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By the end of the lesson, students will be able to know how to write a passage describing a story happening in the past and practice writing a passage entitled “A country picnic”, using [r]
(1)
Unit 1: A VISIT FROM A PEN PAL
Period "Getting started + Listen and read" & LANGUAGE FOCUS 3
A/ The aims:
* By the end of the lesson, students will be able to get more reading practice to understand the text about Lan and her pen pal Maryam’s visit to Hanoi and know a new structure with “wish” with the simple past
* Teaching aids: Extra board, pictures, tape recorder, cue cards. B/ Procedure:
1 Warm up: Brainstorm a, Interesting places in Ha tinh
Tran Phu general Secretary Memorial Site Le Khoi Temple
Vu Quang Natural preservation zone Ke Go lake
Xuan Thanh Beach/ Thien Cam Beach/ Thach Hai Beach Vung Ang port
Huong Tich Pagoda Hoi Thong village Dong Loc road-junction
Memorial Site of the Great Poet Nguyen Du
b, Activities we can in Ha Tinh: to go swimming
to have specialties: P.Trach grapefruits, Ha Tinh CuDo, to visit wildlife
to climb up mountains to go boating/ fishing Pre teach:
(to)correspond : trao đổi th từ
mosque (n): nhà thờ Hồi giáo (picture/sit) (If my religion were Islam, where could I go to pray)
(to) be impressed (by): cã Ên tỵng (trans)/ impress (v): ghi khắc/ in sâu (to) pray: cầu nguyện (mime)
(to) keep in touch (with): giữ liên lạc (với) (examp) friendliness (n): sự/ lòng mến khách (exp) friendly (to) depend on: dùa vµo/ phơ thc vµo (sit)
* Checking: R.O.R 3.Open-prediction:
Where did Lan and Maryam go and what did they in Hanoi? (Whole class or individually)
4 Listen and read
1 Students listen to the tape (optional) Students practice reading the text
3 Choose the correct option to complete the sentences *(P.7) * Key:
1- C ; - B ; - D ; - B
(2) I wish you had a longer vacation I wish I were in Hanoi now
Form : S1 + wish + S2 + V(past) (S1 can be S2 or not) Use : (of the form): DiƠn t¶ íc muốn trái với thực tế tại Practice: (optional-depending on time): word cue drill
a I wish I /be/ at home now b We wish it /be/ cool today c I wish I /have/ a computer
d Lan wishes she /know/ many friends e Nam wishes he /can/ drive a car Homework:
- Learn vocab by heart - Re-read the text carefully
- Do exercise (P.12) (Text book) + Ex7 (P.10) (workbook) - Find out new words in “Speak” (P.8)
……….The end………
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Sunday, September 5th, 2010
Unit 1: A VISIT FROM A PENPAL
Period "Speak" A/ The aims:
* By the end of the lesson, students will be able to get more speaking skills by making and responding to introduction
* Teaching aids: Pictures, extra boards * Ways of working: Individual, pairs, groups
* lexical items: introduce, pleased, industrial, springroll same, different B/ Procedure:
I Warm up: Matching
Places (city/town/capital) Nations
Tokyo Brunei
Liverpool Australia
Perth Japan
Bombay Myanmar
Bendar Seri (Begawan) India
Kualar Lumpur England
Rangoon Malaysia
II Pre speaking : Pre teach :
introduce (v): Giíi thiƯu (exam) Let me introduce myself … pleased (adj): vui (syn/trans) pleased to meet you industrial (adj): (exp) industry (n)
nem = springroll (n): (trans/sit)
(the) same : (visual/ example) different (adj) from: (ant) the same * Checking: What and Where
2 Ordering the dialogue (page 8)
- Ss work in groups to order the dialogue in right order - Practice reading the ordered dialogue:
a Modeling (some (good) pairs of strong students ) b Pairwork:
Key: c b d 2 e a III While speaking:
Part b (P.8): Now you are talking to Maryam’s friends Introduce yourself Make similar dialogues Take turns to be one of Maryam’s friends
The whole class make one dialogue from/based on one of the three cue boxes Students prepare for each dialogue in pair in writing first, then practice speaking Students can make their own dialogues with their imagination
Keys (suggested dialogues) 1.Dialogue one:
You: Hi You must be Yoko Yoko: That’s right I am
You: Please to meet you Let me introduce myself I am Yoko: Please to meet you,
You: Are you one of Maryam’s classmates? Yoko: Yes, I am
You: Are you enjoying your stay in Hue?
(4)and I like old cities in Vietnam You: Do you live in a city, too?
Yoko: Yes, I live in Tokyo Have you ever been there?
You: No, what’s it like?(I think it s very different from Hue)’ Yoko: It’s a big busy capital city It’s very different from Hue You: I see
2.Dialogue two:
A: Hello You must be Paul B: That’s right, I am
A: Pleased to meet you Let me introduce myself I’m B: Pleased to meet you,
A: Are you enjoying your stay in Vietnam?
B: Yes, very much I love the people, the food and the beaches in Vietnam A: Do you live in a city, too ?
B: Yes, I live in Liverpool in England Have you ever been there? A: No What’s it like?
B: It’s an industrial city in the North of England A: I see
Notes:
III Post–speaking: Write-it-up
- T divides Ss into groups Each group writes one dialogue in box - T goes around and helps Ss
-T takes all the dialogues, corrects and makes comments IV Homework:
1 Make a similar dialogue with the ordered dialogue from the text book (P.8) Do more exercises with the simple past tense
The end./
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Monday, September 6th 2010. Unit 1: A VISIT FROM A PENPAL
Period3/3 "Listen" A/ The aims:
* By the end of the lesson, students will be able to listen for specific information to choose the correct pictures, and get more practice with the past simple tense
* Teaching aids:
* Ways of working: tape recorder, extra-board
* Lexical items: to catch, to kill the grass, hamburger, It’s up to, * Structure: Would rather & It’s time ……
B/ Procedure: I Warm up :
Jumbled words:
Group A group B
RPKA : park SSAGR: grass WFOELR: flower IKLL: kill
AATTUSRRNE: Restaurant AUHMBRREG: Hamburger II Pre listening:
1 Pre teach:
to catch the bus: đón xe buýt (trans) to kill the grass: giết chết/ làm chết cỏ (sit)
hamburger (n): thịt băm viên/ xúc xích ham bua (exp) It’s up to you: điều tuỳ thuộc vào bạn (trans)
{one hundred and three (103) one hundred and thirty (130)} * Checking: ROR
2 Set the scene
Tim Jone’s Mexican pen pal, Carlo is visiting the USA Listen to their conversation to answer the following questions
3 Pre-questions
a) Where will they go?
b) Where will they go through? c) How will they go?
(Choose the number of the correct pictures P.9) - Eliciting the vocabulary for each picture from students Key:
a1: Walking on the grass a2: Picking flowers
b1: (Catching) the bus number 103 b2: (Catching) the bus number 130 c1: Eating in a Mexican restaurant c2: (Eating) hamburger
- Students predict individually` III While - listening:
1.
Students individually listen to the tape twice to find out the answers for the pre-questions.
* Answer key:
a a restaurant b the park c by bus 2 Listen and select
(6)*Answer key: a 1 b c 3 Gap fill
Tim and his Mexican , Carlo, wanted to go to They went a beautiful with the and the Carlo on the grass because he didn’t see the After going out the park, they the 130 bus to go to a 10
* Answer key:
(7)
1 pen pal restaurant through park trees
(8)III Post listening:
1.Practice with the forms: (word cue drill) a
)
a1, It’s time we /catch/ the bus a2, It’s time I /go/ to school a3, It’s time he /be/ at home
b,
b1, I /to eat/ hamburger
b2, We /to know/ many friends b3, He /to draw/ pictures
IV Home work
- Learn vocabulary by heart - Prepare for “READ”
……….The end………
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Planning date:Tuesday, September 13th, 2010
Teaching date: Wednesday, September 14th 2010
Unit 1: AVISIT FROM A PENPAL Period 5: "Read"
A/ The aims:
* By the end of the lesson, students will be able to scan a text for factual information about a place and know some about Malaysia
* Teaching aids: Extra board
* Lexical items: region, area, climate, currency, language of instruction, official,compulsory, Islamm, Comprise
B/ Procedure:
I Warm up: Chatting/Prequestions
- Teacher asks students to tell what they know about Malaysia
- Teacher asks students to make questions for what they want to know about Malaysia * Expected questions:
- Where is Malaysia? - What is its capital?
- What language is spoken in Malaysia? - What’s its population?
II Pre reading: 1 Pre teach:
- region (n) vïng, miÒn [situation] - area (n) diÖn tÝch [example] - climate (n) khÝ hËu [example] - currency (n) tiÒn tÖ [example]
- language of instruction (n) ngôn ngữ dùng để giảng dạy[translate] - official (a) thức [exp]
- compulsory (a) bắt buộc - Islam (n) đạo hồi [translate]
- Comprise (v) bao gåm, gåm cã [synonym] = consist of * Checking: ROR
2.T/F statements prediction:
a Malaysia is a member country of ASEAN b There are two religions in Malaysia
c People speak only Malay in Malaysia
d Primary school children learn three languages at school e All secondary school children learn in English
III While reading:
1 Students listen to the tape 2 Students read the text silently 3 Checking the T/F
* Key: a T
b F two more than two
c F only Malay Malay, English, Chinese and Tamil d F three one (Malay, Chinese or Tamil)
e T
4 Fill in the table with the right information about Malaysia: * Key:
1 Area: 329,758 sq km Unit of currency: ringgit Population: over 32 millions Official religion: Islam
(10)5 Comprehension questions:
a) Where is Malaysia?
b) How many regions is it divided? What are they? c) What’s its population?
d) What’s its area?
e) What’s its capital? Where’s its capital? (in which region) f) What is the official religion in Malaysia?
g) What’s the national language of Malaysia? h) What language is spoken in Malaysia? *Key:
a) Malaysia is in Asia
b) It’s divided into two regions They are West Malaysia and East Malaysia c) It’s over 22 million
d) It is 329,758 sq km
e) The capital is Kuala Lumpur It is in West Malaysia f) The official religion in Malaysia is Islam
g) The national language of Malaysia is Bahasa Malaysia (Malay) III Post–reading: Speaking
(Retell the text) Tell about Malaysia, based on the questions above IV Homework:
1 Reread and translate the text into Vietnamese Tell about our country based on the text
3 Study “Write” part/section (P.11) and find out new vocabulary in it
The end./
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Planning date: Wednesday, September 14th 2010.
Teaching date: Thursday, september 15th 2010. Unit 1: A VISIT FROM A PENPAL
Period 6: "Writte" A/ The aims:
* By the end of the lesson, students will be able to write a personal letter with an outline a letter about a visit to a place
* Teaching aids:
* Extra board, textbook B/ Procedure:
I Pre writing : 1 Warm up :
Brainstorm (two forms of verbs) Visit drink eatate
meet buy seesaw 2 Ordering statements:
a) I met my old friend, Lan at the Botanical garden yesterday b) I’m staying at Ben Thanh Hotel
c) Dear parents /Mai/… I, Love,Lan d) I’m looking forward to seeing you soon e) September 15th 2005
f) Ho Chi Minh City
g) I’ve bought some nice souvenirs for you all h) I’m very happy to visit the city this time *Key : fecbghad
3.Eliciting the form of a personal letter, based on the ordering: Heading: Writer’s address
Date Opening: Dear,… Body of the letter:
(1st paragraph): Talk about where are you staying…
(2nd paragraph): Talk about: what you’ve done
who you’ve met (etc)
(3rd paragraph): Talk about how you feel…
4 Closing: Love, II While writing:
1 Students practice writing a letter to their family, telling them about their visit (individually)
* Before writing, students read the outline (P.11) carefully (the outline of the body of a letter)
2 Students share their writing (pair work) to correct themselves * Suggested letter:
(12)Hue
Saturday, August 10th
Dear Mommy and Daddy,
I arrived at Phu Bai Airport at about 3pm on Thursday
Uncle Nam and Ha, my cousins, met me at the airport and took me home by their car You know, I’ve visited many places in Hue such as Thien Mu Pagoda, Mon Gate, Huong River, Dong Ba Market… I’ve bought a lot of souvenirs for you both Mom and Dad, I’ve tried different foods in Hue such as cakes and porridge are very delicious, but the soup is very hot
Tomorrow, I will go to visit Tombs in Hue
I feel very happy and enjoy myself so much (here) The people here are very friendly, and the sights are so beautiful
I will leave Hue at a.m next Saturday and will arrive home at about 2p.m Please pick me up at Hong Linh bus station
I look forward to seeing you soon Love,
Hoa III Post–writing:
Teacher chooses some letters to correct in class IV Homework:
Complete writing or write another letter Do the rest exercises in workbook (Unit 1)
Find out new vocabulary in “Listen and Read” (P.13Unit2)
The end./
Planning date: 20/09/ 2007 Teaching date:… …/ /2007 Unit 1: A VISIT FROM PENPAL
Period 6/6 "language focus" A/ The aims:
* By the end of the lesson, students will be able to get more practice with the past simple tense, and “wish” sentence about the present situation
* Teaching aids: - Extra board, pictures
* Ways of working - Individual, pairs, groups B/ Procedure:
1 Warm up :
Lucky lots/sheets of paper to review the past simple form of some verbs Eg:
go went see saw be was/were
do did
catch caught have had
draw drew know knew make made
hang but bought paint painted
(13)Students in two groups, turn by turn, cast lots to write the verbs (with two forms) requested onto the board If they have a lucky lot, they don’t have to write any verbs, they still get two points
2:Revision activity
a) Simple past tense Focus on page 11
Ask and answer questions about what each person did on the weekend (Use the table on page 11)
Eg:
A: What did Ba on the weekend?
B: He went to see a movie called “Ghosts and Monsters” A: When did he see it?
B: He saw it on Saturday afternoon at two o’clock * Steps:
Some pairs of good students model the example conversation Closed pairs practice with the cues from the table (P.11)
Open pairs practice (teacher asks any two other students to demonstrate any conversation)
Eg1:
Hoa: What did Nga on the weekend?
Minh: She went to (see) a concert called (performed by) HN singers Hoa: When did she go?
Minh: She went on Saturday evening at o’clock Eg2:
C: What did Lan on the weekend?
D: She joined a camp organized by Y&Y (Youth and Young Pioneer Associations) C: When did she join it?
D: She joined it all weekend Eg3:
K: What did Nam on the weekend?
L: He went to see (He saw) a soccer match between Dong Thap and The Cong K: When did he see it?
L: He saw it on Sunday at 4p.m * Exercise Focus p12
Ss look at the pictures and write individually ( Maybe: make names) *Key:
1 Lan baked a cake
2 Tan colorful lamps Nga bought some flowers
4 Mai painted a picture (of Ha Noi) Lien went shopping
b) The past simple with " Wish "
T makes the example and elicits from Ss EX: I wish I were taller
Form:
S1 + wish(es) + S2 + Ved/were …… Use: Diễn tả lời ớc xảy hƯn t¹i
* Exercise: Noughts and crosses ( Focus p12 ) Ss work in groups: A B
Each group chooses letters and makes sentences with "wish" T corrects
* Key:
Giáo viên: Phan Xuân Hoàng - Trường THCS Sơn Trung.
a c f
(14)a.I wish I were taller
b.I wish I were in the swimming pool c.I wish I had a computer
d.I wish I lived near school/I didn’t live very far from school e.I wish I had a sister
f I wish I could draw well/ I didn’t draw so badly g.I wish I had my friend’s phone number
h.I wish I knew many friends
i I wish there were (some) rivers and lakes in my home town 4: More exercises
Chain game (using the simple past tense): two tables, one groups Eg: A: Yesterday, I got up early
B: Yesterday, I got up early and had a big breakfast
C: Yesterday, I got up early, had a big breakfast and said goodbye to my parents (etc)
IV Homework:
- Complete exercises 3,7, in Unit in Workbook
- Study “Getting started”, “Listen and Read” (P.1314) and find out new vocabulary ………The end………
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Date: 01/10/ 2007 Unit 2: CLOTHING
Period2/8 "Getting started + listen and read" A/ The aims:
* By the end of the lesson, students will be able to scan for more information about Ao dai, the traditional dress of the Vietnamese and review the present perfect and the passive voice
* Teaching aids: - Extra board, pictures, tape * Ways of working: - Individual, pairs, groups B/ Procedure:
1 Warm up: (Getting started)
(Students in two groups look at the clothes the people in these pictures (p.13) are wearing and take turn to decide where they come from by asking and answering)
Eg: (picture a): Teacher: Where does she come from? Students: She comes from Japan Teacher: Why you know?
Students: Because she is wearing a kimono * Key:
a) She comes from Vietnam She is wearing Aodai b) He comes from Scotland (Uk) He is wearing a kilt c) She comes from India She is wearing a Sari
d) He comes from the USA He is wearing jeans
e) She comes from (Saudi) Arabia She is wearing a veil ( Maybe, Ss only speak where they are from )
2 Pre teach:
(To)design: Thiết kế (exp)
fashionable (a): (thuộc) thời trang, mốt = mordern (syn)
strip(s) (n) kẻ sọc/ vạch kẻ (relia)
slit (n/v) Xẻ/đường xẻ (mime/relia)
tunic(n): Áo dài thắt ngang hông (trans)
loose (a) rộng thùng thình (picture)
pants (n) quần (dài) (syn) = trousers (picture/realia)
pattern (n) mẫu vẽ (trans)
inspiration (n): cảm hứng (trans)
* Checking: ROR
3.Listen and read:
-T plays the tape Ss listen( Close the book) -T plays again Ss listen ( open the book) -Ss read the text aloud
* Comprehension questions
Ss run through all questions on page 14
Ss read the text silently to get information then answer the questions (Ss work in pairs)
T and Ss correct Keys:
(16)3 They have printed lines of poetry on it or have added symbols such as sun, stars, crosses and stripes to the “ao dai”
4: Introduction:
(Eliciting from the text) and practice (optinal) a The past passive:
+ Eg: Traditional, it was frequently worn by both men and women + Form: S + was/were + Vpp
b The present perfect:
+ Eg: They have added these patterns to the Ao dai + Form: S + have/has + Vpp
+ Use: 5: Exercises: Gap fill
Ss complete the sentences in (a) by using the information from the passage Ss work individually then read their sentences aloud
T and Ss correct Keys:
1 … poems, novels and songs
2 … long silk tunic with slits up the sides worn over loose pants … to wear modern clothing at work
4 … lines of poetry on it
5 … symbols such as sun, stars, crosses and stripes 6 Homework:
- Reread and translate the text into Vietnamese - Do exercises 1,6 (P1217) (workbook)
- Find out new words in “Speak” (P.1415)
………The end………
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Planning date:25/09/2007 Teaching date:26/09/2007
Unit 2: CLOTHING
Period1/7 "Speak" A/ The aims:
* By the end of the lesson, students will be able to ask and respond to questions on personal habits and preferences about clothes
* Teaching aids: - Pictures, realia
* Ways of working: - Individual, pairs, groups B/ Procedure:
I Pre speaking:
1 Warm up : Brainstorm (two groups)
a) pants shirt
shorts
skirt blouse
2 Pre teach:
Plaid (a) kẻ rô (relia)
sleeved (a) có tay áo (visual/realia)
sleeveless (a) khơng có tay áo (ant) ≠ sleeved
plain (a) trơn, khơng có hoa văn (relia/trans)
faded (a) bạc màu , phai màu (trans)
striped (a) có kẻ sọc (picture)
baggy (a) thụng, rộng thùng thình (syn) = loose
casual clothes (n) quần áo bình thường (exp) /trans)/ant (≠ uniform)
* Checking: ROR
3.Matching the pictures to the names * Key :
b.a sleeveless sweater c.a triped shirt
d.a plain suit e.faded jeans f baggy pants
g.a shortsleeved blouse h.a plaid skirt
i blue shorts
4.Complete the survey form (p.15): Add two more questions to the last section of this servey (whole class)
* Suggested questions:
a What type of clothing you wear on Tet holiday
b.What you wear to a wedding/ a birthday party/ your class reunion/… II While speaking:
1.Interview: (pairwork)
(Students in pair take turn ask and answer about their wear, using the survey questions they’ve completed above)
* Suggested answers:
(18)Mai: I usually wear a Tshirt and shorts Lan: Why you wear them?
