giao an anh9

Post –listening: (book closed) Summary of the task ( groupwork) - Ask ss to work in groups and summarize the announcement depend on the following questions: What is the announcement[r]

(1)

Lesson plan Period : Revision Date of teaching:

I- Aims:

Help Ss rewiew main English grammar in Engligh II- Objectives:

By the end of the lesson, Ss will be able to remember some grammar: present perfect tense, past tense ( used to + V-inf), passive voice, reported speech, and all exercices

III- Ways of working:

T-Wc;T-Ss Individual work IV- Materials:

Textbook (E8) Color chalk Extra boards

V- Anticipated problems:

Weaker ss might not remember the grammar in English 8.

VI-Teaching procedures:

T’ s activities Ss’ activities 1 W arm-up :

* Greeting:

- Greet ss and check their attendance

- Check ss about the date 2 Revision:

- Ask ss questions: What main English grammar did you laern in English 8?

- Call some ss to answer 3 New lesson:

In turn, ask ss to retell the form, the use and give examples about some main grammar that relate to English

a The past simple: - Form: Be: was/ were Verb: (+): S + V-ed. (-): S + didn’t + V. (?): Did + S + V? - Use: to talk about the action which happened in the past.

- Note: S + used to + V ( habbit in the past)

b The present perfect:

- Form:(+): S + have/ has + P.P (-):S + haven’t/ hasn’t + P.P

- Greet t

- Talk about the date

- Ss answer:

I Tenses: - The present simple - The past simple ( used to) - The present progressive. - The past progressive. - The present perfect. - The future simple. - Be going to.

II Passive voice III Reported speech - WC:

- Eg1: I was at home yesterday I wasn’t at home yesterday. - Eg2: We played soccer yesterday afternoon

We didn’t play soccer? Did you play soccer ?

- Eg3: Lam used to climb trees when he was small.

(2)

(?): Have/ Has + S + P.P? - Use: to talk about the action which began in the past and continue to the present ( since/ for).

c Passive form:

- Form: S + be + P.P ( + by + O) - Rule: Lan sings a song

S V O

A song is sung by Lan. S be P.P O d Reported speech:

- Rule: - Tense/ adv:

Direct speech Indirect speech Present simple Past simple Present

progressive Past progressive Present perfect Past perfect Past simple Past perfect Will/ shall Would

Can Could

Must/ have to Had to

This That

These Those

Here There

Now Then

Tomorrow The next/

folloing day Yesterday The day before

Next The following

Last The previous

4.Consolidation:

Summarize the lesson: What have we learnt in the lesson?

5 Homework: Ask ss to:

- Prepare unit 1: lesson ( getting started, listen and read)

- Review all lesson

We have learnt English since 2001.

- Eg1: They built this house last year This house was built last year. - Eg2: My father will buy a new car A new car will be bought by my father

- Eg1:Lan said: “I am a teacher.” Lan said that she was a teacher.

- Eg2:Ha said: “My mother will go to Ha Noi.”.

Ha said that his mother would go to Ha Noi.

- Ss answer -Ss copy

Unit 1: A visit form a pen pal

Period 2: Lesson (Getting started, Listen and read) Date of teaching:

I- Aims:

Help Ss read a text for information about a visit from a pen pal and practice the past simple with “wish”

II- Objectives:

(3)

T-Wc;T-Ss Pairwork Individual work

IV- Materials:

Textbook Color chalk Extra boards

Workbook Pictures CD/ CD player

The lesson might last longer than a period. VI-Teaching procedures:

T’s activities Ss’ activities 1 W arm-up :

* Greeting:

- Greet Ss and check their attendance

- Check ss about the date * Getting started: P.6

- Matching: show the pictures of places in “ Getting started” and ask ss to call out the places

- Ask some questions: Where are these placers?

Razali Maryam, a Malaysian pen pal, is coming to stay with you for a week What activities would you during the visit?

Where would you take her to? 2 Revision:

Give mark for good ss during the lesson

* Introduce the lesson: in today lesson, we will learn more about the visit.

3 New lesson:

a Pre-reading (book closed):

* Pre-teach vocabulary: Elicit words from ss:

- a church: ( picture)

- (to) pray: ( situation: what people go to the church for?) - (to) be impressed in:

( explaination)

- a mosque: ( picture)

- (to) correspond: ( example) * Checking vocabulary: R and R * Pre question:

- Greet t

- Wc:

P.a: Hung temple

P.b: The temple of literature P.c: Dong Xuan market P.d: HCM mausolium P.e: A restaurant

P.f: Hanoi opera house Answer: In Ha Noi

I would take her to Hung temple/ Dong Xuan market

- Ss listen

- Ss listen and repeat in chorus and individually (for each word)

Ss read all words loudly again then copy

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- Set the scene (situation: Maryam is going to visit us.)

- Ask some questions:

What you know about her? Where is she from? Who is she ? - Ask ss to predict some information they know about Maryam

b While reading: (book open) * Listen and read P.6-7:

- Play the CD , ask ss to listen and read the text and check their predictions

- Ask ss to read the text again and the multiple choice P.7 (extra board)

- Ask ss to read the text again and find the sentence Lan said to Maryam at the end of the week * Model sentences:

Lan: I wish you had a longer vacation.

Maryam: I wish I had more time to get to know your beatiful country. * Concept check: Ask some questions:

- Meaning: What these sentences mean?

- Use: Did Maryam have a long vacation?

Did she have time to stay in Ha Noi next week?

So what did she wish? Does her wish become true?

- Form: S + wish + S + V-ed - The pronunciation

c Post – reading: (book closed) * Word cue- substitution:

T: I wish you had more time to visit Humg temple.

T: Dong Xuan market T:

* Groupwork:

Ask ss to work in groups play role as Lan or Maryam to talk about their visit in Ha Noi

4.Consolidation:

Summarize the lesson:

What have we learnt in this leson?

-Ss listen

-Ss work individually:

Maryam:- is from Kuala Lumper. - is Lan’s pen pal.

- they correspond

-they met each other last week

- Ss work individually then compare in pairs

- Ss work in pairs: 1C, 2B, 3D, 4B - Ss work individually

- Wc: Listen and repeat the model sentences then copy

- Wc: answer the questions:

“ Mình ớc bạn có kỳ nghỉ dài hơn.” “ Mình ớc có nhiều thời gian hơn để biết đất nớc tơi đẹp bạn”.

No, she didn’t. No, she didn’t.

She wishes she had more time No, it doesn’t.

- Ss copy - Wc:

I wish you had more time to visit Humg temple.

I wish you had more time to visit Dong Xuan market

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- Prepare unit 1: lesson (Speak and LF 1)

- Do ex 1,2 P.5-7 and P.7 (WB) - Write sentences about their wishes

- Ss answer

-Ss write down Unit 1: A visit form a pen pal Period 3: Lesson ( Speak and Language focus 1) Date of teaching:

I- Aims:

Help Ss practice speaking on introducing

someone and themselves; review the past simple tense.

II- Objectives:

By the end of the lesson, Ss will be able to improvide the dialogue based on the provided phrases on P.18.

T-Wc;T-Ss Pairwork

Individual work Teamwork IV- Materials:

Textbook Color chalk

Workbook Extraboards V- Anticipated problems:

Have no problem

* Greeting:

- Check ss about the date * Warmer: Noughts and crosses ( extraboard)

Japan/

Tokyo Malaysia/ K.Lumpur Hanoi/ Vietnam Banda

Seri/ Bruney

Bangkok/

Thailand Bahasa/ Indonesia Manila/

Philipin e

Vientiance

/ Laos Phrompenh/ Cambodia Ask ss to talk about the city and country,

Revision:

* Introduce the lesson: in today lesson, we will introduce ourselves

- Greet t

- Ss work in teams: Red and White

Eg: Hanoi is the city of Vietnam

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and someone.

3 New lesson: (Speak P.8) a Pre-speaking:

* Matching: (extraboard)

- Set the scene: ( situation a P.8 and picture)

- Give the extraboard of matching: Hello You

must be Maryam.

2 Do you live in the city ,too? No Is it dirrerent from Hanoi?

4 Yes, I am Are you enjoying your stay in Vietnam? Please to meet you Let me introduce

myself.I’m Nga. I see Oh! Here ‘s Lan Let’s go.

a The two cities are the same in some ways. b Pleased to meet you, Nga Are you one of Lan’s

classmates? c That’s right I am.

d Oh yes, very much

Vietnamese people are very friendly and Ha Noi is an

interesting city. e Yes, I live in Kuala Lumpur Have you been there?

- Ask ss to match sentences from 1- to a - e

- Give feedback and correct * Ordering:

- Ask ss to order the exchanges to make a completed dialogue and correct

- Ask ss to practice the diolugue in pairs Call some pairs to demonstrate and correct

b While- speaking: Speak b P.8 - Set the scene: ( situation P.8)

- Guide ss to choose suitable ideas to each of the communicative situation in the dialogues ( T can underline some phrases in the dialogue and ask ss to substitute in pairs)

- Call some pairs to demonstrate and correct

c Post – speaking:

* Game: “ Who does what?”

- Give some information about Yoko,

- Ss work individually then compare in pairs:

1c - 5b – 4d – 2e – 3a -

- Wc

- Ss work in pairs:

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

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Maryam, Paul ad Jane Ask ss to listen and guess who he/ she is

Eg: She is from Tokyo He loves the beaches.

She loves the temples and the churches in Vietnam * Pair work: LF1 P.11:

- Give request and model the example with a good student

- Ask ss to work in pairs, study the table and make similar dialogue about Nga’s, Lan’s and Hoa’s weekend - Call some pairs to demonstrate and correct

4.Consolidation: Summarize the lesson:

What have we learnt in this leson? 5 Homework: Ask ss to:

- Prepare unit 1: lesson (Listen and LF 2, 3)

- Do ex 3, 4, 5, P.7- 10 (WB)

- Wc

- Ss work in pairs: Eg:

A: What did Ba on weekend? B: He went to see a movie called “ Ghosts and Monsters”.

A: When did he see it? B: He saw it on Saterday afternoom at two o’clock. - Ss answer

-Ss write down

Unit 1: A visit form a pen pal

Period 4: Lesson (Listen and Language focus 2,3) Date of teaching:

I- Aims:

Help Ss listen for information and further practice in the past simple tense and “ wish”

II- Objectives:

By the end of the lesson, Ss will be able to listen for information in the text and further practice in the past simple tense and “ wish”

T-Wc;T-Ss Pairwork Individual work Groupwork IV- Materials:

Textbook Color chalk CD/CD player Workbook Extraboards

Pictures

The listening might take time. VI-Teaching procedures:

* Greeting:

- Greet t

(8)

- Check ss about the date

* Q & A: Ask ss some qs about Maryam and her visit in Hanoi: You’ve learnt about Maryam Is she Lan’s penpal?

Did she visit Hanoi?

How long did she stay in Hanoi? What did she there? Or: Where did she vidit in Hanoi?

2 Revision:

* Introduce the lesson: in today lesson, we will learn about another visit from another penpal.

3 New lesson: a Pre-listening:

* Studying the pictures: P.9 - Set the scene: ( situation P.9) - Show each pair of pictures and ask ss to find out the differences

between them:

What is the difference between picture a1 & a2, b1 & b2, c1 &c2?

* Predictions:

- Ask ss to predict choosing the correct pictures

- Give feedback

b While- listening: Listen P.9 Play the Cd and ask ss to: - 1st time: listen and check

predictions

- nd time: listen and tick (V).

- rd time: listen and checrk result.

c Post - listening: * Retelling:

Ask ss to retell what Tim and Carlo said to each other in their conversation

* LF 2P.12: ( pictures, extraboard) - Give request

- Hang the pictures P.12 on the right of the board and the extrboard of

- Ss answer: Yes, she is Yes, she did.

She stayed in Hanoi for a week. She visited the Temple of Literature, HCM mausoleum, the Historical museum and the mosque.

- Ss listen

- WC:

P.a1: We aren’t allowed to walk on grass.

P.a2: We aren’t allowed to pick flowers.

P.b1: The bus is red & it’s number is 103.

P.b2: The bus is blue & it’s number is 130.

P.c1: A Mexican restaurant P.c2: An American restaurant

- Ss work individually: a

b c

a b c

- Ss work in groups

- Ss listen

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matching P.12 on the lelf Ask ss to match the verb to the noun phrases and to the picture

- Give feedback

- Ask ss to work in groups to write the things Lan and her friends did to prepare for the party.Then give feedback and correct

* LF P.12:

- Ask ss to work in pairs to talk about their wishes base on the situation

- Give feedback and correct 4.Consolidation:

Summarize the lesson:

What have we learnt in this leson? 5 Homework: Ask ss to:

- Prepare unit 1: lesson (Read) - Do ex 1- P 5- (WB)

- Do ex 11 P.14 (WB)

P.2: hang colorful lamps P.3: buy flowers

P.4: paint a picture of Hanoi P.5: go shopping

- Ss work in groups:

They made a cake/ colorful lamps/ bought flowers/ painted a picture of Hanoi/ went shopping - Ss work in pairs:

a I wish I were taller

b I wish I were in the swimming pool.

c I wish I had a computer - Ss answer

- Ss write down

Unit 1: A visit form a pen pal Period 5: Lesson (Read)

Date of teaching: I- Aims:

Help Ss read for information about a country: Malaysia

II- Objectives:

By the end of the lesson, Ss will be able to understand the text about Malaysia and retell about Malaysia based on the text.

Individual work Teamwork IV- Materials:

Textbook Color chalk Extra boards

Workbook Map (TB P.10)

V- Anticipated problems: Have no problem.

* Greeting:

* Guessing game :What country is

- Greet t

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it? T says:

a This country borders with Laos and Cambodia.

b It has many tourist attractions. c The major cities are Bangkok and Chiang Mai.

d Its population is about million people.

e The capital city is Kuala Lumpur. 2 Revision:

* Introduce the lesson: Today we will read about a country:Malaysia. 3 New lesson:

a Pre-reading (book closed): * Pre-teach vocabulary: - Asian: (translation)

- (to) be seperated : (mime) - (to) comprise : (example) - compulsory (a): ( example) * Checking vocabulary: W and W * Prediction:

- Set the scene (map and situation: You know Mariam is from

Malaysia So what you know about Malaysia?)

- Ask ss to predict some information they know about Malaysia

- Ask ss what they want to know about Malaysia:

What is the area?

What is its unit of currency? What is its population? Official religion? National language? b While reading (book open): - Ask ss to read the text and check their predictions

- Ask ss to read the text again and the gap fill P.10 (extra board)

- Ss play in groups ( The group handing first will answer Each correct answer , the group will get mark 2):

a Vietnam b China c Thailand d Singapore e Malaysia

- Ss listen

-Ss W and W -Ss listen.

-Ss work individually then compare in pairs:

Malaysia:- is in East Asian.

- is in South East Asian. - has tropical climate. - Capital city is Kuala Lumbur.

- Wc

- Ss work individually - Ss work in groups of 6-8:

1 Area: 329.758

(11)

- Ask ss to read the text again and T/ F P.10 (extra board)

c Post – reading: (book closed) Ask ss to tell the story about Malaysia based on the gap fill and T/F

4.Consolidation:

- Prepare unit 1: lesson (write) - Write about Vietnamese

beggining with : “ Vietnam is one of the coutries of the Asian ”

6 Official religion: Islam. 7 National language: Bahasa Malaysia.

8 Compulsory second language: English.

- Ss work in pairs: 1.T

2 F: more than two religions

3 F: speak Malay, English, Chinese and Tamil

4 F: learn one of three languages 5.T

Malaysia is a member of

- Ss answer

-Ss write down

Unit 1: A visit from a pen pal Period 6: Lesson (write)

Help Ss write a personal letter about the trip to visit their relatives or friends in another part of Vietnam or in a different country

II- Objectives:

By the end of the lesson, Ss will be able to write a personal letter about the trip to visit their relatives or friends in another part of Vietnam or in a different country

Textbook Color chalk Workbook Posters

Weakers ss might not have information to write VI-Teaching procedures:

T’ s activities Ss’ activities

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* Greeting:

- Check ss about the date * Find someone who:

Ask ss to work in groups to play Have you ever been to Who? Hanoi?

Ha Long? Cat Ba? Nha Trang?

Lan

2 Revision:

* Introduce the lesson: Today we will write a personal letter about our trip to visit someone in another part of the country.

3 New lesson:

a Pre-writing (book closed): * Letter form:

Ask ss to review the form of a letter

* Study the outline ( poster P.11) : - Give the poster then ask ss to read the outline

- Elicit: - the first paragraph - the second paragraph - the third paragraph - T can ask some questions: When did you arrive in? Who met you at the bus/ train station/ airport?

Which places did you visit?

Who did you meet during the visit? What kind of food did you eat? What did you buy?

How did you feel about the visit? b While writing (book open): - Ask ss to write the letter individually

- Greet t

A: Have you ever been to Hanoi? B (Lan) : Yes, I have

- Ss listen

- Wc:

Writer’s address Date

Dear,

Beginning of the letter Body of the letter End

sign

- Ss look at the outline and study

- Ss answer : I arrived in I met

I visited

During the visit I met I ate

I bought I felt

- Ss work in individually: Eg: Dear Mai,

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c Post –writing: (book closed) Correction:- Pair- correction - T-Wc correction 4.Consolidation:

- Prepare unit : lesson ( Getting started, Listen and read)

- Do ex 8, 9, 10 P.11- 13 (WB)

I’ ve visited Oceanic Institute I was amazed by many kinds of fish I also went to Giant Buddha and Offshore ialands There I bought a lot of souvenirs Yesterday Uncle Hung, his family and I went to eat sea food I enjoyed it very much. I’ll leave Nha Trang on Saturday I am so happy People in Nha Trang are very nice and frienly The train is scheduled to come to Hanoi at pm Please pick me up at the station I am lookinh forward to meeting and telling you about the trip in Nha Trang.

See you then, Yours, - Ss answer

-Ss write down

Unit 2: Clothing

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Help Ss read for information about Vietnamese traditional dress and learn some newwords, talk about the Aodai

II- Objectives:

By the end of the lesson, Ss will be able to know traditional dress of Vietnam and other countries Ss can talk/ write about Vietnamese Aodai III- Ways of working:

Textbook Color chalk Extra boards Workbook CD/ CD player Pictures V- Anticipated problems:

Ss might know the Aodai is only used for women VI-Teaching procedures:

* Greeting:

- Check ss about the date * Getting started : ( Pictures) - Show the pictures and ask ss to work in groups to discuss the dress the people are wearing then decide where each person comes from - Give feed back

2 Revision:

* Introduce the lesson: ( picture b and link to the getting started ) Ask some questions:

When Vietnamese women wear the Aodai?

What you know about the Aodai? 3 New lesson:

a Pre-reading (book closed): * Pre-teach vocabulary:

- silk(n) : What material is the Aodai made from?

- unique (a): ( translation) - ethnic minority (n): (example) -(to) slit : (picture of the Aodai) - a fashion designer : (explaination) * Checking vocabulary: W and W * Prediction:

- Set the scene (realia and situation:

- Greet t

- Ss work in groups :

a She is wearing a kimono She comes from Japan.

c He Kilt/ Scotland. d She Sari/ India.

e He a cowboy/ America. f She a veil/ Arabia.

b She the Aodai/ Vietnam. - Wc:

They usually wear the Aodai on Tet, the teacher’s day

It is made from silk

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This is the Ao dai, the traditional dress of Vietnam)

- Give questions:

1 Who used to wear the Aodai by tradition in Vietnam?

2 Do the majority of Vietnamese women prefer to wear the Aodai or modern clothing at work?

3 What have fashion designers done to modernize the aodai? - Ask ss work in pairs to predict answering the questions

b While reading (book open): * Checking prediction:

- Play the CD, ask ss to listen and read the text to check their

prediction

- Give feed back and correct

* Gap fill( extra board) :

- Give the extra board of gap fill P.14

- Ask ss to read the text again and the gap fill

* Matching: ( extra board)

- Give the extra board of matching: A B

1 loose pants designer inspiration pattern

a nhà thiết kế b cảm hứng c mÉu d quÇn

- Ask ss to read the text again then the matching

c Post – reading: (book closed) Q and A (extra board)

1 Who used to wear the Aodai by tradition?

2 What has the Aodai been the subject of for a long time? 3 What is the Aodai like?

4 What have fashion designers

- Ss work in pairs:

- Wc then individual work:

1 Traditionally, men and women used to wear the Aodai.

2 They prefer to wear modern clothing because it is more convenient.

3 They have printed lines of poetry on it and have added symbols such as suns, stars, crosses and stripes to it.

- Ss work in pairs:

a poems, novel, and songs. b a long sill tunic that is slit on the sides and worn over loose pants. c to wear modern clothing at work.

d lines of poetry on it.

e symbols such as suns, stars , crosses and stripes.

- Ss work in groups: 1-d

2-a 3-b 4-c

- Wc:

1 Both men and women

2 The Aodai has been the subject of poems, novels and songs.

3 The Aodai is described as a long silk tunic that is slit on the other sides and worn over loose pants. 4 They have printed

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done to modernize the Aodai? 5 Why the majority of

Vietnamese women prefer to wear modern clothing at work these days?

6 On what occasions

Vietnamese women wear the Aodai in our days?

7 How they look in it? 4.Consolidation:

- Prepare unit 2: lesson (speak) - Write about the Aodai beginning with: For centuries, the Aodai has been the traditional dress of Vietnam

6 On Tet, teacher’s day, wedding 7 They look more beautiful and graceful.

- Ss answer

-Ss write down

Unit 2: Clothing Period : Lesson ( Speak) Date of teaching:

I- Aims:

Help Ss practice speaking about the clothes they wear everyday and on some occasions

II- Objectives:

By the end of the lesson, Ss will be able to talk about what kind of clothes they used to wear or wear them at present such as : casual clothes

Textbook Extra boards Workbook Pictures V- Anticipated problems:

The survey might take time as ss might want a large use of vocabulary on clothes

* Greeting:

- Check ss about the date 2 Revision: Nought and crosses( extra board)

- Give the extra board of nought and croses: traditiona

l special convenient

poets designers pants

wear use take

- Ask ss to work in groups to play

- Greet t

- Ss play in groups:

The Aodai is the traditional dress of Vietnam.

(17)

game to talk about the Aodai - Give mark for good ss during the lesson

* Introduce the lesson: in the last lesson, we got some information about the Aodai Today we will learn about the casual clothes that we wear daily.

3 New lesson:

a Pre-speaking (book closed): * Pre-teach vocabulary:

- plaid (a): ( picture) - plain (a): ( explaination) - short-sleeved (a): (realia) - sleeveless (a): ( picture) - baggy (a): (picture) - faded (a) : ( realia)

* Checking vocabulary: Matching (pictures):

- Give the pictures and phrares P.14+15, ask ss to match the phrases to the correct pictures

- Give feed back

b While- speaking (book open): * Survey (part b P.15):

Na -me

C Clo t -hes

F. Clo t -hes

Clo t -hes On Tet

Clot -hes On wed -ding

Uni -for m Lan

* Reporting ( part c P.16):

- Ask the monitor of each group to report their results of their surveys -Give feed back and correct

- Ss listen

a-1: a coloul T-shirt b-5: a sleeveless sweater c-6: a striped shirt

d-3: a plain suit e-8: faded jeans

f-4: a short-sleeved blouse g-7: baggy pants

h-2: a plaid skirt i-9: blue shorts - Ss work in groups:

A: What you usually wear on the weekend?

B: I usually wear colorful T shirt and jeans.

A: What is your favorite type of clothing?

B: Plain suit.

A: What you usually wear on Tet?

B: I usually wear skirt.

A: What you usually wear on wedding ?

B: I usually wear the Aodai

Eg: Three people said they like their uniform.

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c Post –speaking: (book closed) Guessing game ( writing and speaking)

- Ask each student to prepare a small piece of paper then write 2-3

sentences about their classmate without mentioning name

- Call a student to go to the front class and say the sentences loudly.Other ss listen and guess who is she.The student who guess right will go to the front of the class and continue the game

4.Consolidation:

- Prepare unit 2: lesson (listen) - Do ex 10, 11 P.23-24 (WB) - Write about their casual clothes, their favorite clothes , their clothes on Tet Eg: I usually wear

colorful T.shirt and jeans on the weekend.

Chi said she loved plain suit - Wc:

A: She is wearing faded jeans and a white T.shirt.She has short dark hair.

B: Is she Mai? A: No, she isn’t. C: Is she Lan?

- Ss answer

-Ss write down

Unit 2: Clothing Period : Lesson ( Listen) Date of teaching:

I- Aims:

Help Ss listen for information about a public announcement II- Objectives:

By the end of the lesson, Ss will be able to report what the lost girl is wearing and choose the right pictures

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IV- Materials:

Textbook Color chalk CD/ CD player Workbook Pictures

V- Anticipated problems: Have no problem

* Greeting:

skirt

* Introduce the lesson: Today we will learn more about clothing through listening

3 New lesson:

a Pre-listening (book closed): * Pre-teach vocabulary:

- announcement (n) : (translation) - a car fair : (picture of a car fair) - entrance (n) : (picture of a car fair) - (to) miss = (to) lose

* Checking vocabulary: R and R * Prediction:

- Set the scene (a picture of a car fair and a picture of a little girl: Mary.) - In turn, show each picture and ask ss to call out the name of the clothes in the picture

- Ask ss to predict the clothes that Mary is wearing

b While listening (book open): - Play the CD for the first time, ask ss to listen to check their prediction - Play the CD for the second time, ask ss to listen to tick ( V ) the correct pictures

- Play the CD for the third time, ask

- Greet t

- Ss work in teams :

Team Red (red chalk) and team White ( white chalk) : in turn, each student in each team goes to the board and write words: trousers, blouse, shirt, T-shirt, jeans - Ss listen

- Ss R and R - Ss listen

- Wc:a A : floal pants B : blue shorts C : dot skirt

b.A : long sleeved white blouse B : short sleeved pink blouse C :short sleeved white blouse

c.A : sandals B : boots

C : brown shoes - Ss work individually:

a b c - Ss work individually:

a B b A c C - Ss work individually then compare in pairs

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ss to listen to check their results c Post –listening: (book closed) Summary of the task ( groupwork) - Ask ss to work in groups and summarize the announcement depend on the following questions: What is the announcement about? What is the name of the littlie girl? How old is she?

