giao an anh 11 cb

- Let students read task and match the verbs in column A with the noun phrases in column B - Explain some new words if they do not know -Let students work in pairs set in the task - G[r]

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The second term of grade 11 Unit 9: THE post office

The 51st period

Reading

Time: 45 minutes I Objectives:

1 Educational aim: Students can read and know about Post Office and the different services and make questions and answer them well

2 Knowledge:

- General knowledge: By the end of the students will be able to know about the services - Language:

- New words: Words and phrases related to the post office Skills: Reading for general or specific information II Methods: Integrated, mainly communicative

III Teaching aids: Some photos of famous post office and some information about them IV Procedures:

Teacher’s activities Students’ activities

Warm-up: (2 minutes): A game: HANGMAN - Ask ss to work in team and find out the word _ _ _ _ _ _ _ _ _ _ - Introduce the new lesson:

Pre-reading: (5 minutes)

- - Let students work in pairs in minutes to answer the questions

1 How far is it from your home to the nearest post office?

2 Have you ever been there?

3 How often you go to the post office?

4 What services you think the post office offer? (Cue: look at the pictures)

Press Distribution Phone Calls and Faxes Express Money Transfer Mail and Parcel Service

5 What services have you ever used? - Call some pairs to ask and answer in class While-reading: (20 minutes)

I Vocabulary

- Use pictures or synonyms/ antonyms to explain or check vocabulary

Air mail (n) Surface mail (n)

EMS (n) Express Mail Service Advanced (a)

Well-trained (a) Well-equipped (a)

- Work in teams POST OFFICE

- Listen and answer the questions 1, kilometers

2, Yes I have

- Ask and answer

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Be equipped with

Transmit sth over distances Transfer (n/v)

Subscribe to sth (v)/ subscription (n) Have + sth/ sb + PII

Notify sb of sth/ sb

- Pronounce and ask ss to repeat in chorus - Call some ss to read vocabulary individually Task 1

- Ask ss to skim the passage and choose the best answer:

What kind of information does the passage offer?

A an advertisement C summary of a novel B a short story D an article

- Let students read the instruction silently and then ask ss to answer: What shall we now? - Check the word meaning in the given choices - Let students work in pairs to task1

Some cues: it is an advertisement, so the words about Thanh Ba post office have positive meaning

- Get feedback:

+ call students to speak out their answers and give the key

+ check the italicised words’ meaning in Vietnamese

Task 2

- Play the CD once and then call some ss to read the passage while the rest read silently

- Let students the task in pairs in 10’

- Call on some pairs to ask and answer in class - Correct if necessary

- Ask ss to write the answers into their notebooks

Task 3

- Let students work pairs and underline the key words in the statements and guess where they can find information in the passage

- Listen and repeat - Read

- Skim the passage and answer Key: A

- Read the instruction and answer the teacher

- Read the words in given choices quickly and predict the meaning of words

- Work in pairs

- Speak out their answers Keys: 1c 2b 3d 4c - Guess the words’ meaning

- Read the passage silently

- Work in pairs and answer the questions - Play roles

Keys:

1, advanced technology and a spacious and pleasant front office (lines1-2-paragraph1)

2, Mail and parcel service, express money transfer, phone calls and faxes, press distribution

3, air mail, surface mail, and EMS mail 4, For someone to receive a phone call 5, subscribe

- Read the statements quickly and underline the key words

1 at 10 pm Paragraph

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- Ask students to the task individually and then check their answers with a partner

- Call on some students to give and explain their answers

- Give corrective feedback

Post-reading: (10 minutes)

-Ask students to discuss the questions in groups of -

- Go around to check and help if necessary - Call on some students to talk and give feedback

Service

3 special mail service/ fast Paragraph 2: Mail and Parcel Service

4 get the money Paragraph 3: Express Money Transfer

- Work individually - Answer

Keys:

1, Open daily 7-9 p m

2, competitive rate for parcels of under 15 kg

3, EMS mail will be delivered in the shortest time possible

4, the money will be sent to your relatives in less than 24 hours

- Work in groups and discuss the questions

- Present in class

The 52nd period

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1. Educational aim: Students should know how to ask and answer about the different postal and telecommunication services

2 Knowledge:

- General knowledge: Ask and answer about postal and telecommunication services ;making requests

- Language:

- New words : Words to speak about postal and telecommunication services 3 Skills: expressing opinions

II Methods: Integrated, mainly communicative

III Teaching aids: Photos of some famous postal and telecommunication, textbook , IV Procedures:

Warm-up: (5 minutes)

- Ask students to close the book and discuss these questions:

1, Have you ever heard someone make a request in English? What did they say?

2, Have you ever made a request in Vietnamese? What did you say?

3, Did you observe any differences in the way requests are made in English and Vietnamese ? Pre-speaking: (10 minutes)

Task 1

- Ask students to play roles with the dialogue in 2’

- Ask students to answer the question in task1 - Call some pairs to play roles in class

- Remind students of some polite requests: + Make permission: Excuse me!

+ Offer to help: What can I for you? – Can/ Could/ May I help you?

+ Give sth to sb: Here you are + Reply a thank: You are welcome While-speaking: (20 minutes) Task 2

- Let students open the books and read the requirement of task

- Make questions and call some students to answer:

+ Where does the conversation take place? + What roles are in the dialogue?

+ What service is required?

- Ask students to work in pairs in 10 minutes and make a dialogue together based on the information given in the task and some polite expressions in Task

- Close the books

- Work in pairs and discuss and find out the answer of each question

- Practise in pairs - Answer

Key: Facsimile service - Play roles

- Read the requirement - Answer

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- Let students act out the dialogue together firstly in close pairs and then in open pairs

- Listen and correct if necessary - Give marks if they it well

Post-speaking: (10 minutes) Task 3

- Ask students to work in groups and choose one of the two given topic, then make similar dialogues as required in Task in minutes - Go around listening to some groups and help them if needed

- Ask some pairs to stand in front of the class and act out

- Give comments and give marks if they it well

- Play roles Keys:

A : Good morning, sir May I help you? B : Yes, I would like to have a telephone line installed at home please?

A : Certainly, sir Where you live?

-Work and discuss in groups in minutes

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The 53rd period

Listening

1 Educational aim: Students should know how to ask and say about the development of Vietnam’s telephone system over the past few years

2 Knowledge:

- General knowledge: Students know about some information about the development of Vietnam’s telephone system

- Language:

- New words: Words related to Vietnam’s telephone system 3 Skills: Listening for general or specific information II Method: Integrated, mainly communicative

III Teaching aids: Some pictures of Vietnam’s telephone system or some real information about them

IV Procedures:

- Give some photos and ask some questions What all the pictures tell about?

Pre-listening: (8 minutes)

- Let students ask and answer in pairs the questions in the textbooks

- Explain some vocabulary in the listening passage

Vocabulary

Commune(n)/communal(a) communal growth Rural (a) rural network

Capacity (n)

Subscriber (n) digit subscriber ; telephone subscriber

Upgrade (v)

- Pronounce and let students repeat - Call students to read the words While-listening: (20 minutes) Task 1

- Let students read some sentences given and guess the keys in minutes

- Pronounce the numbers and ask students to repeat

- Play the CD twice or three times - Check their listening

+ call students to write their answers on the board while the rest check in pairs

+ play the CD and check in class

A cell phone - Ask and answer - Listen and take notes

- Read in chorus

- Some students read themselves

- Read silently the sentences and guess the keys

- Listen and repeat - Listen and the task

- students write their answers on the board while the rest check in pairs - Listen and correct the answer Keys:

1, B (Vietnam ranks the second)

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Task 2

- Let students read quickly the questions, underline the key words, and guess the answers in pairs

- Play the CD once or twice - Check their listening

+ call students to write their answers on the board while the rest check in pairs

+ play the CD and check in class

- Play the CD and correct their listening

Post-listening: (10 minutes)

- Ask students to work in groups of in minutes and summarise the main ideas of the listening passage using the cues below

- Go around and help if necessary

- Call some groups to present in class and ask the rest to give comments

- Give marks if they it well

world)

3, C (in 1996, Vietnam began upgrading its fixed telephone )

4, D (at present, 93% of communes across Vietnam telephone networks) 5, C (the change of the international telephone system)

- Read and underline the key words which countries/ highest growth/ telephone subscribers

2 how many/ early 1990s

3 how/ fixed telephone numbers/ changed/ 1996

4 when/ change/ mobile phone numbers

5 how many communal post offices - Listen and answer

- students write their answers on the board while the rest check in pairs - Listen and correct the answer Keys :

1,China

2, only 140,000

3, the fixed telephone numbers were changed from to digits in Hanoi and Ho Chi Minh city as well as to digits in other provinces

4, in 2001 6,014

- Work in groups and talk about the main ideas of the development in Vietnam’s telecommunication

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The 54th period

Writing

1 Educational aim: Students should know how to write a letter to express satisfaction or dissatisfaction

2 Knowledge:

- General knowledge: Students learn to write a formal letter to express their evaluation of a service

- Language: Words used in writing about the topic

3 Skills: Writing a letter to express satisfaction or dissatisfaction II Methods: Integrated, mainly communicative

III Teaching aids: Some cues, textbook … IV Procedures:

- Deliver the papers with some information about Thanh Ba post office, and ask students to use their memory and complete the table as soon as possible

THANH BA POST OFFICE

Opening hour Equipment Security Staff

Prices of services Delivery of letters Delivery of newspapers

- Announce the winner

- Introduce the topic of the lesson,

Pre-writing: (10 minutes) Task1

- Ask students to open their books and read task silently

- Ask ss to work in groups in minutes and discuss the things below as requested by completing the above table with their own opinions and comments

Advertisement In reality Comment Opening hour am Equipment Advanced Security

Staff Well-trained, thoughtful, courteous Prices of competitive

- Work in groups and complete

Opening hour a.m Equipment Advanced Security secure

Staff Well-trained, thoughtful, courteous

Prices of services Competitive, cheap Delivery of letters The shortest time Delivery of newspapers Early in the morning

- Listen to the teacher and read the task1 - Work in groups and talk about the things they like and dislike about Thanh Ba post office and complete the table

Advertisement In reality Comment Opening hour a.m Equipment Advanced Security

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services Delivery of letters

The shortest time

Delivery of newspapers

Early in the morning

- Check the answers with the whole class

While-writing: (25 minutes) Task 2

- Let students read quickly the requirement in task 2, then answer some questions

+ Is the letter formal or informal? + From whom to whom?

+ What kind of letter is it?

