Dung thu GA TA 9 ky II

- Having students work in groups of 4 to make any dialogue (Use connectives, phrsal verbs, suggestions) - Having some groups perform their dialogues before the class?. - Working in gro[r]

Unit 6: THE ENVIRONMENT Period 1:Getting Started - Listen and Read



I/ Objectives:

After the lesson, Ss may

- Talk about the environmental problems and take part in some particular activity to protect the environment

II/ Language contents:

- Grammar: Conditional sentences type

- Vocabulary: Words relating to environmental problems and activities done to clean the beach

III/ Techniques:

- Brainstorming - Questions – Answers

IV/ Teaching aids:

- Pictures (on page 47) and some other photographs - Cassette recorder and tape

V/ Time: 45’ VI/ Procedures:

Getting Started – Page 47 (15’)

Steps Teacher’s activities Students’ activities

Warm- up - Showing six pictures, one after another, while asking questions

Picture a:

What’s happening to the city? Can you see the sight clearly? Why? Picture b:

What can you see in the picture?

- Introducing the new word: spraying pesticides Picture c:

What’s this? What you think about it? Introducing the new word: dump

Picture d:

How is the water here? Picture e:

What about the forest?

- Introducing the new word: deforestation Picture f:

How does this man catch fish?

- Introducing the new word: dynamite fishing

- Having Ss repeat the words in the box and matching them to the pictures

- Listening and answering

It’s full of dust and smoke. No.

Guessing and answering

Garbage It’s very dirty.

It’s polluted.

Many trees are cut down.

Guessing and answering Doing as directed

Listen And Read – Pages 47, 48 (25’)

Pre-reading 5’

- Introducing the context

“Our environment is destroying What’s happening to our health? To save our environment, we should take part in some particular activity on our holiday Now let’s study one of these activities in the context”

- Presenting the new words: divide (v), provide (v), disappointed (adj.)

- “Listen to the tape while reading the text, and take notes: Who? What will she/ he do?”

- Listening

- Vietnamese equivalent - Writing down in the notebook

- Doing the task

While-reading 15’

- Having Ss compare their answers to the partners - Correcting the task

- Having Ss match the name in column A with the task in column B (p 48)

- Having Ss work in pairs - Correcting

* Answers:

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

- Having some Ss read the text aloud

- Having Ss ask and answer the questions on page 48 in pairs

- Checking some pairs and having some Ss write the answers on the board (if necessary)

* Answers:

1/ The speaker is Mr Brown.

2/ The listeners are (members of) the volunteer conservationists.

3/ They are on the beach.

4/ They are going to clean the beach.

5/ If they work hard today, they will make the beach clean and beautiful again soon.

6/ I picked up trash and clean the streets in my neighborhood.

7/ If the pollution continues, our health will get worse

- Comparing their answers to the partners

- Matching

- Working in pairs

Post-reading

5’

-Briefly explaining the use of the conditional sentences type

If clause Main clause

Present simple Future simple -Some examples

- Having Ss retell what he/ she did to reduce the pollution of the city

-Answers

HOMEWORK:

- Write the answers on page 48 down in the exercise notebook - Do exercise 8,9,10 (workbook/ p.45, 46)

UNIT 6: THE ENVIRONMENT Period 2: Speak & Listen



I/ Objectives:

* After the lesson , students may : - Develop speaking and listening skill - Persuade someone to something

II/ Language contents:

- Expressions used in persuade: I think you shouid…, Why don’t you…? Won’t you…?

III/ Techniques:

- Survey interview - Role play

- Pre – questions - Write – it – up

IV/ Teaching aids:

- Pictures related to protect the environment - Cassette recorder + tape

V/ Time: 45 minutes VI/ Procedures:

1 Revision of the old lesson : - Students tell some environment problems New lesson : ( speak + listen)

Steps Teacher’s activities Students’ activities

* Speak Warm up Presentation

- Asking Sts some ways to protect environment

- Showing pictures related to protect the environment and make a survey interview to know which ways Sts usually

- Answering

- Looking at the pictures and doing the task

* Practice - Reviewing the expressions used in persuades someone to something (I think you should …, Won’t you …? Why don’t you …?)

- Giving a model by - Using the given example - Asking Sts to work in pairs * Further practice :

- Asking Sts to the task b (p.49) by working in pairs - Asking some pairs to present before class

- Letting Sts discuss with a partner the best way to protect the environment and take turns to persuade your partner into doing things you think the most practical

- Giving a model (task c page 50)

- Listening - Doing the same - Working in pairs - Doing as directed - Doing as directed - Working in pairs

* Produchion Consolidation

- Having Sts work in pairs to tell their own ways to protect the enviroment

- Asking same pairs to perform before class * Listen :

- Pre-listening

- Introducing the new lesson by asking some pre – questions:

How often you go to the beach ?

Do you see a lot of garbage on the sands ? Do you think the ocean is polluted ? by littering ? Tell me some reasons to cause the polluted ocean

- Answering the questions

Once/twice a year Yes /

Yes /

Answers may vary * White –

listening - Having Sts listen to the tape and the listening task(twice) (If Sts have difficulty in writing the reasons, the teacher can pause the recording after the inportant information) - Asking Sts to give the answers + correcting mistakes

- Listening and doing the task

* Post – listeng

- Having Sts retell the report “Now , look at the report you have heard You can start like this : There are some reasons to cause the polluted occean Firstly ….”

- Asking Sts to write the report into their notebooks

- Doing the task -Writing into Sts’ notebooks

* Home work:

- Write down the conversation when you and your parner discuss the best way to protect the Environment

- Write the report into notebooks

UNIT 6: THE ENVIRONMENT Period 3: Read



I/ Objectives:

* After the lesson students may: - Develop reading skill

- Understand a poem in English

II/ Language contents:

* New words: (n) foam, junk yard, folk, hedge (v) cover

III/ Techniques:

- Scanning

- Questions – Answers - Network

- Role - play

IV/ Teaching aids:

- Game board (Network) - OHP (task a, b)

V/ Time: 45 minutes

VI/ Procedures:

* New lesson: Read

Steps Teacher’s activities Students’ activities

* Warm up /Pre-reading

* Game: Network

- Rule: Dividing class into groups Sts of each group have to think of the words the know related to the topic and write them on network The winner is the group that has more than words

Pollution

garbage —— ——

- Introducing the content of the poem: “A mother and her son are on the streets The son sees that the place is polluted He asks his mother about the poems of pollution What does the mother think about pollution?”

- Asking Sts to look at the poem and explaining the new words

+ Foam (n): using picture + Junk yard (n): using picture + Folk (n): simple English + Hedge (n): drawing

- Playing game

- Listening to teacher

- Listening and writing down

+ Cover (v): using gesture

* Task 1: Having Sts scan the text and the task a (p51) -Asking Sts to the exercise 5/p 56

-Using OHP to correct the exercise

- Scanning

* While – reading

- Having Sts task a

- Asking Sts to compare answers in pairs - Giving the correct answers by using OHP

* Task : Having Sts work in pairs and task b (Answer the questions)

- Asking Sts to perform before class - Giving the correct answer by using OHP

- Doing task a

- Doing task b in pairs

* Post-reading

* Task3 : Role play

- Asking Sts to woak in pairs to make conversation between a mother and a son ,using the questions and answers in task b

- Some pairs perform before class

- Do the task

Son : Mum , What will happen if the pollution go on ?

Mother : The world will end up like a second – hand junk – yard if the pollution goes on …

Son: … … … … … … …

Mother: … … … … … … … … * Home work:

- Learn new words by heart

UNIT 6: THE ENVIRONMENT Lesson 4: Write (page 52 - 53)



I/ OBJECTIVES

By the end of the lesson, students will - be able to write a complaint letter - develop writing skill

II/ LANGUAGE CONTENTS:

1 Vocabulary:

- complain (v) complaint (n) complication (n) - resolution (n) - float (v) - prohibit (v) Grammar and structures:

- Use S C R A P format to write a letter of complaint

III/ TECHNIQUES:

- Group work – pair work

- Communicative approach

- Transferring information

IV/ TEACHING AIDS:

- Transparency sheets - Overhead projector

- Handouts

V/ PROCEDURES:

Steps Activities

Warm up

Pre-writing

* GAME: (time allowed minutes)

- Ask students to find out the verbs beginning with the letters that teacher gives - Divide the class into four groups

- Give handouts - students have to find out the verbs beginning with the letters given - The group which finishes first will win the game

Examples:

a b c d

add borrow cut drive

s t u v

study talk use value

m n o p

meet nod open put

1 Pre - teach vocabulary

- complain (v) - complaint (n) - complication (n) - resolution (n)

- float (v) - prohibit (v)

* Checking vocabulary: Rub out and Remember

- Get students to copy the words and then ask them to close their books

- Rub out the new words Each time you rub out the word in English, point to the Vietnamese translation and ask "what's this in English?" or “How you say it in English?”.When all the English words are rubbed out, go through the Vietnamese list and get students to call out the English words

(If there's time, get students to come to the board and write the English words again.)

2 Ordering

- Ask students to keep their books closed

- Provide students five sections of a complaint letter in random order - Get them to put the sections in a correct order (pair work)

a Action: talks about future action, b Situation: states the reason for writing c Politeness: ends the letter politely, d Complication: mentions the problem, e Resolution: makes a suggestion

- Have ss open their books and check for the right order * Answer key: (S C R A P)

1- b - d - e -a - c

- Help ss to understand what the letters S C R A P mean (abbreviation of : Situation

Complication Resolution Action Politeness)

3 Reading and matching

- Have students read the letter on page 52 - Help ss to know how to the task

a) Mr Nhat wrote a complaint letter to the director of L & P Company in Ho Chi Minh City The five sections of the letter are not in the right order Label each section with the appropriate letter: S, C, R, A, P

- Ask students to work in pairs Give feedback: Call on some students to read aloud the letter (in the correct order) Teacher gives ideas if necessary

* Answer key: Dear Sir / Madam

R I would suggest your company to tell your drivers to clear up all the trash on the ground before leaving

S I am writing to you about the short stop of your trucks around my house on their way to the North

A I look forward to hearing from you and seeing good response from your company

C When the trucks of your company have a short break on the streets around my house, the drivers have left lots of garbage on the ground after their refreshment When the trucks leave the place, the ground is covered with trash and few minutes later there is smell and flies

While- writing

Post-writing

- Let students read the production 6b on page 53

- Ask some questions to make sure the students know what they have to write * Questions:

a What people in the lake behind your house these days? (They begin to catch fish)

b What makes you worried?

