felt C.feel D.fell

4 Maryam and Lan pen pals for over two years

A.are B.have been C.will be D.were

5 There old buildings in this area

A.used to B.used to being C.used D.used to be Please go on

A to write B writing C write D written

IV HÃy điền vào chỗ trống từ thích hợp số từ sau: (2 Đ)

In Everything Other With Was

To When As For Up

When I (1) a child, I used (2) go to see my grandmother I thought her house was (3) beautiful as a palace and the garden seemed bigger than a park (4) I grew (5) the house and (6) seemed smaller but I still loved visiting the old lady There were so many beautiful things in the house Sometimes, I played (7) the doll’s house which was older than grandmother herself At (8) times, I looked for books which were more interesting than my children’s books at home

V Hãy dùng gợi ý ngoặc để hoàn thành câu sau: (2 Đ)

1 I got up late I didn’t go to school on time (Liên kết câu dùng BECAUSE) It is raining hard We will stay at home (Liên kết câu dùng SO)

(58)

4 “Do you live there?” Liz asked (Chuyển sang câu gián tiếp)

Tiết 27 Ngày dạy /12/2008

Correcting the test

A Aims

- Giúp học sinh nhận sửa chữa lỗi sai thờng mắc phải để lần sau khơng lặp lại lỗi sai

- Gióp häc sinh häc tập cách trình bày kiểm tra sẽ, khoa học bạn

- Greeting

- Asking for the teaching date 2 New lesson

- NhËn xét chung kiểm tra:

- Đa lỗi sai tiêu biểu mà nhiều học sinh mắc phải: + Kỹ viết hạn chế

+ Grammar mistakes: Còn mắc lỗi cách dùng thời ng t,

+ Spelling: Thiếu dấu câu, đầu câu không viết hoa, khoảng cách từ câu liền nhau,

Chữa kiểm tra:

Answer keys: I 0,5 x = (§)

1T 2T 3F 4F

Transcript:

Eight hundred years ago, Christmas songs were performed for people in towns and villages These songs were stories put to music and most people enjoyed them The leaders of the Church, however, did not They said the songs were unsuitable, but about 180 years ago, the songs became popular again

IV 0,25 x = 2(§):

1 was to as When

5 up everything with other

V 0,5 x = (§)

(59)

3 Mai asked me where I was studying Liz asked me if I lived there

§Ị sè 1 II 0,25 x = (§)

1 C A C B

III 0,5 x = (§)

1 B A C B D B

§Ị sè 2 II 0,25 x = (§)

1 B C A D

III 0,5 x = (§)

1 D C D D C D

Unit The media

Tiết 28 Ngày dạy /12/2008

I Aims

- Talking about means of the media

- Reviewing gerunds after some verbs

II Objectives

- Board, chalk,

- Pictures

Students may be new to the concept : “Media”

- Greeting

2. Revision

 Getting started: Guessing game:

- T prepares some pictures of someone

(60)

watching TV, reading newspapers, listening to radio, using the internet.)

- T does the first as a model:

T: What is my favorite activity in my free time?

S1: Is it watching TV? T: No, it isn’t

S2: Is it using the internet? T: Yes, it is

S2: How many hours a week you spend using the internet?

T: About or six hours, I think

and how much time they spend on each activity

- The one who can guess corectly will go to the front and the same as the teacher

3. New lesson

a Presentation:  Pre teach:

- a town crier: Ngêi ®a tin - a viewer: Ngêi xem

- a remote control: Điều khiển từ xa - interactive: Tơng t¸c

* Checking: R0R Set the scene

- T gives feedback and focuses Ss’ attention on the model sentence:

- Elicits model sentence from students:

 Model sentences:

People love reading newspapers and magazines.

- Concept checking:

- Check meaning, use, form and elicit some more verbs that are followed by a gerund

- Translate the model sentences into Vietnamese b Practice:

 Substitution drills:

a enjoy / like / dislike / stop / finish

Ex: People enjoy reading newspapers and magazines b watching TV, listening to radio, using the internet Ex: People enjoy watching TV

c Futher practice:  Survey:

Name What/like doing How much time/spend Lan Watch TV hours a week

- Copy down on the notebooks - Listen to the disk and say what the picture are (the town crier, magazines, watching TV, using remote control)

- Listen again to complete the table in section a, P.41

- Read the text individually to find the answers to the qestions in section b, P.42, then pair compare

- Make sentences using the given verbs, and phrases (Individual work)

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4 Consolidation

5 Homework

- Do exercise I, II page 41, 42 (Bài tập bổ trợ-nâng cao Tiếng Anh 9) Unit

The media

Tiết 29 Ngày dạy /12/2008

I Aims

Giving students practice in talking about the media using question tag II Objectives

By the end of the lesson, students will be able to make a dialogue about the media using question tag

III Materials - Text book - Board, chalk, - Word cards

Students may get difficulties in finding words and phrases to express their ideas V Procedure

 Networks:

- Team work

3. New lesson

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a Pre speaking:

 Pre teach:

- a documentary film: Phim tµi liƯu - violent: Cã tÝnh b¹o lùc

 Dialogue build:

* Set the scene:, introduce the characters

- T reads out the dialogue, pointing to each character in turn

- T reads the dialogue again, writing a few key words / symbols on the B.B

- Speak a) P.15

- Elicits tag questions from students You like watching sports, don t you’ ?

Positive sentence Negative tag

You don t like’ foieign films, do you? Negative sentence Positive tag

 Language focus P.45

- Ex: a) A: Tuan like news, doesn’t he? B: Yes, he does

b) A: Mai and Anh don’t like news, they?

B: No, they don’t  Mapped dialogue:

You Your partner

You like , don t’

you? Not really, Iprefer I m the opposite, I’

love and seem quite boring to me.

You don t like ,’ don t you?’

No, I don t’ c Post Speaking:

 Brainstorming:

Ex: We like learning English through songs most because we can remember words easily and improve our listening skill,

- Copy down on the notebooks - Reproduce the dialogue from the B.B cues

- Build the dialogue until it is memorized

Practise the dialogue (T -Wclass  group1 – group2  open pairs  closed pairs)

- Write the missing words on the board

- Work with a partner Look at the given table asking and answering question about television programs those people like and dislike.(Use tag questios)

- Make similar dialogues in pairs to talk about the programs they like and dislike using the table on P.42

- Students work in groups of to discuss and write down the TV program they like / dislike most and the reasons why

- Individual work 4. Consolidation

Wtitten test (10 minutes)

Use the words or phrases to rewrite each of the following sentences in such a way that it means exactly the same as the sentence given.

a Did you your homework yesterday? (You ?)

b “Where you buy the ticket, Nam?” said Nga (Nga asked ) c “Do you play golf or tennis?” she said to me (She asked )

d No other building in the town is taller than that one (That building ) e Let’s go abroad for our holiday this year (Why ?)

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- Prepare for the next lesson: Unit 5: Listen + Language focus 1, 3,

- Do exercise 4, page 38-39 (workbook) Unit The media

TiÕt 30 Ngµy d¹y /12/2008

Listen + language focus 1, 3, 4

I Aims

Giving students practise in listening for the important date of the media and further practice in tag question, gerunds after some verbs

II Objectives

By the end of the lesson, students will be able to tell get the aims well III Materials

- An audio disk and a cassette IV Anticipated problems

Students may meet with difficulties in listening to the disk voice V Procedure

 Language focus P.45:

- T gets a student to go to the board to tell the form of the tag question

- T gets student to complete the language focus

- Listen and correct if necessary - Complete the dialogues (Individual work)

- Practise the dialogue in pairs 3. New lesson

Teacher s activities’ Students activities’ a Pre listening:

 Pre-teach:

- a newsreel: Phim thêi sù - viable: Cã khả tồn - commercially: có tính thơng mại - Journalism: NghỊ b¸o

- an assignment: Nhiệm vụ đợc phân công * Checking vocabulary: What and where  T/F statement prediction:

1 The first printed newspaper appeared in China in the 7th or 8th century AD.

2 The telegraph was invented in the early 18th century

3 Radio and telegraphs were the two new forms of news media that appeared in the early 20th

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century

4 Television became popular in the 1940s

5 The computer became a major force in journalism in the mid and late 1990s

* Answer: 1T 2F 3F 4T 5F b While listening:

- Plays the disk

- T gets feedback from students

c Gerunds after some verbs:

- T elicits from students verbs that are followed by a gerund (like, dislike, enjoy, hate, love, )

 Guessing game: (Language focus P.46)

- T prepares some cards with cues (soccer, fishing, movies, )

Ex: S1: Do you like playing soccer? You: No, I don’t

S2: Do you enjoy listening to music? You: Yes, I

 Guided writing: (Language focus 4, P46) - T moves around and gives students help if necessary

- Listen to the disk to correct the prediction

- Compare in pairs

- Listen to the disk again to fill in the table (P.43) with the information they hear

- Compare with their partners

- Ask questions to find out what pastime activity their partner like/enjoy doing

- Work individually to write true sentences about their parents / friends / themselves using the words in the boxes

Teacher gets students to retell the important date of the media

5. Homework

- Write a passage about the important date of the media

Unit The media

Tiết 31 Ngày dạy /12/2008

read

I Aims

Reading the forum on the internet for specific information II Objectives

By the end of the lesson, students will be able to know more about the advantages and the disadvantages of the internet

III Materials - Text book - Board, chalk,

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 Single word dictation:

- T dictates single words (E.g: computer, website, e-mail, send, password, search, chatting, information, )