Mai: Because they are tidy They make me more comfortable to play sports_I often play sport at the weekend
Lan: What is your favorite type of clothing? Mai: Casual clothes are my favorite type Lan: Why?
Mai: Because they are comfortable and convenient I can wear what I like Lan: Is your school uniform comfortable?
Mai: I don’t think so Lan: What color is it?
Mai: It’s white I don’t like It makes me look bigger But I’m quite short
Lan: Oh, I see (How about your clothes on special occasions?) What you usually wear on Tet holiday?
Mai: I often wear a suit for jeans and a longsleeved blouse Lan: How about your wear to a wedding?
Mai: Oh, of course, I wear the Ao dai It’s traditional 2.Reporting:
After interviewing the partner, students report his/her wear Eg: Mai prefers wearing casual clothes…
III Post–speaking:
Writing about students’s wear IV Homework:
Complete writing
Review vocabulary about clothing Prepare for "listen"
………The end………
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Date: 9/10/2007
Period 9 Unit 2:
LISTEN A Aims:
By the end of the lesson, students will be able to listen for specific information to choose the correct pictures showing what Mary is wearing
Teaching aids: - Realia, pictures, tape Ways of working - Individual, groups B Content:
I Pre listening:
1 Warm up: Interview
Ss work in pairs to ask and answer about the clothes they usually wear everyday, on the TET…
T and Ss correct 2 Pre teach:
announcement (n): thông báo, loan báo (trans/mime)
missing (a): thất lạc><lost (syn)
entrance (n): lối vào (trans)
fair (n): hội chợ (exam/exp)
(a) doll (n): búp bê (relia)
* Checking: ROR
3 Questions and answer about the pictures on page 16: Picture (a):
Teacher: What you call these clothes in English? Students1:(P.A): They are pants/trousers
Students2:(P.B): They are shorts Students3:(P.C): It is a skirt Picture (b):
Teacher: What kinds of these blouses are there? Students1:(P.A): It is a longsleeved blouse Students2:(P.B): It is a short sleeved pink blouse Students3:(P.C): It is a short sleeved blouse Picture (c):
Teacher: Are these shoes or sandals or boots? Students1:(P.A): They are sandals
Students2:(P.B): They are boots
Students3:(P.C): They are brown shoes 4.Open prediction:
T introduces about the listen
Students individually predict the pictures they think are correct II While listening:
Students individually listen to the tape twice and tick the correct pictures they hear * Keys:
a.B: She’s wearing blue shorts
b.A: She’s wearing a long sleeved blouse c.C: She’s wearing brown shoes
III Post listening:
1.Speaking: Students tell something about Mary
(20)2.Guessing game: Guessing person in the class (2 groups)
Students have minutes to think about and describe any person in the class for others to guess who he/she is describing
IV.Homework:
Do exercise 7,8 (P1819) Workbook
Describe a person you like, paying much attention on her/ his clothing Read and find out new vocabulary from "Read" (P17)
Giaó án dạy thực nghiệm chơng trình BDTX môn Tiếng Anh
Date: 12/10/ 2007
Period 10 Unit 2:
READ
A Aims:
By the end of the lesson, students will be able to read the text for details to know more about the history of jeans development
Teaching aids: - Realia, pictures, (tape) Ways of working: - Individual, pairs, groups B Content:
1 Warm up: Guessing game: Guessing my fovorite clothing Eg:
Student1: Do you like blouse? Teacher : No
Student2: Do you like skirt?
(21)Teacher : No
Student3: Do you like jeans? Teacher : Yes Pre teach:
– (To) be out of fashion: lỗi thời (trans)
– (To) name after: đặt tên theo (trans)
(To) embroider: thêu (mime)
(To)wear out : làm rách (mine)
style (n): kiểu , dáng (trans)
material (n): chất liệu (exp)
– label (n): nhãn, nhãn hiệu (realia)
* Checking: ROR
I Pre reading: Pre–question:
T hangs a poster of the questions on the board,Ss only think about them ( not answer)
a Where does the word Jeans come from?
b What were the 1960s/ fashions?
c Why did more and more people begin wearing jeans in the 1970s?
d When did jeans at last become high fashion clothing?
e Why did the sale of jeans stop growing?
II While- reading:
Ss read the text silently
Ss answer the above questions T and Ss correct
Keys: a) The word Jeans comes from a kind of material that was made in Europe b) The 1960s/ fashions were embroidered jeans,painted jeans and so on?
c) Because Jeans became cheaper
d) Jeans at last became high fashion clothing in the 1960s
e) Because the worldwide economic situation got worse in the 1990s *Gap fill (P17)
Ss work individually and then share their answer T gets Ss/ answers
T and Ss correct * Keys:
1 18th century : … jean cloth …
2 1960s : … students … 1970s : … cheaper…
4 1980s : … fashion… 1990s : … sale…
III Post reading: Discussion about jeans: *Suggested questions:
a Do you like wearing jeans? Why? Why not? b What type of jeans you love wearing?
c Do you think jeans are in fashion? Why? Why not? IV.Homework:
- Learn by heart the vocabulary
Reread and translate the text into Vietnamese
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Date: 16/10/ 200
Period 11 Unit 2: WRITE A Aims:
By the end of the lesson, students will be able to know the organization of an essay (introduction, body and conclusion) and practice writing a persuasive essay from an outline (an exposition, presenting (expressing) one side od an argument)
Teaching aids: - Extraboard
Ways of working - Individual,pairs,groups B Content:
I Pre writing:
1 Warm up: Shark attack NAM
A G R U M E N T
I have a 8-letter noun please guess 2.Pre–teach:
– (to) sum up: tóm tắt (trans)
– encourage (v): động viên (exp) (to give hope, support or confidence to sb)
– (to be) equal in: công bằng, (sit) (Lan is 30 kg, Mai is 30 kg, too
They are equal (syn=to be the same as) in weight)
– bear (one’s) name:mang tên (ai)(realia/students’cards) (Thiscard bears our school’s name)
– freedom of choice (n): lựa chọn tự (exp) (You can choose what you like)
– practical (adj): thiết thực (trans)
*Checking :ROR
3.Matching: (to organize the outline)
Parts of an argumant Language
1.Introduction: a Therefore…
(The writer opinion) In conclusion…
2.Body b My opinion is
(Presenting argument In my opinion…
in a logical way) I think
3.Conclusion c Firstly…
(Summing up the argument) Finally… *Key: 1–b, 2–c, 3–a
4.Reading the topic,(and) outline A and the passage (P18) (indvidually) May be, T explaines more
II While writing:
1 Students read the topic and outline B(P19) Students practice writing the argument: *Suggested answer:
(24)Secondly, wearing casual clthes gives students freedom of choice They have rights to choose sizes, colors and fashions of clothes that they love
Thirdly, casual clothes make students feel self–confident when they are in their favorite clothes
Finally, casual clothes make school more colorful and lively
In conclusion, secondly school should wear casual clothes Wearing casual clothes is convenient, comfortable and fun
II Post–writing: Share and compare
1.Teacher choose some writing to correct in front of the class
2 Teacher helps students write some more ideas/details to the body of the argument (optional)
3.Speaking: Students talk about their own opinions about clothing IV Homework:
– Rewrite the argument, using outline B and add more details/examples – Review the present perfect and the passive voice
– Find out new vocabulary in Language Focus (P19–20)
(25)
Date: 19/10/ 2007
Period 12 Unit 2:
LANGUAGE FOCUS A Aims :
By the end of the lesson, students will be able to get more practice with the present perfect tense, and the passive voice
Teaching aids: - Extraboard, pictures Ways of working - Individual, pairs, groups B Content:
1 Warm up: Verb dictation
Teacher reads the verbs in Vietnamese, students write them, in English with forms T calls some Ss to write them on the board
Bare–infinitive, past simple, past–participle
Eg: Teacher reads: làm
Students write: do–did–done
1 thấy: see–saw–seen xây dựng:build–built–built
2 ăn: eat–ate–eatten giải quyết: solve–solved–solved
3 có: have–had–had thấy, tìm thấy: find–found–found
4 đi: go–went–gone 9.làm, sản xuất:make–made–made
5 thăm, viếng thăm: visit–visited–visited 10 trồng, mọc: grow–grew–grown
II Pre–teach:
reunification Palace (n): Dinh độc lập (picture)
Dam Sen Amusement Park (n):Công viên giải trí Đầm Sen (picture)
vegetarian (n): Ngời ăn chay ( explanation )
department store (n): Cửa hàng bách hoá (exam/exp)
champagne (n): Rợu sâm banh (explanation)(famous type of wine made in France)
*Checking: ROR
III.Practice:
1.The present perfect and the past simple review: a.Dialogue build:
Lan: Have you ever been to (HCM City)? Mai: Yes, I have
Lan: Have you visited (Dam Sen Amusement Park) yet? Mai: Yes, I have already( visited.)
Lan: When did you visit it? Mai: I visited it (last summer) b Form:
* Present perfect tense
- S + have/ has + Vpp + … - S + haven/t/ hasn/t + Vpp +…
- Have/ has + S + Vpp +…? *Past simple tense
- S + Ved +…
- S + didn/t + Vbare +…
(26)c Adv used with the present perfect: ever, yet, already…
d Noun (phrase) of time used with the simple past: last (summer) yesterday, ago… e The differences between the present perfect and the simple past:
We use the simple past to talk about definite time (last time, last summer,…) We use the present perfect to talk about indefinite time (ever, already,…)
Ex2: (P20) (pairwork): Imagine you and your partner are visiting HCM City Ask and answer questions about the things you have done Use the present perfect tense of the verbs in the box: do, visit, see, go, eat
T models
Ss work in pairs
Eg: a, Have you visited Reunification Palace yet? No I haven’t
b, Have you eaten French food yet? Yes I have already eaten it
Ex3: (P2021) (pairwork): Ask and answer about each of the items in the box Eg: S1: Have you ever been to Hue?
S2: Yes, I have
S1: When did you go there? S2: Last month
2.The passive review: T elicits from Ss
a, Form: *: With regular verbs: be (any tense) + Vpp *: With modal verbs or have to or be going to Modal verbs be(bare) +Vpp
Can/Could May/might Have to Be going to
b, Practice (Noughts and crosses game) (Ex4,5.P.21): Turn into the passive: a4 b5 c4
b4 a5 c5 d5 d4 e4 IV Homework:
Redo Ex 4,5 (P.21) into your notebook
Review for 45’ written test: Vocab + grammar points from Unit 1,2 Do the rest exercises in the Workbook
(27)
Date: … … / / 200 P13: (45 MINUTE)
WRITTEN TEST A.Aims:
By the end of the lesson, Ss will be able to complete the test about Unit1,2 and master the knowledge they have learnt in these units
+ Teaching aids: handouts. C Comtent:
I Paper:
1 Choose the most suitable word or phrase:
a He used to work on a ship He was a (poet/criminal/designer/sailor)
b Nam (don’t/ wasn’t/didn’t to/didn’t use to) wear jeans when he was a child c He wish today (are/is/were/be) Sunday
d We ( have learnt/ has learnt/ learnt ) English for years
e Jeans became high fashion clothing in the ( 1960s/ 1970s/ 1980s )
2.Rewrite each sentence, beginning as shown, so that the meaning stays the same: a I’m sorry I’m not a teacher I wish…
b People can watch TV every dayTV…
c People are going to build a new school here A new school… d She can not pass the exam She wishes……
e They began to study English years ago They have…
3 fill in the blanks,using the words in the box ( unnecessary words ): famous., on, cities, population, pollution, use, in, nice
London has a (a)…… of about 6,770,000 It lies (b)…… the river Thames
London is a (c)……… city for many things such as St.Paul’s Cathedral, Bigben, the houses of Parliament, theatres, museums etc
Like many big (d)……… London has problems with traffic and (e)……… Over 1,000,000 people a day (f)……… the London underground but there are still many cars on the streets
4.Make all the changes and additions necessary to produce from the following sets of words or phrases sentences thet together make a complete letter:
Dear Mom and Dad
a I/arrive/Hanoi/5 o’clock yesterday morning b I/stay/nice hotel
c I/ already/see/many places/interest/here d I/be home/ next Sunday
I hope you are both well With love,
Nga
Date: 25/ 10/ 2010
Period 16: CORRECTING THE TEST A.Aims:
By the end of the lesson, Students will be able to find out the mistakes from the test and correct them
*Teaching aids:
*Ways of working Individual, whole class
B Content:
I.Students remark about the paper: For example It’s quite long and difficult
The writing part is quite different
(28) Most of the students did the test quite well
Some students made a lot of mistakes, especially basic mistakes such as the passive voice
III Correcting some mistakes : (Particular mistakes) Work on a ship a sailor
Watch TV… (passive voice): be+Vpp TV is watched…
Wish structure: S1 + wish + S2 + V past… (wish about the present) Eg: I wish I am a teacher I wish I were a teacher
IV Answer key + Marks:
1 0.8 x = 4.0 a Sailor
b Didn/t use to
c Were d Have learnt e 1980s
2 0.2 x = 1.0
a I wish I were a teacher b TV can be watched everyday
c A new school is going to be built here d She wishes she could pass the exam e They have studied English for years 0.5 x = 3.0
a Population b On
c Famous d Cities e Pollution f Use
4 0.5 x = 2.0
a I arrived in Hanoi at o’clock yesterday morning b I am staying at a nice hotel
c I have already seen many places of interest here d I’ll be home next Sunday
V Homework:
Read and find out new vocabulary in “Listen and Read” (U3) Write as many activities about the countryside as possible Complete the rest exercise about U2
(Textbook + Workbook)
(29)
Date: 12/10/ 2010
Period 15: Unit3:
A TRIP TO THE COUNTRYSIDE
GETTING STARTED + LISTEN AND READ A Aims:
By the end of the lesson, students will be able to know about Ba and Liz’s trip to Ba’s village and some more information about the countryside.Review Modal "could" with "wish"
Teaching aids: - Extraboard, pictures, tape Ways of working: - Individual, pairs, groups B Content:
1 Warm up: Kim’s game Introducing the new lesson
(T shows the picture (P.22) for Students to look at for minute And then T puts the picture away Students have to try to remember the picture and tell as many activities from the picture as possible)
Eg: water vegetables swim collect eggs ride on a buffalo havest crops feed pig plow fly a kite play football Vocabulary:
(a) bamboo : c©y tre (picture/exp)
(a) banyan tree: đa (picture/sit)
(a) shrine: đền, miÕu (picture/sit)
Home village: quê nhà (trans)
(a) river bank: bờ sông (visual)
* Checking: ROR
3 Listen and read:
T plays the tape Ss listen ( close the book )
T plays the tape Ss listen ( open the book )
Ss read silently
Ss read the text aloud then answer the questions individually ( b page 23)
T and Ss correct *Key:
1 It is about 60 kilometers to the North of HN They got to the village by bus
3 It’s at the entrance to the village
4 They saw a shrine of a Vietnamese hero They had their picnic on the river bank
6 Liz took a lot of photos to show the trip to her parents Liz wishes she could visit Ba’s village again
4 Introduction:
T points at the seventh and elicits from Ss to give out the model sentence Model sentence: Liz wishes she could visit Ba’s village again
> concept check:
-Form: S1 + wish/wishes +S2 + could + Vbare + … ( S1 = S2, S1 # S2 )
- Meaning:
(30)- Pronunciation: Wish/ wishes
5 Exercises: transformation writing Write sentences with "wish"
a Nam can not visit his parents b He can not fly
c They can not meet each other
d I want Minh to go out with me but he can/t
6 Homework :
Reread and translate the text into Vietnamese
Do T/F in text book and exercises 1,2 p 20-21 (workbook) Prepare for Speak
(31)
Date: 17/ 10/ 2010 P15 Unit 3:
SPEAKING & language focus 3, 4.
A Aims:
By the end of the lesson, students will be able to ask and give information about their own village they know well
+ Teaching aids:
+ Ways of working:, extraboard
+ Lexical items: for a living, plant rice, raise cattle, flow, across B Content:
I Pre speaking:
1 Warm up: Brainstorm
Introducing the new lesson
how what
where when
2 Pre teach:
(to) for a living: kiếm sống (trans) (to) plant rice: trồng lúa (picture)
(to) raise cattle: chăn nuôi gia súc (picture) (to) flow: chảy (situation)
across (prep):qua, băng qua (trans) * Checking: ROR
3.Open prediction:
Lan: Where is your home village? Mai: It’s to the North of HT town Lan: How far is it from the town?
Mai: (It’s) about kilometers (from the town) Lan: How can you get there?
Mai: On foot
Lan: How long does it take to get there? Mai: Twenty minutes
Lan: What people for a living
Mai: They plant vegetables and sugar canes Lan: Does your village have a river?
Mai: Yes There is a river flowing across the village 4.Checking the student’s open prediction:
*Key: (As in the dialogue above) 5.Practice reading the dialogue: Two groups
Pairwork
II While reading:
1.Answer given: Noughts and crosses game:
Raise cattle No rivers Yes/banyan tree/ entrance South of HT town kilometers Yes.There is a village
common
(32)*Example exchange:
S1: Is there a anyan tre in the village?
S2: Yes There is a banyan tree at the entrance to the village 2.Pairwork:
Students ask and answer about their own home village (Based on the dialogue and the game above)
III Post–speaking: Writeitup
Eaxh student write about his/her partner’s village or their own home village *Suggested writing:
My home village is Thach Binh It is above kilometers from the South of Ha Tinh town Every month, I often get there by bike It often takes me about 20 minutes to get there (by bike) The people in my home village plant rice and raise cattle for their living If you go to the village you can see a big banyan tree at the entrance to the village Although the village is not very large, it has a common village for the children and event the adult fly kites there…
My home village is lovely I like it very much Students exercise ( 34)
Ex3 (P.34): Complete the sentences with on, at, in, for (individually) *Key:
a.On b.Atin c.In d.For e.In f At
IV.Question review (optional): How far is it from … to…?
