giao an 10 cb2010

-T asks Ss to work individually and read all the sentences and decide whether they are true or false.Then correct the false ones - T goes around and help them if necessary.. - T listens[r]

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D.P: Period: 1 D T:

INTRODUCING THE PROGRAMS OF ENGLISH 10 I.OBJECTIVE:

Guiding students how to learn English 10

II.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance 2-Checking: Asking Ss to answer some questions:

3- New lesson:

T Teacher’s activities Students’ activities

WARMER -UP: Lucky Number

-T divides the whole class into two groups and play game

1.Lucky Number

2.How many boys are there in your class?

3.Do you know what your English teacher’s name is?

4.Lucky Number

5.What you prepare for this semester?

6.Do you like studying English ?Why or Why not ? 7.How you learn English well?

8.Do you speak English fluently?

PRESENTATION:

I-Content: Including six topics 1.You and me

2.Education 3.Community 4.Recreation

5.Nature and Environment 6.People and places

-> six topics are divided into sixteen units

II-The design of each unit in textbook: 1.Unit: express the theme

2.Reading:developing reading skill 3.Speaking:developing speaking skill 4.Listening:developing listenning skill 5.Writing:developing writing skill 6.Language focus:learning grammar and pronounciation

-After unit , you have one period for test yourself.It helps you test yourself about what you’ve learnt

III-Test:

1-check frequence knowledge for the previous lesson 2-Fifteen minutes test (2 times)

3-One period test (2 times )

4-Semester test (Once for each semester)

IV-The new point in learning E 10

-Communicative method /approach -Task - based method /teaching

-Work in group of two

The leader of each group chooses a number for your own group and the following requirement in each question.If the answer is correct,they will get 10 marks

-Students listen to T’s explanation about six topics

-Listen and take notes in their notebooks

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-The book is designed with skills -Commplete and various tests - Learner - centered approach

V-Results:

PRODUCTION

-T asks Ss to work in pairs and make acquainted with a friend by using suggested questions:

1.What’s your name? 2.How old are you? 3.Where you live? 4.Where you study?

5.What subjects you study at school?

6.What’s your favourite subject?Why you like it? 7.What you often in your free-time?

8.What you want to be in the future?

Work in pair and make a small conversation with a friend

IV CONSOLIDATION:-Retell what you’ve learnt and what you willprepare for this semester V HOMEWORK: -Prepare tense: simple present, past simple,

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D.P: Period:2

D.T:

REVIEW SIMPLE PRESENT and PAST SIMLPE

I. Simple present: 1) Form: S + V/Vs/es + O

2) Use: - Dùng để tượng thiên nhiên, quy luật vật lý Ex: the sun rises in the East and set in the West

- Dùng để diễn tả thói quen

Ex: I get up at a.m every morning

- Dùng để diễn tả chân lý lúc

Ex: Two and two are four

3) Adverbs : always, usually, often, sometimes, seldom, rarely, never Position: after tobe and before verbs

II. Past simple: 1) Form: S + V2/ Ved +

2) Use: - dùng để diễn tả hành động, kiện tình xảy kết thúc

tại thời điểm khoảng thời gian xacù định khứ

3) Adverbs: Yesterday, last week/month/year , a week/ days/ months/ years ago

III Exercise

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1) We our dog ( call)

2) Emma in the lessons ( dream) 3) They at birds ( look)

4) John home from school ( come) 6) He the laptop (repair)

7) Walter and Frank hello ( say) 8) The cat under the tree ( sit) 9) You water ( drink)

10) She the lunchbox ( forget)

11) I a good mark (get) 12) Rita an exercise ( do) 13) We the table ( lay) 15) Oliver fun ( have)

16) Maria their room ( tidy up) 17) He a new MP3 player ( buy) 18) The dog out of the house ( run) 19) You your glasses ( need) 20) She a snake ( touch)

Put the correct forms of the verbs into the gaps Use the Simple Past in the statements

1) They something to drink ( order) 2) Last summer I to Stuttgart ( go)

3) She her homework in the afternoon ( do) 4) He to 10 ( count)

5) Our cat a big mouse ( catch) 6) In 2001 our class a trip to Norwich ( make)

7) The weather really nice ( be)

8) The secretary the file yesterday delete) 9) Paul nothing to me ( say)

10) The people something to each other ( whisper)

11) Jane a film ( watch) 12) He a box ( carry) 13) They their father ( help)

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D.P: Period: 3

D.T:

REVISION My friend _ to the museum last weekend

A goes B went C had gone D have gone Thu and Lan close friends for years

A are B were C had been D have been Our Singaporean friends _ to visit our school last year A is coming B come C came D have come We _ Malaysia last summer

A visited B were visiting C are visiting D have visited The students used to football in that stadium

A played B play C playing D are playing Her parents want him _ some good books to read

A to choose B choose C chose D choosing Would you like _ and visit my country?

A come B coming C to come D came The children their parents for a long time

A didn’t see B haven’t seen C don’t see D haven’t see I and Kenny penpal friends since I Singapore

A are-visit B were-visited C have been-visited D were-have visited 10 Ba said he some good marks last semester

A gets B got C getting D have got 11 The word jeans comes from a kind of material that _ in Europe A made B had made C was made D are made 12 Different styles of jeans to match the 1960’s fashions

A designed B are designed C were designed D had designed 13 The ao dai _ for years

A is modernized C has been modernized B was modernized D has been modernized 14 A new hospital _ next year

A is built B will be built C has been built D will build 15 Food _ direct to the market by trucks

A delivered B deliver C can be delivered D delivers 16 The house has _ after the fire

A to rebuild B to be rebuilt C be to rebuilt D rebuilt 17 All the homework _ at home

A should B should done C should be done D should be doing 18 The application form to the university before May 31st

A must send B sent C must be send D must be sent 19 Traffic rules strictly

A followed B must followed C must be followed D must follow 20 Students _ to participate in the after school activities

A encourage B is encouraged C are encouraged D encouraged 21 The students are reading some books are on disasters

A who B whom C which D whose

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A whom B that C which D where 23 They are reading the newspapers _ have just been published

A who B which C when D whom

24 Hoa and her dog are standing over there go to the park

A that B who C whom D which

25 My father will fly to Ha Noi, is the capital city of Viet Nam

A who B whom C which D where

26 My classmates dislike postcards show rough sea and cloud sky

A who B which C where D when 27 Neil Armstrong, _was the first man walking on the moon, is an American A who B which C whom D that

28 They called their friends, have lived in the city for a long time

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D.P: Period: 4 D.T:

UNIT A DAY IN THE LIFE OF A.READING

I.OBJECTIVES:

By the end of the lesson Ss will be able to improve reading skills as scan for specific information and guessing meaning of words based on context

II.TEACHING AIDS: text book

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance 2-Checking: No check

3- New lesson: Lesson :READING

WARM UP

-T asks Ss to close your textbooks and then share handouts

-T asks Ss to match the work and places together 1.teacher a.market

2.doctor b.school 3.worker c.hospital 4.seller d.field 5.farmer e.factory

-After minutes ,T goes around the class and asks Ss T:Where does a teacher work?

S:He/she works at a school

-T : to understand more about the life of a famer, today we learn Unit

PRE-READING

Activity1:Describe the picture

-T asks Ss to look at the picture on page 12 and talk about the activities of people in the picture

* Who is he /she? * What is he/ she doing? * Where is he/ she doing?

Activity2:Present vocabulary:

T helps Ss to explain some newwords + peasant [ pezent]= farmer

+to lead the buffalo to the field +to plough and harrow:

+to repair the banks of the pilot of land ( translation): + fellow peasant(n) farmer working in the same field +to pump water:

+To take a short rest(translation):to have a rest for a short time

+transplant (v):grow rice

-T asks Ss to pronounce above words and phrases loudly in chorus

WHILE- READING

-T asks Ss to read through the text and practise

Ss listen to T’s requirement Ss work in groups of four

-Ss work in pair:Ask and answer the same model

Ss answer T’s questions and Brainstorming:Farmer

->He leads the buffalo to the field Ss read silent through the text and find newwords and phrases

Ss listen to teacher’s explanation and take notes

The whole class pronounce all words in chorus

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TASK in textbook

TASK1:Multiple choice

-T asks Ss to read the passages individually and choose the option A,B or C that best suits the meaning of the italicised words

-T goes around the class and provides helf if necessary

-T calls on some Ss to read aloud their answers Ask them to explain their choice

TASK2:Answering Questions:

-Have Ss work in pair and ask and answer about the passages

-Call on some pair to the task in front of the class -Give feedback and suggested answers

TASK 3:Note completion

-T ask Ss to scan the passage and make a brief note about Mr Vy and Mrs Tuyet’s daily routines -Tell Ss to compare their notes with a friend -Give correct answer

POST- READING

T asks Ss to close your textbooks and discuss about

the activities of daily life Mr Vy and Mr Tuyet

Talking about activities of daily life of your

parents

Expected answer: 1C ,2C ,3A ,4A

-Work in pairs Expected answer:

1.He’s a peasant or farmer

2.He gets up at 4.30 and then he goes down

-Work in groups

-Work in small groups of four and then representive of each group present their ideas in front of class

IV CONSOLIDATION:-Talk about activities of somebody’s daily life

V HOMEWORK : - Learn newwords and phrases by heart - Prepare next lesson SPEAKING

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D.P: Period: 5

D.T:

UNIT A DAY IN THE LIFE OF

B. SPEAKING

I.OBJECTIVE:

By the end of the lesson Ss will be able to speak about one’s daily life

II.TEACHING AIDS:handouts; text book

III.PROCEDURE

1-Settlement: Greeting the class & checking students’ attendance

2-Checking: Asking a student to talk about your parent’s activities of daily life

3- New lesson: Lesson :SPEAKING

WARM UP

-T gives handouts that writes ten subjects on the blackboard 1.Civic education 6.Biology

Ss work in group of two

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2.Technology 7.Chemistry 3.Mathematics 8.History 4.Physics 9.Geography

5.Literature 10.Physical education -T intoduce the new- lesson

PRE-SPEAKING How to say the time

-to help Ss to revise how to say the time,T asks Ss to match a number A with a suitable phrase in B

Handout1:

A B

7:15 8:05 8:55 9:45 10:40 17:00 6:00 18:30

a.a quarter to ten b.five to nine c.five past eight d.a quarter past seven e.twenty to eleven f.half past six p.m g.five o’clock p.m h.six o’clock a.m -T can help Ss remember the ways to say the time

WHILE- SPEAKING

-T asks Ss to practise TASK in textbook

TASK1:Set the scene

-T asks Ss to look at Quan weekly timetable on page 15.Ask and answer questions with a partner,using the information from the timetable

Model:T makes a short dialogue with a student

T: What time does Quan have Civic education less on

Moday?

S:He has Civic education at a quarter past seven on Monday T:What lesson does Quan have at quarter past seven on Monday?

S:He has Civic education lesson

TASK2:Describe the picture

-T keeps Ss work in pair and ask them to study the picture.T may help by asking questions such as:

*What is Quan doing in picture A? * Is he getting up ?

*What time does he getup?

-T goes around the class and provides helf if necessary -T calls on some Ss to Speak aloud their answers

POST- SPEAKING

T asks Ss to close your textbooks and tell your classmates

about your daily rountine

Note:Ss only talk about their main / important activities -T calls some Ss to present in front of class and give them mark

all subjects and then write down them on the blackboard.If the group has more correct words,they will be winner

-Ss work individually and the compare their answers with a friend

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

Ss look at Quan weekly timetable and work in pairs

Ss work individually and talk about Quan’s activities, using the picture

Note :Use some conjunctions such as:Then

After After that Last

-Ss work individually and then present in front of class

IV CONSOLIDATION: - Ask and answer about somebody’s daily routine

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- Prepare next lesson LISTENING

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D.P: Period: 6

D.T:

UNIT A DAY IN THE LIFE OF

LISTENING

I.OBJECTIVES:

By the end of the lesson Ss will be able to develop such listening skill as listen for specific information

II.TEACHING AIDS: text book; cassette player

III.PROCEDURE:

2-Checking: Calling students to go to the blackboard:Ask and answer about someboby’s daily life

3- New lesson: Lesson :LISTENING

Teacher’s activities Students’ activities

WARM UP:Categorising

-T asks to work in groups and put the sentences into the correct column:

He is a teacher He is a farmer He is a cyclo driver He gets up very early He works in the school

He works in the streets He gets people from one place to He works with children another

He lives in the country He meets a lot of people He corrects homework He works in a farm

PRE-LISTENING

Activity1:Ask and answer

- Tell Ss to work in pair to ask and answer the following questions:

1.Have you ever travelled by cyclo? 2.When was it ?

3.Is it interesting to travel by cyclo?

4.Which you prefer, going by bicycle or by cyclo ? give reasons

Activity 2:Pronounce these words ( textbook)

-T can explain these words quickly and asks Ss to listen and repeat

+ district (n): smaller than a province +drop (v):leave somebody at a place: + pedal ['pedl] (n): baøn đạp

WHILE- LISTENING

-TASK1:Matching pictures

-T asks Ss to open their textbooks and describe the pictures first.Then T asks Ss to discuss the groups to guess the correct order of pictures

-Play the tape twice and checks the class -Play the tape the last time and give feedback

Ss work in group of three

Each group put the sentences into the column of their group

Work in pairs

Listen and repeat after T Take notes some meaning of newwords

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TASK2:True or false

-T asks Ss to read the statements carefully first

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

-Call on some Ss to explain their answers

AFTER- LISTENING

Tell Ss to work in pairs and ask and answer questions about

Mr.Lam’s Activities by using the cues below

Name start work lunch occupation passengers rest -T goes around the class and offer help if necessary

-Call on some pairs and ask and answer in front of class Suggested answers:

1.What is the man’s name? 2.What does he do?

3.What time does he start work?

4.Who are his passengers?Is his first passenger an old man? 5.Where does he have lunch?

6.Does he take a rest?

-From above imfotmation ,retell the story in front of class

Listen to the tape and give their answers

Expected answer:1e,2f,3a,4c,5b,6d Expected answer:

1F(not given) 2T

3F( He takes his passengers from District to District 1)

4F( His first passenger is an old man)

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

IV.CONSOLIDATION: - Retell the story that you have just listen

V HOMEWORK - Write a story about 50 words about Mr Lam - Prepare next lesson WRITING

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D.P: Period: 7

D.T:

UNIT A DAY IN THE LIFE OF D.WRITING

I.OBJECTIVES:

By the end of the lesson Ss will be able to: -write a narrative

II.TEACHING AIDS: text book

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance 2-Checking: Asking a student to retell the story about Mr Lam

3- New lesson: Lesson :WRITING

4’

WARM UP:Answer questions

-T asks Ss to close their textbooks and answer Qs:

1.Have you ever heard a frightening story / an interesting story ?

2.When did it happen? 3.Where did it happen?

-Ss listen to T’s Questions and answer :

1.Yes, I have/ No, I haven’t 2.It happened when I was young /when I was in the 10th

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6’

7’

4.How did you feel about that?

-T introduces the situation.Now we study a frightening story

PRESENTATION

Activity 1:Read the story

-T helps Ss to read the story and find all the verbs that used in the past simple and the connectors( time expressions)in the story

-T goes around to help if necessary -T calls on some Ss to give answers

-T can explain the form and uses of the Simple Past *It is used to express a habit ,an action in the past

Activity 2:Vocabulary

+ be due to (a): because of, owing to

+ stare death in the face(v): so scared, afraid + take off (v) (plane) leave the ground

+ air hostess(n) person who takes care of passengers on a plane + be in danger(v) to be in dangerous situation

PRACTICE

Activity 1: Practise TASK in textbook

TASK2-T explains to Ss the format of a narrative: the vents, the climax, and the conclusion

-T instructs the requirement in task and skim the text and then identify the events, the climax, and conclusion

-T goes around the class and offer help ifr necessary -T asks Ss to report their results

PRODUCTION:

TASK3:Write a narrative

-Ask them to work individually , use the promts in task to build up a narrative about a hotel fire

-Encourge Ss to finish the writing under time presure -Ask Ss to have peer correction

- Call on some Ss to read aloud their writng in front of calss -T comments and corrects mistakes if necessary

3.At my house/in my school/ In my neighbourhood

4.It made me frightened/ happy / bored

-Work in groups and list all verbs and the connectors Expected answer:

Started took of was/were Announced began got Arrived felt realized -At first,then,just,on that day, a few minutes later, one hour later

-Ss listen to T’s eliciting -Ss copy down

-Work in groups Expected answer:

The events:got on plane, plane took off, hostesses were just begginning to serve lunch when began to shake, plane seemed to dip,people sreamed in panic

The climax:We thought we had only minutes to live

The conclusion:Pilot

announced that everything was all right, we landed safely -Work individually, then the whole class

IV CONSOLIDATION: - How to write a narrative?

- Which tenses you use in your passage

V HOMEWORK: - Complete your writing

- Prepare next lesson LANGUAGE FOCUS

D.P: Period: 8

D.T:

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E.LANGUAGE FOCUS

I.OBJECTIVE:

By the end of the lesson Ss will be able to : -identify the sounds :/ I / and / i : /

-Reviewing the present and past simple tense and adverbs of frequency

II TEACHING AIDS: text book

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance 2-Checking: Writing a sentence with suggested words 3- New lesson: Lesson :LANGUAGE FOCUS

WARMER:Categorising

-T asks Ss to work in groups and give out 10 to 15 words and tell Ss to put them under correct heading

Adv of manner Adv of frequency Adv of time Advebs:tommorow, sometimes, carefully, beautifully Yesterday,always,never, a few days ago,usefully

PRONOUNCIATION: /I/ - /i:/

1.Example: sheep ship /i:/ /I/

-T helps Ss to distinguish two sounds -Ask them to listen and repeat

2.Practice:

-Open their textbooks and practise the sentences -Calls on some Ss to pronounce two sounds - Peer correction

GRAMMAR AND VOCABULARY

Review the present simple tense and past tense

-T asks Ss to work in pairs and discuss the form and use of the present simple tense, past tense

- T takes notes on the blackboard

Exercise 1:complete the blanks in the passage, use the correct present simple form of the verbs in the box -Ask Ss to compare the answers with a friend -Calls on some Ss to read the completed passage

Exercise

-T asks Ss to revise the adverbs of frequency: Note: the position of advs

+As a rule:at the beginning

+Usually, sometimes, always :stand after be, before ordinary Verb, between an auxilary V and the main V -T asks Ss to exercise

-Feedback and give suggested answer

Exercise

-T asks Ss to work in pairs and supply the correct past simple form of the verbs in the blanks

Note :verb past: Regular verb

-Group work

-Listen and repeat in chorus -Note: /ea/->meat

/e/ ->we, equal me, these /ee/ ->sheep, need, bee / i:/ /ie/ ->releive, believe

-Work individually -Then speak loudly

-Ss listen to T and cope notes -Work individually

Expected answer:

1is, fish,3worry,4 are,5 catch,6 am, catch,8 go,9 give up,10 says, 11 realize.12am

Work individually Expected answer:

1.He usually gets up early 2.She is never late for school

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Irregular verb -Calls on some Ss to read the completed passage

aloud in front of class Work in pairs Expected answer: 1.was done 10.crept 2.cooked 11.slept 3.were 12.woke 4.smelt 13.was 5.told 14.leapt 6.sang 15.hurried 7.began 16.found 8.felt 17.wound 9.put out 18.flowed

IV CONSOLIDATION: - Pronounce:/i:/-/I/

- Tenses: simple present and simple past(form, use and adverbs)

V HOMEWORK: - Practise all exercises again and completely - Prepare Unit lesson READING

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D.P: Period: 9

D.T:

UNIT SCHOOL TALKS A READING

I.OBJECTIVES:

I-By the end of the lesson Ss will be able to:

-Develop such micro reading skills as scanning for specific information and guessing meaning in context

II.TEACHING AIDS: Text book

III.PROCEDURE:

2-Checking: Asking Ss to answer some questions about daily life 3- New lesson: Lesson 1:READING

WARMER:Brainstorming:SCHOOL

-T asks Ss to give a picture about school and asks Ss to descride it

school yard

plants

teachers school playing games

-Tasks:When you meet your friend, Which topics you often talk about?

-Group work of four and give more words that are related to school

-Work individually

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SCHOOL TALKS PRE-READING

Activity Present vocabulary

-T asks Ss to read through the text and find out newwords and phrases

+ international language(n) +hard(adj)

+ to be far + from (exp) + traffic(n)

-T asks Ss to pronounce these words

WHILE YOU READ TASK 1: GAP- FILLING

-T asks Ss to complete each one blank with one of the words in the box There are more words than the blanks

- Have Ss compare the answers with a friend - Feedback and give correct answers

TASK2 :Finding who

-T asks Ss to work in pairs Read the small talks again and find out who

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

- Call on some pairs to explain their answers to class -Give correct answers

TASK 3: Answering questions

-T asks Ss to keep on working in pairs Read the talks more carefully and answer the questions

-Calls on some Ss to read aloud the answers of the class

-Feedback and give correct answers

POST- READING

*Tell Ss to work in groups : choose one of the following topics and talk about minutes -T goes to different groups and offer help if necessary

-take notes Like

Enjoy + V-ing Love

Want

Hope + to-inf Decide

-Work in silent and then compare the answers with a friend

Expected answer:

1.enjoy 4.crowed 2.traffic 5.language 3.worry

Enjoy teaching Miss Phuong Has to get up early Phong

-Work in pairs

Expected answer:

1.He studies at Chu Van An High school 2.He studies many subjects such as Math, Physics, Chemistry

3.Because it is an international language 4.She says that teaching is hard work, but she enjoys it beacause she loves working with children

5.Beacause his son has to ride his bike in narrow and crowed streets on the way to school

-Work in groups and one representative of each group will present their topic

IV.CONSOLIDATION:-Talk about the problems in school

V.HOMEWORK -Write a paragraph about yourself ,using a first paragraph as a frame - Prepare Unit lesson SPEAKING

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UNIT SCHOOL TALKS

B SPEAKING

I.OBJECTIVE:

By the end of the lesson students will be able to make small talks in daily

II TEACHING AIDS: Text book

III.PROCEDURE:

2-Checking: Asking Ss to answer some questions in previous lesson 3- New lesson: Lesson 2:SPEAKING

WARMER:Jumpled words

-T asks Ss to work in groups and rearrange the jumpled words to make complete sentences 1.has,nice,to,you,talking,been,it,very 2.weekend,did,nice,have,a you? 3.up,later,catch,you,with 4.school,everything,how,at is?

-T corrects and asks Ss to give the open and end conversation

=> Today we will practise speaking conversation having starting and closing conversation

PRESENTATION

TASK 1:Giving Instruction

-T asks Ss to to give the expressions to open or end a dialogue

-Have Ss work in pairs to put the expressions which are commonly used in making small talks under appropriate heading

Starting a conversation Closing a conversation -Have Ss to practise these expressions with his/ her partner

TASK :Rearranging Sentences

-Tasks Ss to work in pairs to rearrange the sentences to make an apprpriate conversation

Let them have minutes , then calls on some pairs to practise the conversation in front of class -Comment on Ss’s performance and give feedback

TASK 3: Conversation Completion

-T asks Ss to keep on work in pairs : Complete the conversation with suitable words, phrases or sentences in the box

-Calls on some pairs to practise the completed conversation in front of the class

POST- SPEAKING

-Pair-work Expected answer:

1.It has been very nice talking to you 2.Did you have a nice weekend? 3.Catch up with you later 4.How’s everything at school? -Listen to T

Starting Closing

-Good morning/Hi Sorry, I’ve got to go -How’s everything Talk to you later

at school Goodbye,See you -Hello, how are you? later

-Hello!What are you Great.I’ll see you doing? tomorrow

-Hi,how is school? Catch up with you later

1D 4H 7G 2F 5E 8A 3B 6C

Pair - work Expected answer:

A What’s the matter with you ? B I feel tired.I’ve got headache

A You’d better go home and I have a rest B

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-Work in groups :Make small talks on the following topics, using the starting and closing conversation - T divides the whole class into groups and each group choose one of the topics and discuss

- Then representatives will practise their conversation

-the weather

-last night’s TV programmes - football

- plan for next weekend

representatives of each group to practise a conversation

Topic 2:

A:Hello, Lan.How are you? B: Fine, thanks.And you?

A:Well.What did you last night ? B:I watched a football match on TV A:It is interesting.I love it

B:Oh, really? I wish I could see it A:See you later

IV CONSOLIDATION: -How to start and end a conversation

-Retell the expressions about starting and ending a conversation

V HOMEWORK: - Make a conversation about one of the topics that you have learnt - Prepare Unit lesson LISTENING

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D.P: Period: 11

D.T:

C.LISTENING

I.OBJECTIVES:

By the end of this lesson students will be able to listen to mini conversations for specific information

II TEACHING AIDS: Text book, cassette player

III.PROCEDURE:

2-Checking: Asking Ss to present what they like or dislike doing at school

3- New lesson: Lesson 3:LISTENING

WARMER:Make questions for these sentences 1.I’m taking English

2.I really like it 3.For two weeks

4.No,I’m travelling alone 5.That’s great

-T goes around the class and encourges them to make a lot questions

-T calls some Ss to read their answers - T introduces the new- lesson

PRE- LISTENING Activity 1:Matching

-T asks Ss to work in pairs and match a question in A with a response in B

- T calls on some pairs to read aloud the qustion and response in front of the class

Activity 2:Describing pictures

-Keep Ss to work in pairs and ask them to ask and answer about pictures.T may also directly ask Ss

Work in pairs Expected answer:

1.What are you taking this semester? 2.Do you like watching football? travelling ?

3.How long are you staying there? 4.Are you travelling with your parents ? 5.Would you like to go somewhere for a drink?

-Work in pairs - Expected answer:

1C 4B 2E 5D 3A

(17)

Suggested questions: 1.Who is sally?

2.When was She born?

3.What has she got at local school? 4.What did she when she was 15? 5.Where is her house?

6.How many members are there in her family ? who are they?

7.What does she like in her family?

-Work individually

-Read all statements and guess them

Listen to tape and give answers -Expected answer:

1.T 2T

3F( I don’t have much free time) 4T

5F( I want to be a sports teacher)

-Work individually and then compare their answers with a partner

-Expected answer: 1.general aducation 2.lives - family

3.different - swimming 4.loves stories

5.teacher’s diploma.

-Work in pairs

-Role- play :Ask and Answer about Sally

IV CONSOLIDATION: - Report something what you have listened about Sally

V HOMEWORK - Write a short passage about Sally - Prepare Unit lesson WRITING

D.P: Period: 17

(26)

UNIT PEOPLE’S BACKGROUND D.WRITING

I.OBJECTIVES:

By the end of this lesson Ss will be able to write a CV about people’s background

II.TEACHING AIDS: text book, chalks

III.PROCEDURE:

2-Checking: Asking students to make an interview about Sally’s background 3- New lesson: Lesson 4:WRITING

WARMER:Matching

-T asks Ss to close their textbook and match the items in A with the information in B

A B

1.Name 2.Date of birth 3.Place of birth 4.School attended 5.Exams passed 6.Previous jobs 7.Interests

a.Boston b.Kengsinton Highschool

c.English, Maths,French d.Tourist guide

e.David Brown f.12/11/86

g.Music and dancing -T checks and asks Ss where these information are listed

Someboby’s background PRESENTATION:

TASK 1:How to write somebody’s background

-T explains the elements of a C.V by asking Ss to read Mr Brown’s C.V

C.V:cirriculum vitae -a form with details about somebody’s past education and jobs: lí lòch C.V normally consists of following items Personal information/data:

Education: Previous jobs: Interests:

-T asks Ss to work independently and write a paragraph about Mr Brown, using the cues below Be born like go

to school from to pass exams in travel agency work as

-Have Ss compare their wrting with a friend

PRACTICE: TASK 2:

-T asks Ss to work in pairs and ask the partner for the information about his/her parents and complete the form

-Go around the class and provide help by giving suggested Qs

Work in groups and match the items in A with their information in B

Expected answer: 1e

2f 3a 4b 5c 6d 7g

Give correct answer:

Mr Brown was born on 12th November,

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

Work in pairs

- Complete the information in a form - Go to the blackboard and write them

Name Mr/Ms

Date of birth Place of birth

Education:

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*Education: which school did you go to ? when? * Exams: which exams did you pass? When? *Hobby: what’s your hobby ? what you in your free time?

* Sports:Do you like play sports? What sports you like playing?

* Job: What did you work ? when?

- Call students to go the blackboard and write their writing

-Peer correction

PRODUCTION: TASK 3

Write a paragraph about your partner’s parents Then ask him/her to read the paragraph and check whether the information is correct

Previous job: Date from/ date to

Work individually

IV.CONSOLIDATION: - Write about somebody’s background

V.HOMEWORK : - Complete your writing

- Prepare Unit lesson LANGUAGE FOCUS

******************************************************************

D.P: Period: 18

D.T:

UNIT PEOPLE’S BACKGROUND E.LANGUAGE FOCUS

I.OBJECTIVES:

After this lesson Ss will be able to:- distinguishing the sounds /e/ and /æ/ , Using the past perfect tense correctly

II.TEACHING AIDS: text book, cassette player

III.PROCEDURE:

2-Checking: Asking Ss to read a paragraph about sb’s background 3- New lesson: Lesson 5:LANGUAGE FOCUS

WARMER:Table completion

-Ask Ss to work in groups and give each group a table containing 10 verbs

-Tell Ss to complete the table following the instruction

PRONOUNCIATION /e/ and /æ/ 1.Example: pen hat

-Work in groups

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

Verb infinitive

Past form Past participle take

met

Left come

broke Listen to T’s explanation -Take notes

(28)

/e/ /æ/ -T helps Ss to distinguish two sounds -Ask them to listen and repeat

2.Practice:

GRAMMAR AND VOCABULARY

Review the past perfect tense Form:

+ affirmative:S + had + PP + negative: S + had + not + PP + question: Had + S + PP ? 2.Use:

The past perfect tense can be used to describe : * an action before a point of time in the past: EX:I had done all my homework before p.m last night

* An action that had happened before another past action:

EX:I had done all my homework before I watched TV

3.Adv: BY + time

Before, after, when,as soon as + clause

PRACTICE:

Exercise 1:Use the verbs in brackets in the past perfect

-Note that the action in the past perfect is always before another past action

-Have Ss compare their answers with a friend -Make sure all the verbs have been put the correct form

- Call on some Ss to read aloud their answers in front of the class

Exercise 2: Put the verbs in brackets in the past simple or the past perfect.

-Tell Ss to the exercise carefully and then compare the answers with a friend

Exercise 3:Correcting mistakes

-T asks Ss to read the story carefully and ask them some questions about the story to make sure Ss have general understanding

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

-Have Ss work in pairs and find five mistakes in the use of tenses in the story

better,seven,depend,telephone -> a:many, any,anyone,said +/æ / ->a:hat,bank, family ,example , happen,natural,fat,camera

_ listen and copy down

Work individually and the compare their answer with a friend

Expected answer:

1.had broken 6.had been 2.had done 7.had left 3.had met 8.had moved 4.hadn’t turned 9.hadn’t seen 5.had ever seen 10.had broken in -Work individually and then compare the answers with a friend

-Expected answer: 1.had just finished /came 2.had seldom travelled/went 3.went/had already taken 4.Did you manage/ had he gone 5.had just got/ phoned /had been -Work in pairs and then compare the answers with another pairs

Expected answer:

Sentence 1:had climbed -> climbed 3:had turned ->turned 5:had called -> called 7:had heard -> heard

(29)

- Ask Ss to join another pair to make a group and compare and discuss the answers

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

IV.CONSOLIDATION: Retell all grammatical points that you have learnt

V.HOMEWORK : Prepare test yourself A

********************************************************************

D.P: Period: 19

D.T:

TEST YOURSELF A

I.OBJECTIVES:

Helping students to test yourknledge from unit to

II.TEACHING AIDS: Text book , cassete

II.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance 2-Checking: Asking students to give the correct form of verbs 3- New lesson: TEST YOURSELF A

WARMER:Answering questions -T asks Ss to answer the questions

1.What have you learnt about grammar and topic:you and me?

2.What are they?