- T checks the spelling and meaning of the word

- Write them down and find the connection between them As soon as they find the connection they shout out the word (The Internet)

3. New lesson

a Pre reading:

 Pre teach:

- a forum: Diễn đàn - a benefit: Lợi ích - to deny: Phủ nhận

- time-consuming: MÊt thêi gian - alert: Cảnh giác

- to surf (the web): lớt web  Checking vocabulary: Slap the board  Pre question:

1 Who raised the question on the internet?

2 How many people send their responses to the forum on the internet? What are their names? What you think people use the internet for? b While reading:

 Comprehension question: Jimhello did

8 Sandra morgan, Honghoa and Huansui

9 (for many purposes: )  Questions (P.44)

* Answer:

1 Sandra uses the internet to get information, to communicate with friends and relatives by means of e-mail or chatting

2 It is uneasy for Honghoa to get access to the internet because she lives in the countryside People use the internet for many purposes such as education, communication, entertainment and commerce

4 The benefit of the internet: + to get information

+ to communicate with friends and relatives by means of e-mail or chatting

+ to buy and sell goods

+ to entertain themselves by watching films, music shows,

- T gets feedback from students c Post reading:

- Read the text in silence to find the answer to the pre questions - Read the text again and answer the given questions then practise with their partners

5 Some disadvantages of the internet:

+ It’s time-consuming, costly + The bad programs on the internet have bad effect on children

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 Discussion:

- T moves around and give students help if necessary

- Work in groups of to discuss question (P.44) then write their own response to this forum (question P.44)

5. Homework

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Unit The media

Tiết 32 Ngày dạy /12/2008

Write

I Aims

Practise writing the passage about the benefits of the internet

II Objectives

By the end of the lesson, students will be able to write a passage about internet

- Board, chalk,

- Poster

- Greeting

2. Revision  Brainstorming: Ex:

- To get information

- To communicate with other people - To play games, etc

- Work in groups to discuss and write down the benefits (or advantages) of the internet

3. New lesson

a Pre writing:  Discussion: * Questions:

1 Has the internet increasingly developed?

2 Why has it become part of our everyday life? What would our life like without the internet?

3 What we use the internet for?

4 Why is the internet used as a very updated source of information?(Get the latest news, check the weather conditions of any places in the world, check the new exchange rates, find a timetable of trains/buses/flifhts, book tickets, etc.)

5 Why is the internet used as a source of entertainment? (Listen to music, play games, make friends, chat with different kinds of people, read novels, watch videos, etc)

6 Why is the internet used as a means of education?

- Work in groups of four to discuss the answers to the questions given by teacher - Work in large groups: - G1: The internet as a source of information

- G2: The internet as a source of entertainment

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(learn English, take a training/learning course, get useful information for an essay, widen knowledge in many fields, )

- T numbers all the Ss as one, two and three and put them into new groups of (including Ss from different groups above)

- Teacher move around giving helps and does delayed correction

 Suggested format:

The internet has increasingly developed It has become part of our everyday life Our life would be very boring without it It has been used for many purposes, such as a source of information, a source of entertainment and means of education.

Firstly, the internet is a very fast and convinient way to get information You can get the latest local or global news,

Secondly, Finally, Inconclusion,

c Post writing:  Exhibition:

- Choose the best one as the winner

- Share ideas and write a passage about the benefits of the internet on posters, using the ideas they have discussed

- Tick their poster on the wall - Share, compare, admire and copy others

4 Consolidation

5 Homework

- Prepare for the next lesson: Review unit 4,

- Rewrite the passage

Tiết 33 Ngày dạy /12/2008

revision

I Aims

Helping students to review the knowledge which they learnt

II Objectives - Wish-clause

- The passive voice

- Adverb clause of result,

III Materials

- Workbook

- Board, chalk,

Students may have difficulty with the passive

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- Greeting

2. Revision

 Steps to change an active into a passive ? Active: S – V – O

+ O  S

+ V  (be) PII + S  by O

 S + (be) PII + by O

- Students tell how to change an active into a passive

3. New lesson

Teacher s activities’ Students activities’  Exercise 1: Change these sentences into the

passive:

1 Noone has signed this cheque

2 Has anyone answered your question? We have asked some friends of her to join

us

4 The police are holding him for further question

5 They built this house years ago

 Exercise 2: Rewrite these sentences using “I wish ”:

1 I’d like Bob to drive more carefully I’m sorry I can’t help

3 What a pity you didn’t come to my birthday party

4 I am sorry you spoke to Nam

5 I am sorry I didn’t know you were studying

 Exercise 3: Combine each pair of sentences into a new one using the cues in brackets

1 This coat is very thin I can’t wear it (so/such that)

2 The folk song is simple Everyone can sing it (so/such that)

3 The chair was very weak I couldn’t sit on it (so/such that)

4 The boy is very good Everyone admires him (so/such that)

- Teacher gets students to go to the board to the exercises

- T elicits correction from students if necessary - Teacher gives feedback

 Exercise 1:

1 This cheque hasn’t been signed

- Copy the exercises in the notebooks

- Do the exercise individualy - Share with the partner to correct in pairs

- Copy in the notebooks

4 Consolidation

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5 Homework

- Review the reported speech, conditional sentence

Tiết 34 Ngày dạy /12/2008

revision

I Aims

II Objectives - Reported speech

- Tag questions

- Conditional sentence

III Materials

- Exercises on extra boards

- Board, chalk,

Students may have difficulty with the inderect speech

V Procedure 1. Warmer

- Greeting

2. Revision

 Give the correct forms of the verbs in brackets: 1 If they (be) late, I ll punish them.’

2 If you (go) out Would you buy me some cigarrettes?

3 If she (need) a computer, she can borrow mine. 4 If you (hear) from Hoa, could you please let me

know?

- Students the exercise individually.

- One S goes to the board to the exercise.

- The others give their own ideas.

3. New lesson

Teacher s activities’ Students activities’ A Conditional sentence:

If-clause Main clause I Simple present Will/can + V II Simple past Would/could + V III Past perfect Would/could + have+ P

II

 Exercise:

1 If they (have) time at the weekend, they will come to see us

- Discuss in groups of four

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2 If we (know) about your problem, we would have helped you

3 If I (be) you, I would not buy that dress We (arrive) earlier if we had not missed the

bus

5 If I didn't have a mobile phone, my life (not / be) complete

B Tag question:

 Exercise 2: Add question tags to the following sentences:

1 Ba wasn’t angry, ? (was he) Ben hasn’t had lunch, ? (has he) You won’t tell anything, ? (will you) I didn’t wake him up, ? (did I) Your leg doesn’t hurt, ? (does it) There is a trip tomorrow, ? (isn’t there) Noone complained, ? (did they)

8 Niether of them offered to help you, ? (did they)

9 Nothing went wrong, ? (did it) 10 That isn’t Nam driving, ? (is it) C Reported speech:

 Exercise :Change the following sentences into indirect speech:

1 “I have something to show you,” I said to her “Nothing grows in my garden It never gets

any sun,” she said

3 “I’m going away tomorrow, mother,” he said “I’ve been in London for a month but so far I

haven’t had time to visit the Tower,” sai Rupert

5 “It isn’t so foggy today as it was yesterday,” I remarked

6 “We have moved into our new flat We don’t like it nearly so much as our last one,” said my aunt

7 “What happened to Mr.Budd?” said one of the men

8 “Which team has won?” asked Ann “Does this train stop at York?” asked Bill 10 “Is a return ticket cheaper than two singles?”

said my aunt

notebooks

Ex: I said to her that I had something to show her

2

5. Homework

- Redo all the exercises

Tiết 35 Ngày dạy /12/2008

revision

I Aims

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II Objectives - Used to

- Prepositions of time

- Too + adjectives

III Materials

- Board, chalk,

Students may have difficulty in writing sentences

- Greeting

2. Revision

 Prepositions of time? Give example? (in, on, at, about, during, after, before, ) Ex: on Monday,

- One student answers the question in front of the class

3 New lesson

Exercise: Rewrite the following sentences:

1 John smoked a lot last year, but now he doesn’t smoke any more - John used

2 It’s time for you to go to school

- It’s time you Please keep silent in the classroom

- I’d rather you We can’t go out because of heavy rain

- I wish it They often went to Vung Tau at weekends

- They used We have learnt English for years

- We started I haven’t seen her for a long time

- I didn’t How long have you learnt French?

- How long ago (When) ? Noone could help him

- He 10 When was this car bought?

- When did ? 11 “I must go now.”

- The father said 12 The coffee is so hot that I can’t drink it

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13 The coffee is so hot that I can’t drink it

- The coffee is not 14 The water in this river is so dirty that we can’t swim in it

- The water in this river is too 15 “Why you come here late?”

- She asked me 16 “I will go to China next week.”

- She said to me 17 “Do this test again please!”