What is she wearing?

What would people if they see Mary?

- Call some ss to present in the front class

4.Consolidation:

5 Homework: Ask ss to prepare unit 2: lesson (read) and write it up from post listening

The announcement is about a lost little girl She was last seen 20 minutes ago near the main entrance to the car fair

- Ss answer - Ss copy Unit 2: Clothing Period 10 : Lesson (Read) Date of teaching:

I- Aims:

Help Ss read for information about “ jeans” II- Objectives:

By the end of the lesson, Ss will be able to know the history of jeans and retell the text

T-Wc;T-Ss Pairwork Teamwork Individual work Groupwork

IV- Materials:

Textbook Color chalk Extra board Workbook Pictures

* Greeting:

- Check ss about the date * Net work:

easy to wear

Ask ss to work in two teams to talk

- Greet t

- Ss work in teams :

(21)

about what they know about jeans 2 Revision:

Give mark for good ss

* Introduce the lesson: Today we will learn more about jeans through reading

3 New lesson:

a Pre-reading (book closed): * Pre-teach vocabulary: - cotton (n) : (situation)

- generation (n) : (translation) - style (n) = kind (n)

- (to) match = (to ) catch up with - (to ) embroider : (mine)

- sale (n) : ( translation)

* Checking vocabulary: Matching (extra board)

A B material a kiĨu c¸ch sale b thÕ hÖ embroider c doanh sè/

thu

4 label d chÊt liƯu sale e thªu (to) match f nhÃn hiệu generation g bắt kịp * Pre- questions :

- Set the scene ( picture i test book P.17 : What are the people in the picture wearing? What you know about jeans? )

- Give questions then ask ss to work in groups to dicuss answering the questions:

a Who love wearing jeans? b What was the jean cloth made from?

c When did jeans appear for the first time ? And where?

b While reading (book open): * Checking predictions:

- Ask ss to read the text to check their predictions

* Gap fill (extra board) : part a P.17 TB

- Give the extra board of gap fill

fashionable, durable - Ss listen

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

- Ss look at the picture then answer: They are wearing jeans

- Ss work in groups: a

b c

- Ss work individually: a Workers and students

b The jean cloth was made from cotton.

c In the eighteenth century in Europe.

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( part a P.17)

- Ask ss to read the text again to the gap fill

* Comprehension questions : part b P.18 TB

- Ask ss to read the text again for the third time then answer the questions by playing game: Picking flower

c Post - reading: (book closed) Discussion :( groupwork)

- Ask ss to work in groups to discuss the questions:

Do you like wearing jeans? Why ?/ Why not?

What type of jeans you love wearing?

do you think jeans are in fashion nowadays?

- Call some ss to present in the front class

4.Consolidation:

5 Homework: Ask ss to :

- Prepare unit 2: lesson (write) - Write it up from post reading and the main points of time for jeans’ development

- Do ex 1,2 P.15- 16 &12 P.24 (WB)

1 18 century : jean cloth 1960s : students 1970s : cheaper 1980s : fashion 1990s : sale

- Ss work in two teams: Red and White

1 The name ‘jeans” comes from a kind material that was made in Europe.

2 The 1960s’ fashion were embroidered jeans and painted jeans.

3 Because jeans became cheaper. 4 In the 1980s.

5 Because the worldwide economic situation got worse.

I like wearing jeans because

- Ss answer

- Ss copy

Unit 2: Clothing Period 11 : Lesson (Write) Date of teaching:

I- Aims:

Help Ss write a paragraph about the argument based on the given outline II- Objectives:

By the end of the lesson, Ss will be able to write a paragraph about the argument that ss should wear casual clothes based on the outline P.19 III- Ways of working:

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Individual work Groupwork IV- Materials:

Textbook Color chalk Workbook Extra board

Pictures of a student in uniform/ in casual clothes V- Anticipated problems:

The pre-writing might take time VI-Teaching procedures:

* Greeting:

Call a tudent to tell about the main point of time for jeans’

development

* Introduce the lesson:

- Ask : Do you think jeans are casual clothes or uniform? - Show the picture of a sudent in uniform and another one in casual clothes then ask ss to dicuss the advantages of casual clothes and uniform

3 New lesson:

a Pre-writing (book closed): * Pre-teach vocabulary: - (to) bear : ( situation) - practical (a) : ( translation) - equal (a) : ( translation) freedom of choice (a) : ( explaination)

- self confident (a) : ( translation) * Checking vocabulary: W and W * Study the table: ( extra board of the table P.18)

- Set the scene : Today we will learn how to write an argument.

- Give the table

- Ask ss to read the table and find out the part , the organization and the language in the argument by asking some questions:

How many parts are there in an argument?What are they?

What we have to in

Introduction/ Series of arguments/ Conclution?

- Greet t

- A student answers

Casual clothes Uniform

-

Ss listen and repeat in chorus and individually (for each word)

- Ss W and W - Ss listen

- Wc : read the table then answer the questions:

There are three parts in an argument.

They are Introductio, Series of argument, Conclution.

(24)

Which language we use in Introduction/ Series of arguments/ Conclution?

* Study part a P.18:

- Ask ss to read the topic and the outline A P.18

- Call a student to read the outline A loudly and ask some questions to check their understanding:

What is the topic about?

What are the advantages of wearing uniform?

- Ask ss to read the paragraph P.18-19 and match their different parts to the parts of the table P.18

b While writing (book open):

Ask ss to write a paragraph of 100 - 150 words supporting the

argument that secondary school ss should wear casual clothes

c Post –writing: (book closed) Correction : ( extra board)

- Ask ss to work in pairs to correct their partner’ s paragraph

- Correct common mistakes 4.Consolidation:

Summarize the lesson :What have we learnt in this lesson?

How many parts are there in an argument?

5 Homework: Ask ss to :

- Prepare unit 2: lesson (language focus )

possible

- Ss work individually - Wc then T-S :

The topic is about : Secondary school students should wear uniforms.

The advantages are

Introduction: I think it is necessary Series of arguments: Firstly, Secondly, Finally, Conclution: Therefore, Ss - Ss work individually:

In my opinion, secondary school ss should wear casual clothes.

Firstly, weaering casual clothes makes ss feel comfortable.

Secondly, wearing casual clothes gives ss freedom of choices They have rights to choose sizes, colors and fashion that they love.

Thirdly, wearing casual clothes makes ss feel self- confident when they are in their favourite clothes. Finally, wearing casual clothes makes school more colorful and lively.

There fore, secondary school ss should wear casual clothes. - Ss work in pairs then Wc

- Ss answer the questions

(25)

- Complete their writing in their notebooks

Unit 2: Clothing

Period 12 : Lesson (Language focus) Date of teaching:

I- Aims:

Help Ss practice doing the exercices using the present perfect tense and the passive voice

II- Objectives:

By the end of the lesson, Ss will be able to all exercices in language focus using the present perfect tense and the passive voice

III- Ways of working:

IV- Materials:

Textbook Color chalk Workbook Extra board

The lesson might last longer than a period VI-Teaching procedures:

* Greeting:

* Classification:

Since For

Words to divide: last month, three days, 2004, yesterday, Monday, ten years

Ask : What have we reviewed?In today lesson, we will

3 New lesson:

a The present perfect tense:

* The present perfect with “ since” & “ for”: (LF P.19)

- Review the present perfect tense

- Greet t

Since For Last month

2004 Yesterday Monday

Three days Ten years

(26)

- Ask ss to practice the dialogue in pairs

- Ask ss to use the information in the box to make similsar dialogues

* The present perfect with “already” & “ yet”: (LF P.20)

- Present the use of “ yet” & “ already”:

Yet ( cha, cha, cha?): at the end of the negative sentences and Y/N questions.

Already ( rồi): Have/ has already + PII.

- Ask ss to work in pairs, imagine that they are visiting HCM city Ask and answer qs about what things they have done using the present perfect tense of the verbs in the box T gives an example first

- Give feedback and correct

* The present perfect with “ever”: (LF P.20- 21)

- Present:

Ever ( từng, từng): Have/has + S + ever + PII?

- Ask ss to work in pairs, use the words to ask and answer about themselves using the present perfect tense of the verbs with “ ever” T gives an example first

- Give feedback and correct b Passive voice: LF 4, P.20- 21 - Review some rules to change the active voice into the passive voice - Ask ss to the exercises in LF 4,5 by playing game: Nought and crosses T gives the examples in the book and 4a

4b 4e 5c 4c 5a 5d

4d 5b 5e

- Ss work in pairs: S1: Nga S2: Mi - Ss work in pairs

A: Lien, come here and see my photo album.

B: Oh, so beautiful! Who’s this boy? A: It’s Quang, my brother ’ s friend B: How long have you known him? A: I’ve known him for seven months B: Have you seen him recently? A: No, I haven’t seen him since January.

- Wc

- Ss work in pairs:

A: Have you seen Giac lam pagoda yet?

B: Yes, I’ve already seen it

A: Have you eaten Vietnames food yet?

B: No, I haven’t

- Wc

- Ss work in pairs:

A: Have you ever seen a comic? B: Yes, I have

A: Have you ever ben to Singapore? B: No, I haven’t

- Wc

- Ss work in teams: Red and White 4b: Rice is grown in

4c: Five million bottles of

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4.Consolidation:

Summarize the lesson :What have we learnt in this lesson?

5 Homework: Ask ss to : - Do ex 8,9 P 21- 22 (WB) - Prepare for the test

- Review all knowledge in unit 1,2

4e: Two department stores have been built this year.

5a: The problem can be solved

5b: Experiment on animals should be stoped.

5c: Life might be found on

5d: All the school in the cities have to be improved.

5e: A new bridge is going to be built

- SS answer - Ss copy Period 13:

Test 45’ Date of teaching: I- Aims:

Test ss knowlede they have learnt from unit to unit and help them the test correctly

II- Objectives:

By the end of the lesson, Ss will be able to the test fluently using some grammar : present perfect tense, passive voice, wish

T-Wc;T-Ss Individual work

IV- Materials: Test papers

Ss might look at their friends’ test paper so the teacher has to give ss difficult kinds of test

VI-Teaching procedures: 1 Warm-up :

- Greet ss.

- Check ss’ attendance 2 New lesson:

Give test papers to ss:

I Listening (mark ): Listen to the announcement three time and then answer the questions:

How old is Mary? What is she wearing? What is she carrying ? Who is waiting for her?

II Vocabulary and grammar ( mark 3,0) : Multiple choice Lan wishes Maryam have to leave

(28)

2 What did you last weekend?-I to the theater with my friends

A go B went C gone D did go

3 Many Vietnamese women continue to wear the unique and dresses

A fashion B fashioning C fashionable D fashions I am sorry I this work yet

A have finished B finished C didn’t finish D.haven’t finished Maryam was very impressed by the of Vietnamese people

A friedliness B friendlyness C friend D friendly

6 Traditionally, the Ao dai was frequently by both men and women

A wear B wearing C wore D worn

7 Some designers have printed lines of poetry the Ao dai

A on B to C with D of Nam wishes he good mark

A got B gotten C getted D did get In the 1980s, sales of jeans went

A down and down B over and over C on and on D up and up

10 A new style of jeans introduced in the USA A have B has C have been D has been 11 Rice is in tropical countries

A grow B grew C grown D growing 12 Have you this film yet?

A see B seen C saw D seeing III- Read the passage and tick True (T) or F (false) (mark 3,0):

Jeans have their long story of development In the 1950s, two people helped make jeans popular with teenagers: Elvis Presley, the king of rock and roll, and James Dean, a famous movie star Elvis wore tight jeans Most parents did not like Elvis or his music But teenagers loved him and started to dress like him In “ Rebel Without a Cause”, James Dean wore jeans He became a hero to many young people During the 1960s, rock and roll became even more popular, young people had more freedom Their clothes showed their confidence Some people decorated their jeans with colorful flowers In the seventies and eighties, jeans became very expensive Jeans are so popular that Levis has sold over twenty billion pairs Almost everywhere in the world you know what people want to wear:jeans

Jeans have their own long story of development Elvis wore faded and tight jeans

.Jame Dean became a hero to most parents

Some people decorated their jeans with colorful flowers Levis has sold twenty billion pairs of jeans

People in the world want to wear jeans IV Writing (mark2,0) :

(29)

Secondary school students should wear uniform at school 3 Consolidation:

- Collect ss’ test papers - Remark the lesson 4 Homework:

- Ask ss to review the lesson

Period 14: Give and correct test 45’ Date of teaching:

I- Aims:

Correct and deliver test papers to ss II- Objectives:

By the end of the lesson, Ss will be able to recognize the mistakes then correct them Point out good points and bad points

III- Ways of working: T-Wc;T-Ss Individual work IV- Materials:

Test papers color chalk V- Anticipated problems:

Weakers ss might not recognize the mistakes in their tests VI-Teaching procedures:

1.Warm-up:

- Greet ss and check their attendence - Check ss about the date

2 New lesson:

- Give common recommend to ss: Good points:+ Many ss get high mark

+ Review ss knowledge:past simple, present perfect , passive voice, wish

+ Ss well in question II and III Bad points: + Some ss get bad mark

+ Ss bad in listening and writing task + Some ss review the lesson badly

+ Some ss use the whole sentences in the text to answer the questions

- Correct common mistakes

- Deliver test papers to ss and give the whole correction: I- Listening ( mark 2: mark 0,5 for each correct sentence ):

(30)

large doll If you see Mary, please bring her to the Information desk Her father’s waiting for her there Thank you

Mary is three years old

She is wearing blue shorts, a long- sleeved white blouse and brown brown shoes

She is carrying a large doll Her father is waiting for her

II- Vocabulary and grammar ( mark 3,0: mark 0,5 for each correct answer):

1- B 7- A

2- D 8- A

3- C 9- C

4- D 10- B

` 5- B 11- C

6- D 12- B

III- Reading (mark 3,0: mark 0,5 for each correct answer): 1-T 2- F 3- F 4- T 5- F 6- T IV-Writing (mark 2,0):

Mark 0,5 for Introducing

Mark 1,0 for Series of argument Mark 0,5 for Conclusion

3 Consolidation:

Give remark to the lesson 4 Homework:

Ask s to prepare unit 3: lesson ( Getting started, Listen and read)

(31)

I- Aims:

Help Ss read for information about a trip to the countryside and practice adverb clauses of result

II- Objectives:

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

understand the text and talk about the activities in the countryside and practice adverb clauses of result.

III- Ways of working: T-Wc;T-Ss

Individual work IV- Materials:

Textbook Picture P 22

Workbook Extra board

The lesson might last longer than a period. VI-Teaching procedures:

* Greeting:

* Getting started (picture P.22 TB): - Ask ss to answer some questions: Do you live in the city or in the countryside?

Do you like the country life? What activities you see in the country?

- Give the picture, ask ss to work in pairs, look at the picture and take turn to talk about activities in the country:

What you see in the picture 1, 2, ?

What is he / she doing? Where are they?

2 Revision:

Give mark to ss during the lesson * Introduce the lesson: Liz joined a day - trip with Ba and his family to his home village.

3 New lesson:

- a banyan tree: ( picture/ drawing) - entrance to the village (n): ( picture/ drawing)

- Greet t

- WC:

We live in the countryside Yes, we do.

We usually plant rice, vegetables

-Ss work in pairs:

1 A woman is watering the vegetables.

2 boys are swimming in the river. 3 A woman is feeding the chickens. 4 The women are harvesting the crop.

5 A man is feeding the pigs. 6 A man is plowing in the field. 7 A buffalo boy is flying his kite. 8 Some children are playing football

(32)

- snack (n): a light meal - a shrine: ( situation)

* Checking vocabulary:W and W * T/ F prediction (extra board):

- Set the scene: Ba invited Liz to join his family on a day trip to his home village

- Give the extra boad of T/ F prediction ( part a P.23), ask ss to read though all the statements and predict if they are T or F

- Give feedback

b While reading (book open): * Checking predictions:

predictions then check the F sentences

- Give feedback

* Comprehension questions: Game: Lucky numbers 10 ( 1, 4, 10 are lucky numbers)

* Model sentences:

- Ask ss to read the text again and find out the sentences that tell the place where Ba and his family had a snack:

Everyone felt tired and hungry, so they sat down under the tree and had a snack.

* Concept check:Ask some questions What does this sentence mean? Did Ba and his family feel tired? So, what did they do?

copy

-Ss W and W -Ss listen

- Wc:

1.F: a two-day trip a day trip 2, 5, 7, 9.T

3.F: a small bamboo forest a banuan tree

4 F: at the house of Ba’ s uncle under the banuan tree

6 F: on the moutain on the river bank.

8 F: had a video tape had a lot of photos.

- Ss play in two teams:Red and White It’s 60 km to the north of Hanoi Ba and his family 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 on the moutain.

5 They had a picnic on the river bank.

6 Liz took a lot of photos to show the trip to her parents.

7 Liz wishes she could visit Ba’ s village again.

- Wc: listen and repeat the sentence then answer the questions:

(33)

What is the subject of the sentence?

What is the main clause? What is the clause of result?

c Post - reading: Matching (extra boad)

A b Ba invited Liz

2 They felt hungry

3 Ba’s village is very far from Hanoi

4 They went boating on the river and had a picnic on the river bank in the afternoon

a , so they went there by bus b , so she joined his family on a day trip to his home village c , so they came home late in the evening

d , so they had a snack

4 Consolidation: - Summarize the lesson 5 Homework: Ask ss to:

- Prepare unit 3: lesson ( speak and listen)

- Do exercise 7, 8, P 29-23 (workbook)

- Learn newwords by heart

They sat down under the tree and had a snack.

They felt tired and hungry. So they sat down under the tree and had a snack.

- Ss work in pairs: 1-b 2-d 3-c 4-a

- Listen - Copy

Unit 3: A trip to the countryside Period 16: Lesson ( Speak and listen) Date of teaching:

I- Aims:

Help Ss practice speaking skill about their home village and improve their listening skill for details

II- Objectives:

By the end of the lesson, Ss will be able to talk about their home village and listen to label the places on the map

IV- Materials:

Textbook CD/ CD player Color chalk

Workbook Extra boards A map (drawing)

The lesson might last longer than a period

(34)

running on its way

* Greeting:

2 Revision: Wordsquare (extra board) :

- Give extra board of wordsquare: - Ask ss to find out the hidden words of the countryside - Give feedback

O N B A N Y A N

T P A D D Y E R

D A M L A K E I

N C B U S O R V

O F O R E S T E

P C O W D A O R

B U F F A L O S

* Introduce the lesson: Today we talk about our home village. 3 New lesson:

a.Speak:

* Pre-speaking:

- Matching ( extra board): A B Where is

your home village?

2 How far is it from the city? How you get there? How long does it take to get there? What people for a living in your village?

6 Does your village have a river?

a It’s 30 kilometers from the city b I get there by bus c It’s to the south of the city

d They plant rice and vegetables e Yes, there is a viver flowing across the village

f It takes about

- Greet t

- Teamwork: Red and White

paddy, banyan, bus, lake, forest, buffalo, cow bamboo, river tree, pond

road - Listen

(35)

one hour to get there

* While speaking:

- Ask ss to work in pairs to

practice the dialogue in Matching - Ask ss to play role of A and B , ask and aswer about their partner’s home village

- Give feedback

* Post speaking: Free practice Ask ss to work in pairs to ask and answer about their real home village

b Listen:

* Pre- listening:

- Introduce the topic:Today we will listen to Ba trip to the village. - Introduce the places in the box P 25: airport, gas station, pond - Prediction: ask ss to study the map and find out the high way number 1, the Dragon brigde, pond,

* While - listening:

- The first time (ordering): listen and order the places from to -The second time ( labeling the map): listen and label the places on the map

- The third time: listen and check * Post-listening: Reporting

Ask ss to work in groups to report Ba and Liz’s bus route using the map

4 Consolidation: - Summarize the lesson -Give mark for good ss 5 Homework: Ask ss to:

- Prepare Unit 3: lesson (read) - Do exercise 4,5 P 27- 28 (workbook)

- Write it up from post listen

- Ss work in pairs:

one is A and one is B A: Where is your home village? B: It’s to the south of the city A: How far is it from the city? B: It’s 30 kilometers from the city A: How you get there?

B: I get there by bus.

A: How long does it take to get there?

B: It takes about one hour to get there.

A: What people for a living in your village?

B: They plant rice and vegetables

- Ss listen

-Wc: A: E: B: F: C: G: D: H:

- Ss work individually then compare in pairs: 4-8-2-6-3-1-7-9-5

- Ss work individually: A: banyan tree F: store

B: airport H: bamboo forest G: pond E: gas station I: parking lot D: Dragon bridge C: high way number

-Ss work in groups: The bus started at Ba’s house

(36)

Unit 3: A trip to the countryside Period 17: Lesson (Read)

Help Ss read for information about the life in the countryside in America

and the work of an America farmer family. II- Objectives:

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

understand the text and talk about the life in the countryside of an American farmer family

Individual work Groupwork/ Teamwork

IV- Materials:

Textbook Pictures

Workbook Extra boards

V- Anticipated problems: Have no problem.

* Greeting:

2 Revision: Matching (extra board) - Give the extra board of matching:

A B banyan

paddy home bamboo fresh

a village b forest c air d tree e field - Ask ss to match the word in colunm A to the one in B

* Introduce the lesson: We have learnt about the life in the

countryside in Vietnam What about the life in the countryside in

America? 2 New lesson:

a Pre -reading (book closed): * Pre -teach vocabulary: - maize =corn

- (to) work part-time: ( translation) - a grocery store: (explaination: a

- Greet t

- Ss work individually: 1-d 2-e 3-a 4-b 5-c

- Ss listen

(37)

store where Ps buy food and small things)

- hot dog (n): (translation)

* Checking vocabulary: Slap the board

* Pre questions:

- Set the scene :Today we will study the life on a farm of an American famiy.

- Give pre-questions:

What trees/ vegetables farmers in America grow? What animal they raise ? What they usually eat? - Give feedback

b While - reading (book open): * Checking predictions:

- Ask ss to read the text and check their predictions

- Give feedback

* Comprehension questions:( extra boad)

- Give the exta board of the questions:

1 Where is the Parker family’s farm?

2 How many children Mr and Mrs.Parker have?

3 Who are they? Who is Van?

5 What does Van in the afternoon?

6 What the whole family on Satterday afternoon?

- Ask ss to play game: “playing football” to answer the questions c Post - reading: Summary the text (extra boad)

- Give the extraboard:

A Vietnamese boy named Van is living with the Parker family in the American state ( 1) .Mr Parker is a (2) and Mrs.Parker (3) in a nearby town They have two children, (4) and (5) Van often does chores (6) shool sometimes, he also helps on the (7) The family relaxes on Saturday afternoons and they (8) Peter play

- Ss play in two groups - Ss listen

- Ss work in groups: They grow maize. They raise cattles.

They eat hamburger and hot dog.

- Ss work individually then compare in pairs

-Ss play in two teams: Red and White

1 It’s 100 kilometers outside Colunbus, Ohio.

2 They have two children. 3 They are Sam and Peter.

4 He is an exchange student in the USA.

5 He feeds the chickens and collects their eggs.

6 Peter play baseball , the Parker family and Van eat hamburger and hot dog.

-Wc: Ohio farmer

work part time at a grocery store

(38)

(9) Van like the parkers, and he enjoys being a (10) of their family

- Ask ss to summarize the text - Give feedback and correct 4.

Consolidation: - Summarize the lesson - Give mark for good ss 5 Homework: Ask ss to:

- Prepare Unit 3: lesson (write) - Do exercise 4, P 27-28

(workbook)

- Learn newwords by heart

- Write about the life on the farm in Vietnam

- Listen - Copy

Unit 3: A trip to the countryside Period 18: Lesson (Write)

Help Ss write a narrative II- Objectives:

By the end of the lesson, Ss will be able to write a narrative about a country picnic.

Individual work Groupwork IV- Materials:

Ss might make mistakes in tenses and in sentences when they write.

* Greeting:

2.Revision: Gap fill (extra board) - Give the extra board of gap fill: Narration is a kind of writing in which you report (1) ( i.e you tell someone about something that happened) Narration is (2) in many situations A narrative paragraph is usually (3) in chronogical (time) order That

- Greet t

- Ss work in groups: events

(39)

means the exact name and place are introduced right in the topic

(4) and the details are written in the same order that really (5) - Ask ss to fill in the gaps with the words given: sentence , used, events, happened, orgenized * Introduce the lesson: Today we will write a narrative about a country picnic

3 New lesson:

a Pre-writing (book closed): * Pre-teach vocabulary: - a picnic site: ( explaination) - “ What song is it?” :a game - Blind man’s buff (n): a game - (to) lay out :(picture2 P.27 TB) * Checking vocabulary: R and R * Study the pictures: (pictures P.27) - Set the scene : Before writing, watch the pictures and read through the information given.

- Give pictures and the information given Ask ss to study them and then read throuhg the information

b While -writing (book open): - Ask ss to write a narrative about a country picnic using the pictures and the information given Start like that: It was a beautiful day c Post - writing: Correction

- Ask ss to work in pairs to correct their partner’s writihg

- Give the extra board of the correct writing and correct

4.

Consolidation: - Summarize the lesson - Give mark for good ss 5 Homework: Ask ss to:

- Prepare Unit 3: lesson (Language focus) & ex 13 P.34- 35 (WB) - Write about your last picnic

-Ss listen

- Ss R and R -Ss listen

-Wc

- Ss work individually:

It was a beautiful day, my friends and I dicided to go on a picnic We took a part to the countryside and then we walked about 20 minutes to the picnic site next to the river We put down the blankets and laid out the food After meal we played the games “What song is it?” and “blind man’s buff” Late in the afternoon we went fishing We enjoyed our picnic When we looked at the time, it was nearly 6.30p.m We hurriedly gathered our things and ran to the bus stop We were lucky to catch the last bus and we arrived home very late that evening.

