GIAO AN ANH 9 20122013 CHUAN

and think to asnwer the questions given Ss: read and think to answer. Then compare the answer with the partner T: call ss to give out their answer .Then remark and give the correct an[r]

(1)

WEEK 1

Unit : a visit from a pen pal

Period – getting stared + listen and read Date of planning :

A objective :

1 Knowledge: By the end of the lesson , Ss will be able to know some names of famous places in Viet Nam which they take their friends to

+ Revise how to form and use the past simple tense + Write sentences with “ I wish …”

2 Skill : Listening: Speaking and Reading

B teaching aids: pictures, tapes, chalks and book c procedure:

1 Warm up :

Teacher’s and Students’ activities Content of the activities T: greeting and lead in the topic of the Unit

1 by some questions

Ss: listen and answer the questions

T: ask ss to discuss where they would take their friends and what they would there Ss : listen to the guide and then work in pair to discuss

T: if ss don’t know the name of each place in the book, help them to know

a) Hung King’s Temple b) The Temple of Literature c) Dong Xuan Market d) The History Museum e) A foodstall in Ha Noi

1 Getting started

* Now imagine you have a foreign friend Where will you take her/him to visit in Viet Nam ?

* Now look at the pictures at the page + Do you know these places ? Tell me the name of each place

+ Would you take your friend there? + What would you there?

+ What is your province famous for ? + You can take them to visit te famous places in your province

* Now you will discuss in pair

2 Presentation:

Teacher’s and Students’ activities Content of the activities T: lead into the content of the passage by

some questions

Ss: listen and answer the questions T: ask ss to read the first part of the passage to answer some questions about Lan’s pen pal

Ss: read the first part of the passge to get some information about Maryam and Lan

T; play the tape for the first time and ask ss to find the places that Lan took Maryam to Ss: listen to the tape script

T: call ss to write the name of the places that Lan took Maryam to

Ss: raise the hand to

T:: play the tape for the second time and then help them to know some new words , using some techniques of introducing the meaning of the words

Ss: listen and write the new words and

2 Listen and Read + Do you know Lan ?

* Lan has a foreign friend Her name is Razali Maryam Now you read the first part of the passage to answer my

question

+ Where does Maryam come from ? + How long have Maryam and Lan been pen pal ?

+ Do they often write to each other ? + How many times have they met each other ?

* Now you listen to the passage and then you find where Lan took her pen friend to visit

* New words: + correspond (v) + mosque (n) :

+ be impressed by (v) : + pray ( v ) = worship (v) + keep in touch (v)

* Now read the passage:

(2)

know how to read them

T: call some ss to read the passage aloud Ss: as the request

T; give some questins in order to revise how to use “ used to “ and introduce the sentence with “ I wish”

Ss: listen to answer and then note down T: ask ss to read themselves and then think to the optional exercise given at the page

Ss: read the passge to choose the correct answer

T; after ss complete, call some ss to give thei choice before the class and others listen and remark

Ss: raise the hand to say the choice T: remark and give the correct answers Ss; listen and note down

a primary schoolgirl ?

+ Yes, she usually walked past the mosque on the way to primary school + What about now? Does she often walk past the mosque now?

No, she doesn’t



“ used to” means usually or often did somethingin the past and no longer now + What did Lan say to Amryam at the end of the week?

She said : “ I wish you had a longer vacation”



“Wish + past subjunctive” is used to say unreal thing or something that can not happen at the present

* choose the correct option to complete the sentences :

1 C B D B

3 Consolidation:

T: call ss to retell the content of the passage Ss: recall to

T; focus on the main structures in the lesson 4 Homework:

T; request ss to remember some names of places introduced in the lesson and prepare the next lesson “ Unit : Speak”

Ss: listen and note down D remark :

Unit : a visit from a pen pal

Period – speak Date of planning :

a objective :

1 Knowledge: By the end of the lesson , Ss will be able to introduce about themselves to others and respond to the introduction

2 Skill : Listening and Speaking

B teaching aids: pictures, tapes, chalks and books c procedure:

1 Warm up :

Teacher’s and Students’ activities Content of the activities T; greeting and call ss to read the passage

again and then answer some questions about it

Ss: hand up to

T: call ss to write the following sentences , beginning with “ I wish …”

Ss: raise the hand to rewrite on the board T: ask ss some questions to lead in th topic of the lesson

Ss: listen and answer

1 I don’t have a big house



2 I don’t have a good job



3 I can’t swim well



* Do you often tell your friens about yourselves?

(3)

2 Pre- speaking:

Teacher’s and Students’ activities Content of the activities T: explain the task of the exercise and

then ask them to in pair

Ss: think to arrange the sentences in the correct order

T: call some pairs to read their

arrangement and others listen to remark Ss: raise the hand to

T; give the correct answer

* Here is the dialogue between Nga and Maryam They are waiting for Lan outside her school Put their dialogue in the correct order

* Answer key:

1 : Hello, you must be Maryam c : That’s right, I am

: pleased to meet you Let me introduce myself I’m Nga

b : Pleased to meet you , Nga Are you one of Lan’s classmates?

: Yes, I am Are you enjoying your stay in Viet Nam ??

d : Oh yes, very much Vietnamese peples are very friendly and Ha Noi is very interesting city

2: Do you live in a city , too?

e : yes I live in Kuala Lumpur Have you ever been there ?

3; No Is it very diferrent from Ha Noi? a : the two cities are the same in some ways

6: I see Oh! Here’s Lan Let’s go Speaking

Teacher’s and Students’ activities Content of the activities T; explain the task of the part and guide ss

how to make the similar dialogues, show the meaning ò the phráe must be’ Ss: apply to do, notice the underlined phrases in the dialogue between Nga and Maryam

T; allow ss time to the two first suggestions

T; call some pairs to practice their dialogue before the class

T:: after that correct the mistakes in the dialogue that they made

* Now you are talking to Maryam’s friends Introduce yourself Take turns to be one of Maryam’s friends

must be : ( đoán ) ( Ss dothemselves )

* Suggestion 1:

T : Hello, You must be Yoko Y: That’s right I am

T : Pleased to meet you Let me introduce myself I am Tuan Y: Nice too meet you, Tuan …

T: Are you enjoying your stay in Viet Nam ?

Y: Oh yes, very much I like Vietnamese people and I love old cities in Viet Nam T: Do you live in a city , too ?

Y: Yes, I live in Tokyo, a busy big capital city Have you been there ? T: No Is it different from Ha Noi? So on …

4 Post – speaking:

Teacher’s and Students’ activities Content of the activities T: ask ss to make their own dialogue

themselves and then present before the class

Ss: think to make some dialogues

(4)

T: call ss to speak freely before the class Ss:: raise the hand to

5 Homework:

T: request ss to write a passage about themselves Prepare the next lesson “ Unit Listen”

Date

signature

Week 2

Unit : a visit from a pen pal Period – listen

Date of planning : A objective :

1 Knowledge: By the end of the lesson , Ss will be able to develop their listening skill and choose the correct picture

2 Skill : Listening comprehesion

1 Warm up :

Teacher’s and Students’ activities Content of the activities T: greet and then call some ss to go to the

board in order to make the dialogue they did in the last lesson

Ss: listen and as the request

* make a dialogue yourselves

2 Pre- listening:

Teacher’s and Students’ activities Content of the activities T: lead into the topic of the lesson by some

questions and then explain the task of listening

Ss: listen and think to answer

T: give some new words from the tapescript

Ss: listena nd note down

+ Do you have a foreign pen pal ?

+ Where would you take him/her if she/ he visited your country?

+Do you remember Tim?

+ He has a pen pal from Mexiconamed Carlo Carlo is visiting the USA Now look at the pictures and then you answer my questions :

+ Where you often find this sign? + What is the difference between two buses ?

+ Do you now this place? * New words:

+ kill (v)

+ It is time S + past subjunctive + It is up to you

3 Listening

Teacher’s and Students’ activities Content of the activities T: give the task of listening for the first

time

Ss: listen and try to listen to answer

T: play the tape for the first time and then call ss to answer the question given

T: explain the next task of listening

* Questions: Now you will listen to then dialogue between Tim and Carlo

Answer this question

+ What are they going to do? Where ?

(5)

Ss: listen and be ready to listen T: play the tape for the second time Ss: listen and choose the correct picture T: call ss to give their choice out and then play the tape for the last time to check and give the correct answer



a) b) c)

4 Post – listening:

Teacher’s and Students’ activities Content of the activities T: give some questions to check the

students’ understanding

+ Are they walking in the park ? + How will they go to the restaurant? + What restaurant will they go to ? + Do they eat hamburgers or Mexican food?

5 Homework:

T: exercise in the work book and then prepare the next lesson “ Unit 1:: Read” Ss: listen and note down

D remark :

Unit : a visit from a pen pal Period – read

Date of planning : A objective :

1 Knowledge: By the end of the lesson , Ss will be able to know about Malaysia well And learn some new words used to talk about a country

2 Skill : Reading comprehension

B teaching aids: pictures, map, tapes, chalks and book c procedure:

1 Warm up :

Teacher’s and Students’ activities Content of the activities T: greet and then call some ss to answer

some questions given in order to lead in the topic of the lesson

Ss: listen and answer the questions given

+ Do you rememer Carlo? + Where is he from?

+ Who takes him to go around the USA? + Do you often go on holiday oversea? + Where did you go?

+ What did you there?

+ Do you know anything about that country ?

2 Pre- reading:

Teacher’s and Students’ activities Content of the activities T: lead into the topic of the lesson by some

questions

T: use the map to show some new words from the passage

Ss: listen and note down

T: say the meaning of the words directly

+ How many countries are there in the ASEAN? What are they ?

+ Have you ever visited any of them ? + Do you know Malaysia?

+ What is it like ?

+ How many regions does it have ? What are they?

(6)

+ separate (v) +comprise (v0

+ tropical climate (n) + official (adj)

+ language of instruction (n) Reading

Teacher’s and Students’ activities Content of the activities T: show the information board about

Malaysia and ask them what information they know

Ss: try to fill in what they know T: explain the new wors in this board Ss: listen and note down

T: ask ss to read the text and then find the infornmation to fill in the board in group Ss: work in group t o fill in the board T: call ss to give their completion Ss: raise the hand to answer

T: call ohters to remark nad then give the correct answer

T: ask ss to read the text again to check the correct boxes

Ss: read and think to the exercise T: call ss to give their check and others remark

Ss: hand up to give the check

T: remark and give the correct answers Ss: listen and note down

T: ask ss to correct the false sentences

a) * Fill in the table with the right information :

+ area :

+ unit of currency + capital city + religion + compulsory

1 Area : 329,758 sq km

2 Population : over 22 million 3. Climate : tropical climate 4. Unit of currency :; ringgit 5. Capital city: Kuala Lumpur 6. Official religion : islam

7. National language : Bahasa Malaysia 8. Compulsory second language: English b)

1 T

2 F ( there are more than two religions ) F ( English, Chinese, and Tamil are

also widely spoken )

4 F ( One of the three: Malay, Chinese, Tamil )

5 F ( Bahasa Malaysia is the primary language of instruction)

4 Post – reading:

Teacher’s and Students’ activities Content of the activities T: call ss to tell something about Malaysia

based on the completed table Ss: listen and as the request

T: ask ss to tell something about Viet Nam 5 Homework:

T: request ss to remember the information about Malaysia and write the passage about Viet Nam Prepare the next lesson “” Unit 1: Write”

date :

signature

Week 3

Unit : a visit from a pen pal Period – write

(7)

A objective :

1 Knowledge: By the end of the lesson , Ss will be able to practice writing a letter with cues given They will know how to write a narrative style of writing

2 Skill : Writing

B teaching aids: chalks , outline on a table , extra boards and book c procedure:

1 Warm up :

Teacher’s and Students’ activities Content of the activities T: greet and then call so s¸nh to retell

something about Malaysia Ss: raise the hand to

T: ask ss something about Viet Nam Ss: listen and then answer

T: lead into the title of the lesson Ss: listen and note down

+ Do you know anything about Viet Nam ?

+ What is the population fo Viet Nam ? + What is Viet Nam famous for ?

+ What is the capital of Viet Nam ? + Have you ever been to any parts in Viet Nam ? What are they ? What is its speciality?

+ What did you there ? Did you write to your ralatives when you were awy?



so today we will learn how to write a letter to our relatives about your vacation?

2 Pre- writing:

Teacher’s and Students’ activities Content of the activities T: give more questions to lead into the task

of writing

Ss: listen and answer the questions T; explain the task of thhe exercise and explain the new words in the outline Ss: listen to the explanation carefully

+ How many parts are there in a letter ? + What are they?

+ Who you often write to when you are away?

+ What you often write about your vacation ?



Now please look at this outline to know what you should write about You will work in group to write a letter to your relatives with the help of this outline Writing

Teacher’s and Students’ activities Content of the activities T: deliver the extra board each group and

ask ss to write a letter on it

Ss:: discuss in group to write the letter T; call each representative of each group to show their letter

Ss: go to the board to present the letter T: request ss to remark annd correct the mistakes in each letter

Ss: think to

* Write a lletter to your relative with the help of this outline

( Ss write on the extra boards themselves)

4.Post – writing:

Teacher’s and Students’ activities Content of the activities T: ask ss something again about a letter

written to their relatives about their holiday Ss: listen and answer

+ Do you what yyou write in a letter about your holiday now?

+ What you write ?

(8)

+ What you write in second paragraph ?

+ What you write in third paragraph? + You must write a similar letter about one of your holidays at home

5 Homework:

T: request ss to all the exercises in the work book and write a letter based on the outline in the book they aahve learned Prepare the next lesson “ Language focus? Ss: listen and note down

D remark :

Unit : a visit from a pen pal Period – language focus Date of planning :

A objective :

1 Knowledge: By the end of the lesson , Ss will be able to review “ The Past Simple Tense” and practice how to use sentences with “ wish” well

- Students the test in 15 minutes + Students choose the best answers

+ Change the sentences into directed speech + Change the sentences into passive

+ Translate into English 2 Skill : - Writing – speaking

Use grammatical points in communication and doing exercises B teaching aids: chalks and book

Students the test in 15 minutes.

trờng trung học sở khánh mậu

năm học ( 2005 – 2006 )

Bµi kiĨm tra anh văn 15 phút lớp ( số , häc kú ) My full name is : Class Number §iĨm Lời phê

Đề làm

Question 1: Choose the best answer for these sentences .( marks )

1 Malaysia is one of the of the Association of South East Asian Nations (ASEAN )

a country b countries c countrys d countryside The capital of Malaysia is

a Kuala Lumpur b Jakatar c Beijing d Tokyo The ao dai is the traditional of Vietnamese women a dress b dresses c dressed d dressing

(9)

1 My father said : ‘‘ I will come here tomorrow ’’

They said : ‘‘ we can write the lessons very quickly ’’

Huy says : ‘‘ I can swim well ’’

Question :Change these sentences into passive ( 2 marks )

1 We can solve the problem

You must this exercise carefully

Question : Translate into English ( 2 marks )

a Bộ comlê trơn - b Aó sơ mi kẻ sọc - c Aã len céc tay - d Quần jean bạc màu -

Đáp án kiểm tra anh văn 15 phút lớp

Question : ( 3 điểm ) Mỗi ý điểm – b : – a : - a

Question : ( 3 điểm ) Mỗi ý điểm

1 M y father said that he would go there the next day They said that they could write the lessons very quickly Huy says that he can swim well

Question : ( 2 điểm ) Mỗi ý điểm The problem can be solved

2 This exercise must be done carefully Question : ( 2 diểm ) Mỗi ý 0.5 điểm a A plain suit b A striped shirt c A sleeveless sweater d Faded jeans c procedure: NEW LESSON Warm up :

Teacher’s and Students’ activities Content of the activities T: greet and call ss to read their letters

done at home

Ss: listen and raise the hand to

T: lead in the topic of the lesson by some questions

* Read your letters wrttien at home * Now listen and answer some questions of mine

+ What did you last night ? + Did you watch movies on T.V? + Did you repare the lesson last night?



(10)

2 Presentation:

Teacher’s and Students’ activities Content of the activities T: remind ss how to form and use the past

simple tense with a summary table Ss: listen and recall

T: lead into the next language focus by the questions

T: give examples to explain Ss: listen and note down

1 Simple past: ( showing the table ) Kd: S + V-ed + …

Pd : S + did not ( didn’t) + V Nv : Did + S + V ?

* Note : irregular verbs

* Used to express something that happened in the past with the definite time point

2 The simple past with “wish :” + Do you have a car?



No Do you want to have one ?



So you wish you had a car



Now listen how to form sentnce with wish: Wish + Past subjunctive clause eg : I am not tall



I wish I were tall eg: I can not swim



I wish I could swim eg : I drive badly



I wish I drove well

eg: I will be punished by my father



I wish I wouldn’t be punished … 3.Practice

Teacher’s and Students’ activities Content of the activities T: call some pairs to read the dialogue in

the book

Ss: read the example of the dialogue T: show the table with the information about Ba, Nga , Lan ,Nam , Hoa and ask them to make similar dialogues pairs Ss; apply to in pair, notice “time points” given

T: call some pairs to present before the class and others listen o remark

T; introduce the situation and the task of this exercise Askb ss to work in group Ss: listen and

T: call the representative of each group to show their sentences

Ss: remark

T: correct the mistakes Ss; listen and note down

T: explain the request of the exercise and then ask ss to work in pair

Ss: work in pair to write sentences with “wish” based on the situations given T: call some pairs to give their sentences and others listen and reamark

T: remark and give correct answers

Ex1: Work with a partner Ask and answer questions about what each person did on the weekend

+ Ghost : (n ) ma + Monster : (n ) quû

Ex2: Lan and her friends are holding a farewell party for Maryam Write the things they did to prepare for the party A made a cake

2 B color lamps on the wall C bought flowers

4 D painted a picture of Ha Noi E and F went shopping

Ex3: Writewishes you want ot make in these situations

b. I wish I were in the swimming pool c. I wish I had a computer

d. I wish I lived close to school e. I wish I had a sister

f. I wish I drew well

g.I wish I had my friend’s phone number

(11)

Ss: listen and note down i. I wish there were rivers and lakes in my hometown

4 Production:

T: call ss to retell what they have learned in this lesson Ss: raise the hand to retell

T: ask them to make more examples for each grammatical point Ss: as the request

5 Homework:

T: ask ss to complete all the exercises in the work book and prepare Unit Ss: listen and note dow

D remark: Date:

Signature

WEEK 4

Unit : clothing

Period – getting stared + listen and read Date of planning :

B objective :

1 Knowledge: By the end of the lesson , Ss will be able to know the topic of the Unit and remember some words and phrases used to express the wearing way + revise the present perfect tense and passive voice

2 Skill : Listening, Speaking and Reading

1 Warm up :

Teacher’s and Students’ activities Content of the activities T: greet ss and ask some questions about

the weather, the umber of the students in the classroom and about someone’s clothes to lead into the topic of this unit Ss: listen and answer the questions

T: show pictures at the page 13 and ask ss some questions about them

T: give new words to help ss to discuss in group

Ss: listen and note down the new words T: call some representatives to talk before the class

Ss: as the request

+ What’s the weather like today? + Who is absent today?

+ Who has new clothes in our class? + How you find them?

+ What clothes you know is our traditional clothes ?

1 Getting started :

* Now look at the picture a and answer + Where does she come from?

+ Why you know ?



Yes, that‘s right She is wearing a Kimono So it is the Japanese traditional clothes

+ What about other pictures Now you will discuss in group and then tell me later These new words will help you + sari (n) : v¶i xa-ri

+ veil (n) : mạng che mặt Presentation:

Teachers and Students activities Content of the activities T: ask ss to look at the pictures again and

then answer some questions

2 Listen and Read

(12)

T: basing on the picture of the ao dai to introduce some new words from the text Ss: listen and as the request

T: help ss to read these words

T: play the tape in order for ss to listen and help them with the meaning of the other new words

Ss: listen to the tape and then ask for meaning of some new words

T: call ss to read the passage in relay Ss: as the request

T: show the exercise a out and ask ss to read the passage again and complete it Ss: read the text and then think to complete the empty sentences

T: after time allowed is over, call ss to give their completion and others listen and remark

Ss: raise the hand to as the request T: remark again and then give the correct answers

Ss; listen and note down

T; ask ss to read the passage themselves and then think to answer the questions given

Ss: think to answer the questions

T: call some pairs of ss to ask and answer before the class Others listen and remark Ss; as the request

T: give the correct answers Ss: note down

+ What does it look like? Is it beautiful? * Now we will describe the ao dai : + a long silk tunic (n)

+ slit (v)

+ loose pants (n)

+ (take) inspiration (from) : + fashionable (adj)

+ ethnic minority (n)

a) complete the the sentences : poems, novels, and songs

2 … long silk tunic that is slit in the sides and worn over loose pants …to wear modern clothing at work … lines of poetry on it

5 symbols such as suns, stars, crosses and stripes

b) Answer the questions

1. Traditionally, men and women used to wear the ao dai

2. Be cause it is more convenient

3. They have prnted lines of poetry on it or have added symbols such as suns, stars, crosses and stripes to the ao dai

T: call ss to describe the ao dai again Ss: as the request

T: focus on the present perfect tense and passive voice

+ Poets, writers and musicians have mentioned the ao dai in poems Novels and songs

+ It was frequently worn by men and women 4 Homework:

T: ask ss to translate the passage into Vietnamese and prepar the next lesson “ Unit 2: Speak”

Unit : clothing

Period – speak Date of planning :

(13)

3 Knowledge: By the end of the lesson , Ss will be able to say about their habit, interest of wearing

1 Warm up :

Teacher’s and Students’ activities Content of the activities T: ask some questions about the ao dai

in order for ss to have chance to say about the ao dai and theor uniform Ss: listen and answer

+ What is our traditional dress? + What is it made form ?

+ What is the aodai described as + Who used to wear it by tradition?

+ Why majority of Vietnamese women prefer to wear modern clohting at work today?

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

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

+ What color is your school uniform? Pre- speaking:

Teacher’s and Students’ activities Content of the activities T: give some words that miss letters for

ss to complete them

Ss: take part in the activity

T: focus on the words always in plural form

T: give examples to show some new words from the lesson

Ss: listenand note down

T: help ss to read the phrases given in the book and ask them to match with the correct pictures

Ss: think to

T: calll ss to give their matching, remark and givce the correct answers

Ss: note down

Je_ _ _ ; swe_ _ _ _ : shi_ _ ; blo_ _ _ Pa_ _ _ ; sho_ _ _

* New words:

+ plaid + sleeve + sleeveless + fade + plain + casual

* Matching:

a – d – g – b – e – h –

c – f – i - Speaking

Teacher’s and Students’ activities Content of the activities T: guide ss to make two next questions

about the clthoes they wear on the special occasion

Ss: listen and try to give two more questions T: allow ss to go around to ask their

classmates the questions in the book to complete the table

Ss: go about to ask the partners

* Take a survey: eg:

Suggestions for asking about the clothes worn son the special days + What kind of clothes you often wear on your birthday/ at Tet ?

