GIAO AN ANH VAN 9 FULL

Teacher gets some advanced students to translate the text in to Vietnamese.3. Aims : - Presenting a written argument.[r]

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Period date : / / 2011

Revision

I Aims: To help students review some important grammatical structures whichthey learned in English

- To make students become more confident before they study English II Procedure

1 Warmer - Greeting

- Checking attendance

- Asking for the teaching date 2 Revision

Students review their old knowledge during the new lesson 3. New lesson

Teacher s activities’ Students activities’ a The verb tenses:

- Present simple:

- T listens and gives more information if necessary: S + Vs/es (Third person singular)

S + V (Others left) * The spelling of ‘-s/es’ forms - Present continuous:

- T listens and gives more information if necessary: S + is/am/are + Ving

* The spelling of ‘-ing’ forms - Simple past:

- T listens and gives more information if necessary: S + Ved (Regular verbs)

* The spelling of ‘-ed’ forms * Irregular verbs:

Buy - Bought Make - Made - Simple future:

- T listens and gives more information if necessary: S + will/shall + V(Infinitive)

* We use shall for I and We



Present perfect tense: - Form?

- Use?

To talk about something which started in the past and continues up to the present

- We often use “For” and “Since” with the present perfect tense

+ For: A period of time

+ Since: A point of time (starting point) - yet, already, lately, recently, never, just,

 Exercise: Put the verbs in brackets into the Simple present, present continuous, simple past, simple future, present perfect tense and then change them into the negatives and interrogatives:

1 He (watch) TV

2 She (do) her homework They (buy) a new car

4 The children (sit) in the classroom

- Work in groups of each to discuss the uses and the forms - Each group has one students tell in front of the class

- Write some irregular verbs

- S + have/has + PII

- S + have/has + not + PII

I haven’t seen him yet Have you seen him lately? -Have/Has + S + PII

I have (I’ve) done my homework - I’ve live here for 10 years - I’ve lived here since 1998 - Individual work

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5 The boys (play) football



Teacher elicits from students the formations of the indirect speech and the passive form

Exercises on Indirect speech: Change the following sentences into indirect speech:

1 “I have something to show you,” I said to her “I’m going away tomorrow, mother,” he said “Does this train stop at York?” asked Bill

4 “Is a return ticket cheaper than two singles?” said my aunt “Where is the ticket office?” asked Mrs Jones

6 He said, “What is happening?”

7 “When are you coming back?” I asked them

8 “I’ll come with you as soon as I am ready,” she replied “Stand up, please!” he said

10 “You should study harder.” the teacher advised Nam 11 Peter said to Paul, “Are you working as well as studying?” 12 “Can you get coffee on the train?” said my aunt

Exercises on the passive voice:

Change the following sentences into the passive voice:

1 They make shoes in that factory They built that skyscraper in 1934 You must wash your hands before meals Peter writes a letter

5 Somebody built the house last year They speak English in the shop She can sew three shirts a day She gave me the box

9 The students handed in the reports 10 Steven forgot the book

4 Consolidation

Teacher retells and emphasizes the structures students have reviewed 5 Homework

Put the verbs into the correct tense (Simple Past or Past Progressive).

1 While Tom (read) , Amely (watch) a documentary on TV

2 Marvin (come) home, (switch) on the computer and (check) his emails The thief (sneak) into the house, (steal) the jewels and (leave) without a trace Nobody (listen) while the teacher (explain) the tenses

5 While we (do) a sight-seeing tour, our friends (lie) on the beach He (wake) up and (look) at his watch

7 I (jog) in the park, when two squirrels (cross) my way Robert (fall) off the ladder when he (pick) cherries

9 Archimedes (discover) the theory of buoyancy while he (take) a bath 10 When we (travel) around Ireland, we (meet) some very nice people

_ Period date : / / 2011

Unit : A visit from a pen pal

Getting started & listen and read I Aims: - Reading the text to understand the details

- Presentation and practice in “wish” to talk about unreal present desires II Procedure

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Teacher gets some students to stand in front of the class and tell some important grammatical problems they learned in English

3. New lesson

Teacher s activities’ Students activities’ a Getting started:

- What activities would you if a foreign pen pal is coming to stay with you for a week?

a Going to Hung’s Temple

b Visiting the Literature Temple in Hanoi

c Going to Dong Xuan Market or Going shopping

d Visiting the museum e Eating out

f Going to the theater b Presentation:

Pre teach: I New words:

+ To correspond [,kɔris'pɔnd] = to write to another + To be impressed (by): Bị gây ấn tợng (bởi)

+ To pray: (Mime)

+ To depend [di'pend] on: Phụ thuộc vào + To keep in touch: Giữ mối liên lạc + A mosque [msk]: Nhà thờ Hồi Giáo - Teacher reads once again

Pre questions:

Set the scene: Razali Maryam is Lan’s pen pal She came to stay with Lan last week You are going to read a text about Maryam and her visit to Vietnam:

1 Where did Lan take Maryam to?

2 Did Maryam invite Lan to visit her country? II Listen and read

Presentation text: Listen and Read P.6,7 - Plays the disk

1 Check the prediction

- Answer key:

1 - Hoan Kiem Lake

- Ho Chi Minh’s Mausoleum/ the History Museum and Van Mieu

- Many beautiful lakes and parks in Hanoi, the mosque on Hang Luoc Street

2 Yes, she did

2 Multiple choice: 1-5 p.7,8 3 Grammar note:



Model sentence:

- Teacher elicits the model sentence from students: What did Lan say to Maryam?

I wish you had a longer vacation

*Concept check:

- Does Lan want Maryam to have a longer vacation? - Can Maryam stay longer?

- Can her wish come true now?

- Does the sentence express unreal present or past desire?

- What tense is used for the verb in the subordinate clause?

 Notes: “Wish” in the sentence above is used to express unreal present desire The simple past tense is used in the subordinate clause For the verb ‘to be’, “Were” is more often used than “Was”

S 1+ (WISH) + S2 + V(Simple past tense)

III Practice c Practice:

- Guess the activities from picture a) – f) P.6 (Students can express their own ideas

- Work in pairs and compare in groups of

- Tell the meaning of the new words in Vietnamese

- Repeat in chorus - Read in individuals

- Check the spelling and pronunciation

- Copy down on the notebooks

- Work in groups of to predict the answers to the questions

- Listen following the text

- Read in individuals to find the correct answers to the questions

- Read the text again then choose the correct option to complete the sentences

- “I wish you had a longer vacation.”

- Yes - No - No - No

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Repetition drill: Can’t visit Malaysia Can’t see that film don’t have a trip abroad d Futher practice:

Teacher gives unreal situations:

1 I want to phone her but I don’t know her address We’ve lost the way because we don’t have a map Marie isn’t here now

4 They won’t come with us Today is not a holiday

- T: can’t visit Malaysia

- Ss: I wish I could visit Malaysia

- Students use ‘Wish’ to finish the second sentence (orally):

1 I wish I knew her address We wish we had a map We wish she were here now We wish they would come with us

5 We wish today were a holiday 4 Consolidation

Teacher retells and emphasises the structures using ‘Wish’ students have studied 5 Homework

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Period date : / / 2011 Unit

A visit from a pen pal

Speak + language focus I Aims: In order to help students practise speaking

II Objectives : By the end of the lesson, students will be able to improve the dialogue based on the provise phrases (P.18)

III Procedure 1 Warmer

- Greeting



Jumbled words:

Troicendu = introduce Derscopron = correspond Mispres = impress Daroba = abroad



Answer the questions: Where does Lan’s pen pal come from?

- Team work

- Students write their answer

on the notebooks

(Individually) How long have they been

pen pals?

3 How often they correspond to each other? When did Maryam come to stay with Lan?

5 Where did Lan take Maryam to?

- Teacher collects some notebooks and give feedback - Teacher gives correct answers

3. New lesson

Teacher s activities’ Students activities’ a Pre speaking:

I Speaking: Speak a P.8

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Ordering:

* Set the scene: “Nga is talking to Maryam They are waiting for Lan outside her school.”

- What activities would you if a foreign pen pal is coming to stay with you for a week?

- Teacher has students give their answer - Teacher elicits the correction from students

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Answer key:

1c – 5b – 4d – 2e – 3a – b While speaking:

2 Speak b P.8

Example:

a Yoko from Tokyo, Japan:

Lan: You must be Yoko – Maryam’s friend. Yoko: Yes That’s right I am.

Lan: Pleased to meet you, Yoko Let me introduce myself I’m Lan’s classmate

Yoko: Pleased to meet you.

Lan: Are you enjoying your stay in Vietnam?

Yoko: Yes, very much I’d like Vietnamese people

- Students read the dialogue silently and put the dialogue in the correct order

- Compare their work in pairs - Copy down

- Students practise the dialogue in pairs

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because they are very friendly I love old cities in Vietnam like Hue and Hanoi

Lan: Is Hanoi different from Tokyo?

Yoko: Yes The two cities are the same in some ways. They are both big and busy capital cities

- Teacher monitors and gives help

- Teacher has some pairs practise their dialogue before the class

II Language focus P.11 Example exchange:

S1: What did Nga on the weekend? S2: She went to the concert – Hanoi singers S1: When did she see it?

S2: She saw it on Saturday morning at o’clock c Post Speaking:

III Practice:



Write it up: Example:

a Yoko is one of Maryam s friends She comes’

from Tokyo, Japan Tokyo is the same as Hanoi capital It is a big and busy city Last week Yoko came to stay with us We took her to some tourist attractions like Van Mieu, Ho Chi Minh s Mausolem, the History Museum ’

She likes She loves b.

- Practise in pairs

- Read the information given in the box, work in pairs to make similar dialogues

- Write Change the dialogue into narratives (Individual work)

4 Consolidation

Teacher retells and emphasises the aims 5 Homework

- Prepare for the next lesson: Unit 1: Listen+ Language focus 2, - Do exercise 1, 2, page 5-7 (workbook)

Period date : / / 2011 Unit

A visit from a pen pal

Listen + language focus 2,

I Aim: Practice in listening skill Listen and choose the picture and practice the past simple tense with “wish”

II Objectives : By the end of the lesson, students will be able to get the information from the text V Procedure

1. Revision



Simple past:

- T listens and gives more information if necessary: S + Ved (Regular verbs)

* The spelling of ‘-ed’ forms * Irregular verbs:

Buy - Bought… Make - Made

- How to make “Wh” questions in the simple past?

2. New lesson

Teacher s activities’ Students activities’ I Language focus:

 Language focus P.12

T: How can we use “wish” to express the unreal present desire?

- Teacher check with the whole class

S 1+ (WISH) + S2 + V(Simple past tense)

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 Language focus P.12

- Gets students to write about Lan and her friends preparing for a farewell party

1 Lan made a cake

2 Ba colourful lamps on the walls of Lan’s room to make it brighter

3 Nga went to the market to buy a bunch of flowers Nam painted a picture of Hanoi to present Maryam Tam and Huong went to the market to buy some fruit II Listening

a Pre listening:

* Set the scene: “Carol is Tim’s pen pal She is from Mexico She is visiting the USA Tim suggests doing something.”



Guessing:

a Keep off the grass / Don’t walk on the grass b Go by bus / Which bus to take: the 103 bus ur

the bus number 130?

c Eat in a Mexican restaurant or eat Hamburgers?



Pre question:

1. Where does Tom suggest doing? 2. How are they going?

3. Does Carol like walking in the park? b While listening:



Checking prediction:

1 going to a restaurant down town going by bus

3 Yes, she does



Multiple choice:

a  Keep off the grass b  Take the bus number 130 c  Eat hamburgers



Comprehension questions:

- Teacher has students read the questions then plays the disk again

1 Where does Tim suggest going? How are they going?

3 What’s the park like?

4 What does Tim remind Carol to while they are walking in the park?

5 Which bus are they going to take? What are they going to eat?

- Teacher has students give their answers and elicits the correction from students if necessary

III Practice: c Post listening:  Writing:

Tim suggests going to a restaurant downtown. They are going by bus It s so beautiful with trees,’

flowers and a pond in the middle He reminds her to keep off the grass They are going to take the bus number 130 They are going to eat hamburgers.

- Look at the pictures, read the words given in the box and match the verbs with the nouns to understand what Lan and her friends did to prepare for the party - Individual work then pairs compare

- Look at the pictures on page and tell what each picture means

- Predict the answers to the questions

- Listen to the disk then find the answers to the pre questions

- Listen and write the answer to the questions (Short answers)

- Listen to the disk again and check the correct pictures

- To a restaurant down town - By bus

- beautiful

- To keep off the grass - number 130

- hamburgers

- Write full answers to questions in “While listening” to make a passage about Tim and Carol’s visit to the down town

3 Consolidation

- Prepare for the next lesson: Unit 1: Read

- Do exercise 5, (workbook), look for information about Malaysia

_ Period date : / / 2011

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read

I Aims : Reading for details about Malaysia, a member of ASEAN

II Objectives : By the end of the lesson, students will be able to understand and retell the text III Procedure

1. Revision



Chatting:

- Do you remember Maryam? - Who is she?

- Where is she from? - Where is Kuala Lumpur?

- Group work

- Teacher – Whole class

2. New lesson

Teacher s activities’ Students activities’ a Pre reading:



Pre teach:

- to divide [di'vaid] into: Chia - to separate ['seprət] from: T¸ch tõ - be separated by

- to comprise [kəm'praiz]: Bao gåm (to consist of) - compulsory [kəm'pʌlsəri]: b¾t buéc

- a federation [,fed'rein]: liên đoàn - territory ['tertri] : Vïng l·nh thæ



Checking vocabulary: R0R



T/F statements prediction:

1 Malaysia is a country of ASEAN There are two religions in Malaysia People speak only Malay in Malaysia

4 Primary school children learn three language at school

5 All secondary school children learn in English b While reading:



T/F statements:



Answer keys: T T

2 F There are three religions in Malaysia F People speak only Malay in Malaysia

5 F All secondary school children learn in Malay



Grid:

1 Area: 329,758 km2 Capital city: Kuala

Lumpur

2 Population: over 22.000.000

6 Official religion:

Islam

3 Climate: tropical National language:Bahasa Malaysia

4 Unit of currency:

Malaysia ringgit

8 Compulsory second language: English

c Post reading:



Discussion:

- What you know about Malaysia?



