giao an HKI anh 9 good

II. Objective: By the end of the lesson students will be able to listen to specific information to select the correct pictures and to use past simple and past simple with wish.?. III. T[r]

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PERIOD : Preparing date : 17/08/2010 REVISION AND INTRODUCTION

I Aim: Helping the students to remind what they have learnt in English and what they are going to learn in English

II Objective: By the end of the lesson students will be able to remember what they have learnt in English and know what they are going to learn in English III Teaching aids: textbook

IV Procedure: Stages and time

Contents Notes

Warm up

Revision

Introduction

Homework

 Chatting:

-How are you today?

-Do you like the weather today?

-Did you enjoy your summer vacation? -What did you do?

-Where did you go? etc

-Ask students to call out what they have learnt in English

- The present simple -Reflexive pronoun -Reported speech -Gerund

- The present perfect -The passive

- -ed and –ing participles -Sequence markers

-Ask students to look at their English and answer some questions

How many units are there? What are there in each unit? etc

-Teacher introduces how many periods are there in each week,how to learn English effectively,what to after each period, -Ask students to prepare for the next lesson

Teacher whole class

Individual work

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UNIT 1: AVISIT FROM A PEN PAL

LESSON 1:Getting started- Listen and read I Aim: Reading for details

II Objective: By the end of the lesson,the students will be able to know about some places Lan went to with a foreign friend and some activities they took part in

together

III Teaching aids: Textbook, pictures IV Procedure:

Stages and time

Contents Notes

Warm up

Pre reading

While reading

Chatting:-do you have any pen pal? Where does s/he live?

Has s/he visited your country?

What activities would you during the visit?

Possible answers:

Temples-theaters -restaurants

Churches-beaches-mountains

Pre teach: to correspond(exp) A mosque (pic) To pray ( mime) Checking vocab R O R Open prediction

Lan’s pen pal came to visited her in Hanoi.Can you guess where she went and what she did during her stay?

Ask students to read the text to check their prediction

Ask students to read the text again to choose the correct option to complete the

T-whole class

Whole class

Pair work

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Post reading

Homework

sentences on page Answer:

1.Lan and Maryam usually write to each other every two weeks

2.Maryam was impressed because Hanoi people were friendly

3.The girls went to see famous places in Hanoi,areas for recreation,a place of worship

4.Maryam wanted to invited Lan to Kuala Lumpur

-Speaking:

-Ask students to recommend places of interest in their city

-Ask them to discuss where they should take their friends to and what activities they should

Cues:

-LangCo Beach- swimming/beach in Hue

-BachMa National Park- mountain climbing

-LinhMu Pagoda, TuDuc Tomp- sighting/beautiful sight

Using the patterns

S1: I think we should take our friends to DongBa Market We can shopping or I’ll just introduce them a Vietnamese market

S2:Good idea I bilieve they will be interested in it

-Ask students to write a short paragraph about what they have just discussed with their partner

Individual work

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PERIOD : Preparing date : 22/08/2010

Unit 1: A VISIT FROM A PEN PAL Lesson 2-Speak

Aims: Make and respond to introductions

II Objectives:By the end of the lesson students will be able to make and respond to introductions

III Teaching aids: textbook ,pictures IV Procedure:

Stages and time

Contents Notes

Warm up

Activities

Pelmanism

Tokyo Perth Liverpool Bombay Hoi An Japan Australia England India Vietnam Teacher introduces the situation-Nga is talking to Maryam.They are waiting for Lan outside the school

-Ask students to exercise a) on page 8.The students have to work in pairs to put the sentences in the correct order to make a complete dialogue,

Answer:

1.Hello.You must be Maryam c-That’s right , I am

5.Please to meet you.Let’s me introduce myself,

I’m Nga

b)Pleased to meet you, Nga Are you one of Lan’s classmates?

4.Yes,I am Are you enjoying your stay in Vietnam?

d)Oh ,yes very much Vietnamese people are very friendly and Hanoi is a very interesting

Group work

Teacher- class

(5)

Activity

Home work

city

2.Do you live in a city, too?

e)Yes, I live in Kuala Lumpur Have you been there?

3.No.Is it very different from Hanoi?

.a)The two cities are the same in some ways 6.Oh, I see Here’s Lan Let’s go

Ask some questions to check

-Have Lan and Maryam met each other before?

-Is Maryam enjoying her stay in Vietnam? -What does she like in Vietnam?

Students practice the dialogue *Role play

-Set the scene:You are talking to Maryam’s friends, introduce yourself

-Ask students to work in pairs to practice the dialogue

-Teacher goes round ,takes notesto correct later

Ask students to write one dialogue they like into their notebook

T-class

Pair work

UNIT 1: A VISIT FROM A PEN PAL Lesson 3: -Listen

-Language focus:the past simple wish I Aim: Listen for specific information and further practice in past simple with wish and past simple

II Objective: By the end of the lesson students will be able to listen to specific information to select the correct pictures and to use past simple and past simple with wish

III Teaching aids: textbook,pictures, cassette IV Procedure:

Stages and times

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Warm up

Pre listening

While listening

Post listening

 Jumped words:

Tccah = catch Rkap = park Ondp = pond Rssag = grass Rrubhmage = hamburger -Set the scence”Tim John’s Mexican pen pal,Carlos is visiting the USA’

-Ask students to look at the pictures and tell the class what there is in each one ,where the place is,what the people are doing

-Open prediction;S.think of things that Tim and Carlos are doing

P.Answers: *going to the park *taking a bus *going to the park

-Ask students to listen to the tape to check their guesses

-Give feedback

-Ask students to listen to the tape 2nd time to

choose the correc pictures Answer: a.1 b.2 c.2

The past simple

-Form: VERB-ED/V2

-Meaning: da

-Ask students to work in pairs to ask and answer questions about what Ba, Nga, Lan, Nam and Hoa did on the weekend(ex.1 p.11) Possible conversations:

1.A What did Nga on the weekend? B She went to the concert performed by Hanoi singers

A When did she go?

B She went there on Saturday at pm 2.A What did Lan on the weekend? B She went camping held by Y&Y A When did she go?