- Introduce the structure of the letter they are going to write

1, Address and Date 2, Greeting

3,Opening : Introduce who you are ; say the purpose of your letter

4,first paragraph : say about what you like about the service

5, Second paragraph : say about what you don’t like about the service ; make suggestions if possible

6,Closure : thank the recipient for their attention; good bye

- Call students to write their letters on the board while the rest write into their own notebooks

- Ask students to give comments on the writing on the board

- Give marks if they it well

Post-writing: (5 minutes)

- Ask students to summarise the structure of the letter they have written

- Call on some students to read loudly their writing

- Give feedback and correct typical errors

Prices of services

competitive Delivery of

letters

The shortest time

Delivery of newspapers

Early in the morning

- Read the requirement and answer + Formal

+ From the customer, I, to the Director of Thanh Ba post office

+ a letter to express satisfaction or dissatisfaction (a letter of complaint) - Answer and take notes

- students write on the board and the rest work individually

- Give comments

- students speak out the summary of the structure

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The 55th period

Language Focus

1 Educational aim: Students should pronounce/sp/ -/st/and /sk/ correctly and differ the use of “relative clauses’’

2 Knowledge:

- General knowledge: Students should use defining relative clauses and non-defining relative clauses

- Language:

3 Skill: fluency in pronouncing /sp/ -/st/and /sk/ and use of “relative clauses II Methods: Integrated, mainly communicative

III Teaching aids: Some words related to /st/-/sp/ and /sk/ IV Procedures:

I Pronunciation: (15 minutes) - Close the books!

a Introduce two syllables /st/ -/sp/and /sk/ - Play the CD and let students practise pronouncing these words in chorus twice - Call some students to read the word aloud b.Practise these sentences

- Ask students to listen to the CD and read after it

- Let students read aloud the sentences and try to pronounce syllable /sp/ -/st/or /sk/ correctly

- Listen and check for pronunciation

II Grammar: (20 minutes)

-Write on the board some examples containing both defining and non-defining relative clauses

-Ask students to explain the differences among them –

Exercise 1

- Ask students to exercise themselves then discuss in groups

-Introduce how to it -let them work in pairs

-Walk around and check and give mark -Key:

1, a burglar is someone who breaks into the

- Listen and repeat following the teacher - Work in pairs and read aloud these words then choose which words have sound /sp/ and which have sound /sk/-/st/

- Listen and repeat - Read in silent first - Some read aloud

- Work in pairs to find the syllable st/ -/sp/or /sk/ in the words in these sentences:

- Read silently and give the opinion -Listen and discuss

- Students work in pairs and give the differences among them

- Some students give some examples - Do the exercise themselves

- Each student of each group gives correct answers

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-house to steal things

2,a customer is someone who buys something from to steal

3, a shop-lifter is someone who steals from a shop

4, a coward is someone who is not brave 5, a tenant is someone who pays rent to live in a house or flat

Exercise 2

-ask students to read exercise

-Get students to review when to use whom(when the noun to be modified is the object of the main verb in the relative clause), who ,whose

- Then the exercise2

-Call on some students go to board and write down their answers

- Listen and remark Exercise 3

- Let students read the exercise3 and it individually

- Get students to distinguish the difference between “that” and ‘which”

- Let students write the sentences with a peer

- Check with the whole class

Exercise 4

-Ask students to read the exercise and it individually

-Get students complete other sentences in the same way

-call on some students to write their answers on the blackboard

-Give feedback from the class Homework: (5 minutes)

- Ask students to TEST YOURSELF C at home

-Work in groups and give the correct answers -Do the exercise individually

Keys: 1, who ,2 whose ,3,whom/who 4, whose , 5, whom/ who

- Do exercise and then compare with the partners’ answer

- Listen and write down - Work in pairs

Keys :

1,the man who answered the pone told me you were away

2,the waitress who served us was very impolite and impatient

3,the building that /which was destroyed in the fire has now been rebuilt’4, the people who were arrested have now been released

5, the bus that/ which goes to the airport runs every half an hour

-listen and the exercise -compare with the partner

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The 56th period

test YOURSELF C

1 Educational aim: - According to the TEST students can revise all the language skills and grammatical points which they have studied and used in the three units: 7, and

- Students can improve their techniques of doing the simple tests Knowledge: After this lesson, students will be able to:

- Check themselves their skills in reading, speaking, listening, and writing - Improve their knowledge through the test yourself

- Language: Students can improve their techniques of doing the simple tests Skill: After this lesson, students will be able to:

III Teaching aids: Textbook, board, hand-outs, cassette tape and player IV Procedures:

Warm-up: (5 minutes) - Greeting

- Ask students something about the test yourself C

* Have you prepared it at home? * Have you got any difficulties? Test yourself

I Listening(2.5 points) (10 minutes) - Ask students to read all the sentences first - Ask students to listen to the CD twice speak out the statements are true or false - Ask students to listen in the third time, the work in groups to compare and discuss the answers with each others to find the correct answers

II Reading (2.5 points) (10 minutes) - Present the task:

- Ask pupils to work in groups to compare the answers they have already done to find the correct ones

- Give the correct answers to the class:

- Greeting

- Answer teacher’s questions

- Look at the book and listen to the task - understand the task

- Read the questions - Listen to the tape

- Listen again and say the statements are true or false

- Listen and discuss in groups to find the correct answers:

1.g, 2.b, 3.e, 4.f, 5.d, 6.j, 7.h, 8.k, 9.c, 10.a, 11.i

- Look at the textbook and listen to the teacher - Work in groups to discuss about the passage - Finish the task

- Compare their results with the other groups, and then with the keys

- Write the answers on the board Keys:

1 They gather before midnight and select 12 grapes from a large bunch

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III Grammar(2.5 points) (8 minutes) - Present the task:

IV Writing (7 minutes) - Present the task:

- Call the students to read the suggested sentences in front of the class

- Check their writings and help them correct the mistakes if they’ve made

12 months of the year In Iran

4 It lasts for 13 days

They read from the Koran, then all embrace each other and say, “May you live 100 years - Listen to the teacher and correct the answers a/ Ask students to listen and put a tick in the right box

Keys: a/

1 glean, fry, thrive, overthrow b/ Join the sentences, using who or which

1 Earth is a planet which can support life The book is about a girl who runs away

from home

3 A dictionary is a book which gives you the meaning of words

c 1.b, 2.c, 3.a

- Listen to the teacher - Work in groups

- Compare the results with the other groups - Show the answers in front of the class - Observe the keys and correct their answers

- Students work in groups and practise writing - Two students go to the board and write - Give the writings by reading aloud - Read the writing carefully

- In groups or in pairs

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Unit 10: nature in danger The 57th period

Reading

1 Educational aim: Students should know how to talk about nature in danger Knowledge:

- General knowledge: Students know about how we have destroyed our environment and affected other species and to save endangered animals

- Language: students could know about environmental destruction and conservation - New words: Words related to nature in danger

3 Skills: Guessing meaning in context, scanning for specific information and passage comprehension

III Teaching aids: Student’s book and pictures showing some picture about some cites in the world, etc

IV Procedure:

- Ask students to look at the pictures and answer the questions :

1, What animals can you see in these pictures? 2, Where these animal often live?

3, What would happen if their habitats were destroyed?

- Let students understand more about nature in danger, today we learn Unit 10-part A: Reading

Before you read : (7 minutes)

- Ask students to look at the pictures and match the names of the pictures in their books to work in pairs

- Ask and answer questions about endangered species

- Listen to students and correct pronunciation and grammar if necessary

While you read : (23 minutes) Vocabulary

- Help students read the passage

- Explain pronunciation and meaning of new words which appear in the passage

Task : (3 minutes)

- Ask students to fill each blank with a suitable word

- Let students work individual or in groups

- Open the book - Listen to the teacher - Give the answers

1 a tiger ,an elephant , a bear , a lion

2, they often live in the forests ,zoos or National parks

3 If their habitats were destroyed, animal s would die, the environment would be polluted Nature would be in danger

- Listen to the teacher and open the book – Unit 10, part A: reading

- Look at the book, listen to the teacher and work in pairs:

- Look at the picture - Answer the questions

- Listen to the teacher then read the passages - Ask some new words if necessary

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- Help students if necessary - Get feedback

Task2: (4 minutes)

- Ask students to look through the passage and read in silence, then decide the best sums up each paragraph

-Go around and help if necessary -call on some students to answer -Give feedback

Task 3: (6 minutes)

- Ask students to answer the following questions

- Ask students look through the passages then try to answer the questions in right way

- Let them work in pairs - Help students if necessary (the answers in the passage) After you read : (8 minutes) - Ask students to close their books

- Ask them to find out why some animals have become extinct

-Call on the groups to tell and explain their choice

- Listen to students and correct mistakes

- work individual or in group - Write down in the notebook Keys:

1extinct; 2protect; 3decrease; pollutants ; 5endangered 6, interferences

- Listen to the teacher -Do the task individually

-Compare the answer with the partner’s answer

Keys : 1c,2a,3a ,4 c

- Try to answer the questions

- Practice with a partner then write them down in the note books

- Ask the teacher if necessary

- Listen to the teacher

- Discuss and give reason why

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The 58th period

Speaking

1 Educational aim: Students should know how to talk about nature in danger and measures for protecting endangered nature

2 Knowledge:

- General knowledge: Students could talk about endangered nature and ways to protect it - Language: asking for and giving information

- New words: words related to nature in danger

3 Skills: State their preferences and explain the reasons II Method: integrated, mainly communicative

III Teaching aids: pictures IV Procedure:

Warm-up: (5 minutes) -Ask students some questions

1, Why we call some animals such as tiger, bears, and elephants endangered animals?

2, What should we to protect and save them??

- Tell students to understand more (We learn Unit 10, part- speaking) Pre-speaking : (12 minutes) Task 1

- Ask students to put some reason why nature is threatened in the order of importance

- Let them work in pairs

While-speaking : (15 minutes) Task 2

- Ask students to work in pairs to read through the task and match the problems in task with appropriate solutions in task - Let them work in groups

- Walk round and help them

- Ask some students to stand up to talk again loudly

- Listen and correct mistakes Post-speaking : (10 minutes)

- Listen to the teacher and answer the questions

1 because they are hunted or killed in large number that they are in danger of becoming extinct

2, As a students you should stop eating and killing wild animals

- Look at student’s book - Listen and the task - Work in pairs

A: in your opinion Which reason is the most important?

B :I think burning the forest is the most important because animals and plants will die, which cause the air polluted

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Task3

-Ask students to tell about the city they prefer and give reasons

-Let them work in groups

- Ask some students to stand up and tell loudly

-Go around and help

-Call on some students report their preferences and explain their choice

- Listen and correct mistakes

- Close the books - Listen to the teacher - Do task

-Work in group and discuss

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The 59th period

Listening

1 Educational aim: Students should know about the national parks in USA Knowledge:

- General knowledge: Students learn more about the national parks - New words: Words related to the topic

3 Skills: - Listening for specific information - deciding on true or false statements II Method: Integrated, mainly communicative

III Teaching aids: Student’s book, picture showing the Statue of Liberty IV Procedure:

Teacher’s activities Students’ activities

- Ask students to close the books

- Give a picture of national parks and ask some question about it

1.what can you see in the picture Do you know where it is located? What does it look like?