Write it up

- Copy down on the notebooks - Predict the answers to the questions

- Read the text about Malaysia then check and correct the false statements

- Read the text in silence then complete the table (Read a P.10)

- Read the information they have found in read a) again then work in groups of four to talk about Malaysia

- Write what they know about Malaysia (Individual work)

3 Consolidation

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4 Homework

- Prepare for the next lesson: Unit 1: Write - Do exercise page 7,8 (workbook)

Period date : / / 2011 Unit : A visit from a pen pal

Write

I Aims : Giving students practice in writing a letter to their parents or friends about their visit to another part of the country or a different country

II Objectives : By the end of the lesson, students will be able to write a letter telling about their trip to their friends or relatives in Viet Nam or in different countries

V Procedure 1. Revision



Chatting:

- Have you ever been to another part of our country? - When did you go?

- Who did you go with? - How did you go?



Form of a personal letter?

- Teacher – Students - Group work

- Opening: Dear , - Body of the letter + First paragraph + Second paragraph + Third paragraph - Closing: Yours 2. New lesson

Teacher s activities’ Students activities’ I Pre writing:

* Set the scene: “Imagine you are visiting another part of Vietnam Write a letter to your friend or parents.”



Making outline:

 First paragraph: - Where / you now?

- Have a good or terrible journey? - Travel by ? / How long ? - When / arrive?

- Who / met / at ?

 Second paragraph:

- What / / the day / arrive? - On the following days?

- (Visit/take photos/eat/buy souvenirs) - Meet your friend?

 Third paragraph: - Have a good time? - How / feel / like / stay? - (The sights / food / people) - When / come back?

II Writing:

- Teacher monitors, takes notes of typical mistakes and helps if necessary



Suggested letter:

Dear Mom and Dad,

I m now on holiday in HCM City We had a terrible’

journey We went by train The weather was awful It rained all the time And the train was delayed for three hours.

So it took 50 hours to travel from HN to HCM City I think I will never travel by train again I was so late that nobody met me at Saigon Station I took a taxi to our uncle s house They were so glad to see me.’

I was rather tried on the day I arrived I didn t do’

much for the first two days On the following days, we

- Students work in pairs, ask and answer questions using the information given above to tell each other about their visit

* Example:

S1: Where are you now?

S2: I’m on holiday in Ho Chi Minh

City

S1: Did you have a good journey?

S2: No The weather was awfully

bad on the day I went

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spent most of the time visiting Dam Sen Park

I m having a good time in HCM City now I enjoy the’

foods because they are delicious I like the sights because they are beautiful I love the people, too. They are helpful and friendly However, I miss you both and I wish you were here now If you were here we would have more fun I ll come back on 25’ th

September and please pick me up at the Noi Bai Airport at

Love

III Post writing:

- Writes typical mistakes on the board and elicits the correction from students

- Gets some students to read their letters before the class

- Swap their writing and correct any mistakes if necessary

3 Consolidation

Teacher retells and emphasises the way to write a personal letter 4 Homework

- Prepare for the next lesson: Unit 2: Getting started + Listen and read - Do exercise P.11 WB

Period date : / / 2011 Unit 2: clothing

Getting started & listen and read I Aims: Presenting vocabulary to talk about the development of the “ao dai”

II Objectives: By the end of the lesson, students will be able to know about the traditional clothes of some nations and Ao Dai in Vietnam

V Procedure 1. New lesson

Teacher s activities’ Students activities’ I Getting started:

- Elicits the answers from students a She comes from Japan

b She comes from Vietnam c He comes from Scotland d She comes from India e He comes from the USA f She comes from Arabia (Saudi) II Presentation:

1 New words:

 Forming the words (revision): To design (N)Designer / design

To wear Simple past/PII: wore/worn

To symbolize Noun: Symbol

Tradition Adj / Adv: Traditional(ly)

Frequently Adj: Frequent

Poem Noun: Poet / Poettry

Modern Verb: Modernize

- Tells students any words that they can’t change the form

 New words:

- To take inspiration [,inspə'rei∫n] from: LÊy c¶m høng tõ

- Loose > < tight

- Minority [mai'nɔriti]: ThiÓu sè > < Majority [m'driti]

- Velvet ['velvit]: Nhung - Stripes: Vạch kẻ

- a long silk tunic ['tju:nik]: áo lụa dài



Checking Vocabulary: R0R

- Look at the pictures of people wearing the national dresses of their country (Pictures a-f) on page 12 and describe where each person comes from

- Forming the words

- individual work then discuss in groups of each

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- Set the scene: You are going to read the text about the traditional dress of Vietnam – The ao dai

2 Pre questions:

1 What’s our national dress?

2 What’s it made from? – Silk or velvet or both? Who often wears it?

4 When they often wear it? Listen and Read P.13

- Plays the disk - Answer key: The ao dai is

2 It’s either made from silk or velvet Women often wear it

4 They often wear it on special occasions III Practice:

1 Complete the sentences: - Listen&Read a P.14 - Checks the answers poems, songs and novels.

2 traditional dress of Vietnamese women to wear modern clothing at work lines of poetry on it.

5 traditional designs and symbols like suns, stars, crosses and stripes to velvet.

2 Comprehension questions: - Listen&Read b P.14

1 By traditional, men and women used to wear the ao dai

2 The majority of Vietnamese women prefer to wear the ao dai at work because it’s more convenient To modernize the ao dai, fashion designers have printed lines of poetry on it And they have added traditional designs and symbols like suns, stars, cresses and stripes to velvet

IV Futher practice:



Discussion:

1 When / where / why women in Vietnam like wearing the ao dai?

2 The changes to the traditional ao dai

answers to the questions

- Listen following the text

- Read in individuals to find the correct answers to the questions

- Individual work

- Share answers with their partners

- Pair work

- Work in groups of four each to talk about the ao dai

2 Consolidation

- Prepare for the next lesson: Unit : Speak - Write some sentences about the Ao dai

Period date : / / 2011 Unit 2: clothing

Speak

I Aims: Giving students more practice in talking about the clothes they like to wear on different occasions

II Objectives : By the end of the lesson, students will be able to talk about their habits or interests in different types of clothes

III Procedure 1. Revision



Noughts and crosses: Talking about the ao dai.

1 What is our traditional dress? What is it made of?

3 What is the ao dai described as?

4 Who used to wear the ao dai by traditional?

5 Why the majority of Vietnamese women prefer

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to wear modern clothing at work?

6 What have fashion designers done to modernize the ao dai?

7 On what day you have to wear school uniform? What your teachers often wear on Teachers’ Day?

9 What colour is your school uniform?

1

4

7

2. New lesson

I New words:



Pre teach:

- Teacher uses the words of different clothes on page 17 (or other clothes Ss are wearing) to teach these words:

- Plaid [plổd]: Kẻ ca rô

- Sleeve [sli:v]: Tay ¸o - Sleeveless: Céc tay - Fade ['feid]: Bạc màu

- Plain [plein]: trơn (Không có hoa)

- Casual ['kổjul]: Bình thờng, không trịnh träng



Checking: What and where II Speaking:

1 Matching:

- Speak a) P.15

a a colourful T-shirt

b a sleeved

sweeter c a striped shirt d a plain suit e faded jeans f a

shotr-sleeved blouse g baggy pants h a plaid skirt i blue shorts b While speaking:

2 Questions:

1 What you usually wear on the weekend? Why you usually wear these clothes? What is your favorite type of clothing? Why? On what day you wear school uniform? What colour is it?

4 What type of clothing you wear on Tet / your birthday? What would you wear to a party?

3 Survey:

- Speak b P.15

Nam

e clothesCasual

Favorit e clothes School uniform Clothes for special occasion s Hoa A short sleeved blouse/ baggy pants cool, comforta ble Short baggy pants and short sleeved blouse Wear it every day except for Sunday Comfort able, dark blue and white Jeans and a long sleeved blouse Look stronger in these clothes c Post Speaking:



Feedback:

- Read the phrases and try to guess the meaning of each phrase

- Do the matching

- Repeat the phrases in chorus

- Read the questions on page 14, then work in pairs to add three more questions

- Use the given questions to make a survey

- Ask or of their classmates to get information to complete the table

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Lan: Hoa said she often wore a short-sleeved blouse and baggy pants She said she like them because they were cool and comfortable She said her favorite clothes were short baggy pants and short sleeved blouse She said she wore school uniform every day except for Sunday She said it was comfortable and it had dark blue and white

3 Consolidation

- Prepare for the next lesson: Unit 2: Listen - Do exercise 1,2 page 12-14 (workbook)

Period date : / / 2011 Unit : clothing

listen

I Aims : Giving students practice in listening for details and describing people

II Objectives : By the end of the lesson, students will be able to describe others (clothes, age, hair)

V Procedure 1. Revision



Net work:

- Group work of four

- Discuss and write the names of clothes

- Some students take turns to read aloud the word they have, others listen and add the words they don’t have to their list

2. New lesson

Teacher s activities’ Students activities’ a Pre listening:



Question and answer: * Suggested questions:

1 What you call these clothes in English? What kind of blouse is it?

3 Are these shoes or sandals?

a A pants B blue shorts C a skirt b A a long, white sleeved blouse

B a short, pink sleeved blouse C a short, white sleeved blouse

c A sandals B boots C brown shoes



Ordering: Teacher reads:

1 sandals a short, pink sleeved blouse shorts a long sleeved blouse boots

Keys:

1 c)A b)B a)B b)A c)B



Set the scene: “Marry, a three-year-old girl, is getting lost Her father is looking for her Listen to the

- Look at the pictures (Listen a-c P.16), ask and answer questions about the clothes or shoes

- Repeat the phrases in chorus

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announcement and put a tick beneath the pictures of what she is weearing.”

b While listening:



Listen P.16: - Plays the disk

- T has students give their answers and elicits the correction from them if necessary

* Answer key: a B – shorts

b C - a short white sleeved blouse c C – brown shoes

- Plays the disk again Keys:

- Age:

- Hair: Short, dark hair - The thing: a doll c Post listening:



Comprehension question: How old is Mary? (3)

2 What color is her hair?(short, dark hair) What is she wearing?

She’s wearing a short sleeved blouse

She’s wearing blue shorts and she’s wearing brown shoes

4 What may she be carrying? (a doll)



Role play:

- Teacher: “Imagine your brother (sister) went shopping with you in a department store You have lost him (her) Now you are at the information desk.”

- Listen to the disk then put a tick beneath the pictures of the clothes, shoes, sandals or boots Mary is wearing

- Listen to the disk again and check the correct pictures

- Take notes of Mary’s age, hair and the thing she may be carrying

- Work in pairs to ask and answer questions about Mary

- Work with your partner to make a similar dialogue to describe him (her) (age, height, hair, clothes)

3 Consolidation: Teacher retells and emphasises the aims. 4 Homework : Prepare for the next lesson: Unit 2: Read.

Period 10 date : / / 2011

Unit : clothing : read

I Aims: Giving students practice in reading for details

II Objectives: By the end of the lesson, students will be able to tell their friends about the history of jeans



Network:

- Group work of four

- Discuss and write the names of clothes

2. New lesson

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a Pre reading: I New words:



Pre teach: - not easy = hard

- to name after sombody: Đặt tên - to wear [we] out: mòn - to embroider [im'brid]: thêu



Checking vocabulary: Slap the board II Reading:



Set the scene: T: (use the picture of students (P.17): - What kinds of trousers are these students wearing? - Are they tight or loose jeans?



Pre questions:

1.What was jean cloth made from?

2 Who gave the name “jean” to this material?

3 When did jeans appear for the first time and where? b While reading:



Checking predition: 1. from cotton

2. Sailors from Genoa in Italy did 3. In the 18th century in Europe.



Gap fill: - Read a) P.17

1 In the 18th century, jean cloth

2 In the 1960s, students In the 1970s, cheaper In the 1980s, fashion In the 1990s, sale



Comprehension questions: - Read b) P.18

1 It comes from a kind of material that was made in Europe

2 They were embroidered jeans, painted jeans Because jeans became cheaper

4 Because many famous designers started making their own styles of jeans, with their own labels on them

5 Because the worldwide economic situation got worse

c Post reading:



Chain games:

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

2 The 1990s’ fashions were jeans

3 In the 1970s, more and more people began wearing jeans because they became cheaper

4 Jeans, at last, became high fashion clothing in the 1980s when famous designers started making their own styles of jeans with their own labels on them The sale of jeans stopped going up because the worldwide economic situation got worse

- Copy down on the notebooks - Look at the pictures then answer the questions

- Read the text about the history of jeans and find the answers to the pre questions

- Read the text again then complete the sentences

- Work in pairs to answer the questions

- Work in groups of four, take turns to tell about jeans (Use the answers to the questions in “Read b)” P.18

3 Consolidation

Teacher gets some advanced students to translate the text in to Vietnamese 4 Homework

- Prepare for the next lesson: Unit 2: Write

Period 11 date : / / 2011 .

Unit : clothing

(16)

I Aims : - Presenting a written argument

- Giving students practice in writing their own argument about students’ uniform

II Objectives : By the end of the lesson, students will be able to write their own argument about students’ uniform



Chatting:

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

- Teacher uses this situation to lead Ss to the new lesson

- Teacher – Students

- Students give reasons for their choice

2. New lesson

Teacher s activities’ Students activities’ a Pre writing:

1 New words:



Pre teach:

- to argue ['ɑ:gju:]: Tranh c·i - to conclude [kən'klu:d]: KÕt luËn

- to encourage [in'krid]: Động viên, k khích - to bear one’s name: Mang tªn

- Self-confident = sure: Tù tin

- Constrained [kən'streind]: Ðp buéc, miÔn cìng - Equal ['i:kwəl]: C«ng b»ng

- Practical ['prỉktikl]: thùc tiÔn Checking: R0R

2 Presenting an argument:

- Teacher checks students’ understanding: a How many parts does an argument have? b What are they?

c What the writer write in each part? (I think / My

opinion is ) Topic sentence / Point

of view

Firstly

Therefore / In conclusion Secondly

Finally



Reading the model: Questions:

1 What does the writer want to persuade readers? How many reasons does the writer give? Keys:

1. He wants to persuade readers that it’s necessary for secondary school students to wear uniform

2. He gives reasons Firstly Secondly Thirly

b While writing:



Suggested answer:

14 Hoang Quoc Viet Street, Cau Giay District, Hanoi, Vietnam

- Read Robinson’s letter and answer the questions

- Look thoroughly at the outline then answer the questions about the format of a formal letter

(34)

December 10th2004

Dear Sir,

My friend, Lan, who has just finished a 5-month English course at your institution, advised me to write to you I am interested in learning English and I would like some information about your institution.