The whole class

PRESENTATION:

I-LISTENING:Completing the table

-T asks Ss to look through the information of a famous person and guess what words are suitable to complete

-T can help Ss by asking some questions and explains newwords

+ fall in love:yêu, phải lòng + get married: kết hôn

+the black freedom movement:phong trào tự người da đen

-T plays the tape twice and calls some Ss to give answers

II-READING: Reading the passage and completing the blanks

-T asks Ss to read the passage and choose one appropriate phrse in the box for each blanks Note there are more phrases than needed

-First, Ask Ss to work in group and discuss what

-Work individually and compare their answers with a friend

-Expected answer: 1.15th,January1929

2.in 1951 3.for years 4.he met

5.they got marrired 6.a minister at

7.the black freedom movement 8.heard his speech at the 9.in 1964

(30)

kinds of phrase are suitable to complete in each blank

-T goes around the class and encourages help if necessary

-T explains some newwords: +to be married with: lập gia đình + to research:nghiên cứu + principal: hiệu trưởng

+ technical college: trường cao đẳng kĩ thuật + Public Health Council:Hội đồng sức khoẻ

coâng coäng

-T calls some Ss to give answers

III-GRAMMAR:Using the correct form of the verbs in brackets to complete the letter of application:

-T can explain the part of speech of word in each blank and ask Ss to work in pair

-T calls some Ss to give answers in front of the class

IV-WRITING:Writing a letter of reply -T guides Ss to retell how to write a letter of reply

( how many parts, form,content ) -T asks Ss to to work individually and peer correction

- T calls Ss to go to the blackboard and write down your writing

- T checks and corrects their mistakes

-Expected answer: 1.F

2.C 3.A 4.D

-Work in pairs -Expected answer: 1.to apply 7.reading 2.am 8.know 3.attended 9.am able 4.passed 10.hearing 5.got

6.can

IV.CONSOLIDATION: - What you have learnt in Unit 1,2 and

V.HOMEWORK : - Review all grammtical points and vocabulary - Prepare ONE PERIOD TEST

*********************************************************************

D.P: Period: 20

D.T:

THE FIRST ENGLISH TEST OF THE FIRST SEMESTER

I Choose the word in each group having the underlined part pronounced differently from the rest

1.A.Sleep B Cheese C Pease D Meat

2.A.Service B Bed C Send D Pen

(31)

A B C D

4 They were hungry, so she suggested have lunch early A B C D

5 Young children enjoy to help with household tasks A B C D

6 Before she had gone to school, she had had lunch with salad and fish A B C D

III Read the below paragraph and answer the question (2ms)

George Washington was born in 1732 in the United States of America He was the commander-in-chief of the American army in the Revolutionary War The War began in April 1775 Thanks to his firm leadership, the Americans gained their complete independence and freedom after seven years of harder ship and struggle

Revolutionary War: chiến tranh cách mạng

7 What did George Washington in the Revolutionary War?

8. When did the War break out?

9. How long did the Revolutionary War last?

10. When and where was George Washington born?

IV Choose the best answer (3ms)

11 She enjoys the English class of Miss Lan Phuong

A attends B attending C to attend D attended

12 Jane had gone to the supermarket … ………… she got home

A when B as soon as C before D after

13 Mr Green ……….…… the Scotts after they had sold their house

A phones B had phoned C phone D phoned

14 I'm a student Luong The Vinh High School

A at B on C in D by

15 In 1995 Sally the Star Sports Club

A join B joined C had joined D joins

16 How many countries ……… by May last year?

A had they visited B did they visit C they visited D they had visited

17 After he breakfast his mother took him to school

A having had B had C has had D had had

18 It was two weeks before Christmas and the mall was with shoppers

A crowded B comfortable C narrow D tired

19 They decide shopping for new clothes

A going B go C went D to go

20 I to music every day

A listened B listen C listens D had listened

21 Mr Lam goes to work on foot once a week It means he …… …… walks to work

A never B usually C often D sometimes

22 Which of the items below can NOT tell you about somebody's background?

A family B experience C appearance D education

23 As a child he received most of his …… …… at home

A general educational B general educated C general educate D general education

24 Hello My name's Nguyen Hong Phong "Nguyen" is my

(32)

V Use the correct form of the verbs in bracket (1.5) 25 I am looking forward to (see) you

26 Before he went to Vietnam, he (visit) Japan

27 Don’t forget (write) to me soon

VI Make question for the underlined words of the answer (1,5m) 28. They have two sisters

29 I am living in Bom Bo village now

30 She was born in 1986

**********************************************************************

D.P: Period: 21

D.T:

UNIT 4: SPECIAL EDUCATION A.READING

I OBJECTIVES:

By the end of the lesson Ss will be able to develop such micro reading skills as scanning for specific information and guessing meaning in context

II.TEACHING AIDS: Text book, pictures

III.PROCEDURE:

3- New lesson: lesson 1:READING

WARM-UP:Brainstorming”disabled”

-T asks Ss to work in groups and make a list of the people that are related to disabled

mentally deaf lisp(nãi ngäng) retarded

Disabled

Dumb blind

PRE-READING:

Activity1:Look at the Braille Alphebat Then work out the message that follows.(textbook)

Activity2:Close your textbooks and asks Ss to look at activities Which ones you think would be difficult for blind, deaf and mute children

Activities Deaf Mute Blind Listen to teacher V

Pronounce words Raise arms

Close/open fingers

-Work in group and discuss about disabled

-Ss are encouraged to give a lot of words that are related to the topic

-Work individually and then compare with a friend

(33)

Phone friends Look at blackboard Activity3: Vocabulary:

+dumb(adj) not being able to speak

+proper schooling(n):enough and good study (học hành đầy đủ)

+opposïition(n) : đối lập -> to oppose(v)to +to try one’s best =to make effort(v)

+to be proup of(adj)=take pride on

WHILE-READING:

TASK 1:Matching

-T asks Ss to read the paasage individually and to Task 1.The words in A appear in the reading

passage.Match them with their definition in B

- T encourages Ss to guess the meaniong of the words in the context

- Tell Ss to compare their answers with a friend

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

TASK 2:Multiple choice

-Tell Ss to read the passage again more carefully and complete the sentences by circling the corresponding letter A,B,C or D

-Ask Ss to explanation for their choice -Feedback and give correct answers:

-Call on some Ss to read the passage aloud in front of the calss

POST -READING 1.Summary the text

-T asks Ss to work in pair and read the summary of the passage carefully

-Encourage Ss to guess the missing words -Have Ss complete the summary in pairs

2.Answer question

* What would happen to the disabled children if a special class wasnot organized for them

-Listen to T’s eliciting and copy down

-Work individually Expected answer: 1.C

2.E 2.A 4.B 5.D

-Work individually Expected answer: 1.D

2.B 3.A 4.C 5.D

1.disabled 6.time-consuming 2.read 7.Maths

3.write 8.arms 4.efforts 9.fingers 5.opposition 10.proud -Work individually

-Ss are encouraged to give a lot of different ideas

IV CONSOLIDATION: - Call Ss to read the text aloud in front of the class

V HOMEWORK - Learn newwords by heart - Prepare Lesson 2:SPEAKING

D.P: Period:22

(34)

UNIT SPECIAL EDUCATION B SPEAKING

I.OBJECTIVES:

By the end of the lesson Ss will beable to talk about school life

II TEACHING AIDS: cassete

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance 2-Checking: Asking Ss to read the text and answer T’s Question

3- New lesson: Lesson 2:SPEAKING

WARMER:Matching:

A B

1.Maths 2.Physics 3.History 4.Geography

5.Physical education 6.English

7.Chemistry 8.Biology 9.Information Technology

a.Plants and animals b.gymnatics

c.25x2+3x+10=0

d.E=mc2

e.H20

f.the countries of the words g.the 2nd World War

h.computers and their applications

i.reading,writing and spelling -T asks Ss to give feedback and answer T’s questions 1.What are your favourite subject?

2.Which one don’t you like ?

3.How much time you prepare for your lesson everyday?

PRESENTATION

TASK 1:Study the conversation

-Have Ss study the questions in the interview carefully -Ask Ss to work individually and fill in the blanks with the right questions

-GiveSs tips by asking them to r5ead the answers before deciding the best question in the blanks

-Give correct answer

PRACTICE:

TASK2: Make an interview

-T asks Ss to work in pairs and carry out the interview, using the questions in task

Note:Ss are suggested to use his/ her own information to answer the questions However , they may use the answer in the book as samples:

Hanh went to Long Bien Lower-secondary school.She had 10

-Work in group and match the words in A with their expressions in B

-The whole class answer questions

-Work individually -Expected answer:

A.4 B.1 C.2

D.6 E.3 F.5 G.7

-Work in pairs Work individually

(35)

subjects to learn at scholl She went to school in the morning and often had classes each morning.

-Go around the class and provide help when necessary

PRODUCTION:

TASK3: Report the interview

-Tell your class about what you know about your partner -Call on some Ss to use the information in the interview to make a mini-presentation about his/ her partner

-Tell the whole class to comment on presenter’s preformance -Make necessary corrections

IV CONSOLIDATION : - Ask and answer about activities at school - Report about your work and your partner

V.HOMEWORK - Write a short paragraph about 50 words about your studying at schoo - Prepare Lesson 3:LISTENING

**********************************************************************

D.P: Period: 23

D.T:

UNIT SPECIAL EDUCATION C.LISTENING

I.OBJECTIVES:

By the end of the lesson Ss will be able to develop such micro listening skills as listening for specific information about a special class for disabled children

II TEACHING AIDS:Text book, Cassette player

III.PROCEDURE:

2-Checking: Asking Ss to play a conversation about activities at their school 3- New lesson: lesson 3:LISTENING

WARMER:Word form

-T asks Ss to work in groups of three to four and find the different words that derive from the following roots:

Sorry: Second: Decide: Able:

PRE-LISTENING:

Activity1:Explain the newwords in the box

+photograph(n):a picture or imagine taken by ph.pher

-Work in group and the group with the longest list of correct words will be the winner

-Expected answer:

Sorry -sorrow-sorrily

Second-secondary-secondly-secondhand Decide-decision-decisive-decisively Able-disabled-disability

+photographer(n):a person who takes pictures +photography(n):nhiếp ảnh

+photogenic(adj):ăn ảnh

+photographic(adj):belong to photography

-T asks Ss to work in pairs and fill each of the blanks with one word from the box

(36)

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

Activity2:Vocabulary

-T explains the following words that will appear in the recording

+surroundings(n) conditions, objects that make the living environment:môi trường xung quanh

+ sorrow(n) pain or distress caused by loss or disability(n):

+passion(n) great love for something: niềm đam mê +exhibition(n):a display, a public showing

-Listen and repeat them

WHILE-LISTENING: TASK1:True or false

-T asks Ss to read the statements carefully

-Encourage Ss to guess whether the statements are true or false

-Play the tape three times and then tell Ss to compare their answers with a friend

-Check the answers as the whole class

TASK2:Gap-filling:

-T asks Ss to read a part of the talk carefully and have a guess of the missing words

-Have Ss listen to the tape and write in each blank with a suitable word

-Call on some Ss to read the asnwers aloud in front of the class

POST-LISTENING Questions and answer:

-T asks Ss to answer the following questions: 1.Who are the members of the club ?

2.What are they doing in HaNoi?

3.How many photographs are on display ? 4.What are their photos about ?

5.What does their passion of taking photographys help them ?

-Work in pairs -Expected answer: 1.photographic 2.photography 3.photographer 4.photograph 5.photogenic

-Listen to T’s eliciting and copy the meaning of these words

-Repeat after T in chorus

-Work individually and then compare their answers with a friend

-Expected answer: 1.T

2 F(Information not given) T

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

5.T

1.photographic 6.simple 2.19 7.peaceful 3.exhibition 8.chickens 4.50 9.stimulated 5.beauty 10.escape

-Listen to T’s questions and answer them -The whole class

IV CONSOLIDATION: - Retell the main content

V HOMEWORK: - Write a short paragraph about 50 words about this club - Prepare Lesson 4:WRITING

***********************************************************************

D.P: Period: 24

(37)

CORRECT TEST

I.OBJECTIVES:

1-Knowledge: Helping students to correct ONE PERIOD TEST 2-Skill : Reading,speaking,listening and writing skill

II.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance 2-Checking: Sharing papers with Students

3- New lesson: Correcting ONE PERIOD TEST

I (1m) 0,25m for each correct circle

1)A 2)A 3)B 4)D

II (1m) 0,25m for each correct circle

5)B 6)D 7)B 8)A

III (2m) 0,5 m for each correct answer

9) He was the commander-in-chief of the American army in the Revolutionary War

10) The War began in April 1775

11) It lasted seven years

12) George Washington was born in 1732 in the United States of America

IV (3m) 0,25m for each correct circle

13)B 14)C 15)D 16)A 17)B 18)B 19)D

20)A 21)D 22)B 23)D 24)C 25)D 26)A

V (1,5m) 0,5 m for each correct answer

27 seeing 28) had visited 29) to write

VI (1,5m) 0,5 m for each correct answer 30 How many sisters they have? 31 Where are you living now? 32 When was she born?

*****************************************************************

D.P: Period: 25

D.T:

UNIT SPECIAL EDUCATION D.WRITING

I.OBJECTIVES:

By the end of the lesson Ss will be able to write a letter of comlaint

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance 2-Checking: Asking Ss to give the correct form of words

1.My father is one of the most famous (photograph) in the city 2.I have been studying (photograph) for years

3.The beauty of (day) life has been captured by disabled children 4.The members of the club are the ( mental) retarded children Answer: 1.photographers,2.photography,3 daily,4.mentally

3- New lesson: lesson 4:WRITING

WARM-UP:categorising

-T asks Ss to work in groups of four Give ten or more adjectives and ask Ss to put them under two headings:

Work in groups and put the given word into right box

(38)

compliments(khen ngỵi) and complaints(phµn nµn)

Bad, helpful, expensive, lazy, hard-working, good, careful, poor, unhappy, beautiful, clever,clear

-T gives definition and format of a letter of complaint:

Complaint is a kind of formal letter used when you are not happy with a service, a contract,a course,

A letter of complaint usually includes three main parts:

+ Opening

+ Explaining the problem + Suggesting a resolution PRESENTATION:

Activity1:Study the advertisement:

-T asks Ss to read advertisement and discuss Then complete in the box

Advertised

( promising things)

Reality

(disappointed things) Teachers Native teachers VietNamese teachers Numbers No more than 20

students

More than 30 students Books and

cassetterplayer free Had to buy /expensive

Classrooms All air - conditioned No air -conditioned Classtime hours< 5.30 -

8.30>

Only two

hours<6.00-8.00> -T can explain some difficult words:

+ native teachers:teachers who come from English- speaking countries

+air -conditioned(adj) to be equipped/furnished with air-conditioners

Activity2: Complete the dialogue in Task 1:

-T asks Ss to use the information in column to complete the dialogue

- Ask Ss to work in pair and then call some Ss to practise aloud in front of class

PRACTICE:

TASK2:Complete the letter of complaint

-Have Ss read the letter of complaint in the book and complete it basing on the dialogue in task

-Ask Ss to use appropriate connectors to make the writing smoother

-Tell Ss to exchange their writing with a friend -Introduce peer correction

- Pick up some writing to check the mistakes as the whole class

PRODUCTION:

-T gives a short passage and asks Ss to set out and punctuate the following formal complaint letter Divide it into paragraphs if you think it is necessary

Helpful

Hard- working

Bad Expensive -Listen to T’s eliciting

-Work in groups

-Take notes and copy down

B.I’m definitely not happy with it at all

B.there are only few native

teachers, not all of them are native ones

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

B.I have to pay for them B.the room is not air

conditioned There is only one ceiling fan in my class room It is very hot

B.in fact classes often start late and finish early.Sometimes it starts 20 minutes late

(39)

IV.CONSOLIDATION: - How to write a letter of complaint

- How many parts are there in this kind of the letter?

V HOMEWORK - Write a letter of complaint fully

- Prepare Lesson 5:LANGUAGE FOCUS

***********************************************************************

D.P: Period: 26

D.T:

UNIT SPECIAL EDUCATION

I.OBJECTIVES:

By the end of the lesson Ss will be able to distinguish the sounds /ɔ/ and / ɔ:/

Using The+ adjective, used to+infinitive and which

II TEACHNG AIDS: Text book, cassette player

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance 2-Checking: Asking Ss to complete these sentences:

1.Thank/your letter/inform/me/poor/service/center 2.We /examine/the/situation/and/find/what/say/true 3- New lesson: lesson 5:LANGUAGE FOCUS

WARM-UP: Bingo

bottle not dog sport stop corner morning walk boss

box Shop more

-Ss work in groups of and listen to T’s pronounciation and write words that they listen clearly down on a small paper of each group If any group has more six words,they will shout “bingo”and become a winner -T asks Ss to distinguish two sounds /ɔ/ and/ɔ: /

PRONOUNCIATION:/ɔ/ and/ɔ / 1.Example: bottle sport / ɔ / /ɔ:/ -T helps Ss to distinguish two sounds */ ɔ /:a short vowel

*/ɔ:/ :a long vowel(o+r,l) -Ask them to listen and repeat 2.Practice:

GRAMMAR:

1:The +adjective:

a.Example:The young have the future in their hands

b.Use: to describe a group of people as a whole The young = young people

The blind, the rich ,the poor

-Listen to T’s eliciting andtake notes

-Work individually and speak aloud

(40)

- These adjectives are followed by a plural verb c.Practice:Exercise1

-Ask Ss to work individually and complete the sentences using the + one of the adjs in the book -Have Ss compare their answers with a friend -Call on some ss to read their completed sentences -Feedback and give correct answers:

2.Revision of used to + infinitive

a.Example:When I was a chyild, we used to go to school on foot

b.Use:to exprexx a past action and state It has no present equivelent

Note:the negative and question: +What did you use to go on foot?

+ We didn’t use to anything interesting c.Practice:Exercise

-Ask Ss to exercise 2.Complete the sentences with Used to + a suitable verb

-Tell Ss to compare their answers with a friend -Check the answers as the whole class

-Give correct answer: 3.WHICH:as a connector a.Example:

She arrived on time, which amazed everyboby Sheila can’t speak English, which is disadvantage b.Meaning:

c.Use:to replace a preceding clause d.Practice:

-Ask Ss to work in pairs and exercise Join a sentence from A with one from B to make a new sentence using which

-Call on some Ss to read their sentences -Feedback and give correct answers:

1.the injured 2.the unemployed 3.the sick

4.the rich 5.the poor

-Work individually -Expected answer: 1.used to have 2.used to live 3.used to eat 4.used to be 5.used to take 6.used to be

7.did you use to go

-Work in pairs

IV CONSOLIDATION: Summarize the main content

V HOMEWORK Do exercise 1,2, again Prepare UNIT 5:Lesson 1:READING

*************************************************************************

D.P: Period: 27

D.T:

UNIT TECHNOLOGY AND YOU A.READING

I.OBJECTIVES:

(41)

II.TEACHING AIDS: Text book,computer, projector

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance 2-Checking: Asking Ss to combine these sentences

WARM-UP:Guessing game

-T gives Ss facts ang asks Ss to guess what it is? +This is a machine that is used to the calculations +to play games

+to watch a film +to listen to music

-Ss guess what it is =>It is a computer

PRE-READING

Activity1:Answering questions

1.Do you have a computer? 2.Do you know to use it? 3.What people use it for? -T asks Ss to work in groups

Activity2.Matching pictures

-T asks Ss to work in groups and match the words or phrases with each number

-T explains some words + visual display unit + keyboard

+floppy disks

-Call on some Ss to speak their answers in front of class

Activity 3:Vocabulary

+miracle(n)->miraculous(adj)-> miraculously(adv) +calculating machine(n) a machine used for adding , substracting

+lightning speed(n): very fast speed like the lightning +storage device (n) a thing used to keep or store information: thiÕt bÞ lu trữ thông tin

WHILE-READING

TASK1: Matching vocabulary

-T asks Ss to read the passage and match the words in A ( which appear in the reading passage) with the definition in B

-Encourage Ss to guess the meaning of the words in the context in which they appear

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

TASK2:Title for passage

-Tell Ss to read the passage more carefully and choose the best title for it

- Let Ss discuss their answer with a friend Encourage them to explain their choice

-Ss answer the questions - to get information -to send or receive mail -to type documents - to entertain -to teach or study - to cure disease

-to design houses ,bridges or building -Work in groups

-Expected answer: 1.D 4.C 7.B 2.E 5.A

3.G 6.F

-Listen to T’s explanation and copy down

-Then pronounce these words in chorus -Work individually

-Expected answer: 1.c

2.e 3.a 4.b 5.d

(42)

- Give correct answer:

Task3:Answering questions

-Have Ss work in pairs and answer the questions using the given cues

-Go around the class and provide help if necessary -Comment and give suggested answers:

POST-READING: Answer questions

1.Do you usually use computers ?

2.What can a computer to help us in our daily life? 3.What uses of computer may bring bad effects to its users?

-Key: C: What can the computer do? Work in pairs

-Expected answer:

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

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

Ss discuss in pairs and then make a small dialogue in front of the class

IV CONSOLIDATION:- Retell the uses of the computer in our daily life

V HOMEWORK - Learnt newwords by heart - Prepare UNIT 5:Lesson 2:SPEAKING

***********************************************************************

D.P: Period: 28

D.T:

UNIT TECHNOLOGY AND YOU B SPEAKING

I.OBJECTIVES

Helping students to talk about the uses of modern inventions

II TEACHING AIDS:Tïext book

III.PROCEDURE:

2-Checking: Asking a student to read the passage and answer T’s questions

3- New lesson: lesson 2:SPEAKING

WARM-UP:What is it?

-T divides the whole class into two big teams:A and B

-Give team A a list of 10 words about modern inventions:

1.TV 2.refrigerator 3.television 4.washing machine 5.radio 6.electric cooker 7.air condition 8.car

9.computer 10.fax machine

-Work in groups of two in the class

(43)

PRESENTATION

TASK1:Asking and answering

-T asks Ss to work in pairs : Ask and answer questions about the uses of modern inventions following the example

- T elicits the expressions

+ S+ be used for+ V-ing the use of s.thing + S+ be used to +V-ing

Model:

A:Can/Could you tell me what a cell phone is use for?

B:Well, it is used to talk to people when you are away from home

PRACTICE:

TASK2:Sentence Completion

-Tkeeps Ss in pairs and asks them to complete the sentences by using the words in the box

-Ask Ss to study the sentences carefully before deciding which word to be used

-Call on some pairs to read the sentences aloud in front of the class

-Give correct answers;

TASK3:Ordering ideas

-T asks Ss to work in groups by joining two pairs Ask them to look at the ideas in task and then rank them in order of important

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

-Suggest some structures in discussion

T:In what way is important technology the most useful to our lives?

S:I think/believe that the most important use of important technology

is T Why you think so?

S:Because

Work in pairs Expected answer:

2.Can/could you tell me what the TV is used for?

-Well,It’s used to watch football matches, and TV game shows

3.Can/could you tell me what the fax machine is used for?

-Well, it’s used to send and receive letters quickly

4.Can/could you tell me what the electric cooker is used for?

-Well’it’s used to cook rice and keep rice warm

1.store 6.make 2.transmit 7.send 3.process 8.receive 4.send 9.design 5.hold

-Work in groups -Example :

Because It can help us store

IV CONSOLIDATION: - Talk about the importance of information technology to our daily life

V.HOMEWORK - Learnt newwords by heart

- Prepare UNIT 5:Lesson 3:LISTENING

D.P: Period: 29

D.T:

UNIT TECHNOLOGY AND YOU C.LISTENING

I.OBJECTIVES:

Helping students to listen for gist and specific information about using a computer

(44)

III.PROCEDURE:

2-Checking: Asking a student to name some modern inventions and their uses 3- New lesson: lesson 3:LISTENING

WARM-UP:Ask and answer

-T asks Ss to work independently and answer the question by checking the right column

*How often you use each of the items below? Very often sometimes never Radio

Cell phone Camcorder Computer

TV Fax machine

Tell ss to comparetheir answer with a friend and further discuss the uses of these items

PRE-LISTENING Activity1:Vocabulary:

+to be worried(adj):to be anxious

+shy(adj) uneasy in front of other people +memory(n)

+to refuse(v): reject to something + to make an excuse(v): to say sorry + headache(n) pain in head

-Ask Ss to repeat the words several times to make sure they pronounce them correctly

Activity2: Rub out and remember WHILE-LISTENING:

TASK1:TRUE or FALSE

-T asks Ss to read the statements carefully before listening to the tape

- Play the tape more than once if necessary - Ask Ss to compare their answers with a friend - Give feedback and give correct answers:

TASK2:GAP-FILLING

-Play the tape again and ask Ss to task2 :Write the missing words

-Tell ss to write the exact word for the blanks -Let ss discuss the answers with a friend -Give correct answers:

POST-LISTENING

The whole class

Ss look at the VietNamese one and recall all the English words

-The whole class -Expected answer: 1.F(he wasn’t worried) 2.T

3.T

4.F( He understood about computers and became the man’s teacher.) 5.F( He didn’t understand the lesson very well.)

6.F

Work individually Expected answer: 1.invited

(45)

-T asks Ss to work in pairs and ask and answer about the man’s story

1.What did the man’s son buy? 2.why did the man become worried? 3.What didn’t the man know?

4.What happened to the man’s memory? 5.What did the man suggest?

2.his secretary asked him for a computer in his office

3.about computer screen

4.he didn’t understand things which his son told

5.He suggested we should leave the lesson

IV CONSOLIDATION Retell the old man’s story

V. HOMEWORK - Learnt newwords by heart

- Prepare UNIT 5:Lesson 4:WRITING

**********************************************************************

D.P: Period: 30

D.T:

UNIT:5 TECHNOLOGY AND YOU D.WRITING

I.OBJECTIVES:

Helping students to be able to write simple instructions

II TEACHING AIDS: text book;

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance 2-Checking: Asking a student to tell the man’s story again in listening 3- New lesson: lesson 4:WRITING

WARM-UP:Matching

-T asks Ss to work in groups and match the words in A with the words in B

A B

1.insert a.long bip 2.make b.button 3.press c.card

4.hear d.a call

Note:All the verbs are commonly used in the language instructions

PRESENTATION Activity1:Vocabulary:

+ to life(v) : raise to higher level + receive(n):èng nghe

+ insert(v) put things into another + slot(n) khe, r·nh

+ to press(v)

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

+ remote control(n) a device totune in , switch on and off the TV from a distance

+ cord(n) thick string used as TV wire: -Tasks Ss to open your textbook and asks:

-Work in group of two -Expected answer: 1.card

2.a call 3.button 4.long bip

-Listen to T’s eliciting and copy the meaning of newwords

- Repeat after T in chorus -Rub out and remember

(46)

1.What is it?

2.Have you ever seen /used a public telephone? 3.Can you show me how to use it?

Activity2:TASK2:Finding connectors and Imperatives

-T asks Ss to read the following set of instructions on how to use a public telephone

-T goes around the class and provide help if necessary -Tell ss to work in pairs to find out the connectors and the imperative forms of the verbs from the instructions - Call on some Ss to read their answers aloud in front of the class

PRACTICE

TASK3 : Answering questions

-T asks Ss to work in groups : Look at the TV and the remote control and answer the questions on how to operate the TV

-Let them have minutes, then call some Ss to answer them carefully

Feedback and give correct answers:

TASK4 :Writing instructions

-T asks Ss to write a set of instructions on how to operate a TV with a remote control.Use the picture in the book and the answers above as suggestions

-Tell ss to compare their writing with a friend - Peer correction

PRODUCTION

- Call on some Ss to write their writing on the blackboard and the whole class correct together

-Work in pairs and work individually -Expected answer:

Connectors: first, next, then, until

Imperatives:life, insert, press, wait

-Work in groups of four -Expected answer:

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

2.-Press the POWER button

- to turn off the TV , press the POWER again

3.Press the PROGRAMME button 4.Press the number 1,2,3,4

5 Press the VOLUME button up and down

6.Press the MUTE button -Work individually

EX:If you want to operate a TV with a remote control, you must make sure that

To turn on the TV , press - Correct their mistakes in writing

IV CONSOLIDATION: - Howto write instructions

V HOMEWORK - Make the instructions on how to use an ATM card

- Prepare UNIT 5:Lesson 5:LABGUAGE FOCUS

D.P: Period: 31

D.T:

UNIT:5 TECHNOLOGY AND YOU E.LANGUAGE FOCUS

I.OBJECTIVES:

(47)

-Review the present perfect and present perfect passive

II TEACHING AIDS:text book, cassete player

III.PROCEDURE:

2-Checking: Asking a student to instruct on hoe to use a public telephone 3- New lesson: lesson 5:LANGUAGE FOCUS

WARM-UP:Categorising

-T gives out 10 to 15 words and asks Ss to put the words under the appropriate heading:

who which where

PRONOUNCIATION:/u/ and /u:/ 1.Example: sugar ruler / u / /u:/ -T helps Ss to distinguish two sounds */ u/:a short sound

*/u:/ :a long sound

-Ask them to listen and repeat several times 2.Practice:

GRAMMAR AND VOCABULARY The present perfect

-T asks Ss to revise the form and use of the present perfect

1.Form:

+S + have/has + V(pp) +S + have /has not + V( pp) + Have/ Has+ S + V(pp) ?

2.Use: to express an action which began in the past and still continutes

ADV: “for” with a period of time, “since” a point in time

3.Exercise 1:Study the situation and put the verbs in the present perfect tense

- Call on some ss to give correct answers

The present perfect passive:

1.Form:AV: S+have/has +V(pp) +O

S+ have/ has+ been + V(pp) + by O Ex: They have built a new bridge across the river

->A new bridge across the river has been built 2.Exercise 2: Build the sentences after the model.Use

- Work in group and put the words order the heading

+who: nurse, teacher, Lan, Mary’s parents, professor

+ which: book, school ruler, + museum, house, hospital

-Listen to T's eliciting and copy down

-The whole class and give answers

-Listen to T's eliciting and takes notes - Give examples

Expected answer:

1.Tan has opened the door

2.He has turned / swiched on the TV 3.he has tidied the house

4.he has cleaned the floor

5.He has turned/ swiched on the lights 6.He has laid two bottles of water on the table

Work individually Expected answer:

(48)

the present perfect passive - Check and give feedback

Relative Clause: WHO ,WHICH and THAT Relative

pronoun

person thing function

Who x Subject

Which x Object

Whom x S.O

Whose x x Possessive

that x x S,O

-T asks Ss to exercise 3: Fill in the blanks with who which or that

- Call on some Ss to read their sentences aloud in front of the class

- Give correct answers:

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

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

-Work individually -Expected answer: 1.which 7.whom 2.which 8.which 3.which 9.which 4.who 10 who 5.who

6.who

IV CONSOLIDATION: - Retell the main content

V HOMEWORK - Do exercise 1,2,3

- Prepare UNIT Lesson 1:READING

************************************************************************

D.P: Period: 32

D.T:

UNIT AN EXCURSION A READING

I.OBJECTIVES:

y the end of the lesson, Ss will be able to:

- get information about some famous places in Vietnam through activities Before and After you read - improve reading comprehension skill by doing Multiple choice and Answering questions exercises

II TEACHING AIDS: Textbook…

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance 2-Checking: Asking a student to give correct forms of verbs 3- New lesson: lesson 1:READING

WARM-UP

-T goes around the class and asks Ss 1.Which places you like to come best?

1.Do you usually have an excursion?When?Where?