- If you want to know more details, we will go to Unit 10- part Listening Pre-listening: (7 minutes)

- Ask students to look at the part: Before listening

- Let them work in pairs and answer questions

- Walk round, listen and help students - Listen and check pronunciation While-listening: (20 minutes) Task 1

- Ask students to look through the sentences in task

- Ask students to listen to the typescript carefully and decide the correct answers - Ask students to give reasons for their answers

Key: 1.T- 2T- 3F- 4T- 5.T Task2

-Ask students to look at the task and answer the questions

-Let students listen again more time and answer

-Call on some students to give answers

- Close the books - Listen to the teacher - Work in groups

- Listen to the teacher and answer the question:

- Listen to the teacher and open textbooks

- Look at the books - Work in pairs - Give correct answer -Key

1,Cuc Phuong national Park, Cat Ba National Park, Bach ma, Phong Nha, Cat Tien

- Keep book open -Listen to the teacher

- Read the sentences in task and try to understand them

- Listen to the typescript and choose the correct answers

-Listen to the teacher and the task2 -Listen again and give correct answers -Keys :

1, 52

2,millions of people visit national parks every year

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After-listening: (10 minutes) - Ask students to open the books

- Ask them to summarise the listening text based on their notes

- Walk round and help students

- Ask some students to stand up and retell the national parks in the USA to the class - Listen and correct mistakes

4,rare animals and trees should be protected, fires causes by careless people should be limited, pollution from visitors’ vehicles should be decreased and money should be raised for the parks’ staff and maintenance of their resources

-Listen and discuss

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The 60th period

Writing

Time 45 minutes I Objectives:

1 Educational aim: Students could describe a national park

2 General knowledge: Students learn how to write a describing a location

- Language: The simple present of verbs and the connectors often used in a narrative - New words: Words related to national park

3 Skills: Describe a national park

II Method: Integrated, mainly communicative III Teaching aids: Student’s book, notebook, IV Procedure:

- Ask students to keep book close

- Ask students some following questions: 1 Have you ever been to a national park? 2 What is it famous for?

3 How did you feel when you visited it? - Check and explain them to the class: Pre-writing: (10 minutes)

- Ask student to read the task - Explain some new words

- Ask students to look through the passage again and answer the questions

-get them brainstorm what they like to include in their description of a national park

- Let them work in groups

- Walk around, check and help students Help students if necessary

(the answers in the passage) While-writing: (18 minutes) Task 2

- Ask students to task

- Ask them to use the prompts to build up a passage about the a national park in Vietnam they know well

- Let students work individually - Walk round and help students Post-writing: (10 minutes) - Give suggestions and corrections - Ask students to read another’s narrative - Ask some students to read loudly their narratives

- Correct mistakes and mark

- Keep book close

1 Yes, I have Hanoi

3.- It is very interesting - Listen to the teacher and open the books - Read the passage

Suggested cues: where/ how big/ what (geographical )

- Listen to the teacher -Work individually

- Listen to the teacher - Finish the narrative

- Read a narrative of one classmate

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Homework: (2 minutes)

- Ask students to redo part writing of Unit 10 in the student’s work book and prepare part Language Focus

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The 61st period

Language Focus

1 Educational aim: Students should distinguish the sound /sl/-/sn/-/sm/-/sw/ 2. Knowledge:

- General knowledge: Students learn how to use of the relative pronouns with prepositions - Language: * Non-defining vs defining relative clauses

- New words: Words related to pronunciation /sl/-/sn/-/sm/-/sw/ Skills: Writing a passage about national parks

II Methods: Integrated, mainly communicative III Teaching aids: Student’s book, pictures IV Procedure:

Teacher’s activities Students’ activities Pronunciation: (10 minutes)

- Ask students to look at their books then introduce to them

*Listen and repeat :

- Read loudly then ask students to repeat - Introduce : /sl/-/sn/-/sm/-/sw/ - Correct pronunciation for the students * Practise these sentences

- Read the sentences loudly - Ask students to repeat

- Correct pronunciation for students Grammar and vocabulary:(34 minutes) - Revise some knowledge to the students Non-defining vs defining relative clause - Let students read the example in the textbook and then present the form and meaning and use of Non-defining vs defining relative clause

For example: Hanoi, which is the capital city of Vietnam, is located on the Red river

- Ask students give some examples related relative clauses

Exercise 1: (8 minutes)

- Ask students to read the instruction of Exercise and paraphrase how to it

- Let them work in pairs in minutes - Walk round and help

- check and give mark Exercise (8 minutes)

- Listen to the teacher - Open the books

- Look at : Listen and Repeat

- Repeat the words in chorus then individual - Listen to the teacher then repeat in chorus then individual

- Listen to the teacher and copy down

-Give some examples about relative clauses

Answer

- Do the exercise

- Compare with the partners’ answers Key :

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- Introduce Exercise to students and explain how to it

- Ask students to it

- Let them work individually - Check, correct mistake

Exercise 3

-Get students to review when to use whom, who, which and that

-ask students to complete the exercises individually and then find a peer to compare their answers

-Check the answer with the whole class and give correct answer

Homework : (2 minutes)

Ask students to Part Language Focus and prepare part Reading of Unit 11 at home

- Do exercise in pairs Keys:

1,the man to whom I talked yesterday was very kind

2, the man about whom I told you works in hospital

3,the woman about whom I am telling you teaches me English

4,the movie about which they are talking is fantastic

5,the picture at which she was looking was beautiful

6,I’ll give you the dress to which you should write

-Listen and the exercise individually -Compare their answers with a partner -Keys:

1,whom/that 2, which ,3,who ,4,whom 5, which /that 6, which 7,who 8,whom

- Listen to the teacher and write down

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Unit 11: sources of energy The 62nd period

Reading

1 Educational aim: students should know about the advantages and disadvantages of different sources of energy

2 Knowledge:

- General knowledge: By the end of the lesson, students will be able to understand more about the different sources of energy

- Language:

- New words: Words related to sources of energy

3 Skills: Guessing meaning in context, and passage comprehension II Methods: Integrated, mainly communicative

III Teaching aids: Textbook, some photos of sources of energy IV Procedure:

Warm-up: (5 minutes) - Ask students close the book

- Ask students complete the sentences: We use -to cook

2 We use -to run machines, cars , motorbikes

- Lead in : today we are learn about sources of energy

Before you read : (7 minutes)

- Ask students work in pairs and look at two pictures on the book and discuss the questions

- Go around and help if necessary -Ask students to give the answers

- Listen to students and correct pronunciation and grammar if necessary

While you read : (23 minutes)

- Ask students to look through the passage and read in silence

- Help students read the passage

- Explain pronunciation and meaning of new words which appear in the passage

-Ask students to read loudly the difficult words in chorus

Task :

- Ask students to task

- Let students work individual or in groups - Help students if necessary

- Listen to the teacher and open the book – Unit11, part A: reading

- Look at the book, listen to the teacher and work in pairs:

- Discuss and give correct answers

- Ask some new words if necessary - Keep the book open

- Listen to the teacher then task - Ask the teacher if necessary

- work individual or in group - Write down in the notebook Keys:

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Task 2:

-Ask students to read the text a second time and located the key words in the passage -Gets students to check their answers with the peer

-Call on students to answer and write them on the board

-Check the answers with the whole class

Task 3:

-Ask students to read the passage again then answer the questions

- Ask students to answer the following questions

- Ask students look through the passages then try to answer the questions in right way

- Let them work in pairs - Help students if necessary

Post-reading : (8 minutes)

- Ask students to work in groups to complete the summary of the reading passage by filling each blank with a suitable word from the box

-Go around to help the groups when necessary

-Call on some groups to answer the question

Home work: (2 minutes)

- Ask students to Reading exercise of Unit 11 in workbook and prepare Part B : Speaking at home

4.limited 5.exhausted - Try to answer the questions

- Compare with the partner’s answers

-Listen the teacher and answer the questions Keys :

1 Fossil fuels ( oil, coal , and natural gas) (line1,paraghaph1)

2, sources : fossil fuels, nuclear power, solar energy, water power, wind power, geothermal heat .Sun energy has the most potential because it is plentiful and infinite At the same time , it is clean and safe to use

-Discuss and complete the summary of the reading passage by filling each blank with a suitable word from the box

- The students who are called to stand up to talk loudly are intelligent ones

Keys:

1,energy 2, one, 3,fuels 4, limited 5,alternative,6,sources7.unlimited8,

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The 63rd period

Speaking

1 Educational aim: Students should know how to talk about the advantages and disadvantages of using alternative sources of energy

2 Knowledge:

- General knowledge: Students could talk about the advantages and disadvantages of using alternative sources of energy in the future

- Language:

- New words: words related to the topic

3 Skills: talking about the talk about the advantages and disadvantages of using alternative sources of energy

II Methods: integrated, mainly communicative III Teaching aids: pictures, textbook

IV Procedure:

- Show students the following picture and ask them questions

1 Which sources of energy is the most popular in our country?

2 Is it limited or unlimited? What should we to be sure that we can continue to use it in the future?

- We learn Unit 11, part- speaking Pre-speaking : (12 minutes) Task 1

- Ask students to read about the advantages and disadvantages of using alternative sources of energy

- Let them work in pairs to order the advantages and disadvantages of using alternative sources of energy

-Call on some students to give their answer in front of the class

- Listen to students and correct mistakes While-speaking : (15 minutes)

Task 2

- Ask students to list the advantages and disadvantages of using alternative sources of energy in the task

-Useful expressions : I think that………

Why you think/believe so? It is

-However, - Keep books close - Listen to the teacher

- Look at the pictures and Answer the questions

-Do the task in pairs

-Work in pairs and order the causes ,explain their order

- Work in groups

- The students are called stand up and tell loudly

- Look at student’s book - Listen to the teacher

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- Let them work in groups - Walk round and help them

- Ask some students to stand up to talk again loudly

- Listen and correct mistakes Post-speaking : (10 minutes) Task 3

- Ask students to close books

- Ask students to tell the advantages and disadvantages sources of energy in the future ,using the ideas in task

- Walk round and help them - Let them work in groups

- Ask some students to stand up and tell loudly

- Listen and correct mistakes

- Ask students to part B in the workbooks

- Ask students to prepare Part C- Listening and homework

-Listen to the teacher

-Look at the task and the advantages and disadvantages sources of energy in the future ,using

- Work in groups

- The students are called stand up and tell loudly

the ideas in task -suggested answers:

+A : I think that more people will use the solar energy

B: Why you think so?

A: Because it’s available , unlimited and easy to use

C: But it’s expensive and we can only have it at a specific time of the year

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The 64th period

Listening Time: 45 minutes I Objectives:

1 Educational aim: Students should know to talk about different kinds of energy Knowledge:

- General knowledge: By the end of the lesson Students will be able to develop such listening micro-skill as listening for specific information

- New words: Words related to the topic Skills: - Comprehension questions

- Listening and deciding on choosing the best answer II Method: Integrated, mainly communicative

III Teaching aids: Student’s book, pictures IV Procedure:

- Ask students to pick out the odd one from the following words and explain why The air, the sun , the land , the ocean , the house

-Suggested: the house : the other words can be sources of energy

What kind of energy can be taken from each of these recourses?