I am learning English at :Le Quy Don secondary school I can speak English, but my listening and writing skills are not so good So, I want to improve them Could you send me details of courses and fees? I can complete a spoken test if necessary.

I look forward to hearing from you. Sincerely,

Tran Mai Thao Ly

c Post writing:



Correction:

- Gets some students to read their writings before the class

- Work in group of four to write the letters (Each group choose a secretary to take notes of every member’s ideas first, then each member writes his/her own letter)

4 Consolidation

- Prepare for the next lesson: Unit 4: Language focus - Rewrite the letter

Unit

Tiết 25 Ngày dạy /11/2009

Language focus I Aims

- Further practice in modal verbs with “if”

- Further practice in reported speech with “here” and “now” words and reported questions II Objectives

By the end of the lesson, students will be able to get the aims well III Materials

- Text book - Board, chalk, - Workbook

IV Anticipated problems Students may have no problems V Procedure



Checking the previous lesson:

- Gets students to read their letter in front of the class

- Comment and give Ss marks

- The others listen and make comment on them

3. New lesson

(35)



Modal verbs with if: * Revision:

If you want to improve your English, we can help you.

* Concept check:

1 Is the simple present used in the conditional clause? Is the main verb preceded by a modal verb?

3 Name some modal verbs? - Language focus P.38  Reported speech: * “Now” and “Here”:

- Grid (Language focus P.38)

- T elicits the answer from students to complete the table

 Practice:

* Language focus P.39 Keys:

a) Uncle Hung said (that) that birthday cake was delicious

* Language focus P.39 Example exchange:

Mother: What did she ask you, Nga? Nga: She asked me how old I was And Keys:

a) She asked me how old I was

b) She asked me if my school was nere there c) She asked me what the name of my school was d) She asked me if I went to school by bicycle 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 school vacation started

- Revise the prepositions of time - Yes

- Yes

- Can, might, should, must, have to, ought to, may, could,

- Individual work - Complete the table

- Copy the table and the words in the notebooks

- Read the instruction carefully, then play the role of Lan to report everything to her grand mother - Read the instruction carefully, then play the role of Nga to report everything to her mother

4. Consolidation

5. Homework

- Prepare for the coming written test 45’.

- Do exercises 3, 4, 5, P.28-29 WB.

TiÕt 26 Ngµy kiĨm tra /11/2008

Written test 45’’

A Aims

- Nh»m kiÓm tra kiến thức ngôn ngữ, kỹ bản, khả tiếp thu bài học học sinh.

- Giúp phân loại học sinh Từ giáo viên có biện pháp giảng dạy, giúp đỡ thích hợp.

B Objectives

Direct speech Indirect speech Direct speech Indirect speech

Present simple Past simple This That

These Those

Present progressive Past progressive Here There

Future simple Future in the past Now Then

Can / May Could / Might Today That day

(36)

The content of the test §Ị sè (Đề lẻ)

I Em hóy nghe on sau đánh dấu (T) vào trớc câu đúng, (F) vào trớc câu sai (2 Đ)

1 The pasage is about Christmas Carols. 2 Christmas songs were stories put to music.

3 These song became popular again about upload.123doc.net years ago. 4 People don’t enjoy Christmas songs.

II HÃy chọn từ mà phần gạch chân có cách phát âm khác từ lại (1Đ):

1 A How B Hour C High D Hot

2 A This B Though C Thing D Mother

3 A Answered B Asked C Helped D Dressed

4 A Bought B Thought C Ought D Through

III Chọn đáp án cho câu sau: (3 Đ) 1 I wish I have a computer

A.can B.will C.may D.could

2 Many designers took from Vietnam's ethnic minorities

A.impression B.fashion C.inspiration D.friendliness

3 Wearing uniform helps students equal in many ways

A.felt B.fall C.fell D.feel

4 Maryam and Lan pen pals for over two years

A.have been B.are C.will be D.were

5 There old buildings in this area

A.used to B.used to being C.used to be D.used

6 Please go on

A to write B written C write D writing

IV HÃy điền vào chỗ trống từ thích hợp số từ sau: (2 Đ)

In Everything Other With Was

To When As For Up

When I (1) a child, I used (2) go to see my grandmother I thought her house was (3) beautiful as a palace and the garden seemed bigger than a park. (4) I grew (5) the house and (6) seemed smaller but I still loved visiting the old lady There were so many beautiful things in the house Sometimes, I played (7) the doll’s house which was older than grandmother herself At (8) times, I looked for books which were more interesting than my children’s books at home.

V Hãy dùng gợi ý ngoặc để hoàn thành câu sau: (2 Đ)

1 I got up late I didn’t go to school on time (Liªn kÕt c©u dïng BECAUSE) 2 It is raining hard We will stay at home (Liên kết câu dùng SO)

(37)

Đề số (Đề chẵn)

I Em nghe đoạn văn sau đánh dấu (T) vào trớc câu đúng, (F) vào trớc câu sai (2 Đ)

1 The pasage is about Christmas Carols. 2 Christmas songs were stories put to music.

3 These song became popular again about upload.123doc.net years ago. 4 People don’t enjoy Christmas songs.

II H·y chän tõ mà phần gạch chân có cách phát âm khác từ lại (1Đ):

1 A Campus B Relax C Locate D Fashion

2 A Qualify B Baggy C Grocery D Scenery

3 A Gather B There C Ethnic D Although

4 A ploughed B published C ordered D prayed

III Chọn đáp án cho câu sau: (3 Đ) 1 I wish I have a computer

A.can B.could C.may D.will

2 Many designers took from Vietnam's ethnic minorities

A.inspiration B.fashion C.impression D.friendliness

3 Wearing uniform helps students equal in many ways

A.fall B.felt C.feel D.fell

4 Maryam and Lan pen pals for over two years

A.are B.have been C.will be D.were

5 There old buildings in this area

A.used to B.used to being C.used D.used to be

6 Please go on

A to write B writing C write D written

IV HÃy điền vào chỗ trống từ thích hợp số tõ sau: (2 §)

In Everything Other With Was

To When As For Up

(38)

V Hãy dùng gợi ý ngoặc để hoàn thành câu sau: (2 Đ)

1 I got up late I didn’t go to school on time (Liªn kÕt c©u dïng BECAUSE) 2 It is raining hard We will stay at home (Liên kết câu dùng SO)

3 Where are you studying? Said Mai (Chuyển sang câu gián tiÕp) 4 “Do you live there?” Liz asked (ChuyÓn sang câu gián tiếp)

Tiết 27 Ngày dạy /12/2008

Correcting the test A Aims

- Giúp học sinh nhận sửa chữa lỗi sai thờng mắc phải để lần sau không lặp lại lỗi sai

- Tìm học sinh yế kỹ để từ giáo viên có biện pháp giúp đỡ thích hợp

- Giúp học sinh học tập cách trình bày kiểm tra sẽ, khoa học bạn

B Procedure 1 Warmer

- Greeting

- Asking for the teaching date 2 New lesson

- NhËn xÐt chung vỊ bµi kiĨm tra:

+ Grammar mistakes: Cũn mc li cách dùng thời động từ,

Chữa kiểm tra:

Answer keys: I 0,5 x = (§)

1T 2T 3F 4F

Transcript:

Eight hundred years ago, Christmas songs were performed for people in towns and villages These songs were stories put to music and most people enjoyed them The leaders of the Church, however, did not They said the songs were unsuitable, but about 180 years ago, the songs became popular again

IV 0,25 x = 2(§):

1 was 2 to 3 as 4 When

(39)

V 0,5 x = (§)

1 I didn’t go to school on time because I got up late. 2 It’s raining hard so we will stay at home.

3 Mai asked me where I was studying. 4 Liz asked me if I lived there.

§Ị sè 1 II 0,25 x = (§)

1 C 2 A 3 C 4 B

III 0,5 x = (§)

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

§Ị sè 2 II 0,25 x = (§)

1 B 2 C 3 A 4 D

III 0,5 x = (§)

1 D 2 C 3 D 4 D 5 C 6 D

Unit 5 The media

Tiết 28 Ngày dạy /12/2008

Getting started & listen and read I Aims

- Talking about means of the media.

- Reviewing gerunds after some verbs. II Objectives

By the end of the lesson, students will be able to get the aims well. III Materials

- Text book

- Board, chalk, - Pictures

- A cassette and an audio compact disk. IV Anticipated problems

Students may be new to the concept : “Media”. V Procedure

1 Warmer - Greeting.

- Checking attendance.

- Asking for the teaching date.

2. Revision



(40)

- T prepares some pictures of someone watching TV, reading newspapers, listening to radio, using the internet.)

- T does the first as a model:

T: What is my favorite activity in my free time?

S1: Is it watching TV? T: No, it isn’t.

S2: Is it using the internet? T: Yes, it is.

S2: How many hours a week you spend using the internet?

T: About or six hours, I think.

and how much time they spend on each activity.

- The one who can guess corectly will go to the front and the same as the teacher.

3. New lesson

a Presentation:



Pre teach:

- a town crier: Ngêi ®a tin - a viewer: Ngêi xem

- a remote control: §iỊu khiĨn tõ xa - interactive: Tơng tác

* Checking: R0R

 Set the scene

- Plays the disk twice

- T gives feedback and focuses Ss’ attention on the model sentence:

- Elicits model sentence from students:



Model sentences:

People love reading newspapers and magazines.

- Concept checking:

- Check meaning, use, form and elicit some more verbs that are followed by a gerund

- Translate the model sentences into Vietnamese b Practice:



Substitution drills:

a enjoy / like / dislike / stop / finish

Ex: People enjoy reading newspapers and magazines b watching TV, listening to radio, using the internet Ex: People enjoy watching TV

c Futher practice:  Survey:

Name What/like doing How much time/spend

Lan Watch TV hours a week

- Tell the meaning of the new words in Vietnamese.

- Repeat in chorus. - Read in individuals.

- Check the spelling and pronunciation.

- Copy down on the notebooks - Listen to the disk and say what the picture are (the town crier, magazines, watching TV, using remote control).

- Listen again to complete the table in section a, P.41

- Read the text individually to find the answers to the qestions in section b, P.42, then pair compare

- Make sentences using the given verbs, and phrases (Individual work)

(41)

4 Consolidation

Teacher retells and emphasises the structures.

5 Homework

- Prepare for the next lesson: Unit 5: Speak + Language focus 2.

- Do exercise I, II page 41, 42 (Bài tập bổ trợ-nâng cao Tiếng Anh 9)

Unit 5 The media

TiÕt 29 Ngày dạy /12/2008

Speak + language focus 2 I Aims

Giving students practice in talking about the media using question tag

II Objectives

By the end of the lesson, students will be able to make a dialogue about the media using question tag

III Materials

- Text book - Board, chalk, - Word cards

Students may get difficulties in finding words and phrases to express their ideas

V Procedure 1 Warmer

- Greeting

- Asking for the teaching date

2. Revision



Networks:

- Team work.

3. New lesson



Pre teach:

- a documentary film: Phim tµi liƯu

(42)

- violent: Cã tÝnh b¹o lùc



Dialogue build:

* Set the scene:, introduce the characters

- T reads out the dialogue, pointing to each character in turn

- T reads the dialogue again, writing a few key words / symbols on the B.B

- Speak a) P.15

- Elicits tag questions from students You like watching sports, don t you’ ?

Positive sentence Negative tag

You don t like’ foieign films, do you? Negative sentence Positive tag

b While speaking:



Language focus P.45

- Ex: a) A: Tuan like news, doesn’t he? B: Yes, he does

b) A: Mai and Anh don’t like news, they?

B: No, they don’t



Mapped dialogue:

You Your partner You like , don t’

you? Not really, Iprefer I m the opposite, I’

love and seem quite boring to me.

You don t like ,’

don t you?’

No, I don t’



Brainstorming:

Ex: We like learning English through songs most because we can remember words easily and improve our listening skill,

- Read in individuals

- Copy down on the notebooks - Reproduce the dialogue from the B.B cues

- Build the dialogue until it is memorized

Practise the dialogue (T -Wclass  group1 – group2  open pairs  closed pairs)

- Write the missing words on the board

- Work with a partner Look at the given table asking and answering question about television programs those people like and dislike.(Use tag questios)

- Make similar dialogues in pairs to talk about the programs they like and dislike using the table on P.42

- Students work in groups of to discuss and write down the TV program they like / dislike most and the reasons why

- Individual work

Teacher retells and emphasises the aims.

Wtitten test (10 minutes)

Use the words or phrases to rewrite each of the following sentences in such a way that it means exactly the same as the sentence given.

a Did you your homework yesterday? (You ?)

b “Where you buy the ticket, Nam?” said Nga (Nga asked ) c “Do you play golf or tennis?” she said to me (She asked )

d No other building in the town is taller than that one (That building ) e Let’s go abroad for our holiday this year (Why ?)

5. Homework

- Prepare for the next lesson: Unit 5: Listen + Language focus 1, 3, 4.