- Copy

(40)

I- Aims:

Help Ss all exercices in language focus. II- Objectives:

By the end of the lesson, Ss will be able to all exercices in language focus using modal “could” with “wish”, prepositions of time and adverb

clauses of result. III- Ways of working:

T-Wc;T-Ss Pairwork Teamwork

Individual work Groupwork IV- Materials:

The lesson might last longer than a period VI-Teaching procedures:

* Greeting:

2 Revision: Matching (extra board) - Give the extra board ofmatching:

A B rain a didn’t can b rained pass c stayed stay d could don’t e passed - Ask ss to match the word in colunm A to the one in colunm B * Introduce the lesson: Today we will review some language grammar as modal “could” with “wish”,

prepositions of time and adverb clauses of result.

2 New lesson: a “Wish” : * Revision :

- Ask ss to give an example about the past simple tense with “wish” then retell the form and the use - Give another example with modal “could” then ask ss to copy

* Language focus P.28-29: ( picture with the phrase words ) Play game : Lucky numbers:

- Greet t

1- b 2- d

3- e 4- c 5- a

(the group finishes in shorter time with more correct answer will win)

- Ss listen

- Wc:

Eg: Lan wishes she had a longer vacation.

(41)

- Give numbers on the board and ask ss how to play the game - Give pictures and phrases

- Ask ss to play game by writing the sentences using the pictures and phrases

b Prepositions of time:

* Langage focus P.30: ( extra board)

- Give the extra board of Mr Thanh’s itinerary for his business trip to Singapore P.30 Ask ss to look at it and read the information in it

- Ask ss to fill in the sentences about Mr.Thanh’s itinerary using the prepositions of time in the box * Language focus P 30-31: - Ask ss to complete the sentences with : on, at, in, for

- Give feed back and correct c Adverb clauses of result P.31: * Revision:

- Ask ss to give an example then retell the structure

* Matching (extra board):

- Give the extra board of matching: A B

1 Hoa worked

hard, a so I turned onthe air codition It was hot, b so she didn’t

have time for breakfast Nga is sick

today, c so Mrs Robinson took it back to the shop

4 Na woke up

late, d so she won’t go to school. The new

camera didn’t work,

e so she passed her exam

- Ask ss to match half sentences in A to the one on B then write the full

mark 2)

1, , : lucky numbers

2-b: Hoa wishes she could visit her parents.

3- c: I wish I passed the exam. 5- d: We wish it didn’t rain. 6- e: He wishes he could fly.

7- f: They wished they stay in Hue - Ss work in pairs:

a : at b : on c : between d : till e : after f : up to

a : on d : for b : at/ in e : in c : in f : at

- Wc: Lan feels tired, so she stays at home.

Structure:Main clause +so, result clause.

- Ss work in dividually then compare in pairs:

(42)

sentences in their notebooks - Give feed back and correct 4.Consolidation:

- Summarize the lesson - Give mark for good ss 5 Homework: Ask ss to:

- Prepare Unit 4: lesson (Getting started, Listen and read)

- Do exercices 1, 2, 3, 11 P.26- 33 (WB)

- Ss listen - Ss copy

Unit 4: Learning a foreign language Period 20 : Lesson ( Getting started , Listen and read) Date of teaching:

I- Aims:

Help Ss read for information about ways to lean English and practisce reported speech

II- Objectives:

By the end of the lesson, Ss will be able to learn some newwords , know some experiences about learning English and practice reported speech III- Ways of working:

Textbook Color chalk Extra boards Workbook CD/ CD player

Ss might forget the way to change the direct speech into the indirect one VI-Teaching procedures:

* Greeting:

* Getting started : Brainstorming

Speak English with friends

- Ask ss to make sentences using adverbs of frequency to talk about their ways to learn English

2 Revision:

- Greet t

+ Do the homework

+ Do more grammar exercises in grammar book.

+ Read short stories or newspapers in English.

+ Write English as much as possiple

(43)

* Introduce the lesson: - Ask ss some questons : Have you ever had an oral examination in English?

If yes, what did the examiner ask you?

3 New lesson:

- an examiner: ( explaination) - aspect of learning English : ( translation)

- written examination > < oral examination

* Checking vocabulary: Matching (Extra board) :

- Give the extra board of the matching:

A B an examiner a kú thi vÊn

đáp aspect of

learning English b kú thi viÕt written

examination c lÜnh vùc häctiÕng anh oral

examination d giám khảo - Ask ss to match the English word with the Vietnamese one

b While reading (book open): * Listen and read P 32-33 (TB) : - Set the scene: (picture P.33 and situation: Lan is talking to Paola about the oral examination she has had.).

- Play the CD and ask ss to listen and read then practice the dialogue with their partner

Call some pairs to demonstrate to the front class

* Modal sentences:

- Ask ss to read the text again and find out the first sentence that the examiner asked Lan, and then the next question:

She asked me what my name was , and where I came from.

She asked me if I spoke any other languages.

- Ask ss some questions to

- Ss answer the question

-Ss work in pairs: 1- d

2- c 3- b 4- a

- Ss listen

-Ss listen while reading to the dialogue then practice with their partner: one is Lan

one is Paola

- Wc: Find out the sentences Read the sentences loudly Translate the sentences into Vietnamese

(44)

concept check:

What these sentences mean? What exactly did the examiner asked Lan?

What you have to when you change a direct sentence into the indirect one?

* Practice:Check V the boxes ( extra board of part b P.33)

- Give the extra board of part b P.33 - Ask ss to read the dialogue again and see what exactly the examiner asked Lan then look at the list of questions and check the boxes c Post - reading: (book closed) Playing game : Picking flowers - Give out the rule

- Ask ss to play the game: change the questions 3, 4, 5, 11, 12, 13 into the indirect speech

4.

Consolidation: - Summarize the lesson: What have you learnt in this lesson?

- Prepare unit 4: lesson (speak) - Do exercise 1P.36- 37(WB)

She asked: “What is your name?” “Where you come from?”

“Do you speak any other languages?” We have to :put down “:” and “ “, change the subject

- Ss work individually then compare in pairs: 1, 2, 6, 7, 8, 9, 10, 14

- Ss play in two teams: Red and White

3 She asked me where I lived. 4 She asked me if I lived with my parents.

5 She asked me when I had begun studying English.

11 she asked me what I was going to learn.

12 She asked me what my hobbies were.

13 She asked me to look at that picture and describe it.

- Ss answer - Ss listen

Unit 4: Learning a foreign language Period 21 : Lesson ( Speak)

Help Ss practice persuading someone to attend to a course II- Objectives:

By the end of the lesson, Ss will be able to persuade somebody to attend an English language summer course abroad using: I think , Why don’t we ? We should , Let’s

IV- Materials:

(45)

Workbook Extra boards V- Anticipated problems:

Weaker ss might find difficult in using the information in the box to persuade someone

* Greeting:

- Check ss about the date * Hang man:

Give situation: When you get good grades, what will you get at

university? 2 Revision:

* Introduce the lesson: - Ask ss some questons :

Have you ever had a scholarship or award?

In which occation? What did you with it? 3 New lesson:

a Pre-speaking (book closed): * Pre-teach vocabulary:

- dormitory (n) :(explaination) - on campus : (traslation) - reputation (n) : (translation)

- Western culture (n) : the culture of the west

- beautiful scenery (n) : beautiul view

approximately (adv) : (traslation) * Checking vocabulary: Slap the board

- Ask ss to work in two groups to play game

- Read Vietnamese word and ask ss to slap to the English one

- Greet t

The word to get is : “ scholaship”

- Answer ( ss can answer by Vietnamese)

(46)

* Study the three advertisements : (extra board)

- Give the extra boards of the three advertisements of three language school that the three girls plan to study

- Ask ss to study by asking some questions:

What are the advertisments about? What are the advantages?

How long is the course? How much does it cost?

b While speaking (book open): - Ask ss to work in groups of three, play the role of Thu, Tam and Kim and persuade their partner to attend the school he / she would like to study

- Call some groups to demonstrate and correct

c Post –speaking: (book closed) Group work: Ask ss to keep in the groups they have worked to make short talk about the school they would like to study

4.

- Prepare unit 4: lesson (listen) - Write it up from post speaking - Do ex P.42- 43 (WB)

- Sslook at the board

- Wc: study the advertisments then answer the questions

- Ss work in groups of three: Ss A: is Tam

Ss B: is Thu Ss C: is Kim

Thu: Why don’t we study in the UK? The Brighton Language Center exellent reputation.

Kim: I disagree because the caurse is too expensive It’s 2,000 dollars.

Tam: If we study in Seattle school of English in the USA, we can stay with Vietnamese friends Kim: I don’t aree because we can’t practise speaking.

- Ss work in groups of three: Hi everyone I am Thu It’s my pleasure to tell you about the Brighton Language Center It’s in the UK Students who study here can live in dormitory on campus so it’s a good chance to mix up with ss from diffirent countries living in the room

- Ss listen - Ss copy

(47)

Help Ss listen for information about difficulties when learning English II- Objectives:

By the end of the lesson, Ss will be able to listen to the conversation between Kate and Nga about Nga’s studying English , talk about the difficulties in learning English

T-Wc;T-Ss Pairwork Individual work Groupwork

IV- Materials:

Textbook Color chalk CD/ CD player Workbook Extra boards

* Greeting:

2 Revision: Find someone who: (extra board)

- Give the extra board questions

Do you ? Who

do a lot og grammar exercises?

learn to sing English songs?

watch English TV programs?

have difficulty in listening/ reading?

* Introduce the lesson: Ask question:

What you find difficult in learning English?

3 New lesson:

a Pre-listening (book closed): * Pre-teach vocabulary:

- a national bank: ( explaination) - (to) improve : ( situation)

- exellent (a) : ( translation) * Checking vocabulary: R and R * T/ F prediction:(extra board of T/ F statements P.35-TB)

- Set the scene ( situation: We are going to hear a conversation

between Nga and Kate about Nga’s

- Greet t

A: Do you a lot of grammar exercises?

B: Yes, I

A: Do you sing English songs? C:

- Answer the question

(48)

studying English.)

- Give the extra boards of T/ F statements

- Ask ss to predict about Nga’s studying English by ticking T of F to the statements

b While listening (book open): - Play the CD for the first time, ask ss to listen to check their prediction - Play the CD for the second time, ask ss to listen to tick T or F to the statements

- Play the CD for the third time, ask ss to listen to correct the F

statements

c Post - listening: (book closed) Discussion:

Ask ss to work in groups to discuss the difficulties in learning English based on the questions: What aspects of learning English do/ don’t you like? Why? Why not? Which skill(s) are you good at? What can you to improve our listening/ speaking?

4.

- Prepare unit 4: lesson (read) - Write it up from post listening - Do ex P.40- 41 (WB)

-Ss look at the extra board and read through the statements

a b c d e f

- Ss work individually then in pairs then Wc:

a T b T

c F : She works for an international bank in Hanoi.

d T

e F : Her listening is terrible. f T

- Ss work in groups

- Ss answer - Copy

Unit 4: Learning a foreign language Period 23 : Lesson ( Read)

Help Ss read for information about the English classes from the advertisements

II- Objectives:

By the end of the lesson, Ss will be able to read and note down the information about the English classes from the advertisements

(49)

Individual work Groupwork IV- Materials:

Textbook Color chalk Workbook Extra boards V- Anticipated problems:

Post-reading might be difficult for weaker ss VI-Teaching procedures:

* Greeting:

- Check ss about the date 2 Revision: Chain game:

Ask ss to work in groups to play the game talking about the

languages in the world

* Introduce the lesson: Ask ss questions:

You can speak English So have you ever attended an English course? Have you ever read an

advertisement about English course?

What kind of information you see in these advertisements ?

3 New lesson:

- beginner/ intermediate/ advaned classes (n) : ( explaination)

- well- qualified teachers (n) : ( translation)

* Checking vocabulary: R and R b While- reading (book open): * Gap fill : part a P.36 ( extra board) - Set the scene : You are going to read the three advertisements about the English courses offered by three languege schools: Foreign

Language Council, Tuition and Academy of language.

- Give the extra board of gap fill and ask ss to read the three

advertisements and note down the English classes from the

advertisements - Give feed back

- Greet t

A : I can speak English. B : I can speak English and Chinese.

C : I can speak English , Chinese and Russian

- Answer the question

- Ss R and R

- Ss listen

- Ss work individually: School Class

time Langu-age level

Time to start Acade

-my of Langu-age.

morni-ng after-noon evenin

(50)

* Choosing the suitable language school: part b P.36

- Ask ss to read the notes made by Mr Lam to know his requirements for an English course Ask some questions to take ss’ understanding: What class time is Mr Lam looking for?

What level is he?

When does he want to start the course?

With the above information, which language school is suitable for him? - Ask ss to read the advertisements again and choose a suitable lanuage school for him

c Post - reading: (book closed) Pair work:

Ask ss to work in pairs : one is a staff of a language school in the advertisements One is the peson who is looking for an English course and he is calling the school to get necessary information

- Call some pairs to demonstrate in the front class

g Foreig n Langu-age

morni-ng evenin g

begin-ner interm -ediate

3 nov-mber New E

Institu-te

after-noon evenin g week-end

begin-ner (today)

- Ss work individually - Wc:

Mr Lam is looking for the early morning class.

Intermediate level.

He wants to start the coursr in late October or early November.

- Ss work in individually then compare in pairs:

Foreign Language Council is the most suitable school for Mr Lam because it meets all the

requirements set out. - Ss work in pairs:

A : Academy of English speaking What can I for you?

B : I am interested in doing an English course.Can you give me some information what courses are available at your school and when they start.

A : Yes, certainly We offer a lots of classes at different hours of the day. We have morning, afternoon and evening classes.

B : I have to go to school during the day so evening class would be fine for me.

(51)

well-4

Consolidation: - Summarize the lesson:

What are the main informations in the advertisements?

- Prepare unit 4: lesson (write) - Write the content of the

advertisements

- Do ex 9, 10 P.44- 45 (WB)

qualified teachers.

B : Thank you I will come to your school tomorrow Bye.

A : Bye and see you soon. - Ss answer

- Copy

Unit 4: Learning a foreign language Period 24 : Lesson (Write)

Help Ss write a letter of inquiry ( formal or informal) for information or action

II- Objectives:

By the end of the lesson, Ss will be able to write a letter of inquiy to the school/ institution requesting for information about the courses and fees III- Ways of working:

T-Wc;T-Ss Pairwork Individual work

IV- Materials:

The pre-writing might take time VI-Teaching procedures:

* Greeting:

- Call a student to read the three advertisements in readind part P.36 again

- Give mark

* Introduce the lesson: Ask questions:

Do you want to attend an English course?

What you have to when you want to attend it?

How will you write in the inquiry letter?

3 New lesson: a Pre-writing :

* Pre-teach vocabulary:

- Greet t

- A student goes to the board and read loudly

- Wc (answer) : Yes, we do.

We have to write a letter of inquiry.

(52)

- edition (n) : ( translation) - fee (n) : ( situation)

- details ( n ) : ( explaination) * Checking vocabulary: W and W * A letter of inquiry:

- Introduce: A letter of inquiry is a request for information or action It is a kind of formal letter.

- Give the letter form ( extra board) Writer’s addess Date

Receiver’s address Dear Sir/ Madam, Body: Introduction Request

Further information Conclution (polite ending) * Reading the letter:

- Ask ss to read the letter of John Robinson in silent then call a student to read loudly

- Ask some questions:

What is the introduction of the letter?

What is the equest ? What is the information ? What is the conclution ?

- Note some structures used in the formal letter:

Dear Sir/ Madam,

Could you please send me ?

I look forward to hearing from you. Your faithfully.

b While- writing:

- Ask ss to read the three

advertisements , choose one of the schools they want to attend to

improve their English Write a letter of inquiry to the institute requesting for more information about the courses and fees following the given outline

- Give the extra board of the outline and ask ss to read through

- Ask ss to write

individually (for each word)

- Ss W and W - Ss listen

- Wc: look at the board and listen to the teacher

- Ss work individually - Wc:

Introdution: I saw your school Request: I speak a little fees? Further information: I can complete necessary. Conclution: I look

- Ss look at the board and note down

12 Tran Hung Dao , Hanoi November 17, 2008. Academy of Language

25 Thai Ha street, Hanoi Dear Sir,

I saw your school’s advertisement in today’s adition of the Hanoi News.

(53)

c Post - writing: Correction

- Ask ss to work in pairs to correct their partner’s letter

- Give the extra board of an example letter to correct common mistakes 4.

Consolidation: - Summarize the lesson:

What are the main parts in a letter of inquiry ?

Which kind of languae we use in it?

- Give mark for good ss 5 Homework: Ask ss to:

- Prepare unit 4: lesson (language focus)

- Write a letter of inquiry to apply for a course in the place where they live

- Do ex P.43- 44 (WB)

want to improve my grammar and my writimg skill Could you please provide me with more information about the courses and fees? I can supply my record of English study if necessary.

I am looking forward to hearing from you.

Yours faithfully, Bao Hung

- Ss answer

- Copy

Unit 4: Learning a foreign language Period 25 : Lesson (Language focus)

Help Ss all the exercises in language focus II- Objectives:

By the end of the lesson, Ss will be able to all the exercises in language focus using modal with conditional sentence type and “ here-now” words with reported speech

T-Wc;T-Ss Pairwork Individual work Teamwork

IV- Materials :

* Greeting:

- Greet t

(54)

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

What must we if you want to speak English well?

What you have to if you want to loose weight?

- Give mark

* Introduce the lesson: Today we will learn some grammar as modal verb with “wish” and reported speech.

3 New lesson:

a Modal verb with “wish ’ : * Grammar : Link to revision - Ask ss to give the structure from the sentences in revision and its use - Give more example in exercice 1: If you want to get good grades, you must study hard.

* Exercise1 P.38 TB : Pairwork - Ask ss to complete the sentences using the modal verbs in brackets and the information in the box - Call some pairs to demonstrate and correct

b.Reported speech:

* Retelling the way to change the direct speech into the indirect speech: Ex P.38 TB (extra board) - Ask ss to complete the table P.38 - Call some ss to fill in the board and correct

- Ss work in pairs:

A : What must we if you want to speak English well?

B : If I want to speak English well, I must practice speaking everyday. A : What you have to if you want to loose weight?

B : If I want to loose weight , I have to eat less meat.

- Ss listen

- Wc: If S+present simple tense,S +modals + V

Use: talk about the action that can happen in the present.

- Ss copy

- Ss work in pairs:

a .you must study hard

b You have to go to university c .you should a lot of exercices. d .he might miss the train.

e .you ought to stay in bed. f You must your homework - Ss work individually then compare in pairs:

Direct speech Reported speech present simple

tense past simple tense present

progressive tense

past

progressive tense

future simple

tense would

can/ may could/ may

must had to

this that

these those

here there

now then

today that day

tomorrow the following day

(55)

* Ex P.39 TB: Lucky number - Give request (TB)

- Give example: “I’m happy to see you”.

Aunt Xuan said she was happy to see you.

- Ask ss to play game : Lucky number to the exercice. ( mark for lucky number

mark for each correct answer)

* Exercice P.39 TB: reported questions : Noughts and Crosses - Ask ss to retell the way to change the Y/N and Wh- question to the reported speech

- Ask ss to retell the form

- Ask ss to play noughts and crosses to the exercice

a d g b e h c f i i : “ What is your name?”, Lan asked

- Summarize the lesson by asking some questions:

What have you learnt in this lesson? - Give mark for good ss

5 Homework: Ask ss to: - Learn the lesson

- Do ex 2, 3, 4, P.37- 40 (WB) - Review unit + to prepare for the test 45’

2-a : Uncle Hung said that the birthday cake was dilicious.

3-b : Miss Nga said she loved those roses.

4-c : Cousin Mai said she was having a wonderful time there. 6-d : Mr Chi said that he would go to Hue the following day.

7-e : Mrs Hoa said she might have a new job.

8-f : Mr Quang said he had to leave then.

1,5 : lucky number. - Wc :

Y/ N question:

S + asked + O + if/ whether + S +V Wh-question:

S + asked + O + Wh-word + S + V - Ss play in two teams: Dog and Cat a She asked me how old I was. b She asked me if my school was near there.

c She asked me what the name of my school was.

d She asked me if I went to school by bike.

e She asked me which grade I was in

f She asked me if I could use a computer.

g She asked me why I wanted that job.

h She asked me when my schoolvacation started.

i Lan asked me what my name was. - Ss answer

- Ss copy

Period 26 :

Test 45’ Date of teaching :

I-

Aims:

(56)

II- Objectives:

By the end of the lesson, Ss will be able to the test correctly by themselces

IV- Materials :

Test papers V- Anticipated problems:

Ss might look at their friends’ test papers VI-Teaching procedures:

1 Warm-up: - Greet ss

- Check ss’ attendance

2 Revision: Give test papers to ss.

New lesson : Questions:

I Listening (mark 2,0 ): Listen to tape and then answer the questions

1 Where is Nga from? Where does she work?

3 Why is she studying English here? Did Nga learn English at school? II

Grammar and vocabulary (mark 2,5 ): Multiple choice Nga wishes she have a new bike

A can B could C can’t D

couldn’t

2 Van is now living with an American family, he is able to practice English

A as B since C because D so

3 He arrived in Singapore weekend

A on B at C in D for

4 Mrs Parker works at a grocery store in a nearby town

A part - time B part - times C parts - time D part time

5 Long wishes he fly

A could B couldn’t C doesn’t D didn’t Viet got up late he didn’t have time for breakfast

A then B as C so D , so

7 Mrs Nhung has gone away She went Friday

A until B at C on D in

8.A He asked me what is my name B He asked me what my name is C He asked me what was my name D He asked me what my name was

9 I study hard if I want to get good grades

A may B can C must D will

(57)

III Reading (mark 2,5) : Read the passage then tick T/ F

Every year many people in the world learn English Some of them are young children Others are teenagers Many are adults Some learn at school, others learn in evening classses A few learn English by themselves or just by hearing the language on television or among their friends Most people must work hard to learn English Why these people want to learn English? It isn’t difficult to answer this question Young children learn English at school because it is one of their subjects Many adults learn English because it is useful for their work Teenagers often learn English for their higher studies, because some of their books are in English at college or university Other people learn English because they want to read newspapers or magazines in English

Many peolple all over the world learn English every year People don’t have to work hard to learn English

Some people learn English for their work Some people learn English because they like it

Some people learn English to read newspapers or magazines in English

IV Writing(mark 3) : Rewrite the second sentence so that it has similar meaning to the first one, beginning with the words given

Mary is sorry, she can’t go to the party

Mary wishes Everyone had a snack because they felt hungry

Everyone felt hungry, so I want to go out, I must finish my work

If I want “ This picture is very nice.”, my aunt said

My aunt said “ Do you like music?”, Lan asked me

Lan asked me “ What is your favourite subject ?”, I asked Ha

I asked Ha 4 Consolidation:

(58)

Period 27: Give and correct test 45 Date of teaching:

I- Aims:

Correct and deliver test papers to ss II

- Objectives :

1

Warm-up :

2

New lesson :

- Give common recommend to ss:

Good points:+ Many ss get high mark: Sao -9E, Trang- 9G

+ Review ss knowledge: modal and past simple with ‘wish”, preposition of time, adverb clauses of result, modal verbs with “ if” and reported speech

+ Ss well in question I, II and IV Bad points: + Some ss get bad mark

+ Ss bad in reading task

+ Some ss review the lesson badly

+ Some ss use the whole sentences in the text to answer the questions

- Correct common mistakes: in listening task (show the tapecrip) - Deliver test papers to ss and give the whole correction:

(59)

She is from Vietnam

She works for an international bank in Hanoi She needs it for her job

Yes, she did

Tapecrip: Host: Kate, can I intriduce you to Nga? She’s studying English here in London

Kate: Hello, please to meet you Nga: Please to meet you, too Kate: Where are you from, Nga? Nga : I’m from Vietnam

Kate: Why are you studying English here? Nga : I need it for my job

Kate: Really? So, what you do?

Nga : I work for a bank, an international bank in Hanoi Kate: Oh, I see Did you learn English at school?

Nga : Yes, and at university, too But I’ve forget er “forgot” Kate: Forgotten

Nga : Yes, of course I’ve forgotten a lot of it I want to impove my writing skills You know sometimes I have to write letters in English

Kate: What about listening, Nga?

Nga : It’s terrible This is my biggest problem People talk very quickly and I can’t understand them

Kate: Do you like studying English?

Nga : Oh, yes It’s an interesting language and it’s very useful;I can talk to people from all over the world and I can understand the wods of my favourite songs, too

Kate: Well That’s very good Good luck to you, Nga

II Grammar and vocabulary: ( mark 2,5: mark 0,25 for each correct answer)

B D

2 D C

3 B D

4 A C

5 A 10 A

III Reading: (mark 2,5: mark 0,5 for each correct answer):

T F T F T

IV.Writing: (mark 3: mark 0,5 for each correct sentence) Mary wishes she could go to the party

Everyone felt hungry, so they had a snack If I want to go out, I must finish my work My aunt said that picture was very nice Lan asked me if I liked music

I asked Ha what her favourite subject was 3 Consolidation:

Ask s to prepare unit 5: lesson ( Getting started, Listen and read) Unit 5: The media

(60)

I Aims:

Help Ss read for information and talk about the media II- Objectives:

By the end of the lesson, Ss will be able to read for information and talk about some of the media

T-Wc;T-Ss Pairwork Groupwork Individual work Teamwork

IV- Materials :

Textbook Color chalk CD/ CD player Workbook Extra boards Pictures, realia V- Anticipated problems:

The question 1, of part b P.42 might be difficult for ss to answer VI-Teaching procedures:

* Greeting:

- Check ss about the date * Crosswords : (extra board) - Ask ss a question:

What can you get information through?

- Give the extra board of

crosswords, ask ss to find out the hidden words following these cues: Systerm which Ps can watch a variety of programs on diffirent channels.

2 Systerm which Ps can get information on diffirent waves. Printed publication usually daily or weekly with news.

4 An electronic machine which Ps can chat.

* Getting started:P.40 TB

Ask ss to work in pairs to ask and answer about their favourite

activities and how much time they

- Greet t

- Ss answer:

We can get informtion through TV, radio, newspapres , magazines, internet

- Ss work in teams : Red and White

( Mark 10 for the correct word in each line, mark 40 for key word) : Television

Radio. Newspaper. Computer. Keyword: Media.