T introduces the new lesson: Today we are going to read a letter from Lan to her friend ,Minh about his recent interesting excursion to cave near HaNoi.We will come to read the letter :

-The whole class

P1: It is Thien mu pagoda P2:The one Pillar pagada P3:Valley of love

P4:Ha Long Bay

(49)

EXCURSION PRE-READING

Activity 1:Brainstorming

-T asks Ss to answer the questions what activities you often when you have a few days off

Activites when you have some days off Activity2 : Teaching vocabulary

-T asks Ss to work in pairs and match a verb with an object

Verb Object 1.to have 2.to make 3.to give 4.to make 5.to stay a.an excursion b.our love to them c.a two -day trip d.some days off e.the night away from home

-T helps them to elicit the meaning of phrases - pronounce the in chorus

-Check their understanding by giving the correct form of above verbs

Checking Vocabulary: Gap-filling

1.We are going to make an excursion when we have some days off after the first term

2.My family has stayed the night away from home at a hotel near beach

3.When we come home, please give my love to your parents 4.We will make a four-day trip by air port to Australia

WHILE-READING TASK1:Multiple choice

-After asking Ss to read a letter silently in minutes T asks to choose the best answer A,B,C or D to complete each of the sentences

- Tell ss to compare their answers with a friend

- call on some ss to read and explain their answers in front of the class

TASK2 Answer questions

-T asks Ss to work in pairs and answer the questions -Call on some pairs to act out the activity in front of class - Check their answers

POST-READING:

TASK3 :Summary Completion

-Have Ss to work in group and fill each blank with a suitable group of words from the text

-Exchange their paper into another group to correct mistakes - Ask Ss to look at the board and correct

-T corrects their comment of each group - Feedback andgive correct answers:

CONSOLIDATION

-Ss work in groups of 4, then go to the blackboard and write their answers

-Expected answer:

1.c 2.b 3.a 4.d 5.e 6.g

-The whole class

-Ss answer T’s questions by brainstorm of activites + going aboard / visiting a foreign country

+ visiting friends/ relatives + travelling to cities/ travelling through their own coutry by car or train

-The whole class read through the box and match them

-Ss give equivalent Vietnamese meaning if necessarily

-Expected answer:

1.d 2.a 3.b 4.c 5.d

- Repeat after T

-Ss read the letter silently in minutes after that doing task -Ss compare their answer with a partner

Key:

1.d ,2.b ,3.a ,4.c -Work in pairs -Expected answer: 1.After the 1st term ends

2 Have a two day trip and Campfire

3.Her parent’s permission They may not want to let her stay the night away from home

- Work in groups

Ss write their answers on a small paper.Then exchange into another group to correct mistakes

(50)

Game: Find someone who likes

Find someone who likes Name Visiting a famous place

Taking a bicycle tour Going fishing

Visiting relatives Relaxing at the beach Having a picnic

Staying at home and reading a book

Ss work in group of four and make “yes-no” questions about your excursion If one

answers”yes”, write his/her name into your paper The reprentative will stand up and report their group’s result

IV CONSOLIDATION: - Ask Ss to close your textbook and retell a letter again

V.HOMEWORK - Learn newwords by heart

- Prepare UNIT Lesson 2:SPEAKING

*******************************************************************

D.P: Period: 33

D.T:

UNIT AN EXCURSION B SPEAKING

I.OBJECTIVES:

By the end of the lesson, Ss will be able to talk about the seat plan on a boat trip on Lake Michigan in Chicago

II.TEACHING AIDS:textbook…

III.PROCEDURE:

2-Checking: Asking a student to read the text and answer T’s questions 3- New lesson: lesson 2:SPEAKING

Warm-up: Brainstorming

-T asks Ss to brainstorm about things which they can plan for an excursion

Preparation for an excursion PRESENTATION:

Activity1:Vocabulary

-T helps Ss to explain some newwords + sundeck(n) boong taìu

Work in groups of four

(51)

+toget sunburnt(v) the skin hurt or destroy by the sunlight + travel sickness (n) the state of being sick due to travelling + air -conditioned >< non- airconditioned

+ refreshment(N) room that serves food and drinks to refresh in a boat

+ occupied(adj) being kept, in use

Activity2: Slap the board

-T draws the diagram of the ship in textbook and asks Ss to slap the places in the blank

-air-conditioned -toilet

-non-air conditioned refreshment - sundect exit

Activity3.Task 1&2 Conversation conduct

-T asks Ss to work in groups Read the seat plan carefully and decide the best seat for each person, using the

information in Task * Suggest some structures I don’t think so

To be suitable for Why? Why not? What you think? What’s your idea? Had better

-Tells Ss to conduct the conversation like the example the book

- Go around the class and provide help when necessary -Call on some groups to conduct the conversation in front of class

-Comment and give correct answers: Example:

A: I think seat is most suitable for Mary B: Why?

C.Because she suffers from travel sickness so she can get a lot fresh air from that seat

PRODUCTION Task 3: Give reasons

-Tell Ss to work in pairs and discuss: -T supplies some suggested questions

* Which seat you think the most suitable for you? * Why?

* Use information in task as suggestions

-Call on some Ss to talk about their seat reference in front of the class

-Comment and make necessary corrections

-Listen to T's eliciting and take notes - Repeat these words in chorus

-Read the information for suitable person

-Ss make plan suitable seats for each person

+ Mrs Andrew: aren’t in the sun deck , can help see all the students

( seat: 46,43,40,35,34)

+ Mary: have plenty of fresh air ( seat : 31,37,19,20,26,32)

+ Susan: near Mary , not want to get sunburnt ( seat:33)

+ John: aren’t air-conditioned, suitable for taking

photographs(seat:10,11,12)

+ Tim: are in the sundeck(seat:1,6) +Sam: a good view( seat 16, 29, 34)

-Ss work individually and work in pairs

-Ss choose a suitable seat on a boat for yourself and give reason

-Free- talk

IV CONSOLIDATION: - Summarise the main points

V. HOMEWORK - Learn newwords by heart

- Prepare UNIT 6Lesson 3:LISTENING

D.P: Period: 34

(52)

UNIT AN EXCURSION C LISTENING

I.OBJECTIVES:

By the end of the lesson, Ss will be able to improve their listening skill through Ordering, Gap-filling and Answering questions exercises

II TEACHING AIDS:textbook; cassette…

III.PROCEDURE:

2-Checking: Asking students to ask and answer about a plan for an excursion 3- New lesson: lesson 3:LISTENING

Warmer:Find someone who ?

DO YOU NAME

like to go for a picnic? go with your family /friends? always go to the beach for a picnic? always go to the mountain for a picnic?

bring food with you when you go for a picnic? like to take a lot of photos and sing together?

Hai

PRE-LISTENING

Activity1: Questions and answer

-T asks Ss to work in pairs and discuss the following questions

* Do you often go for a picnic?

* When is the most important time for a picnic? * Why you go for a picnic?

* What you prepare for a picnic?

Activity2:Present vocabulary

+ glorious( adj) beautiful, shining + assemble(v) = gather

+destination(n) a place to which a person is going to + left-over(n) the rest

+ delicious(a) tasty

+Botanic Garden ( translation)

+spacious(a) large, have a lot of space + sleep soundly(v) to be in deep sleep

-T asks Ss to repeat these and introduce these words will appear in the listening

Activity3:Rub out and remember WHILE-LISTENING

TASK1: Pictures ordering

-T introduces the situation and then asks Ss to work in pairs and study the pictures carefully

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

-Have ss to listen to the tape and number the pictures in order you hear.Let Ss the task in pairs

-Call on some Ss to explain their answers in front of class -Feedback and give correct answers:

TASK2:Gap -filling

-The whole class

-Ss go around the class and ask other Ss what used to when they were small.If the answer is YES, write his/ her name in the table

-The winner is the first one who completes the Name column -Work in pairs.Ask and answer questions

-Free- talk

-Listen to T's eliciting and take notes - Repeat these words in chorus

-Ss remenber the deleted words and rewrite on the board

-Work in pairs Listen and make order the pictures

-Expected answer:

1.a 2.e 3.b 4.c 5.f 6.d

(53)

-Listen again and fill the blanks with the exact words you hear

-before listening,T asks Ss to read the sentences xarefully and have a guess of the missing words first

-Play the tape twice times and asks Ss to compare their answers with a partner

-Call on some Ss to read aloud their answers -Check and give feedback

TASK3: Answering questions

-T asks Ss to work in pairs Ask and answer the questions -Let them have minutes to practise and then call on some Ss to practise aloud in front of class

POST-LISTENING

Work in groups: If your class could go for a picnic this weekend, what would your plan be?

+ destination:

+ Means of transport: + How many:

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

-Expected answer: 1.was just a few 2.to pay a visit 3.at the school gate 4.a short tour

5.playing some more

-Work in pairs Ask and answer questions

Expected answer:

1.The weather was very nice 2.Yes, it is

3.The garden was beautiful

4.They could sleep suondly beacause it was so peaceful and quiet in the garden

5.They took pictures plays games, talked sang and danced

- Work in groups and talk about their plan in front of class

IV CONSOLIDATION: - Retell a short talk about a picnic that you have just listened

V HOMEWORK - Learn newwords by heart

- Prepare UNIT 6Lesson 4:WRITING

******************************************************************

D.P: Period: 35

D.T:

UNIT AN EXCURSION D WRITING

I.OBJECTIVES:

By the end of the lesson, Ss will be able to write a confirmation letter responding to a request and an invitaion

II TEACHING AIDS:textbook; cassette…

III.PROCEDURE:

2-Checking: Asking students to ask and answer about a plan of your picnic at weekend 3- New lesson: lesson 4:WRITING

(54)

T asks Ss to combine these words with LETTER Bussiness

Friendly Invitation Apology

Thank you LETTER Complaint

Love

Confirmation Get well

PRE-WRITING: Activity 1:

-Tasks: When you write a request letter? When you write a confirmation letter?

- T explains the defintion of request and confirmation letters

Activity 2: Presenting vocabulary

+ to pick someone up;(v) + to be convenient for (exp)

+ Let s.one have an early reply: meaning

WHILE-WRITING

Activity 1:TASK1: Finding out the request and confirmation in two letters

-T asks Ss to work individually Read the two letters and find out the request and confirmation in Nga’s letter and

confirmation in Hoa’s letter

-T calls on some Ss to read their answer - T listens and checks them

Activity 2: Useful language

+ I am glad / happy to receive/ join/ know next Saturday + Certainly , I will help you to everything for + I am willing to help you for

+ Firstly , let me congratulate you on your 15th birthday.

+ I look forward to seeing you soon + I will be waiting for you tomorrow

Activity 3: Reading two situations in the textbook

- T asks Ss to read two situations in the textbook and explain the request in both two letters

- Choose one situation that they want to write and make an outline first

- T goes around and help them

- T can collect their mistakes and then writes them on the blackboard to correct and gives comments

PRODUCTION Writing a full letter

- Let them have 10 minutes towrite , T calls on two Ss to write them on the board

- T asks Ss to look at carefully and give their ideas

- Finally , T checks again and give their comments with the class

- Ss read their answers

- The whole class listen and answer T’s questions

- Ss discuss with another friend to find out their definition

-Expected answer:

Request: is the letter that asks for information for help

Confirmation:is the letter that responds to the request It confirms whelther the help is provided or the information is avaiable or not - The whole class read two letters silents

-Ss read their answers -Expected answer:

- Listen to T's eliciting and copy down

- Work individually and the whole class

- Choose one situation that they want to write and make an outline first

(55)

IV CONSOLIDATION: - How to write a confirmation letter

V HOMEWORK - Learn newwords by heart

- Write your writing fully, Prepare UNIT 6:Lesson 5:LANGUAGE FOCUS *******************************************************************

D.P: Period: 36

D.T:

UNIT AN EXCURSION E LANGUAGE FOCUS

I.OBJECTIVES:

By the end of the lesson, Ss will be able to: - pronounce the sounds /ə / and / З: / correctly

- distinguish the present progressive (with a future meaning) and be going to and use them appropriately

II TEACHING AIDS:textbook;

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance 2-Checking: Asking Ss about tenses that you learnt

3- New lesson: lesson 5:LANGUAGE FOCUS

WARMER:

- T asks Ss to pick out the word whose underlined part is different the others

1a.award b.thaw c.claw d.draw 2a.writer b.term c.preserve d.reserve 3a.earn b.bird c.fir d.other

4a.today b.nurse c.from d.of

PRONUNCIATION /ə:/ and /ə/

-T helps Ss to distinguish two sounds */ə /:a short sound

*/ə:/ :a long sound

-Ask them to listen and repeat several times

2.Practice:

GRAMMAR: Future tenses

1 Examples:T gives some situations and asks Ss to give the correct form of verb in parenthese

a.Tom: I hear Mary is in hospital now Jim: Really ? I (see) her tomorrow b.Mary : Let’s go to the cinema tonight

Mai: Sorry.I ( help) my sister with her homework tonight

c.Look! It’s cloudy and windy It (rain) very hard d.Tom: Where are you going now?

Jack: I ( buy) something for my birthday party at weekend

2.Form and use:

- The whole class

- Some Ss read their answers aloud -Expected answer:

1A 2.B 3.D 4.B

-Ss distinguish two sound and listen to T’s elicit

- Listen and repeat the words in ther textbook

Note :minimal pairs

/ə/ /ə:/

Was Some

Does from

were sir dirt

fir

-Ss give the correct form of verb in parenthese

- Ss read and give their explanation - Expected answer:

(56)

a.S+ will/ shall -bare infinitive

-> talking about St coming out the moment at speaking b.S+ am/is/are + V-ing + adverb of time with a future meaning

-> talking about plan as in agenda(phải có/ làm việc gì) -is used to replace to verbs:go , come, arrive in near future Ex: He is going to arrive at 11.30

He is arriving at 11.30

c.S + am/ is /are + going to + bare infinitive

-> talking about something planned before the moment of speaking or something which is surely to happy soon -> talking about prediction(dựa vào có tại)

PRODUCTION Exercise 1,2,3

Exercise 1:Choose the best option

-Ask Ss to work individually and choose the best option.Encourage Ss to give explanation

-Have Ss compare their answers with a friend -Call on some ss to read their completed sentences -Feedback and give correct answers:

Exercise 2,3: Verb tense

-Ask Ss to work individually andgive the correct form of verbs in parentheses Encourage Ss to give explanation -Have Ss compare their answers with a friend

-Call on some ss to read their completed sentences -Feedback and give correct answers

- The whole class discuss in pairs and give the their forms and uses of future tenses

- Ss write them into their notebooks

- Work individually

IV CONSOLIDATION: - Retell the form and uses of future tenses

V HOMEWORK - Do all exercises again and more in workbook - Prepare TEST YOUR SELF B

********************************************************************

D.P: Period: 37

D.T:

TEST YOURSELF B

I.OBJECTIVES:

Helping Ss test their knowledge that you learnt in unit 4,5,6

II.TEACHING AIDS: textbook…

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance 2-Checking: Asking Ss to answer about grammar

3- New lesson: TEST YOUR SELF B

WARMER:Answering questions -T asks Ss to answer the questions

1.What have you learnt about grammar and topic:Education?

(57)

2.What are they?

PRESENTATION:

I-LISTENING:Listening and completing the table -T asks Ss to look through the information in the table and understand them

-T can help Ss by asking some questions and explains newwords

+ location:What is reading located?

+ Population: How many people / inhabitants are there in the reading?

+Noted for: What is this town famous for?

- T asks Ss to guess what kind of word to complete in echa item?

-T plays the tape twice and calls some Ss to give answers

II-READING: Reading the passage and dicide whelther the following staterments are true or false -T asks Ss to read five statements and understand them carefully

- Go back to the passage and find its location Then give their answer

-T explains some newwords: -T calls some Ss to give answers

III-GRAMMAR:Mstake correction

-T can explain how to the exercise in grammar - One word is missing from each line Put a stoke (/) where thw word has been omitted and write the missing word in the space provided

-Let them have minutes to practise and encourage them to compate their answers with a peer

IV-WRITING:Writing a letter of permission -T guides Ss to retell how to write a letter of permission

( how many parts, form,content ) -T asks Ss to to work individually and peer correction

-Work individually

- Listen and complete the information in the table

-Some Ss read their answers to the class

-Expected answer:

Reading Oxford

50 miles to the west of London

In the central England 120.000

inhabitants/ people

90.000 people Market town

Biscuits factory Computer industry

University Car factory Cowley Road - Work in groups

-Expected answer: 1F( too much) 2.F( unneccessary) 3.T

4F(repeat) 5T

-Work in pairs -Expected answer: 0-inventions are carried 1.out by scientists

2.opportunities for other people 3.there is a weekly

4.television programme which /that attempts

5.all the various

6.oranizing the programme 7.inventions a /per year 8.developed by private 9.However, it is important 10.Will it be wanted?

- Listen to T's eliciting and work individually

(58)

IV CONSOLIDATION: - Retell all grammatical points from U4 to U6

V HOMEWORK - Do all exercises again and more in workbook - Prepare ONE PERIOD TEST

D.P: Period:

D.T:

UNIT 7:THE MASS MEDIA A.READING

(59)

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

- update with names of some popular TV programmes such as Quiz Show, Portrait of life… - able to talk about their favourite programmes

II Materials

Textbook, whiteboard markets,…

TV schedules extracted from newspapers

III Procedure.

1.Settlement: Greeting the class & checking students’ attendance 2-Checking:

WARMER: Jumpled letters

-T asks Ss to work in groups of two and arrange these jumpled letters into a meaningful words

1.N T E N I E R T-> 2.K B OO->

3.N P A E W S E R P-> 4.D O I A R->

5.Z I N E M A A G-> 6.L T E E I S O N V I -> - T asks:

1.What are they?

2.Have you got a TV? Which programme you usually watch?

3.Which channel you like most? Why?

PRE-READING

Activity 1: Vocabulary: RUB OUT AND REMEMBER

+ TV series: + population and development: + folk song: + News headlines: + Weather forecast: + Quiz show: + Portrait of life: + Documentary: + Wild life World: + Around the world:

- T deleles the VietNamese equivalent and asks Ss to go to the board and write all of them again

- T asks Ss to read them carefully

Activity 2: TASK 1: MATCHING VOCABULARY

-Ask Ss to match the words in A appear in the reading passage with their definitions in B

- Have Ss compare their answers with a friend

- Calls on some Ss to stand up and read their answer aloud - Feedback and give correct answers:

WHILE- READING

Activity 3: TASK2:TRUE OR FALSE

-Tells Ss to read the programme carefully and decide whether the staterments are true or false.Correct the fasle

- Work in groups of two and arrange these jumpled letters into a meaningful words

- Go to the board and write their answers quickly

- Expected answer: 1.Internet

2.book 3.newspaper 4.radio 5.magazine 6.television

* They are THE MASS MEDIA

- The whole class answer T’s questions

-The whole class read through the TV programme on VTV1, VTV2 and VTV3 and find out the

newwords

-Give the VietNamese equivalent of some TV programme

- Rub out and remember - Read them carefully

- Work individually and pair work - Expected answer:

1.e 2.a 3.d 4.b

- Work individually and give answers 1.T

(60)

information

- Ask Ss to explain their answer by giving evidence in the reading passage

- Call on some Ss to give feedback

Activity 4: ANSWERING QUESTIONS

- Ask Ss to work in pairs and ask and asnwer the questions in their textbook

- Call some pairs to practise aloud in front of class - Listen and give the correct answers

POST -READING :ROLE-PLAY

- T gives some given words and asks Ss to work in pairs to make a dialogue

A: You/ often / watch/ TV?

B: A:How often/ you/ watch/it?

B: A:Which programme/ you / like / best?

B: A: Why?

B:

3.F( on VTV3) 4.T

5.F( the last programme starts at 23:30)

- Work in pairs

1.There are five films on

2.At 9.00a.m , 12.ooat noon, 7.00p.m on VTV1, and 7.00 p.m on VTV3 3.on VTV2

4.The quiz show 5.on VTV1 6.The football - Role play

- Make a dilogue with your partner In pairs

IV CONSOLIDATION: - Retell the programme on TV that you like best and the reason why

V HOMEWORK - Learn vocabularies by heart - Prepare Lesson 2: SPEAKING

******************************************************************

D.T:

UNIT 7:THE MASS MEDIA B.SPEAKING

I.OBJECTIVES:

Helping Ss talk about the differences and similaries of some popular types of the mass media

II TEACHING AIDS: Textbook

III.PROCEDURE:

2-Checking: Telling what the programme on TV that you like best and the reason why 3- New lesson: lesson 2:SPEAKING

Warmer: LUCKY NUMBER

(61)

What is it ?

Questions:

1.It was invented in 1925

2.We can listen to the news but we can’t see it 3.It contains information and pictures

4.We use it to find information quiclky, chat with friends and send email

PRE-SPEAKING Activity 1: TASK 1

- Ask Ss to work in pairs Which of the following are the types of the mass media ? Why?

- T helps Ss elicit the reason why

* Mass media or mass communcations refer to publi institution that report news and other stories Mas media also keep people updated

Activity 2: Vocabulary:

+ to present(v): + to provide(v): + to deliver(v):

+ orally( adv) = through mouth + aurally(adv) = through ears + visually(adv) = through eyes

- T asks Ss to read these words in chorus

WHILE -SPEAKING

TASK 2: Cross (x) in the right column

- T asks Ss to look the table and cross the types of the mass media with its features

- T goes around to help them

Features The mass media TV Radio Internet book 1.provide information and

entertainment orally

X X X 2.receive information aurally X X

3.present information and entertainment visually

X X X 4.receive information visually X X X 5.present information and

entertainment orally and visually

X 6.get information aurally and visually

X 7.provide/ deliver information

and entertainment X X X X *T asks Ss to look at the table and answer T’s questions T:When you often get information ?

S: From TV

answer

-Expected answer: 1.Television

2.Radio The mass media

3.Newspaper 4.The internet

- Work in pairs and give their answers

+ television + the internet + newspaper + magazine + radio

- Read through the features the types of the mass media in task have in common and find out some newwords

- Read them carefully

-Ss work in group and decide which features of the mass media in the table and cross

- Some Ss read their answers in front of class

- Work in pairs Ask and answer about the features of the mass media

- Some pairs practise a dialogue again in front of class

- Role- play:

A: What are the different types of the mass madia?

B.TV, films, books, magazines, radio, newspaper, plays, the internet

(62)

T: What is the difference between getting information from TV and radio?

S: TV presents information and entertainment visually and we receive them through eyes

*Substitution drills

- T asks Ss to practise the same dialogue that T has made in pairs - Calls on some pairs to practise again in front of class

POST -SPEAKING

Work in groups : Talk about different types of the mass media Ask and answer the questions in textbook

in common?

B.Provide information and entertainment

A.What are their own features? B TV presents information and entertainment visually

IV CONSOLIDATION: - Retell the features of mass media

V. HOMEWORK - Learn new words by heart - Prepare Lesson 3: LISTENING

***********************************************************************

D.T

UNIT 7:THE MASS MEDIA C LISTENING

I.OBJECTIVES:

Helping Ss listen two news on radio and get information improve listening skill

II.TTEACHING AIDS: Textbook

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance 2-Checking: Asking a student to tell about the features of TV 3- New lesson: lesson 3:LISTENING

WARMER: Guessing game

What is it? Questions:

1.It is one of the radio programme

2.It broadcasts daily and live from redio station 3.It updates you with the lastest informatin , current affairs domestically and internationally

-> NEWS/ NEWS BROADCAST

PRE-LISTENING

Activity 1: Answering the questions

1.How often you listen to the radio?

2.How many hours per week you listen to it? 3.What programme you like listening to and why?

* T instructs to the new lesson: News broadcast is a popular programme on the radio Today you will listen to a short news edition You will listen and the tasks assigned

-The whole class listen to T’s questions and guess what it is

- Give the explanation about it

-Free-talk

- Answer the questions in the textbook - Listen to T's eliciting

(63)

WHILE -LISTENING

TASK1: Ticking in the right column

- Elicit the items of the news and understand them clearly

- Help Ss explain some newwords in the table + health(n) -> healthy( adj)

+ strong (adj)

+ cloud(n) -> cloudy(adj)

- Ask Ss to read them carefully and notice that these words appear in the tape

- Play the tape three times for Ss listening - Check their answers in front of class

TASK 2: Gap-filling

- Let Ss read the two news stories carefully and have the guess of the missing words

- play the tape again and ask Ss to fill in the missing words

- EncourageSs to compare their answers with a peer - call on some Ss to read completed stories loudly - Listen to their comments

- feedback and give correct answers:

TASK3: Answering the questions

- Ask Ss to work in pairs and answer the question without textbook

- Call on some pairs to practise loud in frontof class - Give the correct answers

POST -LISTENING:

Work in groups : Choose one of the new stories and tell your classmate about it

-Look at the table and understand them - Give the meaning of the words - Read them in chorus

News story

1 News story Healthy

Strong Young Cloudy Highest Wonderfu lly

V V V

- Work individually and pair- work - Expected answer:

*.News story *.News story 1.has caused floods 1.twenty third 2.have left their house 2.4.418 3.have risen 3.California 4.two metres 4.Wonderful 5.has stopped 5.young and 6.cloudy health 7.strong wind

- Work in pairs -Expected answer:

1.Heavy rain has caused floods all over the country during the night

2.Beacause riverts has risen

3.The old woman has climbed Mount Whiteney twenty three times

4.Beacause it has kept her young and healthy

IV CONSOLIDATION: - Summary two news stories in groups

V HOMEWORK - Learn new words by heart

D.P: Period: 3

D.T:

TEST CORRECTION

I.OBJECTIVES:

(64)

2-Skill : Reading,speaking,listening and writing skill

II.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance 2-Checking: Sharing papers with Students

3- New lesson: Correcting ONE PERIOD TEST

4-Consolidation:- What have you learnt inUnit 4,5 and 5-Homework - Review all grammtical points and vocabularies

- Prepare Unit lesson 1: READING

D.T:

UNIT 7:THE MASS MEDIA D WRITING

I.OBJECTIVES:

Helping Ss write advantages and disadvantages about mass media

II TEACHING AIDS III.PROCEDURE:

1-Checking: Asking a student to retell about two stories in previous lesson 3- New lesson: lesson 4:WRITING

WARMER: QUESTIONS

-T asks Ss to close their textbook and answer T’s questions

1.What are some kinds of the mass media? 2.Which one is the most popular?

3.What are advantages and disadvantages of TV?

PRESENTATION

TASK1: BRAINSTORMING

-T asks Ss to close their textbook again

- T divides the whole class into groups , asks them list advantages and disadvantages of TV on small paper - Let them have minutes and then exchange their paper into another group

- Open their book and check

- T elicits some newwords and structures + help sb do/ to Sth

+ make sb/st/do st /adj Ex: he makes me tired/cry

+ the popularity = to be famous for -> popular( adj) + to be aware of

- Work in pairs :Ask and answer the questions in the textbook

- Some pairs practise loudly

-Work in groups of two.Brainstorm about and disadvantages of TV

Group Group Advantages disadvantages of TV of TV

(65)

+ brain(n)

+ to encourage(v)-> encouragous(adj) + to interfere(v) = to prevent

TASK2:Talk about advantages and disadvantages of mass media

-T divides the whole class into four groups and discuss about advantages and disadvantages of the following mass media

Handout:

Mass media advantages disadvantages 1.Listening to

radio 2.Reading newspaper 3.Using a computer 4.Using The internet

-T asks Ss to discuss and write their ideas in the handout

-T lets them have minutes then calls on a representative of each group present their ideas in front of class

- Listen and give comments

WRITING

-T asks Ss to write a paragraph about advantages and disadvantages of the following mass media

Discussed in Task Useful language :

* There are some advantages and disadvantages that radio brings us

* Updated information , conviences *Firstly/secondly/next to/ Lastly * In conclusion,

-Let Ss work individually and write under time pressure

-Peer correction

-Pick up some writing to correct in front of class

-Work in groups of four -Discuss about the mass media

-The representative of each group present their ideas in front of class

-Expected answer: Radio:

* - make people happy - Life easier /relax

-get /enlarge /broaden knowledge understanding

*waste time

Make people passive Newpaper:

*get information on many fields :culture, art, bussiness

Relax and entertainment *harm people eyes Be short-sighted Cost time and money Make people passive Internet:

*get information on many fields Provide quick and daily access to information and entertainment

*cost a lot of time and money make people passive

Influence on the way people Take tmes away from activites Work individually and exchange their

writing into nather student to correct mistake together

IV CONSOLIDATION: - Summarize their main points

V HOMEWORK - Write a letter completetly

- Prepare Lesson 5: LANGUAGE FOCUS

D.T:

UNIT 7:THE MASS MEDIA E LANGUAGE FOCUS

I.OBJECTIVES:

Helping Ss revise the present perfect and using because of and although

(66)

III.PROCEDURE:

2-Checking: Talk about advantages and disadvantages of the following mass media 3- New lesson: lesson 5:LANGUAGE FOCUS

WARMER: Categorising

-T asks Ss to work in geroups of and decide which words go with SINCE or FOR

1990 Monday the age of five Three months many years Last week 2005 Last Summer a long time two hours

PRONUNCIATION

Activity 1:Table completion

-T gives the words and asks Ss to put them in tie right column/ei/ ,/ai/, /oi/

Wildlife enjoy day style Demonstration place toy fly Afraid time climb destroy Paper noise railway height Buy airline play lie -Help Ss to distinguish thses three sounds -Instructs the way to pronounce them

-Ask the whole class listen and repeat them in chorus

Activity 2:Practise the sentences GRAMMAR:

Activity 1: Review the present perfect 1.Examples

We have just finished lesson for 45 minutes We have not finished lesson for 45 minutes Have you finished lesson for 45 minutes?

2.Form : S+have/ has + V(3) S+ have/ has +not+V(3) Have / has + S+ V(3) ? Adv: for / since

Already/ not /yet/ never/ ever

3.use: express an action happened in the past and still last in the present and future

4.Practice : Ask Ss to exercise 1,2

Activity 2: Because and although 1.Examples:

a.Mary looks happy She has just get good marks ->

b.He is very wealthy He is not happy ->

2.Form

a.Clause and phrase of reason:

because + S+V-> because of + noun/ V-ing

b.Clause and phrase of concession: Athough Despite

-Work in groups of four

- Put the given words which go with Since or for

-give explanation for them

- Ss work individually and compare their answer with a peer

-Ss read them in front of class

/ei/ /ai/ /oi/

day Demonstration Afraid Paper Place railway play Wildlife style Buy airline climb fly height lie Enjoy noise destroy toy

-Ss retell the form and use the present perfect

-Ss go to the blackboard and write them down

-While the others give another ideas -Ss can give another examples

-Ss work individually and exercise -read their answers in front of class

- The whole class listen to T’s guidance -Combine two pairs of sentences -Expected answer:

1.Mary looks happy because she has just get good marks

-> Mary looks happy because of having just get good marks

2.Although he is very wealthy,he isnot happy

(67)

Even though + S+V-> in spite of + noun/ V-ing Though

3 Practice :Ask Ss to exercise 3

-Ask Ss to work individually andcomplete the sentences using the information in the box - Encourage Ss to give explanation and transtale VietNamese meaning

-Have Ss compare their answers with a friend -Call on some ss to read their completed sentences -Feedback and give correct answers

-Work individually and read their answers in front of class

IV CONSOLIDATION: - Summarize their main points

V. HOMEWORK - Practise exercise 1,2 and again and carefully - Prepare Lesson 1: READING

********************************************************************

D.T:

UNIT 8:THE STORY OF MY VILLAGE A.READING

I.OBJECTIVES:

By the end of the lesson Ss will be able to understand the main content of the passage and hold on some new words

II TEACHING AIDS: Text book,…

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance 2-Checking: Asking a student to rewrite the clauses and phrases from T 3- New lesson: lesson 1:READING

Warm up: NETWORK

-Ask Ss to work in groupd of three or four and make a list of words related to the “country” COUNTRY

Work in group

The group with the longest list will be winner

Crop- harvest- farmers- plough- cows- buffalo- mud- machine

PRE-READING

Activity 1: Picture description

-Look at the pictures

-have Ss work in pairs and discuss the questions in the book

Call on some pairs to read their answer aloud in front of class

-feedback and give correct answers:

1.The farmers are harvesting the crop 2.They are working hard

3.It’s good crop/ bumper crop

(68)

Activity 2: presenting vocabulary

+ straw(n) = dry cut stalks of various cereals: rơm + mud(n) -> muddy(adj)= wet, soft soil: bùn + technical high school (n): trường trung học KT + farming method(n): PP canh tác

+ brick house; house made of brick + thanks to(exp): nhờ vào

- T asks Ss to pronounce them loudly - Rub out and remember

WHILE-READING

TASK1: MATCHING VOCABULARY:

- Ask Ss to read the passage and match the given words which all appear in it in A with their definitions in B

-Encourage Ss to guess the meaning of the words in the context

-Have ss compare their naswers with a peer

-Call on some ss to explain their answers in front of class

TAÏSK2: TABLE COMPLETION

-Ask Ss to scan the passage to get specific information to complete the table

-Let ss to study the table carefully before doing the task

-Go around the class and provide help when necessary

- Tell Ss to discuss the answers with a friend -Check the answers in front of class

-Give the correct answers

TASK3: ANSWERING QUESTIONS

-Get Ss to work in pairs : Read the passage again and answer the questions in task

- Tell Ss to underline the information that suport the answers

-Call on some Ss to practise loudly

- Give feedback and give correct answers:

POST -READING

-Ask Ss to work in groups and discuss the questions “ How can people with an education help make the life their community better?”