(43)

The media

Tiết 30 Ngày dạy /12/2008

Listen + language focus 1, 3, 4 I Aims

Giving students practise in listening for the important date of the media and further practice in tag question, gerunds after some verbs

II Objectives

By the end of the lesson, students will be able to tell get the aims well

III Materials

- Text book - Board, chalk,

- An audio disk and a cassette

Students may meet with difficulties in listening to the disk voice

- Greeting

2. Revision



Language focus P.45:

- T gets a student to go to the board to tell the form of the tag question

- T gets student to complete the language focus

- Listen and correct if necessary - Complete the dialogues (Individual work)

- Practise the dialogue in pairs

3. New lesson



Pre-teach:

- a newsreel: Phim thêi - viable: Có khả tồn - commercially: có tính thơng mại - Journalism: Nghề báo

- an assignment: Nhiệm vụ đợc phân công * Checking vocabulary: What and where



T/F statement prediction:

1 The first printed newspaper appeared in China in the 7th or 8th century AD.

2 The telegraph was invented in the early 18th century

3 Radio and telegraphs were the two new forms of news media that appeared in the early 20th century

4 Television became popular in the 1940s

5 The computer became a major force in journalism in the mid and late 1990s

* Answer: 1T 2F 3F 4T 5F

- Plays the disk

- Predict which statement is true or false

(44)

- T gets feedback from students

c Gerunds after some verbs:

- T elicits from students verbs that are followed by a gerund (like, dislike, enjoy, hate, love, )



Guessing game: (Language focus P.46)

- T prepares some cards with cues (soccer, fishing, movies, )

Ex: S1: Do you like playing soccer? You: No, I don’t

S2: Do you enjoy listening to music? You: Yes, I



Guided writing: (Language focus 4, P46)

- T moves around and gives students help if necessary

- Compare in pairs

- Listen to the disk again to fill in the table (P.43) with the information they hear

- Compare with their partners

- Ask questions to find out what pastime activity their partner like/enjoy doing

- Work individually to write true sentences about their parents / friends / themselves using the words in the boxes

Teacher gets students to retell the important date of the media. 5. Homework

- Prepare for the next lesson: Unit 5: Read.

- Write a passage about the important date of the media.

Unit 5 The media

Tiết 31 Ngày dạy /12/2008

read I Aims

Reading the forum on the internet for specific information

II Objectives

By the end of the lesson, students will be able to know more about the advantages and the disadvantages of the internet

III Materials

Question may be too difficult for students to answer

- Greeting

2. Revision



(45)

- T dictates single words (E.g: computer, website, e-mail, send, password, search, chatting, information, )

- T checks the spelling and meaning of the word.

As soon as they find the connection they shout out the word (The Internet).

3. New lesson



Pre teach:

- a forum: Diễn đàn - a benefit: Lợi ích - to deny: Phủ nhận

- time-consuming: Mất thời gian - alert: Cảnh giác

- to surf (the web): lít web



Checking vocabulary: Slap the board



Pre question:

1 Who raised the question on the internet?

2 How many people send their responses to the forum on the internet? What are their names? What you think people use the internet for?



Comprehension question: Jimhello did

2 Sandra morgan, Honghoa and Huansui

3 (for many purposes: )



Questions (P.44) * Answer:

1 Sandra uses the internet to get information, to communicate with friends and relatives by means of e-mail or chatting

2 It is uneasy for Honghoa to get access to the internet because she lives in the countryside People use the internet for many purposes such as education, communication, entertainment and commerce

4 The benefit of the internet: + to get information

+ to communicate with friends and relatives by means of e-mail or chatting

+ to buy and sell goods

+ to entertain themselves by watching films, music shows,

- T gets feedback from students

c Post reading:



Discussion:

- T moves around and give students help if necessary

- Read the text in silence to find the answer to the pre questions

- Read the text again and answer the given questions then practise with their partners

5 Some disadvantages of the internet:

+ It’s time-consuming, costly + The bad programs on the internet have bad effect on children

+ It is dangerous because of viruses,

- Work in groups of to discuss question (P.44) then write their own response to this forum (question P.44)

Teacher gets some advanced students to translate the text in to Vietnamese. 5. Homework

(46)

(47)

Unit 5 The media

Tiết 32 Ngày dạy /12/2008

Write I Aims

Practise writing the passage about the benefits of the internet. II Objectives

By the end of the lesson, students will be able to write a passage about internet. III Materials

- Text book

- Board, chalk,

- Poster.

Students may get difficulties in finding words and phrases to express their ideas. V Procedure

2. Revision



Brainstorming: Ex:

- To get information.

- To communicate with other people. - To play games, etc.

- Work in groups to discuss and write down the benefits (or advantages) of the internet

3. New lesson

a Pre writing:



Discussion: * Questions:

1 Has the internet increasingly developed?

2 Why has it become part of our everyday life? What would our life like without the internet?

3 What we use the internet for?

4 Why is the internet used as a very updated source of information?(Get the latest news, check the weather conditions of any places in the world, check the new exchange rates, find a timetable of trains/buses/flifhts, book tickets, etc.)

5 Why is the internet used as a source of entertainment? (Listen to music, play games, make friends, chat with different kinds of people, read novels, watch videos, etc)

6 Why is the internet used as a means of education? (learn English, take a training/learning course, get useful information for an essay, widen knowledge in many fields, )

- Work in groups of four to discuss the answers to the questions given by teacher. - Work in large groups: - G1: The internet as a source of information.

- G2: The internet as a source of entertainment.

G3: The internet as a source of education.

(48)

- T numbers all the Ss as one, two and three and put them into new groups of (including Ss from different groups above)

- Teacher move around giving helps and does delayed correction



Suggested format:

The internet has increasingly developed It has become part of our everyday life Our life would be very boring without it It has been used for many purposes, such as a source of information, a source of entertainment and means of education.

Firstly, the internet is a very fast and convinient way to get information You can get the latest local or global news,

Secondly, Finally, Inconclusion,

c Post writing:



Exhibition:

- Choose the best one as the winner.

passage about the benefits of the internet on posters, using the ideas they have discussed.

- Tick their poster on the wall. - Share, compare, admire and copy others

4 Consolidation

5 Homework

- Prepare for the next lesson: Review unit 4, 5.

- Rewrite the passage.

TiÕt 33 Ngày dạy /12/2008

revision I Aims

Helping students to review the knowledge which they learnt. II Objectives

- Wish-clause.

- The passive voice

- Adverb clause of result, III Materials

- Workbook

- Board, chalk,

Students may have difficulty with the passive. V Procedure

1. Warmer - Greeting.

(49)



Steps to change an active into a passive ? Active: S – V – O

+ O  S

+ V  (be) PII.

+ S  by O



S + (be) PII + by O.

- Students tell how to change an active into a passive.

3. New lesson



Exercise 1: Change these sentences into the passive:

1. Noone has signed this cheque

2. Has anyone answered your question?

3. We have asked some friends of her to join us

4. The police are holding him for further question

5. They built this house years ago



Exercise 2: Rewrite these sentences using “I wish ”:

1 I’d like Bob to drive more carefully I’m sorry I can’t help

3 What a pity you didn’t come to my birthday party

4 I am sorry you spoke to Nam

5 I am sorry I didn’t know you were studying



Exercise 3: Combine each pair of sentences into a new one using the cues in brackets

1 This coat is very thin I can’t wear it (so/such that)

2 The folk song is simple Everyone can sing it (so/such that)

3 The chair was very weak I couldn’t sit on it (so/such that)

4 The boy is very good Everyone admires him (so/such that)

- Teacher gets students to go to the board to the exercises

- T elicits correction from students if necessary - Teacher gives feedback



Exercise 1:

1 This cheque hasn’t been signed

- Copy the exercises in the notebooks

- Do the exercise individualy - Share with the partner to correct in pairs

- Copy in the notebooks

4 Consolidation

Teacher retells and emphasises the structures

5 Homework

(50)

TiÕt 34 Ngày dạy /12/2008

revision I Aims

- Reported speech.

- Tag questions

- Conditional sentence III Materials

- Exercises on extra boards

- Board, chalk,

Students may have difficulty with the inderect speech. V Procedure

- Asking for the teaching date. 2. Revision

 Give the correct forms of the verbs in brackets: 1 If they (be) late, I ll punish them.’

2 If you (go) out Would you buy me some cigarrettes?

3 If she (need) a computer, she can borrow mine. 4 If you (hear) from Hoa, could you please let me

know?

- Students the exercise individually.

- One S goes to the board to the exercise.

- The others give their own ideas.

3. New lesson

Teacher s activities’ Students activities’ A Conditional sentence:

If-clause Main clause

I Simple present Will/can + V

II Simple past Would/could + V

III Past perfect Would/could + have+ P

II



Exercise:

1 If they (have) time at the weekend, they will come to see us

2 If we (know) about your problem, we would have helped you

3 If I (be) you, I would not buy that dress We (arrive) earlier if we had not missed the

bus

5 If I didn't have a mobile phone, my life (not / be) complete

- Discuss in groups of four.

(51)

B Tag question:



Exercise 2: Add question tags to the following sentences:

1 Ba wasn’t angry, ? (was he) Ben hasn’t had lunch, ? (has he) You won’t tell anything, ? (will you) I didn’t wake him up, ? (did I) Your leg doesn’t hurt, ? (does it) There is a trip tomorrow, ? (isn’t there) Noone complained, ? (did they)

8 Niether of them offered to help you, ? (did they)

9 Nothing went wrong, ? (did it) 10 That isn’t Nam driving, ? (is it) C Reported speech:



Exercise :Change the following sentences into indirect speech:

1 “I have something to show you,” I said to her “Nothing grows in my garden It never gets

any sun,” she said

3 “I’m going away tomorrow, mother,” he said “I’ve been in London for a month but so far I

haven’t had time to visit the Tower,” sai Rupert

5 “It isn’t so foggy today as it was yesterday,” I remarked

6 “We have moved into our new flat We don’t like it nearly so much as our last one,” said my aunt

7 “What happened to Mr.Budd?” said one of the men

8 “Which team has won?” asked Ann “Does this train stop at York?” asked Bill 10 “Is a return ticket cheaper than two singles?”

said my aunt

Ex: I said to her that I had something to show her

2

Teacher retells and emphasises the structures. 5. Homework

- Redo all the exercises.

Tiết 35 Ngày dạy /12/2008

revision I Aims

- Used to

- Prepositions of time

- Too + adjectives III Materials

- Board, chalk,

(52)

Students may have difficulty in writing sentences. V Procedure



Prepositions of time? Give example? (in, on, at, about, during, after, before, ) Ex: on Monday,

- One student answers the question in front of the class.

3. New lesson

Exercise: Rewrite the following sentences:

1. John smoked a lot last year, but now he doesn’t smoke any more - John used

2 It’s time for you to go to school

- It’s time you Please keep silent in the classroom

- I’d rather you We can’t go out because of heavy rain

- I wish it They often went to Vung Tau at weekends

- They used We have learnt English for years

- We started I haven’t seen her for a long time

- I didn’t How long have you learnt French?

- How long ago (When) ? Noone could help him

- He 10 When was this car bought?

- When did ? 11 “I must go now.”

- The father said 12 The coffee is so hot that I can’t drink it

- The coffee is too 13 The coffee is so hot that I can’t drink it

- The coffee is not 14 The water in this river is so dirty that we can’t swim in it

- The water in this river is too 15 “Why you come here late?”

- She asked me 16 “I will go to China next week.”

- She said to me 17 “Do this test again please!”

(53)

18 She enjoys going swimming

- She is 19 I think it would be a good idea to take a train

- I suggest 20 I often go to bed late

- I am used

- Teacher gets students to copy the exercise into the notebooks the it individually

- Teacher gets 10 students to go tho the board to correct the exercise Each one finish sentences

- T elicits correction from students then gives feedback

4 Consolidation

Teacher retells and emphasises the structures

5 Homework

- Redo all the exercises

TiÕt 36 Ngµy thi /01/2009

The first term test A Aims

- Nhằm kiểm tra kiến thức ngôn ngữ, kỹ bản, khả tiếp thu bài häc cña häc sinh.

B Objectives

The content of the test (Theo đề Phòng giáo dục Ba Vì)

Unit 6

The environment

TiÕt 37 Ngày dạy /01/2009

(54)

I Aims

Presenting some vocabulary about the environment and conditional sentence type

II Objectives

By the end of the lesson, students will be able to get the aims well

III Materials

- A cassette and an audio compact disk

Students may have no problems

- Greeting

2. Revision



Brainstorming: * Suggested answer:

- Cutting down the forests / trees - Destroying wild animals and plants - Burning too much coal, oil and gas - Producing too much trash

- Pulluting the land with chemicals - Using dynamite for fishing -

- Work in groups to discuss this topic

3. New lesson

Teacher s activities’ Students activities’ a Presentation:



Pre teach:

- deforestation: Sự phá rừng - pesticide: Thuốc sâu - dynamite: Thuèc næ - to spray: Phun - a dump: BÃi rác

- a conservationist: Ngời bảo vệ môi trêng - be disappointed: ThÊt väng

* Checking: R0R

Matching: (getting started)



Pre-questions:

- Who is the speaker? - Who are the listeners? - Where are they?

- What are they going to do?

- T eacher elicits the model sentence from the answer to the question

What will they achieve if they work hard today?

* Model sentence:

If they work hard today, they ll make the beach a’

clean and beautiful place again.

- T checks meaning, use and form:

- Use: To express a true condition at present or in the future

- Form:

+ Main clause: S + will + V + If-clause: If + S + Vsimple present b Practice:



Repetition drill (Using word cues):

- Work in pairs to match the environmental problems to the pictures, then work in group in groups to talk about what people should to protect the environment

- Listen to the disk and follow the text on P.47-48 to find the answers to the pre-questions - Read the text individually to the matching in section a P.48 ( 1f, 2e, 3b, 4a, 5c, 6d)

(55)

- Throw trash / pollute, the rivers

- Turn the light off before leaving / save electricity - plant more trees / have more fresh air

- spray pesticide / pollute the land - cut down trees / damage the forests

- use dynamite to catch fish / pollute the water - put trash, trash can / make the environment clean - collect waste food / have more food to feed pigs



Noughts and crosses:

Spray/pollute Plant/have Work/make Turn off/save down/damageCut trash/makePut Throw/pollute dynamite/pollute Collect/haveUse

- Monitors and finds the winning team

- Teacher – students Eg: If we throw trash into the water, we’ll pollute the rivers

1

4

7

- Team work

- Prepare for the next lesson: Unit 6: Speak.