2 How long does/did it take Sb(O) + to-V? V Homework:
Do exercise (p2223) workbook
List as many Whquestions as possible and answer them Find out new vocabulary in “Listen” (P25)
(33)
Date: 25/ 10/ 2010 P17 Unit 3:
LISTENING A Aims:
By the end of the lesson, students will be able to listen for specific information to match the places on the bus route with the letters on the map
Lexical items: highway, route, the opposite direction, pond, parking lot, gas station, Dragon Bridge, pick somebody up
+ Teaching aids:
A map (P25), pictures, tape B Content:
I Pre listening:
1 Warm up: Guessing game It’s a big sheet of paper
This thing is very useful for tourist We can get lost if we don’t have it
*Key: (road) map
2 Pre teach:
highway (n): đờng quốc lộ(trans)/(exp)
route (n): tuyến đờng, lộ trình (exp) (A way from a place to another) the opposite direction: hớng ngợc lại (B.Dr/trans)
pond (n): ao (example) (in HT town)/picture parking lot (n):khu đất để xe (exp)/picture gas station (n): trạm xăng (exp)
Dragon Bridge(n): Cầu Long Biên(picture) (to) pick somebody up: đón (trans) * Checking: what and where
3 Open prediction:
Students, individually, look at the map and guess where the places on the map by writing like that: 1C, 2E (etc)
II While listening:
Students individually listen to the tape to match the places with the letter
At :30 in the morning, the bus collected Ba and his family from their home After picking everybody up, the bus continued north in the Highway Number It crossed the Dragon bridge and stopped at the gas station to get some more fuel Then, it left the highway and turned left into
A small road westward This road ran between green paddy fields, so people on the bus could see a lot of cows and buffaloes The road ended before a big store beside a pond Instead of turning left towards a small airport, the bus went in the opposite direction It didn’t stay on the road for very long but turned left onto a road which went through a small bamboo forest Finally, the bus dropped everyone off at the parking lot ten meters from a big old banyan tree It parked there and waired for people to come back in the evening
* Key:
A: Banyan tree F: Store
B: Airport G: Pond
C: Highway H: Bamboo forest
D: Dragon Bridge I: Parking lot E: Gas station
III Post listening:
(34)3 Drawing dictation (pairwork)
Students, in pair, tell their partner about how to get their home village for their partner to draw the route (the way to get there)
4 Gap fill to review some prep of time and prep of place:
(1) 6:30 (2) the morning, the bus collected Ba and his family (3) about 20 minutes (4) the Highway No.1, the bus stopped (5) the gas station to get some more fuel Then it turned left (6) a small road westward After that it turned left (7) a road which went through a small bamboo forest Finally, the bus dropped everyone off (8) the parking lot ten meters (9) a big old banyan tree It waited for people to vome back (10) the evening
*Key: at in after on at into into at from 10 in
IV Homework:
Retell the route (Writing)
Do exercise (P22) (Workbook)
(35)
Date: … … / / 200 P18 Unit 3:
READING A Aims:
By the end of the lesson, students will be able to read the text for details and complete the summary of the text
+ Teaching aids:
Extraboard, picture, cassetle B Content:
I Pre reading:
1 Warm up: Kim’s game
(Using the picture on page 22 Have students look at the picture for one minute and try to remember it After that, ask them to write down as many activities from the picture as possible)
*Key:
1.water the vegetable 2.swim
3.collect eggs
4.harvest (crops) rice
5.plow/plough (with a buffalo) a field 6.feed a pig
7.fly a kite 8.play soccer Pre teach:
– standard (adj): tiªu chuÈn (trans)
– exchange student (n): sinh viên trao đổi(exp)
maize (n): ngô, bắp = corn (syn)/(visual)
part-time(adv): không trọn ngày công (sit)/(exp)
(to) feedfedfed: cho ăn(mime)
Hot dog (n): xúc xích nãng(trans) * Checking: ROR
3.Pre–questions:
a Where is Van, an exchange student from HCM city studying now? b Who is he staying with?
c What does he often to help the family? d What does he often on Saturday afternoon? II While reading:
1.Matching: (individually and then comparing) *Key:
a Maize= corn
b Feed = give a food to eat
c Grocery store = where people but food and small things d Part–time = shorter or less than standard time
e Collect = bring things together Comprehension questions: (lucky lots)
a How long will Van stay (there) with the Parkers? b What Mr and Mrs Porter do?
c How many children they have?
d What does Van after finishing his homework? e How are the Parkers?
(36)a He will stay with them till the beginning of October
b Mr Parker is a farmer, and Mrs Parker works part–time at grocery store c They have two boys (Peter and Sam)
d They are very nice to Van 3.Gap fill (P.26)
*Key: 1.Ohio 2.farmer
3.works part–time at a grocery store 4.Peter…
5.Sam 6.after 7.farm
8.they watch 9.baseball 10 member
III Post–reading: Speaking
Interview (pairwork): Student1 is Van (who has just come back from the USA) Student2 is an exchange student (who is going to the USA) *Example change:
S2: Hi, Van I’m going to the USA to study And I want to know (some information) what I should when being there Can you help me?
S1: Oh, yes, of course You should… IV Homework:
1.Complete the exchange
2.Do exercise 10 (P.25) (Workbook)
3.Review the simple past tense and find out new vocab in “write” (P.26–27)
(37)
Period19 Unit 3:
WRITING A Aims:
By the end of the lesson, students will be able to know how to write a passage describing a story happening in the past and practice writing a passage entitled “A country picnic”, using the cues given
+ Teaching aids: Extraboard, pictures B Content:
I Pre writing:
1 Warm up: Tense drill
Transformation drillComplete the second sentences: a, I often go to school on schoolday
Yesterday……
b, he catches a bus for work everyday Yesterday morning…
c, We usually have bread and milk for supper Yesterday evening…
d, They sometime take me to the zoo Last weekend…
e, She lays the tanle for lunch Five minures a go,…
Introducing the new lesson: Eliciting questions:
+ What tense have we just used to rewrite the sentences above? + When we often use the simple past tense?
Yes And today, we are using this past tense to write a passage about a “country picnic” 2.Pre–teach:
(to) go on a picnic: già ngoại (trans) Picnic site (n): nơi già ngoại (exp) Blanket (n): chăn, mền(picture)
(to) gather: lỵm , thu lỵm (sit)= collect (to) lay out: tr¶i, dän(ra) (mime)
(to) take (a bus) to somewhere: Đón (xe buýt)đi đâu (trans) *Checking : Slap the board/ matching
3.Ordering statements: a.We caught a taxi
b.We had food and drank fruit juice
c.We played games, listened to music and went fishing d.We got home at about p.m
e.Last Sunday we went to the picnic site by bus *Key: 1e, 2b, 3c, 4a, 5d
4.Rules to write a passage describing a story happening in the fact: (Eliciting from the ordering)
a.Use the past tense, mainly the simple past b.Activities are in time order
II While writing:
1 Students look at each picture and read the cues given (individually) Students in pair discuss about what to write for each picture
(38)* Key: It was a beautiful day , my friends and I decided to go on a picnic We took a bus to the countryside and then walked about 20 minutes to the picnic site next to the river We put down the blanket and laid out the food After meal, we played the games “What song is it” and “Blind man’s bluff” Late, in the afternoon we went fishing We enjoyed our picnic When we look at the time, it was nearly .30 p.m We hurriedly gathered our things and ran to the bus stop We were lucky to catch the last bus and we arrived home very lately in the evening
III Post–writing:
1 Showing and comparing the writings (group work) Corecting the writings : a,SS correction
b, TS correction
* Teacher asks some students to read out their writings (in turn) for the whole class to listen and to correct them with the teacher’s help
3 Teacher gives the suggested writing (As in the key above) IV Homework:
– Rewrite the passage into the notebook
– Write a passage about what you did last Sunday
Review the simple past, “ wish” sentence, prep of time, adv of result for Language Foces (P.2831)
(39)
Date: … … / / 200 P20 Unit 3:
LANGUAGE FOCUS A Aims:
By the end of the lesson, students will be able to get more practice with the simple past with “wish”, modal “could” with “wosh”, prepositions of time and adverb clauses of result
+ Teaching aids: Extraboard, pictures B Content:
1 Warm up: Matching
Asking students to write down two sentences on two different pieces of paper: each sentence begins with: I am…(real situation/ unreal situation)
2 I wish… (creative)
Col;ecting these pieces and putting them into two different bags
Asking students to pick up the paper one out at a time and read them aload to the whole class
Those who have funny “wish” sentence will be clapped Pre–teach:
(to) pass the exam: thi đỗ (ant) (to) fail in the exam≠
(to) win the contest: th¾ng cuéc thi (trËn dÊu) (trans) contest (v)
Appointment (n): cc hĐn gỈp (exp)= arrangement to meet or visit sb at a particular time
Depart(v): khëi hµnh (exp)= leave a place
(to) return to somewhere: trë vÒ…(syn) = (to) come back/ (to) be back Return home(without a prep)
(to) reach: đến tới …(syn) = get to or arrive at (without a prep) Waterfall(n): thác nớc (picture)
*Checking: ROR Modal sentences:
(Eliciting from the matching game above) S1 + wish + S2 + simple past/were *S1 may or may not S2
4 Concept check:
A, Form: What come after S2? (What tense?) Simple past or were
B, Use: When we use this form?
To express unreal wish about the present II.Practice:
1.Picture cue drill: (Ex1: P.28 29) *Key:
a.Ba wishes he could have a new bicycle b.Hoa wishes she could visit her parents
c.I wish I could pass the exam/passed the exam d.We wish it weren’t raining/didn’t rain
e.He wishes he could fly
f They wish they stayed in Hue/were staying in Hue
2.Ex3 (P.34): Complete the sentences with on, at, in, for (individually) *Key:
(40)j For k.In l At
3.Ex2 (P.30) (pairwork) *Key:
a.At b.On c.Between d.Till e.After f Up to
III.Further practice:
Complete the following sentences, using the conj “so” I stayed up late last night,…
2 We have a lot of homework,… My parents are out,…
4 My brother has an appointment at 7.30 p.m,… Nam didn’t pass the exam,…
6 She has to finish her work at her office,… My flight is at 5.30a.m,…
*Lucky lot game (two groups) IV Homework:
Redo Ex 4,5 (P.21) into your notebook Do the rest exercises in the Workbook
Find out new vocabulary in “Getting started”, “Listen and Read” (U4)
(41)
Date: 8/ 11/ 2010 P20: Unit4:
LEARNING A FOREIGN LANGUAGE GETTING STARTED + LISTEN AND READ A Aims:
By the end of the lesson, students will be able to read the dialoge about the question in an exam (for details) and produce the questions for an or all question, and get more practice with reported speech
+ Teaching aids: Poster, tape
Lexical items: Aspect, Examiner, Candidate, Oral examination, College and Written examination
Listen to tapes B Content:
I Pre reading: Read E stories Warm up: Lucky numbers!
(Making question about personal information) Do a lot exercises
Answer given *Key
a.Name What’s your name? b.HT town Where you live ? c.With my parents Who you live with? d.LN!
e.LN!
f 14 How old are you? g.LN!
h.When I was in grade When did you start learning E?
i Watch TV or play games What you in your free time?/What are your hobbies?
2 Vocabulary:
Aspect (n): lÜnh vùc, mỈt, khía cạnh(trans) Examiner(n): giám khảo (exp)
Candidate(n):thớ sinh (ant) ≠ examiner College (n): trờng đại học(exam)
Oral examination (n): thi vấn đáp (exp) Written examination (n):cuộc thi viết(exp/exam) * Checking: ROR/ Matching
3.Pre questions:
a.How many questions did the examiner ask Lan? b.What did Lan have to besides asking questions? II While reading:
1.Listening to the tape (Students listen to the tape, pointing every word) Reading the dialogue (pairwork)
3 pointing out what exactly the examiner asked lan? (Tick (V) (P.33)) * Key: 1, 2, 6, 7, 8, 9, 10, 14
III.Post reading:
Grammar explaination “Reported Speech”
1 Target language/Example: (Eliciting from the dialogue and ex6 (P.33) a.What is your name? She asked me what my name was
(42)c.Do you speak any other languages? She asked me if I spoke any other languages d.Read this passage? She asked me to read that passage
2.Forms:
a WH question report:
S1 + asked + O (S2) regative words + S2 + V(past) Who
Where… 3.Practice: (Writing)
Rewrite the direct questions (P.33), beginning with (into the reported ones) “She asked me…
*Key:
3 She asked me where I lived
4 She asked me if I lived with my parents (etc)
*Notes: this that; these those; your my/our… IV Homework:
Rewrite all of the questions on page 33 into the reported ones, beginning with “She asked me ”
Do exercises 15 (workbook) Find out new vocab in “Speak”
(43)
Date: 10/11/ 2010 P21 Unit 4:
SPEAKING A Aims:
By the end of the lesson, students will be able to persuade friends to attend the school they like, and reply to their friends’ persuasion
+ Teaching aids: Extraboard
- Lexical items: scholarship, Persuade, Dormitory, Campus, Reputation, Native speaker B Content:
I Pre speaking:
1 Warm up: Shark attack: COURSE (6 letter)
Introducing the new lesson
2 Pre teach:
scholarship(n): häc bæng (exp) (a payment of money to a clever student) Persuade(v): thuyÕt phôc (exp)
Dormitory(n): ký túc xá, nhà tập thể sinh viên(trans/exp)
Campus (n): khu trêng häc (exp) = a ground of a school, college or university Reputation(n): danh tiÕng (syn) = fame, honor
Native speaker(n): ngêi b¶n xø (example) * Checking: what and where
3.Expessions to persuade: Expression to reply:
I think… I agree
Why don’t we…? I disagree because…
If we go to…, we can… I don’t understand We should…
Let’s…
What you think…? 4.Reading:
(Students (in groups of 3) read the information about the centers of English in UK, USA and Australia (P34)
II While reading:
(group work) A goup of students
Each student in each groups plays the role of Thu, Tam or Kim to persuade two rest to attend the English language summer course abroad they like, and the two rest reply the persuasion
* (For) example exchange:
Tam: I think we should go to the Seattle School of English in the USA You can stay with Vietnamese friends
Kim: I disagree because we can’t practice speaking English with native speakers Thu: Why don’t we go to the Brighton Language Center in the United Kinhdom? If we go there, we can live in a dormitory on campus
Tam: But the course is too expensive It costs US $2000
Kim: What you think about the Brisbane Institute of English in Australia? Thu: I think it’s quite close to Vietnam
Tam: And we can enjoy the beautiful scenery there
Kim: If we go there, we can stay with an Australia family to discover their culture and practice English as well
Thu: Peple say that they have a good way of teaching English and the course is acceptable It cost US $1200
(44)Kim: I absolutely agree with you How about you, Thu? Thu: Of course Me, too
III Post–s peaking: 1.Demonstration:
+ Teacher asks or groups to (demonstrate their conversation) converse in front of the class
+ They may not follow the example in the textbook 2.Correction:
+ Teacher corrects the students’ mistakes if necessary
+ Teacher adds some more information/ or asks the rest student to add some more information if necessary
3.Grammar practice (optional) The passive
a, Model: People said that the course is acceptable It is said that the course is acceptable
The course is said to be acceptable b,Form:
People + say/ think/…+ that +S+ V They
It + be + said/ thought/… + that + S + V S + be + said/ thought/… + toV
V Homework:
1 Make another conversations between Thu, tam and kim
2 Make sentences with “People say that…”, then turn them into the reported ones
(45)
Date: 15/ 11/ 2010 P22 Unit 4:
LISTENING A Aims:
By the end of the lesson, students will be able to listen for information and identify the correct information by checking
Lexical Items: skill, Improve, Excellent, Terrible + Teaching aids:
Tape
B Content: I Pre listening:
1 Warm up: Information transmitting
Two groups of volunterrs (each group of 4)
They whisper the sentence to their teammate (turn by turn) and the last student has to write the sentence onto the board
Which group finishing writing first will win the game * Suggested sentences
1 I want to improve my writing/ listening skill
2 English is an interesting language and it’s very useful Pre teach:
(Writing/listening/) skill(n): kỹ (viÕt/nghe)(trans) Improve(v): trau dåi, c¶i thiƯn(exp)
Excellent (adj): xt s¾c(exp)
Terrible (adj): kinh khđng, tåi tÖ (ant) ≠ excellent * Checking: ROR
3 T/F statement prediction:
Students read the sentences (P.35”listen”) (individually)
Students in pair predict which sentences are true and which are false II While listening:
*Tape transcript
Host: Kate, can I introduce you to nga? She’s studying English here in London Kate: Hello, pleased to meet you
Nga: Pleased to meet you, too Kate: Where are you from? Nga: I’m from Vietnam
Kate: Why are you studying English here? Nga: I need it for my job
Kate: Really? So what you do?
Nga: I work for a bank, an international bank in Hanoi Kate: Oh, I see Did you learn English at school?
Nga: Yes, and at university, too But I’ve forget or forget Kate: Forgotten
Nga: Yes, of course I’ve forgotten a lot of it I want to improve my writing skill You know… sometime I have to write letters in English
Kate: What’s about listening Nga?
Nga: It’s terrible.This is my biggest problem People talk very quickly and I can’t understand them
Kate: Do you like studying English?
Nga: Oh, yes It’s an interesting language and it’s very beautiful, and I can talk to people from all over the world… and I can understand the words of my favorite songs, too
(46)*Key: aT; bT; cF; dT ; eF ; fT *Correction : c, national international
e, excellent terrible III Post listening:
Writing about Nga and her English
(using as much information from the listening dialogue as possible) *Suggested writing:
Nga works for an international in Hanoi She needs English for her job, especially writing in English She learnt English at school and at university But she has forgotten a lot of it So she went to England to attend an English course And now, she is
studying with Kate’s family in London to study English IV Homework:
1, Complete writing about Nga
2, Find out new vocabulary in “Read” (P.36)
(47)
Date: 16/11/ 2010
P23 Unit 4:
READING A Aims:
By the end of the lesson, students will be able to scan for (details) information about the English classes from the advertisements
Lexical items: Places available, Advanced, Level, Wellqualifield, Tuition, Academy + Teaching aids:
Poster, tape B Content: I Pre reading:
1 Warm up: Brainstorm
Learn vocabulary by heart
Sing E songs exercises
Listen to the radio
2 Pre teach:
intermediate (a): trung cÊp , giữa, trung bình (trans)/sit/visual
(beginner intermediate advanced)
Places available in.classes: chỗ c¸c líp Advanced(a): cao, cao cấp (visual)
Level (n): trình độ/cÊp/vÞ trÝ/møc (trans)
Wellqualifield (a): có trình độ cao, có tay nghề vững vàng (trans) Tuition (n): dạy học, giảng dạy/ học phí(syn)=teaching, instruction Foreign language council (n): hội đồng ngoại ngữ (trans)
Academy of language (n): häc viƯn ng«n ng÷(trans) Institute (n): viƯn, häc viƯn (syn)=school, college * Checking: Matching
3 T/F statement prediction:
a.Mr.Lam needs to learn French
b.Mr Lam needs the intermediate level class c.He wants to learn English in the morning d.He wants the course to begin late November II While listening:
1.Listening to the tape 2.Individually reading:
3.Checking the T/F statement: * Key:
a F: French English b T
c F: in the evening early evening
d F: late November late October or early November 4.Filling the form: (P36) (pairwork)
* Key:
School Class time Language level Time to start Academy of
language Afternoon,Morning, Evening
Advanced First week of November Foreign language Morning and Beginner/Intermediat November
(48)council Evening e New English
Institute Evening, WeekendAfternoon, Beginner (day) III Post reading: (speaking)
1 Students themselves read the notes Mr Lam made, look at the table above (students have just completed) and choose suitable language school for him Give reasons for their own choice
*Suggestion: I think foreign language council is suitable for him There are both morning and eveing classes with both beginner and intermediate levels And the classes start early Novemberon 3rd November.
