GIAO AN TIENG ANH 9 CA NAM TIN CAY

Teacher elicits if students have some troubles and corrects errors if necessary Students practice the questions with their partners2. Students give answers for the questions.[r]

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Period: Date of planning:……… Date of teaching:………

REVIEW AND TEST

I Change these sentence into active voice 1. These exercises were done well

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2. No mistakes have been made in his composition

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3. This dress is being made for me by my mother

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4. I am taught English by my mother everyday

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5. A lot of English songs can be sung very well by the girls

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6. Our clothes are washed by her everyday

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7. The room is being decorated by my father

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8. A big house is being built near my house

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9. The story was told by my grandmother two years ago

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10.English is taught in every school in the city

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11.My motorbike is being washed now

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12.This poem has been written by a very famous poet

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13.My sister’s car was made in Japan

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14.This purse was found a few days ago by a woman

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15.This job has to be done at once

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16.How are candle made?

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17.All the arrangements have been made

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18. The operation is going to be performed by French doctors

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19.This house was built 100 years ago

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20.The lessons are being written by the students no

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Date of teaching:………

UNIT AVISIT FROM A PENPAL

LESSON 1: GETTING STARTED – LISTEN AND READ 1 Aims: At the end of the lesson, students will be able to

- Make and respond to introduction

- Talk about activities’ Lan and Razali Maryam would during the visit - Educate students how to greet people when meeting each other

- Develop reading and listening skills 2 Language contents

a Grammar: Past simple tense; used to; past simple tense with ‘wish’.

b Vocabulary: Mosque(n); correspond(v); to be impressed by; pray (v); depend (v); have a trip aboard

3 Techniques: Eliciting; guessing; scan; pair work.

4 Teaching aids: Pictures; textbook; chalk; tape; cassette. 5 Time: 45 minutes

6 Procedures:

Contents methods I Warm - up

1 Getting started What would you if your foreign friend comes to visit your country?

Suggestions:

A B C D II Presentation

Questions.

What you know about Maryam/ Lan’s penpal?

Where did Lan take Maryam to? Places: Lan take Maryam to HoChi Minh’s mousoleum History Museum

The literature temple Vocabulary:

- Mosque(n) nhà thờ hồi giáo - correspond(v) trao đổi thư

- to be impressed by - ấn tượng về… - pray (v) cầu nguyện, cúng, khấn vái - depend on (v) phụ thuộc vào…… - have a trip aboard.1 chuyến du lịch nước

Introducing the topic

Students look at the pictures and realize the places

Students practice with their partners Then give answers

Teacher correct errors if necessary Teacher introduces the situation of the text about Lan’s penpal, Maryam visited her

Students give answers

Teacher elicits how to answer the questions

Students listen to the text again Then find out some new words

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Grammar:

Past simple tense:

Ex: Lan took Maryam to…

Used to: used for the past habit so “ used to” means usually or often did sth in the past and no longer now

Ex: Lan used to walk past the Mosque on her way to primary school

did sth in the past and no longer now Questions:

- What did Lan use to when she was a primary school girl?

->Yes, she often walk past the mosque on her way to primary school

- What about now? Does she often walk past the mosque?

-> No, she does’t this any more III III Practice

1 C Two weeks

2 B Ha Noi people were friendly C All the above

Teacher explains how to use “ used to” Students notice teacher’s explaination

Students ask and answer these questions Teacher asks students these questions Students practice with their partners Then give answers

Teacher correct errors if necessary Students read the txt in silence Then practice with their partners

Teacher asks students these questions Students give answers

Teacher correct errors if necessary

IV Consolidation

Saying the content of the text

Educate students how to greet people when meeting each other V Homework:

- Read the passage

- complete the exercise on page in the exercise book - prepare ‘ speak’

VI Marks/ Remarks

- Students were weak in reading VII Self – evaluation:

……… Period: Date of planning:………… Date of teaching:…………

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1 Aims: At the end of the lesson, students will be able to - Make and respond to introduction

- Educate students how to greet people when meeting each other - Develop reading and listening

2 Language contents

a Grammar: Pleased to meet you; let me introduce; have you been… b Vocabulary: to be different from; to be the same.

3 Techniques: Dialogue building; matching; brainstorming; eliciting. 4 Teaching aids: Pictures; textbook; chalk.

5 Time: 45 minutes 6 Procedures:

Contents methods I Pre- speaking

Nga is talking to Maryam: * Guessing:

What you talk about? - Places where you live - People in their country

* Make and respond to introduction - Pleased to meet you!

- Let me introduce… - Have you been… II While – speaking:

a Nga is talking to Maryam: Star like this

A Hello! You must be Maryam B That’s right I am

Answer:

1-C 2- E –E

4- D 5- B

-> 1-C; 5- B; 4- D; 2- E; 3-E; b Now you are talking to Maryam’s friends Introduce yourself Make similar dialogues Take turns to be one of

Maryam’s friends Example:

A Hi! Yoko B That’s right I am… A Pleased to meet you! B………

A Are you enjoying….?

Teacher explains the task and introduce the situation

Teacher elicits some key phrases Students notice them carefully

Teacher explains the task

Students practice with their partner Teacher correct errors if necessary Students read the dialogue in the silence in pair and match Then put it in the correct order

Students read the dialogue aloud Teacher corrects errors if necessary Teacher explain the task and suggests the outline of dialogue

Students complete the dialogue and practice with their partners

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B …………

A Do you live in… ?

B ………Is it very different from? III Post – speaking

Make dialogue introduce their discussion

Students make their free dialogues Teacher corrects errors if necessary IV Consolidation

Remind languages to introduction

Pleased to meet you; let me introduce; have you been… V Homework:

- Complete the dialogues in exercises 3b

- Learn new languages to introduction by heart - prepare ‘ listen’

- Do exercises on page in the exercise book VI Marks/ Remarks

- Students were weak in speaking VII Self – evaluation:

Period: Date of planning: Date of teaching:…

LESSON 4: LISTEN

1 Aims: At the end of the lesson, students will be able to - Listen to Tim Jones’ Mexican pen pal

- Educate students how to greet people when meeting each other - Develop reading and listening

a Grammar: Pleased to meet you! let me introduce… ; have you been… b Vocabulary: to be different from; to be the same.

3 Techniques: Dialogue building; matching; brainstorming; eliciting. 4 Teaching aids: Pictures; textbook; chalk.

Contents methods

I Pre- Listening: * Questions:

What pictures in ‘a’ mean?

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Can you find some differrences between picture a & picture b?

Where is it? *Grammar:

- Let’s go to a restaurant downtown - I rather eat hamburgers

* Vocabulary: - to catch(v): bắt - to kill(v):giết chết - to eat(v): ăn

II While – Listening True or false statements: a Carlos didn’t see the sign

b The sign a means: keeping the grass of c They want to catch the bus numbered 130

d They don’t eat hamburgers III Post – listening

Answer:

a-A; b-B; c-C

Game to consolidation:

Matching the words relate to each other Keep off bus

Catch hamburgers Eat the grass

Students give answers for the questions by looking at the pictures in the textbook Teacher elicits some key vocabulary and grammar

Students guess the meaning of some key vocabulary and how to use grammar Students practice vocabulary in chorus and in individual

Students listen to the conversation Students practice with their partner Students give answers for the questions Teacher corrects errors if necessary Students listen to the conversation and circle the letters corrected

Students listen to the conversation again and check the answers

Teacher corrects errors if necessary Teacher explains the task

Students match the words in pairs and crosscheck their answers

Teacher corrects errors if necessary

Saying language content

- Make sentences each other

- Learn new language content by heart - prepare ‘ read’

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- Students were weak in listening skill VII Self – evaluation:

LESSON READ

1 Aims: At the end of the lesson, students will be able to

- Scan the information about Maryam’s country, Malaysia Then fill in the table that follows - Educate students to know about Malaysia and more all over the world

- Develop reading and reading 2 Language contents

a Grammar: Simple tense…

b Vocabulary: separated(a); comprise(v); federation(n); ethnic group(n); official(a); optional(a); language to instruction

3 Techniques: Scan; brainstorming; eliciting; explaination. 4 Teaching aids: Pictures; textbook; colorful chalk.

5 Time: 45 minutes 6

Pr ocedures:

Contents methods I Pre- reading

* Questions:

What you know about Malaysia? Do you know any information on the table?

II While – Reading

a Scan the information about Maryam’s country, Malaysia Then fill in the table that’s follows

New words:

- separated(a) tách ra, chia

- language instruction.(n) tiếng phổ thông * Fill in the table:

Malaysia

1 Area: 329758 sq km

2 Population: Over 22 million Climate: Tropical climate

Students look at the map and the picture about Malaysia

Teacher sets situation by asking students some guiding questions

Students scan the passage and find out some new words

Teacher elicits some key vocabulary Students guess the meaning of some key vocabulary

Students practice vocabulary in chorus and in individual

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4 Unit of currency: Ringgit Capital city: Kuala Lumpur Official region: Islam

7 National language: Bahasa Malaysia Compulsory second language: English b Read the passage again and answer the questions

Keys:

1 Bumiputera, ethnic chinese, ethnic Indians

2 Bahasa Malaysia, English, Chinese and Tamil

3 Bahasa Malaysia Up to 16

III Post – Reading

Tell some key information about Malaysia

Begin with:

Malaysia is one of the countries of Asian It has an area of 329758 sq km…

Students practice with their partners Students give answers for the table Teacher corrects errors if necessary

Students read the passage again in silence and find out the information to answer the

questions

Students practice with their partners

Students give the answer for the questions Teacher corrects errors if necessary

Teacher explains the task of the exercise Students summarize the passage based on the information about Malaysia

Teacher corrects errors if necessary IV Consolidation

Remind language contents

Educate students to know about Malaysia and more all over the world V Homework:

- Read the passage and the exercises again

- Write a passage about your local based on the passage about Malaysia - Learn new languages by heart

- prepare ‘ Write’

- Do exercise 0n page in the exercise book VI Marks/ Remarks

- Students were weak in pronouncing some key different words VII Self – evaluation:

………

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- Imagine we are visiting our relatives or friends in another parts of Viet nam or in a different countries

- Write a personal letters

- Educate students know how to write a personal letter - Develop language using skill

- At the end of the lesson, students will be able to - Use some grammar points in the right English - Educate students to use language correctly - Develop language using skill

a Grammar: Past simple tense

b Vocabulary: I arrived at < place> … at < time>… on < date>; I’ve visited places… I feel so happy…; I will leave…

3 Techniques: Scan; brainstorming; eliciting; explaination. 4 Teaching aids: Pictures; textbook; colorful chalk.

Pr ocedures:

Contents methods I Pre- Writing:

* Questions:

- How many parts are there in a personal letter?

- What you write in each part? Outline of a personal letter - First paragraph: Say when you arrived who met you met at where

- Second paragraph: Talk about what you have done

- Third paragraph: Tell how you feel, mention when you would return home < people, food, sights>

II/ While – writing:

Suggested ideas First paragraph:

- I arrived at KonTum bus station at < Time> in the afternoon/ evening etc… Uncle/ Aunt met me at the bus station Then he/she took me home by motorbike/ bicycle

Teacher sets situation by asking students to some questions

Students practice with their partners Teacher explains the task

Students read the out line of a personal letter

Teacher corrects errors if necessary Students elicits how to use each paragraph

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- Second paragraph:

I’ve visited/ been to many places like wood church, museum etc

I’ve eaten different foods I’ll visit hanging Bridge Third paragraph:

I feel so happy and enjoy myself so much Then people here are so nice and friendly The food are so delicious and are so beautiful

I will leave in KonTum at… on and I will arrive home at… Please pick me up…

III/ Post – Writing

Tell the main parts of the personal letter Students’ letter

Teacher corrects errors if necessary Students read the complete writing aloud Teacher elicits how to use simple past Students copy them down

Teacher explains the task of the exercise Students tell them and write a letter that they like

Teacher corrects errors if necessary Students read them aloud

Contents methods

I Warm up:

1 Match the words in column A with column B

A B Do bought Go saw Buy went See did

-> The words in the column B are used by the past simple tense of infinitive of verbs in column

2 Before: I always cried Now: I don’t cry -> Used to

3 I am poor So I wish I were …… II Activities:

1 Activity

Work with a partner Ask and answer questions about each person did on the weekend

Example dialogue:

A: What does Ba on the weekend?

Teacher sets situation by asking students to the exercise

Students practice with their partners Teacher elicits some key verbs

Students comment the words in column B

Teacher corrects errors if necessary Students elicits how to use “ Used to” and “wish” Then give some examples

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B: He went to see a movie called “ Ghost and Monster”

A: When did you see it?

B: He saw it on Saturday afternoon at o’clock

* The past simple tense Form S + V( past.s.t) + O Inf Verbs S past Go went See saw Do did Activity

Complete the table Write the things you use to and the things you now Before: I usually went to class Now: I go to class

3 Activity 3:

Talk about 10 dearest wishes - I wish I were older

- She wishes She could fly Note: Things being not true now -> Form: S + wish(es) + S + V( s.p)

Teacher corrects errors if necessary Students read activities of Ba, Na, Lan, Nam and Hoa

Teacher elicits how to use simple past Students practice with their partners Students give the key

Teacher corrects errors if necessary Teacher explains the task of the exercise Students practice with their partners Then give the answer

Teacher corrects errors if necessary Teacher explains the task of the exercise Students practice with their partners Then give their wishes

Teacher corrects errors if necessary VI Homework:

- Complete the letter

- Write one more letters to a friend or relatives - Learn new languages by heart

- prepare ‘ language focus’

- Do exercise on the pages & in the exercise book V Marks/ Remarks

- Students had some troubles when writing a letter VI Self – evaluation:

…

UNIT CLOTHING

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- know people in the world wear the national dress of their countries - read information about the traditional dress of Vietnamese women

- Educate students how to be proud of the traditional dress of Vietnamese women - Develop reading and listening skills

a Grammar: Present perfect tense; passive form.

b Vocabulary: long silk tunic (n); loose pants(n); slit(n); occasion(n); inspiration(n); traditional(a); modern (n); minority(n); unique(n)

3 Techniques: Eliciting; guessing; scan; pair work; brainstorming. 4 Teaching aids: Pictures; textbook; chalk; tape; cassette.

Contents methods

I Warm - up

1 Getting started - What you know about the Vietnamese traditional dress ?

- Where does it come ? - Why you know ? Vocabulary:

- a kimono (n): áo Kimônô

- a sari (n): Xari ( v¶i quÊn quanh ngêi thay quần áo)

- a veil (n): mạng che mỈt Key:

She/he comes from…

a Japan b Vietnam c Scotland d India d The USA

f Saudi Arabia II Presentation

Can you tell me some more about Vietnamese traditional dress?

a.Vocabulary:

- long silk tunic (n)tấm vải lụa dài - loose pants(n) quần dài

- slit(v) xẻ dọc - occasion(n) dịp

- inspiration(n) cảm hứng - traditional(adj) truền thống - modern (adj) đại -ethnic minority(n) dân tộc thiểu số - unique(adj) độc

b.Grammar:

Teacher sets the situation by asking some questions

Students guess and give answers

Students look at the pictures and answer where people come from…

Teacher elicits some key words

Teacher introduces the content of the lesson by asking the questions

Students listen to the text Then find out some new words

Students repeat vocabulary after the teacher in individual and chorus

Teacher corrects errors if necessary Students find out some sentences used by the present perfect tense and passive form Teacher explains how to use “the present perfect tense and passive form ”

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- Present perfect tense:

Ex: Musicians haves mentioned the ao dai - Passive form:

Ex: It was frequently worn by men … c Checking comprehension:

- What does traditional ao dai look like? -> Long silk tunic, slit on the sides, loose pants

- Has Ao dai been changed today? -> Yes, it is

III Practice:

1 Complete the sentences: a Poems, novels and novels

b Long silk tunic, slit on the sides 2 Answer the questions:

a Men and women………

b Because it is more convenient c They have printed…

Teacher asks students these questions Students answer the questions

Students read the text in silence Then practice with their partners

Teacher asks students these questions Students practice with their partners give answers

Talk about national dress of some countries

- Educate students how to be proud of the traditional dress of VietNamese wonmen V Homework:

- Read the passage

- complete the exercises; prepare ‘ speak’ - Learn vocabulary by heat

- Students were weak in reading and did the tasks VII Self – evaluation:

UNIT 2: CLOTHING

LESSON 2: SPEAK

1 Aims: At the end of the lesson, students will be able to - Talk about clothing people wear

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- Educate students how to know the traditional dress - Develop reading and listening skills

a Grammar: What you usually wear?; Why you were?

b Vocabulary: sleeved(a); sleeveless(a); baggy(a); faded(a); plaid(a); plain(a) Techniques: Guessing; matching; brainstorming; eliciting

4 Teaching aids: Pictures; textbook; chalk. 5 Time: 45 minutes

6 Procedures:

Contents methods I Pre- speaking

Questions:

- What you call these clothes’ names - What kind of clothes you wear everyday?

New words:

- sleeved(adj) ngắn tay, cộc tay - baggy(adj) rộng thùng thình - faded(adj) bạc màu

- plaid(n) : KỴ caro - plain(adj): Tr¬n

II While – speaking:

1.Match the phrases with each picture Key:

a-1 b-5 c-6

d-3 e-8 f-4 g-7 h-2 I-g Write two more sentences: Vocabulary:

- Casual (a): -Favorite(a): Questions:

- Do you wear Ao dai on women?

- What you wear on special occasions? - What kind of clothing you wear on Tet( Lunar new year) holiday?

- What would you wear to a party? Report the results of the survey Example:

- Three people said they liked their uniform

- Two persons said they usually wore

Teacher explains the task and introduce the situation

Students listen and give answers Teacher elicits some key phrases Students find out some new words and guess the meaning of them

Students repeat vocabulary after the teacher in chorus and in individual Teacher explains the task

Students practice with their partner Then give the keys

Students find out some new words Students practice with their partners Then interview members of another group

Teacher elicits if students have some troubles

Students report the results of their survey

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colorful T- shirts on the weekend III Post – speaking

Write the words in English or Vietnamese - sleeved(a): ……… - sleeveless(a): ……… - baggy(a) ……… - faded(a) ………

- ………… : KỴ caro - ………: Tr¬n

* Choose any students standing while others students discribe him/her what to wear

Teacher elicits if students have some troubles and corrects errors if necessary Teacher explains the task

Students rub out some words

Teacher corrects errors if necessary Students practice with their partners in front of the class

Teacher elicits if students have some troubles and corrects errors if necessary IV Homework:

- Learn new languages by heart - prepare ‘ Read’

- Do exercises

V Marks/ Remarks

- Students were weak in listening VI Self – evaluation:

UNIT 2: CLOTHING

LESSON 3: LISTEN

- Listen and write the letters of the correct picture to show what Mary is wearing - Educate students how to know how to wear clothing

- Listen specific information and realize clothes - Develop reading and listening

2 Language contents a.

Grammar :

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3 Techniques: Guessing; brainstorming; eliciting.