Teacher’s and Students’ activities Content of the activities T: after ss interview some of their

classmates, request them to come back their seat to report to the partner beside them

Eg:

(14)

Ss: try to repor what they have interviewed

( T:give examples for ss to understand more on Monday and Friday( so on …) 5 Homework:

T: Ask ss to write about the interest of their friends’ wearing based on the survey they have done Prepare the next lesson “ Unit 2: Listen”

date:

signature

Week 5

Unit : clothing Period – listen Date of planning :

B objective :

3 Knowledge: By the end of the lesson , Ss will be able to improve their listening skill to get information, and describe someone or recognize someone through the clothes, sandals, shoes …

1 Warm up :

Teacher’s and Students’ activities Content of the activities T: ask ss to write at least five names of

clothes, sandals, shoes on the board Ss: raise the hand to

T: ask ss to read the words they have written aloud

Ss: as the request

T: call other students to give more words they know

2 Pre- listening:

Teacher’s and Students’ activities Content of the activities T: request ss to ask answer about the

pictures in the book to help them recall the names of these kinds of clothes or sandals Ss: make quests and other listen to answer

Eg:

+ What you call these clothes on English?

+ What kind of blouse is it? + Are these shoes or sandals? * Suggestions:

a) flower pants; blue shorts; a white skirt b) a long sleeved white blouse ; a short sleeved pink blouse; a short sleeved white blouse

c) sandals ; boots ; brown shoes Listening

Teacher’s and Students’ activities Content of the activities T: read the names of the clothes from to

in order for ss to listen and mark the clothes they hear

*Task of listening 1: sandals

(15)

Ss: listen and mark the correct clothes T: introduce the situation of listening Ss: listen carefully

T; play the tape three times

Ss: listen and mark the correct clothes that Mary is wearing

T: call ss to give their answer

Ss: raise the hand to give the correct answers

T: call others to remark and then give the correct answers

Ss: listen and note down the right answers T; play the tape again in order for ss to get information about Mary’s age, hair and thing carried

5. shorts

6. a long sleeved blouse 7. boots

* Task of listening 2:

Mary, a three year old girl, is getting lost Her father is looking for her Listen to the announcement and write what she is wearing

Answer key:

a) – B b) – C c) – C Other information:

Age:

Hair: short, dark hair Thing carried: a large doll 4 Post – listening:

Teacher’s and Students’ activities Content of the activities T: ask ss to work in pair about Mary’s

information

Ss: as the request

T: ask ss to describe someone in the class Ss: raise the hand to

Eg:

+ How old is she? + What is she wearing? + What is she carrying? + What does she look like? 5 Homework:

T: ask ss to write a passage about Mary and about one of their best friends Prepare the next lesson “ Unit 2: Read”

Unit : clothing Period 10 – read Date of planning :

B objective :

9 Knowledge: By the end of the lesson , Ss will be able to say some information about Jeans

10.Skill : Reading comprehension

B teaching aids: pictures, map, tapes, chalks and book c procedure:

1 Warm up :

Teacher’s and Students’ activities Content of the activities T: give some jumbled words and ask ss to

rearrange them into the correct words Ss: raise the hand to

* Jumbled words:

+ seanj + saolirs + thocling + contot Pre- reading:

Teacher’s and Students’ activities Content of the activities T: show some new words from the text

T: help ss to read the words and use some techniques to show the meaning of each

(16)

word

Ss: listen and guess the meaning of each word

T: introduce the context of the passage by some questions

T: give guiding questions in order for ss to focus on the content of the passage

Ss: read and then try to answer the guiding questions

+ style (n) + embroider (n) + label (n)

* Now listen and then answer some questions:

+ What kinds of trousers are these students wearing?

+ Are they tight or loose jeans? + Do you like these jeans? * Guiding questions:

1 What was jean cloth made from? Who gave the name “ jean” to this

material? Reading

Teacher’s and Students’ activities Content of the activities T: ask ss to read the passage in silence

and think to asnwer the questions given Ss: read and think to answer Then compare the answer with the partner T: call ss to give out their answer Then remark and give the correct answers T: ask ss to read again to complete the sentences with the information from the text

Ss: read and complete the passage T; call ss to give their completion

T: ask ss to work in group to answer the questions

Ss: discuss to answer

T: call ss to ask and answer before the class Then giv the correct answers Ss: listen and note down

6 From cotton

7 Sailors from Genoa in Italy did a) Fill in the missing dates and words 18th century: jean cloth 1960s: students 1970s: cheaper 1980s: fashion 1990s : sales b) Answer key:

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

2 The 1960s’ fashions were embroiderd jeans, painted jeans and so on

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

4 Jeans became high fashion clothing in the 1980s

5 Because the world wide economic situation got worse

Teacher’s and Students’ activities Content of the activities T: request ss to work in group to say the

history of the jeans

Ss: discuss in group about the history of the jeans

T: hand out the test to students to in 15 minutes

Ss: the test in 15 minutes

English – Written Test ( 15 mins ) ( test papers are copied enough for each

student) 5 Homework:

T: ask ss to the exercises in the work book And the prepare the next lesson “Unit 2: Write” Ss: listen and note down

(17)

date:

signature

Week 6

Unit : clothing Period 11 – write Date of planning :

B objective :

3 Knowledge: By the end of the lesson , Ss will be able to discuss something with their own words Write their thought on wearing uniforms

B teaching aids: chalks , outline on a table , extra boards and book c procedure:

1 Warm up :

Teacher’s and Students’ activities Content of the activities T: call ss to retell the history of the jeans

and ask some questions about the jeans Ss: raise the hand to retell

T: remark anf give marks to ss

+ What were the jeans made of in the 18th century?

+ Who named the material “jean”? + How you feel when you wear the jeans?

2 Pre- writing:

Teacher’s and Students’ activities Content of the activities T; show some new positive words from the

outline Use some techniques of introducing new words to present

Ss: listen and try to guess the meaningof each words shown by the teacher

T: ask ss to read the introductin about how to write an argument Give some questions to help ss to focus on the main points

Ss; listen and then answer the qustions by teacher

T: ask ss to read the outline A and think to answer some questions given

Ss: read themmselves and think to answer

T: request ss to read the example

composition before they present their point of view

Ss: read carefully

T; ask ss to read the outline B and answer the same questions above in pair

Ss:; read and think to answer

* New words: + argue ( situation) + conclude ( example) + encourage (translate)

+ bear one’s name ( exampe ) + self confident = sure

+ constrained = ( not natural/ forced/ too controlled)

+ equal ( example) + pratical ( translate) * Write an argument:

+ How many parts does an argument have?

+ What does the writer in each part? + What words shoud be used in each part of an argument?

* Read the outline A and answer these questions :

1 What is the writer’s point of view? What argument does the writer present?

3 What does the writer write to sum p the argument?

(18)

3 Writing

Teacher’s and Students’ activities Content of the activities T: allow ss time to wire the own argument

in their notebooks Ss: write the arguments

T; call some ss to give their arguments and correct the typical mistakes

Ss: listen and draw exprience

* Suggestions:

My opinion is that high school students should wear casual clothes.

Firstly, wearing casual clothes makes ss feel more comfortable They don t feel ’ constrained to wear uniforms which they don t like ’

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

Finally, casual clothes make school more colorful and lively Students feel self- confident when they are in their favorite clothes.

In conclusion, students, particularly high school students should wear casual clothes Wering casual clothes is

convenient, comfortable and fun 4 Post – writing:

Teacher’s and Students’ activities Content of the activities T: ask ss to exchange their arguments ot

compare and correct Ss: as the request

T: show the typical mistakes on the board and let ss correct themselves

Ss: as the request

T; call ss to read their arguments aloud before the class

Ss: raise the hand to 5 Homework:

T: ask ss to write an argument on “Watching T.V too much is not good for children” Prepare the next lesson “ Language focus”

Unit : clothing

Period 12 – language focus Date of planning :

B objective :

3 Knowledge: By the end of the lesson , Ss will be able to review how to form and use “the Present Perfect Tense”

+ Practice the questions “ How long have/ has … + Ved2” and “ When did ” in order to compare the differnce beween the present perfect tense and simple past tense

(19)

c procedure: Warm up :

Teacher’s and Students’ activities Content of the activities T; greet and call ss to read their argument

written at home before the class Ss: raise the hand to

2 Revision and Practice:

Teacher’s and Students’ activities Content of the activities T: ask ss to read the dialogue in pair and

remind how to form and use the present perfect tense

Ss: read and recall to

T: show some adverbs used in this tense and the difference between “ How long ” and “ When …?

T: ask ss to make similar dialogues with the information given in the table on the page 20

Ss: apply tommake dialogues in pair

T: go around to help the poor students and then call some pairs to present before the class after they finish

T: let ss read the words given and show some new words

T: call ss to read the examples and then notice the use of the adverd “ yet and already ”

Ss: use the information to make similar dialogues

T: call some pair to present before the class Ss: raise the hand to

T: ask ss to read the dialogue and think to find the verbs which can combine with the items given

Ss: as the request

T: allow ss to freely and then call some pairs to present before the class

T: focus on “ been to” and “ gone to” T: ask ss to look at the example and say which form is it Then explain the form of passive voice with modal verbs

Ss: listen and apply to

T: allow ss time to and then call some of them to say their transformation

1 The Present Perfect Tense: S + have/ has + Ved2 * Usage:

+ since ( start of the period) + for ( period of time)



Both are used to answer the questions’ How long …”

+ Recently, already and ever are also used in this tense

+ How long: used to ask a period of time + When : used ti ask a start of time of an action in the past

* Sustitution Drill : Ex1

* Ex 2: Interview + Reunification Palace + Botanical

+ vegetarian

Note: “ yet” and “ already”

Ex 3; Work with a partner Ask and answer questions about each of the items in the box

Note : been to  gone to

Ex 4: Use passive voice to rewrite the sentences in the book

A: S + modal verb + V

P : S + modal verb + be + V(past.p) Eg: They can make these cakes



These cakes can be made

Ex5: Turn into passive voice with modal verbs

(20)

3 Production:

T: ask ss to make more examples, using passive voice Ss: as the request

4 Homework:

T: complete all the exercises in the work book and prepare for the coming test period Ss: listen and note down

D remark :

date:

signature

Week :

Period 13 : english test in 45 minutes

( Bµi sè , häc kú I )

I / Objective 1 Knowledge

- Students the test

- Students have enough knowledge to the writing test + S : Choose the correct words to complete the sentences + Rewrite the sentences beginning with “ I Wish ” + Change the sentences into passive

+ Give the correct tenses of verbs 2.Skills

+ Develop the skills of writing , reading , II/ Preparation

T : Teaching plan , the Papers of test

S: Study the old lesson and prepare to the test III/ Procedure

Warm up

Checking the old lesson Contents

- Students the test in 45 minutes

Question 1: Choose the correct words to complete the sentences.( marks) .the homework done yesterday ?

a did b was c were d does My father used to me to school in the morning a take b taken c took d taking

3 When I was small my mother always made me to bed early a to go b going c gone d go

4 I really wish you to the circus with us

a will go b go c could go d to go

Question : Rewrite the sentences , beginning with ( I Wish ) ( marks ). My friend can not stay with me longer

It is a pity ! We don’t have today off

Question 3: Change the sentences into passive ( marks )

(21)

 My teacher gave him a good mark

 They have organized many cultural activities

 Somebody will call Mr Hung tonight

 Question 4: Give the correct tenses of verbs ( marks )

1 My mother often ( set ) her alarm clook for five o’clock We ( not, decide ) what to with the money yet If you ( not be ) ill, you could go on a camping trip My brother enjoys ( listen ) to music

*5 I was used to ( eat ) at noon when I started school He wishes he ( spend ) his vacation on a farm next year *7 I (see ) her before she ( see ) me yesterday 4 Consolidation

When the time is enough , Teacher collects the test papers - Give some ideas to students about the test

5 Homework

- Do the exercises in your exercise books - Prepare the next lesson

IV/ Draw experience

period 14 :

checking the test I / Objective

1 Knowledge

- Students know the keys of the test

- Know more about the grammar mistakes in writing test 2 Skills

- Improve the skills of writing , reading , speaking , listening II/ Preparation

T : The keys of test S: Books , papers , III/ Contents

1 Warm up ? How are you today ? S: Answer ? Who is abesent today ? ? S: How did you the test ?

2 Checking the old lesson

3 Checking the test in 45 minutes

the keys

(22)

1- b 2- a 3- d 4- c

Question : ( marks ) Each sentence has mark I wish my friend could stay with me longer I wish we had today off

Question : ( marks ) Each sentence has 0,5 marks A bridge is being built over that river

2 He was given a good mark ( by my teacher ) Many cultural activities have been organized Mr.Hung will be called tonight

Question : ( marks ) Each sentence has 0,5 marks

– sets 2- have not decided 3- wre not 4- listening 5- eating 6- would spend 7- had seen - saw

4 Consolidation

? Students write the keys in their books 5 Homework

- Learn again the way to the test - Prepare the next lesson

IV/ Sum- up experience

DATE:

SI GNATURE

WEEK 8

Unit : a trip to the countryside Period 15 – getting stared + listen and read Date of planning :

C objective :

2 Knowledge: By the end of the lesson , Ss will be able to know the topic of the Unit and they will know some activities in the cuntryside

- Introduce a visit to the countryside From he passage Ss will learn some patterns such as : “ Wish + S + Ved” and prepositions of place

1 Warm up :

Teacher’s and Students’ activities Content of the activities Getting started

T: guide ss to look at the pictures in the book ans say the activities in the

countryside

Ss; look at the pictures and practice in pair tosay

T: call some ss to present their answer key before the class

* Now look at the pictures and answer the following questsion:

- What are they doing in each picture? + A girl is watering the vegetables + Some boys are swimming in the river + A girl is feeding the chickens

(23)

T; suggest ss correcting the false sentences and give the correct answers

+ A man is plowing with his buffalo + A boy on his buffalo is flying the kite + Some boys are playing soccer

2 Presentation:

Teacher’s and Students’ activities Content of the activities Listen and read

T; ask ss some questions to lead into the content of thee passage

T: meanwhile introduce some words mentioned in the passage

T: introduce the situation of the passage Ss: listen

T: request ss to read the statemets from to without looking at the passage and guess which one is true and which one is false Ss: guess

T: play the tape

Ss: listen and read the passage to check T: ask ss to read the passage in silence to check again

Ss: think to in silence

T: call some ss to give out their answer key Ss: raise the hand to

T: correct the mistakes and cal someone to read the passage aloud

Ss; volunteer to read the passage T: order ss to work in pair to ask and

answer the questions about the passage ( T works with shy and weak students )

Ss: work in pair

T: call some pairs to ask and anser the questions before the class Other students listen and check

T: remark and give the corect asnwers Ss: note down

T: exlain the form and use of the sentence with “Wish” quickly

Ss: listen carefully

- Who has home village?

- How often you visit your home village ?

- How you go?

- What can you see on the way to your home village ?

* New words : - bamboo forest - banyan tree - shrine - entrance - hero



Now you will read a passage about the description of Ba’s home village and about Liz, BA and his parents’ trip to the home village

* True or false : F

2 T

3 F There is a big banyan tree at the entreance to the village

4 F Liz had a picnic under the banyan tree

5 T

6 F People had a oicnic on the river bank

7 T

8 F Liz had a lot of photos to show the trip to her parents

9 T

* Answer questions:

1 It is about 60 kilometers t the north of Ha Noi It lies near the foot of a mountain and by a river bank They got there by bus

3 The banyan tree is at the entrance to the village

4 They saw a shrine of a Vietnamese hero on the mountain

5 They had a picnic the river bank Liz took a ot of photos to show the

trip to her parents

7 She wishes she could visit Ba’s village again some day

Note :

Wish +( S + past subjunctive of verbs)



(24)

eg : I am not a manager - I wish I were a manager eg : I don’t have many friends



I wish I had many friends 3 Consolidation:

Teacher’s and Students’ activities Content of the activities T: request ss to work in pair One in the

role of Liz to tell about Ba’s home village Give cues to help them to easily

Ss; work in pair

T; call some pairs to tell before the class Ss: raise the hand to

- When to go - Who to go with - How to go

- What to during the trip - How to feel after the trip 4 Homework:

T: ask ss to write about the trip to the village in the role of Ba Prepare the next lesson “ unit :: Speak”

Unit : a trip to the countryside Period 16 – speak

Date of planning : k objective :

6 Knowledge: By the end of the lesson , Ss will be able ask and answer the information about home village in Viet Nam

B teaching aids: pictures, chalks and book c procedure:

1 Warm up :

Teacher’s and Students’ activities Content of the activities T: greet and give a topic question

Ss: listen and think to answer T: call ss to answer

- What things you often see in a village? + a rice paddy field

+ cattle

+ a vegetable garden + a banyan tree + common house

+ a river flowing aross the village + an old house, a cottage

+ an orchard, a fruit garden + bamboo forest

+ lotus pond Pre- speaking:

Teacher’s and Students’ activities Content of the activities T: request ss to read the information given

in the box well and explain some new words and phrases

Ss: read the information given in advance and note down new words

* New words and phrases:

(25)

T: call some good pairs to practice as examples

Ss; raise the hand to

T: allow ss time to work in pair freely Ss: work in pair

T: call some pairs to present before the class

* Answer key: A:

1 My home village is t the south of the city

2 It is about 30 km from the city I can get there by bus

4 It takes about one hour

5 They often plant rice and vegetables Yes, there is a river flowing aross the

village

B: ( apply to as the sentences in the box A)

3 Speaking

Teacher’s and Students’ activities Content of the activities T: explain the task and then allow ss

minutes to prepae the information abut their own / real village

Ss: prepare the information

T: call some ss to answer, using their own information

T: let ss to work in pair freely ( control ss ) Ss; work in pair freely

T; call some pair to present before the class

* Practice asking and answering about your real home village

Teacher’s and Students’ activities Content of the activities T: ask ss to writethe description of their own

village

Ss; think to write quickly

T; call ss to read before the class Ss: raise the hand to

* Write the description of your own village

5 Homework:

T: ask ss to learn their composition by heart and od exercises n the work book Prepare the next lesson : “ Unit : Listen”

D remark : DATE:

SIGNATURE

Week 9

Unit : a trip to the countryside Period 17 – listen

(26)

8 Knowledge: By the end of the lesson , Ss will be able to complete the names of place in the route in the map Retell Ba’s trip to his village by bus

1 Warm up :

Teacher’s and Students’ activities Content of the activities T: call ss to read the description of their

own village

T: help ss to revise how to express the direction

* Direction :

+ North / West / South / East

+ Northwest/ Southeast/ Northeast/ Southwest

+ go westward/ eastward/ south ward … + turn left / right

+ go in the opposite direction

+ pick smb up >< drop smb off at Pre- listening:

Teacher’s and Students’ activities Content of the activities T: ask ss some questions about Ba’s trip to

his home village Ss: listen and answer

T; introduce the content of the tapescrip Ss: listen

T: ask ss to read the phrases given in the left colum and guess to fill in the map Ss: try guessing

T; give out the general map from ss

1 Where did Ba and his family go last Sunday?

2 How did they go there?

3 What did they see during their trip? * Now we will hear a tapescrip of Ba and his family’s trip to the village by bus

3 Listening

Teacher’s and Students’ activities Content of the activities T; allow ss to listen to the tape for the first

time

Ss: listen and check the guessing and compare with the partner

T: play the tape twice more Ss: listen and fill in the map T: call ss to give their answer key Ss: raise the hand to

T: play the tape again to check and give the correct ones

Ss: listen and noe down the correct answer

* Answer key of the listening comprehension

A Banyan tree B Air port

C High way No D Dragon bridge E Gas station F Store G Pond

H Bamboo forest I Parking lot 4 Post – listening:

Teacher’s and Students’ activities Content of the activities T: give out the subordinate board with

questions on it and then ask ss to read questions well Work in pair to ask and answer

Ss; erad the questions given and then work in pair to ask and answer

1 Where did the bus collect Ba and his family?

2 Where did it stop to get some more fuel?

3 Where did it go after leaving the high way?

4 Where did it go next?

5 Did the road to Ba’s home village go through a bamboo forest?

(27)

5 Homework:

T: ask ss to write a passage about Ba’s trip basing on the questions and answers they have work in pair to Prepare the next lesson “ Unit : Read”

Unit : a trip to the countryside Period 18 – read

Date of planning : C objective :

11.Knowledge: By the end of the lesson , Ss will be able to understand and know the content of the passage about an exchange student’s life on a frm in the USA 12.Skill : Reading comprehension

B teaching aids: subordinate, tapes, chalks and book c procedure:

1 Warm up :

Teacher’s and Students’ activities Content of the activities T: greet and give some questions to lead in

the topic of the passage

Ss; listen carefully and thik to answer questions

1 How is the life on a farm ?

2 What farmers usually on the farm ?

* Suggestions:

+ raise chickens/ pigs/ cattle + collect eggs

+ work hard

+ busy all year round + have a hard life

+ struggle with the nature So on

… …

2 Pre- reading:

Teacher’s and Students’ activities Content of the activities T; introduce the situation of the passage

and give guiding questions to help ss to focus on the passage

Ss: listen carefully and read to answer questions given

* This passage is about Van, an

exchange student in the USA from Ho Chi Minh City Now yo rad quickly to answer these questions

1 Where is the farm?

2 Does he enjoy his stay there? Reading

Teacher’s and Students’ activities Content of the activities T; call ss to answer questions first

Ss; raise the hand to answer

T: explain the task of exercise a And ask ss to read the passage to

Ss; read the pasage to match

T: call ss to Then remark and give the correct answers

Ss; note down

T; explain the next task of the passage and ask ss to read the passage again to fill in the summary

Ss: listen carefully and think to fill in the

1 It’s 100 km outside Columbus, Ohio Yes, he does

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

+ maize corn

+ feed give food to + grocery store where people buy food and small things + part time shorter or less than a standard time

+ collect bring things together b) Complete the summary

(28)

suitable infrormation from the passsage T; call some ss to write their own filling on the board Others listen and remark Ss: raise the hand to write

T: correct and give the correct answer Ss; listen and note down

3 works part time at a big grocery store Peter

5 Sam after farm

8 they watch baseball 10 member 4 Post – reading:

Teacher’s and Students’ activities Content of the activities T: call ss to read the passage aloud, try to

remember the information from the passage as much as possible

Ss: read the passage

T: write ten numbers on the board from to 10 Two of them are lucky numbers Devide the class into two teams to compete

Ss; choose the number and listen to the questions and try to answer without looking at the books

* Lucky number game: Where is Van now? Who is he living with ? Where is the farm? Lucky number

5 What Mrs and Mr Parker everyday?

6 How many children have they got ? Lucky number

8 What has Van learnt since his arrival?

9 Does he feel like his stay there ? Why?

10 What soes he every day after school?

* Answer key In the USA

2 With the Parkers on a farm 100 km outside Clombus, Ohio LK

5 Mr parker grows maize on his farm Mrs Parker works par time at a grocery store in a town nearby Two Peter and Sam

7 LK

8 He has learnt a lot about life on a farm since his arrival

9 Yes Because they are so nice to him

10.He completes his homework, feeds chickens and then collects eggs 5 Homework:

T: ask ss to learn the summary by heart and make some questions about it Prepare the next lesson “ Unit : write”

DATE:

(29)

Week 10

Unit : a trip to the countryside Period 19 – write

Date of planning : C objective :

5 Knowledge: By the end of the lesson , Ss will be able to write a short composition about a trip to the contryside or a home village

B teaching aids: chalks , picturs, extra boards and book c procedure:

1 Warm up :

Teacher’s and Students’ activities Content of the activities T: greet ss and call some ss to write the

past and pst participle form some verbs given

Ss: raise the to

T: remark and give the correct form of verbs given

Take Put Lay Run Catch Pre- writing:

Teacher’s and Students’ activities Content of the activities T: guide the task of the exercise

T: ask ss to read the cues given and explain some new words that Ss don’t know

Ss: read and note down new words T: ask ss to work in pair to describe te pictures about the trip

Ss: work in pair

T: work with some weak and shy students Ss:

T; call some ss to stand up and describe the pictures before the class

Ss: raise the hand to say

* You and your friends have just had a picnic in the countryside You write about your trip

+ picnic site + lay out + blanket

* Describe the pictures :

3 Writing

Teacher’s and Students’ activities Content of the activities T: request ss to write the descriptionof their

trip to the countryside Ss: write the description

T: go around to observe and help ss to Then call ss to show their description out Ss: raise the hand to

T: collect the mistakes and correct them before the class

Ss: notice the mistakes

T; give out a composition on the extra board as suggeestion

Ss: listen

* A composition as suggestion:

(30)

the last buss and arrived home very late in the evening

4 Post – writing:

Teacher’s and Students’ activities Content of the activities T: ask ss to exchange their compositions to

compare and check the mistakes in them Ss: exchange and correct the mistakes T: write some typical mistakes on the board

5 Homework:

T: ask ss to write their own composition about their trip to the countryside or home village Prepare the next lesson “ Unit : Language focus “

Unit : a trip to the countryside

Period 20 – language focus Date of planning :

C objective :

5 Knowledge: By the end of the lesson , Ss will be able to know how to use “ wish, prepositions of time and adverbs of result”

6 Skill : Use grammatical points in communication and doing exercises B teaching aids: chalks and book

Teacher’s and Students’ activities Content of the activities T: Greet ss and call some questions abot

time, weather and the students’ attendance”

Ss: listen and note down Revision and Practice:

Teacher’s and Students’ activities Content of the activities Activity : Modal verb could and the past simple tense with wish“ ” “ ” T: explain how to use “ wish’ with

example

T: give questions about two sentnces with “wish” to check students’ understanding Ss: listen and answer

T: ask ss to look at the pictures , use cues given to make sentences with “ wish’ in pair orally

Ss: work in pair Then write those sentences in te notebook

T; go round to help ss who are weak at English Then call students to write those sentences on the board

Ss: raise the hand to write

* Wish: eg :

Ba wishes he could have new bicycle They wish they had a villa in Caribean - Can Ba have e new bicycle now ? - What does he wish?