2.Interviewer: (pairwork)
*Suggested questions and answers:
S1: What time can you go to your English class? S2: In the evening
S1: Which level you choose? S2: Beginner
S1: When you want to start learning? S2: In Mid June
S1: How long will you attend the class? S2: It depends on the course I’m not sure
(etc) V.Homework:
Write about your English
(How is your E now? When did you start learning it? Where? Are you intending/planning to improve your E? How? Where?When?…)
2 Do exercise (p33) (worknook)
3 Review how to write a letter Find out new vocabulary in “Write” P37
(49)
Date: 23/11/ 2010
P24 Unit 4: Language focus
A Aims:
By the end of the lesson, students will be able to know how to write a formal letter and practice writing a letter to request for more information about an English course you intend to attend
+ Teaching aids: Extraboard B Content:
I Warm up: have to
1.Brainstorm: (to review modal verb) should
must 2.Adding: (to review the past form of the modal verbs) Eg: have to/has to had to
Must had to (obligation) eg: You must stay in Must (deduction: suy diễn) eg: He must be tired
Can could
Will would
May might
II Practice:
1.Modal verbs with “if”:
Ex1: Complete the sentences Use the modal verbsin brackets and the information in the box (p38) (pairwork or individually)
*Key:
a You must study hard
b.You have to go to the university c.You should exercise regulary d.He might miss the train
e.You ought to stay in bed f You must your homework
b Revision of conditional sentences type 1: *Form: If clause: present tense
*Use: Main clause: Will + V(bare) actions may happen in the present or future
Modal + V(bare) gives more information about the outcome (hiệu
quả, kết quả) relating to ability, certainly, permission, obligation or necessity Simple present habitual actions in the oresent
2.Reported speech: a Forms:
Eliciting from Ex1 (Are these sentences director indirect?Who can change them into the direct? )
Eg: Aunt Thanh told Hoa that she had to go to university if she wanted to study
Eliciting the tense of verbs in direct speech from the example and asking ss to complete the table (P38)
*Key: a Tenses b Other tenses
1 Present simple past simple this/these that/those present progressive past pregression here there
3 future simple would + V (bare) now then
(50)5 must had to tomorrow the following day
(etc) (etc)
b.Exercises (EX3 + Ex4 P39) *Key: Ex3:
a.Uncle Hung said that birthday cake was delicious b.Miss Nga said she was having a wonderful time there c.Mr Chi said he would go to Hue the following dy d.Mrs Hoa said she might have a new job
e.Mr Quang said he had to leave then Ex4:
a.She asked me how old I was
b.She asked me if/whether my school was near there c.She asked me what the name of my school was d.She asked me if/whether I went to school by bicycle e.She asked me which grade I was in
f She asked me if/whether I could use a computer g.She asked me why I wanted that job
h.She asked me when my school vacation started III Pproduction (optional): Lucky numbers
(Turn the direct speech into the indirect one or the indirect speech into the direct one The sentences hiven by the teacher)
IV Homework: Redo Ex1,3,4
Review for the test (45’) U3+U4
Complete the rest exercises in workbook
(51)
Date: 26/ 11/ 2010 Lesson27
WRITTEN TEST 45’ A Aims:
By the end of the lesson, students will be able to complete the test accurately and master the knowledge they’ve learnt from units +
+ Teaching aids: Handouts
B Content: I Questions: 1 Even paper:
Ex1: Complete each sentence with one of the following words So, must, will, should, can
1 He learns hard,…
2 If you want to pass the exam,…
3 If I meet her,…
4 If Nga comes,…
5 If you don’t want to get fat,…
Ex2: Fill in each blank with one position if necessary: I haven’t phoned him …… last month
2 Shall we meet …… 5p.m and 6p.m? She will come … next Sunday
4 Were you…….last night? No, I stayed at home to watch T.V I never take a rest……noon
Ex3: Rewrite the following sentences with the words at the beginning
1 My room doesn’t have a window I wish…
2 It is very cold now We wish…
3 I can’t sing well I wish…
4 His son is always playing video games He wishes…
5 We bought this car last year We have…
6 Please wake me up at :00 tomorrow morning nam asked his wife…
7 Yo must finish your homework this afternoon The teacher said that…
8 Why you come here? He asked her daughter…
9 Will you apply for the job? My friend asked…
10 Is your sister a student? Lan asked Son…
Ex4: Write down words for each topic (these words must be different) village
2 town park
4 learning a foreign language picnic activities
2.Odd paper:
Ex1: Fill in each blank with one preposition if necessary: Are you going on a picnic… thic weekend?
(52)3 They were playing tennis… p.m to 7p.m yesterday I sometimes go out … night
5 Why didn’t you come … lunch? I had to have lunch with some guests
Ex2: Rewritw the following sentences, beginning with the words given
1 Are your children good at English? Nam asked us…
2 Will you meet Nam at the airport ? Nga’s friends asked…
3 Why they stay here? She asked me…
4 Please phone me tomorrow afternoon Hoa asked me…
5 We don’t have a car I wish…
6 It’s very hot today We wish…
7 I play sport badly I wish…
8 My daughter is always getting up late I wish…
9 Lan got her computer last year Lan has…
10 You must finish your work this morning The boss said that … Ex3: Complete each sentence with one of the words given:
So, must, will, should, can
1 If you want to earn much money, …
2 If we meet Nam,…
3 Mai studies hard,…
4 If Nga want to keep fit,…
5 If Minh arrives,…
Ex4: Write down words for each topic: (These words must be different) Picnic site:
2 City:
3 Foreign language learning: Country:
5 Animals:
(53)
Date: … … / / 200
P28:
CORRECTING THE WRITTEN TEST A.Aims:
By the end of the lesson, Students will be able to find out the mistakes from the test and correct them
+ Teaching aids: Bacord + handouts B Content:
I.Even paper:
Ex1: (Suggested answer): 0,4 x = …., so he can pass the exam …., you must study hard …., I’ll tell her about this …, she can help us
5 …, you shouldn’t eat much meat Ex2: 0,4 x =
1 X
2 between X
4 out at
Ex3: 0,4 x 10 =
1 I wish my room had a (some) window(s)
2 We wish it weren’t cold now/ were warm(er) now I wish I could sing well
4 He wishes his son would stop playing video games We have had this car sincelast year
6 Nam asked his wife to take him up at the following/next morning The teacher said that I/we had to finish my/our homework that afternoon He asked her daughter why she came there
9 My friend asked me if I would apply for the job 10.Lan asked Son if his sister was a student
Ex4: 0,1 x 20 = 2: (Suggested answer) village: banyan tree, pond, cattl, field town: park, street, building, bus stop park: tree, pond, animal, bench
4 Learning a foreign language: speaking, reading, listening, writing
5 Picnic activities: go fishing, go hiking, playing games, listening to music II Odd paper:
Ex1: 0,4 x = X
2 for from at before Ex2:0,2 x 10 =
1 Nam asked us if our children were good at English
2 Nga’s friends asked her if she would meet Nam at the airport She asked me whythey stayed there
4 Hoa asked me to phone her the next/following afternoon I wish we had a car
(54)7 I wish my daughter wouldn’t get up late/would get up early/earlier I wish I played sport better/well / didn’t play sport badly
9 Lan has had her computer since last year
10.The boss said that I/we had to finish my/our work that morning Ex3: 0,4 x =
(Suggested answer)
1 …, you must work hard(er) …, we’ll tell him about her …, so she gets good marks …, she should play sports …, he can help us
Ex4: 0,1 x 20 = (Suggested answer)
1 picnic sites: beach, mountain, river, hill city: street, supermarket, building, park
3 Foreign language learning: listening, speaking, reading, writing country: field, animal, village, mountain
5 animals: dog, cat, buffalo, cow
(55)
Date: 30/ 11/ 2010 P27: Unit5:
THE MEDIA
GETTING STARTED + LISTEN AND READ & L3 + L4 A Aims:
By the end of the lesson, students will be able to read the dialoge for details about the media and practice talking about them
+ Teaching aids: Poster, tape, realia
- Lexical item: interact, crier, teenager, thanks to, variety, adult ……… B Content:
I Pre reading: 1 Warm up:
Kim’s game (using the picture from “getting started” p40) Or Brainstorm
2.Pre teach:
* Checking: ROR/ Matching 3.Pre questions:
interact (v) (with): tác động qua lại, ảnh hưởng lẫn (exam) interactive
(adj) tương tác
crier(n): người rao tin tức hè phố (picture)
thanks to: (Nphr): nhờ có (syn) = (owing to: do, vì, nhờ có) teenager(n): thiếu niên (1319)(exp)
adult (n): ngời lớn, ngời trởng thành (exp) inexpensive (adj): không đắt (ant) ≠ expensive
variety(n): Sù kh¸c (exp) (what is the noun of adj “various”?) channel (n): kªnh(exam)
benefit (n): lỵi Ých, lỵi(syn)=profit
a remote control (n): thiết bị điều khiển từ xa (realia) 3.T/F statement:
a, In the past, criers had to go through city streets shouting the lastest news b, T.V is a cheap and convenient way of entertainment
c, Interaction is the development of T.V
d, The Vietnamese don’t like reading newspapersandmagazines II While reading:
1.Checking the students’ prediction: *Key: a, b, c : T
d : ≠ don’t like Complete the table: (P.41) *Key: 1D 4C
2B 5A
2B 6D
3.Comprehension questions (P.42) : *Key :
1 He was a person whose job was to go through city streets ringing a bell to shout the lastest news as he was walking
2 The K.T.Nay is one of the most popular magazines and is widely road by big teenagers and adults
(56)3 People can get the lastest information and enjoy interesting and inexpensive local and international programs in a convenient way
4 and
5 are students’ answer
III.Post reading: Ex3: Work with a partner Ask and answer questions about each item in the box Follow the example (P.46)
S1: Do you like playing soccer? S2: Yes I do./ Yes, I love it/… S1: Do you enjoy fishing?
S2: No, I hate it./ I don’t know I’ve never tried it./…
Ex4: Use the words in the three boxes to write thue sentences about your parents, siblings, relatives, friends and yourself Follow the example (P.46)
Lucky numbers! 1.LN! 2.hate 3.love 4.LN! 5.LN! 6.like 7.enjoy 8.dislike IV Homework:
Do exercises 1,2,3 (P3538) (workbook) Study questions in “SPEAK”(P42)
(57)
Date: 03/12/ 2010 P28 Unit 5:
SPEAKING & language focus 1, 2.
A Aims :
By the end of the lesson, students will be able to know about tagquestions (form, use) and practice using them accurately
+ Lexical items: Documentary, Violent, Informative, Opposite B Content:
I Pre speaking /Presentation
1 Warm up: Brainstorm film the news Weather forecast
Wildlife world sports Pre teach:
Documentary (n): phim tµiliƯu (exp/exam) Violent (a): b¹o lùc (trans)
Informative (a): cung cÊp thông tin/ có tác dụngnâng cao kiến thức (exp information)
Opposite (a/n/adv): đối diện, ngợc nhau/ điều trái ngợc/ trớc mặt, đối diện (exam) * Checking: ROR
3.Presentation dialogue: (SpeakP42) open prediction
Lien: You like watching (sports), don’t you, Trung? Trung: (No, I don’t) Sone sports are so violent Lien: You don’t like watching (films), you?
Trung: (Yes, I do) I prefer (documentaries) How about you?
Lien: I don’t like films and sports I’m interested in (English News) Trung: Oh I see You can listen in English, can’t you?
Lien: Yes, of course
4.Model sentences: Forms: Tagquestions
a.Regular verbs: S + V…, don’t/ doesn’t/ + V(bare) + S? (normal) S + don’t/ doesn’t/… + V(bare), do/does/ +S? b To be/ Modal verbs: S + be/modal…, be + modal + not + S?
S + be/modal… + not, be/modal…+ S? Concelt check: Notes (9)
a, Form:
+ I am …, aren’t I?
+ Negative tag is often in contraction eg: not you don’t you Can not you can’t you
+ “S” in a tag part is often a pronoun
+ If the main past contains the (following) negative word such as: seldom, hardly, scarcely, barely, rarely, never, no, nobody, nothing, none, neither, the tag part is always affirmative/positive
Eg: You never get up late, you?
+ Anyone, noone, nobody, someone, somebody, none, neither of… they Eg: Nobody liked watching that bad programs, did they?
+ Nothing, something, everything, that, this it Eg: Everything will be ready, won’t it?
(58)+ Imparative will you?
+ Let me will you/won’t you?
Eg: Look at your books, will you/won’t you? Eg: Let me help you, will you? Don’t talk, will you?
*b, Intonation:
+ Falling intonation the speaker expects an agreement from the listener + Rising intonation the speaker asks about information
II Practice:
Ex2:Work with a partner Look at the table Ask and answer questions about the television programs these people like and dislike Use the tag questions Follow the examples
a, A: Tuan likes news, doesn’t he? B: Yes, he does
b, A: Mai and Anh don’t like news, they? B: No, they don’t
*Key: V = like X = not like
Ex1 (P.45) Complete the dialogues with the correct tag
a, Jim: You have read this article on the website, haven’t you? Lina: Not yet
B, Minh: Baird produced the first TV picture in 1926, did he? Thao: Yes, he did
C, Thu: A daily newspaper was published in Germany in 1550, wasn’t it? Tri: No, it wans’t It was in 1650
D, Ha: You don’t like playing computer games, you? Thanh: Yes, I But I don’t have much time for it E, Mai: We are going to have cable TV soon, aren’t we?
Thang: Yes, I think so IV Homework:
1.Make sentences (question tags) with the words given in the game
2.Find out new vocabulary in “Listen” (P43) and information about invention of newspapers, the telegram, the radio, newsreels, the Internet…
3.Do exercises (P38) (worknook)
(59)
Date: … … / / 200 P31 Unit 5:
LISTENING A Aims:
By the end of the lesson, students will be able to listen for details about some intentions and complete the table on page 43
+ Teaching aids:
Tape + table(P43), extraboard B Content:
I Pre listening: Warm up:
Guessing the word: “INVENTION” (9) This noun has letters
It begins with “I”, and ends with “N” It comes from the verb of “to invent” Vocabulary revision:
Matching:
English Vietnamese
Assignment Nghề làm báo
Media Phim tài liƯu
Telegram Nhiệm vụ (việc) đợc phân cơng/ phõn (cho)
Newsreel In ấn
Journalism Những phơng tiênh truyền thông To print Sức mạnh / lực lợng
Force ®iƯn tÝn
Major (a) Träng u, chđ u/ lín (h¬n), nhiỊu (h¬n)
3 Reading:
(Students read the table on page 43 individually) II While listening:
Gapfill *Key:
When ? What happened ?
7th or 8th century The first printef newspaper appeared in China (a) The late 19th
century The telegram was invented
Early 20th century Two new forms of news media appeared: (b) Radio and
Newsreels
(c) In the 1950s Television became popular
Mid and late 1990s (d) the Internet became a major force in journalism III Post listening:
1 Speaking:
Retelling some inventions (from the listening text) 2.Grammar practice:
Ex1: Complete the following sentences with the correct tag questions They haven’t left home,…? have they
(60)3 Everything is Okay,…? isn’t it Let’s go out for a walk,…? shall we Ann will be here soon,…? won’t she You couldn’t me a favour,…? could you Don’t be late,…? will you Everyone took the test,…? didn’t they Noone can help us,…? can they 10.Mai is rarely late for school,…? is she Ex2: Supply the correct form for the verb in brackets:
1 I enjoy…….(walk) in the rain walking
2 When did you finish ………… (paint) the kitchen? painting
3 I began ………….(learn) English when I was seven learning/to learn Some people like ………….(have) breakfast in bed, but I don’t having/to have Don’t forget ………….(post) my letter! to post
6 What you want ………….(do) tonight? to
7 I love ………….(listen) to live music listening/to listen
8 She continued ………….(talk) during the whole meal talking/to talk
9 We are interested in ………….(read) magazines reading 10.I suggest ………….(go) to the zoo going IV Homework:
1, Redo the exercises given above
2, Find out new vocabulary in “Read” (P.4344) 3, Do exercise (P.39) (workbook)
(61)
Date: / 11/ 2009
P23 Unit 4:
READING A Aims:
By the end of the lesson, students will be able to read for details about the Internet
+ Teaching aids: Tape + extraboard B Content:
I Pre reading:
1 Warm up: Chatting:
Can you use the Internet? Is the Internet useful? Why?
Does the Internet has any disadvantages? What are they? Pre teach:
Forum (n): nơi hội thảo, diễn đàn (exp/trans) Surf (v): lớt mạng internet (trans)
Website (n): trang web (exam) (to) get access to: truy cËp vµo
(to) explore (v): kh¸m ph¸ (exp/trans), th¸m hiĨm
(yo) communicate (with): liên lạc, trao đổi thông tin (với) (exam)
Spam (n): th l¹ (trans)/exp (emails sent to your email address from strangers) Junk mail (n): th r¸c (exp)
Limitation (n): giíi h¹n (exp) limit Virus (n): vi rút (exp/trans)
Alert(a): cảnh giác, tØnh t¸o * Checking: Matching
3 T/F statement prediction:
a According to Sandra Morgan, the Internet is useful b.Morgan spends much time using the Internet
c.The Internet gives us a lot of benefits
d.In the countryside, the Internet can also be gotten access to easily
e.We use the Internet for many purpose: education, communication, entertainment and commerce
II While listening:
1.Checking the students’prediction: *Key:
a.T
b.F (much not much)/ spends much doesn’t spend much c.T
d.F: can can not e.T
f F: no X
2.Comprehension questions (P44) Lucky lot game
1 LL! *Key
2 Question He uses the Internet to get information and communication Question Because she lives in the countryside
4 LL! entertainment and commerce
(62)7 Question Yes, there are/ They are spasm or jink mails and personal information leaking
8 Question It is a very fast and convenient way to get information and communicate There are useful websites on the Internet
9 LL!
10.Question the Internet can be used for many purpose: education… (students’opinion)
III Post reading:
Speaking (Discussing about the advantages and disadvantages of the Internet
Advantages Disadvantages
(easy and) fast and convenient to get It is costy
information It’s timeconsuming
easy and fast to communicate it’s not convenient for those who useful websites for everybody live in the countryside
It is used for many purposes: education, the user sometime has various risks
cmmunication, entertainment, commerce,… spam,junk mail,personal information
leaking V.Homework:
Reread the text and answer questions about it (P44): Pay much attention to Q.7 Do exercise (P40)(workbook)
Review and add more benefits of the Internet
(63)
Date: /11/ 2009 P24 Unit 4:
WRITING A Aims:
By the end of the lesson, students will be able to practice writing the benefits of the Internet
+ Teaching aids: Extraboard B Content: I Warm up:
1.Brainstorm: Chatting:
– How can you get information? By watching T.V, Reading, Using the Internet…
– When was the Internet widely used?