B She went camping all the weekend She went on Saturday morning

Set the scence : Lan and her friends are holding a farewell party for Mary am Write

Group work

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Individual work

Pair work

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Homework

the things they did to prepare for the party” -Ask students to use the words and the pictures in the box

Hoa baked the cake

Hai colorful lamps on the wall Hanh bought flowers

Tan painted a picture of Hanoi Nga and My went shopping

The past simple with WISH

-WISH is used when we want really to be different and exactly opposite of the truth, eg : express wishes in the present

Form: S+ wish + S+ Past Simple

-Ask students to look at the real situations and make wishes

*Sample answers:

b.I wish I were in the swimming pool now c……… had a computer now

d……… lived close to school e…………had a sister

f…………drew well

g…………had my friend’s phone number h…………knew many friends

Ask students to make wishes of their own

Individual work

UNIT 1:A VISIT FROM A PEN PAL Lesson 4: Read

I Aim: Reading for details

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

Teaching aid: textbook, pictures , map of countries of the ASEAN

IV Procedure: Stages and time

Contents Notes

Warm up Pre reading

*Hangman

-The word has - letters It is MALAYSIA

-Ask students what they know about Malaysia

T-whole class

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While reading

Post reading

-Ask them to make questions for what they want to know

Expected questions: Where is it?

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

How big is Malaysia?

What language is spoken in this country? -Ask students to read the text to find out the answers to their questions

-Teacher gives feedback to the class

-Ask students to read the text the 2nd time to

fill in the chart in exercise a) on page 10 *Answers:

1.329,758

2.Over 22 million 3.Tropical climate

4.The ringgit-consist of 100 cent 5.Kuala Lumpur

6.Islam

7.Bahasa Malaysia 8.English

-Ask students to read the text again to the True or False statements

*Answers: 1.T

2.F.-There are more than two regions 3.F.-English,Chinese,and Tamil are widely spoken

4.F.-One of the three : Malay , Chinese ,Tamil 5.F.-English is a compulsory second

language ,not primary language of instruction -Ask students to answer the questions in front of the class

-Teacher gives feedback to the whole class * Interview:

Individual/ Pair work

Pair work

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Homework

-Ask students to work in pairs -Give students their task

A: You are going to visit Malaysia Prepare some questions to ask Mary am about her country

B: You are Mary am from Malaysia You have to answer A’s questions

*P.A:

A Hi, Mary am I’m going to visit Malaysia I’d like to know something about your

country Can you help me? B.Yes , certainly

A.What language is spoken in your country? B.Bahasa Malasia, English, Chinese, and Tamil are widely spoken

A.Do children have to study any foreign language in school?

B.Yes,English is a compulsory second language in secondary school

A Ah, I see What about the people? What are they like?

B.I think they are friendly…

Write a paragraph to introduce your city as a tourist attraction

Individual work

UNIT 1: A VISIT FROM A PEN PAL Lesson 5:Write

I Aim: Writing a personal letter

II Objective: By the end of the lesson,students will be able to write a personal letter

III Teaching aids: textbook

Contents Notes

Warm up *Chatting:

-Have you ever visited any other places in Viet Nam?

-When did you go? -How did you get there ?

(10)

Pre-writing

While-writing

-Did you visit any places of interested ? -Did you buy any thing?

-When you are away from home , you keep in touch ? How ?

-Set the scine : Imagine you are visiting your relatives or friends in another part of Viet Nam or a different country

-Ask students on their own answer the following questions:

Where are you now? How did you get there? Who did you meet? What have you done?

-What places have you visited? -Who have you met?

-What kind of food have you tried? -What souvenirs have you bought? How you feel now?

What you think interest you most? When are you returning home?

-Ask two or three students to tell the class about their visit

-Ask students to work in pairs to talk to each other about their visit

-Remind students about the format of a personal letter by asking the question:What are the parts of a personal letter?

A.Heading-Writer’s address and the Preparing date

B.Opening-Dear… C.Body of the letter

D.Closing-Your friend/Regard/Love -Ask students to write a letter to their family,telling them about their visit

-Ask students to look at the outline on p.11 and ask them what part of the letter they are going to write

-Ask them to follow the outline to write their own letter

-Ask them to swap their letters,compare with

Individual work

Individual work T-whole class

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Post-writing

Homework

their partner’s,and correct if they can -Suggested ideas:

1st paragraph:

I arrived at Da Nang airport/station…at 2pm/8am…./late in the afternoon/….on Tuesday/……

Hoa/aunt Huong/ met me at the station/…then he/she took me home by taxi/………

2nd par

I have been to many places like the beaches, ……etc.I have tried different

foods:seafood,Da Nang speciality…I will visit Hoi An and My Son tomorrow…

3rd par.

I fell so happy and enjoy myself so much.The people here are so nice ,the foods are so delicious ,and the sights are so beautiful I will leave Da Nang at 3am/…next Thursday/ ….and will arrive home at 5am.Please pick me up at the station/ …

*Correction:

Choose some letters to correct in class(using projector if possible)

Ask students to write their letters(after correction) on their notebooks

T-whole class

Individually

UNIT 2:CLOTHING Lesson 1:Getting started Listen and read

I Aim: Reading for details

II Objective: By the end of the lesson, students will know some more about ao

dai ,the traditional dress of Vietnamese women

III Teaching aids: textbook, pictures

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Warm-up

Pre-reading

While-reading

*Quiz:

-Divide class in to groups Ask students to look at the clothes people are wearing and take turn to decide where each person comes from -Ex:

T: Where does the woman in picture a) come from?

S1:She comes from Japan

T: How you know she comes from Japan? S1:Because she is wearing a Kimono

-The group who gives the correct answer gets a point

*Answer:

a She comes from Japan b She comes from Viet Nam

c He comes from Scotland(UK) (He is wearing a kilt.)

d She comes from India.(She is wearing a sari.)

e He comes from the USA.(He is wearing jeans.)

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

1.Pre teach vocabulary

-a poet( example :To Huu , Huy Can,… are….)

-a long silk tunic (translation) -to slit(translation)

-inspiration: (translation) To take inspiration from:

-ethnic minorities(example:Thai,Muong,Ede, …are…)

-a pattern(picture) Checking vocab: R O R

*Set the scene:You are going to read atext about the traditional dress of Viet Nam

-Ask students toread the text to exercise a) -Give feedback

Answer:

1.For a long time the Ao dai has been the

Group work

T-whole class

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Post-reading

Homework

subject of poems,novels and songs

2.The Ao dai is described as a long silt tunic with slits up the sides worn over loose pants 3.They prefer to wear modern clothing at work

4….by printing lines of poetry on it

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

-Ask students to read the text again to answer the questions

1.Traditionally,men and women used to wear the Ao dai

2.Because it is more convenient

3.They have printed lines of poetry on it or have added symbols such as

sun,stars,crosses,and stripesto the Ao dai *Speaking:

Ask students to use their own words to tell the group wha they have known about the Ao dai *Writing:

-Ask students to write down what they have spoken to their partner and adding their opinion whether they like wearing Ao dai or not