- Do exercise P 42, exercise P.45 WB.

Unit 6

The environment

Tiết 38 Ngày dạy /01/2009

Speak I Aims

Giving students practice in persuading someone into doing something to protect the environment.

II Objectives

- Text book

- Board, chalk,

- Posters.

2. Revision



(56)

- T divides the class into groups.

their ideas in the poster given by teacher.

- groups stick their poster on the wall.

- Students share their ideas and copy to their notebooks.

3. New lesson

a Pre speaking:



Pre teach:

- to dissolve: ph©n hủ

- to persuade: thut phơc

- exhaust fume: khãi th¶i xe cé



Revision:

* Way to give suggestion: - Why don’t you ? - Let’s

- I think you should

a).



Mapped dialogue:

You Your partner

I think you should

Why? Because

b)

- Teacher monitors and gives help if necessary.

c).

- Teacher monitors and gives help if necessary.



Pyramid: - Students:

+ pairs make a group of 4. + groups of make a group of 8 + groups of make a group of 16

- Copy down on the notebooks - T gets some students to tell in front of the class.

- Teacher – students.

- Work in pairs to persuade their partner into doing something to protect the environment Use the expressions and the ideas in the box (Section a, P.49)

- Work in groups to discuss the answers

to the questions in the questionnaire (P.49) The group on the right discuss the questions, the group on the left discuss the last questions, then crossgroup them

- Students work in pairs to discuss the best way to protect the environment using what they have done in section

a and b

- Students share, compare and make a list of the best way to protect the environment.

4 Consolidation

(57)

- Prepare for the next lesson: Unit 6: Listen + Language focus.

- Do exercise 4, page 42, 43 (workbook).

Unit 6

The environment

TiÕt 39 Ngày dạy /01/2009

Listen + language focus I Aims

Listening to the report on how our oceans are polluted for the main ideas and giving students further practice in adjectives and adverbs, adverb clause of reason, adjective + that clause.

II Objectives

By the end of the lesson, students will be able to tell get the aims well. III Materials

- Text book

- Board, chalk,

- An audio disk and a cassette. IV Anticipated problems

Students may meet with difficulties in listening to the disk voice. V Procedure

2. Revision



Language focus P.53:

Adjective + ly  Adverb

Notes: - Good – well Fast – Fast - Hard – Hard

* Lovely, friendly, lively are adjectives They don’t have adverb forms.

- T checks with the whole class.

- Comment on the ways to form adverbs of manner from adjectives.

- Complete the table and the sentences in Language focus 1  pair compare.

3. New lesson

a Listening:



Pre-teach:

- sewage: Níc thải - to pump: Bơm

- to be guilty of: Cã téi vỊ/v×

(58)

- to spill: Làm tràn ra - to leak: Rò rỉ

- marine life: Cc sèng díi biĨn - delibrate (adj): Cè ý.

* Checking vocabulary: R0R



T/F statement prediction:

1 Most of the pollution comes from people. 2 Many countries are worried about raw sewage flowing into the sea.

3 Little garbage is dropped into the sea.

4 Oil spills pollute the water and kill marine life materials.

5 Waste from school runs directly into the rivers.

6 Oil is washed from the sea.

* Answer: 1T 2F 3F 4T 5F 6F - Plays the disk.

- T gets feedback from students.

b Adverb clauses of reason:



AS, SINCE, BECAUSE:

a. Because is generally used when the reason is the most important part of the sentence The “Because-clause” usually comes at the end. b As and since are used when the reason is already well known or is less inportant than the rest of the sentence Since is a little more formal than as As and since-clauses often begin the sentence.

- T elicits from students verbs that are followed by a gerund (like, dislike, enjoy, hate, love, )



Language focus P 54

c Adjective + that clause:



To express feelings.

S + (be) + adj + that clause

* Adjectives of this type are: happy, glad, surprised, relieved, sad, disappointed, delighted, amazed, pleased, exected, sorry, etc.

pronunciation.

- Predict which statement is true or false.

- Listen to the disk to correct the prediction.

- Listen again to complete the note P.50.

- Compare in pairs.

- Listen, take notes and copy to the notebooks.

- Work in pairs.

- Listen, take notes, copy.

(59)



Language focus P.55

4 Consolidation

5 Homework

(60)

Unit 6

The environment

Tiết 40 Ngày dạy /01/2009

read I Aims

Reading a poem about the environment for specific information. II Objectives

The poem may be difficult to be understood. V Procedure

2. Revision



Word snake:

- Topic: The environment.

- Teacher monitors and finds the winning team.

- Work in teams using different colored chalks to write words in the shape of a snake The first letter of the next word must be the same as the last letter of the word before.

3. New lesson

a Pre reading:



Pre teach:

- a junk-yard: b·i phÕ th¶i

- a treasure: Châu báu

- foam: Bọt

- a hedge: Hµng rµo

- to litter: Vøt bõa b·i

- to save Sb from doing Sth.



Checking vocabulary: Slap the board.



Open prediction:

What will happen to the world / us if all the pollution goes on?

Eg: - We will have no clean water to drink. - We will have more serious diseases



Checking prediction

- Predict, write down or 3 things, then compare with their partner.

- Read the poem the compare their prediction with the mother’s answers.

- Work in pairs.

(61)



Gap fill: - Read a P.51

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



Comprehension questions: - Read b P.51 (Questions 1-5) - T elicits feedback from students.

c Post reading:



Discussion:

What could we in our school / house to minimize pollution?

Eg: - Clean our classroom/school everyday. - Throw trash into trash bins around the schoolyard.

- Read the text in silence to find the answer to the pre questions.

- Work in groups of to discuss question in section b P.51.

4 Consolidation

Teacher gets some advanced students to translate the poem in to Vietnamese.

5 Homework

- Prepare for the next lesson: Unit 6: Write.

(62)

Unit 6

The environment

Tiết 41 Ngày dạy /01/2009

Write I Aims

Practise writing a complaint letter. II Objectives

By the end of the lesson, students will be able to write a complaint letter. III Materials

- Text book

- Board, chalk,

- Poster.

2. Revision



Single word dictation:

- Teacher dictates a list of words:

- throw away, waste paper, vegetable waste, useless things, smell (trash)

- envelope, write, send, receive, stamp, post (letter)

- Write them down then find the connection between these words As soon as they find the connection, they shout out the word.

3. New lesson

a Pre writing:



Preteach:

- Complication: Sự than phiền - Resolution: Giải pháp

- Refreshment: Sù nghØ ng¬i - a fly: Con ruåi

- to fine: Ph¹t (To fine SB for St/doing st) - a frog: Con Õch

- a toad: Con cãc



Checking: R0R



A complaint letter: + Situation (S) + Complication (C) + Resolution (R) + Action (A) + Politeness (P)



How to:

(63)

- State the reason for writing: Eg: I am writing to you about

- mention the problem (describe what have happened, what makes you worried )

Eg: I would suggest that you should I think you should

- talk about future action

Eg: I look forward to hearing from you and - end the letter politely:

Eg: Faithfully / Sincerely Your signature.

- Teacher monitors, takes notes of typical mistakes and helps if necessary.

- Teacher move around giving helps and does delayed correction.

c Post writing:



Exhibition:

- Choose the best one as the winner.

- T write some typical mistakes on the board and elicits the correction from students.

- Work in groups of four to discuss the answers to the questions given by teacher.

- Read the instruction in section b (P.53) and write their complaint letter in pairs.

- Students swap their letters, read and correct mistakes.

4 Consolidation

5 Homework

- Prepare for the next lesson: Unit 7: Getting started + Listen & Read.

- Rewrite the letter.

Unit 7

Saving energy

Tiết 42 Ngày dạy /02/2009

Presenting some vocabulary about “Saving energy” and the new structure to make suggestion: “I suggest + V-ing ”,

II Objectives

III Materials

- A cassette and an audio compact disk

- Greeting

(64)



Getting started:

- T eacher focuses students’ attention on the second picture and asks some questions:

1 Is the TV on? (Yes, it is.)

2 Who is watching TV? (Nobody is)

3 What should we to save energy? (We should turn it off.)

- Teacher – students.

- Look at the pictures and make a list of things they could to save energy.

3. New lesson

Teacher s activities’ Students activities’ a Presentation:



Pre teach:

- enormous: to lín - a plumber: thỵ èng níc - a crack: vÕt nøt, vÕt r¹n

- a dripping faucet: chiÕc vßi rØ níc - invalid: ngêi tµn tËt

* Checking: R0R

 Listen and read:

 Set the scene:



Prequestion: What is Mrs.Mi talking with her neighbor about?

- T plays the disk (twice)

- T checks with the whole class

1T 2T 3F 4F 5T

- T asks Ss questions to elicit the model sentence: T: What does Mrs Mi advise Mrs Ha to to save water?

Ss: She advises her to take showers T: What exactly does she say?

Ss: She says: “I suggest taking showers.”



Model sentence:

I suggest taking showers.

Use?

Form?: S + (suggest) + V-ing.

Or S + (suggest) + that should b Practice:



Substitution Drill:

- Turn the light off before going out - Watch only good programmes - Reduce the amount of water you use - Turn off faucet



Write it up: Eg: a):

 I suggest turning the light off before going out



- Predict the answer to the question

- Listen to the disk and follow the text on P.57 to find the answers to the pre-questions - Practise the dialogue in pairs and exercise in section b P.58

- Teacher – students

- To make suggestion - Take note, copy

- Teacher – students - Teacher - student - Students work in pairs

- Write full sentences in the “Practice” in your notebook

(65)

- Do exercise P.48 (Workbook)

Unit 7

Saving energy

Tiết 43 Ngày dạy /02/2009

Further practice in making and responding to suggestions about how to save energy

II Objectives

III Materials

- Text book - Board, chalk, - Pictures

- Greeting

2. Revision



Network:

- T divides class into groups.

- Each group disscuss and write their ideas in the poster given by teacher.

3. New lesson



Revision:

- T revise different ways of making suggestions



Talk about how to save energy - T monitors and helps

- T has some groups practise their dialogues before the class

- Chandelier: §Ìn treo nhiỊu ngän * Suggested answers:

A turn off the faucet when water is not used

- Complete the network with the table on page 58

(66)

B turn down the gas fire / keep an eye on the gas fire while you are cooking

C turn off the fan when n one is there

D turn off the air conditioner and open the window

E turn off the lights before going out / use either neon light or chandelier

F turn off the faucet before leaving / have the dripping faucet checked and repaired

G go by bicycle instead of motorbike H go by bus

- T checks with the whole class by using Noughts and Crosses with picture AH and add more picture



Language focus P.64 * Substitution drill:



Discussion:

- Example Exchange:

A I think we should turn off the lights and the fans before leaving our classroom

B That’s a good idea

C Why don’t we ask the students on duty to that everyday?

D Great ! Let’s that

- Teams work

- Teacher – students - Work in groups of each

- Work in groups of to work out an action plan to save energy for their class / school / families:

4 Consolidation

5 Homework

- Prepare for the next lesson: Unit 7: Listen + Language focus 1, - Do exercise P.49-50 (workbook)

- What should you to save energy at home? Unit 7

Saving energy

Tiết 44 Ngày dạy /02/2009

Listen + language focus 1, 2 I Aims

Practise in listening to the news on solar energy for specific information and get further practice in connectives: and, but, so,

II Objectives

By the end of the lesson, students will be able to tell get the aims well. III Materials

- Text book

- Board, chalk,

- An audio disk and a cassette. IV Anticipated problems

(67)



Jumbled words:

- sag = gas cityceleirt = electricity - loac = coal awert = water

- Groups work - Teacher - students

3. New lesson

Teacher s activities’ Students activities’ a

Listening:



Pre-teach:

- solar energy: Năng lợng mặt trời

- a solar panel: Tấm thu lợng mặt trời - to install: Lắp đặt, cài đặt

- to store: Dù tr÷

* Checking vocabulary: R0R



T/F statement prediction: - Listen a P.60

I think I hear

1

* Answer: 1T 2F 3F 4T 5F - Plays the disk

- T gets feedback from students Section b: effective pollution countries store roof instead

b Connectives (Conjunctions):

And, but, because, or, so, therefore, however:

- These are conjunctions and are esed to join pairs of nouns/ adjectives/ adverbs/ verbs/ phrases/caluses

- T gets students to give examples using the given conjunctions



Language focus P 62



Language focus P.63: * Introduction: a phrasal verb:

- A phrasal verb  A verb + a preposition - T elicits the examples from students: Eg: look for, look after,



The verb usually doesn’t have it own original meaning

- T checks with whole class

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

- Predict which statement is true or false

- Listen to the disk to correct the prediction

- Listen again and fill in each blank with one word they hear (section b P.50)

- Compare in pairs

- Listen, take notes and copy to the notebooks

- Individual work

- Complete the sentences, use the right tense form of the phrasal verbs in the box and the pictures:

(68)

Teacher retells and emphasises the aims. 5. Homework

(69)

Unit 7

Saving energy

Tiết 45 Ngày dạy /02/2009

read I Aims

Reading a text about “Saving energy” for both general and specific information. II Objectives

Students may get difficulties in doing exercise Read a). V Procedure

2. Revision



Network:



Chatting: What are you interested in when you buy electrical appliances?

- Suggested answers: price, quality, size, style, power

3. New lesson

a Pre reading:



Pre teach:

- A luxury: Sù xa hoa

- To account for: ChiÕm; lµ yÕu tè cđa

- A consumer: Ngêi tiªu dïng

- An innovation: Sự đổi mới

- A labeling scheme: Kế hoạch dán nhÃn - Energy efficiency: Hiệu suất tiêu thụ lợng - Category: Loại, hạng

Checking vocabulary: What and where.



Prediction: - Read a) P.61

(70)



Checking prediction



Comprehension questions: - Read b P.61 (Questions 1-5) - T elicits feedback from students.

c Post reading:



Discussion:

- Talking about how people in different countries save energy:

+ In Western countries + In North America + In Europe

+ In Viet Nam

- Read the text then check the prediction.

- Work in pairs.

- Work in groups of

4 Consolidation

Teacher gets some advanced students to translate the text into Vietnamese.