(They use electricity to catch fish.) c Who you write the letter to ?

(We write to the head of the local authorities) d What suggestion you want to make?

(We suggest the local authorities should prohibit and fine heavily anyone using electricity to catch fish.)

e What you look forward to seeing?

(We look forward to seeing the protection of environment from the local authorities) - Have students use the answers that they’ve said to write the complete letter in group of

- Get students to share with their partners and correct if possible * Sample:

Dear Mr President

I am writing to you about the catching of fish of many people in the lake behind my house

I am very worried because they use electricity to catch fish After a short time, they leave the lake, a lot of small fish die and float on the water surface Other animals such as frogs, toads, and even birds have also die from electric shock waves

I would suggest the local authorities should prohibit and fine heavily anyone using this way of catching fish I look forward to hearing from you and seeing the protection of environment from the local authorities

Sincerely,

- Call on some students to read aloud their letter * Homework:

- Give feedback, correct some letters before the class T can write the mistakes (spelling, grammar ) on the board

- Ask students to rewrite their letter in their notebooks

Fullname: English test for grade 9

Class: Time: 15 minutes. Choose the best answer A,B,C or D.

1/ I suggest the faucet.

a fix b fixed c fixing d fixs 2/ Nam bought a book, a pen a ruler.

a but b and c or d so 3/ She likes watching TV she has to her housework first. a but b and c or d so 4/ Do you like Coca – cola orange juice ?.

a but b and c or d so 5/ Lan has to her homework she can’t watch TV. a but b and c or d so 6/ He got up late he stayed very late at night.

a but b and c because d so 7/ I always TV at am.

a turn off b turn on c turn d turning 8/ We should the light when we go out.

a turn off b turn on c turn d turning 9/ I can’t go to the movies because I have to my little sister. a look for b look on c look after d look at 10/ Ba his pen everywhere but it is in his school bag. a looks for b looks on c looks after d looks at

UNIT 6: THE ENVIRONMENT Period 5: Language Focus



I Objectives:

* After the lesson students may:

II Language contents:

* Grammar:

- Adjectives and adverbs - Adverb clauses of reason - Adjective + that clause - Conditional sentences: type I

III Techniques:

- Pair work

- Group work

IV Teaching aids:

- OHP

- Pictures

V Time: 45 minutes

VI Procedures:

* Unit 6: Language focus.

Steps Teacher’s activities Students’ activities

1.Adjectives and adverbs

- Asking Sts to change the adjectives into adverbs:

Adjective Adverb

Extreme Good Happy Sad Slow

Extremely

- Having Sts read aloud the adj and adv in the box - Calling some Sts to check

- Asking Sts to complete the following sentences by using the adverbs (using OHP)

a/ Hoa was extremely pleased that she got an A for her assigment

b/ The old man walked ………to the park

c/ Tuan sighed………… when he heard that he failed the test d/ The baby laughed…….as she played with her toys

e/ Mrs Nga speaks English quite …………

- Asking Sts to work in pairs and compare their answers - Having Sts read aloud

- Doing the exercise

- Reading

- Doing the exercise

- Working in pairs - Reading

2 Adverb clause of reason

- Showing some pictures (in the textbook / P.54) and asking sts to make sentences with as/because/since)

- Giving a model

+ Ba is tired because / as / since he stayed up late watching TV

- Asking Sts to work in pairs

- Looking at the picture and making sentences

- Asking some Sts to perform before class - Working in pairs

3 Adjective + that clause

- Showing the dialogues (by using OHP) and asking Sts to work in pairs, by using the words is brackets

- Giving a model

+ Student : I got mark on my test !

+ Teacher : That’s wonderful I’m pleased that you are working hard

- Asking some pairs to perform before class

- Listening and working in pairs

- Performing before class

4 Conditional sentences : Type I

- Asking sts to match each half – sentence in column A with a suitable one in column B by using OHP

A B

1 If we pollute the water, …

2 If you cut down the trees in the forests,… If there is too much exhaust fume in the air, …

4 If you can keep your neighborhood clean,… If people stop using dynamite for fishing,…

a there will be big floods

b a lot of sea creatures will be well preserved c more and more people will cope with respiratory problems d you will have an ideal place to live

e we will have no fresh water to use

- Correcting

- Giving the formation of conditional sentences + Type I : Real in present

If – clause

Simple present tense

Main – Clause Will

+ V Can - Asking Sts to the exercise 5/ 56 - Using OHP to correct the exercise

- Doing the task

- Listening

- Writing down

- Doing the exercise

* Home work:

- Do the exercises/ 55,56 in the notebooks

- Prepare Unit 7: Saving energy (Getting started + Listen and read) UNIT 7: SAVING ENERGY Period 1: Getting Started, Listen and read



I/ Objectives:

II/ Language Contents:

- Grammar: Suggest+ V_ing

- Vocabulary: (n) energy, bill, crack, faucet (a dripping faucet) (v) turn on, turn off

(adj) enormous

III/ Techniques:

- Questions - Answers

- Role play

- True - False

- Discussion

IV/ Teaching aids:

- Pictures (enlarged from textbook) - Cassette recorder + tape

V/ Time: 45 minutes

VI/ Proceduces:

1/ Getting started \ Warm up (10 minutes)

Steps Teacher’s activities Students’ activities

Warm- up * Questions- Answers

- Asking Students to look at two pictures (page 57) and answering the questions:

a/ Is the any body in piture1? b/ What can you see in picture1 ? c/ Is the the TV on in picture2 ? Who’s watching TV? Who’s listening the radio?

- Teach the words: energy, faucet (a dipping faucet), turn on, turn off

- Having students understand there are a lot of thing wasteful in picture and Asking students to make a list of things tha family could to save energy

- Answering the questions

 Nobody

 A lot of water on the floor …  Yes, it is

o Nobody

- Listening and repeating

- Working with a partner to make a list

Ex:_ Turn off the faucet _ Turn off the TV

_ Turn off the lights…

2/ Listen and read / Presentation

Steps Teacher’s activities Students’ activities

Lead-in / Pre-reading (10’)

- Intruducing the context (Mrs Mi is talking with her neighbor, Mrs Ha something relating to saving energy Listen and choose what they mention in the dialogue.)

a/ Electricity / water / telephone

- Listening to the teacher

 water

b/200.000dong/500.000dong/300.000dong

 water (200.000dong/ a month )

wasteful (a big amount of water the family uses )

- Teaching some new words (enormous, crack )

o Suggest + v_ing

Ex: Mrs MI suggest talking showers instead of baths to save water

- Checking the new words

 200.000dong

- Listening and repeating - Taking notes

- Answering While-reading - Having students practise the dialogue in pairs

- Asking some pairs to perform the dialogue

- Having students True-False exercise ( page 58 ) in pairs

- Correcting the T/F exercise Answer Keys

1.T , 2.T , 3.F , 4.F , 5.T - Having students read the sentences a loud

- Taking the roles of Mrs Mi and Mrs Ha

- Performing the dialogue - Working in pairs and doing T/F exercise

- Reading aloud Post-reading

Consolidation (12’)

- Asking students to discuss about the cases which waste the energy and how to save it

- Asking students to make a similar dialogue (as Mrs Mi and Mrs Ha ) about saving energy

- Asking studens list the cases which waste the energy and how to save it After that, having some pairs perform the dialogues in front of the class

- Discussing in groups of and taking notes

- Working in pairs and making dialogues

- Performing in front of the class

HOMEWORK: (3 minutes) - Learn new words

UNIT 7: SAVING ENERGY Period 2: Speak and Listen



I/ Objectives

After the lesson, students may

- Develop speaking and listening skill

- Make suggestions about how to save energy - Have more knowledge of solar energy

II/ Language contents

- Make suggestions : suggest + V-ing

suggest (that) S+ should - Vocabulary: turn down (v.), store (v.),

resource (n.), source (n.),

effective (a.), effectively (adv.), nuclear (a.)

III/ Techniques

- Pair work, group work - Game

- Question – answers - Brainstorming

IV/ Teaching aids

- Pictures

- Cassette recorder + tape

V/ Time : 45 minutes

VI/ Procedures

- Revision of the old lesson (5’) -Checking vocabulary :

1/ tiết kiệm lượng 3/ làm nứt 5/ tắt 2/ hóa đơn 4/ nhỏ giọt 6/ bật -Write the suggestions:

7/ She/ suggest/ get/ tool/ check/ cracks/ the pipes 8/ She/ suggest/ take showers/ save water

Speak (skill development)  (20 minutes)

Steps Teacher’s activities Students’ activities

Warm up Presentation (3’)

Practice (7’)

Production: (10’)

- Dividing the class into two groups

- Having students play “Chung Suc Game” to present the pictures

- The question: Tell about the cases of wasting energy in our life.

- If necessary, teacher can explain new word: turn down (v.) - Explaining to students the task (a.): “Look at the expression in the tables (p 58) and pictures (p 59) Make suggestions about how to save energy

Ex.: A/ I think we should turn off the faucet I suggest fixing the faucet.

- Having students make suggestions before the class, then write some suggestions on the board

- Correcting the mistakes if any

- Having students write on their notebooks - The answer key:

B/ Why don’t we turn down the gas fire? C/ I suggest turning off the fan.

D/ Shall we turn off the air – conditioner?

E/ I think we should turn off the lights and the television. F/ Let’s turn off the faucets before going out.

G/ How about/ What about traveling by bikes instead of motorbikes?

H/ Why don’t we use the public transport instead of private one?

- Having students working in groups of four and work out an action plan to save enrgy for the class,school, local,…

Ex: (Teacher and students)

T : I think we should take a shower instead of a bath to save energy.

S : That’s a good idea.

- Playing

(The group with the most points at the end is the winner)

- Making suggestions and writing them on the board

- Writing down their notebooks

SB : How about making posters on energy saving and hanging

them around our school? SC : Great ! Let’s that.