6 Procedures:

Contents methods I Pre- Listening:

* Match the words with the correct picture.

- a long – sleeved blouse - Jeans

- a plaid skirt

* Questions:

- Are they beautiful?

- What children usually wear? * New words:

- miss(v) = lose(v) mất, lạc - main entrance (n) lối - car fair (n) xe đồ chơi

- information desk (n)bảng thông tin - doll(n)búp bê đồ chơi

II While – Listening

A/ Listen and write the correct letter of the correct pictures to show what Mary is wearing

a-B She is wearing shorts

b-A She is wearing long – sleeved blouse c- C She is wearing shoes

B/ Game: Find some one who wears: - shorts

- shorts – sleeved blouse - Shoes

2 …hat with a star - school uniform - sandals

III Post – listening

Teacher sets situation by playing the game : Match the words with the correct picture

Students play the game with a partner Teacher elicits students how to play Students give the answers

Teacher elicits if students have some troubles and corrects errors if necessary Students practice the questions with their partners

Students give answers for the questions Students look at the pictures in the book to guess the meaning of the words

Students read new words in chorus and in individual

Students listen to the conversation again and find the clothes and shoes that Mary wore

Students crosscheck their answer Then give the answer in front of the class Teacher corrects errors if necessary Teacher explains how to play the game Students practice with their partners Then give the answers

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Students’ description

Students practice with their partners Then give the answers

Teacher elicits if students have some troubles and corrects errors if necessary IV Consolidation

Saying language content

- Make sentences each other

- Learn new language content by heart - prepare ‘ read’

- Do exercises in the exercise book VI Marks/ Remarks

- Students were weak in listening skill VII Self – evaluation:

Period: 10 Date of planning: Date of teaching:…

UNIT 2: CLOTHING

LESSON 4: READ

- Scan the information and understand the content of the text about jeans development - Educate students to be fond of wearing jeans fashion

- Develop reading and speaking skills 2 Language contents

a Grammar: Passive form( review).

b Vocabulary: material (n); sailor (n); embroidered (a); sale (n); finally (adv) = at last. 3 Techniques: Scan; brainstorming; eliciting; ask & answer; gap –filling.

4 Teaching aids: Pictures; textbook; colorful chalk. 5 Time: 45 minutes

6

Pr ocedures:

Contents methods I Pre- Reading

* Questions:

- Do you usually wear jeans ? - Who loves wearing jeans ?

- Do you want to know about jeans ? a Vocabulary:

Students listen to the questions and answer them

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- material (n) chất liệu - sailor (n) thủy thủ

- embroidered (v) thêu - sale (v) doanh số bán

- finally (adv) = at last Cuối - stopped growing = ended going up(v) ngừng phát triển

- go up and up(v) ngày tăng b Grammar:

Ex: Jeans clothes were made from cotton Form: S + be + V (p.p)

II While – Reading

a Fill the missing dates and words a 18 century jeans clothes b 1960s students c 1970s cheaper d 1980s fashion e 1990s sale 2 Answer:

a The word jeans comes from a kind of material that was made in Europe

b The 1990s’ fashion was embroidered jeans painted jeans and so on

c Because jeans become cheaper d Jeans at lash become high fashion clothing in the 1980s

e The sale of jeans stopped growing because the world wide economic situation got worse in the 1990s III Post – Reading

Questions:

a Do you like wearing jeans ? Why ? b Do you think jeans are fashion now ? c What type of jeans you love wearing ?

new words

Students elicits how to use past simple tense in the passive tense

Students scan the passage and find out the information to fill

Students practice with their partners Students give answers for the table Teacher corrects errors if necessary

questions

Students practice with their partners

Students give the answer for the questions Teacher corrects errors if necessary

Teacher explains the task of the exercise Students practice with their partners Teacher corrects errors if necessary

- Remind language contents

- Educate students to be fond of jeans fashion V Homework:

- Write a passage about your local based on the passage about Malaysia - Learn new languages by heart

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- Students were weak in pronouncing some key deferent words VII Self – evaluation:

UNIT 2: CLOTHING

LESSON 5: WRITE

- Write an argument to persuade readers to believe or something - Write an exposition of their own

- Educate students know how to write an argument to persuade readers to believe or something

- Develop language using skill 2 Language contents

a Grammar:

Adverbs used in argument: Firstly; secondly; finally Conjunction: Therefore; In conclution

b Vocabulary: be proud of(exp); bear one’s name (exp); feel equal in (exp) 3 Techniques: Scan; brainstorming; eliciting; explaination.

4 Teaching aids: Pictures; textbook; colorful chalk. 5 Time: 45 minutes

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Pr ocedures:

Contents methods I Pre- Writing:

* Questions:

- How you write an argument ? - What languages you use ? Languages used in an argument:

* Introduction

-My opinion is/ I think … Series of the argument:

- Firstly…/ secondly…/ finally… Conclution:

Therefore/ In conclusion… II While – writing:

a) Read the topic and Outline A Then read the passage

Students practice with their partners Students explains the ways to write an argument

Teacher elicits languages used to write an argument

Students read the language used in an argument

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Secondary school students should wear uniforms

1 New words:

- be proud of(v)tự hào về…

- bear one’s name (v) mang tên - feel equal in (v) cảm thấy công bằng… 2 Questions:

- How many parts are there in an argument ?

- What languages are you in an argument?

b) Now write a paragraph of 100 –150 words But this time you support the argument that secondary school students should wear casual clothes Outline B may help you

III/ Post – Writing

Choose the sample argument that secondary school students should wear casual clothes

Teacher elicits some key words and phrases

Students read the model paragraph and answer the questions

Students crosscheck their writing and write them on the board

Teacher corrects errors if necessary Teacher explains the task of the exercise Students tell them and write the argument that secondary school students should wear casual clothes Outline B may help you

VI Homework:

- Learn new languages by heart - prepare ‘ write’

- Do exercise on the pages 11 & 12 in the exercisebook V Marks/ Remarks

- Students had some troubles when writing an argument because they had a little vocabulary VI Self – evaluation:

UNIT 2: CLOTHING

LESSON 6: LANGUAGE FOCUS

1 Aims: At the end of the lesson, students will be able to - Use some grammar points in the right English

- Educate students to use language correctly - Develop language using skill

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b Vocabulary: Language learnt.

3 Techniques: Scan; brainstorming; eliciting; explaination. 4 Teaching aids: Pictures; textbook; color-chalk.

Pr ocedures:

Contents methods I Warm up:

1 Match the words in column A with column B

A B Do bought Go saw Buy went See did

-> The words in the column B are used by the past simple tense of infinitive of verbs in column

2 Before: I always cried Now: I don’t cry -> Used to

3 I am poor So I wish I were …… II Activities:

1 Activity 1

Work with a partner Ask and answer questions about each person did on the weekend

Example dialogue:

A: What does Ba on the weekend? B: He went to see a movie called “ Ghost and Monster”

A: When did you see it?

B: He saw it on Saturday afternoon at o’clock

* The past simple tense Form S + V( past.s.t) + O Inf Verbs S past Go went See saw Do did 2 Activity 2

Complete the table Write the things you use to and the things you now Before: I usually went to class

Teacher sets situation by asking students to the exercise

Students practice with their partners Teacher elicits some key verbs

Students comment the words in column B

Teacher corrects errors if necessary Students elicits how to use “ Used to” and “wish”.Then give some examples

Teacher explains the task of the exercise Students read the example dialogue Then practice with their partner

Teacher corrects errors if necessary Students read activities of Ba, Na, Lan, Nam and Hoa

Teacher elicits how to use simple past Students practice with their partners Students give the key

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Now: I go to class 3 Activity 3:

Talk about 10 dearest wishes - I wish I were older

- She wishes She could fly Note: Things being not true now -> Form: S + wish(es) + S + V( s.p)

Teacher corrects errors if necessary Teacher explains the task of the exercise Students practice with their partners Then give their wishes

IV Homework:

- Do these exercises again

- prepare ‘ Unit Clothing 2; parts & 2’ - Do exercises in the exercise book

- Students had some trouble in making the sentences VI Self – evaluation:

Period: 13, 14 Date of planning: Date of teaching:…

TEST & CHECK

MA TRẬN ĐỀ KIỂM TRA TIẾT – TIẾNG ANH SỐ 1 Tên Chủ đề

(nội dung,chương) Nhận biết Thông hiểu

Vận dụng

Cộng Cấp độ thấp Cấp độcao

PRONUNCIATION /d/; /i/;/z /; /e/ Số câu: Số điểm:1

Số câu: Số điểm:1

READING Trả lời câu hỏi

Reading a passage about YOKO

Số câu : Số điểm: 1,5

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Số câu: Số điểm: 2,5

LANGUAGE FOCUS

chọn đáp án

Chia động từ

Chọn đáp án

Từ vựng ngữ pháp

Thì tại, khứ, HTHT

Số câu:

Số điểm :1,5 Số câu :4 Số điểm:2 Số câu :2 Số điểm:1 Số điểm: 4,5Số câu:

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Câu bị động, khứ, HTHT

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Số câu: Số điểm: Số câu: 10

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Số câu: 22 Tổng điểm: 10

ĐỀ KIỂM TRA TIẾT – TIẾNG ANH (SỐ 1)

Name: TEST : 45 mins: Class:

I Chọn từ có phần gạch chân phát âm khác với từ lại: A wanted B needed C moved D prevented

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3 A walks B begins C helps D cuts

4 A evening B key C envelope D depend II Đọc đoạn văn trả lời câu hỏi:

Yoko was born in Japan, but her father is not Japanese He comes from Italy He worked in Japan as a bussinessman and met her mother there In 1998, her family moved to Great Britain When they arrived in London, she didn’t know anybody She felt lonely In Japan, she used to have a lot of friends, but now she doesn’t have anyone to talk to So she decided to look for friends on the Internet She was lucky to know Tim and to be one of his friends She wishes they lived in the same neighborhood so that they could meet and talk everyday

1 Where was Yoko born? 2.Is her father Japanese? ……… When did her family move to London? ……… Did she have a lot of friends in London? ……… Why did she decide to look for friends on the Internet? ……… ……….……… III Chia động từ ngoặc cho thì:

1 I wish I………(can) fly

2 She ……… (live) here since 2000

3 He often………(play) soccer in the afternoon 4.They………(buy) this house last week IV Chọn đáp án đúng:

1.The capital of Malaysia is………

A Jakarta B.Vientiane C Kualalumpur D Phnompenh Malaysia is… into two regions

A divides B divide C dividing D divided “Kimono” is the traditional clothing of the………

A Chinese B Vietnamese C Portugese D.Japanese Lan has learnt English……… four years

A for B since C in D on

5 Nam was……… gold medal in the chess tournament last week A awarded B award C awards D awarding V Viết lại câu sau cho nghĩa câu không thay đổi:

1 I don’t have a computer.=>I wish ……… We cleaned the room yesterday.=>The room ……… She started learning English four years ago.=>She has ……… You should your homework everyday.=>Your homework ……… Period: 15 Date of planning:

Date of teaching:…

UNIT : A TRIP TO THE COUNTRYSIDE

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- Understand the content of the text about Liz’s trip to Ba’s village - descries, ask and answer about activities in the countryside

- Educate students to love activities in the countryside - Develop reading and listening skills

a Grammar: past simple tense with ‘wish’; preposition of the time and adverb clause of the result

b Vocabulary: home village (n); travel by ( exp); bamboo forest (n); banyan tree (n); shine(n); river bank (n)

3 Techniques: Eliciting; guessing; scan; pairwork, brainstormng 4 Teaching aids: Pictures; textbook; chalk; tape; cassette.

Contents methods I Warm - up

Please, tell me some activities of a farmer in the country

II Presentation 1.Getting started:

Work with a partner: Look at the pictures and take turn to talk about activities in the countryside

Ex: A man is plowing with his buffalo Key:

1 A woman is watering vegetable Three boys are swimming

3 A woman is feeding chicken

4 Two women are harvesting the rice A man is feeding pigs

7 A boy on the back of a buffalo is flying a skii

8 Three boys are playing soccer 2 Listen and read:

Questions:

- How you get to school ?

- What can you see on the way to your school ?

Vocabulary:

- home village (n) quê quán - travel by ( exp) du lịch bằng… - bamboo forest (n) rặng tre - banyan tree (n) đa

- shine(v) chiếu sáng

Introducing the topic

Students look at the pictures and realize the places

Teacher correct errors if necessary Teacher introduces the situation of the text about Lan’s penpal, Maryam visited her

Teacher elicits how to answer the questions

Students listen to the text again Then find out some new words

Students find down some sentences used by the past simple tense:

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- river bank (n).bờ sông Grammar:

a Past simple tense with ‘ wish’: Ex: I wish I could visit your village b adverb clause of the result:

Ex: Everyone felt tired and hungry so they sat down under the tree

Practice

a) True or false ? Check

1 F T F F T F 7.T F T b) Answer:

1 It is about 60 kilometers to the north of Ha Noi

2 They got to the village by bus

3 The banyan tree is at the entrance to the village

4 They saw the shrine of Vietnamese hero

Students ask and answer these questions Teacher asks students these questions Students practice with their partners Then give answers

Educate students to love activities in the countryside V Homework:

- Read the passage

- complete the exercise on page 20 in the exercise book - prepare ‘ speak’

- Students were weak in reading VII Self – evaluation:

UNIT 3: A TRIP TO THE COUNTRYSIDE

LESSON 3: SPEAK 1 Aims: At the end of the lesson, students will be able to

- Talk about clothing people wear

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a Grammar: Wh- questions; How far ?; How long…? b Vocabulary: To the south/ north/west/east.

3.Techniques: Guessing; matching; brainstorming; eliciting. 4 Teaching aids: Pictures; textbook; chalk.

Contents Methods I Pre- speaking

Questions:

- Can you tell us about your village ? - Are there any places to travel ?

- Does your village have rivers/lakes…? II While – speaking:

a Read the questions Then play the role of A and B, ask and answer about your partner’s village using the

information in the boxes. Example:

A Where is your home village ? B It’s to the west of the city ? And

what about you ?

A It’s to the south of the city B How far is it from the city ? A It’s about 30 kilometers B ………

b Now ask and answer about your real home village If you not have a home village, make up information similar to the box A or B.

Suggested ideas

- To the north of Kontum town - 60 kilometers from the town - Travel by bus/ motorbike/ bicycle - hours

- Plant rice/ corn/ maize/ vegetable - River

Teacher explains the task and introduce the situation by asking some questions Students listen and give answers

Students find out some new words and guess the meaning of them

Students find out some new words Students practice with their partners Teacher elicits if students have some sggested ideas

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III Post – speaking Students’s answers

Talk about village fair, relatives, children’s game, interesting places

Students practice with their partners in front of the class

- Do exercises

UNIT 3: A TRIP TO THE COUNTRYSIDE

LESSON 4: LISTEN 1 Aims: At the end of the lesson, students will be able to

- Listen to the trip to Ba’s Village Match the places on the bus route write the letters on the map - Educate students how to show the way

- Listen specific information and realize clothes - Develop reading and listening skills

2 Language contents b.

Grammar : past simple tense.

b Vocabulary: gas station, fuel, Dragon Bridge, pond, highway, parking lot. 3 Techniques: Guessing; brainstorming; eliciting.

6 Procedures:

Contents Methods I Pre- Listening:

Listen to the trip to Ba’s Village Question:

Can you guess the places on the map ? Vocabulary:

- Gas station - fuel

- Dragon Brigde

Teacher sets situation by question Students practice with a partner

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- Pond

- Hightway No.1 - parking lot II While – Listening

Guiding questions to find places What makes cars work ?

Is there a store beside a pond ?

Is there a parking lot near a banyan tree Keys:

- C Hightway No.1 B airport - D Dragon Brigde

- H pamboo forest - E Gas station - F store

- L parking lot - G Pond - Banyan tree

B/ Game: Find some one who wears: - shorts

- shorts – sleeved blouse - Shoes

2 …hat with a star - school uniform - sandals

III Post – listening Students’ description

Teacher elicits if students have some troubles and corrects errors if necessary Students practice the questions with their partners

Students give answers for the questions Students look at the pictures in the book to guess the meaning of the words

Students read new words in chorus and in individual

Students listen to the conversation again and find the clothes and shoes that Mary wore

Students crosscheck their answer Then give the answer in front of the class Teacher corrects errors if necessary Teacher explains how to play the game Students practice with their partners Then give the answers

Teacher elicits if students have some troubles and corrects errors if necessary Teacher corrects errors if necessary Students practice with their partners Then give the answers

- Do exercises 2,3 on page 20 V Marks/ Remarks

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UNIT 3: A TRIP TO THE COUNTRYSIDE LESSON 5: READ

- Scan the information and understand the content of the text about the life of an exchange student in the USA

- Educate students to how to be acquainted with the life of an exchange student in foreign countries

- Develop reading and speaking skills 2 Language contents

a Grammar: Passive form( review).

b Vocabulary: exchange (n); till (prep); maize (n); hamburger (n); hot dog (n). 3 Techniques: Scan; brainstorming; eliciting; ask & answer; gap –filling. 4 Teaching aids: Pictures; textbook; colorful chalk.

Pr ocedures:

Contents Methods I Pre- Reading

* Questions: - Who is Van?