– How much time you use the Internet a day? 2.Pre–teach:
– On–line school (n): trêng häc trùc tuyÕn (trans)
– On–line class (n): líp häc trùc tuyÕn (exp)
– Self–study (v): tù häc (exp) *Checking: ROR
3 Brainstorm:
a Writing on the board: (as many students as possible)
entertainment: music, games, movies…
communicating ordering tickets, good,hotels,
with others trips,…
getting information: news articles, weather forecast,… b.Some students talk about the advantages of the Internet
4.Rereading the text about the Internet (P.43+44) a Students read it silently, individually
b Students add more ideas to the chart/net above Reviewing how to write an argument: (about sth) (Teacher asks students to repeat) (Unit 2)
1 Introduction: (the writer’s opinion) : I think,/…
2 Body (one idea in each paragraph) : firstly/secondly/…
3 Conclusion (suming up the argument) : In conclusion/therefore… II While –writing: Write the advantaes of the Internet:
– Students work individually
– Teacher monitors and helps any student if necessary *For the weak class, teacher can give some cue for students to write Eg:
– Fast/convenient/get information
– Cheap/fast/communicate/ people
– Useful/learn/foreign language *Suggested writing: (etc)
I think the Internet is very very useful for our life nowadays We can’t deny the benefits of the Internet
(64)Firstly, the Internet is useful for us as a source of information For example we can read newspapers, articles, and check the weather forecast on the Internet
Secondly, the Internet is very convenient for us to entertain ourselves We can listen to music, watch films or play games on the Internet
Thirdly, the Internet is also a good means of education (a helpful means of education) We can attend on–line school, on–line classes on the Internet
In conclusion, the Internet is extremly useful We can use the Internet to serve for our life in the right way
III Post–writing:
1 Students share their ideas (each groups of 3)/ share their writing
2.Teacher asks some students to read out their writings for others to correct any mistakes they find out
3.Teacher + whole class correct some common mistakes if there are Eg:
–Way to write an argument (type of the writing)
– Language for each part of the argument writing
–Linking words
–Tense…(etc) IV Homework:
1 Complete the writing
2 Write about the disadvantages of the Internet
3 Review the tag–question and Gerund after some verbs Find out new words in “Language Focus”
(65)
Date: … … / / 200 P34 Unit 5:
LANGUAGE FOCUS A Aims:
By the end of the lesson, students will be able to get more practice with the tag question and Gerunds
+ Teaching aids: Extraboard B Content:
1 Warm up: Reviewing some verbs: Jumbled words
Kiel like *These verbs are followed by a gerund
Vole love
Yeojn enjoy
Sidleki dislike
Thae hate
2 Practice:
Ex4: Use the words in the three boxes to write thue sentences about your parents, siblings, relatives, friends and yourself Follow the example (P.46)
Lucky numbers! 9.LN! 10 hate 11 love 12 LN! 13 LN! 14 like 15 enjoy 16 dislike
Ex3: Work with a partner Ask and answer questions about each item in the box Follow the example (P.46)
S1: Do you like playing soccer? S2: Yes I do./ Yes, I love it/… S1: Do you enjoy fishing?
S2: No, I hate it./ I don’t know I’ve never tried it./…
Ex2:Work with a partner Look at the table Ask and answer questions about the television programs these people like and dislike Use the tag questions Follow the examples
a, A: Tuan likes news, doesn’t he? B: Yes, he does
b, A: Mai and Anh don’t like news, they? B: No, they don’t
*Key: V = like X = not like
Ex1 (P.45) Complete the dialogues with the correct tag
a, Jim: You have read this article on the website, haven’t you? Lina: Not yet
B, Minh: Baird produced the first TV picture in 1926, did he? Thao: Yes, he did
C, Thu: A daily newspaper was published in Germany in 1550, wasn’t it? Tri: No, it wans’t It was in 1650
D, Ha: You don’t like playing computer games, you? Thanh: Yes, I But I don’t have much time for it E, Mai: We are going to have cable TV soon, aren’t we?
Thang: Yes, I think so IV.Further practice:
(66)1.I’m wrong, amn’t I? aren’t
2.Don’t be late, won’t you? will
3.It’s a beautiful day, aren’t they? isn’t it 4.You don’t know where Thanh is, will you? 5.They used to live here, did they? isn’t it 6.Would you mind to shut the door? shutting 7.Dung suggested to go to the park going
8.Suddenly everybody stopped to talk There was silence talking
9.Mike has given up to smoke smoking
10 You can’t stop me to what I want doing Ex2: Supply the correct form of theverbs in brackets
1.Did the Govermentagree (allow) therefugees over the boder? to allow 2.The customs officer refused(let) them into the country to let 3.We decided (sit) at the rear of the boat to sit 4.He promised (returm) the equipment he had borrowed to return 5.She didn’t care (pay) more than 20.000VND for the ticket to pay 6.The tourist offered (hide) me in the boot of his car to hide IV Homework:
1 Complete the exercises given above
2 Review Units 1–5 (vocabulary + grammar)
(67)
Date: … … / / 200 P.35
REVISION OF THE FIRST TERM A Aims:
By the end of the lesson, students will be able to revise and remember some main knowledge from unit to unit and get more practice with them
+ Teaching aids: Extraboard B Content:
I Warm up: Chatting II Vocabulary revision:
Brainstorming 1.Clothing
2.The countryside
3.learning a foreign language 4.the media
III Grammar revision: Ex1: Multiple choice
1 We ……… each other since 2004
a knew b have known c.were known
2 I’m not good at English I wish I……… food at English
a am b was c were
3 This school……… last year a built b was built c is built Lan enjoys watching T.V, ……… ? a is she b does she c doesn’t she Thet asked me if I ……… on PDP street a am living b live c lived
* Grammar points:
1 The present perfect tense: Form, use, adv Have/has + Vpp
2.Wish sentence (about the present)
S1 + wish + S2 + Vpast (tobe were) The passive voice:
Be + Vpp + (by + agent)
a, Tenses: “be” must be in the same tense as the main verb in the active b, Modal passive: Model + be(bare) + Vpp + (by + agent)
4 Tag question:
Possitive, interrogative negative? Negative, affirmative interrogative? Indirect speech:
*Notes: Tense, Time, Place,… Eg:
+ Simple present simple past + now then
+ here there
Ex2: Give the correct form of the verbs in brackets: 1) I (not see) your brother recently
2) My children enjoy (allow) (stay) up late when there is something special on T.V 3) When I (come) home last night , my parents (listen) to music
(68)5) I wish I (can) speak English well *Key:
1) Haven’t seen
2) Being allowed/to stay 3) Came/ were listening
4) Has been mentioned/are worn 5) Could
Ex3: Correct the mistakes
1 Your friends went to your village last year, weren’t they?
2 I’d like to go out for dinner, but I don’t feel like to eat out tonight Lan wishes that she can go to hanoi to visit her parents
4 My brother didn’t wear that uniform since he left school years ago Nam asked Mai what can he to help her
*Key:
1.weren’t didn’t
2.to eat eating 3.can could 4.didn’t wear hasn’t worn 5.can he he could IV Homework:
1.Complete (Redo) the exercises
2.Find out new vocabulary in “Getting started + Listen and Read”
(69)
Date:./… / 200 P37: Unit6:
THE ENVIRONMENT
GETTING STARTED + LISTEN AND READ A Aims:
By the end of the lesson, students will be able to read the text for details and know what to to protect our environment
+ Teaching aids:
+ Ways of working:, tape, extraboard, lots (with questions) B Content:
I Pre reading: Warm up:
a, Match these environment problems to the pictures (P.47) *Key:
a Air pollution
a Spraying posticides a Garbage dump a Water pollution a Deforestation a Dynamite fishing
b, Introducing the new lesson based on the matching 2.Pre teach:
–Garbage dump (n): bói rỏc (exp)
Deforestation (n): tàn phá rừng (example)
–Dynamite (fishing (n): đánh bắt cá bằng) thuốc nổ (trans)
–(spraying) pesticides (n): (phun) thuèc trõ s©u (sit)
–Pollution (n): sù « nhiƠm (exam)
–Spoil (v) – spoilt/spoiled : (lµm) h, háng (trans)
–Disappointed (a): thất vọng, chán nản (exp) disappoint (v) * Checking: ROR/ Matching
3.Matching: (open-prediction)
Matching the names in column A with the task in column B (a,P.48) II While reading:
1.Checking the open–predictionand writing the full sentences: *Key:
Group 1–f: Group walks along the shore Group 2–e: Group checks the sand
Group 3–b: Group checks among the rocks
Mr Jones–a: Mr Jones collecys all the bagsand takes them to the garbage dump Mrs Smith–c: Mrs Smith provides a picnic lunch for everyone
Mr Brown–d: Mr Brown gives out the bags
2 Comprehension questions: (“Lucky Lot” game) *Key:
1.Mr Brown is the speaker
2.The listener are the volunteer conservationist 3.They are on the beach
4.They are going to clear the beach
5.If they work hard today, they will make the beach a clean and beautiful place again 6.(It depends on the students’answer)
(70)III.Post reading: Grammar point
1 Adjective + that clause:
*Adjectives: happy, glad, ashamed, sorry, afraid, sure, pleased, disappointed, amazed (kinh ng¹c,…
*S + be + important/essential/ + that + S + should + V(bare) quan träng,
Necessary/anxious S + V(present subjunctive) thiÕt yÕu 2.Adverbs of manner: Adjective + _by = adv Eg: kind kindly
*Notes:
1.happy happily
2.extreme extremly (exceptions: true truly; whole wholly due duly (đúng đắn, thích đáng)
3 simple simply likely (adj) probably
5 friendly/… in a friendly/…way *Uses:
1.to modify verbs of action eg: I run slowly
2.to modify adj/other adv eg: He is very happy/He lives very happily 3.to modify prepositional phrase eg: You are entirely in the wrong (hoµn
toµn)
4.to modify a whole sentence eg: Luckily, I have found my key IV Homework:
1.Reanswer the questions about the text (P.48) + Do exercise (P.52–53), Ex1 (P.41– workbook); Ex6 (P.44–workbook)
2.Find out new vocabulary in Speak (P.49)
(71)
Date: … … / / 200 P38 Unit 6:
SPEAKING A Aims:
By the end of the lesson, students will be able to persuade their friends or others to protect the environment
+ Teaching aids: Poster
B Content: I Pre speaking:
1 Warm up: Guessing game: 1.This verb has letters
2.It means causing sb to sth by arguing or reasoning with him 3.Its noun is persuasion
*Key: persuade
2 Vocabulary (Revision):
Matching: English: Vietnamese:
Wrap(v) làm hại/có hại víi
Dissolve (v) gãi, bäc
exhaust fume (n) khói thuốc thoát ra/ khí thải harm (v) (to) hoà tan, tan biÕn
litter (v) đồ cũ bỏ đi, đồ vô dụng, rác trash (n) vứt rác, bừa bãi
prevent (v) phân huỷ
reduce (v) ngăn chặn, phòng chống
decompose (v) giảm, làm giảm
3.Expressions used to persuade: (Eliciting from students) I think you should
Won’t you
Why don’t you + V(bare)
Why not
It would be better if you How/ what about + V–ing II While–speaking:
(Eliciting from students )
1 Students in pairs persuade each other to something to protect the environment, using the idea cues in the pink box on page 49 Follow the example
S1: I think it would be better if we use banana leaves instead of paper or plastic bag to wrap food
S2: Why? How come?
S1: Because plastic bags take a long time to decompose, they will cause pollution And if we use less paper, we can save trees in the forest That’s how we can save the environment
2 Questionaire: Protecting the environment (b–P.48) (Whole class/groups) *Possible answers:
1 How can we save paper? – Why don’t you/we use banana leaves to wrap food? – I think we should write on both sides of the paper– Why not recycle used paper?
Shouldn’t tear paper (to make toys,…) How we can use fewer plastic bags
– How about cleaning/washing and reusing them?
(72)–Why don’t we throw all garbage in waste bins? How can we reduce water pollution?
–It would be better if we don’t listen/ throw wastes and garbage into streams, lakes, rivers, seas and ocean
5 How can we reduce air pollution?
–Why not use private car less?
– How about going to work/ to school on foot or by bike? How can we reduce the amount of garbage we produce?
Won’t we try to sesuce and recycle things? III Post–speaking:
Exhibition:
–Dividing class into groups Each groups has one secretary
–Question to discuss “ What you to protect the environment?”
–Everyone has their opinion(s) for the secretary to write down
–After finishing, students stick the posters on the wall They can go around the class and read the posters
–Giving feedback IV Homework:
1 “What you to protect the environment?”– Write down as many idea as possible
2 Think and write out vocabulary about “ how the ocean is polluted?”
(73)
Period 39 Unit 6:
LISTENING,LANGUAGE FOCUS 1,3. A Aims:
By the end of the lesson, students will be able to listen to the text for details and complete the notes about it, and get more practice with adver clauses of reasons
+ Teaching aids: Tape
B Content: I Pre listening: Warm up: Old lesson:
– How can we protect the environment?
– How you prevent littering?
– How we reduce the amount of garbage? Pre–teach:
– Sawage (n): nước th i (exp/trans)ả
– Saw (adj): nứơc ch a qua x lý (trans)ư
–Pump (v): b m (mime) th¶i
–Spill (v): tr n (sit/mime/picture)à
–Leak (v): rò r (sit)ỉ
–Waste material (n): ph li u (trans)ệ
–Dump (v/n): đống, ch t ấ đống *Checking: ROR
3 Open–prediction:
–Students read the incomplete table on page 50 (silently and carefully, thoughtfully)
–Students in pair discuss and predict what can pollute the ocean II While listening:
(Students listen to the type and complete the notes) *Key: secondly: Garbage is…
Thirdly: ….come from ship at sea Next: waste material from factories Finally: oil is washed from land III Post listening:
1.Comprehension questions: a, Is the ocean polluted? (Why?) b, What pollutes the ocean? *Key:
a, Yes, It is (Because many people are careless or litter delibrately)
b, Saw sewage, garbage, oil and waste materials from factories pollute the ocean? Grammar: Noun clause
a, Target language:
(Eliciting from the listening text)
Eg: I am diasppointed that people have spoiled this erea Lan is happy that she has just won the first prize *Form: S + be + that clause / Noun clause
(74)Do exercises 1,3 Language focus *Key:
Ex1:
a.Hoa was extremly pleased that she got an A for her assignment b.The old man walked slowly to the park
c.Tuan signed sadly when he heard that he failed the test d.The baby laughted happily as she played with her toy e.Mrs.Nga speaks English quite well
Ex 4:
b.Mrs.Robinson:Tomorrow.I am excited that I am going to go to Da Lat
………
IV Homework:
1, Do exercises 4,5 (P42,43) (workbook) 2, Complete the exercises given in “Practice” 3, Find out new vocabulary in “Read” (P.51)
-End-PỴiod 40 Unit 6: READING A Aims:
By the end of the lesson, students will be able to read the poem and understand it in details
+ Teaching aids: Tape + extraboard B Content:
I Pre reading:
1 Warm up: Chatting: Do you like poem?
Have you ever read an English poem?
Do you think it easy to read an English poem? Pre teach:
Junk-jard (n): bãi ph th i (exp: a place where people stores wastes)ế ả Precious (a): quý, quý gi¸, quý báu (syn) = valuable
Treasure (a): kho báu(trans) Foam (n): b t (picture)ọ
Hedge (n): h ng r o drawing/ picture)=green fencề Nonsense (n): khơng cs ý nghiã
Fence (n): h ng r o (exp: Structure or rails, stakes, wire put around a field or gardenà )
…
* Checking: What and Where
(or “guessing word” eg: this word has an “m”…) Pre–questions:
a Who are the people in this poem? b Where are they?
II While reading:
1.Checking the pre–question:
(75)*Key:
a They are mother and son b They are in the woods 2.Matching:
Match each word in A to an appropriate explanation in B (P.51) 1.Junk–jard a, a row of bushes forming a fence
2.end up b, people
3.treasure c, a piece of land full of rubbish 4.foam d, mass of bubble of an air or gas 5.stream e, a fow of water
6.hedge f, valuable or precious things 7.folk g, reach a state of
*Key: – c – f – d – b
2 – g – e – a Comprehension questions : (P.51)
(Lucky lot game) *Key:
1) – LL
2) – 5: The poet wants us to learn that everyone is responsible for keeping the environment from pollution
3) – 4: No Because he is right, if he throw the bottles that will be polluting the woods
4) – LL
5) – 1: If the pollution goes on, the world will end up like a second hand junk–jard
6) – 6: (The answer depends on the students’opinion) 7) – LL
8) – 2: The mother thinks other folk pollute the environment but not her or her son
9) – LL
10) – 3: His mother will take him home right a way III Post reading:
1 Brainstorming: words (from the poem) involving in the environment
* Key: pollution, junk–jard, litter, plastics, tins, stream, world, foam, bottles, hedge, throw the bottles, the woods
2 Discussion:
3 Grammar review: Conditional sentences type
– Topic: “What could you in your school/your house to minimize pollution?”