- Asking some groups to perform before the class

Listen (skill development) (20 minutes)

Steps Teacher’s activities Students’ activities

Warm up Pre-listening (5’)

While – listening (8’)

-Having students look at the picture and answer some questions

Ex: T.: What is she doing? Ss.: She is cooking.

T.: Right She uses solar energy to cook instead of coal, gas and oil.

- What you know of solar energy? - Is solar energy usefull in our life? - Is it popular?

……… - Explaining to students new words of “Listen”: effective (a.) resource (n.)

effectively (adv.) source of power (n.) store (v.) nuclear power (n.) - Checking new words (ask – answer) - Explaining to students the task (a):

“Listen to the news on solar energy and decide whether the statements are true or false Check ()

- Looking at the picture and answering the questions

- Listening/ Repeating - Writing down their notebooks

- Answering

Post – listening: (7’)

the boxes and correct the false statements.”

- Having students listen to the tape without pausing, then the task (a)

- Having students exchange and check the answers one another in pairs

- Having students listen to the tape again Teacher can pause the recording after the important information

- Correcting the mistakes if any - Giving the answer key:

1/ T 2/ F 3/ F 4/ T 5/ F

- Having students listen to the tape to correct the false sentences

2/ Most of our electricity comes from the use of

coal, gas, oil or nuclear power.

3/ One percent of the solar energy that gets to the Earth is enough to provide power for the total population.

5/ All buildings in Sweden will be heated by solar energy in 2015.

- Explaining to students the task (b);

“Listen again and fill in each blank with one word you here”

- Having students listen to the tape without pausing - Having students fill the blanks by themselves - Having students listen to the tape again to check their answers

- Having students read the complete sentences aloud or write these sentences on the board

- Correcting and giving the answer key: 1/ effective 2/ pollution 3/ countries 4/ store 5/ roof 6/ instead

-Having students work in groups to tell some more about solar energy

-Having some groups perform before the class

- Listening and doing as directed

- Listening and doing as directed

-Working in groups

Homework:

UNIT 7: SAVING ENERGY Period 3: Read



I/ Objectives:

After the lesson, students may - Develop reading skill

- Have more knowledge of saving energy

II/ Language contents:

- Vocabulary: electricity bill, energy efficiency, model, innovations, resources

III/ Techniques:

- Scanning

- Questions-Answers

IV/ Teaching aids:

- An Electricity bill, textbook (Tiếng Anh 9)

V/ Time: 45 minutes

VI/ Procedures

REVISION OF THE OLD LESSON (5 minutes) Correct the homework

Read (40 minutes)

Steps Teacher’activities Student’s activities

Warm-up Pre-reading

10’

- Game “Chung Suc”: In your house what use the electricity most?

- Questions-Answers

- Which appliances in your house use much electricity?

- Show an electricity bill to convey the meaning - Do your family pay much for electricity? - Explain new words

Energy efficiency, model, innovations - Giving task

Scan the text and answer question a

- Students play game in groups - Listen and answer the questions - Refrigerator, TV, computer… - Listen & repeat

- Yes

Listen and copy down the new words

While-reading

15’

Have students read and task

- Ask students to compare answers in pairs - Give correct answers

Task 2: Work in pairs, answer the questions (b) in the textbook

- Have students task

- Have Students answer and write the answers on the board

- Correct the answers

Read silently and answer the question a in the textbook

Answer:

Task 1: sentence North American and European countries are interested in saving money and natural

resources

Do task in pairs

Post-reading

10’

Discussion (groupwork)

What you to save electricity or natural resources?

Representatives of groups express their opinions

Work in groups

Give opinions before class

Homework (5’)

- Write answers in your notebook

- Answer these questions

UNIT 7: SAVING ENERGY Period 4: Write



I/ Objectives

After the lesson, students may - Develop writing skill

- Have more knowledge of the basic format of a speech - Write a simple speech based on suggested ideas

II/ Language contents

- Review phrasal verbs: turn on, turn off

III/Techniques

- Questions – answers - guessing

IV/ Teaching aids

- Game board

V/ Time: 45 minutes

VI/ Procedures

REVISION OF THE OLD LESSON (5’) Game: Hidden word

1 G A S

2 A P P L I A N C E

3 E L E C T R I C I T Y

M O N E Y

5 C O N S U M E R

6 S C H E M E

1 _ and water are not luxuries but necessities Washing machine, refrigerator are household _ Energy-saving bulbs should be used to save _ These innovations will save _

5 The label tells the how much energy efficiency each model have In Europe, there is a labeling _ for refrigerators

Write (45 minutes)

Steps Teacher’s activities Students’activities

Warm-up/ Pre-Writing (15’)

- How many parts does a letter have?

- How about a speech? (Have students look at the table (a))

- Use simple English to explain the new words: sum up, get one’s attention (Good morning lady and gentleman), detail

- Have students match column A to column B - Correct the answer by using questions:

What is the function of the introduction? / What does the introduction do?

- Have students look at b and put the sections in the correct place

- Have students exchange their works - Correct their works

- Have students choose one of the three topics to prepare a speech

- parts - parts

Answers

1 Introduction + A getting people’s attention and telling them what you are going to talk about

2 Body + C giving details in easy-to-understand language Conclusion + A summing up what you have said - as requested

- Exchange their works with their partners

- Answers 3,2,1 Topics

-Reducing gabage -Reusing paper

-Saving energy in the kitchen

While-Writing (15’)

- Have students discuss in groups of for what to complete in their speeches, follow the format above - Ask students to write speeches in groups

Writing in groups

Post-Writing (10’)

Homework: (5’)

- Find some other two-word verbs

- Choose one another topic to make your own speech

Date of Teaching : 22/02/2010 Date of Preparation: 21/2/2010

UNIT 7: SAVING ENERGY Period 5: Language Focus



I/ Objectives :

After the lesson, students may - use some connectives - use some phrasal verbs - make suggestions

II/ Language Contents

- Connectives : and, but, because, or, so, therefore, however - Phrasal verbs : turn off, turn on, look after, go on, look for - Make suggestions : suggest + V - ing

suggest + (that) S + should

- New words : war invalid (n.), chore (n.)

III/ Teachniques :

- Listening, speaking, reading, writing - Questions – answers

- Pair work and group work - Discussion

IV/ Teaching aids:

- Pictures, flashcards - Projector

V/ Time: 45 mnutes

V/ Procedures

 A/ Review (5’)

- Having two students answer and write on the board

1/ What should you to save energy in the class/ the school ?

 The answer key :

- I suggest we should turn off all the lights and fans in the class before we going out.) - I suggest we should rementber to turn off the faucet after using.

2/ What should you to save energy in the kitchen ?



B/ New lesson (40’) : (skill development)

Steps Teacher’s activities Students’ activities

Warm - up - Having students listen to a piece of music of a game show on TV and guess its name

- Asking :

Would like to play The Pyramid Game? - Let’s play

- Deviding the class into groups - Explaining The Pyramid Game

Each group choose one of two topics (1/

- Listening and guessing ( The Pyramid Game) - Answering

Activity (page 62, 63) (10’)

Presentation

Practice



- A student of the group tries to describe or to ask some questions so that others guess the words or make the sentences ( If students don’t answer, they can leave out.) - If group A chooses topic (Connectives: and, but, because, or, therefore, however)

- A student of group A tries to define these connectives Ex :

 SA : It comes before a clause of reason

 SS : Because

 SA : We can use it to introduce the result of some

thing

 S S : Therefore

……… - Explaining to students the task : Complete the sentences.

Use the correct connectives.(page 62 – 63)

- Having students read carefully from sentence a/ to sentence

b/ then the task by themseloves

- Having students exchange the answers in pairs or groups

- Having students read the complete sentences - Correcting the mistakes if there are any - Giving the answer key

a/ and b/ but c/ because d/ therefore e/ or f/ so g/ and h/ however

- Having students read the right complete sentences

-Reading and doing the task

-Working in pairs/ groups

25 3

1 2

Make suggestions

Connectives : and, but, because, or, so, therefore, however

Activity (page 63)

(10’) Presentation

- If group B chooses topic :

Phrasal Verbs : turn off, turn on, look for, look after, go on.

-A students of group B tries to describe or to ask simple questions so that the others can guess the phrasal verbs Ex:

SB :What you with the light when it is dark ?

SS : Turn on the light

SB : Delete last two words

SS : Turn on

SB : OK

SB : Antonym of “ turn on”

SS : turn off

SB :Yeah !

……… - Introducing the pictures (page 63) by asking some questions

Ex: ( show picture 1) T : This is Hanh What is she doing?

Ss : She is looking after her little sister

……… - Explaining to students the task : Complete the sentences Use the right tense form of the phrasal verlbs in the box and the pictures

- Describing

-Listening and answering

Practice

Activity (page 64) (10’)

Presentation

Practice

- Having students the task by themselves in pairs - Having students exchange the answers with other pairs - Checking some pairs’ answers

- Correcting the mistakes or explaining if necessary - Giving the answer key:

a/ look after b/ go on c/ turn on d/ looked for e/ turn off

- Having students read the complete sentences aloud - Having some students make some sentences with phrasal verbs

- At last, the group with the most points is the winner and this group go on second round (topic 3)

- Explaining to students the task:

a/ Your class wants to help the poor in the neighborhood of your school The following ideas may help you

Ex: I suggest collecting some money collect unused clothes

 organize a show to raise money  give lessons to poor children

 help elderly people and war invalids with their

chores

- Explaining new words :

 war invalid (n)  chore (n.)