- Go to groups and provide help when necessary

- Ss read through the passage and find out the newwords and give their meaning

- Write all new words based on the VietNamese meanings

-Listen to T's eliciting and the task - Read their answers

-Expected answer:

1b 2.d 3.a 4.e c -Give VietNamese equivalent :

1

- Work individually and pair work -Expected answer:

Areas of change

Before Now houses Made of

straw and mud

Made of bricks Radio and

TV

Few families

Many Farming

methods old New

crops poor Good/ bumper

travel no By

motobike - The reprentative of each group stand and present their group’s ideas

-Expected answer:

+ introduce new farming methods + grow cash crops for export

+ help local people apply modern technology in farming

+ Raise people’s awareness about foor safety and environmental hygien

IV CONSOLIDATION: - Retell the changes in your own hometown or home village

V. HOMEWORK - Learn new words by heart - Prepare Lesson 2: SPEAKING

(69)

D.P: Period: D.T:

UNIT 8:THE STORY OF MY VILLAGE

B SPEAKING

A.OBJECTIVES:

By the end of the lesson Ss will be able to talk about the plans to to improve the village

B.PROCEDURE:

I-Settlement: Greeting the class & checking students’ attendance

II-Checking: Asking a student to read the passage and answer T’s questions III- New lesson: lesson 2:SPEAKING

WARMER:Brainstorming

T asks Ss to close your textbook and make a list of the ideas that can be carried out to improve the village life

- Encourage ss to have ideas of their own

PRE-SPEAKING

Activity 2: TASK1:Matching

-Ask Ss to open their books and look at the situation in Task

“The village of Ha Xuyen are discussing plans to improve life in the village “Match the plans with possible results

-Explain some new words:

+ resurface(v) =renew, put new surface on + cannal(n) =man made waterway for irrigation + muddy(adj) full of mud

-Have Ss the task in pairs Tell Ss to give explanation following the model

A: Why should we widen the roads?

B:We should we widen them so that cars and lorries can get to the village

PRACTICE:

-Ask Ss to work in groups of three: Read and practise the conversation

-Call on some groups to practise the conversation in front of class

- T elicits Conditional sentences type 1:

If S + V(present) + S+ will/ can + V(bare-infinitive) Ex: If the roads are widened , cars and lorries can get to our village

- T provides some useful language: *Giving agreement :

Roads

crops medical

centre Improvement

Of the village houses bridges schools

-Work in pairs by practising the model - Some pairs practise loudly

-Expected answer: 1.B 2.G 3.D 4.E 5.F 6.C

-Work in groups of three

- Talk aboput the plans and possible results in the village

- Practse it in front of class

(70)

I think that we should That’s a good ideas I think so We should I completedly agree with you

PRODUCTION: Conversation completion

A:I/ think/ we/ build/ football ground

B:I /completely/ agree with you If /it/ built/ young people/play sports/ improve/ health

C: A football ground/ a place/ where/ people meet/ exchane ideas

A: What about/ medical centre? I/ think/ necessary/ built/it

B:That’s a good ides If/ it /built/ people’s health/ looked after/ better

C:Yes, and If/ we/sick We/ not/have /go/district/ provincial hospital/for treatment

-Work in groups again and complete the conversation by using the given words from T

- Practise it in groups again

IV CONSOLIDATION: - Retell the plans and results in your village

V.HOMEWORK - Learn vocabularies by heart - Prepare Lesson 3: LISTENING

***********************************************************************

D.T:

C LISTENING

I.OBJECTIVES:

By the end of the lesson Ss will be able to listen and understand the information about changes in a small town

III.PROCEDURE:

II-Checking: Asking a student to tell about the plans to improve your village in future III- New lesson: lesson 3:LISTENING

WARMER: Find someone who

Did you use to ? Name 1.have a favourite toy when you

were a child 2.have a nickname? 3.have a pet?

-Work in groups of four

(71)

4.cry at night when you were a child?

5.hate school?

6.hate doing homework 7.play hide and seek?

PRE-LISTENING

Activity 1: Pictures description

- T asks Ss to look at two pictures in the text book and talk about the differences between them in the past and nowadays

- Call on some Ss to share their findings in front of class

- T gives the comments and writes them on the board

WHILE-LISTENING TASK1:True Or False

-Before listening to the tape, T asks Ss to read all staterments carefully and understand them - play the tape several times if necessary

-have Ss compare their answers with a friend and correct the false ones

-Call on some ss to read their naswer aloud -Feedback and give correct answers:

TASK2:Gap-filling

-Tell ss to read a part of thetalk carefull and have a guess of the missing words

- Ask Ss to listen to the tape again and fill the gaps with the words they hear

-Play the tape more than once if necessary - Call on some Ss to read their answers -Feedback and give correct answers:

POST-LISTENING

Work in groups:Discuss about the changes in your own hometown or home village

Useful structures: + Used to

+ There is/ are used to + there didn’t use to

+ have /has done /been done

- Have Ss work in group and talk about the changes in your own hometown or home village

-Work individually

- Give their ideas about the pictures In the past nowadays -No cars, hotels

- small houses -buffalos on the roads and cows grazing so the roads are dirty -the roads are narrow -a lot of trees

There is a hotel in the town

Tall buidings No cows, buffalos - the roads are widen, bigger, clearner -no trees -The whole class

-Ss read the staterment and guess they are true or false

- Stand up and speak loudly -Expected answer:

1.F(It ‘s on the south coast of England) 2.F( It used to be a small quite town) 3.T

4.F( A lot of trees have been cut down for wider streets)

5.F( Some people don’t like the changes , theymiss the quiet and peaceful life of the town)

-Work individually and compare their answer with a peer

- Expected answer:

1.houses 2.hotel 3.widened 4.cut

5.car 6.shop 7.department 8.expensive

-Work in group

(72)

- Call on some Ss to present their ideas’ groups in front of class

-Listen their comments and correct mistakes

IV.CONSOLIDATION: - Retell the changes in your own hometown or home village

V.HOMEWORK - Learn new words by heart - Prepare Lesson 4: WRITING

************************************************************************

D.T:

D WRITING

I.OBJECTIVES:

By the end of this lesson, Ss will able to write a letter giving directions Improve writing skill

II.TEACHING AIDS: Text book

III.PROCEDURE:

II-Checking: Asking a student to tell about the changes in your own hometown III- New lesson: lesson 4:WRITING

WARMER:Asking the questions

1.Where is your house?

2.Could you tell me the way to your house?

PRESENTATION

TASK 1: Reading the letter

- T introduces the situation and asks Ss to work in pairs Find Ann’s house on the map by reading letter

-Note: Ss can draw the directions while discussing -Ask them to read the letter again and give

directions

-T provides some useful expression about directions

* Asking for directions:

+Could you tell me the way to ? + Can you show me how to get to ? * Answering for directions:

+ turn left/ right + come out of

+keeping walking/ riding/ driving + go over/ pass/ walk past/go through + take the first /second/third turning +turning on the left/ right

+ It’s opposite/ near/ next to/ in front of

TASK2: Asking and answering about directions on the map

-T asks Ss to work in pairs Ask and answer about directions on the map in order to find where the bookshop , sourvenir shop

- T goes aroung and help them

-Some Ss answer T’s questions

-The whole class read the letter -Find Ann’s house on the map -give directions ans some expressions

-Work in pairs

(73)

-Call some pairs to practise in pairs aloud - Listen and correct errors

PRODUCTION

TASK3 Writing a letter giving directions

- T asks Ss to read the requirement in task 3and explain it

- Ask Ss to write independently and go around the class , provide help when necessary

-Have Ss compare their writing with a peer - Peer correction

-Pick up some writing and correct in front of class -Feedback and give correct answers:

-Work individually and pair work - Exchange their writing into another friend

- Correct their mistake from T

IV CONSOLIDATION: - Summarize their main points

V HOMEWORK - Write a letter completetly

**********************************************************************

D.T:

UNIT 8:THE STORY OF MY VILLAGE D LANGUAGE FOCUS

I.OBJECTIVES:

I-Knowledge: Distinguish two sounds/əu/ and /ou/

Review the conditional sentence type I and Reported speech with statement II-Skill : Practising skill

II TEACHING AIDS III PROCEDURE

I-Settlement: Greeting the class & checking students’ attendance II-Checking: Asking Ss about tenses that you learnt

III- New lesson: lesson 5:LANGUAGE FOCUS

WARMER: Jumpled sentences

- T asks Ss to arrange given words into a meaning sentence 1.counted/ coming/ cows/ mountain/the/ Mr brown / down ->Mr Brown counted cows coming down the mounted 2.knows/ Joe/ Rose/ phones/ Sophie/ Sophie/ and Joe/ but/ don’t know/ knows/ Rose

-> Rose knows Joe phones Sophie, but Sophie and Joe don’t know Rose knows

PRONUNCIATION /əu and /ou/

-T helps Ss to distinguish two sounds */əu/ ->/a/ and /u/

*/ou/->/o/and /u/

-Ask them to listen and repeat several times

- The whole class

- Some Ss read their answers aloud -Expected answer:

1A 2.B 3.D 4.B

-Ss distinguish two sounds and listen to T’s elicit

- Listen and repeat the words in ther textbook

(74)

2.Practice:

GRAMMAR:

I-REPORTED SPEECH WITH STATEMENTS 1 Examples:

a.I say, “ You have to work harder, Nam” -> I say to Nam that he has to work harder b.I said, “ You have to work harder, Nam” -> I said to Nam that he hadto work harder 2 Eliciting: Direct -> indirect speech

* say , tell in the present : no change tense of verb in reported clause

*say , tell in the past : + change tenses of verb by moving “one tense back”

+ change pronouns : S, O and possesive adj

+ change adv of time and place

3 Practice: Ask Ss to exercise 1,2

-T asks Ss to exercise 1,2 in their text book -Call on some ss to read their completed sentences -Feedback and give correct answers:

II- CONDITIONAL SENTENCES: 1.Examples:

T: What will you if you have a lot of money? S: If I have a lot of money, I will buy a new bicycle

2.Form and use

- T elicits Conditional sentences type 1:

If S + V(present) + S+ will/ can + V(bare-infinitive) - To express Sthing that can happen in future

Note: Unless= If not

3.Distinguish : When -clause & If- clause

When -clause : refers to “ all time” , not just the present or future They express a situation that is always true It means whenever

Ex: When winner comes, It ‘ll be very cold

4.Practice : Ask Ss to exercise 3,4

-T asks Ss to exercise 3, in their text book -Call on some ss to read their completed sentences -Feedback and give correct answers:

/əu/ /ou/

Cow House

Town Mouse Couch How

Coat Bowl Phone

Note Bone Close

- Listen to T's eliciting and change into reported speech

-compare two senteces and give the forms

- Give explanation of the way - practise exercise 1, in their textbook

Note: say ( to s.o)that tell s.o

talk to s.o

- Work individually

- Ss read loud their answers in front of class

- The others listen and correct mistakes

- Listen to T's eliciting amd copy down

- Give the form and use

- Work individually

- Ss read loud their answers in front of class

- The others listen and correct mistakes

(75)

V.HOMEWORK - Do all exercises again and more in workbook - Prepare TEST YOUR SELF

********************************************************************

D.T:

TEST YOURSELF C

I.OBJECTIVES:

Knowledge: Helping Ss test their knowledge that you learnt in unit 7,8 Skill : listening, reading, writing, speaking

II.PROCEDURE:

Settlement: Greeting the class & checking students’ attendance Checking: Asking Ss to answer about grammar

New lesson: TEST YOUR SELF C

WARMER:Answering questions

-T asks Ss to answer the questions

1.What have you learnt about grammar and topic:Entertainment?

2.What are they?

PRESENTATION: I-LISTENING:

A-TRUE OR FALSE

-T asks Ss to look through the staterments and understand them in minutes

- T helps Ss to guess they are true or false -T plays the tape twice and calls some Ss to give answers

B-GAP- FILLING

-Listen again and fill each blank with the word you hear

II-READING:

Reading the passage and answering the questions below

-Work in pairs and practise them

-T asks Ss to read five questions first and understand them carefully

- Go back to the passage and find its location Then give their answers

- The whole class retell what they have learnt from U4-U6

-Work individually

- Listen and decide if they are true or false -Some Ss read their answers to the class and give their explanation

-Expected answer:

A-1.F( Sheila lives in a small village called Henfield)

2.F(You never have to queue ) 3.T

4.F(There is not much heavy traffic) 5.T

B-1.arenot 2.evenings 3.cinemas 4.theatres 5.knows

- Work in pairs and then exchange their answers with another pairs

-Expected answer:

(76)

-T explains some newwords if necessary -T calls some Ss to give answers

III-GRAMMAR:GAP -FILLING

-T can explain how to the exercise in grammar - One word is missing from each line Fill in each blank with the correct form of a verb in the box -Let them have minutes to practise and encourage them to compare their answers with a peer

-T calls some Ss to give answers in front of the class -Feedback and give correct answers:

IV-WRITING:Writing a letter about directions -T guides Ss to retell how to write a letter about directions ( how many parts, form,content ) -T asks Ss to to work individually and peer correction - T calls Ss to go to the blackboard and write down your writing

3.Because they need to nothing They don’t even use their legs and make no choice Everything is presented to them -Work in pairs

- Listen to T's eliciting and work individually

Expected answer: 1.have been/ hadn’t had 2.havenot given/ have paid 3.said

4.had taken

5.thought/ would come 6.told /have got

-Work individually

-Look at the map in the book and write a letter about direction for your friend

- After finshing , Two Ss go to the board and write them down

IV CONSOLIDATION: - Retell all grammatical points from U7 to U8

V HOMEWORK - Do all exercises again and more in workbook - Prepare REVIEW

*********************************************************************

D.P:29/11/09 Period:

D.T:01/12/09

REVIEW A.OBJECTIVES

I-Knowledge: Helping Ss revise the grammatical points from U1 to U8 II-Skill : Four skills

B.PROCEDURE:

I-Settlement: Greeting the class & checking students’ attendance II-Checking: Asking Ss to answer about grammar

III- New lesson: REVIEW: TENSES & PASSIVE VOICE

Warmer: BINGO

-T asks Ss to work in group of eight

(77)

-Ss listen to write on a small paper and give the Past and Past participle form of thses verbs

Make finish

go Leave

run See

Play learn

PRESENTATION

-T asks Ss to give the form of tenses that students have learnt

-Complete in the table

Tenses Active Passive Simple

present

S+V(e,es) S+is/am/are+Vpp Present

continuous

S+is /am/are+ V-ing

S+is/am/are+being+Vpp Past Simple S+Ved/V2 S+was/were+Vpp Example:

1.They have provided the victims with food and clothing

-> The victims have been provided with food and clothing

2.People speak English in almost everycorner of the world

->English are spoken in almost everycorner of the world.

PRACTICE: I VERB FORM

1.We ( finish) our dinner half an hour ago

2.How many times you (see)him since he went to Edinburgh

3.The farmers (work) in the field now 4.Rivers usually (flow) to the sea

5.Mrs Green always (go) to work by bus 6.She (sit) under a tress when it began to rain 7.She said she (forget) something at home yesterday 8.When we (see) Mr Taylor tomorrow, I (remind) him of that

II-MULTIPLE CHOICE

1.Jack me that he was enjoying his new class a told b.said c.talked d.asked 2.We friends since we at college together a.have been-were b.were- have been

c.were-were d.had- been

3.If you me with this exercise ,I will the same for you one day

a.helped b.would help c.help d.will help 4.The English good traditions

a.have much b.have many c.has much d.has many

-Work individually

- Listen to T’s instruction and complete the table the form of active and passive verbs

-Give the other wexamles to illutrate Some Ss read their answers to the class and give their explanation

-Ss work individually

-Give the correct form of tenses of verbs in parentheses

Expected answer:

1.finished 2.have you seen 3.are working 4.flow

5.goes 6.was sitting 7.had forgot 8.see/ willremind Expected answer:

1.told

2.have been –were 3.help

(78)

5.If he , the results will be better

a worked b.works c.has worked d.will work

III-MISTAKE CORRECTION

1.Mary is living in LonDon She have been there for

12 years

2.If Sarah knew you were here, she willnot go out 3.I have lived in a small house near the coast for

1990

4.I seethis film three timesup to now

Expected answer: 1.has been

2.would not 3.since 4.have seen

IV-Consolidation:- Retell all grammatical points from U7 to U8 V-Homework - Do all exercises again and more in workbook - Prepare REVIEW: STRUCTURES

D.P: 30/11/09 Period:51

D.T: 02/12/09

REVIEW

A.OBJECTIVES:

B.PROCEDURE:

III- New lesson: REVIEW: STRUCTURES

WARMER:Find someone who

Did you use to ? Name have a favourite toy when you were a

child?

have a nickname?

cry at night when you were a child? hate school?

play hide andseek? have a pet?

PRESENTATION

I SENTENCE TRANSFORMATION

-T asks Ss to rewrite each sentence, beginning as shown , so that the mening stays the same

1.She began to play the piano years ago

->She 2.He doesn’t play tennis any longer

->He used 3.John has invited us to his party tonight

->We

4.Sharah got lost and this made her parents very worried ->Sharah got lost

-The whole class make questions for friends fine someone who used to If the answer is”yes” , you write his/her name in the column

1.She has been playing the piano years ago

2.He no longer plays tennis He used to play tennis

3.We have been invited to John party tonight

4.Sharah got lost which made her parents very worried

(79)

5.Although the children was poor, they were happy ->In spite of 6.Look at these louds !There ‘s no rains on the way -> Look at these clouds! It’s 7.Because he works harder, he will pass the exam -> Because of

II-FORM :

1.S+ began /started + V-ing /to-inf ago ->S+has/have/+(been)+ Ving/Ved since/for 2.Not any more/any longer

-> No longer/ used to + V-inf

3.Relative pronoun: replace the clause preceding 4.Although In spite of

Though +S+V-> Despite + N/Ving Even though

5.Because + S+V -> because of + N/Ving 6.Used to + bare inf

Be used to + Ving Be used to + Infinitive Be used for + V-ing

III-MISTAKE CORRECTION

1.I’m tired because I’m not used to stayup late 2.Even though the extremely bad weather in the mountains, my friend decided not to cancel their trip

across the mountain pass

3.My car, that I have ownedfor five years , is a Ford.

4.If a drop of oil is placed in a glass of water, it would

float to the top

5.Unless we work harder, we will finish on time 6.Is this the person whose you asked me about? 7.Lan was absent from class yesterday because of she

was ill

8.Although his illness , he managed to come to school

poor

6.Look at these clouds! It’s going to rain on the way

7.Because of working harder, he will pass the exam

-Ss give their comment s about the structures of sentences

-Ss speak loudly and explanation

-Ss work individually and compare their answer with a friend

-Ss give the correct answers -Expected answer:

1.to staying 2.In spite of 3.which 4.was replaced 5.If

6.whom 7.because 8.In spite of

IV-Consolidation:- Retell all grammatical points from U7 to U8 V-Homework - Do all exercises again and more in workbook - Prepare REVIEW: REPORTED SPEECH

D.P: 05/12/09 Period:52

D.T:07/12/09

REVIEW

A.OBJECTIVES:

B.PROCEDURE:

(80)

Teacher’s activities Students’ activities PRESENTATION

1.Examples:

a.“I saw her on my wayto school yesterday” he says to me

->He says to me he saw her on his way to school yesterday

b.“I saw her on my wayto school yesterday” he said -> He said he had seen her on herway to school the day before

2.Eliciting:

*When verb: say tell in the present , present perfect or simple future, no change tense of verb in the reported clause

* When verb : say , tell in the past , we change the tense of verb in the reported clause( to move one tense back)

- change adv of time

- change pronouns , adj possessive for suitably

PRACTICE :

I.Change these following sentences into reported Speech

1.” I’ll see you tomorrow” -> She said 2.” I met her about three months ago” -> He told me

3.” I must go out to post thisbetternow, Mum,” he said

-> He said

4.” If you want to lose weight , you should eat less meat”

-> The doctor advised her 5.” We cannot finish th etest in forty five minutes” ->They said

6.”My husband has gone on business” -> Mary said 7.” I am doing a business couse now” -> She told me

8.Mary said “ I canot go to the movie with you , John”

-> Mary said

II.Mistake correction

1.At the interview, they asked me when can you start work

2.She wanted to know whether I have seen Paul

recently

3.I asked Sean howto pronounce his name?

4.The teacher said to her students how many

people there were in their class

5.He asked me how long had I been waiting for

him

-Ss retalk the ways to change directed speech into indirected speech

-Distinguish two sentences

-Listen to T’s eliciting

Ss work individually and then compare their answer with a friends

-Ss go to the board and write down -The others check and correct mistakes Note: * Change adv of time , place

Directed speech indirected speech Here

Before Last week Next week Now This These Today Tomorrow yesterday

There Ago/earlier The week before The next week Then

That Those That day The next day The day before The previous day I

You We My

Yours truly, our me

(81)

IV-Consolidation:- Retell all grammatical points from U7 to U8 V-Homework - Do all exercises again and more in workbook - Prepare REVIEW: CONDITIONAL SENTENCES

D.P: 23/12/08 Period:52 D.T:25/12/08

REVIEW

A.OBJECTIVE:

B.PROCEDUCE:

II- New lesson: REVIEW: CONDITIONAL SENTENCES

CONDITIONAL SENTENCES 1.Real conditional sentences

a.Future possible

If + S+V(simple present), S+ will +V-bare inf b.habitual

If + S+V(simple present), S+ V(simple present)

2.Present unreal conditional sentences

If + S+V(simple past), S+ would/could+V-bare inf Be-> were

3.Past unreal conditional sentences

If + S+V(past perfect), S+ would/could+have +Vpp

4.If clause -> unless

* negative -> affirmative(main clause doesn’t change) Ex: If you don’t study hard, you’ll fail in the exam -> Unless you study hard, you’ll fail in the exam *Affirmative -> Affirmative ( Main clause -> reverse) Ex: If I have time I’ll help you

-> Unless I have time , I won’t help you

5.As if and as though

-Ss listen and give out examples Ex: If I have money, I will buy new car

Ex: Ann usually walks to school if she has enough time

Ex: If you went to the post office, I would meet you

Ex: If we hadn’t attended the course , we would have failed the exam

(82)

* Real in present

S+V(present) + as if /as though +S+V( present) * Unreal in present

S+V(past) + as if /as though +S+V( past) * Unreal in the past

S+V(past) + as if /as though +S+V( past perfect)

PRACTICE WORD FORM

1.If I (know ) his telephone number I’d give it to you

2.Hecould get a job easily if he (have ) a degree 3.Henry talks to hisdog as if it (understand ) him 4.If she (not hurry) , she may be late

5.Water ( not run ) down hill if there were not gravity

6.He looked tired as if he ( work ) very hard

7.If you ( turn ) out the light , we shall be in the dark 8.He might get fat if he (stop) smoking

9.I ( accept) if they invite me to the party

REWRITING SENTENCES:

1.Alan always ate breakfast , he wouldnot overeat at lunch

-> If 2.The wind is blowing hard , so I won’t take the boat out for a ride

-> If 3.We don’t visit our parents very often because they live so far away

-> If 4.I can’t look the word up because I havenot got a dictionary

-> If 5.Nick can’t find the way because he hasnot got a map -> If

-Ss go to the board and write down -The others check and correct mistaks

IV-Consolidation: Ask Ss to retalk the grammatical points in this lesson V-Homework -Do more exercises in work book

- Prepare REVIEW

(83)

D.T:

REVIEW

A.OBJECTIVE:

B.PROCEDUCE:

II- New lesson: REVIEW: EXERCISES

PRONUNCIATION

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

1a.around b.mouse c.count d.country 2a.mechanic b.achievement c.chemistry d.school 3a.cut b.fun c.pull d.button 4a.camera b.famous c.glad d.family 5a.seat b.leave c.increase d.ready

II-Stress:

6a.computer b.important c.village d.condition 7a.television b.community c.atmosphere d.damage 8a.persuade b.relax c.research d.export

MULTIPLE CHOICE

1.Yesterday , when I at the station , the train for 15 minutes

a arrived/ had left b.arrived /left c.had arrived /left d.arrived/ has left 2.Would you mind me hand with these bags? a give b.to give c giving d.to giving 3.When I was a child I fishing with my father on Sunday morning

a went b.had gone c.used to go d was used to going 4.Marie Curie harboured the dream of a career which was impossible for a woman at that time

a scientist b scientific c science d scientifically 5.This computer isnot capable running this software a.on b.of c.in d.for

6.Students for English is a secon language should consider taking the course

a who b whom c.that d.whose 7.If I John tonight , I him my plans

a.saw/told b.will see/will tell c.see/will tell d.will see/tell

MISTAKE CORRECTION

1.Even though the extremely bad weather in the mountains , my friends decided not to cancel their trip

across the mountain pass

2.Have the play already startedwhen you got to the theater?

3.My car, that I have ownedfor five years, is a Ford.

-Ss go to the board and write down -The others check and correct mistaks

* Expected answer pronunciation

1.d 2.b 3.c 4.b 5d

6.c 7.b 8.d multiple choice 1.a 2.c 3.c 4.b 5.b 6.b 7.c

mistake correction

1.Even though-> Despite, In spite of

2.Have -> Had 3.that-> which

(84)

4.The installation of the new computer systerm will completedby next month

5.She wanted to knowif I saw Paul resently

IV-Consolidation: Ask Ss to retalk the grammatical points in this lesson V-Homework -Do more exercises in work book

- Prepare THE FIRST SEMESTER TEST

D.P:06/12/09 Period:54

D.T:07,08,09/12/09

UNIT 9: UNDERSEA WORLD

A READING

I.OBJECTIVES:

- Helping Students get knowlegde about undersea world

-Use vocabulary items related to the undersea world to read and talk about the topic II.TEACHING AIDS: text book……

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance 2-Checking: No

3- New lesson: Lesson 1: READING

Warm up: Brainstorming

-T asks Ss to give words that are related to the sea and write into a small paper

- T calls on some Ss to write on the blackboard shark UNDER

dolphin SEA Fish Seal whale Starfish

- Ss work in groups of six and write the words related to the sea and write into a small paper

- Write them on the board

(85)

PRE-READING

Activity 1: Names of the oceans on the map

-T asks Ss to look at the map carefully and give the VietNamese names for the oceans on the map

- Work in groups of five

- The winner is the group who finds the correct answers in the shortest period of time

- Rub out and remember

Activity 2: Names of sea animals

- T asks to give the VietNamese names of the animals in the pictures

- Then T asks Ss for the English names of these animals -If Ss not know them in English , T should provide them

Activity 3:Pre-teaching vocabulary

+ Bay(n): + mystery(n): + beneath(pre) [bi'ni:θ]: under st/sb : +Submarine: + Marine: life in the sea:

+ fall into: to be able to be divided into sth: + water current (n):

+ organism(n) ['ɔ:gənizm]:

+ at stake : at risk : bi de doa

-T may delete the English words and asks Ss to write them again -Read them carefully

WHILE READING TASK 1: GAP-FILLING

-Read the passage quickly and stop at the lines that contain these words to guess their meanings

- Then read the sentences carefully to understand and choose the most suitable one to fill in the blank

- T asks Ss to work individually to the task - T goes around to help Ss when necessary

- Encourage Ss to exchange their answers with other Ss - Tell them and explain their choices

TASK 2: ANSWERING QUESTION

-T instructs Ss to use some strategies to the task

- Go back the passage to find out the information for the questions - T asks Ss to work individually first and then discuss their answers with peers

- T calls on some Ss to write their answers on the board and ask them to explain their answers

POST READING :SUMMARY THE TEXT

-Complete the passage by filling each blank with the word or phrase given in the box

- Work in groups

write the names of the oceans on the map - Expected answer: Arctic Ocean:['ɑ:ktik] 2.Antartic Ocean: [„n'tɑ:ktik]

3.Pacific Ocean: [pə'sifik] 4.Atlantic Ocean: [ət'læntik] 5.Indian Ocean: ['indjən] -Expected answer: 1.Seal: [si:l]

2.Jellyfish: ['dʒelifi∫] Turtle: ['tə:tl] 4.Shark: [∫ɑ:k] - Work individually

- Pronounce these words in chorus

-Rub out and remember

- Work individually - Expected answer: 1.tiny

2.investigate 3.gulf

4.biodiversity 5.samples

-Expected answer: 1.three- quarters 2.mysterious 3.modern 4.discoveries 5.biodiversity 6.huge

7.plants and animals 8.closely connected

4-Consolidation:- Summarize the main points of the text 5-Homework - Learn by heart new words

(86)

D.P:07/12/09 Period:55 D.T:09,

B SPEAKING

I.OBJECTIVES:

By the end of the lesson Students will be able to

+ offer solutions to sea problems using should / shouldn’t + talk about causes and consequences of sea problems + report on discussion results

II.TEACHING AIDS: text book,picture III.PROCEDURE:

2-Checking: Reading the passage and answering the questions without textbook 3- New lesson: Lesson 2: SPEAKING

Warmer: Pictures description

-T asks Ss to work in groups to discuss 1.What can you see in the pictures

2.What problem is it?

PRESENTATION

TASK 1:OFFERING SOLUTIONS

- Work in pairs to put the actions in the order of importance and then say what we should or should not

- Before the task , T asks Ss to read through the actions - Elicits vocabulary

+ to place= to put + sparingly (adv)

+ to threaten (v) = endanger(v) + herbicide(v) thuoâc diêt cỏ + to dispose of(v): loai bỏ

+ pesticide (n): thuốc saâu

* In your opinion, which action should you to protect oceans at first?

* which action should not you

- T goes around and help them if necessary

- Work in groups

- Picture & 3: Rubbish in the shore

-Picture 2: oil spill - Ss speak their ideas in front of class

- Before doing the task, Ss read through the staterments and understand them

- Pronounce the newwords - give the Vietnamese meaning of them

- Ss represent their ideas about problems

a.we should b.we should c.we should d.we should not e.we should not f.we should g.we should h.we should

(87)

- T asks Ss to reprsent their answers

TASK2: DISCUSSING CONSEQUENCES AND OFFERING SOLUTIONS

-T asks Ss to work in groups and discuss the consequences that might occur and offer solutions

- Useful expressions

+ to make sth/ sb + adj : this makes the ocean polluted

+ to result in +N: Over-fishing results in the extinction of some fish species

+ to cause: Oil spills cause ocean pollution

- T might give the handout to help them in discussing

Threats consequences solutions

1.beaches filled with plastic bags

Polluted water Place plastic bags in proper dusbins 2.whales and

hurnted for food

Extinct/ disappear Don’t let people sell whale products 3.Explossives used

to catch fish

Polluted water Be banned 4.oil spilled from

tankers Polluted water Punish captain

POST-SPEAKING

TASK3: REPORTING THE RESULTS

- T calls on the representative of each group will present their group’s ideas in front of class

- T listens their comments and gives feedback

the consequences that might occur and offer solutions -Ss write simple ideas into the box

- Give more other

consequences and solutions Example:

A: Beaches are filled with plastic bags , pieces of glass and cigarette butts This makes the sea polluted and endanges sea plants and animals

B We should clean beaches and tell other people not to litter them.

-Report their result of their group

- The others listen and supply more ideas

4-Consolidation:- Summarize the main points of the text

5-Homework - Talking about the consequences and solutions of sea problems - Prepare Lesson 3: LISTENING

D.P:13/12/09 Period:56

D.T:

C LISTENING

I.OBJECTIVES:

I-Knowledge: Helping Ss get information about sea animals II-Skill : Listening skill

II.TEACHING AIDS: cassette player III.PROCEDURE:

2-Checking: Talking about threats , consequences and solutions of oceans 3- New lesson: Lesson 3: LISTENING

(88)

WARMER: Answering the questions

-T asks Ss to look at the picture and answerT’s questions first

1.Do you think whales are fish?Why not? 2.Why people keep hunting for whales?