- Ss work in pairs:

A : Which of these is your favourite activity in your free time?

B : Watching TV.

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spend in each activity * Introduce the lesson:

What kind of media is the most familiar to you?

Which one is popular in Vietnam? 2 Revision: Give mark for good ss. 3 New lesson:

a Pre – reading: (book closed) * Pre-teach vocabulary:

- a crier: ( explaination/ picture) - thank to : ( example)

- latest (a) : ( situation)

- interactive TV (n) : ( translation) - a remote control : ( realia)

* Checking Voc: R and R

* Gap fill prediction: ( extra board) - Set the scene: ( pictures P.40+41) What is this in each picture? What you know about it? - Give the table P.41 and ask ss to predict about the four medias by filling in the passage letter

b While reading: (book open) * Checking prediction: part a P.41 - Play the CD, ask ss to listen to the tape while reading the book

- Play the CD again , ask ss to listen and read to check their prediction * Comprehension questions: part b P.41

- Ask ss to read the text again individually then work in pairs to ask and answer the questions 1,2 and in part b P.41

- Call some pairs to demonstate and correct

- Ss answer

- Ss listen and repeat in chorus then individually (for each word)

Ss read all wods loudly again then copy

- Ss R and R - Wc: This is a crier

This is newspaper and magazine

Facts and events Passage letter Remote controls are

used to interact with TV. D One of the most

popular magazines. People of different ages like this magazine. Benefits of TV

5 People got the news from town crier.

6 Interact TV is available now.

1- D 2- B 3- B 4- C 5- A 6- D

- Ss work individually then in pairs: one asks and another answers

1 A town crier was a person who job was to go through city streets ringing a bell to shout the latest news as he was walking.

2 The Kien Thuc Ngay Nay is one of the most popular magazines and widely read by both teenagers and adults.

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c Post- reading: ( book closed) Discussion:

Ask ss to work in groups to dicuss the questions and part b P 42

Consolidation :

What have we learnt in this lesson?

What kind of media is popular nowsaday?

5

Homework : Ask ss to:

- Prepare Unit : Lesson ( Speak and Language focus 2)

- Do ex 1P.47 + P.52 WB

information and enjoy interesting and inexpensive local and

international programs in a convernient way.

4 I read short stories/ sport column/ comics

5 I like TV/ radio

- Answer the questions

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Unit 5: The media

Period 29: Lesson ( Speak and Language focus 2) Date of teaching:

I- Aims:

Help Ss talk about the programs on TV and express their likes and dislikes using tag-questions

II- Objectives:

By the end of the lesson, Ss will be able to use tag- questions to talk bout the progams they likes or dislikes

IV- Materials :

Weaker ss might have difficulties in while- speaking VI-Teaching procedures:

* Greeting:

- Check ss about the date * Net work:

film

Ask ss to work in two teams to find out the ideas of TV prorams

2 Revision: Give mark for good ss in the lesson

- Summarize the game and introduce some more programs on TV: folk music, cartoon, liturature and art, dramar, documentary, health for everyone, children’s corner, ame shows, wheel of Fortune, the price of right, catch phrase, who wants to be millionaire, the road to the

- Greet t

( The team which find more correct ideas will win) :

film, news, sport, music, weather focast,

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Olimpia peak

- Call some ss to answer the question:

Which program you usually watch?

Do you like it?

How you ask this question using tag - question?

3 New lesson: a Pre - speaking:

* Revision and introduce the tag- question:

- Give examples:

You like watching film, don’t you ? Lan doesn’t enjoy cartoon, does she?

- Ask ss to look at the examples and retell the form of the tag-question b While speaking:

- Ask ss read and practice the dialogue between Lien and Trung then call some pairs to demonstrate - Ask ss to make similar dialogues to talk about the programs they like or dislike based on the sample dialogue and the infrmation in the table ( extra board)

c Post- speaking: Language focus P.45 ( extra board)

- Give the table P.45 ( extra board) - Ask ss to work in pairs to ask and answer the questions about

television programs these people like and dislike using tag questions T does an example first with a good student

- Ask ss to work in pairs to practice

- Ss answer :

I usualluy watch Yes, I

- Wc:

Form: Statement , tag-queston Affimative: + , - ?

Negative: - , + ?

- Ss work in pairs:

A : You like watching film, don’t you? B : Not really Some films are boring and some are so violent I don’t like watching film I prefer music

programs especially Songs I love. A : I’m the opposite I love watching films They are wonderful Music programs seem quite boring to me. B : But you watch widelife world, don’t you ?

A : Yes, everyday It’s very interesting to know about animals and faraway places.

B : I enjoy it too You don’t like dramar, you ?

A : No, I don’t. - Ss work in pairs:

1 A : Tuan likes news, doesn’t he?

B : Yes, he does

2 A : Tuan and Mai don’t like music, they?

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freely asking about the programs they likes or dislike

4

Consolidation :

How many types of tag- questions? 5

Homework : Ask ss to :

- Prepare: Unit 5: lesson ( Listen & LF 1, 3, 4)

- Do ex 4, P 50 + 51 WB

- Ss copy

Unit 5: The media

Period 30: Lesson (Listen and Language focus 1, 3, 4) Date of teaching:

I- Aims:

Help Ss listen for information about the historical development of some media and practice tag-questions and gerunds after some verbs

II- Objectives:

By the end of the lesson, Ss will be able to listen for information about the historical development of some media to fill in the missing words in the table P.43 ; exercices 1,3,4 in language focus using tag- questions and gerunds after some verbs

IV- Materials :

Textbook Color chalk CD/CD player Workbook Extra boards Realia

The newword might be difficult to get the meaning VI-Teaching procedures:

T’ s activities Ss’ activities

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* Greeting:

- Check ss about the date 2

Revision :

* Noughts and crosses: ( extra board)

Cartoon Documentary Film

News Sports Dramar

Game

shows Children’scorner Folkmusic Ask ss work in two teams to play the game: make sentences using gerunds or tag-questions

You’ve talked about some programs on TV Do you know when TV became popular?

today we will learn about the historical development of Tv and some other media

3 New lesson:

a Pre - listening: ( book closed) * Pre-teach Voc:

- journalism (n): ( realia / explaination)

- printed newspaper (n): ( realia) - telegraph (n): ( translation) - newsreals (n): ( translation) - assignment (n): ( translation) - major force (n): ( example) - AD: ( explaination)

* Checking Voc: Matching ( extraboard)

A B

1 journalism a phim tµi liƯu printed

newspaper b trớc công nguyên telegraph c ln newsreals d lùc lỵng

chÝnh assignment e b¸o chÝ major force f b¸o in

7 AD g ®iƯn tÝn

* Prediction:

- Set the scene: ( realia: a printed newspaper): What is this?

Do you know when it appeared? - Ask ss to work in pairs to predict

- Greet t

- Ss work in teams: Red and White

I dislike documentary

You watch cartoon’ don’t you?

- Ss listen

- Ss listen and repeat in chorus then individually ( for each word)

- Ss work in individually then compairs in pairs:

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

-Wc:

(67)

about the year when these things appeared:

1 printed newspaper: telegraph:

3 radio and newsreals: b While listening: ( book open) * Checking prediction:

- Play the CD, ask ss to listen to check their prediction

- Give feedback

* Gap fill: ( extra board) - Give the table P.43 TB

- Play the CD again , ask ss to listen to fill in the table

- Play the Cd again for the third time, ask ss to listen to check their results

c Post- listening:

* T/ F repetition: ( about the media) T : Printed newspaper appeared in Laos.

Printed newspaper appeared in China.

Telegraph was invented in 20 century.

Telegraph became popular in 1950s. * Language focus P.45 :

- Ask ss to work in pairs to complete the dialogues with the correct tag - Call some pairs to demonstrate and correct

* Language focus P.46:

- Retell the way to use gerunds after some verbs : like, dislike, love , hate, enjoy

- Ask ss to work in pairs to ask and answer about each item in the box - Call csome pairs to demonstrate and correct

* Language focus P.46 :

- Ask ss to use the words in the three boxes to write true sentences about their parents, relatives, friends and themselves

- Call some ss to read their sentence loudly and correct

4

Consolidation :

or century the late 19 century early 20 century

a the late 19 century b radio and newsreals c in the 1950s

d the internet - Wc:

Ss keep silent Ss repeat Ss keep silent Ss repeat

- Ss work in pairs:

a haven’t you? d you? b didn’t he? e aren’t we? c wasn’t it?

- Ss work in pairs:

1 A : Do you like playing soccer? B : Yes, I

2 A : Do you enjoy fishing? B : No, I hate it

My father likes watching sports but my mother doesn’t She loves listening to the music.

(68)

5

- Prepare unit 5: lesson 4: ( reading)

- Do ex 4P.38 + 39 WB - Copy

Unit 5: The media Period 31: Lesson ( Read) Date of teaching:

I- Aims:

Help Ss read three responses about the advantages and disadvantages of the Internet

II- Objectives:

By the end of the lesson, Ss will be able to read for information and talk about the benefits and the disadvantages of the Internet

IV- Materials :

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Workbook Extra boards V- Anticipated problems:

Ss might find difficultes in getting information about the Internet VI-Teaching procedures:

* Greeting:

- Check ss about the date * Chatting:

Show the picture of the Internet and ask ss some questions:

What is this in the picture? Have you ever got access to the Internet?

If yes, how often?

If no, what you know about it? What you think people use it for?

2 Revision: Give mark for ss in the lesson

As you know, the Internet has been a very important form of media in our modern life However, we may not know all its benefits In today’s lesson, we will study the benefits and the disadvantages of the Internet.

New lesson :

a Pre - reading: ( book closed) * Pre-teach Voc:

- (to) wander: ( translation) - e-mail (n): ( explaination) - junk-mail (n): ( explaination) - (to) surf the webs: ( translation) - a forum: ( explaination)

- (to) get access: ( translation) - response (n): ( example)

- time - consuming (n) : ( example) * Checking Voc: Slap the board - Call groups of ss to go to the board

- T calls out the Vietnamese word and ask the ss in groups to slap to the correct English one

* Pre- questions:

- Set the scene: In today’s lesson, we will take part in the forum of the Internet As you know, forum is a

- Greet t

- Wc:

This is the Internet

Yes, I have.? No, I haven’t. I know something.

They use it to communicate, get information, chat, play game

- Ss listen

- Ss work in two groups: Red and White

( The ss who slaps to the word more quickly and correctly will get mark 1.The group which gets higher mark will win.)

(70)

public meeting where a certain topic is discussed Every participant can engage in the discussion A forum on the Internet is similar.However, the participants don’t meet in person They post their ideas throuh a main website or mailing list.

- Give pre questions and ask ss to predict about the text by asnswering them:

a Who raised the questions on the Internet?

b How many people sent their responses to the Internet? And what are thieir names?

b While reading: ( book open) * Checking prediction:

- Ask ss to read the text to check their pediction

- T reads the text then call some ss to read it loudy

- Give feedback

* Matching: ( extra board) - Give the extra board of the matching

Response Its content Response a The Internet

can be limited in some ways. Response b Internet is a

wonderful invention Response c Ss in the

countryside can’t get access to the Internet. - Ask ss to read the text again to the matching

- Give feedback and correct * Comprehension questions: P.44 Let ss play game: Picking flower - Ask s to work in two teams reading the text again to find out the answers through the game

( With a correct answer , the team will get on a step and the team which walks on higher step will win.)

- Ss work individually : a

b

a Jimhello

b Three people They are Sandra Morgan, Honghoa and Huansui.

- Ss work in pairs: 1- b

2- c 3- a

- Ss work in two teams: Dog and Cat Sandra uses the Internet to get information and to communicate with her friends and relatives. 2 Because she lives in the countuside where the Internet is unvailable.

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c Post- reading: Discusion

Ask ss to work in groups to make a list of advantages and disadvantages of the Internet

4

Consolidation :

5

- Prepare unit : lesson : (writing) - Do ex 5, 6, 7P.40- 45 WB

4 The benefits of the Internet: it is used for multi-purposes: for getting information, for education,

communication, entertainment and commerce.

5 Yes, there are some

disadvantages It is time-consuming, costly, dangerous because of viruses and bad programs.

6 I agree with the responses.

7 The Internet has some advantages and disadvantages We should use the Internet but be carefull when surfing.

- Ss work in goups:

The advantages: getting information, chatting, entertainment

The disadvantages: time- consuming, cost

- Answer

- Copy

(72)

I- Aims:

Help Ss write a passage about the benifits of the Internet II- Objectives:

By the end of the lesson, Ss will be able to write a passage about the benefits of the Internet as getting information, education and entertainment III- Ways of working:

IV- Materials :

Textbook Color chalk Workbook Extra board /Poster V- Anticipated problems:

Ss might meet difficultes in writing because they don’t get access to the Internet

* Greeting:

* Reading the text:

- Call one or two ss to go to the board and read the text in reading part again

- Call some ss to remark and give mark

* Brainstorming:

Today we will learn a paragraph about the benefits of the Internet. 3 New lesson:

a Pre - writing: * Writing a passage:

- Introduce the way to write a passage:

a Topic sentence

b Supporting sentence 1: sup- supporting sentences. c Supporting sentence 2: sup- supporting sentences.

d Concluding sentence.

- Greet t

- One or two ss go to the board and read the text

- Ss work in groups: + Getting information + Education.

+ Communication. + Entertainment. + Chatting. + Commerce. - Ss listen

- Wc: look at the board and listen to the teacher then copy

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- Have ss copy b While writing:

Ask ss to write a passage about the benefits of the Internet using the following cues:

- The Internet as a sourse of information ( news, articles, weather forecast )

- The Internet as a sourse of entertainment ( music, movies, games )

- The Internet as a means of education ( on-line schools, on-line lessons, self-study )

c Post- writing: Correction

- Ask ss to work in pairs to correct their partner’s passage

- Correct common mistakes and give the poster of an example passage

Consolidation :

5

Homework : Ask ss to : - Do ex 7, 8P.48 WB

- Review all knowledge in unit1, 2, 3, and

Example passage: The Internet has widely developed recently and it has three main benefits Firstly, the Internet is a plentiful and reliable sourse 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 very

updated Secondly, the Internet is a very good way to entertain We can listen to music, watch videos and play games online Besides this, we can chat with friends and relatives who live far away.It’s a very cheap mean of communication Lastly, the Internet provides a rich sourse of educational materials and

convenient way to study.In addition, we can on-line exercices and take on-line tests We don’t need to go to school but still can complete the educational programs Inconclusion, the Internet brings us lots of benefits which make our life more modern and convenient.

- Ss answer

(74)

Period 33:

Revision for term I Date of teaching:

I- Aims:

Help Ss review all knowledge in the previous lessons in the first term II- Objectives:

By the end of the lesson, Ss will be able to review all knowledge in unit and as: reading, listening and writing skill and some grammar as the past simlple, the past simple with “ wish”, the present perfect tense and the passive

IV- Materials :

Textbook Color chalk

Workbook Extra boards /Poster V- Anticipated problems:

* Greeting:

- Check ss about the date 2

Revision :( extra board)

Give the correct form of the verb in the blankets:

a Maryam (visit) Lan last week b The girls (go) to see famous places in Hanoi

c What (do) Ba last weekend?

- Greet t

- Two ss go to the board and the exercise:

(75)

d He (see) a movie * Introduce the lesson:

Which tense we use in the exercise above?

In which lesson we learn this tense?

3 New lesson: a Language focus: * The past simple tense:

- Ask ss to retell the form, the use of the past simple tense and give some more examples

Eg: I went to shool yesterday Lan wasn’t at home last night. * The past simple with “ wish”: - Ask ss to retell the form , the use of the past simple with “ wish” and give some more examples

Eg: I wish I had a brother He wishes he were taller.

- Give an exercise and ask ss to it ( extra board):

Write wishes you want to make in these situations:

1 You are very fat.

2 You don’t have a computer. 3 You get bad mark.

4 Your mother is ill.

5 There isn’t a library in your school.

* The present perfect:

-Ask ss to retell the form, the use of the present perfect and give more examples

Eg: I have gone to Ho Chi Minh city We’ve learnt English for years. - Give an exercise and ask ss to it ( extra board):

Give the correct form of the verb in the blankets using the present perfect tense:

1 How long you (know) Maryam?

2 Have you (see) her recently? 3 I (not see) her recently.

4 Have you (eat) Vietnamese food yet?

- Ss answer:

The past simple tense Unit 1.

- Wc:

The form: S + Vpast

The use: to express the action which happen in the past.

- Ss copy. - Wc:

The form: S + wish + S + Vpast The use: the wishes which can happen in the present.

I wish I weren’t very fat I wish I had a computer. I wish I got good mark. I wish my mother weren’t ill. I wish there were a library in my school.

- Ss copy - Wc:

The form: S + have/has + Vpp The use: express the action which started in the past and continue to the pesent.

Notice the way to use: already, ever, yet, for, since.

have you known seen

haven’t seen eaten

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5 No, I (not eat) it yet * The passive:

- Ask ss to retell the form, the way to change the passive into the active and give some more examples Eg: They sell clothes all over the world.

Clothes are sold all over the world.

- Give an exercise and ask ss to it (extra board):

Change these sentences into the passive:

1 Lan sings an English song. 2 We can this exercise.

3 They will build a new hospital here.

4 Students have to their homework.

5 Ha might find out the key. b Skills: Review ss some points: * Reading skill:

- Reading a text about a country and clothing

- Reading a text to answer the questions, tick T/F or the gap fill * Listening skill:

- Listening to the tape about clothing

- Listening to the tape to choose the correct pictures

* Writing skill:

- Writing a letter to your friends or relatives to talk about your visiting in another part of the country or in another country

- Writing an argument Consolidation:

What have we learnt in this lesson? Which grammars have we review in this lesson?

- Give mark to good ss. Homework: Ask ss to: - Learn the lesson

- Review all knowledge in unit 3,

- Ss copy - Wc:

The form: S + be + Vpp

1 An English song is sung by Lan. 2 This exercise can be done 3 A new hospital will be built here. 4 The homework have to be done by Ss.

5 The key might be found by Ha. - Ss copy

- Ss listen and note down

- Ss answer

(77)

Period 34:

I- Aims:

By the end of the lesson, Ss will be able to review all knowledge in unit and as: reading, listening and writing skill and some grammar as modern “could” with “wish”, prepositions of time, adverb clauses of result, modern verbs with “if” and reported speech

IV- Materials :

* Greeting:

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- Check ss about the date 2 Revision:( extra board)

What these people wish? Write sentences:

a Hoa / can visit / parents. b Ha / can travel / the world. c Lan / can swim.

d Ba /can fly.

Which tense we use in the exercise above?

3 New lesson: a Language focus:

* Modern “could” with “wish”: - Ask ss to retell the form, the use of modern “could” with “wish” and give some more examples

Eg: I wish I could speak Chinese I wish my mother could see us. * Prepositions of time:

- Ask ss to list the pepositions of time , its use and give some more examples

Eg: I get up at am

Lan will arrive on Sunday.

Complete these sentences using the prepositions: on, in, at.

1 He will come back Monday evening.

2 I get up early the morning. 3 The car collected us o’clock the early morning.

4 We start school September. 5 She loves listening to music night.

*Adverb clauses of result:

-Ask ss to retell the form, the use of

- Greet t

A: a Hoa wishes she could visit her parents.

b Ha wishes he could travel around the world.

B: c Lan wishes she could swim. d Ba wishes he could fly. - Ss answer:

Modern "could" with "wish” Unit 3.

- Wc:

The form: S+wish+S+modern V+V The use: to express wishes which can’t happen in the present. - Ss copy.

- Wc: At: + time.

In: + the morning + month + year + season On:+ date

+ date and month + date, month and year + Monday evening Till, for, after, up to

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adverb clauses of result and give more examples

Eg: I am tired , so I stay in bed We studied hard so we part the exam.

Complete these sentences using adverb clauses of result:

1 Lan is sick today, so 2 It was cold, so

3 Tomorrow is Sunday, so 4 Mr Baker got up late, so * Modern verbs with “if”:

- Ask ss to retell the form, the use of modern verbs with “if” and give some more examples

Eg: If you want to get high mark, you must study hard.

If you like to go out, you should ask your parents.

- Give an exercise and ask ss to it (extra board):

Complete these sentences using the modern verbs with the word given:

1 If he stays up late, (get up late) 2 If you want to learn English well, (practice speaking).

3 If you want to gain weight, (eat much).

4.If he doesn’t go quickly, (miss the train)

* Reported speech:

- Ask ss to retell the way to change the direct speech into the indirect speech and give more examples - Give an exercise and ask ss to it (extra board):

Change these sentences into the reported speech:

1 Hoa said: "I love my family". 2 Mr Ha asked: " Are you a teacher?".

3 I asked Minh: "Did you enjoyed the party?".

4 I asked my friend: "What will you do next Sunday?”

- Wc:

The form:Main clause,so+adverb clauses of result.

so she stays at home./stays in bed.

.we worn warm clothes. .we go on a picnic.

.he didn’t have enough time to have breakfast.

- Ss copy -Wc: The form:

If clause , main clause. (present simple) (S+modernV+V)

- Ss work in groups: 1 .he might get up late.

2 .you should pactice speaking much more.

3 .you must eat much. 4 .he might miss the train. - Ss copy

- Wc:

Form:(+):S + said that + S + V (?):S + asked +O+if/ whether + S + V

(??):S + asked + O +Wh- + S + V

Way to change: ( TB P.38) - Ss work in groups:

1 Hoa said that she loved her family.

2 Mr.Ha asked me if I was a teacher.

3 I asked Minh if he had enjoyed the party.

(80)

b Skills: Review ss some points: * Reading skill:

- Reading a text about the

countryside and learning a foreign language

- Reading a text to answer the questions, tick T/F , matching or the gap fill

* Listening skill:

- Listening to the tape about a trip to the countryside and learning a

foreign language

- Listening to the tape to the matching and tick T/F

* Writing skill:

- Writing a passage about a country picnic

- Writing a letter of inquiry Consolidation:

- Review all knowledge in unit

- Ss copy

- Ss answer

- Ss copy

Period 35:

I- Aims:

By the end of the lesson, Ss will be able to review all knowledge in unit as: reading, listening and writing skill and some grammar as tag-questions and gerunds after some verbs

(81)

Individual work Groupwork IV- Materials :

* Greeting:

- Check ss about the date 2 Revision:( extra board)

Complete these sentences with the correct tag:

a You haven’t seen Nga for a long time, ?

b Lan watched T.V last night, ? c There isn’t a new film today, ? d They will have a party this Sunday evening, ?

Which language grammar we use in the exercise above?

3 New lesson: a Language focus: * Tag-questions:

- Ask ss to retell the form of tag-questions and give some more examples

Eg: Your father can speak Chinese, can’t he?

Ha has a computer , does he? - Give an exercise: ask ss to work in pairs to ask and answer questions about TV programs they, their friends and ralatives like or dislike using tag – questions

* Gerunds after some verbs: - Ask ss to retell the way to use gerunds after some verbs and give some more examples

Eg: I like reading newspapers Lan hates listening to music. - Give an exercise : ask ss to work in

- Greet t

A: a have you? b didn’t she? B: c is it?

d won’t they?

- Ss answer: Tag-questions Unit 5.

- Wc:

The form: Statement, tag-question? + , - ? - , + ? - Ss copy.

- Ss work in pairs:

A: You like news, don’t you? B: Yes, I Your father doesn’t like documentary, does he? A: No , he doesn’t

- Ss copy - Wc: The form:

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groups to talk about what they , your friends and your relatives like, love, enjoy, hate or dislike

b Skills: Review ss some poits: * Reading skill:

- Reading a text about the media - Reading a text to answer the questions or the gap fill * Listening skill:

- Listening to the tape about the media

- Listening to the tape to the gap fill

* Writing skill:

- Writing a passage about the benefits of one of the media Consolidation:

- Review all knowledge to the final test for term I

I love playing football

Hoa enjoys watching cartoon. My mother dislikes watching sports.

He hates writing letter - Ss copy

- Ss answer

(83)

Period 36:

Final test for term I Date of teaching :

I- Aims:

Test ss all knowledge they have learnt in the first term II- Objectives:

By the end of the lesson, Ss will be able to the test by themselves using their reading and writing comprehension skills; and all languege grammar in the first term

IV- Materials :

Test papers. V- Anticipated problems:

Ss might look at their friends’test papers VI-Teaching procedures:

1 Warm up:

- Greet ss and check their attendance 2 New lesson:

Give test papers to ss: Questions:

I Choose the word whose underlined part is pronounced differently from that of the others in each group Circle the letter (A, B, C or D) of the word you choose.

A scout B proud C bought D council

A include B sunbathe C product D fund A easy B instead C peaceful D leave

A short B sea C song D scout

A among B abroard C arrive D alright II Circle the best answer among A, B, C or D to complete the sentences. I’d like you with me for some days

A staying B to stay C stayed D will stay We can’t our work at the office well any computers

A on B within C on D without

He going out at night

A enjoys B wants C hopes D decides

This school 2009 to 2010

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A was B were C am D have been 11 I prefer walking riding a bicycle

A than B wish C for D to

12 WE are used to early

A getting up B get up C got up D be get up 13 They have to clean the classroom, ?

A they B haven’t they C don’t they D have they III Read the passage carefully and tick true (T) or false (F) statement. Canada is the second largest country in the world, and the largest in North America Canada is a land of grear climetic and geographical extremes It lies to the north of the USA and has Pacific, Atlantic and Arctic coasts The country has the highest numberof island waters and lakes in the world Climate range from polor conditions in the north to cool temperature in the south with considerable differences from west to east More than 80% of its farmland is in the prairies that stretch from Alberta to Manitoba Wheat and grain crops cover three- quarters of the arable land Canada is rich in forest reserves which cover more than half the total land area The most valuable mineral deposits are found in Alberta Most industry in Canada is associated with processing its natural resources and it is one of the main exporters of food products

14 Canada is the second largest country in America

15 It lies to the south of the USA and has Pacific, Atlantic and Arctic coasts

16 Canada is a land of grear climetic and geographical extremes 17 Canada is a tropical country

18 Wheat and grain crops cover three- quarters of the arable land 19 The most valuable mineral deposits are found in Manitoba

IV Complete the second sentence so that it has the same meaning as the first one.