Group work

Individual work

Unit 2:CLOTHING Lesson 2-Speak

I Aim: To ask and respond to questions on personal references

II Objective: By the end of the lesson students will be able to ask and respond to questions on personal references

III Teaching aids: textbook ,pictures IV Procedure:

Stages and time

Contents Notes

Warm-up *Revision: Words refered to clothes

-sweater -jeans -skirt

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Activity 1

Activity 2

-striped

-baggy -plain -blouse -suit -plaid -shorts -pants -shirt -Ask students to look at the pictures and match them with the phrases

a a colorful T-shirt b a sleeveless sweater c a striped shirt

d a plain suit e faded jeans

f a short –sleeved blouse g a baggy pants

h a plaid skirt i blue shorts

Check the vocabulary: Kim’s game

-Ask students to remember the phrases on page 14,15 in 30s then let their book closed

-Divide the class into groups

-Students from each group take turn to go to the blackboard write as many words as they can -Group with the most words win the game -Ask students to work in groups of or 10 students each to read and write two more

questions for the last section of the survey about student’s wear

-The form of the survey may look like this:

Questions Name Items

of clothes

Notes What you

usually wear on the weekend?

2 Why you wear these clothes?

3.What is your favorite type of clothing? Why ? 4.Is it comfortable to wear uniform?

5.What color is it? 6.What type of

Team work Pair work

Group work

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Activity 3

Homework

clothing you usually wear on Tet holiday?

7.What would you wear to a party?

-Ask students to interview their friends

-After students have finished their task ask them to report the result of their survey in their group The survey should begin as follow:

Three people said that they liked their uniform. Two people said that they usually wore colorful T-shirt on the weekend.

Chi said she loved baggy pants.

Ask the representative from each group to present the result of the survey in front of the class

Ask students to make a list of types of clothing that most of the students in the class like

wearing on different special cases

Group work

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UNIT 2: CLOTHING Lesson 3: Listen- Language focus

I Aim: Listen for specific information and further practice in the present perfect with FOR or SINCE

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

III Teaching aids: text book , pictures, cassette IV Procedure:

Stages and times

Contents Notes

Warm up

Pre- listening

*Revision:

Two team write words relating to CLOTHING The team which write more words in limited time is the winner

-Ask students to look at the pictures on p.16 and answer the questions :

Team work

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While- listening

Post- listening

+What are these? +What is this?

+ What color is this? + What color are these? Pre –teach vocabulary

Announcement (translation) Missing (synonym of lost)

An entrance (synonym of a door, gate) Fair (translation)

A doll (realia)

Checking vocab : Slap the board *Set the scene: You will hear an

announcement about a lost little girl called Mary

-Ask students to listen and answer the questions:

1.How old is she?-She is

2.Where was she last seen? -She was last seen near the main entrance to the Car Fair 3What’s she like? -.She has short dark hair -Ask students to listen and check

a) B b) A c) C *Speaking:

-Ask students to describe a friend of theirs, answering the questions:

How old is she/he? What is she/he like?

What type of clothing does she/he like wearing?

What is she/he wearing today? *Presenting structure:

-Ask students to look at the dialogue on p.19 -Elicit from students:

-The present perfect is used 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

Individual

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Home work

FOR + a period of time SINCE + a point of time *Practice:

-Ask students to use the information in the table on p.20 to make similar dialogues Then practice with their partner

-Teacher goes round the class ,taking notes to helf correct S’s pronunciation

-Ask students to write in their notebook what they have described to their friends about one of their friends and the conversation b) and c)

Pair work

Individual work

PERIOD : 10 Preparing date : 13/09/2010

UNIT 2: CLOTHING

Lesson 4: Read

I Aim: To read the text for details

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

III Teaching aids: textbook, pictures

IV Procedure:

Warm up

Pre-reading

*Shark’s attack:

_ _ _ _ _ JEANS Pre-teach vocabulary: -material (translation) -cotton (realia)

-to wear out (translation) -a style (realia)

-to embroider (realia) -a label (realia)

*Checking vocab: What and where

Teacher-whole class

Stages and time

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While-reading

Post-reading

Brainstoming:

-Ask students the question:What you want to know about jeans?Make questions -Elicit qs from students:

Who first designed jeans?

When did jeans become popular? Where were jeans made?

What were jeans made of?

What are some famous jeans designers? - Ask students to read the text to find out the answers to their questions and add more ideas

-Ask students to read the text to fill in the missing Preparing dates and words

*Answers:

1.18th century jean cloth.

2.1960s students 3.1970s cheaper 4.1980s fashion 5.1990 sale

-Have students work in pairs to answer the questions b page 17

-Give feedback

*Answers:

1.The word jeans comes from a kind of material that was made in Europe 2.The 60’s fashions were embroidered jeans,painted jeans and so on

3.Because jeans became cheaper

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

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

*Discussion:

Pair work

Individual work

Pair work

(20)

Homework

-Have students work in groups to discuss the questions

1.Do you like wearing jeans? Why?/Why not?

2.What type of jeans you love wearing? 3.Do you think jeans are in fashion?

-Ask students to write down what they have talked about in groups in their notebooks

Individual work

UNIT 2: CLOTHING Lesson 5: Write

I Aim: Writing an exposition

II Objective: By the end of the lesson, students will be able to write an exposition

III.Teaching aid: textbook

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Dong Khoi Secondary school School Year: 2010 - 2011

Teacher : Nguyen Son Ha- English 9

and time Warm up

Pre-writing

*Chatting:

-Ask students some questions: How often you wear uniforms?

How you feel when you wear uniforms? If you have a choice, what type of clothing you want to wear when you go to school? Why you choose it?

1.Pre-teach vocabulary: -to encourage (explanation ) -to be equal in (explanation ) -to bear one’s name (picture ) -freedom of choice ( translation ) -self-confident ( translation ) *Checking vocabulary: R O R 2.Presentation:

-Stick the outline of an argument on the board

Lets the readers know the writer’s point of view

Present argument in a logical way-one in each paragraph

Give examples where possible Sum up the argument

My option is… I think…… Firstly,…

Secondly,………… Finally,……… Therefore,…… In conclusion,…

-Group with more strips filling in the table with correct content is the winner

-Ask students some qs:

What you write in “introduction” ?What language is used?

How can we present series of arguments ? What language is used?

What you write in conclusion? -Ask students some comprehension qs: What is the topic of the passage?