PRE-LISTENING Activity 1:Vocabulary

-Before eliciting some newwords, T helps Ss to pronounce the words given in the book

-T read aloud first and ask Ss to repeat in chorus and individually

+to keep+V-ing:

Ex: We keep working hard in this course + krill(n) :nhuyễn thể

+ whaling(n) hunting for whales: săn cá voi

+to migrate(v) to move from one habitant to another according to the seasons: di cö

+conservation(n) : bảo tồn

WHILE-LISTENING

TASK1:TRUE OR FALSE STATEMENTS

-T instructs Ss to listen to a passage about the whales.Listen and decide whether the staterments provided are true or false

-Before listening , T asks Ss to read all statements to understand and underline key words

-Play the tape three times -Call on some Ss to answer -Feedback

TASK2: ANSWERING QUESTIONS

- You are going tolisten to the tape again to answer the question in the textbook

-Ss read through the questions and underline key words

-Guess the answers to the question based on the previous times of listening

- Play the tape again

- T asks Ss to work in pairs to exchange answers - T checks their answers

POST-LISTENING

-Work in groups to talk about whales using the cues provided

The whole class look at the pictures and answer Qs

+ They are not fish because they raise their young on milk

+ Because they catch whales for food , oil ,leather and other products

-Work individually

- Speak aoud the newwords and elicit ther meaning

- Guess what topic you will listen today

- Work individually - Read all statements to understand and underline key words

- Expected answer:

1.F( it is the largest animal) 2.T

3T

4F(because of heavy hunting pressure)

5.T

-Work in pairs

-Guess the answers first -Listen to the tape again and answer the questions

-Expected answer:

1.30 metres in lengthand 200 tons in weight

(89)

+ their length and weight

+their feeding grounds and food +the reasons for protecting whales -T goes around to offer help

-T asks some Ss to give a talk about whales - Feedback and give correct answers:

5.to stop most whaling 6.Whales disappear forever

5-Homework - Talking about the information of whales and write a short paragraph -Learn by heart new words

- Prepare Lesson 4: WRITING

D.P: 14/12/09 Period:57

D.T:

D WRITING

I.OBJECTIVES:

By the end of the lesson Ss will be able to write a descriptive paragraph about dolphins by using the facts and figures from table

II.TEACHING AIDS: text book III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance 2-Checking: Talking about information of whales from listening 3- New lesson: Lesson 4: WRITING

WARMER:Brainstorming

-T divides the whole class into groups -In minutes , Ss write many piecies of information about dolphins as possible

-The group with the most details will be winner

Dolphin

PRESENTATION

TASK1:Exploiting the model 1.Vocabulary

-T elicits some newwords that appear in the text or in the table

+ sperm whale(n) cá nhà táng + squid(n) :mực

+ gestation(n) : thời kì thai nghén + entrapment(n) :bị mắc bẫy +habitant(n) :môi trường sống +offspring(n)= a child , the young of an animal

+ Life span(n)= the length of time that sth is likely to live: tuổi thọ

-Work in groups of

-Write the words that are related to the words “ dolphin”

+ Length and weight

+ their food and feeding grounds + populations

+ reasons for protecting

-Work individually

-Give the VietNamese meaning of the words from the paragraph

(90)

2.Format of a descriptive paragraph

+ Topic sentence: what you want to derscribe about

( provides the name of sthing you are going to write about and its most remarkable feature) + the other sentences : describe the sthing’s details

+the last sentence: problems , concerns and people and you want to write

3.Filling in the table

-T asks Ss to read the paragraph carefuly and complete the information in the table

-T gets ss to exchange with another peer -T checks Ss answers by asking some Ss to go to the board to write their answers

-Feedback and give correct answers: TASK2:Writing :

-T asks Ss to write the topic sentence for the paragraph

-T checks their topic sentences nd provide feedback and give correct answers:back - Then ask Ss to write the paragraphs : remind them to refer to the model paragraph in task -While Ss write , T goes around to observer and provide help

-If Ss find it difficult, T may ask them to write sentence by sentence and combine them later POST-WRTING

- T asks Ss to exchange their paragraph with another student for peer correction

-Collects mistakes and errors -T gives general cooments

-Ss format the paragraph by asking the teacher -Work individually

-Work in pairs and complete the table SPERM WHALE

Range& habit All oceans

Prefer waters with high squid populations

Size Male:18m in length : 54,000kg in weight Female:12m 17,000 kg

Feeding habits

Carnivores :eat mainly squid.Eat up to 1500 kg of food daily

Offspring Give birth to one calf every 5-7 years.Gestation period :14-19months

Life span Up to 60-70 years

Special features

Biggest animals that have teeth on Earth.Have the largest brain of all mammals

Conversation concerns

At risk due to hunting and accidental fishing net entrapment

4-Consolidation:- Summarize the main points of the text 5-Homework - Rewrite a a descriptive paragraph -Learn by heart new words

D.P:15/12/09 Period:58

D.T:

I.OBJECTIVES:

By the end of the lesson Ss will be able to distinguish the sounds/i /and /u / - Grammar: should or shouldn’t andconditional type

II.TEACHING AIDS: Text book, cassette player III.PROCEDURE:

(91)

2-Checking: Talking about information of whales from listening

3- New lesson: Lesson 5: LANGUAGE FOCUS

PRONUNCIATION: Activity

*Examples:

Bear meat fear sure pure /ea/ /i:/ /i / /u / /u / -Help Ss to distinguish these the sounds

-Instructs the way to pronounce them

-Ask the whole class listen and repeat them in chorus

Activity 2:Practise the sentences Grammar:

I-SHOULD and SHOULDNOT 1.Examples:

a.She looks tired.->She should go to bed

b.Peter has got avery bad cold-> He shouldnot go out 2.Form:

SHOULD

SHOULDNOT V-(bare infinitive) 3.Meaning:

SHOULD sth= It is a good thing

SHOULD not sth= It isnot a good thing 4.Practice : exercise 1&2 in the textbook -T asks Ss to exercise &2

-T goes around and help them

- call on some Ss to write their answer on the board -feedback

II-CONDITIONAL SENTENCE : TYPE2 1.Example :

a.Today peter is ill, he cannot go to the school -> If today Peter werenot ill, he would go to school b.She eats too much sugar, she is very fat

->If she did not eat too much sugar, she wouldn’t be fat

2.Form:

If S+V(past subjunctive ) , S+ would/could + V(bare infi) -> to express things or action that are unreal (not true or not possible) in the present or in the future

Not : be ->were for all Subjects

3 Practice : exercise 3(textbook) Put the verbs into the correct form

PRODUCTION: Matching game

-T asks Ss to read the If-clause in the left column and the main clause in the right column and matching them

If clause Main clause 1.If I had a big house

2.If she didn’t est much sugar

3.If he did morning exercises

4.If the students worked

a.They would give the good marks

b.He would be fit c.I could invite many friends to my house d.She would be fat

-Distinguish the sounds -Repeat after T

-Practise the sentences

- Do exercise 1&2 in the textbook

-The whole class make the conditional sentences - Give the form and uses - Practise exercise in the textbook

-Expected answer: 1.didn’t go

2.would feel 3.would take 4.refused 5.wouldn’t let 6.closed down 7.pressed 8.would be 9.didnot come 10.borrowed 11.walked

(92)

harder

4-Consolidation:- Summarize the main points of the text 5-Homework - Review the conditional clauses

-Do exercise 1,2 and again and more in workbook - Prepare Lesson 1: READING

D.P:21/12/09 Period:59

D.T:

UNIT 10: CONSEVATION

A.READING

I.OBJECTIVES:

By the end of this leson Ss will be able to improve reading skills as scanning for specific information about Conversation and guessing meaning in context

II.TEACHING AIDS: Text book, pictures III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance 2-Checking: Rewriting the conditional sentences

3- New lesson: Lesson 1: READING

WARM UP: BRAINSTORMING

-T asks Ss to give some difficult problems which people have all over the world(poverty, hungry, Aids, )

-T asks Ss to work in group by brainstorming that related to environment

-T says : One of solutions about environmet is “Consevation”

* What is consevation?

PRE-READING

Activity 1: Answer the questions

-Look at the pictures, and then answer the questions: 1.Have you ever visited a zoo or a forest?

2.What animals are you interested in ? why?

3.Do you need to protect animlas and forests? Why or why not?

-T goes around and to provide help

-T calls on some ss to answer the question in front of class

Activity 2:Present vocabulary

-T asks Ss toread through the passage and present vocabulary

+ to destroy(v) end sth, kill sb/ sth

pollution Environmental forest fire problems

floods Answer: Consevation is the

protection of naturalthings , such as plants and animals

-Look at the pictures and answer T’s questions

-Some Ss speak their ideas in front of class

(93)

-> destruction(n) phá hoại + to play an important in Sth

+ to clean up (v) : to make sth clean and neat + to consever(v) to protect sth from harm + to pass law(exp)

-To worsen(v) to become worse -T asks Ss to read these words aloud -Rub out and remember

WHILE-READING TASK1: MATCHING

-T asks Ss to amtch the word in column A with a suitable defition in column B

-T writes the words on the borad

- Call on some Ss to give the correct answer -feedback

TASK2: TRUE OR FALSE

-T asks Ss to read the passage clearly and decide if the staterments are ture or false

-Let them have minutes to work in silent annd then encourage them to compare with a friend

- T calls on some Ss to give ther answer in front of class -Feeback

TASK3:MAIN IDEAS FOR EACH PARAGRAPH

-Choose the most suitable main idea for each paragraph and get some evidents from the passage

-Calls some ss to give the correct annswer and support ther explanation

POST-READING

Work in groups : Answer the questions

1.What is the consequence of losing forest? 2.How important is water in our life?

3.What should we for the future of our planet?

out the newwords

-Give the VietNamese meaning -Pronounce them aloud

-The whole class

-Read the passage and give the part of speech of words in task1

- Match them with defition -Expected answer:

1.C 2.A 3.D 4.B -Th e whole class read the statements and decide if they are true or fasle -Some Ss speak out their answer and explanation

-Asnwer:

1.T(line2 ) 2.T(line 3-5) 3.T(line11-12) 4.T(line15-16) 5.F(line 11-12) 6.F

-Work in pairs -Answer:

A-3 B-4 C-2

-Work in groups of

4-Consolidation:- Summarize the main points of the text 5-Homework -Learn by heart new words

- Prepare Lesson 2: SPEAKING

D.P:28/12/09 Period:60

D.T:

B.SPEAKING

I.OBJECTIVES:

By the end of this leson Ss will be able to talk about advantages and disadvantages of the new kind of zoo

(94)

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance 2-Checking: Checking their new words

3- New lesson:Lesson 2: SPEAKING

WARM UP:CATOGORIES

-Instruction: Below is the list of animals Classify them to the following catogories

Handout:

Farm animals Wild animals Pets Horse, elephant, monkey, sheep, pig, hen, tiger, graffe, snake, lion, cat, pirrot, tortoise, fish, panda, shinoceros -Make questions and answer them

1.Have you ever been to the zoo?

2.What animals can you see in the zoo and in the wild? 3.What are zoo opened for?

4.What animals are in danger?

PRESENTATION TASK1:Discussion

Instruction: You are required to work in pairs to put the actions in the order of importance and then say what we should or shouldnot

-T reads through two paragraphd loudly -presents vocabularies:

+sensitive(adj)quick to response to: nhạy cảm +Imprison(v) put or keep prison

+reconstruct(v) build again

+reintroduce(v)tha ûvề môi trường cũ +to be famous for (exp)

-T asks Ss to answer Ss questions by discussing the information in paragrapg A-B

-Call on some Ss to give the correct answers -Feedback

TASK2: Agreement and disagreement

-T asks Ss to put a stick (v) in the right column to show your agreement and dis agreement Then share your ideas with a partner

-T asks to use structures to express someone’s opinion *Useful language

+ Asking opinions:What you think of ? Do you think ?

Do you agree with ? + Giving opinions: I think I don’t think In my opinion +Showing agreement: I agree with you

Yes, I think you are right Exactly

-Work in groups

- Go to the blackboard and write down quickly

- Another Ss check and correct *Expected answer

Farm animals

Wild animals

Pets Horse,

sheep, pig, hen, fish

Elephant, monkey, snake, lion, tortoise, panda, shinoceros

Cat, parrot, fish

-Listen and answer T’s questions

-Listen to T’s instruction

-Work in pairs *expected answer:

1.They are opened to help endangered species develop 2.The animals are not kept in cages They can live in their natural environment

(95)

+ Showing disagreement:I don’t really think so Yes, but

I would doubt that -T set the model

T:I think It would be better for animals if they live in the zoo of the new kind because they may have better food S: I agree with you

TASK3: Advantages and disdavantages

-T asks Ss to work in groups again to discuss the

advantages and disdavantages of the new kind of zoo using the cues provided in the textbook

-Then share group reports in front of the class

PRODUCTION : REPORTING

-Work in groups

-Talk about advantages and

disdavantages of the new kind of zoo using the cues

-The representative of each group will present their group’s ideas

4-Consolidation:- Summarize the main points of the text 5-Homework -Learn by heart newwords

- Prepare Lesson 3: LISTENING

D.P:29/12/09 Period:61

D.T:

C LISTENING

I.OBJECTIVES:

By the end of this lesson Ss will be able to get specific information about forest fires -Improve listening skill

II.TEACHING AIDS: text book, cassette player II.PROCEDURE:

2-Checking: Asking Ss to speak your ideas about a new kind of zoo 3- New lesson: Lesson 3: LISTENING

WARM UP: NOUGHT and CROSSES

-T puts a grid on the board with nine words which Ss have learnt from the previous lessons

Conserve Clean up Destroy imprison reintroduce Sensitive Hydroelectric worsen destruction

PRE-LISTENING 1.Discussion

-T asks Ss to work in groups to discuss what may cause a forest fire

-T calls on some Ss to present their answer

2.Present vocabulary

+ forester(n) a person in charge of a forest or skilled in forestry

+ awful(adj) very bad or pleasant + to put out(v) :dập lửa

-T asks Ss to listen and repeat the given words in the textbook

WHILE-LISTENING

TASK1: NUMBERING EVENTS

-Ss work in pairs One of the students copies the grid in his /her book -make sentences with these words If the sts is correct , she /he puts the mark “O” or “X” in that square

-Work in groups

The cause campfire

of forest fire butts of burning cigarettes lighting

(96)

Instruction:You are going to listen to a passage about forest fire Listen and number the events in the order you hear -First, T asks Ss to read through the sentences to understand what each of them is about

-Underline key words

-Then play the tape sothat Ss listen clearly -Call on some Ss to give their answers -Listen and give the correct answer

TASK2: TRUE OR FALSE STATEMENTS

-Now listen again and decide whether the following statements are true or false

-Before listening again , T asks Ss to read through the sentences to underline words

-Play the tape again

Call on some Ss to give their answers -Listen and give the correct answer

TASK3: CHOOSE THE SENTENCES HEARD

-T asks Ss to put a tick (v) in the appropriate box after listening again

-Read through the sentences you understand -Check and give feedback

POST-LISTENING

Work in pairs : Say how a forest fire may start and what every camper ought to remember

Student A: a journalist Student B:a forester

-Work individually and then compare their answer with a peer

-Expecetd answer: 3-2-5-1-4

-Read the sentences and decide whether they are true or false - Give the correct answer and explanation

- Pay attention to key words *Expected answer:

1F(It spreads quickly) 2F( in late summer) 3.T

4T

5F( It is the duty of everyone of us) -Read them silently

-Pay attention to the different parts -Give the correct answer

1.A 2.B 3.A -Work in pairs

4-Consolidation:- Summarize the main points of the text 5-Homework -Learn by heart newwords

D.P:30/12/09 Period 62

D.T:

D WRITING

I.OBJECTIVES:

(97)

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance 2-Checking: Talking about some causes of a forest fire

3- New lesson: Lesson 4: WRITING

WARM-UP:Jumpled sentences

-T asks Ss to work individually and arrange these jumpled words into a meaningful sentence

*Dinner/ evening/ for/ go/ like/ out/ this/ to/ you/ would? -> Would you like to go out this evening for dinner? *Ask some questions:

1.What purpose of this question is it?

2.Have you written a letter of invitation ? On which occasion?

3.What you often write in a letter of invitation? 4.What are some expressions you write in a letter of invitation?

PRESENTATION TASK1:Matching 1.Vocabulary

-T asks Ss to read the requirements to understand Then match the first half in A with the suitable half in B -T writes their answers on the board and gives any correction

-T gives the form of the verb in the structures 1.Let’s + bare infinitive 2.Why don’t you/ we + bare infinitive? 3.Would you like + to- infinitive? 4.Do you feel like + V-ing?

5 Can you/ could you + bare infinitive? 6.How about/ What about +V-ing?

7.Shall we + bare infinitive? 8.Are you free + to -infinitive? 9.I suggest + V-ing

Task 2: Letter completion

Instruction: You are required to fill each blank in thses invitation letters with a suitable expression provide in task For each blank you can have more than one answer - First T asks Ss to read through the letters to understand the content of them

-Pay attention to the form of the verb that follows the blank and then find the suitable expression to complete

-T gets ss to exchange with another peer

-T checks Ss answers by asking some Ss to go to the board to write their answers

-Feedback and give correct answers: TASK3:Writing :

-T asks Ss to write an invitation in which Nam invites Lam to spend a weekend with him, using the cues provides -T reminds Ss that they sholud use all the language items provides together with other items to produce meaningful

-Work individually and speak out the sentence

-Give the VietNamese meaning of the words from the paragraph -Read them carefully

-The whole class listen to T and answer Qs

-Give another example

-Work individually

-Encourage Ss to exchange their answers with another peer - Give correct answers

1.Are you free/ Would you like 2.Would you like/ Are you free How about/ What about

(98)

and grammatically( tense of verbs, articles, prepostion ) correct sentences

-While Ss write , T goes around to observer and provide help

-If Ss find it difficult, T may ask them to write sentence by sentence and combine them later

POST-WRITING

- T asks Ss to exchange their paragraph with another student for peer correction

-Collects mistakes and errors -T gives general comments

-Work individually -Peer-correction

4-Consolidation:- Summarize the main points of the text 5-Homework - Complete the letter at home

-Learn by heart the strutures

D.P: Period:63

D.T:

E.LANGUAGE FOCUS

I.OBJECTIVES:

By the end of the lesson Ss will be able to distinguish two sounds /b/&/p/, using Passive Voice correctly

1-Settlement: Greeting the class & checking students’ attendance 2-Checking: Checking their newwords

3- New lesson: Lesson5: LANGUAGE FOCUS

PRONUNCIATION

Activity 1:Pronounce the two sounds separately -T models the two sounds twice or three times - T pronounces the sounds and asks Ss to repeat -T gives feedback

Note: p, b stand after m-> they are not pronouced

Activity 2:Practise the sentences

-T reads the sentences and asks Ss underline the words with the sounds and write/ b/or /p/ under them

-T asks Ss to practise the sentences in pairs -T goes aroung to provide help

GRAMMAR: PASSIVE VOICE 1.Examples:

-T asks Ss to change thses sentences into passive voice a.My mother wrote this article yesterday

->

b.She can use English everyday ->

c.We have used this car for ages ->

2.Form and use:

The whole class listen and repeat the words in their textbooks -Some Ss read them loudly

-Practise the sentences individually

- Work individually

-Change the sentences into passive voice

-Go to the board and write their answers

-Give feedback

1.This artice was writtenby my mother yesterday

(99)

a.Form: AV: S + V + O PV: S be+past participle by O -T elicits the form and meaning , use of the passive voice -T revises the ways to change a active sentece into a passive one

+The passive can be used in various tenses + Meaning: Passive

+Use: express what happening , not who or what did it 3.Practice : exercise and2 in textbook

-T asks Ss to compare their answers with another student -T calls on Ss to write and give the correct comment

PRODUCTION

Mistake correction: Find out the mistake in the following sentences and correct them

1.This room has been used by nobody for age 2.The article was written yesterday by my mother 3.Is beef eaten by people in India

4.Books may be borrowed from our library by readers 5.The chickens often are fed twice a day

3.This car has been used for ages -Retell the form , use and tenses in passive sentences

-The whole class exercise 1,2,3 - Compare their answers with a peer - Read their answers in front of class and give explanation

-Work in groups

5-Homework - Practise exercises in textbook again and in workbook -How to change a passive voice

- Prepare unit 11- READING

D.P:03/01/2010 Period:64

D.T:05;06;07/01/2010

UNIT 11: NATIONAL PARKS

A READING

I.OBJECTIVES:

By the end of the lesson Ss will be able to improve reading skills as scanning for specific information and guessing meaning in context

II.TEACHING AIDS:text book, pictures… III.PROCEDURE:

(100)

2-Checking:

3- New lesson: A.READING

PRE-READING

Activity 1:Answering the questions

1.Name some national parks in VietNam you know or hear about

2.What trees and animals can you see in a national parks? -T asks Ss to look at the pictures of three national parks on page 112 and asks:

3.Where are they of them located?

4.What are the most important feature of them?

Activity 2: Presenting new words

+to be located in =to be in a particular place + establish(v) = set up

+ rain forest (n) = tropical forest = temperature forest + orphan(n) = a child without partents

An animal without mother-> orphanage(n) = home for orphan

+ toxic (adj) = poisonous

Activity 3: Rub out and remember

WHILE READING

TASK1: WORDS’ DEFINITION

-T asks Ss to read the definition intask and guess their meaning Then turn back the passage and find the words that express its definition

- Encourage Ss to compare their answer with a partner -Call on some Ss to speak and give the VietNamses meaning if necessary

- Give the correct answers

TASK2; COMPREHENSION QUESTIONS

-T asks Ss to read the passage carefully again and answer the questions in the textbook in pairs

- Call on some pairs to practise them - Feedback and give correct answers:

TASK3:COLLECTING INFORMATION

-T asks Ss to work in groups of and find the simple information about three national parks

-Complete the following table

Cuc phuong Nairobi Everglades

Location In south west of HaNoi-Vn

In kenya In the south easten US Special features -butterflies , caves, mountains, 1,000 year old tree

-contain 200 km2of

rainforest -large variety of animals & plants -lots of orphaned animals are taken care -both tropical & temperate forest -toxic levels of chemical in the water

The whole class listen to T’s questions and answer

Expected answer: cuc phoung, cat Ba, Cat Tien , phong Nha -Ke bang, Bach Ma, U minh

2.Old trees and rare and endangered animals

-Discuss in groups about two questions

- Read through the three passage and find out newwords that don’t mention in task

- Give the meaning and make sentences with them

- Pronounce them in chorus - Rewrite them after T deletes English words

The whole class task -Expected answer:

1.establish 4.survival 2.contain 5.sub-tropical 3.species 6.contamination

- Read the passages and answer the questions in pairs

- expected answer: 1.200 square km(line4)

2.because the rainy season is over 3.They can learn about the habits of animal, how to recognise the

different and how one species is dependent upon another for survival(11-13)

(101)

of

POST-READING

-Asnwering the questions in groups

1.In three national parks you’ve learnt what park would you like to visit? Why?

2.Why government set up national parks in their country ?

*to protect wildlife

-Work in groups

4-Consolidation:- Summarize the three passages 5-Homework - Learn by heart newwords - Prepare part B: SPEAKING

D.P:04/01/2010 Period:65

D.T:

UNIT 11: NATIONAL PARKS B.SPEAKING

I.OBJECTIVES:

By the end of this lesson Ss will be able to use conditional sentences type to talk about an excursion

Improve Ss’ speaking skill II TEACHING AIDS: Text book… III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance 2-Checking: Reading the passage and answerin gthe questions 3- New lesson: Part B: SPEAKING

WARM-UP:Brainstorming

-T divides the whole class in two groups and give the situation:

Last year we had a camping terip at school ( or picnic with your friends or class) Tell me what you prepared for that trip?

- The representative of each group will present their result -T gives comment and supplies other ideas

PRESENTATION

Activity 1: TASK1: Matching

-T asks Ss to Ss to comebine the things in column A with the corresponding consequences in column B and say out the sentences

-T goes around and helps them -T can explains some newwords + go by( bus, car, coach ) + fine:

+ food poisoning

+ get lost= unable to find way

+ carsick(adj)= feeling sick on the car -Call on some Ss to talk loudly as a model

Model: They went to Huong Pagoda by coach so they got carsick

-Listen to T's eliciting and play game In groups

drinks

food tents luggage Preparation for money a camping trip

candles blankets -Work individually and peer- comparation

(102)

Activity 2: TASK2: Showing regrets

Instruction: You are Nga’s classmates and you are not happy with the excursion to Huong Pagoda.Now you are talking with some friends about what you wish had or hadn’t done as model

Model:If we had not gone by coach , we would not have got carsick

If we had gone by bike , we would not have got carsick

- before Ss the task 2, T asks Ss to read model and tell the grammatical structure is used

- Work in groups to the task - Go around and help them

- Call some Ss to speak loudly their sentences

POST-SPEAKING

TASK3: Asking and answering( look and say technique) - T asks Ss to work in pairs One of you is Nag and the other in another school.Ask and answer about an excursion - T gives the dialogue on the blackboard and asks Ss to make the same

Model:Nga’sfriend: Last Saturday, I phoned you but you weren’t at home Your dad said that you were going on an excursion Where did you do?

Nga.I went to Huong Pagada with my class A: Really? Was that fun?

B Not really? A: Why so?

B: Most of the things we did went wrong A: Tell me, How did you there? 1

B: If we had not gone by coach , we would not have got carsick 2

Nag’s friend Nga

-Ask about the means of transport -.Ask about the food

- Ask about the duration of the excursion -Ask what they did in Huong Pagoda

-Answer -Answer -Answer -Answer

-Listen to T's eliciting and express their regrets about an excursion -Note : Type 3:

If + S+ had + past par , S+ would + have + past par

Use: to express about unreal situation in the past

-Work in pairs

4-Consolidation:- Express your regrets about an excursion by using the conditional sentences 5-Homework - Asking and answering about an excursion

- Prepare part C: LISTENING

D.P:10/01/2010 Period:66

D.T:

UNIT 11: NATIONAL PARKS C LISTENING

(103)

- By the end of the lesson Ss will be able to get specific information about Cuc phuong National Park

- Improve listening skill

II.TEACHING AIDS: Text book, cassete player pictures … III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance 2-Checking: Asking Ss to ask some Qs about an excursion 3- New lesson: Lesson3: LISTENING

WARM-UP: Matching pictures

-T divides the class into groups and gives each group a handout Ss are required to match the name of each national parks in Vietnam with suitabl description

-The first group to have the correct nswer will be the winner

PRE-LISTENING

Activity 1: Answerring the questions

- T asks Ss to read the questions in textbook and work in pairs

-Call some pairs to practise loudly in front of class - T listens and checks their answer

- T writes their answers on the board

Activity 2: Vocabulary

- Ask Ss to listen and repeat the newwords before explaining their meaning

+ threatened and endangerd species:những loài bị nguy hiểm đe dọa

+ ethnic minority: dân tộc thiểu số +flora(n) : hệ thực vật

+ fauna(n): hệ động vật

+defeat(v) to win a victory over a competitor + the Qing invaders:quân xâm lược nhà Thanh

WHILE LISTENING

Task 1: Filling missing information

-T: You are going to listen to the passage about Cuc Phuong National Park in VietNam and fill in the missing information

-Before listening , T asks Ss to read all sentences in task and try to work out what they are going to hear Then anticipate the grammatical form as well vocabulary Ex: in + year

located+ number nearly+ number there are +number its+ noun

-Play the tape twice so that Ss listen the passage clearly -Call on some Ss to give their answers

- Feedback

Task 2: Answering questions

- T asks Ss to read the questions first and understand them -Underline the keywords

- Work in groups of four -Listen information and match pictures

A:Phong nha- Ke Bang B:Ba Be

C: Bai Tu Long D: Ba vi

E: Con Dao - Work groups

-Discuss and give the naswers for Qs in textbook

-Expected answer:

1.Is is the South West of HaNoi 2.It contains over 200 square Km of rainforest

3.It is during the dry season , from October to April when rainy season is over

4.Visit Caves, see butterflies, hike mountains and look at 1000 year old tree

-Pronounce the words after T - The whole class

- Listen to T's eliciting and guess their answers

- Listen to the tape and give the correct answers

-Expected answer: 1.1960

2.160 km

3.100,000 visitors 4.2,000- 450 5.surprise attack

(104)

- Guess the answers without listenning -If not, T plays the tape again

- Encourage Ss to compare their answers with a friend - Check and give feedback

POST-LISTENING:Summary the listening

-T asks Ss to summarize the main point to talk about the special features of Cuc phuong National Park bu using cues below

+ Cuc Phuong is the first + It covers

+In 2002, Nearly + There are about +Nguyen Hue’s army

and answer without listening - Listen to the tape again and give answer

- Expected answer:

1.It covers provinces : Ninh Binh, Hoa Binh and Thanh Hoa

2.It is about 160 km

3.tosmee the work being done to protect endangered species 4.1789

5.on bee keeping and farming - Work individually and peer- correction

- Report again in front of class

4-Consolidation:- Talk about the special features of Cuc Phuong National Park 5-Homework - Write a short passage about Cuc Phuong National Park - Prepare Lesson 4: WRITING

D.P:11/01/2010 Period:67

D.T:

UNIT 11: NATIONAL PARKS

D WRITING

I.OBJECTIVES:

By the end of this lesson Ss be able to write letters of acceptance or refusal -Improve writing skill

II.PROCEDURE:

2-Checking: Asking Ss to ask some Qs about Cuc phuong national park 3- New lesson: Lesson4: WRITING

WARM- UP:NETWORK

-T prepares a handout with a network of the word “ letter” LETTER

PRESENTAION

TASK1: FILING THE BLANK

-T asks Ss to completet the letters on page 117 by filling each blank with one of the ways to accept or refuse an invitation provides in the table

- T asks Ss to work in apairs and reminds them that for each blank they have more than one answer

-T calls some Ss to go and write their answers on the board

TASK 2: MAKING ORDERLY

-Rearrange the following sentences to make a letter

-Ss are divided into groupd and give each group a handout -Ss complete the network with different types of letter they know -The winner will be the group with the quickest and correct answers *Expected answer:

thanking

invitation LETTER love

acceptance -Ss read through the expressions in the table firstly to understand them -The fill them in the blank and give feedback

-Expected answer: 1.That a great idea 2.I’d love to, but

(105)

accepting an invitation to spend a weekend in the country - Ss work individually and exchange their answer with another student when they’ve finished

-Call on some Ss to speak out the letter

* Note :Features of a letter of acceptance or refusal

1.Write a letter of acceptance: -Thank their friends for invitation :

- use one of the ways of accepting to say they agree to join their friend

2.Write a letter of refusal

- Thank their friends for invitation

- use one of the ways of refusal to say they can’t join their friend

-Give out the reason

TASk 3: WRITING A LETTER

- T asks Ss to read the situation and ask them to write a reply letter accepting or declining his /her invitation - T reminds them that they should pay attention to all the features of this type of letter( parts)

PRODUCTION

+ Peer- correction

+ Write their writing on the board + Correct in front of class

I’d love to/ I ‘d like I’d be delighted to

- Ss give the contents that they can write this letter

-Work individually - Make an outline

- Write their writing silently

-Peer- correction -Give their comment

4-Consolidation:- How to write a letter of acceptance or refusal 5-Homework - Complete their writing at home

D.P:12/01/2010 Period:68

D.T:

UNIT 11: NATIONAL PARKS

I.OBJECTIVES:

By the end of the lesson Ss will be able to distinguish the two sounds /t/ and /d/ and practise conditonal sentences Type

- Improve writing skill

(106)

III.PROCEDURE:

PRONUNCIATION

1.Present the two sounds /t/ and /d/:

-T asks Ss to close textbook and read the requirement T: Listen to me carefully and write the words that you’ve listened( play game “ listen and write”)

+ team, ten , top , tooth, plant , protect, indirect, intention hoped

+ damp, door, damage doctor, intend, depend, cleaned, student

- The student writes words correctly in all , T gives him/ her marks

2 Elicit:

+ t -> /t/ : ten ,top, table -> / t / : nature, question -> / / potential, essential

Regular verb: ed ->/t/ when the end sound /p//k/f/s/ / / + Regular verd: ed -> /d/ ex: arrived, cleaned, played

3.Practise the senteces

GRAMMAR: The third conditional sentence

1.Examples

T: Did you go to school yesterday? S: Yes, I did/ No, I did not

T : What would havehappen if you hadnot gone to school yesterday?

S: I would not have understood the lesson -T writes this sentence on the board

If you had not gone to school yesterday, you would not

If-clause main -clause

have understood the lesson

2.Form:

S+ could/ would + have + V3, If +S + had+ V3

3.Use: to express the thing or action that was unreal in the past

4.Practise : exercise 1,2,3 in the textbook

Exercise 1: Complete the following the senteces , using the correct form of the verbs in blanks

- Work in pairs

Exercise 2&3; Write the sentences with If for each situation

-T asks Ss to work individually and then compare a peer - T goes around and offer to help

- feedback and give correct answers:

PRODUCTION

Make conditional sentences for each of the following

-Play game :Listen and write - Distinguish two sounds in the words that they have listened

- Work in pairs

- Retell the form and use the third conditional sentence

-Give the form and use

- Work individually and compare their answer with a peer

- Give feedback and explanation Expected answer:

Ex1:

1.had known 2.had had 3.would have gone4.would

(107)

situations

1 He crashed his car because he fell asleep while driving -> If

2.We couldn’t go to the concert because we didn’t have enough money

->

3.The wind was so strong that the bridge collaped ->

1.If he hadnot fallen asleep while driving, he wouldnot have crased 2.If we had had enough money , we could have gone to the concert 3.If the wind had not been strong , the brigde wouldnot have collaped

4-Consolidation:- How to distinguish two sounds /t/ and /d/ -The form , use of the third conditional sentence 5-Homework - Practise exercise 1,2,3 again and in workbook - Prepare TEST YOURSELF D

D.P:17/01/2010 Period:69

D.T:18;

TEST YOURSELF D

I.OBJECTIVES:

By the end of this lesson Ss will be able to all the exercises that they have learnt in unit 9,10,11

-Improve four skills

II TEACHING AIDS: Text book, cassette player III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance 2-Checking: Asking Ss to rewrite the conditional sentences

a.I was lost because I did not have a map of a city.->If……… b.He couldnot call Lan because he did not have her number->If………

c.We was carsick because we went there by coach.-> If……… 3- New lesson: TEST YOUR SELF D

WARM- UP:Answering questions -T asks Ss to answer the questions

1.What have you learnt about grammar and topic:Education?