- Do they have a villa in Caribean now ? - What they wish/



we use “ wish + could/simple past” when we want to wish something that is not real at present

* Answer key of the ex

a) Ba wishes he could have a new bicycle b) Hoa wishes she could visit her parents

now

(31)

T: call others to remark and then give correct answers

f) They wish they stay in Hue Acticity : Prepsition of time

T; call ss to say some prepositions of time that they know

Ss: recall to say

T; ask ss to read Mr Thanh’s itinerary for his trip to Singapore and us the

prepositions of time to complete the sentences

Ss: listen to the guide and then think to fill in each gap with a suitable presition of time

T: call ss to give their answer Ss: raise the hand to say

T: remark and give the correct answer Ss: note down

* on, in, at, between, of, after, before, until, till, up to

Ex2: a) at b) on c) between d) till e) after f) up to Ex3:

a) on b) at; in c) in d) for e) in f) at

Activity : Adverbs of result T: write one example with because and

then call ss to show which one is clause of result and wich one is the clause of cause

Ss: as the request

T: ask ss to rewrite that sentence, using “ so”

Ss; as the request

T: ask ss to match the half sentences Ss: think to

T: call ss to say their answer Ss: raise the hand to

T: remark and give the correct answer

Ex4:

They were wet because they walked in the rain



They walked in the rain, so they were wet

* Answer key:

1 – e ; – a ; – d ; – b ; - c

4 Homework:

T: ask ss to redo all the exercises in the exercise books

Prepare the next lesson “ Unit : Learning a foreign language Ss: listen and note down

D remark :

DATE:

SIGNATURRE

WEEK 11

Unit : learning a foreign language Period 21 – getting stared + listen and read Date of planning :

(32)

1 Knowledge: By the end of the lesson , Ss will be able to know some words and experience in learning English

- Know how to change a direct speech into inderiect speech 2 Skill : Listening, Speaking and Reading.

1 Warm up :

Teacher’s and Students’ activities Content of the activities Getting started

T: introduce the topic of the unit and ask ss to discuss the experience in learning a foreign language give the question to discuss

Ss: listen and then discuss in group, basing on some ideas given in the books

T: call ss to present before the class Ss; raise the hand to

T: give more ideas on this topic

* How you learn and improve your English ?

- Do you often watch English TV program ?

- Do you like listening to English songs? - Do you read short stories in English ? … so on

* Why you choose that way to learn English ?

2 Presentation:

Teacher’s and Students’ activities Content of the activities Listen and read

T: ask ss to read the questionaire of oral examination

Ss; read the questions quickly

T: ask ss to read the dialogue in silence and finnd out the indirect quetsions in the dialogue and then compare with the indirect questions in the questionaire Ss: listen and as the request T: help ss to know some new words Ss; listen and note down

T: call ss to give their comparison Ss: listen and as the request T: explain how to change the direct questions into indirect ones

T: allow ss time to practice the dialogue Ss; read the dialogue in pair

T: call some pairs to read before the class Ss; raise the hand to

* Now you read the questionaire of the oral examination

* New words : + college (n) + aspect ( n) + stage (n)

+ oral examination (n) + candidate ( n)

* After ss finish their checking , call some ss to give their answers out ; 2; ; ; ; ; 10 ; 14

* How to change a direct question into an indirect one

eg : “ What you name ?”

She asked me what my name was eg : “ Where you live ?”

She asked me where I lived eg : “ Do you like English ?” She asked me if I liked English 3 Consolidation:

Teacher’s and Students’ activities Content of the activities T: ask ss questions and ss answer directly

Ss; as the request

T: call ss to report those questions Ss:

+ What is your address ? + How you go to school ? + Do you often listen to music ? + Do you play sports after school ? + How you learn English ? 4 Homework:

(33)

D remark :

_ Unit : learning a foreign language

Period 22– speak Date of planning :

l objective :

8 Knowledge: By the end of the lesson , Ss will be able to know how to persuade someone to some thing

B teaching aids: extra board, chalks and book c procedure:

1 Warm up :

Teacher’s and Students’ activities Content of the activities T: greet ss and give questions to lead

into the topic of the speaking

Ss; listen and ask the questions given

* You are awarded a scholarship to attend a course of English abroad Which country will you go? Why ?

2 Pre- speaking:

Teacher’s and Students’ activities Content of the activities T: introduce the situation of speaking

Ss: listen

T: guide ss know how to perpuade someone

Ss: listen

T: ask ss to read the information about three schools given in the book

Ss; read

T: show some new words from it Ss: note down

T: ask ss to reread the information Ss: read the information again T; make an example to show how to persuade other two patterns to agree to choose the same school

* Thu, Tam and Kim are awarded a

scholarship to attend an English language Summer course abroad Each of them would like to study in a different school and country

* What you say to persuade someone ? - I think we should ……

- Why don’t we ………

- What you think about …… - Let’s ………

- If we go to ……… , we can …… * New words :

- dormitory on campus.(n) - Western culture (n) - reputation (n) - scenery (n)

eg : ( in the book )

3 Speaking

Teacher’s and Students’ activities Content of the activities T; devide the class into group of three people

and let them work freely Ss: work in group

T: observe ss to and go around to help weak students Then call some group to present before the class

T: give some cues to help them fluently

* Suggested dialogue :

Thu : I think we should go to the

Brighton Language center in the United Kingdom The school has an excellent reputation

Kim : I disagree because the course lasts only six weeks

(34)

Teacher’s and Students’ activities Content of the activities T: ask ss to discuss to persuade others to

choose which high school to attend Ss: discuss

*Which high school will you choose to attend? Try to persuade others to

choose the same school as you 7 Homework:

T: write your ideas of choosing the high school to attend Prepare the next lesson “ Unit ; listen”

D remark : DATE:

SIGNATURE

Week 12

Unit : learning a foreign language Period 23 – listen

Date of planning : D objective :

10.Knowledge: By the end of the lesson , Ss will be able to improve their listening to choose the true or false sentences

11.Skill : Listening comprehesion

B teaching aids: tapes, chalks and book c procedure:

1 Warm up :

Teacher’s and Students’ activities Content of the activities T: greet ss and ask them to discuss what

skills there are in learning English Ss: discuss

T: call ss to say and help ss to know some new words mentioned in the tapescript

+ How many skills are there in learning English ? What are they ?

+ Which is the most difficult skill? + What you learn in English ? - Speaking

- reading - listening - writing - grammar

- use of vocabulary Pre- listening:

Teacher’s and Students’ activities Content of the activities T: introduce the situation of the tapescript

and the task they have to after listening Ss: listen carefully

* Nga is talking to Kate about her studying English in London Listen to the conversation and check the boxes and correct the false sentences now you can guess before you listen to the

tapescript Listening

Teacher’s and Students’ activities Content of the activities T; play the tape for the first time

Ss: listen to know the content of the tapescript without writing

T: let ss listen twice more to check the true and false sentences

Ss: listen and check

* Answer key : a)

b) true

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

(35)

T: call ss to give their checking Ss: raise the hand to

T: call others to remark and play the tape again to give the correct answer

T: ask ss to corect the false sentences Ss: listen and correct the false sentences T: remark and corect the mistakes

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

4 Post – listening:

Teacher’s and Students’ activities Content of the activities T; ask ss to work in group to discusswith

the questions given Ss; work in group

- What aspect of learning English don’t you like ? Why not ?

- Are you good at listening/ speaking ? - Which skill are you good at ?

- What can you to improve your listening / speaking …?

5 Homework:

T: ask ss to write a passage about the topic “ What can you to improve four skills in learning English ?” prepare the next lesson “ Unit : Read”

Unit : learning a foreign language

Period 24 – read Date of planning :

D objective :

13.Knowledge: By the end of the lesson , Ss will be able to improve their scanning to get information from the advertisements

B teaching aids: subordinate board, tapes, chalks and book c procedure:

1 Warm up :

Teacher s and Students activities’ ’ Content of the activities T; greet ss to call some students to say

something about learning English before the class

Ss: raise the hand to say

T: ask some ss to hand in their writing exercise done at home to mark

Ss: hand in the exercise 2 Pre- reading:

Teacher s and Students activities’ ’ Content of the activities T: introduce the topic of the lesson and

give some questions to lead into the content of the advertisements

T: ask ss to scan the advertisements to get some new words from them

(36)

Ss: listen and note new words down T: use some techniques to show new words Then help ss to read the words well

Ss: listen and read after the teacher

+ Do you go to English evening class ? + Have you ever read any

advertisements about english courses? + What they say ?

- Now you scan the advertisements in the book then underline some new words

+ beginner (n)s¬ cÊp

+ intermediate (adj)trung cÊp + advanced ( adj )cao cÊp

+ well – qualified (adj )tay nghề vững vàng có trình độ cao

+ tuition (n)líp kÌm thªm + academy (n) hoc viƯn Reading

Teacher’s and Students’ activities Content of the activities T: ask ss to read the advertisements to fill

the information in the table

Ss: read and fill in the table with the information Then compare the key with each other

T: call some students to show their answer key beofer the class

Ss: raise the hand to give the answers Others listen and remark

T: remark and give the correct information

Ss: note down

T: ask ss to read Mr Lam’s notes Work inpair to discuss andchoose the most suitable school for him and give the reasons

Ss: discuss in pair

Ex a):

Note down the inforamation about the English classes from the advertisements Academy of language:

- morning/ afternoon / evening - advanced

- first week of November Foreign Language Council - morning and evening

- beginner / intermediate - 3rd November

3 New English Institute : - afternoon / evening / weekend - beginner

- ( today )

 read the notes made by Mr lam to know his requirements for an english course then you read the

advertisements again & choose a suitable language school for him

 what class time is Mr lam looking for ?

 what level is he?

 When does he want to start the course ?

 (with the above information,which language school is the most suitable for Mr Lam ?( give reasons for your choice)

Ex b): Foreign Language Council is the most suitable for Mr Lam.because it meets all the requirements set out (all his needs)

Teacher’s and Students’ activities Content of the activities T; ask some students in the class to be in the

role of interviewers to ask others who want to learn English among three centers given

Eg :

(37)

Ss; play the role of interviewers to ask and others listen and answer

( make an emxample for students to know how to do)

S1: Yes, I’d like to improve my english Interviewer : Which language school you choose?

S1: i think I’ll choose New English Institute.

Interviewer : Why you choose it ? S1: because they offer weekend classes for beginners

4 Homework:

T: ask ss to answer the following questions at home - Which skills in English are you good at?

- Which one are you bad at ? - What can you to improve it ?

Prepare the next lesson “ Unit : Write” Ss: listen and note down

D remark :

DATE:

SIGNATURE

Week 13

Unit : learning a foreign language Period 25 – write

7 Knowledge: By the end of the lesson , Ss will be able to improve their ability of writing a letter to supply the information

B teaching aids: chalks , extra boards and book c procedure:

1 Warm up :

Teacher’s and Students’ activities Content of the activities T; call some students to answer the

questions given in the last period Ss; raise the hand to

T: give some questions to lead into the topic of the lesson

- Have you ever written a letter ? - What is a letter of inquiry ?

- How will you write it if you want to attend an English course ?

2 Pre- writing:

Teacher’s and Students’ activities Content of the activities T; present the letter given in the book as an

example and give some questions about it Ss: listen and think to answer

T: ask ss t read the letter quickly and then give the information of the letter in

summary

Ss: as the request

T: guide ss how to write a formal letter And give some new words

Ss: listen and note down the new words

- Who wrote this letter ? - Who was the recipient ?

- How many parts are there in a formal letter?

- What is the letter about ?

* Inforamtion in a letter of inquiry - address of the recipient

- address of the writer - greeting

(38)

- closing * New words : - edition (n) - details (n) - fees (n) Writing

Teacher’s and Students’ activities Content of the activities T: ask ss to read and choose ne of three

advertisements in the part : Read, the write aletter to require the center to supply the information about the English course Ss: listen carefully

T: then ask ss to read the outline to know how to write a letter of inquiry

Ss: read the outline and apply to write a letter

T: call ss to read their letters aloud before the class

Ss: raise the hand to read

* Now you read the advertisements in the part “Read” and choose one center to write a letter of inquiry for more

information about the English course to * But before writing, you must read the outline given carefully

( outline in the book )

Teacher’s and Students’ activities Content of the activities T: ask ss to read the letters again and

exchange their own letters each other to correct themselves

Ss; as the request

T: collect some letters from students to correct the mistakes

T: call ss to give the form of an inquiry letter again

Ss; listen and recall to say

* Form of an inquiry letter :

5 Homework:

T: ask ss to write a letter to other center of English language Prepare the next lesson “ Unit : Language focus”

Unit : learning a foreign language Period 26 – language focus

7 Knowledge: By the end of the lesson , Ss will be able to know how to use modal verbs with if , direct and reported speech “ here / now in reported speech and reported questions”

8 Skill : Use grammatical points in communication and doing exercises B teaching aids: chalks and book

(39)

Teacher’s and Students’ activities Content of the activities T: greet ss and lead into the content of the

lesson Ss: listen

* You have already known some grammar points, today we will revise those grammar points

2 Revision and Practice:

Teacher’s and Students’ activities Content of the activities Activity : Exercise 1.

T: explain the task of exercise Then make an example with a good students

T: request ss to this exercise in pair Ss: work in pair

T: call others students to remark and then give correct answers

Ss: listen and remark

* Complete the sentences Usew the modal verbs and the information in the box.

eg :

S1: I want to speak English well

T: What must you if you want to speak English well.?

S1: if I want to speak English well, I must practise speaking English everyday

* Answer key:

c) if you want to loose weight, you should exercises

d) if he doesn’t come soon, he might miss the train

e) if you want to get well, you ought to stay in bed

f) you must your homework if you want ot go out

Acticity : Exercise 2. T: call ss to explain how to change the

tense and adverbs from direct sentences into reported sentences

Ss: answer

T: ask ss to discuss inpair to complete the table given in the book

Ss: discuss to complete the table T: remark and give the correct answers Ss: note down

Ex 2: Complete the table :

Direct speech Reported speech - Present simple

- present

progressive tense - future simple - can / may - must - this/ these - now - today - tomorrow

- past simple - Past progressive tense

- future in the past - could / might - had to

- that / those - then

- that day

- the following day Activity : Report statement

T: introduce the situation of the exercise and then ask ss to change into reported speech after giving an example

Ss: apply to

T: call some pairs ; one asks and the other answers

T: remark and give the correct answers Ss: listen and note down

* Change into repoted speech : “ I’m happy to meet you’



Aunt Xuan said she was happy to meet you

“ I live in Kim Son ,” Hoa said



Hoa said (that) she lived in Kim Son * Answer key :

a) Uncle Hung said that birthday cake was delicious

b) Miss Nga said She loved those roses c) Cousin Mai said he was having a

wonderful time there

(40)

following day

e) Mrs Hoa said she might have a new job

f) Mr said he had to leave then Activity : Reported questions

T: explain the task of the exercise and then give examples to explain how to change direct question into reported questions

T: ask ss to work in pair to change the questions given

Ss: work in pair

T: remark and give the corretc answers Ss: note down

* Change direct questions into reported questions

Eg :

“ Do you like pop musci ?,” she asked me



She asked me if I liked pop music “ What you ?,” she asked me



she asked me what I did * Answer key :

a) she asked me how old I was

b) she asked me if my school was near there

c) she asked me what the name of my school was

d) she asked me if I went ot 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 want that job h) she asked me when my school

vacation started 3.Homework:

T: ask ss to complete all the exercises in the work book, revise the knowledge they have already learnt for the coming test

D remark : DATE:

SIGNATURE Week 14

Period 27 : The second english written test 28: AND CORRECT The second english written test. Date of planning :

A Objective : help ss to know how well they have learned English so as for them to fill their blank of knowledge Help the teacher to appreciate the capability of students in learning English

B. Preparation:

1 Teacher : prepar the knowledge used in the test and type the test papers 2. Student: revise the knowledge for the test

C procedure:

1. Warm up :: greeting and checking the attention of the students 2. Hand out : deliver the test paper to each student

3. Observation :

4. Hand in : ask ss to hand in the test paper when te time finishes 5. Remark and give assigment:

Content of the test.

(41)

Năm học ( 2005 – 2006 )

Bµi kiĨm tra Anh văn tiết lớp 9( bài số 2, học kỳ I ) My full name is : Class Number Điểm Lời phê

Đề vµ bµi lµm

Question 1: Choose the best answer for these sentences ( marks ). Lan asked me what country I from

a come b came c coming d go

2 If you want to attend the course , you must pass the examination a write b wrote c written d writing First she asked me what my name was , and I was from

a what b.which c when d where Question : Give the correct forms of the verbs ( marks )

1 If she ( need ) a computer, she can borrow mine I wish Ba ( have ) a new car now

3 Many people like ( go ) to Ba’s village on the weekend What did Liz ( ) to show the trip to her parents ? Question 3: Change these sentences into reported speech ( marks ).

1 Do you have many friends ? – She asked me

What is the name of your school ? - The teacher asked me

When does your school vacation start ? - Mr Ba asked me

Question 4: Choose the words in the box to fill in the blanks ( marks )

learn spoken details speak

Hello I’m Minh I’m from Vietnam I’m twenty – two years old I (1) a little English, but I want to(2) to read and write it Could you please send me the(3) of courses and fees ? I can complete a(4) English test if necessary

CORRECT The second english written test Đáp án kiểm tra tiết

Question 1 : ( điểm ) Mỗi ý điểm 1- b 2- c – d Question 2 : ( điểm ) Mỗi ý 0,5 điểm

needs had going Question 3: ( điểm ) Mỗi ý điểm

(42)

2. The teacher asked me what the name of my school was 3. Mr.Ba asked me when my school vacation started

Question 4 ( điểm ) Mỗi ý 0,5 điểm

1 Speak Learn Details Spoken

Week 15

Period 29 : unit : the media

Lesson 1: getting started & listen and read Date of planning:

A Objective:

1 Knowledge : By the end of the lesson, ss will be able to get acquainted with the new lesson " The media" Ss will know the main conception of the lesson through the means of communication such as : newspaper, magazines, T.V, interactive TV

2 Skill : improve their pair work and group work Improve listening and reading B Teaching aids: book, chalk, poster, tape and cassette

C Proceduce:

1 Warm up:

Teacher’s and students’ activities Content of the activities T: greet ss and find the words involved in

means of communication Ss: listen and as the request

* Find the words that involved in means of communication

2. Presentation :

Teacher’s and students’ activities Content of the activities Activity : Getting started

T: lead into the lesson with some questions

T: ask ss to work in pair to discuss about their favorite activities in their free time Ss: listen and s the request

T; call some pairs to present before the class

T; remark and correct the common mistakes

+ Do you often read newspaper? Why ? + What about TV or radio?

+ Do you like them ? + Are they useful ?

+ How were our lives if there were no means of communication ?

+ Among them which is your favorite activity in your free time ?

+ How many hours a day you often spend watching T.V

* As you know nowadays, media has become very popular in our life In Unit we will learn about this interesting topic First you work in pair to ask and answer questions about your favarite activities mebtioned in the Getting started See example in the book Activity : Listen and read

T: give questions to lead into the content of the passage

Ss: listen T: introduce the topic of the passage with some questions

Ss: listen carefully to know the main idea of the passage

+ Do you know how people

communicated in the time without T.V or newspapers or magazines ?