5 Homework

(71)

Unit 7

Saving energy

Tiết 46 Ngày dạy /02/2009

Write I Aims

Practise in preparing a simple speech. II Objectives

By the end of the lesson, students will be able to prepare a simple speech. III Materials

- Text book

- Board, chalk,

- Poster.

2. Revision



Shark attack: (INTRODUCTION)

- Team work

- Teacher – whole class

3. New lesson

a Pre writing:



Preteach:

- A function: Chức năng

- To sum up: tãm t¾t; Tỉng kÕt

- A detail: Chi tiÕt

- A speech: Lêi nãi; bµi diƠn thut



Checking: R0R



Matching: Write a P.61

- Teacher checks with the whole class. 1B – 2C – 3A



Ordering: Write b P.61-62

- Copy down on the notebooks - Work in pairs to match each part of a speech in column A to a suitable function in column B (Write a P.61)

(72)

- T asks Ss to label each section (Introduction / Body / Conclusion) and focuses students’ attention on the language functions in each part.



Write c P.62

- Teacher monitors divides the class into 6 groups Group + prepare a speech about “Reducing garbage” Group + 4: “Reusing paper” Group + 6: “Saving energy in the kitchen”

c Post writing:



Exhibition:

- T writes some typical mistakes on the board and elicits the correction from students.

- Do as teacher say.

- Students use the ideas in the callouts on page 62 and model speech in write b to write their speech.

- The groups that have the same topic compare their speech, corect the mistakes and improve their speech.

4 Consolidation

Teacher retells and emphasises what a speech is and how to write it.

5 Homework

- Prepare for the written test.

- Rewrite the letter.

written test 45’’ A Aims

- Nh»m kiÓm tra kiÕn thức ngôn ngữ, kỹ bản, khả tiếp thu bài học học sinh.

B Objectives

The content of the test

I Listen to teacher reading a passage about ocean pollution then check if the following sentences are true or false (2 pts)

1 Most of the ocean pollution comes from people

2 Many countries but developed ones are guilty of pumping raw sewage into the sea There are oil spills from ships

4 There are waste materials from factories

II Combine two sentences in each pair using the word in bracket: (2 pts)

(73)

3 “Why don’t you take part in the contest tomorrow?” I said to Viet (Suggested)

4 It rained very hard He went out without a raincoat (However)

5 Please try to speak more loudly Please try to speak more clearly (And) Although Minh had a bad cold, he still went swiming (In spite)

7 Unless he works harder, he will lose his job (If) He is a slower speaker than my teacher (Speaks)

III Give the correct form of the verbs in brackets to complete each of the following sentences: (2 pts)

1 Yesterday afternoon Mrs Hoa (make) cakes while her children (wash) the dishes

2 I (fall) asleep while I (watch) TV last night She advised me (not go) there alone

4 I suggest (give) her a surprise party A: How long you (live) here?

B: I (live) here for about seven years

IV Read the passage carefully and then circle the best answer A, B, C or D ( 2.5M )

I arrived in London at last The railway station was big, black and dark I did not know the way to my hotel, so I asked a porter I spoke English not only very carefully, but clearly as well The porter, however, could not understand me He answered me, but he spoke neither slowly nor clearly “I am a foreigner”, I said Then he spoke slowly, but I could not understand him My teacher never spoke English like that! The porter and I looked at each other and smiled Then he said something and I understood it “You will soon learn English!” he said I wonder In England, each man speaks a different language The English understand each other, but I don’t understand them! Do they speak English?

1 The writer asked the porter

A How to speak English B Where the railway station was C The direction to the hotel D If he could speak English The porter couldn’t understand the writer because

A The writer didn’t speak English very carefully B The writer repeated the question several times C The porter didn’t know English

D The writer English was unusual The writer’s teacher of English

A Spoke English different from English people B Never spoke English in class C Didn’t speak English slowly D Didn’t work as a porter In England

A People understand one another without speaking English

B People speak English, which is not like the one the writer studied at school C People don’t speak English at all

D Each person speaks a different language Which of the following statements is not true?

A The writer expected every one in England to speak like his teacher B At last the writer understood what the porter said

C The porter didn’t feel angry with the writer

D The porter always spoke English slowly and clearly

V Fill in each blank in the sentences below a suitable preposition: (1.5 pts)

1 I have looked my pen for hours but I can’t find it anywhere Students take their coats before entering a lecture hall

3 I think they’ve gone to the airport to see their boss The bus was full We couldn’t get

5 Mr Brown is 85 and living alone He needs somebody to look him Don’t forget to turn the TV before going to bed

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(Teacher plays the disc: English 9, Unit – Listen (P 50)

1 T F T T

II điểm (Mỗi câu khoanh đợc 0,25 điểm)

1 Mr Jones didn’t go to worked yesterday because he didn’t feel well I want to be able to get to sleep, so please turn down the radio

3 I suggested that Viet took/should take part in the contest the next day It rained very hard; however, he went out without a raincoat

5 Please try to speak more loudly and clearly Minh went swimming in spite of his bad cold If he doesn’t work harder, he will loose his job He speaks more slowly than my teacher

III điểm (Mỗ động từ chia đợc 0,25 điểm)

1 was making were washing fell was watching

3 not to go giving

5 have you lived haved lived

IV 2,5 điểm (Mỗi câu đợc 0,5 điểm)

1C 2D 3A 4D 5D

V 1,5 điểm (Mỗi từ đợc 0,25 điểm)

1 for off off

4 on after off

Tiết 48 Ngày dạy /03/2009

check the test A Aims

- Tìm học sinh yế kỹ để từ giáo viên có biện pháp giúp đỡ thích hợp - Giúp học sinh học tập cách trình bày kiểm tra sẽ, khoa học bạn

- Greeting.

2 New lesson

- NhËn xÐt chung vÒ kiểm tra:

+ Grammar mistakes: Bài liên kết câu nhiều lỗi

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Unit 8

celebrations

TiÕt 49 Ngµy d¹y /03/2009

Reading for specific information about famous celebrations around the world. Presenting relative clause.

II Objectives

By the end of the lesson, students will be able to understand and use relative clause, get further information about celebrations around the world and complete the table.

III Materials - Text book

- Board, chalk,

Students may have difficulties in getting enough information about celebration around the world.

- Greeting.

2 Revision



Matching: (Getting started)

- Teacher checks with the whole class. - Work in pairs to match the icons with the names of the celebrations they represent.

3. New lesson

a Presentation:  Pre teach:

+ Easter (n): Lễ phục sinh + lunar: thuộc âm lịch + Passover (n): Lễ Vợt Qua + Jewish (adj): Ngời Do Thái + Slavery (n): Chế độ nô lệ + To occur: xảy ra

+ a parade: Cc diƠu hµnh - Teacher reads once again



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 Matching:

A celebration Sù tù do

A sticky rice cake Khoảng

Around (adv) Vui vẻ

Freedom B¸nh trng

Joyful (adj) LƠ kû niƯm

 Pre questions:

Set the scene:

- How many festivals are described in the passage?

- T p;ays the disk twice. - T controls the class.

- Teacher focuses Ss’ attention on relative clauses in the following sentences:



Model sentences:

- Tet is a festivel which occurs in late January or early February.

- Family members who live apart try to be together at Tet.

* Concept check: - Meaning?:

- Use: We usually use relative pronouns who,“

which, that at the beginning of a clause”

(Relative/Adjective clause) This kind of clause is used to modify a noun and is placed right after the noun it modifies.

- Form: + Who: for person + Which: for things

+ That: for both person and things. Ex: I thanked the man He helped me.

 I thanked the man who helped me Main clause Relative clause

b Practice:



Join each pair of sentences together to make one sentence, using WHO or WHICH:

1 He pick up the book It was on the desk. 2 He’s the person He wanted to buy your house.

3 The children broke my window They live in the next street.

4 The TV programme was very sad I watched it last night.

Complete the following sentence:

- Individual work first, next compare in pairs.

- Teacher checks with the whole class.

- Listen to the disk (books closed) to find the answer to the pre-question.

- Listen again (books open) - Read the passage individually and find the information to complete the table on page 66.

- Compare in pairs

- Translate the sentences into Vietnamese.

- Copy

- Listen and take notes - Copy

- Individual work.

- Teacher check with the whole class.

- Pair works then group works (Oral work)

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1. I was talking to a person who 2. That’s the car which

3. She’s the woman who

- T moves around and give help if necessary.

4 Consolidation

Teacher retells and emphasises the form and use of relative clause.

5 Homework

- Prepare for the next lesson: Unit 8: Speak + Listen.

- Do exercise 1, page 52, 53 (workbook).

Unit 8

celebrations

Tiết 50 Ngày dạy /03/2009

Speak & listen I Aims

- Practise in giving and responding to compliments.

- Practice in listening to the song Auld Lang Syne and filling in the missing word. II Objectives

- Text book

- Board, chalk,

- A cassette and an audio disk. IV Anticipated problems

Students may get difficulties in finding words and phrases to express their ideas and they may get confused with the disk voice.

- Greeting.

2. Revision



Chatting:

- Do you like singing?

- Can you sing an English song? - Teacher may sing an English song.

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3. New lesson



Checking Vocabulary: What and where



Prediction:

a I think I hear

b c d e



Checking prediction

- Plays the disk three times.

c While Speaking:



Revision: T elicits from students ways to give and respond to compliments.

- T writes some more situations on strips of paper and give to Ss to practise in pair.

- Your partner has just bought a lovely hat. - Your partner’s handwriting is very beautiful. - Your partner has made a lot of progress in speaking English.



Speak b P.24

- T monitors and gives help.

d Post speaking:



Writing

- T gets students to practise singing the song “The Auld Lang Syne”

and guess what word to fill in each gap and write in “I think” column.

- Lisen and check the prediction then write in “I hear” column.

- Use the situations on P.66-67 to practise giving and responding to appropriate compliments.

- Pair works.

- Read the questions carefully then listen to the dialogue again to find the answers to the questions.

- Write down the dialogues they have just made up into their notebooks

4 Consolidation

5 Homework

- Practise reading the text.

Unit 8

Celebrations

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read I Aims

Reading for main ideas and specific information. II Objectives

By the end of the lesson, students will be able to know more about one of the important celebrations in Australia and the USA: Father’s Day by reading about opinion, feeling, memories of children about their father.

- Board, chalk,

Students may not know much about Father’s Day. V Procedure

2. Revision



Discussion: Talk about Father’s Day 1. Date: UK/US: 3rd Sunday in June

2. Purposes: - to honor fathers

- to give thanks

- to give presents or cards 3 Activities

- All family get together

- Bonfires are the main feature Bonfires artists fashion grotesque or satiric images of animals’ house, gods or humans, which are located round the town for people to admire. This is followed by bull fights, parades, fireworks, etc.

3. New lesson

a Pre reading:



Pre teach:

- A tear: Giät níc m¾t

- A groom: Chú rể

- To hug: Ôm

- Considerate (adj): Ân cần, chu đáo

- Priority (unc): : Sù u tiªn

- A sense of humor: óc hài hớc

- To distinguish: Phân biƯt

- Terrific (adj): xt s¾c, tut vêi.



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

Open Prediction: - Set the scene

- T asks Ss to guess and write down children’s opinions and feelings about their fathers.



Checking prediction



Comprehension questions: - Read b P.69 (Questions a-c) - T elicits feedback from students.

c Post reading:



Group work

- (If time is not allowed, set this as homework)

- Ex: Love, be proud of, admire, respect, etc.

- Read the text then check the prediction.

- Work in pairs.

- Work in groups of to answer question d (P.69). Write a postcard to their father on their birthday, then exchange the postcard with their partner to correct the mistake.

4 Consolidation

5 Homework

- Write a memory you have about your father.

Unit 8

celebrations

TiÕt 52 Ngày soạn /03/2009

Write I Aims

Practise writing a letter to a penpal to express opinions. II Objectives

By the end of the lesson, students will be able to write a letter to a penpal to express opinions.

- Board, chalk,

- Poster.

2. Revision



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- Team work

3. New lesson

a Pre writing:



Preteach:

- to enhance

- to support

- nationwide (adv)



Checking: Slap the board



Discussion

1 Why you think it’s necessary/important to have a day to celebrate for your parents? 2 When should we celebrate this day and why do you think we should celebrate this day at that time of the year?

3 How should we celebrate it?

4 What special gifts should you give to your moms / dads?

5 What special food sgould you offer?

6 Do you believe that your idea will be supported and celebrated nationwide? Why?

c Post writing:



Correction:

- T collect letters and checks with the whole class.

- Copy down on the notebooks - Work in group of to discuss the answers to the questions given by teacher: - Ss compare their answers with the outline in their books (P.70)

- Write the letter individually, using the information in the outline and in their discussion.

- Students swap their letters, read and correct mistakes.

4 Consolidation

5 Homework

- Prepare for the next lesson: Unit 8: Language focus.

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Unit 8

celebrations

Tiết 53 Ngày dạy /03/2009

Further practice in relative clauses and adverb clauses of concession. II Objectives

- Text book

- Board, chalk,

- Workbook.

IV Anticipated problems Students may have no problems. V Procedure

2 Revision: During the new lesson.

3. New lesson

 The Relative clause:

- Defining clause explains exactly who

or what is being discussed It is more common than non-defining clause.

- Non-defining clause gives information about the subject being discussed, but it is not essential information It is indicated by the use of comma before and after the clause.

* Practice:

- Language focus P.70-71 - T checks with the whole class. - Language focus P.71

 Adverb clauses of concession:

- Situation: Tet is coming Th Ha has decorated her house and made plenty of cakes, but she is not sastified with her preparations for Tet. * Model sentence:

 Even though Ha has decorated her house and made plenty of cake, she is not satisfied with her preparations for Tet.

* Concept check:

- check the meaning, use and form. * Practice:

- Language focus P.71-72

- Revise the relative clause. - Listen, take notes and copy.

- Individual work – compaire in pairs.

- Listen.

- “Of concession”.

- Translate the sentence into Vietnamese.

- Work in pairs.

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- give feedback.

- Language focus P.72-73 - T checks with the whole class.