- If you want to know more details about them we will go to Unit 11- part Listening Pre-listening: (7 minutes)

- Ask students to look at the part: Before listening

- Let them work in pairs and make questions

- Walk round, listen and help students

- Read loudly the words:

- Ask students to repeat loudly the words - Listen and check pronunciation While-listening: (20 minutes) Task 1

- Ask students to read and explain statements in task

- Explain some words or phrases which students can’t understand

- Ask students to listen to the tape twice and task

-Ask students to give their answer on the

- Close the books

- Listen to the teacher and Answer the questions

- the air -wind power - the sun -solar energy - the land -geothermal heat - the ocean -water power

-Listen to the teacher and look at the before you listen

-Answer the question

1,for heating and cooling the houses, for cooking, for running electronic appliances such as washing machines, fridges…

-read individually and then read in chorus - Look at the books

- Read the statements in task independently - listen to the tape carefully and the task -Keys:1C , 2C 3D ,4A ,5B

- Keep book open

- Look at the questions and ask teacher some new words if necessary

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board

- Correct the answers then explain them Task 2

- Ask students to look through the questions in task

- Ask students to listen to the typescript again and write the missing words

- Ask students to give reasons for their answers

Key:

1,unlimited 2, may 3, gases 4, amounts

After-listening: (10 minutes) - Ask students to open the books

- Ask them to summarize the main ideas of the listening passage

- Let them work in pairs - Walk round and help students

- Ask some students to stand up and retell their opinion to the class

- Listen and correct mistakes Homework: (3 minutes)

- Ask students to summarize the main points of the passage

- Remember them to prepare Part- Writing at home

- Keep book open and listen to the teacher -The students who are called stand up and talk their idea the listening passage

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The 65th period

Writing Time 45 minutes I Objectives:

1 Educational aim: Students should write descriptions information, from a chart General knowledge: Students learn how to write descriptions of a chart

- Language: students should interpret and compare date described in chart form and write a report of the data analysis

- New words: Words related to the topic Skills: Writing descriptions of pie charts II Method: Integrated, mainly communicative III Teaching aids: Student’s book, notebook, IV Procedure:

-give them handout with a table of information

-ask them to work in pair to transfer the table into a pie chart

- Check and explain them to the class: In order to understand them we learn part Writing

Pre-writing: (10 minutes) Task1

- Ask student to read the hand out with a description of a pie chart and discuss the organization and other characteristics of the description

- Explain some new words - answer the questions

1, how many parts are there in the description? What are they?

2, what does the first part tell you?

3.what language items should you pay attention to in the second part/underline them

4 What does the last part tell you? - Let them work in groups

- Walk around, check and help students

- Ask students to work in pair to analyze the chart using the following questions

- Keep book close

- Listen to the teacher and to transfer the table into a pie chart

Read the prompts

- Work in groups and answer the questions -Useful language:

1 parts(introduction, body and conclusion) language use : +make up less than percent

+the most+ adj, the second most +adj The chart shows that………

Make up the largest/ smallest/ proportion/ amount contribute the larges……

Key: 117 2.coal 3.smallest

-Work in pairs and analyze the chart -Give answer

-then work individually to

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+what does the chart show?

+what is the general trend of the chart? +which consumption has the largest energy Which comes second?

+which consumption has the smallest? +where does most of the world consumption?

- Let students work individually to write the description of the pie chart, using the sentences given in the book to begin their description

- Walk round and help students Post-writing: (10 minutes) - Give suggestions and corrections - Ask students to read their profile

- Ask some students to read loudly their description

- Correct mistakes and mark Homework: (2 minutes)

- Ask students to task and part writing of Unit 11 in the student’s work book and prepare part Language Focus

Listen to the teacher - Finish the profile

- Some students read loudly their products in front of the class

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The 66th period

Language Focus Time: 45 minutes I Objectives:

1 Educational aim: Students can distinguish the clusters /sr/ -/spl/- / spr/ and pronounce the words and dialogue containing these clusters correctly

2. Knowledge:

- General knowledge: By the end of this lesson, students will be able to use relative clauses replaced by participles and to infinitives correctly and appropriately

- New words: Words related to pronunciation /sr/ -/spl/- / spr/ Skills: -Pronounce the sounds /sr/ -/spl/- / spr/

II Method: Integrated, mainly communicative

III Teaching aids: Student’s book, pictures, hand outs IV Procedure:

Pronunciation: (10 minutes)

- Ask students to look at their books then introduce to them

*Listen and repeat :

- Read loudly then ask students to repeat - Introduce : /sr/ -/spl/- / spr/

- Correct pronunciation for the students * Practise these sentences

- Read the sentences loudly - Ask students to repeat

- Correct pronunciation for students Grammar:(34 minutes)

relative clauses replaced by participles -write some sentences on the board a + the man who spoke to John is my brother -the man speaking to John is my brother

+ the sport games, which were held in India in 1851,were the first Asian Games

- the sport games held in India in 1851 was the first Asian Games

+Yuri Gagarin was the first man who flew into space - Yuri Gagarin was the first man to fly into space -Ask students to comment on the use of relative clauses replaced by participles

Active -Ving phrase

Passive -Ved/Vpp phrase -The first/the last+ to infinitives phrase -Help students to use of them

-Ask some students give some similar examples - Introduce exercises to the students

- Open the books

- Look at : Listen and Repeat

- Repeat the words in chorus then individual

- Look at Practise the sentences

- Listen to the teacher then repeat in chorus then individual

- Listen to the teacher -write down their notebook -give answers :

The same in meanings and different in structures

-give some examples Listen and write down

- Listen to the teacher and exercise Key:

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- Ask students to Exercise - Introduce how to it

- Walk round, check and give mark Exercise (8 minutes)

- Let them work individually - Check, correct mistakes

- Let them work individually - Walk round and help them

- Check, correct mistakes , give reasons and mark

Ask students to Part Language Focus and prepare Test your self D

3….researching… 4… surrounding… 5…overlooking…

- Listen to the teacher and exercise -Keys :

1,….presented… 2….built… 3… published… 4… conducted… 5….sponsored……

- Listen to the teacher -Do the exercise Key:

1….to reach… 2, ….to leave… 3… to see… 4,… to be killed… 5,…to catch…

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The 67th period

test YOURSELF D

1 Educational aim: - According to the TEST students can revise all the language skills and grammatical points which they have studied and used in the two units: 10 and 11

- Ask students something about the test yourself D

I Listening(2.5 points) (10 minutes) - Ask students to read all the sentences first - Ask students to listen to the tape once - Ask students to listen again and complete the sentences

- Ask students to listen in the third time, the work in groups to compare and discuss the answers with each others to find the correct answers

- Keys: In the teacher’s book

- Ask pupils to work in groups to answers the questions

- Give the correct answers to the class: - Keys: In the teacher’s book

- Greeting

- Listen again and say the right sentences - Listen and discuss in groups to find the correct answers:

- Compare their results with the other groups - Write the answers on the board

- Listen to the teacher and correct the answers - Listen to the teacher

- Work in groups

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a/ Ask students to listen and put a tick in the right box.

- Keys: sneeze, smash, shrimp, spread

b/ Give the correct form of verbs. - Keys: living, ringing, to

leave,

4 to drink, invited, to blown IV Writing (7 minutes)

- Present the task:

Homework (5 minutes) - Ask students:

+ to study all the lessons again

+ to get ready for the 45 minute-test in the next period

- Compare the results with the other groups - Correct mistakes

- Study all the lessons again

- Get the knowledge ready for the coming test

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Unit 12: the Asian games

The 69th period

Reading Time: 45 minutes I Objectives:

1 Educational aim: Students should know more about the Asian Game s Knowledge:

- General knowledge: - Through this unit, students know the history of the Asian Games - New words: Words related to the Asian Games

3 Skills: Reading for identifying the main idea and specific information II Method: Integrated, mainly communicative

III Teaching aids: Real objects, pictures, English textbook 11, hand-outs IV Procedures:

Warm-up: (4 minutes) A game

- Divide the class into teams: One team speaks out the name of a country in Asia and the other the name of a sport beginning with A LETTER

- Make an example

- Start the game

- Play in teams Possible answers:

Vietnam Volleyball

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Today, we’ll study a lesson about the Asian Games: Unit 12- Reading

Pre-reading: (7 minutes)

- Ask students to look at the picture and discuss the three questions in pairs

- Go around to offer help

- Call on some students to present their answers and give comments from other students

-Give feedback

Singapore Soccer/ Shooting

Korea Karate

The Philippines Ping pong

Brunei Basketball

- Listen to the teacher look at the picture and answer the questions

Possible answers

1,every four years

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- Vocabulary:

+ Show pictures of some sports and check students’ vocabulary

+ Provide with some new words solidarity (n)

intercultural (a) multi- sport event (n) to be introduced a variety of

It is an occasion when + a Clause The number of # a number of

-Let students read and copy in their notebooks

While-reading: (20 minutes)

You are going to read about the Asian games

-Make the class read the small talks, to scan the details and the tasks

1 Task :

-Ask students to read a passage about Asian games

and then underline those words which match with the definitions on the right column in the task

- Firstly, ask students to study individually then in pairs

- Walks around the class, offer ideas and comments when students need help

-Call on some students to explain their answer in front of the class

- Give suggestions

Task 2

- Work in pairs, read the small talks again and answer these questions

- Ask students to work individually then work in pairs

- Walk round the class and comments when students need

-Check the answer in front of the class as a whole

-Give correct answers Task :

- Ask students to read all questions to answer the questions in task

- Look at the picture and guess the words and write down if necessary, then read in chorus - Listen to the teacher and copy if necessary

-Read the passage and underline new words -Try to guess the meanings of the words -Listen to their friends’ answers

-Listen to the teacher and correct

-Keys:1,facilities 2,aquatic 3, enthusiasm 4, effort 5, advancing 6, appreciated

-Read passage again -Work individually Keys

1 1951

2,the second Asian games in Manila, the Philippines

3.1958

4, squash, rugby Fencing and mountain biking 5.2002

-Work individually

-Read carefully and give the answer

1 the purpose is to develop intercultural knowledge and friendship within Asia

2.9,919

3 body building, billiard and women’s karate

-Work in group and discuss

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- Ask students to work with a partner

- Walks around the class to help students whenever they need

-Give correct answer

(the answer is in the passage) Post-reading: (12 minutes)

- Let students work in groups to talk about sports in which Vietnamese athletes have won gold medals at the Asian Games

- Has students work in groups and discuss - Walk around the class, listen to student’s discussions and offer suggestions when necessary

- Give comments

- Call on some students to speak and give them feedback

-Ask students summarize the passage at home and prepare the next lesson

-Copy down on the notebooks

The 70th period

Speaking Time: 45 minutes I Objectives:

1 Educational aim: Students could talk about sports results Knowledge:

- General knowledge: - Through this unit, students can ask and answer about the Asian Games and sports

- Language: Ask and answer questions about the Asian Games and sports

3 Skills: Fluency in expressing opinion and expressions about the Asian Games and sports in Vietnam

III Teaching aids: Pictures, English textbook 11, hand-outs IV Procedures:

Teacher’s activities Student’s activities

Warm-up:(6 unites)

- Ask students close the book and arrange these jumbled words to make the complete questions by putting the words given in the right orders

- 1, were, the, where, Asian, held, games, when, and, 14th?