+ What kind of media is the most familiar to you

(43)

T: show some new words from the passage Hold a game Rub out and

remember to help ss remember the words Ss: listen and note down new words T: read new words in chorus

T: playh the tape twice Ss: listen carefully

T: guide ss to know the next task Ss: listen and conduct their duties T; ask ss to compare their completion Ss: as the request

T: call some ss to give tehir answers with the explanation

Ss: raise the hand to T: give correct answer Ss: note down

T: ask ss to read the passage again in order to answer the questions given Ss; listen and think to answer

T: call some ss to answer the questions before the class

Ss: raise the hand to answer T; give correct answers Ss: listen and note down

T: call ss to read the paragraghs again Ss: raise the hand to

T: call ss to translate into Vietnamese Ss: try to translate

T: allow ss time to work in pair to ask and answer the questions and Ss: work in pair to

T; call some pairs to present their duties before the class



Now you will know from the passage below

* New words :

+ Crier (n) + remote conntrol (n) + Thanks to + live show

+ latest : + Game show + a variety of + talk show + Interactive T.V + benefit + bring about

* Now you read the passage again and complete the table Fill in the passage letters in which the facts and events mentioned

Answer key :

1 D B B C D A * Answer the questions :

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

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

3 People can get the latest information and enjoy interesting and

inexpensive

* Discuss in pair to ask and answer the questions and 5:

+ short stories : + series :

+ sports column : + comics : + documentary : 3 Consolidation :

Teacher’s and students’ activities Content of the activities T: call ss to reread the new words

mentioned in the lesson Ss: as the request

4 Home assignment:

T: request ss to summarize the main development of the Media in Viet Nam Ss; listen and note down

D remark :

(44)

A Objective:

1 Knowledge : By the end of the lesson, ss will be able to widen the topic of the Media They w ill know more programs on T.V nowadays

2 Skill : improve their pair work and group work Improve speaking skill. B Teaching aids: book, chalk and a board with programs

C Proceduce:

1. Warm up:

Teacher’s and students’ activities Content of the activities T: greet ss and call one student to say the

development of the Media Ss: raise the hand to T: hold a game "Netwworks" Ss: participate in the game

* Summarize the dewelopment of the Media

* Write the names of programs you know 2. pre speaking

Teacher’s and students’ activities Content of the activities T: introduce some other programs on TV

nowadays

T: ask ss which one is their favorite program

T: read the dialogue and tehn extract the tag questions from it to revise

T: make examples for each type Ss: listen carefully

T; call others ss to make more examples Ss: raise the hand to

* Other TV programs : + Folk Music

+ Cartoon

+ Literature and Art + News

+ Safe traffic news + Dramar

+ Documentary

+ Health for everyone + Children's corner + Game shows + Wheel of fortune + The price is right + Catch phrase

+ Who wants to be millionaire? + The road to the Olypia peak * Tag - question :

type :

( positive statement , negative tag ? ) eg : you like watching sports , don't you? type :

( negative statement , positive tag ? ) eg : you don't like foreign film , you? 3. speaking

Teacher’s and students’ activities Content of the activities T: ask ss to practise the dialogue between

Lien and Trung

Ss; work in piar to read the dialogue T; call some paiors to present before the class

Ss: raise the hand to T; correct the sound mistakes Ss; listen carefully

T; guide ss to make similar dialogues in pair, basing on the dialogue between Lien and Trung and the information table

Ss: listen and work in pair to make similar dialogues

* Practise the dialogue between Len and Trung :

(45)

T: call some pairs to present their own dialogues before the class

T: make a dialogue with a student Ss: work with the teacher

T; focus on tag question Ss: listen carefully

4. Post- speaking

Teacher’s and students’ activities Content of the activities T: ask ss to complete the following

question tags

Ss: listen and as the request T: call ss to

T; remark and give the correct answers Ss; note down

T: resay some names og programs they have just learned

Ss; listen and resay

+ Ngoc Anh is not having dinner, …….? + You like coffee, ……… ?

+ your mother enjoys watching TV, …? + He can speak English well,…… ? + She never goes to the movies, ………? + Let's invite him to the party, ……… ? + They will have a test tomorrow, …….?

5 home assignment

T: write sentences for each type of tag questions Learn names of programs by heart Prepare the next lesson " Unit : Listen "

Ss: listen and note down D. remark:

_

week 16

Period 31 : unit : the media Lesson 3: listen Date of planning:

A Objective:

1. Knowledge : By the end of the lesson, Ss will be able to know the main inforamtion about the development of the means of communication such as printed newspaper, telegragh, radio , T.V …

2. Skill : improve the listening comprehension Complete the information in the table

B Teaching aids: book, chalk, tape and cassette C Proceduce:

1. Warm up:

Teacher’s and students’ activities Content of the activities T: greet and hold a game called Noughts

and Crosses.

Ss: participate in the game

* Noughts and Crosses games : Cartoon Documentary Film

News Sports Drama

Informative Violent Boring 2. Pre – listening

(46)

T: hold ss to work in pair to predict the information true or false

Ss: listen and as the request T: guide ss the duty they have to Ss: listen carefully

* Discuss in pair about these means of communication:

+ Printed newspaper: + Telegragh :

+ Radio and newsreels :

( about the date when they were born ) * We are going to listen to a dialogue about the brief history of some modern forms of media You listen to the tape and fill in the table with the information you hear )

3. While – listening

Teacher’s and students’ activities Content of the activities T: play the tape twice

Ss: listen and the duty Then compare with the partner

T: call some ss to present before the class Ss: raise the hand to

T: play the tape again to give correct answers

T: explain some new wrds in the dialogue Ss: listen and note down

* Listen and fill in the table : Answer key :

a) the late 19th century b) radio and newsreels c) in the 1950s

d) the Internet New words : + assignment : + major force : + Journalism :

+ AD ( Latin anno domini ) 4. Post – listening

T: Help ss play a game called “ True / False Repetition Drill ”

+ The first printed newspaper appeared in China in the 7th century + The telegragh was invented in the early 19th century

+ Radio appeared in the early 20th century + T.V became popular in the 1950s

+ Newsreels appeared in the 1950s

Ss: listen and repeat the sentences with true information

T: ask ss to work in pair to ask and answer the date when these media was invented Ss: listen and work in pair

5. Home assignment:

T: ask ss to summarize the content of the dialogue into a passage Prepare the next lesson “ Unit : Read”

Ss: listen and note down D Remark:

Period 32 unit : the media Lesson 4: read

Date of planning: A Objective:

(47)

the passage Ss will be introduced some words mentioned in the topic such as : surf the web, e-mail, chatting, forum, get access, time cnsuming …

2 Skill : Reading comprehension Especially, ss will improve tehir guessing words B Teaching aids: book, chalk, poster, cues and cassette with tape.

C Proceduce: 1. Warm up:

Teacher’s and students’ activities Content of the activities T: greet andcall ss to retell the class the basic

information on the development of the Media

T: ask ss to work in group to give the ideas about the Internet

Ss: as the request

T; call ss to say and then synthesize those ideas

Ss: note them down

* Tell the class the basic information on the development of the Media

* Work in group to find the ideas about the Internet :

+ It is widely developed

+ It is useful for education, transport,

science …

+ We can chat with the person who lives far from us on the Internet

+ It wastes time and costs money

+ It offers large selection of entertainment

( so on … )

2. Pre – reading

Teacher’s and students’ activities Content of the activities T: introduce the topic

Ss: listen

T: use suitable techniques to introduce some active words in the passage Ss: listen and note down

T: hold a game called Slap the board“ ” Ss: take part in the game

T: introduce the context of the lesson and the conception og “ Forum”

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

* New words : + surf the webs (n): + forum (n):

+ e-mail (n): + benefit (n): + get access (v) : + wander (v)

+ time – consuming (adj): + Junk mail (n) :

* As you know, forum is a public meeting where a certain topic is

discussed Every participant can engage i the discussion A forum on the Internet is similar However, the participants don’t meet in person They post their ideas through a main website or a mailing list.) 3. While – reading:

Teacher’s and students’ activities Content of the activities T: guide ss to the duty

Ss: listen and carry out the duty

T: call ss to give their matching and tehn give correct answer

Ss: note down

* Now you read three responses in a forum about the Internet You scan the text and match the folowing main ideas and the responses.)

a) Students in the countryside can not get access to the Internet

b) Internet is a wonderful invention c) The internet can be limited in some

(48)

T: now you read the passage again to answer some questions given in the book Ss: read in silence and think to answer Then compare the answers with the partner

T: call some ss to give their answers before the class

T; call others to reamrk and then give the correct answers

Ss: note down the correct answers

T: play the tape and then call ss to read the passage aloud before the class Ss: listen and raise the hand to read T: help ss to translate the passage into Vietnames

Key :

a) Response # b) Response # c) Response #

* Answer the questions

1 Sandra uses the Internet to get

information and to communicate with her friends and relatives

2 Because she lives in the countryside where the Internet is unavailable People use the Internet for education,

communication, entertainment and commerce

4 The benefits of the Internet: It is used for multi-purposes: for getting

information, for education,

communication, entertainment an commerce

5 Yes, There some disadvantages It is time-consuming, costly, dangerous because of viruses and bad programs * Read the passage :

4 Post - reading

Teacher’s and students’ activities Content of the activities T: request ss to work in pair to discuss

last questions in the book Ss; listen and discuss in pair

T; call some pairs to present their ideas before the class

T; summarize the main ideas about the Internet

Ss: listen

* Discuss in pair :

+ Do you agree or disagree with the responses?

+ What is your response t this forum? + you often use the internet? What do you often when you are on-line?

5. Home assignment:

T: learn new words by heart Prepare the next lesson “ Write” Ss: listen and note down

D Remark:

Week 17: Period 33:

unit : the media Lesson 5: write Date of planning:

a. Objective:

(49)

Skill : writing a composition the internet. B Teaching aids: book, chalk, poster, C Proceduce:

1. Warm up:

Teacher’s and students’ activities Content of the activities T: greet and call one student to say the

benefits of the internet and one to write new words on board

T; hold a game “ Jumbled words” Ss; take part in the game

* Rearrange these jumbled words into correct and meaningful words:

+ cessac ; furs ; danwer ; tainenmentter Key:

access ; surf ; wander ; entertainment 2. Pre - writing:

Teacher’s and students’ activities Content of the activities T: ask ss some questions about the form

of a passsage

T: introduce the form of a passage Ss: listen carefully

T: guide the duty they have to Ss: listen carefully

+ Do you often write a passage ? + What is the form of a passage ? * The form of a passage as following: - Topic sentence

+ Supporting sentence 1

(+) Sub- supporting sentences + Supporting sentence 2

(+) Sub-supporting sentences …………

+ concluding sentence.

( Note : connectors should be used to connect the sentences )

* Now you read the forum on the Internet in 5.Read The write a passage about the benefits of the Internet You use the cues in the book

( You have to follow the form of a passage tightly )

3. Writing:

Teacher’s and students’ activities Content of the activities T: allow ss time to write

Ss: think to write the passage

T: ask ss to exchange the passage to check with their partner

Ss: as the request

T: get some passage from ss to check before the class

Ss; listen carefully

* Write a passage and then compare with your partner :

4 Post - writing

Teacher’s and students’ activities Content of the activities T: hold ss to play a game “ordering”

Ss: take part in the game T: call ss to give their answer Ss: raise the hand to

T; remark and give correc answer Ss; note down

* Rearrange these sentences into a suitable passage ( on a poster )

1 First, there are lots of entertainments in the city A large number of

cinemas, theater, bars, restaurants are open very late in the evening

(50)

T: call ss to resay the form of a passage

Ss: resay before the class Last, people who live in the city benefit good education offered by famous universities and institues Besides, living in the city always keeps people well-informed and updated so that city- dwellers have better background than those in the countyside

4 Living in the city has three main advantages

5 Second, living in the city gives a person ore opportunities for jobs Newly- graduated students can find good jobs with fairly high

salarybecause many big companies, international organizations are located in the city

( Answer key : – – – – ) 5. Home assignment:

T: ask ss to write a passage about the country life Prepare the part : “Language focus”

Ss: listen and note down D Remark:

Period 34: unit : the media Lesson 6: language focus Date of planning:

A. Objective:

1 Knowledge : By the end of the lesson, Ss will be able to use “tag-question and gerunds after some verbs” well

2 Skill : apply the grammar points to exercises : complete the dialogue ; supply the correct form of verbs given …

B Teaching aids: book, chalk, poster, C Proceduce:

1 Warm up:

Teacher’s and students’ activities Content of the activities T: greet ss and call one of them to read

their passage about the country life Ss: raise the hand to

2 Revision:

Teacher’s and students’ activities Content of the activities T: help ss to revise the tag questions

T: give example for each type Ss: listen and note down

T: give some special cases of tag questions Ss: not down

1 Tag- question :

* affirmative statement, negative tag? eg: She is a new comer, isn’t she ? * negative statement , affirmative tag ? eg: He doesn’t like sports, does he? * Note :

(51)

T: help ss to revise the Gerund Sss: listen and note down

+ statements used with negative adverbs such as never , seldom, hardly …or negative pronouns nothing, nobody, tag question is in positive form

eg: Minh seldom goes swimming in the river, does he ?

2 Gerund : ( “V-ing” follows other verbs ) Like

Enjoy

Have fun + V – ing Prefer

Dislike Love Hate 3. Practice:

Teacher’s and students’ activities Content of the activities T: allow ss time to ex1

Ss: think to

T: call ss to give their answer Ss: raise the hand to

T: remark and give corret answer Ss: listen and note down

T: explain the next duty they have to in Ex2

Ss; listen and as the request

T: call some pairs to present and pair work before the class

T: go on with the next exercise Ss; as the guide

T: call ss to ask and answer before the class

T: guide ss the duty of this exercise Then allow them time to write freely

Ss: work in silence to write

T; call some ss to read their sentences aloud before the class

Ex1: Complete the dialogue : a) haven’t you

b) didn’t he c) wasn’t it d) you e) aren’t we

Ex2: Work with a partner Look at the table Ask and answer questions about television programs these people like and dislike Use tag questions

eg:

A: Hanh likes music, doesn’t he B: Yes , he does

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

B : No, they don’t

Ex3: Work with a partner Ask and answer questions about each item in the box ( students themselves )

Ex4: Use the words in the three boxes to write true sentences about your parents, siblings, relatives, friends and yourselves Eg: My faher likes watching T.V, but my mother doesn’t

4 Production:

T: call ss to say the form of tag-questions again with examples Ss: listen and raise the hand to

T: call ss to make more sentences with the verbs leanred above Ss: think to

5 Home assignment:

T: ask ss to revise all the knowledge from Unit to Unit for the final test of the first term

(52)

D Remark:

Week 18:

Period 35 : Revision for the final test of the semester

Date of planning :

a Objective :

* By the end of the lesson ss will be able to understand how to use what they revise for the final test

B language content:

* Focusing on : sentences with “ wish” ; tag questions ; passive voice ; some form of exercises

* Skill : applying the grammar points to exercises c Teaching aid : book, chalk

d PROCEDURE :

1 Warm up : greet and introduce what they are going to revise + sentences with “ wish” and tag- questions And passive voice 2: Revision :

Teacher’s & Students’ activities Content of activities T: call ss to give the form of the sentences

with “ wish”

Ss: listen and try to remember to say before the class

T; call others remark and give the examples Ss: raise the hand to

T: go on helping ss to revise the form of Tag- question

T: guide ss to repeat the form of the passive voice and then give some examples to illustrate

1 “ wish” + past subjunctive clause eg: I am not a good singer



I wish I were a good singer eg : I don’t have a new car



I wish I had a new car Tag- questions:

+ affirmative statement, negative tag? + negative statement, affirmative tag? eg:

He is a new comer, isn’t he ? They can not swim fast, can they ? passive voice:

* Genaral form :

S + be + V-ed + ( by O) eg:

+ He makes cake every day



Cake is made ( by him) every day + Nam is cleaning his bike



Nam’s bike is being cleaned + She will repaint her room



Her room will be repainted Practice :

Teacher’s & Students’ activities Content of activities T: extract some exercise from the exercise

book to help ss to apply what they learn to

(53)

Ss: apply to

T: call ss to on board Ss: raise the hand ot

T; remark and give correct answers Ss’ listen and note down

T: call ss to say the knowledge that they have just reviewed

* Part / 50 ( 9th form English work book for consolidation and advance )

* Part 6/ 52 ( 9th form English work book for consolidation and advance )

4 Production :

T: ask ss to make more sentences using “ wish” and tag- questions And passive voice

Ss; think to

HOME ASSIGNMENT

T: ask ss to make more sentences using the grammar they have just revised Review all the knowledge they have learnt to prepare for the final test of the first semester Ss: listen and note down

E REMARK

Period 36 : The final test of the first semester Date of planning:

D Objective : help ss to know how well they have learned English so as for them to fill their blank of knowledge Help the teacher to appreciate the capability of students in learning English

E. Preparation:

3 Teacher : prepare the knowledge used in the test and type the test papers 4. Student: revise the knowledge for the test

F procedure:

6. Warm up : greeting and checking the attention of the students 7. Hand out : deliver the test papers to each student

8. Observation :

(54)

trêng thcs khánh cờng.năm học ( 2006 2007)

Đề kiểm tra Anh văn lớp Học kỳ 1.

Năm học 2006-2007 ( Time 45 minutes )

My full name is:Class 9 Number Điểm Lời phê

Question : Choose the best answers for these sentences ( marks ) If I his address, I’d give it to you

a knew b would look c looked d looking I shouldn’t drink that wine if I you

a am b was c were d been She asked me how I English in my country

a learn b learning c learns d learned Lan hopes she talk to people from all over the world

a can b could c should d shall Question 2: Give the correct forms of the verbs in brackets.( marks )

1 If we ( run ) out of oil, we ( need ) other kinds of energy She ( learn ) English at school and at university last year

3 People don’t understand him because he ( not speak ) very clearly Question : Change these sentences into Reported speech ( marks )

1 “ Where are you going ? ” John asked

“What will you when you leave school ?”The teacher asked

“ will you carry my briefcase for me, please ?” Tom asked

Question 4: Using the words in the box to fill in the blanks ( marks ) exchange living grows part-time arrived learning helped member

Lan, a student from Ha noi, is an(1) … student in Australia She is

now(2) …… with the Smiths on a farm 50 kilometers outside Sydney.She will stay there till September

Mr.Smith(3) maize on his farm , while Mrs.Smith works(4) ……… at a grocery store in a nearby city They have two children ,Peter and Daisy

Since Lan(5) , she has been(6) a lot about life on a farm In the afternoon she(7) on the farm and played baseball with Peter.The Smiths are so nice so Lan feels like a(8) of their family

the key

Question 1: ( marks ) câu 0,5 điểm 1- a 2- c 3- d 4- a

Question : ( marks ) câu điểm

run – need learned/ learnt does not speak Question 3: ( marks ) câu 1điểm

1 John asked Where I was going

(55)

3 Tom asked if I would carry his briefcase for him Question 4: ( marks ) câu 0,25 điểm

exchange living grows part-time arrived learning helped member

WEEK 19

Unit : the environment

Period 37 – getting stared + listen and read Date of planning :

E objective :

3 Knowledge: By the end of the lesson , Ss will be able to know the topic of the Unit and they will know some environmental problems being

1 Warm up :

Teacher’s and Students’ activities Content of the activities Activity : Getting started

T: lead into the lesson with some questions Ss: listen and think to answer

T: ask ss to look at six pictures and explain some word phrases given to describe the environment

+ What you think of the environment nowadays ?

+ What you to keep the environment clean ?

(56)

T; ask ss to match the environmnetal problems with the suitable pictures Ss: listen and as the request

T: call ss to give out their matching Then remark and give correct asnwers

T: ask ss to give more environmental problems that they know before the class Ss: think to

one with the picture in the book a) air pollution

b) spraying pesticides c) garbage dump d) water pollution e) deforestation f) dynamite fishing

2 Presentation:

Teacher’s and Students’ activities Content of the activities Activity : Listen and read

T: lead into the passage Ss: listen

T: play the tape for the first time Ss; listen

T: show some new words from the passage Ss; listen an note down

T: ask ss to read the passage in silence and think to the first task

Ss: listen and think to the task T: call ss to give their answers Ss: raise the hand to

T: call others to remark and then give the correct answer

Ss: listen and note down the correct answers

T: help ss know how to form and use the conditional sentence type

T: ask ss to read the passage again in silence to answer the questions given Ss: read in silence and think to answer the questions given

T: call some ss to answer the questions before the class

T: call others to remark and give the correct answers

* As you know the environment is being polluted So “What you solve this proble and to keep the environment clean ?”

+ cleaning the school yards/ streets/ roads/ …

+ planting trees/ flowers + collecting trash

so on … * New words : + conservationist + shore

+ sand + rock

a) Match the names in column A with the task in column B

1 f e b a c d * Conditional sentence type : If + simple present, simple future Eg:

If we work hard today, we will make this beach a clean and beautiful place

b) Answer questions :

1 The speaker is Mr Brown

2 The listeners are some volunteer conservationists

3 They are on the beach

4 They are going to clean the beach If we work hard today, we will make

this beach a clean and beautiful place again

6 + ( students answer themselves )

Teacher’s and Students’ activities Content of the activities T: call ss to read the apssage aloud before

(57)

T; call someone to translate the passage into vietnamese

Ss; raise the hand to 4 Homework:

T: ask ss to write something about the environmental pollution Prepare the next lesson “ Unit : speak”

Unit : the environment Period 38 – speak & listen Date of planning :

m objective :

10.Knowledge: By the end of the lesson , Ss will be able to persuade others to agree with them about the environmental pollution and persuade others to something 11., Ss will be able to develop their listening to a passage about the pollution of

oceans in order to fill in the information table Understand the main ideas of the lesson

12.Skill : Listening and Speaking

B teaching aids: pictures, chalks and book c procedure:

1 Warm up :

Teacher’s and Students’ activities Content of the activities T: greet and call some ss to retell some

environmental problems Ss: raise the hand to

T: call one student to say what they should to protect the environment

* Who can say some environmental problems before the class

* What should you to keep the environment clean ?

2 Pre- speaking:

Teacher’s and Students’ activities Content of the activities T: divide class into small groups and ask

them to discuss about what they should to protect the environment

Ss: listen and work in group to discuss T: call some ss to present their ideas before the class

T: lead ss to the table and then give some new words from it

T: ask ss to revise the phrases used to persuade someonewith examples given Ss: listen carefully

* Work in group to discuss :

What you should to protect the environment ?