Why does wearing uniforms encourage students to be proud of their school? How students feel when wearing

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Whole class Team work

Individual work Pair work

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UNIT 2: CLOTHING Lesson 6: Language focus

I Aim: Practice ALREADY and YET in the present perfect tense, distinguish the difference in using the past simple and the present perfect tense

Review the passive forms of the present perfect, simple present, simple past, and simple future

Practice passive modal auxiliaries

II Objective:

By the end of the lesson, students will be able to use ALREADY and YET in the present perfect tense, distinguish the difference in using the past simple and the present perfect tense, and be able to use the passive forms of the present perfect, simple present, simple past, and simple future ;practice passive modal auxiliaries

III Teaching aids: textbook

IV Procedure:

Warm up Presentation

* Pelmanism :

do visited went go saw see ate did visit eat A The present perfect

I The present perfect with ALREADY& YET -Set the scene:

-I have seen Giac Lam Pagoda

-I have eaten Chinese and French food -Ask students to look at the dialogue

A: Have you seen Giac Lam Pagoda yet? B: Yes, I’ve already seen it

A: Have you eaten Vietnamese food yet? B: No, I haven’t

*already is used in affirmative sentences Position: midsentence

T-whole class

T-whole class Stages

and time

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Practice

Homework

*yet is used in negative sentences and questions

Position: end of the sentence -Ask students to practice in pairs

-Teacher goes round, monitors and helps II The present perfect with EVER

-Teacher sets the scene, ask students to look at the dialogue and elicit from them:

+We use the past simple to talk about definite past time

+We use the present perfect to talk about indefinite past time

eg: Have you ever been to Italy? *EVER is used in questions A: Have you ever read a comic? B: Yes, I have

A: When did you last read one? B: This morning

B.THE PASSIVE

I The passive form of the present perfect, simple present, simple past, and simple future BE + PAST PARTICIPLE

-Ask students to the exercise correctly II The passive form of modal verb sand the verb patterns have to/be going to.

*Form:

Modal verbs + be + past participle

have to/be going to + be + past participle -Ask students to exercise on page 21 Ask students to complete the sentences, using the passive

1.Have you ever 2.A new road 3.You can 4.A party is going to

5.The Spring Fair

-Ask students to copy the sentences into their notebook

Pair work T-whole class

Pair work

Individual work

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PERIOD : 13 Name: Preparing date : Class:

WRITTEN TEST Time allotted: 45 minutes

(25)

I Choose the word whose underlined part is pronounced differently from that of the others

1 A invite B pick C ticket D kitchen A lock B shock C block D program A bad B sad C day D catch 4.A.greet B teeth C deer D knee

5.A.sign B high C sit D mind II Give the correct form of the words in brackets

1.They at least once every two weeks.(correspondence) 2.In Malaysia is free.(educational)

3.She enjoyed the atmosphere of the church.(peace) 4.Do you know the of St Paul Cathedral? (high) 5.During his the family lived in Cornwall.(child) III Put each verb in bracket in the correct tense

Denis Heal (1 be) is a politician He (2.go) to Oxford University in 1975,and in 1982 he (3 become) a Member of Parliament He (4 be) an MP since then He (6

write) three books, including his autobiography The Time Of My Life ,and a spy story called The Time To Run He is married to the artist Edna Heal, and they have two children They(7.live) in Oxford for ten years, then (8.move) to London in 1995.They now (9

.live) in a house in Cadogan Square in central London

IV Rewrite each sentence, beginning as shown, so that the meaning stays the same 1.John smoked a lot a year ago, but now he doesn’t smoke any more

John used 2.It would be nice to be able to fly a plane

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When 4.Please don’t eat in the classroom

I’d rather V Read the text, then answer the questions be low it

My friend and I had a problem about our holiday last year I wanted to have a lazy seaside holiday because I was tired and needed to relax I love lying in the sun, drinking ice-cold beer and reading a good book But Natalie likes busy, cultural holidays She likes visiting museums and galleries She hates sunbathing because she always goes red, not brown The travel agent tried to help us and suggest

Greece I said I’d love to sail to a quiet island, but ofcouse Natalie said she’d like to stay in Athens It was easy to decide what to –we flew to Athens together,

Natalie stayed there and I traveled to the island of Kos Questions:

1.Why did the author and her friend Natalie have a problem about their holiday last year?

2.Where did the travel agent help them decide to go?

3.Did they go together when they were in Greece?

PERIOD : 14

CHECKING THE TEST

I Aim: Checking the students’ knowledge and their skill of doing tests

II Objective: By the end of the lesson, students will be able to improve their skill of doing tests and avoid some common mistakes

(27)

1 Checking the test *Answer keys:

I 1.A 2.D 3.C 4C 5.C II 1.correspond

2.education 3.peaceful 4.height 5.childhood

Ss may have difficulty in distinguishing some word forms III

Ss may have difficulty in distinguishing the differences between the present simple and the present continuous ; the past simple and the present perfect IV V

*What can be learnt from the test?

-Students remember what they have learnt and know how to the test more effectively

-Teacher gets some experiences in helping students access and use the language

*Results:

Groups - 10 - – 5.5 – 4.5

9A3 -40 28 10

9A5 - 50 31 15

UNIT 3: A TRIP TO THE COUNTRYSIDE Lesson 1:Getting started

Listen and read

I Aim: Introduce life, and activities in the countryside

II Objective: By the end of the lesson, students will be able to talk about life, and activities in the countryside

Teaching aid: textbook, pictures

Contents Notes

Warm up *Chatting:

+Have you ever been to the countryside?

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Pre-reading

While-reading

+How often you go there? +Where is it?

+Have you got any relatives there? +Are you used to the country life and activities?

-Ask students to look at the pictures and describe what the people are doing Picture 1.watering the vegetables

Picture 2.swimming Picture 4.harvesting Picture 3.feeding the chicken

Picture 7.flying kites Picture 6.plowing

Picture 5.feeding the pigs Picture 8.playing football *Pre-teach vocabulary

-home village (translation) -a bamboo forest (picture) -a banyan tree (picture) -a shrine (picture) -a riverbank (picture)

Checking vocabulary: What and where *Guiding questions:

1.What did Ba, Liz and his family on their journey to his home village?

2.What did Liz think of the trip?

-Ask student to read the text on page 22,23 to answer the questions

Answers:

1.They visited Ba’s uncle, walked up the mountain to visit a shrine, went boating in the river and had a picnic on the riverbank

2.Liz enjoyed the trip very much; she took a lot of photos

*True or false statements:

-Ask students to read the text and decide T/F -Give feedback

Answer:

1.F.Ba and his family had a day trip to their home village 2.T

Teacher whole class

Pair work

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Post-reading Homework

3.F.There is a big old banyan tree

4.F.They had a snack under the banyan tree 5.T

6.F on the riverbank 7.T

8.F.Liz had a lot of photos to 9.T *Comprehension questions

10

1.Lucky number

2.Where is Ba’s home village? 3.How did they get to the village? 4.LN

5.Where is the banyan tree?