- Where does he live now ? a Vocabulary:

-exchange (n); -till (prep);

-maize (n); - hamburger (n); - hot dog (n)

b Grammar: - structures

- Somebody is the same age as somebody

-Ex: Peter is the same age as Van II While – Reading

Students listen to the questions and answer them

Students scan the passage and find out some new words

Teacher corrects errors if necessary Students find and give example

Students scan the passage and find out the information to fill

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a Match the words in column A with the words or groups of words in column B having the same meaning

A B

-maize bring things together -feed where people buy food and small things -grocery story give food to eat -part-time corn

- collect shorter or less than standard time

2 Answer:

Ohio farmer works past-timeat a grocery store Peter

Sam after farm

they watch 9.baseball 10 member III Post – Reading

Questions:

a Who is going to the USA as an exchange student ?

Students match the words in column A with the words in column B

questions

Students practice with their partners Students give the answer and match Teacher corrects errors if necessary Teacher explains the task of the exercise Students practice with their partners and complete the summery

sts listen and answer the question Teacher corrects errors if necessary IV Consolidation.

- Remind language contents

- Educate students to be fond of countryside V Homework:

- Read the passage and the exercises again - Write a passage about your countryside - Learn new languages by heart

- Do exercise on page 10 in the exercise book VI Marks/ Remarks

- Students were weak in pronouncing some key deferent words VII Self – evaluation:

Date of planning:

Date of teaching: Period: 19

UNIT A TRIP TO THE COUNTRYSIDE

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I Aims: At the end of the lesson, students will be able to:

- Write an argument to persuade readers to believe or something - Write an exposition of their own

- Educate students know how to write an argument to persuade readers to believe or something

- Develop language using skill II Language contents

1 Grammar:

Adverbs used in argument: Firstly; secondly; finally Conjunction: Therefore; In conclution

2 Vocabulary: be proud of(exp); bear one’s name (exp); feel equal in (exp) III Techniques: Scan; brainstorming; eliciting; explaination.

IV Teaching aids: Pictures; textbook; colorful chalk. V Time: 45 minutes

VI Pr ocedures:

Contents Methods I Pre- Writing:

* Questions:

- How you write an argument ? - What languages you use ? Languages used in an argument:

* Introduction

-My opinion is/ I think … Series of the argument:

- Firstly…/ secondly…/ finally… Conclution:

Therefore/ In conclusion… II While – writing:

a) Read the topic and Outline A Then read the passage

Secondary school students should wear uniforms

1 New words: - be proud of(exp) - bear one’s name (exp) - feel equal in (exp) 2 Questions:

- How many parts are there in an argument ?

- What languages are you in an argument?

Students practice with their partners Students explains the ways to write an argument

Teacher elicits languages used to write an argument

Students read the language used in an argument

Teacher corrects errors if necessary Students read the outline A more carefully

Teacher elicits some key words and phrases

Students read the model paragraph and answer the questions

Students crosscheck their writing and write them on the board

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b) Now write a paragraph of 100 –150 words But this time you support the argument that secondary school students should wear casual clothes Outline B may help you

Choose the sample argument that secondary school students should wear casual clothes

Teacher explains the task of the exercise Students tell them and write the argument that secondary school students should wear casual clothes Outline B may help you

* Homework:

- Learn new languages by heart - prepare ‘ write’

- Do exercise on the pages 11 & 12 in the exercise book VII Marks/ Remarks

- Students had some troubles when writing an argument because they had a little vocabulary

Date of planning:

unit : learning a foreign language

getting stated + listen and read

I Aims

The aims

a The aims of the whole unit :

By the end of the unit, ss will be able to:

- Read and understand a dialogue about an oral English test - Give out advices or persuade someone something

- Listen and choose True/ False information

- Write a letter to ask for information about a course leaning on the outline b The aims of the lesson

By the end of the lesson ss will be able to: Listen and read a passage about a dialogue an oral English test and then check the reported questions

Skills :

+ Speaking : Ask for and give information about language courses Express opinions

Talk about methods of study

+ Listening : Listen to monologues or dialogues within about 100-120 words for general or detailed information

+ Reading : Read passages within 150-180 words for general or detailed information

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Knowleges:

+ Standard : Read and understand the passage for general or detailed information about an oral English test

Check the reported questions and compare with direct questions + Higher : Change some direct questions into reported questions

Language contents:

a.Vocabulary: exam = examination, examiner, hard, aspect, attend, course, pass. b.Structures : - “ if” with modal verbs: must, have to, should, might, ought to - Direct and reported speech: statements and question

Education: Educate ss to learn hard and have a good method in learning foreign languages II Preparations

Teacher: lesson plan, English 9-book, tape, cassette, pictures, extra boards

Students: review the grammar points above and vocabulary about school, study, timetables, and subjects

III The stages of the lesson The old lesson check-up(1’) Check ss’ preparations

The new lesson

Teacher’s activities Students’ activities

*Warm-up(5’): Networks

Ask ss to play the game “ Networks” What you usually to learn English everyday?

Remark the game

Give the correct answers by checking part Getting started

*Presentation(12’)

Hang the piture and set the scene: you are going to read a dialogue about an oral English test

Ask ss to discuss the question

- What you have to in an oral English test?

Ask ss to give out their ideas Give ss the new words

Three groups play on the stage

homework learn new words speak E

Observe and listen carefully Discuss in pairs

1 New words

exam (n) = examination (n) examiner (n)

hard (a) = difficult (a) aspect (n)

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Ask ss to repeat the new words in chorus Ask ss to read

Remark and correct the mistake

Present the new structures of “ reported questions”

* Practice (20’) Play the tape ( 3times)

Ask ss to practice the dialogue in pairs Ask pairs to practice

Remark and correct the mistake

Ask ss to read the dialogue again and check the questions that the examiner asked Lan Ask ss to check on the board

Remark and correct the mistake then give out the answer key

*Production(4’)

Ask ss to report some questions

attend ( v) course (n) pass (v)

Repeat the new words in chorus Listen and check

Correct by themselves Listen carefully

2 Structures : Reported questions Eg: “ What’s your name?”

She asked me what my name was

“ Do you live with your parents?

 She asked me if I lived with my parents

Listen carefully Pairwork

Correct by themselves

Read the dialogue again and check Observe and correct

3.Check the boxes Answer keys:

1 What is your name?

She asked me what my name was

2 Where you come from?

She asked me where I came from

3 Do you speak any other languages?

She asked me if I spoke any other

languages

4 Why are you learning English?

She asked me why I was learning English

5 How did you learn English in your country?

She asked me how I learned English in my

country

6.How will you use English in the future?

She asked me how I would use English in

the future

7 What aspect of learning English you find most difficult?

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Ask ss to write on the board Remark and correct

1 What is your address? Do you live in the city?

* Feed-back(1’)

What is the main content of the lesson?

English I found most difficult 8.Read this passage

She asked me to read that passage.*

Write on the drafting paper Observe, listen and correct Copy in the book

* Key:

1 She asked me what my address was She asked me if I lived in the city Listen and answer

3 Homework (2’)

- Learn the vocabulary and grammar points by heart - Do exercises in the work book

- Prepare for the next lesson “ Speak + Listen” IV Self – evaluation:

………

Date of planning:

Date of teaching: Period: 21+22

speak + Listen

I Aims

The aims

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

- Ask for and give information about language study - Express opinions

- Talk about method of study

- Listen to a dialogue about Nga’s English study and check the True or False sentences

Skills :

+ Speaking: Ask for and give information about language study

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Knowleges:

+ Standard : Ask for and give information about language study in groups of Listen and check 4/6 sentences

+ Higher : Write a passage about Nga Language contents:

a.Vocabulary: dormitory, campus, reputation, experience, scenery, work for, improve, skill, useful, native

b.Structures : Present simple, past simple, present perfect

Education: Educate ss to learn hard and love their mothertongue language II Preparations

Teacher: lesson plan, English 9-book, pictures, extra board

Students: review the grammar points and vocabulary of language study III The stages of the lesson

The old lesson check-up(1’) Check ss’ preparations

The new lesson

*Warm-up(3’)

Ask ss to play the game “Hangman” Remark the game and present the new lesson: Today we are going to practice speaking persuading your partners to take part in a foreign language course abroard *Pre- speaking(10’)

Present the new words

Ask ss to repeat the new words in chorus Ask ss to read and correct the mistake Ask ss to play the game “Rub out and remember “ to drill vocabulary

Ask ss to look at the table and present the situation: Thu, Tam and Kim have been awarded a scholarship of US$2,000 to attend an English language summer course abroad You work in group of three and play the role of these three students to persuade your partner to attend the school you would like to go to

Hang the extra board and ask ss to listen to

The whole class play together

* Hangman: You learn in a school from 2006 to 2010 That is a _ _ _ _ _ _

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the model dialogue Ask ss to repeat

Notice ss to use the expressions: I think, I agree, Why don’t we ?, Let’s

*While-speaking(12’)

Now you use the information and

expressions in the table to ask and answer groups of to persuade your partners to attend the school you would like to go to Go around the classroom to help ss practice Ask students to practice in groups before the class

Remark and correct the mispronunciation * Pre- listening (5’)

Hang the picture of Nga on and present the situation : You will listen to the dialogue between

Nga and Kate about her studying English Listen and check the boxes, then correct the false statements

* While- listening (7’) Play the tape (3times) Play the tape again

Ask ss to give out their answers on the board

Ask others to remark and correct Remark and give out the answers * Post- listening (5’)

Ask ss to work in exchange pairs to ask and answer the question:

- What aspects of learning English /don’t you like? Why? Why not? - Which skill(s) are you good at?

- What can you to improve your listening /speaking ?

Ask some student to answer Remark and correct

* Feed-back (1’)

Repeat the new words in chorus Listen and correct by themselves The whole class play together

Observe and listen Repeat aloud

Groupwork of three

Observe, listen and correct Observe and listen

Listen and check

Listen and correct the false ones Observe and correct

Remark and correct Correct by themselves 2 Listen

* Key: a)True b)True

c) False She works for an international bank in Ha Noi

d)True

e) False Her listening is terrible (This is her biggest problem People talk very quickly and she can't understand them.)

Pairwork

dormitor

y campus skill

experience

reputation

useful

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Listen and remark Listen and answer 3.Homework(1’)

- Learn the new words and the new structures by heart - Make a dialogue about part “speak”

- Prepare for the next lesson : Part “ Read ” IV Self – evaluation:

Date of planning:

read

I Aims

The aims

By the end of the lesson, ss will be able to read some advertisements to get specific and detailed information about English courses

Skills :

+ Reading : Drill reading comprehension skills to get specific and detailedinformation about English courses

+ Writing : Write the passage to give reasons for their choice 3 Knowleges:

+ Standard : Read and know about English courses: classtime, language level, time to start + Higher : Write a passage to give reasons for their choice

Language contents:

a.Vocabulary: intermediate, level, beginner, well- qualified, advanced, advertisement, tuition, academy, council

b.Structures : present simple

Teacher: lesson plan, English 9-book, pictures, extra boards, flash cards Students: review the grammar points and vocabulary

(40)

Ask ss to practice giving reasons to persuade their friends to attend an Englsh coursse abroad

2 The new lesson

* Warm-up (5’): Game: Networks Ask groups to discuss and then write on the board

Remark the game and present the new lesson

* Pre-reading (12’) Ask ss :

1.Have you ever read an advertisement? 2.What is it about ?

Present the situation: Mr Lam is looking for a language school to learn English, he has some notes

Ask ss to look at the note and explain Present the new words

Ask ss to repeat in chorus Ask ss to read

Remark and correct the mistake * While-reading(20’)

Ask ss to read the text silently and note down the information about the English classes from the advertisements

Ask ss to write on the extra board Ask others to remark and correct Remark and give out the answer key Ask ss to work in pairs to choose the suitable language school for Mr.Lam Ask ss to give out their ideas

Ask others to remark

Remark and give out the answer key * Post-reading (3’)

Ask ss to work in pairs to ask and answer some questions about themselves

Three groups play on the stage * Networks :

news movies music

weather forecast

sports

Listen and answer Listen carefully 1 New words intermediate (n) level (n)

beginner (n) well- qualified (a) advanced (a) advertisement (n) tuition (n)

academy (n) council (n)

Repeat the new words in chorus Listen and correct by themselves

Read the text silently and note down the information about the English classes Observe and correct

Correct by themselves 2 Practice

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Ask some pairs to practice and correct * Feed-back (1’)

School Class time(morning/ afternoon/ evening)

Language level (beginner/ intermediate/

Time to start Academy

of

morning afternoon

advanced First week of Foreign

language

morning and

beginner/ Intermediate

' November New

English Institute

afternoon evening weekend

beginner (today)

Pairwork

Listen and remark

* Key: Mr Lam should go to Foreign Language Council

Pairwork * Questions:

- Do you want to attend in beginner or intermediate classes?

- Which class time can you attend? - What time can you start your course Listen and remark

Listen and answer

3 Homework(2’)

- Learn by heart all vocabulary and grammar points - Write a short passage about your English study - Do exercises in the work book

- Prepare for the next period : Part “write& language focus IV Self – evaluation:

Date of planning:

(42)

Period: 24

write

I Aims

The aims

By the end of the lesson, ss will be able to read and understand the model letter and underline the structures of the letter and the write a letter of inquiry ( a formal letter) Skills :

+ Writing skills : guided writing skills Knowleges:

+ Standard : Read and understand the model letter and underline the structures of the letter + Higher : Write about a letter of inquiry using the outline

a.Vocabulary: edition, detail, fee, look forward to, hear.

b.Structures : Past simple, present simple, structures of a letter Education: Educate ss to learn hard and be polite to older people II Preparations

Teacher: lesson plan, English 9-book, extra boards

Students: review the grammar points and vocabulary, a sheet of white paper III The stages of the lesson

The old lesson check-up(3’) What you in your free time? Do you usually read newspapers? Do you watch TV?

The new lesson

*Warm-up(5’)

Ask ss to play the game “Matching”

Remark the game and present the new lesson Today we are going to write a formal letter of inquiry( giving a request for

information or action) *Pre- writing(10’)

Ask ss to retell again the structures of an

Three groups play on the stage * Matching:

1

speak read listen write

5

reading written spoken listening * Key: 17 ; 25 ; 38 ; 46

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informal letter

Present the structures of a formal letter: You must include the addresses of the writer and the recipient and end the letter politely Ask ss to ditinguish the kinds of letter Present the structures of inquiry letter parts

Explain some new words: edition, detail, fee, look forward to, hear

*While-writing(20’)

Ask ss to work in pairs to underline the patrs of the letter on the board For good ss: write the similar letterusing the

advertisements in part “ read” - foreign language council

Ask others to underline the patrs of the letter on the board

Remark and give out the suggested writing * Post-writing (3’): speaking

Ask ss :

Where did you see the school’s advertisement?

What you want to improve? What kind of test can you complete? Remark and correct

* Feed-back (1’)

Listen and remember

1.Structures of an inquiry letter

Introduction: Say how you come to know the Institution (advertisement on newspaper, watch on TV)

Request: Say how good your English is; exactly what kind of information you want Further information: Say you are ready to supply more information about your English you study (record of study) if necessary Conclusion: End with a polite closing) Observe and listen

Pairwork

Observe and correct Correct by themselves *Keys:

- Introduction: I saw your school's

advertisement in today's edition of the Viet Nam News

- Request: I am interested in learning

Vietnamese and I'd like some information about your school

- Further information:

I speak little Vietnamese, but I want to learn to read and write it Could you please send details of courses and fees? I can complete a spoken Vietnamese test if necessary - Conclusion:

I look forward to hearing from you Yours faithfully

*Keys:

12 Nam Trang street

(44)

capital city

November 11th,

2010 Dear Sir,

I saw your Institute's advertisement on today's

TV programs

I am very interested in learning English and I would like some more information about your Institute

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

Could you please provide more information

about the length of the course and fees for beginners? I can supply my record of English study if necessary

I look forward to hearing from you soon Yours sincerely

Listen and answer

Listen and answer 3.Homework(2’)

- Learn the new words by heart - Write another letter of inquiry

- Prepare for the next lesson: “ Language focus ”: Review reported speech and “ if” sentences IV Self – evaluation:

Date of planning:

(45)

language focus

I Aims

The aims

By the end of the lesson, ss will have a good chance to review: Modal verbswith “ if”

Direct and reported speech: - here and now words in reported speech - reported questions

Skills :

+ Speaking and writing skills Knowleges:

+ Standard: Complete dialogues using the modal verbs with “ if”

Complete the table by changing here and now words in to reported speech Report the sentences and the questions

+ Higher : Freely make up sentences using the modal verbs with “ if” and report a sentence or a question

Language contents:

a.Vocabulary: review all vocabulary

b.Structures : Modals with “if”, reported speech Education: Educate ss to learn hard

II Preparations

Teacher: lesson plan, English 9-book, pictures, extra boards

Students: review the grammar points and vocabulary, drafting paper III The stages of the lesson

The old lesson check-up(1’) Check ss’ preparations

The new lesson

*Warm-up(5’)

Ask ss to play the game “Networks” Three groups play on the stage * Networks:

G1 G2 G3

must can

(46)

*Modal verbs with “ if”(15’)- Exercise 1 Introduce the first content of the lesson through the table and the example (a) on the board

Present the structures to talk about “if”

Notice ss about the rules when we change the position of the two clauses( the comma is ommitted)

Ask ss to use the information in the box to complete the dialogues

Ask some pairs to practice their dialogues Remark and correct

*Direct and reported speech (15’) ( Exercise 2+3+ 4)

Ask ss to look at the table and present the rules whaen we change the now and here words in reported speech: we have change the subject, verb, possesive adjectives, objects, adverbs of place, adverbs of time Ask ss to work in pairs to change

Ask ss to look at exercise and present the situation: Lan’s father held a party to

have to

Observe and listen Listen and copy Eg:

- My grade is terrible

- If you want to get good grades, you must study hard

Listen and remember Pairwork

Listen and correct 1.Exercise 1

b have to go to university c should exercise regularly d he might miss the train e you ought to stay in bed f You must your homework

Observe and listen

* Key:

Direct sentence

Reported sentence

(47)

celebrate his mother’s birthday

Unfortunately Mrs Thu, her grandmother, has a hearing problem and she couldn't hear what people were saying After the party, Lan reported everything to her grandmother Ask ss to look at the examples on the board

Ask ss to on the drafting paper to write the sentences

Ask ss to write on the board Ask ss to correct

Remark and give out the answers

* Feed-back (1’)

Subject

I

He / She /It /They

We You

He / She He / She / It /They They I / we

Possesive adjective

My

His / her / its / their

Our Your

His / her His / her / its /their Their My / our

Verb

- Present simple - Present progressive - Will - Can - May

- Must / Have to

- Past simple - Past

progressive - Would - Could - Might - Had to Adjective

- This

- These - That

- Those

Adverb

- Here - Now - Today - Tomorrow

- There - Then - That day - The next day ( The

following day ) Observe and listen

Eg: “I'm happy to see you” (Aunt Xuan)

 Aunt Xuan said she was happy to see you “Do you like pop music?”