- He requested me to 18 She enjoys going swimming

- She is 19 I think it would be a good idea to take a train

- I suggest 20 I often go to bed late

- I am used

- Teacher gets students to copy the exercise into the notebooks the it individually

- Teacher gets 10 students to go tho the board to correct the exercise Each one finish sentences

- T elicits correction from students then gives feedback 4 Consolidation

Teacher retells and emphasises the structures 5 Homework

- Redo all the exercises

TiÕt 36 Ngµy thi /01/2009

The first term test

A Aims

- Nh»m kiểm tra kiến thức ngôn ngữ, kỹ bản, khả tiếp thu học học sinh

B Objectives

The content of the test

(74)

Unit

The environment

Tiết 37 Ngày dạy /01/2009

I Aims

Presenting some vocabulary about the environment and conditional sentence type

II Objectives

Students may have no problems V Procedure

 Brainstorming: * Suggested answer:

- Cutting down the forests / trees - Destroying wild animals and plants - Burning too much coal, oil and gas - Producing too much trash

- Pulluting the land with chemicals - Using dynamite for fishing -

- Work in groups to discuss this topic

3. New lesson

a Presentation:

 Pre teach:

- deforestation: Sự phá rừng - pesticide: Thuốc sâu - dynamite: Thuèc næ - to spray: Phun - a dump: B·i rác

- a conservationist: Ngời bảo vệ môi trờng - be disappointed: ThÊt väng

* Checking: R0R

Matching: (getting started)

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 Pre-questions: - Who is the speaker? - Who are the listeners? - Where are they?

- What are they going to do?

- T eacher elicits the model sentence from the answer to the question

What will they achieve if they work hard today? * Model sentence:

If they work hard today, they ll make the beach a’ clean and beautiful place again.

- T checks meaning, use and form:

- Use: To express a true condition at present or in the future

- Form:

+ Main clause: S + will + V + If-clause: If + S + Vsimple present b Practice:

 Repetition drill (Using word cues): - Throw trash / pollute, the rivers

- Turn the light off before leaving / save electricity - plant more trees / have more fresh air

- spray pesticide / pollute the land - cut down trees / damage the forests

- use dynamite to catch fish / pollute the water - put trash, trash can / make the environment clean - collect waste food / have more food to feed pigs c Futher practice:

 Noughts and crosses:

Spray/pollute Plant/have Work/make Turn off/save down/damageCut trash/makePut Throw/pollute dynamite/pollute Collect/haveUse - Monitors and finds the winning team

environment

- Listen to the disk and follow the text on P.47-48 to find the answers to the pre-questions - Read the text individually to the matching in section a P.48

( 1f, 2e, 3b, 4a, 5c, 6d)

- Copy

- Teacher – students Eg: If we throw trash into the water, we’ll pollute the rivers

1

4

7

- Team work 4. Consolidation

5. Homework

- Prepare for the next lesson: Unit 6: Speak

- Do exercise P 42, exercise P.45 WB Unit

The environment

Tiết 38 Ngày dạy /01/2009

Speak

I Aims

Giving students practice in persuading someone into doing something to protect the environment

(76)

- Board, chalk,

- Posters

- Greeting

2. Revision  Networks:

- T divides the class into groups

- Each group disscuss and write their ideas in the poster given by teacher

- groups stick their poster on the wall

- Students share their ideas and copy to their notebooks

3. New lesson

a Pre speaking:  Pre teach:

- to dissolve: ph©n hủ

- to persuade: thut phơc

- exhaust fume: khãi th¶i xe cé  Revision:

* Way to give suggestion: - Why don’t you ? - Let’s

- I think you should

a)

 Mapped dialogue:

- Copy down on the notebooks - T gets some students to tell in front of the class

- Teacher – students

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I think you should

Why? Because

b)

- Teacher monitors and gives help if necessary

c)

- Teacher monitors and gives help if necessary

c Post Speaking:  Pyramid:

- Students:

+ pairs make a group of + groups of make a group of + groups of make a group of 16

- Work in groups to discuss the answers to the questions in the questionnaire (P.49) The group on the right discuss the questions, the group on the left discuss the last questions, then crossgroup them

- Students work in pairs to discuss the best way to protect the environment using what they have done in section

a and b

- Students share, compare and make a list of the best way to protect the environment

4 Consolidation

5 Homework

- Prepare for the next lesson: Unit 6: Listen + Language focus

- Do exercise 4, page 42, 43 (workbook) Unit

The environment

Tiết 39 Ngày dạy /01/2009

Listen + language focus

I Aims

Listening to the report on how our oceans are polluted for the main ideas and giving students further practice in adjectives and adverbs, adverb clause of reason, adjective + that clause

II Objectives

By the end of the lesson, students will be able to tell get the aims well

- Board, chalk,

- An audio disk and a cassette

- Greeting

(78)

2. Revision

 Language focus P.53:

Adjective + ly  Adverb

Notes: - Good – well Fast – Fast - Hard – Hard

* Lovely, friendly, lively are adjectives They don’t have adverb forms

- T checks with the whole class

- Comment on the ways to form adverbs of manner from adjectives

- Complete the table and the sentences in Language focus  pair compare

3. New lesson

a Listening:  Pre-teach: - sewage: Níc th¶i - to pump: B¬m

- to be guilty of: Có tội về/vì - to spill: Làm tràn

- to leak: Rß rØ

- marine life: Cc sèng díi biĨn - delibrate (adj): Cè ý

* Checking vocabulary: R0R  T/F statement prediction:

1 Most of the pollution comes from people Many countries are worried about raw sewage flowing into the sea

3 Little garbage is dropped into the sea

4 Oil spills pollute the water and kill marine life materials

5 Waste from school runs directly into the rivers

6 Oil is washed from the sea

* Answer: 1T 2F 3F 4T 5F 6F - Plays the disk

- T gets feedback from students

b Adverb clauses of reason:  AS, SINCE, BECAUSE:

a. Because is generally used when the reason

- Predict which statement is true or false

- Listen again to complete the note P.50

- Compare in pairs

- Listen, take notes and copy to the notebooks

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is the most important part of the sentence The “Because-clause” usually comes at the end b As and since are used when the reason is already well known or is less inportant than the rest of the sentence Since is a little more formal than as As and since-clauses often begin the sentence

- T elicits from students verbs that are followed by a gerund (like, dislike, enjoy, hate, love, )

 Language focus P 54

c Adjective + that clause:  To express feelings

S + (be) + adj + that clause

* Adjectives of this type are: happy, glad, surprised, relieved, sad, disappointed, delighted, amazed, pleased, exected, sorry, etc  Language focus P.55

- Listen, take notes, copy

- Individual work  Compare in pairs

4 Consolidation

5 Homework

(80)

Unit

The environment

Tiết 40 Ngày dạy /01/2009

read

I Aims

Reading a poem about the environment for specific information

II Objectives

- Board, chalk,

The poem may be difficult to be understood

- Greeting

2. Revision  Word snake:

- Topic: The environment

- Teacher monitors and finds the winning team

- Work in teams using different colored chalks to write words in the shape of a snake The first letter of the next word must be the same as the last letter of the word before

3. New lesson

- a junk-yard: b·i phÕ th¶i

- a treasure: Châu báu

- foam: Bọt

- a hedge: Hµng rµo

- to litter: Vøt bõa b·i

- to save Sb from doing Sth

 Checking vocabulary: Slap the board  Open prediction:

What will happen to the world / us if all the pollution goes on?

Eg: - We will have no clean water to drink - We will have more serious diseases

b While reading:

- Predict, write down or things, then compare with their partner

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 Checking prediction  Gap fill:

- Read a P.51

1c 2g 3f 4e 5d 6a 7b  Comprehension questions:

- Read b P.51 (Questions 1-5) - T elicits feedback from students

What could we in our school / house to minimize pollution?

Eg: - Clean our classroom/school everyday - Throw trash into trash bins around the schoolyard

mother’s answers - Work in pairs

- Read the text in silence to find the answer to the pre questions

- Work in groups of to discuss question in section b P.51

4 Consolidation

Teacher gets some advanced students to translate the poem in to Vietnamese

5 Homework

(82)

Unit

The environment

Tiết 41 Ngày dạy /01/2009

Write

I Aims

Practise writing a complaint letter

II Objectives

By the end of the lesson, students will be able to write a complaint letter

- Board, chalk,

- Poster

- Greeting

2. Revision

 Single word dictation:

- Teacher dictates a list of words:

- throw away, waste paper, vegetable waste, useless things, smell (trash)

- envelope, write, send, receive, stamp, post (letter)

- Write them down then find the connection between these words As soon as they find the connection, they shout out the word

3. New lesson

a Pre writing:  Preteach:

- Complication: Sù than phiền - Resolution: Giải pháp

- Refreshment: Sự nghØ ng¬i - a fly: Con ruåi

- to fine: Ph¹t (To fine SB for St/doing st) - a frog: Con Õch

- a toad: Con cãc  Checking: R0R  A complaint letter: + Situation (S)

+ Complication (C) + Resolution (R) + Action (A)

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+ Politeness (P)  How to:

- State the reason for writing: Eg: I am writing to you about

- mention the problem (describe what have happened, what makes you worried )

Eg: I would suggest that you should I think you should

- talk about future action

Eg: I look forward to hearing from you and - end the letter politely:

Eg: Faithfully / Sincerely Your signature

- Choose the best one as the winner

- T write some typical mistakes on the board and elicits the correction from students

appropriate letter S, C, R, A or P

- Work in groups of four to discuss the answers to the questions given by teacher

- Read the instruction in section b (P.53) and write their complaint letter in pairs

- Students swap their letters, read and correct mistakes

4 Consolidation

5 Homework

- Prepare for the next lesson: Unit 7: Getting started + Listen & Read

- Rewrite the letter

Unit

Saving energy

Tiết 42 Ngày dạy /02/2009

I Aims

Presenting some vocabulary about “Saving energy” and the new structure to make suggestion: “I suggest + V-ing ”,

II Objectives

(84)

 Getting started:

- T eacher focuses students’ attention on the second picture and asks some questions:

1 Is the TV on? (Yes, it is.)

2 Who is watching TV? (Nobody is)

3 What should we to save energy? (We should turn it off.)

- Look at the pictures and make a list of things they could to save energy

3. New lesson

a Presentation:

 Pre teach: - enormous: to lín - a plumber: thỵ èng níc - a crack: vÕt nøt, vÕt r¹n

- a dripping faucet: chiÕc vßi rØ níc - invalid: ngêi tµn tËt

* Checking: R0R  Listen and read:

 Set the scene:

 Prequestion: What is Mrs.Mi talking with her neighbor about?