20 “ Why are you speaking so quietly?” she asked

She asked me 21 I started learning English three years ago

I have 22 It is too cold for us t go swimming

The weather is so 23 I’m sorry I can’t go to the party

I wish 24 They produce a lot of shoes in their country

A lot of Mark and answer keys:

I Mark 2,5 (mark o,5 for each correct anwer):

1C 2A 3B 4A 5D

II Mark 2,0 (mark 0, 25 for each correct answer):

6B 7D 8A 9C

10B 11D 12A 13C

III Mark 3,0 (mark 0,5 for each correct answer):

14F 15F 16T

17F 18T 19F

(85)

21 I have learnt English for three years

22 The weather is so cold that we can’t go swimming 23 I wish I could go to the party

24 A lot of shoes are produced in their country

Unit 6: The environment

Period 37 : Lesson (Getting started, listen and read) Date of teaching :

I- Aims:

Help Ss read comprehension about environment and practice conditional sentences type1

II- Objectives:

By the end of the lesson, Ss will be able to talk/ write about the things they’ve done to keep the environment clean and what they think might happen if the pollution continues

IV- Materials :

Textbook Color chalk Workbook Pictues

(86)

* Greeting:

- Check ss about the date * Brainstorming:

littering everywhere * Getting started:

Ask ss to compare their ideas with pictures- iterms in box P.47

Today we will learn about the environment.

2 New lesson:

a Pre reading: ( book closed ) * Pre-teach :

- garbage dump (n) : ( visuals) - spaying pesticides (n) : ( situation) - dynamite fishing (n) : ( situation) - deforestation (n) : ( synonym) * Matching: Pictures P.47

- Ask ss to match the problems to the pictures

* Pre- questions: - Ask ss :

What are we talking about? What we usually to protect our environment?

Mr Brown is talking to some volunteer conservationlists. - Ask ss to make a list

- Give feedback and write on the board

- Greet t

- Ss work in groups: + polluted air + polluted water. + traffic vehycles

- Ss work in groups: - Ss listen

P.a: air pollution

P.b: spraying pesticidess. P.c: garbage dump. P.d: water pollution. P.e: deforestation. P.f: dynamite fishing. - Wc:

We are talking about the environment.

We usually put garbage in garbage bins

What makes the

(87)

b While reading: ( book open) * Checking predictions:

predictions: tick if Mr Brown mentions any iterms in the ss’ list - Give feedback and correct * Matching: part a P.48

- Ask ss to read the text and the matching

- Give feedback and corect * Model sentences:

- Ask ss: If people can’t find their places , what will Mr Bown do? ( in Vietnamese)

- Give model sentences:

If you can’t find your place, I will help you get there with this map. ( If they can’t find their place, Mr Brown will help them get there with this map).

If we work hard , we’ll make this beach a clean and beautiful place again

* Concept check: ask ss some questions:

- Meaning: What these sentences mean?

- Use: What the volunteer conservationlists do?

If they work hard, what will happen?

- Form: How many clauses are there in this sentence?

What is the main clause? Which tense is used in the main clause? - Pronunciation

( If there’s enough time, ask ss to some substitution sentences)

* Comprehension questions: (P.48, qs 1-5)

- Ask ss to work in teams to play game “ playing football”

Collect garbage

- Ss work in pairs: 1f 2e 3b 4a 5c 6d

- Wc: find out the answer then read the model sentences loudly in chorus then individually

- Wc:

( translate the sentences into Vietnamese)

They collect garbage.

If they work hard , they will make this beach a clean and beautyful place again.

If clause, main clause (present simple) (future simple ) - Copy

- Ss work in two teams: Red and white

1 The speaker is Mr.Brown 2 The listeners are volunteers. 3 They are

4 They are going to

5 If they work hard today, they will make this beach a clean and

(88)

c Post- reading: ( book closed) Discussion qs 6-7 P.48

Ask ss to work in groups to discuss qs 6-7 P.48

3 Consolidation:

- Give mark to good ss. Homework: Ask ss to : - Do ex 8, 9, 10P 62- 63 WB

- Prepare Unit 6:lesson ( speaking)

- Ss answer

- Ss copy

Unit 6: The environment Period 38 : Lesson (Speak) Date of teaching :

I- Aims:

(89)

By the end of the lesson, Ss will be able to practice pesuading people to something to educe the environment pollution

IV- Materials :

Textbook Color chalk Extraboad Workbook Pictues Poster V- Anticipated problems:

Ss might have difficultes in doing the questionare VI-Teaching procedures:

* Greeting:

- Check ss about the date 2 Revision: Check qs 6-7 in “ Listen and read” P.48

- Call ome ss to answer qs 6-7 P.48 - Ask qs: What should we to protect our environment?

What shouldn’t we to protect our environment?

- Ask ss to change the answers into other ways

Give synonym: It would be better if you put garbage into the garbage bins.

Today we will learn to persuade someone to protect the environment. New lesson:

a Pre speaking:

* Setting the object of task a P.49: ROR

- Set the sence: There are many other ways to protect our environment.

- Give the extraboard of the object in task a P.49, sk ss to ROR

* Practice the dialogue:

- Give the poster of the dialogue of task a P.49, ask ss try to pesuade their parner to the above things to protect our environment First practice the dialogue

- Greet t

- Wc:

We should put garbage into the garbage bins.

We should plant more trees. We shouldn’t through garbage everywhere

Why don’t you put garbage into the garbae bins?

What/ How about putting garbage ?

I think you should put garbage Won’t you through garbage ? - Ss listen

- Ss listen

- Wc: ss ROR

(90)

* Subsititution drill:

- Ask ss to make similar diologues using the items in ROR

b While speaking: * Matching: ( poster) - Give the poster:

A How can

we B

1 save paper? a Use banana leaves to wrap food

2 use fewer

plastic bags? b Reuse and recycle bottles and cans redure water

pollution? c Not through trash onto the water

4 prevent

littering? d go to school or go to work by bike

5 redure air

pollution? e put garbage bins around the schhoolyard redure the

amount of garbage we produce?

f Use public buses instead of motorbikes * Questionaire: part b P.49

- Ask ss to work in groups to ask and answer questions about protecting the environment using the

information in “ matching” - Give feedback and correct * Discussion: part c P.50

- Ask ss to work in groups to discuss the best way to protect the

environment and persuade their partners to protect the environment using the information in part a and the questionare in part b

paper or plastic bags to wrap food. B: Why? How come?

A: Because plastic bags are very hard to disolve, they will cause pollution And if we use less paper, we can save trees in the forests That’s how we can save our environment.

- Ss work in pairs ( closed pairs)

- Ss work in pairs: 1a,b 2f 3c 4e 5d 6e

Eg: A: How can we save paper? B: We can use banana leaves to wrap food.

C: We can reuse and rycycle bottles and cans.

(91)

c Post- speaking: ( book closed) Write it up

Ask ss to write ideas they’ve got from the questionare

4 Consolidation:

- Give mark to good ss. Homework: Ask ss to : - Do ex 11- 14P 63- 66 WB

- Prepare Unit 6:lesson ( listen and language focus)

reuse and recycle things.

C: How can we that? I think only the factory can.

D: What about collecting used paper, bottles and cans everyday? It’s not difficult.

A: That’s a good idea! Let’s that - Ss work individually:

To save paper we can:

+ write on both sides of the paper. + collect used paper, waste paper to recycle.

+ use banana leaves - Ss answer

(92)

Unit 6: The environment

Period 39: Lesson (Listen and Language focus) Date of teaching:

I- Aims:

Help Ss listen for gist and for details about the ocean pollution ; further practice conditional sentence type 1; practice adjectives and adverbs, adverb clause of reason, adiective + that clause

II- Objectives:

By the end of the lesson, Ss will be able to improve listening skill, talk / write about how the oceans are polluted and all exercices in language focus

IV- Materials :

Textbook Color chalk Extraboads/cards Workbook Pictues CD/ CD player V- Anticipated problems:

Ss might have difficulty in understanding the listening text which has complicated structures and lots of newwords, ss have to write a lot when listening The lesson might last longer than a period

* Greeting:

- Check ss about the date * Ordering words: (cards)

- Call ss to go to the board and give them cards:

S1: Is S2: The S3: Polluted S4: How S5: Ocean

- Ask ss to order the words * Introduce the lesson:

What are we talking about?

Today we will learn about how the ocean is polluted.

2 New lesson: I.Listening: a Pre-listening:

* Setting the scene: Use a picture of a garbage dump and ask ss to discuss in a short time:

How the ocean is polluted?

- Greet t

- Wc:

S4 S1 S2 S5 S3

- Ss listen

(93)

What makes the ocean polluted? * Pre-teach:

- raw sewage (n) : ( synonym) - (to) leak: ( translation)

- ( to) be pumped: ( mime) - marine life (n): ( explaination) - oil spills ( n): (translation) - a vessel: ( picture)

* Checking Voc: R$R * Prediction:

- Ask s to predict things that make the ocean polluted

b While listening: * Checking prediction:

- Give feedback ansd correct * Gap fill: Extraboard P.50 TB - Give the extraboard

- Play the CD for the second time, ask ss to listen to the gap fill - Give feedback and correct

- Play the CD for the third time, ask ss to listen to check the result

c Post-listening: Playing football Ask ss to work in two teams , choose their team’s name and play: The ocean will be polluted if II Language focus:

a Language focus 1P.54: Adjectives and adverbs

- T calls out the adjectives in TB and ask ss change into adverbs

- Ask ss to complete the sentences then give feedback and correct b Language focus 2P.54 : Adverb clauses of reason ( picture and wordcues)

- Use picture a to model example then ask ss to repeat in chorus then in teams then individually

- Give picture b , ask ss to make sentence then ask ss to repeat in chorus then in teams then

individually.Continue to the last

- Wc: ss ROR - Ss work individually:

Raw sewage is pumped into the sea.

Garbage is drooped into the sea.

raw sewage garbage the sea oil

ships at sea waste materials

- Ss play in two teams: Liverpool and Manchester

The ocean will be polluted if raw sewage is pumped into the sea - Wc: extreme- extremely

good- well happy- happily sad- sadly slow- slowly -Ss individually:

b slowly c sadly d happily e well -T-Wc then teamwork then individual work:

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

b Nam has a broken leg because he fell over

(94)

picture

- T asks ss to change one sentence into adjective + that clause:

Eg: Ba stayed up late

Nam never stays up late.

Nam’ s parents are pleased that he neve stays up late.

c Language focus P 55: Adjective + that clause - Ask s to the exercise - Give feedback and correct d Language focus P 56 : Conditional sentence type ( Matching- poster)

- Give poster of L.F P.56

- Ask ss to match each half- sentence in colunm A to colunm B

- Give feedback and correct e Language focus P 56 :

Conditional sentence type ( Lucky numbers)

- Give numbers: - Ask ss to work in two teams to play the game: Mark for each lucky number, mark for each correct answer

3 Consolidation:

- Give mark to good ss. Homework: Ask ss to : - Do ex 2, 3P 57- 58 WB

- Prepare Unit 6:lesson (read)

a I am please that you are working hard.

b I am excited that I’m going to DaLat with my family

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

1-a: If , the rice plants will die 2,6,8: Lucky numbers

3-b: If ,environment will become seriously polluted.

4-c: If , we’ll have more shades and fresh air.

5-d: If , the vegetables will become

7-e: If , we’ll live in a life - Ss answer

(95)

Unit 6: The environment Period 40: Lesson (Read) Date of teaching:

I- Aims:

Help Ss read for the main ideas of the poem II- Objectives:

By the end of the lesson, Ss will be able to talk/ write about minimizing pollution in their school

IV- Materials :

Textbook Color chalk Poster Workbook Pictues

It’s the first time ss read a poem so they might have difficulty in

undersanding the ideas the author wants to express as the mummy’ s opinion ( lines: 7, 8, 11, 12, 12, 13, 14) might cause problem in undersandin the text There are many newwords in matching activity P.51

* Greeting:

- Check ss about the date * T/F repetition:

T says:

If raw sewage is pumped directly into the sea, the ocean will be polluted.

Oil spills from ships at sea not make the sea polluted.

- Greet t

- Wc:

(96)

Waste materials from factories pollute ocean.

Oil washed from land causes the ocean pollution.

Garbae was never dropped into the sea.

Tourists always keep beaches clean. * Introduce the lesson:

What are we talking about?

Today we will learn about how to minimize pollution in school.

2 New lesson:

a Pre-reading: ( book closed) * Pre-teach:

- a second hand junk yard: ( synonym)

- a stream: (picture) - a treasure: (translation) - (to) minimize/ minimise: ( explaination)

* Checking Voc: W$W * Pre-question:

- Set the scene: ( picture of a school yard/ classroom full of garbage) What we see in the picture? What can we to minimize the garbage?

In this lesson , we’ll learn a poem about how to mimnimize the

garbage.

- Give pe-questions, ask ss to discuss and pedict the answer:

1- Who is asking? 2- Who is answering?

3- What are they talkin about?

4- Who know more about making the environment clean?

- Ask ss to read the poem to chect their pedictions

- Give feedback ansd correct

* Matching: section a P.51 ( poster) - Give poster of section a on the board

- Ask ss to read the text again and the matching

( repeat) ( repeat) ( keep silent) ( keep silent) - Ss listen

- Wc: ss ROR - Wc:

We can see a school yard/ classroom full of garbage. We can put garbage into the garbage bins

- Ss work individually : The son is asking

The mother is answering They are talking about the environment.

The son

(97)

* Comprehension questions: Section b P.51 : Qs 1-5 ( Lucky numbers) - Give numbers on the board:

- Ask ss to work in two teams to play the game: Mark for each lucky number, mark for each correct answer

c Post-reading: Group discussion ( Qs P.51)

- Ask ss to work in groups to discuss Qs :

1 Do you like the mummy in the poem ? Why? Why not?

2 What could you in your school/ house to minimise pollution? ( Qs P.51)

( In Qs , T can elicit: Does the mummy protect the environment? Should she tell the boy to throw the soda bottles over the hedge?)

3 Consolidation:

- Give mark to good ss. Homework: Ask ss to : - Do ex 4, 5, 6, 7P 58- 61WB - Prepare Unit 6:lesson (write)

- Ss work in two teams: Dog and Cat 1-1: According to the mother, the world will end up foam.

2,6,8: Lucky numbers

3-2: The mother thinks other people pollute the environment.

4-3: If he keeps on .his mother will take him home right away.

5-4: No, it isn’t Because the son wants to protect the environment. 7-5: The poet wants us to learn that everyone is responsible to protect the environment.

- Ss work in groups

- Ss answer

- Ss copy

Unit 6: The environment Period 41: Lesson (Write) Date of teaching:

I- Aims:

Help Ss write a complain letter II- Objectives:

By the end of the lesson, Ss will be able to write a complain letter ( 100-120 words) about catching fish using electricity base on the language materials provided

IV- Materials :

(98)

Workbook Pictues Realia V- Anticipated problems:

Ss might not know much about catching fish using electricity VI-Teaching procedures:

* Greeting:

* Introducing the topic: ( use a letter) and ask some questions:

How many types of letters are there we have learnt? What are they?

Elicit: You’ve bought a new TV set and it doesn’t work now What type of letter you write to the shop? * Introduce the lesson:

Today we will learn about how to write a complain letter.

2 New lesson: a Pre-writing:

* A complain letter: ( cards)

- Give qs: How many parts are there in a complain letter?

- Show the cards and get ss to read - Check and ask ss to repeat

* Ordering:

- Label the sections of the letter P.52

- Give situation: Mr Nhat wrote a complaint letter to the director of L $ P Company in HCM city

- Ask ss to read the letter and put the sections of the jumble letter in the

- Greet t

- Wc:

We have learnt types of letter They are: + Personal letter. + Business letter. + Thank you letter. + Invitation letter. + Job application letter. + Congratulate ltter.

It’s a complain letter.

- Ss listen

- Wc:

State the reason for writing

Mention the problems Make a suggestion Talk about future action End the letter politely - Wc:

Situation: states the reason for writing.

Complication: mentions the problem Resolution: makes a suggestion Action: talks about future action Politeness: ends the letter politely. - Ss listen

(99)

right order to make a complaint letter

- Elicit: What does catching fish with electricity cause?

b While writing:

Ask ss to write a letter to the head of the local authorities to complain about the way of catching fish in the lake behind your house

c Post-writing: - Pair correction

- T corrects the common mistake: chooses one letter ( from the ss’ writen works) with the wrong sections order to correct Consolidation:

- Give mark to good ss. Homework: Ask ss to : - Write completed letter

- Prepare Unit 7:lesson (Getting started, Listen and read)

in pairs:

Situation:I am writing the north. Complication:When the flies. Resolution:I would suggest leaving. Action:I look company.

Politeness:Your faithfully - Ss work individually: Dear Mr President,

I am writing to you about using electricity to catch fish in the lake behind my house.

These days, many people are using electricity to catch fish in the lake behind my house It made me

worried A lot of small fish died and floated on water surface

I think that local authorities should prohibit and fine heavily to the one who catches in this way.

I am looking forward to hearing from you and seeing good response from you.

Your faithfully,

- Ss answer

(100)

Unit 7: Saving energy

Period 42: Lesson ( Getting started, Listen and read) Date of teaching:

I- Aims:

Help Ss read a dialogue for details about saving energy and practice : Suggest + V-ing/ should

II- Objectives:

By the end of the lesson, Ss will be able to talk/ write about saving energy at home using Suggest + V-ing; should ; shouldn’t

IV- Materials :

Textbook Color chalk Posters/ Extraboard Workbook Pictues CD/ CD player V- Anticipated problems:

Ss might have problems with ideas about saving energy VI-Teaching procedures:

* Greeting:

- Check ss about the date * Kim ’ s game : (picture P.57- Getting started)

- Hang the pictures and ask ss to look at them carefully in 20’’ - Devide class into two teams and ask them ( each ss in each team in turn) to go to the board and write things in the pictures

* Getting started P.57:

- Ask a question: What should we to save energy?

Today we will learn about saving energy at home.

- Greet t

- Ss play in two teams: Red and White

( The team having more correct words is the winner):

bathturb faucet, sink faucet, a towel, a radio, a television, a light fixture

- Wc:

We should turn off the bathturb faucet.

(101)

2 New lesson:

a Pre-reading: ( book closed) * Pre-teach Voc: Elicit words from ss:

- a water bill: ( realia) - an electric bill: ( realia) - a crack: ( explaination) - a plumber: ( explaination) - enormous (a): ( synonym: big, huge)

* Checking Voc: Matching ( extra board):

- Give extraboard of matching: A B

1 a water bill a thỵ sưa èng n-íc

2 an electric

bill b hoá đơn tiền nớc a crack c to, lớn

4 a plumber d vết nứt, gãy enormous e hố đơn tiền

®iƯn

- Ask ss to match the words in A to the meaning in B

- Give feedback and correct * T/ F statement prediction: P.58 ( extraboard)

- Set the scene ( situation) : Mrs Mi is talking to her neighbor, Mrs Ha about the water bill this month. - Give extraboard of statements P.58 , ask ss to predict if they are T of F:

Mrs Ha is worried about her water bill.

Mrs Mi gives Mrs Ha advice on how to save water.

Mrs Ha has check the pipes in her house and found no cracks. Mrs Ha suggests getting some tool to check the cracks in the pipes. Mrs Mi suggests taking showers to save water.

- Give feedback

- Play the CD, ask ss to listen and read to check their prediction - Give feedback and correct

- b - e - d - a - c

- Ss listen

. . . .

- Wc then individual work: T

2 T

3 F : Mrs Ha says she’ll follow Mrs Mi’s suggest.

(102)

* Practice the dialogue:

- Play the CD again, ask ss to listen and repeat the dialogue

- Ask ss to work in pairs to practice the dialogue

- Call some pairs to demonstrate and correct pronunciation

* Model sentences: Suggestion - Ask ss to read the dialogue again and find the sentences Mrs Mi says to suggest Mrs Ha saving energy - Read the model, then ask ss to listen and repeat in chorus then individually then copy

- Write the model sentences on the board:

Mrs Mi suggests Mrs Ha should reduce the amount of water her family uses.

Mrs Mi suggests taking shower. * Concept check: Ask ss some questions:

- Meaning: What does each sentence mean?

- Use: What’s the matter with Mrs Ha’s water bill? Why?

What did Mrs Mi say to Mrs Ha? When we use this structure?

- Form : What is the subject?

Which stands before/ after the subject?

- Pronunciation:

* Practice: Picture cues ( pictures in Getting started P.57):

- Show the first picture, model then ask ss to repeat in chorus then individually:

I suggest turning off the bathturb faucet

Or: I suggest that we should turn off the bathturb faucet.

- Ask ss to work in pairs to make more sentences

- Give feedback and correct c Post-reading: ( book closed) Discussion: (posters)

5 T

- Wc then pairwork : one is Mrs Ha and another is Mrs Mi

- Wc:

Mrs Mi suggests Mrs Ha should reduce the amount of water her family uses.

Mrs Mi suggests taking shower. - Ss listen and repeat in chorus then individually then copy

- Wc: answer the questions:

Bà Mi gợi ý bà Hà nên giảm lợng n-ớc ma gia ỡnh b dựng.

Bà gợi ý dùng vòi hoa sen.

It’s enormous because her family uses too much water.

She says Mrs Ha should reduce the amount of water her family uses. We use this structure when we suggest someone doing something. Form:

S+ suggest + V-ing.

+ that +S + should+V. - Ss copy

- Wc then groupwork then pairwork: Eg 1: I suggest turning off the sink faucet

(Or: I suggest that we should turn off the sink faucet.)

Eg 2: I suggest turning off the radio (Or: I suggest that we should turn off the radio).

(103)

- Divide class into groups to dicuss the question:

What should we to save energy at home using suggestion?

- Ask each group to write in the poster in minutes then hang out to correct

3 Consolidation:

- Give mark to good ss. Homework: Ask ss to : -Write it up from dicussion - Do exercise 1, 3P 67- 69 (WB) - Prepare Unit 7:lesson ( Speak and language focus 3)

I suggest turning off the lights. I suggest that we should turn off the fan when we don’t use it.

- Ss answer

- Ss copy

Period 43: Lesson (Speak and Language focus ) Date of teaching:

I- Aims:

Help Ss read practice suggestion with : I suggest + V-ing ; I think we should ; Shall we ? ; Why don’t we ? ; How/ What about + V-ing ? ; let’s

II- Objectives:

By the end of the lesson, Ss will be able to talk about saving energy using the suggestion expression P.58

IV- Materials :

Textbook Color chalk Posters Workbook Pictues Extraboard V- Anticipated problems:

Ss might find it difficult to get enough ideas about saving energy VI-Teaching procedures:

* Greeting:

- Check ss about the date * Revision:

- Ask ss to answer the question: What should we to save energy at home?

- Correct and give mark * Introduce the lesson:

- Greet t

- ss go to the board and answer the question:

(104)

Today we will learn about saving energy using suggestion.

2 New lesson:

a Pre-speaking: ( book closed) * Revision the way to make suggestion:

- Ask ss to change the sentences “I suggest turning off the TV.

I suggest that we should turn off the TV ” into other ways of

suggestion

- Give feedback and write on the board

- Give a poster of the way to make suggestion on the board and ask ss to read it loudly to review:

Suggestion Response I suggest+V-ing

I think we should Shall we ? Why don’t we ? How/ What about + V-ing ? Let’s

OK.

That’s a good idea.

All right.

No, I don’t want to.

I prefer to Let’s b While speaking: ( book open) * Picture cue drill ( Pistures P.58-59):

- Show and model picture A: I suggest turning off the faucet - Ask ss to listen and repeat the sentence in chorus then individually - Do the same with picture B

- Ask ss to work in pairs to make suggestion with other pictures - Give feedback and correct * Dialogue build: Substitution exercice

- Use a situation to build a dialogue: “ Your class is going to make an action plan to save energy.”.

- Give dialogue ( poster of dialogue b P.59 ) , read it loudly then ask ss to practice it

- Ask ss to work in groups of to make similar dialogues

- Give feedback and correct c Post-speaking: ( book closed) * Write it up:

- Ss listen

- Wc: Ss change:

I think we should turn off the TV. Why don’t we/ you turn off the TV? How/ What about turning off the TV?

Let’s turn off the TV.

- Wc: Look at the board and read

- Wc then groupwork then pairwork: P.b : I suggest turning off the gas cooker.

P.c : I suggest you should turn off the fan.

P.d : Why don’t we turn off the air condition?

P.e : Let’s turn off the lights - Ss listen

- Ss work in groups of 4:

(one is A , one is B , one is C , one is D) to practice the dialogue

- Ss work in groups of

(105)

- Ask ss to write 6-8 sentences to answer the question:

What should we to save energy at home/ in our class?

* Language focus P.64: Groupwork - Devide class into groups:

G1-3 : ex 3a ( your class wants to help the poor in the neighborhood of your school Make suggestion about this plan using " i suggest + V-ing").

G 2-4: ex 3a ( your friend wants to improve his/ her English Make suggestion to help him/ her using: I suggest that you shoul + V ). - Give feedback and correct

3 Consolidation:

- Give mark to good ss. Homework: Ask ss to : - Do exercise 5, 6P.69- 70 (WB) - Prepare Unit 7:lesson (Listen and language focus 1,2 )

I suggest turning off the lights. I suggest that we should turn off the TV

a I suggest collecting some money I suggest collecting unused clothes.

I suggest organizing a show to raise money.

I suggest giving lessons to poor children

b I suggest that you should work harder on your pronunciation. I suggest that you should write sentences with new words.

I suggest that you should speak English in class.

I suggest that you should buy a good dictionary

- Ss answer

- Ss copy

Period 44: Lesson (Listen and Language focus 1,2 ) Date of teaching:

I- Aims:

Help Ss to liten for gist and specific information about solar energy ; review connectives and phasal verbs

II- Objectives:

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IV- Materials :

Textbook Color chalk CD/ CD player Workbook Extraboards Poster V- Anticipated problems:

Ss mightnot be familiar with solar energy VI-Teaching procedures:

* Greeting:

* Question and answer: Ask ss some questions:

What is solar energy?