- countries, in, how, the, part, many, took Games?

-Today, we will practice speaking about the Asian Games

- Listen to the teacher -Find out the words -Suggested answer:

1 When and where were the 14th- Asian Games held?

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Pre-reading: (5 minutes) Task 1:

-Ask students to read the dialogue and ask them what points are mentioned in the dialogue

- Ask student to work individually then work in groups

-call on some pairs to act out the dialogue - Give suggestions

While –speaking :(24 minutes) Task 2:

-Ask students to look at the pictures and talk turns to talk about the sports results of the Vietnamese athletes at 14 Asian games ,using the information from the table below

- Ask students to work individually then in pairs - Walk around the class to help student when necessary

- Check and give suggestions

- Ask student to practice it with a partner - Corrects students’ pronunciation if necessary Post-reading: (13 minutes):

- Ask students to talk about the Asian games and sports in which Vietnamese athletes took part in -Give the meaning of some words when necessary

- Ask students to work individually then work in pairs

- Walk around the class to help students when necessary

- Check and give suggestions

- Ask students to practice this conversation - Correct their pronunciation when necessary - Give comments

- Homework(2 minutes):

- Write about the Asian games their like and prepare the next lesson

- read individually and then work in pairs

- listen to the friend and give comments

Compare the answer with the partners Ask the teacher if necessary

-Some groups present their answer in front of the class

-Answer :

1,in bodybuilding, the Vietnamese athletes won one gold medal and one bronze medal

………… - Do the task

-Compare the answer with the partners - Work in groups

-Ask the teacher if necessary

-Some groups present their answer in front of the class

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The 71st period

1 Educational aim: Students should know more about the sports and sportsmen Knowledge:

- General knowledge: Students listen for the main idea and comprehension questions - Language:

- New words: Words related to the sports and sportsmen Skills: Listening for gist and for specific information II Method: Integrated, mainly communicative

III Teaching aid: Pictures, textbook IV Procedures:

Warm-up : (4 minutes)

- Ask the students question :

- Name some gymnastics you know or see? - What you call a person who display in

gymnastics?

- Lead in: we are going to listen to the talking about the Asian games

Pre-listening : (6 minutes)

- Let students work in pairs to look at the pictures and answer the questions

-Call on some students to give their answers and write them on the boards

-Introduce some new words from the listening passage

While-listening: (24 minutes) Task 1:

-Ask students to listen to conversations - Listen to each pair

- Let students listen for three times

-Check the answer in front of the class as a whole -tick in the right column that best reflect their answer

- Go around and remark Task 2:

- Ask students to listen again and answer the questions

- Let students read the questions first and quickly-work in pairs

- Let students listen again times and ask them to

- Listen and answer -listen to the teacher

- Work in pairs and each pair works in role

- Picture 1: swimming, picture 2: high jump .picture 3: long jump, picture 4: gymnastics - Look at the picture in the book

and guess before listening -Listen carefully

- Work individually - Give corrects

1c A A ,4 B D

-Listen to the dialogues and then work in groups and give their answers

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discuss in groups to answer the questions - Listen to each group and remark

After-listening: (10 minutes)

- Have students sit in groups and talk about A famous athlete you know

-Call on some students tell the class again -Give comments

- Ask students to exercise in workbook - Prepare the next lesson

4,high jump 5,disappointed

- work in group and discuss - each group presents their

answers

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The 72nd period

Writing Time: 45 minutes I Objectives:

1 Educational aim: Students know how to describing the preparations for the coming Asian Games

2 Knowledge:

- General knowledge: Students can write a passage describing the preparations for the coming Asian Games

- Language:

-New words: Words related to topic

3 Skills: Describing the preparations for the coming Asian Games II Method: Intergraded, mainly communicative

III Teaching aids: Some models, handouts, pictures IV Procedures:

Warm-up : (4 minutes)

-Ask students to arrange the jumble word? Build, upgrade, widen, equip advertise, recruit, hold

Lead in : To know more about them we will learn the new lesson: Writing

Pre-writing: (10 minutes)

- Let students read task and match the verbs in column A with the noun phrases in column B - Explain some new words if they not know -Let students work in pairs set in the task - Go around to help students to answer the task -Check the answers with the whole class

_Ask students to gather and organizing ideas for their paragraph

-Let students write their paragraph for 10 minutes -Ask students to exchange their paragraph with a partner

-Go around helping and collecting typical errors

- Let students write on the board or in the papers

- Go around and remark

- Ask or students who may be good at English to write on the board

- Observe and work in pairs to answer - arrange the jumble word

-Listen and the task suggested answers : 1+ B

2+D ,3+A,4+e.5+g, 6+C, 7+g

-Write their paragraph down -Compare with the partners

- Some students read aloud the form of someone

- Listen and check themselves

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– Give general comments and remark Homework: (2 minutes)

- Describing a celebration they have seen and prepare the next lesson

the paragraph

- Discuss and correct mistakes themselves

(45)

The 73rd period

1 Educational aim: Students know how to distinguish the clusters /str/ and /skr/ and/ skw/ in a word or a sentences

2 Knowledge:

- General knowledge: Students can Use relative clauses and equivalent types of clauses with out relative pronouns appropriately

- Language:

- New words: Words related to the topic 3 Skills:

- Pronunciation: str/, /skr/ and/ skw/ - Grammar: - relative clauses (revision)

- Omission of relative pronouns II Method: Integrated, mainly communicative III Teaching aids: Textbook

IV Procedures:

I Pronunciation(10 minutes)

-Model the two sounds / str/ and /skr/ and/ skw//for a few time

-Pronounce the sounds and ask students to repeat

-Ask students to practice pronouncing the sounds in chorus and individually

-Give feedback

+Practice these sentences

-Read all the sentences and ask students to underline the words with the sounds and write / str/ and /skr/ and/ skw/ under them -Ask students to practice the sentences in pair

-Go around and help

- Let students read the sentences and work in groups

- Listen and remark each group II Grammar: (34 minutes) Exercise1:

-Ask students to comment on the use of relative clauses and write them on the board -Ask students to read it quickly

-Explain the use of them

-let students excerise1 individually and then compare their answers with another students

-Go around and help

-Check the answer the class as a whole

- Read aloud in chorus first ,then read individually

-Underline the words with the sounds and write / str/ and /skr/ and/ skw/

-Work in pair

-Listen to their friends’ reading

- listen to the teacher and comment - Listen and copy

- Take note quickly -Do the Exercise1: -Work individually

-Compare with the partners -Answer:

1, you lost

2, he invited to the birthday party 3, John told

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Exercise 2

-Ask students read the sentences through -Explain new words if any

-Call on some students to go to the board and write the answers

-Give a feedback Exercise3

-ask students how to this exercise

-let students work in pair to finish the exercise and compare with the person sitting next to them

- Listen to students and help them to it -call on some students to give the answer and give feedback

Keys :

1 ,yes (we are going to see)

2, no (relative pronoun function as subject ) 3,yes 4, yes 5,yes 6, yes

- Let them exercises in Workbook -Prepare the next lesson

5, we met this morning 6, we had for lunch

-Listen to the teacher and exercise -Keys:

1, I work with 2, we went to 3,we are living in

4,they were talking about 5.he applied for

6,I slept in

-Do the exercise3

- Some students write on the board and others check and correct mistakes

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Unit 13: hobbies

The 75th period

Reading Time: 45 minutes I Objectives:

1 Educational aim: Students can read and know about the hobbies and make questions and answer them well

2 Knowledge:

- General knowledge: By the end of the students will be able to know about the topic - Language:

- New words: Words to hobbies

3 Skills: Reading for general or specific information II Method: Integrated, mainly communicative

III Teaching aids: Some photos and some information about them IV Procedures:

- ask students to watch the video and write down what these people in the clip are doing When people these kinds of thing? Do they help to make more money?

3 What is your way of spending your free time?

4 What you call things you in free time? - Recheck and introduce the new lesson: Pre-reading: (7 minutes)

- Ask students to look at the pictures in the book

-Let students work in pairs to say which you like to in your free time

- Let each student stand and speak their opinions

- Go around and help them if necessary While-reading: (20 minutes)

Task 1

- Let students open the book and read silently while teacher reads aloud and correctly

- Ask students to read themselves and write down some information

- Let students work in pairs to the task1

Task 2

- Let students read all sentences and explain some new words if necessary

- Listen and try to answer the questions

- Listen to the teacher and then discuss in their groups

- Some students stand up and answer in roles

- Read quickly and give some sentences in the text which are in A

- Predict the meaning of words - work in pairs

-Keys:

1, tài hoa 2, đệm đàn 3, khiêm nhờng 4, say mê ,5, bị bỏ 6,đam mê 7, làm cho bận rộn

- Work in pairs and answer the questions -Work individually

-Key:

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-Ask students to read again and stop at the lines that contains these words to guess the meaning

-Let students the task individually

-Call on some students to answer and explain their answers

- Listen and correct if needed

-Post-reading: (10 minutes)

-Ask students to close their books and practise discussing the their hobbies:

- Let students give opinions

- Go around to check ,help and take note of students typical errors

-Call on some students to talk and give feedback

Homework (4 minutes)

- Reread the passage and summary the main point (about 75 words)

-Prepare the next lesson

2,No, he isn’t

3,because he is an accomplished guitarist and he is good at accompanying people singing with his guitar

4, it is keeping fish

5, he bought some from the shop and collected some from the rice field near his house

6,he is not an avid stamp collector

7, he collects them from discarded envelops his relatives and friends give him

8,local stamps

9.he keeps the less common ones inside A small album the common ones he usually gives away to others of if no one wants them he simply throws them away

- Read quickly and find information to compare with their partners

-Work in small groups of or and take turn to talk about their hobbies:

(49)

The 76th period

Speaking: Time: 45 minutes I Objectives:

1 Educational aim: Students should know how to ask and answer about their hobbies: Knowledge:

- General knowledge: Ask and answer about their hobbies and collections - Language:

-New words: Words to speak about hobbies and collections 3 Skills: expressing opinions

II Method: Integrated, mainly communicative III Teaching aids: Photos, textbook,

IV Procedures:

- Ask students to close the book and give the verbs that go with STAMPS - To collect, to keep, to get, to buy, to

throw, to classify……… Pre-speaking: (8 minutes) Task1

- Ask students to say which of the following you would like /not like to and why in the task

- Go around and listen to them While-speaking: (20 minutes) Task 2

- Let students open the books and look at the task2

-Explain the task and new words

- Ask students to work in pair and write the dialogue together based on the information given in the task

-let students act out the dialogue together firstly in close pairs and then in open pairs - Listen and correct