- T plays the disk (twice)

1T 2T 3F 4F 5T

- T asks Ss questions to elicit the model sentence: T: What does Mrs Mi advise Mrs Ha to to save water?

Ss: She advises her to take showers T: What exactly does she say?

Ss: She says: “I suggest taking showers.”  Model sentence:

I suggest taking showers. Use?

Form?: S + (suggest) + V-ing.

Or S + (suggest) + that should b Practice:

 Substitution Drill:

- Turn the light off before going out - Watch only good programmes - Reduce the amount of water you use - Turn off faucet

c Futher practice:

 Write it up: Eg: a):

- Predict the answer to the question

- Listen to the disk and follow the text on P.57 to find the answers to the pre-questions - Practise the dialogue in pairs and exercise in section b P.58

- To make suggestion - Take note, copy

(85)

 I suggest turning the light off before going out

 - Write full sentences in the “Practice” in your notebook 4 Consolidation

5 Homework

- Do exercise P.48 (Workbook)

Unit

Saving energy

Tiết 43 Ngày dạy /02/2009

I Aims

Further practice in making and responding to suggestions about how to save energy

II Objectives

- Text book - Board, chalk, - Pictures

IV Anticipated problems Students may have no problems V Procedure

 Network:

- T divides class into groups

3. New lesson

a Pre speaking:

(86)

- T revise different ways of making suggestions

 Talk about how to save energy - T monitors and helps

- T has some groups practise their dialogues before the class

- Chandelier: §Ìn treo nhiỊu ngän * Suggested answers:

A turn off the faucet when water is not used B turn down the gas fire / keep an eye on the gas fire while you are cooking

C turn off the fan when n one is there

D turn off the air conditioner and open the window

E turn off the lights before going out / use either neon light or chandelier

F turn off the faucet before leaving / have the dripping faucet checked and repaired

G go by bicycle instead of motorbike H go by bus

- T checks with the whole class by using Noughts and Crosses with picture AH and add more picture

 Language focus P.64 * Substitution drill: c Post Speaking:

 Discussion:

- Example Exchange:

A I think we should turn off the lights and the fans before leaving our classroom

B That’s a good idea

C Why don’t we ask the students on duty to that everyday?

D Great ! Let’s that

table on page 58

- Work in pairs to make and respond to suggestions about how to save energy using the expressions in the tables and pictures on page 58-59

- Teams work

- Teacher – students - Work in groups of each

- Work in groups of to work out an action plan to save energy for their class / school / families:

4 Consolidation

Teacher retells and emphasises the aims 5 Homework

- Prepare for the next lesson: Unit 7: Listen + Language focus 1, - Do exercise P.49-50 (workbook)

- What should you to save energy at home? Unit

Saving energy

Tiết 44 Ngày dạy /02/2009

Listen + language focus 1, 2

I Aims

(87)

II Objectives

By the end of the lesson, students will be able to tell get the aims well

- Board, chalk,

- An audio disk and a cassette

V Procedure 1. Warmer

- Greeting

2. Revision  Jumbled words:

- sag = gas cityceleirt = electricity - loac = coal awert = water

- Groups work - Teacher - students

3. New lesson

a

Listening:  Pre-teach:

- solar energy: Năng lợng mặt trời

- a solar panel: Tm thu lợng mặt trời - to install: Lắp đặt, cài đặt

- to store: Dù tr÷

* Checking vocabulary: R0R  T/F statement prediction: - Listen a P.60

I think I hear

1

* Answer: 1T 2F 3F 4T 5F - Plays the disk

- T gets feedback from students Section b: effective pollution countries store roof instead b Connectives (Conjunctions):

 And, but, because, or, so, therefore, however: - These are conjunctions and are esed to join pairs of nouns/ adjectives/ adverbs/ verbs/ phrases/caluses

- T gets students to give examples using the given

- Predict which statement is true or false

- Listen again and fill in each blank with one word they hear (section b P.50)

- Compare in pairs

(88)

conjunctions

 Language focus P 62 - T checks with the whole class  Language focus P.63:

* Introduction: a phrasal verb:

- A phrasal verb  A verb + a preposition - T elicits the examples from students: Eg: look for, look after,

 The verb usually doesn’t have it own original meaning

- T checks with whole class

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

- Individual work

- Complete the sentences, use the right tense form of the phrasal verbs in the box and the pictures:

- Individual work - Share with a partner

5. Homework

(89)

Unit

Saving energy

Tiết 45 Ngày dạy /02/2009

read

I Aims

Reading a text about “Saving energy” for both general and specific information

II Objectives

- Board, chalk,

Students may get difficulties in doing exercise Read a)

- Greeting

2. Revision  Network:

 Chatting: What are you interested in when you buy electrical appliances?

- Suggested answers: price, quality, size, style, power

3. New lesson

- A luxury: Sù xa hoa

- To account for: ChiÕm; yếu tố

- A consumer: Ngời tiêu dïng

- An innovation: Sự đổi

- A labeling scheme: Kế hoạch dán nhÃn - Energy efficiency: Hiệu suất tiêu thụ lợng

- Category: Loại, h¹ng

(90)

 Checking vocabulary: What and where  Prediction:

- Read a) P.61

b While reading:  Checking prediction

- T checks with the whole class  Comprehension questions: - Read b P.61 (Questions 1-5) - T elicits feedback from students

- Talking about how people in different countries save energy:

+ In Western countries + In North America + In Europe

+ In Viet Nam

- Predict which is the best summary for the passage - Read the text then check the prediction

- Work in pairs

- Work in groups of

4 Consolidation

Teacher gets some advanced students to translate the text into Vietnamese

5 Homework

(91)

Unit

Saving energy

TiÕt 46 Ngày dạy /02/2009

Write

I Aims

Practise in preparing a simple speech

II Objectives

By the end of the lesson, students will be able to prepare a simple speech

- Board, chalk,

- Poster

- Greeting

2. Revision

 Shark attack: (INTRODUCTION)

- Team work

- Teacher – whole class

3. New lesson

- A function: Chức

- To sum up: tãm t¾t; Tỉng kÕt

- A detail: Chi tiÕt

- A speech: Lêi nãi; bµi diƠn thut  Checking: R0R

 Matching: Write a P.61

- Teacher checks with the whole class 1B – 2C – 3A

(92)

 Ordering: Write b P.61-62

- T asks Ss to label each section (Introduction / Body / Conclusion) and focuses students’ attention on the language functions in each part

b While writing:  Write c P.62

- Teacher monitors divides the class into groups Group + prepare a speech about “Reducing garbage” Group + 4: “Reusing paper” Group + 6: “Saving energy in the kitchen”

- T writes some typical mistakes on the board and elicits the correction from students

- Work individually to put each section in the correct order to complete a speech - Students compare in pairs - Do as teacher say

- Students use the ideas in the callouts on page 62 and model speech in write b to write their speech

- The groups that have the same topic compare their speech, corect the mistakes and improve their speech

4 Consolidation

Teacher retells and emphasises what a speech is and how to write it

5 Homework

- Prepare for the written test

written test 45’’

A Aims

- Nhằm kiểm tra kiến thức ngôn ngữ, kỹ bản, khả tiếp thu bµi häc cđa häc sinh

B Objectives

The content of the test

I Listen to teacher reading a passage about ocean pollution then check if the

following sentences are true or false (2 pts)

1 Most of the ocean pollution comes from people

(93)

3 There are oil spills from ships

4 There are waste materials from factories

II Combine two sentences in each pair using the word in bracket: (2 pts) Mr Jones didn’t feel well He didn’t go to work yesterday (Because) Please turn down the radio I want to be able to get to sleep (So)

3 “Why don’t you take part in the contest tomorrow?” I said to Viet (Suggested)

4 It rained very hard He went out without a raincoat (However)

5 Please try to speak more loudly Please try to speak more clearly (And) Although Minh had a bad cold, he still went swiming (In spite)

7 Unless he works harder, he will lose his job (If) He is a slower speaker than my teacher (Speaks)

III Give the correct form of the verbs in brackets to complete each of the following sentences: (2 pts)

1 Yesterday afternoon Mrs Hoa (make) cakes while her children (wash) the dishes

2 I (fall) asleep while I (watch) TV last night She advised me (not go) there alone

4 I suggest (give) her a surprise party A: How long you (live) here?

B: I (live) here for about seven years

IV Read the passage carefully and then circle the best answer A, B, C or D ( 2.5M ) I arrived in London at last The railway station was big, black and dark I did not know the way to my hotel, so I asked a porter I spoke English not only very carefully, but clearly as well The porter, however, could not understand me He answered me, but he spoke neither slowly nor clearly “I am a foreigner”, I said Then he spoke slowly, but I could not understand him My teacher never spoke English like that! The porter and I looked at each other and smiled Then he said something and I understood it “You will soon learn English!” he said I wonder In England, each man speaks a different language The English understand each other, but I don’t understand them! Do they speak English?