–Dividing the class into two groups for them to discuss
–Feedback (Teacher – whole class) V.Homework:
(76)P41 Unit 6:
WRITING A Aims:
By the end of the lesson, students will be able to know how to write a complaint letter and practice writing one using the cues given
+ Teaching aids: Extraboard B Content: I Pre–writing:
1.Warm–up: Shark attack C O M P L A I N T (9 letters)
– Introducing the new lesson, based on the game 2.Pre–teach
– Complain (v): phµn nµn (exp): Its noun is complaint
– Complication (n): (điều gây rắc rối) phức tạp, rắc rèi (trans)
– Resolution (n) : định, ý định (trans)
– Float (v) : tr«i, nỉi, bång bỊnh (picture/sit)
– Situation (n): t×nh huống, hoàn cảnh (trans)
Prohibit (v): ngăn cản, ngăn cấm *Checking: ROR
3 Matching
A complaint letter has five sections SCR AP
A B
1 Situation a, States the reason for writing Complication b, discribes the problem
3 Resolution c, end the letter politely Action d, makes a suggestion Politeness e, talks about future action *Key: – a – d – c
2 – b – e Ordering the letter P.52
Label each section with the appropriate letter: S_C_R_A_P *Key: R: I would suggest….before leaving
S : I am writing… to the North A: I look forward to …your company C: When the trucks….and flies ] P: Your sincerely…
*Notes: The writer’s and receiver’s address must be written (down) II While –writing:
1.Reading the production on page 53 (b) individually 2.Comprehension questions about the production
a What people in the lake behind your house these days? b What make you worried?
c To whom you write the letter to? d What suggestion you want to make? e Any future plan you want to make? *Key:
a They begin to catch fish
b They use electricity to catch fish
c I write to the head of the local authorities
(77)d The local authorities should prohibit and fine heavily anyone using electricity to catch fish
e (Depending on the students’ idea) 3.Practice writing the letter
*Suggestion: Dear Mr President
I’m writing to you about (the catching of fish of many people…) the problem of (fishing) fish catching in the lake behind my house
I am very worried because people (don’t use fishing rod or net but) use electricity to catch fish After a short time they left the lake / place a lot of small fish died and floated on the water surface Other animals such as frogs, toads and even birds also died from electri 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
Yours sincerely, (Mai Lan)
III Post–writing: Sharing writings + Teacher correction (if there is enough time) IV Homework:
1 Complete the writing
(78)
LANGUAGE FOCUS A Aims:
By the end of the lesson, students will be able to master adverb clauses of reason with “because/since/as”, adjectives with that clause, conditional sentences type 1, adverbs of manner and get more practice with them
+ Teaching aids: Extraboard B Content:
1 Warm up: pelmanism adj–adv (14 cards)
Extreme happy sad good slow sadly noisy Fast slowly well fast extramely noisily happily
2 Pre–teach:
Shade (n): bãng ,bãng r©m (trans) Sigh (v): thë dµi (mime)
Creature (n): sinh vËt (exam)
(to) cope with : đơng đầu , đối phó (trans) Respiratory (a): hơ hấp
Inedible (a): khơng ăn đợc (vì độc) (sit) *Checking: what and where
III Grammar review and practice: Adj and adv:
Adj + by = adv of manner (adv Modify verbs and sentences…) Ex1: (P.53) (individually)
*Key:
b The old man walked slowly c Tuan sighed sadly
d The baby laughed happily
e Mrs Nga speaks English quite well Adj + that clause:
S + be + adj + that clause (That clause is complement of adj.) Ex3 (P.55) (pairwork)
*Key:
b I’m excited that I can go to Da Lat this time c I’m sorry that I broke my bicycle yesterday
d I’m disappointed that you didn’t phone me about it e I’m amazed that you could win the first prize Adverb clauses of reason with “because/since/as”: Ex2 (P.54) (individually)
*Key: (Has been done in listening lesson) Conditional sentences type 1:
If clause main clause
Present tense future tense (will) (true in the future or present) (Simple/present modal verb(ability, possibility…)
perfect simple) present tense (general truths) imperative (command)
Ex4 (56): Matching
*Key: e; a; c; d; b Ex5 (56): Gap fill
*Key:
b ……….the environment will become seriously polluted
(79)c ……… we will have more shade and fresh air
d ……….the vegetables will become poisonous and inedible e ……… we will live a happier and healthier life
IV.(Production) Free practice: What are these words?
1 (11 letters) environment
A, It’s a natural condition around us
B, It’s everything that effects our daily life
C, It’s the natural word of land, sea, air, plants and animals
2 (7 letters) PLASTIC
A, It’s a material light in weight and hard to break (tear)
B, It’s produced by a chemical process used to make many objects C, Burning it releases an unpleasant or harmful smell
3 (4 letters) LEAF
A, It’s flat thin and usually green B, It changes its colour in falls C, It’s part of sth growing IV Homework:
1, Complete all the exercises in “language Focus” 2, Complete the rest exercises of Unit (workbook)
(80)P42: Unit7:
SAVING ENERGY
GETTING STARTED , LISTEN AND READ,LANGUAGE FOCUS 2. A Aims:
By the end of the lesson, students will be able to read and understand the dialogue about the ways to save energy,suggest doing something or suggest sombody should something
+ Teaching aids:
+ Ways of working:, tape,pictures. B Content:
I Pre reading: Warm up:
– Drawing pictures appiliances using electricity + dictating a text about careless Mary + Asking question “What should Mary tomorrow to save energy?”
– Talking / Discussing about the pictures on page 57 + Is the lighting fixture still burning?
+ Is the TV on?
+ Is cassette player on?
+ What happens to the faucets? What should we to save energy? 2.Pre teach:
–Water bill (n): hoá đơn tiền nớc(realia)
–Enormous (a): khỉng lå, to lín (syn)
–Plumber (n): thợ sửa chữa đờng nớc (sit/exp)
–Crack (n): vÕt nøt, g·y (visual)
–Deripping faucet (n): vòi nớc bị rò rỉ (picture/B.Dr)
Bath(s) (n): chËu t¾m, bån t¾m(picture) * Checking: ROR
3.T/F statement prediction:
1) Mrs Ha is worried about her water bill
2) Mrs Mi gives Mrs Ha advice on how to save water
3) Mrs has checked the pipes in her house and found no cracks 4) Mrs Ha suggests getting some tools to check cracjs in the pipes 5) Mrs Mi suggests taking showers to save water
II While reading: 1.Checking the T/F:
*Key:
a T b T
c F: has hasn’t d
e T
f A plumber is a person who repairs water pipes Comprehension questions:
a Why is Mrs Ha woried?
b How much does Mrs Ha pay for her water bill?
c What does Mrs Mi advise Mrs Ha to do?
d How much water can be wasted a month by a dripping faucet?
(81)*Key:
a Because her recent water bill is enormous b She pays 200.000 for the bill
c She advised Mrs Ha to get a plumber to check her water pipes and to reduce the amount of water by taking shower and turning off faucets after (her) use
d A dripping faucet can waste 500 liters of water a month III.Post reading:
1.Discussion (group work)
– Topic: “What should we to save energy at home and at school?” * Possible answer:
– Taking a shower instead a bath
– Turning off faucets after use
– Turning off light/TV/cassette/… before leaving or when noone listen/watch it
– Reducing lights
– Using fluorescent lights/neon light (tube) instead of bulbs
– Reducing using electricity appliances such as: TV, cassette, refrigerator, washing– machine, vacuum cleaner, dryer, iron…
2.Language focus (P63)
- T shows the pictures,guides how to and gives one example.Asks Ss all the sentences one by one,then T checks to get the right answers
Ega: Hanh cannot go to the movies with us tonight.She will have to look after her little sister
IV Homework:
1 Write as many things you can to save energy as possible Do exercises + (P.48 + 50) (workbook)
(82)Period 43 Unit Saving Energy
Speaking,Language focus 3. A Aims:
By the end of the lesson, students will be able to make and respond to suggestion and practice talking in pair or in group
+ Teaching aids:
+ Ways of working:, extraboard B Content:
I Pre speaking:
1 Warm up: Kim’s game
Watch/see and try to remember what happens to each picture? *Key:
A A common faucet is on B The gas fire is too high C An electricty fan is on D An air condition is on
E The T.V, a table lamp, alighting fixture and a neon tube are on
F (private) faucets are on in a bathroom/ faucets are on and the bathroom is overflowing with water
G Two people are cycling (riding a bike) and two people are driving their motorcycles H Two people are waiting for a bus
2 Pre–teach (Revision):
Matching: English: Vietnamese:
Suggestion (n) treo m¾c
Respond (v) thÝch hỵp
Response (n)
Prefer (v) gỵi ý
Good idea (n) đóng, gắn/ sửa chữa Hang (v) đáp lại, phản ứng lại
Fix (v) ý kiÕn hay
II While–speaking:
1 Language used to make and respond a suggestion (Eliciting from students)
a, Suggestion
– I suggest + V-ing
– I think we should + V(bare)
– Shall we + V(bare)?
– Why don’t we / you + V(bare)
– Let’s + V bare
– How/ what about + V–ing B, Respond:
Ok/ all right That’s good idea No I don’t want to I prefer to
Let’s
2 Pairwork/ groupwork
Practice suggesting (and responding) what they are doing to save energy (for class)
(83)Example:
A: I think we should take a shower instead od bath B: That’s a good idea
C: Shall we make poster on energy savung and hang them around our school D: Great! Let’sa that
III Post–speaking1. More exercise:
Math a part in A with one in B to have a compound
A B Key
1 water a machine 1–f: water bill
2 light b forecast 2–j: light bulb
3 washing c cycle 3–a: washing machine
4 tumble d ball 4–h: tumble dryer
5 motor e power 5–c: motorcycle
6 waste f bill 6–i: waste basket
7 foot g invalid 7–d: football
8 weather h dryer 8–b: weather forecast
9 war i basket 9–g: war invalid
10 nuclear j bulb 10–e: nuclear power
IV.Post-speaking Language focus 3.
Ss work in groups,try to give suggestion on how to save energy. Eg: S1: I suggest (that) we should turn off the lights befor going out S2: I suggest collecting the used plastic bags for recycling V Homework:
1 Do exercise (64) (Textbook)
(84)P44 Unit Saving Energy Listening
A Aims:
By the end of the lesson, students will be able to listen for detail about “solar energy” text and complete the exercises given
+ Teaching aids: Tape, extraboard B Content: I Pre listening: Warm up:
Brainstorming
Gas coal
(nuclear power) sun
Oil Pre–teach:
–Solar (a):thc vỊ mỈt trêi (exp: sun (n) solar)
–Panel (n): « (cưa/têng) (picture)
–Solar panel(n): kim loại để tiếp nhận lợng mặt trời/ pin mặt trời (trans)
–Nuclear power (n): lợng hạt nhân (trans)
Instal (v): cài đặt, lắp đặt (hệ thống máy móc) (sit.) (My computer…)
–Provide (v): cung cÊp (trans)
–Store (v):tích tr, ginh (exp/sit.)
Source of energy (n):nguồn lợng (trans)
Effective (a): có hiệu (exp: effectively (Adv)) *Checking: ROR
3 T/F statements: (P.60 _ 4.a) II While listening:
1 Checking the T/F statements: *Key:
1 T
2 F: nuclear power coal, gas, oil and nuclear power F: cannot can
4 T
5 F: 2050 2015 Gap fill:
*Key: effective pollution countries store roof instead III Post listening: 1.Speaking:
– Students discuss about our present source of energy (gas/oil/coal/ ) – Students discuss about the solar energy (advantages)
Giáo viên: Phan Xuân Hoàng - Trường THCS Sơn Trung.
(85)2 Write it up: (optional)
Students write about energy, using the ideas discussed above and the two exercises (a+b) on page 60
3 More exercise:
Fill each gap in the sentences with a suitable word from the box waste, electricity, water, power
oil, coal, bulb, waves, wind, gas a How much……… was mined here?
b Britain produces 20 million tons of household ……… each year
c At night, I listened to the sound of the ……… crashing against the shore d Is the ……… hot enough for a bath?
e Many kinds of ……… are used today to provide heat and light f Do you prefer cooking with electricity or………?
g We have to change the ………, it has gone
h The ship was onlt slightly damaged in the collision and was able to sail into port under its own………
i There isn’t enough ……… to fly a kite j ……… is a clean form of energy *Key:
a Coal b Waste c Waves d Water e Oil f Gas g Bulb h Power i Wind j electricity IV Homework: 1, Finish writing
2, Complete the more exercise
(86)P45 Unit 7 Saving Energy
Reading,Language Focus 1 A Aims:
By the end of the lesson, students will be able to read the text for details and get more ideas about hopw to save(energy) electricity
+ Teaching aids:
Tape , extraboards, relias B Content:
I Pre reading:
1 Warm up: Drawing pictures of electricity appliances
Teacher asks students to draw some pictures of appliances (drier, iron, fridge, TV, computer, fan, bulb, CD player) (bulb=fluorescent light bulb)
Teacher asks students to order the appliances (after they answer the questions: Which one uses the most electricity per house? And which one uses the least?)
*Key: Most drier iron fridge T.V computer fan bulb CD player Least
(watts/hour) 1,200 920 725 133 120 55 40 13
Dictation (optional): Careless carrie came home at p.m She turned on the fluorescent in her room She watched hours of T.V and then she took a cold hair shower She spent half hour drying her hair with the dryer At 10:30 she went to bed She turned off the light but turned on her CD player and played her favorite CD for one hour
+ How many watts of electricity did Careless Carrie used? + What should Carrie tomorrow to sacve electricity? Pre teach:
Luxury (n): hµng/sù xa xØ (trans) (eg: Live in luxury: )
Consumer (n): ngêi tiªu ding (exp: a person who buys goods to use) Efficiency (n): hiệu quả/năng suÊt cao(trans)
Converse (v): bảo tồn/giữ gìn (syn.) -= preserve Innovation (n): đổi mới, sáng chế (trans)
Tumble drier/dryer (n): máy quay sấy khô quần áo giặt (trans) Scheme (n): xếp theo hệ thống (trans)
Ultimately (adv): (xét đến hiệu cuối cùng) cuối cùng, sau (syn) =finally * Checking: ROR
3 Pre–questions:
a Are alectricty, gas and water luxuries or necessities?
b Do people want to reduce them or only want to save money by using more effective (electricity) appliances?
II While reading:
1.Whcih of the following is the best summary of the passage: a Energy–saving bulbs should be used to save electricity? b In Western countries electricity, gas and water are necessities
c North American an European countries are interested in saving money and natural Resources
d Labling sthemes help save energy *Key: c
2 Comprehension questions: Lucky lots!
a ,b.2, c.LL, d.5, e.1, f.LL, g.LL, h.4, *Key:
(87)
1 They are interested in products that will not only work effectively but also save money
2 We can use energy saving bulbs instead of ordinary 100 watts bulbs to spond less on lighting
3 She will pay US$2 (Because these bulbs use a quarter of the electricity of standard bulbs)
4 It helps the comsumers know how much energy efficiency the appliances are
5 Because when we save energy, we’ll save money and conserve the Earth’s resources
III Post reading: *Speaking and writing
One table–one group has their own secretary to write down the group’s ideas aboutb “Ways to save electricity”
*Possible answers:
Using energy saving bulbs instead of ordinary 1-00 watts light bulbs Using household appliances properly (follow the instructions)
Turning off the electricity appliances after using them (when unnecessary) Keeping refrigerator door closed
Keeping the doors and windows closed when using airconditioners *Language focus
-Ask Ss to retell the connectives they have learnt and the uses of those connectives And,but,because,or,so,therefore,however…
-T guides how to and asks Ss to the sentences one by one V.Homework:
Write the answers to the questions about the text (P.61) 2.Write down ideas on how to save energy (electricity)
(88)P46 Unit Saving Energy. Writting
A Aims:
By the end of the lesson, students will be able to write a simple speech and present it before the class
+ Teaching aids: Poster
B Content: I Pre–writing:
1.Warm–up Guessing game *Key: SPEECH
It’s a noun ( a 6–letter–noun)
It’s your expressing ideas with your mouth It comes from the verb of “speak”
2.Pre–teach (revision)
Matching: A B
(dictation) sum up chi ti tế
2 attention giíi thiƯu
3 detail tãm t¾t
4 ladies and sù chó ý
5 gentlemen kÕt luËn
6 introduction gi¸o s
7 conclusion tha quý ông quý bà professor
3 Part of a speech
Students themselves read and match the table on page 61
*Key: a, (1-B) Introduction: Getting people’s attention and telling them what you are going to talk about
b,(2–C) Body: Giving details in easy–to–understand language c,(3–A) Conclusion: Summing up what you have said
4 Ordering sections of a speech (Write,b, P61–62) *Key:
3 Good evening, ladies and gentlemen I’m professor Roberts and tonight I’m going to tell you how to save money
2 Most of us use too much gas You can reduce this amount by : – Traveling by bicycle or public transport
–Having amechanic check your motorbike regulary
1 If you follow these simple rules, not only will you save money, but also the environment will be cleaner
5 Some students practice the speech in front of the class (optional) II While –writing:
*These groups (each group – each topic) discuss and write down their speech on the poster (The group secretary writes)
*Suggestions: 1 Reducing garbage
Good morning, ladies and gentlemen, my name is…… And I’m going to tell you (about) how to reduce garbage
Most of us produce too much garbage everyday You can reduce garbage by:
+ Collecting plastic bags
+ Not keeping solid waste with food waste
+ Putting different kinds of waste in different places
(89)If you following these simple rules, you’ll not only reduce your garbage, but also keep the environment cleaner
2 Reusing paper
Good morning, ladies and gentlemen, my name is… And today I’m going to tell you about how to save paper
Most of us use too much paper You can reuse paper by:
– Having a reparate waste basket for waste paper
– Keeping sheets with single prented page for drafting
If you follow these rules, not only will you reduce garbage but you will also save money
3 Saving energy in the kitchen
Good evening ladies and gentlemen, my name is… And today I’m going to tell you how to save energy in the kitchen
Most of us use too much electricity, especially in the kitchen You can reduce this amount by:
– Turning off the lights before leaving the kitchen
– Preparing food carefully before turning on the store
– Keeping refrigerator door closed
If you follow these simple rules, you will not only save money but also conserve the resources
III Post–writing: Speaking (1 or students from each group express their group’s speech)
IV Homework:
(90)Date: … … / / 200 Unit 7:
LANGUAGE FOCUS A Aims:
By the end of the lesson, students will be able to get more practice with some commectives (and, but, because, or, so ,therefore, however), some phrasal verbs (turn off, turn on, look for, go on) and suggestions
+ Teaching aids: Extraboard, pictures B Content:
I Warm up:
1 Brainstorming to review vocabulary (two groups): connectives (conj.,prep., ) Therefore and
so
or however
but because
2 Matching to review some phrasal verbs:
(One prepositions can go with more than one verbs and one V can go with more than one prep)
Verbs Prepositions *Key: Meanings
1 turn a After 1–b bËt vỈn
2 look b On 1–d tắt, đóng
3 go to 2–a trông nom, chăm sóc
4 belong d Off 2e t×m kiÕm
5 depend e For 3–b tiÕp tơc
6 wait 4–c thuéc vÒ
7 talk 5–b tuú thuéc vµo
6–e chờ đợi
7–c nãi chun víi Noughts and csosses game
(Make sentences with the phrasal verbs given)
Belong to Turn on Talk to Turn off Depend on Look after Look for Wait for Go on III Practice:
1 Complete the sentences: Use the right tense form of the phrasal verb in the box and the pictures (P.63)
*Key:
a look after her little sister (picture 1)
b go on (picture 2)
c turn on (picture 4)
d looked for (picture 3) e turn off (picture 5)
2.Complete the sentences Use the correct connectives(P.62–63): *Key:
a and (conj) b but (conj) c because (conj) d therefore (conj)
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(91)e or (conj) f so (conj/adv) g and (conj) h however (conj/adv)
After completing the sentences students speak out which parts of speech these connections belong to
3 Making suggestions:
(one table–one group; each gives one suggestion on turns)
a, Topic one:Your class wants to help the poor in the neighborhood of your school *Key: I suggest collecting some money
collecting unused clothes
organizing a show to raise money giving lessons to poor children
helping erderly people and war invalids with their chores
giving poor children books, notebooks and other school things…
b, Topic two: Your friend want to improve his/her English What you suggest …? *Key: I suggest (that) you should:
– work harder on your pronunciation – write sentences with new words – speak English in class
– buy a good dictionary – some reading every day – write diary in English
– write new vocabulary on small pieces of paper and stick everywhere in your home for you to read them any time…
III (Free+practice) Production:
Suggest what to to save energy, using as many connectives and phrasal verbs above as possible
IV.Homework:
(92)
TEST Ex1: Match a word in A with its definition in B:
A B
1 environment a, a place to put our rubbish
2 pollution b, the air, land, and water around us
3 garbage c, water matter from factories, turns flowing to special pipes junk–jard d, dirty air, land and water
5 sewage e, a piece of land pull of rubbish
Ex2: Fill the gap in each sentence below with a suitable phrasal verb from the box (There are two extra phrasal verbs)
Turn on Look after Get on Take off Turn off Look for Go on
1 I’ve lost my keys Can you help me to………….them
2 Mr Peter is 90 and living alone He needs somebody to ………… him We must chang our ways We can’t………… living like that
4 Don’t forget to………… the T.V before going to bed It’s dark in here, please ………… all the lights
Ex3: Fill in each with the correct form of the word in brackets: Generally the countryside is less (pollute) than town I was (amaze) that his exam results was so bad Air and water are (necessary) in our life We want to but (produce) that will save money