- Pair works

4 Consolidation

5 Homework

- Prepare for the next lesson: Unit 9: Getting started + Listen and read

- Do exercises 3, 4, P.53-57 WB.

Written test 10’

Combine each pair of sentences into a new one Use the relative clause. 1 The book is mine It is on the table.

(The book which is on the table is mine.)

2 The girl is happy She won the race.

(The girl who won the race is happy.)

3 She was looking at the picture It was beautiful.

(She was looking at the picture which was beautiful.)

4 Do you know the man? He is standing overthere.

(Do you know the man who is standing overthere?)

5 Easter is a joyful festival It is celebrated in many countries.

(Easter, which is celebrated in many countries, is a joyful festival.)

Unit 9

Natural disasters

TiÕt 54 Ngày dạy / /2009

Getting started + listen and read I Aims

Presenting some vocabulary about natural disasters and talking about the weather forecast.

II Objectives

- Text book

- Board, chalk,

Students may have no problems. V Procedure

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2. Revision



Getting started: (Brainstorming)

- Group work.

3. New lesson

- a weather forecast: Dù b¸o thêi tiÕt. - a coast: Bê biÓn

- a thunderstorm: B·o cã sÊm sÐt kÌm ma to.

- Highlands: MiỊn nói.

- to trust: Tin, tin cËy

- in case: NÕu; phßng khi



 Presentation dialogue

- Set the scene



Pre Question: What is Thuy talking to her grandmother about?

 Pre questions:

Set the scene:

- How many festivals are described in the passage?



Gap fill (P.75-76):



Language function:

Making predictions about the weather.

- It will be sunny.

- The temperature will be between

- Ha Noi will have temperature

- Ha Noi will experience

- There will be thunderstorms over

b Practice:



Word cue drill:

1 It will be sunny (rain / stormy / windy) 2 There will be thunderstorms over central highlands (snowstorm / typhoon / earthquake? 3 The temperature will be between 270C and

350C (300C and 370C / 280C and 340C)

- Listen to the disk and answer the pre-question.

- Practise the dialogue in groups of 3.

- Individual work first, next compare in pairs.

- Make predictions about the weather using the given word cues.

- Teacher – whole class. - pair works.

- Individual work.

4 Consolidation

Teacher gets some Ss to translate the dialogue in to Vietnamese.

5 Homework

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- Do exercise page 61 (workbook).

Unit 9

Natural disasters

Tiết 55 Ngày dạy /04/2009

Speak & listen I Aims

- Practise speaking about preparations for a typhoon.

- Practice listening to a talk on how to live with earthquakes for specific information to fill in the gaps

II Objectives

- Text book

- Board, chalk,

- A cassette and an audio disk. IV Anticipated problems

Students may get difficulties in finding words and phrases to express their ideas and they may get confused with the disk voice.

- Greeting.

2. Revision



Chatting:

- What will you if there is a typhoon? (stay inside, close all the doors and windows, put matches and candles in a place next to you).

- Teacher may sing an English song.

- Teacher - Student

3. New lesson



Pre teach

- To block the rollers

- A zone

- Potted plants

- A container



Checking Vocabulary: What and where



T/F Statements Prediction:

1 Place heavy books on the top of your

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wardrobe.

2 Block the rollers on some big electrical appliances to prevent them from moving. 3 make sure the mirrors in your house can’t move.

4 Sleep next to a window. 5 Run out into the street.

6 Don’t stand in the middle of the room. * Key: 1F, 2T, 3T, 4F, 5F, 6T



Checking prediction

- Plays the disk three times. - T gives feedback.

c While Speaking:



Revision: How to make predictions (Section b, P.76)

* Speak a P.76

S1: I think we should buy matches and candles before a typhoon.

S2: Yes, I think so, because there may be a power cut.

d Post speaking:



Writing

Ex: - Buy some canned food. - Buy a ladder

- Pair works

- Lisen and check the prediction.

- Ss compare with their partners.

- Listen again to complete the table on page 77 individually. - Ss compare with their partner.

- Individual work.

- Ss work in pair to talk about what they think they want to buy and to prepare for a typhoon and explain why, using the idea in Section a and b.

- Pair works.

- Ss work in groups of to write down (on posters) what should be done for a typhoon.

4 Consolidation

5 Homework

- Practise reading the text.

Unit 8

Celebrations

TiÕt 56 Ngµy d¹y /04/2009

read I Aims

Reading a text about natural disasters for main ideas and specific information. II Objectives

By the end of the lesson, students will be able to get general background information on some common natural disasters.

- Board, chalk,

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Students may not have very good background on natural disasters. V Procedure

2. Revision



Discussion:

- What are natural disasters?

- Where they often happen?

- How they often happen?

- What they cause?

3. New lesson

a Pre reading:



Pre teach:

- Pacific Rim: Vành đai TBD

- To collapse

- To erupt

- Tidal (adj)

- Abrupt: BÊt ngê

- A shift: Sự thay đổi, Sự chuyển dịch

- Funnel-shaped (adj): Cã h×nh phƠu

- To suck up: Hót lªn



Checking vocabulary: R0R.



Skimming: - Set the scene



Matching:



T/F statements



Complete the sentences: Read b P.79 - T gives feedback.

c Post reading:



Group work

- (If time is not allowed, set this as homework) - T calls one from each group to the front to present theirs.

- Have a quick look at the text (2 minutes) (Look only at the title and the sub-heading or read the beginning and the ending sentences) then tell what the text is about in general.

- Match the pictures with the correct words.

- Individual work. - Teacher – students.

- Individual work – Exchange the notebooks then correct each other’s mistakes.

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turns.

4 Consolidation

5 Homework

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Unit 9

Natural disasters

Tiết 57 Ngày dạy /04/2009

Write I Aims

Practise writing a simple story. II Objectives

By the end of the lesson, students will be able to write a simple story. III Materials

- Text book

- Board, chalk,

- Poster.

2. Revision

- T writes the word “a dog” on the board. Ex: I have a dog.

I want to buy a clever dog. I like playing with my dog.

Dogs can smell and hear better than people.

.

- Work in groups to write as many sentences as possible with that word The group that can write the most correct sentences will be the winner.

3. New lesson

a Pre writing:



Matching:

S1: picture 1, S2: Picture 2, 3 S3: Picture 3, S4: Picture 4, 5 S5: Picture 5, S6: Picture 6, 1

- Work in group of to match the word cues in the box (P.79) with the right pictures on P.80.

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c Post writing:



Correction:

- T writes some typical mistakes on the board and elicits the correction from students.

- T gives indirect corrections.

It was a beautiful day The sun was shining, the sky was blue, and the weather was perfect. Lan was outside playing with her dog, Skippy All of a sudden, the dog began behaving strangely. She kept running around in circles, (and didn t’

seem to be herself) Lan ran home with the dog to tell her mother what Skippy was doing Lan s’

mother, Mrs.Quyen, told Lan that she heard on TV that there was a typhoon coming Mrs Quyen gathered her family and told them to find shelter in the home.

Suddenly, the sky became very dark The storm came with strong winds and heavy rain. Mrs Quyen and her family were scared But soon the storm finished and everyone was glad What a clever dog Skippy is She saved Lan from being caught in the typhoon.

- Ss in each group share and compare their sentences, check and correct for each other, then choose one secretary to write the whole story on a poster.

- All the groups exchange their story to correct the mistake.

- Copy.

4 Consolidation

5 Homework

- Prepare for the next lesson: Unit 9: Language focus.

- Rewrite the story.

Unit 9

Natural disasters

Tiết 58 Ngày dạy /04/2009

Further practice in relative pronouns and relative clauses. II Objectives

- Text book

- Board, chalk,

- Workbook.

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

Noughts and crosses: (General knowledge quiz):

1 Which country won the 1998Tiger Cup ? 2 Which explorer discovered America? 3 Which pnanet is closet to the Earth?

4 Which animal in Viet Nam was chosen to be the logo of Sea Games 2003?

5 Which Asian country is divided into 2 regions by the see?

6 Which food can you chew but can’t swallow? Which food can you swallow but can’t chew?

8 Which river flows through London?

9 Who wrote King Lear and Romeo and Juliet?

- Team works - Singapore

- Christopher Columbus - Venus

- The buffalo - Malaysia

- the chewing gum - water / drinks - the Thames

- William Shakespeare

3. New lesson

 Practice:

* Language focus P.81

- T checks with the whole class. * Matching

- T checks with the whole class. * Recognition:

- Language focus P.82 * Rewrite:

- Ex: Viet Nam, which is in South-east Asia, exports rice.

Viet Nam, which is famous for its beautiful spots, exports rice.

- Individual work

- Individual work – compaire in pairs.

- Work in groups of Each group has to write one sentence in Ex (P.82) in different ways by replacing the underlined clause.

4 Consolidation

5 Homework

- Prepare for the next lesson: Unit 9: Listen and read - Do exercises 3, 4, P.53-57 WB.

Written test 15’’

Combine each of the following sentences using relative clause:

1 I must thank the people I got a present from them. 2 The picture was beautiful She was looking at it.

3 The man is standing over there I was telling you about him. 4 I apologized to the woman I spilled her coffee.

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written test 45’’ A Aims

B Objectives

The content of the test §Ị sè 1

I Listening: Listen and decide which is true which is false(2) 1 Mother’s Day is on the first Sunday of May.

2 Children often send their mother cards and give them flowers or sweets as presents. 3 Mothers have a rest on that day.

4 The children only the cooking on that day. II Give the correct forms of the verbs in brackets (1).

1 If we (not protect) the environment, our green planet (be) badly polluted.

2 I suggest (give) her a surprising party.

3 Yesterday afternoon, Mrs Hoa (make) cakes while her children (wash) the dishes.

III Rewrite each of the following sentences in such a way that it means exactly the same as the sentence printed before it (2)

1 Although I was tired, I couldn’t sleep.

=> In spite 2 Let’s decorate the house and make a lot of cakes for Tet. => I suggest 3 We didn’t go out because of the rain.

=> Because it 4 Despite having very little money, they are happy.

=> Even

IV Combine each pair of sentences into a new one, using relative pronouns (2) 1 Neil Armstrong first walked on the moon Neil Armstrong lived in the USA 2 The students are all from America We met them at the party last night. 3 The town was beautiful We spent our holiday there last summer.

4 Do you know the girl? I danced with her.

V Use the cues given to write complete sentences (add comma where necessary (1,5) 1 We/go/move/Mai Chau/ which/in/north-west/Vietnam.

2 He/like/Mexico City/where/he/worked/last/year.

3 We/be/stay/Phong/whose/brother/one of/closest friends. VI Cirle the best answer (1,5)

1 The people live next door keep having all night party.

A who B whom C which D whose

2 People crowded the street on Day to watch colorful parades.

A Nation B national C nationally D nationality 3 People take physical exercise can live longer.

A who B whom C which D whose

4 He is the and pride of his mother.

A joy B joyful C joyfully D joylessness

5 Passover is celebrated in Israel and by all people.

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6 My friend come to stay us Christmas

A to/at B with/in C with/at D to/in

§Ị sè 2

I Listening: Listen and decide which is true which is false (2). 1 Mother’s Day is on the first Sunday of May.

2 Children often send their mother cards and give them flowers or sweets as presents. 3 Mothers have a rest on that day.

4 The children only the cooking on that day. II Give the correct forms of the verbs in brackets (1).

1 He (watch) T.V last night when the light (go) out.

2 I (buy) a new house last year, but I (not sell) my old house yet, so at the moment I have two houses.

3 If the weather is good tomorrow, I (go) swimming.

III Rewrite each of the following sentences in such a way that it means exactly the same as the sentence printed before it (2)

1 In spite of his broken leg, he managed to get out of the car. - Although 2 “ Why don’t we burn coal to heat the house?

- I suggested 3 Despite his age, Mr Thanh runs five kilometers every morning.

- Even 4 Phong didn’t go to go work because he was ill.

- Because of

IV Combine each pair of sentences into a new one, using relative pronouns (2) 1 The apples are bad We bought them in the shop.

2 I like reading books Books tell about different peoples and their culture. 3 Do you know the girl? She danced with me.

4 That is the place The festival occurred

V Use the cues given to write complete sentences (add comma where necessary (1,5) 1 It/will/rainy/Hue/which/ancient capital/Vietnam.

2 I/talk/man/whose/car/broke down/way/party.

3 We/ go/spend/vacation/Hawaii/where/there/some/strange volcanoes. VI Cirle the best answer (1,5)

1 Last night I came to the show late the traffic was terrible.

A although B despite C and D because 2 The picture I bought was very valuable.

A who B which C whose D whom 3 I’m very of my father.

A pride B proudly C proud D prouding 4 He often takes part many different charity activities.

A on B of C to D in

5 He want to his room.

A decorate B decoration C decorative D decorator 6 Can you tell me the reasons for the Mother’s Day?

A celebrating B celebration C celebrate D celebrated

The tapescript:

The second Sunday in May is Mother’s Day It is a public holiday in both Britain and America On that day, children send Mother’s Day cards to their mothers They give their mothers flowers or sweets as presents Fathers and children the cooking so their mothers can have a rest.

Tiết 60 Ngày dạy /04/2009

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A Aims

- Nhằm đánh giá mức độ làm học sinh.

- Tìm học sinh yế kỹ để từ giáo viên có biện pháp giúp đỡ thích hợp.

- Giúp học sinh học tập cách trình bày kiểm tra sẽ, khoa học của bạn mình

- Greeting.

2 New lesson

- NhËn xÐt chung vỊ bµi kiểm tra:

- Đa lỗi sai tiêu biểu mà nhiều học sinh mắc phải: + Kỹ viết hạn chế.

+ Grammar mistakes: Bài liên kết câu nhiều lỗi

+ Spelling: Thiếu dấu câu, đầu câu không viết hoa, khoảng cách từ trong câu liền nhau,

+ Chữ viết nhiều học sinh xấu.