* Now look at the activities given in the table as suggestion to persuade

+ wrap

+ banana leaves + disolve

+ reduce

+ exhaust fume

* Phrases used to persuade others ( in the book on page 49 )

3 Speaking

Teacher’s and Students’ activities Content of the activities T: ask ss to work in pair to practice speaking

(58)

others to something

T: call some pairs to present before the class Ss: raise the hand to

T: explain the next task And ask ss to write the possible answers to the questions given Ss: listen and as the request

T: after ss finish, ask them to work in pair to ask and answer in order to persuade the other to something

Ss: work in pair to

T: call some piars to present before the class Ss: raise the hand to

T; remark and correct the mistakes if they have made

b) Find the possible answers to the questionaire

Suggestion answers:

+ Write on both sides of the paper ; recycle used paper

+ save plastic bags ; clean and reuse them

+ don’t throw wast and garbage into streams, lakes and even oceans

+ discard / throw garbage in waste bins + use fewer private vehicles and don’t release pollutants into the air

+ try to reuse and recycle things 8 Post – speaking:

Teacher’s and Students’ activities Content of the activities T: request ss to work in group again to make

the list of things they should to keep the environment clean and beautiful

Ss; listen to the guide and work in group to make the list

T; call the representative of each group to present the class

* Work in group to make the list of things you should to keep the environment clean and beautiful

Listen

Pre- listening:

Teacher’s and Students’ activities Content of the activities T: introduce the topic of the lesson

T: ask ss to look at the table and guess the causes of oceanic pollution

T: give some new words from the passage Ss: listen and note down new words

* Now you will listen to a passage about the causes of the oceanic pollution Listen and find out those causes * New words :

+ raw sewage + be guilty of : + ship

+ oil spill + leak + vessel + marine + deliberate Listening

Teacher’s and Students’ activities Content of the activities T: call ss to give their guessing Then play

the tape twice

Ss: listen and fill in the gaps in the table T: call ss to give out their filling Call others to reamrk

T; play the tape again to remark and give correct answer

Secondly : garbage is …

Thirdly : … come from ships at sea Next : Waste materials come from factories

(59)

Post – listening:

Teacher’s and Students’ activities Content of the activities T: ask ss to work in group to discuss what

they should to save the oceans and marine life

Ss: work in group to discuss

T; call some representative of each group to present before the class

T; remark and then correct th mistakes

* What shold we to save oceans and marine life ?

+ Don’t catch fish with dynamite

+ Don’t litter trash and waste into rivers + Conserve precious species

+ Don’t allow factories dump chemical waste into oceans

… 5 Homework:

T: ask ss to write a passage about the environmental pollution and how to solve it Ss: listen and note down

T: ask ss to use the cues in the information table to write into a passage about the oceanic pollution Prepare the next lesson : “ Unit : Read”

Week:21 Unit : the environment

E objective :

15.Knowledge: By the end of the lesson , Ss will be able to understand a poem about the environmental pollution

B teaching aids: subordinate, tapes, chalks and book c procedure:

1 Warm up :

Teacher’s and Students’ activities Content of the activities T: greet and call ss to read their

composition about the ceanic pollution written at home

Ss: listen and raise the hand to

* Now who can read you composition written at home aloud before the class

2 Pre- reading:

Teacher’s and Students’ activities Content of the activities T: teach new words from the poem

T: use suitable techniques to show meaning of new words

Ss; listen and guess new words T: introduce the scene

Ss: listen

* New words : + stream (n): + foam (n) : + minimize (v) : + mass (n) : + bubbles (n) : + flow (v) : + hedge (n) : * Set the scene :

(60)

T: give some sentences in order for ss to guess which is true and which is false Ss: listen and read the poem to guess the sentences given

T: call ss to give out their guessing and write them on board

1 The boy is really interested in the problems of pollution

2 He doesn’t make the place more polluted

3 His mother is aware of danger of pollution

4 His mother thinks she should protect the environment even when she is on holiday

3 Reading

Teacher’s and Students’ activities Content of the activities T: read the poem and then let ss read

silently to find the answer

Ss; read in silence to find true sentences and false one

T; call ss to give their answer Ss: raise the hand to

T; remark and give correct answers T: guide the next task they have to Ss; read the words and match, basing on the sentences in the poem

T: call ss to give their answer Ss: raise the hand to

T: call others to remark and then give correct answer

T: ask ss to work in pair to ask and answer the questions given

Ss: work in pair to ask answer the questions

T: call some ss to read the poem aloud before the class

T: go on calling some pairs to present their answers before the class

T; remark and give correct answers Ss: listen and note down

T: call one student to read the poem again

* Prediction check :

1 T T F F

a) Match each word with its explanation – c – g – f – e – d – a – b

b) Comprehension questions :

1 The world will end up like a second-hand junk-yard, with all of its

treasures quite gone

2 She thinks other folk pollute the environment but not her and her son His mother will take him home right

away

4 Ss’ answers

5 The poem wants us to learn that everyone is responsible for keeping the environment from pollution Ss’ answers

Teacher’s and Students’ activities Content of the activities T: devide class into small group of four and

ask them to discuss about the topic given Ss: listen and work in group to discuss T: call the representative of some groups to present before the class

* Discussion :

What we could in our school to minimize the pollution

(61)

T: ask ss to write 50 word composition about environment protection Prepare the next lesson “ Unit : Write”

Unit : the environment Period 40– write

Date of planning : E objective :

9 Knowledge: By the end of the lesson , Ss will be able to know how to write a complaint letter

10.Skill : Writing

1 Warm up :

Teacher’s and Students’ activities Content of the activities T: greet and call ss to read their

composition before the class Ss: raise the hand to

* What you should in your school to minimize the pollution

2 Pre- writing:

Teacher’s and Students’ activities Content of the activities T: lead into the topic with some questions

and give the extra board with sections of a complaint letter in oder for ss to arrange them in correct oder

T: ask ss to open their books and check T: ask ss to read the letter given in the book well in order to label and put the sections given in correct order

Ss: read the letter to label and put the sections in correct order

T: call ss to give their answer key Ss: raise the hand to

T: ask ss to reread the letter and answer the following questions

Ss: reread and think to answer questions T: call some ss to answer before the class Ss: raise the hand to answer

T: request ss to read situation in Part b Then answer some questions given Ss: read and think to answer

T: give correct answers

+ Have you ever written any complaint letters ?

+ In what situation ?

+ What did you write in a complaint letter ?

+ How many sections you know there are in a complaint letter ?

* Now take out and open your books to check

a) Ordering the sections in the letter : * Answer :

+ What does Mr Nhat complain about ? + What problems does he mention ? + What does he suggest ?

b) Read the situation :

1 What you complain about ? What problems you want to mention ?

11.What you want to suggest ? Answer :

1 The way people catch fish

(62)

3 Prohibiting and fining heavily anyone catching fish in this way Writing

Teacher’s and Students’ activities Content of the activities T: allow ss time to write a complaint letter

Ss: write a letter basing on the situation given

T: go around to help ss

* write a complaint letter

Teacher’s and Students’ activities Content of the activities T: request ss to exxchange their letters to

check mistakes

Ss; exchange to check the letters

T: correct some typical mistakes that Ss can not correct them

* Exchange complaint letters written already to check

5 Homework:

T: ask ss to think a difficult situation they have faced to write a similar complaint letter to the person who caused that trouble Prepare the Part “ Language focus” Ss: listen and note down

D remark :

Week:22 Unit : the environment Period 41 – language focus Date of planning :

E objective :

9 Knowledge: By the end of the lesson , Ss will be able to know how to know some grammar points in this unit such as :

+ adjectives and adverbs + adverb clauses of reason + adjective + that clause conditional sentence type

10.Skill : Use grammatical points in communication and doing exercises B teaching aids: chalks and book

Teacher’s and Students’ activities Content of the activities T: call ss to read their complaint letter

aloud before the class Ss: raise the hand to

T: ask ss to remind what grammar points they havae learnt in this lesson

Ss: listen and recall to say

* Who raise the hand to read your letter written at home ?

* What grammar points have you learnt in this unit ?

Teacher’s and Students’ activities Content of the activities Activity : Adjectives and adverbs

T: encourage ss to recall how to use adjectives and adverbs

Ss: recall to say their use

* Adj + ly  Adv

(63)

T: ask ss to work in pair to change adj given into adv

Ss: listen and work in pair to

T: ask ss to fill in the gap in each sentence Ss: try to fill in

T; request ss to exchange to check Then reamrk to give correct answer

Ss: as the request Then note down correct answer

beautiful beautifully clever cleverly noisy noisily good well hard hard fast fast Ex1/ page 53:

a) extremely b) slowly c) sadly d) happily e) well

Acticity : Adverb clauses of reason. T: help ss to understand more about

adverbs of reason such as : because ; as ; since

T: ask ss to read the sentence a and then let them time to the rest ones

Ss: use the cues given to make

meaningful sentences using as / because / since

T: call ss to give out their complete sentences

T: reamrk and give correct answers Ss: listen and note down

* Because , since and as have the same meaning

Ex2 / page 54

a) Ba is tired because / as / since …… b) I have a broken leg because / as / since

I fell over while I was playing basketball

c) I’m going to be late for school because/ as/ since the bus is late d) I broke the cup because / as / since I

was careless

e) I want to go home because / as / since I feel sick

f) I’m hungry because / as /since I’ve eaten all day

Activity : Adjective + that clause T: lead into this exercise with a question

T: introduce the structure of this sentence Ss: listen attentively

T: ask ss to read the example sentence and tell them tehm to work in pair to

sentences from a to e

Ss: apply to the sentences from a – e T: call ss to pesnet before the class

+ How does Mr Brown feel when people have spoilt the area ?

He said : “ I am disappointed that people have spoilt the area ?



S + be + adj + that – clause

( gald ; delighted ; happy ; pleased ; excited ; sorry ; amazed … )

Ex3 / page 55

a) That’s wonderful …

b) I’m excited that I can go to Dalat this time

c) I’m sorry that I broke your bike yesterday

d) I’m disappointed that you didn’t phone me about that

e) I’m amazed that I could win the first prize

Activity : Conditional sentence type T: explain how to form and use the

conditonal sentence type : Ss: listen carefully

T: ask ss to work in pair to match each half in A with suitable one in B

Ss: work in pair to

T; call some ss to give their matching

* Conditional type :

If clause ( present tense), main clause ( future tense )



It’s used to express a condition that may come true or happen at present or in the future./

eg:

(64)

result

T: explain the tasks they have to Ss: listen and

T; ask ss to exchange their answers Ss: exchange

T; call some ss to read full sentences Ss: raise the hand to

T: reamrk and give correct answer

exams

Ex / page 56

1 – e ; – a ; – c ; – d ; – b Ex5 : complete the sentences

a) if the rice paddies are polluted, … b) if we go on littering, the environment

will become seriously polluted

c) If we plant mer trees along the streets, we will have mre shades and fresh air d) If we use much pesticide on

vegetables, the vegetables will become poisonous and inedible

e) If we keep our environment clean, we will live a happier and healthier life 4 Homework:

T: ask ss to redo all exercises in the section Language focus Prepare unit Ss: listen and note down

D remark :

Unit : saving energy.

Period 42 – getting stared + listen and read Date of planning :

F objective :

1.Knowledge: By the end of the lesson , Ss will be able to give out the suggestion , response the suggestion

- Make a simple speech.

- Discuss in a simple way for the sollution of saving energy

- Knowledge focus : - Connective: and, but, because, or, therefor, however - Phrasal verbs: turn off, turn on, look for, look after, go on -Make suggestions : suggest + V-ing/ suggest ( that)+S+ should 2 Skill : Listening, Speaking and Reading.

B teaching aids: pictures, tapes, chalks and books c procedure:

1 Warm up :

Teacher’s and Students’ activities Content of the activities Activity : Getting started

T: lead into the lesson with some questions Ss: listen and think to answer

T: ask ss to look at the pictures and work with a partner to make a list of things the family could to save energy

- T: Give some questions ? Is the T.V on ?

? Who is watching T.V ?

? Who is listening to the radio?

+ ? What should we with the situation in the picture ?

? Should we turn the T.V off ?

? What should we to save the energy ?

+ What you think of saving energy nowadays ?

+ What you to save the energy ? * Now you look at the picture and make a list

+ Students answer + Ss : Answer + We should

(65)

? Students say before the class T; Corrects

Ss: Listen and note down

+ The water is running It is flooding + We should turn off the faucet + There is nobody in the room + We should turn off the light + We should turn off the TV + We should turn off the stereo Presentation:

Teacher’s and Students’ activities Content of the activities Activity : Listen and read

T: lead into the passage

The dialogue between Mrs.Mi and Mrs Ha Ss: listen

? Who are talking in the conversation ? ? Where are they now ?

T: Read the dialogue twice

Ss: Listen and find out some newwords T: Let Ss read the new words twice ? One S repeat

T; Read the dialogue again

a Practice the dialogue with a partner. T: practice with a student first

? Ss: Practice in pairs

T : Observe and correct the mistakes ? Two pairs practice before class ? One S comment and correct Note: John is a close name of John Robinson

n. True or False ? Check the boxes The correct the false statements.

T: ? Ss read the dialogue again and tick (T) or ( F )

? Ss: Change the Keys with their friends ? Ss: Give out the keys and find out the sentences in the dialogue that show the key T; Correct and give the keys

? Ss: Correct the false sentences and note down in their books

* As you know the our energy is being wasted So “What you to save energy ?

+ Ss: answer

_ water bill (n)

- enormous ( adj ) - plumber ( n ) - crack ( n) - pipe ( n)

+ The keys True True False

> Mrs.Mi suggests checking to find cracks in the pipes

4 False

> Mrs.Mi suggested getting a plumber to check cracks in the pipes

5 True

Teacher’s and Students’ activities Content of the activities T: call ss to read the dialogue aloud

before the class

T; call someone to translate thedialogue into vietnamese

(66)

T: ask ss to read the dialogue again and find out some other ways of aaving energy Ss: Prepare the next lesson (Speak)

- Ss: listen and note down D remark :

Unit : saving energy. Period 43 – speak &listen Date of planning :

o objective :

Knowledge: By the end of the lesson , Ss will be able to know the way of giving out the suggestion about how to save energy

12., Ss will be able to develop their listening for gist and specific information They will understand and know how to two common listening tasks : True or False andGap filling

- They will get general knowledge about one kind of alternative energy : solar energy

13.Skill : Listening and Speaking

B teaching aids: pictures, chalks and books c procedure:

1 Warm up :

Teacher’s and Students’ activities Content of the activities T: greet and call some ss to retell some

ways to save energy Ss: raise the hand to

T: call one student to say what they should to save the energy

* Who can say some ways to save the energy before class ?

* What should you to save the energy ?

2 Pre- speaking:

Teacher’s and Students’ activities Content of the activities T: divide class into small groups and ask

them to discuss about what they should to save the energy

Ss: listen and work in groups to discuss T: call some ss to present their ideas before the class

Ss: raise the hand to T: Give some new words

* Work in groups to discuss :

What you should to save the energy ? * Now look at the pictures in page(59)

- lid (n) , cooking pot ( n) , gas fire (n)

3 Speaking

Teacher’s and Students’ activities Content of the activities A.Making suggestions about how to save

energy

T: ask ss to work in pairs to practice speaking

Ss: work in pairs to practice giving the suggestions how to save energy

T: Give structures: -I suggest + V_ing

a I think we should turn off the faucet

- I suggest fixing the faucet

b Shall we turn down the gas fire ? - OK.Let’s

c Why don’t we turn off the fan ? There is nobody in

- All right

(67)

- I think we should - Shall we ?

- Why don’t we ? - How about + V_ing ? - What about + V _ing ? - Let’s

Response

Ok That’s a good idea All right No, I don’t want to I prefer to Let’s

T: call some pairs to present before the class Ss: raise the hand to

T: explain the next task And ask ss to work in group of four Work out an action plan to save energy for our class

T: after ss finish, ask them to work in pairs to ask and answer in order to take out an action plan to save energy

Ss: work in pairs to

T: call some piars to present before the class

T; remark and correct the mistakes if they have made

conditional ? There is nobody in - That’s a good idea

e What about turning off the light ? There is nobody in

- All right

f Oh,It’s flooding.Let’s turn off the faucet

- Yes, let’s

g I think we should go by bicycle to save energy

- No, I don’t want to.I prefer to go by motorcycle

h I suggest going by Bus It’s cheap.We can save money - That’s a good idea

b

Example:

A: I think we should use shower instead of bath to save energy B: That’s a good idea

C: How about making posters on energy saving and hanging them around our school ?

D: Great ! Let’s that

Teacher’s and Students’ activities Content of the activities T: request ss to work in group again to make

an action plan they should to save the energy

Ss; listen to the guide and work in group to make plan

T; call one group to present before class Ss: raise the hand to

* Work in group to make an action plan you should to save energy

Pre- listening:

Teacher’s and Students’ activities Content of the activities T: show ss some new words from the

tapescript

T: use suitable techniques to show the meaning

T: check ss how they understand new words by rub out the meaning of new words in vietnamese and then ask them to rewrite the meaning again

Ss: participate

 New words :

+ Solar (adj ) : belong to sun + Solar energy (n) :

(68)

Listening

Teacher’s and Students’ activities Content of the activities T : Let ss read the staements given in the

book and make sure Ss understand all the statements

Ss: read the statements individually T: Instruct the task they have to Ss: listen carefully

T: play the tape twice and then ask ss to compare their answers with friends Ss: listen and as the request

T: feed back and give correct answers Ss: listen and n ote down

T: guide the second task and ask ss to guess the missing words

Ss: listen to the guide and then try to guess the missing words

T: play the tape again and ask ss to the second task

Ss: listen and try to fill in each gap with one word they hear

T: call on some Ss to read the completed sentences aloud

T: feedback and give correct answers Ss: listen and note down

a) True or False :

Listen to the news on solar energy and decide whether the statements are true or false Check ( V ) the boxes and correct the false ones

* Answer key : True

2 False ( Most of our electricity comes from the use of coal, gas, oil or nuclear power )

3 False ( It is enough to provde power for total population )

4 True

5 False ( in 2015 )

b) Gap filling : Fill in the gap with one new word you hear.

1 effective pollution countries store roof instead

Post – listening:

Teacher’s and Students’ activities Content of the activities T: help ss revise the content of the listening

by holding a game caled “ True or False repetition drill”

Ss: take part in the game

* Use the statements in the first task to check Ss’ understanding

5 Homework:

T: summarize the main points and give ss homework : Write about the advantage of solar energy Prepare the next lesson Unit 7: Read

Unit : saving energy

F objective :

17.Knowledge: By the end of the lesson , Ss will be able to get general idea of the reading through choosing the best summary and answering questions

18.Skill : Reading comprehension for gist and details about ways to save energy B teaching aids: subordinate, tapes, chalks and book

(69)

1 Warm up :

Teacher’s and Students’ activities Content of the activities T: greet and ask ss some Yes/ No questions

to lead into the lesson

Ss: listen and try to answer the questions

+ Do you usually turn off the light when it is not necessary ?

+ Do you usually go to school by bus ? + Do you often put garbage into

dustbin ?

+ Do you usually use banana trees to wrap things ?

+ Do you usually turn off the tap when it is not necessary ?

+ Does your father often drive to work ? Pre- reading:

Teacher’s and Students’ activities Content of the activities T: Preteach vocabulary

T: check Ss’ understanding by asking ss ti make sentences using the new words given

Ss: listen and try to make themselves T: call on some Ss to read their sentences aloud Then give comment to make sure Ss undersand the use of the words

Ss: raise the hand to read and listen to the correction from the teacher

* New words:

+ luxury > < Necessity :

+ consumer (n) : user of products or services

+ household (n) : family + account for (v) : represent

+ labeling scheme (n) : campaign that gives labels to products.

+ Tumble dryer (n) : machine hat dries things usually hair or clothes.

+ Innovation (n) : bringing in new ideas, making changes.

3 Reading

Teacher’s and Students’ activities Content of the activities T: ask ss to read the passage quickly and

answer the following questions

Ss: read and try to answer the questions asked by teacher

T: call on ss to answer the questions Then give correct answers

T: ask ss to read the passage more carefully and choose the best summary for it among four options given in the book

Ss: read and think to choose

T: call on ss to give their choice with their explanation for it

T: feedback and give correct answer Ss: listen and note down

T: tell ss to read the passgae again and answer the questions

Ss: read and think to answer

T: ask ss to compare their answers with a friend

Ss: as the request

1 Which continents are mentioned in the text ?

2 Are electricity, gas and water luxuries or necessities

Answer :

1 America and Europe They are necessities

a) Choose the best option of summary for the text

Answer key :

3 North American and European

countries are intertested in saving money and natural resources.



Because three others are too specific They only cover one part of the passage b) Answer questions :

1 Western consumers are interested in products that will not only work effectively but also save money We can use energy-saving bulbs

(70)

T: call some Ss to read their answers aloud before class

T: make necessary corrections and give correct answers

3 She will pay US$ for lighting if she uses energy-saving bulbs instead The purpose of the labeling scheme is

to help consumers to know how

efficient each model is, compared with other appliances in thhe same category so that they can save money a nd energy

Teacher’s and Students’ activities Content of the activities T: expand the topic by opening a discussion

on question

Ss: discuss in group

T: call on representative of each group to present before the class

Ss: raise the hand to T: give suggested answers

* Discuss each other on the following question :

Why should we save energy ? Suggested answer :

- Conserve the Earth s resources.’

- Protect the environment. - Prevent natural disasters. 5 Homework:

T: remind the opic again and then assign ss homework : Learn new words by heart and translate the passage into Vietnamese Prepare “ Unit : Write”

Week 24:

Unit : saving energy Period 45 – write Date of planning :

F objective :

12.Knowledge: By the end of the lesson , Ss will be able to know how to write a short, simple speech with clear organization about energy saving and other school-related topics and present before the class

13.Skill : Writing

1 Warm up :

Teacher’s and Students’ activities Content of the activities T: greet ss and ask them to the

following exercise

Ss: listen to explanation and think to the exercise

T: call ono Student to and other listen and remark

T: feedback and give correct answers

* Match the word in A to the word in B to make completed words

A B Electricity a Saving Energy b Machine Washing c Dryer Tumble d Countries Western e Bill



1.e 2.a 3.b 4.c 5.d Pre- writing:

(71)

T: implicate the fuction of the parts of a speech by questioning

Ss: listen and answer T: ask ss to match

Ss: think to match and then compare with a friend

T: call on some Ss to give out their answer Ss: raise the hand to

formal spoken communication to an audience A speech usually has three parts : Introduction, Body, and Conclusion.

* Match :

What we usually in Intruction? What is included in Body ?

Key: 1.B 2.C 3.a

3 Writing

Teacher’s and Students’ activities Content of the activities T: ask ss to work in pair, put the sections in

the correct place to complete the speech Ss: work in pair

T: call on some Ss to deliver the speech before the class

T: comment and correct any necessary mistakes Then give suggested answer T: tell ss to choose one topic in the book to write a speech

Ss: choose and write

T: ask ss to compare the writing with a friend inorder to comment and check their writing

* Ordering

Answer key : - – 1.

* Preparing and delivering a speech. Choose one of the topics in the book: Reducing garbage, Reusing paper and Saving energy in the kitchen and then prepare a speech for the class

Teacher’s and Students’ activities Content of the activities T: call on some Ss to deliver their speech

before the class

T: give comments and Ss’ performance regarding pronunciation, body language eye contact

* Suggested answer: Reducing garbage:

Good morning ladies and gentlemen Thank you for coming here today I m ’ Proffessor Hung President of Friends of the Earth I m going to tell you about ’ the ways of reducing ga bage.

AS we know that reducing garb age is necessary We can reduce garbage by :

 Collecting plastic bags

 Not keeing solid waste with food waste.