(48)

She asked me where I lived Do individually

Observe and correct 2.Exercise 3+ 4 * Keys: Exercise 3

a Uncle Hung said that birthday cake was delicious

b Miss Nga said she loved those roses c Cousin Mai said she was having a wonderful time there,

d Mr Chi said he would go to Hue the following day

e Mrs Hoa said she might have a new job f Mr Quang said he had to leave then * Keys: Exercise 4

a She asked me how old I was

b She asked me if/whether my school was near there,

c She asked me what the name of my school was

d She asked me if/whether I could use a computer

e She asked me why I wanted that job f She asked me when my school vacation started

- Do the exercises again in the book

- Prepare for the next lesson: Review to prepare for 45-minute test IV Self – evaluation:

Date of planning:

(49)

test

Time : 45 minutes I.The aims of the lesson

The aims

By the end of the lesson, the teacher will check ss’ vocabulary, grammar and knowledges from

unit to unit Skills :

+ Listening, reading, writing skills and grammar Language contents:

a.Vocabulary: review all vocabulary and structures from unit to unit 4 b.Structures :

- Modal verbs “ could” with “ wish” Modal verbs with “ if” - Past simple tense with “ wish”

- Prepositions of time

- Direct and reported speech

Education: Educate ss to learn hard and to be truthful II Matrix

Chủ đề Nhận biết Thụng hiểu Vận dụng Điểm

TN TL TN TL TN TL

Listening 2( c©u)

Reading 3(6 c©u)

Language Focus

Tõ vùng, NP 3(6 c©u)

Writing 2(4c©u)

Total 2( c©u) 6(12c©u) 2(4c©u) (20 c©u)10

III Preparations

1.Teacher : photo the tests : 50 sheets

2 Students: review from unit to unit 4, drafting paper * Questions

I Choose the most suitable word to complete the sentences(3points) Nam wishes he my exam

a pass b passing c to pass d passed I will go to Hue June

a on b for c in d at If she wants to go out, she her homework first

(50)

4 She said she happy to meet you

a is b were c been d was He asked me where

a I live b live I c I lived d lived I She asked me if .milk

a l like b I liked c liked I d.like I II Read the adverisement and answer the questions (3 points)

School Class time Language level Time to start

Ha Noi Language University

Ha Noi National University

III Rearrange the parts of a formal letter to make a full letter ( points) I look forward to hearing from you

I saw your school advertisement on the Internet last night

I’m interested in learning Chinese and I would like to know some more information about your school

I speak a little Chinese, but I want to write it Could you please send details of courses and fees? I can complete a spoken test if necessary

Introduction Request

Further information Conclusion

IV Listen to the passage and Tick () or () the boxes ( points)

What is your name? Ha Noi Language University

25 Nguyen Du street

Study English and Chinese, in the evening

Places available in beginner classes

Courses start on 11th November

Ha Noi National University 22 Le Dai Hanh street

Study English and French in the afternoon and evening

Places available in beginner and intermediate classes

(51)

How old are you? Where you live? Which class are you in? * Answer keys:

I 6x0,5= points

1 d ; c ; 3.a ; d ; 5.c ; 6.b II.6x0,5 = points

School Class time Language level Time to start

Ha Noi Language

University evening beginner

11th November

Ha Noi National University

afternoon and evening

beginner and

intermediate 9th December

III 4x0,5= points

Introduction 2

Request 3

Further information 4

Conclusion 1

IV 4x0,5= points Tapetranscript:

This afternoon I went to school I met my new English teacher and she asked me some

questions First she asked me what my name was, and how old I was Then she asked me where I came from and which class I was in

What is your name?  How old are you?  Where you live?  Which class are you in? 

- Prepare for the next lesson: Review to prepare for 45-minute test

Date of planning:

(52)

Period: 27

correcting the test

I.Aims

The aims

By the end of the lesson students will be able to have their texts corrected and they can review what they could not and know the way to improve the knowlege in the next lessons

Skills :

+ Listening, reading, writing skills and grammar Language contents:

a.Vocabulary: review all vocabulary and structures from unit to unit 4 b.Structures :

- Modal verbs “ could” with “ wish” Modal verbs with “ if” - Past simple tense with “ wish”

- Prepositions of time

- Direct and reported speech

Education: Educate ss to learn hard and to be truthful II.Preparations

1.Teacher: give points to the tests

2 Students: review from unit to unit

III The stages of the lesson 1.The old lesson check- up(1’)

Check ss’ preparations 2.The new lesson

* Pre-correcting (10’) Give the tests to ss

Remark the tests generally through the main mistakes in each part of the test

* While- correcting(30’)

Go through each part of the test, ask ss to point out the correct answer of each sentence, and explain why

Get and observe

Observe and listen carefully

Look at each part of the test, point out the correct answer of each sentence, and explain why

I Choose the most suitable word to complete the sentences (3points)

* Answer key

1 d ; c ; 3.a ; d ; 5.c ; 6.b

(53)

* Post-correcting( 2’)

Ask ss to tell what they could and could not in the test and know the way to improve the knowlege in the next test

* Feed- back(1’)

Remind the thing that ss did well and they did badly in the test

points)

* Answer key

School Classtime Languagelevel Time tostart Ha Noi

Language

University evening beginner

11th

November Ha Noi

National University

afternoon and evening

beginner and intermediate

9th

December III Rearrange the words to make meaningful sentences ( points)

* Answer key

Introduction 2

Request 3

Further information 4

Conclusion 1

IV Listen to the passage and check the “True” or “False” statements ( points)

Tapetranscript:

This afternoon I went to school I met my new English teacher and she asked me some questions First she asked me what my name was, and how old I was Then she asked me where I came from and which class I was in

What is your name?  How old are you?  Where you live?  Which class are you in? 

Listen and tell out

(54)

3 Homework (1’)

- Do the test again in the book - Prepare for the next lesson: Unit : Getting started + Listen and read IV Self – evaluation:

Date of planning: Date of teaching: Period: 28

unit : the media

getting stated + listen and read

I Aims

The aims

a The aims of the whole unit :

By the end of the unit, ss will be able to:

- Read and understand a text about the media and the use of the Internet

- Ask and answer about TV programs that they like and give out opinions about something

- Listen and fill in the information about the history of the media - Write about the advantages of the Internet

b The aims of the lesson

By the end of the lesson ss will be able to: Listen and read a passage about the history and development of the media

Skills :

+ Speaking : Ask for and give opinions

Express agreement and disagreement

Talk about the development the use of the media, especially the Internet + Listening : Listen to monologues or dialogues within about 100-120 words for general or

detailed information

+ Reading : Read passages within 150-180 words for general or detailed information + Writing : Write a passage within 80-100 words expressing opinions based on a model

(55)

+ Standard : Read and understand the passage for general or detailed information about the media

Complete the table with the passage letters Answer the questions about the text

+ Higher : Write a passage about the use of the media Language contents:

a.Vocabulary: media, town crier, invent, shout, convenient, a variety of, channel, benefit, interactive

b.Structures : - Tag questions

- Gerund after some verbs

Education: Educate ss to learn hard and use the media suitably in their daily life II Preparations

Teacher: lesson plan, English 9-book, tape, cassette, pictures, extra boards Students: review the grammar points above and vocabulary about pastime III The stages of the lesson

The old lesson check-up(1’) Check ss’ preparations

The new lesson

*Warm-up(5’): Networks

Ask ss to play the game “ Networks” How you usually get information everyday?

Remark the game

Give the correct answers by checking part Getting started

*Presentation(12’)

Hang the piture and set the scene: you are going to read a text about the media

Ask ss to discuss the question

- What did people give information to everyone in the past / and now?

Ask ss to give out their ideas Give ss the new words

Ask ss to repeat the new words in chorus Ask ss to read

watch TV read books listen to the radio

Observe and listen carefully Discuss in pairs and answer

1 New words Media (n) town crier (n) invent (v) shout (v)

(56)

Remark and correct the mistake Present the new structures

* Practice (20’) Play the tape ( 3times)

Ask ss to read the text silently

Ask ss to read the text again and complete the table with the passage letters

Remark and correct the mistake then give out the answer key

Ask ss to work in exchange pairs to ask and answer the questions about the text

Ask pairs to practice Ask others to correct

Remark and give out the answer keys *Production(4’)

Ask ss to work in exchange pairs to ask and answer the questions:

1 What kinds of magazines and newspapers you read?

2 What’s your favoritw type of media? Why?

Ask pairs to practice Remark and correct * Feed-back(1’)

convenient (a) channel (n) benefit (n) interactive (a) a variety of

Repeat the new words in chorus Listen and check

Correct by themselves Listen carefully

2 Structures :

Gerund after some verbs:

Eg: In Viet Nam, people love reading newspapers and magazines

Tag questions:

You like watching sports, don’t you? You don’t like watching sports, you? Listen carefully

Read the text silently

Read the text again and complete Observe and correct

3.Complete the table

Passage number Facts and event

1 Remote controls are used to interact with TV.: D

2 One of the most popular maganiies : B People of different ages like this magazine.: B

4 Benefits of TV : D

5 People got the news from town criers : C Interactive TV is available now : A

Pairwork

Listen and check Remark and correct Keys:

(57)

shout the latest news as he was walking The Kien Thuc Ngay Nay is one of the most popular magazines and is widely read by both teenagers and adults

3 People can get the latest information and enjoy interesting and inexpensive local and international programs in a convenient way Pairwork

Listen and remark Listen and answer 3 Homework (2’)

- Learn the vocabulary and grammar points by heart - Do exercises in the work book

- Prepare for the next lesson “ Speak + Listen” IV Self – evaluation:

Date of planning:

Date of teaching: Period: 29 + 30

unit : the media

speak + listen

I Aims

The aims

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

- Ask and answer about the TV programs that they like watching and give ideas about some thing

- Listen to a dialogue and fill in the information about the history of the media Skills :

+ Speaking: Ask and answer about the TV programs that they like watching Express agreement and disagreement

+ Listening : Listen to a dialogue between Chau and her father about the history of the media

(58)

+ Standard : Ask answer about TV programs that they like watching, give ideas about some thing

Listen and fill in the missing dates and events of the media + Higher : Write a passage the history of the media

a.Vocabulary: folk music, drama, documentary, gardening, safe traffic news, telegraph, violent, informative, foreign film, major , force, journalism, viable, newsreel b.Structures : Tag questions in the present simple

The past simple to talk about the history of media

Teacher: lesson plan, English 9-book, pictures, extra board, stereo, tape, flash cards Students: review the grammar points and vocabulary of language study

III The stages of the lesson The old lesson check-up(1’) Check ss’ preparations

The new lesson

*Warm-up(3’)

Ask ss to play the game “Networks”

Remark the game and present the new lesson: Today we are going to practice speaking to your partners about your hobbies of TV programs

*Pre- speaking(10’) Present the new words

Ask ss to repeat the new words in chorus Ask ss to read and correct the mistake Ask ss to play the game “Rub out and remember “ to drill vocabulary

G1 G2 G3

news sports movies

Observe and listen

1.New words folk music drama (n)

documentary (n) gardening (n) safe traffic news violent (a)

informative(a) foreign film

Places Places

(59)

Ask ss to look at the table and present the situation: Lien and Trung are talking about their TV programs that they like watching You work in pairs to ask and answer, give your ideas about the TV programs using the tag questions

Hang the extra board and present the tag questions in the present simple, explain how to use, make the tag and answer it,

*While-speaking(12’)

Now you use the TV programs in the box ask and answer in exchange pairs

Go around the classroom to help ss practice Ask students to practice in pairs before the class

Remark and correct the mispronunciation * Pre- listening (5’)

Hang the picture of Chau and her father on and present the situation : You will listen to the dialogue between

Chau and her father about the history of the media Listen and fill in blanks with the dates and events

* While- listening (7’) Play the tape (3times) Play the tape again

Ask others to remark and correct Remark and give out the answers

Repeat the new words in chorus Listen and correct by themselves The whole class play together

Observe and listen

Observe and listen carefully 2 Tag questions

You like watching news, don’t you? Yes, I

You don’t like watching news, you? No, I don’t

Pairwork

Observe, listen and correct

Observe and listen

Listen and fill

Listen and check again Observe and correct

drama violent

documentary informative

(60)

* Post- listening (5’)

Ask ss to write sentences about the Ihistory of the media

Eg: The first printed newspaper appeared in the 7th or 8th century in China

Ask some student to read their answers Remark and correct

* Feed-back (1’)

Remark and correct Correct by themselves 3 Listen

* Key:

a) in the late 19th century

b) Radio and newsreels c) in the 1950s

d) The Internet Pairwork

Write on the drafting paper

Listen and remark

- Learn the new words and the new structures by heart - Make a dialogue about part “speak”

- Prepare for the next lesson : Part “ Read ” IV Self – evaluation:

Date of planning:

unit : the media

read

I Aims

The aims

(61)

Skills :

+ Reading : Drill reading comprehension skills to get specific and detailedinformation about the Internet

+ Writing : Write the passage about benefits of the Internet Knowleges:

+ Standard : Read and know about the benefits and limitations of the Internet

+ Higher : Write a passage to give their ideas about the benefits and limitations of the Internet

a.Vocabulary: forum, surf the web( website), communicate, communication, get access to, explore, purpose, commerce, limitation, time-consuming, risk, leak b.Structures : present simple

Education: Educate ss to learn hard and be alert when surfing the web II Preparations

Teacher: lesson plan, English 9-book, pictures, extra boards, flash cards Students: review the grammar points and vocabulary

III The stages of the lesson The old lesson check-up(3’)

Ask ss to practice asking and answering about the TV programs that they like watching 2 The new lesson

* Warm-up (5’): Game: Networks Ask groups to discuss and then write on the board

Remark the game and present the new lesson: Today we are going to read the forum about the Internet

* Pre-reading (12’) Ask ss :

1.Do you find the Internet useful? 2.What you use the Internet for? How much time you spend surfing the web a day?

Present the situation: Mr Jimhello was

Three groups play on the stage * Networks :

radio

Listen

Listen and answer ( maybe in Vietnamese)

Listen carefully

(62)

conducting a forum about the Internet There were people answer about this They were Sndra Morgan, Honghoa, and Huansui They mentioned the benefits and limitations of the Internet

Present the new words

Ask ss to repeat in chorus Ask ss to read

Remark and correct the mistake * While-reading(20’)

Ask ss to read the text silently and note down the benefits of the Internet from the people

Ask ss to write on the extra board Ask others to remark and correct Remark and give out the answer key

1 New words forum (n)

surf the web( website)

communicate (v)  communication(n) get access to (v)

explore (v) purpose (n) commerce (n) limitation (n)

time-consuming (a) risk (n; v)

leak (v) leaking(n)

Repeat the new words in chorus Listen and correct by themselves

Read the text silently and note down the benefits of the Internet from the people Observe and give more ideas

Correct by themselves 2 Practice

* Answer keys:

1 What does Sandra use the Internet for? She uses the Internet to get information and to communicate with friends and relatives

2 Why is it uneasy for HongHoa to get access to the Internet Because she lives in the

countryside where the Internet is unavailable According to Huansui, why people use the Internet?

- People use the Internet for education, communication, entertainment and commerce Make a list of benefits of the Internet, according to the three responses Benefits: fast and convenient way to get information

(63)

* Post-reading (3’)

Ask ss to write about the benefits of the Internet

Ask some ss to write on the board and correct

* Feed-back (1’)

, entertainment commerce

5 Are there any disadvantages of the Internet? If so What are they?

- Yes There are some disadvantages time - consuming costly

dangerous because of viruses and bad programs spam / electronic junk mail

personal information leaking

Write on their drafting papaer Observe and remark

Listen and answer 3 Homework(2’)

- Learn by heart all vocabulary and grammar points - Write a short passage about the benefits of the Internet - Do exercises in the work book

- Prepare for the next period : Part “write” IV Self – evaluation:

Date of planning:

unit : the media

Write & language focus

I Aims

The aims

By the end of the lesson, ss will be able to write a passage about the benefits of the Internet Skills :

+ Writing skills : guided writing skills Knowleges:

(64)

a.Vocabulary: article, on-line school, on-line lesson, update, global, weather condition, look up, diversified

b.Structures : present simple, structures of a passage

Education: Educate ss to learn hard, get access to the Internet, learn on line and be alert when surfing the web

II Preparations

Teacher: lesson plan, English 9-book, extra boards

Students: review the grammar points and vocabulary, a sheet of white paper III The stages of the lesson

The old lesson check-up(1’) Check ss’ preparations The new lesson

*Warm-up(5’)

Ask ss to play the game “Chatting”

Remark the game and present the new lesson Today we are going to write a passage about benefits of the Internet *Pre- writing(10’)

Ask ss to look at the board and give ss some necessary words or phrases

Notice ss about the content: you’ll write benefits of the Internet

1.New words article (n) on-line school on-line lesson update (a) global (a)

weather condition (n) look up (v)

diversified (a)

means of education

information

(65)

*While-writing(20’)

Ask ss to write on their drafting paper Go around the classroom to help ss write Ask ss to write on the board

Remark and give out the suggested writing

* Post-writing (3’): speaking

Ask student to talk about the benefits of the Internet before the class

Remark and correct * Feed-back (1’)

Listen and remember

Write on the drafting paper( individual work) Remark

* Suggested writing

The Internet has widely developed recently and it has three main benefits Firstly, the Internet is a plentiful and reliable source of information We can get information such as news, articles and weather forecasts very fast and conveniently The information is not only diversified but also much updated Second, the Internet is a very good way to entertain We can listen to music, watch videos and play games online Besides, we can chat with friends and relatives who live far away It is a very cheap means of communication Lastly, the Internet provides a rich source of educational materials and convenient way to study On the Internet, we can search a lot of websites which contain useful guidelines and methods for study In addition, we can on-line exercises and take on-on-line tests We don't need to go to school but we still can complete the educational programs In conclusion, the Internet brings us lots of benefits which make our life more modern and convenient

Listen and add more ideas

Listen and answer

*Warm-up(5’)

Ask ss to play the game “Networks” Three groups play on the stage * Networks:

(66)

Remark the game and present the new lesson: Today we are going to use the auxilary verbs to make the tags of the questions

*Tag questions (15’) Exercise 1+ 2 Introduce the first content of the lesson through the example (a) on the board Present the structures to talk about “tag questions”, especially the affirmative sentences in the present and past simple

Ask ss to complete the dialogues in pairs Ask some pairs to practice their dialogues Remark and correct

Ask ss to look at the table and the examples on the board

Explain the aims and make other examples on the board

did

Observe and listen

Listen and copy

Eg:

- You have read the articles on the website, haven’t you?