Post-speaking: (10 minutes) Task 3

- Ask students to talk again

- Ask one group to the task as a model - Go around listening to some groups and help them if needed

- Close the books

- - Work in pairs and discuss and find out the verbs that go with STAMPS

- Read these words and work in groups - Work in groups with some cues given below

- Other groups go on practicing speaking - Practice interviewing as a dialogue - Others listen and write down some information they get

-Work and discuss in groups and one of this group asks and one of other answer -work in pairs and practise speaking

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- Ask some pairs to stand in front of the class and practise speaking

- Listen to each group and correct or give mark if they it well

Homework: (2-4 minutes)

- Let students to exercises in workbook -Ask students to prepare the next lesson

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The 77th period

1 Educational aim: Students should know how to ask and say about the hobbies Knowledge:

- General knowledge: Students know about some information about the hobbies - Language:

- New words: Words related to hobbies

3 Skills: Listening for general or specific information II Method: Integrated, mainly communicative

III Teaching aids: Some pictures or some real information about them IV Procedures:

- ask students to make as many sentences as possible with the words provided: stamps – fish- book-swimming

Pre-listening: (8 minutes)

- Let students open the books and write down three benefits from reading books - Let students read some words they’ll listen then

-Introduce some new words from the listening passage

- Listen and check

While-listening: (20 minutes) Task 1

- Let students read some sentences given and explain some new words if necessary

- Read or let students listen first - Let students listen the second time - Check their listening

- - Observe the class and listen to each group’s feedbacks

- Give more information if students wonder or not clear

Task 2

- listen to the teacher and give some information about them

1, I like stamps / I have A lot of stamps We usually have fish for meals /what kind s of fish would you like to eat? ………

-Listen and answer the question

-three benefits :-help to widen our knowledge

-give us valuable -make our life better - Read in chorus

- Some students read themselves:

- Read silently the sentences given before listening

- Listen the first time - No, we haven’t

- Listen the second time and begin doing the task

- Listen the third time and choose the best answer

Keys:

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- Before listening, let students read quickly some sentences they’ll listen and guess some answers that will be in the conversation - Let students listen the first time: Who can guess some words?

- Let students listen the second time

- Let student listen the last time and let them work in groups to speak out

- Listen and correct their listening Post-reading: (10 minutes)

- Ask students to talk about the disadvantages of over-reading

-go around and help students

- - Listen to each group and correct mistakes if they’ve done

-suggested: + near-sighted

+weak body(not move too much) +not having enough time for studying Homework: (2- minutes)

- Ask students to write a short passage about football player they like

- Each group asks and explains why they choose by some information they’ve listened

- Work in groups and write the missing words

-Keys : 1,wonderful 2,disease

3,jungle 4, certainly 5, ignorantly

- Work in groups and each group talk about the disadvantages of over-reading - Write in groups and ask someone to speak out their opinion

- Other groups listen and copy some information and give some questions

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The 78th period

1 Educational aim: Students should know how to write about a collection Knowledge:

- General knowledge: Students learn to write about a collection - Language: Words used in writing about the topic

3 Skills: Writing about A collection

II Method: Integrated, mainly communicative III Teaching aids: Some cues, textbook IV Procedures:

- ask them to find words going with collect -then introduce the topic of the lesson,

Pre-writing: (8 minutes)

- Ask students to open their books

- Get students to read task1 silently and answer the questions that follow

-Ask students to talk about things that they like about collections using :

+name if your collection +how you collect them +how you keep them +how you classify them +your plan for the future

-Then check the answers with the whole class

While-writing: (18 minutes)

- Let students read quickly task

- Explain some new words if necessary: - Ask some other groups to write A collection

a using some cues below

-Introduce the structure of the collection they are going to write

Name , when , how, why, your plan for the future

-Go around and help if necessary

- Ask students to read another’s letter

-Call on some students to read loudly their writing

-Give feedback and correct typical errors

- Write a letter about something they like

- Work in pairs and find out

- Some students write down on the board

-Listen to the teacher and

Talk about collections

- Listen to the teacher - Read silently

- Read those words and copy -Listen and take note quickly

-Work individually

- Practise writing in groups

- Each member of groups reads aloud his/ her writing

- Other group appreciate and correct mistakes each other

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-Prepare the next lesson

The 79th period

1 Educational aim: Students should pronounce /pt/ -/bd/and /ps/-/bz/ correctly Knowledge:

- General knowledge: Students should use Cleft sentences: Subject focus, Object focus, Adverbial focus

- Language:

3 Skill: fluency in pronouncing pt/ -/bd/and /ps/-/bz/ / and use of Cleft sentences: II Method: Integrated, mainly communicative

III Teaching aids: Some words related to pt/ -/bd/and /ps/-/bz/ / IV Procedures:

I Pronunciation: (15 minutes) - Close the books!

a Introduce syllables pt/ -/bd/and /ps/-/bz/ / - Let students practise pronouncing these words:

Speak speech, stop, best, and text, ask, disk, dusk, skill, school

- Listen and correct the syllables students read

Practise these sentences

b Let students read aloud the words given and try to pronouncing syllable /pt/ -/bd/or /ps/-/bz/ correctly

- Listen and check for pronunciation

- Ask students to listen and read after these sentences

II Grammar: (20 minutes)

-Write on the board some examples containing cleft sentences with different focus

1, the boy visited his uncle last month +Subject focus : it was the boy who visited his uncle last month

+Object focus : it was his uncle that the boy visited last month

+Adverbial focus : it was last month that the boy visited his uncle

-Ask students to explain the differences among them

-cleft constructions :

- Listen and repeat following the teacher - Work in pairs and read aloud these words then choose which words have sound /pt and which have sound / ps/-/bz/

- Read in silent first

- Some of each groups read aloud

- Read after teacher and work in groups to find the syllable /pt / -bd/ps/bz/ in the word in these sentences:

- Read silently and give the opinion

-Listen and discuss

- Students work in pairs and give the differences among them

- Some students give some examples

- Do the exercise themselves

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It + be + focus +clause Exercise 1

- Ask students to exercise themselves then discuss in groups

-Introduce how to it -let them work in pairs

-Walk around and check and give mark -Key:

1,it was the boy visited his uncle last month 2, It was my mother who bought me A present on my birthday

3, it was Huong and Sandra who sang together at the party

4, it was Nam ‘s father who got angry with him

5, it was the boys who played football all the day

6, it was the girl who received A letter for her friend yesterday

Exercise 2

-ask students to read the exercise - Then the exercise2

-Call on some students go to board and write down their answers

- Listen and remark

Exercise 3

- Let students read the exercise3 and it individually

- Let students write the sentences with a peer

-Get students complete other sentences in the same way

-call on some students to write their answers on the blackboard

Work in groups and give the correct answers -Do the exercise individually

-Keys:

1,It is English that the man is learning 2.it was the book that the woman gave him 3, it was the postcard that she sent her friends 4, it was the book that Hoa borrowed from Long

5,it was his grandfather who the little boy greeted in A strange language

6, it was the policeman who the pedestrian asked A lit of questions

7, it was the stranger who the dog barked at -Do the exercise3 and then compare with the partners’ answer

- Listen and write down -Keys :

1,it was in the garden that the boy hit the dog 2,it was for tea that she made some cakes 3,it was for him that his father repaired the bicycle

4, it was for him that his fat her repaired the bicycle

5.it was on his birthday that she presented him A book

6, it was in Britain that he met his wife

7, it was from the shop she bought that present 8, it was at 8.00 am that the meeting started

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- Check with the whole class

The 80th period

test YOURSELF E

1 Educational aim: - According to the TEST students can revise all the language skills and grammatical points which they have studied and used in the three units: 12, 13 and14

- Ask students something about the test yourself E

- Greeting

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- Keys: street, squeeze, - meets, managed b/ Give the correct form of verbs.

- Keys: who, that, (that), who, who, (that)

+ to get ready for the 45 minute-test in the next period

- Compare the results with the other groups - Show the answers in front of the class - Observe the keys and correct their answers

- Study all the lessons again

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Unit 15: space conquest

The 82nd period

1 Educational aim: By the end of this lesson, students will be able to:

- develop such reading micro-skills as scanning for specific ideas, and identifying and correcting false statements

- use the information they have read to discuss celebrations in their culture

2 Knowledge:

- General knowledge: sts can have a general idea of the lesson as well as enrich their knowledge in the field of space and spacecraft; how human conquered the space

- New words: words/ phrases related to space and spacecraft Skills: Reading for general or specific information II Method: Integrated, mainly communicative

III Teaching aids: Some photos of celebrations in the world

IV Procedures:

Warmer

(Teacher prepares a picture of a plane, a spacecraft and an astronaut)

T asks students to look at the pictures and answer the questions:

- What can you see in each picture?

- What you call a person who flies a plane/ a spaceship?

- Which job you prefer, a pilot or an astronaut? Why?

( Based on sts’ answer, teacher leads in the new lesson)

- Pre- Reading Activity 1:

-Ask sts to match the names with the pictures in the textbook (page 166)

1 Pham Tuan Neil Armstrong

3 Yuri Alekseyevich Gagarin Activity 2:

- Have sts work in pairs, answers the questions in the textbook based on the names of people in activity

- Check sts’ answer and supply the correct information if necessary

Activity 3:

- Teacher introduces some new words orbit (n)

weightlessness (n) enormous (a)

Discuss in pairs and answer the teacher’s questions

Suggested answers: He was 27 then

2 He was in space for 108 minutes

3 They were what would happen to a human being in space or how the body would react to the extreme changes in temperature or how the mind would deal with the psychological tension

4 It was more than 17 000 miles per hour Because he died in a plane crash on a

routine training flight in March 1968 After his death, his hometown of Gzhatsk

was renamed Gagarin, and the Cosmonaut Training Center at Star City, Russia, was given the name of this national hero in space Work in groups and the task Give answers

Suggested answers: cosmonaut lasted success gravity view impossible named after

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blanks

- Teacher walks around to give help if necessary

- Check sts’ answers and give bonus to the winners

HOMEWORK:

- Learn the new words

- Read the passage again

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The 83rd Period

Speaking Time: 45 minutes I Objectives:

1 Educational aim: By the end of the lesson, students will be able to talk about possible of events

- _talk about historical events on the space conquest Knowledge:

- General knowledge: Students know how to talk about possible of events talk about historical events on the space conquest

- Language: making a conversation of a famous person

New words: Words/phrases relate to the process of launching its first manned apace craft into space

3 Skills: Speaking to describe appearances II Method: integrated, mainly communicative

III Teaching aids: textbook, picture of the parts of the body

IV Procedure:

Warn Up(5’) close the book

_give some picture of famous astronaut _ask sts some questions and answer Question

1 Who Are They? What Are They?

3What Are their nationalities?