2.What are they?

PRESENTATION:

I-LISTENING:Listening and answering the questions

-T asks Ss to look through the questions and understand them first

-T can help Ss by explaining newwords if necessary + geyser:

- T asks Ss to guess the answer without listening -T plays the tape twice and calls some Ss to give answers

II-READING: Reading the passage and doing the requirements

- The whole class retell what they have learnt from U9-U11

-Work individually

- Listen and and answer the questions -Some Ss read their answers to the class -Expected answer:

1.They go to a national park to enjoy nature

2.It became a national park in 1872 3.No, it isn’t It’s the world’s argest park 4.It has about 70 geysers

5.They mustnot pick the flowers, feed or hunt the animals

(108)

1.Find the words or phrases which mean following -T asks Ss to read words or phrases and

understand them carefully

- Go back to the passage and find its location Then give their answer

-T explains some newwords: -T calls some Ss to give answers 2.True or false

- T asks Ss to read the statements and decide if it is true or false and give correct evident from the passage

III-GRAMMAR:VERB-FORM

-T can explain how to the exercise in grammar - Giving the correct form of verb in parenthese -Work in pairs

-Let them have minutes to practise and encourage them to compare their answers with a peer

IV-WRITING:Complete a letter of invitation -T guides Ss to completethe letter of invitation, using the words and phrses given cues

-T asks Ss to to work individually and peer correction

1a.junk and litter b.landscape c highway d.healthy

-Work in groups -Expected answer:

a.T b.T c.F d.F e.T f.T

- Listen to T's eliciting and work individually and compare their answer with a peer

- After finshing , Two Ss go to the board and write them down

-Expected answer:

a1.has been cleaned b1.knew 2.have been turned on 2.would help 3.are waiting 3.knows

C 1.decided 3.I would have gone out 2.to stay 4.I had not been

- Two students go to the board and write it down

- Give their comment Dear Alen,

a.You are delighted to know that your father is giving a party to celebrate the new Year

b.He has invited some relatives and his friends to make the party a success c.I too have invited a number of my friends in the neighbourhood Mother has asked me to tell you to come home for the NewYear celebration

d.I’m surwe you will be here in time to share the fun with us on that day Love, Helen

4-Consolidation:- Retell all grammatical points from U9 to U11 5-Homework - Do all exercises again and more in workbook - Prepare ONE PERIOD TEST

D.P: Period:72

D.T:

CORRECT THE 45 MINUTES TEST-NO3

I.OBJECTIVES:

Helping Ss check their knowledge in One Period Test II.TEACHING AIDS:

III.PROCEDURE:

I-Settlement: Greeting the class & checking students’ attendance II-Checking: No

III- New lesson: TEST CORRECTION 3

(109)

- T gives some comments before correcting in front of class

+ Most students understood about the knowledge that they have learnt in Unit and 11

+ They used four skills( pronunciation, reading, writing, and grammar ) well to this test + They mastered the content of two topics about nature and environment to test vocabularies and word form

Besides Some students are bad at their

vocabularies and grammar such as Passive Voice and conditional sentences.They can rewrite the sentences, using given words and understand how to use passive and conditonal sentences

DeA

I- PRONUNCIATION (1M)

1.A.tomb

2.B.beer 3.A.worked

4.A.travelled

II-MULTIPLE-CHOICE(3MS)

1.A would buy 2.B.investigating 3.B.won

4.C.in 5.C.sickness 6.Adestruction 7.A.polluted 8.A.buying 9.D injured 10.B.of 11.A watched 12.B has worked

III-MISTAKE CORRECTION(1M)

1.B.be

2.B.has->have 3.A.play-> plays 4.B.to buy-> buy

IV-SENTENCE TRANSFORMATION(3MS)

1.If he weren’t ill, he wouldn’t stay at home 2.If Laure hadn’t eaten so much , she wouldnot have put on weight

3.The film was being watched on TV

4.Three books have been written by my sister recently

5.If he had a bicycle , he would walk to school 6.Newwords are learnt by heart by her everyday

V-READING (2m):

1.D 2.A 3.B

- The whole class listen to T’s comments and remember

DeB

I- PRONUNCIATION (1M)

1.A.tomb

2.B.beer 3.A.worked

4.A.travelled

II-MULTIPLE-CHOICE(3MS)

1.A would buy 2.B.investigating 3.B.won

4.C.in 5.C.sickness 6.Adestruction 7.A.polluted 8.A.buying 9.D injured 10.B.of 11.A watched 12.B has worked

III-MISTAKE CORRECTION(1M)

1.B.be

2.B.has->have 3.A.play-> plays 4.B.to buy-> buy

IV-SENTENCE

TRANSFORMATION(3MS)

1.If he weren’t ill, he wouldn’t stay at home 2.If Laure hadn’t eaten so much , she wouldnot have put on weight

3.The film was being watched on TV

4.Three books have been written by my sister recently

5.If he had a bicycle , he would walk to school 6.Newwords are learnt by heart by her

everyday

(110)

4.C 1.D 2.A 3.B 4.C

4-Consolidation: -Summarize the main point of this lesson 5-Homework -Revise all grammatical points from unit 9-11 -Learn the forms and uses by heart

-Prepare Unit12 Lesson1:READING

D.P:23/01/2010 Period:72

D.T:25;26;27/01/2010

UNIT 12:MUSIC

A READING

I.OBJECTIVES:

By the end of this lesson Ss will be able to improve reading skills as scanning for specific information and guessing meaning in context

II.TEACHING AIDS: Text book, pictures III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance 2-Checking: No

3- New lesson: Lesson1: READING

WARM-UP:Completing game Jazz music

Pop music MUSIC rock music

Blue music -T can ask Ss some questions : 1.Do you like listening to music ? 2.What band you like best? 3.What singer you like best?

4.What sort of music you often listen to ?

5.Can you name some singers or bands who play pop music?

PRE-READING Activity 1: Matching

-T asks Ss to hear some songs then match them with a kind of following music

1.Yesterday ( the Bettles)

2.Baby Once More Times( Britney Spears) 3.Ly NguaNgo (dan ca nam bo)

-Ss close their tewxtbook and complete a diagram with key word:MUSIC

-jazz music -Classical music -pop music -rock music -folk music

-Listen to T’s questions and answer them in front of class

-Listen to the songs and give the kind of music

-> Rock’n roll ->Pop

->Folk

(111)

4.Turkish March (Morazt) 5.Narah Johns

Activity 2: Presenting Vocabulary

-T asks Ss to read through the passage and find out the new words

- Give the meaning of them

+express(v) :show meaning by gesture, behaviour + convey(v) express sth:

+ funeral (n)âđám tang + sense(n)giác quan

WHILE-READING TASK1: Matching

-T asks Ss to read the words in the box and give the part of speech

- T writes these words on the board and asks Ss to guess their meaning

-Then complete them in the sentences -Ask Ss to pronounce them in chorus

-T asks Ss to read the passage again and answer the questions in the book

-Call on some Ss to answer in front of the class -Listen and give feedback

POST-READING

Make the dialogue: Work in pairs A:How often/you.listen/music? B: A:What type/ music/like?

B: A:Why?

B: A: What /you /think/music?

B:

-> Jazz

-Find out the newwords and give the meaning

- Pronounce them after T’s eliciting

-The whole class guess the meaning of the words from the box

-Give the VietNamese meaning if necessary

-Fill them in the sentences -Expected answer:

1.communicate 2.lull

3.delights 4.intergral part 5.solemn 6.emotion 7.mournful

-Read the questions and answer them - Some pairs practise aloud

-Expected answer: 1.Language and music

2.It can express ideas , thought and feelings

3.It adds joyfulness to the

atmosphere of a festival and makes a funeral more solemn and mournful 4.It makes people happy and excited It delight the senses 5.It is a billion -dollar industry

4-Consolidation:- Summarize the main points 5-Homework - Learn by heart newwords - Prepare Lesson 2: SPEAKING

D.P:24/01/2010 Period:73

D.T:

UNIT 12:MUSIC

B SPEAKING

I.OBJECTIVES:

I-Knowledge: Helping Ss ask and answer about music II-Skill : Speaking skill

(112)

1-Settlement: Greeting the class & checking students’ attendance 2-Checking: Asking Ss to make the dialogue

3- New lesson: Lesson2: SPEAKING

WARM-UP:Matching pictures

-T gives some pictures about famous singers around the world and their names: T asks them to a match

1.Nick Carter 2.Quang dung 3.Britney Spear 4.Alicia Keys 5.Backstreet boys

PRESENTATION

TASK1: Reading The Passage And Answer The Questions

-T asks Ss to read through the passage that talk about what Ha Anh says about music

-T reads aloud the passage and explains some newwords * Newwords:

+ keep sb happy= make sb happy + cheer sb up

+ band (n) =a group of musicians +easy to listen to

T asks Ss to work in pairs to answer questions in the book -T calls on some pairs to practise loudly

-T gives feedback

TASK2: Ask And Answer About The Music

-Before the task , T asks them to look at the first column of the table which includes items They should ask their friends

Ex: kind of music:

What type/ kind of music you like? Classical music

I like classical music

T tells Ss to form of groups of three and make the questions and answer

Items Asking Answering

Kind of music What kind of music you like?

reasons Why you like it? Favourite

band / musician

Who is your favourite singer/ musician? Favourite song/

piece of music

What is your Favourite song/ piece of music? When listen to

music

When you listen to music

-T goes around observing , offering help and collecting any mistakes and errors for later correction

-T provides Ss with adjectives and expressions + make sb excited/ feel relaxed/ comfortable/ happy +help sb forget troubles and worries

+ relaxing

-The whole class look at the pictures and match them -Speak out their answer

-Listen to T

- Give the meaning of the newwords from the passage - Listen to T’s eliciting Key:

1.She likes pop music 2.because it keeps her happy 3.The Backstreetboys

4.She listens to music all the time

- Listen to T’s eliciting -Make the dialogue with the items

- Make the questions and answer

(113)

-T calls on some pairs to practise a dilogue in front of class

PRODUCTION

TASK3: Reporting On The Information

-Now report what you have found out to the whole class -Before Ss report, T elicits the structures they can see + Both A and B like

+ A likes so does B + A likes and B does ,too + A likes but B prefers + A likes but B likes

-Work in group of fout and then a journalist of each group will report the information what they’ve found out about their partner

4-Consolidation:- Summarize the main points 5-Homework - Learn by heart newwords - Prepare Lesson 3: LISTENING

D.P:25/01/2010 Period:74

D.T:

UNIT 12:MUSIC

C LISTENING

I.OBJECTIVES:

By the end of this lesson Ss will be able to listen to get specific information about listening passage

-Improve Ss’ listening skill

1-Settlement: Greeting the class & checking students’ attendance 2-Checking: Asking Ss to make the dialogue about the music 3- New lesson: Lesson3: LISTENING

WARM-UP: Network

Foreign Musician VietNamese

PRE-LISTENING

Activity 1: Talk about Van Cao

-T asks Ss to look at the picture on pae on 127and tell the class anything they know about Vancao

-T reads the names of the sons on page 128 out lod Whenever T speaks oput a song name ,Ss say whether it is a Vancao or not -If the songis not one by Vancao , T asks Ss if they know who wrote that song

Activity 2: Vocabulary

T presents vocabulary + rousing(adj): phấn chấn +lyrical(adj): trữ tình

-T asks ss to work in groups to complete a network with the word “ musician “ as quickly as possible T can print this

handout one copy to each group -The 1st group to produce the

correct and complete network will be the winner

-Look at the picture and talk about him

- Expected answer

+Van cao’s songs: Soui Mo, Tien Quan Ca, Truong Ca Song Lo, Lang Toi

+Tinh Ca-> Hoang Viet

(114)

+ rural(adj) :

+ sweet and gentle(adj) : ngào nhẹ nhàng -T asks ss to repeat them in chorus

WHILE-LISTENING TASK1:TRUE OR FALSE

-before listening , T asks Ss to read through the sentences to understand clearly

- Ss give the prediction for the sentences

- Play the tape three times and pay attention keywords - T calls on some ss to give the correct answer

-Feedback

TASK2: ANSWERING THE QUESTIONS

-T asks ss to read the questions first and answer them -If not, T plays the tape again

- Calls on some Ss to answer and give explanation -T checks and gives feedback

POST-LISTENING

Game: FIND OUT SOMEONE WHO

Quand Hung’s ideas Person who agrees

Person who disagrees

Reaso ns 1/The best VietNamese

musician of all times is VanCao

Tien Quan Ca is hard and solemn

3/His songs about rural life in VN are sweet and gentle and very lyrical

-Pronounce them in chorus -The whole class read all the statements and understand - Guess if they are trueor false -Listen to the tape and give their answer

* Asnwer:

1F( the guest is Quang Hung) 2.F( he likes some VietNamese musician)

3.T

4.F (1994)

5.F( he always feels pround of his country when he hears the songs )

- Answer the questions in pairs -Answer:

1.It’s “ my favourite Musician” Tien Quan Ca

3.It’s hard and solemn, it makes him feel great amnd pround of his country

-Play game

-Ss go around and interview different students to complete the table

- Report the names of their friends

4-Consolidation:- Summarize Van cao’s information and his music 5-Homework - Learn by heart newwords

D.P:30/01/2010 Period:75

D.T:

UNIT 12:MUSIC

D.WRITING

I.OBJECTIVES:

By the end of this lesson Ss will be able to write a profile based on prompts provided -Improve teir writing skill

II TEACHING AIDS:text book,… III.PROCEDURE:

(115)

3- New lesson: Lesson4: WRITING

WARM-UP: MATCHING PROFILES

-T divides the whole class into groups and gives each group a handout

-T asks Ss to read the profiles and find name of each singer and musician as quickly as possible -The winner will be the group with the quickest and correct answers

PRESENTATION

TASK 1: SENTENCES COMPLETION

-Instruction:You are required to make up complete sentences about Scott Joplin, a famous American musician using the prompts provided

-T divides the whole class into groups of six -Each group member will write a sentenc -T goes around to help

Note: Tense of verb

Articles in each sentence Prepositions

-T calls on groups to go to the board and each of them will write down a sentence

-T elicits self and precorrection

HOW TO WRITE A PROFILE

1.Name

2.place of bith/ date of birth 3.Family

4.Profession 5.Interests 6.Works

7.date /place of death

WRITING

TASK2: Writing about the life story of Van cao

-T asks Ss to read the information below and write a profile about the life story of Van cao

Before writing , T asks them to read through prompts T reminds Ss to use the right tense4 of verbs, supplement, articles, prepositions when necessary

- T asks Ss write it in 10 minutes

FFEDBACK ON WRITING

-T asks Ss to exchange their writing with another student for a peer correction

- T goes around and collects mistankes and errors

-Work in ngroups of four

-Listen and match the name with its profile -Answer:

1.My Tam

2.Trinh Cong Son 3.Celine Dion 4.My Linh

- Complete the sentences , using the cues -Work in groups

-The representative of each group will go to the borad and write the sentences

-Correct and give their comments

- Givethe information that a profile has - Pay attention the tenses, supplement, articles, prepositions when necessary

-Work individually

(116)

4-Consolidation:- How to write a profile 5-Homework - Complete their writing

D.P:31/01/2010 Period:76

D.T:

UNIT 12:MUSIC

I.OBJECTIVES:

By the end of the lesson Ss will be able to distinguish the sounds /s/ and /z/ And use To- infinitive and clause of purpose

II.TEACHING AIDS: text book, cassette player III.PROCEDURE:

PRONUNCIATION

1.Examples: find out the different word that pronounce the others

1a.peas b.zoo c.relax d.prize 2a.Susan b.spring c.sad d.solf 3a.fiction b.listens c.wish d.mission 4a.music b.finish c.option d.depression

2 Eliciting: /s/ and /z/

-T helps Ss to distinguish two sounds /s/ see, sight , slow

/z/ has, is, was, jobs, reason * s / ∫/ sure, sugar, wash

/ ʒ/ usually, dicision, vision * singular verb and plural noun +s /s/ books, stops, laughs, months S /z/ cn lải

/iz/ +es glasses, boxes, churches

3/Listen and repeat

-T asks Ss to read the words in the book -Practise the sentences

-T reads the sentences and asks Ss to underline the words with the sounds and write /s/ or /z/

GRAMMAR:

I- To infinitive and clause of purpose 1.Examples:

T: What you learn English for ? S1: to get knowledge

-The whole class -Expected answer:

1.C 2.A 3.B 4.A

-distinguish the sounds - Give the other examples

-Listen and repeat -Practise the sentences -Work individually

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S2:to find out the a good job

2.Form :

a.Phrase of purpose

to

in order to + bare infinitive so as to

Negative form

In order not to + bare infinitive So as not to

b clause of purpose

so that + clause(S+ can /could +bare-inf) in order for

3.Meaning : to express a purpose of an action

II-WH-question 1.Examples:

What are you doing? When was you born?

2.Form :

Wh-word + auxiV+ S +V?

3.Matching

When time Where manner Who reason Why person How many/ much quantity What place

How object/idea/ action

PRACTICE

Exercise 1: Give the correct words in brackets to answer questions

-T reminds them to use a suitable verb for each the sentences Exercise 2.Gap-filling

Exercise 3: Make wh-questions for the underlined words / phrases in the following sentences

the meaning of the sentences -Give the form and use of phrase and clause of purpose

-Give the other exampls EX:

She got up early so that she could not be late for meeting

-> She got up early in order not to be late for meeting

-The whole class read the questions and give the form

-Match Wh- word and its meaning

-The whole class exercise 1,2 and

- Go to the board and write their answer down

-The others give comment and the correct feedback

4-Consolidation:- Retell the grammatical points

5-Homework - Practise exercise 1,2,and again and prepare lesson 1: READING

D.P:01/02/2010 Period:77

D.T:04;05;06/02/2010

UNIT 13:FILMS AND CINEMA

A READING

I.OBJECTIVES:

By the end of the lesson Ss will be able to develop such micro-reading skills as scanning for specific information and guessing meaning in context

II.TEACHING AIDS: text book, cassette player III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance 2-Checking: Making Wh-questions for the sentneces

(118)

-T divides the whole class into two groups and asks Ss tocompletet network releted to the cinema

Horror film

Cartoon CINEMA science film

Drama

PRE_READING

Activity 1: Answering the questions

-T asks Ss to listen and answer the questions in pairs 1.What you see in the picture in the textbook? 2.Why people come here?

3.Do you want to see a film at the cinema or on TV? Why? 4.What kind of film you like?

5.Can you name some of the films you have seen?

Activity 2:Presenting vocabulary

-T asks Ss to read through the passage and find out the newwords

-Help them give the meaning of these words +motion(n) the act of moving : chuyển động + set sth in motion(exp)=move sth

+ still(adj) =silent

+ audience(n) =viewer: people watch film in the theatre + spread (v) =to extend over a place

+ to replace(v) =to take place of

WHILE-READING

TASK1:Find the word and match

-T asks ss to read the passage silently and then the task - Find the word in the passage that can match with the definition on the right column

- T goes around and help them if necessary - T calls on some ss to give their answer -feedback

-T asks Ss to work in pairs : Ask and asnwer the questions in their book

- T calls on some pairs to practise aloud - T listens and give the correct feedback

TASK3: Main idea

- Tasks Ss to read the option A,B,C and find out the differences betewwn them

-T can help them explain newwords - Get Ss’s information from the passage -T gives feedback

POST-READING :Summary the history of cinema

time Events and film form

-Work in groups of two

-List the kinds of film that they know

-The group has more words and quickest , will be the winner

-Listen to T’s questions and answer them in front of class

- Pronounce them after T’s eliciting

-The whole class guess the meaning of the words from the right column -Give the VietNamese meaning if necessary

- Find the word and match -Expected answer:

1.cinema 2.sequence 3.decade 4.rapidly 5.scene 6.character -Read the questions and answer them

- Some pairs practise aloud

-The whole class -Expected answer:

B A brief History of cinema

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In the early 19th C (1)

Moving photographs, minute long 1905 (2)

Early 1910s (3) 1915 (4)

Late 1920s Sound was introduced , old silent films were replaced by spoken ones (5)

- Work in groups

- Write their answer on the board

4-Consolidation:- Talk about the history of cinema , using the cues below 5-Homework - Learn new words by heart

-Prepare lesson 2: SPEAKING

D.P:07/02/2010 Period:78

D.T:09;

B SPEAKING

I.OBJECTIVES:

By the end of the lesson Ss will be able to talk about the kind of film that they like and the reason -Improve speaking skill

II.TEACHING AIDS: text book… III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance 2-Checking: Talking about the history of cinema

3- New lesson: Lesson2: SPEAKING

WARMER: BRAINSTORMING

-T divides the whole class into four groups and brainstorm of the adjectives describing of film

Boring FILMS interesting

-T asks:

How much you like each kind of film ? why?

PRESENTATION: Activity 1: Tick the table

-T asks Ss to open their book and tick in the table that suit the preferences for a particular type of films

-Then T asks Ss to move around the class room and find as many friends that have the same preferencesas them as possible

-T calls on some Ss to report their likes and dislikes and the number of friends who have the same tables as them

TASK2: Practise the dialogue

-T explans Ss how to make a dialogue about asking and answering of feeling films

- T asks Ss to read the given words in the tavble and

Work in groups of four

-List the adjs describing films that they know

-The group has more words and quickest , will be the winner * Asnwer: boring, exciting, interesting, surprising, violent, moving, terrifying, disappointing, funny, thrilling, bad,

-Work individually and mingling activity

-Ss have to take notes of who and have many friends like or dislike the same types of films as them

-Listen to T’s guiding and practise the same

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understand clearly * Vocabulary+ structures

+ Sb+ Find + sth/sb+ adj: to express one’s opinion about sth or sb

Ex: I find horror film fascinating

Note: I don’t agree I agree with you I disagree You are right

- T asks Ss to make a small group and practise the model conversation

A:What you think of ? B:Oh, I find them

C: I don’t agree with you I find them I agree with you I find them

TASK3: Talk about the preferences for film

* Note: Prefer sth/V-ing to sth/V-ing:thêch hån Ex: I prefer romantic film to action film

-T asks Ss to practise the dialogue as the model:

A: Which you prefer, or ? B: Well, it’s difficult to say But I suppose I prefer to

PRODUCTION:

TASK4: Work in groups:Talk about a film you have seen.Use the suggestions below

- Work in groups

-Work in groups

-Work in pairs

* Expected answer:

I saw a very good film on TV last night It’s an educational film.It is about a man who felt sorry for what he had done in the past and then he tried to sonething as a

compensation for his terrible mistakes.It is moving film I like it and learn many things from it It also gives me good lessons for life

4-Consolidation:- Talk about a film you have seen 5-Homework - Practise the dialogues again -Prepare lesson 3: LISTENING

D.P: Period:79

D.T:

C LISTENING

I.OBJECTIVES:

By the end of the lesson Ss will be able to master infromation about plan of Lan and Huong next week

-Improve listening skill

1-Settlement: Greeting the class & checking students’ attendance 2-Checking: Talking about the film that you have seen 3- New lesson: Lesson3: LISTENING

(121)

WARM-UP: FIND SOME ONE WHO LIKES in free time

Find some one who likes Name

Going shopping Watching TV Chatting on the Net Reading books Cooking

Going to the cinema with friends Going swimming

PRE-LISTENING

Activity 1: TABLE COMPLETION

-T asks Ss to look at the table on page 136 and goes over the points together with the whole class by asking questions

such as:

How often you go to the cinema? How about listening to the radio?

-T calls on some Ss to answer their ideas

Activity 2:LISTEN AND REPEAT

T asks Ss to listen and repeat the words given - Then T helps them explain the meaning of these words

+ Titanic: the name of a film + instead(conj): thay + suppose(v) cho + guess(v)

+ picnic(n)

-T asks Ss to pronounce them in chorus

WHILE-LISTENING TASK1: PREDICTION

-T asks Ss to look at the picture in the textbook abd predict the content of the conversation

- T elicits by asking questions such as: 1.What can you see in the picture? 2.What film may they want to see?

-Then T plays the tape and Ss answer the question in the textbook

TASK2: PLAN COMPLETION

-T asks Ss to remember what Lan and Huong talk about their plans from the previous listening -T writes answers on the board and check with the whole class if they are correct

-Listen again and write Lan and Huong plans for the next week on the calendar

-T calls on some Ss to write their answer on the board

-T gives the correct feedback

TASk3: ASNWER THE QUESTION

T: What day can Lan and Huong meet ?

-Ss go around and ask the other what they in their free time Then write their names in the paper

-Report the result in front of class

-The whole class

- complete the table and answer T’s questions

- listen and repeat the words given -Give the meaning of these words - pronounce them in chorus

- look at the picture in the textbook abd predict the content of the conversation -Listen to the tape and answer the questions Answer: Titanic ison Thang Tam Cinema next week They are going to there to see -Work in pairs

- Compare their answer with another pairs

Day Lan Huong

Mon See a play Tues

Wed Work and go

to the singing club

Thurs Visit

grandparents

Fri Study chinese

Sat Work (busy)

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-Look at the calendar and answer the question

POST-LISTENING

Make the dialogue : Plan for the next week A: I’m going to give a picnic with my family for the next week.Can you go with me ?

B:(Busy)

A:Are you free on ? B: :(Busy)

A:

-Key: Tuesday because they are both free on Tuesday

-Pair work : Ask and answer the question to plan for the next week

- Practise as the model

4-Consolidation:- Talk about your plan for the next week 5-Homework - Learn vocabulary by heart

-Prepare lesson 4: WRITING

D.P: Period:80

D.T:

D WRITING

I.OBJECTIVES:

By the end of the lesson Ss will be able to write a descriptive paragraph about a film they have seen

-Improve Ss’ writing skill II.TEACHING AIDS: Text book… III.PROCEDURE:

2-Checking: Talking about the plan that you are going to make with friends next week 3- New lesson: Lesson4: WRITING

WARM-UP: Talk about the film

-T asks Ss to close their book

T asks : What you know about the Titanic?

PRESENTATION:

TASK1: Working with the model

-T asks Ss to open their textbook and read through the passage

-T helps them to elicit some newwords: + sink (v): chìm

+ disaster(n): thảm họa

+generous(adj): phóng khống + occur(v)=happen

+ engaged(adj):

-T asks Ss to read these words after T’s explanation

-T asks Ss to answer the questions and draw the table of summary on the borad

-T goes around to help Ss to complete the task -T calls on some ss to answer and gives the correct

-Dicusee in groups *expected answer: -Large luxury liner -famous

-Sink -Icebery -Lovers

-Many people died -The whole class

- Read the passage and understand

- Answer the qeustions and complete the table - Write them on the board

Title Titanic

Type Love story film Plot A tragic story of

love and the sinking of a luxury ship in the Atlantic Ocean , causing more than 1,5000people died Filming(place) America

(123)

answer

HOW TO WRITE A DESCRIPTIVE PARAGRAPH OF FILM

1.The title of film 2.Type

3.Plot

4.Filmimg : where the film is made 5:Based on: what the film based on 6.Main charaters

MAKE AN OUTLINE

-T asks ss to work in groups of four and make an outline by using the table below about the film that they have seen

Title Type Plot

Filming(place) Based on Main charater

_ T asks ss to in minutes and then calls on students to go the board and write them

- T helps ss to correct their mistakes and give the comment

WRITING

- T introdues the task: Then T asks Ss to spend 10 minutes gathering and organizing for paragraph, using an outline above

-T asks Ss to exchange their paper ibnto another group to check their mistake

- Calls on students and write their writing on the board

-T corrects their mistakes in front of class

Titanic diaster in 1912

Main charater Jack: young and generous adventure who died in the disater

Jose: was saved by Jack and with whom she fell in love later -Work in group

-Make an outline about a film that they have seen

- Write their on the board

-Work in group again

-Encourage them to exchange their writing - Peer-correction

4-Consolidation:- How to write a descriptive paragraph about a film they have seen 5-Homework - Learn vocabulary by heart

-Complete their writing

-Prepare lesson 5: LANGUAGE FOCUS

D.P: Period:81

D.T:

I.OBJECTIVES:

By the end of this lesson Ss will be able to distinguish the sounds/f/and /v/ and use some attitudinal adjectives, article, and some structures

(124)

Teacher’s activities Students’ activities PRONUNCIATION

1.Examples: find out the different word that pronounce the others

1a.laugh b.cough c.orphan d.though

2a.phone b.photo c.enough d.weigh

3a.loaf b.leave c.over d.live

2 Eliciting: /f/and /v/

-T helps Ss to distinguish two sounds gh

/f/ ph F

*/f/ is silent: gh stand after: i ou :sight, weigh, neighbor, though , although

/v/ -> of

3/Listen and repeat

-T asks Ss to read the words in the book -Practise the sentences

-T reads the sentences and asks Ss to underline the words with the sounds and write /f/ or /v/

GRAMMAR:

I- ATITUDINAL ADJECTIVES 1.Examples:

a.This film is interesting

-> We are interested in thins film b He found this trip boring

-> His trip makes him bored 2.Form and meaning:

* Adjectives ending with V-ing used with nouns refering to things implying the active meaning * Adjectives ending with V-ed used with nouns refering to people implying the passive meaning

II-Structure: It was not until 1.Examples:

a.I did not graduate from University before 1996 -> It was not until 1996 that I graduated university b.Her did not know to play the piano until he was ten years old

-> It was not until he was ten years old that he knew to play the piano

2.Form :

It was not until +time / clause of time that +S+ V2

III-ARTICLES:

1.Examples: complete a/an or the

I have dog dog is very intelligent It likes to play with orange

2.Eliciting:

a.A/AN: indifinite aritcles

a +consonant + singular noun an + vowel

Not: an Mp a uniform

-Read the words

- Distinguish two sounds in the words that they have listened

-Listen to T's eliciting and copy down -Practise the sentences

- Work in pairs

- Give the different between two adijectives in each sentences

-Give the form and meaning

-Listen to T’s explanation -Give the form of structure

- Work individually and compare their answer with a peer

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An hour a university A union

b.THE:+noun( singular, plural, uncountable noun) + definite noun

+ the + a vowel ->/ i:/

PRACTICE:do exercise 1,2,3

-The whole class exercise 1,2 and

- Go to the board and write their answer down -The others give comment and the correct feedback

-Work individually and compare their answer with a friend

-Speak their answer in front of class

4-Consolidation:- Retalk the grammatical points in this lesson 5-Homework - Practise grammar and exercise in the workbook -Prapare Lesson 1: READING

D.P:27/02/2010 Period:82

D.T:01;02/03/2010

UNIT 14:THE WORLD CUP A READING

I.OBJECTIVES:

By the end of the lesson Ss will be able to develop their reading skills as scanning for specific information and guessing meaning in context

II TEACHING AIDS: text book,pictures III.PROCEDURE:

WARM-UP:

-T plays the music and asks 1.What is the name of the song? 2.What is the song about ?

3.Do you know any information about World Cup?