 Putting different kinds of waste in different places.

I hope that you will be able to find the most suitable way to reduce the amount of garbage we produce.

Reusing paper :

(72)

There are three ways to reuse paper Firstly, we should have separate

wastebasket for waste paper Secondly, we should keep sheets with single printed paper for drafting.

If you follow these simple rules, not only wll you save money, but also the environment will be cleaner.

Saving energy in th kitchen :

Hi every body It s pleasure to be here ’ with you today My name is Long Our topic today is ways of saving energy in the kitchen.

Saving energy is our responsibility We can save energy in the kitchen by :

 Turning off the lights

 Preparing food carefully before turning on stove.

 Keeping refrigerator door close. If you follow these simple rules, not only will you save money, but also the

natural resources will be preserved. ( Chould use Ss speech )’

5 Homework:

T: ask ss to write a speech on smt at home Prepare the next lesson “ Unit : Language focus”

Unit : saving energy Period 46 – language focus Date of planning :

F objective :

11.Knowledge: By the end of the lesson , Ss will be able to know how to know some grammar points in this unit such as :

+ common connectives, phrasal verbs, and suggestion

12.Skill : Use grammatical points in communication and doing exercises B teaching aids: chalks and book

Teacher’s and Students’ activities Content of the activities T: ask ss to work in group and review all

the ways to save e nergy which they have learned in his unit

Ss: work on group

T: gather the ideas from Ss and have some final hought on ways to save energy

* Work in group to give some ways to save energy

(73)

Activity : Connectives T: explain funcion of connnecives

T: ask ss to make examples o demonstrate he use of connectives

Ss: apply to

T: request ss to Ex1 Ss: think to

T; call on some Ss to give their answers before the class

T: feedback and give correct answers

+ And

+ But, however + Because + So, therefore + Or

Ex1:

a) and b) but

c) because d) Therefore e) or f) so

g) and h) However

Acticity : Phrasal verbs. T: implicit the meaning of phrasal verbs

through example

Ss: listen carefully And guess the meaning of the phrasals

T: ask Ss to exercise Ss: think to

T; call on some Ss to Ss: raise the hand to

T: feedback to g ive correct answers Ss: listen and ote down

+ It s dark here Can you ’ turn on the light ?

+ Please turn off TV when you finish watching.

+ It s important to ’ look for a jo b after graduation.

+ My sister looks after the pet when I am away.

+ He goes on talking about himself. Ex2: Complete the sentences Use the right tense form of phrasal verbs in the box and the pictures

a look afer b. go on c. turn on d. looked for e. turn off Activity : Making suggestions. T: help ss to review some structures to

make suggestions

T: devide class into two teams Team make suggestions to h elp the poor in the neighborhood of their school Team make suggestions tto improve their English

Ss: work in group to make suggestions, using the ideas in the textbooks

T: call on some Ss to read aloud their suggestions

* Way to make suggestions:

+ Suggest + V- ing

+ Suggest that S + should + V. + Let s ’ …

+ Shall we … ? + Why don t we ’ …?

+ What / How about ………?

* Work in group to make suggestions :

4 Homework:

T: focus on the main grammar points in the lesson Ask ss to complete all the exercises in the workbook Prepare for the 45min test

Week:25

(74)

G Objective : help ss to know how well they have learned English so as for them to fill their blank of knowledge Help the teacher to appreciate the capability of students in learning English

H.Preparation:

5 Teacher : prepar the knowledge used in the test and type the test papers 6. Student: revise the knowledge for the test

I procedure:

11.Warm up :: greeting and checking the attention of the students 12.Hand out : deliver the test paper to each student

13.Observation :

14.Hand in : ask ss to hand in the test paper when te time finishes 15.Remark and give assigment:

The Test 45 minutes for second term (BµI sè 1, kú ii )

My Full name is : ……… Class 9……… Number…… Mark Teacher’s opinions

Đề bàI bàI làm

Question I Choose A, B, C or D to complete the sentences.(2 marks ) 1/ Who told you the news ? The ……… may not be correct

A inform B information C informational D.informatiotive 2/ She thinks chatting on the internet is time………

A consume B.consumer C.consuming D.consumtion 3/ The cost of……….is very high in the big city

A.live B.living C.lived D life 4/ By learning English, you can get access to the world’s……… A.develop B developing C.development D.developed Question II Choose the correct form of verbs.( 2 marks )

She must ( start/ starting/ to start )the job as soon as possible Let me ( to pay/ paying/ pay ) for the meal

They enjoy ( play/ to play/ playing ) football

4.What ( were you doing/ are you doing/ did you ) when I came to your office yesterday?

Question III Supply the correct form of the verbs in blankets.( 2 marks ) 1/It took me hours……… ( ) this work

2/I began………( learn ) English when I was seven 3/Don’t forget……….( post ) my letter

4/What you want……….( ) tonight

Question IV What you suggest to the following people ? ( 2 marks ) 1/He uses plastic bags to wrap food

> I suggest……… 2/I don’t want to watch T.V for recreation

> I suggest……… Question V Supply the correct form of the words in blankets.( marks ) 1/The old man walked……….to the park ( slow )

2/That is ……… ! I’m please that you work very hard.( wonder )

(75)

4/Don’t forget to drive……… ( care )

Period:48

chữa kiểm tra

Ss come on the board ex T cheek and give the key

Question I Choose A, B, C or D to complete the sentences.(2 marks ) 1/ Who told you the news ? The ……… may not be correct

A inform B information C informational D.informatiotive 2/ She thinks chatting on the internet is time………

A consume B.consumer C.consuming D.consumtion 3/ The cost of……….is very high in the big city

A.live B.living C.lived D life 4/ By learning English, you can get access to the world’s……… A.develop B developing C.development D.developed Question II Choose the correct form of verbs.( 2 marks )

She must ( start/ starting/ to start )the job as soon as possible Let me ( to pay/ paying/ pay ) for the meal

They enjoy ( play/ to play/ playing ) football

4.What ( were you doing/ are you doing/ did you ) when I came to your office yesterday?

Question III Supply the correct form of the verbs in blankets.( 2 marks ) 1/It took me hours……to do……… ( ) this work

2/I began… …learn ( learn ) English when I was seven.to 3/Don’t forget…to post……….( post ) my letter 4/What you want……to do………….( ) tonight

Question IV What you suggest to the following people ? ( 2 marks ) 1/He uses plastic bags to wrap food

> I suggest…using… plastic bags to wrap food 2/I don’t want to watch T.V for recreation

> I suggest……… Question V Supply the correct form of the words in blankets.( marks ) 1/The old man walked……… slowly……….to the park ( slow )

2/That is …… wonderfull………… ! I’m please that you work very hard.( wonder ) 3/I want to see the … protecting … of environment from the local authority ( protect) 4/Don’t forget to drive…… carefully ……… ( care )

4 Homework:

(76)

Unit : Celebration

Period 49: getting started + Listen and read. I Aim

Helping students :

- to give and response to compliments - to describe events

- to express opinion - to write a letter II Language focus :

1 Adverbs clauses of concession

2 Relative pronouns and relative clauses ( definig ) III Vocabulary :

Verbs Adjectives Nouns

(to) celebrate Ancient Acquaintance slavery

(to) compose Considerable Celebration Toward (prep) (to) cogratulate Generous Charity

(to) decorate Jewish Freedom (to) distinguish Lunar Guest (to) last Sticky Hug

(to) miss Humor

(to) nominate Parade

(to) occur Passover

(to) predict Priority

II Unit Allocation :

Lesson (1) Before you read (2) Listen and Read

Reading a text about some celebrations in the world for details

Lesson (3) Speak Practicing in givig and responding to compliments

Lesson (4) Listen

Language ocus 3-4

Further Practice on adverbial clauses of concession and filling the missing words by listening to a song

Lesson (5) Read

Reading the opinions, feelings and memories of children about their father on the Father’s Day

Lesson (6) Write Practicing in writing a letter to a friend Lesson Language Focus 1-2 Practice in Relative clauses

+ Listen and Read

Stage Steps/ Activities

Warm-up * Shark’ Attack :

- Draw some stpes, a girl on the top of the steps, the shark is in the sea

- Draw 12 gaps for the word celebration Eg:

(77)

Pre- reading

While reading

The gamer continues until students find out the word and the shark can’t eat the girl

I Pre - Teach Vocabulary - occur (v) : x¶y

( synonyms)

- decorate (v) : Trang trÝ ( picture)

- freedom : sù tù ( tr¸nlatio )

- slavery ( n ) : sù n« lƯ ( Picture )

- jewish : ngêi Do th¸i, thc vỊ Do thai ( translation )

- Parade (n) : diễu hành, đám rớc ( picture )

* Checking vocabulary : Rub out and Remember

- Ask students to copy doen the words in their notebooks

- Rub out the new words one at a time, each time you rub out a word out a word in English, point to the Vietnamese translation and ask them to repeat chorally the English equivalent When all the English words are rubbed out, go through the Vietnamese list and get students to call out the English equivalent

- Have sudents to rewrite the English words on the board II Brainstorming :

- Let students think of the name of the celebrations all over the world they’re know

Lunar New Year

Women’s Day birthday passover teacher’s Day celebration

Chrismas Wedding

Easter Valentine Day May Day

Mid Autumn Festival - Give feedback Ask questions about those days

* What day is passover / lunar new year? * What they on that days?

I Matching :

- Have students look at the icons on page 65 and match them with the suitable name of the celebration

(78)

Homework

2 Wedding birthday Christmas

5 Mid - Autumn Festival Lunar New Year

II Grids :

- Have students read silently and listen to the cassette at the same time

- Have them work in pairs to complete the word map on page 66 * Answer keys :

Celebration When Activiti-es Food Country

Tet lunar new year)

In late January or earty February

Cleaning and decorating homes, wearing new clothes and enjoying sprcial food

ticky rice cake

Vietnam

Passover In late March or early April

Eating special meal Special meal called Seder

Isreel

Easter Around the same time as passover

Watching colorful parades Chocolate, sugar, eggs

In many countnes

- Give feedback

- Get three students to look at the grids and introduce the celebrations Tet - Passover - Easter to the whole class * Student :

“ Tet is the most important celenration in Vietnam It is in late January or early February On this occasion, people clean and decorate their homes, they wear new clothes and family members enjoy together special food such as sticky rice cake Everyone in Vietnam feels happy on Tet Holiday”

Student2 :

“ Passover is the festival in Israel and all Jewish people celebrate it Passover occurs in late March or early April On the first or second nights of Passover, Jewish families eat a special meal called the Seder Passover celebrates freedom from slavery” Student :

“ Easter is celebrated in many countries It happens in late March or early April On Easter Day, people crowd the streets to watch colorful parades They give children chocolates and sugar egg if they are good”

- Ask students to write about one celebration that they like best

(79)

Period 51: Speak & listen Aim

Practice giving and reponding to compliments - Further Practice in adverbial clauses of concession - Filling the missing words by listening to a song Objective :

By the end of the lesson, students will be ablt to give and respond to compliments students will be ablt to use thought / although/ even though to combine sentences and to complete a song

Teaching aids.

Text books, cards

Procedure

Watm-up

Presentatio n

* Revision of adjectives:

- Have students review adjectives - Get students to make sentences I have + a/an adjective + friend

- The first students has to use the adjective beginning with the letter A The second student has to use the adjective beginning with the letter B The third with C

* Ex:

S1: I have an active friend S2 : I have a beautiful friend S3 : I have a clever friend S4 : I have a dirty friend

- Go on until the last student with the adjective beginning with the letter Y

Pre - teach vocabulary - active (adj) :

- activist (n) : ngời hoạt động (tích cực) ( translation )

- nominate (v) : ghi danh, mÖnh danh, chän Nrmination (n)

( translation )

- charity (n) : lßng tõ thiƯn, héi tõ thiƯn

( explanation : kindness in giving help to the poor ) * Checking vocabulary : What and where

- Write the words on the board, put one word in each circle Charity well - done effctive

(80)

Practice

Further practice

nomination

- Have students repeat the words in chorus then rub out word by word but leave the circle

- Go on until the circles are empty

- Get students to rewrite the words in their correct circle II Model sentences :

- Set the scene : Trang has just won the first prize in the English speaking contest What does Mai say to pay Trang a compliment? And what coes Trang respond?

Mai : Well done, trang Trang : thanks

- Ask students how to give and respond to compliments * Give a compliment :

- Well done - That’s a great - Thats’s an excellent - Congratulations on

- Let me congratulate you on * Respond to a compliment : - Thanhs/ thanks a lot

- It’s very nice / kind of you to say so - That’s very kind of you

* World - cue drill a Well done / thanks

b Congratulations / thanks a lot

c Lte/ congratulate / on passing the exam / kind d great report / nice of you

- Have students practice giving and responding the compliments - Have students work in open pairs then closed pairs

- Ask students to work in pairs, to read the situation on page 66,67 then give and respond to compliments

- Give feedback

- Call on some pairs of students to act out * Answer keys :

b On her mother’s birthday, Huyen made a big beautiful cake to celebrate

* Mother : Well done, Huyen * huyen : thanks, Mom

c Tuans is an acticve student He has teken part in different charity activities in his town Tuan has been the most nominated as the most effective activist in the town charity program

(81)

Production

Home work

d Hoa brings to class a new picture she has painted You : that’s an excellent drawing, Hoa

Hoa: That’s kind of you to say so

- Divide the class into teams : A,B,C and D

- Have students work in groups to think of situations n which they can give compliments

- Ask team A togive the situation, team B,C,D to make up the dialogue

- Have the teams take turns giving the situations

- Give good marks for the teams which give good situations and make up suitable dialogue

* Suggested answers :

a Situation : Tam has fust passed te graduatio examination Friends : Congratulations!

Tam : thanks a lot

b Situation : Hoa made an excellent report on saving energy Teacher : that’s an axcellent report, Hoa

Hoa : It’s very kind of you to say so

c Situation : Lan got high mark for Maths You : Well done

Lan : It’s very nice of you to say so

d Situation : Ba has just won the school swimming championship

Friends : Congratulations on your great efforts, Ba Ba : thank you very much

- Ask sudents to write some situations with the compliments, the reponse to the compliments into their notekoobs

Warm - up

Pre listening

* Listen to a song

- Let students listen to the song Auld Lang Syne for fun I Pre - Teach Vocabulary

- Auld Lang Syne (N) : Tên hát : The Good Old Days - Due To ( Adj) bëi, t¹i

( synonyms ) : caused by

- Bureau (n) : văn phòng, cục, sở

( synonymas : a business office, department ) - Acquaintance (n) : ngêi quen biÕt

( example )

- Trusty (adj) : đáng tin cậy ( translation )

* Checking vocabulary : Slap the board : - Put each word in a circle

(82)

While listening

Presentatio n

acquaintance

trusty

due to traffic jam

- Call two students from two teams to the front of the board

- Call out one of the new words in Vietnamese in a loud voice, the two students must run forward and slap the word on the

blackboard The one who slaps the right word first is the winner - Ask two more students to come forward, etc, until all the words are slapped

II Guessing :

- Having students listen to the song Auld Lang Syne and work in pairs to guess the words in the blanks

- Give feedback

- Let students listen to the song twice and check their guess - Give feedback

* Answer keys : a days

b take c mind d hand e kindness

* Tape Transcript : Auld Lang Syne

Should Auld acquaintance be forgot And never brought to mind?

Should Auld acquaintance by forgot And days of Auld Lang Syne ? For Auld Lang Syne, my dear, For Auld Lang Syne,

We’ll take a cup of kindness yet For Auld lang Syne

Should Auld acquaintance be forgot And never brought to mind?

Shou;d Auld acquaintance be forgot And days of Auld Lang Syne? And here’s a hand, my trusty friend End give a hand o’ thine

We’ll tak’s a cup o’ kindness yet For Auld Lang syne

- Set the scene :

(83)

Practice

Further practice

Homework

- Ask students to combine two sentences above into one by using a connective - even though

- Thu Ha is not satisfied with her preparations for Tet enven though she has decorated her house and made plenty of cakes even though

though + adverbial clause of cencession

although

- Have students Language Focus exercise Individually They have to join the sentences, using though, although or even though - Call on some students to read aloud their sentences and correct their mistake

* Answer keys :

b Although we don’t have a Mother’s Day in Vietnam, Dad and I have special gifts and parties for my Mom every year on the 8th of March

c We went to Hanoi to watch the parade on the National Day last year even though we live in Nam Dinh

d Many tourists enjoy most of the festivals in Vietnam, though they not understand Vietnamese culture very much

e Even though in Australia Christmas season is in Summer, people enjoy Christmas as much as they in other European countries

f Although Jim came to the show late due to the traggic jam, he could see the main part of the show

- Have students look at the pictures on page 72-73 and complete the sentences, using correct tense of the verbs

- Use the sentence a as an example Ask students to use correct tense of the verbs and the cues given below each picture

- get students to read alound their sentences, teacher corrects their mistakes

* Answer keys :

a Although Mrs Thoa was tired, she helped Tuan with his homework

b even though Liz has an exam tomorrow, she is still watching TV now

c It rained yesterday although the wather bureau predicted the wasther would be fine

d Ba ate a lot of food though he wasn’t very hungry

e Even though te keyboard wasn’t working well, Mary tried to finish her letter

(84)

- -Unit : Celebration

Period 51: Read Aim

- Reading for details about chilren’s emotion on Father’ Day Objective :

By the end of the lesson, students will know more aboutthe opinions, feelings, and memories of children about their father on the Father’s Day in the USE and in Australia

Teaching aids. Text books

Procedure

Warm - up

Prereading

* Pelmamism :

- Prepare twelve cards with bumbers on one side and the dates (6 cards ), the celebratiopns ( cards ) on the other side

- Make sure the celebrations and the dates are mixed up - Stick the cards on the board so students can only see the numbers

- Divide the students into two teams and ask each team to choose two numbers in turns

- Turn over cards at a ime and see if they match Eg : Independence Day - 2/9

- Give them one mark, if not, turn the cards over again and ask the next team to choose

- Continue until all the cards are finished + Card : Women’s ay

+ Card : teacher’s Day

+ Card : Vietnamese independence Day + Card : 8/4

+ Card : 20/11 ( November 20 ) + Card : Children’s Day

+ Card : June + Card : May Day

+ Card : 2/9 ( September ) + Card 10 : Christmas Day + Card 11 : December 25 + Card 12 : May

I Pre teach vocabulary

- Hug (n) : ôm ( chào ) ( minme )

(85)

- generous (adj ) : réng lỵng

( opposite : what’s the ppposite of “mean”?) - priority (n) : sù u tiªn, qun u tiªn

( explanation : being earlier in time or order ) - sense of humor (n) : khiÕu hµi híc

( translation )

- distinguish (v) : phân biệt, làm kh¸c biƯt ( translation )

- terrific ( adj ) : tuyÖt vêi, kú diÖu ( synonym : terrible )

* Checking vocabulary : Rub out and remember :

- Have students say the words in chorus

- Rub out the words one at a time but leave the Vietnamese translation

- When all the English words are rubbed out, go through the Vietnamese list and get stedents to call out the Englis equivalent II Prediction

* Setting the scene : On Father’s Day in Australia and in the USA, children show their love to their fathers by giving their father presents, cards

- Ask students to think of the adjectives that children use to talk about their fathers

- Give feedback * Possiblt answers : + strong

+ generous V + considerate V + handsome + humorous V + healthy

+ great V + the best V + terrific V

1 Reading and checking :

- Have students read the opinions feelings and memories of children about their father on Father’s Day inAustralia and the USE

- Ask them to compare the adjectives they guess with the adjectives Rita, Bob and Jane use to describe their fathers 2 Comprehension questions :

- Gets students to work in pairs to answer ther questions on page 69

(86)

Post reading

the board

- Have students paractice asking and answering the questions in open pairs and then closed pairs

* Answer keys :

a Who you think rita send this card to ? - To her dad

b Is Jane’s father alive or dead? How you know this? - He is possibly dead These ideas may tell about that : How much you are missed , I now have children, Dad,

c What quality makes Bob’s father different from others ? - His sense of humor

d What image of a father can you draw from the three passages ? - The best person in the world, a teacher, a care taker, a friend, * Writing :

Have students write their feelings, ppinions, and memories about their fathers Three passages are samples They should write Individually and then share with their parners

Period 52: Write Aim

- Writing a letter to a friend Objective :

By the end of the lesson, students wil be able to write a letter to a friend / pen pal to share their ideas

Teaching aids. Text books

Procedure

Warm - up * Word square :

- Divide the class into two teams

- Have students go to the board and circle the words they find The team which circles more words will win the game

C E L E B R A T E M

S I F L O W E R S E

P K P O P R S T U M

E O N M O Y W W V O

C I A L F O O D Z R

T R A D I T I O N Y

F I A O D C B A N M

I G I L M N D R A C

G H K R Q O P S Y W

(87)

Prewriting

: special food : gift

: memory

I Preteach vocabulary :

- ehance (v) : tăng cờng, tôn lên

(explanation : add to the value, size, beauty of ) - have a day off : nghØ mét ngµy

( translation / example ) - support (v) : ủng hộ, hỗ trỵ

( sunonym : help, give strength to ) - nationwide (adv) : toàn quốc, nớc ( translation )

* Checking vocabulary : what and where enhance

nationwide

tradition a day off support

- Have students repeat the words chorally, then rub out word by word but leave the circle

- Go on until all the words arerubbed out

- Point to each circle and ask students to rwepeat in chorus the English words

- Have students again in the correct circles II Ordering

- Ask students to keep their books, closed, show the outline on the board

- get students to put the parts in the correct order (1) Give details about :

+ When to celebrate, in what season, or what month (why?) + How to celebrate : having parties, sending cards

+ What special gift to give + What special food to ofter

(2) State whether or not you think your idea will be supported and you hope the day will be celebrated nationwide

(3) Tell your friend the reason for celebrating this day * Answer keys :

- paragraph : (3) - paragraph : (1) - paragraph : (2)

(88)

While writing

Post writing

students to write easily * Suggested ideas :

In my opinion, it is essential to have a day to celebrate for our parents

On these occasions, children will have a special day to express their feelings, memories and love for their parents We have an opportuinity to enhance family traditions Members of families can have a chance to get together, to know one another and to help one another

I think first Sunday of April is suitable Sunday is a day off so everybody is free from work or study April is late Spring or early summer, and the weather is generally fine at this time of the year, many activitiescan happen oputdoors

It is not necessary to have parties but it’s a good idea to have lunch or dinner with all members of the family Children should give their parents flowers, send them cards, or bring them special cake Moreover, children shout serve their parents the food that they like best

I believe the idea will be supported and the day will be celebrated nationwide because everybody loves their parents and want their parents to be happy

- Have students share their writig with their partners and correct their partner’s mistakes

- Ask some students to read aloud their writing before class - Get students to give their opinions

- Corrects mistakes

(89)

Homework

Period 53: Language Focus Aim

Practice in relative clauses Objective :

By the end of the lesson, students will be able to use relative clauses Teaching aids.