5 In the future, many buildings will be (hot) by solar energy Ex4: Rewrite the following sentences:
1 I think it would be a good idea to take the bus I suggest…………
2 Why don’t you ask her yourself I suggest…………
3 How about reducing the amount of water we use every day? Why………….?
4 Remember to turn off the faucet carefully after using Don’t …………
5 Lan is never late for school Lan never …………
Ex5: With the cues given, write a complaint letter about the bad situation of your school’s environment
Dear Mr President
1 I/write/you/the pollution made/factory/near/school// They/produce/lot/smoke/so/we/not breath//
3 They/also make/river/behind/school/dirty/chemical waste// I/suggest/local authority/make/ them/stop/polluting activities// I/look/to/see/reply//
1………
2………
3………
4………
5………
(93)
-End-II, Key:
Ex1: 1b, 2d, 3a, 4e, 5c
Ex2: 1, look for 2, look after 3, go on 4, turn off 5, turn on Ex3: 1, polluted 2, amazed 3, necessities 4, products 5,heated Ex4:
1 I suggest taking the bus
2 I suggest (that) you (should) ask her yourself
3 Why don’t we reduce the amount of water we use everyday? Don’t forget to turn off the faucet carefully after using
5 Lan never goes to school late Ex5:
1 I write to you (to complain) about the pollution made from the factory near my school
2 They produce a lot of smoke so we can not breath
3 They also make the river behind our school dirty with the chemical waste
4 I suggest (that) the local authority (should) make them stop these/those polluting activities
(94)Period 48 Unit8 CELEBRATIONS
Getting started,Listen and read,Language focus 3,4. A Aims
By the end of the lesson, students will be able to read the text for details and know more about some popular celebrations in the world
+ Teaching aids: + Ways of working: B Content
1 Warmup
Using a wedding invitation card and asking: What is it? How you know? What helps you know this is a wedding invitation card? The icon
Matching the icons with the names of the celebrations the present *Key:
1 Easter,2.Wedding,3.Birthday,4.Christmas,5.Mid-Fall Festival,6.Luna New Year 2.Preteach
– Occur (v): xảy (synn)= take place = happen
–Decorate (v): trang trÝ (sit.) (What we often for our house before Tet?)
–Parade (n): cuéc diễu hành (trans)
Slavery (n): nô lệ (ant) ≠ freedom
–Jewish (a): théc vỊ Do Th¸i(trans)/ Jew (n): Ngời Do Thái
Joyful (a): vui vẻ (syn)= very happy
–Special (a): đặc biệt (ant) normal≠
Passover (n): Lễ Quá Hải (của ngời Do thái)(trans)
–Sticky rice cake (n): b¸nh chng (picture) * Checking: Bingo
3.Listen and read
T reads twice SS listen Ss read silently
Ss read loud
T corrects mistakes if nessesary 1.Complete the table: (Grids)
*Key:
Celebrations When Activities Food Country
1 Tet (Lunar new year) In late January or early February Cleaning, decorating home, wearing new clothes, enjoying special food Sticky rice cakes Vietnam
2 Passover In late March or early April
Eating special
meal Called Seder PpIsrael Easter Around the
some time on Passover
Watching
colourful parades sugar eggsCholate, countriesIn many Comprehension questions (Based on the table to answer)
a How many celebrations are talked in the text? What are they? b What people during these celebrations?
c What special food they have *Key:
(95)
a.Three celebrations They are Lunar New Year, Passover and Easter
b.+ c During Lunar New Year holiday, Vietnamese people clean and decorate their homes They try to be together And they have special food such as sticky rice cakes On Passover Festival, the Jews eat eat special meal called the Seder
On Easter festival, people in many countries (Christians) crowd the streets to watch colourful parades, young children eat chocolate and sugar eggs
4 Introduction
Grammar presentation: Relative/ Adjective clauses 1.Sentences (Eliciting from the text and from the students)
a Tet is a festival The festival occurs in late January or early February Tet is a festival which occurs in late January or early February
b Family members try to be together at Tet Family members live apart Family members who live apart try to be together at Tet
2 Relatives pronouns: Who, which (Eliciting their uses from students) a.“Who” is used for person as S
b.“Which” is used for thing as S or O
3.Language focus 3,4 (P 73-74)Adverb clause of concession
-T gives examples and guides how to do,then Ss sentences one by one
Eg1:Thu Ha is not satisfied with her preperations for Tet even though she has decorated her house and made plenty of cakes
Eg2:Although Mrs.Thoa was tierd,she helped Tuan with his homework IV Homework:
(96)Date: 12/3/ 2007
Period 51 Unit 8:
SPEAKING A Aims:
By the end of the lesson, students will be able to give and respond to compliments and practice talking (with each other) in pairs
+ Teaching aids: + Ways of working: B Content:
I Pre speaking:
1 Warm up: Chain game to review adj Eg:
S1: My friend is intelligent
S2: My friend is intelligent and nice
S3: My friend is intelligent, nice and beautiful Pre–teach:
Well done (a): lµm tèt (trans)
Activist (n): ngêi tÝch cùc / phÇn tư tÝch cùc (cđa phong trào) (exam) Charity (n): lòng/hội từ thiện (trans)./exp
Nominate (v): chän, ghi danh (trans) Compliment (n/v): (lêi) khen (sb On) (sit) Congratulate (v): chóc mõng (sb on) (sit.) Checking: ROR
3 Languages: ( elicits from SS) a, Giving a compliment
Well done
That’s a great/ an excellent…
Let me congratulate you on…/ Congratulations b, (Giving) Responding to a compliment
Thanks
It’s nice of you to say so
That’s very kind of you (to say so) II While–speaking:
1 Picture and word cue drill (P.6667) *Key:
b) Well done, Huyen Thank’s Mom
c) Congratulations!/ Congratulate you on your nominate It’s very kind/ nice of you to say so
d) That’s an excellent drawing, Hoa That’s very kind of you to say so Pair work: (freely)
Think of situation in which you (each student) can compliment your fiend (the partner) and get responses from him/her Then make up dialogues with your partner
- Ss work in groups of to give a situation then make up the dialogue *Suggestions:
a.Nam gets good marks
b.Hung has just won the first prize in the math contest III Post–speaking:
2 Grammar practice:
(97)(More practice with the adjective clauses) a Model sentences
This is the girl I met her at the party yesterday This is the girl whom I met at the party yesterday This is the woman Her son is my classmate This is the woman whose son is classmate Hatinh is the town I live in this town Hatinh is the town where/in which I live
(March is the month) We like Sundays We are free on Sunday We like Sundays when/on which we are free
b Uses
1 Whom (Relative pronoun) (person) Object In adjective clause
2 Whose (Relative pronoun) it indecates the possession in the adj clause Whose = of which/of whom
4 Where (Relative adverb) it indicates the place in the adj clause When (Relative adverb) it decates the time in the adj clause on/at/in which -= where/when
IV Homework:
1 Make one sentence with each relative pronoun/adverb Find out new vocabulary in “Read” (P.6869)
(98)Date: 13/03/ 2007
Period 52 Unit 8:
LISTENING A Aims:
By the end of the lesson, students will be able to fill the missing words by listening and practice singing the song
+ Teaching aids: + Ways of working B Content:
I Pre listening:
1 Warm up: Chatting T : Do you like singing?
SS:
T: Who can sing a song? SS:
T: Do you know the song “Auld Lang Syne” Ss
2 Pre–teach:
–mind (n) : t©m trÝ, trÝ nhí
–Auld Lang Syne (n): = the Good Old days (tên hát)
Due to (a): vì, do, bởi, vì/ phải (syn)= caused by
–Aquaintance (n): ngêi quen (exp)
–Trusty (a): đáng tin cậy (trans)
–Thine = your(s) (tõ cỉ): cđa b¹n * Auld = old
Lang = long Syne = since *Checking: ROR Open prediction:
Students read the song silently and guess the missing words (One word for one blank)
II While listening:
T sing the song twice Ss listen then check their predictions T and Ss correct
*Key: a.Days b.Take care c.Mind d.Hand e.Kindness III Post listening:
1.Practice singing the song T guides Ss the way to sing SS practise singing
Calls some SS sing before the class Grammar practice: ( optional)
Ex1: Combine these pairs of sentences, using the who, which, where and whose, whom: He met many friends The friends encouraged him in his work
2 He often tells me about his village He was born there
3 Can you understand the question? He asked you the question last time The man is an architect We play with his son every day
(99)
5 The city was very beautiful We spent our vacation in that city The train broke down twice on the way It arrived two hours late I stopped in a small town My sistwer was working there
8 The book was rather difficult I gave him that book The picture has been stolen You were talking about it 10 She is the girl I bought these roses for her
*Key:
1 He met many friends who encouraged…
2 He often tells me about his village, where he was born Can you understand the question which he asked… The man whose son we play everyday is an architect The city where we spent our vacation was very beautiful The train which arrived two hours late broke…
7 I stopped in a small town where my sister… The book which I gave him was…
9 The picture which you were talking about has… 10 She is the girl whom I bought…
Ex2: Complete the following sentences, usng relative pronouns/adverbs I never fogot the day …………
2 Is this the book ………… There are newcomers ………… Vietnam is the country ………… English is the subject ………… That is the doctor ………… The village is ………… Summer is ………… Christmas is ………… *Noughts and crosses game IV Homework:
1, Redo the two exercise above
(100)Date: 19/03/ 2007
Period 53 Unit 8:
READING A Aims:
By the end of the lesson, students will be able to read the text for details and know more about the Father’s day in the USA and in Australia
+ Teaching aids: Tape , pictures,poster + Ways of working:
B Content : I Pre reading: Warm up: Brainstorm
Easter Independence Day
Teacher’s Day Christmas Woman’s Day
2 Pre teach:
Hug (n/v): ơm ghì, ghì chặt/cái ơm (mime) Considerate (a): ân cần, chu đáo (trans)
Generous (a): réng, réng lỵng (ant) mean (a)≠
Priority (n): sù u tiªn, qun u tiªn (exp= being earlier in time or order) Sense of humor (n): khiÕu hµi híc(trans)
Distinguish (v): phân biệt, làm cho khác biệt
Terrific (a): tuyệt vời, xuất sắc/ kinh khủng, khủng khiếp(trans) Eg:+ driving at a terrific pace: lái xa với tốc độ khủng khiếp
+ a terrific job: làm công việc xuất sắc Forever (adv): mÃi m·i (trans)
* Checking: Ordering Open prediction:
The Adjectives that children use to talk about their father’s character *Possible answers:
Strong humorous
Generous healthy
Considerate great
Handsome the best/good
Terrific brave
Kind (etc)
II While reading:
1.Checking the open prediction: *Key:
Great terrific
Considerate humorous
Generous the best
2 Comprehension questions:
Ss work in pairs to ask and answer the questions T and Ss correct
*Key:
a To her dad
Giáo viên: Phan Xuân Hoàng - Trường THCS Sơn Trung.
(101)b He is possibly alive Daddy, I am writing and loved but I will always….Father’s day
Or (He is possibly dead These ideas may tell about that:.how much you are missed; I now have children, Dad)
c His sense of humor
d The best person in the world , a teacher, a care taker, a friend III Post reading:
1 Writing:
Students write their feelings, opinions and memories about their fathers Speaking:
Students tell his/her friend (partner) about his/ her father *Notes:
a.Father’s Day: The third Sunday in June b.Mother’s Day:
(US): the second Sunday in May (UK): the middle of March V.Homework:
Answer the questions about the text (P.67) 2.Complete the writing about father
(102)Date: 21/03/ 2007 P54 Unit 8:
WRITING A Aims:
By the end of the lesson, students will be able to write a letter to their friends to share their ideas that it is necessary to have a day to celebrate for mom and another day for dad + Teaching aids:
Extraboard B Content: I Pre–writing:
1.Warm–up: Wordsquare
C E L E B R A T E M
S I F L O W E R S E
P K P O P R S T U M
E O N M O Y W W V O
C I A L F O O D Z R
T R A D I T I O N Y
F I A O D C B A N M
I G I L M N D R A C
G H K R Q O P S Y W
*Key:
CELEBRATE, TRADITION, FLOWERS, FOOD CARD
SPECIAL FOOD GIFT
MEMORY 2.Pre–teach:
Enhance (v): làm tăng lên, nâng cao/ tôn lên, tăng cờng (exp: add to the value size, beauty of…)
Have a day off : nghØ ngày (trans/exp) Support (v): ủng hộ, hỗ trợ (trans) Nationwide (adv): toàn quốc, nớc(trans) State (v): ph¸t biĨu, nãi râ (trans)
*Checking: ROR Outline:
Students themselves read and the outline on page 70 (II While –writing)
a, First pagraph:
Tell your friend the reason(s) for celebrating this day b, Second paragraph:
Give details about: When to celebrate How to celebrate
What special gifts to give What special food to offer c, Third paragraph:
State whether or not you think your idea will be supported and you hope the day will be celebrated nationwide
II While rewriting:
Students write the letter based on the outline *Suggestion ideas:
In my opinion, it is necessary/importanr to have a day to celebrate for our parents
(103)On thoese occasions, children will have a special dayto express their feelings, memories and love for their parents We have an opportunity to enhance family traditions Members of families can have a chance to get together, to know one another and to help one another
I think first Sunday of April is suitable Sunday is a day off so everybody is free from work or study April is late Spring or early Summer and the weather is generally fine at this time of the year Many activities can happen oudoors
It is not necessary to have parties but it’s a good idea to have lunch or dinner wi5th all members of the family Children should give their parents flowers, send them cards or bring them special cake Moreover, children should serve their parents the food that they like best
I believe the idea will be supported and the day will be celebrated nationwide because everybody loves their parents and want their parents to be happy
III Post writing:
1 Students share their writings and correct for each other Asking some students to read out their writing
3 Correcting mistakes (teacherwhole class) IV Homework:
1 Complete writings
(104)Date: 28/03/ 2007
Period 55 Unit 8:
LANGUAGE FOCUS A Aims:
By the end of the lesson, students will be able to know adverb clauses of concession with the conjunctions: “even though, though, although” and get more practive with relative clauses and adverb clauses of concession
+ Teaching aids: Cue cards, poster B Content:
1 Warm up: Guessing game It’s a part of speech
It has 11 letters
It is used to connect two clauses, two words,… Pre teach:
Predict (v): đoán trớc = guess(syn) Although (conj): (mặc) dù (trans) Satisfied (a): tho¶ m·n (trans)
Even though = although = though (syn): (mỈc) dï Culture (n): văn hoá (trans)
Due (to) (adj): vì, vì, vì(=because of) syn Bureau (n): cục, nha, vô (sit)
*Checking: ROR
3 Target language/model(s): P.71
Thu Ha is not satisfied with her preparation for Tet even though she has decorated her house and made plenty of cakes
4 Target item Conjunction:
Clause1 even though + Clause
(Main clause) although (clause of concession) though
5 Concept check
*These conjunctions are used to join two contrat clauses
*Clauses od concession can be at the beginning of the sentence or after the main clause II Practice:
1 (Join the sentences): (Ex4P.71,72: Picture + word cue drill) *Key:
a.Although Mrs Thoa was tired, she helped Tuan with his homework b.Enven though Liz has an exam tomorrow, she is still watching TV now
c.It rained yesterday although the weather bureau predicted the weather would be fine d.Be ate a lot of foog though he wasn’t hungry
e.Even though the key board wasn’t working well Mary tried to finish her letter 2.Join the sentences Use the words in brackets:
a (As tho model)
b.Although we don’t have a Mother’s day in Vietnam, Dad and I have special gift and parties for my mom every year on the 8th of March
c.Although we live in NamDinh, we went Hanoi to watch the parade on national Day last year
d.Although tourists don’t understand Vietnamese culture very much many tourists enjoy festivals in Vietnam
(105)
e.Although in Australia, Christams reason is in Summer, the Austrailans enjouy Christmas as much as people in European countries
f Although Tim came to the show late due to the traffic jam, he could see the main part of the show
III.Production:
Make sentences with the words given (Noughts and crosses game)
1 who whom which (S) which (O) whose where when although even though IV.Homework:
1 Finish/complete the rest exercises (workbook)
2 Find out new vocabulary : “U9: getting started + Listen and Read”
(106)Date:29/03/ 2007
Period 56: Unit9:
NATURAL DISASTERS
GETTING STARTED + LISTEN AND READ A Aims:
By the end of the lesson, students will be able to read the dialogue for details about the weather forecast
+ Teaching aids: Tape + picture B Content: I Pre reading: Warm up:
Matching (P.76) giving VN meanings *Key:
1 snowstorm earthquake volcano typhoon
Guessing game: WEATHER FORECAST + This is a TV or radio program
+ This program is very useful and important for everybody, especially for farmers,(and) fishmen and people who are planning to go away
+ It tells as about the weather (in the near future) 2.Pre teach:
Turn up (v): vặn to lên(sit.)
Expect (v): mong i, chờ đón(trans/syn = wait for)/ cho rằng/sẽ đón nhận Thunderstorm (n): bão có sấm sét ma to (trans)
Experience (v): tr¶i qua (exp) V of the n “experience Delta (n): Ch©u thỉ (sit)
(just) in case: phßng khi, lì (trans) Trust (v): tin tëng (syn) = rely on
Highlands (n): vïng nói/vïng cao (example) * Checking: ROR
3.Pre questions:
a What are thuy and her grandma watching? b Do they trust the weather forecast?