- Not yet

Listen and remember Pairwork

Listen and correct 1.Exercise 1

b) Minh: Baird produced the first TV picture in 1926, didn't he?

Thao: Yes, he did

c)Thu: A daily newspaper was published in Germany in 1550, wasn't it?

Til: No, it wasn't It was in 1650

d) Ha: You don't like playing computer games,

Thanh: Yes, I But I don't have much time for it

e) Mai: we are going to have cable TV soon, aren’t we?

Thang: Yes, I think so Observe and listen

a) A: Hanh likes music, doesn't he? B: Yes, she does

(67)

Ask ss to make questions and answers in exchange pairs

Ask some pairs to practice Remark and correct

*Gerunds after some verbs(15’)- Exercise 3+4

Ask ss to look at the table and present the liking verbs

Ask ss to look at the examples on the board Notice ss about the verb after the liking verbs

Ask ss to use the words in the table and make questions and answers

Ask some pairs to practice Remark and correct

Ask ss to write sentences about their family members

Ask ss to on the drafting paper to write the sentences

Ask ss to write on the board

B: No, they don't

c) A: Hanh doesn’t like movies, does she?

B: No, she doesn’t

d) A: Hanh and Mai like cartoons, don’t they?

B: Yes, they Pairwork

Listen and remark

Observe and blisten

S + love(s) + V(ing) + O like(s)

enjoy(s) dislike(s) hate(s)

Observe and remember * Examples:

- Do you like playing soccer? - Yes, I ( Yes , I love it) Pairwork

Listen and remark

2.Exercise + 3: Ss’ answers * Example:

My father likes watching news but my mother doesn’t She loves watching movies

(68)

Ask ss to correct

Remark and give out the answers * Feed-back (1’)

What is the main content of the lesson? Listen and answer 3.Homework(1’)

- Do the exercises again in the book

- Prepare for the next lesson: Review from Unit to Unit

IV Self – evaluation:

Date of planning: Date of teaching: Period: 33+34

review the first term

I The aims of the lesson The aims

By the end of the lesson ss will have a good chance to review: - Past simple tense

- Present perfect tense

- Past simple tense with “ wish” Skills: Writing, and speakingskills

Knowleges:

Remember the grammar points well and some exercises Language contents:

a.Vocabulary: personal information and clothing vocabulary

b.Structures : Past simple tense, present perfect tense, past simple tense with “ wish” Education: Educate ss to learn hard

(69)

Teacher: lesson plan, English 9-book, extra board Students: review the grammar points and vocabulary III The stages of the lesson

The old lesson check-up(1’) Check ss’ preparations

The new lesson

* Warm-up (4’)

Ask ss to play game “Pelmanism” using the adverbs of frequency

* Practice (35’)

Ask ss to retell the use, the forms of the past simple tense

Ask ss to make examples on the board Ask ss to remember the forms by

underlines the words or phrases in the sentences

Notice ss about the irregular verbs

Two teams play on the stage

1

go visit have eat

6 10

had did visited went ate

* Key: 19 ; 8 ; 36 ; 4 7; 10 Listen

Listen and retell

Three ss go to the black board to write Listen and remember

1.Past simple tense a) Use

- to talk about the actions which happened ans finished in the past

b) Forms + S + VPI +

- S + did + not + V(infi) + ? Did+ S + V(infi) + ? c) Examples:

(70)

Ask ss to retell the use, the forms of the present perfect tense

Ask ss to retell the use, the forms of “ wish” in the simple past tense

- Did he play soccer yesterday? Listen and retell

2 Present perfect tense a) Use

- to talk about the actions which happened in the past and continued to the present or future - to talk about the actions which happened but we don’t mention the time or the results of the actions

b) Forms

+ S + have / has / + VPII

- S + have / has / + not+ VPII

? Have / Has / + S + VPII ?

c) Examples:

- I have played soccer since o’clock - He has played soccer since o’clock - They have played soccer since o’clock - He has not played soccer since o’clock - Have they played soccer since o’clock? - Has he played soccer since o’clock? Listen and retell

3.Past simple with “wish” a) Use

- to talk about unreal wishes at the present b) Forms

S + wish / wishes + VPI

c) Examples:

- I wish I had a lot of money

- He wishes he were a famous singer * Note : be were

Do on the drafting paper

(71)

Ask ss to some exercises on the board as

* Production (3’)

Ask ss to play the game “ Making sentences”: One says a sentence in past simple tense, the second one says in the present perfect tense

* Feed-back (2’)

How many grammartical contents we review today? What are they?

a did b has done c have done I my homework for hours

a did b has done c have done They soccer this afternoon

a have played b has played c played Nam wishes he in Hue now

a am b were c was We this movie since last week a watched b have watched c has watched

6 They wish they English a knew b known c have known

Work in pairs * Eg:

S1 : I watched TV

S2 : I have watched TV

Listen and answer

* Warm-up (4’)

Ask ss to play game “Pelmanism” using the adverbs of frequency

* Practice (35’)

Ask ss to retell the use, the forms of the

Two teams play on the stage

1

make grow build see find

6 10

built seen grown made found * Key: 19 ; 8 ; 36 ; 4 7; 10

Listen

(72)

passive

Ask ss to retell the use, the forms of modal verbs with “if”

1.The passive a) Use

- to talk about the actions without mentioning the subject it

b) Forms

Present simple S(O) + is /are +V(PII)+

Past simple S(O) + was /were +V(PII)+

Present perfect S(O) + has /have + been +V(PII)+

Future simple S(O) + will / can + be +V(PII)+

Be going to S(O) + is /are going to be +V(PII)+

c) Examples:

1 My bike was cleaned this morning His hands have been washed

3 Jeans will be sold cheaply in the future English is spoken all over the world Games should be played less

Listen and retell

2 Modal verbs with “if” a) Use

- to talk about the actions which may happen at the present or in the future

b) Forms

If clause , main clause

( S + V(HTDG) ( S+ modal verbs + V(infi) + )

c) Examples:

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Ask ss to some exercises

* Production (3’)

* Feed-back (2’)

 You must study hard if you want to get good

grades

2 If you want to loose weight, you should morning exercise

Do on the drafting paper 3.Exercise:

a) Complete the sentences using the modal verbs in brackets

1 Minh ( ought to / stay in

bed) if he wants to get well They ( have to / go to

university) if they want to become doctors

3 If you want to go out, you ( must / your homework) first Hung (should/ come soon) if he doesn’t want to miss the train

b) Rewrite the sentences using the words given

1 I sold my bike this morning My bike

2 Minh has washed his clothes His clothes

3 They will build a new school in the next month

A new school

4 They speak Russian all over the world Russian

5 Hung should watch TV less TV

Work in pairs * Eg:

S1 : I watched TV

Listen and answer

* Warm-up (4’)

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the adverbs of frequency

* Practice (35’)

Ask ss to retell the use, the rules of reported speech and reported questions

1

make grow build sell buy

6 10

built sold grown made bought * Key: 19 ; 8 ; 36 ; 4 7; 10

Listen

Listen and retell 1 Use and rules a) Use

- to report a person’s sentences or questions b) Rules

Direct sentence

Reported sentence Subject

I

He / She /It /They

We You

He / She He / She / It /They They I / we

Possesive adjective

My

His / her / its / their

Our Your

His / her His / her / its /their Their My / our

Verb

- Present simple - Present progressive - Will - Can - May

- Must / Have to

- Past simple - Past

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Ask ss to make examples on the board Ask ss to remember the rules by

Adjective

- This

- These - That- Those

Adverb

- Here - Now - Today - Tomorrow

- There - Then - That day - The next day ( The

following day ) Three ss go to the black board to write Listen and remember

c) Examples:

a “ I like chicken” ( Hoa) ( Direct sentence)



Hoa said she liked chicken (Reported sentence)

b “ Do you like chicken ? ” ( Hoa) ( Direct questions)



Hoa asked me if I liked chicken (Reported questions)

c “ What is your name ? ” ( Lan) ( Direct questions)



Lan asked me what my name was (Reported questions)

Do on their drafting paper

2 Exercise: report these sentences as directed

1 “What is your address ?” Lan asked me

2 “ Where are you going?” Mr Long asked me

3 “ Where you learn English ?” Dung asked me

4 “ How old are you ? ” Lien asked me

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Ask ss to the board

Ask others to remark and correct Remark and correct

* Production (3’)

Ask ss to play the game “ Making sentences”: One says a direct sentence, the second one report to the third one Ask groups to practice

Remark and correct * Feed-back (2’)

Lan asked me

6 “ Do you play volley ball?” ( Mr Long) Mr.Long asked me

7 “ Do you learn English at school ?” ( Dung) Dung asked me

8 “ Is your house in the city ? ” ( Lien) Lien asked me

9 “I will go to Ha Noi tomorrow” Lan said

10 “ I like beef” Phong said Observe and check Remark and correct * Keys:

1 Lan asked me what my address was Mr Long asked me where I was going Dung asked me where I learnt English Lien asked me how old I was

5 Lan asked me if my name was Hoa Mr Long asked me whether I played volleyball

7 Dung asked me if I learnt English at school Lien asked me whether my house was in the city

9 Lan said she would go to Ha Noi tomorrow 10 Mr Phong said he liked beef

Work in groups of Listen and remark Listen and answer

* Warm-up (4’)

Ask ss to play game “Pelmanism” using

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* Practice (35’)

Ask ss to retell the use, the forms of the passive

Ask ss to retell the use, the forms of modal verbs with “if”

1

make grow build see find

6 10

built seen grown made found * Key: 19 ; 8 ; 36 ; 4 7; 10

Listen

Listen and retell 1.The passive a) Use

- to talk about the actions without mentioning the subject it

b) Forms

Present simple S(O) + is /are +V(PII)+

Past simple S(O) + was /were +V(PII)+

Present perfect S(O) + has /have + been +V(PII)+

Future simple S(O) + will / can + be +V(PII)+

Be going to S(O) + is /are going to be +V(PII)+

c) Examples:

1 My bike was cleaned this morning His hands have been washed

3 Jeans will be sold cheaply in the future English is spoken all over the world Games should be played less

Listen and retell

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* Production (3’)

- to talk about the actions which may happen at the present or in the future

b) Forms

If clause , main clause

( S + V(HTDG) ( S+ modal verbs + V(infi) + )

c) Examples:

1 If you want to get good grades, you must study hard

 You must study hard if you want to get good

grades

2 If you want to loose weight, you should morning exercise

Do on the drafting paper 3.Exercise:

a) Complete the sentences using the modal verbs in brackets

1 Minh ( ought to / stay in

bed) if he wants to get well They ( have to / go to

university) if they want to become doctors

3 If you want to go out, you ( must / your homework) first Hung (should/ come soon) if he doesn’t want to miss the train

b) Rewrite the sentences using the words given

1 I sold my bike this morning My bike

2 Minh has washed his clothes His clothes

3 They will build a new school in the next month

A new school

4 They speak Russian all over the world Russian

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* Feed-back (2’)

Work in pairs * Eg:

S1 : I watched TV

Listen and answer 3 Homework(1’)

- Review the grammar again - Learn the vocabulary by heart

- Prepare for the next lesson : Review(cont) IV Self – evaluation:

Date of planning:

TEST FOR THE FIRST TERM &

CORRECK THE TEST

(Phòng GD – Đt huyện Văn Yên đề) Self – evaluation:

Date of planning:

GETTING STARTED – LISTEN AND READ

(80)

to complete the notes

- Educate students about the environment - Develop reading and listening skills II Language contents

1 Grammar: Adjectives and adverbs

2 Vocabulary: (n) deforestation; garbage dump; dynamite fishing; spaying pesticides; sewage; rock (adj) disappointed

III Techniques: Eliciting; guessing; scan; pairs work, practical IV Teaching aids: Pictures; textbook; chalk; tape; cassette. V Time: 45 minutes

VI Procedures:

Methods Contents Introducing the topic

Students look at the pictures and match these environmental problems to the pictures

Teacher correct errors if necessary Sts answer about the environment in their countryside

Teacher introduces the situation of the text and introduce some new words Students give some new words Teacher read words and sts repeat Students listen to the text again Then reread before the class

Students find down some sentences used by the adjectives and adverbs

Teacher explains the exercise a) and ask them match the names in column A with the tasks in column B

Students ask and answer these questions

Warm - up

Please, tell me some activities of a environment in your countryside Presentation

1.Getting started:

a air pollution b spraying pesticides

c garbage dump d water pollution e deforestation f dynamite fishing 2 Listen and read:

-checking vocabulary about the environment in their countryside * New words

- deforestation(n) Sự tàn phá rừng - garbage dump(n) Bãi rác - dynamite fishing(n) mìn đánh cá - spaying pesticides(n) phun thuốc sâu - sewage(n) - disappointed.(adj) thất vọng

* practice *Grammar:

-Adjectives and adverbs

* ex: Don't worry I'm disappointed that people have spoiled this area

a) Match the names in column A with the tasks in column B.

1-f 2-e 3-b 4-a 5-c 6-d b) Answer:

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Teacher asks students these questions Students practice with their partners Then give answers

3 They are on the beach

4 They are going to clean the beach If they work hard today, they will make the beach clean and beautiful again soon

6 and (students’ answer)

Consolidation

Educate students to love protect environment activities in the countryside * Homework:

- Read the passage

- Complete the exercise on page 20 in the exercise book VII Self – evaluation:

SPEAK

I Aims: At the end of the lesson, students will be able to practice speaking to persuade People or their friends to protect the environment

- Educate students to protect the environment in their countryside - Develop reading and speaking skills

II Language contents 1 Grammar: Structure

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Won’t you …

It would be better if you… (+ V.infi…) Can I persuade you to…

Why don’t you… Why not…

What / How about + V.ing Vocabulary: wrap, dissolve, trash onto, harm, instead, exhaust, fume III.Techniques: Guessing; matching; brainstorming; eliciting

IV Teaching aids: Pictures; textbook; chalk. V Time: 45 minutes

VI Procedures:

Methods Contents Teacher explains the task and introduce

the situation by asking some questions Students listen and give answers

Students find out some new words and guess the meaning of them

Teacher corrects errors if necessary Teacher explains the task, and have them the example

Students listen and practice with their partners

Teacher elicits and have them the example

I Pre- speaking Questions:

- Can you tell us about your village ? - Are there any places to travel ?

- Does your village have rivers/lakes…? II While – speaking:

a Try to persuade your partner to the following things protect the

environment

* checking vocabulary

- wrap, dissolve, trash onto, harm, instead, exhaust, fume

* Practice:

* Ex: A- I think it would be better if we reuse and recycle bottles and cans B- Why ?

A- Because bottles and can are hard to dissolve, they will cause

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Sts listen and practice with a partner Teacher corrects errors if necessary Teacher elicits if students have some troubles and corrects errors if necessary Teacher explains the task

Students practice with their partners in front of the class

Teacher elicits if students have some troubles and corrects errors if necessary

- Recycle used paper

c Now discuss with a partner the best way to protect the environment

* Ex: +I think it would be better if we recycle used paper

- How can we that ? I think only factory cans

+ What about writing on both sides of the paper ? Everyone can this

- Good idea! Let’s that

III Post – speaking * Consolidation

Remind languages to introduction Teacher repeats the lesson

* Homework:

- Complete the exercise again

- Learn new languages to introduction by heart - prepare ‘ listen’

- Do more the exercises in work book VII Self – evaluation:

Date of planning: Date of teaching: Period: 39+40

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I Aims: At the end of the lesson, students will be able to understand a poem about the environment

- Develop reading comprehension skills II Language contents

1 Grammar: Conditional type Vocabulary: (n) junk yard; treasure; hedge; nonsense; foam III Techniques: matching; questions and answers; discussion; work in pair/ group III Teaching aids: Cassette; textbook and colorful chalk.

V Time: 45 minutes VI Pr ocedures :

Methods Contents

T: Set the scene Two people are going on the picnic They are talking about the pollution

- Have sts practice in pairs to guess * Answer:

a Who are the people in the poem? - The mother and her son

b Where are they? – They are …

T: have sts listen to the cassette, find some new words and explain the meaning of new words

Sts: listen and find some new words and explaining the meaning

T: ask them read words Sts: listen and repeat

T: have sts practice guessing the meaning of the words in column A with an

appropriate explanation in column B Sts practice with their partners and answer

T: call some sts answer before the class and check if necessary

Students read the poem again in silence and find out the information to answer the questions

Pre- Reading

* Vocabulary : - junk yard (n) - treasure(n) - hedge(n) - nonsense(n) - foam(n)

While – Reading

a Match each word in column A to an appropriate explanation in B

* Answer keys

- 1.c 2.g 3.f 4.e 5.d 6.a b b Answer:

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Students practice with their partners Students give the answer

Teacher corrects errors if necessary Teacher explains the task of the exercise Students practice with their partners and complete

sts listen and answer the question Teacher corrects errors if necessary

environment but not her and her son - If the boy keeps on asking such question, his mother will take him home right away

- No Because he is right, if he throws the bottles that will be polluting the woods

- The poet wants us to learn that everyone is responsible for keeping the environment from pollution / stopping pollution

Post – Reading Questions:

- What could you in your school / house to minimize pollution

*Consolidation.

- Remind language contents * Homework:

- Read the poem and the exercises again

- Learn new languages by heart, and exercise on page 44 VII Self – evaluation:

WRITE & LANGUAGE FOCUS I Aims: At the end of the lesson, students will be able to:

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- Develop writing and reading skill II Language contents

1 Grammar: conditional type 1.

2 Vocabulary: (v) complain; float; prohibit.

(n) complaint; complication; resolution III Techniques: elicit; practical; pair work.