- Having students give some more ideas (each idea  10

points)

 look after their childrent while they are out for

work

- Having students make suggestions before the class - Having students discuss in groups to choose the most effective idea, then write it on the board

Ex: I suggest collecting some money and unused clothes - Correcting and giving the answer key

- I suggest collecting unused clothes

- I suggest organizing a show to raise money - I suggest giving lessons to poor children

- I suggest helping elderly people and war invalids with their chores

- I suggest looking after their children while they are out for work

- Having students note the usage of the structure:

suggest + V – ing

- Working in pairs

- Reading

- Making sentences

Listening and repeating (choral, / individual)

Presentation

Practice

Consolidation (10’)

b/ Explaining to students the task:

Your friend wants to improve his/ her English The following ideas may help you

Ex: I suggest (that) you should work harder on your pronunci ation.

 write sentences with new words  speak English in class

 buy a good dictionary  do some reading every day

- Having studens practice in the same way as task a/ - Explaining clearly the structure

- Having students work in groups of to make any dialogue (Use connectives, phrsal verbs, suggestions) - Having some groups perform their dialogues before the class

- Working in groups

Home work:

- Rewriting the tasks and the dialogue on your notebooks - Learning by heart vocabulary and structures

Date of Teaching : 22/02/2010

29

Date of Preparation: 21/2/2010

Period: 46 + 47 consolidation Test 45 miniutes

I Mơc tiªu

- Thơng qua kiểm tra giúp học sinh hệ thống hoá kiến thức ngữ pháp học Unit đầu đặc biệt Unit Unit

- Qua kiểm tra – GV phát kỹ yếu HS để có phơng án luyện tập kịp thời

- Qua kiểm tra – HS tự kiểm tra, đánh giá mức độ hiểu mình, từ XD kế hoạch ơn tập củng cố kiến thức

II Néi dung

1 Tõ vùng

KiÓm tra từ quanh chủ điểm môi trờng tiết kiệm lợng

2 Ngữ pháp

Kim tra BT chia ĐT, dạng BT viết lại câu liên quan đến cấu trúc học

III Đồ dùng dạy học

- Đề in sẵn

IV Tiến trình dạy

Vào

- GV ổn định tổ chức lớp sau phát giấy kim tra cho HS

Phần I: Đề bài

I Choose the correct answer among A, B, C or D and circle it (2 pts)

1 Can you turn ……….the light? It’s too dark

A on B off C in D for

2 He was tired, ……….he took a rest before continuing the work

A Because B if C so D but

3 …………is a person who installs and repairs water pipes

A electrician B carpenter C looksmith D plumber I suggest…………to the movies

A going B to go C go D went

5 She was very ……in going swimming

A interesting B interested C interest D interestingly Where …….you go if you have a car?

A have B will C D did

7 I want everybody to listen…………

A care B careful C careless D carefully

8 He is very tired, …… , she has to finish his homework

A moreover B so C however D and

II Give the correct tense or form of the verbs in brackets (2pts)

1 I stopped (buy) a newspaper on the way home You’ll feel cold if the sun (not shine)

3 I (invite) to her party last night If this car is cheap, it (buy) She (not use) this house for years

6 When Mrs Brown (look) out, she (see) the children (play) near the pool

III Complete the second sentence so that it has a similar meaning to the first Use the words in brackets (2pts)

1 I’m trying to find my keys (looking) I regret Mary isn’t here now (wish) I stay at home because it is raining (As) She enjoys going fishing (interested)

5 “Why don’t you go with me ?” he asked me (heased me why) Does it take you fifteen minutes to walk to school (spend) Let’s sing a song, Nam said (suggested)

8 He likes her because she is very beautiful (because of)

Are you looking (1) a cheap, clean, effective source of power that doesn’t (2) pollution or waste natural resources? Look no further than solar energy While most fuels now in use are (3) _burned at an astonishing rate, solar energy, or power from the (4) _, will last as long as the world (5) _ This energy has already been (6) _ to heat and cool homes and to cook food It has been used experimentally (7) _radio batteries and in furnishing power for telephone lines The devices, (8) , are cheap to operate but very expensive to produce

V Use connecties to combine each parr of the eentences (1 pt)

1 They went for a walk The weather was bad (but) He got wet He forgot his umbrella (there fore)

3 We are saving money We want to buy a new house (so) The room is very small It’s quite comfortable (althought)

VI Pick out the word that has underlined part pronounced differently from the rest.

1 a polite b litter c decide d crier

2 a worked b watched c cleaned d stopped

3 a thing b they c there d than

4 a please b street c feel d break

Phần II: Đáp án thang ®iÓm

I 2đ Mỗi câu đợc 0,25

1.A 4.A 7.D

2.C 5.B 8.C

3.D 6.B

II 2đ Mỗi câu đợc 0,25

1 to buy was invited hasn’t used

2 doesn’t shine will be bought looked, saw, playing

III 2đ Mỗi câu đợc 0,25

1 I’m looking for my keys I wish Mary were here now

3 As it is raining, I stay at home She is interested in going fishing He asked me why I didn’t go with him

6 Do you spend fifteen minutes walking to school? Nam suggested singing a song

8 He likes her because of her beauty

IV 2đ Mỗi câu đợc 0,25đ

1 for lasts

2 cause used

3 being in

4 sun however

V 1đ Mỗi câu đợc 0,25

1 The weather was very bad, but they went out for a walk He forgot his umbrella Therefore, he got wet

3 We want to buy a new house, so we are saving… 4, Although the room is very small, it’s quite…

VI đ Mỗi câu đợc 0,25

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

Fullname: ENGLISH TEST NO 1 GRADE 9

Class: Time: 45’

I/ Read and write True (T) or False (F).

Good evening Welcome to our Science for fun program This week we ‘ve received a lot of questions asking about life on the moon We’ve talked to some experts and this is what we’ve found out There is no water on the moon It’s all silent because there is no air Of course there will be no music, no sounds There are no rivers and no lakes At night it is very cold The temperature goes down to 151

0C below zero But during the day the temperature rises to 1000C above zero

*True or False :

1 The talk is in the morning 

2 There are rivers and lakes on the moon  There is no air on the moon 

4 At night the temperature is below zero.

5 During the day the temperature is even lower 

a go b goes c going 2.I wish I ……here now

a was b am c were

3 Tan was very ill ……….he didn’t go to school yesterday a because b but c so

4 Van feeds the chickens, Sam gardens, Peter collects eggs.

a and c or d because

5 Who your house when you are away from house? a looks in b looks after c looks at 6 Cows are farm animals, zebras are wild ones.

a so b as c but

7 She has taught English here 10 years.

a in b for c since

8 There are methods and inventions to use solar energy. a energy-saving b energy-saved c saved- energy

III/ Give the correct verbs.

a you can……….( go ) home alone b.He doesn’t ……….(like ) noodles c.We enjoy ……….(walk ) in the garden d.If you were him ,what ……….you ………( ) ? e What about ……….( go ) to the theater ?

f They had their car ……… ( wash )

IV/ Listen to the passage and tick T (True) or F (False) to the following statements.

/ T F

1 Mr Minh is a farmer

2 He produces a lot of rice and vegetables There is a large garden in front of his house He grows many flowers in the garden He has a cow and some chickens

THE END

Date of Teaching : 04/03/2010 Period: 48 Date of Preparation: 03/03/2010

UNIT 8: CELEBRATIONS Period 1 : Getting started & Listen and Read



I/ Objectives:

- Introducing the new lesson topic : Celebrations

- Talking about some of the celebrations in Vietnam as well as in the world

II/ Language contents:

- Grammar : Relative clauses with “who & which” ( as subjects) - Vocabulary: words relating to celebrations

III/ Techniques:

IV/ Teaching aids:

- Pictures ( pictures in the textbook – P.65) - Cassette recorder & tape

V/ Time : 45 minutes

VI/ Procedures 1.

Getting started / Warm - up (15 minutes)

Steps Teacher’s activities Students’ activities

Warm - up - Showing the picture of Christmas and asking: “What celebration you think of?”

- sticking the pictures on the board and saying: “Today we’ll talk about celebrations.”

- Showing word cards with the celebration names on them, one after another, while having students read the words

- Having students work in groups to match the word cards with the pictures

- Checking students’ answers; then asking question: “Which celebration you like best?”

(expected) I like ………best

- Aswering(expected) Christmas

- Listen & read aloud - Group work

(expected) Easter 2.Wedding 3.birthday 4.Christmas

5 Mid –Fall Festival Lunar New Year

2.

Listen and Read / Presentation

Steps Teacher’s activities Students’ activities

Warm- up/ Presentation 5’

- Having students quickly write more celebrations they know on the board; introducing “ Passover” and its meaning

(expected) Teachers’ Day, Mothers’Day, Fathers’ Day, Valentines’ Day, Independence Day… Practice - Controlled 15’

-Having sts listen to the tape and make a tick before each celebration on the board they hear from the text

- Correcting the task ( books opened)

- Presenting the meanings of the new words : (v) decorate, (n) sticky rice cake, parade, freedom, slavery ; (a) Jewish, ancient (using pictures)

- Having sts listen to the tape again; then asking them to the task in textbook (P.66)

T may ask: “Where is Tet? What people at Tet? What food they eat? In which country is Tet celebated?

- Having the groups crosscheck while correcting the answers - Having sts read the new words on the word map & checking their meanings

- Having some sts read the text aloud

- ( books closed) Listen to the tape and make ticks - (expected)

Easter, Lunar New Year, Passover - take notes - group work - groups crosscheck - Read& answer - Read

- Further - Having some sts fill in the word map with other celebration

information they know (group work) - group work

Consolidation 10’

- Asking question “ Read the text again and tell me something you know about Tet”

Tet is a festival which occurs in late January N (thing) S V

Family members who live apart try to be together at Tet. N S V

- Briefly explaining the use of relative clauses with “ who / which”  modify the noun antecedent

- Exercise: Fill in the blanks with “ who or which?” Do you know the man is standing by the tree? This is the book _is on wild animals

3 The girl _ is very lovely ? +V…

(expected) -Tet is a festival which occurs in late January

-Family members

who live apart try to be together at Tet Answers:

1 who which The girl who ? studies well is very (+V…)

lovely

Homework:

- Learn all the new words by heart - Write examples with “who, which”

Date of Teaching : 07/03/2010 Period: 49 Date of Preparation: 08/03/2010

UNIT 8: CELEBRATIONS

Period 2: - Speak + Listen 

I/ Objective:

By the end of the lesson, students will be able to - develop speaking skill

- give and respond to compliments - develop listening skill

- listen to the song and fill in the missing words

II/ Language contents:

- Expressions to give and respond to compliments - Vocabulary : nominate (v) , charity (n)

- The song “ Auld Lang Syne”

III/ Techniques:

- Question - answer

- Pair work

- Role play

- Brainstorming - Gap filling

IV/ Teaching aids:

- Textbook, pictures, extra-board

V/ Time: 45 minutes VI/ Procedures:

Steps Teacher’s activities Students’activities

Warm up &

Presentation - Introduce and explain some expressions used to give and respond to complinents

+ Give compliments /Respond to compliments _Well done _ Thanks

_ That’s a great / an excellent… _ It’s nice of you to say so _ Let me congratulation on … _ That’s very kind of you _ Congratulations on …

+ New Words : (v) nominate = choose / select (n) charity : helping those in need

Listening & repreating

Practice I/ Controlled practice:

- T shows the pictures and introduces the situations Then T makes the model

Ex: a/ Trang has just won the first prize in the English speaking contest

Mai : Well done, Trang Trang : Thanks

II/ Further practice

- Have Ss give and respond to appropriate compliments - Have some pairs perform before the class

- Correction Answer key :

b Mother : Well done, Huyen

Huyen : Thanks , Mom

c Friends : Let me congratulate you on this occasion , Tuan Tuan : That’s very kind of you

d You : That’s an excellent drawing Hoa Hoa : It’s nice of you to say so

- Practicing the dialogue in pairs

Pre-listening - Introducing the new lesson

“ Today we will listen the song ‘Auld Lang Syne’ It’s one of the best known songs in English – speaking countries”

- Explaining how to the exercise : listening the song and filling in the missing words

- Presenting the meaning of some difficult words and expressions :

Auld lang syne (n) : the time gone past; the good old days In Scots: Auld: old

Lang: long Syne: since

(exp) : Should auld acquaintance be forgot ?