T: to understandmore about the Wrold Cup Let’s move to the nnew lesson, The World Cup

PRE-READING

Activity 1: Multiple Choice

1.How often is the World Cup held?

a.every year b.every four year c.every two year 2.Where was the 2002 World Cup held?

a.Japan b.Uruguary c.Argentina d.Japan and South Korea 3.Brazil defeated and won the World Cup in 2002 a.Holand b.Germany c.Italy d.Japan

4.When did the first World Cup take place?

a.1930 b.1951 c.1966 d.1998

Activity 2:Presenting vocabulary

-T asks Ss to read through the passage and find out the newwords

-Help them give the meaning of these words + Championship(n) :state of being a champion + witness(n) to see -> witness person

+ elimination game :

+continent(n)Asia, africa, European

-The whole class listen to the music and answer T’s questions Expected answer:

1.The cup of life

2.About football/ World Cup

-Listen to T’s questions and choose the best answer them in front of class

-Expecetd answer: 1.B 2.D 3.C 4.A

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+finalist : the team who goes to the final match + honoured title(n) : danh hiệu cao q

WHILE-READING TASK1: Matching

-T asks ss to read the passage silently and then the task - Find the word in the passage that can match with the definition on the right column

- T calls on some ss to give their answer

TASK2:Gap-filling

-T asks Ss to scan the passage and complete each of the following sentences with one word or number

- T asks Ss to give the part of speech of each blank before to this task

- T goes around and help them if necessary -T calls on some ss to answer in front of class

TASK3: True or false

-T asks Ss to work individually and read all the sentences and decide whether they are true or false.Then correct the false ones - T goes around and help them if necessary

- T listens and give the correct feedback

POST-READING :Summary the table

Year Events

(1) FiFa was set up

1930 Only(2) took part in the first tournament

1930 (3)

(4) The world witness 17 world cup tournament

Up to now National football teams must

compete in elimination games within their own region beforwe becoming one of the (5)

2002 (6)

-The whole class guess the meaning of the words from the right column

-Give the VietNamese meaning if necessary

- Find the word and match -Expected answer:

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

-Work individually and then compare their answer with another friend

-Read their answer

1.13 2.32 3.Argentina 4.one 5.26 -Read the questions carefully and give the correct answers - Some Ss practise aloud -Key:

1.F->1930

2.F-> every four years 3.T

4.F-> 32national teams compete in the final tournament

5.F->Brazil was awarded the gold cup in the 2002 World cup

4-Consolidation:- Talk about the history of World cup , using the cues below 5-Homework - Learn vocabulary by heart and Prepare lesson 2: SPEAKING

D.P:27/02/2010 Period:83

D.T:02;03;04/03/2010

UNIT 14:THE WORLD CUP B SPEAKING

I.OBJECTIVES:

By the end of this lesson Ss will be able to practise asking and answering about World Cup

II.TEACHING AIDS: Text book III.PROCEDURE:

(127)

Teacher’s activities Students’ activities WARMER: JUMPLED WORDS

1.W-E-R-N-N-I 2.O-I-C-H-P-A-M-N 3.R-C-O-E-R

4.N-N-E-R-U-R-P-U

5.T-O-H-S T-O-C-U-R-N-Y

-T asks Ss to rearrange jumpled words into the meaningful words

Ask:Can you guess what topic will we discuss today? -> Today we will talk about World Cup

PRESENTATION

Activity 1: A World Cup 2006 quiz

-T can write the questions on a different cards

Q1: which team you like best in World Cup 2006? Q2: Who was the captain of the French national football in World Cup 2006 final ?

Q3:What place did Germay hold in World Cup 2006? Q5:Who was the head coach of the German team in World Cup 2006?

Q6:How many times has Italy won the trophy up to World Cup 2006?

Q8:Which nationality was the top scorer in World Cup 2006?

Activity 2: Present vocabulary:

-T helps Ss to explain some newwords + draw(v,n) a score of 1-1

+lose the match to sb

+defeat sb= beat sb: đánh bại + penalty shoot cut

+ quarter final:

+ semi final:hiệp phụ

PRACTICE:

TASK1: Asking And Answering About World Cup

-T asks Ss to ask and answer Qs as model by following table

- Before doing the task , T asksSs to look at the table and explain

- T sets the model

T: Where was the first World Cup held? S:It was held in

T: Which teams played in the final match ? S: and

T:Which team became the champion? S:

T: What was the score of the match? S:

TASk 2:Complete the diagram

(1)

Korea and (2)

-Work in groups of two and rearrange jumpled words into the meaningful words

-Then answer the question

-Work in groups of two

-Play the game and choose the number for groups

-Answer the questions about the World Cup 2006

-Expected answer: 2.Zidan

3.5-3

4Jurgen Klinmann 5.Miroslav Klose 6.Four times 7.David Beckham 8.German

-Give the VietNamese meaning of the words

-Work in pairs

-Listen to the model and practise the same

Note : pronounce the score 0-0:nil-nil

2-0: two-nil 1-1:one all

The whole class complete the diagram

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Final (3) defeated

BRAZIL (4) was defeated

(5)

(6) Runner-up

-Then complete the diagram , T asks Ss to look at it and talk , beginning

The 17th World Cup was held

in

1.2002 2.Japan 3.match 4.Germany 5.2

6.champion

Ex: The 17th World Cup was held in

2002 in Korea and Japan.The final match was between Brazil and Germany Brazil defeated Germay by 2-0.Brazil was the champion and Germany was the runner up

4-Consolidation:- Talk about World cup , using the diagram

5-Homework - Learn vocabulary by heart and Prepare lesson 3: LISTENING

D.P:27/02/2010 Period:84

D.T:03;04;05/03/2010

UNIT 14:THE WORLD CUP C.LISTENING

I.OBJECTIVES:

Helping Ss develop such listening micro skills as intensive listening for specific information II.TEACHING AIDS: Cassette player

III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance 2-Checking: Talking about the World Cup winners 3- New lesson: Lesson3: LISTENING

WARMER:Answer the questions

-T asks Ss some questions

1.Name some Of the famous football players in the world? 2.Who you like best? Why?

3.Among some famous football players , who is the greatest players of all time?

PRE-LISTENING

Activity :Answer the questions about PELE

-T asks Ss to look at the picture about PELE and answer the questions

1.Do you know anything about Pele? 2.Who is he ?

3.Where was he born ?

4.Was he an ambassador for the sport? 5.What was he good at in football? 6.How many scores did he get?

Activity 2:Listen and repeat

-T helps Ss to explain the words and then repeat them +goal-scorer(n):người ghi bàn

+hero(n)

+ambassador(n):đại sứ +to kick(v)

+retirement(n) -> retire(v) +promote(v)

-The whole class -Free-talk

-Asnwer the questions

Answer: Pele is the greatest player of all time He was born in Brazil He was an ambassador for the sport He was good at kicking and

controlling the ball.He scored 1200 goals and has become a national hero

(129)

+championship(n)

WHILE-LISTENING

TASK1:COMPLETE INFORMATION:

-T introduces the task and gets to study the table before they listen

-T gets across to Ss that while they listen and take notes -T plays the tape twice and asks Ss to complete

-T calls on some Ss to give their answer -Listen and give feedback

TASK2: ANSWER QUESTIONS

-T asks Ss to read all the questions and answer them before listening again

-If not , T plays the tape again and asks Ss to answer them aloud

- Then work in pairs

-T calls on some pairs to practise in front of class

POST LISTENING: SUMMARY INFORMATION PELE

1940 1956 1958 1962 1970 1974

before 1977 1977

-T asks Ss to summary the information about Pele by completting the table above

- Calls on Ss to go to the board and write their answer

-Work individually -Expected answer 1.1940

2.joined a Brazilian culb 3.1962

4.1974 5.retired -Work in apirs -Expected answer:

1.Pele was famous for his powerful kicking and controlling the ball 2.He participated in World Cup 3.He played for an American football culb before he retired

4.He became an international

ambassador for football He works to promote peace and understanding through friendly sport activities

4-Consolidation:- Talk about Pele, a famous football player 5-Homework - Learnt vocabulary by heart

-Prepare lesson 4: WRITING

D.P:06/03/2010 Period:85

D.T:08;09/03/2010

UNIT 14:THE WORLD CUP D WRITING

I.OBJECTIVES:

- Helping Ss write a short announcement about a sport event -Improve writing skill

II.TEACHING AIDS: III.PROCEDURE:

1-Settlement: Greeting the class & checking students’ attendance 2-Checking: Talking about the Pele

(130)

Teacher’s activities Students’ activities WARMER:

-T gives an announcement and asks 1.What is it ?

2.Where you often see the announcement? 3.What we use announcements for?

4.Have you ever read any English announcements? ->Today we learn how to write to announce something

PRESENTATION

TASK1:Read and answer the questions

-T asks Ss to read Task and answer the questions -Then T checks the answers with the whole class

HOW TO WRITE AN ANNOUNCEMENT

-T elicits from Ss what possible details to include in an announcement

1 who announcers? 2.What event? 3.When? 4.Where? 5.Why?

-T might also want to remind Ss of the structure of a paragraph of this type:

S+would like +to announce + phrase wishes (to) + clause is/are sorry to

regret to

is/are pleased to

Ex: The Youth Uniopn is pleased to announce their first meeting on Sunday 24 December ,2008

TASK2: WRITING

-T asks Ss to read the topices individually and then work with a partner to analyse the topices, using the following table os Summary to help them take notes

Who?what?when? where? Why?

-Then calls on some Ss to write their notes on the board

PRODUCTION

Write an announcement to raise money for people in

-ss answer T’s questions after looking at announcement

-Expected answer: 1.It’s an announcement

2.we often see announcement on newspaper, TV, notice board, magazine

3.to announce something such as news

4.free talk -Ss work silently -Expected answer

1.The national football championship organizing committee

2.The postponing of the match between Nam Dinh and Bing Duong which was initially schedule on Sunday due to the bad weather 3.at 3p.m Sunday April 25

-Work in pairs -Peer-corrrection

-Encourage Ss to make an outline before writing their writing

TopicA Topic B Who? The school

football team

The HCM Communist What? Seek new

players, then 1st

meeting of the team

A friendly amtch with New Stars Football Culb When

? Up to you 5p.m Sunday April 20th

Wher e?

(131)

flooded areas

Announcer: the monitor of class 10B4

Contents: the musical performance of class 10B4 to raise money for flooded areas.

Place: school meeting hall

Time: 7.30 pmThursday 23th April Ticket prize: 2,000VND

Club Why? For new

football reason

-Two Ss write their writing down the board

-Read an anouncement and write it

4-Consolidation:- How to write an anouncement 5-Homework - Complete their writing

-Prepare lesson 5: LANGUAGE FOCUS

D.P:06/03/2010 Period:86

D.T:09;10;11/03/2010

UNIT 14:THE WORLD CUP E LANGUAGE FOCUS I Objectives:

- Students know how to pronounce the sound /g/ and /k/ correctly - Students revise: - The uses of will.

- The difference between will and be going to

II Anticipated problems:

- Students may not know the difference between will and be going to

III Teaching aids: - board, chalk, textbook

IV Procedures:

Teacher's activities Students' activities 1 Homework checking: ( 5mins)

- Ask two sts to read the announcements they wrote aloud

- Ask another st to give remarks - Check and give marks

2 Pronunciation:( 10 mins)

a Write two sounds on the board and pronounce them clearly twice, then ask sts to repeat

- Tell sts how to pronounce these sounds accurately / k / : a voiceless sound

/ g / : a voiced sound

- Then ask sts to work in pairs to read the words again so that they can check for each other

- Move around to help

- Ask two sts to read again and give remarks

b Ask sts to look at sentences in page 150 in the book

- Ask them to work in pairs to read the sentences and then find out the words containing sound /g / and sound /k /

- Ask them to work in minutes - Move around to conduct the activity

- Ask one st to report and other sts to give remarks - Check and give the correct answers

- Two sts read the announcements aloud - Give remarks

- Listen to the teacher - Write down two sounds

- Listen to the teacher and repeat - Look at the book , listen and repeat / g / / k /

group club game kick together cup .

- Read these words in pairs and check for their partners

- Look at the book and work in pairs - Answers:

/g/ /k/

group scored goal took Uruguay cat

.

(132)

- Ask some sts to read these sentences aloud - Listen and give remarks

3 Grammar: ( 29 mins)

Aims: to revise the difference between will and be going to, and the uses of will, and have sts do EX1,EX2 and EX3.

a will vs. be going to:

- Firstly ask sts to look at the examples and tell the difference

E.g:

- Wife: This dress looks beautiful It must fit me well. Husband: Ok I will buy it for you.

- A: Why did you buy so much paint?

B: I'm going to repaint my bedroom tomorrow.

- Listen to the S and give remarks - Ask sts to task

+ Exercise 2:

- Ask sts to Ex in pairs and then share the answers with their friends

- Move round to help if necessary - Ask some pairs to report

- Check and give remarks b Will: making predictions

- Give an example so that sts can remember the use of will

E.g: A: I like that car very much but I don't have enough money to buy it.

B: Ask Jack for some money, please He is rich and generous I'm sure he will lend you some.

- Ask sts to read the examples and tell the teacher the use of will in this situation

+ Exercise 3:

- Ask sts to Ex2 individually and then share the answers with their friends

- Move round to help if necessary

- Ask two sts to write their answers on the board - Check and give remarks

c Will: making offer

- Give an example so that sts can revise the use of will:

E.g: A: I'm so tired but I still have a lot of work to do. B: Oh, I will help you to finish it.

- Ask sts to Ex + Exercise 3:

- Ask sts to this execise in pairs - Move round to help if necessary - Ask some sts to report

- Check and give remarks

5 Homework ( min)

- Part B( page 81 - workbook

- Listen to the T - Look at the examples - One st tells the difference:

+ Will: to talk about the future and the decision is made at the moment of speaking. + Be going to: to talk about intentions/ decisions which are made before we report them.

- Some pairs report

1 I'll get I'm going to wash 3 are you going to paint

4 I'm going to buy I'll show .

- Listen and correct their work if necessary - Read the example

- Pay attention to the underlined part

- Tell the T that will is used to talk about what the speaker predicts about the future - Do the Ex individually

EX3:

1 he will help 2 won't lend me 3 it will rain

.

- Listen to the teacher - Read the example

- Pay attention to the underlined part - Tell the T the use of will in this situation:

to make offer/ to show willingness.

- Do the exercise in pairs - Some pairs report:

1 I will make you a glass of orange juice. 2 I'll open it.

3 I'll lend you some.

.

- Listen and correct their work if necessary

(133)

D.T:10;11;12/03/2010

TEST YOURSELF E I Objectives:

Aims: - Sts revise what they have learned in unit 12, unit 13 and unit 14

Knowledge: - General knowledge in unit 12, unit 13 and unit 14 - Language: pronunciation and grammar in the above units 3 Skills: listening, speaking and writing

II Teaching aids: textbook, chalk, board

III Procedures:

Teacher's activities Students' activities 1 Homework checking:( mins)

- Ask one st to Ex in the workbook on the board

- Ask one st to give remarks - Give remarks and marks

2 The new lesson:( 39 minutes)

- Ask sts to part II, part III and part IV at home in advance to save time

- Give sts the time duration for each part : part II: 10 minutes, part III: 10 minutes, part IV: 15 minutes

- Ask sts to listening in class 2.1 Listening:

- Ask sts to read the requirement of the task - Introduce new words:

+ 'Jupiter (n): Sao Méc + senior citizen (n): ngêi giµ + re'duce (v): gi¶m

- Play the tape twice and ask sts to the task - Ask sts to share their ideas with their partners - Get feedback and play the tape again so that sts can check their answers

- Ask other sts to give remarks - Check and give feedback 2.2 Reading:

- Ask sts to work in groups to compare their answers

- Ask some sts to report his/ her answers aloud

- Listen and check 2.3 Grammar:

2.3.1.

EX 4:

2 It will look you will like 4 you will get They'll be 6 we'll meet she'll come 8 I'll be

- One st gives remarks

- Look at the textbook and read the statements - Try to focus on the important words

- Copy down these words into their notebooks - Listen and read after the teacher

- Listen carefully and the task - Work in pairs to discuss their answers - Some sts report

1 8.45 students 3 Mountain are reduced 5 7.30

- work in groups to share their ideas - Some sts stand up to report

1.He/She has to a lot of practice and often spends a Saturday or Sunday away from home.

2 They are often played on Saturdays and Sundays.

3 To play against other school teams.

4 No Sometimes parents, friends and other students will travel with them.

(134)

- Ask sts to discuss their answers in groups - Ask some sts to report

- Ask two other sts to give remarks - Check and give the correct answers

2.3.2 to-infinitive:

- Ask sts to share their answers with their friends - Ask sts to write on the board

- Check and give remarks 2.4 Writing:

- Ask some sts to read their writing aloud - Ask some sts to give remarks

3 Homework: ( min)

- Part A ( Page 80 - workbook)

- Discuss in groups - Answers:

1 the 0 5.the a the the 9 the 10 a

- Compare their answers with their parners - Write these sentences on the board

1 I stayed in to watch a film on T.V.

2 I wrote them a letter to thank them for the weekend.

3 She went to university to study egineering. 4 You should go to Britain to improve your English.

5 You should book your tickets well in advance to see that football match.

- Read their writing aloud

" The monitor of class 10G wishes to announce that the musical performance of class 10G to raise money for the people in the flooded areas will be held at 7.30 p.m on Thursday, November 23rd in the school meeting hall The ticket price is 5,000 VND."

(135)

Forty five – minute test I Listening:

You are going to listen to a talk about Maximilian Listen carefully and decide if the following statements are true or false Tick in the right box to indicate your answer You will listen to the tape

twice

T F

1 After leaving school, Maximilian worked on his brother's farm He left the village when he was 18

3 The ship he worked on was sailing to the UK He made a lot of money on Wall Street He became a millionaire when he was 35 His first wife was a model

7 He lives with his first wife now

8 Both of his daughters have become drug addicts

9 He loves travels and he has visited every country in the world 10 Neither he nor his brother is happy

II Reading:

Complete the following passage by choosing one of the given phrases to fill in each blank.

a was watched b elimination rounds c organised by d every four years e elimination tournaments f host nation g the sport's governing body h viewed and followed i was held k the final tournament

World Cup is the most important competition in international football, and the world's most reprentative team sport event (1) Federation Internationale de Football Association (FIFA), (2) , the World Cup is contested by men's national football teams which are FIFA members The World Cup is held (3) (except in times of war), but the (4) of the competition (which narrows the field of as many as 197 teams down to the final 32 teams) take place over a three-year period, using regional (5)

The (6) phase (often called the "Finalists") involves 32 national teams competing over a four-week period in a previously nominated (7) Only seven nations have won the World Cup Finals The most recent football World Cup (8) in Germany between June 9 and July 10, 2006 The World Cup Finals is the most widely (9) sporting event in the world The final match of the 2002 World Cup (10) by more than one billion people. III Writing:

Use the prompts below to make up complete sentences about Cher, a famous American pop star. Cher/ born/ May 20th, 1946/ El Centro/ the USA.

She/ leave/ high school/ when/ she/ 16/ and/ go/ Los Angeles

She/ plan/ take/ acting lessons/ there

However, she/ meet/ Salvatore Bono/ there/ and/ become/ famous singer/ when/ she/ only/ 19 Cher/ get married/ twice/ and/ have/ a daughter/ a son

1977/ she/ decide/ turn/ acting/ again

(136)

7 Cher/ win/ Best Actress/ the Cannes Film Festival/ 1985/ and/ Oscar/ 1987

Her long career/ Cher/ be/ successful/ both/ serious actress/ pop star

IV Language Focus:

A Choose the word that has the underlined part pronounced differently from the others. a laugh b photo c orphan d Stephen a because b tense c nose d please a village b engineer c age d game

4 a team b bread c meat d season

5 a God b globe c phone d host

B Complete the second sentence so that it it has a similar meaning to the first one. He didn't return to his native village until the war ended

It was not

2 We couldn't relax until all the guests had gone home

It was not

3 I only recognized him when he came into the light

It was not until

4 Roger wants to buy a book, so he's gone to town

Roger has gone

5 Jane wanted to earn some pocket money, so she got a part-time job

Jane got ANSWERS

I Listening:

+ key: 1- F - T - F - T - F

6 - T - F - F - F 10 - F

+Tape script:

When he left school, Maximilian also started work on the family farm But he soon became bored. Country life wasn't for him And so at the age of 18 he left the village He's only been back three times since then He went to Buenos Aires and there he got a job on a ship that was sailing to the USA On the ship he met a rich American businessman He liked Maximilian and offered him a job Maximilian learnt quickly and in the next ten years he made a lot of money on Wall Street He became a millionaire when he was only 25 Since then he has been part of the international jet set He's had three wives When he was 30 he married a beautiful model, but she died two years later in a car crash His second and third marriages both ended in divorce For the last ten years he has lived alone in his luxury villa in the Bahamas His family life has not been happy Two years ago his son went to prison One of his two daughters has become a drug addict He's been on television several times and the newspapers have followed his life closely For the whole of his life he has loved to travel He's visited almost every country in the world ' Yes, I've made a lot of money I've been everywhere and I've done everything But has it made me happy? Not really Now look at my brother, Emilio For several years his life hasn't changed at all But he's happy Yes, Emilio is a happy man.'

II Reading:

(1) - c 2)- g (3) - d (4) - b (5)- e (6) - k (7) - f (8) - i (9) - h (10) - a

III Writing:

Use the prompts below to make up complete sentences about Cher, a famous American pop star. Cher was born on May 20th, 1946 in El Centro in the USA.

2 She left high school when she was 16 and went to Los Angeles She planned to take acting lessons there

(137)

6 In 1977 she decided to turn to acting again

7 Cher won the Best Actress at the Cannes Film Festival in 1985 and an Oscar 1987 In her long career Cher has been successful both as a serious actress and as a pop star

IV Language Focus:

A Choose the word that has the underlined part pronounced differently from the others. 1.- d ; - b; - d; - b ; - a

B Complete the second sentence so that it it has a similar meaning to the first one. It was not until the war ended that he returned to his native village

2 It was not until all the guests had gone home that we could relax It was not until he came into the light that I recognized him Roger has gone to town to buy a book

5 Jane got a part-time job to earn some pocket money

.

D.P: 15/03/2010 Period 90 D.T:17;18;19/03/2010

UNIT 15: CITIES A READING I Objectives:

Education aims: - Students know more about New York City 2 Knowledge:

a General knowledge: - Knowledge about New York City b Language: - The passive

(138)

II Teaching aids: board, textbook, chalk, some pictures. III Procedures:

1 Warm-up:(3 mins)

- Ask sts some questions so that they can find out which city they are reading about

What is the largest city in the USA? Where is the Statue of Liberty situated?

- Introduce the topic of the lesson

2 Before you read:( 12 mins)

Aims: To introduce the topic and provide sts with words/phrases about New York City.

a Answering questions: Do you know these places? What are they?

- Encourage sts to answer freely

- Guide sts to read the names of these places aloud - Ask them to match the names to the pictures

- Ask sts to work in pairs to ask and answer the questions in Before you read

- Go round to help if necessary - Ask some sts to give answers

- Listen and check Sts may give different answers b.Vocabulary.

- Provide sts with the new words/phrases:

+ lo'cate (v): đặt ở + 'harbour (n):bến cảng + 'global (a): belong to globe + 'finance (n):tài chính + 'business (n):kinh doanh +' characterise(v):đặc trng hoá

- Read each word/phrase times and ask sts to repeat it

- Leave sts minute to self-practice

- Ask 4-5 sts to read all the word/phrases aloud in front of the class( st/ time)

- Listen and help sts to read the words/phrases correctly

3 While you read:( 20 mins)

Aims: Read and guess the meanings of the words from contexts, and find specific information.

+Task 1: Matching:

- Ask sts to read the passage independently then read the words in column A as well as the definitions given in column B and scan the passage to match - Tell sts to refer to Vocabulary for help and encourage them try to guess the meanings of the words in contexts of the reading text

- Ask sts to share their answers with their partners - Call on sts to read their answers aloud in front of the class

- Listen to the T and find the answer

S1: New York City is the largest city in the USA.

S2: It is situated in New York.

- Listen to the T

- Look at the pictures and answer the T

Ss: Yes, we know.

S1: No is the Empire State Building. S2: No is the United Nations Headquarters.

.

- Work in pairs to ask and answer - Give answers orally

1 It is in the northeast of the USA. 2 Sts' answer.

.

- Others listen

- Listen and read after the T

- Write down these words into their notebooks

- Listen and repeat

- Read these words and check for their partner

- Read the words aloud - Listen to the T - Work individually

- Report their answers one by one

1 - d - c - e 4 - a - b

- Listen to the T

(139)

- Get feedback and give remarks + Task 2: True or False.

- Ask sts to read the sentences in task first, and focus their attention on key words

- Move round to help and ask sts to share their ideas and correct the false sentences

- Call on sts to read and explain their answers aloud in front of the class

- Feedback and give remarks + Task 3:

- Ask sts to read the passage again and work in pairs to ask and answer the questions

- Ask sts to share the answers with their friends - Ask pairs to give answers

- Listen and check

4 After you read:( mins)

Aims: to test sts' understanding about the reading passage.

- Ask sts to work in groups of three or four to discuss two questions

If you could visit New York, which place(s) of interest there would you like to see?

Why?/ Why not?

- Some presentatives of the groups are required to report in front of the class

- Listen and help sts to give correct answers

5 Homework:( min)

- Write a paragraph to answer the questions in After you read

on the key words

- Read the passage again and the task - Share their ideas with their friends - Report their answers sentence by sentence

1 T

2 F It is ice-free in all seasons.

3 T It is on the Hudson & Passaic River. 4 T

5 T

- Listen to the T

- Read the passage again and work in pairs to ask and answer

- Present their ideas:

1 It's in the southeastern part of New York state.

2 million in the city and 19 million in the metropolitan region.

3 Because it was founded by the Dutch. .

- Listen to their friends and the T - Work in groups orally

- Some sts report - Listen to the T

D.P: 20/03/2010 Period 91 D.T:22;23/03/2010

UNIT 15: CITIES B SPEAKING I Objectives:

- Students can talk about the differences between London and New York - Asking and answering questions about the two cities

- Making the comparisions between London and New York

II Teaching aids: Textbook, chalk, board, handouts

IV Procedures:

1 Warm- up: (5 minutes)

Aims : get used to the topic.

- Divide the class into big groups and introduce the quiz: T is going to read out the questions about Hanoi and Ho Chi Minh City Sts need to listen and give the answers quickly

- The quiz:

1 Which city is larger in area- Hanoi or Ho Chi Minh

- Work in groups and find the answers quickly

(140)

City?

2 Which city has a bigger population- Hanoi or Ho Chi Minh City?

3 Which city is older- Hanoi or Ho Chi Minh City? 2 Before you speak: (8 minutes)

+ Task 1: Complete each question in A with a suitable word in B

- Ask S to the task individually

- Ask some S to go and write their answers on the board

3 While you speak: (20 minutes)

Aims: Sts can ask and asnwer about the two cities

+ Task 2:

- Ask sts to work in pairs: One S read the infformation about New York city and the other about London, then ask and asnwer about the cities

- In their pairs, Ss will take turn to ask and answer about New York and London using the questions in Task - Go around to check and offer help

- Ask sts to share their answers with other pairs

- Call on some pairs to perform in front of the class and give feedback

- Listen and give remarks + Task 3:

- Introduce the task: S are going to work in pairs again and compare the two cities they have just asked and answer about

- Call on two students to read aloud the model conversation in the textbook

a Equal Comparison + Structure:

S + V + as adj / adv as +

S + Modal V/Aux V/Be NP

Pro

- Equal comparison of nouns:

as+ many/ few+ countable N+ as

.as+ much/ little+ uncountable N+ as Eg.: as many parks as/ as much money as

b Comparative form: + Structure:

S+V+ comparative adj /adv +than+

S + Modal V/Aux V/Be NP

Pro

- Comparative nouns: more + count/ uncount - N E.g: more buildings, more money

2,095 km2, Hanoi: 921 km20

2 Ho Chi Minh City ( pop Of HCM: 6 milion, Hanoi: milion)

3 Hanoi ( founded in 1010)

-Listen to the T - Work individually - Some S write on board - Answers:

1-d 2- f 3- a-e 4-a-e 5- b-c 6- c-b.

- Work in pairs to ask and answer

S1: Do you know when NY was founded?

S2: It was founded in 1624 And what about London?

S1: It was founded in 43AD Ans what is the population of New York?

S2: milion What about London? S1: milion, too What’s the area of New York?

S2: It covers an area of 946 km2 And how large is London?

.

- Read the model aloud

- Pay attention to the words/ phrases in bold

(141)

- Ask S to work in pairs to compare the two cities, basing on the model conversation

- Go around to help Sts

- Ask some Sts to perform in front of the class

4 After you speak:(10 minutes)

Aim: S can talk about the preferences and give the reasons.

+ Task 4:

- Introduce the task: S are going to work in groups to talk about their preferences and to give reasons to back up their opinions.

- Ask S to draw this table and take notes of their friends’ opinions Name City preferred Reasons

- Go around to observe and offer help if necessary - Call some S to report their findings

- Give corrective feedback

5 Homework: (2 minutes )

Write a paragraph about New York and London

- Work in pairs

- Compare the two cities

- Some pairs present in front of the class

- Work in groups to listen and take notes their opinions into the table - some sts present:

E.g.:Hoa prefers New York to London because people are friendlier and opener Binh prefers living in London because there are more high buildings but Nga prefers working in London because there are more holidays …… D.P: 21/03/2010 Period 92 D.T:23;24;25/03/2010

UNIT 15: CITIES C.LISTENING I Objectives:

By the end of this lesson Ss will be able to get the specific information about the Statue of Liberty II.Method: Integrated, mainly communicative

III.Teaching aids: pictures of the Statue of Liberty, some pictures of some famous cities, lesson plan, textbook

IV Procedure:

Teacher’s activities Students’activities

Warm up: (3minutes) Matching:

- Uses a poster: Match the names of the cities in column A with the names of the countries in column B

- Corrects

* Pre-listening (6minutes)

- Gets Ss to work in pairs to answer questions in textbook

* While-listening (23minutes) + Task 1

- Go to the board and match the words Ss’answers may vary

1 It is the Statue of Liberty

2 It is the Statue of a woman /It is tall/ It is big

(142)

- Explains the instruction and has Ss read the task quickly in minute before listening - Plays the tape twice

- Listens to Ss’answers(from 1-5) and get Ss to listen the last time to make sure that they can correct their answers by themselves

+ Task 2

- Explains the instruction

- Gets Ss to read quickly Task in minute - Plays the tape twice

- Asks Ss what they have heard - Listens to Ss’answers

- Plays the tape the last time to make sure that Ss can fill in the table enough with correct information

* Post- listening (13minutes) - Divides the class into groups

- Has the students sit in groups of six and retell their friends what they have learnt about the Statue of Liberty, using the information in the table

- Goes around to help students

- Gets representatives of two groups to present their talks

- Gives feedback

Homework

Assigns homework

Comment

- Read the task quickly

- Listen and choose the correct answers

Answer key:

1 B A B A C

- Give their answers

- Listen again to correct their answers -Listen to teacher’s explanation - Read the task quickly

- Listen to the tape and fill in the table

- Give their answers

- Listen to the tape and correct the answers

Answer key

1 Liberty Enlightening the World 46 meters

3 205 tons

4 Copper (outside) and iron (frame) (Made of) stone and concrete 9.30 a.m to p.m daily (everyday)

except Christmas Day - Work in groups

(143)

D.P:21/03/2010 Period 93 D.T:24;25;26/03/2010

UNIT 15: CITIES D WRITING I OBJECTIVES :

By the end of the lesson, students will be able to write a paragraph describing a city

II KNOWLEDGE :

* General knowledge : students learn how to describe a city * Language : - Grammar :

+ Defining and non defining relative clauses + Simple present, simple past

- Vocabulary :

+ Some new words related to the topic III Teaching aids : pictures, texbook

IV PROCEDURE :

I Warm up : (3’)

- asks some questions Answer What you know about London? (individually) Do you like it? Give reason(s)

II Pre - writing : (15’)

- asks students to look at the pictures in the texbook

- asks students to read paragraph in silence

- Work in groups, discuss, and answer the questions in task

- goes around class to help students

- explains some structures when describing a city + (be) situated

+ cover an area of + (be) founded by + (be) famous for

+ The best thing about …… is ……

- Answers

1 In southern English, on river thames

2 It covers an are a of 1,610 sguare kilometres

3 million

4 It is a capital city

5 It was founded by the roman in 43AD It is famous for many things : such as St paul’s cathedral and the houses of parliament, its museums and its many shops

7 The best thing about London is the park - Gives feedback

III While - writing : (15’)

- Elicits famous cities Give cues

* HCM city : - Population – about million people

- Area : 2,092 square km - Founded : 1968

- Famous : BenThanh market, Duc Ba church

* CanTho : - Population - about million people - Area : 2,964 square km

Founded : 2004 -Famous:NinhKieupier,Canhoport

- Give the name of two famous cities

(144)

- asks students some questions about each of them (questions in task 1)

- asks students to write a paragraph to describe one of the two above cities (based on questions in task 1) by using posters

- Goes around class to help students - asks ss to exchange their writings - goes around tohelp them if necessary

- asks one student in each group to stick the posters on the board

- work in groups to write about a city of their interest

- exchange their writings and correct them each other

IV Post - writing : (11’)

- corrects mistakes

- T & ss work together - correct

V Homework : (1’)

- asks students to write a short paragraph about the province of Ben Tre

- the work at home

D.P:27/03/2010 Period 94 D.T:29;30/03/2010

UNIT 15: CITIES E LANGUAGE FOCUS I.Objectives:

By the end of the lesson, students will be able to pronounce two sounds /θ/, / ð / correctly; use “ Non-defining and Non-defining Relative Clauses” and “ Although” correctly

II Skills : listening, speaking, readings , writing

III Teaching aids: pictures, posters, lesson plan, textbook, etc

IV Proceture

Teacher, s activities Students’ s activities

Pronuciation(12mns)

-There are three brothers in Tom’s family

/θ / / ð /

- asks students to read this sentence in chorus - asks them to pronounce two sounds:

- describe how to pronounce the sounds clearly A Exercise

Non-defining and defining relative clauses.