1 The writer asked the porter

A How to speak English B Where the railway station was

C The direction to the hotel D If he could speak English

2 The porter couldn’t understand the writer because A The writer didn’t speak English very carefully B The writer repeated the question several times C The porter didn’t know English

D The writer English was unusual The writer’s teacher of English

A Spoke English different from English people B Never spoke English in class C Didn’t speak English slowly D Didn’t work as a porter In England

A People understand one another without speaking English

B People speak English, which is not like the one the writer studied at school C People don’t speak English at all

D Each person speaks a different language Which of the following statements is not true?

A The writer expected every one in England to speak like his teacher B At last the writer understood what the porter said

C The porter didn’t feel angry with the writer

(94)

V Fill in each blank in the sentences below a suitable preposition: (1.5 pts) I have looked my pen for hours but I can’t find it anywhere Students take their coats before entering a lecture hall

3 I think they’ve gone to the airport to see their boss The bus was full We couldn’t get

5 Mr Brown is 85 and living alone He needs somebody to look him Don’t forget to turn the TV before going to bed

Answer keys: I điểm (Mỗi câu đợc 0,5 điểm)

(Teacher plays the disc: English 9, Unit – Listen (P 50)

1 T F T T

II điểm (Mỗi câu khoanh đợc 0,25 điểm)

1 Mr Jones didn’t go to worked yesterday because he didn’t feel well I want to be able to get to sleep, so please turn down the radio

3 I suggested that Viet took/should take part in the contest the next day It rained very hard; however, he went out without a raincoat

5 Please try to speak more loudly and clearly Minh went swimming in spite of his bad cold If he doesn’t work harder, he will loose his job He speaks more slowly than my teacher

III điểm (Mỗ động từ chia đợc 0,25 điểm)

1 was making were washing fell was watching

3 not to go giving

5 have you lived haved lived

IV 2,5 điểm (Mỗi câu đợc 0,5 điểm)

1C 2D 3A 4D 5D

V 1,5 điểm (Mỗi từ đợc 0,25 điểm)

1 for off off

4 on after off

Tiết 48 Ngày dạy /03/2009

check the test

A Aims

- Giúp học sinh nhận sửa chữa lỗi sai thờng mắc phải để lần sau không lặp lại lỗi sai

- Giúp học sinh học tập cách trình bày kiểm tra sẽ, khoa học bạn

- Greeting

(95)

- NhËn xÐt chung vỊ bµi kiĨm tra:

+ Grammar mistakes: Bài liên kết câu nhiều lỗi

(96)

Unit

celebrations

Tiết 49 Ngày dạy /03/2009

I Aims

Reading for specific information about famous celebrations around the world

Presenting relative clause

II Objectives

By the end of the lesson, students will be able to understand and use relative clause, get further information about celebrations around the world and complete the table

- Board, chalk,

Students may have difficulties in getting enough information about celebration around the world

- Greeting

2 Revision

 Matching: (Getting started)

- Teacher checks with the whole class - Work in pairs to match the icons with the names of the celebrations they represent

3. New lesson

a Presentation: Pre teach:

+ Easter (n): Lễ phục sinh + lunar: thuộc âm lịch + Passover (n): Lễ Vợt Qua + Jewish (adj): Ngời Do Thái + Slavery (n): Chế độ nô lệ + To occur: xảy

(97)

+ a parade: Cc diƠu hµnh - Teacher reads once again  Checking vocabulary: R0R

 Matching:

A celebration Sù tù

A sticky rice cake Kho¶ng

Around (adv) Vui vẻ

Freedom Bánh trng

Joyful (adj) Lễ kû niÖm

Pre questions: Set the scene:

- How many festivals are described in the passage?

- T p;ays the disk twice - T controls the class

- Teacher focuses Ss’ attention on relative clauses in the following sentences:

 Model sentences:

- Tet is a festivel which occurs in late January or early February.

- Family members who live apart try to be together at Tet.

* Concept check: - Meaning?:

- Use: We usually use relative pronouns who,“ which, that at the beginning of a clause” (Relative/Adjective clause) This kind of clause is used to modify a noun and is placed right after the noun it modifies.

- Form: + Who: for person + Which: for things

+ That: for both person and things Ex: I thanked the man He helped me  I thanked the manwho helped me Main clause Relative clause

b Practice:

 Join each pair of sentences together to make one sentence, using WHO or WHICH:

1 He pick up the book It was on the desk He’s the person He wanted to buy your house

3 The children broke my window They live in the next street

4 The TV programme was very sad I watched

- Individual work first, next compare in pairs

- Teacher checks with the whole class

- Listen to the disk (books closed) to find the answer to the pre-question

- Listen again (books open) - Read the passage individually and find the information to complete the table on page 66

- Compare in pairs

- Translate the sentences into Vietnamese

- Copy

- Listen and take notes - Copy

- Individual work

(98)

it last night

c Futher practice:

Complete the following sentence:

1 I was talking to a person who That’s the car which

3 She’s the woman who

- T moves around and give help if necessary

- Pair works then group works (Oral work)

- Write the answer on the notebooks

4 Consolidation

Teacher retells and emphasises the form and use of relative clause

5 Homework

- Prepare for the next lesson: Unit 8: Speak + Listen

- Do exercise 1, page 52, 53 (workbook)

Unit

celebrations

Tiết 50 Ngày dạy /03/2009

Speak & listen

I Aims

- Practise in giving and responding to compliments

- Practice in listening to the song Auld Lang Syne and filling in the missing

word

II Objectives

- Board, chalk,

- Greeting

(99)

- Do you like singing?

- Can you sing an English song? - Teacher may sing an English song

- Teacher - Student

3. New lesson

a Pre listening:  Pre teach

- Auld Lang Syne: The good old days

- An acquaintance: Ngời quen

- Trustly (adj): Đáng tin cậy

- Mind (unc): Tâm trí; tinh thần

- A complement: Lêi khen

- To nominate: Bổ nhiệm; ấn định

- A charity program: Ch¬ng tr×nh tõ thiƯn

 Checking Vocabulary: What and where  Prediction:

a I think I hear

b c d e

b While listening:  Checking prediction - Plays the disk three times

c While Speaking:

 Revision: T elicits from students ways to give and respond to compliments

- T writes some more situations on strips of paper and give to Ss to practise in pair

- Your partner has just bought a lovely hat - Your partner’s handwriting is very beautiful - Your partner has made a lot of progress in speaking English

 Speak b P.24

d Post speaking:  Writing

- T gets students to practise singing the song “The Auld Lang Syne”

- Copy down on the notebooks - Read the song individually and guess what word to fill in each gap and write in “I think” column

- Lisen and check the prediction then write in “I hear” column

- Use the situations on P.66-67 to practise giving and responding to appropriate compliments

- Pair works

- Read the questions carefully then listen to the dialogue again to find the answers to the questions

- Write down the dialogues they have just made up into their notebooks

4 Consolidation

(100)

5 Homework

- Practise reading the text

Unit

Celebrations

Tiết 51 Ngày dạy /03/2008

read

I Aims

Reading for main ideas and specific information

II Objectives

By the end of the lesson, students will be able to know more about one of the important celebrations in Australia and the USA: Father’s Day by reading about opinion, feeling, memories of children about their father

- Board, chalk,

Students may not know much about Father’s Day

- Greeting

2. Revision

 Discussion: Talk about Father’s Day Date: UK/US: 3rd Sunday in June Purposes: - to honor fathers

- to give thanks

- to give presents or cards Activities

- All family get together

- Bonfires are the main feature Bonfires artists fashion grotesque or satiric images of animals’ house, gods or humans, which are located round the town for people to admire This is followed by bull fights, parades, fireworks, etc

3. New lesson

(101)

- A tear: Giät níc m¾t

- A groom: Chú rể

- To hug: Ôm

- Considerate (adj): Ân cần, chu đáo

- Priority (unc): : Sù u tiªn

- A sense of humor: ãc hài hớc

- To distinguish: Phân biệt

- Terrific (adj): xt s¾c, tut vêi  Checking vocabulary: What and where  Open Prediction:

- Set the scene

- T asks Ss to guess and write down children’s opinions and feelings about their fathers

b While reading:  Checking prediction

- T checks with the whole class  Comprehension questions: - Read b P.69 (Questions a-c) - T elicits feedback from students

c Post reading:  Group work

- (If time is not allowed, set this as homework)

- Write down

- Ex: Love, be proud of, admire, respect, etc

- Read the text then check the prediction

- Work in pairs

- Work in groups of to answer question d (P.69) Write a postcard to their father on their birthday, then exchange the postcard with their partner to correct the mistake

4 Consolidation

5 Homework

- Write a memory you have about your father Unit

celebrations

Tiết 52 Ngày soạn /03/2009

Write

I Aims

Practise writing a letter to a penpal to express opinions

II Objectives

By the end of the lesson, students will be able to write a letter to a penpal to express opinions

(102)

- Greeting

2. Revision

 Shark attack: (CELEBRATION)

- Team work

3. New lesson

- to enhance

- to support

- nationwide (adv)  Checking: Slap the board

 Discussion

1 Why you think it’s necessary/important to have a day to celebrate for your parents? When should we celebrate this day and why you think we should celebrate this day at that time of the year?