II While reading: 1.Gap fill:
*Key:
a.Turn up/ weather forecast b.Raining
c.Thunderstorms d.Have temperature
e.Weather forecast/watching them Comprehension questions:
a.Why does Thuy’s grandma ask her to turn up the volume? b.Which city is the hottest today?
c.Where is Thuy going?
d.What does Thuy’s grandma want her to do? *Key:
a.Because she wants to listen to the weather forecast
(107)b.Ho Chi Minh city is
c.She is going toa park on the other side of the river d.She wants Thuy to bring along a raincoat
III.Post reading:
1 Some phrases about the weather forecast from the dialogue Will have temperature between ………… and ………… Will experience temperature between ………… and………… HCM’s temperature will be between ………… and………… Can expect clouds/thunderstorms
Areas to the North 2.Speaking:
Students look at the map (P.75) and play the role of the weatherman to present the weather forecast
3.Writing:
Students write a weather forecast for the next day IV Homework:
1 Complete the writing
(108)Date:30/03/ 2007
Period 57 Unit 9:
SPEAKING A Aims:
By the end of the lesson, students will be able to talk about what they want to buy and to prepare for a typhoon
+ Teaching aids: Picture + Extraboard B Content:
I Pre speaking:
1 Warm up: Brainstorming
Buy food buy flash light/torch
Check windows, door… Repair/fix/roof of the house
tie the Pre–teach:
Bucket (n): x« (picture) Tie (v): cét, trãi, th¾t (mime) Ladder (n): thang (board drawing)
Canned food (n): thức ăn đóng hộp (relia)/trans Latch (n): chốt cửa, then cửa
Available (a): cã s½n
(to) blow blew blown: thæi (mime) Checking: What and Where
3 Check (V): What preparations you think should be made for a typhoon work in pair
II While–speaking:
1 Comprehension questions (Lucky lots)
(Students answer the questions using the ideas in the box P.76 The ideas can help) a Why we need to but food?
b What food we need to buy ? c Why we need to but candles?
d Why we need to fill all buckets with water? e Why we need to buy a ladder?
f.Why we need to check all the window and door latches? *Key:
a.Because the market will be closed and no food will be available b.Rice, oil, cacced food, soy sauce, four…
c.Because there way be power cut out
d.Because water pipes may be damaged and we’ll not have enough water to use right after the typhoon
e.Because the roof may be damaged by the typhoon and we need to fix it f Just in case the strong wind pushes the door open
2.Pairwork:
(Based on the dialogue on page 77) *Expressions:
I think………
I think we should ……… Yes, I think so
Giáo viên: Phan Xuân Hoàng - Trường THCS Sơn Trung.
(109) (Yes), I agree with you What for?
Why?
Just in case……… Because ………
Because there must be……… *Example:
S1: I think we should buy matches and cadles
S2: I agree with ouy Because there may ba a power cut S1: I think we should fill all buckets with water as well S2: What for?
S1: Because the water pipes may be damaged by the typhoon S2: You’re right I agree
IV Homework:
1 Students write womething about they have to to prepare for a typhoon Study “Listen” and guess the words to be used to fill in the blanks
(110)Date:10/04 2007
Period 58 Unit 9:
LISTENING LANGUAGE FOCUS A Aims:
By the end of the lesson, students will be able to fill the missing words by listening and practice singing the song
+ Teaching aids: Tape
B Content: I Pre listening: Warm up: Chatting
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? Pre–teach:
Expert (n): chuyên gia
Doorway (n): cửa (relia)
Block (v): (ngăn) chặn, hạn chế (exp: make movement difficult or impossible) Roller (n): trục lăn, lăn (picture)
Mirror (n): gơng (relia)
Strikestruckstruck (v): đắnh,tấn cơng/ đình cơng… (syn) = hit (v) Snout (n): mõm (của động vật) (picture/visual)
Hurricane (n): b·o cÊp (in North and South America) (syn) = typhoon in Asia Cyclone (n): lốc xoáy, bÃo (in Australia) (syn) = typhoon in Asia
Horn(n): song, g¹c (picture) Swallow (v): nuèt (mime) *Checking: ROR
3 Reading the table about living with earthquake (P.77) and predicting the missing words II While listening:
- T reads the text times SS listen
- T and Ss chech Ss/ predictions
* Keys:
1.Grammar review: Adjective clause
Use your knowledge to answer the questions Use “who” or “which” (P.81) *Key:
b.The country which won the 1998 Tiger Cup in Singapore
c.The animal which has one or two horns on its snout is rhinoceros d.The explorer who discovered America is Christopher Columbus
e.The planet which was chosen to be the logo of Sea Games 2003 is buffalo
f The food which you can chew but you can’t swallow is the chewinggum and the thing you can swallow but you can’t chew is water
2 Relative pronoun “That” a Model sentences:
That is the hat that belongs to me That is the pen that I like best
Nam is the person that often makes us laugh Mai si the student that we admire most
b The usage of “That” (Eliciting from the sentences)
R.P “That” can be used for either person or thing, either S or O
(111)c Notes: R.P can’t be used:
After prep eg: This is the bus for that you are waiting (wrong)
This is the bus (Which/that) you are waiting for (right) In nondefining clause (P.61)
Eg: My father,that teaches Math, is a great person (Wrong) My father,who teaches Math, is a great person (Right) d Practice:
Combine each pair of sentences using “who/which/that” The girl is Lan She sits between Nam and Mai The woman is my mother I respect her most I like the nook You write it
4 The film was interesting It was shown on TV last night The picture is beautiful Nam is looking at it
6 Who is the person? You are writing for the persom IV Homework:
1, Review relative clauses
(112)Date:11/04/ 2007
Period 59 Unit 9:
READING A Aims:
By the end of the lesson, students will be able to scan the text about natural disaster for details and complete the exercises given
+ Teaching aids: Tape , pictures + Ways of working:
B Content: I Pre reading: Warm up:
Guessing game: Guessing the picture Eg: Ss: Is it about a typhoon
T : No
Ss Is it about an earthquake? T : (No)/Yes
(etc)
2 Pre teach:
Tidal wave (n): sãng thÇn (trans)
Abrupt (a): bất ngờ, đọt ngột (syn) = sudden(a)
Shift (n): chuyển dịch, thay đổi (exp) change of position Funnelshaped (a): có hình phễu (board drawing)
Suck up (v): hút lên (trans)
Tornado(n):cơn lốc xoáy (picture)/vßi rång
Hurricane (n): b·o cÊp (in North and South America) (syn) = typhoon in Asia Cyclone (n): lốc xoáy, bÃo (in Australia) (syn) = typhoon in Asia
Severe (a): khốc liêt/trầm trọng(trans) * Checking: Ordering
3 T/F statements (P.79): II While reading:
1.Checking the T/F state3ments:
SS read the text silently and check their predictions T and SS correct
*Key: T T
3 F ….from Alaska to California T
5 F …in more than 50 years T
2 Complete the sentences (P.79): *Key:
1 The majority of earthquakes occur around the pacific Rim
2 During the earthquake in Kobe, many people were killed when homes, office blocks and highway collapsed
3 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 the word “typhoon”
6 A tornado is a type of storm that passes overland below a thunderstorm and sucks up anything that is in its path
(113)
3 Answer given: (Lucky lots!) a.In 1995
b.In 1960s
c.From Alska to California d.In 1991
e.Hundreds f Thousands g.In 1982 *Key:
a.When did a huge earthquake strike the City of Kobe in Japan? b.When did a huge tidal wave hit Anchorage, Alaska?
c.Where did the tidal wave travel? d.When did Mount Pinatube erupt? e.How many people died?
f How many people were saved?
g.When did a tornado lift a baby (who was asleep its baby carriage) into the air and put it down safely 100 meters away?
III Post reading: Retell (about) the text
2 Complete the exercises (P.79) (speaking again) (optional) Tell any natural disaster you know
V.Homework:
Translate the text into Vietnamese Write the noun from each verb given
Damage erupt occur Destroy explore predict Discover move survive
(114)Date:16/04/ 2007
Period 60 Unit 9:
WRITING A Aims:
By the end of the lesson, students will be able to write a story about a typhoon, using the pictures and word cues given
+ Teaching aids: Extraboard, pictures B Content:
I Pre–writing:
1.Warm–up: Guessing word: TYPHOON (7 letters) 2.Speaking:
T pastes word cues on the board ( cues on page 79 ) T models some cues
Ss look at cues and speak into sentences T and Ss correct
II While –writing
SS use cues and their speaking to write a story about the typhoon T goes around and help them
Keys:
It was a beautiful day The Sun was shining, the sky was blue, and the weather was perfect Lan was outside playing with her dog, Skippy.All of a sudden, the dog began behaving strangely She kept running around in circles Lan ran home with her dog to tell her mother what Skippy was doing Lan/ s mother, Mrs Quyen, told Lan that she heard on
T.V that there was a typhoon coming Mrs Quyen gathered her family and told them to find shelter in the home
Suddenly, the sky became very dark The storm came with strong wind and heavy rain Mrs Quyen and her family were scared But soon, the storm finished and everyone was glad What a cleve dog Skippy is She saved Lan from being caught in the typhoon III Post writing:
4 Students share their writings and correct for each other Asking some students to read out their writing
6 Correcting mistakes (teacherwhole class) IV Homework:
(115)(116)
Date:18/04/ 2007
Period 61 Unit 9:
LANGUAGE FOCUS 234 A Aims:
By the end of the lesson, students will be able to distinguish between defining relative clauses and nondefining relative clauses
B (Content ) Teaching aids: Cue cards, poster
B Content:
1 Warm up: Brainstorm
Pre teach:
Export (v): xu t kh uấ ẩ (exp)
Extensive (a): (réng) lín = (wide) large in are (exp) Border (v) tiÕp gi¸p víi (picture/board drawing)
Nondefining relative clause: MĐTN (QH) không xác định (trans) *Checking: ROR
3 Model sentences:
a The country is Vietnam I was born in VN The country where I was born is VN
b Vietnam exports a lot of rice Vietnam is in south East Asia Vietnam, which is in south East Asia, exports a lot of rice Use:
a Defining relative clauses indentify nouns These clauses tell us which nouns, which person or thing the speaker means
b Nondefining relative clauses give more information about the person or thing already identified
*Notes:
We can not use “that: in a nondefining relative clause
A nondefining relative clause is after a commas/between two commas We can not leave out “who/whom/which” in a non0defining R.Clause We can leave out “who/which/whom” as obj in a defining R.Clause
Nondefining R.Clause is after “this/that/these/those/my/her/… + N or a person name II Practice:
1.Underline the relative clause in the sentences: (Ex3P.82) Then add the comma if possible
*Key:
b) which come from Australia,… c) …, who lives on Trang TIen Street,… d) that you gave me on my birthday e) …, who first walked on the moon… f) that I bought yesterday
g) …, who sings very well,…
2.Rewrite the sentences in Ex3 Replace each underlined clause with a clause you have written
Giáo viên: Phan Xuân Hoàng - Trường THCS Sơn Trung.
(117)You may use facts or your imagination (P.82) Matching: (Ex2 P81)
*Key: 1e 2g 3f 4a 5c 6d 7b
III.Production: Noughts and crosses game Make sentences with the words given who (defining R.Clause)
2 who (nondefining R.Clause) whom (nondefining R.Clause) whom (defining R.Clause) which (nondefining R.Clause) which (defining R.Clause)
7 whose (nondefining R.Clause) whose (defining R.Clause) where (defining R.Clause) IV.Homework:
1 Redo Ex2,3,4 (P.8182)
2 Complete the rest ex (workbook)
(118)Date:30/04/ 2007
P63: Unit10:
LIFE ON OTHER PLANETS
GETTING STARTED + LISTEN AND READ A Aims:
By the end of the lesson, students will be able to read the text for details and know something about UFOs
+ Teaching aids: Tape + picture + Ways of working:
B Content: I Pre reading:
1 Warm up: Chatting
Have you ever heard about UFOs? Do you think UFOs really exist?
If you saw a UFO, what would you do? 2.Pre teach:
Aircraft (n): (picture) Spacecraft(n): (picture) Meteor (n): (trans)
Evidence (n): (definition: anything that makes clear, shows on proves)
Alien (n): (exp)
Capture (v): (syn) = catch
Sight (v): (syn) = see
Device (n): (trans)
Sample (n): (exp)
* Checking: (ROR) ordering II While reading:
1.Guessing the meaning (Exa P84): *Key:
1 evidence meteor alien collecting
5 (caught as a pprisoner) = captured disappeared
2 Gap fill (Exb P84) *Key:
a.an aircraft, a weather balloon or a meteor
b nine large round objects traveling at about 2,800 meters an hour c.1,500 UFO
d.UFO above their house
e.An egg shaped object in one of his fields and also aliens ollecting soil f Claimed they were captured by aliens and taken abroad a spacecraft g.And his plane disappeared after sighting a UFO
h.That he saw a platelike device at a treetop 30 meters away III.Post reading:
Discussion
Have the whole class discuss the topic “UFOs” Choose a good student to be the ledder
Get the leader to make a summary of the evidence of the escistence of UFOs and then discuss with the classmates
(119)
Give the leader some questions for him/her to ask the rest student Eg:
+ Do you believe in Kennth Arnold?
+ 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?, )
IV Homework:
1 Complete exercises a+b (P.84)
(120)Date:…… ……… / / 200 P64 Unit 10:
SPEAKING A Aims :
By the end of the lesson, students will be able to talk to one another about what they think ther may be on Mars, on the moon and on other planets
+ Teaching aids:
+ Ways of working:, poster B Content:
I Pre speaking:
1 Warm up: Brainstorming/Matching *Key: 1d
2g 3i 4a 5h 6b 7c 8f 9e
Pluto(S Diêm Vương) Earth
Mars (S.Ho )ả Venus
(S.Kim)
Neptune(S H i Vả ương) Jupiter (S.M c)ộ
Uranus Saturn (S.Th )ổ
(sao Thiên Vương) Mercury (sao Thu )ỷ Which planet is the nearest to the sun? (Mars)
Which is the biggest? Have you ever been to Mars?
Which is the hottest? Do you know anything about Mars?
In this lesson we will discover Mars and guess what there’s on Mars using May/might Pre–teach:
precious (a): (syn) = valuable
gemstone (n): (relia/exam) (Rubi is gemstone) sparkling (a): (sit/visual)
creature (n): (trans/exam) trace (n) (sit/visual) mineral (n): (exam) *Checking:ROR/Matching (P.85) 3.Practice reading the dialogue (P.85) II While–speaking:
1.Making up similar dialogues about the drawings (Pairwork) *Example:
S1: What these drawing say? S2: There may be mountains on Mars
S1: And what about the red signs on the left corner? S2: Well, there might be gass on Mars
Giáo viên: Phan Xuân Hoàng - Trường THCS Sơn Trung.
(121)2 Talking about what you think there might be on Mars, on the Moon and other planets (pairwork)
III Post speaking:
1 Modal verbs “May/Might” revision a Form: May + V(bare
Might b Use:
May/ Might are used to talk about present or future possibility “Might” is normally a little less sure than “may”
2 Drill: (picture cue drill1) (picture on page 85) Ecample:
a S1: What’s this?
S2: This may be water on Mars b S1: What are they?
S2: They might be minerals on Mars (etc)
3 Picture cue drill2: (Pictures drawn by the teacher) Eg: T: What’s this?
Ss: It may be acar/a cup/… *Steps:
T ticks pictures on the board
T gives students minutes to guess that the pictures are T lets students practice talking in pair
4 Drawing and practicing talking: (pairwork and then whole class)
Each student draws one picture and asks the question “What’s this?” for the partner to answer
T chooses some pictures to tick on the board for students to predict, using “It may be…/ it might be…”
IV Homework:
Make up one similar dialogue about the drawings (P85), using the cues in section a (P.85)
(122)Date:…… …… / /200
P65 Unit 10:
READING A Aims:
By the end of the lesson, students will be able to scan the text about a space trip for details
+ Teaching aids: Tape, pictures, poster B Content:
I Pre reading: Warm up: Chatting:
Do you want to travel?
Have you ever dreamed of traveling into space? (etc)
2 Pre teach:
Experience (v): (trans)
Pushups (n) (mime)
Orbit (n/v) (trans)
Totally (adj): (syn) = completely Marvelous (a): (syn) = wonderful Space trip (n): (trans)
Cabin (n): On board: * Checking: ROR Ordering statements:
a Get a letter from a doctor to show you are in perfect health
b See pictures of the earth, its interesting places, and the stars from very far c Feel free and wonderful feeling
d Get ready and be in an excellent physical condition e Get on the trip
II While reading: 1.Checking the ordering: *Key: bdeac
2 Comprehension questions: (P.87) *Key:
1 If I decide to take a space trip, I will have to run a lot, swim everyday, aerobics and pushups to have an excellent physical condition
2 If you want to show you are in perfect health, you must get a letter from the doctor Uou 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 wall or on the ceiling III Post reading:
1 Grammar point (Revision)
The condition sentence type2:
a Eg: Ig you were on board now, you would experience those marvelous things b Form: If + V (past), would + V(bare)
(tobe were)
c Use: Unreal condition in present or future
(123)d Practice: Making sentences Discussion:
Topic: Is you were able to take a space trip, what would you to prepare for the trip? What would you like to bring a long?
Divide the class into groups (each group has one leader) Help students to show their ideas
V.Homework:
Write a short paragraph to answer the questions they have discussed in class Do exercises 5+6 (P.69+70) (workbook)
(124)Date:…… ………./ /200 P66 Unit 10:
WRITING A Aims:
By the end of the lesson, students will be able to write an exposition about the esixtence of UFOs
+ Teaching aids: Poster
B Content: I Pre–writing:
1.Warm–up: Chatting Have you ever seen a UFO? Do you believe UFO exist? What makes you think so?
(etc)
2.Pre–teach:
Exist (v)/ existence (n): (trans)
Exposition (n): (trans)
Imagination (n): (exp) imagine(v)
Trick (n) : (trans)
Manlike (a) : (exp)
Mysterious (a) : (trans)
Appearance (n) : (exp) appear *Checking: ROR
3 Matching:
Read the outline of an exposition in column A Then put the paragraph in column B in order to match the sections in column A (P.88)
*Key:
Introduction (ii) Body (iii) Conclusion (i) Reading:
Read the dialogue between An and Ba about the existence of UFOs (P.88) (Pairwork) Study Ba’s opinion in the dialogue
II While –writing
a, Practice writing an exposition about the existence of UFOs , using Ba’s opinion *Suggestion writing :
I believe UFOs exist because articles and reports in newspapers talked a lot about their appearance
First, many people from different countries reportes that once saw flying saucers
Second, there are many photos pf flying saucers and some of the photographers said they saw manlike creatures het out of the saucers
Moreover, people discussing the mysterious circles on the fields in the countryside of great British
So I think UFOs are not human’s imagination They are real; and would be ready to welcome their visits
III Post writing: Correction:
Collect some writings to correct some main mistakes before the class (students students correction and then TStudents correction)
Call on some students to read a lous their writings
(125)2 Speaking:
Encourage students to talk about their belief in existence of UFOs based on their writing IV Homework:
1 Complete your writing
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