*Ask sts rearrange picture with is name Picture 1:He’s Pham Tuan _ Vietnamese astronaut

2.He’s Yuri Gagarin Russian astronaut Buzz Aldrin _ American Astronaut 4.Yang Liwei _ Chinese Astronaut 5.John Glenn _ American Astronaut Valentina _ Tereshkova

Pre Speaking(8’)(task 1)

Now we study “Speaking of Space conquest “ _Has sts work in pair, read the following piece of news, then ask and answer question (task 1)

_give some new words : manned, spacecraft .launch(v)

.milestone,

_Has sts made questions with when, what, how old, how important, how many

Listen Answer

Picture 1:He’s Pham Tuan _ Vietnamese astronaut

2.He’s Yuri Gagarin Russian astronaut Buzz Aldrin _ American Astronaut 4.Yang Liwei _ Chinese Astronaut 5.John Glenn _ American Astronaut 6.Valentina _ Tereshkova

_

Listen and repeat Work in pair Ex:

S1: When did China laugh first manned spacecraft into space?

S2:On October 15/2003

S1: what is the name of china’s first manned spacecraft?

S2:It’s SjemZjou

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While speaking (22’) _

Has sts talk about the important events in space exploration

_walks around the class, offer ideas and comments when sts need help

_set model with students Ex:

(1)T: when did Russia launching its artificial satellite?

T: What is the name of Russia’s first artificial T How important?

Post speaking (8’)

Has some students come form of the class and talk about the important event in the space conquest

Homework (2’) Prepare “ listening”

_ Rewrite “the important event in the space conquest.”

S2;His name’s Yang Liuri

S1: How old was he when he flew into space?

S2:38 years old

S1:How important was the successful flight to China

S2:Make a milestone in China’s space project

1.S: on October 4,1957 2.S: sputnik

3 S: mask the beginning of space age

individual

Prepare “ listening”

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The 84th period

1 Educational aim: By the end of this lesson, students will be able to develop such listening micro-skills as listening for specific information and taking notes while listening

2 Knowledge:

- General knowledge: To help Ss practice listening about the 1st human moon landing. - To relate the content with real life

- Language: Use past simple

- New words: Words related to memorable experiences

3 Skills: Listening for specific information and comprehension questions II Method: Integrated, mainly communicative

III Teaching aid: Pictures, chalk, cassette tape IV Procedures:

*

* Warm- upWarm- up::

Have students close their books then Have students close their books then ask some questions to lead in

ask some questions to lead in 1.

1. Name the 1Name the 1stst men to land on men to land on the moon.

the moon. 2.

2. His nationality.His nationality. 3.

3. WhenWhen * Before you listen

- Have students work in pairs to match the picture with the caption - Have students read a loud the words correct

- Supply the stress (or pronunciation) and the meaning

* While you listen: Task

- Explain the situation

- Have students read through the statements quickly

- Supply the meaning of some words (in need)

- Play the tape thrice, for the last time, have a pause after each sentence - Play the tape again (in need) to confirm the answer

Task

- Close their book - Close their book

- Answer the questions in group - Answer the questions in group 1 Neil Armstrong & Buzz Aldrin. 1 Neil Armstrong & Buzz Aldrin. 2 American.

2 American. 3 20 July 1989 3 20 July 1989 - Work in pairs - Share as

1d – 2a – 3c – 4e – 5b - Practice reading - Take notes

- Listen

- Read the statements - Take notes

- Listen twice

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- Ask students have a look at the questions

- Have students listen to the tape again for times (with a pause

* After you listen:

- Have students work in group to discuss the questions

- Go round the class to help students (In need)

- Call some students to give answer

Homework

Prepare Unit 15 – Language focus

- Listen again - Read the questions - Listen to the tape

- Work in groups to give answers - Share answers & take notes 1 NASA’s Apollo Program. 2 On 16 July 1969.

3 Controlling the oxygen - Work in groups

- Ask some difficult words - Share answer & take notes Some reason:

- adventure

- find out another life outside the earth. - precious material.

- other place for human beings. The three things are:

- camera. - water / food. - tent.

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The 85th period

 Educational aim: By the end of this lesson, Students can get to know the content and structure of one’s person biography

 Students can write the biography of one identified person, based on the given information

2 Knowledge:

 - General knowledge: Students learn about the content and structure of a biography of a person

- Language: The Simple Past Tense and Simple Present Tense Skills: Writing a biography

II Method: Intergraded, mainly communicative III Teaching aids: Chalk, textbook

IV Procedures:

Warm up(3 minutes)

 Show a short video clip /picture about Neil Armstrong and ask students some questions about him:

- Who is he? - What does he do?

- Is he Russian or American? - When did he walk on the moon?

Pre -writing (12 minutes)

-Divide sts into four groups, ask one from each group to the board to write down information we need to write one’s biography Others in the same group can help by shouting the needed words or phrases

- Give feedback and marks to the group with correct information

- Choose five words/phrases and explain the meanings (if necessary): career, place of birth, date of birth, quote,

While-writing(20minutes) Task 1:

-Ask sts to read the information about Neil Armstrong, the first human to set foot on the moon, and then put each of the headings in the box in the appropriate blank

- Show some pictures relating to the career of Neil Armstrong: NASA, the moon, space shuttle, United States Navy

- Explain the meaning of some difficult words: resign, appoint, vice chairman, committee, investigate, disaster, leap)

 work in groups of four  suggested answers:

- He is Neil Armstrong

- He is an astronaut

- He is American

- In 1969

Work in groups

- Brainstorming for needed words/phrases to write one’s biography

- Suggested answers: job, address, hometown, career, place of birth, date of birth, quote, marital status, family, education…

-Work individually, and then check with their partners

-Take notes on difficult words - Suggested answers:

1 Birth

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TASK 2

- Teacher divides students into groups of four

- asks sts to write a biography of Neil Armstrong from the information given in task

- Ask sts to pay attention to these points: + prepositions: at-on-in-from-to-with +articles: a-an-the

+ words/phrases used to write biography: be known as- work as- resign from-

+ Simple past tense +Simple present tense

- move around to supervise and give help when necessary

Post writing (10 minutes)

- ask sts to exchange their paper card to correct

- ask one group to show their biography on the board

- Give comment and correct in front of other students, ask them to pay attention to some basic grammatical mistakes

Homework

Ask sts to write their own biography

- Students works in groups and write the biography on a piece of paper card

- Suggested answers:

Neil Armstrong is an American astronaut He is known as the first person to walk on the moon He was born on August 5th, 1930 in Wapakoneta in Ohio From 1949 to 1952, he worked as a pilot in the United States Navy Armstrong received his B.S from Purdue University in 1955 He joined the NASA astronaut program in 1962 Neil Armstrong became the first human to step on the moon’s surface on July 20th, 1969 He was joined by Buzz Aldrin forty minutes later Armstrong and Aldrin spent two and a haft hour on the moon’s surface Armstrong received his M.S from the University of Southern California He resigned from NASA a year later and from 1971 to 1979, he taught at the University of Cincinnati In 1986 Armstrong was appointed vice chairman of the committee that investigated the Challenger shuttle disaster He is also well-known for what he said when he stepped on the moon’s surface:” That’s one small step for man, one giant leap for mankind”

- Students pick out the mistakes then correct them

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The 86th period

1 Educational aim: By the end of the lesson, students will be able to: - Distinguish the sounds /nt /, /nd/ /nθ /, /ns/ and /nz/

- Pronounce the words and sentences containing these sounds correctly - how to use could/be able to and tag questions

2. Knowledge:

- General knowledge: Students know how to distinguish sounds nt /, /nd/ /nθ /, /ns/ and /nz/and use some structures with or without “to” infinitive

- New words: Words related to pronunciation nt /, /nd/ /nθ /, /ns/ and /nz/ Skills:: Pronounce the sound nt /, /nd/ /nθ /, /ns/ and /nz/ correctly II Method: Integrated, mainly communicative

III Teaching aids: Student’s book, textbook

IV Procedure:

Pronunciation: (15 minutes)

- Has students listen and repeat the sounds nt /, /nd/ /nθ /, /ns/ and /nz

- Asks students to practice reading the sentences provided

Grammar and vocabulary: (28 minutes Could, was/were able to

1.1 Could:

Ex1: My grandfather was very clever He could speak five languages

Ex2: We were totally free We could whatever we wanted

1.2 Was/were able to:

Ex: A girl fell into the river, but fortunately we were able to rescue her

COULD NOT or WAS/WERE NOT ABLE TO

Ex: My father couldn’t swim (=My father wasnt able to swim.)

COULD :khả nói chung

WAS/WERE ABLE TO: khả cụ thể 2) Tag questions

Ex1: You are a student, aren’t you?

Ex2: The film wasn’t very interesting, was it?

Ex3: Mary does a lot of homework every day, doesn’t she?

Ex4: John didn’t go to school yesterday, did he?

Ex5: We have seen this film twice, haven’t we?

Ex5: They can swim very fast, can’t they?

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Exercise 1

- Asks students to exercise in pairs - Checks and gives correct answers

Exercise 2

Exercise 3

Homework: (2 minutes) Ask ss to

- Write down exercise 1, 2,

- Prepare to correct the 45-minute test

- Work in pairs Key:

Exercise

1 couldn’t/ wasn’t able to was able to was able to could/ was able to

3 could/ was able to couldn’t/ wasn’t able to

1 It’s (very) expensive, isn’t it? The film was great, wasn’t it?

3 She has/ She has got/ She’s got a lovely voice, doesn’t she? Or She has a lovely voice, doesn’t she?

4 It doesn’t look very good, doesn’t it? You’ve had your hair cut, haven’t you?

1 doesn’t she didn’t we can’t you haven’t you won’t we mustn’t it wasn’t it

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UNIT 16: THE WONDER OF THE WORLD

The 88th period

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

- develop such reading micro-skills as scanning for specific ideas, skimming for general information, and guessing meaning in context

- Use the information they have read to discuss the topic Knowledge:

- General knowledge: reading to find the sentences that show facts and the ones that describe opinions

- Language: Sentences and expression for expressing topic - New words: Words related to topic

3 Skills: Guessing meaning in context, understanding and using new words by speaking, asking and answering

III Teaching aids: Student’s book, textbook, handouts

IV Procedure:

Warm- up(3’)

Get students to look at the pictures in the book and to answer some questions +What are they?

+Where are they? +When were they built? +Why were they built? +How were they built? +Who built them?

- Lead students to the topic of the reading: The wonders of the world.

Pre- reading(10’)

Present key words and structures in different ways

+wonder(n) -> wonderful (a) +pyramid (n) +pharaoh (n) +tomb (n)

+burial chamber +surpass (v) +spiral ramp +weight arm +proceed (v) +enclose (v)

+The great Pyramid Is believed to have +It has been suggested that….

Introduce the content of the reading and ask students to read through the text silently to

- Look at the pictures and discuss

-Listen and pay attention to the teacher Brainstorm to give ideas about the meanings of the words, listen and note down

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get general comprehension

(teacher goes around the class to help students if necessary

While- reading(20’) Task

-Explain how to task

-Ask students to read the text again to locate the new words given and know their

meanings in context, then fill them in the blanks

-Let some students give their answers together with reasons and correct them Task

-Require students to read through the questions in the book to understand them - Make students silently read the text again to answer the questions

-Get students to work in pairs to practice asking and answering the questions orally -Ask some students to give their answers and other students to remark these answers - Correct them if necessary

Post- reading(10’) Task 3.