What are advantages of solar energy?

Is solar energy operated in Vietnam?

Today we will learn something about solar energy.

2 New lesson:

a Pre-listening: ( book closed) * Pre-teach Voc:

- solar (a): ( explaination) - solar energy (n): ( example : electricity )

- nuclear power (n): ( explaination) - solar panel (n): ( example)

- (to) install: ( translation) * Checking Voc: R & R * T/ F prediction: Task a P.60 ( extraboard)

- Set the scene: ( situation: Now , people usually use solar energy to serve their life What is solar energy? How can we use it?). - Give the extraboard of T/ F statements on the board:

Solar energy can be cheap and clean.

Most of our electricity now come from nuclear power.

The solar energy that gets to the Earth can not provide enough power for the world’s population.

- Greet t

- Wc: ss answer depend on their understanding ( ss can answer by Vietnamese)

- Ss listen

- Ss R & R - Ss listen

- Ss look at the board and read through all the sentences then work individually to predict:

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Solar energy can be used used on cloudy days.

All buildings in Sweden will be heated by solar energy in 2050. - Ask ss to predict whether the statements are T or F

- Get ss’ ideas

b While listening: ( book open) * Checking prediction:

- Play the CD for the first time, ask ss to listen to check their prediction - Play the CD for the second time, ask ss to listen and tick T/ F then correct the false

* Gap fill: Task b P.60 ( extraboard) - Give the extraboard of gap fill on the board:

The sun can be an source of power.

Solar energy doesn’t cause A lot of in the world are ready using so;ar energy.

It is possible to solar energy for a number of days.

Solar panels are installed on the of a house to receive the energy from the sun.

We can save natyral resources by using solar energy Of coal, gas and oil.

- Ask ss to read through the

sentences then play the CD for the third time, ask ss to listen and the gap fill

- Give feedback and correct c Post-listening: ( book closed) * T/F repetition drill :

Read 5-7 sentences loudly about the content of the listening task Ask ss to keep silent if the sentence is false and repeat after if the sentence is true:

Solar energy can be cheap and clean.

Most of our electricity comes from nuclear power.

Most of our electricity comes

T

F : Most of our electricity comes from the use of coal, gas, oil or nuclear power.

F : It’s enough to provide power for total population.

T

F : in 2050

- Ss work individually then compare in pairs :

effective pollution countries stores roof instead

- Wc ( If any ss don’t follow this rule, they will be given a kind of “punishment” by class members or teacher.) :

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from the uses of coal, gas, oil or nuclear power.

Solar energy can’t be used on cloudy days.

All buildings in Sweden will be heated by solar energy in 2015. * Language focus P.62-63:

- Review the function of connectives ( poster):

And : to add similar or another idea.

But, however: to add an opposite idea.

Because: to give a reason. So, therefore: to give an effect. Or: to give an alternative.

- Ask ss to give some examples to demonstrate

- Ask ss to exercise P.62-63 by playing game: Picking flower

* Language focus P.63:

- Review the meanings of the phrasal verbs:

Turn on: start Turn off: stop.

Look for: try to find Look after: take care of Go on : continue.

- Ask ss to give some examples to demonstate

- Ask ss to ex P 63 by playing game : Who is the fastest?

3 Consolidation:

- Give mark to good ss. Homework: Ask ss to :

- Do exercise P.69+ 8P 72 (WB) - Prepare Unit 7:lesson ( Read)

Ss repeat

Ss keep silent Ss repeat

- Wc : look at the board, answer some questions then listen to the teacher then copy

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

- Ss work in two teams : Red and White ( the team having more correct words in a shorter time will win):

P1-a : look after P2-b : go on. P3- d : look for. P4-c : turn on. P5-e : turn off. - Ss answer

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Unit 7: Saving energy Period 45: Lesson (Read) Date of teaching:

I- Aims:

Help Ss listen for gist and details about ways to save energy II- Objectives:

By the end of the lesson, Ss will be able to get general ideas of the reading through choosing the best summary and answering questions ` III- Ways of working:

IV- Materials :

Textbook Color chalk Workbook Extraboards V- Anticipated problems:

Ss may find it difficult to choose the best summary for the reading from four given options

* Greeting:

* Find someone who: ( extraboard) - Give extraboard:

Do you usually ? Name

- turn off the light when it is not necessary?

- go to school by bike? - put garbage into the garbage bins?

- use banana leaves to wrap food?

Lan

- Ask ss to work in groups to ask their group members what they usually to save energy? - Give feedback

Today we will learn some ways to save energy

2 New lesson:

- luxury (a): ( synonym: necessity) - a consumer : ( explaination)

- household (n): ( synonym : family) - (to) account for: ( situation)

- Greet t

- Ss work in two groups :

Eg: S1: Do you usually turn off the light when it is not necessary? S2 : No, I don’t

S1: Do you usually turn off the light when it is not necessary? S3 ( Lan) : Yes, I

- Ss listen

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- a labeling scheme: ( translation) - a tumble dryer: ( explaination) - inovation (n): ( explaination) * Checking Voc:

Matching( extraboard) A B

1 luxury (n) a m¸y sÊy quần áo

2 a consumer b.chiếm giữ household (n) c kế hoạch dán

nhÃn (to) account

for d ngêi tiªu dïng a labeling

scheme e phát minh,sự đổi a tumble

dryer f hộ gia đình

7 inovation ( n) g đồ xa xỉ, sang trọng

* Pre- questions:

- Set the scene: ( situation: Saving energy in Western countries, north America and in Europe.).

- Give pre-questions on the board: Which continents are mentioned in the text?

Are electricity, gas and water luxuries or necessities?

- Ask ss to guess the answers b While reading: ( book open) * Checking prediction:

- Ask ss to read the text for the first time to check their prediction - Give feedback and correct

* Choosing the best summary: Task a P.61 ( Extraboard)

- Give extraboard of task a P.61 and ask ss to read through all the

summaries:

Energy- saving bulbs should be used to save elctricity.

In Western countries , electricity, gas and water are necessities.

North American and European countries are intersted in saving money and natural resources. Labeling scheme help save energy.

- Ask ss to read the text again then choose the best summary for the

- g - d - f - b - c - a - e

- Ss listen

- Ss work individually to predict:

- Ss work individually then compairs in pairs:

America and Europe They are necessities

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text

* Comprehension questions: Task b P.61

- Ask ss to read the text again for the third time then play game : “

Football game” to asnwer the questions

c Post-reading: ( book closed) Discussion :

Ask ss to work in groups of 8-10 to discuss question b5 P 61:

Why should we save energy? Consolidation:

- Do exercise P.68+ 9, 10 P.73- 74 (WB)

- Prepare Unit 7:lesson (Write )

- Ss play in two teams: Manchester and U.K

1 Western countries are interested in products that will not only work effectively but also save money. 2 We can save energy – saving bulbs instead of ordinary 100 watt-light bulb to spend less on watt-lighting. 3 She will pay US $ for lighting if she uses energy- saving bulbs instead.

4 The purpose of the labeling

scheme is to help consumers to know hoe efficient each model is,

compared with other category so that they can save money and energy.

- Ss work in groups of 8-10 : We save energy to :

+ save money.

+ conserve the Earth’s resources

+ protect the evironment

- Ss answer

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Unit 7: Saving energy Period 46: Lesson (Write) Date of teaching:

I- Aims:

Help Ss write a speech about energy saving and other school- related topics

II- Objectives:

By the end of the lesson, Ss will be able to write a short, simple speech with clear organization and present it in front of the whole class.`

IV- Materials :

Ss may have difficulty with structures in speech VI-Teaching procedures:

* Greeting:

* Noughs and Crosses: ( extraboard) - Give the extraboard of O $ X:

Electricity Freezer Consumer

Gas Washing

machine Household

Water Dryer Inovation

- Divide class into teams to play game: make sentences with each word or phrase

Today we will learn the way to write a speech about energy saving

* Definition of a speech:

- Give denifition: It’s the act of

- Greet t

- Ss play in teams: Red and White Eg: Electricity in Western countries is not luxuries but necessities.

- Ss listen

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delivering a formal spoken

communication to an audience A speech usually has three parts: + Introduction.

+ Body.

+ Conclusion.

- Elicit the functions by asking ss questions:

What we in Introduction? What is included in Body?

* Matching: ( Task a P.61 – Extraboard) - Give the extraboard of task a:

A B Parts of a

speech Functions Introduction

2 Body

3 Conclusion

A summing up what you have said

B getting people’s attention and telling them what you are talking about C giving details in easy- to- understand language - Ask ss to match each part of a speech in column A to a suitable function in column B

- Give feedback and correct * Ordering: Task b P.61-62:

- Ask ss to read all sections and put them in the correct place to complete a speech

- Call on some ss to deliver the speech in front of the class then correct

b While writing: Task c P.62

- Ask ss to choose one of the topics in the book and prepare a speech for the whole class

- Monitor around the class

- Ss copy

- Wc: answer the questions ( ss can answer by Vietnamese)

- B - C - A

- Ss listen

- Ss work individually then compare in pairs: -2 -1

- Ss work individually: Eg: Reducing garbage:

(1): Good morning , everybody I’m Lan and now I’m going to tell you how to reduce garbage.

(2): We know that reducing

garbage is necessary We can reduce it by:

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c Post-writing: Correction

- Ask ss to work in pairs to correct their partner’s writing

- Correct common mistakes Consolidation:

- Write a speech for the remaining topics

- Review all knowledge in unit and for the next test

+ Putting different kinds of waste in different places. (3): If you follow these simple rules, you’ll keep our environment clean that is you save natural resources.

- Ss answer

- Ss copy

Period 47: English written test 45’ Date of teaching :

I- Aims:

Test ss knowledge they have learnt in unit + II- Objectives:

By the end of the lesson, Ss will be able to to the test correctly using some grammar: adjectives and adverbs, adverb clauses of reason, adj + that clause, conditional sentences type 1, connectives, phrasal verbs and making suggestions.`

IV- Materials :

Ss maylook at their friends’ test paper VI-Teaching procedures:

1 Warm- up:

- Greet ss and check their attendance - Check ss about the date

(115)

- Give ss test papers 3 New lesson: Questions:

I Listening: Listen to the tape and the gap fill ( mark 2) Most of the pollution comes from

2 .is pumped directly into the sea There are from ships

4 .is washed from the land

II Grammar and vocabulary: Circle the word of phrase (A, B, C or D ) that best complete each of the following sentences ( mark 3)

Lan speaks English

A well B welly C good D goodly

Mr Baker is tired he worked hard all day

A but B and C so D because

Mr Ha is that his son won the first prize

A unhappy B happy C unhappily D happily If we pollute the water, we have no fresh water to use

A don’t B doesn’t C won’t D will

If the pollution , the wolrd will end up like a second hand junk yard

A go on B goes on C go up D goes up She is beautyful, I not like her

A but B or C so D however

Na is ill ., she has to finish her work

A But B Or C So D However

Daisy can’t go out with us because she has to her younger sister A look for B looks for C look after D looks after

I suggest English everyday

A practice B to practice C practicing D practices 10 I suggest that you should harder

A study B studies C to study D studying 11 Let’s the fan when we don’t use it

A turn on B turn off C turning on D turning off 12 If we wasting electricity, there will be a shortage of it to use

A go on B goes on C go up D goes up

III Reading: Read the passage then tick T or F ( mark 3)

Everyone want to reduce pollution But the pollution problem is serious It is serious because much pollution is caused by things that benefit people For example, smoke from automobikes causes a large percentage of all air pollution But the automobikes provide the transportation for millions of people Factories offer much of material that pollutes air and water , but factories give employment to a large number of people

1 Many people want to reduce pollution It is not serious

3 Air is polutted by smoke from motobikes

4 The automobikes provide the transportation for millions of people Material from factories does not pollute air and water

6 Factories give jobs to people

(116)

Minh/ suggest/ use/ energy saving bulbs/ lighting.

My mother/ love/ read/ newspapers/ and/ magazines

If/ we/ go on/ waste water, we/ not have/ enough fresh water

Lan’ mother/ please/ that/ she/ pass/ her exam

- Ask ss to rewiew the lesson

(117)

Date of teaching : I- Aims:

1.Warm-up:

2 New lesson:

- Give common recommend to ss: Good points:+ Many ss get high mark

+ Review ss knowledge: adjectives and adverbs, adverb clauses of reason, adj + that clause, conditional sentences type 1, connectives, phrasal verbs and making suggestions.`

+ Ss well in question II (voccabulary and grammar) , III (reading) and IV (writing)

Bad points: + Some ss get bad mark + Ss bad in listening task + Some ss review the lesson badly

- Correct common mistakes: in listening task (show the tapecrip) - Deliver test papers to ss and give the whole correction:

I- Listening ( mark 2: mark 0,5 for each correct sentence ):

Tapecrip: Our oceans are becoming extremely polluted Most of this pollution comes from the land , which means it comes from people First, there is saw sewage, which is pumped directly into the sea Many countries, both developed and develpoping, are guitly of doing this Secondly, ships drop about six million tons of garbage into the sea each year Thirdly, there are oil spills from ships A ship has an accident and oil leaks from the vessel This not only pollutes the water , but also kills marine life Next, there are waste materials from factories Without proper regulations, factory owners let the waste run directly into the rivers, which then leads to the sea.And finally, oil is washed from the land This can be the result of carelessness or a delibrate dumping of waste

Keys: the land/ people oil spills raw sewage oil

II- Vocabulary and grammar ( mark 3: mark 0,25 for each correct answer):

1- A 4- D 7- D 10- A

2- D 5- B 8- C 11- B

3- D 6- A 9- C 12- A

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T T

F F

F T

IV-Writing (mark 2: mark 0, for each correct sentence): Minh suggests using energy saving bulbs for lighting My mother loves reading newspapers and magazines

If we go on wasting water, we will not have enough fresh water Lan’ mother is pleased that she passed her exam

Ask s to prepare unit 8: lesson (Getting started, Listen and read)

Unit 8: Celebrations

Period 49 : Lesson ( Getting started, Listen and read) Date of teaching :

I- Aims:

Help Ss read for specific information about famous celebrations around the world and practice relative clause

II- Objectives:

By the end of the lesson, Ss will be able to get further information about celebrations in the world, complete the table in the textbook, talk about the festival and pracrtice relative clause

IV- Materials :

Textbook Color chalk Posters/ Extraboard Workbook Pictues CD/ CD player V- Anticipated problems:

Ss might have problems

* Greeting:

- Greet ss and check their

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attendance

- Check ss about the date * Network: Tet

-Ask ss to work in groups to make a list of famous celebrations in

Vietnam and in the world * Matching: Getting started P.65( picturesP.65)

- Give pictures

- Ask ss to match the icons with the names of the celebrations

Today we will learn about some celebrations in Vietnam and in the wolrd.

2 New lesson:

- sticky rice cake (n): ( explaination: traditional Chung cake)

- (to) occur: ( synonym: to happen) - ( to) live apart : ( explaination: far away)

- Jewish (a): ( translation)

- slavery (a) ( explaination: cheerful) - parade (n+v) : ( traslation)

* Checking Voc: Jumbled words ( extraboard)

- Give the extraboard of jumble words: kycits-cire-ceka

2 rucoc vile-parta wihgje vyrelas redapa

- Ask ss to rearrange the letters to make a meaningful word

- Ss work in groups ( the group having the longest list will win): + Christmas

+ Valentine + Easter

+ Mother’s day + Father’s day + Thanks giving + Hallowen +New year - Ss work individually: P.1 : Easter

P.2 : Wedding P.3 : Birthday P.4 : Chrismas

P.5 : Mid-Fallfestival P.6 : Luner New Year - Ss listen

sticky rice cake occur

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* Gapfill prediction: P.65 ( extraboard)

- Set the scene (picture) :

What can you see in the picture? What is the man doing?

On which celebration?

- Give extraboard of table P.66, ask ss to predict the celebrations by filling in the table:

Celeb-rations Wh-en Acti-vitie s

Foo

d Cou-try Tet

Pasove r

Easter

- Give feedback

- Play the CD, ask ss to listen and read to check their prediction - Give feedback and correct

* Grid P.66:

- Ask ss to read the text again then fill in the grid

* Model sentences: Relative clause - Ask ss to read the dialogue again and find the sentences in the text in which “ who”, “which” are used - Read the model, then ask ss to listen and repeat in chorus then individually then copy

- Write the model sentences on the board:

Tet is a festival which occurs in late January or early February.

Family members who live apart try to be together at Tet

* Concept check: Ask ss some

- Ss look at the picture and answer the questions:

A man is drawing words On Tet.

Celeb-rations Wh-en Acti-vities Food Cou-try Tet Pasover Easter - Wc then individual work:

Tet: + late January or early February

+ people clean and decorate home and enjoy special food + sticky rice cake

+ in Vietnam Passover:

+ late March or early April + special meal called the Seder + in Israel

Easter:

+ around the same time as Passover.

+ people crow thw treets to watch colourful parades. + chocolate or suger eggs + in many countries - Wc:

Tet is a festival which occurs in late January or early February. Family members who live apart try to be together at Tet

- Wc:

( translate the sentences into Vietnamese)

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questions:

What does each sentence mean? What is “Which / who” stand for? Things?people?

* Practice: Matching (poster) - Give poster:

A B Don’t buy

shirts and socks

a which girls can join Reduce

means not buying products

b which are over packaging John wants to

visit the place c which have plastic and paper packaging Tday we went

to an eight-hour tour

d which

included many beautiful sight-seeing

c Post-reading: ( book closed) Retelling:

Ask ss to work in groups to retell the festivals

3 Consolidation:

- Prepare unit 8: lesson ( Speak + Listen)

- Do exercise 1,2,3P.76-78 (WB)

who stands for people“ ” Ss copy

- b - c - d - a

- Ss work in groups

- Ss answer

- Ss copy

Unit 8: Celebrations

Period 50 : Lesson ( Speak and Listen ) Date of teaching :

I- Aims:

Help Ss give and respond to a compliment; listen for specific information to a song : “Auld Lang Syne”

II- Objectives:

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IV- Materials :

Textbook Color chalk Posters/ Extraboard Workbook Pictures CD/ CD player V- Anticipated problems:

Ss might not have the habit of giving and responding to complement They may know little or even nothing about “Auld Lang Syne” VI-Teaching procedures:

* Greeting:

* Questions and answers: Ask some questions :

When people give a complement to others?

Do you usually give a complement? On which occasion ? To whom? Do you know how to respond to it? Have you ever sung a song on New Year’s Eve ?

Today we will learn how to give and respond to a complement and sing a song on New Year’s Eve. New lesson:

A Speak :

a Pre-speaking:

* Pre-teach Voc: Elicit words from ss:

- (to) take part in: (synonym : to participate)

- charity program / activity (n): ( explaination)

- an activist: ( example) - (to) nominate: ( translation) * Checking Voc: Slap the board * Introducing the structures to give and respond to a complement: ( extra board)

- Give the extra board: Give a

complement Respond to a complement Well done.

That’s a great / an exellent

Thanks.

It’s nice of you to say so.

- Greet t

- Wc: answer the questions ( ss can answer in Vietnamese)

- Ss listen

- Ss work in groups of

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Let me congratulate you on

That’s very kind of you.

- Introduce the structure

- Demonstrate the first example in the text book P.66

b While- speaking: Pairwork - Ask ss to work in pairs to the execice P.66-67

c Post-speaking: Role play - Ask ss to play role making and respoding complement on other occasions

- If it’s difficult for ss to find out the situation , the T should give

suggestions : pass the exam, win the first prize in the singing contest, make a birthday’s card

B Listen:

a Pre-listening:

* Set the scene : ( situation in Vietnamese : What people usually on New Year’s Eve? In Western countries, many people hold parties which last until late into the night It’s traditional to great the new year at midnight and celebrate the first minute of the year in the company of friends and family People may dance, sing and drink a toast to the year ahead.After the celebrations, it’s time to make new year resolutions, and these are a list of decisions about how to live in the coming year.Horn are blown at midnight, and people hug and kiss to begin the new year with much love and happiness “Auld Lang Syne” , with words by Robert Burns, is sung at midnight on New Year’s Eve “ Auld Lang Syne” is one of the best known songs in English - speaking

Eg: Mai: Well done, Trang Trang: Thanks

- Ss work in pairs : b Mother: Well done Huyen: Thanks, Mom

c Friends: Let us congratulate on your nomination, Tuan Tuan: It’s nice of you to say so d You: That’s an exellent drawing Hoa: That’s very kind of you - Ss work in pairs:

Eg ( pass the exam : A : Well done B : Thanks

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countries “Auld Lang Syne” means The times gone past ; the good old days In Scots “Auld” = old, “lang”= long, “syne” = since.).

* Pre-teach Voc : Elicit words from ss :

- an acquaintaince: ( explaination) - (to) bring to mind = (to) remember - kindness (n): ( explaination)

- trusty (a): believeable

* Checking Voc: Matching ( poster) - Give the poster of matching:

A B 1.acquaintaince a đáng tin, có

thËt.

2 bring to mind b lµm quen kindness c nhí

4 trusty d tèt bơng, tư tÕ.

- Ask ss to match the word in A to its meaning in B

- Give feedback and correct * Prediction :

- Ask ss to read the song and guess the missing words

- Give feedback b While – listening:

- Play the CD , ask ss to listen to check their predictions

- Play the CD for the second time, ask ss to listen and fill in the missig words

- Play the CD ( for several times if necessary ), ask ss to listen and sing after

- Call on some ss to read / sing the song aloud in front of the WC * Post - listening: Discussion

Ask ss to work in grouos to discuss the question : What you and your family usually on New Year’s Eve?

3 Consolidation:

- b - c - d - a

a c e b d

a day c mind e.kindness b take d hand

- Wc: listen and sing after

We usually : + go out to the streets + see fireworks

display.

+ hold year-end party. + wait for lucky money

- Ss answer

(125)

- Prepare unit 8: lesson (Read) - Write it up from disussion

Unit 8: Celebrations Period 51 : Lesson ( Read) Date of teaching :

I- Aims:

Help Ss read for main ideas and specific informations II- Objectives:

By the end of the lesson, Ss will be able to know more about one of the importance celebrations in Australia and the USA : Father’s Day through the readings about opinions, feelings and memories of children about their fathers

T-Wc ;T-Ss Pairwork Individual work Groupwork

IV- Materials :

Textbook Color chalk Cards Workbook Posters/ Extraboard Pictures V- Anticipated problems:

Ss might not have informations about Father’s Day VI-Teaching procedures:

* Greeting:

- Check ss about the date * Table completion: ( cards and extraboard)

- Give the extraboard of the table:

Celebrations Date

1 Valentine’s Day April Fool’s Day May Day

7 People’s Army founding anniversary 10

1.1 8.3 30.4 15.8 20.11 24.12 * Introduce the lesson:

Today we will read some texts about one of the celabrations : Father’s Day

2 New lesson:

- Greet t

- Ss work in groups ( the group with the completed table in the shortest time will win):

Lunar New Year 14.2

International Women’s Day 1.4

Victory Day 1.5

Mid-Fall Festival Teacher’s Day 22.12

10 Chrismas

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- (to) lose heart: ( translation ) - a groom:( picture P.69 )

- (to) hug: ( synonym : to hold ) - considrate (a): ( explaination) - priority (n): ( translation) - (to) distingish: ( situation)

- terrific (a): ( synonym : horrible) * Checking Voc: Matching

( extraboard)

- Give the extraboard of matching : A B

1.(to) lose heart a «m a groom b tut vêi (to) hug c ân cần, chu

ỏo

4.considrate (a) d sù u tiªn priority (a) e chó rĨ terrific (a) f nản lòng/chí * Prediction:

- Set the scene ( situation : We all know many celebrations in Vietnam and in the world Today we learn something about Father’s Day It’s the time when children show the feelings, respect and great love to their fathers The followings are opinions, feelings and memories of children about their fathers.). - Give questions then ask ss to predict the answers :

What children on Father’s Day?

How you know about Father’s Day?

- Give feedback

b While- reading: ( book open) * Checking prediction:

- Ask ss to read the text to check their prediction

- Give feedback and correct * Comprehension questions:

- Divide class into three groups Give each group a card of questions : Group 1: Rita ( from Australia) Who you think Rita sends this card to ?

f e a c d b

- Ss listen

- Ss work in groups of or 4:

Father’s Day is the time when children show their feelings, respects and great love to their fathers.

- Ss work in groups: Group 1:

To her father

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What does this person teach her? Does she love him / her?

2 Group 2: Jane ( from USA) Is Jane’s father alive or dead? How you know this?

Has Jane got married? If yes, what did her father on her wedding day?

3 Group 3: Bob ( from Australia) Can you name some qualities that Bob’s Father has? Which one makes him diffirent from others?

Is Bob proud of his father? - Ask the groups to read the texts again to answer the questions - Give feedback and correct

- Ask to read the text again then ask them an additional question:

What image of a father can you draw from the three passages? c Post-reading: ( book closed) Dicussion

Ask ss to work in small groups to dicuss about their fathers:

Could you tell me about your father ?

How old is he ? What does he do? What does he look like ?

What you like best about him? What are your feelings/ opinions about him?

Which memories you have about your father that you remamber until now?

3 Consolidation:

- Prepare unit 8: lesson (Write) - Write it up from disussion - Do ex 6, 7P 82- 83 WB

and love.

Yes, she does. Group 2:

He is possible dead These ideas may tell that : “ how much you are missed.” , “ I’m now have three childre, Dad”

Yes, she has On her wedding day, her father stood and gave her a hug. Group 3:

He’s considrate, generous and humorous His sense of humor makes him diffirent from others. Yes, he is.

- Wc : answer the question:

A father can be a teacher, a care taker and a friend.