6.What did they see on the mountain? 7.Where did they have their picnic? 8.What did Liz to show the trip to her parents?

9.LN

10.What does Liz wish?

-Ask students to tell about their home village -Ask students to tell about their home village

Team work

Individual work

UNIT 3: TRIP TO THE COUNTRYSIDE Lesson 2:-Speak

-Listen

I Aim: Practice asking for and giving information Practice listening for specific information

II Objective: By the end of the lesson, students will be able to ask for and give information about their home village

Teaching aid: textbook, cassette

(30)

Stages and time

Contents Notes

Warm up

Speaking

Pre-listening

Noughts and Crosses:

Students make questions about their home village: Who, Where, When, What, Which, How, How many, Is , Are

1.Practice speaking: Role play

-Have students read the questions in exercise a, page 24,work in pairs, play the role of A and B, ask and answer about their partner’s home village, using the infomation in the box -Tell students to cover the role that they don’t play

Example:

A: Where is your home village ? B: It’s in the west of the city A: How far is it from the city? B: It’s about 15 km

A: How can you get there? B: We can get there by bus

A: How long does it take ti get there? B: It takes an hour

A: What people for a living in your village?

B: They plant rice and raise cattle A: Does your village have a river?

B: There aren’t any rivers, but there is a big lake

1.Pre-teach vocabulary: -a route (explanation) -a pond (picture)

- parking lot=car park (picture) -to pick sbd up (translation) 2.Set the scene:

3.Prediction

-Ask students to look at the map, guess where

Group work

Pair work

(31)

While-listening

Post-listening Homework

the places on the map are and compare with their partners

-Write students’ guesses on the board *Matching:

-Get the students to listen to the tape and check their predictions

-Match the places on the bus route with the letter on the map

-Give feedback

Answer:

A: banyan tree B: airport

C: high way No,1 D: Dragon Bridge E: gas station F: store

G: pond H: bamboo forest I parking lot

-Ask students to show each other the bus route they have just listened to

-Have students draw a simple map of their neighborhood show their partner the way to their house

Pair work

Group work

UNIT 3:A TRIP TO THE COUNTRYSIDE Lesson 3:Read

I Aim: To read the text for details and complete the summary

II Objective: By the end of the lesson, students will be able to understand the text in details

III Teaching aids: textbook, IV Procedure:

Stages and time

Contents Notes

Warm up *Jumbled words:

-geehnaex = exchange -zamie = maize

(32)

Pre-reading

While-reading

-yrrgcoe = grocery -edef = feed -llcocte = collect

-Tell students what “exchange students” means

-Introduce the text which is about Van, an exchange student He is from HCM City He is now studying in the USA He is living with the Parker family on a farm outside Columbus, hio

-Have students tell the class what they know about life in the country, on a farm-what people do? How they relax?

*Comprehension questions:

Ask students to read the text to answer the questions

Lucky numbers:

1 Lucky number

2 q1:He will stay there till the beginning of October

3 q2:Mr.Parker is a farmer, and Mrs Parker works part-time at a local grocery store

4 Lucky number q3:Two girls

6 q4:He feeds the chicken and collect their eggs

7 q5:They eat hamburger or hot dog while they watch Peter play

8 Lucky number *Matching:

-Ask students to work in pairs, read the text match the words in column A with the explanation in column B

Whole class

Team work

(33)

Post-reading

Homework

-Give feedback

Answers;

+maize corn +feed give food to eat

+grocery store where people buy food and small things

+part-time shorter or less than standard time

+collect bring things together *Completing the summary

living Ohio farmer works part-time at a grocery store Peter Sam after

farm they watch baseball member *Roleplay :

-Ask students to work in pairs One is Van who has just come back from the USA and has answers the questions The others play the role of a students who is going to the USA as an exchange students

-Have the students write the summary into their notebooks

- Ask the students to prepare for the next lesson

- Ask them to some exercises in their workbook

Pair work Pair work

Individual work

(34)

UNIT 3:A TRIP TO THE COUNTRYSIDE Lesson 5: Write

I Aim: Writing a passage

II Objective:

By the end of the lesson, students will be able to write a short paragraph describing a story happened in the past-a picnic in the countryside

III Teaching aids: textbook , pictures

IV Procedure:

Warm up *Chatting:

-Ask students some questions about going on

Teacher-whole class Stages and

time

(35)

Pre-writing

While-writing

a picnic

=Have you ever gone on a picnic? = When did you go?

= Where did you go? =How did you go there? =What did you do?

=When did you come back home? =Did you enjoy it?

Pre-teach vocabulary: a blanket (picture) to lay out (mime) to gather (translation) site (translation)

Checking vocabulary: What and where

Describing:

-Ask students to look at the pictures ,one by one read the cues

-Have students describe the pictures to their partners

-Ask students to talk to the class about what they can see in each picture

-Go on doing the same steps for the rest of the pictures

-Ask students to write a passage entitled: A country picnic”

Suggested writing:

It was a beautiful day, my friends and I decided to go on a picnic We took a bus to the countryside and then walked about 20 minutes to the picnic site next to the river We put down the blanket and laid out the food After meal we played the games” What song is it?” and “blind man’s bluff” Late in the afternoon we went fishing We enjoyed our

Teacher-whole class

(36)

Post-writing

Homework

picnic When we look at the time, it was nearly 6.30 pm We hurriedly gathered our things and ran to the bus stop We were lucky to catch the last bus and arrived home very late in the evening

-Ask students to wrap their writing and

compare with their partners and correct if they can

-Choose some writings to correct in front of the class

-Ask students to write their passage (after correction) in their notebook

Pair work

UNIT 3:A TRIP TO THE COUNTRYSIDE Lesson 5: Language focus

I Aim: Futher practice in the past simple with wish

Practice in prepositions of time and adverbs clauses of result

II Objective: By the end of the lesson, students will be able to use the past simple with wish. prepositions of time and adverbs clauses of result

IV Procedure:

Warm up *Matching:

-Ask students to write down two sentences on two different pieces of paper; each sentence begins with:

I am (real situation)

Group work Stages and

time

(37)

Activity

I wish

-Collect these pieces and put them into different bags

-Ask students to pick up the paper one at a time, read it loudly to the whole class

-Those who have the funniest matching will be the winner

Pre-teach vocabulary:

-to pass the exam (opposite) -to win the contest (translation) -itinerary ( picture)

-to depart (explanation)

What these people wish?