3 How should we celebrate it?

4 What special gifts should you give to your moms / dads?

5 What special food sgould you offer?

6 Do you believe that your idea will be supported and celebrated nationwide? Why?

c Post writing:

- Copy down on the notebooks - Work in group of to discuss the answers to the questions given by teacher: - Ss compare their answers with the outline in their books (P.70)

(103)

 Correction:

- T collect letters and checks with the whole class

- Students swap their letters, read and correct mistakes

4 Consolidation

5 Homework

Unit

celebrations

Tiết 53 Ngày dạy /03/2009

Language focus

I Aims

Further practice in relative clauses and adverb clauses of concession

II Objectives

- Board, chalk,

- Workbook

- Greeting

2 Revision: During the new lesson

3. New lesson

Teacher s activities’ Students activities’ The Relative clause:

- Defining clause explains exactly who or what is being discussed It is more common than non-defining clause

- Non-defining clause gives information about the subject being discussed, but it is not essential information It is indicated by the use of comma before

(104)

and after the clause * Practice:

- Language focus P.70-71 - T checks with the whole class - Language focus P.71

 Adverb clauses of concession:

- Situation: Tet is coming Th Ha has decorated her house and made plenty of cakes, but she is not sastified with her preparations for Tet * Model sentence:

 Even though Ha has decorated her house and made plenty of cake, she is not satisfied with her preparations for Tet.

* Concept check:

- check the meaning, use and form * Practice:

- Language focus P.71-72 - give feedback

- Language focus P.72-73 - T checks with the whole class

- Individual work – compaire in pairs

- Listen

- “Of concession”

- Translate the sentence into Vietnamese

- Work in pairs

- Take notes and copy - Pair works

4 Consolidation

5 Homework

- Do exercises 3, 4, P.53-57 WB

Written test 10’

Combine each pair of sentences into a new one Use the relative clause.

1 The book is mine It is on the table (The book which is on the table is mine.) The girl is happy She won the race

(The girl who won the race is happy.)

3 She was looking at the picture It was beautiful (She was looking at the picture which was beautiful.) Do you know the man? He is standing overthere

(Do you know the man who is standing overthere?)

5 Easter is a joyful festival It is celebrated in many countries

(Easter, which is celebrated in many countries, is a joyful festival.)

Unit

Natural disasters

TiÕt 54 Ngµy d¹y / /2009

(105)

I Aims

Presenting some vocabulary about natural disasters and talking about the weather forecast

II Objectives

- Board, chalk,

- Greeting

2. Revision

 Getting started: (Brainstorming)

- Group work

3. New lesson

- a weather forecast: Dù b¸o thêi tiÕt

- a coast: Bê biÓn

- a thunderstorm: B·o cã sÊm sÐt kÌm ma to

- Highlands: MiỊn nói

- to trust: Tin, tin cËy

- in case: NÕu; phßng  Checking vocabulary: R0R

 Presentation dialogue

- Set the scene

 Pre Question: What is Thuy talking to her grandmother about?

Pre questions: Set the scene:

- How many festivals are described in the passage?

 Gap fill (P.75-76):

- Listen to the disk and answer the pre-question

- Practise the dialogue in groups of

- Individual work first, next compare in pairs

(106)

 Language function:

Making predictions about the weather

- It will be sunny

- The temperature will be between

- Ha Noi will have temperature

- Ha Noi will experience

- There will be thunderstorms over

b Practice:  Word cue drill:

1 It will be sunny (rain / stormy / windy) There will be thunderstorms over central highlands (snowstorm / typhoon / earthquake? The temperature will be between 270C and 350C (300C and 370C / 280C and 340C)

whole class

- Make predictions about the weather using the given word cues

- Teacher – whole class - pair works

- Individual work

4 Consolidation

Teacher gets some Ss to translate the dialogue in to Vietnamese

5 Homework

- Prepare for the next lesson: Unit 9: Speak + Listen

Unit

Natural disasters

Tiết 55 Ngày dạy /04/2009

Speak & listen

I Aims

- Practise speaking about preparations for a typhoon

- Practice listening to a talk on how to live with earthquakes for specific information to fill in the gaps

II Objectives

- Board, chalk,

- Greeting

(107)

- What will you if there is a typhoon? (stay inside, close all the doors and windows, put matches and candles in a place next to you)

- Teacher may sing an English song

- Teacher - Student

3. New lesson

- To block the rollers

- A zone

- Potted plants

- A container

 Checking Vocabulary: What and where  T/F Statements Prediction:

1 Place heavy books on the top of your wardrobe

2 Block the rollers on some big electrical appliances to prevent them from moving make sure the mirrors in your house can’t move

4 Sleep next to a window Run out into the street

6 Don’t stand in the middle of the room * Key: 1F, 2T, 3T, 4F, 5F, 6T

b While listening:  Checking prediction - Plays the disk three times - T gives feedback

c While Speaking:

 Revision: How to make predictions (Section b, P.76)

* Speak a P.76

S1: I think we should buy matches and candles before a typhoon

S2: Yes, I think so, because there may be a power cut

d Post speaking:  Writing

Ex: - Buy some canned food - Buy a ladder

- Individual work

- Pair works

- Lisen and check the prediction

- Ss compare with their partners

- Listen again to complete the table on page 77 individually - Ss compare with their partner

- Individual work

- Ss work in pair to talk about what they think they want to buy and to prepare for a typhoon and explain why, using the idea in Section a and b

- Pair works

- Ss work in groups of to write down (on posters) what should be done for a typhoon

(108)

5 Homework

- Practise reading the text

Unit

Celebrations

TiÕt 56 Ngày dạy /04/2009

read

I Aims

Reading a text about natural disasters for main ideas and specific information

II Objectives

By the end of the lesson, students will be able to get general background information on some common natural disasters

- Board, chalk,

Students may not have very good background on natural disasters

- Greeting

2. Revision  Discussion:

- What are natural disasters?

- Where they often happen?

- How they often happen?

- What they cause?

3. New lesson

- Pacific Rim: Vµnh ®ai TBD

- To collapse

- To erupt

- Tidal (adj)

- Abrupt: BÊt ngê

- A shift: Sự thay đổi, Sự chuyển dịch

- Funnel-shaped (adj): Cã h×nh phƠu

(109)

- To suck up: Hót lªn  Checking vocabulary: R0R  Skimming:

- Set the scene

 Matching:

b While reading:  T/F statements

 Complete the sentences: Read b P.79 - T gives feedback

c Post reading:  Group work

- (If time is not allowed, set this as homework) - T calls one from each group to the front to present theirs

- Have a quick look at the text (2 minutes) (Look only at the title and the sub-heading or read the beginning and the ending sentences) then tell what the text is about in general

- Match the pictures with the correct words

- Individual work - Teacher – students

- Individual work – Exchange the notebooks then correct each other’s mistakes

- Ss work in five groups Each one is in charge of one kind of

narural disasters (Ex:

earthquakes or tidal waves, etc) Ss have to summarise that part and talk about it in turns

4 Consolidation

5 Homework

(110)

Unit

Natural disasters

Tiết 57 Ngày dạy /04/2009

Write

I Aims

Practise writing a simple story

II Objectives

By the end of the lesson, students will be able to write a simple story

- Board, chalk,

- Poster

- Greeting

2. Revision

- T writes the word “a dog” on the board Ex: I have a dog

I want to buy a clever dog I like playing with my dog

Dogs can smell and hear better than people

- Work in groups to write as many sentences as possible with that word The group that can write the most correct sentences will be the winner

3. New lesson

a Pre writing:  Matching:

S1: picture 1, S2: Picture 2, S3: Picture 3, S4: Picture 4, S5: Picture 5, S6: Picture 6,

- Work in group of to match the word cues in the box (P.79) with the right pictures on P.80

(111)

- T writes some typical mistakes on the board and elicits the correction from students

- T gives indirect corrections

It was a beautiful day The sun was shining, the sky was blue, and the weather was perfect. Lan was outside playing with her dog, Skippy All of a sudden, the dog began behaving strangely. She kept running around in circles, (and didn t’

seem to be herself) Lan ran home with the dog to tell her mother what Skippy was doing Lan s’

mother, Mrs.Quyen, told Lan that she heard on TV that there was a typhoon coming Mrs Quyen gathered her family and told them to find shelter in the home.

Suddenly, the sky became very dark The storm came with strong winds and heavy rain. Mrs Quyen and her family were scared But soon the storm finished and everyone was glad What a clever dog Skippy is She saved Lan from being caught in the typhoon.

- Ss in each group share and compare their sentences, check and correct for each other, then choose one secretary to write the whole story on a poster

- All the groups exchange their story to correct the mistake

- Copy

4 Consolidation

5 Homework

- Rewrite the story

Unit

Natural disasters

Tiết 58 Ngày dạy /04/2009

Language focus

I Aims

Further practice in relative pronouns and relative clauses

II Objectives

- Board, chalk,

- Workbook

(112)

- Greeting

2. Revision

 Noughts and crosses: (General knowledge quiz):

1 Which country won the 1998Tiger Cup ? Which explorer discovered America? Which pnanet is closet to the Earth?

4 Which animal in Viet Nam was chosen to be the logo of Sea Games 2003?

5 Which Asian country is divided into regions by the see?

6 Which food can you chew but can’t swallow? Which food can you swallow but can’t chew?

8 Which river flows through London?

9 Who wrote King Lear and Romeo and Juliet?

- Team works - Singapore

- Christopher Columbus - Venus

- The buffalo - Malaysia

- the chewing gum - water / drinks - the Thames

- William Shakespeare

3. New lesson

Teacher s activities’ Students activities’ Practice:

* Language focus P.81

- T checks with the whole class * Matching

- T checks with the whole class * Recognition:

- Language focus P.82 * Rewrite:

- Ex: Viet Nam, which is in South-east Asia, exports rice

Viet Nam, which is famous for its beautiful spots, exports rice

- Individual work

- Individual work – compaire in pairs

- Work in groups of Each group has to write one sentence in Ex (P.82) in different ways by replacing the underlined clause

4 Consolidation

5 Homework

- Prepare for the next lesson: Unit 9: Listen and read

- Do exercises 3, 4, P.53-57 WB

Written test 15’’

Combine each of the following sentences using relative clause: I must thank the people I got a present from them The picture was beautiful She was looking at it

(113)

4 I apologized to the woman I spilled her coffee The man called the police His wallet was stolen

written test 45’’

A Aims

- Nhằm kiểm tra kiến thức ngôn ngữ, kỹ bản, khả tiếp thu học cña häc sinh

B Objectives

The content of the test §Ị sè 1

I Listening: Listen and decide which is true which is false(2)

1 Mother’s Day is on the first Sunday of May

2 Children often send their mother cards and give them flowers or sweets as presents Mothers have a rest on that day

4 The children only the cooking on that day

II Give the correct forms of the verbs in brackets (1).