- Listening to the teacher’s

introduction

- Listening and writing

While-listening

- Having students listen to the tape the first time

- Having students listen to the tape the second time and fill in the missing words

- Asking students to listen to the tape the last time and check their answers

- Asking students to give the answer + correcting the mistakes

- Listening and doing the task

a days b Take c Mind d Hand e Kindness - Answering and correcting the mistakes

Post-listening - Having the students listen and sing the song after the tape ( sentence by sentence )

- Singing the song some more times

- Explaining the mean ideas of the song - Having the students sing the song again

Production /

Consolidation

- Have Ss work in pairs or groups to make their own dialogues “ Now think of situations in which you can compliment your friends and get responses from him / her / them For example, your friends get good marks , make a toy , cook a delicious meal……)

A: ……… B: ………

- Have some pairs perform before the class

- Working in pairs or groups

Homework:

– Learn the given words and expressions by heart – Rewrite b , c , d ( page 67)

– Make your own dialogue about giving and responding to a compliment – Prepare for “Listen “

– Asking students to learn by heart the song - Preparing for “Read”

Date of Preparation: 10/03/2010

UNIT 8: CELEBRATIONS

Period 3 : Read

 I OBJECTIVES

After the lesson, students may - Develop reading skills

- Know how to express their feelings to others II LANGUAGE CONTENTS

Words related to opinions, feelings and memories III TECHNIQUES

- Scanning

- Questions – answers IV TEACHING AIDS

- The song “Papa” - Pictures

V TIME: 45 minutes. VI PROCEDURES

Steps Teacher’s activities Students’ activities

Warm – up/ Pre-reading

- Having ss listen to the song “Pa pa, người cha yêu dấu” “How is the father in that song loved? How about you?” “How can you express your feelings to your father or mother?”

- Check () things you from the list (A quick survey)

1 Sending him a card

2 Giving a gift on his birthday & prepare a party

3 Giving gifts to him on every occasions throughout the year

4 Cooking delicious meals for him

5 Being a good child & a good student “How about other children all over the world?”

- Following are opinions, feelings & memories of children about their fathers on Father’s Day in Australia & the USA Let’s read & see

- Listening to the song

- Answering the questions - Checking

- Explaining new words: Using mime, examples, pictures or simple English

 Describe (v)

 Groom (n)

 Last (v)

 Generous

(adj)

 Distinguish (v)

 Towards (prep)

 Hug (n)

 Considerate (adj)

 Humor (n)sense of humor  Priority (n)

Task1: Read the text (Silently) & check () the boxes Then correct the false sentences

While -reading

- Having Ss task (True - False) - Asking Ss to compare answers in pairs - Having some Ss give their answers - Giving correct answers

1 Rita sends this card to her mother Jane isn’t married

3 Jane won’t always remember her wedding day She will always be her father’s little girl Bob’s father is the worst person in the world He is an inconsiderate & generous man His priority distinguishes him from others

TASK2: Work in pairs, answering the questions b, c, d on page 69

- Having Ss answer the questions in pairs - Asking some Ss to give their answers - Giving correct answers

Doing task

T F

 

 

 

 

 

 

 

- Doing task in pairs

Post - reading

TASK3: Speaking

Express your feelings to your best beloved (grandmother, grandfather, mother, father, brother, sister,… )

- Ss work in groups

- A student of each group will say his/her feelings about his/her beloved in front of the class

Homework:

Date of Teaching : 15/03/2010 Period: 51 Date of Preparation: 14/03/2010

UNIT 8: CELEBRATIONS

Period 4: Write



I/ Objective:

- After the lesson, Ss will be able to write a letter to a pen pal to express their fellings, memories and love for their parents

II/ Language contents:

- Review of; Relative clause and Adverb of concession

III/ Techniques:

- Questions and answers

IV/ Teaching aids:

- Visual presenter to show a sample letter and to correct students’ letters

- Handouts (sample letter)

V/ Time: 45 minutes VI/ Procedures:

Steps Teacher’s activities Students’activities

Warm up & Pre-writing (15’)

- Showing a sample letter (handouts) and asking students to identify parts of the letter: salutation (greeting)

- Introduction, body (main parts), concluding comment, ending (closing), signature

Dear Lan,

In my opinion, it is necessary to have a day celebrate for our parents.

I think children will have a special day to express their feelings, memories and love for their parents So we have a chance to…………

To me the first Sunday of April is suitable because Sunday is a day off so everyone is free from work or study April is late spring or early summer and the weather is fine.

We can have a lunch or dinner with all members of the family Instead of having parties In this occasion, children should give their parents flowers, gifts, cards…

I belive the idea will be supported and the day will be celebrated nationwide because everybody loves ……… What you think of it? Write to me soon and give me your idea about it.

With love, Mai

Salutation Introduction Main parts - reason

- When to celebrate

- How to celebrate

- Concluding comment (opinion)

Ending + Signature

 Questions:

- Asking students to answer the questions about the letter Why is it necessary to have a day to celebrate for our

parents?

2 Is the first Sunday of April suitable?

3 What should children give their parents in that occasion?PP

Answers - to express our feelings, memories and love for our parents

- yes, it is

- Gift, flowers, cards While writing

( 17’)

- Having student discuss in groups of for what to write in their letters, following the format of the sample letter - Asking students to write letters in groups

Writing in groups

Post writing (10’)

- Choosing 2-3 letters to correct with the whole class Other letters will be collected for later correction

Homework : (3’)

– Continue to write letters at home – Prepare language focus (P.70-71)

Date of Teaching : 18/03/2010 Period: 52 Date of Preparation:16/03/2010

UNIT 8: CELEBRATIONS

Period 5: Language focus



I/ Objectives

- After the lesson, students may know how to use relative clauses and adverb clauses of concession

II/ Language contents

- Relative pronouns: “who”, “which”

- “Though”, ”Although”, “Even though”

III/ Techniques

- Questions _ Answers - Gap_ fill

IV/ Teaching aids

- Pictures

V/ Time: 45 minutes

VI/ Procedures:

Steps Teacher’s activities Students’activities

Warm up (3’) Game: Networks

Tet

Rules: Students are divided into groups They have to find out the information based on the subject Each correct information gets mark The winner is the group that gets the highest score

Answer key - Christmas - Full_moon - National Day - Teacher’s Day - Easter - Mother’s Day - Father’s Day

Activity 1: Relative clauses Presentation (5’)

Practice

Lead in: Asking students to say about some festivals in Viet Nam (Teacher helps them to use relative clauses)

Reviewing the use of relative pronouns: “who”, “which” N (people) + who + V

N (think) + which + V / (S + V)

Controlled (10’)

- Explaining the example of exercise (page 70) - Asking students to exercise

- Correcting the mistakes Further

- Showing pictures of exercise (page 71) and explaining the example - Asking students to describe each of the people in the pictures (pair work) Some pairs perform it before class

Group work

Doing exercise

Activity 2: Adverb clauses of concession Presentation (5’)

Lead in : asking students

- Which is the most important celebration for Vietnamese people?

 Tet is the most important celebration for Vietnamese people

45

Practice

 Although there are many celebrations throughout the year, Tet is…

- Explaining the use of adverb clauses of concession with “Although”, “Though”, “Even though”

Controlled

- Asking students to observe the example of exercise and helping them to it

- Correcting the mistakes

Further:

- Showing pictures of exercise (page 72), explaining how to complete the sentences

- Asking students to exercise (pair work) then present it before class - Correcting the mistakes

Doing exercise

Doing exercise

Production/ Consolidation (10’)

Game: “Lucky number”

Rules: students are divided into groups Teacher writes some numbers on the board There are some lucky numbers Students choose the numbers and answer the questions Each correct answer gets marks and each lucky number gets marks too The winner is the group that gains the highest score

Lucky numbers : 2,5,6

1 Join the sentences (use relative clause)

- She likes reading novels Novels tell about the detective Join the sentences

- They went camping last week The weather was very bad (even though)

4 Look at the picture and describe Nam (use relative clause) - Correcting the mistakes and giving remarks

- Asking students to talk about their activities at school or at home, use relative clauses and adverb clause of concession

Playing game

Answers key:

1 She likes reading novels which tell about the detective

2 They went camping last week eventhough the weather was very bad

Home work (2’)

_Write sentenses (use relative clause) and sentenses (use adverb clause of concession _ Prepare for period of Unit (getting started & listen and read)

Date of Teaching : 22/03/2010 Period: 52 Date of Preparation: 20/03/2010

Although

Though + Clause

Even though

1

Correct the TEST

I 2đ Mỗi câu đợc 0,25

1.A 4.A 7.D

2.C 5.B 8.C

3.D 6.B

II 2đ Mỗi câu đợc 0,25

1 to buy was invited hasn’t used

2 doesn’t shine will be bought looked, saw, playing

III 2đ Mỗi câu đợc 0,25

1 I’m looking for my keys I wish Mary were here now As it is raining, I stay at home She is interested in going fishing He asked me why I didn’t go with him

6 Do you spend fifteen minutes walking to school? Nam suggested singing a song

8 He likes her because of her beauty

IV 2đ Mỗi câu đợc 0,25đ

1 for lasts

2 cause used

3 being in

4 sun however

V 1đ Mỗi câu đợc 0,25

1 The weather was very bad, but they went out for a walk He forgot his umbrella Therefore, he got wet

3 We want to buy a new house, so we are saving… 4, Although the room is very small, it’s quite…

VI đ Mỗi câu đợc 0,25

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

Date of Teaching : 25/03/2010 Period: 54 Date of Preparation: 24/03/2010

UNIT 9: NATURAL DISASTERS Period 1: Getting started & Listen and Read



I/ Objectives:

- Getting the information about weather (from the weather forecast on TV or the radio) - Reading a dialogue for details about the weather in daily life

II/ Language Contents

- Grammar : Modal verbs : + Will (Simple future tense)

+ May (possible happenings in the future) + Is going to ( Near Future )

- Vocabulary : words relating to weather, climate

III/ Techniques:

- Brainstorming - Questions – Answers

IV/ Teaching Aids

- Pictures (Textbook page 74) - Symbols in weather forecast

V/ Time: 45 minutes

VI/ Procedures

1- GETTING STARTED / WARM UP

Steps Teacher’s activities Students’ activities

Warm-up Showings pictures (textbook page 74), one by one (explaining in simple English and gestures)

- They are some natural phenomenons but they damage human life

+ How we stay out of them?