-Revision:

S +WISH + S + SIMPLE PAST/WERE

 Answers:

a Ba wishes he could have a new bike b Hoa wishes she could visit her parents c I wish I could pass the exam

d We wish it did not rain e He wishes he could fly

f They wish they stayed in Hue -Work with a partner.

-Ask students to match the prepositions with words on the list:

in: 21st century on: Saturday

at: 7 o’clock *Answers:

-Ask students to exercise a

at on between -at at -till

-Ask students to complete the sentences with at, on, in, for

*Answers:

on at in in -for in at

-Ask students to work in pairs to talk to each other about itinerary for a trip to Hoi An -Match the half-sentence:

-Ask students to look at the sentence:

T- whole class

(38)

Homework

Everyone felt tired, so they sat down under the tree and had a snack.

-SO: expresses the result of the statement before

-Have the students match the half-sentence -Give feedback

*Answers:

1-e 2-a 3-d 4-b 5-c

-Ask students to write all the correct sentences

-Ask students to make three wishes -Have them copy the itinerary into their notebook

Individual work

UNIT 4: LEARNING A FOREIGN LANGUAGE Lesson 1: Getting started

Listen and read

I Aim: Reading a dialogue for details about the questions in an oral exam

II Objective: By the end of the lesson, students will be able to produce the questions for an oral exam

IV Procedure:

Warm up *Getting started:

-Ask students to think about the way they learn and improve their English

How you learn English

*Possible answers:

Whole class Stages and

time

(39)

Pre-reading

While-reading

=Do more grammar exercises

=Read English news =Write diary in English =Speak E with friends etc Pre-teach vocabulary:

- aspect (translation) - examiner(explanation) - coming ( adj) (translation) - college (n) (example)

- candiPreparing date (n) (example) - written examination // oral examination

 Pre questions:

1.Were the questions in oral exam difficult or easy?

2.How many questions did the examiner ask Lan?

- Ask students to work in pairs to answer them

-Give feedback

I Reading and checking

- Ask students to read the dialogue to check *Answers:

1.They are difficult 2.About over questions II True-False statements:

*Answer key:

T: 1,2,6,7,8,9,10, and 14 F: the rest

- Ask students to compare the direct questions and the reported speech

*Answer key:

1.What is your name?

=She asked me what my name was 2.Where you come from?

=She asked me where I came from 3.Do you speak any other languages?

=She asked me if I spoke any other languages

T- whole class

Pair work

(40)

Post-reading

Homework

etc * Role play:

- Ask students to work in pairs to practice asking and answering One student plays the role of examiner and the other plays the role of Lan -Call on some pairs to demonstrate before the class

- Ask students to write the direct questions and their reported speech in their notebook

Individual work

UNIT 4: LEARNING A FOREIGN LANGUAGE Lesson 2: Speak

I Aim: Practice speaking to persuade someone to something

II Objective: By the end of the lesson, students will be able to persuade friends to attend the school they like

Teaching aid: textbook , pictures

(41)

time Warm up Presenta – tion Practice Pelmanism: England Austra -lia the USA China New Zealand Canber

Beijing London Washing -ton DC Welling -ton Pre-teach vocabulary: -schoolarship(n) (definition) -abroad(adv) (definition) -persuade (v) (translation) -dormitory (n) (definition) -campus (n) (definition) -reputation (n) =fame, honor -native speaker (n) (definition) Checking vocab: Slap the board

-Remind students of the expression that they can use to persuade somebody to something: -I think

-What you think ? -I agree/disagree because -Why don’t you/we ? -I need ,we can -We should -Let’s -Ask students in groups to play the role of Thu, Tam, and Kim They are awarded a school arship for a course abroad Each one tries to persuade his friends to attend the school he likes to go -Have students read the advertisements to get information

eg

*Thu- the Brighton Language Center UK

I think we should go to the Brighton Language Center in the UK Because the school there has excellent reputation and we can live in the dormitory on campus

*Tam- Seatle School of English -USA Why don’t we go to the Seatle School of English in the USA? You can stay with Vietnamese friends They will help us a lot

Group work

T-whole class

Group work

(42)

UNIT 4: LEARNING A FOREIGN LANGUAGE Lesson 3: Listen

I Aim: Checking true-false statements by listening

II Objective: By the end of the lesson, students will be able to identify the correct information by listening and to use in modal verbs

IV Procedure:

Warm up

Pre-listening While-reading

*Information transmitting: -Suggested sentences: `1.I want to improve my writing/reading/listening skill

2.English is an interesting language and it’s very useful

I True-false statements

-Ask students to work in pairs to predict T/F -Give feedback

II Listening and checking

Let the students listen to the tape twice and check

-Give feedback and correct

-Ask students to correct the false statements

*Answer key:

Statements keys correction

a Nga’s studying E for her work

T

b She learned E at T

Team work

Pair work

Pair work Stages

and time

(43)

Post -listening

Homework

school and university

c She works for a national bank in Ha Noi

F international

d She needs to improve her writing

T e Her listening is

excellent

F Her is terrible f She hope she can

talk to people from all over the world and understand her favorite English songs

T

* Mapped dialogue: You;

Your partner:

-Ask students to write a completed dialogue

Pair work

Individual work

(44)

UNIT 4: LEARNING A FOREIGN LANGUAGE Lesson 4: Read

I Aim: To read the advertisements to get information

II Objective: By the end of the lesson, students will be able to get information about the English courses from the advertisements

III Teaching aids: textbook, posters

IV Procedure: Stages

and time

Contents Notes

Warm up

Pre-reading

While-reading

*Hangman:

- advertisement - classes

*Pre-teach vocabulary: -intermediate (visual) -advanced (visual)

-well-qualified(adj) (translation) -tuition(n) (translation)

-academy (n) (translation) Coucil(n) (translation)

* Checking vocabulary: Rub out and remember *T/F prediction:

a Mr Lam needs to learn French

b Mr Lam needs the intermediate level class c He wants to learn English in the morning d He wants the course to begin late November -Give feedback

`Reading and checking prediction:

-Have students read and check

Guess Check Correction

a F He needs to learn English

b T

c F He wants to learn early

evening

d F He wants the course to

begin late October or early November

Filling the form

Group work

T-Whole class

Team work

(45)

Post-reading

Home- work

-Get students to the exercise 5a on page 36 -Let them work in pairs

*Answer keys: School Class time Language level Time to start Academy of Language morning afternoon evening

advanced 1st week

of November Foreign language Council morning and evening beginner / intermediate November New English institute morning evening weekend beginner today