IV Teaching aids: Extra - board; picture; textbook; colorful chalk. V Time: 45 minutes

VI Pr ocedures :

Methods Contents T: Introduce the letter and have sts read

Sts: read the letter and find some vocabulary

T: Pre- teach vocabulary

T: Checking vocabulary: Rub at and remember

Ask sts to keep their books closed Provide sts five sections of a complaint letter in random order

Get them to put the sections in a correct order

Sts practice in pair T: have sts read the letter on page 58 Sts: practice in pairs

- Set the scene: Mr Nhat wrote a letter to the director of L & P company in Ho Chi Minh city The five sections of the letter are not in the right order label each section with the appropriate: S, C, R, A, or P

- Ask sts to work in pairs

- Give feedback: Call on a sts to read aloud the letter ( in the correct order ) T: give ideas if necessary

Pre- Writing: * Vocabulary

- complain (v)

- float (v) - prohibit (v) - complaint (n) - complication (n) - resolution (n) Ordering

a Action, talks about future action b Situation states the reasons for writing

c Politeness: end the letter politely d Complication: mention the problem e resolution: makes a suggestion * Answer key:

– b – d – e – a – c

2 Reading and matching * Answer key

Dear Sir / Madam

- R – I would suggest ……

- S – I am writing to you about ……… - A – I look forward ………

- C – When the struck ………… - P – Sincerely

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T: Let sts read the production 6b/ on p.53

Sts: Individual work

T: Ask some questions to make sure the sts know what they have to write

T: Ask sts write the letter individually - Get sts to share with their partners and correct if possible

- More around the class and help sts - Call on some sts to read aloud their letter

- Give feedback, correct some letters before the class

-T can write the mistakes ( spelling, grammar …) on the board

* Questions:

a What people in the lake behind your house there days?

- They begin to catch fish b What make you worried?

- They use electricity to catch fish c To whom you write the letter to? - We write to the head of the local authorities?

d What suggest you want to make? - We suggest the local authorities should prohibit and fine heavily anyone using electricity to catch fish

e Any future plan you want to make? We looking forward to seeing the

protection of environment from the local authorities

Post – Writing

Methods Contents T: Introduce the exercise and explain the

example

Sts: Listen to the teacher introduce and change the adj into the adv

T: Ask some sts answer before the class - Then complete the sentences

Sts: Answer before the class and complete the sentences

T: Correct the answer

T: Repeat about the adverb clause of reason

1 Change the adjectives into adverbs Adj Adv

- extreme - extremely - good - well - happy - happily - sad - sadly - slow - slowly a extremely d happily b slowly e well c sadly

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Sts: Listen to the teacher repeat T: Explain the example and ask sts practice the exercise

T: Note for how to use adverb clause of season, “ because, since or as.”

Sts: Work in pairs to exercise and crosscheck then give keys

T: Correct if necessary

- Use the words to complete the dialogue

- Give example:

T: Explains the task and the use of adj + that- clause

Sts: Work in groups and answers T: Check the answers and correct if necessary

T: Explain grammar - Give example

Sts: Do exercise in pairs; cross check; and give answers

T: Feedback & correction T: Explain the exercise - Give example:

Sts: Listen to the teacher explain

Use because , as or since

* Example: b Ba is tied because/ as / since he stayed up late watching TV.

b I have broken leg because / as / since I fell over while I was playing

basketball

c I’m going to be late for school because/ since/ as the bus is late. d I broke the cup because/ as/ since I was careless

e I want to go home because/ as/ since I feel sick

f I’m hungry because/ since/ as I haven’t eaten all day

3 Complete the dialogues

a Mr Ha: … That’s wonderful I’m pleased that you are working hard b Mrs Robinson: … excited that I can go to Da Lat this time

c Lan: … sorry that I broke your bicycle yesterday

d Mrs Robinson: … disappointed that you did not phone me about it

e Nga: … amazed that I could win the first prize

4 Match each half-sentence in column A with a suitable one in column B - Conditional type If + main clause, + subordinate clause

* Example: If we pollute the water, We will have no fresh water to use

1- e 2- a 3- c 4- d 5- b Complete the sentences

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T: Ask sts practice in groups and the exercise

Sts: Practice in groups and complete the exercise then answers before the class T: Check the answers an correct if necessary

b If we go on littering, the environment will become seriously polluted

c If we plant more trees along the streets, we will have more shade and fresh air

d If we use much pesticide on

vegetables will become poisonous and inedible

e If we keep our environment clean, we will live a happier and healthier life * consolidation:

- Review how to use :

+ adj + adv, the form of adv + That clause

+ Adverb clause of reason

+ Conditional type 1* Homework:

- Complete the exercises- Learn by heart the use of grammar points VII Self – evaluation:

Date of planning:

LESSON 1: GETTING STARTED – LISTEN AND READ

1 Aims: At the end of the lesson, students will be able to: understand the dialogue and about the ways to save energy

- Educate students about the saving energy - Develop reading and listening skills 2 Language contents

a Grammar: - Connectives.

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b Vocabulary: (n) crack, plumber, pipe, faucet. (v) drip (adj) enormous

3 Techniques: Eliciting; guessing; scan; pairs work, practical 4 Teaching aids: Pictures; textbook; chalk; tape; cassette. 5 Time: 45 minutes

6 Procedures:

Methods Contents T: Introducing the topic

Sts: Listen to the teacher introduce T: Ask sts look at the pictures and make a list of things the family could to save energy

Sts: Look at the pictures and make a list then answer

T: Can ask some questions

Sts: Listen and answer the questions T: Introduce the new lesson

- Make some guiding questions Sts: Listen and find out answers T: introduces the situation of the text and introduce some new words

Sts: give some new words and explains the meaning

T: Read words and sts repeat Sts: Listen and read the new words again

T: Have sts listen to the dialogue and practice in pairs

Sts: Listen to the dialogue again, then reread before the class

T: Ask sts to read the dialogue on page 57 again and check their prediction Sts: Reread and check in the boxes T: Have them correct false statements

I Warm - up

Please, tell me some activities of about saving energy

II Presentation 1.Getting started: * Questions:

a Who’s watching TV?

b Who’s listening to the radio? c Should we turn the TV off?

d What should we to save energy? 2 Listen and read:

a Who are talking in the conversation? b Where are they now?

c What are they talking about? * New words

- crack (n) - plumber (n) - pipe (n) - faucet (n) - suggest (v) - drip (v)

- enormous (adj) a)

practice the dialogue with a partner.

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Sts: Correct the false

Teacher correct errors if necessary * Consolidation

- Saying the content of the dialogue

- Educate students to saving energy in their family * Homework:

- Read the dialogue again

- Complete the exercise 1, on page 47 in the exercise book - Prepare Unit (cont’) section “speak”

7 Self – evaluation:

………

……… ………

SAVING ENERGY SPEAK

I Aims: At the end of the lesson, students will be able to make and respond to suggestion. - Educate students to saving energy

- Develop reading and speaking skills II Language contents

1 Grammar: Structure + I suggest + V- ing. - I think we should … - Shall we … ?

+ How about …V- ing ? * Response

- Ok - That’s a good idea!

III.Techniques: Guessing; matching; brainstorming; eliciting. IV Teaching aids: Pictures; textbook; chalk.

V Time: 45 minutes VI Procedures:

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T: Explain the exercise Sts: Listen to the teacher

T: Explain the exercise and have make suggestions about how to save energy Sts: Listen to the teacher explain T: Have sts example and ask them practice with a partner

Sts: Practice

T: Introduce sts the form and practice make suggestions

Sts: Practice with a partner then answer before the class

T: Have sts the example Sts: Write in the notebook

T: Ask sts to exercise 3.b) on page 59

- Get sts look at the pictures on page 59 and make suggestion about how to save energy at home

Sts: Look at the pictures and practice make suggestion

T: Ask sts practice in front of the class

While – speaking:

a Look at the expressions in the tables and pictures Make Suggestions … * Example

A I think we should turn off the faucet I suggest fixing the faucet

* Practice: * Form: + Suggestion

- I suggest + V-ing … - I think we should … - Should …

- Shall we …? - Why don’t we …? - How about + V-ing …? - What about + V-ing …? - Let’s …

+ Response - Ok

- That’s a good idea - All right

- No I don’t want to - I prefer to …

- Let’s …

* Ex: I suggest going to the movies No I don’t want to I prefer to To watch TV

b Work in a group of four Work out an action plan to save energy for your class

* Ex:

A: I think we should take a shower instead of a bath to save energy B: That’s a good idea

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Sts: Practice

school?

B: Great! Let’s that Post – speaking

*Consolidation

Remind languages to introduction Teacher repeat the lesson

*Homework:

- Learn new languages to introduction by heart - prepare “listen”

- Do more the exercises in work book VII Self – evaluation:

Date of planning:

SAVING ENERGY

LIS TEN

1 Aims: At the end of the lesson, students will be able to listen to a text for details and know more about solar energy - Educate students how to saving energy

- Develop reading and listening skills 2 Language contents.

a Grammar :

b Vocabulary : (n) resource

(adj) solar, nuclear

(v) install 3 Techniques: Guessing; brainstorming; eliciting.

4 Teaching aids: Extra-board; textbook; chalk; tape; cassette. 5 Time: 45 minutes

6 Procedures: a Warm up

Methods + T: call some sts answer

T: introduce the listen

Sts: Listen to the teacher introduce

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T: Have them listen to the cassette and give some new words

Sts: Listen and find some new words T: Have sts listen to the cassette again, check in the boxes and correct the false statements

Sts: Listen and check in the boxes and correct the false statements

T: Ask sts write the answer on the black-boards

Sts: Write the answer before the class T: Check the answers

T: Have sts listen again and complete Sts: Listen and complete

T: ask them answer before the class Sts: Answer before the class

T: Ask sts listen and complete the exercise again

Sts: Do the exercise again

- resource (n) - solar (adj) - nuclear (adj)

- install (v) While – Listening

a/ Listen to the news on solar energy… True

2 False False True False

b/ Listen again and fill in each blank with one word you hear

1 effective pollution countries store roof instead

Post – listening

*Consolidation.

- Have sts to make a list about the saving energy again *Homework:

- Learn new languages by heart - prepare “ Read”

- Do exercises page 48 VII Self – evaluation:

Date of planning:

(95)

SAVING ENERGY

READ

I Aims: At the end of the lesson, students will be know more how North American and European countries save money and natural resources

- Develop reading comprehension skills II Language contents

1 Grammar: Vocabulary: (n) bulb, standard, label, tumble dryer.

(adj) western (adv) effectively III Techniques: matching; questions and answers; discussion; work in pair/ group IV Teaching aids: Cassette; textbook and colorful chalk.

V Time: 45 minutes VI Pr ocedures :

Methods Contents T: Ask sts to look at the pictures, give

guiding questions

Sts: Look at the pictures and guiding questions

T: Have sts listen to the cassette and find some new words

Sts: Listen and give some new words T: Have them read the new words

Sts: Listen to the teacher and repeat Then read again before the class

T: Let them listen to the cassette again and practice the passages

Sts: Listen again and practice the passage in groups

T: Call some sts read the passage before the class

Sts: Reread the passage before the class T: Correct if necessary

T: Have sts choose the best summery of the passage

Sts: Practice and choose the best summery

T: Ask them answer in font of the class

Pre- Reading.

- How much is your family’s electricity bill ?

- How much is electricity does your TV use ?

* Vocabulary : - bulb (n)

- standard (n) - label (n) - tumble dryer - western.(adj) - effectively.(adv) * Practice

While – Reading

a) Which of the following is the best summary of the passage?

* Answer:

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Sts: Answer in font of the class

T: Have sts read the passage again and answer the questions

Sts: Practice, ask and answer the questions in pairs or groups

T: Call some sts practice ask and answer before the class

Sts: Ask and answer the questions before the class

T: Ask other sts in the class check and correct

Sts: Check and correct the answer T: Correct if necessary

T: Ask sts questions about the save money

Sts: Listen and answer the question

b Answer the questions.

1 Western consumers are interested in products that will not only work

effectively but also save money

2 We can use energy-saving bulbs instead of ordinary 100 watt-light bulbs to spend less on lighting

3 She will pay USS2 for lighting if she uses energy-saving bulbs instead

4 The purpose of the labeling scheme is to help consumers to know how efficient each model is, compared with other appliances in the same category so that they can save money and energy

5 (Student’s answer) Post – Reading Questions:

- Why should we save money?

*Consolidation.

- Remind language contents *Homework:

- Learn new languages by heart, and exercise on page 49 - Prepare Unit ( count’) lesson “ Write ”

VII Self – evaluation:

Date of planning:

SAVING ENERGY

WRITE &LANGUAGE FOCUS I Aims: At the end of the lesson, students will be able to:

(97)

1 Grammar: ( Review)

2 Vocabulary: (Review) III.Techniques: elicit; practical; pair work.

Methods Contents T: Introduce the lesson by ask sts the

question

- How many part of the passage? Sts: Listen and try answer

T: Explain the exercise and ask them match each past of a speech in column A to a suitable function in column B Sts: Listen to the teacher explain the exercise and match each past of a speech in column A to a suitable function in column B

T: Ask them practice and answer before the class

Sts: Practice and answer T: Corrects

T: Have sts read the passage and practice in pairs

Sts: Practice in pairs and correct place to complete a speech

T: Ask some sts answer in font of the class

Sts: Answer

T: Let them choose one of the following topic and practice

Sts: Practice with a partner

Pre- Writing: * Question

- How many part of the passage?

While – writing:

a Match each past of a speech in column A to a suitable function in column B

1 Introduction

B: getting people’s attention and telling them what you are going to talk about Body

C: giving details in easy-to-understand language

3 Conclusion

A: summing up what you have said b Put the following sections in the correct place to complete a speech Introduction – 3: Good evening, ladies and gentlemen I’m

(98)

T: Ask sts practice and tell about the saving energy in the kitchen

classmates

( Students practice with a partner.) Post – Writing

* Saving energy in the kitchen

Explain the exercise and have sts work individually to the exercise They have to complete the sentences by using correct connectives

Sts: Listen to the teacher explain and complete the sentences, then answer before the class

T: Have sts look at the picture and complete the sentences

Sts: Look at the picture, use the phrasal verbs in the box

T: Call some sts answer in front of the class

Sts: Answer be fore the class T: Check the answers

T: Explain the exercise and have them the example

Sts: Listen to the teacher and making suggestion

T: Give notes: - Suggest + v-ing Sts: Practice and answer before the class

T: Explain the example and ask them practice the sentences

* Notes: - Structure

- Suggest (that) + s + should

Sts: Note the structure and practice the sentences

T: Ask some sts answer, then check the answer

1 Complete the sentences Use the correct connectives.

a and b but c because d Therefore e or f so

g and h However 2 Complete the sentences Use the phrasal verbs in the box.

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

3 Make suggestions.

a Your class want to help the poor * Ex: I suggest collecting some money - I suggest organizing a show to raise money

- I suggest giving lesson to poor children

b your friend want to improve his/ her English The following

*Ex: I suggest (that) You should work harder on your pronunciation

- I suggest (that) you should write sentences with new words

(99)

English in class * Consolidation:

- Review how to use :

+ suggest + V-ing/ suggest (that) + S + should * Homework:

- Complete the exercises

- Learn by heart the use of grammar points - Prepare : Unit – Lesson +

VII Self – evaluation:

Date of planning:

(100)

I/ Khoanh trịn đáp án câu A,B,C hc D sau (5.0 đ) You shouldn’t eat It’s not good for your health

A quick B quickly C very quick D too quick 1……… Hoa is studying for her exam

A hard B to hard C hardly D harder 2……… you usually study before an exam?

A What B How C Which D Where 3……… I think we should burn trash to reduce the amount of garbage we produce to

the environment

A protecting B protected C protection D protect 4……… We feel very to day

A too happy B are happy C happy D happily 5……… Solar energy cheap and clean

A can B can be C will D will be 6……… I surprised that no one stopped these people cutting down the trees

A be B am C was D were 7……… People are worried that the oil pollute the sea

A should B will C have D never 8……… I usually before an exam

A study more B studying C study hard D studying hard 9……… 10 We swim in this part of the river because the water is highly polluted

A will B should C can D can not 10……… 11 If it rains, he will stay at home watch TV

A and B so C or D therefore 11……… 12.If we oil and coal pollution will increase

A use B used C using D use more 12……… 13.We all like sticky rice cakes which are special food for the New Year

A Viet Nam B Vietnamese C for Viet Nam D for Vietnamese 13……… 14 People in Israel are going to celebration their festival which is called

A Easter B Passover C Christmas D Lunar New Year 14……… 15 Today is the birthday of my friend used to live in my neighborhood some years ago

A which B what C who D whom 15……… 16 Paul is an Australian, he enjoys Vietnamese New Years

A Although B Though C Even though D Therefore 16……… 17 He repairs water pipes He is a

A carpenter B brick-layer C worker D plumber 17……… 18 If he here tomorrow, I will you

A will come B come C comes D came 18……… 19 Remember to the faucet when you leave for work

A turn on B turn of C look for D go on 19……… 20 It’s very cold outside, you have to your coat

A come on B put on C go on D turn on 20………

II/ Đọc khoanh trũn đáp án đỳng A,B,C D (5,0 đ)

Environment pollution is one of the most serious problems of mankind today Air, water and soil are necessary to all living things Man operates machines and vehicles that fill the air with noise They also dirty the air with gases and smoke Badly polluted air can cause illness and even death Man destroys natural beauty by littering garbage on the land and in the water They poison the water with chemical and other waste materials Polluted water kills fish and other marine life They damage the soil with too many fertilizers and pesticides Pollution of soil reduces, the amount of land that is available for growing food Government should pass laws that require people and factory owners to stop certain polluting activities

1 What is mankind most serious problem now a day? A It is environment pollution B It is water pollution

C It is air pollution D It is soil pollution 1……… According to the writer, who makes the earth dirty?

A Nobody B People do/ Man does C Government D National 2……… Why fish and other marine life die?