Text books, picture

Procedure

Warm - up

Presentatio n

* Jumbled words :

- Write the words whose letters are in a random order on the board ( or on the poster )

- Divide the class into two teams Students from teams go to te board and write the correct words

- The team which writes more correct words first will win the game

1 tlaouhgh = although lofk = folk

3 ubclpi = public ppaenh = happen stieavfl = festival I Pre teach vocabulary

- compose (v) sáng tác, soạn thảo ( translation )

- culture : văn hoá ( translation )

- occur ( v) : x¶y ( synonym : happen ) - satisfy (v) : làm thoả mÃn ( synonym : please )

- violet (v) : mµu tÝm ( realia )

(90)

( realia / picture )

- lap (n) : đùi ( từ hông đến gối ) ( realia )

* Checking vocaburary : Slap the board : - Put each word in a circle

Compose satisfy jumper Culture occur violet lap

- Call students to stand at an equal distance from the board - Call out one of the new words in Vietnamese loudy, the two students must run forward and slap the English equivalent The one who slaps the right word first is the winner

- Ask two more students to come forward, etc, until all the words are slapped

II Presentation :

- Show a picture of girl - Lan, Mai They are itting in a room with some books on the table

- Have students look at the picture and complete the dialogue A - Who is Lan ?

B - She is the girl (1) is wearing a (2) shirt A- What books are those ?

B- They’re novels (3) are (4) by a famous (5) * Answer keys:

(1) who (2) blue (3) which (4) written (5) writer

* Form and use : Relative pronouns who, which + Who - which : replace the pronoun

+ Who is used for people, wich is used for things

- Have students work in pairs to Language Focus I exercise They have to join the sentences, using relaive clauses

* Answer keys :

a Auld Lang Syne is a song Auld Lang Syne is sung on New year’s Eve

- Auld Lang Syne is a song which is sung on New Year’s Eve b This watch is a gift The watch was given to me by my aunt on my 14th birthday.

- This watch is gift which was given to me by my aunt on my 14th birthday

(91)

songs very well

- My friend Ton, who sings Westem folk songs very well, can compose songs

d We often go to the town cultural house The town cultural house always opens on publis holidays

e I like reading books Books tell about different peoples and their cultures

- I like reading books which tell about different peoples and their cultures

f On my Mum’s birthday my Dad gave her roses The roses were very sweet and beautiful

- On my Mum’s birthday my Dad gave her roses which were very sweet and beautiful

g Judy liked the full - moon festival very much The festival happened in mid - fall

- Judy liked the full - moon festival which happened in mid - fall very much

h Tomorrow I will go to the airport to meet my friends My friends come to stay with us during Christmas

- Tomorrow I will go to the airport to meet my friends who come to stay with us during christmas

- Have students look at pictures on page 71 to describe each of the people in the pictures, using Relative Clauses

- Have students work in pairs and then read alugd each sentence before class

* Answer keys:

a Mom is the woman who is sitting in an armchair / receiving a gift from the little girl

b Dad is the man who is standing behind my sister

c Linda is the little girl who is is wearing a pink dress / giving a gift to Mom

d Grandmother is the woman who is wearing a violet blouse / giving a gift to the bady

e Uncle John is the man who is wearing a pink jumper f Jack is the little boy who is sitting on his mother’s lap

(92)

Production

Homework

- -Unit : natural disasters

Period 54: getting started + Listen and read. I Aim

Helping students : - to make predictions

- to talk aout the weather forecast - to describe events

II Language focus :

2 Relative pronoun : who - that - which

4 Relative Clauses ( defining and non defining ) III Vocabulary :

Verbs Adjectives Nouns

(to) beave Abrupt Battery temperature (to) border Extensive Bureau thunderstorm (to) collapse Tidal Carriage tide

(to) destroy Coast typhoon

(to) erupt Damage wolcano

(to) expect Earthquake volume

(to) lift Flashlight diaster

(to) trust Forecast

(to) warm Funnel

Highlands Pacific Rim IV Unit Allocatio :

Lesson (2) Listen and Read Reading a dialogue for details about the weather forecast and completing te information

Lesson (3) Speak Practicing speaking about what to prepare for a typhoon Lesson (1) Before you read

(5) Read

(93)

Lesson (4) Listen

Language Focus 1-2

Listening for details to complete a table and Further Practice in Relative pronouns : Who - which - that

Lesson Language Focus 3-4 Forther practice in defining Relative clauses and non defining Relative clauses

+ Listen and Read

Warm - up

Pre reading

* Chatting :

+ Ask students some questions about weather - What’s the weather like today ?

- Do you like hot/ cold water ?

- Have you ever listened to the weather forecast on the radio or on TV?

- Do you think weather forecast is useful for us ? How is it useful?

( mime)

- expect (v) : mong đợi, chờ đón ( translation )

( visual )

- just in cáe (n) : phòng khi, lỡ ( translation )

- trust (v) : tin tëng, tin lµ thËt ( synonym : rely on )

* Checking vocabulary : what and where expect delta trusr thunderstirm turn up jusin case

- Have students repeat the words chorally then rub out word by word but leave the circles Remember to let students repeat before and after rubbing out each word

- Go on until student can remember the words

- Get students to write the words again in the correct circles II Pre - questions :

- Set the scene : Thuy is talking to her grandmother while they both are watching TV

(94)

- Give feedback * Answer keys :

a They are watching the weather forecast on TV I Gap filling :

- Have students read the dialogue silently and exercise 3b on page 75

- Get them to share their answers with their partners - Give feedback

* Answer keys :

1 Thuy’s grandmother wants her to turn up the volume on TV because she wants to listen to the weather forecast

2 The coast of Thanh Hoa will be raining

3 The central highlands will experience thunderstorms

4 Ho Chi Minh city will have temperature between 270C and 350C.

5 Although Thuy’s grandmother doesn’t trust weather forecast she likes watching them

II Comprehension question :

- Show the questions on the poster Ask students to answer the questions in pairs

- Get students to call out their answers, teacher correcys if necessary

* Answer keys :

1 Why does Thy’s grandmother tro listen to the weather forecast Which city is the hottest today ?

- Ho Chi Minh city is the hottest Where is thuy going ?

- She going on to a park on the other side of thang long bridge with her old friend ( she’s going on a picnic )

4 What does thuy’s grandmother want her to do? - She wants her to bring along a raincoat

- Have students practice askig and answerin in pairs III Practice the dialogue :

- Lets student listen to the dialogue and focus on the pronunciation

- Call on some students to play the roles of Thuy, grandmoter and watherman to practice the dialogue

- Ask students to practice the dialogue in gruop of three * Speaking :

- Ask students to read again the weather forecast on TV and notice some phracses

+ will have temperature between and

(95)

Homework

- can expeat clouds / thunderstorms

+ Ask students to look at the map and play the role of the weatherman to present the weather forecast, based on the information given

- Call on some students to present before the class

- Have students work in pairs - one students speaks, the other listens

- Ask students to write a weather forecast The dialogue will help them Students can change the information, the places

- -Unit : Natuaral Disasters

Period 55: Speak & listen Aim

Practice speaking about preparations for a typhoon Listen for details to complete a table and Further Practice in Relative pronouns : who - which - that Objective :

(96)

Teaching aids.

Text books, posters

Procedure

Warm - up

Presentatio n

* Brainstorming :

- Have students think about what they to prepare for a typhoon - Have students to go to the board and write down

Buy food Preparetion for

a typhoon

store water * Possible answer :

+ Check the doors and the windows

+ Cut some branches of high trees i the garden or around the house

+ By oil, gas + Buy candles + Check the roof

I Pre - teach vocabulary : - bucket (n) : xô

( visual )

- Leak (n) : chỗ thủng, chỗ dột ( visual )

- tie (v) : cét, trãi ( mime)

- latch (n) : c¸i chèt chưa ( picture )

- ladder (n) : c¸i thang ( picture )

- lanket (n) : c¸i mỊn ( picture )

- available (adj) : cã s½n ( translation )

- dâmge (v) : phá hỏng, làm thiệt hại ( synonym of hurt or spoil )

* Checking vocabulary : Slap the board

- Write the Vietnamese translation all over the board

ph¸ háng cét, trãi c¸i thang c¸i chèt cöa

(97)

Practice

- Call on two students or teams of 4/5 students to the fornt of the class

- Call out the English words and two students run forward to slap the Vietnamese word on the blackboard The students lapping the correct word first gets one mark

II Revision : * Form :

Must

May + infinitive

+ Use : in deduction or prediction + Practice :

The water pipe may be damaged

What happens if There is a typhoon

There be must strong wind blowing * Possble answers :

- There may be a power cut - there must be heavy rain - Big trees may be heavy rain - Big trees may fall down - the market may be closed - there may be a flood -

- Have studnets exercise 3a on page 76 the students have to check (V) what preparations they think should be done for a typhoon

* Answer keys :

V Buying some canned food Painting the house

Buying a dog V buying candles V buying matches

Hiring some video movies V Filling all buckets with water V Buying a ladder

Washing your blankets V Fixing the leak in the roof

(98)

V Checking all the window and door laches

- Elicit some questions and get students to ask and answer in pairs a Why we need to buy food?

( Because the market will be closed and no food will be available )

c What food we need to buy?

( rice, oil, canned food, soy sauce, flour, ) c Why we need to buy candles ?

( Because there may be power cut )

d Whu we need to fill all buckets with water?

( Because water pipes may be damaged and we’ll not have enough water to use right after the typhoon)

e Why we need to buy a ladder?

( Because the roof may be damaged by the typhoon, and we have to fix it )

f Why we need to check all the window and door latches? ( Just in case the strong wind pushes the doors open )

- Ask students to use the expressions on page 77 when talking to one another

+ A think

+ I think you should + Yes, I think so + What for ? +

- Divide the students into two the group of four

- Have students talk about what they think they want to buy and to prepare for a typhoon, explain why They can use the

questions and the answers above Besides, the ideas in the bubbles on page 77 can help students talk easily

- Go around and help students Encourage students to show their own ideas

(99)

Production

Listen

Warm - up

Pre - listening

* chatting :

- Ask student some questions about earthquakes + Have you ever heard of an earthquake?

+ What happens if there is an earthquake?

+ In which country earthquakes occur frequently? + What would you if there was an earthquake? I Pre teach vocabulary :

- block (v) : hạn chế, ngăn cản

( dÌinition : make movªmnt dificult or imposible - roller (n) : trục lăn, lăng

( picture )

- strike - struck - struck (v) : va ch¹m ( synonym : hit )

- snout (n) : mõm ( động vật ) ( víual / picture )

- hurricane (n) : c¬n b·o ( in Náth and South America) ( sunonym: typhoon in Asia )

- cyclone (n) : lốc xoáy, bÃo ( in Australia ) - eruption (n) : sù phun trµo ( nói lưa )

( pictures )

* Checking vocabulary : slap the board :

- Call on two students or two teams of studnets to the front of the class

(100)

* Suggested phrases :

1 Make movement diffcult or impossible( block ) Typhoon in North and South America ( hurricane ) Typhoon in Australia ( cyclone )

4 The synonym of “hit” ( strike )

5 The nose or jaws of an animal ( snout ) An outbreak or ursting forth ( eruption ) II Prediction :

* Set the scene : An expert is giving a talk on how to live with earthquakes

- Have students look at the box on page 77 and guess the words in the blanks from (1) to (9)

- Give feedback

- Have students listen to the tape twice and check their prediction * Answer keys :

(1) : bottom shelf of the ookshelf (2) : fridge

(3) : washing machine (4) : mirrors

(5) : a window (6) : inside

(7) : under a strong table (8) : doorway

(9) : corner of a room * Tape transcript:

If you live in an earthquake zone, you should take sometime to look around your house Place heavy books on the bottom shelf of your bookshelves Block the rollers on your fridge and washing machine to prevent them from moving Put hanging potted plants in plastic containers Check the mirrors in your bathroom and bedroom Make sure they can’t move Don’t put your bed next to window

Planning where you are going to be during an earthquake is very important The first thing to remember is to stay inside Then you should sit under a strong table or doorway, or stand i the corner of a room

I Quiz:

- Divide the class into two teams

- Call out the questions and the students have to answer as quickly as possible The team having ther right answers gets good marks The team which has more marks wins the game

* Questions :

(101)

Presentatio n

Practice

3 Which exploer discovered America? ( Christopher columbus )

4 Which planet is closest to the earth? ( Venus )

5 Which animal was chosen to be the logo of Seagames 23? ( Buffalo)

6 Which ASEAN country is divided into two regions by the sea? ( Malaysia )

7 Which food can you chew but can’t swallow? ( chewing gum )

8 Which thing can you swallow but can’t chew? ( water )

II Revision of who - which or that : - Who is used for people

- Which is used for thing

- That is used for both who or which

- Have students work in pairs to the exercise in Language Focus on page 81

- Ask them to answer the questions, using the Relative pronouns which or who

- Give feedback

- Correct their pronunciation * Answer keys :

a The city which was struck by a huge earthquake in 1995 is Kobe

b The country which won the 1998 Tiger Cup is Sngapore c The animal which has one or two horns on its snout is rhinoceros

d The explorer who discovered America is Christopher Columbus

e The planet which is closest to the earth is Venus

f The animal which was chosen to be the logo of Seagames 2003 if buffalo

g The ASEAN country which is divided into two regions by the sea is Malaysia

h The food which can you chew but you can’t swallow is the chewing gum and the thing can you swallow but you can’t chew is water

- Have students work in closed pairs to ask and answer the questions

- Ask students to combine each pair of sentences into one They have to write in their notebooks

a Do you know the people? They live in the white house b the pill made me sleepy T took it twice a day

(102)

Homework

d The buidling is the oldest in our city It was built over 100 years ago

Period 56: Read Aim

Reading a text about natural disasters for details Objective :

By the end of the lesson, students will be able to get more information about the natural disasters in the world

Teaching aids

Text books, pictures

Procedure

Warm - up * Matching and chatting :

- Show four pictures on page 74 and ask students to match them with four words : snowstorm, earthquake, volcano, typhoon * Answer keys :

(103)

Pre - reading

d typhoon - picture

- give students some questions about ther four natural disasters + How you know it is a snowstorm/an earthquake / a volcano / a typhoon?

+ Have tou ever experienced any of these natural disasters? What happened? How did you feel?

I Pre - teach vocabulary : Tidal wave ( n) : Sãng thÇn ( translation )

- abrupt ( adj ) : bất ngờ, đột ngột ( synonym : quick, sudden )

- shift (n) : chuyển dịch, thay đổi ( definition : change of position) - warn (v) : cảnh báo, báo trớc ( translation )

- funnel - shaped ( adj ) cã h×nh phĨu ( visual )

- suck up ( v) : hót lªn ( translation )

- tornado (n) : lốc xoáy - Majority (n) : đa số, phần lớn ( Example )

* Checking vocabulary : Rub out and remember :

- Rub out the words one at time, each time you rub out the word in English, point to the Vietnamese translation and ask students to repeat again, when all the english words are rubbed out, go

through the Vietnamese list and get students to call out the english words

II True - Fale Statements Predictions :

* Set the scene : there are statements about the information of some natural disasters All of you have to read them and guess whether they are true or false

- Hang the poster of T/F statements on the board

- Get students to work in pairs to guess which statements are true and which are false

1 Most of the earthquakes in the world occur in the Ring of Fire The earthquake in Kobe in 1995 caused severe damage

3 A guge tidal wave traveled from California to Alska and hit Anchorage in the 1960s

4 Typhoon, hurricane and tropical storm are different words for the same natural disasters

5 The eruption of mount pinatubo is the world’s largest ever volcano eruption

(104)

- Give feedback

I Reading and checking :

- Have students read the text on page 78 and check their prediction

Get students to correct false statements Guess Answer Correction

1 T

2 T

3 F A huge tidal wave traveled from Alaska to california

4 T

5 F The eruption of mount pinatubo is the world’s largest volcanic eruption in more then 50 years

6 T

II Complete the sentences :

- Have students work in pairs and complete the sentences in exercise 5b on page 79

* Answer keys :

1 The majority of earthquakes occur around the pacific rim During the earthquake in Kobe, many people were killed when homes, office blocks and highways collapsed

3 A tidal wave can only occur when there is an abrupt shift in the underwater movement of the Earth

4 In Australia, a tropical storm is known as a cyclone Christipher columbus gave us the word “ typhoon”

6 A tomado is a type of storm that passes overland below a thunderstorm and sucks up anything that is in its path * Asking and answering :

- Divide the class into four groups - Have students read the text again

- Group ask a question, Group 2,3,4 answer it - Group ask another quation, Group 1,3,4 answer - Go on until the four groups ask their questions * Possible answers :

1 Why people call the Pacific Rim “ Ring of Fire” - because 90% of earthquakes occur around the Pacific Rim What will happen when there is an abrupt shift in the underwater movement of the earth?

- Tidal waves will happen

3 What does “ typhoon” mean? - It means “ big wind”

4 Can we predict a volcano?

- Yes The scientists can warn us about the eruption

(105)

Homework

their ideas

- -Week:30

Unit : Natuaral Disasters

Period 57: write Aim

Writing a story about a typhoon Objective :

By the end of the lesson, students will be able to write a stoery Teaching aids

Procedure

Warm-up * Jumble words :

- Write the words whose letter are in a random order on the board - Divide the class into two teams Students from two teams go to the board and write the correct words

(106)

Pre - writing

2 damotro - tornado lacono - volcano

4 tearquahke - earthquake ormst - storm

I Pre - teach vocabury : - behave (v) : c xö, øng xö ( translatio )

- shelter (n) : chỗ trú ngũ ( definition : a place of safty )

- all of suđen (IDM) : Bất ngờ, dng ( synonym : suddenly )

* Checking vocabulary : What and where Behave shelter perfect all of a sudden scared

- Have students repeat the words chorally then rub out word by word but leave the circles Remember to let students repeat before and after rubbing out each word

- Go on until students can remember the words

- Get students to write the words again in the correct circles II Telling the story :

- Show six pictures on the board

- Set the scene : This is Lan’s family, they are at home Picture :

- Who is this ? It’s Lan

- Where is she ? She’s outside / in the garden

- What is sho doing? She’ playing with her dog, Skippy -> Lan is outside playing with her dog

2 Picture :

- How is the dog? It looks strange perhaps it is scared -> All of a sudden, the dog behaves stranggely

3 Picture :

- What’s on TV? The weather forecast

- Lan does Lan’s mother say? She tells Lan that she has just heard on TV that there is a typhoon coming

-> Lan ran home and her mother tells her that there is a typhoon coming

4 Picture :

- What are they doing? They are gathering and talking about the coming typhoon

(107)

While wring

5 Picture :

- What’s the weather like now? It is very dark It has strong wind and heavy rain

-> suddenly, it becomes dark The storm comes with strong wind and heavy rain

6 Picture :

- What’s the weather like now? It’s fine - How are they now? They all are happy

-> The storm finishes soon ad everyone is glad

- Ask some students to look at the pictures and retll the story - Have students write a story individually The cues in the box on page 79 will help students to write easily

- Ask students to use past tense

- Go around and help students to write * Sample :

It was a beautiful day The sun was shiny, 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 circles Lan ran home with her dog to tell her mother what Skippy was doing Lan’s mother, Mrs Quyen told Lan that she heard on TV that there was a typhoon coming Mrs Quyen gathered her family and told them to find shelter in the house

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

- get students to share with their partners and correct mistakes * Corrcction :

- Take some writings to correct on front of the class - Ask students to rewrite writings

- Collect their papers and correct

(108)

Post writing

Homework

Period 58: Language Focus Aim

Further Practice in defining Relative clauses and non - defining Relative clauses

Objective :

By the end of the lesson, students will be able to distinguish between defining Relative clauses and non - defining Relative clauses

Teaching aids

Procedure

Warm - up

Presentatio n

* Pelmanism :

- Prepare twelve cards with number on one side and the words on the other

- Stick the cards on the board so that the students can only see the numbers, make sure the words are mixed up in pairs

- Divide the class into two teams Each team choose two numbers - Turn over cards at a time If they match that team gets one mark If not, turn ther cards over again and ask the next team - Continue until all cards are turned over

Kangaroos Tokyo Langson Sac-ramento

Pompeli Italy

Neil Armstrong

Japan Aus-tralia

The USA

Ky Cung

Celifor- nia I Pre - teach vocabulary :

- sweep - swept - swept : quÐt, đi, tràn qua ( mime )

- destroy (v) : ph¸ hủ

( define : pull down or break to pieces) - extensive ( adj ) : lín, réng lín

(109)

Practice

- border (v) : tiếp giáo vơíu ( visual )

* Checking vocabulary : Rub out and rubber

- Rub out the words one at a time Each time you rub out the word in English, pont to the Vietnamese, ask students to repeat in English When all the English words are rubbed out, go through the Vietnamses list and get students to call out the English words II Definling and non defing Relative clauses :

- Give students two pairs of sentences and ask them to use Relative pronoun who or which to combine them

1 The novel has been lost You gave me the novel on my birthday

-> The novel which you gave me on my birthday has been lost Vietnam exports rice Vietnam is in the southeast Asia -> Vietnam, which is in the Southeast Asia, exports rice

- Help students distinguish between defining and non - defining Relative clauses

- Defining Relative clauses identify nouns, these clauses tell us which person or thing the speaker means

- Non - defining Relative clauses give more information about a person or thing already indentified When we write these clauses, we put commas at the beginning of the clause ( and often at the end of the clause )

* We cannot use “that” in a non - defining Relative clause

* In a non - defining Relative clause we cannot leave out who or which

Recognizing non - defining Relative clauses:

- Have students to the exercise in Language Focus on page 82

- Ask students to underline the Relative clause in each sentence , then add commas to separate the non defining Relative clause from the rest of the sentence

- Get students to work in pairs, then ask some students to write the sentences on the board

- Answer keys:

b Kangaroos, which come from Australia, have long tails c Ba, who lives in Trang Tien Street, likes playing the guitar d the novel that you gave me on my birthday has been lost e Neil Armstrong, who first walked on the moon, lives in the USA

f The chair that I bought yesterday is broken ( defining Relative clause )

(110)

- Have students the exercise in Language Focus on page 81-81

- Ask students to match each of the sentences in column A with a related sentence in column B, then use a suitable relative pronoun to join them

- Get students to work individually, then share with their partners * Answer keys :

1 - e : Andrew is flying to Sacramento, which is the capital city of California

2 - g : It snowed in Lang Son, which is on the Ky Cung River, in the winter of 2002

3 - f : Pompeii, which is a ancient city of Italy, was completely destroyed in AD 79 by an eruption of Mount Vesuvius

4 -a : Hurricane Andrew, which swept through southem Florida in August 1992, killed 41 people and made more than 200.000 homeless

5 -c : The cylone of November 1970 in Banglades, which is bordered by the bay of Bengal on the south, was one of the worst natural disasters of the 20th century.