- Ss work in groups

- Ss answer

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Unit 8: Celebrations Period 52: Lesson (Write) Date of teaching:

I- Aims:

Help Ss write a letter to a friend II- Objectives:

By the end of the lesson, Ss will be able to write a letter to a friend to share their ideas about a particular issue ( there should be a Day for Mother or Father in Viet Nam )

T-Wc ;T-Ss Pairwork Individual work Groupwork

IV- Materials :

Textbook Color chalk Cards Workbook Posters/ Extraboard V- Anticipated problems:

Ss may find it difficult to find ideas and arrange them in a writing VI-Teaching procedures:

* Greeting:

- Check ss about the date * Classification: (cards)

- Provide a numbers of words on the board: New Year’s Eve, gift, songs, people, friends, Australian, tourist, Mother’s Day, National Day, season, cake, keyboard, Mid-Fall Festival - Devide class into groups and give each group a card, ask them to

classify words under three headings : who, which and when

- Greet t

Who Which When

People Friends Australia n

Tourist

Gift Songs Cake Keyboar d

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Today we will write a letter to friend to share the idea that there should be a day to celebrate for Mother and another day for Father. New lesson:

a Pre-writing: ( book closed)

- essential(a): (synonym :necessary) - (to) enhance = (to) improve

- day off (n) : ( situation) - out door >< in door - (to) support : ( translation) - nation wide (n) : ( explaination) * Checking Voc: R $ R

* Brainstorming:

- Give situation and set the scene:

“ In Viet Nam, people don’t

celebrate Father’s Day or Mother’s Day You think it’s necessary to have a day to celebrate for your Mom and another day for your Dad”.

- Ask ss to work in groups to brainstorm

- Give feedback

b While- writing: ( book open) - Ask ss to write a letter to their friends to share the ideas that : It’s necessary to have a day to celebrate for their Mom and another day for their Dad following the outlines given in textbook

- Monitor around with help

- Ss listen

- Ss R & R

- Ss work in groups of three or four : + express love to Mother or Father.

+ express feelings to Mother or Father.

+ give present to Mother or Father

- Ss listen

Eg: In some countries, such as the USA and Australia, children

celebrate Mother’s Day or Father’s Day In our country, I think it’s necessary to have a day to celebrate for our Mom and another day for our Dad.

These are ocassion for us to express feelings and love for our parents We have opportunities to enhance family tradition and bring family members together.

I think first Sunday of April is the most suitable day to celebrate because Sunday is a day off so everybody is free from work or study Moreover, April is in late Reasons for celebrating

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- Ask ss to work in pairs to correct their partner’s letter

- Call a student to read his/her letter loudly to correct common mistakes - Give an example letter ( poster) , call one or two ss to read it loudly Consolidation:

- Give mark to good ss. Homework: Ask ss to : - Rewrite the corrected letter

- Prepare unit 8: lesson (language focus)

- Do ex 8P 84- 85 WB

spring or early summer, the weather is general fine at this time of the year , many activities can happen outdoor.

It is not necessary to have a big party but a very good idea to have a meal with all members of the family. Children should give their parents flowers, send them cards or bring them special cakes

In conclusion, I believe will be supported and the day will be celebrated nationwide

- Ss answer

- Ss copy

Unit 8: Celebrations Period 53: Lesson ( Language focus ) Date of teaching:

I- Aims:

Help Ss practice the relative clauses and adverb clauses of concession with a series of ecercises

II- Objectives:

By the end of the lesson, Ss will be able to recognize and distingish relative clauses and adverb clauses and know how to use them in various situations

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Individual work Groupwork IV- Materials :

Textbook Color chalk Pictures in TB( P.71-73) Workbook Posters/ Extraboard

Ss may have difficult in distingish defining and non- defining clauses VI-Teaching procedures:

* Greeting:

- Check ss about the date * Relative clauses completion: - Divide class into groups

- Say the first clause of a complex sentence Call at random on

members of the groups to complete the sentences:

a New Year’s Eve is the night when

b April Fool’s day is a day when

c May Day is the day when d Valentine’s Day is the day when

e Mother’s Day is the day when * Introduce the lesson:

Today we will study relative clauses and adverb clauses of concession

2 New lesson: I Relative clauses: a Presentation:

- Tell ss how to identify a relative clause :

Eg 1: Tet is a festival

Tet occurs in late January or early February.

So:Tet is a festival which occurs in Eg 2: What kind of book will be popular?

The book which contains pictures will be popular. - Identify: Relative clauses can describe person , things or events using “who, which, when”.

Relative clause has two kinds: + Defining clause : clause

- Greet t

- Ss work in groups: Use their own ideas to make sentences ( ss with no answer in less than seconds will be the loser)

- Ss listen

- Wc: look at the board and listen to the T

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without commas, they provide essantial information about the S or O.

+ Non- identify clause: clause with commas, they provide

additional information , which can be omitted.

b Practice:

* LF P.70-71: Noughts and crosses a d g b e h c f i (T’s

sentence) Ask ss to play game joining the sentences using relative clauses

* LF P.71: Picture drill( pictures P.71)

- Give request and the example in textbook:

I am the boy who is wearing a white T-shirt.

My Aunt Judy is the woman who is holding Jack.

- Ask ss to work in groups to describe the pictures using relative clauses

II Adverb clauses of concession: a Presentation:

- Present the example in textbook: Thu is not satisfied with her preparations for Tet even though she has decorated her house and made plenty of cakes.

- Give form : Though/ although/ even though + clause.

- Give the use: express the opposite ideas.

b Practice: * LF P.71-72:

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 c My friend Tom, who sings Western folk songs very well, can compose songs.

d We often go to the town culture house, which always opens on - Ss work in groups:

Group 1,3 ( picture 1):

+ Mom is the woman who is sitting in an armchair receiving a gift from athe little girl.

+ Dad is the man who is standing behind my sister.

+ Linda is the little girl who is wearing a pink dress/ giving a gift to Mom

Group 2,4 ( picture 2):

+ Grandmother is the woman who is wearing a violet blouse/ giving a gift to the baby

+ Uncle John is the man who is wearing a pink jumper.

+ Jack is the little boy who is sitting on his mother’s lap

- Wc : look at the board, listen to the teacher then copy

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- Ask ss to join the sentences using the words in the brackets

- Give feedback and correct.Notice that there is no “but” in the

concessive clause

* LF4 P.72-73: Lucky numbers Ask ss to play in two teams to look at the pictures and complete the sentences using the correct tense of the vers and the information

( Mark for lucky numbers, mark for each correct answer)

3 Consolidation:

- Prepare unit 9: lesson ( Getting started, Listen and read)

- Do exercices 4, 5P 79- 81(WB)

in pairs:

a Although we don’t , Dad and I b We went to Hanoi even though we live

c Many tourists VN though they d Even though in

Australia summer, Australian enjoy

e Although Tim , he could - Ss work in teams : Dog and Cat 1, 3,8 : Lucky number

2-a: Although tired, she helped Tuan with his homework.

4-b: Even though Liz tomorrow, she’s still watching TV now.

5-c: It rained yesterday although the weather bureau predicted the

weather would be fine.

6-d: Ba ate a lot of food though he 7-e: Even though the well, Mary tried to finish her letter.

- Ss answer

- Ss copy

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I- Aims:

Help Ss read for main ideas and specific information about a weather forecast

II- Objectives:

By the end of the lesson, Ss will be able to get to know and use new words about weather ; understand the information in a weather forecast III- Ways of working:

IV- Materials :

Textbook Color chalk Posters/ Extraboard/cards

Workbook Pictures CD/ CD player V- Anticipated problems:

Ss might have difficulty with some new words about weather like snowstorm, earthquake, volcano

* Greeting:

- Check ss about the date * Guessing game:

- Provide three clues about the word “ wearther forecast”:

1 We know whether it is going to rain or to be sunnyif we watch this program.

2 It is usually broadcasted on TV after the news.

3 It starts with letter "w” - Ask s to guess the word * Matching: Getting started P.74 ( pictures P.74 and cards of words): - Give pictures and cards:

P a typhoon P b volcano P c snowstorm P d earthquake - Ask ss to match the picture with the siutable word - Give feedback and correct * Introduce the lesson:

Do you usually watch the weather forecast?

Do you think the weather forecasts are truthful?

- Greet t

- WC: If ss can guess the word in the first clue they get 30 points, 20 in the second clue and 10 in the third clue

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

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2 New lesson:

- thunderstorm (n): (translation) - trust (a) : ( explaination) * Checking Voc: R $ R

* T/F prediction: ( extraboard) - Set the scene (picture P.75 and situation: Thuy is talking to her grandmother while they are

watching a weather forecast on TV ) - Give extraboard of T/F statements , ask ss to predict whether it’s T or F:

1 There won’t be any sunshine in Ha Noi.

2 Temperature in Hue will be over 30 o C.

3 It will be cloudy in Cuu Long Delta.

4 Thuy is going out for a picnic with her old friends.

5 Thuy’s grandmother asks her to bring along a warmcoat.

6 Thuy follows her grandmother’s advice.

- Give feedback

- Play the CD, ask ss to listen and read the dialogue to check their prediction

- Play the CD again, ask ss to listen and read to correct the false

statements

- Give feedback and correct * Practice the dialogue:

- Play the CD again, ask ss to listen and read then practice the dialogue in groups of three

- call some groups to practice loudly and correct pronunciation

* Gapfill P.75+76 :

- Ask ss to read the text again then fill in the grid

( T can ask ss to play game: Picking flower)

- Ss R $ R - Ss listen

- Ss work individually :

- Ss work individually then compre in pairs :

1 F: It will be sunny

2 F: The temperature will be between 25 $ 30 o C.

3,4,6 T

5 F: She asks Thuy to bring along a raincoat.

- Wc then groupwork: S1: Thuy

S2: Grandmother S3: Weatherman

- Ss play in two teams : Red and White

1 turn up / weather forecast raining

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c Post-reading: ( book closed) Discussion

Ask ss to work in groups of 4-6 to discuss and make a weather forecast for the following day in Viet Nam Consolidation:

- Prepare unit 9: lesson ( Speak + Listen)

- Do exercise 3, P 88 (WB)

4 have temperatures weather forecasts - Ss work in groups of 4-6

- Ss answer

- Ss copy

Unit 9: Natural disasters Period 55 : Lesson (Speak and Listen) Date of teaching :

I- Aims:

Help Ss pracitce speaking about preparations made for a typhoon and listen for specific information

II- Objectives:

By the end of the lesson, Ss will be able to know what should be prepared for a typhoon and know how to live with earthquake by listening

IV- Materials :

Workbook Pictures /Realia CD/ CD player V- Anticipated problems:

Ss might have no experience in preparing for a typhoon and might have no ideas about earthquakes

* Greeting:

- Check ss about the date * Questions and answers:

Give pictures of a earthquake , a typhoon and ask some questions: Have there been any typhoon in our hometown?

- Greet t

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What should we if/ when there is a typhoon?

Do you know anything about earthquakes?

Are they dangerous? In which countries they usually occur? What would you if an

earthquake occurred? ( before, while, after )

Today we will learn how to prepare for a typhoon and how to live with an earthquake.

2 New lesson: I Speak:

a Pre-speaking:

- canned food (n): ( realia/ picture) - a bucket: ( BB drawing)

- (to) fix the leak: ( situation) - peg (n): ( realia/ BB drawing) - a door latch: ( realia)

- power cut (n): ( situation) - (to) damage: ( synonym: to destroy)

* Checking Voc: matching ( extraboard)

A B canned

2 power door fix bucket

a the leak b latch c cut d food

e with water b While speaking:

* Choosing possible answers:

- Ask ss to work in pairs , study the list and check what preparations should be made for a typhoon - Call on some ss to explain their answers and correct

* Pair discussion:

- Have ss continue working in pairs but with another partner

- Ask them to talk about what they think they want to buy and to prepare for a typhoon, explain why

- Wc : ss listen

- Ss work individually : - d

- c - b - a - e

- Ss work in pairs :

+ Buying some canned food + Buying candles/ matches. + Filling all buckets with water. + Buying a ladder.

+ Fixing the leak in the roof. + Tying the roof to the grand + Checking all the windows - Ss work in pairs:

a A: I think we should buy some candles and matches before a typhoon.

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c Post-speaking: T/F repetition drill - Say 7-10 sentences about what we should to prepare for a typhoon: We should buy some candles We should invite some friends to dinner.

We should buy a dog - Ask ss to listen and repeat the sentence if it true, keep silent if it false

II Listen: a Pre-listening:

* Pre-teach Voc: Elicit words from ss

- fixture (n) : ( translation) - (to) block : ( explaination)

- roller (n) : ( translation: quay) - a container : ( picture of a

container)

- doorway (n) : ( realia) - zone (n) : ( synonym: area) * Checking Voc: Jumbled words ( cards)

a firexfu d lerolr b koclb e naiteronc c noze f oodr/ yaw * Prediction:

- Set the scene : ( situation: An expert is giving a talk on how to live with Earthquake Actually he will give us advice on what we should do before nd during an Earthquake.) - Give the table P.77 TB ( poster) - Ask ss to read the table carefully, make some usefull guesses for the missing words in the blankets b While- listening:

- 1st time: listen and check

prediction

- 2nd time: listen and fill in the

missingwords

- 3rd time: listen and check result.

the wind is strong

b A: I think we should fill all the buckets with water.

B: What for?

A: It’s necessary because the water pipes may be damaged by the typhoon.

- Wc:

Ss repeat Ss keep silent Ss keep silent

a fixture d roller b block e container c zone f door way - Wc: Sslisten

1

- Ss work individualy then compare in pairs:

bottem shelf of the bookshelf fridge

washing machine mirrors

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c Post-listening: Discussion

Ask ss to work in groups to make a short discussion on how to live with Earthquake using the

information in the table

3 Consolidation:

- Prepare unit 9: lesson (Reading) - Do exercise 1, 2P 86- 87(WB) and write it up from dicussion

inside

a strong table doorway

corner of the room - Ss work in groups:

G1: ( before an Earthquake): + All family members should know how to turn off gas, water and electricity.

+ Know some telephone numbers as: doctor, police, 911

+ fix heavy objects firmly to walls: bookcases, mirrore

G2: ( during an Earthquake): + Inside: - stand in doorway - sit under a desk /table. - well away from windows.

+ Outside: stand away from buildings, trees,

telephone and electric lines.

+ On road: - stop in save areas. - stay in vehycles. G3: ( After an Earthquke):

+ Check for injures, provide first- aid.

+ Check gas, water + Wear shoes - Ss answer - Ss copy

Unit 9: Natural disasters Period 56 : Lesson (Read) Date of teaching :

I- Aims:

Help Ss read for main ideas and specific information about natural disasters

II- Objectives:

By the end of the lesson, Ss will be able to get general background information on some common natural disasters such as earthquake, tidal waves, typhoon, volcanoes and tornadoes through two comprehension exercises: T or F and sentence copletion

IV- Materials :

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Ss may not have very good background on natural disasters and not familiar with sentence completion in reading

* Greeting:

- Check ss about the date * Matching: ( poster)

- Give the poster of matching : Earthquake a Mountain or

hill with openings through which ashes and gasas ejected.

2 Tidal wave b Violent storm especially in East Asian seas.

3 Typhoon c Violent storm over small area. Volcano d Another word

for tsunami, waves caused by the tides.

5 Tornado e Sudden and violent

movements of the earth’s surface. - Ask ss to match the names of the disasters to its correct definition - Give feedback and correct

Today we will learn some natural disasters as earthquake, volcano, tidal wave, typhoon, tornado. New lesson:

- Pacific Rim (n) : ( map)

- (to) collapse : ( 1st picture TB).

- (to) abrupt = suddenly happen - (to) erupt : ( 3rd picture TB).

- a funnel : ( BB drawing)

- a baby carriage : ( BB drawing) * Checking Voc: Jumbled words (extraboard)

- Greet t

– e – d – b – a – c

- Wc: Ss listen

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- Give the extraboard of jumble words: ficcapi - mir

2 tuprab lennuf lsplasco turep

6 byba - gaerrica

- Ask ss to rearrange the letters to make a meaningful word

* T/F prediction: T/F statements P.79 ( extraboard):

- Set the scene (picture P.78 ) - Give extraboard of T/F :

1 Most of the earthquakes in the world occur in the Ring of Fire The earthquake in Kobe in 1995 caused severe damage

3 A huge tidal wave traveled from California to Alaska and hit Anchorage in the 1960s

4 Typhoon, hurrican and tropical storm are diffirent words for the same natural disaster

5 The eruption of Mount Pinatubo is the wolrd’s largest ever volcanic eruption

6 A tornado looks like a funnel - Ask ss to work in pairs reading the statements and predict if they are T or F

- Give feedback

- Ask ss to read the text to check their prediction

- Ask ss to read the text again to correct the F statements

* Completing the sentences:( Ex b P.79)

- Ask ss to read the text for the 3rd

time nd complete the sentences - Give feedback and correct

- call some ss to read the completed sentences loudly

Pacific Rim abrupt funnel collapse erupt

baby carriage

- Wc: Ss look at the pictures and answer some questions

1,2,4,6: T

3 F: Alaska to California

5 F: ever in more than 50 years

- Ss work in pairs:

1 .occurr around the Pacific Rim .people were killed when homes, office bloks and highways

collapsed.

3 .there is an abrupt shift in the underwater movement of the earth .as a cyclone

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c Post-reading: ( book closed) Grid

- Give headings and divide class into groups: each group takes care of an natural disaster

- Give out 20 numbers of words ( extraboard), ask each group to match those to appropriate headings: 90%, Kobe, 1995, homes, 1960, tide, California, movement, 120,

hurrican, cyclone, 1999, Chinese words, Philipines, 50, eruption, funnel, Italy, 1981, 100.

3 Consolidation:

- Prepare unit 9: lesson (Write) - Do exercise 5, P.89- 91 (WB)

thunderstorm and such up anything that is in its path. - Ss work in groups :

G1 ( earthquake): 90%, Kobe, 1995, homes.

G2 ( tidal wave): 1960, California, movement, tide.

G3 ( typhoon): 120, hurrican, cyclone, Chinese words.

G4 ( volcano): 1991, Philipines, 50, eruption.

G5 ( tornado): funnel, Italy, 1981, 100.

- Ss answer

- Ss copy

Unit 9: Natural disasters Period 57 : Lesson (Write) Date of teaching :

I- Aims:

Help Ss write a short story II- Objectives:

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IV- Materials :

Textbook Color chalk Posters/ cards Workbook Pictures

Ss may have difficulty in finding ideas for their story VI-Teaching procedures:

* Greeting:

- Check ss about the date * Q & A:

Have you ever written a story What is it about?

How long did it take you to write it?

Do you write it in Vietnamese or in English?

Do you think it is a successful one? * Introduce the lesson:

Today we will write a story using given pictures and words.

2 New lesson: a Pre-writing :

- a cicle: ( BB drawing)

- a shelter: ( explaination: a place to hire or to stay away from danger) - (to) be scared = (to) be afraid of - (to) bahave: ( translation)

* Checking Voc: Matching (poster) - Give the extraboard of matching:

A B a cicle

2 a shelter (to) be scared (to) bahave

a hoảng sợ b c xử c vòng tròn d nơi ẩn nấp - Ask ss to match the words in column A to Vietnamese ones in column B

- Give feedback and correct * Pictures explaination: ( pictures P.79)

- Set the scene: ( situation)

- Greet t

- Wc: answer the questions

- Wc: Ss listen

- c - d - a - b

- Ss work in pairs: P1: What you see?

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- Ask ss to work in pairs to ask and answer about the pictures (1 to 6) T can give sample questions

- Ask ss to turn back P.79 and study the outline

b While writing: Cards

Ask ss to write the story in groups Notice that ss can make changes and add more details to the story to make it more interesting

- Collect cards from the groups and hang them on the board Ask each group to read their story loudly to correct common mistake

- Give a corrected story ( poster), call one or two ss to read the whole story

3 Consolidation:

- Prepare for the next period: test 45’ - Do exercise 7- P 92- 93( WB)

P2: What’s wrong with the dog? Is she behaving strangely? What you think is going to happen?

P3: Who is in the oicture with Lan? What does she say?

P4: What is happening? What are Lan’s family members?

P5: Is the wind strong? What’s the weather like? P6: What you see?

What are Lan and her parents doing now?

Does the weather become good again?

It was a beautiful day The sun was shining, the sky was blue and the weather was perfect Lan was outside with her dog, Skippy. All of a sudden, the dog behaved strangely She kept running in cicles. 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 clever the dog Skippy is! She saved Lan from being caught in the typhoon.

- Ss answer

(145)

Unit 9: Natural disasters Period 58 : Lesson (Language focus) Date of teaching :

I- Aims:

Help Ss practice with relative pronouns and relative clauses II- Objectives:

By the end of the lesson, Ss will be able to further practice with pronouns: who, that, which and clearly identify defining and non-defining clauses III- Ways of working:

IV- Materials :

Workbook Posters/extraboard V- Anticipated problems:

Ss may not be familiar with rewriting sentences VI-Teaching procedures:

* Greeting:

* Knowledge game-short answers : (poster)

- Give poster of questions:

Questions Answers Which city in Japan

was struck by a huge earthquake?

2 Which country won the 1998 Tiger Cup? Which animal has one or two horns on its snout?

4 Which explorer discovered America? Which planet is

- Greet t

- Ss work in pairs: The pairs with the most correct answers will be the winner

Kobe Singapore rhinoceros

Christopher Columbus Venus

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closest to the Earth? Which animal in Viet Nam was chosen to be the logo of Sea Game 2003?

7 Which Asean country is divided into two regions by the sea? Which food you can chew but you can’t swallow and which one you can swallow but you can’t chew?

- Ask ss to work in pairs to ask and answer the above questions

Today we will further practice with pronouns: “who, that,

which”and clearly identify defining and non-defining clauses

2 New lesson: a Presentation :

- horn (n): (picture of a rhinoceros) - a snout: (picture of a rhinoceros) - a rhinoceros: (picture of a

rhinoceros)

- (to) swallow: (mime) - (to) chew: ( mime)

- ancient (a): very and very old - a logo: ( translation)

- a tail: ( example)

* Checking Voc: Matching (poster) - Give the extraboard of matching:

A B horn (n)

2 a snout a rhinoceros (to) swallow (to) chew ancient a logo a tail

a biểu tợng b tê giác c đuôi

d cổ đại e sừng f nhai g nuốt h mõm - Ask ss to match the words in column A to Vietnamese ones in column B

- Give feedback and correct b Practice:

- Wc: Ss listen

- e - h - b - g - f - d - a - c

(147)

* Language focus 1P.80 : Lucky number

10 ( Mark for each lucky number Mark for each correct sentence.)

c Production: Further practice in relative clauses ( Language focus 4P.82):

- Ask ss to work in groups to rewrite the sentences in ex replacing the underlined clause

- Monitor around with help - Call on some groups to demonstrate and correct Consolidation:

- Give mark to good ss. Homework: Ask ss to : - Do ex 9, 10 P 94, 95 WB

- Rewiew unit 8-9 to the test 45’

2b The country which won the 1998 Tiger Cup is Singapore.

3c The animal which has or horns on its snout is rhinoceros. 5d The explorer who discovered America is Christopher Columbus. 6e The planet which is Venus 7f The animal which was is buffalo.

8g The Asean country which is divided is Malaysia.

10h The food which you is water - Ss work in groups:

Eg: Kangaroos, which can be seen everywhere in Australia, have long tails.

Kangaroos, which are called “chuot tui” in Viet Nam, have long tails

- Ss answer - Ss copy

Period59: English written test 45’ Date of teaching :

I- Aims:

Test ss knowledge they have learnt in unit + II- Objectives:

By the end of the lesson, Ss will be able to to the test correctly using vocabulaty and some grammars :relative clauses and adverb clauses of concession `

IV- Materials :

Ss may look at their friends’ test paper VI-Teaching procedures:

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- Greet ss and check their attendance - Check ss about the date

2 Revision:

- Give ss test papers 3 New lesson: Questions:

I Listening: Listen to the tape and the gap fill ( mark 2): Place heavy books on the shelf of the bookshelf Don’t put your bed next to

You should inside while the earthquake occurs You should sit under a table

II Grammar and vocabulary: Circle the word of phrase (A, B, C or D ) that best complete each of the following sentences ( mark 3):

Tet is a festival which is in Vietnam

A invited B decorated C celebrated D collected Let me congratulate you your wedding

A in B at C on D of

3 The bike she has just bought is very cheap

A which B when C who D whose

4 He goes to school early he gets up late

A but B when C since D though

5 A is a funnel –shaped storm

A tornado B thunderstorm C earthquake D typhoon He is the man likes swimming

A which B when C whose D who My friend Lan is my classmate, likes reading books

A who B ,who C which D ,which Hoa finished her homework she was tired

A because B so C although D as I think we should some candles before a typhoon

A buying B to buy C buy D buys

10 We can usually predict when a volcano will

A eruption B to erupt C erupts D erupt 11 People in many countries crowd the streets to watch

colorful on Easter

A parades B pictures C paintings D flags 12 It is an drawing

A nice B excellent C beautiful D good III Reading: Read the passage then tick T or F ( mark 3)

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people were sleeping, far fewer would have died

1 100.000 people were killed in an earthquake in Tokyo in 1923 The earthquake began in the afternoon

3 Thousands of stoves were overturned while the earth began to shake The fire engines were prevented from going to help because many of the roads had opened

5 Ninety percent of the damage was caused by fire

6 If the earthquake had occurred at night , far fewer people would have died

IV Writing: Rewrite these sentences into the meaningful sentences using the words given ( mark 2):

Nam is my brother Nam offered Sue a job (who) That is the hat I bought it yesterday (which) He has a new car He rarely uses it (though)

4 Mathew doesn’t know any about English It was one of her school subjects (although)

4 Consolidation: - Collect ss’ test papers - Remark the lesson 5 Homework:

- Ask ss to rewiew the lesson

(150)

Period 60 : Give and correct test 45’ Date of teaching :

I- Aims:

Test papers Color chalk V- Anticipated problems:

1.Warm-up:

2 New lesson:

- Give common recommend to ss:

Good points:+ Many ss get high mark ( especially good ss)

+ Review ss knowledge: Adverb clauses of concession, relative clauses and newwords about celebration and natural disasters ` + Ss well in question II (voccabulary and grammar) and IV (writing)

Bad points: + Some ss get bad mark

+ Ss bad in listening task, weaker ss can’t the writing part correctly

+ Some ss review the lesson badly

- Correct common mistakes: in listening task (show the tapecrip: How to live in an earthquake zone – Listening part of unit )

- Deliver test papers to ss and give the whole correction: I- Listening ( mark 2: mark 0,5 for each correct gap fill ):

Tapecrip : If you live in an earthquake zone, you should take sometime to look around your house Place heavy on the bottom shelf of your

bookshelves Block the rollers on on your fridge and washing machine to prevent them from moving Put hanging potted plants in plastic containers Check the mirrors in your bathroom and bedroom Make sure they can’t move Don’t put your bed next to a window

Planning where you are going to be during an earthquake is very important The first thing to remember is to stay inside Then you sit under a strong table or doorway, or stand in the corner of the room

Keys: bottom stay

a window strong

II- Vocabulary and grammar: ( mark 3: mark 0,25 for each correct answer)

1- C 5- A 9- C

2- C 6- D 10- D

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4- D 8- C 12- B

III- Reading (mark 3: mark 0,5 for each correct answer):

T F

F F

F T

IV-Writing (mark 2: mark 0,5 for each correct sentence): Nam is my brother who offered Sue a job

That is the hat which I bought yesterday Though he has a new car, he rarely uses it

Mathew doesn’t know any about English although it was one of her school subjects

Ask s to prepare unit 10 : lesson (Getting started, Listen and read)

Unit 10: Life on other planets

I- Aims:

Help Ss read for information and talk about UFOs II- Objectives:

By the end of the lesson, Ss will be able to know what people think about UFOs and tell the stories in the text about UFOs

IV- Materials :

Workbook Pictures CD/ CD player V- Anticipated problems:

Ss may not have enough necessary information about UFOs for discussion

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* Greeting:

- Check ss about the date * Introducing the topic:

- Show the pictures of a plane, a balloon, an UFO and ask some questions:

What can people fly with it? What is it?