-Instruct students to task -Require students to task -Teacher corrects students’ answer

-Ask students to look at the examples and explain them

-Get students to work in groups to find the sentences that show facts and the ones that describe opinions

-Call the representative of each group to report the result to the class and give feedback

Home work

-Require students to write a paragraph (100 words) about what they have just discussed

- Fill in each blank with a suitable word from the box

1 unknown 2.wonder ramp chamber mysterious spiral

-Some give answers, some give remarks and the others listen

-Read and make sure to understand the questions

-Scan the story and answer the questions -Do as requested

-Give feedback, listen, discuss, and take notes

- Listen

- Scan the text and say what the words given in the book refer to

- Listen and take notes - Do as asked

- Some report and the others listen and give remarks

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The 89th Period

Speaking

1 Educational aim: By the end of the lesson, Students should give their explanation of an event or introduce a cultural heritage site

2 Knowledge:

- General knowledge: learn about the historical or cultural events - Language: making a conversation of a famous person

- New words: Sentences and expressions for making suggestions about events

3 Skills: Speaking Fluency in expressing opinions and making suggestions about events II Method: integrated, mainly communicative

III Teaching aids: textbook, picture IV Procedure:

*warm up:

T prepare a handout with some statements about the wonders of the world and ask Ss to give the name

Before you speak

T introduce some wonders of the world While you speak

Task 1:

T introduces the task and goes over the sentences with the class T explains some words if necessary

Ask Ss to the task in pairs T goes around the class to offer help

Call on some Ss to present their answers and asks others comment

T gives his definitions

+A fact is something that can be proven to be true ,to exist, or to have happened by evidence +An opinion is the view somebody takes about an issue ,especially when it is based solely on personal judgment

Task 2;

Put Ss in pairs and gets them to tell each other about some facts and opinions of the Great Pyramid of Giza based on the information in task

T goes around to check and offer help

Call on some pairs to perform in front of the class, then give feedback

-Sts’ answers : 1.The great Pyramid 2.Colosseum

3.Taj Mahal

Listen to the teacher and the task Give answer

Facts: sentence 2,3,4 Opinion: sentence 1,5,6,7

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Task 3:

T introduce the task and ask Ss to work in group to discuss possible answers to give questions Ask them to read the useful language and the examples on page 182

T goes round and offer help

Ask Ss to present their opinions and other groups to share theirs

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The 90th period

- Develop listening skills as intensive listening for specific information

- Taking notes while listening Knowledge:

- General knowledge: Students know how to T/F statements and listen for specific information

- New words: Words related to describing Great Wall of China Skills: Listening for specific information

III Teaching aids: Student’s book, tape and cassette player

IV Procedure:

Warm up(3’)

- T shows some pictures of the wonders of the world and ask sts to talk about name, location of these wonders

Pre-listening(10’)

-Ask sts to look at the picture and answer the questions

1 What can you see in the picture ? Where you think it is ?

3 When you think it was built? -Introduce to sts that they will listen to a passage about the Great Wall of China -Pre-teach some new words

+ man –made wonder

+ magnificence and significance + World Heritage

+ UNESCO +Ming Dynasty + ancient

+ stone roadway + Beijing

While-listening(20’) Task 1

- Explain task1 and ask sts to read sentences in Task carefully

- Play the tape twice and ask sts to the task

- Ask sts to exchange their answers with their friends

-Give feedback

Listen and talk

- Look at the picture and answer the questions

-The Great Wall -In China

-During the Ming Dynasty -Listen and take notes

- Read the sentences carefully

- Listen to the tape and fill in the missing information

- Compare their answers with a partner Keys

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Task 2

- Explain task and ask sts to read the questions carefully

- Play the tape twice and ask sts to the task

- Ask sts to exchange their answers with their friends

- Play the tape one more time and ask sts to check the answers

- Call one st asks and the other answers loudly

- Give feedback

Post-listening(10’)

Divide sts into group of and ask sts to tell their partners why the Great Wall is

considered one of the greatest wonders in the world and how it was built

-Call some sts to present their talks to the whole class

-Give remarks Homework(2’)

-Write a short passage about the Great Wall

8 stones

- Read the questions

- Listen to the CD and answer the questions - Compare their answers with a partner - Listen again and check the answer - Ask and answer the question Keys:

1 The ancient Chinese started to build the Great Wall in 1368

2 Five provinces

3 Because it can be seen from the moon The part in the northwest of Beijing is the best choice for visit because it is still in its original state

- Do as directed

- Present their ideas to the class - Listen

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The 91st period

Writing

Time 45 minutes I Objectives:

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

- Write about a friend by using the words they’ve learnt in previous lesson - Make a layout for writing

2 General knowledge: Sts learn about the way to describe a place

- New words: Adjectives and verb forms often used in description of a historical place Skills: Writing a paragraph about a friend

III Teaching aids: Student’s book, textbook, hand-outs

IV Procedure:

warm up: (7)

Ask ss to answer T’s questions: Do you know Nha Trang How is it ?

3 What is it famous for

Pre-writing (10’)

- Lead in the lesson: you are going to write a report on a visit to the Ponagar Cham Towers in Nha Trang

T gets Ss to read the given information on page 184 and answer the questions in groups in minutes

1 How many parts are there in the report? What kind of information is included in each part?

- Call on some Ss to answer

- Give feedback and ssk ss to take notes While-writing (17)

- Get Ss to read the given information again and write their reports in 15 minutes

- Go around offering help if necessary Post-writing (8’)

- Ask Ss to exchange their writing with other students for peer correction

- Go around and collects mistakes and errors,

Sts the task : Suggested answers : yes…………

2 It is small town ………

3 It is famous for a big church…,Cham towers, Bamboo Island…

- Listen

- Work in pairs,

1 The report has parts: brief introduction, details, and summary of the visit

2 The introduction includes the general information about the place

In the details part,we describe the special features of the place in detail

In the last part ,we write how long our visit last and our feelings about the trip

- Answer - Take notes

Practise writing individually

(76)

then provide correction Home work (3’)

Asks Ss to revise their reports according to their peer’s suggestions and submit for making in the next lesson

(77)

The 92nd period

Language Focus

- Students practise how to pronounce of ending sounds /ft/, /vd/, /fs/ and /vz/ - Students learn how to use the structures with verb of reporting:

It is said that ………… He is said ……… People say that ……… Knowledge:

- General knowledge: Students learn sounds and review some tenses - New words: Words related to sounds and tenses

3 Skills:

- Pronunciation: ending sounds /ft/, /vd/, /fs/ and /vz/ - Grammar: It is said that …………

He is said ……… People say that ……… II Methods: Integrated, mainly communicative III Teaching aids: textbooks, cassette tape

IV Procedures:

Warm-up

- T uses some pictures and asks Ss:

Look at the pictures and tell what they are

P.1 P.2 P.3 P.4

- T has Ss read the words and guess what ending sounds they are going to learn today

- T introduces the new lesson Pronunciation

Presentation

- Read the sound loudly and give explanation Practice

Task 1

- T introduces and asks Ss to practise reading the words containing these sounds

/ft/ /vd/ /fs/ /vz/ Gift arrived coughs behaves Lift loved laughs loves Soft moved roofs arrives - T has Ss exercises

T gives handouts for Ss Handout:

Ask ss to listen carefully and make a cross (x) at the sound they hear

1 left loved

Ss close their books Ss look and answer: 1.gift roofs 2.saved scarves (expected)

Ss write the sounds on the board /ft/, /vd/, / fs/ and / vz/ (expected)

- Listen and repeat

(78)

photographs thieves caves spacecraft proved coughs knives 10 swift

/ft/ /vd/ /fs/ /vz/

2

- T checks in front of class - T conducts the correction Production

Task 2

- T has Ss practise reading these sentences and pick out the words containing these sounds They are not on the roofs now They’ve been moved to the ground

Use the lift I’ll ring to say you’ve arrived I think he’s improved Still coughs but laughs a lot, of course

3 We have plenty of laughs We miss him when he leaves

4 He loves a nurse Her name’s Soft He wants me to bring her this gift

5 He brought me a gift when he arrived - Conduct the correction

- Give an example on the board Grammar and Vocabulary Presentation

Rewrite this sentence beginning with the word provided

E.g.: It is said that this house was built 100 years ago



This house………

- Ask one student to answer the sentence on the board

- Correct the mistakes and explain Exercise 1:

- have Ss exercise ( page 185)

- T walks around the class, offers ideas and comments when Ss need help

Keys:

/ft/ /vd/ /fs/ /vz/ x

2 x

3 x

4 x

5 x

6 x

7 x

8 x

Ss read the sentences carefully and give answers

Ss give answers individually and then check in pairs

Answers:

1 Many people are said to be homeless after the floods

(79)

- Then T calls some Ss to give their answers on the board

- T conducts the correction and explains  If the verbs of the main clause and

the subordinate clause are same tenses, use To-inf.

 If the verbs of the main clause and the subordinate clause are

different tenses (for example, M.C in present and S.C in past or perfect tenses), use To have + PP Exercise 2:

 Setting situation :

E.g.: People believe that 13 is an unlucky number



13 is believed to be an unlucky number T has Ss exercise (page 186

- T walks around the class, offers ideas and comments when Ss need help

- Then T calls some Ss to give their answers on the board

- T conducts the correction and explains - After practising two exercises, T asks Ss to summarize how to change the structures with verb of reporting

- T’s comments

3 He is believed to have driven through the town at…

4 Two people are reported to have been seriously injured…

5 Three men are said to have been arrested after …

6 The strike is expected to begin tomorrow

7 He is said to speak English very well

(expected)

Ss give answers individually and then check in pairs

Answers:

1 He is thought to eat …

2 The wanted man is believed to be living in New York

3 He is known to be very rich The film is supposed to be Many people are thought to have been killed …

6 About a million puppies are thought to be born each year

7 The factories are said to be Those dogs are said to be… Summary

S + V that S + V + O



It is +PP that S +V + O S + be PP + to-inf



(80)

The 93rd period

test YOURSELF F

1 Educational aim: - According to the TEST students can revise all the language skills and grammatical points which they have studied and used in the two units: 15 and16

- Ask students something about the test yourself F

III Grammar(2.5 points) (8 minutes)

- Greeting

- Keys: T, F, F, T, T

- Listen to the teacher and correct the answers

(81)

- Present the task:

- Keys: rent, tenth, - lives, loves

b/ Give the correct form of verbs. Keys: isn’t it, didn’t he c/ Rewrite the sentences … 1/ Jane is thought to be rich

2/ She is said to have won a special prize 3/ He is said to know five foreign languages

4/ The thief is thought to have got in through the kitchen window

+ to get ready to review all the units of grade 11

Study all the lessons again

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