+ How we know about them before they come & destroy everything?

+ Have you ever listened to the weather forecast on the radio or on TV?

+ When is there the weather forecast on TV?

+ Do you think weather forecast is useful in daily life? How is it useful?

- Listening and answering the T's questions

Thank to the weather forecast on the radio or on TV After the news Helps us to predict the bad weather

2- LISTEN AND READ / PRESENTATION

Steps Teacher’s activities Students’ activities

Presentation I- Pre-teach vocabulary

- to turn up/down (the volume of TV or radio) - to expect (explanation)

- thunderstorm (n) (picture) - delta (n)

- just in case (n) (translation) - to trust = to rely on

+ checking vocabulary: what and where

- Have Ss repeat the words chorally then rub out word by word but leave the circles

- Go on until students can remember all

- Get Ss to write the words again in the correct circles II- Pre-questions

- Introducing the situation

Thuy is talking to her grandmother while they both are watching TV

+ What program are they watching? - Give feedback

- Listening to the tape

- Practice the dialogue in the group of three Practice I- Gap filling

- Have Ss read the dialogue silently and exercise 2b on page 75

- Get them to share their answers with their partners - Give feedback

- Correct the task

1 Thuy’s gradmother wants her to turn up the volume on TV because she wants to listen to the weather forecast The coast of Thanh Hoa will be raining

3 The central highlands will experience thunderstorms Ho Chi Minh City will have temperature between 27°C

and 35°C

5 Although Thuy’s grandmother doesn’t trust weather forecast she likes watching them

II- Comprehension questions

- Show the questions on the poster Ask Ss to answer the questions in pairs

- Get Ss to call out their answers, T corrects if necessary Why does Thuy’s grandmother ask her to turn up the

volume?

- Because she wants to listen to the weather forecast Which city is the hottest today?

- HCM City is the hottest Where is Thuy going?

- She’s going on a picnic

4 What does Thuy’s grandmother want her to do?

- Individual work - Pair work

- Group work - Correct by themselves under the T's control - Pair work

- Group work

49 thurnderstor

m expect

trust

- She wants her to bring along a raincoat * Have the Ss work in pairs

III- Practice the dialogue

- Let Ss listen to the dialogue and focus on the pronunciation

- Call on some Ss to play the roles of Thuy, her grandmother and weatherman to practice the dialogue

- Ask Ss to practice the dialogue in group of three

Consolidation - Ask Ss to reread the weather forecast on TV and notice some phrases

+ will have temperature between … and … + will experience temperature between … and … + HCMC’s temperature will be between … and … + can expect clouds/ thunderstorms

- Ask Ss to look at the map and play the role of the weatherman to present the weather forecast, based on the information provided

- Call on Ss to present before the class

- Have Ss work in pairs – one student speaks, the other listens & writes down

- Group work - Pair work

Homework

- Write a weather forecast by themselves, based on the dialogue Ss can change the details, the places, the temperature…

- Collect some pictures about natural disasters such as tsunami, typhoon, tornado, vocalno, earthquarke, flood, land slide …

Date of Teaching : 29/03/2010 Period: 55 Date of Preparation: 27/03/2010



I/ Objectives:

After the lesson, students may:

- Develop listening skill

- Sts will get some ideal on how to live with earthquakes by listening and further practice on relative pronouns who – which

II/ Language contents:

- Relative pronouns: who – which

III/ Techniques:

- Guessing, brainstorming - Questions & answer

IV/ Teaching aids:

- Text books - Pictures

V/ Time: 45 minutes

VI/ Procedures:

Listen (skill development) 20 minutes

Steps Teacher’s activities Students’ activities

Pre-listening 7’ While listening 7’ Post-listening 6’

 Introducing the new lesson:

Ask students some questions about earthquakes - Have you ever heard of an earthquake? - What happens if there is an earthquake?

- In which country earthquakes occur frequently? - What would you if there was an earthquake?

 Having students listen to the tape and the listening task

(twice)

 Teach vocabulary

- block (v)

- roller (n)

- strike → struck → struck (v) = hit - erupt (v) / I’rΛpt /

- eruption (n)

 Having students listen to the tape (the third time)  Asking sts to give the answer + correcting mistakes

 Exercise:

Fill in the gap with a suitable verb

One of the strongest earthquakes in this century

(1) _ in Anchorage, Alaska, on March 24, 1964, at about clock in the evening When the earthquake

(2) that evening, many families

(3) _ down to eat dinner people in the city

Sts listen & answer (look at pictures) T corrects

- Listening & repeating the new words

- Call on sts repeat - Sts listen & take note your notebooks

Sts & T corrects - Sts listen & - Give feedback

1 happened struck

_(4) themselves in the dark because most of the lights in the city went out when the earthquake occurred Many people (5) _ instantly when tall building

(6) _ and (7) _ tons of brick and concrete crashing into the streets

When (8) _ the next earthquake? No one really knows for sure

 Revision of relative pronouns:

Ask them to answer the questions, using the relative pronouns which or who

Exercise: use relative pronouns “who” or “which”

1 The city was struck by a huge earthquake in 1995 is Kobe

2 The explorer discovered America is Christopher Columbus

3 The planet is closest to the earth is Venus The animal was chosen to be the logo of Sea games 2003 is buffalo

3 were sitting suddenly

found die collapsed sent will

- T explains - Sts listen & take notes

Homework

- Learn new words by heart

- Do exercise page 61 (your workbook) - Prepare unit (read)

Date of Teaching : 01/04/2010 Period: 56

UNIT 9: NATURAL DISASTERS

Period 3: Read    I/ Objective:

- By the end of the lesson, students will be able to get more information about the natural disasters in the world

II/ Language contents:

- Reading a text about natural disasters for details III/ Techniques:

- Brainstorming

- Questions and answers IV/ Teaching aids:

-Text books, pictures V/ Time: 45’

VI/ Procedures:

Step Teacher’s activities Students’ activities

Warm-up (7’)

 Matching and chatting

- Showing four pictures on page 74 and ask students to match them with four words: snowstorm, earthquake, volcano, typhoon

- Answer keys:

Picture 1: snowstorm Picture 2: earthquake Picture 3: volcano Picture 4: typhoon

- Giving students some questions about the four natural disasters

- How you know it is a snowstorm/ an earthquake/ a volcano/a typhoon?

- Have you ever experienced any of these natural disasters? - What happened

- How did you feel?

T- whole class

Pre-reading (10’)

I Pre-teaching vocabulary - Tidal wave (n)

- Abrupt (adj)=sudden = quick - Shift (n)

- Warm (v) –ed - Funnel-shaped (adj) - Suck up (v)

- Tornado (n) - Majority (n)

T-whole class

+ Checking vocabulary:

- Rub out the words one at time, each time, rub out the words in English, point to the Vietnamese translation

II True-False statement predictions:

- Hanging the poster of T/F statements (exercise a/p79) on the board

- Getting students to work in pair to guess which statements are true or false

 Answer keys (T or F)

Statement 1: T Statement 2: T Statement 3: F

Statement 4: T Statement 5: F Statement 6: T

While-reading

(12’)

I Reading and checking

- Having students read the text on page 78 and correct false statements

- Statement 3: F correct: A huge tidal ware traveled from

Alaska to California

- Statement 5: F correct: The cruption of mount pinatubo is

the world’s largest volcanic eruption in more than 50 years II Complete the sentences:

- Having Ss work in pairs and complete the sentences 5b P/79 Answer keys:

1 The majority of earthqualas occur around the Pacific Rim During the earthquake in Kobe, many people were killed

when homes, office blocks and highways collapsed

3 A tidal wave can only occur when there is an abrupt shift in the underwater movement of the Earth

4 In Australia, a tropical storm is known as a cyclone Christopher Columbus gave us the word “typhoon” A tornado is a type of storm that passes overland below a

thunderstorm and sucks up anything that is in its path

Individual work

Pair work

Post reading (12’)

 Asking and answering

- Dividing the class into four groups - Having Ss read the text again

- Having groups ask and answer questions Example :

1 What does “typhoon” mean? Can we predict a volcano?

Group work

Homework (4’)

- Learn new words by heart

- Having Ss write Exercise 5b into their notebooks, using their ideas

Date of Teaching : 05/03/2010 Period: 57 Date of Preparation: 03/04/2010

UNIT 9: NATURAL DISASTERS Period : Write



I/ Objectives:

- Writing a story about a typhoon - Developing writing skill

II/ Language content:

III/ Techniques:

- Questions and answers

IV/ Teaching aids: - Pictures, textbook

V/ Time: 45’

VI/ Procedures:

Write(skill development)

Steps Teacher’s activities Students’ activities

Warm- up (3’)

Pre- writing (7’)

 Dividing the class into 2groups Ss from groups go to the

board and write the correct words The groups which write more correct words first win the game

1 otnophy damotro lacono tearquahke ormst

 teaching new words:

- To behave(v) - Shelter( n)

- All of sudden = suddenly

 Having Ss repeat the new words after the teacher( chorusly,

individually) Telling the story:

 Showing six pictures on the board

 Setting the scene: This is Lan’s family, they are at home  Pointing to each picture and asking Ss some questions to

elicit the story Who is this? Where is she? How is the dog? What’s on TV?