A Because of polluted water B Because of polluted air 3……… C Because of polluted environment D Because of polluted soil

4 Is it good using a lot of fertilizers and pesticides?

(101)

5 Does pollution of soil reduce the amount of land that is available for growing?

A Yes, it does B No, it doesn’t C Yes, it is D No, it isn’t

III/ Hoàn thành câu dùng từ gợi ý (2.5 đ) * Make suggestions

- suggest + v.ing

+ Ex: I suggest giving lessons to poor children correct unused books

- organize a show to raise money

- help elderly people

- - suggest (that) + S + should

+ Ex: I suggest (that) you should learn grammar by heart

4 learn to English song - some reading every day - IV Self – evaluation:

CHECKING THE TEST KEYS

(102)

1 B A B D C

6 A C B C 10 D

11.A 12 D 13 B 14 B 15 C

16 A 17 D 18 C 19 B 20 B

II/ (2.5 ms)

1 A B A B A

III/ (2,5 ,ms)

1 I suggest correcting unused books

2 I suggest organizing a show to raise money I suggest helping elderly people

4 I suggest (that) you should learn to English song I suggest (that) you should some reading everyday IV Self – evaluation:

UNIT 8: CELEBRATIONS

LESSON 1: GETTING STARTED – LISTEN AND READ

I Aims: By the end of the lesson, students will know more about the popular celebration in the world

- Educate students about the celebrations - Develop reading and listening skills II Language contents

1 Grammar: - Relative clause.

2 Vocabulary: (n) freedom, slavery, parade. (v) occur, decorate

(adj) sticky, Jewish

III Techniques: Eliciting; guessing; scan; pairs work, practical IV Teaching aids: Pictures; textbook; chalk; tape; cassette. V Time: 45 minutes

VI Procedures:

(103)

T: Introducing the topic

Sts: Listen to the teacher introduce T: Ask sts look at the pictures and match the icons with the names of the celebrations they represent

Sts: Look at the pictures and match the icons with the names of the celebrations then answer

T: Ask some sts answer and correct if necessary

Sts: Practice and answer before the class

T: Introduce the new lesson

Sts: Listen to the teacher introduce T: Introduces the situation of the text and introduce some new words

Sts: Give some new words and explains the meaning

T: Have sts listen to the passage and practice in pairs

Sts: Listen to the passage again, then reread before the class

T: Explain the structure of grammar Sts: Give the examples

T: Ask sts to read the passage on page 65 again and complete the table Sts: Reread the passage and complete the table

T: Ask them correct the answer Sts: Correct and write in their exercise books

Teacher correct if necessary

Warm - up

Please, tell me some celebrations, you know Presentation.

1.Getting started:

1 Easter wedding birthday Christmas Mid-Fall Festival

6 Lunar New Year 2 Listen and read: * New words - freedom (n) - slavery (n) - parade (n) - occur (v) - decorate (v) - sticky (adj) - Jewish (adj) * Practice.

* Grammar: - Relative clause.

+ Ex: Tet is a festival which occurs in late January or early February

+ Ex: Family members who live apart try to be together at Tet

* Now, complete the table.

Cele When Acti Food Coun

(104)

April the Seder Easter around

the same time as Passover

people crowd the streets to watch colorful parades

chocolate or sugar eggs

in many country

* Consolidation

- Saying the content of the paragraph - Educate students about the celebrations * Homework:

- Read the passage again

- Do exercise 1, on page 52 in the exercise book - Prepare Unit (cont’) section “speak”

*)Evaluation:

……… ………

………

_ Pre date:……….

Teaching date:……… Period:50

UNIT 8: CELEBRATIONS LESSON 2: SPEAK

I Aims: At the end of the lesson, students will be able to give a compliment and respond to a compliment

- Educate students know give a compliment and respond to a compliment with other - Develop reading and speaking skills

II Language contents

1 Grammar: Structure - Well done + Thanks.

- That’s a great/an excellent + It’s nice of you to say so

- Let me congratulate you on + That’s very kind of you

2 Vocabulary: (n) congratulate, charity (v) nominate III.Techniques: Guessing; matching; brainstorming; eliciting.

IV Teaching aids: Pictures; textbook; chalk. V Time: 45 minutes

(105)

methods Contents T: Ask sts some questions about the

compliment

Sts: Listen to the teacher and answer before the class

T: Explain the exercise and have them read the example

Sts: Listen to the teacher

T: Have sts example and ask them practice with a partner

Sts: Practice with a partner and answer before the class

T: Call some sts answer Sts: Answer in pairs

T: Check and correct the answer

T: Have sts practice talk about situations they can compliment their friend and get responses from him/ her/ them, then make up the dialogues with a partner Sts: Practice with a partner and make up dialogues

T: Call some sts practice the dialogues before the class

Sts: Practice the dialogues in font of the class in pairs

Pre- speaking. * Questions:

a Can you give a compliment?

b Can you respond to a compliment? While – speaking:

* Example

a Mai: Well done, Trang Trang: Thanks

* Practice:

b Mother: Well done, Huyen Huyen: Thanks, Mom

c Friends: Congratulations on your nomination, Tuan

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

Hoa: That’s very kind of you to say so

Post – speaking

*Now think of situations in which you can compliment and get responses A: Your memory is very good

B: It’s very nice of you to say so A: This shirt looks good on you B: Thank you

A: I think your dress is very beautiful B: I’m glad you think so

*Consolidation

*Homework:

- Learn new languages to introduction by heart - prepare “listen”

(106)

*)Evaluation:

……… ………

………

Pre date:………… Teaching date:…… Period: 51

UNIT 8: CELEBRATIONS. LESSON 4: LIS TEN

1 Aims: At the end of the lesson, students will be able to fill the missing words by listening to a song Students can sing a song Auld Lang Syne - Educate students about how to learn English song

- Develop reading and listening skills 2 Language contents.

a Grammar : ( review )

b Vocabulary : - Auld Lang Syne = The good old day. - acquaintance (n)

Methods + T: call some sts answer

Sts: Listen to the teacher introduce T: Have them listen to the cassette and give some new words

Sts: Listen and find some new words T: Have sts listen to the song Auld Lang Syne again, then fill in the missing words

Sts: Listen and fill in the missing words T: Ask sts write the answer on the black-boards

T: Have sts listen to the song again and

Pre- Listening: * New words: - Auld Lang Syne = The good old day - acquaintance (n) While – Listening * Answers:

(107)

ask them repeat words of the song Sts: Can learn the song by heart

T: Call some sts sing the song before the class

Sts: Can sing “Auld Lang Syne” again T: Check and correct if necessary - Give them marks if they sing well

Post – listening

- Listen to the song “Auld Lang Syne” again

IV Consolidation.

- Have sts listen and learn the song again IV Homework:

- Do exercises 3,4 page 54,55 - Prepare Unit – Lesson: Read V Marks/ Remarks

- Students were weak in listening

*)Evaluation: ………

……… ……… …

_

pre date:………… Teaching date:……… Period:52

UNIT : CELEBRATIONS. LESSON 3: READ

I Aims: At the end of the lesson, students will know more about the opinions, feeling, and memories of children about their father or the Father’s Day in the USA and in Australia

- Educate students know to occasions them self to express them feeling to others - Develop reading comprehension skills

II Language contents

1 Grammar: Vocabulary: (n) hug, priority, sense of humor.

(adj) considerate, generous, terrific

(v) distinguish III Techniques: matching; questions and answers; discussion; work in pair/ group IV Teaching aids: Cassette; textbook and colorful chalk.

(108)

guiding questions

T: Ask sts read the passage again and answer the questions

Sts: Reread the passage and answer T: Ask them answer the questions in font of the class

Sts: Answer in font of the class T: Correct the answer if necessary

T: Ask some sts practice and answer the question before the class

Sts: Listen answer the questions before the class

T: Corrects

Pre- Reading.

- What you know the Father’s Day? - Have activities in the Father’s Day? * Vocabulary :

- hug (n) - priority (n)

- sense of humor (n) - considerate (adj) - generous (adj) - terrific (adj)

- distinguish (v) * Practice

While – Reading * Answer:

a To her dad

b He is possibly dead There ideas may tell about that: how much you are missed , I now have children, Dad ” c His sense of humor

d A father as a teacher, a caretaker, a friend,

Post – Reading. *Questions:

- Where is the celebration of Father’s Day? (The Father’s Day in Australia and the USA.)

*Consolidation.

- Remind language contents *Homework:

(109)

VII Marks/Remarks: *)Evaluation:

……… ………

………

Pre date:………… Teaching date:……

Period: 53 UNIT : CELEBRATIONS

LESSON 4: WRITE & LANGUAGE FOCUS I Aims: At the end of the lesson, students will be able to:

- Write a letter to a friend/ pen pal to share their ideas - Educate students know about Father’s Day and Mother’s Day

1 Grammar: ( Review)

2 Vocabulary: (v) enhance, support (adv) nationwide.

- have a day of III Techniques: eliciting; practical; pair work.

Methods Contents T: Checking vocabulary: What and

Where

- support - enhance - a day of - tradition - nationwide

T: Ask sts to keep their book close, show the outline on the board

- Get sts to put the parts in the correct order

Sts: Work in pairs (1)-Give details about

(2)-State whether or not you think your idea will be support and you hope the

Pre- Writing: * New words: - enhance (n) - support (n) - nationwide (adv) - have a day of

- When to celebration in, what season, or what month (why?)

- How to celebrate: having parties, sending cards ?

(110)

day will be celebrated nationwide (3)-Tell your friend the season for celebrating this day

T: Have sts write individually to a friend to tell him/ her about why they want to celebrate Mother’s Day or Father’s Day in Viet Nam and how to celebrate it The outline on page 70 will help them to write

easily

Sts: Practice use the outline on page 70 T: Have them share their writing with their partners and correct their partner’s mistakes

- Ask some sts to read aloud their writing before the class

- Get sts to give their opinions T: Correct mistakes

* Answer keys: - Paragraph 1: (3) - Paragraph 2: (1) - Paragraph 3: (2) While – writing: * Suggested ideas:

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

On these occasions, children will have a special day to express their feelings, memories and love for their parents Post – Writing

- Write about the Mother’s Day or Father’s Day

LANGUAGE FOCUS

I Aims: At the end of the lesson, students will be able to make suggestion and some exercises in the part of language focus

1 Grammar: - Relative clauses.

- Adverb clauses of concession 2 Vocabulary: (v) compose, occur, satisfy.

(n) culture, violet, jumper, lap III Techniques: eliciting; explaining; practical; pair work.

IV Teaching aids: Extra - picture; textbook; colorful chalk. V Time: 45 minutes

Methods Contents T: Explain the exercise and have sts

work individually to the exercise They have to complete the sentences by using correct relative clauses ( Who, Which)

1 Join the sentences Use relative clauses.

* Example:

(111)

T: Ask sts practice with partner then answer

Sts: Practice with partner

Sts: Answer be fore the class T: Check he answers

T: Let them practice and the exercise Sts: Practice and answer before the class

Sts: Answer and check T: Corrects

T: Explain the exercise and ask them it

Sts: Listen to the teacher and the exercise

T: Ask them practice with partner Sts: Practice with partner and join the

+ Tet is a festival which occurs in late January or early February

a Auld Lang Syne is a song which is sung on New Year's Eve

b This watch is a gift which was given to me by my aunt on my 14th birthday c My friend Tom, who sings Wester folk songs very well, can compose songs

d We often go to the town cultural house, which always opens on public holidays

e I like reading books which tell about different peoples and their cultures 2 Describe each of the people in the picture Use relative clauses.

a Mom is the woman who is sitting in an armchair/ receiving a gift from the litlle girl

b Dad is the man whois standing behind my sister

c Linda is the litlle girl who is wearing a pink dress/ giving a gift to Mom d Grandmother is the woman who is wearing a violet blouse/ giving a gift to the baby

e Uncle Jonh is the man who is wearing a pink jumper

f Jack is the litlle boy who is sitting on his mother's lap

3 Join the sentences Use the words in the blackets.

a Thu Ha is not satisfied with her

preparations for Tet even though she has decorated her house and made plenty of cakes

(112)

sentences Use the words in brackets T: Call some sts answer and some sts go to the board write the sentences

Sts: Answer before the class and some sts rewrite the answer

T: Correct if nacessary

T: Introduce the pictures and exercise Sts: Listen to the teacher

T: Let them the exercise in groups Sts: Practice in groups

T: Ask some sts in groups to answers Sts: Answer and rewrite on the board T: Correct if necessary

every year on the 8th of March c We when to Ha Noi to watch the parade on the National Day last year even though we live in Nam Dinh d Mary tourists enjoy festivals in Viet Nam though they not understand Vietnamese culture very much

4 Look at the picture Complete the sentences.

a Although Mrs Thoa was tired, she helped Tuan with his homework b Even though Liz has an exam

tomorrow, she is still watching TV now c It rained yesterday although the weather bureau predicted the weather d Ba ate a lot of food though he wasn't hungry

* Consolidation:

- Review how to use : Relative clauses and adverb clauses concession * Homework:

- Learn by heart the use of grammar points - Prepare : Unit – Lesson + Page 74,75 - Do exercise on pages 57 in the exercise book VII.Marks/Remarks:

*)Evaluation:

……… ………

………

Pre date:………… Teaching date:……… Period:54

UNIT 9: NATURAL DISASTERS

LESSON 1,2: GETTING STARTED – LISTEN AND READ

1 Aims: By the end of the lesson, students will able to get more information about the natural disasters in the world and talk about the weather forecast

- Educate students how to know natural disasters - Develop reading and listening skills

(113)

a Grammar: - Relative pronouns. b Vocabulary: (v) turn up, expect, trust.

(n) thunderstorm, delta, just in case

6 Procedures:

Sts: Listen to the teacher introduce T: Ask sts tell some natural disastes Sts: Try anwser

T: Ask sts look at the pictures and match the icons with the names of the celebrations they represent

T: Have sts listen to the dialogue in groups of tree

Sts: Listen to the dialogues again, then reread before the class

I Warm - up

Please, tell me some natural disaster in Viet Nam or in the world have you know

II Presentation. 1.Getting started: snowstorm 2.earthquake volcano typhoon

2 Listen and read: * New words - turn up (v) - expect (v) - trust (v)

- thunderstorm (n) - delta (n)

- just in case (n)

a Practice the dialogue in a group of three.

* Struture ( Relative pronouns)

- Ha Noi will have tenpratures between 230C and 270C.It will be raining

(114)

T: Ask sts to read the dialogue on page 75 again and complete the sentences Sts: Reread the dialogue and complete the sentences

T: Ask them correct the answer

Sts: Correct and write in their exercise books

phrase from the dialogue. turn up/ weather fotrcast rainy

3 central highlands have temperatures

5 weather forecasts/ watching them * Consolidation

- Saying the natural disasters

- Educate students how to know the natural disasters * Homework:

- Read the dialogues and answer complete the sentences again - Do exercise 1, on page 58,59 in the exercise book

- Prepare Unit (cont’) section “speak” * Self – evaluation:

………

……… ………

Pre date:………… Teaching date:………… Period:55

LESSON 3: SPEAK

1 Aims: At the end of the lesson, students will be able to talk about what they want to buy and to prepare for a typhoon

- Educate students how to know, what preparations their think should be made for a typhoon - Develop reading and speaking skills

a Grammar: Structure - Relative claues (continued) b Vocabulary: (n) bucket, leak, latch, ladder, blanket.

(v) tie, damage

methods Contents T: Ask sts tell the preparations for

typhoon

I Pre- speaking.

(115)

T: Explain the exercise and have them some new words

T: Ask them practice with a partner Sts: Practice with a partner and reread the new words

T: Let some sts read words again before the class

T: Explain the exercise and ask them practice

Sts: Listen to the teacher and practice T: Ask sts practice with a partner and answer before the class

Sts: Answer before the class in groups T: Check and correct the answer

T: Divide the sts into two the groups of four

Sts: Practice into groups of four

T: Have sts talk about what they think, they want to buy and to prepare for a typhoon; explain - Why?

Sts: Practice with a partner talk a bout them and explain

T: Call some sts answer before the class and some of them rewrite on the board Sts: Practice and rewrite

should be made for atyphoon II While – speaking:

* New words: - bucket (n) - leak (n) - latch (n) - ladder (n) - blanket (n) - tie (v) - damage (v) * Practice

III Post – speaking

a Check (V) what preparations you think should be made for a typhoon - Buying some canned food

- Buying candles - Buying matches

- Filling all buckets with water - Buying a ladder

- Checking all the window and door latchers

b Now work wih a partner Talk about what you think you want to buy A: I think we sould buy some candles and matches before a typhoon

B: Yes, I think so too There may by a power cut

A: I think we should fill all the buckets with water before a typhoon

B: What for?

A: Because the water pipes may be damaged by the typhoon

A: I think we should check all the window and door latches

B: Why?

A: Because it will be raining hard V consolidation

(116)

V Homework:

- Learn new languages to introduction by heart - Do exercises 3,4 page 60 in work book

- prepare “listen” VI Marks/ Remarks

……… ………

Pre date:……… Teaching date:………… Period:56

UNIT 9: NATURAR DISASTERS

LESSON 4: LIS TEN

1 Aims: At the end of the lesson, students will be able to get some ideal, how to live with

earthquakes by listening and futher peatice on Relative pronouns: Who - Which - That - Educate students how to to live with earthquakes

- Develop reading, listening and writing skills 2 Language contents.

a Grammar : - Relative pronouns.

b Vocabulary : (n) roller, snout, harricane, eruption. (v) block, strike

Methods Contents

Sts: Listen and find some new words T: Have sts is giving a talk on how to

(117)

live with earthquakes

Sts: Listen to the talk, then complete the table

T: Have sts listen to the cassette, then fill in the missing words

T: Have them listen again and tell the live with earthquakes

Sts: Listen and retell T: Correct if necessary

II While – Listening. * Answers:

1 bottom shelf of your bookshelves fridge

3 washing machine mirrors

5 a window inside

7 under a strong table doorway

9 corner of a room III Post – listening

- Listen to the live with earthquakes again

- Do exercises page 61

- Prepare Unit – Lesson: Read V Marks/ Remarks

- Students were weak in listening

VI Self – evaluation: ……… ……… ……… …

Pre date:………… Teaching date:……… Period:57

LESSON 5: READ

1 Aims: At the end of the lesson, students will able to get more information about the natural disasters in the world

- Educate students how to the nutaral disasters in the world - Develop reading comprehension skills

(118)

a Grammar: Relative pronouns b Vocabulary: (n) tidal wave, sheft, tornado, majority.