1 If we (not protect) the environment, our green planet (be) badly polluted

2 I suggest (give) her a surprising party

3 Yesterday afternoon, Mrs Hoa (make) cakes while her children (wash) the dishes

III Rewrite each of the following sentences in such a way that it means exactly the same as the sentence printed before it (2)

1 Although I was tired, I couldn’t sleep

=> In spite Let’s decorate the house and make a lot of cakes for Tet => I suggest We didn’t go out because of the rain

=> Because it Despite having very little money, they are happy

=> Even

IV Combine each pair of sentences into a new one, using relative pronouns (2)

1 Neil Armstrong first walked on the moon Neil Armstrong lived in the USA

2 The students are all from America We met them at the party last night The town was beautiful We spent our holiday there last summer

4 Do you know the girl? I danced with her

V Use the cues given to write complete sentences (add comma where necessary (1,5)

(114)

2 He/like/Mexico City/where/he/worked/last/year

3 We/be/stay/Phong/whose/brother/one of/closest friends

VI Cirle the best answer (1,5)

1 The people live next door keep having all night party

A who B whom C which D whose

2 People crowded the street on Day to watch colorful parades

A Nation B national C nationallyD nationality

3 People take physical exercise can live longer

A who B whom C which D whose

4 He is the and pride of his mother

A joy B joyful C joyfully D joylessness

5 Passover is celebrated in Israel and by all people

A English B Vietnamese C Japanese D Jewish

6 My friend come to stay us Christmas

A to/at B with/in C with/at D to/in

§Ị sè 2

I Listening: Listen and decide which is true which is false (2).

1 Mother’s Day is on the first Sunday of May

2 Children often send their mother cards and give them flowers or sweets as presents Mothers have a rest on that day

4 The children only the cooking on that day

II Give the correct forms of the verbs in brackets (1).

1 He (watch) T.V last night when the light (go) out I (buy) a new house last year, but I (not sell) my old

house yet, so at the moment I have two houses

3 If the weather is good tomorrow, I (go) swimming

III Rewrite each of the following sentences in such a way that it means exactly the same as the sentence printed before it (2)

1 In spite of his broken leg, he managed to get out of the car - Although “ Why don’t we burn coal to heat the house?

- I suggested Despite his age, Mr Thanh runs five kilometers every morning

- Even Phong didn’t go to go work because he was ill

- Because of

IV Combine each pair of sentences into a new one, using relative pronouns (2)

1 The apples are bad We bought them in the shop

2 I like reading books Books tell about different peoples and their culture

3 Do you know the girl? She danced with me That is the place The festival occurred

V Use the cues given to write complete sentences (add comma where necessary (1,5)

1 It/will/rainy/Hue/which/ancient capital/Vietnam I/talk/man/whose/car/broke down/way/party

3 We/ go/spend/vacation/Hawaii/where/there/some/strange volcanoes

VI Cirle the best answer (1,5)

1 Last night I came to the show late the traffic was terrible

A although B despite C and D because

2 The picture I bought was very valuable

A who B which C whose D whom

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A pride B proudly C proud D prouding He often takes part many different charity activities

A on B of C to D in

5 He want to his room

A decorate B decoration C decorative D decorator Can you tell me the reasons for the Mother’s Day?

A celebrating B celebration C celebrate D celebrated

The tapescript:

The second Sunday in May is Mother’s Day It is a public holiday in both Britain and America On that day, children send Mother’s Day cards to their mothers They give their mothers flowers or sweets as presents Fathers and children the cooking so their mothers can have a rest

TiÕt 60 Ngµy d¹y /04/2009

check the test

A Aims

- Giúp học sinh nhận sửa chữa lỗi sai thờng mắc phải để lần sau khơng lặp lại lỗi sai

- Gióp häc sinh häc tËp cách trình bày kiểm tra sẽ, khoa học bạn

- Greeting

2 New lesson

- NhËn xét chung kiểm tra:

+ Grammar mistakes: Bài liên kết câu nhiều lỗi

+ Chữ viết nhiều học sinh xấu Chữa kiểm tra: Đáp án:

Đề sè 1

I Listening: Listen and decide which is true which is false(0,5 x = 2)

(116)

II Cho dạng động từ ngoặc(0,2 x 5= 1)

1 don’t protect will be giving

3 was making were washing

III Viết lại câu sau dùng từ cho trớc sau cho nghĩa không đổi(0,5 x = 2)

1 => In spite of being tired I couldn’t sleep

2 => I suggest decorating the house and making a lot of cakes for Tet => Because it rained, I didn’t go out

4 => Even though they have a little money, they are happy

IV Kết hợp câu sau dùng mệnh đề quan hệ(0,5 x = 2)

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

2 The students whom we met at the party last night are all from America The town where we spent our holiday last summer was beautiful

4 Do you know the girl whom I danced with ?

V Dùng từ gợi ý để viết câu hoàn chỉnh(0,5 x = 1,5)

We are going to move to Mai Chau, which is in north-west of Vietnam He likes Mexico City, where he worked last year

3 We are staying with Phong, whose brother is one of our closest friends

VI Chọn đáp án đúng(0,25 x = 1,5)

1 A B A A D C

§Ị sè 2

I Listening: Listen and decide which is true which is false(0,5 x = 2)

1 F T T F

II Cho dạng động từ ngoặc(0,2 x 5= 1)

was watching went

2 bought haven’t sold

3 will go

III Viết lại câu sau dùng từ cho trớc sau cho nghĩa không đổi (0,5 x = 2)

1 Although his leg was broken, he managed to get out of the car I suggested burning coal to heat the house

3 Even though Mr Thanh is old, he runs five kilometers every morning Because of being ill, Phong didn’t go to go work

IV Kết hợp câu sau dùng mệnh đề quan hệ(0,5 x = 2)

1 The apples which we bought in the shop are bad

2 I like reading books which tell about different peoples and their culture Do you know the girl whom danced with me

4 That is the place where the festival occurred

(117)

1 It will be rainy in Hue which is an ancient capital of Vietnam I talked to the man whose car broke down on the way to the party We are going to spend our vacation in Hawaii, where there are some strange volcanoes

VI Chọn đáp án đúng(0,25 x = 1,5)

(118)

Unit 10

Life on other planets

TiÕt 61 Ngày dạy /4/2009

I Aims

Presenting some vocabulary about life on other planets

II Objectives

By the end of the lesson, students will be able to understand and use some vocabulary about life on other planets, understand the content of the text

- Board, chalk,

Students may not have enough information and words about the UFOs to discuss

- Greeting

2 Revision

 Discussion: (Getting started) - Teacher divides the class in to groups - T calls one S from each group to answer by speaking in front of the class or writing on the board

- Each group discuss the answer to one question a, b, c or d on page 83

3. New lesson

+ a spacecraft: Tµu vị trơ

+ an alien: Ngêi ngoµi hµnh tinh + a sample: MÉu vËt

+ an evidence: B»ng chøng + a meteor: Sao băng + to claim:

+ to capture:

- Teacher reads once again  Checking vocabulary: R0R

 Set the scene

- Listen to the disk with the books open and follow the text (P.83-84)

(119)

b Practice:

 Noughts and crosses:

Alien Spacecraft Meteor

Evidence Claim Capture

Collect Disappear Sample

c Futher practice:  Summary:

the meaning from to in a, P.84

- Ss compare with their partners

- Group works Ss make sentences with the words they have chosen

- Work in pairs to complete the summary of the text

- Listen to the disk (books closed) to find the answer to the pre-question

- Listen again (books open) - Read the passage individually and find the information to complete the table on page 66 - Compare in pairs

4 Consolidation

Teacher retells and emphasises the aims of the lesson

5 Homework

Tiết 66 Ngày dạy /4/2009

Đảo Chơng trình để kiểm tra học kỳ

revision

I Aims

II Objectives

- The verb tenses: Simple present, simple past, present continuous, pasr continuous, present perfect

- Simple past with “Wish”

- Conditional sentences type 1,

III Materials

- Board, chalk,

(120)

Students may have difficulty in writing sentences

- Greeting

2 Revision

This will be done during new lesson

3 New lesson

- T elicits from Ss the use and the form of the berb tenses: Simple present, simple past, present continuous, pasr continuous, present perfect

Exercise 1

Simple Present or Present Continuous?Type the correct form of each verb

Next week, my friends and I (go) camping in the woods I

(organize) the food, because I (like) cooking Dave (have) a big car with a trailer, so he (plan) the transportation Sam (bring) the tent he (go) camping every year, so he (have) a great tent and lots of other equipment My wife (think) we're crazy She

(like) holidays in comfortable hotels, so she (take) a trip to Paris instead

Exercise 2

Put the verbs into the correct tense (Simple Past or Past Progressive). 11 While Tom (read) , Amely (watch) a documentary on TV

12.Marvin (come) home, (switch) on the computer and (check) his emails 13.The thief (sneak) into the house, (steal) the jewels and (leave) without a

trace

14.Nobody (listen) while the teacher (explain) the tenses

15.While we (do) a sight-seeing tour, our friends (lie) on the beach 16.He (wake) up and (look) at his watch

Exercise 3

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2 We (not / plan) our holiday yet Where (be / you) ?