- Explicit the meaning of UFOs = Unidentified Flying Objects * Getting startedP.83:

Ask ss questions P.83:

a Have you ever heard of UFOs? Do you think they really exist? b Have you ever seen any films on UFOs? What are they about?

c What you want to know about UFOs?

d If you saw a UFO, what would you do?

Today we will know something about UFOs.

2 New lesson:

- a meteor: ( translation) - an alien: ( picture P.84)

- a spacecrap: (picture 1st P.83).

- sighting (n) = seeing - a sample = an example - (to) capture: ( explaination) - a balloon: ( explaination) * Checking Voc: W $ W * T/F prediction: ( extraboard) - Set the scene ( situation P.83 ) - Give extraboard of T/F statements , ask ss to predict whether it’s T or F:

1 Many people believe in UFOs Some people have seen UFOs in the sky.

3 In 1952 there were more than 15 UFOs.

4 There wasn’t anybody in the

- Greet t

- WC: look at the pictures and

answer: People can fly with plane, ballon and UFO.

- Ss listen

- Wc: Ss answer with their own ideas

- Wc : ss listen

- Ss W $W - Ss listen

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UFOs.

5 An UFO was seen as an egg- shaped object.

6 Two men were examined by the strange people on an UFO.

7 Renato Nicolai saw a plte- like object.

- Give feedback

prediction

- Play the CD again, ask ss to listen and read to correct the false

statements

- Give feedback and correct * Finding the word ’ s meaning : - Ask ss to work in pairs to read the text again and the tast a P.84: Find contextual meanings of the words

- Give feedback and correct * Completeing the notes: ( extraboard):

- Give the extraboard of the task b P.84: UFO Sightings

a .or can be mistaken for an alien spacecraft.

b In 1947, a pilot saw c There were

over worldwide in 1952. d In 1954, a woman and her children saw house. e A farmer saw in 1964 f In 1971, two men g A pilot in 1978 h In 1981, a Frenchman

reported from his garden. - Ask ss to work in groups to read the text again and complete the above note

- Give feedback and correct c Post-reading: ( book closed) * Matching: ( extraboard)

A B 1947

2 1952 a a womanb a farmer

- Ss work individually : 1,2,5,6,7: T

3 F: In 1952, there were more than 1500UFOs.

4.F: There were people in the UFOs.

evidence collecting meteor captured aliens disappeared

- Ss work in small groups:

a An aircraft, a weather balloon/ a meteor

b .nine large round objects travelling at about 2800 meters an hour

c .1500 sightings d .a UFO above their

e .an egg-shaped oject in one of his field and also aliens collecting soil samples

f .claimed they were captured by aliens and taken abroad a

spacecraft.

g .and his plane disappeared after sighting a UFO

h .that he saw a plate- like device at a treetop 30 meters away

- Ss work in groups of 3-6 : – c

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3 1954 1964 1971 1978

c Kenneth Arnold d a young pilot

e 1500 UFO sightings f two men

* Retelling the text: ( for better class):

Ask ss to work in groups to retell the text based on the T/F statements Consolidation:

- Prepare unit 10: lesson ( Speak + LF 1)

- Rewrite the text with ss’ words ( for better class)

- Write sentences to answer the questions: What are there on the Moon/ the Earth?

– b – f - d

- Ss answer

- Ss copy

Unit 10: Life on other planets Period 62: Lesson ( Speak and Language focus 1) Date of teaching :

I- Aims:

Help Ss practice talking about the Mars and further practice in “ may/ might”

II- Objectives:

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IV- Materials :

Textbook Color chalk Cards Workbook Pictures

Ss may not know what the drawings mean and may not have enough background about the Mars and related words

* Greeting:

* Questions and answers: (pictures) Show the pictures of the Sun, the Moon, the stars in turn and ask ss questions:

What is this?

Which star is the nearest to the Earth?

* Introduce the lesson: ( picture P.85):

Ask question:

What are there on the Mars? Today we will know something that might be there on the Mars, the Moon or other planets

2 New lesson: a Pre-speaking:

- little creature (n): (explaination: small plants and animals)

- microorganism (n): ( explaination) - gemstone (n): ( BB drawing)

- mineral (n) : ( translation) - sparkling spot (n): ( translation) - trace (n): ( explaination)

* Checking Voc: Matching ( cards)

1 a water

2 b little

creature

3 c

microorganism

4 d gemstone

5 e mineral

6 f gas

- Greet t

- WC: look at the pictures and

answer:

This is the Sun/ the Moon/ the stars.

The Mars.

- Wc: Ss answer then listen

- Ss work in pairs: – c

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7 g plants

- Ask ss to match the words ( cards of words in the box P.85) with the drawings ( BB of drawings part a P.85)

- Give feedback and correct * Dialogue P.85:

- Present the dialogue then ask ss to practice it in pairs

- Call some pairs to demonstrate and correct ss’ spelling

b While speaking:

* Picture cues :( part b P.85)

- Ask ss to work in pairs to use the drawings P.85 as cues to exchange the words in the dialogue

- Go around the class with help - Call some pairs to demonstrate and correct

c Postspeaking: Language focus -Further practice in “ may/ might” - Give situation: Andy received many presents Now talk about Andy’ s presents using “ may/ might”

- Ask ss to talk about Andy’s presents

- Wc then pairwork: one is Nam , one is Hung

Nam: What these drawings say, Hung?

Hung: There might be water in Mars.

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

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

1.A: What these drawings say? B: There might be plants in Mars A: And what about those dark shapes on the left corner? B: Well, there might be signs of gas There may be some plants in Mars.

2.A: What these pictures say? B: There may be mountains in Mars.

A: And what about the wavy lines on the right corner?

B: Well, they might be water There may be some little creatures in Mars . - Wc:

a It may be a book or it might be a game.

b It may be a box of crayons or it might be a box of paint.

c It may be a football or it might be a basketball.

d It may be a boat or it might be a train.

e It may be a flying saucer or it might be a meteor.

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3 Consolidation:

- Give mark to good ss. Homework: Ask ss to : - Do exercises 1,2,3 P.136 (WB) - Write it up from discussion part

might be a spacecraft

- Ss answer

- Ss copy

Unit 10: Life on other planets

Period 63 : Lesson ( Listen and Language focus 2, 3, 4) Date of teaching :

I- Aims:

Help Ss practice listening for main ideas and specific information about the Moon ; further practice in conditional sentences types 1+2

II- Objectives:

By the end of the lesson, Ss will be able to understand some information about the Moon and all exercises in language focus 2, 3, using

conditional sentences types 1+2 III- Ways of working:

IV- Materials :

Textbook Color chalk Posters/ Extraboard/cards Workbook Pictures /Realia CD/ CD player

The listening might take time There might be big number problem VI-Teaching procedures:

* Greeting:

- Check ss about the date * Brainstorming:

The sunlight

Ask ss to work in groups to answer the question

- Greet t

sunlight, river, moutains, craters, holes, lakes

- WC: Ss answer the question the listen

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Do you know what we are listening about?In this lesson , we will listen to some information about things that might be there on the Moon

2 New lesson: A Listen:

a Pre-listening: ( book closed) * Pre-teach Voc: Elicit words from ss:

- a crater : (picture/ BB drawing) - an expert : ( explaination) - Olympic Champion (n): ( explaination)

- Science For Fun program (n) : ( translation)

* Checking Voc: R $ R

* T/F prediction: ( extraboard) - Set the scene ( question: Do you know what there is/ are on the Moon? )

- Give extraboard of T/F statements P.86 , ask ss to predict whether it’s T or F:

a There is no air on the moon b There are rivers and lakes on the moon

c There are no sound on the moon.

d It is very cold at night on the moon

e During the day the temperature is even lower

f There are great round holes on the moon

g There are no mountains on the moon

h You will weigh kilos heavier on the moon.

i You will be able to jump very high on the moon.

j One day on the moon lasts for two weeks

- Give feedback

b While listening: ( book open) * Checking prediction:

- Ss R $ R - WC: Ss answer

- Ss work individually : a

b c d e f g h i j

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- Play the CD again, ask ss to listen and tick (v) the true statements - Give feedback and correct * Gap fill : ( poster)

- Give the poster of gap fill:

a At night, the temperature on the moon goes down to below zero. b There are more than craters on the moon

c During the day, the temperature raises to above zero.

d The highest mountains on the moon are about feet or meters high.

e If you weigh 50 kilos, you will weigh kilos on the moon.

- Play the CD for the third time, ask ss to listen and fill in the gaps - Give feedback and correct c Post-listening: ( book closed) Chaingame ( based on the T/F statements and gap fill)

Ask ss to work in teams to play chaingame talking about what there is/are ( not) on the moon

B Language focus 2, 3, 4:

a Language focus 2P.90: Conditional sentenses type 1:

- Show a ticket, ask questions: What is this?

What will you if you have a cinema ticket?

- Ask ss to the exercise in LF - Give feedback and correct

b Language focus P.90- 92: Conditional sentences type 2: - Show a picture of a house and ask questions:

Is it new or old?

T: I don’t have much money now If I had a lot of money, I would buy a new one

T: We use this kind of sentence to talk about the action that can’t happen in the present.

- LF 3: Noughs and crosses

Tick ( v) in sentence a, c, d, f, i, j

- Ss work in pairs : a 151 o C.

b 30.000 c 100 o C.

d 26.000/ 18.000 e

- Ss work in2 teams: Red and White Team 1: There is no air on the moon.

Team 2: There is no air and there are rivers on the moon Team 1:

- WC: answer the questions: S1: It is a ticket

S2: If I have a ticket, I will see a film - Ss work individually then compare in pairs:

b will miss/ doesn’t hurry c isn’t/ will drop

d will join/ finishes e writes/ won’t get

- WC: answer the questions then listen to the teacher

It’s old

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a d g b e h c f i

i Ha/ buy/ car/ have/ lot of money

3 Consolidation:

- Give mark to good ss. Homework: Ask ss to:

- Prepare unit 10: lesson ( Read) - Do ex in LF P.92 (TB)

- Do ex 4,5,6 P 136- 137 (WB)

b If Mr Loc had a car, he would drive to work.

c If Lan lived in HCM city, she would visit Sai Gon water park. d Nam would arrive to school on time if he had an alarm clock.

e If Hoa lived in Hue, she would see her parents everyday.

f Tuan would get better grades if he studied harder.

h Na would buy a new computer if she had enough money.

i Ha would buy a car if she have a lot of money.

- Ss answer

- Ss copy

Unit 10: Life on other planets Period 64 : Lesson ( Read ) Date of teaching :

I- Aims:

Help Ss read for details about preparation for a space trip II- Objectives:

By the end of the lesson, Ss will be able to understand the text and talk/ write about what they would to prepare for a space trip

IV- Materials :

Textbook Color chalk Posters/ Extraboard Workbook Pictures

The conditional sentences type might be difficult for ss to understand and ss may lack of vocabulary about the topic

* Greeting:

Ask question: What is/ are there on the moon?

- Greet t

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How people know about these? How we call the flight to the moon?

3 New lesson:

- orbit (n) : ( BB drawing) - (to) orbit: ( BB drawing) - physical condition (n) : ( translation/ explaination) - push- up (n): ( drawing) - marvelous (a): ( synonym: wonderful, fantastic)

* Checking Voc: R $ R

* *Ordering prediction: ( extraboard) - Set the scene ( question: Would you like to take a space trip? If you took a space trip, what would you to prepare for and get on the trip?) - Give extraboard of ordering statements ( task a P.87 ) , ask ss to predict odering all statements :

1 get a letter from a doctor to show you are in perfect health. sees pictures of the Earth, its interesting places, and stars from very far.

3 feel free and enjoy wonderful feeling.

4 get ready and be in an exellent physical condition.

5 get on a trip - Give feedback

b While reading: ( book open) * *Checking prediction: ( task a P.87)

- Ask ss to read the text individually to check their prediction

- Call on some ss to explain their answers

* Comprehension questions: ( Qs 1- tast b P.87): Lucky number

- Ask ss to read the text again to answer the questions

- Write numbers on the board then ask ss to play game: Lucky number

and great round holes on the moon. - Wc : answer the questions

They fly to the moon and study it The space trip.

- Ss R $ R - WC: Ss answer

- Ss work individually : Eg: - - - - or - - - -

- - - -

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( Mark for each lucky number Mark for each correct answer)

c Post-reading: ( book closed) Discussion question P.87

- Ask ss to work in groups to discuss the question 6:

If you were able to take a space trip , what would you prepare for the trip?

What would you like to bring along?

- Have each group to write down the answers to their paper

- Call on some groups to demontrate and correct

4 Consolidation:

- Prepare unit 10: lesson ( Write ) - Write it up from discussion - Do ex 7, P.137- 138 (WB)

trip, you will have to run a lot, swim every day, and aerobics and push- ups to have an excellent physical condition.

2, 5, 8: Lucky number

3- Q2 : If I want to know I am in perfect health, I must get a letter from doctor.

4- Q3: We / I can see pictures of the Earth: our country, interesting places, the oceans, the big rivers, the tall mountains.

6- Q4: We/ I can see those scenes 16 times a day.

7- Q5: We / I can walk on the walls or on the ceiling

If I were able to take a space trip, I would bring along a photo/ check my health/ buy some canned food

- Ss answer

- Ss copy

Unit 10: Life on other planets Period 65 : Lesson ( Write ) Date of teaching :

I- Aims:

Help Ss write a paragraph II- Objectives:

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belief in the existence of the UFOs III- Ways of working:

IV- Materials :

Textbook Color chalk Cards/ Extraboard Workbook Pictures

Ss might have difficulty linking sentences using “ Firstly, secondly, more, therefore”

* Greeting:

2 Revision: Jumbled words ( cards) a ousf d tucreresa b liaten e sersaus c fingly f fixe

* Introduce the lesson: ( picture of UFOs)

What’s this?

Do you believe in the existen of the UFOs.

Today we will write an exposition about this.

- mysterious (a): ( translation) * Checking Voc: R $ R

* Reading and ordering the paragraph: ( task a P.88) - Set the scene: ( situation)

- Ask ss to read the paragraphs and put them in the correct orders - Give feedback and correct * Matching : ( task a P.88)

- Ask ss to match items in A to the paragraph in B

- Present the parts of an exposition by asking questions:

How many parts are there in an exposition? What are they?

What we have to in Introduction/ Body/ Conclution?

- Greet t

- Two ss on the board:

S1: a UFOs S2: d creatures b aliens e saucers c flying f exit - Wc : answer the questions This is a picture of UFOs Yes, I do./ No, I don’t.

- Ss R $ R

- Ss work individually then compairs in pairs: II - III - I

- Ss work individually : Introduction: II

Body: III Conclusion: I.

- Wc: answer the questions: There are three parts in an exposition They are the

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* Practice dialogue b :( task b P.88) - Set the scene: ( BB drawing and situation: An and Ba are talking about the existen of the UFOs) - Ask ss to work in pairs to practice the dialogue

- Call some pairs to demonstrate and correct pronunciation

- Identify the introduction, the body and the conmclusion from the

dialogue by asking questions: Which sentence(s) in the dialogue is/ are the introduction/ body/ conclusion ?

b While writing:

Ask ss to use Ba’s opinion in the dialogue to write an exposition about the existen of the UFOs

- Ask ss to work in pairs to correct their partner’s mistakes

- Call some ss to read their writing loudly to correct commom mistakes - Give the extraboard of the

corrected exposition on the board and call one or two ss to read it loundly

4 Consolidation:

- Write the completed exposition in

conclusion - Wc: listen

- Ss work in pairs : one is An and another is Ba

- Wc: answer the questions: The introduction: Articles and reports UFO appearance. The body: Many people flying saucers There are saucers People are Britain.

The conclusion: UFOs are no longer visits.

I believe UFOs exist because articles and reports in newspapers talk lots about UFO appearance. Firstly, many people around the world say they have seen flying saucers Secondly, there are plenty of photos of them Some of the photographers said they saw man- like creatures get out of the saucers. Finally,people are talking about myterious cicles on the fields in Great Britain.

Therefore, UFOa are no longer human beings’ imagination They’ re real We should be ready to welcome their visits

- Ss work in pairs then Wc

- Ss answer

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notebooks

- Rewiew all language grammar

Period 66 : Revision for the final term Date of teaching :

I- Aims:

Help Ss review all knowledge they have learnt in unit 10: Conditional sentences type 1+2, model “may/ might”

II- Objectives:

By the end of the lesson, Ss will be able to rewiew conditional sentences type 1+2, model “may/ might” and some exercices

T-Wc;T-Ss Pairwork Individual work Teamwork

IV- Materials :

* Greeting:

Rewrite these sentences using “ mau/ might”:

a Perhaps she goes out

b Perhaps Mr Baker buys a new bike.

Today we will rewiew some English grammar that we have leart in unit 10

3 New lesson: a May/ might:

* Grammar: Link to revision

- Greet t

- Two ss on the board:

S1: a She may/ might goes out S2: b Mr Baker may/ might buy a New bike.

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- Ask ss to retell the form, the use of “may/ might”

- Give feedback and correct * Exercise: (Extraboard)

- Give the extraboard of the exercise: Complete these sentences using the words given:

1 It/ may/ an aircraft/ or/ it/ might/ a spacecraft.

2 She/ may/ ill.

3 Mrs Baker/ might/ go/ Ha Noi/ Sunday.

4 Lan’s mother/ may/ buy/ a new computer/ her.

5 It/ may not/ a book It/ might/ a notebook.

- Ask ss to the exercise

individually then compare in pairs - Give feedback and correct

b Conditional sentences type 1,2: * Grammar:

- Ask ss to retell the form, the use of the conditional sentences type 1,2 and give some examples

- Give feedback and correct - Ask ss to copy

* Exercise: (Extraboard)

- Give the extraboard of the exercice on the board:

Complete these sentences with the correct form of the verbs in the blankets:

1 Pollution (increase) if we use more oil.

2 If I took more exercise, I (get) goog grades.

3 He would give up work if he ( be) rich.

4 Lan will watch TV tonight if she (not go) out.

5 I (go) to the movies next week if I can get a ticket.

6 We will go for a picnic if it (be) nice tomorrow.

7 Nam would travel around the world if he (have) a lot of money.

- Wc:

The form: S + may/ might + V The use: to show the ability of an action which can happen.

1 It may be an aircraft or it might be a spacecraft.

2 She may be ill

3 Mrs Baker might go to Ha Noi on Sunday.

4 Lan’s mother may buy a new computer for her.

5 It may not be a book It might be a notebook.

- Wc:

Type 1: ( real condition in the present: to show an action which can happen in the present):

If clause, main clause (present simple) (future simple) Type 2: ( unreal condition in the present: to show an action which can not happen in the present): If clause, main clause (past simple) (S+would+V)

- Ss work in teams: Red and White will increase

would get were doesn’t go will go is had

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8 If I saw an alien, I

(take) some photograph. 9 They (stay) at home if it rains.

- Ask ss to the exercise ( T can let ss play game “ noughts and crosses” to the exercise

- Give feedback and correct Consolidation:

- Rewiew all language grammar - Write sentences to answer these questions:

a What will you if you have days off ?

b What would you if you were a millionaire?

- Ss answer

- Ss copy

I- Aims:

Help Ss review all knowledge they have learnt in unit +9 : Relative clause

II- Objectives:

By the end of the lesson, Ss will be able to rewiew relative clause and some exercices

IV- Materials :

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* Greeting:

Rewrite these sentences using relative clause :

a The man helped us yesterday The man is Lan’s father.

b This is the book The book was given to me on my bithday.

3 New lesson:

a Revision: Relative clause

- Retell the examples and ask ss to identify relative clause

- Ask ss retell the identifying of relative clause, relative pronouns and kinds of relative clause

- Give feedback and correct - Have ss copy

b Exercise:

* Exercise 1: ( extraboard) - Give the extraboard of the exercise:

Underlined the relative clause in the sentence, if commas if

necessary:

1 Jane has now sold the car which was given to her by her parents.

2 Nam who is in the army came to see us.

3 Lan who gave me the most interesting books is the librarian.

- Greet t

- Two ss on the board: S1: a The man who helped us yesterday is Lan’s father

S2: b This is the book which was given to me on my birthday. - Wc: Ss listen

- Wc:

Eg: Tet is a festival which occurs in late January or early Fesbruary. Family members who live apart try to be together at Tet.

- Wc: Relative clause ( adjective clause ) is the clause which is used as an adjective of the sentense to modify for the subject or object. Relative clause usually begins with pronoun who, which, that “ ”

Relative clause has two kinds: Defining clause ( clause without commas, it provides essential

information about the S or O), Non-defining clause ( clause with

commas, it provides additional information which can be omitted - Ss work individually then compare in pairs:

1 Jane has now sold the car which was given to her by her parents. Nam ,who is in the army, came to see us.

3 Lan, who gave me the most interesting books, is the librarian. The park which I usually goto closes today.

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4 The park which I usually go close today.

5 The book is about a girl who runs away from home.

* Exercise 2: (Extraboard)

Combine these sentences usinng relative clause:

1 Jone likes the full-moon festival. The festival is celebrated in mid-fall.

2 My friend Tom can sing English songs Tom learns English well. 3 I love my brother My brother always tells me stories.

4 I’m going to Ha Noi Ha Noi is the capital of Viet Nam.

- Ask ss to the exercise ( T can let ss play game “lucky number ” to the exercise

- Rewiew all language grammar

away from home.

- Ss work in teams: Red and White 1 Jone likes the full-moon festival which is celebrated in mid-fall. 2 My friend Tom ,who can sing English songs ,learns English well. 3 I love my brother who always tells me stories.

4 I’m going to Ha Noi, which is the capital of Viet Nam.

- Ss answer

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I- Aims:

Help Ss review all knowledge they have learnt in unit +8 : some clauses

II- Objectives:

By the end of the lesson, Ss will be able to rewiew adverb clauses of reason, adj + thatclause, adverb clause of concession and some exercices III- Ways of working:

IV- Materials :

Ss might make mistake in identify defining and non-defining clauses VI-Teaching procedures:

* Greeting:

Rewrite these sentences using relative clause :

a The man helped us yesterday The man is Lan’s father.

b This is the book The book was given to me on my bithday.

3 New lesson:

a Revision: Relative clause

- Retell the examples and ask ss to identify relative clause

- Ask ss retell the identifying of relative clause, relative pronouns and kinds of relative clause

- Give feedback and correct - Have ss copy

- Greet t

- Two ss on the board: S1: a The man who helped us yesterday is Lan’s father.

S2: b This is the book which was given to me on my birthday. - Wc: Ss listen

- Wc:

Eg: Tet is a festival which occurs in late January or early Fesbruary. Family members who live apart try to be together at Tet.

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b Exercise:

* Exercise 1: ( extraboard) - Give the extraboard of the exercise:

Underlined the relative clause in the sentence, if commas if

necessary:

1 Jane has now sold the car which was given to her by her parents.

2 Nam who is in the army came to see us.

3 Lan who gave me the most interesting books is the librarian. The park which I usually go close today.

5 The book is about a girl who runs away from home.

* Exercise 2: (Extraboard)

Combine these sentences usinng relative clause:

1 Jone likes the full-moon festival. The festival is celebrated in mid-fall.

2 My friend Tom can sing English songs Tom learns English well. 3 I love my brother My brother always tells me stories.

4 I’m going to Ha Noi Ha Noi is the capital of Viet Nam.

- Ask ss to the exercise ( T can let ss play game “lucky number ” to the exercise

What have we learnt in this

pronoun “who, which, that”. Relative clause has two kinds: Defining clause ( clause without commas, it provides essential

information about the S or O), Non-defining clause ( clause with

commas, it provides additional information which can be omitted - Ss work individually then compare in pairs:

1 Jane has now sold the car which was given to her by her parents. Nam ,who is in the army, came to see us.

3 Lan, who gave me the most interesting books, is the librarian. The park which I usually goto closes today.

5 The book is about a girl who runs away from home.

- Ss work in teams: Red and White 1 Jone likes the full-moon festival which is celebrated in mid-fall. 2 My friend Tom ,who can sing English songs ,learns English well. 3 I love my brother who always tells me stories.

4 I’m going to Ha Noi, which is the capital of Viet Nam.

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lesson?

- Give mark to good ss. Homework: Ask ss to:

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