(adj) abrupt, funnel - shaped

(v) warn, suck up 3 Techniques: matching; questions and answers; discussion; work in pair/ group 4 Teaching aids: Cassette; textbook and colorful chalk.

Pr ocedures :

guiding questions

T: Ask sts read the passage again and answer true or false

Sts: Reread the passage and answer T: Ask them answer in font of the class Sts: Answer in font of the class

T: Correct the answer if necessary

T: Ask sts practice again and complete the sentences

Sts: Read the passage again and complete

I Pre- Reading.

- What you know the earthquakes? - What you know the volcanoes? * Vocabulary :

- tidal wave (n) - sheft (n) - tornado (n) - majority (n) - abrupt (adj)

- funnel - shaped (adj) - warn(v)

- suck up (v) * Practice

* Notes: ( Structure)

- The word "typhoon" comes from chinese: tai means "big" and feng means "wind", so the word "typhoon" means "big wind"

II While – Reading * Answer:

a True or false

1 True True False True False True b Complete the sentences

(119)

the sentence

T: Ask some sts answer before the class Sts: Answer before the class

T: Corrects if necessary

T: Have sts answer the question about the natural disaster

Sts: Try to answer and correct the answer

3 there is an abrupt shift in the underwater movement of the earth a cyclone

5 the word "typhoon" passes overland below a

thunderstorm and can suck up anything that is in its path

III Post – Reading. *Question.

1 What you know the natural disaster? IV Consolidation.

- Remind language contents V Homework:

- Learn new languages by heart, and exercise page 60 - Prepare Unit ( count’) lesson “ Write ”

VI Self-evaluation ……….

………

Pre date:……… Teaching date:……… Period:58

LESSON 6: WRITE & LANGUAGE FOCUS.

1 Aims: At the end of the lesson, students will be able to write a story - Educate students how to write the story

- Develop writing and reading skill 2 Language contents

a Grammar: Past simple. b Vocabulary: (n) shelter.

(v) behave, all of sudden 3 Techniques: eliciting; practical; pair work.

4 Teaching aids: Extra - board; picture; textbook; colorful chalk. 5 Time: 45 minutes

6

Pr ocedures :

Methods Contents T: Elicit the new words and explain the

meaning

(120)

T: Have sts repeat the new words

chorally then rup out word but leave the cirdes

T: Explain the exercise and show six pictures on the board

ts: Listen to the teacher explain the exercise

T: Can ask sts some questions about the pictures

- Examples:

+ P1 - Who is this? - Where is she? - What is she doing? + P2 - How is the dog? + P3 - What's on TV?

- What does Lan's mother? + P4 - What are they doing?

+ P5,6 - What's the weather like now? Sts: Listen and try to answer

T: Have them write the story then answer

Sts: Practice with partner then answer before the class

T: Have sts retell the typhoon have you know

Sts: Can answer before the class or the homework

* New words: - shelter (n) - behave (v) - all of sudden II While – writing:

It was a beautiful day The sun was shining, the sky was blue, and the weather was perfect Lan was outside playing with her dog, Skippy All of a sudden, the dog began behaving strangely She kipt running around in cricles, Lan ran home with her dog to tell her mother what skippy was doing Lan's mother, Mrs Quyen, told Lan that she heard on TV that there was a

typhoon coming Mrs.Quyen gathered her family and told them to find shelter in the home

Suddenly, the sky became very dark The storm came with strong winds and heavy rain Mrs.Quyen and her family were scared But soon the storm finished and everyone was glad What a clever dog Skippy is She saved Lan from being caught in the typhoon

- Retell about the typhoon in the countryside or have you know Methods Contents

T: Explain the exercise and have sts work individually to the exercise They have to complete the sentences by using correct relative clauses ( Who, Which)

1 join the sentences Use relative clauses.

* Example:

- Tet is a festival Tet occurs in late January or early February

(121)

T: Ask them practice with partner Sts: Practice with partner and join the sentences Use the words in brackets T: Call some sts answer and some sts go

(122)

to the board write the sentences

even though we live in Nam Dinh d Mary tourists enjoy festivals in Viet Nam though they not understand Vietnamese culture very much

* consolidation:

- Learn by heart the use of grammar points - prepare : Unit – Lesson + Page 74,75 - Do exercise on pages 57 in the exercise book * Self – evaluation:

……… ………

……… …

Pre date:………… Teaching date:………… Period:59-60

TEST AND CHECK I/ Hoµn thµnh câu Chọn A, B, C D ( 5.0 đ)

1 What you think your school?

A in B on C about D at

2 What you when he came in

A had been doing B did C are doing D were doing We saw some people car had broken down

A which B whom C who D whose

4 everything before the visitors came? A Had they prepared B Have they prepared C Were they preparing D Were they prepared

5 She went to work late because of the this mor ning A rush- hour B traffic C commuter D traffic-jam Although her business is thriving, she feels

(123)

7 She said that she to London

A comes B has come C had come D came

8 Travelling by air is not cheap And it isn't interesting A either B neither C too D also

9 Mrs Mary is my English teacher I borrowed the book A who B whom C from whom D from which 10 The man car was stolen called the police

A who B whose C which D that

11 I to work when I saw an accident

A go B went C were going D have gone 12 Tourists usually a bus to the countryside

A have B take C get D give

13 It's not easy Japanese

A learn B to learn C for learning D learned 14 Erica in this city since 1990

A lives B lived C has lived D had lived 15 They made me hard

A work B works C working D to work

16 The man who is in black uniform and blows the whistle in the football match is the

A player B coach C referee D captain 17 He said that he her for someone else

A mistakes B has mistakeen C has been mistaken D had mistaken 18 Peter speaks French fluently he practices a lot

A although B because C so D however

19 This is the actress perforemance I like so much

A who B whom C whose D which

20 I didn't have time, I didn't write the novel

A So B As C Though D Moreover

II/ Đọc chọn câu trả lời sai ( Tick (V) True or False (2.5 đ)

MOTHER'S DAY

The second sunday in May is Mother's Day It is a public holiday in both Britain and America On that day children sends Mother's Day cards to their mothers They give their mother flowers or sweets as preents Fathers and children the cooking so that mothers can have a rest

In the USA, Mother's Day started in 1860s There was a small town fought again each other during a war After the war they hated each other Mrs Ann Reeres Janis wanted people to make friends with each other again So she started "Mother's Friendship Day" On that day she visited all the other mothers in the town and said "Let us be friends with each other again."

* True or False

1 Mrs Janis started "Mother's Friend Day" in prunty town Mother met on " Mother's Friendship Day" in Prunty town "Mother's Friendship Day was born after a war

4 Mother's Day was first named "Mother's Friendship Day"

5 They send Mother's Day cards to their mothers and give their mothers flowers or sweets as presents

(124)

III/ ViÕt.Hoµn thành câu (2.5 đ)

1 In/ opinion/ my/ it / is / to have/ a day/ necessary/ to/ celebrate/ for/ uor parents -

2 On these occasion/ children/ have/ will/ a special day/ their feelings/ express/ for/ their parents -

I/ think/ first sunday/ April/ of/ is/ suitable

- The weather/ fine/ is/ at/ that time

- Many/ activities/ happen/ can/ outdoors

- ANSWER KEYS.

I/ (5,0)

1 C D D A D B C A C 10 B

11 C 12 B 13 B 14 C 15 A 16 C 17 D 18 B 19 C 20 B

II/ (2,5)

1.True False True True True

III/ (2,5)

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

2 On their occasion, children will have a special day to express their feelings for their parents I think first sunday of April is suitable

4 The weather is fine at that time

5 Many activities can happen outdoors

Pre date:………… Teaching date:………… Period:61

UNIT 10 LIFE ON OTHER PLANETS

LESSON 1,2: GETTING STARTED – LISTEN AND READ

1 Aims: By the end of the lesson, students will able to get more information about the natural disasters in the world and talk about the weather forecast

(125)

- Develop reading and listening skills 2 Language contents

a Grammar: - Relative pronouns. b Vocabulary: (v) turn up, expect, trust.

(n) thunderstorm, delta, just in case

6 Procedures:

Sts: Listen to the teacher introduce T: Ask sts tell some natural disastes Sts: Try anwser

T: Ask sts look at the pictures and match the icons with the names of the celebrations they represent

T: Have sts listen to the dialogue in groups of tree

Sts: Listen to the dialogues again, then reread before the class

I Warm - up

Please, tell me some natural disaster in Viet Nam or in the world have you know

II Presentation. 1.Getting started: snowstorm 2.earthquake volcano typhoon

2 Listen and read: * New words - turn up (v) - expect (v) - trust (v)

- thunderstorm (n) - delta (n)

- just in case (n)

a Practice the dialogue in a group of three.

* Struture ( Relative pronouns)

(126)

T: Ask sts to read the dialogue on page 75 again and complete the sentences Sts: Reread the dialogue and complete the sentences

T: Ask them correct the answer

Sts: Correct and write in their exercise books

230C and 270C.It will be raining

b Fill in each blank with one word or phrase from the dialogue.

1 turn up/ weather fotrcast rainy

3 central highlands have temperatures

5 weather forecasts/ watching them * Consolidation

- Saying the natural disasters

- Educate students how to know the natural disasters * Homework:

- Read the dialogues and answer complete the sentences again - Do exercise 1, on page 58,59 in the exercise book

- Prepare Unit (cont’) section “speak” * Self – evaluation:

……… ……… Pre date:06/04

Teaching date:08/04 Period:62

UNIT 10: LIFE ON OTHER PLANETS

LESSON 3: SPEAK

1 Aims: At the end of the lesson, students will be able to talk about what they want to buy and to prepare for a typhoon

- Educate students how to know, what preparations their think should be made for a typhoon - Develop reading and speaking skills

a Grammar: Structure - Relative claues (continued) b Vocabulary: (n) bucket, leak, latch, ladder, blanket.

(v) tie, damage

(127)

T: Ask sts tell the preparations for typhoon

T: Explain the exercise and have them some new words

T: Ask them practice with a partner Sts: Practice with a partner and reread the new words

T: Let some sts read words again before the class

T: Explain the exercise and ask them practice

Sts: Listen to the teacher and practice T: Ask sts practice with a partner and answer before the class

Sts: Answer before the class in groups T: Check and correct the answer

T: Divide the sts into two the groups of four

Sts: Practice into groups of four

T: Have sts talk about what they think, they want to buy and to prepare for a typhoon; explain - Why?

Sts: Practice with a partner talk a bout them and explain

T: Call some sts answer before the class and some of them rewrite on the board Sts: Practice and rewrite

I Pre- speaking.

- Speak with a partner preparations you should be made for atyphoon

II While – speaking: * New words:

- bucket (n) - leak (n) - latch (n) - ladder (n) - blanket (n) - tie (v) - damage (v) * Practice

III Post – speaking

a Check (V) what preparations you think should be made for a typhoon - Buying some canned food

- Buying candles - Buying matches

- Filling all buckets with water - Buying a ladder

- Checking all the window and door latchers

b Now work wih a partner Talk about what you think you want to buy A: I think we sould buy some candles and matches before a typhoon

B: Yes, I think so too There may by a power cut

A: I think we should fill all the buckets with water before a typhoon

B: What for?

A: Because the water pipes may be damaged by the typhoon

A: I think we should check all the window and door latches

B: Why?

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V Homework:

- Learn new languages to introduction by heart - Do exercises 3,4 page 60 in work book

- prepare “listen” VI Marks/ Remarks

……… Pre date:09/04

Teaching date:11/04 Period:63

UNIT 10: LIFE ON OTHER PLANETS LESSON 4: LIS TEN

1 Aims: At the end of the lesson, students will be able to get some ideal, how to live with

earthquakes by listening and futher peatice on Relative pronouns: Who - Which - That - Educate students how to to live with earthquakes

- Develop reading, listening and writing skills 2 Language contents.

a Grammar : - Relative pronouns.

b Vocabulary : (n) roller, snout, harricane, eruption. (v) block, strike

Methods Contents

Sts: Listen and find some new words T: Have sts is giving a talk on how to live with earthquakes

Sts: Listen to the talk, then complete the

I Pre- Listening: * New words: - roller (n) - snout (n) - harricane (n) - eruption (n) - block (v) - strike (v)

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table

T: Have sts listen to the cassette, then fill in the missing words

T: Have them listen again and tell the live with earthquakes

Sts: Listen and retell T: Correct if necessary

* Answers:

1 bottom shelf of your bookshelves fridge

3 washing machine mirrors

5 a window inside

7 under a strong table doorway

9 corner of a room III Post – listening

- Listen to the live with earthquakes again

- Do exercises page 61

- Prepare Unit – Lesson: Read V Marks/ Remarks

Pre date:13/04 Teaching date:15/04 Period:64

UNIT 10: LIFE ON OTHER PLANETS LESSON 5: READ

1 Aims: At the end of the lesson, students will able to get more information about the natural disasters in the world

- Educate students how to the nutaral disasters in the world - Develop reading comprehension skills

a Grammar: Relative pronouns b Vocabulary: (n) tidal wave, sheft, tornado, majority.

(adj) abrupt, funnel - shaped

(v) warn, suck up 3 Techniques: matching; questions and answers; discussion; work in pair/ group 4 Teaching aids: Cassette; textbook and colorful chalk.

(130)

6

Pr ocedures :

guiding questions

T: Ask sts read the passage again and answer true or false

Sts: Reread the passage and answer T: Ask them answer in font of the class Sts: Answer in font of the class

T: Correct the answer if necessary

T: Ask sts practice again and complete the sentences

Sts: Read the passage again and complete the sentence

T: Ask some sts answer before the class Sts: Answer before the class

T: Corrects if necessary

I Pre- Reading.

- What you know the earthquakes? - What you know the volcanoes? * Vocabulary :

- tidal wave (n) - sheft (n) - tornado (n) - majority (n) - abrupt (adj)

- funnel - shaped (adj) - warn(v)

- suck up (v) * Practice

* Notes: ( Structure)

- The word "typhoon" comes from chinese: tai means "big" and feng means "wind", so the word "typhoon" means "big wind"

II While – Reading * Answer:

a True or false

1 True True False True False True b Complete the sentences

1 occur around the Pacific Rim people were killed when homes, office blocks and highways collapsed there is an abrupt shift in the underwater movement of the earth a cyclone

5 the word "typhoon" passes overland below a

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T: Have sts answer the question about the natural disaster

Sts: Try to answer and correct the answer

III Post – Reading. *Question.

1 What you know the natural disaster? IV Consolidation.

- Remind language contents V Homework:

- Learn new languages by heart, and exercise page 60 - Prepare Unit ( count’) lesson “ Write ”

VI Self-evaluation ……….

………

……… Pre date:16/04

Teaching date:18,22/04 Period:65,66

UNIT 10: LIFE ON OTHER PLANETS

LESSON 6: WRITE &LANGUAGE FOCUS

1 Aims: At the end of the lesson, students will be able to write a story - Educate students how to write the story

- Develop writing and reading skill 2 Language contents

a Grammar: Past simple. b Vocabulary: (n) shelter.

(v) behave, all of sudden 3 Techniques: eliciting; practical; pair work.

4 Teaching aids: Extra - board; picture; textbook; colorful chalk. 5 Time: 45 minutes

6

Pr ocedures :

Methods Contents T: Elicit the new words and explain the

meaning

T: Have sts repeat the new words

chorally then rup out word but leave the cirdes

T: Explain the exercise and show six pictures on the board

ts: Listen to the teacher explain the

I Pre- Writing: * New words: - shelter (n) - behave (v) - all of sudden II While – writing:

(132)

exercise

T: Can ask sts some questions about the pictures

- Examples:

+ P1 - Who is this? - Where is she? - What is she doing? + P2 - How is the dog? + P3 - What's on TV?

- What does Lan's mother? + P4 - What are they doing?

+ P5,6 - What's the weather like now? Sts: Listen and try to answer

T: Have them write the story then answer

Sts: Practice with partner then answer before the class

T: Have sts retell the typhoon have you know

Sts: Can answer before the class or the homework

weather was perfect Lan was outside playing with her dog, Skippy All of a sudden, the dog began behaving strangely She kipt running around in cricles, Lan ran home with her dog to tell her mother what skippy was doing Lan's mother, Mrs Quyen, told Lan that she heard on TV that there was a

typhoon coming Mrs.Quyen gathered her family and told them to find shelter in the home

Suddenly, the sky became very dark The storm came with strong winds and heavy rain Mrs.Quyen and her family were scared But soon the storm finished and everyone was glad What a clever dog Skippy is She saved Lan from being caught in the typhoon

- Retell about the typhoon in the countryside or have you know

* Example:

- Tet is a festival Tet occurs in late January or early February

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T: Ask them practice with partner Sts: Practice with partner and join the sentences Use the words in brackets T: Call some sts answer and some sts go to the board write the sentences

T: Let them the exercise in groups

holidays

b Although we don't have a Mother's Day in Viet Nam, Dad and I have special gifts and paties for my mom every year on the 8th of March c We when to Ha Noi to watch the parade on the National Day last year even though we live in Nam Dinh d Mary tourists enjoy festivals in Viet Nam though they not understand Vietnamese culture very much

(134)

Sts: Practice in groups

b Even though Liz has an exam

* consolidation:

……… ………

……… …

Pre date:23/04

Teaching date:25,29/04 Period:67,68

REVIEW

1 Aims: At the end of the lesson, students will be able to - Develop writing and reading skill

a Grammar: - Relative clauses.

- Adverb clauses of concession b Vocabulary: (v) compose, occur, satisfy

(n) culture, violet, jumper, lap 3 Techniques: eliciting; explaining; practical; pair work.

4 Teaching aids: Extra - picture; textbook; colorful chalk. 5 Time: 45 minutes

6

Pr ocedures :

* Example:

(135)

T: Ask them practice with partner

January or early February

(136)

Sts: Practice with partner and join the sentences Use the words in brackets T: Call some sts answer and some sts go to the board write the sentences

special gifts and paties for my mom every year on the 8th of March c We when to Ha Noi to watch the parade on the National Day last year even though we live in Nam Dinh d Mary tourists enjoy festivals in Viet Nam though they not understand Vietnamese culture very much

* consolidation:

……… ………

……… …

-Period: 69

KIỂM TRA HỌC KÌ II – PGD-ĐT RA ĐỀ Period: 70

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