-Ask students to read the note again the look at the advertisements and choose a suitable language school for him then compare with their partners -Ask students to give reasons for their choice *Survey: Name Class time Language level Time to start

Nam evening beginner early June

-Get students to ask their friends about their English course and fill in the table

eg

a What time can you go to the class? b Which level you choose ? c When you want to start? -Give feedback

-Ask students to write a short paragraph about the results of the survey

Pair work

Individual work

(46)

Lesson : Write

I Aim: Writing a letter of inquiry

II Objective: By the end of the lesson, students will be able to write a letter of inquiry to the institution requesting for more infomation about the course and fees

III Teaching aids: textbooks

Contents Notes

Warm up

Pre-writing

*Jumbled words:

versetimadnet = advertisement swne = news

restetni = interest atmorfioinn = information eef = fee

sasecenry = necessary puslpy = supply I.Pre-teach vocab

request (v/n) =ask for detail (n) (translation)

look forward to (v) = expect express (v) (translation) exactly (adv) (translation) edition (n) (translation)

*Checking vocab: Slap the board II Reading comprehension

*Questions:

a Where did Robinson see the school’s advertisement?

b What language does he want to learn?

c What aspect of Vietnamese does he want to improve?

d What does Robinson want to know? -Give feedback and correction

III Matching

-Give students four parts of a letter of inquiry and ask them to divide the letter into parts and match each paragraph with a suitable headline

Whole class

(47)

While-writing

Post-writing Homework

-Let them work in pairs compare their answers *Answer keys:

a Introduction: I saw your Vietnamese News

b Request: I am interested in about your school

c Further informaion : I speak little Vietnamese, but I want to if necessary

d Conclusion: I look forward to hearing from you

-Have the students read again the

advertisements and choose one school they want to attend to improve their English

-Get them to write a letter of inquiry to the instutition requesting for more information -Compare and correct

*Suggested letter: Dear sir,

I saw your Institute’s advertisement on today’s TV programs I am interested in learning

English and I would like some more information about your Institute

I can speak a little English , but I read it very slowly and my writing is bad So I want to improve my reading and writing

Could you please provide more information about the length of the courses and fees for beginners? I can supply my record of English study if necessary

I look forward to hearing from you soon Your faithfully,

Lan

-Choose leters to schools and ask students to read aloud

-Give feedback and correct

-Ask students to write the letters in their notebooks

Pair work

Individual work

(48)

UNIT 4: LEARNING A FOREIGN LANGUAGE Lesson 6: Language Focus

(49)

II Objective: By the end of the lesson, students will be able to use of modal verbs and report what they hear

III Teaching aids: textbook, posters

(50)

time Warm up

Practice

*Hangman:

delicious wonderful interview reported direct

I Revision of modal verbs Must/have to

Should /ought to Form:

Modal + infinitive (without to ) *Answer keys;

a must study hard e ought to stay in bed b have to go to university

c should exercise regularly d might miss the train

f you must your homework if you want to go out

II .Revision of Direct and Reported speech 1.Changes in the tenses

Present simple tense : past simple

Present progressive tense : past progress Future simple tense : would + verb Can / may : could

Must : had

2 Change in adverb and articles *Matching

This these here now today that those tomorrow the following day there then that day

*In reported questions, we not use the auxiliary verb

*When there is no question word we use If /

whether to introduce a reported question

*In reported questions, the word order is the same as in statements

I Reported speech

-Have students work in pairs to exercise -Set the scene:

*Answer keys:

a Uncle Hung said that birthday cake was delicious

Miss Nga said she loved those roses II Reported questions

Ask students to exercise page 39 *Answer keys:

a She asked me how old I was

b She asked me if my school was near there

(51)

PERIOD : 26 Name:

Class: WRITTEN TEST Time allotted: 45 minutes

Mark The teacher’s comment

I Choose the word whose underlined part is pronounced differently from that of the others

1 A comfort B hobby C knowledge D popular A filled B landed C suited D wicked A turn B burn C curtain D bury A near B bear C beer D beard A ceel B center C cook D city

II.Give the correct form of the words in brackets

1.As soon as he his homework, he feeds the chickens and their eggs.(completion – collect)

2.A Vietnamese boy Van is staying with the Parkers in America (name)

3.The in my village grow flowers and vegetables to earn their living ( person )

4.They all felt tired after a hard day (work) III Fill in each gap with a suitable work picked out from the list

bus stop railway station traffic jam surburb rush hours catch

1.During the streets are filled with long lines of cars and buses and lots of bicycles

2.It’s difficult to avoid during rush hours

(52)

4.Hurry up, or you can’t that bus

IV Rewrite each sentence, beginning as shown, so that the meaning stays the same 1.They can’t go hiking with us this Sunday

We wish 2.Because I felt tired, I went to bed early

I felt tired 3.What a pity your sister can’t come to the party

If only 4.John didn’t break the record in the swimming competition

He wishes V Read the text, then answer the questions below it

My village is about 50 kilometers from the city center It is a very beautiful and peaceful place where people grow flowers and vegetables only It’s very famous for its pretty roses and picture scenes The air is quite fresh ,however, the smell of the roses makes people feel cool In Spring, my village looks like a carpet with plenty of colors Tourists come to visit it so often Nowadays, with electricity, it doesn’t take the villagers much time to water the roses And even at night, people can walk along the path and enjoy the fresh smell of the flowers

Questions:

1.How far is it from your village to the city center?

2.What is your village famous for?

3.How is your village?

4.What is the most enjoyable thing in your village?

PERIOD : 27

(53)

I Aim: Checking the students’ knowledge and their skill of doing tests

II Objective: By the end of the lesson, students will be able to improve their skill of doing tests and avoid some common mistakes

III Teaching aids: given test IV Procedure:

2 Checking the test *Answer keys:

I 1.A 2.D 3.D 4B 5.C II 1.completes - collects

2.named 3.people 4.working 5.childhood

Ss may have difficulty in distinguishing some word forms III

Ss may have difficulty in distinguishing the differences between the present simple and the present continuous ; the past simple and the present perfect IV V

*What can be learnt from the test?