Chữa kiểm tra: Đáp án:

Đề số 1

I Listening: Listen and decide which is true which is false(0,5 x = 2)

1 F 2 T 3 T 4 F

II Cho dạng động từ ngoặc(0,2 x 5= 1) 1 don’t protect will be

2 giving

3 was making were washing

III Viết lại câu sau dùng từ cho trớc sau cho nghĩa không đổi(0,5 x = 2) 1 => In spite of being tired I couldn’t sleep.

2 => I suggest decorating the house and making a lot of cakes for Tet. 3 => Because it rained, I didn’t go out

4 => Even though they have a little money, they are happy. IV Kết hợp câu sau dùng mệnh đề quan hệ(0,5 x = 2)

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

2 The students whom we met at the party last night are all from America 3 The town where we spent our holiday last summer was beautiful

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We are going to move to Mai Chau, which is in north-west of Vietnam. 2 He likes Mexico City, where he worked last year.

3 We are staying with Phong, whose brother is one of our closest friends. VI Chọn đáp án đúng(0,25 x = 1,5)

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

§Ị sè 2

I Listening: Listen and decide which is true which is false(0,5 x = 2)

1 F 2 T 3 T 4 F

II Cho dạng động từ ngoặc(0,2 x 5= 1)

was watching went

2 bought haven’t sold

3 will go

III Viết lại câu sau dùng từ cho trớc sau cho nghĩa không đổi (0,5 x = 2) 1 Although his leg was broken, he managed to get out of the car.

2 I suggested burning coal to heat the house

3 Even though Mr Thanh is old, he runs five kilometers every morning. 4 Because of being ill, Phong didn’t go to go work

IV Kết hợp câu sau dùng mệnh đề quan hệ(0,5 x = 2) 1 The apples which we bought in the shop are bad

2 I like reading books which tell about different peoples and their culture. 3 Do you know the girl whom danced with me.

4 That is the place where the festival occurred V Dùng từ gợi ý để viết câu hoàn chỉnh(0,5 x = 1,5)

1 It will be rainy in Hue which is an ancient capital of Vietnam. 2 I talked to the man whose car broke down on the way to the party. 3 We are going to spend our vacation in Hawaii, where there are some strange volcanoes. VI Chọn đáp án đúng(0,25 x = 1,5)

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Unit 10

Life on other planets

Tiết 61 Ngày dạy /4/2009

Presenting some vocabulary about life on other planets. II Objectives

By the end of the lesson, students will be able to understand and use some vocabulary about life on other planets, understand the content of the text.

- Board, chalk,

Students may not have enough information and words about the UFOs to discuss. V Procedure

2 Revision



Discussion: (Getting started)

- Teacher divides the class in to groups. - T calls one S from each group to answer by speaking in front of the class or writing on the board.

- Each group discuss the answer to one question a, b, c or d on page 83.

3. New lesson

+ a spacecraft: Tµu vị trơ

+ an alien: Ngêi ngoµi hµnh tinh + a sample: MÉu vËt.

+ an evidence: Bằng chứng + a meteor: Sao băng + to claim:

+ to capture:

- Teacher reads once again



 Set the scene

- Listen to the disk with the books open and follow the text (P.83-84)

- Ss read the text individually and find the words that have the meaning from to in a, P.84.

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b Practice:



Noughts and crosses:

Alien Spacecraft Meteor

Evidence Claim Capture

Collect Disappear Sample



Summary:

partners.

- Group works Ss make sentences with the words they have chosen.

- Work in pairs to complete the summary of the text

- Listen to the disk (books closed) to find the answer to the pre-question

- Listen again (books open) - Read the passage individually and find the information to complete the table on page 66 - Compare in pairs

4 Consolidation

Teacher retells and emphasises the aims of the lesson.

5 Homework

- Prepare for the next lesson: Unit 10: Speak + Language focus 1.

Tiết 66 Ngày dạy /4/2009

Đảo Chơng trình để kiểm tra học kỳ

revision I Aims

- The verb tenses: Simple present, simple past, present continuous, pasr continuous, present perfect

- Simple past with “Wish”

- Conditional sentences type 1, III Materials

- Board, chalk,

Students may have difficulty in writing sentences. V Procedure

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2 Revision

This will be done during new lesson

3 New lesson

- T elicits from Ss the use and the form of the berb tenses: Simple present, simple past, present continuous, pasr continuous, present perfect

Exercise 1

Simple Present or Present Continuous?Type the correct form of each verb

Next week, my friends and I (go) camping in the woods I (organize) the food, because I (like) cooking Dave (have) a big car with a trailer, so he (plan) the transportation Sam (bring) the tent he (go) camping every year, so he (have) a great tent and lots of other equipment My wife (think) we're crazy She (like) holidays in comfortable hotels, so she

(take) a trip to Paris instead

Exercise 2

Put the verbs into the correct tense (Simple Past or Past Progressive). 11 While Tom (read) , Amely (watch) a documentary on TV

12.Marvin (come) home, (switch) on the computer and (check) his emails

13.The thief (sneak) into the house, (steal) the jewels and (leave) without a trace 14.Nobody (listen) while the teacher (explain) the tenses

15.While we (do) a sight-seeing tour, our friends (lie) on the beach 16.He (wake) up and (look) at his watch

Exercise 3

Put the verbs into the correct form (present perfect simple). I (not / work) today We (buy) a new lamp

2 We (not / plan) our holiday yet Where (be / you) ?

4 He (write) five letters

5 She (not / see) him for a long time (be / you) at school?

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8 (speak / he) to his boss?

9 No, he (have / not) the time yet

Complete the Conditional Sentences Decide whether to use Type I or II. 1 If they go to Washington, they (see) the White House

2 If she (have) a hamster, she would call him Fred 3 If he gave her a sweet, she (stop) crying

4 If he (arrive) later, he will take a taxi

5 We would understand him if he (speak) slowly 6 Andy (cook) dinner if we buy the food

7 I will prepare breakfast if I (wake up) early 8 If they shared a room, they (fight) all day long

Write sentences beginning with I wish “ ” Ex: 0 I can’t play the guitar.

- I wish I could play the guitar. 1 I don’t know Paul’s phone number.

- I wish 2 I don’t have a computer.

- I wish 3 It’s cold.

- I wish 4 I live in a big city (and I don’t like it).

- I wish 5 Mary isn’t here.

- I wish 6 I can’t go to the party.

- I wish 7 There are many people here (and it is very crowed).

- I wish 8 I have to work tomorrow.

- I wish

4 Consolidation

5 Homework

- Prepare for the next lesson: Revision: The passive and the indirect speech.

Tiết 67 Ngày dạy /04/2009

Đảo Chơng trình để kiểm tra học kỳ

(100)

To help students review knowledge about the indirect speech and the passive II Objectives

Students review:

- The indirect speech.

- The passive form. III Materials

- Text book + Exercise book

- Board, chalk,

Weaker students may get confused with the grammar problems. V Procedure

2 Revision

Students review their old knowledge during the new lesson.

3 New lesson



Teacher elicit from students the formations of the indirect speech and the passive form.

Exercises on Indirect speech: Change the following sentences into indirect speech:

1 “I have something to show you,” I said to her.

2 “Nothing grows in my garden It never gets any sun,” she said. 3 “I’m going away tomorrow, mother,” he said.

4 “It isn’t so foggy today as it was yesterday,” I remarked. 5 “Does this train stop at York?” asked Bill.

6 “Is a return ticket cheaper than two singles?” said my aunt. 7 “Where is the ticket office?” asked Mrs Jones.

8 He said, “What is happening?”

9 “When are you coming back?” I asked them.

10 “I’ll come with you as soon as I am ready,” she replied.

11 “You can keep that one if you like, Joan,” he said “I’ve got plenty of others.” 12 “Stand up, please!” he said.

13 “You should study harder.” the teacher advised Nam. 14.Peter said to Paul, “Are you working as well as studying?” 15 “Can you get coffee on the train?” said my aunt.

Exercises on the passive voice: Change the following sentences into the passive voice:

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2. They built that skyscraper in 1934

3. You must wash your hands before meals.

4. Peter writes a letter.

5. Mr Jones watches the film

6. Somebody built the house last year

7. They speak English in the shop

8. She can sew three shirts a day.

9. She gave me the box.

10.We saw her in Dresden last week.

11.The students handed in the reports.

12.They play handball (Bóng ném) 13.Maria crashed into the blue car.

14.Julia rescued three cats.

15.Steven forgot the book.

4 Consolidation

Teacher retells and emphasizes the structures students have reviewed.

5 Homework

Redo all exercises in the workbooks.

semester test 45’’ A Aims

- Giúp phân loại học sinh Từ giáo viên có biện pháp giảng dạy, giúp đỡ thích

hỵp.

B Objectives

Kiểm tra theo đề Phòng giáo dục

Unit 10

Tiết 62 Ngày dạy /05/2009

Talking about life on other planets using modals MAY and MIGHT. II Objectives

By the end of the lesson, students will be able to know how to persuade their friends to something.

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- Board, chalk,

- Word cards.

2. Revision



Back to the board:

- T divides the class into teams and calls one S from each team to the front They have to sit with their backs to the board. - T writes the word (at a time) on the board. - T writes: ALIENS

- Ss say: unknown / strange people or things.

- Team work.

- The rest of the class describe the word to the student in the front The one who can guess the word correctly first will be the winner.

3 New lesson

4 C o n s o l i d a t i o n

a Pre speaking:



Pre teach:

- a gemstone: §¸ quý

- microorganism (unc): Vi sinh vËt

- sparkling (adj): lãng l¸nh.

- A trace: DÊu vÕt

- Precious (adj): quý gi¸



Checking:R0R.



Revision:

Madals: may, might to talk about possibility.

Ex: He may be late. It might rain.

There might be mountains on Mars.



Mapped dialogue - Example:

You Your partner

What these drawings say?

There might be on Mars.

What about ?

There may be on Mars.

- Read to add any expressions that they don’t have in their lists.

- Copy down on the notebooks - Listen and take notes.

- Ss work in pairs to make similar dialogues about the drawings.

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5 Homework

- Prepare for the next lesson: Unit 10: Listen + Language focus 2, 3, 4.

- Do exercise 1, 2, P.65-68 (workbook).

Unit 10

Tiết 63 Ngày dạy /05/2009

Listen + language focus 2, 3, 4 I Aims

Practice in listening to someone talking about life on the moon for specific information and further practice on the conditional sentence type 1, 2.

II Objectives

By the end of the lesson, students will be able to get the aim well. III Materials

- Text book

- Board, chalk,

- Pictures.

- A cassette and an aodio disk. IV Anticipated problems

Students may meet with difficulties in listening ti the disk voice. V Procedure

2. Revision



The condition sentence type 1, 2: - T elicits the formations from students.



Gap fill:



Pictures and word cue drill - Language focus P.90-91 - T checks with the whole class.

- T – Whole class

- Individual work – compare in pairs

3. New lesson



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- a crater: Hè bom, miƯng nói lưa



T/F statememt prediction: Statements a-j P.86

- T introduces the topic of the listening text.

I think I hear

a b c d e f g h i j



Checking prediction:

- T checks with the whole class. - Ss listen tho the disk again.

c Post listening:



Discussion

- Eg: There is no water or air on the Moon. There are no rivers or no lakes,



Language focus P.92

Eg: If I met an alien from outer space, I would invite him/her to my home town and talk.

- Individual work Write T or F in the “I think” column.

- Listen to the disk then check the prediction and write T or F in the “I hear” column.

- Compare in pairs.

- Group work (Talk about “Life on the Moon”

- Individual work – compare in pairs

4 Consolidation

5 Homework

- Do exercise 4, 5, P.68-70 (workbook).

Unit 10

Tiết 64 Ngày dạy /05/2009

read I Aims

Reading about “A space trip” for general and specific information. II Objectives

By the end of the lesson, students will be able to get the aim well. III Materials

- Text book

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2. Revision



Jigsaw dictation:

- T prepares the phrases in section a (P.87) on 5 strips of paper and have them photocopied. Divide the class into groups of 5.

- All Ss have to write the phrases on their own strip into their notebook, then take it in turns to dictate to other members in the group.

- Swap their notebooks to correct each other’s mistakes.

3. New lesson

a Pre reading:



Pre teach:

- Physical condition

- Push-ups

- To orbit / in orbit

- marvelous



Ordering statements: - Set the scene



Comprehension questios - Question 1-5 Section b P.87 - T calls some pairs to check.

c Post reading:



Role play:

- T monitors and gives help.

Eg: I would take a good camera to take photographs of the earth.

- Copy down on the notebooks - Read the phrases they have written in their notebooks and put them inorder to show what you need and get in joining a trip into the space.

- Read the text individually to check their order.

- Compare with their partners. - Read the text again to find the answer.

- Work in pairs to ask and answer the questions.

- Work in groups: One acts as the reporter and the rest are spacemen who have a lot of experience in the space trips. - Discuss the answer to question P.87

4 Consolidation

5 Homework

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Unit 10

TiÕt 65 Ngày dạy /05/2009

Write I Aims

Practise writing an exposition to express personal viewpoint about the existence of UFOs.

II Objectives

By the end of the lesson, students will be able to write an exposition to express personal viewpoint.

- Board, chalk,

- Poster.

2. Revision



Jumbled words

SETENICEX = existence TURERECA = creature

ECNARAEPAP = appearance

- Team work

3. New lesson

a Pre writing:



Preteach:

- Mysterious (adj) bÝ hiÓm

- Imagination (uncl): Sù tëng tỵng

- Viewpoint (uncl): Quan ®iĨm

- Persuation:



Checking: Slap the board



Matching: Section a P.88

- T focuses Ss’s attention on the parts of an expostion (Introduce, Body and Conclution)



Reading comprehension: Section b P.88

- Copy down on the notebooks - Work in group of to discuss the answers to the questions given by teacher: - Individual work

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a What is Ba’s opinion about the existence of UFOs ?

b Why does he think so? Give all the reasons he has mentioned!

c What does he think we should ? - T checks with the whole class.

c Post writing:



Correction:

- T collects expositions and checks with the whole class.

the answer to the questions - Compare with the partners.

- Write the exposition individually, using the information in the outline “Pre writing”.

- Students swap their expositions, read and correct mistakes.

4 Consolidation

5 Homework

- Prepare for the next lesson: Revision.

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