Relative pro: which, who, whom, whose,that

-read in chorus

-pronounce the sounds in chorus

(145)

Activity 1:

New York Harbour, which is ice-free in N – R - Clause all seasons, is one of the largest and finest harbours in the world

- Writes this sentence on the blackboard - explain

Gives another example

*The man who lives next door is very friendly -explains

Theory: Mđề quan hệ giới hạn (defining relative clause) cung cấp thông tin cần thiết Để đảm bảo nghĩa câu, ta bỏ mệnh đề

@ Note

“That” is not used in non-defining rela clauses

Activity 2.

Do exercise 1: Gives the instruction

Asks students to work individually Gets students to correct in pairs

Gets some sts to this exercise before the class Correct

B.Exercise 2

Connecting contrasting ideas: Although

Activity 1

Gives an example Asks questions: It …… What are they doing?

Says: Although it is raining,they’re still playing football S V

Writes this sentence on the b.b Explains

Asks ss to look at the example in their textbooks Ex: Although New York is not the capital of the S V

U.S.A, it is the home of the United Nations -analyses

-explains

@ notes

_Although = Even though= Though

ex: Though it is raining, they’re still playing football

Activity 2 Do exercise

Asks students to work individually -gets them to correct in pairs -corrects

Homework:

It is New York Harbour

“Who lives next door” is relative clause -

Work individually Correct in pairs Answers:

1.Washington, D.C., which is located on the East Coast of the United States, has many interesting and historical places to visit Brasilia, which is the capital of Brazil, is less than 50 years old

3.Mexico City, which has a population of nearly 20,000,000, is the largest metropolitan area in the world

4 Seoul, which hosted the 1988 Summer Olympics, is well-known for its shopping centres

5 Kyoto, which used to be the capital of Japan, has many temples

It is raining

They are playing football

Answers:

1 Although there is not much to in the countryside, I prefer living in there

2 Although there is a lot of pollution in Los Angeles, it is an ideal place to live

3 Although the shops are crowded, people are not buying much

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Teacher assigns homework destination for many people, it has its problems

5 Although it is a safe neighbourhood, it is best to be careful

Do the exercises again

D.P: Period 95 D.T:

Unit 16: Historical places A.READING I Objectives:

- Reading for general ideas and specific information - Choosing the best suitable words and guessing in context - Deciding on True or False statements

- Discussing in group

II Teaching aids: - Textbook, blackboard, chalk, …

III Procedure

1 Warm-up: Network (5minutes)

- Ask students to work in groups of 3-4 students

- Ask the students to name some historical places in Vietnam

- After minutes, the group which has the longest list will be the winner

2 Before you read: (8 minutes)

Aims: To provide students with words/phrases about historical places.

- Students are required to work in pairs to answer the questions in the textbook

- Go around to offer help S

- Ask some S to answer the questions - Listen and help S to give correct answers Suggested answers:

1 Co Loa Citadel Hoa Lu Capital Con- Son- Kiep Bac Site Den Hung Remains, Quang Tri Citadel, Hue Imperial City Hoi An City, etc

2 Yes, it is It is the first university of Vietnam

3 Van Mieu- Quoc Tu Giam was founded in 1070 by the Ly Dynastry It is one of the most visited places in Hanoi

- Give S some new words: * The new words/phrases are:

+ Confucian ( a): ngời theo đạo Khổng, nhà nho + engrave ( v): khắc, trạm trổ

+ stelae ( n): bia đá

+ banyan trees ( n): đa + tortoise ( n): rïa

Read each word/phrase times and ask the students to repeat it

Ask 4-5 students to read all the word/phrases aloud in front of the class

- Work in groups

- Work in pairs

- Some S answer the questions

- Read after the T and then read individually

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(1 student/ time)

Listen and help the students to read the words/phrases correctly 3 While you read: (20 minutes)

Aims: Read for information to the task, and the tasks.

Task 1: Guesing in context

- Ask the students to read the passage indepently then find the italicised words in task

- Write these words on board:

Originally, representative, memorialise, engrave, flourish.

- Ask S to go back to the text to locate and underline these words and try to guess the meanings

- T might want to check that S understand all these words by callingon some S to tell the meanings in Vietnamese

- S are required to compare their answers with their partner

- Call on students to read and explain their answers aloud in front of the class

* Key:

1 b a c b c Task 2: Deciding on True or False statement

- Ask S read the text more carefully and decide whether the statements are true (T) or false (F) Correct the false information - Ask s to the task individually and then check their answers with their friend

- Ask some representatives to give their choice orally in front of the class and explain their answers

- Listen and help S to give the right answer

Answer:

1 F ( it was built in 1070) T 3 F ( from 11th century to 18th century)

4 F ( it is an example of well- preseved traditional Vietnamese architecture)

5 T T

4 After you read: (10 minutes)

Aims S can talk briefly about Van Mieu- Quoc Tu Giam.:

- Ask S to work in groups of or and prepare a talk about Van Mieu-Quoc Tu Giam, using the suggestions in the textbook

- Go round to help the students with their work

- Ask some S to talk in front of the class and give feedback Suggested talk:

Van Mieu- Quoc Tu Giam is a historical and cultural relic of Vietnam, which attracts a great number of visitors every year Van Mieu- Quoc Tu Giam was built originally by the Ly dynasty in 1070 in Hanoi Quoc Tu Giam was considered the first university of Vietnam, which was established on the grounds of Vietnam Royal exams used to take place here and the first comers were honoured by having their names carved on the stone stelae These talae were carried on the

Work individually

- Some S the task orally while others listen

- Read the text and the task individually

- Check the answers with a partner

- Some S present

Listen to the T - Work in groups

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backs of giant tortoises,which can still be seen today.

5 Homework: (2 minutes)

- Write a passage about Van Mieu- Quoc Tu Giam

Van Mieu- Quoc Tu Giam

D.P: Period 96 D.T:

Unit 16: Historical places B.SPEAKING I/ Objectives

- Asking and answering questions about a historical place - Talking about historical places

II/ Teaching aids:

Textbook, chalk, board, handouts

III/ Procedure:

Teacher’s activities Students’ activities

1 Warm- up: (5 minutes) Aims : get used to the topic.

- Introduce the game: You are going to work in groups to match the names of different historical places of interest in Hanoi with their English translatations

1 Chïa Mét Cét a Presidential Palace Cét Cê Hµ Néi b Temple of Literature Bảo tàng Cách mạng c Ho Chi Minh Mausoleum Văn Miếu d National Museum of Ethnology Lăng Hồ Chđ TÞch e Co Loa Citadel

6 Phđ chđ Tịch f National Museum of Fine Arts Bảo tàng Dân tộc học g One Pillar Pagoda

8 Bảo tàng Lịch sử h Flag Tower of Hanoi Bảo tµng Mü tht i Revolution Museum

10 Thµnh Cỉ Loa j Vietnamese National History Museum

- Go around to observe and check that S work - Check with the whole class

2 Before you speak: (8 minutes)

Aims: : focus sts on the topic and introduce the words and grammar used in the task.

Task 1: Ask and answer about President Ho Chi Minh Mausoleum.

- Ask S to study the fact sheet of the monuments and explain new words if any.

+ stand : place

+ late( adj): nguyªn, cè cùu + maintenance ( n): b¶o dìng

- Ask S to read the model conversation in the textbook.

- Ask S some questions as examples

- Work in group - Give the answers.: 1-e 2- h 3- i 4- b 5- c 6- a 7- d 8- j 9- f 10- e

- read the fact sheet and listen to the T

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- Ask S to work in pairs to ask and answer about President Ho Chi Minh’s Mausoleum

- Go around to help S

- Call on some pairs to perform in front of the class Suggested questions:

+ Where is it located?

+ When did the construction start? + When did the constuction finish? + How many floors are there? + What is the use of each floor? + What time is it open?

+ What time is it closed?

+ Is photography allowed inside?

3 While you speak: (20 minutes)

Aims: Sts can ask and asnwer about the two historical places

Task 2: An information gap activity

- Introduce the task: S going to ask and answer about Hue Imperial City and Thong Nhat Conference Hall

- Give S some new words:

+ World Cultural Heritage:Di sản văn hoá giới + Comprise (v): bao gåm

+ The Royal Citadel: Hoµng thµnh + The Imperial Enclosure: Thµnh néi

+ The Forbidden Purple City: Tư cÊm thµnh + Admission: giá vé vào cửa

+ Reunification Hall: Dinh Thèng nhÊt

+ To be heavily damaged: bị phá huỷ nặng nề + Air bombardment: nÐm bom

+ Chamber: phßng

- Ask S to work in pairs

- In their pairs, Ss will take turn to ask and answer about two histirical places using the questions in task

- Go around to check and offer to help

- Call on some pairs to perform in front of the class and give feedback

4 After you speak: (10 minutes)

Aim: S can talk about the historical place they have been to.

Task 3:

- Introduce the task: S are going to work in groups to ask and answer questions about a historical place they have been to

- Remind S to take notes of their friends’ talk while listening so that they can report in front of the class

- Go around to help S

- Call some S to report their findings - Give corrective feedback

5 Homework: (2 minutes )

- Answer the teacher’s questions

- Work in pairs

- Some pairs present in front of the class

(150)

Write a paragraph to talk about a historical place

D.P: Period 97 D.T:

Unit 16: Historical places C.LISTENING I OBJECTIVES:

To help Ss listen and understand about Hoi An, a historical place in Vietnam (listening for specific information)

II.TEACHING AIDS: text book,cassette

III PROCEDURE:

1 Settlement: Checking attendance 2 Checking: New words

3 New lesson: Listening

Teacher’s Activities Students’ Activities

* Warm up: Guess the word

- Have Ss play the game "Guess the word"

(A word consists of 11 letters with some available.)

D I O N

- T gives some cues: + This word has 11 letters + It begins with a letter D + It ends with the suffix -ION - T asks some lead-in questions:

Do you know about the world cultural heritage sites in Vietnam?

Can you name the one in Middle Vietnam, its name begins with an H and ends with an N?

1 Before you listen:

a Have Ss look at the pictures in textbooks and answer the questions:

- What is the name of the place? - What places have you been to?

- Which one would you like to visit most and why?

b Vocabulary:

- tile-roofed (a)  picture : mái ngói

- well-preserved (a)  Example : bảo quản tốt

- carve (v)  picture : khắc

- construct (v)  explanation : xây dựng 2 While you listen:

a Task 1(textbook): Listen and choose A, B or C that best completes the sentences:

- Have Ss work in pairs

- Have Ss read the MCQ for a few minutes - Have Ss guess the answers

- Have Ss listen the text twice

- Have Ss discuss the answers in pairs - T gives feedback

b Task 2 (textbook): Listen and answer the following questions

Group work

Key: DESTINATION

Hue, Ha long Bay, Hoi An, Phong Nha, My Son

Hoi An

Individual work Key:

Pic 1: Notre Dame Cathedral in Ho Chi Minh City

Pic 2: Bo Nau Grotto, Ha Long Bay Pic 3: The Huc Bridge, Hoan Kiem Lake, Ha noi

Pic 4: Ngo Mon Gate, Imperial City in Hue

Copy down Pair work

Guess the answer Listen to the tape

Key:

1 B A C C 5.C

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- T divides the class into groups of - The text is divided into parts:

Part 1: " The ancient town designers"

Part 2: "One of the main Cultural Heritage site"

- T turns on the part 1, asks the groups to listen and answer the questions 1

- T does the same for the part

- Have Ss listen the whole text for checking - T gives feedbacks

3 After you listen:

- Have Ss work in groups to talk about the ancient town of Hoi An, using the following cues:

 its location and roles in the past  its attractive characteristics at present  its main tourist attractions and their features

Ss listen twice - Key:

1 Its lies on the Thu Bon River, 30 km south of Da Nang

2 It was known as the major trading centre in Southeast Asia between the 16th and 17th centuries

3 Hoi An is now famous for its old temples, pagodas, small tile-roofed houses and narrow streets

4 They were made of wood and their pillars were carved with ornamental designs

5 It is 153 years old

6 It was built nearly two centuries ago The house now looks almost exactly as it did in the early 19th century In 1999

Group work

IV Consolidation:

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D.P: Period 98 D.T:

Unit 16: Historical places D.WRITING I Objectives:

Education Aims: - Students can describe a chart 2 Knowledge:

a General knowledge: - Student knows how to read the information in a chart b Language: - Language used to describe a chart

- The past tenses

3 Skills: - Reading: read the model description - Speaking: discuss in pairs

- Writing: write a description

II Anticipated problems:

- Students are not familiar with this type of writing

III Teaching Aids: - board, textbook, chalk

IV Procedures:

Teacher's activities Students' activities 1 Homework checking :( mins)

- Ask one st to talk about the ancient town of Hoi An - Ask other sts to listen to their friend and give remarks

- Check and give remarks

2 Before you write:( 20 mins)

- Aims: to get sts to know how to write a description of a chart.

+Task 1:

- Firstly, ask sts to look at the chart and explain the information in the chart

- Ask them to look at the chart and then answer the questions in pairs

- Move around to help if necessary

- Ask sts to compare their answer with other pairs

- Get feedback and give remarks

- Introduce some useful words/expressions that sts can use when describing a chart

+ Beginning: Answer the question: " What does the chart show?"

- Answer: The chart shows

The chart presents some information +Expressions: As we can see from the chart,

- Listen to their friend and give remarks - Listen to the teacher

- Read the chart and try to understand the information in the chart

- Work in pairs to ask and answer and then share their answer with their friends

- Present their ideas

1 The USA had the biggest number of visitors to Vietnam in 2001.

2 99,700 visitors. 3 Australia did. 4 No, it isn't. 5 France did.

6 The number of American visitors to Vietnam in 2002 increased by 29,497 in comparison with that in 2001.

- Listen to the teacher

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It can be seen from the chart that According to the chart,

+ Verbs: increase >< decrease reduce, rise,

+ Adverbs: rapidly, quickly, sharply, steadily, etc.

+ Comparatives and superlatives

3 While you write:( 10 mins)

- Aims: Sts practise describing the chart.

+ Task 2:

- Ask sts to write a description of the chart

- Ask them to use the answers to the questions above to write

- Let sts write in 10 minutes

- Move around to conduct the activity

4 After you write:( mins)

Aims: to get feedback and check sts' work.

- Get feedback by asking some sts to read their work aloud

- Ask some other sts to give remarks - Check and give the correct answer

- If there is enough time, T can have sts exchange their writing among sts within a group so that they can check their friend's work and give remarks

5 Homework: ( 1min)

- Part D (page 95 - workbook)

notebooks

- Do the writing task

- Read their writing: ( a model description)

" The chart shows the number of visitor arrivals to Vietnam from the USA, France and Australia in 2001 and 2002 The statistics were provided by Vietnam National Administration of Tourism It is clear from the chart that the number of visitors to Vietnam from the USA, France and Australia in 2002 is higher than that in 2001 According to the chart, the USA had the biggest number of visitors to Vietnam with 230,470 visitors in 2001 and 259,967 in 2002 France ranked second with 99,700 visitors in 2001 and 111,546 in 2002 "

D.P: Period 99 D.T:

Unit 16: Historical places E.LANGUAGE FOCUS I Objectives:

Students know how to pronounce the sound /ʒ / and / ʃ / correctly

- Students revise: - Comparatives and superlatives. II Anticipated problems:

- Students may forget the knowledge about comparisons

III Teaching aids: - board, chalk, textbook

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Teacher's activities Students' activities 1 Homework checking: ( 5mins)

- Ask two sts to read the description of the chart they wrote at home aloud

- Ask another st to give remarks - Check and give marks

2 Pronunciation:( 10 mins)

a Write two sounds on the board and pronounce them clearly twice, then ask sts to repeat

- Tell sts how to pronounce these sounds accurately /ʃ / : a voiceless sound

/ ʒ / : a voiced sound

- Ask sts to pay attention to the length of two sounds - Ask them to look at the textbook, listen and repeat - Then ask sts to work in pairs to read the words again so that they can check for each other

- Move around to help

- Ask two sts to read again and give remarks

b Ask sts to look at sentences in page 175 in the book

- Ask them to work in pairs to read the sentences and then find out the words containing sound /ʒ / and sound / ʃ /

- Ask them to work in minutes - Move around to conduct the activity

- Ask one st to report and other sts to give remarks - Check and give the correct answers

- Ask some sts to read these sentences aloud - Listen and give remarks

3 Grammar: ( 29 mins)

a Comparatives and superlatives:

- Firstly ask sts to look at the examples and revise the comparative and superlative form of the adjectives E.g: My house is smaller than your house.

My house is the smallest in this street. Exercise is more difficult than exercise 2. Exercise is the most difficult in this book - Ask sts to tell the T the comparative and superlative form of the adjectives

- Listen to the S and give remarks - Notes:

Irregular adjs

good => better => the best bad => worse => the worst

far => further/farther => the furthest/farthest

- Ask sts to EX

+ Exercise 1:

- Ask sts to Ex in pairs and then share the answers with their friends

- Two sts read the announcements aloud - Give remarks

- Listen to the teacher - Write down two sounds

- Listen to the teacher and repeat - Look at the book , listen and repeat / ʒ / / ʃ /

television shop pleasure machine measure Swedish .

- Read these words in pairs and check for their partners

- Look at the book and work in pairs - Answers:

/ ʒ / / ʃ /

pleasure shouldn't Asia shop illusions washing .

- Read the sentences - Listen to the T - Look at the examples

- One st tells the T the comparative and superlative form of the adjectives:

Adjectives Comparatives Superlatives Short adjs .- er the - est

long longer the longest hot hotter the hottest .

Long adjs more the most

expensive more expensive the most ex. .

- Some sts report

1 young => younger => the youngest 2 happy => happier => the happiest 3 big => bigger => the biggest 4 busy => busiest => the busiest .

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- Ask some pairs to report - Check and give remarks + Exercise 2:

- Ask sts to read the requirement and the example carefully

- Ask sts to the Ex individually - Move round to help if necessary

- Ask sts to share their ideas with their friends - Ask two sts to write the sentences on the board - Ask other sts to give remarks

b Making comparisons: - Ask sts to EX3

+ Exercise 3:

- Ask sts to Ex3 in pairs and then share the answers with their friends

- Ask some sts to report in front of the whole class - Check and give remarks

5 Homework ( min)

- Part B( page 91 - workbook)

- Do the Ex individually

2 My sister is younger than me. 3 Who is the oldest in the class?

4 Concord used to be the fastest passenger plane in the world

.

- Listen to the teacher

- Do the exercise in pairs - Some sts report:

1 v so more 4 the the v 7 than of v .

- Listen and correct their work if necessary

D.P:10/04/2010 Period 100 D.T:12;13/04/2010

TEST YOURSELF F I Objectives:

- By the end of the lesson Ss will be able to all the exercises correctly

II Teaching aids: textbook, chalk, board

III Procedures:

Teacher's activities Students' activities 1 Homework checking:( mins)

- Ask one st to Ex in the workbook on the board

- Ask one st to give remarks - Give remarks and marks

2 The new lesson:( 39 minutes)

- Ask sts to part II, part III and part IV at home in advance to save time

- Give sts the time duration for each part : part II: 10 minutes, part III: 10 minutes, part IV: 15 minutes

- Ask sts to listening in class 2.1 Listening:

EX 4:

3 larger the longest the worst 6 happier the most popular

.

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- Ask sts to read the requirement of the task - Play the tape twice and ask sts to the task - Ask sts to share their ideas with their partners - Get feedback and play the tape again so that sts can check their answers

- Ask other sts to give remarks - Check and give feedback 2.2 Reading:

- Ask sts to work in groups to compare their answers

- Ask some sts to report his/ her answers aloud - Listen and check

2.3 Grammar:

2.3.1 Non-defining Relative Clauses:

- Ask sts to discuss their answers in groups - Ask some sts to write on the board

- Ask two other sts to give remarks - Check and give the correct answers

2.3.2 Comparisons:

- Ask sts to share their answers with their friends - Ask some sts to report:

- Check and give remarks 2.4 Writing:

- Ask some sts to read their writing aloud

- Ask some sts to give remarks

3 Homework: ( min)

- Part A ( Page 85 - workbook)

- Look at the textbook and read the statements - Listen carefully and the task

- Work in pairs to discuss their answers - Some sts report

1 three friends capital 4 crowds noisy interesting .

- work in groups to share their ideas - Some sts stand up to report

1 C A A A A

- Discuss in groups - Answers:

1 Their house, which is quite big and modern,

2 The new English teacher, who I met yesterday,

3 Sandra has got a new job with Capital Insurers, which is a much

.

- Compare their answers with their parners - Answers:

1 bigger best

3 better more polluted 5 more stressful

- Read their writing aloud

"Taipei, which is the capital city of Taiwan, was founded in the 18th century It has a population of 2.3 million It is the country's most exciting city, but the weather there is very humid and not very pleasant Taipei is a busy city, and the streets are always full of people It is famous for excellent museums."

- Listen to the teacher's remarks

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D.T: 13;14;15/04/2010

REVIEW *** I OBJECTIVES:

By the end of the lesson Ss will be able to use conditional sentences correctly

II TEACHING AIDS: - text book; …

III PROCEDURE:

1 Settlement: Checking attendance 2 Checking: Who is absent today? 3 New lesson: Lesson 1

I- Revision:

- Teacher gives examples and asks: “What tenses are used in the second and in the third conditional sentences?”

Ex: If I were a bird, I would be a while pigeon

(I’m sorry I can’t be a bird)

If I had studied harder, I would have passed the exam

(I failed the exam, because I didn't study hard enough)

- Teacher notes:

+ If the "if" clause comes first, a comma is usually used If the "if" clause comes second, there is no need for a comma

+ We use WERE for the verb TOBE in the second conditional sentence

II- Practice:

Exercise 1: Complete the sentences with the verbs in parentheses.

1 There would be less crime if everyone (have) a job

2 If I (not, go) out so late last night, I (not be, punish)

3 I (meet) my old friend in the party yesterday if I (not, leave) so early

4 If all the factories (be, move) out of the city centre, the air pollution (be) less serious

5 - Nga, please answer the phone

- I (will) if I (can) I’m in the bathroom If there (be) no sunlight, life (not, exist) If I (not be) tired last night, I (go) out to

have a coffee with my friend

8 Mr Nhan is a poor worker but if he (have) enough money, he (buy) a motorbike

9 It (be) very hot if there (be) two suns

Activity 1: Group work

- Sts discuss the form, use of the first, second and the third conditional sentences

- Students answer the question: the simple present tense, the simple future, the past perfect and past future perfect tenses

- The leader writes down on the board

* The second conditional sentence:

If clause Main clause

S + simple past tense

S + should/would/ could + infinitive

* The third conditional sentence:

If clause Main clause

S + had + PP S + would/ could/ mighthave + PP

- Sts give some more examples

Activity 2: Pair work

- Students practice in pairs Expecting answer

1 had

2 had not gone/ wouldn’t have been punished

3 would have met/ hadn’t left were moved/ would be would/ could

6 were/ wouldn’t exist

7 hadn’t been/ would have gone had/ would buy

9 would be/ were

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10 If I (know) that you arrived in HCM last Saturday, I (pick) you up at the station

Exercise : Choose the correct answer

1 I want to buy a car, but I don't have enough money.

a If I have enough money, I buy a car b If I have enough money, I will buy a car c If I had enough money, I would buy a car

d If I had had enough money, I would have bought a car

2 He stepped on the mine and it exploded.

a If he doesn't step on the mine, it doesn't explode b If he doesn't step on the mine, it won't explode c If he didn't step on the mine, it wouldn't explode d If he hadn't stepped on the mine, it wouldn't have exploded

3 Unfortunately, I don't know Philosophy, so I can't answer your question.

a If I know Philosophy, I can answer your question b If I know Philosophy, I will be able to answer your question

c If I knew Philosophy, I would be able to answer your question

d If I had known Philosophy, I would have been able to answer your question

4 - I have never been to a job interview before.

a If I were you, I will dress formally b If I were you, I could dress formally c If I were you, I would dress formally d If I were you, I can dress formally

Pair work

- Some students write down on the board Answer key

1 c d d c

4 Consolidation:

5 Homework:Revise the lesson again

1 Mr Mills lost his job because he was late every day If Mr Mills Without this treatment, the patient would have died

D.P: 10/04/2010 Period 102 D.T:14;15;16/04/2010

REVIEW I OBJECTIVES:

By the end of the lesson Ss will be able to use the relative clauses correctly II TEACHING AIDS

-text book……

III PROCEDURE:

1 Settlement: Checking attendance 2 Checking: Who is absent today? 3 New lesson: Lesson 2

1 Revision:

- Teacher asks students: “What relative pronouns

Activity 1: Group work

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can you use in the relative clauses? - Teacher explains:

a Defining Relative Clauses

give detailed information defining a general term or expression

- are not put in commas

* Imagine, Tom is in a room with five girls One girl is talking to Tom and you ask somebody whether he knows this girl Here the relative clause defines which of the five girls you mean. Do you know the girl who is talking to Tom? - Defining relative clauses are often used in

definitions.

A seaman is someone who works on a ship.

Object pronouns in defining relative clauses can be dropped (Sentences with a relative clause without the relative pronoun are called Contact Clauses.)

The boy (who/whom) we met yesterday is very nice

b Non-Defining Relative Clauses

- (also called non-identifying relative clauses or

non-restrictive relative clauses) give additional information on something, but not define it - are put in commas

* Imagine, Tom is in a room with only one girl. The two are talking to each other and you ask somebody whether he knows this girl Here the relative clause is non-defining because in this situation it is obvious which girl you mean.

Do you know the girl, who is talking to Tom?

- Who/ Which may not be replaced with that Object pronouns in non-defining relative clauses must be used

Jim, who/whom we met yesterday, is very nice

2 Practice:

Exercise 1: Combine the sentences using relative clauses

1 We bought a car last week The car is blue The car The girl is a singer We met her at the party

Relative

pronoun Use Example

who subject or object pronoun for people

I told you about the woman who lives next door

which

subject or object pronoun for animals and things

Do you see the cat

which is lying on the roof?

which referring to a whole sentence

He couldn't read

which surprised me whose

possession for people animals and things

Do you know the boy whose mother is a nurse?

whom

object pronoun for people, especially in non-defining relative clauses (in defining relative clauses we colloquially prefer who)

I was invited by the professor whom I met at the

conference

that

subject or object pronoun for people, animals and things in defining relative clauses (who or

which are also possible)

I don't like the table

that stands in the kitchen

- Students take notes

Activity 2: Pair work

Expecting answer

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The girl The bananas are on the table George bought

them

The bananas We watched a film last night It was really

scary

The film A monk is a man The man has devoted his life

to God

A monk (thầy tu) I have one black cat His name is Blacky

I have A herbivore is an animal The animal feeds

upon vegetation

A herbivore (động vật ăn cỏ)

8 Carol plays the piano brilliantly She is only years old

Carol Sydney is the largest Australian city It is not

the capital of Australia

4 The film which we watched last night was really scary

5 A monk is the man who has devoted his life to God

6 I have one black cat whose name is Blacky

7 A herbivore is an animal which feeds upon vegetation

8 Carol, who is only years old, plays the piano brilliantly

9 Sydney, which is not the capital of Australia, is the largest Australian city

10 The new words which I have to learn are very difficult

4 Consolidation:

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D.P: 18 /04/2010 Period 103 D.T: 19,20 /04/2010

REVIEW A OBJECTIVES:

I Knowledge: Students revise the passive form and to- infinitive of purposes II Skills: Speaking, Writing

B PROCEDURE:

I Settlement: Checking attendance II Checking: Who is absent today? III New lesson: Lesson 3

I-PASSIVE FORMS :

- Teacher gives example and asks students to write out the form of the passive

1 Breakthe glass into small pieces V O

-> The glass is broken into small pieces

- Teacher gives some more examples and asks students to give the specific form

Ex1:

 Films are shown at the cinema

Ex2:

 My watch was made in Japan

Ex3:

 The letters will be mailed next week

1 Active: Tom painted the chair

Passive: The chair was painted (by Tom) Active: Tom painted the chair carefully yesterday

Passive: The chair was carefully painted (by Tom) yesterday

3 Active: They dry the beans in the sun Passive: The beans are dried in the sun Active: They have turned on the lights Passive: The lights have been turned on

II- Infinitive of purposes

For + noun/ To + infinitive: individual purpose

If we want to express individual purpose with a verb pattern, we are obliged to use to + infinitive:

 I stopped by at the supermarket to buy some apples

on the way home.

 I popped into his office to have a chat about our

marketing policy.

I decided to save up to buy a new computer. For is commonly used with nouns to express

individual purpose:

 I popped into the supermarket for some apples on

the way home.

(Not: I popped into the supermarket for buying some apples)

- Students work in pairs

Be + V3 (past participle)

ACTIVE S V O

PASSIVE S’ (to be V3) (byO’)

1 Simple Present:

Subject + am / is / are + V3

2 Simple past

Subject + was / were + V3

3 Simple future:

Subject + will be + V3

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 I stopped by at his office for a chat about our

marketing strategy.

(Not: I stopped by at his office for having a chat about marketing.)

 I decided I would save up for a new computer.

(NOT: I decided I would save up for buying a new computer.)

Exercise 1: Rewrite the sentences using infinitive of purpose

Example:

I went to Holland because I wanted to see the tulips -> I went to Holland to see the tulips

1 I’m going to Moscow because I want to see the Kremlin

2 Paul is going to London because he wants to buy some clothes

3 Roger went to India because he wanted to visit the Taj Mahal

4 Tracey often goes to the disco because she wants to dance

5 Tim is going to America because he wants to see the Niagara Falls

Exercise 2: Change these sentences into the passive People don’t use this dictionary very often -> This dictionary They have found oil in the Antarctic (South Pole) -> Oil Someone gave Mary this present an hour ago -> Mary -> This present They will translate her new book into a number of foreign languages

-> Her new book They told me that our teacher was sick

-> I

- Students listen to the teacher’s explanation and copy

- Students work individually Answer key

1 I’m going to Moscow to see the Kremlin Paul is going to London to buy some clothes Roger went to India to visit the Taj Mahal Tracey often goes to the disco to dance Tim is going to America to see the Niagara Falls

- Students work in pairs

1 This dictionary isn’t used very often Oil has been found in the Antarctic Mary was given this present an hour ago (or) This present was given to Mary an hour ago

4 Her new book will be translated into a number of foreign languages

5 I was told that our teacher was sick

IV Consolidation:

V Homework:

D.P: 25/04/2010 Period: 104

D.T:

EXERCISES

I/ Rewrite the following sentences, using Conditional Sentences Type 3

1 He didn’t hurry, so he missed the train

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2 My brother didn’t leave the car keys, so I couldn’t pick him up at the station

If my brother

3 We didn’t go because it rained

 If it hadn’t

4 We didn’t go on holiday because we didn’t have enough money

If we _

5 Susan felt sick because she ate four cream cakes

 If Susan

6 Without this treatment, the patient would have died

 If he _

7 We got lost because we didn’t have a map

If we

8 He lost his job because he was late every day

 If he _

9 Peter is fat because he eats so many chips

If 10 Robert got a bad cough because he started smoking cigarettes

If Robert

II/ Give the correct form of the adjectives or adverbs in brackets

1 It was an awful day It was the (bad) _ day of my life

2 He was a bit depressed yesterday, but he looks (happy) today John’s car runs (well) than Mary’s

4 That’s the (far) _ way to the city center I feel (good) _ today than I did last week HCM City is the (big) city in Viet Nam Marjorie has (many) _ books than Sue He acts (badly) than ever before

9 This bottle has (little) water than my bottle 10 Nam is (nice) _ than Minh

III/ Rewrite the following sentences, using Comparative My homework is worse than yours

Your homework is

2 He does the test more easily than Nga

Nga

3 An dictionary is more expensive than an English book

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4 He behaves now worse than he used to

He used to

5 My uncle is fatter than my father

My father

6 Viet Nam isn’t as large as the USA

Viet Nam

Procedure:

T Stages & Content T’s activities Ss’ activities

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2

I WARM UP: Slap the pictures II PRE-READING:

1 Look at the map and give the Vietnamese names for the oceans on the map

2 Name the sea animals in the pictures Vocabulary:

- biodiversity (n) : đa dạng sinh học - gulf (n) : vịnh

- submarine (n) : tàu ngầm - at stake (exp) : bị đe dọa - investigate (v) : điều tra III WHILE-READING: * Task 1: Gap-fill

* Task 2: Comprehension questions IV POST-READING:

- Complete the summary

- Draw the pictures of the undersea world & tell how to preserve the sea environment V HOMEWORK:

Complete the lesson -Set the scene -Introduction -Elicit -Model

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