5 What is Mrs Quyen and her family doing?

- Going to the board and writing typhoon tornado volcano earthquake storm

- Listening to the teacher to explain the new words and copy them into the notebooks

- Listening and repeating

- Looking at the pictures

1 This is Lan She’s outside It looks strange The weather forecast

6 How is the weather before and after the storm?

7 How are they now?

 Guiding Ss how to write the story, reminding Ss of using

past simple tense

Ex: It was a beautiful day

and talking aboput a coming typhoon Before the storm, it is very dark It has strong wind and heavy rain And after the storm it is fine They all are happy (glad)

While- writing (15’)

 Having Ss write the story

 Going around and helping Ss write

 Having Ss share their writings with their partners  Asking Ss to write their writings on the board

Do the task

Post- writing (15’)

 Correcting the mistakes

 Asking Ss to look at the pictures and then retell the story pairwork

Homework( 5’):

- Learn the new words by heart

- Prerare language focus( review relative pronoun and relative clause)

- Ss write another story( about a flood….) They can make changes or add more details to the story

Date of Teaching : 08/04/2010 Period: 58 Date of Preparation: 06/04/2010

UNIT 9: NATURAL DISASTERS

Period 5: Language Focus



I/ Objectives:

- Distnguishing between defining relative clauses and non- defining relative clauses

II/ Language contents:

- Relative clause and relative pronoun( review)

III/ Techniques:

- Transformation/ gap- filling

IV/ Teaching aids: textbook

V/ Time: 45’

VI/ Procedures:

Sections Teacher’s activities Students’ activities

Warm- up - T gives a chart on the board

1 Tet is a festival………occures in late January or early February

2 Family members ………live apart try to be together at Tet

3 Vietnam,………is in South East Asia, exports rice I like this picture……….my father bought

yesterday - T corrects Answer keys:

1 Which Who Which/ That Which/ That

- Ss fill who, whom, which in the chart

Presentation - T gives Ss pairs sentences

1 Vietnam exports rice Vietnam is in the Southeast Asia

Vietnam, which is in the South East Asia, exports rice

2 The novel has been lost You gave me the novel on my birthday

The novel which you gave me on my birthday has been lost

- T helps Ss distinguish between defining and non- defining relative clauses

Defining relative clauses identify nouns These clauses tell

us which nouns, which person or thing the speaker means

Non- defining relative clauses give more information about a

person or thing already identified When we write these clauses, we put “ commas” at the beginning of the clauses( and often at the end of the clauses)

We can use “ that” in a non- defining relative clause

In a non- defining relative clause, we can’t leave out who or

which

3 Neil Armstrong, who first walked on the moon, lived in the USA

- Ss use relative pronouns who or which to combine them

Practice Task 1

- Have Ss the exercise 3/ p 83

- Ask Ss to underline the relative clause in each sentence, then add commas to seperate the non- defining relative clause from the rest of the sentence

- Ask some Ss to write the sentences on the board and underline

- T corrects

Task 2:

- Have Ss the exercise 1/ p 81

- Call some Ss to write the answers on the board - T corrects

Task 3

- Have Ss exercise 2/ p 81 - Ask Ss to match column A with B

- Call some pairs to perform before the class - T corrects

- pairwork

- pairwork

- write the anwers on the board

- pairwork

Consolidation - have Ss rewrite the sentences in Language Focus 4/ p82 - ask Ss to replace each underlined clause with their own

clause

- call some Ss to write on the board - T corrects

- groupwork of six

Homework( 2’)

- Have Ss write sentences about relative clause

TEST 45’

WEEK:31

junior high school _, 200 _

Class: _ Test on English Name: Time: 45 minutes

-

-I/ Listen to the talk and write True (T) or False (F) to each sentence below: (1 mark) _ Place heavy books on the bottom shelf of your bookshelves

_ Check the mirrors in your living room _ Put your bed near a window

_ During an earthquake, you should stand inside

II/ Multiple choice: Choose the correct answer for each sentence (3 marks) 1/ Can you tell me the reason for _ the mother’s Day?

a celebrating b celebration c celebrate d celebrated 2/ It’s very nice you to say so!

a in b on c of d for 3/ I lived in Da Lat, _ one of the most beautiful cities of Viet Nam. a who b which c when d what 4/ A tropical storm that reaches 120 kilometers per hour is called a _ in Asia a typhoon b cyclone c hurricane d tornado 5/ I am preparing for a picnic _ my friends tomorrow

a at b to c in d with 6/ According to the _, there will be sunny tomorrow

a earthquake b weather forecast c volcano d tidal wave

III/ Combine into one sentence, using “although or even though ”: (1 mark) 1/ My sister failed in her driving test She practiced for a long time

 _

2/ The traffic lights turned red He didn’t stop his car

 _

IV/ Combine into one sentence, using “who or which ”: (1 mark)

1/ The visitors can see a lot of beautiful parks The visitors come to London

 _

2/ We visited the house It was built a hundred years ago

 _

V/ Underline the relative in the sentence, then add commas to separate the non-defining relative clause if necessary: (2 marks)

1/ Lan who lives near my grandparents’ house is my classmate 2/ My mother bought the shoes which were made from Hong Kong

3/ The books which we borrowed from the library must be returned by Monday 4/ Nguyen Du who wrote Kieu Story is a famous Vietnamese poet

VI/ Read the text and answer the questions: (2 marks)

In the United States, people celebrate mother’s Day and Father’s day Mother’s day is celebrated on the second Sunday in May On this cccasion, mother usually receives greeting cards and gifts from her husband and children The best gift of all for an American mom is a day of leisure The majority of American mothers have outside jobs as well as housework, so they often work very hard On that day, it’s also traditional for the large family group to get together for dinner, either in a restaurant or in their homes.

Questions:

1/ When American people celebrate Mother’s Day?

 _

2/ What does the mother often get from her family members?

 _

4/ Where the family members have their dinner on this occasion?

 _

- The End -

Date of Teaching : 20/04/2010 Period: 61 Date of Preparation: 19/04/2010

UNIT 10: - LIFE ON OTHER PLANETS

Lesson 1: Section: - Before you read (page 83)

Period 63: - Listen and read (page 83-84)

I.Aim.

Reading a text about UFOs for details to complete the notes II.Objective.

By the end of the lesson, students will be able to know more about UFOs III.Teaching aids.

Text books, pictures

PROCEDUCE

Stage Steps/ Activities Work

arrangement Warm-up

Pre-reading

* Guessing words:

- Have students guess three words

- Give students the number of the letters of each word and give the definitions so that students can guess the words 1) -* This word has 12 letters It is the opposite of identified 2)

-* This word has letters It means moving through the air as a birth does

3) -* This word has letters It is in form It means a thing that can be seen or touched

* Answer keys:

1 Unidentified

2 Flying  UFOs (Vật thể bay không xác định) Objects

* Chatting:

- Show the picture on page 83 to the students and ask them some questions about UFOs

* What can you see in the pictures? * What we call them in Vietnamese? * Do you know another word for UFOs? (flying saucer)

* Do you thing they really exist?

* Have you ever seen any films on UFOs?

* Do you want to see a UFO? What you want to know

T-whole class

While reading

about UFOs?

* If you saw an UFOs, what would you do? I Pre- teach vocabulary

- spacecraft (n): tàu vũ trụ (picture) - meteor (n): băng (visual, picture) - evidence (v): chứng

(definiton: anything that makes clear, shows or proves) - alien (n): người hành tinh khác

(definition: person on other planets) - capture (v): baét

(synonym: catch (by force) arrest)

- device (n): dụng cụ, thiết bị (translation) - claim (v): đòi quyền, nhận (translation)

* Checking vocabulary: what and where

- Have students repeat the words chorally then rub out word by word but leave the circles Remember to let students repeat before and after rubbing out each word

- Go on until students can remember the words

- Get students to write the words again in the correct circles II Guessing the meaning of the words:

- Get students to read the text and find the words in the text that have the meanings given in * a on page 84:

- Ask students to work in pair - Give feedback

* Answer keys:

1 proof, support = evidence

2 falling star or shooting star = meteor

3 unknown/strange people or thing = aliments bringing together or gathering = collecting caught as a prisoner = captured

6 because impossible to see = disappeared III Complete the notes

- Have students to exercise 2b on page 84

- Get students to read the text again and complete the notes

T-whole class

Pair work

Group work

63 Spacecraft Spacecraft

Captur e

Alien

Claim Device

Post reading

Home work

They have to work individually then compare with their partners

- Call on some students to read aloud their sentences

* Answer keys:

UFO Sightings:

a) An aircraft , a weather balloon or a meteor can be mistaken for a alien spacecraft

b) In 1947, a pilot saw nine large round objects traveling at about 2.800 meters an hours

c) There were over 1.500 UFO sightings worldwide in 1952

d) In 1954, a woman and her children saw a UFO above their house

e) A farmer saw an egg- shaped object in one of his fields and also aliens collecting soil samples in 1964

f) In 1971, two men claimed they were captured by aliens and taken aboard a spacecraft

g) A pilot and his plane disappeared after sighting an UFO in 1978

h) In 1981, a Frenchman reported that he saw a plate – like device at a treetop 30 meters away from his garden

* Discussion:

- Have the whole class discuss the topic “UFOs” - Choose good students to be the leader

- Get the leader to make a summary of the evidence of the existence of UFOs and then discuss with his/ her friends - Give the leader some questions for him / her to ask his/ her friends

* Do you believe in Kenneth Arnold, or the woman who saw a UFO above her house?

* Have you ever seen a picture of an alien? Can you imagine what the aliens are like? Are they small or big? Are they intelligent? (If yes) Why you think so?