-Students remember what they have learnt and know how to the test more effectively

-Teacher can get some experiences in helping students to access and use the language

*Results:

Groups - 10 - – 5.5 – 4.5

9A3 -40 26 10

9A5 - 50 33 15

(54)

Listen and read

I Aim: Reading a text for details about the media

II Objective: By the end of the lesson, students will know more about the media

Teaching aid: textbook, posters

(55)

time Warm up

Pre-reading

While-reading

*Shark’s attact:

- MEDIUM

-Ask students the meaning of the word and the plural form of medium ( media )

- Ask students some questions about their favorite activities

I Pre-teach vocabulary: Crier (n) (picture)

Channel (n) (translation) Interactive (adj) (example) Remote = distant

Control (v) (translation) Benefit (n) (translation)

Checking vocab: Slap the board

II Ordering statements(poster)

a Television is a cheap and convenient entertainment

b Vietnamese enjoy reading kien thuc nay,one of the most popular magazines

c Long time ago, criers had to shout the latest news as they were walking in the street

d Interactive is the development of TV I Reading and checking

-Ask students to read the text and check their guess

-Give feedback

Answer keys:

1-c 2-b 3-a 4-d II Complete the table

1-D 3B 3B 4C 5A 6D III Comprehension questions

Lucky numbers:

LN

LN LN

1.A town crier was a person whose job was to go through city streets ringing a bell and shouting the latest news as he was walking

2.Kien Thuc Ngay Nay is one of the most

popular magazines and is widely read by both teenagers and adults

Teacher-whole class

Pair work

Individual work

Group work

(56)

UNIT 5: THE MEDIA Lesson : Speak

Language focus 1,

I Aim: Practice speaking about the programs on TV and using tag questions

II Objective: By the end of the lesson, students will be able to talk about the programs that they like or dislike and use tag questions

Teaching aid: textbooks

(57)

time Warm up Pre-speaking While- speaking

*Information transmitting:

“You don’t like foreign films, you?” I Pre-teach vocabulary

Violent (adj) (definition) Documentary (n) (definition) Informative (adj) (translation)

*Checking vocab: Slap the board

II Revision of tag questions

-Ask students to complete the dialogue between Lien and Trung(books closed)

Lien: You like watching sports, don’t you?

Trung: Not really Some sports are so violent, and I don’t like/love watching them I prefer documentaries

Lien: I’m the opposite I love watching sports and documentaries seem quite boring to me Trung: But you watch the news ,don’t you?

Lien: Yes, every day It’s very informative.

Trung: I enjoy it ,too You don’t like foreign films do you?

Lien: No, I don’t

-Have some students read the dialogue in pairs before class

- Have some students pick out sentences showing agreement and disagreement and ask them to practice

*Agree: -I prefer documentaries

-I love watching sports -I enjoy it too

*Disagree: -Not really

-I don’t love watching sports - I’m the opposite

- Documentariesseem quite boring to me

*Brainstorming

programs

Possible answers:

-Learning English -Literature and art -Health for everyone -Drama

-Children’s corner -Safe traffic news

(58)

UNIT 5: THE MEDIA Lesson : Listen

Language focus 3,

I Aim: Listening to the text and completing the table, and using some gerunds after some verbs

II Objective: By the end of the lesson, students will be able to know more about the media and talk to their friends about their likes /dislikes

Teaching aid: textbooks, casstte

(59)

time arrangement Warm up Pre-listening While-listening Post-listening

*Guessing game:

activities in free time

-playing computer games -chatting with friends -reading books

-using the internet …….etc

-Ask students to guess the missing information -Set the scene: Chau is doing an assignment about the media ,she wants to ask her father some information to the assignment -Get students to listen to the tape twice and check their prediction

Give feedback and correct

*Answer keys:

a the late 19th century

b Radio and newsreel c In the 1950s

d The Internet I Tag questions

Form: Auxiliary verb + personal pronoun

*Answer keys:

b didn’t he? c wasn’t it? d you? e aren’t we? II Language focus

*Dialogue build:

-Set the sence and show the open dialogue and ask students to build a complete one

-With key:

Lan: Do you like playing soccer? Hoa: No, I hate it

Lan: Do you enjoy watching TV?

Hoa: Yes, I love it

Lan: Do you enjoy fishing?

(60)

UNIT 5: THE MEDIA Lesson : Read

I Aim: Reading a text about the Internet

II Objective: By the end of the lesson, students will be able to get some knowledge about the Internet

Teaching aid: textbook, posters, pictures

(61)

time Warm up Pre-reading While-reading *Chatting;

-Show a picture of a computer and ask students about it

What’s it? Can you use computer? What subject helps you use computer? Have you ever used the Internet? Do you find the Internet useful? What you use the Internet for? I Pre-teach

-forum (translation -surf (v) (translation) -deny =refuse - alert (adj) (definition) -get access to (translation)

-spam (n) (translation) -wander (v) (definition)

*checking vocab: Matching

II True-false statements

a Internet is a wonderful invention of modern life

b The Internet is available not only in cities but also in the country

c People use the Internet for two purposes: education and entertainment

d Bad program is one of the limitations of the Internet

-Give feedback

1.Reading and checking

-Have students read the text and check their prediction

Answer keys:

a T b F c F d T e T

Correction:

b………….only in cities

c………….for many purposes: education, information, communication, commerce, entertainment

2.Guess the meaning of the words A B a.increase 1.kham pha b.convenient 2.su rui ro c.explore 3.tang len

d.risk 4.thu rac dien tu e.electronic junk mail 5.tien loi

f.time-consuming 6.mat nhieu thoi gian 3.Comprehension questions

-Sandra uses the Internet to get information and

(62)

UNIT 5: THE MEDIA Lesson : Write

I Aim: Write a passage about the benifits of the Internet

II Objective: By the end of the lesson, students will be able to write a passage about the benifits of the Internet

Teaching aid: textbook,

(63)

time Warm up Pre-writing While-writing *Brainstorming: favorite activities -listening to the radio -listening to music -reading magazines -play sport games

*Speaking:

-Give students the example toask and answer in pairs

eg A: Which is your favorite activity in your free time?

B: Watching TV

A; How many hours a week /a day you spend watching TV?

B: About or hours ,I guess

*Reading and discussing:

-Ask students to read the text on page 43-44 again to answer the question

-Have students discuss the benifits of the Internet

*Possible answers:

-The Internet as a source of information

-The Internet as a source of entertainment

-The Internet as a mean of education -Easy to get information

-communicate with friends /relatives -order tickets, goods, trips, hotels, -Have student sure the ideas they’ve just

discussed to write a passage about the benifits of the Internet

-After finishing, call on some sts to read theirs -Give feedback and correct

*Suggested ideas:

Benifits of the Internet

The Internet has increasingly developed and become part of our every day life And no one can deny the benifits of the Internet

The Internet is a source of information It is really a very fast and convenient way to get information You can get the latest local or global news easily You can check the weather conditions before you go somewhere

The Internet is a very fast and cheap way to communicate with your friends or relatives by means of email, chatting, web cam

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