4 He (write) five letters

5 She (not / see) him for a long time (be / you) at school?

7 School (not / start) yet (speak / he) to his boss?

9 No, he (have / not) the time yet

Complete the Conditional Sentences Decide whether to use Type I or II If they go to Washington, they (see) the White House

2 If she (have) a hamster, she would call him Fred If he gave her a sweet, she (stop) crying

4 If he (arrive) later, he will take a taxi

5 We would understand him if he (speak) slowly Andy (cook) dinner if we buy the food

7 I will prepare breakfast if I (wake up) early If they shared a room, they (fight) all day long

Write sentences beginning with I wish “ ” Ex: I can’t play the guitar

- I wish I could play the guitar I don’t know Paul’s phone number

- I wish I don’t have a computer

- I wish It’s cold

- I wish I live in a big city (and I don’t like it)

- I wish Mary isn’t here

- I wish I can’t go to the party

- I wish There are many people here (and it is very crowed)

- I wish I have to work tomorrow

(122)

4 Consolidation

5 Homework

- Prepare for the next lesson: Revision: The passive and the indirect speech

TiÕt 67 Ngày dạy /04/2009

o Chng trỡnh kim tra học kỳ

revision

I Aims

To help students review knowledge about the indirect speech and the passive

II Objectives

Students review:

- The indirect speech

- The passive form

III Materials

- Text book + Exercise book

- Board, chalk,

Weaker students may get confused with the grammar problems

- Greeting

2 Revision

Students review their old knowledge during the new lesson

3 New lesson

 Teacher elicit from students the formations of the indirect speech and the passive form

Exercises on Indirect speech: Change the following sentences into indirect speech:

1 “I have something to show you,” I said to her

2 “Nothing grows in my garden It never gets any sun,” she said “I’m going away tomorrow, mother,” he said

4 “It isn’t so foggy today as it was yesterday,” I remarked “Does this train stop at York?” asked Bill

(123)

7 “Where is the ticket office?” asked Mrs Jones He said, “What is happening?”

9 “When are you coming back?” I asked them

10 “I’ll come with you as soon as I am ready,” she replied

11 “You can keep that one if you like, Joan,” he said “I’ve got plenty of others.”

12 “Stand up, please!” he said

13 “You should study harder.” the teacher advised Nam 14.Peter said to Paul, “Are you working as well as studying?” 15 “Can you get coffee on the train?” said my aunt

Exercises on the passive voice: Change the following sentences into the passive voice:

1. They make shoes in that factory 2. They built that skyscraper in 1934 3. You must wash your hands before meals 4. Peter writes a letter

5. Mr Jones watches the film

6. Somebody built the house last year 7. They speak English in the shop 8. She can sew three shirts a day 9. She gave me the box

10.We saw her in Dresden last week 11.The students handed in the reports 12.They play handball (Bóng ném) 13.Maria crashed into the blue car 14.Julia rescued three cats

15.Steven forgot the book

4 Consolidation

Teacher retells and emphasizes the structures students have reviewed

5 Homework

Redo all exercises in the workbooks

semester test 45’’

A Aims

(124)

B Objectives

Kiểm tra theo đề Phòng giáo dục Unit 10

Tiết 62 Ngày dạy /05/2009

I Aims

Talking about life on other planets using modals MAY and MIGHT

II Objectives

By the end of the lesson, students will be able to know how to persuade their friends to something

- Board, chalk,

- Word cards

- Greeting

2. Revision

 Back to the board:

- T divides the class into teams and calls one S from each team to the front They have to sit with their backs to the board - T writes the word (at a time) on the board - T writes: ALIENS

- Ss say: unknown / strange people or things

- Team work

- The rest of the class describe the word to the student in the front The one who can guess the word correctly first will be the winner

(125)

4 Consolidation

5 Homework

- Prepare for the next lesson: Unit 10: Listen + Language focus 2, 3,

- Do exercise 1, 2, P.65-68 (workbook)

Unit 10

Tiết 63 Ngày dạy /05/2009

Listen + language focus 2, 3, 4

a Pre speaking:  Pre teach:

- a gemstone: Đá quý

- microorganism (unc): Vi sinh vËt

- sparkling (adj): lãng l¸nh

- A trace: DÊu vÕt

- Precious (adj): quý gi¸

 Checking:R0R  Revision:

Madals: may, might to talk about possibility

Ex: He may be late It might rain

There might be mountains on Mars

b While speaking:  Mapped dialogue - Example:

What these drawings say?

There might be on Mars. What about ?

There may be on Mars.

c Post Speaking:  Brainstorming:

Ex: There might be house on Mars. There might be strange animals on other planets.

- Read to add any expressions that they don’t have in their lists

- Copy down on the notebooks - Listen and take notes

- Ss work in pairs to make similar dialogues about the drawings

(126)

I Aims

Practice in listening to someone talking about life on the moon for specific information and further practice on the conditional sentence type 1,

II Objectives

By the end of the lesson, students will be able to get the aim well

- Board, chalk,

- Pictures

- A cassette and an aodio disk

Students may meet with difficulties in listening ti the disk voice

- Greeting

2. Revision

 The condition sentence type 1, 2: - T elicits the formations from students  Gap fill:

- T checks with the whole class  Pictures and word cue drill - Language focus P.90-91 - T checks with the whole class

- T – Whole class

- Individual work – compare in pairs

3. New lesson

- a crater: Hè bom, miƯng nói lưa  T/F statememt prediction:

Statements a-j P.86

- T introduces the topic of the listening text

I think I hear

a b c d e f g

(127)

h i j

b While listening:  Checking prediction:

- Ss listen tho the disk again

c Post listening:  Discussion

- Eg: There is no water or air on the Moon There are no rivers or no lakes,  Language focus P.92

Eg: If I met an alien from outer space, I would invite him/her to my home town and talk

- Listen to the disk then check the prediction and write T or F in the “I hear” column

- Compare in pairs

- Group work (Talk about “Life on the Moon”

- Individual work – compare in pairs

4 Consolidation

5 Homework

- Do exercise 4, 5, P.68-70 (workbook)

Unit 10

Tiết 64 Ngày dạy /05/2009

read

I Aims

Reading about “A space trip” for general and specific information

II Objectives

By the end of the lesson, students will be able to get the aim well

- Board, chalk,

- Greeting

(128)

 Jigsaw dictation:

- T prepares the phrases in section a (P.87) on strips of paper and have them photocopied Divide the class into groups of

- All Ss have to write the phrases on their own strip into their notebook, then take it in turns to dictate to other members in the group

- Swap their notebooks to correct each other’s mistakes

3. New lesson

- Physical condition

- Push-ups

- To orbit / in orbit

- marvelous

 Checking vocabulary: What and where  Ordering statements:

- Set the scene

b While reading:

 Comprehension questios - Question 1-5 Section b P.87 - T calls some pairs to check

c Post reading:  Role play:

Eg: I would take a good camera to take photographs of the earth

- Copy down on the notebooks - Read the phrases they have written in their notebooks and put them inorder to show what you need and get in joining a trip into the space

- Read the text individually to check their order

- Compare with their partners - Read the text again to find the answer

- Work in pairs to ask and answer the questions

- Work in groups: One acts as the reporter and the rest are spacemen who have a lot of experience in the space trips - Discuss the answer to question P.87

4 Consolidation

5 Homework

- Prepare for the next lesson: Unit 20: Write Unit 10

Tiết 65 Ngày dạy /05/2009

Write

(129)

Practise writing an exposition to express personal viewpoint about the existence of UFOs

II Objectives

By the end of the lesson, students will be able to write an exposition to express personal viewpoint

- Board, chalk,

- Poster

- Greeting

2. Revision  Jumbled words

SETENICEX = existence TURERECA = creature

ECNARAEPAP = appearance

- Team work

3. New lesson

- Mysterious (adj) bÝ hiÓm

- Imagination (uncl): Sự tởng tợng

- Viewpoint (uncl): Quan điểm

- Persuation:

 Checking: Slap the board

 Matching: Section a P.88 - T checks with the whole class

- T focuses Ss’s attention on the parts of an expostion (Introduce, Body and Conclution)  Reading comprehension: Section b P.88 a What is Ba’s opinion about the existence of UFOs ?

b Why does he think so? Give all the reasons he has mentioned!

c What does he think we should ? - T checks with the whole class

- Copy down on the notebooks - Work in group of to discuss the answers to the questions given by teacher: - Individual work

(130)

- T collects expositions and checks with the whole class

- Write the exposition individually, using the information in the outline “Pre writing”

- Students swap their expositions, read and correct mistakes

4 Consolidation

5 Homework

- Prepare for the next lesson: Revision