- Have students write the notes on page 84 in their notebook

Individual work Pair work

Date of Teaching : 23/04/2010 Period: 62 Date of Preparation: 22/04/2010

UNIT 10: LIFE ON OTHER PLANETS

Lesson 2: Speak and Listen Section - Speaker (page 85)

Period 64: I.Aim:

Practice speaking about Mars II.Objective:

By the end of the lesson, students will be able to talk to one another about what they think there might be on Mars, on the moon and on other planets

III.Teaching aids:

Text books, pictures

PROCEDUCE

Stage Steps/ Activities Work

arrangement Warm-up

* Word square

S E A R T H

M U M E R C

U R N S A U

S S R U B R

A A R V C Y

M O O N T S

 Earth  Sun

 Mars (Hoả)  Moon

 Mercury (Thuûy) - Ask students some questions about the solar system * Which planet is the nearest to the sun? (M)

* Which is the biggest? * Which is the hottest? I Pre-teach vocabulary

- microorganism (n): vi sinh vật (translation) - gemstone (n): đá quý (relia)

- sparkling (adj): lấp lánh (realia) - creature (n): sinh vật (translation) - trace (n): dấu vết (visual)

- mineral (n): khoáng sản (example)

* Checking vocabulary: Rub out and remember

- Rub out the new word one at a time Each time you rub out the word in English, point to the Vietnamese translation and

T-whole class

ask students to repeat in English When all the English words are rubbed out go through the Vietnamese list and get the whole class to call out the English words

II Revision of model verbs: may – might

* Form: May/might + infinitive

* Use: We use may, might to talk about present or future

possibility

- Might is normally a little less sure than may.

II Matching

- Set the scene: A space tourist traveled to Mars, he saw many things there and noted them down These are drawing of things Try to guess and match the drawings with their names.

- Number from to from left and right

* Answer keys:

1) Minerals] 2) Water 3) Mountains 4) Plants

5) Little creatures 6) Gas

7) Gemstone II Drill

- Use the drawing to drill * Exchange: what’s this? This may be water on Mars

1 What are they?

They may be minerals on Mars What are they?

They might be plants on Mars What’s this?

This may be gas on Mars What are they?

They may be gemstones on Mars What are they?

The may be little creatures III Practice the dialogue

- Have students practice the dialogue between Nam and Hung on page 85

Production

Homework

- Correct their pronunciation

- Have all students work in pairs to practice the dialogue

* Dialogue

Nam: What these drawing say, Hung? Hung: There might be water on Mars

Nam: And what about those back sparkling spots on the right corner?

Hung: Well, they might be traces of gemstones There may be a lot of precious stones on Mars

IV Matching dialogue

- Have students make up similar dialogue about the drawings, using the cues in 3a

* Sample:

You: What these drawing say?

Your friend: These may be mountains on Mars You: And what about the red signs on the left corner? Your friend: Well, they might be gas on Mass

- Call on some pairs of students to practice their dialogue before the class

- Give feedback

* Discussion:

- Give students the topic “What may there be on Mercury/on the moon/ on Mars?”

- Ask students to write the dialogue in their notebooks

Whole class

Individual work

Lesson : Read



I/ Objectives:

After the lesson , students may - Develop reading skills

- Know what they have to if they have a trip to space

II/ Language contents

- Words related to a space trip ( physical, aerobic , orbit, marvelous ) - Grammar : Conditional sentences ( type )

if + past tense , would / could / might + verb

III/ Techniques: - Scanning

- Questions – answers

IV/ Teaching aids:

- Pictures ( copied and enlarged from textbook )

V/ Time: 45 minutes

VI/ Procedures:

READ ( skill development )

Steps Teacher’s activities Students’ activities

Lead –in / Pre- reading 15’

- Lead-in : “ In the previous lesson , we have known about life in the moon Today, we’ll study about what we’ll prepare and we can see if we have a space trip - Asking students to look at two pictures in the

textbook on pages 86 & 87

- Asking them some questions and explaining the new words based on students’ answers :

+ What you see in the pictures?

+ If we want to travel in the space, what should we do? (T: ex: run a lot , exercises or swim everyday…) + What can we see from the outer space?

- Asking students to practice the new words and check - TASK : Look at the phrases in the textbook ( task a ) , scan the text and put them in order

- Looking the pictures , listen and answer the questions

 people, spaceship … have good health/

excellent physical condition

stars, mountains,

oceans,…

- Practice the new words

While - reading 18’

- Having students task a)

- Asking students to compare the answers in pairs - Giving correct answers

Answers :

TASK 2:Work in pairs, doing task b) (page 87 )

- Asking sts to answer the questions , calling some sts to perform their answers ( speaking and writing ) and

correcting Answers :

1 If you decide to take a space trip , you will have to run a lot , swim every day , and aerobics and push – ups to have an excellent physical condition

2 If you want to show you are in perfect health you must get a letter from a doctor

3 You can see pictures of the Earth : your country , interesting places, the oceans , the big rivers , the tall mountains

4 We can see those scenes 16 times a day We can walk on the walls or on the ceiling - Students’ answer

- Read the text again, and answer the questions in pairs

Post - reading

12’

TASK : Work in pairs , answer the questions : “ If you were able to take a space trip ,

what would you to prepare for the trip ? Which planet would you like to go ?

What can you see there ? - Asking students task

- Introducing conditional sentences ( type ) based on the answers

If – clause : simple past

Main – clause : would / could / might + verb

- Doing task in speaking

Homework:

- Write the answers in the exercise notebook - Prepare next period ( WRITE )

UNIT 10: LIFE ON OTHER PLANETS Lesson 4: Write



I/ Objectives

By the end of the lesson, students will: - Develop writing skills

- Write their personal opinion about the existence of UFOs

II/ Language contents:

- Grammar : Review of verb tenses ( present, past)

- Phrases or words used in an exposition: Firstly, secondly, …

III/ Techniques:

- Matching, questions- answers, writing

IV/Teaching aids:

- Pictures, overhead, transparent sheets

V/ Time: 45’

VI/ Procedures: new lesson

Steps Activities

Warm up (2’)

- Having students answer the question: Do you think UFOs really exist?

Pre-writing(15’) - Match the paragraphs in column B with the sections in column AA

A/ Introduction (presents the writer’s viewpoint: I think…, I believe…,…)

B/ Body( gives reasons/ examples for persuasion: Firstly, …; Secondly,…;…… ) C/ Conclusion (sums up the argument: therefore,…)

B

(i) Therefore, UFOs are just the imagination of some writers and they exist only in films for entertainment

(ii) I don’t believe there exist UFOs even though many newspapers talk a lot about them

ground Answer A - (ii) B - (iii) C - (i)

- Explaining to students how to write an exposition by asking them : 1/ How many parts are there in an exposition?

There are three parts : Introduction, Body, Conclusion 2/ What are there in each part?

- The answer is in column A

Having students use expressions to write in the introduction : I think …, I believe …, I don’t think …, …

Having students pay attention to the transitions to begin their arguments: Firstly, …

Secondly, … Thirdly, …

Moreover, … Finally, …

Last but not least, … - Explaining some new words:

- imagination (n) - trace (n)

- mysterious (adj)

man-like creatures

- Having students work in pairs, reading the dialogue (page 88) silently to answer the questions:

1/ Does Ba think UFOs exist? Yes, he does

2/ What makes Ba believe there are UFOs?

Firstly, many people around the world say they have seen flying saucers Secondly, there are plenty of photos of them Moreover, some of the photographers said they saw man-like creatures get out of the saucers 3/ What does Ba conclude about the UFOs?

He concludes UFOs are no longer human’s beings’ imagination They are real While-writing

(15’)

Having students work individually, using Ba’s opinion in the dialogue to write an exposition about the existence of UFOs Begin with:

I believe UFOs exist because articles and reports in newspaper…

Post-writing(10’)

Choosing students’ writings to correct with the class (using visual presenter) Having students work in groups, discussing their own opinion about the existence of UFOs

Asking some representatives to the front of the class, talking about their opinion

Homework (3’)

- Learn the vocabulary

- Write an exposition to show your own opinion about the existence of UFOs

UNIT 10: LIFE ON OTHER PLANET Lesson 5: Language Focus

I/ Objectives

- Review grammar of Unit 10

II/ Language Contents

- Modals : may be < might be

- Conditional Sentences : Type and Type

III/ Techniques

- Make sentences use may be or might be

- Complete sentences with conditional sentence (Type Or Type 2)

IV/ Teaching Aids

- Pictures – in text book

V/ Time – 45 minutes

V/ Procedures

Task 1

Steps Activities

Warm – up 2’

T shows St a b - T Shows St a box – Asking some questions What is there in the box?

I think it may be a book or might be a game What about you?

- T reviews how to use may be or might be

Practice T asks Ss to – T asks Ss to exercise page 89 in the text book - T calls some Ss to give their sentences

- T corrects andhas Ss rewrite the following sentenes by using may be or or might be

a) It may be a book, or it might be a game

b) It may be a box of crayons, or it might be abox of paints c) It may be a football, or it might be a basketball

d) It may be a boat, or it might be a train

e) It may be a flying saucer, or it might be a meteor f) It may be an evening star, or it might be a spacecraft

Production - T asks some Ss to give their own sentences , using may be or might be

Task

Practice T ask Ss to - T ask Ss to exercise page 90 T device class - T devices class into groups - T asks each group go to the board

- T corrects their sentences

a) If it rains this evening, I won’t go out b) Lan will miss the bus if she doesn’t hurry c) If Ha isn’t careful, he’ll drop the cup

d) Mrs Nga will join us if she finishes her work early

e) If Mrs Binh writes a shooping list, she won’t forget what to buy Production - T asks Ss to give their own sentence with condition setence type

Task 3

Warm up - T explains the exercises

- T reviews conditional sentence

Would

Type : If + S + past tense , S + Could + V Might

Practice T asks Ss to - T asks Ss to execise page 90 , 91

- T calls Ss to give their sentences on the board - T corrects Ss sentences

a) If ba were rich , he would travel around the world b) If Mr Loc had a car, he would drive it to word

c) If Lan lived in Ho Chi Minh City, she would visit Saigon Water Park d) If Nam had an alarm clock, he would arrive at school on time

e) If Hoa lived in Hue, she would see her parents every day f) If Nga owned a piano, she would play it very well g) If Tuan studied harder, he would get better grades

h) If Na had enough money, she would buy a new computer

Production T asks Ss to - T asks Ss to give their our sentences with conditional sentense Type 2 (3’)

Homework :

- Write : two sentenses with modals may be , might be