6 -d : The most disastrous earthquake in Japanese history, which occured in 1923, damaged Tokyo and Yokohama and killed about 150.000people

7 - : The October 1989 Loma Pieta earthquake, which measured 7.1 ori the Richter scale, caused extencsive damage to older buildings in San Francisco Bay area

* Writing :

- Have students rewrite the sentences in Language Focus exercise on page 82

- Ask students to replace each underlined clause with their own clause

- Let students use facts or their imagination Ex:

a Vietnam, which is a small country, exports rice

b Kangaroos, which are called “ Chuot tui” in Vietnamese, have long tails

c Ba, who is my best friend, likes playing the guitar d ( defining )

e Neil Armstrong, who is a famous astronaut lived in the USA f ( defining )

(111)

Production

Homework

- -Week:31

Period: 59 KiÓm tra tiết

Bài kiểm tra: Anh Văn tiết Líp My full name is :……… Class 9…… Number …

đề làm

Question I :Choose the best answer to complete these sentences ( marks). 1.He is the boy is wearing a white T – shirt

a who b which c why d when Mai is with her preparations for Tet

a satisfy b satisfactory c satisfied d satisfies Which animal in Vietnam to be the Logo of SEA Games 2003 ? a is chosen b was chosen c choose d had chosen The novel that you gave me on my birthday

a has been lost b had lost c lose d is lost Question II : Give the correct form of the verbs in brackets.( marks )

1.In 1954, a woman and her children ( believe ) they saw a UFO above their house

(112)

Question III : Combine each pair of sentences by using the words in brackets.(4 marks ).

1 Tet is a festival Tet occurs in late January or early February.( which )

I won’t go out It rains this evening.( If )

She has plenty of money She is very mean.( although )

He’s the man He painted my house.( who)

Question IV: Put the words in the correct order.( marks )

1 Mrs.Thoa / although / she / tired / was / helped / with / his homework /Tuan The woman / talking to / who is / is my aunt / the police woman

Period: 60 chữa bài Kiểm tra tiết Ss come on the board exercises

T cheek and give the key

Question I :Choose the best answer to complete these sentences ( marks). 1.He is the boy a is wearing a white T – shirt

a who b which c why d when Mai is c with her preparations for Tet

a satisfy b satisfactory c satisfied d satisfies Which animal in Vietnam b to be the Logo of SEA Games 2003 ? a is chosen b was chosen c choose d had chosen The novel that you gave me on my birthday b

a has been lost b had lost c lose d is lost Question II : Give the correct form of the verbs in brackets.( marks )

1.In 1954, a woman and her children ( believe ) they saw a UFO above their house

2.What you ( have ) to if you ( decide ) to take a space trip ? 3.If I were rich, I ( travel ) around the world

Question III : Combine each pair of sentences by using the words in brackets.(4 marks ).

5 Tet is a festival Tet occurs in late January or early February.( which )

I won’t go out It rains this evening.( If )

She has plenty of money She is very mean.( although )

He’s the man He painted my house.( who)

(113)

Question IV: Put the words in the correct order.( marks )

3 Mrs.Thoa / although / she / tired / was / helped / with / his homework /Tuan The woman / talking to / who is / is my aunt / the police woman

Week:32

Unit 10 : Life on other planets

Period 61: getting started + listen and read. I Aim :

Helping students :

- to talk about possibility - to seek information - to write an exposition II Language focus :

1 Modal verbs : may, might

2 Conditional sentences : type and type III Vocabulary :

Verbs Adjectives Nouns

(to) capture Alien Creature planet (to) claim Conclusive Evidence public (to) disappera Crazy Gemstonne pull (to) exist Mysterious Hole sample (to) grade Precious Imagination shape (to) prove Round Infant space craft (to) sight Subject (to) Meteor spot trace (to) terrify Unidentified Micro organism mineral (1) Before you read

(2) Listen and read

Reading a text about UFOs for details to complete the notes

Lesson (3) Speak Practicing speaking about Mars Lesson (5) Reaf Reading a tetx about a space trip

Lesson (6) Write Writing an exposition about the existence of UFOs

Lesson (4) Listen

Language Focus

Listening to the description of the moon for details and further practice in modal verbs may, might

Lesson Language Focus 2-3-4

Further practice in conditioal sentences type and type

+ Listen and read

Warm - up * Guessing words :

(114)

Pre reading

- Give students the number of the letters of each word and give the definitions so that students can guess the words

1

+ This word has 12 letters It is the opposite of identified

+ This word has letters It means moving through the air as a bird does

3

+ The word has letters It is in form It means a thing that can be seen or touched

* Answer keys: Unidentified

2 Flying -> UFOs ( Vật thể bay không xác định ) Objects

* Chatting:

- Show the pictures on page 83 to the students and ask them some questions about UFOs

+ What can you see in the pictures? + What we call them in Vietnamese? + Do you know another word for UFOs ? ( Flying Saucer )

+ Do you think they really exist?

+ Have you ever seen any films on UFOs?

+ Do you want to see a UFO? What you want to know about UFOs?

+ If you saw a UFOs, what would you do? I Pre teach vocabulary :

- soacecraft (n) : tµu vị trơ ( picture )

- meteor (n) : b»ng ( visual, picture )

- evidence (n) : b»ng ch¾ng

( definition : anything that makÐ clear, shows or proves ) - alien (n) : ngời hành tinh khác

( definition : person on other planets ) - capture (v) : b¾t

( synonym : catch ( by force ) arrest ) - device (n) : dông cô, thiÕt bÞ

( translation )

- claim (v) : đòi quyền, nhận ( translation )

(115)

capture meteor alien

claim device

- Have students repeat the words chorally then rub out word by word by word but leave the circles Remember to let students repeat before and after rubbing out each word

- Go on until students can remember the words

- Get students to write the words again in the correct circles II Guessing the meaning of the words :

- Get students to read the text and find the words in the text that have the meanigs givenin *2a on page 84:

- Ask students to work in pair - Give feedback

* Answer keys :

1 proof, support = evidence

2 falling star or shooting star = meteor

3 unknown / strange people or thing = aliens bringing together or gathering = collecting caught as a prisoner = captured

6 became impossible to see = disappeared III Complete the notes :

- Have students to exercise b on page 84

- Get students to read the text again and complete the notes They have to work individually then compare with their partners

- Call on some students to read aloud their sentences * Answer keys :

UFO Sightings

a An aircraft, a weather balloon or a meteor can be mistaken for an alien spacecraft

b I 1947, a pilot saw nine large round objects traveling at about 2.800 meters an hour

c There were over 1.500 UFO sightings worldwide in 1952 d In 1954, a woman and her children saw a UFO above their house

e A farmer saw an egg - shaped abject in one of his fieds and also aliens collecting soil samples in 1964

f in 19712, two men claimed they were captured by aliens and taken aboard a spacecraft

g A pilot and his plane disappeared after sighting a UFO in 1978 h In 1981, a Frenchman reported that he saw a plate - like device at a treetop 30 meters away from his garden

(116)

Homework

- Have the whole class discuss te topic “ UFOs” - Choose a good student to be the leader

- Get the leader to make a suimmary of the evidence of the existence of UFOs and then discuss with his / her friends - Give the leader some questions for him / her to ask his / her friends

+ Do you believe in Kenneth Arnold, or the woman who saw a UFO above her house ?

+ Have you ever seen a picture of an alien? Can you imagine what the alien are like? Are they small or big? Are they intelligent? ( If yes ) Why you think so ?

- Have students write the notes on page 84 in their notebook

- -Unit 10 : Life on other planets

Period 62: Speak & listen

Aim

Practice speaking about Mars Listening for details to complete a table and further practice in modal verbs - may, might

(117)

By the end of he lesson, Ss will be able to talk to one another bout what they think there might be on Mars, on the moon and on other planets Ss will be able to know more about the moon by listening and relative pronouns who - which - that Teaching aids

Procedure

Warm - up * Word square : Earth Sun

Mars (ho¶) Moon

Mercury ( Thuû

- Ask students some questions about the solar system + Which planet is the nearest to the sun? ( M )

+ Which is the biggest ? + Which is the hottest ? I Pre - teach vocabulary : - microorganism (v) : vi sinh vËt ( translation )

- gemstone (n) : đá quí ( realia )

- sparkling ( adj ) : lÊp l¸nh ( realia )

- creature (n) : sinh vËt - trace (n) : dÊu vÕt ( visual )

- mineral (n) : khoáng sản ( example )

* * Checking vocabulary : Rub out and remember

- Rub out the new word one at a time Each time you rub out the word in English, point tio the Vietnamese translation and ask students to repeat in English When all the English words are rubbed out go through the Vietnamese list and get the whole class to call out the English words

II Revision of model verbs : may - might: * Form : May / might + infinitive

* Use : We use may, might to talk about present of future possibility

- Might is normally a little less sure than may I Matching :

- Sets the scene : Aspace tourist traveled to Mars, he saw many

S E A R T H

M U M E R C

U R N S A U

S S R U B R

A

(118)

things there and noteb them down These are drawings of things Try to guess and match the drawings with their names

- Number from to from left and right * Answer keys :

(1) minerals (2) water (3) mountains (4) plants

(5) little creatures (6) gas

(7) gemstone II Drill

- Use the drawings to drill * Exchange : What’s this ? This may be water on Mars What are they?

They may be minerals on mars What are they?

They might be plants on mars What’s this?

This may be gas on Mars What are they?

They may be gemstones on Mars What are they?

They may be little creatures III Practice the dialogue:

Have students practice the dialogue between Nam and Hung on page 85

- Call on some pairs of students to practice the dialogue - Correct their pronunciation

- Have all students work in pairs to practice the dialogue * Dialogue :

Nam : What these drawings say, Hung? Hung : There might be water on Mars

Nam : And what about those black sparkling spots on the right corner?

Hung : Well, they might be traces of gemstones There may be a lot of precious stones on Mars

IV Making dialogues :

- Have student make up similar dialogues about the drawings, using the cues in 3a

* Sample :

You : What these drawings day?

(119)

Production

You : And what about the red signs on the left corner? Your friend : Well, they might be gas on mass

- Call on some pairs of students to practice their dialogue before the class

- Give feedback * Discussion :

- Give students the topic “ What may there be on Mercury / on the moon / on Mars?”

- Ask students to write the dialogue in their notebooks

listen

Warm - up * Shark’s attack :

- Prepare a shark ( or a crocodile ) and a school girl / boy on cards

- Draw some steps on the board then, stick the girl / boy on top of the setps, the shark is i the sea ( around the steps )

- Draw gaps for the word : MOON

- Get students into teams ( or ask them as a whole class ) They have to try to guess the letter If their guess is right, they will get one mark ( the girl / boy stands till )

- The game continues uintl students find out all te letters of the word MOON and the shark can’t eat the girl /boy

- The game can go on with the words + temperature

(120)

Pre listening

I Pre - teach vocabulary : - expert (n) : chuyªn gia

( definition : a person who has special knowledge, skill or practice)

- crater (n) : hè ( bom ), miƯng nói lưa ( visual / picture )

- one - sixth = phần sáu - two - fifths = hai phần năm * Cheking vocabulảy : Matching II Prediction :

- Set the scene : “ You will listen to the description of the moon But before listening, you should read the statements on page 86 and guess which is correct and which is incorrect”

- Have students work i pairs to tick the statements that they think they are correct

- Give feedback

a There is no air no the moon

b There are rivers and lakes on the moon c There are no sound on the moon

d It is very cold at night on the moon

e During the day the temperature is even lower f There are great round holes on the moon g There are no mountains on the moon h You will weigh kilo heavier on the moon i You will be able to jump very high on the moon j One day on the moon lasts for two weeks

I Listening and checking :

- Have students listen to the tape twice and check their prediction * Answer keys :

A,c,d,f,i,j

* Tape transcript :

“ Good evening Welcome to our Science For Fun program This week, we’ve received a lot of questions asking about life on te moon We’ve talked to some experts and this is what we’ve found out There is no water or air on the moon It is all silent bacuase there is no air Of course, there will be nmo music, no sound There are no rivers and no lakes At night, it is very cold Te temperature goes down to 1510C below zero But during the day the temperature rises to 1000C above zero.

(121)

Presentatio n

Practice

And here is something very interesting to know : on the moon you weigh one sixth of what you weigh on earth If you weigh 50 kilos, on the moon you will weigh only a little more than kilos You will be able to jump very high, even higher than an Olympic Champiaon You can take very long setps as well And May be yeu wont’s sleep very well because one day on the moon lastes for weeks

So, is there life on the moon ? I’ll leave the questions for you to answer yourself”

II Comprehension questions :

- Give students some questions and ask them to work in pairs to answer them

- Give feedback * Questions :

1 Why are there no sounds on the moon? How many craters are there on the moon?

3 How much will you weigh on the moon if you weigh 50 kilos on the earth?

4 Will you sleep very well on the moon? Why? Why not? - Let students listen to the tape once again ( or twice ) and they check their answers

- Call on some students to read aboud their answers

Correct their answer and let them listen to a tape again if they can’t answer the questions

* Answer keys :

1 Because there is no air on the moon

2 There are about 30.000 craters on the moon

3 If I wrigh 50 kilos, I’ll weigh only a little more than kilos No, we won’t ecause one day lasts for two weeks on the moon - Ask students to practice asking and answering in pairs

* Revision of modal verbs : may and might * Form : May / might + infinitive

( without to ) * Use :

+ May + might is used to talk about present or future possibility + Might is normally a little less sure than May

* Drill :

- Have students look at thje pictures on page 89 - 90 to the exercise in Language Focus

- Get students to work in pairs They have to practice asking and answering

a Ex : S1 : What may it be?

(122)

Production

It may be a box of crayons or it might be a box of paint c What may it be ?

It may be a football or it might be a basketball d What may it be ?

it may be a boat or it might be a train e What may it be ?

It may be a flying saucer or it might be a meteor f What may it be ?

It may be an evening star or it might be a spacecraft * Gurssing game :

- Prepare some things ex : a key, a doll, a book, a pair, of glasses, a comb,

- Put a thing in a box and ask students to guess what it is by asking the questions : May it be a booj, the students who has the correct guess will get good marks or get a present

- The game goes on until the time is over

Week:33

Unit 10 : Life on other planets

Period 63: Read

Aim

Reading a text about a space trip Objective :

By the end of the lesson, students will able to understand the text about a space trip

Teaching aids

Procedure

(123)

Warm - up

Pre reading

* Chatting :

- Prepare some pictures of a spaceship or of the first travel of man to the moon

- Show students those pictures and ask them some questions to involve students in the topic of the lesson

+ Do you want to travel?

+ Have you ever traveled in your country or abroad? + Have you ever dreamed of a trip to space ?

+ Do you want to be an astronaut ?

+ Do you think traveling into space takes alot of money? I Pre - teach vocabulary :

- push - up (v) : hít đất ( mime )

- orbit ( n/v) : quĩ đạo/ di chuyển theo quĩ đạo ( visual / pictủe / translation )

- totally (adv ) : hoµn toµn ( sunonym : completely )

- marvelous ( adj ) : tuyÖt diÖu, kú diÖu ( synonym : wonderful)

- physical condition (n) : t×nh tr¹ng, thĨ chÊt, thĨ lùc ( translation )

* Checking vocabul¶y : Slap the board:

- Write the new words all over the board, each, word in one circle orbit push - up

physical space trip condition marvelous totally

- Call on two teams of studens to the front of the class

- Call out the Vietnamese and two students run forward to slap the English equivalent on the board The student slapping the correct word first gest one mark

- Go on until all the words are slapped II Ordering statements :

- Show the poster of five statements on the board

- Have students work in pairs to put the statements in order to show what they need and get in joining a trip into space get a letter from a doctor to show you are in perfect health see pictures of the earth, its interesting places, and the stars from very far

3 feel free and enjoy wonderful feeling

(124)

Post

5 get on the trip - Give feedback

- Have students reaf the text and check their guess * Answer keys :

a b.1 c d.2 e I Comprehension question :

- Have students read the text again and work in pairs to answer the questions on page 87

- Call on some students to answer the questions loudly - Correct their answers

- Get students to pracitce asking and answering the questions * Answer keys :

1 What will you have to if you decide to take a space trip? - If you decide to take a space trip, you’ll have to run a lot, swim every day, and aerobics and push - ups to have an excellent physical condition

2 What must you if tou want to show you are in perfect health ?

- If you want to show you are in perfect health, you must get a letter from the doctor

3 What scenes on the earth can you see from the outer space ? - You can see pictures of the earth : your country, interesting places, the oceans, the big rivers, the tall mountains

4 How many times a day can you see those scenes? - We can see those scenes 16 times a day

5 What things can you whiler you are on the earth? - We can walk on the wall or on the ceiling

* Discussion :

- Give students the topic of the discussion

“ If your were able to take a space trip, what would you to prepare for the trip? What would you like to bring along? - Divide the class into groups The students discuss in groups - Ask each group to choose one leader who will present his / her group’s opunions

- Help students to show their ideas

(125)

reading

Home work

- -Unit 10 : Life on other planets

Period 64: Write Aim

Writing an expostition about the existence of UFOs Objective :

By the end of the lesson, Ss will be able to write an exposition about the existence of UFOs

Teaching aids Text books

Procedure

Warm - up

Pre - writing

* Jumbled words :

- Write the words whose letters are in a random order on the board

- Divide the class into two twams Students from two teams go to the board and write the correct words ( rearrange the letters in correct order ) The team which writes more correct words first wins the game

1 ucinionttrod = Introduction oybd = Body

3 nculcoonsi = Conclusion taimnenterent = Entertainment caret = trace

6 peapaceran = Appearance I Pre - teach vocabulary : - imaginatio (n) : sù tëng tëng ( translation )

- trick (n) : mĐo, kü x¶o

( definition : a cunning action )

(126)

( translation )

- mysterious ( adj) : bÝ hiÓm

( definition : difficult or imposible to explain ) - flying saucer (n) : đĩa bay

( synonym : UFO )

* Checking vocabulary : What and where

- Write the new words on the board, one word in each circle

imagination mysterious

Exist trick flying

saucer man-like creature

- Ask students to repeat the words chorally then rub out word by word but leave the circles

- Go on until all the cirlces are empty

- Get students to go to the board and write the wrods again in the correct circles

II Matching :

- Get students to exercise 6a on page 88 exposition in column A and put the paragraphs in column B in order to match the sections in A

* Answer keys :

1 Introduction : I don’t believe there exist UFOs even though many newspapers talk a lot about them

2 Body : Firstly, flying saucers might be aircrafts, balloons, clouds or trick of light Secondly, there are not enough photos showing clearly the shapes of the UFOs Moreover, if there are UFOs, there will certainly be traces of their landing on the ground

3 Conclusion : there fore, UFOs are just the imagination of some writers and they exist only in films for entertainment

III Reading the dialogue :

- Have students read the dialogue between An and Ba about the existence of UFOs

- Give students some questions to make sure they understand the dialogue

(127)

While writing

2 Doea Ba believe in UFOs ? ( Yes, he does )

3 What does An think anout UFOs?

( He thinks that it might be people’s imagination ) Why does Ba think UFOs exist?

( Because newspapers talk a lot about UFOs and many people around the world say they have seen flying saucers )

5 What evidence makes Ba believe in UFOs ?

( There are plenty of photos of them and the mysterious circles on the firlds )

- Call on some students to answer the quetions - Correct their answers

- Ask students to practice asking and answering in pairs * QWriting :

- Get students to use Ba’s opinion to write an exposition about the existence of UFOs

- Lets students write the expositio individually then share with their partners and correct mistakes by themselves

* Suggeted writing:

“ I believe UFos exist because articles and reports in newspapers talked a lot about their appearance

First, many people from different countries reported that once saw flying saucers

Second, there are many photos of flying saucers and some of the photographers said they saw man - like creatures get out of the saucers

Moreover, people are discussing the mysterious circles on the fields in the countryside of Great Britain

So I think UFOs are not human’s imagination They are real; and we should be ready to welcome their visits”

* Correction :

- Collect come writings to correct the mistake before the class - Call on some students to read aloud their writings

(128)

Homework

- -Week : 34 Unit 10 : Life on other planets

Period 65: Language Focus Aim

Further practice in conditioal sentences type and type Objective :

By the end of the lesson, students will be able to use conditional sentences Teaching aids

Text books

Procedure

Warm - up

Presentatio n

* Jumbled words :

- Write the words with their random letters on the board

- Divide the class into two teams Students from teams go to the board and write the correct words

- the team which writes more correct words first wins the game isrh = rich

2 lockc = clock tivis = visit alrma = alarm aienl = alien pscea = space

I Revision of conditional sentences type :

* Form : If clasu : simple present tense main clause : simple future ( will + verb ( infinitive ) )

(129)

Practice

Production

present * Practice :

- have students work in pair to the exercise in Language Focus on page 90

- Ask students to use the verbs in the box to complete the fives sentences, using conditional sentences type

- Call on some students to read their sentences before the class - Give feedback and correct

* Answer keys :

a If Ba forgets his lunch, he’ll be hungry at lunch time b Lan will miss te bus if she does not hurry

c If Ha is not carygul, he’ll drop the cup

d Mrs Nga will join us if she finishes her work early

e If Mrs Inh writes a shopping list, she won’t forget what to buy II Conditional sentences type :

- St the scene : Ba is not rich so he can’t travel around the world - Ask students to complete the sentence :

+ If Ba rich ; he around * Answer keys :

-> If Ba were rich ; he would travel around the world * Form : Main clause : would / could / might + verb If clause past simple tense / past subjunctive

* Use : We use this structure to talk about unreal or unlikely present or future situations

We often use : “ If I were you” to give advice

- Ask students to Language Focus exercise on page 90 They have to work with a parner and make conditional sentences type

- Give an example (3a) - Let students work in pairs - Give feedback and correct * Answer kys :

b If Mr Loc had a car, he would drive to work

c If Lan lived i Ho Chi Minh City, she would visit Saigon water Park

d if Nam haf an alarm clock, he would arrive at school on time e If hoa lived in Hue, she would see her parents every day f If Nga owned a pinao, she would play ir very well

g If Tuan studied harder, he would get better grades

h If Na had enough money, she would buy a new computer ( na would buy a new computer if she had enough money ) I Maching game :

- Divide the class into two teams, team A and team B

(130)

Homework

conditional sentences type ) on a small piece of paper - Get each student from team B to write one main clause - Take pieces of paper from teams to have a complete conditional sentence

- Call on some students to pick up pieces of paper from teams and call oyr the sentences

- this game help students to practice writing conditional sentences and make them fell relax

II Writing :

- Give the topic and ask students to discuss in groups before writing

“ What would you if tou met an alien from outer space?” - Give an example first

If I met an alien from outer space, would invite him / her to my home and talk to him / her

- Have rach student write this he she would like to - Get students to share with their partners

- Call on some students to call out thir sentences before class - Give feedback and correct

- Get students to write some more sentences they get from their friends in class

Định dạng
Số trang	130
Dung lượng	228,22 KB